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|November 22nd, 2013
Rant Four Reasons Why Educators Hate Geography
Posted 40 months ago|4 comments|5,395 views
Written by
Virginia Beach, VA
It's easy to point out that public schools don't teach much geography. Explaining why is more complex. Here are four reasons why our Education Establishment scorns geography:
1) THEY ARE ANTI-KNOWLEDGE: For more than a century, there was a prejudice among our top educators against foundational knowledge (that is, basic facts everyone should know). John Dewey in 1897 preached: "We violate the child's nature and render difficult the best ethical results by introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc....The true center of correlation on the school subjects is not science, not literature, nor history, nor geography, but the child's own social activity." Note that Dewey slams geography twice, just to be sure.
2) THEY ARE ANTI-HISTORY: Our so-called educators also scorned history. In 1929 two of the biggest (Thorndike and Gates) echoed Dewey when they decreed: "Subjects such as arithmetic, language and history include content that is intrinsically of little value."
Of little value? When people know history, they can make decisions and deductions about where they came from, how other societies handled similar problems, and how we should respond to challenges now.
But our elite educators wanted uninformed, dependent children who would fit better into the new Socialist world that Progressive Educators hoped was coming. These ideologues wrapped history inside a containment-device called Social Studies, suppressing as much of it as possible, and making the rest shallow.
Geography and history go hand in hand. Diminishing one hurts the other. You can't study history if you don't first learn the names of oceans, rivers, states, mountains, etc.
3) THEY ARE ANTI-READING: Starting in 1932, American public schools taught reading with a bogus method variously called Look-say, Sight Words, Whole Word, etc. This gimmick required that children memorize the English language one word-shape at a time. A long, slow process.
Look at Dolch lists for fourth grade and you find easy words like "bug," "sea," and "pen." What you don't find is a single proper name or place name. The pretext for the phony Dolch lists was that these were the most common words, and in learning these words, the child was advancing rapidly toward literacy. But when does a child learn to read words like Nevada, Texas, Chicago, Hawaii, or Kansas, not to mention Benjamin Franklin?
Geographical names, anywhere in a child's life, would provide a warning bell that this child did not actually know how to read. How could the schools silence that warning? Geography must die.
4) THEY ARE ANTI-PRECISION: The most striking thing about geography is its intellectual purity. A city is in a certain location, it has a particular name, and there are many specifics one can learn about that city.
In geography, there is no ambiguity, no vagueness, no fuzziness, no aspect where one could say, well, you should guess. In short, geography is everything that Progressive Educators hate. Consider that the capital of France is Paris. There is no way Constructivism can construct this. No way Self-Esteem can pretend you know it when you don't. No way that Cooperative Education will make it easier for children to know this fact. No way to think "critically" about this fact. It's just a fact. It is.
(Properly, a student starts by learning many little nuggets of information. At some point, the student can discuss these facts, compare them, relate them, and prioritize them. That's what critical thinking is. This phrase is meaningless, however, unless the student first learns many little nuggets.)
Geography is a foundation not just for history but for the study of geology, anthropology, archaeology, world trade, finance, government, environmental science, military history, surveying, early mathematics, and much else. Any school that skimps on geography is a phony.
Francis Parker is a famous educator who died in 1902. I want to close with a quote from his book "How To Teach Geography" (1885). Probably you never heard a teacher rhapsodize about ANYTHING the way Parker can carry on about a topic that many think is dull and dry:
"Geography explains and illuminates history...To know and love the whole world is to become subjectively an integral factor in all human life; the resulting emotion arouses the only true patriotism, the patriotism that makes the world and all its children one's own land and nation. Geography is one essential means of bringing the individual soul an appreciation of the universal and eternal."
We need more geography; more precision; more foundational knowledge; and more passion for learning. We need a lot less of the foolishness that undermines these four.
(For related analysis, see "43: American Basic Curriculum" and "45: The Crusade Against Knowledge" on Improve-Education.org .)
|March 18th, 2014
[a simple and memorable way to look at it, and dovetails with our WN knowledge of the frankfurt school and its setting race against race, sex against sex, class against class, and generation against generation, and so on]
Youth Culture and Compulsory Schooling
Michael S. Rozeff
The most viewed videos on youtube in 2013 (150 million + views get you there) are mostly music groups for adolescents:
Justin Bieber
Jennifer Lopez
Miley Cyrus
Lady Gaga
Michel Telo
Carly Rae Jepsen
Don Omar
In 1961, James Coleman identified the cause of youth culture as compulsory schooling. Wikipedia says "One historical theory credits the emergence of youth culture to the beginning of compulsory schooling. James Coleman argues that age segregation is the root of a separate youth culture. Before compulsory schooling, many children and adolescents interacted primarily with adults. In contrast, modern children associate extensively with others their own age. These interactions allow adolescents to develop shared experiences and meanings, which are the root of youth culture."
Compulsory schooling merely by the mechanics of it (enforced separation, outsiders teaching, value inculcation by outsiders, grades, schools like prisons, compulsion, loss of parental control of curriculum) is obviously anti-family and pro-state.
|March 20th, 2014
Public School Maven Predicts Public School-Free Cities in Ten Years
Gary North - March 18, 2014
Diane Ravitch says that America's urban public schools are about to go belly-up, killed by the Right (charter schools) and the Left (the Common Core curriculum).
I dearly hope she is correct.
Ravitch is the #1 maven of public education. She loves the system. She believes that badges and guns are crucial for education, as well as for democracy. She assures us that we cannot have education without badges and guns. She says: "Public education is one of the foundational institutions for a democracy." She is this generation's #1 defender of the messianic character of American public education. You can read about her here.
She earned a Ph.D. from the academic institution which, more than any other, gave us progressive education: Columbia University.
George H. W. Bush appointed her to a high office. So did Bill Clinton. So did George W. Bush.
Now she says the whole system is at risk. We read on the liberal Salon site:
"No Child Left Behind" is clearly a failure. Ravitch supported it. Now she opposes it.
These well-paid bureaucrats become cheerleaders for one reform after another. But their team -- tax-funded education -- has not had a winning season since 1940.
Dr. Ravitch was Assistant Secretary of Education when the Department's report was published, 120 Years of American Education: A Statistical Portrait. She wrote the introduction. Most Americans are unaware of these facts:
No major national educational reform has worked since the post-Sputnik reforms, which were supposed to create a nation of scientists and engineers. Today, over half of all Ph.D students in engineering are foreign students. American taxpayers are educating the world's best graduate students in science and engineering.
The new math was a bust in the late 1960's.
One after another, reforms are heralded as the solution to declining student test scores. None of them ever produces the promised successes.
The SAT scores started falling in 1963, and they have not reversed. Other tests showed similar declines.
Ravitch continues:
Buying iPads for students is just another fad. New school construction is an old fad. It has been discarded. Fads come and go. This is constant: Test scores decline.
What about Common Core?
Common Core will fail. The politicians who promoted it will find themselves in another line of work if they don't abandon the experiment. Moms Against Drunk Testing will vote them out of office.
Teachers are being blamed for the failures. Well, what else would they expect? The system has been in decline since 1940. But Ravitch refuses to blame them.
I have two suggestions: (1) the system of tax funding; (2) the system of compulsory attendance.
In other words, blame the system as a whole, not just one component. Stop calling for reforms. The reforms do not work.
I have a slogan: "If it ain't broke, don't fix it. It is broke, fix it. If it can't be fixed, stop funding it."
She hates charter schools. She does not mention the #1 fact of charter schools: They are funded by taxes. So, she targets this practice: they kick out rotten students.
When you subsidize failure, but you promise success, there cannot be enough money.
She ends with this:
This is the rhetoric of a defender of a failed system.
Common Core is dead in the water. But it is going to take a decade to kill it. It will tear up the public schools. It will undermine support for the public schools. It will divide the bureaucrats.
Meanwhile, "There are cities where there's not going to be public education 10 years from now."
Then there will be private education for parents who want it for their children.
We are seeing the death throes of the messianic character of American education.
Last edited by Alex Linder; March 20th, 2014 at 11:55 AM.
|March 20th, 2014
Junior Member
Join Date: Mar 2014
Posts: 58
Implement the Harkness method of learnin', teaching the logical functions of basic reasoning, and wherein it wouldn't ever be necessary to remain in the system for 12 billion fucking years in order to learn the 1000+ facts to know for the general purpose of adult literacy and function once the kid reaches the legal age. Why, oh why</sarcasm>, won't the liberal educators see this simple solution and civil lawsuit the DoE to force all the nations' public schools to reorder themselves?
|March 25th, 2014
1) the central state (the ideology of the people behind it, which is globalist and anti-white)
2) provide sinecures to supporters (NEA members - education majors, styled as 'change agents' who will bring about the New World Order)
What's good for white children never enters the discussion at any point.
|March 25th, 2014
Science teacher suspended for homophobic rant about his school's club for homosexual students
Parkersburg South High School teacher David Foggin was put on suspension last week after writing a homophobic comment on Facebook
The West Virginia science teacher made a negative statement about the school's gay-straight alliance club
Most of the school community are in support of Mr Foggin, and held a rally on his behalf last Friday morning
The protesters held up signs reading 'Freedom of Speech' and 'We Love Foggin' while wearing shirts with 'Team Foggin' printed on them
Only a small group of students turned out to protest against the teacher
His suspension will be reviewed by the school board after Spring Break, and they will decide whether the suspension is paid or unpaid
By ASHLEY COLLMAN
|April 2nd, 2014
What Can Educators do to End White Supremacy in the Classroom?
458 Comments | Posted in News | By Nick Novak | Posted April 1, 2014 3:00 AM
Highlights from the National White Privilege Conference in Madison
April 1, 2014
***Language Warning***
by Nick Novak
MacIver Institute Director of Communications
[Madison, Wisc...] The city of Madison hosted the 15th annual national White Privilege Conference last week at the Monona Terrace to discuss issues of white supremacy, social justice, education and the Tea Party. The MacIver Institute attended multiple breakout sessions and will be releasing our highlights over the next couple days.
Our first account comes from the breakout session titled Stories from the front lines of education: Confessions of a white, high school English teacher.
The session was facilitated by Kim Radersma, a former high school English teacher in California and Colorado. Radersma is currently working toward her Ph. D. in critical whiteness studies at Brock University in Ontario, Canada.
Radersma argued that teachers must fight against the oppressive structure in education and society. She said anyone who is going into teaching and education must be a political figure.
Teaching is a political act, and you can't choose to be neutral. You are either a pawn used to perpetuate a system of oppression or you are fighting against it," Radersma said during the session. "And if you think you are neutral, you are a pawn."
She said educators need to challenge the system, otherwise they are giving in to white supremacy. Radersma also argued the first step is realizing that all white people are carrying the signs of oppression.
"Being a white person who does anti-racist work is like being an alcoholic. I will never be recovered by my alcoholism, to use the metaphor," Radersma said. "I have to everyday wake up and acknowledge that I am so deeply imbedded with racist thoughts and notions and actions in my body that I have to choose everyday to do anti-racist work and think in an anti-racist way."
[simple deranged, with, as has been said, whiteness being the christian equivalent of original sin. this mode of thinking was introduced to the world by christianity.]
She argued that until white people admit they have a problem, they will not be able to fight against white privilege.
"We've been raised to be good. 'I'm a good white person,' and yet to realize I carry within me these dark, horrible thoughts and perceptions is hard to admit. And yet like the alcoholic, what's the first step? Admitting you have a problem," she told the session attendees.
Multiple educators attended the breakout session of about 50 people and seemed very interested in how to bring the ideals of social justice and white privilege into the classroom. One attendee, a teacher and the diversity director at his school, spoke about the activities he is implementing and said it is important for teachers and administrators to discuss social justice with their students. Radersma echoed his sentiment.
"If you don't want to work for equity, get the fuck out of education," Radersma said. [by equity she means, of course, discriminating against whites] "If you are not serious about being an agent of change that helps stifle the oppressive systems, go find another job. Because you are a political figure." [it's tyranny that this mindset is funded out of the pockets of disagreeing parents. this is the type of crap religious wars are fought over. radersma's a perfect example of why public schools must be abolished. to speak of reform is pointless. get rid of them.]
During the session, Radersma also discussed the problem of growing achievement gaps between white students and students of color in schools across America. She told a story about her time as a teacher in Denver, Colorado.
Radersma said she taught a lower-level English class at the high school and her students were exclusively people of color. However, she said the Advanced Placement course in her school was almost all white and Asian students. Her principal observed class one day and commented on the difference in students between the two courses.
That experience, and the fact that her boss did not know how to tackle the problem since when is a natural difference between species a problem? it's only a problem for reality-hating anti-white leftist ideologues, led her to leave the classroom and work toward her Ph. D. Radersma told the group she realized the problem was the institutionalized racist structure of education and her white privilege was causing the racial achievement gap.
"I came to higher ed to study. What is this problem that I'm scared of? I don't know what to do. My principal is scared of this. Where do I point? Who's at fault? My white body is at fault," she said. "My racial identity, as a white person who believes that I am somehow better or more deserving, is the problem. The white supremacy, the structure is the problem." That simply doesn't make sense. It isn't coherent, even.
Since discovering her white privilege was the problem leading to the achievement gap, she said that she is now working to get more minorities into the education profession. Radersma told the group she thinks that students of color cannot learn as well from white teachers.
"My partner, who is a man, can't tell you about feminism. He knows a lot about it. He considers himself a feminist, but you want to learn feminism from him? No," she commented during the session. "You need to learn feminism from a woman. You need to learn what it is like to be a woman from a woman. He can't teach that. I can't teach students of color nearly as well as a person of color can." Since they can't beat the white (men) on objective tests or other measures of achievement, they are forced to posit special abilities that only the particular subset they're trying to champion possesses. This mentality is why civilization is a white-male construct: they are the only subset of what is very loosely called humanity that routinely produces members capable of objectivity. The other groups let their emotions override whatever intellect they have.
Another topic of discussion was how white people's actions, like donating to charity or helping a family in need, are inherently racist. A white attendee of the conference told a story about how her family donated school supplies to one of her classmates when she was in first grade because the family could not afford them.
The receiving family had moved from India, according to the attendee. While she was happy to be helping when it happen years ago, she was now questioning her family's motives.
"It was like 'well why don't you swoop in and save the day and give her all this stuff because we can afford to do that for them' kind of mentality," she said in the session.
Radersma agreed and said the family that was helped likely felt discriminated against.
It's that savior mentality, like 'save them, because they are not like us,' and that normalization of whiteness. Wow, talk about a lack of self-insight. Whiteness is best and those poor others aren't as good as us," she said. "So, we need to think of them and give them our sympathy and our charity and our generosity, which is so demeaning to the people on the receiving end. It's so demoralizing and disempowering to be receiving it." But of course if we withhold it, then we're racist too. Can't win. White is wrong. White is guilty. Always.
Before ending the 90-minute breakout session, Radersma encouraged current and future teachers to use an organization called Facing History and Ourselves as a resource. She said it is a non-profit that offers curricula on the topics discussed for middle and high school students.
The White Privilege Conference aims to provide "a challenging, collaborative and comprehensive experience," and "empower and equip individuals to work for equity and justice through self and social transformation," according to its website. Learn to hate yourself and your own kind, and teach others to hate their race too. White others.
It hosted more than 100 breakout sessions including: Stories from the frontlines of education: Confessions of a white, high school English teacher (discussed above); Against the Tea Party Movement; If You Build It, They Will Come: Developing a Pre K-12 Curricular Scope and Sequence for Whiteness and Anti-Racisim; and others which can be seen here. As always, anti-white leftism is funded out of white-right pockets.
The conference was paid for in part with taxpayer dollars. According to the Wisconsin Reporter, the conference received at least $38,000 from hotel room tax revenue, University of Wisconsin schools, and the City of Madison.
In addition to taxpayer and private funding, individuals had to pay upwards of $440 to attend the four-day conference.
Continue to check MacIverInstitute.com for updates as we highlight more breakout sessions from the White Privilege Conference.
Check out Part Two of our coverage of the White Privilege Conference: "The Longer You are in the Tea Party, the More Racist You Become."
Last edited by Alex Linder; April 2nd, 2014 at 05:21 PM.
|April 3rd, 2014
|May 2nd, 2014
[the point here is to show you that blacks could do better than they currently do - in all ways. but they are deliberately held down by jews, who need them angry/stupid as possible, and by their own jew-approved leaders, who advocate what's bad for the race to line their own pockets.]
Politics Versus Education
By Thomas Sowell
May 1, 2014
Of all the cynical frauds of the Obama administration, few are so despicable as sacrificing the education of poor and minority children to the interests of the teachers' unions.
Attorney General Eric Holder's attempt to suppress the spread of charter schools in Louisiana was just one of the signs of that cynicism. His nationwide threats of legal action against schools that discipline more black students than he thinks they should are at least as damaging.
Charter schools are hated by teachers' unions and by much of the educational establishment in general. They seem to be especially hated when they succeed in educating minority children whom the educational establishment says cannot be educated.
Apparently it can be done when you don't have to hire unionized teachers with iron-clad tenure, and when you don't have to follow the dogmas in vogue in the educational establishment.
Last year, there was an attempt to shut down the American Indian Model Schools in Oakland, California — schools that had been ranked among the top schools in the nation, schools with the top test scores in their district and the fourth highest scores in the entire state of California.
The reason given was that the former — repeat, FORMER — head of these schools was accused of financial irregularities. Since there are courts of law to determine the guilt or innocence of individuals, why should school children be punished by having their schools shut down, immediately and permanently, before any court even held a trial?
Fortunately, a court order prevented this planned vindictive closing of this highly successful charter school with minority students. But the attempt shows the animus and the cynical disregard of the education of children who have few other places to get a comparable education.
Attorney General Holder's threats of legal action against schools where minority students are disciplined more often than he wants are a much more sweeping and damaging blow to the education of poor and minority students across the country.
Among the biggest obstacles to educating children in many ghetto schools are disruptive students whose antics, threats and violence can make education virtually impossible.
If only 10 percent of the students are this way, that sacrifices the education of the other 90 percent.
The idea that Eric Holder, or anybody else, can sit in Washington and determine how many disciplinary actions against individual students are warranted or unwarranted in schools across the length and breadth of this country would be laughable if it were not so tragic.
Relying on racial statistics tells you nothing, unless you believe that black male students cannot possibly be more disruptive than Asian female students, or that students in crime-ridden neighborhoods cannot possibly require disciplinary actions more often than children in the most staid, middle-class neighborhoods.
Attorney General Holder is not fool enough to believe either of those things. Why then is he pursuing this numbers game?
The most obvious answer is politics. Anything that promotes a sense of grievance from charges of racial discrimination offers hope of energizing the black vote to turn out to vote for Democrats, which is especially needed when support from other voters is weakening in the wake of Obama administration scandals and fiascoes.
Eric Holder's other big racial crusade, against requiring identification for voting, is the same political game. And it is carried out with the same cynical promotion of fears, with orchestrated hysteria from other Democrats — as if having to show identification to vote is like a revival of the Ku Klux Klan.
Blacks, whites and everybody else can be asked for identification these days, whether cashing a check or using a credit card at a local store or going to an airport — or even getting into some political meetings called to protest voter ID laws.
But to sacrifice the education of children, especially children for whom education may be their only ticket out of poverty, is truly a new low. As someone once said to Senator Joe McCarthy, "Have you no sense of decency, sir?"
Demonizing the Helpers
It is not easy to demonize people who have spent hundreds of millions of dollars of their own money to help educate poor children. But some members of the education establishment are taking a shot at it.
The Walton Family Foundation — created by the people who created Walmart — has given more than $300 million to charter schools, voucher programs and other educational enterprises concerned with the education of poor and minority students across the country.
The Walton Family Foundation gave more than $58 million to the KIPP schools, which have had spectacular success in raising the test scores of children in ghettoes where the other children are far behind in academic performance.
D.C. Prep, in Washington, whose students are mostly poor and black, has also received grants from the Walton Family Foundation. Its test scores likewise exceed those of traditional neighborhood schools, as well as the test scores of other local charter schools. Other wealthy people across the country have been doing similar things for years, including high-tech tycoons like Bill Gates and Michael Dell. It is one of the great untold stories of a unique pattern of philanthropy that makes America truly exceptional.
Yet these philanthropists have been attacked by the teachers' unions and by others in the education establishment, including academics.
It was painful to watch a well-known historian of education on a TV talk show recently, denouncing people from "Wall Street" who have promoted alternatives to the failing public schools. Apparently, in some circles, you can just say the words "Wall Street" and that proves that something evil is being done.
You can listen in vain for any concrete evidence that these philanthropic efforts to help educate poor children are creating harm.
Instead, you get statements like that from the head of the American Federation of Teachers, saying, "they're trying to create an alternative system and destabilize what has been the anchor of American democracy."
If government-monopoly schools, with iron-clad tenure for incompetent teachers, have been an anchor, they have been an anchor around the necks of American students, who consistently score lower on international tests than students from countries that spend half as much money per student, and yet have students who outperform our youngsters, year after year.
It is not written in the stars that youngsters in ghetto schools have to score miles behind everybody else.
Data from the 1940s show test scores in Harlem schools comparable to test scores in white working class schools on New York's lower east side. (See "Teachers College Record," Fall 1981, pages 40-41.)
Even today, particular minority schools — sometimes charter schools, sometimes Catholic schools, and sometimes even regular public schools headed by principals who defy the prevailing educational dogmas — turn out black students who can compete with other students academically.
Teachers' unions and others who defend the public school establishment decry competing schools, on grounds that they are somehow undermining the public schools.
One of the claims is that these alternative schools drain money from the public schools. But expenditures per pupil in the public schools have risen during the era of the spread of alternative schools.
Of course, if there were no alternative schools, the total amount of money going to the public school system might have increased more. But this would not necessarily produce more money per student, since charter schools typically do not get as much money per student as the public schools get.
Then there is the claim that alternative schools "skim the cream" of the students, and that this explains why their test results are better. But many, if not most, charter schools select among their applicants through a lottery.
Lots of things need to be done by lots of people to improve our education system, especially for schools in minority neighborhoods. Demonizing those who are trying to help is not one of them.
Will Dunbar Rise Again?
Dunbar High School in Washington is becoming a controversial issue again — and the controversy that is beginning to develop has implications for American education well beyond the District of Columbia.
There has not been much controversy about Dunbar High School for a long time. Since sometime in the late 1950s, it has been just one more ghetto school with an abysmal academic record — and that has been too common to be controversial.
What is different about the history of Dunbar is that, from its founding in 1870 as the first public high school in the country for black students, until the mid 1950s, it was an outstanding academic success.
As far back as 1899, when tests were given in Washington's four academic high schools at that time, the black high school scored higher than two of the three white high schools. That was the M Street School that was renamed Dunbar High School in 1916.
Today, more than a hundred years later, it would be considered Utopian to even set such a goal, much less expect it to happen. In 1954, the Supreme Court declared that separate schools were inherently unequal, no doubt in ignorance of Dunbar, which was within walking distance of the site of that sweeping pronouncement.
The test results in 1899 were no isolated fluke. Over the next several decades, four-fifths of Dunbar graduates went on to college — far more than for either black or white high school graduates in the country at large during that era.
Most went to inexpensive local colleges but, among those who went on to Ivy League and other elite colleges, a significant number graduated Phi Beta Kappa. At one time, Dunbar graduates could get into Dartmouth or Harvard without having to take an entrance exam.
That was when Dunbar was controversial.
Some in the black community were proud and grateful that there was such a school where any black youngster in the city, no matter how poor, could go to get an education that would equip him or her to go on to college anywhere and compete with anybody.
But others decried Dunbar as an "elitist" school with academic standards that many black youngsters could not meet and a set of attitudes and behavior that some in today's world would call "acting white."
Nor was this accidental.
A handbook issued to students entering Dunbar prescribed behavioral standards and values, not just for the school but for life outside as well. Without saying so, those standards and values were an implicit repudiation of the way many poorer and less educated blacks behaved.
It would be hard to exaggerate the hostility, and even bitterness, toward Dunbar by some of those who never went there — and who saw, and resented, the differences in attitudes and behavior between Dunbar students and themselves.
The late William Raspberry once wrote in his Washington Post column that you could turn any social gathering of local blacks into warring camps just by saying the one word "Dunbar."
What destroyed more than 80 years of academic achievement at Dunbar High School, virtually overnight, was changing it from a selective school, to which black youngsters from anywhere in the city could apply, to a neighborhood school, located in a poor ghetto neighborhood.
Now there is a new controversy brewing as some have suggested that the new Dunbar High School building be made a city-wide selective high school, rather than remain a neighborhood school.
All the talk about elitism, and about abandoning neighborhood youngsters, in order to serve others, has been revived and another poisonous issue now added — race.
Those black spokesmen who see all issues through a racial prism see the proposed change as a way to accommodate whites who want to send their children to a public school that keeps out many ghetto blacks. But the issue of selectivity was controversial even when Dunbar was an all-black school.
With or without racial issues, there is no way to provide a good education for youngsters who want to learn when there are less able and more disruptive kids in the same classes. Are those who came to learn going to be sacrificed until such indefinite time as it takes for us to "solve" the "problems" of those who don't?
|May 2nd, 2014
The Heat Death of Democracy
"In a Closed System, Stupidity Tends to Increase Until It Reaches a Maximum"
By Fred Reed
May 2, 2014
In something called Upshot, apparently the love child of the New York Times, I find a piece by a negligible robot happily chronicling the failures of boys in school. This has become a ritual for feminists and pussy-whipped male Sonderkommandos. If smugness and condescension were oil, these tali-wagging unmen would be gushers, maybe a gas field.
This particular dropping rattles on (if droppings rattle) about the superior "social skills" of girls, which in fact they have. ("Social skills" is illiterate sociobabble. It is plural, so I ask, what are these skills? Bright smile? Curtsey? Subtle flattery? "Sally has a really good bright smile, but her subtle flattery needs work.")
After running on about the superior social skills of girls (meaning that they are docile, obedient, easily managed, and seek approval from teachers), the author, David Leonhardt, points out that girls are getting far more four-year college degrees, etc. All true.
He does not point out is that schools at all levels have been made (deliberately, I think) so hostile to males (the endless sexual-harassment propaganda), with so heavy an emphasis on procedure complied with instead of material mastered (neat homework, pretty pictures pasted into projects), and so much emphasis on socialization to feminine norms and on inculcation of Appropriate Values, that boys are asphyxiated. It is intellectual water-boarding. And has produced the desired result.
There is in all of this much schadenfreude from women who enjoy seeing boys fail, and a great deal of passive aggression: "Bobby, we are making your life miserable and doing our best to turn you into an involuntary lesbian for your own good. Now keep quiet, take your Ritalin, and don't move an inch, you little bastard."A thread running through it all is the notion that boys are just, well, to put it frankly, not very smart, good perhaps for carrying heavy objects but not suited to a modern world founded on intelligence. A couple of quotes catch this:
"As the economy continues to shift away from brawn and toward brains, many men have struggled with the transition." And "'Boys are getting the wrong message about what you need to do to be successful,' Ms. Buchmann says. 'Traditional gender roles are misguiding boys. In today's economy, being tough and being strong are not what leads to success.'"
Women of feminist stripe have always resented the physical strength of men and have argued that either it doesn't really exist or that it doesn't matter (women in the infantry), and that anyway women are more intelligent if not held back by oppressive etc. It may well be true that women are more suited to a bureaucratic society in which order, procedure, following rules, and placidity are paramount. However, in the matter of brains and their importance for the economy, it is interesting to check the facts.
Boys are not less intelligent than girls. In post-pubertal IQ, males have only a small advantage in mean IQ, perhaps because of their slightly larger brains or perhaps because it is an artifact of testing. What is not debatable is that men have higher variance in intelligence, meaning a broader range of scores—i.e., there are more very smart men than women, and very stupid men than women. The math predicts that at two standard deviations from the mean, IQ 130, there should be two men per woman. Checking Mensa membership by sex (Mensa requiring 130 for membership, the top two percent) we find—who would have guessed it—that the membership is 66% male. Two to one.
The Graduate Record Examination is a high-end test given to college graduates, usually because they want to go to grad school. The scores are broken down bycareer field (the chart is worth a glance) and by verbal and mathematical ability. The eight highest-scoring fields—physics, mathematics, computer science, economics, chemical engineering, materials science, mechanical engineering, and electrical engineering—have blistering math scores, and are all…all…dominated by men.
The two lowest-scoring careers are education, overwhelmingly female, and public administration. Thus we have morons, administered by slightly worse morons, trying to teach boys who, at the high end, are so much smarter than the teachers as to constitute another species.
I suspect that the psychologists, ed majors, therapists and suchlike clutter who hold forth on schooling on boys simply have no idea of what high intelligence is or why it matters. In the foregoing I mentioned standard deviation:
\sigma = \sqrt{\frac{1}{N} \sum_{i=1}^N (x_i - \mu)^2}, {\rm \ \ where\ \ } \mu = \frac{1}{N} \sum_{i=1}^N x_i.
For the little boy who one day will pop 710 on the math GREs, such things are neither frightening nor off-putting. They are fascinating. Such kids could certainly grasp the notation above while taking eighth-grade algebra. From these boys—they are almost always boys—come the things that make for international competiveness. We would be very wise to keep this in mind. We will not.
For decades and decades, America has made pandering to political groups—teachers' unions, racial lobbies, feminists—more important than quality in schooling. In 1980, in a piece for Harper's, I wrote, "Evidence of this appears periodically, as, for example, in the results of a competency test given to applicants for teaching positions in Pinellas County, Florida, cited in Time, June 16, 1980. To pass this grueling examination, an applicant had to be able to read at the tenth-grade level and do arithmetic at the eighth-grade level. Though they all held B.A.'s, 25 percent of the whites and 79 percent of the blacks failed. Similar statistics exist for other places." Morons to the left, morons to the right, and not a drop to drink.
Thus did we, and thus do we. We have dumbed down tests, simplified curricula, and debased grading to make various groups look better than they are.
Boys flourish, as do men, when they are allowed to compete, preferably in the company of other males, in fields of their choosing, without strangling social rules. Silicon Valley is the wild west of such endeavor. Consider the following start-ups, and who started them:
Google (Sergei Bryn, Larry Page), Intel (Gordon Moore, Robert Noyce), Apple (Steve Jobs, Steve Wozniak), Microsoft (Bill Gates), Dell Computer (Michael Dell), Facebook (Mark Zuckerberg), YouTube (Chad Hurley, Steve Chen, Jawed Karim), Netscape (Mark Andreesen), Yahoo (Jerry Yang, David Filo), AMD (long list of guys from Fairchild Semiconductor), Twitter (Jack Dorsey), Wikipedia (Jimmy Wales, Larry Sanger), PayPal (Peter Thiel), Ebay (Pierre Omidyar). Et very cetera.
Forgive me for laboring the point, but I think it important for the country's future to understand who we need to encourage. Who invented the following?
Euclidean geometry. Parabolic geometry. Hyperbolic geometry. Projective geometry. Differential geometry. Algebra. Limits, continuity, differentiation, integration. Physical chemistry. Organic chemistry. Biochemistry. Classical mechanics. The indeterminacy principle. The wave equation. The Parthenon. The Anabasis. Air conditioning. Number theory. Romanesque architecture. Gothic architecture. Information theory. Entropy. Enthalpy. Almost every symphony ever written. Pierre Auguste Renoir. The twelve-tone scale. The mathematics behind it, twelfth root of two and all that. S-p hybrid bonding orbitals. The Bohr-Sommerfeld atom. The purine-pyrimidine structure of the DNA ladder. Single-sideband radio. All other radio. Dentistry. The internal-combustion engine. Turbojets. Turbofans. Doppler beam-sharpening. Penicillin. Airplanes. Surgery. The mammogram. The Pill. The condom. Polio vaccine. The integrated circuit. The computer. Football. Computational fluid dynamics. Tensors. The Constitution. Euripides, Sophocles, Aristophanes, Aeschylus, Homer, Hesiod. Glass. Rubber. Nylon. Roads. Buildings. Elvis. Acetylcholinesterase inhibitors. (OK, those are nerve agents, and maybe we didn't really need them.) Silicone. The automobile. Really weird stuff, like clathrates, Buckyballs, and rotaxanes. The Bible. Bug spray. Diffie-Hellman, public-key cryptography, and RSA. Et cetera.
Enough. Leonhardt ends on a note of almost kinky submissiveness:"The problem doesn't simply involve men trying to overcome the demise of a local factory or teenage boys getting into trouble. It involves children so young that most haven't even learned the word "gender." Yet their gender is already starting to cast a long shadow over their lives."
Just so. But it is not their own gender casting the shadow.
Last edited by Alex Linder; May 2nd, 2014 at 09:02 AM.
|May 8th, 2014
must see video - exactly what they have planned for all of our schools, all of our communities, all of our children...... plan is proceeding apace...
|August 6th, 2014
'sex education' is a propaganda term.
"Sex education" = brainwashing very young kids that homosexual and pedophilic behavior are good things and don't at all lead to early physical death after lives of mental anguish.
PlasticMergeryCallie Beusman
8/06/14 10:17am
"Sex education"? Ok. While we're telling five-year-olds how great homosexual behavior is, can we also discuss its incredible rates of morbidity? No? That would be homophobia, not education. Oh, I see.
Last edited by Alex Linder; August 6th, 2014 at 09:22 AM.
|November 1st, 2018
John Taylor Gatto has died. Read his book.
An interview with LLewpus
|#1, public school
|Display Modes
Linear Mode


text:
The child's imagination is always the driving force in determining, designing and coordinating a life-altering wish experience.
While most wish requests fall into five major categories, the possibilities are endless because wish kids are so creative and inspired by the chance to have a wish experience:
A child with a critical illness who has reached the age of 2½ and is younger than 18 at the time of referral is potentially eligible for a wish.
Read more on eligibility criteria for a potential wish child.
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subset: commoncrawl


text:
Now that Simon Cowell and his acid tongue are gone, "American Idol" has been deemed safe for the tender sensibilities of 15-year-olds.
The Fox talent show juggernaut is lowering the minimum age to compete from 16 to 15 in advance of its 10th season The move comes after a lackluster season that saw ratings dip critics and fans alike complain about a dearth of talent.
"A lot of young, talented people are now seeking careers and representation before they turn 16," executive producer Cecile Frot-Coutaz. told USA Today. "Lowering the age limit allows us to tap into this talent pool." The show previously had a 16-to-28 age limit.
U.S. & World
A shakeup could be what's needed. Last month, Billboard noted that the show's pool of contestants "was widely considered to be the weakest in the show's vaunted history, with the top 10 finalists, who will perform together on this summer's American Idol Live! tour, comprising a bizarre mix of pop/R&B singers with identity crises and guitar-strumming "street busker" types, as Simon Cowell likes to call them."
Teens are already at a big disadvantage on the show, with more polished contestants up to age 28 competing. The last teens to finish in the Top Two were Season 7 runner-up David Archuleta and Season 6 champ Jordin Sparks. Lee DeWyze, 24, won the season that ended last month
But lowering the age limit could further solidify show's most loyal demographic, teens, while leaving open the possibility of a Justin Bieber-like discovery. Auditions begin July 17 in Nashville, Tenn. Click here for more details.
The show has bigger changes to contend with. Mastermind Cowell is leaving to launch another show, "The X Factor," and longtime musical director Rickey Minor is leaving to lead the band on "The Tonight Show with Jay Leno."


text:
- SpecsConvert Specs to MetricTonnage270 T
- Product Overview
Years of experience have led our Technical Department to define two families of machines. SOV presses, with direct drive, are forging machines suitable for pressing parts requiring vertical extrusion.
SEO presses, working with a discontinuous cycle, have a long stroke of the ram and are suitable for forging through GE sub-press for horizontal extrusion, while SEO/*F presses are very powerful forging machines with high rigidity, suitable for both deep vertical extrusion and horizontal extrusion.
SEO presses are also available in high productivity SEO/*-CVE-CS models. These machines make it possible to change the number of strokes per minute and consequently the number of pieces produced per minute. In addition they can be run in intermittent or continuous mode.
- About Company
Mecolpress was established 1n 1969 with the aim of manufacturing presses for the hot forging of metallic alloys. The design know-how of the founders and the continuous research for technological innovations allowed the company to gain in a short time a leading position among the manufacturers in this specific field and to gain an excellent reputation all over the world. In the beginning all efforts were directed towards to the hot forging of brass components, with standard presses up to 8000kN and with special presses up to up to 10000kN and more. Today our presses can be used for hot forging of steel, copper, aluminum, and different other alloys.
- Distributors5Porta North America, Inc. | Osmat Technology, LLC
65A Louis Street
Newington, Connecticut 06111
United StatesManske Machinery Inc
10050 West Beloit Road
Greenfield, Wisconsin 53228
United StatesConsorcio Eurocon, S.A. de C.V.
R. Platón Sánchez No. 222 Sur
Monterrey, Nuevo Leon 64000
MexicoJose Pinheiro - Maquinaria Industrial
Rua Dr. António de Sousa Macedo 39 R/C sala 4
PortugalGREUB MACHINES SA
39 Boulevard des Eplatures
La Chaux-De-Fonds CH-2304


text:
Abstract and Keywords
A growing phenomena in urban centers on the African continent in the latter half of the 20th century and start of the 21st century has been what have been described as Urban Youth Languages,' although the 'urban' moniker is increasingly being dropped as these phenomena spread out from cities to rural areas. The term tends to refer to language phenomena such as Sheng or Engsh in Kenya, Tsotsitaal in South Africa, Nouchi in Ivory Coast, Camfranglais in Cameroon, and many more, both named and unnamed. These language styles are used and innovated predominantly by young people, and in this way they are distinguished from the large urban vernaculars present in African urban centers such as urban Wolof.
African (Urban) Youth Languages usually utilize a dominant urban language as the grammatical base, such as Swahili in Nairobi Sheng and Zulu or Sotho in Johannesburg Tsotsitaal, and they feature a great deal of lexical borrowing from other languages present in Africa's highly multilingual urban contexts, such as the colonial languages and the local African languages common to a particular urban center. They also may utilize the dominant European language as the grammatical base, such as French in the case of Camfranglais, with borrowings from English and African languages. They strikingly draw on metaphor and pop culture in the innovation of new terms. These varieties are 'languages relexicalised,' in Halliday's terms, and are used by young people for creativity and entertainment, to have fun with peers, to affirm in-group relations, and to indicate status.
Keywords: urban language, youth language, African language, Sheng, Tsotsitaal, Camfranglais, Nouchi
Access to the complete content on Oxford Research Encyclopedia of Linguistics requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
Please subscribe or login to access full text content.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.
For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.


text:
Ben Meadows:
- Quantity
- Price
- 1+
- $50.25
- 10+
- $47.75
- Description
- Specifications
- Reviews
Eversoft® cowhide leather on the palm and back resists flames, heat, cuts, and punctures. In addition, the leather stays soft even after repeatedly being wet. The combination of an elasticized back and a 4˝L black Nomex wristlet ensures a close fit to prevent embers or sharp debris from entering the glove. The cuff extends beyond the wrist crease for extra flame and heat protection. Welts sewn into the middle and ring fingers and the thumb offer added seam strength. Gloves meet NFPA 1977 Standard on Protective Work Clothing and Equipment for Wildland Firefighting, 2016 Edition. Made in USA.
We encourage our customers to let us know what experiences they have had with our products, whether good or bad. By submitting a review, you can share your experiences with others and also provide valuable feedback to us as well. With just a few simple steps, you can add your review of this product.
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text:
The clean transport revolution
Functioning transportation systems are fundamental to modern, prosperous societies. They provide a means to get to work, connect us to friends and family, and catalyse economic activity. But transportation today comes with a cost. It produces approximately 18 per cent of human-related greenhouse gas (GHG) emissions and local air pollution that contributes to health problems for millions. This Alliance content is part of the Alliance + IssueLab Special Collection.
Explore social sector research on improving transportation options. This can include urban planning work to address traffic congestion, carbon emissions, or safety issues, as well as transportation alternatives, including public transportation and development that privileges pedestrians and cyclists.
This trend line represents foundation funding for research & publication in this specific issue area. Data are from grants awarded by the FC 1000, a national sample of 1,000 of the largest grantmakers by total giving
Graph represents all funding for this issue area; the highlighted arc represents the proportion awarded explicitly for research and publication.
Getting to BRT: An Implementation Guide for U.S. Cities
Sep 1, 2019
Publisher(s): Institute for Transportation and Development Policy
Electric Buses: Benefits Outweigh Costs
Oct 26, 2018
Publisher(s): Environmental and Energy Study Institute
High Speed Rail Development Worldwide
Jun 1, 2018
Publisher(s): Environmental and Energy Study Institute
Central Corridor Tracker: Progress Beyond Rail
Jan 31, 2018
Publisher(s): Central Corridor Funders Collaborative
The Transportation Dividend: Transit Investments and the Massachusetts Economy
Jan 29, 2018
Publisher(s): AECOM ; A Better City
Plug-in Electric Vehicles (2017)
Aug 9, 2017
Publisher(s): Environmental and Energy Study Institute
Transportation Strategies Every Municipality Should Consider
Apr 24, 2017
Publisher(s): Delaware Valley Regional Planning Commission
Networking Transportation
Apr 1, 2017
Publisher(s): Delaware Valley Regional Planning Commission
Supermarkets and Service Stations Now Competing For Grain
Jul 1, 2006
Publisher(s): Earth Policy Institute
Sprawl and Smart Growth in Greater Seattle-Tacoma
Jul 1, 2002
Publisher(s): Sightline Institute (formerly Northwest Environment Watch)
Crossroads II: Marshall Report 996
Jun 1, 1999
Publisher(s): Environmental Law and Policy Center ; Resource Systems Group, Inc.
The Visions Project: Choosing a Future for Growing Communities
Jan 1, 1999
Publisher(s): Environmental Law and Policy Center


text:
Retired Seymour cop files federal lawsuit
SEYMOUR -- The former chief of the Seymour police detective bureau has filed a lawsuit in U.S. District Court alleging that he was harrassed into retiring when he turned 65, according to the Valley Independent Sentinel (http://tinyurl.com/m6768rw).
Ronald Goodmaster had gotten the approval of the town Board of Police Commissioners to stay on the job past normal retirement age, but that decision was later reversed by the Board of Selectmen.
Goodmaster retired last March after 23 years on the town's police force.


text: Hey y'all and welcome to my blog (aka my baby!). I'm Nita and I'm here to help you find the latest trends, the best deals and inspire you along the way as I pursue my dream as an influencer out here in Los Angeles, California. Don't worry though, I'll always be a Texas girl at heart and you can count on that southern hospitality over here at Next With Nita!


text:
Watch CBSN Live
Credit: istockphoto
One sample of kale and collard greens contained 10 pesticides.
Lettuce is one of the most likely vegetables to retain pesticide contamination.
Domestic blueberries contained more pesticides than imported ones.
Of potatoes tested by the group, 91.4 percent tested positive for pesticides.
Over 69 percent of sweet bell peppers contained multiple pesticides - one sample contained 13.
Imported grapes had 14 pesticides detected on a single sample, while domestic grapes contained 13.
Every sample of imported nectarines tested positive for pesticides, with 90.8 percent containing traces of two or more pesticides.
One sample of spinach had 66 pesticides.
Peaches have typically been treated with more pesticides than any other produce, with combinations of up to 57 pesticides. Out of all peaches tested, 85.6 percent contained traces of two or more pesticides.
Thirteen pesticides were detected on a single strawberry sample.
Ninety-six percent of celery samples tested positive for pesticides. A single celery sample was contaminated with 13 pesticides.
Will an apple a day keep the doctor away? One of the most widely consumed fruits is also the most covered in pesticides, with 97.8 percent testing positive and 92 percent containing 2 or more pesticide residues.


text:
Hidden in a vault, located somewhere in the creative mind of Eric Ross, lay five full phase routines that deal with everyday objects and people. Five professionally designed and tested close up magic effects. Effects Eric has kept close to him for years. What if we could somehow get Eric to release those five effects? Track him down, and beat them out of him? Then we would end up with a video that looks something like this!
P1 is only a piece the pie that is Eric Ross. Get ready. Magic has never felt so real! On this DVD you get...
Link - Eric's Crazy Shoelace illusion. Make the loop of your lace magically link to the loop of the spectator's shoelace.
Watermark - A crazy illusion using a borrowed dollar bill. Imagine changing the "watermark" in a bill, into a revelation.
Canfuse - Magically link a borrowed ring onto a borrowed soda can tab. Everything examinable.
The Band Thing - Eric's Insane Rubber band and deck routine.
The Ross Waltz - Eric's Handling of the classic "Anniversary Waltz" using two different color decks.
All effects on this DVD were created and taught in detail by Eric Ross.
Running Time: Approximately 52mins
Do you own this product? Write a review.


text:
Gymnastics - Girls
Girls Gymnastics
State Meet Results
LHSAA Gymnastics State Championships
April 16-17, 2021
Baton Rouge Magnet High School, Baton Rouge, LA
Team Media Coverage
Attention coaches!!! The upcoming season is here, and with that comes the opportunity to get the word out about your team like never before. Make sure your team gets the media coverage they deserve!
Your local media outlets and The Associated Press are asking for your continued assistance in covering high school Gymnastics in the 2018-19 season. For your team and athletes to receive detailed and accurate coverage, make sure you contact your local newspaper, tv or radio stations. Coaches, please provide a roster with first and last names to the media, and report final scores at the end of every contest to local media and the AP.
Click HERE to view a listing of media outlets across the state as well as a contact number for the AP.
Girls' Gymnastics Season Dates
- 1st Day of School
Gymnastics Earliest Practice
- 1st Day of School
Gymnastics Earliest Meet
- Last Day of School
Gymnastics End of Regular Season
- 04.16.2021 - 04.17.2021
Gymnastics State Championships
Upcoming Events
No Upcoming Events


text:
Fundraising for the Out of the Darkness Campus Walks is more than just raising money. It's an opportunity to create a community that is smart about mental health.
The money you raise are critical to preventing suicide, and in the process of fundraising you will bring mental health and suicide out of the darkness in your community.
The key to fundraising: asking for donations.
That's it. Some people shy away from asking for money, but once you start, you'll be surprised by how many people want to support a good cause. But it doesn't happen right away: it can take as many as six reminders before someone donates. People are busy, they may not get your request at the right time, they may forget. People like being a part of a good cause, but to reach your goal you'll need to be persistent
Fundraising Tips
Reaching the Goal of $100 in order to earn an official Out of the Darkness Campus Walk t-shirt is easier than it sounds!
Here's an example of how you can raise $150 in just 10 days:
If each of these individuals give you $10-20 (not unusual), you've just raised $150 and exceeded your fundraising goal. We're sure you can think of more people to ask and soon you will be on your way to becoming one of our top fundraisers and qualifying for recognition gifts.
Get started today:
Download the Getting Started Infographic
Fundraising Tools
Share the 1 minute or 30 second Campus Walk Video!
Know Your Networks Infographic
Matching Gifts
You could potentially double your donations with matching gifts. Many corporations will match any charitable donations their employees either raise or give. Ask your your donors if their employers offer matching gifts. For more information on matching gifts, please click here
Donation Forms
Offline Donation Forms are available to download HERE.
All checks should be made payable to AFSP and sent to the address below.
Attn: OOTD Walks
199 Water St., Floor 11
New York, NY 10038


text:
Atlantic taking control as the month ends and October starts
Recommended Posts
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Michael Fish: Wet and windy for now but a change is on the way
Michael Fish presents his latest weekly weather forecast, and there's a big change on the way, just not yet. To start with there's plenty of wet, windy weather to get out of the way, but then as high pressure builds next week, things will start to settle down. Watch the video hereNetweather forecasts |
Latest weather updates from Netweather
Storm Aiden - Weekend gales, rain and flooding
The first named storm of the season - Aiden, brings Ireland and the UK a wild and wet weekend with the risk of flooding for western parts. Read more hereJo Farrow |
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text:
Difference between revisions of "MDT/Papyrus/UserGuide/CSS"
(→Style properties)
(→Style properties)
|Line 336:
|Line 336:
| textAlignment || string || left/center || Floating labels || Set the text alignment of the label. (left, center, right)
| textAlignment || string || left/center || Floating labels || Set the text alignment of the label. (left, center, right)
| labelConstrained|| boolean || false || Labels of Port || Constraint the label, it will be automatic positioned at the proper position according to the position of the Port on its parents. The label can't be moved.
| labelConstrained|| boolean || false || Labels of Port || Constraint the label, it will be automatic positioned at the proper position according to the position of the Port on its parents. The label can't be moved.
| labelOffsetX|| integer || 0 || Labels of Port || Set the offset on X when label is constrained
| labelOffsetX|| integer || 0 || Labels of Port || Set the offset on X when label is constrained
Revision as of 05:12, 16 October 2014
- 1 Introduction
- 2 Installation
- 3 Using StyleSheets
- 4 Deploying a CSS Theme
- 5 Editing a StyleSheet
- 6 Supported properties
- 7 Manipulating styles
- 8 Limitations and issues
The standard UML specification provides a few hints to represent graphical elements. However, it only focuses on the general representation of these elements (e.g. A Class is a rectangle, with optional compartments for its attributes and operations, and its name should be displayed in italic if the Class is abstract).
Nevertheless, for a better readability (and even esthetic), the user has a certain freedom for changing some graphical properties, such as an Element's color. Until now, in Papyrus, this customization could be done by two complement means:
- Appearance tab (Properties view): change the appearance of the selected element(s)
- Preferences page: change the initial appearance of all newly created element(s)
While this allows defining a custom theme for our diagrams, this mechanism suffers from a few limitations:
- It is not possible to create different categories of appearance for the same semantic Element (e.g. "Blue Class" and "Green class"). We'd have to create "Blue classes" and change some of them to "Green"manually.
- If we wanted to change the current theme, we'd have either to change each object's appearance one by one, or to write an automatic transformation, which could be really complicated.
- It is not easy to export a Theme, as they are stored in the Eclipse preferences. It is almost impossible to ship a ready-to-use distribution of Papyrus with a custom theme.
The Cascading StyleSheets (CSS) component adds the capacity to define some Stylesheets for your diagrams. Just like in web pages, the CSS format is used to separate the contents of our diagrams from their appearance. It becomes possible to change the appearance of a whole diagram, or even a set of diagrams, independently of the number of represented elements, in a single click.
The CSS Stylesheet support is now shipped in the base installation of Papyrus. It doesn't require any specific installation step anymore.
Without the CSS component, or with the "Black & White" CSS Theme, your diagrams look like:
With the default "Papyrus" CSS Theme, your diagrams look like:
Note: If you opened a diagram which has been created without the CSS Support, it may still have a user-defined appearance, e.g. without Element icons. This might or might not be a problem, as this may conflict with the CSS Theme. You can reset all custom appearances by pressing the "Default style" button in the Style tab of the Diagram's properties view.
Using StyleSheets
To define a custom style, the first step is to create a Stylesheet. The creation is really straightforward: a Stylesheet is a text file with the .css extension. You can create such a file using the "New > File" wizard.
There are several options for using stylesheets.
Diagram Stylesheets
You can define a particular style for a diagram.
- Select a diagram
- Go to the Style tab of the properties view
- Add a new "Diagram style sheet". There isn't currently any style sheet available from the diagram, so you need to create a new "Stylesheet reference".
- Browse your workspace to find your css file, and press OK. Your stylesheet is now associated to your diagram.
Model StyleSheet
Similarily to "Diagram Stylesheet" you can define a particular style for a Model.
- Select a model
- Go to the Style tab of the properties view
- Add a new "Model style sheet"
- Browse your workspace to find your css file, and press OK. Your stylesheet is now associated to your Model.
Project Stylesheets
You can associate to a project specific stylesheets.
- Select a project in "Project Explorer" view
- Open project preference properties: "Right click > properties"
- Go to CSS stylesheets page: "Papyrus > Style sheets"
- Add a new "Project style sheet". There isn't currently any style sheet available from project, so you need to create a new "Stylesheet reference".
- Browse your workspace to find your css file, and press OK. Now, your stylesheet is associated with the project.
Deploying a CSS Theme
Once you have defined your style sheets, you may want to export it to create a new theme (Or to extend an existing theme). To do so, Papyrus provides two ways to define a theme.
With extension point
Papyrus provides an extension point: org.eclipse.papyrus.infra.gmfdiag.css.theme.
This extension point needs two entries: a Theme Definition (ID, Label and icon of the Theme), and Theme contributions (A set of style sheets which will compose the Theme). More than one plug-in can contribute to the same Theme, which makes it possible to extend a Theme.
The Theme can be modified from the Papyrus preferences page "CSS Theme". Only one theme can be activated at the same time. A Theme applies to all Papyrus Diagrams from the workspace.
In workspace preference
You can define theme in workspace preferences. A theme is defined by style sheets.
- Go to the Papyrus preference: "Window > Preferences > Papyrus > CSS Theme"
- Add a new theme. There are currently two existing themes: "Papyrus Theme" and "Black & White".
- Write a name for this new theme
- (optional) Choose an icon
- Associate one or more style sheets with this theme
- Press OK to finish creation
You can edit or create a theme with a selection of CSS files in Project Explorer view. For this, select the CSS files, right click and select "CSS Theme"
Editing a StyleSheet
Papyrus Stylesheets are stored in text files with the ".css" extension (e.g. stylesheet.css).
Manually: The CSS Syntax
Syntax elements
The CSS syntax is a list of rules, which associates selectors and properties.
- The selector: describes the condition which has to be fulfilled for a rule to be applied
- The properties: describes the appearance of the elements matching the rule
Eclipse implements the 2.1 version of the CSS syntax. The available selectors are:
- *: Matches all elements
- ElementType: Matches the elements of type "ElementType"
- .myStyle: Matches the elements on which the style "myStyle" is applied
- #myID: Matches the element with the CSS ID "myID". The CSS ID must be unique among a diagram. To avoid confusing the users, and because this selector doesn't make much sense on diagrams, this selector has been disabled in Papyrus.
- [property=value]: Matches the elements which have a property "property" with the value "value". It can also match the properties of Stereotypes
- [appliedStereotypes~="MyStereotype"]: Matches the elements on which the Stereotype "MyStereotype" is applied. You can use either the Stereotype's name or qualified name (MyProfile::MyPackage::MyStereotype). Note: always use the "~=" operator (Which means "contains"), because UML elements can have more than one applied stereotype.
- :pseudo: Matches the element on which the pseudo-selector "pseudo" is applied. Pseudo-selectors are typically used for dynamic events, and for filtering some non-semantic properties. In Papyrus, they are used for identifying more precisely the floating labels (When an element has more than one label: see the [#Mask_Label Mask Label] chapter below), and they are also used by the animation framework to specify events (See the Moka documentation)
These selectors can be combined using one of the following combinators:
- Selector1 Selector2: Descendant selector. Matches the elements which match Selector2 and are contained in an element matching Selector1
- Selector1 > Selector2: Child selector. Matches the elements which match Selector2 and are directly contained in an element matching Selector2
- Selector1 + Selector2: Sibling selector. Matches the elements which match Selector2 and are immediately preceded by a Sibling element which match Selector1.
- Selector1, Selector2: Alternative selector. Matches elements matching either Selector1 or Selector2
A rule also contains a list of properties, in the form property:value;
In Papyrus, the selectors apply to semantic elements and properties (i.e. UML Elements), and the properties apply to the appearance properties (i.e. GMF Appearance properties). A few custom properties (Independent from the GMF Appearance model) are also available (See "Supported properties" below).
* { fillColor: red; fontColor: #0000FF; }
Meaning: all elements should be filled in red, and all texts should be blue (RGB Color #0000FF)
Class { gradient: white vertical; elementIcon:true; shadow:true; qualifiedNameDepth:full; }
Meaning: this style applies to all UML Classes. They will have a white and vertical gradient. The Element icon and the shadow will be displayed, as well as their fully qualified name.
ClassDiagram Class>Property { fontColor: red; }
Meaning: The properties directly contained in a Class, which is drawn on a ClassDiagram (Either as a root element of the diagram, or in a Package) will be displayed in red.
[appliedStereotypes~="Block"]{ bold:true; } /* Equivalent: qualified name */ [appliedStereotypes~="SysML::Blocks::Block"]{ bold:true; }
Meaning: The elements with the "Block" stereotype must be displayed in bold.
[appliedStereotypes~=Block][isEncapsulated=true]{ fontColor:red; }
Meaning: The elements with the "Block" stereotype, and the stereotype property "isEncapsulated" set to true, must be displayed in red.
All these rules can be combined:
Class[appliedStereotypes~=Block][appliedStereotypes~=MyCustomStereotype][isEncapsulated=true][myCustomProperty=SomeValue][isAbstract=false]{ /* A class on which the stereotypes "Block" and "MyCustomStereotype" are applied, * and on which the stereotype property "isEncapsulated" is set to true, * the stereotype property "myCustomProperty" is set to "SomeValue", and * the UML Property "isAbstract" is set to false */ fillColor:red; }
With the Papyrus tooling
Papyrus also provides a tool to generate a CSS Rule from an element displayed in the diagram. You need to create a stylesheet before you can edit it with the Create style tool, and it is recommended (Although not required) to associate this style sheet with your current diagram.
To use it, create an element and change its appearance via the "Appearance" tab of the properties view. Then, right click on the element, and select "Format", "Create a new style". The dialog box contains three tabs:
- Conditions: The conditions under which the style will be applied (Corresponds to the "CSS Selectors")
- Properties: The graphical properties to export to the style sheet
- Stylesheet: The style sheet to edit
In the Stylesheet tab, select your stylesheet:
- If you have already associated the style sheet to your diagram, you can use the "Applies stylesheet" button.
- Otherwise, you need to select "External stylesheet", and browse your workspace to retrieve the file. Note that in this case, as the edited stylesheet might not be applied to your diagram, you won't be able to see the changes in the current diagram.
In the conditions tab, there are three groups of options:
- The kind of element to which the style applies (e.g. the style will be applied to "Class" elements, or to any kind of elements). It can be restricted to a specific diagram.
- You can add restrictions on the current value(s) of the element (e.g. the style will be applied to concrete classes). Only primitive type and enumerated attributes are supported here.
- The style name is used to apply a style manually.
The properties tab contains all the graphical properties that can be applied to the selected object. It is used to choose the graphical properties to apply on the objects matching the conditions.
Supported properties
Selector properties
Selector properties are semantic element properties. They can be used with one of the following syntaxes:
The supported semantic element properties are:
- Strings: [name=MyName], [name="My name"] (Quotes are required for complex Strings)
- Integers: [size="12"] (Quotes are required)
- Booleans: [isAbstract=true] (Quotes are optional)
- Enumerations: [visibility=visible] (Quotes are optional)
- References to named elements (UML NamedElement or Ecore ENamedElement): [type=String]
The supported properties are the semantic properties of the UML element (e.g. isAbstract, name, type, ...), as well as the semantic properties of the stereotypes applied to the UML element (e.g. isEncapsulated for a SysML Block)
Some selectors can also be used to represent some specific parts of an element. For example, it is possible to hide a specific compartment:
Class > Compartment[kind="attribute"] { visible:false; } Class > Compartment[kind="symbol"] { visible:true; } Compartment[kind="structure"]{ collapsed:true; } Port > Label { visible: false; }
Style properties
Style properties are graphical properties supported by the display. Note that some graphical elements may not support some specific properties (Either because they shouldn't support them, or because they are not yet implemented). For example, a UML::Class will not support the italic property, because in UML, italic means abstract.
The CSS Supports all GMF Notation properties, as well as a few Papyrus-specific properties. This chapter will only list all the Papyrus-specific properties.
The simplest way to discover new style properties is to use the Appearance tab of the Properties view in Papyrus. When hovering one of the appearance properties, the tooltip indicates the name of the corresponding CSS property
This table lists the most common properties:
|Property name
|Value type
|Initial Value
|Applies to
|In the default "Papyrus Theme", the fill color depends on the type of element. The used colors are #C3D1D5 (Light blue, Default), #C3D7DD (Lighter blue, Class), #FFFFCC (Yellow, Comment), #C8FFE6 (Teal, Constraints)
|Value is a percentage: values in the range (0, 100) are supported. Transparency works only if the gradient is activated: Bug 419320
|[Color Color [ horizontal | vertical ] | none]
|Examples: "white blue horizontal" or "none"
|Shapes, floating labels
|Comments support HTML syntax. Most style-properties have no effect on comments
|"Segoe UI"
|Shapes, floating labels
|Most fonts are platform-specific. The list of available Fonts can be found in the "Appearance" tab of the properties view
|Shapes, floating labels
|Shapes, floating labels
|Shapes, floating labels
|In UML, "italic" means "isAbstract=true". This property is disabled for all elements which can be abstract (e.g. Class)
|Shapes, floating labels
|In UML, "underline" means "isStatic=true". This property is disabled for all elements which can be static (e.g. Property)
|Shapes, floating labels
|All elements
|Although this property will work for any diagram elements, it is probably a bad idea to use it with anything else than a Compartment or a Label
|Shapes, Connectors
|Shapes, Connectors
|-1 means "default", and typically corresponds to 1px
|[Manual | Rectilinear | Tree]
|The value is case-sensitive: don't forget the initial Capital
|Applies to connectors with routingStyle = Rectilinear or Tree
|[None | Normal | Less | More]
|[None | All | Below | Above]
|It is not recommended to use jump links via CSS, as it gives strange results for overlapping connectors
|[Semicircle | Square | Chamfered]
|Define the left margin of the label in pixel. This is the space between the text box and his container
|Define the top margin of the label in pixel. This is the space between the text box and his container
|Define the right margin of the label in pixel. This is the space between the text box and his container
|Define the bottom margin of the label in pixel. This is the space between the text box and his container
The following properties can be used to bypass the standard UML notation. They can typically be used for pure DSML notations:
|Property name
|Value type
|Initial Value
|Applies to
|If set to false, the borders of the Shape will be hidden.
|If set to false, the name of the Shape will be hidden
|Shapes, connectors
|If set to false, the tags (e.g. « component ») of the element will be hidden
|If the shape is represented with a Symbol, specifies whether the ratio should be maintained or not. If the Symbol is displayed in a compartment, it is usually a good idea to maintain the ratio. If the symbol is the only representation (e.g. when the name, border and compartments are hidden), it is recommended to not maintain the ratio
|Shapes, floating labels
|Whether the icon should be displayed next to the label of the element. In the default "Papyrus Theme", the icon is displayed by default
|Display a shadow under the shape
|[full | none | integer]
|Shapes, floating labels
|The depth of the qualified name to display. Applies to UML::NamedElement
|[solid | dashed | dotted | hidden | double]
|In UML, the line type depends on the semantic element (e.g. solid line for associations, dashed line for dependencies...). In most cases, you should avoid using this property, as this would change the well-known UML notation. However, it can be useful for creating pure DSML, where the UML notation should be hidden.
|When the lineStyle is set to "Dash", specifies the length of the dash
|When the lineStyle is set to "Dash", specifies the gap between the dashes
|If "targetDecoration" is set to None, hides the target decoration of the Connector (e.g. the arrow)
|If "sourceDecoration" is set to None, hides the source decoration of the Connector (e.g. the arrow)
|Labels, floating labels
|This property can be used to configure the display of complex labels (e.g. properties). See examples in the [#Mask_Label Mask Label] chapter below
|The path to an SVG file, which should be used as a symbol for the element. It will be displayed in the "symbol" compartment of the shape
|If the SVG file has a path with the ID "papyrusPath", this path will be used to connect edges
|The path to a CSS file which will be applied to the SVG symbol (If an SVG symbol is used). Can be used to dynamically change the appearance of the SVG image (e.g. change color, ...)
|The CSS Class to be applied at the root of the SVG document (If an SVG symbol is used). Can be used to dynamically change the appearance of the SVG image
|Floating labels
|Set the text alignment of the label. (left, center, right)
|Labels of Port
|Constraint the label, it will be automatic positioned at the proper position according to the position of the Port on its parents. Text alignment will be forced according to the position of its parent. The label can't be moved.
|Labels of Port
|Set the offset on X when label is constrained
|Labels of Port
|Set the offset on Y when label is constrained
Value types
String: Simple (Ascii) strings can be written without quotes: property:value. Complex strings must be written with quotes: property: "my value"; path: "platform:/plugin/my.example.plugin/resources/myFile.ext";
Integer: Quotes are optional: size: 18
Boolean: Quotes are optional: bold: true
Color: There are three ways for using colors. The simplest one is to use the list of predefined CSS Color names: fillColor: teal. It is also possible to use the Hexadecimal RGB notation: fillColor: #008080. The last option is to use the rgb() function: fillColor: rgb(0, 128, 128)
Mask Label
Some labels can be configured with a "Mask": in the appearance tab of the properties view, some elements have a list of checkboxes which are used to select which parts of the label should be displayed (e.g. visibility, type, name, multiplicity...)
The CSS property "maskLabel" has the same purpose. The value of this property is the list of labels to display. For example, if you want to display only the name of the Ports, write:
/* Broken in Papyrus 1.0.0 (See Erratum below) */ Port > Label { maskLabel: name; }
/* Works in Papyrus 1.0.0 (See Erratum below) */ Port { maskLabel: name; }
If you want to display the name, type and multiplicity of a Property, write:
Property { maskLabel: name type multiplicity; }
Note that the order of the values doesn't matter. It is also important to understand the difference between the port and the property: the rule to match the port's label is different than the one for the property, because the Port is represented with two graphical elements: a square for the Port, and a floating text for its label. The Property is represented with a single text element. It is especially important for Associations, as Association have six different labels: one label for the Association itself, two labels for each association end (Source and target), and one label for the Association's stereotypes. The rules for configuring associations thus needs to be more precise.
Erratum: Due to Bug 437186, in Papyrus 1.0.0 / Luna, the rule Port > Label doesn't work for maskLabel. You need to use Port. In Papyrus 1.0.1, both rules should be valid. The syntax Association > Label is still valid for Associations, because we still need to distinguish the different labels (Whereas the Port has a single Label and doesn't require the distinction)
For example:
Association > Label:sourceMultiplicity { visible:false; } Association > Label:targetMultiplicity { visible:false; } Association > Label:sourceRole { maskLabel: name multiplicity; } Association > Label:targetRole { maskLabel: name multiplicity; } Association > Label:name { visible:false; }
These rules result in:
The list of accepted values depends on the element. To find the list of values, select an element in a Diagram (e.g. a Property), go to the Appearance tab of the properties view, and find the list of checkboxes named "Label customization". Hover the checkboxes, and look at the tooltip to find the value:
To obtain the result shown in this screenshot, write:
Property { maskLabel: name type defaultValue; }
Which results in:
Manipulating styles
The computed styles will be applied automatically. For example, if your stylesheet tells that all your abstract classes must be red, the classes color will change automatically according to the value of their "isAbstract" property.
In some other cases, however, you may want to specify manually the style that should be applied to your objects. For this case, you can use the "Applied styles" property in the "Style" tab of the properties view.
.myOwnStyle { fillColor: #A6C198; gradient:white horizontal; }
Once a style is applied on an object, the object will be refreshed each time the style definition changes. For example, changing the style "myOwnStyle" to the following declaration:
.myOwnStyle { fillColor: #E3A49C; gradient: #FFFFFF horizontal; }
All the green classes will become red.
Limitations and issues
There are currently a few identified limitations to the Stylesheet framework, as well as a few minor bugs:
Currently, some complex selectors are not supported in the Papyrus stylesheets. Especially, the following are not supported yet:
Selector inheritance
It is not possible to apply a style to all descendant of a given Metaclass. For example, a Behavior will not inherit styles from a Class, although a Behavior actually is a Class.
Events support
Selectors based on user events are not yet implemented. For example, the CSS specification defines the :hover pseudo-selector to represent an element hovered by the mouse, which is not yet supported in Papyrus.
Known bugs
The following bugs have been identified:
- Bug 372322: [Diagram - Refresh] The refresh action is not correctly binded to F5
- Bug 386574: [CSS - Refresh] Only the active diagram is refresh when the stylesheets change
- Bug 436665: [CSS] Refresh issue when an element is moved to a different owner


text:
Alliance PartnerBack to Alliance Partners
Harris Primary Academy Peckham Park
Harris Primary Academy Peckham Park opened in September 2011 in the heart of Peckham. Children can start our Academy in the nursery when they are 3 years old and they leave after Year Six, when they are 11. Our Academy is an exciting place to learn and our pupils work hard and behave well. Our specialism is Literacy and Communication and we believe that learning to read, write and communicate effectively is extremely important. In 2011 97% of our children achieved a L4 in English at the end of Year 6. 100% of children made two national curriculum levels of progress in English.


text:
Pipeline is an asset packaging library for Django.
Project description
Pipeline is an asset packaging library for Django, providing both CSS and JavaScript concatenation and compression, built-in JavaScript template support, and optional data-URI image and font embedding.
To install it, simply:
pip install django-pipeline
For documentation, usage, and examples, see : http://django-pipeline.readthedocs.org
- Fix yui/yuglify settings overriding each other. Thanks to Fábio Santos.
- Separate yuglify compressor from YUI compressor.
- Improve HTML compression middleware.
- Better compressor error messages. Thanks to Steven Cummings.
- Improve installation documentation. Thanks to Steven Cummings.
- Fix packaging metadata. Thanks to Rui Coelho for noticing it.
- Add documentation about non-packing storage.
- Run stylus even if file is considered outdated.
- Ensure yui-compressor can still use YUICompressor.
- BACKWARD INCOMPATIBLE : Replace python cssmin compressor to run the command (works for python or node implementation)
- BACKWARD INCOMPATIBLE : Replace yui-compressor by yuglify, check your configuration.
- Use finders in manifest. Thanks to Sjoerd Arendsen.
- Fully tested windows compatibility. Thanks to Idan Zalzberg.
- Fix manifesto module. Thanks to Zenobius Jiricek.
- Ensure coffee-script compiler don't try to overwrite file. Thanks to Teo Klestrup Röijezon.
- Ensure asset url are build with posixpath.
- Deal with storage prefix properly.
- Jinja2 support, thanks to Christopher Reeves.
- Add read/save_file method to CompilerBase.
- Fix unicode bug in compressor. Thanks to Victor Shnayder.
- Fix outdated detection bug. Thanks to Victor Shnayder and Erwan Ameil.
- Add slimit compressor. Thanks to Brant Young.
- Fix IO error when creating new compiled file. Thanks to Melvin Laplanche.
- Add a small contribution guide
- Add mimetype settings for sass and scss
- Change compiler interface to let compiler determine if file is outdated
- Use /usr/bin/env by default to find compiler executable. Thanks to Michael Weibel.
- Allow to change embed settings : max size and directory. Thanks to Pierre Drescher.
- Some documentation improvements. Thanks to Florent Messa.
- Don't compile non-outdated files.
- Add non-packing storage.
- Fix bugs in our glob implementation.
- Many documentation improvements. Thanks to Alexis Svinartchouk.
- Improve python packaging.
- Don't write silently to STATIC_ROOT when we shouldn't.
- Accept new .sass extension in SASSCompiler. Thanks to Jonas Geiregat for the report.
- New lines in templates are now escaper rather than deleted. Thanks to Trey Smith for the report and the patch.
- Improve how we find where to write compiled file. Thanks to sirex for the patch.
- Fix import error for cssmin and jsmin compressors. Thanks to Berker Peksag for the report.
- Fix error with default template function. Thanks to David Charbonnier for the patch and report.
- Fix encoding problem.
- Improve storage documentation
- Add mention of the IRC channel #django-pipeline in documentation
- Fix javascript mime type bug. Thanks to Chase Seibert for the report.
- License clarification. Thanks to Dmitry Nezhevenko for the report.
- Various improvements to documentation.
- Slightly improve how we find where to write compiled file.
- Simplify module hierarchy.
- Allow templatetag to output mimetype to be able to use less.js and other javascript compilers.
- Fixing a bug in FinderStorage when using prefix in staticfiles. Thanks to Christian Hammond for the report and testing.
- Make PIPELINE_ROOT defaults more sane. Thanks to Konstantinos Pachnis for the report.
- Dropped synccompress command in favor of staticfiles collecstatic command.
- Added file versionning via staticfiles CachedStaticFilesStorage.
- Added a default js template language.
- Dropped PIPELINE_AUTO settings in favor of simple PIPELINE.
- Renamed absolute_asset_paths to absolute_paths for brevity.
- Made packages lazy to avoid doing unnecessary I/O.
- Dropped external_urls support for now.
- Add cssmin compressor. Thanks to Steven Cummings.
- Jsmin is no more bundle with pipeline.
Project details
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text:
The UAE and Saudi Arabia have both banned services to Canadian Research in Motion's Blackberry citing security risks. The Saudi Arabia ban took effect today, while the UAE ban will roll out in October. Saudi Arabian officials complained, "This service might be used to serve terrorism."
Critics of the ban say that citizens have the right to privacy -- even from the government. At issue is the fact that RIM encrypts its communications so well, that it's hard to remotely gain access to it. This has frustrated government officials of certain countries in the Middle East and elsewhere.
Gatot Dewabroto, spokesman for the Ministry of Communication and Information in Indonesia, speaking with the Associated Press, today announced that his country was considering a ban on BlackBerry services. He comments, "We don't know whether data being sent through BlackBerrys can be intercepted or read by third parties outside the country."
Currently India is also considering a ban. That means that two of the largest developing nations may cut Blackberry access. Like the UAE and Saudi Arabia, they cite "security risks" -- which essentially short for their frustration that RIM doesn't want to help compromise its customers.
Responding in an interview with The Wall Street Journal, Research In Motion Ltd. co-CEO Michael Lazaridis was unapologetic, blasting his company's critics. He remarked, "This is about the Internet. Everything on the Internet is encrypted. This is not a BlackBerry-only issue. If they can't deal with the Internet, they should shut it off."
RIM, based out of Waterloo, Ontario, finds itself in a precarious position with the bans. If it doesn't give in, it may lose global market share, at a time its already struggling to release competitive hardware amid hot products like the iPhone 4 and HTC EVO 4G Android smart phone. On the other hand, if it gives in to the foreign demands, it would likely seriously damage its strong reputation for security, which has helped it sell scores of smart phones to businesses around the world.
Still, Mr. Lazaridis is convinced he can negotiate other countries out of further service severances. He states, "We have dealt with this before. This will get resolved. And it will get resolved if there is a chance for rational discussion."
Mohammed Al Ghanem, director general of the U.A.E.'s telecom regulator, says the decision "to suspend certain BlackBerry services from October 11 is final," but adds, "We remain open to discussions in order that an acceptable, regulatory-compliant solution might be developed and applied."
Mr. Lazaridis clarifies that his company is happy to cooperate with court-ordered requests to intercept individuals communications. In these cases his company will hand them the encrypted stream, but will not help decrypt it, which he feels would be violating his customers' privacy. He states, "I would give them the encrypted stream. It would have to be like a wiretap."
He adds, "We are going to continue to work with them to make sure they understand the reality of the Internet. A lot of these people don't have Ph.Ds, and they don't have a degree in computer science."
Mr. Lazaridis also does not have a Ph.D in computer science. In fact he dropped out of college in 1979 to pursue entrepreneurial ventures, founding RIM in 1984. In 2000 he was awarded an honorary degree. While he might not have a Ph.D, he could hold his own with most computer science and computer engineering Ph.Ds, having filed for over 50 patents over his prolific career.
Source: DailyTech


text:
Sales Manager Germany - EDITX
IT Education in Europe for Anyone (www.editx.eu)
EDITx connects IT educators from different schools. Experts can build learning questions in their field and contribute new features to the platform, creating innovative tools for every IT professional, student & Scholar. EDITx allows companies to organize technical challenges to strenthen their employer branding, increase their visibility within the tech communities, attract IT experts and recruit technical profiles in line with their requirements.
Some of the EDITx challenges and associated partners:
-Java Challenges, (GFI France, Cognizant Germany, Consorsbank Germany, Groupe Open Belgium, Between Technology Spain, Infomentum UK...)
-Python Challenges (Cisco Europe, Dimension Data)
-Angular (Google, Angular Associations)
-Big Data/Datascience Challenges (Datascience institute France, Vlerick Business School, Ageas)
-Business Analyst Challenges (ECAM Engineering School, Infrabel Belgium, ICHEC Management School)
-IT Students Challenges (Thoughtworks Germany, BNP Paribas France, AG Insurance...)
-Project Management Challenges (Threon, Antwerp Magament School as jury)
-DotNet challenges (Microsoft France, Softfluent France, Microsoft Belgium, Satellit)
-Digital Transformation (Intys)
EDITx is looking for a Sales Manager Germany to:
- Identifying new sales leads in Germany
- Pitching the challenge story
- Maintaining fruitful relationships with existing partners
Day-to-day duties include:
- Researching organisations and individuals online to identify new leads and potential new markets
- Researching the needs of other companies and learning who makes decisions about purchasing
- Contacting potential clients via email or phone to establish rapport and set up meetings
- Planning and overseeing new marketing initiatives
- Attending conferences, meetings, and industry events
- Developing quotes and proposals
- Negotiating and renegotiating by phone, email, and in person
The experience and skills you need to excel in this position include:
- Bachelor or University degree
- 2-5 years experience in Sales or IT Recruitment
- Fluent in English & German, any other EU language is a strong plus.
- Strong communication and IT fluency
- Creative talents and the ability to solve tough problems
- Excellent time management and organisation
We offer a competitive salary, learning opportunities, homeworking or remote working options.
Interested, apply and join the fantastix EDITx team.


text:
Published in December 1950, the Western Europe map is a snapshot of the region as it stood shortly after the end of the Second World War. The status of the Saar and the minor adjustments in Germany's boundary with the Netherlands, Belgium, Luxembourg, and France are provisional at the time, pending a treaty of peace with Germany.
Coverage Area: Ireland, Great Britain, Portugal, Spain, France, Belgium, Luxembourg, Netherlands, Switzerland, southern Denmark, western Germany, northwestern Italy


text:
RW 64 Tooth 48 DP Xray T2 T3 T4 Offset Supa-lite Spur Gears
Has large holes for motor screw access.
Spurs are made from hard wearing and lightweight Acetol / machined Delrin.
Long Lasting.
This spur is specific to the Xray chassis as it has a slight recess in the spur, but is suitable for all cars.


text:
Message Board
Owl Goingback Message Board
Talk about the novels, new and used books that Goingback has written!
Author Goingback's Book Reviews
Evil Whispers
Signet, May 2001, 6.50, 340 pp. ISBN: 0451202910 Robert and Janet Patterson wanted to escape the humdrum days of living in St. Louis when they went on vacation, but also satisfy their ten-year-old daughter Krissy's desires. They go to Florida where they will camp and fish for a few days at remote Blackwater before rejoining the masses at Disneyworld. However, the idyllic camping trip turns nasty when the evil spirit of the century and...