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It has been said that one's initial experiences of rigpa may deserve the title "baby rigpa," and even before that, perhaps "natural mind" or "ordinary mind". Tsoknyi Rinpoche says:
In the Dzogchen tradition, of course, it is imperative to get a pointing out instruction first. In Mahamudra (particularly in the style of Thrangu Rinpoche, who was my first Mahamudra teacher), one may arrive at a first glimpse of thamal gyi shepa via vipashyana meditations. It is my understanding that this initial glimpse may not be as "deep" a recognition as one may receive from a full-blown pointing-out, and that this is okay. With the tiniest glimpse of ordinary mind, one may refine one's view by repeatedly allowing oneself to recognize it, as well as by deepening it with further vipashyana meditations (e.g., coming to experience more deeply that perceptions are mind, that thoughts are mind, etc.).This short moment of recognizing can surely be called mind essence. You can also name it natural mind or ordinary mind, although natural mind is better in this case. It might be a little too early to call it the rigpa of the Great Perfection. But as this state gets more clarified -- you could say more refined -- and becomes the authentic state of rigpa according to Dzogchen teachings, then at that point it will deserve its name. On the other hand, it is also possible that someone might recognize the state of rigpa from the very beginning.
In the beginning, just let it be whatever it is, however it is; just let whatever is known be that, without hope and fear. We call this continuity, however brief it might be, Baby Rigpa. … In the same way, whatever is initially seen as being the view is exactly what you allow to continue.
Dzogchen meditation is to sustain the continuity. It is to give Baby Rigpa breathing space. Up till now, he has been suffocating.
My first question is: in what way does an experience of "baby rigpa" differ from a "complete" recognition of rigpa? For example, in the latter, it is said that there is absolutely no subject-object duality or sense of time. Could it be that a "baby" experience of this is just a lessened sense of duality and time? Or is it always full-blown, but just experienced for less time? In Rinpoche's online practice manual
I do feel that as I practice, my sense of duality is slowly being eroded -- but I never have moments where it is completely absent. I take this to mean that my experience of the natural state is slowly being refined, and that this may help "ripen" me for a recognition of rigpa (either alone or with another pointing-out). As such, I am practicing by remaining in what I feel to be the natural state, and doing further vipashyana practices.
So my second question is: have I understood correctly? Can one "bootstrap" by having a partial recognition of the authentic state, and refine it with further practice in this state, as well as more vipashyana? Or is it folly to think that one can make progress in this way?
Much of my time is spent in what I could call "thought-free wakefulness," or what feels like a self-aware presence. There is no sense of some concrete thing doing the watching, but there continues to be a sense that objects are being watched. Because "ordinary mind" and rigpa are by definition nondual, and I don't experience all objects as manifestations of rigpa, there is the nagging sense that I'm "doing it wrong" (which I only address between sessions, of course ). So I'm hoping what's really meant is that one attempts to remain in a state which doesn't actively reify these dualities, and they progressively fall away.
(FWIW, I've been given advice here more than once to "stop trying" and "stop worrying," and I'm happy to do that. It would help to know whether my overarching understanding of the process is on track.)


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Driftways.com continues to grow. New images and information are added weekly. To begin exploring the site check out the "WHAT", "WHY", "WHERE", "WHO", and "WHEN" pages along with the "THE SHANNOCK GAB" and "THE GENERAL STORE".
Historic postcard and photographic images of the towns, villages, and places in Rhode Island's "South County" are being organized and the galleries expanded. From Narragansett to Watch Hill, Hope Valley to Wickford,-- .......Check out the views, especially the high resolution images.
The original "Shannock Gab" was published by millhands between 1928 and 1932. It was focused on the news of the day and was extremely local. The return of "The Gab" will report on similar personal and newspaper accounts past and present.

subset: commoncrawl


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WASHINGTON (AP) — So just what is this "fiscal cliff" that has the financial markets rattled and economists and policymakers alike in a tizzy over the potential for sending the economy into another tailspin?
It's a one-two punch of expiring Bush-era tax cuts and major across-the-board spending cuts to the Pentagon and domestic programs that could total $800 billion next year, based on Congressional Budget Office estimates.
The cliff is the punishment for previous failures of a bitterly-divided Congress and White House to deal with the government's spiraling debt or overhaul its unwieldy tax code.
The largest component of the cliff comes with the expiration of tax cuts enacted in 2001 and 2003 and extended two years ago in the wake of President Barack Obama's drubbing in the 2010 midterm elections.
It also includes sharp spending cuts imposed as a consequence of the failure of last year's deficit-reduction supercommittee" to reach agreement. There are other elements, chiefly a 2 percentage point cut in payroll taxes orchestrated by Obama and unemployment benefits for the long-term jobless that would disappear.
Specifically, the fiscal cliff includes:
—The expiration of Bush-era tax cuts on income, investments, married couples and families with children and inheritances.
—A $55 billion, 9 percent cut in defense spending next year and another $55 billion in cuts to domestic programs, including a 2 percent cut to Medicare providers.
—The expiration of unemployment benefits for the long-term jobless and a sharp cut in reimbursements for doctors participating in Medicare.
—The expiration of Obama's temporary 2 percentage point cut in payroll taxes.
—The imposition of the alternative minimum tax on some 26 million households, which would raise their taxes by an average of $3,700.
—A variety of smaller taxes cuts for both businesses and individuals collectively known as tax "extenders" in Washington-speak. They include a tax credit for research and development and a deduction for sales taxes in states that don't have an income tax.
A Congressional Budget Office study in May estimated that the fiscal cliff would force tax hikes and spending cuts totaling over $600 billion in the first nine months of next year — or perhaps $800 billion or so over the entire year if allowed to stay in effect.
A subsequent less detailed CBO update estimates a somewhat smaller impact. The agency is expected to release a new estimate soon.
The fiscal cliff would require such a sharp cut in the deficit that the economy would contract, economists say.
Not all elements of the fiscal cliff are guaranteed to be averted. New taxes on family investment income exceeding $250,000 set to take effect Jan. 1 as a way to help pay for Obama's health care law are unlikely to be forestalled; and the common wisdom in Washington is that temporary payroll tax cuts and unemployment benefits won't be extended.
Some Democrats have called on Obama to propose renewing the payroll tax cut, but he has not taken a position.
Some experts say that the economy could withstand going over the fiscal cliff for a short period of time because the Treasury Department might be able to adjust tax withholding tables to mitigate its affects and that agency budget chiefs could be flexible in allocating the automatic cuts, known as a sequester, and buy several weeks' worth of time to negotiate.
Some Democrats want Obama to play hardball on the fiscal cliff to try to force Republicans to accept increased tax rates on income exceeding $250,000 for couples. Republicans warn that type of approach would get Obama's second term off to a bad start.


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80 Resources Found
Implementing the Rome Statute of the International Criminal Court
26 September 2017
These guidelines were created for national legislators, policy makers, and other accountability stakeholders who would benefit from learning about the different approaches States may have for the domestic implementation of the Rome Statute of the International Criminal Court. The purpose of this tool is to enable the reader to identify the appropriate method for incorporating international crime provisions into domestic legislation, address associated challenges, understand the core components that must be implemented, and guide national legislators through the implementation process. Section 12 (p.111-115) contains a helpful implementation checklist outlining the guiding principles which can be tailored to each State's priorities and individual concerns.
Implementing the Guidelines - A Toolkit to guide understanding and implementation of the Guidelines for Protecting Schools and Universities from Military use During Armed Conflict
28 March 2017
This Toolkit is based upon the "Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict" and designed to assist national Ministries of Defense, military trainers, officers and soldiers, and their equivalent for non-state armed groups, involved in the planning and conduct of military operations. The Toolkit includes training materials, and guidance for planning and executing military operations to assist with decisions about the use and targeting of institutions dedicated to education. It can also support peace operations ranging from the deployment of individual and small numbers of unarmed military observers, through individual and formed police units, to battlegroup and battalion sized military units.
Addressing the Gaps in Security Sector Training: The Detention of Child Soldiers
1 March 2017
This chapter (p.389-402) in the book "Protecting Children against Torture in Detention: Global Solutions for a Global Problem" published by the Anti-Torture Initiative at the Washington College of Law explores the unique role of child soldiers as children, victims, and as soldiers which each must be considered in the comprehensive response of security sector actors in their demobilization and protection. Case studies of child soldiers detained as security threats and violations they experience including torture, ill-treatment, and arbitrary detention highlight the urgent need for better training in the security sector. Recommendations for the training of security sector actors on child soldiers includes to frame trainings in the overall prevention of child soldiers, pre-deployment training for confrontation with child soldiers, and the inclusion of specific child protection concerns in line with the 'best interests of the child' principle.
Policy on Children
1 November 2016
The International Criminal Court Office of the Prosecutor recognizes that most crimes under the Statute affect children in various ways, and that at times they are specifically targeted. The Office engages with children in various contexts and circumstances, notably children who are witnesses and those whose parents or caregivers have agreed to testify before the Court. In these interactions, the Office will consider the best interests, rights and well-being of children who are directly impacted by its activities. The Office will strive to ensure that its activities do no harm to the children with whom it interacts. The Office will adopt a child-sensitive approach in all aspects of its work involving children. This policy guides applying this approach.
Supporting reconciliation in post-conflict situations
2 October 2016
This report covers several approaches to supporting reconciliation in post-conflict contexts. Designed as an e-learning document, the report provides general information about a variety of approaches, pros and cons of said approaches, indications of what roles donors can play, and covers Islamic reconciliation modalities available.
Handbook on Complementarity- An Introduction to the Role of National Courts and the ICC in Prosecuting International Crimes
22 July 2016
This Handbook is intended to explain the main issues of law and practice related to complementarity for those who are not legal specialists. It is aimed at organizations and individuals that are not specicalists on the International Criminal Court or criminal law issues. It supports those who want to understand the basic legal issues as well as the broader contextual matters connected to complementarity by explaining how the complementarity regime works. After reading this handbook, readers should have a basic understanding of the ICC, the concept of complementarity, how key cases on the issue have been decided, what the different stages of the admissibility process entail, what it means for national legal systems, and what it means for other national actors, including civil society and victims' representatives. Case studies include the following countries: Afghanistan, Colombia, Cote d'Ivoire, the Democratic Republic of the Congo, Kenya, and Libya. This resource is also available in French.
Reducing Risk, Strengthening Resilience: Toward the Structural Prevention of Atrocity Crimes
1 April 2016
This is a policy brief that outlines how to apply structural prevention of atrocity crimes, particularly at the national and local level. The recommendations intend to assist actors to reduce the occurrence of risk factors of atrocities and increase societal resilience. Particular to addressing serious violations against children in armed conflict, this brief includes rule of law, accountability, and commitment to guarantees of non-recurrence of violations as key to prevention and resilience. Also recommended is reforming legal and judicial systems for greater accountability and ensuring the legal empowerment of marginalized communities.
Age Assessment Guidelines to Prevent and Respond to Child Recruitment in the Afghanistan National Security Forces
15 February 2016
These are guidelines from the Afghanistan National Security Forces (ANSF). The document describes an age assessment process to prevent enlisting underage members into the national armed forceswhen identity documents are not available. Prepared by experts, practitioners, military officials, and UNICEF, these principles suggest an assessment based on five components including direct interviews with the individual, interviews with family and community members, crosschecking of all available information, documentation, and referral to services and reintegration. Child sensitive age assessment techniques are provided operating within international human rights obligations. This document and annexed checklists are applicable to both national armed forces and armed groups in order to ensure the enforcement of the international humanitarian law obligation to prevent the recruitment and use of child soldiers and to reform the recruitment process to prevent the violation before it happens. This resource is available in both English and Dari.
Accountability and Reconciliation in Peace Processes
31 December 2015
Through international case studies and analysis of different methods, this paper examines the range of measures that may help societies to achieve accountability and reconciliation, and explores the challenges faced in this field. Successful accountability measures draw on a critical understanding of experience from elsewhere, carefully adapted to the social, political and cultural context and questions of feasibility. This Handbook includes recommendations on making provisions for accountability and reconciliation in peace negotiations and methods for accountability and reconciliation, with case studies from Northern Ireland, Cambodia, and Rwanda.
Education and Transitional Justice: Opportunities and Challenges for Peacebuilding
16 November 2015
This report, part of a joint research project by ICTJ and UNICEF on the intersections of education, transitional justice, and peacebuilding, explores how a transitional justice framework can help to identify educational deficits relating to the logic of past conflict and/or repression and inform the reconstruction of the education sector. Drawing on comparative experiences from around the world, it looks at how formal and informal education can help facilitate the work of transitional justice measures and vice versa. Page 35 begins practical recommendations for Transitional Justice practitioners, policymakers, civil society actors, education practitioners, policymakers, and donors. For more on the project, visit the project webpage: https://www.ictj.org/our-work/research/education-peacebuilding
Children in Armed Conflict Accountability Framework: A Framework for Advancing Accountability for Serious Violations against Children in Armed Conflict
This Framework is a practical resource that promotes accountability for serious violations of international law committed against children in armed conflict (CAC). It responds to the significant gap that exists in preventing and remedying these serious violations - and is designed to assist policymakers and practitioners working at all levels to bridge this gap. It provides individuals and organizations working in child protection, justice, peacebuilding, and related fields with a comprehensive definition and structure for understanding CAC accountability and practical guidance for developing well-informed, context-specific, and feasible options for advancing CAC accountability.
Marco de Rendición de Cuentas frente a los niños, las niñas y los jóvenes afectados por los conflictos armados
This resource is the Spanish version of the "Children in Armed Conflict Accountability Framework." El Marco de Rendición de Cuentas frente a los niños, las niñas y los jóvenes afectados por los conflictos armados es un recurso práctico que promueve mecanismos para abordar casos de violaciones graves derecho internacional cometidas contra los niños, las niñas y los jóvenes en situaciones de conflicto armado (rendición de cuentas sobre NNJ). Elaborado como respuesta al importante vacío existente en materia de prevención y reparación de este tipo de violaciones, este Marco aporta los siguientes elementos: 1. una definición completa y estructura para entender la cuestión de la rendición de cuentas sobre NNJ; 2. orientaciones metodológicas prácticas que pueden ser adaptadas y aplicadas en diferentes contextos con el objeto de aumentar las acciones de rendición de cuentas sobre NNJ.
Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict
December 2014
In response to the use of schools and universities by parties to armed conflict, this resource establishes six guidelines to protect schools and universities. These guidelines are intended to assist actors planning military operations and organizations monitoring armed conflict. The annexes include the international legal framework and examples of domestic law and practices.
Child Soldiers: A Handbook for Security Sector Actors
1 September 2014
The Roméo Dallaire Initiative's landmark publication, Child Soldiers: A Handbook for Security Sector Actors aims to highlight and reinforce the various roles that security sector actors (i.e. military, police, prison personnel and peacekeepers) can play in protecting all children affected by war. Pages 68-76 cover security sector actors' roles in supporting monitoring and reporting serious violations against children in armed conflict. This Handbook is available in French and English.
Establishing a Vetting Mechanism for the Security Forces of the Democratic Republic of Congo
April 2014
The 2013 benchmarks of the national follow-up mechanisms for the Peace, Stability and Cooperation Framework Agreement for Congo and the Region included the establishment of a vetting mechanism. This resource describes how such a mechanism could work in the DRC context and how it differs from the human rights screening process of MONUSCO, the UN peacekeeping mission.
Core Competencies for Security Sector Training on the Prevention of the Use of Child Soldiers
March 2014
The Dallaire Initiative partnered with The United Nations Institute for Training and Research (UNITAR) to develop a set of Core Competencies for all security sector training related to child soldiers. The document also provides an overview of the international legal framework relating to the protection of children in armed conflict.
Protecting children in armed conflict: key rules from Geneva Call's Deed of Commitment
November 2013
Designed as a training booklet, this resource provides twelve key rules from Geneva Call's Deed of Commitment in an accessible visual format. Rules include the prohibition of the use of children in combat or combat-related activities, prohibition against forcing children to associate with armed forces, prohibition against recruitment, and sanctioning violations in accordance with international standards.
Annex XVII: Model legislative provisions on the recruitment or use of children in armed conflict
23 May 2013
Part of the Manual on Domestic Implementation of International Humanitarian Law (IHL), this resource provides two possible model legislative provisions intended to guide States in the drafting of legislation which prohibits the recruitment or use of children in armed conflict. The first model text uses the "straight 18" approach while the second text follows existing provisions in treaty and customary law. This resource provides commentary on the models, as well as sources from international law, national legislation, and other practice.
Child Protection Model Law, Best Practices: Protection of Children from Neglect, Abuse, Maltreatment, and Exploitation
January 2013
Citing 130 domestic laws from 68 countries, this resource provides models laws on child protection, including protection of children in situations of emergency and armed conflict, for legislators drafting or amending child protection laws. These model laws are based upon international standards and best practices on child protection, including the Convention on the Rights of the Child (CRC) and the Optional Protocol to the CRC on the involvement of children in armed conflict (OPAC).
Protecting Education in Countries Affected by Conflict: Legal Accountability and the Duty to Protect (Booklet 2)
31 August 2012
This booklet covers legal accountability and the duty to protect. Explaining how and why attacks on education violate international law and have serious long-term consequences, this booklet gives an overview of the problem, potential responses, and guidelines to train others to protect education. This booklet is part of a series providing guidance and resources for field practitioners on critical protection-related issues. The booklets should be used alongside the Inter-Agency Network for Education in Emergencies "Minimum Standards for Education: Preparedness, Response, Recovery." The compendium of booklets is available here: http://reliefweb.int/report/world/protecting-education-countries-affected-armed-conflict
Ten Steps to Setting Up Complaints and Response Mechanisms
8 March 2012
This short video is intended to share steps to establishing complaints and response mechanism (CRM). It features the Complaints and Response Mechanisms (CRM) Pilot in Dadaab refugee camp in Kenya in 2011. Complaints handling is part of the Humanitarian Accountability Partnership (HAP) Standard for accountability and quality management.
A Framework for the Protection of Children
This resource provides an overview of UNHCR's policies and practice regarding child protection and shares UNHCR's guiding principles and approaches. It articulates UNHCR's six goals regarding the rights of children and relevant benchmarks. The annex includes UNHCR's policy framework for the protection of children.
Informal Justice Systems: Charting a Course for Human Rights-Based Engagement
This resource explores how informal justice systems and programs that include such systems can promote respect for human rights. It provides an overview of issues that international development and justice actors should consider before involvement informal justice mechanisms. This resource considers the place of children's rights and women's rights within informal justice systems.
Study on Field-based Programmatic Measures to Protect Education from Attack
December 2011
This resource outlines types of programmatic measures to protect education from attack under four headings: protection, prevention, advocacy, and monitoring and reporting. Attacks against education include attacks against students, educators, and other educational personnel at educational institutions. Recommended programmatic measures range from local initiatives to systemic-level interventions intended to prevent conflict. The annex includes 20 country-specific examples.
Child Protection in United Nations Peacekeeping
September 2011
This resource highlights the role of child protection and child protection advisers in UN peace operations. It examines child protection in the contexts of Afghanistan, Lebanon, Haiti, and the Sudan. Page 17 answers questions about the role and function of child protection in UN peacekeeping.
Children and Justice During and in the Aftermath of Armed Conflict
September 2011
This resource supports advocacy initiatives aimed at strengthening States' protection of children's rights and best interests during and after armed conflict. It examines children as victims and witnesses in judicial processes such as courts and tribunals, and in non-judicial processes such as truth and reconciliation commissions and traditional and restorative justice mechanisms. This report also looks at the concepts of reparations and reintegration. It uses the international legal framework and case studies to create recommendations for States, UN agencies, civil society organizations, and child protection actors.
Through a New Lens: A Child-Sensitive Approach to Transitional Justice
September 2011
Based on assessments of Colombia, Democratic Republic of the Congo, Liberia, and Nepal, this resource examines the ways in which transitional justice can engage children and consider their needs. It assesses the extent to which truth-seeking mechanisms, criminal justice, reparations, and institutional reform have raised awareness about the victimization of children.
Bridging the Accountability Gap: New Approaches to Addressing Violations Against Children in Armed Conflict
June 2011
This resource examines the accountability gap for violations committed against children in situations of armed conflict. It evaluates actions to attain accountability through efforts at the national level, UN Security Council, and international level. The report provides several policy options to address the accountability gap and features case studies in the Democratic Republic of the Congo and Colombia.
Guide for setting-up Child Friendly Complaints and Response Mechanisms (CRMs): Lessons Learnt from Save the Children's CRM in Dadaab Refugee Camp
This resource provides guidance on creating a complaints and response mechanism (CRM) in a child-friendly manner. Using a pilot case study from Ifo Camp, Dabaab, North Eastern Kenya, this resource provides information on setting up a CRM, awareness raising, recording complaints, challenges, and lessons learned. The annex includes a stakeholder mapping tools used during their consultations with children.
Guidelines on Action for Children in the Justice System in Africa
Intended for African governments, this resource aims to provide guidance on implementing African Union (AU) and other regional and international treaty bodies. The guidelines include a set of overarching principles, general measures of implementation, an overview of child friendly justice, fair trial rights for children in conflict with the law and for child victims and witnesses, and alternative care proceedings. This resource also discusses traditional justice and provides minimum standards for traditional courts.
Criteria for the Design and Evaluation of Juvenile Justice Reform Programmes
September 2010
This resource identifies good practice for juvenile justice programs and develops a set of criteria for their design and evaluation based on the rights of the child enshrined in international norms and standards. This resource also considers basic principles and programs for child victims and witnesses of crimes. The annex includes sample programming goals, objectives, outcomes, and potential impact.
Children and Security Sector Reform in Post-conflict Peace-building
June 2010
This resource considers children and youth in the post-conflict peacebuilding phase of restoring justice and security. It discusses national structures and mechanisms, such as hybrid courts, domestic prosecution, and truth commissions, and articulates their relevance to children and young people. This report also explores the role of civil society organizations in building accountability and good governance within the security sector.
Guidelines for the Alternative Care of Children, UN General Assembly Resolution 64/142
24 February 2010
This resource provides UN guidelines for the alternative care of children, which are intended to enhance implementation of the Convention on the Rights of the Child (CRC). This resource is intended to assist and encourage governments to implement their responsibilities and obligations towards children, including in situations of armed conflict.
DDR, Transitional Justice, and the Reintegration of Former Child Combatants
February 2010
This resource explores how transitional justice measures may positively affect former child combatants by reducing social exclusion from their communities. It considers several issues in relation to reintegration of children; such issues include truth-telling, reparations, local justice, and prosecutions.
Child Protection Systems Mapping and Assessment Toolkit: Users' Guide
This resource is intended to help practitioners develop comprehensive national child protection systems and prioritize actions. Mapping and assessment should include an analysis of the current child protection system, an understanding of the legal and normative framework, highlighting key risks, identifying global best practices, finding opportunities to improve services, and planning for the necessary financial and human resources.
Children and Armed Conflict: A Guide to International Humanitarian and Human Rights Law
This resource provides an overview of the international legal framework, and explains the practical applicability of the law and standards as they relate to children and armed conflict. This resource also discusses internally displaced children; sexual violence against children; child labor; children and landmines and cluster bombs; children and small armed and light weapons; child victims, witnesses and perpetrators of crimes; and the role of children in peace processes.
Operational Guide to the Integrated Disarmament, Demobilization and Reintegration Standards
This resource is intended to accompany the Integrated DDR Standards (IDDRS) document. As an operational guide, this resource summarizes key guidance from each IDDRS module. Guidance 5.20 and 5.30 focus on youth and children DDR; it examines reintegration programming, advocacy, and prevention of recruitment.
Guidelines on International Protection No. 8: Child Asylum Claims under Article 1(A)2 and 1(F) of the 1951 Convention and/or 1967 Protocol Relating to the Status of Refugees
22 December 2009
This resource is intended to provide legal interpretive guidance for governments, legal practitioners, decision makers, the judiciary, and other practitioners who need assistance carrying out refugee status determination in the field. This resource also provides guidelines on carrying out this determination in a child-sensitive manner and includes an overview of the relevant international legal framework.
Training Manual to Fight Trafficking in Children for Labour, Sexual and Other Forms of Exploitation
July 2009
This resource aims to assist donor governments, workers, employers and NGOs to combat trafficking in children for labor, sexual, and other forms of exploitation. Exploitation is defined to include the forced or compulsory recruitment of children. The training manual includes three textbooks, an exercise book, and facilitator's guide.
What is Transitional Justice?
1 January 2009
This two-page fact sheet describes transitional justice; where it came from and how it is used as a response to systematic or widespread violations of human rights. The aims of transitional justice will vary depending on the context but these features are constant: the recognition of the dignity of individuals; the redress and acknowledgment of violations; and the aim to prevent them happening again. Transitional justice is often approached in the following forms: criminal prosecutions, truth seeking/fact finding, reparations, reforms. More information is also available on the International Center for Transitional Justice website: https://www.ictj.org/about/transitional-justice
Behind the Uniform: Training the military in child rights and children protection in Africa
In 1998, Save the Children Sweden began training military personnel, including pre-deployed peacekeepers, in child rights and child protection across Africa. This resource outlines the training program and provides a summary of its achievements, challenges, lessons learned, and recommendations. Annex 3 includes the international legal framework for child protection in conflict settings. Annex 5 lists the materials used during trainings.
Rule-of-Law Tools for Post-Conflict States: Amnesties
Intended for practitioners, this resource explores the concept of amnesty and considers the relationship between amnesties and other processes of transitional justice, such as truth commissions, the right to remedy and reparations, and disarmament, demobilization and reintegration programs. This resource also incorporates relevant rules of international law and United Nations policy when drafting amnesties.
Handbook on Legislative Reform: Realising Children's Rights, Vol. 1
November 2008
In order to support implementation of the Convention on the Rights of the Child (CRC) and the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), this resource examines constitutional and legislative reforms in favor of the rights of children. Taking a human rights-based approach, it considers various guiding principles, rights of victims, prevention, criminalization, and processes and entry points for constitutional and legislative reforms.
Guidance Note of the Secretary-General: UN Approach to Justice for Children
September 2008
This resource is intended to provide guidance for children's activities in pre-crisis, crisis, and post-crisis contexts, with particular attention to achieving justice for children at the national level. This resource includes nine guiding principles and a framework for a justice approach to child protection and child participation.
Establishing Gender-Based Violence Standard Operating Procedures (SOPs) for Multi-sectoral and Inter-organizational Prevention and Response to Gender-based Violence in Humanitarian Settings
May 2008
Developed in collaboration with UN agencies, government, and non-governmental and community-based organizations, this resource sets out the process for developing a standard operating procedure (SOP) to prevent and respond to gender-based violence (GBV) in various stages of an emergency. An SOP template is available beginning on page 7.
UNHCR Handbook for the Protection of Women and Girls
January 2008
This resource provides an overview of the legal standards and responsibilities to protect women and girls. It discusses issues such as displacement, prevention, reintegration, participation in peacebuilding processes, and the administration of justice during displacement for formal, traditional, and transitional mechanisms. Chapter 6 provides an overview of the international and regional legal framework. This resource is intended for UNHRC staff, both at headquarters and in the field, and protection partners.
Children as Active Citizens: A Policy and Programme Guide
This resource considers commitments and obligations for children's civil rights and civic engagement in East Asia and the Pacific. It aims to strengthen children's civil rights and provides guidance on capacities, structures, and resources needed to strengthen children's civil rights. The annex includes a checklist to assess children's citizenship and civil rights at the national level. This resource is intended for decision-makers at the national level and service providers to realize civil rights for children.
No One to Turn to: Under-reporting of child sexual exploitation and abuse by aid workers and peacekeepers
Based on focus group interviews and consultations with children and adults living in chronic emergencies, as well as humanitarian professionals, this resource provides a snapshot on the under-reporting of sexual exploitation by aid workers and peacekeepers. Recommendations, which begin on page 22, include building effective local complaints mechanisms, establishing a new global watchdog, and tackling the root causes of abuse.
Security Sector Reform Assessment, Monitoring, and Evaluation and Gender
Part of a larger gender and security sector reform (SSR) toolkit, this resource examines existing SSR assessment frameworks and considers how to include a gender perspective in these existing tools and approaches. It also looks at gender mainstreaming initiatives in security sector institutions and provides guidance on conducting a gender audit and monitoring and evaluation of gender mainstreaming. This resource recommends consulting marginalized groups, such as child advocacy groups, in the monitoring and evaluation process
The OECD DAC Handbook on Security Systems Reform (SSR): Supporting Security and Justice
This resource provides guidelines on security sector reform and governance and the design, implementation, and evaluation of such programs. Intended to inform donor support for SSR, this resource specifically targets development, security, rule of law, and diplomatic actors. This resource also discusses developing an integrated approach to SSR for countries emerging from conflict and related issues such as transitional justice and disarmament demobilization, and reintegration programs.
The Paris Commitments to protect children from unlawful recruitment or use by armed forces or armed groups
February 2007
The Paris Commitments and Principles and Guidelines on children associated with armed forces or armed groups consolidate global humanitarian knowledge and experience in working to prevent recruitment, protect children, support their release from armed forces or armed groups and reintegrate them into civilian life. The Paris Principles and Commitments build on the Cape Town principles and best practices on the recruitment of children into the armed forces and on demobilization and social reintegration of child soldiers in Africa (Cape Town principles) which were adopted in 1997.
The Paris Principles. Principles and Guidelines on Children Associated with Armed Forces or Armed Groups
February 2007
The Paris Commitments and Principles and Guidelines on children associated with armed forces or armed groups consolidate global humanitarian knowledge and experience in working to prevent recruitment, protect children, support their release from armed forces or armed groups and reintegrate them into civilian life. The Paris Principles and Commitments build on the Cape Town principles and best practices on the recruitment of children into the armed forces and on demobilization and social reintegration of child soldiers in Africa (Cape Town principles) which were adopted in 1997.
Supporting the Realization of Children's Rights through a Rights-Based Approach to Legislative Reform
January 2007
This resource aims to guide UNICEF regional and country offices in programming for child rights in legislative reform and creating the necessary human and financial resources for legislative reform. This resource links the issue of legislative reform to the key international policies and laws and emphasizes the importance of the national legal system. The resource concludes by examining cross-cutting issues and challenges and provides indicators, sample program plans, and checklists.
Justice as Prevention: Vetting Public Employees in Transitional Societies
The second volume in the ICTJ's Advancing Transitional Justice Series, this resource is comprised of a collection of essays that explores the issue of vetting in a variety of countries and contexts. Chapter 13 examines vetting and transitional justice. The appendix includes operational guidelines for vetting public employees in post-conflict settings.
IASC Gender Handbook: Women, Girls, Boys and Men: Different Needs – Equal Opportunities
December 2006
This resource is intended to assist field practitioners responding to humanitarian emergencies in meeting standards for integrating gender issues. It offers checklists for monitoring gender equality programming and focuses on major cross-cutting issues such as camp coordination and management, education, food issues, health, livelihoods, non-food items, registration, shelter, and WASH (water, sanitation and hygiene).
Integrated Disarmament, Demobilization and Reintegration Standards
This resource is intended to guide practitioners on a range of disarmament, demobilization and reintegration activities and programs. Module 5.20 looks specifically at youth and DDR and considers socio-economic reintegration strategies for youth and young-ex-combatants, gender issues, and socio-political integration. Module 5.30 examines children and DDR and considers programming, access of children to DDR programs, prevention of recruitment and re-recruitment of children, and DDR programming for girls.
Rule-of-Law Tools for Post-Conflict States: Mapping the justice sector
This resource aims to assist UN missions and transitional administrations in mapping the justice sector to understand how it operates in states before and during conflict. This resource provides an overview of key institutions, mechanisms, and priorities such as linkages between institutions and oversight bodies or accountability mechanisms. Page 14 focuses on traditional justice.
Rule-of-Law Tools for Post-Conflict States: Truth Commissions
This resource establishes principles and standards for the creation of truth commissions and explores core operational activities such as statement-taking, building a database, research and investigations, public hearings, public outreach, and report writing. It also explores the link between truth commissions, prosecutions, reparations, vetting, and reforms. The role of national and international NGOs in truth commissions is considered. Meant to assist field missions and transitional administrations, this resource uses lessons learned from previous UN field missions in Sierra Leone and Timor-Leste.
Rule-of-Law Tools for Post-Conflict States: Vetting: an operational framework
Written for United Nations field staff and others responsible for institutional and personnel reform in post-conflict states, this resource provides an overview of vetting as a tool of institutional reform and transitional justice. It also explores the conditions of transitional personnel reform, operational guidelines for assessment and designing the vetting process, and considerations regarding the political conditions surrounding reform.
Vetting Public Employees in Post-Conflict Settings: Operational Guidelines
This resource provides guidance on vetting in post-conflict settings. It includes an overview of factors that determine a vetting process, designing a vetting process, different types of vetting, and other relevant institutional reforms. The annex includes a vetting checklist, a capacity and integrity framework, and relevant conventions and codes for vetting in security and judicial sectors.
Basic Principles and Guidelines on the Right to Remedy and Reparation for Victims of Gross Violations of International Human Rights Law and Serious Violations of International Humanitarian Law
December 2005
This UN General Assembly resolution provides principles related to State's obligations concerning reparations to victims of international humanitarian and human rights abuses. Victims have a right to be treated humanely and with respect, to access justice and relevant information, and to be afforded adequate and effective reparation without discrimination.
The Disarmament, Demobilisation, and Reintegration of Children Associated with the Fighting Forces: Lessons Learned in Sierra Leone 1998-2002
June 2005
This resource looks at the children's aspect of Sierra Leone's disarmament, demobilization, and reintegration (DDR) program. It also provides an overview of DDR during and after the end of Sierra Leone's civil war. Other topics covered include an analysis of girls in the DDR process, family tracing and reunification, alternative care, reintegration, strategies of prevention, and lessons learned.
Sierra Leone Truth and Reconciliation Commissions Reports
This resource is the final report of the Sierra Leone Truth and Reconciliation Commission, held from 2002 to 2004. Volume Two, Chapter 3 contains recommendations concerning legal, political, and administrative reforms and measures, and includes a specific category for children. Volume Two, Chapter 4 provides the legal basis for reparations, lists categories for eligible beneficiaries, including children, and makes recommendations on according the benefits and effectively implementing the reparation program.
Model Complaints and Investigation Procedures and Guidance Related to Sexual Abuse and Sexual Exploitation
March 2004
Developed by the IASC Task Force on Protection from Sexual Exploitation and Abuse, this resource details steps taken when NGO staff or UN agency staff are suspected of sexual exploitation and abuse of women or children. Intended to build a consistent approach across all agencies, this resource provides an overview of complaints mechanisms, investigation guidelines, and interviewing witnesses and victims. Interview guidelines pay special attention to interviewing children.
Conflict-sensitive approaches to development, humanitarian assistance and peacebuilding
January 2004
This resource provides frameworks and guidelines to conflict-sensitive programming in the fields of development, humanitarian assistance and peacebuilding. It examines conflict-sensitive planning, implementation, monitoring and evaluation, sectoral approaches, and approaches for mainstreaming conflict sensitivity.
Inter-Agency Guiding Principles on Unaccompanied and Separated Children
January 2004
This resource focuses on children affected by armed conflict who become separated from their families, as well as unaccompanied children and orphans. It includes principles and guidelines for special issues related to refugee children and promoting children's rights. The annex provides a list of key international instruments relating to separated children.
Child Protection: A handbook for parliamentarians
Intended to assist parliaments and their members in legislating and promoting child protection, this resource provides an overview of specific child protection issues and explains international standards on child protection. Chapter 7 examines the issue of children and armed conflict. Other issues examined include sexual exploitation of children, harmful traditional practices, alternative care, juvenile justice, and the rights of child victims.
Children in War
This resource contains ICRC documents related to children affected by armed conflict. Documents include: a summary table of international humanitarian law provisions applicable to children; an overview of child protection and humanitarian assistance activities for children; and a summary of the ICRC's communication programs for young people and mine action programs.
Gender-Based Violence: Care & Protection of Children in Emergencies, A Field Guide
Intended for staff in emergency situations, this resource focuses on the prevention of gender-based violence in emergency field operations. It includes Save the Children's programming framework, principles, and process. Section III on page 9 provides an overview of international legal and policy instruments. Page 46 includes an implementation checklist.
Human Rights Standards and Practice for the Police: Expanded Pocket Book on Human Rights for the Police
Part of OHCHR's professional training series, this resource organizes major human rights topics for police. Relevant international human rights standards on topics such as investigations, arrest, detention and the use of force are explored. This resource is designed to complement OHCHR's International Human Rights Standards for Law Enforcement and Human Rights and Law Enforcement: A Trainer's Guide.
Sexual and Gender-Based Violence against Refugees, Returnees and Internally Displaced Persons: Guidelines for Prevention and Response
May 2003
This resource provides guidance for protection of refugees against sexual and gender-based violence. It provides guiding principles and considers prevention strategies through transforming socio-cultural norms, rebuilding community support systems, improving accountability systems, and monitoring and documenting of sexual and gender-based violence. The annex includes a code of conduct and sample report forms.
International Criminal Justice and Children
September 2002
This resource introduces the international framework for children and justice, including international legal protection standards and judicial and non-judicial accountability mechanisms. It takes a particular look at protection of children in times of war and use of child soldiers, as well as protection of children as victims and witnesses. In particular, it outlines the role of the International Criminal Court (ICC), as well as its relation to national justice systems. Finally, it gives some concrete recommendations on the role of children in non-judicial mechanisms like truth commissions and traditional accountability mechanisms.
Human Rights and Law Enforcement: A Trainer's Guide on Human Rights for the Police
Part of OHCHR's professional training series, this resource provides an outline of training on human rights topics, group exercises, instructions, guidance for trainers, and handouts, including on the protection of juveniles. This resource is designed to complement OHCHR's International Human Rights Standards for Law Enforcement and the Human Rights Standards and Practice for the Police: Expanded Pocket Book on Human Rights for the Police.
International Human Rights Standards for Law Enforcement: A Pocket Book on Human Rights for the Police
This resource summarizes relevant international standards for police regarding their lawful and humane functions in democratic societies. It contains relevant standards for the protection of juveniles and the human rights of women. It is designed to complement OHCHR's Human Rights and Law Enforcement: A Trainer's Guide on Human Rights for the Police and Human Rights Standards and Practice for the Police: Expanded Pocket Book on Human Rights for the Police.
Child Soldiers: Preventing, Demobilizing and Reintegrating
November 2001
Drawing on case studies from Angola and El Salvador, this resource provides examples, techniques and checklists on prevention, demobilization, and reintegration of child soldiers. It considers issues such as family reunification and community-based networks, psychosocial and traditional healing, and education and economic opportunity. It also includes checklists, lessons learned, and the international legal framework.
Child Soldiers: Care & Protection of Children in Emergencies, A Field Guide
Intended as a practical reference for practitioners in emergency settings, this resource is designed for field, headquarters, and Save the Children partner organization staff members who design and manage children and war programs. It discusses child soldiers and their vulnerabilities, the international framework, and a programming framework that includes demobilization and reintegration, and a process for program design.
Children Not Soldiers: Guidelines for working with child soldiers and children associated with fighting forces
This resource provides guidance for practitioners working with children involved in armed conflict. Part 1 includes an overview of the responsibilities of states, the international community, and non-state armed groups, and the legal framework that grounds all action to protect children associated with fighting forces. Part 2 addresses the military recruitment of children.
Child Rights and Child Protection before, during, and after conflict: Training Manual for Military Personnel
December 2000
Drafted for military trainers, this resource is intended to train military personnel and familiarize them with the legal instruments of child protection and child rights. The manual's themes include the legal standards on child rights and child protection, the effects of armed conflict on children, and collaborating with humanitarian organizations and civil authorities. Additional materials include handouts, exercises, checklists, and other visuals.
Cape Town Principles and Best Practices
30 April 1997
Adopted at the Symposium on the 'Prevention on recruitment of children into armed forces and on demobilization and social reintegration of child soldiers in Africa,' the Cape Town Principles and Best Practices provide guidance on prevention of child recruitment, demobilization of child soldiers, and reintegration into family and community life. This resource provides guiding principles, such giving priority to children in a demobilization process or considering the special protection needs of children who leave armed groups before the end of hostilities.
Refugee Children: Guidelines on Protection and Care
Intended for UNHCR staff and its operational partners, this resource provides guidelines on the protection and care of refugee children. It includes an overview of treaty standards, cultural considerations, psychosocial well-being, personal liberty and security, legal status, education, and unaccompanied children. The Annex provides UNHRC's policy on refugee children.
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text:
And it is our new favorite thing.
The video shows Siam – a lar gibbon at South African primate sanctuary Monkeyland – swanning rather adeptly (save for a few minor missteps) across the handrails of a lengthy rope bridge. Oh, to be endowed with opposable toes.
[Spotted on Laughing Squid]


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Two months ago, SpaceX launched its Dragon space capsule into Earth orbit to deliver supplies to the International Space Station. In doing so, it became the first private company in history to berth a spacecraft with the ISS.
It took nine days for SpaceX's Dragon capsule to make its groundbreaking roundtrip visit to the ISS. Now, the company has released this fantastic collection of highlights from the mission, which features some really gorgeous launch footage. Give it a watch. If you managed to miss the mission as it played out back in May, it's a brief but compelling recap. And if you followed it closely the first time around, it's a great way to relive the experience.


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Typically, if the interstates are closed, it's usually a godsend up in the hills. No crowds, tons of powder.
This time, however, too much was too much in Williams, Ariz. Both I-40 and I-17 into and out of Flagstaff were shut down because of severe snowfall. Elk Ridge, Williams' town ski hill, had just gotten its second of two major snowfall dumps.Unfortunately, traffic in and out of Williams came to a complete halt.
Elk Ridge closed for a day because of too much snow. "We got snowed out," said ski area owner Tammy Fountain.
It's been that kind of year in the southernmost Rockies, especially on slopes and trails with no snowmaking equipment. Few storms have ventured south of the San Juan Mountains, and Elk Ridge had virtually nothing until mid-February. Then came a pair of two-foot storms, back to back. Base is settled at 35 inches, mid-mountain, Fountain told OnTheSnow, and one of two lifts is operating on Saturdays and Sundays only.
"We had two inches before this," she said, referring to the La Nina-driven dry spell for the mountains in northern Arizona and New Mexico.
Mt. Lemmon Ski Valley above Tucson hasn't gotten going much at all. The 1,000 vertical-foot hill opened for a mere three weeks in January but hasn't gotten enough snowfall to restart its chairlifts since then.
[R309R, Pajarito Mountain], above Los Alamos, N.M., opened for only 15 days, now closed since Feb. 13. Longtime general manager Tom Long told OnTheSnow that it's been some of the worst conditions he's seen ever. "Just a dusting, a trace," he said.
Fortunately, more than half of the nonprofit's 3,000 members have endured 20-plus years of erratic weather, too. "They are super supportive," Long said, noting that members also get three days at each of [R14R, Angel Fire], [R366R, Sipapu], [R240R, Monarch] and [R372R, Ski Cooper] with their season passes.


text:
Short, Drama
Be the first to add the plot.
Do you have any images for this title?
For an enhanced browsing experience, get the IMDb app on your smartphone or tablet.
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As Will Smith joins the cast of "The Fresh Prince of Bel-Air" for a reunion on HBO Max, we take a look at his rise to fame.
Watch the video


text:
I am having a problem that so far I have only seen on one computer, but if one does, others might also. The issue occurs in Firefox 3 when my JavaScript code uses a div to draw a box on the screen as the user drags the mouse. As I drag the mouse and the code modifies the div's width and height, the right and bottom borders would frequently flicker and disappear. It is very noticeable.
I experimented by giving the div a silver background color and adding an inner div offset on all sides by 5px. I took a screen shot as I dragged the mouse (see attachments). I found that the inner div's right and bottom borders were at the edge of the region filled with the silver background instead of being 5 pixels within it. Therefore, it appears that Firefox is changing the size of the div, but is delayed in drawing in the newly covered area of the screen.
Maybe this is a Firefox bug, but I wanted to see if anybody had any thoughts about it. The problem only occurs in Firefox 3 (Firefox 2 works fine), and thus far, I have only seen it on one computer. In fact, I tried it in FF3 on a Virtual PC running on that same computer and it worked fine. I tried using a different FF profile to see how it worked without any add-ons loaded, but that had no effect. Any ideas what is causing this problem?


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TGI Fry-Day: Sticky's Finger Joint's Classic Chicken Fingers
Explorations of the frying arts.
Since spring, Sticky's Finger Joint has been serving a creative menu centered around chicken that is "antibiotic-free, hormone-free, cruelty-free, [and] free range." The fingers are available in three- and five-piece options, with flavors ranging from classic to wasabi to salted caramel, as well as a garlicky grilled option called the Naked Vampire Killer.
We put their classic fried fingers with their house BBQ sauce ($11.98, taxes included) to the test. These are some juicy chunks of bird, intensely seasoned with a crunchy crust. The sauce, an Alabama-style white mayo dip flavored with hickory, mesquite, maple syrup, and cayenne add tang and richness, perhaps the reason that an order of five felt so filling. If you're ordering a side, just three pieces will do.
While you can find some seating—low benches and high stands—Sticky's is a little lacking in ambiance. Take your order to go—ours came in under five minutes—and walk to nearby Washington Square Park for an instant picnic.
Sticky's Finger Joint
31 West 8th Street, New York, NY 10011 (map)
All products linked here have been independently selected by our editors. We may earn a commission on purchases, as described in our affiliate policy.


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« Our Bad Math Scores--Posner's Comment | Main | Response on Test and Economic Performance-BECKER »
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I'm a college student in China, and most of the students around us are tired of study.
From the primary school, they were asked to study but willing to. I think this emotion played a great role in our education system. they are used to hate being forced to do something, and then hate study.
And the Chinese family are trying to do help for their kids as much as possible, this leads to our lacking of innovation and independence. A lot of us are willing to lead a lazy life.
Unfortunately, I think both of your posts miss the mark somewhat.
Becker claims that American colleges are better at teaching math and science than our high schools. As someone who has recently been to college (and had many friends undergo the same experience), I can tell you that this is patently false. Most colleges do not require students to take much math or science; what requirements exist can usually be satisfied by easy classes that are geared towards non-science types (at Duke, two of the biggies were the biology of dinosaurs and astronomy).
The sad fact of life at most American colleges today is that the liberal arts method of education is simply not that challenging. Students who do not major in science, engineering, or math can expect a very, very easy four years. While I do think liberal arts majors learn analytical and writing skills that may be valuable, I think such skills could be augmented by other, more practical skills (economic analysis, scientific knowledge, etc).
Posner claims that further increasing the math education won't help most workers, since most jobs don't require math. This is a strange comment---entire sectors of our economy require math-skilled workers (accounting, financial services, IT, etc.).
Also, both of you are missing the real secrets to the American ability to accumulate human capital. There are two. First, America's ability to educate the average student is horrible, but our top students are faced with a wealth of educational possibilities. Perhaps this isn't quite as bad of a predicament as some might think, given that the globalized economy seems to require less semi-skilled jobs while creating more opportunities for those at the very top of the food chain. Second, America builds capital by attacting the best-educated, most ambitious foreign citizens. I would like to see a study that analyzes this phenomenon. Why does America attract these workers? Is it our political system? The higher wages that can be earned in our stronger economy? Or is it do to some "soft factors," such as cultural pluralism, tolerance, etc.?
Great post. Would love to hear more of your thoughts.
Have any studies examined the SAT scores of foreigners versus Americans? Both SAT I and II subject test scores contain a wealth of information. It seems like the SAT would be a good measure because it is not intended to test memorized knowledge, but instead actual problem-solving skills. One would have to control for the fact that since not all foreigners write the SAT, but all American students do, you would naturally expect higher scores from foreigners. Perhaps by controlling for the universities applied to, one could get a better picture of the relative levels of eduction.
The other important factor your post may want to include in the analysis is that the US systems gives people second and third and even more chances. In most countries if a child does poorly at age 12 that is it as far as advanced education, but in the US people have chances to overcome early failure and reenter the upper education system.
What fraction of the population needs really strong mathematical skills for economic development? Is the expression "economic development" appropriate if the very wealthy get it all?
Are test scores of 15 year olds a leading or trailing indicator of economic performance? If leading, how much? Does performance on a test set by one's instructors measure performance in communications skills with one's peers?
Teaching someone how to learn on one's own, and providing the public resources (at low cost) to access learning tools could be the greatest source of productivity that we could develop in the US. When my daughter went to Caltech, after having been valedectorian at her high school with a good memory, she was thrown in the water over her head--she, like everyone else, basically had to learn on her own, or collaborate with others to learn. At the end of the experience, today, she learns on her own, completing a degree in pathology--if there is a problem to be solved, she says, give me the book (or she goes to the internet for additional materials) and learns on her own, confident she can do it.
I go to graduate school internet sites for courses I have an interest in, see what the reading lists are, and look for the professors notes on the sites, and download any articles that are on the internet. Self learning, and making the resources available for persons to self-learn, could be the way to lower the entry costs for learning, and make learning a continuing process for everyone. You do not need to be in school, paying high tuitions, to learn.
But, you do need to know some tools, math included. Try as you might, you may have some difficulty doing third semester integral calculus or understand some game theory notation on your own. So, I don't agree about the statements math isn't important...math (including stats) and English are the vocubulary that will enable you to learn on your own. So, if we can imagine a world in which the barriers to learning (attending a physical lecture hall, etc.) drop, it is more important, not less, to have the tools to learn on one's own.
Ahh, the "Prols and Plebes" who needs them in the "New Economy and Civilization"? Don't you all know that we can now all become the politicians, bankers, CEO's, CFO's, and Acronym anythings. Edison, Ford, Morgan and the like are probably rolling over in their graves.
> This is a strange comment---entire sectors of our economy require math-skilled workers (accounting, financial services, IT, etc.).
Let's not confuse the mechanics of math for the thought process. Of course one can do many things with an excel spreadsheet. You might also say you can do it with Mathematica as well.
But, do what. You first have to understand mathematical core of a problem before you can apply mechanistic computational "software" machines to the problem.
It is true that much of what one does everyday you probably have been trained to do on the job. But, the problem I find is trying to introduce a manager to something new--and, boy is it difficult to explain how evolutionary computing techniques could be used (evolutionary what?) to solve a problem, or how combinatorial auction could be used to solve an alloction problem, or how game theory could be used in responding to an rfp. Managers who have little or no understanding of math are poor receptors of new ideas that require their understanding of math to be comfortable with it. True, they can do the linear regression on some variables to predict demand--they were taught that on the job or in their marketing class--but just try to introduce something new to them if any of the newness requires math. Good luck. No productivity change there, I can assure you.
>You first have to understand mathematical core of a problem before you can apply mechanistic computational "software" machines to the problem.
See I think it is probably the opposite - to do the majority of productive work out there (for instance in finance) you want to know less math and more "softer" areas. Staying with linear regression, it is much more important to have a sense of how to set up the test - what variables are important, the order they should be eliminated, what is good data versus bad - than the eigenvectors that underline the actual math process. Most people I've met who do very interesting things with LR know little of eigenvectors or even what is really going on with R-squared, and that's perfectly reasonable I believe even though that's the "core" of the process.
>but just try to introduce something new to them if any of the newness requires math.
I'm not sure how you would proceed. The stuff you bring up (combinatorial auction, etc.) isn't even usually covered in many undergraduate degree programs in computer science or math - it would require a near graduate level of education in that realm to "be comfortable with it", and more importantly, being comfortable would in no way determine whether or not it was a good solution. There's a reason investment banks have layers of people with different levels of skill to bring the ideas of the quants out to the trading floor - the pure math doesn't always work, and often isn't applicable.
A lot of talk of Linear Regression analysis here. That's just one of the curves that explains phenomena. But the coefficient of determination sets how close the curve fits the data and a linear function can put you way out in left field. I really hate it when answers come back to the nth decimal place, when the nearest 100 lbs. would suffice. All the computer computation time is destroying the project budget and doing it by long hand would have been simpler and cheaper or using just a simple rule of thumb. ;)
"One of the challenging paradoxes during the past several decades is that American teenagers have consistently performed below average on international tests in math and sciences, and not especially well on reading tests, yet the American economy is more productive than any other."
- in addition to this, there has also been a rise in inequality in the US. The US has some of the best universities in the world, but there are wide gaps between the elite vs. the poor. Could it be that the small elite of the US system are creating all the innovation and productivity gains while the average poor are not?
I think this discussion is missing the point here. Professor Becker's argument is that disappointing results in the internationl math and science tests indicate that American education is somehow inferior. He goes on to explain why even this is true, the U.S. is still doing better economically. He seems to say that the tests fail to capture the whole picture of American education.
I agree; but I think the tests almost fail to capture anything at all, because they involve only a tiny fraction of educated teenagers, and when we talk about economy we actually talk about the entire work force. Therefore the results of the tests cannot be an indicator of the quality of a country's education (especially when you take into account how these teenager contestants are actually trained).
What is more, these tests do not even predict the future of the very contestants well. Teenagers who do well in these tests, because of the excessive training, often lack necessary social skills, and some become even mentally unfit for a normal life. We Chinese people have been thinking a lot since the hope we had placed on "young genii" failed.
I feel that the American education excels in its flexibility to supply the work force that fits the demand. I do not see the apparent benefits in forcing a potential carpenter to learn poetry, or forcing a potential poet to learn carpentry--people have preferences of their own, and the American education does a good job at keep them. I do not deny that there are benefits in forcing someone to study something he does not like, but these benefits can hardly justify the costs to society.
Comparative advantage
With the globalization of science, and higher level science education, by now well advanced; some of these international differences may be the basis of comparative advantage.
The US system of education has both big advantages and some disadvantages - one plausible disadvantage may be that it is not good at optimizing the modal average level of of achievement in the most quantitative disciplines.
If so, then the US will increasingly import mathematical expertize from big nations (such as China and India) who have educational systems which - although they may be inferior to the US in many respects - nonetheless produce very large numbers of people with a significantly higher level of mathemetical expertise.
1.Focusing on comprehension and cognition ability instead of math ability in the secondary school is beneficial to American education, since math and other kinds of special knowledge should be taught to those who want futher education in the certain field.
Special ability is only useful if people work on some fields, while comprehension and cognition ability is crucial for every individual.
2.However, the basic scientific knowledge should be provided in the secondary school, to help every individual form a correct picture about the world, since many people do not take further education. Obviously, Americans have not done well in this aspect.
In the US, students know that theres international comparison tests have no impact on them individually. In many other countries, it's a matter of national pride.
Perhaps US students are just as proficient as other students at math, but we've demonstrated that American kids are more rational by not wasting their time.
Prof Becker does make a valid point. That end-school scores have very limited relevance to one's mental make-up, aptitude for facign higher challenges in life and being innovative.
One would see 99% scores in the Indian School System examinations. But the highly scoring individuals do not invariabley fare better in their latter life. The cramming system which helps them get very high scores does not come to their rescue where more analytical and practice-oriented problems are posed. If the American children are better equipped in a relaxed educational atmosphere, it should be really good.
All children cannot perform equally. The talk about cut-off marks, added to a very high percentage of seats reserved for beneficiaries of 'affirmative action' drives children in India to burden themselves with mutfarious techniques for scoring high. This is a very despicable system of education to say the least. All the school load weighs more than the university level load where the education is more relaxed, more socially oriented in the form of cultural meets etc., Such a system, with the possible exception of a few elite schools of excllence like colleges of engineering, management and technology, is groaning under great strain and the earlier the government realises it the better for the entire education business of today.
My daughter (8 years old) scored almost at the tenth grade Math level on an Educational Psychology exam adminstered by the most renowned Ed Psych professional in my region.
When I sought instruction at her public school above her grade level I initially met a brick wall (brick and mortar my taxes pay for).
When I called, educational attorneys, my congress person, and other parents of high achieving kids, I was told private school is my only option.
I believe public education is the right place for our country to place its hopes for the future.
Which politician in my area (Colorado) would sponsor a referendum to create programming for accelerated Math, Science, and Technology in the public schools?
Bob, They used to have such programs in all fifty States. I know for a fact that most killed off the trade/technology programs in the 70's and 80's. Don't need them any more they cost and besides, all we need are "Doctors, Lawyers and Injun Chiefs". As for the other programs, they cost too.
We have Ken Salazar in Colorado. I actually voted for him. He's a Dem and representatives I contacted were Repub. I have no partisan bias. I'll see if I can contact Ken. If anything comes of it, I'll try to post here again.
Oh, wow! US economy is more productive. It could not be related to the fact that in US I can fire you for being 1 minute late to work. Or for not completing assigned task even though it would require you to work 60 hours a week and you are not eligible for overtime - not double pay for overtime, *any* compensation for overtime. Or if it required you to work 80 hours a week. Or - come to think of it - 120. Or - why not 140? How can it be not the most productive in the world if the amount of protection from predatory employer you get is the least in the world - as in, *zero*.
I went to our high school in the north shore of Chicago last night for parent's night. Based on that, it would be hard for me to say these kids could be worked any harder. I told them afterwards they'll have an easier time in college. I really feel bad for them. They are taking several honors level courses. I can't believe the amount and type of homework they get.
On top of that, the after school activities.
Also, I'm a middle aged male and went back to our local community college for their professional accounting program which I'm completing now. I've already taken most of the CPA exams. The instruction was for the most part more than adequate. The courses couldn't be much different than what is taught at the normal university level. In fact, there were U of Illinois accounting graduates in some of them accumulating credits to meet the CPA academic requirements. And they weren't the high scorers. My frame of reference is that of a ex doctoral student in economics at a midwest state university who passed their doctoral theory. prelims 30 years ago.
Professors Becker and Posner:
I'm interested in your opinions regarding policies that toughen the requirements for receiving a high school diploma. The trade-off appears to be between more graduates with a less valuable degree vs. fewer graduates with a more valuable degree.
Furthermore, there is the argument that if degree requirements are raised, students will raise their performance in response, so that the decline in HS graduates may be much smaller than feared by opponents.
Finally, do you see any connection -- ecoomically or logically -- with the impacts of minimum wage laws? Like a minimum wage, tougher HS requirements displace some people from the market competition but do so by providing a greater value to those who "win." And, if tougher HS degree requirments act to raise academic performance (if), would not a higher minimum wage act to raise work performance?
Americans are far more patient than people I see in my country. They can spend years doing something that they're really willing to do and committed to, say running a local cafeteria, or helping the community. I believe there's a deep difference of philosophy of life underneath as to what is happiness in life. Living comfortably would be definitely the ultimate goal in China for most people; but Americans seem to know how to lead a fulfilling life. The reason for this kind of difference, I believe, has something to do with religion. Even ordinary citizens can learn a lot from religious activities and be educated; not so in China. We used to have a good chance of stepping toward that way, but it was eliminated instantly...
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Warning: LIPO6 is NOT for everyone!
LIPO-6 fat burner (by Nutrex) is an extremely powerful, popular fat-burner which utilizes high strength liquid capsules for ultimate absorption which gives users very quick results.
It will help you achieve your weight loss goals and delivered fast, fat-burning results. That is why LIPO-6 has been awarded the title of Fat-Loss Product of the Year in 2005, 2006, 2007 right up to the latest in 2012
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Words can not express the exhilaration I feel after finally getting rid of all the extra padding that I carried with me for years. Losing 58 lbs. literally turned me into a new person. Without a doubt, I love my new look and I am full of energy. The old days where I felt sluggish and uncomfortable are far gone. I could never find the time to exercise regularly and my eating habits were horrible. I was skipping meals only to finding myself snacking on junk food whenever I had a free moment.I must say using Lipo-6 was one of the best decisions I have ever made." – Melissa Winslow
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Have interest and click the website to consult:
Ideawheel Z5 eco-friendly electric scooter does well to the society. Ideawheel intelligent electric scooter is equipped with the branded battery which offers a long range and a top speed of up to 20 km/h. This kind of battery provides the clean electricity that produces no emission into the air. The eco-friendly nature contributes to the improvement of air quality in the city. The current city is full of exhaust and polluted air. The quick measures are in a dire need. Ideawheel intelligent self-balancing scooter just serves the very end of protecting the air in the city.
Another advantage of Ideawheel Z5 electric foldable scooter is to relieve the pressure from traffic in the city. In the rush hours, the traffic jam happens often. That holds up many young people who are going to work. The serious traffic jam will cause to be late for work. In order to turn around the situation, the local government called on the public to take the public transportation like the bus or the metro. 13.15kg item weight and triple folding system of Z5 enables individuals to easily carry it into elevator, subway, bus, or store it in the trunk of a car. The success is moderate. But Ideawheel Z5 will be a help to relieve the city traffic jam and save the young men a wait in queue on the way to work.
Moreover, riding Ideawheel Z5 stands the white-collars in good stead. The contemporary white-collars often spend all day on sitting before PC. The long-time sedentary job does harm to their health. The whole day's work in the office usually exhausts them so that they are in no mood to work out. Ideawheel Z5 gets them out of the woods. Riding Ideawheel Z5 standing up electric scooter to work and home plays a big part in keeping healthy and working out. This saves the time of those office workers and build their body up.
Yes, Ideawheel Z5 foldable electric scooter benefits the society and individual.
Media Contact
Company Name: Ideawheel Technology
Contact Person: Jonas
Email: firstname.lastname@example.com
Phone: +32 494 26 71 78
Country: Belgium
Website: http://www.ideawheel.com


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- How we help
- Who we help
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If you seek a higher level of personal service and assistance managing significant investment assets, consider the discretionary services and personalized solutions available to you through an RBC Dominions Securities Portfolio Manager or Investment Advisor. With more than 400,000 clients across Canada and worldwide, RBC Dominion Securities is a partner you can trust to understand and meet your unique requirements.
If your portfolio's substantial size has made it too complex or time-consuming for you to manage your investments on your own, we can offer you freedom from these tasks through a discretionary wealth management relationship.
Under a discretionary relationship, you set the overall direction of your portfolio, while delegating day-to-day investment decisions to highly qualified professionals.
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Among our many convenient solutions and services, we offer solutions in particular that are ideally suited to your needs as a high-net–worth investor. These include:
Explore all of our solutions and services.
RBC Dominion Securities is Canada's leading full-service brokerage firm. When building your portfolio, your Investment Advisor or Portfolio Manager has access to a complete universe of equities, fixed-income investments and mutual funds.
In addition to these traditional investment products, your Investment Advisor may also recommend alternative investment strategies should you require an additional dimension of diversification in your portfolio. As an example, we can help you:
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We know that when you entrust your significant assets to us, you expect to be kept well-informed. As a client, you will receive monthly and quarterly account statements, detailed reporting packages, one-on-one portfolio reviews and much more.


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Leaves/Scars 2xLP
Stream It:
Ladies & germs, what we have here is the highly anticipated new album by Beware of Safety, Leaves/Scars! 7 songs clocking in at a little over 50 minutes, running the gamut of rock experimentation. The CD version comes in a deluxe 6 panel digipak printed on thick, recycled stock. The uber-deluxe 2xLP version comes on either white vinyl w/black streaks (limited to 100 copies) or brown vinyl (limited to 300 copies). The 18pt SBS stock CMYK gatefold jackets have a semi-gloss finish and could put an eye out. Get on down junior, you need this new toy - aight?!?!?!
"Some bands like to play it safe. They find something that works for them, get comfortable with it, and then continue to fine tune that method with each subsequent project, often to critical acclaim and a delighted fan base. There's absolutely nothing wrong with this method and it often yields classic albums and songs. But then there's an entirely different breed of band. The type of band that couldn't care less about critical approval. The type of band that writes music to challenge themselves and get it out of their collective souls because they have to. And the high risk, high reward brand of music this type of band creates can often become the catalyst for other people picking up instruments and learning how to play them. There's a reckless abandon, an unwavering confidence, a "press-record-and-see-what-we-do" swagger that is inspirational and moving. On Leaves/Scars, the third album by the instrumental rock band Beware of Safety, we can hear them becoming one of the latter bands: taking high risks and bearing astonishingly high rewards.
After touring on dogs in 2009, the band decided to begin writing the next record and for the first time in the band's six year history, the album was to be written completely from scratch. In addition to going into the new album with no previously conceived material, the band would also be writing as a five piece for the first time. (Tad had joined the band on bass after dogs' release in January, 2009.) So in what could be considered an "album of firsts" for the band, they also (for the first time) had an opportunity to write an entire record from start to finish with each member's input on each song. The diversity on display within the tracks on Leaves/Scars exemplifies the influence that this new writing process ultimately had on the final compositions. The range of sonic scope on display is mesmerizing. From the aggressive stomping and shrieking of the opening track, "Meridian", to the building and climaxing crescendo of "Kevin Spacey", to the slowly churning and growing "Lowercase West"; to the smooth jazz turned math metal cruncher that is "Crooked Nails for Catching Skin"; and on into the beautiful, triumphant, shimmering number "Moorpark Ends"; to the introspective and bittersweet "Small Victories"; and finally the utterly epic 11-minute closer "Memorial Day" which somehow encapsulates the entire gamut of the album's emotional spectrum and gives it one final, massive shot in the arm.
The immediate moments spent in the aftermath of Leaves/Scars are deafeningly quiet; a true indicator of the intimate listening experience of which you've just been a part. Some of this can be attributed to how the music was brought to life, as the band also approached the recording, mixing, and mastering of the album from a new perspective this time around. As Leaves/Scars crashes out of the gate, the immediacy of the new approach and the recording itself are instantly noticeable. Light on punch-ins and rejecting any over-finessing, the album has a strong, gritty, "in-your-face" sound that helps to separate itself even further from anything else in the band's discography. Recorded by Jeff Lewis at The Compound Studio (Marc Ford, Dusty Rhodes & the River Band), mixed by Patrick Murphy, and mastered at Capitol Studios in Hollywood, CA by Evren Goknar (30 Seconds To Mars, Megadeth, Iggy Pop), it also marks the first time the band worked with three different people in three different locations to produce a record. Leaving their comfort zones in every aspect to make this album - from the initial writing methods, to the recording, mixing, and mastering process - Beware of Safety set out to challenge themselves and discover who they are as a band. This is an honest record, full of feeling, passion, and soul... From the heart."


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We hear that Seattle is covered in ice and snow is a total mess. We've even got this picture from near the offices of Bellevue-based developer 5th Cell to prove it.
Are you in Seattle and covered in the snowpocalyspe? Show us in the comments section below. We want to see your winter wonderland.
The folks at FunBits Interactive had some fun with this one, inserting a character from their upcoming game Escape Plan into the snow. Good times, guys.
LordMoon has a new greeter at his building.
Tron86 takes a break from TOR for long enough to notice that it's snowing.
Weird Ice lives up to his/her user name.
Stantonsteward found what is doubtless the den of an abominable snow-serial-killer.
AveryCloseCall spies some snow-car-dragons on the way to PopCap.
View from the window of Tera maker Bluehole's Seattle office.
rkmacpherson sent in the rooftop garden beneath En Masse entertainment.


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The Deal With Hershey's Extra Creamy Milk Chocolate Bar
Taste-test, Aisle 1.
Let's start with what I don't know, which is practically anything about the history of this bar. I've been searching around, but it's not listed on Hershey's brand page and Google seems to only recognize the existence of Extra Creamy Milk Chocolate Nuggets with Toffee and Almonds. Wikipedia lists a Hershey's Extra Creamy Chocolate and Caramel but with no real information. The best tip I got was off a Canadian calorie counting site which referenced a Creamy Milk Chocolate bar, which does indeed show up on Hershey's Canada's list of products.
Here's what I do know: a Hershey's Extra Creamy Milk Chocolate Bar was available for purchase at my local Walgreen's in San Francisco, sitting right next to a pile of regular Hershey's Milk Chocolate bars. So here's what I did do: a comparative taste test.
Texturally the bars are the same. They are a different color, with the Extra Creamy Bar being a few shades lighter brown.
I tried the regular milk chocolate bar first. The thing is that while I know what a Hershey's bar tastes like, I usually only eat it as part of a s'mores. Really focusing on the taste was a little disturbing. The funky aftertaste brought to mind that episode of Friends where Monica is supposed to make products using Mockolate. "I'm just waiting for it to stop bubbling," she says. Yeah, me too.
But funky aftertaste aside, what I was really trying to discern was its level of creaminess. And it is, in a way. It's definitely got a roundness of flavor and certain creaminess which, while maybe not real milk, brings to mind dairy. Anyone could identify the original Hershey Bar as a member of the milk, not dark chocolate, family.
So what would a creamier version of this taste like? Well, different, is one answer. Better is another. The Extra Creamy Milk Chocolate Bar does taste milkier. The biggest change is a sudden prominence of vanilla. It's sweeter than an original Hershey bar—yeah I know—but that added sweetness and the extra vanilla flavor combine to mask the off aftertaste of the original. It's like a family of white chocolate Easter bunnies fell into Willy Wonka's chocolate river. And I'm kind of OK with that. It's on a path to tasting more like British milk chocolate bars, which I've always found to have a more pronounced dairy flavor and creamy texture. It tastes similar to an American Cadbury Cream Egg shell.
The weird part is the ingredients:
Hershey's Regular Milk Chocolate Bar: Sugar; Milk; Chocolate; Cocoa Butter; Lactose; Milk Fat; Soy Lecithin; PGPR; Emulsifier, Vanillin, Artificial flavor
Hershey's Extra Creamy Milk Chocolate: Sugar; Milk; Chocolate; Cocoa Butter; Lactose; Milk Fat; Soy Lecithin; PGPR; Emulsifier, Vanillin, Artificial flavor
Yup. They're the same! I'm not sure exactly how they changed the flavor and color so drastically without changing the general proportions. It's Hershey's magic, I guess. The bottom line? I'm not sure I'll pick up either bar without a corresponding marshmallow bag in hand, but I could see eating some mini Extra Creamy bars (if they make them) come next Halloween.
What about you? Have you had the Hershey's Extra Creamy Milk Chocolate Bar? What did you think?
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