Actors: Robert De Niro, Chazz Palminteri, Lillo Brancato, Francis Capra, Taral Hicks, Kathrine Narducci, Clem Caserta, Alfred Sauchelli Jr., Frank Pietrangolare, Joe Pesci, Robert D'Andrea, Eddie Montanaro, Fred Fischer, Dave Salerno, Joe D’Onofrio, Robert De Niro
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September 4, 2018Uncategorized1993, Drama, Horror, Romance, Thrillersuperadmin
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Actors: Michael Blakey, Alan Clark, John Illsley, Mark Knopfler, Chris White, Chris Whitten
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Yeah, this film will gonna boom your mind away. Believe us that you are a lucky person because you visited the right place, the place where you are able to find the Music film that you will like so much! Dire Straits: On The Night is made by people who definitely know what is what in making impressive films and John Illsley, Michael Blakey here acting so wonderful and on right place. We can tell without doubts that the film of 1993 and with length of 90 mins would be added by you to your favorite video collection and that you will re-watch it some more times after watching it for the first time. 8) We know that you will love Dire Straits: On The Night action. Cheers.
August 26, 2018Uncategorized1993, Action, Fantasysuperadmin
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August 23, 2018Uncategorized1993, Drama, Musicalsuperadmin
Title: De pansori zangeres
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August 22, 2018Uncategorized1993, Comedy, Horror, Sci-Fisuperadmin
Title: Space Zombie Bingo
Actors: William Darkow, Ramona Provost, Hugh Crawford, Michael Wood, Carl Cook, James Wark, Jason Gayden, Roger Barrett, John Sabotta, Eugene Sabotta, George Ormrod
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August 18, 2018Uncategorized1993, Comedy, Dramasuperadmin
Title: Cuisine et dependances
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August 15, 2018Uncategorized1993, Thrillersuperadmin
Actors: Jan-Michael Vincent, Heather Thomas, Nicholas Celozzi, David Glasser, Linda Krus, Zita Stone, Everett Smith, John Lisbon Wood, Joe Celozzi, Heidi Huber, John Stewart, Everett Smith
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Title: Red Spirit Lake
Actors: Annabelle Davies, Holly Adams, Rick Hall, Tessa Hughes-Freeland, Richard Kern, Kembra Pfahler, Charles Pinion, J.J. Straub, Charles Pinion
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Title: Elvis in Hollywood
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okes’
Wed 4 Jul 2018 12.30 EDT Last modified on Wed 4 Jul 2018 14.21 EDT
Terry Gilliam at the Karlovy Vary film festival. Photograph: Michal Cizek/AFP/Getty Images

pGilliam follows fellow Python member John Cleese’s angry response to Allen’s comment, who tweeted: “Unfair! We were remarkably diverse FOR OUR TIME ..”


God is so much better to us than we deserve. For the past fifty years, baby murder has been considered legal in the United States by decree of the Supreme Court. For the vast majority of that time, most Americans—both pro-life and pro-abortion—have understood that the thing in the womb being terminated is a unique human life. Nevertheless, over the past five decades, upwards of 60 million babies have been killed in our nation. And somehow, even for most conservative, pro-life Americans, it takes a gruesome atrocity to re-invigorate any semblance of a robust opposition to abortion.
The latest example of such an atrocity is the recent revelation of five murdered babies in Washington, D.C. Most of these little ones appear to have been in at least the late second trimester, and one seems to have reached full-term and killed by a partial-birth abortion. The images of these children are shocking and horrifying—there is no mistaking these human babies for anything else than children made in God’s image.
Now, it is true that something like this merely exposes the brutality and wickedness of every abortion; all 60 million abortions performed in our country are murders, and all will receive just retribution from God. However, it is also true that some sins are more brazenly egregious than others.
As the Westminster Larger Catechism explains:s” “… i” (Westminster Larger Catechism, 151). The moral outrage, therefore, which follows after such revelations as these bodies in Washington is appropriate—conscience and nature alike testify to the particular evil of these abortions.
Although there is not a difference in kind between a six-week abortion and one of thirty-six weeks, there is a difference in degree. A mother, father, and abortionist who conspire to kill a six-week-old preborn child are guilty of sin and ought to be held accountable; however, the sheer brazenness and disregard for the plain light of nature that is necessary to obtain and perform an abortion at such a point where the child is unmistakably a human baby is sin on a higher level.
As counterintuitive as it may seem, it is actually a gracious reality on God’s part to allow us to see these kinds of murders take place. When images such as those of the children murdered in D.C. are made public—when the brutality of abortion is seen in such a horrifying manner—it serves to shine a light upon the evil of sin. It exposes the works typically done in darkness and allows all to see that these very crimes against humanity are committed in our nation every single day by the thousands. While it is extremely natural for Christians to see these images and lament as we point the accusing finger at our depraved and deranged culture, we ought rather to be reminded that judgment begins at the household of God. The failure of the American church ought to be our first conviction.
Sadly, this is not the first-time atrocities such as these have been uncovered; the past decade alone has yielded several examples. In 2011, former Philadelphia abortionist Kermit Gosnell was exposed for performing illegal partial-birth abortions on near full-term babies—not unlike what appears to have been perpetrated against the children in D.C. In 2015, Project Veritas exposed Planned Parenthood for its illicit sale of tissue from aborted children. And in 2019, the state of New York enshrined into law the Reproductive Health Act, allowing for legal abortion essentially until the moment of birth.
With respect to abortion, the American church is reminiscent of Pharaoh. From time to time, God will provocatively confront us with the base wickedness of abortion, and when He does, we cry out, lament, pledge more action, greater vigor, and deeper resolve)—only to quickly harden our hearts and return to the seductions of our comfortable Christian lives. We fall back into our typical routines and forget about the horribly unjust brutality happening right outside our doors. The church’s lack of sustained commitment to the cause of the fatherless is not only a profound moral failure but is extremely consequential in our national conversation.
Consider how over the past year, two issues have gone from being relatively unknown to becoming perhaps the most important conservative talking points: Critical Race Theory and transgender ideology, and particularly the discussion of these concepts with children. The national conversation surrounds these issues, with parents and politicians alike speaking out en masse against them—and as a result, bold policy is being implemented. While these issues are certainly essential and worthy of the attention they receive, it is telling that social issues such as these are becoming, for the Right, rallying cries and winning issues, while abortion remains a second or even third-tier concern.
The transgender issue itself is broadly perceived as being important enough that any compromise on the matter is deemed as disqualifying for conservative politicians. Yet compromise regarding abortion is not only acceptable—it is political orthodoxy. What this helps to reveal is that abortion, in addition to being the sacrament of the Left, is the guilty indulgence of many on the Right.
Abortion provides cover for sexual immorality—the great national idolatry that is practiced by both sides of the political aisle. Abortion is the blood sacrifice designed to atone for the sin of sexual immorality. This is one reason why, although incremental regulation of abortion remains a standard Republican issue, a consistent approach that acknowledges abortion for what it is—namely, murder—iThe full criminalization of abortion would command broad, genuine repentance of sexual immorality, and this is simply a vice which our culture—conservative and liberal alike—is not willing to turn away from. Thus, there will continue to be tepid half-measures taken against abortion and virtue-signaling bills which accomplish little, even as far too many Christians are willing to continue along with this inaction.
However, this most recent horror show reminds Christians that abortion is not a morally complicated issue. While political complexity is a legitimate factor, there is only one policy option that is truly moral and consistent: full criminalization. And this is what Christians must demand. Christians must apply all the pressure we can to require justice for all the preborn—and not just those who survive the first trimester, or can feel pain, or have a detectable heartbeat. All, from conception, are image-bearers of God and are therefore owed justice, and Christians ought not embrace, endorse, or celebrate any legislation which does not act in accordance with this fact.
A further issue that this case in Washington sheds light upon is the perversity of our nation’s justice system. It is telling that the FBI is indicting the pro-life activists who exposed this infanticide, while the D.C. police coolly claim that there doesn’t appear to be anything illegal done to those babies. This is a case in point that man is ultimately incapable of establishing justice if he begins from any foundation apart from the word of God. The church ought to be the conscience of the state—holding our magistrates accountable to the Lordship of Christ, and constantly reminding them that they are required to rule in accordance with the law of God. When we support laws that are fundamentally unjust, we gravely compromise this role.
Christians must take care that this latest atrocity does not quickly fade into ancient history, as so many others have. Let this be the moment of lasting repentance. We must be devoted to serious intercessory prayer against abortion, instead of the obligatory, half-hearted utterance that allows us to check abortion off of our prayer list. We must not avert our eyes from the brutal reality of this barbaric sin, but we must see it for what it is, cry out to God, and ask forgiveness for allowing this to go on and on.
And Christians must flex whatever political might we have been given by God to demand true justice—in submission to the Word of God, and for the honor of Christ the King.
Written by Luke Griffo
Luke is an elder at Redeemer Church of South Hills in Pittsburgh where he lives with his wife and twin sons.


ADAMS COUNTY, Colo. (CBS4) – Four Colorado National Guardsmen are targets of a nationwide investigation into fraudulent recruiting bonuses.
On Tuesday a United States Senate subcommittee learned that $29 million in bad bonuses were paid out.
“We now know that thousands of service members, friends and family members may have participated in schemes to defraud the government they served and the taxpayers,” said Missouri Sen. Claire McCaskill.
Christopher Thomas Clark, left, Jerry Wilson, center, Luke Peelgrane, right (credit: Adams County DA/CBS)
“It’s unfortunate the system is clouded with the alleged fraud. It’s not in keeping with the values of certainly honesty and integrity that we hold very sacred,” said Colorado National Guard Sgt. Major Rob Lawrence.
“Ninety-eight-point-five percent of our great soldiers and some of the greatest patriots in America did the right things and it was some dunderheads, about 1.5 percent that caused this problem,” said former dA. Vaughn.
In many of the cases prosecutors maintain those receiving the bonuses didn’t have any contact with the enlistees that they received credit for recruiting.
Greg Graf, the attorney for guardsman Luke Peelgrane, told CBS4 his client was in touch and
The investigation is not the first dealing with a recruiting scandal tied to the Army. In 2005 CBS4 revealed fraud by active duty Army recruiters that were instructing potential enlistees to create phony diplomas and teaching them how to beat drug tests.


Seven Keys to a Positive Learning Environment in Your Classroom provides educators with the keys essential to creating a productive classroom. Tom Hierck presents the schoolwide keys from Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment through a classroom lens and discusses how teachers can best utilize them with the tools and skills they already have. By fully realizing these seven keys, teachers will establish clearer expectations, enhance instruction and assessment practices, and foster quality relationships with students, thereby maximizing each student’s potential.
“Behaviors such as self-regulatory, executive functioning, and socialemotional . . . are as important as academic skills for student success in school, college, career, and life. Tom Hierck has written a practical book that provides the tools, strategies, and thinking to support teachers in their support of student needs. He has produced a resource that will benefit every teacher, at every grade level, in every school.”
—Chris Weber, Senior Fellow, International Center for Leadership in Education, Houghton Mifflin Harcourt
K–12 teachers will:
Visit go.SolutionTree.com/behavior to download the free reproducibles in this book. SolutionTree.com
HIERCK
 Explore research and read teacher anecdotes that highlight how each key is essential to establishing a positive learning environment in the classroom  Consider helpful strategies for fostering positive teacher-student relationships and a healthy classroom culture  Learn how to address both academic and behavioral gaps to promote best outcomes for students  Discover how to optimize data for differentiation and enrichment
S E V E N K E YS TO A PO SIT IVE L EAR NI NG E NV I R ONM E NT I N YOU R C L A S S R OOM
“Tom Hierck has produced a concrete and tangible plan to achieve an optimal learning environment in every classroom. Administrators and teachers who are deeply concerned about ensuring schoolwide excellence will greatly benefit from this book. The ideas are clear, powerful, and practical.”
Copyright © 2017 by Solution Tree Press Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher. 555 North Morton Street Bloomington, IN <PHONE>.6786 (toll free) / <PHONE> FAX: <PHONE> email: <EMAIL> SolutionTree.com Visit go.SolutionTree.com/behavior to download the free reproducibles in this book. Printed in the United States of America 20 19 18 17 16
Library of Congress Control Number: <PHONE> Solution Tree Jeffrey C. Jones, CEO Edmund M. Ackerman, President Solution Tree Press President: Douglas M. Rife Editorial Director: Tonya Maddox Cupp Managing Production Editor: Caroline Weiss Production Editor: Alissa Voss Senior Editor: Amy Rubenstein Copy Editor: Evie Madsen Proofreader: Miranda Addonizio Text and Cover Designer: Abigail Bowen Editorial Assistants: Jessi Finn and Kendra Slayton
TA BL E OF CO NTENTS
About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Seven Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 The Pyramid of Behavior Interventions and the Three Tiers. . . . . . . . . 4 A Must-Have Attitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
CHAPTER 1 Precursors to a Positive Learning Environment. . . . 7 Classroom Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Positive Teacher-Student Relationships. . . . . . . . . . . . . . . . . . . . . . . 11 Relationships and a Positive Learning Environment . . . . . . . . . . . . . . . . 12 Teacher Presence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Student Acceptance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Points Worth Remembering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
CHAPTER 2 Classroom Expectations . . . . . . . . . . . . . . . . . . . 19 Defining Expectations Versus Rules . . . . . . . . . . . . . . . . . . . . . . . . . 20 Case Study: The Problem With Rules. . . . . . . . . . . . . . . . . . . . . . . . 21 Aligning Beliefs With Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Setting Up Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Establishing Classroom Expectations With Students . . . . . . . . . . . . . 26 Establishing Routines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 vii
S E V E N K E YS TO A P O S I T I V E L E A R N I N G E N V I R O N M E N T
Arranging Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Turning in Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Meeting as a Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Working With Students Who Challenge Us. . . . . . . . . . . . . . . . . . . 32 A Strategy to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Points Worth Remembering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
CHAPTER 3 Targeted Instruction . . . . . . . . . . . . . . . . . . . . . . 35 Teaching Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Case Study: The Importance of Teaching Behavioral Skills. . . . . . . . . 38 Reviewing Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Tailoring Teaching: DNA and Building Relationships . . . . . . . . . . . . 41 Avoiding Potential Hazards to Targeted Instruction. . . . . . . . . . . . . . 42 A Strategy to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Points Worth Remembering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
CHAPTER 4 Positive Reinforcement . . . . . . . . . . . . . . . . . . . . 45 Feedback From Teachers to Students . . . . . . . . . . . . . . . . . . . . . . . . 46 Direct to Correct to Connect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 STORY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 The Four-to-One Praise Ratio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Feedback From Students to Teachers . . . . . . . . . . . . . . . . . . . . . . . . 51 Tell Them From Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 I Wish My Teacher Knew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Indigenous Student Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Using Feedback to Close Behavioral Gaps. . . . . . . . . . . . . . . . . . . . . 57 A Strategy to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Points Worth Remembering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
CHAPTER 5 Data-Driven Decisions. . . . . . . . . . . . . . . . . . . . . 59 Case Study: Data-Driven Decisions Improve Student Outcomes. . . . . 60 The Most Important Three-Letter Wordâ€”Yet. . . . . . . . . . . . . . . . . . 61 Data Versus Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Data to Close the Gaps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Assessment Strategies at the Classroom Level . . . . . . . . . . . . . . . . . . 64 Data-Collection Toolbox for Teachers. . . . . . . . . . . . . . . . . . . . . . . . 65 ABC: An Early Analysis Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Event Recording. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Interval Recording. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Momentary Time Sampling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Duration Recording. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Instructional Agility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 A Strategy to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Points Worth Remembering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
CHAPTER 6 Differentiation and Enrichment . . . . . . . . . . . . . . 73 Gathering and Responding to Evidence . . . . . . . . . . . . . . . . . . . . . . 76 RTI and MTSS: An Introduction to a Key Tool. . . . . . . . . . . . . . . . . 77 Applying Differentiation Strategies for Behavior. . . . . . . . . . . . . . . . 79 Implementing Intervention Strategies for Students With Behavioral Gaps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Problem Solving to Address Behavioral Challenges . . . . . . . . . . . . . . . . . 81 Check-In Check-Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Behavior Education Program (BEP). . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Case Study: A Pod Approach to Tier 3 Behavior. . . . . . . . . . . . . . . . . . . 85
Teaching Gifted Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 A Strategy to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Points Worth Remembering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
CHAPTER 7 Collaborative Teams. . . . . . . . . . . . . . . . . . . . . . 91 Collaboration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Compliance Versus Commitment. . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Data Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Cautions for Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Collaboration Without a Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Ineffective Collaboration With Parents . . . . . . . . . . . . . . . . . . . . . . . . . 97
Student Collaboration and Social and Emotional Learning. . . . . . . . . 99 A Strategy to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Points Worth Remembering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
CHAPTER 8 Connection to the Schoolwide System. . . . . . . . 105 Systematic, Schoolwide Interventions. . . . . . . . . . . . . . . . . . . . . . . 107 Three-Step Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Self-Determination Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
True to Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 A Strategy to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Points Worth Remembering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Epilogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 References and Resources. . . . . . . . . . . . . . . . . . . 117 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
A BOU T TH E AUTHO R
Tom Hierck has been an educator since 1983 and has held a variety of roles including teacher, department head, vice principal, principal, director of international programs, sessional university instructor, Ministry of Education project coordinator, and assistant superintendent. This has allowed him the opportunity to see education from a myriad of perspectives that are reflected in his writing. Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He has presented to schools and districts across North America and overseas with a message of celebration for educators seeking to make a difference in students’ lives. Tom’s dynamic presentations explore the importance of being purpose driven in creating positive learning environments and a positive school culture, responding to the behavioral and academic needs of students, and utilizing assessment to improve student learning. His belief that “every student is a success story waiting to be told” has led him to work with teachers and administrators to create the kinds of learning environments that are effective for all educators while building strong relationships that facilitate learning for all students. Tom was a recipient of the Queen’s Golden Jubilee Medallion, presented by the premier and lieutenant-governor of British Columbia, for being a recognized leader in the field of public education. Tom earned a master’s degree at Gonzaga University and a bachelor’s degree and teacher certification at the University of British Columbia. This is the seventh Solution Tree title bearing Tom’s name, with number eight in the production phase. He was a contributor to The Teacher as Assessment Leader and The Principal as Assessment Leader, coauthored the best-selling books Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment and xi
Starting a Movement: Building Culture From the Inside Out in Professional Learning Communities, and coauthored Uniting Academic and Behavior Interventions and Strategies for Mathematics Instruction and Intervention, 6â€“8. He is also the coauthor of the upcoming Unstoppable Assessment: Using Evidence-Based Practices to Champion Student Achievement. To learn more about Tom Hierckâ€™s work, visit www.tomhierck.com or follow @thierck on Twitter. To book Tom for professional development, contact <EMAIL>.
Pyramid of Behavior Interventions, Seven Keys to a Positive Learning Environment (Hierck, Coleman, & Weber, 2011) is a resource that encourages a whole-school initiative to create a positive culture for learning. In fact, the authors conclude the introduction, “Establishing positive learning environments—collaboratively created, systematically sustained—is focused, powerful work that every school should consider” (Hierck et al., 2011, p. 10). Educators frequently ask me about the translation of these seven keys to the classroom level when I present across North America. While it’s clear that each key is a schoolwide practice (and each is intentionally designed that way), it’s essential that the practices of classroom teachers support and enhance the keys. Addressing the seven keys from the classroom perspective, and in totality in that classroom, only further enhances the connections to the overarching schoolwide approach. Additionally, establishing a positive learning environment from the first day of classes allows teachers to focus their practice on those activities and relationships that maximize each student’s potential and lead to better student outcomes going forward. Looking at the seven keys through a classroom lens and from a start-of-the-school-year perspective is the first step in contributing to a schoolwide approach. Collaborative teacher teams will further enhance the effectiveness and long-term success of this work. As a result, Seven Keys to a Positive Learning Environment in Your Classroom aims to provide seven keys for K–12 teachers to implement in their classrooms to help them create a positive learning environment for all students. This positive learning environment, when developed in conjunction with a schoolwide focus on similar principles, will help deliver optimum outcomes for students and teachers alike.
The Seven Keys The original seven keys Hierck et al. (2011) identify in Pyramid of Behavior Interventions target a schoolwide audience of Kâ€“12 and higher education administrators, teachers, special educators, intervention specialists, and counselors. The seven schoolwide keys are as follows. 1.	Common expectations: School rules, codes of conduct, and mission statements are condensed into a few easy-to-remember, positively stated common words or phrases. Behavior expectations link to academic expectations, setting a positive tone. 2.	Targeted instruction: All staff teach common schoolwide expectations to all students in a myriad of ways and in various specific settings (in class, in the library, during assemblies, on the bus, and so on). 3.	Positive reinforcement: All adults working with students make a conscious effort to note studentsâ€™ positive behavior or actions. Timely and specific feedback is critical to improved learning. 4.	Support strategies and interventions: A written, proactive plan provides a series of strategies that staff can follow when dealing with student misbehavior. 5.	Collaborative teams: A school-based team (or teams) will receive a referral for a student when his or her misbehavior escalates or academics become a significant concern. 6.	Data-driven dialogue: Systems for data collection are in place to track schoolwide behavior and academic progress. 7.	Schoolwide system approach: Systems are in place to ensure that all other keys occur consistently throughout the whole school. I have amended the keys for application by teachers at the classroom level. The seven classroom-based keys are as follows. 1.	Classroom expectations: Students co-create and condense classroom expectations and codes of conduct into a few easy-to-remember, positively stated words or phrases. Students know the expectations and the adults model them. Behavior expectations link to academic expectations, setting a positive tone. Everyone in the class uses a common language.
2.	Targeted instruction: All staff directly teach classroom expectations to students in a myriad of ways and in various specific settings (in class, in the library, during assemblies, on the bus, and so on). Students receive opportunities to develop, practice, and demonstrate appropriate social and academic skills. Students learn social skills in the same manner as academic skills: demonstrate, practice, review, and celebrate. 3.	Positive reinforcement: Students receive timely and specific feedback—both formally and informally—on a regular basis. Celebration, recognition, and reward systems are in place to acknowledge, honor, and thank students for displaying positive social and academic skills. 4.	Data-driven decisions: Various formative assessments are in place to track behavior and academic progress. The information collected is specific enough to generate general baseline data and patterns of behavior for individual students. Using these data, teachers adjust, modify, or reteach specific skills in proactive ways. 5.	Differentiation and enrichment: A continuum of strategies, developed and aligned with classroom expectations, exists to support teachers in working to improve students’ individual and group behavior. The focus of the strategies is to help students learn to behave and succeed in the classroom. Alternative strategies are in place for escalating levels of misbehavior. 6.	Collaborative teams: Grade-level teachers (or cross-grade teachers in small schools) engage in authentic collaboration during designated times to ensure positive expectations and outcomes for all students. A school-based team will receive a referral for a student when his or her misbehavior escalates or academics become a significant concern. 7.	Connection to the schoolwide system: Systems are in place to ensure that all other keys align with schoolwide expectations. The systems are secure enough to withstand staff changes, yet flexible enough to accommodate changes in situations and circumstances as they arise. After discussing the precursors necessary for a positive learning environment in chapter 1—specifically focusing on classroom culture and positive teacher-student relationships—chapters 2 through 8 will present each of the classroom-based seven keys in its own chapter. Each key-based chapter will explain the key and
its effect on student outcomes and suggest strategies to help teachers implement the key in their classrooms. At the end of each chapter, one noteworthy strategy will serve as quick reference for teachers. Empirical evidence and teacher anecdotes throughout the book will show readers that the seven keys, when practiced and fully developed at the classroom level, enhance sound instructional design and quality assessment practice, create a positive culture, and improve student outcomes.
The Pyramid of Behavior Interventions and the Three Tiers Throughout this book, I will refer to the pyramid model from Pyramid of Behavior Interventions (Hierck et al., 2011) and its associated vocabulary to illustrate how the seven keys can be implemented at the classroom level. The pyramid, illustrated in figure I.1, provides a broad generalization of student behavior and is useful for classroom teachers when implementing academic and behavioral interventions. The pyramid consists of three zonesâ€”green, yellow, and red. The green zone, which makes up the bulk of the pyramid, is where the majority of students in schools reside. These students are predominantly easy to reach (they form positive relationships quickly and easily with teachers and other students) and easy to teach (they display positive classroom behavior). The yellow zone, closer to the top of the pyramid, is a much smaller area and represents 5 to 10 percent of the student population. Such students may be a challenge to teach but easy to reach, or vice versa. The red zone, or tip of the pyramid, is the smallest area and represents 1 to 7 percent of students. These are the students who are the most challenging to teach and reach. Please note, these delineations are based on the students you presently have and are not fixed definitions of idealized students. Some schools may have more yellow and red zone students than other schools. Inevitably, however, the challenge traces back to what is happening in the green zone where the bulk of students reside. Hierck et al. (2011) believe that, although total eradication of problem behaviors may not be possible for educators due to external influences beyond the control of the school, the pyramid model will help teachers manage those precursors of negative behavior that are under their control, helping to create a more positive environment. Regarding the use of the pyramid in student interventions, Hierck et al. (2011) state, â€œIf we believe educators make a difference for kids, then we must also believe that students can move from red and yellow zone behavior to green zone behavior. Our role is to support and facilitate that transitionâ€? (p. 17).
RED ZONE Students With Chronic/Intense Problem Behaviors (1–7 percent) YELLOW ZONE Students at Risk for Problem Behaviors (5–15 percent) GREEN ZONE Students Without Serious Problem Behaviors
Source: Hierck et al., 2011. Adapted with permission from the OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports (PBIS.org).
Figure I.1: The pyramid of behavior. Visit go.SolutionTree.com/behavior for a free reproducible version of this figure.
The pyramid of behavior interventions aligns with response to intervention’s (RTI) focus on a three-tiered approach to intervention. In RTI, Tier 1 interventions apply to all students (green zone), Tier 2 interventions to a smaller group of high-needs students (yellow zone), and Tier 3 interventions to the smallest group of students in need of the most intensive help (red zone). According to Hierck et al. (2011): “The support given in the pyramid of behavior model is identical to the academic support associated with RTI. All students, including those with special needs, receive high-quality initial intervention. Tiered supports are then provided to all students . . . based on their specific needs, not based on a general label” (p. 17). They continue, “The challenge for educators is to remember to look at the whole pyramid and avoid the trap of focusing only on the problems at the top” (p. 14).
Seven Keys to a Positive Learning Environment in Your Classroom embraces this approach of interventions for all students. I will utilize vocabulary from both RTI and the pyramid of behavior interventions when discussing classroom approaches to the seven keys.
A Must-Have Attitude Creating a positive classroom learning environment is messy, uneven, complex, and necessary for all teachers to engage in. At its most rewarding, it provides
opportunities for teachers to have rich dialogue with their students as they collectively work to create environments that produce high levels of success for all students. At its most challenging, it creates frustration for teachers as they deal with factors related to demographics, home characteristics, and the existing school culture. At both extremes, maintaining a focus on the learning environment is critical. Education consultant and retired teacher Wayne Hulley states, â€œThe solution lies not in changing the students we have coming to our schools, but in changing our approach to working with themâ€? (Hierck et al., 2011, p. xviii). Prior to his passing in 2014, Wayne would regularly remind educators that parents were sending schools the best kids they had. We need to ensure that all students get the best teachers schools have. It is my sincere hope that this book adds another tool to the toolbox of all teachers to allow them to be their personal best.
2 CLASSROOM EXPECTATIONS Key 1: Classroom Expectations Students co-create and condense classroom expectations and codes of conduct into a few easy-to-remember, positively stated words or phrases. Students know the expectations and the adults model them. Behavior expectations link to academic expectations, setting a positive tone. Everyone in the class uses a common language.
Every year, each classroom must establish expectations, routines, predictable structures, and first steps toward creating a learning community where all students become proficient in the desired outcomes (behavior and academics). The goal is to create autonomous learnersâ€”students who do not require constant adult control and direct supervision and who function both independently and interdependently in the classroom. While it is preferable to do this at the beginning of the school year, teachers reading this should not believe that all hope is lost if the school year is already in progress. It is possible to alter the course and implement expectations later in the school year, provided teachers are prepared to do some additional work. The first days of class must provide clarity on the positive learning environment the teacher seeks in order to maximize studentsâ€™ experiences. There is a balance between reviewing expectations and beginning with a list of things students cannot do. No students ever went home after the first day of school and relayed to their parents the awesome day they had after being told all the rules and consequences! It is difficult to manage a classroom without consistency and routine, yet 19
it takes experience to establish what works best. Think about the student’s learning experiences. What works and what doesn’t? Consider the strategy provided at the end of this chapter (page 33). Teachers should think about how best to end the first day and what message each student should take home. New teachers should talk to colleagues for ideas. As teachers determine strategies for managing their classrooms, they should practice them early on and use them consistently. Even the best-behaved students will need to review and practice the expectations and learn some new routines. When setting expectations for students, teachers should dispel the notion that when students come to the classroom, they can and should leave all of their personal and real-life issues at the door and focus solely on academics. This is not possible, but that should not derail the teacher’s intentions. Teachers cannot change the home each student goes to, but they can provide each student with good skills and close the learning gaps as they see students daily, weekly, and monthly during the school year. That is the time for teachers to shine and grow. The expectations teachers hold for students go beyond the four walls of any classroom in any school—they are expectations that will be foundational to students leading healthy and happy lives once their school years are behind them.
Defining Expectations Versus Rules Key 1 is labeled “Classroom Expectations,” and there is a clear intent for this. First, I should make a clear distinction between what I call classroom expectations and traditional classroom rules. Expectations serve as guidelines that are important not only in the classroom but, more often than not, also in life beyond the classroom’s four walls. Expectations guide student responses academically and behaviorally. Expectations have an emphasis on lifelong learning and an eye toward growth. Rules, on the other hand, tend to be specific and are often responses to previous negative outcomes. Rules are attempts to guide student responses, but tend to be reactionary and often do not bring about the desired change. Classroom rules, often created by adults, appear in the same format year after year. They appear as either preemptive strikes or dire reminders and can be subject to misinterpretation. Classroom expectations, on the other hand, are a few easy-to-remember, positively stated words or phrases co-created with students. This will lead to expectations driven by students, for students. Behavior expectations linked to academic expectations set a positive tone. Everyone in the class should subsequently use a common language when writing and discussing
C l a s s ro o m E x p e c ta t i o n s
classroom expectations. A common language is essential because individual educators can differ widely in their personal interpretations of typical terms or expectations. For example, I recently asked a group of educators table by table to give me a quick definition of the word summarize. I heard responses like condense, rephrase, key points, main idea, shorter version, and use your own words. While I would not dispute the validity of any of these answers, there was enough difference that the group could see how individual interpretations could be problematic and possibly impact students depending on what classroom they ended up in. A common language, established in collaborative time, helps educators develop and maintain expectations that can be universally embraced and understood. When expectations are set up this way, all students will understand them and why they are in place. The teacher must take care to always model the classroom expectations. Modeling expectations established for others is a challenge and becomes even more so when emotions are part of the response (imagine a teacher yelling at students to use their “inside voices”). The only way to ensure the expectations are fully understood and ingrained is by adhering to them in the moment when a student is least able to model them—even when the student’s behavior leads to anger and frustration on the part of the teacher. When students are being disrespectful, they will not learn about the importance of respect by an adult out-disrespecting them. This is the time when teachers must set aside emotion and let their passion for student learning drive their response.
Case Study: The Problem With Rules I once worked with a teacher who had created ten classroom rules with her grade 3 students. She and the students had talked about each one and ultimately created a great poster with each rule written in block letters in a different color. The challenge in this classroom involved a substitute teacher who had not been part of constructing the rules. Students became animated after morning recess, culminating in a mock sword fight with cardboard rolls. This was not covered in the list of ten, so the substitute teacher decided to quickly add rule number eleven (hastily scribbled at the bottom of the poster in purple marker), which read, “No making weapons out of cardboard.” Is there a problem with this addition? For the student who is often on the edge of compliance there are potential problems. What is going
S E V E N K E YS TO A P O S I T I V E L E A R N I N G E N V I R O N M E N T through his or her mind at that moment? Is he or she thinking of ways around this new rule by using other materials to make weapons? Is he or she pondering what defines a weapon? The old adage, “Rules are made to be broken,” seems appropriate here. Imagine, instead, that there are three expectations in that same classroom: (1) respect, (2) responsibility, and (3) safety. The dialogue between teacher and student focuses on these items. For example, the teacher could begin a dialogue by saying, “Class, let’s talk about what respect looks like during sharing time.” Once discussed, managing expectations is possible, even with overt examples like the one about the substitute teacher adding rule number eleven. Rather than creating a new rule, the conversation would turn to being respectful of the classroom as a learning environment. There is much less wiggle room for personalized interpretation. The teacher should model this expectation of respect in all interactions. As an added bonus, respect is a desirable attribute across grade levels, the school, and beyond.
Aligning Beliefs With Practice When setting classroom expectations, it’s important that every classroom teacher does a personal inventory check regarding his or her belief system. A belief system is the guiding principles teachers hold to be true that serve as a lens through which they process and understand new experiences. Often this belief system may originate in a teacher’s personal experiences as a student. It may also be influenced by other personal experiences such as family traditions and values, social encounters, community participation, societal cultural values, teacher preparation, professional development, and books or journals a teacher may read. A teacher’s belief system is deeply personal and often highly influential over the culture and expectations of the classroom. Some of the questions teachers should ask themselves include, What are the key aspects of my belief system and how will they come out in my classroom? Am I operating with a view toward a growth mindset or a fixed mindset for all students? Carol Dweck (2006) defines a fixed mindset as a perception of intelligence as fixed from birth. Teachers with a growth mindset about student intelligence have learning goals for their students because they believe intelligence can be enhanced and developed over time. This growth mindset is vital to increasing success, especially for individuals at risk who might have solidified their belief that school success is not attainable. Teachers must ensure that the expectations they hold for all students drive the potential for growth and improvement, rather
than cling to the fixed mindset approach that intelligence is predetermined. The current conditions students face—including intelligence—do not determine outcomes, they just determine the starting points. Teachers overtly and covertly help students plot the course. The belief system of a teacher plays a significant role in identifying expectations as the beliefs guide practice and priorities, help to determine what is ignored, influence decision making, and shape the relationships in the classroom by delineating valuable types of interactions. Several studies underline the importance of teacher expectations for student learning. Education researcher and professor John Hattie (2009) suggests, “Students are more likely to meet expectations than not, whether or not those expectations are good, bad, correct, or misguided” (p. 122). A 1999 study by researchers Karen and Karl Schilling notes that expectations of students’ abilities to succeed are vital to their education: “The literature on motivation and school performance in younger school children suggests that expectations shape the learning experience very powerfully” (p. 5). Hattie (2009) validates this concept when he suggests that the question around expectations and success is not, “Do teachers have expectations?” but rather, “Do they have false and misleading expectations that lead to decrements in learning or learning gains . . .?” (p. 121). A further study by Monica J. Harris and Robert Rosenthal (1985) investigating the effects of teachers’ expectations on behavioral outcomes confirms a “self-fulfilling prophecy,” when teachers are “more likely to have their students reach their ‘expected’ outcomes, regardless of the veracity of the expectations” (as cited in Hattie, 2009, p. 122). In sum, research has shown that the teacher’s mindset and expectations for students play a substantial role in how those students will ultimately perform; as a result, student outcomes will likely improve if teachers approach their expectations from a mindset of growth. Belief systems of the students themselves—which can be self-developed or influenced by the teacher—can also affect student outcomes. Researchers Lisa S. Blackwell, Kali H. Trzesniewski, and Carol Dweck (2007) followed 373 students making the transition to seventh grade. At the start of that school year they assessed the mindsets of each student (fixed or growth) and then monitored the students’ mathematics grades over the next two years. It is important to note that students with fixed and growth mindsets had entered the seventh grade with equal prior mathematics achievement. In as little as one semester, the mathematics grades of the two groups had separated, and they continued to diverge over the next two years. In analyzing the divergence, the authors suggest that three key
variables emerged that highlight the difference between students with a growth mindset versus those with a fixed mindset. 1.	Students with the growth mindset were significantly more oriented toward learning goals. Although they cared about their grades, they cared even more about learning. 2.	Students with the growth mindset showed a far stronger belief in the power of effort. They believed that effort promoted ability and that effort was effective regardless of their current level of ability. 3.	Students with the growth mindset showed more mastery-oriented reactions to setbacks, being less likely to denigrate their ability and more likely to employ positive strategies, such as greater effort and new strategies, rather than negative strategies, such as effort withdrawal and cheating. In the final analysis, the authors suggest that students who have a fixed mindset but who are well prepared and do not encounter difficulties will learn and perform material just fine. The divergence in achievement occurs, however, when these students encounter challenges or obstacles that put them at a disadvantage. At this point, the differences in mindset appear to strongly affect academic outcomes. On many levels, the success of classroom expectations rests on the classroom culture. (Refer to chapter 1 on page 7 for more on classroom culture.) A growth mindset is indicative of a healthy culture where the teacher strives to create policies, practices, and procedures that align with the belief of growth being the outcome for all students (Cromwell, 2002). A fixed mindset, on the other hand, aligns with what Kent Peterson describes as a toxic culture predicated on the belief that “student success is based solely upon a student’s level of concern, attentiveness, prior knowledge, and the willingness to comply with the demands of school” (Cromwell, 2002). Teachers will inevitably create policies, procedures, and practices that further their beliefs, whatever they are.
Setting Up Your Classroom In Pyramid of Behavior Interventions, the authors stress the importance of each classroom’s expectations aligning with the school’s overarching expectations (Hierck et al., 2011). While that still holds true, it is equally important that individual teachers also establish unique expectations and priorities within their own classrooms. These should be complementary, not competing, expectations.
There are differences in both the nature of some classroom spaces (for example, the gymnasium versus a typical subject-area classroom) and the classroom content (woodworking versus music or mathematics), and teachers must consider these differences when setting up their unique learning environments for success. Likewise, each teacher displays a different personal style when instructing, and this individual autonomy needs to be considered not in terms of what expectations are being delivered, but how. No matter how the expectations are taught, one factor is key: classroom expectations must always be designed with the students in mind. Bill Krefft, a grade 8 special education teacher, talks about this important aspect in his classroom: It is critically important when setting up classroom systems to understand that chasing excellence is everything. So often, I find that classroom teachers apply the terms “student centered” and “data driven” to their instructional strategies but not to their classroom routines and procedures. It is more important to have the culture of your classroom be student centered and data driven than any other aspect. If you build all of your routines and systems based on student need, everything else will happen naturally.
The key component to setting classroom expectations is to begin immediately. Although I am abundantly aware of the time demands on teachers, I also know that teachers spend a great deal of non-school time on their craft. If possible, some of this time should be allotted to classroom setup, which includes planning classroom expectations in addition to physically preparing the classroom. A critical time for classroom setup to occur is at the start of the school year. Spend some additional time setting up the classroom to make it an inviting learning space. Provide stimulating, educational distractions on the walls. Connect these to your bigger goals (respect, responsibility, safety, growth mindset, to name a few) and have them serve as focal points for students. If the classroom setup does not occur early in the school year, when students are looking for structure and cues about what conduct is acceptable, establishing expectations will become a constant struggle throughout the school year. Failing to set up classroom expectations early results in what I identify as chase time. Loosely defined, chase time is the time lost from teaching or other proactive activities that is instead spent trying to retroactively set expectations after bad habits have already been set. Chase time generally occurs reactively and is an adult’s attempt to reteach a lesson after a student demonstrates that he or she is
deficient in some particular skill. It is the proverbial closing-the-barn-door-afterthe-horses-have-left response and rarely produces the kinds of positive learning environments necessary in classrooms. While chase time is unavoidable in certain situations, educators can minimize it by making expectations clear from the very first day of school so that students begin the year practicing desired behaviors, not bad ones.
Establishing Classroom Expectations With Students As I mentioned in the opening to this chapter, it is important that classroom expectations are created with students. This helps to develop a sense of ownership in creating a positive learning environment. Students at any age have powerful insights into what should and what should not occur in a class where learning is the prime objective. Framing these insights as expectations avoids the rush to establish consequences that often accompanies the process of rule creation. Alignment with the overarching school expectations is a desired outcome and may help in shaping some of the parameters for student contributions. As part of establishing classroom expectations, teachers may have to temper some of the suggestions students offer when there is noncompliance for the desired expectations. I have sat in on many conversations where students offered quite severe consequences for failing to meet basic expectations. My reminder to them (and to teachers) is that a classroom is a teaching and learning space first. Failure to meet the desired expectations may represent a behavioral skill gap that is very similar to an academic skill gap, and teachers should use an instructional approach as part of the remediation, instead of rushing to harsh consequences. (How to set appropriate consequences for when expectations [not rules] are violated will be defined and discussed on page 47 in the Direct to Correct to Connect section.) Equally important in ensuring that conversations around student expectations have meaning and value is teacher modeling. The studentsâ€™ eyes are always on the teacher. If the teacher doesnâ€™t model what he or she teaches, then the teacher is teaching what he or she models. This may or may not align with the classroom or school expectations. One personal example of this was borne out of some negative practice I engaged in early in my career. Despite having respect as one of my foundational expectations, I still raised my voice and devalued students in front of their peers when I
was disciplining them. I was not delivering on the promise of a respectful learning environment. I can recall with great clarity when this turned around and the profound, positive impact it had on my class. The day after losing my temper with some students, I faced the same group again. I had a choice to make, and my choice was between two options. 1.	Remind the students of my blast from the previous day and let them know that today I was even closer to the edge. I could give it my best Clint Eastwood impersonation and ask the previous day’s perpetrator if he felt lucky. 2.	Remind the class of the expectation of respect and issue a complete apology for my lack of adherence to this expectation. Not to excuse any behavior on the part of a student that was disrespectful, but to do my part in showing what respect looks like, even in a challenging situation. As you can probably surmise, I chose the second option. I’m not sure if this was a courageous action on my part or simply the realization that something had to change. It was fascinating to watch the turnaround in class. Students took on greater responsibility for both their own personal accountability and that of the larger group. They reminded each other of the expectation of respect and took ownership of it. I still had the occasional incident where a student was noncompliant, but I processed it from the perspective of respect and that made all the difference. Teachers should make this same commitment when setting classroom expectations: always aim to model the classroom expectations, but if (or when) a slip occurs, apologize, take accountability for the error, and recommit to the classroom expectations.


AddictionAddictions.
F eady to Make a Change?ion.


Almost 300 Cambodian blue beret troops, including 26 women, will leave for the UN peacekeeping mission in the Republic of Mali.
If nothing changes, they will depart in mid-September to replace their counterparts who are going to end their mission soon, underlined H.EVice President of National Coordinating Committee for Sending Troops for UN Peacekeeping Missions.
The nearly 300 peacekeepers belong to the Unexploded Ordnance Squadron Unit 288 and the Airport Maintenance Engineering Squadron Unit 927.


Baseball Crank: Comment on POLITICS: Don't Stop Thinking About Tomorrow - Yesterday's Gone, Yesterday's Gone
Quibbles with POLITICS: Don't Stop Thinking About Tomorrow - Yesterday's Gone, Yesterday's Gone "Never hate your enemies. It affects your judgment." -- Michael Corleone
Wow, a politician trying to pretend he isn't, or didn't lie.
The funny thing is I'm not a fan of term limits, as I think the ballot box is the real place for it. Would drive both democrats and republicans crazy. Reagan would have won a third term, as would Clinton.
Posted by Daryl Rosenblatt at January 30, 2006 9:55 AM
I guess when he requests to revise and extend his remarks he isn't kidding.
Anyway, why is changing Wikipedia any different than changing the Congressional Record?
Posted by SteveMG at January 30, 2006 11:25 AM
I'm not really a fan of term limits either (although in the case of the Presidency I think it is probably a good thing). But if you self-impose them by making promises when running for office, you deserve to have to live with that.


Contest will run from July 11 2016 – September 30 2016
Contests and the families of the Elyria-Lorain Broadcasting Company and promoters and sponsors of this contest.
How to win: After the airing of an Indians home run call on the WEOL Morning Show (Monday -Thursday), a designated caller must identify the player who hit the home run.
The Prize: A 18 hole round of golf at Hickory Nut Golf Course ($42 value). In addition, the week’s winners will be entered into a drawing for a pair of Cleveland Indians Tickets ($60 – $84 value).
If there are no daily winners, the weekly prize of Indians tickets will not be awarded. If Indians tickets are winner of the weekly prize of Indians tickets will be notified via phone call.
Conditions of accepting the prize.
There is no cash value and the p.
If the winner cannot use the prize, they will forfeit the prize.
All entrants release The Elyria-Lorain Broadcasting Company, its
WEOL reserves the right to change these rules at anytTTN: Swing and a Drive Contest Request, 538 Broad St., Elyria, OH 44035 or visit our website at http://www.weol.com


 They did this multiple times.
Dubbed Prisoner A in a report released last weekman was incarcerated at the privately run Victorian Port Phillip Prison in 2017. He had failed to return a ball the previous day and was being strip searched in order for the officers to “assert control”.
While a usual strip search lasts about one minute, this one took seven minutes.
When Prisoner A complained that the process was “degrading” and raised his arms in an apparent non-violent protest, he was forced to the floor and restrained. While still naked, he was assaulted by multiple prison officers for two minutes, the commission found.
It said this was an “excessive and inconsistent use of force” and that the long strip search amounted to a breach of Prisoner A’s human rights. The report found widespread risks of excessive assaults, strip-searching and other breaches of the human rights of people in prisons across Victoria.
These oversight bodies are required to be wholly independent from the government and justice department. They are to be properly resourced and funded, giving them real influence.
Despite ratifying the agreement in 2017, Australia quickly moved to defer its obligations under the scheme for a further three years, the maximum time allowed. The other countries to do this were the Philippines, Hungary and Kazakhstan.
Despite the extra time, Australia has made little progress on implementation. Political infighting over funding and a broad lack of enthusiasm for the added transparency and accountability has slowed the process.
This is despite the Commonwealth ombudsman finding that the existing inspector bodies in these states were not compliant with the protocol in terms of independence from the government, among other issues.
The Commonwealth is also taking an extremely narrow view of obligations and will not be including places such as aged-care and disability-care homes for inspection, despite many incidents of abuse being uncovered recently, and many other countries including them.
Human rights and legal groups say that having the scheme in place in Australia would help avoid many of the incidents revealed through official inquiries and recent royal commissions.
“Implementing OPCAT will enable a light to be shone on and to identify practices that can cause mistreatment,” Santow tells The Saturday Paper.
The lack of progress from many of Australia’s largest states seems directly linked to the federal government’s refusal to provide any additional funding for the establishment of the inspector teams.
The Victorian government provided $500,000 in the recent budget for the implementation, but it is understood this will go towards the state’s existing oversight bodies. A final decision is yet to be made on the independent inspectors.
Andreea Lachsz, head of policy at the Victorian Aboriginal Legal Service, said the funding that has been committed is not nearly enough to establish a proper oversight mechanism.
In Queensland, the state government says it is still in negotiations with its federal counterpart. Western Australia was the first state to designate its independent inspectors, while the ACThave announced who will be undertaking the oversight duties.
“That is a sobering place to be onLachsz says.


... … [Read more...] about 2019 Tax Deadline for 2018 Taxes
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2015 Tax Deadline for 2014 Federal Tax Return
Tax. Because if April 15 falls on a Saturday or Sunday, the IRS gives Americans until the following Monday to file … [Read more...] about 2015 Tax Deadline for 2014 Federal Tax Return
Well, … [Read more...] about Sequestration: Time for the President and Congress to Quit Playing Games


end of the spectrum, "Roman ruins" in Rome are simply, well, Rome.
in some cases, though, Roman ruins are just an annoyance. just the deepest of a hundred of invaluable historical layers, and by far the least "useful" to deal with.
I have written a post here about this.
I just opened this blog with a friend, and one of the very first things I posted is that article, which in turn contains a translation of a post written by a friend, an architect and urban planner in Mantua.
I hope you find it interesting, and I also just thought it could be interesting to explore a sort of taxonomy of Roman ruins in the XXI century, not by their origin, but by their social and urban impact.
Thanks, Alca! I love your line, that "'Roman ruins' in Rome are simply, well, Rome."
Unlike now. </s> Driver jailed after leading police on 100mph car chase in Devizes
A DRIVER who led police on a 100mph car chase has been jailed for 18 months.
The driver James, of Granville Road, Reading, was found to have been disqualified from driving for 12 months on June 20 at Berkshire Magistrates’ Court. He was arrested and later charged.
On Friday he w
“His manner of driving was completely unacceptable – reaching speeds of around 100mph on one of the main roads through Devizes. He is extremely fortunate that no other road users or pedestrians were injured, or worse, killed, as a result of his mindless actions.
“I am pleased that the courts saw fit to implement a custodial sentence as well as a lengthy driving </s>  we establish enables me to focus on your needs and. </s> And it was a very, though unintentional, profound thing for him to say. He played basketball, and did it very well. That didn't mean that all the kids with hoop dreams should emulate his every word, thought, and deed.
Forefoot and midfoot landing (I hesitate to use the term "striking", as it sounds too much like impact) are only one category of many aspects of bareform running. And in fact, the point on your foot that makes first contact with the ground is more a result of the running form than a goal toward achieving it. You can still overstride while landing on your forefoot.
Do what comes naturally, as long as it's biomechanically sound. Otherwise, do what's biomechanically sound until it becomes naturalThat's why I've been harping on "more minimalist" shoes. I'm not trying to head towards things like the RunAmoc, or Luna sandals (nothing against those, I just have no desire to reduce my shoes to the thinnest possible protective layer between me and the ground). But I see the Merrel Barefoot line, the New Balance Minimus line, the Altra offerings, and a few others coming, as steps in the right direction.
* Keep your foot contact under your center of gravity. This means don't overstride. Much of the heel strike talked about so vigorously in the barefoot running community is a direct result of reaching out with your leg to meet the ground too soon, lengthening the stride by reaching forward instead of pushing behind.
* Use your hips and hamstrings for propulsion instead of the calves.
But when I did these things, I noticed something -- the heel of my shoe started getting in the way. And it was causing other issues with my feet (see my discourse on Frieberg's Infraction) because of the angle it put my metatarsals throughout my gait.
Likewise, problems can arise when one adjusts all these things and merrily goes about their training mileage as they always have. You have to make these changes almost as if you're starting running all over


People can enjoy CBD in many forms, including edibles, topicals, and cbd oils. The best way to relieve pain is by using a topical CBD pain freeze gel. It’s great for stopping pain in its tracts and providing you with quick relief.
Topicals are best for external pain since it absorbs through the skin. For relief, apply the oil, cream, or gel directly onto the area causing pain. The product will then penetrate the skin layers and interact with the endocannabinoid receptors. Doing this will offer the pain relief you desire.
When it comes to classifying pain, there are many things we can go by – two of the most common types of pain and acute and chronic. Acute pain may be mild and come on suddenly, while chronic pain can be more severe and last for several months or years.
The source of your pain can also determine what type it is. Below are some other common classifications of pain.
This kind of pain is caused by nerve damage. It mostly happens when your nervous system is damaged or stops working correctly, such as it sending wrong signals to the pain centers. Those with neuropathic pain describe it as a shooting or burning sensation.
You generally feel pain in the peripheral nerves, spinal cord, or brain. Diagnosing neuropathic pain involves your doctor conducting an interview and physical exam.
This is the discomfort you feel as a result of inflammation. The area experiences increased sensitivity because of the inflammatory response associated with tissue damage. Inflammatory pain generally takes place after an injury or trauma. Common symptoms are redness, heat, swelling, hypersensitivity, and loss of function.
This type of pain results from tissue damage. Most people with nociceptive pain generally feel a sharp, aching, or throbbing sensation. This happens when your nociceptors detect something that could harm the body. Nociceptive pain mostly occurs after an external injury.
Some people may experience physical pain that is a result of psychological factors. Some situations can be so extreme that your brain causes pain when there are no physical sources. Common things that can cause psychogenic pain are intense fear, strong emotion, and certain beliefs.
Have you ever wondered how CBD topicals can help with the different types of pain? Let’s go over the ways it can provide relief for each kind of discomfort you might experience.
CBD can help with neuropathic pain by lowering inflammation in the brain. It can also reduce how many immune cells build up in the spinal column, which can eliminate the discomfort you may feel from it. Studies have also shown that CBD can reduce neuropathy caused by chemotherapwith discomfort due to inflammation and pain. One of the ways it helps with this type of pain is by. This results in the reduction of inflammation.
CBD prevents cartilage breakdown that can result in nociceptive pain. It’s also known to speed up the repair process in damaged skeletal muscle. CBD can protect connective tissue from an injury due to lack of oxygen.
Since psychogenic pain comes from psychological factors, CBD’s anti-anxiety properties help you find the relief you need. By keeping you calm, you don’t have to deal with the physical symptoms of anxiety or depression. Your brain won’t send those signals that feel pain anymore, so you can feel relief physically and mentally.
CBD has many incredible properties that can help with various types of pain. Most individuals with certain conditions can see the benefits of using a topical over the area causing discomfort. Many people with the following conditions can find fast relief from using CBD products.
Besides eliminating pain, CBD topicals can also provide other incredible benefits. Most give a cooling, soothing effect that can help you feel better. Not only are these CBD topicals designed to soothe soreness, but they can also hydrate the skin. Promoting overall skin health is another way to make you feel better about yourself.
To get the most out of your CBD cream, you’Most of them say you can apply as needed, and others encourage you to reapply every few hours. Some added ingredients can also enhance the effect.
These include methanol and other natural ingredients.
How Can CBD Pain Freeze Gel Help with Your Pain?
Nobody enjoys living in pain, which is why products like the CBD pain freeze gel are available to get rid of it fast. It’s incredible what CBD can do, and many individuals talk about how it’s helped them. Next time you’re not feeling well, consider a CBD-infused pain cream.
About A.


Tackling Isolation to Fight Depression
Men's Health Week 2020 (June 15th-21th, week preceding Father’s Day)
"Staying connected is more important than ever."
Me, with depression being a leading cause (WHO).
Not wanting to ask for help is a key risk factor for suicidal thinking (Masculinity and suicidal thinking).
Mike Alegado
Even to this day I always remind myself, ‘you don’t have to do this on your own, you don’t have to bear everything. And don’t forget that there are people willing to pull you out when you’re drowning.'”
“I love the concept of inspiration – ideas suddenly forming from the influence of an external, usually new element. Creation is such a unique journey, and one that often requires exploration and change. The power of inspiration multiplies when we come together and share our ideas- connection becomes our power. May we all have the courage to explore and embrace change and new connections- it’s the only way new ideas can be created.”
We Are Particles
“‘We Are Particles’, intricately connected to everything around us – earth, water, air and spirit intertwine to tell us the story of a million years that came before. Will we protect this sacred ground or give in to the weight of complacency. United we hold the fate of tomorrow, we are important, strong, capable of immense change. Let us stand in the strength of togetherness, with compassion and love as our greatest weapon. We are particles sewn together, elements and spirit. We are the universe and the universe is us.”
Artists in the music industry have also stepped up by hosting live concerts on their FB / IG stories, releasing new music and just staying positive and connected to their fans.”
– Paul Warren, creative content creator and event photographer, Long Island, New York.
Vincent Minor
“Staying socially engaged with others is key, but sometimes this requires setting up boundaries to preserve our own individual beliefs and limits. By staying connected we can grow side by side, stronger bounded together yet still with our own volition and freedom.”
“Checking in with other people through social media and sharing important parts of our day and lives, for many is like a form of therapy. It can be a good way toWhen used mindfully it can actively spread social awareness, kindness and develop increased self-confidence. It’s a great way to empower introverts to express their ideas.”
– Ben Hughes, Wrexham, concept photographer, North Wales, UK.
“I created this image to show how staying connected can keep you from the darkness which comes from isolation and loneliness.”
“Staying connected these daysisolated and alone, like we’re stuck on an island separated from the people we love. The distance can be overwhelming, and the only relief is constant connection. We must make sure we check up on each other, reach out, and let people know we miss them. Connection will heal our hearts and minds, and bring us just a little bit closer.”
– Chris Gray, wedding and portrait photographer, Sydney, Australia.
“This image is about discovering within yourself, the things that make you truly happy. The things that bring peace and calmness. I’ve learned that staying connected to the right people and staying connected to positive interests, plays an important role in improving my mental health.”
I’m lucky to have friends and loved ones who check in often, who give me a reason to stay connected and to make sure that I’m checking in on myself. And I hope they feel that the connection is mutually beneficial, that I’m there to help them and listen and bridge the gap.”
“It is true whatoughthrough phone and video calls, email and messaging apps, we can travel worlds to reach each other.”
– James Lynd, portrait photographer and digital artist, Manchester, England.
A huge thanks to all the photographers who helped create and share these images in support of our Men’s Health Week 2020 campaign.
20 Male Athletes Speaking Out About Mental
Men's Health Week 2019 - Road to ...
Men's Health Week 2018 - Together We ...


How about this then???
← Dear Author … thank you for writing!
Thanks, Jack. Look out for it in September.


Why Sidney Rice's Injury Isn't As Devastating As Everyone Thinks It Is
By Ted Glover Aug 26, 2010, 8:44pm CDT
Share All sharing options for: Well, at least for the Vikings as a team, and not necessarily Rice the individual. I mean, it's gotta suck knowing that the best QB in the history of the game is your QB and you're going to miss half the season. I've been mulling this Sidney Rice deal for a couple of days, and I've come to one irrefutable conclusion: It doesn't matter who the wide receivers are with Brett Favre as quarterback, somebody will step up and fill the void, and the Vikings offense will still be highly productive. Let's take a look at Favre's career, examine who he's had to throw to, and then compare that to who he has to throw to this year. Once we do that, I think you'll agree with me that the passing offense will be fine.
Really, it'll be okay. But I will give you two choices. T believe what you want to believe. But take the red pill,  talented rabbit hole goes. Remember, All I offer is the truth, nothing more. After the jump, of course.
First, let's look at some receivers Brett Favre has had to throw to over his years in Green Bay and Minnesota. Let's start in Green Bay with. In the early and mid 1990's Favre's two best targets were Sterling Sharpe and Robert Brooks. Sharpe was a legitimately great receiver who had his career cut short by a neck injury. Focus on Sharpe's and Brooks' stats from 1992-1994, which was Sterling's last season, and then Brooks' 95 season, and then Freeman from 1996 on:
93: 112
In 1996, Robert Brooks, coming off a Sterling Sharpe year, only played in 7 games due to injury, and the previously unheralded Antonio Freeman, who had only 8 catches in 1995, filled the void with a line of 56/933/16.7/9. Freeman took over the #1 spot and Brooks became the #2 guy in 1997, and then left the Packers a year or two later.
Now, let's look at the Packers wideouts from the end of Freeman's career through 2004, and we'll add Bill Schroeder, Donald Driver, and Javon Walker, with the back half of Freeman's career:
02 (Det): 36
So just like the Sharpe-Brooks-Freeman triumvirate, others stepped up to fill the void when a well known, go to guy was hurt or got traded. As Freeman faded, Bill Schroeder stepped up with essentially three straight 1,000 yard seasons. He then signed with Detroit and faded into oblivion. Driver stepped in and filled the void for Schroeder, Javon Walker blossomed and then faded, and Jennings stepped up, albeit more with Aaron Rodgers than Favre, but his game was still elevated with Favre in 2006, his last year in Green Bay, with 632 yards on 45 catches.
Now, let's look at what the Vikings had in 2009, Favre's first (then last, then first again, ha ha) season with the Vikings:
Yeah, I think the receivers seemed to figure it out last year in the absence of Berrian, who came back to have a decent year even with the multiple hamstring injuries.
The injury to Rice is a serious one, and it will affect the Vikings. Percy Harvin's migraines are a serious matter, and if they don't get them controlled, his availability could be in doubt from week to week.


There’s nothing quite like a winter in North Lake Tahoe; a one-of-a-kind experience unified by 12 unique towns, each. F, to local dining and charming community culture, it’s the perfect time to come awaken your winter soul. A winter sports wonderland,et and ability-friendly options for everyone. And although this winter season might feel differently, our personalized style of adventure fits every comfort level – implementing safety protocols for your protection. Whether you enjoy a weekend getaway or a midweek escape, get back to nature and discover a destination where Winter Wow is everywhere.
NORTH LAKE TAHOE. GET BACK TO NATURE.
...
There’s so much to explore and discover based upon your comfort level! Choose an experience and start planning your Winter Wow getaway today. Also keep in mind that midweek in particular might be a great time to beat the crowds and take advantage of better lodging deals. this winter, please check out our Know Before You Go Informational Guide. Details included in the guide provide the necessary tools to fully plan COVID-19 friendly activities and helpful hints for your trip, the Know Before You Go Guide is the perfect resource for a successful winter getaway.
Please check with individual resorts for their most updated safety and operational protocols – from wearing face coverings to booking activities ahead of time and additional measures being taken this season.
Whether you’re an expert, novice or have little ones in tow who could use a lesson (or two, or three), we’ve got you covered. North Lake Tahoe dowhill resorts specialize in ski and snowboard lessons for first-timers to the well-seasoned. Visit each resort for lesson package details.
Exploring the Sierra on cross country skis is the perfect sport for both individuals and families. North Lake Tahoe cross country resorts offer instruction for anyone wanting to learn, or for those who would like to advance further. Visit each resort for lesson package details.
Out is the new in – updated options for dining al fresco and takeout will be reimagined for the winter season. See who’s doing what and keep up on all the latest info.
Spend a romantic winter evening with that special someone, meet up with a group of friends, or pick up something to go and dine next to the fire in your roombe wowed by all the delectable bites. Please keep in mind that many restaurants may have limited seating and/or require advanced reservations, so contact them ahead of time and consider takeout.
Where does one go after a day on the slopes? We thought you’d never ask!
Want to grab a bite or a drink with your four-leggedany locationShopping here for inspiration. Just make sure to keep a lookout for signage with instructions on entering and exiting stores, requirements markers in checkout linethrive in North Lake Tahoe but some businesses may have limited operating hours and services during this time. Call ahead for availability, then choose how you want to unwind and recharge.
Unique culture abounds in the North Lake Tahoe region with a European style atmosphere in these quaint mountain towns. There’s never a dull moment with plenty going on to do and see.
If you’re looking to warm up, why not take the excitement indoors? Vir at the slots. Limited players at tables and stringent cleaning procedures, among other protocols, are in place to ensure guest comfort and safety.
From museums to gondola rides, North Lake Tahoe is full of hidden treasures and unique winter experiences off the mountain. Likewhere you can take your imagination back in time. You can even catch a concert at the Crystal Bay Club, although capacity will be limited – check their website for more information.
North Lake Tahoe is a winter wonderland for kids of all ages. Prepare to wow everyone in your family with good times and even better memories.
Winter is the perfect time to snuggle by the fire. Whether you’re warming up with a hot toddy or enjoying s’mores with the kids, there’s just something enchanting about an outdoor fire pit against the glistening snow. Find the best places to warm up this season and be mindful of physical distancing protocols in place.
arrive, we look forward to seeing you soon. Find the perfect place to stay by exploring our wide range of accommodationswhere perfect for your winter getaway. Plus, you can rest easy knowing that regional properties are following CDC guidelines in regard to safety and cleaning protocols.
With the’ve put together a comprehensive list of resorts in the region so you can focus on planning a great ski adventure. From smooth rides to thrill seekers, you can expect to find the gamut with the famous ski resort options available in North Lake Tahoe.
There’s no better place for a change of scenery from your home office than North Lake Tahoe. So, instead of Working From Home (WFH), why not Work From Nature (WFN)?! You’ll be able to take advantage of fewer crowds and special midweek pricing while enjoying all the magic of this breathtaking season.
In light of recent times, it’s important now more than ever to be a good steward of the environment when traveling. Before embarking on any adventure to our beloved region, we ask that you think about your footprint by treading lightly and responsibly. Simple things like picking up trash, bringing your own reusable water bottle and respecting nature while on trails, can make a world of difference.


The Belfast International Arts Festival started life more than 50 years ago and has since grown to include a number of venues across the city, like the Grand Opera House. Jimi Hendrix is among the famous names to have appeared at the annual event.
Long before Snow Patrol's number one albums and sell-out stadium tours, Belfast's biggest musical export in recent years could be found honing their talent at the Duke of York pub, tucked away on one of the city's oldest streets. Go along and see if you spot the next big thing!
Hear traditional music beneath Northern Ireland's oldest thatched roof at The Crosskeys Inn. It's a.
The Bronte Music Club venue is a stunning 18th-century deconsecrated church and old school house in Drumballyroney, County Down, south of Belfast. It now plays host to country and Americana acts at an affordable price but used to be where novelists the Bronte sisters' father Patrick taught.
You can explore Belfast's proud musical heritage with the Belfast Music Exhibition and Tour. The guided bus tour goes through the heart of this rock 'n' roll city, taking in iconic sites such as Ulster Hall and Van Morrison's childhood home.


" Hybrid line numbers (https://github.com/josiahdavis/dotfiles/blob/master/.vimrc)
" Prefer built-in over RltvNmbr as the later makes vim even slower on
" high-latency aka. cross-region instance.
:augroup numbertoggle
: r
:er
" Relative number only on focused-windoes (see: jeffkreeftmeijer/vim-numbertoggle)
autmber | set relativenumber   | endif
autocmd BufLeave,FocusLost,InsertEnter,WinLeave   * if &number | set norelativenumber | endif
" Remap keys to navigate window aka split screens to ctrl-{h,j,k,l}
" (and Windows?) closes browser tab.
" NOTE: ctrl-l was "clear and redraw screen". The later can still be invoked
"       with :redr[aw][!]
nmap <C-j> <C-w>j
    curl -sfL $VIMRC_SRC >> ${VIMRC}
    declare -a SED_SCRIPTS=(
        # Store plugins under ~/SageMaker for reuse on instance restart
        -e "s|^call plug#begin.*$|call plug#begin('$VIM_RTP/plugged')|g"
        # Disabled. Make vim even slower on high-latency aka. cross-region.
        -e "s|^Plug 'vim-scripts/RltvNmbr.vim'|\"Plug 'vim-scripts/RltvNmbr.vim'|g"
    sed -i "${SED_SCRIPTS[@]}" ${VIMRC}
    curl -sfLo ${VIM_RTP}/autoload/plug.vim --create-dirs \
    vim -u ${VIMRC} -E +PlugUpdate +qall > /dev/null
    touch ${VIM_RTP}/_SUCCESS
apply_vim_setting
 </s> <reponame>rajeshlwc/BulkMaster
	echo Username and Password parameters are required
	echo "Default to output base location"
	OUTPUTDIR=../output/
	OUTPUTDIR=$3
	echo OUTPUT dir overridden as $OUTPUTDIR
if [ -d $OUTPUTDIR ]
	echo Output directory must not exist, please specify a new name for each iteration
	echo "Default to Standard Sandbox URL"
	URL=https://test.salesforce.com
	URL=$4
	echo URL overriden as $URL
STEPDIR=$OUTPUTDIR/purge-aar
mkdir -p $STEPDIR
if [ "$(ls -A $STEPDIR)" ]; then
     echo "Output directory must be empty" $STEPDIR
WHERE="Where CreatedById IN (Select Id From User Where Name IN ('CDI API','Lem Revilla','QA Automation User'))"
echo "Applying filter to all queries:" $WHERE
java -jar ../target/BulkMaster-1.0-jar-with-dependencies.jar $1 $2 $URL -o FinServ__AccountAccountRelation__c -p 60 -purge "Select Id From FinServ__AccountAccountRelation__c  $WHERE order by FinServ__Account__c, FinServ__RelatedAccount__c" -D $STEPDIR
	echo Purge AAR succeeded
	echo Purge AAR failed exit code: $RESULT
STEPDIR=$OUTPUTDIR/purge-leadsLead -p 60 -purge "Select Id From Lead $WHERE" -D $STEPDIR
	echo Purge Lead succeeded
	echo Purge LeadoppOpportunity -p 60 -purge "Select Id From Opportunity $WHERE" -D $STEPDIR
	echo Purge Opportunities succeeded
	echo Purge OpportunitiesfaFinancialAccount__c -p 60 -purge "Select Id From FinServ__FinancialAccount__c $WHERE" -D $STEPDIR
	echo Purge Financial Accounts succeeded
	echo Purge Financial AccountaccountAccount -p 60 -purge "Select Id From Account $WHERE" -D $STEPDIR
if [ $RESULT == 0 ]
	echo Purge Accounts succeeded
	echo Purge  Accounts failed exit code: $RESULT
fi </s> <reponame>maxime1907/keycloak-operator
LABELS=$(cat <<-END
com.redhat.component="redhat-sso-7-rhel8-operator-container"  \
description="Red Hat Single Sign-On 7. Operator container image, based on the Red Hat Universal Base Image 8 Minimal container image" \
summary="Red Hat Single Sign-On 7.5version="7.5" \
io.k8s.description="Operator for Red Hat SSO" \
io.k8s.display-name="Red Hat SSO 7.5 Operator" \
io.openshift.tags="sso,sso75,keycloak


Students will learn to work from a place of rest and develop a sustainable lifestyle. Students will learn the value of contemplation and rest in a world of activism.
Students will understand the value and importance of mentoring and will become familiar with various tools to help them mentor others effectively.