Charles Daniels (tenor)

Charles Daniels is an English tenor, particularly noted for his performances of baroque music. He is a frequent soloist with The King's Consort, and has made over 25 recordings with the ensemble on the Hyperion label.

Biography
Born in Salisbury, Charles Daniels attended the choir school at King's College, Cambridge where he was a chorister, then Winchester College for his secondary education. He returned to King's College, Cambridge for his university education, where he was a Choral scholar, reading Natural Sciences and Music. After taking his degree, he studied under Edward Brooks at the Royal College of Music in London where he was awarded a Foundation Scholarship.

His concert and recording repertoire extends from the Middle Ages to 20th-century composers such as Luigi Nono and Benjamin Britten. In December 2001, he was the tenor soloist in a performance of Wojciech Kilar's Missa pro pace, performed in the Vatican in the presence of Pope John Paul II. However, he is best known for his interpretations of baroque music, and in particular for the role of Evangelist in the St Matthew Passion and the St John Passion by J S Bach. Daniels has made frequent concert appearances at the Wigmore Hall and the BBC Proms, in addition to performing frequently in both European and North American music festivals.

His opera performances have included Purcell's The Fairy-Queen at the Aix-en-Provence Festival, the New York City premiere of Lully's Atys and the title role in Monteverdi's L'Orfeo for its Montreal premiere at the Montreal Baroque Festival. The Montreal Baroque Festival subsequently released a recital disc with Daniels singing excerpts from  L'Orfeo and songs by John Dowland and other composers of the period. He also won praise for his singing in the role of 'An Attendant on Pleasure' for the Hyperion recording of Handel's operatic oratorio The Choice of Hercules.

He was for sixteen years a member of the early music vocal ensemble the Orlando Consort.

In addition to conducting master classes at the Montreal Baroque Festival, Daniels teaches Early Music Performance Practice at the Ringve Museum's International Summer Course in Norway.

Recordings
Daniels has made over 80 recordings as a soloist, including:
Lute Songs (Charles Daniels – tenor, Nigel North – lute), ATMA ACD2 2548
Handel: Messiah (Susan Gritton, Dorothea Röschmann, Bernarda Fink, Charles Daniels, Neal Davies, Gabrieli Consort & Players, conductor Paul McCreesh) Archiv 028947706625
John Gay: The Beggar's Opera (Bob Hoskins Ian Caddy, Adrian Thompson, Charles Daniels, Sarah Walker, Richard Jackson, Anne Dawson, Roger Bryson, Ian Honeyman, Catherine Wyn-Rogers, The Broadside Band, conductor Jeremy Barlow) Hyperion CDA66591/2
Handel: The Choice of Hercules (Susan Gritton, Robin Blaze, Alice Coote, Charles Daniels, The King's Consort, conductor Robert King) Hyperion CDA67298
Orfeo Fantasia – excerpts from Monteverdi's L'Orfeo and songs by Dowland, Monteverdi, Hume, Caccini, and Guédron (Charles Daniels, Montreal Baroque ensemble) ATMA SACD22337
Sweet Stay Awhile –  John Dowland songs & lute pieces (Charles Daniels – tenor, David Miller – lute) EMI Classics CDZ 7243 5 72266 2 2
Bach:  Magnificat & Easter Oratorio (Emily Van Evera, Caroline Trevor, Charles Daniels, Peter Kooy, Taverner Consort, conductor Andrew Parrott) EMI Classics.
Purcell: The Complete Odes and Welcome Songs Volumes 1–8 (Mark Kennedy, Eamonn O'Dwyer, James Goodman, Susan Gritton, James Bowman, Nigel Short, Rogers Covey-Crump, Charles Daniels, Michael George, Choir of New College Oxford, King's Consort, conductor Robert King) Hyperion 44031/8
The Earliest Songbook in England – Medieval secular and religious songs (Catherine King, Stephen Charlesworth, Charles Daniels, Leigh Nixon, Gothic Voices, Conductor:  Christopher Page) Hyperion 67177
 J. S. Bach: Matthäus-Passion, BWV 244. Charles Daniels (Evangelist), Peter Harvey (Jesus), Joanne Lunn (Soprano), Margot Oitzinger (Alto), Charles Daniels (Tenore), Wolf Matthias Friedrich (Basso). Choir and Orchestra of J. S. Bach-Stiftung. Rudolf Lutz (Conductor). J. S. Bach-Stiftung, St. Gallen / Radio SRF 2 Kultur, 2014.

References

External links
 The Charles Daniels Society
 Charles Daniels in performances by Nederlandse Bachvereniging (online)
 Charles Daniels in performances by J. S. Bach-Stiftung (online)
 Reviews of two performances by Charles Daniels and The Bach Players in London and Birmingham, (March 2004) in Early Music Review, The Church Times, and The Birmingham Post. Reprinted on The Bach Players web site. (accessed 2 October 2007).
 Review of Bach Cantatas Vol. 23 by Peter Branscombe, The International Record Review, July 2007. Reprinted at Monteverdi Productions. (accessed 1 October 2007)
 Review of Rossini's Petite Messe Solennelle and William Byrd's Mass in Four Parts at Wigmore Hall, by Bayan Northcott, The Independent, 5 January 2005. (accessed 1 October 2007)
Review of Lute Songs by Elizabeth Roche, The Telegraph, 18 August 2007. (accessed 2 October 2007)
 Concert details for Handel's Alexander's Feast at the Stour Music Festival, 1 July 2007. (accessed 1 October 2007)

Category:Alumni of the Royal College of Music
Category:English tenors
Category:British performers of early music
Category:People educated at Winchester College
Category:Alumni of King's College, Cambridge
Category:Living people
Category:Year of birth missing (living people)


Dead Body on Broadway

Dead Body on Broadway () is a 1969 German thriller film directed by Harald Reinl and starring George Nader, Heinz Weiss and Heidy Bohlen. It was part of the series of films portraying FBI agent Jerry Cotton.

The film's sets were designed by the art director Ernst H. Albrecht. It was shot at the Tempelhof Studios in Berlin.

Plot
Cotton is called in to investigate a crime on Broadway because a FBI agent has died while working undercover. Before he has expired he got rid of the booty from a recently committed huge robbery. Where he disposed of it is unknown. All of the culprits are arrested by the FBI but the main villain Costello is soon broken free by a hitherto rivaling gang. His new accomplices presume he knew the location of the booty and he tries to live up to their expectations. The demised agent's girl-friend Cindy cannot help but notice she needs protection. Jerry Cotton hears her calling and stops at nothing to catch Costello.

Cast

Bibliography

References

External links

Category:1969 films
Category:West German films
Category:1960s crime thriller films
Category:1960s sequel films
Category:German crime thriller films
Category:German sequel films
Category:German-language films
Category:Films directed by Harald Reinl
Category:Films set in the United States
Category:Films based on crime novels
Category:Films based on German novels
Category:Constantin Film films
Category:Films shot at Tempelhof Studios


1989 UC Davis Aggies football team

The 1989 UC Davis football team represented the University of California, Davis in the 1989 NCAA Division II football season. UC Davis competed in the Northern California Athletic Conference (NCAC).

The Aggies were led by first-year head coach Bob Foster and played home games at Toomey Field. UC Davis finished the season as champion of the NCAC for the 19th consecutive season and it was their 20th consecutive winning season. The Aggies regular season record was seven wins and three losses (7–3, 5–0 NCAC). With the 5–0 conference record, they stretched their conference winning streak to 46 games dating back to the 1981 season.

At the end of the season, the Aggies qualified for the Division II playoffs. In the first playoff game they were defeated by . That brought their final record to eight wins and three losses (8–3, 5–0 NCAC). The Aggies outscored their opponents 303–202 for the season.

Schedule

NFL Draft
No UC Davis Aggies players were selected in the 1990 NFL Draft.

Notes

References

UC Davis
Category:UC Davis Aggies football seasons
Category:Northern California Athletic Conference football champion seasons
UC Davis Aggies f


Novim

Novim is a non-profit group at the University of California, Santa Barbara that organizes teams for objective scientific study of global issues and identification options for addressing the concerns, based upon an collaborative problem-solving approach used in the field of physics.

Overview
The group was formed at the University of California campus in Santa Barbara to create a collaborative problem-solving approach to address widespread and complicated problems, modeled after approaches at the Kavli Institute for Theoretical Physics (KITP). Novim organizes study teams of scientists, researchers, and area experts to evaluate issues like climate engineering, global surface temperatures, and methane leakages in natural gas production. Their criteria for issue selection is that it must be "highly complex, controversial and global." They partner with governmental organizations, like the Department of Energy and Office of Science, to engage them in the process, share findings and discuss potential actions.

Jim Knight is Novim's executive vice president and Michael Ditmore is its executive director, both of whom are Kavli Institute for Theoretical Physics (KITP) Director’s Council members.

Advisory board
Aristides Patrinos, Chief Scientist, Director of Research and Chair of the Science Advisory Board, Novim
Henry Abarbanel, Research Director Science and Security at IGCC
Elbert Branscomb, Department of Physics, University of Illinois Biocomplexity research theme member, Institute for Genomic Biology
Michelle Broido, Associate Vice Chancellor for Biomedical Research, Office of Research, Health Sciences, University of Pittsburgh
Juan Enriquez, Managing Director, Excel Venture Management, bestselling author, Co-Founder, Synthetic Genomics and multiple start ups
Jack Fellows, Director Emeritus, Climate Change Science Institute, Oak Ridge National Laboratory
David Galas, Principal Scientist, Pacific Northwest Research Institute
Steven Koonin, Founding Director of the NYU Center for Urban Science & Progress, Brooklyn, NY
Greg Mitchell, Professor Emeritus, Integrative Oceanography Division, Scripps Institution of Oceanography, San Diego CA
Venkatesh Narayanamurti, Former Dean, Harvard School of Engineering & Applied Science
Edward Schulak, Philanthropist, architect, entrepreneur, inventor, international business leader as well as the founder, financier and director of nine life science companies
Gerry Stokes, Research Professor Stony Brook University

Projects

Geoengineering Study
They first studied the changes in the Earth's average surface temperature and published their findings in 2009 in the Climate Engineering Study Group report. They found that there was a need to use geoengineering to lower the Earth's average temperature and suggested adopting the principles of short wave climate engineering (SWCE) to introduce aerosols into the stratosphere. Much like the sulfur particles released by large volcanic eruptions, the aerosols would reflect shortwave solar radiation back into space to cool the air and land below. Although SWCE may help reverse global warming, the technique remains untested and potential adverse effects are unknown, and therefore could not be mitigated. Opponents have stated that the core causes are not addressed, only the symptoms, and that SWCE would damage the ozone.

Novim collected an international team of scientists to work together on the study, which was performed on a small scale to make options available as soon as reasonably possible. They determined that the cost to deploying the methods described in the study would be about $8 billion USD per year if delivered by aircraft.

Berkeley Earth Surface Temperature (BEST) Study

Novim's second study was the Berkeley Earth Surface Temperature Study (BEST), released 29 July 2012.  The study reanalyzes the world's land temperature data following the Climatic Research Unit email controversy. Professor Richard A. Muller led the study team that included 2011 Nobel Prize in Physics winner Saul Perlmutter.

Methane Leakage
Methane Leakage - Novim has assembled a team of scientific and technical experts to analyze existing studies of the emissions profile of natural gas during the production and distribution phases, with a focus on determining a range of actual methane leakage rates. Probable causes for the leakage will be included, and proposed solutions will be examined, along with associated costs.

See also

Global warming controversy

Notes

References

External links
Novim homepage.

Category:Climatology
Category:Climate institutions and programs


Palo (OLAP database)

Palo is a memory resident multidimensional (online analytical processing (OLAP) or multidimensional online analytical processing (MOLAP)) database server and typically used as a business intelligence tool for controlling and budgeting purposes with spreadsheet software acting as the user interface. Beyond the multidimensional data concept, Palo enables multiple users to share one centralised data storage (single version of the truth).

This type of database is suitable to handle complex data models for business management and statistics. Apart from multidimensional queries, data can also be written back and consolidated in real-time. To give rapid access to all data, Palo stores them in the memory during run time. The server is available as open-source and proprietary software.

Jedox was founded by Kristian Raue in 2002 and developed by Jedox AG, a company HQed in Freiburg, Germany. The firm currently employs approximately 300 people. Kristian Raue's departure from Jedox was announced in June 2014.

Features
Palo for Excel is an open source plug-in for Microsoft Excel. There is also an open source plug-in for OpenOffice.org named PalOOCa (discontinued), with Java and web client also available from the JPalo project. Palo can also be integrated into other systems via its client libraries for Java, PHP, C/C++, or .NET Framework. It is fairly easy to communicate with Palo OLAP Server, since it uses representational state transfer (REST).

Starting in October 2008, Palo supports XML for Analysis and MultiDimensional eXpressions (MDX) APIs for connectivity, and OLE DB for OLAP interface which allows standard Excel pivot tables to serve as a client tool.
Starting September 2011, Palo supports SDX dialect of LINQ.

Palo also provides a web-based spreadsheet interface called Palo Web.

Architecture
Palo Suite is a tightly integrated framework consisting of: Palo MOLAP Server, Palo ETL Server, Palo Web (Palo Spreadsheet - Connection, User, ETL, File and Report Manager), Palo for Excel, Palo Supervision Server and the Palo Client Libraries.

The Data in Palo database is stored as a cube in the Palo MOLAP server.  The Palo Excel Add-In component is used as a service to communicate between the Excel and the Palo MOLAP Server.

Licensing
Jedox announced only commercial licensing is available since 5.1 version (2015).

See also

 MOLAP
 Business intelligence
 Performance management
 Comparison of OLAP servers

References

Additional sources
 Bernd Held, Hartmut Erb: Advanced Controlling mit Excel. Unternehmenssteuerung mit OLAP und PALO, m. CD-ROM., Franzis, Poing 2006,  (in German)
 Stefan Müller, Leif Mergener: Business Intelligence im Vertrieb auf Basis von Open-Source-Lösungen. In: Ronald Gleich, Andreas Klein (Hrsg.): Marketing- und Vertriebs-Controlling (Der Controlling-Berater Bd. 11). Haufe-Lexware, Freiburg 2010, . (in German)
 Palo Documentation - Documentation to Palo (pdf) in the download section of the website
 Online Knowledgebase Free Online Knowledgebase with full-text search and export as PDF functionality
 Feature Voting Tool Feedback/Feature Voting Tool
 b-eye network article - Open Source OLAP in the Retail Environment. John Hobson, February 2008

External links

 Palo project page on ohloh.net - Palo project page on ohloh.net

Category:Online analytical processing
Category:Business intelligence


Insult comedy

Insult comedy is a comedy genre in which the act consists mainly of offensive insults directed at the performer's audience or other performers.

Typical targets for insult include individuals in the show's audience, the town hosting the performance, or the subject of a roast. An insult comedian often maintains a competitive and interactive relationship with his or her audience. The style has been described as "festive abuse".

The style can be distinguished from an act based on satire, or political humor. Insult comedy is often used to deflect or silence hecklers even when the rest of the show is not focused around it.

Notable performers

 Al Murray
 Andrew Dice Clay
 Andy Kaufman, particularly when portraying his character Tony Clifton
 Anthony Jeselnik
 Austen Tayshus, moved into the genre with his later material
 Bernie Mac
 Bianca Del Rio
 Bill Burr
 Bill Hicks
 Bill Maher
 Billy Crystal's character Buddy Young, Jr.
 Bob Hope
 Bob Saget
 Brad Garrett
 Gaius Valerius Catullus, ancient Roman poet
 Chelsea Handler
 Colin Quinn
 Daniel Tosh
 Dave Attell
 D. L. Hughley
 Don Rickles
 Dustin the Turkey
 Eddie Murphy
 Ed the Sock
 Frankie Boyle
 Fred Allen, especially whenever he referenced his longtime friend, Jack Benny, as per their "feud."
 Gilbert Gottfried
 Goundamani, especially referenced his partner Senthil
 Graham Norton
 Greg Davies
 Greg Giraldo
 Groucho Marx
 Hans Teeuwen
 Harry Hill
 Hasan Minhaj
 Howard Stern
 Jack E. Leonard
 Jackie Gleason
 Jackie Mason
 James Rolfe
 Jeffrey Ross
 Jerry Sadowitz
 Jim Jefferies
 Jimmy Carr
 Jim Norton
 Joan Rivers
 John Szeles AKA The Amazing Johnathan
 Jonathan Ross
Kapil Sharma
 Kathy Griffin
 Lenny Bruce
 Lisa Lampanelli
 Louis C.K.
 Marcus Valerius Martialis, ancient Roman poet
 Neil Hamburger
 Santhanam
 Otto and George
 Patrice O'Neal
 Paul Kaye, better known as "Dennis Pennis"
 Phyllis Diller
 Redd Foxx
 Richard Pryor
 Ricky Gervais
 Robin Harris
 Rodney Dangerfield
 Rodney Rude
 Roy 'Chubby' Brown
 Russell Peters
 Sam Kinison
 Sarah Silverman
 Triumph, the Insult Comic Dog
 ventriloquist Jeff Dunham's characters Walter and Peanut
 Vice Ganda
 Vinnie Favorito
 Yucko the Clown

See also
 Roast (comedy)
 The dozens

References

Category:Comedy genres
Category:Abuse
Category:Roast (comedy)
Category:Stand-up comedy


Langona fusca

Langona fusca is a jumping spider species that lives in Zimbabwe. It was first described by Wanda Wesołowska in 2011.

References

Category:Taxa named by Wanda Wesołowska
Category:Spiders described in 2011
Category:Spiders of Africa
Category:Fauna of Zimbabwe
Category:Salticidae


Stockholm Municipality

Stockholm Municipality or the City of Stockholm ( or ) is a municipality in Stockholm County in east central Sweden. It has the largest population of the 290 municipalities of the country, but one of the smallest areas, making it the most densely populated. It is also the most populous municipality in the Nordic countries.

Although legally a municipality with the official proper name Stockholms kommun, the municipal assembly () has decided to use the name Stockholms stad (City of Stockholm in English) whenever possible. This is purely nominal and has no effect on the legal status of the municipality.

Geographically, the municipality comprises the Stockholm City Centre and two suburban areas, Söderort (South Stockholm) and Västerort (West Stockholm). Administratively, it is subdivided into 14 districts (sometimes incorrectly called "boroughs" in English), which are administered by district councils ().

Geography
Geographically, Stockholm Municipality comprises the central part of the capital (Innerstaden or Stockholm City Centre) as well as the southern and western suburban parts (Söderort or South Stockholm and Västerort or West Stockholm respectively). Of the municipal population, all but 200 people are considered living in the Stockholm urban area, a tätort further extending into ten other municipalities.

History
When the first local government acts came into force in Sweden in 1863, Stockholm was one of the then 89 cities of Sweden. A first City Council was elected. The area roughly corresponded with today's Innerstaden. Large areas were annexed in 1913, 1916 and 1949. The city was outside Stockholm County until 1968, having its own governor. The local government reform of 1971 made Stockholm a unitary municipality like all others in the country.

Demography

Population development

Income and Education
The population in Stockholm Municipality has the highest median income per capita in Sweden. The share of highly educated persons, according to Statistics Sweden's definition: persons with post-secondary education that is three years or longer, is 41.8% (national average: 27.0%) and the highest in the country.

Residents with a foreign background
On the 31st of December 2017 the number of people with a foreign background (persons born outside of Sweden or with two parents born outside of Sweden) was 311 401, or 32.79% of the population (949 761 on the 31st of December 2017). On the 31st of December 2002 the number of residents with a foreign background was (per the same definition) 189 938, or 25.05% of the population (758 148 on the 31st of December 2002). On 31 December 2017 there were 949 761 residents in Stockholm, of which 234 703 people (24.71%) were born in a country other than Sweden. Divided by country in the table below - the Nordic countries as well as the 12 most common countries of birth outside of Sweden for Swedish residents have been included, with other countries of birth bundled together by continent by Statistics Sweden.

Politics

National
These are the election results from the 1973 onwards in Stockholm Municipality. The municipality forms one of three municipal constituencies for the Riksdag along with Gothenburg and Malmö. In the SCB reports from 1988 to 1998 the exact decimals of the Sweden Democrats were not reported since only parties near the 4% nationwide threshold were reported on.

Riksdag

Blocs

This lists the relative strength of the socialist and centre-right blocs since 1973, but parties not elected to the Riksdag are inserted as "other", including the Sweden Democrats results from 1988 to 2006, but also the Christian Democrats pre-1991 and the Greens in 1982, 1985 and 1991. The sources are identical to the table above. The coalition or government mandate marked in bold formed the government after the election. New Democracy got elected in 1991 but are still listed as "other" due to the short lifespan of the party. "Elected" is the total number of percentage points from the municipality that went to parties who were elected to the Riksdag.

Local
The municipality is governed by a Municipal assembly (kommunfullmäktige) with 101 members. These are elected through municipal elections, held in conjunction with the Parliamentary elections every four years. The council meets twice a month and the meetings are open to the public. The council elects a Municipal executive committee (kommunstyrelse), with 13 members representing both the political majority and the opposition, with the responsibility of implementing policies approved by the assembly. The political organisation also includes eight governing full-time Commissioners (borgarråd) and four Commissioners representing the opposition. The work is headed by the Commissioner of Finance (finansborgarråd, sometimes called Mayor), who also chairs the executive committee. The current Commissioner of Finance is Karin Wanngård, representing the Social democrats.

Municipal elections 1994-2014

Stockholm Party is a local party, which was represented in the City Council 1979-2002.

Municipal Election 2018
On September 9, 2018 Stockhlolm held Municipality Election

Board of Commissioners since 2006

Sten Nordin (m), Commissioner of Finance (after 2008) (finansborgarråd)
Mikael Söderlund (m), Commissioner of Building and Traffic (byggnads- och trafikborgarråd)
Ulla Hamilton (m), Commissioner of Environment and Real Estate (miljö och bostadsbolagsborgarråd)
Lotta Edholm (fp), Commissioner of Education (skolborgarråd)
Madeleine Sjöstedt (fp), Commissioner of Culture and Sports (kulturborgarråd)
Kristina Alvendal (m), Commissioner of Housing and Integration (bostads- och integrationsborgarråd)
Ulf Kristersson (m), Commissioner of Social Services (socialborgarråd)
Ewa Samuelsson (kd), Commissioner of Senior Citizen's Service (äldrevårdsborgarråd)
Carin Jämtin (s), Commissioner in Opposition (oppositionsborgarråd)
Roger Mogert (s), Commissioner in Opposition (oppositionsborgarråd)
Ann-Margarethe Livh (v), Commissioner in Opposition (oppositionsborgarråd)
Yvonne Ruwaida (mp), Commissioner in Opposition (oppositionsborgarråd)

District Councils

The municipality is subdivided into 14 districts. These districts are sometimes incorrectly referred to as "boroughs" in English. They are, however, no legal entities or juristic persons of their own, but committees of the municipality itself.  These districts are administered by District Councils, stadsdelsnämnder, which carry responsibility for primary school, social, leisure and cultural services within their respective areas.  The members of these councils are not directly elected by the inhabitants of the respective districts, but rather appointed by the kommunfullmäktige (municipal assembly).

Effective January 1, 2007 the number of district councils was reduced from 18 to 14 through a number of merges. Maria-Gamla stan and Katarina-Sofia now form Södermalm borough, Enskede-Årsta and Vantör now form Enskede-Årsta-Vantör, Hägersten and Liljeholmen now form Hägersten-Liljeholmen, and Kista and Rinkeby now form Rinkeby-Kista.

Twin Towns - Sister Cities
The policy of Stockholm is to have informal town twinning with all capitals of the world, its main focus being those in northern Europe. Stockholm does not sign any formal town twinning treaties, although the city claims to have established such treaties in the past which are still valid.

The cities claiming to have been twinned with Stockholm are:

References

Category:Geography of Stockholm
Category:Government of Stockholm
Category:Municipalities of Sweden
Category:Municipalities of Stockholm County
Category:Metropolitan Stockholm
Category:Stockholm urban area


Barry Forshaw

Barry Forshaw is a writer, broadcaster and journalist whose books include British Crime Writing: An Encyclopedia, The Rough Guide to Crime Fiction, Brit Noir, British Gothic Cinema, Nordic Noir, Sex and Film, Euro Noir, Death in a Cold Climate: Scandinavian Crime Fiction  and BFI Classics: War of the Worlds along with books on Italian cinema, film noir and the first UK biography of Stieg Larsson, The Man Who Left Too Soon. He has written on books and films for many newspapers and magazines; he also edits Crime Time, and is one of the talking heads for the ITV Crime Thriller author profiles. He records documentaries on crime fiction and film for a variety of BBC producers for both TV and radio, along with much work for foreign broadcasters. He has been Vice Chair of the Crime Writers' Association. As well as his specialist area of books (in most genres), he writes on film (booklets for special edition DVDs) and all aspects of the arts (popular and serious). He is winner of the Keating Award for Non-Fiction for British Crime Writing: An Encyclopedia (Greenwood)

In a previous career he was an illustrator, working for both The Natural History Museum and Jackie.

Works
Crime Fiction: A Reader's Guide (Oldcastle/No Exit)
British Gothic Cinema (Palgrave Macmillan)
Brit Noir(No Exit)
Italian Cinema: Arthouse to Exploitaion (Kamera)
Euro Noir(No Exit)
Sex and Film (Palgrave Macmillan)
Nordic Noir (No Exit Press)
BFI Classics: War of the Worlds (BFI)
Death in a Cold Climate: Scandinavian Crime Fiction (Palgrave Macmillan)
BFI Classics: War of the Worlds
British Crime Writing: An Encyclopedia (Greenwood)
 Historical Noir(No Exit)
Crime Time (No Exit)

References

External links
 www.crimetime.co.uk

Category:Living people
Category:British writers
Category:British illustrators
Category:Year of birth missing (living people)


G. Taru Sharma

G. Taru Sharma (born 4 August 1965) is an Indian biologist and the head of the physiology and climatology division at the Indian Veterinary Research Institute of the Indian Council of Agricultural Research. Known for her studies on germ cell marker genes, Sharma is an elected fellow of the National Academy of Agricultural Sciences. The Department of Biotechnology of the Government of India awarded her the National Bioscience Award for Career Development, one of the highest Indian science awards, for her contributions to biosciences in 2006.

Biography
G. Taru Sharma, born on 4 August 1965 at the heritage city of Mathura in the Indian state of Uttar Pradesh, did her early schooling at the St. Mary's Convent School, Mhow and her college studies at the Kishori Raman Girls College in Mathura and Agra College in Agra. Her doctoral research was at the Indian Veterinary Research Institute (IVRI) and after securing a PhD in 1990, she did her post-doctoral work as a research scientist at the Centre for Biotechnology of the National Dairy Development Board. In 1991, she joined the Central Institute for Research on Goats of the Indian Council of Agricultural Research (ICAR) but moved to the Indian Veterinary Research Institute, another ICAR institution in 2000. She has been with the institute since then, serving as a senior scientist or a principal scientist and holds the position of the director and head of CAFT in Veterinary Physiology since 2009. She also heads the physiology and climatology division of the institute. In between, she had a short stint in the US at the Reproductive Biotechnology Laboratory of the University of Louisiana as a fellow of the Food and Agriculture Organization and a visiting scientist in 1999.

Legacy

Sharma's core areas of research have been in the fields of molecular reproductive physiology, oocyte and embryo genomics as well as stem cell biology. She has undertaken and led several projects including the project on Stem cells: its biology and therapeutic application in livestock and pets, a flagship program of IVRI. She is known to have done extended studies on early pregnancy detection in water buffaloes, and has developed various techniques for oocyte recovery, somatic cell development and immuno-histochemical localization of the proteins. Some of the research findings were later brought out as a book, Nitric oxide and ovarian folliculogenesis: A study of follicular development in water buffalo (Bubalis bubalus). Her studies have been documented by way of a number of articles and ResearchGate, an online repository of scientific articles has listed 130 of them. Besides, she is the author of twenty manuals as well as three books and has contributed chapters to books published by others. She also holds two patents for processes developed by her and has guided several post-graduate and doctoral scholars in their studies.

Sharma has been a member of the editorial board of the Reproductive Health and Medicine of the ISSRF and presides the Animal Physiologists Association (APA). She is a life member of organizations such as the Society of Animal Physiologists of India, the Physiological Society of India, the Society of Veterinary Physiologists, and Biochemists of India and the Indian Science Congress Association.Life member of ISSRF, Indian Society of Veterinary Immunologists and Biotechnologists.

Awards and honors
Taru Sharma received two young scientist honors early in her career; the Young Scientist Gold Medal of the Society of Animal Physiologists of India in 1993 and the Young Scientists Merit Certificate of the Indian Science Congress Association in 1994. The Indian Society for the Study of Animal Reproduction chose her for the Prof. Nils Lagerlof Memorial Award in 2001 and she received the Award of Honor of the IVRI in 2002. The Indian Society for Integrated Women and Child Development (ISIWCD) selected her for the Livelihood Award (WEAL) at the World Women Summit of 2003 and the Indian Council of Agricultural Research honored her with the Panjab Rao Deshmukh Women Agricultural Scientist Award in 2004. The Department of Biotechnology of the Government of India awarded her the National Bioscience Award for Career Development, one of the highest Indian science awards in 2006 and the Government of Uttar Pradesh honored her services in the therapeutics of canine clinical cases with an Award of Honor in 2011; the same year as she received the Best Teacher Award of the IVRI. The Society of Animal Physiologists of India honored her again in 2012 with the Dr. A. Roy Memorial Award and she was selected for the Research Excellence Award of the Indus Global Organization the next year. In 2016, she received two awards, the Labhsetwar Award of the Indian Society for the study of Reproduction and Fertility and the Bharat Ratna Dr. C. Subramaniam Award for Outstanding Teachers of the ICAR.Became NAAS fellow from 1.1.2017. Became SAPI fellow during the year 2018. G.P.Talwar gold medal award for 2019. Rafi Ahmed Kidwai award for outstanding research by Indian Council of Agriculture Research.

Selected bibliography

Books

Articles

See also

 Folliculogenesis
 Mesenchymal stem cell
 Animal physiology

Notes

References

External links

Category:N-BIOS Prize recipients
Category:Indian scientific authors
Category:Living people
Category:1965 births
Category:20th-century Indian zoologists
Category:Indian veterinarians
Category:People from Mathura district
Category:Scientists from Uttar Pradesh
Category:Fellows of the National Academy of Agricultural Sciences
Category:Indian physiologists
Category:Animal physiology
Category:Indian patent holders
Category:21st-century inventors


Adenylylsulfate—ammonia adenylyltransferase

In enzymology, an adenylylsulfate-ammonia adenylyltransferase () is an enzyme that catalyzes the chemical reaction adenylyl sulfate + NH3  adenosine 5'-phosphoramidate + sulfate.

Thus, the two substrates of this enzyme are adenylyl sulfate and NH3, whereas its two products are adenosine 5'-phosphoramidate and sulfate.

This enzyme belongs to the family of transferases, specifically those transferring phosphorus-containing nucleotide groups (nucleotidyltransferases).  The systematic name of this enzyme class is adenylyl-sulfate:ammonia adenylyltransferase. Other names in common use include APSAT, and adenylylsulfate:ammonia adenylyltransferase.

References

Category:EC 2.7.7
Category:Enzymes of unknown structure


Official Opposition Shadow Cabinet of the 39th Parliament of Canada

The Official Opposition Shadow Cabinet of the 39th Canadian parliament is listed below.  Members are drawn from the Liberal Party of Canada, and most are members of their parliamentary caucus. The shadow cabinet was most recently shuffled on March 31, 2008.

Liberal Caucus Critics

Opposition Shadow Cabinet Committees

Priorities & Planning
Stéphane Dion, chair
Michael Ignatieff, vice-chair
James Cowan
Ken Dryden
Martha Hall Findlay
Ralph Goodale
Céline Hervieux-Payette
Dominic LeBlanc
Keith Martin
John McKay
Massimo Pacetti
Bernard Patry
Marcel Proulx
Bob Rae
Karen Redman
Geoff Regan
Andy Scott
Claudette Tardif
Bryon Wilfert
Paul Martin, special advisor

Economic Prosperity
John McKay, chair
Massimo Pacetti, vice-chair
Gerry Byrne
Roy Cullen
Susan Kadis
Gurbax Malhi
John Maloney
Robert Thibault
Roger Valley
Tom Wappel

Social Justice
Ken Dryden, chair
Andy Scott, vice-chair
Bill Matthews
Joe McGuire
Brian Murphy
Lloyd St. Amand
Paul Szabo

Environmental Sustainability
Geoff Regan, chair
Joyce Murray, vice-chair
John Cannis
Nancy Karetak-Lindell
Anthony Rota
Francis Scarpaleggia
Brent St. Denis
Paul Steckle
Alan Tonks

Canada & the World
Bryon Wilfert, chair
Keith Martin, vice-chair
Rodger Cuzner
Jim Karygiannis
Derek Lee
Glen Pearson
Yasmin Ratansi
Andrew Telegdi
Lui Temelkovski

See also
Cabinet of Canada
Official Opposition (Canada)
Shadow Cabinet
Bloc Québécois Shadow Cabinet
New Democratic Party Shadow Cabinet

External links
Liberal Opposition Critics
The Opposition in the Canadian House of Commons: Role, Structure, and Powers | Mapleleafweb.com

Category:Political history of Canada
Category:39th Canadian Parliament
Category:Canadian shadow cabinets


Education for Justice

Education for Justice is the process of promoting a culture of lawfulness through educational activities at all levels. Education for Justice aims at teaching the next generation about crime prevention, and to better understand and address problems that can undermine the rule of law. It promotes peace and encourages students to actively engage in their communities and future professions. Education for Justice is a basic legal knowledge, in which educational activities at all levels seek to promote understanding of crime prevention, peace, justice, human rights, and problems that can undermine the rule of law. Education reportedly plays a key role in transmitting and sustaining socio-cultural norms and ensuring their continued evolution. As such, governments may seek to strengthen this promotion of a culture of lawfulness through education.

Education and justice
Peace, justice, human rights and fundamental freedoms are considered to be of vital importance for the stability and well-being of societies across the world. Governments around the world believe that while regulatory frameworks on corruption, violence, and crime are part of the responses to be given, the challenges still persist, often beyond national borders and, increasingly, in globally interconnected ways.

Many governments strengthen efforts to uphold the principle of the rule of law (RoL) in the daily lives of their citizens and through the public institutions that seek to serve them. This is to promote and protect the safety, dignity and human rights of all people. The criminal justice sector has a key role to play and a specific responsibility. The RoL is considered to be fundamental to all aspects of society, both public and private, shaping the way individuals interact with each other and with public institutions in all sectors of society – forging relationships of trust and mutual accountability.

National education systems are responsible for upholding and advancing the principles of the RoL so that future generations hold state institutions accountable to these principles and equip learners with the knowledge, values, attitudes and behaviours they need to take constructive and ethically responsible decisions in their daily lives that support justice and human rights. It is on this basis that trusted and trustworthy institutions are constructed.

Rule of law related to education
Rule of law in education aims at teaching learners how they can acquire and develop the cognitive socio-emotional and behavioural experiences and skills needed to develop into constructive and responsible contributors to society.Experts believe education plays a key role in transmitting and sustaining socio-cultural norms and ensuring their continued evolution. Formal education contributes to helping children and youth to adopt values, such as behaviours, attitudes and roles that form their personal and social identity. As they develop, children and youth also develop the capacity to reflect critically on norms, and to shape new norms that reflect contemporary conditions.

Education encourages learners to value, and apply, the principles of the RoL in their daily lives. It also equips learners with the appropriate knowledge, values, attitudes, and behaviours needed to contribute to its continued improvement and regeneration in society more broadly. This can be reflected, for instance, in the way learners demand greater transparency in, or accountability of, public institutions, as well as through the everyday decisions that learners take as ethically responsible and engaged citizens, family members, workers, employers, friends, and consumers etc.

Culture of lawfulness related to education
Culture of lawfulness (CoL) in education is the notion of fostering the RoL to create cultural and social conditions which respects and promotes the RoL.

A CoL means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole. It also means that individuals’ expectations about the law and the justice system are reflected in their formal and informal interactions with the law.

Teaching the basics: key knowledge, values, attitudes and bahaviours
Certain key knowledge, values, attitudes and behaviours empowers learners to carry out the RoL and to participate in the continued development of a CoL within their community.

Key knowledge
Learners need to acquire knowledge, understanding and critical thinking about the meaning of the RoL and a CoL, and how these concepts manifest in different social settings and through established institutions, laws, mechanisms and procedures. Based on established norms and factual evidence, learners are required to make knowledgeable judgements about their environment. If education is to promote the RoL, then it is key to teach about the ability to carry out critical thinking and analysis.

An integral part of the learning process is to understand and appreciate the linkages between global and local issues. Violations of the RoL have far-reaching consequences at the individual, community, national, regional and global levels, which impact different countries and populations in ways that are often interconnected. It is important not to underestimate the extent to which a CoL is embedded in national and local realities. Therefore, teachers and students also need to understand their rights and responsibilities and identify the behaviours that support democratic processes and the RoL on a daily basis. These understandings depend on the context.

Key areas of knowledge for learners to understand the meaning of the RoL and CoL, include:

 Good citizenship, representation of individuals’ voices in formal institutions, as well as rights and duties of citizens;
 The justice system;
 Human rights;
 Conflict prevention and peacebuilding;
 Global, national, and local expressions of the RoL and culture of lawfulness;
 Democratic values such as transparency, accountability and inclusiveness;
 Local, visible expressions of a culture of lawfulness through pluralism and egalitarianism;
 Causes and consequences/impacts of crime on family, community, society, as well as safety;
 Responsible and ethical decision-making.

Key attitudes and values
Attitudes and values are developed across a broad range of settings, including in the home, in schools, and through the experiences that individuals gain in broader social and cultural contexts (i.e., through socio-emotional learning). Developing positive attitudes and values is the foundation to the holistic and healthy development of learners at all ages.

Attitudes and values also help learners make responsible decisions (proactive behaviour) and be resilient when faced with dangerous or threatening situations (responsive behaviour). Most importantly is the sense of ‘self-efficacy’, which means a belief in one’s own abilities to meet challenges, complete a task successfully, and succeed in reaching a specific goal. A sense of self-efficacy combined with high levels of motivation provide the conditions for resilience, which is key to promoting a CoL and the RoL.

School practices that lead learners to address issues that affect their own lives and those of their peers and family also nurture civic engagement, which is key to the sustainability of a culture of lawfulness. When learners invest in learning processes through a personal effort, they take individual and collective responsibilities that nurture civic maturity. There are other outcomes of socio-emotional learning that are relevant to the RoL, such as learning to value equality, fairness, mutual respect and integrity and develop attitudes, values and capacities, including:

 A sense of belonging to a community;
 Self-identity and positive self-image;
 Social awareness (empathy, inclusion);
 Relationship skills (communication, cooperation, and conflict resolution);
 A sense of personal security;
 Resilience (especially for persons vulnerable to becoming a victim or being recruited into crime);
 Mindfulness;
 Empathetic concern and compassion;
 Self-awareness;
 Self-management;
 Self-regulation.

Behaviours
The behavioural learning outcomes of Global Citizenship Education (GCE) are relevant to the promotion of the RoL, specifically, to act effectively and responsibly at local, national and global levels for a more peaceful and sustainable world, and to develop the motivation and willingness to take necessary actions.

Learning to develop specific behaviours enhances the efforts to promote the RoL. Such behaviours include:

 Active participation in democratic structures and processes (in and out of school);
 Participatory and democratic practices in group decision-making;
 Monitoring of RoL institutions and processes (in and out of schools);
 Actions to promote improvements in RoL/CoL (at different levels of society).

‘Pro-social’ behaviours also function as protective factors, which benefit other people or society as a whole and support learners’ well-being and sense of belonging to the community. These pro-social behaviours include:

 Actions of support and solidarity with survivors of violence and crime;
 Respecting school property;
 Participating in school community actions.

Speaking to real issues and dilemmas
Educational strategies and pedagogies that seek to support positive behaviours must address the real vulnerabilities and dilemmas to which learners are exposed.

Addressing learners' individual vulnerabilities
Addressing learners’ individual vulnerabilities requires identifying two main categories:

 Risk factors: those factors that increase the likelihood that a young person will experience harm, engage in criminal activity, or become violent. Without necessarily being the direct causes of unlawful behaviour, risk factors increase learners’ vulnerability to engage in such behaviour. Risk factors can be mitigated by protective factors.
 Protective factors: factors that encourage the positive development and well-being of children. Protective factors shield young people from the risks of experiencing harm, engaging in criminal activity, or becoming violent. Though protective factors are less researched than risk factors, they are equally important to develop effective educational prevention programmes and, more broadly, support learners’ socio-emotional, physical, and intellectual development. Protective factors also nurture social inclusion, civic engagement, agency and interconnectedness.

Risk and protective factors can be found at the individual, family, peer and social levels. The more a learning context reduces risk factors and increases protective factors, the more likely it will succeed in enhancing the well-being of the individual and, as a result, strengthen their resilience to crime and violence.

Adult women and men, whether parents, educators or school personnel, may have a different perception of learners’ degree of exposure to risk and their abilities to face them. Therefore, learners need to be perceived and treated as knowledgeable and engaged actors. It not only increases the likelihood of gaining an accurate understanding of their learning needs but also bolsters their sense of empowerment and strengthens their decision-making abilities.

Assessment processes should take a positive approach to learners’ abilities by focusing on questions such as, ‘what is going well?’ and ‘what are the learners’ strengths and assets to face this situation?’ rather than exclusively considering “what is going wrong?’.

It is possible to identify relevant educational responses by distinguishing between three types of prevention efforts, which also helps design relevant and impactful interventions:

 Primary prevention 3 efforts target all learners, whether they show any level of risk or not. At its core, primary prevention is about strengthening communities and individuals, and ensuring their well-being and connectedness with their families and communities.
 Secondary prevention is provided in addition to primary prevention to individuals who are at risk of victimization or involvement in violence or crimes. Early indications might include problems of disrespecting the RoL or committing a crime. In these contexts, some learners may be given additional academic support and SEL-related trainings, if they are considered ‘at risk’ of being victimized or of developing problematic behaviours.
 Tertiary prevention interventions are for learners who continue to struggle despite primary and secondary prevention efforts. Most typically, these constitute a small number of learners with the most serious patterns of problem behaviour and who are often subject to victimization. These learners need specific support and protective measures targeted at preventing the problem from getting worse or trying to remediate it.

Addressing real-life dilemmas
Schooling can potentially play a partial role in resolving deeper problems such as corruption, organized crime or drug trafficking, educational programmes must be relevant to the real-life contexts of learners in order to deliver meaningful learning with long-term impact. This means placing learners in the active role of problem solvers – i.e. those who can understand and find solutions to realistic dilemmas and conflicts.

Learning about abstract notions of the RoL will not lead to sustainable change, especially if there are differences between the RoL values taught in the classroom and those that prevail in the school environment, families or society. In such contexts, it is important that education programmes inspire and sustain learners’ motivation, confidence and creative abilities to strive to improve their situation.

Education personnel and teachers need to help learners deal with the frustrations, anger, and possible disillusionment in order to avoid cultivating cynicism or indifference. They must develop hope and constructive responses that result from this discrepancy. Well-guided educational programmes can foster personal transformations that empower learners to play a constructive role in society and re-build the RoL (and its institutions) where necessary. Such programmes must take into account the social environment of learners, and in particular, the degree of dissonance between norms and values taught in schools and those that prevail outside.

Reinforcing positive behaviour
It is necessary when working with children and youth, in particular those perceived as vulnerable, to take a positive look at their skills, assets and attributes as the foundation for further learning. This approach is much more effective than viewing young people as lacking knowledge, skills or values to promote the RoL.

The challenge is to support positive and sustained behaviour change when working with vulnerable learners. This is important in a context where the inforcement of norms is not sufficient and policymakers, therefore, need to ensure education systems create the desire and conditions for positive behaviours and genuine sustainable change.

Depending on the age, gender, socio-economic background of learners and the social context in which they live, this may involve developing educational policies that go beyond conventional educational approaches to expose learners to new experiences that bring to life abstract ideals. For example, rather than punishing inappropriate behaviour, it can be effective to introduce mediation or reconciliation programmes. The challenge is to ensure learners are able to apply their new skills in a real-world context.

Practising what we preach
Schools or any other educational setting who play a meaningful role in strengthening the RoL, should carry out , and strive to apply, the principles of the RoL. This means ensuring all aspects of school management and school life, including teacher-teacher relations, learner-teacher relations, and school-family relations, are guided by a culture of fairness, rights, accountability and transparency, consistent with international human rights norms and standards.

Not all education staff are aware of their own behaviours, attitudes and biases (overt and covert) and this can undermine their ability to speak credibly about the RoL and contribute actively to its implementation on a daily basis. The principles of the RoL in schools and classrooms is not easy and should be encouraged and supported by education leaders.

Making the RoL and a CoL a priority is not just about transmitting knowledge but also about values and behaviours that are modelled and enforced on a daily basis through what is called the ‘hidden curriculum. ‘The ‘hidden curriculum’ of the classroom and school transmits norms, values and beliefs to learners in ways other than formal teaching and learning processes and ensures learners develop the skills and know-how they need to engage in society as ethically responsible citizens.

When teachers establish clear and fair classroom rules and enforce them equally, children can understand what it means to follow the rules and observe first-hand that they apply to all students equally. They witness that the same consequences apply to all students who break them. Students will gain experience of transparency, accountability and certainty, which are all key elements of the RoL. When teachers and students co-create classroom rules, it also sends the message that students have an active role to play in shaping the rules that govern them. This is how a CoL is cultivated.

Classroom and school rules are one example in which the RoL comes alive for students in everyday life.

Other approaches may include:

 Guaranteeing the personal safety and well-being of children in the school environment, particularly those students belonging to vulnerable groups;
 Ensuring the transparency of school policies and practices that are in line with human rights and supporting the RoL as well as accountability of school leaders and teachers;
 Providing meaningful opportunities for learners to contribute to decisions that affect them, including rules in the classroom and school and beyond through student councils and other forms of student representation in various governance levels (local, regional, national) of educational institutions;
 Making it a priority to cultivate a climate of trust and openness where learners are encouraged to share their opinions and to respectfully consider the views of others;
 Developing neutral and appropriate mechanisms for students and teachers to use when someone (student, teacher or school leader) is in conflict with the established rules;
 Implementing policies of inclusion that embrace diversity in the curriculum and facilitate the involvement of all learners in the life of the school.

The importance of creating safe and inclusive learning environments
Inclusive school policies and practices provide learners with the opportunity to experience the RoL at first hand. Inclusive school policies create enabling environments that support learners' outcomes and behaviours which are important to the RoL - such as ‘an appreciation and respect for diversity’, ‘a sense of belonging’ and ‘a willingness to take action’.

Holistic learning environments can be created by working in partnership with learners and their families and relevant community actors who may not necessarily have a formal educational mandate, for example the artistic and sports community, cultural and religious leaders, media, as well as business. Engaging with these actors in ways that further illustrate how the RoL permeates all aspects of our lives can be an additional way of bringing the RoL to life.

Necessary support systems

Curricular support
There are numerous curricular strategies for implementing Rule of law (RoL) and Culture of lawfulness (CoL) activities or programmes. These strategies are intended for all learners across different learning environments.

These curricular options are (not mutually exclusive):

 A dedicated subject, such as ‘citizenship education’;
 The infusion of themes and approaches predominantly within a few subjects, such as history, social studies, civics or life skills education;
 A cross-curricular or transversal approach that infuses RoL principles – for example, social and emotional learning (SEL) or human rights education - across all subjects;
 Whole school activities and practices including extracurricular clubs for learners, experiential learning and community partnerships.

A global citizenship education (GCE) curriculum strategy that is cross-disciplinary and not restricted to a single subject is encouraged. It should also be holistic and not restricted just to content knowledge. In keeping with the general principles of GCE, curriculum that supports the RoL will involve a participatory, learner-centred pedagogy with values oriented toward personal and social transformation.

Peace education distinguishes between negative peace (a mere absence of violence) and positive peace (peace that encompasses larger notions of justice). In both instances, peace education often emphasizes the importance of conflict within a culture, as it is often productive and indicative of true diversity. Peace education emphasizes the importance of conflict transformation instead of conflict resolution.

Similarly, human rights education aims at transformation, where the goal is not merely to teach about human rights, but to teach for human rights, empowering learners and teachers to act for social change. In certain cases, this might present both opportunities and challenges for the pursuit of the RoL and a culture of lawfulness, especially where there are conflicts between governmental educational objectives and broader human rights considerations.

Teaching and learning resources
Curriculum frameworks come alive through educational resources that support teachers’ efforts in the classroom. Teaching resources are aimed at translating learning objectives into engaging, accurate, and comprehensive materials for learners. This is can be seen as challenging and requiring creativity. Writers can frame educational materials around cooperative and group activities, bearing in mind that the materials should elicit conversation and open discussion to reflect on what is of interests to learners, and to also reflect on the transmitted messages and knowledge.

Learning assessment
Assessments provide a measurement of learning and are a key component of the teaching and learning process. Assessment techniques and tools should be multifaceted and provide a variety of opportunities for students with different learning styles to demonstrate their understanding and convey their ideas. Localized, differentiated, and curriculum specific assessments are usually recommended. Many different types of assessment tools are available, including stand-alone tests, longer term courses, certification programmes, and archives of assessment resources.

Other forms of assessment include peer assessment, self-assessment, and alternative assessment. Peer assessment is designed to help students gain insight into the aspects of learning that the teacher sees as important, and therefore increases metacognitive thinking skills that are useful when the student is working on their own projects and learning activities. In a similar vein, a self assessment also encourages students to take an objective, critical look at their own work and assess their performance and understanding based on rubrics provided by the teacher. Both methods, rather than being entirely separate from the learning process, enhance the student’s learning by becoming part of it.

Education for Justice includes developing social and emotional learning (SEL) and behavioural learning outcomes that are traditionally more difficult to assess; and ‘grading’ of values is discouraged. Nevertheless, educators might elicit and observe student values through classroom assignments and discussions. Any troubling exhibitions of values – such as prejudice against certain groups in the school – can be addressed through counselling as well as classroom and school processes.

Teachers have found ways to document participation in RoL class activities, such as through observation of class dynamics and active participation in civic groups. However, other kinds of behavioural outcomes, such as reduced acts of bullying, may be difficult to track because of their long-term nature and because such behaviour might not be evident to the teacher. For this reason, impact and programme evaluations undertaken for RoL interventions carried out in other places might be informative, although caution should be exercised in applying findings across different cultural contexts.

Classroom pedagogies
Participatory approaches and methods – at the core of GCE pedagogy – aim at ensuring that learners benefit from an active learning and practical experience grounded in their everyday lives which develops learning outcomes such as critical thinking and problem-solving skills.

In the classroom, learners can be given concrete exercises that foster a CoL. Activities include role playing, dialogues and community governance activities that allow them to work on actively being considerate, tolerant and ‘other-oriented’. By engaging their classmates in ways that anticipate conflicts they are likely to experience outside of the classroom, learners will be better equipped to address such challenges and more likely to be respectful of others’ differences.

Examples below provide a variety of transformative pedagogical tools and approaches that might be used to promote transformations in learners and ultimately in society:

 Project-based learning is one of the most widely practiced participatory learning methods that can be used for any topic or skill that needs to be taught. When engaged in project-based learning, learners produce a project which engages their cognitive and creative skills while also increasing their familiarity with the subject matter through independent research.
 Problem-based learning helps learners work towards a solution to a specific problem. The solution can either be fully realized and implemented or simply conceptualized and planned out. Either way, learners’ problem-solving skills are fostered, and/or they develop confidence in their own ability to deal with complex issues.
 Community-based learning utilizes active research and implementation skills to help address a challenge in the learners’ own communities. Learners identify a social, economic, or environmental issue and not only practice planning solutions but also create change in their communities by implementing these solutions. An example could be holding a community event or a workshop on safe use of the internet. Peer-to-peer learning is a teaching methodology where certain members of a group educate other members of the same group, i.e. their peers, to change individual knowledge and behaviour as well as group behaviours and attitudes. Empowering children through peer-to peer initiatives and providing opportunities to discuss topics in a safe environment are important aspects of most participatory methodologies.
 Web-based learning. Information and communications technologies (ICT) are an important pedagogical tool that can be integrated into any of the above approaches and provide an alternative to traditional classroom-based environments. They also ensure the development of digital literacy, an essential twenty-first century skill. There is a wide range of online learning platforms which offer everything from readings, audio-visual aids, and activity ideas to opportunities for intercultural internet-based communication.

Many educational environments across the world incorporate ICT learning into their curriculum in some fashion and it is often an easy entry point from which to engage with GCE. In the area of RoL, online platforms can be used for games involving role playing and engagement with dilemmas. Games and apps must balance fun with learning opportunities through a mixture of online and offline activities. The human connection remains essential for learning GCE and RoL. While ICTs are considered to be useful tools for learning, online environments can also be used as a tool for recruitment, extortion and promotion of crime and extreme violent behaviour. Since mobile phone access to internet is growing worldwide, it is essential to teach about online risks and the tools to resist recruitment by gangs, criminal and hate groups, and violent extremists.

Learning through non-formal education and community-based approaches is instrumental to ensure learning by the most marginalized. Research suggests that sports have the capacity to connect youth to positive adult role models and provide positive development opportunities, as well as promote the learning and application of life skills. In recent years the use of sport to reduce crime, as well as to prevent violent extremism and radicalization, has become more widespread, especially as a tool to improve self-esteem, enhance social bonds and provide participants with a feeling of purpose.

Effective classroom management means safe and nurturing classroom environments, which have positive effects on student learning and behaviour. For example, introducing structured small group discussions (‘Magic Circle’ classroom meetings) about a variety of interpersonal and intrapersonal topics can make the classroom environment more responsive to learners’ affective and cognitive needs and eventually reduce their acceptance of high risk behaviours.

These pedagogies represent important considerations when looking for opportunities to integrate GCE, RoL and CoL into existing educational structures. When teaching values to others, it is essential to pay particular attention to the way in which those values are embedded within the ‘informal’ or ‘hidden’ curriculum of the teaching methodology and environment themselves to provide a more cohesive and immersive learning experience, since these factors also influence student learning immensely. Values and attitudes are best communicated through participatory pedagogical methods, which are interactive, inclusive and learner-centred. Paying attention to these details will create a more holistic, value-laden learning experience which teaches by example.

Teacher training and development
Investing in teacher training and development is fundamental for two main reasons. It is well established that teacher quality has a direct positive impact on student achievement. As teachers act as planners, initiators, climate builders, facilitators and guides, mediators, knowledge organizers and evaluators, they are central to interpreting and implementing any curriculum.

It is possible to identify the skills and characteristics of a good teacher, who is able to model and promote the principles of the RoL. The development of teacher codes of conduct, and their inclusion as part of the in service and continuous training of teachers can be usefully considered in this context.

Teachers may need to learn about aspects of the RoL that are not already covered in subject matter preparation so that they can instruct students. Educators will need, to: understand the principle of the RoL, its tenets and implications, expand their knowledge of human rights,understand the causes, consequences and impacts of crime on family, community, society, and on the safety and security of society as a whole and increase their awareness of social influencers that shape student behaviours online and off.

Teachers will also need to critically assess their own behaviours, attitudes and biases that possibly undermine the RoL and their ability to speak credibly on challenges to the RoL, embrace practices that foster inclusion and respect for diversity, with attention to gender and coming from marginalized communities, adapt to the real learning needs of young people, lead socio-emotional learning recognize and appropriately respond to risky or potentially harmful situations, foster and nurture their moral character, create a sense of community and a climate of trust in the classroom (where learners feel safe and respected – ‘safe space’), engage in peer counselling and peer mediation, developing teachers’ ability to acquire this knowledge and develop these skills requires understandable, accessible and relevant resources and support that address their genuine needs according with the cultural, school and educational policy environments in which teachers work.

Any areas not already covered in pre-service training could be introduced to teachers through in-service training, workshops and resource supports. These supports could be offered through teacher training institutions and faculty, Ministries of Education and affiliated training centres, professional associations and civil society organizations.

Teacher learning and development for the RoL involves training as well as empowering teachers to play their multiple roles. This is possible through the establishment of professional learning communities (PLCs) that nurture improvements in teaching practices and continuous teacher learning. Using online networks, teachers can compare, contrast and shape ideas with each other for implementing the RoL in their local environment. Websites can be used as clearinghouses of resources or materials for use in lessons or classrooms. Online forums and hotlines can provide an avenue for getting guidance in using the materials or information offered on these online platforms.

Teaching values, attitudes and skills that strengthen the RoL and promote a CoL requires additional preparation from teachers. Such preparations include:

 Improving self-awareness;
 Screening for stereotypes;
 Ensuring subject matter knowledge;
 Managing sensitive issues;
 Obtaining necessary clearance;
 Mobilizing resources in the community.

Learning outside of schools
Issues around RoL are often perceived as an area of work associated with ministries of justice and the interior, including law enforcement. Therefore, it can be challenging to develop multi-sector partnerships to promote and integrate crime prevention and criminal justice issues into all education activities.

Civil society organizations, in particular, play a vital role in supporting educational efforts, both as a partner in developing educational materials based on the RoL and in supporting outreach and dissemination activities to reach all stakeholders, including children, youth, students, parents, teachers, professors and the media.

Schools can work in a participatory manner with stakeholders that operate within and outside of the education sector, including non-formal educators, out-of-school youth, parents, civil society organizations, the media, artists, and other actors based in the community, while respecting the primary mandate of education. Such collaborations can foster innovation, creativity, and participatory approaches.

Engaging NGOs or other community organizations not only amplifies a school’s GCE and RoL efforts and ensures that the community benefits from them, but also provides learners with practical, real-world learning experiences in the social work space. Behavioural and action-oriented GCE competencies are developed and nurtured through these connections to community organizations, providing learners with examples of good citizenship in practice.

The following learning opportunities outside of the school context include:

 Youth-led action: Young people have a fundamental role to play in bringing a CoL and integrity in all areas of society. Policymakers and educators can engage with youth as partners for development projects, initiatives or responses that address crime and violence at the school, community, regional and national levels. Youth-led action includes youth organizations’ initiatives against corruption, youth integrity networks, peaceful demonstrations, and expressions through art against crime, drugs and violence. Learners can also participate in Youth-Led Participatory Action Research where young people identify a problem of concern, gather data and make recommendations to policymakers.
 Family-focused programmes: Education programmes geared toward prevention or intervention for youth populations at high risk from violence or crime often involve parents. Evidence shows that parent involvement can increase the success of violence and crime prevention programmes in schools because of the added reinforcement that learners get at home.
 School-community partnerships: Another interesting way to integrate GCE values into learning at the local level is by building community-classroom partnerships with local NGOs or existing community efforts. Building partnerships with community organizations is critical to GCE efforts. Such partnerships need to be maintained and sustained long term to have a real impact on the community. Learners will be involved in localized, hands-on learning while understanding the principles of good community action and that social work efforts must be scalable as well as sustainable. School administration and NGO staff can work together to ensure the terms of the partnership are clear and the goals are attainable.
 Inter-school collaborations: In addition to collaborating with community organizations and NGOs, schools can collaborate and learn from each other. Just as peer education is meaningful for learners, peer institutions have a critical role to play in helping schools to implement effective practices. Schools can replicate programmes, collaborate on inter-school events and initiatives, and create a network to more easily share local RoL and CoL resources and amplify efforts. This networking can even extend beyond the local community and stretch nationally and internationally, either online or through conferences and professional learning communities. Schools and other educational institutions all over the world can connect and learn from one another about what works and what does not in terms of pedagogy and practice.
 Partnerships with government and private sector actors: Non-traditional educational actors such as government employees in the criminal justice sector, law enforcement and local government authorities, as well as community-based organizations and the private sector are also, when appropriate, collaborating with schools. These actors may participate directly in the educational programme, provide teacher training on specific sensitive topics and supplemental off-site learning opportunities to inform on the risks associated with violence and crime. Their interventions can also help overcome fears and mistrust between learners and representatives of .

Sources

References

Category:United Nations
Category:UNESCO


Ralf Bartels

Ralf Bartels (born 21 February 1978 in Stavenhagen, Germany, then German Democratic Republic) is a German shot putter. He became European Champion at the 2006 European Championships in Athletics in Gothenburg, Sweden after beating Belarusian Andrei Mikhnevich with a final put of 21.13 metres, two centimetres ahead of the Belarusian.

Bartels also won bronze at the 2005 World Championships in Athletics in Helsinki, with a put of 20.99 m. He had previously been a bronze medalist at the 2002 European Athletics Championships.

Competition record

External links

Category:1978 births
Category:Living people
Category:People from Stavenhagen
Category:People from Bezirk Neubrandenburg
Category:German male shot putters
Category:Sportspeople from Mecklenburg-Vorpommern
Category:Olympic athletes of Germany
Category:Athletes (track and field) at the 2004 Summer Olympics
Category:Athletes (track and field) at the 2008 Summer Olympics
Category:Athletes (track and field) at the 2012 Summer Olympics
Category:World Athletics Championships medalists
Category:European Athletics Championships medalists
Category:German national athletics champions


Henry Smith (priest)

Henry Smith (1705-1765) was an 18th century Irish Anglican priest.

Smith was born in County Limerick and educated at Trinity College, Dublin. He was  Archdeacon of Glendalough from 1760 to 1764

Notes

Category:18th-century Anglican priests
Category:Church of Ireland priests
Category:Archdeacons of Glendalough
Category:Alumni of Trinity College Dublin
Category:People from County Limerick
Category:1705 births
Category:1765 deaths


Chaiyaphum Province Stadium

Chaiyaphum Province Stadium () is a multi-purpose stadium in Chaiyaphum Province, Thailand. It is currently used mostly for football matches and is the home stadium of Chaiyaphum United F.C.. The stadium holds 2,564 people.

Category:Football venues in Thailand
Category:Multi-purpose stadiums in Thailand
Category:Buildings and structures in Chaiyaphum Province
Category:Sport in Chaiyaphum Province


Mothers against decapentaplegic homolog 7

Mothers against decapentaplegic homolog 7 or SMAD7 is a protein that in humans is encoded by the SMAD7 gene.

SMAD7 is a protein that, as its name describes, is a homolog of the Drosophila gene: "Mothers against decapentaplegic". It belongs to the SMAD family of proteins, which belong to the  TGFβ superfamily of ligands. Like many other TGFβ family members, SMAD7 is involved in cell signalling. It is a TGFβ type 1 receptor antagonist. It blocks TGFβ1 and activin associating with the receptor, blocking access to SMAD2. It is an inhibitory SMAD (I-SMAD) and is enhanced by SMURF2.

Smad7 enhances muscle differentiation.

Structure

Smad proteins contain two conserved domains. The Mad Homology domain 1 (MH1 domain) is at the N-terminal and the Mad Homology domain 2 (MH2 domain) is at the C-terminal. Between them there is a linker region which is full of regulatory sites. The  MH1 domain has DNA binding activity while the MH2 domain has transcriptional activity. The linker region contains important regulatory peptide motifs including potential phosphorylation sites for mitogen-activated protein kinases(MAPKs), Erk-family MAP kinases, the Ca2+ /calmodulin-dependent protein kinase II (CamKII) and protein kinase C (PKC). Smad7 does not have the MH1 domain. A proline-tyrosine (PY) motif presents at its linker region enables its interaction with the WW domains of the E3 ubiquitin ligase, the Smad ubiquitination-related factors (Smurf2). It resides predominantly in the nucleus at basal state and translocates to the cytoplasm upon TGF-β stimulation.

Function

SMAD7 inhibits TGF-β signaling by preventing formation of Smad2/Smad4 complexes which initiate the TGF-β signaling. It interacts with activated TGF-β type I receptor therefore block the association, phosphorylation and activation of Smad2.  By occupying type I receptors for Activin and bone morphogenetic protein (BMP), it also plays a role in negative feedback of these pathways.

Upon TGF- β treatment, Smad7 binds to discrete regions of Pellino-1 via distinct regions of the Smad MH2 domains. The interaction blocks the formation of the IRAK1-mediated IL-1R/TLR signaling complex therefore abrogates NF-κB activity, which subsequently causes reduced expression of pro-inflammatory genes.

While Smad7 is induced by TGF-β, it is also induced by other stimuli, such as epidermal growth factor (EGF), interferon-γ and tumor necrosis factor (TNF)-α. Therefore, it provides a cross-talk between TGF-β signaling and other cellular signaling pathways.

Role in cancer

A mutation located in SMAD7 gene is a cause of susceptibility to colorectal cancer (CRC) type 3.  Perturbation of Smad7 and suppression of  TGF-β signaling was found to be evolved in CRC.  Case control studies and meta-analysis in Asian and European populations also provided evidence that this mutation is associated with colorectal cancer risk.

TGF-β is one of the important growth factors in pancreatic cancer. By controlling the  TGF-β pathway, smad7 is believed to be related to this disease. Some previous study showed over-expression of Smad7 in pancreatic cells but there was a recent study showed a low Smad7 expression. The role of Smad7 in pancreatic cancer is still controversial.

Over-expression or constitutive activation of epidermal growth factor receptor (EGFR) can promote tumor processes. EGF-induced MMP-9 expression enhances tumor invasion and metastasis in some kinds of tumor cells such as breast cancer and ovarian cancer. Smad7 exerts an inhibitory effect on the EGF signaling pathway. Therefore, it may play a role in prevention of cancer metastasis.

Use in Pharmacology

SMAD7 signaling has been studied in a recent Celgene Phase III trial, NCT ID number 94, which interacts with the SMAD7 pathway. This drug (Mongersen) was studied in patients with Crohn's disease.

Interactions

Mothers against decapentaplegic homolog 7 has been shown to interact with:
 CTNNB1,
 EP300,
 MAP3K7IP1,
 PIAS4,
 RNF111,
 SMAD3.
 SMAD6,
 SMURF2,
 STRAP,
 TGFBR1, and
 YAP1.

References

Further reading

Category:Developmental genes and proteins
Category:MH1 domain
Category:MH2 domain
Category:Transcription factors
Category:Human proteins


Quinta da Graça

Quinta da Graça is a village on São Tomé Island in São Tomé and Príncipe. Its population is 58 (2012 census). It lies directly east of Monte Café, 2 km west of Batepá.

Population history

References

Category:Populated places in Mé-Zóchi District


Kenji Miyamoto (figure skater)

is a Japanese figure skating choreographer, coach, and former competitive ice dancer. He skated with Rie Arikawa, winning two Japanese national titles, and then with Nakako Tsuzuki. During his career, he competed at a total of ten ISU Championships.

Career
Miyamoto began learning to skate in 1988.

Partnership with Arikawa
He teamed up with Rie Arikawa no later than 1995. After winning the Japanese junior title, they were sent to the 1996 World Junior Championships in Brisbane, Australia, where they finished 22nd. The following season, they placed second at the Japan Junior Championships. They regained their national junior title before placing 16th at the 1998 World Junior Championships in Saint John, New Brunswick, Canada.

Advancing to the senior ranks, Arikawa/Miyamoto competed at their first Grand Prix events and became the national silver medalists in the 1998–1999 season. They took silver at the Asian Winter Games in South Korea and placed 9th at the 1999 Four Continents Championships in Canada.

In the 2001–2002 season, Arikawa/Miyamoto won their first senior national title and then placed 8th at the Four Continents Championships in Jeonju, South Korea. Making their only World Championships appearance, they qualified to the free dance and finished 24th overall in Nagano, Japan.

Arikawa/Miyamoto repeated as national champions the following season. In February 2003, they won the bronze medal at the Asian Winter Games in Aomori, Japan, and placed 8th at their final competition, the Four Continents Championships in Beijing, China. They were coached by Muriel Zazoui, Pasquale Camerlengo, Romain Haguenauer in Lyon, France.

Partnership with Tsuzuki
Later in 2003, Miyamoto formed a partnership with Nakako Tsuzuki. During their three-season partnership, they competed together at six Grand Prix events and placed in the top ten at three Four Continents Championships. They were coached by Muriel Zazoui in Lyon, France.

They both retired from competitive skating following the 2005–2006 season.

Post-competitive career
Miyamoto became a choreographer for ice shows and competitive skaters. He has choreographed for Shizuka Arakawa, Daisuke Takahashi, Akiko Suzuki, Yuzuru Hanyu, as well as the figure skating anime Yuri on Ice.

Programs

With Tsuzuki

With Arikawa

Results
GP: Grand Prix

With Tsuzuki

With Arikawa

References

External links

Category:Japanese male ice dancers
Category:Figure skating choreographers
Category:1978 births
Category:Living people
Category:People from Himeji, Hyōgo
Category:Asian Games medalists in figure skating
Category:Figure skaters at the 1999 Asian Winter Games
Category:Figure skaters at the 2003 Asian Winter Games
Category:Medalists at the 1999 Asian Winter Games
Category:Medalists at the 2003 Asian Winter Games
Category:Asian Games silver medalists for Japan
Category:Asian Games bronze medalists for Japan


List of listed buildings in Laurencekirk, Aberdeenshire

This is a list of listed buildings in the parish of Laurencekirk in Aberdeenshire, Scotland.

List

|}

Key

See also
 List of listed buildings in Aberdeenshire

Notes

References
 All entries, addresses and coordinates are based on data from Historic Scotland. This data falls under the Open Government Licence

Laurencekirk


Andy Wilson (director)

Andy Wilson (born 1958) is a British film, TV and theatre director.

Early career
Wilson began his career as a performer with Circus Lumiere. He was one of the directors (with Cindy Oswin, Brian Lipson and Peter Godfrey) of the experimental theatre group Rational Theatre and also a performer with Archaos, the celebrated anarchist French circus troupe.

Wilson studied drama at Birmingham University from 1976 to 1979 and then worked as an actor for three years before joining the London-based Rational Theatre and subsequently establishing the Hidden Grin Theatre.

Film and television directing
Wilson began his transition to film and television by directing numerous music videos, notably for techno duo Underworld. In 1984, he began writing for film with Rococo. Wilson's first opportunity as a director was in 1987 on Channel 4 - Four Minutes with a spot titled "The Job".

In 1989, Wilson directed Bouinax in Love for the French television channel La Sept featuring the Archaos circus troupe. A film with Theatre de Complicite for the newly formed Channel 4 led to a long career in British television, directing among others Cracker, An Evening with Gary Lineker, Gormenghast, Psychos, Spooks, The Forsyte Saga, Hotel Babylon and The Philanthropist for American network NBC. Wilson also directed the 1997 film Playing God with David Duchovny and Angelina Jolie and appeared as an actor in the Peter Greenaway film The Cook, the Thief, His Wife & Her Lover.

In 2009 Wilson directed "The Man Who Smiled", an episode of the second series of Wallander. He directed the 2012 eight-episode drama Ripper Street which was shown on BBC One and BBC America.

References

Category:Living people
Category:English film directors
Category:1958 births
Category:Alumni of the University of Birmingham


Pryke baronets

The Pryke Baronetcy, of Wanstead in the County of Essex, is a title in the Baronetage of the United Kingdom. It was created on 3 November 1926 for William Robert Pryke. He was Chairman of Pryke & Palmer Ltd, iron and hardware merchants, and served as Lord Mayor of London from 1925 to 1926.

Pryke baronets, of Wanstead (1926)
Sir William Robert Pryke, 1st Baronet (1847–1932)
Sir (William Robert) Dudley Pryke, 2nd Baronet (1882–1959)
Sir David Dudley Pryke, 3rd Baronet (1912–1998)
Sir Christopher Dudley Pryke, 4th Baronet (born 1946)

Notes

References
Kidd, Charles, Williamson, David (editors). Debrett's Peerage and Baronetage (1990 edition). New York: St Martin's Press, 1990,

Pryke


Rheinhausen (Breisgau)

Rheinhausen is a town in the district of Emmendingen in Baden-Württemberg in Germany.

Geography
Rheinhausen is located in the northern Breisgau region on the Rhine river. Along the Rhine, it includes part of the Taubergießen Nature Reserve, one of the largest nature reserves in Baden-Wuerttemberg.

Neighboring communities
To the west, across the Rhine river in France, is the Rhinau Island Nature Reserve, in the Schœnau commune of the Bas-Rhin department in France's Alsace region. Across the town's southern border is the village of Weisweil, to the east are the towns of Kenzingen and Herbolzheim, and to the north is the town of Rust, in the Ortenau district.

Villages
In 1972, the town of Rheinhausen was formed by combining two formerly independent communities, now each a village (Dorf), Niederhausen and, to its south, Oberhausen.

References

Category:Emmendingen (district)


Scottish Premier League Yearly Awards

Yearly awards were made by the Scottish Premier League (SPL) until the league ceased operating in 2013. The awards were presented by SPL sponsors Bank of Scotland up to season 2006–07 and then Clydesdale Bank from season 2007–08 to 2012–13.

Winners

See also
List of Scottish Premier League monthly award winners
Scottish Football League Yearly Awards
Scottish Premier League Golden Boot
Scottish Professional Football League yearly awards

References

Awards
Category:Scottish football trophies and awards
Category:Awards established in 2007
Category:Awards disestablished in 2013


CB Cajabilbao

Club Baloncesto Caja Bilbao was a professional basketball club based in Bilbao, Spain.

History
Caja Bilbao was founded in 1983 and promoted to Liga ACB in 1987, where it remained during five years.

It was dissolved in 1994 after promoting again to Liga ACB, but had not enough supporting to play the league.

Season by season

Notable players
 Juan Manuel López Iturriaga
 Joe Kopicki
 Darrell Lockhart

References

External links
Profile at Eskudoteka

Category:Defunct basketball teams in Spain
Category:Former Liga ACB teams
Category:Basketball teams established in 1983
Category:Basque basketball teams
Category:Sport in Bilbao


Molesey Lock

Molesey Lock is a lock on the River Thames in England at East Molesey, Surrey on the right bank.

The lock was built by the City of London Corporation in 1815 and was rebuilt by the Thames Conservancy in 1906. It is the second longest on the river at ; it is the second lowest of the non-tidal river and third-lowest including Richmond Lock on the Tideway. Upstream of the lock are moorings for small boats, specifically skiff, paddleboard, small speedboat and open kayak hire, a tour boat pier, a kiosk and van parking space for ice cream and soft drinks. A few metres upstream is a combined side weir and front weir followed by an attached ait, Ash Island. A low backwater against the opposite bank which forms the waterside to homes sometimes called the Hampton Riviera  continues to a small upper weir.

Molesey Lock is within sight of the walls of Hampton Court Palace in southwest London on the opposite bank through the arches of Hampton Court Bridge, designed by Edwin Lutyens (220 m away).

Boat hire and touring
The lock's proximity to Hampton Court and boat hire at the site made it a popular venue for spectators in the Victorian and Edwardian eras, the tree-lined lock attracts large numbers of visitors for nine months of the year. Hire boat companies and ice cream sales attract visitors in all months apart from winter.

History
A lock was first proposed in 1802 because of then-shallows upstream at "Kenton Hedge and Sundbury Flatts above" — nothing came of the suggestion. In 1809 the proposal was resubmitted Parliament passed the Act for construction of the lock in 1812. Building began in 1814 and it opened in 1815 with an Italianate lockhouse. The first lock keeper was killed in a horse race at Moulsey Hurst and his successor discharged after incidents of stealing from barges. In 1853 changes were made to the lock in anticipation of lower water levels caused by the extraction of water upstream. Fish ladders were added to the weir in 1864 and the boat slide built in 1871.  Such was the popularity of boating that in 1877 the navigation commission stationed a boat and crew in busy days above the weir in case of accidents.  The lock was rebuilt in 1906. On the small lock island is a plaque commemorating Michael J Bulleid whose work for salmon conservancy allows them to scale the river.

Access to the lock
The lock is  upstream of Hampton Court Bridge on the right bank, which is here the south side. It is immediately accessible from Hurst Road/Riverbank (A3050) with pavements and a sloped approach and is  from the platform at Hampton Court railway station terminus on the same bank.

Reach above the lock

After the lock cut is Tagg's Island which provides mooring for houseboats some of which are three storeys high. On the Surrey bank here is the "Eights Tree" a tall metal sculpture outside Molesey Boat Club. The left bank here is sometimes marked as the Hampton Riviera featuring the Swiss Cottage, the Astoria Houseboat and an array of period buildings at Hampton such as Rotary Court. Garrick's Ait similar in size to Ash Island, is residential, by the Hampton-Molesey Hurst Ferry, which runs in the summer between Hampton and Moulsey Hurst park on the right bank.

Left bank proceeding in reverse to flow
Facing Hampton's church, a large pub across the A308 road The Bell and various brick-built cottages forming the original village conservation area of Hampton is Benn's Island, the second-smallest named island in the Thames. It is covered by Hampton Sailing Club's building and raised pontoons. Upstream is Platts Eyot, where Motor Torpedo Boats were built during World War II. At Platt's Eyot on the left bank is Hampton Water Treatment Works and reservoirs set behind a minor road to Shepperton and the Hampton School Boat Club Millennium boat house. Grand Junction Isle has a footbridge and a few chalets on it followed by riverside houses at Sunbury and Sunbury Court Island. Upstream of these is Rivermead Island an expanse of public open space. The area of Sunbury Weir pool is used for kayaking and the narrow Creek backwater runs on the left bank adjoining Wheatley's Ait which has two sources: the River Ash and a minor tumbling bay-weir fed branch of the Thames which naturally formed the large residential island.

Right bank proceeding in reverse to flow
On the right bank is the large stretch of open ground at Moulsey Hurst, which has a heritage marker and an information panel opposite Platt's Eyot. Beyond the Eyot on this bank are the Molesey Reservoirs behind the towpath to Walton-on-Thames, trees, high brick walls and a patch of meadow before Sunbury Lock.

Sports and public regattas
The stretch is home to two sailing and three rowing clubs, one of which is skiffing and one for two large independent schools. Molesey Regatta takes place from Platts Eyot in July and Sunbury Amateur Regatta is held alongside Rivermead Island in August.

Sports clubs on the reach

Molesey Boat Club
Hampton School Boat Club (shares Millennium Boathouse with LEH School)
 Sunbury Skiff and Punting Club
 Lady Eleanor Holles School Boat Club (shares Millennium Boathouse with Hampton School)
 Hampton Sailing Club
 Aquarius Sailing Club
 Hampton Canoe Club
 1st Molesey (Jaguar) Sea Scout Group
 1st Hampton Hill (Achilles) Sea Scout Group

Waterworks and reservoirs

There are reservoirs on both sides of the river above Sunbury Lock, created after the 1852 Metropolis Water Act made it illegal to take drinking water for London from the tidal Thames below Teddington Lock because of the amount of sewage in the river. The Hampton Waterworks were built on the northern bank in the 1850s by three companies — the Grand Junction Waterworks Company, the Southwark and Vauxhall Waterworks Company, and the West Middlesex Waterworks Company. The reservoirs at Molesey on the southern bank were established in 1872, by the Lambeth Waterworks Company, followed three years later by the Chelsea Waterworks Company. Both companies had previously built their reservoirs at Seething Wells below Molesey Lock, but the turbulence caused by the River Mole, River Ember and The Rythe meant there was too much mud brought in with the water.

Thames Path

The Thames Path stays on the Surrey bank (right bank) to Sunbury Lock. The next bridge is half-way along the long reach upstream, Walton Bridge.  A large tank trap from World War II is visible beside the right-bank reservoirs.

Literature and the Media

 Jerome K. Jerome wrote in the 1880s "I have stood and watched it sometimes when you could not see any water at all, but only a brilliant triangle of bright blazers and gay caps, and saucy hats, and many-coloured parasols, and silken rugs and cloaks and streaming ribbons..."
 The lock featured in an edition of the gardening make-over programme Ground Force

See also

 Locks on the River Thames
 Rowing on the River Thames
 Sailing on the River Thames
 London water supply infrastructure

References

External links
 Photographs of Molesey Lock from the Francis Frith Collection
 Memoryscape — Drifting: Molesey Lock
 1st Molesey (Jaguar) Sea Scout Group

Category:Locks on the River Thames
Category:1815 establishments in England
Category:Geography of Surrey
Category:Transport in Surrey


Maria Ugolkova

Maria Ugolkova (born 18 July 1989) is a Swiss swimmer specializing in the 200 metres medley. She currently represents Switzerland while competing as well as the SCUW club, based near Zurich, Switzerland.

Career
Ugolkova holds multiple Swiss Swimming National Records, including the 200 Freestyle, 200 Backstroke, 100 Butterfly, 100 Medley, 200 Medley, and many more relay records both in short course pools and long course pools. She also holds multiple Swiss Championship Records, Swiss Team Championship Records, French-speaking Region Swiss Records, and Central-east german-speaking Region Swiss Records.

She participated at the 2016 Rio Summer Olympics, swimming the women's 4x100m freestyle relay, 100m freestyle, and 200m individual medley, representing the Swiss Olympic Team.

She also swam in the 200m individual medley at the 2018 European Championships in Glasgow, and came third during the final, swimming a time of 2:10.83. First place went to Katinka Hosszú from Hungary and second went to Ilaria Cusinato of Italy.

References

Category:1989 births
Category:Living people
Category:Swiss female swimmers
Category:Female medley swimmers
Category:Olympic swimmers of Switzerland
Category:Swimmers at the 2016 Summer Olympics
Category:Sportspeople from Moscow
Category:Swiss people of Russian descent
Category:European Aquatics Championships medalists in swimming
Category:European Championships (multi-sport event) bronze medalists