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subset: commoncrawl


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The domain within your query sequence starts at position 686 and ends at position 828; the E-value for the CLH domain shown below is 1.24e-45.
CLHClathrin heavy chain repeat homology |
SMART accession number: | SM00299 |
Description: | - |
Interpro abstract (IPR000547): | Clathrin is a triskelion-shaped cytoplasmic protein that polymerises into a polyhedral lattice on intracellular membranes to form protein-coated membrane vesicles. Lattice formation induces the sorting of membrane proteins during endocytosis and organelle biogenesis by interacting with membrane-associated adaptor molecules. Clathrin functions as a trimer, and these trimers, or triskelions, are comprised of three legs joined by a central vertex. Each leg consists of one heavy chain and one light chain. The clathrin heavy-chain contains a 145-residue repeat that is present in seven copies [ (PUBMED:10360576) (PUBMED:17702618) ]. The clathrin heavy-chain repeat (CHCR) is also found in nonclathrin proteins such as Pep3, Pep5, Vam6, Vps41, and Vps8 from Saccharomyces cerevisiae and their orthologs from other eukaryotes [ (PUBMED:10360576) (PUBMED:11160821) (PUBMED:12906858) (PUBMED:11448994) ]. These proteins, like clathrins, are involved in vacuolar maintenance and protein sorting. The CHCR repeats in these proteins could mediate protein-protein interactions, or possibly represent clathrin-binding domains, or perform clathrin-like functions. CHCR repeats in the clathrin heavy chain, Saccharomyces cerevisiae Vamp2 and human Vamp6 have been implicated in homooligomerization, suggesting that this may be the primary function of this repeat. The CHCR repeat folds into an elongated right-handed superhelix coil of short alpha-helices [ (PUBMED:10360576) ]. Individual 'helix-turn-helix-loop' or helix hairpin units comprise the canonical repeat and stack along the superhelix axis to form a single extended domain. The canonical hairpin repeat of the clathrin superhelix resembles a tetratrico peptide repeat (TPR), but is shorter and lacks the characteristic spacing of the hydrophobic residues in TPRs. |
GO process: | vesicle-mediated transport (GO:0016192), intracellular protein transport (GO:0006886) |
Family alignment: |
There are 15795 CLH domains in 3386 proteins in SMART's nrdb database.
Click on the following links for more information.
- Evolution (species in which this domain is found)
- Metabolism (metabolic pathways involving proteins which contain this domain)
- Structure (3D structures containing this domain)
- Links (links to other resources describing this domain)


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How To Spot A Fake South Carolina Drivers License
The Drivers License Guide Co. Publishes an annual edition of the ID Checking Guide that helps retailers and law enforcement agencies identify fake IDs. Every valid driver's license format is shown in actual size and full color for all 50 states and 10 Canadian provinces.
Question: What is the penalty for being caught having a fake New York state driver's license that says you are older then you actually are? Answer: The penalties you will receive depend upon the offense you're cited for by law enforcement with regards to having a fake New York ID. We read in a New York Times article on this subject that there currently is no mandatory license suspension or fine for using a fake ID in New York, though a judge can choose to suspend the user's driver's license. Underage individuals caught with fakes, according to an article in the NYU newspaper The Washington Square News, will incur a maximum penalty of one year in state prison. The minimum penalty, the article states, is a court summons, and most offenders are fined, the Division of Alcoholic Beverage Control laws state. However, if you are cited for a more serious offense then possessing a fraudulent driver's license can be a felony in New York state and is punishable on a state and federal level, according to New York state law. False ID possession is handled on a case-by-case basis by the courts and can result in a fine of up to $1,000 for first-time offenders.
If the ID does not list the owner's legal name and address, it may be considered criminal impersonation. Both accounts are punishable by up to a year in jail as well as a $1,000 fine. Minors who pay to gain entry into a club or to obtain a confiscated ID can also be charged with commercial bribing, according to the New York Post. How police cited a person can depend upon many variables such as if the person had a prior history of arrests or has previously been penalized for owning a fake ID can all be taken into account.
From the many articles we read on this subject it appears that most police officers will only charge them with an offense that comes with a fine if it is the first time the person is being arrested. We contacted the New York State Troopers to see if they could clarify what penalties one would receive for having in their possession a fake driver's license that states they are older than they are. Their response was that there are a variety of charges that can be placed on that person including criminal impersonation and possession of a forged instrument - being two of the more serious ones. The NYS trooper representative noted that conviction of these serious types of offense will give you a criminal record and can affect your job choices in the future. He also stated that to get information on how your local police and courts deal with those that are found with fake identification contact your local district attorney's office. You can also contact the NYS Department of Motor Vehicles to see how a fake driver's license may affect your driving record and driving privileges.
Just to give you a look into other state's laws concerning this issue here is information on a new California law. In early 2008 legislation went into effect in California that increased penalties for those who try to buy alcohol with a fake ID, and those who make and sell fraudulent identification cards. CA assembly Bill 1658 increases the penalty for trying to use a fake ID from $100 to $250 for a first offense and for those who make or sell fake IDs, the fine increases from $500 to $1,000.
This new law also clarifies that the fines can be accompanied by suspension of a driver's license for as long as a year. Dubovik vischa matematika.
Craftos is a company that deals with the creation of unique gifts, accessories and all sorts of wood decors. The technology we have allows us to turn your desires into reality, from the simplest to. Organizatsiya, normirovanie i oplata truda na pred-tii.Uch.-prakt.pos.-4-e izd.-M.:KnoRus,2008.Rek. UMTs (Russian) Hardcover – 2008. Be the first to review this item. See all formats and editions Hide other formats and editions. Price New from Used from Hardcover 'Please retry'. Pravni problemi v svetlinata na partiinata kontseptsiia za noviia Kodeks na truda: materiali ot Nauchno-prakticheskata konferentsiia, posvetena na partiinata kontseptsiia za noviia Kodeks na truda, organizirana na 24 fevruari 1983 g. Ot Edinniia tsentur po naukite za durzhavata i pravoto pri BAN, Suiuza na iuristite v Bulgariia i Suiuza na nauchnite rabotnitsi / [sustavitel Vasil Mruchkov]. Spravka o ezhemesyachnom fonde oplati truda primer. FAO Conference 38 th Session Rome, 15-22 June 2013. Documents will be posted as soon as available. List of Documents. C 2013/1 Rev.1. Provisional Agenda. The State of Food and Agriculture. C 2013/2 Add.1. The State of Food and Agriculture: Sustainable Food Systems for Food Security and Nutrition. Dec 30, 2016 Kontakt: Facebook:Leonard Dolenec email:email@example.com skype:leo.theta mob:092/2666-599.


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Gen. Frank McKenzie, the U.S Middle East commander, knows the future is not certain. But at least for today, he said, "this is an area where we made a commitment. I think we're going to be here for a while."
In an unannounced tour of five military bases in Syria stretching from the northeastern part of the country to the Middle Euphrates River Valley, McKenzie offered reassurances that the U.S. remains committed to its mission in Syria. And he said that operations against Islamic State militants are on the rise again, after the U.S. cut back due to the increased tensions with Iran and the need to concentrate on increasing security.
But these are uncertain times. And America's mission to train and partner with Syrian Democratic Forces in the fight against the Islamic State group has been tested.
Just last year President Donald Trump ordered U.S. troops to withdraw from Syria - part of his vow to bring forces home and halt the endless wars. Over time, his military commanders, members of Congress and other leaders convinced Trump to keep a scaled-back force in Syria to protect an expanse of Kurdish-controlled oil fields and facilities from falling into IS hands.
So while some troops did leave Syria, the Pentagon ordered others to move into the east, with armored vehicles and security forces to help the SDF guard the oil.
McKenzie, who met with the SDF's commander, Mazloum Abdi, at an undisclosed military base in eastern Syria Saturday morning, said the Kurdish leader wanted assurances that the U.S. would continue to help his fighters.
His answer, McKenzie said, was that the U.S will continue to conduct anti-IS missions, partner with the rebel forces and help protect the oil fields. But, he said, he did not put a deadline on it.
"He knows, and I agree, that we're not going to be here for 100 years," McKenzie said during a stop at Green Village military outpost, east of Deir el-Zour. "I frankly don't know how long we're going to be here and I have no instructions other than to continue to work with our partner here."
McKenzie criss-crossed the east, flying by helicopter over long stretches of desert flecked with intermittent patches of green and scattered villages. It was his first trip to the five bases.
The U.S. declared an end to the Islamic State's physical caliphate last March. But in recent months there have been growing concerns that the insurgents are regrouping, particularly in the west where U.S. forces are not present.
Operations against IS, however, were interrupted in recent weeks, in the aftermath of the U.S. drone strike that killed a top Iranian general in Iraq. Fearing reprisals by Iran and Iranian-backed proxy forces, the U.S. paused or slowed operations to beef up security in Iraq and Syria. Iran, after several days, launched ballistic missiles at two military bases in Iraq where U.S. troops are stationed. Several dozen were diagnosed with traumatic brain injury, but no one was killed in the attacks.
According to officials, US operations against the Islamic State group in Syria were reduced by half over that time. But as McKenzie took stock of the situation during his day-long sprint across eastern Syria he said that has now changed.
"Certainly, the pace of operations went down earlier in the year, based on events in Iraq" McKenzie told two reporters from The Associated Press and The Washington Post traveling with him into Syria. "We're now back up to, I think, probably three or four operations a week with our partners here — so that pace is beginning to pick up and we are very pleased with that."
Maj. Gen. Eric Hill, commander of the special operations forces in Iraq and Syria, was with McKenzie for most of the day. He said his forces continue to train and conduct operations with the SDF to root out IS insurgents who are "hiding in the valleys, in the caves, in the desserts, trying to regroup."
Hill spoke to reporters at the military base located at the Conoco gas field near Deir el-Zour, where military trucks and aircraft sit alongside looming plant buildings and old homes that have been turned into high-tech operations centers and barracks.
According to officials, there are now about 750 U.S. troops in eastern Syria, spread across a swath of land that stretches more than 90 miles (150 kilometers) from Deir el-Zour to the border region east of al-Hassakeh.
The U.S.-Syrian Kurdish relationship, which dates back to 2014, was strained after Trump last month ordered American troops out of northern Syria, making way for a Turkish invasion of Kurdish-held towns and villages along a stretch of the border.
Kurdish and American forces are now operating in a region that is more complicated and crowded with troops since the Turks began their attack on northeast Syria in early October, aimed at pushing the Kurdish fighters away from the border.
While talking to troops on Saturday, McKenzie warned that Iranian proxy forces in Syria continue to be a significant risk to them.
He said that while Iran appears to be deterred right now from launching another attack against the U.S, "you always worry about their ability to command and control their proxy elements which they have equipped very well."


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Founded in Vienna in 1823, J. & L. Lobmeyr has achieved worldwide recognition from its impeccable craftsmanship and exquisite designs. The Patrician Collection was designed in 1917 by Josef Hoffmann for Lobmeyr. The classic Goblet VE has a sleek and sophisticated look, and is used to enjoy wine and other beverages. The exquisitely balanced stemware made with muslim glass provides perfect elegance. All pieces of the collection are mouth-blown in wooden moulds creating the perfect balance of shape and function.
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Married middle school teacher arrested for sex romps with underage student
FOX NEWS - A married Kentucky teacher has been accused of sexually assaulting an underage student while working as a teacher at two different schools, reports said.
Lindsey Jarvis, 27, pleaded not guilty to two counts of rape on Monday. She also was charged with rape, sodomy and unlawful transaction with a minor in Woodward County last Wednesday.
Jarvis is accused of having a sexual relationship with the student under the age of 16 while she was a teacher at Woodford County Middle School and Veterans Park Elementary School, WKYT reported. She allegedly sodomized the student in May 2016 and had sexual intercourse with him a month later at Woodford County Middle School, where she worked since 2013. She resigned from her position at the school in June 2016.
Jarvis was then hired at Veterans Park Elementary School in Lexington in August 2016, where she allegedly continued her "romantic relationship" with the student. The student told police they had sexual intercourse, adding that there was evidence of their "relationship" on Jarvis' phone, according to WKYT.
Jarvis resigned from her position on Friday, the same day she was arrested.


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The Mamayev Kurgan features a memorial complex commemorating the Battle of Stalingrad (August 1942 to February 1943). The battle was a decisive Soviet victory over Axis forces on the Eastern front of World War II and arguably the bloodiest battle in human history. At the time of its installation in 1967 the statue of The Motherland Calls formed the largest free-standing sculpture in the world.
Just in case you mistakenly heard that it was all ice and snow in Russia, take a peek at the Big Bikini Exposition. This is right on the river Moskva in Moscow!Moscow has been the capital of Russia for almost its entire history. The exception is during the period of the Russian Empire, which lasted from 1721 until the Russian Revolution 1917. For these two centuries the capital was St. Petersburg. The Russian Empire was the second largest contiguous Empire in world memory; only the Mongol Empire had been greater.Check out what's happening north of Mongolia these days, in ChitaAlthough you may not have heard of Sochi, on the Black Sea, they're building up quickly and hope to host the 2014 Olympics.Other periods of Russian history include the Tsardom of Russia, from Ivan IV to Peter the Great, and the Grand Duchy (14th-16th centuries).The earliest period of Russian history was ruled by the Novgorod Republic and Kievan Rus, which was the first Russian state dating back to 800AD in Kiev.Modern Russia remains one of the world's superpowers. They launched the earth's second satellite, called Sputnik 1, and were the first country to put a human being into orbit around earth. (The first one is called the Moon.)After the breakup of the Soviet Union in 1991, Russia became a federal republic of 83 states.Text by Steve Smith.


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Tom Cruise Fell Again on the Set of 'Mission: Impossible 6'
Tom Cruise can't catch a break. (Technically, in this case, he's catching too many breaks.)
The world-famous actor, beloved for his intense commitment to performing his own stunts no matter how dangerous they might be (or how easily it would be to insert a stuntman in his place) already broke an ankle on the set of the latest Mission: Impossible film. (Believe it or not, this is actually the sixth installment in the series. There are two more Mission: Impossibles than Indiana Joneses.) That accident put Cruise out of action, both literally and figuratively, for several months.
Now TMZ has video of another slip-up from the set. This one is definitely less severe, but it is clearly another stunt gone awry. Take a look:
Shooting on M:I 6 just resumed earlier this week. According to TMZ's source (a "cameraman on the scene") "the actor was later seen using crutches, but there are no pics and we haven't confirmed." Hopefully this time, if there is an injury it is extremely minor and there are no further delays. Mission: Impossible 6, directed by Christopher McQuarrie, is due in theaters July 27, 2018. So there isn't much more time to stumble around and still finish the film on schedule.
Cruise, by the way, is 55. In action hero years, that's like 80. How many more of these punishing shoots can his body take? i've enjoyed almost all of the Mission: Impossible franchise, but beating back Father Time is one assignment even Ethan Hunt can't win forever.
Gallery - Every Tom Cruise Action Movie, Ranked


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I am loving this bedroom from Nuevo Estilo. Maybe it's the fact that I have a million things on my to-do list and I would love nothing more than to lounge in a room like this all day. The soft grey tones of the beautiful headboard, drapes, and exposed beams, paired with the gorgeous peacock blue hue of the sofa and the bright colors in the rug is perfection. It looks like an ideal place to rest and recharge one's batteries or spend a leisurely day reading a stack of magazines and books. Despite all of the furniture, the room still feels rather spacious. Wouldn't it be lovely to have a terrace like this off one's bedroom? It would be even lovelier if said terrace was in Spain just like this!
Thank you all so much for your support and well wishes on my new gig as Houston Contributor on PinkMemo. It means so much! I am signing off for today. Fabian's birthday is on Sunday and I still have a million things to do for it. Have a wonderful weekend!


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'Empire's Jussie Smollett Hospitalized After Racist, Homophobic Attack
Absolutely awful news this morning via TMZ: Empire star Jussie Smollett was attacked late last night in Chicago, reportedly by two men in ski masks who screamed racist and homophobic slurs at him. The full details are even worse:
Around 2 AM [Smollett] was hungry and went to a Subway. We're told when he walked out, someone yelled, 'Aren't you that f***ot 'Empire' n*****?' The 2 men — both white and wearing ski masks — viciously attacked Jussie as he fought back, but they beat him badly and fractured a rib. They put a rope around his neck, poured bleach on him and as they left they yelled, 'This is MAGA country.'
This is absolutely vile, repulsive stuff. (TMZ also links to another article about a threat the actor received in the mail just eight days ago, suggesting this whole thing could have actually been a premeditated attack.) A statement from Chicago Police Department confirmed many of the worst details from TMZ's report, including the rope, the racial and homophobic slurs, and the pouring of an "unknown chemical substance" on Smollett.
Thankfully, Smollett, who plays Jamal on Empire, was in good enough condition following the assault that he was able to go home from the hospital on Tuesday morning. Hopefully the men who are responsible for this are brought to justice very quickly.
Gallery — The Best Shows of 2018:


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Posted Tuesday, April 24, 2012 by Casey
Haste The Day "Best Of The Best" Available Now!
Haste The Day's compilation "Best of the Best" is available in stores and online now! Get it at Amazon.com, FYE, Best Buy or local record store. You can also download it online at iTunes and Amazon MP3!
"When peace like a river attendeth my way, when sorrows like sea billows roll, it is well, it is well with my soul..." Those lines, from the 19th Century hymn "It Is Well With My Soul," say a lot about metalcore legends Haste The Day.
The Indianapolis five-piece – who take their name from the hymn – have spent the past eight years rolling with the punches, taking the highlights and the challenges in equal measure. Embraced by a global fan base of rock and metal fans, Haste The Day have released five revered albums despite member shifts that might have leveled a lesser band. Always driving them forward was the unwavering adoration of their legion of fans, who helped to make Haste The Day one of the most successful and enduring metalcore bands of their generation.
A greatest hits compilation, "Best of the Best" includes Haste the Day's most essential tracks. The release features "Pressure The Hinges," "Mad Man," "Stitches", "Chorus of Angels" and more.
For further info, including art and tracklist, visit the album page.


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A recent guest post here by John Thompson, Neither Teacher-less nor Teacher-proof: Constructivism Meets Guided Instruction, led to a lively discussion in the comments. I asked one reader to expand on his thoughts, and this post is the result.
Here we go again ... How much should teachers provide direct instruction/guidance and how much should they allow for child-initiated learning and jointly-planned activities?
I believe that "big-picture" research provides strong support for substantial child-initiated and jointly-planned learning (e.g., play, projects, emergent curriculum) at every grade level. Some folks consider this crazy:
Is Direct Instruction Clearly Superior?
In the Spring 2012 American Educator, Clark, Kirschner, & Sweller claimed that this pedagogical debate was over and that direct instruction had won decisively:
Our goal in this article is to put an end to this debate. Decades of research clearly demonstrate that for novices (comprising virtually all students), direct, explicit instruction is more effective and more efficient than partial guidance. p. 6
They claimed that one area of memory research proves that fully guided instruction is the only thing that can work, and seemed frustrated with teacher educators such as me:
We wonder why many teacher educators who are committed to scholarship and research ignore the evidence and continue to encourage minimal guidance when they train new teachers. p. 11
Multiple Disciplines Say Otherwise
OK, OK, I'll bite. My doctorate is in educational psychology too, and I wonder why researchers ignore the evidence against a steady diet of direct instruction and ignore the evidence in favor of substantial child-initiated and jointly planned learning.
From attachment to motivation and from creativity to student conduct, there are at least a dozen areas of psychological research and theory arguing against a steady diet of teacher-directed instruction. One fundamental issue is that researchers exploring self-determination theory have found strong evidence that autonomy is crucial to human motivation, development, learning, identity formation, internalization of values, and to mental and physical health. Thus, meaningful choices are simply essential to healthy development and learning.
Views of Effectiveness Begin with Our Goals
Yes, there are times when direct instruction is useful, but as an all-purpose instructional model, its effectiveness has been vastly overstated, and misunderstood. In a nutshell, the claim that direct, explicit instruction is more effective and more efficient than partial guidance is absolutely true in one way and absolutely false in another way.
Door #1: If our goal is to accelerate short-term learning of predetermined and easily tested academic knowledge and skills (regardless of broad and long-term effects), then direct instruction would be judged to be clearly more effective.
Door #2: However, what if we want what works best in the long run for the range of goals we value most for children, including real-world competence in subject matter plus creativity, love of learning, initiative, problem-solving, independence, critical thinking, citizenship, good decision-making, communication skills, leadership, and to be caring, happy, and healthy? If we really want this, then education with substantial child-initiated and jointly-planned learning is clearly superior.
After decades of researching people's top goals for children, I know that parents and employers consistently pick Door #2 (see Wagner, 2008).
Why "Scientific" Educational Research Can't Solve This Debate
Under NCLB, our current definition of "scientifically based research" is so flawed that a teaching method can be judged to be "evidence-based" if it reliably improves some narrow academic knowledge or skill (e.g., decoding, math facts) in the short run, but reliably makes five important things worse in the long run. Even fad diets can be "proven" effective in the short run with large-scale well-executed studies, despite setting in motion the mechanisms (cravings, reduced metabolism) that lead to long-term failure. Similarly, a steady diet of directive teacher instruction sets in motion a range of developmental mechanisms that undermine long-term development and learning. Thus, the way we are currently judging "evidence-based" practices is not good applied science or "gold standard" anything: It is fodder for a Comedy Central skit. Given our fatally-flawed definition of "scientific" educational research, I tell teachers that many so-called "evidence-based" practices actually do more harm than good.
Now some evidence for child-initiated and jointly-planned learning:
The Power of Play
In the 1970s, Germany was debating what kind of kindergartens to have, so teams of researchers conducted a major experiment, and followed children from 50 academic kindergartens and 50 play-based kindergartens through age ten. Results? Children experiencing play-based kindergartens did better than children from the "academic" kindergartens on all outcomes--social, cognitive, and language outcomes; industriousness, creativity, etc.
The benefits of play are widely acknowledged among early childhood educators. Other studies have found various benefits of play (greater creativity, initiative, prosocial actions, self-control, later academic achievement; see Zigler, Singer, & Bishop-Josef, 2004) including a ten-nation study of 1800 children that found that language outcomes were better at age 7 for children whose preschool experiences had emphasized free choice activities (Montie, Claxton & Lockhart, 2007).
Stipek et al. (1995) found that compared to children from play-based programs, children from direct instruction programs had more negative motivation outcomes, lower expectations of their own academic success, were more dependent upon adult approval, and showed less pride in their work. These advantages for play-based programs held true at both the preschool and kindergarten levels, and for both middle-class and economically disadvantaged children (in Zigler, Singer, & Bishop-Josef, 2004, p. 70).
Finally, while substantial childhood play is a commonly reported characteristic of highly creative individuals, Brown (2009) found that a common feature of murderers in Texas prisons was an absence of play in their childhoods. Play is simply one of the main pillars of healthy learning and a healthy life.
Whole Language and Free Voluntary Reading Work Better
The poster child of being misled about educational effectiveness came from the National Reading Panel (NRP), whose summary report made strong claims that direct and de-contextualized skills instruction is scientifically proven to work better. However, after spending roughly $6 billion dollars, kids in classrooms that faithfully implemented this "scientific reading instruction" showed zero advantage in reading comprehension when compared to kids from control classrooms. Contradicting assumptions of direct instruction advocates, better reading subskills gained through direct instruction did not translate into better long-term reading comprehension.
Furthermore, direct, de-contextualized reading instruction has been found to yield less positive attitudes towards reading and poorer writing than more child-centered alternatives such as free voluntary reading and whole language (see Coles, 2004; Krashen, 2004). Direct reading instruction has also been a curriculum bully, pushing aside other important subjects and recess. Thus, a more complete accounting of the effects of direct reading instruction reveals a wide swath of collateral damage. A closer look at the research actually reveals that whole language and free voluntary reading are broadly superior in the long run for the range of goals we value most, while yielding equal or better reading comprehension. The NRP made a crucial error that obscured this reality--assuming that narrow and short-term test score gains translate into broad and long-term educational effectiveness. Most educational efficacy research makes the same error.
Open Education: Better than "They" Said It Was
Despite the myths, the progressive form of education called open education--with substantial child-initiated learning and jointly planned projects/investigations--seems to have been broadly superior to traditional direct instruction. That is, Walberg's 1986 meta-analysis of over forty studies on open education versus traditional education found open education to be superior in many ways (students' creativity, problem-solving, motivation to learn, critical thinking, and acceptance of diversity) while yielding only slightly lower test scores.
We know from various areas of research (e.g., the reading research above, math research) that when direct instruction yields superior test scores to more child-centered methods, these advantages often fade or disappear, or do not translate into superior long-term, real-world competence. Indeed, in one study, low-level academic skills (de-coding) gained through intensive direct instruction overestimated real-world competence (comprehension) by three full grade levels. Thus, the likely meaning of test scores depends heavily upon the conditions in which they were achieved. Given this, the only slightly lower test scores of open education students, coupled with their better problem-solving, critical thinking, and creativity means that open education achieved both a broad advantage on cognitive outcomes and a decisive advantage in student motivation. This success is especially remarkable because open education teachers were usually new to this approach and often didn't take learning and content as seriously as progressive educators do today.
Making High School Not Just "Another Brick in the Wall"
How should we prepare kids for college and adulthood? Give them real choices about their learning every day. They are almost adults, so treat them that way. What might happen?
In the Eight-Year Study (Chamberlin, Chamberlin, Draught, & Scott, 1942), thirty high schools around the country turned traditional education "on its head," particularly for college-prep students. Education became interdisciplinary, conceptual, experiential, collaborative, often un-graded, and fashioned jointly by teachers and students (e.g., "projects"). Researchers followed the high school-to-college trajectory of 1500 experimental students, compared to an equal number of matched students at traditional high schools. As Kohn (1999) summarized: "Experimental students did just as well as, and often better than their traditionally-educated counterparts on all counts: grades, extracurricular participation, ... drop-out rates, intellectual curiosity, resourcefulness."
Significantly, it was the most non-traditional high schools whose students did the very best in college. Students simply need more freedom and responsibility for their learning.
How Directiveness De-rails Later Learning and Development
Young children are naturally good learners, so it's essential to understand how consistently directive teaching derails healthy motivation, initiative, creativity, and more.
A pair of experimental studies in 2011 showed how, compared to a discovery approach to a new toy, a traditional instructional approach immediately made young children become more passive, less creative, and develop greater dependence on others to tell them what to do (see Gopnik, 2011). As Gopnik noted, "In other words, direct instruction made the children less curious and less likely to discover new information."
While motivation to learn steadily declines with traditional instruction (Lepper, Corpus, & Iyengar, 2005; Walberg, 1986; Wheatley, 2012), the attitudes towards learning of children in open education classrooms became increasingly positive (Walberg, 1986). Besides steadily eroding intrinsic motivation to learn, highly controlling teaching interferes with internalization of values, and other features of traditional instruction and assessment cause motivation problems-- ranging from a fixed view of ability, poor efficacy beliefs, and a focus on performance goals rather than on learning itself.
When teachers in the early grades are highly controlling and provide no time for child-initiated and jointly planned learning, the broad competencies underlying decision-making and self-regulation atrophy or never develop well. Thus, when a 10th grade teacher feels that their students can't handle project-based learning or any choices, it is because their students didn't get much (or any) practice self-regulating and jointly-managing their learning in the ten previous grades. Students need frequent and meaningful choices about their learning, so they learn to make good choices, under supervision, while the stakes are lower. If education in the early grades embraced this approach, the possibilities and realities in upper grade teaching would be very different.
When we ask the wrong questions in life or in research, we get the wrong answers. Given what we know about children, education, and life, "How can we improve 'student achievement' fastest" is clearly the wrong question. However, we too often use this as our guiding question, and the result is education that tries to squeeze maximal academic gains out of the child today, but does so in a way that undermines the child's learning capacity for thousands of tomorrows.
How will the Common Core affect this?
The common core standards are likely to make this problem far worse, because they are likely to give rise to even more standardized curriculum that children find even more disconnected from their interests and abilities, and thus, even more alienating. Given that student engagement is a central problem in American education, it is also troubling that some advocates of common core standards seem to be delighting in the fact that the common core standards focus very little on students' personal and emotional responses to text. This is the disturbing perspective of people who confuse education with manufacturing or who have spent too little time with real children in the process of learning. Sadly, education has been taken over by people who simply do not understand that when we disconnect the curriculum from the children, the children often then decide to disconnect from the curriculum--and from learning itself. Instead of engaged learning, we often get numb and half-hearted compliance ... or fierce defiance.
The common core standards may be a useful reminder to teachers of some student outcomes they might otherwise overlook, but it is already clear that many of the outcomes in these standards either should never be taught directly or don't need to be learned at all, and many of the student outcomes that matter the most were left out of the common core standards. More fundamentally, the approach to education that works the best in the long run for the goals that we value most does not always begin with pre-determined objectives, but rather, frequently takes students' interests as the starting point, and features a substantial amount of emergent and highly individualized curriculum. Standardization may work wonders for making cars but standardization is a disaster for educating children.
The Main Question: Door #1 Effectiveness or Door #2 Effectiveness?
The main question for parents, educators, and all Americans is whether we want Door #1 effectiveness or Door #2 effectiveness:
Door #1 Effectiveness: Faster short-term gains on testable academic outcomes, but no better (and often worse) real-world competence in subject matter in the long run, and poorer outcomes on a broad range of the goals we value most.
Door #2 Effectiveness: Slower short-term gains on testable academic outcomes, but similar real-world competence in subject matter in the long run, and better outcomes on a broad range of the goals we value most. Oh yes, it's also a lot more fun and fits democracy better!
If we truly want Door #2 effectiveness, then education with substantial child-initiated learning and jointly planned learning is consistently superior. This is a blog, so I was brief, but you can read the rest of the argument, and how we work towards "big-picture" education, when I find a publisher for my book.
For now, here's the real question: Should we keep on doing what feels effective in the short run for boosting test scores or ... would it be better to start doing what's actually most effective in the long run for the goals we value most for the whole child?
What do you think?
Karl Wheatley is a veteran early childhood (PK-3) teacher educator at Cleveland State University. He has worked with children from infancy through adolescence and has been a teacher, director, and co-founder of educational programs. Karl is passionate about healthy motivation, meaningful curriculum, de-bunking education myths, and promoting wise education policies. He is currently working on a book, tentatively titled, Big-Picture Education: De-bunking Education Myths, Reframing the Debates, and Pursuing our Highest Ideals.
Selected References
Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Penguin.
Chamberlin, D., Chamberlin, E. S. Draught, N. E. & Scott, W. E. (1942). Did they succeed in college? The follow-up study of the thirty schools. New York: Harper & Brothers.
Hirsch-Pasek, K., & Golinkoff, R.M. (2003). Einstein never used flashcards: How our children really learn, and why they need to play more and memorize less. United States: Rodale.
Kohn, A. (1999). The schools our children deserve: Moving beyond traditional classrooms and "tougher standards." Boston, MA: Houghton Mifflin.
Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need--and what we can do about it. New York: Basic Books.
Walberg, H. J. (1986). Synthesis of research on teaching. In Handbook of research on teaching, 3d ed., ed. M.C. Wittrock, 214-229. New York: Macmillan.
Wheatley, K. F. (2012). How "healthy motivation" can help transform education. Encounter: Education for Meaning and Social Justice, 25(1), retrieved here.
Zigler, E. F., Singer, D. G., & Bishop-Josef, S. J. (eds.). (2004). Children's play: The roots of reading. Washington, DC: Zero to Three.


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We believe that our Back Saws are the finest made anywhere. They are based on a British saw made in 1830. Owning one is like having a piece of woodworking history in your shop.
Since dovetailing is a ripping operation, where the kerf runs with the grain, our Dovetail Saws have teeth filed to a rip profile. Solid milled Brass back, finest quality Swedish Steel blade, Cherry handle and traditional Brass split nut saw bolts.
The tapered version of our Dovetail Saw features a slight tapering of the blade from toe to heel. This taper gives you better control over precise cuts. When you reach the gauge line on the front of your stock, the blade is slightly above the line on the back side, which reduces the risk of sawing past your line. In addition, the taper introduces an angled approach to your stock (when holding the saw back parallel to the bench), enabling faster cuts with less effort.
Read a review by Lost Art Press of The Advantages of Saws with Tapered Blades
Click here to download a PDF copy of the instructions for this tool.
You will find that your saw is a joy to use. Unlike most saws on the market, every Lie-Nielsen saw has been precision set, filed, and test cut in hardwood before it leaves the shop.
The first thing you'll need to know about your saw is how to hold it. This may seem obvious, but many people try to wrap all four fingers around the handle. The proper grip is to wrap the middle, ring, and little fingers around the handle with the forefinger pointing along the Brass back. You'll discover that in doing so, you will have much better control over how your saw tracks, and it will also feel very comfortable and natural.
Your saw is very sharp when it arrives. When starting a cut, hold the saw blade so it is flush with the top of the stock. It is not necessary to tilt your saw at an angle when cutting. Best performance is obtained by sawing slowly and evenly with very little downward pressure, using as much of the blade as possible. Your saw will track right to the line. Be aware, however, that due to the slight set, your saw will be hard to correct if it starts to cut away from the line. If that happens, it's because you didn't line it up properly when you started.
Practice on some scrap wood to acquaint yourself with how your saw cuts. If you had a poor sawing technique before, your new saw will force you to learn the proper sawing technique. Don't worry — once learned, it'll be smooth cutting. If your saw seems to "grab" the wood and jump around in the kerf, you're using too much downward pressure. Ease up a bit and take long slow strokes.
The Split Nut Bolts on our open handle saws require a special Split Nut screwdriver to tighten or remove. Closed handle saws have a conventional bolt and nut. Split Nut screwdrivers (No. 2) and the slotted screwdrivers designed to fit our Tenon Saw nuts (No. 3) are available from us.
The steel in your saw's blade is the best that's available. It is very hard (50-52R) and will stay sharp a long time. Eventually, however, you'll have to sharpen it. You can do this easily yourself with a little practice. We use a 6" double extra slim taper file to file the teeth on our Tenon Saws. We use a 5" double extra slim taper file to file the teeth on our Carcass and Dovetail Saws, and you can do the same if you're skilled at filing. If not, start with a smaller 4" extra slim taper file, which will make it easier to line up the file with the gullet for beginning filers.
Take a couple of pieces of thin, straight scrap and clamp them in your vise on either side of the blade so that the top of the scrap is flush with the bottom of the gullets on the teeth. Take your file and take one swipe per tooth. Notice the small groove the file leaves in the wood. This is a good gauge to show you how deep you're filing. The teeth are so fine on your saw that no more than one pass per gullet should be necessary. If you use this method consistently, you shouldn't ever have to joint your saw. Of course, Dovetail and Tenon Saw teeth are sharpened to a rip profile, so you can file all the teeth from the same side.
You can use a Stanley 42X saw set on our saws. The Stanley set may vary from ours, so experiment on a small area before you do the whole saw. Your Carcass and Dovetail Saws only need approximately .003" set per side, and Tenon Saws only .004" per side when properly set. The slight set is what makes the saw cut and track so well. If done improperly, you'll notice a drastic decrease in performance. You should only have to reset your blade after every other sharpening, not every time.
The ultimate test of any setting job is how well the saw cuts. Take some scrap and start a cut. The saw should glide through the wood without jumping around in its kerf. It should not be hard to push, nor should it be roomy in the kerf. If either of these conditions exists, increase or decrease the set accordingly. If the saw tracks away from the line, the side on the saw that is furthest from the line has too much set. A simple remedy is to lightly stone the edge of the offending side with a medium India slip stone. Take one swipe with the stone, and try another cut. Usually only one or two passes with the stone will correct the problem. Don't remove too much, however, or you will have the same problem on the other side until not enough set is left to make a cut. Once you have determined by trial and error that you have just enough set on that particular saw, make a note of where your saw set is adjusted for future reference.
Visit our YouTube channel for more tips on saw sharpening.
We believe that our Back Saws are the finest made anywhere. Solid milled Brass back, best quality Swedish Steel blade, Cherry handle and traditional Brass saw nuts and bolts.
It is a good idea to keep a coat of oil or silicon spray on your saw's blade when not in use. This will minimize the chance of rust forming on the blade. The blade is high carbon steel with no rust-inhibiting alloys added. The handle on your saw is oiled and buffed with wax to produce a natural finish. Wipe with oil as desired to refresh.
Materials and workmanship are guaranteed for the life of your tool. Call for repairs or replacement parts. We are available for advice if you ever have a problem using your tool.
Proposition 65 Notice: Bronze and brass alloys contain lead, a chemical known to the State of California to cause cancer and birth defects, or other reproductive harm. Wash hands after handling.


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Christopher Columbus
European explorer
Born: 1451
Birthplace: Genoa, Italy
Christopher Columbus left home in Genoa, Italy, as a teenager to become a sailor on the Mediterranean Sea. In the late 1470s he settled in Lisbon, Portugal, where he worked closely with master navigators and adopted the then-radical idea that land—specifically Asia—could be found by sailing west. (At the time, many Europeans believed that a ship sailing west would eventually drop off the edge of the world.) It took Columbus years to find sponsors for such a westward journey; finally, on August 3, 1492, he sailed for Spain with three ships: the Santa Maria (which he commanded), the Pinta, and the Nina.
After a stopover in the Canary Islands, Columbus sailed west from September 6 to October 7, and then southwest. Because the length and risk of the voyage alarmed the crew, Columbus kept secret his own log of distance traveled, and created a false log for the crew that indicated a lesser (and therefore less frightening) distance from Europe. Nevertheless, mutiny nearly occurred on October 10, just two days before reaching land in the Bahamas. After visiting numerous islands of the West Indies, Columbus returned to Portugal in January 1493, and on March 15 received a hero's welcome in Spain.
On Columbus's second voyage (1493–1496), he sailed for the West Indies with seventeen ships to establish colonies for Spain. But within months of the colonists' arrival in Hispaniola—considered the most promising site—tens of thousands of natives had died from European diseases, forced labor, and murder at the hands of the Spanish.
On his third voyage (1498–1500), Columbus explored Trinidad and some of the South American mainland, and learned that conditions in Hispaniola had grown worse. When reports of Hispaniola reached Spain, Spanish officials were sent to arrest Columbus and bring him back in chains. Columbus was permitted to make a fourth voyage (1502–1504), but after landing in Honduras, he was stranded on Jamaica for a year and had to be rescued by the Spanish. He died two years later, still believing that he had reached Asia. Columbus's explorations changed the course of western history. As a result, he remains a controversial figure. While some admire his bravery and consider him a hero, others condemn his role in the colonization of the Americas and the genocide of native peoples.
See also Encyclopedia: Christopher Columbus.
Died: 1506


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Breakdown Recovery in Stansted
If you are looking for a Breakdown Recovery service in Stansted then look no further.
We have been delivering and recovering both new and used cars and motorbikes for many years across the UK and abroad. Fully insured and customer focused and specialising in Breakdown Recovery we take pride and total care of your property.
We use the model delivery app to ensure the car is delivered in the exact condition as it was when it was picked up.
We offer a fast and reliable Breakdown Recovery at very competitive rates.
If it is a new car from a dealership, we can take care of your dealership & fleet movements including, corporate customer car delivery with full handover, car dealership transfers, end of lease or contract collection and returning vehicles to base.
In addition to new cars we deliver any used cars, today over 1 million cars are bought and sold on eBay and the internet every day across the world. If you are bidding on a car that is miles away you might need to get it back to you quickly before it is insured. Give us a call we can help with Breakdown Recovery in Stansted!
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We are fully insured and offer a Breakdown Recovery service in Stansted that is second to none.


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Music to Nurture Your Soul
Allow the heartfelt melodies of Marina Raye's native flutes to draw you into an exquisite world of peace, compassion and bliss. A full-spectrum journey with shimmering keyboard textures and the harmony of nature. Blissful Journey is 61 minutes of healing music, perfect for meditation, massage or relaxation.
Total Playing Time 61:43
CD Tracks
- Winds of Change (8:25)
- Touching Earth, Touching Sky (7:39)
- Walk Between Worlds (7:18)
- Stars Beneath My Feet (7:29)
- Playing on the Wind (7:14)
- Echoes of Eternity (8:49)
- Remembrance (7:29)
- Blissful Journey (7:20)
Song Samples
Click the song titles below to hear samples from Blissful Journey.
The Story of Blissful Journey
A few weeks before the recording of Blissful Journey, Charlie handed me a flute he had just finished making, the bass flute that I used on song 3 and song 6. When I played the first few notes on this instrument, I knew that the music from this flute would come from a deep place of peace and bliss. Those first few notes led to the melody for "Walk Between Worlds."
The day before I recorded Blissful Journey, Charlie and I were walking in a desert canyon area near our former Colorado home. It was an extremely windy day. I looked up to the rim of the canyon wall, and silhouetted against an azure sky was a hawk, doing acrobatics on the wind currents. It was a beautiful sight and inspired song 5, "Playing on the Wind."
Blissful Journey begins with a sense of walking on the Earth. The sounds of nature call to us: great horned owl on "Winds of Change" and crickets on "Touching Earth, Touching Sky." Beginning with "Walk Between Worlds," we journey into the mystical realms of the soul with deeply emotive flute melodies and breathtaking accompaniment by guest artist Jim Oliver who surrounded my flute melodies with shimmering keyboard textures. We added the faintest whisper of a heartbeat drum played by Charlie.
The intent of Blissful Journey is to calm the mind and open the heart. May this music be a healing journey that helps us to deepen our vision of a world of peace, compassion and bliss.


text: Is Coat Color a Clue into Cat Personality? 11 November 2020 Lifes-Abundance Pet Advice & Ideas (0) Whether you're bringing a cat into your home for the first time, or you're a seasoned cat parent, there are some things you will want to understand about our feline friends. Let's explore one question you may not have considered: can coat color predict a cat's personality? For years, researchers have tried to determine whether cat coat colors have an impact on cat personality traits. Rumors have circulated among cat parents that their orange tabby cats were notoriously friendly, compared to their gray and white counterparts who were seemingly more aggressive. In order to try to uncover whether the genes that impact cat coat color also play a role in the development of cat personality traits, researchers took a closer look. Cat Coat Color and Personality Traits In order to understand whether cat coat color has an impact on its personality, it's important to recognize how cats inherit their coat colors. Coat colors are determined by genetics, and largely by the sex-linked genes. These four categories often define a cat's coat color: Control Spotting Pigment Intensity Orange and Agouti Color Switching Patterns Female cats, for example, are more likely to have certain types of coats, including tortoiseshell coloring and calico patterns. It is rare to find a male cat that will have these types of coats. So, in that sense, coat color can influence personality — but the gender of the cat also may have a significant impact on their personality as well. Purebred cats are more likely to have defined personality traits rather than typical domestic shorthair cats that are mixed-breed. For instance, a Siamese cat is going to have a very distinct coat color and pattern. Due to its breed, it also may inherit specific personality traits, such as being more vocal or even demanding. There is certainly enough evidence to suggest that sometimes a cat's coat color can influence its personality, but some experts believe it has less to do with the actual color of the coat and more to do with other genetic factors. Myths vs. Reality In all actuality, the idea that coat color influences a cat's personality is more about human perception. Recent studies indicate that pet parents do feel that cats with specific coat colors may exhibit certain personality traits. These are a few examples of common perceptions about cats and their coat colors: Gray-and-white cats are often perceived as being the most aggressive cats, regardless of their gender. A University of California study noted that these cats often exhibited the most aggressive behaviors during routine veterinary appointments. Calicos are often perceived to be more irritable cats. The same study from the University of California found that cats with this type of coat did not enjoy being handled by veterinarians. Many cat owners have felt that black cats are more comfortable with indoor living and plenty of people. Obviously, perceptions are highly subjective and a person's perception of a cat and its coat color can be influenced by their own background and experiences. It seems that perception drives the impression that cat coat colors influence personality rather than genetic makeup. Which Factors Influence Cat Personality? So, if coat color does not determine a cat's personality, then what does? There are several important factors that will ultimately determine what type of personality traits a cat exhibits: Parental Genes — Cats are likely to inherit personality traits and certain behaviors from their parents. Some studies indicate that cats inherit many of their socialization skills from their fathers. It also has been noted that cats will naturally inherit certain behaviors from their parents. For example, if a cat's mother was particularly loving and cuddly, a young kitten may also exhibit that same personality trait. On the other hand, a cat who had a father that was jumpy and skittish may also have a tendency to be the same way. Socialization in Early Life — The American Association of Feline Practitioners notes that the first few weeks of a kitten's life are critical for socialization with people. A house cat should be introduced to people between three and nine weeks old so that it can become accustomed to human contact and interaction. Treatment in Adulthood — A cat's personality is likely to remain relatively stable for the first few years of its life, but its treatment into adulthood can influence its behaviors over the course of time. Regardless of your cat's coat color or its genetic history, you are going to want to give it the best possible life. One of the ways that you can do this is to feed your cat a nourishing and fulfilling diet. At Life's Abundance, we have a variety of cat foods, treats, and care products that will help your cat to thrive, no matter what color coat they have. If you found this interesting, check out these related stories: Top Five Amazing Cat Facts The Secret Why Cats Purr Is Coat Color a Clue into Cat Personality? Researchers have tried to determine whether cat coat colors have an impact on their personality traits. Here's what they found. Tweet


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Faculty Of Schooling, University Of Florida
Central Board of Secondary Schooling (CBSE) will conduct the UGC NET 2017 exam tomorrow from morning 9.30 am to evening four.30 pm in various centres throughout the nation. With regards to quality in education, trainer coaching is of the uttermost significance. New tertiary students wishing to have one yr of free training should apply by Dec 16. It captures a group of people from the International Arithmetic Special Interest Group who have been additionally within the panel: International Mathematics Education SIG Highlighted Session: College students' Viewpoints in Arithmetic.
Students and others celebrated the award at the college on Oct. Kids at Haumoana Faculty are studying reading, writing and maths by cooking. Haryana TET 2017: HTET can be performed in the month of December this year to check the aptitude and skill of the teachers to have the ability to face "the challenges of teaching on the elementary, secondary and senior secondary ranges.
Some Queensland Catholic schools will cost nearly 10 per cent more in tuition charges subsequent 12 months on account of funding changes under the Federal Authorities's Gonski 2.0 scheme. Schooling school had been well represented on the 2017 Affiliation of Teacher Educators annual conference in Orlando, FL. The scheme was began by the state authorities final 12 months as a quality intervention to enhance learning and writing potential of kids from lessons VI to IX.
Persecuted Rohingya refugee Akram Maungkyawmin wasn't allowed to go to highschool in his homeland, which makes him all the extra grateful for his education after graduating from an Adelaide school. LEGO Schooling announced its new Early Studying solution, STEAM Park designed to spark preschoolers' pure curiosity in science, technology, engineering, arts, and math (STEAM).
A Sheffield university's choice to expel a pupil for posting a comment online that stated homosexuality is a sin was appearing within the legislation, a court has ruled. This difficulty focuses on the admissions process, first-era college students, choosing a significant, STEM as a career choice and opioid misuse among school college students.
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It is almost 25 years since European finance ministers, meeting in Rome in December 1990, launched an 'inter-governmental conference' on Economic and Monetary Union (EMU). Their work emerged a year later as the Treaty of Maastricht, which set out a roadmap for creating what became the euro.
At that time I was a journalist in Brussels, interviewing many of those involved in the conception of the euro. Most of them assumed that the euro would encourage trade and investment across frontiers, thereby deepening the single market and boosting competition. They thought that an independent European Central Bank (ECB) would keep inflation and interest rates low, encouraging investment and job creation. They were also convinced that the euro would strengthen the political bonds between the European nations.
The euro has in fact delivered real benefits to some of its members, particularly in northern Europe. But since 2010, the euro's difficulties have forced its supporters to challenge some of their assumptions: the eurozone has under-performed compared with other advanced economies (its output is still below pre-crisis levels); high unemployment in southern Europe has contributed to the rise of populist parties; and countless acrimonious emergency summits have pitted north against south, or more recently, against just Greece. Even in Britain, which has no plans to join the euro, its problems have tarnished the EU's reputation.
A quarter of a century on, it is worth taking stock of what went wrong with EMU and what its future holds. Were its architects driven by political priorities, at the expense of economic fundamentals? What were the biggest flaws in their plans? And are today's EU leaders doing enough to save the project?
Nowadays, many people view the euro as the child of a Franco-German bargain over German unification that had little to do with economics. However, EMU was initially an economic project, spurred by the success of the single market programme that Jacques Delors, the president of the European Commission, had launched in 1985.
In 1987 a seminal report by Tommaso Padoa-Schioppa, an Italian economist, had a profound effect on Delors. Padoa-Schioppa predicted that the imminent liberalisation of capital controls, a key part of the single market programme, would destabilise the Exchange Rate Mechanism (ERM) that then linked most EU currencies. He argued that of the three objectives of a stable ERM, free movement of capital and national autonomy on monetary policy, only two were possible at the same time.
Delors feared that if the ERM fell apart – as it very nearly did in 1993 – the single market would be threatened: gyrating currencies could provoke the return of protectionist barriers. He concluded that national monetary policies would have to go and persuaded Chancellor Helmut Kohl of the case for monetary union. In June 1988 the European Council asked Delors to chair a committee of central bank governors that would draw up a plan for EMU. A year later EU leaders endorsed the Delors report – before anyone thought the Berlin Wall might fall.
At the end of that year, when the two halves of Germany were starting to move together, Franҫois Mitterrand, France's president, made EMU unstoppable: he told Kohl that he would not support reunification unless Germany gave up the Deutschmark (which was very popular with most Germans). The Delors report, amended to reflect German concerns, became the basis of the Maastricht treaty's provisions on EMU.
Monetary union was driven by the politics not only of reunification but also of the ERM, which had evolved into a German-led system of semi-fixed exchange rates. Realignments of currencies were rare, and whenever the Bundesbank shifted interest rates, for the sake of the German economy, the other central banks in the ERM had to follow suit immediately. France and the other countries, finding this German hegemony unacceptable, saw EMU as a means of curbing it. Yet ironically the euro has now become, to a considerable extent, a means for Germany to cajole the rest of the eurozone to adopt its preferred economic policies.
Design flaws of the #EMU: 1st the #EZ has lacked a system for making fiscal policy counter-cyclicalWith hindsight, the plans for EMU had at least five serious design flaws. First, the eurozone has lacked a system for making fiscal policy counter-cyclical. When growing, economies need fiscal discipline, but in recession they need freedom to borrow. Lack of discipline has proved to be a particular problem in Greece. During the Maastricht negotiations, German finance minister Theo Waigel insisted on binding rules on budget deficits, with the prospect of fines for governments that borrowed more than 3 per cent of GDP. A strange alliance of Delors and Norman Lamont, the British finance minister, argued that binding rules would in practice be unenforceable. Lamont trusted financial markets to discipline a country that over-borrowed, by demanding a higher rate of interest. Delors said that a country in difficulties would need credits from the EU, which would then impose conditions, including budget cuts. But they lost the argument.
Waigel was right that the markets were fallible: not believing in the Maastricht treaty's no-bail-out rule, they went on lending to Greece at almost the same interest rate as they lent to Germany, until 2010. But Delors and Lamont were correct that binding rules were unenforceable; France and Germany first broke the 3 per cent rule in 2003 and many others have done so since.
A second problem is that the plans for monetary union lacked provisions for a 'banking union', which is now recognised as an essential component. EMU's parents failed to foresee that the euro would engender a cross-border intermingling of bank assets and liabilities, with the result that if a large bank or a sovereign government wobbles, the reverberations may destabilise banking systems across the EU. A bank bail-out may affect creditors in several countries and lead to difficult questions on who should pay. Nor did the parents foresee the danger of 'doom loops': if a bank holds a lot of debt of its own government, which then in a crisis has to bail out the bank, a vicious circle may destabilise both. Such problems emerged after the financial crisis of 2008, which spurred the eurozone to create a 'single supervisory mechanism' and a 'single resolution mechanism' – including a small recapitalisation fund – for its banks.
Third, EMU's architects should have created a lender of last resort – one that, in a crisis of confidence, could stabilise financial markets by lending to governments. In 2012, when there was a danger that the markets would tear apart the euro, the ECB plugged the gap by announcing a scheme known as OMT for buying sovereign bonds. This calmed the markets without being used. Also in 2012, governments set up the European Stability Mechanism (ESM), a €500 billion bail-out fund, which has provided credits to countries in difficulty. And in 2014 the ECB added 'quantitative easing' to its armoury, a bond-buying scheme for curbing deflation.
A fourth omission was the absence of any means to ensure that eurozone members adopted structural economic reforms, to prevent their economies diverging. The Maastricht treaty set convergence criteria as conditions for joining the single currency, but those covered only public debt, budget deficits, inflation and exchange rate stability (Delors lost the argument for an unemployment criterion).
At the time, the case for adopting economic rather than financial convergence criteria did not appear strong. The peripheral EU economies were growing faster than those of the core; some of them, including Italy, were enacting painful economic reforms in order to show their fitness for the euro; many people assumed that, since the southern countries would no longer be able to restore competiveness by devaluing, they would have no choice but reform; and the Commission's own analysis suggested that poorer countries would benefit most from EMU, since their inflation and interest rates would drop rapidly.
And that is what appeared to be happening, at least in the early 2000s, as Greece, Ireland and Spain enjoyed credit-fuelled booms. But these obscured and in some ways worsened the growing divergence of competitiveness between the eurozone's core and periphery. While the biggest problems have been in the south, France and even the fairly successful Germany have often ignored the Commission's strictures on reform (Germany still suffers from over-regulated services markets and France from an inflexible labour market).
Flowing from this fourth problem was a fifth: too many countries joined the club too quickly. Karl Otto Pӧhl, the Bundesbank president during the Maastricht negotiations, expressed doubts about letting in the southern Europeans. So did Wolfgang Schäuble, now Germany's finance minister, who as a senior parliamentarian in 1994 co-authored a paper calling for a group of core countries (but not Italy) to proceed with a single currency and federalism. They were right that several southern economies were not strong enough to flourish in EMU. But such concerns were cast aside in order to satisfy leaders who did not want their countries excluded from this grand prestige project.
Given these design flaws, the euro's problems in recent years are hardly surprising. But eurozone leaders have taken important steps to make EMU work better, building the ESM, the banking union and OMT. They have done enough to preserve the euro but not to ensure economic growth across the entire monetary union.
An unholy alliance of federalists and eurosceptics argues that only the radical centralisation of economic decision-making in the eurozone's institutions can ensure its long-term prosperity. But this will not happen in the foreseeable future. There is not enough trust among governments or agreement on what needs doing, and electorates will not support the transfer of substantial new powers to supranational institutions. But in any case the federalists and eurosceptics are mistaken. Though the mutualisation of eurozone sovereign debts or a mechanism for transferring money from north to south would be desirable, such revolutionary steps are not essential. The eurozone can in fact flourish with better policies.
The excessive, German-driven austerity imposed on the peripheral countries – which has led to deflation, shrinking economies and growing debt burdens – needs to be softened (and has already been somewhat softened over the past year). Countries such as Greece, Italy and France need to speed up structural reform. In Greece, public debts are unsustainable and need to be partially written off. In the long run, both the ESM and the bank recapitalisation fund will need more resources. And, crucially, Germany needs to rebalance its own economy: with an extraordinary current account surplus of over 7 per cent of GDP, stemming from low levels of investment and weak domestic consumption, it should be doing much more to generate growth at home and elsewhere in Europe.
When EMU was designed, many Germans feared it would turn into a French-led enterprise, pursuing un-Germanic policies. They need not have worried. The economic weakness of France, the diminished stature of the Commission, the introversion of Britain and the strength of the German economy have combined to leave Berlin in charge.
My biggest worry for the #euro's future is the intellectual isolation of #Germany's financial eliteMy biggest worry for the future of the euro is the intellectual isolation of much of Germany's financial elite from the rest of the world. The problem is not so much that German policy-makers are wrong on everything – for example they are right that structural reform is essential and that Keynesians can over-prioritise the short term – but rather that some of them think they have little to learn from others. I have heard senior German figures speak of Southern European, French or Anglo-Saxon economic analysis contemptuously. I have also heard them refuse to consider the eurozone's overall fiscal stance, while insisting that the German, French and Italian economies be treated as separate entities.
What the eurozone needs are not federal institutions – desirable though they might be – so much as a Germany that is more sensitive to its partners' needs, less arrogant in dealing with them, more open to others' economic thinking, and more willing to acknowledge that the eurozone economies all affect each other.
Charles Grant is director of the Centre for European Reform. An earlier version of this article appeared in Chatham House's The World Today, October-November 2015.


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10 Panel Rapid Drug Screen Without THC (Hair)
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Jack Klugman, Star of 'The Odd Couple' and 'Quincy, M.E.' Dead at 90
Jack Klugman, best known to audiences as grumpy sports writer Oscar Madison on 'The Odd Couple' and as Dr. R. Quincy M.E. has died at the age of 90.
Like most actors from his era, Klugman was a scrapper who went from guest shots on TV shows like 'Inner Sanctum' and 'The Philco-Goodyear Television Playhouse,' and supporting roles in films like '12 Angry Men' and 'Days of Wine and Roses,' while also finding time for Broadway. Indeed, he spent fifteen years bouncing around movies, theater and television before he got cast as Oscar Madison. The role was originated on screen by Walter Mathau, but Klugman made the part his own. He was also playing against the incomparable Tony Randall, and the show went on for five seasons.
In 1976 Klugman was cast as Quincy, and that show ran through until 1983, which Klugman described as "The First 'CSI'." Though Klugman was diagnosed with throat cancer in 1974, he didn't get surgery for it until 1989, and it robbed him of his voice. But through training he was able to talk again, and continued to work. His final years were marked by stage work, and by his memoir 'Tony and Me: A Story of Friendship' which recounted his lifelong friendship with co-star Tony Randall.