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TECH. Report on Gender and Curriculum Workshop: Integrating Gender into the Level I Basic Education Curriculum in the Republic of Mali
- Alexandre Boutin
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1 Report on Gender and Curriculum Workshop: Integrating Gender into the Level I Basic Education Curriculum in the Republic of Mali Final Report (Phase II) A project funded by the Office of Women in Development, Bureau for Global Programs, Field Support and Research, U.S. Agency for International Development, under contract number FAO-0100-C with Development Alternatives, Inc. November 2002 TECH 1717 Massachusetts Ave. NW, Suite 302, Washington, DC USA Tel.: FAX: Internet: A Women in Development Technical Assistance Project Development Alternatives, Inc. International Center for Research on Women Academy for Educational Development Development Associates, Inc.
2 This publication was made possible through support provided by the Office of Women in Development, Bureau for Global Programs, Field Support and Research, U.S. Agency for International Development, under the terms of Contract No. FAO-0100-C The opinions expressed herein are those of the authors and do not necessarily reflect the views of the U.S. Agency for International Development.
3 Report on Gender and Curriculum Workshop: Integrating Gender into the Level I Basic Education Curriculum in the Republic of Mali Final Report from Phase II by Akanksha A. Marphatia Development Alternatives, Inc. November 2002 TECH A Women in Development Technical Assistance Project A project funded by the Office of Women in Development, Bureau for Global Programs, Field Support and Research, U.S. Agency for International Development, under contract number FAO 0100-C
5 i TABLE OF CONTENTS CHAPTER ONE CONTEXT 1 EXPECTED RESULTS OF PHASE II...1 OVERVIEW OF THE REPORT...2 CHAPTER TWO REPORT ON THE PREPARATORY WORKSHOP 3 METHODOLOGY...3 OBJECTIVES...3 PROGRAM...4 OBSERVATIONS...5 CHAPTER THREE REPORT ON THE GENDER AND CURRICULUM WORKSHOP 7 METHODOLOGY...7 WORKSHOP OBJECTIVES...7 PEDAGOGICAL APPROACH...9 OBSERVATIONS...10 Integrating Gender into the Ministry s Policy and Programs...11 Constraints and Strategies Related to Use of The Tools...11 CHAPTER FOUR GENDER ANALYSIS TOOLS AND DIDACTIC MATERIALS 15 TOOL A: RUBRIC FOR MEASURING GENDER SENSITIVITY IN THE CURRICULUM...15 TOOL B: GENDER ASSESSMENT SCALE FOR PEDAGOGICAL MATERIAL...21 TOOL C: QUESTIONNAIRE TO MEASURE GENDER EQUITY IN A TEXT...28 TOOL D: OBSERVATION GUIDELINES TO DETERMINE DISCRIMINATORY STEREOTYPES...31 TOOL E: GENDER EQUITY CHECK LIST FOR PEDAGOGICAL MATERIALS...33 CHAPTER FIVE MONITORING AND ASSESSMENT PLAN 35 CHAPTER SIX RECOMMENDATIONS 39 ANNEX I: ANNEX II: ANNEX III: TERMES DE REFERENCES...I-1 CAHIER PEDAGOGIQUE DE L ATELIER DE PREPARATION (TRAINING MATERIALS FROM THE PREPARATORY WORKSHOP)... II-1 CAHIER PEDAGOGIQUE DE L ATELIER GENRE ET CURRICULUM (TRAINING MATERIALS FROM GENDER AND CURRICULUM WORKSHOP)... III-1
7 1 CHAPTER ONE CONTEXT In November 2001, the United States Agency for International Development (USAID) hired three consultants 1 to identify strategies for integrating gender into Mali s basic education curriculum and the teacher training program. 2 The particular interest of USAID in integrating gender into the curriculum arises from the Mission s commitment to correcting disparities in the educational system. These gender-based disparities can compromise the realization of the objective of universal education by This consultancy for the creation of gender analysis tools took place in three phases: development of tools (Phase I), their validation (interim phase), and a training workshop for curriculum developers on use of the tools (Phase II). The main objective of Phase I was to provide personnel from the Ministry of Education (designers and developers of academic programs, decision makers, and trainer of trainers) with appropriate and relevant tools for analyzing and integrating gender into their programs. This activity took place in November Next, in March 2002, national consultants 4 led a workshop to validate the tools developed during Phase I. Thirty-three representatives from the Ministry of Education participated in the workshop. During this workshop, participants modified and refined to the tools to better fit their needs. This activity took place during the intermediate phase of the consultation. The activities of Phase II of the consultation include a preparatory workshop (August 4-11, 2002), followed by training (August 12-16) in the use of tools. Ten leaders from the Ministry of Education participated in the first workshop and 90 people in the training. The objective of the second and larger training was to provide participants with the necessary skills to integrate gender into the basic education curriculum. Specific objectives are presented as expected results below. EXPECTED RESULTS OF PHASE II Finalize the gender and curriculum training modules; Validate the operationality of each tool; Develop and share leadership strategies from the gender and curriculum workshop; Build the capacity of training personnel and curriculum professionals in use of the tools and strategies of analysis and in integrating gender into the basic education curriculum; An international consultant (Akanksha A. Marphatia) specializing in education and gender and two national experts in curriculum development, trainer training, and gender (Mr. Diarra and Mrs. Sow Fatoumata Singaré). See Annex I, Terms of Reference. See Phase I final report, Integrating Gender into Level I Basic Education Curriculum Development in the Republic of Mali. Marphatia, Akanksha. Mr. Bè Coulibaly replaced Mr. Diarra as national consultant. Chapter One Context
8 2 Suggest a monitoring and assessment plan; and Provide a report on the preparation workshop and gender and curriculum training. A fourth consultant 5 was hired to prepare and present a retrospective analysis on the status of girls education in Mali and its implications for achieving the objective of universal education by 2015 by using (insofar as possible) the simulation model used by the Center for Statistics and Planning at the Ministry of Education. OVERVIEW OF THE REPORT This report focuses on Phase II of the consultancy. The report is divided into five sections:: Context of the consultation and expected results; Report on the preparatory workshop; Report on the gender and curriculum workshop; Monitoring and assessment plan; and Lessons learned and recommendations. 5 Mrs. Francine Agueh. See report on this consultation. Development Alternatives, Inc.
9 3 CHAPTER TWO REPORT ON THE PREPARATORY WORKSHOP METHODOLOGY The international consultant suggested a facilitation plan and organized the pedagogical and training materials developed during Phase I (Annex II). These documents were sent to the Ministry of Education and USAID in July 2002 for comment. The finalization of the training modules and the division of labor among the team members for the training sessions were made based on these documents. The training team introduced changes to the tools finalized since the validation workshop and also reproduced the pedagogical material and the educational aids for training. Because the number of participants scheduled for the training increased from 25 to 90, the Basic Education Division, National Level (DNEB) proposed seven trainers Mr. Aly Niane, Mr. Mamadou Dolo, Mr. Bakary Samake, Mr. Cheick Abou Mariko, Mr. Amadou Sall, Mr. Bakémo Dagnoko, and Mr. Karim Sangare to assist the consultants. The training team of 10 people thus comprised the international consultant; two national consultants; and seven trainers from the National Education Center (CNE), the DNEB, and the Academy of Teaching (AE) of Kati and Bamako Rive Droite. Logistical support and oversight for both the preparatory and the training workshop were provided by the AE in Segou, under the aegis of Mr. Bakary Casimir Coulibaly. The team was provided with two secretaries. OBJECTIVES The objectives are twofold: (1) composition of the team; and (2) finalization of the content of the gender and curriculum workshop. The expected results were the following: Composition of the Training Team Organize the training team. Identify the roles and responsibilities of each team member. Identify the different training styles and teaching methods of each team member and their possible impact during the workshop. Equitably divide the work of the team. Organize a team whose members will support one other and give constructive and regular feedback. Content of the Curriculum Developers Workshop Review and finalize the main topics of the workshop and create an agenda. Chapter Two Report on the Preparatory Workshop
10 4 Describe the content of each training session. Use the techniques expected of participants (including participatory, active learning, and empowerment) in the workshop. Prepare an entire session and simulate. PROGRAM The preparatory workshop was to begin on Monday, August 5. However, administrative constraints (that is, national consultants contracts, travel from Bamako to Segou) delayed the start date. These delays resulted in a heavy workload of five days being completed in three and a half days (August 8-11). Although the training team was able to finalize the preparations, the physical and mental costs of the heavy workload were nevertheless high. Instead of the scheduled program (see Annex II), the week s activities took place as follows: Monday, August 5: Tuesday, August 6: Meetings with focal points within the DNEB, the CNE, and the Center for Statistics and Planning (CPS) of the Ministry of Education; clarification of terms of reference of the consultant in charge of the simulation. Morning: meeting with national consultants, USAID, and DNEB; discussion of objectives, norms, and work plan for the week. Wednesday, August 7: Morning: meeting with the training team; overview of the suggested program and training materials. Afternoon: trip to Segou. Thursday, August 8: Morning: objectives, work norms, and program; review of the first day of workshop and division of roles. Afternoon: second day of training and choice of material to reproduce for participants training folders. Friday, August 9: Morning: review of the third day of training. Afternoon: continuation of the third day and division of roles; reproduction of training materials; group work to clarify instructions and use of tools. Saturday, August 10: Morning: review of the fourth day; division of roles. Afternoon: review of the fifth day and organization of participants into work groups; group work to clarify instructions and use of tools. Sunday, August 11: Morning: overview of the program; report on group work; organization of the conference room. Development Alternatives, Inc.
11 OBSERVATIONS Half of the expected results were achieved. The team was able to identify the roles and responsibilities of each leader vis-à-vis the different training modules. But it did not have time to identify the different training styles of each member or to study the possible impact of their co-facilitation on the workshop. For example, it would have been preferable to have the team simulate the modules. This would have helped the trainers clarify the instructions for each activity, focus more precisely on the tools of analysis and integrating gender, and master the use of tools and key concepts related to gender. The organization of the workshop was problematic because of material and organizational constraints related to the accessibility of the office, the availability of the secretaries, and the efficiency of the work. These items weighed heavily on planning the training. Suggestions to overcome the obstacles cited above are provided in Chapter Five. Chapter Two Report on the Preparatory Workshop
13 7 CHAPTER THREE REPORT ON THE GENDER AND CURRICULUM WORKSHOP METHODOLOGY The training modules were designed during Phase I and were based on results from the needs assessment. The findings confirmed the need to reinforce skills and hone knowledge in terms of gender among participants and provide the analysis tools to overcome obstacles in the use of gender in their work. The following themes were retained: introduction to key gender concepts; gender and education (through the presentation of the consultant responsible for the simulation model), tools for analysis and integrating gender into the curriculum, action plans to promote application of knowledge and skills acquired, and recommendations for monitoring (see Annex III) and evaluation of activities. Ninety people attended the training. All stayed five days in large part thanks to the location of the workshop. The training site in Segou provided participants with the opportunity to focus on the training rather than being pulled away for work in Bamako. The availability of a large room (for the plenary sessions), three small rooms (group work), and a room for the training team from the Gabriel Cissé Center greatly facilitated activities during the week. The coffee break and on-site lunch ensured that most sessions resumed on time. The larger conference space was divided into nine tables of 10 people each. The instructions for each activity were given in the plenary session using an overhead projector. Exercises centered on the use of the tools took place in small groups. Each table had a facilitator. This approach gave the facilitators a chance to work both in the plenary session and in small groups, and enabled them to better master the tools and use of participatory training techniques. The principal goal of this activity was to strengthen the ability of the national team to lead the whole workshop. As such, the international consultant focused on proposing a facilitation plan, modules, facilitating organization of the training, and preparing the training team for the workshop. WORKSHOP OBJECTIVES At the end of the workshop, the participants would be able to: Describe key concepts of gender and relate the activities to Ministry of Education s gender policy. Explain the importance of integrating gender into the educational system and especially into the basic education curriculum. Use gender analysis tools for possible adoption into the curriculum. Identify possibilities for integrating gender into the curriculum. Chapter Three Report on the Gender and Curriculum Workshop
14 8 Suggest a plan of action for the application of tools into curriculum to better integrate gender into daily work. At the end of the workshop, the Ministry of Education should have a group of trainers specialized in gender and education, and more specifically in the use of gender tools for the curriculum. Agenda Day 1: Monday, August 12 Morning (9:00) Afternoon (3:00 5:30) Opening ceremony Comparison between the WID, IWID, and GAD Setting up the office approaches Warm-up (introductions around each Warm-up: 1000 CFA bill table) Harvard gender framework Objectives and program Conclusions Suggestion of norms Coffee break Questionnaire on the portrayal of women in professional positions Gender analysis: division of tasks Clarification of key gender concepts Day 2: Tuesday, August 13 Morning (8:00) Afternoon (2:30 to 4:30) Warm-up: 50 million CFA Tool A: operationality Conclusions Overview of the day Warm-up: assessment of respect for norms Gender and Education Simulation Model Tool A Morning Overview Warm-up: skit of an inequitable situation Tool B Tool B: Operationality Morning Overview Skit of an equitable situation Tool D Tool D: Operationality Tool E Day 3: Wednesday, August 14 Afternoon Tool C Tool C: Operationality Conclusions Day 4: Thursday, August 15 Afternoon Tool E: Operationality Plan for reinvesting workshop learning Final assessment Conclusions Day 5: Friday, August 16 Morning (8:00 to 1:30 Synthesis of tools A-E and their operationality Action plan for applying tools Gender dimension scale Presentation on the retrospective study of girls' education General report Closing session Development Alternatives, Inc.
15 PEDAGOGICAL APPROACH The first day was devoted to increasing awareness and clarification of key gender concepts. The activities such as the questionnaire on the portrayal of women in professional positions (that is, number of female presidents in the last 50 years, number of female academic counselors in your CAP see Annex III) and the analysis of the division of tasks led to a good discussion on the different roles, responsibilities, and opportunities available to men and women. Disparities between the two sexes were recognized at the institutional as well as individual levels. Next, each group suggested its own definition of key gender concepts. A sheet on the lexicon related to gender concepts was distributed to participants at the end of the workshop. The afternoon activities were related to gender analysis through several analysis frameworks such as comparisons of the women in development (WID), integrating women in development (IWID), and gender and development (GAD) approaches and the Harvard gender analysis framework. The second day began with a table-centered and later plenary-based assessment for the respect of norm outlined the previous day. The large number of participants and a full program made it difficult to assess the norms at the end of the first day. Adjustments were made to work styles, and a better respect for the norms followed the next day. A presentation by Mrs. Agueh followed this exercise. The presentation was designed to introduce the participants to the need for gender-disaggregated data (statistics) to be able to analyze problems and successes of the educational system in respect to boys and girls. The introduction and application of Tool A dominated the work in the afternoon. Similar to the presentation on gender and education by Mrs. Agueh, the objective of the skit on Day 3 of the training was to have participants reflect on gender-related disparities in the educational system. Six participants, three women and three men, performed a skit to illustrate the inequality of opportunities available to women (even when they are more qualified than men) as a result large part of conservative practices. These established norms and attitudes keep a woman from being a prefect (an administrative post) and thus occupying a management position. These traditional and sometimes harmful behaviors, even among women, result in limited access to opportunities for professional growth. Tools B and C were discussed during the day. The fourth day began with a second skit, this time dealing with a gender-equitable situation. The actors chose to exemplify equitable practice in a classroom by placing teacher/student and male/female student relations in the foreground. In the background, a regional education inspector (few women fill such positions, as the questionnaire on the first day showed) observed the lessons. The theme chosen not only facilitated a lively discussion on the subject but also showed the open-mindedness of the participants to accept their divisions or their individual gender-bias attitudes and the impact of discriminatory practices. The rest of the day focused on Tools D and E. The last activity of the day comprised of a plan for reinvesting the workshop experiences. Participants at each table consolidated their ideas onto a single sheet, which was later tallied. Most of the participants thought that a second training session, six months later, will help them master the tools and clearly Chapter Three Report on the Gender and Curriculum Workshop
16 10 communicate the concept of gender to their colleagues. Others suggested that the same training be offered for all curriculum developers. Since the closing session was scheduled for 1:30 p.m., the last day of the workshop was reserved for the synthesis of the operationality for tools; an action plan of use of tools that addressed overcoming political, administrative, and technical obstacles; a questionnaire on measuring the gender dimension at a policy level; and a presentation on the results of the retrospective study on girls education. OBSERVATIONS Observations can be made on several levels: organization (that is, anything of a logistical nature) of the workshop; pedagogical approach; the operationality of tools, constraints, and strategies related to the use of these tools; and integration of gender into the policy and programs of the Ministry of Education. Organization: The time set forth for each session was respected throughout the five days. Both facilitators and participants adjusted smoothly to changes in timing. The lack of time was more apparent in group work and the use of tools. The separation of groups during the activities into adjacent rooms facilitated respect for norms such as timing, attentive and respectful listening, the right to speak, and a reduction in side discussions. Pedagogical Approach: Discussions in the facilitators daily de-briefings and the final evaluation completed by the participants showed that the pedagogical approach and organization of the workshop were appropriate. In contrast, the time allocated for the workshop (that is, discussion of tools) was much too short. Most of the participants said they wanted to spend more time on each activity, especially with the tools. The explanation of instructions for all tools except number E was a source of confusion. This is directly related to the constraints faced in the preparation workshop and the lack of time for the team to develop a familiarity (for example, simulations) and thus mastery of the tools. Operationality of Tools: Each group was given a questionnaire (Annex III) to guide reflections and feedback on the operationality of each tool. Trainers can improve the instructions and modify the tools in the future based on these recommendations. Aside from the suggestions particularly related to a tool, the majority of participants thought that the tools were well designed and presented in a logical order. Suggestions were made related to the operationality of specific instruments, such as tool B. In general, participants wanted the instructions to be clearer for all of the tools and recommended that the lead facilitator provide a specific example in the plenary session in the use of each tool. This situates the tool with regard to the texts being analyzed. As for accompanying texts, the participants thought that the number should be limited (for example, Development Alternatives, Inc.
17 Tool C had five texts) and more time should be allocated for each text. Some people suggested a text currently used in class to better situate or contextualize gender. Tool A was presented to working groups without all the supporting texts because these resources are not yet finalized. For example, the general framework, management of the calendar, and the schedule are left to the user s discretion. Items such as educational resources and leadership techniques are best assessed for their gender sensitivity in classroom practices. The tool could nevertheless guide a more equitable application of these themes in the classroom if the instructions regarding this tool were clearer. The explanation of Tool B posed a problem for most participants. In addition, several groups gave suggestions for changes, such as reformulation of item 3 in Tool C: Does the text inform girls and boys of the possibilities and perspectives for equitable development? The group suggested inverting the spatial order in the observation field in Tool D: first role of the girl/boy and next the picture of the girl/boy. Participants also suggested grouping the first two items into a single item for Tool E. Integrating Gender into the Ministry s Policy and Programs The following assessment scale measures the level that gender is integrated into the policies and programs of the Ministry of Education. Responses from all nine work groups are consolidated in the table below. Overall, there was consensus that the Ministry of Education mission and policy take gender into account in an equitable way. However, this policy is rarely accompanied by a plan of action guiding a division of responsibilities or budgetary allocation for its implementation. Furthermore, the teaching personnel are rarely involved in developing gender policy. The level of gender integration in different Ministry departments varied because participants represented numerous divisions. However, six groups responded that integrating the gender dimension is planned in the curriculum development cycle. Only one group believed that this was not at all the case. It remains to be seen if the curriculum is successful in portraying equal gender relations. The administration of this scale after the testing and revision of the curriculum will be important in measuring the impact and applicability of the suggested gender tools. Constraints and Strategies Related to Use of the Tools On the last day of the workshop, responses were tallied from the use of a questionnaire. The chart on page 13 consolidates the responses. Chapter Three Report on the Gender and Curriculum Workshop
18 12 Measuring Gender Integration in Ministry of Education Policies and Programs Not at All A Little Fairly Well A Lot Completely Policy and Gender Does the general mission/mandate of your department explicitly take the gender into consideration? Does your department have a policy that confirms its commitment to equal opportunities between men and women? Are department officials involved in developing this policy? Were the teaching personnel involved in developing this policy? Is the policy accompanied by a plan of action guiding for a division of responsibilities? Were budgetary resources allocated for implementing this policy? Integrating Gender Into Programs Is a gender perspective reflected in the Malian educational system curricula? Were a gender analysis and a needs assessment conducted before the implementation of the programs? Do statistics take into account specific educational data on girls and boys? 8 Are the innovations and programs created in conjunction with local communities? Women s groups? Is the impact of innovations and programs on classroom practices monitored and assessed in respect to gender? Is there a gender department or a focal point for gender concerns within the central education departments? Within decentralized departments? Are there people within each department responsible for integrating gender? Is there interaction among the various departments responsible for gender at different levels of the administration? Does your department promote exchange, collaboration or other forms of interaction with local groups or civil society in the domain of gender?
19 Application of Gender Analysis Tools: Synthesis of Responses TOOLS A E Applicability at Political, Administrative, and Technical Levels Obstacles at Political, Administrative, and Technical Levels Strategies at Political, Administrative, and Technical Levels 8 out of 9 groups responded that there were no constraints at the policy level 1 group signaled the need for greater political will (i.e., formal policies) that is both supported and guaranteed and the importance of monitoring the implementation of administrative and financial procedures. This includes training of key personnel. Obstacles are found on several levels: Lack of adequate awareness or information on gender and accompanying integration tools Lack of support for new policies or existing policies Lack of policies that are at a high standard Administrative delays Financial difficulties Cultural and traditional constraints Lack of resource people trained in this area or in mastery of tools Lack of adaptation of tools and development of supplementary modules Lack of appropriate teaching material Strategies are also on several levels: Make policies in support of gender and initiate appropriate administrative acts. Develop recommendations and advocate for their implementation. Build awareness (information, education, and communication) and train people implicated at all levels. Broaden consultation with those with different viewpoints before and after decision-making. Request financial, technical, and human support. Develop action plans with partners. Reread and rewrite tools and instructions to better clarify objective and facilitate its application. Develop texts that take into account the gender aspect. Widely distribute tools. Put in place a monitoring plan to measure the use of tools. Build capacity in teaching personnel (bring them up to date). Organize the capacity-building activities in a rational manner.
21 CHAPTER FOUR GENDER ANALYSIS TOOLS AND DIDACTIC MATERIALS The gender analysis tools were developed in November 2001 during Phase I of the consultation (see Phase I final report). Since that time, they have been modified twice: first during a validation workshop (March 2002) and then during the gender and education training session in August The tools are presented here in their final form, along with supporting texts. TOOL A: RUBRIC FOR MEASURING GENDER SENSITIVITY IN THE CURRICULUM Objective: Integrate gender into the curriculum. The rubric addresses each of the following components: School s mission Goals Objectives Pedagogical components Learning objectives Contents Integrative tasks Learning activities Teaching techniques Evaluation methods Educational resources Schedule Instructions: Carefully read the rubric. Carefully read the curriculum (the contents of each of the curriculum components). Respond to each question and identify points where gender needs to be better integrated. Reformulate the components of the curriculum to ensure that gender is integrated. 1. The School s Mission The school s mission is to educate, instruct, and train women and men to enable them to successfully lead their personal, community, civic, and professional lives. Chapter Four Gender Analysis Tools and Didactic Materials
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text:
When considering the difference between funeral service providers it is paramount that direct and knowledgeable comparisons be made. This is often difficult when one is subjected to generalized advertising that promises savings of thousands of dollars. In the end a so called "discount" funeral can actually wind up costing more and have the client family receiving less in terms of service.
It is a common tactic for a "discount" provider to offer a low initial price. This initial price often includes very little and it is necessary to add a la carte extras. These extras may seem insignificant at first but they can really add up.
The total cost for a funeral is often determined by the selection of a casket, outer burial container or urn. At Max A. Sass & Sons Funeral Home we have an extensive variety of available merchandise to fit the needs and budget of just about everybody. It is a common practice among "discount" providers to simply add the amount they "reduced" their service charge to their merchandise.
Unfortunately the area that is often most neglected by "discount" operations is quality of service. Many believe if they are known as a low cost funeral provider they have a license to cut corners. From not providing attendants at visitations, to not delivering a families' flowers following services to simply hiring substandard employees, in the end it is the client-family that suffers. It is important to thoroughly check the backgrounds of "discount" providers to see if they have had disciplinary actions taken against them or their employees. Contact your local state examining boards and federal OSHA offices.
At Max A. Sass & Sons Funeral Home it has always been our goal to provide the best service at reasonable prices. Honesty, trust and integrity are the foundations upon which our business was built. Grandpa always said, "Treat people the way you would want to be treated." We remind ourselves of this on a daily basis as we strive to care for our client families in a compassionate and personalized manner.

subset: commoncrawl


text:
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Official Sales Alert thread - Page 2336post #35026 of 513017/12/14 at 6:05ampost #35027 of 513017/12/14 at 6:11am
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Actually, there are some cases where that's true. I mean, what about a store like What Comes Around Goes Around that scours thrift shops for amazing items and sells them to people who appreciate them but don't have time to travel the country looking for them? Is WCAGA doing a disservice to the shoppers of those thrift stores by stealing the hidden gems and flipping them?
But obviously there is no service being done in most cases and it's just parasitic behavior.post #35028 of 513017/12/14 at 6:12ampost #35029 of 513017/12/14 at 6:36am
post #35030 of 513017/12/14 at 6:41am
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Quote:Originally Posted by Caveat
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Don't act like you don't know the difference between flipping something that otherwise would not find its audience, and racing to snipe an amazing deal from everyone before it sells out.
If Myhabit puts Rick Owens geobaskets on sale for $300 and within one minute you buy every pair and list them on ebay at 150% markup then it should be obvious to anyone that you are an asshole. There are obviously grey areas, but the above situation with the Barbours is not one of them.
Im not sure if this is aimed at me or notttttt. I JUST learned the meaning of the term flipping and I was very upfront about engaging in "flipping" behavior lol
I normally wouldn't go out of my way to purchase several items of the same kind so I can re-sell them all, but if I see something that is deeply discounted and I can make a profit on it, I will most certainly take the chance to do so.post #35031 of 513017/12/14 at 7:27am
Quote:Originally Posted by jsimonovis413
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Im not sure if this is aimed at me or notttttt. I JUST learned the meaning of the term flipping and I was very upfront about engaging in "flipping" behavior lol
I normally wouldn't go out of my way to purchase several items of the same kind so I can re-sell them all, but if I see something that is deeply discounted and I can make a profit on it, I will most certainly take the chance to do so.
Like, if you buying them and reselling gives you some profit + allows someone who wants them to get them for the original price or better, that's definitely a win-win situation in my opinion (the ones who want to buy most likely wouldn't have found the deal you found anyway so)
If you sell above retail: asshole
If you sell for retail: You're totally fine
If you sell below retail: You're better than fine
just my opinionpost #35032 of 513017/12/14 at 10:07am
post #35033 of 513017/12/14 at 10:10am
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Quote:Originally Posted by Caveat
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Don't act like you don't know the difference between flipping something that otherwise would not find its audience, and racing to snipe an amazing deal from everyone before it sells out.
If Myhabit puts Rick Owens geobaskets on sale for $300 and within one minute you buy every pair and list them on ebay at 150% markup then it should be obvious to anyone that you are an asshole. There are obviously grey areas, but the above situation with the Barbours is not one of them.
There actually WAS exactly the same situation once. Not with Barbours but with geos.post #35034 of 513017/12/14 at 10:14am
post #35035 of 513017/12/14 at 10:26ampost #35036 of 513017/12/14 at 10:36am
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Hey guys, our entire site is 20% off with code SUMMER20 - http://www.baldwindenim.com. We have a lot of new markdowns that are up to 75% off in which you can use the code with to get an additional 20% off. Enjoy!post #35037 of 513017/12/14 at 11:14amThread Starter
- LA Guy
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So... that happened. @Razele. talking trash about someone's family, and you can't hide it behind a quote, is a bannable offense. I dunno what it's like the Australia, but anywhere in North America, it's something that will probably catch you a deserved assbeating. Also, racist against Australians? Really? Seems like a stretch. It'd be like calling something who said "eh" to me a racist because I'm Canadian. That said, @Mr. Moo, you completely muddied the waters by telling him that he should have been aborted, something you that also know could have caught you some boots to the face.
I've deleted all the posts, and we are going to call it even this time, since I feel that you will both settle down now. Please don't make me regret my decision. Let's at least hold ourselves a bit accountable, yeah?
Okay then, carry on. No new sales that I can see, except for a 10% off code for Yoox until the game tomorrow: FINAL10.post #35038 of 513017/12/14 at 11:19am
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http://www.nittygrittystore.com/post #35039 of 513017/13/14 at 8:11am
post #35040 of 513017/13/14 at 8:36am
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Return HomeBack to Forum: Streetwear and Denim
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Lynn Hildemann is the chair of Civil and Environmental Engineering. Her research areas include the sources and dispersion of indoor aerosols, the physicochemical properties of organic aerosols, and assessment of human exposure to PM.
The department is composed of these programs :
ReNUWIt is a interdisciplinary, multi-institution research center whose goal is to change the ways in which we manage urban water. Our vision is of safe, sustainable urban water infrastructures enabled by technological advances in natural and engineered systems, and informed by a deeper understanding of institutional frameworks.
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The CIFE mission is to be the world's premier academic research center for Virtual Design and Construction of Architecture - Engineering - Construction (AEC) industry projects ... to support exceptionally reliable engineering and management practices to plan, design, construct and operate sustainable facilities.
The Center for Sustainable Development and Global Competitiveness at Stanford University engages in research and educational programs that integrate business development strategies with leadership practices that will ensure enterprise growth and success within a healthy and sustainable natural environment.


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Polka Dots Soft Bedding
Pin Dot Flannel Sheet Set, Twin, Lavender
Featuring preppy pin dots and universal elastic, our soft fitted sheet set ensures that your child gets the safe and restful sleep they need with an added dose of style. Durable elastic borders the entire edge creating a snug fit for your peace of mind and your child's peaceful dreams. Oeko-Tex certified, this bedding is organic in both raw fiber and finished product, keeping our their room free of synthetics and chemicals.
Audrey Quilt Set, Pink with Pin Dot Crib Fit
Plush square tufts and delicate ruffles provide our soft Audrey Nursery Bedding Sets with their graceful yet playful design. Your little one will rest easy and so will you, with this Oeko-Tex® Certified bedding that's thoughtfully free of synthetics and chemicals. DETAILS THAT MATTER Crib fitted sheet is made from 95% cotton and 5% organic cotton.
Organic Pin Dot Sheet Set, Twin, Pale Pink
Delicate dots decorate this organic cotton sheet set. Naturally soft and versatile, you and your child will love their sleep space. DETAILS THAT MATTER 100% pure organic cotton percale. A percale weave is noticeably denser and wears well over time. 200-thread count. Set includes flat sheet, fitted sheet and two pillowcases (one with twin). Oeko-Tex® certified, the definitive mark of excellence for products that are healthy for you and healthy for the environment.
Organic Pin Dot Duvet Cover, Twin, Pale Pink
Delicate dots decorate this organic cotton duvet cover. Naturally soft and versatile, you and your child will love their sleep space. DETAILS THAT MATTER Made of 100% organic cotton percale. 200-thread count. Duvet cover and sham reverse to self. Oeko-Tex® certified, the definitive mark of excellence for products that are healthy for you and healthy for the environment. KEY PRODUCT POINTS Duvet cover has a hidden button closure; sham has an envelope closure.
Organic Pin Dot Toddler Sheet Set, Gray
Elevate their nursery with a dainty and dotted design. Supremely soft and made form pure organic cotton, our timeless bedding is as versatile as it is stylish. DETAILS THAT MATTER 200-thread count. Hypoallergenic to protect against allergens and create a healthy sleep environment. Sheet set is Oeko-Tex certified. This product is free of harmful toxins and irritants; the production is eco-friendly and does not generate any water, air or noise pollution.
Organic Pin Dot Toddler Duvet Cover, Gray
This classic print easily layers with other patterns to mix and match with a variety of our bedding collections. Supremely soft and meeting the strictest healthy production standards, our bedding provides lasting style. DETAILS THAT MATTER Duvet has button closure and Sham has an envelope closure. Both duvet and sham reverse to the same pattern as front. Hypoallergenic to protect against allergens and create a healthy sleep environment. Duvet and Sham are Oeko-Tex certified.
Taylor Quilt
The loving, lumbering creatures on this hand-quilted design give it instant heirloom appeal. Cast in soft gray and cream hues, with pops of polka dots and other prints, the quilt and sham feature an artful mix of cotton percale appliqués, careful embroidery and decorative stitching. Pure organic cotton percale. Pure cotton batting. Expertly quilted by hand. Quilt and sham are detailed with satin-stitch and pick-stitch embroidery. Quilt and sham reverse to gray geometric print.
The Emily & Meritt Scattered Stars Crib Fitted Sheet, Gold
Imagined for Pottery Barn Kids with fashion designers Emily Current and Meritt Elliott, this supremely soft nursery sheet captures the duo's enchanting aesthetic. HOW IT IS CONSTRUCTED Made of 100% organic cotton; made from fibers grown without chemicals. SAFETY Use only a fitted bottom sheet that is specifically made for crib use (Pottery Barn Kids fitted sheets have elastic around the top and bottom, rather than around the entire edge, for added safety), along with a mattress pad and/or a waterproof pad.
Keira Sateen Paisley Quilt, Twin, Lavender
Give your child's sleep space a whimsical look with this pretty paisley design featuring a soft and soothing lavender color scheme. With unbeatable breathability, our bedding is crafted with a tightly woven weave and reverses to a dainty polka dot print. Handcrafted and expertly stitched, our bedding is made to last. DETAILS THAT MATTER Quilt is expertly stitched by hand. Lofty cotton batting. Quilt and Sham reverses to polka dot print. HOW IT IS CONSTRUCTED Made of 100% cotton.
Paisley Wholecloth Quilt, Twin, Light Blue
We combined classic paisley and heirloom-style wholecloth quilting with modern hues for a playful twist on our favorite themes. Made of pure cotton, it's supremely soft and a comforting layer. DETAILS THAT MATTER Quilt and Sham are made of 100% cotton. Filled with 200-gram weight polyester batting. Prewashed for added softness. Features a printed paisley pattern. KEY PRODUCT POINTS Quilt reverses to ivory; Sham reverses to blue and white dots with tie closure Shams feature a tie closure.
Adelaide Floral Quilt, Twin, Light Pink
Pastel petals and butterflies provide this classically imagined quilt with a touch of pretty-in-pink flower power. DETAILS THAT MATTER Quilt is expertly stitched by hand. Quilt is finished with satin stitch, ikat stitch and whip stitch. Quilt and sham reverse to dot pattern on back. HOW IT IS CONSTRUCTED Made of 100% cotton. A cotton weave is a tightly woven weave, which gives the fabric a soft finish while providing durability and ultra breathability.
Samantha Duvet Cover, Twin, Pink
Add fun color and pretty paisleys to the bed with this soft watercolor-style duvet cover. The allover print combines oversized flowers, butterflies and paisleys to create the perfect springtime layer. DETAILS THAT MATTER Made of 100% cotton percale; 200 thread count. Duvet cover and sham feature polka dot grosgrain ribbon closures. Duvet cover and sham reverse to self. Oeko-Tex® certified, the definitive mark of excellence for products that are healthy for you and healthy for the environment.


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The term "crop marks" refers to lines on a page that indicate where the page will be trimmed or cut after printing. Material that falls outside of the crop marks will not be displayed on a printed page. To ensure a high quality product, a printer will often ask clients to include crops marks on documents they submit for printing. Like other digital image editing programs, Photoshop allows users to add crop marks to images they are working with.
Things You'll Need
- Digital image
Access the Photoshop application. Open the image you are working with.
Determine the canvas, or working area, dimensions necessary for the project. Take bleed into account. To create a full bleed--which means that the image will extend all the way to each edge of the page--you will need to extend the edges of the image by the desired bleed size. Add twice the bleed size to the image's width and height. For example, a 4-inch by 4-inch image with a .125-inch bleed will require a 4.25-inch by 4.25-inch canvas.
Set the canvas to the desired dimensions. Select the "Canvas Size" option from the "Image" menu. Add .25 to the existing dimensions in the "Width" and "Height" fields. Change the units as necessary in the appropriate fields. Select the center Anchor marker, which will equally distribute the additional space around all sides of the canvas as opposed to only one side. Click "OK".
Choose the "Rulers" option from the "View" menu. Hold down "Control" and right click on the Ruler. Select "Inches" from the popup menu.
Drag a grid line from the horizontal ruler down .125 inch and release. Using the same technique, drag the second grid line up .125 inch from the bottom of the canvas.
Drag a grid line from the vertical ruler .125 inch outwards and release. Using the same technique, drag a grid line 0.125 inch away from the right side of the canvas. The resulting marks will show you what parts of the image will appear on the final product and which parts will be cropped out.
Tips & Warnings
- An image that does not extend past the crop marks will have a strip of white, or the color of printing paper you are using, showing next to the edge in the final product.
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Posts Tagged 'Architecture'
We Need a New Data Architecture: What Next?
In this revamped classic, Edd looks at the challenges of moving forward with a new architecture, and where you need to start.
Building Pipelines to Understand User Behavior
In this post, we cover what's needed to understand user activity, and we look at some pipeline architectures that support this analysis.
Building Data Systems: What Do You Need?
In this post, we're going to go over the capabilities you need to have in place in order to successfully build and maintain data systems and data infrastructure.
Understanding Modern Data Systems
In this post, Fausto talks about the characteristics that differentiate data infrastructure development from traditional development, and highlights key issues to look out for.
Building a Prediction Engine using Spark, Kudu, and Impala
In this post, Richard walks you through a demo based on the Meetup.com streaming API to illustrate how to predict demand in order to adjust resource allocation.
Crossing the Development to Production Divide
Heather knows what it's like to deal with complex production deployments that cover the gamut from infrastructure upgrades, to feature deployments, to data migrations, where each step threatens to derail the plan. In this post she'll give an overview of obstacles she's faced (you may be able to relate) and talk about solutions to overcome these obstacles.
The Data Platform Puzzle
Editor's Note: We're talking about this, and more, at Enterprise Dataversity and Strata NY this fall. Building or rebuilding a data platform can be a daunting task, as most questions that need to be asked have open-ended answers. Different people may answer each question a different way, including the dreaded response of "well, it depends." Truthfully, […]
Space Shuttle Problems: Long-term Planning Amid Changing Technology
How can you manage your implementation in a way that allows you to take maximum advantage of technology innovation as you go, rather than having to freeze your view of technology to today's state and design something that will be outdated when it launches? You must start by deciding which pieces are necessary now, and which can wait.
From Impala to Hive with Love
While on paper it should be a seamless transition to run Impala code in Hive, in reality it's more like playing a relentless game of whack-a-mole. This post provides hints to make the transition easier.
Develop Spark Apps on YARN Using Docker
Rather than get bitten by the idiosyncrasies involved in running Spark on YARN vs. standalone when you go to deploy, here's a way to set up a development environment for Spark that more closely mimics how it's used in the wild.
5 Things a Blockchain Needs to Succeed
Today, the currency supply supported by the Bitcoin blockchain is worth four billion dollars. So, what have we learned? There are five essential properties any good blockchain must have.
Developing in a Microservice Environment: Part 4
Before writing its first line of code in a microservice project, the team has to set up an environment to facilitate an effective development process. The distributed nature of microservice architecture makes setting up such an environment non-trivial.
Developing in a Microservice Environment: Part 3
In the first and second posts of this series, I described the importance of effective documentation when developing microservices, as well as the challenge of maintaining consistency in an environment with distributed development teams. In this post, I will look at some strategies for effective communication.
Developing in a Microservice Environment: Part 2
In the first post of this series on helpful guidelines to help you get started in the creation of effective microservice architectures, I described the importance of effective documentation when developing microservices. In this post, I will tackle the challenge of maintaining consistency in an environment with distributed development teams.
Developing in a Microservice Environment: Part 1
If you have identified microservices as the best solution to the technical problems you are facing, then consider the following collection of helpful guidelines to help you get started.
Evaluating Microservices: Real World Lessons
Microservices are a popular topic in developer circles, because they are a means of solving problems that have plagued monolithic software projects for decades: namely, tardiness and bugs, both caused by complexity.
We Need a New Data Architecture: What Next?
It's clear from the explosion of interest in newer platforms and technologies that the old tools and licensing costs don't work to meet new business needs.
Dust in the Chain
Since the blockchain is both easily accessible and immutable, it is incredibly useful for other purposes. Issuing a tiny fraction of a Bitcoin (called dust) with embedded data allows anyone to easily store data permanently and publicly.
Use Cases for Apache Spark
The Apache Spark big data processing platform has been making waves in the data world, and for good reason.
The Blockchain is Forever
Marc Andreessen has compared the current state of Bitcoin to the state of the internet in 1993.
Using Docker to Build a Data Acquisition Pipeline with Kafka and HBase
It's hard to miss that Docker has been taking off lately.
Flexible Data Architecture with Spark, Cassandra, and Impala
An important aspect of a modern data architecture is the ability to use multiple execution frameworks over the same data.
Data Architecture Reading List
Databases sure ain't what they used to be—it takes more than a relational database to put together a modern data architecture.


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Some Teens Were Playing Football in the Street Last Night, So a Drunken Neighbor Threatened Them With a Gun
At 10:30 last night, a 17-year-old boy and two friends, a 15-year-old boy and 14-year-old girl, were playing some late-night football on a Pleasant Grove street when a neighbor, clearly drunk, emerged from a home nearby.
"I've got a dog, too," she shouted at the three teens, which was odd, since no one had said anything about a dog. Then, according to police, she "walked out into the street where she pulled out a black handgun, racked the slide once, and pointed it at the group in a sweeping motion."
The kids called for help from one of their mothers, who emerged to see what was going on. She found the woman standing in the street.
"Come and talk to me," the woman beckoned, all the while keeping her hand hidden behind her back. "I'm a parent too."
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When the mother hesitated, the woman clumsily stuck something in the back of her waistband, then held her hands in the air as if this were proof she was unarmed.
"I ain't got nothing," she said, though the mother could clearly see a handgun protruding from her pants.
Police arrived after the woman had returned to her house. She greeted officers wearing a bath robe and reeking of alcohol. She admitted she had been drinking but, despite the Georgia concealed carry permit she was carrying, denied she had the gun, saying she hadn't wanted to bring it through airport security.
According to her version of events, she went outside after she thought she heard one of the children crying after being pushed into the bushes, but she quickly returned to her house. All the rest was made up, she insisted, something the mother denied.
Police advised both women to stay inside and left without making an arrest.
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+ Will Congress Let USAF Abandon the Global Hawk?
+ Foreign Arms Sales, Sequestration And The Future of Aerospace Companies
+ The Navy's Secret Undersea Lair
+ Army Remotely Flys Black Hawk, Feels Heat From Congress
+ The Hastings-Snowden Axis: What's Going On?
+ Could Saab make Gripen go unmanned? And why bother?
- 's blog
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- Afghanistan Requests Close Air Support
- 6/24 Frago


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Xerox Phaser 7800 Printer, Standard Capacity Yellow Toner Cartridge (6,000 Pages). Type: Cartridge, Page yield: 6000 pages, Printing colours: Yellow. Package width: 7.6 cm, Package height: 7.3 cm, Package weight: 680 g
Xerox Yellow Standard Capacity Toner Cartridge; Phaser 7800 for Phaser 7800 is specially formulated and tested to provide the best image quality and most reliable printing you can count on page after page. Xerox Genuine Supplies and Xerox equipment are made for each other. Accept no imitations.


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Germany advised not to use Internet Explorer because of security
Earlier this week Microsoft acknowledged a Security issue in Internet Explorer, which can be used for 'cybercriminals' to take control of infected PCs after visiting malicious Web sites. They said they were working to fix it as soon as possible, but to the German Government the thing is very clear: Recommend to their citizens not to use Microsoft's browser.
Thus, from the Federal German Government Office for Information Security (BSI German acronym) invite citizens to use alternative browsers Internet Explorer, to minimize the risks of a possible malicious attack: "A rapid spread code is anything to fear, "they said.
Microsoft has not commented on the recommendation of Germany, but it minimized the impact of the decision in a written statement, which says that "there has been a very limited number of attacks (…) the vast majority of users of Internet Explorer is no have been affected "
It has been known also that the company is working on a patch to remedy such failure and expected to be available in the next update estimated for October 9. Meanwhile, make a series of recommendations to prevent infection and thus ESET summary:
- Set in High security level for the Internet and Local Intranet in the browser to block ActiveX controls and Active Scripting.
- Configure Internet Explorer to prompt the user for permission before running Active Scripting sequences, which helps prevent intrusion warning but can affect the usability of the browser.
- Enabling the EMET (Enhanced Mitigation Experience Toolkit) from Microsoft, which offers some features to prevent instrusión say in the system and does not affect the usability of web sites.
It is important that if you decide to download the EMET do it from the official website of Microsoft, to avoid unnecessary risks.
In my view it is responsible for Microsoft's attitude to notify the security breach, as well as warning that makes Internet security agency of the German government, as it is their responsibility to look after the interests of its citizens in the Network
To all these, do you using Internet Explorer? If so, have you enabled some measure of special protection after this warning from Microsoft, or are thinking of temporarily changing browser?
– The German government advises its citizens to avoid using Internet Explorer (Portaltic)
– Warning: 0-day vulnerability in Internet Explorer (ESET)
– Complement EMET on the Microsoft website


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A couple of exotic cars are getting a break from the road after Halton police busted their drivers in Burlington Sunday afternoon.
A Lamborghini Huracan, which is valued at $230,000, along with a McLaren Spider, valued at $260,000, were stopped by police at Guelph Line and Colling Road south of Britannia Road, after they were clocked at 135 km/hr in a 60 km/hr zone.
The drivers were charged with stunt driving and the vehicles were impounded for seven days.


text: kent hospital Your Weekly Briefing: Health In Rhode Island, Nov. 22 By Kristin Gourlay • Nov 22, 2016 Megan Hall / RIPR Here's what's happening in health in Rhode Island, Nov. 21: Learning To Respect A Patient's Wishes At The End Of Life By Kristin Gourlay • Apr 21, 2015 Kristin Gourlay / RIPR Talking about dying is difficult for most people, including doctors. But can they learn a better way to help patients nearing the end of their lives? Can health care systems learn to respect those wishes? Here's one experiment to find out. --- Dr. Kate Lally gathers a group of second year residents outside a patient's room at Kent Hospital in Warwick. Lally explains the patient they're about to examine is 34-year-old Melissa Smith. She has advanced ovarian cancer. Until now, she's been in hospice care at home, keeping comfortable. Kent Hospital Worker Looks At 100 By Flo Jonic • Dec 9, 2013 Flo Jonic / RIPR There aren't many people who live to be 100. And even fewer who make it to that age but still work. That's what makes Mary Poncin so special. Mary Poncin turns 100 Tuesday. And amazingly she still works. She's a greeter at Kent Hospital. You'll find her at the main entrance every morning, Monday through Friday. "Why do you still work?" "Well you need the extra money. Social Security doesn't cover everything," said Poncin. "So it's a financial issue for you, huh?" Thundermist, Kent Partner on Family Medicine Residency Program By Kristin Gourlay • Jun 11, 2013 Kent Hospital and Thundermist Health Center have teamed up to train new physicians in family medicine and a new kind of health care model called a patient-centered medical home. It's the first community health center-based training of its kind in the state When medical students graduate, they go on to do a residency program for more on-the-job training. Most residencies take place in hospitals. But that's changing. This new program will place family medicine residents from Kent Hospital in Warwick's Thundermist community health center.