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January 3, 1990
VERNON SNYPE, PETITIONER,v.ROBERT HOKE, RESPONDENT.
The opinion of the court was delivered by: Sprizzo, District Judge:
Petitioner Vernon Snype brings this petition for Habeas Corpus
pursuant to 28
West Page
208 U.S.C. § 2254 (1982). The matter was originally referred to
United States Magistrate Kathleen A. Roberts for Report and
Recommendation pursuant to 28 U.S.C. § 636(b) (1982). The
Magistrate agreed with respondent's argument that the petition
contained a mixture of exhausted and unexhausted claims and
recommended that the petition be dismissed without prejudice
pursuant to Rose v. Lundy, 455 U.S. 509, 102 S.Ct. 1198, 71
L.Ed.2d 379 (1982). See Report and Recommendation ("Report") at
5-6. However, subsequent to the time that the Magistrate's report
was filed, respondent brought to the Court's attention new
information which bears upon the exhaustion issue, and requires
the Court to review the merits of the petition.
Petitioner pleaded guilty to two counts of Robbery in the First
Degree, see N.Y.Penal Law § 160.15 (McKinney 1988), and was
sentenced by Justice Salman to two concurrent, indeterminate
terms of imprisonment of from ten years to life because he was
classified as a persistent felony offender.*fn1 See Response
to the Petition for Habeas Corpus ("Response") at ¶ 5.
Petitioner then challenged the legality of this sentence by a
pro se motion pursuant to N.Y.Crim.Proc.Law § 440.20 (McKinney
1983). Resentencing was ordered because petitioner should have
been sentenced as a second violent felony offender instead of a
persistant felony offender. See Response at ¶ 6 & Ex. 1.
Consequently, the sentence was vacated and petitioner appeared
for resentencing on February 26, 1985. At that time, resentencing
was adjourned to June 4, 1985 to allow petitioner to make a
motion to withdraw his guilty plea. See Transcript of February
26, 1985 at 3-4 (annexed to Response at Ex. 9). However, for
reasons not clear from the record, petitioner was next produced
before the Court, not on June 4, 1985, but instead on February
28, 1985, two days later, when he was resentenced, as a second
violent felony offender, to the same sentence of two
indeterminate, concurrent terms of imprisonment of from ten to
twenty years. See Response at ¶ 6.
On January 24, 1986, petitioner filed a pro se motion
pursuant to N.Y.Crim. Proc.Law § 440.10(1)(b) & (1)(h) (McKinney
1983), alleging the following claims: 1) that his guilty plea was
involuntarily and unknowingly entered because his defense
attorney mistakenly told him that he could be sentenced to
twenty-five years to life after trial as a persistent felony
offender, and that he would not have pleaded guilty had he known
that he was not a persistent felony offender; 2) that the court's
failure to permit him to withdraw his guilty plea when he learned
that he was not a persistent felony offender was a violation of
due process; and 3) that he was denied the effective assistance
of counsel. See Petitioner's Motion Pursuant to N.Y.Crim.
Proc.Law § 440.10 at 3-10 (annexed to Response as Ex. 2).
Justice Salman denied this motion because sufficient facts
appeared in the record to permit review of these claims on a
direct appeal of his conviction, which was then pending. See
Court Order dated March 13, 1986 (annexed to Response as Ex. 4);
N YCrim.Proc.Law § 440.10(2)(b) (McKinney 1983). The Appellate
Division denied leave to appeal the denial of this motion on June
24, 1986, see Certificate of Appellate Division dated June 24,
1986 (annexed to Petitioner's Reply to Respondent's Opposition to
the Petition ("Reply")),*fn2 and petitioner did not seek leave
to appeal that denial to the Court of Appeals. See Response at
¶ 8.
On direct appeal from his sentence, petitioner raised three
claims: 1) that the court erred in accepting petitioner's guilty
plea because the court failed to establish a sufficient factual
basis for the plea; 2) that the court erred in denying
petitioner's application to withdraw his guilty plea; 3) that
petitioner was denied the effective assistance of counsel at
trial in violation of the Sixth Amendment. See Brief for
Appellant, People v. Snype, 128 A.D.2d 1031, 512 N.Y.S.2d 610
(1st Dept.), appeal denied, 69 N.Y.2d 1010, 511 N.E.2d 103,
517 N.Y.S.2d 1044 (1987) ("Snype's Brief") (annexed to Response as
Ex. 5); Brief for Respondent, People v. Snype, supra (annexed
to Response as Ex. 6). In asserting these claims, petitioner
relied on the circumstance that he was allegedly misinformed
about the potential sentence he would face should he proceed to
trial. See Snype's Brief at 7-12.
On October 23, 1986, petitioner moved for permission to file a
supplemental pro se brief in support of his direct appeal.
See Response at ¶ 10, Ex. 7. The Appellate Division denied this
motion on February 3, 1987. See Response at ¶ 11 & Ex. 8. On
March 5, 1987, petitioner moved for reargument of the court's
order denying him permission to file a supplemental brief. See
id. at ¶ 12. In so doing, petitioner argued that his appellate
counsel had not been provided with a copy of the transcript of
the February 26, 1985 proceedings, where petitioner had been
granted an adjournment of his resentencing to make a motion to
withdraw his guilty plea, and therefore could not have included
any arguments based on that circumstance in his original brief.
In this connection, petitioner annexed a letter from his
appellate counsel dated February 16, 1987, confirming that he did
not receive the February 26 transcript. See id. at ¶ 12 & Ex.
9. This motion was denied on April 23, 1987. See id. at ¶ 14 &
Ex. 11.
On March 12, 1987, the Appellate Division affirmed petitioner's
conviction without opinion. See People v. Snype, 128 A.D.2d 1031,
512 N.Y.S.2d 610 (1st Dept. 1987) (Response at ¶ 13 & Ex.
10). The New York Court of Appeals denied leave to appeal this
decision on May 8, 1987. People v. Snype, 69 N.Y.2d 1010,
511 N.E.2d 103, 517 N.Y.S.2d 1044 (1987) (Response at ¶ 15 & Ex. 12).
Petitioner then filed a petition for a writ of habeas corpus in
this Court on April 26, 1988. The petition alleged: 1) that his
guilty plea was involuntarily and unknowingly obtained because of
his mistaken belief that a greater sentence could have been
imposed after trial; 2) that he was denied his right to due
process under the Fourteenth Amendment because the trial court
resentenced him without hearing petitioner's motion to withdraw
his guilty plea; 3) that he was deprived of effective assistance
of counsel at trial in violation of the Sixth Amendment; and 4)
that he was deprived of effective assistance of appellate
counsel. Petitioner was permitted to withdraw this petition
without prejudice on September 29, 1988 and judgment dismissing
this Petition was entered on October 14, 1988. See Report at
Petitioner then filed a petition for a writ of error coram
nobis alleging ineffective assistance of his appellate counsel
as required by People v. Bachert, 69 N.Y.2d 593,
509 N.E.2d 318, 516 N.Y.S.2d 623 (1987). This petition was denied on
December 13, 1988. See Order of the Appellate Division dated
December 13, 1988 (annexed to Reply)
Petitioner returned to this Court on March 27, 1989 and filed
the present petition for a writ of habeas corpus. This petition
raised three grounds for relief: 1) that petitioner's guilty plea
was unlawfully induced or made involuntarily and unintelligently
without understanding the nature of the charge or the consequence
of the plea, see Petition at ¶ 12A; 2) that petitioner was not
competently represented by trial counsel, see id. at ¶ 12B; and
3) that petitioner was not competently represented by appellate
counsel because the brief submitted on his behalf was ineffective
and incomplete, see id. at ¶ 12C.
The petition was originally referred to Magistrate Roberts for
a Report and Recommendation. Respondent argued to the
Magistrate that the petition should be dismissed because it
contained a mixture of exhausted and unexhausted claims. In
particular, respondent contended that grounds one and three,
voluntariness of the guilty plea and ineffective assistance of
appellate counsel, respectively, had not been ...
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Market research SEA
|Market researcher
|Education level
|Maakt niet uit
|Dagen per week
|5 - 6 maanden
|Nader overeen te komen
|In overleg
The South East Asian (SEA) games market in becoming an increasingly large part of the global games market. As our intern you will be in charge of gathering and analysing a large amount of information on the SEA games market, including the size of various market segments, important trends and developments, consumer behaviour, key players and the role of Government. By succinctly summarising the key findings in English, you will help us and clients substantially improve our understanding of the SEA games market. We are searching for a candidate that is directly available for a period of three months.
- Gathering public (financial) data on a wide range of game market related topics in South East Asia (Vietnam, Singapore, Taiwan, Thailand, Indonesia, Philippines, Malaysia);
- Summarising the information in English;
- Assisting in the development and marketing of, reports and publications in relation to the SEA games market;
Gewenste profiel
- Bachelor at university level or MSc degree in Economics, Business Administration or similar;
- Skilled in reading financial statements (annual reports) and market research reports;
- Ability to work independently in a diligent and concise manner;
- Keen interest in internet, digital media & entertainment in general and games and devices such as consoles, tablets and smartphones in particular;
- Good PowerPoint and Excel skills;
- Originally from one of the SEA countries and fluent in (written) English.
Wat bieden wij
- Fulltime internship in centre of Amsterdam (part-time may be option as well)
- A challenging assignment in a dynamic, fun industry
- A fast-track way to become very knowledgeable about the fast growing market in South East Asia
- A chance to benefit from Newzoo's extensive international network in the industry with regards to future job opportunities
- A fun, young and enthusiastic team of colleagues
Wil je graag meer zien? Log in of schrijf je in.
Over dit bedrijf
Newzoo is een dynamisch, internationaal opererend research en consulting bureau gericht op digital media, met een sterke focus op entertainment, games, sociale netwerken en de opkomst van nieuwe pl...
Wil je meer weten over dit bedrijf? Schrijf je in of log in.

subset: commoncrawl


text:
How to use social media to bring your event community closer together
We hear the term 'amplification' banded about a lot when it comes to social media's relationship with experiential marketing. We are all aware of the power of social media, but it is becoming an increasingly important and inherent part of the live event experience. But it is not all about spreading the word far and wide, social activities can play an important role in pulling an event community together. In the world of B2B events this can help attendees breathe life and energy into your key messages. What we like to call 'a dynamic event community'.
So whether you are approaching a B2B or B2C event, creating a strong social element is something you really ought to consider.
5 ideas that will help you connect with your event community
Be inclusive, encouraging and active. Engage with your event community
As awards season marches on, the social activity generated by the various academies and awarding bodies is an interesting place to look for inspiration and tips. The recent Grammy Awards were a great example of inclusive, encouraging and active tweeting that engaged the attending and wider community through tweets, retweets, images, comments and updates on the biggest winners and losers. It is not something that is only active on the night either, the awards mark a crescendo of activity but the main base of loyal followers is built up over time.
- Listen – have your ear to the ground, know what people are saying, measure the tone and craft content that works for them.
- Respond – Social media is not just about broadcast, encourage conversations by speaking up. Ensure your social team know the key messages, tone and approach and allow them to respond to questions, ideas and comments. Interacting with your audience will ensure a better quality engagement.
- Share – images, quotes, behind the scenes looks. Don't let the community do all the work; stimulate sharing by being generous with what you offer.
- Question – ask questions, encourage your social audience to engage with you and the wider community by answering. Unless you are using a competition mechanic, keep the questions open 'Who do you think', 'what do you think' and share the answers that come in to encourage more people to be drawn to taking part.
Use the right platform to engage with the right audience
Not every social platform is right for every event. Get to know the different platforms and make a decision on which ones are right to engage with your audience. Also you don't need to be everywhere at once. A more concentrated, better social strategy is more effective and potent than stretching yourself too thinly across a range of platforms.
Social media isn't off the cards if you want to engage with an exclusive event community
We have done a lot of work at large events where the key messages are only for those in attendance. Just because delegates can't publically speak about the activity, it doesn't mean that you can't use social media to develop richer, more highly stimulated communities. Creating bespoke apps, that put event content into the hands of the delegate can be a great start and can help push key event messages. Equally, audiences can use their smartphones to ask questions in a debate in which they wish to remain anonymous, opening the gateway for discussions that may have previously gone unsaid. Encouraging an online community to speak up can also help organisers to collect great feedback that can help to inform future plans.
Take advantage of geo-tagging
The convergence of social, local and mobile (SoLoMo) is having a profound effect on experiential marketing as we can initiate engaging conversations by directly targeting the right people. As technology continues to advance it will help marketers to not only target our experiential campaigns more accurately than ever before, but to drive consumers to them. This in turn will get them talking about our events whilst they are there and share content, spreading the message further afield.
It has become commonplace for people to tag themselves at an event or venue. To place themselves professionally or personally in order to create a talking point or help build their social profile. In turn this can help create a sense of community at the event and is something that organisers should be aware of.
Play with the medium, have fun and experiment
Using an innovative social strategy at events can be a great way to get noticed and engage a community. We have seen some great campaigns from Toyota that use social media to generate a buzz around an event. Toyota's impressive stunt that saw a Tundra drag the retired space shuttle Endeavour across a bridge in Los Angeles, had people engage on social media in order to 'drive the truck'. The marquee turned to gaming to engage its community. Each tweet sent was logged and 'powered the stunt'. Getting people to power the stunt through social media not only generated a community but also made them an active part of the activity.
Or maybe you could create something completely bespoke? If you are trying to deliver a clear message to a B2B community, crafting a unique and useful experience can be a great way to establish the foundations, engage with the key players and feed the community. Last year for example we created the Volvo V40 Launch Event Toolkit, an app that was designed to launch the new Volvo V40 in an engaging and cost-effective way to 5,000 global dealers. It was made available to 64 markets in 24 different languages. The app allowed dealers to explore the car, its features and readied them to engage potential customers with the story behind and how it fits their lifestyle. This app is not traditionally 'social' but it shows that you don't have to follow someone else's lead, or fall in step with an established platform in order to create the right social engagement strategy.
Want to read more of our A-Z of Experiential Marketing posts? You can now download and keep A-N as a PDF ebook.
Or select another of the posts from the on-going series to view online:
Audience | Brief | Content | Digital | Engagement | Fun
Global | Hindsight | Insight | Journey | Knowledge | Logistics
Mobile | New | Old | Product Launch | Q&A | ROI | Social Media
Target Market | User Experience | Venues | Word of Mouth | X for X Factor | Y for Youth | Z for Zeitgeist
Tags: brand experience, brand experience agency, brand experience agency london, creative communications, creative communications agency, creative communications agency london, event production, event production agency, event production agency London, Experiential Marketing, experiential marketing agency, experiential marketing agency london, live events agency, live events agency London


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I love a good old fashion light tech communication book. It's a great introduction to AAC, and can be extremely versatile, not to mention inexpensive. There are so many options available but if you can't find what you need but have an icon software program, such as Boardmaker or Symbol Stix, you can just make your own! What is wonderful about communication books is that it is easy to design one, two or 10 for each individual's needs.
Are you thinking you don't need to know about communication books because your students use high tech devices, think again! Students need a back-up system. Sometimes they may prefer a light tech system during recess or quieter times in the classroom or while having a conversation with one person. Even our eye gaze students use light tech at different times of the day using partner assisted scanning. Having the peers taught how to use it can bring about many intimate moments. A good communication book can be very empowering.
Are you thinking you don't need to know about communication books because your students use high tech devices, think again! Students need a back-up system. Sometimes they may prefer a light tech system during recess or quieter times in the classroom or while having a conversation with one person. Even our eye gaze students use light tech at different times of the day using partner assisted scanning. Having the peers taught how to use it can bring about many intimate moments. A good communication book can be very empowering.
Personalizing: When you are personalizing a book, content is the most important issue but remember to make them attractive and colorful, and of course- easy to manipulate for that particular student so they are able to access it comfortably. If the student has the ability to draw and/or write, you might consider having them help in designing a cover. If they do not, maybe you could have them design it on the computer or provide input as you develop the cover. Making it a joint project will help to develop more ownership. Remember to have a section at the very front of the book which tells unfamiliar communication partners how to use the book with the communicator. This can be part of the cover. (Example: I use this book to help me communicate. Please place it on my tray by my left hand as this is how I flip through the book the easiest. I will point to what I want to say. Please say it aloud for me so I can let you know if you misunderstood me.")
Text Based or Picture Based: Is the user a reader? If so, the text may be the most important component. Does that mean you get rid of the symbols, not necessarily, as it might help in finding the words needed more quickly but then again, maybe that student is going to rely on color coding (see Goossens', Crain, Elder Color- Coding Communication Displays) more than the symbols. If your student is not a reader, ALWAYS include the text as this helps to develop literacy.
Know the Purpose: Before you start, ask yourself what the purpose of the book is. Is it to help a teacher to know what the student knows? Is it for making requests during an art activity? Is it for communicating with peers? Is it to participate in a specific class? Is it a back-up for a communication device? Knowing what you want to accomplish with the book is so important to making one that really works.
Content: Nouns are great to have but if we have a book of nouns such as body parts, food and school products, it might work well for requesting, labeling, and list making but for having a conversation or for language learning it will be very limiting. If you are trying to use the book to teach real language skills, then the student has to have a rich base of core words. Using anything less may allow our student to function but will not allow them to grow their language skills. (I love a book like the one in the picture which has a base page of core words with categories of fringe.)
Situation-specific communication pages should give the student quick access to much more than just the nouns used in any given situation. When selecting the messages for situation-specific communication, think interactive communication. Do the messages on the board allow the student to
- initiate and terminate a topic
- direct the attention of the listener
- ask and answer questions
- agree or comply
- reject or refuse
- comment on the activity
- express feelings and opinions
- joke around
The messages should allow the student to participate as fully as possible in every given situation.
Next, you might consider having a page based on events that transpire throughout the day, such as dressing, eating, greetings, playing, learning stations/classes, music, art, conversations with friends, sharing week-end experiences, holiday conversations, etc.
Next, you might consider having a page based on events that transpire throughout the day, such as dressing, eating, greetings, playing, learning stations/classes, music, art, conversations with friends, sharing week-end experiences, holiday conversations, etc.
Think about: pronouns, verbs, descriptors, prepositions, interrogatives,and other words that are as appropriate in the classroom as they are on the playground, bus, bathroom, therapy, bedroom, kitchen, backyard, store, restaurant, doctor's office, waiting room, gym, park, library, clinic, Grandma's house, porch, car, etc. as Carole Zangari said in "I made a Communication Board. Now What?
If you are not sure, follow your student around for a day (or ask an educational assistant) and jot down notes, what are the other kids saying? What would you want to say when they say...? Then map it out. I like to do a concept map before developing my book. Be sure to talk to the people in the student's life and gather ideas about what they feel he/she needs or might want to be able to communicate. Summarizing - things to consider when planning:
- What is the purpose of the book? Maybe you will want to have a couple of different books: one for academics, one for home, one for recess... or maybe you want them all to be in one book with multiple categories and/or have more general messages.
- A book of nouns focuses on requesting and as we know, requesting is not all there is. We tend to think about needs and wants but there is more to life. Other things to consider:
- Greetings
- Introducing topics ("What about those Giants!?!")
- Talking about a topic ("Did you see the game?" "My favorite player was...")
- Asking partner-focused questions ("Who is your favorite player?" I love Hunter. He can really hit that ball!)
- and: Re-directing, clarifying, affirming, disagreeing, terminating the interaction ("Gotta go!"), etc.
- Don't forget core vocabulary! Core vocabulary allows for a more natural flow of language. Core words are: common, high-frequency, re-usable, across language functions, descriptive, used across contexts and should be always available. Having a fold out on the side with core words often works well.
- Be sure to have a way for the student to communicate, "What I want to say is not here." I often put one square in the lower right corner of each page with this message.
- Have the ability for the book to grow. Don't start with too much, it might get overwhelming but once they have learned what they have, add to it! Don't want to limit them.We want our student's vocabulary to continue to grow, not to be stagnant.
Teaching: Don't just hand it to a student and expect them to know how to use it. It must be taught!! Using aided language is key to the learning process. We must model, model, model, redirect, expect and support. Isn't this how all children learn to communicate? We start with, "thank you" and the child says nothing. We keep saying, "thank you" when it is appropriate. We add terms such as, "Mary gave you a cupcake. We say, thank you." Then we move to, "thank you" when we expect them to say it. Pretty soon they make an attempt, you hear it and although it wasn't perfect you say, "that's right! Good job for telling Joe thank you because that was really nice of Joe, wasn't it?" We teach our children how and when and what to say. We need to do the same when teaching student's to use any form of communication, even a simple communication book.
Our county has started using the PODD communication books in many of our classrooms. PODD (or Pragmatic Organization Dynamic Display) communication books were developed in Australia by Gayle Porter, originally for children with cerebral palsy. By educating yourself on the process used in PODD and the book layouts, you will learn more about just good practice with using communication books with students. What they promote is good for AAC in general. Their system is all about using aided language to communicate WITH students who have complex communication needs.
Create Opportunities to Use it: It is not a time put aside for learning how to use it but instead it is realizing that all day every day provides us with opportunities to communicate, demonstrate and talk about... The communication books should be used at every possible opportunity. If the book is not with the student, you have lost the opportunity to use it. It should become a part of who they are. We don't place a student's voice on the table, on a shelf, in a backpack and leave it there.In order for any communication system to work, must become a part of who they are and expected to be available throughout their day.
Remember, if they have a dynamic display (AAC device/electronic system) it doesn't mean paper communication books are not needed. They can be used in addition or maybe in place of and always as a back up.
The communication book should only be one part of their communication system not the whole communication system. Use a multi-modal approach!!!
- by PrAActical AAC
- PODDtastic! by Kate Ahern
- Communication Books by Communication Matter
- Communication Starter Sets by PictureSET BC
- Communication Books by Baltimore Public Schools
- Boardmaker and other Picture Symbol Resources offers links to many pre-made or templates that you can use freely
- My Pinterest Board on Communication Books
Making a Paper Based AAC Book


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Stockholm-based photographer James Whitmore shoots almost exclusively in analog, and manages to photograph the malaise, mystery, and strange sensuality that has made hipsters and hipster style so fascinating to millions of people, young and old, around the globe.
As a photographer, James Whitmore does not seem concerned with capturing his subjects looking perfect, pristine, or traditionally beautiful. His shots show a shutterbug with a keen eye for shooting bohemian beauties in their natural, distressed habitat. Each photograph is imbued with the aura of a photo shoot that is entirely organic and natural. His photography evokes a sense of longing, but does so while forcing the viewer to create a story surrounding the image.
As a photographer, James Whitmore's greatest strength is his ability to make a very professional shot appear as though it's a simple snap of one friend taken by another. In a day and age where many people deride fashion magazines for focusing too much on Photoshopping and airbrushing to ratchet up the appeal of their pictures, James Whitmore stands tall as a viable alternative. Do not be surprised if you start to see his work popping up in high-fashion magazines in the near future.
Serenely Seductive Hipster Portraits
More Stats +/-
Seductive Hippie Photography
38 Melancholy Hipster Photoshoots
Seductive Youth Candids
California Hipster Photography
Sensual Skate Videos
Photographer James Whitmore is Full of Bohemian Beauties
- By: Jordan SowunmiSep 11, 2011
References: lipfordstreet391.tumblr & photodonuts
References: lipfordstreet391.tumblr & photodonuts


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How to arrange your recital
All degree required recital programmes are the responsibility of the student and must be in the format outlined by the applicable template below and copied by the music office. Any related texts (i.e., song texts for voice recitals, programme notes, etc.) may be copied by students, outside the School.
An Instructor Programme Approval Form must be completed indicating your instrument/vocal instructor has reviewed your programme for accuracy and gives his/her approval. The programme and form must be submitted to the main office for final approval/copying a minimum of 2 working days in advance of the recital.
If you need to cancel your recital, please advise the office right away so recital listings for the public may be updated.
Tips for advertising your recital
- Use social media
- Invite friends, from both on and off campus, and your classmates as well. Don't forget to show your support and attend their recitals too.
- Make a poster and distribute widely. Please note you are not authorized to use the UBC or UBC Music logos on your poster.
- Posting: In the Music Building you may put one or two on each floor on concert notice boards. Give the Front Office three copies of your poster. (They will be put on the Today Board and Recital Hall display case). Also put posters around campus. An announcement of your recital will also be made on the School's concert telephone info line and posted on the UBC Events online calendar.
Sample recital programmes
Required Recitals
- Undergraduate Recital
- Graduation Recital
- Diploma Template
- Masters Recital
- Doctoral Lecture-Recital
- DMA Recital
Divisional Recitals
Non-required Recitals


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