Office landlords offer no-wait Covid tests to lure workers back

first_imgAs many companies have delayed returning to the office until fall or later, some analysts doubt on-site testing will do much to change workers’ attitudes.“It seems unlikely to broadly move the needle,” analyst Danny Ismail of Green Street told Bloomberg. “At the end of the day, people need to feel safe, and that’ll come about via lower infection rates and higher vaccination rates.”The rate of positive Covid tests in New York dipped below 3 percent this week for the first time in months, Gov. Andrew Cuomo announced Wednesday.[Bloomberg News] — Erin Hudson Share on FacebookShare on TwitterShare on LinkedinShare via Email Share via Shortlink Photo illustration of RXR Realty CEO Scott Rechler (Getty, iStock)New York area offices have remained almost entirely empty despite attempts by companies and landlords to get workers back to their desks. But a few landlords have added a new lure: on-site Covid tests.RXR Realty’s Scott Rechler calls the new amenity “the missing piece of the puzzle” to bring workers back to the office. “You think to yourself, as a real estate owner and operator, we need to provide testing to help our tenants,” he told Bloomberg News.RXR introduced on-site testing facilities in December and has run about 10,000 tests. Related Companies is offering testing at its buildings in partnership with Mount Sinai Health System.But the jury’s still out on whether the tests will draw workers back to their desks. Only about 14 percent of employees were in their New York area offices as of Feb. 17, according to the report.Read moreMajor tenants refuse to return to the office during the holidaysReturn to the office? Manhattan workers say no thanksThe 10 biggest new project filings in NYC Share via Shortlinkcenter_img Tags Commercial Real Estateoffice marketlast_img read more

The role of eddies and topography in the export of shelf waters from the West Antarctic Peninsula shelf

first_imgOceanic heat strongly influences the glaciers and ice shelves along West Antarctica. Prior studies show that the subsurface onshore heat flux from the Southern Ocean on the shelf occurs through deep, glacially carved channels. The mechanisms enabling the export of colder shelf waters to the open ocean, however, have not been determined. Here, we use ocean glider measurements collected near the mouth of Marguerite Trough (MT), west Antarctic Peninsula, to reveal shelf‐modified cold waters on the slope over a deep (2,700 m) offshore topographic bank. The shelf hydrographic sections show subsurface cold features (θ <=1.5 °C), and associated potential vorticity fields suggest a significant instability‐driven eddy field. Output from a high‐resolution numerical model reveals offshore export modulated by small (6 km), cold‐cored, cyclonic eddies preferentially generated along the slope and at the mouth of MT. While baroclinic and barotropic instabilities appear active in the surrounding open ocean, the former is suppressed along the steep shelf slopes, while the latter appears enhanced. Altimetry and model output reveal the mean slope flow splitting to form an offshore branch over the bank, which eventually forms a large (116 km wide) persistent lee eddy, and an onshore branch in MT. The offshore flow forms a pathway for the small cold‐cored eddies to move offshore, where they contribute significantly to cooling over the bank, including the large lee eddy. These results suggest eddy fluxes, and topographically modulated flows are key mechanisms for shelf water export along this shelf, just as they are for the shoreward warm water transport.last_img read more

CISF Commandos to Embark on Indian Cargo Ships by Year-End

first_img View post tag: Navy View post tag: CISF Back to overview,Home naval-today CISF Commandos to Embark on Indian Cargo Ships by Year-End Training & Education View post tag: ships View post tag: Embark View post tag: Indian View post tag: Naval View post tag: cargocenter_img Central Industrial Security Force (CISF) commandos are expected to embark on Indian cargo ships by the end of this year subject to the framing and adopting of their rules of engagement by the local government in accordance with the international maritime laws, Press Trust of India informs.The CISF commandos will be entrusted with providing security on-board Indian merchant vessels sailing their way through the waters which are under constant threat of pirate attacks.So far the surge in pirate attacks has prompted fast pace development of private security firms, which had proven to be an efficient solution to fend off attacks and reduce risks for shipping companies setting sail for the Indian Ocean. However, the Indian government wants to replace the foreign security firms with its own armed troops, who will be trained with the Navy’s Special Forces, specializing in long range weapons.A five-member security detachment headed by a commander will travel on vessels deploying for the Indian Ocean region up to the tip of Somalia and then return to their base by re-boarding an incoming vessel.[mappress]Naval Today Staff, October 3, 2012 View post tag: Commandos October 3, 2012 View post tag: News by topic CISF Commandos to Embark on Indian Cargo Ships by Year-End View post tag: Year-End Share this articlelast_img read more

Commentary: Simply No Honor For Some Leaders Today

first_imgFacebookTwitterCopy LinkEmailShare michael By Michael LeppertTheStatehouseFile.comArlington National Cemetery is a unique place. I have traveled to our nation’s capital many times and I still get excited every time I go. My wife spent a few months living there during a college internship way back in the ’90s, and her brother was stationed there as an officer in the Navy during that same stretch. Embarrassingly, neither one of us had ever been to the cemetery until Thursday afternoon.I remember my first trip to Washington vividly. On that trip, I visited the Holocaust Museum. A colleague and I skipped out of the conference we were supposed to be attending and spent a few hours going through the experience like a couple of tourists. I thought I knew about the Holocaust and was honestly curious why a museum for it even existed. It turns out I didn’t know all that much about it. More importantly, I didn’t feel it. I do now.The context of a person’s life or the times in which we are living is so important when visiting places like these. I will always remember what was going through my head when we were walking up the hill to two of the more famous gravesites at the cemetery.At home in Indiana, our attorney general, Curtis Hill, was completing his testimony in defense of allegations of his misconduct before the Indiana Supreme Court Disciplinary Commission. This is another shameful chapter in the book on Hill stemming from accusations that he groped four women at a party in March of 2018. It concluded with an extreme sense of clarity that Hill did exactly what these women say he did. It follows a damning report from the Indiana inspector general last year that ended with an identical conclusion.He is as guilty as the day is long. Hill and his team would like Hoosiers to believe that the entire matter is tinged with political motivations and is somehow a conjured and coordinated smear on him. Putting aside how the management in the Statehouse handled its review and response to the reporting of the incident to them, there is no inkling of any political consideration in the matter for the women. They are not simply “accusers.” They are victims.Reducing the matter to political terms perpetuates the victimization of the four women. It is difficult to look to our state’s top legal officer with faith anymore. Whether he is sanctioned by the disciplinary commission or not, he will always be exactly what these women say he is. He should be ashamed of himself for what he did at that party, but he should also be ashamed for the way he has handled the legal processes that have followed.There is simply no honor in any of it.In Washington, the U.S. House of Representatives is deep into the investigation phase of our nation’s fourth impeachment inquiry. The last couple of weeks have been a whirlwind of activity that have produced damning evidence that President Donald Trump broke specific laws and abused his power in his dealings with Ukraine. The substance of the matter has left the president’s defenders with nothing to do but engage in unhinged attacks on the process of the inquiry.That controversial process is the same process that was used in the 2015 Republican Benghazi investigation. Primarily, the complaint is that the investigation is being held behind closed doors and Republicans think that this part of the process should be in public. It is as if they want America to believe that there won’t be public hearings in the House in the coming weeks and a full-blown trial in the Senate. There will be.So, when embarrassing stunts like the Rep. Matt Gaetz-led storming of the secured committee room occur on Wednesday, many in America are confused. When Sen. Lindsey Graham pushes a resolution condemning the House process, again many Americans don’t understand that much of it will be moot following the public hearings that will occur before a House vote.These spin stunts are childish attempts to change the story that what has happened with Ukraine is absolutely impeachable. Again, there is simply no honor in any of it.As I watched the changing of the guard at the Tomb of the Unknown Soldier at 3:00 on Thursday afternoon, I was overcome with gratitude toward the men and women who were laid to rest there. The honor of them makes tolerating the dishonor of our times even less tolerable. On my next visit, I hope we will have risen above it.FOOTNOTE: Michael Leppert is a public and governmental affairs consultant in Indianapolis and writes his thoughts about politics, government and anything else that strikes him at City-County Observer posted this article without opinion, bias or editing.last_img read more


first_imgMayor Jimmy Davis defeated Assemblyman Nick Chiaravalloti in overtime 20-19 to claim its 2nd Jr. Girls Basketball Title in consecutive years in front of a sold out crowd at PAL. Davis and Chiaravalloti were tied at halftime 4-4 before Chiaravalloti raced out to a 14-8 third quarter lead. Chiaravalloti was led by Giselle Davis who led all scorers with 12 points. Nick Chiaravalloti was up 18-16 with 2 minutes to go when Kayla Santopietro, who scored 6 points, scored with 12 seconds left to tie the game and send it into overtime. Caitlin Gaetani won the game sinking a basket with 15 seconds left in OT. Gaetani scored 8 points to lead Mayor Davis while Ana Kobryn had 6 points. Also scoring for Chiaravalloti were Shelia O’Neill with 5 and Penelope Feeney, who dropped in 2. ×last_img

Intensely personal, yet universal

first_imgWhen Kathleen Coleman decided to create a new General Education course, she homed in on something universal: the inevitability of loss.“A couple of years ago, faculty were asked to think of courses that would help to prepare students for problems they were facing in their lives on a global scale, like climate change or terrorism,” the James Loeb Professor of the Classics said. “I immediately thought of something that everybody will have to face: personal loss.”As one of 160 classes comprising the College’s new program in General Education, which launches this fall, Coleman’s course examines reactions to death, amputation, exile, homelessness, and other crises. This comprehensive, cross-disciplinary approach illustrates the larger goals of the Gen Ed Program, which focuses on urgent problems and enduring questions that connect educational studies to the world outside the classroom. The program comprises four areas: Aesthetics & Culture, Ethics & Civics, Histories, Societies, Individuals, and Science & Technology in Society.“We want Gen Ed courses to be distinctive, not only in the kinds of questions they pose and the kinds of approaches they take, but also in the way they’re taught,” said Dean of Undergraduate Education Amanda Claybaugh.Coleman has three goals for her class, which is part of Aesthetics & Culture: to help students prepare to face major setbacks in their lives, to teach them how to develop empathy toward others who have suffered a loss, and to show them that the arts can provide comfort.“I want them to know that people long ago and far away have felt the same things they may be feeling, and that we can reach out across the millennia and hold the hand of someone who has been there before us,” she said, citing requiem masses; Joan Didion’s memoir about the death of her husband, “The Year of Magical Thinking”; and Houston’s Rothko Chapel, an art-filled interfaith sanctuary, as examples on the syllabus.Other offerings include classes on the end of the world, sleep, and the morality of money. Sociology lecturer Manja Klemenčič was encouraged to create her new Gen Ed course, “Higher Education: Students, Institutions, and Controversies” (Histories, Societies, Individuals), by undergraduate students who took her seminar, which explores similar themes.“The topic of higher education lends itself to students’ lives now and in the future, and it is important to understand as a social phenomenon,” she said. “I wanted to teach this on a larger scale [through Gen Ed] to allow for multidisciplinary perspectives, which make for wonderful, engaging conversations and peer-to-peer learning.” “I want [students] to know that people long ago and far away have felt the same things they may be feeling, and that we can reach out across the millennia and hold the hand of someone who has been there before us.” — Kathleen Coleman, James Loeb Professor of the Classics Changes coming to Gen Ed Related For the Gen Ed class, Klemenčič changed the seminar’s individual research project requirement to a group assignment to give students the chance to do rigorous research with peer support.“This approach is more difficult,” she said. “But I’m ambitious about trying to manage the groups and do the logistics to support the groups if they have problems and getting them comfortable with each other.”As part of their course development process, Coleman and Klemenčič worked with the Derek Bok Center for Teaching and Learning on syllabi and course components such as field trips and interactive activities. Both participated in a pilot Course Design Institute (CDI) this spring funded by a grant from the Davis Educational Foundation, in which the Bok Center brought together Gen Ed faculty and colleagues from campus libraries, museums, academic technology, and the Harvard College Writing Program.Over the CDI’s five sessions, faculty worked with peers and in one-on-one consultations with Bok Center staff to design learning goals, capstone projects, and well-aligned modules for their courses. The program was conducted by Eleanor Finnegan, assistant director of faculty programming; Adam Beaver, director of pedagogy and practice; and Jonah Johnson, assistant director for writing pedagogy and a head preceptor in the Harvard College Writing Program. “Courses are living organisms, and a syllabus can and should evolve,” said Beaver. “By encouraging faculty to talk with each other early and often about their teaching, we hope to lower the barriers to collaboration and innovation throughout the curriculum.” “The people in the Bok Center are very encouraging and practical,” said Coleman, whose plans for her course include field trips to Mt. Auburn Cemetery and the Harry Widener Memorial Room, among other locations. “They showed genuine interest in the different courses, and they helped me think outside the box about how I could develop the arc of mine.”“Getting all the students in a course to the same place in a 13-week arc is a challenge for faculty that requires self-transparency and outward transparency,” said Johnson. “Given the aims of the Gen Ed program, we’re trying to create a context where the unspoken logic behind course design is as explicit as possible for faculty and students.”Klemenčič said the CDI allowed her to think bigger about how to engage students with theory and research methods they may not have encountered before. “This support allowed me to be more ambitious and to do the things I always wished to do but haven’t had the chance to pursue,” she said. Wrenching decision at MGH: ‘We probably knew there was no hope and yet I just maintained hope the whole time’ For family, doctors, life and death were inseparable 160 courses now offered, many of them new, Dean Claybaugh explains last_img read more

From Mass. Ave. to ‘Sesame Street’

first_img When starting school, younger children are more likely to be diagnosed with ADHD The difference a year makes Tips on guiding parents through media maze Harvard panelists say children’s books can teach empathy as inclusion, not replacement “Sesame Street,” the PBS show that revolutionized educational TV programming for children, turns 50 this year. Big Bird, Elmo, Kermit, Grover, and other beloved furry creatures taught generations of preschoolers that learning about numbers, letters, shapes, colors, and getting ready to read could be fun. But who taught the teachers? Harvard psychologist Gerald Lesser of the Harvard Graduate School of Education was one. From 1968 through 1996, Lesser chaired the board of advisers of the Children’s Television Workshop, which created “Sesame Street.” He developed the curriculum to ensure that the content would be age-appropriate, pedagogically sound, and capable of inducing a smile.The partnership between Harvard and the show has continued over the decades. Joe Blatt, faculty director of the Master’s Program in Technology, Innovation and Education, leads the many collaborations between Harvard and the children’s show. The Gazette recently sat down with Blatt to talk about the show, Lesser, and, of course, his favorite Muppets.Q&AJoe BlattGAZETTE: What was the social context in which the partnership between the Ed School and “Sesame Street” emerged?BLATT: When “Sesame Street” was being planned in the late 1960s, the country was in turmoil; the Vietnam War was really at its height, but these were the Lyndon Johnson years, and there was also the idea of the Great Society, trying to make society more equitable and the country more inclusive. The launching of Head Start was a signal that the government wanted to intervene in education to give more kids a fair start in their learning. That seemed like a natural place for “Sesame Street” to emerge. But in fact, there was a lot of opposition. People thought, “We shouldn’t have people from outside telling us what our kids should learn” because the tradition of education in the United States is that it’s a local matter. Secondly, many countries have a national education curriculum, but the United States has always resisted that. Third, there were many people who thought that preschoolers were just too young to be focused on learning, and they should just have fun. And then finally, when “Sesame” emerged, as well as Head Start, they were racially integrated in a way that was really progressive and very unusual for the time. That sparked a lot of opposition, especially in the South, and in many parts of the country. In that social context, the fact that within the first year “Sesame Street” was a national sensation is really a wonderful story of the possibilities of something good happening in a turbulent time.GAZETTE: How did the Ed School become involved with the show?BLATT: The people who had the idea for what became “Sesame Street” were Joan Ganz Cooney, a television producer, and Lloyd Morrisett, a foundation executive. Among their first steps was to recruit Professor Gerald Lesser from the Harvard Graduate School of Education. A number of Lesser’s colleagues told him not to get involved in something as unscholarly as television, but Lesser appreciated the possibilities for children’s learning in this relatively new medium. And he contributed three key things to the success of “Sesame.” First, he insisted that it be curriculum-based to be different from other shows that had some good intentions for children but were just sort of general entertainment. And he arrived at that curriculum by convening a series of seminars in the summer of 1968 that brought together psychologists, sociologists, teachers, as well as television producers, children’s book authors, and entertainment executives. And he did something even more extraordinary because when you get experts together, they usually don’t actually talk to each other; they’re out to impress one another, or they use jargon that other people can’t understand. Gerry, who was the chairman of the board of advisers of Sesame Street from 1968 through 1996, actually succeeded in making television producers, writers, and child experts communicate effectively. And the result was a very detailed curriculum with educational goals.,GAZETTE: Can you talk about some other ways that Lesser was involved in developing “Sesame Street”?BLATT: Gerry also mandated an idea called formative evaluation, which means that everything that was going to be broadcast was tested first with children. That way, “Sesame” learned what worked and what didn’t, what was effective and appealing, what children understood but also what they enjoyed. Ideas for segments for “Sesame” had to survive that kind of testing to actually get on the air. And the last contribution by Lesser is the idea that curriculum development, evaluation, and high-quality production would all be permanent parts of what was then called the Children’s Television Workshop. All who took part in it learned to appreciate what one another contributed to the product, and how to actually work together and collaborate. I think that is part of the magic of “Sesame Street.”GAZETTE: Why do you think the show is still so successful?BLATT: The big reason for the continuing success of “Sesame Street” is what’s called the “Sesame” model. It is often represented in overlapping circles in a Venn diagram as this continuing collaboration of curriculum, evaluation, research, and production. But it’s also important to know that because that model has proven so successful, around the world every group that wants to make successful learning media for children studies that model and either imitates it or at least tries to learn from it. This is one of “Sesame’s” enduring contributions to the field of learning media for children. “We try to lift the whole industry through propagating the values that ‘Sesame’ represents: of inclusion, of taking kids seriously, and of using the medium as effectively as possible.” GAZETTE: And what are “Sesame Street’s” contributions to children’s early education and literacy?BLATT: “Sesame Street” has had a deep and lasting impact on children’s literacy and numeracy. This is backed up by thousands of studies — “Sesame Street” is the most heavily researched education intervention ever. But what I find especially fascinating is that the curriculum grows every year in response to perceived needs, as identified by experts in education and psychology. In recent years, for example, there’s been a lot of attention on what we call executive function, self-regulation, persistence, delayed gratification, which are things that allow children to succeed. Also, “Sesame” takes both children and the things that matter to children seriously. An example is when the actor who played Mr. Hooper, a longtime character on the show, died, the show acknowledged it and talked about death in a full episode. A more recent example was a wonderful segment, where shortly after Hurricane Katrina, Big Bird’s nest was destroyed by a storm. And Big Bird is looking at it very sad, and one of the human characters says, “It’s OK, Big Bird. It’ll be all right.” And Big Bird says, “It’s not all right.” And the human says, “You’re right, Big Bird. It’s not all right.” That kind of acknowledgement of what kids are really experiencing, rather than just sugarcoating, is part of “Sesame’s” success.GAZETTE: Lesser said “Sesame Street” was an ambitious social experiment, but it’s been 50 years since it launched. Is it still relevant?BLATT: In some ways, I feel like “Sesame” is possibly even more relevant than ever. And that has to do first of all with the continuing development of the curriculum. Treating things like executive function that we now realize are fundamental to children’s success is going beyond the original literacy and numeracy idea. “Sesame” has also always experimented: It tackled diversity and inclusion; it had the first African American couple, Gordon and Susan, to host an American television series. But it didn’t stop there. It also introduced Maria, a Spanish-speaking Latina character, and brought Spanish language into the show, and then brought in the Muppet Rosita. Subsequently, there was a lot of attention to disability, and more recently, a great example is the inclusion of autism with Julia, an autistic Muppet character. And finally, the show is still relevant because of its international scope. “Sesame” has been on in more than 150 countries with co-productions that reflect the distinctive children’s needs of each local country. “Sesame” has always had a global point of view, for decades before we began to realize that we all need to have a global point of view. The tradition of both experimentation and social relevance that goes even deeper than the core curriculum continues to be true for “Sesame.”,GAZETTE: Did you grow up watching “Sesame Street”?BLATT: Unfortunately, I’m too old. But I will say that when I was a student here at the Ed School, I was a student in Professor Lesser’s courses. I always was the one who laughed the loudest and longest whenever he showed clips from “Sesame Street.” I have some “Sesame Street” cred, even though I was too old to see it as a preschooler.GAZETTE: After Lesser retired in 1998, how did the partnership between the Ed School and the show evolve?BLATT: I had come to HGSE to learn more about how to make television a more effective learning vehicle. When Lesser was getting ready for retirement, he recruited me to come back and take on children’s educational media. I developed a course called “Informal Learning for Children,” building “Sesame’s” participation in it from the beginning. It wouldn’t just be theory of how to imagine, research, and develop successful educational-media products, but it would have real expertise from “Sesame” and others. The course was the beginning of this latest phase of collaboration between Sesame Workshop and the Ed School. When we announced it in 2005, Grover, the Muppet, came to the School wearing a mortarboard [laughs]. We organized a press conference for him, and he said that of all the major majors, he thought children’s media was the most important one.,GAZETTE: What other collaborations between the School and Sesame Workshop are ongoing?BLATT: Some years, I teach a course in which graduate students get to work directly with Sesame Workshop executives, helping them to explore ideas for potential development. We also have had a number of graduates go to work at Sesame Workshop and at the Joan Ganz Cooney Center, which is “Sesame’s” research arm. And a lot of our graduates go into careers in educational media and technology beyond “Sesame.” We try to lift the whole industry through propagating the values that “Sesame” represents: of inclusion, of taking kids seriously, and of using the medium as effectively as possible.After Lesser, the work of Harvard faculty with Sesame Workshop has continued. In the early years, Courtney Cazden and Jeanne Chall, both reading experts, contributed to “Sesame’s” literacy curriculum, and especially to launching a program called “The Electric Company,” which for many years was a popular way for kids to get introduced to reading. More recently, Catherine Snow has contributed to “Sesame” on how to integrate Spanish and multiculturalism into the program. And then up to the present, a major focus of “Sesame’s” curriculum has been executive function, which is the idea that children need certain habits of mind to be successful. Much of that was inspired by the research of our colleague Stephanie Jones, who has worked with “Sesame” to help them learn about it and then implement it.Our faculty, thanks in part to Lesser’s leadership, have been willing not only to supply research and expertise, but actually to join with writers and producers to make those ideas into effective programming. Here at HGSE, all of us share core commitments, including making learning accessible and appealing to all children, regardless of any differences among them, and realizing that giving kids a good first step into learning has critical implications for their whole lifelong success. And we all believe that education is perhaps the best lever for accomplishing social justice and overcoming the growing inequality in our society. GAZETTE: To wrap up the interview, let me ask you a personal question: What is your favorite Muppet?BLATT: I find all the Muppets so funny, fuzzy, and lovable that it’s really hard to choose. But I will confess to a weakness for blue fur [laughs].GAZETTE: So that means it’s either Grover and Cookie Monster or both?BLATT: Both, but you’re putting monsters in my mouth [laughs]. I ended with the blue fur.“Sesame at 50: Celebrating 50 Years of Sesame Street” will be held Wednesday at 4:30 pm at Sanders Theatre. The program is not intended for children and is for Harvard ID holders only. Admission is free, but tickets are required. Tickets are available at the Harvard Box Office. Learning diversity, one story at a time Expert shares research on ever-changing technology, media’s impact on children Related The Daily Gazette Sign up for daily emails to get the latest Harvard news.last_img read more

Broadway Grosses: The Glass Menagerie Sparkles in Last Week

UNDERDOGS (By Capacity) 5. A Gentleman’s Guide to Love and Murder (72.70%) 4. All The Way (66.64) ** 3. Chicago (64.64%) 2. Mothers and Sons (60.47%) * 1. Bronx Bombers (56.35%) FRONTRUNNERS (By Gross) 1. Wicked ($1,765,925) 2. The Lion King ($1,754,208) 3. The Book of Mormon ($1,616,666) 4. Kinky Boots ($1,331,106) 5. Matilda ($1,200,517) * Number based on 1 preview performance ** Number based on 8 preview performances UNDERDOGS (By Gross) 5.The Bridges of Madison County ($364,888) 4. Rock of Ages ($348,778) 3. Machinal ($285,728) 2. Bronx Bombers ($140,446) 1.  Mothers and Sons ($29,638)* Midwinter recess for schools in New York State helped those magical maggots over at Matilda to worm their way back into the top five grossing shows on the Great White Way this week. Wicked once again defied gravity in the top spot and The Lion King followed close behind. Meanwhile over at the Booth Theatre The Glass Menagerie made its final Broadway bow with a strong showing capacity wise and Bronx Bombers, which has been an underdog since it opened on February 6, announced it would be departing the Main Stem. Here’s a look at who was on top—and who was not—for the week ending February 23: FRONTRUNNERS (By Capacity) 1. The Book of Mormon (102.63%) 2. Matilda (100.31%) 3.The Lion King (99.89%) 4. Wicked (99.72%) 5. The Glass Menagerie (98.60%) View Comments read more

Master Gardeners

first_imgBy Katherine TippinsUniversity of GeorgiaAnyone can apply to be a Georgia Master Gardener, and on “Gardening in Georgia” June 21 and 23, Marco Fonseca tells how. This week the Georgia Public Broadcasting TV show also looks at mums and some unique ways to water your garden.The Georgia Master Gardener program educates volunteers. Becoming a Master Gardener requires passing a 20-session course on garden-related topics and providing 50 hours of volunteer time. Thousands of Georgians serve their communities as Master Gardeners.Autumn chrysanthemums are large and lovely only if they were pruned the previous summer. Gardening guru and host Walter Reeves shows how to trim your summer mums for their ultimate look this fall.Reeves, a retired University of Georgia Cooperative Extension agent, will present a solution, too, to the problem of watering both the top and bottom of a strawberry pot. It’s hard to make sure that water will reach the bottom. So Reeves shows how to make a conducting tube that will water the whole pot.Does the water you irrigate your garden with have to be clear and potable? Walter chats with Dick Tirzia, who uses creek water for his gardening. Tirzia has been using such brownish water for years. He offers pointers on creating a freshwater irrigation system.”Gardening in Georgia” is coproduced by GPB and the UGA College of Agricultural and Environmental Sciences. The 2007 season is underwritten by McCorkle Nurseries, with support from the Metro Atlanta Landscape and Turf Association. Learn more about “Gardening in Georgia” at Tippins is a student writer with the University of Georgia College of Agricultural and Environmental Sciences.)last_img read more

Japan’s Sumitomo Mitsui bank to stop making loans for new thermal coal plants—report

first_img FacebookTwitterLinkedInEmailPrint分享The Yomiuri Shimbun:Sumitomo Mitsui Banking Corp. will suspend in principle new loans for coal-fired thermal power plants, The Yomiuri Shimbun has learned. The move is aimed at showing its consideration for the environment by limiting loans to such plants, which have come under fierce criticism both at home and abroad due to growing interest in climate change.The financial institution currently finances only coal-fired power plants that use highly efficient technologies. However, the bank will revise its lending policy to stipulate that loans to such power plants will be suspended in principle.Japanese financial institutions extend large loans to coal-fired power plants. It has been pointed out by a German environmental nongovernmental organization that the loans extended by Japan’s three megabanks — Sumitomo Mitsui, MUFG Bank and Mizuho Bank — to develop coal-fired power plants account for 40% of total lending by the world’s top 30 banks.There have also been moves to call on financial institutions to review lending policy. This month, an environmental non-profit organization based in Kyoto City made a shareholder proposal to Mizuho Financial Group, Inc. to disclose its management strategy in response to climate change, saying, “[Mizuho is] the world’s largest lender for coal-fired plants and faces enormous risks.”In 2019, MUFG Bank decided to abolish loans to coal-fired power plants in principle. Mizuho Bank is also expected to revise its existing lending policy to make it stricter.More: Sumitomo Mitsui to suspend new loans for coal-fired power plants Japan’s Sumitomo Mitsui bank to stop making loans for new thermal coal plants—reportlast_img read more