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Interfaith Families Project of Greater Washington, D.C.

The Interfaith Families Project of Greater Washington, D. C. is an interfaith congregation founded by four “founding moms” in 1995. It has grown from a Jewish and Christian Sunday School in a Takoma Park, Maryland home into a community of more than 120 families from Montgomery County, Northern Virginia, Washington, D. C. Baltimore and Annapolis. Now one of the largest interfaith programs in the country. IFFP was established in 1995 when four women in interfaith marriages discussed their desire to have more of a religious foundation for their children; the four families gathered to celebrate the Jewish and Christian holidays. They established an interfaith Sunday School, they started as a small group in a living room in Takoma Park, but soon attracted enough families that they began renting rooms at a local church. In 1998, they hired Rev. Julia Jarvis as a part-time administrator for the growing Sunday School. Rev. Jarvis oversaw the group's move to Sligo Middle School and initiated the development of a spiritual "gathering" for families on Sunday mornings, as well as a "Coming of Age" program for eighth graders approaching the traditional age for a Bar Mitzvah or Confirmation, programs for adults, such as a Women's Retreat.

In 2001, Ellen Jennings was hired as Director of Religious Education and Rev. Jarvis' title was changed to Spiritual Director and Community Leader. In 2003, Rev. Heather Kirk-Davidoff joined IFFP as Spiritual Director and Community Leader and in 2004, Rabbi Harold White of Georgetown University joined IFFP as an additional Spiritual Advisor. In 2006, Rev. Julia Jarvis returned as Community Leader. IFFP meets most Sundays during the school year at Charles E. Smith Jewish Day School in Rockville, providing dual-faith religious education for over 150 children through a Sunday School for pre-school through eighth grade, a "Coming of Age" program for 7th and 8th graders, a teen group. Adult education topics include discussion of issues that arise when celebrating Jewish and Christian holidays in an Interfaith home and Interfaith couples are invited to workshops exploring the challenges of Interfaith marriage. Members teach Sunday School, participate in community service programs, serve in other capacities to manage and guide the organization.

Today's members range from original members whose children are now in high school and college, to young couples with their first interfaith relationship questions. PBS Religion & Ethics Newsweekly on Interfaith Holiday Traditions Interfaith’s ‘December dilemma’ Creating Holiday Traditions as Part of an Interfaith Family

Battle of Belchite (1809)

The Battle of Belchite on 18 June 1809 saw a Franco-Polish corps led by Louis Gabriel Suchet fight a small Spanish army under Joaquín Blake y Joyes. Suchet's force won the battle when a lucky hit detonated a large part of the Spanish ammunition supply; the ensuing blast provoked Blake's soldiers into a panicky flight from the battlefield. The action was fought during the Peninsular War, part of the Napoleonic Wars. Belchite is located 40 kilometres southeast of Zaragoza. General of Division Suchet took command of the III Corps and moved to oust the army of Captain General Blake from Aragon; the resulting Battle of Alcañiz on 23 May was a victory for the Spanish as they repulsed a Franco-Polish frontal attack. This victory brought Blake's army 25,000 volunteers, many of whom could not be provided with weapons. Blake advanced down the Huerva River with two divisions on the left bank and one division under General Juan Carlos de Aréizaga on the right bank. A more circumspect Suchet fought on the defensive in the Battle of María on 15 June.

The French general sent General of Division Anne-Gilbert Laval with a 2,000-man brigade to watch Aréizaga while retaining the rest of his small corps to face Blake. After fending off Blake's attacks for several hours, Suchet went over to the attack when some French reinforcements arrived, he compelled Blake to order a withdrawal. The next day, Suchet advanced against the combined forces of Aréizaga. Blake instead fell back. Discouraged by defeat, 3,000 of Blake's new recruits deserted. After joining with Aréizaga's division, Blake was only able to muster 11,000 infantry, 870 cavalry, nine guns, he drew up this force on some hills in front of the town of Belchite. After Suchet ordered Laval to join him, he massed 12,000 infantry, 1,000 cavalry, 12 artillery pieces for the battle; the French general paid no attention to the Spanish center and instead sent his two divisions to attack the enemy flanks. General of Division Louis François Félix Musnier assaulted the Spanish left flank and began forcing it back into the town.

General of Brigade Pierre-Joseph Habert sent his soldiers against the opposite flank. Just as Habert's attack got rolling, a French shell blew up an artillery caisson in the Spanish right rear; the fire spread to some ammunition wagons and soon there was a titanic explosion as Blake's gunpowder supplies detonated. With this, the Spanish soldiers panicked; the French swept forward, wounding, or capturing 2,000 Spaniards. They seized all one color and a quantity of food and equipment. Suchet reported losses of 200 wounded. Leaving Musnier's division to observe Blake's survivors, Suchet marched back to Zaragoza. Gates, David; the Spanish Ulcer: A History of the Peninsular War. London: Pimlico. ISBN 0-7126-9730-6. Smith, Digby; the Napoleonic Wars Data Book. London: Greenhill. ISBN 1-85367-276-9

Frameworks supporting the polyhedral model

Use of the polyhedral model within a compiler requires software to represent the objects of this framework and perform operations upon them. For more detail about the objects and operations in this model, an example relating the model to the programs being compiled, see the polyhedral model page. There are many frameworks supporting the polyhedral model; some of these frameworks use one or more libraries for performing polyhedral operations. Others, notably Omega, combine everything in a single package; some used libraries are the Omega Library, PolyLib, PPL, the cloog polyhedral code generator, the barvinok library for counting integer solutions. Of these libraries, PolyLib and PPL focus on rational values, while the other libraries focus on integer values; the polyhedral framework of gcc is called Graphite. Polly provides polyhedral optimizations for LLVM, R-Stream has had a polyhedral mapper since ca. 2006. Polyhedral frameworks are designed to support compilers techniques for analysis and transformation of codes with nested loops, producing exact results for loop nests with affine loop bounds and subscripts.

They can be used to represent and reason about executions of statements, rather than treating a statement as a single object representing properties of all executions of that statement. Polyhedral frameworks also allow the use of symbolic expressions. Polyhedral frameworks can be used for dependence analysis for arrays, including both traditional alias analysis and more advanced techniques such as the analysis of data flow in arrays or identification of conditional dependencies, they can be used to represent code transformation, provide features to generate the transformed code in a high-level language. The transformation and generation systems can handle imperfectly nested loops. To compare the constraint-based polyhedral model to prior approaches such as individual loop transformations and the unimodular approach, consider the question of whether we can parallelize the iterations of following contrived but simple loop: for i:= 0 to N do A:= /2 Approaches that cannot represent symbolic terms cannot reason about dependencies in this loop.

They will either conservatively refuse to run it in parallel, or in some cases speculatively run it in parallel, determine that this was invalid, re-execute it sequentially. Approaches that handle symbolic terms but represent dependencies via direction vectors or distance vectors will determine that the i loop carries a dependence, since for example when N=10 iteration 0 of the loop writes an array element that will be read in iteration 10 and reads an array element that will be overwritten in iteration 10. If all we know is that the i loop carries a dependence, we once again cannot safely run it in parallel. In reality, there are only dependencies from the first N/2 iterations into the last N/2, so we can execute this loop as a sequence of two parallel loops; the characterization of this dependence, the analysis of parallelism, the transformation of the code can be done in terms of the instance-wise information provided by any polyhedral framework. Instance-wise analysis and transformation allows the polyhedral model to unify additional transformations with those unified by the unimodular framework.

It has stimulated the development of new transformations, such as Pugh and Rosser's iteration-space slicing. Authors of polyhedral frameworks have explored the simple 1-dimensional finite difference heat equation stencil calculation expressed by the following pseudocode: for t:= 0 to T do for i:= 1 to N-1 do new:= *.25 // explicit forward-difference with R = 0.25 end for i:= 1 to N-1 do A:= new end end This code confounds many of the transformation systems of the 20th century, due to the need to optimize an imperfect loop nest. Polyhedral frameworks can analyze the flow of information among different executions of statements in the loop nest, transform this code to exploit scalable parallelism and scalable locality. A re-cap here, of the two approaches on this example, might be nice, but for now see the individual papers of Wonnacott, Sadayappan et al. as well as others who have studied this code using different frameworks, such as Song and Li. Comparison of work using different frameworks is complicated by both technical differences and differences in vocabulary and presentation.

Examples are provided below to aid in translation: Polyhedral Frameworks support dependence analysis in a variety of ways, helping to capture the impact of symbolic terms, identify conditional dependences, separating out the effects of memory aliasing. The effects of memory aliasing, in particular, have been described in two ways: many authors distinguish between "true" data dependences from false dependences arising from memory aliasing or limited precision of dependence analysis; the Omega Project publications use specific terms to identify specific effects on analysis. They maintain the traditio

Perth Amboy High School

Perth Amboy High School is a four-year comprehensive community public high school which serves students in ninth through twelfth grades from Perth Amboy in Middlesex County, New Jersey, United States, operating as the lone secondary school of the Perth Amboy Public Schools. The school has been accredited by the Middle States Association of Colleges and Schools Commission on Secondary Schools since 1928; as of the 2015-16 school year, the school had an enrollment of 2,071 students and 217.4 classroom teachers, for a student–teacher ratio of 9.5:1. There were 75 eligible for reduced-cost lunch; the current Perth Amboy High School was built in 1971, to replace an earlier building that opened in 1881. The building was built to accommodate 1,600 students, resulting in overcrowding with nearly 50% students above the design capacity attending the school. Perth Amboy High School is the only public high school in the city other than the Perth Amboy campus of the Middlesex County Vocational and Technical High Schools.

The school mascot is a panther. The school was the 322nd-ranked public high school in New Jersey out of 339 schools statewide in New Jersey Monthly magazine's September 2014 cover story on the state's "Top Public High Schools", using a new ranking methodology; the school had been ranked 320th in the state of 328 schools in 2012, after being ranked 318th in 2010 out of 322 schools listed. The magazine ranked the school 270th in 2008 out of 316 schools; the school was ranked 274th in the magazine's September 2006 issue, which surveyed 316 schools across the state. PAHS is 91% Hispanic, 5.9% Black, 2.5% White, 0.4% Asian. Most of the students belong to working class families. 68 % of the students participate in the reduced price lunch program. 71% of the school speaks Spanish in their homes while another 1% speaks another language that isn't English at home Portuguese, Vietnamese, or Cantonese. There are limited English proficient students, who compose 15% of the school. Limited English Proficient students cannot speak, read, or write in English and are placed in "bilingual" classes.

The average class size is 22 students, excluding special education. The school's ratio of students to computers is 12 to 1 meanwhile the state average is 4 to 1; the school day is longer than the state average. The instructional time is 7 hours whereas the state average is 52 minutes. On the Language Arts section of the High School Proficiency Assessment, 58% scored proficient and 39% scored partial. On the Math section of the test, 45 % scored 48 % scored partial; the average SAT score is 849 out of 1600. However, these results are offset by the high number of bilingual students resulting in lower than average test scores in the school itself; the Advanced Placement Program participation is 11%. The average attendance rate is 90%; as of the 2004-05 school year, PAHS had a suspension rate of 44%. 91% of PAHS seniors graduated. 33% of the school graduated via the SRA process and 12% graduated through the Limited English Proficiency SRA process. 54% of the graduating seniors go on to two-year colleges Middlesex County College and another 29% of the graduating seniors go on to four year colleges.

Extracurricular activities include School Based Youth Services Program. Gear Up is sponsored by the Perth Amboy Board of Education; the School Based Youth Services Program is designed to concern the social issues and health needs of students, is sponsored by the Jewish Renaissance Foundation and the Perth Amboy Board of Education. There are many school clubs which students can propose or start themselves, run if they find an advisor; the school has a Concert and Marching Band, which plays many parades throughout the year and during football season. The Perth Amboy High School Panthers compete in the Greater Middlesex Conference, which includes public and private high schools located in the greater Middlesex County area and operates under the supervision of the New Jersey State Interscholastic Athletic Association. With 1,610 students in grades 10-12, the school was classified by the NJSIAA for the 2015-16 school year as North II, Group IV for most athletic competition purposes, which included schools with an enrollment of 1,114 to 4,800 students in that grade range.

All Perth Amboy Public Schools elementary and middle schools feed into PAHS. Core members of the school's administration are: Gene Mosley, Principal Dr. Wachera Brown, Vice Principal - Grade 11 & S. T. E. M. Program Sylvia Leon, Vice Principal – 9th Grade Academy East Campus Bilingual & University Honors Meghan Reeves, Vice Principal – Grade 10 & VPAM Program Roberto Reyes, Vice Principal – Grade 12 & Liberal Arts Brian Rivera, Vice Principal - 9th Grade Academy South Campus General Education & Special Services Notable alumni of Perth Amboy High School include: Frank Buckiewicz, football player and coach who served as the head football coach at Pacific University from 1965 to 1980. Alan Cheuse and critic. Wilda Diaz, elected Mayor of Perth Amboy in May 2008. Bernard J. Dwyer, who served in the United States House of Representatives from New Jersey from 1981 to 1993. Chad Kinch, professional basketball player. Steve Mizerak, champion pool player. Brian Taylor, former NBA basketball player. Arthur J. Sills, New Jersey Attorney General from 1962 to 1970.

Bruce Taylor, former cornerback who played for the San Francisco 49ers. David T. Wilentz, New Jerse

Dušan Mugoša

Dušan Mugoša, nicknamed Duć, was a Yugoslav Partisan. He and Miladin Popović were the Yugoslav delegates that helped unite the Albanian communist groups in 1941; the two had been sent to Albania on the directive of the Central Committee of the Communist Party of Yugoslavia, chosen for their revolutionary experience and political knowledge, to be available to the Albanian communists. Mugoša and Popović were members of the Regional Committee KPJ of Kosmet. In October 1941, OK KPJ Kosmet representatives Boro Vukmirović, Dušan Mugoša, Pavle Jovićević and Ali Shukriu met with Albanian communist delegation made up by Koço Tashko, Xhevdet Doda and Elhami Nimani in Vitomirica. After having persuaded the disunited Albanian communists to pursue a common fight for "liberation from capitalistic exploitations and Imperial slavery", the work culminated in the meeting of 8 November 1941, with over twenty representatives, that ended in the official establishment of the Albanian Communist Party. While in Tirana, after the freeing of Popović, Krsto Filipović and others from prison camps, the OK KPJ Kosmet decided that Mugoša and Popović stay in Albania.

Boro Vukmirović requested. On 25 May 1942, Mugoša began his trip crossing Montenegro, joining up with Todor Vojvodić and Spasoje Đaković in Andrijevica; as the secretary of OK KPJ of Kosmet, he announced the annexation of Metohija to Serbia. He left Albania on 12 April 1944; the three most influential in the decision of uniting Vojvodina and Kosovo and Metohija to NR Serbia were Jovan Veselinov, Dušan Mugoša, Mehmed Hoxha, who represented the provinces on the extraordinary session of the Anti-Fascist Council of the National Liberation of Serbia on 6 April 1945. Spasoje Đaković. Sukobi na Kosovu. Narodna knjiga