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Un-Seen Monopolies: Violence
Chapter 2: Violence (Rights VS Monopoly)
It is relatively easy to get worked up by reading or watching the news (the perspective of the Nation State) and to find yourself siding with politicians publicly seeking endorsement of popular policies, perhaps a little more attention should be paid to the un-seen implications of these policies. I resonate with the passion from within which these emotions arise, and I am aware that we all want the same outcome (Peace); therefore I'm going to take the time to put in writing, the proof, that the best possible way to organize ourselves would be through the medium of reason and for this very reason today I shall address an un-seen monopoly, the monopoly on violence.
Lay down your arms!
"Lay down your arms!". It is a pretty common statement; we have all heard it, now let us analyze it. When one calls out 'lay your arms down', what exactly is being inferred? Is the caller referring to all of humanity or just the slave class (Citizen/Slave: One who does not have the right of ownership to his/her product of labor) of a specific nation state not including the ruling class (Politician/Legislator/Master/Ruler: One who not only has the right of ownership to his/her labor but also that of his/her slave/citizen)?
If the call is just (Justice: agreeable to ALL individuals because it is inherently fair to all parties involved), it has to apply to all humans; how then will the one who writes this legislation enforce it upon those who disobey? The only possible way to enforce such a rule is by keeping his/her gun and using it for enforcement, as those who disobey will obviously be armed. Therefore, logic dictates, that the one who legislates (the ruling class/slave-master) has to keep his/her arm for enforcement purposes or risk being ignored into irrelevance. The Slave-Owner (Government) can't simply walk up to an armed human and claim authority over him/her. This will, more than likely, result in someone getting shot.
If 'lay your arms down' refers to one group of individuals being granted "special rights" to be armed even if it is solely to "protect" other individuals, then the call is not for a just disarmament of the human populace as claimed, it is simply endorsing an unjust arms monopoly directly responsible for the monopoly on violence.
However, if instead the call is for a complete disarmament of all humans in a Nation State (America, EU, USSR, China etc.), what happens when a foreign nation state agent walks over with a gun? How would a disarmed local (Ruler or Slave) defend himself/herself against a threat of armed violence? Call a third party with a gun? The whole nation has no guns!
Property Right (Collective & Individual)
Though it may not be obvious, despite the numerous "debates" the ontology of the above statement conjures up, the moment one dwells into the epistemology of that statement the inevitable becomes apparent. Why don't we start with an axiom and take it from there. The statement, 'lay your arms down', might appear valid but the logic is flawed. Allow me to prove it.
I shall start by defining clearly these popular terms often used (and misused) to refer to known methods of organizing a human collective:
- Politics: Centralized Authority (Statism/Socialism)
Politics/Socialism is a method, based on ignorance, to organize humans manipulatively and/or coercively in a hierarchical manner. It usually consists of one or more individuals forming a central authoritative collective that proclaims the right of ownership and distribution of resources by political means usually by way of force due to self granted monopoly privilege over others.
This illegitimate method creates a clear class separation of humans, the superior (ruler) and the inferior (slave). The one who writes the "law", and the one who has to obey it (usually the one who writes the law is not subject to it as it only applies to the slave class of humans).
ie. all forms of Socialism from Communism, Fascism, Democracy, Socialist Democracy, Republic, Libertarian Republic, Liberal Republic, USA, EU, SINGAPORE, INDIA, CHINA, PAKISTAN, LIBYA, ISIS, nation, country, government, state, Church, Mosque, Temple to any AND all political collectives that claims to be "the law".
- Anarchy: An (No) Archy (Ruler)
Anarchism is a method, based on economic laws, to organize humans amicably in a non-hierarchical manner. No Ruler. No Slave-Master. No politician to "protect" and/or rob you.
No ruler does not imply no rules, au contraire; it implies that the rule is one for all individuals without exception.
Ie. no one is above the law, not even the law maker and/or his enforcers
- Capitalism: Voluntary Association
Capitalism is a method, based on economic laws, to organize humans amicably. It recognizes ownership of Person and Property acquired by Economic means NOT Political means, and the sovereign rights to freedom of trade.
There are only two ways to acquire property, the economic means and the diametrically opposed political means.
ie. trade (economics) or plunder (politics).
- Economics: Science of Human Interaction
Economics is the science of human interaction based on the science of justice. Economic laws are established only via precise observation upheld by proof obtained by means of investigation. It is economic law (rules), all proven without exception, that govern the interactions between consenting individuals in the market-place (Society). Rules (economic laws) govern Society (market-place).
ie. voluntary association based on laws of justice
Note: The most accurate field of study presently would be Praxeology, the study of human action; with reference to Natural Law.
5. Market-place : Society
The market-place is an organization or collective of human beings that consists of two or more individuals. Economic laws only apply when one individual (the self) interfaces with an other person. No one has the legitimate authority to knowingly or unknowingly initiate aggression against an other person/property, that would be politics – which is diametrically opposed to economics. Politics and economics are mutually exclusive.
ie. Any and all human collectives of more than one individual
Afterall, there are but two means to any end. Trade it or take it by force and when one understands that "the law" is nothing more than the just use of force, things become much clearer. Unjust acts carried out under the pretext of "the law" do not magically make them just. No number of rituals (voting/political process/due process) changes that logic, unless words on a paper written by an "elected leader" somehow has more rights than your words on paper in which case you admit to being an inferior human in comparison to the one who is able to legislate. That is the myth of Statism, the myth of authority. And this myth is the root cause for the monopoly on violence.
You may either agree or disagree, but logic dictates that only Statist systems can be implemented. Voluntary systems can't be implemented, they are adopted. If this seems a rigid binary approach to "complex" subject matters, bear in mind what appears complex to you may not necessarily appear complex to another, especially to one who is able to perceive duality in all. These terms are not complex; they are made to appear so by socialist material. Most of the misunderstanding lies in the definition of the word 'Law'. Define it in one sentence and you will see it clearly.
What is the law, if not the just use of force? Think about it, there is no other logical definition. Law is force, the just use of it. And force, in this context, becomes relevant only when it is applied to person or property. So when can force be used on a person or property? Anytime a Statist-ruler (Government) claims it is just to do so? Anytime a person with a state issued magic badge pulls out a gun and stops you on the highway for driving 2 km/ph over the "speed limit"? Anytime the Statist-ruler feels offended by someone pointing out his/her idiocy? When then can force be used in a just manner? For that to be understood we have to first understand 'person & property'.
Human Right (Individual)
As Rothbard so clearly penned it, much is heard these days of the distinction between human rights and property rights, and many who claim to champion the one turn with scorn upon any defender of the other. They fail to see that property rights, far from being in conflict, are in fact the most basic of all human rights.
The human right of every man to his own life implies the right to find and transform resources: to produce that which sustains and advances life. That product is a man's property. That is why property rights are foremost among human rights and why any loss of one endangers the others.
For example, how can the human right of freedom of the press be preserved if the government owns all the newsprint and has the power to decide who may use it and how much? The human right of a free press depends on the human right of private property in newsprint and in the other essentials for newspaper production. In short, there is no conflict of rights here because property rights are themselves human rights. What is more, human rights are also property rights! The self is your first property!
There are several aspects of this important truth. In the first place, each individual, according to our understanding of the natural order of things, is the owner of himself, the ruler of his own person (body). Preservation of this self-ownership is essential for the proper development and well-being of man. The human rights of the person are, in effect, recognition of each man's inalienable property right over his own being; and from this property right stems his right to the material goods that he has produced. A man's right to personal freedom, then, is his property right in himself.
But there is another sense in which human rights are really property rights, a sense which is much obscured in our time. Take, for example, the human right of freedom of assembly. Suppose that a certain group wants to demonstrate for a particular idea or bill in a street meeting. This is an expression of the right of assembly.
On the other hand, suppose that the police break up the meeting on the ground that traffic is being disrupted. Now, it is not sufficient simply to say that the right of assembly has been abridged by the police for political reasons. Possibly, this was the case. But there is a real problem here, for maybe traffic was disrupted. In that case, how is one to decide between the human right of free assembly and the "public policy" or "public good" of clear and unobstructed traffic?
In the face of this apparent conflict, many people conclude that rights must be relative rather than absolute and have to be curbed sometimes for the common good.
A Question of Ownership
But the real problem here is that the government owns the streets, which means that they are in a virtual state of no-ownership. This causes not only traffic jams, but also confusion and conflict over who should use the streets at any given time. The taxpayers? In the last analysis, we are all taxpayers. Should the taxpayers who want to demonstrate be allowed to use the street for that purpose at the time they choose, or should it be reserved for use by other groups of taxpayers as motorists or pedestrians? Who is to decide? Only government can decide; and whatever it does, its decision is bound to be a wholly arbitrary one that can only aggravate, and never resolve, the conflict between the opposed forces.
Consider, however, a situation where the streets are owned by private individuals. In this case, we see clearly that the whole question is one of property rights. If Jones owns a street and the 'Citizens United' want to use it for a demonstration, they may offer to hire the street for that purpose. Then it is up to Jones to decide whether he will rent it out and at what price he will agree to the deal. We see that this is not really a question of the human right of the 'Citizens United' to freedom of assembly; what is involved is their property right to use their money to offer to hire the street for the demonstration.
But, in a free society, they cannot force Jones to agree; the ultimate decision is Jones', in accordance with his property right to dispose of the street as he sees fit. Thus, we see how government ownership obscures the real issue—how it creates vague and spurious "human rights" that seemingly conflict with each other and with the "public good."
In situations where all the factors involved are owned privately, it is clear that there is no problem or conflict of human rights; on the contrary, only property rights are involved, and there is no vagueness or conflict in deciding who owns what or what is permissible in any particular case.
Property right is Human Right
In short, there are no human rights that are separable from property rights. The human right of free speech is only the property right to hire an assembly hall from the owners, to speak to those who are willing to listen, to buy materials and then print leaflets or books and sell them to those who are willing to buy. There is no extra right of free speech beyond the property rights that we can enumerate in any given case. In all seeming cases of human rights, then, the proper course is to find and identify the property rights involved. And this procedure will resolve any apparent conflicts of rights; for property rights are always precise and legally recognizable.
Consider the classic case where "freedom of speech" is supposed to be curbed in "the public interest": Justice Holmes' famous dictum that there is no right to cry "fire" in a crowded theatre. Holmes and his followers have used this illustration over and over to proclaim the supposed necessity for rights to be relative and tentative rather than absolute and eternal.
But let us further analyze this problem. The fellow who brings on a riot by falsely shouting "fire" in a crowded theatre is, necessarily, either the owner of the theatre or a paying patron. If he is the owner, then he has committed fraud on his customers. He has taken their money in exchange for a promise to put on a movie; and now, instead, he disrupts the movie by falsely shouting "fire" and breaking up the performance. He has thus welshed on this contractual obligation, in violation of the property rights of his patrons.
Suppose, on the other hand, that the shouter is a patron and not the owner. In that case, he is violating the owner's property right. As a guest, he has access to the property on certain terms, including an obligation not to violate the owner's property or disrupt the performance that the owner is putting on for his guests. His malicious act, therefore, violates the property rights of the theatre owner and of all other patrons. If we consider the problem in terms of property rights instead of the vague and woolly human right of free speech, we see that there is no conflict and no necessity of limiting or abridging rights in any way.
The rights of the individual are still eternal and absolute; but they are property rights. The fellow who maliciously cries "fire" in a crowded theatre is a criminal, not because his so-called right of free speech must be pragmatically restricted on behalf of the "public good"; he is a criminal because he has clearly and obviously violated the property right of another person – a victim. For a crime to have been committed there has to be a victim who has suffered damage to person and/or property.
The axiom is the individual, you. The self is where it all begins and ends. Everything starts and ends with you. The same logic applies to me, and any other individual. If anyone claims otherwise, they're either lying intentionally to maintain the existing status quo of monopolies or their Stockholm syndrome is kicking in due to constant and repeated exposure to known brainwashing techniques (20 years of public schooling – the monopoly on education/information). It isn't all that complex, it's basic economics.
If it is intentional, how do the rulers maintain the status quo? Again apply economic laws. The axiom is the free market (the people). The state lies within the free market, it may have fooled you into believing that it is omnipresent and that the market lies within the state (it does not) but in a free market the producer (company) should be answerable and regulated only to and by the consumer (market) this is not the case now with the Statist crony "markets" due to the violent interference of the parasitic monopoly privilege issuing organization known as the State (Government). Even if their violence is solicited, it is nothing more than interference.
In the crony Statist "markets", the producer bypasses the actual market (lousy product quality, sub par services and sky high prices are proof enough as the business would not last long in the free market, free market competition will put them out of business) and instead bribes the Statist-ruler (Government) calling it donations, lobbying etc. The Statist-ruler (Government), who has authority (giveth not to thee but thyself by thyself) grants special privileges to the producer thus ensuring a monopoly. The Statist-ruler (Government) uses force on those who disobey (take intellectual property for example. It should rightly be called intellectual monopoly as property and monopoly are diametrically opposed), and calls it "the law".
So how do we solve this? Vote in more Statist-masters (Government) and grant them more non-existent rights over you? The next candidate is more compassionate perhaps? Even that is flawed logic. If neither you nor me have the right to legislate and dominate other humans, and if neither you nor me have the right to delegate a right we don't have – how, in the first place, did the Statist-ruler (Government) obtain these rights?
The claim that some humans have more rights than others, specifically the right to rule with violence, and that this claim is legitimate is preposterous. I disagree, and I already proved that any entity and/or organization that claims to be "the law" is nothing more than a monopoly on violence; given that law is merely the just use of force.
Lay down your arms?
History repeats untill philosophers introduce & technology enables
Political Philosophy, Economic Philosopy, Technology (Bitcoin)
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Redlegs 4 Phils 3
Redlegs 8, Phils 2
Phils 5, Redlegs 3
Record: 3-4
Weekends roll by pretty quickly. We are now going through the rotation for the second turn and so far the results are the same. This time however, the Phils wisely took advantage of Cole Hamels' fine effort in the Great American Smallpark by knocking four balls out of the park and thereby splitting the weekend series with the Redlegs. (I think they should go with the official name, don't you?) I began to give you an account of the game before realizing the worthlessness of that endeavor. You come here for analysis. It may be uninformed, malformed, shoddy or incongruous but it is analysis nonetheless. I began the season opining that the Phils need their starters to eat innings. So far, the results are:
Myers: 2 starts, 10 IP
Hamels: 2 starts, 15 IP
Moyer: 1 start, 3 2/3rds IP
Kendrick: 1 start, 5 IP
Eaton: 1 start, 7 2/3rds IP
Obviously, Myers is a disappointment thus far. He has to come up big this Friday against the Cubs. It all starts with him. He is supposed to be the #1, the "go to" guy. Hamels is the real #1 starter on this club and the only reason he wasn't tagged as such was in deference to Myers' return to the rotation. I think management felt they owed Myers that respect for having been so dutiful the past two seasons bounding from starter to closer to starter. Regardless, Hamels is the best pitcher on the staff and if he stays healthy, he should turn in a great season.
This is a big week. Whitney will weigh in on that shortly I suspect. I would guess the pressure is on the Mets more so than the Phillies if only because they are at home and they probably want to bury last year's nightmare right at the get-go. If they drop game 1, can you imagine tomorrow's Daily News? It should be fun. Games one and two are Met broadcasts with the middle game on the Deuce HD. Queue Michael Buffer.

subset: commoncrawl


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Visitor Centre 'De Lambiek' is open to individual visitors as well as group visitors.
An individual ticket includes access to the exhibition area, an exclusive video presentation about the brewing process and a free lambic beer sample to top off the visit. In the exhibition area you discover how lambic is brewed and which ingredients are used in the process. Furthermore, the history of lambic beer is outlined in detail. The eleven traditional lambic breweries and geuze blenderies that are members of HORAL - the Dutch acronym for the High Council for Artisanal Lambic Beers - are each presented in their own display. You can enjoy sampling the various types of Oude Geuze, Oude Kriek and other regional beers in our cosy tasting room.
With its adapted toilets, adapted tables and barrier-free entrance, the Visitor Centre is fully accessible to persons with disabilities. In this respect, the Visitor Centre was awarded an A+ accessibility label in 2015.
Family package
The Visitor Centre also offers family packages. These family packages are offered free of charge upon payment the regular entrance fees.
They include a map full of fun assignments allowing you and your family to explore the world of lambic beers. You learn more beer brewing, old crafts, ... while having fun.
Admission prices
Adults: € 3
Adult inhabitants of Beersel: € 2
Seniors 65+: € 2
Inhabitants of Beersel over 65: € 1
Group price (groups of 15 people or more): € 2
Children < 12 years: free (tasting session not included)
Teacher's card / Press pass: free (tasting session included)
Bezoek Bezoekerscentrum De Lambiek - aanvraagformulierFormulier


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If you would like to schedule an appointment with an Electrical and Computer Engineering faculty advisor, or have a questions or comments, complete the form below.
You will receive a response by phone or e-mail.
All undergraduate students needing advisement should send an email to the Undergraduate Coordinator at firstname.lastname@example.com or to email@example.com


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I've been interning since Monday at the Eastern Door, a local newspaper serving the Kahnawake community across the river from Montreal. My friend and fellow Board member (at The Concordian) invited me over for a week while the head honchos (editors and publishers Steve Bonspiel and Tracey Deer) are in Europe accepting an award for one of Tracey's films.
Long story short, I've been writing for this paper off and on for a few months and this is my chance to do a "regular" job like newspapering, as in come in every day and write stories about what goes on in the community, albeit without the money (which is what most would-be journalists are doing these days anyway…)
It's been fun. The photo below will appear alongside a wee story about an artist's endeavor to raise the creativity and self-esteem of Mohawk youth.
Here are some of the guys from the Native Friendship Centre who really got into it: Luke on the left and Lava in the red shirt. They were fabulous painters.
This is a very cute little girl named Kyrie who helped paint. It didn't make it into the paper.
The photo below was taken at a press conference I attended that same day for an announcement about the programming lineup for the First People's festival in June and August. Lots of CBC and Radio-Can media there, which makes sense because they're some of the bigger corporate sponsors.
That story won't run until next week… No space.
The most interesting story I covered so far however, was a panel of speakers who participated in the events leading up to the Oka crisis of 1990. I think I did a decent job of summing up 20 years of history in a tiny (for me) 600-word piece. Of course I'm writing a longer version for the web… Naturally.
You can check out the stories at www.easterndoor.com


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by Julie C.
I'm new on my horse club but I'm already having a blast! It's so much fun to complete mini quests. Don't worry about buying promo codes, because every month they give out freebies at the E-Store! Have fun playing this awesome game, it's the best horse game out there (and trust me, I've been looking for ages!)so sign up today!!!


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In the same year that David Prowse became The Green Cross Code Man, the Bristol native appeared in the second of his three roles as Mary Shelley's most famous creation.
In the same year that David Prowse became The Green Cross Code Man, the Bristol native appeared in the second of his three roles as Mary Shelley's most famous creation.
JIMMY Sangster's HORROR OF FRANKENSTEIN is detested by Hammer purists for its comedic tone, and plays out as a parody of the previous respected entries. The film opens with Victor Frankenstein (Ralph Bates) at school, accompanied by friends Elizabeth (Veronica Carlson), Stefan (Stephen Turner) and Henry (Jon Finch). Victor arranges for the death of his father and travels to university in Vienna, where he acquires sidekick Wilhelm (Graham James) and impregnates the daughter of the Dean. Returning to Ingstad, Victor starts a series of experiments, using corpses delivered by a local body snatcher (Dennis Price) - who lets his wife do the digging. After electrocuting Wilhelm for complaining about his work - which includes reanimating a tortoise - Victor poisons Elizabeth's professor father (Bernard Archard) for his brain, but the organ is damaged and the resulting patchwork man is a mute thug (David Prowse).
Initiated as a start-over remake of CURSE OF FRANKENSTEIN, the picture dispenses with Peter Cushing's services and tries to introduce a younger generation (a failed attempt, as Cushing returned four years later in FRANKENSTEIN AND THE MONSTER FROM HELL). Despite the traditional 19th Century setting, HORROR OF FRANKENSTEIN is very much of its time - as illustrated by Bates' hair and puffy shirts - and quite anarchic, mixing additional plot threads (Elizabeth's finances, Stefan's crush on Victor) with comic relief (a severed arm making a V-sign) and grue (Victor's hands smearing his face with blood). Duelling femmes fatale O'Mara and Carlson are always watchable, but only Price can deliver a performance at the correct pitch. Bates, at this point being groomed to become the studio's next big star, is not so much a mad scientist but a psycho scientist, enjoying the thrill of the kill and rejoicing in the fact that he has this powerful monster ready to do his bidding. And when the creature eventually appears - an hour in, and sporting white cycling shorts - Prowse goes through the motions with a checklist of victims and a perfect physique which bestows its fragmented origins.
"You've put on weight in a couple of places"; Kate O'Mara is the bed-warming housekeeper of Hammer's relaunch of its Frankenstein franchise.
Reusing the Karnstein Castle set from THE VAMPIRE LOVERS, and even shooting most of its forest scenes on Elstree stages, there is a distinctly cheap and recycled feel. Furthermore, HORROR OF FRANKENSTEIN was not helped by a misleading marketing campaign, where it went out on a double bill with the sombre and gristly SCARS OF DRACULA (as Sangster states in Wayne Kinsey's Hammer Films: The Elstree Studio Years, "if people had gone to see it knowing it was shot light hearted they would have enjoyed it more [instead of] thinking it was a Gothic horror.") However, this twin feature did hold the distinction of the first Hammer movies to be totally financed by British companies, thanks to a deal between Sir James Carreras and ABPC/EMI. But Hammer's new partner would only distribute to England and the Commonwealth, leaving Carreras able to acquire just a small American distributor - Continental - to impossibly cover the whole of the United States market.
The notion of deriving humour from such pseudo-scientific source material is an interesting one. Since Frankenstein was published in 1818, and Boris Karloff's seminal interpretation hit screens in 1931, Mary Shelley's serious text - and similar works - generate mythical themes and uncomfortable laughter. As the initial power of the book recedes in a collected consciousness, the tome gathers extraordinarily wide responses, snowballing a range of spoofs and humorous asides now over 200 years on. The level of comedic takes is mind-boggling, even to the point of delicious meta-levels: Mel Brooks' celebrated YOUNG FRANKENSTEIN, for example, used many pieces from James Whale's original laboratory set, and even in The Beatles film YELLOW SUBMARINE we had the Monster drinking a potion and becoming John Lennon.


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Copies of IOTA Directory 2018 can now be purchased from the IOTA Shop. This 18th edition will probably be the last paper edition to be printed, the inevitable consequence of the Internet age. The Directory contains the complete listing of 15,000 IOTA islands as well as everything readers need to know to participate in the programme. Included in the colour section are fascinating reports on several rare IOTA operations, well worth reading. The rules have seen a major and once only restructuring to make them easier to follow. The list of Most Wanted IOTAs has been recast to show the listing in three ways: based on contacts credited all-time, credited to those who updated in the last 10 years and to those who did so in the last 5 years. Regular features such as the Honour Roll and other performance listings, award winners and advice on making a first application are also included. Remember, this may be the last printed edition published, so if you prefer to check data in paper form, you would be well advised to purchase a copy. In addition to the Directory the newly established IOTA Shop also offers IOTA flags, large and small, and IOTA patches. More to come.
G3KMA, 28 May 2018


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Moundridge Explorations
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Homestead Trail Celebration
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About this Exploration:
Come join our community celebration with activities including a bon fire, old time music and games, blacksmith, weaving and quilting demonstrations, mountain man camp, horse rides, hay rack rides, cake walk, food and everything needed for a fun filled look into the past for families. We are all excited to make the day fun for everyone involved. This event occurs every October. We hope you can join us for any or all of the fun! There is a small admission that will cover you for most activities, except as noted below. Kids games, Blacksmiths, Outside Demonstrations, Hay Rack rides, Personal Ponies, Mountain Men, Antique Tractors, and concessions will be available at for an extra charge. Tours of the Cole House, Ag Museum and Heritage Museum will be available. There will also be demonstrations in the Heritage Museum on quilting, weaving and spinning! Come join us for supper - they won't be ringing a dinner bell so don't be late! There is an additional charge for this. At dark we will be lighting a bonfire!! There will be lots of singing and free marshmallows!! We hope to see you again this year!
Liz Johnson
225 S.Christian
Moundridge, KS 67107
Phone: 620.345.3600


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My Daddy Is an Idol
My Daddy Is an Idol
Country: Japanese
Status: Completed
Released: 2012
Nishikido Ryo acts as a popular idol and member of Kanjani8 (or as himself) who secretly marries a woman with three children. This comedic drama portrays the reality of show business and the importance of a family bond. Ryo has come to his girlfriend Haruka's house to ask her mother and children for her hand. Her eldest daughter refuses flat out saying that she doen't want an idol as her father. To make things worse, Kanjani8's manager finds out about the marriage and tells him to either get divorced within three months or end his career in show business.
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Material: 100% COTTON
*order a size up for comfortable fit, two sizes up for oversized!
1. Make sure you ordered the correct quantity/ sizes! Each product has different sizing tables usually!
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Tatar–Russian code-switching
This article uses HTML markup. (February 2019)
Tatar–Russian code-switching is a code-switching language of the urban population of Tatarstan, and is spoken predominantly among bilingual Tatars. It is based on the Tatar language, but many spoken forms are from Russian language. In some cases one can start a phrase in Tatar and end it in Russian or vice versa. Sometimes only single Russian words are incorporated into Tatar speech, or vice versa. Speaking Tatar words, one can use Russian order of words.
The same situation is similar to Bashkir–Russian, Chuvash–Russian and many other code-switching of Russian minorities.
Usage of code-switching[edit]
Tatar–Russian code-switching is used in several cases:
- Russian remains the most common language in urban areas of Tatarstan and other Tatar-populated areas. Several generations of Tatars speak fluent Russian. Often, when constructing a sentence, they use Russian order of words. Being an inflexional language, Russian differs from Tatar, which is an agglutinative language. Even when speaking Tatar conjunctive words that don't exist in Turkic languages are inserted. Even archaic literary language used Arabic and Persian conjunctive words, not all of them are used in modern urban speech. Most of urban Tatars graduated from Russian schools and they have no idea how use some constructions other than in Russian, especially if those constructions were not in use in Tatar-speaking generations. Examples are mojet, naverno, potomuchto, nüjäli (neuzheli), konechno instead of bälki, ixtimal, çönki, çınlap ta, älbättä (maybe, probably, because, really?, of course). Brat is used to describe all brothers, although Tatar has two different words for older and younger brothers: abí and ene correspondingly.
- Some concepts have appeared only after Russian language became dominant. Even when those words have counterparts in the literary Tatar language, they are traditionally used in Russian form. Example: Arkhitekturnyj institut instead of Arxitektura institutı (Architure Institute)
- Sometimes it is used because many Russian phrases have a unique meaning such as Kuzkina mat (see Tsar Bomb).
- Often well known Tatar terms sound much longer than equivalent Russian terms: bezopasnyj -> qurqınıçsızlı.
- The youngest generation use Russian slang words.
- Often one who can speak pure Tatar language uses a mix to communicate with the younger generation, as it is more understood by Russians and Tatars who don't speak the native language well.
- In areas such as science and technology, where the most of Tatar words are of Russian origin, it is usual to conjunct them with Russian phrases.
- In some cases, Tatar words are used in Russian speech to convey a meaning that the Russian word does not have or to provide "Tatar color" to the sentences. For example, well-known phrases by all Tatarstan communities: Alla birsä (God willing), maturım (my beauty), canım (my soul): the last two for lovers.
The origin of code-switching[edit]
Russian was an administrative language, as well as a language of higher education, ever since the fall of Kazan. The literary Tatar language did not have Indo-European roots and was most closely related to several Oriental languages, whose prestige decreased after the Russian revolution whereas knowledge of Russian increased and many Russian words entered into the literary language.
Tatar–Russian code-switching is based in from the asymmetric bilingualism of Tatars and the introduction of Russian schools, as well as total decline of the national culture as defined by educated Tatars after the 1930s. Another major factor is that the most commonly used language in the cities is Russian. Although there were many Russian-speakers present before the Revolution, more arrived as the result of population transfer in the Soviet Union. Tatars living outside of Tatarstan also code-switch, as there are no Tatar schools outside of Tatarstan.
Written form[edit]
The code-switching for a long time had only an oral form, but the popularization of the Internet and SMS it became written. It is written using a Russian or English keyboard without the additional Tatar Cyrillic or Latin characters. The following example is taken from a Tatar hip hop and r'n'b forum:[1]
- She's an angel))) билетлар хз, сорашмадым...
- Transliteration (in Russian way): <en>She's an angel)))</en> biletlar <ru> khz,</ru> sorashmadym…
- Translation: <en>She's an angel)))</en> As for tickets, <ru> i don't know (хз = хрен знает, what on earth!)</ru>I haven't inquired
- Да уж ангелское личико.. А задний мосты таралмаган мы сон? Ансы куренми бит..Жибар але бер икесен, в полный рост
- Translteration: <ru>Da uj angelskoye lichiko… A zadniy most</ru>y taralmagan my son? Ansy kurenmi bit.. jibar ale ber ikesen,<ru>v polnyy rost</ru>
- Translation: <ru>Indeed yes, she has angels' face… Her "back axle"s </ru>wheel chamber are Okay, aren't they? It isn't seen, after all… Just send me other one,<ru>the full-length.</ru>
- окай ман, личный ящиктан кара
- <en>Okay man,</en><ru>lichnyy yashchik</ru>tan qara
- <en>Okay man,</en>see it from (at)<ru>(my) personal box</ru>tan qara
There is seen that there is a grammatical agreement of Russian phrases following the rule of Tatar grammar: zadniy most is Russian for back axle, but Tatar possession suffix is used to is sense of her back axle (zadniy mosty).
- ^ Tatar hip hop & r'n'b forum Archived September 27, 2007, at the Wayback Machine
- Wertheim, Suzanne. "Language Purity and the De-Russification of Tatar." Berkeley Program in Soviet and Post-Soviet Studies Working Paper Series (May 1, 2002): 1-25.


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Kozhikode, or Calicut, is a city in the state of Kerala in southern India on the Malabar Coast. The city lies about 380 kilometers north of the state capital Thiruvananthapuram
Calicut – Harivihar Resort
Harivihar is a respectable mansion house built around 1850 by the Kadathanad regal families, who had controlled the northern parts of Kerala. They had assembled the house to encourage their children's' training, which was not effortlessly open in those days.The house was worked by standards in customary padinijitta (west-bound) style, as was pervasive then. On the south-west side was the family sanctuary with Durga as the directing god, and a huge customary lake on the north-west agree with enduring water supply, was utilized for swimming and washing. The house had a fundamental piece, southern wing (thekkini) and northern wing (vadakkini) and there was a focal yard isolating the two wings and the principle square.
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Calicut - The Gateway Hotel
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 Excuses, Excuses... How to
Guarantee Failure as a Writer
During the course of trying to gather research for this article, I peered very closely at a number of best-selling authors. My aim was to pinpoint the things they have in common, the traits that stood out as being required to become successful.
I learned very quickly the only thing they all have in common is that they WRITE. They all have different reasons for writing, and they seem to hold different ideals for their career paths, but they all physically make time to write.
Not much information there, huh?
At the same time, I joined in the conversations on several mailing lists for writers. I also spent a lot of time reading and critiquing new authors on various workshops. During this stage of my research I spoke to aspiring writers from all over the world. I read some great work, and some not so great work, and I met some amazing people.
I freely admit that I have absolutely no idea how to tell who is going to make it and become famous in the publishing industry.
But I did learn to tell which writers will NOT make it!
These doomed writers are fairly easy to spot - once you know what to look for.
Spot the Excuse
"...but it's
supposed to be slow-paced. I wanted the reader to
There's nothing wrong with your story containing any of the elements above. What is important is that the reader must be able to understand why you wrote it that way.
For this reason, a writer who needs to make excuses for his or her writing is missing the point. The idea of writing a story is to be sure your writing conveys exactly what you want the reader to see. I'm not talking about describing every tiny thing that goes on in your fictional world. I mean write so that your words are clear enough to carry the picture you created with your imagination into the minds of your readers. If you feel the need to explain it, then you haven't achieved the goal of telling your story yet.
Remember, you're not going to get the chance to explain to a reader in another country that you meant something else.
Poor writers make excuses for their work. Good writers revise and polish their words until every point shines.
Have You Learned It All?
No matter how much advice becomes available, there's always more to learn about the craft of writing, about correct submission procedures and about the publishing industry. Yet I am amazed by how many would-be writers feel they don't need any further education. They believe they already have everything they need to write a blockbuster novel stored in their heads.
Refusal to learn about current trends, ignorance of changing requirements and a lack of regard for the advice from already-successful authors will mark you as an amateur.
Refreshing information you already know is not learning - but it is almost as important. It serves to strengthen the knowledge you already have.
A true writer never stops seeking new knowledge.
I'm Too Busy
"I'm too busy to
write today."
There are thousands of writers with this same lament. And they're right - life is busy. There is never enough time to get everything done. But if you truly want to succeed at writing, you'll find the time.
I have a personal friend who has been writing the same novel for the past 12 years. I don't think he'll ever finish. He's too busy.
Of course, sacrificing fun things can be a drag, but if you are determined to be a published author, that determination must reflect in your choices.
If you want it enough, you'll sacrifice a few things and create the time to write.
Of course, if you don't want it that much, there's always another show on the television soon.
Don't Judge Me
At some point in every writer's life, their work is viewed by someone other than themselves. It's inevitable. You might decide to show your masterpiece to a friend or family member. Or you might take the plunge and join a workshop critique group.
Whichever option you take, remember that the readers are never judging you. They are only reacting to the words you offered to them and giving a viewpoint based upon the emotions you did or didn't invoke in them. That's all!
The ability to look at where your story is going wrong and offer advice should be treasured. If someone gives you an honest opinion of where your story isn't working for them, accept that viewpoint graciously. Don't slam the critiquer, or make excuses for what you wrote. Try to view your story through the eyes of the reader and understand for yourself why your point isn't getting across.
Don't edit your work to please that one reader, though. It is still your story. The reader may simply not have understood your meaning clearly enough. By clarifying what you meant to say, you do not need to alter your story - only the way you chose to tell it.
Learn from the reactions of your readers.
That's Not My Job!
"I don't have to
worry about grammar or spelling. The editor will fix
Nothing turns an editor off faster than a badly formatted, misspelled manuscript. Why guarantee yourself a rejection? If an editor can get past the initial manuscript, and finally asks you to revise it, then revise it.
Remember, an editor is on your side. If you make money, they make money. This means they WANT you to make money, so any changes they suggest are for your benefit too.
Do you still think you have what it takes to be a professional writer? I certainly hope so. Hold your chin up and believe that only you are capable of writing your story, your way. Have faith that you will succeed and learn from those who have preceded you.
But most of all, keep writing.
© Copyright Lee Masterson. All Rights Reserved.


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I had to chuckle when I read today's posts from BNET. They present a satirical look at employees, motivation, problems and what they called the Honest Org Chart. They present the work of Dr. Lawrence Kersten of Dispair, Inc. a demotivational company. He talks about how the typical org chart visually mispresents the importance of employees because the boxes are all the same size. They suggest using larger boxes to represent the size of the salary of the position, thus the bigger the salary the bigger the box on the chart, and the smaller the salary the smaller the box. They contend that this will visually tell lower level employees how unimportant they are to the organization, a good thing in their de-motivational thesis.
It is obviously a tongue-in-cheek presentation, but should give you pause to think about your own org chart. Does it tell everyone what it should? How might you do it better?
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10th Grade Course Catalog 2018
10th Grade Course Catalog 2018-2019
Notre Dame Academy High School
This Course Catalog is subject to change by the administration.
This is also available in the PowerSchool Daily Bulletin.
British Literature and Composition
Information & Communication Technology Discipline
Advanced Computer Applications
Modern Foreign Language Discipline
Introduction to Cardiovascular Training
The Physical Setting/ Chemistry
The Physical Setting/ Earth Science
Global History and Geography 10
Advanced Placement World History
10th Grade Course Offerings
Art Discipline
Studio Art (Course number 8200)
Course Description: This course immerses the motivated art student in more advanced techniques of drawing, painting, collage, and creative visual thinking. The class will meet two times per week- each for one hour. Brief project set up demonstrations and orientations will be presented. Much of the teaching will be one-to-one interaction with the instructor. The work may lead to the beginning of an art portfolio. Studio Art Elective leads to the more advanced studio art classes. Topics to be covered include: drawing the manikin figure; realistic face drawing from a photo; a large collage with a central structural concept or idea; an acrylic painting on canvas; a one point perspective drawing; a self-chosen project; and outdoor drawings (Fall and Spring).
Course Requirements: Students must produce a student art work for each project the class undertakes. Currently there are six major projects- three per semester. Students in this class must have done well in the previous art class and be motivated and able to work hard on producing quality art projects.
Course Credit: 0.5 Credit/Unit
Course Offered: By Semester
English Discipline
British Literature and Composition (Course number 1200)
Course Description: This course takes a thematic approach to the study of the various time periods and genres of British Literature. Students will continue to develop skills in close critical interpretation and analysis of text, including some emphasis on Pre AP English skills. Students will also become more familiarized with the style of essay writing required for success on the Regents Comprehensive Examination in English to be taken in their junior year. In addition, students will continue to develop vocabulary usage, critical reading skills, and writing skills, as necessary for research, AP courses, the PSAT, and the SAT or ACT. The course is structured thematically, including topics ranging from conformity and rebellion, sacrifice, loyalty, and the relationship between humans and nature.
Course Requirements: All readings are completed at home and students are expected to annotate and come prepared to discuss in class. There are frequent writing exercises both in class and at home. Students complete several dialectical journals at home each quarter, which aids in analysis and interpretation. Students also complete independent reading, creative assignments, and an analysis paper for their midterm. In addition, students participate in several guided discussions throughout the year. The course culminates with a research paper process, which counts as a final exam.
Course Credit: 1 Credit/Unit
Course Offered: By year
Guidance Discipline (Course number 9020)
Guidance provides students with an opportunity to meet with a counselor once a week in a small group setting in which many topics relevant to adolescence and high school are handled. Topics, such as college and career planning, study skills, emotional issues, peer counseling, etc. are addressed throughout the four years. Academic scheduling and academic advisement are key components of the guidance process.
Information & Communication Technology Discipline
Advanced Computer Principles (Course number 7210)
Course Description: Students are introduced to the major components of the computer, including: coding, input, output, memory, storage, processing, software, and the operating system. Students gain an appreciation for the many ways in which computers have had an impact across the range of human activity, as well as for the many different fields in which they are used. Examples illustrate the broad, interdisciplinary utility of computers and algorithmic problem solving in the modern world. Students are introduced to some basic issues associated with program design and development. Students design algorithms and programming solutions to a variety of computational problems, using SNAP, a visual, drag-and-drop programming language.
Course Requirements: Class assessments will be based on projects that will require use of more than one computer application. Some of these projects will be both collaborative and interdisciplinary.
Course Credit: ½ Credit/Unit
Course Offered: By year
Mathematics Discipline
Geometry 10 (Course number 3200)
Course Description:This course is part of the student's preparation for the Geometry Regents in June. Use of the graphing calculator in problem solving will be practiced.
Course Credit: 1 Credit/Unit
Course Offered: By year
Algebra 2/Trigonometry 10 (Course number 3235)
Course Description: This course prepares the student for the Algebra 2/Trigonometry Regents Exam in June. Use of the graphing calculator in problem solving will be practiced.
Course Credit: 1 Credit/Unit
Course Offered: By year
Modern Foreign Language Discipline
French II (Course number 6200)
Course Description: This course is a continuation of the first year French course with further
development of vocabulary and grammar. Students will also read a book in French. Theme for this level will focus on "My year in Paris." Students will develop an e-portfolio with specific tasks to be completed using a computer. Each task will cover a specific topic which then will focus on a certain grammar point and vocabulary to be included for that topic. This task involves both written and speaking evaluation.
Course Requirements: Students will be expected to participate daily in the target language. The students are evaluated by exams, homework, ePortfolio and participation. The course will have a lab/performance component. The e-portfolio will be done via Edmodo.
Course Credit: 1 Credit/Unit
Course Offered: By year
Spanish II (Course number 5200)
Course Description: This second level course is a continuation and further development of the basic knowledge acquired in the previous year. Increased focus is given to oral comprehension and to the development of functional competency in Spanish as well as to a greater appreciation of the culture and customs of Hispanic countries. Oral skills are intensified, and writing and reading in Spanish are emphasized.
Course Requirements: Students will be assigned homework regularly. One cultural project per quarter will be given. Test and quizzes will be administered reflecting the class work. Class participation is necessary. Students are required to take midterm and final exams which are each 10% of the students' final grade. Students will be expected to use the internet to further their skills of Spanish from classroom lectures, and will be monitored by the instructor.
Course Prerequisite: Spanish I
Course Credit: 1 Credit/Unit
Course Offered: By year
Physical Education Discipline
Health (Course number 9000)
Course Description: This course will focus on understandings, attitudes and behavior in regards to the several dimensions of health. This instruction relates to alcohol, tobacco and other drugs, safety, mental health, nutrition, dental health, sensory perception, disease prevention and control, environmental and public health, consumer health, first aid, and other health-related areas.
Course Requirements: The students will be required to attend class weekly and participate in all projects and activities. Grades will be determined by performance in class, on tests and on quizzes.
Course Credit: ½ Credit/Unit
Course Offered: By semester
Introduction to Cardiovascular Training (Course number 9201)
Course Description: This course is a performance class that will focus on building and maintaining cardiovascular endurance. The students will learn the importance of cardiovascular training to keep their heart healthy, increase muscle, and maintain a healthy lifestyle. This class will use various programs including yoga, circuit training, and aerobic activities to build cardiovascular endurance.
Course Requirements: The students will be required to attend class weekly and participate in all activities. In addition students will need to complete a one mile run/walk at the end of this course.
Course Credit: ½ Credit/Unit
Course Offered: By semester
Science Discipline
Honors Chemistry (Course number 4205)
Course Description: Honors Chemistry provides a core course of study that presents a modern view of chemistry at a pace and with enhancements suitable for students with advanced skills and abilities. The focus is on conceptual understanding and has been prepared with the assumption that the content, skill and vocabulary necessary have been taught at the elementary and intermediate grade levels and that mathematical competency has been demonstrated. The basic content of this lab-based course is aligned with the standards set forth by the New York State Physical Environment curriculum. The topics presented in this syllabus include: the atom, formulas and equations, matter, the periodic table of elements, bonding, kinetics and equilibrium, oxidation-reduction, acids, bases and salts, organic chemistry and nuclear chemistry. In addition to covering these curriculum standards set forth by the New York State Board of Regents, Honors Chemistry has an additional focus on Biochemistry in preparation for AP or College Biology. Examples of additional topics to be covered include ionic compounds and nerve impulses, solubility and gout, and the oxidation-reduction reactions of cellular metabolism.
Course Requirements: 1200 minutes of lab investigations; minimum of two independent
projects; and assessments composed of Regents-level, and AP questions. The course culminates with the June Regents exam.
Course Prerequisite: Department Recommendation - recommendation based on a minimum of 90% in both Biology and 9th grade Math.
Course Credit: 1 Credit/Unit
Course Offered: By year
The Physical Setting/ Chemistry (Course number 4200)
Course Description: All students take chemistry. Our chemistry course provides a core course of study that presents a modern view of chemistry suitable for students with a wide range of skills and abilities. The focus is on conceptual understanding and has been prepared with the assumption that the content, skill and vocabulary necessary have been taught at the elementary and intermediate grade levels. The content of this lab-based course is aligned with the standards set forth by the New York State Physical Environment curriculum. The topics presented in this syllabus include: the atom, formulas and equations, matter, the periodic table of elements, bonding, kinetics and equilibrium, oxidation-reduction, acids, bases and salts, organic chemistry and nuclear chemistry.
Course Requirements: Students must complete 1200 Minutes of Lab Investigations.
Assessments consist of Regents-level questions. The course culminates in the June offering of the Regents exam.
Course Prerequisite: Department Recommendation - recommendation based the student's performance on the Regents (re-evaluated in June), and on a minimum of 75% in both Biology and 9th grade Math.
Course Credit: 1 Credit/Unit
Course Offered: By year
The Physical Setting/ Earth Science (course number 4230)
Course Description: This course focuses on the interaction between physical and living environments. This hands-on interactive curriculum is aligned with the standards set forth by the New York State Board of Regents. All Earth Science students sit for the June offering of the Regents examination. The topics included in the curriculum are geology, meteorology, and astronomy with special emphasis on ecological issues and natural weather events. Topics such as: weather forecasting, earthquakes, global environmental issues (climate change), rocks/minerals, space exploration, etc.
Course Requirements: Regents Earth Science focused on hands-on lab investigations. Both the mid-year and Regents exam have a lab practical component which is required by New York State.
Course Credit: 1 Credit/Unit
Course Offered: By year
Social Studies Discipline
Global History and Geography 10 (Course number 2200)
Course Description: The Global History and Geography curriculum is designed to focus on the five social studies standards, common themes that recur across time and place, and seven historical eras. This required course is given over a two-year period and the Regents examination is administered at the end of the 10th grade portion of the course. Historical Eras covered in Grade 10:
1. An Age of Revolutions (1750 AD - 1914 AD)
2. A Half Century of Crisis and Achievement (1900 AD 1945 AD)
3. The Twentieth Century Since 1945
4. Global Connections and Interactions
Course Requirements: Substantial reading of textbook and primary source material,
writing analytical thematic and document-based essays, periodic quizzes and tests, and a research project will be completed during the 10th grade portion of the course.
Course Credit: 1 Credit/Unit
Course Offered: By year
Advanced Placement World History (Course number 2205)
Course Description: This is a college-level survey course that will examine contemporary issues in the field of world history. The course will provide students with better historical thinking skills and world historical content.
Course Requirements: Besides normal class requirements, students will be expected to read and write frequently both in and out of class. Students are required to take the AP World History exam in May. Students will need to purchase a textbook (first semester), and pay for the AP exam (second semester).
Course Prerequisite: Department recommendation - recommendation based on the students PSAT critical reading score, performance in Global 9, and teacher recommendation.
Course Fee: $90 for the AP Exam, and $100 for the AP World History textbook.
Course Credit: 1 Credit/Unit
Course Offered: By year
Theology Discipline
Theology 10 (course number 200)
Course Description: This course offers two major themes: the New Testament and Church History.
Course Credit: 1 Credit/Unit
Course Offered: By year
Music Discipline
Chorus (Course number 8600)
Course Description: The chorus program is curricular in design and teaches basic vocal music fundamentals and stages two major performances annually. The Christmas Concert offers a traditional repertoire of seasonal music, both secular and sacred, and the Spring Concert finishes the year with classical, modern, and student-composed selections. The Chorus performs regularly at many school celebrations, liturgies and events. Students meet daily at 7:30 am, are graded for their work and receive academic credit for their participation.
Course Credit: 1 Credit/Unit
Course Offered: By year


text:
Verse of the Day:
"Let us then with confidence draw near to the throne of grace, that we may receive mercy and find grace to help in time of need. "
~Heb 4:6
Quote of the Day:
"I swear to you, there are divine things more beautiful than words can tell"
~Walt Whitman
Excerpt of the Day:
"Every single night when you lay your head down on your pillow, you're faced with yourself. Your dreams, wishes, and goals. Don't let the fears, worries, and struggles of your everyday life defer you from becoming who you've always wanted to be. Now there's a reason I keep saying who and not what. Because what is physical but who is not.What can be taken away from you. Whocan never be taken from you. Who you are is determinate solely on you."
~ "My Why" by Hannah N
Currently listening to "That Girl" by Jennifer Nettles


text:
Here's an interview with me from The Ultimate Men's Summit (sounds so BIG, huh?). It was a lot of fun and I've gotten a ton of positive feedback from it.
Lion Goodman (the interviewer) and I had a few laughs discussing:
- Why so many guys are getting lost trying to "find their purpose"
- 3 Steps for defining your mission
- Why so many guys fall into the trap and "chase" the wrong things in life
- Why guys get stuck in analysis paralysis or information overload
If you want to discuss getting more clarity and take action in your life, click here to fill out a questionnaire and set up a time to talk with me one on one.
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