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Technology at Singapore American School
At SAS, we constantly look through the lens of how technology can enhance learning and make it more personalized, collaborative, and relevant.
In each division, world-class educational technology coaches guide teachers, work with students, run digital citizen boot camps, host informational parent coffees, team up with our counselors, advise on digital media, and lead the way in creative approaches to teaching and learning that leverage and maximize the use of technology. Digital citizenship is woven into the curriculum at each grade and collaboratively taught by counselors, ed tech coaches, and teachers.
All middle school students attend a boot camp where they are provided with a school-issued laptop. They attend training sessions on how to use technology responsibly and safely and how to harness the power of technology to support their learning. Technology tools offer a myriad of ways to communicate with teachers and other students – whether it's instant feedback on work, new ways to present projects, or publishing to the world through their blogs.
- The SAS Vision for Technology
- Middle School 1:1 Laptop Program
- Singapore American School Digital Citizenship Agreement
- Guidelines and Agreements
- Frequently Asked Questions
The SAS Vision for Technology
Technology serves as a dynamic tool for learning that optimizes productivity, connectivity, collaboration, and creativity.
When technology is integrated into the teaching environment in meaningful and purposeful ways, the following learning opportunities will be created:
- Enhanced engagement and achievement in all academic and core subject areas
- Increased connection of core subject and curricular areas to real world opportunity and experiences
- Increased opportunities for students and teachers to collaborate and communicate with other students, educators, and experts from around the globe
- Encourage and promote creativity and innovation by integrating digital tools
- Promotes a variety of forms of expression that utilize digital tools and platforms best suited to individual learning styles
Therefore, students will demonstrate their learning in a variety of ways including:
- Collaborating and creating documents, spreadsheets, maps, presentations, and websites using Google Apps for Education
- Developing an authentic electronic platform portfolio in the form of a blog that supports reflective learners and showcases growth and learning
- Creating unique and dynamic multimedia projects such as movies, slideshows, and music
- Connecting and collaborating with other student within and outside of SAS using educational social networking
- Publishing their creative works online
We encourage students to publish both in-process and completed works in a variety of online spaces in order to build a positive digital presence. By sharing their works online, students will practice good digital citizenship and develop an increased understanding of responsible online behavior. Presenting their work online at local and global levels provides a real audience from whom they can continue to grow and learn.
Important to our 1:1 program is that it remains viable, relevant, and flexible. We are fully expecting the programs and structures to evolve over time as technologies and needs continually change. Students and teachers will be involved in evaluating new tools and their effectiveness toward our learning goals and school vision. SAS will continue to support innovative and creative uses of technology for teaching and learning.
Middle School 1:1 Laptop Program
Why 1:1 Laptops? Why now?
SAS is committed to creating and embracing a 21st century approach to teaching and learning and providing all students with 21st century learning experiences, environment, resources, and skills. An essential element in supporting this direction is adequate access to technology resources. 1:1 laptop programs are the norm in international schools and have proven to be successful in developing 21st century skills, attitudes, aptitudes and behaviors and in creating an institutional culture of learning, creativity, and innovation.
Why has the school selected Apple devices for the Middle School 1:1 Program?
Apple Computers have been committed to supporting public and private education for several decades. As such, their products and solutions provide an "ecosystem" that is widely known for its ease of use, reliability, innovation, and creativity. The emergence of iPads as a powerful learning tool for schools has furthered Apple's presence and commitment to education. The consistency of design, functionality, and user experience from Apple's operating systems, iOS and Mac OS, simplify use for users of all ages and experiences. These characteristics are ideal for educational settings and support our vision for educational technology. All of these factors led to the decision of choosing Apple as the single platform for SAS.
Singapore American School Digital Citizenship Agreement
Singapore American School believes technology serves as a dynamic tool for learning by optimizing productivity, connectivity, collaboration, and creativity.
Our goal in providing internet access and digital devices to students is to promote educational excellence by facilitating innovation, communication, and collaboration. In order to meet our goal, users are expected to abide by and model the accepted Digital Citizenship Agreement, which includes but is not limited to:
I will show respect for myself through my actions. I will select online names that are appropriate. I will consider the information and images that I post online to build a positive digital footprint.
I will not publish my personal details, contact details or a schedule of my activities. I will protect passwords, accounts and resources. I will find a healthy balance between online and offline activity.
|I will show respect to others. I will show respect for other people in my choice of websites, I will not visit inappropriate sites.
|I will protect others by not forwarding inappropriate materials or communications and not visiting inappropriate sites. I will protect others by reporting abuse.
|I will respect copyright rules and follow fair use guidelines.
I will protect property of others by following fair use guidelines.
|I will respect and properly care for the iPad issued to me. I will respect and properly use any SAS iPad or other device.
I will follow the SAS core values so that I am prepared to learn everyday.
If the Digital Citizenship Agreement is not followed, and disciplinary actions are necessary, the process will follow the standard procedures outlined in the divisional student handbook.
This Agreement was adapted from the Digital Citizen AUA and is licensed by Singapore American School under a Creative Commons Attribution-ShareAlike 2.5 Generic License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/.
Guidelines and Agreements
The Institute of Global Ethics has identified five values (compassion, honesty, fairness, responsibility, and respect) as recognized core values throughout the world. The five core values are the basis for SAS's approach to character education and serves as the foundation for all relationships among students, faculty, staff, administrators, and parents.
Being a Responsible User
Responsible use with regards to technology is expected for all of our users. Digital citizenship and responsible use are modeled and taught whenever appropriate. Students are expected to be responsible members of the community and act in a manner consistent with the core values while in a digital environment (no matter the device).
Keeping Health and Balance in Mind
The 1:1 Laptop program is meant to be a positive, enriching tool to enhance learning and creativity. However, technology can sometimes have a disruptive effect on a person's behavior and well-being. Proper usage of technology should never cause emotional or physical pain. While technology can be an engaging way to spend time, over-use is possible. If device use interferes with school work completion or real-life personal interactions, it is time to re-balance usage.
Health and Laptops
Below are some tips to keep in mind mind when using a laptop for extended periods of time. In general, you should be comfortable and avoid being in the same position without moving for a long time.
- Sit up straight with your lower back supported. Do not hunch your back.
- Use your laptop on a stable surface where there is support for your arms, and not on your lap.
- Take regular breaks and roll your neck, wrists and ankles or walk around.
- Look away from the screen every 20 minutes and focus on an object at least 20 feet (6 meters) away for at least 20 seconds.
- Keep arms and elbows relaxed and close to your body.
- Elbows should be bent at 90-100 degrees.
- Keep wrist straight
Digital Citizenship Agreement
Responsible citizenship means practicing good ethical behavior and adhering to the SAS core values whether online or offline. Students are encouraged to model good digital citizenship by making sure their actions and choices do no disrupt the learning environment for themselves or others. In order to participate in the SAS online community, students agree to the SAS Digital Citizenship Agreement which outlines common expectations and serves to guide student use and behavior.
SAS Laptop Use Guidelines
Students are responsible for the proper care and maintenance of school-owned devices. This includes leaving school-defined settings and software as installed, and not voiding the warranty by disassembling the laptops or taking it to a non-authorized service center for service.
Students should also take careful steps to protect their laptops from damage or theft. When not in use, the laptop must be securely stored within the classroom and must never be left unattended in open areas.
Laptop Acceptance
Prior to receiving a laptop, parents or guardians must agree to and sign the Laptop Acceptance form.
The school will provide basic licensed software for all 1:1 Laptop Program computers, including Microsoft Office. Additional software may be subsequently installed for specific course requirements. Students will be requested to install updates as needed throughout the year. You can add licensed software to your computer as long as it does not interfere with the software updates and software necessary for educational purposes.
Returning Your Laptop
Upon the completion of grade 8, students will be required to return the laptop, case and power cord to SAS. At the end of grade 8, SAS may offer the opportunity for families to purchase the laptop. Students leaving SAS before the end of grade 8 will not have the opportunity to purchase their laptops.
Collection and Inspection by School
SAS reserves the right to collect and examine school-issued laptops at any time for the purpose of assuring compliance with school rules and guidelines. The school may also monitor laptop and Internet use at school to ensure compliance. Laptops may be restored to factory settings if found not to be in compliance.
Computer Account Ownership
Laptops are distributed with an ITAdmin account and a generic student account, and with some software pre-installed. The generic student account is an admin account with full rights for managing the laptop.
Parental Controls
The best parent control involves the low tech approach of on-going conversations between parents and students around "acceptable use" and "boundary-setting." The Apple operating system does come with parent control settings that can disable or limit certain functions, however they require that the parent hold the administrative password. We strongly encourage parents to engage in conversations about acceptable use thereby saving parent control functionality only as an intervention if it proves necessary. In the event that parent controls are needed as an intervention, it is best to seek consultation with your child's middle school counselor so that home and school can partner with low tech approaches as well.
Being Prepared to Learn
Students that are part of the 1:1 Laptop Program must bring their computer to school each day:
- In the school assigned carrying case.
- With the battery fully charged.
- With headphones or earbuds.
In addition, to ensure smooth operation of their computers, it is expected that students:
- Employ careful battery management techniques to ensure that they can get through the school day and participate fully.
- Care for and transport their laptop responsibly.
- Regularly perform software updates.
- Regularly restart their laptop.
- Regularly backup their files.
- Organize and manage files to ensure adequate free space on the hard disk.
Students are responsible for the security of their laptops at all times. Laptop should never be left unattended or taken into environments that may prove harmful.
A strong password is important because any individual password that is compromised can have adverse consequences. We encourage using the same password for all school accounts. Students are responsible for remembering their own passwords. Student passwords will be shared with parents at the beginning of the school year for safety and monitoring purposes.
Connecting to the Internet From Home
Students in grades four and five are able to connect their iPad to a home wireless network. If you are having trouble connecting your school-owned iPad to your home wireless network, you will need to contact your internet service provider for assistance.
Laptop Care
It is generally expected that a laptop will be functional for three to four years if treated well. Students are expected to have their laptops in full-functioning order for every class every day at SAS. For this reason, it is vital that they exercise care at all times to keep their laptops functioning properly. There are several fundamental ways to retain the functionality of the laptop.
- Use the school-provided laptop case
- Always carry your laptop safely
- Keep laptops away from liquids and food
- Avoid overcrowding your laptop in your backpack or locker
- Store your laptop in your locker safely
- Place your laptop on a safe surface
- Keep your laptop clean
- Avoid heat and humidity
- Be gentle with your laptop
Rules and Boundaries
While at school, students are only allowed to use their laptops in supervised areas such as classrooms. Outside of class time, students can use their laptops in the library. Students may not use their laptops in unsupervised areas such as hallways, staircases, squishy courts, etc. Other restrictions include:
- The cafeteria is a no-laptop zone
- The school is a headphones-only zone
- The school is a no-charger zone
- Peer-to-peer (P2P) and torrenting softwares are not allowed
- Formatting of computer name
- Always-on laptop cases
Online Sharing Guidelines
We encourage students to publish both in-process and completed work in a variety of online spaces in order to build a positive digital presence and develop a deeper understanding of how they can collaborate, create, share and communicate online. By sharing their work online, students will practice good digital citizenship and develop an increased understanding of responsible online behavior. Presenting their work online at local and global levels provides them a real audience from whom they can continue to grow and learn.
Publishing student work online is a key component of the 1:1 Laptop program. All students should be aware that once information is on the Internet, there is nothing to stop it from being replicated, shared and distributed widely without your control, both now and into the future. Additionally, it is important that students know there are certain pieces of information that should never be shared, such as passwords and private information. By following the SAS Online Sharing Guidelines that follow, students will be sure to be operating in a safe and responsible way.
- When you share and comment on work online, you are expected to demonstrate the five "core values" of SAS (Compassion, Honesty, Fairness, Responsibility, Respect) in everything you do offline and online by following the guidelines below. Since what you post online is permanent, use the questions in italics to help you decide what is appropriate before you publish.
- Think before you post. Ask yourself: Is this something I want everyone to see? Would sharing this offend, surprise or shock anyone? Would I want this graded for proper grammar and spelling?
- Treat other people the way you want to be treated. Ask yourself: Would I say this to someone's face? Would I want someone to say this to me?
- Do not share personal information such as last name, address, phone number or email address. Ask yourself: Could someone find me or someone else (in real life) based on this information?
- Anytime you use media from another source, be sure you have permission and properly cite the creator of the original work. Ask yourself: Who is the original creator of this work? Do I have permission to use this work?
Commenting Guidelines
Commenting on other people's online work is just as important as posting your own work. It is your responsibility to moderate comments on things you post. Please report anything inappropriate or disrespectful to your teacher.
Homework Communication
All middle school teachers post homework in a Google Calendar that students can subscribe to. Once subscribed, students can view homework from all classes inside their own Google Calendar. It is the students' responsibility to access the most up to date information posted by teachers by regularly checking Google Calendar. Additionally, it is the student's responsibility to create a personalized task list to help organize their work.
Your laptop is an excellent tool to help you stay organized and get things done efficiently. Here are some suggestions to get you started:
- Subscribe to each of your teacher's Google Calendar so you have all of your assignments and homework in one place.
- Use the "task" functionality in Google Calendar to make to-do lists that you can check-off when completed.
- Create events for deadlines and due dates in your Google Calendar with reminders
- Add automatic reminders to your events so that you can be reminded through an alert on your phone, browser, or email.
- Use Google Apps when possible to create docs, spreadsheets and presentations so that you can access them from anywhere. Bonus: They are automatically backed up!
- Both in Google Drive and on your Mac, use clearly labeled files and folders.
- Eject peripherals such as thumb drives, cameras or DVDs when not in use.
- Optimize your battery settings in Energy Saver Preferences.
Backing Up and Recovering Files
Losing ones files, assignments or other data is a terrible thing to experience. It is important for each one of us to have a backup strategy to prevent data loss and the pain that comes with it.
Using online spaces such as Google Drive, your blog, and YouTube for storing most of your school work is one way to protect against data loss. However, we strongly recommend that you regularly back-up all of the files on your laptop so that things such photos, videos and other projects are safely stored on your laptop and in another place. An easy way to do this is to purchase an external hard drive and use Apple's built-in Time Machine software. You can set Time Machine to backup your files automatically every time you plug in your external hard drive to your Macbook.
Email Guidelines
Student email use at SAS should be be appropriate and targeted.
At SAS, we expect our students behavior to reflect the core values and be consistent with general agreements outlined in our Digital Citizenship Agreement.
Students should send email only from their school email account for school purposes.
Elementary B students will be issued a SAS Google apps accounts, which includes a school Gmail account for email. School email accounts will also allow students to engage in dynamic learning experiences using web 2.0 learning tools that extend learning beyond the classroom.
At the beginning of grade three, students participate in digital citizenship lessons to learn how to use email to communicate in appropriate ways. We believe in teaching students the necessary technical skills in conjunction with increasing their awareness of digital citizenship. It is only then that students are informed of their email address and password and instructed on how to log onto their email account.
Parents are also provided with their child's email address and password. It is appropriate, at the elementary level, for teachers and parents have access to student email accounts. Teachers will not use the passwords to 'spy' on the students, but rather as a tool for monitoring and safety purposes.
Keyboarding Skills
Typing speed should not hinder the writing process but should optimize productivity and communication. While keyboarding is not taught directly in any ES courses, students will have many opportunities to practice as it is an important input device for writing. It is expected that students, in upper elementary, whose typing speed is impacting their productivity make time to practice at home to improve speed and accuracy. A variety of web based and Google Chrome apps are available to practice and improve typing speed.
Suggested Resources
- To test your typing speed, take a three minute typing test on typingtest.com
- For grade five we subscribe to Typingtraining.com
- For grades three and four we recommend and use TypingWeb.com
Frequently Asked Questions
What type of laptops are the students issued with?
Students will receive a 13-inch Apple MacBook. A carrying case will be provided.
What software will be included with the laptop?
A variety of education and productivity software will be provided to complement our Google Apps suite of online tools. Additional software may be subsequently installed for specific course requirements.
Will the student be able to type in different languages?
While the Mac OS will remain in English, students will be able to type in most of the world's languages including Mandarin Chinese, Korean, Japanese, French, and Spanish.
What accessories come with the laptop?
The laptop will be issued with a standard MacBook power supply as well as a school-provided carrying case. The laptop must remain in the case at all times. Families are welcome to purchase additional accessories for home use (i.e., external backup drive, headphones).
What if I want to purchase my own laptop case?
We require students to use a school issued laptop case. We will supply each student with an "always-on" laptop case that is specifically designed to fit the macbook. It is mandatory that this case stay on the laptop at all times. The laptop cases are custom-designed for SAS students by the XSProject Foundation based in Jakarta, Indonesia. XSProject makes creative use of items usually discarded, and is a nonprofit foundation with which SAS has been involved since 2004. These laptop cases are made from cushioned fabric that was originally used to cover new car seats for shipping. The vinyl material comes from advertising banners and it provides a durable and unique covering material. Funds from the sales of XSProject support the education of children of the trash-pickers involved in the collection of waste materials. Further information about the XSProject can be found here.
Can students personalize their laptops?
No stickers or other personalization will be allowed on the laptop itself. The school will have a bar-code on the laptop for inventory control. However, students may personalize their carrying case.
What if the laptop needs repair?
If there is a problem, immediately take your laptop to the Middle School Tech Help Center. We will arrange to have the laptop inspected by our on-campus Apple Certified Technician. If the technician determines that the issue is under warranty, we will proceed. If, however the issue is not under warranty we will contact the parent and begin to process an insurance claim. A backup laptop will be provided for students to use during the repair process.
Is the laptop under warranty?Yes. All laptops come with a 3-year Apple Protection Plan which covers mechanical failure and manufacturer defects.
Is the iPad insured?Yes. The iPad is owned by SAS, and insurance has been purchased for the iPad.
Can I buy insurance for the laptop?
The laptop is owned by SAS and insurance has already been purchased for it. You may wish to see if your personal insurance will cover the deductible or losses not covered by the insurance provided by the school.
What if the laptop is accidentally damaged?If the laptop is accidentally damaged, the family will be responsible for paying $200 toward the insurance deductible for the first incident. For the second incident, families will pay half the repair or replacement cost, or $200, whichever is more. For the third and subsequent incident, families will be responsible for the full cost of repair or replacement.
What if the laptop is stolen?If the laptop is stolen, the school insurance will cover up to $2,000 for replacement after a $200 deductible. Families will be required to submit a police report in order to make an insurance claim.
What if my child loses the laptop?
If a laptop is lost, the family will be responsible for paying $1,000 toward the cost of a new laptop. If the laptop is lost a second time, the family will be responsible for the full replacement cost of the laptop. If a student loses any of the accessories such as the power supply or the case that comes with the laptop, the family will be responsible for 100% of the replacement cost of those items.
What about theft or loss on campus?
When you are not using your laptop, you are responsible for keeping it locked in your locker. It should not be left unattended in a classroom, the library or other open area. If a laptop is left unattended and then goes missing, it is considered lost, not stolen.
What if I drop my laptop or spill water on the keyboard by accident?
When you damage your laptop accidentally the Apple warranty does NOT cover the costs to repair the computer. You will be responsible for contributing SGD $200 towards the cost of repair or replacement (in accordance with our insurance policy).
What if the laptop needs to be repaired and it is a school holiday?
Incidents that occur during a weekend or a school holiday in Singapore should follow the same process that is in place for when school is in session or on the next business day that SAS is operating. Incidents that require insurance claims that occur outside of Singapore will need to be completed upon return to Singapore and processed at SAS. For incidents involving theft, a local police report should be filed wherever the incident occurred. The police report is required for insurance claims.
Who will determine whether damage is accidental or covered under warranty?
The on-site SAS Apple Technician will will make the determination regarding warranty coverage.
How will the laptop connect to the Internet at home?
Laptops can be easily configured to access the Internet by connecting to your home wireless network.
Will students be able to put additional software on the laptop?
Students will have administrative rights on their laptops. This will provide them with the flexibility to set the laptop up to their specific needs, the ability to install applications and manage updates, and the responsibility to independently handle the day-to-day management of the laptop. Installation of software must comply with our Digital Citizenship Agreement. The school reserves the right to check a student's laptop—and any network enabled device—at any time to confirm that it is in compliance with this policy.
SAS teachers and staff have taught me many life lessons from cultural knowledge to leadership responsibilities in the infinite amount of programs available. Having been an SAS Eagle for almost seven years and an eighth grader in the middle school I have seen the amount of community and passion for not only learning but other life skills that involve deeper thinking and hard work.
Olivia Moody (Eighth Grade)


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The Tampa Garden Club
For the Love of a Garden
'Over the Rainbow'
Friday, February 10, 2017
6:30 p.m. – 11:00 p.m.
The Tampa Garden Club
2629 Bayshore Boulevard
Enjoy tasty food, tantalizing cocktails, fabulous auction items, live music, dancing and more!
Reservation by February 1st required. $75/ticket
Sponsored by Ideal Design Events, Inc.
Contact: email@example.com or view information at www.tampagardenclub.com
Honoring the memory of Louise Ferguson

subset: commoncrawl


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Apr 12, 2011
Do You Need To Increase Your Twitter Followers?
At the outset, I would argue that increasing twitter followers should not be your objective. Instead, the high number of followers is a proof that your tweets are useful to your followers. Note that the title of this blog post could easily have been "How to Tweet?" since following best tweet practices will indirectly attract more conversations and thus result in more followers. Enough has been blogged about the ways to increase your twitter followers. This post is not going to repeat the most common and obvious ways. Having said that, there are some practical and highly targeted ways in which you can engage with the community and thus attract more twitter followers.
Here are three such ways:
1. Don't just RT
One of the most common suggestions is to retweet other tweets by popular people. But the fact is that simple re-tweeting doesn't help. You are more likely to engage in a conversation (and thus appear in other person's social graph) when you are adding your own perspective to the tweet, summarizing the key points, or simply recommending a blog post. Consider this tweet from Chris Dixon summarizing the debate in the article. By summarizing, Chris has added another level of clarity, which is more likely to prompt his followers to either reply and/or read the article.
2. Tweet about events, even if you aren't attending
Events are a great way to engage in meaningful conversations that are happening in real time. Engaging with people who are present at the event will have a higher response rate than just re-tweeting the tweets. Most of the events have hashtags but you can also do a simple twitter search to find people who are tweeting. Consider the response I received from Anil Dash who was present at the latest NY Tech Meetup when I was at a class in school.
3. Talk to brands
Some brands on twitter have huge number of followers. Engaging with conversations with your brand on twitter cannot only help you achieve visibility but also help other followers of the brand benefit from your conversation. Consider the below example where followers of Tumblr benefit from a conversation between the brand and a user who is facing a problem with one of the product features.
Other ways of engaging with a brand include, but are not limited to, genuinely praising/complaining the brand, finding new ways to use the brand's product, suggesting new features, and blogging about the brand.
It's time to stop bothering about number of followers. Focus on ways to engage with others on Twitter. Happy Tweeting!
[Cross-posted on Social Media & Entrepreneurship class blog here]


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What is the Chair?
The Chair of Latin American Studies Julio Cortázar is an academic space that pays permanent homage to the memory of the Argentinean writer Julio Cortázar, by remembering his literary work, as well as the intellectual commitments that guided him throughout his life. Given this objective, the themes that are discussed in the Chair are deeply related to the concerns of this writer, who knew how to keep in touch with universal culture.
Its purpose is to offer a space in which imagination, critics and reason converge; a space for dialogue and reflection on society and Latin American culture with the goal of contributing to the comprehension of our past and the clearing up of our present. This way, the Chair encourages, stimulates and disseminates new methods for creating culture.
The Chair of Latin American Studies has famous writers and very renowned intellectuals as its guests. The participations of the guests usually respond to two different modalities: a course that is open both to specialists and college students, to which people assist by inscription; and a Keynote Speech that's open to the public.
Throughout its existence, the Chair has received distinguished figures of the cultural, academic and political area. The guests participate exposing and discussing their points of view according to the studies they are specialized in. Along with their work, they have succeeded in showing up the nature and objectives of the Chair, projected as an interdisciplinary group for the study of Latin American culture, as well as its reality.
The participation of these celebrities has allowed the Chair to gain status as an academic forum, as well as contributing to keep alive the spirit relying in Julio Cortázar's literary work.
The interest that the sponsors and benefactors have showed towards the Chair has been made clear in its constant interventions and excellent disposition to work within the academic program.


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ETSI, in partnership with ERILLISVERKOT and the support of TCCA and the European Commission, will organize the fourth MCX Plugtests event which will take place from 23rd to 27th September 2019 at the Savonia University of Applied Sciences, KUOPIO, FINLAND.
What are the objectives and scope of the Plugtests event?
The concept of "Mission Critical Push To Talk" (MCPTT), "Mission Critical Data (MCData) " and "Mission Critical Video (MCVideo)" has been specified in 3GPP Release 13, 14 and 15.
Interoperability and Mission Critical service harmonization are critical challenges for the successful deployment and operation of Mission Critical Communication.
The goal of the MCX Plugtests event is to validate the interoperability of a variety of implementations using different scenarios based on 3GPP Mission Critical Services in Release 14. The tests will be based on 3GPP, ETSI and IETF standards, and are designed for:
- MCS Application Server vendors (MCPTT, MCDATA, MCVIDEO)
- MC Client vendors (MCPTT, MCDATA, MCVIDEO)
- UE vendors
- EPC vendors
- eNB vendors
- eMBMS vendors
- SIP/IMS Core vendors
- Control Room vendors
- MCS test equipment vendors
The purpose and scope of the MCX Plugtests event are to trial independently and jointly all components of the MC communication chain, such as:
MC Services Common Functionalities:
- User authentication and service authorization
- Service configuration
- Affiliation and de-affiliation
- Extended Location Features
- (Dynamic) Group Management
- Identity management
- MC Security framework
- Encryption (media and control signalling)
MCPTT Enhancements:
- First-to-answer call setup (with and without floor control)
- Floor control for audio cut-in enabled group
- Updating the selected MC Service user profile for an MC Service
- Ambient listening call
- MCPTT private call-back request
- Remote change of selected group
- Group Call (including emergency group calls, imminent peril group calls and emergency alerts)
- Transmission Control
- Short Data Service (SDS)
- File Distribution (FD) (on-network)
- Transmission and Reception Control
- Handling of Disposition Notifications
- Communication Release
The test cases will be mainly based on the ETSI TS 103 564.
This 4th Plugtests event will focus on tests with radio equipment (eNBs, UEs, EPCs) with Unicast and Multicast support but will also allow Over-The-Top (OTT) testing of Mission Critical Servers and Clients. Observers and vendors are welcome to help defining the scope (i.e. functionality to be tested) for this event.
What will be the advantages of attending the 4th MCX Plugtests event?
- To assess the level of interoperability of your implementations
- To validate your understanding of the standards
- To test with (many) other real implementations and demonstrate end-to-end interoperability
- To debug your implementation: early bug fixing, saving time and costs
- To promote the technology and the ecosystem
Observers will be able to evaluate the test statistics in the TRT (Test reporting Tool) provided they have signed the NDA of the MCX Programme.
This event will be hosted by the Savonia University of Applied Sciences at this address: Opistotie 2, Kuopio, Finland
All participants MUST REGISTER to the event even if they participated in the previous event of the MCX Plugtests Programme.
Unlike previous Plugtests events, all participants are expected to register individually in the new application instead of having one single person registering all of her/his colleagues. Each first person in a company to register to this event is de facto the official contact for technical and logistics matters.
After registration, new participants who join the MCX Plugtests Programme will be invited to the preparation conference calls and be subscribed to the Plugtests mailing list dedicated to the MCX Plugtests event.
Participants who joined the MCX Plugtests Programme during the 3rd MCX remote Plugtests event remain by default on the dedicated mailing list and will receive invitations to the conference calls on this mailing list.
Registration deadline was originally planned for 20 June 2019, however registrations will now close on 20 May 2019 instead.
The event is free of charge.
By registering to the 4th MCX Plugtests event, new participating organisations join the MCX Plugtests Programme and need to sign the non-disclosure agreement they will receive upon registration. This NDA will cover the series of remote and face-to-face Plugtests events held as part of the MCX Plugtests Programme. Companies which previously signed the NDA of the Programme when registering to the MCX 3 remote Plugtests event do not need to sign the NDA again. Only new organisations joining the Programme will receive the NDA for signature.
Upon signature of the Non-Disclosure Agreement (NDA) sent to the official contact, the participants will receive their credentials for the 4th MCX Plugtests WIKI. Participants who registered to the MCX 3 remote Plugtests event and signed the NDA will keep their credentials which they can reuse for the 4th MCX Plugtests WIKI.
Participants will not be allowed to participate in the event if the NDA of the Programme has not been signed by a representative of their company.
The deadline to return the signed NDAs to ETSI is 27 June 2019.


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iVillage's Great Skin! Magazine
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Men spørgsmålet forbliver, om hele denne undgåelse af smerte og stræben efter fornøjelse os virkelig gør os lykkeligere eller mere modstandsdygtige? Selvfølgelig har nye teknologiske og medicinske fremskridt hjulpet millioner af mennesker til at komme ud af fattigdom og overvinde sygdom, men i det store og hele er vores sociale niveau af glæde ikke steget. Faktisk har forskning vist, at brugen af sociale medier som Facebook er korreleret med depression og manglende glæde. Andre studier har vist, at der er en vis vækst i niveauet af glæde, når folk kommer ud af fattigdom, men materielle besiddelser ud over dette gør ikke så stor forskel.
Kommentar: Delsvist oversat af Sott.net fra Why adversity is often the instrument of growth
I artiklens anden del præsenteres psykiateren Kazimierz Dabrowskis teori om positiv disintegration.
Anyway, this avoidance of pain isn't just relegated to technology and consumerism but has also seeped into other areas of society such as education, team sports, and parenting. Such media outlets as the New York Times have bemoaned the rise of participation trophies for all kids, arguing that kids lose out on meaningful life lessons such as the value of competition and working hard for achievement, and are instead saddled with a growing sense of entitlement. The Atlantic has published such articles as "The Coddling of the American Mind," "The Overprotected Kid," and "How to Land Your Kid in Therapy," criticizing the safety bubble that our society has created around young people to seemingly protect them from even the slightest threat of pain. Indeed, in "How to Land Your Kid in Therapy," the author, Lori Gottlieb, a psychotherapist herself, states that many of her millennial clients "just generally felt a sense of emptiness or lack of purpose" and "their biggest complaint was they had nothing to complain about!" These were all folks with doting parents, no trauma whatsoever in their past, but still unable to create an adult life for themselves.
I would argue that many, if not most of the preventative measures, used to protect our young people from pain are actually counterproductive and go against sound psychological principles. Adversity is often the catalyst for growth and personal change. Just as evolutionary forces operate on the macro level, adversity forces individuals to adapt to challenging circumstances, furthering their own evolution. Now, when I speak about adversity, I don't mean extensive trauma, as is assessed by such instruments as the Adverse Childhood Experiences (ACE) survey, which has demonstrated negative life outcomes correlated to the number of adverse childhood experiences. Rather, I'm talking about painful and challenging life experiences that don't necessarily qualify as trauma (although as I've written about before, trauma is not a fait accompli and everyone responds to trauma differently, sometimes without any symptoms at all).
Indeed, one prominent psychological thinker believed that adversity was the instrument of growth and centered his entire career around this central idea. Let me introduce you to the work of Polish psychiatrist Kazimierz Dabrowski, and his theory of positive disintegration. Dabrowski theorized that individuals that were born "gifted" needed to go through several existential trials in order to reach their potential and free themselves from social indoctrination. This process, which takes five distinct levels, can only be catalyzed by adversity and challenging life events that force the individual to re-examine his or her every belief and will, in conclusion, lead to the kind of self-actualization written about by other humanistic thinkers such as Abraham Maslow.
Let's take a brief look at all five levels to give you a better idea of the core concept. The first level is called Primary Integration. People at this level are often influenced primarily by either prominent "first factors," such as heredity or "second factors," such as the social environment. Dabrowski believed this level was marked by selfishness and egocentrism, justifying all pursuits through a kind of "all about me" thinking.
According to Dabrowski, the shift to level two, Unilevel Disintegration, occurs as an initial, brief and often intense crisis or series of crises. Unilevel Disintegration may often occur as a result of developmental crises such as puberty or menopause, in periods of acute stress from external events, or under "psychological and psychopathological conditions such as nervousness and psychoneurosis." Ultimately, the person is thrust into an existential crisis, in which one's pre-determined beliefs no longer make any sense. During this phase, existential despair is the predominant emotion.
Level III, Spontaneous Multilevel Disintegration, describes a subsequent process of coming into awareness of multiple levels of understanding. In simple terms, it's a dawning realization of what "ought to be" versus "what is." The individual begins to contrast their behavior with higher, imagined ideals and alternative idealized choices. Dąbrowski believed that the authentic individual would choose the higher path and if their behavior fell short of the ideal, then internal disharmony would drive the individual to review and reconstruct one's life. In this way, the individual is propelled by existential angst from Level II to come into contact in Level III with higher ideals to which he or she then aspires to.
In Level IV, Organized Multilevel Disintegration, the person takes full control of his or her development. The spontaneous dawning of Level III is replaced by a deliberate, conscious and self-directed review of life from a multilevel perspective. The person consciously reviews his or her existing belief system and tries to replace lower, automatic views and reactions with carefully thought out, examined and chosen ideals, which increasingly become more reflected in the person's behavior. In this way, behavior becomes less reactive, less automatic and more deliberate as behavioral choices fall under the influence of the person's higher, chosen ideals.
And finally, the fifth level, Secondary Disintegration, involves an integration of the lessons learned in the previous levels into a cohesive, stronger, and more authentic character. At this highest level, one's behavior is guided by conscious, deliberately weighed decisions based on an individualized and carefully chosen hierarchy of personal values. In this stage, the individual reaches higher levels of authenticity and congruence.
I find this theory to be a very elegant explanation of human potential and the process of growth and change. Fundamental to this framework is that no change can occur without some sort of conflict or distress that interferes with the homeostasis of the system. Adversity is an essential ingredient that throws the individual into an existential crisis, forcing him or her to go through an awareness of operating in low consciousness and a subsequent process of self-examination leading to further growth.
Dabrowski's work can be dismissed as highly theoretical, but extensive evidence suggests that protecting individuals from pain or adversity only serves to hamper their development. Instead, I propose that we must continuously strive to find new ways to expose ourselves to hardship that places us outside of our comfort zones. Indeed, as I've written about in my book Modern Sexuality, the edges right outside of the comfort zone are where most learning and growth occurs. Instead of seeking safety in comfort, we need to seek out opportunities to expose ourselves to the possibility of falling apart and remaking everything we once thought we knew. In short, we need to expose ourselves to positive disintegration.


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In 1996, the Claimant, Argos UK registered the domain name www.argos.co.uk, which was used for its online shopping offering from 2004. The Defendant, Argos Systems Inc (Argos US), is a US-based company that offers computer-aided design systems for residential buildings. Argos US has operated solely in North America since 1991; in 1992, it registered the domain name www.argos.com.
At the heart of this case was the question of whether the display of Google-generated adverts for the Claimant's goods or services that were displayed on the Defendant's website – in conjunction with use of the Claimant's trade mark in the domain name of that website – would amount to an actionable claim for trade mark infringement or passing off.
Google provides two forms of advertising service - Google AdWords and Google AdSense. Google AdWords is a pay-per-click advertising service that allows advertisers to bid on keywords or phrases. If those words or phrases are typed into the Google search engine, the advertiser's adverts will appear above or near to the search results, and on the websites of its network of partner sites. In contrast, Google AdSense delivers contextually relevant Google AdWords adverts on Google's partner sites. These adverts often allow viewers to click through to the advertiser's home page, generating an income for the registrant of the partner website that hosts the adverts. For the purposes of these proceedings, Argos UK was a customer of the Google AdWords service and Argos US was a partner to the Google AdSense service.
When it signed up to Google AdWords, Argos UK was required by the terms and conditions to grant Google and its partners any such rights that were necessary for the operation of the AdWords programme. This included granting consent to the use of Argos UK's trade marks, along with the right to publish, display, transmit and distribute its adverts, and the right to place those adverts on any website provided by Google and its partners for that purpose.
A lot of traffic was generated to Argos US' website by UK and Ireland based customers who wrongly thought that Argos UK owned the www.argos.com domain. When these users reached Argos US' website, the adverts generated and displayed by Google were usually "click-through" adverts for Argos UK, which generated an income for Argos US. When Argos US refused to sell their domain to Argos UK, the latter commenced proceedings in the High Court.
It was clear from the outset that Argos US' use and registration of the domain www.argos.com would not amount to trade mark infringement or passing off. However, Argos UK sought to argue that by displaying adverts for Argos UK on a website whose domain name included the word "Argos", Argos US had crossed the line into trade mark infringement and passing off.
Argos UK's claims were all dismissed and they lost the case. Primarily on the basis that, having signed up to the terms of use of Google's AdSense service, Argos UK were expressly consenting to the use by Argos US of the sign ARGOS in the domain name www.argos.com and to the display of Argos UK's adverts on Argos US' website. In addition as Argos US' website was not targeted at the UK, Argos US did not use the sign ARGOS in the UK. Just because a website is accessible from a territory covered by the trade mark, does not mean that consumers are being targeted in that territory.
In conclusion, care should be taken by UK brand owners to check that the registrant of a domain name is actively targeting UK consumers before bringing any action to try and "recover" any domain that contains their trade mark.
Need advice concerning your Trade Mark portfolio or protecting your brands?
Nucleus IP has been protecting clients' Intellectual Property rights worldwide since 1886.
For information and advice relating to Trade Marks, Design Rights, Copyright and Domain Names contact Nucleus IP Ltd.


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Uncompromisingly Faby and Carlo – London Boudoir Photography
If there is one particular thing I am proud of Faby and Carlo (London Boudoir Photography) is the personal feedback we receive from our customers. Today I am not going to talk about our images. Our style is displayed in every page of this site, and you can love it or hate it. Today I will talk about Faby and Carlo, the way we are. That is something that defines our brand, our style and… well it is us.
We say that we are "Uncompromisingly Faby and Carlo", as what you see is what you get. This is why the Skype or phone conversation part of every Boudoir Photography Experience is not optional. We want to know you, but more than that, we want you to know who we are. If you are thinking of being photographed intimately, we believe you should know who your photographers are.
Why we don't take ourself too seriously
One of the things we say to everyone is that we don't take ourself too seriously. The world is already full of worries that we prefer to live our lives mindfully. We believe that a smile on our face can change the way the world responds to us, so we tend to be positive and easy going.
Does this affect our professionalism? No, of course not. It simply means that we leave our worries out of the door. We believe that taking a deep breath before over-reacting is a nice way of living.
Do you like this approach?
Faby and Carlo or London Boudoir Photography?
Faby and Carlo started under the name London Boudoir Photography quite few years ago. What we discovered, though, was that a name like that one was not telling much of who is behind the cameras. We moved to "Faby and Carlo" last year, and it has been the best decision ever as that is more who we are.
In the beginning, I said that we are proud of the personal feedback we receive from our customers. Images aside, we are proud we can make everyone comfortable in their skins. And if you think about it, seen that you will wear few things more than that, being comfortable in your skin is the most important part in a Boudoir Photography Experience.
Why Uncompromisingly Faby and Carlo?
In the past, we have tried being who we are not. We tried to become conservative in our style. We tried to appeal to a wider audience. It was a failure. We compromised on who we are, providing an Experience that was not at the quality level we are used to offer. The good thing is that we learned from our mistakes.
"Faby and Carlo" is a style. "Elegantly sultry", underlying the "angelic/sensual" duality that every woman has. Our style is the one you can see today on every image in our website. We are not scared of the non-sexual nudity, and we know how to photograph it well. This is the style of Faby and Carlo, our style. We have decided that to provide the best service, we do not compromise on that. If you like what you see on our website, I can guarantee you will not find a better service for this style.
Uncompromisingly Faby and Carlo, because only being passionate in what we do we can make you feel and look fabulous.
Get to know us
We want to know you, who you are. We want to know your dreams, your visual preferences, the magic that you would love (secretly or not) to see in your photos. There is something more important than this, though. You are going to be almost naked, if not totally nude, in front of a photographer. This takes guts, but it requires trust. We want you to know us because the trust that can make the thrill become a positive, exciting Boudoir Photography Experience is all you need.
We often rely on technology when distances are too wide. London is big, and traveling from one side of it to the other may take you away hours. Or maybe you are in the States or in Europe, so a face to face meeting is not feasible. But if you are around the corner, you are always welcome for a cup of coffee or tea.
There is one more detail about getting to know us. We have an open book policy: there are no taboo questions. At Faby and Carlo, what you see is what you get.
[…] Uncompromisingly Faby and Carlo – London Boudoir Photography […]Leave a Comment


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The Transitional B Certificate is issued to permit the employment of an individual as a classroom teacher in a New York State public school; the individual must be enrolled in a New York State Transitional B program. The Transitional B certificate is tied to the school placement.
Certificate Valid for 3 years
Must be enrolled in a NYS Registered Alternative Program
Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Illinois, Indiana, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming
New York
In most states, teachers must have a minimum academic background for certification.
The following is required for this route:
Completed BA Degree
In most states, teachers must verify basic skills in English (Reading and Writing) and Mathematics through coursework, exams, or degree evaluations.
The following is required for this route:
In most states, teachers are required to complete training in education methods through a teacher program.
The following is required for this route:
State Approved Teacher Education Program
Course needed: Harassment, Bullying and Discrimination Prevention and Intervention.
edTPA is language specific.
In most states, teachers are required to submit evidence of content language proficiency and English language proficiency through coursework, exams, or degree evaluations.
The following is required for this route:
Exams are language specific.
- NYSTCE Content Specialty Test (ASL, Chinese-Cantonese, Chinese-Mandarin, French, German, Greek, Hebrew, Italian, Japanese, Latin, Russian, Spanish)
Arabic, Chinese-Cantonese, Chinese-Mandarin, English, French, German, Greek (Modern), Haitian Creole, Hindi, Italian, Japanese, Korean, Polish, Portuguese, Russian, Serbian, Spanish, Turkish, Urdu, Vietnamese
Will NOT Accept Scores from Out of State
Must be enrolled in an alternative teacher education program. Info: http://www.highered.nysed.gov/ocue/spr/AlternativeTeacherCertificationProgram.htm
Child Abuse Detection requirement fulfilled by completing 6 hours of coursework or training in Harassment, Bullying and Discrimination Prevention and Intervention.
Intervention training providers can be found at http://www.highered.nysed.gov/tcert/certificate/dasa-applicant.html
Applicants can earn up to 30 semester hours of credit toward subject competence by passing the both ACTFL OPI and WPT. Passing scores range from Intermediate High to Advanced Low. See http://www.highered.nysed.gov/tcert/actfl.htm
In most states, teachers must apply to the state Individually or through their local School District, or Teacher Program Institution. Requirements for the application are outlined below:
Online at: http://www.highered.nysed.gov/tcert/teach/home.html
Transcript Evaluation Required
Online at: http://www.highered.nysed.gov/tcert/teach/login.html
Valid for 3 years while the individual is enrolled in an alternative program. Leads to Initial Certificate.
Individual fingerprint cards are available at your local school district, charter school, Boards of Cooperative Educational Services (BOCES), colleges with teacher preparation programs or by sending a request to the Office of School Personnel Review and Accountability (OSPRA).
International records, valid credentials and transcripts should be directly sent to the New York State Office of Teaching Initiatives (OTI)
Valid for 3 years while the individual is enrolled in an alternative program. Leads to Initial Certificate.
Each pathway has slightly different requirements. For a full list of requirements for each pathway visit http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do and select the desired certificate and language in the drop down boxes.
Suggestioned pathways for candidate profiles can be found at http://www.highered.nysed.gov/tcert/certificate/rightpathway.html
College Level Examination Program (CLEP) foreign language examination or a New York University Proficiency examination is considered a duplication of the ACTFL exam. Also, tests taken for certification must not duplicate courses completed for college credit. Please see http://www.highered.nysed.gov/tcert/actfl.html for a full list of requirements for acceptable scores


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She also wanted a picture of this cool car that stopped by.
Thursday, July 15, 2010
Music in the park
She also wanted a picture of this cool car that stopped by.
4 comments:
- Becca's Dirt said...
They are precious petting the bunny. What a cute bunny too. I've never seen anyone put a leash on a bunny. Maybe Little Buddy needs a bunny. Heehee. That sounds like such fun with the kids to go to music in the park.
- July 15, 2010 3:07 PM
- Darlene said...
How fun to go to music in the park. I wish they did something like that in my small town. We have a BEAUTIFUL park that it would be perfect in.
That bunny is BEAUTIFUL and I can see why the girls LOVED it. My daughter would have too!!!
- July 15, 2010 4:31 PM
- Laurie and Chris said...
That car looks like the car Chris and I rode in on our wedding day.
The girls sure look happy petting the bunny! I think the NEED one =)
- July 15, 2010 9:29 PM
I miss Music in the Park in Warren. I'll be happy when they finish the construction so downtown events can return once again.
That white bunny is so cute. I bet it was so soft to the touch.
- July 15, 2010 10:15 PM


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July 1, 2018
Dear Parents,
On behalf of the Board of Education, myself, and staff, welcome back to the 2018-2019 school year in the Bret Harte Union High School District!
The Board of Education and I are committed to providing a course of study that meets the needs of all of our students in a safe and secure learning environment while maintaining the co-curricular and extra-curricular activities that have established this District as an outstanding educational institution.
We realize that the state budget situation continues to present challenges and uncertainties. We are continuing to monitor budget news and to control costs. Our staff is examining operations to ensure that we are running as efficiently as possible while maintaining the districts long tradition of providing an excellent education for our students.
Our Board of Education, certificated and classified staff members are here to provide a world class education and experience for your students. Again, welcome to the 2018-2019 school year in the Bret Harte Union High School District!
Michael S. Chimente
The Bret Harte Union High School District shall ensure equal opportunities for all students in admission and access to the educational program, guidance and counseling programs, athletic programs, testing procedures, and other activities.
This school district does not discriminate on the basis of race, color, national origin, age, religion, political affiliation, gender, mental or physical disability, sexual orientation, parental or marital status, or any other basis protected by federal, state, or local law, ordinance or regulation, in its educational program(s) or employment.


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Home > JOURNALS > MULR > Vol. 64 > Iss. 4 (1981)
Summer 1981
Computing Time in Tort Statutes of Limitation
James D. Ghiardi
The 1978 Amendments to the Age Discrimination in Employment Act - A Legal Overview
Cynthia E. Gitt
Challenges to State Takeover Laws: Preemption and the Commerce Clause
Donald W. Layden Jr.
Shareholders' Rights in Short-Form Mergers: The New Deleware Formula
Catherine L. Curran
Constitutional Law - Closure of Trials - The Press and the Public Have a First Amendment Right of Access to Attend Criminal Trials, Which Cannot Be Closed Absent an Overriding Interest. Richmond Newspapers, Inc. v. Virginia, 100 S. Ct. 2814 (1980)
Lawrence J. Morris


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< Return to Religious Affiliation of Comics Book Characters
< Return to Famous Jews
The Religious Affiliation of Comic Book Character
Superman with the Seraph, from Super Friends #7 (October 1977)
From: "The Seraph" article on "The Unofficial DC Universe International Heroes Site" (http://dcworld.itgo.com/TheSeraph.html; viewed 20 December 2005):
"Clad in the mantle of Elijah, wearing the magic ring of Solomon and carrying the staff of Moses, his long hair endowing him with the strength of Samson, teacher Chaim Lavon has become the super-hero of Israel...The Seraph!"
Alter Ego:: Chaim Lavon
Occupation:: Teacher
Marital Status:: Single
Known Relatives:: None
Group Affiliation:: The Global Guardians
Base of Operations:: Israel
First Appearance:: Super Friends #7 (October 1977)
Hair:: Black
Powers and Weapons:: Superhuman strength of Samson, Ring of Solomon (shown to teleport wearer short distances), Staff of Moses (shown to have turned into a serpent and part water) and the mantle of Elijah.
From: "Jewish Comics Exhibit Notes" webpage, last updated 5 December 2004 (http://www.geocities.com/hadassahfink/comicexhnotes.htm; viewed 4 July 2007):
From "Seraph (comics)" article on Wikipedia website (http://en.wikipedia.org/wiki/Seraph_%28comics%29; viewed 20 December 2005):
Super Friends #38
The Seraph misuses his powers against criminals, almost killing one of them. G-d intervenes, temporarily stripping him of his powers. Seraph only gets them back after praying for forgiveness during Yom Kippur.
Chiam Levon is a Jewish school teacher who was granted biblical powers. He helped Superman dismantle a bomb in Israel and free the Wonder Twins after they were brainwashed. He had a few missions as a solo fighter. As a member of the Global Guardians, he helped Superman retrieve an ancient artifact. He remained on the team for a few years, but declined an offering from the Queen Bee of Bialya, since he was Jewish and Bialya was a Muslim state. For a while, Seraph fought solo, trying to think of ways to revive the Global Guardians. Finally, Doctor Mist called him to Bialya to rescue the Global Guardians. The mission was successful. After a battle with Doctor Mist's enemy Fain Y'onia, Seraph helped Rising Sun, Owlwoman, and Olympian create the New Global Guardians, placing himself as leader.From: Michael Gelbwasser, "Cool characters entice kids: Jewish superheroes work wonders in American comics", published 7 January 1997 in The Boston Jewish Advocate (http://www.jewishsf.com/bk970107/1bcool.htm; viewed 21 December 2005):
The Jewish community often complains that it's losing young people's attention. Have Jewish leaders checked the comic shops recently?Selections from: Steven M. Bergson, "Jewish Comics: A Select Bibliography" last updated 28 June 2005 (http://www.geocities.com/safran-can/JWISHC.HTM; viewed 23 December 2005):
...Modern comic books -- lively keystones of American popular culture -- aren't afraid to feature numerous new heroes... who have clearly Jewish backgrounds. Nor do comic books shy away from topics of particular Jewish interest, such as interdating...
Several other DC and Marvel Comics superheroes have been portrayed as Jewish or as having Jewish origins:
In the Seraph series [sic], teacher Chaim Lavon of Israel possesses the staff of Moses, the mantle of Elijah, the magic ring of Solomon and the strength of Samson (in his hair). The Seraph is a member of the New Global Guardians, a team of international heroes. On covers from the old Super Friends comic book, the Seraph is called "the Man Who Works Miracles."
Bridwell, E. Nelson. "Puppets of the Overlord" Super Friends #25 Oct. 1979 (NY: DC).
Bridwell, E. Nelson. "The Seraph's Day of Atonemennt" Super Friends #38 Nov. 1980 (NY: DC).
When Israeli superhero Seraph uses his super-strength excessively to seek retribution against a group of criminals, G-d punishes him by temporarily taking away his supwer-powers. Only after praying for forgiveness, during the Yom Kippur service, does he get his powers back.
Bridwell, E. Nelson. "The Warning of the Wondertwins" Super Friends #7 Oct. 1977 (NY: DC)
Gelbwasser, Michael. "Cool Characters Entice Kids: Jewish Superheroes Work Wonders in American Comics" Boston Jewish Advocate Jan. 7, 1997.
Gelbwasser, Michael. "Look! Up in the Sky! Jewish Superheroes." Jewish Advocate Oct. 19, 1995, pg. PG.
Discusses the Jewish super-heroes Seraph, the Blasters, Colossal Boy, Ragman, Captain Marvel and the Marvel Family, Mindboggler, Ramban, Golem, Judith, Dybbuk, Nuklon, Phantom Stranger and Sabra.
Oskner, Bob. "Dry Earth...Stolen Waters" Super Friends #41 (2nd story) Feb. 1981 (NY: DC).
Backup story involving Israeli super-hero "The Seraph", modeled after characters in the Torah. In this story, terrorists try to interfere with Israel's water supply.
Oskner, Bob. "Echo of Evil" Super Friends #46 Jul. 1981 (NY: DC).
ponypantsFrom: "New Christian JLA member" message board, started 5 May 2005 on official DC Comics website (http://dcboards.warnerbros.com/web/thread.jspa?threadID=2000023085; viewed 15 May 2006):
Posted: May 1, 2006 9:08 AM
Speaking of minorities...
The new Asian Atom isn't replacing a typical white male whom, as with most heroes, you'd presume to be Christian. Ray Palmer is one of the few Jewish characters in comics, and certainly one of the most famous and prominent...
The two most powerful Jewish heroes are Marvel's Sabra and DC's Seraph...
Seraph. His G-d given powers are a few notches below Superman level, but he's portrayed as a major player - super strength and invunerablitiy (Samson), super wisdom (Solomon), teleportation, and a unique power from his staff (Moses) to split things in half. Once Superman was being held down in a super gravity field and Seraph just walked into the field, picked him up, and carried him out because he wasn't affected by the field, because his power isn't affected by natural forces...
kissmyringagainFrom: "Superman Wedding -- why a Christian ceremony?" newsgroup discussion started 11 October 1996 in rec.arts.comics.dc.universe (http://groups.google.com/group/rec.arts.comics.dc.universe/browse_thread/thread/4d17a1ff0ee9c715/d141c36005b90ea4; viewed 5 June 2006):
Posted: May 6, 2005 3:09 AM
I am a Christian... There is a reason there is no Christian superhero. Same reason as there is no real Jewish [superhero]... that flaunt their religion or fight for religious belief specific notions. It's because they would be offensive to many, if not most, of the readership.
Besides -- Zauriel, Bloodwynd, Wonder Woman, the Spectre, the Quintet, etc., etc., are all based on or are slaves to religious beliefs, but none actively flaunt it, or debate which is correct, so a hard-line Christian super hero would probably not sit too well.
Posted: May 6, 2005 3:50 AM
Well, I'm gonna hit you. Nightcrawler, Daredevil, [4 other Christian superheroes] are all Christians. Sabra, Seraph, Ramban, Atom-Smasher and the Thing are Jewish... Many of them have debated their beliefs in the comics - as you say, not the hardline way, but that is definitely not the same as saying that they are not Christian superheroes [or Jewish superheroes], or that they are not devoted.
As far as I know, none of them are fundamentalists, against other religions or...
Posted: May 10, 2005 8:29 AM
I'd vote for an existing character, like Zauriel or Seraph [as a religious character who should be in the JLA]. I've been wanting more exposure for them for a while...
From: Eric Fishbein
Date: Wed, Oct 23 1996 12:00 am
Email: eric.fishb...@zorro9.fidonet.org
re: "Just out of curiosity, is there any major character in the DC Universe definitely shown as being Jewish?"
Ain't there that mystical Israeli hero named King Solomon or some there such thing? I remember he wears a toga and sports a staff. I recall him being used in Zero Hour, Crisis, or one of those other BIG DC events, but I can't recall which.
From: Johanna Draper
Date: Thurs, Oct 24 1996 12:00 am
Email: dan...@aurora.cis.upenn.edu
That's the guy from the Global Guardians, although I think he retired. His power came from faith through his artifacts, and some of his solo stories (backups in Super Friends) were kind of neat.
From: "Islamic super heroes: Are there any?" forum discussion, started 23 August 2005 on "Comic Book Resources" website (http://forums.comicbookresources.com/archive/index.php/t-76010.html; viewed 28 May 2007):
Well, anyways, I was thinking of an idea for a UN-sanctioned super hero team with represenatives from different countries, and one of them is a female telepath from Turkey... named Sultana. And I suddenly realized that for the life of me I can't think of a single Muslim super-hero from either Marvel or DC.
So, are there any? And please don't turn this into a political debate.
...In DC, of course, there are the Global Guardians, including Seraph (of Israel--definitely Jewish, given his powers) and Cascade (of Indonesia--religion unknown)...
From: "Religion in the DCU?" forum discussion, started 25 October 2006 on "Comic Bloc" website (http://www.comicbloc.com/forums/archive/index.php/t-37480.html; viewed 20 July 2007):
Mark MacMillan
October 25th, 2006, 11:06 AM
I posted this in another thread, but since it goes off-topic I decided to start my own. Anyways...
If Fourth World is still in continuity and The Presence is the God of the three major religions (Christianity, Judaism, and Islam) I was wondering...
Where do Moses, Jesus and the Prophet Mohammed stand in the DCU?
I know the Spear of Destiny is laced with the blood of Christ, but is there anything else that's been mentioned?
October 25th, 2006, 11:08 AM
Well, there's the Crime Bible, made from the rock Cain used to slay Able, the Spectre, and I think all religions exist, they just are underplayed. I THINK, but I really don't know.
October 25th, 2006, 11:41 AM
I think the DCU has the Campbellian ideal:
All Religions Are True.
After all, look at the JLA. We have a pagan Greek, an alien, an agnostic, an Native American Spiritualism follower, and that's all I can think of right now.
Mark MacMillan
October 25th, 2006, 12:34 PM
Oh, I'm sure all religions exist in the DCU, and I know of the different heroes that are connected to God, and various other beliefs (like Ragman, Monolith, Zauriel, The Spectre, etc)
It's just that I've always wondered about where Moses, Jesus, and the Prophet Mohammed stood in the grand scheme of things.
Like a hero who was/is bestowed great powers by wielding the sword of Mohammed or the existence of the Holy Grail, or the staff of Moses, etc. That sort of thing.
Cousin Cory Springhorn
October 25th, 2006, 05:43 PM
It seems to me that perhaps the Seraph (member of the Global Guardians, and back-up feature in Super Friends) carried the staff of Moses. I may be wrong about that, though.
In the All-Star Squadron, Japan came into possession of the Holy Grail, while Hitler possessed the Spear of Destiny. This was basically a plot device keeping any American super-heroes with magic-based powers, or magic vulnerability, from directly attacking the Axis Powers and ending the war swiftly, so that Earth-2's history wouldn't diverge too wildly from real world history.
(edit: I was correct about the Seraph. see below):
From: "Question for other atheists" forum discussion, started 6 March 2006 on "Comic Boards" website (http://www.comicboards.com/dcb/view.php?trd=060306051129; viewed 23 July 2007):
Posted by Hellstone on Monday, March 06 2006 at 14:20:26 GMT
re: "As noted in other discussions over the years they seem to bend over backwards to NOT assign denominations or faith statements to characters..."
Well, I think that goes for the "big 3" [Superman, Batman, Wonder Woman], for example. But many denizens of the DCU have expressed their religion explicitly, and I'm not just talking Wonder Woman and Kobra and Zauriel here. Huntress (Catholic Christian), Nightwing (Christian, don't know what kind), Flash (Christian), Doctor Mid-Nite (Catholic), Ragman (Jewish), Janissary (Muslim), Seraph (Jewish), Maya (Hindu), Judomaster (Buddhist), Father Craemer (Catholic) and many more, have all stated their explicit beliefs...
From: "Need Help With A Research Project" forum discussion, started 9 December 2005 on the "Comic Bloc" website (http://www.comicbloc.com/forums/archive/index.php/t-16070.html; viewed 6 August 2007):
December 13th, 2005, 10:57 PM
In relation to question 6: as a Jewish comic book reader, I look around a great deal for any sign of Jewish stuff in comics. It's a habit. Things like the upcoming Sgt. Rock mini about rescuing the rabbi in Eastern Europe are few and far between. Interestingly, the three highest profile Jewish characters at Marvel--Kitty Pryde, the Thing and Moon Knight--have a mini-series, an ongoing and an upcoming ongoing, respectively. On the DC side, Ragman is in the Shadowpact ongoing, but otherwise, Atom Smasher is in jail and... that's it. No one's heard from Seraph and Hayoth for years, and I think I'm the only person that considers Black Canary to actually be Jewish (I have my reasons). Atom Smasher could become a player in OYL considering his current imprisoned status and his apparent recruitment by Amanda Waller.
As for Jewish themes in writing, the legend of the Golem has influenced a number of characters, most notably Marvel's Thing.
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Breaking Glass Pictures has acquired North American rights to Matan Yair's debut Israeli feature Scaffolding, which premiered in the Cannes ACID showcase.
The film will open theatrically in New York and other markets in September 2018, followed by a DVD and VOD release.
Scaffolding premiered in the independent showcase staged by France's Association for the Diffusion of Independent Cinema and centres on a 17-year-old troublemaker groomed by his father to inherit the family scaffolding business who forms a special connection with his literature teacher.
In its Cannes review last summer Screen described the film as "a sharply drawn study of the father-son dynamic." Newcomer Asher Lax stars alongside Ami Smolartchik and Yaacov Cohen.
Gal Greenspan and Roi Kurland of Green Productions produced Scaffolding with coproduction partner Stanislaw Dziedzic of Film Produkcja and United King. The film received support from the Israeli Film Fund and the Polish Film Institute and won the first pitching prize at the Jerusalem Film Festival last year.
Breaking Glass CEO Rich Wolff brokered the deal with Jan Naszewski, owner of the film's international sales agent New Europe Film Sales. Les Acacias previously acquired French rights.
"Scaffolding is a special film - moving and beautiful," Naszewski said. "The fact it is based on the true experiences of Matan Yair, the film's director, as a teacher in high school, and Asher was his former student in true life, makes the film extremely special and authentic. I'm very happy that it will be released in North America by Breaking Glass, who are devoted to introducing new talents to cinema lovers.
"Matan Yair's debut feature is both dazzling and wonderfully literate", Breaking Glass co-president Richard Ross said. "Newcomer, and non-actor, Asher Lax delivers a mesmerizing, assured performance in this complex tale of a boy and his difficult relationship with both his father and teacher."


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Tagged: Jesse Crain
Cubs Loom as Sox Wing Their Way Home From Cali
The quick two-game road trip to the left coast, between the pair of games against the Tigers last Monday and Tuesday and the upcoming weekend series at Wrigley beginning tomorrow, ended today in a split. At least the plane trip home will be a pleasant one.
Speaking of pleasant, the offense woke up in the 6-1 victory over the Angels. The red-hot A.J. Pierzynski pounded out three hits with two RBIs and four players had two hits apiece: Adam Dunn (2 RBIs), Paul Konerko (RBI), Alex Rios and Alexei Ramirez. Dayan Viciedo, who is on a tear, added his sixth home run.
Chris Sale got credit for this fourth victory, pitching 5 1/3 innings. The only run he surrendered came on Albert Pujols third homer, his second in two days. Nate Jones (1 1/3 innings), Matt Thornton and Jesse Crain ( an inning apiece) closed the door the rest of the way with a scoreless 3 2/3.
Now, the Cubs.
As Ventura Era Begins, Hector Santiago is a Most Interesting Piece of the South Side Puzzle
Just because I haven't posted lately, it doesn't mean I'm not eagerly awaiting the 2012 season. And it makes it more fun when the so-called experts, who frankly don't have much more insight than those of us fans that follow the game closely, predict doomsday for our Sox.
Things seem to be coming together with a week to go before the opener against the defending A.L. champion Rangers. The remaining roster spots are in the bullpen and on the bench.
It looks like the pen will shape up with Matt Thornton, Jesse Crain, Will Ohman, Addison Reed and Hector Santiago with two of the following five fighting it out for the two remaining spots: Eric Stults, Brian Bruney, Nate Jones, Zack Stewart and Dylan Axelrod. The specific roles, including the annointment of the closer, are yet to be determined. The most interesting candidates are the rookie Reed, who closed for Stephen Strasburg at San Diego State, and Santiago, a New Jersey native who has impressed everyone in Glendale with an effective screwball.
If nothing unusual happens, Eduardo Escobar has won the last spot among position players. He's had a good enough spring and displayed enough infield versatility to prompt the Sox to send the likes of Dan Johnson, Dallas McPherson, Jim Gallagher and Jordan Danks back to minor league camp.
It's so hard to know what this team is going to be. For now, let's sit back, relax and watch the Robin Ventura era begin.
10 Days to Pitchers and Catchers
Scott Merkin whets our White Sox appetite today on whitesox.com with some facts, figures and projections to chew on:
* Pitchers and catchers report on February 23
* Full squad reports on February 28
* First Spring Training game, March 5, vs. the Dodgers at Camelback Ranch
* Opening Day, April 6, at Texas
Merkin's Projected Batting Order:
Alejandro DeAza CF, Gordon Beckham 2B, Paul Konerko 1B, Adam Dunn DH, Alex Rios LF, A.J. Pierzynski C, Alexei Ramirez SS, Dayan Viciedo RF, Brent Morel 3B
Projected Rotation:
John Danks, Gavin Floyd, Jake Peavy, Chris Sale, Philip Humber
Projected Bullpen:
Matt Thornton Closer, Jesse Crain RH setup man, Will Ohman LH setup man (with all other spots up for grabs). Key bullpen prospect to watch is Addison Reed, who very well might be the closer (my two cents, not Merkin's).
New Guys:
Nestor Molina RHP, Dan Johnson 1B, Ozzie Martinez IF and, of course, the skipper Robin Ventura
Key Losses:
Ozzie Guillen, Mark Buehrle, Sergio Santos, Carlos Quentin, Juan Pierre, Omar Vizquel, Ramon Castro, Jason Frasor
Word from SoxFest…
As SoxFest is being celebrated this weekend at the Palmer House Hilton, bits of news are filtering out. Here are some of the things that caught my attention:
* Adam Dunn, who last year endured what was arguably the worst season ever for a major league position player, was in the house. A slimmed down Dunn (that's not him above, but you get my point) said that all the Sox need is for last season's two biggest disappointments–himself and Alex Rios–to rebound and that would prove to be, in essence, two major offseason moves. He also said he can't wait for opening day and is putting the past behind him.
* Don Cooper, who Steve Stone called one of the Top 5 pitching coaches in the game, said he sees three openings in the bullpen with Matt Thornton, Jesse Crain, Will Ohman and rookie Addison Reed as the staples going into spring training.
* Jeff Manto, who has replaced Greg Walker as the Pale Hose hitting coach, said (and I'm paraphrasing) he would be nuts not to look to new skipper Robin Ventura and coach Harold Baines for help in dealing with the hitters.
* Speaking of the new manager, Ventura kiddingly said that Cooper is now his BFF as he approaches his rookie year at the helm of the ballclub.
* Kenny Williams put his cards on the table: If the Sox hit, they'll contend. See Dunn, Rios and Gordon Beckham for details.
* Williams also said we should expect righthanded hurler Nestor Molina, acquired in the trade for Sergio Santos, to be in the majors as early as mid-season this year.
* Joe Crede got the biggest applause when members of the 2005 World Champs were announced. Among the others were Pablo Ozuna and Cliff Politte.
* Ventura said he wants Beckham to have as much confidence at the plate that he does at second base.
SoxFest runs through tomorrow…
Pride Matters
After the White Sox lost the opener and found themselves down 4-0 going into the fifth inning in the second game of yesterday's split doubleheader vs. the Tribe, I wondered, Where is the Sox pride?"
Sure, the Sox have been eliminated from the A.L. Central race, but the truth is that there is still something to play for–second place and a .500 record. Modest achievements based on this season's expectations, but in my view the players owe it to themselves, the organization and the fans to give it their all through Game 162.
So, it was heartening to see the Sox rally to overcome the four-run deficit to win the nightcap, 5-4. It makes me feel a whole lot better about this group.
It was also nice to see how they did it. Gordon Beckham smashed three doubles and drove in a run; Alejandro De Aza, who could be an important piece of the puzzle in 2012, knocked in a pair ; and Josh Kinney, Matt Thornton, Jesse Crain and Chris Sale, in relief of Dylan Axelrod, pitched 4 1/3 scoreless innings.
Eight games to go.
Sox Survive Royals as Flowers Blooms
If Billy Butler, Melky Cabrera and their young Royals' teammates played everybody like they do the White Sox, Kansas City would be an A.L. Central contender instead of 20 games below .500.
After Friday night's 5-1 drubbing, it's a relief to see the Sox escape with a 5-4 win last night–especially at home and following two rain delays. The winning run came across the plate as a result of a bases-loaded walk to Alejandro De Aza, but we'll take it.
In the "what else is new?" category, Paul Konerko clubbed his 27th homer in the third inning, a two-run blast that gave the Sox an early 2-0 lead. The advantage was lost in the fifth as K.C. touched up Jake Peavy for four runs, but Tyler Flowers (pictured above, being congratulated by Juan Pierre) got the South Siders within a run in the fifth with his first major league home run. A Carlos Quentin RBI double and the De Aza base on balls turned the tide for good in the seventh. Then, Jesse Crain ( 1 1/3 innings) and Chris Sale, who set down the Royals 1-2-3 in the ninth for his fourth save, shut the door.
With the Tigers and Indians once again defeating the Orioles and Twins, respectively, the victory was a must. But the truth is they are all a must at this stage as the Sox try to make up the five-game Detroit deficit.
Sox Note of Note: At the beginning of the season, Pierre was going through a rocky time. He wasn't getting on base, he wasn't stealing bases when he did get on and his defense was bad at best. He's still not close to his league-leading SB total from a year ago, but his defense has improved and, after his three hits last night, he's now batting .285.
Frasor Crain Meets Frasier Crane
Has it dawned on anyone else that the new White Sox righthanded setup duo has a lot in common with a recently popular TV sitcom?
Take the last names of Jason Frasor and Jesse Crain (with some difference in the spelling) and what do you get–aside from a formidable pair of bullpen aces?
That's right, Frasier Crane, the fictional character played by Kelsey Grammer in the hit show, "Frasier."


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College Trailer (2008)
A new outrageous comedy, College is the story of three high school seniors (Drake Bell, Andrew Caldwell and Kevin Covais) who visit a local college campus as prospective freshman anticipating the best weekend of their lives. Once there, the rowdiest fraternity on campus (featuring Nick Zano, Gary Owen and Zach Cregger) decides to recruit the boys as pledges, subjecting them to endless humiliations, in return for granting them access to the no-holds-barred college party scene. But once the boys catch the eye of some of the older sorority girls (Haley Bennett, Camille Mana and Natalie Walker), the threatened Frat-boys increase the pre-frosh humiliation and blackmail them by threatening to expose their age. The boys decide to fight back, retaliating with a major revenge scheme that lands them on top.
What began as the weekend-from-hell turns into the BEST. WEEKEND. EVER.
2 min 27 sec
Posted On
April 22, 2008
Deb Hagan
Dan Callahan
August 29, 2008
Gary Owens
Ryan Pinkston
Drake Bell
Kevin Covais
Andrew Caldwell
No Music Available


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Louisville psychiatrist's license suspended after marijuana charges
Matthew Glowicki, Louisville Courier Journal
A psychiatrist's license is now suspended after police say he was found at his east Louisville office hiding marijuana inside a McDonald's bag.
Peter Steiner, 60, is charged with possession of marijuana, a Class B misdemeanor, as well as tampering with physical evidence, a Class D felony.
The Kentucky Board of Medical Licensure issued an emergency license suspension late last week, which temporarily bans Steiner from practicing medicine.
The suspension order details a June 2017 search warrant on Steiner's private practice, 6500 Glenridge Park Place, by the FBI and Drug Enforcement Administration.
When investigators found Steiner, he threw a McDonald's bag into a nearby trash can, according to the order. A resealable plastic storage bag of marijuana was later found in the trashed fast food bag, according to the order.
Steiner also was found holding two thick envelopes, which were filled with cash, checks and a list of patient names and amounts, the order details.
He pleaded not guilty at his arraignment Monday in Jefferson Circuit Court, online court records show, and is next due in court April 16.
Steiner graduated from the University of Louisville School of Medicine in 1995, according to Kentucky Board of Medical Licensure records.