text:
Islam prompted mankind to learn. Thus, from the beginning of Islamic history, the concrete symbol of Islam (the Mosque) became the centre of learning. The Arabic word for univeristy, Jami'a, was derived from Jami' (mosque). The following article presents a short survey on the educational role that some famous mosques played in spreading learning in Islamic society.
FSTC Research Team*
Table of contents
1. Religious commands
2. The mosque as an educational institution
3. The foundation of colleges
4. Spread of the Islamic education model to Europe
5. Bibliography
6. Articles on education on www.MuslimHeritage.com
7. Notes
Note of the editor
This article has been published on www.MuslimHeritage.com in June 2002 in PDF format. We present it to our readers in a new editing in HTML, with illustrations and extended references.
* * *
Figure 1: View into Al-Azhar's courtyard. (Source).
The Quran recurrently urges the faithful to acquire knowledge, knowledge that would bring them closer to God and to His creation. Many verses of the sacred book command this act, for example:
Then 'Say [unto them, O Muhammad]: Can those who know and those who do not know be deemed equal? But only those who are endowed with insight will keep this in mind' (Quran 39: 9).
'And He has subjected to you, [as a gift] from Him, all that is in the heavens and on earth: behold, in that are messages indeed for people who think.' (Quran 45: 13).
The Quran uses repetition in order to imbed certain key concepts in the consciousness of its readers [1]. Allah (God) and Rab (the Sustainer) are repeated 2,800 and 950 times respectively in the sacred text; Ilm (knowledge) comes third, with 750 repetitions [2]. The Prophet Muhammad commanded all Muslims to seek knowledge wherever and whenever they could.
In light of these Quranic verses and Prophetic traditions, Muslim rulers gave considerable support to education and its institutions, insisting that every Muslim child be given access to it. Thus, elementary education became almost universal among Muslims. Wilds says:
'It was this great liberality which they displayed in educating their people in the schools which was one of the most potent factors in the brilliant and rapid growth of their civilization. Education was so universally diffused that it was said to be difficult to find a Muslim who could not read or write.' [3]
In Muslim Spain, there was not a village where 'the blessings of education' could not be enjoyed by the children of the most indigent peasant, and in Cordoba were eight hundred public schools frequented by Muslims, Christians, and Jews alike [4]. And in the great Muslim University of Cordoba, Jews and Christians attained to acknowledged distinction as professors [5]. So high was the place of learning that both teachers and pupils were greatly respected by the mass of the population; and the large libraries collected by the wealthy landowners and merchants showed that learning - as in the Italian Renaissance (six hundred years later) - was one of the marks of a gentleman [6]. Pedersen says that:
Figure 2: Al-Azhar mosque at the beginning of the 20th century. (Source).
'In scarcely any other culture has the literary life played such a role as in Islam. Learning (ilm), by which is meant the whole world of the intellect, engaged the interest of Muslims more than anything… The life that evolved in the mosques spread outward to put its mark upon influential circles everywhere.' [7]
All public institutions, from the mosques and madrassas to the hospitals and observatories, were places of learning. Scholars also addressed gatherings of people in their own homes. Al-Ghazali, Al-Farabi, and Ibn Sina (Avicenna), among many others, after teaching in public schools, retired to their private libraries and studies, but continued to teach 'those fortunate enough to be invited.' [8]
This universality, thirst, and impetus for education, not even equaled today [9], was a distinguishing mark of that period, when Islam was at its zenith, both as a religion and as a civilization. The role and place of knowledge in that era will be considered (God willing) in subsequent works. The role of the madrassa, another lengthy subject, will also be covered subsequently. Here, focus will be on the organization of education, its aims, and the ways in which it was imparted, and above all the role of the mosque.
Figure 3: Students at Al-Azhar mosque in the 1880s. Photo taken by Pascal Sebah (1823-1886): "Mosquée El-Azhar (étudiants)". (Source).
2. The mosque as an educational institution
The mosque played a major part in the spread of education in the Muslim World, and the association of the mosque with education remained one of its main characteristics throughout history [10], and, the school became an indispensable appendage to the mosque [11]. From the earliest days of Islam, the mosque was the centre of the Muslim community, a place for prayer, meditation, religious instruction, political discussion, and a school. And anywhere Islam took hold, mosques were established, and basic religious and educational instruction began. Once established, mosques developed into well-known places of learning, often with hundreds, even thousands, of students, and frequently contained important libraries [12].
The first school connected to a mosque was set up at Medina in 653, and by 900 nearly every mosque had an elementary school for the education of both boys and girls [13]. Children usually started school at five; one of the first lessons was learning how to write the ninety-nine most beautiful names of God and simple verses from the Quran [14]. After the rudiments of reading and writing were mastered, the Quran was then studied thoroughly, and arithmetic was introduced. For those who wanted to study further, the larger mosques, where education was more advanced, offered instruction in Arabic grammar and poetry, logic, algebra, biology, history, law, and theology [15]. Although advanced teaching often took place in madrassas, hospitals, observatories, and the homes of scholars, in Spain, teaching took place mostly in the mosques, starting with the Cordoba mosque in the 8th century [16].
Figure 4: The Great Mosque of Kairouan in Kairouan, Tunisia, built in 670, is the oldest mosque in the western Islamic world. (Source).
The basic format in which education took place in the mosque was the study circle, better known in the Muslim World as "Halaqat al-'Ilm", or Halaqa for short. A Halaqa is literally defined as 'a gathering of people seated in a circle' or 'a gathering of students around a teacher' [17]. Visiting scholars were allowed to sit beside the lecturer as a mark of respect, and in many Halaqas a special section was always reserved for visitors [18]. Although the teachers were in charge of the Halaqas, the students were allowed - in fact, encouraged - to challenge and correct the teacher, often in heated exchanges [19]. Disputations, unrestricted, in all fields of knowledge took place on Friday in the study circles held around the mosques [20], and no holds were barred [21].
Al-Bahluli (d.930) a magistrate from a town in Iraq went down to Baghdad, accompanied by his brother, to make a round of such study circles. The two of them came upon one where a scholar 'aflame with intelligence' was taking on all comers in many different fields of knowledge [22] Ibn Battuta recorded that more than five hundred students attended the Halaqas of the Ummayad mosque [23]. The Mosque of Amr ibn Al-'Aas in Cairo had more than forty Halaqas at one point [24], while in, the chief mosque of Cairo there were one hundred and twenty [25]. The traveler and geographer Al-Muqaddasi reports that between the two main evening prayers, as he and his friends sat talking in the Mosque of Amr ibn Al-'Aas, he heard a cry, 'Turn your faces to the class!' and he realized he was sitting between two halaqas; the mosque was crowded with classes in law, the Quran, literature, philosophy, and ethics [26].
Figure 5: The Umayyad Mosque in Damascus, Syria. (Source).
In most of the larger mosques teaching and studying became fully-fledged professions and the mosque school took on the semblance of an academy or even became a university later on. In this way, important centres of higher education came into being. They became well renowned and attracted great numbers of students and scholars, including the most illustrious names of Muslim scholarship. In Basra in Iraq, Al-Khalil ibn Ahmad was a lecturer in philosophy at a mosque and one of his students was Sibawayh, who later became one of the greatest Arabic grammarians of all time. The universities of Muslim Spain, particularly those of Granada, Seville and Cordoba, which evolved from mosques, were held in the highest estimation across the world. Among their graduates were Ibn Rushd (Averroes) and Ibn Bajja. In the university of Cordoba in the 9th century, four thousand students were enrolled in the department of theology alone, and the total number of students in attendance at the University was almost eleven thousand.
Many of the Muslim centres of learning still exist today, and are considered to be the oldest universities in the world. Among them are Al-Qayrawan and Al-Zaytuna in Tunisia, Al-Azhar in Egypt and Al-Qarawiyin in Fez, Morocco.
The 'glory' of Al-Qarawiyin, which was established in the 9th century, was its body of scholars, the ulema. Among the scholars who studied and taught there were Ibn Khaldun, Ibn Al-Khatib, Al-Bitruji, Ibn Harazim, Ibn Maymun, and Ibn Wazzan. Al-Qarawiyin attracted great numbers of students from all over North Africa, Spain, and the Sahara. In general, they were housed by the successive Moroccan dynasties and the ordinary people of Fez.
Figure 6: Boys study the Quran at an Amsterdam mosque. (Source).
The scholars of Al-Azhar, which is probably the most famous Islamic university today, included Ibn al-Haytham, who lived there for a long period; Al-Baghdadi, who taught medicine there in the late 12th century; and Ibn Khaldun, who taught there towards the end of the 14th century, after moving from Al-Qarawiyin. On the eve of the British occupation of Egypt in 1881, there were 7600 students and 230 professors in Al-Azhar. In the early days of Islam, the mosques taught one or more of the Islamic sciences, but after the mid-9th century, became increasingly devoted to legal subjects [27]. Scientific subjects were also taught, including astronomy, engineering, and medicine at Al-Azhar [28]. The latter was also taught at the mosque of Ibn Tulun in Egypt [29].
In Iraq, pharmacology, engineering, astronomy and other subjects were taught in the mosques of Baghdad, and students came from Syria, Persia and India to learn these sciences [30]. While at the Qarawiyin Mosque, there were courses on grammar, rhetoric, logic, mathematics, and astronomy [31], and possibly history, geography and chemistry [32]. At Qayrawan and Zaytuna in Tunisia, grammar, mathematics, astronomy and medicine were taught alongside the Quran and Islamic jurisprudence [33]. In Qayrawan, Ziad delivered classes in medicine. Ibn Khaldun, Ishaq Ibn Imran and Ishaq Ibn Sulayman [34], whose works were subsequently translated by Constantine the African in the 11th century, were taught in Salerno, in the South of Italy, which became the first institute of higher education in Latin Europe.
Figure 7: The Zaytuna mosque in Tunisia was a renowned center of learning. (Source).
The mosques gradually took on more functions, in addition to learning. Tracing this evolution, Makdisi states that in the 10th century there was a flourishing of a new type of college, combining the mosque with a khan or an inn to lodge law students from out of town. The great patron of this stage in the development of the college was Badr ibn Hasanawayh (d. 1014/1015), governor of several provinces under the Buyids, and to whose name the construction of 3,000 mosque-khan complexes was credited over the thirty-year period of his governorship [35]. The reason for the mosque-khan complex was that the student of law had to pursue his studies over a long period, usually four years for undergraduate studies alone, and an indeterminate period for graduate studies, often as many as twenty years, during which he assisted his master in teaching. The mosque itself could not be used for lodging, except under special circumstances; the khan thus became the lodging place of the staff and students and was found nearby. The madrassa, which will be considered at a further stage, was, according to Makdisi, the final stage in the development of the Muslim college, combining the teaching function of the masjid with the lodging function of the khan [36]. This follows a tradition long established by the Prophet Muhammad, whose mosque was connected to a building which served as a school and as a hostel for poor students and those from abroad [37].
Assistance for students in the mosques was substantial. In Qarawiyin, for instance, students were not only exempt from paying fees but were also given monetary allowances periodically [38]. Dodge states that the students lived in residential quadrangles, which contained two and three story buildings of varying sizes, each accommodating 60-150 students, who all received a minimal assistance for food and accommodation [39]. The number of students at Al-Azhar was always high, Al-Maqrizi mentioning 750 foreign students from lands as distant as Morocco and Persia residing in the mosque at one time [40], in addition to students from all over Egypt. Those students, who did not have homes in Cairo, were assigned to a residential unit, which was endowed to care for them. Generally, the units gave their residents free bread, which supplemented food given to them by their families, while better off students could afford to live in lodgings near the mosque. Every unit also included a library, a kitchen, a lavatory, and some space for furniture [41]. On his visit to Damascus, the traveler Ibn Jubayr reported the high number and varied facilities for foreign students and visitors at the Umayyad Mosque [42], prompting him to declare that "anyone in the West who seeks success, let him come to this city to study, because assistance here is abundant. The main thing is that the student here is relieved of all worry about food and lodging, which is a great help." [43]
Figure 8: The Qarawiyyin mosque in Fez, Morocco, interior view, prayer hall. The Masjid al-Qarawiyin was built in 859-60 and evolved as an university and a major educational center. (Source).
The rulers played a major part in the endowment of mosques for educational purposes. At the Qarawiyin Mosque, there were three separate libraries, the most prestigious of which was the Abu Inan Library [44], founded by the Merinid Sultan Al-Mutawakkil Abu Inan. An avid reader and collector, the Sultan deposited books on subjects such as included religion, science, intellect, and language in his new library, and also appointed a librarian to take charge of its affairs [45]. In Tunisia, when the Spaniards occupied Tunis between 1534 and 1574, they ransacked its mosques and libraries, and removed many of the precious books and manuscripts [46]. The Ottoman Sultan subsequently expelled the Spaniards, and restored and expanded the Zaytuna mosque, its libraries and madrassa, and made it again a centre of high Islamic culture [47]. In Cairo, in 1365, the Mameluke prince Yalbagha Al-Umari ordered that each student at the Ibn Tulun mosque be given forty dirhams (the basic monetary unit of that time) and a certain quantity of wheat every month [48]. The Mamelukes also paid the salaries and stipends of large numbers of teachers and students [49]. This trend was particularly encouraged by Sultan Husam Al-Din Lajin, who restored the Ibn Tulun mosque in the Qatayi district of Cairo, paying salaries to professors and stipends to students, and asking his physician Sharaf al-Din Muhammad ibn al-Hawafir to deliver lectures on medicine there [50].
Figure 9: Abu 'l-Hasan Ali Ibn al-Shatir (1304-1375) was a gifted Muslim astronomer, mathematician and engineer who worked as muwaqqit (religious timekeeper) at the Umayyad Mosque in Damascus. His model for the appearances of Mercury, showing the multiplication of epicycles using the Tusi-couple, eliminated the Ptolemaic eccentrics and equant. (Source).
The following tale will enlighten us greatly on education and life in general, in the golden age of Islam [51]. When Ibn Tulun ruled Egypt, some students attended the class of a professor who dictated daily such a small portion of tradition that their money ran out before the class was finished, and they had to sell everything they had to buy food. After starving for three days, they resorted to begging, although none of them wanted to face such disgrace. So they cast a lot, and the one who lost went into a corner of the mosque where they lived and asked God to release him from his plight. Just then, a messenger came from Ibn Tulun with money, for he had been warned in a dream to help them; there was also a message that he would visit them in person the next day. To avoid this honor, which might have been seen by others as a desire for personal glory, the students fled from Cairo that night. Ibn Tulun bought the whole of that ward and endowed the mosque with it for the benefit of students and strangers residing in it.
4. Spread of the Islamic education model to Europe
Figure 10: Two diagrams showing the remarkable similarities of Ibn al-Shatir and Copernicus models for the motion of Mercury (Source). See George Saliba, Whose Science is Arabic Science in Renaissance Europe?
The Muslim system of education influenced Europe and later the rest of the world in many respects, such as its universality, and its methods of teaching and granting diplomas. Georges Makdisi illustrates this influence well, showing that aspects of university education such as the doctoral thesis and its defense, the peer review of scholarly work based on the consensus of peers, and -most importantly - the concept of academic freedom for professors and students, were all acquired by Europe from the Muslim World. The open scholarly discussions in the mosques were surely the main source of these influences in times when scientific intolerance ruled elsewhere, and free scholarly thought was often punished with burning at the stake. Academic influence also came in the form of the many books written by Islamic scholars which became the core texts of education in the first European universities (Montpellier, Bologna, Paris, Oxford etc.), which all were founded between the twelfth and thirteenth centuries. There were many other ways in which the Muslims influenced education in Europe, which are too long and too detailed to go into here. Refer to the excellent works on this by Makdisi and Ribera [52].
Finally, to answer those who blame the decline of Muslim civilization on Islam rather than on the occupation and devastation of its centres of learning, such as Cordoba, Baghdad, and Seville, we conclude that from its earliest days, Islam went hand in hand with scholarship and knowledge. As well as the verses of the Quran and the sayings of the Prophet which urged people to learn and seek knowledge, the mosque, the concrete symbol of Islam, was the most important centre of learning in the Muslim world. Indeed, in most Muslim countries, the word Jami' means at once both mosque and school. In Arabic, the word for university, Jami'a, is derived from Jami' (mosque). No similar derivation exists in any other language or culture; and there is no better illustration of the association between Islam and education than this.
- M. Alwaye: 'Al-Azhar...in thousand years.' Majallatu 'l-Azhar: Al-Azhar Magazine, English Section, 48, July 1976: 1-6.
- F.B. Artz: The Mind, The Mind of the Middle Ages, Third edition revised. The University of Chicago Press, 1980.
- Karl Baedeker, Baedeker's Egyp. London, New York: Hippocrene, 1985. Originally published: Egypt and the Sudan. 8th rev. ed. Leipzig : Karl Baedeker, 1929.
- J. Berkey: The Transmission of Knowledge in Medieval Cairo, Princeton University Press, 1992.
- [Bibliography]. Bibliography on the medieval madrasa (05/09/07).
- H. Djait et al.: Histoire de la Tunisie: Le Moyen Age. Société Tunisienne de Diffusion, Tunis.
- Mary J. Deeb: "Al-Zaytuna", in The Oxford Encyclopaedia of the Modern Islamic World, edited by J. L. Esposito. Oxford University Press, 1995, vol. 4.
- B. Dodge: Muslim Education in the Medieval Times. The Middle East Institute, Washington D.C., 1962.
- Encyclopaedia of Islam, New Edition, vol. 3, Leiden, Brill, 1971.
- Al-Khuli, Ali Muhammad al-Shadhili, Dawr al masajid al-tarikhi fi al-tathqif al-'ilmi, Cairo: Wazarat al-Awqaf, 1961.
- Rom Landau, "The Karaouine at Fes", The Muslim World, 48 (April 1958): pp. 104-12.
- R. Le Tourneau: Fès avant le protectorat. Société Maroccaine de Librairie et d'Edition, Casablanca, 1947, pp. 453¬-71.
- R. Le Tourneau: Fes in the Age of the Merinids, transl. from French by B. A. Clement, University of Oklahoma Press, 1961.
- R. S. Mackensen: "Background of the History of Muslim libraries", The American Journal of Semitic Languages and Literatures 51 (January 1935) 114-125, p. 123. See also issue 52 (October 1935) pp. 22-33, and 52 (January 1936): pp. 104-10.
- George Makdisi: The Rise of Humanism in Classical Islam and the Christian West; Edinburg University Press, 1990.
- George Makdisi: "Islamic Schools", Dictionary of the Middle Ages, vol. 11. Charles Scribners and Sons, 1988.
- Al-Maqrizi, Ahmad Ibn Ali: Al-Mawaiz wa 'l-i'tibar fi dhikr al-khitat wa-'l-athar. Edited by Ahmed Ali al-Mulaiji, 3 vols. Beirut: Dar al Urfan, 1959.
- M. Nakosteen: History of Islamic Origins of Western Education, 800-1350. University of Colorado Press, Boulder, Colorado, 1964.
- J. Pedersen: The Arabic Book, Transl. Geoffrey French. Princeton University Press, Princeton, New Jersey, 1984.
- J. Pedersen: "Some Aspects of the History of the Madrassa", Islamic Culture 3 (October 1929), pp. 525-37.
- Lévi Provençal, Evariste, Comp.: Nukhab tarikhiya jami'a li-akhbar al-Maghrib al-Aqsa. Paris: La Rose, 1948.
- J. Ribera: Dissertaciones y opusculos, 2 vols. Madrid, 1928.
- M. Sibai: Mosque Libraries: An Historical Study. Mansell Publishing Ltd; London and New York, 1987.
- S. P. Scott: History of the Moorish Empire in Europe. J.B. Lippincott Company, Philadelphia and London, 1904, vol. 3.
- A. Tazi: La Mosque Al-Quaraouiyyine, 3 vols. Dar al-Kitab Allubnani, Beirut, 1973.
- A. L. Tibawi: Islamic Education. Luzac and Company Ltd, London, 1972.
- K. A. Totah: The Contribution of the Arabs to Education. Bureau of Publications, New York: Columbia University, 1926.
- A. S. Tritton: Materials on Muslim education in the Middle Ages, Luzac and Company, London.
- Wan Mohd Nor Wan Daud: The Concept of Knowledge in Islam. Mansell: London and New York, 1989.
- J. Waardenburg: "Some Institutional Aspects of Muslim Higher Learning", NVMEN, 12, pp. 96-138.
- E. H. Wilds: The Foundation of Modern Education. Rinehart & Co., 1959.
6. Articles on education on www.MuslimHeritage.com
- Al-Azhar University - 1000 years of Scholarship (published 10 April 2001). Al-Ghazali's Views on Children's Education (published 12 September 2001).
- Ibn Khaldun's Concept of Education in the 'Muqaddima' (published 15 May 2009).
- The world-class University of Sankore, Timbuktu (published 05 June 2003).
- Institutions within Ottoman Administration (published 19 April 2004).
- Madrasa Education during the Early Ottoman Period (published 21 April 2004).
- Curricula in Ottoman Madrasas (published 21 April 2004).
- The Development and Decline of Ottoman Madrasas (published 21 April 2004).
- Ranking of the Ottoman Madrasas (published 21 April 2004).
- Madrasas of the Ottoman Empire (published 21 April 2004).
- Ottoman Educational Institutions during the Reform Period (published 26 April 2004).
- Al-Qarawiyyin Mosque and University (published 20 October 2004).
- Primary Schools under the Ottomans (published 10 August 2005).
- Learning Institutions in Islam (published 11 January 2007).
- General Organisation of Education and Teaching Methods in Islamic Civilisation (published 11 January 2007).
- Knowledge, Learning Institutions and Libraries in Islam: Book Publishing and Paper Making (11 January 2007).
- Ibn Sina on Education (published 17 January 2009).
- Al-Farabi's Doctrine of Education: Between Philosophy and Sociological Theory (published 14 February 2009).
- Al-Ghazali's Theory of Education: Its Philosophy and Its Impact (published 16 March 2009).
[1] Wan Mohd Nor Wan Daud: The Concept of Knowledge in Islam; Mansell: London and New York; 1989, p.32.
[2] Ibid.
[3] E. H. Wilds: The Foundation of modern Education, Rinehart & Co., 1959, p. 216.
[4] S. P. Scott: History of the Moorish Empire in Europe, J.B. Lippincott Company, Philadelphia and London, 1904, vol iii, pp. 467-8.
[5] Ibid.
[6] F. B. Artz: The mind, The Mind of the Middle Ages; Third edition revised; The University of Chicago Press, 1980, p.151.
[7] J. Pedersen: The Arabic Book, Tr. Geoffrey French, Princeton University Press; Princeton, New Jersey, 1984, p. 37.
[8] M. Nakosteen: History of Islamic origins of Western Education, 800-1350; University of Colorado Press, Boulder, Colorado, 1964, p.48.
[9] In Western universities, these days, a foreign student has to pay considerable fees to receive training; and some branches of teaching (social sciences, and history in particular) are forbidden to foreigns from the world, and especially those holding 'wrong' views.
[10] A.L. Tibawi: Islamic Education, Luzac and Company Ltd, London, 1972, p. 24.
[11] S. P. Scott, History, op. cit., p.467.
[12] J. Waardenburg: "Some Institutional Aspects of Muslim Higher Learning", NVMEN, 12/2 (April 1965): 96-138; p. 98.
[13] F.B. Artz: The Mind, op. cit., p. 150.
[14] Ibid.
[15] Ibid, pp. 150-1.
[16] J. Waardenburg: "Some institutional", op. cit., p. 101.
[17] Encyclopaedia of Islam, New Edition, vol. 3, Leiden, Brill, 1971, p. 95.
[18] M. Nakosteen: History, op. cit., p. 45.
[19] M. Nakosteen, History, op .cit., p 45.
[20] George Makdisi: The Rise of humanism, op. cit., p. 210.
[21] Ibid, p. 211.
[22] George Makdisi: The Rise of Humanism in Classical Islam and the Christian West; Edinburgh University Press, 1990, pp. 210-1.
[23] Ibn Battutah in K.A. Totah: The Contribution of the Arabs to Education; Bureau of Publications, New York: Columbia University, 1926, p. 45.
[24] Al-Maqrizi, Ahmad Ibn Ali: Al-Mawaiz wa Alitibar fi dhikr Al-Khitat wa-Al-athar. Edited by Ahmed Ali Al-Mulaiji, 3 vols. Beirut: Dar al Urfan, 1959, vol 3, p. 203.
[25] A.Metz: Die Renaissance des Islams; p. 170; in K.Totah: The Contribution, op. cit., p. 43.
[26] In A.S. Tritton: Materias, op. cit., p. 100.
[27] George Makdisi: "Islamic Schools", Dictionary of the Middle Ages, New York: Charles Scribners and Sons, 1988, vol. 11, p. 65.
[28] M. Alwaye: "Al-Azhar… in thousand years", Majallatu'l Azhar: Al-Azhar Magazine, English Section vol. 48 (July 1976/1¬6); in M. Sibai, Mosque Libraries. An Historical Study; Mansell Publishing Ltd; London and New York; 1987, p. 30.
[29] Pedersen, Johannes: "Some aspects of the history of the madrassa", Islamic Culture 3 (October 1929), pp. 525-37, p. 527.
[30] Al-Khuli: Dawr al-masajid, op. cit., p. 20, in M. Sibai, Mosque Libraries, op. cit. p. 30.
[31] R. Le Tourneau: Fès in the age of the Merinids, transl. from French by B. A. Clement, University of Oklahoma Press, 1961, p. 122.
[32] Ibid.
[33] H. Djait et al.: Histoire de laTunisie. Le Moyen Age; Société Tunisienne de Diffusion, Tunis; p. 378.
[34] Al-Bakri, Massalik, 24; Ibn Abi Usaybi'a, 'Uyun al-anba, ed. and tr A. Nourredine and H. Jahier, Algiers 1958, 2.9, in Encyclopedia of Islam, vol. IV, pp. 29-30.
[35] G. Makdisi: "Islamic Schools", op. cit., p. 65.
[36] Ibid.
[37] W. M. N. Wan Daud: The Concept of Knowledge, op. cit., p. 36.
[38] J. Waardenburg: "Some institutional", op. cit., p. 109.
[39] Bayard Dodge, Muslim Education, op. cit., p 27.
[40] Encyclopedia of Islam, vol. I, p. 816.
[41] Bayard Dodge: Muslim Education, op. cit., pp. 26-27 in particular.
[42] Ibn Jubair in K. Totah: The Contribution of the Arabs, op. cit., p. 45.
[43] Ibid.
[44] M. Sibai: Mosque Libraries, an historical study, op. cit., p. 55.
[45] Lévi Provencal, Evariste, Comp.: Nukhab Tarikhiya Jami'a li Akhbar al-Maghrib al-Aqsa, Paris: La Rose, 1948, pp. 67-68.
[46] Mary J. Deeb: "Al-Zaytuna"; in The Oxford Encyclopaedia of the Modern Islamic World; edt: J. L. Esposito; Oxford University Press, 1995, vol. 4, p. 374.
[47] Ibid.
[48] Al-Maqrizi, Ahmad Ibn Ali: Al-mawaiz wa al-i'tibar fi dhikr al-khitat wa-'l-athar; edited by Ahmed Ali al-Mulaiji, 3 vols. Beirut: Dar al-Urfan, 1959, vol. 3, pp. 222-3.
[49] J. Berkey: The Transmission of Knowledge in Medieval Cairo, Princeton University Press, 1992, pp. 52-4.
[50] Ibid; p. 52.
[51] A.S. Tritton: Materials, op. cit., p. 78.
[52] J. Ribera: Dissertaciones y opusculos, 2 vols, Madrid, 1928.
* The original article was produced by Salah Zeimeche, Salim Al-Hassani, Talip Alp and Ahmed Salem. © FSTC 2002-2009. The members of the new FSTC Research Team have re-edited and revised this new version. The team now comprises of Mohammed Abattouy, Salim Al-Hassani, Mohammed El-Gomati, Salim Ayduz, Savas Konur, Cem Nizamoglu, Anne-Maria Brennan, Maurice Coles, Ian Fenn, Amar Nazir and Margaret Morris.


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great insight:
The Naughty Dogge
Socializing a Puppy:
There is nothing more fun than having a puppy around. These are the moments that our television remotes collect dust, and rather our evenings are spent on the floor with our puppies.
Here is a socialization list that I wrote for one of the last puppies that I raised. This is the type of thing that I teach in my puppy class, which is starting this Monday at Eight. Please spread the word to new puppy owners!
1) Ridden in a wheelbarrow.
2) Many, many bridges of different surfaces, widths, heights, gaps inbetween planks etc. She can now take a slippery plank over my pond at a gallop, and stay on!
3) Climbing Driftwood at the beach for footing, balance, and learning how to use her body
4) Climbing rocks at botanical beach. This rock is thin sheets, so you need to focus on your feet and balance.
5) Sooke Home Hardware
6) Pet Smart where she shopped - but be careful of overly-friendly strangers who may not heed your instructions
7) The Gorge Waterway past heavy traffic, an odd pedestrian bridge, people, bikes, dogs, joggers etc
8) Canadian Tire, with a slippery, shiny entrance that she didn't even notice
9) Many types of floor surfaces
10) Only one dog-park trip with most pass-bys done in my arms, and several on the ground with very safe, kind dogs.
11) One walk with a friend and her dog
12) Children, and sat outside playgrounds
13) Hung out with chickens, ducks, and goats.
14) Been tossed into a giant box stuffed full with Teddy Bears, then got covered with Teddies and had to crawl her way out
15) Had towels thrown over top of her head. We have now graduated to entire sheets
16) Been held for cuddling and kisses every night
17) Had her toe-nails worked on twice, with a dremel
18) Been cuddled and kissed while she chews on her bones
19) We walk at a new beach, forest or Mountain every single day. We are yet to repeat a walk.
20) Got stuffed into my jacket so I was 'wearing her', and we went for a bike ride down the galloping goose.
21) Is crated every single day for varying lengths of times
22) Has travelled in two vehicles, in different types of crates or seating arrangements.
23) Has been to Dintner Nurseries, and made friends with all the staff inside.
24) Because she is so friendly, she has had to learn the art of walking past people without always saying hello. We walk past at least four out of five people without greeting, otherwise her friendliness with be annoying when she is big and strong.
25) Maybe one of the most important things: She can pee and poop on grass, gravel, asphalt, or cement, on a leash, or free. This makes traveling very simple.
26) Every day she is presented with small problems that she must solve... how to get her ball that rolled under the couch, how to get the marrow out of her bone, how to stay on a bridge without falling off, how to climb over a downed tree that is higher than she thinks she can climb. I help her but NEVER do it for her. And I only help enough so that she has the confidence to do the rest. If she puts in no effort, I will not help her.
27) She is learning to come running back fast on her name, no matter the distraction. If she is running with my dogs, saying 'hello' to the chickens, seeing a person that she want to run to - 'Come' means chase me.
28) The Boardwalk in Sooke. It is a walk on a raised bridge - and is a fabulous experience for puppies.
29) She is learning that scratching up at, and holding onto my adult dog's heads while you passionately kiss them is not allowed.
30) Play Dates with trusted dog-friends
31) Walk on all types of stairs.
32) Been in a boat
33) Go swimming with a slow steady introduction to water
34) gone into the petting zoo to see all the animals, and more importantly, all the children
35) Walked on the weird decks at Fisherman's Wharf and explored this fun place. Be careful your puppy does not get eaten by the seals - and no, I am not joking. Don't allow them on the edge, peering into the water, just incase!
Socialization means teaching life skills. I am exposing her to every possible skill that she might need to be a functional adult. With all of her exposure and success comes a level of confidence and bravery; she will get to the point where she believes she is invincible. Even when she does get into trouble, she knows I am right there behind her to help her with her difficulties.
When she has felt overwhelmed or scared, we do the experience in my arms, rather than on the floor. By not asking her to brave it, she watches from up high, and then starts wriggling like a mad woman wanting to get down and do it herself. Rather than asking her to try it, by taking that option away and making her feel safe she has to then demand that she is allowed to try it. Because it is her choice she is then brave as soon as she is put down on the ground.
My last puppy never did have one 'bad' experience. Unfortunately, it will happen, and even when it does, she will know that I am there to protect her and help her. As she goes on her adventures in the world, both good and bad, we are a team, and I have her back.
Monique Anstee
Victoria, BC
Naughty Dogge - Monique Anstee | Dog Training and Dog Obedience Victoria BC
|Understood. I don't think Jason owns the sire though based on the statement the officer is in Wrightsville GA which is many miles away in a very rural area. Jason is just her husband who happens to be a police officer (I don't think he is a K9 handler).
Hi Jocoyn , I know that there are US working police service dogs that are bred , Mike and his Brawnson, years ago Alk Osterburg quell , the team at von der Polizei About US - von der Polizei Shepherds , those are the ones I know .
And that is a good thing !
unfortunately too many times dogs are said to be and simply are not
I checked out the K-9 pines website and Facebook page. They are not far from me, in the same county where we do training with police and sheriff departments. Have never met them nor seen any of their dogs but there is a very unusual focus and mix of colors with structures that are not typical of any lines of GSDs I have ever seen.
I have trained around a lot of the police dogs in the area and the GSDs are all typical West German or Czech/DDR types unlike the ones on the K9 Pines page and have nice temperaments as well. Safe dogs to be around. Nothing but respect for what I see in the departmental dogs. There is also the standard complement of Malinois as well.
I am not sure there ARE restrictions on department dogs being bred in the South, Carmen. Some of the officers own their dogs outright and others were imported through more traditional channels. Most (in this area) are intact males with a few spayed females. So I don't think it is that uncommon for a working dual purpose dog to be bred
no where is there any mention of the male dog being a working police service dog ---
the man , Jason is in law enforcement .
I don't think there is much testing for temperament and no priority for good stable temperament. This is an invented market niche. "rare" colours .
|Thank you Megan...very nice post!
Y'all are a piece of work I sweaaaar... Like honestly okay, I'll agree to disagree on all the ones trying to act like they know it all. You didn't invent the breed so take a step down seriously. I particularly like the fawns which is why I got the puppy that looked most like the mom so what y'all are saying to me if you're aiming to try and prove me wrong, I like how he is. As long as he is GSD he's perf. So please hop off me, where are the nice GSD owners on here that aren't always trying to prove points and ignoring what my thread was mainly about... SOCIALIZATION. Not breeding and colors and what's a police dog and whats not. Idc, I'm wanting to know about socializing or I would have asked something similar to breeding. Anyways... I will take the advice that the people had do with my main thread and not about the color or whatever opposite.
There are many people on the board that know A LOT about gsds and they are not getting in your face. The reality of the breed is that it is kind of in a state of crisis, there is a deviation from solid, stable dogs in favor for things like color (not saying your puppy is one of those) so as an effort to better the breed in the future, people try to teach others what sorts of things to look for to get close to the 'ideal gsd'. If more people discouraged poor breeding with no health tests, the gsd wouldn't be afflicted with so many health and nerve problems.
I know you are 17 (saw in another thread) and you just want a dog that you are happy with - and people are happy for you, but a lot of these questions really come from the genetic component of the dog and no one here wants to see someone get a nerve-bag dog because it is no fun to live with. I believe everyone here has the best intention for the breed as a whole and wants to help you socialize your puppy, but the main message is: you wouldn't have to worry about this perhaps if you had selected another breeder that breeds more stable dogs. That's all. no one is attacking you.
Is this false info? Attachment 190338
|I stopped reading on k9-pines after the first paragraph I read said something about the man of the house being a police officer and she's the mother (of adult children). Went up my feminist arse.
Is this false info? Attachment 190338
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Last winter was very hard. It was -20C when i opened the nuc cover . Thre was a twist size cluster which filled half of the 4 frame hive. The other half was filled with snow, which was from bees respiration. bees were in good condition and I put 3 W heating there.
British beekeepers do not understand the meaning of insulation and moisture. They add ventilaton when they want to dry up the hive.
Bees collect themselves around the heater and they need not eate so much.
Finski, wasn't it you that was preaching bees eat less when it is colder and more when it is warmer?
Moisture on the other hand does not need air flow to dissipate. It will travel in all directions equally.
Don't think so. When we say moisture, we are generally talking about water vapor in the air.... the relative humidity. So moisture moves with the air because it's part of the air. Once it condenses out as liquid water it flows downhill only.
So I am inclined to believe it is better to have an open bottom with no air flow to let the moisture (vapor) escape the hive. Maybe I am wrong…
Of course air flow will transfer more moisture from one area to another but in a dead airspace where there is no air current it will move in all directions.
It does not dissipate or move anywhere unless the air moves.
How can you have an open bottom without air flow? If it's open, the wind results in volume exchanges of the air in the hive.
This surprised me, on the very cold night we had I threw a rather heavy movers blanket over the hive around 7PM when the hive temp had dropped to 42deg F, immediately the hive temp began to rise up to 45 deg. I can't believe that the blanket alone would make such a difference. could the bees have sensed my presence and the motion of the blanket and become a bit excited?


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#MauiFoodies Taste Education Sorbets and Gelatos with Melissa McKelvey on Flickr
Another great Taste Education event. Big mahalo to Melissa McKelvey of Penguini, Chris Speere with the Maui Culinary Academy, Whole Foods Market Kahului and all the Slow Foodies who made it happen. See the schedule of Taste Education events here ->
Slow Food Maui Presents Making Sorbets and Gelatos with Melissa McKelvey of Penguini in Pa'ia
Continuing with its Taste Education Series, Slow Food Maui presents its third session: Making sorbets and gelatos with Melissa McKelvey of Penguini in Pāʻia. McKelvey's products are crafted from locally grown ingredients in distinctive combinations such as Kafir-lime-coconut, lilikoi-mango and Olinda plum and ginger. Date: Wednesday, April 27 Time: 6:00-7:00 p.m. HST Place: Maui Culinary […]


text: This morning during a group class, the coach went over some of the first basic figures with the skaters. Not that MIF don't need focus and hard work, but my daughter (Int level) looked absolutely exhausted from concentrating so hard on even the beginning figures. (Which I assumed was a good challenge.) I know there is a bit of "back in my day" relativity to this argument and sometimes hand-wringing over the loss of figures. But I was just wondering whether they are still taught/practiced in any meaningful way at any rinks or by certain coaches (even if they aren't tested)? Is there really something to be gained over MIF other than an "academic" sort of challenge?


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What does Bob Schieffer think the stimulus was?
Blog ››› ››› TERRY KREPEL
On today's edition of CBS' Face the Nation, host Bob Schieffer asked an odd question of guest and Democratic strategist Jamal Simmons: "Do you think, looking back on it, the president would have been better off if he had simply concentrated first on jobs and then moved to some of these other issues like health care?"
Schieffer seems to have forgotten that within a month of taking office, President Obama had pushed through a stimulus package to "stop the downward spiral" and save or create millions of jobs, with the support of only three Republicans. Schieffer repeatedly described the legislative package as "enormous" back in February 2009. In July 2009, eight months before Obama signed the health care reform bill, Schieffer said that Obama had "embarked on all these different programs to improve the economy."
Many private analysts agree that the stimulus significantly raised employment over what it would be otherwise, and the nonpartisan Congressional Budget Office estimated in August that as of the second quarter of 2010, the stimulus has "[i]ncreased the number of people employed by between 1.4 million and 3.3 million."
Even Rush Limbaugh agrees that fixing the economy was a higher priority at the start of the Obama administration than health care; the Washington Examiner's Byron York quoted Limbaugh on July 24, 2009, as saying that "we better thank our lucky stars that they did the stimulus first. Because if they had done [health care] first, it would be signed into law already. He would have gotten it." York added, "there's no doubt that the president spent much of his early political capital on the stimulus, and now he needs it back -- badly."
The health care reform debate was certainly more drawn-out and visible than that over the stimulus. Indeed, the quick passage of the stimulus resulted in part because it was such a high priority and Obama's team began drawing it up before he took office. But it's misleading to suggest that just because Obama passed health care reform this year, the economy and jobs weren't his first priority. This type of media coverage might help explain why so few Americans realize that the stimulus package cut their taxes.
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Suffering from the Monday doldrums? For everyone out there facing the beginning of another work week, here's a little jolt of wanderlust to brighten up your morning. Each Monday, we offer a photo of a spectacular place to spark ideas for your future travels.
Today we're thinking warm, tropical thoughts with this photo of swimmers at Dunn's River Falls, Jamaica.
Jamaica Trip Reviews by Real Travelers
Send us your best travel shot! E-mail your most beautiful or captivating travel photo to firstname.lastname@example.com. (Please put Monday Inspiration in the subject line.)
Slideshow: Which Caribbean Island Is Right for You?
— written by Sarah Schlichter


text: Chris Paton at http://scottishancestry.blogspot.com/ has just let us all know about Ancestry.au latest release of the Birth, Marriage & Death Indexes. They covers Births 1788 – 1922, Marriages 1788 – 1949 & Deaths 1787 – 1985. Each Australian state has a different commencement date for civil registration so it would pay to check out the information available on the site. It is always wise to understand what you are looking at rather than rush in and search…. tempting though that is!!


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Date: Wednesday, April 9, 2014
Time: 5:00 pm
Location: Belk Library -- Room 114
Admission: Free, open to the public
During the years 786 to 1492 in Andalucía, Spain three cultures--Judaic, Islamic, and Christian--forged a relatively stable coexistence. Students, faculty & community members are invited to attend a panel discussion by three Appalachian State faculty members discussing this coexistence, using the book, Ornament of the World: How Muslims, Jews and Christians Created a Culture of Tolerance in Medieval Spain by María Rosa Menocal. The three panelists, Dr. Edward Behrend-Martinez & Dr. Scott Jessee, of the Dept. of History, and Dr. James Fogelquist, of the Dept. of Languages, Literatures & Culture, will use this interesting and accessible history to discuss the interconnections between these three major faiths during that time in Spain.
Students, faculty, and community members are encouraged to check-out the book and participate in discussion. Copies of the book are available in the Browsing section of the Appalachian State University Library. But familiarity with the book is not necessary to appreciate this event. The event will be Wednesday, April 9, 2014, at 5:00 PM in the Library auditorium Room 114.
If ASU faculty members are interested in offering extra credit to thier students for attending this event, contact Allan Scherlen (firstname.lastname@example.com) who will be happy to take attendance for you.
The event is presented by ASU Library in conjunction with the Muslim Students Association as the fifth event of the Muslim Journeys Bridging Cultures "Let's Talk About It" Program, a series of book and film discussions. The Program is supported by a grant from the National Endowment for the Humanities (NEH) and the American Library Association. This series follows upon the Muslim Journeys Bridging Cultures Bookshelf Program begun in spring 2013 which provided materials related to Muslim cultures to the University Library.
Please contact Allan Scherlen (firstname.lastname@example.com) for more information
The Environmental Humanities Symposium begins at 9 a.m. April 4th in Table Rock, Plemmons Student Union. The event features three keynote speakers, an interdisciplinary faculty panel, a closing roundtable discussion and a reception. The keynote speakers are Dale Jamieson, professor of philosophy and environmental studies and affiliate professor of law at New York University, Phaedra Pezzullo, associate professor of rhetoric and public culture at Indiana University; and Mel Y. Chen, associate professor of gender and women's studies at University of California Berkeley.
The library has a strong collection in environmental humanites and has several of the keynote speaker's publications including:
Animacies : biopolitics, racial mattering, and queer affect by Mel Y. Chen
ASU Main Stacks P240.65 .C44 2012
Toxic tourism: rhetorics of pollution, travel, and environmental justice by Phaedra Pezzullo
ASU Main Stacks G155.A1 P47 2007
Reason in a dark time : why the struggle against climate change failed and what it means for our future by Dale Jamieson
ASU Main Stacks GE40.J36 2014
To learn more about library resources in environmental humanities, schedule a Research Advisory Program (RAP) today!
In celebration of National Poetry Month, an exhibit of Affrilachian Poetry is now on display inside Special Collections on the 4th floor of Belk Library for the month of April. The exhibit, curated by graduate student Forrest Gray Yerman, is accessible while Special Collections is open. Click here for hours.
Affrilachian poetry is a distinction to say, Appalachian poetry by poets of minority ethnic backgrounds either from Appalachia, or with a connection to the Appalachian region. This distinction is made due to the historical and prevalent myth of Appalachians as white, mountain people, or hillbillies.
Like Appalachian poetry, Affrilachian poetry features many themes such as connection to place, family, food, music, nature, and coal mining, as well as poems and poets that take a broad view in writing about the South; broader, the United States; and most broadly, the world, and our human connection to the whirling "business" that surrounds all 7 billion of us. This exhibit features books of poetry from past and contemporary poets, as well as several books from members of the Affrilachian Poets, a formal, nationally recognized, invitation-only group of Affrilachian writers.
Curator Forrest Gray Yerman is pursuing a Master's degree in Appalachian Studies and works in Special Collections. Affrilachia and the Affrilachian Poets are the focus of his graduate studies.
For more information about Affrilachian poetry, please see the pathfinder dedicated to this subject.
Top: This picture features several members of the Affrilachian Poets, and friend Parneshia Jones, and testifies to the true diversity of the Appalachian region and the group. From the top, left to right: Mitchell L.H. Douglas, Rane Ramón Arroyo, and Hao Wang; bottom, left to right: Crystal Good, Parneshia Jones, Ellen Hagan, Amanda Johnston, Kelly Norman Ellis, Tania James, and Bianca Spriggs
Middle: Randall Horton, member of the Affrilachian Poets, and Forrest Gray Yerman.
Bottom: Affrilachian Poet Ricardo Nazario y Colón wearing an original Affrilachian Poets t-shirt.
We have a trial through mid-April for Browzine. Browzine is an iPad and Android app
that allows you you gather your favorite journals, read them online, and save
some of the articles to read offline later. Browzine updates your library with
the latest issues.
More information at http://guides.library.appstate.edu/browzine
Download at http://thirdiron.com/download/ and choose Appalachian State.
Let us know what you think.
In celebration of National Library Week (April 13-19) and National Poetry Month, Belk Library along with Verses Slam Team and Lyric, Appalachian's spoken word poetry club is sponsoring a Student Poetry Slam.
Our Master of Ceremonies and Guest Poet is renowned North Carolina Poet Laureate Joseph Bathanti!
The poetry slam is April 14th @ 7:00 p.m. in library room 114.
COMPETITORS: This competition is open to ANYONE who is interested and has at least 3 original poems to perform. Sign-up is at the door and you must be early if you hope to have a spot to compete. The rules are simple:
ATTENDEES: This competition is thoughtfully and sensually provocative, and is also a lot of fun! If you hear something you like, we encourage you to snap your fingers, stomp your feet and hoot and holler (try not to drown out the poet though)!
ADMISSION IS FREE and REFRESHMENTS ARE PROVIDED so bring your friends and family!
For more information, please contact one of the event leaders:
Geri Purpur @ email@example.com
Amanda Bird @ firstname.lastname@example.com
Zack Herman @ email@example.com
Zac Corsi @ firstname.lastname@example.com
Date: Tuesday, March 25, 2014
Time: 6:00 pm
Location: Belk Library -- Room 114
Admission: Free, open to the public
Students and faculty members are invited to attend the award winning and powerful documentary film, New Muslim Cool. . Discussion after the film will be led by Dr. Laurie Semmes, a professor of music history and musicology.
ABOUT THE FILM: New Muslim Cool touches upon Muslim-American hip hop culture but is more about the spiritual journey of Puerto Rican-American, Hamza Pérez, who left drug dealing to begin anew as a young Muslim. In Pittsburgh's tough North Side he starts a religious community and takes his message of faith to other young people through the music of his hip-hop duo M-Team. The film shows how difficult it is to be a young Muslim in America (Perez and his Pittsburgh mosque are targeted by the FBI), but also how Islam's adherents change amid tumultuous times and how they reach out in significant ways to people of other faiths.
AWARDS: Official Selection, Lincoln Center Independents Night, co-sponsored by Human Rights Watch Film Festival; Winner, Freedom Award, Al Jazeera International Film Festival, Opening Night Selection, POV on PBS;
If you are interested in offering extra credit to your students for attending this event, contact Allan Scherlen (firstname.lastname@example.com) who will be happy to take roll for you.
The event is presented by ASU Library in conjunction with the Muslim Students Association as part of the Muslim Journeys "Let's Talk About It" Program series of book and film discussions and in conjunction with the ASU Library Global Film Series. The Muslim Journeys Program is supported by a grant from the National Endowment for the Humanities (NEH) and the American Library Association.
For more information contact: Allan Scherlen, Belk Library - firstname.lastname@example.com
Belk Library and Information Commons presents the Appalachian State University Global Film Series for Spring, 2014. The Global Film Series is a cooperative campus effort to provide a blend of cinema from around the world, in various languages, and representing a wide variety of cinematic genres. Based on input from students groups, faculty, and staff, we select current releases both educational and entertaining. In addition, the Global Film Series provides a platform for student groups and faculty to share their international experience, knowledge, and extracurricular opportunities through a variety of associated activities.
Thursday, April 10, 2014
6:00 p.m. Greenbriar Theater in the Plemmons Student Union
Co-Sponsored by Festa do Brasil and Belk Library and Information Commons
"Babenco weaves the stories of a dozen inmates into a densely textured fabric, capturing the feel of a closed society whose members have lost their freedom yet still maintain a tenuous grip on their humanity."
— J. R. Jones, Chicago Reader
New Muslim Cool
Tuesday, March 25, 2014
6:00 p.m. Room 114, Belk Library
Co-Sponsored by Muslim Journeys and Belk Library and Information Commons.
"This spellbinding documentary by San Francisco filmmaker Jennifer Maytorena Taylor gives us the full dimension of a Muslim American man who's a rapper, educator, father, husband and idealist."
— Jonathan Curiel, San Francisco Chronicle
Girl Rising
Tuesday, March 25, 2014
7:00 p.m. I.G. Greer Theater
Co-Sponsored by AIESEC and Belk Library and Information Commons.
"If Girl Rising is wholly a vehicle furthering the cause of girls' education across the globe, it's more of a multicolored bus to worthy destinations than a pace car."
— New York Times, March 2013
Wadjda (A Saudi Girl and the Green Bike)
Monday, March 17, 2014
7:00 p.m. I.G. Greer Theater
Co-Sponsored by INTAPP, the Language and Culture Community, and Belk Library and Information Commons.
"Haifaa al-Mansour's "Wadjda" is the story of a spirited 10-year-old Saudi girl discovering the severe limitations placed on women in the name of custom, Islam and family honor. With impressive agility, "Wadjda" finds room to maneuver between harsh realism and a more hopeful kind of storytelling."
— A. O. Scott, N.Y. Times
All Films are Free
For more information: http://guides.library.appstate.edu/globalfilmseries or contact: Beth Cramer, email@example.com
Come enjoy the Books Are Fun Book Fair held at Belk Library and Information Commons!
Tuesday, March 18, 2014; 11am-5pm
Wednesday, March 19, 2014; 8am-1pm
in Belk Library Room 421
Appalachian State University
Date: Wednesday, March 19, 2014
Time: 5:00 pm
Location: Belk Library -- Room 114
Admission: Free, open to the public
Attend a rare evening with Appalachian State University's own award-winning Arabic translator, Dr. Bill Hutchins. He will discuss his newly translated book, New Waw, Saharan Oasis by Ibrahim al-Koni, a tale set among the nomadic Tuareg people of Northern Africa, and how the story ties into the Sufi classic, Conference of the Birds. As an added bonus, the event will open with a world premiere of a 15-minute animated film by Sarah Beddington, for which Dr. Hutchins provided translation.
Dr. Bill Hutchins, from ASU's Department of Philosophy and Religion, is a prolific and award-winning translator of literary Arabic and a recent winner of the Saif Ghobash Banipal Prize for Arabic Literary Translation for his translation of Yemeni author Wajdi al-Ahdal's A Land Without Jasmine. Among his many achievements is his translation of the Cairo Trilogy by Egyptian Nobel Prize-winner Naguib Mahfouz, widely regarded as one of the finest works of fiction in Arabic literature.
New Waw, Saharan Oasis is a Tuareg tale of the tension between nomadism and settled life that represents a choice faced by people everywhere, in many walks of life, as a result of globalism. al-Koni sees an inevitable interface between myth and contemporary life.
Conference of the Birds, by the Persian poet Farid El-Din Al-Attar, is a Sufi epic poem dating from 1177 in which the birds of the world gather to decide who is to be their king. The hoopoe, the wisest of them all, suggests that they should find the legendary Simorgh, a mythical Persian bird roughly equivalent to the western phoenix. The hoopoe leads the birds, each of whom represent a human fault which prevents man from attaining enlightenment. When the group of thirty birds finally reaches the dwelling place of the Simorgh, all they find is a lake in which they see their own reflection.
Students, faculty, and community members are encouraged to check-out the books discussed and participate in discussion. Copies are available in the Browsing section of the Appalachian State University Library. But familiarity with the books is not necessary to appreciate this event. The event will be Wednesday, March 19, 2014, at 5:00 PM in the Library auditorium Room 114.
Presented by ASU Library in conjunction with the Muslim Students Association as the sixth event of the Muslim Journeys Bridging Cultures "Let's Talk About It" Program, a series of book and film discussions. The program is supported by a grant from the National Endowment for the Humanities (NEH) and the American Library Association. This series follows upon the Muslim Journeys Bridging Cultures Bookshelf Program begun in spring 2013 which provided materials related to Muslim cultures to the University Library.
Please contact Allan Scherlen (LIB) (email@example.com) for more information


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Union Station has been bringing in a lot of traveling exhibits over the last couple of years. You experienced the doomed ocean liner Titanic this summer, earlier it was the blockbuster Diana exhibit. Then of course we've had the Dead Sea Scrolls and who can forget Bodies Revealed? What all of these exhibits have in common though is that they all came from somewhere else, first.
Well Union Station's latest offering has never been seen anywhere else before. Starting this week, Kansas City's historic attraction brings you the world premiere of the "Science of Rock 'n' Roll" – a fresh look at the history of rock from the perspective of science and technology.
Now through May, you'll be able to see how music has shaped the tools of rock–and how those tools have changed the music. And before you ask if you will just be reading and looking, rest assured that there's a whole bunch of playing, strumming, and getting in touch with your inner rockstar.


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Bookmark this site
Marketing techniques designed to land new accounts and build allied-product volume include:
» Recruiting, training and deploying a direct salesforce.
» Setting up, training and equipping a telemarketing department. (This takes a huge burden off the salespeople and saves them valuable time in lead generation. In larger cities, where security is tight, this is the best way of getting leads.)
» Route drivers. (They can hand-deliver your menus, product sheets, announcements, etc. directly to the decision-makers in your accounts. If properly trained, they can sell additional services and products, as well as generating new leads for your salespeople.)
» Yellow pages hard copy. (Today this tool is very weak in generating leads, but having a small listing in the print edition is better than not having one, since your competitors may be listed.)
» Yellow pages Web (Very strong today, and a must. Your listing must link to your Web address to provide full information about your company.)
» Website. (This is where our industry is now flourishing, with so many opportunities to get the attention of the buyer. The more you tell, the more you sell. You can display your menu offerings and the customer can order directly from your site.)
» Truck advertising. (Very effective, and inexpensive in the long run. Don't forget to advertise on the roof of your delivery truck, if you serve the bigger cities, where people in multi-story buildings can see your ad on top of your truck.)
» Radio during the "morning drive time" period. (This can work well if you trade out your services in lieu of paying for advertising. Sponsor a free coffee and bagel breakfast for the tenth office that calls in. Get the contact information for everyone who called in, and follow up with a free week's trial of coffee -- with doughnuts on the first day. You also can gear your ads to stations that specialize in reaching office populations.)
» Referral programs (This is a must, and is one of your most inexpensive ways of generating leads.)
» Trade shows. (Setting up a refreshment booth and conducting a drawing to win a month's free coffee or water service has been effective over the years.)
» Charity events. (Very popular to get your brand out to the business community and to the general public. Giving away free coffee and bottled water with your name on the bottle is good PR.)
» Networking groups. (This is a big lead generator. Look into getting involved in your business community with "business networking." This is where a group of businesspeople who specialize in all office-related goods and services get together and trade leads with one another. Only one of each kind of business is permitted to be part of the group, so there is no competition within it.)
» Co-marketing with a vending company. (Sharing customers with a local vending business has worked for many OCS companies, as long as they do not have coffee service and you do not have vending. A written agreement must be signed as the "non-compete" part of the contract.)
» Customer service. (Your own order department, if well trained, can generate new allied sales and services to your existing account base. Do not hire "order takers," but do hire "sales customer service" personnel for your order department.)
» Product menu brochure. (A must!)
» Message-on-hold. (You have a captive audience of people who call in and cannot be transferred immediately, so why not advertise your products and services to them while they are holding?)
» Invoice and statement stuffers. (Including announcements and advertisements in mailings to clients is an inexpensive method of getting more of your message to your customers.)
» Case stuffers, too.
» Advertising on your cartons and cases. (Will be seen by many employees.)
» Ads on thermal pots, airpots and glass bowls. (A captive audience that will see what you're selling in the form of hot beverages.)
» Invoicing. (Have an area on the front of the document to show "monthly specials," etc.)
» New product samples packed inside cases. (This is an easy way to get your current clients to try new things. Get your suppliers to give you extra promotional product for this sampling.)
» Customer surveys. (Get feedback from your customers on all areas of your business and ask what products or services they would like to experience. Also ask them what products or services they would like you to carry -- you may find that you currently do.)
» Public relations, press releases to media in your area.
There are so many ways for you as operators to advertise and market your products, without spending a great deal of money. All the above combined will generate new revenues for you and your company. You just have to find the time and do it.
Please let me know if you have used other methods to market and promote your company. I can be reached at (516) 241-4883, or by email, firstname.lastname@example.com.


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Last edited by salamanderking; Nov 23, 2010 at 10:28 AM.
JangoWes boots maybe?
i don´t know.are they good?how much they cost?
I would ask for a better picture and if they are JW's they ran for $250.
after looking at those pictures i think it is safe to say that they are NOT jangowes boots. jw's don't have a heel, the texture of the sole is very different, and the material doesn't look like a moon boot.
Yeah definitely not Jango Wes, what type of material is the boot made out of as it does not look like canvas.
ok thanks
ya, didnt see the heel in the first pics... certainly not JW boots...honestly, never seen those kind of boots before...??


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Discussion in 'March 2012' started by roscoe36, Mar 13, 2012.
10:00 PM EST TV: FS Detroit Plus / NBA league Pass Radio: 97.1 The Ticket
Rodney Stuckey continuing his hot streak with 33 points.....at the end of the third qtr as the Pistons are sporting a 97-81 lead with still a quarter to go.....I know most of you are sleep and will read this tomorrow. but if they lose this one it is because the break between the 3rd and 4th quarter cooled them off. Only five of those 97 points are off the bench.
Lovely game.. Monroe, Stuckey, Knight, those are great numbers for a young core like that!
Highest scoring game of the season for the Pistons with 124 points. They started off slow on defense and got down by 16 at one point then came all the way back to get within one point at the half, then started to just have their way with the Kings who couldn't stop them at all. Very entertaining game. Greg had a great game. After a bad game against DMC at the Palace, he bounced back with 32 points and 11 boards, rebounding very well and doing a marvelous job of being in the right place at the right time. He also had 3 assists. The Kings' announcers were full of praise for him, and with good reason. He got past DeMarcus with ease this time, and was as efficient as ever, hitting on 15 of his 20 shots. Rodney continues to be red hot from the floor, at one point hitting a hat trick of threes in the third quarter to finish with 35 points on a nice 10 of 18 from the field. He also had 6 assists and got 12 free throw attempts, hitting 11. I was a bit concerned when he initially looked like he would be in Collider mode at the start, but he adjusted in the second quarter and played much better, scoring in a variety of ways and kept the defense off balance for the most part. Definitely a Kings killer. Tayshaun had himself a nice game as well, scoring 28 and shooting right around 60% from the field, to go along with a nice 7 assists. He hit some very timely buckets as well. He had his isotayshaun moments, but they were few and far between, as has been the case for his last 2-3 games. Very good game from him. Brandon didn't score much, only taking 10 shots and hitting 5 for 10 points, as the Kings' announcers noted clearly deferring to everyone else who were shooting very well from the floor, but it was his passing game that was of note, making some nice pinpoint passes inside and on the perimeter en route to a new career high of 11 assists to go along with 2 steals and 5 boards; it was the third double double of his career. He also didn't turn the ball over once. He had a very nice alley oop from Tay in the third quarter. That's becoming a bit of a staple in the Pistons' offense of late. BG had another forgettable game, despite shooting 50% from the floor. His first shot was an air balled jumper, and he was just extremely careless with the ball, constantly looking like he would turn it over every time he had it. He ended with 6 points, 1 assist and 3 turnovers in 17 minutes of play. You could tell coach didn't like what he was seeing, as Brandon got all of 2 minutes of rest before coming back in for BG with the Kings on the verge of a run. It seemed the Kings went on runs whenever he was in the game. I thought Max played pretty well, doing a good job on the glass for the most part, but was plagued by constant foul trouble. JJ played with the flu which clearly affected his play, as his energy level wasn't as high as it usually is, and he was also in constant foul trouble and ended with only 4 points and 1 rebound in 15 minutes. Big Ben was ok, but the Kings took advantage of his lack of offense whenever he was on the floor, clogging the lane and keeping him off the boards for the most part. Wilkins was...ok. He was able to stay with his man for the most part, but he held the ball too long sometimes and made some lousy passes that resulted in TOs. Good game. The Kings came back on them at the end, but they did a good job of keeping their composure and just running their offense, getting good shots and stops when necessary. Very good ball movement on offense save a few hiccups here and there, and after a defensively atrocious first quarter, they adjusted and did a better job of containing the Kings, as well as rebounding the ball better after halftime. The Kings were out rebounding them in the first half, but the game ended with both teams grabbing the same number of rebounds. Steve Nash and the Suns up next. Should be another fast game.
Good recap Alexa....the Kings would not go away and kept it close enough where as coach Frankie could not bring in his garbage time crew. So no Daye, Bynum, Walker D or CV sightings. The starters played like vets tonight and if you look at the final score, the bench was not needed as the starters accounted for 114 of the Pistons total points which was enough to outscore the Kings team (112). Never have I seen a player like Cousins so upset about every play....Monroe really frustrated him tonight.
The Pistons scored more than any other NBA team tonight! One really strange thing- our starting 5 had 114 points and our bench had 10 points. I'm curious is there has ever been a more lopsided starter-bench game than that? +104 For comparison, the Knicks' starters had 49 points tonight and their bench had 72 points. -23
Thanks Dre. Yeah, Cousins was visibly upset by a lot of things, the refs, missing shots... He reminded me a lot of Rasheed, actually, especially after foul calls. He and Greg really do seem to have a bit of a rivalry going on, they really seem to get up for each other. I understand the frustration though; Greg was blowing by him at will on one end, and his shots wouldn't fall for him at the other. He did a good job of keeping himself away from the refs though; Sheed would definitely have blown his top and gotten a tech or two. Crazy disparity between the bench and starters. Wow. You could say the same about the team's assist numbers as well; +27 for the starters. Also, lol at Francisco Garcia and the Kings in the first quarter. Talk about premature celebration.
A very nice road win for the Pistons. Stuckey, Prince and Monroe got it done. I'm not sure I even noticed Knight on the floor save for a made basket early on. Maybe that is a good thing. I can't tell if I really like or dislike the Sacto announcers. Bland is a bit of an understatement for their announcing style, but I doubt there is a better match between the announcers and locale than these guys. I was surprised how gruesome Stuckey's #'s look for the year given how well I think he has played for a while now. How much would Joe sign Francisco Garcia for? You know he wouldn't let a key bench player from a perennial 15 win team go easily. Lawrence Frank!!!
I hate these 10:00 starts, I finished watching this morning because I knew I would never be able to go all day without knowing the score. One more Fri night.
11 helpers from the kid last night and we don't really notice it.... EXCELLENT thing... The fact he can be the floor general get others there points in good spots 2 30 point scorers and Prince only a bucket away from 30.... and did I mention ZERO TO's. I think I'm about to start making the kool aid for this kid, I'll be selling it cheap too :D
In Wilt Chamberlain's 100 point game, the starters had 160 points and the bench (one guy) had 9 points. http://en.wikipedia.org/wiki/Wilt_Chamberlain's_100-point_game#Box_score
I guess I should be happy that the Pistons are making my picks look bad.......... Another away game that I picked the opposition.........and lost.
I'm not computing your win-loss record anymore. Panda got mad because my picking percentage was so high. He thought I was bragging too much.
So you think your so good you don't have to keep track anymore.... I see, always with the bragging :D
Not to pick on your post, but I feel lazy and will just respond to what you wrote instead of writing my own cap. Hmm, how kind of you, to not mention that our bench gave up that 16 point lead. And how about the fact that not only did our bench not score hardly in this game, but their bench outscored their starters? Our bench is horrid, and no, the flu did not effect JJ's game at all - but rather the fact he was drawfed by the opposing power foward. JJ does not get any better, as a power forward. On the other hand, JJ could have played and done just fine in this game - as the backup small forward - replacing Wilkins who went a blazing minus 17 in this game. Our coach is being a bit dilusional, in continuing to run that bench out there against NBA competition. Our starters, as a group, played just about flawless on offense. Of course, Sactown is the worst defensive team in the NBA. Maxiell had yet another fine game, as did Knight, but games by Tay, Stuck, and Monroe simply overwhelmed those performances. And if you focus on that comeback, combined with us going up double digits, hey, that there was 75% shooting, as the announcers pointed out. Wow. Wilkins. More negative in points than minutes played. Rodney hit 4 3's to end the 3rd quarter. (one coming a couple minutes after the 3 consecutive.) Yet he still got to the line a dozen times, making all but one. Monster game indeed. For the most part, Tay was simply hitting one jumper after another - but he got inside a lot too, forcing the other team to lay off him, giving him room for those outside shots. The reason Knight got a lot of assists, he loves to push the ball up the floor. In the past, we have had to settle for guards who were content to walk the ball up the floor - or in Stuckey's case having to walk the ball up the floor because he had teammates who just would not get moving. Now, hey, we move, and move fast and often. Love to see the contrast. And the other major differece - the post up game is back. JMAX is working the post pretty effectively these days while Monroe is a monster inside. That is, if we even need to go to the post up game, after a fast break attempt has to be halted because their defense got back in time. Now, with all that good stuff said about our starters - our bench is in every way just as bad as you can get. It features no fast breaks, as Gordon simply ain't a guard, but rather just a scorer. No post up game. Not even the remotest of one. Big Ben is all defense and no offense at all, while JJ is a total joke as a power forward. Our bench, as constructed, is pure garbage. A talentless player, in Wilkins, rounds out this absurd unit. No way leaving one of Stuckey or Knight out there as the other guard can save such a travesty of a group of players.
Nice find. That is for sure the record. It is an impossible record to search for other than using the hunt and peck method. I definitely noticed Knight in this game- I just kept thinking that he seems extremely fast and finishes well for how fast he's going on breaks. You'd think that Frank would push for a faster tempo over the next few years to take advantage of that speed and the passing ability and ball handling of Tay and Monroe.
When is the last time the Pistons had 3 guys score 28+ points in one game?
The one that comes to mind is back in 1983 when the Pistons beat the Nuggets above altitude 186-184 in the triple OT game where Zeke scored 47, John Long scored 41 and Kelly Tripucka dropped 35 pts. I'm sure it must have happen since then, but I will let one of the official stats guys do the research...
This is the closest that I could find. Fell just short of 3 x 28, but made up for it with another player over 20. http://www.basketball-reference.com/boxscores/200503140ATL.html March 14, 2005. Pistons over the Hawks 114-108 Prince- 31 Sheed- 28 Rip- 23 Billups- 22 Ben W- 4 ________ Dyess- 6 That was all the scoring! So, starters 108, bench 6. + 102 (just barely behind our differential against SAC last night).
The last ime three Pistons scored 28+ April 2, 2000, when Jerry Stackhouse had 34 and Grant Hill had 32 against the Nets http://www.basketball-reference.com/boxscores/200001120DET.html (pistonpowered)
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|Topic Review (Newest First)
|I'd stick a carb on that thing and let her fly. I changed an 83 feedback model back to a 80 model quadrajet and vacuum advance HEI distributor. It runs great and nobody cares what I did. Check the La. state web site for a link to state inspection rules. Some states don't require them.Also check for a non-resident tag. Some states used to have those for the military.I'll see what I can find out and get back to you here.
Nothing has change on that acpect of things yet, even though it may have been a long time ago. The only problem is, I am originally from PA which, where I lived they hooked a hose to your exhaust and it had to pass some strick guidlines. As for registering your vehicle, you have to register it where you live or your home of residency, I am married now and I claim Texas. From what my wife has stated she says they have some strick testing down in Houston area, So I am better off right now trying for the Louisiana Inspection. As I was with getting it registered here in Missouri. My Durango is new and my wife drives that, but my 1984 Dodge D350 has no Cats, no emissions on the engines, Glass paks, and true dual exhuast. This was the way I bought it and I am going to start working on making that a bit more legal when I get a chance, but for now I am not that worried, it has about 9 months left before next registration. Will figure it out when the time comes closer. For now I am working on my Camaro. I want a performance Car but somewhat nice to drive. I have a guy offering some TPI equipment and it looks to be in good shape so if things work out right I am going to try that one out to go on the 350. This will make meeting emissions a bit more easier to get everything hooked up. Thanks LeRoy
If some people have some insite on TPI units, ie... Best place to buy them, performance mods.. wiring harnesses, Please send some feedback. Thanks LeRoy
|With some of the stuff I've seen running around down here with Louisiana plates,I don't think emissions are a big concern. No one even opens your hood in Mississippi. At least no one has looked under mine in the 10 years I've lived here.When I was military,a loooooooong time ago,your car had to meet the regulations of the state it was registered in,not the one you were stationed in. Perhaps thats all changed now.Most states have a web site and a dept.of transportation link. Just ask them what the rules are. They'll tell you and you can copy it for anyone who might question you later.
|I hope you did not think I meant LA as in California, I am moving to Ft. Polk, Louisiana. Or is this what you meant. I had some other people tell me that there emissions were not that bad. Maybe I should do some more research on the inspections there. Thanks LeRoy
Moving to LA?
Good luck! Hard as H*** to pass there! I moved from there 3 years ago.
|Thanks for the article on the Q-jet, but the only problem is that the carb I have was given to me in very rough shape. A little corroded inside because when I got the car it did not have a carb on it, it was not running. I put a rebuild kit in the carb and follow the book I have on Rochester Carbs to get it working again. Somethings on the carb are sticking and no matter what I try they just won't free up. A new rebuilt carb exactly like it will be about $350 bucks I figure I should just get another one, but brand new performance. I am moving to LA and they don't actually hook up a hose to the exhaust for emmissions but they check to make sure stock smog is hooked up. I think I might be able to get away with the Emmissions ready performance Headers with AIR. Do you recommend the MSD HEI distributors to replace the one that is on the vehilce now? Or is there another option? I am not too familiar with them. Thanks LeRoy Bear with me I am new at the swapping out engines. I have a guy who wants to sell me a TPI unit off a 1986 305, but no computer, he states everything else is there. Would this work on the 74' 350 I have? What kind of modifications would I need for this one. Thanks LeRoy
|78 monte
I would if I was gonna go legal would be,emmissions headers and crossover,highflow cat,and large tube cat-back.Then use either an edelbrock or weind egr intake.Keep the A.I.R hooked up.
Run the Q-jet with the feed bac vapor can thing and electric distributor for inspection. Then for driving put the Holley on and the vac advance distributor and pull off the belt to the smog pump.Tuck the computer harness away till next inspection.
This way all you'd need for inspection would be to change carb,distributor and put a belt on.
[quote]Yes it is the feedback Carb right now. I am planning on buying an aluminum Edelbrock Intake with EGR port on it (emissions ready) but I don't like the Quadrajet. I have heard to many problems with it. I have been looking at a Holley Street Avenger...

I don't think the HOLLEY will give you the emission readings you will need to pass say here where I live. I would stay with the feedback (they are not that difficult to modify) and retain the THERMACTOR, EGR AND EVAP systems on it. Maybe later a set of legal headers and a low back pressure exhaust (including cat). A high output ignition system is a must.
This will give you good reliability, driveability and mileage and you won't be sucking seat cover everytime you get an emissions inspection notice.
You will be able to change your PROM to alter the fuel curve and timing curve.
-Quadrajet Tech-
Yes it is the feedback Carb right now. I am planning on buying an aluminum Edelbrock Intake with EGR port on it (emissions ready) but I don't like the Quadrajet. I have heard to many problems with it. I have been looking at a Holley Street Avenger with 4 vacuum ports on it. I think this would work to keep my emissions legal? Any comments? Also the problem with checking my local laws is that I am in the military and I change States about every two years, so nothing is consistant. So I just have to keep it somewhat legal, with all the stuff on for the emmissions test. Thanks for the info, any ideas on the setup I stated above. I plan on putting a bigger cam on the 350 also. Do you think this would work on the 305HO for now and then also work on the 350. The Carb I am looking at is a 670CFM. Thanks
[ February 25, 2003: Message edited by: leroytitman ]

Is the carburetor a feedback model? I would find out exactly what your state of residence emmission laws are pertaining to engine modifications, and then go about modifying the engine. A quadrajet properly set up is a fine carburetor. You might want to reconsider and just buy an emission ready aluminum intake.
As for FI, it is hard to beat the factory TPI setup for performance and price.
Intake + Carb for 305HO then to built 350 (74')
I own a 1984 Camaro and I have the 305 HO in it right now. I was told there is no replacement for displacement. So I got a 350 from a 74' truck for about $100. Looks great and piston walls have hardly no wear. Was sitting in a heated garage for the last three years. I am getting it bored .030 over, 3 angle valve job, heads and block decked, and I am looking for a higher performance Cam. Looking to transfer over as much as I can from the 305 except I want to get rid of the Rochester Quad on top and also the intake. To throw a wrench into things, I would like to keep some of the stock smog equipment so I don't have to search for an inpsection station that will over look the missing equipment. What intake and carb would be a good recommendation for use on the 305 to move it here and there until I can get everything completed on the 350, and not waste any money so the new intake and Carb will be a great peformer with some power on the new rebuilt higher performance 350? I hope some can help. I am planning on being a frequent person on this forum, this is my first Engine for myself. My brother has built about ten but mostly mopars. I two own two dodges, but got the Camaro and want to make a good project out of it. If someone can help with some insite I would appreciate it. Are the Edelbrock complete Injection units worth the money $1800? Or is this a waste of money on an 1984? Thanks LeRoy email@example.com
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Vikram Patel:
Mental health for all by involving all
Nearly 450 million people are affected by mental illness worldwide. In wealthy nations, just half receive appropriate care, but in developing countries, close to 90 percent go untreated because psychiatrists are in such short supply. Vikram Patel outlines a highly promising approach — training members of communities to give mental health interventions, empowering ordinary people to care for others.
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In part one of the series, I took the positive approach and examined what next season could be like if Morneau was completely healthy and producing on the field. The second installment, which was posted yesterday, looked at what would happened if Morneau is forced to become a full-time designated hitter. The Twins have other options lined up to fill in his role but the team is still hoping the former MVP will be able to regain some of his form on the field.
Below is the schedule of posts from this week with links back to the articles that have already been posted on NoDak Twins Fan.


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a place for zinesters - writers and readers
My first zine! A mini one. Volume 1, issue 1: April 2011. Limited run of 25 copies. Hand colored with Prismacolors.
For trade or $1. Also up on my Etsy.
Views: 41
Hi Grace, thanks for asking! It's mostly my simple doodles and very little text. This issue is about egg related dishes. Four pages of breakfast egg doodles and two pages of eggy desserts :). I'll upload an inside image.
BTW, I checked out your comic zine library, and you've got a nice collection! I was especially drawn to the Gentleman Ghost.


text:
'"This is extremely tough," Gratton said. "We played well for 50 minutes, but when they came back to tie it up, we need to regroup. It's huge when you go from up, 2-1, to down, 3-2, especially on the road. It gets life back in the building. It was something we shouldn't have let happen."'
Lemieux caps off Penguins scoring blast
December 24, 2002 Submitted by
Via: Buffalo News


text:
This is a Pic of my Firebelly Newt and Toad Tank. The tank has been running for about 5 years and my 3 Newts are about 11 years old and my 2 Toads are about 8 and 5 years old. They eat twice a week. I feed them pinheads, chopped up earthworms and the odd time I will toss in a few guppys or minnows. The Toads make a lot of noise. There croak is more like a whistle and they are croaking for around 8 hours a day.
The plant in the middle. red green purple and yellow leaves is called a Tropical Josephs Coat (as far as I know). It is a great hardy plant. The tank is filtered buy an Aquaclear 200 which is hidden in the left corner. I attached a hose to the end of the filter intake and I have it running under the gravel, through the Lexan divider (Lexan is like plexi-glass only it is very workable when heated). The hose ends in the right corner and draws in the water threw the filter and then exits onto a waterfall that I have built with rocks. The land area is made with the Lexan divider and is filled with a small bag of large gravel covered with window screen. Then a layer of Carbon (for the smell), then the carbon is coverd with window screen. Then there is a layer of soil and sand mix and then all of this is covered with peat moss. The water is heated to 72 and the filter only has two sponge media in it. The tank has worked out very nicely and it is placed in my oldest sons room. This is a pic of the tank but I will try and post pics of the Newts and Toads later.
Very nice. Can you talk more about the land area? What is the size and orientation of the lexan divider? Did you put rocks in front of that to make it look more natural?
Digger I will post a more pics of the set-up. I'll make sure you can see the Lexan divider better. Give me a couple of days and I will post them.
I didn't use rocks to cover the Lexan but I did use sand. I put some aquarium silicone on the Lexan then poured the sand over it. It worked out good.
I love the tank, but I really hate that 1960's Tupperware gravel. Since you have a lot of greens and dark logs, why don't you go with a more natural stone, like riverbed tan or brown rocks?
That gravel seems kid-ish, or circus-like... Reminds me of cotton candy, or a gum-ball machine. Also, try and find a forest background, or tropical background, the water-scape background looks out of place.
Just my opinion! Great work, also try adding some floating leaf plants.
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Painted my Fett helmet with Polly Scale Acrylic Paint.
Can I clearcoat it with Testors Dull Cote (lacquer) or will it F@#$ up the paint?
To complicate things, I used enamel paint on the back of the helmet (floquil, coudlnt find the right green in polly s acrylic)
Paint gurus, I am at your mercy.
Do I even need to clear coat it?


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Message from Dr. Jeanne Daboval, Provost and Vice President for Academic and Student Affairs
Congratulations on becoming a McNeese State University degree candidate. Earning a college degree is important in today's world, and I am proud you succeeded in this achievement. The knowledge and intellectual growth you have gained, as well as the social and campus life you experienced are now part of the path for success in your professional career or further educational goals. The friendships you made while a student at McNeese are a tribute to the uniquely positive family and community environment on our campus.
On behalf of the McNeese State University administration, faculty, staff, and students I wish the best for you in your future endeavors. I hope you express pride in your University, and stay connected by becoming an active member of the McNeese Alumni Association.
All the Best,
Jeanne Daboval
Provost and Vice President for Academic and Student Affairs


text: About 2000 people attended the //BUILD/ developer conference this past fall in Redmond, Washington. Microsoft attracted attendees from all over the globe in an event that sold out in less than an hour when tickets went on sale in August. You were given a Surface RT, Lumia 920, and 100GB of SkyDrive as part of your $1600+ registration fee. Unfortunately for folks with those Lumia 920's, you haven't had early or timely access for the Portico update. At least until today.


text: Bought one a few years ago when they were being clearanced out. Had the high-caps and aluminum case for under $1000 then. Have only seen a few others since. The .45 one I still see occasioanlly. I got mine with intentions of using my factory USP optics mount and my LG35 for plate shooting. Tried it, it shot great but the sport just didn't excite me as I'd thought it would. haven't checked in quite some time, but I don't believe the 9mm Elite is imported now nor has been for a while.