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Meghan Simonie
How to Get Your Children to Enjoy Cleaning!
This post is sponsored by Pine-Sol® but the content and opinions expressed here are my own.
Cleaning. It's a pretty dirty word for something that describes making your place dirt-less. Whether you use a cleaning service or you clean your house yourself, there is always some level of cleaning involved.
When we had a cleaning service, I spent the night before cleaning up our regular mess and clutter. I wanted our cleaning service to spend their time at my home actually cleaning without worrying about stuff everywhere.
Now, we no longer have a cleaning service so cleaning is crucial. We've tried to keep up with the same schedule we had previously. But, in order to not sacrifice an entire weekend day, we've enlisted the whole family.
Getting young children excited about cleaning can be a challenge. But, when we incorporated their love for music and dancing, it was a bit easier!
My Cleaning Moves
When we throw on some fun jams, everyone in the family can't help but move. So, we add some dusters, rags, mops, and some multi-surface Pine-Sol® and create some cleaning dance moves. It may be a lot of wax on, wax off type motions or even signing into the duster, but we get it done and we have fun doing it.
My Cleaning Pair
We all work in pairs. My husband and I divide and conquer. The little ones each take a duster and go to town. They've even worked together to organize their playroom.
But, my favorite pair is a simple, soft rag and some multi-surface Pine-Sol®. It's rare that you find a product that you can use on most surfaces, including your floor. So, when I discovered Pine-Sol® at Walmart, I was sold!
It smells great, it works tremendously well, and kills 99.9% of germs when used as directed. Since it is safe on most surfaces, I can use it to clean just about any mess. Pine-Sol® has 4X the cleaning action so it can be used to clean up dirt, grime, grease, and to deodorize. It's the perfect match for any soft rag or mop!
My Cleaning Theme
Get it done, but have fun. Cheesy, I know. But, it works. My husband and I work very hard all week. So, we want a product that will work just as hard to keep our house clean while still allowing us the extra time on the weekend to be with family.
We only get so much quality time with our children on the weekend. However, the cleaning still needs to get done. If we make it a fun time for all, then it becomes an activity instead of a chore.
Winning By Cleaning Your Way
Now that you've seen and heard my way of cleaning, it's time for you to share yours! Head over here and upload your own images or videos of cleaning your way!
By uploading your own cleaning version, you will be entered into a contest to win some amazing prizes! Don't wait… let's see how you get it done while having fun!
Love it? Share it!:


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Toughened Glass
Wide Range of Colours
Extremely Stylish
Maintenance Free Solution
We are able to supply and install an extensive range of glass types and finishes that are toughened, tinted, patterned or sketched. From the initial enquiry to measuring, supply and fit, we are certain that you will be fully satisfied to our attention to detail and your finished project. We supply a wide range of products, including:
Bespoke Mirrors
Bespoke mirrors and free standing mirrors for the shop floor and changing room areas.
Glass signage & Glass shopfronts
We are able to print your company name and your logo to the shop front counter or window display.
Glass partition
Glass partition walling is a great and stylish way to split up areas inside your business premises or with display areas on the shop floor. It can create space and natural light as well create different working areas. We are able to frost and etch company branding and logos in a variety of tints and finishes.
Glass splashbacks and upstands
We can provide a wide range of colours, sizes and shapes for glass splashbacks for both commercial and residential applications. Refer to our splashbacks section for more information.
Glass balustrades
These are extremely stylish whether to split seating areas inside or outside. These can also be used a balcony glass to give a clean and stylish look.
Shower Screens
We can make made to measure shower screens, with branding or patterned for your client privacy.
Secondary window glazing
To eliminate unwanted draft and heat loss secondary glazing can help without compromise to the original look and feel of the building premises. The discreetly fit glass will also create an additional barrier for sound proofing. This is ideal for older properties and those buildings that are listed.
We offer a 24 hour service, so if you have damage caused to your shop frontage we can safely secure your premises.
Offering an emergency boarding up service out of hours is essential especially in high street locations.
Our technicians are experienced and offer a flawless fit by ensuring that attention to details is taken every step. Out of hours night service can also be facilitated.

subset: commoncrawl


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Glenn and Lauren have been together almost 8 years, and engaged for 3 years. When it came to their big day, they wanted to wait until they were ready. They are also talented wedding photographers, so they had a bit of experience knowing how much work can go into a wedding. They wanted to keep their day small + intimate, so a ceremony in the middle of an apple orchard with a backyard picnic reception was perfect for them – with lots of handmade touches to reflect their style so well!
From Lauren, "We both love op shopping (thrifting!) so we definitely wanted a second hand kind of wedding. We spent a lot of time at op shops, swap meets and garage sales, finding bottles, jars, books, picnic baskets, furniture… it was a really fun process and meant that we had a hand in most parts of the wedding."
Thanks so much to Samm Blake for the gorgeous photos and congrats to Lauren + Glenn!
We had a really quick but personal ceremony, in the middle of an apple orchard – it was a private area, just for our guests, so it was a beautiful setting – plus we both love cider, so it was perfect!
The reception set up was in small, separate areas – a grassed area of picnic rugs; tables and chairs next to the dance floor; couches next to the pool; photo booth and bar in the shed; and then some features on the patio. How fun!
For both of us, our favourite moment was Glenn surprising me with a first dance. He had told me that he was too self-conscious to have one, and would worry about it all day – and obviously I didn't want him worrying all day, so I agreed not to have one (despite how much I wanted one!) So when he announced that we were having our first dance at the end of his speech, I was very surprised – and subsequently cried through most of the song (I still cry when I hear the song now – Home, by Edward Sharp and the Magnetic Zeros). Glenn sneakily got his friends to hand out sparklers, and told people that when their sparkler went out, they had to join us on the dancefloor (as a way of distracting them from watching him dance!) It was such a great moment, dancing with him, with all of our friends and family dancing around us – I'm so glad that Glenn did that for me, it was the best part of the night.
Apart from delegating as much as possible before the day (our craft day was productive and fun!) and having the wedding as personal as possible (what we didn't have a hand in ourselves, family did – my brother made the beer and the bunting, my sister drew up all of the chalkboards, my aunt made the scones, and of course we used my mums house), the best advice I could give is to have some time, just the two of you, during the day. We had this in our in between photo time. Though we kept the bridal party around in the orchard, we let them loose after that, and we headed to an estate near my mums house with the photographers, and had a relaxing time wandering around and spending time together while the photgraphers documented it. I had been SO overwhelmed the whole day (I had a small cry straight after my make up had been done… sorry Emma J) and this time on our own allowed me to calm down, as well as have some quality time with Glenn. I also know that from a photographer's perspective, we love having some alone time with the couple, as these are the most important photos of the day.
photography: Samm Blake // florals: Fox and Rabbit // hair stylist: HairArt // catering: Murphy's café, Mundaring // ceremony: Core Cider House // make up: Milla Make up // cupcakes and furniture: The Butcher, the Baker, the Stylist and Creator // photobooth: Push the Button // invitations: Minted // brides dress: ASOS // bridesmaid dresses: SWAK, General Pants Co // groom and groomsmen: General Pants Co // reception: Private residence


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Megan Fox is fired from 'Transformers 3'
No more Mikaela Banes in the Transformers franchise.
Michael Bay has fired the young starlet from the third part of his movie. Paramount Pictures has confirmed the news to Entertainment Weekly, adding that Megan's contract with the studio hasn't been renewed for the last installment of the comic-based blockbuster.
According to reports, Bay is going to find a new love interest for Shia Labeouf's character and is set to lead Transformers 3 in the whole new direction this time.
Regardless of what the studio and/or Michael Bay cites as the reason to get rid of Megan, we know the truth, which is as simple as this – never compare your director to Hitler!
Megan's quirky comment was released last summer and soon forgotten. However, Bay seems to have a long memory.
Ms. Fox should thank Michael Bay and Transformers for rocketing her all the way to Hollywood stardom.
Learn more about Megan Fox and her career choices in her bio.
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Madonna appeared in a scout uniform while fighting for gay rights in New York City at the 24th annual Gay & Lesbian Alliance Against Defamation (GLAAD) Awards.
18-03-2013 | Read Full Article
We have two amazing news to comment today, one is about the newly elected pope and the second is - celebrities recent tweets, either about the pope and about their everyday life as well!
14-03-2013 | Read Full Article
The 2013 SXSW Film Conference and Festival has launched in Austin, Texas.
11-03-2013 | Read Full Article
Top celebrity's kids outside with their children, featuring Naomi Watts, Amy Adams, Salma Hayek and Hugh Jackman and others
06-03-2013 | Read Full Article
Miranda Kerr's carries her son Flynn on Monday, puts her picture naked on Instagram and jokes about sunglasses.
05-03-2013 | Read Full Article
Rihanna wears double jeans at River Island after party in London!
05-03-2013 | Read Full Article
Jennifer Laurence's transformations of recent time. Her hair color gets from blonde to brunette again. Why?
01-03-2013 | Read Full Article
Oscars 2013: winners, stage fails and more…
25-02-2013 | Read Full Article
Read about all the highlights of the upcoming Oscars 2013 show hosted by Seth McFarlane. Learn who will present and perform as well as get a look at the nominations if you haven't.
23-02-2013 | Read Full Article
The Brit Awards 2013 went with a glam as usual gathering celebs from Britain and across the pond to honor the winners in various music categories. Adele won another Skyfall accolade, while the best album of the year has gone to British Female Solo Artist award winner Emeli Sandé.
21-02-2013 | Read Full Article


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This article sheds light on US immigration changing demographics. The rhetoric directed at Mexican and South American immigrants by Trump and Republicans is based not on facts or data but a politics of hate. Trump's immigration policy is not evidence-based or reality-based but misguided. Building a wall will not stop fortify national security. Most immigrants were educated–more educated than Trump's wife Melania who lied about earning a college degree in design and architecture at the university in Ljubljana, Slovenia,(3)–and not criminals like her father whose citizenship was expedited despite having a criminal record. (2) Trump and the Republican rhetoric is meant to justify inhumane policies such as family separation, family detention centers, and zero-tolerance.
The truth is, since 2010, the number of Hispanic immigrants decreased while the number of Asian immigrants has surged. Most immigrants since then have come from Asia/India. I'm by no means suggesting Trump target Asians but instead would like to understand the motive behind Trump, the Republicans and their government-sponsored Foxnews demonization and inhumane immigration policies targetting Hispanics.
The Census Bureau's figures for 2017 confirm a major shift in who is coming to the United States. For years newcomers tended to be from Latin America, but a Brookings Institution analysis of that data shows that 41 percent of the people who said they arrived since 2010 came from Asia. Just 39 percent were from Latin America. About 45 percent were college educated, the analysis found, compared with about 30 percent of those who came between 2000 and 2009.
"This is quite different from what we had thought," said William H. Frey, the senior demographer at the Brookings Institution who conducted the analysis. "We think of immigrants as being low-skilled workers from Latin America, but for recent arrivals that's much less the case. People from Asia have overtaken people from Latin America."
For many years, Mexico was the single largest contributor of immigrants. But since 2010, the number of immigrants arriving from Mexico has declined, while those from China and India have surged. Since 2010, the increase in the number of people from Asia — 2.6 million — was more than double the 1.2 million who came from Latin America, Mr. Frey found.
The foreign-born population stood at 13.7 percent in 2017, or 44.5 million people, compared with 13.5 percent in 2016.
Interesting that "North Dakota had the single largest percentage increase in foreign-born residents since 2010, Mr. Frey said, with the number going up by 87 percent."
Related Stories:
2. Melania Trump's Father Became A U.S. Citizen Despite Having A Past Criminal Record
3. Melania Trump's College Degree
Source of image: New York Times


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Social Media and Management 2012 : Social Media and Management - call for book chapters
|Link: http://www.emeraldinsight.com/products/books/news_story.htm?id=4014
Call For Papers
Social media, defined by Kaplan and Haenlein (2010, p.61) as "a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of User Generated Content", is a term currently in use to describe a wide variety of Information and Telecommunication Technologies (ICTs) whose common denominator is the ability to connect users in ways that enable bridging distance, time, and other traditional barriers. Even though several "electronic facilities" have captured both general and business attention, it is clear that a high degree of environmental turbulence or high velocity exists, as both software (e.g., social networking sites such as LinkedIn, Xing, facebook, google+, Orkut, or MySpace; blogging sites such as Wordpress, blogspot or twitter; personal or organizational rich-media facilities like YouTube, Skype, Spotify, etc.) and hardware platforms (e.g., tablets, smartphones, thinbooks and other recent innovations) keep evolving at a blistering pace. Whatever software or hardware context we may take, social media aims to replace traditional media and communication (Perdue, 2010, p.35), and will be the locomotive via which the World Wide Web evolves (Kaplan and Haenlein 2010, p.68).
Social media covers a large area of activities and websites which differ in content, purpose, users and information. Systematic, rigorous research using best-available scientific evidence methodologies that document and analyze the use of this phenomenon in business are currently lagging behind this revolution; this scholarly book is an attempt to fill this knowledge gap to facilitate knowledge acquisition and diffusion, as well as enable the higher levels of understanding that may precede both the exploitation and the exploration of newer and more advanced tools and methodologies.
For this volume of the Advanced Series in Management, we are seeking chapters that will increase our understanding of how these emerging technologies are evolving, using the most rigorous social scientific methods and tools. Topics that may best fit this volume's editorial intentions include (but are not limited to) the following:
•Management of social media within and outside organizations (for recruitment, training or other personnel decisions, for marketing, reputational and any other relevant business, non-profit, or work-related, governmental purposes)
•Development or evolution of new or customized products and services using social media as an information source or as a promotional vehicle in particular companies or industries
•Predictors, types and consequences of intra-organizational social media policy acceptance, rejection and diffusion gaps
•Influences of culture, legislative traditions, economic blocs, corporate descriptors, industrial characteristics, and any other aspect that may affect the development, management, and effectiveness of the use of social media
•Individual and social (from small group to national or cross-cultural levels) characteristics and factors that facilitate adoption, use and diffusion of social media for business, education, and other work-related purposes
•Comparisons and contrasts of differential uses of social media in work contexts in emerging (e.g., Africa, Asia, Latin America and the Caribbean, Middle-East, etc.) or non-Western economic settings
•Virtual, technologically mediated markets, life, work, newly developed, gamefied (or not) products or services, crowd-sourced or personally oriented, etc.
As a volume in the Advanced Series in Management, this scholarly book will contribute to researcher's understanding of the development, antecedents, processes and consequences of social media in management around the world. It may also be used as a reference in executive education programs or as a textbook in graduate (or advanced undergraduate) courses in accredited Colleges or Schools of Businesses, Technology Management, Information and Communication Systems, and similarly situated educational offerings. Cross-disciplinary collaborations that include fieldwork or empirically supported findings (e.g., from experimental or quasi-experimental, large-scale, generalizable, longitudinal or cross-sectional studies, to deductive, rich, ethnographic, inductive, case-based methodologies) are particularly sought, as also are rigorous, tightly developed or grounded theory-building with an applied or pragmatic (e.g., design science) purpose.
Chapters are expected to have between 4000 and 5000 words (excluding references, figures, and tables). Only original work whose copyright is owned (or cleared) by the chapter authors and not considered for publication elsewhere can be considered for inclusion in the ASM series.
Scholars whose work is likely to fit this call for chapters are invited to contact the editors via email to discuss their ideas and in preliminary form assess whether their contribution would be included. Brief descriptions (300 words or less) of the main contents of their chapter, their methodology and about 200-word author(s)' bio(s) highlighting their expertise in the area should be sent to both editors for initial consideration, before July 31, 2012.
The editors for this series will also attend at the Academy of Management's annual conference in Boston, MA (USA) this August (2012) and might be available for face-to-face conversations by appointment. Highly qualified chapter authors (in addition to the book series' editorial board) are also expected to review anonymously some of the chapters submitted for this volume, as part of their contribution.
Important deadlines
•Preliminary screening of ideas for chapters: July 31st , 2012 (this is a "soft" deadline)
•Full chapters: September 30th, 2012
•Acceptance notifications or requests for revisions: about four weeks after full chapter manuscript is received
•Submission of revised manuscripts: No later than December 31st, 2012
•Publication of volume: about four months after final, revised chapters have been received by the volume editors; expected in early to mid-2013.
For more information on the Advanced Series in Management, please visit the link.


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"There's too much wrangling and maneuvering going on. Joe really knows how to get on his boss's good side. I hate this politicking….I just want to do my job."
These are things I hear in my career management and development programs. Are these the types of comments you might make as well?
Whether you hate it, admire it, practice it or avoid it, office politics is a fact of life in any organization. And, like it or not, it's something that you need to understand and play to an extent to be successful no matter what business or organization you work for.
"Office politics" are the strategies that people use to gain advantage personally or for a cause they support. The term often has a negative connotation because some people use it to seek advantage at the expense of others. Good "office politics", on the other hand, helps you to promote yourself and your cause in a fair and appropriate way.
Why It's Important
If you deny the bad politics that may be going on around you and avoid dealing with them, you may needlessly suffer whilst others take unfair advantage. And if you avoid practicing good politics, you miss the opportunities to further your own interests and those of your team and your cause.
Making Politics Work FOR You
To deal effectively with office politics and use it yourself in a positive way, you must first to accept the reality of it. Second you need to be a good observer. Third you then use the information you gathered to build strong networks and to start practicing influencing which is the proper name for good politics. Here are strategies to get you started.
1. Re-Map the Organization Chart
Office politics often circumvent the formal organization chart. Sit back and watch for a while and then re-map the organization chart in terms of political power.
- Who are the real influencers?
- Who is the "go to guy" when things need to get done?
- Who champions or mentors others?
- Who is "the brains behind the organization"?
2. Understand the Informal Network
Once you know who's who in the organization, you have a good idea of where the power and influence lay. Now you have to understand the social networks.
- Who gets along with whom?
- Who eats together? Works out together? Commutes together?
- Are there groups or cliques that have formed?
- What is the basis or commonality for the groups or cliques ?
3. Build Relationships
Now that you know how the existing relationships work, you need to build your own social network accordingly.
- Do not be afraid of politically powerful people in the organization. Get to know them.
- Ensure you have relationships in all directions (peers, bosses, executives)
- Start to build relationships with those who are "in the know."
- Be a part of multiple networks. This way you can keep your finger on the pulse of the organization.
Office politics are a fact of life. Positive or negative politics happens. If you don't participate in the political game, you risk not having a say in what happens to you and perhaps your team. This allows people with less experience, skill or knowledge to influence decisions being made around you and about you.
Career Success Tip:
Realize that political savvy brings personal power. And as a career building tool, personal power is a key strategy for success. Skilled influencers are not overtly political; they are seen as competent professional and leaders who play the political game fairly and effectively. Also see Power is Not a Bad Word – Influencing Your Boss – Influencing How to Be taken Seriously.
Do you want to develop Career Smarts?
- For more resources, see the Library topic Career Management.
- Start with the Career Success System.
- Sign up for Career Power: 101 success tips.
- Fast track your career. Be part of a Success Team.
- Need a speaker? Get the Edge Keynotes-webinars-workshops.
- Find career and leadership boosters in the Smart Moves Blog.
- Copyright © 2012 Marcia Zidle career and leadership coach.


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At the middle of the week, I am staring well and long at days into the future. For a moment I see myself as a sentient being on earth here temporarily before I sojourn towards other celestial bodies. At another moment, I think I'm more like a machine, in need of a tune up before my parts tumble beneath my head like a sack of potatoes.
But I am only as ambitious as those who came before me. I am only filled with as much wonder as the minds of those who wandered before mine.
I look at the streets of my vicinity for a moment, however, and I'm drawn back to reality. I can still remember the first college essay I turned in when I was only a fresh-faced seventeen year old at Pasadena City College. Believe it or not, I wrote about walking through Los Angeles. I wrote about travailing past encampments along Vermont and Prospect avenues before boarding the Metro 181 bus to Pasadena, which took over an hour. And I wrote about the endless disconnection with the great wealth of my city, which seemed mostly to go to waste. I also wrote about the fountain spring of my mother's strength, and how her cuento helped bridge my way forward past any impediment over the concrete. Professor Kennedy let me know that he enjoyed the essay, and I felt more than affirmed. I felt at home.
I'm not sure if a person is supposed to "know" their destiny, but I do know that they're supposed to believe in it. I also believe that as any first great hit can be a young rap artist's last, it's also true that any one of these brief meditations can be my final consolidation with the world.
That said, I'm happy to note that I'm finally putting together the final touches for Episode 16 of J.T. The L.A. Storyteller Podcast this evening, which, if the laws of rewards for great efforts continue in service as they usually do, should mean for readers and listeners that the episode will be available sometime tomorrow. I will feature it here on the site, as well as on Apple, Spotify, & Google Play.
"Know your worth." Another saying that comes to mind. I don't know if I fully yet grasp the worth of J.T: The L.A. Storyteller Podcast, but I can definitely tell you how much I believe it's worth. Yet that's a cuento for another time.
Today also marks one full month with the new Quien Es Tu Vecindario web-page for families, workers, the disabled, and more in East Hollywood. The site now has over 24 "bulletins" for the community with links to nearby resources and other extensions of support. Tomorrow's post is the 25th.
Tell your friends, Los Angeles. JIMBO TIMES is neither a bus nor a train nor even a spaceship. It's a planetary wavelength of over 3.5 billion years' worth of music, ricocheting marvelously through every end of the galaxy, as far as time and space will allow us to go.
To subscribe to jimbotimes.com, add yourself to the list HERE.


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As the clocks turned back an hour and the nights are now darker, last night we went down to the Harbour of Torquay to say Goodbye to the HUGE wheel (Similar to London eye) we have over the summer months as she took her last passengers high to look across a great vista all over Torbay and will hope to see it again next year, shortly followed by a Fireworks display.
So there we sat, on a bench overlooking all the boats and yachts with hot chips in hand as the fireworks started. Just as the first few reached the limitless sky my mind wandered and suddenly I found myself in 1965, in the backstreet of Eden Street where I lived as a boy. I could see the makeshift bonfire roaring high into the black night and I could see the paintwork on people's gates becoming a mass of seething bubbles. I could hear Mrs Cryer shouting her son Terry and watched in amazement as they brought tray after tray of Treacle toffee out along with Parkin Cake. Mrs Williams was there with her baked potatoes and then, the most important person in my life appeared with a HUGE pan of potato hash (Will explain later to all those who don't know what this is.) It was of course my Beautiful Grandmother.
I could smell the ash and the burning wood, I could hear the crackling of wood as it succumbed to the glowing yellow fire that was consuming it, but most of all I felt loved, content and happy. These were times when nothing mattered, we had no worries, no fears and more importantly our world to come, the future, was right in front of us waiting to be captured in the blink of a child's eye.
As I came out of my catatonic state and looked upwards I watched in amazement the beauty of the Fireworks display above our head. I looked across at Elaine, my Angel, my Darling Angel, and I am sure she was in the same place I had just been, Happy, content with not a worry in the world, and its times like this, no matter what's going on in our lives I feel so grateful for all we have..
If I can remember such happy memories from the past and enjoy making new memories in the future, (it's the bit in the middle I can't remember because of my dementia) then life isn't so bad after all.
Best wishes, Norrms and family
Diagnosed with dementia 7 years ago aged 50 and still fighting it xxxxxxxxxxxxxxxxxxxxxxxx


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Welcome everyone! It is a lovely spring day here and I hope all of you are enjoying the same luxury. Just take a few quick minutes to catch up on your CRM news and then you can go outside and frolic. That's probably what I will be doing.
So we have 3 very important things to cover and then some other blogs and tips.
First of all, Microsoft has updated their naming policy see New Naming Conventions for CRM Updates on the CRM Team blog. The goal of this is to help the update numbers and the version numbers line up better and be easier to understand.
Second CRM 2015 Update 0.1 has been released see the Knowledgebase, Download Page and Blog. Note this is not the 2015 spring release, this is just the on-premise rollup. The spring online release is update 1. It looks like there are a lot of small fixes in here so make sure you review the list and determine if you want to look at doing the update.
Lastly, the 2013 CRM Field Guide is now available! This is a book written by a group of MVPs to provide you with everything you need to know to ensure your CRM system is set up in the best way possible.
The last few weeks we have been talking about the CRM Online Spring Release (CRM 2015 Update 1) and there were a few more blogs published about that this week.
PowerObjects discusses the CRM Spring Wave Update 1: Folder Level Tracking. This allows users to set up a new folder in their Outlook where the emails will always track to a specific Household. The user does not even need to have CRM for Outlook installed! It utilizes Server Side Sync and personal options within CRM.
Sonoma Partners talked about the CRM Online Spring 2015 – OneNote Integration. We have seen a few other blogs on this topic but this lists all the features as well as best practices to keep in mind.
A big topic of conversation in my CRMUG Chapter meetings is always certifications. This week Leon Tribe talked about Passing MB5-705: Managing Microsoft Dynamics Implementations. This goes over things to keep in mind for that exam but also some general tips for preparing for any of the Microsoft certifications.
Last but not least, CRM Tip of the Day posed Date Field Options in CRM Online 2015 Update 1. Now there will be new options for date and Time fields – User Local (takes into account time zone), Date Only (always the same), and Time-zone independent (includes time but always shows the same time).
That's all I have to share today. Have a lovely weekend!


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Millions of dollars spent on their budgets and marketing them to millions across the world, these movies (theatrical releases) became blips on actors' résumés. No notable awards, little to no box-office/DVD profits.
Little to nothing would merit any reference to these films in conversation, except to wonder if anyone remembered them. Good, bad - irrelevant. Utterly forgettable.
Feel free to suggest potential additions/subtractions.
I'm sure these films mean something to someone somewhere ... but I can't imagine why.


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With libraries, campuses and offices closed for the foreseeable future, TannerRitchie is working to ensure researchers and students can access the titles they need while working at home affordably.
With short term access to Medieval and Early Modern Sources Online (MEMSO), you can access a million pages of sources and manuscripts for the medieval and early modern period, from just $1 Canadian.
You ALSO receive ebooks worth more than the price of the subscription, which are yours to keep forever.


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Weather Diary, June 24: Hi 79, Low 60/ Precip 0
Thursday, June 25, 2020
Côte d'Azur artistique
Weather Diary, June 24: Hi 79, Low 60/ Precip 0
12 comments:
I love sepia postcards! I also love Monaco and Côte d'Azur. The whole Mediterranean coast remindeds me of SoCal in many ways but better wine and food. In another life I visited several times. But that was before having a mobile phone and taking photos of everything and sharing on social media.ReplyDeleteReplies
I've never been, but would love to go. I so miss the possibilities of travel.Delete
Apparently the cacti and succulents were brought to Monaco in the 1860's and the garden was open to the public in 1933. Gorgeous to see.ReplyDeleteReplies
Have you been? (in person I mean)Delete
I love your treasure trove of old postcards!ReplyDeleteReplies
Andrew loves looking for, and buying, them...so I imagine the collection will increase.Delete
Next time you are in France you may want to slide down to the coast. Apparently "Le jardin exotique de Monaco" is a real beauty. Their website jardin-exotique.mc suggest they are closed till January 2021, we all know why... But when that's over, it can be a trip of a lifetime.ReplyDeleteReplies
"Next time you are in France..." I like the way you think!Delete
Strangely enough, the photo reminds me of the fortress city in Spain Jim and I visited years ago, Rondo. It was truly magical and also had an emersion language school for those that wanted to become fluent in Spanish. The timing wasn't right for us, but it was downright dreamy.ReplyDeleteReplies
Sounds dreamy! I've never been to Spain.Delete
I like it. Even without color that garden shot is interesting because of the form and textures (and dramatic, borrowed landscape in the distance). Maybe we should be taking black and white or sepia pictures of our gardens as well - might provide some insight.ReplyDeleteReplies
You should try it, it reveals a lot about the form and texture of a garden.Delete
Thank you for taking the time to comment. Comment moderation is on (because you know: spam), I will approve and post your comment as soon as possible!


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Complete High School Maize celebrated its 600th graduation last week! Graduate Kylie Frederick plans to attend Wichita State University to major in education. During the ceremony, students and teachers affirmed Kylie in her strengths and cheered her on in her milestone accomplishment. Learn more about our alternative high school, which has won multiple awards and has been recognized on the national level, at www.usd266.com/chsm.
Congratulations, Kylie!


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Aimee started as a self-published author, but her debut novel was acquired and re-released as Every Ugly Word by Alloy Entertainment in 2014. Her second book, Dark Touch, is out February 2016, also from Alloy Entertainment.
As well as a writer, Aimee is a wife, mother, and Christian. As far as she's concerned, that means Jesus loved her first, so she can learn to love everyone else. #StoptheHate


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Webinar: various press tool and die development in CAD/CAM/CAE VISIThe next webinar from the series dedicated to CAD/CAM/CAE VISI software for mould and die industry will take place on November 19th and will feature information about press tools, progressive dies and other tooling for fabrication of sheet metal parts.
Dreambird, an official distributor of Hexagon Production Software CAD/CAM solutions and Boleslav Ziman, an engineer with over 30 years of VISI experience, will host an introductory webinar about creating progressive and other dies for sheet metal fabrication. The webinar will look into VISI functionalities for automation, optimization, acceleration of trimming, progressive, forming and other dies design and manufacturing.
The webinar will feature both CAD and CAM VISI functionalities for the full cycle of die creation. The attendees will see specialized VISI die modules. Industry specific functionality of VISI Progress module provides a more productive and efficient design experience for progressive die and press tool makers. Helping the designer with intelligent decisions will reduce the potential for error and greatly improve manufacturing productivity. VISI Blank is an integrated solution for the development of 2D blank shapes from complex 3D models. It is particularly useful in the generation of blank forms for the sheet metal, progressive die, press tooling and crash tooling industries.
The presentation will show how a progressive die is created using the part geometry, resulted by obtaining a sheet with a certain flat form. We will look into aspects of choosing material and its behavior at stamping with a springback, as well as elimination of the springback impact.
A free online webinar in Russian "Various press tool and die development in CAD/CAM/CAE VISI" will take place on November 19th, 11:00 (Moscow time). Duration: 90 minutes.
All the attendees will receive a TeamViewer link on the webinar date. To ensure the connection stability and transmission quality during the webinar, we limit the number of participants by 25, so please hurry to register before it's too late. The registration is open until November 19th or while the places are available. We recommend using a headset.
VISI is acknowledged as one of the world's leading PC based CAD/CAM/CAE software solutions for the Mold & Die industries. It offers a unique combination of applications, fully integrated wireframe, surface and solid modelling, comprehensive 2D, 3D and 5-axis machining strategies with dedicated high speed routines.


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Epic DIN uses high bandwidth conductors normally found in our higher cable ranges. It also uses multi-tiered shielding systems for all conductor pairs, reducing interaction between the different signals that DIN cables need to carry. This low noise high bandwidth shielding ensures that the listener obtains the maximum benefit from the latest DR upgrades that have been so successfully introduced into Naim Audio products.
The new design, shielding and Tuned ARAY geometry delivers the rhythm, groove and soul of the music – something that Naim users have always enjoyed from their equipment. Epic DIN should also be auditioned with older DIN-equipped products such as Quad. The results can be quite staggering.
- High bandwidth silver-plated oxygen free conductors with composite layered PE insulation.
- Foiled high frequency shielding for both signal and ground.
- Overall foil shield adding further HF signal protection.
- Split conductor geometry for impedance matching.
- Tuned ARAY geometry dramatically improves detail and coherence.
- Zero compression strain relief system avoids changes to impedance.
- Available in standard and custom lengths with all the common connector combinations:


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Test Match Special over the last few days.
For the benefit of those who neither know nor care about sport or cricket, Graeme Swann was a spin bowler who was one of England's few world-class players until time caught up with him and his body broke down during this winter's nightmare tour of Australia.
Swann's a really good talker. Not an intellectual but an easy conversationalist, a talented mimic and smart enough to be able to convey the nuances of what it's like out there in the middle.
During his stints at the microphone over the last few days the professional commentators have taken every opportunity to tap into his recent experience of being in the team to get him to talk about what he thought would be going on in the dressing room or out in the middle at various points in the contest. It's been fascinating.
From the fragments that emerged you could assemble an impression of a modern professional sporting outfit, an impression that you could probably apply to the England football, rugby or hockey team.
It's a set-up in which a majority of senior players have their place by a kind of divine right, a handful of young players are trying to claw their way to the same position and there's a tacit agreement that highly developed "banter" has taken the place of actually talking about the job.
Throughout the match summariser Geoff Boycott kept pointing out that England's top bowler Jimmy Anderson was bowling a length which was inappropriate for the ground. Swann was forced to agree but said that in Jimmy's head he was doing the right thing.
This was really interesting. That's the thing they say about sporting performance. You have to concentrate without thinking. Thinking might mean looking down and that could mean falling. So you keep on executing, "putting the ball in the right areas", as they invariably say, and just keep hoping against hope that something is going to happen. Hoping that the game will change rather than directly seeking to change the game.
Fresh from the fray Graeme Swann is briefly allowed the rare privilege of seeing the things the fray would have prevented him from seeing. He can no longer change anything, of course, and within a year his actual recall of being on the pitch will have been replaced by a number of picturesque "memories" to be endlessly rehearsed in commentary boxes all over the world. For the moment he's commentary gold.
"World-class thinking about music, business, publishing and the general world of media" - Campaign
Monday, June 23, 2014
Graeme Swann is commentary gold
Posted by David Hepworth at 8:16 pm
3 comments:
Contrast Swann with Phil 'interesting' Neville and you wonder that they could both be hired by the same company.ReplyDelete
Interesting stuff. While Jimmy might well think he is doing the right thing, it would also appear that the captain doesn't have enough authority to tell him he is not.ReplyDelete
He's been a treat. I hope he has a regular contract. Having been only a county player for so long, he has a great fund of stories.ReplyDelete
He's a natural.
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Would you realize that rubbing can enhance your lifestyle by aplenty? There are numerous advantages as well as rewards as being the restorative massage recipient that may be you. However if you have really not uncovered the marvels of restorative massage, next you go to loss! The principal advantage of kneading is decreasing muscular tissue convulsions as well as anxiety. Precisely how can this work? Our muscles comprise many muscle tissues fabric. Think of your personal muscular tissues fibers as being a rope. At the moment photo each fiber content is sure just like a rope with a knot among. That seems like a very strained muscle mass, fails to it? However basically, it is basically an illustration. The authentic medical element for strained muscles is a lot more intricate compared to a limited rope! But it positive really feels really unpleasant. Precisely how to solve this issues? Whenever we think about the muscle cells as ropes, next all we need to do is loosen up the knots inside our muscle mass.
Use right tension the regular Erotic four hands massage As easy because it looks, it contains true. Only use easy proceeding anxiety on the damaged spot. You can utilize the hands, fingers solitary or several, left arm joint parts and more to accomplish this. When you accomplish that, the therapeutic massage recipient will surely afterward needs a breathing an indication of alleviation whenever you pressurize the demanding location carefully. When this occurs, the muscle tissues are no longer demanding. The person you happen to be rubbing definitely feels considerably more loosened up as well as cozy.
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(The post below is another recycled bit from my now living-dead blog, As the World Stearns. Part of our ongoing series on books we adore.)
I unabashedly adore this novel, Edward Eager's second and best book. I love it despite its pretty glaring flaws (some stereotyping of Arabs as "shifty"; a shamelessly episodic structure with some dead spots in the middle), because its quality more than makes up for such minor quibbles. It is relentlessly fun, written with the kind of wit and economy that only the very best writing has, and—at core—it is a story with real emotion, a carefully constructed tale about four kids coming to terms with loss.
The central conceit of Half Magic is a simple one: Four children find a magical coin that, when wished upon, immediately grants half of the child's wish. Want a desert island? You end up with a desert. Want a talking cat? Boom! Your cat can now speak only an English-like gibberish. (And is even more annoyed than usual at the indignity of it all, if such a thing is possible.) Each wish the kids make gets them deeper and deeper into pleasant trouble, until they figure out a way to double their wishes and undo the entire mess.
The prose is a deft joy. Eager tells us all we need to know about the children and not a thing more (Chris and I discussed this in our second podcast), and what's amazing is how well we feel we know the kids without getting deluged with information:
Jane was the oldest and Mark was the only boy, and between them they ran everything.
Katharine was the middle girl, of docile disposition and a comfort to her mother. She knew she was a comfort, and docile, because she'd heard her mother say so. And the others knew she was, too, by now, because ever since that day Katherine would keep boasting about what a comfort she was, and how docile, until Jane declared she would utter a piercing shriek and fall over dead if she heard another word about it. This will give you some idea of what Jane and Katharine were like.
Martha was the youngest, and very difficult.
The four children are at loose ends for the summer because of their father's untimely death several years ago. Their mother is struggling to make ends meet, so she is gone at work all the time, and the kids can't afford to go to the country or camping or any such thing for the summer. "A woman named Miss Bick came in every day to care for the children, but she couldn't seem to care for them very much, nor they for her." They are half a family without their dad, and they need something to make them whole again.
So the coin is a welcome diversion. They visit the Sahara, the time of King Arthur, experiment with invisibility, and more, until the coin—having granted a wish to each—is all used up and empty and it seems their adventures are over. More to the point, their mother has met a new man, a nebbishy sort who she nonetheless loves, and who she intends to marry. A typical happy ending, a marriage; but still, the children miss their father. Nice as this new guy may be, he's no replacement.
And then Eager takes the coin metaphor a step further and gets at the emotional heart of the book. He does it quickly and with grace, and few readers even notice what he's done:
The last wish was Jane's alone, and she never really knew she made it.
That night, as she was getting undressed, she found the charm in her pocket, and sat on the bed looking at it for a long time, and pondering the mystery of how it had come into their hands, and why.
And from that she went on thinking about their mother's being married, and the changes it would bring into their lives.
She was quite contented about everything. But because she was the only one of the four children who remembered their father, she would have been more contented still if she could have felt sure that he knew about what was going to happen, and approved of it….
Her last waking thought was that she wished her father were with her now, so she'd know how he felt about things.
She wasn't worrying about the charm, or working out the right fractions, as she wished it. But because there was still this one small corner in Jane that wasn't completely happy, the charm relented, and thawed out of its icy used-upness, and granted the wish, according to its well-known fashion. Immediately, her father was half there.
He was there like a thought in her mind, assuring her that everything was all right, and exactly as he would want it, and that he was happy in their happiness.
Which is to say, he's a ghost of sorts, called back to soothe his daughter's worries. In the morning Jane has forgotten all about the visit but not its effects: She is happy without quite knowing why, and the family can move forward. And then the plot kicks into gear again: More hijinks ensue when the charm is picked up by a new child. It is the briefest of emotional moments in a book filled with hilarious business, but one that addresses what really lies at the heart of the novel, and does it with such economy that most readers skate right over it in their eagerness to get back to the fun.
Eager was a writer for television, and he wrote his novels for his only son. Like many of his time, Eager smoked like it was his profession and true love (think Mad Men), and he died of cancer at the criminally young age of 53. His son died young, too; his wife, Jane, outlasted the two of them several decades more. But the final heir to the Eager estate—all of his correspondence, manuscripts, and royalties—is Harvard University, his alma mater.
In reissuing the book for its fiftieth anniversary some years back, I tracked down and read through all of his correspondence from the early years, and discovered that the seven books of magic we have in print are not his entire body of work. There is a first novel, Red Head, which was never reprinted; and his follow-up manuscript to Half Magic, called Faith, Hope, and Carrotty, which his editor, Margaret McElderry, rejected, and which he never took elsewhere. (It wasn't much like Half Magic, and she thought he should continue in that vein.) Each of his magical novels is half of a pair (Half Magic and Magic By the Lake; Knight's Castle and The Time Garden; The Well-Wishers and Magic or Not?), and there are rumors of an uncompleted eighth tale of magic, a companion to the superb Seven-Day Magic. All of these things and more must be secreted away in his papers at Harvard. Maybe some day an enterprising publisher will dig them up and put them into print—perhaps only digitally, so that the books exist even while they have no physical dimension. That would be exactly the sort of magical ending that Eager would have approved of.


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Workshop Availability
Many of you have called for space in the Container Workshops and the Dirty Dining.
While some of the sessions are full we have had quite a few cancellations. 🙁
We'd love to have you come play in the dirt with us this spring!
Kids, too.
All of the workshops, with the exception of the Saturday morning slot, still have openings.
Dirty Dining:
April 11 – we have room for 5
April 18 – room for 9
April 19 – room for 3
April 26 – room for 9
And we have room for 1 more family for Planter Playday for Kids!


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Wednesday, July 30, 2014
Eyes Sign
Posted by Taken For Granted at 7/30/2014
16 comments:
An eye catcher for sure.ReplyDelete
Mersad Donko Photography
Someone knows how to grab attention, great sign.ReplyDelete
what a clever sign!ReplyDelete
i was going to say the EXACT same thing as nonnie!ReplyDelete
that's one way to know where you are :)ReplyDelete
Terrific design for a sign.ReplyDelete
Neat! Tom The Backroads TravellerReplyDelete
clever signage.ReplyDelete
- AnonymousJuly 30, 2014 at 11:23 PM
Very clever - but I hope the phone number isn't too tiny!ReplyDelete
ah yes i do like thisReplyDelete
I think I can see the point of the sign!ReplyDelete
Phew! I was relieved to be able to read the whole way to the last number TFG..ReplyDeleteReplies
Ah, nothing wrong with your vision.Delete
Now, this is a most clever sign.ReplyDelete
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How We Think Facilitator Guide
How We Think Facilitator Guide
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The Keep It Direct & Simple Series Facilitator Guides were developed to maximize the use of the Participant Journals. Each Guide features miniature versions of the Participant Journal pages with facilitation instructions, recommendations and participant activities wrapped around the border of each page. The Guides offer strategies for facilitating one-to-one and group sessions. Activities and optional out-of-session assignments give flexibility to present Journal material according to participant needs and the facilitators' schedules and capabilities. The Guides also include information on the power of Interactive Journaling® and a summary of change research and its application in the Journals.
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Levi, the third son of Jacob, was a passionate man, whose zeal, when transmitted to his descendants, was focused toward God.
According to the Midrash, unlike the other Israelites, the Levites were exempt from slavery by the Egyptians. They remained at home, studying laws passed down from Jacob and were thus able to inspire and teach their fellow Israelites.
At the foot of Mount Sinai, however, their zealousness truly distinguished them from all other Israelites. Upon seeing the Golden Calf, Moses called out "Whoever is on God's side, [come] to me" (Exodus 32:26). Only Levites responded and, following Moses' instructions, punished the idol worshipers. For their extraordinary loyalty, the Levites were specially consecrated to God.
Before his death, Moses blessed the entire nation and each of the tribes independently. Moses praised the Levites for their devotion to God, which was later transformed into the drive to educate the Children of Israel about how to serve God.
The Levites had already been designated to serve as ministers in the Tabernacle (and later in the Holy Temple). While the priests (Kohanim) performed the actual sacrifices and rituals, the Levites guarded and maintained the Tabernacle/Temple. They also served as the choir and orchestra whose songs and music accompanied the sacrifices throughout the day.
Because of their ongoing involvement with the Tabernacle/Temple and Jewish education, the Levites were not given a portion of the land. In return for their services, they received a special tithe of 10% donated from all agricultural produce of Israel.
Today, when there is no Temple in which they might serve, the Levites retain a minor role in the synagogue, receiving the second aliyah (the honor of reciting the blessings) at the Torah reading and washing the hands of the Kohanim before they recite the Priestly blessing.


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Sale on canvas prints! Use code ABCXYZ at checkout for a special discount!
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The Center for Disease Control has recommended the use of cloth face masks to help fight the spread of COVID-19.
This face mask is made from 100% polyester and includes two ear loops with adjustable grommets for a comfortable fit.
The printed area of the mask is approximately 7" wide by 5" tall. This mask fits well on adult mens' faces without the grommets but, due to the adjustable grommets, can be worn snuggly by adult women, as well.
Please note - this is NOT a surgical grade mask. It is not intended for any medical or commercial uses, whatsoever. It is a simple, cloth mask designed for everyday use to cover your mouth when out in public. The mask should not be used in any medical or surgical setting.
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The pop of jpink in this black and white photo makes me smile.
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The pop of jpink in this black and white photo makes me smile.
I am a hobby photographer that gets really lucky sometimes. My photo muses are found in mountains, landscapes, and flowers...with the occasional wildlife tossed in to keep things interesting. I seem to have a pretty good eye for flower photography, and my favorite place on this earth to photograph is the Chapel on the Rocks between Estes Park and Allenpark, Colorado.


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The soundness and efficiency of banks is one of the important subjects that neglecting it can have adverse consequences for every country's economy. For economies depending on the money market, such as the Iran economy, this subject is more critical. Therefore, in this study, using panel data related to 16 Iranian banks for the annual period of 2010-2017, the economic efficiency was determined using a translog cost function and stochastic frontier analysis method then, by estimating the model of panel vector autoregression model and Granger causality test, the causal relationships between efficiency and information asymmetry in terms of adverse selection ( the ratio of loans to assets and the ratio of loans to deposits) and moral hazard ( the ratio of non-performing loans), were investigated, both of which are caused due to the information asymmetry. The estimations confirm the unilateral causal relationship of adverse selection and moral hazard with banking system efficiency. And, on the contrary, they claim that low efficiency of the banking system increases the adverse selection and moral hazard is not confirmed. Besides, the results of other estimates based on the panel model with random effects indicate a negative and significant impact of moral hazard and adverse selection on efficiency.
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2017 might have been gloomy but it was not entirely bad after all.
We at INKLINE are strong believers that the good always, always, outshines the bad. Here is a list of 12 good news – one for each month of the year – to jumpstart 2018 with more positivity!
January: Sweden to finally stop categorising transgender people under 'mentally ill'
Following the footsteps of the World Health Organisation, Sweden takes the long-overdue decision to acknowledge transgenders with dignity. Kristina Bränd Persson, the organisation's head, said in a press release: "This is a completely reasonable change. Many divisions and categories are obsolete. For us, the decision is uncontroversial. We tend to follow the changes the WHO makes."
February: HSBC commits to cutting ties with palm oil companies
HSBC pledges to cut ties with palm oil companies destroying rainforests and peatlands. The bank said: "We recognise that the finance sector can play a greater role and that the wider market participants — growers, processors, consumer goods companies, NGOs and banks — can work together more successfully to promote a sustainable palm oil sector."
March: Iceland pledges to eradicate gender pay gap by 2022
Iceland becomes the first country in the world to force companies to prove equal pay. "Equal rights are human rights," said Equality and Social Affairs Minister Thorsteinn Viglundsson. "We need to make sure that men and women enjoy equal opportunity in the workplace. It is our responsibility to take every measure to achieve that."
April: US cancer death rates fall as survival rates rise
Research shows cancer death rates in the United States are falling and the five-year survival rates of those diagnosed to be rising. The North American Association of Central Cancer Registries executive director Betsy Kohler said, "The continued drops in overall cancer death rates in the United States are welcome news, reflecting improvements in prevention, early detection, and treatment."
May: Black rhinos reintroduced in Rwanda 10 years after disappearance
18 eastern black rhinos have been moved to Akagera national park, Rwanda, from South Africa."Rhinos are one of the great symbols of Africa yet they are severely threatened and are on the decline in many places across the continent due to the extremely lucrative and illegal rhino horn trade," said African Parks boss Peter Fearnhead.
June: Mosul celebrates Eid without IS for the first time in years
The Iraqi city of Mosul celebrated its first Eid in many years after the IS militants were ejected from parts of the city. The Iraqi forces took the Eastern side of the city after 100 days of fighting and started attacking the Western side in February, with the militants now confined within the Od City of Mosul.
July: France announces plan to ban petrol and diesel vehicles by 2040
French environment minister, Nicolas Hulot, has announced that the country will outlaw the sale of all petrol and diesel vehicles by 2040. He added: "The government will offer each French person a bonus to replace their diesel car dating before 1997 or petrol from before 2001 by a new or second-hand vehicle."
August: Huge win for women's rights as India bans Islamic instant divorce
India's top court has declared the controversial Islamic practice of 'triple talaq' as unconstitutional. "It will change the entire landscape of Muslim families. It's now in the mainstream and will protect not only women but children. Families will be more stable because children will also be protected," said Chandra Rajan, an advocate for the All India Muslim Women Personal Law Board (AIWPB).
September: Scientists engineer antibody that can attack 99% of HIV strains
Scientists have engineered an antibody that can attack 99% of the HIV strains, which effectively prevents infection in primates. A study, published in the journal Science, combines three such antibodies into an even more powerful "tri-specific antibody." The tri-specific antibody is more potent and has greater breadth than any single naturally occurring antibody that's been discovered.
October: New Zealand government to plant 100 million trees every year
New Zealand government plans to transition its power grid to 100 percent renewable energy on top of planting 100 million trees every year. "I do anticipate that we will be a government, as I said during the campaign, that will be absolutely focused on the challenge of climate change," said Prime Minister Jacinda Ardern
November: Australia votes 61.6 percent in favour of same-sex marriage
Marriage equality in Australia could be legal by Christmas after 61.6% of the participants in the voluntary survey approve a change to the law. "They voted yes for fairness, yes for commitment, yes for love. And now it is up to us here in the parliament of Australia to get on with it, to get on with the job the Australian people asked us to do and get this done," said Prime Minister, Malcolm Turnbull.
December: China's tech giant launches $1.5 billion fund to fight poverty
Tech giant Alibaba group have made plans to spend $1.51 billion on poverty alleviation in the next five years. "We've decided to make our contribution to achieving the goal of wiping out poverty," said Jack Ma, founder and chairman of Alibaba.


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Beliefs About Literacy, Technology, and Pedagogy
In Inquiry-Based English Instruction (Beach & Myers, 2001) an English language arts curriculum is detailed in which students explore how words, objects, and symbols are used to enact literacy practices and discourses that construct multiple social worlds, each with its own valued identities, relationships, and activities. The book provides a framework for teachers and documents how students have made use of technology tools to conduct inquiries into issues related to their own lived peer, family, school, community, workplace, and virtual social worlds and the social worlds represented in literature and media.
In this multimedia, multicultural world, teacher educators must prepare future teachers of literacy, language, culture, and citizenship to expand the forms of representation typical in the school classroom and to reframe the purpose of school on the critique and production of diverse representations of experience and knowledge (Gallego & Hollingsworth, 2000). As students learn to use technology tools to build representations of a social world's characteristics, they generate reflective critical thought through their analysis and critique of the identities, relationships, and values constructed by the cultural practices and discourses in that social world.
A social worlds curriculum focuses the study of language, literature, media, and culture on the central issue of how people construct meaning from experience. Meanings about the words people use, the objects we produce, and the activities in which we engage, are negotiated through social interaction with others in multiple, overlapping, and often contesting communities. Through our participation in these communities, or social worlds, we develop skills in using particular objects, or tools, or texts to accomplish the activities valued within these social worlds. In English language arts classrooms, these skills are often identified as reading, writing, speaking, listening, and viewing, with more specific subskills like summarizing, using transitions, intonation, note taking, and identifying propaganda techniques. In the study of literature, students focus on inferring elements of character, plot, theme, symbolism, and so on.
Often these literacy skills are defined as cognitive abilities with which some students struggle because they lack ability or motivation. Students' lack of motivation helps English educators to envision language arts skills as socially constructed literacy practices, or goal directed ways of using language and symbols valued within a social group to which the student hopes to belong. Although skills may readily transfer to other social contexts, the skills taught in the typical English classroom seem to many students to be valuable only within the specific context/discourse of school. When students and teachers begin to understand skills as socially developed over time in particular cultural groups, they can analyze how language and symbols shape their identities, relationships, and activities within particular social worlds.
We (the authors) have found technology projects to be especially beneficial in supporting the development of language and symbol use within social worlds. These technology projects also support the realization that skills are socially negotiated ways of using symbols (not cognitive predispositions and limits) that enable all learners to extend different language actions into different contexts to develop new forms of negotiating meaning, belonging, and social activity within and across social worlds (http://www.ed.psu.edu/k-12/socialworlds).
Surrounding any classroom literacy project is a cultural practice that frames and directs individuals' use of words, symbols, and objects to interpret and produce meaning. Words, symbols, and objects can be described as the tools through which individuals construct a social world with shared meanings for desired values, relationships, activities, and identities. Literature provides a wonderful example of just how this construction of a social world takes place. In teaching about character development, we have long focused on what a character thinks and says, on what others say about the character, and on what the author describes about the character. Words are the tools of constructing the meaning of a character's identity, desires, and agendas. The character moves through many social interactions in a story that often creates some tension within a social world or between multiple social worlds. The character may be staunchly positioned in one world, caught between loyalties to several worlds, or challenged by others within an unraveling and uncontrollable social world. For example, the following excerpt from the novel, Bless Me, Ultima (Anaya, 1972), illustrates how Antonio moves within multiple, competing social worlds as he attempts to negotiate and construct his identity, relationships, and values:
Then the golden carp swam by Cico and disappeared into the darkness of the pond. I felt my body trembling and I saw the bright golden form disappear. I knew I had witnessed a miraculous thing, the appearance of a pagan god, a thing as miraculous as the curing of my uncle Lucas. And I thought, the power of God failed where Ultima's worked; and then a sudden illumination of beauty and understanding flashed through my mind. This is what I had expected God to do at my first holy communion! If God was witness to my beholding of the golden carp then I had sinned! I clasped my hands and was about to pray to the heavens when the waters of the pond exploded. (p. 114)
As this story, and any story, develops and concludes, social worlds emerge, dissolve, retreat, overlap, and persevere, all through the symbolic meanings constructed through the words and objects used by the characters in particular social interactions or cultural practices. The worlds and its members are co-constructed dialectically through the symbols.
The English language arts curriculum needs to reframe activity with texts around the development of literacy activities that highlight and critique these social, constructive, negotiated practice of using words, symbols, and objects to negotiate membership within and across multiple social worlds (Alvermann, 2002). Students of all ages and language experiences are able to inquire into how words, symbols, and objects are used by various groups within their lived communities to define valued identities, relationships, and activities. Likewise, texts such as literature, film, and mass media, offer represented social worlds that can be analyzed in terms of the identities, relationships, and activities promoted within the media text world. Through inquiries into both lived and represented social worlds, students can use many technology tools to produce their own representations that describe the identities and activities valued in a social world. In some cases, students can also explain how valued ends are constructed through the way words, symbols, and objects are used in social interactions.
As teachers of English, we have come to think about video authoring as an indispensable technology tool for interpreting any work of literature. We have emphasized so often the strong connection between reading and writing, how one supports the development of the other. Similarly, media authoring supports the development of critical media literacy. When students author multimedia products, like video, they begin to see the way commercially produced film and video manipulates image and sound in an attempt to persuade an audience. Students have authored video biographies, novel enactments, film trailers for novels, issue documentaries, and mass media critiques. Students often liken their projects to music videos, sharing comments like the following:
The coolest part was the video. We really got to express our feelings on our topics. The least was the essay. I thought it was boring and not very fun. I learned a ton of technical stuff but I also learned to problem solve before looking for help. We wasted time and it affected us in the long run. I would have people do certain jobs. This project was really fun. It was almost like a vacation from English. (Teen Issues Project, 2/99; see http://www.ed.psu.edu/k-12/teenissues/)
We find it interesting as English teachers who seek opportunities for our students to learn to express their ideas, that they found that a rich ability in authoring a video but did not consider it an English classroom activity because it was not restricted to the printed word. As educators, we firmly believe that hypermedia authoring develops significant critical literacy skills.
However, as teachers we have noted one extremely difficult tension in our evaluation of students' videos. The nature of the media itself relies on the implicit communication of ideas far more than the explicit communication of ideas characteristic of written essays. Thus, we often find ourselves in interpretive limbo, seeing some fascinating ideas in student videos and not knowing if they were intended critiques or messages. Likewise, we sometimes miss what we think students might have been communicating because we lack the intertextual background that the students take for granted in their peers because they share lived social worlds. Of course, we talk about these interpretive issues with students, because intention and audience are essential rhetorical issues in any act of representation and are part of the critical literacy practices of inquiry, questioning, and negotiating multiple perspectives. However, to evaluate video authoring intentions adequately, we require students to provide a written account of their process and product to help us most fully understand their rhetorical understandings. Students also write presentations to evaluate the larger rhetorical purposes for their videos in preparing them for display in classroom film festivals and award ceremonies. We have found that most all rubrics traditionally used to evaluate writing projects work equally well with evaluating students' video projects.
Over the past decade, we have worked with students from the age of 12 and older in the authoring of QuickTime videos using various software projects. The most expensive and powerful of these tools has been Adobe Premiere, while Avid Cinema, Strata Video Shop, or iMovie have shipped free of charge with computers or video input devices. With all of these tools, we have found the learning curve to be very short with students and long with teachers. Although teachers may struggle with many technical issues, teachers who have experienced success with the use of these tools in their classrooms have been willing to take the risk of not knowing as much about the use of the tool as the students and to learn from them. As in any learning situation, giving students responsibility for teaching teachers and peers can bolster their sense of agency and membership in the social world of school achievement.
Video Editing Tools With Fahrenheit 451
Technology tools can be used to help students engage in critical inquiry about social worlds (Beach & Bruce, 2002; Jonassen, 2000; Myers & Beach, 2001; Myers, Hammett, & McKillop, 2000). These tools can be used to foster a collaborative inquiry stance and analysis of significant themes in and characteristics of the social worlds represented in literature.
Tenth grade English teacher Peg Vlasak and her intern Andrea Acker built the study of Fahrenheit 451 around the students' identification of central themes over the course of reading the book, then included a culminating project in which small groups created their own video interpretation of one of the book's themes. Drawing from a reader response style of discussion over 2 weeks of reading, the students identified "thought control, censorship, utopia, individuality, and knowledge as power" as five main themes in the novel. While reading and discussing the novel, the students connected their responses to the novel with other texts from their life experience, such as music, movies, pictures, news, or other books. They took turns bringing in these media texts to play for the class and explaining how the meanings of the media and novel intersected.
By juxtaposing various media texts to the quotations from the novel, the students established the critical literacy practices sought by the teachers. Playing a song or a movie clip created a meaningful connection between the literature and life. The meanings of the once separated media text and novel text became connected and generated new layers of meaning for each other. The discussion of connections and new meanings elicited multiple voices and perspectives in the class and raised new questions about the basis of interpretation from prior readings of the once separated text and media.
What pushed this study of a novel beyond what many English teachers already do were the culminating video projects accomplished by the students over the final week of the unit. During this week the students worked in small groups of three or four each in the computer lab to author QuickTime videos using Macintosh computers and software called Avid Cinema. Either Macintosh or PC computers can support video editing software, and most recent computers with hard drives of at least 4 gigabytes have plenty of memory for video editing. Video editing hardware components are abundant now and can be easily added to computers at a cost of approximately $100. The short 2-3 minute videos brought together images, movie clips, music, quotes from the novel, voiceovers, and text to make a statement about one of the five main themes identified by the class over the past weeks. The teachers noted high levels of engagement and collaboration as students often paged back through the novel for ideas and negotiated how to organize the material of their video to make the greatest impact. We will examine the literacy practices constructed through this tool by drawing from the videos produced by three classes and published on the web at http://www.ed.psu.edu/k-12/fahrenheit.
Figure 1. Knowledge as Power – Period 4
The critical literacy practice of defining intertextual connections forms the basis of play, creativity, and critique with this tool for deconstructing and reconstructing meaning. The students combined and juxtaposed multiple texts in ways that created new composite texts that interrogate the meanings of the original texts. The "knowledge as power" (http://www.ed.psu.edu/k-12/fahrenheit/knowledgeaspower4.mov) video made by a small group of 10th graders in fourth period includes one segment in which soft piano music frames the image of a fireman's silhouette, surrounded by flames, with a scrolling quote from the novel about the calmness with which the character lights her porch on fire in resistance. As shown in Figure 1, the textual word "contempt" is visualized by the image of flames and the calmness of the music prompts reflection on the act of self-destruction as resistance.
Likewise, in the "utopia" (http://www.ed.psu.edu/k-12/fahrenheit/utopia8.mov) video authored by a small group in Period 8, a gospel voice singing "everybody is free" is used to replace the soundtrack for the "Wizard of Oz" scene of Dorothy and friends running through the field of flowers. This new juxtaposition redefines not only the pace and style of movement of the movie, but the sense of meaning about the characters' goals as they run toward the Emerald City.
Figure 2. Utopia – Period 7
Peppy acoustic guitar music by Crosby, Stills, Nash, and Young begins the small group "utopia" (http://www.ed.psu.edu/k-12/fahrenheit/aperfectworld7.mov) video from Period 7, as four definitions of the term utopia are timed to flash as text on a black screen. The spirit of the music makes the ideals of the juxtaposed definitions of utopia seem possible in life. The cheerful music continues as a student-drawn cartoon of a sunny day with faces cut from photos form heads on cartoon bodies that bounce happily into the video frame (Figure 2).
This sequence illustrates how the careful use of transitions also supports the construction of a message by creating textual connections between sequential juxtapositions or links. The video continues with alternating text scrolling above or below images of smiling groups of people and the music changes over to a song from Rusted Root creating a very happy and optimistic utopian outlook.
However, the scrolling text suddenly begins to question the kind of utopia one should desire. This problematic representation heightens with the text over the image of Hitler that gives the viewer the incomplete sentence "Hitler's idea of a utopia was one in which . . ." After time for the viewer to reflect, a flying block transition into the next image of two people illustrates the text that scrolls to complete the thought: "everyone with blonde hair and blue eyes." In this video format the viewer most often misses the fact that over the entire sequence of words and images the text itself does not construct a grammatically complete statement or question because the entire experience of image, sound, and text creates a complete thought by enacting the critical literacy practice of posing questions that interrogate the basis of meaning for words, images, and sounds. The students quickly learned how to pose questions and critiques about ideas like utopia by using these new intertextual grammars of multimedia video authoring.
Figure 3. Knowledge as Power – Period 7
The vast number of ways to juxtapose media texts in a QuickTime video makes it easy for authors to integrate multiple voices and perspectives. The best examples of this integration invite the viewer to inquire into a variety of possible meanings about the video's central idea. Period 7's small group video on "knowledge as power" (http://www.ed.psu.edu/k-12/fahrenheit/knowledgeaspower7.mov) opens with a female vocalist repeatedly singing "sitting on top of the world" juxtaposed with words torn from magazines and newspapers: "Decide & Conquer," with two frames of a cartoon featuring Garfield the cat sitting in front of a computer first in deep thought, then with a light bulb glowing in his thought balloon. A music transition to "you're world champion now" accompanies a series of new images "ASK," "THINK," "LEARN," and a scrolling quote from the novel about knowledge being lost for good if they die (Figure 3).
With this initial series of events, the video quickly suggests that knowledge involves different forms of thinking and remembering, all with consequences for great power over others in the world. The video next introduces a perspective on power through a movie clip in which a man tries to impress ladies by quoting fancy words from books as his own ideas. As the man is exposed as a fraud, the message suggests that one should think on one's own to have genuine power. Then, music and scrolling text introduce another perspective "POWER INVOLVES LAWS." This is followed by a cartoon, a quote from Fahrenheit 451 that emphasizes the importance of books and a student speaking, "Communication is the key to love. Communication is the key to life. There must be over a thousand ways to communicate," to generate even more perspectives on power through communication and reading. The video later presents additional perspective on power through several dissolve transitions of sports cards with scrolling text "Knowledge about your interests makes you powerful!" (Figure 4).
Figure 4. Knowledge as Power – Period 7
It concludes with an overlay of all the text presented in the video and a group singing repeatedly, "looking back, looking back," which could very well suggest even another perspective about power and knowledge being based in the activity of reflection.
Critically Examining Media Representations Through Media Collages and Hypermedia
Another example is of using technology tools to examine critically media representations of different aspects of social worlds (as advocated by Alvermann, Moon, & Hagood, 1999; Hammett & Barrell, 2002). Media representations found in television, newspapers, magazines, art, photography, film, music, MTV, etc., are the ways in which the media portrays particular groups, communities, experiences, ideas, or topics from a particular ideological perspective. Rather than simply reflecting or mirroring "reality," media representations serve to "re-present" or actually to create a new reality (Hall, 1997).
In studying ideas relevant to students' lives by examining media representations along with the study of literary representations, students pose questions such as, "Where do these representations come from?" "Who produces these representations?" "Why are they producing these representations?" "How is complex understanding about life limited by these representations?" and "What is missing or who is silenced in these representations?" (Hall, 1997).
Media representations also reflect various discourses, or ways of knowing or thinking that guide how a representation is made, communicated, and interpreted (Fairclough, 1995; Gee, 1996). These include discourses of gender, class, race, age, business, religion, science, law, technology, etc., that shape the possible identities of people as they use these discourses. The way words and symbols are used in these discourses position the speaker and others according to certain ideological orientations. Museums frequently represented colonized cultures in terms of the discourses of "Orientalism," reflecting a Western imperialist ideological position (Said, 1978). Discourses of gender construct models of identity are related to idealized notions of what it means to be a male or female. Different racial or ethnic groups are represented both in terms of the images portrayed and the discourses of race constituting those representations. Central to the cultural construction of race is a discourse of whiteness as the desired norm, against which people of color are defined as "other" (Roediger, 2002).
Rather than assume that students are passive dupes who readily accept these representations teachers can use technology tools to help students construct alternative representations that challenge various media representations (Radway, 2002; Tobin, 2001). Part of this entails assuming an active role in constructing their own alternative, counterrepresentations as is evident in Ad-Busters' Magazine (http://www.adbusters.org/) that parodies ads. In doing so, students are taking the original, problematic representations and re-contextualizing those representations into their own critical framework or space. For example, the female adolescents use online zines as a tool to challenge and subvert sexist media representations (Knobel, 2002; Radway, 2002).
Creating Media Collages
Students may begin the critical thinking process by constructing media collages:
- Selecting a certain group, world, topic, issue, or phenomenon and then finding different representations of this topic/phenomenon in magazines, television, newspapers, literature, Web sites.
- Noting patterns in these representations in terms of similarities in portrayals/images, instances of stereotyping, or essentializing categories.
- Noting value assumptions in terms of who has power, who solves problems, how problems are solved, and who is best served by solving the problem.
- Defining the intended audiences for these representations: What appeals are made to what audiences? Whose beliefs or values are being reinforced or validated? How are certain products linked to certain representations for certain audiences?
- Defining what is missing or left out of the representation: What complexities or variations are masked over? What is included and what is excluded?
- Considering the larger discourses (gender, class, race, or age) and institutional forces shaping these representations.
In a recent media studies methods course taught by Beach, small groups of teachers selected a topic: gender, class, race, age, love, home, family, and body weight. They then cut out images from popular magazines that represented these different topics. Next they attached these images to poster-size sticky notes and shared their critiques with the class. The group dealing with representations of race noted that whiteness was the presumed norm—that people of color were shown only in limited roles as athletes or celebrities. The group dealing with representations of class noted that class was represented primarily by images of consumer goods functioning as upper-middle or middle-class status markers. The group dealing with love noted that most of their images related to sexuality; there were few, if any, images associated with romantic love.
Using Hypermedia Productions to Critique Media Representations
Through constructing and critiquing the representations in these media collages, students can also construct hypermedia productions that critique media representations. For example, a high school student named Stephanie created a Quicktime video containing a montage of images from magazines that portrayed how the media represents ways in which participation in sports is shown as marking one's identity in a peer group or community (http://www.ed.psu.edu/k-12/socialworlds/stephanie.mov). As she explained,
For my final project I used the computer and scanned in pictures and added music to it. The social world I was portraying was sports teams while linking it to the social world of friends. In my final project I chose all the images from magazines for a purpose. I went through tons of magazines before I found them.…When you play on a sports team one thing you should expect is for people to cheer for you and give you team spirit at your games. The very first image of the fans in the crowd was chosen because not only do you become friends with your team but you become friends with the fans as well. Everyone's dream and desire is to win their game they are playing. One of my pictures fitted this thought. This picture was of a baseball player sitting on the shoulders of his teammates because he won the game. (Beach & Myers, 2001, p. 99)
Technology can also be used as a tool for engaging in critical inquiry about community issues and representations of those issues. A group of preservice English teachers worked with middle-school students involved in study of a St. Paul neighborhood. Teachers and students communicated with each other on a WebCT bulletin board, in which they described activities related to the project, communication that can create ongoing dialogues about issues (Doering & Beach, 2002). Groups of students focused on studying a range of issues associated with particular aspects of an urban neighborhood: architecture, community development, community history, parks and recreation, business development, segregation, entertainment opportunities, employment opportunities, housing, public safety, restaurants, pollution, and recycling. Both teachers and students formulated perceptions of issues based on background reading of texts and Web sites, discussed issues common to urban neighborhoods, defined questions related to these issues, engaged in interviews with neighborhood people, and took digital photos and field notes. Based on the data, teachers and students then analyzed neighborhood people's ability to address particular issues and how those issues are represented in the media. For example, the group focusing on crime examined the ways in which local television news often represented this and other St. Paul urban neighborhoods as crime ridden.
A central focus of these projects was the use of digital photography to document and display the nature of the problems facing community members. For example, students and teachers employed photos to document the range of available housing, from dilapidated to upscale, gentrified housing that local residents could no longer afford. The teachers and students used these photos for presentations of a poster-session in the school gym open to students and community members. Teachers developed hypermedia presentations in consultations with their students and created Web-based presentations about specific issues.
Integrating Hypermedia Inquiry Projects Into English Teacher Education
Our hope in this article was to illuminate how various technology tools can support critical literacy practices with the entire range of text and media and to describe some curricular activities for adding inquiry projects that make use of technology tools to the traditional print based English classroom. Additional inquiry frameworks for technology projects can be explored at http://www.ed.psu.edu/k-12; additional links related to critical inquiry can be found at http://www.inquiry.uiuc.edu/.
We encourage teachers to learn how to integrate these new technology tools for representing life worlds into the study of ideas and issues represented through text. Teacher educators must also include hypermedia projects in their teacher preparation courses if there is any hope of bringing the field of English education in line with the multimedia lives of citizens. Not only are these tools for making and sharing meaning pervasive among today's youth, when the media texts they produce are brought into juxtaposition with print texts, both forms of representation are brought into a critical space in which meaning can be better negotiated as they seek to make sense of and construct shared value for life experience.
Alvermann, D. (Ed.). (2002). New literacies and digital technologies: A focus on adolescent learners. New York: Peter Lang.
Alvermann, D., Moon, J., & Hagood, M. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association
Anya, R. (1972). Bless me, Ultima. New York: Warner Books, Inc.
Beach, R., & Bruce, B. (2002). Critical inquiry and literacy tools. In D. Alvermann (Ed.), New literacies and digital technologies: A focus on adolescent learners. New York: Peter Lang.
Beach, R. & Myers, J. (2001). Inquiry-based English instruction: Engaging students in life and literature. New York: Teachers College Press.
Doering, A., & Beach, R. (2002). Preservice English teachers acquiring literacy practices through technology tools. Language Learning & Technology (6)3, 127-145. Retrieved November 2, 2004, from http://llt.msu.edu/vol6num3/doering/
Fairclough, N. (1995). Media discourse. London: Arnold.
Gallego, M., & Hollingsworth, S. (Eds.). (2000). What counts as literacy: Challenging the school standard. New York: Teachers College Press
Gee, J. (1996). Social linguistics and literacies: Ideology in discourses. Bristol, PA: Taylor and Francis.
Hall, S., Ed. (1997). Representation: Cultural representations and signifying practices. Thousand Oaks, CA: Sage.
Hammett, R., & Barrell, B. (Eds.). (2002). Digital expressions: Media literacy and English language arts. Calgary, Alberta: Detselig Enterprises.
Jonassen, D. (2000). Computers as mindtools for schools: Engaging critical thinking. Columbus, OH: Prentice Hall.
Knobel, M. (2002). Cut, paste, publish: The production and consumption of zines. In D. Alvermann (Ed.), New literacies and digital technologies: A focus on adolescent learners. New York: Peter Lang.
Myers, J., & Beach, R. (2001). Hypermedia authoring as critical literacy. Journal of Adolescent & Adult Literacy, 44(6), 538-546.
Myers, J., Hammett, R., & McKillop, A. M. (2000). Connecting, exploring, and exposing the self in hypermedia projects. In M. Gallego & S. Hollingsworth (Eds.), What counts as literacy: Challenging the school standard (pp. 85-105). New York: Teachers College Press.
Radway, J. (2002). Girls, reading, and narrative gleaning. In M. Green, J. Strange, & T. Brock (Eds.), Narrative impact: Social and cognitive foundations (pp. 183-204). Mahwah, NJ: Erlbaum.
Roediger, D. (2002). Colored white: Transcending the racial past. Berkeley, CA: University of California Press.
Said, E. (1978). Orientalism. New York: Peguin.
Tobin, J. (2001). "Good guys don't wear hats:" Children talk about the media. New York: Teachers College Press.
Author Note:
Jamie Myers
Pennsylvania State University
Email: [email protected]
Richard Beach
University of Minnesota
Email: [email protected]


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European Semester in Switzerland, January - June 2017
In the frame of the European Semester in Switzerland, the Federation of Swiss Psychologists FSP, has published a website: www.european-semester.ch which gives a good look at the situation of psychology and psychologists.
At the Presidents' Council meeting in Zürich of May 5, Christina Biaggi from the FSP said: "In Switzerland and probably also elsewhere, public perception about what psychologists do is often very limited and unfortunately also prejudiced. How exactly do psychologists contribute to health & well being? How, for example, do they support the education system, empower work and social organisations and improve road safety? For that reason and at the occasion of the 30th anniversary of the FSP, we will launch a book describing 8 job profiles, reports and personal anecdotes."
More information and the job profiles can be found on the website of the Swiss European Semester: www.european-semester.ch
More information
PC Meeting Prague
November 24, 2017
Venue: Academy of Sciences of the Czech Republic
Location here
Hotel Cloister Inn
Konviktská 14, Prague 1
Location here
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On the borders of Psychology and beyond
Political, geographical and psychological borders: they have always influenced each other. In today's world, borders are also changing their meanings.
The physical borders are disappearing, psychological borders are growing stronger. The aim of the Czech European semester is to concentrate on the changing borders of the world (political, geographical and psychological) and to examine their mutual influences.
Main event of the European Semester:
World Psychological Forum
Sep 20- 22, 2017 - Brno, Czech Republic
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