text:
By Michael D. Bailey
The Montréal Review, February 2017
A Life
By Robert E. Lerner
Illustrated. 400 pp. Princeton University Press.
W. H. Auden once remarked that he sometimes avoided unwanted questions about being a poet by telling people instead that he was a medieval historian. He did so because "it freezes conversation." Ernst Kantorowicz, however, was a medieval historian who could bring conversations to a boil. Highly cultured and urbane, he began life as a far-right nationalist but had to flee his native land and ended up opposing an anti-Communist witch-hunt in his adopted country. Robert Lerner, himself a leading medieval historian, relates this amazing story with both carefully researched detail and engaging verve.
Kantorowicz was born in 1895 in the central-European city of Posen, now Poznań. His name was pronounced in what might be regarded as the more Slavic manner, Kantor-Ovitch, and he was Jewish, but he was also German to the core. His family owned a successful liquor business and he grew up in great comfort. Amusingly, the boy who would become one of the greatest scholars of his generation appears to have been a rather idle student. He was especially lazy in his Latin. He did not study because he did not need to. A secure place in the family business awaited him.
With the outbreak of World War I, his patriotic blood boiled, and he volunteered for duty just six days after Germany declared war on France. He would end up serving on both fronts, would suffer wounds, and would win the Iron Cross, second class. After the war, the German economy was in disarray, and the city of Posen became part of Poland, but the Kantorowicz firm survived and continued to prosper. Young Ernst, meanwhile, continued to fight. In Berlin he took up arms against radical-left Spartacists, and later exchanged fire with Communists in Munich. Politics, however, was not his real interest. He wanted to continue his education, and this brought him to the quiet university town of Heidelberg. He took courses in economics, still with an eye to the family business, but also studied Arabic and eventually wrote a dissertation on "Muslim Artisan Associations." He obtained his doctorate in 1921 and, with the family firm now securely managed by a relative, decided to pursue an academic career.
It was also in Heidelberg that Kantorowicz fell into the circle of the poet Stefan George. A major cultural figure at the time, George promoted the idea of a highly elite, highly romanticized "Secret Germany" that would rise from the ashes of the nation's defeat. Under his inspiration, Kantorowicz began to study the life of the medieval German emperor Frederick II. He was drawn, perhaps, not so much to the emperor's history as his possible future, for legend had made Frederick into a messianic figure, not dead but lying hidden in a mountain, ready to return at the hour of his people's greatest need.
Kaiser Friedrich der Zweite exploded onto the German historical and cultural scene in 1927. It was a tremendous book, crammed with rich and carefully researched detail but without footnotes and written in an evocative, almost poetic style. It also moved away from purely political history toward what would now be seen as cultural history, incorporating works of art and prophetic legends as well as more traditional historical sources. It was a huge success. The grey old men of German academia were horrified at the lack of proper scholarly citations and the abandonment of restrained scholarly tone, but many younger historians were awe-struck, as was the general reading public. Kantorowicz soon found himself elevated to a full professorship in medieval history at the University of Frankfurt – amazing considering he had written his Ph.D. thesis in an entirely different field and then produced what was in some sense a work of popular history.
Kantorowicz seemed poised for a career of precocious greatness in Germany, but an ill wind was blowing. It was the 1930s, and the Nazis were on the rise, akin to Kantorowicz in their extreme nationalism but despised by him for their barbaric thuggishness. Also, he was a Jew. Agonizing over what course of action to take, he ultimately spoke out. Using the forum provided by his university position, he lectured on what he saw as the true greatness of the German spirit. He avoided criticizing the Nazis directly, but he presented a "countermythology" to their crude racism. In such dark times, even that took courage.
As the decade progressed, it became increasingly clear that Kantorowicz would not be able to remain in his once-beloved Fatherland. He had connections and wealth, but still emigration was precarious, and the story of his escape from Germany in 1938 makes for gripping reading. He landed in America, jobless and essentially broke. A job offer eventually came from the University of California at Berkeley, but it took the form of a series of tenuous temporary appointments. Only after the war, with normalcy returning to university campuses, was an offer of a tenured professorship extended and accepted.
The King's Two Bodies: A Study in Medieval Political Theology
Ernst H. Kantorowicz
What followed was a halcyon period. Lerner describes how Kantorowicz considered himself to be happily settled "in the land of the lotus-eaters." He loved the intellectual and cultural life in Berkeley. He loved the students. He had more than a few tolerable colleagues, although one gets the distinct impression that he never troubled himself to engage much in departmental or university affairs. But after only a few happy years, university affairs engaged him with full force. Bowing to political pressure, the California Board of Regents decided in 1949 to require that all faculty members sign a loyalty oath designed to root out any affiliation with Communism. Kantorowicz was incensed; the man who had shot at Communists in Germany in 1919 now stood bravely against the Red Scare in Joe McCarthy's America. He declared publically that to sign such an oath would be an affront to academic freedom and beneath the dignity of the professoriate. He was fired in late summer 1950.
Kantorowicz's stature was such that he did not need to fear unemployment. The Institute for Advanced Study in Princeton, seat of such other émigré geniuses as Albert Einstein, offered him a position and there he spent the last dozen years of his life. It was there, too, that he completed his masterwork, The King's Two Bodies, a study in what Kantorowicz called "political theology." In this enormously rich book, he offered a detailed and often digressive investigation into the medieval antecedents of what eventually became a codified element in English constitutional theory: the union of the incorporeal and undying authority of the crown with the physical person of the king. The King's Two Bodies has remained in print for sixty years, and it has informed scholarship in many fields, not just history but also art history, political science, and literary criticism.
In the course of relating Kantorowicz's life, Lerner stops at various points to assess the importance of all of his major works, from the skyrocket success of Frederick II to the deep resonances emanating from The King's Two Bodies. Anyone interested in medieval history and the development of medieval scholarship over the course of the twentieth century will want to read this book for those sections alone. Others will enjoy the story of an amazing life expertly told. At times the story is tragic, and at moments it is heroic. It also includes accounts of love affairs, private letters full of chatty gossip, and a bit of tax evasion as stays in European luxury hotels are written off as research expenses. Although hardly a tale of unremitting woe, it carries an inevitable sense of decline – of the sophisticated intellectual life of an old continent shattered by war but given a kind of afterlife in North America through a few remarkable refugee scholars like Ernst Kantorowicz.
In closing his biography, Lerner notes that Kantorowicz, while by no means a humble man, never sought to establish any school of thought based on his works. He supported younger scholars but did not cultivate acolytes. He wanted no funeral and no monument to his passing. Lerner supposes that he would not have wanted a biography either, but he certainly deserves one, and now he has one worthy of him and the life he led.
Michael D. Bailey is Professor of History at Iowa State University and currently interim director of the Center for Excellence in Arts and Humanities there. His most recent book is Fearful Spirits, Reasoned Follies: The Boundaries of Superstition in Late Medieval Europe (Cornell), and Magic: The Basics is forthcoming (from Routledge).


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text:
Akintunde Ahmad
African American Male Achievement
Welcome to Oakland, California, the most diverse city in the United States. In Oakland, you can find it all. Every ethnicity, every language, every religion. From artists and athletes and academics, to bikers and dancers and teachers, this city truly captures the beauty that encompasses all forms of humanity. Oakland is a special place. On one hand the success of the city's sports teams, growth in job markets, and unique culture are to be praised and celebrated. On the other hand, the city's criminal justice system and socio-economic education inequalities are in desperate need of fixing. While some demographic groups can live in Oakland and reap all of the benefits that this amazing city has offer, other marginalized groups are being forgotten and left to deal with the burden of being on the receiving end of the city's economic and social inequality. To be blunt, the African-American community in Oakland is in need of healing. Specifically, African-American males are consistently getting the short end of the stick when it comes down to what cities like Oakland have to offer. Black males are the lowest achieving pupils in our nation's schools, the most likely to be arrested and incarcerated, and the most likely to fall victim to gun violence. These issues are intersectional, with education, incarceration, and economic inequality being the main issues that need fixing. These problems have persisted throughout history, and while there has been much talk about the problems, there haven't been many effective solutions. However, the Manhood Development Program in Oakland, CA is taking on the challenge to change the narrative for black men by infiltrating Oakland Unified School District's classrooms and implementing strategies and programming that target the city's most troubled demographic group.
Why African-American Males?
So why exactly do cities need programs targeting and assisting African-American males? Lets look at the statistics. A Pew Research study tells us that across the United States, "black children were almost four times as likely as white or Asian children to be living in poverty in 2013, and significantly more likely than Hispanic children" (Patten and Krogstad, 2015).
Graphic Taken From Pew Research Study, 2015
A report by the Schott Foundation for Public Education states that in the 2012-13 school year, the national graduation rate was 59% for Black males, 65% for Latino males, and 80% for White males (Schott Foundation, 2015). According to a report done by the Sentencing Project, if current trends continue, one of every three black American males born today can expect to go to prison in his lifetime (Sentencing Project, 2013). Now, lets shift the focus to Oakland specifically. When it comes to incarceration, a 2013 report stated that 73.5 percent of juvenile arrests in Oakland are black males, even though they make up only 29.3% of the Oakland Youth population (Black Organizing Project, 2013). When it comes to education, black males have consistently had the lowest graduation rates in Oakland's public school district. In 2011-2012, African-American males graduation rate was 52.4%, compared to a district graduation rate of 66.8% (Oakland Unified School District, 2014). When observing overall inequality, a report by the Alameda County Public Health Department stated that compared to a white child born in the Oakland Hills, a black child born in West Oakland is 13 times as likely to be poor and a four times less likely to be reading at grade level in the fourth grade (Brown, 2016).
Graphic Taken From The Community Assessment, Planning, Education, and Evaluation Unit of the Alameda County Public Health Department, 2015.
Introducing the African-American Male Achievement Program
The evidence is clear. In cities like Oakland, African-American boys need help, and in more ways than one. In order to effectively change the narrative for African-American males, programs must attempt to combat not only issues that exist on school campuses and in the classroom, but also account for the economic inequality, mass incarceration, and disparate rates of violence that effect young black men. Thankfully, in Oakland, CA, the Office of African-American Male Achievement is doing something to change that. By bringing in African-American male teachers to the classroom, teaching curriculum focused on African-American history, and building personal mentorship relationships, the Manhood Development Program has been a model for other urban districts to look to to successfully uplift its black males with the hopes of having them graduate college ready. In 2010 the Oakland Unified School District created the Office of African-American Male Achievement, spearheaded by Chris Chatmon, with the vision of stopping "the epidemic failure of African-American male students in the Oakland Unified School District (OUSD)", and the mission of creating "the systems, structures, and spaces that guarantee success for all African-American male students in OUSD" (OUSD, 2017). The Oakland Unified School District is the first school district in the United States to create a department dedicated to addressing the specific needs of African-American male students. While there had many initiatives in the past that tried to combat the issues that African-American males in the district faced, Oakland's Board of Education, Urban Strategies Council, and the East Bay Community Foundation came to the conclusion that in reality, these past efforts had done little to nothing to actually impact the experience of the district's black males (OUSD, 2017).
Following the inception of the Office of African-American Male Achievement, or AAMA, the Manhood Development Program (MDP) was then initiated in 2010. This was the flagship program of the newly created department, aimed at implementing the change they wanted to see on the ground level. The program functioned as such: African-American male instructors were handpicked based on their cultural competency and ability to relate to youth, in addition to their past teaching experiences. Each instructor taught an elective course that was offered five days a week during the school day. Class sizes ranged from 20-25 students, with classes mixed up based on student achievement level. One third of the class was high achieving, one third was average, and the other third was under-achieving. The program was originally instilled in only three schools in OUSD, but currently functions in twenty-four schools throughout the district, existing in elementary, middle, and high schools (Wisely, 2016).
The Manhood Development Program revolved around three central goals:
1) Decrease suspensions and increase attendance. 2) Decrease incarceration and increase graduation rates. 3) Decrease the opportunity/achievement gap and increase literacy. One of the first steps at achieving these goals is getting a commitment from the students to standards of the Office of African-American Male Achievement (Watson, 2014).
The Standards of Brotherhood
- Respect for ourselves and each other.
- Keep it 100 (Tell the truth)
- Lift Ups, No Put Downs
- Look out for each other
- Play Hard, but Also Work Hard
- Represent Your Best Self At All Times
- Be On Time
- Be responsible for your own actions
- Build the Brotherhood
- Trust yourself and others in the brotherhood
With these agreements made, the instructors then work on building a family environment in the classroom and across all students in the district. Students refer to one another as "Brother ____" or "king", terms that reinforce the value that each individual has, and the familial community the program wishes to instill amongst its members. A district leadership council exists amongst the students with representatives from each school, making sure that program ideals and values line up across the different schools. Students attend leadership conferences together, and travel as far as New York City to learn about what it means to be a black man (Brown, 2016). Students also participate in the annual African-American Male Achievement Symposium, where each school's class showcases what they have learned about black manhood at Oakland's historic Fox Theater. And the instructor's serve as much more than just teachers. They act as mentors and vouch for their students, often serving as the intermediaries between their students and the other teachers in the school when issues arise.
In the classroom, the curriculum is structured around studying black history, building self-esteem, and learning professionalism. It's much more than just academics. Students are also learning life readiness skills. Younger students learn about the narratives and images of historically significant black people. The high school students go even deeper, covering everything from ancient African civilizations to the Civil Rights movement to current issues like Black Lives Matter. But it doesn't stop here. Students learn skills like how to tie a necktie, dress professionally, or how to present themselves in public. They talk about the struggles that they face on a day-to-day basis as black men, with issues ranging from gun violence in their communities to how to deal with police brutality (Lee, 14). These are issues that most black male students are not often afforded the opportunity to openly discuss, rather it be amongst peers or structured in a classroom. By having an older black male that has experienced similar situations, Manhood Development Program teachers are able to facilitate dialogue that stimulates emotional and mental growth out of black male students that other instructors just would not be able to achieve.
The Change
Now, lets examine some of the statistics of the district since the founding of AAMA and the instillation of the Manhood Development Program. The graduation rate for African-American males increased from 51% in 2011-12 to 61% in 2014-15, a major 10% jump. The number of African-American males on the honor roll rose from 20% in 2013-14 to 32% in 2015-16, a 12% increase. The suspension rate fell from 22% in 2010-11 to 10% in 2014-15, a 12% decline. The chronic absence rate fell from 19.7% in the 2011-2012 school year to 18% in 2013-2014. The number of students in the juvenile justice system fell 40%, from 273 in 2010-11 to 164 in 2014-15 (Wisely, 2016).
Graphs obtained from the OUSD District Data Website
Based on these charts, it is easy to see that since the founding of the Office of African American in 2010, the district's African-American males are making improvements. To give more statistics, grade point averages are now 25 percent higher for Manhood Development Program students than for Black male students who haven't taken the course. District-wide, the Black male graduation rate has improved from 42 to 57 percent since the course was introduced. The number of Black male high school seniors who qualify for admission to the University of California (UC) or California State University is 6 percent higher among the Manhood Development Program participants than for non-participants (OUSD, 2017).
And while these metrics on academics, behavior, and attendance are important, there is even more data pertaining to how the Manhood Development Programs have affected students attitudes and approach in school. Look at these statistics. 43% of students report that their teachers respect them versus 77% for the MDP participants. 44% of students report that their other teachers want them to get good grades versus 85% for MDP. 65% of students report that their other teachers expect them to succeed versus 92% for MDP (Watson, 2014). Clearly, the instructors in MDP are having an impact on student's lives that exceeds just their academic performance.
Why Does It Work?
Representation matters. According to a 2017 study by the IZA Institute of Labor Economics, "exposure to a black teacher during elementary school raises long-run educational attainment for black male students, especially among those from low-income households" In addition, estimates suggest that exposure to a black teacher in primary school cuts high school dropout rates by 39%, and also raises college aspirations along with the probability of taking a college entrance exam (IZA, 2017). In a report on reflections from black teachers, the educator's experiences in the classroom reflect what research has proven. "Teachers of color bring benefits to classrooms beyond content knowledge and pedagogy. As role models, parental figures, and advocates, they can build relations with students of color that help those students feel connected to their schools. And they are more likely to be able to enhance cultural understanding among white colleagues, teachers, and students". The report went on to say "Black teachers in our sample, much like in other research, felt they had an easier time building connections with students, especially Black students, because of perceived cultural and experiential similarities. They said this immediate, surface-level connection with many Black students helped those students trust them and feel safe in their care" (Griffin and Tackie, 2016). So, just by having a black male teacher that they can relate to on campus, student's learning experiences are transformed. The feeling that they have somebody that they can trust and turn to with their issues subsequently affects their viewpoints towards their overall learning experience.
In addition to the students being able to see themselves in their teachers, the culturally relevant topics that they study also help with garnering interest in academics. While so many of the schools that have the highest percentages of students of color are teaching to standardized tests, and neglecting relevant social studies, the Manhood Development Program's curriculum actually engages its students in topics that they can relate to. One Huffington Post article reads "we should be preparing these students for the challenges of race in America with a broader knowledge base and more elective courses. Instead, we are robbing a generation of students of ownership over their identity by turning the social sciences into collections of reading quizzes" (Hartmann, 2017). The intersectional academic skills of black male students in Manhood Development Program are improved by using engaging topics to gauge student interests. The language used in the program also adds so much value. The use of the N-word is prohibited, and as previously stated, students refer to each other as king or brother in order to reinforce the ideal that each student has immense value, and should be respected and treated as such.
The Future of the Program: Oakland and Beyond
While the Manhood Development Program has had a significant impact on district achievement scores for black males, in reality, the amount of black males who are actually enrolled in these programs is but a fraction of the African-American males in the district. An MSNBC article reported that in 2014, the program was only reaching about 400 students a year, roughly 4% of black males in the district (Lee, 2014). In 2016, the program existed in 24 schools and served over 800 students (Wisely, 2016). Each year, the Office of African-American Male Achievement strives to scale up this program to reach more of its young black males by instilling the MDP in more of the district's schools. The effects of this program have proved to be nothing but positive, however at the end of the day it takes a lot of money for these kinds of programs to function over long periods of time. The program currently has an annual operating budget of $3.5 million, with half funded by the district and the other half funded by private donors (Wisely, 2016). In a district that has recently called for $25.1 million in cuts over the next 18 months, the future of the Manhood Development Program could be in jeopardy (Tsai, 2017). Without increased funding, realistically there is no way for the program to reach more of the black male students in need in Oakland.
The Office of African American Male Achievement has been transparent about its process of coming to existence, and has made its curriculum and operating methods open for other districts to replicate. There are plenty of districts across the United States that could benefit from implementing a Manhood Development Program, and the hope is that other district's administrators and officials will recognize the impact this program has had in Oakland and bring a program like it to their respective city's. In 2014, Minneapolis Public Schools launched their own Office of Black Male Student Achievement, which has already showed promise in improving the academic achievement of its students (Wisely, 2016).
What's Next?
In 2016, Oakland founded its Department of Equity, with the mission of "eliminating the predictability of success and failure that currently correlates with any social or cultural factor, interrupting inequitable practices, examine biases and create inclusive and just conditions for all students, discovering and cultivating the unique gifts, talents and interests that every student possesses, understanding that we must first ensure EQUITY before we can enjoy EQUALITY" (OUSD, 2017). As a result of the foundation of this department, three new programs have been developed to target the city's other demographic groups in need. There are programs for African American Girls and Young Women Achievement, Latinx and Indigenous Student Achievement, and Asian Pacific Islander Student Achievement. These programs will be launched in the 2017-2018 school year, so there is no data on their effectiveness yet, but the hope is that they can replicate the successes of the Office of African American Male Achievement.
Many cities across the United States have struggled with finding effective methods of combating the inequalities of society. Far too often, African-American males are the demographic group that is impacted most by this inequality. In 2010, the Office of African-American Male Achievement was founded in the Oakland Unified School District. Its flagship program, the Manhood Development Program, implemented an Afro-Centric academic curriculum with self-esteem building techniques taught by African-American male teachers into classrooms throughout the district. Graduation rates increased, alongside grade point averages and attendance rates. School suspensions declined, while attitudes towards Manhood Development teachers were reported to be far more favorable than that of other teachers. The successes of this program are clear, and the hope is that this program is able to expand in the Oakland Unified School District, and be replicated across the United States in urban cities like Oakland.
Works Cited
The Black Organizing Project, Public Counsel, and ACLU of Northern California. "From Report Card to Criminal Record: The Impact of Policing Oakland Youth." US Human Rights Network. N.p., 08 Jan. 2014. Web. 03 May 2017.
Brown, Patricia Leigh. "Lessons in Manhood for African-American Boys." The New York Times. The New York Times, 04 Feb. 2016. Web. 03 May 2017.
The Community Assessment, Planning, Education, and Evaluation Unit of the Alameda County Public Health Department. "How Place, Racism, and Poverty Matter for Health in Alameda County – Documents." The, 25 Feb. 2016. Web. 03 May 2017.
Gershenson, Seth, Cassandra M. D. Hart, Constance A. Lindsay, and Nicholas W. Papageorge. "The Long-Run Impacts of Same-Race Teachers." IZA. EconPapers. N.p., 21 Mar. 2017. Web. 03 May 2017.
Griffin, Ashley, and Hilary Tackie. "Through Our Eyes: Perspectives and Reflections From Black Teachers." The Education Trust. N.p., n.d. Web. 03 May 2017.
Hartmann, Jennifer. "Teaching Black History to Our Students of Color." The Huffington Post. TheHuffingtonPost.com, 03 Feb. 2017. Web. 03 May 2017.
Howard, Tyrone C. "Culturally Responsive Pedagogy." Encyclopedia of Diversity in Education. 2011. Print.
Klein, Rebecca. "These Schools Made A Commitment To Black Boys And Are Now Seeing Big Results." The Huffington Post. TheHuffingtonPost.com, 17 Feb. 2015. Web. 03 May 2017.
Lee, Trymaine. "How Oakland's Public Schools Are Fighting to save Black Boys." MSNBC. NBCUniversal News Group, 15 July 2014. Web. 03 May 2017.
Oakland Unified School District. "African American Male Achievement." Oakland Unified School District / About Us. N.p., n.d. Web. 03 May 2017. Retrieved from www.ousd.org/Domain/78
Oakland Unified School District. "African American Male Achievement." Oakland Unified School District / District Data. N.p., n.d. Web. 03 May 2017. Retrieved from www.ousd.org/Domain/78
Oakland Unified School District. "African American Male Achievement." Oakland Unified School District / Events. N.p., n.d. Web. 03 May 2017. Retrieved from www.ousd.org/Domain/78
Oakland Unified School District. "African American Male Achievement." Oakland Unified School District / Frequently Asked Questions. N.p., n.d. Web. 03 May 2017. Retrieved from www.ousd.org/Domain/78
Oakland Unified School District. "African American Male Achievement." Oakland Unified School District / Programs and Services. N.p., n.d. Web. 03 May 2017. Retrieved from www.ousd.org/Domain/78
Oakland Unified School District. "Office of Equity." Oakland Unified School District / Home. N.p., n.d. Web. 03 May 2017. Retrieved from www.ousd.org/Page/15687
Oakley, Doug. "State and National School Districts Copying Oakland's Black Male Achievement Office." East Bay Times. East Bay Times, 15 Aug. 2016. Web. 03 May 2017.
Patten, Eileen, and Jens Manuel Krogstad. "Black Child Poverty Rate Holds Steady, Even as Other Groups See Declines." Pew Research Center. N.p., 14 July 2015. Web. 03 May 2017.
The Schott Foundation for Public Education. "Black Lives Matter: The Schott 50 State Report on Public Education and Black Males." Schott Foundation for Public Education. The Schott Foundation for Public Education, 01 Feb. 2015. Web. 03 May 2017.
Tsai, Joyce. "Oakland: School Superintendent Calls for $25.1 Million in Cuts, Orders Hiring Freeze." East Bay Times. East Bay Times, 12 Jan. 2017. Web. 03 May 2017.
Watson, V. The Black Sonrise: Oakland Unified School District's Commitment to Address and Eliminate Institutionalized Racism, an evaluation report prepared for the Office of African American Male Achievement, Oakland Unified School District, Oakland: CA. December 2014.
Whitney, Spencer. "75 Percent of Juvenile Arrests in Oakland Are Black Males, Says Report." Oakland Local. N.p., 11 Oct. 2013. Web. 03 May 2017.
Wisely, John. "First-in-the Nation School Program Turns Boys into Strong Black Men." Detroit Free Press. N.p., 27 Nov. 2016. Web. 03 May 2017.


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How many more times must Rutgers give up a lead until it's too late? You could already say it's too late since Rutgers gave up a second half lead to Fresno State, but that was somewhat more expected with how good Fresno State is. SMU is not Fresno State, and Garrett Gilbert is not Derek Carr, so it's that much more alarming that RU had to escape Dallas with a triple overtime win against the SMU Mustangs. Take a look at the highlights:
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When the score is 35-20 and there are about 12 minutes to go in the fourth, you expect a defensive-minded team to be able to close the game. Instead, Rutgers opened the floodgates and let Gilbert shred the secondary on his way to a career game that included five touchdowns and no interceptions. That top ten ranked rush defense does you no good when you can't stop a five-yard slant route that turns into a 30-yard gain. Missed tackles and blown coverage are an epidemic for the Scarlet Knights, and Dave Cohen is making a mockery of what defense means to Rutgers football. Anyone can point to how green the defense is, especially the secondary, but there is no excuse for leaving the top receiver on the opposing side wide open on several plays. Game film should tell you that Jeremy Johnson is the first target on most plays, yet there were so many shots of his running wild on the field. Letting the obvious target rack up 18 receptions for 217 yards and three touchdowns means that you are not making the coaching adjustments to win the game. For the second time this year, the 2013 defense achieved the dubious honor of setting the record for most passing yards allowed in a game (in addition to TDs given up), a record that was already broken earlier this season at Fresno State.
It isn't all the defense's fault, though. An extra-vanilla gameplan on offense served as a blatant sign to SMU that Rutgers is ready to go home and work on Louisville game prep. It wasn't just the gameplan though, as plenty of execution problems were to blame as well. Gary Nova's fumble near midfield was just another check in his long list of turnovers. He is quickly becoming one of the most frustrating players in history, the kind that can mount an elite level comeback, but a quarterback who is also good for at least one boneheaded throw or play a game (the interception thrown in the first half was mind-boggling).
One of the biggest questions is the decision not to go for a score before the first half ended. Rutgers had a good amount of momentum and the offense was playing well. Why on earth would you not go for a two-minute drill to try to score? If you look at the best teams in the nation, they don't take their proverbial feet off the gas until the game is certainly in hand. And by that, I mean at least a 50 point margin. Do you see Oregon taking it easy on opponents ever? How about Alabama? Does Florida State pull Famous Jameis when he's doing well to take it easy on the opponent (Maryland can tell you about that)?
Of course, we can't end this recap on all sour notes. Rutgers did win after all. A new unknown at running back has emerged again, and this time it's true freshman Justin Goodwin. Like Paul James before him, few thought Justin could produce immediately for the Knights, but he legitimately did his best Paul James impression, accumulating more than 200 total yards. Savon Huggins continues to struggle, and now he can add overtaken by a freshman to overtaken by a walk on to his stellar resume. I really feel for the kid, but the offense just doesn't seem to click with him in the backfield.
I shudder to think what awaits us in Louisville. Teddy Bridgewater has been living up to every bit of expectation so far, but granted he hasn't played anyone really of note. Still, after such a close call against SMU, you wonder what the Cardinals are capable of doing for us.
What do you think? Do you think Rutgers still deserves to get votes after that stinker of a perfomance? Leave your comments below and try to recover from the game in any way you can.


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There will be an exciting concert to celebrate the renovation of the organ at Holy Saviour Church on Sunday 18 June at 7.30pm.
Singers from our choirs and others in Hitchin and beyond, combine to sing the Requiem, by Maurice Duruflé. The programme will also include Handel's Organ Concerto in Bb major, and Double Concerto for Clarinet, Organ and Strings by Douglas Coombes; soloists Trevor Hughes – organ, & Gillian Hughes – clarinet, conducted by the composer, with the Gainsford String Ensemble.
Admission: £11; Concessions £9; Students Free. Proceeds in aid of the Holy Saviour Organ Renovation Appeal. For further information contact Clare Fleck (email@example.com or 01462 646257).


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The Program aims to achieve the following general objectives:
- Apply, in an integrated manner, theoretical and methodological knowledge to the pedagogical practice in the educational scenario.
- Use research, the sources of information and technological advances on which to base the development of educational innovations.
- Show an attitude of acceptance and sensitivity to the educational needs and interests presented by the diverse student populations.
- Apply the ethical, legal and social dimensions in the processes of problem solving and decision making related to the practice of the profession in the different educational scenarios.
- Show commitment to the continuous improvement of the required professional competencies in the field of education.
Profile of the Competencies of Graduates of the TEP
This Program is designed to develop the general competencies, tied to the core courses that will permit students to:
To know and understand:
- The philosophical, psychological and sociological foundations that serve as a base for education and give direction to the pedagogical practice.
- The processes of construction of cognitive, affective and psychomotor learning through the different stages of human development.
- The importance of the creation of a harmonious physical and social environment that is adjusted to the diversity of the social groups and to the individual needs and interests of the students.
- The laws, regulations and procedures of the educational system, as well as the ethical, legal and social implications of their professional performance.
- The implications and importance of the integration of parents and other sectors of society in the educational task of the school community.
- Integrate into the pedagogical practice the theoretical principles that serve as the basis for education.
- Plan student learning by integrating educational strategies with a scientific base into instructional design.
- Use a variety of teaching strategies to facilitate the effective learning of the complexity of the concepts, skills and attitudes of the subject matter they teach.
- Apply the complementary processes of evaluation, assessment and measurement to determine the effectiveness of the teaching-learning processes and make decisions, which facilitate the improvement of all students' learning.
- Apply research and the technological advances as resources to expand knowledge and to innovate and improve the pedagogical practice.
- Use the existing computerized and educational resources to integrate technology in their teaching area or discipline.
- Use a variety of educational and technological resources to facilitate learning in diverse student populations.
- Use communication skills in an effective way to develop in the students the understanding of how they learn.
- Show respect and tolerance to individual and cultural differences of students in the educational scenario.
- Show a positive and binding attitude between professional development and the academic needs of the students.
- Show a critical and creative attitude towards the management of information available in different sources related to the teaching discipline and to the field of education.
- Assume leadership roles and professional responsibility in the different educational scenarios and communitarian contexts to promote learning and the integral development of students.
The University offers study programs for the Bachelor of Arts degree in Early Childhood Education: Preschool Level, Elementary Level (K-3), Elementary Level (4-6), Special Education, Secondary Education, Physical Education, School Health, Musical Education and Art Education. These programs meet the requirements for teacher certification granted by the Puerto Rico Department of Education.
Students who have had previous satisfactory teaching experience may be exempt from the teaching internship if they request it. This exemption will be subject to the following conditions:
- The student has been teaching full time for two academic years within the last four years, in a school accredited by the Puerto Rico Department of Education. Has taught in accredited private schools, Head Start Centers, or in the accredited school system of the United States. A written certification issued by the Office of Teacher Certification of the Department of Education is required.
- The student pays 50% of the registration cost of the courses Experiences in Educational Environment I and II for the final validation of the credits.
- The experience to be credited by the University corresponds to the requirements for the degree that the student hopes to obtain from the Institution.
Public as well as private schools serve as daytime laboratories for the students to acquire experience in the area of teaching and learning.
COMMENTS & FEEDBACK: For comments, feedback or complaints press the link below. Please provide your full name and contact information. firstname.lastname@example.com


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A couple of weeks ago, as I attended my fourth-grade son's open house, I marveled at how much technology even young children have at their disposal. Each classroom was wired, linked, looped and interfaced in every way possible. And this was at an elementary school! I compared this to my experiences traveling in the developing world, visiting classrooms that were lucky to have electricity, much less have access to the internet.
In particular, my thoughts returned to a little school I visited last year in the Nicaraguan highlands that had very little in the way of technology. Still, they were achieving amazing results through their creative approach to education, employing a combination of techniques including Montessori and Open Teaching concepts.
Father Fabretto Children's Foundation is an afterschool program located in the town of Estellí. There more than 450 at-risk children show up every day, excited and eager to learn. Most of these kids literally hated their regular classes until they started attending the Fabretto program. Now, they love school! And they love their teachers and the Lord who made it all possible!
What's the reason for this turnaround in their attitudes? It isn't because they have a fancy air-conditioned facility with a state-of-the-art computer lab. In fact, at Fabretto the students have little more than desks and chairs. They even create their own education toys and teaching aids.
I believe it is because the teachers at Fabretto have talent and an uncanny dedication to God that have inspired their young students to want to learn. And that is something we surely wish upon all children!
-Chris M.


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Canada is in its third wave of the COVID-19 pandemic, with emergency and intensive care departments struggling to cope with the number of cases. Yet there continues to be an untapped resource in the fight against the pandemic: internationally educated health professionals (IEHP).
Fauzia, whose last name we are withholding to protect her privacy, is an internationally trained physician from Pakistan who came to Canada in 2007. She says Canada accepted her because of her credentials and because the country needed physicians.
Even though she has successfully passed all the Canadian licensing exams — each medical exam cost around $2,000 — she was unable to secure a residency spot.
Fauzia then volunteered with different hospitals in order to "stay in the field and gain any possible Canadian experience."
"They assigned me as a greeter to greet patients and visitors coming to the hospitals," Fauzia said, adding that she was also tasked with closing and sealing envelopes. She even tried to apply for roles within the health-care system, like clinical assistant roles.
She recalls in one interview she was asked about her typing and Excel skills but never anything about her medical background or knowledge. She was also told that part of her responsibilities was to clean washrooms.
"(I) felt so humiliated, this is so demeaning."
Finally, she decided to apply for a temporary licence that Ontario approved, where hospitals are allowed to hire internationally trained doctors to assist with the fight against COVID-19. However, Fauzia never got a response.
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"This is a joke," she said.
On April 7, 2020, Ontario launched an online portal where IEHPs can apply to be matched to health care-related jobs to assist with the pandemic. According to an email response from the Ontario Ministry of Health, as of April 15, a total of 2,889 IEHPs had signed up on the province's online portal. Thirty-one employers requested IEHPs, resulting in 20 matches.
Global News reached out to the Medical Council of Canada (MCC), an organization in charge of keeping a consistent standard when it comes to the qualification to practise medicine for physicians in the country.
"Medical regulatory authorities grant licenses to physicians applying to practise medicine in a Canadian jurisdiction for the first time," MCC said in an email, regarding its process for IHEPs.
One of the requirements is having "a degree of medicine from a medical school that, at the time the candidate completed the program, was listed in the World Directory of Medical Schools."
HealthForceOntario, a recruitment agency, indicated that in the province there are 13,000 internationally trained physicians and 6,000 internationally trained nurses, medical lab technicians, respiratory therapists and other health professionals. Many of these IEHPs aren't working in the health-care sector. Instead, many of them are unemployed or working for low wages and in precarious conditions.
A recent study published by Statistics Canada found only 41 per cent of foreign-trained immigrants are working in health care compared to 58 per cent of Canadian-born individuals with a health education. The study also found nearly half of those immigrants are underutilized. The data indicates this underutilization is higher among visible minorities compared to white populations.
"The situation is really bad; I can't even describe how bad it is. Nurses are feeling the brunt of this pandemic, they are burnt out, experiencing fatigue and emotional breakdown," said Birgit Umaigba, who is an intensive care nurse in Toronto and a nursing instructor at Centennial College.
Birgit adds that she's seen physicians assigned to ICU nurse duties due to shortages.
"It would have been better and cheaper to allow internationally trained nurses to work in hospitals rather than asking doctors to fill in the gaps and continue to pay them doctors wages."
As an instructor, Umaigba has met and worked with many nurses who've already been trained, but internationally.
"These nurses are highly qualified, have the ability to work under pressure with limited resources and are trained to work in times of crisis, as many of them come from war-torn countries and deal with highly sensitive situations in a hospital setting."
Doctors have raised concerns about the current staffing situation in hospitals, including Dr. Michael Warner, the medical director of critical care at the Michael Garron Hospital.
Systemic barriers to practice
There are many systemic and structural barriers in place preventing IEHP from practising their profession in Canada. This includes challenges navigating the health-care system and understanding the complicated process of relicensing, limited access to information, lack of financial resources and having to go through a lengthy, time-consuming and financially draining process to undergo multiple assessments and exams at both the federal and provincial levels.
The exorbitant fees of these assessments and exams have been identified by IEHPs as one of the barriers. On top of medical examinations, IEHPs have to do English Language Proficiency and CASPer (Computer-Based Assessment for Sampling Personal Characteristics) tests. After going through this process, they're faced with a larger barrier: limited residency spots, as in Fauzia's case.
From 2016 to 2020, Fauzia applied every year for a residency spot but never got one. It costs her about $1,500 to go through the same process to apply for a residency spot.
According to CaRMS, in 2019 less than a quarter of international medical graduates (IMGs) who applied — 391 out of 1,725 applicants — for a residency position were matched.
For nurses, the situation is even more challenging. In Ontario, internationally educated nurses represent 11 per cent of the total nursing labour force. According to the College of Nurses of Ontario (CNO), 40 per cent of internationally educated nurse applicants never complete the application process due to systemic barriers.
Call to action
Since the start of the pandemic, many organizations and advocates have called for the use of IEHPs during the pandemic. This includes a proposal by the Ontario Council of Agencies Serving Immigrants, the Toronto Region Immigrant Employment Council and World Education Services.
The proposal, titled "Mobilizing Ontario's Internationally Educated Health Professionals to Maximize Ontario's COVID 19 Response," asked for the mobilization of the province's almost 20,000 IEHPs.
Many politicians have also called for the use of IEHPs and the elimination of systemic barriers that are keeping these professionals from practising. For example, Brampton, Ont., councillor Charmaine Williams has asked the province to eliminate the barriers faced by foreign-trained doctors to practise in Ontario so they can help in the fight against the COVID-19 pandemic.
MPP Doly Begum also called for the province of Ontario to use the skills and expertise of IEHPs.
"Our government must work together to build a comprehensive strategy to support foreign-trained workers across all fields and ensure that we are preventing brain drain and deskilling among immigrant communities," Begum said.
Many advocates have also proposed policy recommendations that would allow IEHPs to join the fight against the pandemic and practise in the long term.
Currently, Fauzia works virtually as a part-time telehealth general physician for a Pakistan-based company and gets paid $1 for each consultation she gives.
"IEHPs could have joined the front lines and helped at so many levels," says Fauzia.
Sara Asalya is the founder and executive director of Newcomer Students' Association, a grassroots organization working at the intersection of migration, education and social justice.


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A Blue Angels' view of Baltimore
While we were photographing them, the Blue Angels were photographing us. Here are a couple of images that the Navy has released of the Blue Angels over Baltimore.
Merchants set records as Sailabration boosts city business
By Lorraine Mirabella, The Baltimore Sun
Jimmy's Restaurant in Fells Point ran out of hot dogs, potato salad and macaroni salad and scrambled to replenish all weekend as hordes of hungry Sailabration visitors jammed the popular diner.
Even on Monday, as rain moved in after days of sunshine, the crowds kept coming on the last full day of the Star-Spangled Sailabration, which kicked off the two-year commemoration of the War of 1812.
Related articles and galleries:
Your photos: #Sailabration
Pictures: The Ships of the Star-Spangled Sailabration
VIDEO: Blue Angels soar above Sailabration
Pictures: Star-Spangled Sailabration in Baltimore
Fleet hauls anchor, sets sails as Sailabration winds down


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Daily drawing practice doesn't have to be hard. It's as easy as grabbing paper, a pencil, and hitting play.
Please note: The video does not include audio. Five reference photos will be on screen each for 3 minutes each. Think of it like your no-excuses reference photo slide show. Ready, set, sketch!
Learning to draw takes daily practice. Start by taking 15-minutes a day to draw. Each week we'll post a new sketching video. Each video has 5 reference photos based on a theme. Each image is up on the screen for 3 minutes. If you want to spend more time with an image, see the direct links below for the copyright free images.
Check out the larger versions of the images from the video. Follow the link to find out more about the photographers who shared them:
Image 1: Single pear with soft lighting
Image 2: Pears in a bowl
Image 3: Two pears in direct sun
Image 4: Three red pears
Image 5: Pears tumbling out of a basket
If you're interested in learning to paint pears, Sue Archer does several in her video, "Commanding Color."


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Paris Jackson Net Worth 2023, Age, Height, Husband, Girlfriend, Movies List, Bio-Wiki
Paris Jackson Bio-Wiki Paris Jackson is an American actress and model. Her father is Michael Jackson, and she made her first public appearance at her father's funeral. She has appeared in several TV shows and has also appeared in music videos for various artists. Jackson also works as an activist and is very active on … Read more


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redux [09.22.00]
Individual.Com Geneticists discuss Estonia's ambitious gene bank plan
"Leading geneticists scrutinized plans for a national gene bank Thursday, with advocates saying it could dramatically improve understanding of diseases and critics saying it's a waste of money in a country still struggling with basic health needs.
The government in this former Soviet republic recently OK'd the dlrs 200 million proposal to digitally store the genetic codes of at least two-thirds of the 1.4 million population and sent it to parliament, where it's expected to win easy approval."
""Estonia can be a follower of knowledge in the world or it can a leader,'' said Jaanus Pikani, chairman of the Genome Foundation, which drafted the project. "I want it to be one of the leaders.''"The Star [Malaysia] DNA database for Sarawak groupsMedscape The Icelandic Healthcare Database: A Tool to Create Knowledge, A Social Debate, and a Bioethical and Privacy Challenge
"KUCHING: The Chemistry Department will complete building the DNA (deoxyribonucleic acid) database for the Iban, Bidayuh and Melanau communities in Sarawak by December or early next year, said Science, Technology and Environment Minister Datuk Law Hieng Ding.
He said a similar database for Sarawak's other minority sub-groups, like the Penans, Kayans and Bisaya, would be established next year.
The department relies on hospitals for the supply of blood from the various ethnic groups to build up the DNA database."
"Law said the first to be established were the DNA database for the Malay, Chinese and Indian communities in the peninsula, which could also be used for Sabah and Sarawak.
Taib said the state government would set up a research council next year to coordinate research actitivities in the state."
[requires 'free' registration]
"Should genetic material be collected from individuals for the purpose of studying human disease in specific populations? The native genome of Iceland offers a powerful and rare resource in genomic research -- a relatively homogeneous population. In this setting, the proposed Icelandic Healthcare Database, which would integrate medical information with genealogy and molecular genetic data, has driven a number of issues -- both ethical and scientific -- to the fore."
redux [06.15.00]
New England Journal Of Medicine Rules for Research on Human Genetic Variation -- Lessons from Iceland
"DNA molecules are entirely separate from medical records. In the future, however, the DNA molecule and the medical record are likely to merge into one when it becomes possible to sequence a person's entire genome and put that information on a computer chip or disk. This is not deCODE's current project, but we should not wait until this step is taken to explore its implications. The most important questions would then be who has the authority to make such a disk in the first place; who owns the disk; who controls the use of the disk; and whether the disk containing the genome should be treated as specially protected medical information, as is the case for psychiatric and drug-dependency records? In clinical settings, it seems reasonable to treat such a disk as containing particularly private and sensitive medical information. It also seems reasonable to permit patients to agree to have their entire genome scanned without detailing the tens of thousands of tests that would be run. This is akin to consent to a battery of tests during an annual physical examination.
On the other hand, in a research setting, or when a specific genetic disorder is suspected, the creation and use of an individual patient's genome disk should be subject to the informed consent of the patient. And since they can be both separated from the medical record and readily recreated, research subjects should retain the right to have the files containing their genetic information destroyed at any time.
Iceland's experience with deCODE provides a useful catalyst for formulating fair and ethical rules for research on genetic variation. The Icelandic experience demonstrates that people are concerned about how genetic research is done, that medical-records research and DNA-based research are not the same, that community consultation is necessary but not sufficient to justify DNA-based research ethically, that the probable benefits of such research should be spelled out as clearly as possible, and that international standards for consent to and withdrawal from research should apply directly to research on human genetic variation. Rules for such research will retain their relevance even after it becomes possible to transfer all the genetic-sequence information in a DNA molecule to a computer disk."
redux [04.04.00]
Science When an Entire Country Is a Cohort
[summary - can be viewed for free once registered]
"Denmark has gathered more data on its citizens than any other country. Now scientists are pushing to make this vast array of statistics even more useful by easing restrictions on the use of data coded by personal identification numbers. But government officials are reluctant to do so, citing privacy concerns."
redux [02.25.00]
Science U.K. Plans Major Medical DNA Database
[summary - can be viewed for free once registered]
"Following the examples of Iceland, Sweden, and Estonia, the United Kingdom is drawing up plans to create a national database linking the DNA of 500,000 of its citizens to their medical records and lifestyle details. Its main goal is to tease apart the genetic and environmental components of conditions such as cardiovascular disease and cancer and, eventually, to come up with new drugs to treat--or even prevent--these conditions. An expert panel is currently hammering out a strategy for setting up the database and is due to report its recommendations next month."
redux [02.13.00]
The Daily Davos Beyond the Genome
"By the spring of this year, the first draft of the human genome -- the sequence of all the genetic instructions needed to make up a human being -- will be published on the Web. But that is only the end of the beginning. Scientists still have very little idea of what most of the 100,000 or so human genes actually do, and finding out will take them into a very different area of research.
The raw material of the genome program has been anonymous samples of DNA, manipulated by complex laboratory machines that turn out information like a production line turns out widgets. But the new era of post-genome research involves analysing real people and their confidential medical records. The records are needed to match the genes that people carry with the diseases they may develop. Only then will gigabytes of genetic data into new treatments for cancer or heart disease. And that is why socialised healthcare is a vital part of post-genome research.
Countries such as the U.S., which provide healthcare through private enterprise, are useless for this sort of genetic inquiry. Only those countries which have organized the delivery of healthcare to their population in a way that is independent of the marketplace have built up the universal medical records necessary to make sense of the patterns of disease."
"Bioinformatics will be at the core of biology in the 21st century. In fields ranging from structural biology to genomics to biomedical imaging, ready access to data and analytical tools are fundamentally changing the way investigators in the life sciences conduct research and approach problems. Complex, computationally intensive biological problems are now being addressed and promise to significantly advance our understanding of biology and medicine. No biological discipline will be unaffected by these technological breakthroughs."BIOINFORMATICS IN THE 21st CENTURY
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There's nothing that quite smells like home to me more than a banana bread baking in the oven. There's something so warm and comforting about the aroma drifting through your house.
If you are like me, you may often buy a bunch of bananas with good intention only for them to over-ripen before you even think of eating one. Banana Loaf is an excellent way to ensure those overripe bananas don't go to waste.
Since I'm always buying bananas and forgetting about them, I end up making Banana Loaf fairly often.
Banana Loaf is a place to start for beginner bakers as it's a pretty forgiving recipe. You can substitute ingredients and if you find yourself slightly short on ingredients, it'll still turn out okay. Though don't skip on the Bicarbonate of Soda or you'll find yourself with a rather flat Banana Loaf.
This is a classic comfort food in my house. Something me and my mum would bake together and now something I make in my own home. Banana Loaf recipes are often similar, this is my own recipe which I altered and edited with every bake until I had what I think is the perfect Banana Loaf recipe.
This easy and quick recipe will make a deliciously sweet and moist Banana Loaf every time. Keep reading for the recipe!
Banana Loaf
- 285g (10oz) Plain Flour
- 1tsp Bicarbonate of Soda
- 1/4tsp Salt
- 110g (4oz) Butter
- 225g (8oz) Caster Sugar
- 2 Large Free Range Eggs
- 3 Ripe Bananas
- 90ml Buttermilk – Alternatively, mix milk with 1.5tsp Lemon Juice
- 1tsp Vanilla Extract
- Pre-heat oven to 180 Celsius
- Sift Flour, Bicarbonate of Soda and Salt into a large mixing bowl
- Cream Butter and Sugar in a separate bowl until light and fluffy
- Add Eggs, Mashed Bananas, Buttermilk and Vanilla Extract into the Butter mix and mix well.
- Fold into the Flour mix
- Grease Loaf Tins and pour in the mixture
- Put into the oven for approx. 1 hour or until golden-brown
This is the ultimate homely comfort food. Warm from the oven with a little bit of butter is to die for. This is a really low-effort and delicious bake which will always go down a hit.
Next time you need to bring in a cake to work or to a party, try this simple recipe and watch it become a fan favourite.
What baking reminds you of home? And what do you love to bake? Let me know in the comments!
Until next time,
Ashleigh x
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The New York bagel: The 'hole' story from history and chemistry to where you'll find the good ones
Image via Wikimedia Commons
A few international symbols of New York City–like the tough cabbie, the expensive apartment and the pizza-snatching rat–need no explanation and are too scary to think about except when absolutely necessary. Others, like the humble-yet-iconic bagel, possess New York City cred, but when asked, most people can't quite come up with a reason. Bagels weren't invented in New York, but the party line is that if they're made here, they're better than anywhere. Some say it's the water; others chalk it up to the recipe, the method, ethnic preference or all of the above. What's the story behind the New York bagel? Who are the true bagel heroes? What makes a great bagel great? And those frozen bagels? Blame Connecticut.
Image via Wikimedia Commons
In an interview with the New York Times, Maria Balinska, author of "The Bagel: The Surprising History of a Modest Bread," said, "A New York bagel has a shiny crust with a little bit of hardness to it and a nice glaze. The inside is very chewy, but not overly doughy. It's got a slight tang to the taste, and it's not too big. But some people might disagree."
Traditional bagels are made from wheat flour, salt, water, and yeast leavening. High gluten flours are preferred, as they yield the firm, dense bagel shape and chewy texture. Most bagel recipes call for the addition of a sweetener to the dough. Leavening can be accomplished using a sourdough technique (as with #1 rival, the Montreal bagel) or commercially produced yeast.
The magic happens by:
- mixing and kneading the ingredients to form the dough
- shaping the dough into the traditional bagel shape, round with a hole in the middle, from a long thin piece of dough
- proofing the bagels for at least 12 hours at low temperature (40–50 °F = 4.5–10 °C)
- boiling each bagel in water that may contain additives such as lye, baking soda, barley malt syrup, or honey
- baking at between 175 °C and 315 °C (about 350–600 °F)
The result: bagel taste, chewy texture, and shiny outer skin.
In recent years a variation known as the steam bagel has added to the mix in which the boiling is skipped and the bagels are baked in a steam-injection oven instead. The result is fluffier, softer and less chewy–sacrilege to bagel purists who believe that eating a bagel should be a bit of a struggle–kind of like living in New York.
Where were the poppy-or-sesame seeds of this special recipe first sprinkled? Bagels were widely consumed in Ashkenazi Jewish communities in the 17th century. The first known mention was in 1610 in the Jewish community ordinances in Kraków, Poland. The boiled-and-baked bagel as we know it was brought to America by Polish Jews who immigrated here, which led to a thriving business in New York City that was controlled for decades by Bagel Bakers Local 338. The union had contracts with nearly all bagel bakeries in and around the city for its workers, who prepared bagels by hand.
Image courtesy of George Grantham Bain Collection via Flickr.
Untapped Cities tells us that by 1900, 70 bakeries existed on the Lower East Side; in 1907, the International Beigel Bakers' Union had monopolized bagel production in the city. If their demands weren't met, the bakers went on strike, causing what the Times called "bagel famine." In December of 1951, 32 out of 34 bagel bakeries closed, leaving shelves bare and sending lox sales swimming upstream. The strike was eventually resolved by the State Board of Mediation's Murray Nathan, who had reportedly worked similar magic for the lox strike of 1947. With the dawn of the 1960s, the bagel's popularity had spread to the far corners the nation (h/t atlas obscura). The New York Times dubbed New York City "the bagel center of the free world.
Then technology disrupted everything. New tech allowed for the simultaneous preparation of 200 to 600 bagels at a time. Daniel Thompson started work on the first commercially viable bagel machine in 1958. Bagel baker Harry Lender, his son, Murray Lender and Florence Sender leased this technology and pioneered automated production and distribution of frozen bagels in the 1960s. Murray also invented pre-slicing the bagel.
Murray Lender may be the nemesis of bagel purists, but he was a hero to NYC diaspora in bagel deserts like the Midwest, where a frozen bagel was definitely better than no bagel at all. For the first time, bagels were being sold right to customers. Lender's bakery in New Haven, Connecticut started mass-producing bagels, and selling them bagged and frozen to supermarkets. By 1980, bagels were fully integrated into the daily lives of New Yorkers–and beyond.
Image: BarbaraLN via Flickr
Culture Trip reports that in the early 1950s, Family Circle magazine offered readers a recipe for bageles (their spelling): "Stumped for the Hors d'oeuvres Ideas? Here's a grand one from Fannie Engle. 'Split these tender little triumphs in halves and then quarters. Spread with sweet butter and place a small slice of smoked salmon on each. For variations, spread with cream cheese, anchovies or red caviar. (They're also delicious served as breakfast rolls.)' "
One writer opines in Slate that while bagels are ethnic in origin, they don't declare their ethnicity with loud flavors, spices or appearances, which makes it not unusual that some of today's most beloved New York bagel bakeries are not necessarily under Jewish ownership: A Puerto Rican family owns H&H Bagels, where a Cincinnatian of German ancestry bakes Cincinnati Red, tropical fruit and taco bagels; Absolute Bagels is owned by a Thai couple on the Upper West Side.
Euro cup pride bagels. Image via Wikimedia Commons
And New Yorkers, of course, can't even agree on what makes a bagel sublime. The Times gets some input:
• It "should be crunchy on the outside and chewy on the inside," according to Melanie Frost, CEO of Ess-a-Bagel, in Midtown East. "And they should be hand-rolled."
• "They should always be boiled, never steamed," said Bagel Hole of Park Slope's Philip Romanzi.
• Niki Russ Federman, o-owner of Russ & Daughters on the Lower East Side, tells us what a New York bagel is not. "It should not be sweet and you should never find blueberries, jalapeños, or rainbow colors in your bagel."
• According to Adam Pomerantz, owner of Murray's Bagels in Greenwich Village, New York bagels have a hole and lots of of seeds on both sides and should also be slightly well-done. "A bagel should be a bit of struggle to bite into. That's what a true New York bagel is all about."
Are New York bagels better? One theory–which may have some truth to it–attributes their taste to New York's water. New York's water possesses a perfect ratio of calcium to magnesium, making it especially "soft." This soft water bonds well with the gluten in the dough making for a perfectly chewy bagel.
Most New York bagel shops also do the two key things said to create the perfect bagel: They allow the dough to sit in a refrigerator to assist in the fermentation process before rolling it, which creates a richer flavor. They then boil the dough in a mixture of water and baking soda, which results in the bagel's shiny outer layer and chewy inner layer.
Bagel squirrel. Image: Jesse Millan via Flickr.
When the flour settles, the bagel symbolizes a nourishing tasty snack that–like pizza, with a similar rep–can be piled high with favorite ingredients and taken to go. What's more, bagels provide an opportunity to voice one's passionate opinion about where to find the best one. And what do New Yorkers love more than that?
The contenders
Whenever talk turns to bagels, a few familiar names rise to the surface: H & H Bagels, Ess-a-bagel, David's bagels, Kossar's Bialys on the Lower East Side and Murray's bagels of Greenwich Village. But to a bagel connoisseur, the landscape is far more geographically diverse.
According to Grub Street, Utopia bagels in Whitestone Queens holds the number one spot, followed by Absolute Bagels and Bo's Bagels of–gasp–Harlem. Also on the list are relative newcomer Tompkins Square bagels, Sadelle's and Terrace Bagels of Windsor Terrace among others. The Bagel Hole of Park Slope is also a list regular. Eater puts their picks for top bagel stops on a map.
Facts and figures
In the era of gluten-free and low-carb, one wonders if the doughy delight is destined to become ancient history–but the numbers suggest otherwise. According to the American Institute of Baking (AIB), 2008 supermarket sales (52-week period ending January 27, 2009) of the top eight leading commercial fresh (not frozen) bagel brands in the United States totaled to US $430,185,378 based on 142,669,901 package unit sales.
A typical bagel has 260–350 calories, 1.0–4.5 grams of fat, 330–660 milligrams of sodium, and 2–5 grams of fiber. Gluten-free bagels have much more fat, often 9 grams, because of the presence in the dough of ingredients that supplant wheat flour in the original.
Around 1900, the "bagel brunch" became popular in New York City. The bagel brunch consisted of a bagel topped with lox, cream cheese, capers, tomato, and red onion.
In Japan, the first kosher bagels were brought by BagelK from New York in 1989. BagelK created green tea, chocolate, maple-nut, and banana-nut flavors for the market in Japan. There are three million bagels exported from the U.S. annually. Some Japanese bagels, such as those sold by BAGEL & BAGEL, are soft and sweet; others, such as Einstein Bro. bagels sold by Costco in Japan, are the same as in the U.S.
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STAFF PHOTO BY MICHAEL DEMOCKER Saturday, December 1, 2007 LSU vs. Tennessee in SEC Championship LSU defensive coordinator, and new Nebraska head coach, Bo Pelini.
Michael DeMocker
Reigning national champion LSU is bringing back Bo Pelini as defensive coordinator, the position he held when the Tigers won a national championship in the 2007 season, and making him one of the country's highest-paid assistant coaches.
A source said Pelini agreed to a three-year contract worth $2.3 million per year, a figure just under the $2.5 million LSU was paying his predecessor, Dave Aranda, who left Baton Rouge to be the head coach at Baylor.
Such a payment would make Pelini the second highest-paid assistant in the nation, below Auburn defensive coordinator Kevin Steele, who just signed a new $2.5 million per year deal.
Clemson defensive coordinator, according to a USA Today database of assistant coach salaries in college football, ranks third by averaging $2.2 million per year in total pay.
Pelini originally signed a contract with Youngstown State in 2015 that paid him an average of $214,000 annually.
Pelini, whose hiring was announced by coach Ed Orgeron on Monday, replaces Dave Aranda, who left the Tigers to take over as Baylor's head coach after LSU's victory over Clemson in the College Football Playoff final in New Orleans earlier this month.
"We are privileged to have one of the top defensive coordinators in all of football in Bo Pelini join our staff," Orgeron said. "Bo has had some of the best defenses in football during his career and we are looking forward to him bringing his tremendous amount of knowledge and expertise back to LSU."
Pelini has spent the past five years as head coach at Youngstown State, which he coached to the Football Championship Subdivision national title game in 2016.
Pelini also spent seven years as Nebraska's head coach after leaving LSU.
"The opportunity to return to LSU is truly unique," Pelini said. "Culturally, with my prior experience at LSU, I know it is a great fit for me. The chance to work with coach Orgeron, the ability to take charge of the Tigers defense, is something that I'm extremely excited about. All of that in a place that both my family and I immensely enjoyed when we were there before is very exciting for us."
During Pelini's three years as LSU defensive coordinator under then-coach Les Miles from 2005-07, the Tigers ranked third nationally on defense all three years. In two of those season, LSU ranked atop the Southeastern Conference in defense.
Pelini's LSU defenses averaged 38 sacks per season and created a total of 71 turnovers. NFL first-round draft picks Glenn Dorsey and LaRon Landry were part of those defenses.
Pelini was at Nebraska from 2008-2014, going 66-27 and winning at least nine games each season. While his tenure at Nebraska was generally successful and largely devoid of controversy, he once apologized publicly when audio surfaced of his profane rant against "fair-weather" fans.
Pelini's hire is pending approval from the LSU Board of Supervisors.
Staff writer Brooks Kubena and the Associated Press contributed to this report.


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They keep on coming – adverts that ask you to send money to help poor children in places like India.
And, as I have commented, all this does it to maintain the leaders in lavish wealth.
In India, the root cause of poverty is Hinduism, which maintains a cruel class system based on the idea that some are more worthy to live than others... it is their place in life to keep the rich rich.
Three thousand years ago the fair-skinned Aryans (the ideal according to Hitler) invaded India, where skins were much darker. To make sure their blood-lines were not 'contaminated' by the indigenous population, the Aryans invented the still-used caste system, with themselves as the highest.
Just 5% of the castes are of this highest group, the Brahmins. The remaining 95%, the 'untouchables' or Dalit, are the lowest of the low... they are considered to be unclean or worthless. The others in this evil system of the lowest caste, are the OBC's (Other Backward Castes). Though slightly higher than the Dalits, they are still separate from the Brahmins, and are just as poor as the Dalits.
Hinduism strictly keeps this cruelty going and so 95% of the population are poor because of this godless religion. And even when Brahmins emigrate to the West their mind-set is the same.
Even if they receive extra food, clothes and even a basic education, they will never be accepted by the foul Brahmins, who see them as no more valuable than dirt.
So, the lower castes, all 95% of them, remain in poverty and educational ignorance, with its attendant inability to raise their heads out of the dirt.
THIS is why India is in poverty. THIS is why so many of its children are abandoned, abused, and even murdered, by their own lower classes. The people who run the country, the Brahmins, do nothing to alleviate this poverty, because the lower classes are worthless! Until this caste system is abolished, the 5% Brahmin Hindus will get away with it, and the West will continue to prop-up poverty and the caste system!!
No charity fights this system, but instead feeds a few hundred of the more than a million kids.
This is why I do not subscribe to the charities... whose workers get paid before any money reaches the kids of India... the Western money is complicit in upholding the system and does nothing in reality.
What of kids from other countries, such as in Africa? The charities fail to tell you that the kids who die do so because of Marxist or/and Muslim regimes. Most aid money goes to the pockets of leaders, who travel the globe to whoop it up on their illicit gains. And the West does nothing – in fact, they send MORE money to these countries, KNOWING that it goes into the pockets of the leaders, who like Brahmins, despise the poor. And, once again, the charity workers, and especially the highly-paid bosses, get their share first. It is in their interests to maintain the poverty as it is, because if the poverty disappeared, so would their huge salaries and expenses!
Note that in virtually every case (including the current ISIS brutality and murders, which are ALL the product of Medieval Islam), wickedness is the root cause of the problems in these countries.
God is replaced by false gods, and this is reflected in cruelty and a vicious disregard for people thought to be worthless by those who stand to gain substantially whilst the rest die. In Gaza, terrorists boast that aid money from the West goes into their own pockets, and also is used to buy rockets, bombs, and bullets, and the construction of 'terror tunnels'! Don't listen to the poor 'plight' of the so-called 'Palestinians', who are complicit in this deception.
I feel very, very sad about the fate of these children and their parents, but they are kept poor by those who supposedly lead. Giving money to these folks is like pouring gold into the coffers of the rich who continue to abuse and suppress them. The poor remain poor and defenceless. But, it is not PC to mention this blunt fact!


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|You are in: Americas
Sunday, 6 October, 2002, 03:59 GMT 04:59 UK
Bush: War may be 'unavoidable'
US President George W Bush has warned that war with Iraq may be "unavoidable" to ensure the regime of Saddam Hussein is not developing weapons which could threaten entire populations.
But European and Arab leaders are challenging the US desire for a "regime change" that would see Saddam Hussein toppled and are warning of dire consequences of any conflict in Iraq.
For its part, Iraq is trying to shore up support - or at least opposition to a US-led attack - among its neighbours in the Middle East.
The latest apparent splits between the US and the countries it has been asking to back any action against Iraq comes as President Bush prepares a crucial address to court both domestic and international opinion.
New fears
Mr Bush declared that his administration was not "seeking war" in his radio address.
"If, however, the Iraqi regime persists in its defiance, the use of force may become unavoidable.
"Delay, indecision, and inaction are not options for America, because they could lead to massive and sudden horror."
Mr Bush has been criticised by a number of elected politicians, including Senate Majority Leader Tom Daschle, for threatening to launch a pre-emptive strike against Iraq.
Correspondents say that his speech on Monday - as well as his radio address and another speech in New Hampshire on Saturday - will try to persuade doubters that the threat is imminent.
International differences
Mr Bush also pledged US support to any rebuilding necessary after a future conflict in Iraq.
But the US policy of seeking to oust President Saddam Hussein was highlighted by the European Union's foreign policy chief Javier Solana as a point of major difference.
While Britain has backed the US, other EU countries such as France and Germany have expressed serious reservations over military intervention and pushed for the United Nations to resume inspections to check claims that Iraq is hoarding weapons of mass destruction.
"Our objective is not regime change," said Mr Solana, in Crete for defence talks.
"The inspectors have to go and to do their job. For that we have chosen together with many countries, including the United States the route of the United Nations."
The UN weapons inspectors - who last week agreed a possible resumption of their mission with the Iraqis - now seem set to wait until a new resolution covering their role is passed by the UN before heading to Baghdad.
But there remain divisions, with the US wanting a single resolution threatening force if Iraq does not comply with demands, while France and other countries support a staggered approach.
Regime change was also opposed by Hosni Mubarak, President of Egypt which has been an important ally in the US-led war on terror.
"No country has the right to intervene to overthrow the government in a sovereign country," the state-owned Middle East News Agency quoted Mr Mubarak as saying.
"An invasion and occupation of Iraq could lead to a violent civil war," he said.
"It could lead to the partition of Iraq... and to a state of chaos and instability on a regional scale."
Iraqi diplomacy
Bulent Ecevit, Prime Minister of Turkey which would be a key US ally in any war in Iraq, said Turkey had not yet been asked if its bases could be used in a conflict.
He said action against Iraq would harm Turkey.
"We are saying that we are against any kind of military operations in our region and that this issue should be handled very carefully," he said.
Iraq's Foreign Minister Naji Sabri has been visiting other potential US allies to try to harden opposition to any action against his country.
See also:
05 Oct 02 | Middle East
05 Oct 02 | Europe
04 Oct 02 | Middle East
03 Oct 02 | Middle East
02 Oct 02 | Middle East
05 Oct 02 | Americas
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text: What You Need To Know About Women And Breast Augmentation 23 December 2014 Categories: Health & Medical , Blog Breast augmentations are a very common elective surgery. Women opt for a breast augmentation for many different reasons. Many people do not understand why some women choose to get a breast augmentation. Here are two reasons for this elective surgery. 1. Reconstructive Surgery Studies show that the highest demographic of women who get breast augmentations are between the ages of 30-39. Many people mistakenly think that the reason women elect for this surgery is because they want extra large breasts. Read More


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Mykonos the diamond of the Aegean
Mykonos, the diamond of the Aegean. With its traditional white houses and endless blue, it creates the most enchanting landscape for your holiday. Blue sky. Splendid beaches with golden sand and crystal clear sea. Cosmopolitan aura. Cycladic architecture. Mykonos is a small island in the
Mykonian Breeze
Mykonian Breeze, where the body calms and the soul travels through the senses. Built in a quiet area, within walking distance 10 minutes from Ano Nera Square, and in a close distance from Mykonos Town. It's one of the most beautiful apartment complexes in Mykonos. Mykonian


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Deadlines in Key Mirena IUD Lawsuits Extended
As the wave of Mirena IUD lawsuits continues to make its way through the judicial system across the country, a recent case management order issued in the Mirena Multidistrict Litigation (MDL) promises to slow the progress of possible settlement of many such cases, at least temporarily.
Mirena injury lawsuits filed in federal courts nationwide have been consolidated into an MDL in the Southern District of New York under the oversight of Judge Cathy Seibel. In late February, Judge Seibel extended several key deadlines relating to the selection and discovery process for the pool of influential bellwether trials.
Pursuant to earlier case management orders, it was expected that bellwether trials in the Mirena MDL would be chosen by April 4 of this year, and all discovery relating to those matters would conclude by September 30. Judge Seibel's February 26 order has extended those deadlines by an additional 60 days. Trial dates for the first Mirena cases have yet to be scheduled, though this latest delay is likely to push completion of all pretrial motions and expert witness challenges back to July of 2015 at the earliest.
Ongoing Mirena Multidistrict Litigation process
Multidistrict Litigation such as that established for Mirena lawsuits serves a number of important purposes, and is common in situations where large numbers of plaintiffs file complaints with similarities in fact patterns, legal theories and evidence. By consolidating such cases and placing them under the jurisdiction of a supervising judge, it is possible to eliminate redundancies in discovery, maintain consistency in pretrial rulings and engender a process that is more convenient for defendants, plaintiffs and witnesses alike.
Bellwether cases play an extremely significant role in the direction of dangerous device litigation such as the Mirena cases currently pending. A sampling of representative matters in the MDL is chosen for early hearing, and the outcomes are often determinative of whether or not substantial settlement discussions will commence in order to resolve matters bearing similarities to those initial cases.
Once the first trials are conducted, the parties can assess the relative strength of their evidence and arguments and measure how favorably juries view their experts and other testimony. Frequently, these bellwether cases foster greater efficiency in the negotiation and settlement process, and are viewed as critical by both sides.
Background of Mirena IUD lawsuits
Launched by Bayer in 2000, the Mirena IUD was marketed to women as a worry-free birth control option that posed little risk of dangerous side effects. Since then, however, reports of adverse events relating to use of the device have grown to exceed 70,000, with many of them quite severe in nature. Many users of the IUD have experienced device migration that has led to puncturing of the uterus.
Abscesses, infections and other dangerous complications have also been reported by users of Mirena, forming the basis of products liability lawsuits against Bayer nationwide.
In its efforts to defend against the allegations made in these lawsuits, Bayer has pointed to the fact that warning labels on the product did indeed include the possibility of uterine perforation. However, plaintiffs in the Mirena MDL contend that those warnings were unclear, misleading and designed to give the impression that following successful insertion and implantation of the device, the risk would no longer be present.
It is also argued that Bayer failed to warn patients and doctors of a heightened risk of cancer, fetal injury and ectopic pregnancy in women implanted with the Mirena IUD.
- U.S. Food and Drug Administration (FDA), Safety - Mirena (levonorgestrel-releasing intrauterine system), http://www.fda.gov/Safety/MedWatch/SafetyInformation/Safety-RelatedDrugLabelingChanges/ucm119274.htm
- WXYZ Detroit, Thousands of women complain about dangerous complications from Mirena IUD birth control, http://www.wxyz.com/news/local-news/investigations/thousands-of-women-complain-about-dangerous-complications-from-mirena-iud-birth-control


text: Dean & Britta accompany Warhols "13 Most Beautiful" screen tests Posted by Andy on 10 July 2008 in categories: news dean & britta 13 most beautiful Dean & Britta have composed short pieces to accompany some of Andy Warhol's screen test, the films will be shown with live music accompaniment in October. For "13 Most Beautiful... Songs for Andy Warhol's Screen Tests," Wareham is selecting 13 of the screen tests, and composing short pieces for each. The films will be projected on a large screen at the Byham and the music will be performed live (Oct. 24-25 at 8 p.m., Byham Theater). (from With works new to U.S., a fall Festival of Firsts takes shape) NextDean & Britta - Zipper Factory details PreviousFor Sale: Luna - Dear Paulina 7" singles »


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Classic as the Double Dragon franchise may be, there is some pretty stiff competition in the beat 'em up genre these days, with a lot of it concentrated on Xbox LIVE Arcade and PlayStation Network. The team at WayForward took this to heart, and pulled some inspiration and comparison from a wide range of sources.
"Castle Crashers is the gold standard for modern brawlers, so we looked at that game not necessarily for inspiration but to compare features," Velasco said. "Our song system is a bit like Materia from Final Fantasy VII. We love Capcom fighters and fighters in general, so we played a lot of those during production. Aesthetically we are drawing from Big Trouble in Little China and a lot of '80s graphic design."
Instead of doing a modern retelling of the story, WayForward opted to go the opposite route, totally embracing the brightly colored '80s aesthetic and vibe. "Double Dragon is a series that thrived in the '80s. Since then it has had many iterations, but we wanted to take it back to its glory days," Velasco said. "The '80s theme is a way to drive the point home that we aren't taking ourselves too seriously; this is a game about having fun and being rad as hell!"
Of course, the question on many people's minds is whether or not we could expect another famous brawling team, Battletoads, to make an appearance in the game. It could make sense, considering that the amphibious group teamed up with the Lee brothers for Battletoads & Double Dragon. "Maybe if everyone from the internet calls and bothers Microsoft and Rare enough, we could get the Battletoads into Double Dragon Neon as DLC," Velasco said. "I wanna high five Zitz and punch the Dark Queen in the gut! We could even add a motorcycle section with impossibly unnavigable pink dominoes!"