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When good King Arthur reigned, there lived near the Land"s End of England, in the county of Cornwall, a farmer who had one only son called Jack. He was brisk and of a ready lively wit, so that nobody or nothing could worst him.
In those days the Mount of Cornwall was kept by a huge giant named Cormoran. He was eighteen feet in height, and about three yards round the waist, of a fierce and grim countenance, the terror of all the neighbouring towns and villages. He lived in a cave in the midst of the Mount, and whenever he wanted food he would wade over to the main- land, where he would furnish himself with whatever came in his way. Everybody at his approach ran out of their houses, while he seized on their cattle, making nothing of carrying half-a-dozen oxen on his back at a time; and as for their sheep and hogs, he would tie them round his waist like a bunch of tallow-dips. He had done this for many years, so that all Cornwall was in despair.
One day Jack happened to be at the town-hall when the magistrates were sitting in council about the Giant. He asked: "What reward will be given to the man who kills Cormoran?" "The giant"s treasure," they said, "will be the reward." Quoth Jack: "Then let me undertake it."
So he got a horn, shovel, and pickaxe, and went over to the Mount in the beginning of a dark winter"s evening, when he fell to work, and before morning had dug a pit twenty-two feet deep, and nearly as broad, covering it over with long sticks and straw. Then he strewed a little mould over it, so that it appeared like plain ground. Jack then placed himself on the opposite side of the pit, farthest from the giant"s lodging, and, just at the break of day, he put the horn to his mouth, and blew, Tantivy, Tantivy. This noise roused the giant, who rushed from his cave, crying: "You incorrigible villain, are you come here to disturb my rest? You shall pay dearly for this. Satisfaction I will have, and this it shall be, I will take you whole and broil you for breakfast." He had no sooner uttered this, than he tumbled into the pit, and made the very foundations of the Mount to shake. "Oh, Giant," quoth Jack, "where are you now? Oh, faith, you are gotten now into Lob"s Pound, where I will surely plague you for your threatening words: what do you think now of broiling me for your breakfast? Will no other diet serve you but poor Jack?" Then having tantalised the giant for a while, he gave him a most weighty knock with his pickaxe on the very crown of his head, and killed him on the spot.
Jack then filled up the pit with earth, and went to search the cave, which he found contained much treasure. When the magistrates heard of this they made a declaration he should henceforth be termed
and presented him with a sword and a belt, on which were written these words embroidered in letters of gold:
"Here"s the right valiant Cornish man,
Who slew the giant Cormoran."
The news of Jack"s victory soon spread over all the West of England, so that another giant, named Blunderbore, hearing of it, vowed to be revenged on Jack, if ever he should light on him. This giant was the lord of an enchanted castle situated in the midst of a lonesome wood. Now Jack, about four months afterwards, walking near this wood in his journey to Wales, being weary, seated himself near a pleasant fountain and fell fast asleep. While he was sleeping, the giant, coming there for water, discovered him, and knew him to be the far-famed Jack the Giant-killer by the lines written on the belt. Without ado, he took Jack on his shoulders and carried him towards his castle. Now, as they passed through a thicket, the rustling of the boughs awakened Jack, who was strangely surprised to find himself in the clutches of the giant. His terror was only begun, for, on entering the castle, he saw the ground strewed with human bones, and the giant told him his own would ere long be among them. After this the giant locked poor Jack in an immense chamber, leaving him there while he went to fetch another giant, his brother, living in the same wood, who might share in the meal on Jack.
After waiting some time Jack, on going to the window beheld afar off the two giants coming towards the castle. "Now," quoth Jack to himself, "my death or my deliverance is at hand." Now, there were strong cords in a corner of the room in which Jack was, and two of these he took, and made a strong noose at the end; and while the giants were unlocking the iron gate of the castle he threw the ropes over each of their heads. Then he drew the other ends across a beam, and pulled with all his might, so that he throttled them. Then, when he saw they were black in the face, he slid down the rope, and drawing his sword, slew them both. Then, taking the giant"s keys, and unlocking the rooms, he found three fair ladies tied by the hair of their heads, almost starved to death. "Sweet ladies," quoth Jack, "I have destroyed this monster and his brutish brother, and obtained your liberties." This said he presented them with the keys, and so proceeded on his journey to Wales.
Jack made the best of his way by travelling as fast as he could, but lost his road, and was benighted, and could find any habitation until, coming into a narrow valley, he found a large house, and in order to get shelter took courage to knock at the gate. But what was his surprise when there came forth a monstrous giant with two heads; yet he did not appear so fiery as the others were, for he was a Welsh giant, and what he did was by private and secret malice under the false show of friendship. Jack, having told his condition to the giant, was shown into a bedroom, where, in the dead of night, he heard his host in another apartment muttering these words:
"Though here you lodge with me this night,
You shall not see the morning light
My club shall dash your brains outright!"
"Say"st thou so," quoth Jack; "that is like one of your Welsh tricks, yet I hope to be cunning enough for you." Then, getting out of bed, he laid a billet in the bed in his stead, and hid himself in a corner of the room. At the dead time of the night in came the Welsh giant, who struck several heavy blows on the bed with his club, thinking he had broken every bone in Jack"s skin. The next morning Jack, laughing in his sleeve, gave him hearty thanks for his night"s lodging. "How have you rested?" quoth the giant; "did you not feel anything in the night?" "No," quoth Jack, "nothing but a rat, which gave me two or three slaps with her tail." With that, greatly wondering, the giant led Jack to breakfast, bringing him a bowl containing four gallons of hasty pudding. Being loth to let the giant think it too much for him, Jack put a large leather bag under his loose coat, in such a way that he could convey the pudding into it without its being perceived. Then, telling the giant he would show him a trick, taking a knife, Jack ripped open the bag, and out came all the hasty pudding. Whereupon, saying, "Odds splutters hur nails, hur can do that trick hurself," the monster took the knife, and ripping open his belly, fell down dead.
Now, it happened in these days that King Arthur"s only son asked his father to give him a large sum of money, in order that he might go and seek his fortune in the principality of Wales, where lived a beautiful lady possessed with seven evil spirits. The king did his best to persuade his son from it, but in vain; so at last gave way and the prince set out with two horses, one loaded with money, the other for himself to ride upon. Now, after several days" travel, he came to a market-town in Wales, where he beheld a vast crowd of people gathered together. The prince asked the reason of it, and was told that they had arrested a corpse for several large sums of money which the deceased owed when he died. The prince replied that it was a pity creditors should be so cruel, and said: "Go bury the dead, and let his creditors come to my lodging, and there their debts shall be paid." They came, in such great numbers that before night he had only twopence left for himself.
Now Jack the Giant-Killer, coming that way, was so taken with the generosity of the prince, that he desired to be his servant. This being agreed upon, the next morning they set forward on their journey together, when, as they were riding out of the town, an old woman called after the prince, saying, "He has owed me twopence these seven years; pray pay me as well as the rest." Putting his hand to his pocket, the prince gave the woman all he had left, so that after their day"s food, which cost what small spell Jack had by him, they were without a penny between them.
When the sun got low, the king"s son said: "Jack, since we have no money, where can we lodge this night?"
But Jack replied: "Master, we"ll do well enough, for I have an uncle lives within two miles of this place; he is a huge and monstrous giant with three heads; he"ll fight five hundred men in armour, and make them to fly before him." "Alas!" quoth the prince, "what shall we do there? He"ll certainly chop us up at a mouthful. Nay, we are scarce enough to fill one of his hollow teeth!"
"It is no matter for that," quoth Jack; "I myself will go before and prepare the way for you; therefore stop here and wait till I return." Jack then rode away at full speed, and coming to the gate of the castle, he knocked so loud that he made the neighbouring hills resound. The giant roared out at this like thunder: "Who"s there?"
Jack answered: "None but your poor cousin Jack."
Quoth he: "What news with my poor cousin Jack?"
He replied: "Dear uncle, heavy news, God wot!"
"Prithee," quoth the giant, "what heavy news can come to me? I am a giant with three heads, and besides thou knowest I can fight five hundred men in armour, and make them fly like chaff before the wind."
"Oh, but," quoth Jack, "here"s the king"s son a-coming with a thousand men in armour to kill you and destroy all that you have!"
"Oh, cousin Jack," said the giant, "this is heavy news indeed! I will immediately run and hide myself, and thou shalt lock, bolt, and bar me in, and keep the keys until the prince is gone." Having secured the giant, Jack fetched his master, when they made themselves heartily merry whilst the poor giant lay trembling in a vault under the ground.
Early in the morning Jack furnished his master with a fresh supply of gold and silver, and then sent him three miles forward on his journey, at which time the prince was pretty well out of the smell of the giant. Jack then returned, and let the giant out of the vault, who asked what he should give him for keeping the castle from destruction. "Why," quoth Jack, "I want nothing but the old coat and cap, together with the old rusty sword and slippers which are at your bed"s head." Quoth the giant: "You know not what you ask; they are the most precious things I have. The coat will keep you invisible, the cap will tell you all you want to know, the sword cuts asunder whatever you strike, and the shoes are of extraordinary swiftness. But you have been very serviceable to me, therefore take them with all my heart." Jack thanked his uncle, and then went off with them. He soon overtook his master and they quickly arrived at the house of the lady the prince sought, who, finding the prince to be a suitor, prepared a splendid banquet for him. After the repast was concluded, she told him she had a task for him. She wiped his mouth with a handkerchief, saying: "You must show me that handkerchief to-morrow morning, or else you will lose your head." With that she put it in her bosom. The prince went to bed in great sorrow, but Jack"s cap of knowledge informed him how it was to be obtained. In the middle of the night she called upon her familiar spirit to carry her to Lucifer. But Jack put on his coat of darkness and his shoes of swiftness, and was there as soon as she was. When she entered the place of the Old One, she gave the handkerchief to old Lucifer, who laid it upon a shelf, whence Jack took it and brought it to his master, who showed it to the lady next day, and so saved his life. On that day, she gave the prince a kiss and told him he must show her the lips to-morrow morning that she kissed last night, or lose his head.
"Ah!" he replied, "if you kiss none but mine, I will."
"That is neither here nor there," said she; "if you do not, death"s your portion!"
At midnight she went as before, and was angry with old Lucifer for letting the handkerchief go. "But now," quoth she, "I will be too hard for the king"s son, for I will kiss thee, and he is to show me thy lips." Which she did, and Jack, when she was not standing by, cut off Lucifer"s head and brought it under his invisible coat to his master, who the next morning pulled it out by the horns before the lady. This broke the enchantment and the evil spirit left her, and she appeared in all her beauty. They were married the next morning, and soon after went to the court of King Arthur, where Jack for his many great exploits, was made one of the Knights of the Round Table.
Jack soon went searching for giants again, but he had not ridden far, when he saw a cave, near the entrance of which he beheld a giant sitting upon a block of timber, with a knotted iron club by his side. His goggle eyes were like flames of fire, his countenance grim and ugly, and his cheeks like a couple of large flitches of bacon, while the bristles of his beard resembled rods of iron wire, and the locks that hung down upon his brawny shoulders were like curled snakes or hissing adders. Jack alighted from his horse, and, putting on the coat of darkness, went up close to the giant, and said softly: "Oh! are you there? It will not be long before I take you fast by the beard." The giant all this while could not see him, on account of his invisible coat, so that Jack, coming up close to the monster, struck a blow with his sword at his head, but, missing his aim, he cut off the nose instead. At this, the giant roared like claps of thunder, and began to lay about him with his iron club like one stark mad. But Jack, running behind, drove his sword up to the hilt in the giant"s back, so that he fell down dead. This done, Jack cut off the giant"s head, and sent it, with his brother"s also, to King Arthur, by a waggoner he hired for that purpose.
Jack now resolved to enter the giant"s cave in search of his treasure, and, passing along through a great many windings and turnings, he came at length to a large room paved with freestone, at the upper end of which was a boiling caldron, and on the right hand a large table, at which the giant used to dine. Then he came to a window, barred with iron, through which he looked and beheld a vast number of miserable captives, who, seeing him, cried out: "Alas! young man, art thou come to be one amongst us in this miserable den?"
"Ay," quoth Jack, "but pray tell me what is the meaning of your captivity?"
"We are kept here," said one, "till such time as the giants have a wish to feast, and then the fattest among us is slaughtered! And many are the times they have dined upon murdered men!"
"Say you so," quoth Jack, and straightway unlocked the gate and let them free, who all rejoiced like condemned men at sight of a pardon. Then searching the giant"s coffers, he shared the gold and silver equally amongst them and took them to a neighbouring castle, where they all feasted and made merry over their deliverance.
But in the midst of all this mirth a messenger brought news that one Thunderdell, a giant with two heads, having heard of the death of his kinsmen, had come from the northern dales to be revenged on Jack, and was within a mile of the castle, the country people flying before him like chaff. But Jack was not a bit daunted, and said: "Let him come! I have a tool to pick his teeth; and you, ladies and gentlemen, walk out into the garden, and you shall witness this giant Thunderdell"s death and destruction."
The castle was situated in the midst of a small island surrounded by a moat thirty feet deep and twenty feet wide, over which lay a drawbridge. So Jack employed men to cut through this bridge on both sides, nearly to the middle; and then, dressing himself in his invisible coat, he marched against the giant with his sword of sharpness. Although the giant could not see Jack, he smelt his approach, and cried out in these words:
"Fee, fi, fo, fum!
I smell the blood of an Englishman!
Be he alive or be he dead,
I'll grind his bones to make me bread!"
"Say"st thou so," said Jack; "then thou art a monstrous miller indeed."
The giant cried out again: "Art thou that villain who killed my kinsmen? Then I will tear thee with my teeth, suck thy blood, and grind thy bones to powder."
"You"ll have to catch me first," quoth Jack, and throwing off his invisible coat, so that the giant might see him, and putting on his shoes of swiftness, he ran from the giant, who followed like a walking castle, so that the very foundations of the earth seemed to shake at every step. Jack led him a long dance, in order that the gentlemen and ladies might see; and at last to end the matter, ran lightly over the drawbridge, the giant, in full speed, pursuing him with his club. Then, coming to the middle of the bridge, the giant"s great weight broke it down, and he tumbled headlong into the water, where he rolled and wallowed like a whale. Jack, standing by the moat, laughed at him all the while; but though the giant foamed to hear him scoff, and plunged from place to place in the moat, yet he could not get out to be revenged. Jack at length got a cart-rope and cast it over the two heads of the giant, and drew him ashore by a team of horses, and then cut off both his heads with his sword of sharpness, and sent them to King Arthur.
After some time spent in mirth and pastime, Jack, taking leave of the knights and ladies, set out for new adventures. Through many woods he passed, and came at length to the foot of a high mountain. Here, late at night, he found a lonesome house, and knocked at the door, which was opened by an aged man with a head as white as snow. "Father," said Jack, "can you lodge a benighted traveller that has lost his way?" "Yes," said the old man; "you are right welcome to my poor cottage." Whereupon Jack entered, and down they sat together, and the old man began to speak as follows: "Son, I see by your belt you are the great conqueror of giants, and behold, my son, on the top of this mountain is an enchanted castle, this is kept by a giant named Galligantua, and he by the help of an old conjurer, betrays many knights and ladies into his castle, where by magic art they are transformed into sundry shapes and forms. But above all, I grieve for a duke"s daughter, whom they fetched from her father"s garden, carrying her through the air in a burning chariot drawn by fiery dragons, when they secured her within the castle, and transformed her into a white hind. And though many knights have tried to break the enchantment, and work her deliverance, yet no one could accomplish it, on account of two dreadful griffins which are placed at the castle gate and which destroy every one who comes near. But you, my son, may pass by them undiscovered, where on the gates of the castle you will find engraven in large letters how the spell may be broken." Jack gave the old man his hand, and promised that in the morning he would venture his life to free the lady.
In the morning Jack arose and put on his invisible coat and magic cap and shoes, and prepared himself for the fray. Now, when he had reached the top of the mountain he soon discovered the two fiery griffins, but passed them without fear, because of his invisible coat. When he had got beyond them, he found upon the gates of the castle a golden trumpet hung by a silver chain, under which these lines were engraved:
"Whoever shall this trumpet blow,
Shall soon the giant overthrow,
And break the black enchantment straight;
So all shall be in happy state."
Jack had no sooner read this but he blew the trumpet, at which the castle trembled to its vast foundations, and the giant and conjurer were in horrid confusion, biting their thumbs and tearing their hair, knowing their wicked reign was at an end. Then the giant stooping to take up his club, Jack at one blow cut off his head; whereupon the conjurer, mounting up into the air, was carried away in a whirlwind. Then the enchantment was broken, and all the lords and ladies who had so long been transformed into birds and beasts returned to their proper shapes, and the castle vanished away in a cloud of smoke. This being done, the head of Galligantua was likewise, in the usual manner, conveyed to the Court of King Arthur, where, the very next day, Jack followed, with the knights and ladies who had been delivered. Whereupon, as a reward for his good services, the king prevailed upon the duke to bestow his daughter in marriage on honest Jack. So married they were, and the whole kingdom was filled with joy at the wedding. Furthermore, the king bestowed on Jack a noble castle, with a very beautiful estate thereto belonging, where he and his lady lived in great joy and happiness all the rest of their days.


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For his internationally recognized leadership in neutron diffraction and crystallography, his role in developing new diffraction facilities at both the High Flux Isotope Reactor and the Spallation Neutron Source, and his leadership of high-impact research programs in high-temperature superconductivity and thermoelectrics; for outstanding mentorship of many early career staff members; and for his representation of ORNL as a fellow in numerous professional societies.
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All Corporate Fellow summaries reflect the awardee and ORNL at the time the fellowship was awarded.
For his innovative contributions to many facets of biofuel sciences focused on lowering costs across the fuel and bioproduct production life cycle, including breakthroughs in fermentation, bioproduct formation, bioprocessing, catalysis, and recalcitrance minimization; for his service (2011–2017) as the scientific coordinator for the BioEnergy Science Center based at ORNL; and for his representation of ORNL as a fellow of the American Institute of Chemical Engineering (AIChE) and Society for Industrial Microbiology and Biotechnology and his service on the AIChE's Society for Biological Engineering board of directors.
For research that has revolutionized the design of epitaxial complex oxide thin films and heterostructures that deliver novel properties and functionality for a wide array of applications in energy; for his leadership of the Quantum Heterostructures Group in ORNL's Materials Science and Technology Division; for his central role in the expanding the landscape of the National Quantum Initiative; for his representation of ORNL as a fellow of the American Physical Society; and for his outstanding reputation as a mentor.
For developing innovative, transformative architectures and software for high-performance computing that have been integral in the deployment and exploitation of the world's most powerful extreme-scale, energy-efficient, productive high-performance computing systems for science; for his leadership of the Future Technologies Group in ORNL's Computer Science and Mathematics Division; and for his representation of ORNL as a fellow of the Institute of Electrical and Electronics Engineers and a Distinguished Scientist Member of the Association for Computing Machinery.
For his leadership in separations science and technology; for improving nuclear fuel recycling and waste removal; and for leading the development process that was instrumental in the cleanup of waste at the Savannah River Site.
For his role in conceiving, designing, and implementing novel geocomputational methods to help solve a wide variety of national and global problems in energy, the environment, and national security.
For pioneering studies of the functionality of mesoporous oxides and carbons for real-world applications, ionic liquids for chemical separation and materials synthesis, and catalysis by nanomaterials.
For internationally recognized contributions in distributed and cluster computing, including the development of the Parallel Virtual Machine and the Message Passing Interface standard now widely used in science to solve computational problems in biology, physics, chemistry, and materials science.

subset: commoncrawl


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Grand landscapes provide some of the most eye catching and awe inspiring photographs. More times than not it is this type of image that dominates our preconceived vision of what we strive to capture when we head out the door with our camera. The reality is that grand landscapes, while stunning and eye catching, often distract us from other eye catching and inspiring photo subjects.
Intimate nature or landscape photographs focus on finer details or components of an otherwise larger scene. One of the most appealing aspects of intimate nature or landscape work is that subjects are more easily found, seldom identical (as most iconic grand landscapes are), and reflect a more personal vision of the photographer.
Intimate landscapes excel at highlighting textures, colors, shapes, light/shadow, etc. While it's good to keep an eye out for magical moments that make for grand landscape or nature photos, keep an eye out behind you, below you and even above you. Where you find intimate nature or landscape subjects can be surprising. I've found great intimate nature and landscape photos underfoot, beside me while eating lunch, above me while waiting for great light to develop across a broader scene, and even just off the side of the road while driving. These types of subjects can be found most anywhere and almost always yield a great story to tell. Below are 5 tips and example images to help you discover intimate vs grand landscape and nature photographs. For more examples visit my collection of intimate landscape and nature photos on Flickr.
1. Take the time to look for subjects underfoot or in a 10 foot radius of where you are standing – your best photo subject might be underfoot, behind you, next to you or even above your head.
Evolution – Grand to Intimate Example #1:
This photo developed from the larger scene of a classic White Sands desert meadow. I very much wanted to capture how the wind impacted the plants and shifting landscape. Visiting after a wind storm, fresh circular patterns were left in the sand from grass that had been blowing in the wind. In the broader scene these patterns are lost (see below), while in the intimate nature photo (below) the relationship is more clearly portrayed.
2. Turn the focal point of your envisioned grand landscape into a background element to provide context and depth.
Evolution – Grand to Intimate Example #2:
The Grand Teton mountains no matter what the weather conditions are an amazing sight and it is far too easy to focus on them alone. While the image of the mountains are nice, a larger story is told when including more immediate foreground elements. The shape of the native plants, color of the flowers, long shutter speed to highlight the winds of the growing storm, and the looming clouds tie together the scene as a whole.
3. Focus on a particular element of visual interest rather than squeezing an entire scene into frame.
Evolution – Grand to Intimate Example #3:
The top photo is a reflection of my awe in viewing this surreal landscape above the Wave (see my podcast episode on the Wave). I of course wanted to document the entire scene as it was like nothing I had ever scene before. At the same time I also realized that the photo itself did not bring into focus the formations that were the center point of my interest. The "brain rock" formations, after deeper thought, were what captured my imagination most and after careful attention to composition I was able to capture the scene below.
4. Apply these concepts to subjects other than Nature or Landscape photos, as they are universal in helping tell a story through photographs.
Evolution – Grand to Intimate Example #4:
While visiting New York City I happened across a very interesting yet chaotic scene at Rockefeller Center. A charity event was underway to raise money by collecting small change. Once again capturing the enormity of the scene was impossible and did not lend itself to an eye catching image. The normal focal point of this area is the large Christmas Tree that is erected and the collection pit with all the change was off to the side. A little experimentation yielded the image below. By placing my camera on the change and adjusting the depth of field I was able to capture the vast scene of change collected while anchoring the scenes location by including the tree in the background.
5. Don't rely on just one image to capture a scene. Think in terms of telling a larger story through multiple images via a small portfolio of photos. The sum of many "intimate" styled photographs can often paint a more complete picture than just one sweeping photo.
Table of contents
Landscape Photography
- 5 Tips for Setting the Focus in Your Landscape Photography
- 5 Tips to Discover Intimate vs. Grand Landscape & Nature Photography


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Driving Lessons in Droitwich
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Friends, can you believe it's March already? February absolutely flew by. And good riddance, right? I'm ready for spring to start.
In February my plan was to save $5 toward preparedness supplies since I only saved about $2 in January. Well, guess what? Since I was thinking about it more, I actually saved almost $20! Here's how I did it:
1) I took out cash for my monthly expenses (outside of larger expenses, like rent, that I pay for by check).
2) I requested the cash in $20 bills.
3) When all that was left of a $20 was loose change and $1 bills, it all went into my prep fund jar and I broke the next $20.
4) The end result was that I never even missed that extra change or the $1 bills.
So, my ending balance from January was $1.01. In February I saved $19.55, bringing my total to $20.56. Here's what I bought:
- ReadyBath™ Antibacterial Body Cleansing Wipes – Two packs @ $1.95 each
- Aqua Towel 4-pack – One pack @ $3.95
- Fresh & Go™ Toothbrush – Two brushes @ $2.95 each
- One each of the Grey GSI Fork, Knife, and Spoon @ $.75 each
- Total spent: $16.00
- Remaining balance: $4.56
I'm going to try saving just as much in March—we'll see how it goes. Eventually I want to buy a small stove, a tent, a bivvy, and some MREs. But I'm also going to consider items that are on sale each month (like some of the great sale items this month), so I have to be patient and pace myself.
What about you? Were you able to save some pennies and get something for your preps in February? What's your goal for March?
P.S. Guess what? I got a Katadyn Vario™ water filter as a gift in February! I couldn't believe it—what a blessing! I would have had to save my pennies for the rest of the year to buy that!


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There are probably hundreds of incidents a day in industries and offices in Ontario in which feelings are bruised, productivity is impaired, and corporate health is endangered due to POOR INTERPERSONAL COMMUNICATIONS among employees.
To address these problems, I give workshops and courses at conferences and through in-house staff development programs. These workshops are adapted to suit the needs of your organization.
I focus on teaching and reinforcing communication skills including:
- Perception Checking — to prevent overreactions, misunderstandings, and false accusations
- Giving "I" Messages — to facilitate clear communication and minimize defensiveness
- Active Empathic Listening — to show understanding and create a supportive environment
- Communicating Nondefensively — to encourage problem-solving and prevent unproductive defensive spirals
- Assertive Speaking and Assertive Listening — to insure one's ideas are heard in a way most likely to make others receptive and show concern for the ideas of others
- Counteracting Passive-Aggressive Behaviour — to stay focussed and achieve your goals
- Productive Problem-Solving — to understand different conflict resolution styles and maximize the possibility of win-win solutions
- Effective Groupwork — to help teams learn how to work together
I also work with women in science.
I also lead writing workshops and teaching public speaking.


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Departmental Activities
The Political Science Department takes full advantage of the College's proximity to our nation's capital with field trips to visit government institutions such as Congress and the Supreme Court, international agencies like the World Bank and the International Monetary Fund, or to view special exhibits at one of the capital's many museums.
Departmental Activities
Our students are enthusiastic participants in extracurricular activities relating to politics, such as the Student Government Association, Amnesty International, the International Relations Club, the International Studies Council, College Democrats, College Republicans, the Maryland Student Legislature, various Model UN programs, and the student newspaper The Elm.
The political science department works closely with the Louis Goldstein Program in Public Affairs and the Institute for Religion, Politics and Culture, which offer a wide variety of co-curricular programming including symposia, field trips, academic enrichment, and even specialized off-campus study opportunities.
It also houses a chapter of Pi Sigma Alpha, the national honor society in political science, for students who have achieved an average grade of "B" or higher in three upper-level political science courses and who rank in the upper third of their class.


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What to Do When You Have the Flu
We all dread those telltale symptoms that tell us our body is under attack from unseen invaders. The fever, the coughing and a nose that resembles Niagara Falls in its relentless running, are all signs that you probably have been caught by the flu.
How do you identify the flu? Is there really anything we can do to make us feel better and lessen the time we spend being miserable? Read on.
Is it really the flu or just a cold?
If you can remember the last time you came down with the flu, you'll agree that there is no mistaking the suffering once your symptoms are full blown. But how can you tell what is going on in your body in the beginning stages?
Colds, although uncomfortable, generally aren't accompanied by a fever, muscle aches or chills. So, if you don't have any of those advanced symptoms, chances are you are flu-free--for the moment, anyway.
With three types of seasonal viruses and more than 200 types of colds, the good news is that your coughs and sniffles are more likely to be caused by the common cold. However, the getting the flu is a much more serious event.
Someone who is at high risk for complications--the very young, the very old or those with other medical conditions such as Asthma--should contact their health care provider as soon as symptoms appear.
Treating the flu
Unfortunately, once you have the flu, you mostly just have to let it run its course and take the age-old advice grandmothers all over the country have been teaching. Drink lots of fluid and get plenty of rest. Warm liquids, such as chicken soup, can be very soothing to the throat.
Acetaminophen (Tylenol) or ibrupofen (Advil) work well for fever and muscle aches. Children and teenagers should not take aspirin with a fever, as it could lead to Ryes syndrome, a dangerous and often fatal illness. Over-the-counter decongestants, expectorants and cough suppressants can often ease symptoms and make the flu easier to live with while you wait for it to pass through your system.
Your health care provider may be able to prescribe one of the recently available flu drugs that are said to lessen the length of your illness. These medicines are generally most effective if taken early.
Make sure to call your health care provider if you are sick for more than a week or if you develop any of the following symptoms:
- Difficulty breathing
- A thick yellow mucus or discharge that is choking or mucus that contains blood
- High fever
- Facial pain
Prevention is the best medicine
The best way to prevent the flu or lessen its effects is to get a flu shot some time between September and the end of November, before the flu season starts. Because the three different strains of flu change from year to year, it is necessary to get a new shot each year. The flu shot isn't recommended for everyone, especially if you are pregnant or nursing, so be sure to check with your health care provider before you get the shot.
The next best way to avoid getting the flu (or even a cold) is to wash your hands frequently and keep them away from your face. If you do this, flu germs that you might have picked up from a doorknob or shaking someone's hand won't get transferred to you through your eyes, nose or mouth. Avoid sharing cups, pencils, telephones, etc with flu sufferers.
© 1999-2017 Mary Ann Carrado, used by permission.


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Solely dedicated to your cabinetry needs.
Solely dedicated to your cabinetry needs.
Welcome to Dillabaugh's Kitchen Design and Renovation, a division of Dillabaugh's Flooring America dedicated solely to your cabinetry needs. Dillabaugh's Kitchen Design and Renovation carries a wide selection of styles to fit whatever project you are working on, ranging from kitchen remodels to home offices and entertainment rooms.
Dillabaugh's Kitchen Design and Renovation is proud to promote framed and full access cabinetry options by many of the top cabinetry manufacturers which include Kemper and Karman. With so many choices, this translates into unlimited choices when it comes to stains, finishes, storage and accessory options and price points.
Our professionals have been trained with the latest cabinet design software to customize your needs at a price that fits your budget.
Whether your species of choice is cherry, maple, hickory, rustics, or decorative laminate veneer for a more euro-modern look, Dillabaugh's Kitchen Design and Renovation is here to help you through the entire cabinet decision process, meeting your needs from concept to completion.
Please visit your local Dillabaugh's Flooring America location to experience first-hand everything Dillabaugh's Kitchen Design and Renovation has to offer.


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Showing Collections: 1 - 1 of 1
Georgia AFL-CIO Journal of Labor photograph collection
Identifier: L2004-01A
Founded in Atlanta in 1898, the Journal of Labor documented the labor movement in Georgia. The Journal of Labor Photograph Collection, 1974-1992 (bulk 1980-1992), consists of photographic prints and negatives depicting labor functions, political events, pickets, strikes, conventions, social events, and campaigns. During the period covered by the collection, The Journal was the official newspaper of the Georgia State AFL-CIO, which ceased its publication in...
1974-1992; Majority of material found within 1980 - 1992
Found in:
Special Collections


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- From: Peter F. Patel-Schneider <email@example.com>
- Date: Mon, 14 Apr 2003 13:30:49 -0400 (EDT)
- To: email@example.com
I propose the following reply and changes to partly address http://lists.w3.org/Archives/Public/public-webont-comments/2003Apr/0029.html from Jeff Pan. As stated in the response, final resolution awaits the final version of RDF datatyping, which is not yet in a form that is usable in OWL. peter Again, thank you for your comments. In this message I propose some editorial and tyopgraphical changes that I think might help to address some of them. The remainder will be handled later, as indicated in the message. > 1. Section 2 > > Section 2 claims that OWL uses some of the facilities of XML Schema, and some > built-in XML Schema datatypes can be used in OWL. It is not clear, however, > whether the derived datatypes based on the above supported XML Schema datatypes > can be used in OWL or not. Reasons for why they can (or can't) be used in OWL are > expected to be explained in section 2 as well. Yes, this is not currently clear. I propose to make the following editorial addtion to the paragraph in Section 2 that talks about the usable XML Schema datatypes: Because there is no reliable way to go from a URI reference to an XML Schema datatype in an XML Schema, user-defined XML Schema datatypes cannot be used in OWL. > 2. Section 3 > > (1) In the definition of the formal syntax, rdf:type is treated as an annotation > property as follows: > > ER:VAP U {rdf:type} -> P(R*(R U LVT)), > > while no explanation is made about why it is treated this way. I propose to add (The property rdf:type is added to the annotation properties so as to provide a meaning for deprecation, see below.) after ER provides meaning for URI references that are used as OWL properties. in Section 3.1. > (2) The description of the elements of VD is a bit confusing, along with the > supported datatype described in section 2. Section 2 says a list of XML Schema > datatypes can be used in OWL, ..., *and* OWL also uses rdfs:Literal and can use > rdf:XMLLiteral. Section 3.1 says VD contains the URI references of the built-in > OWL datatypes and rdfs:Literal. Thus it seems that rdfs:Literal and > rdf:XMLLiteral are not built-in OWL datatypes, and rdf:XMLLiteral is not in VD > (but can be in D of a datatype theory). Is that right? This awaits a finalization of RDF datatyping. > (3) In the definition of datatype theory, it is not clear that what kinds of > datatypes can be in the set D. Does it contain only the built-in OWL datatypes, > or also their derived datatypes? If it can only consist of built-in OWL > datatypes, the datatype theory is quite limited and seems to me not enough in > many cases. I propose to clarify the situation by adding ``A datatype theory must contain datatypes for xsd:string and xsd:integer. It may contain datatypes for the other built-in XML Schema datatypes that are suitable for use in OWL. It may also contain other datatypes, but there is no provision in the OWL syntax for conveying what these datatypes are.'' to the definition of a datatype theory. Further resolution awaits a finalization of RDF datatyping. > (4) In an abstract OWL interpretation, I think it might be easier to understand, > if we present S in the following way: > > S: VI -> R > SA: VI U VC U VD U VDP U VIP U VAP U VO U {owl:DeprecatedClass, > owl:DeprecatedProperty} -> R U LVT > > so that we won't confuse ourselves S(i),the interpretation of an individual URI, > and SA(i), some annotation of an individual URI. Surely S can be further > extended to plain literals and types literals. I believe separating > interpretation and annotation is usually a good idea. I believe that this separation would not work well. Suppose S maps ex:a and ex:b to the same domain element. Then annotations on ex:a are also annotations on ex:b. Therefore SA would have to follow S for individual names. I do not propose to make any change here. > (5) The expression EC(annotation(p1 o1)) seems to me a bit "annoying", partly > because having annotation in interpretation is strange, partly because > annotations don't seem to be natural elements of VC or VD. I agree that it is a bit jarring to have EC defined on annotations. However, it makes the semantics go through much better. I propose to change to ``EC is extended to ... , values, and pannotations....'' in Section 3.2 to clean up some related introductory wording. > Jeff > -- > Jeff Z. Pan ( http://DL-Web.man.ac.uk/ ) > Computer Science Dept., The University of Manchester
Received on Monday, 14 April 2003 13:30:59 UTC


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Beckham's patience at the plate pays off
CHICAGO -- Gordon Beckham has not been as mechanically sound as he would like to be at the plate over the last 11 games since coming off the disabled list.
Unlike moments of struggle from years past, though, the White Sox veteran second baseman understands there are better days ahead. One of those better days came during the a 5-1 victory Tuesday at Wrigley Field, with Beckham matching a career high of four hits and delivering the game-deciding homer in the eighth.
"I'm obviously not satisfied by what I've done, but I've been in this situation a lot," Beckham told MLB.com before Tuesday's contest. "Although I'm not happy, I don't feel any panic right now. I know whatever the track record, I know I don't hit .150.
"I feel like I'm off to a slow start. I wish I'd make it a little bit easier on myself, but it is what it is. I'll bounce back and once I start going, I think I'll get back in the groove, and it won't be a day-to-day thing where you are trying to get that day to get over the hump and all of a sudden you start rolling. It will happen sooner."
Beckham entered Tuesday's contest hitting .167 with one RBI and two doubles. He admits that the left oblique strain leaving him on the disabled list to start the 2014 season might have affected his swing upon his return.
"Obviously, it has affected my swing a little bit as I've come back and not hit much at all," Beckham said. "It's just a matter of time before I start getting the feel of bringing my hands through more than my body.
"Right now, my body wants to do the work that I've probably got in a habit, too, my oblique couldn't take the pressure of just using my hands. I would say that for sure.
"But there's no excuse," Beckham said. "I've been having OK at-bats. They vary. Good and then bad. I need to clean it up on the at-bats. I think the hits will start coming. I feel better after I hit early BP today."
Beckham singled in the first inning Tuesday night against Cubs right-hander Edwin Jackson, but was picked off first base for the second out of the inning. He singled in his next two at-bats before hitting a tiebreaking home run with two outs in the eighth to give the White Sox a 2-1 lead, and finished 4-for-5.


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Tax excluded.
This premium wood iPhone 11 case showcases the power of our UV printer with a high-contrast print of an angler catching a spotted largemouth bass! The 'overprinted' technique brings the case to life and really makes the design pop!
Our cases are created using high-resolution UV Printing, hand finished wood, laser cut inlays, and a Flexible Rubber shell.
Shell Features:
- 1.3 mm Flexible Rubber, Full wrap-around protection
- Slim, Protects from bumps and tumbles
- Face down protection, Covered Buttons
Hand-crafted in Toronto.
We work with natural materials which means every piece is unique. Grain, Colour, and Texture may vary slightly from piece to piece.


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Wrap the little one in your life in lots of love and a beautiful McNutt of Donegal baby blanket. Made from the finest 100% lambs wool, every blanket is designed and woven in the seaside village of Downings, on Donegal's Wild Atlantic Way. Delicate but durable this trusty new companion has the ability to bounce back to life after every wash ready for the next adventure!
Woven from the finest merino lambswool, this flamingo pink baby blanket has a burst of colour at each end in orange, baby blue and raspberry.
Gift box included.
Size: Approximately 41" x 30" / 104cm x 75cm


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The 1460 is the original Dr. Martens boot. Its boot's recognizable DNA looks like this: 8 eyes, classic Dr. Martens Smooth leather, grooved sides, a heel-loop, yellow stitching, and a comfortable, air-cushioned sole.
Built to last, this unisex boot is made using one of the finest methods of construction: the Goodyear Welt — which means the upper and sole are sewn together in our heat-sealed z-welt stitch. The boot sits on our iconic AirWair™ sole, which is oil and fat resistant with good abrasion and slip resistance, and is made with Smooth, a lightly textured, highly durable leather with a soft sheen.
Free UK Shipping.


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This plugin allows you to change the Add to cart text shown on the button used to buy a product in WooCommerce. You will be able to use different custom texts for:
Single product page:
- Simple product (default: Add to cart)
- External/Affiliate product (default: Buy product)
- Grouped product (default: Add to cart)
- Variable product (default: Add to cart)
- Bookable product (WooCommerce Bookings) (default: Book now)
Archive pages (shop, category, tags…):
- Simple product (default: Add to cart)
- External/Affiliate product (default: Buy product)
- Grouped product (default: View products)
- Variable product (default: Select options)
- Bookable product (WooCommerce Bookings) (default: Book now)
So you could choose up to ten different texts as per the type of product and the place it's displayed. Just activate it and go to Settings > Add to Cart Button to choose your preferences. Default WooCommerce texts are used for default configuration. ASCII emojis are supported.
Supports bookable products provided by the WooCommerce Bookings plugin.
Spanish and catalan translations are available. Other translation contributions are welcome. Visit me on my web.
Thanks to JuanKa Diaz for the catalan translation.
Automatic installation
Automatic installation is the easiest option as WordPress handles the file transfers itself and you don't need to leave your web browser. To do an automatic install of this plugin, log in to your WordPress dashboard, navigate to the Plugins menu and click Add new.
In the search field type Add to Cart Button Custom Text and click Install now.
Manual installation
The manual installation method involves downloading this plugin and uploading it to your webserver via your favorite FTP application or by using the Upload plugin option in the Add plugin section in your WordPress dashboard. The WordPress codex contains instructions on how to do this here.
Vanlege spm.
No, that isn't supported
Just copy them from somewhere and paste into the option
Some texts in the settings page are displayed in my language, but some others aren't
Most of the texts used are translated by the translations files of WooCommerce. Some of them aren't, so you'll see them in English.
May I contribute to the plugin?
Yes, you can translate it into your language. They're just a few sentences.
Bidragsytarar og utviklarar
"Add to Cart Button Custom Text" is open source software. The following people have contributed to this plugin.
Contributors"Add to Cart Button Custom Text" er omsett til 5 språk. Takk til omsetjarane for bidraga deira.
Omset "Add to Cart Button Custom Text" til ditt eige språk.
Interested in development?
Les kjeldekoden, sjekk SVN-lageret eller abonner på utviklingsloggen med RSS.
- Support for WordPress 6.5
- Support for WooCommerce 9.0
- Support for upcoming WooCommerce 8 feature HPOS (beta)
- Support for WooCommerce 7.8
- Warnings for creation of dynamic properties in PHP8.2+ are prevented
- Support for WordPress 6.3
- Support for WooCommerce 7.6
- Fix warnings for creation of dynamic properties in PHP8.2+
- Support for WooCommerce 7.5
- Bump minimum PHP required version to 7.4
- Support for WordPress 6.2
- Support for WooCommerce 7.3
- Bump minimum PHP required version to 7.3
- Support for WordPress 5.9
- Support for WooCommerce 5.9
- Fixed a warning
- Support for WordPress 5.8
- Support for WooCommerce 5.3
- Fixed a warning in options page
- Support for WooCommerce 5.2
- Fixed some warnings
- Added missing loco.xml file
- Support for WooCommerce 5.1
- Fixed bookable product button text issue
- Settings are stored as an array
- Improved performance on init
- Added PHP required version header
- Added loco.xml file for Loco Translate auto setup
- Added wpml-config.xml for admin texts auto setup in WPML
- Book Now default label was not translated properly
- Support for WordPress 5.7
- Support for WooCommerce 5.0
- Prevents a fatal error in WooCommerce Blocks
- Improved locale check system
- Plugin tested on WooCommerce 3.8
- Plugin tested on WordPress 5.3.1-alpha
- A help message is shown on the plugin activation
- Applied a singleton pattern to the main class
- All methods have now a declared scoop
- Other minor code improvements
- Plugin tested on WooCommerce 3.6
- Plugin tested on WordPress 5.2
- Minor code improvements
- Complete rebuild of the code to make it more efficient
- New version check support for WooCommerce 3.2
- Tanslations updated
- Minor code improvements
- Changed deprecated method to get the product type in WooCommerce
- Added availability to change the «Book now» text in product page for bookable products
- More effective loading system for translations
- Checked compatibility with WordPress 4.8
- Several code improvements
- Improved check if WooCommerce Bookings is active
- Code improvements
- Catalan language added
- Clean uninstall (delete options from database on uninstall)
- Added compatibility with WooCommerce <2.1
- Added support for bookable products on archive pages
- Initial release


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Adviserlink - Introduction to Financial Planning
Monday, December 3rd 2001, 3:18PM
Adviserlink are running a 5 day course on Introduction to Financial Planning.The course includes an examination and post course assignment, is recognised by the FPIA and contributes to their qualifications.
These courses focus on clearly-stated learning objectives and rigorous assessmnet, and are provided by expert and experienced trainers.
A comprehensive course manual provides you with an accessible ongoing reference.
The course dates for Auckland are 19-23 March, 20-24 August and 3-7 December 2001.
For further information and to enrol contact Leticia Talbot or Helen Heath on (04) 471-1975 or E-mail.
« Adviserlink - Introduction to Financial Planning | Adviserlink Fundamentals & Processes » |
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Morocco's skirt length battle: What are the deeper questions?
When two Moroccan women were accused of gross indecency earlier this month, for wearing clothing deemed "too tight" as they walked through a market in Inezgane, near the southern city of Agadir in Morocco, the headlines were focused on yet another Muslim country's seeming obsession with women's sartorial choices.
In an indication of the inflammatory nature of such issues, rallies in support of the two women were held in both Agadir and Casablanca, while hundreds of lawyers offered their services in defence of the women.
Certainly the issue of what women can - or can't - wear in Morocco continues to cause debate, whether on the streets where women, whether in the traditional djelaba or in short skirts, invariably experience some form of sexual harassment, or on the pages of the nation's dailies. And although the question is tied into a broader struggle for women's greater autonomy and individual freedom in a deeply patriarchal context, the debate also speaks to a much deeper, underlying question over the very nature of Moroccan society, and who gets to define it.
The issues at stake are far wider than women's hems.
In particular, Moroccan law in the form of Article 483 of the penal code, carries a penalty of up to two years in jail for anyone found guilty of committing an act of "public obscenity". In recent years, women's groups in particular have sought to challenge what they perceive as undue restrictions on women's choices enshrined in law, as well as a lack of legal protection for women in cases such as marital rape or domestic violence more broadly, among a range of other issues.
Just last month, one of Morocco's most critically acclaimed film directors, Nabil Ayouch, was summoned to court on charges of "pornography, indecency and inciting minors to debauchery" for his portrayal of the Moroccan prostitution industry, in his latest film Much Loved ("Zine Li Fik" in Moroccan Arabic). Thousands called for the film to be banned and the Minister of Communication Mustapha al-Khalfi, from the Islamist-inclined Justice and Development Party (PJD), decried the film as undermining "the moral values and dignity of Moroccan women".
And in June, two Moroccan gay men were sentenced to jail in another case which caused uproar, after they were arrested as they posed for a photograph in the political capital of Rabat. One of the country's most provocative, French-speaking publications, Tel Quel, regularly enflames such debates by featuring nudity and sex in its pages, and most recently, an editorial describing "consensual love between two adults" as "not a crime," despite homosexuality remaining illegal in the kingdom.
Such incidents are merely the fault lines of an ongoing struggle between old and aspiring elites over the cultural references which should delineate the contours of Moroccan society, particularly as related to issues of morality - itself at the heart of the question of identity.
For Islamists and social conservatives more broadly, preserving and enhancing Morocco's Islamic identity is key to reasserting an independent national identity, free of the legacy of colonial influence, while their opponents regard the use of religion in the political sphere as a tool of social control, which unduly restricts individual choices.
Although the women involved were acquitted, the case sent ripples through Moroccan society, where a petition supporting them garnered over 27,000 signatures and debates were reignited over the limits of personal freedom in a conservative society, in which Islam is the constitutionally established religion of the state.
The case is the second such scandal relating to morality and women's clothing in the kingdom of late, with American singer Jennifer Lopez's performance at the Mawazine festival in Rabat in May, currently the subject of an investigation ordered by the Prime Minister Abdelillah Benkirane, after it was aired on Morocco's public TV network, 2M.
Benkirane, also from the Party for the Justice and Development (PJD), deemed the show "sexually suggestive" and thus in violation of the country's audio-visual laws, describing the decision to air as "indecent and provocative to the religious and moral values of Moroccan society".
From a working-class socially conservative background himself, Benkirane regularly denounces the gulf he perceives between the social mores of the Moroccan elites and the sensibilities of the masses and believes in upholding existing limits which preserve Morocco's conservative customs, rather than seeking to reform them. In this view, he is challenged by campaigners such as Fouzia Assouli, head of the LDDF women's rights organisation, who lauded the acquittal of the women and whose organisation campaigns for Article 483 of the penal code to be revised.
While the case has largely been described as one of divisions over women's freedom of choice, Amnesty International condemned the trial as "part of a pattern of discriminatory laws and practices" in the country, pointing out that "The case has all the hallmarks of a discriminatory use of the law against women". While the rallies in support of the women were often interpreted as being solely about the right to choose one's clothing, they reflect an increasing vocality among a range of Moroccan women, from religious conservatives to more liberal voices, over discriminatory practises against women, despite the kingdom having enacted a number of progressive reforms to the country's "moudawana" (the official family code) and having signed up to the UN Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) .
The envisaged solutions to women's problems, however, invariably differ. With the growth in popularity of the Islamist political party, the party for Justice and Development from 2002 onwards, public debates have increasingly reflected a schism between two visions of Morocco, one in which the Islamic heritage of the modern state should increasingly define its outlook and parameters, and those for who favour a more secular nature of both state and society.
Women's clothing is often a lightning rod issue in post-colonial Muslim societies, where differing views on the primacy of individual freedom versus socially conservative social mores reflect a broader divide over the very nature of the society aspired to. In Morocco, issues of personal freedom, from the right to have sex outside of marriage, to the right to break the Muslim fast openly during the month of Ramadan, or the right to publicly identify as gay in a country in which homosexuality remains illegal, all regularly spark national conversations, dividing those who wish to see the monarchy, headed by a king who doubles as a religious leader, bearing the weighty title of "leader of the believers," maintain a conservative religious ethos, and those who would like to see Morocco move closer to a European style liberal democracy in which the monarchy itself would take on a far more symbolic role.
In evidence of the deep roots of current debates, the arrest of the gay men was met by demonstrations in front of the French embassy in Rabat, where protestors chanted "This is Rabat, not Paris," in reference to suspicion the men had been taking their cues from French Femen protestors who'd been deported after kissing as part of a topless protest.
The reference to French influence reflects an underlying divide over the continuing legacy of colonial influence over the form and direction of contemporary Morocco. For some, liberal mores and practises, including secular principles, reflect an ongoing colonial legacy which conflicts with a presumed essential "Islamic" nature of Moroccan society, in a glorified reimagining of pre-colonial Morocco. But the divide is itself complex, with Westernised elites identified with a corrupt, exclusive cast which continues to enrich itself at the expense of an impoverished majority, for whom Islamic principles reflect a call to social and economic justice expressed in the idiom of the masses.
Disputes over clothing and the polarising impact they appear to have should therefore be assessed within the broader struggle within Moroccan society over the nature of the state and society and specifically, which cultural references – those of a francophone elite, or a more traditional majority, get to assert the ethical parameters of not only the Moroccan state, but more critically, Moroccan identity.
- Myriam Francois-Cerrah is a Franco-British journalist, broadcaster and writer with a focus on current affairs, France and the Middle East.
The views expressed in this article belong to the author and do not necessarily reflect the editorial policy of Middle East Eye.
Photo: Moroccan Muslims arrive to perform Eid al-Fitr Prayer in Sale, Morocco on 18 July (AA)
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$2,380 (tax inc.)
This painting depicts 'malikijarra Jukurrpa' (two dogs Dreaming). The 'kirda' (owners) of this Dreaming are Nampijinpa/Nangala women and Jampijinpa/Jangala men. This Dreaming comes from country adjacent to the windmill at Warlarla (Rabbit Flat). This site is part of a long Dreaming track that stretches from Yarrajalpa in the extreme west of Warlpiri country to Warlaku (Ali Curung) in the east. In this Dreaming story, two dog ancestors, a Jampijinpa and a Napangardi, travelled from the west to the east. They began at Yarrajalpa (a waterhole) and travelled through Wirninginpa, Jinarli, Karljawarnu (a rockhole), Jilwirrpa, and Waanjurna (a rockhole). They dug holes in the ground and created 'warnirri' (rockholes) and 'ngapa' (waterholes) as they went. At Tapu (a rockhole), the two dogs separated. The female dog, Napangardi, went to the south towards Ngamarnawarnu. The male dog, Jampijinpa, went to the north through Mukirri and Paruwu. Eventually he became lonely and howled for Napangardi in the south. She came running to him, and they married each other at Ngarnka. They wore men's and women's marriage headdresses, and Jampijinpa painted himself with white clay for the ceremony. After the wedding, they continued on slowly to the east through Kurduwijawija, Warlarla (Rabbit Flat), and Yurlpuwarnu (rockholes). At Yurlpuwarnu they started a fire using a 'jimanypa' (stick), a spear-thrower, and 'yinirnti' (bat-wing coral tree [Erythrina vespertilio]) wood for firewood. The dogs then continued east through Kulpurlunu (a waterhole) and Ngumurlungu, where they encountered some other dogs. However, these dogs sent them away while they performed a sacred ceremony. The two dogs continued running east, past Jarramarda and Yankirrikirlangu, before arriving in Warlaku (Ali Curung). Many other dogs were living in Warlaku when they arrived. There were many families of dogs, mothers and fathers and children and uncles all living together. Jampijinpa and Napangardi made a burrow to rest in and started a big family of dogs there. They chose to stay in Warlaku and live with all the other dogs. In this way, the 'malikijarra Jukurrpa' (two dogs Dreaming) tells the story of proper conduct in families and marriages. In Warlpiri paintings, traditional iconography is used to represent the Jukurrpa and other elements. The ribcages of the Jampijinpa, Napangardi, and their family of dogs are depicted in this work. Their ribs can also be seen as features in the landscape in the Yankirrikirlangu area. Concentric circles are used to represent the 'ngapa' (waterholes) around Yankirrikirlangu.
Cash – locally only – up to $10,000 only. Layby facilities available. Card details can be advised securely using WhatsApp.
© Art Mob Pty Ltd, Aboriginal Fine Art Dealer, all rights reserved.


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HUNTSVILLE, Ala.–(BUSINESS WIRE)–Apr. 1, 2013– ADTRAN, Inc. (NASDAQ:ADTN, news, filings) announced today that the Company will release its financial results for the first quarter 2013 on Wednesday, April 10, 2013. The Company will conduct a conference call at 9:30 a.m. Central Time. In addition, ADTRAN will webcast this conference call live through the StreetEvents.com service. To listen, simply visit the Investor Relations site at www.adtran.com approximately 10 minutes prior to the start of the call and click on the conference call link provided.
An online replay of the conference call, as well as the text of the Company's earnings release, will be available on the Investor Relations site at www.adtran.com for at least 12 months following the call.
ADTRAN, Inc. is a leading global provider of networking and communications equipment. ADTRAN's products enable voice, data, video and Internet communications across a variety of network infrastructures. ADTRAN solutions are currently in use by service providers, private enterprises, government organizations, and millions of individual users worldwide. For more information, please visit www.adtran.com.
For more information, contact the company at 800 9ADTRAN (800 923-8726) or via email at email@example.com. On the Web, visit www.adtran.com.
Source: ADTRAN, Inc.
ADTRAN, Inc.
Jim Matthews, 256-963-8775
Investor Services/Assistance:
Gayle Ellis, 256-963-8220
PR Archives: Latest, By Company, By Date


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From the Frying Pan Into the Fire (and Back Again): Adventures in Subject-Based, Credit Instruction
My best experience as a teacher-librarian was leading a credit, semester-long course while a librarian at the University of Illinois Springfield (UIS) during which my students came to care deeply about the topical content and used their developing research skills to further their engagement. For librarians, though, this is the exception rather than the rule. Now I am at a new position at the Claremont Colleges Library and am starting to translate the experience of having a whole semester to teach students into a more traditional environment of limited student-librarian contact. I have found that my credit teaching experience has provided me with insight into how to teach information literacy skills in any context. I'd like to use this post to reflect on my process of developing a credit course and to share a few insights on how the lessons learned from semester-long teaching can be integrated into more traditional library instruction situations.
Too often instruction librarians are dropped into the middle of a subject-based course and forced to integrate their lessons into its already established content and teacher-student dynamics. Or we teach semester-long information literacy courses that are either attached to a separately developed topical course or divorced from an academic subject altogether. The fundamental question about teaching information literacy in any environment is: How do we get students to care? This is an important question that was on my mind throughout the development of my course, and continues to drive my instruction decision-making.
Developing the course
In the spring of 2010, the University of Illinois Springfield (UIS) Brookens Library was working with the Associate Vice Chancellor For Undergraduate Education to develop a new Comparative Societies credit-bearing course within the general education curriculum. Comparative Societies courses aim to help "students begin to master tools and methods for becoming global citizens." One of the academic competencies students are expected to develop in such a course is to "demonstrate basic informational literacy." That being the case, pairing it with research skill development seemed like a natural fit: meaningful comparison necessitates skillful information discovery, assessment, and evaluation.
I agreed to teach the freshman-level, semester-long course in the spring of 2011. The experience would allow me to face the same challenges as full-time faculty, interact with students on a semester-long basis, and develop a view of the library and its resources from the eyes of a course instructor.
One of the first challenges in developing a course that was topical rather than library-focused was deciding on a content focus. I had previously co-taught a Library Research Methods class, and therefore knew that integrating content that was of interest to me personally was important. I arrived at the broad theme South Africa: Apartheid's Legacy to create opportunities for students to compare apartheid and post-apartheid South Africa.
I was somewhat familiar with the topic based on my own undergraduate research, but presenting myself as an expert on a topic in which I only had a slight background was one of my biggest hurdles. It was somewhat similar to my anxiety teaching new instruction sessions, especially those out of my areas of expertise, and on a much larger scale. I had taught Chemistry instruction sessions without every having taken a college-level Chemistry course, and I tried to remember that professors often teach outside their expertise, especially within first-year courses (Myers & Kircher, 2009).
Once I determined my content focus, it was time to develop my first syllabus. I began by reviewing my previous experiences as a student. I considered classes I liked and didn't like in college, and I looked at some of the syllabi from these courses for themes, sources, and inspiration. Next, I evaluated the tools that were available to me, including my colleagues' expertise. A librarian who had been involved in the course before me had developed a framework. I met with my Library Research Methods co-teacher to brainstorm which of that course's components could be reused effectively.
After I had gathered as much material and inspiration as possible from my previous experiences, I started exploring additional resources. Knowing that most first-year students wouldn't have a working knowledge of South African history, I found a history text that was well-reviewed and fairly priced around which to structure my syllabus.
Not until fairly late in the syllabus development process did I really start integrating research skills into the course. I wasn't confident that these components would appear organically in the syllabus, and had feared the course would be boring (probably to the students, certainly to me) if there wasn't something topically interesting to provide structure for the research itself. I incorporated research skills in four ways: topical course readings, information literacy textbook readings, class discussions, and graded work. Some of these strategies were more successful than others, as I'll describe later in this post.
I know now that the key to developing a strong syllabus is confidence, enthusiasm, and agility. Librarians, based on our professional ethos, bring a long list of positive attributes that can aid in this process. We can identify effective research assignments that use scaffolding and other techniques to guide the acquisition of information literacy skills. Plus, librarians are fundamentally good at research, able to locate excellent, appropriate readings and examples of syllabi and assignments as sources of inspiration.
Course readings
While the focus of the course's content was comparing apartheid and post- apartheid South Africa, I utilized the underlying course structure to explicitly expose students to different information sources and formats. I hypothesized that a basic understanding of a topic should help students work their way through difficult content, so the readings progressed over the term from straightforward, popular writings to more sophisticated, academic articles. We started with reference works (Wikipedia, Britannica, atlases, etc.) and proceeded to reading books, magazine articles, government documents, and finally, scholarly articles. I introduced websites by content rather than form. For example, I presented the South African constitution as a government document that just happened to be available on a website.
Following this reading order made sense because it allowed students to get a basic descriptive orientation to South Africa from day one: where is it located?, who lives there? It also allowed students to warm up to the heavy critical thinking and reading skills necessary to read a journal article. This approach worked well at the beginning of the semester, but was less effective toward the end when the students were asked to read journal articles. The students often did not complete journal article reading assignments or found them difficult to comprehend.
Information literacy textbook
In addition to a South African history text with an emphasis on apartheid, I required the students to buy (or find in a library) a specific information literacy textbook. About 75% of their textbook was required for the course. Sadly, the research skills textbook was a bust. The students didn't do the reading from the book, partly because I didn't adequately integrate the readings effectively into the course. As Nancy Wooten Colburn notes, "Teaching is a combination of art and science. If the overall goal of teaching is student learning a teacher will work to find ways to affect change in student motivation" (Wootton Colborn, 2010, p. 237). I didn't give my students motivation to read about steps to use in evaluating information.
Late in the course, in an attempt to salvage the content, I discovered that students responded much better to a five-minute introduction to resource evaluation, followed by activities that incorporated evaluation skills. I ended up utilizing the book as a resource to develop in-class activities and to provide students with succinct definitions of types of resources.
Class discussion
Because I believe that research skills are only interesting to students when combined with interesting content, I tried to teach research in innocuous bites. The course catalog description presented South Africa as the focus of the course, so I understood that many students were taking the course because of the topic being studied and not the skills being taught. When students read passages from a colonial-era travelogue, A Tour in South Africa by Joseph John Freeman, we spent a few minutes at the start of class discussing primary and secondary sources, public domain works, and Google Books. Surprisingly, most of my students weren't familiar with Google Books. The students' attention only lasted so long, so I made sure to redirect discussion to the "juicy" stuff, in this case the biased language the British explorer used to discuss different ethnic groups in South Africa.
My integration of research skills into the class sessions was grounded in the course content. I tried to consider every reading from the perspective of what information literacy lesson could be taught through discussion of the resource. Overall, this approach worked well and was an interesting teaching method that helped students learn. In contrast, my students did not respond well to days when I did traditional library instruction, for example, demonstrating databases that might be helpful for their final research projects.
Graded work
All of the graded work in the course required formal research. I tried to scaffold the assignments so that by the final research paper the students would be able to find, access, evaluate, synthesize, and cite information properly. I also often followed a teaching pattern where the students would need to find and use an information type outside of class prior to being assigned to read that type of source.
For instance, a short assignment comparing a popular and scholarly article followed this pattern: I had students complete a reading in the information literacy textbook about popular and scholarly articles, led a discussion about the two types of sources, added some information on the course LibGuide, explained the assignment, and made sure the students were reminded that they could ask me questions or visit my office if they wanted extra assistance. Students had been assigned popular article readings, but had not been assigned scholarly article readings at this point in the semester. Having students complete some assignments preceded only by brief introductions to the concepts was an interesting way to help them become independent learners. Inevitably, some of the students responded better than others to these independent learning tasks.
I experienced a number of difficulties teaching in the topical for-credit environment; namely classroom and time management, issues related to classroom diversity, and emphasizing research skills. Whether a librarian is teaching for a full semester or entering a classroom for one class period I believe it is important to fully reflect on classroom dynamics and the potential difficulties instructors face. I know experiencing these difficulties has helped me better appreciate faculty resistance to "giving up" class time, but also has given me even stronger confidence that librarians are an important part of a course.
Classroom management and discipline were bigger challenges than I had expected. I had previously taught high school students for a year, so was able to handle simple issues such as students wandering into class very late or not turning assignments in on time. I had a harder time with larger issues such as academic dishonesty and, regrettably, lost my temper a few times. I had discovered from teaching a previous course, Library Research Methods, that you have to be very explicit with rules and expectations to fulfill the goals of the course and to keep moving through the syllabus. I often had to be stricter with due dates and the structure of class sessions than I would have preferred.
Time was a huge issue. I fairly accurately predicted the amount of time necessary for lesson planning, grading, and interacting with students about their work on a one-on-one basis. I did not, however, truly understand the time-consuming issues I would encounter and their emotional impact. I spent many hours mulling over how to deal with students who didn't attend class or turn in their work, who plagiarized, were unable to read or write at a college level, and, in one instance, acted out aggressively.
Determining what boundaries to create with some students was challenging. For example, one student emailed me during class to ask for an extension on an assignment I had already graded–while I was handing them back to his classmates. In many ways, I discovered I was out of sync with the skill levels of freshman as well as the expectations of the institution where I was teaching. I found support in asking my colleagues for advice and in reading that other librarian teachers were also surprised by lack of student motivation (Blakeslee, 1998). It would have been very helpful for me to observe freshman classes and read freshman papers prior to teaching. Not only would this have been extremely beneficial to teaching this course, it also would have greatly improved my work as a instruction librarian at UIS.
My class was extremely diverse, and from the beginning of the class this affected its dynamics in ways I had not previously considered. On the first day of class, a student asked me to step out of the classroom and directed me to assign seats in the class to prevent students from separating themselves based on race. It quickly became clear that I needed to reflect on my positionality as a white, young, middle-class instructor teaching on the topic of South Africa (Takacs, 2002). It was challenging to balance and respect all the voices of my class while still making sure to emphasize that opinions did not count as facts. Teaching a diverse group of students, many of whom had very different life experiences from my own, also reminded me that "interactions with information are highly personal and highly value-laden" (Swanson, 2010, p. 270). While "hot button" issues provide wonderful themes around which to structure a class, there will inevitably be emotional issues that a librarian needs to be ready to address. One effective way of dealing with emotional issues was to teach students to support their positions with research.
Finally and most importantly, I found it challenging to ensure that I allocated the amount of time to teaching research skills that I had intended when I first envisioned the course. When trying to help students become competent, college-level readers, writers, thinkers, and communicators, it can be challenging to emphasize research. I have always abstractly understood that prioritizing information literacy was difficult, but have always been a bit frustrated with faculty that fail to emphasize research in their freshman courses. Once I actually saw that many students in my class could not write a comprehensible sentence, it was hard not to abandon information literacy in favor of basic literacy.
Applying the lessons
After a full semester of solo teaching, I have newfound insight into how vital it is to have a librarian working with a course, especially at the freshman level (I would have loved to have had a librarian assigned to my class!). A Scripps College professor recently mentioned that he couldn't imagine any faculty not wanting a librarian working closely with his first year class. He felt that it was important to have a person whose clear focus was developing research skills. The bright spot in balancing all the literacies that need to be taught is that it points to the extreme need for librarian, faculty, and writing center collaboration (Diederich & Schroeder, 2008; Callison, Budny & Thomes, 2005). It takes a whole institution, in many cases, to teach students all the skills they need. I am also keenly aware that students generally don't enroll in a class because they are seeking to develop their information literacy skills; rather they choose classes based on the topic of the course.
I am now translating my experiences into a more "traditional" library instructional environment. I work for esteemed liberal arts colleges and I hope information literacy instruction can be a critically engaging component of our academically rigorous courses. In the past, I often approached planning for an instruction session by developing tactics to get students to care about the library catalog, databases, and the activities involved in research. Now I'm shifting my focus from thinking primarily about the research and library resources to thinking, instead, about the student perspective. Instead of asking myself what research tools might be helpful to a class, I'm trying to focus on what students want or need to learn more about in a class, and what they want or need to research. Helping them find the information they need may sometimes mean teaching them how to use library resources, but sometimes it will mean other things.
One way I am attempting to learn more about student needs is by better understanding the topics they are being taught. I have made an effort to meet with every course instructor I have worked with this semester to learn more about their class and how I might help. I have rarely initiated this conversation in the past, feeling lucky when professors asked me to come into their classrooms and not wanting to "push my luck."
I realize many librarians will not have the same experiences I have had, but I recommend that everyone seek out a teaching opportunity that is far enough beyond what we consider our area of expertise to be anxiety-inducing. That may mean designing a full-credit class, collaborating with a faculty member, teaching a one-shot for a discipline we are not familiar with, or trying at least one unfamiliar technique in a class we teach every semester. I think teaching beyond our comfort zone helps us to see students, faculty, and ourselves in different ways and makes us more effective instructors in our everyday teaching environments. I also believe the more experiences we have, the closer we come to realizing our best moments as a librarian.
I would like to thank Jane Treadwell, Karen Moranski, Amanda Binder, Sarah Sagmoen, Waheedah Bilal, and Pamela Salela for their support as I developed and taught UNI 105: South Africa, Apartheid's Legacy. I would like to thank Char Booth, Ellie Collier, Emily Ford, and Kim Leeder for providing insightful commentary on my post that helped me greatly improve it.
Works cited
American Library Association (2009). Core Competences: Available from http://www.ala.org/ala/educationcareers/careers/corecomp/corecompetences/finalcorecompstat09.pdf
Blakeslee, S (1998). Librarian in a strange land: teaching a freshman orientation course. Reference Services Review, 26(2), 73-78.
Callison, R., Budny, D., & Thomes, K. (2005). Library research project for first-year engineering students: results from collaboration by teaching and library faculty. Reference Librarian, 43(89/90), 93-106.
Diederich, N. A., & Schroeder, S. J. (2008). Effect of writing centers and targeted pairings on students repeating first-year composition. Learning Assistance Review, 13(2), 17-26.
Kuh, G. (2007). How to help students achieve. Chronicle of higher education. http://chronicle.com/article/How-to-Help-Students-Achieve/31980/.
Myers, J. C., & Kircher, C. (2007). Teaching without license: outsider perspectives on first-year writing. Teaching English In The Two-Year College, 34(4), 396-404.
Swanson, T. (2010). Information is personal: critical information literacy and personal epistemology. In M. Accardi, E. Drabinski & A. Kumbier, Critical library instruction theories and methods. (pp. 265-277). Library Juice Press: Duluth, Minnesota.
Takacs, D (2002). "Positionality, epistemology, and social justice in the classroom". Social justice, 29(4), 168-181.
Wootton Colborn, N. (2010). The motivation triangle: affecting change in student learning in credit il courses by examining the student, the course content, and the teacher. In C. Hollister (Ed.), Best practices for credit-bearing information
literacy courses. (pp. 227-241). Chicago: ACRL.
7 Responses
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Hi Susan,
I'm glad you enjoyed the post! The five minute introduction came from a quick review of the 4th chapter on evaluating information in the textbook we used, 100% Information Literacy Success. There were various activities throughout the semester: students working in pairs to evaluate websites, discussions of the differences in intended audiences of popular vs. scholarly articles on the same topic, the students' presentations included an element of evaluation they were graded on, etc. I tried to incorporate evaluation into the content we were covering.
Hi Emily,
That's a very good question. I had to think about my answer for a few days. I wish academic librarian teacher training was emphasized more in my MLIS program. My understanding of college course dynamics was formed through a combination of my undergraduate experience, teaching high school students and my interactions with faculty and students primarily through library instruction and reference contexts. I don't think my understanding was completely off, but some actual training would have been helpful. It could be argued that teacher training to the depth I needed (to teach a whole semester long course) isn't generally within the scope of what MLIS programs are trying to teach, but if librarians are expected to insert themselves into those dynamics within another person's classroom I don't see the harm.
I doubt I could have predicted some of the emotional challenges I encountered (and am afraid if I did I might have balked from teaching the course). I would have really benefited from having a trusted mentor who was a course instructor at the same institution or a similar institution. I had great library colleagues at UIS to run issues by, but no one whose primary responsibility was course instruction.
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Victoria, Mahe (Seychelles) – July 16, 2018 (travelindex.com) – I am this week issuing this edition of the Saint Ange Tourism Report from Accra in Ghana where I am a panellist at Routes Africa 2018. Supporting such tourism and aviation events on the Continent of Africa is of utmost importance if Africa wants to re-write its narrative and claim back 'Brand Africa'.
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Ethiopian and Eritrea dialogue a positive news for Brand Africa
Ethiopian Airlines announced on July 10 that it had finalised preparations to resume daily flights to Asmara, Eritrea, on July 17. This follows agreements reached in Asmara between Dr. Abiy Ahmed, Prime Minister of the Federal Democratic Republic of Ethiopia, and President Isaias Afewerki of the State of Eritrea. The route will be operated by a Boeing 787 between July 17 and October 27.
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Kenya Airways on the Board of IATA
Success for Africa is when we see the recognition for the continent beyond its own borders. The election of Sebastian Mikosz, the Group MD and CEO of Kenya Airways to the Board of the International Air Transport Association (IATA) is testament to the progress by the Continent in re-writing its own narrative and pushing Brand Africa forward. The elections took place at the 74th Annual General Meeting of IATA in Sydney Australia.
President Macron of France & former President Obama on the Continent
Head of State visits always makes world news, and the continent of Africa received two dignitaries during June and July that can only help 'Brand Africa' to remain visible and relevant in the world of tourism.
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On the Seychelles front, the local tourism industry continue to raise operating costs as their main challenge. President Danny Faure personally visited hotel establishments on the islands of Praslin and La Digue last week. The interest by the Head of State for the tourism industry is welcomed, especially as the President was himself the Chair of the island's Cross Sectorial Meetings, when he was Vice President and is therefore well briefed on the industry's challenges.
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