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for the salad:
3 ears of corn worth of kernels
1 quart fresh June peas, shelled
1 bunch spring onion, white parts (only) sliced
for the vinaigrette:
1/4 cup olive oil
1/3 cup Pinot Grigio vinegar
1 tablespoon tarragon mustard
freshly ground black pepper
Toss all of the salad ingredients together in a large bowl. Shake the vinaigrette ingredients in a dressing mixing container or closed jar. Strain over the salad. Toss to evenly distribute the dressing. Serve at room temperature.
My thoughts:
When I was in Nashville, I had the best corn; I really wanted to bring a few ears home with me in my carry-on. Reluctantly I didn't so I was happy to find some lovely looking corn at the market we go to. I think it is from a bit further south, June is early for corn in Baltimore, but it is still really good. I also found June peas which are a bit of a rarity, especially for those of us who do not get up very early on Sundays and therefore miss the good stuff at the farmers market. Luckily, this market carries tons of their farm's produce and is open 7 days a week.
Anyway! This salad is light, fresh and crisp. I love leaving the corn and peas raw because they are so sweet and tender this time of the year. The dressing adds some zip. The perfect no fuss side dish for summer.

subset: commoncrawl


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I recently responded to a question on the National Journal blog, "Does climate change cause extreme weather like the heat waves much of the country has been enduring for the past few weeks?"
You can read more on the original blog post and other responses here.
Here is my response:
Yes, and there is plenty we can do about it.
Natural variability can't explain what's happening with the weather. According to NOAA, more than 15,000 U.S. heat records were broken in March alone, and hundreds more have fallen since then. In decades past, the odds of record heat were roughly equal to the odds of record cold. But in the first decade of this century, according to the National Center for Atmospheric Research (NCAR), the United States endured twice as many heat records as cold records. A sustained long-term increase in record-breaking warm weather is not a fluke, it's climate change.
The consequences are here and now. Last year the United States saw an unprecedented 14 weather-related disasters costing more than $1 billion each. So far, this year is looking no better, with continuing record-breaking heatwaves, historic wildfires in North Dakota, Colorado, and New Mexico, and severe flooding in Minnesota and Florida. And the National Climatic Data Center reported last week that drought has spread to more than half of the country over the past few months.
The rising risk of extreme heat, drought, wildfires, and heavy precipitation are well documented. Given long-standing predictions that climate change would increase the frequency and intensity of these events, the mounting evidence that this is in fact happening, and the rising costs we are incurring as a result, there is only one sensible thing to do: Take prudent action to reduce the risk.
Americans are a sensible bunch, and they have begun to notice what's happening. In recent polling released by Yale and George Mason University researchers, 82 percent of Americans said they have personally experienced an extreme weather event in the past year, and more than a third said there were personally harmed by one. Most striking, large majorities believe that global warming made some of those events worse, including the last summer's enormous heat wave, the warm winter, the Texas drought, the Mississippi River flooding, and even the "Snowpocalypse" blizzards and intense cold snaps of recent years.
There is plenty of science to back up this growing public perception. Independently, three peer-reviewed studies published recently by scientists at NOAA, Rutgers University, and Georgia Tech found that weather patterns are becoming more variable and extreme – and some are lasting longer – because of climate change. These studies show that shrinking sea ice in the rapidly warming Arctic is driving erratic movements of the jet stream, which has led to alternating periods of steamy and arctic conditions in the United States, Canada, Europe, and Central Asia. The authors say this phenomenon could be responsible for some of the most notable events in recent memory.
Now that we have a handle on what's actually happening to the weather, it's time – past time, actually – to do something about it. That something is risk management. Business leaders and policymakers manage risks every day. Individuals do it too: We buy fire insurance to protect our homes, carry an umbrella when there's a chance of rain, and securely strap small children into specially designed car seats to protect them in case of a crash that probably won't happen, but just isn't worth taking a chance on. So risk management is nothing new. What's new is the rising baseline of weather risk, which we have yet to incorporate into our risk management strategies. That is what we must do now. Managing the risk of climate change entails two strategies: limiting the ultimate amount of climate change by reducing greenhouse gas emissions, and reducing our exposure by adapting to the climate changes that are already unavoidable.
Although it has punted so far on the first strategy – reducing greenhouse gas emissions Congress took an important step on adaptation two weeks ago when it reauthorized FEMA's National Flood Insurance program. That program is strapped with nearly $20 billion of debt in part because its premiums are based on flood risk levels that prevailed when it was created several decades ago. Congress has now instructed FEMA to account for rising flood risk by using the "best available science regarding future changes in sea levels, precipitation and the intensity of hurricanes" to update its flood zone maps. In many cases, these actions will cause insurance premiums to rise, but that's what's needed for the program to have enough money to make the necessary payouts when disaster strikes. Otherwise, taxpayers will eventually be left holding the bag.
It's a good step, especially in light of our fiscal realities, but a small one, given the enormity of the climate challenge. The weather is telling us something. We need to listen – and act.
Eileen Claussen is president of C2ES


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Contiki is the world's largest travel company for 18-35 year olds.
APT - Luxury Touring & Cruising. Operates unforgettable luxurious cruises & escorted tour packages. Book your escorted holiday online. Cruise Europe Rivers.
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Choose from a range of 'First Class' tours throughout USA, Canada and Mexico.Trafalgar offers a number of touring styles for that perfect holiday.


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Welcome to The Village of Baytowne Wharf where the music rolls every Wednesday night from 7-9pm. Don't miss the weekly 2016 lineup in the events plaza in the heart of #SandestinFL.
September Baytowne WNC Series | Fall 2016
Sep 7 | The Blenders
Pensacola based blues band, The Blenders are a distinctive mix of funk, soul, rhythm, and blues. The four-piece band is a blend of saxophone, guitar, drums, and vocals. Joe Long, on bass provides an energetic backdrop, Don Tucker on drums and vocals and Long function as the heartbeat of the band. Their newest member, John Link on keyboard, saxophone, and vocals has an impressive background serving as a band leader for the United States Air Force for several years. This local band has been captivating audiences for the past seven years, and continues to show a passion for blues.
Sep 14 | Biscuit Miller
At a young age, Biscuit Miller picked up a love for music, starting out on his brother's bass four string electric guitar. With over 250 shows a year, this band has a dedicated fan base. In 2012, Biscuit Miller received Blues Music Award for Bassist of the Year.
Sep 21 | Courtyard Saints
Founded by Mike Whitty of The Thompson Brothers Band, Courtyard Saints is a local rock band based from South Walton. Major influences include folk, electric songs of Bob Dylan, to The Beatles, John Prine and The Beach Boys. Their debut song "Sunshine State" is a tribute to the early days of rock and roll.
Sep 28 | Lauren St. Jane
Lauren St. Jane is a blend of country, Americana rock with her Southern roots. Her EP "American Dreams" debuted in 2011, and has been the catalyst in leading her to share the stage with legendary artists. This country music sensation has a dedication to the craft of country with prolific writing and a passion for both song and sound. Some of inspiration includes the influences of Bonnie Raitt, Linda Ronstadt, Grace Potter, and Patty Loveless.
See The Village of Baytowne Wharf on Facebook for updates on village events, music, fireworks and summer activities. See baytownewharf.com for the village events calendar.
The Village of Baytowne Wharf Wednesday Night Concerts Series takes place throughout the year in Sandestin, FL. Bring your chairs and blankets and enjoy the great live music under the stars in the events plaza in the heart of The Village. Free and open to public.
The Village of Baytowne Wharf is the "heart and soul" of Sandestin Golf and Beach Resort and the gathering place for many locals and visitors along the Emerald Coast.
Baytowne Wharf features restaurants, bars, shops, and family-friendly activities throughout the village. Sitting on the shore of the Choctawhatchee Bay, the area pieces together elements of an old fishing village and a New Orleans marketplace, making the atmosphere fun and relaxing.
Baytowne Wharf also features excellent dining such as Marina Bar & Grill situated directly on the marina overlooking the bay, Acme Oyster House, a world famous raw oyster bar, directly from the French Quarter in New Orleans, and Funky Blues Shack is adorned with great local folk-art and has lots of live music. Step into the bar at Marlin Grill for a cocktail or treat yourself to a steak and seafood dinner. Several delicious eateries throughout the village serve up seafood, burgers, asian and excellent Gulf coast cuisine.
The Village boardwalk is lined with kid-friendly activities like zip-lining, a rock climbing wall and an obstacle course. Plus there's always lots of events happening year round, whether it's an exciting New Years Eve party, concerts on the lawn, Sandestin Wine Festival, Baytowne Beer Festival or the yummy Sandestin Gumbo Festival.
Follow The Village of Baytowne Wharf on Facebook for updates on upcoming festivals and events. And check Sandestin Golf & Beach Resort on Facebook for lodging specials and beautiful scenes from the beach.


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Secret to Sustainable DSR Sales Growth and Success is only as sustainable as its source.
The more you think about that statement, the more convicting it gets!!!
Also, that statement prompts you to ask yourself, "What is my source of/for success?"
We're talking about success that lasts; success that continues to bear fruit for you and your family, your company and absolutely, for your customers.
We're NOT talking about quick hits and short lived stuff that springs up, looks good, and then dies.
Sustainability is pretty trendy right now too. Our society not only talks about sustainable success, but it seems everybody is talking about sustainable things like sustainable energy, sustainable foods, sustainable farming, sustainable relationships and sustainable living.
What does good, sustainable success really look like?
I guess first we must ask: Since there's a thing such as GOOD success, is there such a thing as BAD success?
A good success is one that's sustainable, and not just based on today's results, but one that has trust, character and very deep roots.
Bad or short-term success might be because you have some good results without deep roots. It is possible your talent can take you to a good place, but if you don't have the right character, that talent won't sustain you there. You could have a gift or charisma which can get you in places where the infrastructure can sustain you for a while, but probably not long-term.
Your swag might get you into an account, but it's going to take more than your swag to get that account to stay with you, or for that relationship to have REAL staying power.
Do you have staying power in your relationships with your customers? If your success comes from the wrong source (your swag) and not a true sustainable source, that success will more likely be short lived.
If your actions/intentions are not good for all parties involved, they will not be good for ANY party involved, long-term.
If your success comes from the wrong source or comes just from people's opinions of you, that success can change when those opinions of you change. If you have the wrong source, your success will probably be short lived.
So how do DSRs actually find success that lasts…sustainable success?
DSRs, you need to work on becoming the CONSTANT (a FIXED VALUE that does not change) for your customers and for your peers.
We've found that the secret to DSRs' sustainable success is that they are a Constant. This means being consistently consistent with a core conviction of helping your customers make money and grow. Being consistently consistent in your learning of "all things foodservice" will also help in many different situations. And, you should be that Constant when working with credit folks, your buyers, your transportation folks, the drivers, inside sales people and all the other people who help you with your business every day.
Most successful DSRs will have some or all of the following traits about their character: Being a good mentor; having a passion for the business; being honorable and trustworthy.
What is your CONSTANT SOURCE that you can build successful relationships and a successful career around?
DSRs, Be a Resource… and Sell Something!


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adidas Hybrid 500 Pro Lace Up Boxing Gloves
Loyalty Points Available
Tree planted with each order
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Made from high quality microfibre
Multi-layered foam padding for optimal shock absorption
Soft inner lining for ultimate comfort
Lace system for firm and secure closure
Premium padded cuff for extra protection
See last image for size guide
Shipping: We aim to dispatch all items by 12pm on the same working day. All items are sent via Royal Mail courier complete with tracking number. Shipping services we offer range from 1-4 working day delivery depending on product and service chosen.
Returns: You have 90 days from the delivery date to return items for an exchange or refund. If the return is due to our error (e.g., incorrect or defective item), we will cover the reasonable return shipping costs.
Once we receive your return, you can expect to receive a like-for-like replacement within 5 working days. In case a replacement is not available, we will contact you to discuss alternative options.
For requested refunds, you should receive the refund within 3 working days of us receiving the return. Note that your bank's processing time can add an additional delay of 5 to 10 business days.
When returning an item, please include a note with your order number, reason for return, and whether you require a refund or an exchange (please state the size).
Ship the item and note to the following address:
Budo Online
Unicorn House: Office 7
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Brand: adidas
Condition: new
Complete the look:


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Sofiya Deva, Chief Operating Officer, Warm Robots
We know that leading in the age of social media means prioritizing transparency, inclusion, and equality — but it's not always apparent how to do that. Learn from Sofiya Deva, chief operating officer of Warm Robots, as she shares a simple framework for how brands can improve internal culture, win customer loyalty, and contribute to a better world by shifting mindsets and embracing radical humility.
You'll learn these three core principles in this session:
Presentation Deck


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Nassar Reportedly Googled Whether Gloveless Digital Penetration Was Illegal
Police documents obtained by media outlets revealed that Larry Nassar googled whether or not his practices of intervaginal manipulation were illegal or not.
Michigan Radio obtained documents from 2016 prior to the FBI's arrest of Nassar in December of the same year. Nassar's search terms included but were not limited to:
--pelvic floor manipulations in athletes
--Legal use of medical exam gloves
--Is it illegal not to use gloves with intervaginal manipulations
--Intravaginal manipulations for back pain
--Pubic Hair Removal Demonstration (18+) YouTube
--Vaginal massage
--Is it illegal not to use gloves with intravaginal manipulations
"The following is a sample of the searches found," Michigan State University Police Det. Sgt. Andrea Munford wrote in her 2016 report.
Munford questioned Nassar at the police station on Michigan State's campus after this was discovered in the investigation, making this note in the report: "It should be noted that several times during this interview Nassar severely stuttered over his words"
Later in that same interview there was this note in the investigation notes when Munford brought up that Nassar had received multiple complaints.
When Munford told Nassar they'd received a second complaint, "Nassar replied, 'Really?' and his right foot began to bounce." Munford said the victim and her mother both saw him with an erect penis, and repeatedly asked Nassar whether he'd ever had an erection while treating female patients.
About a year and a half after this report was created, Nassar would be sentenced to 175 years in federal prison by an Ingham county court.


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MomsTEAM has designated October as Sports Nutrition Month, and invited some old friends and some new ones in the nutrition field to share their wisdom by responding to a series of questions. We hope their answers will offer the always on-the-go sports parents we know you are some fresh ideas and choices for healthy, easy-to-make breakfasts, lunches, dinners and between-meal snacks and to help you stretch your food dollar.
Today we hear from sports nutritionist and MomsTEAM expert, Nancy Clark:
MomsTEAM: What do recommend sports-active kids eat for breakfast?


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Imam Ahmed Rida Khan [d. 1340h/1921 CE] was a champion of the Sunni World in the twentieth century as he defended the belief system of Sunni Muslims and rejected the false and deviant ways head on with support from the greatest Ulama worldwide.
He restored the deen to its original state in India when falsehood was being mixed with the truth and people were confused about Sunni beliefs and practices. Such a person is known as a "Mujaddid".
Hadrat Umar (may Allah be pleased with him) narrates the Messenger of Allah (peace and blessings upon him) said:
"There will always be in my Ummah a group who safeguard the truth until Qiyamah comes" [Hakim's Mustadrak]
Hadrat Abu Hurayrah (may Allah be pleased with him) narrates the Noble Prophet (upon him peace and blessings) said:
"Allah shall send for this Ummah at the head of every hundred years a person who shall revive their Deen for them"
Family History
Imam Ahmed Rida son of Mufti Naqi 'Ali son of Mufti Muhammad Rida. He was born in a scholarly family on the 10th of Shawwal (1856 CE) in Bareilly, India.
His forefathers were originally from Kandahar, Afghanistan, and migrated to and settled in India.
Studies & Discipleship
Imam Ahmed Rida studied twenty one traditional Islamic sciences under his father, and mastered over fifty traditional sciences most of which were poured into his heart from Allah Almighty as he mentioned in al-Ijaazat al-Mateenah.
He wrote his first ever fatwa on 14th Sha'ban 1286h on an issue of fostering (when he was only 13 years, 10 months and 4 days old!)
Imam Ahmed Rida took his spiritual pledge (bay'ah/ahd) and received khilafah in various Sufi pathways from his spiritual teacher , Sayyid Shah Aal-e-Rasul Ahmadi from Marehrah, India, in 1296H.
Travels to Hajj
First Hajj: In 1295h (1878 CE), at the age of 22, the great Imam traveled to perform Hajj with his father where he received Ijazahs (licenses to teach) in the traditional sciences from the great scholars of Makkah such as Sayyid Ahmad Zayni Dahlan and Mufti Abdullah bin Abd ar-Rahman Siraaj.
Event: It is narrated that Imam Ahmed Rida was near Maqam Ibrahim after Maghrib salah one evening that the Shafi'I Imam of Masjid al-Haraam Shaykh Salih Jamal al-Layl Makki (d.1320h/1884) greeted him and said: "I swear by Allah, I can see the light of Allah shine in your forehead" and presented Ijazahs to him.
Second Hajj: In 1323h (1906 CE), Imam Ahmed Rida travelled to the Two Holy sanctuaries for the second time in company of his brother, Mawlana Hassan Raza Khan and son, Mawlana Hamid Raza Khan.
Event: He wrote a book called "Al-Dawlah al-Makkiyyah" in Arabic in this journey in just over eight hours without using any books on a question proposed to him by the Sharif of Makkah on the Noble Prophet 's (may Allah give him peace and blessings) knowledge of the unseen (ilm al-gayb). This work received a tremendous acceptance in its recital gathering in the presence of the Sharif which was attended by the prominent scholars of the time.
In the same journey, he had numerous meetings of knowledge and circles with the great Ulama who were either teaching, living or traveling in Hijaz. He produced a number of books in Arabic due to these sittings and circles, among them are:
Hussam al-Haramayn (Sword of the Two Holy Sanctuaries on the throat of disbelief and falsehood) – his famous work in defence of the Sunni beliefs and refutation of deviant groups that had blasphemed Allah and His Messenger.
Al-Ijaazat al-Mateenah – His licenses to the scholars of Makkah and Madinah and letters to them
Kiflul Faqih – Fatwa on the legal status of the bank note in Islamic law
All three of the above mentioned books made Imam Ahmed Rida very popular in the holy lands of Hijaz, Syria and Yemen.
Major scholars of Makkah and Madinah praised him lavishly for his knowledge and piety. He was called:
"The absolute Shaykh of all teachers" by Shaykh Ismail Makki, Libarian of Makkah Haram Library
"The encyclopaedia of all sciences" by Shaykh 'Ali bin Hassan Maliki, Mufti of Makkah city
"A giant Imam and well learned man who is an expert in the sciences" by Shaykh Yusuf Nabhani, Mujaddid of Sham & Mufti of Lebanon.
[See: Al-Dawlah al-Makkiyyah & Hussamul Haramayn for more]
His Principles (Manhaj)
1. Love of Allah and His Messenger is before anything & everything
He said "If my heart was ever divided into two parts, one of them would have written on it "laa ilaaha illAllah" and on the other "Muhammadur Rasulullah"!!
2. Defending the Honour of the Noble Messenger (upon him peace & blessings)
He did not tolerate blasphemy (disrespect) of the Noble Messenger or of the pious companions or Awliya and stood strongly against the corrupted groups of his time for this reason.
3. Education and transmission of authentic knowledge
He was a dedicated teacher and some of the greatest Ulama of India were his students, among them are:
4. Self-Purification
He followed the spiritual path (tariqa) of Shaykh Abdul Qadir Jilani and loved all the Sufiya (Awliya). He made thousands repent from sins in his gatherings and his entire life was spent purifying hearts and summoning people to Allah Almighty
5. Praise of the Messenger through writing and poems
His Durood-o-Salam is recited all over the world after Jum'ua and at the ends of religious events in mosques and homes like the Qasidah Burdah. His most famous book of Na'ats is called "Hada'iq-e-Bakshish" containing some of the finest praises of Allah and of His chosen people.
6. Following the Sunnah of the Messenger (upon him peace & blessings) to the smallest detail
The character of the Noble Messenger (upon him peace & blessings) was imprinted in Imam Ahmed Rida's life. He staunchly practised the Sunnah and so did his disciples and students.
7. Uncompromising defence of the Ahlus-Sunnah beliefs and practises
He authored more than two hundred books on the teachings of the Ahlus-Sunnah and their defence.
His Books
Imam Ahmed Rida wrote more than a thousand books and commentaries in more than 55 sciences. A list of about 350 books is available titled "al-Mujmal al Mu'addid". A bulky 12 volume Hanafi fatwa collection: "Fataawa-e-Ridwiyyah" in Urdu/Arabic was recently published in Lahore (Pakistan) with an index in 33 volumes! His Fataawa are an ocean of knowledge and wisdom.
The Sunni Muslims of the sub-continent (India, Bangladesh, Pakistan and Afghanistan) remember the great Imam for his service to the Ahlus-Sunnah and consider him a saviour when the Sunni-way was at threat.
His Demise and Burial
Imam Ahmed Rida passed away on 28th October 1921 CE (25th Safar 1340h) at the age of 65, in his home at Jumu'ah time when the mu'adhin was saying "come to success" leaving behind two sons, Mowlana Hamid Raza and Mufti Mustafa Raza, and five daughters.
People from all over the world visit his blessed shrine in Bareilly Shareef every year on 25th Safar and attend the annual khatam (Blessed URS).
The great grandson who takes care of the affairs of the school of Imam Ahmed Rida in Bareilly is Mufti Akhtar Rida Khan, a fine scholar and graduate of al-Azhar University in Egypt. He is now visually impaired yet still teaches and dictates translations to books in Arabic and English, with good knowledge of English. May Allah preserve him and grant health.
Ref: Alahazrat Mujaddid of the 14th Century


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Democalypse 2014 - South by South Mess: Mex Tex ~ The Daily Show (10/29/2014)
This is excellent! I actually know a few people in this video which makes
a really good point.
It's wonderful to be able to communicate through humor that which
is oftentimes difficult to state.
Happy Halloween, everybody!
A Reflection on Margaret Montoya, Máscaras, Trenzas, y Greñas: Un/Masking the Self While Un/Braiding Latina Stories and Legal Discourse, 17 Harv. Women's L. J. 185 (1994), 15 Chicano-Latino L. Rev. 1 (1994)
is rightly considered an icon in the literature of Critical Race
Theory. Twenty years after its publication it continues to offer
insights and serves as a quintessential example of the power of personal
narrative to decode embedded assumptions and structural features of
law. Montoya's article is built, in part, on John Noonan's insight, in Persons and Masks of the Law (1976), about the tendency of legal discourse to obscure or mask the humanity that underlies all case law.[2]
While Noonan looked at the more generic "masking" tendencies of the
law, Montoya connected that process with the more specific project of
"racing" the law through a mediation of her experience as a Latina first
year law student at Harvard. The result was a powerful piece that has
ongoing relevance to the jurisprudential theories seeking to describe
and better understand the interior connections of race and law. At the
same time the article provides a critique that predictably raises the
hackles of readers who are unfamiliar with or who might discount some of
the basic premises of Critical Race Theory.
I suspect that most of the readers of the Máscaras article—particularly those teaching in law schools and who assign the Máscaras article
to their students—do so in the context of a second or third year
elective course or seminar. As such, the law students who encounter the
article are invariably a self-selected group composed of people who have
an interest in, or at least have some intellectual curiosity about, the
implications of race and the law. In many cases they may well already
be persuaded by the literature of which Máscaras forms a part. A
different audience for the article—a tougher crowd perhaps—would be
composed of first year students reading the piece as part of a mandatory
course. In this comment, I share my experience in teaching the Máscaras article
to every entering class of the University of New Mexico law school
since 2005—aided by the article's author, Margaret Montoya. That
experience highlights the challenges of introducing Professor Montoya's
article to first year law students, but also suggests the value and
powerful force of sharing Máscaras with students at the start of their legal career.
First, some background is needed to place in context the experience of teaching Máscaras and
the viability of doing so as part of the first year law school
curriculum. In 1987 the faculty of the University of New Mexico law
school decided to introduce a required component of legal history into
the Fall semester of its first year curriculum and hired me to develop
such a course. Initially entitled "Historical Introduction to Law," the
course and the materials developed for it reflected the title: an
initial exposure to the historical context of the common law. Gradually,
however, the focus of the course evolved and by Fall 2005, when the Máscaras article
was first added to the course materials, the course had been renamed
"Comparative and Historical Legal Perspectives" (CHLP). In this
iteration, and continuing up to the present, CHLP has the objective of
helping the entering class develop effectiveness and proficiency as law
students and ultimately lawyers. A dual approach is used to advance this
intensely practical objective of CHLP notwithstanding the use of
readings that inevitably strike the students as very different from the
sources being used to learn the "law" in their other first year classes.
The first approach is to help students develop an appreciation of the
intrinsic nature, characteristics, and particularities of the common
law tradition—what might be called the development of a "legal cultural
competency" in that legal tradition. American law students are
invariably told that the principal objective of their training and
education is to be able "to think like a lawyer." While this platitude
has an element of truth, it is, of course, not strictly accurate and
begs a corrective. The statement should be modified to assert that
American law students need "to think like a (common law) lawyer." A
reminder that the legal system students are being trained to enter is
derived from a particular legal tradition underscores the easily
overlooked fact that there are significantly different understandings of
the nature of "law" and the role that lawyers and judges play within a
host of other cultures and legal traditions. For law students, acquiring
the capacity to "think like a lawyer" in the common law tradition is
akin to developing fluency in a new and complex language. The ability to
communicate effectively and persuasively rests on a mastery of
vocabulary, grammar, syntax as well an appreciation of subtleties of
pronunciation, context, dialects, and specialized argot. CHLP challenges
students to immerse themselves and develop a sophisticated
understanding of the conventions and byways of particular legal culture
within which American lawyers and judges operate. Acquiring such a
"legal cultural competence," it is asserted, is crucial to the
effectiveness of would-be practitioners within the American legal
The second approach in helping students develop into effective legal
practitioners involves instilling a critical and self-conscious approach
to the study and understanding of law. Such a critical perspective is
needed to resist the tendency of students to take what they are
encountering for granted, as something that is inevitable and
inexorable. I offer the metaphor that first year law students (under the
conventional pedagogy followed by American law schools) are dropped
into an ocean of "law" where they quickly encounter a bewildering array
of strange denizens in that watery legal world and in which they are
largely left to their own devices to navigate and understand.
Notwithstanding the fact that as sentient creatures law students know
they have been dropped in this ocean, there is a strong tendency to
lose sight of this fact and begin to take the process of legal education
and the content of law for granted and at face value. Much like the air
we breathe, the legal "water" that surrounds first year law students
can easily become invisible to their eyes. CHLP challenges students to
become "flying fish" who rise above the legal sea they find themselves
in and attain a critical perspective from which they are encouraged to
ask what they are doing in their other first year classes, how they are doing it, and why
they are doing it. In addition to becoming critical consumers of their
legal education, students are urged to embrace the central insight and
legacy of legal realism: that legal rules and doctrines are not
inevitable, that law rests on underlying and often implicit assumptions,
reflects particular values, and ultimately is a construct that is
shaped, not something that is inexorably or neutrally developed.
Developing a self-critical mindset in their approach to studying law is
the essence of the call for first year law students to strive to become
"flying fish."
CHLP seeks to advance these dual approaches in five interrelated units
of readings. The first unit provides an overview of the common law and
civil law tradition and starts with three appellate judicial opinions
drawn from the highest civil court in France, the highest civil court in
Germany, and from the Michigan Supreme Court. All three courts address
an identical issue (the applicability of the principle of joint and
several liability in the context of a tort suit) and each reaches the
same result in applying the principle. Even so, the form of the judicial
opinions varies widely. Considering the judicial opinions as
"artifacts" of the legal systems that produced them—the first two from
the civil law tradition and the last from the common law
tradition—offers dramatic contrasts in terms of length, sources of law
relied upon, and the nature of judicial persona and argumentation.
Differences in the shape of the opinions invite an exploration of how
the history and nature of the civil law tradition helps account for the
shape of the French and German opinions. Although the first unit serves
to introduce students to the civil law tradition, the purpose of the
comparative approach is to highlight features of the Michigan decision
that are characteristic of the common law approach to judicial
law-making and that students might otherwise take for granted. The
Michigan case serves as a typical example of the appellate opinions that
form the staple of what students are reading for their other classes,
but allows them to reflect upon how the American opinion suggests a
different world-view of the nature of law and the legitimate sources of
The second CHLP unit turns to selected aspects of the history of the
common law tradition, including the unification of law in England
through the rise of the royal or central courts operating under the writ
system and the emergence of the court of Chancery, along with the
legacy of the law/equity distinction and the ultimate procedural
"merger" of law and equity. The readings dealing with medieval English
legal developments and American law reform in the 19th century do not
pretend to offer an overview of English and American legal history.
Rather, they serve as a means through which students can identify
contributing factors that have shaped the common law tradition and
imparted it with particular characteristics and features. The comparison
of the three judicial opinions that open the class continue to provide
benefits as students are able to identify further parallels between the
Michigan opinion and the appellate opinions they are studying in
criminal law, torts, and contracts.
CHLP's unit three is entitled, "The Role of Law and Lawyers" and
shifts gears by introducing some "non-Western" concepts of law,
including dimensions of Chthonic legal traditions and Navajo justice
concepts. The unit offers the opportunity to contrast the common law and
civil law traditions with other cultural contexts in which the meaning
of "law" and the role of lawyers—if any—is rather different from what
lawyers within either common law or civil law tradition would take for
granted. This third unit also explores expectations about law and
lawyers in the American common law tradition, the contours of an
ideology of advocacy, and the broad trends in the rise of "Alternative
Dispute Resolution." Inevitably, cultural understandings about the
nature of "law" not only shape the potential role for lawyers, but have
implications for how law is taught.
Unit four turns to the question that many first semester law students
tend to ask themselves at this point: where did the pedagogy for the
legal education they are experiencing come from? The unit permits a
brief exploration of the arc of legal education from a practical,
apprentice-based approach, exemplified by training in the Inns of Court
and by "reading law," to a combination of academic study and
apprenticeships to Christopher Columbus Langdell's concept of law as a
"science." Exploring the rise of the modern law school in terms of the
study of law introduced with Langdell's deanship at Harvard Law School
in 1870 helps satisfy the curiosity of students about the birth of the
"socratic method." At the same time, that story permits an introduction
of a jurisprudential perspective of American law by exploring the
premises, methods, and purposes of Langdell's legal education. The
philosophy and understanding of law that underlay Langdell's 19th
century "revolution" in legal education set the stage for the ultimate
rejection of "Langdellism" in the critiques of the Legal Realists.
The final unit of the course, entitled "Changing Perceptions of Law
in America," traces the emergence of the Legal Realists and some of
their intellectual heirs including the Critical Legal Studies movement,
Feminist Jurisprudence, and Critical Race Theory. Rather than an
abstract discussion of some of the schools of post-realist
jurisprudential thought, the final unit explores this thought through
narratives focusing on accounts of the first year law school experience
and their significance for understanding the nature of law. Prior to
2005, CHLP featured Duncan Kennedy's critique of law school as training
for hierarchy as well as Ann Scales' feminist critique of legal
education.[3] After 2005, Margaret Montoya's Máscaras was
added to round out three very personal, but different takes on legal
education and in particular each author's reflection on the law school
experience at Harvard. The materials in the final unit inevitably
trigger strong reactions among the students, particularly as they
respond to the experiences characterized by the authors in the light of
their own experience and reactions to their first semester of law
school. The presentation of Professor Montoya's Máscaras article
in this context has proved challenging, but it has also provided
evidence of the promise of generating candid classroom discussion by
first year law students on difficult questions raised by race and the
From the time the Máscaras article was included in the course materials, Professor Montoya has routinely given a guest lecture on the ideas raised in Máscaras. Her presentation and the Máscaras
article—along with the Kennedy and Scales pieces—has triggered both
positive and negative reactions. Invariably some students express their
gratitude for finally hearing "their voice" and experiences echoed in
the Máscaras article, while others sometimes react skeptically
and at times dismissively. The tendency of some students, particularly
white males, to react defensively to the themes in Máscaras and
thus to stifle an open consideration of its ideas has lessened over
time. Part of that tendency I attribute to a clearer articulation of how
the Máscaras article relates to CHLP's objective of developing
among students a self-critical perspective of law and legal education.
While to some individuals the themes of Máscaras is like
"singing to the choir," there has been a discernable shift in the
willingness of potential skeptics of its message to give it serious
consideration after emphasizing its place in the enterprise of
maintaining a self-critical perceptive about law and the legal system.
The final unit—including the Máscaras article—has worked better
over the years after I began challenging any member of the class to
deny that they were not in a real sense "post-Langdellians." In other
words, virtually no students at this stage of the course are apt to
express the view that law is inexorable, simply destined to be and
inherently neutral in nature. And I point out that if that is not the
case, then all of them have to be willing to concede the need to examine
what has shaped law and the legal system. The forces
potentially shaping law are manifold, including power, class, economics,
gender, and race, among a wealth of other things. If students are
forced to acknowledge the need to think about law in that wider critical
context, there is a greater potential for Máscaras to be seen
as introducing the dimension of race and gender as part of the
development of a critical perspective rather than as a political
manifesto that speaks to a like-minded subset. It is within this
analytical framework (along with the fact that the entire first year
class is part of the discussion) that Máscaras has enormous potential to contribute to legal education.
At the same time, because Máscaras is discussed in a session
involving the entire entering class of around 115 students, the
dynamics of personal vulnerability and risk work against meaningful and
candid discourse. Each time Professor Montoya has given her joint
lecture, we have tried to think of ways to encourage a more open and
fruitful discussion. In the past, Professor Montoya has given her
presentation (sometimes using a power point presentation that was
subsequently shared with the class) prefaced with an invitation to ask
questions during and after the presentation. In addition, we have
invited students who might have a particular interest in the ideas of Máscaras to
raise questions ahead of time or meet with Professor Montoya before the
presentation. While these approaches were useful, they never generated
the type of discussion we both really hoped for—until, that is, Fall
At the end of last year, Professor Montoya and I met with a half dozen students before the joint session to discuss Máscaras in
anticipation of those students serving as a volunteer panel that might
help stimulate class discussion. At that preliminary meeting someone
posed the question, "How might or could white males participate in
discussing Máscaras without themselves feeling silenced?" The
underlying assumption was that the intent of the article was not to
silence white males and turn the tables on them after years of being the
dominant voice in the legal dialogue. That question prompted a useful
discussion about how hard and difficult the questions raised by Máscaras were to discuss—particularly in a large classroom with students speaking in front of all their peers.
What transformed this year's presentation on Máscaras, however, was
what Professor Montoya did in class—essentially throwing away the
script of her traditional lecture presentation. Instead of describing
the ideas in the article, she asked the panel members for their personal
reactions to Máscaras. After a few of the panelists spoke,
hands started raising in the class. What ensued thereafter was a
remarkable fifty-minute discussion in which several dozens of students
proved willing to express views and experiences that took considerable
personal courage. What underlay the occasion was the tone set by
Professor Montoya, who underscored the emotional risks that make
discussions of race so difficult. Her moderation of the discussion was a
tour de force that included a gentle but firm corrective to one female
student of color who expressed skepticism towards a white male who
declared himself to feel vulnerable during these kinds of discussions.
"When someone says they feel vulnerable and at risk," Professor Montoya
said, "we need to take that concern seriously." Recognizing the feelings
of vulnerability and acknowledging how hard it was to share honest
feelings in such a context encouraged an unprecedented amount of student
discussion. Numerous students prefaced their comments with, "I'm going
to be hated for saying this…" The poignancy and authenticity of the
conversation prompted one first-year law student to exclaim toward the
end of the session, "These are the kinds of conversations we should have
been having from the start of the semester!" True enough, I had to
agree, but all in all, the discussion led by Professor Montoya was one
of the most remarkable conversations I have witnessed in the formal law
school classroom setting. For hours after the class was over, students
continued the discussion in the Forum outside the lecture hall, with
intense conversations among students who normally did not talk to one
This extraordinary exchange prompted by the reading of Máscaras
could be attributed to the fact that it was Margaret Montoya who led
the discussion of her article. However, while Professor Montoya was a
truly impressive presence in the class room that day, I believe that a
consideration of Máscaras has the potential to stimulate similar conversations in other law schools even without her physical presence. Placing Máscaras squarely
in the context of challenging students to engage in a critical analysis
of law and their legal education, as well as frankly acknowledging how
hard it is to talk about race honestly, would seem to be a good
prescription for encouraging such discussions. The article has a
relevance that goes far beyond the literature of Critical Race Theory.
In the end, Máscaras has remarkable potential as a catalyst for discussing important questions about the nature of law in America.
Cite as: Christian G. Fritz, The Perils and Promise of Teaching Margaret Montoya'sMáscaras Article in the First Year Law School Curriculum, Harv. J. L. & Gender (Feb. 2013) (reflection on Margaret Montoya, Máscaras, Trenzas, y Greñas: Un/Masking the Self While Un/Braiding Latina Stories and Legal Discourse, 17 Harv. Women's L. J. 185 (1994), 15 Chicano-Latino L. Rev. 1 (1994)).
[1] Margaret E. Montoya, Máscaras, Trenzas, y Greñas: Un/Masking the Self While Un/Braiding Latina Stories and Legal Discourse, 17 Harv. Women's L. J. 185 (1994), 15 Chicano-Latino L. Rev 1 (1994).
John T. Noonan, Jr., Persons and Masks of the Law: Cardozo, Holmes,
Jefferson, and Wythe as Makers of the Masks 6–9 (1976). Noonan's
insistence on the importance of taking into account the inevitable "back
story" of appellate cases—the daily diet of first year law students—was
poignantly underscored by Professor Montoya's experience with her
criminal law class discussion of the tragic circumstances that led to
the manslaughter prosecution of Josephine Chavez. See Montoya, supra note 1, at 201–06, 18–23.
John T. Noonan, Jr., Persons and Masks of the Law: Cardozo, Holmes,
Jefferson, and Wythe as Makers of the Masks 6–9 (1976). Noonan's
insistence on the importance of taking into account the inevitable "back
story" of appellate cases—the daily diet of first year law students—was
poignantly underscored by Professor Montoya's experience with her
criminal law class discussion of the tragic circumstances that led to
the manslaughter prosecution of Josephine Chavez. See Montoya, supra note 1, at 201–06, 18–23.
[3] Duncan Kennedy, Legal Education as Training for Hierarchy, in The Politics of Law, 40 (David Kairys, ed., 1982) (critiquing the law school curriculum); Ann C. Scales, Surviving Legal De-Education: An Outsider's Guide, 15 Vermont L. Rev. 139 (1990)
(providing a feminist perspective on the law school curriculum and
suggestions on how to get more out of legal education).
(providing a feminist perspective on the law school curriculum and
suggestions on how to get more out of legal education).


text:
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text:
Sapphire Software is an internet based, state-of-the-art administrative tool designed by K12 Systems.
The modules in the Sapphire Suite bring together information from school administrators, teachers, nurses, and office staff, allowing them and parents real-time access to student progress and school information anytime and anywhere they have access to the internet. Students with access to the Community Portal also can view their personal progress and school information.
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text:
#45 Stay with us [S4E13]
The group talks about how the production pulled out all the stops on this final episode.
Chris reveals that Germany will make two new episodes of Beyond Belief for the twentieth anniversary of the original.
This is also the last chance for Chris to get all the stories correct. We will also find out who won season four and who throughout the entire season got the most stories correct.
Story 1: The Hand – In a bar called the Bloody Hand, named after a brutal murder of a woman whose only remains found were her bloody hand, a drifter finds the hand pointing at him.
- Kyle doesn't understand why the criminal doesn't leave after the hand calls him out.
- Jesse can't get behind criminals just confessing to their crimes.
- Tiffany thinks this is such an urban legend.
- Chris doesn't know if the ghostly rules apply here. Maybe it was just faulty robotics?
- Maybe it was just in his head the whole time like the Tell Tale Heart.
Story 2: The Battered Doll – When a maid claims innocence after the death of her employer, one of the deceased's prize possessions tells otherwise.
- Kyle argues that Teddy Ruxpin could have recorded the murder.
- Tiffany thinks the doll talking was just added in by the writers, but the rest seems true.
Story 3: Poker Justice – In the early 1900s three poker players need to win back a cheat's earnings by using an honest poker player, but in the process, they get played themselves.
- Jonathan Frakes does his classic chair maneuver, made famous in Star Trek.
- Mark doesn't think the writers could come up with this story. But maybe it's an urban legend from pirate days.
Story 4: Above the Clouds – A girl suffers from a reoccurring nightmare in a falling elevator, only to discover she needs to go to a birthday party at the top of a building.
- There's no interesting twist here, it's just a coincidence.
- She could have had the dream after the elevator and miss-remembered the sequence of events.
- The group tries to figure out what would have made this story more interesting.
Story 5: Screen Saver – A year after breaking up and moving across the country, a couple cross paths when an odd screensaver shows up on a computer.
- Tiff was waiting for the screensaver to be the supernatural element, instead of just a coincidence.
- This story had one of our biggest laughs.
- They discuss how her apartment had way too many plants in it
The story results are revealed.
- And Chris didn't get a hundred percent. BUT the coin did!
- To find out which stories are fact and which are fiction… you must listen to the podcast, or check out the full episode below or on Amazon Prime.
The season and series results are revealed.
- For season four, Kyle won with a 70 percent average!
- For the series:
- Coin – 51%
- Jesse – 52%
- Tiffany – 53%
- Kyle – 54%
- Mark and Chris tie at 60%


text:
Beanbag or Seating Cube: The Insides are the Most Important
1968 in a small Italian village: The architects Cesare Paolini, Franco Teodoro and Piero Gatti couldn't get accustomed to their parents' furnishing. It was too old fashioned, too boring and too conservative. They wanted seating furniture that looked inviting and invited to relax. The idea of the beanbag was born. A material for the casing was found quickly. The choice for the filling material, however, proved to be more difficult. Chestnut leaves, sand, leaden balls, water, tennis balls - nothing met the young men's demands. Eventually, they found their solution in small polystyrene balls, colloquially called styrofoam. In 1969, the Sacco con Grani, the bag with grains, celebrated its premiere at the Paris fair. Today, many other designers in addition to Cesare Paolini and co. design comfortable, flexible chairs that provide a license to relax. The result: an extensive selection, from seat cushions with EPS filling to XL textile armchairs - even beanbags for outdoors are available.
Seating cubes in our interior design shop – your advantages at a glance
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The Beanbag: From Rebel to Style Icon
In the 70s, the beanbag was especially popular with teenagers and students. The older generation couldn't really get accustomed to them, but over the years the beanbag has become socially acceptable. For good reason! Because this piece of furniture adapts perfectly to your body, no matter what position you take. And the seat cushion relieves and supports the back and spine. The first models of the seating furniture consisted of a plastic sheet and canvas. Today, the choice of materials is much bigger. Easy-care PVC, cotton, leather, polyester and many more. And a lot has changed in terms of filling material. Many beanbags now rely on the hypo-allergenic material EPS. An example: the Checker XL from the manufacturer Sitting Bull. Young ones don't want to miss out on what grownups love. That's why there are also beanbags for children. They are smaller and adapt better to their bodies. With the Sacco small, the traditional manufacturer Zantotta offers a miniature version in the style of the larger model.
Outdoor Enjoyment for Young and Old
Beanbags are not just for couch potatoes. In recent years, the trend is towards 'outdoor living rooms' as far as the weather allows it. And it's clear that the beanbag needs to be a part of it.
With the Fatboy Beanbag Original Outdoor, you can have a fine relax outside. After a rain shower, its waterproof fabric can simply be wiped dry.
Would you like to buy your beanbag online? Your favourite beanbag will arrive safely and within a few working days to your home!