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Anthony Gregory: The Failures of President George W. Bush on The Tom Woods Show
Recorded: Thursday, August 7, 2014
Research Fellow Anthony Gregory, author of author of The Power of Habeas Corpus in America appeared on the Tom Woods radio show to discuss the record of President George W. Bush.
Experts: Anthony GregoryType: RadioIssues: Constitutional Law, Defense and Foreign Policy, Diplomacy and Foreign Aid, Government Power, History (International), History (U.S), Political Ideology and Philosophy, Terrorism and National Crises
Robert Higgs Discusses Effects of WWI on the Tom Woods Show
Recorded: Wednesday, July 30, 2014
Sr. Fellow Robert Higgs appeared on the Tom Woods radio show. Higgs discusses the 100th anniversary of the outbreak of World War I and its devastating effects on people and government.
Experts: Robert HiggsType: RadioIssues: Defense and Foreign Policy, Economic History and Development (International), Economic History and Development (U.S.), Economic Policy, Free Market Economics, History (International), History (U.S), Political Ideology and Philosophy
Ivan Eland on Ramifications of WW1
Recorded: Sunday, July 13, 2014
What are the lessons of World War I? How did it shape the world today? And what does it teach us about global conflict 100 years on? Sr. Fellow Ivan Eland joins a panel discussion on RT television on the ramifications of World War I.
Type: TelevisionIssues: Defense and Foreign Policy, Economic History and Development (International), Government Power, History (International), History (U.S)
William F. Shughart Discusses the Import-Export Bank on The Gary Nolan Show
Recorded: Wednesday, July 9, 2014
Sr. Fellow William F. Shughart II appeared on The Gary Nolan radio show to discuss the Export-Import bank. In a recent syndicated Op-Ed, Shughart wrote that the Export-Import bank distorts prices and it interferes with the free flow of international commerce.
Experts: William F. Shughart IIType: RadioIssues: Banking and Finance, Business, Economic Policy, Labor and Employment, Trade
Dr. Lawrence J. McQuillan: Californias Public Pension Crisis
Recorded: Tuesday, June 17, 2014
On June 17, 2014, Sr. Fellow Lawrence McQuillan spoke at an event for supporters of the Independent Institute. Dr. McQuillan spoke about Californias state pension system, a topic he writes about frequently, including in his forthcoming book California Dreamin: Resolving the Public Pension Crisis.
First he defines the types of pension programs for state employees, he outlined how funding for the programs is not sustainable for the promises made to pension recipients. The state admits to an unfunded liability of $140 billion, but McQuillan says that is actually an underestimate. According to most economists, the true amount of the unfunded liability is $430 billion.
How did this happen? McQuillan explains and offers six solutions to keep the pension systems solvent.
Experts: Lawrence J. McQuillanType: Independent Institute TVIssues: Culture/ Society, Economic History and Development (U.S.), Economic Policy, Fiscal Policy/Debt, Labor and Employment, Political Ideology and Philosophy
New MyGovCost App Demo!
Recorded: Friday, June 13, 2014
How much Washingtons spending is costing YOU? Enter your age, income, and education level and the calculator shows exactly what youre paying for national defense, welfare, education, national debt, and more even federal programs, as well as the entire federal budget.
Along with the calculator, the free MyGovCost iPhone and iPad mobile application contains blogs, Op-Eds, videos, and news from The Independent Institute and MyGovCost.org.
Experts: Lawrence J. McQuillanType: Independent Institute TVIssues: Bureaucracy and Government, Business, Culture/ Society, Economic History and Development (U.S.), Economic Policy, Economists, Fiscal Policy/Debt, Free Market Economics, Government Waste/Pork, Labor and Employment
Ivan Eland on Talibans POW Exchange
Recorded: Saturday, May 31, 2014
Sr. Fellow Ivan Eland appears on Canadas CTV to analyze the recent exchange of an American Prisoner of War for five Taliban leaders held in Guantanamo Bay detention camp.
Experts: Ivan ElandType: TelevisionIssues: Civil Liberties/ Human Rights, Defense and Foreign Policy, Freedom, History (U.S), Politics, Terrorism and National Crises
Ivan Eland on FSN Radio: Americas Presidents & Foreign Policy
Recorded: Thursday, May 15, 2014
Sr. Fellow Ivan Eland appears on The Financial Survival Network with host Kerry Lutz to talk about his book Recarving Rushmore which will be updated in the fall of 2014. The book ranks U.S. Presidents on issues of peace, prosperity, and liberty.
Experts: Ivan ElandType: RadioIssues: Diplomacy and Foreign Aid, Economic Policy, Government Power, History (International), History (U.S), Political Ideology and Philosophy, Politics, Terrorism and National Crises


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Rated 3.3 out of 5 by 802 reviewers.
Rated 3 out of 5 by Cold17 Wet and cold Stayed in junior suite. Sitting room never got warm. Heat controlled from remote area. Took shower, no towels in room. Also, coffee maker missing filter holder. Took about 25 mins to get towels January 1, 2013
Rated 5 out of 5 by MrTee Return Visit Another visit to this hotel shows this facility continues to offer the best in comfort, convenience and service. Absolutely a must location every time my work schedule brings me to Philadelphia July 29, 2012
Rated 3 out of 5 by grump23 bad convention the first couple of days were fine, but once the convention got there on the weekend, it was impossible to get seated in the bar, restaurant or elsewhere, or to get the attention of the staff. November 7, 2012
Rated 4 out of 5 by boogie THis hotel meets our needs We were there for a conference and as you can expect the hotel was virtually full however, the staff at the hotel were very effective in meeting our needs. Hard workers and pleasant demeanor July 31, 2012
Rated 4 out of 5 by VirgoGirlsTrip Convenient location Hotel is in walking distance to many tourist sites, shopping, and restaurants. Rooms were standard for Sheraton but no "wow" factor. We had a great view of all the museums from our window. September 16, 2013
Rated 5 out of 5 by Laura1 Staff were all friendly and helpful I stayed for 5 nights and with out expception the staff from check in to check out and everything in between, went out of their way to assist and did it with genuine friendliness and care. May 4, 2013
Rated 4 out of 5 by Kate21 OK This hotel met what I was looking for. Comfortable beds and clean overall. The fitness center was great, lots of equipment. No in room mini fridge which was a negative thing in my opinion. August 8, 2012
Rated 5 out of 5 by BradM Great Clean Hotel Stayed here just for one night but was very impressed. lobby is very nice and large. If you can, upgrade to club level as the view is great and the free food and drinks are a perk too! August 30, 2013
Rated 4 out of 5 by G1212 Excellent service Whenever i needed something my needs were tended to instantly and with a great deal of genuine courtesy...the only critical comment I could make is the price of parking per day is high. November 22, 2012
Rated 5 out of 5 by Misty74 Hotel was accomodating Due to a cancelled flight I needed overnight accommodations. The staff was very helpful in getting me settled in with no fuss. My room was very comfortable and inviting. December 12, 2013
Rated 5 out of 5 by Rgaff911 Mom's Birthday Celebration Wonderful location....great service. We stayed on the Club Level....the views were spectacular....and the food/service in the club lounge were superb. Would definitely stay here again. September 26, 2012
Rated 2 out of 5 by btravel The Sheraton that Time Forgot Stained carpets and wallpaper; generally unclean hallways and lobbies; public areas felt rundown; everything had a shabby, sad kind of feeling; found used wash clothes in the bathtub. June 14, 2013
Rated 4 out of 5 by OldSue Great Hotel, Disappointing Restaurants The housekeeping, rooms, and food quality were much better than the wait staff, who were slow, inattentive, and occasionally unwelcoming. January 27, 2014
Rated 5 out of 5 by John678 This hotel exceeded all my expectations This is a top shelf hotel that takes first rate care of their guests. From Toni, at the front desk to Mary, the concierge, they exceeded our expectations and made us feel like family. April 22, 2013
Rated 2 out of 5 by Jackdev21 Room in poor condition Rugs were dirty and stained. Left sunglasses in room called when I got home talked to housekeeping said they would call back with update Have heard nothing. very poor customer service August 21, 2012
Rated 4 out of 5 by Adrienne25 Restaurant My son and I ate breakfast in the hotel restaurant each day and the servers were very friendly and helpful. We really liked it that breakfast was available all morning on the weekend. August 29, 2012
Rated 5 out of 5 by chip92057 Everything was perfect From the bellman to the front desk to the bartender, everyone at this hotel were top notch professionals who went out of their way to ensure our group was taken care of. Great job! September 17, 2013
Rated 3 out of 5 by Avimalka1985 Disappointment We were disappointed in two things: a) the thermostat going on and off all night makes for sleep interruptions. b) two of the four days our room was not cleaned, beds not made, etc. May 15, 2013
Rated 5 out of 5 by SoleMarathoner Wonderful room & Great location Check in was smooth, excellent customer service. The room was clean with an amazing view. Perfect location for all your Center City Philadelphia needs. Overall, great stay! November 18, 2013
Rated 5 out of 5 by Mimi62 Grat Stay Stayed for a Conference. Staff was excellent. Joe helped us out finding a place to eat and providing walking/driving directions. Smile was a welcomed surprise for a big city hotel. October 16, 2012
Rated 3 out of 5 by Webb1234 Need some changes There needs to be free wireless in the rooms. For business travel this is a must - should NOT charge for this service. The hallways were not very clean. The staff were very helpful September 24, 2012
Rated 3 out of 5 by Sarmel Several complaints Checking in was a problem in spite of my reservations, which were made with great care, and at additional expense in order to get two connecting rooms, and having rcd confirmation. Fortunately the manager came along by chance and straightened out the matter. But the process took at least a half hour. Second: the coffee maker in my room 1503 was cleverly located in such a way that the instructions in the form of diagrams were absolutely illegible even during the day, and even with all and I mean all, the lights on. Result: no coffee for me in the room.( I dared not unplug the device in order to relocate it.) Third: In the middle of the night I wanted to change the temperature in the room. But the thermostat is not lighted. And: like the coffee maker, it is not legible even with all the lights on. Fourth:: There is a comfortable arm chair in the room. Would be great for reading. But, but: there is no lamp anywhere near the chair. Figure that one. All of the staff with whom I had contact were excellent, lovely and helpful- The restaurant was also excellent, both food and service. Staff is great. Third: June 6, 2013
Rated 2 out of 5 by Disappointed Problems Although most staff were friendly and courteous, my biggest problems were service related. I had to call 5/6 days to have our room cleaned. When I called, I was lied to by front desk staff saying that the housekeeping staff hadn't gotten to me, only to be visited by a manager who admitted that day after day my room had been listed as checked out. One day clearly the staff were doing the heavy cleaning of all the checkout rooms on my floor, but not mine. It required my family to sit many many times at 4-6pm on the Mezz waiting to have room cleaned. Waiting one day, for toilet paper! During my stay, weather temps went over 92 degrees, but when turning on our room airconditioner, it was so loud, and useless that we couldn't speak to each other or hear our TV. On almost all days of our stay, our room keys were disabled, causing every member in our room, and our entire group to have our keys re-programmed. But amazingly, when we did this, no ID was checked to see if this was our room.! The hotel construction difficult but mostly the window cleaners made noises that woke us 2 mornings. Sorry, will not stay again. May 31, 2013
Rated 2 out of 5 by Sam23 Prolonged fire alarm There was a prolonged fire alarm while I was trying to have a phone conference from my room. This significantly impacted the phone conference. I will not be staying here again. May 9, 2012
Rated 4 out of 5 by RockinRobin1219 Comfortable room The bed was great....I've never slept so well in a hotel before! I didn't realize the parking was so much per day though. Maybe Free WiFi can be included to make up for that?? January 14, 2013
Rated 5 out of 5 by NaKisha Excellence customer service was pleasant and accommodating to all of my needs. I stayed here the last day of my trip, but will be sure to stay longer the next time I visit Philadelphia! July 24, 2012
Rated 4 out of 5 by Maniwan Nice Renovation Newly renovated rooms were very nice. Great view of downtown from the 25th floor. Room near elevator was surprisingly quiet. Only things missing were a fridge and microwave. January 19, 2013
Rated 5 out of 5 by naiqueen wonderful hotel and beautiful view I love the location and conveinience of the hotel in regard to access to center city. The room was absolutely gorgeous. The only thing i wish was included is a refrigerator. March 5, 2013
Rated 3 out of 5 by shay This hotel is in a great location I did like the fact that no one told me about parking and when I arrive home there a charge of 38 to my credit card. Wow 38 to park at a hotel that im staying at!!!!!!!!!!! December 31, 2011
Rated 5 out of 5 by SGS47 Very accommodating, good location. I pulled up and was greeted by a very friendly valet. I parked my car and was able to check in within a couple of minutes. Room was clean and had everything that we needed. March 11, 2013

subset: commoncrawl


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Patriots find scoring from unlikely source
George Mason coach Paul Hewitt has said it so many times this year it's become a mantra.
"We really felt this could be a high-scoring team," Hewitt said on Tuesday. "Quite honestly we've been a little disappointed that we haven't been able to get over 75, 80 points more frequently."
But consecutive road wins over James Madison and Old Dominion have given less reason for Hewitt to wonder where his offense has been as the Patriots rung up 74 and 85 points respectively. Oddly enough, the player helping the Patriots realize their offensive potential is one who has shown little of it in the past.
|Up next
|Delaware at George Mason
|When » Saturday, 2 p.m.
|Where » Patriot Center, Fairfax
|TV » CBS Sports Network
In the first 79 games of his career, Jonathan Arledge never scored more than 12 points. But in his last three outings, the 6-foot-9 forward has tallied 14, 19 and 21 points. The junior from Silver Spring is the tallest player on the roster but had come up small until recently.
After Monday's win at Old Dominion in which Arledge hit 6 of 11 shots from the floor and all nine free throws, Hewitt asked Arledge to account for his uptick.
"He just said he's just trying to think he's the best player on the floor," Hewitt said. "That's the way he's playing."
Arledge got a rare chance to start when junior forward Johnny Williams suffered a concussion. While many players are exposed when forced to play extra minutes, Arledge has blossomed.
After shooting 36.8 percent as a freshman, 40.4 percent as a sophomore, and 42.4 percent as a reserve this year, the left-hander has made 51.4 percent of his shots in the last three games.
"His confidence obviously is at an all-time high," Hewitt said. "He's doing a better job of not fouling, which is keeping him on the floor. And the other thing he's doing a better job rebounding the ball."
Saturday when George Mason (14-9, 7-4) plays host to Delaware (11-12, 6-4), the Patriots will look for a continued injection of offense from Arledge.
Frontcourt scoring has been a constant headache for the Patriots. Double-digit scoring games have been rare from Williams (four), freshman Marko Guijanicic (three), sophomore Erik Copes (two) and Anali Okoloji (one). As a result, George Mason has leaned heavily on junior guard Sherrod Wright (17.7 ppg).
But on Monday when the Patriots set their season high with 85 points, the Patriots got double-digit scoring from five players for the first time this year, with none of them named Wright. Mason also did it with a collective effort on the boards, out-rebounding ODU 39-26 with the help of Arledge's seven.
Part of Arledge's rise has come by way of simple hard work. Late-night sessions at Patriot Center have sometimes left him too exhausted to walk to the dorm, so he has spent the night in the locker room.
"It's getting late in my career. If I want to continue playing basketball after I graduate, I've got to start to do something now," Arledge told GoMason.com. "If I want it, I've got to go out there and grab it. It's not going to be handed to me on a silver platter."


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Evidence-Based User Experience Research, Training, and Consulting
Tablet user interfaces should not simply be scaled-up phone designs. The tablet user experience is a separate creature, although it's related to both mobile design and desktop design: user testing shows that many regular websites work fairly well on tablets with only a few modifications for tablet users.
This report is based on 6 rounds of usability studies with all the main tablet platforms:
We tested both tablet-specific apps and how people use websites on their tablets. One of the key research findings is that many websites work fairly well on tablets and that tablet users view web browsing as one of their primary uses of their device.
This 207-page report contains 126 design guidelines based on our usability research. It includes 226 full-color screenshots of specific tablet designs that worked well or worked poorly for users.
Article on research findings: Tablet Usability
The findings in this report are based on empirical testing with a broad range of real users. In most of the studies, people brought their own tablets to the test, and we tested how they used a variety of apps and sites on that device. In some cases, we gave test participants newly launched tablet models to test their initial user experience with new designs.
All studies were conducted in the United States. The results will apply to users in other countries as well, based on our experience with testing mobile phone UX in a much wider range of countries and finding much the same behaviors everywhere.
Table of Contents
Purchase an individual license if the report or video will only be used by one person.
Customers who choose an individual license are not authorized to share the report or video with anyone else, or post it to any internal or external file server, website, or intranet. Individual License Terms
Purchase a group license if the report or video will be used by multiple people within your organization.
Customers who choose a group license are authorized to post the report or video on internal file servers or intranets and make it available to others within the organization. The group license does not grant permission to make the report/video available to people not employed by your organization, the general public, or to post it to a publicly accessible website or file server. Group License Terms×
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Clinical Education Complex: Communication Disorders Clinic
104 14th Street
Bowling Green, Kentucky 42101
Phone: 270-745-4232/270-745-2183
Fax: 270-745-4233
Website: http://www.wku.edu/chhs/cms/index.php/centers_institutes/cec/cdc
Service Description: Provides evaluation and treatment services supervised by certified and licensed faculty in language, articulation, voice, fluency, hearing and swallowing disorders. It is the only university facility in Kentucky licensed as a rehabilitation clinic.
If your nonprofit agency or organization would like to update your information, please contact the ALIVE Center at 270-782-0082 or email us at firstname.lastname@example.com.
If your nonprofit agency or organization would like include your information in our directory, please complete the human service directory blank form, and return it to the ALIVE Center or email it to firstname.lastname@example.com.
We ask that any nonprofit, civic organization or WKU department using our meeting space, complete the form before reserving a room.


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Members Only
Model Height: 6'0 (182 cm)
Fabric: Shell: 100% Genuine Leather; Upper: 100% Cotton; Lower: 65% Polyester, 35% Viscose; Sleeve: 100% Polyester
Color: Brown,TanSKU: 9H2920
Item ID: 1656366
timeless lamb leather jacket
$241.99 $498.00
The Timeless Lamb Leather Jacket by Members Only features:
- US Sizing
- 2-hand pockets
- Soft leather exterior with pinstripe, cotton blended lining on interior
- Contrasting knit trims
- Zipper closure down front
Model is wearing size M
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Have you seen the world? You will with this unique globe decanter.
- Globe design with etched details creates a stylish look.
- Glass base adds a sophisticated touch.
- Decanter turns east and west to aerate wine, so you're assured superior flavor and aroma.
- Heat-resistant glass globe decanter features decorative etching of the world map.
- Stopper preserves wine and prevents spillage.
- Details:
- Set includes: glass decanter stopper and glass base
- 8 1/2"H x 6 1/2"W
- 35-ounce capacity
- Hand wash
- Manufacturer's 1-year limited warranty
- Model no. 7613101
- Promotional offers online at Kohls.com may vary from those offered in Kohl's stores.
Sponsored Links
The links below are ads provided by the Google AdWords™ program. Outside companies pay to advertise via these links when specific phrases and words are searched. These ads are provided by Google and are labeled as sponsored links. Clicking on these links will open a new tab displaying that respective company's own website. The website you link to is not affiliated with or sponsored by Kohls.com


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it's amazing how nothing that you long for ever turns out the way you expected. when someone writes you a song i hope it's of your wonders, not of your "sunken eyes"
bschwartz said: We missed you!
:) i've been using the new site! have you looked? styleinthed.com
womenswear and menswear are getting closer and closer in styles. seen here is calvin klein's fall 2010 line. girls get the ties out and guys tighten your jeans for this season.


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Dinner tonight: Oven-Baked Breaded Fish, Honey-Ginger-Dill Carrots, & Garlic Lemon Butter Whole Wheat Capellini :)
Fish: preheat oven to 350 F; dredge filet in a wash of 1 beaten egg and 2 T milk, then in seasoned bread crumbs. Place on a greased, foil-lined baking sheet; bake about 15 min or to internal temp of 145 F.
Carrots: slice 4-5 whole carrots on a 1/4" bias/angle; toss in a mixture of 1 T chopped dill, 1-2 T honey, 1-2 T olive oil and a sprinkle of ground ginger, salt and pepper to taste. Bake alongside fish on same pan for 15 min at 350 F, stirring halfway through.
Pasta: boil a quarter-sized bunch (when curled between the forefinger and thumb) of whole wheat capellini in salted water 6-7 min or to al dente. Meanwhile, in a small bowl, combine 4 minced cloves of garlic, 1 T olive oil, 1-2 T butter or margarine, juice of half a lemon and a sprinkle of onion powder, salt, pepper, red pepper flakes and dried parsley to taste. Heat bowl in microwave about 15 sec, stir, and continue in 10 sec increments until mixture is hot and melted. Once pasta is drained, toss in the prepared oil-butter-garlic mixture.


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The Erie doctor who was beaten up and robbed in her downtown office took the witness stand Tuesday in the trial for the man accused of attacking her
It happened in her downtown Erie office, last May.Police charged 32-year old Eddie Johnson with attempted murder and aggravated assault in connection to last year's attack.Prosecutors say they even have evidence that Johnson sold the doctor's stolen kindle shortly after the attack.That doctor is Justine Schober. Police say Johnson came into rob Schober's office last May inside the Modern Tool building along State street. An attack left her with extensive head injuries, including a concussion. Dr. Schober took the stand Tuesday, testifying that she didn't remember much from the attack, but was able to identify her items that were stolen during the robbery.A woman who reportedly heard Johnson confess to the crime took the stand last week, but she said she didn't remember much about that now.
Tune in to WICU & WSEE for the latest from the courtroom.


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Subscribe now and your first month is free. Pay only $8.99/month after.
Dion Fortune (1891-1946), founder of The Society of the Inner Light, is recognized as one of the most luminous figures of 20th-century esoteric thought. A prolific writer, pioneer psychologist, powerful psychic, and spiritualist, she dedicated her life to the revival of the Western Mystery Tradition. She was also a member of the Order of the Golden Dawn, whose members included at various times such people as A.E. Waite, Aleister Crowley, and W.B. Yeats.read more
Other authors: Diana L. Paxson
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Sunday, October 23, 2011
© Copyright 2014 Newton Citizen
COVINGTON -- A 21-year-old Covington man was killed Saturday night in a one-vehicle accident on Elks Club Road.
According to the Georgia State Patrol, Trevor Rucker Bailey was killed when he lost control of the Ford F150 truck he was driving, left the roadway and struck a tree. The State Patrol said Bailey was traveling southbound about two-tenths of a mile north of Glengarry Chase Road when the accident occurred at about 10:40 p.m. He was the only occupant of the vehicle.
According to the GSP, alcohol was not a factor in the accident and the driver was not wearing a seat belt.
spdracer90 2 years, 11 months ago
So very sad especially since he was so young. My thoughts and prayers go out to the family and friends. Everyone please wear your seatbelts.
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- Roadside memorial set for fallen firefighter ( February 17, 2014 )
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- GSP: Heart attack caused traffic fatality ( November 25, 2008 )


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I was in a 1A cabin on Riviera deck and it was perfect. New carpeting complimented the standard Fantasy-class color scheme.
Your Time dining works extremely well aboard Elation. Monika, the Imagination dining room hostess is superb and makes sure your table is just what you want. I only had to wait a couple of times in two weeks for seating; usually seating was instant.
The cabin steward, Romeo, was also superb. He kept everything spotless and kept the wash-and-fold laundry coming and going on schedule.
Those who wanted non-stop activity may have been disappointed on this sailing as there seemed to be a dirth of scheduled fun, but then, this was a long cruise with an older clientele and the frat-party atmosphere one finds on three- and four-day Carnival itineraries would have been out of place on this very tranquil, slow-paced cruise.
The ports-of-call were the usual Canal-itinerary ones and did not disappoint.
One thing I personally missed was any sort of on-board lecturer: it might have been nice to have had lectures about the Canal and about the historically significant ports we visited, at least on this particular sailing.
All in all, Carnival did a wonderful job with this sailing, and if it were possible to repeat it, I definitely would. Elation is an excellent ship and the crew is a happy one.


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Home » Opinion » Editorials
Soaking the poor: House tax hikes continue
New York State has the highest cigarette tax in the nation. A study commissioned by the New York Department of Health last year found that the high taxes did not discourage smoking among low-income smokers, ABC News reported last September. Rather, the poor just paid more - as much as a quarter of their income - for cigarettes. The study's author concluded that "low-income smokers are disproportionately burdened by these taxes."
The Centers for Disease Control and Prevention found in 2011 that "(s)moking prevalence generally decreased with increasing education and was higher among adults living below the poverty level (28.9%) than among those at or above the poverty level (18.3%)." That is, cigarette taxes fall disproportionately upon the poor.
The Department of Revenue Administration estimates that House Bill 659 would raise between $6.7 million and $11.9 million. The bill does not earmark those funds for smoking-cessation programs. So the bill would raise taxes on the poor and middle class to fund the general government. Again, this comes just one week after the House voted to hit everyone with a $1 billion gas tax hike, which would hurt low-income drivers the most. If you smoke and drive and you voted for Democrats in November because you wanted to "soak the rich," the joke's on you, pal.
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- High School Football Power Poll: Some shuffling in the middle - 0
- License revocations for DWI announced - 0
- Pamela Diamantis: USNH's tuition freeze offer is good for NH's future - 1
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Busy day for White Mountain National Forest rescuersREADER COMMENTS: 0
Dover man's nightmare lesson for everyone
Fall hikers throughout NH put on notice
'Strange ideas' Banning guns made in NH
Personhood Controversial? Really?
License revocations for DWI announced
Racism in Lincoln? Looks more like ignorance
Hillary Clinton to join Shaheen fundraiser


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Were you pleased with the treatment? I needed an emergency appointment and receieved one the same day. The treatment was painless and all my options were discussed in detail with me before anything was done. I will now be a regular attender!
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As of Saturday, September 7, 2013
© Copyright 2014 Newton Citizen
ATLANTA — The Governor's Office of Student Achievement and the Governor's Honors Program Alumni Association seek the names and contact information of the more than 20,000 alumni from the 50 years of operation of the Governor's Honors Program, the summer residential learning experience for the state's highest achieving high school students.
Graduates of this program have been and continue to be leaders in Georgia, completing college and prestigious graduate programs, and moving into influential business, artistic, legal, medical and political positions. The Office of Student Achievement invites all alumni of the Georgia Governor's Honors Program to update their contact information by visiting https://gosa.georgia.gov/webform/ghp-alumni-information.
Alumni should update their contact information as soon as possible for a chance to receive an invitation to attend a gala fundraiser and silent auction at the Governor's Mansion in October in celebration of the Governor's Honors Program's 50th Anniversary.
"The first-ever GHP gala will be a great opportunity to reconnect with old GHP friends and make new ones among a group that brings so much pride to their nominating teachers and schools," stated Roger Harrison president of the GHP Alumni Association. "Honoring alumni success at the Governor's Mansion is a great way to keep in touch and hear how the program positively affected kids years after they participated in GHP."
The Georgia Governor's Honors Program (GHP) is a four-week, summer residential program designed to provide intellectually gifted and artistically talented high school students challenging and enriching educational opportunities not usually available during the regular school year. Activities provide each participant with opportunities to acquire the skills, knowledge and attitudes to become independent, life-long learners. The Georgia Governor's Honors Program is fully funded by the Georgia General Assembly and operates at no cost to participants. High school sophomores and juniors in public, private and home schools are eligible for nomination in one of several areas, including music, visual arts, dance, theatre, biology, chemistry, physics, social studies, mathematics, design, technology, executive management, AgScience/biotechnology, AgScience/environmental, communicative arts, French, German, Latin and Spanish. Governor Nathan Deal signed an executive order transferring the administration of the Governor's Honors Program to the Governor's Office of Student Achievement in August.
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- Alcovy, Newton students selected for Governor's Honors Program ( May 30, 2012 )
- 9 selected for honors program
NCSS students picked by state for Governor's Honors ( April 2, 2009 )
- Newton schools nominate 33 students for Governor's Honors Program ( December 26, 2012 )


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Higa comes to CBU after three years as an assistant at NCAA Division I Mississippi State.
"We are excited to have Branden become a part of the Lancer athletic family," said Parker. "First and foremost, Branden is a good fit for our university. I also believe he has a clear understanding of what it will take to become a national factor in NCAA Division II volleyball."
While at Mississippi State, he helped the Bulldogs to an improved record each year and finished third in the SEC West this past season. Higa coached the blockers and hitters for the Bulldogs, including All-SEC honoree Ashley Newsome, as well as heading up opponent scouting and assisting with recruiting for the program.
Originally from Lancaster, Calif., Higa joined the MSU staff in 2009 after having served in 2008 as head volleyball coach at West Los Angeles College in Culver City, Calif. Higa also had a two-year stint as an assistant at Loyola Marymount University in Los Angeles and a season (2005) as an assistant at Lipscomb University in Nashville, Tenn.
While at LMU, the Lions posted a 35-25 record, placing one player on the AVCA All-Region team and five players on the All-West Coast Conference team and two more on the WCC All-Freshman squad.
Prior to his time in the collegiate ranks Higa spent time coaching throughout the Southern California club system with the South Bay Volleyball Club in Torrance, the Santa Monica Beach Club in Sherman Oaks and the Santa Clarita Athletic Club. Higa also worked with the Kevin Barnett Pro Performance Camp in Norfolk, Neb., and the Nina Matthies Volleyball Camp at his alma mater, Pepperdine.
In 2008 Higa served as an assistant coach with USA Beach Volleyball in Los Angeles, the organization that selects and trains athletes for the Youth Junior National Teams.
Higa played collegiately for three seasons at Pepperdine University in Malibu, Calif., where he earned a double major in international studies and public relations in 1998. He was a member of coach Marv Dunphy's nationally-ranked volleyball program from 1995 to 1997. His team finished third in the Mountain Pacific Sports Federation in both 1996 and 1997 and concluded the 1997 season with a No. 6 national ranking.
For seven years after his graduation at Pepperdine, Higa served his alma mater as coordinator of international programs and later as assistant director of the Office of International Student Services.
Prior to his time in Malibu, Higa won the 1994 California Junior College Most Outstanding Player award at Pierce College.
"I want to thank Dr. Ellis, Kent Dacus and Dr. Parker for giving me this incredible opportunity," said Higa. "I am so excited to be a part of a university that is committed to developing their students not only academically and socially but spiritually as well. CBU has a rich tradition in athletics and in the sport of volleyball. It is an honor to be a part of that legacy, and I look forward to leading our volleyball program into a new era of excellence on the Division II level."
Higa and his wife Tori have a son, Kainoa James-Paul, age 4, and daughter, Maile Rose, born in August 2010.


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This site will include Abby Denson's comics and illustrations of cute boys of the '80s (and other decades), as well as photos and videos relevant to the topic. You can see her other comics and more info at http://www.abbycomix.com
Johnny Depp in A Nightmare on Elm Street
Johnny Depp is another of the talented cute boys whose career has spanned the decades. Who knew from this start (and rather messy end) in A Nightmare on Elm Street (1984) that he'd go on to so many other great roles? He always did have star quality! In anticipation of Halloween, let us celebrate his turn as Glen Lantz (as well as his half-shirt).
Here's a still from the movie and you can enjoy a collection of his scenes as Glen here.
Corey Feldman in The Lost Boys!
Happy October! Fall is my favorite season and I just love Halloween and all the spooky fun that goes along with it. So this month I'll be featuring cute boys from horror movies/gothic themed-bands, etc. For some reason a lot of '70s boys are coming to my mind. Was it a more fruitful time for cute boys of horror? Perhaps! Either way, I am certainly open to cute boy suggestions.
The Lost Boys (1987) is a natural pick for cute boys in an '80s horror film, no? Chock full of cute and hunky rocker-type vampire guys! (Hello there again, Alex Winter in a half shirt!) When the film came out I was most interested in Corey Feldman (he was more age appropriate for me at the time). I found his eyebrows and snarkiness somehow endearing. Enjoy the trailer here!


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Graduate Program Course Descriptions
Current or frequently offered courses | Courses in SPI
Current or frequently-offered courses at CJP
PAX 503 – Practice: Skills for Peacebuilding
Credit hours: 3
This course covers the essential skills, tools, processes and frameworks required for conflict transformation practice. The scope of the course will range from interpersonal conflict to large groups, examining personal conflict styles, communication skills, team work, group processes and structural dimensions that influence conflict. Students are exposed to the range of available intervention options, the strengths and limitations of each and the challenges of making choices that are contextually appropriate. The specific processes it addresses are negotiation, mediation and group facilitation (including such processes as appreciative inquiry, world café, and sustained dialogue among others).
This course is designed to assist students in the application of ideas and theories presented in other CJP courses, especially conflict analysis. Although the course will reference peacebuilding frameworks and processes, it will focus on the role and skills of the 'bridge-builder' in conflict. A critical component of conflict transformation practice is the role of the practitioner. The course examines what it means to be a reflective practitioner and how to work with colleagues and groups on conflict interventions. The learning methods are interactive and participatory. Discussion of readings, case studies, training exercises, role-plays, group work, and presentations will guide and support the learning process.
PAX 515 – Field Research
Credit hours: 3
This course will walk participants through the process of designing a research project that aims to answer significant questions of interest both to the broader field and to the student. Students will be exposed to both quantitative and qualitative methods, with a particular emphasis on qualitative. During the semester students will conduct a literature review, develop a research question, select a research approach, gather preliminary data and conduct an initial data analysis.
PAX 516 – Program Evaluation Through Qualitative Methods
Credit hours: 3
This course is designed to help students understand the basics of qualitative research and program evaluation. Sociological and anthropological approaches will provide the theoretical and philosophical background for our work, but the focus will be on practical applications of qualitative methodology in evaluation. Students will practice conducting structured and semi-structured interviews, coding interview transcripts, and will practice designing an evaluation: working with a client, determining appropriate methods, collecting data, analyzing the data and communicating the findings. This course complements, but does not take the place of other research and evaluation courses that entirely focus on either research or evaluation.
The course format is participatory, experiential and adaptive. Students will conduct an actual professional evaluation of an on-going program; consequently, the syllabus, readings and assignments may need to be adapted to meet the changing needs of the program. The course involves a significant amount of group work; each participant is advised to consider that requirement in relation to personal obligations, distance from campus, ease of meeting with other students and individual willingness to participate in a work team.
PAX 520 – Research Design
Credit hours: 3
The conflict transformation field abounds with theories and the restorative justice field with principles, but few of those theories and principles have been tested with empirical research. This course will walk participants through the process of designing a research project that aims to answer significant questions of interest both to the broader field and to the student. Students will be exposed to both quantitative and qualitative methods, with a particular emphasis on qualitative. During the semester students will conduct a literature review, develop a research question, select a research approach, gather preliminary data and conduct an initial data analysis. At the end of the semester, students will present at least preliminary findings to course participants.
PAX 522 – Contemplative Photography
Credit hours: 1
This course will provide an opportunity to use photography as a way to see the world anew and reflect on one's life and work. The course will also provide very basic photo skills needed to do photography and photo editing.
Course Objectives:
• To provide a basic introduction to the technical and visual skills of still photography.
• To increase visual awareness and to use this as a way to reflect on ourselves and the world. (The focus will be more on process than product.)
• To provide some basic skills and awareness of involved in photographing people.
PAX 524 – Research as Art & Transformation
Credit hours: 3
This course is an introduction to the field of qualitative research and its applications in such areas as conflict transformation, restorative justice, community organizing and organizational problem-solving. This course will draw primarily upon two qualitative research traditions: interviews or other forms of "oral testimony," and Arts-Based Research (ABR).
While more traditional academic research outcomes will be noted, the focus will be on practical, socially-engaged projects. The approach will be interdisciplinary, emphasizing the arts and humanities as well as social sciences. A wide spectrum of qualitative materials – visual arts, journalism, history, theater, community organizing, poetry, documentary photography as well as ethnographic monographs – will be sampled. The course will be run in a participatory, experiential format. Effective communication will be emphasized including alternate forms of presentation.
PAX 526 – Arts/Media/Peacebuilding: An Introduction
Credit hours: 1
Arts and Media-Based Peacebuilding explores why, how, and when to use arts and media to activate, resist, transform, and heal. In recent years diverse entities from international NGOs to grassroots activists have re-enchanted the practice of art and media to explore unexpressed aspects of conflict and trauma. The result is an awakening of body and mind, soul and spirit to acknowledge the human whole.
This course introduces the multi-faceted aspects of arts and media-based peacebuilding through two distinct methodologies: 1) We engage the arts as a metaphor for a collaborative, critical, flexible, humble, rigorous, compassionate, and expressive approach required of peacebuilders in today's complex conflict environments. 2 ) We examine and create arts and media with peacebuilding at its core as works to be presented. The first (process) facilitates transformation through community creation of art and media. The second (presentation) looks to works of art and media for inspiration, mobilization, and change.
We use historical and modern-day case studies, somatic practice, media philosophy, expressive arts theory and neurobiological grounding to develop participant skills and awareness of how and when to use arts-based practices. Students will work with CJP/VaCA's 2013 artist/peacebuilder/practitioner-in-residence Patricia Augsburger on her exhibit which opens at EMU's Hartzler Library Gallery in November.
PAX 533 – Analysis: Understanding Conflict
Credit hours: 3
This course focuses on the analysis of conflict and violence as the foundation for designing strategies for peacebuilding and conflict prevention. Participants will learn a variety of tools to "map" and describe the nature and dynamics of conflict. Drawing from broad interdisciplinary theoretical bases, the course focuses on human needs theory as a central framework for examining the complex causes of conflict, crime, and violence. Participants will explore the role of group and individual identity; respect and the role of shame and humiliation in the cycle of violence; security and the role of attachment; and the impact of structural violence on other forms of conflict. Participants will practice power analysis, cultural analysis, and psychological analysis of conflict. Participants will develop their ability to "see" and describe conflict from different perspectives.
PAX 534 – Foundations for Justice & Peacebuilding I
Credit hours: 6
Foundations I and II give a comprehensive overview of peacebuilding practice and its multi-disciplinary, multi-level aspects. This course (Foundations I) addresses personal, interpersonal, small group, and organizational level transformation through analysis, theory and practice. Foundations II similarly focuses on communal and societal processes of transformation. Throughout the two courses, you will be required to learn and integrate ethical application of theory, technical utilization of analysis tools, and systematic process of planning and implementation for practice interventions across a myriad of sectors in society.
This Foundations I course is constructed to assist you to integrate all three of these vital elements – theory, analysis and practice – into your peacebuilding practice. You will be introduced to the literature and theory of the field; explore conflict transformation from an individual, interpersonal and organizational level; consider the dynamics of conflict through a WHO, WHAT, WHERE, WHEN, WHY, HOW framework and experience the practice of peacebuilding through stimulating reading and discussions, intensive teamwork, interactive case study, role-play, and simulated practice lab exercises.
Skills competencies are emphasized in the areas of team-building, conflict analysis and assessment (monitoring and evaluation), communication and strategies for intervention in interpersonal, intra-and intergroup conflicts. Mediation, negotiation and other transformative processes are introduced as peacebuilding practices. This course employs the action-reflection learning cycle as the undergirding educational framework throughout the semester.
PAX 540 – STAR Level I
Credit hours: 2
This course presents an integrated training approach to the violence, trauma, and conflict caused by nature, human beings or structures. Unhealed trauma often leads to more violence as victims act out against others or become self-destructive. STAR combines theory with experiential learning to increase awareness of the impact of trauma on the body, brain, emotions, spirit and relationships. The course offers tools for addressing trauma and breaking the cycles of violence. The STAR multidisciplinary framework draws on the fields of neurobiology, restorative justice, trauma healing, conflict transformation, and spirituality for building healthy, resilient individuals and communities. The theoretical and practical focus of the course provides a model to understand and interrupt cycles of violence at the individual, communal and societal levels.
(Learn more about the STAR program, a program of CJP's Practice & Training Institute.)
PAX 541 – Transforming Trauma: Individual and Collective Approaches
Credit hours: 3
This course offers students the unique opportunity of combining STAR with practical approaches to engaging trauma both individually and collectively. Students will participate in STAR during their first week of the course where they will learn tools for addressing trauma and breaking the cycles of violence. The STAR multidisciplinary framework draws on findings from the fields of neurobiology, restorative justice, trauma healing, conflict transformation, and spirituality for building healthy, resilient individuals and communities. These course topics will then be applied and practiced throughout the semester as students engage basic counseling and practical intervention skills in working with trauma.
PAX 542 – Action Research
Credit hours: 3
"Action research is a systematic approach to investigation that enables people to find solutions to problems they confront in their everyday lives. Unlike traditional experimental/scientific research that looks for generalizable explanations that might be applied to all contexts, action research focuses on specific situations and localized solutions" (Ernest Stringer, Action Research 3rd edition, 2007). This form of research is particularly well suited to working with complex social problems such as development and peacebuilding. Students will grapple with the process of action research and look at cases of action research completed by others. Most importantly, however, the class forms itself into a consulting group and contracts with a local client in need of action research support. The class members design and complete the research and prepare a professional report for the client. Every year we have a different client. In 2013, we will be working on something related to environmental issues in and around Harrisonburg. We will also be working with the undergraduate senior course for students in the Peacebuilding and Development program who are focusing on sustainability issues.
PAX 548 – Nonviolent Social Movements
Credit hours: 3
Violence systems have dominated the societal configurations of human relations and institutions seemingly since the dawn of history. However, over the past century concerted attention, resources and efforts have been mounting giving nonviolence the credence it deserves as both a legitimate and powerful force for social transformation at all levels of private and public life. Nonviolent social movements provide the momentum in which to empower a critical mass of citizens on the ground to envision a better future view, to construct community relationships, coalitions and networks, to jointly analyze their conflict contexts, identify priorities and develop a plan of action for addressing key issues of socio-political concern without the use of violence.
In the past century, significant shifts in public thinking and behavior have occurred as a result of nonviolent social movements that have given birth to unionized labor protection, war resistance, independence from colonial oppression, the overthrow of dictatorships, civil rights campaigns, democracy transitions, women's empowerment, and environmental change. Nonviolent social movements play a key role in raising awareness about important issues of justice and conflict as well as balancing power between groups or structures so that negotiation, mediation and dialogue interventions can move forward without hindrance.
This course places the use of violence and nonviolence within a larger context of social movements, and identifies the ways that community organizing/mobilization, advocacy and activism are foundational to durable peacebuilding processes. Students will learn to reflect critically on social movements, grapple with the inherent tensions between principled and functional nonviolence, and explore the possibilities of creating nonviolent forms of power, identifying tactics, and designing plans for social change.
Aside from case studies, exercises and oral presentations, there are 2 main practice elements in the course: 1.) One option for the final project involves a team of students designing and facilitating an advocacy workshop for the class (4 ½ hours), and 2.) The whole class (plus other outside recruits) will participate in a large group Nonviolent Strategic Action simulation / role-play and Debriefing session for one full class period (3 hours).
PAX 551 – Identity, Dignity, & Conflict Transformation
Credit hours: 3
The course will explore the literature and participants own experiences related to personal identity, ethnic identity, ethnocentrism and nationalism in regard to complex and violent conflict. This is done to attempt to understand types and complexities of identity, as well as its power. The relationship between identity and dignity will we thoroughly examined, as well as their relationship to Human Rights from both western and eastern perspectives.
Through case studies, exercises and discussion, class participants will explore how identity and worldviews are formed historically, culturally and religiously as well as psychologically, sociologically and politically. Moreover, members of the class will look at ways conflicts, which are either identity-based or where identity is a strong element of the conflict, might be transformed. Additionally, issues of shame and humiliation and related trauma issues will be examined as salient factors in the construction of identity, what threatens it and how it is manipulated. Also, discrimination, whether due to racial, gender, ethnic or religious factors will be explored and identity and dignity threat analyzed. Finally, the interface between identity, justice and dignity will be examined in order to understand the transformation and prevention of complex conflicts.
PAX 564 – Developing Healthy Organizations
Credit hours: 3
Many organizations—especially those engaged in social change—spend far more time, resources, and energy on their external mission than on addressing internal issues. This can lead to underdeveloped organizational structures and undernourished personnel. In this course you will analyze organizational structures, cultures, and environments to determine what makes an organization healthy and if an organization is in need of intervention. Participants will also discuss the role of leadership in initiating and managing organizational change and in working for change in the broader community or society. A variety of methodologies and experiential approaches will be woven in throughout the course to support working for change in organizational systems. Additional topics relevant to organizational life will be included depending on the interests of participants.
PAX 565 – Leadership for Healthy Organizations
Credit hours: 3
Organizations are dynamic systems with unique structures and cultures, operating in specific environments. Every organization is also shaped by its leaders. Leaders have more leverage than others in the organization—both to determine strategic direction and to nurture people and systems. This course focuses on the role of leaders in "setting the tone" for healthy organizational functioning, with special attention to a leader's own functioning. The course will also include specific attention to developing management skills—including personnel, project and financial management.
PAX 571 – Restorative Justice: the Promise, the Challenge
Credit hours: 3
This course provides a critical examination of the fundamental roots, principles and practices of restorative justice. It provides a unique opportunity to explore not only the promise of, but also the challenge to the restorative justice field in a variety of contexts. The central starting point for the course is the global Western legal or criminal justice system and the dilemmas posed by its dominant responses to crime and violence. We examine how restorative justice presents an alternative approach that addresses the needs and roles of key "stakeholders" (victims, offenders, communities, and justice systems) and draws from traditional or indigenous approaches to justice. The intersections of restorative justice and trauma healing, nonviolence, community building, and transitional justice processes will be explored.
PAX 573 – Theory: Frameworks for Peacebuilding
Credit hours: 3
This is an advanced-level course designed to deepen students' understanding of the theoretical foundations of peacebuilding and restorative practices. Participants will grapple with key theoretical dilemmas in peacebuilding practice, including questions such as: Do social structures determine actions or do human actions create structures? Are human beings primarily self-centered or relationship-focused? Participants will learn to "interrogate" theories of the person, theories of communities and organizations, and theories of society to uncover their frequently implied assumptions about conflict and change. Students will become adept at identifying, developing, and interrogating theories of change in the context of planning conflict interventions. Pre-requisite: at least six hours of conflict transformation courses, including PAX 533 Analysis: Understanding Conflict.
PAX 583 – Understanding Psychosocial Trauma
Credit hours: 3
The course will examine trauma, its causes and means of healing or transforming its symptoms at individual, community and societal levels. A thorough overview will be given of the complexities of trauma and psychosocial factors as a result of war, natural disaster and other acts of violence—both current and historical. Identity/identity threat and dignity will be examined as ways of understanding how trauma happens and is constructively transformed. Individual and community assets and resilience will be studied as important means of transforming trauma and enhancing psychosocial well-being. Psychosocial trauma healing and indigenous healing methods will be analyzed through case studies and presentations by guest speakers and class presentations. The importance of narrative and the arts as ways of addressing loss and pain and other aspects of a traumatic experience will be investigated, as will the importance of self-care in trauma awareness and transformation work. Peacebuilding and psychosocial theories of change will be used as the framework for this course.
PAX 585 – International Development
Credit hours: 3
This course takes an interdisciplinary approach to understanding the issues, strategies, and dilemmas of international development. The course is divided into two sections. The first section provides an overview of the dominant theories of international development and introduces central concepts and debates surrounding international development. The second section is organized around reactions to the arguments studied in the first section, focusing on Marxism, Socialism, and Feminism and Gender and, the third section, on some of the recent themes in international development.
PAX 590 – Peacebuilding & Public Policymaking
Credit hours: 3
This course is designed to develop participants' understanding and skills for effectively influencing policy making processes on peacebuilding issues. We will explore policymaking within local, national and international contexts. Moving from an exploration of 'what is governance' and 'what is policy' and their relevance to peacebuilding, we will learn basic approaches for policy analysis and policy formation. We will map the diverse actors involved in policy making and assess factors that influence their decisions. We will explore strategies to influence policy development – including advocacy, public campaigning and policy dialogue – and practice key skills for effective engagement, including crafting policy briefs and advocacy communication.
This course is designed to equip students with key practice skills for engaging with policy and governance processes relevant to their chosen area of specialization. Course work will be geared to applying what is being learned. Participants will choose a key issue of interest to them and will critique existing policy, identify and advocate alternatives, and develop materials to support their case.
PAX 594 – Victim Offender Conferencing
Credit hours: 1
This 2-day course provides an introduction to a restorative justice process that brings together victims and offenders of crime to talk about the impact of the crime on their lives and what the future could look like. We will look specifically at victim and offender issues, benefits and risks of conferencing, and the role of the facilitator. It will include opportunities for participants to gain hands-on experience of the process.
PAX 600 – Narrative Negotiation
Credit hours: 3
This course uses a multi-dimensional framework for understanding negotiation. Daily social practices are a form of social negotiation; they shape patterns of interaction and institutions. Dispute domain negotiations are processes for deciding the appropriate venue and legitimate processes for addressing conflicts when they arise. Transactional negotiation is the actual given-and-take about a specific issue; this is what happens at the negotiation table. Most courses say nothing about social negotiation and little or nothing about dispute domain negotiation. In a world filled with cross-cultural encounters and complex, intractable problems effective negotiators need to understand all of these negotiation processes and they need to be able to manage all of the processes. Through emergent scenarios and reflective practice combined with analysis of negotiation processes, students will learn to recognize and manage multi-dimensional negotiations. This is an advanced skills class. PAX 533 (Analysis) and PAX 503 (Practice) are recommended (but not required) prerequisites; students with extensive field experience should contact the instructor to discuss enrollment in the course.
PAX 601 – Mediation and Negotiation
Credit hours: 3
Negotiation is the fundamental process by which human beings discern how to resolve differences and move forward together—whether in a family, a local community, an organization, a society, or a world community. Mediation adds a third party to the negotiation process, and has proven remarkably effective in resolving and even transforming certain disputes. This course will train participants to be effective negotiators and to serve as impartial mediators, but will also explore the varying contexts in which these processes take place and the variety of perspectives and worldviews that parties bring to a negotiation or mediation process. For CJP students this is a skills assessment course. Each student will be evaluated by the instructor and by class peers for competency in mediation & negotiation skills.
PAX 603 – Peacebuilding Practices: Skills Assessment
Credit hours: 3
This required course is designed to ensure that the MA program attains its primary purpose of "preparing reflective practitioners." The course should be taken the last semester of a student's tenure on campus, and includes an opportunity to review and practice core skill competencies (such as conflict analysis, negotiation, mediation, facilitation and circle processes). In addition to a range of in-class exercises and simulations, participants will use their skills in a semester-long applied practice intervention together with other members of their working group. The course is structured to support this applied practice through step-by-step exploration of key elements of processes design, implementation, monitoring and evaluation.
Throughout the course, there will be observation, feedback, peer review, self-assessment and assessment by instructors that will combine to form a '360 degree assessment' of each person. To the extent possible, the competencies will be demonstrated in real-life or simulation experiences, as well as through reflection and multiple levels of analysis. Because this course is designed to assess and develop practice competencies rather than assess academic knowledge, participants will receive a "pass" or "fail" grade for the course. All CJP degree students must achieve a passing grade in this course in order to be eligible for graduation.
PAX 610 – Facilitation: Process Design & Skills for Dialogue, Deliberation & Decision-Making
Credit hours: 3
This course is designed to develop participants' capacities as skillful facilitators and to enable them to design and conduct effective group processes for dialogue, deliberation and decision-making. The course is structured around six all-day class sessions that are complemented by observation of real meetings and mentored, applied practice as facilitators in the community.
We will learn methods appropriate for guiding community and organizational meetings, conducting public processes, and for enabling difficult dialogues across conflict divides. Participants will learn how to assess the needs of the group and then to design processes to address them. This will include processes to help groups improve understanding, strengthen relationships, engage in collaborative problem solving and make effective decisions. Participants will become familiar with a variety of methods and techniques to achieve process goals, with groups ranging in size from three to 3,000.
Through a variety of readings, exercises and reflections, the course will assist participants' formation as reflective practitioners assisting group processes. We will focus on developing self-awareness and awareness of group dynamics, while cultivating openness and offering a calm presence even in the midst of high levels of anxiety and conflict. We will consider a variety of facilitator roles and functions and critically assess the ethics and appropriateness of these for different types of situations. While rooted in a North American peacebuilding paradigm, we will aim to also explore facilitation in other cultural traditions and raise awareness of the challenges of facilitating cross-culturally.
PAX 614 – Systems Approach to Organizational Conflicts
Credit hours: 3
This course is designed to demonstrate how conflicts in organizations are often the product of emotional patterns within a group. Participants will first examine their own family of origin through the lens of family systems theory, then adapt that theoretical framework to assess an organization and its conflict dynamics. This will be a highly interactive course, utilizing case study and role-play methodology.
PAX 617 – War-to-Peace Transitions: Systemic Peacebuilding
Credit hours: 3
This course will address many of the dilemmas in developing and sustaining processes to end armed conflict and make the transition to durable peace and more inclusive states. We will seek to deepen our understanding of key challenges and opportunities, risks and resources typically operating in these conflict systems, exploring leverage points for justice and peacebuilding interventions.
We will explore some of the characteristics of war and protracted organized violence in the 21st century, seeking to identify the strategic implications. We will learn about how people have worked to increase civilian protection, engage with armed groups, promote confidence building, identify comprehensive agendas for transforming conflict. We will study the 'design' of processes aimed at ending fighting and creating the frameworks for peaceful settlement, with special attention to processes that enable public participation in political negotiations. We will explore dilemmas, principles and comparative experiences in fostering transitional justice – including retributive, redistributive and restorative models – and promoting reconciliation. We will use case studies, group exercises, simulations and discussion of specific dilemmas participants have encountered in their own work / context. Each participant will choose a specific context and, through a range of class assignments, will develop elements of a strategic framework for supporting transitional processes in that context.
PAX 624 – Monitoring & Evaluation
Credit hours: 3
This is an introductory monitoring and evaluation course for peacebuilding practitioners and professionals. It assumes that participants are already familiar with the theory and practice of peacebuilding but not M&E. The course approaches monitoring and evaluation from a learning perspective and introduces theories of change, indicators, monitoring, evaluation design, and tools for reflective practice. Its objectives are to enable participants to design better projects, to monitor and learn from those projects more regularly and effectively, and to engage more thoroughly with program evaluators. The course design includes mini-lectures, experiential learning exercises and practical case applications. Practitioners are invited to bring program designs of actual programs currently underway to be used as case studies throughout the course. The course is offered for three hours of graduate credit.
PAX 634 – Foundations for Justice & Peacebuilding II
Credit hours: 6
Foundations I and II give a comprehensive overview of peacebuilding practice and its multi-disciplinary, multi-level aspects. Foundations I centered around personal, interpersonal, small group and organizational transformation analysis, theory and practice. Foundations II focuses on communal, societal and global processes of transformation. Throughout the two courses, you will be required to understand and integrate ethical application of theory, technical utilization of analysis tools, and systematic process of planning and implementation for practice interventions across a myriad of sectors in society.
In this course, faculty continue to coach students as they further develop their knowledge and skills for dealing with conflict and situations of injustice and building sustainable peace. Students work individually and in teams to learn new theories and concepts and to apply these ideas and skills to cases that progress in complexity from the community to the national and global levels (and back again). Students continue to develop their self-awareness as well as their capacity for professional judgment and reflective practice. Students become familiar with theories and frameworks that help explain the causes and dynamics of larger-scale conflicts, injustice and structural violence. They explore the roles of social-movement organization, practitioner groups and policy engagement for dealing with such situations. Students prepare for future employment by completing assignments that develop professional skills including but not limited to: communicating complex ideas clearly and succinctly, working in teams on difficult projects, researching strategies and moving from analyzing a situation of injustice or conflict to designing and preparing to implement an intervention for that situation.
PAX 654 – Conflict Coaching
Credit hours: 3
When parties to a conflict recognize that they cannot achieve their goals through unilateral action (violent or nonviolent), there is a ripe moment for engaging them in peace processes and long-term peacebuilding. But moving from the recognition that they cannot "win through domination" to effective participation in activities such as negotiation, reconciliation, and the reconstruction of healthy relationships and structures entails many profound transformations. Conflict coaching involves working with individuals and groups as they explore (and we hope eventually embark upon) alternative approaches to meeting their goals, interests and needs. This course uses case studies to help students understand the role of conflict coaches in peace processes. It also includes training modules on some core competencies for conflict coaches. For CJP students this is a skills assessment course. Each student will be evaluated by the instructor and by class peers for competency in coaching skills.
PAX 670 – Peacebuilding in Traumatized Societies
Credit hours: 3
The course will examine the important relationship between trauma recovery, justice, religion, human security and development as well as other elements of the psychosocial and peacebuilding processes. The focus will be on communities and societies after large-scale violence and war as well as psychosocial support and well-being after natural disasters. It will explore what trauma and trauma recovery are and what it takes to bring healing in situations of collective trauma (and the individuals within this collective); and who is responsible to do this work. In this regard, narrative and the arts will be explored as an important factor in psychosocial intervention.
In the context of trauma and recovery in a post-war context, identity threat will be addressed as an essential factor in understanding the use of force against others and how identity needs can be met to bring about constructive coexistence towards reconciliation. Relational dignity will be explored as a means of healing and transforming conflict. Justice will also be examined through the lenses of transitional, restorative, distributive justice and how these approaches help break the cycle of violence and are important factors in preventing future conflicts. The cultural, political, economic, social and socio-religious elements of peacebuilding will be examined in order to understand the complexities and possibilities of the strategies and practices for building peace with justice.
Through various research methods, case studies, personal narratives and group work, participants will begin to integrate the analytical and practical course information and see how it might be applied to their own complex conflict and post-conflict situations.
PAX 672 – Circle Processes
Credit hours: 1
This course will introduce participants to the peacemaking circle process and explore:
• foundational values and philosophy of peacemaking circles,
• conflict as opportunity to build relationships,
• creating safe, respectful space for dialog
• consensus decision making,
• structure of the circle process,
• facilitation of the circle process
• practical applications of circle process,
• problems and challenges in circles.
This course will use the peacemaking circle process as the primary form of group work.
This course is intended to provide experience in the circle process as well as an understanding of the foundational values and key structural elements for designing and conducting peacemaking circles.
The class will prepare students to design and facilitate peacemaking circles in a variety of situations.
PAX 673 – Independent Study
Credit hours: 1-3
Course work undertaken through independent study must be approved by the student's academic advisor and completed in collaboration with a supervising instructor.
Please note: Directed/independent study courses will only be approved for students who have demonstrated the ability to do independent work (and therefore not approved in the first semester of a student's program).
PAX 675 – Critical Issues in Restorative Justice
Credit hours: 3
This course provides a forum to explore "critical" as well as "frontier" issues in the field of restorative justice. As the course will be conducted in a seminar format, each student-member will be expected to actively participate in class discussions and give leadership by facilitating group interactions around specific topics and course content. A basic restorative justice course or significant background in the field is a prerequisite.
• To raise overall awareness of the critical issues in the field and an in-depth exploration of selected issues.
• To present a platform for participants – instructors as well as students – to pursue issues of interest to them.
• To facilitate a forum that promotes mutual exploration and dialogue around these issues, and provides experiences in group leadership.
• To offer an opportunity for hands-on practice through a local RJ project.
PAX 682 – Practicum
Credit hours: 6-9
The practicum is normally the culmination of the student's program and provides an opportunity to work as a reflective practitioner in actual situations of justice and peacebuilding. Practicum placements may build on the student's prior experiences or contacts or may involve a new direction. The practicum culminates in a capstone presentation to the student's colleagues at CJP.
Read more about the practicum requirement.
PAX 683 – Thesis
Credit hours: 6-9
This course is available on a limited basis to students in their third or fourth semester who petition the Academic Committee through the Practicum Director for an exception to the Practicum requirement. Following the lead of other practice-based master's degree programs, we consider a thesis to be a publishable (and preferably published) article prepared for a high quality academic or practitioner journal. Ideally, students interested in taking this course will begin preparing to write a thesis early in their studies. Each student begins the course with a draft of a paper and a clear idea about where to publish it.
PAX 686 – Nurturing Resilience for Sustained Peacebuilding
Credit hours: 1
Resilience is the capacity to rebound, recover and adapt after experiencing significant shocks and be able to retain, strengthen and sustain commitments while maintaining core values and integrity. This one-hour course will address the nurturing of personal resilience and will provide a brief introduction to community resilience and organizational resilience in a rapidly changing and turbulent world. Incorporating both theory and tools, participants will engage in experiential learning to examine their own lives and construct a Personal Resilience Plan based on a provided template.
This course will explore tools of self-care, the critical role of bonded, bridged and linked relationships, the leveraged value of specialist support, the vital necessity of compassionate engagement in the world, and the importance of anticipating challenges and potential future shocks.
A Summer Peacebuilding Institute (SPI) 3 credit hour course will move beyond personal resilience and explore key elements of building community resilience particularly in areas that are prone to natural disasters and destructive conflicts. Recognizing that local and international organizations in turbulent settings must also develop organizational resilience, the SPI course will explore concepts that include translational leadership and the necessity of embracing "adhocracy" approaches linked with self-organizing systems.
PAX 691 – Trauma Informed/Sensitive Practices
Credit hours: 3
This research-based course will focus on psychosocial trauma-informed and trauma sensitive practice. Course participants will examine related literature and reported field-based practices and interview scholars as well as individuals and organizations applying these concepts in real-world contexts. A literature review will be developed of trauma-informed/sensitive practices that have been incorporated into peacebuilding and other activities e.g., humanitarian response, disaster response, development, conflict resolution, public health, restorative justice, etc. Research outcomes may also further inform or suggest new models of engagement and assessment regarding trauma-informed/sensitive information and practice for STAR trainers and practitioners and those persons and organizations working to address these issues in multiple other sectors. A data bank will be initiated for CJP in the areas of psychosocial trauma informed and sensitive practice. Finally, course participants will be tasked to develop questions and ideas about significant areas of and for exploration to feed into the design of the proposed 2014 Summer Peacebuilding Institute's trauma-informed/sensitive consultation and related SPI course on Trauma-Sensitive Practice and Programming.
PAX 694 – Documentary Film as Research
Credit hours: 3
This course guides participants in technical and academic aspects of the design, data collection, interview, analysis, and editing of a documentary research project. The course focuses on creating transformative space through appreciative interview and collaborative storytelling while considering deeply the responsibility of representing people and ideas on screen.


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An Exhibition by Four Japanese American Women Artists:
Reiko Fujii, Lucien Kubo, Shizue Seigel, Judy Shintani
Exhibition: August 17 - September 18, Mon. - Fri. 11 am - 5 pm, Sat. Noon - 5 pm
Reception: August 21, Saturday, 6 - 9 pm
Four Sansei women artists draw from personal, family and collective narratives to explore the complex legacies of the Japanese American experience through collage, assemblage, glass, found objects, painting, photography, image transfer, word, video, installation, and performance.
Arts and Consciousness Gallery
John F. Kennedy University
2956 San Pablo Avenue, Second Floor
Berkeley, California
Facebook: http://www.facebook.com/JAArtists
mailto:firstname.lastname@example.com, mailto:email@example.com
(415) 221-0487
Artist Talk, Sat, Aug 21, 4 – 6 pm Seeking the Essence: Memory, Legacy
and Untold Stories With artists Judy Shintani, Shizue Seigel, Reiko Fujii
Artist Talk, Sun, Aug 28, 2 – 4 pm Intergenerational Legacies: The Meaning of Hybridity in an Evolving California by Shizue Seigel, artist and author of In Good Conscience: Supporting Japanese Americans During the Internment
Art Making Workshop, Sun, Aug 29, 1 - 4:30 pm Honoring Ancestors Through Art, Tell their stories through writing, painting, and collage. Facilitator: Judy Shintani, JFKU Arts & Consciousness Alumna. $25 RSVP: email@example.com
Multi-Media Performance, Sat, Sept 18, 3 - 4:30 pm Grandmothers From Far Away Lands; The Egg House Wall; Stories about Internment Camp; The Farm and The Glass Kimono Performed by Reiko Fujii, Judy Shintani, Lisa Petrides. Artist Q&A following performance


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What is the maximum OPS so far??
Wed, 07/11/2012 - 21:41
I was wondering what is the average OPS per instance per clustered server number.
The reason is to estimate the required number of servers to perform our required speed
Thank you
Wed, 07/25/2012 - 17:35
This is dependent on your workload as well as your network speed. For example if you have all of your active items in memory you can easily get 200k+ ops/sec. CHeck out this blog post from Cisco.
If you can provide details on what your workload is like, your expected data size, and your maximum working data set size I can try to help estimate a good cluster size


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Don't mind me much, but I was going through mark ups.
Was there a rule about using the text in copy.txt as is, w/o changing the order? Many have break this rule, and the winner Candygirl is one of them.
Also, some added content too, not just mark up. Sadly, Pikacsu81 did so. I think there was a rule about it too.
Again, don't mind me much. I may have understood wrong about the rules.