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A man is dead after an early morning crash on Gambrill Park Road, the second fatal crash in a matter of months on the roadway.
The Frederick County Sheriff's Office reported that Daniel Swader of Gaithersburg was killed on May 5 after the silver 1993 Honda Accord he was driving southbound in the 8800 block of Gambrill Park Road went off the roadway and collided with a tree. A front-seat passenger in the vehicle, Trevor Robison of North Potomac, was uninjured and refused medical treatment, according to a statement from the sheriff's office.
Police were called to the area at around 1:26 a.m. and pronounced Swader dead at the scene at around 1:40 a.m. An initial investigation found that Swader was driving southbound on the roadway when the Accord's passenger side tires went off the roadway and into the grassy shoulder, police said in a statement. Swader turned to pull the tires back on the roadway but the vehicle began to rotate clockwise and swing into the northbound lanes where it ultimately struck a tree on the Accord's driver's side, according to the statement.
The death follows another fatal crash on the roadway in December 2012. Jonathan Horne, from Frederick was killed when the 2003 Dodge Neon the 22 year old was driving failed to make a turn on the roadway, went off the road, and struck a tree, catching fire. The two passengers who were riding with him, Philip Schmidt, 25, and Dean Wendig, 24, were able to escape the vehicle and call for help but Horne could not and died at the scene, according to a statement from the sheriff's office. Whether speed or alcohol was a factor in the crash, Sgt. Jody Maybush, a traffic supervisor in the sheriff's office, couldn't recall.
Police have not yet determined if speed or alcohol were factors in the May 5 crash, said Maybush. Swader was wearing a seat belt, he said.


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I was driving today and my phone was in its holder. At the time, I was using it for GPS and Pandora, and it was plugged in using my car charger. At one point, the notification LED began to flash in what looked like a regular pattern (but since I was driving, I can't be 100% sure), alternating between green and amber. I've never seen this before, and I had no notifications. What does it mean?
Take the 2-minute tour ×
Android Enthusiasts Stack Exchange is a question and answer site for enthusiasts and power users of the Android operating system. It's 100% free, no registration required.
I believe it means the battery is overheating.
I think is because it is advising that the Micro USB is connected to charge the battery, but the battery is not charging, temperature or other reason

subset: commoncrawl


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As quickly as Starline got this poster onto the market, they had to take it away, to replace it with a poster of another killer combo - Grezky and Mark Messier, reunited in New York. Consequently, this poster is a tough find - very few ever made it to the racks! Only a few remain in our warehouse.
Product Specifications:


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Actress Marion Cotillard and her son Marcel attend the Gucci Paris Masters. Marion's partner Guilluame Canet competed in the event.
Marion Cotillard And Baby Marcel At The Gucci Paris Masters
Related to: Marcel Canet Cotillard, Marion Cotillard
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The Community of Disc Golfers and About All Things Disc Golf
Note the years old Minnesota Twins Johan Santana t-shersey and the other obeject in my hand besides the bat - a polio crutch.
Views: 469
if i owned a xbox 360 i would be doing the same thing. hahahahaha this is awesome
it flew like an avair
Foot Fault!
I do like that you tried to solve the overstable problem by "breaking it in" with the bat. Priceless.
I should've just thrown it into a brick wall lol
and here is the low blow of the brick wall. ian is not going to live this one down. hahahahahaha. priceless
© 2015 Created by Terry "the Pirate" Calhoun.


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Tammy Wynette died 15 years ago today, after a lifetime of sadness and the marvelous songs that came out of it. (AP Photo)
As Tammy Wynette neared the end of her life, she reflected on the challenges she'd faced: A childhood picking cotton, a baby who contracted spinal meningitis, jobs waiting tables and working on factory floors. Five husbands, a bankruptcy filing, a stalker, a house fire. Plus, an allegedly abusive husband, severe health problems, an addiction to painkillers.
So how did Tammy Wynette make peace with a lifetime of struggle? "The sad part about happy endings is there's nothing to write about."
Wynette certainly found plenty to write about over the course of her life and her decades-long country music career. Here are a few of the great songs that sprung from her troubles.
'Til I Can Make It on My Own
There Goes My Everything
Written by Linnea Crowther. Find her on Google+.


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M.P. Valley1, W. Zhou2, E.M. Hawkins1, J. Shultz1, T. Good2, D. Good2, K.V. Wood11Promega Corporation, 2800 Woods Hollow Rd. Madison, WI 53711, 2Promega Biosciences Inc, 277 Granada Dr., San Luis Obispo, CA 93401
The MAO-Glo™ Assay, a luminescent method for sensitive quantitation of monoamine oxidase (MAO) activity, enables rapid assessment of potential inhibition caused by new chemical entities. The homogeneous assay format is compatible with laboratory automation, or can be performed manually (e.g., 96 samples in under 90 minutes). The assay is suitable for both MAO A and MAO B, and data generated for known MAO inhibitors yielded Ki and IC50 values consistent with published literature. The signal-to-noise ratio is >1000 and Z' values ~ 0.95. Data concerning compounds from the LOPAC library known as MAO A inhibitors or substrates were extracted from the screen.
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Kevin S. Skole, MD, a board certified gastroenterologist, will discuss gastrointestinal issues and take questions from a live Internet audience when Princeton HealthCare System (PHCS) hosts its next Web chat on Thursday, May 19.
The Web chat, which begins at 7 p.m., will be the latest in a series of such events by PHCS to give consumers access to seminars hosted by medical professionals without leaving their homes. The chats are hosted on PHCS' UStream channel: www.ustream.tv/channel/princetonhealth.
Dr. Skole will discuss the signs, symptoms, diagnosis, and treatment options for a variety of gastrointestinal problems, such as acid reflux, gastroesophogeal reflux (GERD), Crohn's Disease, irritable bowel syndrome, ulcerative colitis, and liver health.
To participate in the Web chat, users will need a PC or MAC with a broadband Internet connection and Adobe Flash Player installed. Download the latest Adobe Flash Player at http://get.adobe.com/flashplayer/
Participants will be required to log in or create a new account at the site to ask questions. To pre-register, call (888) 897-8979 or visit www.princetonhcs.org/calendar.
Those who register will be entered in a random drawing immediately following the Web chat for one of several $25 gift cards.
Previous Web chats hosted by PHCS have covered topics including urinary incontinence, overactive bladder and a series of other conditions known as pelvic floor disorders; bariatric surgery; nutrition and sustainable weight loss; heart and vascular health; and pediatric emergencies. Those Web chats can be viewed at www.ustream.tv/channel/princetonhealth.


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Kentucky Has The Best Fans In College Basketball
Trust me when I tell you, it pains me as a Louisville Cardinal fan to write this.
If there is one thing I have learned since working here at 600 ESPN El Paso it is to be unbiased. It may be the toughest part of being in the media, to set aside your personal feelings and look at things with an open mind


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HOME NFL Jacksonville Jaguars Gear Jacksonville Jaguars Blankets, Bed & Bath (44 items) Product ID: 721534
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Lay your head down on this Jag's Football pillow case and relive all of the action-filled moments that led them to victory. It features a large team logo and team name over an allover tonal "NFL" lettering and football graphics and vertically printed team name and football graphics on the edge so no matter where your head lands, Jacksonville will be on your mind.
- 100% Cotton fabric
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Customized items can be personalized with options such as your name, your favorite number, and/or designs. Some options may be limited by league rules.


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Friday, April 09, 2004GREENSBORO, N.C. (April 8, 2004) - The UNC Greensboro softball team pounded out 16 hits and five home runs in a doubleheader sweep of East Tennessee State Friday afternoon at Campus Field. The Spartans edged ETSU 5-3 in game one before downing the Lady Bucs 8-1 in game two. In game one, UNCG (22-18, 3-5 SoCon) jumped out to an early 2-0 lead in the first inning. Jennifer Hubbard opened the inning with a leadoff home run. Joni Gomez followed with a walk and later scored on a RBI double by Adriane Audley. The Spartans tacked on a third run in the second inning, as Gomez doubled home Vanessa Massie. ETSU (21-22, 3-5 SoCon) posted two runs in the third inning, closing the gap to 3-2. Mary Beth Hazelwood (Knoxville, Tenn.) led off with a double and advanced to the third on a wild pitch. Danielle Spetar (Knoxville, Tenn.) then drove in Hazelwood with a RBI single. A Lindsay Lane (Erwin, Tenn.) triple down the right field line would score Spetar and give ETSU their second run of the inning. UNCG would post single runs in the fifth and sixth innings en route to the victory. Joni Gomez highlighted the fifth inning with a mammoth home run to center, while Danielle Byrne followed in the sixth inning with a solo shot of her own. Byrne tossed a complete game seven-hitter for the win, allowing three earned runs, while striking out six. Tiffany McVay (Soddy-Daisy, Tenn.) took the loss for the Lady Bucs giving up three earned runs in just 1.2 innings of work. Offensively, Gomez paced the Spartans going 2-for-2 with two runs driven in. Hubbard, Byrne and Audley each chipped in with one hit and one RBI. Hazelwood recorded three hits for ETSU and one RBI, while Spetar posted a 2-for-4 effort. In game two, Gomez went 2-for-2 with three runs scored and three runs batted in, as UNCG exploded for eight runs on 10 hits in cruising to an 8-1 victory. After taking a 3-0 lead over the first three innings, highlighted by a Gomez home run in the first, the Spartans tallied four runs on three hits in the fourth inning to break the game open. Following a Vanessa Massie double, Kara Clouser and Heather Branche were each walked, loading the bases for Gomez. Gomez delivered with a clutch single, scoring Massie and Clouser. Jennifer Bonilla then plated Gomez and Branche with a double to right center. ETSU scored their lone run in the top of the sixth on a solo home run by Hazelwood, but it was not enough as UNCG held on for the victory. Vanessa Oakes earned the win for UNCG going all seven inning, allowing just four hits and one earned run, while striking out five. Belinda Berrera (Fayetteville, N.C.) took the loss for ETSU after allowing seven earned runs in 3.2 innings. Byrne went 3-for-3 with one RBI and Jennifer Hubbard went 2-for-4 to lead the Spartans offensively. Bonilla went 1-for-4 with two runs batted in. UNCG and ETSU will conclude their three-game series with a single game on Saturday. First pitch is scheduled for 1 pm.
|Copyright ©2015 East Tennessee State Athletics. All Rights Reserved.


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You are hereHome › Programs & Events ›
Poets House Showcase
The only event of its kind, the annual Poets House Showcase is a free exhibit featuring all of the new poetry books and poetry-related texts published in the United States in a single year (volumes by individual authors, anthologies, chapbooks, biographies, critical studies, essay collections, CDs, DVDs, etc.) from over 650 commercial, university and independent presses. The Poets House Showcase is a diverse and inclusive exhibition in which books from micro-presses receive the same care and attention as major publishers.
Opening on Thursday, June 25th, the 2015 Showcase was on view through Saturday, August 8, 2015. More than 3,000 items were in the 2015 exhibition.
Read the New York Times article "A Year's Worth of Verse at Poets House"
A PDF of the 2015 Showcase Catalog can be found here
Get Included in the 2016 Showcase
Poets, Publishers, and Donators find out how to get included in the Poets House Showcase.
Submission Deadline: May 1, 2016
The Poets House Showcase is made possible by longtime Poets House supporter Deborah Saltonstall Pease (1943-2014) – an original supporter of The Paris Review – who was passionate about the Showcase because it reflects the range, diversity and inventiveness of current poetry publishing.
A master list of all Poets House programs held from 1986 to the present can be found here.


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Gallery: Schweeb: Human-Powered Monorail Flies Through the Skies
What could be more fun than gliding along on an eco-chic bicycle? How about shooting through the skies in a pedal-powered monorail capsule! A bunch of entrepreneuring New Zealanders has created just such a human-powered monorail system, known as the Shweeb. Their creation does double duty, acting not just as an innovative transportation system, but also an amusement ride. Are our cities the next step?
The technology behind the Shweeb is remarkably simple – the only infrastructure required is a network of interconnected single rails. A number of pods are hung from this these lines, which are powered by the people sitting inside them. In principle, these pods are no different than recumbent bicycles – they can achieve close to 25 mph, are comfortable to use, and can be used by nearly anyone.
Although we don't expect to see cities connected by pedal-powered monorail systems anytime soon, there are a number of applications where they could be useful. Think of guided tours through natural parks, scenic routes, adventure camps, and developments that require large pieces of land and a reasonable amount of population.
For now the system is in use on Schweeb's grounds in New Zealand. If you are feeling adventurous, feel free to visit them at Ngongotha, New Zealand.
Via Treehugger
10 Comments
September 28, 2010 at 2:10 am
I like it! People are much more likely to get in one of these than get on a bike, and they don't have to worry about drivers. These things do need a baggage chamber, though.
January 25, 2010 at 11:07 pm
I saw a segment about this on a show. Apparently when you combine forces you can nearly double your speed on these, so getting stuck behind a slow rider wouldn't be a problem. Neither would striking another rider, as your supposed to work with others.
January 13, 2010 at 3:23 pm
Won't work. At least on bikes you can go around a slow rider. In this you're stuck!
July 23, 2009 at 2:50 pm
The idea is not new, by many decades; I saw at least 2 different versions dating to around the turn of the 20th century in my sadly-deceased copy of "World On Wheels", a history of early personal transportation technoloy (inline skates were far from new when Rollerblades came out, also).
July 23, 2009 at 2:01 pm
What about a trail bike that does not require any "network of interconnected single rails. A number of pods are hung from this these lines…"?


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BLOOMINGTON -- If you look at the numbers, Indiana's secondary is in for a world of hurt Saturday night against Ohio State, but who needs numbers in this mindset-changing Hoosier era.
Kenny Mullen doesn't. He's a sophomore cornerback who regularly draws opponents' best receivers, which means he will sometimes get beat. No matter. He has the faith, in himself, and the rest of the defensive backs, that this shall pass.
"During the week in practice we build our confidence up," he says. "When it comes to the games, it's nothing we haven't seen. The coaches throw every route, every concept, out there, so when we come out on Saturdays, it's time to relax, play and do your job."
As far as occasionally getting beat, Mullen says "that comes with being a DB. You want to make plays, but chances are a receiver might make a play. It's about having a short-term memory and shaking it off, so when you come to the next play, you win it."
Michigan State was mediocre, at best, in passing, then turned into the New England Patriots against the Hoosiers. The Spartans threw for 290 yards and two touchdowns.
Indiana ranks 11th in the Big Ten in pass defense efficiency and in pass defense. Still, it contained Michigan State's bruising rushing game and consistently rocked the Spartans with physical play.
"We played an aggressive game," Mullen says. "That's what we need to do week in and week out."
As co-defensive coordinator, Mike Ekeler helps set that aggressive tone. Aggression is part of the plan to contain an explosive Ohio State offense led by dual-threat quarterback Braxton Miller. That offense peaked during last Saturday's 63-38 win over then No. 21 Nebraska.
"Their offense is extremely multiple," Ekeler says. "They've got playmakers all the way across the board. Great tight ends. Great receivers. A quarterback who could be one of the more electrifying athletes I've ever seen. I've seen a lot of great players over the years, a ton of guys right up there with the Reggie Bushes. He's pretty phenomenal. He's a special athlete. He makes them very hard to handle."
Nebraska couldn't handle the Buckeyes. Miller had 313 total yards, including 186 yards rushing. Tailback Carlos Hyde rushed for 140 yards and four touchdowns.
Miller makes the Buckeyes go, just as Denard Robinson does at Michigan. The run-and-pass threat puts stress even on the most solid of defenses.
"When you're talking about a running quarterback," Ekeler says, "in order to be gap sound you need an extra hat (defender). To do that, in essence you're in zero coverage (man coverage with no help).
"You've got to tweak some things in the way you're doing it up front. You have to be smart with your movements. You always have to account for (Miller). That's what makes their offense really good. They have playmakers on the edge, playmakers at running back, and a really good offensive line. They spread you out and make you make plays in space with one of the most electrifying players in college football.
"They're hitting their stride. They'll be a big challenge for us."
IU had its own dual-threat quarterback with Tre Roberson. But his season ending injury leaves more traditional quarterbacks Cam Coffman and Nate Sudfeld running the offense.
"No disrespect (to Coffman and Sudfeld)," coach Kevin Wilson said, "but that is where Tre gives us an edge. It's one more threat. He's a more truer runner. Tre isn't the runner that Braxton is, but that's part of our offense that's kind of gone away since he's been out."
The Hoosiers come in at 2-3 with a three-game losing streak. Ohio State is 6-0 and looking more and more like a team that could finish undefeated. The Buckeyes are ineligible for postseason play because of NCAA sanctions.
This is Indiana's third home night game of the season, and a large crowd is expected, including a lot of Ohio State fans. Waiting all day to play, Mullen says, takes its toll.
"I wake up on Saturday and I'm ready to go," he says. "Night games I get kind of jittery during the day. I like to get after it early."
Besides team meetings, Mullen says the players will watch college games during the afternoon.
"You learn from other guys. You also evaluate more film on your opponent. That can be a plus, but no matter what, 8 o'clock start or noon start, we have to come to play."


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Felicia Moore Mensah
Professional Background
Educational Background
M.S. Biology & Secondary Education, North Carolina Agricultural & Technical State University (1992)
Ph.D. Science Education, Florida State University (2003)
Dissertation: Professional Development and Poststructural Analysis: Stories of African American Science Teachers.
Postdoctoral Fellow in the Center for Curriculum Materials in Science, Michigan State University (2003 - 2005)
Scholarly Interests
Science Teacher Education; Diversity, Equity & Social Justice Education; Urban and Multicultural Education
Social justice (science teaching as achievement, access, empowerment, opportunity)
Identity (positional identity and science teacher identity)
Multicultural education, Critical theory, Critical race theory (teachers of color)
Feminist poststructuralist analysis (power and knowledge; language and discourse; difference)
Qualitative research methods (ethnography, case study, narrative, grounded theory, phenomenology)
STEM education (Science, Technology, Engineering, Mathematics curriculum development)
Culturally relevant, culturally responsive science teaching and curriculum
Doctoral and junior faculty career development
Selected Publications
Rivera Maulucci, M.S., & Mensah, F.M. (2015). Naming ourselves and others. Journal of Research in Science Teaching, 52(1), 1-5.
Mensah, F.M. (2014). Using observation prompts in the urban elementary school field placement. In Y. Sealey-Ruiz, C.W. Lewis, & I. Toldson (Eds.), Teacher education and black communities: Implications for access, equity and achievement. Charlotte, NC: Information Age Publishing.
Berg, A., & Mensah, F.M. (2014). De-marginalizing science in the elementary classroom by coaching teachers to address perceived dilemmas. Education Policy Analysis Archives, 22(57), 1-35. DOI: http://dx.doi.org/10.14507/epaa.v22n57.2014 In EPAA/AAPE's Special Issue on Politics, Policies, and Practices of Coaching and Mentoring Programs, Guest Edited by Dr. Sarah Woulfin.
Mensah, F.M. (2014). Creating solidarity across diverse communities: International perspectives in education, by Christine E. Sleeter and Encarnacin Soriano (Editors). Teachers College Press, New York, NY, USA, 2012, 230 pp. ISBN: 978-0-8077-5337-8. Book Review, Teachers College Record. http://www.tcrecord.org ID Number: 17531
Graham, R., Zubiaurre Bitzer, L., Mensah, F.M., & Anderson, O.R. (2014). Dental student perceptions of the educational value of a comprehensive, multidisciplinary OSCE. Journal of Dental Education, 78(5), 694-702.
Brotman, J., & Mensah, F.M. (2013). Urban high school students' perspectives about sexual health decision-making: the role of school culture and identity. Cultural Studies of Science Education, 8(2), 403-431.
Mensah, F.M. (2013). Theoretically and practically speaking, what is needed in diversity and equity in science teaching and learning? Theory Into Practice, 52(1), 66-72. Special Theme Issue:Diversity and Equity in Science Education
Mensah, F.M. (2012). Positional identity as a lens for connecting elementary preservice teachers to science teaching in urban classrooms. In M. Varelas (Ed.), Identity construction and science education research: Learning, teaching, and being in multiple contexts, (pp. 107-123). Rotterdam, The Netherlands: Sense Publishers.
Rivera Maulucci, M., & Mensah, F.M. (2012). NARST equity and ethics committee: Mentoring scholars of color in the organization. In J.A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education, (pp. 295-316). New York, NY: Springer.
Mensah, F.M. (2012). Retrospective accounts in the formation of an agenda for diversity, equity and social justice for science education. In J.A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education, (pp. 317-336). New York, NY: Springer.
Mallya, A., Mensah, F.M., Contento, I.R., Koch, P.A., & Calabrese Barton, A. (2012). Extending science beyond the classroom door: Learning from students' experiences with the Choice, Control & Change (C3) curriculum. Journal of Research in Science Teaching, 49(2), 244-269.
Johnston, A., Butler, M. B., Mensah, F.M., & Williams, B. (2011). Playing with science: Models for engaging communities. Special issue on Designing Environments to Promote Play-based Science Learning. Children, Youth and Environments , 21(2), 312-324.
Mensah, F.M. (2011). The DESTIN: Preservice teachers' drawings of the ideal elementary science teacher. School Science and Mathematics, 111(8), 379-388.
Mensah, F.M. (2011). A case for culturally relevant teaching in science education and lessons learned for teacher education. The Journal of Negro Education, 80(3), 296-309. Special Issue, Teacher Education and the Black Community: Preparing Teachers to Teach Black Students, Preparing Black Students to Become Teachers
Mensah, F. M. (2011). On the road to reform: A sociocultural interpretation of reform. Cultural Studies of Science Education, 6(3), 671-678.
Mensah, F.M. (2011). The hardest questions aren't on the test: Lessons from an
innovative urban school. Book Review. Science Education, 95(4),768-770.
Brotman, J.S., Dawson, V., & Mensah, F.M. (2011). Metalogue: Critical issues for teaching with socio-scientific issues. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom: Teaching, learning and research (pp. 347-353). The Netherlands: Springer.
Yu, Yuqing, & Mensah, F.M. (2011). The multiple response model for the "views on science-technology-society" (VOSTS) instrument: An empirical application in the context of the electronic-waste issue. In I.M. Saleh & M. S. Khine (Eds.), Attitude research in science: Classic and contemporary measurements(pp. 137-176). Charlotte, NC: Information Age Publishing.
Brotman, J.S., Mensah, F.M., & Lesko, N. (2011). Urban high school students' learning about HIV/AIDS in different contexts. Science Education, 95(1), 87-120.
Mensah, F.M. (2010). Toward the mark of empowering policies in elementary school science programs and teacher professional development. Cultural Studies of Science Education, 5(4), 977-983.
Mensah, F.M. (2010). Who do I look like? Diversity in self, family, and others. Science Activities, 47, 125-132. Special Issue on Multicultural Science Teaching
Brotman, J.S., Mensah, F.M., & Lesko, N. (2010). Exploring identities to deepen understanding of urban high school students' decision-making about HIV/AIDS. Journal of Research in Science Teaching, 47(6), 742-762.
Geelan, D., Mensah, F.M., Rahm, J., & Maulucci, M.R. (2010). Forum: Roles, caring and learning to teach science.Cultural Studies of Science Education, 5(4), 649-663.
Mensah, F.M. (2009). A portrait of black teachers in science classrooms. The Negro Educational Review, 60(1-4), 39-52.
Mensah, F.M. (2009). Confronting assumptions, biases, and
stereotypes in preservice teachers' conceptualizations of science teaching
through the use of book club. Journal
of Research in Science Teaching, 46(9), 1041-1066.
Brotman, J.S. & Moore, F.M. (2008). Girls and science: A review of four themes in the science education literature.Journal of Research in Science Teaching, 45(9), 971-1002.
Moore, F.M. (2008). Agency, identity, and social justice: Preservice teachers' thoughts on becoming agents of change in urban elementary science classrooms. Research in Science Education, 38(5), 589-610.
Moore, F.M. (2008).Positional identity and science teacher professional development. Journal of Research in Science Teaching, 45(6), 684-710.
Moore, F.M. (2008). The role of the elementary science teacher and linguistic diversity. Journal of Elementary Science Education, 20(3), 49-61.
Moore, F.M. (2008). Preparing preservice teachers for urban elementary science classrooms: Challenging cultural biases toward diverse students. Journal of Science Teacher Education, 19(1), 85-109.
Moore, F.M. (2007). Teachers' coping strategies for teaching science in a "low performing" school district. Journal of Science Teacher Education, 18(5), 773-794.
Moore, F.M. (2007). Language in science education as a gatekeeper to learning, teaching, and professional development. Journal of Science Teacher Education, 18(2), 319-343.
Moore, F. (2006). Multicultural preservice teachers' views of diversity and science teaching. Research and Practice in Social Sciences, 1(2), 98-131.
Gunckel, K.
& Moore, F.M. (2005). (April, 2005). Including
students and teachers in the co-design of the enacted curriculum. NARST
Annual Conference.
Moore, F. M. (2005). The dissertation and graduation:
Not just a black and white process-Mountain climbing, middle passage, and
learning as a postdoct
Moore, F.M. (2005). Science and reading integration for
primary grades, K-2.
Moore, F.M. (2005). Science and mathematics integration
for intermediate grades, 3-4.
F. M. (2005). Science and
reading integration for intermediate grades, 5-6.
Moore, F. (2005). Vocabulario espanol para profesores de biologia, Editor. Professional Resources Project.
Moore, F.M.
(2003). In the midst of it all: A feminist perspective on science and science
teaching. In A.L. Green & L.V. Scott (Eds.), Journey to the Ph.D.: How to
navigate the process as African Americans (pp.
professional presentations
Conference Presentations & Proceedings (*) Peer Reviewed; (^)Former/Present Student Collaborator
1. *Mensah, F.M. (2014, July). Innovations in teaching and learning: Using simulations in science teacher education. TAA Annual Conference. Baltimore, MD.
2. *Mensah, F.M. (2014, April). "How do I see myself?": Using critical race theory to uncover science teacher identity. NARST Annual Conference. Pittsburgh, PA.
3. *^Benedis-Grab, G., & Mensah, F.M. (2014, April). Developing self-efficacy through the use of cloud-based collaboration in an elementary science methods course. NARST Annual Conference. Pittsburgh, PA.
4. *^Taher, T., Mensah, F.M., Emdin, C. (2014, April). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. NARST Annual Conference. Pittsburgh, PA.
5. *^M. J. Castaldi, J. Epstein, J. Brauner, F. Mensah, C. Emdin, & P. Redden. (2014, April). Enhancing the undergraduate research experience at a small liberal arts chemistry department. American Chemical Society Annual Conference. Dallas, TX.
6. *Mensah, F.M., ^Jackson, I., ^Macaluso, S., ^Mahfood, D., ^Ronan, D., & ^Simpson, R. (2014, January). Implementation of edTPATM as a community of practice. ASTE Annual International Conference, San Antonio, TX.
7. *^Daftedar, R., & Mensah, F.M. (2014, January). The globalization of science education: A case study of teacher identity dissonance. ASTE Annual International Conference, San Antonio, TX.
8. *^Robbins, G., & Mensah, F.M. (2014, January). "Mees, I no understand": Using inquiry in a science classroom of diverse cultures, languages, and English proficiencies. ASTE Annual International Conference, San Antonio, TX.
9. *^Gomes, C., & Mensah, F.M. (2013, July). The impact of technology on students with disabilities achieving scientific literacy. Proceedings of the 5th Annual International Conference on Education and New Learning Technologies. Barcelona, Spain.
10. *Meier, E.B., Horton, D.M., Mensah, F.M., & Sanchez, R. (2013, April). A model for engaging urban teachers in designing STEM projects in classroom environments. AERA Annual Conference, San Francisco, CA.
11. *Mensah, F.M. (2013, January). Pre-post comments of teacher and science teacher identities from elementary preservice teachers of color. ASTE Annual International Conference, Charleston, SC.
12. *^Benedis-Grab, G., & Mensah, F.M. (2013, January). Using cloud-based collaboration in an elementary science methods course. ASTE Annual International Conference, Charleston, SC.
13. *^Corvo, A.F., & Mensah, F.M. (2013, January). Utilizing the National Research Council's (NRC) conceptual framework for the Next Generation Science Standards (NGSS): A self-study in my science, engineering, and mathematics classroom. ASTE Annual International Conference, Charleston, SC.
14. *^Lyman, A., & Mensah, F. M. (2013, January). Standards-based construction of 9-12 science curricula: A case study approach. ASTE Annual International Conference, Charleston, SC.
15. *^Ronan, D., & Mensah, F.M. (2013, January). Science-teaching identity and motivation: Ethnography of an urban elementary school implementing a science specialist model in a high stakes testing environment. ASTE Annual International Conference, Charleston, SC.
16. *Mensah, F. M., & ^Jackson, I. (May, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Critical Race Studies in Education Association Conference, New York, NY.
17. *^Berg, A., & Mensah, F.M. (April, 2012). De-marginalizing science in the early elementary classroom: Supporting teachers to teach science in reform-oriented ways. AERA Annual Conference, Vancouver Canada.
18. *Mensah, F. M., & ^Jackson, I. (March, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Poster presentation. NARST Annual International Conference, Indianapolis, IN.
19. *^Gomes, C., & Mensah, F.M. (January, 2012). Science education and the use of assistive technology for students with learning differences. ASTE Annual International Conference, Clearwater, FL.
20. *Marrero, M., Riccio, J., ^Dashoush, N., & Mensah, F.M. (January, 2012). STEM professional development in an online fellowship program: Impacts on teacher beliefs and practices. Themed-paper set. ASTE Annual International Conference, Clearwater, FL.
21. *Mensah, F.M., & Lang, L. (January, 2012). Inservice teachers learning inquiry and teaching preservice teachers about inquiry. ASTE Annual International Conference, Clearwater, FL.
22. Bertrand Jones, T., Mensah, F.M., & Rich-Rice, K. (June, 2011). Soaring to new heights: Sisters of the Academy Institute writing programs. TAA Annual Conference, Albuquerque, NM.
23. *Mensah, F.M., & O'Neill, T. (April, 2011). Who has control over the science curriculum? NARST Annual International Conference, Orlando, FL.
24. *^Rosa, K., & Mensah, F.M. (April, 2011). Science teachers' views on cultural diversity: Contributions from anthropology. NARST Annual International Conference, Orlando, FL.
25. *^Gunning, A., & Mensah, F.M. (January, 2011). Microteaching: The value of mastery experience in a science methods course. ASTE Annual International Conference, Minneapolis, MN.
26. *Mensah, F.M., & O'Neill, T. (January, 2011). In partnership for diversity goals: Developing elementary teachers of science. ASTE Annual International Conference, Minneapolis, MN.
27. *Mensah, F.M. (March, 2010). Using observation prompts in the elementary field placement as a means to inform practice. NARST Annual International Conference, Philadelphia, PA.
28. *Mensah, F.M. (January, 2010). "Making progress and figuring things out": Engaging elementary preservice teachers in inquiry learning. ASTE Annual International Conference, Denver, CO.
29. *Moore Mensah, F. (May, 2009). Student presentations on science education. Paper presented at the Annual Sharing Our Success in Urban Science and Math Teaching Conference, New York University, New York, NY.
30. *^Brotman, J.S., & Moore Mensah, F.M. (April, 2009). Exploring identities to deepen understanding of urban high school students' decision-making about HIV/AIDS. Paper presented at the NARST Annual International Conference, Orange County, CA.
31. *^Mallya, A., & Moore Mensah, F.M. (April, 2009). A case of critical science agency: Urban youth use C3 science to navigate their food and activity environments. Paper presented at the NARST Annual International Conference, Orange County, CA.
32. *^Marrero, M., & Moore Mensah, F.M. (April, 2009). Socioscientific decision making and the ocean: A case study of 7th grade life science students. Paper presented at the NARST Annual International Conference, Orange County, CA.
33. *Moore Mensah, F., Catlin, J., O'Neill, T., & Johnson, V. (January, 2009). Initiating school-university science partnerships for the preparation of elementary teachers in an urban middle school. Interactive Paper-Poster presented at the ASTE Annual International Conference. Hartford, CT.
34. *^Gunning, A., & Moore Mensah, F. (January, 2009). One preservice elementary teacher's development of self-efficacy and confidence to teach science: A case study. Paper presented at the ASTE Annual International Conference. Hartford, CT.
35. *^Cooke, N. & Moore Mensah, F. (January, 2009). The emergent teacher voice: Identity development of preservice elementary teachers. Paper presented at the ASTE Annual International Conference. Hartford, CT.
G., & Moore Mensah, F. (January,
2009). A collab
37. *Moore, F.M. (March, 2008). Using multicultural curricular frameworks in elementary science lesson plans. Paper presented at the NARST Annual International Conference. Baltimore, MD.
38. *Moore, F.M. (2008, March). A pedagogy of multiple theoretical perspectives: Building a foundation to stand on: Using course readings in an elementary science methods course. Paper presented at the NARST Annual International Conference. Baltimore, MD.
39. *Moore, F.M. (March, 2008). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science curriculum. Paper presented at the AERA Annual International Conference. New York, NY.
41. Moore, F.M. (July, 2007). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science lessons. Paper presented at the CCMS Summer Knowledge Sharing Institute. Washington, DC.
44. *^Catlin, J.N., & Moore, F.M. (January, 2007). I want to, because I can! Urban middle school students' quest for knowledge in an after school science program. Paper presented at the ASTE Annual International Conference. Clearwater, FL.
45. *Moore, F.M. (January, 2007). Presentation of dialogue: Preservice elementary teachers' views of their science teacher identity. Paper presented at the ASTE Annual International Conference. Clearwater, FL.
47. *Moore, F. (September, 2006). Mapping the diversity and social justice landscape. Paper presented at the Science Education at the Crossroads Conference. Ogden, UT. On-line proceedings, http://www.sciedxroads.org
48. *Moore, F.M., & ^Mallya, A. (July, 2006). Diversity and social justice in curriculum materials: Student agency and teacher learning. Presentation presented at the CCMS Knowledge Sharing Institute, Ann Arbor, MI.
49. *Moore, F. (April, 2006). Identity, agency, and preservice teachers' construction of both in becoming agents of change. Paper presented at the NARST Annual Conference. San Francisco, CA.
50. *Moore, F. (April, 2006). Using book clubs to introduce elementary preservice teachers to issues of diversity in science teaching and learning. Paper presented at the NARST Annual International Conference. San Francisco, CA.
51. *Moore, F. (September, 2005). Is this just too diverse to handle? Paper presented at the Science Education at the Crossroads Conference. Storrs, CT. On-line proceedings, http://www.sciedxroads.org
52. Moore, F.M. (July, 2005). Beliefs & attitudes of elementary pre-service teacher education students toward diversity in science teaching & learning. PowerPoint presentation presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.
53. Moore, F.M. (July, 2005). A curriculum design project for preservice elementary teachers: Using the Project 2061 criteria for curriculum development. Paper presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.
F.M. (April, 2005). The advantages of a postdoct
55. *Moore, F., Sowell, S., Letts, W., & Brandt, C. (April, 2005). Poststructuralist possibilities: Using feminist poststructuralist theories for making sense in science education research. Paper presented at the NARST Annual International Conference. Dallas, TX.
56. *Moore, F.M. (April, 2004). Stories, experiences and lessons: Relations of power in science teaching, leaning, and professional development. Paper presented at the NARST Annual International Conference. Vancouver, British Columbia.
57. Moore,
F.M. (February, 2004). Projects & activities. Post-doct
58. *^Paterna, R.L., & Moore, F.M. (October, 2004). Preservice teachers' familiarity and use of technology in science teaching. SAETS Annual International Conference, Gainesville, FL.
59. *Moore, F. (January, 2004). "Teaching is more . than I first imagined": A preservice teacher's experiences in the field. Paper presented at the AETS Annual International Conference. Nashville, TN.
60. *Settlage, J., Southerland, S.A., Moore, F., Schadman, A. (January, 2003). The rise (and fall) of teacher efficacy: The role of the methods course and classroom context. Paper presented at the AETS Annual International Conference, St. Louis, MO.
61. *Moore, F.M. (October, 2002). Ways of knowing in the context of home, school, and teaching: Implications for science teaching. Paper presented at the SAETS Annual International Conference, Kennesaw, GA.
62. *Moore, F. (January, 2002). On the other side of the tracks. Paper presented at the AETS Annual International Conference, Charlotte, NC.
63. *Hancock, E., Moore, F., & Sowell, S. (October, 2001). Practicing teacher's reflections about completing a portfolio for a distance learning graduate program. Paper presented at the SAETS Annual International Conference, Tampa, FL.
64. *Moore, F.M. (April, 2001). Re-designing curriculum that covers students' personal interests, attitudes, and multiple inabilities. Proceedings of the 41st International World Education Fellowship Conference. Sun City, South Africa.
F.M. (March, 2001). Science lab
honors and awards
2007 Graduate
2006 Cambridge Who's Who Executive and Professional Registry
2006 Race, Culture and Diversity Teaching Fellowship Grant
2005 Dean's Summer Research Grant
2005 National Association of Research in Science Teaching Equity and Ethics Scholars Award
biographical information
current projects
My interests are diverse and at the same time connected to my overall research agenda which is situated in urban elementary science education. I focus on improving the teaching and learning of science in urban schools by designing ongoing professional development models with elementary and middle school teachers. Five current projects are:
Preservice elementary science teacher identity; focusing on the construction of a science teacher identity; extending this work to include preservice high science teachers' identity and how identities affect how they teach science to diverse learners.
doctoral dissertations sponsored
active professional organizations
American Educational Research Association (AERA)
Association of Science Teacher Education (ASTE)
National Association of Research in Science Teaching (NARST)
Sisters of the Academy Institute (SOTA)
Text and Academic Authors Association (TAA)
MSTC 4007: Urban and multicultural science education
Students will explore the intersections of policy, science, and society and the impact these have on standard K-12 urban science curriculum and multicultural teaching practices. Drawing from scholarship in policy, curriculum, and teaching, this course explores major issues faced in urban science education, including: (1) the issue of resources (physical, human, and social) in urban schools and how urban science education programs might draw from local resources in meeting the needs of urban learners; (2) the issue of what roles might teachers, administrators, policy makers, and curriculum writers play in the design and implementation of empowering curricular and pedagogical practices in urban science classrooms; and (3) the issue of multicultural science education in terms of both content and pedagogy. This course challenges commonly used practices where multiculturalism is often taught as one distinct and often separate component of the science curriculum.
MSTC 4040: Science in childhood education
This is an integrated lecture/laboratory course. This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards. The course is based in constructivist perspectives and has as a goal the teaching of science well with all children.
MSTC 4055: Concepts of Biology
Professional content knowledge course examining the major concepts in biology and their applications in teaching secondary school biology.
MSTC 4902: Guided study in science education
Permission required from the instructor with whom the student wishes to work. Independent study in selected areas. Use of professional laboratory facilities.
MSTC 5040: Science curriculum improvement in the elementary school
This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards at the elementary level.
MSTC 6902: Research and independent study in science education
Permission required. Guided independent study leading to the preparation of a major project or paper. May be taken repeatedly by doctoral candidates engaged in research.
MSTC 8901: Dissertation advisement in science education
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
Documents & Papers
Download: Mensah Abstracts [PDF]
Download: Girls and Science Tables [PDF]
Download: FMMensah CV [PDF]
Centers and Projects
Website: http://ctsc.tc.columbia.edu/
The Center for Technology and School Change helps schools integrate technology into their curricula and daily lives, by planning with schools for the use of technology, educating teachers how to use it, planning curriculum projects that include technology, helping teachers to implement projects, and assessing the effect of technology on schools. The Center is based on the idea that technology will have a large impact on the structure of schooling, as it has in the past, and that schools must plan for the kinds of change they want it to have. We believe that technology should be integrated with curriculum in ways that emphasize active student learning, collaboration, interdisciplinary learning and problem-solving in areas that are meaningful to schools, and conducts site-based research.
Website: http://www.tc.edu/hsp
The Harlem Schools Partnership (HSP) for STEM Education (Science, Technology, Engineering and Mathematics) is a collaborative effort of Teachers College (TC), and the Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University in association with the New York City Department of Education (NYC DOE) and with support from the General Electric Foundation.
The mission of the HSP is to improve STEM education by helping schools create rich environments for STEM teaching and learning. We accomplish this through professional development that strengthens curriculum, increases teacher knowledge of STEM content and teaching practices, diversifies assessment of student learning, and ensures that English Language Learners are successful in STEM. The intended outcome is that HSP schools will be models of excellence for STEM teaching and learning, and that participating teachers will become leaders and mentors for others at their schools and in the Department of Education.
Website: http://www.tc.columbia.edu/admin/studentActivities/index.asp?Id=Student+Organizations&Info=Current+Student+Organizations
Website: http://www.tc.columbia.edu/communityschool/


text:
Salsa as a dip for french fries. Photo courtesy of Idaho Potato Commission.
Salsas, Dips & Spreads
Category Main Page
Articles & Reviews
Main Nibbles
Main Page
Articles & Reviews Of Foods From A To Z
Product Reviews
Main Page
Beverage, Books
News & More
KAREN HOCHMAN is Editorial Director of THE NIBBLE.
May 2007
Updated August 2009
This is Page 2 of a three-page article. Click on the black links below to visit other pages.
To go back to the beginning:
And 20 years later, the big spurt in salsa sales began, as Americans from coast to coast discovered Mexican food.
Continue To Page 3: Salsa Chronology, Continued
Go To The Article Index Above
[3] http://www.hotsauceblog.com/hotsaucearchives/salsa-spices-dishes/
[4] http://www.buzzle.com/editorials/6-20-2006-99913.asp
[5] Pace Foods press materials
© Copyright 2005-2015 Lifestyle Direct, Inc. All rights reserved. Images are copyright of their respective owners.


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Xbox Games
Game Questions & Answers (Q&A) service lets you ask questions about video games for game consoles or PC games. So ask your Burnout 3: Takedown question for Xbox and get answers from real gamers or answer questions and share your insights and experience with the rest of the gaming community.
Game Boxshot & Details
- Developer: Criterion Games
- Publisher: Ea Games
- Genre: Driving Racing
- Release: Sep 7, 2004
- ESRB: Teen
Game Questions
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Our mission is to insure strong relationships among all our parishioners.
Radical hospitality is not just what we say, it's what we do. Parish events, interest groups and small group gatherings are just part of the way we offer hospitality and fellowship at Holy Innocents'. Our mission is to insure strong relationships among all our parishioners. These relationships are the bonds that hold our community together.
Sunday Faith Forums
10:15 - 11:00am in Inglett Hall C
Our Sunday Faith Forums are planned until next May and include an incredible line up of speakers who will address faith in everyday life. You'll want to take advantage of each opportunity this fall to continue to grow in faith, individually and as a member of this supportive community.
Reading Connections (Women's Book Club)
2nd Mondays, 6:00 - 7:30pm
Have you ever read a book and then ask others if they have read it because you wanted to hear their thoughts and opinions? Come join us on the second Monday of each month from 6:00pm to 7:30pm in Bishop Commons to share our impressions of the book, ask questions, provoke new ideas about relationships, humor, opportunities, the world, and our own aspirations.
Contact: Alesa McArthur
Men of HI Dinner and a Book
2nd Tuesdays, every 2 months, 6:30 - 9:00pm
Contact: Jeremy Webber
Saturday Brewing
1st Saturdays, 10:00am - 4:00pm in the Youth Frost Center
Contact: Timothy Sommer
20/30 Somethings Social
every first Tuesday evening from 6:45pm - 9:00pm.
Something Social is a time for fellowship. We meet in either the Frost Youth Center (located downstairs) or at an offsite location. Be sure to contact Timothy Sommer to join the email list or visit the Church Calendar page to find the date and location of the next gathering.
Contact: Timothy Sommer
Something for Brunch
1st & 3rd Sundays, immediately following 11:15am service
Once a month, all newcomers and regulars are invited out to a café or restaurant for Sunday brunch following the 10:30 service on Sundays. Be sure to visit the Church Calendar page or contact Timothy Sommer to find the date for the next outing.
Contact: Timothy Sommer
Lessons & Lager
1st Thursdays, 6:30 - 9:00pm in the Youth Frost Center
Contact: Timothy Sommer
MEN Formation
Men of HI Third Fridays
3rd Fridays, 7:00 - 8:15am in Inglett C
A great way to connect with other guys. Hospitality and lively discussion. All are welcome.
Contact: John Hedrick
Women's Formation
Women's Wisdom Circle
Monday mornings (except for holidays). Coffee – 8:30am -8:45am; Gathering – 8:45am - 9:45am.
Start your week with authentic, in depth conversation in the light of wisdom sayings from throughout the ages. Anne Moore and Martha Sterne invite you to share the questions, challenges and thanksgiving of our lives. The Wisdom Circle is open; so come as it fits your schedule and bring a friend. Visit the Women's Wisdom Circle Blog for more info and to get connected!
Prayer Shawl Ministry
1st Tuesdays, 10:30am - 12:30pm
The Guild of Knitters meets monthly and makes prayer shawls, which are kept at the church and delivered to those with long term illness or in transition.
Prayer shawls are made to give comfort to those in need: those undergoing medical procedures, times of stress or loss, or those experiencing any rites of passage that are a part of life. Open to all, the Prayer Shawl ministry offers a chance for service to others as well as a time for socializing.
Contact: Liza Avery
St. Monica's Guild
3rd Tuesdays, 10:30am - 12:30pm
This chapter meets on the third Tuesday of the month at 10:00 a.m. in members' homes. A coffee hour precedes the meeting and program.
Contact: Carolyn Yost


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Old City of Sana'a
Old City of Sana'a
Situated in a mountain valley at an altitude of 2,200 m, Sana'a has been inhabited for more than 2,500 years. In the 7th and 8th centuries the city became a major centre for the propagation of Islam. This religious and political heritage can be seen in the 103 mosques, 14 hammams and over 6,000 houses, all built before the 11th century. Sana'a's many-storeyed tower-houses built of rammed earth (pisé) add to the beauty of the site.
Vieille ville de Sana'a
Édifiée dans une vallée de montagne à 2 200 m d'altitude, Sana'a a été habitée depuis plus de 2 500 ans. Aux VIIe et VIIIe siècles, la ville est devenue un important centre de propagation de l'islam. On retrouve ce patrimoine religieux et politique dans ses 106 mosquées, ses 12 hammams et ses 6 500 maisons qui datent tous d'avant le XIe siècle. Les maisons-tours aux nombreux étages et les maisons de pisé anciennes ajoutent encore à la beauté du site.
مدينة صنعاء القديمة
بنيت صنعاء في واد جبلي يرتفع الى 2200 متر وأصبحت مأهولة بالسكان منذ أكثر من 2500 سنة. وتحولت المدينة في القرنين السابع والثامن الى مركز هام لنشر الإسلام، فحافظت على تراث ديني وسياسي يتجلى في 106 مساجد و21 حماماً و6500 منزل تعود الى ما قبل القرن الحادي عشر. أما المساكن البرجية المتعددة الطبقات ومنازل الآجر القديمة فتزيد الموقع جمالاً.
source: UNESCO/ERI
source: UNESCO/ERI
Старый город в Сане
Сана, расположенная в горной долине на высоте 2200 м над уровнем моря, населена уже более 2,5 тыс. лет. В VII-VIII вв. город стал крупным центром распространения ислама. О религиозном прошлом и политической жизни Саны можно судить по 103 мечетям, 14 общественным баням («хаммамы») и более 6 тыс. жилым домам; все они возведены до XI в. Многоэтажные жилые дома Саны, построенные из утрамбованной земли – «писе» - придают городу особый колорит.
source: UNESCO/ERI
Ciudad vieja de Sana'a
Edificada en un valle situado a 2.200 metros de altura sobre el nivel del mar, la ciudad de Sana'a tiene más de 2.500 años de historia. En los siglos VII y VIII fue un importante centro de propagación de la religión islámica. El legado de su esplendoroso pasado político y religioso lo atestiguan sus 103 mezquitas, 14 casas de baños públicos (hammam) y 6.000 viviendas construidas con anterioridad al siglo XI. Las casas-torre de múltiples pisos, edificadas con tierra apisonada, contribuyen a realzar la belleza del sitio.
source: UNESCO/ERI
source: NFUAJ
Oude stad van Sana'a
Sana'a wordt al meer dan 2.500 jaar bewoond. De oude stad ligt in een bergdal op een hoogte van 2.200 meter. In de 7e en 8e eeuw werd de stad een belangrijk centrum voor de verspreiding van de islam. Dit religieuze en politieke erfgoed komt tot uiting in de 103 moskeeën, 14 hammams en meer dan 6.000 huizen, die allemaal zijn gebouwd vóór de 11e eeuw. De gebouwen tonen een uitzonderlijk vakmanschap met betrekking tot het gebruik van lokale materialen en technieken. De huizen en openbare gebouwen van Sana'a zijn een goed voorbeeld van traditionele islamitische bewoning.
Source: unesco.nl
Outstanding Universal Value
Brief synthesis
Situated in a mountain valley at an altitude of 2,200 m, the Old City of Sana'a is defined by an extraordinary density of rammed earth and burnt brick towers rising several stories above stone-built ground floors, strikingly decorated with geometric patterns of fired bricks and white gypsum. The ochre of the buildings blends into the bistre-colored earth of the nearby mountains. Within the city, minarets pierce the skyline and spacious green bustans (gardens) are scattered between the densely packed houses, mosques, bath buildings and caravanserais.
Inhabited for more than 2,500 years, the city was given official status in the second century BC when it was an outpost of the Yemenite kingdoms. By the first century AD it emerged as a centre of the inland trade route. The site of the cathedral and the martyrium constructed during the period of Abyssinian domination (525-75) bear witness to Christian influence whose apogee coincided with the reign of Justinian. The remains of the pre-Islamic period were largely destroyed as a result of profound changes in the city from the 7th century onwards when Sana'a became a major centre for the spread of the Islamic faith as demonstrated by the archaeological remains within the Great Mosque, said to have been constructed while the Prophet was still living. Successive reconstructions of Sana'a under Ottoman domination beginning in the 16th century respected the organization of space characteristic of the early centuries of Islam while changing the appearance of the city and expanding it with a second city to the west. The houses in the old city are of relatively recent construction and have a traditional structure.
As an outstanding example of a homogeneous architectural ensemble reflecting the spatial characteristics of the early years of Islam, the city in its landscape has an extraordinary artistic and pictorial quality. Its many-storied buildings represent an outstanding response to defensive needs in providing spacious living quarters for the maximum number of residents within defensible city walls. The buildings demonstrate exceptional craftsmanship in the use of local materials and techniques. The houses and public buildings of Sana'a, which have become vulnerable as a result of contemporary social changes, are an outstanding example of a traditional, Islamic human settlement.
Described by historians, geographers and scholars of the early Islamic and medieval eras, Sana'a is associated with the civilizations of the Bible and the Koran.
Criterion (iv):Within its partially preserved wall, it offers an outstanding example of a homogeneous architectural ensemble, which design and detail translate an organization of space characteristic of the early centuries of Islam which has been respected over time.
Criterion (v): The houses of Sana'a, which have become vulnerable as a result of contemporary social changes, are an outstanding example of an extraordinary masterpiece, traditional human settlement.
Criterion (vi): Sana'a is directly and tangibly associated with the history of the spread of Islam in the early years of the Hegira. The Great mosque of Sana'a, built in year 6 of Hegira, is known as the first mosque built outside Mecca and Medina.The Old City of Sana'a has contributed to and played a major role in Yemeni, Arab and Islamic World history through the contributions of historical Yemeni figures including Al Hassan B. Ahmed Al Hamdany, Ahamed Al Razy and Al Shawkany.
Integrity (2011)
A significant proportion of all the attributes that express the Outstanding Universal Value are within the property. However, in certain quarters of the city, acceleration of new development is eroding its character. The visual integrity of the property is threatened by an increase in new modern hotels and telecommunication towers in the surrounding landscape.
The disappearance of the traditional juridical system or the application of new and supplementary ones, the accelerated social and economical changes, the rapid urban development within and around the city and the disappearance of open space as the bustans are gradually built over, are creating various unbearable pressures on the city and its inhabitants.
Authenticity (2011)
The attributes that carry Outstanding Universal Value are the overall design of the city and its buildings with their decorated façades, traditional building materials, and the open spaces (bustans, maqashe and sarah'at ) considered as part of the city's urban environment, together with the visual appearance of the city surrounded by mountains. The authenticity of these attributes is vulnerable to incorrect conservation practices and development. Associated intangible values relating to traditional socio-economic activities, including the very high percentage of home ownership, continue to be demonstrated.
Protection and management requirements (2011)
The protection of the Old City of Sana'a is ensured by the Antiquities Law of 1997 as well as the Building Law of 2002. Protection will be improved when the Historical Cities Preservation Law comes into force. The preparation of a Conservation Plan, and of an exhaustive inventory of buildings of the city and its surroundings have been completed. The General Organization for the Preservation of the Historic Cities of Yemen (GOPHCY) aims to develop the Conservation Plan in the next few years. It is also proposed to establish a Conservation Unit to involve all stakeholders, who will be encouraged to participate in the preparation of the city Management Plan process. GOPHCY, established in 1990, is an independent body set up to create an appropriate strategy for sustainable development. After the new Law enters into force, it will become the overall authority for management of the World Heritage property.
In its decision concerning inscription, the World Heritage Committee "recommended that an adequate buffer zone should be established around the old city." This recommendation should be implemented in order to improve the protection of the property which also needs clearly defined boundaries.
In the long term, it is intended to adopt a clear strategy for sustainable preservation and development of the Old City and to reach a better control of the setting as well as ensuring the balance between commercial and residential activities.
Long Description
Within its partially preserved wall, Sana'a is an outstanding example of a homogeneous architectural ensemble whose design and detail illustrate an organization of space characteristic of the early centuries of Islam which has been respected over time. The houses of Sana'a, which have become vulnerable as a result of contemporary social changes, are an outstanding example of a unique, traditional human settlement. Countless partial studies have been made of the houses of Sana'a, with the objective of eventual demolition. The beauty of the urban landscape of Sana'a, whose overall appearance should remain intact, attests that they should be preserved integrally.
The City of Sana'a, capital of Yemen since 1962, is a fine example of artistic and pictorial quality, now considered to be a homogenous ensemble made up of tower-houses built from rammed earth. Its history covers a period of over 2,000 years. Given official status in the 2nd century BC when it was an outpost of the Yemenite kingdoms, Sana'a (Arabic for 'fortified place') was associated with all the major historical events that took place in Arabia Felix. The site of the cathedral and the martyrium constructed during the period of Abyssinian domination (525-75) bear witness to Christian influence whose apogee coincided with the reign of Justinian.
The remains of the pre-Islamic period were largely destroyed as a result of profound changes in the city from 628. Beginning with the early years of the Hegira, Sana'a became a major centre for the spread of the Islamic faith. The Great Mosque is said to have been constructed while the Prophet was still living, with materials recovered from the Ghumdan Palace and the cathedral.
The successive reconstructions of Sana'a under Ottoman domination, beginning in the 16th century, respected the proportions and balance of the medieval city while changing its appearance. At the same time, a new city grew up to the west of the first settlement and is contiguous with it. The new city covers a similar surface area.
The houses in the old city are of relatively recent construction and have a traditional structure. The stone-built ground floor houses provisions and livestock. A staircase leads to the upper floors which normally comprise, successively, a large common room, which served as a meeting room for business affairs; the divan, used exclusively for festivities and family gatherings; smaller, private living quarters; and, last, on the top floor, the mafraj, a room where men meet in the afternoon. Large windows line three walls of the room forming a kind of loggia. The only differentiating feature of these tower-like houses is the size and number of floors (there may be as many as nine), and the quality of the ornamental and painted decoration of the windows, friezes and coping.Source: UNESCO/CLT/WHC
Activities (2)
News (7)
- Emergency Action Plan for the Safeguarding of Yemen's Cultural Heritage announced Wednesday, July 15, 2015
- World Heritage Committee announces 2016 meeting in Istanbul, 24 new sites inscribed in Bonn Wednesday, July 8, 2015
- Yemen's Old City of Sana'a and Old Walled City of Shibam added to List of World Heritage in Danger Wednesday, July 1, 2015
- The Director General of UNESCO condemns the destruction of historic buildings in the Old City of Sana'a, Yemen Thursday, June 11, 2015
- UNESCO Director-General condemns airstrikes on Yemen's cultural heritage Monday, June 1, 2015


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commandlinefu.com is the place to record those command-line gems that you return to again and again.
Delete that bloated snippets file you've been using and share your personal repository with the world. That way others can gain from your CLI wisdom and you from theirs too. All commands can be commented on, discussed and voted up or down.
If you have a new feature suggestion or find a bug, please get in touch via http://commandlinefu.uservoice.com/
You can sign-in using OpenID credentials, or register a traditional username and password.
First-time OpenID users will be automatically assigned a username which can be changed after signing in.
Every new command is wrapped in a tweet and posted to Twitter. Following the stream is a great way of staying abreast of the latest commands. For the more discerning, there are Twitter accounts for commands that get a minimum of 3 and 10 votes - that way only the great commands get tweeted.
» http://twitter.com/commandlinefu
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» http://twitter.com/commandlinefu10
Use your favourite RSS aggregator to stay in touch with the latest commands. There are feeds mirroring the 3 Twitter streams as well as for virtually every other subset (users, tags, functions,…):
Subscribe to the feed for:
Maintained by Jon H.
Site originally by David Winterbottom (user root).
This searches the Apache error_log for each of the 5 most significant Apache error levels, if any are found the date is then cut from the output in order to sort then print the most common occurrence of each error.
It's all said in the title.
This command will return a full list of Error 404 pages in the given access log. The following variables have been given to awk
Hostname ($2), ERROR Code ($9), Missing Item ($7), Referrer ($11)
You can then send this into a file (>> /path/to/file), which you can open with OpenOffice as a CSV
Finds the top ten pages returning an http response code of 404 in an apache log.
Get a list of all the unique hostnames from the apache configuration files. Handy to see what sites are running on a server. A slightly shorter version.
Most of the "most used commands" approaches does not consider pipes and other complexities.
This approach considers pipes, process substitution by backticks or $() and multiple commands separated by ;
Perl regular expression breaks up each line using | or < ( or ; or ` or $( and picks the first word (excluding "do" in case of for loops)
note: if you are using lots of perl one-liners, the perl commands will be counted as well in this approach, since semicolon is used as a separator
Get a list of all the unique hostnames from the apache configuration files. Handy to see what sites are running on a server.
Count the occurences of the word 'Berlekamp' in the DJVU files that are in the current directory, printing file names from the one having the least to the most occurences.
Thanks for the submit! My alternative produces summaries only for directories. The original post additionally lists all files in the current directory. Sometimes the files, they just clutter up the output. Once the big directory is located, *then* worry about which file(s) are consuming so much space.
Prints the top 10 memory consuming processes (with children and instances aggregated) sorted by total RSS and calculates the percentage of total RAM each uses. Please note that since RSS can include shared libraries it is possible for the percentages to add up to more that the total amount of RAM, but this still gives you a pretty good idea. Also note that this does not work with the mawk version of awk, but it works fine with GNU Awk which is on most Linux systems. It also does not work on OS X.
Use color escape sequences and sed to colorize the output of svn stat -u.
Colors: http://www.faqs.org/docs/abs/HTML/colorizing.html
svn stat characters: http://svnbook.red-bean.com/en/1.4/svn-book.html#svn.ref.svn.c.status
GNU Extensions for Escapes in Regular Expressions: http://www.gnu.org/software/sed/manual/html_node/Escapes.html
This is easy to type if you are looking for a few (hundred) "missing" megabytes (and don't mind the occasional K slipping in)...
A variation without false positives and also finding gigabytes (but - depending on your keyboard setup - more painful to type):
du -hs *|grep -P '^(\d|,)+(M|G)'|sort -n
(NOTE: you might want to replace the ',' according to your locale!)
Don't forget that you can
modify the globbing as needed! (e.g. '.[^\.]* *' to include hidden files and directories (w/ bash))
in its core similar to:
If you want to relocate a package on your own, or you just want to know what those PREIN/UN and POSTIN/UN scripts will do, this will dump out all that detail simply.
You may want to expand the egrep out other verbose flags like CHANGELOGTEXT etc, as your needs require.
It isn't clear, but the formatting around $tag is important: %{$tag} just prints out the first line, while [%{$tag }] iterates thru multi-line output, joining the lines with a space (yes, there's a space between the g and } characters. To break it out for all newlines, use [%{$tag\n}] but the output will be long.
This is aside from rpm2cpio | cpio -ivd to extract the package files.
Finds all (not just adjacent) repeated lines in a file.
No need to type out the full OR clause if you know which OS you're on, but this is easy cut-n-paste or alias to get top ten directories by singleton.
To avoid the error output from du -xSk you could always 2>/dev/null but you might miss relevant STDERR.
This makes an alias for a command named 'busy'. The 'busy' command opens a random file in /usr/include to a random line with vim. Drop this in your .bash_aliases and make sure that file is initialized in your .bashrc.
This function is used to sort selected lines of a text file to the end of that file. Especially useful in cases where human intervention is necessary to sort out parts of a file. Let's say that you have a text file which contains the words
For whatever reason, you want to sort all words rhyming with 'tough' to the bottom of the file, and all words denoting colors to the top, while keeping the order of the rest of the file intact.
'$EDITOR' will open, showing all of the lines in the given file, numbered with '0' padding. Adding a '~' to the beginning of the line will cause the line to sort to the end of the file, adding '!' will cause it to sort to the beginning.
using perl


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A crisp and crunchy 4-day sprout full of high-quality protein. These beautiful red beans can also be used for short 2-day sprouts. Try sprouted adzuki beans with quinoa in a veggie burger!
See for yourself what sprouting does for you!
Reputed to be a highly nutritional practice, sprouting is an affordable way to grow your own nutrient packed food in a matter of days.
Sprouting involves soaking, draining, and rinsing food grade seeds until they begin to germinate.
Sprouts are rich in vitamins, minerals, proteins, amino acids, beneficial enzymes and more. They have been called the "most enzyme rich food on the planet".
Sprouts, like any fresh live food, could carry harmful bacteria; nothing grown in nature is sterile. Although Mumm's feels the risk of organic seed being contaminated with salmonella or e-coli is very small, they do take it very seriously. Mumm's samples each lot (probes every bag) of seeds as it arrives in their warehouse. Samples go to an independent lab for sprouting, followed by salmonella and ecoli O157 tests. Mumm's keeps seeds quarantined until negative test results are returned. Mumm's uses a system of GMP's (good manufacturing practices) to insure the seed stays clean until it reaches the customer.
Days to Sprout: 2-4
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Optimal Soak Time: 4-8 hours
Easy sprouting directions (jar method):
SOAK- Put 3 to 5 Tbsp. seed in a wide mouth jar. Cover with mesh and secure with rubber band. Add water, swirl, and drain. Add 1 cup cool water and soak for 4 to 6 hours. Drain well.
RINSE - Twice a day, refill jar with cool water, swirl, and drain. Invert jar and prop at an angle in a sink or bowl.
ENJOY - Ready to eat in 3 to 4 days. Refrigerate to store. (Sprouts can be refrigerated for up to two weeks in a sealed container. (Sprouts store best when they are fairly dry- do not store immediately after rinsing.)
Easy sprouting directions (tray method):
SOAK- Cover the bottom of the sprouting tray with one single layer of seed. Place the tray and seeds in a dish of water and soak for 4 to 6 hours. (Alternatively, once you've measured your seeds in the tray, you can put the seeds in a bowl, fill the bowl with water, and soak for 4 to 6 hours.) Drain well.
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Source- Adige mane ruchi(with some changes)
Raagi/finger millet flour- 2tsp
Salt to taste
Carrots- 1 chopped(You can use other vegetables too.)
Boil the clean chopped carrots in one glass of water till it turns soft. Add a glass of water in raagi flour gradually and ensure that there are no lumps in it(it should be a dilute mixture as it thickens on heating). Add salt. Mix well. Add this diluted raagi mixture to the cooked carrots (along with the stock). Stir till it thickens a little. Serve warm.


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|News » Archives
Lady Bucs Fall Victim To Georgia Southern Comeback, Fall 84-80 In Overtime
Saturday, February 02, 2002Statesboro, Ga. (Feb. 2, 2002) - Georgia Southern mounted a second half comeback to claim an 84-80 overtime Southern Conference victory over East Tennessee State at Hanner Fieldhouse Saturday evening. The Lady Bucs (8-13, 3-9) extended a 39-33 halftime lead to 53-44 with 14:28 remaining in regulation before Georgia Southern (10-10, 7-5) began its comeback. The Lady Eagles cut their deficit to 53-50 over the next minute and a half of the game a Shawnica Hill spurred the run with two layups. ETSU responded with 8-4 run of its own to claim a 61-54 lead only to have Georgia Southern reel off a 10-3 spurt to tie the game at 64 with 4:51 remaining. The Lady Eagles claimed their first lead, 72-71, of the second half with 1:57 to go before East Tennessee State's Megan Jackson (Paris, Tenn.)and Ashley Reed (Barrackville, W.Va.) made back-to-back baskets to give the Lady Bucs a three point cushion. The scored remained that way until the :17 mark when GSU's Sarah Davis hit a three to tie the game and send the two teams into overtime. Georgia Southern never trailed in the extra frame as Alie Rousseau hit a layup just 26 seconds into the overtime period. The Lady Eagles led by as much as five, 84-79, before ETSU's Lauren Trantham (Asheville, N.C.) hit a free throw with four-tenths of a second remaining to finish off the scoring. ETSU shot 51.5% during the first twenty minutes of action in building its halftime lead. Erin Thurman's (Hixson, Tenn.) three with 9:10 remaining in the half gave the Lady Bucs a lead they would not relinquish the remainder of the half. Georgia Southern was led by Danna Simpson, who scored 17 points and pulled down seven rebounds. Hill added 14 points for the Lady Eagles while pulling downa team high eight rebounds. Jessica Everett poured in 12 points while Sarah McCary finished with 10. Tiffany Lanier matched Hill with eight rebounds while dishing out nine assists and commiting just one turnover. Jackson led the Lady Bucs with a career-high 21. Misty Copas (Kingsport, Tenn.) added 14 points while Trantham finished with 10. Kiya Verdell (Hartwell, Ga.) scored nine points and pulled down a game-high nine rebounds. Georgia Southern returns to action Tuesday, February 4 when it travels to Charleston, S.C. to face the College of Charleston at 7:00 p.m. in Kresse Arena. East Tennessee State concludes its three game road trip as it travels to Appalachian State on Tuesday to face the Mountaineers at 7:00 p.m.


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What kind of a control layout and pickup configuration do you guys prefer on your guitars? Master volume and master tone controls, push/pull, mini toggles, H/H, H/S/H, etc? We all use our instruments for different applications and have different needs live, in the studio or playing at home so lets hear what you guys prefer.
I personally like to have two volumes controls using standard potentiometers and two tone controls with push/pull potentiometers on guitars with a dual humbucker setup. I usually wire up my tone controls to split their respective humbucker and sometimes I wire the bridge volume if use a push/pull pot to act as a series/parallel switch.


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If you can dream it, you can do it. -Walt Disney
Quality is a great business plan. -John Lasseter
Let's make some funny pictures. -Tex Avery
I never considered a difference of opinion in politics, in religion, in philosophy, as cause for withdrawing from a friend. -Howard Zinn
When critics sit in judgment it is hard to tell where justice leaves off and vengeance begins. -Chuck Jones
And what do you benefit if you gain the whole world but lose your own soul? -Jesus
A man should never neglect his family for business. -Walt Disney
What's most important in animation is the emotions and the ideas being portrayed. -Ralph Bakshi
Once you have heard a strange audience burst into laughter at a film you directed, you realize what the word joy is all about. -Chuck Jones
Before enlightenment: chop wood, carry water. After enlightenment: chop wood, carry water. -Buddhist Proverb
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Latest Snakebite videos:Music, Designs and Tattoos
Share your views on the state of the Animation Industry.
6 posts • Page 1 of 1
Latest Snakebite videos:Music, Designs and Tattoos
I have a few to share so I'll keep in one thread. I hope you enjoy them.
The first is some behind the scenes of me working on my very own tattoo. It will end up being two full sleeves to my hands and capping my shoulders. Each arm will tell the story of my parents popping into existences while manifesting yours truly and my creative abilities through my hands...kinda esoteric sounding, huh? Well, I just apply my knowledge in ancient hieroglyphs and modern physics to create the visual.
Designing for myself has been much more challenging then designing for others. But still enjoyable. My goal is to echo all tribes in one composition.
My only regret is I didn't think BIG when I first started getting marked...but then again I'm glad I did cuz i had time to get better at what I do.
Re: Latest Snakebite videos:Music, Designs and Tattoos
These next two are from a larger documentary I'm working on called The Harvard House. Its about my time living and working in an amazing house with three other artists and the crew of talented people that gravitates to us. A collaborative lifestyle performance art piece.
Re: Latest Snakebite videos:Music, Designs and Tattoos
These are more shorts of the documentary. I release episodes at least twice a month.
Re: Latest Snakebite videos:Music, Designs and Tattoos
Nice videos bro. I especially like the first one with the tat art. The musicians have a special sound. Very talented.
Daily Z
Re: Latest Snakebite videos:Music, Designs and Tattoos
thank you! We enjoy producing our content!
Re: Latest Snakebite videos:Music, Designs and Tattoos
Another short video sharing some of my personal drawing process for m full sleeve. I'm working in pieces but always considering how they will all connect as a full composition.
6 posts • Page 1 of 1


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- Danger Lampost
- Oakland, CA
- United States
Futurist & Technology Consultant,
This conversation is closed.
What is your New Year's resolution?
A New Year's resolution is a commitment that a person makes to achieve personal goals, or reforming a bad habit. This is an ancient tradition, and one that I believe still serves a valuable function.
Yet a 2007 study by Richard Wisemen from the University of Bristol involving 3,000 people showed that only 12% of those who set New Year's resolutions succeed in keeping them. What gives?
"Resolutions are more sustainable when shared, both in terms of with whom you share the benefits of your resolution, and with whom you share the path of maintaining your resolution. Peer-support makes a difference in success rate with new year's resolutions" So says Frank Ra, author of "A Course in Happiness".
In the spirit of inspiring all of us to achieve worthy goals, I ask in this public forum: What is your New Year's resolution this year?
If I can, in a year's time I'll post a conversation here entitled something like, "How did you do on last year's resolution?" So, if you're still here too, you can refer back to this conversation and answer.
Dec 25 2012: I know some resolutions may be too personal to share in such a public forum as this, so I thought I'd just kick off a reply with one resolution here: My resolution is to transform one specific hateful and negative relationship in my life into a positive relationship, even in the face of what I perceive to be continuous hatred from this person no matter what I do. It seems hopeless to me at this point, and so I undercut my own chance of success here, and yet I must hope against all hope to change this. The personal goal I commit to achieving is changing this relationship. If I'm still here in a year, maybe I'll post a TED conversation entitled, "How did you do on last years's resolution?" Hopefully I'll be part of the 12%. :)
li Miao
Dec 27 2012: Well done, you shared your own resolution !
- 0
And your resolution is quite a brave one
Confucius said: take the impossible mission.
I think they are the same kind of spiritsDec 29 2012: I am keeping a positivity box. Throughout the year I will write down the good things that have happened and then on the next new years eve I will open the box and read the notes. I am doing this in an effort to be more positive and focus on the good things in my life.Dec 29 2012: Yes, I'm also fighting against censorship by the big banana, the google itself. Of course I'm losing and you'll never hear about it. The google just tweaks the ranking vectors, and you are disappeared. One interesting book on the topic is called "The Filter Bubble", but again, you're unlikely to hear about it if'n the google can do anything to keep you from noticing.
The underlying problem is that there is too much information available, and your input channels can easily be saturated. Since most people prefer to hear they are right, they tend to steer away from disagreeable evidence of their mistakes and errors. People tend to believe what they want to believe, but I'm something of a weirdo in that I'm extra skeptical of evidence that agrees with me...
As regards the Nick Hanauer talk, it is available elsewhere, and it is more relevant and INTERESTING than it was at that time. They are about to drop the austerity bomb on ALL of us.Dec 26 2012: My new years resolution.. kind of weird, but something that matters deeply to me, is bringing the Inside Out Project here to my town. To help people see things as they are, there is no specific guidelines to this, but rather to have the pictures up and all over the town. To have hundreds of these pictures up by the end of 2013.Dec 26 2012: I never make a resolution because I'm very situationally oriented. In other words I know specific situations will come up during the year, and I'll have to deal with each one on its own terms, and I don't think it will help to have made some general, overarching resolution at the year's start.Dec 25 2012: I resolve to fight censorship and support freedom.
Let me begin with a question for TED:
Why is the Nick Hanauer talk STILL not published on the TED website?
Do you like censorship? Do you visit TED in search of mental stimulation? Do you want them to censor the ideas they don't like?
The censorship of this talk was certainly NOT because the topic of income inequality is "not interesting enough", which was the official excuse. They have published many talks related to income inequality, and they have published many talks that were much less interesting on various subjects. I believe that it was the combination of his passion and skill in delivering his message that scared TED into censoring it.
In short, TED is afraid of offending their donors. How many other talks have been censored just to keep the money flowing?
I used to visit TED quite often in search of interesting new ideas. His talk was one of the most interesting I ever saw associated with TED, the talk was delivered at a TED meeting, and yet it has never been published on the TED website itself. The official explanation is obviously bogus on both counts: It was more interesting than many talks which have been published, and it has many ideas worth spreading.
Today I had some free time. I used to spend some of my free time viewing videos on TED, but I stopped because of my dislike of censorship. It saddens me, but I will not support TED or even visit their website as long as I regard them as just another bunch of censors.
Dec 25 2012: Is the video or audio of the talk available anywhere else? I saw the discussion at http://www.ted.com/conversations/11476/why_is_the_nick_hanauer_talk_n.html and see this was quite a controversial issue.
Your resolution seems pretty general - fighting censorship and supporting freedom - but your question was all about one specific TED talk. Are there other areas you are fighting censorship?