text:
/** headlines: 186.0 **/
** Topic: Sierra Leone: Documents on Coup **
** Written 9:18 AM May 29, 1997 by newsdesk in cdp:headlines **
/* Written 10:07 AM May 26, 1997 by email@example.com in africa.action */
/* ---------- "Sierra Leone: Documents on Coup" ---------- */
Sierra Leone: Documents on Coup
Date distributed (ymd): 970526
Document reposted by APIC
This posting contains two articles concerning world and African reaction to the coup from the Panafrican News Agency, and excerpts from news coverage on Sierra Leone Web, which has ongoing news coverage as well as other information about Sierra Leone.
Note: These articles reposted, with permission, from the Web site of Africa News Service, which features among other material news bulletins several times daily from the Panafrican News Agency. PANA has 36 correspondents across the continent and working relationships with national news agencies in 48 African countries. The Africa News home page is http://www.africanews.org/. The PANA news feed is found at http://www.africanews.org/PANA/news/.
Africa News Service
Box 3851 Durham, North Carolina 27702 USA
Telephone: 919-286-0747 Fax: 919-286-2614
Washington, D.C. Office (202) 546-3675 (phone/fax)
E-mail: firstname.lastname@example.com
NEW YORK, United Nations (PANA) - United Nations Secretary-General Kofi Annan has said that he was "distressed" to learn of the coup d'etat in Sierra Leone Sunday.
In a statement issued by his office, Annan said that the UN and the international community attached the greatest importance to "a democratic order " in Sierra Leone.
"The UN and the international community firmly uphold the principle that the will of the people shall be the basis of the authority of governments, and that governments, democratically-elected, shall not be overthrown by force," the statement said.
Annan condemned the "taking into custody" of Sierra Leonean UN staffers in the country.
The Secretary-General promised continued UN support for the people of Sierra Leone "in their quest for a society grounded in democracy and the rule of law, respect for human rights and the pursuit of peace and national reconciliation."
The UN played a major role in the elections that returned Sierra Leone to a democratic rule in 1996 after years of military rule.
Meanwhile, in a radio broadcast from Freetwon, coup leader Johnny Paul Koroma, an army major, announced that he had assumed control of the country and that he would invite rebel leader Foday Sankoh, currently in Nigeria, to join his government.
Sankoh led the rebel Revolutionary United Front (RUF) in a five-year civil war against the country's government forces. The war officially ended last year when the warring parties signed a peace accord, mediated by Cote d'Ivoire.
HARARE, Zimbabwe (PANA) - Organisation of African Unity (OAU) Secretary General Salim Ahmed Salim has described Sunday's coup d'etat in Sierra Leone as "a setback for Africa."
Salim told a reception in Harare to commemorate Africa day on Sunday that events in the West African state were taking place at a time when Africans were determined to pursue change and let people decide who their leaders should be.
"It is lamentable that some soldiers should decide to challenge the legitimate position of the people," Salim told guests at the reception, including delegates to the OAU foreign ministers' conference, which opens in the Zimbabwean capital on Monday.
He noted that the latest events had come at a time when international organisations such as the OAU, the United Nations and the Commonwealth had been in the forefront of trying to find a peaceful solutions to the conflict in Sierra Leone.
"This development," the OAU chief said, "is a loss for Africa. This development will not be welcome in Africa."
Salim's views were shared by Zimbabwean foreign minister, Stan Mudenge, who said in his welcome address that the government of Zimbabwe had learnt with revulsion and dismay that the legitimate government of president Ahmad Tejan Kabbah in Sierra Leone had been overthrown in a military coup.
"This anti-democratic act," said Mudenge, "is a serious setback for the people of sierra leone and the entire continent (who) only last year celebrated the return to democracy in Sierra Leone.
"The people of that country had demonstrated beyond doubt their yearning and commitment to democracy by conducting peaceful, free and fair elections in the most difficult circumstances with the assistance and support of the West African neighbours, the UN, the OAU and the Commonwealth."
Mudenge added: "the government of Zimbabwe condemns in the strongest terms the perpetrators of this betrayal of the will of the people of Sierra Leone and calls upon the international community to urgently render all the necessary support to help the people of Sierra Leone regain their inalienable right to democracy and the rule of the law."
Reports from Freetown, the capital of Sierra Leone said Sunday that soldiers who ousted the legal government clashed with Nigerian troops protecting President Kabbah, who later fled into exile in neighbouring Guinea.
Witnesses were quoted as saying the coup soldiers exchanged sustained fire with Nigerians around the presidential complex in Freetown.
In his speech, Salim emphasized that Africa was moving towards economic recovery so that the continent can become an important player in international affairs.
This year's Africa Day came on the eve of the ministerial meeting which will prepare the agenda of the 33rd OAU summit, to be held in Harare from June 2-4.
Mudenge said Africa Day gave the opportunity for the continental body to reflect on its achievements on unity and a time to share past and future aspirations.
"But," he said, "besides celebrating past achievements, it is also an occasion to set sights on new goals or new means to old goals."
Current News on Sierra Leone Web: http://www.winternet.com/~andersen/slnews.htm
26 May: The coup leaders have now named their government the Armed Forces Revolutionary Council (AFRC). Captain Paul Thomas, who has replaced Corporal Gborie as their spokesman, told the nation that all of Sierra Leone's air, land, and sea borders are closed until further notice. He repeated calls for army and police officers to report to military headquarters and for foreign troops to return to their bases. He also called upon the international community to show restraint. "A designated head of state would brief them in due course," he said.
Looting soldiers in stolen vehicles roamed the streets of Freetown for a second day following a coup which overthrew the government of President Ahmad Tejan Kabbah. The center of the city has been gutted by fighting, looting, and arson. The Treasury building has been burned and the Bank of Sierra Leone is reported to be on fire. One report says all the shops in Kissy Street have been looted. At least 15 persons are confirmed dead and 40 injured. Freetown remains under a 6:00 a.m. to 6:00 p.m. (dawn to dusk) curfew. The situation is reportedly somewhat calmer than Sunday, and people have begun to venture out.
ECOMOG forces were reported to have begun landing shortly after midnight at Hastings Lungi Airports, which were secured by the Nigerian and Guinean forces respectively. ECOMOG was tipped off to the coup a day in advance by a former detainee at Pademba Road Prison, according to ECOMOG officers, and had moved heavy military equipment into place to counteract the coup attempt. ECOMOG now states that they are in Sierra Leone only to support Nigerian troops in the country under a military cooperation agreement. The Nigerians, who clashed with coup leaders earlier in the day, are now reportedly cooperating with coup leaders and have returned to their barracks.
Hundreds of inmates released from Pademba Road Prison have been issued military uniforms and weapons, and now claim they are the army "as the army should have been." Reports from Freetown say that no officers have yet reported to military headquarters as ordered by the coup leaders.
Reaction: French Foreign Ministry Spokesman Jacques Rummelhardt: "France deplores that a group of military officers has seized power by force...France calls for the quick restoration of constitutional legality in Freetown." OAU Secretary General Secretary-General Salim Ahmed Salim: "The United Nations and the international community firmly uphold the principle that the will of the people shall be the basis of the authority of governments, and that governments, democratically elected, shall not be overthrown by force...It is lamentable that some soldiers who have no mandate to rule at all should decide to challenge the legitimate position of the people. It is a setback for Africa's transition to democracy...This development is a loss for Africa. This development will not be welcome in Africa." Zimbabwean Foreign Minister, Stan Mudenge: "The government of Zimbabwe condemns in the strongest terms the perpetrators of this betrayal of the will of the people of Sierra Leone and calls upon the international community to urgently render all the necessary support to help the people of Sierra Leone regain their inalienable right to democracy and the rule of the law."
25 May: Soldiers this morning overthrew the civilian government of President Ahmad Tejan Kabbah. The coup was led by Major Johnny Paul Koromah, who announced Sunday that he had taken control of the country. "As custodians of state security and defenders of the constitution (we) have today decided to overthrow the Sierra Leone Peoples Party government because of their failure to consolidate the claims achieved by the brokers of peace," Koromah told the nation. He accused Kabbah's government of being "nurtured on tribal and sectional conflict." Koroma said he has invited RUF leader Foday Sankoh to join his government. "In this regard we appeal to the international community and the Nigerian government in particular to release Corporal Foday Sankoh," he said. Gunfire continued into the evening hours as looting soldiers moved around the city in vehicles commandeered from civilians, NGO's, and the government; soldiers also burned down the Treasury building. Freetown is under a dusk-to-dawn curfew, and coup leaders have said that looters, military or civilian, will be shot on sight. The country's borders have been sealed and Lungi Airport and the seaports have been closed. President Kabbah has fled to Conakry, Guinea. Connaught Hospital reported 5 dead--including 2 civilians--and 21 injured by midday, but said more casualties were expected.
Heavy shooting was reported in Freetown some time after 4:00 a.m. Sunday from the direction of State House and military headquarters, and continued for several hours. Witnesses reported fighting near the national assembly between soldiers and Nigerian troops who are in Sierra Leone under a military cooperation agreement. A spokesman for the coup leaders, Corporal Gborie, made a statement Sunday morning over SLBS (state radio): "The Tejan Kabbah government has been removed from power following the successful coup today," he said. "I will inform the nation of further developments. I am just an ordinary man and also the spokesman for the coup." Gborie said the Nigerian forces were now cooperating with the coup leaders, and he called on the Nigerian and Guinean troops assisting the army to keep out of the fighting, saying it was an internal matter. He condemned the Tejan Kabbah government, saying "We want democracy but not this democracy...Enough is enough, we have to build our nation. We want a democracy but...the government has introduced tribalism." A second reason for the coup, he said, was the poor wages soldiers receive, particularly when compared to the compensation received by the kamajors, a militia comprised of traditional hunters. He said the activities of the kamajors would be banned. "We are the national army," he said. "They are not, any more." He accused Kabbah of "crying down" the army. All ministers, politicians, and senior officers in the armed forces above the rank of lieutenant colonel were ordered to report to Cockerill Barracks in Freetown. Gborie said that the rebel war is over, implying an RUF connection to the coup. He said that the coup leaders will appeal to Nigeria for the release of RUF leader Foday Sankoh, who is being detained by the Nigerians in Abuja.
The coup began early Sunday morning when three or four pickup trucks carrying about 20 heavily armed soldiers in civilian clothing drove up to Pademba Road Prison. An explosion followed, evidently from grenades used to blast open the steel gates. The soldiers freed hundreds of prisoners, including 9 soldiers on trial for previous coup attempts against President Tejan Kabbah. Nigerian troops who were guarding a nearby broadcasting station approached the station, but withdrew. Truckloads of soldiers then drove up in their ceremonial uniforms, firing in the air around the prison, then withdrew toward the center of Freetown.
In their first decree since assuming power, the coup leaders abolished the kamajors, a civilian militia of traditional hunters. They have also called for the return to Sierra Leone of Captain Solomon Musa, who was linked to coup allegations in 1993, and General Julius Maada Bio, the leader of the NPRC until the military handed over power to the civilian government last year. An unconfirmed report from Freetown says the coup leaders have called upon United National People's Party (UNPP) leader John Karefa Smart to join them, a suggestion strongly rejected by a family member.
Update: Shooting continued in Freetown Sunday evening as soldiers went on a looting spree. The soldiers have been seen in Sierra Leone government vehicles, as well as vehicles "commandeered" from the United Nations, religious missions, the Red Cross, ASSP, Farmco, North Central Agricultural Project (NCAP), and those belonging to civil servants and members of parliament. In the wake of the coup, a number of unconfirmed rumors have been circulated. One unconfirmed report says that soldiers have broken into the World Food Programme warehouse in Kissi and looted the rice stores. Another claims that President Ahmad Tejan Kabbah and his wife Patricia fled to Guinea with a 62 carat diamond which was in Kabbah's possession pending the resolution of a dispute over its ownership.
Reaction: Ambassdor to the United States John Leigh: "This is totally surprising and totally uncalled for. There is no need for a coup in Sierra Leone today. Now Sierra Leone is going to be in a difficult condition...All the aid and all the job I have been doing over here to bring economic development to Sierra Leone are now on hold until this matter is resolved...These people are out to line their pockets...It's going to bring more hardship and difficulty to the country, and that is not the way to make change." United Nations Secretary General Kofi Annan: "The United Nations and the international community firmly uphold the principle that the will of the people shall be the basis of the authority of governments, and that governments, democratically elected, shall not be overthrown by force...The United Nations and the international community attach the greatest importance to a democratic order for Sierra Leone...The United Nations continues to stand ready to assist the people of Sierra Leone in their quest for a society grounded in democracy, the rule of law, respect for human rights, and the pursuit of peace and national reconciliation." Annan expressed concern about the safety of the civilian population, and said he "strongly condemns taking into custody" Sierra Leonean U.N. staff and the looting of U.N. offices, vehicles, and equipment.
This material is being reposted for wider distribution by the Africa Policy Information Center (APIC), the educational affiliate of the Washington Office on Africa. APIC's primary objective is to widen the policy debate in the United States around African issues and the U.S. role in Africa, by concentrating on providing accessible policy-relevant information and analysis usable by a wide range of groups and individuals.
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text:
In Columbia, there was only one James Rouse. But two of the many important players in the history and development of the planned community died in the past week, and the community is the poorer for it.
One was Patty Rouse, the widow of Columbia's founder. More than just a strong supporter of her visionary husband, Patty Rouse co-founded (with her husband) The Enterprise Foundation, a nonprofit that built affordable housing for low-income families, in 1982. She remained involved with the foundation and with numerous other local boards and organizations long after her husband died in 1996.
The second was Emily Lincoln, who moved to Columbia in 1969 and for more than four decades was a passionate advocate for community and social justice causes, working to make life better for women, children, senior citizens and many more. Most recently, Lincoln was the moving force behind Bring Back the Vision, a group that supported plans to redevelop Columbia's downtown.
Columbia has developed as an open, caring and successful community because of people like Patty Rouse and Emily Lincoln. They will be missed.

subset: commoncrawl


text:
All items > Shop by Brand > Emerson Knives
- Overall Length:13.75"
- Head Width:7.75"
- Head Thickness:0.20"
- Head Material:4140
- Finish:Black
- Cutting Edge:2.875"
- Handle Material:FRN
- Color:Black
- Weight:1 lb.
- Sheath:Nylon
- Brand:American Tomahawk
- Model:CQC-T
- Model Number:CQC-T
- Country of Origin:USA
- Best Use:Tactical
- Product Type:Axe
The Emerson CQC-T is a Close-Quarter-Combat Tomahawk Ax. It is designed as an extreme use axe and its head is machined from 4140, a medium carbon steel. The handle is made of a dense, modified nylon material with superb strength. The Buna-N ringed grip is tough and provides the necessary slip resistance needed in a handle.
The CQC-T can be thrown and will easily endure the abuse that occurs during throwing sessions. However, the handle was designed for retention. The CQC-T was designed as a lightweight, versatile instrument primarily for Armed Services Personnel. It will do many things well, but like many tools, it is only as good and capable as the one using it. This ax comes with a quality nylon sheath.


text:
Delivery Information
Spend $200 & get free delivery to most of Australia
Click here for all Australian freight rates
- Melbourne 3-4 working days
- Sydney 4-5 working days
- Brisbane 4-6 working days
- Adelaide 4-5 working days
- Perth 5-10+ working days
For express service, call 1800 069 295 for a quote.
International deliveries click here We cannot ship to all countries.
There are currently no reviews for this product.
1997 Chateau Leamon Shiraz
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Please enter your email address to receive stock alerts for this product:
- Closure: Cork
Chateau Leamon was established by winemaker Ian Leamon's Dad, Phil, who produced some of the states thickest and inkiest reds. You could always pick Phil out in a crowd especially after vintage by his purple stained hands. Today the reds are not quite as opaque, however, they are none the less very impressive.Opaque crimson purple colour. The nose is very appealing with strong plum, vanilla, spice and confectionary aromas. The palate is generous with stewed fruit, plum, spice and confectionary up front flavours followed by a blackpepper end palate and just a hint of mint. Fine grained tannins, excellent balance and long mint, spice and blackberry aftertaste. Cellar 8-10 years.


text:
Sr. Manager Product Marketing for Automotive
GPS/GNSS location mixed signal IC's. Leadership role for the GNSS location IC products business unit. Servicing automotive, industrial and consumer. Launched new GPS/GNSS SiRFstar 5th generation IC portfolio family initiating significant incremental business growth within OEM and aftermarket automotive navigation, telematics, eCall, road toll, fleet and vehicle tracking. Worked closely with FAE's, field sales, and internal business unit to deliver technical documentation including technology demonstrations, data sheets, product briefs, sales presentations, design guides, performance documentation, and competitive comparisons. Highlighted the key performance differentiators that set the CSR product portfolio apart from the competition. Created definition documentation for new products and customer evaluation kits to align deliverables with customer requirements. Drove roadmap to clearly communicate with customers and prioritize internal R&D objectives. Worked alongside program management to obtain internal milestone achievement and ensure product quality according to product life cycle structure. Worked closely with operations and business planning to ensure accurate business forecasts and long range plans.


text:
I realised much to my surprise that if you call Response.Redirect in the code behind after a postback, all this does is add in some html to the response like this:
<title>Object moved</title>

Object moved to here.

...but the body of the page is still returned after this html code even though the browser will shortly be redirecting. This effectively doubles the bandwidth requirement for the system since every page is returned once on the GET and once on the POST. I decided to write a method that all pages could call for redirect purposes which would only return the redirect code and nothing else. I had to play around with all the similar and confusing methods that are available in ASP.net and ended up with this:
internal static void Redirect(HttpContext context, string location)
context.Response.Redirect(location, false);
The first line clears anything that is already in the response. The second effectively generates the html that will cause the redirect and "false" means it won't throw a thread abort exception in the process. The third line ensures that no other filters or pipelines will be called (which might add additional data to the response) and the last one ensures that the default Render method is not called which would put the page into the output.


text: Baby and Toddler Shop by categoryShop by brandRecommended for you Celebrational Gifts Toys and Activities Baby Dining Best YearsButton BagCharacter OptionsCrocodile CreekEnescoFisher-PriceGaltJellycatLa de da!LamazePorch FairiesRainbow DesignsSkip HopSophie AllportSteiffTomyVtechWiddop BinghamWild and Wolf The baby gifts and toys on offer at Jarrold will certainly help to bring a smile to a little ones' face. Our range of babywear and baby gifts online boasts popular brands such as Jellycat, Steiff and Skip Hop; all dedicated to providing you with high quality items. Discover our selection of celebrational gifts for new parents and newborns, fun baby dining options and toys and activities for baby and toddler on the 3rd floor of our Norwich department store.


text:
Binding Methods
- Created by: AvaMILNE
- Created on: 19-05-15 13:43
Saddle Wire Stitching
The simplist method of binding, by stapiling the pages through the fold.
Brochures, Weekly magazines, Comics.
- Ideal for signature feed processes (Folded pages)
- Printed materials can be laid flat to read
- Relitvely inexpensive when produces comercially
- Lower quality visual appearance
- Not durable as centre pages can easily fall apart
Side-wire stitching
Staples are passed through the side of the document close to the spine.
Many modern photocopiers can collate and staple documents, e.g information booklets, revision, materials, etc.
- Used when the document is too thick for saddle-wire stitching
- Relatively inexpensive when produced comericially
- Ideal for binding multioples of single sheets of paper without folds
- Cannot lay printed materials flat to read as it causes damage to the spine.
- Lower quality visual apperance
Spiral and comb binding
Pages are punched through with a series of holes along the spine. A spiralling steel or plastic band is inserted through the holes to hold the sheets together.
Buisness reports/documents
- Relatively inexpensive when produced comercially
- Ideal for binding multiples of single sheets for paper without folds
- Fairly good quality visual apperance
- Printed materials can be laid flat to read
Not durable as document can easily fall apart ir tear down perforations
Perfect Binding
Pages are held together and fixed by the cover by means a flexiable adhesive
Paper back books, glossy monthly magazines, catalogues
- Better presentation and visual appeal with printable spine rather than staples
- Better quality puts all the pages or signatures together, roughens and flattens the edge, then a flexiable ahesive attaches the paper cover to the spine
- Glued spine provides logevitey for monthly magazine
Expensive comercial process
Hard bound or case bound
Usually comvinws sewing and gluing to create the most durable method of commercial binding
Hardback books, quality presentations, e.g school year books
- Stiff board is used of the cover to protect the pages
- High quality, professional binding method
- Extemely durable
Very expensive commercial process
No comments have yet been made


text:
As I mention in the main post, I used a mix of what looked good and seasonal at my local market here, but feel free to mix it up a bit. You could certainly do pumpkin or other winter squash here, or straight potatoes (no cauliflower / radish), or green beans and broccoli in the summer. Asparagus and artichokes in the spring, etc.
1 lb / 16 oz / 450 g mix of potatoes, cauliflower, and a few radishes (save the tops)
1 1/2 teaspoons dried mint
1/2 teaspoon red chile pepper flakes
1/2 teaspoon cumin seeds
1/2 teaspoon fine grain sea salt
1 teaspoon ground cumin
1/2 teaspoon cinnamon
1 teaspoon ground ginger
4 tablespoons extra virgin olive oil
a squeeze of fresh lemon juice
toppings: fresh mint, toasted sesame and/or pumpkin seeds, plain yogurt (seasoned with a bit of salt)
Preheat your oven to 425F / 220C. Wash and dry the vegetables, then cut the potatoes and cauliflower into 1/4-inch thick slices/pieces. Trim and quarter the radishes, setting aside the green radish tops.
Place the dried mint, chile pepper flakes, cumin seeds, and salt in a mortar and pestle and pound a bit, long enough to somewhat break up the cumin seeds. Add the ground cumin, cinnamon, and ground ginger. After that, add the olive oil and stir until combined.
Place the potatoes, cauliflower, and radishes in a large bowl. Pour the spiced olive oil over the vegetables and toss gently but thoroughly - until everything is equally coated. Arrange in a single layer on a baking sheet. Bake for 15 minutes or until everything is cooked through.
Remove from the oven and serve on a platter topped with the radish greens, a squeeze of lemon and any/all of the other toppings. A fat dollop of salted yogurt really brings everything together.
Serves 4.
101 Cookbooks


text:
No one does, I said,but If you did get the opportunity how would you punctuate that last breath of yours?
My cup's on fire, dude.
Oh. Are you trying to be profound?
No, it was really on fire there for a second,
but now it's out.
I watched it happen.
Rene ~ 2013


text:
This year marks 150 years since Canada's Confederation. Pundits and institutions are feverishly marketing and promoting this celebration across all media. However, for Indigenous people in Canada, this period marks a time of occupation and continued colonization. And so, we're encouraged to ask, what exactly are we celebrating and who is invited to the party?
REEL Canada, Beyond 150 Years: An Acknowledgement of Cinematic Territory, presented at Vancity Film Centre in partnership with the Vancouver International Film Festival and the National Film Board of Canada, has brought these questions and so much more into the Canadian fabric. It aimed to shift the dominant narrative around colonization and to recognize the historic and continued resilience and contribution of Indigenous filmmakers across Canada.
Running from March 5 to March 7, Beyond 150 Years invited participants to gather at the theatre to listen and to learn stories, within an educational program developed with a high school audience in mind.
Legendary Abenaki filmmaker and activist Alanis Obomsawin (Kanehsatake: 270 Years of Resistance) and award-winning Michif filmmaker, media artist and stop-motion director Amanda Strong (Four Faces of the Moon), briefly spoke with rabble.ca about their work and experience at Beyond 150 Years, in particular around its educational elements.
Obomsawin proudly exclaimed how she was "shocked to see how the images were aimed at students, for what would interest them, and weren't commercialized." The engaged audience, with many high school students present, was "listening to us, not telling us how to speak."
Strong remarked on the power of storytelling and multimedia art in bringing about educational change. Coining her films as "hybrid docs, where the visual and sound is the language," she mentioned how "language can restrict to a certain way of thinking. To pull that away is to make a more universal understanding of issues."
Both filmmakers are often contacted by universities and schools with requests to incorporate their films on topics such as land resistance, and reconnecting to oral and written history, into the classroom.
To bring the power of art and resistance to educational institutions is a vital step in decolonization.
Obomsawin, when asked about what has changed and what has stayed the same in the time since her film Kanehsatake remarked on the ebb and flow in these forms of resistance. But she was also encouraged by how the Canadian public is listening to Indigenous people more than it ever has before.
There is still so far to go, but looking beyond 150 years of celebration, is an essential way to start.
Please chip in to keep stories like these coming.
Image: Kanehsatake: 270 Years of Resistance
Thank you for reading this story...
More people are reading rabble.ca than ever and unlike many news organizations, we have never put up a paywall – at rabble we've always believed in making our reporting and analysis free to all. But media isn't free to produce. rabble's total budget is likely less than what big corporate media spend on photocopying (we kid you not!) and we do not have any major foundation, sponsor or angel investor. Our only supporters are people and organizations -- like you. This is why we need your help.
If everyone who visits rabble and likes it chipped in a couple of dollars per month, our future would be much more secure and we could do much more: like the things our readers tell us they want to see more of: more staff reporters and more work to complete the upgrade of our website.
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text:
25th Anniversary of OEF
- Cameron Moore
- 3 years ago
- Views:
2 25th Anniversary of OEF A REVIEW OF THE LITERATURE ON THE OPEN EDUCATION FACULTY IN TURKEY (A Revised and Expanded the Fifth Editon) Editors Ugur DEMIRAY Ayşe INCEELLI Ozden CANDEMIR ESKISEHIR December 2008 i
3 Copyright 1990, 1994, 1997, 2002, 2008 Uğur Demiray. All rights reserved and Anadolu University. Kitabın tümü ya da bölümleri yazar ından izin alınmaksızın mekanik, elektronik, fotokopi, manyetik kağ ıt ya da başka tekniklerle çoğalt ılabilir, basılabilir ve dağıtılabilir. Yapılacak olan alıntılara dipnot verilmesi sadece yazarlari ve Anadolu Üniversitesini onurlandirir. Anypart of this book may be reproduced or stored in a retrieval system, or transmitted in any form or by any means mechanical, electronic, photocopy, magnetic tape and other ways without written permission from the edtor or authors. Quotations are only honour for the editors and Anadolu University. Uğur DEMIRAY Ayşe INCEELLI Ozden CANDEMIR. A Review of The Literature on The Open Education Faculty in Turkey Revised and Expanded the 5th Version 1.Anadolu University. The Open Education Faculty. Literature 2. Distance Education Turkey Literature. ISBN
4 This study is dedicated to all authors who have studied and will study about The Open Education Faculty and its related subject activities
6 CONTENTS ACKNOWLEDGEMENTS..ix PREFACE FOR FIFTH EDITION.xi-xi ON DISTANCE EDUCATION CONCEPT AND ITS RUNNING IN THE WORLD HISTORY OF THE OPEN EDUCATION FACULTY AND ITS RUNNING IN TURKEY 9-26 AIMS OF STUDY.27 SOME WORDS ABOUT THIS STUDY REFERENCES ABSTRACTS OF THE STUDIES ON THE OPEN EDUCATION FACULTY BETWEEN YEARS SUBJECT INDEX AUTHOR INDEX v
10 ACKNOWLEDGEMENTS Of course this research would not be completed and reached to your hands without others helps and supports. In obtaining period of the studies which included in this research, they helped us by informing, motivating, encouraging and correcting. Especially our thanks go to my collages who gave us permission to search minutely in their private library. We would like to thank all of them without feel ranging giving their names here, because it is so difficult, in fact impossible to declare their names. I am grateful to all them. Our desire is to reach domestic and foreign distance education researcher and to be functional in their studies deal to with The Open Education Faculty and its related subjects through this study. This is exact and the biggest willing of us. Once more thanks here to everybody who helped and contributed at any level to this study. In the name of study group Dr. Ugur DEMIRAY December-2008 Eskisehir TURKEY ix
12 PREFACE FOR FIFTH EDITION Communication technologies have a manipulative power an effect on the field of education in general. These technologies have been increasingly used in education and training for many years to meet different needs. Distance education has proven particularly useful for training people into remote locations who can not attend to the classes at universities. The first edition of this study (Including conducted studies between the years ) was published and distributed five hundred copies. The second edition of this stuffy revised and expanded version includes period. The first reason for preparing of second edition is to celebrate the 10 th Anniversary of The Open Education Faculty. Secondly we found a chance to add new studies which are missed in the former edition. Thirdly, to add new studies which are conducted between Also this edition was published and distributed five hundred copies. The third revised and expanded edition of this study was published in 1997 for the 15 th Anniversary of The Open Education Faculty by including The fourth edition is revised and published electronically in This is the fifth edition of The Literature Review Open Education Faculty covers which is 25 th Anniversary of The Open Education Faculty. This study has aimed to inform domestic and foreign researches on the literature subject of OEF. Most of the studies had been abstracted. And also, bibliographic information and indexes about topics and author name are given. This study is consists of books, articles. dissertations, presented papers and reports. This study is consisted of three main chapters. The first chapter is an introduction which tells some of brief history of the Distance Education in the world and Open Education Faculty in Turkey. In addition this chapter contains the aim of this study and some conclusions about the study. xi
13 The second chapter deals with abstracts of the obtained studies and the last chapter includes subject and author index. We have to indicate here that some of duplicated studies and some which are not available data, not included in this study. So that this study consists of 448 studies here. As being a working group, all of you welcome to obtain original of these studies which are mentioned in this study or at least to establish contact their author/s for carry out your relationships in due course. I hope this study will be reconducted again or reviewed five years. I am quite happy to be pioneer and conduct this version of study again the 25 th Anniversary of The Open Education Faculty. Hope to meet in the sixth version in 2012 for the 30 th Anniversary of the Open Education Faculty. In the name of study group Dr. Ugur DEMIRAY December-2008 Eskisehir, TURKEY xii
16 ON DISTANCE EDUCATION CONCEPT AND IT S RUNNING IN THE WORLD Communication technologies have a manipulative power and effect on the field of education in general. These technologies have been increasingly used in education and training for many years to meet different needs. This situation, increasingly use of technologies in education and training, have brought up some new disciplines, or study fields, into education field. Distance education is one of the newest forms of education, which basically depends on these communication and information technologies. As a new and modern approach to deliver instruction, distance education has been increasingly used by many corporations and organizations for both formal and non-formal educational settings in the United States and all around the world. It has been realized by the corporations, institutions, colleges and universities that, when properly and timely used, distance education is one of the most effective, economical, and productive ways of delivering instruction. This fact caused them to employ distance education to deliver training and education to their personnel, clients and students in a costeffective way at a high quality. That is one of the reasons that distance education, has been receiving more attention recently, especially during the late 1980 and The reason for such a trend is clear: the challenge of delivering more training to more people on more subjects with higher impact and effectiveness, and in a much more effective way can be met efficiently through DE methods and techniques. While a new century is approaching, it seems that distance education is going to be one of the most widely used mode of delivering instruction in almost all areas, but especially in corporate training and education. (Akyürekoglu, 1995). Distance education system is applied by many countries which advocate itself as an alternative according to conventional education; inserted modern communication means to its operation for to be functional or to render service meeting needs of masses. Of course it is not true to say that distance education is unique alternative to all 3
17 education systems, especially of the conventional education. "In the last ten or fifteen years, distance learning has boomed in all over the world. Large open universities enrolling over two million students have been established in Asia, including the Chinese Radio and Television University, the Sukhothai Trammathirat Open University (STOU) in Thailand, the Universitas Terbuka (UT) in Indonesia, and half-dozen open universities in India. Korea continues to rely on correspondence schools to meet its goal of universalizing secondary education - as Japan did until very recently. In the Middle East, distance learning institutions have also expanded. The Anadolu s Open University in Turkey, with its over one million students, has already trained and graduated two hundred thousand teachers in recent, and its programs now reach more than two an half million Turkish citizens who are living in Germany end West Europe Countries. In addition, the Open High School (OHS) started to distance education in academic year with students and Open Primary School (OPS) in 1998, under Ministry of Education structure. But, it must not be forgotten that distance education system has some certain characteristics as a difference on being functional and reach to its target's aim of this system, according to the conventional systems. For this reason, many countries have adopted and put distance education in to practice for their multi-aimed on multi-functional strategies. Distance education is described basically as any of the various forms of study, which separates teachers and learners except for supplementary face-to-face contacts and where teaching is conducted through a range of media. Students in distance education are, therefore, responsible for their own progress, in the sense that they must make their own arrangements about where and when to study, work without direct supervision, and basically develop skills in self-pacing and selfevaluation. Most students, however, lack the experience to adapt readily to this kind of study. Although there is a great deal of confusion about terminology in the distance education field" (Moore, 1991), there are some definitions which describes distance education. Before giving a definition of distance education, it 4
18 should be pointed out that distance education is not an opposite form of face-to-face, or conventional, education. It is not synonymous with all learning-teaching arrangements that are not face to face nor to be defined as the opposite of face-to-face education. Face to face instructional methods can be used in distance education whenever possible and necessary and educationally appropriate (Moore, 1987). The U.S. Department of Education's Office of Educational Research and Improvement defines distance education as "the application of telecommunications and electronic devices which enable students and learners to receive instruction that originates from some distant location" (Bruder, 1989,.p.30). It is "an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner for Hilary Perraton (1988, p.34). Michael Moore defines (1989) distance teaching as "..The family of instructional methods in which the teaching behaviors are executed apart from the learning behaviors, including those that in a contiguous situation would be performed in the learner's presence, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical or other devices. Keegan makes one of the meaningful definitions of DE. He reached a descriptive definition of distance education by analyzing some previous definitions by different colleagues who are well known in the field. For Keegan, there are six elements to be considered for a unifying definition of distance education: The separation of teacher and learner which distinguishes it from face to face lecturing, The influence of an educational organization which distinguishes it from private study, The use of technical media, usually print, to unite teacher and learner and carry the educational content, The provision of two-way communication so that the student may benefit from or even initiate dialogue, The possibility of occasional meetings for both didactic and socialization purposes, 5
19 The participation in an industrialized form of education which, if accepted, contains the genus of radical separation of distance education from other forms. Distance education, as seen in Keegan's analysis, based on the developing communication technologies. Education and training are delivered through these communication technologies such as video, satellite, television, radio, computers, and interactive systems of the some of these technologies such as video conferencing, audio graphics, teletraining, one way video-two way audio, two way audiotwo way video, and some others. Since recipients of distance education usually differ in their study purpose personal characteristics (including age), learning ability, learning capacity, learning speed, geographical location and social conditions, etc., the establishment of a well-designed and flexibly applicable programs become a basic necessity. Flexibility is necessary to allow the student to pursue study at his/her own pace. A recent study reports that corporations and organizations, which have successfully implemented distance-learning systems, list a range of benefits for their corporations. Among these benefits, the most frequently cited are; cost effectiveness of distance education, effectiveness and productivity of distance education and quality through distance education (Akyürekoglu, 1995). By using distance education technologies, access to remote experts around the country and indeed around the world can be made possible, bringing information from the original resources into the classroom. Connecting many students from different sites with instructors/experts allows the exchange of perspectives on the subjects so that new ways of looking at problems, productivity, motivation, etc. can be achieved. As a distance education delivery medium, satellite is able to facilitate the delivery of instruction beyond the traditional classroom setting to the rural learner, the working professional, the homebound, and other students unable to receive on campus instruction (Nouri, 1994). 6
20 In a rapidly changing environment, satellite-delivered programs allow educational institutions to access the latest information quickly and with a reasonable investment. Programs based around satellite teleconferences can serve faculty, staff and communities. Because satellites can over a large geographic region, specialized and time sensitive topics can be presented to sites throughout the country and to international sites as well. Even if there are only 10 participants at each site, 50 sites become an audience of 500, and the economy of scale makes faculty training via satellite cost-effective There are also trends towards a convergence of distance education and the mainstream. This derives from the idea that the best learning methods may well be a mixture of face-to-face instruction and independent learning. At Deaking University in Australia, where both campusbased on distance education modes were implemented, student of the campus-based mode found the notes prepared for the distance education students more reliable than the notes they could take by themselves in lectures. Consequently, campus-based students were given these course materials, and courses held on the campus became more like tutorials in support of them (Jevons F. R., 1987). At Griffith University in Australia, founders of the university set out to: Develop a completely new programs rather than one which was based on the existing fulltime program. Offer a sequence of small units, completion of which was marked by one successful assignment or examination. Replace face-to-face tuition entirely by packaged materials supplemented with other materials. Set flexible dates for enrollment and submission of assignments to allow self-paced learning (Kelly and Smith, 1987). In other areas, attempts have been made to set up study centers attached to schools to help correspondence students. In the case, for example, of NHK Gakuen Correspondence High School in Japan, cooperating schools with the main school in Tokyo are used to help correspondence lessons and linked broadcasts. They can, however, get advice, encouragement, materials and assistance with difficult problems from a teacher who specializes at counselling rather than teaching. 7
21 Where the students are motivated to study, they can accept delayed feedback. However, quick turn around time and shorter feedback intervals seem to be effective for distance education in which feedback delay sometimes causes student dropout. For example, in the case of the inservice Course for untrained Primary School Teachers in Kenya, relay in the return of assignments and negative comments were found very discouraging for the students because they did not receive any immediate help apart from that given by the tutors when marking assignments (Matiru, 1987). On the other hand, the isolation of the student has been revealed as a great problem in most all kinds of distance education. While providing them with a range of flexibility their needs to communicate with other students involved in the same program has been realized. Some schooling and group studies have been made compulsory in many distance education institutions, since they were found encouraging for student learning and for keeping them in the program. Moreover, in a survey conducted by Demiray on how students use their leisure time in the Open Education Faculty in Turkey, students expressed a desire for the establishment of Student Cultural-Educational Centers where they could have access to music, drama, sport events, educational activities, and employment counseling. It was also suggested that this kind of provision could "have far-reaching positive influences on other facets of (the students') lives" (Demiray, 1987). The importance of an appropriate organization of extra curricular activities in response to the student needs is revealed. Consequently, the balance between flexibility provided to the students and schooling and extra curricular activities seems to be an issue for further research. When general distance education and Turkish literature is scanned, it is seen that many academicians and institutions have studied on some various aspects of distance education/learning system and its applications and results from point of view of theoretical and practical respect. Still, these studies are increasing from day to day or year by year qualitatively and quantitatively. (Demiray and et all, 1997). 8
22 HISTORY OF THE OPEN EDUCATION FACULTY AND IT S RUNNING IN TURKEY The history of the Open Education Faculty (OEF) at Anadolu University in Eskisehir, Turkey is closely tied to the developments of the 1970's, the reorganization of the Turkish universities and the development of higher education in Turkey (McIsaac, Murphy and Demiray, 1988). Its history is unique in the admission of the first OEF students and the establishment of the first distance education programs in Business Administration and Economics. The beginning of distance education in Turkey can be traced back to several groups of problems; political, social and economic. Not all of these problems were internal. Many were created by external influences. Politically, Turkey is in a unique position because it is the bridge between Europe and Asia. As a result, Turkey has spent much time in its modernization efforts to become an active member of the 21st century. Many of the country's problems stem from its position as an Eastern culture and society trying to blend into a Western industrial world. The past 80 years in Turkey have witnessed dramatic changes. The country, since 1920, has changed its alphabet to the Roman one and established the importance of secularism (the complete separation of religion and politics) in the running of the government. In the 1970's Turkey began to search for new ways to develop its own educational strategy in order to expand the opportunities for its citizens. It was believed, and enacted into law, that education should be the main responsibility of the government. Many feel that the concept of educational equality becomes more meaningful in those years. Economically, advances in science and technology have had their impact on Turkish society. Developments and applications of new technologies have put pressure on Turkey to provide up-to-date education to keep the work force competitive with that of other countries. The knowledge and skills of workers must be constantly updated with new technological information. In addition to learning new technological applications, human resources must also be 9
23 improved. The present increasing population growth has put pressure on Turkish society to create new areas for work. Competition demands better qualified workers in order to be successful. Unfortunately, traditional educational institutions are not always able to change to meet these new educational needs using classical teaching environments. Recent developments in mass media and educational technologies have shown that electronic media can be used for educational purposes. Distance education which uses these new technologies for providing further education and training, is particularly useful for: Increasing the level of qualifications of new entrants to the work force. Updating and upgrading the qualifications of the existing work force through continuing education and training. Providing training of a kind, which will lead to, increased rates of participation in the labor force among hitherto under represented groups. Securing a greater synergy between education or training and the economic life of contemporary society in order to ensure the relevance, balance and capability of applications of skills and knowledge. After the 1970's, increasing pressure began on the Turkish government to provide for the growing number of people who wanted higher education opportunities. There was pressure on the government to balance the educational opportunities between the Eastern and Western parts of Turkey, to create greater educational opportunities for the younger generation, and to provide training opportunities for persons who had missed those opportunities in the past. There was also a growing movement to use mass media tools to solve some of the distribution problems involved in providing education and training programs throughout Turkey. Other reasons for establishing distance education programs were the necessity for establishing more open and more flexible educational and training structures. These structures were to be designed and adapted in accordance with students' requirements, taking into account 10
24 their employment, social and educational circumstances. Because of these factors, distance education was seen as a solution to meet Turkish educational needs. The crucial year in the development of Turkish distance education was In that year the new Constitution of the Republic was accepted, and in accordance with the Constitution, a new institution called the Council for Higher Education (CHE) was established to plan, organize, administer and supervise education provided by the institutions of higher education. The CHE immediately reorganized the existing universities and established new ones. There had been 15 universities, 15 academies and seven polytechnics before the establishment of the CHE. Through the CHE reorganization program, these institutions of higher education were increased to 22 universities (Eraut, 1991; Council of Europe, 1989). Today, the numbers of the universities has grown to more than 80 includes state and private universities. When distance education history is searched in Turkey, it means 1982 the year Anadolu University, called in Turkish as Acikogretim Fakültesi (or in English The Open Education Faculty). It is seen that the first application goes back to 1970's. Teaching by mail and (correspond education) named (in Turkish as YAY-KUR) was applied in 1970s, but these applications had not been successful at desired level. This result takes place among in discussions from point of view as; applications are administered under the body of the Ministry of Education Strategy, without universities' support and that it depends on government s politics. Also, in 1970's an institution, named as Eskisehir Academy of Economics and Commercial Sciences (EAECS) was formed. This institution had taken the name as Anadolu University in 1982 after reorganization of the universities in according higher to education law, article 2547 and was leaderships for the studies (by organizing researches, symposium and congress) on distance education/learning subjects in its body. In other words, distance education concept was started to be researched or investigated at national and international level by education technology seminars, conferences. On those years Eskisehir ITIA had 11
25 a close-circuit TV studios and its technology was built up by Hamburg Studios, Germany. Developments of distance education in Turkey can be summarized in a general outline as above paragraphs. But after 1980, developments have been more rapid and more planned, have based on science, more functional and more impressive. During reorganization of the Turkish Higher Education in 1981, all universities had dutied for making distance education, by the article 2547 were of Turkish higher Education Council law and it was decided that Anadolu University Open Education Faculty to start immediately to distance education. So that, Anadolu University the Open Education Faculty established and started distance education Academic Year by enrolling 29,445 students, to the Business Administration and Economics Departments. By general lines, OEF reached to its students by printed materials, TV courses and academic counseling (as face-to-face education) at the beginning years. Later on, OEF has added radio programs, video education centers, newspaper, and computer centers, to its operation. In accordance with the Higher Education Act of 1981, Anadolu University (formerly Academy of Eskisehir, Economics and Commercial Sciences) was authorized to provide distance education in Turkey on a national scale. The history of Anadolu University, which has provided distance education at the faculty level since 1982, goes back to Eskisehir Academy of Economics and Commercial Sciences established in The former Faculty of Communication Sciences of the EAECS became the Faculty of Open Education, or, as it is called commonly, the Open Education Faculty (OEF) in This faculty was an outgrowth of the newly established Anadolu University because at that time, as today, it was the only institution that had experience in the technical and theoretical aspects of distance education. The first educational television pilot project of Turkey was undertaken here during the 1970's under the auspices of the Educational Television department of the EAECS. Although the first distance 12
26 education program (Division of Higher Education program referred to as Yay-Kur) was undertaken by the Ministry of Education between , this initiative was a dramatic failure for various political, administrative, financial and even psychological reasons which might be the subject of a separate study. However, especially at the beginning of its own project, Anadolu University carefully evaluated and greatly benefited from the experience of Yay-Kur and therefore the experience should not be considered as a total failure (Eraut, 1991: Council of Europe, 1989). In 1982, benefiting from information of the failed Yay-Kur project, the first true distance education program in Turkey was initiated by Anadolu University. Similar to other distance education programs which encompass delivery of curricula at many levels and in many subject areas, the Turkish Open Education Faculty had its goal, as ten years ago, to broadcast its first programs in the areas of Business Administration and Economics, thereby beginning the process of offering advanced degrees for students at a distance. The original numbers of students admitted was 29,445 for the Academic Year for the Business Administration and Economics programs. All students were high school graduates and were accepted into the OEF programs after passing a placement through the national university exam. Than the of programs have expanded in scope to include not only those subjects but Nursing, Foreign Languages, Math, Sciences, Tourism, Business and Training programs for the private sector, Associate Degrees in Teacher Training and Teacher Training for Degree Completion etc., (McIsaac, 1992; Özer, 1991; Demiray, 1990; Yangin, 1989). Like other Turkish public universities, the government finances Anadolu University and its distance education branch, the OEF. All academicians' and administrators' salaries are paid through government funds. Expenditures for all OEF operations including printing books, television and radio productions, mailing, examination costs, administrative costs and salaries come from Anadolu University's operating budget. Revenues to the university come from government allocations, foundation income and student fees. 13
27 Although the percent from each of these areas can vary from year to year, the majority of the income comes from the government. Until 1993, the OEF is administered as a separate Faculty within Anadolu University. It has one Dean and four vice deans, each with a different responsibility. After 1993, status of OEF changed by Law numbered 496, Çiller's Government dominant as constitutional article. OEF became a service faculty to the Economics and Business Faculties which are responsible to make distance education apart from the Economics and Administrative Faculty's Business and Economics department in spite of the same content. OEF will serve to realize registrations of students, to organize their exams, to prepare and produce printed, visual and audio course materials and to reach them to active students of these faculties. These faculties are responsible only to design the contents of course material scientifically. In additional, OEF has only to give pre-bachelor diploma or degree programs as do it before. Its administrative structure was not changed for to make these responsibilities. Still it has own dean and four vicedean as being functional mentioned above. Following the opening of the Open Education Faculty (OEF) in 1982, programs continue to expand. Development has included subjects such as Teacher Training, Tourism Certificate programs, Vocational Education, Nursing Education, Private Sector in-service Courses, Summer High school Student Service, the Western Europe project and ChannelE Project adding to the Business Administration and Economics programs, which were the cornerstone of the distance education programs, are stil continuing. In those years television and radio broadcasts are designed to be supplementary to the printed materials. As in the printed materials, various university members work on television and radio programs, either as authors or as tutors (or both). More than 300 programs are produced in OEF studios by the OEF staff and broadcasts are aired every year to students throughout the country. Broadcasting services are carried out by the state owned Turkish Radio and Television (TRT) Corporation. Academic counseling centers are located in 59 14
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text:
by Rachel @ Mason Jar Values (formerly reprezent98201) with creative input from Adam and Val Tomasch (full back story here)
Time: 45 minutes
Serves: 4 adults (and 1 three-year-old as well as a serving for 1 lunch the next day)
5 Yukon Gold potatoes, diced
1/2 pound diced butternut squash
2 handfuls apple curls
1 handful pecans, chopped if desired
Enough olive oil/butter to keep ingredients from sticking
A few shakes of cinnamon
A sprinkle of sea salt
Heat a large fry pan with tall sides (I used an 11″ All Clad pan but it was tight) on medium heat. Melt your choice of fat in the pain and add all ingredients. Cover and saute, stirring occasionally, for at least 3 minutes or just until the potatoes are tender. Spread the hash out on a half sheet pan and throw in an oven on broil. Remove when desired color of brown. Serve with sour cream if desired.


text:
Nambung beach offers the beautiful views of the white sand shaped like a pepper and became one of the main attractions of the coast. In addition, at the end of this shoreline you can find a rock cliff underneath there is a small pond. When the seawater slammed the cliff, the sea water will fall and look like a waterfall, you can swim in the pool under the waterfall.
Nambung Beach Tour Itineray
Nambung Beach Tour starts from the hotel at 07.30am after breakfast. We will drive to the west of Lombok, about 60 km from Mataram. We will drive direct to Nambung beach because the best moment to visit Nambung beach between 06.00-10.00am or 16.00-18.00pm. We can reach the rock cliff and see the beatiful sea water fall. You can take the beautiful shoot landscape of Nambung beach with white charming sandy beach, rock cliff and waterfall.
After enjoy the views at Nambung beach we will transfer back to visit, Sukarara Village where we can see the local people make Lombok Woven. The trip continue to Sade to visit traditional Sasak house. The final place to visit is Banyumulek, we can see many kind of Lombok pottery here. We will drive back to the hotel and the program finished.


text:
The weather has been so lovely that I've been able to spend my work days out on the balcony, the little dogs at my feet, and a family of house finches squabbling over my shoulder. They don't mind me at all. The big orange feeder full of black oil sunflower seeds is far too wonderful to ignore just because there is a large possible predator mammal sitting a mere three feet away.
This is Gertrude. As in Stein, of course. She's a house finch and she is very brave. I call her mate Atticus (I have to thank Kate for that one) and I know he's Gertrude's mate because they always fly in together. But they never eat at the same time, oh no. Gertrude is very particular and insists that Atticus wait on a nearby lantern while she and her best girlfriend Anastasia eat their fill. Atticus isn't particularly fond of this arrangement. He gets impatient and will frequently drop off of the lantern, wings spread, toes aimed at the lip of the feeder. When Gertrude realizes he's left his post (the nerve!) she flaps her wings furiously and squawks at him, sending him back to the lantern in a flurry of feathers. This will happen two or three times, he drops, she squawks and flaps, till finally she's sick of it and follows him to the lantern, wings beating, squawk! Squawk! Squawk! Now he knows he's in trouble so he flies to the next lantern, a little further away. Gertrude circles him once, squawks a final warning, and goes back to finish her meal. When I move to pick up my coffee, the females startle and fly off in a spray of seeds. Atticus will dart from the lantern to the lip of the feeder, just long enough to grab a mouthful of seeds before he's off after the girls.
They have such lovely and complicated lives. Like us.
Or else I am totally anthropomorphizing.