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Gichin Funakoshi
1868 - 1957
The father of modern karate.
Bembridge Shotokan Karate Club
Bembridge Dojo Grading March 5th 2016
Front row left to right: Iwo Szumski, Isaac Stilgoe, Jack Barlow and Ellie Attwell.
Middle row left to right: Hope Berman, Reuben Cobb, Dylan Attwell, Ashley Stilgoe, George Bell, Harry Slatter and Lorelei Ford.
Back Row left to right: Helen Airey, Leon Stilgoe, Ben Barlow, Andrew Swallow, Steve Rothwell, Sam Bell and
Tim Slatter.


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to Use
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Maxwell Creative School… primary and secondary
The School of Creative Education is establishing Australia's first fully-dedicated creative school from prep – year 12, called the Maxwell Creative School.
The Maxwell Creative School implements the Australian curriculum through childrens' inquiry. Maxwell is also a democratic school… the children co-govern, design and shape the nature, culture and facilities of their school.
Multi-age classes and individual education programs allow children to learn and grow at their pace on dedicated farming property.
School fees for 2019 are $3550 per child per year… awesome for an independent school!
Did you know, we aim to be Australia's first metro off-grid school?
Here's a summary of Creative Education:
- learning through the creative process
- democratic… everyone governs and designs our school
- self-directed learning
- inquiry-based through projects, collaborative, and studio work
- individual education programs
- multi-age classes and projects
- animal therapy including our dog Max, chickens, Pato the duck, our guinea pig family, and equine therapy
- student-lead social and ecological enterprises
- the Australian curriculum
- union of high-tech, high-eco environments, and
- local, national, and international community engagement.
Enrolling in primary school
We are aiming to open the primary school, prep to year 6, at the beginning of term 1, 2019.
Currently our application for school registration is being assessed by the Victorian Registrations and Qualifications Authority. We'll keep you up-to-date every step along the way. In the mean-time, we are accepting enrolments to demonstrate we qualify for registration.
Please click below for our enrolment procedure and forms.
At 6 Rainy Hill Rd, Cockatoo, Victoria, our school combines the outdoor spaces of a farm and natural landscape with the indoor space of a studio-style centre.
The combination of the farm and studio provides the potential of an amazingly creative experience rich with collaboration, problem solving and self-expression.
Our school enjoys and cares for:
- conservation zone
- dam
- paddocks
- sacred garden
- outdoor classrooms
- vegetable gardens
- an orchard
- basketball court
- sandpits
- outdoor playground
- fire pits, and
- small outdoor auditorium.
Maxwell will enjoy a two to three year lease in Cockatoo, while we acquire and develop a permanent 25+ acre property more north-west, around Seville… our intention always to serve the community of the Yarra Valley and Dandenong Ranges.
SoCE's Mission
Our mission is to enable students to learn, grow and achieve in light of who they are through, the creative process rather than traditional academic processes.
SoCE's Vision
Our vision is for our school to be a creative education and democratic 'school of thought' for creative students and adults on campus and online.
SoCE's Values
Parents often ask how we are different to Steiner or Montessori education.
The ways in which we are different include:
- the Australian curriculum
- creative education… learning through the creative process rather than the academic processes
- experiential and hands-on learning through inquiry in projects, problem-solving, collaborative, community, and studio-based learning
- a democratic school… everyone governs, designs and shapes the nature of our school
- self-directed learning with every student guided to fulfil an individual education program and individual and group projects
- multi-age learning across home groups, literacy and numeracy, and specialist classes and studios
- maker-space technologies in studio settings
- animal, agricultural and conservation experiences on a large property
- a union of a high-tech, high-eco environment (imagine a natural building with technology embedded)
- student-lead social and ecological enterprises
- local, national and international projects in the sciences and arts, and
- the best global practices and principles of creative education.
Maxwell Creative School facilitates the Australian national curriculum.
Literacy and Numeracy
Each student participates in daily literacy and numeracy classes in multi-age groups designed to stages of development, reflecting all levels, before their day opens to the project work and specialist classes.
Specialist subjects
Specialist classes in subjects of the Australian curriculum… arts, music, AUSLAN, sciences, health and physical education, studies of society and environment, technologies… and creativity, will be facilitated by home-group educators, specialist educators, and members of the community volunteering with Working with Children Checks directly supervised by our educators.
Educational outcomes
For our children to enable their creativity, their education must be creative.
Our educational objectives are to enable each students':
- lifelong creative learning journey
- capacity to identify and create solutions to problems
- development of creative and co-creative capacities and capabilities
- ability to co-create their society, environment and collective aesthetic
- progression through curriculum levels, and
- achievements of national benchmarks in literacy and numeracy
by facilitating and evaluating developmentally appropriate creative and democratic experiences that build upon students' innate state of creativity and drive for creative and academic learning, and to ensure the school:
- plans for and achieves improvements in these learning outcomes in the context of our creative and democratic learning community.
Australia's Victorian government states in its 2015 Education State Consultation Paper, "Our economy is changing rapidly and we're experiencing unprecedented demand for highly skilled and creative workers. Employers want a workforce that can think critically and creatively, apply skills that are relevant to industry, understand the world through the eyes of others, and work collaboratively to solve problems."
The creativity agenda is here, and many schools around the world are educating to it. The difficulty is that creative education in the mainstream environment requires substantial changes in curriculum, delivery, and evaluation practice.
So, creative schools are being consistently created.
From across the globe, approximately 610 student-directed, learner-centred educational settings are registered with the Alternative Education Resource Organization in New York. AERO's goal is to advance student-driven, learner-centred approaches in education. SoCE is registered with AERO, along with 12 other schools across Australia, and has developed supportive relationships particularly with
Fitzroy Community School in North Fitzroy and Koonwarra Village School in Koonwarra.
As an example, a review of research on inquiry-based and cooperative learning by Dr Brigid Barron and Dr Linda Darling-Hammond from Stanford University found, "Decades of research illustrating the benefits of inquiry-based and cooperative learning, helping students develop the knowledge and skills necessary to be successful in a rapidly changing world."
The results they found include:
• "students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration
• active learning practices have a more significant impact on student performance than any other variable including student background and prior achievement
• students are most successful when they are taught how to learn as well as what to learn, and
• students learn increasingly important twenty-first century skills, such as the ability to work in teams, solve complex problems, and to apply knowledge gained through one lesson or task to other circumstances."
Barron, Brigid, and Darling-Hammond, Linda. Teaching for Meaningful Learning: A Re-view of
Research on Inquiry-Based and Cooperative Learning. Stanford University. [Re-port] Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
State of Victoria Department of Education and Training. (2015) The education state; consultation paper. Retrieved from http://educationstate.education.vic.gov.au/explore-the-consultation-paper
School structure
The Maxwell Creative primary and secondary School will integrate multi-age, home-group classes, something like this depending on enrolment numbers:
- junior primary (prep – year 2)
- senior primary (year 3 – year 6)
- junior secondary (year 7 – 8)
- senior secondary (year 9 – 11), and
- college (year 12 and educators).
The staff of the school will include the:
- Chief Creative Director (principal)
- Educators (home-group and specialist)
- Classroom assistants
- Business management, and
- A range of community volunteers including artists, therapists, scientists and entrepreneurs.
College of educators
Educators will be encouraged to become 'teacherprenuers'. As 'teacherprenuers', they undertake self-directed creative practices in studios shared by students on-site.
Role of educators
It will be the role of the educators to facilitate the creative learning process in their classes.
- guide students in their home-groups to design, implement and evaluate their Individual Education Programs
- help access the resources the students need to fulfil projects
- participate in the fulfilment of the students' projects
- teach and oversee subject specific classes including compulsory Literacy and Numeracy every morning, and topic specific classes timetabled throughout the week, and
- assess, report and monitor the learning and well-being of all students according to our policies.
- are registered with the Victorian Institute of Teaching
- have a firm understanding of inquiry-based learning, and
- are educated and experienced in their professional and personal inquiry.
Growth and projections
Maxwell primary and secondary school
Our intention is to grow up with the children who form the older cohort of the Maxwell primary school, applying to register their secondary school for years 7 and 8 to open 2020.
During 2020 we will apply to register years 9 and 10 for 2021, and during 2021 apply to register for years 11 and 12 for 2022.
2019: 25 children in the Maxwell primary school at the beginning of the year.
2020: 40 children in the Maxwell primary school
20 children in year 7 – 8 secondary school
2021: 55 children in the Maxwell primary school
40 children in year 7 – 10 of the secondary school
2022: 70 children in the Maxwell primary school
60 children in years 7 – 12 of the secondary school
2023: 85 children in the Maxwell primary school
75 children in years 7 – 12 of the secondary school
Why a creative school?
A social problem
The call for more creativity is loud.
Greater creativity and wellbeing are being called for by our social, environmental, industrial and political sectors. They are faced with 'wicked problems' and seek our collaborators, project workers and problem solvers.
Our children want greater creativity and wellness too … they know they are faced with problems and yearn to be our collaborators, project workers and problem solvers and our educational sector asks our schools to integrate these needs.
The problem is that, despite the call, creativity is not encultured in Australian education.
Furthermore, research shows our academic process actively disables creativity.
Knowing this, should we consciously ask, is it true? Do we really allow our schools to kill creativity? Are we choosing, consciously or otherwise, to disable our kids' creativity?
If our answer is "yes", can we intentionally ask, why are we doing that? What purpose will it serve? And most importantly, what can we do about it?
After all, we have a duty of care.
In the U.S.A., creative education is viewed as a children's rights issue.
We don't talk about that in Australia.
What we talk about is the children who struggle in education. 25% drop out. Frustrated, bored, intelligent, questioning, rebellious, distracted, disengaged, tenacious, they slip through the cracks.
A social solution
Research shows the creative process over the academic process:
• enables creativity
• develops academic skills and knowledge
• enhances wellbeing, and
• is a natural educator.
Creativity is even predicted to create a more just society.
On top of these arguments for creative education, research shows:
- global social, ecological and industrial sectors are calling loudly for more creativity
- our children are more likely to be able to deal with the social and ecological problems facing them if their creativity is empowered
- the creative industry is growing 40% faster than any other
- the creative process is an equally, if not more effective approach to learning as the academic process
- creativity and its capacities grow only by being creative… by being immersed and practiced.
For a list of the resources that have affected SoCE's thinking, please click here.
Creative Education… our learning and teaching method
The creative process is possibly mans' most natural teacher. Learning through it about us, the world and our relationship with it is an effective, efficient learning method with a growing body of global research behind it.
Creativity requires the integration of the creative person, the creative process, and the creative product. These three elements generate a creative experience, and this experience informs and builds skills, knowledge, and creative capacities.
Creativity is a pathway into projects including academic research and is also rich with collaborative, democratic, and community engagement opportunities. It also enables the growth of creative capabilities and practices that academic methods don't promote.
Inquiry-based learning
In creative education, inquiry-based learning integrates a democratic environment. Inquiry-based learning incorporates many learning methods, each one slightly different to another. They are experiential and personalised by nature.
They include:
- project-based learning
- place-based learning
- problem-solving learning
- passion-based learning
- team-based learning
- studio-based learning
- community-based learning, and
- design-based learning.
Self-direction is the experience and responsibility of the creative, and usually their greatest desire. In school, it is experienced personally and communally, as each student is encouraged to participate in the design and development of their culture, facilities, programs and projects.
Project-based learning
Implementing the creative process, students are required to:
- prepare project plan
- document the development of their project from an inner and outer point of view
- create the project
- reflect upon and evaluate their learning outcomes including skill development, new knowledge, and understanding of self along the way with their educator, and
- exhibit or present it formally to the project's beneficiary (if any) and the school community.
Students will participate in self-directed, personalised, individual and concurrent projects called
- Gift Enhancement Projects, which seek to enhance a unique, natural ability of a student
- Knowledge Enhancement Projects which seek to enhance a student's innate curiosity about one area of the world, without judgement
- Zen Enhancement Projects which seek to enhance each student's ability to build strategy for zen-out time, through a project that may be in the crafts, sciences or sports
Projects will be formed by small groups or classes, and the full school community. Projects can partner with and / or benefit local, national and international communities. Many projects will have a view to a social or ecological solution to a question, inquiry and problem.
These projects do not work in isolation or act as rewards for other learning or behaviour, rather they are integrated into daily learning experiences.
Over their time, students develop a digital portfolio of projects which demonstrate students' creative, academic, and entrepreneurial achievements.
This portfolio contains evidence of progress through the Australian curriculum and International Baccalaureate. Students upload evidence of their learning twice a term. Students may choose to add to their portfolio more often. Students and educators will include work samples that reflect subjects, as well as Zen Enhancement, Knowledge Enhancement and Gift Enhancement projects. Creative and experiential learning may be recorded as voice recording, video or photos. Documentation regarding inquiry plans and design projects will also be required in the portfolio.
Democratic education
Democratic education compliments and enhances creative education. It teaches students to employ and further enable their creative practices in a group setting.
Creative practices begin with the self. They include self-direction, self-regulation, self-governance, self-contemplation, self-evaluation, self-awareness. To offer them in a group setting means the group must also be self-directed, self-regulated, self-governed, self-contemplative, self-reflective, self-evaluative and self-aware… equaling a democratic learning environment.
Being a democratic school, students and staff will participate equally in whole school meetings where they will raise ideas and problems, and democratically decide for themselves their best courses of action.
The school body may use these meetings to consider establishing or enforcing their rules, build upon projects, or design and vote upon the nature of their school. The board of directors will focus their attention upon ensuring the business and well-being needs of the school are met, while the students and educators will be in the role of self-governance.
One of the organisations Jane worked with to create the SoCE model is the Alternative Education Resource Organization (AERO) in New York. Jerry Mintz, AERO's founder, says
"There is no monolithic definition of democratic education. But what we mean here is 'education in which young people organize their daily activities, and in which there is equality and democratic decision-making among young people and adults'."
(AERO's Directory of Democratic Education)
Democratic meetings
Creative and democratic schools implement democracy in various ways, depending upon the nature (the experience and culture) of the school that the students, educators, committees and board are continuously building.
Weekly whole school meetings held in the community room bring students and staff together to raise ideas and problems, and democratically decide for themselves their best courses of action.
In effect, if the staff, students or committees want to solve a whole or partial school issue, come up with rules of engagement or enforce their rules, enhance resources for projects, develop whole or partial school project ideas, or vote upon the direction and design of their school, they must be proposed and decided upon at a democratic meeting.
As well as whole school meetings, spontaneous meetings can occur any time of the day on any weekday and will be called by the Initiator by a special bell ring across the school. Students and staff can elect to attend.
At each meeting, there is:
- an agenda that can be added to any time
- a chairperson (student preference)
- a minute taker (student preference)
- sharing of ideas, concerns and thoughts, then…
- "If a minority opinion is indicated, others listen very carefully to that minority opinion, and allow it to be fully expressed, perhaps changing the decision of the whole group. But ultimately, if
they feel that the minority opinion is fully explored and that there is no options offered, the decision of the majority becomes the decision." – Jerry Mintz
- followed by voting…
"The meetings often make many creative decisions, decisions that might not be thought of by any individual operating on their own. It is important to note that we go into a meeting without having a pre-set idea about the decisions that the meeting "should" make, but rather, fully expect that the meeting will be greater than the sum of its parts, and may find a creative solution that no one individual could foresee." – Jerry Mintz
Individual Education Programs
IEPs reflect integrated creative education with the Australian curriculum and International Baccalaureate. In the primary school, within each IEP, inquiry-based learning is combined with the Australian Curriculum in the eight learning areas.
IEPS are designed to meet the individual learning needs of the student regardless of the level (grade) they have been placed within the school's multi-age classes. Each student's academic needs are assessed by the home-group educator at the beginning of the year using formal and informal assessments to determine the Australian curriculum levels to appropriately teach and suggest goals for.
Each IEP contains learning outcomes stated as goals for the following Australian curriculum learning areas:
- English
- Mathematics
- The Arts
- Health and Physical Education
- Humanities and Social Sciences
- Language
- Sciences, and
- Information and Communication Technologies.
as well as Creativity; the subject.
The IEP also includes Gift Enhancement, Knowledge Enhancement, and Zen Enhancement projects within any of the eight key learning areas of the Australian curriculum, that may be developed by individuals, small groups, whole classes, or the whole school.
Every term, each student will develop their Individual Education Programs (IEP's) with their home-group educator, reflecting their goals and evaluation strategies (criteria) for their studies, weekly timetable for classes, and their projects. IEP's are founded upon areas of interest, skill sets and diversity, through projects and subjects of the Australian curriculum.
Review and development
IEP's will be reviewed every Friday in a democratic meeting between student and home-group educator and assessed and monitored against the Australian curriculum by the students' home-group and specialist educators. Parents will be encouraged to participate in these reviews. This is an opportunity for students, educators and parents to meet to reflect on student participation the previous week and identify learning outcomes and strategies for the week ahead.
Self-directed learning and its principles are key to the IEP, as it empowers students to be aware of their learning progress through opportunities for ongoing self-evaluation and independence in their learning. Each project is self-evaluated by the student or student group and the cohort who participate in its presentation.
IEPs will be reviewed formally at the end of terms 2, 3 & 4 at the Parent Educator Child Review (PEC review).
Timeline for the development, evaluation and reporting of IEPs
Each term
- assessments and IEP meetings and development completed by the end of the 3rd week for terms 1 and 3, and by the end of the 2nd week for terms 2 and 4, according to the Student Learning Outcomes Policy
- IEPS uploaded by the end of the 3rd week and submitted to the Chief Creative Director, recommending any changes if required, otherwise the Chief Creative Director signs them
- administration will give a copy of the signed IEP to the student, educator, send a copy to the family, and upload a copy to the portfolios.
Each semester
- end of semester assessments and student evaluations begin no later than week 7 of the term, including the compilation of the semester's portfolio of project artifacts, project documentation, and journals
- parents and carers invited to a Parent – Educator Interview
- the semester's Student Progress Reports completed and submitted to the Chief Creative Director by the end of the week 8
- the Chief Creative Director recommends changes to the reports and Educators are to make these changes if agreed and re-submit by the end of the last week with their signature
- all reports are filed into portfolios
- during weeks 9/10 of terms 2 and 4, the school will host a whole school Project Exhibition open to all members of the school community and beyond. Assessment, reflection or feedback is uploaded to students' portfolios
- administration will send the signed original report to the parents and carers.
Weekly timetable
Every morning at Community Circle, a daily home-group democratic meeting, educators will discuss the planned classes for the day with their students. On Monday mornings during circle, students have to fill their weekly planner. Planning ahead for the week gives the students the opportunity to develop self-management skills. It's a timetable to incorporate:
- their literacy and numeracy classes
- nominate their project activities
- their specialist classes covering the remaining six key learning areas of the Australian curriculum and Creativity the subject, and
- any other areas to be incorporated into the structure of each day.
Each student's daily planner and weekly planners reflect their IEP.
School fees
The school will be registered as an independent school.
Primary school fees are currently budgeted to be $3500 per child, for the whole year. At the beginning of the year, families are asked to pay $50 towards class materials including pencils etc.
Secondary school fees are not yet established, sorry!
School hours
School hours are 9am – 3.30pm Monday to Friday during school term.
The primary school will not have compulsory homework for any of the students.
Students will be invited to take their projects home with them to continue developing them or to show them to family members, however are asked to bring them back when they next return to school. If a student asks for homework, seeks to be tested, or needs a home-study timetable, the educators will provide or help to develop these.
Grade six students will be offered an optional homework program to practice completing homework before they go to secondary school. It involves weekly homework tasks which are established with each student, are sent home each Monday, and need to be submitted on Friday morning.
Expressing interest in secondary school
Our intention is to grow up with the children who form the older cohort of the Maxwell primary school and apply to register their secondary school for years 7 and 8 to open 2020.
During 2020 and 2021, we will apply to register for years 9 and 10 ro 2021, and then 11 and 12 for 2022.
Cultural creativity values:
- sustainability
- self-sufficiency
- re-cycled and up-cycled
- hand-made, and
- local
informing our choice of not only materials, toys and furnishings, but be incorporated into the buildings and overall development of our property as well.
We aim to be Australia's first metro off-grid school.
So, for example, the bulk of our toys and art materials are pre-loved, recycled or up-cycled… our paints and pencils have been half-used by artists, and our timber toys are painted in non-toxic paints and made from sustainable sources where possible, and many are hand-made.
All art supplies, dress-ups, tools and toys are freely accessed by the children and adults throughout the session and used outside, so they may go with the flow of their ideas without restrictions or limitations… just as our animals including our educational dog, mini horses, and guinea pigs are allowed (with supervision!) inside.
Students are able to wear free-dress.
We ask that any imagery that advertises products, services and companies including logos are small, if any.
The school's community may decide to make elements of a uniform that will not be compulsory to wear.
As we'll be spending a great deal of time in outside classrooms, children are asked to always have wet weather gear and a change of clothes available. Being on a farming environment, children are expected to wear gumboots, despite the weather, while outside, except for sport when runners are needed. Arch supports can be placed inside boots.
Broad-rimmed hats are to be worn outside during terms 1 and 4. Please refer to our Sunsmart Policy.
Names of educators
The students are asked to call their adults by the adults' first names.
Social enterprise
It is essential to SoCE's development that we engage with the global creative community and that our online presence and our students' and educators' project-based enterprises thrive.
Not only will we have a lot to learn and stay abreast of, but we also aim to have a lot to offer to a globally creative marketplace.
Long-term property and facilities
Committed to enabling cultural creativity in our students and community, our permanent property of between 25 – 70 acres, in the area around Seville, will facilitate our passion to create a high-tech / high-eco educational experiences, giving young creatives the space, opportunity and resources to pursue a wide range of experiential education opportunities. The property may offer about 25 acres of cleared land to support the development of buildings, gardens, the food farm, and animal farm including our equine therapy, and 25 acres of wilderness to support our water rehabilitation and conservation work.
Our facilities will grow with our need for them and our capacity to build them, including studio classrooms, a fine art and media studio, science and technology lab, performing arts spaces and gallery, gardens, the food farm, animal care, sporting and festival fields, and conservation zones. We will build a kitchen and school café for the collaborative preparation of meals that could also host whole school community meetings.
Our values of:
- sustainability
- self-sufficiency
- re-cycled and up-cycled
- hand-made, and
- local
inform our choice of not only materials, toys and furnishings, but will be incorporated into the buildings and overall development of our property. We aim to be Australia's first metro off-grid school.
We'd love to see the property grow in light of the children's projects. Our big dream is to build a creative, sustainable, socially-entrepreneurial village around it, born of the programs of the school and generating income for the school.
For more information, please follow this link.


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Salavat Yulaev will play against Tractor in Chelyabinsk: predictions for third playoff series match
UFA, 20 March 2018. /Bashinform News Agency, Natalia Ovcharuk/.
HC Salavat Yulaev and HC Tractor went to Chelyabinsk with an equal score in the series — 1: 1. The Ufa team was able to snatch a victory in the overtime in the second match of the playoff series — 3: 2.
The coaching staff of the Chelyabinsk ice squad bet on defense in the last match. In the upcoming game, according to experts, fans will probably see more open hockey. However, many goals should not be expected.
Bookmakers say that most likely Erkki Westerlund's wards will be more relaxed and this will increase their chances of success. The most popular bet on the game on Tuesday, March 20, is total less than 4.5.
The beginning of the third match of Ufa and Chelyabinsk players will be at 19.00 Ufa time.


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I witnessed a somewhat strange conversation in the warehouse this week, a prospect wasn't sure whether we sold "second hand office equipment" or "used office equipment". He knew what he wanted, but not which one we stocked.
The subject raised a point which many people now have to grapple with - who decides what phraseology is deemed to be the official language. Does second hand office equipment mean any stock that isn't new, or are there significant differences in types ? Who holds the mace in practice?
Customers may perceive "second hand" as somewhat inferior to "used". In fact, the adopted term on the street is now "gently used" which was what this particular prospect was trying to source. It seemed of some importance, what we, as vendors, thought we had, and hence as a matter of some concern to our branding efforts for the firm.
In practice, there is no difference as far as our stock buyers are concerned. All second hand office equipment has been inspected and either passed as saleable, or diverted to our workshop where any necessary restoration takes place prior to customers actually viewing it.
Moving parts in second hand office equipment usually involves door and drawer operating mechanisms such as runners, hinges and catches. These are replaced where excessive wear has worn them out - usually owing to the tasks the previous owner was called upon to perform routinely. For each batch of 50 desks, for example, between 5 to 15% will commonly be restored to some degree.
When the 50 desks are sent to the bays for stocking, all 50 will function perfectly. Surely this means that this second hand office equipment is in fact able to be described as "gently used" now those parts have been restored to parity?
Of course, two different customers will have two different viewpoints. However, they will both get the same high quality for their money because that's what makes our reputation and them repeat customers. Used, gently used or second hand - it means the same thing if you are in charge of your own quality control...
Please send us your opinion on this matter, a blog will shortly be installed so customers can set their opinions for us to learn by.


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Although works from writers like edgar allan poe and henry james importantly prefigure today's psychological thriller, the fiction that resembles it prior to 1940 is associated primarily with genres other than the psychological thriller (eg, gothic fiction, the sensation novel, and the detective story. This is the standout fiction of the summer but this june marks fuller's stunning breakthrough into fiction with a novel set on a native american reserve in south dakota will draw you. Every other chapter, the narrative switches between science fiction and fantasy, and is tied together in some crazy fashion inside the protagonist's mind there are human computers, unicorn skulls that deliver dreams, and well, you've just got to read it. Category: thriller & suspense kaleidoscope – the vision chronicles: book 1 american martin fawley, a former secret service agent, is recruited as a spy by general berati, the most feared man in fascist italy personal development poetry programming religion romance science science fiction self help short stories spirituality the. Crime & thriller, special agents nicholas drummond and michaela caine take on a ruthless mastermind in this highly anticipated new thriller in the new york times bestselling 'a brit in the fbi' series, historical mysteries, classic crime, espionage & spy thriller, political & legal thrillercrime & thrillerfiction.
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Psychological thriller is a thriller narrative which emphasizes the unstable or delusional psychological states of its characters in terms of context and convention, it is a subgenre of the broader ranging thriller narrative structure, with similarities to gothic and detective fiction in the sense of sometimes having a dissolving sense of reality it is often told through the viewpoint of. The medical thriller want to take your mind off the health insurance wars a great medical thriller is a lot more fun read coma by robin cook (1977), the unforgettable saga of patients who check.
A veteran thriller and mystery writer of over 20 books, cook shared his favorite mystery novels as a result, my reading taste has always been guided by the sense that a novel should be a. The long and enduring power of le carré leaves british espionage fiction a (serpent's tail), exposing african american texas and in celia fremlin's 1958 psychological thriller,. American assassin: a thriller - ebook written by vince flynn read this book using google play books app on your pc, android, ios devices download for offline reading, highlight, bookmark or take notes while you read american assassin: a thriller. The real thrills in reading this book, however, are the endlessly fascinating examples of evolution and ecology in action from cambridge english corpus the playing in the second and third movements especially is thrilling, almost flawless in ensemble and execution.


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Medicaid expansion in Maine
- Maine voters approved Medicaid expansion ballot initiative in 2017 election
- Gov. LePage has blocked implementation throughout 2018, but Gov-elect Mills will implement expansion
- Other states have Medicaid expansion initiatives on their ballots in 2018
- Legal battle would have been ongoing if Republican Shawn Moody had won the gubernatorial election
- Pending 1115 waiver would impose work requirements, premiums, & asset test
- Gov. LePage has reversed some of Maine's pre-ACA Medicaid expansion; enrollment has declined
Voters approved Medicaid expansion in 2017, but Governor LePage has blocked implementation. Gov-elect Janet Mills will expand coverage
Maine will have a new governor in January 2019. Attorney General Janet Mills won the gubernatorial election in November 2018 to replace term-limited Gov. Paul LePage. One of Mills' first acts as governor is expected to be implementation of Medicaid expansion in Maine, more than a year after voters in the state approved expansion.
After years of battling with their Governor, advocates for Medicaid expansion in Maine took the issue to the voters in the 2017 election. Question 2, the Medicaid Expansion Initiative, was approved, with 59 percent of voters supporting Medicaid expansion. It's estimated that 70,000 to 80,000 additional people in Maine will qualify for Medicaid once eligibility is expanded to those with household income up to 138 percent of the poverty level, as called for in the ACA.
Unlike some other states that have used 1115 waivers to expand Medicaid with state-specific guidelines, Question 2 initiates a straightforward expansion as called for under the ACA, so Maine's Department of Health and Human Services essentially just has to inform HHS, with a state plan amendment, that their Medicaid program will expand as called for in the ACA, rather than requesting HHS approval to create a unique approach to expansion.
Under the terms of the ballot initiative, Maine had until April 3, 2018 to submit a proposal to the federal government (a state plan amendment) outlining their plan to expand Medicaid. And they had until July 2 to start enrolling eligible Maine residents in expanded Medicaid. This was required under state law with the passage of the ballot initiative, and no legislation was necessary in order to move forward with expansion.
But April 3 came and went, and Governor Paul LePage's administration did not submit a Medicaid expansion proposal to CMS. The governor has steadfastly refused to expand Medicaid — even after the ballot initiative passed — until lawmakers come up with what he considers adequate funding (it's noteworthy that LePage's office has cited a much higher state cost for Medicaid expansion than the projection from the Maine Office of Fiscal and Program Review), and LePage included several constraints in terms of what he'll allow as far as funding sources, saying that lawmakers can't raise taxes or tap the state's rainy day fund. Indeed, LePage even vetoed legislation in July 2018 that would have allocated funding for Medicaid expansion.
Maine has received a one-time tobacco settlement of $35 million, which Maine Attorney General and Governor-elect Janet Mills suggested could be used to fund the state's share of Medicaid expansion costs in the first year. The state also has $128 million in projected surplus revenue that could be used to fund expansion, but LePage pushed back against both suggestions. Medicaid expansion advocates were hoping for a legislative solution in April 2018, as opposed to a protracted legal battle, but they noted that if necessary, they would sue the LePage Administration in order to implement the legally binding ballot initiative.
The legislative session ended without an agreement on Medicaid expansion funding, and on April 30, a lawsuit was filed against the Maine Department of Health and Human Services. The plaintiffs in the case include two consumer advocacy groups (Maine Equal Justice Partners and Consumers for Affordable Health Care), the membership organization that represents Maine's Community Health Centers (Maine Primary Care Association), the largest federally qualified health center in Maine (Penobscot Community Health Care) and five Maine residents who will gain access to Medicaid once expansion is implemented.
The lawsuit requested that the Maine Department of Health and Human Services file a state plan amendment with the federal government within three days, and move forward with the rest of the Medicaid expansion process in an expedited fashion, so that the coverage expansion could take effect by July 2, as originally scheduled. The petitioners also filed a motion to expedite the lawsuit.
In mid-May, the LePage Administration responded to the lawsuit, arguing that they could not proceed with the implementation of Medicaid expansion until the Maine legislature allocates funding for the state's costs associated with expansion (lawmakers did pass legislation to allocate funding, but LePage vetoed it in early July). A few days later, attorneys for Maine Equal Justice Partners countered with a filing noting that the state already has enough money to fund the first year of Medicaid expansion without having to allocate any new funds, and clarifying that the administration cannot legally refuse to implement the law, regardless of the governor's personal opposition to Medicaid expansion.
On June 4, Superior Court Justice Michaela Murphy ruled that the Maine Department of Health and Human Services must proceed with filing a Medicaid expansion plan (a state plan amendment, or SPA) with the federal government, giving them until June 11 to do. The ruling noted that there is no cost associated with submitting an SPA to the federal government, and thus the lack of appropriation for the state's portion of the cost of Medicaid expansion was immaterial.
Although, Maine Insurance Commissioner Ricker Hamilton filed an appeal, the court order prevailed and the state did ultimately move forward with submitting the state plan amendment to the federal government in August. But Gov. LePage sent the Trump Administration a strongly worded letter encouraging them to reject the state plan amendment that Maine was submitting.
The court case is still in limbo, as is Maine's state plan amendment. Oral arguments in the court case were heard in early November, more than five months after Medicaid expansion was originally supposed to take effect. A judge ordered the LePage Administration to implement Medicaid expansion by December 5, but LePage's Administration has requested a stay in the order, and is working to delay expansion of Medicaid for as long as possible — essentially until LePage leaves office.
The case continues to revolve around the fact that the LePage Administration says that Medicaid expansion can't happen without an allocation of funds (keeping in mind that LePage vetoed the allocation of funding in the summer of 2018), while the Attorney General (who is also the Governor-elect) and Maine Equal Justice Partners counter that the state already has adequate funding to cover the first year of Medicaid expansion costs, and additional funding can be addressed in the next legislative session. Either way, Medicaid expansion is the law — regardless of funding issues — under the terms of the ballot initiative that was approved by the voters in 2017.
I discussed the situation with the Maine People's Alliance in June, and they noted that their hope was that once the situation was resolved, expanded Medicaid coverage would be available with a retroactive effective date as early as July 2, for people who apply on that date. That's what the judge ordered in November 2018 (expansion was to be implemented by December 5, with coverage retroactive to July 2), but LePage's Administration is pushing back against that ruling.
Consumer advocates have been encouraging people to apply for MaineCare for months, on the premise that coverage could eventually be provided on a retroactive basis. Maine Equal Justice Partners confirmed in October that people are continuing to apply for MaineCare under the terms of Medicaid expansion, but are receiving rejection notices. It's unclear at this point whether retroactive coverage will eventually be made available, as it's likely to be 2019 before the situation is resolved. It's also unclear whether Gov-elect Mills will be able to move forward with expansion on day one as governor, or whether she'll be setting the ball rolling for gaining federal approval for the state plan amendment. The latter would be a longer process, although it appears that the goal is to implement Medicaid expansion as soon as possible, and with coverage retroactive to July 2.
2018 governor's race was crucial for Medicaid expansion in Maine
LePage was term-limited and did not run for re-election in 2018. Democrat Janet Mills, who serves as Maine's Attorney General, won the race after battling with LePage on various issues during her term as AG. Mills has long supported Medicaid expansion and will move forward with implementing the expansion ballot initiative as soon as she takes office.
Two other Independent candidates, Alan Caron and Terry Hayes, also supported Medicaid expansion. But Shawn Moody, the Republican candidate, had views that largely mirror LePage's: His approach is that Medicaid expansion should only happen if and when funding is allocated, and he called for LePage's same qualifiers and restrictions for potential funding sources. Moody did not prevail in the election, however, so Maine's long battle over implementing the will of the voters appears to be coming to an end as soon as Janet Mills takes office.
Once the ballot initiative is eventually implemented as called for by voters, Maine is expected to become the 34th state (including DC) to accept federal funding to expand Medicaid under the ACA. Virginia will expand Medicaid starting in January 2019, so even though Maine voters approved expansion in November 2017, Virginia is likely to implement expansion first. There are also three other states where Medicaid expansion was on the ballot in 2018, and the measures passed in all three states (continuing current expansion was on the ballot in Montana, but did not pass).
Pending 1115 waiver would implement work requirement, premiums, asset test, & end retroactive eligibility — but would not expand coverage
Not only has LePage refused to move forward with implementation of a legally binding ballot initiative to expand Medicaid, his Administration is actively working to make the state's existing Medicaid eligibility guidelines more stringent. Under the direction of Ricker Hamilton, whom LePage appointed to lead the state's Department of Health and Human Services earlier in 2017, Maine submitted an 1115 waiver, which was still pending CMS approval as of November 2018.
Several states have submitted 1115 waivers to the Trump Administration, seeking various changes that were never allowed under the Obama Administration. But Maine's goes farther than most. The state has proposed a work requirement for people up to age 64, premium contributions required if household income is 51 percent of the poverty level or above (for a family of four, that would start at incomes under $13,000/year), an asset test (with Medicaid only available to people with assets of under $5,000, as opposed to the current income-based system), and the elimination of retroactive eligibility.
Under the Trump Administration, work requirements have been approved for the Medicaid programs in Arkansas, Indiana, New Hampshire, and Kentucky, and several other states are awaiting similar waiver approvals. Premiums and the elimination of retroactive eligibility have also been approved for some states, but no state has received approval to implement an asset test (asset tests were used in some states prior to the ACA, but the ACA switched all Medicaid programs to an income-based eligibility system, although eligibility for Medicaid to pay for long-term care still has an asset test).
Notably, Maine's 1115 waiver would not expand Medicaid coverage in any way. Several states have used 1115 waivers to implement state-specific variations of Medicaid expansion, but the LePage Administration has proposed a waiver that, if approved, would result in fewer people enrolled in Maine's Medicaid program.
Other states following Maine's ballot initiative lead
In all of the other states that have expanded Medicaid, the decision was made either by lawmakers or the governor or both — Maine is the first state where the issue has been decided via ballot initiative. The success of the ballot measure in Maine inspired similar initiatives in other states where there is strong grassroots support for expansion (despite the fact that Maine has faced such an uphill battle with the governor's resistance to implementing the will of the voters). Idaho, Missouri, Nebraska, Oklahoma, South Dakota, Utah, and Wyoming are all states that have thus-far rejected Medicaid expansion, but that allow citizens to place measures on the ballot.
Medicaid expansion advocates successfully gathered enough signatures in Utah, Nebraska, and Idaho to get Medicaid expansion initiatives on the ballot in those states in 2018, and it passed in all three states. And Montana voters got to decide on a ballot initiative to generate funding to keep Medicaid expansion in place (the state has already expanded Medicaid, but without reauthorization and additional funding, it will end in mid-2019). That measure did not pass, however.
Most of the states that have expanded Medicaid did so as soon as possible, with coverage effective January 2014. But there have been several late expansions, the most recent of which was Louisiana, in July 2016. None of the holdout states expanded Medicaid during 2017, a year that was fraught with uncertainty over the fate of Medicaid expansion and the ACA itself.
But all of the bills that would have eventually repealed the ACA—and prevented any additional states from expanding Medicaid—ultimately failed, and Medicaid expansion remains available for any states that want to accept the federal funding to do so (the federal government currently pays 94 percent of the cost; that will decline to 90 percent by 2020, and remain at that level going forward, as long as the ACA's Medicaid expansion provision is left intact).
Governor LePage's year-long delay of Medicaid expansion
Although Question 2 had strong support from voters in the 2017 election, Governor Paul LePage — who has long been outspoken in his opposition to Medicaid expansion — vowed immediately that implementation would not move forward until state lawmakers could find a way to fund the state's portion of the cost of Medicaid expansion (the up-to-10 percent of costs that the state will have to pay). And LePage laid out several conditions in terms of that funding, saying that he wouldn't support any measures that involve raising taxes, cutting benefits for existing disabled and/or elderly Medicaid enrollees, or tapping into Maine's rainy day fund.
The legislative session in Maine began on January 3, 2018, and adjourned on April 18, without any measures to allocate funding for Medicaid expansion (although lawmakers returned in June for a special session that continued until September). But Maine People's Alliance explained that because the ballot initiative became law, Medicaid expansion will eventually move forward, regardless of whether the legislature specifically allocates money to cover the state's portion of the cost.
The state's cost for the first full year of expansion is projected to be about $31 million to 55 million, while the federal government will contribute about $490 million to $525 million. These numbers make it clear why Medicaid expansion is a win for states; half a billion dollars in federal funding being pumped into the state's economy will have a positive impact that goes well beyond the effect for people who gain coverage; thousands of jobs will be created, hospitals—particularly rural hospitals—will be more likely to remain financially viable, and of course, fewer people in Maine will be uninsured.
By February 2018, activists rallied during LePage's State of the State address, and frustrations were mounting that the state had not yet made visible progress towards outlining an expansion proposal to submit to the federal government by the beginning of April. But according to Maine People's Alliance, while Gov. LePage can throw up roadblocks that delay the process — as could Republican candidate for governor, Shawn Moody — the executive branch cannot perpetually prevent Medicaid expansion from taking effect.
Lawmakers in Maine had been trying for years to accept federal funding to expand Medicaid and provide coverage for at least 70,000 of the state's lowest-income residents (some of these people are eligible for premium subsidies in the exchange, but people with income under the poverty level are in the coverage gap created by the Governor's refusal to expand Medicaid). Over the years, they've passed five bills that called for expanding Medicaid, but Governor LePage's ongoing opposition on the issue has been an insurmountable stumbling block. LePage has vetoed all five Medicaid expansion bills, and lawmakers have not had the votes to override his vetoes. The 2016 bill, LD633, passed but only by one vote — far from a veto-proof majority. It was tabled and died at the end of the 2016 legislative session.
Medicaid has been a political battle in Maine. Not only has LePage rejected Medicaid expansion, he also cut existing coverage through eligibility changes that went into effect March 1, 2013, and Jan. 1, 2014. And many Republicans in the legislature have also opposed Medicaid expansion, preventing the legislature from getting enough votes to overcome LePage's vetoes.
Wording of the ballot initiative was contentious
The Maine Secretary of State announced in February 2017 that the initiative to expand Medicaid had garnered enough signatures to appear on the November 2017 referendum ballot. But the wording of the ballot initiative became a point of contention, with proponents of Medicaid expansion calling it "insurance" and opponents — including LePage — insisting that it be called "welfare" or something similar.
Ultimately, the wording of the ballot initiative was changed to "coverage" and the official language of Maine Question 2 is as follows:
"Do you want Maine to expand Medicaid to provide healthcare coverage for qualified adults under age 65 with incomes at or below 138% of the federal poverty level, which in 2017 means $16,643 for a single person and $22,412 for a family of two?"
According to Ballotpedia, Medicaid expansion supporters had raised $196,163 by September 22, 2017 in support of a "yes" vote on Maine Question 2. Opponents had raised $229. Ultimately, by the conclusion of the campaign, supporters of Question 2 had raised nearly $2.7 million, while opponents had raised about $428,000.
Eligibility guidelines for Maine Medicaid
As of 2016, Maine residents who meet the following income limits qualify for Medicaid:
- Children up to 1 year old: 191 percent of the federal poverty level (FPL)
- Children ages 1 to 18: 157 percent of FPL; children with family income up to 208 percent of FPL qualify for the Children's Health Insurance Program
- 19 and 20 year olds: 156 percent of FPL
- Pregnant women: 209 percent of FPL
- Parents and other caretakers: 100 percent of FPL
Details for each state's Medicaid and CHIP eligibility rules are here.
Apply for MaineCare
Maine's Medicaid program is called MaineCare. If you think you may qualify, here is how you can submit an application.
- Go to MyMaineConnection to apply online.
- Print an application and mail it 114 Corn Shop Lane, Farmington, ME 04938.
- Call 1-855-797-4357 to enroll by phone.
- Visit your local Office for Family Independence (OFI) to enroll in person.
LePage reversed Maine's pre-ACA Medicaid expansion
Gov. LePage has reversed the course on Medicaid set by former Gover John Baldacci, who authorized Dirigo Health in 2003. The program expanded Medicaid and subsidized private health insurance for middle-income residents. However, the program faced several financial difficulties as about 25 percent of the state's residents enrolled in Medicaid by 2010 and Medicaid spending consumed nearly 30 percent of the state budget. The state fell behind in Medicaid reimbursements to hospitals, which were due nearly $500 million in state and federal payments.
LePage took office in 2011 and has since led efforts to cut the state's Medicaid program. First, he reduced the eligibility limits for adults with dependents and reduced benefits for elderly Medicaid beneficiaries. Second, Maine ended coverage for adults without dependents, effective Jan. 1, 2014. The stricter eligibility limits resulted in about 25,000 people losing Medicaid eligibility. Third, the LePage administration petitioned the federal government for approval to end coverage for 19- and 20-year olds.
When the federal government rejected the request, the administration appealed the decision in circuit court with the help of outside counsel. The state's attorney general declined to represent the state, saying the appeal had lacked merit. The 1st Circuit Court of Appeals in November 2014 upheld the federal government's decision. The state petitioned to have the case heard by the Supreme Court, but the petition was denied in June 2015. Since the Supreme Court wouldn't hear Maine's case, the lower court's decision stands, and Maine has continued to provide Medicaid coverage for roughly 6,500 eligible 19 and 20-year-olds.
As of October 2014, about 291,000 people were enrolled in MaineCare. By July 2016, enrollment had decreased to 270,827. And by November 2017, it had decreased even further, to 261,478. It stabilized at around that level, but declined slightly by August 2018, to 261,021. Nationwide, Medicaid/CHIP enrollment has grown by 29 percent since the end of 2013, including states that have expanded Medicaid as well as those that have not. Medicaid enrollment in Maine is expected to increase by at least 70,000 people once coverage is expanded, which will take it well above the 291,000 who were enrolled as of 2013.
But as described above, the state also has a pending 1115 waiver that was submitted to HHS in August 2017. If approved, it would result in fewer people covered under Maine's Medicaid program, as it includes proposals for a work requirement, premiums, an asset test, and the elimination of retroactive eligibility.
Louise Norris is an individual health insurance broker who has been writing about health insurance and health reform since 2006. She has written dozens of opinions and educational pieces about the Affordable Care Act for healthinsurance.org. Her state health exchange updates are regularly cited by media who cover health reform and by other health insurance experts.


text: DataOne Innovation Labs was founded in March, 2016 by alumni of DA-IICT and IIT Guwahati. With the correct mixture of experience and enthusiasm, DataOne aims to build disruptive data analytics platform to deliver business intelligence using tools and technologies like Machine Learning, Natural Language Processing, Artificial intelligence, Cloud computing and Big Data processing. We're currently working on providing a Customer Science Platform for E-Commerce users, while working on other use-cases of Logistics, Social Media Analytics, and Industrial IoT.


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I have been reading a lot of picture books lately for the course I am doing on children's libraries. Some of them are absolutely stunning in terms of artwork, innovative fonts, thought-provoking layout, economy of text and multilayered narratives. And yes, I will blog about them soon.
In the meantime, here is a piece I wrote inspired by a picture book titled A Child of Books by Oliver Jeffers and Sam Winston. Enjoy!
I am a child of books.
I sail across a sea of words, as I read myself into books and read myself through books. Leaning back against the sturdy branches of the bimbli tree in my childhood home, or the warm sunkissed tiled roof of the house where I spent my teenage years, I spend hours making friends with people who live in the pages of books, and come to life in the squiggles that work like magic spells.
I read books to get through school and college. I read books at parties, too shy and awkward to converse and make friends. When my father books tickets for long bus journeys to visit relatives during the school holidays, I pack my bag with a tome or two and prepare to journey through forests of fairytales.
I come from a world of stories, a place where giraffes browse in my backyard, Goethe's Faust sinks into despair, and Irving Stone's Van Gogh paints his madness onto canvas. "Thigele gandi peshi kadetha", my grandmother laments worrying that my absorption with the book in my hands will prevent me from noticing my surroundings (read housework that I will be expected to do). My mother smiles as she places a third and then a fourth dosa on my plate and, finicky eater that I am, I eat them without noticing, for I am busy savouring Hemingway's tale of the old man and his battle with the fish rather than the coconut chutney on my plate.
In college, I discover Kafka and the Russian writers and am drawn to the abyss of despair that their writings open up. "Come away with me" they seem to call out, and I shake my head, knowing that like Theseus, I will find my way through the maze.
I get married and move to Bangalore and my books travel along with me. ("No, ma, I don't have space for my trousseau saris, I have to pack my Jane Austen collection") When returning from our honeymoon, we stop over at Calcutta and rush to College Street, where I buy Johanna Spyri's Heidi for three rupees, and Rabindranath Tagore's Chitrangada for two rupees fifty paisa! My husband and I set up house, linger over our book collections, and hurriedly arrange the other stuff in some semblance of order. Dusting takes a backseat, as I pick up a copy of Melville's Moby Dick and upon my imagination, I float.
When my son turns one, a circulating library in my neighbourhood shuts shop, and vulture-like, I swoop on them to buy up their stock at throw-away prices. Dog-eared copies of Enid Blyton, Bertrand Russel, Robin Cook and A.J. Cronin form a contiguous chain of book joy as they perch spine-to-spine, next to each other in the rough-hewn shelves we have fixed to the walls in place of the floor to ceiling, wall-to-wall mahogany book cabinets of my dreams. I plonk my son into his pram and walk through the Jayanagar fourth block complex, travelling over mountains of make-believe. I notice with a start that the only people I can recognize and who know me back are the people at Nagasri Book House.
In the school and college classrooms where I pretend to teach, I share my love of books with the students. We discuss Markus Zusak's The Book Thief and Amitava Kumar's Bombay London New York, and talk about how books have shaped us. I write plays for the children to perform on Annual Day, and the stories are drawn from Greek myths, Indian folk tales, science fiction and other tales of yore. My reading shapes me and the ways in which I shape the world around me. When I visit Germany, I spend some quiet moments at Bebelplatz, beside Micha Ullman's installation of an underground library with empty shelves, to remember the horrific night when the Nazis burnt twenty thousand books. I think back on Bertolt Brecht's poem "A Worker Reads History" and understand there are treasures to discover, even in the darkness.
I dream of opening a library, a bookstore, a publishing house. I dream of crafting stories that speak, of writing books that will call out to readers, of creating narratives that will resonate with others' lives, of spinning yarns that will help them escape the banality of reality. I dream. Ah well, imagination is free.
With apologies to Oliver Jeffers and Sam Winston - the phrases in bold are taken from their picture book, A Child of Books.


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Playing as link you need to learn these songs in order to help people and also to complete the game. The magical songs that Link plays on his Ocarina of Time have a variety of effects. Here's what each song does and where Link must go to learn them.
N4G is a community of gamers posting and discussing the latest game news. It's part of NewsBoiler, a network of social news sites covering today's pop culture.


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What are the Advantages of Owning a Vehicle?
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The Presbyterians and the Fight For Native Land Claims
The Presbyterian Church can take great pride in the development of Native leadership through its emphasis on public education and training for the ministry. We can, and should, stand in awe of the impact such leaders have had on the development of the territory and state of Alaska.
March 14, 1969 -- a resolution on Native Land Claims presented by Miss Alice Green and adopted as follows:
"Be it resolved that the Presbytery urge its members to become informed concerning the problems of Native Land Claims; that we urge our constituents to seek an early and just settlement of these claims. We would call attention of our non-Native constituents of the organization SOS, Supporter of Settlement.... We recommend to our churches on the North Slope and St. Lawrence Island to study the Land Claims issue so they can become informed, active citizens."
September 19, 1969: Miss Alice Green introduced Mr. Showalter Smith who spoke to Presbytery concerning the Alaska Native Land Claims. General Assembly had also taken action.
November 22, 1969 -- Presbytery votes to seek funds for the Alaska Federation of Natives from the Fund for Freedom in the amount of $10,000. The recommendation of the Presbytery's Mission Strategy and Evangelism Committee was adopted to request that the United Presbyterian Church, USA, be co-signers of a loan of $250,000 to the Alaska Federation of Natives for publicity.
We begin the story with a Tlingit preacher-lawyer.
William Lewis Paul
William Lewis Paul received a Doctor of Law degree from Whitworth College, Spokane, WA, in February of 1992. Whitworth, of course, is a Presbyterian school. Two years earlier, Paul, a Native of Ketchikan and alumnus of the school (1902), had provided some autobiographical comments for the school newspaper.
Following graduation from Whitworth, Paul attended San Francisco Theological Seminary and later became an attorney and member of Alaska's Territorial Legislature. An elder in the Ketchikan Presbyterian Church, he was a major force in securing various rights for Alaskan Natives and was one of the first, on behalf of his people, to push for title to, and/or compensation for, lands traditionally owned by Alaska's Natives.
An elder need not be modest. In his autobiography, Paul wrote:
I will be 85 years old on May 7, 1970. When my epitaph is written, it will include the following: "The glamour of it is that I wrote and introduced the bill adopting the state flag of Alaska in language so beautiful that Marie Drake put it in poetic form."
However, the work that had a direct impact on people follows:
1. I integrated the public schools of Alaska;
2. through me the Natives got their voting rights recognized;
3. also got the discriminating words in public assistance laws removed;
4. got the first appropriation for direct relief of destitution of Indians from Congress;
5. promoted the advent of the Bureau of Indian Affairs to get its medical department to stop infant mortality;
6. successfully lobbied extension of the Indian Reorganization Act, bringing over $20 million to Indian groups;
7. I organized the legislative fight for "equal rights" in public service corporations, thus ending segregation in restaurants, theaters, transportation and schools;
8. I made the "Alaska Native Brotherhood" a powerful political organization through which many beneficial laws were enacted by candidates supported by Indians;
9. I got Federal appropriations for schools in Angoon, Hoonah, Ketchikan, Yakutat and Wrangell Institute
10. I procured voting precincts for several Indian villages, including Metlakatla, Klawock, Hydaburg and Saxman.
... We, the people from whom I sprung, speak the Tlingit language (here I include those who speak the Haida languages, owned all of the southeast coast from Yakutat Bay to Cape Fox and from the Canadian boundary to the Pacific Ocean, by "use and occupation" otherwise known as "Tlingit Indian Title But the advent of the "whites" of all classes told us that we owned nothing because the United States bought Alaska from Russia and so gradually our ownership dwindled and we accepted it, which is the worst thing we could have done.
"The Land is Yours, Fight for It…"
But along came a man who had been driven from his ancestral land in British Columbia in 1887 along with a group of people who spoke the Tsimshian language, but whose culture was like ours. His loss of land burned within him and being forbidden by our naturalization laws to become a citizen of the United States, he felt inhibited about inciting us to resist the encroachment of the Caucasians, and so in 1925, after I had been admitted to practice law in Alaska, he spoke to me and said, in part, "The land is yours. Why don't you fight for it?"
That started me to examine the precedents dealing with aboriginal land rights....
It took me four years to persuade my people to endorse my idea to sue the government for compensation for the land taken from us, but at the ANB convention at Haines, Alaska, the people sponsored such a suit. Judge James Wickersham wrote the bill but I marked out the operandi, viz., that the judgment fund should be distributed per capita at once and thus defeat or avoid the usual custodian process of the Bureau of Indian Affairs. After 1929, Judge Wickersham disconnected himself from the case because he became a candidate for Congress. In the campaign that followed, the Democratic candidate, a lawyer too, charged us with practicing a fraud upon the Indians, alleging there was no merit in our project.
He won the election, and I had the job of persuading him to introduce my bill. He did, and helped greatly in promoting it. The bill was enacted and signed on June 19, 1935; but not before the BIA got in its licks, to wit, prohibiting per capita payments and requiring that our tribes make a roll of membership.
Because the current fight for legislative solution of the land rights of the "westward" Natives, whose proponents discouraged an action in trespass available to owners of land everywhere, I have to recite the fact that our struggle did not begin in 1935, as is so often alleged, but in 1955, although our complaint was filed on October 1, 1947. In 1955, the Court of Claims cited the current firm of attorneys to explain why this case had made no progress. The attorney made his apologies and promised to work. The judgment on liability was rendered favorably on October 7, 1959, so the "fight" actually only lasted a little over four years.
In January of 1968, the court gave us a judgment of $7.5 million dollars, totally inadequate but in keeping with the history of Federal-Indian land settlements, a token payment for our timber, easily worth $600 million.
Destined to be a Lawyer-Preacher
... As I look back over the years, here is the first clear evidence that God was pushing me into the path of what I now consider my life. I had all the evangelical qualities for preaching; and without knowing it, I was destined to be a lawyer-preacher to organize what many call my people. They didn't need another minister -- they needed a lawyer who could organize them and speak for them -- although, I was faced with the same problem our first missionaries had to face -- not knowing the language and having to use an interpreter.
One incident will illustrate what I mean. The first Protestant church in Alaska was started by Dr. A.L. Lindsley in Wrangell. He decided to visit this mission field and when he arrived there, he found the people had turned out en masse. Of course, he preached the sermon on the subject of predestination, a subject that was in vogue then. My father's aunt was his interpreter. Her name was Mrs. Sarah Dickinson, and she had learned her English from her trader husband. The next day the local pastor, Rev. S. Hall Young, asked her, "Sarah, did you understand that sermon?" To this she answered, "No, but I preached them a good sermon." (Rev. Young's comeuppance!, editor's note.)
Wins Indian Citizenship Case
... I won the citizenship case in 1922, when my mother was indicted by a grand jury for interpreting the challenge oath, while our tribal chief was indicted for voting. I paid all the expenses except $100 from the Sitka "Camp." This case is the one that assured the Indians' right to vote....
Files North Slope Land Claim
... When I became convinced that the Natives of Alaska owned their Indian title, I began to write letters to everybody and anybody who might inform these Natives. I remember writing to the Eskimos of Barrow in 1940, and happily in 1968, I got a letter from the people of Barrow asking me to be their attorney to protect their ownership of what is now the North Slope Oil Fields. I agreed, and even without a fee, I filed a "blanket claim" to all the land from the Canadian border west and north of the Brooks Range. The area, comprising 450,000 acres of land, is where leases were sold for $900 million.
No doubt oil would have been discovered without my filing those blanket claims, but I was the agent who prevented the oil companies from taking it "for free" and started the billion dollar North Slope oil fight.
It is interesting for Presbyterians to know that the center of the foregoing oil fight is in Barrow, better known as "Point Barrow," an outpost of our church and long serviced by the Sheldon Jackson School and Junior College.


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Tisha B'Av - There's No Beis Hamikdash. Who Cares?/
There's No Beis Hamikdash. Who Cares?Read More
There's No Beis Hamikdash. Who Cares?Read More
Rabbi Orlofsky discusses common sinas chinam behaviors that exist today.Read More
Rabbi Orlofsky discusses often-forgotten 10th of AvRead More
Rabbi Orlofsky discusses the often-overlooked story of Beitar, and what it means for us.
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The official website of Rabbi Dovid Orlofsky. Browse hundreds of free audio shiurim, articles, and more!
Rabbi Orlofsky will be touring the US in November 2018.
The first episode! Rabbi Orlofsky introduces the podcast, and discusses the chilling similarities between the pre-flood world and our modern society.