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September 20, 1995
To: Vice Presidents, Deans, Directors, Department
From: President Robert L. Caret
Subject: Accommodation For Disabled Studennts (Supersedes PD 91-06)
San José State University is committed to providing an inclusive environment which is responsive to the needs of all students. To promote and ensure this inclusion, appropriate accommodations guaranteed by law are provided to individuals who have verified disabilities.
This document describes the University's policy and guidelines for securing accommodations for students with disabilities, as well as the procedures for resolving disputes.
It is the purpose of this Presidential Directive to assure that San José State University continues to comply with federal and state legislation and California State University policies regarding the provision of services to students with disabilities.
This Presidential Directive has been developed in response to the Americans with Disabilities Act of 1990; Section 504 of the Federal Rehabilitation Act of 1973; State of California ACR 201 (1976), ACR 3 (1985), AB 746 (1987); and the "Policy for the Provision of Services to Students with Disabilities", coded memorandum AAES 89-07, the California State University System.
Since 1972 the University has had a program that provides academic support services and counseling for students who have physical, emotional, learning and other verified disabilities. The Disability Resource Center, DRC, (formerly Disabled Student Services) assists the University with its effort to promote an accessible learning environment by providing diagnostic assessment, sign language interpreters, reader services, specialized test taking arrangements, note taker services, and liaison to faculty and staff. In addition, the Disability Resource Center provides academic counseling, disability management and advising, as well as training on adaptive computers through the High Technology Center (HTC).
It is the policy of San José State University (SJSU) that otherwise qualified students who have disabilities shall be given academic adjustments and auxiliary aids as necessary to ensure access to all SJSU services, programs and activities. SJSU accommodates students with disabilities on an individual basis, based on their specific needs.
SJSU will timely provide academic adjustments and auxiliary aids to students with disabilities as necessary to ensure access to all SJSU services, programs and activities. These accommodations may include extended time and/or alternative format for exams, readers, library assistance, interpreters, note takers, and additional time to complete assignments. Accommodations will not be provided if they fundamentally alter the nature of the program. Students requesting accommodations are encouraged to identify their needs as early as possible to the Disability Resource Center.
- Students are encouraged to inform faculty members about specific needs. However, in order to receive formal services, including University verification of appropriate accommodations for specific disabilities, students must provide clear documentation of the disability to the DRC.
- The DRC staff reserves the right to request additional documentation or a second opinion when necessary. Accommodations are provided on a case by case basis.
- Accommodations will not be provided to students who fail to meet with the DRC staff or inform their professor in advance of their academic accommodation needs. Requests must be made in a timely manner in order to enable the professor to address the needs. Requests for accommodations should be made at the beginning of the semester or as soon as possible after verification of the disability.
- Accommodations will be provided to remove barriers that may be due to the physical environment. Students with disabilities must make their needs known to the appropriate DRC staff member in a timely manner.
- Information about an individual's disability is confidential and is used only on a need-to-know basis by appropriate individuals.
- Accommodations include, but are not limited to, the following:
- allowing audio taping of a lecture,
- allowing sign language interpreters for a lecture,
- recruiting student note takers for a lecture,
- providing extended time for tests,
- moving a classroom to a more accessible site,
- allowing adaptive computer equipment for tests,
- modifying testing formats or providing alternative means of evaluation,
- facilitating assistive listening devices in class,
- allowing readers or scribes,
- assigning staff/student to assist a student with a disability when barriers exist in the physical environment.
Procedures for Resolving Accommodation Disputes
- Faculty, staff or students with questions, concerns or disagreements about the requested accommodation should be referred to a DRC staff member. It is anticipated that disagreements will be resolved as expeditiously as possible. The DRC staff member will evaluate the matter and make appropriate recommendations within three (3) working days of receiving the issue.
- If the accommodation is not accepted by the faculty or staff persons, the matter will be referred to the department chair or director.' The department chair or director will resolve the disagreement within five (5) working days or refer it to the Accommodations Review Board (ARB).
- During the time that the accommodation is under review, the accommodation recommended by the DRC will remain in effect.
- The ARB will review cases that are forwarded to them by department chairs, directors or the Director of the DRC. Findings and recommendations of the ARB will be forwarded to the appropriate Executive (Provost or Vice President) within five to ten (5-10) working days of receiving the case for review and implementation. The findings will also be forwarded at the same time to student and faculty or staff parties involved. Faculty and/or staff will be notified along with the findings of appeal procedures noted in number six (6) below.
- The Executive will issue an implementation letter within ten (10) working days of receipt of the ARB recommendation, after considering the faculty/staff appeal, if any, as timely filed according to number six (6) below. The Executive has the authority to accept, reject, or modify the recommendations of the ARB.
- Administrative (faculty/staff) appeals of the ARB must be directed in writing and on the form provided to the Executive within five (5) working days of issuance of the ARB recommendation. As noted before, the directed accommodations (in this case of the ARB) must continue to be provided during any period of review.
- Students seeking further redress of the ARB recommendation and/or the Executive findings may direct their concerns to the Office of Equal Opportunity under the University regulations for complaints about discrimination due to disability. Formal complaints under PD 95-02, "SJSU Discrimination Complaint Procedure," must be filed within 180 days after the student knows or could be expected to have known that an action of discrimination has occurred.
Accommodations Review Board
- Members of the Accommodations Review Board are appointed by the Provost. Members include one faculty member, one department chair and one dean (all nominated by the Academic Senate); one professional staff member from the DRC (nominated by the Vice President for Student Affairs); the Associate Vice President for Student Affairs; the University's ADA/504 Compliance Officer, and one staff member at large (nominated by the Vice President for Administration).
- The Chair of the Board will be appointed by the Provost from the faculty membership on the Board.
- A quorum will consist of four members, two of whom must be faculty, and one of whom must be a DRC staff member.
- The Board will hear cases forwarded by a department chair, department head or the Director of the DRC related to student access or accommodation issues. Reviews of faculty/staff employment accommodations are handled by the Accommodations Resource Team (ART) in conjunction with the employee's supervisor and are not handled by this board.
- To avoid conflict of interest, Board members will not hear cases in which they have any direct involvement. In such cases, the Board will proceed without the member, providing that quorum can be reached. If quorum cannot be reached, a new member will be appointed temporarily by the Provost.
- Decisions will be reached by consensus.
- Training for the Board will be provided by the University's ADA Compliance Officer.
With notice to immediate supervisor.
Note: This policy is restricted to academic & access accommodations. Questions and concerns related to student discipline/behavior, academic fairness, etc. should be referred to the respective offices of Judicial Affairs or Ombudsperson.


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Gender and Economy
The Project Working Group (PWG) on Gender and Economy is a subsidiary body within the governing structure of the UN Special Programme for the Economies of Central Asia (SPECA). The member countries of the Programme are Afghanistan, Azerbaijan, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. The United Nations Economic Commission for Europe (UNECE) and the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) provide overall support to the Programme.
The SPECA Project Working Group on Gender and Economy was established following the decision of the SPECA Governing Council taken at its first session (Baku, Azerbaijan, 27 June 2006). It works to raise awareness on the interdependency between gender and economy through sharing good practices in mainstreaming gender in economic policies, policy-oriented research and projects as well as developing cross-sectoral linkages and synergies with other relevant areas of the SPECA activities
|Document Title
|Terms of Reference
Project Working Group Sessions
Ad Hoc Meeting of the SPECA PWG on Gender and Economy
4 November 2010, Geneva, Palais des Nations
More information

subset: commoncrawl


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Did you know that there's a secret treasure hunt going on right now all around you? It's happening in your parks, in your downtown, in your shopping centers and maybe even in your yard. It's called geocaching, and it's a growing phenomenon across the country.
Every year the library encourages the whole community to participate in summer reading programs. Along with helping children hold onto critical reading skills through their break from school, the programs reinforce the importance of lifelong learning for all ages. The programs – for young kids, teens and adults – all encouraged reading with events and rewards.
Who knew werewolves could be sexy? The paperback Werewolf in Manhattan by Vicki Lewis Thompson puts a whole new spin on steamy romances. The story unfolds as Emma Gavin, bestselling author, is being stalked by some crazy guy who claims he is a werewolf. Even though her novels are about werewolves, Emma doesn't really believe they exist. That is - until she meets one in person. Aidan Wallace just happens to be the wealthy and prominent Manhattan werewolf pack leader's son and heir. He pretends to be her bodyguard in order to get close to her. Why?
This Sunday, the world will commemorate the tenth anniversary of the September 11 attacks on the World Trade Center, the Pentagon, and Flight 93. The tragic events have stayed with all of us, no matter where we were at the time or whether we knew anyone in those buildings or on the planes. As we take time to pause and honor those who died, news outlets across the country are also reflecting on how 9/11 changed us.
Finding a job can be tough, but the surest way to find opportunities is through networking. Job Smart U at the Fond du Lac Public Library is offering "Networking for Job Seekers" at 6 p.m. Thursday, September 15.
A job seeker's most-powerful resource is their network of friends, family members, colleagues and acquaintances. But, to many, networking seems intimidating. It doesn't have to be. Presenter Don Herrmann will focus on how to develop and maintain a job-seeking network.
If you're a person who finds a room of smiling young faces undaunting and who loves to tell a good story, the Fond du Lac Public Library hopes you will consider applying to be a Storytime Presenter.
Over the years, the Storytime program has grown in popularity. Children are invited to come (with a grown-up) for 30-minute sessions of stories and play that instill a love of reading and a love of books. The library would like to expand the program, and needs help doing so.
Fondue Fest takes place in downtown Fond du Lac on Saturday, September 10, and the library will play a big part.
Outside, near the library's Sheboygan Street entrance, the Children's Dept. will feature Sunshine the Clown, a make-and-take cheese bookmark craft, the dogs from the Paws to Read program, The Amazing Daryl and of course our very own Browser.
Some people begin shopping for Christmas in July. Many start sprucing up their homes for holiday parties in August. Cujak's Wine Market and the Fond du Lac Public Library hope you'll think about holiday wines this fall.
Customers always are the top priority at the Fond du Lac Public Library, but during September, they're elevated to an even loftier perch. September 2011 is Customer Appreciation Month, when the benefits of being a library patron are bountiful.


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The UPEACE Foundation Course provides a critical and concise introduction to the broad field of "Peace Studies" for students in all UPEACE programs. It initially addresses key conceptual and theoretical underpinnings of the origins and development of peace studies as an interdisciplinary area within the fields of international relations and political economy, as well as a basic understanding of conflict analysis. Based on a critical analysis of policies, strategies, policies, institutions, organizations and movements, the course then examines a range of core issues, dimensions, perspectives and paradigms for understanding the root causes of conflicts and violence and constructive strategies to address them and build peace in contemporary global, international, regional, national and local contexts, including: conflict management, conflict resolution and conflict transformation; alternative discourse analysis; militarization and disarmament; human rights violations and promotion; gender inequalities, gender-based violence and gender mainstreaming; structural violence, human security, development and globalization; environmental sustainability; corporate social responsibility; cultural and religious identities; media's role in conflict and peacebuilding; strategies of nonviolence; and peace education. This Foundations course will be essential in catalyzing the awareness, understanding and motivation of UPEACE students from diverse academic programmes to relate, ground or intersect their specific areas of academic and practitioner interest with core theoretical, conceptual and analytical ideas in peace studies.
Academic Course Calendar - Natural Resources and Sustainable Development - 2016 - 2017
Courses and Teachers
2016 - 2017 - Natural Resources and Sustainable Development
Course listings are continously updated with new information
|Credits # Weeks
UPEACE Foundation Course
Gal Harmat
Jan Breitling
Manish Thapa
Mayumi Yamada
Mihir Kanade
Miriam Estrada-Castillo
Ross Ryan
3 credits
3 weeks
22 Aug-09 Sep 2016
8:45 AM - 11:45 AM At Council Room
Environment, Conflicts, and Sustainability
Jan Breitling
3 credits
3 weeks
14 Sep-05 Oct 2016
8:45AM - 11:45 AM At Council Room
Water, Security and Peace
Julie Ann Elkins Watson
3 credits
3 weeks
26 Oct-15 Nov 2016
8:45 - 11:45 At Council Room
Forests, Forestry and Poverty
Jan Breitling
3 credits
3 weeks
26 Oct-15 Nov 2016
1:15 - 4:15 At Classroom #4
Management of Coastal Resources
Marco Quesada
(Costa Rica)
3 credits
3 weeks (NOTE: including double session on Dec 02
17 Nov-02 Dec 2016
8:45 AM - 11:45 AM At Classroom #4
Sustainable Agriculture
Olivia Sylvester
3 credits
3 weeks
21 Nov-09 Dec 2016
8:45 AM - 11:45 AM At Classroom #2
Disaster Risk Reduction
Urbano Fra
3 credits
3 weeks
9-27 Jan 2017
8:45 - 11:45 At Classroom #2
Climate Change Governance
Yolanda Ariadne Collins
3 credits
3 weeks
9-27 Jan 2017
8:45 - 11:45 At Classroom #3
Research Methods
Olivia Sylvester
3 credits
3 weeks
31 Jan-17 Feb 2017
8:45 AM - 11:45 AM At Council Room
Tools for Conflict Resolution and Transformation
Manish Thapa
Ross Ryan
3 credits
3 weeks
22 Feb-14 Mar 2017
8:45 a.m. - 11:45 a.m. At Council Room
Food Security
Olivia Sylvester
3 credits
3 weeks
20 Mar-07 Apr 2017
1:15 - 4:15 At Classroom #5
The United Nations System and UPMUNC (Part II)
Ross Ryan
1 credits
3 days
19-21 Apr 2017
8:45 a.m. - 4:15 p.m. At Council Room
Natural Resource Management Field Course
Jan Breitling
3 credits
3 weeks
24 Apr-12 May 2017
1:15 PM - 4:15 PM At Classroom #5
Human Vulnerability and Climate Change Adaptation
Olivia Sylvester
3 credits
3 weeks
17 May-06 Jun 2017
1:15 - 4:15 At Council Room
This course will take a close look at the linkages between the environment and peace and conflict. First we will introduce the theme of global environmental change and its impacts on human security, development and life in general. We will discuss the different root causes of these environmental and social or development crises as they come forward in the literature, focusing on overpopulation, industrial development, and free market capitalism and globalization. Part of this discussion will be an analysis of the responses to this crisis and what can, should and is being done to stop it.
A second theme we will discuss is the way sustainability is defined and measured, analyzing different aspects of the political characteristics of measuring, and of the complexities around coming up and using indicators to measure something as complex as sustainability. We will analyze the often proposed focus based on the faith on technological efficiency, and demonstrate that technology by itself won't solve the sustainability problem with regards to the environmental and social dimensions.
A third main theme of this course is to look at the different linkages between environment and violent conflicts. We will discuss the literature on environmental security, going from older frameworks of scarcity induced conflicts to more complex notions of natural resource abundance, globalization, and historical, political, ecological and economic issues that influence peace and conflicts. The topic of environmental peacebuilding will be presented and critically analyzed. We will make use of specific case studies that give insights into the often contradictory roles of the environment and natural resources when analyzing peace and conflicts.
This course explores conflict, insecurity and collaboration in relation to scarcity, poor quality, and variability of freshwater resources. Students will examine disputes and conflict over access to fresh water resources and rivers, including dam construction.
A special focus will be on how conflict over transboundary freshwater resources has fostered peace building through cooperative co-management. Throughout the course, mechanisms and instruments will be introduced to assist the resolution and prevention of water-related conflict and insecurity including: international law; institutional arrangements; governance and policy reform; and involvement of civil society organizations.
Deforestation is seen by many as one of the main global environmental challenges of our times, because of its significant impact on biodiversity and its important contribution to Global Warming. This course analyzes the way deforestation has been and is being explained by both mainstream and alternative narratives, critically engages with the way it is defined and measured, and discusses the various attempts in stopping or reducing it. Additionally, this course takes a look at the links between poverty and deforestation, some of the possible strategies to reduce poverty through forest-based activities, and analyzes and discusses the importance of forests for humans and the challenges faced by those who try to manage them sustainably.
This course will provide a brief introduction to the particularities of coastal and oceanic resources and ecologies. Second, we will investigate the unique attributes of the human economic, social, and cultural systems (i.e. fishing, fisherman and fishing cultures) that are most directly dependent upon them. Among the many topics within this section, the course will specifically focus on understanding artisanal fisheries, large-scale/industrial fishing, and aquaculture, as well as the differences and conflicts that exist between these methods of resource extraction. Third, a broad overview of the development of the current resource crises and conflicts will be presented and examined via case studies from throughout the globe. Fourth, the evolution of and trends in coastal and marine management over the last century will also be a central aspect of this course.
Thus, we will explore the evolution from traditional top-down models to the implementation of stakeholder inclusion participation, and comanagment. We will also thoroughly review the role of marine parks, protected areas, and no-take reserves in the management and conservation of coastal resources. Finally, through practical exercises, guest lectures, and field visits, students will be able to explore the complex nexus of relations between humans and coastal/marine resources as it applies to Latin America and the case of Costa Rica.
In sum, students in this course will gain insight into and knowledge of how we have moved from the naïve perspectives of Mare Liberum and the inexhaustibility of oceanic resources, which were predominant in the 19th century, to the increasingly complex layers of marine tenure systems, marine protected areas, and precautionary approaches that characterize contemporary 21st century marine and coastal resource management regimes.
This course explores contemporary trends in sustainable agriculture and agroecology. The course begins by building a framework of the different ways in which sustainable agriculture is practiced. We relate these contemporary practices to the capitalist transformation of agriculture in the 20th century. We then ground our academic study of the transformation of agricultural practices in actual existing famers and agribusiness. We will visit a Dole banana plantation, the Corsicana organic pineapple plantation and two small organic farms all in the Caribbean plain of Costa Rica. The field trip gives an opportunity to view how course topics inform contemporary agricultural practices. In the second week of class we examine how trade, globalization and hybrid / GM technologies have accelerated the transformation of agriculture. We pay particular attention to the role of science in this transformation via case studies of organics, transgenics, and the IAASTD report. We end with a focus on population and its role in agricultural transformation, institutional projects to promote agro-ecology, and a move towards local food production and consumption.
The physical risk reduction capacity of ecosystems depends on their health and structure, and the intensity of the hazard event. Degraded ecosystems can still play a buffering role, although to a much lesser extent than fully functioning ecosystems. Healthy ecosystems reduce social-economic vulnerability by sustaining human livelihoods and providing essential goods such as food, fibre, medicines and construction materials. For example, in addition to providing coastal hazard protection, mangroves and seagrass beds support fishing and tourism activities and store high amounts of carbon. Ecosystems can reduce physical exposure to common natural hazards, namely landslides, flooding, avalanches, storm surges, wildfires and drought, by serving as natural infrastructure, protective barriers or buffers. For example, in the European Alps, mountain forests have a long history of being managed for protection against avalanches and rockfall. Protection forests in Switzerland, have been valued at USD $1,000 per hectare per year along mountain roads and the state provides considerable financial incentives to manage forests for hazard protection.
This course analyzes the nature and evolution of systems of governance to address climate change at the international, national, and local levels, charting the changing history of climate policy from the issue's initial introduction into political discussion to its recent ascension to become the new "master concept" of environmental governance generally. The roles of various stakeholders in the negotiation, including transnational institutions, nation states, nongovernmental organizations, private businesses, and municipal governments, will be examined, as will the efficacy of different mechanisms (state-led, market-based, hybrid, etc.) for enacting climate policy. The potential impact of climate policy on particular environmental issues (e.g., hydroelectric and nuclear power) and social groups (e.g., women, minorities, indigenous peoples) will be discussed as well. Case studies will examine specific instances of climate policy and negotiation, including recent UNFCCC conferences, Costa Rica's own payment for environmental services (PES) and "Peace with Nature" climate neutrality initiative, and the emerging debate over proposed REDD (Reduced Emissions through Deforestation and Degradation) mechanisms.
The central goal of this course is to provide the students with a basic variety of research tools, methods and approaches used in the social sciences. The final goal of this course is to enable them to formulate research problems, select a research approach, develop and implement a research design, and review and criticize investigations executed by peers and colleagues in the wider research community.
This course offers students with foundational knowledge of qualitative and quantitative methods, elements to discern how and when they should be used, and the benefits and drawbacks of each specific method. It will develop students' theoretical knowledge and applied skills in conducting qualitative and participatory research with ample field examples from the social and natural sciences, addressing issues, challenges and emerging trends in a globalized world.
Designed as an advanced workshop, this course provides a conceptual, theoretical and analytical understanding of, as well as practical skills in conflict analysis, negotiation, resolution and transformation essential in peacebuilding within and between states. Drawing on examples of complex conflicts involving nation-states, non-state groups, communities and citizens, students will examine various frameworks and tools for analyzing those conflicts, including the drivers, processes of escalation and conditions for de-escalation. The course will also provide basic knowledge, tools and skills in the vital strategy of negotiation in managing and resolving conflicts. It focuses on how the process of conducting diplomatic negotiations and other informal processes aimed at managing inter-state and intra-state conflicts have an impact on the outcomes of those conflicts, laying the foundations for outcomes ranging from stable peace to further escalation of violence. The workshop will also introduce students to various types and strategies of mediation as an important means of alternative conflict or dispute resolution. In the concluding sessions, students will examine the differences between conflict resolution and conflict transformation which focuses especially on addressing the root causes of conflicts, transforming and building long-term relationships with grassroots and community empowerment and fostering reconciliation.
The objective of this course is to first explore the nature of our food systems and the paradox of why, despite the apparent scientific and technological developments in agriculture enabling production of a worldwide food surplus, food insecurity is increasing globally. Secondly, students will explore what needs to change in our food systems in order to reach a goal of sustainable food security.
To achieve these two objectives, students will be encouraged to explore food security from a household and community perspective in order to understand the environmental factors that contribute to food insecurity. This knowledge-building process will be done through group tasks in the classroom and in the field. Students will be expected to undertake practical work to assess the situation of households vulnerable to food insecurity, hopefully in two locations, one urban and one rural. The course emphasizes "learning by doing" and so there will be field trips to two locations to meet vulnerable households and to assess successful local research initiatives which are increasing household and community food security.
Group work in the class will address defining food security and what constitutes a healthy sustainable food system. In addition, there will be group work, for example, in exploring the causes of famines, the issue of food justice and a right to food, the problems of food aid, and the implications of commoditization of our food systems. To bring out opposing viewpoints on food issues, part of the group work will be organized as debates. The intention of the course is to emphasise experiential learning rather than focus on formal lectures although there will be an initial presentation by the instructor on a food security topic prior to each workshop session. Hopefully, students will have gained both practical skills and theoretical knowledge about hunger, famine and food security and will feel confident and empowered to address these issues directly or indirectly in their future work.
The UPEACE Model United Nations Conference (UPMUNC) is a graduate-level simulation of the real United Nations Organization, its most important specialized agencies, and other associated organizations. UPMUNC provides a common platform for UPEACE students and participants from several other universities to discuss international affairs and to gain a greater understanding of the procedures of the United Nations. Participants become familiar with key global issues by becoming part of the international decision making process to resolve them, and in so doing, are given an opportunity to apply their skills in negotiations, public speaking, and diplomacy.
This class is an opportunity to explore in-depth how different land-uses and conservation approaches intermingle in one particular region: the South of Costa Rica. The purpose of the field trip is to obtain critical direct experience and knowledge of important natural resources management issues in a developing country, given the real political, economic and ecological context of the same. This course enables students to assess the contextual factors that affect natural resource management. Over the course of the trip, we will visit and be exposed to projects and issues with various resources, different actors involved in the management and different institutional settings.
The course aims at understanding the impact of climate change on the global environment and on human activity. Climate change increases risks to human livelihoods and as such may endanger the security of individuals and groups. This in turn could increase the propensity for conflict within and between states.
Components of the course will include a critical examination of the drivers of climate change, largely induced by human activity, and a review of international efforts to limit the magnitude of climate changes, including those concluded in Kyoto and Copenhagen. Consequences of climate change for human health, for economic activity, for resource use and resource availability will also be examined, as will be the options for adapting to climate change.
The examination of climate changes will be viewed within the broader context of the current demographic, economic and political global reality. Introductory comments and discussions led by the instructor will be followed by seminars with broad student input.
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Dr. Gal Harmat holds a PhD in Gender Analysis of Peace Education and Dialogue encounters from Nitra University (Slovakia) and a M.A. in Gender and Peacebuilding from the University for Peace in Costa Rica. She was a professor in conflict transformation, peace education and gender and Co-Director of the Social Justice and Peace Education Teachers Training Program, Kibbutzim Teachers College in Tel Aviv, Israel. She has also been teaching in the World Peace Academy (University of Basel), the European Peace University (Austria), and the Arts and Social Change College in Israel. As a Gender and Peacebuilding Specialist, she has extensive experience in training, conflict analysis, dialogue facilitation, capacity building, peace education, research, gender empowerment and gender mainstreaming since 1998 in various countries in Eastern Europe, Africa, and West and South East Asia. Her consultancies include intergovernmental organizations (e.g. OSCE, UN Women, UNDP, and the Council of Europe), various international and regional NGOs (e.g. Non Violent Peace Force, Friends of the Earth Middle East; Peres Centre for Peace) and corporate donors (e.g. United Bank of Switzerland; Optimus Foundation). She is currently a Georg Arnhold fellow.
Dr. Julie Watson is a PhD in geography with expertise in transboundary water conflict and cooperation.
Julie's goal is to figure out ways we can collaborate more effectively over shared water resources while addressing inequities in access to water for all its uses. She's especially interested in environmental justice, participatory processes, and the integration of qualitative, hard-to-measure values alongside the quantifiable in more holistic decision-making frameworks.
Julie is certified in mediation and transboundary water conflict transformation. She has produced a documentary film and measured its value as a facilitation tool, and she has created training modules and conducted workshops to build practitioner capacity for conflict management. Julie's passion is creating a resilient process and facilitating stronger partnerships to catalyze creative, strategic, and resilient water governance solutions for more peaceful, just water management.
Head, Dept. of Peace and Conflict Studies, Resident Professor and Academic Coordinator of International Peace Studies Programme and International Peace Studies with specialization in Media, Peace and Conflict Studies Programme
Dr. Manish Thapa is Head of the Department of Peace and Conflict Studies and Resident Professor of International Peace Studies Master Programme at the University for Peace. He is one of the founding members of Department of Conflict, Peace & Development Studies at Tribhuvan University Nepal (2007-2015). He is also currently Visiting Professor at the Institute of International Relations, University of Warsaw, Poland and Senior Research Fellow at Center for Europe – University of Warsaw- Poland. He received his Post Doctorate in International Relations from the University of Warsaw. He has served as Research Fellow in several universities and institutes in Europe and North America such as the University of Warsaw; Department of Peace & Conflict Research, Uppsala University; Brown University; McGill-Echenberg Human Rights Fellow & Jeanne Sauvé Scholar, McGill University; Kroc Institute for International Peace Studies, University of Notre Dame. His publications include 6 books and numerous journal articles and book chapters including "Foreign Policy in the Global South: Anti-Westernism, Rhetoric and Identity" (Co-editor), London: Routledge 2017 (Forthcoming - In Press); "From Bullet to Ballot – Peacemaking and Peacebuilding in Nepal: Lessons Learned and Unlearned" (Editor), London: Routledge 2017 (Proposal accepted); "Internal Conflicts & Peacebuilding Challenges" (Editor), New Delhi: K W Publishers 2016 and "India in the Contemporary World: Polity, Economy and International Relations" (Co-editor), London: Routledge 2014.
M.Sc. in Marine Biology, Universidad de Costa Rica. Ph.D. candidate, Marine Affairs Department, University of Rhode Island. Coordinator, Southern Central America Marine Program, Conservation International. Member of the Costa Rican Ocean Commission, in representation of Conservation International and of the Costa Rican Marine resources sub-commission, within the Presidential "Peace with Nature" Initiative. Appointed to Costa Rica's technical working group for the South Pacific, for the assessment of the viability of establishing a new marine protected area in Costa Rica's south Pacific. As a member of Costa Rica's EEZ Commission, active participation in the elaboration of Costa Rica's National Marine Strategy. Professor, Introduction to Fisheries Management (B-0681), School of Biology, University of Costa Rica.
Mayumi Yamada (Ph.D.).
Resident Professor and Head of Doctoral Programme
Dr. Mayumi Yamada is Resident Professor and Head of the Doctoral Programme of the UN Mandated University for Peace (UPEACE) in Costa Rica. Prior to joining UPEACE, she worked as the Recovery, Reintegration & Peace Building Officer of United Nations Mission in South Sudan. During the December Crisis 2013 in South Sudan, she remained as a life-saving staff, directly managing one of the biggest Protection of Civilians sites by supporting humanitarian assistance. Before joining UNMISS, she worked with UNDP Offices in Kazakhstan (Semipalatinsk: ex-nuclear testing sites), Maldives, Lao PDR and Solomon Islands, and the UN Centre for Regional Development (Disaster Management Planning Unit). She holds a Ph.D. Degree in Sustainable Development from Imperial College London, UK. She is originally from Kobe (Japan), who survived from the Great Hanshin- Awaji Earthquake in 1995.
Instructor, Liason, Media, Peace and Conflict Studies Specialization and Editor, Peace and Conflict Monitor and Peace and Conflict Review Ross Ryan holds degrees in political science and literature from McMaster University, Canada and the M.A. degree in environmental security from the University for Peace, Costa Rica. He is chief editor of the Peace and Conflict Monitor and managing editor of the Peace and Conflict Review, as well as instructor in the department of peace studies and liaison officer of the media, peace and conflict studies specialization. He is currently working on a research project entitled "Information Technology, Civic Engagement, and the Cyber-Ethnography of Peace Movements".
Urbano Fra Paleo, B.A. Hons. Geography (Santiago de Compostela), Ph.D. Geography (Santiago de Compostela, 1996), also holds a Diploma in Environmental Engineering from the EOI Business School and is a certified Geomatics Specialist (GIS/LIS).


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Beaumont/Port Arthur
Detectives are searching for answers to determine how a man and his daughter drowned in a south end pool.
At about 10:40 a.m. Thursday, Oct. 10, Beaumont Police Department patrol officers responded to a reported drowning in the wading pool of the Alice Keith Park in the 4000 block of Reed Street.
While we harbor no disrespect for the Wall Street Journal who called us "that scrappy little paper from Southeast Texas," we prefer to think of ourselves as simple seekers of the truth. We're of the opinion that headlines and sound bites never tell the whole story. Our readers demand all the facts, facets and flavors of every story or event. And, they expect to be informed, educated and stirred to action.
For this week's New York Times crossword puzzle, pick up a copy of this week's The Examiner on newsstands now.


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Enlarge / Alternate Images
Chakra System Guide Chart
Explore one of the ancient healing systems in this Guide to the Body's Energy Centers. Accessible to all who want to learn more about the Chakra system. Vivid color and symbolic imagery depicts physical, elemental, psychological, and spiritual components of each chakra. Clear, concise text describes the location, energetics and imbalances of each chakra. Affirmations and steps to take towards chakra balancing guide the reader to better health. Unlaminated.


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{photographer: karl lagerfeld}
. . . love the dreamy, nostalgic feel of these photographs . . .
{images: karl lagerfeld for chanel}
{inspiration: summer hair}
. . . summer hair, before summer's end . . .
{images: 1 - julia stegner via starbucks and jane austen & silver's blog}
{inspiration: heart-shaped}
{images: 1 - ms. muse; 2 - we heart it; 3 - urban outfitters; 4 - le blog de la méchante; 5 - the cherry blossom girl; 6 - this is glamorous; 7 - garance doré}
{inspiration: vogue espana}
{Tanya Dziahileva by Nicolas Moore for Vogue Espana September 2009 via the new + lovely Lace & Tea}
{photographer: mario sorrenti}
{Natasha Poly by Mario Sorrenti for Vogue Paris September 2009 via Lace & Tea}
{inspiration: french connection}
. . . adore this canvas clutch with solid wood clasp
{inspiration: the beach}
. . . the perfect beach outfit
{Isabel Lucas, Vanity Fair via debris blanc laboritorium}
{Isabel Lucas, Vanity Fair via debris blanc laboritorium}
{inspiration: gloria vanderbilt}
editorial: Gloria
magazine: Vogue Paris September 2009
photography: Mert Alas & Marcus Piggott
styling: Carine Roitfeld
model: Lara Stone
via: lace & tea
{inspiration: stam}
Jessica Stam photographed by Craig McDean (2004)
{inspiration: sequins + sand}
{no hair, no makeup, no lights}
Scott Sternberg shoots Marisa Tomei for Boy Fall 2009
{via fashionologie}
{via fashionologie}
{obsession: see-through heel}
. . . alexander wang, of course
{image: nitrolicious}
{image: nitrolicious}
{editorial: natalia}
{images: editorial - natalia; natalia vodianova by paola kudacki for harper's bazaar uk september 2009; via foto decadent, scanned by fearless-123}
{inspiration: tweed}
{Anna Maria Jagodzinska by Patrick Demarchelier for Vogue UK September 2009}
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J for Jade Dress
Added Feb 27, 2013
by Mrs. Brunner
Madison, United ...
This green dress was made with jacquard fabric, which I turned inside out because I want to be able to wear it to work. I had to move the waist-line up twice and shorten the dress by about 6 inches. I used what supposed to be the outside of the fabric as contrast instead.
3 Comments Sign in to add a post
Feb 28, 2013, 02.25 PMby Mrs. Brunner
Thank you both for the complements.
Feb 28, 2013, 11.15 AMby Mary Athey
Fab,dress fabric and.fit x
Feb 28, 2013, 11.00 AMby milkyway
OHhhhhhhhh lovely, I adore the color and the print… gorgeous, the fuchsia cardigan was a PLUS love that combination the pale lemon green and fuchsia super hot!!
Add to Favorites no one added it


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The Lies of Ryszard Kapuściński
Or, if you prefer, the "magical realism" of the now-departed master.
The Washington Post obituary of Ryszard Kapuściński, who died Jan. 23, calls him "among the most celebrated war correspondents of his generation." The Los Angeles Times obituary proclaims him the "most celebrated of Polish journalists, whose work earned international acclaim." In the Guardian, director Jonathan Miller speaks of Kapuściński's "magnificent reportage" from Haile Selassie's royal court. The Daily Telegraph obituary describes him as "Poland's most renowned foreign correspondent and a witness to much of the turbulent birth of the Third World."
The obits and appreciations published this week make much of Kapuściński's bravery in reporting stories from Africa, Central America, the Middle East, and elsewhere. He's credited again and again for witnessing 27 coups and revolutions, of enduring malaria, tuberculosis, and blood poisoning in backwater hellholes. He is said to have lived on almost nothing while filing brilliant stories about deprivation and oppression, and he cheated death time and again as it claimed others. Take, for example, the much-repeated account that he wrote about escaping death after a gang soaked him with benzene at a roadblock in Nigeria during civil war. Irony, in the form of demonic laughter, saved his life.
John Updike worshipped him. Gabriel García Márquez tagged him "the true master of journalism." But there's one fact about the celebrated war correspondent and idol of New York's literary class that didn't get any serious attention this week. It's widely conceded that Kapuściński routinely made up things in his books. The New York Times obituary, which calls Kapuściński a "globe-trotting journalist," negotiates its way around the master's unique relationship with the truth diplomatically, stating that his work was "often tinged with magical realism" and used "allegory and metaphors to convey what was happening."
Scratch a Kapuściński enthusiast and he'll insist that everybody who reads the master's books understands from context that not everything in them is to be taken literally. This is a bold claim, as Kapuściński's work draws its power from the fantastic and presumably true stories he collects from places few of us will ever visit and few news organization have the resources to re-report and confirm. If Kapuściński regularly mashes up the observed (journalism) with the imagined (fiction), how certain can we be of our abilities to separate the two while reading?
Should we regard Kapuściński's end product as journalism? Should we give Kapuściński a bye but castigate Stephen Glass, who defrauded the New Republic and other publications by doing a similar thing on a grosser scale? Do we cut Kapuściński slack because he was better at observing, imagining, and writing than Glass, and had the good sense to write from exotic places? Exactly how is Kapuściński different from James Frey in practice if not in execution?
Some Kapuściński sympathizers want us to understand his books as allegories about the place he came from—totalitarian Poland. As a reporter for the government news agency, he couldn't write the truth about his country, so he channeled his experiences in Sudan, Ethiopia, Angola, El Salvador, Bolivia, Iran, and Chile, among other places, to speak about Polish life under Communism. That's fine with me as long as nobody calls his footwork journalism.
John Ryle inventories Kapuściński's skills at inventing details in a Times Literary Supplementpiece published in 2001 and recently revised. Ryle, currently of the Rift Valley Institute, documents scores of embellishments, fabrications, errors, and fictions in Kapuściński's work, most of which even the greatest fan of the man's work would not have gleaned had they given every page a close reading. So much for understanding Kapuściński in his context.
Ryle quotes a 2001 interview in the Independent, in which Kapuściński complains about the excess of "fables" and "make-believe," saying, "Journalists must deepen their anthropological and cultural knowledge and explain the context of events. They must read." He also captures Kapuściński criticizing the shoddy reporting of other foreign correspondents, which establishes that he paid lip service to the traditions of accurate reporting, even if he didn't observe them in the field. He wasn't very consistent on this point. In a 1987 interview in Granta,he speaks disdainfully of journalistic conventions, saying:
You know, sometimes the critical response to my books is amusing. There are so many complaints: Kapuscinski never mentions dates, Kapuscinski never gives us the name of the minister, he has forgotten the order of events. All that, of course, is exactly what I avoid. If those are the questions you want answered, you can visit your local library, where you will find everything you need: the newspapers of the time, the reference books, a dictionary.
The liberties Kapuściński takes with events, places, and people matter for the same reason it would matter if an Ethiopian journalist had covered the Solidarity uprising but ginned up his story in order to speak allegorical truth to the authorities in Addis Ababa. Nice try, but no journalism.
Ryle writes that the
criticisms do not rob Kapuściński's work of its bright allure, its illuminating moments, its often lively sympathy for the people of the countries he writes about, but they warn us not to take it seriously as a guide to reality.
A "guide to reality" is a pretty good pocket definition of journalism, if you ask me.
Some Kapuściński enthusiasts believe that his "techniques" are defensible because they allow writers to reach a higher truth than does the low-octane variety of journalism. Slate's Meghan O'Rourke writes that our culture needs a label for the hybrid bred by Kapuściński, and such writers as Joseph Mitchell and Truman Capote, whose books straddle the wall between fiction and nonfiction. Dave Eggers attempts such labeling (successfully, I'm told) in his new book, What Is the What, which bills itself as the autobiography of Valentino Achak Deng done as a novel.
Truth in packaging for wall-straddling authors would calm my savage, beating heart, but I'm still bothered by the conceit. Every news story ever published could be better—contain a higher truth, if you will—if reporters were allowed to make up stuff. The measure of a journalist, especially a foreign correspondent, is to achieve the effect of Kapuściński without scattering the pixie dust of magical realism. Dexter Filkins, John Burns, Anthony Shadid, Carlotta Gall, and other geniuses of foreign correspondence have astonished readers without "allegorizing." To create a special category of international reporting that is true—except where not specified as true—would diminish the true masters' feats.
Feats don't fail me now. Kapuściński fans are invited to pour benzene over my naked body and set it afire with e-mail to email@example.com. (E-mail may be quoted by name unless the writer stipulates otherwise. Permanent disclosure: Slate is owned by the Washington Post Co.)
Slate's machine-built RSS feed.


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Sponsored by the Partnership for Academic Competition Excellence
Periplus of the Erythraean Sea wrote:The religion also seemed fairly solid as well - the latter seemed biased towards the Bible and Christian practice, but I think that's better than having too many minor religions or something like that at a tournament of this level. The mythology seemed a bit hard and top-heavy on clues in general.
Periplus of the Erythraean Sea wrote:Looking at these arts questions, the power-marks also seem to be fairly stingy in general. I'd be happy to give more specific examples in private.
This next paragraph is about something that's decidedly secondary on the chopping block compared to the above issues, but I think it is worth saying for future. I hate to be harsh, but the Current Events for this tournament basically appear to have been written off the Facebook feed of a typical student at a left-wing elite university, or person with a lot of friends in such universities. From what I could tell, there were few questions on substantive policy issues or important social/economic trends, and instead a focus on amusing and/or shocking incidents that are "trendy" in viral news/social media feeds. Writing questions like this does create accessible questions for people in these circles, but it doesn't really differentiate people much because almost everybody that pays attention to their social media feed (as opposed to reading newspapers, following political websites, etc.) is going to buzz at a certain point before "for 10 points" unless they read up on incredibly minor details about these recent incidents. Even though some of these recent incidents are very important and likely to have lasting consequences (i.e. the utter insanity around Park Geun-hye, which is something that's actually been a long-simmering issue), writing all questions in this way is biasing the distribution heavily towards a certain type of knowledge. Similarly, NAQT was once roundly criticized for having apparently written almost all of its world current events for ICT out of a single copy of The Economist - you need to be careful about what different sources you are drawing on for writing these questions.
tiwonge wrote:Do you want grammar/readability corrections? I'd be happy to e-mail some of that stuff (I didn't make notes, but I can go back over it) to an editor for future mirrors, if you let me know who to e-mail. The proofing wasn't bad--this sort of thing always comes up, and there certainly have been worse--but it might make it more pleasant for future mirrors.
Progcon wrote:I will add more thoughts later but the writers did a pretty good job assembling this set on such short notice. My main issues were that the power marking was almost arbitrary at points because I saw single digit science powers. I only distinctly remember my eigenvalue power. Additionally, some of the world lit seemed pretty hard to power at this difficulty as well. History, to contrast, had plenty of free powers on "River Rouge"--> Ford and "isolationism"--> Tokugawa. Science on the whole was far more difficult than the other categories and there was a ton of hard bio chem and orgo that I think sank a lot of team's ppb. (My team had a player in Orgo 2 and we were eking out 10 on some of these chem bonuses and we were getting more science tossups than the other team almost every game so him and I aren't shit at science.) Religion was really good and literature was solid on the whole aside from a couple duds like "Chicago" which has been done to hell and back. I didn't hear much philosophy or real social science all day so that is unfortunate. Why did the editors choose to shrink those categories if they want to toss boring people like Boas up and have a Malinowski bonus?
cell phones (was this current events?
Additionally, I thought this problem plagued the trash and geography distributions as well with the very problematic questions on Grayson Allen's tripping, MJ on the Wizards, the same comic strip showed up twice, etc.
I also don't remember any band/artist tossups.
Curious to hear what you thought was "very problematic" about the first two questions, since I wrote both. Trash admittedly isn't my best/favorite category to write, but as an avid basketball fan, I at least thought these questions would present interesting ways of asking about two relevant topics among basketball fans. If it was a matter of how the question was executed, I'd gladly appreciate feedback on how they could be improved.
Edmund wrote:Having read this set at the weekend, it seemed to go over well on the whole.
As one criticism of the editing and proofing, the pronunciation guides were really substantially wrong for the French. There were some small issues with a few of the other European languages, but the French introduced extra consonants and even extra syllables, had wrong vowel sounds and stresses everywhere, and would presumably have been unhelpful for any player in the field who knows French who had to play in a room with a moderator who didn't.
1992 in spaceflight wrote:Edmund, do you know of any sources future editors could use for French pronunciation guides?
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Lightweight, biodegradable containers for taking home your fast-food meal or leftovers from your restaurant dinner can be made with wheat starch, ARS scientists have shown.
So, too, can cups, bowls and plates. Here's the plus: Because they're biodegradable, all of these foodservice items offer a more environmentally friendly option than today's petroleum-based, polystyrene foam products.
Plant physiologist Gregory M. Glenn of the ARS Western Regional Research Center in Albany, Calif., is working with EarthShell Corp., the Santa Barbara, Calif., innovator of potato-starch-based foodservice products, to fine-tune manufacturing of the wheat-starch disposables.
Glenn's research has proven that the biodegradable products are just as attractive, sturdy, convenient to use and leakproof as their polystyrene counterparts. But, because they biodegrade easily, the starch-based disposables lessen the burden on America's already over-stuffed landfills.
Having a selection of different starches — such as wheat, potato or corn — to choose from gives manufacturers of biodegradable products some purchasing flexibility. That flexibility can help them keep their prices competitive with polystyrene items.
The wheat-based containers can be made in presses or molds that work something like a giant waffle iron. The process begins with pouring the wheat-starch batter onto the heated mold, which is then closed and locked. Moisture in the batter generates steam that, in turn, causes the batter to foam, expand, and fill the mold. The steam is vented and, when the 'baking' is finished, the mold is opened, the product is removed and the cycle starts again.
The entire process takes less than a minute. A water-resistant film, added later, helps the container keep its strength and shape.
Glenn and colleague William J. Orts, also of the Western Regional Research Center, recently won a USDA Honor Award — one of the department's highest honors — for their innovative research with biodegradable packaging.
ARS is the U.S. Department of Agriculture's chief scientific research agency.


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Banana Bread
If you like it, save it!
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Click the heart, it's called favoriting. Favorite the stuff you like.Got it!
Author Notes: This is a family favorite that my mother used to make all the time when I was growing up. The recipe comes from an old community cookbook called Forum Feasts -- I've cut back on the sugar a little, but otherwise it remains the same. Tender, with a crisp, brown crust and really intense banana flavor, it's perfect for breakfast, or thickly buttered with a hot cup of tea. —Merrill Stubbs
Makes: one 2-pound loaf
Prep time: 30 min
Cook time: 1 hrs
tablespoons unsalted butter, melted, plus more for the pan
large, ripe bananas
large egg, lightly beaten
cup sugar
cups all-purpose flour
teaspoon baking soda
teaspoon baking powder
teaspoon kosher salt
- Heat the oven to 350° F, and butter a 5-by-9-inch loaf pan.
- Peel the bananas and in a large mixing bowl, mash them well with a fork. Stir in the sugar and then the egg, mixing thoroughly. Stir in the butter.
- Sift together the flour, baking soda, baking powder and salt. Fold the dry ingredients gently into the wet, mixing just until you no longer see any streaks of raw flour. (Do not overmix, or the banana bread will be tough!)
- Pour the batter into the prepared pan and bake for 45 to 55 minutes, until a toothpick inserted into the middle of the loaf comes out clean and the bread is just starting to come away from the sides of the pan.
- Cool in the pan on a rack for 5 minutes, and then turn out onto the rack to cool completely before slicing and serving. The bread has a lovely, crisp crust when it's fresh; if you wrap the leftovers tightly in foil and eat them the next day, you'll lose that crisp crust, but the texture and flavor will still be great -- if not even better.
- This recipe is a Community Pick!
More Great Recipes:
Fruit|Bread|Breakfast|Dessert|Snack|Make Ahead|American


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What this tutorial will help you set up is actually a way to wirelessly access your computer files from your Android device. One of the best practical applications of this is to easily stream movies, without having to mess around with silly acronyms like DLNA and XBMC. Besides, if you have the appropriate HDMI cable/adapter, this could set you up with a really simple and easy way to watch your shows/movies/cartoons/whatever on your TV.
I've split the process into two general sections: Computer Side and Android Side. For the computer side, I'll be using (and taking screenshots of) a Windows 7 PC and for the Android side, I've taken screenshots from my Asus Transformer (but it should be the same process for all/most other Android devics). So let's get started:
Computer Side
Objectives: Set up static IP and share folders.
1) Set up static IP
a) Go to the control panel in the start menu.
b) Depending on your Windows settings, the submenus might look a bit different, but with default Windows 7, look under the subheading of Network and Internet and click on View network status and tasks
c) Click on your connection name (It'll be next to "connections")
d) In the popup window, press Properties
e) In the next popup window, scroll down and click to "Internet Protocol Version 4 (TCP/IPv4) and Press the Properties button
f) This neeeext popup window is the one you want.
g) Select the "Use the following IP address" bubble.
h) This next bit depends on your modem setup. For most models, your modems will resolve to something like 192.168.1.1 or 192.168.1.254
i) This is where you set your static IP. For the IP address (assuming you have the above modem address), you want to put in something that conforms to the format of 192.168.1.x. For the 'x', you can enter pretty much any number, but I like to put in something like 50, to make it easy to remember (which would make it 192.168.1.50)
j) The Subnet mask will fill itself in after you type in the IP address
k) The default gateway is something that you have to look up. Go to the start menu and type cmd and press enter, which should open up a command prompt in a new window.
l) Type ipconfig, press enter and you'll be presented with a wall of text. Scroll all the way back up to the top and you should see your default gateway. Type that number into the popup window from before
m) The DNS server addresses are something you can look up online if you like. You can also just use the settings I have on the screenshot below (Preferred DNS server: 188.8.131.52; Alternate DNS server: 18.104.22.168).
n) Click OK and close on all the popup windows
o) The last thing to do is to navigate to the folder you want to share (eg. with your videos in it), right click it and go to "share with" -> Homegroup (read/write)
p) Here's a screenshot of a few of the above steps on it:
Android side
a) Go to the Play Store and Download ES File Explorer. As an aside, this is primarily a really good file browser, but it can do other fancy things (like the stuff in this tutorial).
b) In the app, swipe to the screen to the right from the default one
c) Press the + New button at the top (or press menu and press New) and then press Server
d)You'll be presented with this screen:
I'll explain what to put for each of them:
Domain: You can just leave this blank
Server: This is the Static IP that you set up in the computer part. So, with the example I gave, you would type 192.168.1.50
Username and Password: You type your windows username and password if you have them, or you can just tick Anonymous.
Display as: You can name it if you want (eg. "Home")
e) You should now see the connection you just set up, with a picture of a laptop with an Earth next to it as its icon. Press it.
f) You should now be greeted with the folders that you have shared. If you have problems seeing or accessing folders here, you want to go back to your computer and check the sharing settings
g) Navigate to the video you want, select it, and it'll start playing.
h) Enjoy it!
Okay, so this turned out to be way longer and more detailed than I anticipated, but I hope it's useful to some people. The best part of streaming videos is that you can choose which video player app you want to use to play it (I recommend Diceplayer or MX Video Player).
ES File Explorer is also really good for copying files onto your device – if you long press on any file/folder, you can select "copy". Then you navigate back to your device (swipe to the left), press menu and select Paste.
Other ways this could be useful:
- Copying videos over so you can watch them elsewhere
- Copying textbooks/documents/lecture notes for later consumption
- If you like to dabble with ROM flashing, this is a really easy way to copy the ROMS onto your device.
- Almost anything you can think of, really. You can now access all the files on your computer, provided that it's shared properly and your computer is on.
Can anyone think of a better/novel/practical use for being able to access your computer files? Also, if you have any questions about any of this, please let me know below.
Thanks for reading!
Addendum (02/07/13): I should probably mention that ES File Explorer has since undergone a massive UI overhaul. Even though it looks quite different (and much better, in my opinion), everything should still be in the same place as the above screenshots.


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Show-and-tell on Ticketmaster. We want to see and hear about events from the people who saw them – and so do other fans!
Did the band blow your mind? What songs did they play? How was the crowd at the game? Got a pic of the game-winning play?
Share your review plus pics or video on our site. It's easy
- Go to the event on Ticketmaster.com and click "Write a review"
- Do your thing and upload any pics or video
- Preview it and click Submit
Also, sometimes we email you after the event with a link to share your review.
Your words will appear on the #1 ticketing site on the planet and may even get featured on this very blog. Here are some recent reviews we really loved:
"This concert was fantastic. After waiting many years to see this band, they live up to every expectation. The crowd was very enthusiastic and the band responded in kind." – Neutral Milk Hotel review by ohiodeclan
"My face and stomach muscles were sore until late the next day from laughing and smiling so much! " – Dana Carvey review by Kfalcon10
"I absolutely loved this game. Came all the way from Wales in the UK to see it and it didn't disappoint. Awesome atmosphere!! Could watch basketball all day long…" – Los Angeles Lakers review by Sid84Wales
So start sharing! We're listening…
*All reviews are subject to approval before appearing on the site. Unacceptable content includes obscenities, discriminatory language, references to other products, offers, websites, etc.


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|Head Coach
|4th at MIT
|Previous College:
|Univ. of Pennsylvania '95
Mike Singleton will enter his fourth season as the head men's soccer coach at MIT. He came to the Engineers with a wealth of national, collegiate and youth soccer coaching experience.
In 2013, Singleton, who was named the NEWMAC Coach of the Year for the first time in his career, guided the Engineers to their first regular season title in a decade, earning the right to host the 2013 NEWMAC Tournament after remaining undefeated in conference play all season. Tech advanced over the Coast Guard Academy in penalty kicks, 5-4, in the semifinals before falling to Wheaton College, 1-0, in the finals, but earned an at-larged bid to the NCAA Tournament, where the Engineers were defeated by Western New England, 2-0.
Singleton has served as the Executive Director of the Massachusetts Youth Soccer Association for the past year, overseeing the day-to-day operations of the organization, managing a $10 million field complex, and advising clubs on professional development, strategic planning, and cultivating partnerships. He is also a United States Youth Soccer Region I ODP Senior Staff Coach, the U16 Region Head Coach, as well as a United States National Staff Coach, working as both a coach and psychologist at the U14 National Camp and helping to construct the National D and C License courses. Singleton has also served as a Technical Committee Member for both the 2005 CONCACAF Gold Cup and the 2003 Women's World Cup.
At the collegiate level, Singleton has served on the coaching staffs at Emerson College, Delaware and St. Joseph's College in Indiana, where he was the head coach of the men's squad from 1997 to 2000.
Singleton received a Bachelor of Arts degree in psychology and English from the University of Pennsylvania in 1995. He earned his Master's in clinical psychology from Purdue University in 1998.


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Historical Santa Fe Destinations & Things To Do in Santa Fe, NM
New Mexico Destinations: Culturally Unique
It's like nowhere else.New Mexico vacations transport you to unmatched cultural, culinary and creative experiences. To suit every taste, New Mexico travel destinations include breathtaking views, world-class restaurants, historic architecture and remarkable collections of traditional and contemporary art. Travel to New Mexico for a culturally unique experience.
- Tour art galleries in the nation's third largest art market of Santa Fe
- Take the world's longest tram ride and have lunch at 10,000 feet
- Attend New Mexico wine tastings and cooking classes
- Dine at award-winning New Mexico restaurants
- Take in a minor-league baseball game
- Visit the oldest inhabited settlement in the United States
- Enjoy unique museums in New Mexico with unmatched collections
- Hike, bike and ski in our majestic mountains under perfect blue skies
Back to the FutureTraveling to New Mexico means embarking on a journey back in time. Communities here date back to the 1400s and much of the architecture and cultural traditions remain intact. Stroll the historic plazas of Santa Fe, Taos, Albuquerque and Las Cruces; learn about ancient and modern day Pueblo Indian culture; immerse yourself in arts and crafts traditions that have been handed down from generation to generation for centuries. Drive the famous Camino Real (King's Road) trade route or enjoy a more modern and kitschy trek down Route 66 (many of the original 1950s structures are still standing).
With that, some of the world's leading edge technology is borne of the work done at our universities, national laboratories and other science/tech installations.
Visit New Mexico for a taste of old world sophistication, unique culture, leading technology, family fun and outdoor adventure.


text:
Det här är en gammal arkiverad spelning
Anna Ternheim
Källa: unitedstage.se
Torsjö Live
Okänd adress
Okänd adress
Anna Ternheim
Textinformationen kommer från last.fms wiki
Anna Alexandra Ternheim (born in Stockholm, Sweden on 31 May 1978) is a Swedish singer-songwriter who performs in English.
She released her début album Somebody Outside in 2004. The Swedish Grammy jury awarded her as Best Newcomer of the year, and was nominated for Best Female Artist, Best Lyricist and Best Songwriter of 2005. She also won the P3 Gold award for Best Newcomer 2004.
For her second album, Separation Road released on September 27, 2006, she was awarded Best Female Artist and Best Lyricist of the Swedish Grammy jury, again she was nominated for Best Songwriter and Best Album. She received the award for Best Female Artist at the Swedish National Radio's P3 Gold Awards the same year.
Her début U...


text:
Skip to comments.The Open Carry Argument
Posted on 06/23/2013 2:11:19 PM PDT by marktwain
My primary goal when Im out and about, besides whatever I went out and about to do, is to go about peaceably and not be the victim of a violent crime. To that end I carry a firearm whenever I go out as well as follow all the other standard safety practices like maintaining situational awareness, staying out of high crime areas, and avoiding confrontation. I also have a larger overall goal of making it through my life without shooting anyone. Simply put, I dont want to be responsible, legally or morally, for anothers death. Those two goals might appear at first blush to be mutually exclusive, and with concealed carry it would be a difficult set of goals to realize.
Carry of any firearm or other weapon for defensive purposes is a solemn responsibility. Those of us that do (openly or concealed) are mortified by the idea, constantly promoted by the pacifists, that our behavior is more reckless because we are armed. In other words, because we carry a handgun we take more risks than we would if we were unarmed. While it would be dishonest to claim we are all responsible gun owners, it is my belief that the vast majority of us are. Regardless of what or how you carry, you need to come to the realization that you are setting yourself up to lose. Whenever you are placed in a defensive situation, you will always lose; its only the degree of loss thats negotiable. Ayoob hits on this in his book, In the Gravest Extreme. He suggests tossing the robber a small wad of cash and moving off, even if you could prevail with a weapon. Theres a very good reason for this. Regardless of how skilled you are at drawing your weapon, you are going to lose. It may be only a minor loss, like being very shaken up and not sleeping well for a few days, or it may be a major loss, like becoming fertilizer, or (most likely) it may be somewhere in-between, but you always lose. Your life will not be the same even if you prevail.
Carrying a concealed firearm presents to a criminal that I am unarmed. Every study Ive ever read, not most but every study, says that criminals will avoid an armed person or home when selecting a victim. That only makes sense, right? Robbers, rapists, or carjackers might be dumb and opportunistic, but they have the same instinctual sense of self preservation we all have. Hyenas dont attack lions to steal the gazelle the lions have just killed. Its all about risk management; are the potential gains (a tasty gazelle dinner) worth the risks (pain and damage the lions teeth will cause), and does the hyena really need to test the lion to figure out the answer? No, the hyena can see the lions teeth and knows to stay well clear.
Deterrent Value:
When Im carrying concealed I feel like my teeth are hidden, and thus of no real deterrent value. If I appear unarmed then I am unarmed in the eyes of the robber, I appear as easy a target as almost anyone else out on the street. My probability of being a victim of a crime, violent or otherwise, is completely unchanged by the fact that I have hidden beneath my shirt the means to defend myself. My goal, however, is not to be a victim in the first place, remember? I dont want to be a victim that fought back successfully and triumphed; I prefer to not be victimized at all. I recognize that there are some people who (think they) want to be victimized so they can whip out their concealed firearm and surprise the mugger; that is, in my opinion, foolish immaturity. Concealed carry is good; it throws a wrench in the works for criminals who might see the teeming masses as a smorgasbord of financial gain. This deterrent effect is, nonetheless, indirect and often nil. At some point the thug will weigh the risks vs. the gains; is his current desperation for money/drugs/booze/gold grille greater than the gamble that one of those people might be carrying a gun? If he decides to play the odds, which helped along with surprise tip the scale in his favor, he will attack. Will his attack allow enough time for me to draw my concealed firearm to affect a defense? Maybe, but then again, maybe not.
Remember, I dont want to be a victim and I dont want to shoot anyone. So how do I realize both goals; or how do I make them inclusive? I can do that through open carry. By making it clear and obvious that I am armed, that I have teeth, I tip the risk scale to the point that the criminals gains are far outweighed by the risk. There is no ambiguity when the thug is doing his risk assessment, theres something right there in plain sight that can quickly and painfully change or terminate his life. You may not think his life has much value, but as I mentioned before, he has the same sense of self preservation as any other living creature and to him its every bit as valuable as yours is to you. It would be foolish to ignore this indisputable fact when you develop your overall tactical strategy.
The Five Stages of Violent Crime
I am a firm believer in this defense theology and urge anyone who carries a firearm for protection (and even those who do not) to follow the link and read it carefully. Please, for your and your familys sake, read that. Drill down into the hyperlinks for better explanations; absorb as much information as you can. A violent crime does not begin at the point where one person with ill intent draws a weapon or attacks another.
5) Reaction
Another common criticism of open carry is that the firearm itself will be the target of theft, prompting a criminal to attack simply to get the gun from you. Like the previous example of being the first one shot in a robbery, above, this is despite the fact that there is no credible evidence it happens. It also blindly ignores the more obvious fact that anything you possess can make you the target of a crime, be it a car, a watch, or even a female companion (girlfriend, wife, or daughter). Crooks commonly steal for only one of two reasons; to get something you have that they want, or to get something that you have so they can sell it and buy something they want. I dont claim it could never happen; just that its so remote a possibility that it doesnt warrant drastic alterations to our self defense strategies. If you believe otherwise, leave your wife, children, watch, sunglasses, jewelry, and cell phone at home, hop into your Pinto wagon, and head out to do your thing. Very often, someone critical of open carry will cite some example of a uniformed police officer whose gun was taken by a violent criminal, and yes, this does indeed happen. The argument, however, breaks down when they assume the officer was targeted solely to steal his firearm. What is more likely is that the officer was targeted merely for being a police officer and the gun was stolen as a byproduct of the attack. More often, the officers gun is taken during the struggle to get the suspect into custody due to an entirely unrelated matter. However, lets suppose, for argument, that a police officer really was attacked just to get his firearm. What actions did the police department take to prevent it from reoccurring? Did they demand that their officers carry concealed? No, of course not. You should, like the police, prioritize your defense strategy for the most likely threat first, and the least likely last.
It Scares People:
One other statement against open carry I hear is that it damages public perception of firearms owners, or that by carrying openly we are not being good ambassadors to the public. While there are some people who have a genuine fear of firearms, due either to some horrible past experience or anti-gun indoctrination, the majority of people are either indifferent to them or quite fascinated by them. Ive never kept track of the dozens of fellow citizens Ive encountered who have marveled at the idea of open carry, but I do know exactly how many have expressed displeasure at it; one. People are scared of many things for many reasons; however, pretending those things do not exist only perpetuates the fear. Someone who is disturbed by open carry is going to be every bit as disturbed by concealed carry. The only effective way to overcome a fear is to come to the intellectual realization that the phobia is based on emotion and not on fact. By being a firsthand witness that a firearm was carried responsibly and peaceably, and wasnt being carried in the commission of a crime, one who was apprehensive about firearms discovers their fear is not fact based, but emotional. Thus, open carry can be a very effectual way of helping to overcome the emotionally based fear of the firearm. After all, youd be much more likely to believe in ghosts if you saw one rather than if you listened to a ghost story around a campfire. In other words, we give significantly more credibility to the things we experience than we do to the things we hear. The bottom line is that this argument is made by people who dont, cant, or havent carried openly; those of us who do so on a regular basis have an entirely different experience.
Im Not Comfortable Carrying Openly:
This is really the only reasonable argument against open carry for an individual. We all have a comfort zone for any aspect of our lives and we prefer to stay within that comfort zone. We all agree that its better to be armed and never need the firearm than it is to need it and not have it. There is a point where concealing your firearm becomes so problematic, due to conditions like temperature or comfort, that some choose to either leave it behind or carry in such a way that it would be difficult or impossible to draw it quickly. If it takes me five or six seconds to draw my firearm from deep concealment and I had sufficient time before hand to actually do so, I would prefer to use that five or six seconds to avoid the entire encounter. Im glad we have concealed carry laws in most of the states; it empowers and protects not only us but the general public through the offset deterrent effect. Some of us, however, choose the more direct deterrent effect of open carry.
No, open carry is not the be-all-end-all of self defense any more than concealed carry is. The purpose of this essay is not to convince you to carry a firearm openly, but to merely point out the reasoning I used to determine that it is often the best option for me. If you think otherwise, please feel free to write an essay of your own outlining the reasoning you used. I would suggest that you avoid the intellectual mistake of emphasizing rare or unlikely defense scenarios that many of us will never experience. I believe one should prioritize for the most likely threat, not the least likely threat. I dont put Hollywood style bank robberies high on my threat list because I rarely go into a bank and those types of robberies are very rare themselves. I live in the most crime riddled city in the northwest; the most likely threat here is some young male with a knife or gun trying to carjack me or mug me on the street, in the park, or in a parking lot. With this knowledge I build my personal self protection plan based on that manner of attack. This may not suit you, especially if you live in Hollywood.
Open carry is educational.
Good essay, thanks for posting.
Good essay. The author does leave out a factor favoring concealed carry: the risk an open carrier faces from the police.
I carry concealed about a third of the time, indifferently concealed another third, and openly the rest. To my considerable surprise, someone notices my openly carried gun about once a year. No one's ever expressed a single word of hostility, and I've used the few questions I've encountered as educational opportunities, all of which have been well received.
I believe America would be a safer, saner, happier place if everyone saw ordinary law-abiding citizens openly and safely keeping and bearing arms on a daily basis.
Open v Concelated Carry article Ping.
Ayoob carries concealed.
The risk isn't all that great and becomes even less as police become educated.
Here in Michigan we can open carry right in the state capitol with no problem.
Indications are that zimmerman was attacked to get his gun from him.
I believe it was more a case of Trayvon giving George a beatdown and once he became aware of his firearm shifting his attention to it, forcing George to use it to heep it from being taken from him and used against him.
I do not know how the risk of being attacked by police for legally carrying a firearm compares to that of being attacked by unauthorized criminals. I do know that it has happened many times.
A lot of risks aren't "all that great", but are easy to avoid. I do not care to place my trust in the education of any policeman whom I do not know, nor do I consider it my business to educate police or the general public.
Open has its place but concealed is the best solution.
IMO the police question depends greatly on your location. The response in Chicago compared to Tuscon should be much different.
One "No limit N****" found the limit, the hard way.
So conceal your weapon. Makes no difference to the thousands who openly carry across my state every day.
It would be nice to have options.
FR seems to be acting up. You having any problems?
At The last tea party rally I attended here in Michigan lots of people were openly carrying and the handful of police around were unconcerned about it.
I would rather carry openly, if it were legal here in Florida. Then I wouldn't have to worry about keeping it concealed as I wandered through Costco.
I could argue tactics, but learned long ago that arguments over tactics never end. However, I would disagree with some of his points.
1) I am indifferent to deterrence. Deterrence only works with individuals who are mentally sound, not under the influence of alcohol or drugs, and whose aggression is based on an unemotional motive. I would never assume such professionalism among armed robbers or other violent criminals.
2) I accept that it is not my choice whether to kill or not. It is based in need, not choice. If you don't have to kill, and don't want to kill, don't kill. But you always must take responsibility for whatever decision you take. Not killing a violent criminal may very well mean that you are responsible for the next person *they* brutalize or kill.
3) He infers too much about criminal motives and means. Often their choice to attack is just impulse based. You were there then, so they attack you. No consideration at all to consequences. These are people who when they are caught *in the act* of committing a crime, by the police, they insist, "It wasn't me!" This is just plain stupidity, that rates right up there with insanity, drugs and alcohol.
4) Finally, CC gives enormous tactical advantages, even if the aggressor's gun is brandished and cocked. All told, several seconds, divided into fractions of a second. With that much adrenaline, you feel huge gaps of time in which you can act.
This is my greatest criticism of open carry. To a great extent, it seems to be based on the idea of "fairness", such as having "a fair fight". The heck with that.
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