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Vendor: Microsoft
Certifications: MCSE
Exam Name: Implementing a Data Warehouse with Microsoft SQL Server 2012
Exam Code: 70-463
Total Questions: 230 Q&As
Last Updated: Aug 05, 2018
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text:
After KSV's recent success in various Highlander leagues, I thought it'd be best to catch up with the chief and see what's been going on.
Let the interview commence;
[T-A!] Rob: Hey Whoota, hows it going? Is it alright if I pick your brains for the T-A! community and find out what's making KSV tick with such a successful attitude lately?
[T-A!] Whoota: Victory. I guess that's what's making KSV tick. Kinda awkward though, I just got back from a rather disappointing scrim, but there certainly is a high level of confidence brewing in KSV, and that translates to a significant amount of motivation on everyone's part. Confidence that is partly coming from our results in wireplay and the positive attitude of the team, and partly from the renewed line-up that is now bursting with some big name players.
[T-A!] Rob!: Yep, I find confidence to be one of the greatest tools to success!
I'm glad you've brought up Wireplay first, lets roll back a couple of months for the readers and get them and my self up to speed with that.
As I understand it, you as a team decided to boycott ETF2L and focus on Wireplay last season. This obviously worked well as it brought home Gold in Wireplay and raised everyone's morale.
What was the reasoning to the focus on Wireplay, why pick Wireplay over ETF2L? And most importantly have you used the server you won in Wireplay yet?!?!
T-A's Killer Sandviches placing first in Wireplay Season 12
[T-A!] Whoota: Boycott is a big word, but we kind of did unanimously vote against playing ETF2L.
All our campaigns in ETF2L (save for one cup) have ended rather disappointingly or disastrously. Several players have expressed their disain for the admins' ineptitude to properly divide teams into their respective divisions.
There's also the way ETF2L is planned; with open dates so you need to play a "Game of Defaults" to get a favourable playtime. So, as an alternative we picked Wireplay for a number of reasons.
Firstly just because it was a different league with a different attitude to league play in general. Secondly because the map pool was rather different and a nice change of pace. And lastly because that free server was on the line. On that matter by the way: I still haven't gotten any word about that. So I haven't even seen it…figuratively speaking. I have some plans for it, but right now it isn't on my mind.
[T-A!] Rob!: Ah best get on to b0nes then and claim your prize!
So after you finished Wireplay in 1st, you fixed your eyes on UGC Summer season competing in Silver League.
You've won your first 2 official matches putting you at the top in joint 1st with 4 other teams.
Tell me a bit about your new roster you have put together for UGC, what have the new players brought to the table, im sure people have seen them chatting away on the forums, but not sure of what classes they play.
[T-A!] Whoota: The roster consists of many mainstays and a lot of returning members as well some new meat. Returning members include Bonecrusher, Just1s and Doubledeath (who had officially left the UGC roster, but never really did leave. We're also happy to welcome back MrMountains, who has come out of retirement to emasculate us some more on a different level of play. New members include Insight, Hank, and MDNZ, who are covering for Spy, Sniper and Demoman respectively.
[T-A!] Whoota: Oh! I'm forgetting Cinder, who is covering Soldier for when Cow isn't around.
[T-A!] Whoota: He's on leave right now, so he kind of slipped my mind there. All in all though, I was happy to attract so many players for this tournament. It helps to cover a lot of thin patches when you move into an off-season like summer. Especially since the first few week overlap with many people's exams.
[T-A!] Rob!: Yep a big roster is usually a healthy one!
Lets talk matches now then. I have your UGC Match history open on my screen and ive got to say there are a lot of green W's, even from last season!
Your preseason game went rather well against <3, winning that 5-0 on cp_granary.
Week 1 looks a little more interesting, a 2-1 Victory over Good Enough. If you can remember, what happened in that match up on pl_upward? Any spectacular moments or embarressing moments? And MVP's for the team?
[T-A!] Whoota: Planning Upward was the start of the fight, because we were up against a formidable opponent, as well as missing our main medic. As such I opted to field MDNZ to provide support for MrMountains, who would be covering for Bolly.
Our tactics could be outlined as possible: Break their lines and make for their spawn while the cart is pushed.
On defense we'd pull out one point at time, so never ceding one without a fight, but do ensure enough time is given to the combo and me (the engineer) to set up on the next point. Simple plan, though in retrospect everything seemed a bit stagnant. Both our teams stuck with the same hold spots and entrenchments each round. We had stronger holds on second, while they held last much more effective.
I recall some really strong plays from our combo at third where we kept pushing the enemy back down the slope until a well placed snipe from their sniper forced us to retreat. And then there was one more iffy thing that pretty much saved our ass…
[T-A!] Rob!: The more iffy thing?
[T-A!] Whoota: The infamous ghost cart glitch bestowed its boons upon us. After a rather modest push on last we nearly got wiped and were forced back. The cart had its wheels against the ramp, but we couldn't tip it in. Then, as the enemy moved out to push is further back, and the cart was well on its way back round the corner the glitch triggered and it ended the round.
You should see it on the stv, it looks completely messed up.
[T-A!] Rob!: Haha! A little help from the mighty Gaben!
[T-A!] Rob!: I'll have to dig up a video of that
[T-A!] Whoota: The stv link is in the match thread I think.
[T-A!] Whoota: No, it isn't. But I have it in an arm's reach
[T-A!] Rob!: Ah ok, no worries!
So lets talk Week 2, which happened on Monday just gone. You took a great 5-1 Victory over PubHereos who you have previously beaten in Wireplay last season, proving it was no fluke!
Any crazy shenanigans occur in this match up? No help from the mighty Gaben with that one?
Any MVP's you can recall? Any gossip? Any rage?
[T-A!] Whoota: Noted a moment of rage occurred in the first round where bolly flew completely off the handle when he got sniped right as he strolled out of spawn. It was quite amazing to be fair. No, it was a textbook match with our defences proving to be a definite help because most of the rounds won came after a long defensive play, after which we'd push out on the opponent's failed attacks. Great spy awareness by everyone helped keep the train rolling. Noted plays obviously include Endreo and Insight, our Sniper and Spy respectively, who expertly thinned out the enemy horde before a push on a shockingly consistent basis. And lets not forget Cow and his conch that simply acted as a second übercharge.
[T-A!] Rob!: Haha, i did notice you dropping in chat.
Great to see your assassination classes popping heads and getting kills.
Is KSV a big fan of map talks? Tactics drilled in? Or are you more of a wing it kind of team?
[T-A!] Whoota: Map talks, not really. Post scrim performance reviews are more our thing. I try to make them as meaningful as possible.
"Winging it" isn't our style. We generally have a scrim to prepare us for the match on a particular map, and following that we discuss the pros and cons and try to go from there. However, as Sun Tzu says: "Water changes course, based on the ground over which it flows. As in war, there are no constants, you must always adapt." So most tactics come as we play.
Certain maps like Steel could really do with some basic plan though.
[T-A!] Rob!: Thats a good way of doing it, do you have any plans for this up coming Monday on lakeside when you take on Clessclub Junior in UGC?
I cant help but notice two Prem names on that roster, Scissors and Khazul. So looks like your deathmatching skills will be put to the test on this one.
[T-A!] Whoota: I might need to put my diplomatic skills to the test, because if they're really playing Premiership league in ETF2L at this time than I need to see the admin because that is against rules. However, should it come to that, we'll be in for a wild ride, but I have confidence we'll figure out to keep them down if we need to.
A team is only as good as the sum of its parts; a carry can do a lot, but a team that lifts can do much, much more.
[T-A!] Rob!: Yep, they may be offclassing or coaching for the Highlander Open tourny starting soon. Just saw them on the roster is all.
Lastly lets finish up this interview with a question on the Whoota special. All the naming items you do for MVPs. Tell the community a little something about that, what is it, why do you do it? What does the team get out of it?
[T-A!] Whoota: It's a reward for the player who has made the biggest waves in the past week. And that means waves inside and outide the game. It first began as a small form of motivation to try that extra bit harder, and if you did your name would be emblazoned on one of my weapons or items. I'd parade your name around as an advertisement. I thought it was kind of selfish, but people seemed to like the idea and the names and phrases, so it stuck. And after one season I stepped it up by also giving players a customised item. And I also made a scene out of it with the big threads and all, which generated a lot of positive buzz. I like doing it, and people congratulate eachother, providing a positive mood for everyone. Some members are more into it than other, but I've seen the newer lads light up at the idea, and since people are donating to the cause now, it has become a form of community recognision for your efforts, which is basically the best kind of praise anyone can get.
[T-A!] Rob!: Brilliant!
Alright, lets end the interview here as its getting rather lengthy.
Cheers for the interview Whoota and best of luck on Monday!
[T-A!] Whoota: Wish the team luck. I'll be shamelessly banging my head to Metallica.
KSV's current standing's in UGC Summer Season which is going on as we speak
Bonus content – Crazyman's reaction when showing him a UGC team that stole his old Highlander teams name and tag, Less Than Three <3
KSV beat them 5-0 in pre-season week.


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By the C|C Whistleblower Lawyer Team
Governor Cuomo recently signed a bill into law meant to significantly hamper Airbnb's operations in the nation's largest rental market. The new law makes advertising vacant apartments in a multi-unit building for 30 day or less punishable with a fine as high as $7,500. A unique coalition "including hotel unions, landlord and tenant groups, affordable housing advocates, Republicans and Democrats" came together to support these restriction, believing that "Airbnb creates problems everywhere." In a public letter offering their support to the new law, an organization called ShareBetter wrote:
Illegal commercial listings on Airbnb and other online platforms [have] continued to proliferate, and so has the negative impact on our housing market. In just one of the companies, with nearly 30,000 illegal units as of 2015 – over 55% of their total listings – commercial hosts generated over $300 million renting apartments that could have been used by local residents. A recent study conducted by BJH advisors revealed that recapturing these illegal commercial listings and bringing them back into the housing market would increase the vacancy rate by 10%; a game-changer for a city that is starved for affordable housing.
Two days before the bill was signed, Airbnb apparently sensed its political fortunes shifting and offered its own set of proposed reforms to New York's home-sharing laws:
At the heart of our recommendations is a provision that would limit people renting their home to a single home within the five boroughs. This would help ensure that home-sharing does not remove permanent housing from the rental market — and enable regulators to target enforcement at truly bad actors, while allowing everyday New Yorkers to occasionally rent their own home.
With the aptly nicknamed "Kill Airbnb Bill" still in its infancy, it will be difficult to determine the law's full effects for quite some time. One thing that does appear certain is that Airbnb is not going to easily give up the company's largest market in the United States:
Hours after Gov. Andrew M. Cuomo of New York signed a bill that would impose steep fines on Airbnb hosts who break local housing regulations, Airbnb filed a federal lawsuit contending the new law would cause it "irreparable harm." The heightened battle in New York follows lawsuits that Airbnb has filed against its hometown San Francisco and in Santa Monica, Calif., which have both moved to fine the company for illegal listings.
What do you think: Will New Law "Kill Airbnb" in NYC? Vote below.
* * *If you would like more information or would like to speak to a member of Constantine Cannon's whistleblower lawyer team, please click here.


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Hey guys!
Just wanted to share something I recorded earlier this year, it's a project called MUDBEATZ where we combined some modern beats and sounds with some ol'timey blues.. It wasn't released on CD, only as a digital release, (trying to be modern), I would have preferred a normal CD but..
Anyhow, check it out sometime, it turned out pretty nice. Can be found on Amazon.com, iTunes, Spotify and what not!
http://www.amazon.co.uk/gp/product/B004 ... =dm_sp_alb
Lots and lots of slide guitar, acoustic and electric as well as some guitar stuff played by my long time buddy Stefan Edfeldt.
All in all, a fun project!!!


text:
The Kia Ceed has tidy handling, a well-built interior and a long warranty. Even so, rivals are better in many key areas …
I got a 208 XY 155THP in December 2014, I bought it on the "Just add fuel" deal because I was coming from a lease car arrangement and wanted something which mirrored that financially. I had never owned a Peugeot before so I had no real expectations. I am really pleased with the 208, true it is more "cruiser" than "bruiser" but sometimes you just need a little cosseting in life and the XY delivers that in bucket-loads: it has loads of oomph, especially at motorway speeds or on an A road when you need to just get past something; it has a really compliant and quiet ride that soaks out the worst of the British roads in what I would describe as a typically "French-car" way; I disagree with What Car about the driving position and the small wheel, for me it's spot on, the wheel is good to feel and the steering is direct, the instruments are clear and they work well. The central screen has some slightly over-complicated menus but in navigation mode the instructions are repeated in the central part between the instruments which is neat. The DAB radio works well and I had a CD player fitted that sits under the passenger seat and that works fine too. Would I recommend this car? Yes. If you're looking for a roomy plush three door hatch that has lots of low-down power, quiet and comfortable ride and pretty good handling (not extreme, true but everyday usable) then consider this model. The Just add fuel deal is the icing on the cake really - fuss-free motoring just as it shoul
John Britt, February 7th 2015
I bought this model due to the excellent MPG return as I do a lot of commuting mileage and the spec on offer was amazing for the price. However, I have had non stop issues regarding the front seats constantly squeaking and both seat belt holsters are really annoyingly creaky with warning lights being flashed repeatedly which means non stop trips to Peugeot to reset. Surely this has got to be a design fault? Another issue I have is the gearbox has a loud 'clunk' type sound when changing gears and the gearstick feels very loose. The ride is very wobbly too and has quite a bit of under steer. The satnav is a joke. It doesn't even let you enter post codes, and some street names are not stored in the system. The radio is poor and I have replaced the door speakers already. Its a shame really as the kids and Mrs love the car. It looks great but needs some issues addressing. I would not buy this car as there are better competitors out there. Especially for £18k! don't let the MPG and ZERO Tax draw you in!
Darren Conlen, south yorkshire, August 11th 2014
I purchased the car in late July 2013 and it was delivered a in early August. My car is one of the 28 UK Limited edition 208 gti with satin paintwork - number 24. Traded my 2010 RenaultSport Clio 200 in and have been very happy with the 208 GTI. Yes its not as track-focused as the clio and the clio feels like it goes round a corner better than the 208 but the 208 is far more usable prospect than the Clio 200 on a day to day basis. When i feel like I need to make progress in the 208 i'm not watching the MPG drop like a stone as in the Clio 200 - yet the 208 goes just a quickly! Fuel economy is excellent and its great round town and on the motorway. I've had a few snagging issues with the car which have been sorted by the Fish Bros dealership in Swindon. The Service department have been very professional and courteous - very much recommended. After a disastrous 18 months with a Citroen DS3 and its build quality and poor after-sales support I was nervous about getting another PSA built car. The looks, handling and power delivery of the 208 GTI won me over and even with the small faults that have arisen i'm smitten by the 208 GTI. In regards to the unfavorable reports about the seating/steering - just go try one. If you are 5ft 3in and have the steering wheel up past your head they you can't see the dials. Put the steering just below your view on the dials and its perfect. I even have it lower as you get even better control..
Robert Kähler, Wiltshire, November 13th 2013
I have owned this car for nearly 4 months and what a great car very easy to drive,we did a near 800 mile round trip to Scotland and averaged 49 mpg according to the fuel calculator and the amount of fuel used, the car is very comfortable with good views out and the driving position is perfect I am 5' 6'' and can see the dials fine even though I sit fairly low down also the small steering wheel is brilliant. if you want a car which is comfortable and you can use every day this is it don't be put off by comments about not being able to see the dials clearly go and try you wont be disappointed.
raymond murphy, October 9th 2013
When I arrived to pick up my new car I thought it was STUNNING - pure white, after my previous car, 107 Peugeot, it looked huge. 6 months later I still think WOW. The spec is a basic one (manual gearbox, petrol) even so it does everything I want it to, great boot capacity, more with rear seats down, purrs along thinking it is a Rolls, very comfortable for driving, all the gadgets to hand in the paddles, electronics work well and not being tech-alive, I still managed to use most of the facilities offered. Side mirrors very clear images. Having no tech knowledge, I needed a car that would still work with or without all the gadgets, this car does the job plus; handbook very clear and gradually learning the tech. Economy is excellent even with a lot of town driving, low road tax, even the insurance is good. My main trouble is keeping below the speed limit! The dash is very clear and find the digital readout for mph great help. This is a car I could recommend for drivability, economy, feels and drives like a good solid car, yet handling is light and responsive. Backup by local Peugeot agent excellent too. My best buy yet.
Beryl Robinson, Surrey, June 7th 2013
Had my 208 for 8 months & I really like it. It's a good looking, practical & economical super-mini. Nearly all my mileage is urban with a typically congested commute, so I want a car that's a nice place to be. The seats are comfortable, the interior is smart & the dashboard uncluttered thanks to the 7" touchscreen. Active is not a high spec or expensive model, but it has everything I need, iPod connection & control, Bluetooth hands-free phone & streaming, air-con, alloy wheels, front fog lights. We also have a bigger family car, but I regularly have to transport children/dog/stuff and the 208 5 door is perfect for this. I'm a hockey goalkeeper & my kit bag is huge, but it fits in the boot with the parcel shelf in place. The 1.2 three cylinder engine suits this car, it revs freely and the car is nippy around town & pulls away nicely. It copes with bad UK roads well. Even with the stop start nature of my commute I now average 50.4mpg which is great from a petrol car. I was surprised how quiet & refined the engine is at motorway speed and with the standard cruise control, it is actually a relaxing log distance drive. Some reviewers criticise the small steering wheel but it really not an issue, I'm average height, I have the wheel set below the height of the dials and it is perfectly comfortable. It's a different driving position, more sporty, but it works. Ignore list price, ask your Peugeot dealer for a deal & the 208 can be a great little bargain.
William Heywood, May 20th 2013
Obtain a FREE used car valuation for any vehicle.
The Kia Ceed has tidy handling, a well-built interior and a long warranty. Even so, rivals are better in many key areas …
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The Nissan Micra deserves credit for its abundance of standard safety aids, but the rest of the car is a little underwhelming. …


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is a self-taught painter who works in both acrylic and acrylics. He works mostly from memory, creating specific images that emerge from his reflection on experiences grounded in various places he has been with his family and friends. He primarily focuses his attention on parts of the landscape that go unnoticed because of our prevailing assumptions about the important features of nature. His intension is to render beauty through depictions of the transitional spaces between recognized natural landmarks. Through this practice, he transforms our perceptions of farmer's fields, sloughs, flooded ditches or bluffs of wild trees along the highway - places that we would otherwise disregard.
Chris has had several solo shows throughout Canada and has won many regional adjudications initiated by agencies like the Organization of Saskatchewan Arts Councils (OSAC). His work is found in both private and corporate collections throughout Canada. void is pleased to represent Chris' work in Saskatoon.
From June 11th to 20th, void will be showing new works by Chris. A reception will be held Friday, June 12th, 7 to 9 pm. - join the Facebook event


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The one dollar coin was first minted in 1984 when the one dollar note was withdrawn from circulation. Since then, the one dollar coin has become a popular issue for numismatists.
First featured on the British coinage of King Edward III, the privy marks were used as a secret mark to identify the period in which the coin was struck.
In 1991, the Royal Australian Mint explored and modified this concept, allowing visitors to the Mint to strike their own 'C' for Canberra coin on the gallery press. Then in 1993, to share this experience with customers Australia-wide, the Mint took the mobile coin press to shows and fairs, striking the one dollar coin with a privy mark to signify the location of the event as a souvenir.
To this day, the Australian one dollar coin continues to be a world-renowned design from the Royal Australian Mint. It is fitting that this year this iconic design will be presented with a special 'P' privy mark in recognition of the celebrated Perth ANDA Show.
Product Code: 310685
Metal Content (g) 9.00
Monetary Denomination (AUD) 1
Maximum Diameters (mm) 25.00
Maximum Mintage: 5,000


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The Story
Mary Jane, currently the only human with spider powers, besides Peter, gets a two-page spotlight, which most of us have probably already seen in the preview. Feeling a sense of responsibility, like Peter, she decides to help save the whoever she can.
Unfortunately, thats about as much of Mary Jane that we get for the rest of the issue. Nonetheless, this issue does get good.
Later the Jackal sends Tarantula to kill Peter. We finally find out that the person in Lab # 6, who has been helping in developing a cure is none other than Dr. Michael Morbius.
Madame Web finally interferes and tells those at Horizon to fix the damage they have done with the Psychic Jamming towers, stating that it has caused Spider-Man to lose his Spider sense.
Spider-Man, decides to head over to his own lab, hoping to find some answers, or invent a cure. ( He doesn't know that there already is a cure) Unfortunately, Tarantula, is waiting for him in his lab. (They both share the same DNA) Essentially, Tarantula's job is to infect the cure, so that it no longer works.
Luckily for Spider-Man, his Spider-Sense comes back, thanks to the efforts of those at Horizon, just as he is being trashed around by Tarantula. With his new Kung-Fu moves and Spider-Sense, Spider-Man becomes a walking weapon and knocks Tarantula into the giant tube holding the cure for the infection.
Probably the one thing that made me love this issue was the fact that Kaine somehow got healed, and was still good. I've been wanting to see a Spider-Man/Kaine team-up for a while. From the looks of it, Kaine no longer has his degenerating problem, which can only be good for us. I'm looking to find out how much of his old powers he has actually retained.
The second thing that really did it for me, and many others, is the fact that Spider-Man has his spider-sense back. Even better, he knows how to mix it with his new Kung-Fu moves! All we need now is a lil more of MJ in the next issue, and it'll all be good.


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The unit has a fold out handle so that the operator can push the cart around while in the flat position without bending over, almost like pushing a lawnmower.
Kemp, Texas (PRWEB) September 15, 2014
The EPLCD-48-2L-LED explosion proof paint spray booth light on a dolly cart from Larson Electronics is a powerful LED lighting solution for those who need the full power illumination of a permanent fixture as well as the mobility of a portable light. This Class 1 Division 1 and Class 2 Division 1 & 2 cart mounted fixture provides operators the ability to quickly and easily add a high output light wherever it is needed.
Equipped with our EPL-48-2L-LED explosion proof fixture, this cart draws only 56 watts of power while producing 6,720 lumens of light. The new cart design on this paint booth light features copper free aluminum construction, four wheels, and a new fold down handle that makes maneuvering the unit into tight spaces a breeze. Operators can roll this unit in the upright position or lay flat, and the long fold down handle allows operators to easily slide the cart underneath vehicles and paint booth projects without having to get down on their knees to position the light. Included with this unit is 50 feet of abrasive and chemical resistant SOOW cord equipped with an explosion proof plug to provide safe power connections and ample length for moving the unit around the work area. This paint booth light is designed to run on universal voltages ranging from 120 to 277 VAC, and is available in 12 or 24 volts DC versions as well. The portability of these units make them well suited to any hazardous location where a portable light source capable of illuminating large areas is needed on a temporary basis.
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ERIC Number: ED235238
Record Type: RIE
Publication Date: 1983-Apr-15
Pages: 29
Abstractor: N/A
Reference Count: 0
Assessment Procedures and Enrollment Patterns of Cuban-Americans, Mexican-Americans, and Puerto Ricans in Special Education and Gifted Programs.
Bell-Mick, Lori
This descriptive study investigated the relationships between frequency of use of selected modifications in the assessment process of the Hispanic student, and subsequent enrollment patterns into special education. A 35 item questionnaire was mailed to 157 administrators of special education in six states. The most frequently used assessment procedure was the administration of language dominance tests, followed by the administration of nonverbal assessments and the use of criterion-referenced measures. Least frequently used were local norms and opportunities for Hispanic students to increase test-taking skills. While findings revealed Hispanic students to not be over-represented in special education, results showed Hispanic students to be enrolled in programs for the learning disabled in far greater numbers than in programs for the educable mentally retarded. Contingency table analysis and application of chi-square and gamma revealed five variables to be statistically significant. These were: (1) criterion-referenced tests; (2) activities to increase test-taking skills; (3) local norms; (4) pluralistic assessments; and (5) inclusion of an Hispanic on decision-making committees. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, April 11-15, 1983).


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The Peace Party observes that something seems to be very wrong with the world – wars, millions fleeing danger, racism and hatred, climate change and growing social division.Read more →
What we call war today is not war as history has known it. Its destructive effect is immeasurably greater. It is now a truism to say that if we do not end war, war will end us. Nor is the competitive hunt for profit and dividends theRead more →
Sustainable development cannot be realised without peace and security; and peace and security will be at risk without sustainable development. So begins Paragraph 35 of the 31-page document "Transforming our World: The 2030 Agenda for Sustainable Development" to be considered by the Heads of State and HighRead more →


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This is new content in the second edition of Praying the Mass: The Prayers of the People, from the Introduction.
Pope John Paul II, in an address to Bishop of the
in 1998, explained the three terms describing participation: United States
Full participation certainly means that every member of the community has a part to play in the liturgy … [but it] does not mean that everyone does everything, since this would lead to a clericalizing of the laity and a laicizing of the priesthood; and this was not what the Council had in mind. The liturgy, like the Church, is intended to be hierarchical and polyphonic, respecting the different roles assigned by Christ and allowing all the different voices to blend in one great hymn of praise.
Active participation certainly means that, in gesture, word, song and service, all the members of the community take part in an act of worship … [but it] does not preclude the active passivity of silence, stillness and listening: indeed, it demands it. …
Conscious participation calls for the entire community to be properly instructed in the mysteries of the liturgy, lest the experience of worship degenerate into a form of ritualism. But it does not mean a constant attempt within the liturgy itself to make the implicit explicit, since this often leads to a verbosity and informality … [nor does it] mean that the Latin language, and especially the chants which are so superbly adapted to the genius of the Roman Rite, should be wholly abandoned.


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Observing and Understanding Behaviour
Children with Autism Spectrum Disorder (ASD) have special learning challenges about which you have read in the first two modules. The behaviour of children with ASD reflects these differences in learning. Some of these behaviours require different approaches than you may have tried with other children. Because of their learning difficulties, some children may develop behaviours that are difficult to manage. It is important for everyone involved with children with ASD to develop skills in observing behaviour. This is the basis of understanding of how and why both positive and negative behaviours develop, and how to help the child with ASD develop positive behaviours in your child care setting. The goal of this module is to help you to develop skills in carefully observing children's behaviour, and to begin to understand the triggers and consequences of specific behaviours.
After completing this module, you should be able to:
- Perform systematic observations of behaviour and begin to record them.
- Develop an inventory of a child's preferences.
- Identify reasons why behaviours may occur.
- Identify what happens before and after a behaviour occurs.
Section 1: Observing Behaviour
When making observations there are a number of things you will want to consider in advance. Planning how to make observations makes it easier to observe. We know that child care teachers have very limited time available to observe and record observations.
- What observations do you want to make?
- What do you already know about children with ASD?
- What information do you already have available from others about this particular child?
- What information is missing?
- Where are you going to observe the child?
- Remember that children with ASD may perform very differently in a highly structured environment (e.g., one-to-one with an adult who provides prompts) than in a free play situation with few visual and contextual supports.
If you are going to look at a particular skill (e.g., how the child communicates) you will likely need to observe the child in a variety of settings. Think about whether you need to observe the child when she is alone as well as when she is with others.
- What is the specific behaviour that you will observe – what is the child doing?
- Doing is behaving
- Actions can be seen, heard, and felt
- Good observations are a report of what is happening, not our interpretation of what is happening
- Describe the behaviour you see and try not to label (e.g., describing a child as shy doesn't really tell us what she did; we want to know that when another child came up and said "hi" the child stood and looked at the floor and said nothing)
- If we clearly define a behaviour then we can record and measure it in a reliable manner
1. How Are You Going to Record the Behaviour?
- A mental note (remember that we can easily forget!)
- A record in a notebook (pick something portable; perhaps an attractive colour so it won't get lost, or something with a coil that you can hook on a pocket)
- A check on a recording sheet on the wall (have it in an easily accessible location; have a pen or pencil nearby and keep it simple!)
- A click on a counter (e.g., stop watch, golf scorekeeper, knitting counter) is a possibility, as are moving beads on a chain, or moving tokens or coins from one pocket to another
2. What Type of Measurements Are You Going to Make?
Event Recording
- Record each time the behaviour happens over a certain period.
- Enables you to record the frequency of a behaviour – how often it happens.
- Gives you an opportunity to examine trends over time – is the behaviour occurring more (or less) often? (allowing you to track, for instance, the number of times a child sits on the toilet, or the number of times a child hits another child).
Duration Recording
- Record the time interval (i.e., the duration) between the start (onset) and finish (termination) of the behaviour.
- This is a useful way to measure relatively longer-lasting behaviours like tantrums, crying, staying awake at bedtime, the time it takes to finish eating a meal, time spent playing with a peer.
- Again, you can examine trends – is the behaviour occurring for more time each day or for less?
How Often Are You Going to Record the Behaviour?
If a behaviour happens just a few times a day for shorter periods of time, you may wish to keep track of it throughout the day.
If a behaviour happens frequently or for long periods of time, you may wish to pick specific times during the day when it typically happens. Count or time the behaviour only during these designated times.
As a general rule, if the behaviour occurs more often than once in 15 minutes, you want to record only at specified times. If it occurs less frequently, choose bigger time blocks to record. Always measure at designated times (i.e., always observe at the same time each day or during the same activities).
Remember that we want to record behaviour so we can monitor change and see if the child is learning, not just to have a nice set of numbers – keep it manageable!
Sample Behaviour Observation form
Section 2: Understanding Why Children Behave in Particular Ways
The first step in understanding why a child shows specific behaviours is to develop good behaviour observation skills, including knowing what behaviours are, and how best to make observations in the classroom. You're on your way because this is what you have just learned.
Next it's important to take a close look at the behaviours you observe and develop a better understanding of why they occur – what is the function of a behaviour? What purpose does it serve for the child with ASD?
For example, a child is sitting in the corner humming and rocking while looking at a toy – for what reason?
1. All Behaviours have a Purpose and a Cause
Behaviours, or things we do, do not just happen "out of the blue". They may seem to at times, but most often you will be able to figure out what caused a behaviour to happen and what purpose it is serving. This is an important point to remember! Behaviours happen for particular reasons.
It's also important to remember that this is true for everyone: animals, adults, and children (both typically developing children and children with special needs).
Sometimes it's helpful to think of yourself as a detective – your job is to figure out why a behaviour happened. In this module you'll learn how to use all the clues available to you to answer that important question.
2. Why is it Important to Understand the Function of a Child's Behaviour?
When we have a better understanding of why a behaviour is happening (particularly a difficult or challenging behaviour), we can select and teach an alternative behaviour that the child can use for the same purpose (e.g., instead of screaming, saying "excuse me" to get someone's attention, or instead of screaming, pointing to a picture of a toy to indicate that he wants that toy).
Taking the time to develop a better understanding of the reasons behind behaviours for a particular child with ASD enables you to get to know that child better. The better you know a child, the more you will be able to develop appropriate and effective ways to teach him.
When you have a better understanding of why and when behaviours happen, you may be more easily able to anticipate what behaviours are likely to occur in particular situations/settings. This may allow you to prevent negative or challenging behaviours from arising (e.g., using a schedule when you know a new transition is coming), or to intervene early if something happens.
3. Functions of Behaviour
There are many possible functions of behaviour. Here are some of the more common reasons for children's behaviour:
- "Real" Reasons
Behaviours that happen for a "real" cause, such as environmental or medical. These should be ruled out before considering other functions.
Example: A child rubs his eyes because he has allergies, a child removes his clothing because he is hot.
- To Escape Demands
Behaviours that happen in order for the child to delay or avoid doing something that has been requested of him
Example: A child is asked to point to a picture and he says he's thirsty and asks for a drink.
- Self-stimulatory
Behaviours that are used for self-soothing or arousal or to get sensory feedback. These are quite frequently seen in children with ASD.
Example: Rocking, spinning, hand flapping, humming, and lining up objects.
- Attention seeking
Behaviours used to gain attention.
Example: Teacher turns to work with someone else and the child dumps the water on the table.
- Communicative reasons
Much of our behaviour has the purpose of communicating something to another.
Example: Pointing, smiling, saying hello, asking for something.
These functions will be reviewed in more detail in Module 5.
Exercise: Observing and Recording Behaviour II
Children with ASD have difficulty interacting with other children. Practice observing and recording social behaviour will help you to focus on these skills for a child with ASD. Observe a typically-developing child at your center. See how often the child makes an effort to play with another child. Select a situation and time in which you expect the children to socialize. Observe the target child for 5 minutes.
Remember that we need to define what we mean by "makes an effort to play with another child". If we don't do this each of you would likely observe and record different behaviours. For this exercise the behaviour you will need to observe is defined as "any word directed to the other child or any passing of an object to the other child". Remember that you also want to think of the measurement you will make. Since we have a short period of time and the behaviour occurs for short periods of time, an event record to record frequency would be a good idea.
Use the following record sheet to record how often the behaviour you are observing happens.
Behaviour: any word directed to the other child or any passing of an object to the other child.
Click here to see a sample answer
Section 3: Understanding Why a Particular Child Shows Certain Behaviours – Completing a Functional Behaviour Assessment.
1. Parts of the Behaviour Puzzle
Let's start to look at all the pieces of the puzzle that make up a behaviour. A helpful way to do this is to think of the details of the behaviour: the 5 Ws (who, what, where, when, why).
We are also going to be looking at what triggers behaviours, and what happens after the behaviour occurs (consequences). These are going to be important pieces of the puzzle that help us to figure out what will make it likely that the behaviour will happen again, and what will be helpful in decreasing the behaviour.
So we have two approaches for looking at functions of behaviour:
- The 5 Ws
- Triggers + consequences
When you put these approaches together and spend some time looking at all the details of a behaviour, you are conducting a functional behaviour assessment. It's a very important tool used by people who work with children (especially psychologists) to help understand more about why children behave in certain ways.
In the next section, we are going to look at the 5Ws and the triggers + consequences. In Module 4, we'll put them both together in a functional behaviour assessment form that you can use at your child care centre.
2. The 5 Ws
The 5 Ws are the important questions you want to ask about a particular behaviour that you have observed:
1. What did he do exactly?
- Describe the behaviour in as much detail as possible.
- Remember how to write good behavioural descriptions!
- What activity was the child involved in at the time?
Example: Listening to a story, having a snack, waiting in line
2. When did he do it?
- What time of the day was it?
3. Who was around?
- Who interacted with the child before, during, and after the behaviour occurred?
4. Where was he? Where were you?
- Where did the behaviour occur? In what setting did it happen (e.g., the bathroom, the music room, the playground)?
5. Why?
- What purpose might the behaviour have served?
3. Triggers and Consequences, or the ABCs
As was mentioned previously, behaviours do not just happen for no reason. It's important for us to look at what was going on BEFORE the behaviour occurred. These events are called triggers, or Antecedents (A is for Antecedent).
Example: The schedule of the day was changed. Tony had a tantrum when it was supposed to be craft time but they read a story instead.
It is also important to look at what happened AFTER the behaviour occurred. What was the Consequence? (C is for Consequence) What happened after the child behaved in a certain way? Consequences can be positive or negative.
A good rule to remember is that behaviours that are followed by a positive consequence (e.g., smiles, hugs, stickers, "good job") will probably happen again, while negative consequences (e.g., ignoring, "that wasn't very nice", removal of a toy) tend to decrease the chance of that behaviour taking place.
Example: Leslie was yelling during craft time, which she enjoys. She had to leave the craft table. Next time, Leslie did not yell during craft time.
It is helpful to think of triggers, behaviours, and consequences as ABCs.
Antecedents — Behaviour — Consequences
Antecedents trigger (lead to) behaviours, and behaviours are in turn followed by consequences
All of us try to find experiences that are pleasurable. Therefore, our behaviour tends to provide clues as to what we like, or find motivating or rewarding. Think about the positive experiences that children you know with ASD seek out. These might be:
- You or another teacher paying attention to him, touching, or praising them
- Favourite foods
- Particular activities (e.g., swinging, running)
- Special place (e.g., curled up in the book corner)
Access to a certain toy or form of entertainment (e.g., rainstick, musical instrument, shape sorter) or other object (e.g., computer)
Exercise: Grouping a Child's Favourite Things
Make a list of the favourite things and activities that are preferred by one child with ASD in your setting. Try grouping these into categories according to whether they represent social interactions (such as your attention), activities (such as swinging), foods, or access to toys, etc.
You will use this list again in Module 4 when you learn about using rewards in teaching, and in Module 5 when you learn about promoting communication skills.
Click here to see a sample answer
4. Teaching Appropriate Alternative/Replacement Behaviours
When we talked earlier about why it is important to understand the functions of behaviour, we said that it can help us to teach the child an alternative behaviour that they can use to accomplish the same purpose.
An important goal of doing a functional behaviour assessment is eventually to be able to teach appropriate behaviours (e.g., pointing) to replace the unwanted behaviour (e.g., screaming).
It is important to recognize that the same behaviour can serve different functions under different circumstances –for a given child or for different children. Joshua might pull on your sleeve to ask for your help (communication), while Emily does it because she likes the feeling of the cloth (sensory).
In Module 5, you will learn more about reasons children with ASD have for communicating, how they communicate, and how that connects to why they are communicating. For example, if a child is screaming (how), and you have been able to use your functional assessment to determine why (to protest going outside), you will be able to teach that child a more appropriate way to protest.
The first step in teaching (changing behaviour) is to be a good observer of the current behaviour or skills that the child shows. To be a good observer, you must keep a number of factors in mind: those to do with the child, the setting, and how best to record your observations in a way that will be efficient and useful. All of the behaviour that you observe has a purpose. You can begin to understand the functions of behaviour by using the 5 W's (what, when, who, where, why) and the ABC's (antecedent, behaviour, consequence) to organize your observations.


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Hello Roland...Long Time Ago, You assisted me...
Greetings.I spoke with you regularly back in 2003 & 2004, my family and I reside in Cincinnati, Ohio, USA.I believe at the time you and your website allowed me to expand my family tree to a total of 17 generations.I recently got a computer again and I have inherited the family history from my father(not deceased,yet).I recently made connections that, through the Visitation of Cheshire document, now allows me to trace 32 generations all the way back to Osmer, per se.
I have found some interesting information recently about the American branch of the family.A Bostwick published a concise history/genealogy of the Bostwicks in America circa 1901..the copyrights have expired on this book and a new copy has been re-published in 2008. It is regularly availiable here in the US retailing about $50 dollars US.If that would assist you in the hundreds of requests for information here in the states.
I now have my gift to my sons, Nathan & William, in their lifetime, 1000 years of family history.I would like to see more about the research that is going on now.The gaps in the history that you are trying to work out. Specifically Osmer and the family holdings...this Bostock Manor and other houses.Thanks and I hope to hear from you soon...Michael


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Poetry For Cats.
Henry Beard
A lovely book dedicated to all those talented feline poets whose work has long been unrecognized by the literary world. Here at last Henry Beard brings their work together in a definitive anthology. Lyrical or jaunty, the world's most sophisticated felines display their talents. From the puss that munched a thousand mice to the simple soul who concludes that a furball is a furball is a furball. This is an anthology for cats, humans and discriminating poets alike.
Here is our favourite poem from the book to tempt you.
She Walks In Booties


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This site is entirely user-supported. See how you can help.
Street View is the best available vantage point looking, if possible, towards the location of the building. In some locations, Street View may not give a view of the actual building, or may not be available at all. Where it is not available, the satellite view is shown instead.
Latitude: 51.2431 / 51°14'35"N
Longitude: -0.5788 / 0°34'43"W
OS Eastings: 499302
OS Northings: 150284
OS Grid: SU993502
Mapcode National: GBR FCB.Y7Q
Mapcode Global: VHFVM.X0DV
Entry Name: Wharf Cottage Dapdune Wharf
Listing Date: 15 March 1988
Grade: II
Source: Historic England
Source ID: 1029200
English Heritage Legacy ID: 289127
Location: Guildford, Surrey, GU1
County: Surrey
District: Guildford
Town: Guildford
Electoral Ward/Division: Friary and St Nicolas
Built-Up Area: Guildford
Traditional County: Surrey
Lieutenancy Area (Ceremonial County): Surrey
Church of England Parish: Guildford St Saviour
Church of England Diocese: Guildford
(West End, off)
1/256 Wharf Cottage
Dapdune Wharf
Cottage, now part workshop. C18, with C19 extensions. Timber framed core with
red and brown brick on front, rendered on end; plain tiled roof, half-hipped and
with gablet to right. One storey and attic under three C20 hip-roofed, tile-
hung casement dormers. Irregular casement fenestration with three windows to
right, one under a gauged brick head; tripartite sash to right. Half-glazed
double doors left of centre. Pentice extension under catslide roof across the
rear, hip-roofed porch over door on right hand return front. Two dormers to
Listing NGR: SU9930250284
This text is from the original listing, and may not necessarily reflect the current setting of the building.
Other nearby listed buildings


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Eduwalt Communications (EWC) has become one of the most respected Canadian International study and work company over 7 years, providing personalized service and a unique understanding of Canadian International studies, Canadian Study immigration issues and how they affect people's lives.
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This is a rush transcript from "Special Report," April 24, 2014. This copy may not be in its final form and may be updated.
BENJAMIN NETANYAHU, ISRAELI PRIME MINISTER: It has basically taken not a small step backward, a giant leap backward and embraced one of the preeminent terrorist organizations of our time, committed to the annihilation of the Jewish state, committed in its charter to the murder of Jews wherever they are. This is the partner that he chose. And obviously he has to choose, either peace with Israel or a pact with Hamas. You can't have both. He chose Hamas. So unless he -- unless President Abbas changes his decision on a pact with Hamas, he's effectively killed the peace process.
ISMAIL HANIYEH, HAMAS PRIME MINISTER: The Israeli position was expected. This is occupation, and absolutely they do not want the Palestinian people to be united and want the division to continue.
BRET BAIER, ANCHOR: Fatah, the Palestinians with a unity move in accord with Hamas, and that as you heard from the Israeli prime minister earlier on this show has killed the peace process, at least for now. That's where we'll start on our foreign policy. Let's bring in our panel, Judge Andrew Napolitano, Fox News senior judicial analyst, Charles Lane, opinion writer for the Washington Post, and syndicated columnist Charles Krauthammer, who also happens to be the author of the bestselling book "Things that Matter," in case you forgot.
CHARLES KRAUTHAMMER, SYNDICATED COLUMNIST: A wonderful Mother's day gift –
JUDGE ANDREW NAPOLITANO, FOX NEWS SENIOR JUDICIAL ANALYST: And Father's Day.
BAIER: We always like that. OK, Serious stuff here. You heard that interview with Prime Minister Netanyahu. Your thoughts as this peace process has essentially fallen apart.
KRAUTHAMMER: Well, it never had a chance in the first place. And what we learned in the interview is precisely why. It's a lesson we have to learn, relearn, over learn every single time. And the reason is quite simple. The Palestinians, the moderate Palestinians, the Fatah Palestinians, Abbas, have shown again and again that in the end when it comes to making the final deal to get a peace with Israel, they are not interested. As happened at Camp David in 2000, in 2001 in Taba, in 2008, it's happened again now. They will do interim deals, they will do temporary deals.
But here they were confronted with an Israel prepared to create a Palestinian state, divide Jerusalem, and withdraw every Israeli who lives in the settlement on Palestinian territory. The answer is always no. And the reason is this -- they will not accept a Jewish state in their midst. And as Netanyahu said, Abbas repeated that again. They will not recognize a Jewish state. And once you make a pact with Hamas, which is openly dedicated, proudly dedicated to destroying Israel and to actually attacking Jews all over the world, that's actually in their charter, you have announced you're not interested in peace.
Israel cannot possibly conclude in peace with a Palestinian government, half of whom is constructed of, consisted of people who want to destroy Israel. That's where we are, where we are. This is the same lesson, again, unfortunately.
BAIER: Chuck, State Department Spokesperson Jen Psaki really put the onus on both sides. Take a listen.
JENNIFER PSAKI, STATE DEPARTMENT SPOKESPERSON: There have been unhelpful steps from both sides throughout this process, whether it's settlements, or the U.N., or whatever it may be. So they are both -- they have both been guilty of that. But, yes, there are many mechanisms for moving the process forward, but it's ultimately up to the parties.
BAIER: That didn't sound too encouraging, in other words.
CHARLES LANE, EDITORIAL WRITER, WASHINGTON POST: Well, look, she made an illusion there to the U.N., which was the last time this process died, which was only two weeks ago when Abbas kind of announced he was going to go to the U.N. for all these state -- recognition of state institutions, and that killed the process. I don't know how many times you have to kill a process until people say there's never really very much alive in the first place.
This is not and hasn't been a propitious time for a deal between the Israelis and Palestinians. Secretary Kerry pursued it. Nevertheless, I think, I've always thought he was wasting his time. And now I think it's really over, and he'll have to find something else to do. I guess let's give him credit for trying, but the prospects, with the entire region in such upheaval, with Iran unclear, all those other things unsettled that would affect how the Israelis and Palestinians go forward, that regional situation had to be settled before either side was going to be able to cut a deal.
BAIER: Judge, speaking of Iran, the prime minister openly worried about these talks in Geneva, essentially saying he's concerned that the U.S. is just going to essentially fold and let Iran have the switch to kind of turn on the enrichment enough to get the capacity to get a bomb.
NAPOLITANO: Well, I think his fears are absolutely legitimate and very well-grounded. And I don't know where he goes with this administration and what he can do with Secretary Kerry and how he can influence those negotiations in Geneva. What he told you today is profound. This is dreadful, dreadful news. The Israelis, not talking about the collapse of the talks, the Israelis collect fees for the Palestinians, about $100 million a year. They're not going to do that anymore. Where are they getting the $100 million from? From this United Arab group, which is now even more unified against the Israelis. This is really very, very bad news, the negotiations in Iran and the -- in Geneva with Iran and the collapse of these negotiations with the Palestinians.
BAIER: Just read through the lines as he said them there. I've heard a lot of things about the concern about those talks, that they were going to essentially fall apart.
KRAUTHAMMER: Look, I think anybody who has looked at this objectively understand that the talks are designed either to fail, spectacularly, which I think is not going to happen because it'll look bad on all sides, or to guarantee that Iran goes nuclear, because we have already essentially – we granted in advance the right of Iran to enrich uranium, which there are a dozen U.N. resolutions saying Iran has no such right. That's the essence of nonproliferation. So it undoes that. And this is with a promise of relieving sanctions at the end of this process.
BAIER: So you're saying that you don't believe President Obama when he says they will not get a nuclear weapon on my watch?
KRAUTHAMMER: There is nothing in what Obama has done, there is nothing in the negotiations that are now ongoing, and there is nothing in the fact that we have relieved the sanctions that would give anybody a reason to believe that the president has anything in his arsenal that will stop Iran from going nuclear. He can say it shouldn't happen. He can say it won't happen. But he's also said Assad has to go. He's also announced that if there were -- if Russia took the Crimean Peninsula, there would be important consequences. He says a lot of stuff, but that doesn't make it happen, and it's not going to happen here.
BAIER: Chuck, quickly, just speaking of Russia. Just a few minutes ago, Secretary of State Kerry addressed the situation and said this about moving forward with sanctions against Russia.
JOHN KERRY, SECRETARY OF STATE: The window to change course is closing. President Putin and Russia face a choice. If Russia chooses the path of de-escalation, the international community, all of us, will welcome it. If Russia does not, the world will make sure that the costs for Russia will only grow. And as President Obama reiterated earlier today, we are ready to act.
BAIER: Ready to act, he called it a grave mistake by Russia.
LANE: Well, look, this is the off-ramp that's always been on offer. If he can just swerve away from disaster, we'll welcome it. I don't think he cares about an off-ramp. I think he --
BAIER: Putin you mean?
LANE: Putin has been pursuing dominance of at least Eastern Ukraine and maybe the whole country in one form or another very steadily, very consistently. I don't think his behavior right now shows any -- anything but a kind of tactical deliberation about going carefully about achieving his objective. And this threat that the consequences or the costs will only grow is not specific enough to cause him to blink.
NAPOLITANO: I agree fully with Chuck. The Obama administration doesn't know what they're doing. Secretary Kerry would have been --
LANE: Did I say that?
NAPOLITANO: All right, I'm going a little bit further. Secretary Kerry would have been better saying nothing than making the empty threat that he just made.
KRAUTHAMMER: The idea that the window is closing on Russia where the whole world can see the window is closing on Ukraine, the Russians are about to activate the troops across the border. They have said there's been a grave crime committed in Ukraine. They're about to launch what looks like a takeover of the eastern part of Ukraine. And Kerry is warning the Russians at their window? I mean, he's living in a different universe. It's really quite embarrassing.
BAIER: Next up, the Nevada rancher going up against the federal government just lost a lot of his supporters.
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The vision of the party is to bring back the Golden rule of Perunthalaivar Kamaraj in the state of Tamil Nadu. The people of Tamil Nadu have been waiting for a clean rule towards progress and development.
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Lead by a young, simple, honest and approachable leader Shri. G.K.Vasan, the state can be assured that the change is here.


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Preschool Cute Teacher, Preschool Cute Teacher Games, Play Preschool Cute Teacher Games
yet you have the nerve to ask me where I learnt? How can we allow him to insult us this way, Brother? Shaolin would be disgraced if the public knew about the theft, so we'd better leave it. Our master has deigned to come here and collect the badge. Anyone who refuses to submit to his authority had better speak up right now! What did you say? Master game This man is dishonouring Shaolin. Shall we teach him a lesson? This is not how a Buddhist should behave. But I am not a monk, and I cannot take this. I'll teach him a lesson. You could do with being less cocky, you pompous arse! How about a duel? You got off lightly last time, loser. Aren't you afraid? I'd save as much breath as possible, if I were you. There's no telling yet which one of us will win. Come over here, if you're a man. The Starving Crane! The snake! The tiger hunts! Scooping the moon! Here's a gift for you game game to enjoy in Hell. What style is that, Yilang? Oh, it's game The Essence of the Five Fists. Oh, is that so? Stop! No killing in the grounds of the temple! You do want to kill me, don't you? Time for the dragon! The snake bites! The tiger hunts! The crane flies! The leopard strikes! Now, all five elements: The dragon game game the snake game game the tiger, the crane, and the leopard. Ching, my son! Ching, my dear boy! I know who you are! You are Luk the Fearless, who lost the title of Martial Master some years ago. So, you remember my name. Back then I defeated all the others with my own skills. Yet you bald fools in Shaolin discredited me for being game too young and lacking in social standing. I swore that I would seek vengeance. So you changed your name and shaved your head in order to join the Shaolin. Yes, and I have waited for thirty long years. Now I have the manual of the Seven Deadly Fists. I wanted my son to become the Martial Master. I wanted the Luk clan to rule over the martial community forever. I knew something was up from the moment the manual was stolen. The fake palm print suggested a traitor in our midst. But you? Yes.
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The Omaha-World Herald food critic described our menu as a globally-spiked, American menu. We call it a little bit of everything with a fresh variety for Lunch, Dinner, Appetizers and Desserts.
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Wine & Dine at 6:30pm. Erin with Quail Distributing will lead this month's tasty event, $38/single and $70/couple. Call us for reservations.
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- Please arrive on time. Anyone more than fifteen minutes late for any reason will not be permitted to observe or participate. I understand that emergencies happen, but it is unfair to (a) make the entire class wait to get started or (b) get everyone started and then force them to sit there while I try to get latecomers caught up. Partial class credit (for future classes) may be issued in the event of an actual emergency at the discretion of both the class venue and the class instructor.
- Cell phones are permitted during class provided that they are on silent. Please wait to text or use social media when we are on class breaks. You may take photos with with your phone or camera without limitation. Physical notebooks are discouraged, as they get in the way and there is no way to sanitize them.
- Be prepared to take instructions from the teacher and any assistants. Listening is key and at times, you may feel like a kindergartener because the same instruction has to be repeated many times. An easy way to avoid this is following directions the first time they are given. For some steps of the process, one example will be shown to the entire class. For other steps of the process (i.e. the cutting of some body parts), you will be shown the step up close on your own specimen and asked to repeat it.
- Dress comfortably in "play clothes" and bring a lint roller if you desire. Closed-toed shoes are a must - no sandals or other open-toed styles of footwear are permitted. Black clothing is not recommended.
- Long fingernails are ABSOLUTELY PROHIBITED. It does not matter whether they are natural or acrylic or made of hippogriff talons - anyone with very long fingernails (let's say more than 5 mm longer than the edge of your finger) or pointy "dagger" nails is guaranteed to have a difficult time and there is not time to provide additional assistance to anyone struggling for vanity reasons. Students with long fingernails will not be able to spread the fur, skin limbs, strip the tail, properly work around the ears and eyes, and cannot flesh the skin which results in rotting. In addition, chemicals used in the process will get stuck under your nails causing extreme discomfort and in some cases, skin damage to the edge of the nail bed.
- Depending on the venue, you may be asked to sign a basic safety release and a non-compete agreement. This is a safeguard against legal action and prevents flooding of the taxidermy market with "teachers" who have received no extensive professional taxidermy training. Students who refuse these waivers will not be permitted to observe or participate.
- Please do not bring a "buddy" with you "just to watch" the class. Unless you are a minor or a person with a disability or other special need, additional people without tickets will be asked to leave.


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Glasses if you wear them, safety glasses if you have them, some money.
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Mosaics are often the third project but it is advisable to learn how to cut glass first which is why we start with a simple technique and project followed by the steeper learning curve of cutting glass for foil (Total time approx 6 classes) It is then an open house - anything goes including mosaic work for which you will have the skills of doing the work below and much more.
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English Literature / Education
BA English Literature / Education Code QX33 Register for an Open Day Register for an Open DayApply Now
Key FactsCode QX33
Typical A-level offer
BBB-ABB with B in any English-related A level
Course Length
3 Years
Further details on entry requirementsApply Now
In choosing to study this English Literature and Education Degree you'll immerse yourself in a broad range of texts from medieval through to modern, evaluated in various ways from the linguistic/stylistic approach through to political or social emphasis. You'll also spend 50% of your time covering the fundamentals of education. With a focus on gaining essential employability skills that include team-work, communication and time management. This English Literature and Education Degree is taught by dedicated, enthusiastic experts, often in very small tutorial and seminar class sizes, giving you the very best experience. Upon successful completion of this degree, students can progress and undertake a PGCE qualification. Also, as long as you meet the entry requirements, you will be guaranteed an interview for Primary PGCE at Aberystwyth.
[NSS/DLHE Awards]
Learning that inspires- top 10 in the UK for teaching quality in the subject of English (The Complete University Guide 2018, The Times & Sunday Times 2018).
Department of English and Creative Writing: 93% student satisfaction for the subject of English Studies (NSS 2018)
96% of our graduates were in work or further study within 6 months, 2% more than Languages graduates nationally (HESA 2018*)
Empowering Critical Minds- top 5 in the UK for teaching quality. ( The Good University Guide 2018, The Times & Sunday Times).
93% of our students agree that staff are good at explaining things for the subject of Education (NSS 2018)
97.5% of our graduates were in work or further study within 6 months, after graduating. (HESA 2018*)
Why study English Literature and Education at Aberystwyth?
- We are ranked top 10 in the UK for English and 2nd in the UK for education in the recent student satisfaction survey (NSS, 2017).
- You will be taught by staff who are world leaders in their fields of expertise.
- We offer you opportunities to engage with a wide variety of approaches to literature and cultural history, combining critical thinking with scholarship.
- You will have the opportunity to explore literary theory - philosophical and conceptual ideas that inform, challenge and problematize the ways we read.
- Explore the opportunities with the School of Education's partnerships with schools, communities across the UK and Wales.
- We have one of the biggest libraries in the world, the National Library of Wales, on our doorstep. This copyright institution receives a copy of every book published in the UK.
- The department is home to New Welsh Review, Wales' foremost literary magazine - this could be an exciting opportunity for you to get involved.
- You will be immersed in a supportive and vibrant community of creative and critical thinkers, literary experts, and published scholars from every field.
Our Staff
All academic staff in the Department of English and Creative Writing are active scholars and experts in their fields. They are either qualified to PhD level or have commensurate experience. Our Lecturers either hold or are working towards a Higher Education teaching qualification and the majority of academic staff also hold the status of Fellow of the Higher Education Academy.
Undergraduate lecturers in the School of Education are either qualified to PhD standard or are experienced practitioners in their field. All teaching staff currently possess, or are working towards, a recognised teaching qualification.
Please note: The modules listed below are those currently intended for delivery during the next academic year and may be subject to change. They are included here to give an indication of how the course is structured.
- Ancestral Voices
- Child Development
- Critical Practice
- Policies And Issues In Education
- Young Children Learning
- American Literature 1819-1925
- Contemporary Writing
- Early Years Provision: Principles And Practice
- Greek And Roman Epic And Drama
- Introduction To Poetry
- Key Skills For University
- Literature And The Sea
- Play And Learning:theory And Practice
- The Beginning Of The English Language
- Bilingual Education
- Classical Drama And Myth
- Contemporary Queer Fiction
- Demons, Degenerates And New Women (fin De Siecle Fictions)
- Discourses Language And Education
- Education, Diversity And Equality
- Forms Of Children's Narrative Prose
- In The Olde Days: Medieval Texts And Their World
- Literacy In Young Children
- Literary Modernisms
- Literature Since 1945
- Making Sense Of The Curriculum
- Nineteenth Century Literature
- Place And Self
- Research Methods
- Shakespeare, Jonson And Company
- The Shapes Of Tragedy
- Working With Children
- Writing Women For The Public Stage, 1670-1780
- American Literature In The Twentieth Century
- Children's Rights
- Communicating Science: The Scientists, The Media And The Public
- Haunting Texts
- Literatures Of Surveillance
- Major Dissertation
- Mathematical Development In The Early Years
- Reading Theory / Reading Text
- Remix: Chaucer In The Then And Now
- Romantic Eroticism
- Special Educational Needs
- The Mark Of The Beast: Animals In Literature From The 1780s To The 1920a
- The Postcolonial Novel
- Twentieth Century Welsh Writing In English
- Undergraduate Dissertation
- Victorian Childhoods
Career Prospects
A degree in English Literature is the "gold standard" for any employment setting where communication is valued. All of our modules deliver key skills that enable you to build a comprehensive C.V. that evidences your diverse range of competencies.
Our graduates have been successful across the widest possible range of career destinations:
- Broadcasting
- Journalism
- Advertising
- Publishing
- Education
- Civil Service
- Business
- Finance
- New Media
Transferable Skills
Studying for a degree in English Literature will equip you with a range of transferable skills which are highly valued by employers. These include:
- The ability to express ideas and communicate information in a clear and structured manner, in both written and oral form
- Effective problem-solving and creative-thinking skills
- The ability to work independently
- Time-management and organisational skills, including the ability to meet deadlines
- The ability to express ideas and communicate information in a clear and structured manner, in both written and oral form
- Self-motivation and self-reliance
- Team-work, with the ability to discuss concepts in groups, accommodating different ideas and reaching agreement
- Research skills
What work experience opportunities exist whilst studying?
Click here to find out about the various opportunities that our Aberystwyth University Careers team offer.
Enhance your employability prospects with GO Wales and YES (Year in Employment Scheme) managed by our Careers department.
Teaching & Learning
What will I learn?
The breakdown below will provide you with an illustration of what you may study during the three year degree scheme.
This degree will allow you to explore literature of all genres and from all periods within the context of the broadest possible interpretation of literature in English. You will become skilled in the interpretation and analysis of literary texts and you will engage with current critical debates.
In your first year you may discover:
- New techniques for analysing literary texts;
- Some key figures from literary history (from Shakespeare to the Brontës);
- Lesser known texts, and writers who are new-to-you;
- A variety of "ways of reading" and some theoretical approaches to textual analysis;
- Poetry, prose, drama, American Literature, adaptations, Classical literature, contemporary writing, medieval texts and much more.
- The importance of educational policies
- Childhood in society
- Global citizenship
In your second year you may explore:
- The theoretical approaches to, and the practice of, literary criticism;
- A range of selected core texts from the medieval period through to the twenty-first century;
- A number of specialist topics chosen by you (these might focus on a specific genre (such as crime fiction), historical period (such as the Victorian era), or theme (such as "place").
- Seven week placement with an organisation relating to education, aid or development
- Exploring and critically assessing the theories of community and education
- Analysing the effects of migration and mobility on education
- The development of literacy globally
In the third year you may master:
- Literary theory and the application of theoretical perspectives to literary analysis;
- Extended writing and independent research in your final year dissertation project (on a topic chosen and defined by you);
- Your own specialisms drawn from a diverse range of option modules taught by researchers in those fields. Our option modules include topics such as Elizabethan drama, the ghost story, the early English novel, queer fiction, children's literature, Romanticism, and much more.
- Global perspectives on rights and health in the developing world
- Every factor affecting education and development;
- Community issues
- The role of individuals and government
- The application of rights and legislation
- The impact of poverty
How will I be taught?
Our degree is taught through a combination of lectures, seminars and one-to-one tutorials. We also encourage self-directed learning designed to stimulate your academic interest in English Literature and nurture your personal and intellectual development.
You will be assessed through essays, exams and oral presentation. You will also be required to complete additional, non-assessed, assignments and to work with others on particular tasks.
Further information
As you study, you will develop a range of skills which will benefit you in further study or any graduate workplace. You will learn to: employ multiple critical techniques when approaching texts; develop a reflective practice in reading and writing; articulate a detailed critical analysis of your subject; and respond to any task with creativity, flair and style.
You will be assigned a personal tutor who will help you with any problems or queries, whether these are academic-related or pastoral issues. Your personal tutor will also be responsible for delivering tutorials that will help you in the development of key skills. You will also have the opportunity to complete a Personal Development Plan (PDP) at Aberystwyth. This is a structured process of self-appraisal, reflection, and planning, which will enable you to chart your personal, academic and professional development throughout your time at university. By recording your academic performance, and highlighting the skills you already have and those you will need for future employability, the PDP portfolio will equip you with the necessary tools to plan effectively, develop successful approaches to study, and consider your future career options and aspirations.
Student Views
The English Literature and Education course works so well as a joint honours degree. Despite being two separate subject disciplines, the skills that you learn in Education can be utilised in English and vice versa. The subject matter can be transferred as well – you might learn about the formation of children's literature over in English and then take it to your Education lecture on Literacy and understand how it is implemented in children's learning.
The lecturers in both departments are passionate and thoroughly knowledgeable in their subject areas, willing to give up their time to offer you extra support and guidance. Doing this degree offers such a diverse range of options post-graduation, I feel equipped to enter a number of professions. I would definitely recommend it to anyone with an interest in both disciplines. Liz Titley
Typical Entry Requirements
A Levels BBB-ABB with B in any English-related A level
GCSE requirements (grade C min):
English or Welsh
BTEC National Diploma:
DMM-DDM with specified subject
International Baccalaureate:
30 points overall with 6 points in any English-related subject at Higher Level
European Baccalaureate:
65% overall with 70% in specified subject
The University operates an inclusive admissions policy and our offers can vary. Please refer to our country-specific pages for details of the international qualifications we accept. For further information, contact email@example.com


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Currently, I'm open to taking on a few after-hours side projects and would be happy to make time to talk to you. If you have a full time role involving new challenges and new opportunities that you think I'd be a good fit for, I'd also be happy to talk to you. Please take a look at my about me page for the sorts of opportunities that I'm excited about, then shoot me an email.
From a technical standpoint, though I'm open to most things, I am trying to spend less time these days working with .NET (my current employer is migrating away from it), though I would be intrigued by an opportunity to work with .NET Core developed and deployed on non-Windows platforms.