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Day Eight: Your Favorite Caseworker
Oh man I am excited to write about this one. So much gloom and doom: shitty parents, shitty foster parents, shitty foster homes, shitty teenage years...who needs em? I found a friend in what seems to be the most unlikely place for a foster kid: my caseworker.
For those of you unlearned in the foster care terminology, a "caseworker" is one's legal representative of that mystical magical invisible guardian called "The State." A caseworker has sway over you that foster parents don't have. They can make the calls foster parents can't make. They are a weird sort of mix of a lawyer, a caregiver, and (in foster youths' eyes) a disciplinarian. My first caseworker was a woman named Barbara who had a nice, loud, sassy mouth that I loved. I got transferred to this other caseworker; he was a guy, and he was new, and he was way too passive for me. I'm sure he meant well, but his indecisiveness and his blatant dislike of being around me and my foster parents (who the hell could blame him?) made me really detest him when I was a mean little sixteen year old.
Then, Annie happened.
For awhile, Annie wasn't even my caseworker. She sort of butted in when my doofus caseworker dropped the ball all over town (which was often.) She came to pick me up for random appointments to doctors and dentists. At first, as with most other adults and people in the DFS office, I had no idea what to think of her. She seemed pleasant, but my guard was up; I'm sure I was a brat those first few three hour long drives to and from my appointments. The more she came around and showed her willingness to help, the more I found myself opening up to her.
You have to remember, at this time I had nobody. No friends in contact other than letters. No sister; she was back at home with my parents. No parents, because they were douchebags. My foster parents always thought I was going to cast an evil spell on them, and when I moved in with my nutcase aunt, it only got worse. I literally had no one to talk to. And Annie was there.
She knew about my parents, she knew the foster parents in the area. She had all the know-how of the "system" and that is priceless to anyone going through such a horrific time in their life. She also had really good taste in music and she actually recognized me as not only a human being with feelings, but a teenager who felt normal teenager things, like having crushes on boys and wanting to wear cute clothes. It was super weird for me. My birth parents thought I was a retard, and my foster parents thought I was the spawn of Satan. Here was an adult who thought neither.
So, in a very short time period considering all that I had to go through, Annie and I got ridiculously close. The system and its asinine workings became a series of inside jokes with us. She was basically my therapist; I'd update her on everything going on with my foster parents, birth parents, foster sisters, and boyfriend(s). (I know, I'm a tramp. Leave me alone, I was 17.) And as supportive as Annie was, she never shyed away from giving me real talk--something I think I sorely needed but didn't appreciate at the time. I was transferred to a LOT of foster homes because of "incompatibility"....more so than other teenage girls. But Annie always did her best to make sure that the place I was going toward was better than the place I left behind. She also seemed to share my criticism in the nature of foster parents and their ambitions. In other words, she was protective. That meant the world, too.
A lot of people think when you have abusive parents, the best thing to do is cut all ties and brainwash you into forgetting them or turning them into monsters. Foster parents did this to me, and it backfired terribly for them. My aunt tried it too. She threw a vase at my head and when I laughed at her, she screeched, "YOU LOOK JUST LIKE RICK!" (Rick=my dad, her brother, who had choked her at one point.) My reply was, "GOOD, I'M ABOUT TO CHOKE THE SHIT OUT OF YOU JUST LIKE HE DID TOO!"
My point with the hilarity is that while maybe these people meant well and maybe they were just horrified of my parents, trying to convince me to do anything without my own consent was a terrible method. It always is. It just doesn't work. Annie never failed to comment on the ridiculousness of my father and mother, but she drove me out to the boonies of Tennessee to visit them anyway. She didn't have to do that. She could've said no. But she didn't. And she stayed there to supervise while I spent a little while with my very broken and damaged family. And after the visits she was there to support me too.
When my mother had to have emergency heart surgery in 2006, Annie was there again, giving me a ride to the hospital several cities over. I was out of foster care by that time. I was an adult (albeit a crying blabbering heartbroken adult because I was terrified for my mother's life...imagine that) and she had no obligation to help me. But she did anyway. It was because of her that I was able to see my Mom before she went off to open heart surgery. Comfort her and offer support. No one else came to the hospital to see Mom...not even my father. Not until days after the surgery. If it wasn't for me, she would've had to face that alone, and if it wasn't for Annie, I wouldn't have been there.
I'm sure I frustrated the fuck out of this woman. I fought tooth and nail against any help and against any friends. So do all foster youth. They either cling with the desperation of a three-year-old, or they clam up and resist any bond-making at all. I'm sure she was used to it. I'm sure she was also used to the disappointments of foster youth. A lot of us are fucking stupid. We end up on drugs or with too many babies or in abusive relationships or going back home to our terrible parents. Just to be a caseworker entails a lot of guts--to try and get close to these miserable teenagers takes a lot more.
I guess I knew the day would come when I would leave, and have to say goodbye. And though that day has long since came, I am still so proud and happy to know Annie. She is a friend like no other ever was or could be at that time in my life. She's just one of the very special people who really was there for me all those years I thought I was alone. It's pretty liberating to be able to look back on all that and know I had someone fighting for me on the inside of the "system."
I love you Annie!!! I can't wait to hang out again the next time I visit Tennessee!!!!


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Reference: Barge
- 4 Cabins
- Price per person twin share from: AUD$ 8,445
- Charter price available on request and depending on number of passengers
Renaissance accommodates up to eight passengers in ultimate luxury. She was extensively refitted in 2009 and will delight the most discerning passenger. The air conditioned interior includes a beautifully appointed lounge with comfortable seating, a cosy bar stocked with your favourites and bookshelves which contain a Bose CD system, current books, up-to-date periodicals.
Renaissance has five members of crew who attend to the eight passengers throughout the cruise including a captain, tour guide, master chef and two housekeepers. She has four large suites which can be configured as twins or doubles. Each has a 60ft sq private bathroom and a TV/DVD system. The sundeck has seating and a spa pool, and bicycles are available for clients use.
Below you can find some of the highlights of the cruises we are currently offering on Renaissance, along with some examples of the cuisine and fine wines the master chef will present you with on board. You can view the current itineraries and maps by clicking "Renaissance Cruises" on the menu on the right where you will also find links to the photo gallery, deck plan and cruise rates.
Download the current barge brochure
See presentation video :

subset: commoncrawl


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Bowls Australia have today launched nominations for the Bowls Australia Hall of Fame, with up to four individuals to join 46 of the most revered names in the sport as Hall of Famers.
The Bowls Australia Hall of Fame was launched in 2011, with an initial intake of 38 Hall of Fame members, including some of the biggest names in the sport, split into "Athlete" and "General" (for administration and other non-playing achievements).
Each subsequent Hall of Fame intake has featured four new Hall of Fame members, including the most recent process in 2015 which saw Audrey Hefford (SA), Dorothy Roche OAM (NSW), Bob King (NSW) and Donald Woolnough OAM (VIC) inducted into the esteemed group.
A select committee of bowls administrators, chaired by Bowls Australia President Nigel Smith and featuring two current Hall of Fame members, will assess all nominations and select up to four new inductees, with Smith noting the importance of the process.
"The Hall of Fame is one of the very highest honours the sport can bestow upon an individual, and as such the Bowls Australia Board is conscious that the nomination process is as thorough and professional as possible." said Smith.
"I would encourage clubs and administrators around Australia to give thought to individuals you feel have made significant contributions to the sport as athletes or administrators at a national or international level, and submit a nomination for these individuals for the committee to consider."
Induction into the Hall of Fame is governed by Bowls Australia and is open to those with a record of outstanding and exceptional performance, service or contribution to Bowls Australia and the sport of bowls over a significant period of time.
Nominations can be submitted by any affiliated member of a bowls club in Australia via the following forms:
Download the Athlete Nomination form here
Download the General Nomination form here
Nominations for the Hall of Fame close on July 31, 2017, with the selected nominees being formally inducted at the Bowls Australia Hall of Fame and Awards Night ceremony on October 26, 2017.
Click here to learn more about the Hall of Fame and view all current inductees
Caption: Dorothy Roche OAM receives her commemorative Hall of Fame plate as one of four inductees in 2015


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Montana Speaker of the House Austin Knudsen is now moonlighting as a spokesperson for a national dark money group spending $200,000 trying to get Neil Gorsuch confirmed as Supreme Court Justice.
Strangely, the group paying for these ads is a rampant violator of Federal election law, StopHillary PAC, and the group describes itself as having formed to defeat democratically elected officials who are "cancers". The group recently had donations returned to them from Republicans after the veracity and tone of their ads was questioned.
These ads were about Benghazi and asked:
- "Dear Hillary Clinton, I'd like to ask you why you ignored calls for help in Benghazi and then four Americans were murdered. . . . But Mrs. Clinton, I can't."
Perhaps StopHillary Pac should be asking the same questions of President Trump after his disastrous Yemen raid that left an American soldier dead and obtained no actionable intelligence?
The Group paying for these ads is still registered with the Federal Election Commission as StopHillary Pac, but they are presenting themselves with a different name in the ad. The 'Committee to Defend the President.'
These type of ads are a staple of modern politics. They are designed to serve two purposes. First, to pressure Tester into voting to confirm Gorsuch. I have trouble believing that Austin Knudsen is going to persuade anyone on that front. Nobody's ever heard of him beyond the voters in his district and it's doubtful that someone posing standing next to a fence post, looking like a politician trying to look like a rancher (he's actually a lawyer), is going to have much sway with voters.
The second purpose of these ads is to try to soften up Tester for 2018, a political effort disguised as an issue campaign. That might be slightly more effective, and of course the problem is that there's no opponent for Tester to respond against. For that, you'll have to wait another few months to see who declares as a Senate candidate for 2018.
Maybe Knudsen is using this dark money to float the idea of a run?
Ironically, Republicans have again chosen a standard bearer who blocks access to public lands. Knudsen is in court lately, defending his gating off of public access to a city park in Culbertson that belongs to the American legion and that has led to the Knudsen family being sued by the City of Culbertson.


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South Korea staged a live-fire exercise Monday on a flashpoint island near the disputed border, but North Korea said it would not hit back despite having vowed deadly retaliation.
Pyongyang's announcement eased fears of war on the peninsula, where tensions have been acute since a deadly bombardment by North Korea last month following a similar artillery drill by South Korean forces.
Seoul's defence ministry said the 90-minute drill, which included some 20 US personnel, began around 2:30 pm (0530 GMT) on the tense island of Yeonpyeong.
"Our armed forces are now on alert and fighter jets are on airborne alert," a ministry spokesman said.
Yonhap news agency said two destroyers had also been deployed in the Yellow Sea south of the border.
It said the South fired 1,500 rounds from various guns including K-9 self-propelled howitzers, 105mm howitzers and 81mm mortars, a figure that officials declined to confirm.
The drill began after an emergency UN Security Council meeting failed to agree a statement on the crisis.
But in an apparent sign of compromise with its critics, the North agreed with US troubleshooter Bill Richardson to allow the return of UN atomic inspectors, CNN reported.
Hours later its military supreme command said it "did not feel any need to retaliate against every despicable military provocation".
"The world should properly know who is the true champion of peace and who is the real provocateur of a war," it said in a statement on the official news agency KCNA, blasting the "puppet warmongers" in Seoul.
The language was in marked contrast to last week, when North Korea threatened a new attack that would be "deadlier… in terms of the powerfulness and sphere of the strike".
North Korea used a November 23 live-fire exercise by South Korean marines on Yeonpyeong to justify a bombardment of the island that killed four people.
"The military must take every possible step to cope with possible provocations by North Korea," the South's Defence Minister Kim Kwan-Jin said earlier Monday.
President Lee Myung-Bak ordered all government officials on emergency standby, as close ally the United States stood by Seoul's right to self-defence.
The North disputes the Yellow Sea border drawn by United Nations forces after the 1950-53 Korean War. It claims the waters around Yeonpyeong, where shells land after the South's firing exercises, as its own.
No reason was immediately apparent for its change of heart.
But CNN correspondent Wolf Blitzer, who is travelling with Richardson in Pyongyang, said there were signs of deal-making in nuclear matters.
North Korea had agreed with the New Mexico governor, a former UN ambassador, to let inspectors from the UN's International Atomic Energy Agency return to its Yongbyon nuclear complex, Blitzer said.
It had also agreed to allow 12,000 nuclear fuel rods to be shipped to an outside country, and to the creation of a military commission and hotline between the two Koreas and the United States, Blitzer said.
Apart from its longstanding plutonium operation, the North's disclosure last month of a new uranium enrichment plant sparked fears of a potential new source of bomb-making material.
Richardson, a veteran negotiator with the North, was due to brief reporters in Beijing Tuesday morning after his flight on Monday was delayed by bad weather.
At the UN, China fended off Western demands that its ally North Korea be publicly condemned for last month's artillery assault, diplomats said.
They said it even rejected a proposed statement that did not mention North Korea or the name of Yeonpyeong.
"No one has any right to preach or promote conflict or war, and no one has any right to cause bloodshed between the peoples in the north and south of the peninsula," Vice Foreign Minister Cui Tiankai told reporters.
Seoul, which was outraged last month by the first shelling of civilian areas since the war, rejected criticism.
"As a sovereign nation, it is our just right to stage a military exercise for the defence of our territory… nobody can intervene," President Lee said.
Seoul said its exercise was a routine defensive drill, with guns pointed away from the North and shells landing 10 kilometres (six miles) south of the maritime border in place for six decades.


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Fri, 22 April 2016
This week's questions involve pesky page economy, looking outside of writing for writing advice, how to avoid being longwinded and the absolute best screenwriting book to buy (if you can only get one).
Send your questions to @brokenprojector on Twitter and email@example.com.
Direct download: brokenprojector-vd4-22.mp3
Category:Screenwriting -- posted at: 12:28pm EDT


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Quietto Free 1.0.4
Try also Quietto app - no ads, clean and clear screen.
Quietto Free is the perfect app for take control of your time in a discreet way. All the times you, and only you, cannot (or doesn't want to) look at your watch, Quietto is here to help.
Quietto Free is made for:
- Public speaking people
- Academic and GMAT exam simulation
- Morning makeup
- Lactating women
- Fitness and gyms
- Airport flight waiting...


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This is the last part of the Revisitors "5 Ways To Boost Your Website Sales" course. In this message, I'll publish a list of 25 MUST-DOs to get the ultimate online success. Enjoy!
1: Let people know about your affiliate program. Submit it to numerous affiliate program directories, announce it in your newsletter, put it in your signature file, etc.
2: Tell your visitors exactly what you want them to do at your web site. You may want them to order products, subscribe to your newsletter, etc.
3: Focus your site on your visitor's desires, not on yourself. They want to know what's in it for them!
4: Try not to get caught up in loading your site with technological gizmos and gadgets. Concentrate on your words,
they will do the actual selling.
5: Create your own ad copy; don't copy the basic run of the mill ad copy. Don't be afraid of trying something different to increase your sales.
6: Change you ads regularly. Your prospects can get bored seeing the same ad all the time. They usually see the ad 7 times before they actually buy.
7: Lower your negative word of mouth marketing. You'll always have customers that are dissatisfied. Try to please them as much as possible.
8: Give people a deadline to order. Tell people if they order by Feb 28, 2011 they will get a discount or free bonuses. This creates a sense of urgency so they don't put off buying.
9: Offer people a money back guarantee. The longer the guarantee the more effective it will be. It could be a 30 day, 60 day, 1 year, or lifetime guarantee.
10: Have some business cards printed up with your web site address and other business information. Pass them out to people you meet or that might be interested in your business.
11: Have a magnetic sign made with your web site address. Place it on your car door or roof when you are traveling.
12: Have some flyers printed out with your web site address. Keep a few with you to hang on bulletin boards you may come across in your travels.
13: Have some pens imprinted with your web site name. When you are done filling out your check or signing receipts leave it there for the next person to use or keep.
14: Have some mugs imprinted with your web site address and other business information. Use them when you have company or give them away to friends as gifts.
15: Write your ad copy like you're talking directly to your visitors. Use the words "you", "your", and "you're" a lot in your ad copy.
16: Create a free ebook directory on a specific topic at your web site. People will visit your web site to read the free ebooks and may see your product ad.
17: Place colorful graphs, pie charts and other charts in your ad copy. Use charts that will grab a persons eye and also support your product claims.
18: Highlight buying incentives like free bonuses and money back guarantees. You could place them in boxes or in front of a different colored background.
19: Use short sentences or sentence fragments in the body of your ad copy. A short burst of words can catch a skimmers eye with one quick glance.
20: Highlight all the important keywords and phrases in your ad copy. You could use bolding, underlining and color to highlight the important words.
21: Use a headline that catches the attention of your target audience. One of the most effective ways is to use a free offer as your headline.
22: Use attention grabbing adjectives to describe your product. For example sizzling, high power, killer, eye popping, etc.
23: You could create a new market for your existing product. For example, if you're selling plastic bottles to a pop company, you could turn around and sell those bottles to a fruit drink company.
24: Offer a free trial or sample of your product. This increases the perceived value because people think you're confident in your product, so it must be good.
25: Package your product with a lot of bonuses. This increases the perceived value because people feel they are getting more for their money.


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4.538 Reviews
The tavern Mpakaliko in Ano Ilioupoli of Thessaloniki offers greek cuisine and tasty traditional delicacies. In a warm and welcoming place you will enjoy fine roasted rmeat and a wide variety of fish or seafood, all served in greaseproof paper. Try juicy burgers, cheese croquettes, fried anchovies, traditional stuffed vine leaves with rice and herbs, fried shrimps and amazing pasta with shrimps. You can also choose appetizers and salads, fine wines and fine greek spirits to accompany your meal. Make a free reservation at Mpakaliko tavern through e-table and enjoy discounts and privileges.


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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 - Gender and Peace Building - 2016 - 2017
Courses and Teachers
2016 - 2017 - Gender and Peace Building
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
Gender Theories and Practices
Ellyn Kaschak
(United States)
3 credits
3 weeks (NOTE: 15 September - National Day)
14 Sep-05 Oct 2016
8:45 a.m. - 11:45 a.m. At Classroom #1
The United Nations System and UPMUNC (Part I)
Miriam Estrada-Castillo
2 credits
2 weeks (NOTE: including one double session -day TBA- 8:45 a.m. to 4:15 p.m. - Notice that 17 October - National Day)
10-21 Oct 2016
8:45 a.m. - 11:45 a.m. At Council Room
Gender in Peace Building and Human Security
Gal Harmat
3 credits
3 weeks
26 Oct-15 Nov 2016
8:45 a.m. - 11:45 a.m. At Classroom #1
Research Methodology
Ross Ryan
3 credits
3 weeks
21 Nov-09 Dec 2016
8:45 a.m. - 11:45 a.m. At Council Room
Global Law and Human Rights
Valentina Volpe
1 credits
1 weeks
28 Nov-02 Dec 2016
1:15pm - 4:15pm. At Classroom #1
Gender Mainstreaming in Peacekeeping Operations and in Humanitarian Assistance
Mayumi Yamada
3 credits
3 weeks
9-27 Jan 2017
1:15 p.m. - 4:15 p.m. At Classroom #1
The Kurds between Past and Present Genocides in Iraq: Fresh Hopes or New Tragedies?
María Rita Corticelli
Mohammed Ihsan
3 credits
3 weeks
9-13 Jan 2017
8:45am - 11:45am. At Classroom #1
Gender, Environment and Sustainable Development
Cordula Reimann
3 credits
3 weeks (NOTE: including one double session - day TBA - 8:45 a.m. - 4:15 p.m.)
31 Jan-17 Feb 2017
8:45 a.m. - 11:45 a.m. At Classroom #3
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
Gender and Media
Heather Kertyzia
2 credits
2 weeks
20-31 Mar 2017
8:45 a.m. - 11:45 a.m. At Classroom #2
Working in Conflict and Post-Conflict Areas - Field Training
Alvaro Sierra
Ross Ryan
2 credits
1 week
3-7 Apr 2017
8:45 a.m. - 4:30 p.m. At Council Room
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
Gender and people on the move: Trafficking, Refugees, Asylum Seekers and Migration
Adriana Salcedo
(United States)
3 credits
3 weeks (NOTE: including one double session on Friday 12 May - 8:45 a.m. to 4:15 p.m. - Notice that May 1 - National Holiday)
24 Apr-12 May 2017
1:15 p.m. - 4:15 p.m. At Classroom #4
Religion and Violent Extremism: The Case of Terrorism in the Name of Islam
Amr Abdalla
1 credits
1 week
15-19 May 2017
8:45 a.m. - 11:45 a.m. At Council Room
Identity Politics, Inclusion and Peace Building
Arlinda Rrustemi
3 credits
3 weeks
17 May-06 Jun 2017
8:45 a.m. - 11:45 a.m. At Classroom #2
Graduation Project: Thesis (8 credits) or Internship (8 credits) or Capstone (5 credits)
UPEACE Resident Faculty
8 credits
|12 Jun-31 Dec 2017
This course intends to familiarize students with diverse gender theories and systems of domination and oppression. The course explores the central tenets and critiques of the main debates in feminism. The course will introduce the students to various conceptual and theoretical frameworks within feminism, honoring women's agency and active participation. The course will stimulate critical thinking while providing an understanding of the processes involved in gender discrimination and oppression. Students will explore different frameworks for analyzing the differential impacts of power imbalances. This course will allow students to become familiarized with the central theories and frameworks within feminism and understand some of the core mechanisms that instill and perpetuate oppression. The course will cover the intersection of oppressed identities such as race, ethnicity, and sexual orientation, among others; and it will explore some of the mechanisms that create and perpetuate social inequality, such as privilege, structural oppression, gender stereotyping, socialization, discrimination, stigma and microaggression. The course will explore gender imbalance beyond victimhood to discuss women's agency, as well as the role of feminism in creating social change.
Ever since its establishment in 1945, the United Nations has played a pivotal role in a great variety of affairs, large or small, international and national. As such the UN has played an incisive role in the lives of people around the world. Much of what the UN does is taken for granted and even goes unnoticed by the larger public, even as an oft quoted saying argues that 'if the UN did not exist it would have to be invented'. At the same time, millions around the world look to the UN expecting it to address many of the enormous challenges faced by humankind. This complex dynamics is complemented by the fact that the UN is both reliant on what the member states want, while at the same time being much more than the sum of its members. This course provides a comprehensive and rigorous introduction into the UN system, including its origins and history, its organizational framework and the functioning of various organs, agencies, bodies and programmes. Students will critically examine the most important areas of the UN mission including the key Charter pillars of international peace and security, economic and social progress and development and human rights as well as a growing list of priorities and initiatives (e.g., gender equality and mainstreaming; eliminating gender-based violence; environmental protection; addressing climate change; post-2015 development agenda; Global Education First Initiative; action to counter terrorism; R2P, etc). In addition, the course offers a close look at some of the challenges the UN faces, and discusses various proposals for its reform. Students will also be encouraged to reflect on how UN priorities and initiatives can be constructively addressed in their respective fields and programmes of peace studies.
This course constitutes an advanced seminar in Gender Studies specifically as it applies to peace building, violence, conflict creation and resolution. It examines the complex relationships between gender(s), race, ethnicity, nationalism, religion, militarization and masculinities-femininities both in the domestic and the public spheres. The entire focus of the course is in assessing the possibilities of engendering, from a power dynamics perspective, notions of peace, security conflict, justice, reconstruction, reparations, pre-post conflict gender arrangements and in challenging discourses and practices which invisibilize, minimize or justify the domination of women worldwide. It intends to give students a theoretical lens from which to examine Gender and Peace Building. The course also examines Gender equality as a prerequisite for Human Security as it allows for the capture of its socio- cultural dimension and strengthens the contributions to Peace Education. The course will also clarify education as a system involved in maintaining gender inequality. In addition, exemplars will be provided of how a critical and transformative education paradigm is essential in overcoming patriarchy and thereby contribute to the goals of peace building.
The central goal of this course is to provide the students with a critical understanding of research methodologies used in the social sciences, particularly those that are relevant to peace and conflict studies and peace-building. Students will also get an introduction into the field of peace education as a tool for various research fields in peace studies. Initially, students will explore conceptual and theoretical perspectives underlying various paradigms in research methodology, including modern and post-modern as well as quantitative and qualitative approaches. Informed by post-positivist concerns, the course will raise students' awareness of their relational and ethical position vis-à-vis their research. Drawing on examples of studies in diverse conflict and peacebuilding contexts, students will also be introduced to the design and conduct of a research study including a range of specific research methods such as surveys, interviews, content analysis, case-studies, participatory action research, evaluation research, ethnography, and feminist and indigenous approaches. The orientation, process and potential of these approaches to enact change towards social justice will be examined. Drawing from several exemplars, some ethical considerations, accountability, strengths and limitations for making a difference in terms of social justice will also be discussed. Throughout the research process, ethical issues will be emphasised, especially gender equity and rights of subordinated groups.
Global governance deals with the complexity of current international relations and new developments of public international law and administrative law. In a progressively more fragmented international framework, global governance seeks to improve the capacity of the international community to face common challenges and global problems, given the absence of a world government. The paradox of 'governance' without 'government' lies at its core, looking "for order in disorder, for coherence in contradiction, and for continuity in change" (J. N. Rosenau).
Through the lenses of four important non-state actors, the course will introduce some of the fundamental concepts of the "law of global governance", focusing in particular on the role that non-state actors can play in promoting higher human rights and democracy standards at the national level. The overcoming of the nation-state paradigm has been indeed one of the most important developments in the contemporary legal 'brave new world'. In the last decade of the XX century, numerous non-state actors emerged as meaningful players in global governance issues, flanking states on the international scene. International/supranational organizations, international courts, legal experts, non-governmental organizations represent as many voices in the global governance discourse, which may in turn complement, threaten or reinforces state's action in the global arena. After having introduced what global governance is (or should be), the course will analyze, through concrete case-studies, the role of the European Union, the Venice Commission, the UN Democracy Fund and the European Court of Human Rights in addressing new global governance challenges related with human rights protection and democracy promotion. In the conclusion it will examine the potential limits and possibility of rethinking global governance.
This course is designed to provide theoretical as well as field-based knowledge on the gender dimensions of peacekeeping and humanitarian assistance. Throughout the three weeks, the students will be exposed to the major trends that have been used for the integration of a gender perspective in peacekeeping and humanitarian fields. Students will critically examine the theories and policies that underpin programming to gain a thorough understanding of gender integration as an essential element in the delivery of effective programming in peacekeeping and humanitarian assistance. Students will also learn from the on-the-ground experience and knowledge of practitioners on how these theories and policies are put into practice in the field. At the end of the three-week course, the students shall have a deeper understanding and overview of the theory and praxis of gender mainstreaming in peacekeeping operations and humanitarian assistance as well as the ability to analyse any current situation from a gender perspective.
3 credits
This course introduces students to the struggles of Kurds in the context of genocides committed against them in the past as well as in the current ongoing conflict against ISIS. It explores the Kurdish national movement and its prospects and challenges. At the end of the course, the students will have an understanding of the history of the Kurds in the Middle East with specific emphasis on the Kurds of Iraq from the birth of Kurdish nationalism to the present day. The first session will offer an overview of the history of the Kurds and their relation with the succeeding Iraqi governments. The second session will cover the history of genocides in Iraq against the Kurds and other minorities exploring the causes and the consequences for the political and social stability of the area. The third session will focus on the heritage that this culture of violence has created in the area and the genocides committed by ISIS. The fourth session will discuss the future of Iraq and the Kurds in the context of the Middle East. The last session will explore which is the future of Iraq as a country after the liberation of Mosul and the new balance of power born from the end of the war with ISIS and the definitive collapse of the order established in 1916 with the Sykes-Picot Agreement.
Based on theories and experiences from diverse cultural contexts, this course will provide students with a holistic and critical understanding of the linkages between gender, sustainable development, environment, and classic economic approaches. The notion of "development" itself will be critically analysed. The inequality between women's and men's access to and ownership of resources, along with power differentials in decision-making will be considered. Students will then focus on a more gender inclusive, eco-feminist model for participatory action. This directs the focus to issues of environmental justice, corporate and social responsibility and ethics, while raising questions about current strategies. The course also makes visible the differential impacts of global warming , climate change and scarcity of resources given that already women are the poorest in the planet an yet they are pivotal actors for survival and change.
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.
As we have established in previous courses, media (in both its traditional and "new" forms) shapes our past, present, and future, and contributes in significant ways to the escalation of conflict and to practices of peace building. Here, we emphasize the gendered aspects of these processes.
In this course, we approach the media as a space for the negotiation of gendered identities, and interrogate the politics of representation from a multi-cultural and trans-disciplinary perspective. Our gender-focused analysis will address both the content of media messaging, and the wider social context of media production, activism, and advocacy. The agency of women in the media industry and the integration of gender in media NGOs will be considered in detail. Throughout the course, students are encouraged to engage with feminist critiques of media and communication studies, and to add their voices to contemporary debates on media, power, and gender.
Media is both an influential tool of socio-political and structural change, and an authoritative force for maintaining the status quo, and it is therefore essential to understand the full implications of its gendered dimensions.
This course is intended as a practical field exercise in conflict situations, as well as an academic seminar. The students will receive a basic training on how situations of stress or crisis influence them in a mental, physical, and professional ways. A series of scenarios drawn from contemporary conflict situations are presented to the participants as they simulate the work of journalists, NGO personnel and members of international organisations.
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.
3 credits
Since gender is at the core of any migration process, the "Gender and People on the Move" course aims to explore, connect and better understand the various intersections between gender relationships, conflict dynamics and "forced" and "voluntary" migratory processes. On the one hand, we can say that gender shapes every step of the migration experience, from the very decision of who migrates, when or which channels migrants take and what happens to migrants along the way, to what takes place at their destinations. On the other hand, migration also shapes gender relations, roles and structures in different and usually complex ways, both at origin and destination.
The course will present the scope and complexity of migratory movements today. It starts with an analysis of the different types of migratory flows, the drivers and implications of each modality and the main theoretical approaches to study them from a gender perspective. We will explore issues of forced migration through the lives of refugees, stateless people and internally displaced persons (IDPs), as well as the so-called "economic migrants" and victims of sex and human trafficking. We will discuss and challenge the utility of this taxonomy.
The course aims to develop knowledge of the religious, social, cultural and political roots of terrorism in the Muslim context, providing balanced frameworks that may lead to peaceful transformation.
The course does not start with a simplistic assumption that "religion has been the cause of all conflicts". Instead, the course studies critically the role of religion (along with other factors, such as nationalism, ethnicity, race, class, gender, among others) in contributing to conflict causes, influencing its persisting negative and destructive dynamics, and in peacefully resolving and transforming conflicts.
The course will be studied from the vantage point of the field of peace and conflict studies, using frameworks and models intended to deeply analyze several case studies from different parts of the world. The course materials and activities will culminate in an exploration of methods and processes that would advance the positive peaceful role of religion and religious institutions in various types and levels of conflicts, and which are suitable for the realities of the 21st century.
The course will target a wide range of participants, including graduate students of The University for Peace and professionals interested in the topic of religion, conflict and peace.
This course will the complexity of genders, ethnicities races, sexual orientations, religions and their intersectionlity in contemporary peace keeping and peace building work. The course aims to deal with practical and theoretical aspects of identity and its effect on peace building and keeping in the field of conflict transformation and prevention. While notions of Hegemonic masculinies and feminities are questioning what constitute gender vs sex. The course will explore contemporary concepts that attempt to bridge conflicting identities and politicize the process of identity fluidity and development.
8 credits
The Graduation Project is a concluding academic requirement intended to be a comprehensive and capstone outcome of the student educational performance. It is a higher academic exercise that enables the student to demonstrate the ability to identify a problem, determine an academic objective to address it and utilize an appropriate methodology to attain such objective. The Graduation Project is also intended to demonstrate the student's ability to write and critically develop a professional and scholarly report. The Graduation Project can be fulfilled through one of the following modalities:
- Thesis: 8 credits
- Internship: 8 credits (3 months)
- Capstone: 5 credits*
Graduation Project Guidelines with detail information of each modality will be provided by your Academic Department.
*NOTE: Students who choose Capstone as Graduation Project must take an extra 3-credit course according the following options:
- One additional course (face to face modality), which means taking 2 parallel regular master courses (one in the morning and one in the afternoon) if approved by the student's MA Programme Coordinator
- One additional 3-credit course or two additional 2-credit courses (online modality), which means taking 2 or 3 parallel courses (one face-to-face master course and one 3 credit course or two 2-credit courses approved by the student's Programme Coordinator) before June 2017
- One additional 3-credit course or two additional 2-credit courses (online modality) extended from June 2017 until December 2017 (the online course or courses must be approved by the student's Programme Coordinator)
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Dr. Cordula Reimann has worked for twenty years as consultant, facilitator, trainer, researcher and lecturer on gender, social change, development and conflict transformation. As practitioner–scholar, Cordula has worked for international and Swiss governmental and non-governmental organisations like Crisis Management Initiative, amnesty international, the Institute for Multi-track Diplomacy in Washington, DC, GIZ and the Berghof Research Center for Constructive Conflict Management in Berlin and for nearly ten years at the Swiss peace foundation swisspeace, where she was head of analysis and impact of peacebuilding. Cordula has field experiences mainly in South Asia and the Middle East. With a doctorate in "Peace Studies" on gender, conflict and peacebuilding from the University of Bradford, Cordula has been senior lecturer at different European and Swiss universities and visiting professor at the University of Graz, Austria and the University for Peace, Costa Rica. Her main areas of expertise are gender, conflict sensitivity, development, conflict analysis, transgenerational trauma, loneliness and conflict transformation. Cordula is a trained mediator and has widely published on gender, conflict and conflict transformation theory and practice. In 2011, Cordula set up her own consultancy business called "core. consultancy & training in conflict transformation" (www.corechange.ch) and later her coaching business called "core change coaching" (www.corechange-coaching.ch).
Dr. Ellyn Kaschak has been widely recognized as one of the founders of the field of Feminist Psychology and Psychotherapy. As such, she has been honored with many awards in the field for her continuing intellectual and epistemological contributions, including many articles and presentations, keynote speeches, 12 edited books and her two groundbreaking books, Engendered Lives: A New Psychology of Women's Experience (1992) and Sight Unseen: Gender and Race through Blind Eyes (2015). Dr. Kaschak has been Professor of Psychology at San Jose State University since 1974, where she has also been the Chairperson of the graduate program in Marriage, Family and Child Counseling and Director of the University's Family Counseling Service. Dr. Kaschak is also the editor of the Journal of Women and Therapy and has published numerous edited anthologies including Minding the Body, A New View of Women's Sexual Problems, Intimate Betrayal: Domestic Violence in Lesbian Relationships and Assault on the Soul: Women in the former Yugoslavia, co-edited with Dr. Sara Sharratt. Dr. Kaschak is the past Chair of the Feminist Therapy Institute and a Fellow of Division 35, the Psychology of Women, Division 12, Clinical Psychology, Division 44, LGBT Concerns, Division 45, Ethnic Minority Issues and Division 52, International Psychology of the American Psychological Association. She has been the recipient of highest honors including The Heritage Award and The Carolyn Wood Sherif Award of Division 35, The Distinguished Leader Award of the APA Committee on Women in Psychology and the Feminist Therapy Institute, as well as the Lifetime Achievement Award of the Division on LGBT issues. Website: http://www.ellynkaschak.com/
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.
Resident Professor and Academic Coordinator of Peace Education Programme
Dr. Heather Kertyzia is the Head of the Peace and Conflict Studies department at the United Nations mandated University for Peace in Costa Rica. Her teaching focus lies within the Peace Education and Gender and Peacebuilding programs. Dr. Kertyzia's research uses participatory methods to better understand and improve practices of peace education, primarily at the secondary and university levels. She has engaged in these processes in several countries, working in partnership with faculty and teachers to collectively develop more peaceful educational cultures. Dr. Kertyzia writes from an intersectional feminist perspective and draws on post-development theories. As a former secondary school teacher, she understands the importance of the local community in building more socially, economically and environmentally just educational spaces. As an interdisciplinary scholar, Dr. Kertyzia has worked with communities throughout the Americas, with a recent focus on partnering with local grassroots organizations in Los Angeles, Nicaragua and Costa Rica. She has taught at universities in New Zealand, Colombia, the United States and Costa Rica in peace studies, conflict resolution, peacebuilding, teacher education, human rights and international law programs.
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.
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".


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The process of tucking up the long Eastern robes through the girdle to facilitate energetic work or walking (2 Kgs. 4: 29) and therefore also a figurative expression (1 Pet. 1: 13, NRSV marg.) to denote the mental preparation for action (so NRSV, REB, NJB).
Subjects: Biblical Studies.
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Geneveive + Ian
April 21, 2017
Geneveive and Ian were married in Atlantic Beach, NC at the Coral Bay Club and I have been wanting to blog this wedding for a long while now! Geneveive is a chef and literally makes the most beautiful food…I wish I could hire her to cook for me every day of my life. Their wedding had such a gorgeous green and neutral color palette and hands down, the best wedding favors I have ever seen. Perhaps its because I love Grandmother's so much? MAYBE. But be sure to scroll down far enough to read about where the succulents came from. Each guest took one home and I am getting the serious feels even typing about it now. OH- and I should say that these two had the most laughs and such a fun wedding party! Enjoy!


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Hal Leonard A Salute to Buddy Rich DVD
Item is available as a recurring order
To automatically re-order this item before you run out, select the recurring order option during checkout.
Eight compositions are performed by Phil Collins, including several from his own repertoire, arranged for a big band, as well as several from Buddy's original repertoire. Two great songs from Buddy's repertoire are performed by Steve Smith and two by Dennis Chambers, along with rehearsal footage and three vintage clips of Buddy himself! Special DVD Features: three bonus performances, one by Dennis and two by Steve. Almost a half-hour of new material! 143 minutes.
Things You Will Get:
|Other Features
|run time 143min. three bonus performances
|A Salute to Buddy Rich


text: Thank you so much for all your help! I just took the LEED NC exam this afternoon after studying for 1 month on my own, using just the reference guide, my own notes (I'm an obsessive-compulsive note taker), and your website – no classes, workshops or sample exams – and passed! I got a 184, which I am very happy with already. Was a bit nervous because I took no sample exams nor any background in building design or construction, but in the end all the hard work paid off! Thanks again for the terrific help. Such a great feeling! =)


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Assisted Living or Retirement Community?
What's the difference between assisted living and a retirement community? Assisted living is for adults (mostly, but not always, senior citizens) who need help with everyday tasks, like dressing, bathing, or eating, but don't need full time nursing care. Retirement communities are for seniors who want to downsize and escape the hassle and expense of maintaining a private home, and live among other seniors with easy access to activities and socialization. A retirement community may have an assisted living facility on site, but generally the residents don't require assistance with daily activities.
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Not crazy about the food, but the people watching is worth it. Real fun bar too...with great Irish coffees!—Nice patio outside to hang out on sunny days.
All reviews seem positive
Best Irish Pub and restaurant in Alpharetta
From family friendly trips with kid friendly activities to local plumbers lawyers, spas, and contractors. Judy's Book has millions of listings and reviews for the best and not so great. Whether you're looking for a specific business or just trying to discover great places we make it easy. We're a family oriented site focusing on bringing trusted reviews and recommendations to moms and others. Green and Sustainable places are becoming more relevant to Judy's Book users, have a favorite place? Write a review and tell users why it's Green!


text: After living on the North shore of Massachusetts for a few years, I am returning to my original home of the South shore. The big difference this time is that now I have my very own dog. I adopted Tris from Schultz's Guest House in Dedham MA three years ago. During those three years we explored the city of Salem, and some other beautiful spots on the North shore. We had made friends, dog and human alike, at all our local haunts, and now we are beginning to explore the dog friendly spots of Plymouth and Cape Cod. Feel free to check out all of our favorite dog friendly shops, restaurants, and parks, on both shores!


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I recently moved to a new utility provider called GnERGY. The website is actually pretty good, compared to most utility suppliers, but unlike my previous supplier, they don't have an app to submit meter readings.
So last Wednesday evening I decided to throw something together. I made a really simple app that lets you submit your gas and/or electricity readings and view your previous submissions.
My meters are both in dark cupboards, so there is the useful feature of being able to turn the torch on and the screen is also darkened to help with visibility. Similar to my Pact Coffee App, the backend uses Capybara to crawl, click links and submit forms on the GnERGY website.


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Wednesday, June 22, 2011
Brown Riding Hood
16 comments:
He is so cute!!!ReplyDelete
what a little doll baby!ReplyDelete
wow he is so adorable :)ReplyDelete
bagay na bagay this rainy season.ReplyDelete
OMG, what a cutie, I can barely stand it. Great shots!ReplyDelete
you're little prince is adorable, Mommy.ReplyDelete
nice one sis, lovely captures!ReplyDelete
happy TB!
hope you can stop by:
hope to see you there, thanks much!
he's cute! he looks good with a hoodie.:pReplyDelete
He's adorable....ReplyDelete
My Thursday brownies entry http://mpr-spicesofmylife.blogspot.com/2011/06/rustic-coffee-table.html
looks good on him! and I love his smile....Thanks for joining brownies sis...ReplyDelete
here again sis for JB!ReplyDelete
hope to see you!
happy tb sis! cute talaga ng baby..he is such a darling! hopeyou could drop by at my entry at http://www.eatdrinkblog.info/cappuccino-trip/ReplyDelete
I'd like a bit on those fluffy cheeks!ReplyDelete
Spanish Pinay
that's a nice one, he is soooo cute...lovely little smile was really great! visiting from Thursday Brownies. have a great week. -PinayMum - Mommy's Life Around...ReplyDelete
GAP model in the making! hehe. beautiful!ReplyDelete
thanks for joining! :)
He is such a cutie, Jan!ReplyDelete
i had a good grab from Imiats too the other week. :)


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I noticed some people talking about this in chat, and since I'm a big fan of the book series, and there didn't seem to be a thread for this yet, I decided to make one. I'll save my thoughts on the trailer until I hear from you guys - what did you think of the trailer? If you're a fan of the books, what do you think the film will be like in comparison?
EDIT: Well, since no one has posted I guess I'll share my opinion. xD
Tbh I was pretty disappointed by the trailer. I feel like the heart of the story has been traded for a more generic action movie plot to make it more accessible to a wider audience, which is disappointing. Also that may well mean that a lot of the best Roland character moments may be jettisoned for action scenes (though granted, the original book, which the movie seems mostly based on, was a bit sparser in Roland's characterization than the rest of the series). I'm OK with Elba as a choice but I always felt that it would be really hard to portray the more subtle side of Roland's character - I could never really imagine what actor could pull that off, or what writer/director could adapt his character, and I think that's a testament to King's writing - Roland and the rest of the DT ka-tet are among my favourite King characters ever, so to have them well-portrayed was huge to me... I guess only Jake and Roland were going to be in this one anyway though, and I have no idea how they'll address Susannah in possible sequels. Back when Ron Howard was going to make these films the plan was to have TV seasons in between and I think that could have been a really cool way to round out the story and have some more character moments - also the Lost guys were considered before that and they could have been cool too. I know this is reading into the trailer quite a bit (it could just be highlighting the more action-y moments) but that was my take.


text: Timing is Everything – GAO Refuses to Apply Jurisdiction Retroactively Government Contracts & International Trade Blog Publications March 20, 2017 As we previously reported here and here, between October 1 and December 14, 2016, the Government Accountability Office (GAO) lacked jurisdiction to hear most civilian agency task order protests (its jurisdiction over protest of Department of Defense (DoD) task order awards was unaffected by the lapse). On December 14, President Obama signed legislation reinstating GAO's jurisdiction over protests of civilian task orders greater than $10 million. He subsequently signed the National Defense Authorization Act (NDAA) of 2017, which raised the threshold for DoD task order protests from $10 to $25 million. To continue reading the content in this article on the firm's Government Contracts & International Trade blog, please click here to view the post. Bass, Berry & Sims' Government Contracts & International Trade blog features news, commentary and insight on the demanding and ever-changing regulatory environment of contracting with federal, state and local governments, and international trade issues when conducting a global business.


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Wed, 16 February 2011
Welcome back! The first episode completely exceeded our expectations and came packed with surprises. We have already witnessed our first "no clue needed" discovery of an HII, an unexpected upset in a puzzle challenge, a complete castaway meltdown and our first Tribal Council blindside. That's a pretty impressive combo for episode 1.
Here are the tribes after episode 1.
We both think tongue twisting super secret agent Phillip will be the next to join Francesqua at Redemption Island. Who is your pick for the next one to be voted out?
We've got several ways you can reach us. You can call and leave a voicemail at 206-350-1547. You can record an audio comment and attach it or just type up a quick text message and send it to us via email at email@example.com. Lastly, there's a link for comments on the web page here. You can click that link and post your thoughts out there for everyone to see.
The new version of Ancient Voices for this season is available in iTunes!
00:00 Date
Links for Today's Show
Contact Info:
Voicemail: 206-350-1547
Email: email@example.com
Direct download: SFP20110216.mp3
Category:Recap -- posted at: 11:00pm PDT


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Jacob Sheafe was a successful merchant who owned large parcels of land around Portsmouth in the 1700s. When he died in 1791, he left each of his ten children a house and a farm. One of his sons, Thomas, built a large home near the riverside on Market Street, almost directly opposite his wharf, which stood at the end of Deer Street.
This "Sheafe's Wharf" should not be confused with the Sheafe Warehouse in Prescott Park. That building was constructed by Thomas's grandfather, Sampson Sheafe, circa 1740. It was located near the Point of Graves burial ground, south of Prescott Park.
Sadly, Thomas Sheafe is best known for an event that occurred on July 22, 1798. One of his merchant ships, Mentor, arrived at his wharf from Martinique carrying sugar, molasses, coffee, and the yellow fever. The disease quickly spread to nearby homes. By the time the first frost ended the plague in early October, 96 townspeople had been infected and 55 died.
Thomas Sheafe lost three children. According to the family gravestone, they were Sarah, age 17; Thomas, Jr. age 14; and Horatio, age 6. Next door, at the Noah Parker House, the late reverend's widow lost a daughter and niece as well as a merchant boarder.
A commercial building and city pumping station now occupy the former location of the Thomas Sheafe house.


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Welcome to another episode of Take 5! Today I share some thoughts on...
1. Thank you for participating in the 2nd Strategic Plan Survey
I'd like to thank the 133 members who participated in this survey. A couple results...In terms of MASA providing a multi-tiered professional development system: 34% of respondents strongly agree with that statement and 57% somewhat agree. In terms of MASA serving as a unified force of public education in the state of Minnesota: 35% strongly agree and 54% somewhat agree. Our goal is to have 100% of the respondents strongly agree with these two statements by 2014. The results of this survey will be available to our membership on the MASA Website next week.
2. Federal Advocacy Trip Summary
Two weeks ago we took our annual federal advocacy trip to Washington D.C. There were five representative from MASA on the trip: President Jim Hess, Superintendent for Bemidji Schools; Corey Lunn, Superintendent in Stillwater; Connie Hayes, Superintendent at Intermediate District 916; and Darren Kermes, Executive Director for MN River Valley/Carver Scott Education Coop. We were also joined with a representative from MASE, Melissa Schaller, Director of Special Education at Intermediate District 917. We had an opportunity to interact with our legislators, the Department of Education, and the lobbyists from AASA. The two main focus areas of our conversations were the re-authorization of ESEA and sequestration.
3. Egyptian Educators Visit
This week we hosted a group of educators from Egypt. They visited with us to learn more about the United States education systems and innovative practices. Kelly Smith, MASA's Past President and Jay Haugen, MASA's President-Elect, joined us for this conversation.
I'm looking forward to seeing you at the MASA Fall Conference! As always, thank
you for all that you do on behalf of the children of Minnesota.
Gary A.


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Skip to Main Content ↓
© 2016 Indiana University–Purdue University Fort Wayne (IPFW). All rights reserved. IPFW is an Equal Opportunity/Equal Access University.
If you have trouble accessing this page because of a disability, please email the Office of Institutional Equity at email@example.com.
Return to: Program Descriptions
Engineering, Technology, and Computer Science Building 125 ~ 260-481-6803 ~ www.ipfw.edu/cs
The Bachelor of Science in Information Systems emphasizes the design, development, and use of Information Systems for the management of information in the modern corporate and organizational environment. Additional focus is on the business knowledge courses as well as the use of technology, such as SAP, in business management software, solutions, and applications for business process. The Bachelor of Science in Information Systems prepares you for a career as a computer professional as well as for possible graduate study.
The Department of Computer Science offers the Bachelor of Science in Information Systems, an Associate of Science in Information Systems, a Bachelor of Science and a Bachelor of Arts in Computer Science. In addition to the degrees, the department offers a minor in Information Systems, a minor in Informatics, and a Certificate of Information Systems.
The student learning outcomes for the degree are as follows:
Program Delivery
Declaring This Major
General Requirements
General Education Requirements
Individuals previously earning the A.S. in Information Systems at IPFW have fulfilled the 30 Cr. Hrs. required in General Education requirements.
Note: COM 30300 - Intercultural Communication also satisfies Advanced Communication (Cr. 3.)
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You are responsible for satisfying the graduation requirements specified for your selected program. Thus, it is essential that you develop a thorough understanding of the required courses, academic policies, and procedures governing your academic career. All requests for exceptions to specific requirements must be made in writing and may be granted only by written approval from the appropriate chair or dean.


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Red Hat Bugzilla – Bug 128850
FC3T1: Missing Sound files on "Workstation" Install when using Gnome Desktop
Last modified: 2007-11-30 17:10:46 EST
From Bugzilla Helper:
User-Agent: Mozilla/5.0 (X11; U; Linux i686; en-US; rv:1.7) Gecko/20040619
Description of problem:
FC3T1: "Workstation" Install Selected
Gnome Desktop
Start Menu -> Preferences -> Sound
Sound files are missing in the Gnect, Battery Status Utility, and
Mailcheck categories. When selected the text box noting that "the
sound file does not exist" pops up.
Version-Release number of selected component (if applicable):
How reproducible:
Steps to Reproduce:
1.FC3T1: "Workstation" Install Selected
2.Gnome Desktop
3.Start Menu -> Preferences -> Sound
4.Select Sound files in the Gnect, Battery Status Utility, and
Mailcheck categories
Actual Results: When selected the text box noting that "the sound
file does not exist" pops up.
Expected Results: Sounds!
Additional info:
Basically, these applications ship with a sound list, but no sounds.
After talking with our interaction designers, we came to the
conclusion that this just isn't a big deal.
The error message could be better of course, but that's another issue.


text:
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text:
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Beyond 2000 AD exhibition at Orbital
Beyond 2000 AD: The Wider Cultural Impact Of The Galaxy's Greatest Comic at Orbital Comics
Orbital Comics in London is hosting a different and eclectic exhibition to celebrate the fortieth anniversary of 2000AD by bringing together elements that map out the influence Britain's favourite science fiction weekly comic has had.
It is not surprising that the Eisner-winning shop has pulled out all the stops. This exhibition crams dozens of items into the gallery space, but it is presented in a very organised and indeed, artistic manner. Collage, groupings, and clever placement of materials allow a vast quantity to be represented while aesthetically giving a pleasing and somewhat creative perspective.
Comics that lead to, and then which can be seen as direct descendants from 2000AD are on display, as are a wide selection of vinyl that again was inspired by the comic.
There are a number of original pieces of art by Alan Davis and Gary Leech, and I was very impressed that eclectic items from a Judge Dredd beach towel to a variety of toys, which were on display. A T-shirt signed by Alan Moore is amongst the treasure trove in the exhibition.
When one looks on, it is clear that 2000AD helped further creatives bring their art to the fore. I spent a lot more time looking at the items on display than I had expected; the cabinets are chock-full of so many small things, gifts, badges, toys, indicative of how much is here, and of course reflective of how much has been produced in forty years.
Karl and the team seem to have been seeking out merchandise, records and original art, some of which hasn't been seen for some time. One section looks 'to the future', charting the reach of the creators who found their voice or visual style with 2000AD and one is reminded that so many of the best comic creatives worked at 2000AD at some stage.
In many respects this beautifully contrasts with the art exhibition in the cartoon museum (reviewed recently here), which is helpfully pointed to, and is just as nice to see up close. A lot of effort and indeed craft has gone into this exhibition, and I really loved what the folk at Orbital have done here, maximising the display space to an incredible degree and bringing together a vast array of wonderful items.
The exhibit runs until the 17th March.


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Andante Episode 1 Recap: Can't catch a break
They say that you experience many deaths in your life. Kai from EXO plays Shi Kyung who just can't seem to catch a break. From bullies at school to a single mom running from loan sharks, things just aren't going his way. All these misfortunes lead to him being buried alive. Join Annie, Tori and me, Wendilynn, as we give our impressions of this first episode of Andante.
C. C. Farmer: Buried alive. LOL.
OhSoEnthusiastic: I think this was a solid first episode. Great set-up for the overall story. I like all of the characters so far. I also liked seeing our two high schoolers looking so...normal. From Shi Kyung spending all of his time on gaming to Shi Young being pretty involved in cosplay, it's nice to see these two look like your average teens.
Wendilynn: Well, normal for us. Abnormal, I'm thinking for their neighborhood. I watched this with my 12yr old and he kept getting all upset at all the bullying. That rich little prick was a real piece of work.
C.C. Farmer: When his fingers were flying over the keys in the first clip of our show I was thinking that we were going to get a Korean version of Love 020, or maybe because the name Andante is a musical term, I was expecting something along the lines of Lovely Love Lie, but when one of the main characters is pretending to be a corpse in the crook of a tree, I don't think this show is going to be very easily stereotyped.
OhSoEnthusiastic: I think the name of the drama is going to end up being more of a metaphor than anything to do with actual music. Death appears to be a heavy focus of the story, and it would make sense to name the drama andante in that context. Andante means moderately slow, and if they are going to be talking about life and death, the concept of taking life at a slower speed would make sense.
C.C. Farmer: I still am holding out for a computer geek musical. Oh and Kai in real clothes. The baggy sweatpants and sandals to make him look wimpier than the bullies didn't work. Those shoulders can't be hidden.
Wendilynn: I'm laughing at a geek musical. I think Shi Kyung would rather die first. Lol, He's a very strong person, so to see them wimp out Kai was a bit of a trip. He pulled it off well. Kai is very convincing as a wimpy computer geek who lost his dad.
OhSoEnthusiastic: Speaking of Kai, what are our opinions of his acting? I ... don't like his acting. I can totally overlook it because I think there's a solid story here. And all of the characters are pretty fascinating. But Kai won't be winning any best actor awards from me. He's still a little too green.
C.C. Farmer: Once I realized that it was Kai from Exo not Key from SHINee I was disappointed, but this part is not calling for a stellar actor but more of a great team member. And being an EXO member I know he can bring it.
Wendilynn: I'm going to have to disagree with you guys. Is he a newer actor? Yup, but he's selling the character to me. And that is with me having just watched Exo's Power video where Kai is being all badass and killing robots fearlessly. I bought the troubled kid who is obsessed with video games and is trying foolishly to pull the wool over his mom's eyes. I bought the kid who is trying not to attract trouble from the rich bully who then tracks him down and chases him into hiding in a coffin. I bought the panic of being locked into a coffin. Although, the look of shock on his face as he saw Kim Bom hanging from the tree still makes me laugh.
OhSoEnthusiastic: Oh, I think he's a good fit for the character. He looks the part, and despite his greenness, he still acts very much like a teen. And his greenness works in the characters favor. It was a good role choice for his first major drama. I think his acting will, what word am I looking for, grow on me? I'll become more comfortable with it is what I'm saying, lol.
C.C. Farmer: The look on his face in the last clip makes me want to watch the next episode right now. What is he going to do, now that he has found her?
Wendilynn: I'm a sucker for narration, so if they keep this up, I'm going to be a goner before too much longer. I loved listening to him talk about how much the girls look alike. I wish they would be more individual, myself. So to see her being her own person, not afraid to be unique even in the same uniform everyone is wearing, was awesome.
OhSoEnthusiastic: The writers did a superb job of narration and set up in this episode. I have a very clear idea of just who everyone is here and just what kind of town Shi Kyung and his family have stumbled into. This town is...interesting, lol. I think we're in for some fun shenanigans.
Everyone knows Shi Kyung has a serious problem but without him talking about it, they can't help. Will he get a reality check and maybe even a backbone now that he's living in a small town with his Grandmother?
For more from your Andante Dramaclub check out:
Wendilynn: As the Kimchi Turns | Kimchi Chat | Past Drama Clubs
C.C. Farmer: ccfarmer4u | Kimchi Chat
OhSoEnthusiastic: Twitter


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text:
On May 17, RedEye featured a story about the efforts of two dog lovers—Sue Naiden of Trio Animal Foundation and Bridgid Nolan of Project Rescue Chicago—who are also die-hard Blackhawks fans. So much so that the pair named a roster full of adoptable canines after current Hawks.
Several of those dogs found new homes in the wake of the story including these four.
TOEWS (shepherd and boxer mix)


text:
Reuters Staff
1 Min Read
Sept 11 (Reuters) - Nexgen Energy Ltd:
* Nexgen acquires remaining 40 pct interest in the Dufferin Lake Property Source text for Eikon: Further company coverage:
All quotes delayed a minimum of 15 minutes. See here for a complete list of exchanges and delays.
© 2018 Reuters. All Rights Reserved.


text:
Since January was School Board Recognition Month, the trustees, in recognition for their work, were given gift baskets at the Thursday, Jan. 25, meeting. Superintendent Dr. Chris Moran interviewed elementary students for a video presentation about the students' thoughts on what a board member looks like, how old they are and what they do.
Five high school students addressed the WISD board during open forum. Each of the students, Jack Pannagl, Tala Arthur, Aaron Blake, Josh Green and Bradley Green, are members of the wrestling club and thanked the board for the opportunity to participate.
Wrestling opened as a club this year for the first time and the wrestlers expressed their thanks for the opportunity to compete in wrestling and requested the district continue wrestling, but as a University Interscholastic League (UIL) sport.
"I am delighted to say our wrestlers have great success and growth throughout the season," Bradley Green reported. "We've competed at three tournaments and have had wrestlers place in each tournament. Our female teammates have even placed first and second in varsity competition. We will gain even more interest as a UIL sport as many have verbally committed they would join if it became a UIL sport."
"We, the wrestling team, wish the board will continue wrestling at WHS and turn it into a UIL sport that will be opened up to future students and to students that want to try something new," Blake stated.
The most significant difference between a club and a UIL sport is the source of funding. Clubs support themselves whereas UIL sports receive school funding. There is a process, however, for clubs to be considered for UIL status. That process includes evaluations of the interest level and need, the cost associated with adding it and the impact it will have on the school budget, according to Moran.
The 2016-2017 Texas Academic Performance Report (TAPR) was presented. It shows the district's scores on a number of measures comparative to Region 7 and statewide results. Overall, students in WISD performed better than those in Region 7 or the state as a whole, including on and the ACT, originally American College Testing, and Scholastic Assessment Test (SAT).
The report also specifies the percentage of teachers with differing years of experience compared to those state-wide. The percentage of teachers within WISD having 20 plus years experience stands at 18.8 percent. State-wide, the percentage is only 15.5 percent. Teachers with 11-20 years of experience are 35.9 percent compared to 27.8 percent across the state. Teachers within the district who have 6-10 years of teaching experience are at 25.1 percent compared to the state's 20.9 percent.
Additionally, there are no teachers within WISD who do not hold a bachelors or higher degree.
Yet the same report shows that the average teacher salary, by years of experience, falls short of the state average. Depending on the years of experience, teachers in WISD receive roughly 89 – 92 percent of their counterparts state-wide, yet WISD has only a 13.6 percent turnover rate compared to the 16.4 percent state-wide.
Another construction update was given with a June 2018 given as a possible completion date for the new Brown Elementary campus.
A report on new technology, virtual desktops, was presented. The report explained how the technology system would allow the Technology Department to assist campuses from their office without having to send a technician to each individual machine.
The board approved the financial audit, the high school exemption policy and the guaranteed maximum price for stage three of the bond construction project.
Election of members of the board of trustees for Place 4 and Place 5, seats currently held by Greg Hood and Wade Weathers, will take place Saturday, May 5. Anyone seeking to run must file by Friday, Feb. 16, and can pick up information regarding filing from the Administration Office, 106 West Wildcat Drive.
Special Sections


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How to collect coconuts
Well it is that time of the year again. Coconuts!! All the kids help pick the coconuts on the trees around the compound. There are only a couple of older boys that are designated to climb the tree with a machete in hand. These boys are skilled enough to go up the tall trees and
Always Learning
The thing that captivates my heart mostly from HHH is how knowledgable the kids are. They are constantly learning new tricks and they are always so grateful to learn something knew. These kids are so eager to be able to help with anything. As I would look around I would see the kids using every


text:
I did a bit of research regarding Naval Intelligence on airwarriors.com. Some of the postings around March 2012 stated that the Navy is "auto-rej...login to view the rest of this post
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