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Jimmy Fallon Super Bowl Special to Feature 'The Voice,' Taylor Swift, Justin Bieber Spoofs
Jimmy Fallon says that when he dresses up like Taylor Swift, it's not a pretty sight. But the late-night comic wants you to tune in anyway to his post-Super Bowl special, in which he plans to impersonate Swift, Justin Bieber and others as part of a parody of 'The Voice.'
"We're gonna do a spoof of 'The Voice' where it's a bunch of different people auditioning for the new halftime show," he told Ann Curry and Al Roker on 'Today.' "I'm gonna do LMFAO, Justin Bieber, Taylor Swift. Me as Taylor Swift is pretty ugly."
Fallon has already portrayed Bieber at least twice, both on his own show and on 'Saturday Night Live.' Will he also impersonate the 'Voice' judges? The only image scarier than Fallon as Taylor Swift is Fallon as Christina Aguilera.
The Super Bowl special will be shot live, so he warns, "Something's definitely going to go wrong." The program is scheduled to air at 12:35 ET late Sunday night. Of course, the premiere of the new season of 'The Voice' immediately follows the game on NBC.
Fallon has created lots of memorable music-themed sketches, like the History of Rap skits with Justin Timberlake. He has been taping his show all week in Indianapolis at the Hilbert Circle Theater, which often features classical music concerts. "We have the symphony playing with the Roots, so it's like hip-hop and classical mixed together," he says.
Watch Jimmy Fallon Discuss His Post-Super Bowl Special


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Hailing more from the pulp-melancholic spirit of CBS's 1978-1982 Hulk television series than its 2003 predecessor did, THE INCREDIBLE HULK wordlessly tells the entire gamma ray-afflicted origin story of scientist Bruce Banner's alter-ego within its first three minutes. This credit sequence in particular evokes (albeit with some cinematic weight) the lo-fi, premise-informing quality that one would find at the onset every episode of a cultish TV show, thus making two things quite clear. First, the Edward Norton-starring INCREDIBLE HULK is not a sequel to or a remake of Ang Lee's HULK, but a reboot equipped with an alternate plot, a new dynamic, and a different set of rules. Second, it is director Louis Leterrier's (UNLEASHED, THE TRANSPORTER) express intention to deliver a tightly wound, economically paced thriller in which scenes of drama and action are not mutually exclusive.
THE INCREDIBLE HULK replaces cerebral family drama with the story of a lonely, afflicted scientist who, at the start of the movie, is already in hiding, training his mind-body dichotomy. As for the Hulk that inevitably comes forth, a previously poetic weightlessness is rejected in favor of gargantuan physicality, and this time there's an equal behemoth for the not-so-jolly green giant to battle. It's akin to seeing the huge robots of TRANSFORMERS face off, only with more muscle and bone. The angst, of course, isn't gone from this incarnation--not if Norton's intelligently passionate Banner and his tender, forbidden relationship with Dr. Elizabeth Ross (Liv Tyler) have anything to say about it. It's simply that this Hulk always smashes before he ponders.
Rounding out THE INCREDIBLE HULK's main players are William Hurt as General Ross and Tim Roth as marine Emil Blonsky, two men in pursuit of the Hulk who, like Banner, aren't so much evil as consumed by tragic character flaws.
Cast List
Kirk Petruccelli - Art Director
Kirk M. Petruccelli - Art Director
Louis Leterrier - Director, THE TRANSPORTER (2002)
Craig Armstrong - Composer
John Wright - Editor, BROKEN ARROW (1996)
David Maisel - Executive Producer, THE INCREDIBLE HULK
Edward Norton - Actor/Director
Tim Blake Nelson - Actor/Director
Robert Downey Jr. - American actor, CHAPLIN (1992), IRON MAN (2008)
Stan Lee - American comic book author/editor, Marvel Comics movies
Stanley Martin Lieber - American comic book author/editor, Marvel Comics movies
William Hurt - American Actor, THE BIG CHILL (1983)
Liv Tyler - Actress, model, THE STRANGERS, THE INCREDIBLE HULK (2008)
Ty Burrell - Actor, EVOLUTION (2001)
Kevin Feige - Executive Producer, THE HULK (2003)
Kurt Williams - Visual effects supervisor
Jim Van Wyck - Producer
Avi Arad - Executive producer, many Marvel Comics properties
Tim Roth - British Actor
Gale Anne Hurd - Producer
Zak Penn - SCREENWRITERS\ASPIRING
Edward Harrison - Screenwriter
Peter Menzies Jr. - Director of Photography
- Format: DVD
- Run Time: 118
- Color Format: Color
- Genre: Action/Adventure
- Rating: PG-13 (MPAA) (for sequences of intense action violence, some frightening sci-fi images, and brief suggestive content)
- Release Date: September 2011
Related Categories:
Movies > Action/Adventure
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"There are some big, thumping fights and a few bright shards of pop-cultural wit..." - 06/13/2008 New York Times
"[S]teeped in action and special effects....[Featuring] Edward Norton's engaging portrayal of scientist Bruce Banner, who turns into the gargantuan green monster in times of emotional stress." - 06/14/2008 USA Today
"[S]olid and efficient....Norton and Roth are strong actors, and Liv Tyler is properly empathetic as Banner's longtime girlfriend, Betty Ross..." - 06/13/2008 Los Angeles Times
3 stars out of 5 -- "With more weight, heft and sinew....There's a primal boil to the super-ogre that recalls that other iconic misunderstood-monster, King Kong." - 08/01/2008 Empire, p.50
"[The film] manges to align the character with the energized tropes of contemporary superhero franchises by making his strength the real star of the show." - 06/11/2008 Premiere

subset: commoncrawl


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With Reacher, #1 New York Times bestselling author Lee Child has created "a series that stands in the front rank of modern thrillers" ( The Washington Post ).
Everything starts somewhere. . . .
For elite military cop Jack Reacher, that somewhere was Carter Crossing, Mississippi, way back in 1997.
- Format: MP3 What's this?
- Publisher: Penguin Random House Audio Publishing Gr
- Date: Sept 2011
From the book
Chapter 1
The Pentagon is the world's largest office building, six and a half million square feet, thirty thousand people, more than seventeen miles of corridors, but it was built with just three street doors, each one of them opening into a guarded pedestrian lobby. I chose the southeast option, the main concourse entrance, the one nearest the Metro and the bus station, because it was the busiest and the most popular with civilian workers, and I wanted plenty of civilian workers around, preferably a whole long unending stream of them, for insurance purposes, mostly against getting shot on sight. Arrests go bad all the time, sometimes accidentally, sometimes on purpose, so I wanted witnesses. I wanted independent eyeballs on me, at least at the beginning. I remember the date, of course. It was Tuesday, the eleventh of March, 1997, and it was the last day I walked into that place as a legal employee of the people who built it.
A long time ago.
The eleventh of March 1997 was also by chance exactly four and a half years before the world changed, on that other future Tuesday, and so like a lot of things in the old days the security at the main concourse entrance was serious without being hysterical. Not that I invited hysteria. Not from a distance. I was wearing my Class A uniform, all of it clean, pressed, polished, and spit-shined, all of it covered with thirteen years' worth of medal ribbons, badges, insignia, and citations. I was thirty-six years old, standing tall and walking ramrod straight, a totally squared away U.S. Army Military Police major in every respect, except that my hair was too long and I hadn't shaved for five days.
Back then Pentagon security was run by the Defense Protective Service, and from forty yards I saw ten of their guys in the lobby, which I thought was far too many, which made me wonder whether they were all theirs or whether some of them were actually ours, working undercover, waiting for me. Most of our skilled work is done by Warrant Officers, and they do a lot of it by pretending to be someone else. They impersonate colonels and generals and enlisted men, and anyone else they need to, and they're good at it. All in a day's work for them to throw on DPS uniforms and wait for their target. From thirty yards I didn't recognize any of them, but then, the army is a very big institution, and they would have chosen men I had never met before.
I walked on, part of a broad wash of people heading across the concourse to the doors, some men and women in uniform, either Class As like my own or the old woodland-pattern BDUs we had back then, and some men and women obviously military but out of uniform, in suits or work clothes, and some obvious civilians, some of each category carrying bags or briefcases or packages, all of each category slowing and sidestepping and shuffling as the broad wash of people narrowed to a tight arrowhead and then narrowed further still to lonely single file or collegial two-by-two, as folks got ready to stream inside. I lined up with them, on my own, single file, behind a woman with pale unworn hands and ahead of a guy in a suit that had gone shiny at the elbows. Civilians, both of them, desk workers, probably analysts of some kind, which was exactly what I wanted. Independent eyeballs. It was close to noon. There was sun in the sky and the March air had a little warmth in it. Spring, in Virginia. Across the river the cherry trees were about to wake up. The famous blossom was about to break out. All over the innocent nation airline tickets and SLR cameras lay on hall tables, ready for sightseeing trips to the capital.
I waited in line. Way ahead of me the DPS guys were doing what...
"Child is a superb craftsman of suspense." - Entertainment Weekly
"The truth about Reacher gets better and better." - Janet Maslin, The New York Times
"Implausible, irresistible Reacher remains just about the best butt-kicker in thriller-lit." - Kirkus Reviews
"Like his hero Jack Reacher, Lee Child seems to make no wrong steps." - Associated Press
"Lee Child [is] the current poster-boy of American crime fiction." - Los Angeles Times
"Indisputably the best escape artist in this escapist genre." - Marilyn Stasio, The New York Times
"Jack Reacher is much more like the heir to the Op and Marlowe than Spenser ever was." - Esquire


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42 U.S. Code § 292r - Loan provisions
Loans from a student loan fund (established under an agreement with a school under section 292q of this title) may not, subject to paragraph (2), exceed for any student for a school year (or its equivalent) the cost of attendance (including tuition, other reasonable educational expenses, and reasonable living costs) for that year at the educational institution attended by the student (as determined by such educational institution).
For purposes of paragraph (1), the amount of the loan may, in the case of the third or fourth year of a student at a school of medicine or osteopathic medicine, be increased to the extent necessary to pay the balances of loans that, from sources other than the student loan fund under section 292q of this title, were made to the individual for attendance at the school. The authority to make such an increase is subject to the school and the student agreeing that such amount (as increased) will be expended to pay such balances.
The liability to repay the unpaid balance of such a loan and accrued interest thereon shall be canceled upon the death of the borrower, or if the Secretary determines that he has become permanently, and totally disabled.
Such loans shall bear interest, on the unpaid balance of the loan, computed only for periods for which the loan is repayable, at the rate of 5 percent per year.
Loans shall be made under this subpart without security or endorsement, except that if the borrower is a minor and the note or other evidence of obligation executed by him would not, under the applicable law, create a binding obligation, either security or endorsement may be required.
No note or other evidence of a loan made under this subpart may be transferred or assigned by the school making the loan except that, if the borrowers transfer to another school participating in the program under this subpart, such note or other evidence of a loan may be transferred to such other school.
Subject to regulations of the Secretary, a school may assess a charge with respect to loans made this subpart [1] to cover the costs of insuring against cancellation of liability under subsection (d).
Subject to regulations of the Secretary, and in accordance with this section, a school shall assess a charge with respect to a loan made under this subpart for failure of the borrower to pay all or any part of an installment when it is due and, in the case of a borrower who is entitled to deferment of the loan under subsection (c), for any failure to file timely and satisfactory evidence of such entitlement. No such charge may be made if the payment of such installment or the filing of such evidence is made within 60 days after the date on which such installment or filing is due. The amount of any such charge may not exceed an amount equal to 6 percent of the amount of such installment. The school may elect to add the amount of any such charge to the principal amount of the loan as of the first day after the day on which such installment or evidence was due, or to make the amount of the charge payable to the school not later than the due date of the next installment after receipt by the borrower of notice of the assessment of the charge.
A school may provide, in accordance with regulations of the Secretary, that during the repayment period of a loan from a loan fund established pursuant to an agreement under this subpart payments of principal and interest by the borrower with respect to all the outstanding loans made to him from loan funds so established shall be at a rate equal to not less than $40 per month.
The Secretary is authorized to attempt to collect any loan which was made under this subpart, which is in default, and which was referred to the Secretary by a school with which the Secretary has an agreement under this subpart, on behalf of that school under such terms and conditions as the Secretary may prescribe (including reimbursement from the school's student loan fund for expenses the Secretary may reasonably incur in attempting collection), but only if the school has complied with such requirements as the Secretary may specify by regulation with respect to the collection of loans under this subpart. A loan so referred shall be treated as a debt subject to section 5514 of title 5. Amounts collected shall be deposited in the school's student loan fund. Whenever the Secretary desires the institution of a civil action regarding any such loan, the Secretary shall refer the matter to the Attorney General for appropriate action.
It is the purpose of this subsection to ensure that obligations to repay loans under this section are enforced without regard to any Federal or State statutory, regulatory, or administrative limitation on the period within which debts may be enforced.
Notwithstanding any other provision of Federal or State law, no limitation shall terminate the period within which suit may be filed, a judgment may be enforced, or an offset, garnishment, or other action may be initiated or taken by a school that has an agreement with the Secretary pursuant to section 292q of this title that is seeking the repayment of the amount due from a borrower on a loan made under this subpart after the default of the borrower on such loan.
[1] So in original. Probably should be "under this subpart".
The Peace Corps Act, referred to in subsec. (c)(1)(B), is Pub. L. 87–293, Sept. 22, 1961, 75 Stat. 612, as amended, which is classified principally to chapter 34 (§ 2501 et seq.) of Title 22, Foreign Relations and Intercourse. For complete classification of this Act to the Code, see Short Title note set out under section 2501 of Title 22 and Tables.
A prior section 722 of act July 1, 1944, was classified to section 293b of this title prior to the general revision of this subchapter by Pub. L. 102–408.
1998—Subsec. (a)(1). Pub. L. 105–392, § 134(a)(1), substituted "the cost of attendance (including tuition, other reasonable educational expenses, and reasonable living costs) for that year at the educational institution attended by the student (as determined by such educational institution)." for "the sum of—
"(A) the cost of tuition for such year at such school, and
Subsec. (a)(2). Pub. L. 105–392, § 134(a)(2), substituted "the amount of the loan may, in the case of the third or fourth year of a student at a school of medicine or osteopathic medicine, be increased to the extent necessary" for "the amount $2,500 may, in the case of the third or fourth year of a student at school of medicine or osteopathic medicine, be increased to the extent necessary (including such $2,500)".
Subsec. (c). Pub. L. 105–392, § 134(a)(3), in heading, substituted "repayment" for "ten-year" and, in introductory provisions, substituted "period of not less than 10 years nor more than 25 years, at the discretion of the institution, which begins" for "ten-year period which begins" and "such period" for "such ten-year period".
Subsec. (j). Pub. L. 105–392, § 134(a)(4), substituted "$40" for "$15".
Subsec. (m). Pub. L. 105–392, § 134(b)(1), added subsec. (m).
1993—Subsec. (a). Pub. L. 103–43, § 2014(b)(1), amended heading and text of subsec. (a) generally. Prior to amendment, text read as follows: "Loans from a student loan fund (established under an agreement with a school under section 292q of this title) may not exceed for any student for each school year (or its equivalent) the sum of—
"(1) the cost of tuition for such year at such school, and
"(2) $2,500."
Subsec. (b)(2), (3). Pub. L. 103–43, § 2014(b)(2), redesignated par. (3) as (2) and struck out former par. (2), which read as follows: "who, if pursuing a full-time course of study at the school leading to a degree of doctor of medicine or doctor of osteopathy, is of exceptional financial need (as defined by regulations of the Secretary); and".
Pub. L. 105–392, title I, § 134(b)(2), Nov. 13, 1998, 112 Stat. 3578, provided that:
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The player slips into the role of one of four totally different characters: The former task force agent John Johnson, who is familiar with all kinds of fire weapons, a beautiful PSI sorceress, an Asian material arts master or a female computer expert which is guarded by a flying drone. As a mercenary without own interests at first you struggle into an epic story full of surprising changes and unpredictable idioms.
Where once-powerful nations dominated the globe, threatening each other with sudden nuclear annihilation, one global government now rules the world. This global government is weak, and megacorporations have become a law unto themselves. People who accepted their sovereignty were protected, but the outcast, dissidents, and rebels were exploited and abused, continuing a condition that has existed between the weak and the powerful since the time began.
On the other hand, if the megacorps want a job done but they don't want to dirty their hands, they need outcasts. Through an outlaw's existence is not listed in any government or corporate database, the demand for outlaw services is high. Some are computer experts, sliding like a whisper through the visualized databases of the giant corps, stealing the only thing of real value: information. Others are ex-soldiers, armed with weapons and synthetic reflexes.
To protect their secrets from these criminal freelancers who steal them for other companies, the megacorps build large subterrestrial fortresses far out in the wastelands. As only company law counts there, that's what's known as "restricted area."
Technology is now far more advanced---cyber implants and genetically enhanced organs replace most external equipment and can be bought to increase your abilities, going far beyond the possibilities of a normal human.
Game Features:
- Four totally different characters with unique skills, each with a detailed back-story, progress independently through the same narrative; the story is revealed from various angles
- Each character has access to misc skills and to unique skills related to its characterization: 75 skills with 10 levels (750 skill levels in total)
- Uncountable number of weapons, Cyberware and Bioware to boost your abilities
- Dynamic dialogues adapted to the situation and the player's actions
- Exclusive soundtrack by popular international science fiction composers
- Unique second world: The Cyberspace
- Environment effects combat. Imagine light, shadow, distance, height level, weather and movement of the target affect the chance to hit
- Advanced combat system for fast-paced action with shooter elements
- Advanced AI with group tactics that reacts on your "visible strength" – the perceived strength and condition of your character, like the weapon in his hand
- Unlimited computer generated subquests and levels
Technical Features:
- Takes advantage of IRIS, the fastest and most powerful engine ever written for an isometric game, which took over two years to create and which has been created especially for Restricted Area
- Innumerable visual effects, for example dynamical lights and shadows, rain, fog, smoke, dust, fire, water, explosions and reflections
- 3D Soundeffects, produced by an Academy Award winning company
- Animations based on motion capturing by House of Moves, the "widely recognizied leader in their field" (David Perkinson, Sega of America)
- Cooperative Multiplayer mode
More articles about Restricted Area


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Assistive Technology to Enhance Inclusive Education
Dianne Chambers
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
Schools, teachers, and students are increasingly able to access and apply assistive technology to enhance inclusion within mainstream classrooms. The assistive technology may take the form of simple, easy-to-use, low-tech devices, or they may encompass more sophisticated, highly complicated devices that require training and greater levels of support to manage. To ensure that a classroom is truly inclusive, the teacher and other professionals involved in supporting children with disabilities and using assistive technology require appropriate knowledge and skills to bring potential to reality. The knowledge concerning what is available in the field of assistive technology is merely the starting point. Inclusive educators also require expertise in selecting devices and services, including the student in decision making, implementing the assistive technology within an inclusive setting, and assessing the effectiveness of the assistive technology to meet the needs of the student and the classroom.
There are many successful examples of assistive technology being successfully embedded into the practices of inclusive settings, but there is still some way to go to ensure this is a seamless approach and one that is universally informed by practice. While legislation can go some way toward mandating the use of assistive technology, teachers and schools are really at the forefront of implementation. There are many benefits and difficulties associated with adopting assistive technology to support students with disabilities, particularly in developing countries. While the challenges may be great, the potential for assistive technology to impact significantly on the educational, social, and recreational outcomes for students with disabilities in inclusive classrooms is immense.
Authenticity in Education
Lauren Bialystok
Authenticity is a concept with an impressive history in Western philosophy and a significant hold on the modern imagination. Inseparable from conceptions of truth and individual fulfillment, authenticity remains a powerful ideal, even as it eludes precise definition. Recently it has also become an organizing principle for many educational initiatives. Education, like authenticity, is opposed to dissimulation, ignorance, manipulation, and related states of misalignment between truth and experience. There is widespread enthusiasm for the promotion of authenticity across different types of education and in the personal identity of educators and students. Most of the scholarly literature pertaining to authenticity in education falls outside the scope of philosophical inquiry. But in all cases, the pursuit of authenticity in education rests on various philosophical assumptions about the nature of truth, reality, ethics, and, ultimately, the aims of education.
With the influence of Dewey and 20th-century progressive movements in education, authenticity entered the vernacular of educational theory and practice. Attention to the relationship between learning environments and the "real" world has generated pervasive commitments to authentic learning, authentic pedagogies, authentic curriculum, and authentic assessment practices. Here, "authenticity" is used to track the verisimilitude of an educational practice with respect to some external reality. It constitutes an ontological claim about levels of "reality," as well as an epistemological attitude toward learning as the construction of knowledge. In this respect, authenticity intersects debates about constructivism and relativism in education. Likewise, teachers are exhorted to be authentic qua teachers, elevating their true selves above institutional anonymity as a key part of effective teaching. This phenomenon trades on the values of truthfulness and autonomy that are prized in Western modernity but also problematized in the personal identity and ethics literature. The authenticity of students has also been championed as an educational aim, even as the methods for eliciting authenticity in others have been criticized as self-defeating or culturally limiting. Personal authenticity stands in a contested relationship to autonomy, which has been promoted as the key aim of liberal education. The project of creating authentic people through education remains an intense site of research and debate, with important implications for educational ethics and liberal values.
Citizenship and Ethics
Dianne Gereluk
The dominant premise underlying contemporary educational theory and practice is that citizens are members of political communities who have inherent rights as part of that membership and concomitant responsibilities that inform their beliefs, commitments, capabilities, and actions as members of these same communities. How individuals govern themselves in relation to others within the political community is a primary aim of education in contemporary policy documents, aims, and objectives statements. Yet, despite the urgency and salience of students learning to live together in the face of social division and conflict, the framing of citizenship and ethics in schools varies at least as much as the different visions of what constitutes a good citizen in the first place. This lack of consensus is reflected in how and where citizenship is framed in schools, how it is considered in policy, and how it is interpreted and facilitated in classrooms. Various educational theorists have also conceptualized the notion of citizenship and its place in schools. The variety of perspectives on these questions underscores the difficulties that educators experience in navigating ethical challenges in an educational and social context, where citizenship has become a publicly contested issue.
Commercialization in Education
Anna Hogan and Greg Thompson
In the literature, a range of terminology is used to describe the reorganization of public education. In much critical policy sociology the terms marketization, privatization, and commercialization are used interchangeably. Our argument is that each of these denotes distinct, albeit related, characteristics of contemporary schooling and the impact of the Global Education Industry (GEI). We define marketization as the series of policy logics that aim to create quasimarkets in education; privatization as the development of quasimarkets in education that privilege parental choice, school autonomy and venture philanthropy; and commercialization as the creation, marketing, and sale of educational goods and services to schools by external providers. We explain the manifestations of each of these forms and offer two cases of actors situated within the GEI, the OECD, and Pearson PLC, to outline how commercialization and privatization proceed at the level of policy and practice.
Critical Literacy
Vivian Maria Vasquez
Changing student demographics, globalization, and flows of people resulting in classrooms where students have variable linguistic repertoire, in combination with new technologies, has resulted in new definitions of what it means to be literate and how to teach literacy. Today, more than ever, we need frameworks for literacy teaching and learning that can withstand such shifting conditions across time, space, place, and circumstance, and thrive in challenging conditions. Critical literacy is a theoretical and practical framework that can readily take on such challenges creating spaces for literacy work that can contribute to creating a more critically informed and just world. It begins with the roots of critical literacy and the Frankfurt School from the 1920s along with the work of Paulo Freire in the late 1940s (McLaren, 1999; Morrell, 2008) and ends with new directions in the field of critical literacy including finding new ways to engage with multimodalities and new technologies, engaging with spatiality- and place-based pedagogies, and working across the curriculum in the content areas in multilingual settings. Theoretical orientations and critical literacy practices are used around the globe along with models that have been adopted in various state jurisdictions such as Ontario, in Canada, and Queensland, in Australia.
Critical Vocational-Technical Education and Training: Learning for Economy, Equity, and Environment
James Gregson
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
In The Green Collar Economy: How One Solution Can Fix Our Two Biggest Problems (2008), Van Jones envisions the possibility of a green economy that addresses not only the current environmental crises but also the promise of the green economy to lift out of poverty those low-income communities and communities of color that have been so devastated by industrial capitalism. While Van Jones, an advocate of natural capitalism and the first African American author of an environmental best seller, recognizes the role of green job training programs in the preparation of workers for green construction, alternative energy (e.g., solar, wind, geothermal energy installation), and sustainable agriculture and food systems, he does not address the curriculum and instruction appropriate for such job training programs. In this article, an overview is provided of the historical roots for critical Vocational-Technical Education and Training (VTET) and of how VTET is situated in the current discourse of the green economy. In doing so, it is posited that a critical vocational-technical education provides the promise of helping to address not only the environmental and socio-economic problems of the day, but also the educational problems associated with neoliberal policies and practices.
Decolonial Philosophy and Education
Nassim Noroozi
"Decolonial philosophy of education" is an almost nonexistent term. Consequently, rigorous intellectual and scholarly conversations on education tend to be centered around a specific set of concepts and discourses that were (and still are) generated, picked up or analyzed by thinkers from a specific geographical and political space, such as Socrates, Rousseau, Dewey, Heidegger, and Foucault. This has led to the systemic ignoring and violating concepts and ideas generated from other spaces and lived through by other people.
This legacy can also be related to some philosophical aspirations for gaining total, hegemonic, and universal perceptions and representations often formulated by male Euro-American philosophers; when this intellectual passion for universality becomes coupled with or stays silent about imperial and expansionist ambitions, it can see itself implicated in creating assimilationist or genocidal practices: in education, the manifestation of universality associated with imperialism is observed in Indian residential schools. While the words education, literacy, curriculum, learning of languages, acquiring knowledge, school, school desks, and school buildings might normally echo positive vibes for many, it can make an aboriginal survivor of an Indian residential school shudder. It is furthermore hard to ignore the aspirations for a European/Universalist definition of human and man in the famous "Kill the Indian to save the child" policy of Indian Residential Schools. However, the likelihood of deeming such assimilationist attempts as benign acts of trial and error and as events external to philosophy is generally high. Therefore, the "colonial edge" of these philosophies are, more often than not, left unexamined.
This is the plane where decolonial philosopher dwell. They deliberate on essential key moments and discussions in philosophical thought that have either not been paused at enough or paused at all, and thereby question this lack of attention. There is an important reason for these intellectual halts practiced by decolonial philosophers. While these might seem to be abstract epistemic endeavors, decolonial philosophers see their work as practices of liberation that aim beyond disrupting the eminence of mainstream Euro-American philosophical thought. Through these interrogative pauses, they hope to intervene, overturn and restructure the philosophical, political and social imaginations in favor of the silenced, the ignored, the colonized, and the (epistemologically and physically) violated.
This article engages with certain key decolonial theses and is concerned with the hope of initiating and further expanding the dialogues of decolonization in the philosophy of education. The article will, however, stay away from adding new theses or theories to decolonial education. The author believes that this field, much like other paradigms, either can or will at some point suffer from theoretical exhaustion. Instead, it directs the readers to pause at some of the decisive moments discussed in decolonial theories.
Democracy and Education in the United States
Kathy Hytten
There is an integral and reciprocal relationship between democracy and education. Democracy is more than a political system or process, it is also a way of life that requires certain habits and dispositions of citizens, including the need to balance individual rights with commitments and responsibilities toward others. Currently, democracy is under threat, in part because of the shallow and reductive ways it has been taken up in practice. Understanding the historical relationship between democracy and education, particularly how democracy was positioned as part of the development of public schools, as well as current approaches to democratic schooling, can help to revitalize the democratic mission of education. Specifically, schools have an important civic role in cultivating in students the habits and dispositions of citizenship, including how to access information, determine the veracity of claims, think critically, research problems, ask questions, collaborate with others, communicate ideas, and act to improve the world. Curriculum, pedagogy, and organizational structures are unique in democratic schools. Developing an active, inquiry-based curriculum; using a problem-posing pedagogy; and organizing schools such that students develop habits of responsibility and social engagement provide our best hope for revitalizing democracy and ensuring that it is not simply an empty slogan but a rich, participatory, justice-oriented way of life.
Drama in Education and Applied Theater, from Morality and Socialization to Play and Postcolonialism
Kathleen Gallagher, Rachel Rhoades, Sherry Bie, and Nancy Cardwell
The field of drama education and applied theater is best understood through a consideration of the major developments and aspirations that have shaped its trajectory over three historical periods: the latter years of the 19th century up until 1960, between 1960 and 1990, and the years encompassing the turn of the 21st century, 1990–2015, which was a decidedly more globalized epoch. The drama education/applied theater scholarship of the English-speaking world, including the United Kingdom, Europe, Australia and New Zealand, and North America, offers a fascinating distillation of the relationship between making drama and learning, including the history of alternative forms of education. Scholarship from Asia drawing on traditional forms of theater-making, as well as imported and adapted structures of Western drama education movements, speak to hybrid and ever-expanding practices across the globe.
Although young as a discipline within the academy, drama education/applied theater has all but made up for its relative immaturity by spanning a wide domain of multidisciplinary thinking, embracing an eclectic theoretical field that covers an enormous breadth of social issues and a vast range of learning theories, while straddling a compelling spectrum of political positions. The development of the field is infused with pioneering ideas that broke with entrenched historical traditions and habitual ways of learning, harkening toward new ways of thinking, being, relating, and creating. Taking the world as its source material and humanity as its target audience, the history of the progressive discipline of drama education/applied theater tells the story of an ambitious, flawed, idealized, politicized, divisive, and deeply humanistic scholarly and practice-driven field.
Education and Peace
Taro Komatsu
The relationship between education and peace is an area of educational research that merits sustained attention from scholars. A recent review of literature on this relationship pointed out the lack of rigorous research studies and robust evidence showing this link. This is surprising, given its significant implications for policy makers and practitioners who wish to educate youths to build and sustain a peaceful and just society. In fact, those who are engaged in education and peace research often grapple with the gap between their intuitive belief in the power of education to transform individuals and society on one hand, and the difficulty in establishing the causal relationship between the two concepts on the other. Still, today's incessant tide of violence around the world has been propelling researchers to investigate the intersection of education and peace in order to better understand this connection.
The change in the nature of conflict has also given a new impetus to the research on education and peace. Today's conflicts are generally fought between cultural groups within a nation, rather than between nation-states. Less developed nations, many of them being multicultural, are particularly prone to the risk of violent conflict. A study suggesting that the percentage of extreme poverty in fragile and conflict-affected societies will increase from the current 17% to 46% by 2030 confirms the close relationships between conflict, poverty and development. Because violence caused by internal conflict is a major obstacle to achieving universal access to education and other development goals, research on education and peace has become an important agenda item in the development aid community. This has added international aid organizations to the major players in education and peace research.
To date, most research studies have attempted to determine how education contributes to, or negatively affects, peace, rather than the other way around. The notion of peace, in the meantime, is no longer merely defined as the absence of war, but has been expanded to include the absence of structural violence, a form of violence that limits the rights of certain groups of citizens. This definition of peace has enlarged the analytical scope for social science researchers engaged in peace-related studies. The research field of education and peace has expanded beyond curriculum, textbooks, and pedagogy to also include education policy, governance, administration, and school management. Research may explore, for example, the impact of equitable and inclusive education policy and governance on the development of citizenship and social cohesion in the context of multicultural societies.
Importantly, scholars engaged in education and peace research need to consider how peace-building education policy and practices can actually be realized in societies where political leaders and education professionals are unwilling to implement reforms that challenge the existing power structure. Normative arguments around education for peace will be challenged in such a context. This means that education and peace research need to draw on multiple academic disciplines, including political science, sociology, and psychology, in order to not only answer the normative questions concerning peace-building policies and practices, but also address their feasibility.
Finally, the development of education and peace research can be enhanced by rigorously designed evaluation studies. How do we measure the outcomes of peace-building policies and practices? The choice of criteria for measurement may depend on the local context, but the discussion and establishment of fair and adaptable evaluation methodology can further enhance education policy and practices favoring peace and thus enrich the research in this field.
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August 13, 2013
Art Created by Chimpanzees Featured in Contest to Benefit Sanctuaries
Renowned primatologist Jane Goodall and public to vote for their favorite chimp art Aug.13-22
Judging has commenced for a unique contest featuring artwork created by chimpanzees in sanctuaries. Hosted by The Humane Society of the United States, the friendly competition is designed to draw attention to the abilities of these great apes and the essential role sanctuaries play in ensuring that chimpanzees receive the specialized care they need after difficult lives spent in research, entertainment and the pet trade. The artwork will be judged by famed primatologist and conservationist Dr. Jane Goodall and voted on by the public online.
Kathleen Conlee, vice president of animal research issues at The HSUS said: "As we continue to move toward a time when exploitation of chimpanzees in the United States is no longer tolerated, more and more of these animals will be in need of permanent sanctuary. The public's support of high quality sanctuaries is critical now more than ever."
For the contest, six members of the North American Primate Sanctuary Alliance have submitted an original piece of enrichment artwork created by one of their resident chimpanzees. Creating artwork is one of many enrichment activities sanctuaries can offer captive chimpanzees. The public will have an opportunity to vote online Aug.13-22 and all contest results will be announced Aug. 29. The resident sanctuaries will be awarded grant prizes from The HSUS to help care for retired chimpanzees. After the contest, the artwork will be auctioned off and the proceeds will benefit the North American Primate Sanctuary Alliance.
Dr. Jane Goodall, DBE, founder of the Jane Goodall Institute and UN Messenger of Peace, added: "Sadly, these chimpanzees will never be able to return to the wild, so it's desperately important that we do everything possible to support really good sanctuaries where they can live out their lives in peace. They have suffered enough."
The contest entries include enrichment artwork by:
- Brent from Chimp Haven in Keithville, La.
- Cheetah from Save the Chimps in Fort Pierce, Fla.
- Jamie from Chimpanzee Sanctuary Northwest in Cle Elum, Wash.
- Jenny from Primate Rescue Center in Nicholasville, Ky.
- Patti from Chimps, Inc. in Bend, Ore.
- Ripley from Center for Great Apes in Wauchula, Fla.
The grant prize amounts will be as follows:
- Online voting: humanesociety.org/chimpart
- 1st place public voting: $10,000
- 2nd place public voting: $5,000
- 3rd place public voting: $2,500
- Judged prize (Dr. Goodall's selection): $5,000
- Each sanctuary will receive a $500 grant for entering the contest
- The North American Primate Sanctuary Alliance currently has eight member sanctuaries that provide excellent, lifetime care for nearly 500 chimpanzees retired from research, entertainment and the pet trade. The organization's mission is "to advance the welfare of captive primates through exceptional sanctuary care, collaboration and outreach."
- It is estimated that there are more than 1,100 chimpanzees in the United States who currently reside in laboratories, entertainment facilities, private residences, and unaccredited facilities.
- In June, the National Institutes of Health announced plans to retire nearly 90 percent of the 360 government-owned chimpanzees to sanctuary and significantly decrease chimpanzee research grants.
- Also in June, the U.S. Fish and Wildlife Service proposed a rule to list all chimpanzees as endangered under the Endangered Species Act. If finalized, that proposal is expected to significantly impact the use of chimps for harmful biomedical research, entertainment, and interstate trade as pets. Any use of chimpanzees that would cause harm to the animals would require a permit and FWS would evaluate each permit application individually to determine whether the proposed action would promote conservation of the species, as required by the ESA.
*Media Note: Still images and b-roll footage of the participating chimpanzees are available via the contact below.
Media Contact: Niki Ianni, 301-548-7793, email@example.com


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Carpet cleaned the Chem-Dry way in Highland Heights, OH is left clean and dry within 1 to 2 hours, not the 1 to 2 days other cleaning methods such as steam cleaning require. Chem-Dry uses carbonating cleaning solution so effective we only need to use approximately one-third to one-fourth of the moisture steam cleaners use.
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*Based on studies conducted by independent laboratories of Chem-Dry's HCE (Hot Carbonating Extraction), P.U.R.T. (Pet Urine Removal Treatment), Granite Countertop Renewal, and Tile, Stone & Grout cleaning processes. Allergens tested were dog and cat dander and dust mite allergen. Pet odor results based on testing with the most common odor sources found in dog and cat urine. Pet urine bacteria results based on Chem-Dry's HCE cleaning process and a sanitizer, combined with P.U.R.T. All bacteria results include use of sanitizer. Figures are an average across multiple tests.


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In the spring of 2007, something special happened in Tucson, AZ. It started in 2006, when a young man named Robert Park came on the scene. There had never been anyone like him before, and there hasn't been anyone like him since. He was a believer in the power of…read more
Years ago I asked God why He was allowing me to meet so many  people. This past year I have seen some answers. For example, this Christmas I felt led to be involved again in an outreach we have going at a house during the Winter Haven Festival of Lights. Some…read more


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The NHL season has crossed the quarter pole, so it's time to grade each Bruins player before they start the season's second quarter in Atlanta Sunday night.
The offense was the Bruins' weak link last season, and general manager Peter Chiarelli knew he had to revamp his forward corps in order to improve the club's scoring.
With the trade for Nathan Horton and Gregory Campbell, and the drafting of Tyler Seguin, Chiarelli made the necessary maneuvers. But the longer-than-expected rehabilitation of Marco Sturm's knee and the training-camp revelation that Marc Savard was suffering from post-concussion syndrome set Boston back again the goal-creation department.
However, while Marco Sturm was expected to be out for a while, Marc Savard's surprise revelation at the start of training camp that he was suffering from post-concussion syndrome added to Boston's challenge to improve up front.
Thus far, the Bruins have at least escaped the basement of the NHL goals-per-game rankings, as they entered Saturday night's play 18th. Obviously, they must be better to have a chance at a top seed in Eastern Conference and a strong chance to go deep in the playoffs. The forwards have again formed a solid defensive group, and aided the challenged defense corps in terms of getting the puck out of the defensive zone, but too often the necessary finish has been absent.
Here are the grades:
Milan Lucic: A-minus
We're finally seeing the all-around, healthy Lucic the Bruins expected to see when they re-signed the young winger to a multi-year contract extension last fall. He leads the team in goals (10) and shares the points lead with Horton (18). Lucic has come up big in the clutch (three game-winning goals) and has been consistent. He has also been the physical presence the team needs, including a couple fights, most nights. But the Bruins need him to be a menace around the net and on the forecheck even more often.
Nathan Horton: B-plus
After a red-hot start, Horton has cooled off a bit over the last eight games. He is still tied for the team lead in points, but his 49 shots are not enough considering his ice time and his power-play duties. If he would just look for his shot more and use his body more often to create some space, he'd be more helpful to the Bruins' cause.
Mark Recchi: B
It's difficult to determine the standard Recchi should be held to. After all, he's a future Hall-of-Famer, but he's playing at 42 among a league dominated by guys that were in diapers when he broke into the league. The Bruins need him to do more to both score (just four goals) and help create offense for his teammates, especially on the so-far-disappointing power play. But no one plays harder every night.
Patrice Bergeron: B
It took the center seven games to score his first goal of the season, and he still has scored just three thus far. He makes up for that by leading the forward corps in shorthanded ice time (for the league's best PK) and winning 52.8 percent of his faceoffs. But the Bruins need more offense out of Bergeron, especially while he's centering Lucic and Horton.
Michael Ryder: B
As far as a bounce-back year, at least Ryder has finally found a consistency level that has allowed him to avoid one of those seven- or eight-game droughts he had been famous far. While you'd like to see him do more at even strength — three of his six goals came on the power play — he's in the bottom half of the Bruins' forward corps in terms of even-strength ice time. His stretches of non-existence have been fewer this season, although he could stand to shoot more as much as Horton could. Only his $4 million price tag makes Ryder a player Boston could wind up cutting in the weeks ahead.
David Krejci: B-minus
It's hard to knock a guy who got knocked in the head and had to miss six games with a concussion. However, that absence is the only thing that makes Krejci's seven-game goal-less drought less ugly. He has only added three assists in that span. Playing with the type of talent he usually has on the wing, and leading all Bruins forwards in ice time, Krejci should be more prolific in the points department. He also has to pick up his 47.7 percent faceoff success rate.
Tyler Seguin: B
To be fair, the teen-aged rookie was supposed to be getting his feet wet in the NHL as a wing on a center-laden team. And instead he has had to bear the burden of playing center. He has improved in his own end, but it took a while for him to not look lost at the defensive end. Head coach Claude Julien has even taken to cutting the kid's ice time late in close games. The extra focus on defense has limited his opportunities to put his blazing speed to use with the puck.
Blake Wheeler: B
The third-year forward added to his stock by showing he could be a responsible, active center in the NHL after playing strictly wing since college. He definitely needs more finish (just four goals) and has to venture to the front of the net with more desire most nights, but his tenacious penalty killing seemingly creates as many scoring chances as some players earn in other situations.
Brad Marchand: A-minus
Not only has Marchand kept his peskiness in check enough that it hasn't hurt the Bruins, he has popped in three goals and been an effective penalty-killer (two of those goals are shorthanded ones). The Bruins really can't ask much more out of Marchand, except maybe a little more finish to go with the multitude of chances he creates.
Jordan Caron: B
As a rookie, Caron is second among the Bruins' forward corps in shorthanded ice time and has proven to be solid positionally in all situations. In addition to his three goals, he has created another couple scores with his presence in front of the net. He might've hit a bit of a rut a couple weeks ago when the schedule became more rugged, but he has been one of the Bruins' most reliable three-zone forwards this season.
Gregory Campbell: A-minus
What a find Campbell has been, as he has both scored a couple goals and raised the offensive level of his wingers while centering the fourth line. An effective penalty-killer and the Bruins' leader in blocked shots among forwards, Campbell just needs to win more than 47.1 percent of his faceoffs to be the perfect player for the role he's cast in.
Shawn Thornton: A
All that talk of Brian McGrattan supplanting Thornton as Boston's tough guy is ancient history now that he has not only racked up three fighting majors but also cashed in on his unbelievable amount of shots on net (46) with four goals in just 10:19 of ice time per game.
Daniel Paille: C
Somewhat a victim of Boston's depth, Paille was a healthy scratch for a bunch of games after he was skating in quicksand opening night. However, he has done little during his opportunities to play due to injury or illness to others to warrant winning a job when Boston's totally healthy. He continues to be an enigma with his speed light years ahead of the rest of his game, and he could be a cap casualty in the near future.


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Here are five things the Gators need to get done on the practice field between now and the Aug. 31 opener against Toledo.
While the rest of campus continues to slumber through the final weeks of summer, it's back to the practice field for the Florida football team, which opens preseason camp Friday.
As is usual with any preseason camp, questions and themes abound for UF with the start of the season now just a month away.
Here are five things the Gators need to get done on the practice field between now and the Aug. 31 opener against Toledo:
1. Groom the No. 2 QB
Before Jeff Driskel ended up on the operating table earlier this week for appendectomy surgery, the No. 1 camp goal at QB probably was to get the No. 2 quarterback (probably junior Tyler Murphy) ready to play just in case he's needed at some point in the season. Now, the goal may be to get the No. 2 guy not just ready to play, but ready to start. Driskel's unexpected surgery could sideline him for the first two weeks of camp, and further illustrates just how fragile (and scary) the situation is at quarterback. Murphy has not thrown a pass in a college game. The other two scholarship players on the roster are a redshirt freshman (Skyler Mornhinweg) and a true freshman (Max Staver). This is going to be a crucial camp at the quarterback position, especially in the first two weeks, when the coaches must get Murphy (or someone else) not just ready to step in, but lead the offense.
2. Settle the situation at linebacker
With starting middle linebacker Antonio Morrison suspended for the first two games of the season, the Gators are going to have to do a little scrambling (and maybe experimenting) at the linebacker positions. The most logical scenario is for Mike Taylor to move from weakside linebacker to the middle, but that could leave a true freshman (Daniel McMillian) to start at the weakside. Another possibility is moving Taylor to the middle, switching Darrin Kitchens from the strongside to the weakside and making Neiron Ball or Ronald Powell the starter on the strongside. The coaches have planned all along to play Powell at the Buck position and outside linebacker. This may be the opportunity to establish Powell as a starter at outside linebacker, which would give the Gators a chance to have Powell and Dante Fowler Jr. on the field at the same time. The bottom line is the coaches are going to have to determine the best combination in camp and go with it.
3. Find a second safety
One of the biggest question marks on defense is at the safety positions, where the Gators must replace last year's starters, Matt Elam and Josh Evans. Cody Riggs, a former starter at cornerback, appears a lock to nail down one of the starting roles. The other appears to be very much up in the air heading into camp. The competition for the other starting job should be fierce between Jabari Gorman, Valdez Showers, Marcus Maye (and maybe even highly rated true freshman Marcell Harris). The leading candidate may be Maye, a redshirt freshman who was a scout-team standout last fall who has received an endorsement from Elam. Maye appears to have some of the same playmaking potential that made Elam a valuable player on defense last season.
4. Define Purifoy's role on "O"
The coaches clearly want starting cornerback Loucheiz Purifoy to have an impact on offense. That's why Purifoy spent the first half of spring practice working exclusively at wide receiver. Now that they have a pretty good idea what he's capable of doing on offense, Will Muschamp and offensive coordinator Brent Pease need to determine how (and how much) they're going to use Purifoy on offense. He's an explosive athlete who could make plays down the field, but that's not going to change the fact he will remain a starting cornerback, something Muschamp has been adamant about. How much time Purifoy spends on offense may be determined by the growth of UF's young wide receivers. If a few of the young guys show they can consistently make plays, Purifoy's role on offense might be limited. If the Gators come out of camp still searching for playmakers at receiver, Purifoy could play a major role on offense.
5. Name the replacement for Sturgis
It's going to be close to impossible to adequately replace Caleb Sturgis, one of the all-time great place-kickers at UF, but someone is going to have to try and fill the role. It's either going to be senior walk-on Brad Phillips or redshirt freshman Austin Hardin. Phillips has limited experience (he made two-of-three field goal attempts in 2011, including a 43-yarder against Georgia), while Hardin has none. The two were basically dead-even at the end of spring practice and will continue their competition in camp. Muschamp has expressed confidence in both kickers. Phillips may have an edge in consistency, but Hardin has a stronger leg and probably a bigger upside. ESPN rated Hardin the No. 1 kicker in the nation coming out of high school in 2011.
Contact Robbie Andreu at 352-374-5022 or firstname.lastname@example.com. Also check out Andreu's blog at Gatorsports.com.


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MONARCH REACHOUT: Bone Marrow Drive 2012
By ODU Athletics
April 23, 2012
NORFOLK, Va. -- Head coach Bobby Wilder and the Old Dominion University football team helped recruit 190 people, including university students, faculty, staff, and members of the Hampton Roads community, to the National Marrow Donor Registry last week.
Since starting this event four years ago, the Old Dominion football team has helped register nearly 850 people to the bone marrow donor registry in an attempt to help save lives from life-threatening diseases nationwide.
There are 20 million people worldwide who are registered as potential marrow donors. Still, there are only about 250 matches found each year, making it a 1-in-80,000 chance that a registered donor will be a match.
In what has become an annual event for the Monarchs, Wilder and his team are looking to help the more than 6,000 men, women and children who are searching the National Marrow Registry for a life-saving donor. These patients have leukemia, lymphoma and other life-threatening diseases that can be treated by a bone marrow or cord blood transplant. For many of these patients, a transplant may be the best and only hope of a cure.
For more information on the National Marrow Donor Registry and how you can save a life, visit BeTheMatch.org.


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A high school student requests the political opinions of several famous individuals concerning the national issues and potential candidates of the 1968 presidential election.
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Q: I've just conceived my baby through IVF. Does this make my pregnancy high risk, and will I need to see a perinatologist?
A: A pregnancy achieved through assisted reproductive technology, which includes in-vitro fertilization (IVF) and intrauterine insemination (IUI), is not necessarily considered high risk. Yet a woman who conceives via either technique may have one or more pre-existing conditions, such as "advanced maternal age" or a history of miscarriage, that make it appropriate for her to see a perinatologist--a physician who specializes in the treatment of a mother and her fetus when either is at risk for complications. Multiple pregnancies, which are a not uncommon result of IVF, also require care by a specialist.
An obstetrician will often successfully manage an IVF pregnancy, but if specialized medical attention is necessary, your doctor will call in a perinatologist for evaluation and treatment.


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UMaung Maung was no stranger to the brutality of the government of Burma (called Myanmar by its military rulers). A former geologist and leader of the national mineworkers' union, Maung was forced to flee the country in 1988 when, following a massive citizens' uprising, a new military government began to arrest, torture and execute thousands of pro-democracy demonstrators. But Maung was nevertheless surprised when, nine years ago, he came across hundreds of Burmese crowded into a cluster of straw huts along the Thai-Burma border, a makeshift village that sank in the mud when it rained.
Why had they fled Burma's lush Tenasserim district, a peninsula of coastline, farmland and thick forests, to live here like cattle? In a series of interviews with Maung, leader of the exiled Federation of Trade Unions of Burma, the villagers de-scribed armed military men expelling indigenous fishermen from their homes and farmers from their land, razing villages and enslaving their inhabitants. They reported that soldiers forced everyone from children to the elderly into labor, making them cut through thick swaths of jungle, build military installations and haul army equipment. All of this, Maung later learned, in order to prepare the area for a new gas pipeline.
One woman said soldiers came to her home as she was cooking over an open fire. When her husband attempted to flee, they shot him and shoved her and her baby into the flames, killing the baby and leaving her with disabling scars. Others described seeing their neighbors executed when they refused to leave their homes. Many who joined forced-work details collapsed from exhaustion or disease after weeks of toiling under a scorching sun with little food or water. Two girls said they were raped by soldiers at knifepoint.
Many of these victims are now plaintiffs in two landmark lawsuits against Unocal, part of a consortium of companies behind the gas pipeline. The outcomes may well determine whether American corporations will ever be forced to account for the brutal human rights abuses being committed around the world in their interests.
As has now been well documented by EarthRights International, a human rights group co-founded by former Burmese student activist Ka Hsaw Wa, the military began clearing the land and enslaving locals only after the oil companies initiated negotiations with the Burmese government to build the $1.2 billion project in 1990. The accounts collected by Ka Hsaw Wa and Maung are corroborated by volumes of sworn deposition testimony from villagers, filed under seal but cited in several court opinions. According to the testimony, plaintiffs' lawyers and further interviews conducted by such independent human rights organizations as Human Rights Watch, hundreds of villagers were driven from their homes and farms, and forced to work at gunpoint to prepare the area for the pipeline.
Led by the French oil company Total (now TotalFinaElf), the consortium entered into a joint venture with the Burmese government around 1995 to transport vast quantities of natural gas from the offshore Yadana field in the Andaman Sea through a pipeline that would extend east to Thailand. The pipeline would have to pass through Tenasserim, a region whose ethnic groups opposed military rule. Because its agreement with the companies required the Burmese government to protect the pipeline from sabotage, the government increased its military presence along that thirty-nine-mile stretch. According to testimony from villagers, many of those forced into service–cutting down trees, digging out stumps, building barracks and helipads–were beaten regularly by guards. Some of these same helipads were used to ferry Unocal officials when they came to inspect the project's progress.


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Djibouti's Election Declared FairLocal and international observers have declared Djibouti's legislative polls legitimate and transparent, despite the opposition's plans to protest alleged fraud.
Djibouti: Election Declared Fair, Oppostion Plans Protest
Sabahi, 25 February 2013
Domestic and international observers have declared Djibouti's legislative elections last week legitimate and transparent, although the opposition Union for National Salvation (USN)… Read more »
Current president Ismail Omar Guelleh (file photo).
Djibouti: Ruling Party Claims Victory in Historic Poll
Sabahi, 24 February 2013
Djibouti's ruling party announced Saturday (February 23rd) that it won Friday's parliamentary election, quickly followed by accusations of widespread fraud from the opposition. Read more »
Djibouti: Djiboutians Peacefully Vote in Hotly Contested Parliamentary Elections
Sabahi, 22 February 2013
Djiboutian voters peacefully participated in the country's first parliamentary elections without a majority list system on Friday (February 22nd), with opposition groups joining… Read more »
Djibouti: Voters Head to Polls in Djibouti
AEP, 22 February 2013
Voters are headed to the polls in the East Africa nation of Djibouti, where opposition candidates are taking part in parliamentary elections for the first time in 10 years. Read more »
Djibouti: International Election Observers Arrive in Djibouti
Sabahi, 21 February 2013
Djiboutian Minister of Foreign Affairs Mahmoud Ali Youssouf received 60 international observers tasked with overseeing Friday's parliamentary elections, Djibouti's La Nation… Read more »
Djibouti: Country Heads to the Polls - the Troubling Illusion
ThinkAfricaPress, 21 February 2013
After tomorrow's vote, Djibouti is likely to have a parliamentary opposition for the first time since independence. But will this seemingly positive step help alleviate… Read more »
Djibouti: Djiboutian Military Commander Says Army Neutral in Elections
Sabahi, 20 February 2013
Chief of Staff of the Djibouti Armed Forces Major General Fathi Ahmed Houssein on Tuesday (February 19th) refuted accusations of military partisanship in election campaigns, the… Read more »
Djibouti: Djibouti Holds Its First Televised Political Debate
Ethiopia Government, 19 February 2013
Last night was the first televised political debate in Djibouti. It took place between candidates of various parties standing for the legislative election to take place on Friday… Read more »
Djibouti: Sixty Observers for Legislative Elections
Ethiopia Government, 18 February 2013
Djibouti's Ministry of Foreign Affairs has announced that a total of sixty observers will be monitoring Djibouti's legislative elections on Friday this week (February 22nd). The… Read more »
This year's polls, set to take place on 22 February, is expected to give minority parties a larger voice in government. Read more »


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44 U.S. Code § 3538 - Effect on existing law
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Nothing in this subchapter, section 11331 of title 40, or section 20 of the National Standards [1] and Technology Act (15 U.S.C. 278g–3) may be construed as affecting the authority of the President, the Office of Management and Budget or the Director thereof, the National Institute of Standards and Technology, or the head of any agency, with respect to the authorized use or disclosure of information, including with regard to the protection of personal privacy under section 552a of title 5, the disclosure of information under section 552 of title 5, the management and disposition of records under chapters 29, 31, or 33 of title 44, the management of information resources under subchapter I of chapter 35 of this title, or the disclosure of information to Congress or the Comptroller General of the United States.
[1] So in original. Probably should be "National Institute of Standards".
Source(Added Pub. L. 107–296, title X, § 1001(b)(1),Nov. 25, 2002, 116 Stat. 2267.)
Applicability of Section
This section not to apply while subchapter III of this chapter is in effect, see section 3549 of this title.
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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This Week In Island History
The news of 10 and 15 years ago is from the Jamestown Press. The news of 100 years ago came from the collection of the Newport Historical Society.
100 years ago
From the Newport Journal, Oct. 10, 1913
At a special meeting of the Town Council to consider the matter of a fire alarm, it was voted to make temporary repairs to the present bell and a committee was appointed to investigate and report on a more up-to-date alarm system.
Saturday the swell from the northerly blow caused steamer Conanicut to surge aground in the slip and carry away one of the heavy chains to one of the counterweights, making it impossible to take heavy wagons for a trip or two and putting the ferry behind schedule. Repairs were made in a short time and the lost time was made up during the afternoon.
75 years ago
From the Newport Daily News, Oct. 6, 1938
Repairs are being made to the roof of the Central Baptist Church, which was damaged during the recent gale.
From the Newport Daily News, Oct. 8, 1938
WPA workers are clearing the Gardner House lawn of several large evergreen trees that were felled by the storm.
A songfest was held at the Friday afternoon assembly at the Thomas H. Clarke School, with all grades in the school attending.
From the Newport Daily News, Oct. 10, 1938
WPA workers started today building a temporary road across Mackerel Cove Beach on the Beavertail Road, which was washed away by the tidal wave.
50 years ago
From the Newport Daily News, Oct. 7, 1963
Two new Captain Kidd's 4-H Clubs were organized in Jamestown over the weekend.
From the Newport Daily News, Oct. 10, 1963
Stirred by complaints of rowdyism by Jamestown school children being transported at public expense on the Jamestown Ferry to attend schools in Newport, the Jamestown School Committee asked the state Department of Education whether it can legally suspend payments of ferry fare and school tuition for offenders.
25 years ago
From the Newport Daily News, Oct. 11, 1988
Work on a cofferdam at the new Jamestown Bridge has been halted because of leaks, but a state transportation official said the problem was not unexpected.
From the Newport Daily News, Oct. 12, 1988
The Town Council Tuesday approved the transfer of the lease of the town dock space at West Ferry. Lorensen Associates of Mystic, Conn., is scheduled to purchase the Dutch Harbor Shipyard today. Before the closing on the property, though, the new owners needed council approval for the lease transfer.
15 years ago
From the Jamestown Press, Oct. 8, 1998
Testing in the new standards style is new to Jamestown, but despite being only in its second year, town students are already showing a marked improvement in various mathematics skills.
Before they have even come up with a recommendation, the townappointed Highway Garage Committee is under attack, and a growing number of north end residents are stepping forward to protest two proposed locations as well as the proposed size of the new public works barn.
10 years ago
From the Jamestown Press, Oct. 9, 2003
The Jamestown School Committee decided to discuss in closed session all further business concerning how to notify North Kingstown High School that it is preparing to look into possible alternatives to the current high school of record.
The newest extension of the Conanicut Island Greenway Trail, including an observation deck overlooking the marshlands, has surely made an Eagle Scout out of Stephen Walsh.


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The Alliance for a Healthier Generation is a catalyst for children's health. We work with schools, companies, community organizations, healthcare professionals and families to transform the conditions and systems that lead to healthier kids.
Our goal is to reduce the prevalence of childhood obesity and to empower kids to develop lifelong, healthy habits. Founded by the American Heart Association and Clinton Foundation, we are collaborative change-makers working to create a nation where children thrive. We collaborate with and empower people and leaders to transform the environments that can make a difference in a child's health: homes, schools, doctor's offices and communities.
We believe that...
If we can empower the people who influence these environments by giving them easy access to the best resources and science-based best practices, we can create a movement that transforms the places kids spend their time into healthy environments that encourage sustainable lifestyles.
Change comes when individuals, groups, and systems work together to create healthy environments for kids.
In Schools
We think schools, the place where kids spend the majority of their time outside the home, is a good place to start. Our evidence-based, Healthy Schools Program is currently building healthier school environments for more than 19 million students in more than 31,000 schools in every state and the District of Columbia and Puerto Rico. And it's not just the number of schools in our program that we are concerned with but the quality of efforts being made that make the difference.
Watch Our Program in Action
In Out-of-School Time Settings
We work with out-of-school time providers around the country to create healthy environments where youth can eat better and move more. Our Healthy Out-of-School Time Framework combines Alliance best practices with healthy eating and physical activity standards to create a guide for communities nationwide to transform the areas where kids spend their time before school, after school, and during school breaks.
In Business
We believe engaging with companies of diverse industries can systemically improve access to healthier foods and beverages as well as physical activity for kids and their families. As a result of this effort, we have facilitated successful voluntary agreements with the beverage, snack food, dairy, fitness and healthcare industries. Our beverage agreement, for example, resulted in a significant reduction in the calories shipped to students in schools across the country.
Though we welcome everyone to the table, we won't accept funds from entities in which we are negotiating solutions.
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By giving doctors, insurers, and employers a strong incentive to stop weight gain before it causes serious health problems, we believe we can enlist some of our nation's leading forces in health to create a system of prevention rather than treatment. We are currently creating a solution with these healthcare providers in a landmark agreement to reimburse physicians and registered dietitians for obesity prevention-related services.
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30 U.S. Code § 274 - Lands containing coal or other minerals
§ 274.
Lands containing coal or other minerals
Prospecting permits or leases may be issued in the discretion of the Secretary of the Interior under the provisions of this subchapter for deposits of sulphur in public lands also containing coal or other minerals on condition that such other deposits be reserved to the United States for disposal under applicable laws.
(Apr. 17, 1926, ch. 158, § 4, 44 Stat. 302.)
Section was not enacted as part of act Feb. 25, 1920, ch. 85, 41 Stat. 437, known as the Mineral Leasing Act, which comprises this chapter.
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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An Intriguing Group Show Explores the Ethnic Identities of India's Diaspora Artists
Francis Newton Souza was one of the first painters to achieve international recognition from a newly independent India, as well as a leading figure of its avant-garde movement. As a result of his time spent abroad, Souza's style drew heavily from Expressionism and Art Brut. Often referred to as the "Indian Picasso", Souza became known for his aggressive lines and thick application of color. He was fascinated with images of the sacred and the profane, and the boundary that divided them; his favorite subjects included the human figure, frequently depicted engaging in erotic acts and organized rituals of religion. Souza was also responsible for co-founding the Bombay Progressive Artists' Group in 1947, which sought to encourage artists to depict Indian subject matter with Western Modernist styles.
Indian, 1924-2002, Saligao, Goa, India


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Terry Miura
Waterhouse Gallery
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Evening Sky
12 x 9 Oil $1100
Terry Miura
(b.1964) After graduating from Art Center College of Design in 1990, Terry Miura headed out to New York City to pay his dues. He began his career as a freelance illustrator, creating imagery for such clients as Time, Newsweek, Rollingstone, and Sports Illustrated, to name a few. In between illustration assignments he painted and exhibited cityscapes, and continued his transition to becoming a full time painter after returning to the West Coast in 1996.
Miuras evocative tonalist landscapes explore the relationship between memory, emotions, and identity. "Although they're still very much representational," says Miura, "they're not about specific locations. Well, actually they are, but the locations are found in my and the viewer's memories. Not out there in the physical world. "
With atmosphere, mood, and abstraction as driving characteristics of his work, Miura has, more recently been revis- iting the complexities of the cityscape as a major part of his repertoire. Urban Aria, his latest solo exhibition at Thomas Reynolds Gallery in San Francisco, illustrates his mastery in this genre.
Emotion and abstraction carries over to his figurative works. It is in this genre that Miura finds most personal expression; In painting the figure, I allow myself to get lost in the process and take more risks. Only by deconstructing the representational and the objective, am I able to tap into the more subconscious, intuitive voice which for me, is at once mysterious and authentic.
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Adding a Section
Submission of this form will TEMPORARILY make room reservations. Course additions, deletions, or modifications are not finalized until a signed Class Section Modification Form is received in the Associate Provost's office.
These temporary room reservations will be noted on the Private Calendar next to the course (event) name.


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What is Volvo Selekt? 100 checks … read more
Volvo Selekt
We select only the best available cars. We improve them through Volvo approved checks and then make them even better with the latest software upgrades. The package is completed with an extensive warranty, including MOT Test Cover, roadside assistance, and even a 30 day exchange promise to guarantee your satisfaction. All you need to do is go to selekt.volvocars.co.uk and choose the Volvo that is right for you.
- Less than 7 years old/100,000 miles
- Checked and Prepared to Volvo standards
- Software Upgrade
- Volvo Selekt Warranty
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- 30 day/1500 mile Exchange Guarantee
- A selection of the cars advertised on this site may have been used for business purposes and/or have had multiple users – please contact the retailer for further information
Fully checked and updated
Every Volvo Selekt car has a history and provenance check carried out and has to pass over 100 checks to meet Volvo's safety, performance and appearance standards. During preparation, we only use Volvo Genuine Parts, ensuring that your Volvo remains 100% pure Volvo. We also connect every car back to the factory's original record and upgrade the car's software. This service is exclusive to Volvo dealers and ensures that your Selekt car is running to the optimum capability.
MOT Test Cover
For added peace of mind all Volvo Selekt cars have MOT Test Cover included. That means that regardless how young or old your Volvo Selekt Approved used car is, when the next MOT test is due, it is covered for the majority of items which may cause a test failure. Click on the link below for full details.
Volvo Assistance for a year
Also included in the Selekt offer is 12 months' Volvo Assistance. It's more than just a roadside recovery package,– wherever you're driving within the European continent, you'll receive emergency breakdown and recovery 24 hours a day.
From a flat tyre to a traffic accident – and whether you are at the roadside or stuck at home – you can count on Volvo Assistance to get you moving again.
Satisfaction guarantee
We are committed to making sure you are 100% satisfied with your Volvo Selekt car. That's why every single car comes with our 30 day exchange guarantee.
If you are dissatisfied with your Selekt used car within 30 days or 1,500 miles driving, whichever comes first, we'll exchange the car for another of equivalent value.


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We're so excited about the possibilities of these new treat tubs! The smaller size is perfect for holding one cupcake. Other options are almost endless: fill them with popcorn, candies, sweets, and party favors. We're sure you will come up with a million uses for these sweet tubs. Add a clear, domed lid (sold separately) and they become perfect goody bags for take-home treats and foodie gifts. Paper cups with white water-resistant interior.
FDA approved for food use. 2-1/2" height by 3-3/4" top, set of 12 cups.


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The Walrus Says
Hannah Cordes said, "The concert is called 'Voices for Vision' because my mother and I will be involved in the vision care aspect of the medical mission."
Hannah will assist her mom, Optometrist Donna Gavin, at the hospital there. All proceeds will go towards the mission, and donations of eyeglasses will be gratefully accepted at the concert.
Admission is $8 per person and $20 per family. Tickets are available at Slice of Heaven, at the door or by contacting Hannah at 423- 3454.
Starting this Saturday, March 20 – the first day of spring – Lawn Avenue School eighth-graders will be knocking on island doors selling spring garden bulbs in their fi- nal push to raise monies for their June trip to Washington, D.C.
The bulbs are "Dutch Mill Bulbs" and will be shipped to Jamestown in May. There are 18 selections, ranging from gladiolus, hosta, caladiums, bleeding heart, strawberry plants and a variety of lilies. All packages are $6 each. The students will be selling the bulbs through April 8.
There are only three trombones in the band, but they'll sound like 76 during the spring concert by the Jamestown Community Band on Tuesday, March 30, at 7 p.m. at the Portuguese American Citizens Club.
Band Director Bethany Clarke has prepared a program of favorite numbers, including "Colonel Bogey's March," John Phillip Sousa's "Thunderer" and "Stars and Stripes Forever."
But it won't be all marches. Publicist Bill Knapp said, "Ms. Clarke will lead the band through adventuresome, lively, sometimes soulful interpretations of English folk and sea tunes by Percy Grainger, Ralph Vaughn Williams and others." The program includes "If Thou Be Near," "The Duke of Marlborough Fanfare," "The Lowlands of Scotland," "Sea Songs," "Linden Lea" and more.
Admission is free, but donations are welcome.
Well, it's settled. Linda Albaugh says that Nelson Eddy lived on High Street and Van Johnson resided in Newport. Dave Duffy added that the singing star lived on High Street across from his grandparents (the Bestosos). He says he thinks Nelson's sister's name was Virginia.
Irrefutable proof comes from Jane Estes Bentley, who writes:
"I am writing in response to Robert Fleming's question of what celebrity lived on High Street. The answer is Nelson Eddy. His stepmother, Marguerite Eddy, lived up the street from me and was a patient of my father's (he was the first full time dentist in Jamestown). Also, an interesting bit of information: When Nelson Eddy died, his stepmother gave my father Nelson's handkerchiefs, as they both had the same initials: NAE. Nelson Ackerman Eddy – Dr. Nathan Anthony Estes."
On the subject of island celebrities, Dave Duffy asks, "What Jamestowner produced the 'Dukes of Hazzard,' and what was the production company's name?"
A dog-walking break zone has been established at the Cathryn Jamieson Salon on Narragansett Avenue. A "stop" sign in front of the building invites the canines and their walkers to stop in for a refreshment treat. While I was in there last week waiting for my stylist, Barbara Lundy stopped by with her two carzins, Dazzle and Daisy, who received not only bone treats, but lots of back scratches and affectionate greetings.
Can a dog-grooming room be far behind?
Peter Pemantell has last week's Irish poser. It is "Fiddlers Green."
From Dorothy Strang: "The street names in Jamestown Shores and South Shores are a category unto themselves, overflowing with terms from sailing and the sea, many of which are a puzzle to a newcomer from the Midwest. I'd like to propose to all aspiring artists that they draw a marine or seascape picture that includes as many street names from the Shores as possible. Be sure to label the parts of your picture with the appropriate street names. Lyla and I would be pleased to look at any pictures you produce, particularly if you can show us what Davit, Xebac and Spirketing mean."
Dorothy and Lyla can be reached at firstname.lastname@example.com. They will be taking a break from the column for a while, but we hope they will be returning soon with their interesting observations that make all of us more observant.
Marlene Murphy says that John Wayne in "The Quiet Man" played the role of Trooper Thorne, a fighter who had killed another boxer in the ring.
Our dedicated letter carrier, Peter Mullen, was pictured with his pipes on the front page of the Pro- Jo's Lifebeat section two weeks in a row promoting St. Patrick's Day observances. Peter, you've become the face of Rhode Island's sons of Ireland.
Peter Pemantell asks: Who were the janitors/maintenance men at the Carr and Thomas H. Clarke schools in the 1950s?
A portion of the 3,000 DVDs from the Jamestown Video Showcase that were donated by Jamestown Wine & Liquors to the Jamestown Philomenian Library will go on sale Monday, March 22, in the hallway of the library. They will sell for $2 each and titles will be added as the sale progresses through April 2 during regular library hours.
The Vernal Equinox is Saturday. Told ya we'd make it!
*** Be true!
Call in your stuff to 423-0383 or 829-2760, or email us at jtnwalrus@ hotmail.com.