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Story highlights
Clashes break out as guards work to stop a "massive prison break," officials say
11 inmates and 6 guards are killed, Durango public safety officials report
Violence has been reported at the prison in the past
In 2010, prosecutors said prison authorities let out inmates so they could kill gang rivals
At least 17 people were killed when inmates tried to escape from a prison in northern Mexico Tuesday, firing guns at guard towers and running through tunnels below the facility.
The dead included 11 inmates and six guards, Durango state public safety officials said in a statement.
The violence broke out around 5 p.m. Tuesday at a prison in the city of Gomez Palacio when prisoners began to riot and opened fire, officials said.
"The inmates started to shoot with firearms toward the guard towers and the guard areas," the statement said.
Officials said the clashes occurred as guards worked to stop a "massive prison break."
Guards fired shots in the air to try to contain the riot, officials said, then "exchanged gunfire" when there was no response.
Military troops stopped the attempted prison break, and authorities were investigating to determine who was responsible, the statement said.
Violence has been repeatedly reported at the prison where Tuesday's clashes occurred.
In a fight at the prison last year, 11 inmates were killed.
In July 2010, Mexico's attorney general's office alleged that inmates from the prison were let out to kill rival drug gang members.
At the time, a spokesman for the attorney general's office said prison officials had allowed a group of inmates to leave the Cereso No. 2 prison in police vehicles to launch an attack at a birthday celebration that left 17 dead. Top prison workers were named as suspects in an investigation.
The prison's former director and 10 others were sentenced in the case. They are now in Mexican federal prisons elsewhere in the country.
CNNMexico.com and CNN en Español's Karina Maciel contributed to this report.


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Diwali is one of the most celebrated occasions throughout India, if not the globe. It is a time when people gather and celebrate the victory of good over evil. The celebration of Diwali also coincides with the New Year of Hindus. It is also the start of the new business year. It is unquestionably the biggest event in the Hindu calendar. Jains and Sikhs celebrate this event as well. There are many travel packages for Happy Diwali 2019 that you can access in order to celebrate this occasion with utmost…Read More
Tag: Diwali season 2019
What are the best Diwali tour packages in 2019?
Diwali season is near. This is when most of the families are looking for Diwali tour packages. Diwali is not only celebrated by Hindus but other religious sects such as Buddhists, Sikhs, and Jains celebrate this festival. It is a symbol of knowledge over ignorance and spiritual light over darkness. In this festival, you would want to travel at least India if not the world. You can experience Happy Diwali 2019 by getting to know different cultures. Here are some of the best tour packages that you can have a…Read More

subset: commoncrawl


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I couldn't agree more with U. C. Berkeley professor Bryan Wagner when he calls out Rolling Stone magazine for its "despicable, victim-blaming apology for its own shoddy journalism." Have you read this bullshit? What makes me so frustrated is that we live in a culture where rape survivors are so shamed that they usually choose not to tell their own stories publicly using real names and real faces. Therefore, survivors are easy prey for high priced lawyers punching holes, for not knowing, say if the rapist was a member of the frat or if the rapist just happened to be at the frat that night. I mean, really, who doesn't get her facts right about her rapist's recreational habits? And for these discrepancies that Rolling Stone should have fact-checked, the survivor gets her entire experience discredited. It makes me sick. Once again, it is us, the culture that needs to change so rape survivors can feel safe coming forward and naming their attackers. I'm reposting something I wrote for Salon in 2002 about the media's role (and the public's role) in shaming survivors.
Why does the media hide rape victims who fight back instead of honoring them as heroes?
When Tamara Brooks and Jacqueline Marris were abducted at gunpoint nine days later from a remote teenage trysting spot in Lancaster, Calif., they devised a plan to break free by stabbing their abductor in the neck. When one girl had the chance to escape, she didn't take it for fear that the other girl — whom she hadn't met before that night — would be killed if she abandoned her. These were brave and loyal girls — heroines who endured mind-numbing terror before police found them and killed their captor, who authorities believe was preparing to murder them and dump their bodies.
But Brooks and Marris were not honored by Time magazine or identified as heroes in other media outlets. Why not? What made their story so different?
Just as newspapers and the networks were scrambling to cover the story, they learned that the girls had been sexually assaulted during their ordeal. Because most mainstream media observes a self-imposed policy of withholding the names and faces of sexual assault victims, the coverage abruptly, and somewhat awkwardly, ground to a halt.
Newspapers and TV broadcasters explained the shift as a matter of courtesy. But in concealing the identities of the young women on the grounds that rape is so intimate and horrendous that they should be spared undue attention, the media helped to promote the unspoken societal belief that somehow, when sexual assault is involved, the victim is partly — or wholly — to blame, and should be hidden from view.
TV stations began digitally obscuring the girls' faces. Newspapers like the New York Times rushed to delete the names and photos of the girls from the next day's paper. Some publications, like USA Today, had already gone to press, and printed the story with photos and names on the front page.
The lopsided coverage was especially disorienting because early in the story, the girls' identities were broadcast everywhere — constantly — as a means of saving their lives. The idea was to familiarize as many Americans as possible with the girls' names and faces so that average citizens might assist in tracking them, and their kidnapper, down. And it worked. But once the teens went from being kidnapped youths to rescued rape survivors, their status changed. They were branded with the Scarlet R. They had been raped. It was suddenly better for them, and us, to contemplate this shame without fanfare.
In effect, the girls disappeared twice — once when abducted, and again when the media erased them.
The policy of hiding the rape survivor makes the media complicit in shaming and stigmatizing her. It reinforces the myth that women are too weak, traumatized and tainted to decide whether they want to tell their own stories — of victory, not victimhood. And this assumption becomes a self-fulfilling prophecy. If raped women were granted the same status as Erica Pratt, there would be no reflex to make them disappear. Their survival would be cause for public honor and respect. Their rescues would be complete; their recovery would begin with heartfelt acceptance by everyone who prayed for their return.
Silence and shame protected the Catholic Church and one of its dirtiest secrets for years. And church officials made the right assumption: If you can't see it, no one will believe it is happening and, more importantly, victims who are shamed and controlled will be quiet, silenced by a sense of complicity and sin. What if all those alleged male sexual assault survivors who went on "60 Minutes" and "20/20″ had their faces covered with a gray dot? What if no newspapers or magazines had been willing to publish their names? How much credibility or validity or power can you have when you have no face and no name? Would the public have believed these things had happened if faces had not been attached to the charges?
You can't put a faceless woman on the cover of Time magazine.
Not all rape survivors take the media's cue and withdraw. Many have told their stories as part of their recovery, most famously authors like Maya Angelou in "I Know Why the Caged Bird Sings" and Dorothy Allison ("Bastard Out of Carolina"), and singers including Fiona Apple and Tori Amos. Current bestselling author Alice Sebold has said repeatedly in interviews that she could not have written "The Lovely Bones" until she wrote the story of her rape in her first book, "Lucky."
With each of these acts of bravery has come further acknowledgment that rape is a horrible event and that everyone abhors it, yet hypocrisy — public and institutional — still exists. Rapists are rarely successfully prosecuted. For every 100 rapes reported in this country, only five rapists end up in prison. Sentences are relatively light, averaging just 10.5 years, and the usual time served is approximately five years.
U.S. Attorney General John Ashcroft doesn't support the notion that a raped woman should have the right to an abortion. And U.S. foreign policy does not include sanctions, even strongly stated warnings, against countries like Saudi Arabia where men are allowed to rape their wives, and married women raped by men other than their spouses are punished for adultery. In Pakistan, when a young woman was ordered raped by a tribal council as punishment when her brother was seen in public with a woman not in his family, the U.S. State Department took no action.
At the same time that it is no longer socially acceptable to blame or stigmatize a rape survivor for what has happened to her, it appears to be socially unacceptable to recognize her as a hero and honor her for survival. But that may be about to change, thanks, in large part, to Marris and Brooks, two rape survivors who demanded to be seen.
A day after she was rescued and her identity had been quickly masked in the media, Marris appeared on KABC, the local Los Angeles news station, to talk frankly, without embarrassment, about her ordeal. She revealed, among other details, the fact that she and Brooks had tried to escape by stabbing their abductor in the neck.
A few days later, Brooks and Marris both appeared on the "Today" show to tell the story of their capture and captivity, a gripping account in which they described being threatened with a loaded gun, smashing their abductor in the face with a whiskey bottle, and later watching him die.
When asked why they chose to talk about their experience, Brooks said that she wanted to do it, and came forward with the support of her parents, who braved some criticism about the decision. She and Marris, Brooks said, "want to get the message across to everybody to never give up on anything. If you ever give up, you've lost. Whatever obstacles you have, you've got to fight your way through it."


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Maple means many things to Marcia Maynard. Maple means the tall trees that surround her house high on a hill above Cabot, Vermont–a house that she and her husband, Ken Denton, bought some time ago as a hunting camp, the house they gradually renovated into a permanent home. Maple means the time of year when […]
By Edie Clark
Feb 17 2011
Sugar-on-Snow Party PancakesPhoto Credit : Hendrickson, Corey
Maple means many things to Marcia Maynard. Maple means the tall trees that surround her house high on a hill above Cabot, Vermont–a house that she and her husband, Ken Denton, bought some time ago as a hunting camp, the house they gradually renovated into a permanent home.Maple means the time of year when the sap is running down through the tubing that stretches from their woods into their sugarhouse. Maple means staying up till 1:00 in the morning boiling sap, then going to work bleary-eyed just a few hours later. Maple means sweetness–all the wonderful concoctions Marcia has learned to make from the deep-amber syrup.
Marcia and Ken met after college, when they were both working for the Vermont Fish and Wildlife Department. They married and settled first in Enosburg Falls and then in Danville, where Ken was assigned as local game warden. Weekends while their three daughters were growing up, they went to their camp, which was surrounded by about 100 acres of sugar maples and another 100 acres of fields and softwood forest. They built a handsome sugarhouse below the camp, and Marcia, always a great cook, started using maple syrup and maple sugar in her cooking. Now for sweetening she rarely uses anything but. Prominent among their family holidays is their annual "sugar-on-snow party."
"Sugaring time–the girls come home, bring their friends, and we do sugar on snow, stay up late to boil, and then, in the morning, I make my ricotta pancakes," Marcia says. "It's something we love." Years back, at camp, Marcia got used to cooking with gas by the light of gaslamps. She prepared their food by hand, no appliances, using eggbeaters and whisks to do the work of the Cuisinart. Now that she and Ken have been living there full-time since 2004, they have all the conveniences. But "I got used to cooking by hand," Marcia says. "I like it better."
Just as the hunting camp started out as a retreat and turned into a permanent home, the sugaring started out as a hobby and turned into a full-time job. Ken retired in 2010 after 30 years of service; they call their operation Cabot Hills Maple and sell their certified organic syrup at their Web site (cabothillsmaple.com). They make about 2,200 gallons a year–not only enough for all of Marcia's recipes but enough to help support their simple life year-round. That's what maple means now.


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Forty-eight hours into an attempt to muscle a gusher of oil back into the deep-sea well from which it spewed, the flow of petroleum and gas refused to slow. Screen after screen in a special room at BP's headquarters in Houston showed the oil gushing undiminished, silently witnessed underwater by remotely operated vehicles (ROVs).
The room—called the HIVE, for Highly Immersive Visualization Environment—was hardly the only place at BP buzzing with activity. Earlier, locked in the 10-meter-square "intervention room" on the third floor, scientist fought scientist in the battle over whether to proceed with an established way to plug the leak, the so-called "top kill" operation. Nobel Prize winning physicist and U.S. Secretary of Energy Steven Chu remained unconvinced of BP's technical case, whereas geologist by training Tony Hayward, CEO of the British oil major, felt it had as much as a 70 percent chance of success, according to the President's National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling report released in January.
That might have been true had the oil been flowing at the rate BP and the U.S. National Oceanic and Atmospheric Administration (NOAA) estimated, roughly 5,000 barrels per day. (One barrel of petroleum holds about 160 liters.) In fact, such top kills had worked to control other wells in the past, albeit not those some 1,500 meters beneath the ocean surface. But, perhaps unknown to BP at the time, the oil was gushing at more than 50,000 barrels per day—meaning it had plenty of pressure to blow top-kill mud back out of the hole.
The scientist-versus-scientist clashes are just some of the new details about science's role in stopping the spill that have emerged in the year since the Deepwater Horizon drilling rig exploded and set off what would become the worst oil spill in U.S. history. When BP scientists couldn't figure out how the blowout preventer failed, Chu suggested gamma-ray imaging, which could visually pierce the giant piece of equipment at the bottom of the sea. (It did the trick, revealing that the preventer's pipe-shearing rams had not fully slammed shut, allowing oil to continue spewing.) When BP engineers presented plans for containment caps or other operations, Chu and his team of independent hydrologists and geophysicists would question assumptions in a bid to force BP to consider the full range of possibilities, rather than simply hoping for the best. And when BP scientists failed to develop better plans, Chu invited other oil companies—Chevron, ExxonMobil and Shell—into the effort.
"Where the limits of reality lay"
The entry of Secretary Chu and a team of government scientists—pulled from the U.S. Department of Defense's JASON independent advisory group—began May 10, three weeks after the blast that killed 11 workers. At that time, they were there only to assist BP as it struggled to regain control of its well on the Gulf of Mexico seafloor. BP had dubbed the well Macondo for the ill-starred, fictional town in Gabriel Garcia Marquez's One Hundred Years of Solitude. "It was as if God had decided to put to the test every capacity for surprise and was keeping the inhabitants of Macondo in a permanent alternation between excitement and disappointment, doubt and revelation, to such an extreme that no one knew for certain where the limits of reality lay," as Garcia Marquez wrote—words that could be equally applied to the gushing deep sea oil well.
The passage also aptly described the situation faced by the scientists at BP, such as vice president of engineering Paul Tooms or vice president and engineer Richard Lynch, who seemed incapable of determining how much oil was actually flowing and figuring out how to stop it despite valiant efforts. An early attempt born of the "containment room" ultimately created and submerged a nearly disastrous underwater balloon—albeit a solid steel balloon four-stories high and weighing nearly 100 metric tons—that became buoyant when methane-filled ice formed beneath the giant dome meant to enclose the well. The structure instead floated up toward rescue boats on the surface. Had attempts to steer it away on May 7 failed, a collision between a ship and the methane-containing steel balloon could have caused a conflagration as bad as the explosion that ultimately destroyed the Deepwater Horizon. Plus, this cofferdam effort preempted an ROV effort using sonar and acoustic sensors that would have more precisely measured the flow of oil and natural gas into the sea.
In the "intervention room," explicitly charged with messing with the well itself, the pressure was perhaps higher than at the wellhead. The converted training room had become something akin to NASA's Mission Control, the conditions at the bottom of the Gulf as hostile to humans and human efforts as the vacuum of space. Cables wrapped in yellow tape snaked down from the ceiling, sprawling onto the white laminated tables where they plugged scientists' laptop computers into grids of electricity and information grids. Diagrams of blowout-halting technology and maps of the Gulf served as wallpaper.
On the afternoon of May 26, BP technicians fired up pumps rated at a total of 30,000 horsepower and began shooting heavy drilling mud into the well. In addition, the BP team fired "junk shots"—a mix of golf balls, rubber balls and other detritus—in a bid to slow the oil flow. A BP technician read off pressure readings to those in the intervention room: 8,000 pounds per square inch; 7,000 pounds per square inch; 6,000 pounds per square inch (psi). Initial signs seemed good as BP ramped up the flow rate of mud to as much 70 barrels per minute.
But the ROV camera impassively showed the mud spewing back out of the well and onto the seafloor. The shredded balls in the junk shots were not clotting the flow of oil, and it was visible for all to see on the live video feed.
Chu versus the oil volcano
There is something of the owl in Chu's heart-shaped face—giving the impression of proverbial wisdom but also of a veiled raptor, ready to strike the intellectually unprepared. He may look oddly casual with his hands nestled in the pockets of the dark blue power suits he favors in Washington, D.C., but he attacks with questions. Even in the simple collared shirt with rolled-up sleeves that he favored for his time in Houston, the bespectacled Energy secretary posed a danger to the oil company scientists and executives, especially as he quickly acquired knowledge about the problem posed by Macondo. The only question was: Whose scientific expertise would prevail?
Secretary Chu could be forgiven for possibly feeling conflicted about his role: He had been called in to save an industry, while working as hard as he could to render it obsolete via programs like the Advanced Research Projects Agency–Energy. If energy could be personified, Chu would be among those who immediately come to mind, dashing from one global event to another—from the high-profile climate summit in Copenhagen to the prosaic opening of a solar factory in the U.S. Midwest—all as he penned peer-reviewed research for major journals and tended to his day-to-day political responsibilities.
Now he had to cope with a wild, seemingly unstoppable gusher in conditions that had no precedent. The pressure readings the technician was calling out stopped dropping at roughly 6,000 psi, meaning that the flowing oil was successfully pushing back against the pump engine's 30,000 horsepower. The pressure readings just wouldn't drop—even when BP tried again with denser mud.
By May 27, it had become clear to even its main supporters like Tony Hayward that the top-kill attempt had failed. And by the end of the weekend, BP had new overseers. Chu killed top kill on May 28, worried that BP's efforts would cause a subsurface blowout and make the gusher impossible to control.
By mid-June, Chu wrote an e-mail to his team, including physicist Richard Garwin, who had helped invent the hydrogen bomb as well as cap burning oil wells after the Persian Gulf War, and Tom Hunter, former director of Sandia National Laboratories in New Mexico. Quoting Gregory Peck in The Guns of Navarone, Chu wrote: "Your bystanding days are over! You're in it now, up to your neck! They told me that you're a genius with explosives. Start proving it!" Of course, Chu quickly noted that explosives—despite calls for the U.S. Navy to bomb the well shut, with nukes if necessary—were not likely to be useful "on this mission…the rest rings true."
What finally worked
Despite Chu's oversight, BP remained in charge of critical information flowing from the deep-sea blowout. Chu's team had to know what to ask for and request it specifically in order to get their hands on data. The government scientists got enough information to give their blessing to BP's "top hat" approach, which—taking a lesson from the failed cofferdam—boasted circulating methanol to prevent methane-filled ice from forming. By June 3, the top hat was capturing roughly 15,000 barrels a day—or three times early estimates, and the upper threshold after which BP's Tooms had calculated "top kill" would fail—with no discernible impact on the flow of oil into the ocean.
Even when BP began pumping oil and gas through a line from the blowout preventer to the Q4000 well-servicing ship—at Garwin's suggestion—the flow of oil into the sea remained undiminished. The Q4000, which had pumped the mud for top kill, had specially designed flares for oil and gas that enabled BP to burn off as much as 10,000 barrels a day—bringing the total amount of oil prevented from flowing into the sea to as much as 25,000 barrels a day at times. Because this containment still failed to show any visible improvement in the amount of oil flowing from the wellhead, Secretary Chu's back-of-the-e-mail math suggested that at least 40,000 barrels a day must be gushing from the well.
What finally worked on July 12 was a smaller blowout preventer installed atop the failed blowout preventer at the well's head on the seafloor, replacing the top hat. This "capping stack" had risks, however, such as creating the kind of subsurface blowout that would end up draining all the estimated 110 million barrels of oil in the entire formation. But government scientists calculated the flow would have to be 100,000 barrels per day—or nearly twice as much as it actually was (roughly 50,000 barrels per day)—for that risk to be realized.
Once the cap was in place, BP prepared to conduct a "well integrity test"—essentially, shutting off the flow of oil and checking pressure readings to see if a subsurface blowout would develop. In the worst case a burst of methane could liquefy and collapse the seafloor surrounding the wellhead, thereby swallowing the blow-out preventer, capping stack and all. In a frantic, overnight session the government scientists assessed that risk and, by morning, they had decided such a worst-case blowout could be prevented with early detection of a leak.
So Chu and his colleagues required BP to monitor the well's pressure continuously for the 48 hours of the test and to keep tabs on the blowout preventer, the well itself, and the underground regions around it through both acoustic and visual methods offered by two of the 12 ROVs as well as a NOAA survey ship. Should a leak of more than 20,000 barrels be detected, or if oil pressure fell below 6,000 psi—implying an underground leak that could prove catastrophic—the cap would be immediately removed.
On July 15 at 2:25 P.M. Houston time, the test began. An ROV arm turned the handle on the capping stack 10 times, cranking it closed. For the first time since April 20, no oil spewed into the Gulf of Mexico.
Is it over yet?
The pressure of the well hovered around 6,600 psi, prompting Garwin, among others, to argue for the immediate removal of the cap.
Instead, a cell phone picture of the pressure readings graph was sent to hydrologist Paul Hsieh of the U.S. Geological Survey in Menlo Park, Calif. Working through the night, Hsieh determined that, in his best modeling estimate, the relatively low pressure readings were not a result of subsurface cracks or leaks developing but rather the fact that so much oil had already spewed from the well. Its original internal pressure of roughly 13,000 psi had diminished. The cap would stay closed.
With the oil staunched, Chu allowed BP to proceed with a so-called "static kill"—another attempt to push the oil back down the well with heavy drilling mud, made much easier by the fact that the oil no longer had a clear path out of the seafloor. Drilling mud went into the well again on August 3, followed on August 4 by a 1.5 kilometer-long cement plug.
In the end, however, despite all the resources of the federal government and one of the world's largest corporations, only a second well drilled at an angle and roughly five kilometers beneath the seafloor finally intercepted the base of the Macondo well and safely sealed the reservoir with cement. The first such relief well began drilling on May 2 and reached pay dirt in the third week of September, along with a second relief well that commenced drilling on May 17—at the insistence of U.S. Secretary of the Interior Ken Salazar. "Our job basically is to keep the boot on the neck of British Petroleum," the former senator from Colorado said on CNN.
On September 19, U.S. Coast Guard Admiral Thad Allen—national incident commander for the blowout—declared that "the Macondo 252 well is effectively dead" after spilling roughly five million barrels of oil in total.
What didn't die with it is America's thirst for oil: The U.S. consumes 21 million barrels daily. As a result of that thirst, BP has asked the federal government for permission to resume deepwater drilling in the Gulf. And, until the world's use of approximately one barrel of oil per second diminishes, it is unlikely that the Macondo blowout will follow the fate of Garcia Marquez's fictional town and be "exiled from the memory of man."


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Apparently inspired by the success of other international publicity campaigns around disputed lands — Tibetan independence, Pakistani claims to Kashmir, the Golan Heights, etc. — some Korean business owners in New York are trying to raise the profile of the Dokdo/Takeshima dispute by publicizing it in English on dry cleaning bags.
This is part of a larger push to broaden Korean diaspora engagement with the homeland and leverage overseas success into diplomatic weight. This includes trying to instill a sense of the importance of the Dokdo issue — as Koreans see it — into second and third generation Korean Americans. I'm not sure what the benefit is to tying Korean American identity to a post-colonial maritime resource dispute instead of … well, almost anything from the panoply of Korean history and culture seems like it would be more likely to succeed in the long term and have greater benefits.
Speaking of generations, the North-South separation has had linguistic consequences over the years. Most of the examples given seem to be in the political realm, terms which have taken on specific meanings within the Kim-cult/juche system. After decades of living in a more or less permanent state of political terror, I would imagine that most North Koreans would be very careful, precise with their language. The culture shock for individual defectors is already pretty severe; the culture shock of reunification in Germany was substantial, though the political system in East Germany was never as thoroughly totalitarian, information was never as tightly controlled.


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Chicken thighs, slow cooked in a seasoned Creole sauce with The Trinity, and served with fettuccine noodles.
Crockpot Creole ChickenThis Creole Crockpot Chicken recipe was born out of me still trying to learn to love my crockpot, especially for chicken. I'm a low and slow oven kinda gal, and you see, chicken in a slow cooker, even dark meat chicken, that goes longer than it should, well... it can easily transform to the shredded stage, kinda like pulled chicken. Not that there's anything wrong with that. Pulled chicken is still good.
My experience with chicken breasts in the crockpot in the past hasn't been much better either, often ending in dry and tasteless, chewy chicken. Chicken breasts in a crockpot, especially boneless, skinless chicken breasts, generally take a very short trip, even on low. Not all that helpful for a working man or woman who is away from the house for 9 or 10 hours.
So... I guess as far as using a slow cooker, I'm still a work in progress.
For this recipe, I whisked together a cup of Coca Cola Classic with some tomato sauce since I thought the Coke might help to boost the flavor like with my Crockpot Coca Cola Roast Beef. Then I added a healthy dose of Creole seasoning, and some basil and garlic powder, and tossed in some chopped onion, celery and coarsely chopped green bell pepper.
Instead of a whole chicken or a combo, I focused on dark meat again, using mostly chicken thighs and one package of thighs that had a couple of legs in it. Remove the skin from chicken before cooking to reduce the accumulated fat in the crockpot. I don't usually bother, unless I intend to make the drippings a central feature. Make sure that you generously season your chicken here with salt and pepper before it hits the crock. I forgot to do that before I snapped the photo. Then pour the sauce over and around the chicken.
Cover and cook on low about 6 hours. I would have added some fresh mushrooms but I didn't have any and I was out of canned too. Add them in the last ten minutes of cooking if you like. Skim off any excess fat from the top and spoon some of the sauce into the cooked and drained pasta to coat, then serve the chicken alongside the noodles with another veggie or a nice side salad.
I used Zatarain's Big & Zesty original Creole seasoning, which is a big flake seasoning pictured below. If you substitute a more finely ground Cajun or Creole seasoning, such as Slap Ya Mama or Tony's, you'll probably want to reduce it significantly, and also, be a little more frugal with salt.
Check out more of my slow cooker recipes on Pinterest!
If you make this or any of my recipes, I'd love to see your results! Just snap a photo and hashtag it #DeepSouthDish on social media or tag me @deepsouthdish on Instagram!
Recipe: Creole Chicken in the Crockpot©From the Kitchen of Deep South Dish
Prep time: 10 min
Cook time: 6 hours
Total time: 6 hours 10 min
Yield: About 4 to 6 servings
- 3-4 pounds of chicken thighs
- Kosher salt and freshly cracked black pepper
- 1 (8 ounce) can of tomato sauce
- 1 cup of classic Coca-cola
- 2 tablespoons of Zatarain's Big & Zesty Creole seasoning, or your favorite Cajun/Creole seasoning, to taste
- 1 teaspoon of dried basil
- 1/2 teaspoon of garlic powder
- 1 cup of chopped onion
- 1/2 cup of coarsely chopped green bell pepper
- 1/4 cup of chopped celery
- 1/2 cup of sliced mushrooms, optional
- Fettuccine or other wide pasta, cooked al dente
Remove skin from chicken to reduce excess fat if desired. Season the chicken on both sides generously with salt and pepper; add to a 6 quart slow cooker. Whisk together the tomato sauce, Coke, Creole seasoning, basil and garlic powder. Add the onion, bell pepper and celery and whisk. Pour over the chicken, cover and cook on low for about 6 hours. Add fresh, sliced mushrooms if desired, in last 10 minutes of cooking. Skim off any excess fat from the top and spoon some of the sauce into the cooked and drained pasta to coat, then serve the chicken alongside the noodles with another veggie or a nice side salad.
Cook's Notes: I used Zatarain's Big & Zesty original Creole seasoning, which is a big flake seasoning pictured in the post above. If you substitute a more finely ground Cajun or Creole seasoning, such as Slap Ya Mama, you'll probably want to reduce it significantly, and be a little more frugal with the salt.
Variation: Try this with some nice bone-in pork chops. Use 4 to 6 1/2-inch thick chops and cook on low for 6 to 8 hours. Brown the chops for color before transferring to the crockpot if desired.
Source: http://deepsouthdish.com
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Crockpot Chicken and White Bean Chili
Easy Homemade Spaghetti Sauce
Crockpot Italian Beef for Sandwiches
Posted by Mary on January 26, 2011
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Pastor Rod Zwemke - December 11, 2016
Home for Christmas - Part 2
From Series: "Home for Christmas"
No matter where you are, where you've been, what you've done or even what you're doing, God is calling you home. In this series we learn more about God's love for us as we learn more about who God is. Ready to come home?


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Tag Archives: logo design
14th Mar 2017
So I decided that time had come to revamp my convention banner. I realised I'd had it for a good 3-4 years and was starting to look dated and included comic art from my very first book Where's the Cheese? […]
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- Posted on by kev_brett
- Posted in comics, nottingham comic con, products, the monkey and the mouse
- Tagged banner, comic con, comics, convention, logo design, pop up banner


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DENVER, Jan. 22 (UPI) -- Felons in Colorado can get hunting licenses but may not possess firearms, and gun advocates say there should be an exception for non-violent felons.
Law enforcement officials say there's no reason for felons to get hunting licenses because they are legally prohibited from possessing even a bow and arrows. Still Colorado Parks and Wildlife officers report contacts every year with felons in possession of guns, The Denver Post reported Tuesday.
Dave Kopel, research director at the Independence Institute -- a libertarian think tank in Denver -- says non-violent felons should be permitted to possess weapons and hunt.
"If there is not a problem in practice, don't legislators and law enforcement have more serious problems to worry about in real life?" he said.
Gary Ellis, owner of the hunting-themed website thecoloradohunter.com, said a distinction should be drawn between violent and non-violent felons.
"Some people just screwed up," he said. "No one is perfect."
Kopel said some felons "like some other hunters, don't have enough money to put food on the table without hunting."


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Kensington Motor Sports
56605 Pontiac Trl
New Hudson, Michigan 48165
(Kensington Motor Sports rated 5/5 based on 1 review.)
Welcome to Kensington Motor Sports, located in New Hudson, Michigan 48165. Kensington Motor Sports is your number one dealer for Yamaha, Suzuki, Polaris, Kawasaki, Arctic Cat, and more. We sell new and used ( Yamaha, Suzuki, Polaris, Kawasaki, Arctic Cat, and more) motorcycles, ATVs, UTVs, scooters, and personal watercraft.
In all of New Hudson, Michigan, there isn't a friendlier or more knowledgeable staff than ours. Conveniently located in New Hudson, Michigan, Kensington Motor Sports can provide you with the latest and best in powersports products, service and repair. We specialize in new and pre-owned Yamaha, Suzuki, Polaris, Kawasaki, Arctic Cat, brands and offer sales, financing, service, parts, and accessories. We offer a great selection of new Motorcycles, ATV's, and PWC's and many pre-owned units for you to choose from.
If you are looking for Yamaha, Suzuki, Polaris, Kawasaki, Arctic Cat, and other service and repair around New Hudson, Michigan, then look no further. Trust your powersports vehicle with our service center and know that the job is done right the first time.
Learn why Kensington Motor Sports is the #1 powersports dealer to go to in New Hudson, Michigan 48165. Period. We know you have many motorcycle dealers to choose from in Michigan, but there is only one name you need to remember and that is Kensington Motor Sports for all your powersports needs.
Motorcycle Dealer in New Hudson, Michigan 48165
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PRODUCT SHOWROOM - Arctic Cat | Kawasaki | Polaris | Suzuki | Yamaha |
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We want your opinion of Kensington Motor Sports in New Hudson, Michigan 48165. If you have dealt with Kensington Motor Sports, we want to know about it. Post your opinion, comments and rate this dealer below to let others know how they are doing.
When I tried to buy a motorscooter from Kensington I never could find out how much it was then, when I canceled the sale, I was never refunded my down payment. I would never deal with them again as I have had no satifaction yet.


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Straight Texas Jock With A Big Cock Gets Bareback Fucked
We got another amateur video for you size queens from ChaosMen. Colby is a straight jock with one of the biggest white cocks you will ever see. He has appeared in one other video a few months ago where he did a solo jerk off video and got sucked off by another guy. Although Colby is straight, he needs the money and is willing to be filmed with other guys as long as the pay is good enough. He originally wanted to be a top, but when you have a massive horse cock, it's sometimes difficult to get them completely hard enough to penetrate a tight ass, unlike a big sloppy pussy. During his first video he wasn't even willing to suck another guy, let alone get fucked, but desperate times call for desperate measures. He's back because he needs the money and he's willing to let another guy fuck his hairy hole. Colby is paired up with Cooper Reed and the two guys start with a little kissing action before Cooper is on his knees sucking on that big horse cock. The guys move to the bed and Colby sucks his first cock when the two guys get into a 69 position and completely fuck each other's mouths with their big cocks. Colby did a great time sucking on Cooper's big uncut cock for his first time. After the hot oral sex, Colby lifts his legs up in the air and Cooper thrusts his big uncut cock up the jocks hairy hole and gives him a hard bareback fucking. Colby seemed to really get into it as he was stroking his big hard cock the whole time he was getting fucked. Cooper fucks Colby's ass until Cooper finally busts a big nut and then Cooper pulls out and shoots his load of jizz all Colby's hairy masculine hole. Cooper licks up Colby's straight jock load and then eats his own cum out of Colby's ass! Fucking hot! I can't wait to see more of this straight jock — he's promised that he will be ready to top for his next video. Make sure to check this hot bareback jock video out.
Click here to watch this full length straight jock taking a bareback cock up his ass gay porn video and hundreds more amateur gay porn videos at ChaosMen.
Click here to watch this full length straight jock taking a bareback cock up his ass gay porn video and hundreds more amateur gay porn videos at ChaosMen.


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Noah Kalina, one of my favorite photographers, has taken a self-portrait of himself every day for the past 12 and a half years. After six years, he released a video of the results, which video went crazy viral and brought the attention of the world to Kalina's door. Now he's released the 12.5 year version.
I hope I live to be 100 to see the 75th anniversary edition.


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In coming months, you are likely to develop a closer involvement with a loyal friend who has a great deal of clout in a number of areas. This person's popularity will result in some exciting new friendships.
Trying to patch up a broken romance? The Astro-Graph Matchmaker can help you understand what to do to make the relationship work. Send for your Matchmaker set by mailing $3 to Astro-Graph, P.O. Box 167, Wickliffe, OH 44092-0167.
ARIES (March 21-April 19) -- Certain confidential information you become privy to can be used to everyone's advantage, especially yours. It behooves you to keep it to yourself for the time being.
TAURUS (April 20-May 20) -- Try to associate with friends whose views and opinions parallel yours. Valuable information can be exchanged through a number of frank discussions.
GEMINI (May 21-June 20) -- You're likely to discover that if confronted by a challenge, you'll be able to work it out much quicker in front of an appreciative audience than you would alone.
CANCER (June 21-July 22) -- It's important that you treat any team effort extremely seriously, whether it involves a sport or a business. Your opponents will be playing to win, so you had better be as well.
LEO (July 23-Aug. 22) -- If you've been anxious to get the support of someone about a change that you'd like to make, this is the day to do it. Spell out all the details, even the unattractive ones.
VIRGO (Aug. 23-Sept. 22) -- This could turn out to be a rather successful day, because you'll not only have good ideas, you'll know how to implement them in ways that improve present conditions.
LIBRA (Sept. 23-Oct. 23) -- Small gains have a way of adding up, so don't get discouraged if the initial returns aren't up to your expectations. Consistency will prove to be more important in the long run.
SCORPIO (Oct. 24-Nov. 22) -- It isn't likely that spontaneous involvements will generate much pleasure for you. You're apt to find far more enjoyment in well-planned activities.
SAGITTARIUS (Nov. 23-Dec. 21) -- A great deal of valuable information can be attained by observing how a successful friend handles his or her relationships. The techniques used by your pal can be tailored to fit you.
CAPRICORN (Dec. 22-Jan. 19) -- If you decide to pay a surprise visit to an old friend whom you haven't seen in a long time, you'll be welcomed. Your pal will be glad for the opportunity to catch up.
AQUARIUS (Jan. 20-Feb. 19) -- Small factors could have more significance than usual in your commercial or financial dealings. All those pennies you save or make will really add up.
PISCES (Feb. 20-March 20) -- Even though you might not be aware of the weight that your words carry, your thoughts and suggestions will have a strong, constructive impact on persons with whom you're involved.


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Students in the Environmental Sciences, Environmental Studies, and Sustainability Studies programs complete internships. These provide opportunities for students to gain work experience as part of their academic programs. Internships have been as varied as the career opportunities in environmental fields. Some recent internships include:
Location: U.S. National Park Service, Crater Lake, Oregon
Deanna was part of a team of field biologists who hiked the back country of the park to monitor the population of this endangered species.
Location: Brussels, Belgium
Eric was an intern in the office of a M.E.P. from Spain. His work included researching chemical regulations, mitigation banking for wildlife reserves, groundwater issues and water transfer issues.
Location: Florida Keys
Amy and Derik assisted Albion College Biology Professor Jeff Carrier in his studies of shark mating behavior.
Location: Albion, Michigan
Sam and Ryan worked for the Christman Company, general contractors for the College's new science complex. Their job consisted of documenting the project's compliance with environmentally sound practices.
Educational Programs Abroad (EPA) in London: an internship program where students take a couple of classes at the NYU campus and do an internship. Environmental agencies are a possibility: EPA in Brussels where students take a couple of classes at Vesalius College and have an internship with a Member of Parliament at the European Union.


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Bulk Ordering Chart
Gold Plate, Sling Lever Snap, Iron
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Journal EntriesThis recurring website feature highlights articles from The GASB Report, the GASB's monthly newsletter. The current article appeared in the April 2012 issue.
GAAP Hierarchy Project Added to Current Technical Agenda
In April, after consultation with the Governmental Accounting Standards Advisory Council (GASAC) members and other GASB members, GASB Chairman Robert Attmore added a project to the current technical agenda that will consider possible modifications to the hierarchy of generally accepted accounting principles. The "GAAP hierarchy" project was elevated to the current technical agenda from the GASB research agenda. Projects on the current technical agenda are those for which active deliberations by the Board are expected to take place during the coming year.
The GAAP hierarchy is set forth in Statement No. 55, The Hierarchy of Generally Accepted Accounting Principles for State and Local Governments. The hierarchy consists of the sources of accounting principles used in the preparation of financial statements of state and local governments that are presented in conformity with GAAP and the framework for selecting those principles. It lists the order of priority of pronouncements that a governmental entity should look to for accounting and financial reporting guidance.
This project will reexamine the hierarchy levels to assess whether the standards-setting process and the governmental financial reporting environment have sufficiently evolved since the establishment of the original hierarchy by the American Institute of Certified Public Accountants (AICPA) in 1992 to warrant reconsideration or reconfiguration of certain aspects of the structure.
Specifically, the GAAP hierarchy project will address a number of key issues, including the possible combination of some categories to provide for fewer levels or a single level of GAAP, potential elevation of AICPA pronouncements and GASB Technical Bulletins within the hierarchy, and addition of a specific reference to the FASB Accounting Standards Codification® as "other accounting literature."
In March, the GASAC reviewed a project prospectus associated with this project. The GASAC members rated the project among its top five priorities for inclusion on the GASB's agenda.
Board deliberations on the project are due to begin in August with consideration of proposed modifications to the hierarchy and approach to due process. Issuance of an Exposure Draft is scheduled for January 2013.


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Atlanta, GA – Atlanta Braves outfielder Jason Heyward underwent surgery Thursday to repair his fractured jaw.
Heyward is expected to miss 4-to-6 weeks.
The surgery was performed by Dr. Glenn Maron.
Heyward was injured in the top of the sixth inning after taking a pitch from Jon Niese to the side of his face in Wednesday's 4-1, 10-inning victory over the New York Mets.
Heyward had been on a tear since being moved to the leadoff spot last month. He is hitting .253 with 13 homers and 37 RBI for the NL East-leading Braves.


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Family: Fabaceae
Black Medick, more...black medic, black medic clover, hop clover, hop medic, nonesuch, yellow trefoil
[Medicago lupulina var. cupaniana (Guss.) Boiss., moreMedicago lupulina var. glandulosa Neilr., Medicago lupulina var. willdenowiana W.D.J.Koch]
Annual or biennial with prostrate or ascending stems to 8 dm; stipules lanceolate, entire or toothed; lfls elliptic to obovate, 1-2 cm; peduncles much exceeding the subtending lvs; heads globose to short-cylindric, to 1 cm; fls yellow, 10-50 per head, 2-4 mm; pods nearly black, 2-3 mm, reniform, unarmed, 1-seeded, the conspicuous veins tending to be longitudinal; 2n=16. Native of Eurasia, common as a weed in our range and elsewhere. May-Sept.
Gleason, Henry A. & Cronquist, Arthur J. 1991. Manual of vascular plants of northeastern United States and adjacent Canada. lxxv + 910 pp.
©The New York Botanical Garden. All rights reserved. Used by permission.
Kearney and Peebles 1969, McDougall 1973
Duration: Annual Nativity: Non-Native Lifeform: Forb/Herb General: Herbaceous annuals or perennials, to 60 cm tall, stems several, prostrate to decumbent or ascending, branching from the base, herbage pubescent to finely strigose. Leaves: Alternate, pinnately trifoliate, leaflets obovate to suborbicular, 6-15 mm long, margins denticulate, at least on the upper half, stipules lance-ovate, entire or few-toothed, petioles 2-15 mm long. Flowers: Yellow, very small, with banner, wing, and keel petals (papilionaceous), 2 mm long or less, keel petal shorter than the wing or banner petals, calyx tube campanulate with subequal teeth, villous, stamens diadelphous (9 fused, 1 free), flowers numerous, borne in ovoid, spike-like racemes, these becoming oblong in fruit, peduncles 10-25 mm long, (usually exceeding the leaves). Fruits: Pods kidney-shaped, 1-2 mm long, coiled in 1 plane, strongly veined, black when ripe, surfaces glabrous, not prickly. Seeds 1 per pod. Ecology: Found in disturbed areas, roadsides, and lawns, from 2,500-8,000 ft (762-2438 m); flowering March-September. Distribution: Widespread throughout North America. Notes: The tiny yellow flowers and kidney-shaped, unarmed seed pods coiled in 1 plane help identify this species. Naturalized from Europe. Ethnobotany: There is no use recorded for this species, but other species in this genus have uses. Etymology: Medicago is derived from Medike, or medick, the Greek name for alfalfa, which came to Greece from Medea, while lupulina means hop-like. Synonyms: Medica lupulina Editor: LCrumbacher 2012
From Flora of Indiana (1940) by Charles C. Deam
Frequent throughout the state along railroads and roadsides and in lawns, waste places, and fields. It was probably mostly introduced in clover seed and lawn grass seed.
Indiana Coefficient of Conservatism: C = null, non-native
Wetland Indicator Status: FACU


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|Lord of the Sabbath
Home > Historical Sources Describe Jesus > Early Biographers Depict Jesus > Mark`s Biography of Jesus > Lord of the Sabbath
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|Lord of the Sabbath
It happened that he was going on the Sabbath day through the grain fields, and his disciples began, as they went, to pluck the ears of grain. The Pharisees said to him, "Behold, why do they do that which is not lawful on the Sabbath day?"
He said to them, "Did you never read what David did, when he had need, and was hungry--he, and those who were with him? How he entered into the house of God when Abiathar was high priest, and ate the show bread, which is not lawful to eat except for the priests, and gave also to those who were with him?" He said to them, "The Sabbath was made for man, not man for the Sabbath. Therefore the Son of Man is lord even of the Sabbath."
He entered again into the synagogue, and there was a man there who had his hand withered. They watched him, whether he would heal him on the Sabbath day, that they might accuse him. He said to the man who had his hand withered, "Stand up." He said to them, "Is it lawful on the Sabbath day to do good, or to do harm? To save a life, or to kill?" But they were silent. When he had looked around at them with anger, being grieved at the hardening of their hearts, he said to the man, "Stretch out your hand." He stretched it out, and his hand was restored as healthy as the other. The Pharisees went out, and immediately conspired with the Herodians against him, how they might destroy him.
Mark 2:23-3:6


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Whether you're a workout fiend or a first-timer, sometimes we all need a little morale boost before hitting the gym. TODAY Style Editor and 's Bobbie Thomas shares tips that'll help you look and feel your best before you even break a sweat.Hourglass Body Types
If you've got "girlfriends" up top and hips down below, a belted waist is always your best bet for showing off your shape when out and about. But in less formal circumstances like the gym, you can look to flare leg pants and slightly longer tops to help "balance" your frame instead. A flare leg can actually create the illusion of a smaller chest and hips. Just be sure not to visually crop yourself at your widest point and try longer tops that dip slightly in the center at the hemline, or layer tanks for an elongating effect. (Essential Tanks, 2 for $26; Yoga Classic Pant $29.50, ; Long Sleeve Wide-Neck Top $19.99, ).
Story: The most stylish fitness gear for under $25 Inverted Triangle Body Types
Whether it's from swimming or just genetics, countless women are given the gift of slender hips and a fuller chest and shoulders. These gals, sometimes referred to as "apple" body types, can streamline their silhouettes by drawings attention downward. Skinny, fitted leggings with a long, loose, top will do just that. Donning an open cardigan or zip-down hoodie is another trick that can help create an alluring, lean line through your ensemble. And a word to the wise, you may want to resist the urge to slip into a coordinated tracksuit — the broad cut and single color can leave you looking boxy! (Racerback Swing Top $58, ; O'Neill 365 Verve Wrap $89, ; Gapfit Gfast Colorblock Leggings $55, )
Story: New Spanx for the gym let you work it while you work outTriangle Body Types
Call it bootylicious, call it a "pear shape," or call it curvy...whatever you call it, be proud to flaunt this feminine body type at the gym! Baggy tops (particularly those with a dropped 'dolman sleeve') can add unwanted bulk and hide those sleek shoulders so slip into a fitted tank instead to show off your toned upper body. Tapered and harem pant styles can also be slightly less than flattering, so opt cropped! Slim capri pants can add length to your legs and balance your backside. The new "Ideology" activewear collection from Macy's is a particularly great resource, designed by dancer (and 'triangle'' body type) Cheryl Burke (Ideology Striped Racerback Tank & Cropped Leggings $28-$34, )


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Children with learning disabilities experience frustration and episodic failure in learning activities. This kind of chronic disappointment can translate psychologically into a generalized sense of diminished value and potential, where children's inner sense of adequacy is seriously compromised.
Much current research suggests that children with learning disabilities are likely to exhibit signs of depression, in particular, a sense of low self-worth. Research has not yet fully clarified the basis for the relationship between depressive symptomatology and learning disabilities. It does appear, though that lowered self esteem is often an outcome of the children's erratic and thwarted attempts at learning and mastering academic skills. Children with learning disabilities experience frustration and episodic failure in learning activities. This kind of chronic disappointment can translate psychologically into a generalized sense of diminished value and potential, where children's inner sense of adequacy is seriously compromised.
Forming a psychological identity as a learner
The child defines himself as a learner through various means, including: (1) how he experiences himself at mastering skills and absorbing information; (2) how others see him and let him know about himself and, (3) how he compares himself to others in terms of mastering a new skill, (e.g. a sibling or peer may be reading while he is just learning the alphabet; the kid down the block is good at ball, while he can barely play "catch").
The development of a sense of self as a learner starts in very early childhood. Recent research has shown that children, prior to first grade, are already making distinctions about how competent they perceive themselves to be in different learning activities (including math, reading, playing a musical instrument, and sports activities). As they get older, they are increasingly adept at making distinctions about their abilities within broader domains. This is interesting because it strongly suggests that younger children are making generalizations about their learning ability even in areas they have not yet directly experienced. It also suggests that children's self perception of competence— and by extension— their self-concept as learners, are already becoming formed at a young age.
All these experiences, impressions and communications become aspects of the child's self-concept as a learner. The child's attitudes, motivation, and initiative in learning situations derive in part from the child's early interactions with others, especially from parents, teachers, and family. These reactions and interactions become internalized and serve as the basis for the child's own sense of value as a learner, and for his attitude and openness to learning.
Learner identity issues for children with learning disabilities are quite complicated. These children often display inconsistent patterns of abilities that result in learning experiences marked by unpredictability and uncertainty. Imagine some of the dilemmas which these children face:
- What's wrong with me that I know something one minute and not the next?
- Why do I sometimes feel dumb and sometimes smart?
- Why am I fast at learning some things and slow at learning other things?
- How could I possibly overcome this problem and learn better if I am learning disabled?
- How could I be smart if I miss the simplest things like remembering words or names?
- Why can I read something one time and not be able to read it the next time?
- If I'm disabled, doesn't that mean I can't do it?
- Why is it that I know all about football statistics but I can't seem to do simple math?
These are real dilemmas that undermine children's ability to make sense of and integrate a consistent self-definition as a learner. Children with learning difficulties have to override these periodic experiences of failure and frustration and develop more positive self images.
Young children tend to embrace a simplistic view of themselves as being either good or bad and, in so doing, are at risk for developing a distorted view of themselves as "poor" learners, especially if they have learning disabilities. Such global self-stereotyping call unhappily persist into adulthood, and can negate their positive traits, reaping little if any benefit from what are often superior abilities.
Children who internalize a sense of being slow or poor learners are at considerable risk for failure. Lowered expectations have been shown to have a negative impact on how well children actually learn, and even on how willing they are to attempt tasks. Children with learning disabilities are vulnerable to paralyzing self-doubt, and often avoid learning in order to withdraw from further failure. The literature on learned helplessness is filled with examples of how children try to reduce their sense of failure and to avoid further experiences of incompetence. Labels such as "slow," "stupid," "lazy," and "dumb" can have a devastating impact on motivation, curiosity and confidence and are unfortunately all too frequently heard during the impressionable early school years.
The impact of parent-teacher interactions
The feedback others provide in early schooling and at home influences the child's view of himself as a learner. Feedback may be given for learning and mastering new skills (learning new words, using a potty, tying shoes) and may be forthcoming as verbal praise, a nonverbal gesture or smile, or a combination of sound, sight, and touch. Serving as highly charged messages, feedback can profoundly influence the child's sense of self-competence.
Recent research has confirmed that for learning disabled children, parents' positive perceptions are strongly related to children's own self-perceptions, and in turn, to their academic success. As children with learning problems are often unsure about their abilities, they are vulnerable to being swayed by others' perceptions of their abilities. Parents may, at times, unwittingly communicate their own frustrations and doubts, and are likely to react when learning disabled children evoke in them a feeling of failure or a reminder of something they themselves may have experienced.
One parent of a child with significant sequencing and organizational difficulties commented about his daughter's school report by saying with irritation, "She wasn't supposed to turn out like me!" This parent had academic difficulties himself and strongly identified with his child's problems, recalling his own sense of injury and failure. He therefore had difficulty giving his child the reassurance and support she needed, and acknowledging that she could be helped through remediation. Fortunately, with time, this parent began to accept his learning problems as well as those of his child, and succeeded in getting her the help she needed.
Parents who have experienced learning difficulties can offer empathy to their children who have learning problems in ways that can be uniquely validating and supportive. These parents have a key advantage in knowing firsthand the discouragement and frustration of living with learning disaffiliates. Parents' sensitivity can be invaluable in giving children the sense of being both accepted and understood.
The following is one clinical illustration in which a child with a learning disability grapples with identity issues related to his internal view of himself as a learner:
Jack was a 12-year-old boy, referred for reported depression. He was found to have strong verbal skills and mild visual-spatial learning problems and was struggling in school. Early in the course of therapy, he stated that he did not like the term "learning disabilities." Jack looked at the various books in my office having to do with learning disabilities. "Why don't they just call it trouble with learning certain things?" he asked vehemently. "That way you don't make it seem like it's such a big handicap!" Over a short period of time, this youngster became more willing to acknowledge his "trouble" with learning math, and agreed to get remediation.
Once he could talk about his feelings about being labeled, it was possible to talk realistically about his learning problems. Once Jack was able to find a way to think of himself as "a good learner with trouble in math," he was more willing to accept help. For Jack, the meaning of the label "learning disabled" had felt overwhelming.
Summary and conclusions
As part of a child's psychological development, there appears to be a mandate to create a coherent self-concept as a learner. It becomes easy to see why a child with learning disabilities can become confused and discouraged. A child with learning disabilities has to assimilate contradictory information about himself as a learner; e g, "I'm good at designing models, but I'm slow in reading." It is easy to see how a child with widely uneven cognitive functioning could become overwhelmed and decide that he's a bad learner and "why bother!" In such a case, the child's internal view of himself as a learner can result in crippling feelings of hopelessness and failure.
One of the biggest psychological challenges for such a child is to develop an accurate self-concept as a learner which takes into account both positive and negative learning experiences. How well a child succeeds at this complicated task depends to a large extent on sustained support and feedback from others early on as well as an ability to integrate what he understands about himself in various learning situations.
A good student may develop efficient and automatic academic skills, yet may be unexplorative or lackadaisical about the learning process itself. A good learner is one who shows willingness to approach problems and an ability to sustain motivation in spite of frustration. These psychological characteristics are frequently exhibited in learning disabled children who have to work doubly hard to compensate for their difficulties in mastering certain academic skills. If the learner is valued as a whole, a very different and broader view of the child's ability and approach to learning is developed. That can, in turn, directly affect the child's self-concept as a learner and can help focus on the real, positive learner attribute. Descriptive words that come to mind are "enthusiastic," "motivated," "alert," "curious," "spirited," "persevering," and "inquiring." These are characteristics that can be identified and fostered through the use of verbal labeling and/or visual and verbal analogies that highlight their meaning and value.
One eight-year-old with learning disabilities latched on to a phrase that the therapist said to her as a way of validating her efforts. "I see you like to work on something until you get it!" She later repeated the sentiment, "I don't give up until I'm finished!" She had incorporated the verbal feedback to urge herself on in a positive way.
Children with learning problems need help in designing broad and generous self-definitions as learners which contain disparate and often contradictory elements. Children need ongoing help to know about themselves as learners across different settings and tasks. Providing ongoing support and consistent feedback become crucial factors in helping children develop and sustain positive learner identities.
Augusta Gross, Ph.D., is a licensed psychologist affiliated with the Institute for Contemporary Psychotherapy in New York City. She works with adults and children with learning disabilities.


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Painted Chevron Frame
Beth from B & B Build A Life has a love for chevron and wanted to bring life to her drab cubicle with the bold pattern. She didn't want to spend much and was able to create a painted chevron frame for only about $5. Beth says, "It was so easy, I actually did it while watching TV!"


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Dyer Island Cruises Whale Watching (Premium)
Your Benefit: Single Day Cruise (Booking Required)
Regular Price: Adult USD 60.76;Child USD 44.19
|The Great White House, 5 Geelbek Street, Kleinbaai, Gansbaai
|Phone Number:
|+27 (0)82 801 8014 Bookings Essential
|[email protected]
|Operating Hours:
|Monday - Sunday, weather permitting
|Close Time:
|25 December & 1 January
DescriptionGet up close and personal with some of the most majestic creatures in the world. Aboard the custom designed Dream Catcher, guests may spot Cape Town's marine 'big five', including whales, great white sharks, dolphins, seals and penguins. Between July and December, the waters of Kleinbaai serve as the breeding ground for the southern right whales, and are often witnessed jumping and spraying. But they aren't the only species to frequent these waters. Brydes whales, humpback whales, orcas and various species of dolphin can be seen all year long. An on-board marine biologist accompanies each tour, sharing information on the animals and the local marine ecosystem.
Important NotesBookings are essential
A contact number is needed for each guest to confirm the exact launching time the day before the trip. All trips are weather dependent, and will be confirmed the night before the actual trip that is booked.


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Corporate learning redefined has been saved
It's a new age for learning and development. Online content, MOOCs, collaboration tools, and social media now fuel a training model where employees own their skills and experts share knowledge freely.
Create and download a custom PDF of the Human Capital Trends 2014 report.
Back in 1999, Cisco CEO John Chambers predicted that the Internet would transform education so completely it would "make email usage look like a rounding error."1 While it took nearly 15 years, that day has finally arrived.
The explosive growth of online learning—from the pioneering Khan Academy and edX to Coursera and dozens of MOOCs (massive open online courses)—is democratizing education for millions by putting learners at the center of the education process.2 We estimate that more than 24 million people have tried online education, and most young employees today come to work ready and excited to build their job skills through online learning.
Yet, at a time when employees should be able to access training as easily as a YouTube video, most training and development organizations have not kept pace with advances in technology or the evolution toward employee-centered learning.
As figure 1 indicates, more than two-thirds (71 percent) of executives believe their companies are "weak" when it comes to using advanced media. Slightly more than six in ten say they are also "weak" in providing mobile and social learning (63 percent) and using MOOCs as development tools (67 percent).
Traditional employee training represents a $130 billion global market.3 While most organizations spend millions of dollars on training today, most are not sure exactly where this massive investment is spent or what results, if any, it delivers.
One of the biggest problems is the uncoordinated structure of learning and development itself. Our research and conversations with clients show a surprising lack of discipline and structure within the training function at many companies. Only 49 percent of organizations have a senior leader running the training function and fewer than 45 percent have a written business plan for learning.4
With little leadership or planning, it is not surprising that most companies see a lot of waste and redundancies. One chief learning officer told us the company had 7,000 courses listed in its training catalog and nearly 60 percent were duplicative. Rationalizing and consolidating these programs is clearly a crucial first step in creating a next-generation learning environment.
Historically, most training programs have followed a "push" model. An employee was invited to a training session in a classroom at a specified time, listened to a series of lectures, and was sent back to work. Content was pushed down to employees based on the training department's schedule and success was measured by how many employees attended the class.
Today's employees typically have different expectations of how to acquire and develop skills. Younger Millennial and Generation X workers expect training and support to be as readily and rapidly accessible as a Google search. In this "pull" model, learning and development is a continuous process, with training pulled seamlessly through computers or mobile devices anywhere, anytime. The training class schedule has been replaced by the mouse click and the screen tap.
As careers become longer and more diverse, the half-life of skills also becomes shorter and shorter, placing a premium on continuous training and development. Millennials can look forward to multi-chapter careers lasting 50 years, with career paths that cross many businesses and functions.
To address the new dynamics of the 21st-century employee, companies are replacing traditional training classrooms with a tapestry of easy-to-use learning approaches and resources. These new tools allow employees to continuously upgrade skills by incorporating learning into everyday work experience and progressing at their own rate.
Companies in Ireland, Spain, and Luxembourg report that they are successfully making the transition from traditional training to individual learning. While companies in China and Brazil understand this need, they appear less prepared to act (figure 2).
Underlying this shift in the way people learn and acquire skills is what Reid Hoffman, founder of LinkedIn, calls the new "employee-employer contract."5 Companies no longer provide employees a lifetime career. Instead, they offer "tours of duty"—assignments for a period of time that gives employees new skills, education, and a set of experiences that provide benefits over a lifetime.
Under this new contract, skills are acquired and developed rapidly. Employees become not only more capable, but more loyal to the organization. According to our research, employee development is one of the biggest drivers of retention and engagement.6 In other words, tours of duty create employees who are not only more capable, but also more engaged and motivated.
As employees become active drivers of the learning experience, HR's role in the process becomes both more interesting and more critical.
Today's effective learning and development organizations should strive to become facilitators of learning and curators of content, not just developers and deliverers of training programs. They bring to this task a deep understanding of the capabilities and skills companies need to successfully execute their business plans and achieve their performance goals.
Employees are asking—and being asked—to take responsibility for developing their skills continuously over the course of their careers. In a "pull" learning environment, workers take it upon themselves to find information, educate themselves, and share their own expertise. In fact, our research shows that creating this type of learning culture, where employees willingly share skills and knowledge, is now one of the most important factors in business success.7
Companies are experimenting with strategies that enable employees to share what they learn on the job—and they are getting positive results. BT, for instance, encouraged video sharing by field service agents over the last five years and found that customer service quality improved threefold.8
In fall 2007, employee engagement at Canadian-headquartered TELUS, a national telecommunications company, sat at 53 percent. Learning took place solely at formal training events and open leadership was a foreign concept to the company's 40,000+ employees. Collaborative technologies were nowhere to be found, and customers scored the company low when asked if they would recommend TELUS to others.
Fast forward to fall 2013: 83 percent of employees are engaged and 73 percent of customers are likely to recommend TELUS.
How did this transformation happen? TELUS took many actions to drive change.
To foster a culture of learning, in 2009, the organization launched its Learning 2.0 model, which redefined learning as equal parts formal, informal, and social. Collaborative technologies—including video- and photo-sharing, blogs, micro-blogging, wikis, virtual worlds, gamification, and instant messaging—encouraged employee alignment and the adoption of the new learning model.
To properly benchmark and assess Learning 2.0, TELUS developed its own internal "return on performance" metric system. Between 2009 and 2013, team member return on performance increased from 62 percent to 75 percent, proving that effective learning can drive performance.
In 2010, the organization launched the TELUS Leadership Philosophy (TLP)—an enterprise-wide open and collaborative leadership framework that promotes consistency in performing, managing, and leading. TLP represented an important shift in leadership strategy. Today, all team members are encouraged to take the lead.
TLP is now embedded into recruitment, onboarding, learning, succession planning, and performance development. As a result, TELUS saw its leadership engagement rise to 82 percent by 2013.
A global diversified health and well-being company with thousands of employees in over 80 countries embarked on a series of strategic restructuring programs—including operations, corporate culture, and business processes—to meet a rapidly changing business environment. The company knew that this restructuring could likely succeed only if its learning function were reshaped as well, realigning it with the company's new strategic business objectives.
The company's goal was both ambitious and necessary: to transform a learning program scattered across different business units into an integrated, global learning function with measureable results and cost transparency.
The company's "as-is" assessment identified significant opportunities to increase the quality of learning and development while generating savings of up to 15 percent on total learning spending. Thousands of older, often-unused offerings were eliminated; others were reassessed to determine their alignment with business strategy and ability to advance critical skills.
In the course of these changes, learning became more employee-centric and more mobile. Content is no longer prescribed for each employee. Instead, employees and their managers construct individualized programs based on career plans and performance goals.
By transforming corporate learning, the organization laid the foundation for a global corporate university. Today it offers specialized academies and shared services that are fully focused on building the critical capabilities the company needs around the world.
How can organizations reengineer their learning strategy to address an explosion of content and a flipped model in which employees are more empowered to manage their careers? Starting points include:
Corporate training today requires content, context, and deep expertise. Companies should rationalize their HR spending, develop a global learning architecture, and shift the focus from "delivering training" to "developing capability."
Many leading companies focus on putting the learner in charge (flipping corporate training in the same way schools are experimenting with flipped classrooms), building mastery, improving time to autonomy, and unlocking the power of expertise to ensure it is shared throughout the firm. Effective corporate learning encourages a culture of growth, empowering employees and driving performance, engagement, and career development.


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Mark Kirk releases video message
Sen. Mark Kirk, who suffered a stroke in January, released a second video message Sunday showing improved mobility and speech and detailing his work to find a replacement for U.S. Attorney Patrick Fitzgerald.
"I wanted to make sure we could update the people of Illinois on my progress against this stroke," the 52-year-old Kirk said in the video. "The progress I have made has been very encouraging - learning to walk again and improving my speaking skills."
The three-minute video features footage of the Illinois Republican walking on a treadmill and up stairs under the close supervision of a rehabilitation specialist but without a cane he had previously used. It shows him walking faster than a previous video, aided by a harness extending above his shoulders. He speaks at times with a stutter and sometimes struggles to form words during the video, which was filmed both at his Fort Sheridan, Ill., home and at the Rehabilitation Institute of Chicago.
Kirk said he recently finished a nine-week mobility study at the institute where he walked nearly 15 miles and climbed 145 flights of stairs. He said a high point of his recovery was walking up all the stairs of the institute and that it was good to be at home during his recovery. He was moved to outpatient rehabilitation in May.
The senator suffered a major stroke Jan. 21 and underwent emergency surgery that included the temporary removal of a 4-by-8-inch piece of his skull to allow for swelling. Surgeons also removed two small pieces of brain tissue destroyed by the stroke.
Doctors have said the stroke was expected to limit movement on his left side and perhaps in his facial muscles, though they expected him to make a full mental recovery.
The video footage released Sunday largely shows movement only of Kirk's right hand: making a phone call, sipping coffee, using a rail along stairs and gesturing. His left side, mainly his shoulder, appears to droop lower than the right.
Kirk said he's in touch with his office several times daily by phone and email and is helping Illinois Sen. Dick Durbin, a Democrat, find a replacement for Fitzgerald, who announced his resignation in May after more than a decade.
Kirk said that he and Durbin have formed a bipartisan panel to review applications. Generally, U.S. senators recommend nominees to the president and it takes months for confirmation once a nomination is sent to the Senate.
"I'm working with Senator Durbin right now to make sure we have a U.S. Attorney who is just as good as Patrick Fitzgerald," Kirk said. He added that Fitzgerald was "one of the best public servants we have ever seen in the state of Illinois."
The video also shows footage of Kirk's visits with Rep. Judy Biggert (R-Ill.), Rep. Bob Dold (R-Ill.) and Sen. Joe Manchin (D-W.Va.).
"It's been really touching to have these visits from colleagues who come all the way from Washington," Kirk said. "They have been really morale boosters."
Kirk, who is turn 53 in September, was elected to Barack Obama's former Senate seat in November 2010.
Here is a link to the video:


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WHITE, JAMES FRANCIS, teacher, principal, school inspector, and author; b. 18 Nov. 1857 in Trenton, Upper Canada, son of James White, a shoemaker, and Ellen Maloney; m. 1918 Helen Gertrude Buck in Rochester, N.Y.; they had no children; d. 20 May 1922 in Toronto.
A natural teacher and gifted administrator, James F. White was one of the few lay Roman Catholics of his generation who had a direct and positive influence on separate schools in Ontario. He was as candid about the shortcomings of these schools as he was forthright in recommending solutions. Firm in the belief that Catholics could do much to improve their own schools, he survived the Byzantine politics of Ontario's education bureaucracy by learning how to deal with departmental officials on the one hand and the Catholic hierarchy on the other.
White was the youngest child of Irish parents; one of his sisters became a nun and another a teacher. He went to a separate elementary school, graduated from high school, and, following some private tutoring, enrolled in the Toronto Normal School for the August–December session of 1875. In addition to winning the Dufferin Medal, he earned a first-class provincial certificate, an achievement that guaranteed him a $100 annual bonus from Archbishop John Joseph Lynch* of Toronto. His early teaching career, which lasted no more than six years, culminated in principalships in Brockville and Lindsay. Outside the classroom, he was a delegate in July 1878 at the convention of separate school teachers in Hamilton, where he was elected recording and corresponding secretary as well as a member of the committees on the convention's constitution and by-laws and on legislation.
In April 1882 the government of Oliver Mowat* appointed White the first provincial inspector of separate schools, in answer to grievances over Protestant inspectors and the lack of consistent professional inspection. After years of intense lobbying, separate school supporters had finally received their own inspector, and a Catholic one at that. White took up residence in Toronto. His appointment, which required him to report directly to the minister, made him the most influential Catholic within the department of education – he was a member of its central committee – and the most powerful lay voice in the separate school camp. His authority would never diminish, even after he gained an assistant (Cornelius Donovan of Hamilton) in 1884.
For his first report, dated December 1882, White travelled from Windsor to the Quebec boundary and as far north as Mattawa. He inspected 135 schools and, though he had another 58 to examine, he felt sufficiently confident to write a detailed analysis. He highlighted a host of ills: the neglect of English in many German and French schools; poor ventilation, lighting, and heating; weak instruction in reading, grammar, and history; indifferent attendance; lack of parental support; and deficient financial support that left many schools, especially in rural areas, struggling to survive. He reserved his harshest criticism for two areas of concern that were to dog him and separate schools well into the 20th century: the uneven certification of teachers and the failure to use the same approved textbooks in all schools.
White advocated normal-school training and certification for all separate school teachers, including those from religious communities. His stand was unpopular because it was often the low-paid and well-liked religious who allowed many urban schools to stay open. He nonetheless argued that it was wrong for trustees to continue hiring teachers with Quebec certificates, which were hardly equal to third-class Ontario certificates. Moreover, regulations adopted in 1879 recognized only those Quebec certificates acquired before confederation. That holders were generally French-speaking religious made White's position all the more unpopular, particularly in the archdiocese of Ottawa, where many French schools had come to depend on religious. Although a model school for training French-speaking teachers was established in Plantagenet in 1890 [see Sir George William Ross*], evidently as a result of White's recommendations, a crisis erupted in Ottawa in 1892. On the invitation of the French section of the city's separate school board, White wrote a confidential report (later leaked to the press) on the state of its French schools. A scathing indictment of the management and teaching methods of these schools, many run by the Montreal-based Brothers of the Christian Schools, the report was incorporated in the 1895 report of a provincial commission on Ottawa's separate schools. The commissioners praised the work of the teaching sisters but were extremely critical of the Christian Brothers and demanded that they earn Ontario certification. White not only agreed, in his inspector's report of 1895, but he also threatened to recommend the suspension of grants to schools run by the Christian Brothers, who left Ottawa that year and would not return until 1902.
For many years White and other separate school inspectors pleaded unsuccessfully with the Catholic bishops to endorse normal-school training and examination of the religious. White remained keenly interested in the issue following his retirement as an inspector in 1902 and even after the matter was taken out of the inspectors' hands in 1904, when J. D. Grattan, a Catholic teacher and ratepayer, sued the Ottawa board over its decision to hire the Christian Brothers for a school to be built in Notre-Dame parish. Grattan claimed that, since they did not possess Ontario certificates, they were not qualified to teach. The agreement of the High Court of Justice was upheld in 1906 on appeal and, upon reference, by the Judicial Committee of the Privy Council [see Charles Hugh Gauthier]. When the government of James Pliny Whitney* was drafting legislation in 1907 on qualification, White privately intervened with the premier. In letters dated 13 and 23 March he suggested a process whereby the religious could obtain certificates with minimal embarrassment and time. His ideas were incorporated.
On the subject of textbooks, White had been no less adamant that all separate schools follow departmental regulations. An abuse of a privilege that allowed boards to choose unauthorized works had led to a confusing variety of texts. From the start White urged an end to such usage. In his report on Ottawa's French schools in 1892, he was disdainful of the Christian Brothers' choice of the De La Salle series of English readers and demanded their removal. When inspecting school children, he used the common-school books instead of those chosen by the bishops, a practice that brought him into conflict with Lynch. The archbishop took White's dislike of the Sadlier's series and the readers favoured by the Christian Brothers as a scandalous insult to episcopal authority, but White was not intimidated. He enjoyed a more constructive relationship with Lynch's successor, John Walsh*, who found no offence in White's opinion in 1891 that "while all are agreed that the reading books for Separate Schools should be Catholic in tone it is no less essential that they be well adapted to teaching purposes." Walsh accepted White's changes in 1895 to the Sadlier's readers and the adoption of the fourth common-school reader for high-school entrance examinations. As a sign of their friendship, the inspector had written "Separate school law and the separate schools of the archdiocese" for Jubilee volume, 1842–1892: the archdiocese of Toronto and Archbishop Walsh (Toronto, 1892).
By 1902, when he resigned, White had performed great service to Catholic education in Ontario by forcing public consideration of the contentious problems of teacher certification and textbooks. However, for all his heroic efforts to remind the province of the deplorable state of public financing of separate schools, he was unable to persuade the government to provide more equitable funding. In this failure he did not stand alone – joining him was a long line of bishops, priests, prominent laymen, teachers, and trustees.
On 11 Dec. 1902 White succeeded John Alexander McCabe as principal of the Ottawa Normal School. In addition to managing this large school, he taught the history of education, school management, and English. His workload in 1909 forced him to decline both the invitation of Copp Clark Company to revise the Canadian Catholic readers and the request of Archbishop Fergus Patrick McEvay* of Toronto to compile a Canadian history. In 1913, however, he found time to be secretary of a lay Catholic committee formed to give the Ontario bishops recommendations for the improvement of Catholic secondary schools and colleges. Four years later he remodelled the entire normal school building. White remained principal until his death in 1922 following prostate surgery. He had been ill and had lived in Toronto for the final year of his life, and was buried there in Mount Hope Cemetery.
A chancellor of the Knights of Columbus, White left bequests to many Catholic organizations and charities. In 1905 he was awarded an honorary lld by the University of Ottawa. He served as president of the literary committee of the Quebec Battlefields Association during the tercentenary celebrations of 1908. Education, however, was his true passion. The Toronto Globe wrote that he "was widely known among the teachers of this Province for his accurate scholarship, his devotion to duty, and his great ability as an instructor. He was beloved and admired by all who knew him as a courteous Christian gentleman."
AO, F 5, MU 3122, White to Whitney, 13, 23 March 1907; RG 22-305, no.6577; RG 22-354, no.10796. Arch. of the Roman Catholic Archdiocese of Toronto, L (Lynch papers), AO20.04, White to Lynch, 21 Dec. 1879; AO30.15, Lynch to White, 30 April 1888; ME (McEvay papers), AE01.92, White to McEvay, 6 Aug. 1909; AE01.93, White to McEvay, 6 Dec. 1909; W (Walsh papers), AB04.25, White to Walsh, 23 Feb. 1895; AD01.11, White to Walsh, 3 Oct. 1891; AD01.17, Walsh to White, 3 Oct. 1895. NA, RG 31, C1, 1871, Trenton, Ont.: 67–68; 1901, Toronto, Ward 4, div.40: 2 (mfm. at AO). Catholic Register (Toronto), 1, 8 June 1922; 9 Jan. 1954. Globe, 24 Aug. 1877; 23–25, 29 July 1878; 17 Aug. 1895; 3 Nov. 1906; 22 May 1922. Ottawa Citizen, 20, 22 May 1922. Canadian men and women of the time (Morgan; 1912). Documentary history of education in Upper Canada from the passing of the Constitutional Act of 1791 to the close of Rev. Dr. Ryerson's administration of the Education Department in 1876, ed. J. G. Hodgins (28v., Toronto, 1894–1910), 19: 9–11. Judicial decisions on denominational schools, ed. F. G. Carter (Toronto, 1962). Ont., Legislature, Sessional papers, 1896, no.1: 6–18; reports of the minister of education, 1882, 1884–85, 1892, 1909, 1921. C. B. Sissons, Church & state in Canadian education: an historical study (Toronto, 1959), 62–63. Toronto Normal School, 1847–1897: jubilee celebration (October 31st, November 1st and 2d, 1897); biographical sketches and names of successful students, 1847 to 1875 (Toronto, 1898). F. A. Walker, Catholic education and politics in Ontario . . . (3v., Toronto, 1955–87; vols.1–2 repr. 1976).
© 2005–2023 University of Toronto/Université Laval
Cite This Article
Michael Power, "WHITE, JAMES FRANCIS," in Dictionary of Canadian Biography, vol. 15, University of Toronto/Université Laval, 2003–, accessed October 1, 2023, http://www.biographi.ca/en/bio/white_james_francis_15E.html.
The citation above shows the format for footnotes and endnotes according to the Chicago manual of style (16th edition). Information to be used in other citation formats:
|Author of Article:
|Michael Power
|Title of Article:
|Publication Name:
|Dictionary of Canadian Biography, vol. 15
|University of Toronto/Université Laval
|Year of publication:
|Year of revision:
|Access Date:
|October 1, 2023