text:
International Cooperation for Education in Developing Countries
Summary and Keywords
This article looks broadly at the intersection of education, development, and international cooperation. It discusses trends in international cooperation in education for developing countries as well as ongoing challenges. Education has expanded rapidly throughout the world. Even so, the industrialized nations are decades if not generations ahead of parts of the developing world in terms of enrollment and learning attainment. For reasons of equity and economic development alone, it is imperative that all efforts be put to the task of achieving universal school enrollment and learning. To achieve such a goal in the context of what some researchers have termed a 100-year gap requires efforts on the part of national governments and international cooperation on the part of all nations of the world. International cooperation in education includes: (1) the institutions and architecture of international organizations; (2) development assistance, which is closely related; and (3) international agreements to promote education and other development goals. In a broad sense, these initiatives can be seen as moving toward increasingly cooperative relationships between wealthier nations and developing countries. International institutions involved in education include various agencies of the United Nations (UNESCO, UNICEF, ILO, UNHCR) as well as multilateral development banks (the World Bank, IMF, IDA, etc.); regional development banks (Asian Development Bank, Inter-American Development Bank, etc.); and bilateral development agencies. Development assistance is provided in the form of technical and financial assistance to national governments by bilateral development agencies, the multilateral development agencies, UN agencies, as well as an increasing number of non-governmental agencies (NGOs). The UN Declaration on Human Rights and the Convention on the Rights of the Child are foundational documents laying out the rights of all children to education and the obligation of governments to ensure children have access to quality education. Several global initiatives have led the way toward increasing educational participation in developing countries, including Education for All, the Millennium Development Goals, the UN Global Education First Initiative, and the Sustainable Development Goals. The article concludes with a listing of trends in educational development.
Keywords: development assistance, education and development, EFA, MDG, SDG, donor agencies, development partners
The story of global mass education is an on-the-one-hand, on-the-other-hand kind of thing. On the one hand, 100 years ago an article by this name would have read very differently than it does today. Educational participation rates were quite low worldwide. Even in the countries with the highest enrollment rates and wealth, rates of participation in formal schooling beyond the basic education level would be shameful if viewed in the context of today's expectations. Schooling beyond the level of basic education was for the elite. The majority of people in the majority of territories were not able to read and write. Formal schooling, as today, served the interests of those who paid, organized, and managed the institutions of schooling. However, those institutions were for the most part less accountable to the people or the world at large for serving the interests of those they educated. Now education is discussed internationally as a right to which all people are entitled. National governments are charged with responsibility to ensure access to their citizens, and most have signed agreements to do so.
One hundred years ago, international cooperation in developing countries, to the extent that it existed at all, took place largely between colonizer and colonized, or between subject and empire. Today, many argue that the power dynamics in international cooperation for development are still heavily weighted toward the former colonial powers of the West as well as newer comers such as Japan. There is substantial and serious critique of formal schooling itself as well as of the global "project" of educating all children. Still, despite the legitimacy and fundamental challenge of critique, formal schooling has assumed a fundamental place in the international development agenda.
The development landscape has changed. One hundred years ago, the vast majority of the world's population lived at subsistence levels. The industrialized nations had achieved a good standard of living, often capitalizing on their colonial power. Other than Japan, most countries outside northern and western Europe, Anglophone North America, and parts of Latin America were quite poor. While at present there continue to be millions of poor people living below the absolute poverty line, large segments of the world's population, formerly poor, have many of their basic needs met. A number of countries have moved to middle- and upper-income status. The world now has a substantial middle class. Life expectancy has grown almost everywhere, and there are many fewer people in absolute poverty.
On the other hand, even with increased attention to increasing participation and learning in schooling, many parts of the world will take many years—decades if not a century or more—to catch up in terms of population-level attainment and skills. Many children remain out of school. As of 2012 an estimated 896 million people still remained in absolute poverty, earning less than $1.90 per day compared with 1.95 billion people in 1990 and 1.99 billion in 1981 (World Bank, 2016). A 2015 study by Credit Suisse found that 1% of the world's richest people own more of the world's wealth than the remaining 99% (Credit Suisse, 2015).
Education, Development, and International Cooperation
This article looks broadly at the intersection of education, development, and international cooperation. It discusses trends in international cooperation in education for developing countries as well as ongoing challenges.
All of these key terms are problematic. "Education" is often conflated with formal schooling. And while state-supervised, credential-providing schooling has become the norm for organized attempts to educate children, education is earlier, longer, broader, and deeper than formal schooling. Critiques of formal schooling may focus on its "domesticating" function, silencing the voices and debilitating the social and political agency of those schooled (Friere, 2007), the role that schooling plays in transnational capitalism (Fuenzalida, 1985), or its linking of learning with credentialing and giving to the institution of the school, and thus the state, sole access to credentialing authority (Illich, 1971). Some critique the social reproductive nature of most schooling (Anyon, 1980; Bourdieu, 1986; Kozol, 1991). Others see schooling as a form of cultural imperialism (Carnoy, 1974) or imposition.
Even so, mass formal schooling has proven itself a reliable if not unproblematic vehicle for mass education. Though difficult to reconstruct very precisely, historical estimates suggest that global attainment rates for basic education have risen from about 18% in 1820 to about 83% in 2010 (Nagdy & Roser, 2015).
Another problematic term, "development," suggests a systematic, linear, and known progression from a less developed to a more developed state. Until recently, educational development efforts have been led Western donor countries and agencies and international agencies, which are more or less influenced and dominated by Western modes of—notice the language—"development," "assistance," "cooperation," and "aid." The enterprise and modalities of development assistance have been critiqued by Moyo (2009), Easterly (2006), and Escobar (2011), as has its active passification of non-Western peoples (Alatas, 1977). Development draws on the epistemology of progress, ultimately perhaps a "narrative template" from the Judeo-Christian heritage. Informed by scientism, development can be understood simplistically as a process with a singular path and fixed sequence of stages. Even Margaret Mead, a 20th-century anthropologist known for her culturally relative approach to the study of other cultures, referred to Samoans as "primitive" (Mead, 1928). Yet the unique patterns of development exhibited by different countries continue to confound easy prescription. Who in 1960 would have predicted that India would become a leader in high technology? In the 1950s Korea was among the poorest countries in the world; by 2011 its per capita income had surpassed the OECD average. Even within the industrialized nations, finer-grained analysis suggests quite different paths of development. While people everywhere seek a comfortable standard of living beyond basic needs, the relative weight given to different development priorities, i.e., differing economic, social, and political aims, as well as approaches to achieving those priorities varies, even within the West.
Finally, the "nation" (aka "nation-state," "state," or "country") must be seen as a social construction, located within a particular set of circumstances and period of history. Though often treated as a primary, primordial, and permanent organizing unit for the world's population, the nation-state must increasingly be seen in the context of a range of forces and institutions with global, subnational, and cross-national impact on education and development. Challenges of the definition and boundaries of the state are evident in contemporary Europe and the Middle East, as identities, aspirations, and the movement of peoples fail to be contained by national borders.
It would be interesting to see how things look in a hundred years. Will education be truly universal? Will state-organized schooling remain as powerful, influential, and formative an institution as it is now? To what extent will education be equated with schooling, and schooling with an industrial model, a model linked to the state and the formation of citizens? To what extent will citizenship expand to a global frame of reference? Will persistent challenges to the quality of education be overcome? As schooling loses its monopoly as repository and vessel of knowledge, how will technological advances change the fundamental educational processes of the world? Will the world have mobilized to achieve the Sustainable Development Goals? What role will education play in fostering sustainability? To what extent will the nation-state be the primary organizing entity of the globe? Will extreme poverty be relegated to the past? Will ways be found to provide basic needs for all?
Spread of Schooling
Figure 1 illustrates the rise of formal schooling throughout the world. The trend toward universality is clear. Starting in the 19th century and accelerating dramatically post–World War II, increasing numbers of young people have enrolled in school at all levels.
Despite these trends, a considerable gap remains between more and less schooled areas of the world. Winthrop and McGivney (2015) estimate that schooling in much of the developing world is 100 years behind the industrialized world, seen simply in terms of the year in which participation in basic education was made compulsory (see Figure 2). Thus, in terms of the most basic metric of enrollment or educational participation, substantial work remains to be done. As of 2012, 121 million children and youth remain out of school entirely (UNESCO, 2015b); 715 million adults are illiterate, two-thirds of whom are women. Participation in schooling is closely tied with family and national wealth. Poor children are four times less likely to enroll in school and five times less likely to finish primary school.
Beyond participation, however, Hanushek and Woessmann (2008) found a major learning effect. Carrying out an influential series of analyses of panel data, they found that measures of participation in schooling were much more weakly correlated with economic growth than the cognitive skills acquired by the population, as measured by performance on large-scale international assessments. They estimate that economic growth rates, as well as income distribution, would be much more favorable if countries scoring lower on international assessments scored higher. They estimated that if Ghana were able in 15 years to equip all its children with skills equivalent to level 1 (lowest of 5 proficiency levels) on the Program in International Student Assessment (PISA), a girl (or boy) born today would see a 38-fold increase in GDP over her or his lifetime. Winthrop and McGivney (2015) cite research estimating that for developing countries to catch up to the average learning of industrial countries it will require six generations or 126 years.
Assuming that schooling is an important if not essential component of economic and social development, international cooperation is likely to be essential if these gaps are to be narrowed. Not only is it necessary to improve student participation in schooling, but student learning must improve as well if schooling is to have its intended impact.
International Cooperation in Education
We will define international cooperation in education as intentional attempts on the part of multiple nations to collaborate in improving education in low- or middle-income (or "developing") countries. International cooperation in education includes: (1) the institutions and architecture of international organizations; (2) development assistance, which is closely related; and (3) international agreements to promote education and other development goals. In a broad sense, these initiatives can be seen as moving toward increasingly cooperative relationships between wealthier nations and developing countries.
International Organizations Promote Cooperation
The current system of international organizations including the various entities of the United Nations such as the United Nations Educational Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF), and the United Nations Development Program (UNDP), and the international financial institutions such as the World Bank, the International Monetary Fund (IMF), and the International Development Association was created in the aftermath of World War II. Arguably the most idealistic of all, UNESCO was founded with the aims of promoting peace, in Archibald MacLeish's memorable words of the UNESCO Charter: "Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed." These organizations have worked in a variety of sectors to promote development and establish agreements as to norms and standard for the diverse nations of the world.
The international organizations most involved in education are UNESCO, UNICEF, the United Nations International Labor Organization (ILO), the United Nations High Commission for Refugees (UNHCR), the institutions of the World Bank group, and the regional development banks (e.g., the Asian Development Bank, African Development Bank, Inter-American Development Bank).
Collective International Agreements Support Development of Education
Foundationally important documents on educational development include the Universal Declaration of Human Rights (1948) and the Convention on the Rights of the Child (1990).
Article 26 of the Universal Declaration of Human Rights declares:
Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
(United Nations, 1948)
The Convention on the Rights of the Child (CRC) goes further, as in the following selections:
Article 28: (Right to education): All children have the right to a primary education, which should be free. Wealthy countries should help poorer countries achieve this right. . . . The Convention places a high value on education. Young people should be encouraged to reach the highest level of education of which they are capable.
Article 29 (Goals of education): Children's education should develop each child's personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people. Children have a particular responsibility to respect the rights their parents, and education should aim to develop respect for the values and culture of their parents. . . .
Article 30 (Children of minorities/indigenous groups): Minority or indigenous children have the right to learn about and practice their own culture, language and religion. The right to practice one's own culture, language and religion applies to everyone; the Convention here highlights this right in instances where the practices are not shared by the majority of people in the country.
Article 31 (Leisure, play and culture): Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities.
Article 32 (Child labour): The government should protect children from work that is dangerous or might harm their health or their education. . . . Children's work should not jeopardize any of their other rights, including the right to education, or the right to relaxation and play.
Around the same time, in 1990, building on the success of global child immunization campaigns, UNICEF, the World Bank, and a number of other organizations working in education convened the World Conference on Education for All in Jomtien, Thailand. Representatives from 155 countries and 150 organizations set ambitious targets to universalize primary education and reduce illiteracy by the year 2000. Participating countries agreed to develop concrete action plans to achieve a range of specific targets related to participation in basic education, literacy, and gender equity. Multilateral and bilateral development agencies agreed to provide financial support. Over the 15 years of the initial plan, most countries made progress toward these goals, but by 2000 they remained substantially unrealized. A follow-up conference was held in 2000 in Dakar, where ambitious Education for All (EFA) goals were set for 2015:
Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
Goal 2: Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.
Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.
Goal 4: Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.
Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.
Goal 6: Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy, and essential life skills. (UNESCO, 2015a)
Additionally, the Millennium Summit held in in September 2000 convened what is claimed to be the "largest gathering of world leaders in history" to adopt the UN Millennium Goals (MDGs). The MDGs set time-bound targets for 2015 aimed at addressing extreme poverty, hunger, disease, shelter, and exclusion while promoting education, gender equality, and environmental sustainability. They helped establish basic human rights—the rights of each person on the planet to health, education, shelter, and security (U.N. Millennium Project, 2015). Most relevant to education were Goals 2 and 3:
Goal 2: Achieve Universal Primary Education
Goal 3: Promote Gender Equality and Empower Women
Despite progress, by 2010 it was clear these goals would be impossible to fully realize. In order to accelerate progress toward the EFA goals and MDGs, the UN Secretary-General launched the Global Education First Initiative (GEFI) in 2012. GEFI aimed at rallying support for the 2015 goals, at placing education at the heart of the development agenda, and at generating funding for education. GEFI's three priorities are to put every child in school, improve the quality of learning, and foster global citizenship.
Again, by 2015, substantial progress was made but EFA goals (and the MDG) had not been achieved. On the positive side, 84 million fewer children and adolescents were out of school than in 2000, of which 52 million were girls, reducing gender disparities in out-of-school children. Twelve million more teachers were deployed in primary and secondary schools throughout the world. Two thirds more children had enrolled in pre-primary education. As a consequence of EFA, 34 million more children were enrolled in school (UNESCO, 2015b).
At the same time, only one-third of countries have achieved all EFA goals, and only half have achieved universal primary education. Noted above, 121 million children remain out of school. Only two-thirds of countries reached gender parity in primary school, and almost half did not reach gender parity at the secondary level. Greater proportions of children and youth out of school were reported in areas affected by conflict, and major learning gaps have persisted between the most and least well-off students, within as well as between countries (UNESCO, 2015b).
A similar pattern was observed in relation to the Millennium Development Goals; progress was made but the goals were not reached. Again the decision was made to build on the progress made and redouble efforts toward their achievement. In considering how to make progress, however, development goals were reconceived, extended, and deepened. In many ways the MDGs represented a threshold, a minimum designed to eliminate the worst forms of poverty. Even though the minimum goals were not reached, it was decided to reconceive the development challenges, away from a sole focus on the problems of the poorest, toward a more holistic understanding of development.
The new Sustainable Development Goals (SDGs) have created a much more ambitious agenda, seeking to "end poverty, protect the planet, and ensure prosperity for all." The SDGs see human development in the context of the basic human needs of health, shelter, education, and the like, but include the sustainability of human activity and further development in the context of the natural environment and the challenges of peaceful coexistence among nations of human beings, among other goals. Thus the SDGs represent a much broader, more inclusive—and more challenging—set of goals. Developing countries are treated less as targets for the goals and more as partners, together with more developed nations, in taking on a global and interrelated set of development challenges. In addition, while governments retain the primary obligation to ensure young people have access to quality education, a wider range of partners is envisioned to help achieve the ambitious new goals, including government but also civil society, the private sector, and ordinary citizens. Education targets are also more inclusive and expansive (see Table 1). All girls and boys are to have access to quality pre-primary education, to free, equitable, and quality secondary as well as primary education, and to affordable and quality technical, vocational and tertiary education including university (emphasis added for new or more encompassing target areas).
Table 1. Sustainable Development Goal 4
Ensure inclusive and quality education for all and promote lifelong learning
Source: Adapted from UN Sustainable Development Goals, 2015.
Development Assistance Helps Fund and Support Educational Development
A third dimension of international cooperation in education is through bilateral and multilateral development assistance. Development assistance is traditionally provided by multilateral organizations such as the World Bank or UNDP or by donor governments through bilateral assistance, typically through the primary international development agency—for example, the United States Agency for International Development (USAID) for the United States, the Department for International Development (DfID) for the United Kingdom, and the Japan International Cooperation Agency (JICA) for Japan. Development assistance may consist of financial assistance through grants or low-interest loans and/or through technical assistance.
Though countries have long assisted each other in educational and other development ventures, systematic cooperation in education began, arguably as an afterthought, as part of efforts to promote national reconstruction and development. After the end of World War II, the United States used the Marshall Plan to help fund the rebuilding of Europe from the devastation of the war. Not too long thereafter, provision of foreign aid was systematically extended to "developing" countries in the form of development assistance, as new nations of Africa and Asia gained independence in the 1950s and 1960s. Foreign aid, while serving "altruistic" purposes of humanitarian aid and development, became enmeshed in the political wrangle for influence by the United States and the Soviet Union during the Cold War. Though the extent of politics varies from country to country, development assistance has always included a diplomatic component—soft power in the current vocabulary. The primary difference is arguably between long- and short-term national and diplomatic interests and between broad attempts to win friends through mutually beneficial agreements versus narrower attempts to gain acceptance of specific policies of the providing government.
Increasing numbers of countries have established donor agencies. The primary organization of such agencies or development partners is the Development Assistance Committee (DAC) established in 1961 by the Organization for Economic Co-operation and Development (OECD). Initially composed of Western European and North American countries and Japan, the DAC now includes Korea (accession in 2010), as well as the Slovak Republic, Poland, and Slovenia from the former Eastern bloc (accession in 2013). China sent representatives to the 2011 meeting, and other non-DAC donor countries such as Brazil, India, Indonesia, and South Africa also attended. In 2014 the United Arab Emirates became the first non-voting "participant" in the DAC.
In 2014, DAC countries contributed $137.2 billion in assistance to developing countries (OECD-DAC, 2016a, 2016b, 2016c). Fifteen percent of this amount went to top five recipients—Myanmar, Afghanistan, India, Viet Nam, and Indonesia; 28.3% went to "least developed countries." Sub-Saharan Africa received the largest share, followed by South and Central Asia, Other Asia and Oceania, Middle East and North Africa, Latin America and the Caribbean, and Europe. Education, Health and Population represented 19.8% of the total. For the DAC as a whole, 7.3% of total bilateral commitments went to education, 1.7% to basic education (OECD, 2015). By contrast, 11.5% was allocated to government and civil society, 8.6% to transport and communications, 6.6% to population and reproductive health, and 5.3% to health sectors. The primary sources of development assistance are shown in Table 2.
Table 2. Donor/Agency ODA Commitments to Education, All Developing Countries, Average 2010–2014, Constant 2014 US$ (Millions)
Average 2010–2014
International Development Association (IDA)
United States
EU Institutions (EU)
United Kingdom
AsDB Special Funds
African Development Fund (AfDF)
United Arab Emirates
Islamic Development Bank (IsDB)
Kuwait (KFAED)
New Zealand
IDB Special Fund
OPEC Fund for International Development (OFID)
Arab Fund (AFESD)
Source: OECD (2016a).
In terms of education, Germany is the largest donor, followed by the International Development Association of the World Bank Group, France, United States, and the European Union Institutions. Figure 3 breaks down bilateral and multilateral development assistance to education by region.
Education is somewhat of a latecomer to development assistance. In the early years, much of the funding went to large-scale infrastructure and agriculture. Population and health followed. Initially, education may have been seen as primarily as a consumption item rather than as an investment. The World Bank made its first education loan in 1962. As understanding of the critical importance of education for economic and social development and improvements in health and population grew, development partners began to devote more resources on education. Additionally private philanthropic organizations such as the Ford and Rockefeller Foundations in the United States allocated substantial resources in education for a time, typically in support of tertiary and university education. Other development partners provided substantial support to higher education as well as technical and vocational education.
With the mobilization of Education for All and the publication of a series of World Bank reports emphasizing higher returns to primary education as compared with secondary and tertiary education, much of the world's external assistance to education in the 1990s shifted to support of basic education. With the ongoing needs for funding to support the various mobilizations discussed above, demand for funding of basic education (corresponding to compulsory education, or primary and lower secondary) has continued. At the same time, awareness has grown of the needs of the other subsectors, pre-primary education, technical/vocational education, university education, and, linking them, secondary education. Even so, the largest share of development aid to education in 2010–2014 went to higher education, as shown in Table 3.
Table 3. Distribution of Donor/Agency ODA Commitments to Education by Subsector, All Developing Countries, Average 2010–2014, Constant 2014 US$ (Millions)
Average 2010–2014
Higher education
Primary education
Education policy and administrative management
Vocational training
Education facilities and training
Secondary education
Teacher training
Advanced technical and managerial training
Basic life skills for youth and adults
Early childhood education
Educational research
Source: OECD (2016b).
As government resources have grown tighter seemingly everywhere, development partners have struggled to maintain existing commitments. Overall official overseas development assistance (ODA) remains relatively stable at about 0.30% of gross national income (OECD, 2015), which is far below international targets. There are calls for accountability of money spent and results achieved. Questions are raised about the evidence base for programming. At the same time, the higher placement of education on the development agenda and the proliferation of challenges to national governments as the sole or primary source of education have led to a wider range of actors involved in educational provision and even policy—international, local, and national NGOs; for-profit organizations, small and large; religious organizations; diasporas; and non-traditional donor countries and agencies. Demands and aspirations for educational development have grown, in number and complexity, while internal and external resources remain, at best, constant.
Trends in Development Assistance
In this changing context, it may be helpful to outline some of the developments in technical assistance that are likely to shape the picture of international cooperation in education for the next few years. Updating a recent review (Williams, Brown, & Kwan, 2014), I will suggest 13 such trends.
1. Ongoing importance of basic education. Compulsory schooling is the foundation of all subsequent learning in schools. Unless an essential foundation in basic skills is acquired, students will have difficulty taking advantage of further learning opportunities in or out of school. Achieving all "higher-order" goals in education is impossible unless the population enrolls in and completes basic education with most of the expected skills. Basic education is increasingly left to national governments to manage, but the challenges of organizing, funding, and managing a strong basic education system may keep children out of school or keep them from learning if enrolled.
2. Challenges of reaching excluded populations. Even well-resourced school systems face challenges in enrolling and teaching children whose members have been systematically excluded or marginalized. Exclusion may occur on many grounds—gender, ethnicity, language, disability, sexual orientation, etc. Exclusion may be intentional, or unintended, e.g., a function of geography or conflict. Effective school systems are particularly difficult to organize, fund, and manage under conditions of conflict. Even in the best of conditions, schools have difficulty reaching the most vulnerable and marginal populations, where out-of-school children and youth are concentrated.
3. Increased attention to the impact of conflict. There is increased awareness of conflict and its reciprocal impact on education and state fragility. According to the Global Partnership for Education, 50% of the world's out of school children live in countries affected by conflict, despite those countries accounting for only 20% of the world's primary school–age children (Global Partnership for Education, 2016). The multi-generational effects of conflict on children, youth, their communities and education systems are only beginning to be understood. Development work is more difficult in areas affected by conflict. Despite efforts to develop effective mechanisms for aiding countries affected by conflict, funding levels are below those of similar developing countries not in conflict and below thresholds needed to ensure access to quality education for all children. Because of the long-term effects and protracted nature of many current conflicts, multiple generations of children face the prospects of little or no education.
4. Renewed emphasis on learning. A number of school-based assessments in recent years have revealed how little some children are learning (see Early Grades Reading Assessment (EGRA), Early Grades Mathematics Assessment (EGMA), Annual Status of Education Report (ASER)). Participation in school is necessary, of course, and schooling must be of sufficient quality for children to learn, but the critical question is whether children are learning and whether they are acquiring the foundational skills necessary for further learning, i.e., sufficiently fluent literacy, foundational mathematics, etc. Increasingly it appears that packages of interventions targeted at the teacher and classroom and supported by systemic supports are necessary for learning outcomes to improve. Schooling has many goals, but learning is likely to remain a high if sometimes overlooked priority.
5. Renewed interest in pre-primary education. The research is clear that early childhood care and education is an important investment and a critical intervention for success in school and beyond. Pre-primary education is provided in diverse ways throughout the world, but it is likely to increase in visibility and importance as educators look for ways to expand availability and assure quality of early childhood education.
6. Restoration of higher education as a target for international cooperation in education. Development partner assistance to higher education languished while experts focused attention on basic education. However, with awareness of the limitations of research on returns to education and the increasing competition among nations in a globalizing knowledge economy, higher education is resuming its place on the development agenda. Mobility of labor, transfer of skills, global competitiveness, and development of a national cadre of leaders depend on a well-functioning higher education system, including universities and diverse institutions, publicly and privately offered, to meet economic and social demand.
7. Increased salience of youth, skills, and linkages between school and work. In most of the world, industrial nations as well as developing countries, youth are profoundly underemployed. Some young people have been unable to complete secondary schooling, or have done so but lack opportunities to pursue higher education. Others may lack the skills or job opportunities to earn a livelihood. Unemployed, disengaged youth are a waste of potential and a source of social instability. Engaged and employed, youth can provide an engine of economic and social development. If nothing else, the challenges of radicalization are likely to keep youth, male and female, on the development agenda, even as educators struggle to find effective and scalable solutions.
8. Emphasis on accountability and assessment. The increased demands on education systems suggested by this review in a context of flat governmental budgets have several implications. One of these is an increased emphasis on accountability—of agencies working in educational development at both disbursement and implementation levels and for achievement of desired outcomes as well as tracking of inputs and implementation of good processes. As learning is increasingly emphasized, monitoring and assessment will likely grow in importance. Assessment links easily with accountability. On the one hand, assessment and accountability are important in tracking the use and impact of public funding. But given how little is known about how to improve the quality of a system of education (Elmore, 1996), how little learning takes place in many schools (see Gove & Cvelich, 2010), how modest the documented gains in learning from education projects by leading development partners (Chapman & Quijada, 2009), and how fragile development budgets are in periods of austerity, it is worrisome to see an emphasis on assessment-accountability without a corresponding emphasis on building knowledge on how schools can improve.
9. Continued pressure to increase aid effectiveness. Accountability is likely to affect development partners as well, as they seek to put in practice the principles of aid effectiveness outlined in the Paris Declaration of 2005: ownership, alignment, harmonization, managing for results, and mutual accountability. Despite the good intentions, a follow-up meeting in Accra, Ghana, in 2008 (OECD Accra Agenda for Action) found several deficiencies in terms of (lack of) country ownership, building of more effective and inclusive partnerships, achieving development results—and openly accounting for them. Still, pressures to increase the effectiveness of aid are likely to reinforce further what has become good practice in education and development—coordination among the various development partners to support host country—developed and—led planning; sectoral approaches to educational planning; program and budgetary support as opposed to projecticized assistance; decreases in tied aid; disbursement through regular government budgets; and utilization of national information systems.
10. Increasing private provision, "partnership," and role for NGOs. A variety of forces—administrative fatigue; neoliberal, globalizing, and "democratizing" challenges to the dominance of the state in social provision; technology; and the people's frustration with government are likely to lead to increased reliance on private provision and partnership with for-profit or non-profit entities under partial control of government control. These trends will provide opportunities for innovation as well as for capture of public goods by particular interests. The challenges to the public sector will be to find appropriate approaches to quality assurance and maintenance of equity in the system, while allowing for innovation, private sources of funding, and shared management of schools.
11. Novel approaches to development assistance. Development assistance is traditionally a government-run enterprise, where governments of donor countries work with other governments in recipient countries and where funding derives primarily from public budgets. As public–private partnerships increase, the number and type of actors have also increased, with greater stakeholder involvement in finance, provision, and evaluation of educational initiatives. This will likely lead to several developments—innovative modes of provision of funding such as pooled funding, for example, in conflict-affected Liberia; new stakeholders in assessment as in ASER in India; new modes and modalities of education finance such as results-based financing; and new providers of basic education as in low-cost private schools in Pakistan, India, and Nepal. These trends will provide numerous challenges and opportunities to those working in education and development assistance.
12. Involvement of new partners, donor countries, agencies, and international influences. In addition to more, new, and greater stakeholder involvement in education, new development partners, donor countries and agents, and new sources of educational ideas and funding are also beginning to emerge. As noted, non-traditional donor countries such as China, South Africa, Brazil, and the United Arab Emirates are increasingly involved in education. The Global Partnership for Education has emerged as a leader in funding of education initiatives in developing countries. Its board includes business, foundations, a teachers' union, as well as governments and agencies. Think tanks played a major role in defining the post-2015 education agenda. Traditionally quiet development partners such as Korea and Japan took a leading role in defining the breadth of the SDGs. In parallel, in some areas, regional organizations have begun to play an important role in working to develop education. A prime example is the South East Asian Ministers of Education Organization (SEAMEO), the education wing of the Association for South East Asian Nations (ASEAN). In line with ASEAN's moves toward regional economic integration, SEAMEO has taken a leading role on the human resource development side, working toward harmonization of higher education in the 10 countries of South East Asia.
13. Transformation of the learning environment with technology, out of school, potentially in school. With the widespread use of small, relatively inexpensive electronic devices linked to the Internet, schools have lost their monopoly over information. More information (though not necessarily wisdom) is available to a 14-year-old with a smartphone than to the most renowned professor or researcher a generation ago. The nature of format of learning will change. Whether it will change school instruction, of course, remains to be seen.
Final Thoughts
International cooperation in education for developing countries assumes at least three forms: (1) a set of international institutions that work to organize the globe's business, mediating the various states; (2) a series of ambitious international agreements that increasingly enfranchise more individuals and groups, heightening the role and importance of education; and (3) a growing group of organizations and stakeholders working in education in and for developing countries. Education at all levels has grown in visibility and importance on the international agenda, signified by widespread affirmation of education as a human right and implemented by national governments, international organizations, and national and international civil society, through agreements; a range of consensus-building activities; and the setting of international and national targets for educational provision, attainment and increasingly learning, and monitoring of the achievement of those targets. Much progress has been made in moving toward global targets, due in substantial part to international cooperation. Though not without controversy, the apparently universal movement toward increased participation in formal education might be understood as one of the defining characteristics of human development in the 20th and 21st centuries.
By its nature, education assumes a number of lofty goals—basic skills such as reading, writing, and arithmetic but also others movingly discussed in the Delors Report of 1996: learning to know, learning to do, learning to live together, and learning to be (UNESCO, 1996). This article has touched on a few of the ways in which international cooperation in education has and is likely to play out. It would be interesting, if we had the chance, to look back in 100 years to see if the highest goals of education and human development—elimination of poverty, illiteracy, inequality, and war—were reached.
Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92.Find this resource:
Alatas, S. H. (1977). The myth of the lazy native: A study of the image of the Malays, Filipinos and Javanese from the 16th to the 20th century and its function in the ideology of colonial capitalism. New York: Routledge.Find this resource:
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood.Find this resource:
Carnoy, M. (1974). Education as cultural imperialism. New York: D. McKay.Find this resource:
Chapman, D. W., & Quijada, J. J. (2009). An analysis of USAID assistance to basic education in the developing world, 1990–2005. International Journal of Educational Development, 29, 268–280.Find this resource:
Credit Suisse. (2015). Global wealth report 2015. Zurich: Author.Find this resource:
Gove, A., & Cvelich, P. (2010). Early reading: Igniting education for all: A report by the early grade learning community of practice. Research Triangle Park, NC: Research Triangle Institute.
Easterly, W. (2006). The white man's burden: Why the West's efforts to aid the rest have done so much ill and so little good. New York: Penguin.Find this resource:
Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–27.Find this resource:
Escobar, A. (2011). Encountering development: The making and unmaking of the third world. Princeton, NJ: Princeton University Press.Find this resource:
Friere, P. (2007). Pedagogy of the oppressed. New York: Continuum.Find this resource:
Fuenzalida, E. (1985). Development and education. In T. Husen & N. Postlethwaite (Eds.), The international encyclopedia of education: Research and studies (pp. 1377–1399). Oxford: Pergamon.Find this resource:
Global Partnership for Education. (2016). Out of school children. Washington, DC: Author.
Gove, A., & P. Cvelich. (2010). Early Reading: Igniting Education for All. A report by the Early Grade Learning Community of Practice. Research Triangle Park, NC: Research Triangle Institute.Find this resource:
Hanushek, E. A., & Woessmann, L. (2008). The role of cognitive skills in economic development. Journal of Economic Literature, 46(3), 607–668.Find this resource:
Illich, I. (1971). Deschooling society. New York: Harper & Row.Find this resource:
International Commission on Financing Global Education Opportunity. (2016). The learning generation: Investing in education for a changing world. New York: Author.Find this resource:
Kozol, J. (1991). Savage inequalities. New York: Harper Collins.Find this resource:
Mead, M. (1928).Coming of age in Samoa. New York: William Morrow.Find this resource:
Moyo, D. (2009). Dead aid: Why aid is not working and how there is another way for Africa. New York: Farrar, Straus and Giroux.Find this resource:
Nagdy, M., & Roser, M. (2015). Global rise of education. Retrieved from http://ourworldindata.org/data/education-knowledge/global-rise-of-education/ECD-DAC.Find this resource:
OECD. (2005). Paris declaration on aid effectiveness. Paris: Organisation for Economic Coordination and Co-operation.Find this resource:
OECD. (2008). Accra agenda for action. Paris: Organisation for Economic Coordination and Co-operation.Find this resource:
OECD. (2015). DAC at a glance. Paris: Organisation for Economic Coordination and Co-operation.Find this resource:
OECD-DAC. (2016a). Query Wizard for International Development Statistics (QWIDS). Retrieved from http://stats.oecd.org/qwids/#?x=1&y=6&f=2:262,4:1,7:2,9:85,3:246,5:4,8:85&q=2:262+4:1+7:2+9:85+3:246+5:4+8:85+1:3,4,5,6,7,8,9,10,11,12,13,14,61,15,16,17,18,19,20,21,22,23,24,36,176,76,31,177,33,42,44,179,178,49,52+6:2005,2006,2007,2008,2009,2010,2011,2012,2013,2014.Find this resource:
OECD-DAC. (2016b). Query Wizard for International Development Statistics (QWIDS). Retrieved from http://stats.oecd.org/qwids/#?x=3&y=6&f=2:262,4:1,7:2,9:85,5:4,8:85,1:1&q=2:262+4:1+7:2+9:85+5:4+8:85+1:1+3:5,6,7,8,10,11,12,14,15+6:2005,2006,2007,2008,2009,2010,2011,2012,2013,2014.Find this resource:
OECD-DAC. (2016c). Aid to education. Paris: Author.Find this resource:
Roser, M. (2015). Literacy. Our world in data. Retrieved from http://ourworldindata.org/data/education-knowledge/literacy/.Find this resource:
United Nations. (1948). UN declaration on human rights. New York: United Nations.Find this resource:
UN Global Education First Initiative. (2015). UN global education first initiative. New York: United Nations.Find this resource:
UN Millennium Project. (2015). Millennium development goals. United Nations: New York.Find this resource:
UN Sustainable Development Goals. (2015). UN sustainable development goals. New York: United Nations.Find this resource:
UNESCO. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: Author.Find this resource:
UNESCO. (2015a). Education for all goals. Paris: UNESCO.Find this resource:
UNESCO. (2015b). Education for all, 2000–2015: Achievements and challenges. Global monitoring report 2015. Paris: Author.Find this resource:
Williams, J. H., Brown, C. A., & Kwan, S. (2014). Current trends in education and development. In C. A. Brown (Ed.), Globalisation, international education policy & local policy formation: Voices from the developing world (pp. 25–35). Dordrecht, The Netherlands: Springer.Find this resource:
Winthrop, R., & McGivney, E. (2015). Why wait 100 years? Bridging the gap in global education. Washington, DC: Brookings Institution.Find this resource:
World Bank. (2016). Retrieved from http://www.worldbank.org/en/topic/poverty/overview.


text:
The fastest growing solution providers, measured by average revenue growth between 2007 and 2009 -- years representing the throes of the recession. Not only did these solution providers and IT consultants weather the storm, but they weathered it with an average growth rate of 110 percent.
Growth: 55.48%
2010 Rank: 51
Headquarters: Columbus, OH
URL: www.iccohio.com
2009 Net Sales: $65,300,000
Top Executive: Steven Glaser, CEO

subset: commoncrawl


text:
Ansley cook gives specialty items as family gifts
ANSLEY -- While growing up, Lorraine Scott focused on helping with chores, as cooking didn't hold much appeal. She was a self-professed tomboy, who'd rather be outside, helping her dad and brother, than in the kitchen. "I didn't really like to cook much, but I finally learned to enjoy it," said Lorraine. She then recounted she had to teach herself how to prepare meals and that if something didn't work out, it was simply thrown out. From the beginning, Lorraine's focus toward cooking has been pretty basic, consisting mostly of meat and vegetables with a little gravy. Nonetheless, she still enjoys trying new recipes out of cookbooks and newspapers. Sometimes if she finds a dish she really enjoys, when eating at an event or with friends, she will ask for the recipe and add it to her collection. "I'm not good at making anything up. I've got to have a recipe to tell me what to do," she explained. When discussing her favorite types of foods, Lorraine disclosed that her preference was for salads, all types of salads. She also holds a high fondness for holiday foods, due to the variety of cuisine that one doesn't usually eat much during the rest of the year. During the holidays and other occasions such as birthdays, Lorraine prepares canned fare and homemade noodles to impart as gifts. These gifts she passes on to her children and grandchildren, who look forward to receiving them. Actually, Lorraine says it's been hard for her to keep up with the demand, making the preparation of noodles a common occurrence. When Lorraine makes her noodles, she only uses eggs and flour, no lard or anything else. The mixing ratio varies on the size of the eggs, leaving it up to her expertise to tell whether more flour is needed or not. The ideal dough mix is thick, not sticky, and is somewhat difficult to roll out. Lorraine will then cut the dough into strips and leave on the counter overnight to dry. What noodles she doesn't use for cooking right away, get stored in the freezer until needed. Something Lorraine wanted to share with novice cooks is to always try a new recipe two or three times before giving up. From her experience, it sometimes takes that long for it to turn out right. Her advice is to keep trying and learn from past experience. Here are a few recipes that Lorraine has collected and decided to share. WHITE BREAD4 1/2 – cups warm water6 – tablespoons sugar2 – tablespoons salt2 – packages yeast4 – tablespoons solid Crisco 14 to 14 1/2 – cups flour Mix the water, sugar, salt, and yeast together in a large mixing bowl. Add melted shortening and flour. Handle and kneed dough. Cover and let rise until double in bulk, then kneed down and let rise again. Mold into four loaves and put in greased pans. Let rise then bake at 350 degrees for 45 minutes.APPLE CRISP (heart healthy)6 to 7 – tart cooking apples1 – tablespoon lemon juice1/3 – cup white sugar1 – teaspoon cinnamon3/4 – cup rolled oats1/2 – cup flour1 – cup brown sugar3 – tablespoons oil Place sliced apples in baking dish and sprinkle with lemon juice, sugar, and cinnamon. Combine remaining ingredients, except oil, and sprinkle over apples. Drizzle oil over all. Bake at 375 degrees for 30 minutes or until apples are tender.Breakfast Slush1 – 12 ounce can pineapple juice1 – small can frozen orange juice1 – small can pink lemonade2 – bananas1 – 12 ounce package of strawberries1 – can 7up1/2 – cup sugar Blend together and enjoy. Freeze extra and drink another day.


text:
Grand Theft Auto IV Walkthrough
|Diamonds are a Girl's Best Friend (cont.)
You'll meet up with representatives from the prisoner's family, who will have a handful of diamonds in a handkerchief ready for exchange. Believe it or not, this deal was to go off honestly and without a hitch, with Niko agreeing to push the prisoner over in exchange for the diamonds being left on the ground. But as soon as this deal goes down, a familiar face shows up. It appears the diamonds were stolen from him, and he intends to kill both parties in order to get them back.
After that rather lengthy cutscene finishes up, an epic gun battle will take place on the highly-industrialized Charge Island. This battle will take place in parts, with wave after wave of enemy coming out. Bulgarin really wants those diamonds back, apparently. Thankfully, you'll have Packie helping you out (he'll have an automatic weapon and Molotov Cocktails at his disposal). So, begin working your way far forward into the fray. All enemies will be represented by red dots on your HUD, so there won't be any guessing here like there is on previous missions.
When you've cleared the initial wave of enemies, you can begin working your way into the catwalks overlooking this area (in fact, you've likely locked onto and killed a few enemies up there already). There are plenty of enemies up here that need to be dealt with. We've been alternating between an assault rifle and Uzi, and a shotgun depending on the proximity of the targeted enemy to you. We recommend you do the same as you traverse the catwalks, keeping in mind that shotgun tactics require a certain sense of urgency, because you'll need to be aggressive for it work.
|Give us feedback!
|Continue Walkthrough...
Saints Row: The Third Cheats
Call of Duty: Black Ops II Cheats
Call of Duty: Black Ops Cheats
Fast & Furious: Showdown Cheats
LEGO Batman 2: DC Super Heroes Cheats
Marvel: Ultimate Alliance 2 Cheats
Resident Evil Revelations Cheats
God of War: Ascension Cheats
Tomb Raider Cheats
Infamous 2 Cheats
Professor Layton and the Last Specter
X360 Forza Motorsport 4
Wii Rune Factory: Tides of Destiny
NDS Harvest Moon: The Tale of Two Towns
PS3 Dark Souls
PC Dark Souls (Prepare to Die Edition)
X360 Warhammer 40,000: Space Marine
Web War Commander
PS3 Ultimate Marvel Vs. Capcom 3
X360 Trials Evolution
Grand Theft Auto IV: T... at IGN
Grand Theft Auto IV: T... at GameSpy
Grand Theft Auto IV: T... at GameStats


text:
No-bake birthday cake!
My friend at work, Lisa, made this birthday "cake" for a lady she knows. Lisa said she has made several of these, but this is her best one yet. The individually-wrapped pieces of candy are hot-glued to a styrofoam base. Pretty cute, huh?
The recipient of the cake was an older, single lady who probably wouldn't want a big cake all to herself, anyhow. She can enjoy this cake a little at a time, over a period of time.


text:
Two more Palestinians killed in search for missing Israeli teens
Two more Palestinian men died overnight during Israeli raids as part of the search for three Israeli teens thought kidnapped by Hamas. It takes the total dead to six. More than 300 Palestinians have been arrested since the youths' disappearance.


text:
By Dan Henk
So, let's talk about the new tattoo show, Ink Master. It was originally pitched to me (as I'm sure it was to several artists) by a lady named Lisa. She said, and this is an almost direct quote, "We have people on this show like Jeff Gouge and Guy Aitchison. That's who we're talking to. Do you think you can compete?"
I'll admit, that was very intimidating, but it also gave the show more credibility. If artists of that caliber had signed on, this might be more like the excellent Tattoo Wars, and less like Tattoo Highway. I was interested. The executive producer called me up, and spelled out, essentially the whole agenda. I wouldn't get paid. I would need to take a month off, fly to New York, and live in a group house with all the other artists. Only if I won the competition, would I make any money.
I told her, "I know how this will play out, I'll be the crazy 'tattooed head' guy, that you string along to the end for ratings, and realistically I won't have a hope of winning, because I do horror." She was like "Oh no, I think people are more open-minded than that."
I've been tattooing 12 years. Before that, I had a blue mohawk and spiky leather jacket, bounced through a procession of shitty jobs, and was constantly harassed by the powers that be. I have zero faith in the general public. So I decided not to do it. Just recently, I finally managed to watch two episodes. I had already heard feedback from my friends Bili Vegas and Jeremy Miller, so I knew the show wasn't quite what it had been talked-up to be, but what I saw, was a train-wreck.
Like all TV "reality" series, it was heavily edited. Bili was talking about how B-Tat wasn't ready for a tattoo, and they spliced it so it sounds like he is talking about Jeremy Miller. Pretty shitty, but that wasn't what really got under my skin.
I think the single worst aspect of the whole show, is Dave Navarro (who doesn't tattoo, and hasn't even been relevant in popular culture for a decade), giving artists time-lines. "Your tattoo starts now, and if they make you re-draw it, you just better work faster."
Work Faster? This is permanent art on the skin! Do you really think it is a valid excuse to say, "Well, your tattoo should look much better, but Dave only gave me six hours to do it?"
And then the critiques! I don't go into the studio and tell Dave how to play his guitar. What is he even doing as a tattoo judge?
And the whole "a true ink master can do everything well?" Societies are considered more advanced when they can specialize. When you need brain surgery, who do you go to, the family doctor that has patched up your kin for 20 years, or the specialist? Usually people who can do everything competently, can't do anything exceptionally. If I wanted a kick-ass traditional piece, I would go to the likes of Steve Boltz or Eli Quinters. If I wanted some amazingly realistic black and grey, I might go to Carlos Torres, or for something darker, Tommy Lee Wednter. If I wanted some mouth-dropping realism, Paul Acker or Mike Devries would be artist I looked at.
I have personally redirected people who say they love my tattoos, but want a style I know someone else would be much better at. I don't know how many people I have sent to Steve Boltz because they wanted traditional, and I knew he would rock that out. I've had multiple shops down here in Texas send realistic pieces my way. That's the way it should work. In my experience, the customers are thrilled that you would send them to an artist that does the style they want well, and they come back to you for pieces that are in your field, often with a new-found respect for the medium.
I personally know Shane O'Neil, Bili Vegas, James Vaghn, Jeremy Miller and Josh Woods, a few of them very well, and they are all talented artists. I don't know where they dug up some of the other people on the show, but they obviously were going for drama over talent. It is an insult and highly unethical to foist someone like "B-tat" on an unsuspecting client that came to a show expecting an "ink master." It's pretty embarrassing to see real talent thrown in to fight over the scraps with guys that tattoo like they just bought a kit off e-Bay.
You'll notice that Jeff and Guy aren't actually on the show. Maybe there is a reason for that?
(Dan Henk is a tattooer and blogger for Tattoo Artist Magazine. Dan Henk can be found at: http://danhenk.com/.)


text:
I just ran steam update on the L4D server, so it has the 1/23/2009 patch on it now.
The server said that L4D has been updated from version 8 to version 9, so it should be ready to play!
Legit Reviews L4D Game Server Updates
Our 8 person Left 4 Dead server - 22.214.171.124:27015
1 post • Page 1 of 1
1 post • Page 1 of 1
Who is online
Users browsing this forum: No registered users and 2 guests


text:
Two-time all-conference selection Josh Slater signed a one-year professional contract Friday with BG Göttingen of the German BBL League.
"Playing professionally is something that you dream about and I feel blessed to do something that I love to do for a living," Slater said. "I couldn't reach the place I am today without great coaches and great teammates to help me out along the way. The last four years are a time that I will cherish and be grateful for."
BG Göttingen's management said they liked Slater for his dedication, good instincts, and versatility.
"Josh is a tall guard with good instincts for the game. In a high-tempo game he shows much control over what happens. Both on offense and in defense he impresses us with his energy," team director Jan Schiecke said in a release on the team's website.
Head coach Stefan Mienack said he hopes to use Slater at both guard spots and small forward.
Slater is looking forward to his first trip oversees. He'll leave in mid-August to begin training for the season which starts Oct. 3.
"My wife and I are really excited to experience the culture and see a different side of life than what we've been used to," said Slater. "I've lived in Nashville for a long time and it will be an interesting learning and maturing experience to live away from home during our first year of marriage."
In addition to playing mainly weekend games in the BBL League, BG Göttingen will also play in the EuroChallenge, a multinational competition between 32 teams which runs in stages from October until April.
"The closest experience I've had to international basketball is playing with [former Lipscomb teammates] Adnan [Hodzic] and Milos [Klout]," Slater said. "I don't know what to fully expect, but I'm going to go over there and compete and work hard to hopefully help my team win."
Slater scored 1,602 points in his four seasons with the Bisons. As a senior he averaged 16.5 points, 6.1 rebounds, and 4.6 assists.
"For the last four years Josh has worked extremely hard to get in a position to play professional basketball," Lipscomb head coach Scott Sanderson said. "All of his hard work has paid off. Only a small percentage of guys get to play after college and he certainly deserves this opportunity."
Slater joins Hodzic in the BBL League, who signed last week with the Walter Tigers.
Slater and Hodzic will play each other twice during the regular season. The first meeting will be October 17 or 18 and the second match between former teammates will be March 31 or April 1.
Two-time all-conference selection Josh Slater signed a one-year professional contract Friday with BG Göttingen of the German BBL League.


text:
Christianity is true bible Judaism. Talmudism is the religion of antichrist.
Can any one explain what is the difference between them?
Christianity is true bible Judaism. Talmudism is the religion of antichrist.
Can any one explain what is the difference between them?
It would be easier to have a rock understand the Bible than a bonehead like you.
Your first statement "Christianity is true bible Judaism." is absurd and proves you know nothing about who the Messiah is and will be.
The Messiah of the Jews is to be a descendant of King David.
That means he, the Messiah of the Jews is a member of the same tribe/clan/family.
Now for the important part, the descendency of the Messiah and every Male Jew is established through the Father, not the Mother and only through the paternal descendency this possible only through the Male Line and never through the Maternal Mothers side.
Arab Clans are proven through the Father are they not? not through the Mother.
This is proven many times in the Bible and the paternal factor is not rewritten or polluted as you may claim because the Jews refused to believe Jesus was their Messiah.
Muslims can believe what they wish but they cannot sidestep the issue of paternal descent and should be very aware of it.
An example of Paternal descent and clan/tribe/family can be found
in the Book of Numbers chapter 36 where the land is to assigned to a Tribe and it is the male members of that tribe that will prevail not the females, otherwise there would be no problem.
There are other examples in the Bible as well.
If G-d is the father then G-d is not a descendant of King David.
Lastly, you cannot be adopted into a clan and claim to be one of them. Mr.Cohan or Mr.Levy cannot adopt a boy and make him a Cohan or Levy.
The rest of your rubbish post is a plea for going to the insane asylum and does not warrant further commentary, see you all next year.
and this is for you ya damn bonehead
Last edited by Samaritan; 23-08-2017 at 02:55 AM.
Who would claim to be that, who was not.
Last edited by Samaritan; 24-08-2017 at 01:09 PM.
Who would claim to be that, who was not.


text:
The land of the rising sun has a currency with further to fall.
That's the word from anumber of currency strategists, who are watching Japanese Prime Minister Shinzo Abe press the Bank of Japan for aggressive stimulus action and a higher inflation target at its upcoming meeting. Some say that even if the central bank does less than expected, the yen will still continue its slide.
"People are so excited about this trade. Investors have waited three years for a big dollar-yen move up," says Amelia Bourdeau, director of foreign exchange at Westpac Institutional Bank. "Even if the BOJ disappoints on expectations, buy on a dip."


text:
Go behind the scenes at The Price Is Right with Lee Brice!
This episode airs Thursday, March 31 on CBS.
Check your local TV listing for time.
Southern Voice is part of AmazonMP3's 100 albums for $5 in March.Click the link above to buy now!
March 14, 2011 – Talking politics seems to come as second nature to country music legend Larry Gatlin. Over the past year, Gatlin has become quite the Fox News Channel / Fox Business Network regular. The GRAMMY Award-winning country star has appeared multiple times on both networks' top shows, including: Fox & Friends, The O'Reilly Factor, Hannity, Huckabee, Red Eye, Varney & Co., Freedom Watch, America's Nightly Scoreboard, Follow The Money and Imus In The Morning.
March 11, 2011 - Curb Records has announced the upcoming release of the highly anticipated new album by The Judds entitled I Will Stand By You: The Essential Collection. The new compilation will feature two newly recorded songs: "I Will Stand By You" and "Back Home" (featuring Alison Krauss) as well as twelve mega hits by the beloved duo. These new songs celebrate the first time the legendary mother/daughter pair have recorded together since 2004 when Naomi joined Wynonna for "Flies On The Butter", which is also featured on the album.
March 8th, 2011 - Check out the latest issue of Country Weekly for a feature on Steve Holy and his new single "Love Don't Run".
"Love Don't Run" available on iTunes now.


text:
The National Endowment for the Humanities (NEH) announced $18.8 million in awards and offers for 216 humanities projects in 39 states and the District of Columbia. This funding will support fellowships for scholarly research and the development of new undergraduate courses in the humanities, traveling exhibitions, production and development of films, the development and staging of major exhibitions, digital tools, and the preservation of and access to historic collections.
In an agency press release, NEH Chairman Jim Leach said, "From documentaries and exhibitions that bring to life the events that have shaped our country to the use of new technologies that enhance our capacity to understand the past, these projects represent some of the most innovative work happening in the humanities today."
A complete state-by-state listing of grants is available on the NEH website.


text:
I love that the kissing of
Valentine season continues
thanks to St. Paddy's Day!
These particular
Giant Irish Kisses
hide a treasure inside.
Those stories about the
Pot of Gold
at the end of the rainbow?
dip into the Pot of Gold and fill up
these Giant Kisses with money
and kisses and chocolate tokens
for a fun-filled St. Paddy's Day!
Click here for the
{and you can see the Valentine version here}
Check out my St. Patricks Day
Mod Podge container, too.
You'll also love these 25 Fresh Ideas for St. Patrick's Day:
Grab the Shamrock Charms Designer Digital Paper Pack for your St. Patricks Day crafts!
Follow me...


text:
COMMERCE CITY, Colo. – The Colorado Rapids and the New England Revolution played to a 2-2 draw as Shalrie Joseph equalized in the 90th minute with a penalty kick for the 10-man visitors.
The Rapids scored two second half goals to offset a 25th-minute goal against the run of play from Benny Feilhaber for New England.
A 65th-minute penalty from Caleb Folan and a fortuitous long-range effort from Kosuke Kimura in the 82nd minute looked as if it would be enough to win the game for the home team, who were looking for their third straight home victory.
Folan's penalty was the result of some great work between Sanna Nyassi and Omar Cummings, the partnership that had proved so effective in the midweek victory over the New York Red Bulls. Tonight, the pair had to wait until the second half to work their magic as Cummings was rested for the first half.
The two combined in the 63rd minute to create the penalty chance for Folan. Cummings ran wide to take a ball from Nyassi before the Jamaican returned the favor. Nyassi found himself with a clear route to the New England goal but was upended by left back Chris Tierney before he could get a shot in. Referee Geoff Gamble pointed immediately to the spot and produced red to send the Revolution defender off.
17 minutes later Kimura then passed speculatively into the New England penalty area from inside his own half, and ended up catching 'keeper Matt Reis in no-man's land. The veteran ended up letting the ball bounce over him and into the net for an unlikely 2-1 Rapids lead.
But the Revs fought back despite being a man down for the second time in three games. Sub Kenny Mansally snuck into the top of the penalty area and out-fought Scott Palguta for a pass, drawing a foul and the game's second penalty.
Joseph stepped up to secure an away point for New England and made no mistake, finishing smoothly.
The eventful second half was in stark contrast to a lifeless first 45 minutes with little happening apart from the New England goal. Feilhaber snuck in front of a napping Wells Thompson to latch onto a head-flick from Stephen McCarthy off of Kevin Alston's long throw-in. It was Feilhaber's first MLS goal.
The Rapids' best chances came from Kimura in the opening minute as he nailed a left foot shot saved by Reis after a mazy run, and from Brian Mullan who could not keep a close range volley down in the 44th minute.
The Rapids (7-6-9, 31 points) next play Philadelphia away on Friday, July 29th. New England (4-9-8, 20 points) travel to Sporting Kansas City for a July 30th game.
Scoring Summary:
NE -- Benny Feilhaber 1 (Stephen McCarthy 1, Kevin Alston 1) 25
COL -- Caleb Folan 4 (penalty kick) 65
COL -- Kosuke Kimura 1 (Matt Pickens 1) 82
NE -- Shalrie Joseph 6 (penalty kick) 90
New England Revolution -- Matt Reis, Kevin Alston, Darrius Barnes, A.J. Soares, Chris Tierney, Pat Phelan, Shalrie Joseph, Stephen McCarthy (Sainey Nyassi 68), Zack Schilawski (Franco Coria 66), Rajko Lekic (Kenny Mansally 75), Benny Feilhaber.
Substitutes Not Used: Zak Boggs, Diego Fagundez, Ryan Guy, Bobby Shuttleworth.
TOTAL SHOTS: 6 (Shalrie Joseph 3); SHOTS ON GOAL: 3 (Benny Feilhaber 2); FOULS: 9 (Sainey Nyassi 2, Pat Phelan 2); OFFSIDES: 6 (Pat Phelan 2, Zack Schilawski 2); CORNER KICKS: 1 (Chris Tierney 1); SAVES: 2 (Matt Reis 2)
Colorado Rapids -- Matt Pickens, Kosuke Kimura, Marvell Wynne, Scott Palguta (Andre Akpan 89), Drew Moor, Brian Mullan (Ross LaBauex 86), Pablo Mastroeni, Sanna Nyassi, Jeff Larentowicz, Wells Thompson (Omar Cummings 46), Caleb Folan.
Substitutes Not Used: Mike Holody, Joseph Nane, Tyrone Marshall, Steward Ceus.
TOTAL SHOTS: 7 (Kosuke Kimura 2); SHOTS ON GOAL: 4 (Kosuke Kimura 2); FOULS: 12 (Marvell Wynne 3); OFFSIDES: 2 (Caleb Folan 1, Sanna Nyassi 1); CORNER KICKS: 5 (Sanna Nyassi 5); SAVES: 1 (Matt Pickens 1)
Misconduct Summary:
NE -- Chris Tierney (ejection; Denied Goal Scoring Opportunity (Foul)) 64
Referee: Geoff Gamble
Referee's Assistants: -Frank Anderson; Brian Poeschel
4th Official: Silviu Petrescu
Attendance: 12,273
Time of Game: 1:51
Weather: Partly Cloudy-and-95-degrees


text:
Availability: Out Of Stock
Recommended faux fur care:
Hand wash or machine wash with cool water only. Allow to air dry or use no-heat tumble dry if using a dryer. Excessive heat will ruin and melt the fur!
How to remove creases:
1. Lay the fur piece out on a flat surface.
2. Using a hairdryer on medium heat, blow the fur fibers in the direction of the pile. You may want to use a slicker brush to help straighten the fibers.
3. After a few seconds of heat, the fibers should mostly straighten back out. Repeat over the rest of the piece and it should be mostly fixed. WARNING: Don't hold the hairdryer for too long in one spot - this will cause the fibers to MELT which will permanently ruin the fur.
**Please note: this fur has been discontinued by the manufacturer and we may not be able to get it again. This listing is for reference only.**
This is a new style of fur. It looks a lot like rabbit fur, but is of course totally faux. Very soft and somewhat realistic, this fur is great for any kind of fursuit. This particular shade of the bunny shag is very DENSE and HEAVY. 1 yard of this weighs almost as much as 2 yards of our standard luxury shag!
This fur has approximately a 1" pile, and comes in 1 or 1/2 yard increments. Yards average 60" in width. This fur can be used on any part of a fursuit, but is rather long so will need to be shaved down using pet clippers on shorter fur areas, such as the face of a fursuit.
Want to purchase a half yard? Simply select "yes" for the half yard option and add the half yard to your cart. You can add additional full yards to your half yard order; all yards of 1 color will be sent to you as 1 continuous piece.


text:
Lukas Podolski thinks Arsene Wenger is a "super coach and human", and has praised the footballing philosophy the French coach has put in place at Arsenal.
The German forward arrived in the summer transfer window from Bundesliga club Koln, and feels settled in the Premier League despite being regularly substituted in his Premier League career.
However, the 27-year-old is looking forward to a "dream draw" against Bayern Munich in the last 16 of the Champions League, and is also determined to regain his place in the German national squad.
"[Wenger's] a super coach and human. He speaks to everyone internally and has a clear philosophy about the inner-workings of the club," he told Kicker.
"People are very respectful to me here. When I leave the training ground, I'm not followed. I am happy to have taken this step. Not just in terms of football as I have also settled in well."
Arsenal face a difficult challenge from last year's Champions League finalists and Podolski's former team Bayern, but he believes the tie could be decided in the Gunners' favour in the first game at the Emirates.
He continued: "It's a dream draw. I'm looking forward to seeing [Uli] Hoeness, Jupp Heynckes and my colleagues from the national team. However, there's a small advantage that we're playing at home first.
"If you want to win the trophy, you have to take the opponents as they come."
And while he has not started every club game of late, the forward still has faith in his ability to succeed for Germany.
"Just because I haven't started a few games, I do not doubt my potential to start in the national team. [Joachim Low] told me that I will continue to play an important role in the team," he added.


text:
West Adams Matters
Don't miss out on receiving WAHA's monthly newsletter, available exclusively to current WAHA members. In addition to supporting the preservation activities of WAHA, you will receive discounts on WAHA tours, updates on current preservation events, as well as the monthly edition our beautiful full color digital magazine. Join today!
About West Adams
West Adams is one of the oldest neighborhoods in Los Angeles. Though much of its history is forgotten, it was once an area of grand homes and bustling development. The great land boom that turned Los Angeles from a Pueblo to a metropolis came during the period of 1887 through 1915.


text:
Oaktown Comedy Night | Oakland
>> Want to see our Top Picks for this week instead?
Starline Social Club | 2232 Martin Luther King Jr. Dr, Oakland, CA
Submitted by the Event Organizer
CANCELLED: Town Business Comedy Night | Oakland
SF may get most of the press, but Oakland has its own rich comedy scene, so "Oaktown Comedy Night" is your weekly Tuesday showcase of some of the town's best comics from around the Bay. Many comedians performing on Town Business Comedy Night has been on Comedy Central, Viceland , CNN, Family Guy and more. And the Starline has a great comedy heritage having previously hosted shows by Dave Chappelle, Hannibal Buress, Louis Katz, Stroy Moyd and many more.
Town Business Comedy Night
Every Tuesday at 8 pm
Starline Social Club, 645 Grant Street, SF
$15 – but use promo code HELLAFUNNY for free tickets or follow @StroyMoyd on Instagram and show proof on smart phone at the door. Oaktown Comedy Night is hosted by Feel Woods (Viceland, SF Sketchfest) and is produced by Dave Chappelle's personal Bay Area show opener, Stroy Moyd.
Event Details
Cost: FREE*


text:
If I can generate enough interest off of this site, here is what I am willing to do.
I have been a commissioner for 6 years of multiple cbssportsline fantasy games. I have been chosen by CBS to represent them in a fantasy commissioner review board in the past as well as many other awards given to fantasy commissioners. I have had a turnover rate of less than 3% in my 6 years because I lay out the rules in full before we start and leave very few things on the table to argue about.
Here's my concept idea:
16 team league
(4) Four Team Divisions
(2) League's (AL & NL so to speak)
You would play each team in your division (3) times totaling 9 games. You would play the other division in your league (2) times each totaling 8 games and you would play 4 teams from the other league and another division 1 time each totaling 4 games with one "offweek" for the allstar break.
4 teams from each league would make the playoffs, with the AL and NL ea sending a winner to the front of the league for the title game.
The setup:
1 player @: C, 1b, 2b, SS, 3b & U
3 players @ OF
30 "appearances" per week for pitching staffs. Appearances being deemed as the pitcher being used in an MLB game by MLB rules which mean if he was inserted into the lineup card and turned into the umpire, he made an appearance.
The draft style:
Auction draft, set up salary cap of 150 million. Max roster of 50 with 10 of those 50 going to minor league spots. Your cash, you can use it where you wish. FULL KEEPER as long as you are within your salary cap.
To keep it interesting:
Each player won at auction will be signed to a contract with a max # of years of 4. At the end of each players contract, the player will be accessed a new value (based on http://www.sportingnews.com) or familiar site.
The owner may then choose two options for that player:
1. Release him back to the auction draft
2. Resign him at his new value.
If the owner chooses option #2, then ANY owner in the league with available cap room may make an offer (higher of course or longer in years) to that player. If the original owner fails to match the offer, or no other offers come in during a 24 hour period, then that player is sent packing.
The Scoring:
H2H of course with the basics: 4pt HR, 3pt Triple, ect.
The Catch:
I am willing to do this league at $20.00 per PERSON per YEAR with a minimum 3 year committment. So the upfront fee for the league is 60.00 per OWNER. This will cover your entry fee for the first three years of the league. All money will be paid to a paypal account and left there until needed.
This would leave a $190.00 extra cash flow per year. I would deduct 40.00 yearly for the first three years leaving a cash pot of $150.00 (and using the $40.00 per year to pay for the league's 4th season).
So if you pay up front for three seasons, you got a chance to win 150.00 ea year and your fourth year is free.
I am looking for dedicated owners who know how to play fantasy baseball. I will take rookies if you want to take the time to set down and talk to me so I can explain the rules.
PS: If you leave the league, I keep your cash.....So fair warning.
Email for info: (mailto:firstname.lastname@example.com)


text:
Blogs by js3722
It's time for round 2 of our best zine-related cataloging entries!
The deadline is today and the theme is the "Coalition Edition!"
Pete's mini zine fest is coming up - and it's ALL OVER THE INTERTRONS.
Do you dig art, food, and live music? Check out the Scraps Magazine Release Party in Queens! (easily acessible, right next to the 7 train) The Facebook event is here. It's going to be a great time!
Happy Sunday, zinesters! If you participated in Booklyn's 24-Hour Zine Challenge, I hope that you are feeling productive and accomplished right now.
Today's featured zine is That Girl #13. Kelli gives a detailed account of her difficult pregnancy, which she endured while completing a master's thesis. Talk about stressful! She was in the hospital for 65 days and her newborn son was in intensive care for 70 days. The author is not afraid to delve into some of the scarier parts of having a baby that don't always get mentioned in traditional pregnancy literature. It's a great story and I reccommend it to anyone.
Photo from Portland Button Works. You can buy a copy of the zine there! Also avaliable on Etsy.
You know the feeling of emptiness that you get immediately after finishing a good read? I heard someone refer to that as a "book hangover" once and thought that was a pretty great name for the feeling.
Today's zine is one of those personal zines that will give you a "book hangover" at the end. (Take note that this highly recommended zine comes with a trigger warning). Malcriada is a well-written and very personal story of surviving childhood sexual abuse. The author also writes about her difficulty she experiences with her Latina identity while living in a culture that demands assimilation.
Even though it's the weekend, we're still profiling zines in preparation for our Make-A-Zine Event this Wednesday! Here's number 4, "What I Saw from Where I Stood."
Trans* and queer voices of faith are something that everyone could use a little more of! So for our second featured zine this week, I'd like to spotlight Timtum : א יידישע טראנס־זינ : a trans Jew zine. Since I'm not totally sure about preferred pronouns and the author expresses a dislike for them, I'm going to refer to the author as "they."
To celebrate our zine making event coming up on Wednesday, July 31, we're going to be profiling a few zines here at the library to get you excited!
Today, I'd like to draw your attention to the zine Quarrel. It's a new arrival here, so we don't have it on our shelves yet, but you can read it online at the POC Zine Project's website. We are super excited to be working with POCZP at our event Wednesday!
We're having a belated Zine Library Day event here at Barnard Library on Wednesday, July 31st from 11-5.
There will be a Zine Reading at 2:00, and Zinedora (like Pandora, but for zines) recommendation booths all day. The event is held in colaboration with the POC Zine Project.
Come get some vegan snax and make zines with us. And keep an eye out for our neon colored posters! You literally can't miss them.
Booklyn Artists Alliance is having a 24-Hour Zine Event starting Saturday, July 27th! Described as an "OVERNIGHT ZINE FACTORY / SLUMBER PARTY / MEDIA JAM," this is one party that you don't want to miss!
Barnard Library, 1st floor 11am-5pm. Snacks & supplies provided.
All are welcome!
In cahoots with the POC Zine Project and Booklyn Artists Alliance.


text:
If that's the case, shouldn't Jeff have a different avatar?
Here's an example - the regular size is 50 pixels square. Here it is reduced to 35 pixels square:Details are still there, and it's a more manageable size, I think.
So, once you get the top rank, spirt of..., you die? 25,000 posts is a mighty hefty score.
Well, you have less detail on your rank. That's not bad - I'm still a fan of removing the white space if the staff is going to make changes to these:
Page created in 0.107 seconds with 15 queries.


text:
No. 8 Duke routs NC Central 117-28
DURHAM, N.C. (AP) — Duke coach Joanne P. McCallie challenged her players to focus on details coming out of Christmas break.
They heeded her advice, playing hard every possession.
Joy Cheek scored 16 points to help No. 8 Duke defeat North Carolina Central 117-28 on Monday night in the biggest rout in school history.
Karima Christmas added 15 points for the Blue Devils (10-2), whose 89-point margin of victory was the sixth biggest in women's Division I basketball over the past 10 years according to STATS.
A school-record nine players scored in double figures for Duke, which posted season-high figures for points, field-goal shooting (58.8 percent), assists (35) and 3-pointers (10).
"I have really never seen a stat sheet like this in my 18 years — or 17 1/2 years — of head coaching, in terms of nine people in double figures," McCallie said. "That's kind of unusual, and I think it's a credit to the team to share the ball like everybody did."
Alexis Rogers had 13 points for Duke, which scored the first 22 points of the game and closed the first half with another 22-0 run. Jasmine Thomas, Krystal Thomas and Kathleen Scheer added 12 points to help the Blue Devils beat their city rival.
The Blue Devils led 65-9 at halftime, setting a school record for biggest halftime lead and tying the school record for points in a first half.
"We hadn't played a game in a few days or a week or so, and we just wanted to come out sharp," Cheek said.
Danielle DeBerry and J'Mia Pollock scored six points apiece to lead the Eagles (1-10), who had more turnovers (45) than field-goal attempts (41).
N.C. Central sputtered without guard Joanna Miller, who served a one-game suspension for violating team rules. Miller had been averaging a team-best 17.7 points and 2.8 assists per game for the Eagles, who are in their third year of reclassification to NCAA Division I.
"I think the kids came out and were a little rattled at the beginning of the game," N.C. Central coach Joli Robinson said. "But they kind of settled down and did some things we were looking for them to do. It lets us know that we've got a long ways to go."
Duke smothered the Eagles from the start, forcing turnovers on N.C. Central's first three possessions. The Blue Devils finished with a school-record 31 steals, converting many of those opportunities into easy baskets.
Duke outscored N.C. Central 66-4 in the lane and owned a 60-1 advantage in points off turnovers.
"Everyone was very efficient with the time on the floor and attacking," McCallie said. "That's really important to us to build our depth and to get better, and I definitely thought we got better tonight."
Received 12/28/09 10:27 pm ET


text:
View Photo Gallery
Remove ads with our VIP Service
Alvin and the Chipmunks: Chipwrecked
On vacation aboard a luxury cruise ship, Alvin, Simon, Theodore and the Chipettes are up to their usual antics, turning the ship into their personal playground, until they become 'chipwrecked'... View more >
Starring Jason Lee, David Cross, Jenny Slate... View more >
Genre - Family
Directed by Mike Mitchell
Opened in Theaters - Friday, December 16th, 2011
aka Alvin and the Chipmunks 3
What are your options?
Search movietickets.com for showtimes
While we list showtimes for every movie theater in the United States, some of our readers are from other countries. If you do not find showtimes on our site, please try the link above to search for showtimes on movietickets.com. This way, you can still take advantage of the features of The BigScreen Cinema Guide while obtaining movie schedules for other theaters from our partner site.
Click here to search for showtimes
Look for the movie on home video
This movie is most likely available on home video, so please check out the links below to see if it's available on Blu-ray, DVD, and/or streaming services.
New Movies - Box Office - Favorite Movies - All Movies
Coming Soon - Search
Journal/Blog - The Marquee - Movie Links - News and Events - Now Showing - Reader Reviews
Customize - VIP Service
|The BigScreen Cinema Guide is a service of SVJ Designs LLC. All graphics, layout, and structure of this service (unless otherwise specified) are Copyright © 1995-2018, SVJ Designs. The BigScreen Cinema Guide is a trademark of SVJ Designs. All rights reserved.
'ACADEMY AWARDS®' and 'OSCAR®' are the registered trademarks and service marks of the Academy of Motion Picture Arts and Sciences.


text:
I buy from this line of cling mounted stamps whenever I find something I think I might use because the quality is so good for the price!! I love their green cling mounting!! nice foam cushion on red rubber stamps and a tacky cling too for a fraction of the price of the competitors stamps (hello tim! ;) too bad you don't work for Inkadinkado!)
don't let the price fool you into thinking these are dinky stamps either! they are good sized stamps! love em!
You must be logged in to comment. Please click here to log in.


text: Thats good to know.. but you should also understand that this is still inefficient. A two year old plain direct scenario, a Linux user wants to buy a video card - and is still confronted with more troubles when going AMD route - is still actual. Fix power management, improve 3D performance to 25%, take our money if you need to. How much do you guys get from each windows installation that you are fanatically polishing it? If, say, every Linux user would pay you out of own pocket to reach near same performance and feature set you offer *for free* under Windows, would you think about it managing your open driver in a more efficient way? Just start a poll,.. anywhere.. even on Ubuntu forums, as an official AMD member. See the your potential buyer reaction. Intel started to invest into opensource driver recently, and voila, they punched through marketshare of both red and green team like through butter. I bet the hardware sells covered up the expenses, as they are continuing.


text:
an inflammation of the thyroid glands causing a funny-ass balloon thing on people's necks
by Noble Knicht April 07, 2003
An incredibly large Adam's Apple.
by Cheater's Way December 04, 2010
by goiterina May 31, 2005
a little more cushion for the pushin' on the neck. frequents bass players who quit bands and then have nothing to do for awhile. so they work at hardware stores and accumulate the neck mass. but no matter how big the goiter gets, we still love them forever.
"Did you just see him?"
"Yeah. Looks like he's got a goiter.Gross."
"Good. More goiter love for me."
"Yeah. Looks like he's got a goiter.Gross."
"Good. More goiter love for me."
by Bracey McGee December 01, 2007
A disease caused by IODINE deficiency! Iodine is NOT a vitamin. It is an element found in salt and seawater. Dumbass.
by haha April 23, 2003
Typically a female housemate who without cause upsets fellow housemates with constant whinging. The goiter is always the victim regardless of consequence. A goiter lives in a constant state of depression and solitude, their depression is compounded by intercourse with as many as 1 to 2 randoms every weekend in her search for love. A female goiter enjoys detailing in graphic detail to female housemates vaginal problems postcoital with said randoms. Partying with a goiter should be avoided at all costs for fear of ruining your own fun.
by Ezascanbe July 12, 2005
If more people realized that humans are supposed to eat meat in addition to vegetables, goiter wouldn't be a significant problem.
by pre-med student May 07, 2003