text:
10th of July 2010
The Grand Hotel Tremezzo celebrated its centennial anniversary.
A magical night lightened up the entire Lake Como…
The hotel's origins date back to the early 1900's, the era of romantic grand tours, long voyages and illustrious travellers. Lake Como was already an obligatory stopover on the international tourist circuit and a favourite destination with the elite: rich and cultured foreign visitors from England, Germany, France and Austria, as well as Belgium and Switzerland, and even from Tsarist Russia. Enea Gandola was a gentleman from Bellagio who had travelled widely in Europe with his wife Maria Orsolini. After their return to Italy they wanted to create something of class and sophistication on one of the world's most beautiful lakes, a grand hotel that could satisfy the demands of this new type of tourist. The Gandolas chose this extraordinary location, bordering on the gardens of Villa Carlotta, which alone commands the best view on Lake Como. The Grand Hotel Tremezzo opened on 10 July 1910 with a party in its honour and great public celebrations.
The outbreak of the First World War changed the world and its geography. With the return of peace the hotel entered a new phase, in keeping with the changing times which brought the vacation as we know it, focused on leisure and relaxation. In the 'thirties the hotel was bought by the Sampietro family. It was during this period that the hotel became a target for cosmopolitan tourism… Greta Garbo refers to Tremezzo as that happy, sunny place in the film "Grand Hotel" (1932).
Through the terrible years of the Second World War the Hotel never closed its doors, and when the war ended it was ready to welcome with its customary grace a new type of clientele: this time society had changed irredeemably too.
Today, following in the footsteps of the Gandolas and the Sampietros, another family is proudly carrying forward the Grand Hotel Tremezzo tradition, celebrating a century of charm and authentic Italian hospitality.
Meanwhile, Lake Como remains as popular as ever. The lakeside resort is back…
10th of July 2010
The Grand Hotel Tremezzo celebrated its centennial anniversary.
A magical night lightened up the entire Lake Como…


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About .VOTING Domain Names
If you poll people for any reason - public opinion research, election forecasting, product design - .voting is the place to do it. Add your topic or business name for a web address survey participants will easily understand. The .voting domain is also a shoo-in for state or municipal websites that contain voter information.
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One nameserver is required for .voting domains to resolve, and a maximum of 13 nameservers is allowed. IPv4, IPv6, DNSSEC is supported.

subset: commoncrawl


text:
We interrupt your regularly scheduled day to report that the Duchess of Cambridge, the former Kate Middleton, sort of cut her hair into zesty, highlighted bangs while Americans were gorging themselves on Thanksgiving repasts.
Here is all we know: Sometime between a bang-free gala outing on November 8 and this Welsh rugby event (above) on November 24—perhaps even that very morning, in the car to Wales, after an unfortunate dust-up with some chewing gum—Kate Middleton or a designated proxy scissored off the lengthy layers at the front of her face, leaving behind two prominent hair-flaps, one for either cheek. It is unknown at press time whether she plans to ever comb them to one side, or use sassy bobby pins to hold them back. It is additionally unknown if she had the bangs, but was hiding the bangs, during her hat-wearing appearance the week prior, when we thought she looked morning-sick.
Given that Kate's change in coiffure prompted vigorous debate at VF.com HQ over what constitutes long bangs—versus, say, mere *side-swept face-framing layers—*we imagine you will have some opinions. Please provide your thoughts or definitional assessments in the comments. And thank you for your attention during this lunacy—we now return to the broadcast.
Follow to get the latest news and analysis about the players in your inbox.See All Players


text:
Towson Mall event
Rebecca Klein, Towson Town Center's shopping expert and resident blogger, will share tips and tricks on how to stay fashionable and frugal. In addition to the finance-friendly tips, Klein will also show shoppers how to find a more stylish fit of clothes. Klein's "Expert Picks" event includes free refreshments and giveaways. Attend Rebecca Klein's "Expert Picks" event Thursday from 6 p.m. to 7 p.m. at the Crate & Barrel Court, on Level 2 in Towson Town Center.
Baltimore Sun
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Lil Wayne Apologizes For Missing Concert! Fans Throw Bottles On Stage After A No Show[Re Upped 1-8-07]
C3-TV Explains The Lil Wayne No Show Incident&IP=184.108.40.206
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In die Skriflig
versión On-line ISSN 2305-0853
versión impresa ISSN 1018-6441
In Skriflig (Online) vol.47 no.2 Pretoria jul. 2013
'And thou shalt teach these words diligently ...': Remarks on the purpose of the Heidelberg Catechism regarding its teaching nature
'En hierdie woorde ... moet [jy] jou kinders inskerp': Opmerkings oor die doel van die Heidelbergse Kategismus met verwysing na sy onderrigkarakter
Victor E. d'AssonvilleI, II
IFaculty of Theology, University of the Free State, South Africa
IIReformatorisch-Theologisches Predigerseminar, Germany
As is well-known, the Heidelberg Catechism (HC) has not only become one of the most important confessions of faith since the 16th century, it has also been a significant aid to catechesis, even to this day. In this contribution, the catechetical purpose of the HC is examined with regard to its origins. Three texts that accompanied the first editions of the Heidelberg Catechism in 1563 are scrutinised: two prefaces by Frederick III, and the Palatine Church Order. The youth as well as the rest of the congregation, should be guided in the fear of the Lord so that they may attain sufficient knowledge of and a living faith in the Lord of Scripture. The HC does not merely have theoretical purposes. Its contents and structure were carefully composed to teach the most significant parts of Christian faith in a short and simple way on a regular and frequent basis. This teaching is not only the responsibility of the church or minister, but also of the parents and the teachers. In this comprehensive approach to instruction in the Christian faith, there is no contradiction between Scripture as the Word of God and the HC. Hence, teaching and preaching the HC does justice to the command that the gospel should be proclaimed, preached, taught, learned and understood.
Dit is algemeen bekend dat die Heidelbergse Kategismus nie net een van die belangrikste geloofbelydenisse sedert die sestiende eeu is nie, maar ook 'n buitengewone kategetiese hulpmiddel was en steeds is. In hierdie bydrae word die kategetiese doel van die Heidelbergse Kategismus onder die loep geneem met verwysing na die ontstaansgeskiedenis daarvan. Drie tekste uit die eerste jaar van die kategismus se 1563-uitgawe, naamlik twee verskillende voorwoorde deur Frederik III en die Kerkorde van die Palts word daarvoor ondersoek. Die jeug sowel as die res van die gemeente moet in die vrees van God tot voldoende kennis en 'n lewende geloof in die Here van die Skrif gelei word. Die Heidelbergse Kategismus het nie net teoretiese betekenis nie. Die inhoud en struktuur daarvan is noukeurig saamgestel om die jeug, sowel as die hele gemeente oor die belangrikste stukke van die Christelike geloof op 'n kort en eenvoudige manier asook op 'n gereelde basis, te onderrig. Die onderrig is nie die verantwoordelikheid van die kerk of die predikant alleen nie, maar ook dié van ouers en onderwysers. In hierdie omvattende benadering is daar geen teenstrydigheid tussen die Skrif as die Woord van God en die Heidelbergse Kategismus nie. Gevolglik laat die onderwys en die prediking van die Heidelbergse Kategismus reg geskied aan die opgawe dat die evangelie verkondig, gepreek, onderrig sowel as geleer en verstaan moet word.
A confession, a book of comfort ... And a catechism
During the 450th commemoration of the HC in 2013, and with the prospect of many a jubilee, a discussion of the importance and influence of this 'little book' over the past four and a half centuries would hardly be ground-breaking. People living in Germany would perhaps be astonished to know that there are regions in the world where the name Heidelberg does not only refer to a city, but also to a catechism. This should come as no surprise as the Heidelberg Catechism,1 featuring in the same premier league as Luther's Small Catechism and the Westminster Catechism, is regarded by many a scholar as one of the most important confessions of faith in this form since the Reformation.2 Some even regard it as the 'most well-known confession of the church' (Van 't Spijker 2005),3 'a document that has proven itself to be an enduring and inspiring monument to the Reformed faith' (Gunnoe 2005:15). The number of translations, republications and reprints of the HC in the time directly after 1563 bears witness to the fact that, even then, it was 'one of the most significant texts of the reformed church' (Sehling 1969:43), whilst in modern times it has maintained its status as one of the most translated confessions of faith across the world.
Although much has been said about the origins, structure and the contents of this little compendium of reformed faith, with its 129 easily surveyable questions, and even though one can almost anticipate the research, lectures and publications on the HC that will emerge during 2013, many themes will perhaps not be investigated in much depth at all. One of them would seem to be a theme that is at first glance conceivably obvious, yet when considered more thoroughly, is actually one of the most complicated subjects regarding the HC - namely the whole matter of catechetics itself, which concerns the teaching of the confession.
That the HC, not least since its conception, was meant as an aid to catechesis is not only evident from its outline as a catechism, but also from the title it has borne right from the first edition: 'Catechism or Christian instruction as it is practised in churches and schools of the Electoral Palatinate' (Sehling 1969:41).4
The interest in the HC, however, is not only concerned with the confession as a historical phenomenon. An investigation of its catechetical aspect is also worthwhile due to the fact that the HC, after four and a half centuries since its initial publication, continues to be one of the most widely used catechisms, that is textbooks for teaching children and adults in the world (cf. Faulenbach 2002:3, 6; Gruch 1996:8). Various theological reasons could be given to explain why a 'pedagogical textbook' dating back to the 16th century is still used so extensively as a catechism on various continents and in a variety of translations. However, an examination of these considerations would exceed the scope of this article.5 This enquiry is therefore limited to an analysis of remarks made in three key texts that accompanied the HC in its first year of publication. These are two prefaces by Frederick III, prince-elector of the Palatinate as well as the Church Order -all three from 1563:
1. The preface of Frederick III to the first edition of the HC, 19 January 1563 (Frederick III 2009:174-175).
2. The preface of Frederick III to the first edition of the Palatine Church Order in which the third edition (sometimes spoken of as the fourth, since it was a republication of the third edition) of the HC was published - the text of the HC, which ultimately became the textus receptus (cf. Neuser 2009:172),6 15 November 1563 (Frederick III 1969:333-335).
3. The Palatine Church Order of 1563 (in Sehling 1969:335408).
Preface to the first edition of the Heidelberg Catechism (1563)
In his preface to the first edition of the HC in January 1563, Frederick III discusses the reasons why there was an urgent need for a catechism of this nature. First of all, he emphasises the fact that a good government not only has the task of taking care of various aspects of its subjects' lives - leading them in decent, honest and virtuous conduct - but it also has to guide and instruct them into the righteous insight and fear (reverence) of God Almighty and his Word of salvation as the only foundation of all virtues and obedience (Frederick III 2009:174).7 He expresses his concern that, due to the lack of a good catechism and a thorough education, the youth of his principality are growing up without the fear of God or knowledge of his Word (Frederick III ibid:174).8
Frederick III stresses the fact that the youth should be 'instructed'. He uses the German verb 'underweisen' [instruct or teach] and the German noun 'underweisung' [instruction or teaching] no less than five times in this short preface (Frederick III 2009:174, 35/37; 175, 12/14/24). He does this in combination with other terms like educate ('aufferzogen; Frederick III ibid:175, 24), trained ('geübt'; Frederick III ibid:175,3) or teaching/instruction ('Un[d]terricht'), which, as a noun, is also used as a synonym for catechism in the title; Frederick III ibid:174, 1) as well as twice near the end of the preface ('underricht od[er] Catechismum'; Frederick III ibid:175,9; 'Catechismum od[er] Underricht'; Frederick III ibid:175, 18). Frederick III's use of these concepts stresses the dynamic, lively and active way in which he viewed the whole topic of catechetics and the indispensable role of a catechism, in this case the HC, in it.
When considering this, it is noteworthy that the address of Frederick III - not only to the ministers, preachers and 'church servants' (the 'Pfarrherrn' or 'Predigern' as well as 'Kirchen[-dienern]'), but also to the school teachers (Schuldienern) - relates to his aim for the catechism, namely that the HC, as an aid for the teaching of the youth, has a comparably important role in the schools, as in churches (congregations). Later on (Frederick III 2009:175, 11-12) he speaks again about churches and schools, preachers and schoolteachers or schoolmasters (Schulmeister). In his - description of the deplorable state of the youth in the Palatine electorate or principality ('Churfürstentum'), he speaks about 'schools and churches of our electorate' where the youth have an insufficient knowledge of Christian doctrine (and in some places no knowledge at all) due to the lack of a solid, uniformly applied catechism. However, not only the churches and schools are mentioned or addressed. Besides Christian and worldly offices ('Christliche und weltliche ämpter') as well as state authority (Regiment'), Frederick III also discusses families (''haußhaltungen'; Frederick III 2009:174, 40). At the end of his address, he once again raises the matter of the youth in 'schools and churches' and even mentions the 'pulpit' ('auff der Cantzel'), clearly signifying preaching (Frederick III ibid:175, 21).
The fact that Frederick III addresses schools and churches, teachers and ministers in the same breath is indicative of his holistic outlook on education and teaching - a view generally shared by all the Reformed. Religious teaching is not restricted to the 'church'. It is not only the minister's responsibility to teach a child Scripture. When this view (i.e. the inherent relevance and application of Christian instruction to every aspect of human endeavour) is combined with the reformed emphasis on the proclamation and teaching of the gospel, it may have more implications for our comprehension of the HC than is usually considered when studying it. The clause in life and in death9 in the introductory question of the HC (Q/A 1) is therefore meant to be comprehensive and all-inclusive.
The point of departure for Frederick III, near the beginning of his preface, is 'the knowledge and fear of the Almighty' and his saving Word ('seligmachendes Wort'). This principle, 'the knowledge and fear of the Almighty', brings to mind Proverbs 1:7a: 'The fear of the Lord is the beginning of knowledge', and stands at the centre of catechetics. Later on in the preface, when giving the reasons for the need for the HC, he points to a condition that is the opposite of Proverbs 1:7 - youth that 'have grown up without fear of God and knowledge of his Word', because 'they have had no co-ordinated teaching' ('keine eintrechtige underweisung'; Frederick III 2009:174, 37).
The Erkenntnis [knowledge] mentioned here is a constant theme running through the preface - as it is throughout the HC itself. In this regard, one should take into account that in German there is an important distinction between mere Kenntnis and Erkenntnis - the latter has a kind of comparative or even superlative effect, that is it is a more intensive form of Kenntnis. In English, both words are usually translated as 'knowledge', although the German concept of Erkenntnis implies knowledge as well as acknowledgment. However, in the HC and in Frederick III's preface, 'knowledge' should be understood against the backdrop of faith, as it is formulated in Q/A 21, where 'knowledge' is the translation for Erkenntnis - or erkanntnuß in the old German of the Palatinate (Heidelberger Katechismus 2009):
What is true faith? True faith is not only a sure knowledge whereby I hold for truth all that God has revealed to us in His Word, but also a hearty trust, which the Holy Spirit works in me by the Gospel, that not only to others, but to me also, forgiveness of sins, everlasting righteousness, and salvation are freely given by God, merely of grace, only for the sake of Christ's merits. (p. 180)10
The point that Frederick III makes is explicit. In his first paragraph, he begins with the Word of God, and in his last paragraph he once again emphasises that teaching and education should be 'in the Word of God'.11 For him, there is no contradiction between Scripture as the Word of God and the HC. The Word of God itself is taught when the HC is taught. This reminds one of Bullinger's expression 'praedicatio verbi Dei est verbum Dei' as a marginal note to his Confessio helvetica posterior (1562/1566), dating from the same period as this preface by Frederick III.12
Preface to the first edition of the Palatine Church Order (1563)
Almost ten months after Frederick III wrote his preface to the first edition of the HC on 18 January 1563, he again addresses the deans (superintendenten), ministers and preachers as well as the 'church and school servants [= teachers]' in a similar way. This time he does it in his preface to the Palatine Church Order on 15 November 1563 (Frederick III 1969:333). He commences by recapitulating the key reasons for publishing the HC. Referring to the many blunders and inconsistencies in the teaching and education of the youth as well as the consequent misunderstandings and lack of order, he expresses the desire that the Catechism would be a remedy for these deficiencies. The future teaching would be reliable and consistent .13 It is apparent from this that the aim of the 'father' of the HC was to present a standard textbook, a kind of 'handbook', with regard to the content as well as the method according to which the youth should be educated. He speaks about this catechism as a summary of the teaching (' summarische[r] underrichf) of our Christian religion from the Word of God (Frederick III ibid:335). Frederick III underlines the trustworthy character of the 'lehr' [teaching] and ' instituierung' [instruction] of the youth. It is his contention that, through the teaching as well as the external ceremonies, the youth should be guided to the 'proper knowledge of the divine Word and will in a concerted and coherent way, based on Holy Scripture' (Frederick III ibid:335).14
It is consequently not too much of a stretch to conclude that when Frederick III says, concerning the Palatine Church Order, that its main purpose is the dissemination of the saving Word of God and the Christian edification of the subjects of the Palatinate, he is also referring to the HC (Frederick III 1969:335).15
The Palatine Church Order of 1563
The status of the Church Order of the Palatinate
Although the two prefaces of Frederick III and the Palatine Church Order were composed in 1563 - the year in which the HC and the Church Order were both authorised and published - there is one crucial difference between the prefaces on the one hand and the Church Order on the other. Unlike the two prefaces, the text of the Church Order was officially sanctioned and consequently has authoritative status (cf. Lurz 1998:74).16 Furthermore, because of the confessional features of a church order (according to the reformed view of the church; cf. Niesel 1938:v), the fact that the HC is included in the Church Order and the manner in which it is embedded in the document, point to the close relationship between the purpose of the Catechism and the concrete application of it.17 Hence, the Church Order's introduction to the HC and other related remarks are of particular importance concerning the teaching character of the Catechism.
The Catechism - Embedded in the context of the proclamation of the Word
In the Palatine Church Order of 1563, the introduction to the catechism - 'On the Catechism' ('Vom cathechismo'; Sehling 1969:341-342) - gives us an important insight into the place and function of the HC with regard to its origins as well as into the intention of its authors and the churches of the Palatinate.18 It is worth noting that this introductory section is situated relatively early in the Church Order, - directly after the formulary for baptism, which is preceded by the two introductions to the first parts, that is (1) on prayer and (2) on teaching and preaching.19 The placement of the catechism and its introduction at the very beginning of the Church Order, within the immediate context of prayer, preaching and the two sacraments (the catechism is situated between the baptism and the Lord's Supper),20 indicates not only an emphasis on the teaching of the catechism, but also highlights the fact that the HC and the teaching thereof is seen as essential to the whole question of the edification of the church and the Reformation per se. Of course, it also underscores the role of the catechism in guiding a church member from receiving the covenant sign of God's promises (baptism) to the point of embracing these promises in faith (Lord's Supper).
In this regard, the introduction to baptism as well as the accompanying baptism formulary (Sehling 1969:337-341), includes some important notes on the teaching of children. One example is found in the prayer of thanksgiving at the end of the formulary where the Christian education ('daß es christlich und gottselig auferzogen werde'; Sehling ibid:341) of the child is mentioned. The second example is in the words to the congregation at the end of the formulary, which address the friends and relatives, and especially the fathers and godfathers (i.e. parents and godparents). They (the parents and godparents) should spare no pains ('ihr solt [...] allen fleiß anwenden'; Sehling ibid):
... in educating the child [...] for the Lord Christ in the real knowledge and fear of God according to the articles of the Christian faith and the teaching, which has been revealed by God from heaven and is contained in the Old and New Testament ... (p. 341)21
It is within the context of this education that the catechism, which directly follows the formulary for baptism, should be applied.
'On the Catechism'
The introductory exposition on the topic of catechism in the Palatine Church Order starts with a definition of catechism and outlines the aim of catechism (Sehling 1969):
Catechism in our Christian religion means a short and simple oral account of the most significant parts of Christian teaching, concerning which the young and unlearned [einfeltigen = simple-minded or unlearned] are questioned, which questions they must answer with what they have learned. (p. 341)22
In this context, einfeltigen indicates those who have a lack of knowledge of Scripture and faith, rather than those with cognitive disabilities. What is interesting, however, is that catechetical teaching is not aimed at the youth alone, but also at other members of the church who lack knowledge of Scripture. The holistic point of departure in teaching is explicitly mentioned again. Relating to the Early Church, the three classical spheres of religious teaching (home, school and church) are included (Sehling 1969):
For all pious people from the commencement of the Christian Church have been careful to instruct their children in the fear of the Lord at home as well as in schools and churches - and undoubtedly for the following reasons - which should also incite us thereto. (p. 341)23
Thereafter the introduction on the Catechism furnishes three main reasons for this instruction.
Firstly, as the natural depravity of the heart ('angeborne boßheyt') will prevail, leading to the dismantling of church and civil authorities, only sound teaching ('heilsamer lehr'; cf. Tt 2:1) can counter it.24
Secondly, the Church Order substantiates the use of the HC in the teaching of the children by referring to the explicit commandment (außtrucklich bevelch) of the Lord. Here, the Church Order (after mentioning Ex 12:26-27,25 13:8-9, 14;26 Dt 4:37-40;27 6:1-9;28 11:18-21)29 quotes Deuteronomy 6:6-7:
6 These commandments that I give you today are to be on your hearts. 7 Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up.
Thirdly, the necessity of teaching the children (and other unlearned) by means of a catechism is deduced from both the history of revelation in the Old Testament as well as from church history (Sehling 1969:341). This was the case 'till Satan, through the antichrist, the pope', demolished this practice of catechetical teaching by replacing it with the '[F] irmung' (i.e. the 'confirmation'; Sehling ibid:342).30 Here, the Reformation's intention with catechetical teaching generally, and in presenting the HC in particular, is quite clear: it is in direct opposition to the practice of the Roman sacrament of 'confirmation'. The sound teaching of the catechism is necessary as a corrective remedy.
The way the catechism should be used ...
Reciting the catechism
Under the subheading about the form in which the catechism teaching should be done ('Soll derhalben der catechismus auf nachfolgenden form gehalten werden'; Sehling 1969:342), the method of using the catechism in the churches (congregations) is discussed. The discussion outlines the necessity of the public and corporate reading of an excerpt from the catechism every Sunday and on religious holidays31 in all the villages, towns and cities. The excerpt should be read in a way that renders the catechism clear and understandable. Taking into account the fact that most adults in those days would have been illiterate, one can understand the impact of this requirement.
What is of interest, though, is that the Church Order not only determines that the catechism be read in these churches. It also prescribes down to the finest detail (the 'Lord's Day' or even the specific question) which sections of the catechism should be read in order to get through the whole catechism over the course of nine successive Sundays ('das er in neun Sontagen außgelesen werde'; Sehling 1969:342).
Preaching the catechism
Subsequent to the stipulation about reciting the whole catechism over the course of nine Sundays, the Church Order then gives the second requirement for using the catechism in the congregation, namely the preaching of it on Sunday afternoons at a time that suits the individual locations.32 Again, with regard to all the elements (hymn, prayer, reading from Scripture and Decalogue),33 the Church Order prescribes the exact manner and order according to which this catechism service should be conducted. After this, the Church Order stipulates the way in which the minister should explain the catechism. He should focus first on the text and then on the various questions, taking into account those who cannot learn the questions that are expounded.34 Thereafter, the minister should let some of the young people recite specific questions in the catechism, namely those that were the subject of the sermon just prior to the teaching of the catechism and, more importantly, those that are going to be treated in the next sermon. These questions should have been learned and memorised beforehand, at school or at home. For this very reason, the catechism has been divided into Sunday sections (sections for the Lord's Day).35 Subsequently, after these questions have been recited by some in the presence of the congregation, the minister should give a brief and clear explanation of several of the next questions with the aim of preaching on the whole catechism at least once during the course of each year.36
As the ruler of the Palatinate, Frederick III's focus regarding the faith, education and the edification of his subjects, centred on the honour of God, on the one hand, and the church of the Lord Jesus Christ,37 particularly the youth, on the other. His concern that the youth of his principality would grow up with a lack of fear of God and a lack of knowledge of his Word weighed heavily on him. In his two prefaces, he therefore repeatedly stresses the urgent need for a solid biblical catechism. There is one solution to the ignorance of the youth and other people: comprehensive and thorough instruction. In this instruction, the correct use of the HC is crucial in producing sufficient knowledge of Scripture and a living faith in the Lord of Scripture amongst the youth as well as the rest of the subjects of his principality. In this regard, religious education is not only the responsibility of the church, but also that of the families and the schools, and teaching the Word of God is not only the task of the minister, but also that of the parents and the teachers. Frederick III, and the men responsible for such matters, opted for a holistic and comprehensive approach to teaching, since teaching the HC is, amongst other things, the obedient answer to the Lord's decree in Deuteronomy 6:6-7 to teach his Word diligently.
The knowledge and fear of the Lord, which can only be achieved by proclaiming the Word of God, are considered central to the aim and purpose of teaching the HC. There is no contradiction between Scripture as the Word of God and the HC. Of course, this does not at all imply that the HC is considered equal to Scripture or that it has the same inherent authority as Scripture. Rather, it should be understood within the context of a key principle of the Reformation, namely that the preaching of the Word of God is the Word of God (praedicatio verbi Dei est verbum Dei). Even the setting of the HC early in the Palatine Church Order, between the sacraments of baptism and the Lord's Supper, accentuates this aspect.
The HC did not merely have theoretical purposes. Its character, contents and structure were carefully composed to briefly and simply teach the most significant parts of the Christian faith to the whole congregation, but particularly to the young and the uneducated. The teaching was meant to be regular and frequent, with much repetition. In this sense, teaching the HC as sound doctrine was also explicitly intended as a direct remedy for the Roman malpractice of 'confirmation'. The youth should be able to learn at home, in the schools and in the church, until they have advanced sufficiently in their knowledge of Scripture and faith and are able to comprehend the Gospel.
Therefore, teaching the HC does justice to the biblical command that the gospel should be proclaimed, should be preached, should be taught - and should be learned and understood. Hence, it is fair to say that the words of Deuteronomy 6 resonate in the background when the HC is being taught and learned: 'And thou shalt teach these words diligently ...'
Competing interests
The author declares that he has no financial or personal relationship(s) that may have inappropriately influenced him in writing this article.
Faulenbach, H., 2002, 'Einleitung', in H. Faulenbach & E. Busch (eds.), Reformierte Bekenntnisschriften, vol. 1/1, pp. 1-7, Neukirchener, Neukirchen. [ Links ]
Frederick III., [1563] 1969, ['Vorwort' am 19.11.1563], in E. Sehling (ed.), Die evangelischen Kirchenordnungen des XVI. Jahrhunderts (14. Band: Kurpfalz), pp. 333-335, J.C.B. Mohr (Paul Siebeck), Tubingen. [ Links ]
Frederick III, [1563] 2009, 'Vorwort zum Heidelberger Katechismus', in A. Mühling & P. Opitz (eds.), Reformierte Bekenntnisschriften, vol. 2/2 1562-1569, pp. 174-175, Neukirchener. [ Links ]
Gunnoe, C.D. Jr., 2005, 'The reformation of the Palatinate and the origins of the Heidelberg Catechism, 1500-1562', in L.D. Bierma (ed.), An Introduction to the Heidelberg Catechism. Sources, history and theology, p. 15, Baker Academic, Grand Rapids. [ Links ]
Gruch, J., 1996, 'Deutschsprachige Drucke des Heidelberger Katechismus: 1563-1800', Beitrage zur Katechismusgeschichte vol. 1, β-Verlag, Köln. [ Links ]
Heidelberger Katechismus, [1563] 2009, in A. Mühling & P. Opitz (eds.), Reformierte Bekenntnisschriften, vol. 2/2 1562-1569, pp. 174-212, Neukirchener, Neukirchen. [ Links ]
Hollweg, W., 1968, Neue Untersuchungen zur Geschichte und Lehre des Heidelberger Katechismus, Zweite Folge, Neukirchener, Neukirchen. [ Links ]
Huckaby, C., 2009, 'The Palatinate Church Order of 1563 - Why the Catechism', in Heidelberg Catechism Project, viewed 30 October 2012, from http://www.heidelbergcatechismproject.com/palatinate-church-order-of-1563-why-the-catechism/ [ Links ]
Langerak, N.J., 2010, 'Antithetical catechizing in the twenty-first century', Protestant Reformed Theological Journal 44(1), 27-60. [ Links ]
Lurz, F., 1998, Die Feier des Abendmahls nach der Kurpfälzischen Kirchenordnung von 1563. Ein Beitrag zu einer ökumenischen Liturgiewissenschaft, Kohlhammer, Stuttgart. [ Links ]
Neuser, W.H., 2009, 'Heidelberger Katechismus von 1563', in A. Mühling & P. Opitz (eds.), Reformierte Bekenntnisschriften, vol. 2/2 1562-1569, pp. 167-173, Neukirchener, Neukirchen. [ Links ]
Niesel, W., 1938, Bekenntnisschriften und Kirchenordnungen der nach Gottes Wort reformierten Kirche, Evangelischer Verlag, Zürich. [ Links ]
Sehling, E., 1969, Die evangelischen Kirchenordnungen des XVI. Jahrhunderts, vol. 14: Kurpfalz, J.C.B. Mohr (Paul Siebeck), Tubingen. [ Links ]
Turrell, J.F., 2006, 'Muddying the waters of baptism: The Theology Committee's report on baptism, confirmation, and Christian formation', Anglican Theological Review 88(3), 341-359. [ Links ]
Van 't Spijker, W. (ed.), 2005, Het troostboek van de kerk. Over de Heidelbergse Catechismus, Den Hertog, Houten. PMid:15932137 [ Links ]
Van Vliet, J., 2011, Discussion guide concerning the Heidelberg Catechism anticipating its 450th anniversary 1563-2013, viewed 31 October 2012, from http://www.canadianreformedseminary.ca/general/resources.html [ Links ]
Victor d'Assonville
PO Box 85
Faerie Glen 0043, South Africa
Email: firstname.lastname@example.com
Received: 14 Dec. 2012
Accepted: 11 July 2013
Published: 16 Oct. 2013
Note: This contribution is based on a paper delivered on 11 May 2012 at the second Refo500 Conference in Oslo, Norway. My appreciation goes to Deborah Stein for her thorough and diligent text editing.
1. For references to the original textus receptus of 1563, the latest standard text critical edition by Wilhelm H. Neuser in the series, Reformierte Bekenntnisse (cf. Neuser 2009), was used.
2. In the English-speaking Reformed and/or Presbyterian world, the Westminster Shorter Catechism has the same status and popularity as Luther's Small Catechism in the Lutheran world and the Heidelberg Catechism in the continental, North American, South African and Asian, especially the Korean, Reformed and/or Presbyterian world.
3. Refer to the back cover of Van 't Spijker (2005): 'Het bekendste belijdenisgeschrift van de kerk - dat was en is de Heidelbergsche Catechismus.'
4. 'Catechismus oder christlicher underricht, wie der in kirchen und schulen der churfürstlichen Pfaltz getrieben wirdt (Sehling 1969:41).
5. For the relationship between the pedagogical and confessional aspects of the Heidelberg Catechism, cf. inter alia Hollweg (1968:9-37).
6. ''Allgemein wird die Pfälzische Kirchenordnung vom 15. November 1563 als "textus receptus" angesehen. Doch wurden unter dem 5. März 1563 auf kurfürstlichen Befehl Exemplare an die Superintendenten versandt. Es kann sich dabei nur um den fertigen Text der dritten Ausgabe gehandelt haben. Wir nennen ihn daher den "textus receptus" und drucken ihn ab. Ihn sandte Olevian am 3. April an Bullinger, die ebenfalls fertig gedruckte lateinische Ausgabe an Calvin und Beza' (Neuser 2009:172).
7. The original text, also in the exact local spelling of the Palatinate of the mid-sixteenth century, reads as follows: 'Nach dem wir uns auß erinnerung Goettlichs Worts, auch natürlicher pflicht und verwandnuß schuldig erkennen, Und endlich fuergenommen, Unser von Gott befohlen Ampt, beruff und regierung, nicht allein zu friedlichem, rüigem wesen, auch zu erhaltung züchtigen auffrichtigen und Tugentsamen wandels und lebens Unserer underthanen, zurichten und anzustellen: Sonder auch und fürnemlich dieselbige zu rechtschaffener erkanntnuß und forcht des Almechtigen, und seines seligmachenden Worts, als dem einigen fundament aller Tugenten und gehorsams, je lenger je mehr anzuweisen und zu bringen. Auch also sie zur ewigen und zeitlichen wolfart ungesparts vleiß von grund unsers hertzens gern befuerdern, und so viel an uns, dabey erhalten helffen wolten' (Frederick III 2009:174).
8. Langerak sums the purpose of Frederick III up in commissioning the composition of the HC 'and instructing the ministers and school masters to use it was to refute erroneous doctrine and to drive it out of his realm in order that the subjects of his realm would be built up in sound doctrine' (Langerak 2010:31). 'When the Catechism was threatened by Lutheran and Roman Catholic princes and theologians alike, he ably defended it before those kings and rulers at the Diet of Augsburg in 1566' (Langerak ibid).
9. In my view, taking into account the original German formulation, this clause could be better be translated as: 'whilst I am living and when I am dying'.
10: (21.] Frag.
Was ist warer glaub?
Es ist nicht allein ein gewisse erkanntnuß, darduch ich alles fuer war halte, was uns Gott in seinem wort hat offenbaret [Heb. 11(, 1-3) lacob. 2(, 19)]: sonder auch ein hertzliches vertrawen [Rom. 5(, 1) et 10(, 10)], welches der heilige Geist [2. Cor. 4(, 13), Ephes. 2(, 8)] durchs Evangelium in mir würcket [Rom. 1(, 16)], daß nicht allein andern, sonder auch mir vergebung der Sünden, ewige gerechtigkeit und seligkeit von Gott geschenckt sey [Heb. 2[,] Rom. 1 (, 17)], auß lauter gnaden, allein umb des verdienstes Christi willen [Ephes. 2(, 7-9) Rom. 3(, 24-25)] (Heidelberger Katechismus 2009:180).
11. Frederick III concludes his preface with a call to all the readers, i.e. all the 'superintendents, ministers of the Word, preachers, those who serve in the churches and the schools of the Palatinate' (allen und jeden Superintendenten, Pfarrherrn, Predigern, Kirchen[-] und Schuldienern'; Frederick III 2009:174):
'We do herewith affectionately admonish and enjoin upon every one of you, that you do, for the honour of God and our subjects, and also for the sake of your own soul's profit and welfare, thankfully accept this proffered Catechism or course of instruction, and that you do diligently and faithfully represent and explain the same according to its true import, to the youth in our schools and churches, and also from the pulpit to the common people, that you teach, and act, and live in accordance with it, in the assured hope, that if our youth in early life are earnestly instructed and educated in the Word of God, it will please Almighty God also to grant reformation of public and private morals, and temporal and eternal welfare.' (Frederick III ibid:175, translation by Van Vliet 2011:1)
12. The interesting fact is that the Confessio helvetica posterior was later presented to Frederick III himself, as he has requested confessional support from Bullinger on various occasions, but especially in 1565.
13. '[...] weil wir in der lehr und instituierung der jugendt allerley unrichtigkeit und ungleichheyt befunden, darauß nit geringe mißverstand und unordnung erwecket und entstanden, das hiedurch solche mengel abgeschnitten und hinfürther ein gewisse und bestendige form und maß gehalten wurde' (Frederick III 1969:335).
14. '[...] zugleich in der lehr und auch in den eusserlichen ceremoniis zu rechter erkandnujl göttliches worts und willens durch einen einträchtigen und in der heiligen schrift gegründten weg gebracht und geführt mochten werden' (Frederick III 1969:335).
15. '[...] so seind wir der ungezweiften zuversicht, das werde zur aujlbreitung deß seligmachenden worts Gottes, auch christlicher auferbauung unserer underthonen gelangen' (Frederick III ibid:335).
16. 'So haben wire in kurtze kirchenordnung, welcher gestalt sich der kirchendiener in verkündigung göttliches worts, administrierung der heiligen sacramenten und anderm in den kirchen unsers churfürstenthumbs durchauß einhelliglich verhalten sollen, oberzehlter ursachen halben durch unsere fürnemen theologen, superintendenten, kirchendiener und andere gottselige, gelehrte menner und rathe begreifen, besichtigen und endtlich in truck ausgehen lassen' (Sehling 1969:335). Also refer to Lurz (1998:74): 'Der Text der KO [Palatine Church Order] wird von der Pfälzischen Synode verabschiedet und am 15.11.1563 offiziell eingeführt.
17. Niesel (1938:v): 'Nach reformierter Lehre trägt auch die Ordnung der Kirche bekenntnismäßigen Charakter. Wie eng Bekenntnis und Ordnung der Kirche zueinander gehören, kann jeder sehr schön an der kurpfalzischen Kirchenordnung erkennen, in der der Heidelberger Katechismus eingebettet ist. Die Kirche bezeugt mit ihrem Bekenntnis wie mit ihrer Ordnung, daß Jesus Christus ihr Herr ist.
18. Due to space constraints, the part of the Church Order dealing with teaching and preaching (Von der lehr und predigt; cf. Sehling 1969:336-337), by which the regular church service is meant, is not dealt with here.
19. The sequence of the contents of this first section of the Palatine Church Order is as follows: Eingang der predig und ermahung zum gebeth für die predig [An introduction to sermons and exhortation to prayer for the sermon]
Von der lehr und predig [Concerning the teaching and the proclamation/sermon]
Vom h.[eiligen] tauf [Concerning the holy baptism]
Form zu taufen[Formula for the baptism]
Vom catechismo [Concerning the catechism]
Catechismus [Catechism, i.e. the Heidelberg Catechism].
20. This first section of the Church Order could be subtitled: 'The proclamation of the Word'.
21. Sehling (1969:341): 'das diß kind in rechter erkandtnuß und forcht Gottes laut der artickel des christlichen glaubens und der lehre, welche von Gott auß dem himel offenbaret und im alten und neuen testament begriffen ist, dem herrn Christo auferzogen werde'.
22. ''Catechismus in unser christlichen religion heist ein kurtzer und einfeltiger, mündtlicher bericht von den fürnemsten stücken der christlichen lehr, darin von den jungen und einfeltigen widerumb gefordert und gehört wird, was sie gelernet haben' (Sehling 1969:341).
23. 'Dann es haben alle gottseligen von anbegin der christlichen kirchen sich beflissen, ihre kinder daheim [at home], in schulen und kirchen in der forcht des herrn zu underweisen one zweifel auß nachfolgenden ursachen, welche uns auch billig dazu bewegen sollen' (Sehling 1969:341; see Huckaby 2009 for English translation).
24. ''Dann erstlich haben sie wol bedacht, daß die angeborne boßheyt uberhand nemen würde und darnach kirchen und politische regiment verderben, wann man ihr nit beyzeiten mit heilsamer lehr begegnett (Sehling 1969:341).
25. Exodus 12:26-27: '26 And when your children ask you, "What does this ceremony mean to you?" 27then tell them, "It is the Passover sacrifice to the LORD, who passed over the houses of the Israelites in Egypt and spared our homes when he struck down the Egyptians."'
26. Ex 13:8-9, 14: '8 On that day tell your children, "I do this because of what the LORD did for me when I came out of Egypt." 9 This observance will be for you like a sign on your hand and a reminder on your forehead that this law of the LORD is to be on your lips. For the LORD brought you out of Egypt with his mighty hand. [...] 14 In days to come, when your children ask you, "What does this mean?" say to them, "With a mighty hand the LORD brought us out of Egypt, out of the land of slavery."'
27. Deuteronomy 4:37-40: '37 Because he loved your ancestors and chose their descendants after them, he brought you out of Egypt by his Presence and his great strength, 38 to drive out before you nations greater and stronger than you and to bring you into their land to give it to you for your inheritance, as it is today.39 Acknowledge and take to heart this day that the LORD is God in heaven above and on the earth below. There is no other. 40 Keep his decrees and commands, which I am giving you today, so that it may go well with you and your children after you and that you may live long in the land the LORD your God gives you for all time.'
28. Deuteronomy 6:1-9: '1 These are the commands, decrees and laws the LORD your God directed me to teach you to observe in the land that you are crossing the Jordan to possess, 2 so that you, your children and their children after them may fear the LORD your God as long as you live by keeping all his decrees and commands that I give you, and so that you may enjoy long life. 3 Hear, Israel, and be careful to obey so that it may go well with you and that you may increase greatly in a land flowing with milk and honey, just as the LORD , the God of your ancestors, promised you. 4 Hear, O Israel: The LORD our God, the LORD is one. 5 Love the LORD your God with all your heart and with all your soul and with all your strength. 6 These commandments that I give you today are to be on your hearts. 7 Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. 8 Tie them as symbols on your hands and bind them on your foreheads. 9 Write them on the doorframes of your houses and on your gates.'
29. Deuteronomy 11:18-21: '18 Fix these words of mine in your hearts and minds; tie them as symbols on your hands and bind them on your foreheads. 19 Teach them to your children, talking about them when you sit at home and when you walk along the road, when you lie down and when you get up. 20 Write them on the doorframes of your houses and on your gates, 21 so that your days and the days of your children may be many in the land the LORD swore to give your ancestors, as many as the days that the heavens are above the earth.'
30. In this case, the translation of the concept [F]irmung with 'the true foundation' on the Heidelberg Catechism Project website (cf. Huckaby 2009) is incorrect. The reason is that the term [F]irmung does not mean 'true foundation' in this context, but refers to the Roman Catholic practice or ceremony known as 'Confirmation', which has become a sacrament since medieval times. 'Firmung' is a German translation of the Latin (theological) concept of 'confirmation'. This practice is adopted in part in the Lutheran tradition, although without sacramental character, called Confirmation' in modern German. For current Anglican views on 'confirmation', see Turrell (2006).
31. '[...] an allen Son- und feiertagen' (Sehling 1969:342). One should keep in mind that at that stage of history, all public holidays ('Feiertage') were religious - a fact that is confirmed by the etymology of the concept 'holiday' (= holy day).
32. 'Ferner soll alle sontagnachmittag zu der stund, die einem jeden ort gelegen ist, catechismuspredigt also gehalten werdern.' (Sehling 1969:342)
33. '[...] daß der kirchendienerfurs erst nach dem gesang das vaterunser bete und Gott umb rechten verstand seins worts anrufe, darnach die zehen gebot verstendtlich dem volck fürlese' (Sehling 1969:342).
34. 'Darauf soll er die angehenden, welche die fragen, so gepredigt werden, noch nit lernen können, verhören und ordenlich erstlich ein zeit lang auf die text, darnach auch allgemach auf die fragstück anleiten' (Sehling 1969:342).
35. 'Nach diesem lasse er etliche under der jugend ein gewisse anzal fragen im catechismo (wie wir dann denselben umb sieser ursach willen in Sontage theilen haben lassen), so in vorgehenden und sonderlich in der nechsten predigt erklaret worden und sie zuvor in der schul oder daheim gelernet, aufsagen' (Sehling 1969:342).
36. 'Und wann dise also in beysein der gemein von etlichen aufgesagt worden, soll der kirchendiener etliche folgende fragen einfeltig und kürtzlich erklaren und außlegen, also das er den catechismum zum wenigsten einal alle jar außpredige' (Sehling 1969:342).
37. Cf. question 54 of the HC: 'What do you believe concerning 'the holy catholic church? I believe that the Son of God through his Spirit and Word, out of the entire human race, from the beginning of the world to its end, gathers, protects, and preserves for himself a community chosen for eternal life and united in true faith. And of this community I am and always will be a living member.'


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- Fundraiser to benefit mental health organization
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NORTH ABINGTON TWP. — When Pennsylvania's gay marriage ban was ruled unconstitutional by a federal court, Desiree Mark of Greenfield Twp. abandoned her plans to be married in New York or Connecticut and happily focused on planning a wedding in her home state.
When the 29-year-old sent queries to Scranton area wedding venues requesting an appointment, she learned that marriage equality does not mean equality for gays and lesbians.
"Unfortunately, we do not hold same sex marriages at our facility," read the email from Courtney Killeen, wedding and event planner for Inne at the Abingtons. "I truly do hope you find somewhere that will fulfill all your wedding dreams."
Met at the North Abington Twp. venue Thursday, Ms. Killeen confirmed the email was authentic and reflected the policy of the Inne, not her personal belief.
"I don't agree with it," she said, adding the owner, John O. Antolick, would be unlikely to comment publicly. Mr. Antolick did not respond to several requests for an interview.
Gays and lesbians gained the legal right to marry in Pennsylvania this year, but can be blocked from reception venues. With no legal protections for LGBT people in Pennsylvania, any business can refuse to serve someone who is, or perceived to be, lesbian, gay, bisexual or transgender.
That incongruity became apparent with the attention on social media around the Inne at the Abingtons' refusal to host events for same-sex couples. Across the country, some bakers, photographers, limo services have been making headlines by refusing to work same-sex nuptials.
Miss Mark and her partner, a school teacher in North Carolina, shrugged off the snub. Miss Mark mentioned it in passing when updating her mother, Francine Adams of Greenfield Twp., on the wedding planning.
Mrs. Adams was incredulous.
"What do they mean?" she asked. "This is discrimination. It's not right."
She mentioned the incident on her Facebook page. When people called it a hoax, she posted a copy of the email, which was shared hundreds of times and reproduced on some blogs, setting off a social media firestorm. Mrs. Adams said she feels encouraged by the response on Facebook, which has been overwhelmingly supportive of her and her daughter, who are visiting other venues and hoping to secure a date for next summer or fall.
None of this was news to John Dawe, executive director of the NEPA Rainbow Alliance. He has heard from couples turned away by the Inne at the Abingtons many times before. They start out angry about being rebuffed, however politely. Then they grow frustrated when they learn that denial of service for LGBT people is legal in Pennsylvania.
"They think there is no way this — a business saying 'no gay people here' — can be legal," Mr. Dawe said. "They want to sue and make a point."
The Rainbow Alliance refers the couples to other venues where their business will be welcomed. Rather than pickets, protests and boycotts, Mr. Dawe's group and other LGBT advocacy groups look toward politics.
Their focus is on House and Senate Bill 300, which would prohibit discrimination based on sexual orientation and gender identity or expression in employment, housing and public accommodations.
"This is the same discrimination we have fought for decades, and the purpose of this legislation is to prevent it," said state Rep. Sid Michaels Kavulich, D-114th, who is a cosponsor of the legislation. "Chances are better we will see action on this because of the court decisions, the number of co-sponsors and growing public support."
Although other venues happily accommodate same-sex weddings, such discrimination is still damaging, said Lavana Layendecker spokeswoman for Equality Pennsylvania, a Harrisburg-based LGBT lobbying group. "We wouldn't tell a person of color to just go eat somewhere else, or tell a woman to just apply for some other job.
"Denying people housing, employing or accommodation is fundamentally wrong and fundamentally unAmerican," she said.
Molly Tack-Hooper, staff attorney at the American Civil Liberties Union, called the Inne at the Abingtons' email "the most polite example of anti-gay discrimination I've ever seen" and also completely legal under current state law.
Pennsylvania is the only state where same-sex couples enjoy marriage equality without basic civil rights.
"This lack of protection affects our neighbors, friends and family," she said.
So far, 34 municipalities in Pennsylvania passed ordinances that prohibit discrimination against LGBT citizens. Locally, these include cities of Scranton and Pittston.
Lisa Stanvitch
of Scranton said she and her partner were turned down by the Inne at the Abingtons in 2007, when they wanted to have a commitment ceremony.
"They could have just called it two women having a party," she said. "Instead, we got an email saying they were afraid of backlash from churches and the community. When I heard about this latest one, I was like 'Still? Are you kidding me?'"
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Author Notes: This dish is inspired by a warm radicchio and shrimp salad I had at FIG in Charleston SC. That dish left a lasting impression – not just for me but my dining companions. The combination of slightly warmed radicchio with sautéed shrimp was unexpected and delicious. Back at home, I decided to do a roasted version instead of preparing its components stove top. I love the mellowed bitterness of roasted radicchio – and roasting is one of my favorite methods of cooking shrimp. To dress the salad, I opted for a warm bacon vinaigrette that can be prepped during the last few minutes of roasting. The saltiness of the bacon, the hit of acidity from the balsamic vinegar, and the subtle sweetness from the maple syrup tie all of the flavors together – and then cherry tomatoes, slightly warmed by the vinaigrette, lend a nice freshness. It's not the salad I remember, yet it's a pretty delicious version of it. Bonus points that it's easy enough for a weeknight dinner but special enough for entertaining. —EmilyC
Food52 Review: WHO: EmilyC is a cook who lives in Arlington, Virginia.
WHAT: A radicchio salad that brings bitter, sour, and sweet together in perfect balance.
HOW: While balsamic-kissed radicchio roasts in the oven, the bacon vinaigrette simmers on the stove. Toss the shrimp in at the last minute, toss it all together, and serve.
WHY WE LOVE IT: This one is as good warm from the oven as it is at room temperature -- perfect for potlucks, picnics, and lunches. —The Editors
Serves: 2 to 3 as a main course; 4 to 6 as a side dish
2 small heads radicchio
1/4 cup extra virgin olive oil, divided
3 tablespoons balsamic vinegar, divided
Kosher salt + freshly ground black pepper
1 pound medium shrimp, peeled and deveined
3 strips of bacon (about 3 ounces), cut into lardons
1 small shallot, minced (about 2 to 3 tablespoons)
1 teaspoon Dijon mustard
2 teaspoons maple syrup (or to taste; see note in step 5)
1 cup cherry tomatoes, halved
2 tablespoons finely chopped parsley or chives
- Heat the oven to 425°F.
- To prep radicchio: Remove any wilted or bruised outer leaves, then cut the radicchio in half lengthwise through the core. Place the halves cut side down, then cut each half into four wedges, leaving the root end intact. In a large bowl, gently toss the wedges with 2 tablespoons olive oil, 1 tablespoon balsamic vinegar, 1 teaspoon kosher salt, and pepper. Place the wedges cut side down in a casserole dish—you want them to fit snugly in the pan. Let the radicchio marinate at room temperature while your oven is preheating.
- To prep shrimp: Toss the shrimp with 1 tablespoon of olive oil, 1/4 teaspoon kosher salt, and pepper; then arrange on a baking sheet or casserole. (Note: Use separate pans for roasting the shrimp and radicchio because they'll have different cooking times.)
- To roast radicchio and shrimp: Roast the radicchio about 15 to 18 minutes, turning once, or until tender and the leaves are starting to caramelize and slightly wilt and crisp around the edges. When the radicchio is close to done, put in the shrimp. Cook the shrimp just until they're pink and firm, 3 to 5 minutes. Remove both from the oven, and place the radicchio wedges on a cutting board. Chop them into bite-size pieces, and combine with shrimp in a large bowl.
- To prepare warm bacon vinaigrette: In a large skillet cook the bacon in 1 tablespoon of olive oil over moderately high heat until it's rendered its fat and is starting to crisp, about 5 minutes. Add the shallots and cook another minute, just to warm through and soften. Remove from the heat and stir in the remaining 2 tablespoons of balsamic vinegar, mustard, maple syrup and cherry tomatoes. (Since balsamic vinegars vary so much in their sweetness, you may want to add more or less maple syrup. Taste a piece of your roasted radicchio as well -- let its level of bitterness guide the sweetness of your vinaigrette.)
- Add the vinaigrette to the radicchio and shrimp, and toss to combine. Place salad on large serving platter. Scatter the parsley or chives over the top and serve warm or at room temperature.
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text:
Abolt needed a new print or packaging design and created a contest on 99designs.
A winner was selected from 38 designs submitted by 12 freelance designers.
We are a large supplier of cemetery monumnets. We are granite artisan that engrave and laser etch personalized granite monumnets. We are a creative company focused on superior quality, while providing funeral directors with superior service they need since this is not their main line of work. I want the funeral director to read this ad and think of Patten as experienced, reliable and professional.
This 81/2 x 11 add will be full color going into a trade magazine in the state of Michigan specifically for funeral home owners and decision makers. This is an existing market for us. THis customer base is looking for more revenue sources and are in the perfect position to be the first to make a sale of our product to prospective clients. They need to know thier reputation is in good hands when trusting us with thier busniess.
I'm looking for a eye catching ad will plenty of color. Does not nessarry need alot of text. For sure our website and toll free number.


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And the Babe of the Week is…Casey Caitlin!
This 23-year-old bikini and lingerie model from Nashville will be celebrating her win in Vegas today and good god almighty, we wish we were there with her.
Casey swept last week's contest with over 30% of the vote, despite having to battle six other unbelievable looking women. Casey now moves on to be first in line for next month's Babe of the Month competition; think she's got what it takes?
Want more Casey? Follow her on Twitter, where she claims, "I have no special talent. I am only passionate and curious."
Here's a few sneak preview pics:
Here's the deal: At the end of the week, each Babe of the Day will compete for your votes and the winner will become Babe of the Week. Each week's winner will then face off to become Babe of the Month, and those winners will then duke it out for – you guessed it – the Babe of the Year title. Only those lucky ladies will be inducted into GuySpeed's Hall of Fame, an honor reserved for the hottest of babes.


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Bill Katz is the proprietor of Urgent Agenda and our occasional contributor. Bill draws on his experience as a talent coordinator at The Tonight Show with Johnny Carson to recall David Frye:
David Frye is dead. Make no mistake about that.
Indeed, those very words – "Make no mistake about that" – were key to making Frye the best, and most influential political impressionist of the late 1960s and early 70s, the time of Vietnam, Richard Nixon, and cultural rupture.
David Frye died last week.
Frye was the logical successor to Vaughn Meader, the leading John Kennedy impressionist, whose career had effectively ended when President Kennedy was assassinated in Dallas on November 22, 1963. One thing about political impersonators – their careers depend on the success, and survival, of those they "do." You can do dead movie stars. They still "do" Bogart. Deceased or fading politicians have a very low share price.
Frye's time was also the tail end of the era when television still had variety shows. Ed Sullivan was on the air. The Smothers Brothers were with us for a time. Johnny Carson told his staff, including me, that The Tonight Show was really a variety show, and he ran it that way. CBS had Merv Griffin, ABC beamed Dick Cavett, and David Frost hosted his own show out of New York. There were national outlets for political impersonators.
Frye burst upon us with an impression of Richard Nixon that went far beyond any that had been done. A truly great impressionist doesn't simply do voices and gestures. He gets the attitude of his subject right. He seems to be inside that person's head. So Frye contorted his face into a scowling, but, more important, suspicious Nixon, the insecure Nixon who would say, "I am the president. Make no mistake about that." The line caught on. You heard it in supermarkets.
Then Frye went further. He did what any first-class impersonator does…he invented an entirely new impression of someone who hadn't been correctly "done" before. In Frye's case it was William F. Buckley, Jr. The wagging tongue. The delight in his eyes when tossing out an obscure word that no one else knew. The self-identification, with the emphasis in an unlikely place: "This is William F. Buckley June-yur."
He did Lyndon Johnson and defined the folksy, yet conniving president. He got Nelson Rockefeller, a bit too ambitious and eager. Before Robert Kennedy was assassinated in 1968, it was Frye who defined RFK as sounding like Bugs Bunny.
A word about impressions: When you watch an impressionist, he's usually not doing the person he says he's doing. He's doing the first impressionist who got that person right. Ed Sullivan was mimicked by many performers. But they really weren't doing Sullivan. They were doing Will Jordan, a young comedian who defined the Ed Sullivan of the stiff shoulders, the dour face, and the "really, really big show." Once David Frye came on the scene, those who did Nixon, Johnson, Buckley and the others who'd gotten Fryed were really mimicking David Frye.
Like most funnymen, Frye had a sad side. He was very bright, but so unsure that he couldn't answer a simple, unrehearsed question. When he was scheduled to appear on The Tonight Show we were warned not to throw any curves at him. Nothing spontaneous, nothing he didn't expect. But it happened anyway. On a night he appeared, there was an actor beside him on the couch. I believe it was James Coco, and he was describing how he'd just been robbed.
Carson casually turned to Frye and asked, "David, have you ever been robbed?" Frye stared back blankly and replied, "I wasn't prepared for that question." It was a sad, devastating moment.
David Frye faded away with the figures who'd made him famous. In recent years he was in almost complete obscurity. But for a time, in a tumultuous period, he was the best at what he did.
There are no successors to David Frye. Yes, we have political impressions on "Saturday Night Live," and Tina Fey will always be known as the one who "did" Sarah Palin. But, in the Nixon era, David Frye was the president.
And make no mistake about that.
Frye's Washington Post obituary includes a video and notes that Frye was 76 when he died last week.


text: Want to hear that perfect song to get you through the workday? Maybe you want to hear something while you work on the yard this Saturday. Whatever the reason, we want to know what you want to hear! Send us an e-quest with the form below and we'll hook you up with your favorite song!


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Tagged: Evan Chambers
Projecting the AA Roster
The Pirates have sort of a gap in talent between AAA and A+ so the AA squad is a difficult one to predict as there are not really a lot of prospects. Some of the borderline players I have making the team in AAA are of course a possibility to start in AA and I will do my best to mention them but of course my projection will ultimately include players not projected on to any of my other levels. As we get lower and lower it becomes increasingly more difficult to project minor league rosters because there is an increasing number of players who still look at least some what promising. So this is essentially just a stab in the dark.
Candidates: Carlos Paulino, Charlie Cutler, Devin Ivany, Lucas May, Ali Solis
Analysis: There is really no prospect who is a guarantee to be at this level. Of the above listed catcher Carlos Paulino appears to be the best prospect of the group but is coming off a year in which he struggled in A+. Still if he were to repeat the level it would be his third season there and that doesn't seem likely especially since he played well at the A+ level in 2011. The other options include whoever loses out in the Lucas May/Ali Solis battle to be the backup catcher in AAA and a couple of minor league veterans in Charlie Cutler and Devin Ivany. There is a case to be made for essentially any of these players to begin the year at AA but in the end only one will be here as the starter and another one as a backup, most of the rest will probably stay in extended spring training until their services are needed.
Prediction: Carlos Paulino
Candidates: Alex Dickerson, Justin Howard, Stefan Welch, Jarek Cunningham, Oscar Tejeda, Alex Valdez, Jeremey Farrell, Andy Vasquez, Gift Ngoepe, Drew Maggi, Benji Gonzalez, Kelson Brown
Analysis: There are other candidates who I did not list, specifically the players battling for spots in AAA who miss out. Notably because they are the two I have missing out are Jeff Larish and Anderson Hernandez. However I believe those two will serve as depth for AAA and take a spot should one of the non roster invitees to spring training opt out instead of taking the AAA assignment. As for the rest of the crop the only two prospects in the group are Alex Dickerson and Gift Ngoepe. Dickerson is coming off a solid year in A+ and should be the everyday starter at 1B. Ngoepe is a masterful defender who's bat probably isn't ready for AA but he is probably going to be forced up a level because of the players behind him. That leaves two spots open second and third base. Most of the rest of the players listed are at this point organizational players with little to no prospect value so it is difficult if not impossible to figure just how the Pirates may handle playing time. Cunningham still has at least some potential in him so figure on him taking one spot but the other is pretty wide open.
Prediction: Alex Dickerson (1B), Jarek Cunningham (2B), Alex Valdez (3B), Gift Ngoepe (SS)
Candidates: Adalberto Santos, Andrew Lambo, Mel Rojas, Evan Chambers, Dan Grovatt
Analysis: Like Larish and Hernandez above Brad Hawpe is also a candidate but I don't see him accepting an assignment to AA so I am assuming he is not a realistic possibility. The rest of the crop gives us some rather unimpressive options. Some of the infielders who don't wins spots would be candidates for the outfield as well like Howard, Tejeda, Vasquez and Maggi in particular. However I believe the starting three will come from this group. Santos has a strong case to be in AAA but a numbers game will likely keep him down meaning one spot should be his. The others are really open for debate. Mel Rojas should get one if the Pirates opt to promote him but he struggled in A+ in 2012 so I think they will have him repeat the level to begin the season. Of the remaining options Evan Chambers would appear to be the best option for center field. The last spot will probably be mainly split between Grovatt and Lambo but since Lambo has an ounce more of potential I'll give him the nod.
Prediction: Andrew Lambo (LF), Evan Chambers (CF), Adalberto Santos (RF)
Analysis: The candidates are everyone discussed above. Obviously the Pirates will keep a backup catcher but in reality it could be nearly anyone on the list. Also a reserve infielder will be kept and it should obviously be someone with the ability to play shortstop and because he still does have at least some potential I am currently leaning towards Drew Maggi. Also a fourth outfielder will be kept as I have mentioned earlier Dan Grovatt and Andrew Lambo will probably share left field duties so the other one will most likely be the 4th outfielder. The last two spots will go to a DH and a utility player which once again could be just about anyone. AA is really a crap shot this year.
Prediction: Charlie Cutler (C), Justin Howard (DH), Drew Maggi (IF), Dan Grovatt (OF), Andy Vasquez (U)
Starting Pitchers
Candidates: Jameson Taillon, Stolmy Pimentel, Casey Sadler, Aaron Pribanic, Tyler Waldron, Nathan Baker, Aaron Poreda, Luis Sanz, Ethan Hollingsworth, Tim Alderson, Brooks Brown
Analysis: Aside from the obvious Jameson Taillon starting the Pirates really don't have many intriguing starting candidates so it is likely to come from the above group with the possibility of a few more non-interesting names thrown into the mix. To me the four most interesting names outside of Taillon listed are Pimentel, Sadler, Waldron and Alderson. However with only one option remaining Pimentel will probably be converted to relief, Salder appears better suited for relief, Waldron has been rumored to be moving to relief and Alderson has lost almost all of his prospect luster and doesn't appear to be a viable starter anymore. Of those four I really only expect Sadler to start the season in the rotation. The rest of the rotation will be filled out by the minor league veterans listed and I'm sure a few more names.
Prediction: Jameson Taillon, Casey Sadler, Aaron Pribanic, Nathan Baker, Luis Sanz
Analysis: Aside from a few obvious names like Stolmy Pimentel and Hunter Strickland the AA bullpen like all minor league bullpens is just a guessing game. So I picked 7 players I kind of sort of liked and called it a bullpen.
Prediction: Stolmy Pimentel, Hunter Strickland, Zach Thornton, Tim Alderson, Ethan Hollingsworth, Jason Townsend, Tyler Waldron
C: Carlos Paulino
1B: Alex Dickerson
2B: Jarek Cunningham
3B: Alex Valdez
SS: Gift Ngoepe
LF: Andrew Lambo
CF: Evan Chambers
RF: Adalberto Santos
C: Charlie Cutler
IF: Drew Maggi
OF: Dan Grovatt
U: Andy Vasquez
DH: Justin Howard
SP: Jameson Taillon
SP: Casey Sadler
SP: Aaron Pribanic
SP: Nathan Baker
SP: Luis Sanz
RP; Ethan Hollingsworth
RP: Jason Townsend
RP: Tyler Waldron
RP: Tim Alderson
RP: Zach Thornton
RP: Hunter Strickland
RP: Stolmy Pimentel


text: "Candy Cane Christmas" was the theme of this year's East Palestine Christmas parade held Saturday despite rainy, chilly weather. The event that brought Santa to the village is sponsored by the East Palestine Moose Lodge 467. Shown above Aut-Mori Grotto clown J.J. LoSasso throws pop corn balls in to the crowd. Morning Journal/Patti Schaeffer


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36: Scientists
Title text: A leading expert characterized the situation as 'retarded'
This comic plays on the type of statement that news reports often use: "in what [group of experts] are calling '[quote]'," to add more weight and credibility to their stories. In this case, Cueball is using the phrase to attempt to add gravitas to the (relatively mundane) fact that his shoes are missing and he thinks it's "pretty gay" by assigning this opinion to scientists (rather than it being, presumably, his friend's or his own opinion). The same joke is at play in the image text where a leading expert thinks the situation is "retarded."
There may be a second level to the joke: Randall was still working for NASA at the time the comic was posted, so his friends at that time would presumably include scientists and "leading experts." If his friends made fun of him for not being able to find his shoes, it would therefore be accurate to say that scientists had made those statements. However, since their being scientists is irrelevant to the legitimacy of their opinions about Randall's shoe problems, presenting their teasing as an expert opinion is humorously misleading; a similar joke is at play in 1206: Einstein.
The phrases "pretty gay" and "retarded" are politically incorrect slang for "dumb," and so they are the opposite type of speech expected of experts on news reports. (These terms were not generally considered more than mildly offensive by most of the public at the time this comic was posted; the cultural mainstream is now typically much more critical of this type of language, and this comic would likely be heavily criticized if it were published today.)
- [Cueball is staring at an empty box on the floor.]
- In what scientists are calling "pretty gay", I can't find my shoes.
- This comic was never posted on LiveJournal.
- But its "comic number" was still among the 44 comics that was posted on the day the xkcd web site opened (1st of January 2006).
- 41 one of these were previously posted on LiveJournal; only three were not.
- The other two are 5: Blown apart and 12: Poisson.
- However, comic #36 was originally posted as a duplicate of comic 10: Pi Equals. This was corrected sometime between April 23, 2006 and July 5, 2006, when the current version showed up in the web archive (see the links).
- The comic looks like one of Randall's old drawings. So when he realized his mistake (over three months after it was originally posted), he probably found an old drawing he never originally intended to use and posted it, to not make it stand out compared to the other comics from that time.
- This is the reason there is no date for this comic. It can be anytime between the two dates mentioned above.
add a comment! ⋅ add a topic (use sparingly)! ⋅ refresh comments!
If Cueball's a scientist, the statement is perfectly valid. Even more so if his scientist friends are helping him, and they can't find his shoes either. Davidy22(talk) 07:07, 31 October 2012 (UTC)
I found the fact that the last sentence was present in the explanation funnier than the comic itself. -- 18.104.22.168 22:13, 14 May 2013 (UTC)
Its worth pointing out the comic was drawn in 2006 -- 'pretty gay' was not nearly as politically incorrect then as it is now. Wow, this is an old comic. 22.214.171.124 14:33, 8 September 2015 (UTC)


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Inspired by a lobsterman's bait bag, this wine tote was created using the same marine grade material. Durable, yet ultra chic, it's ready for wherever life takes you. Hand printed and sewn in Maine. The perfect hostess gift!
|In stock
Designed and produced in Portland, Maine.
Marine-grade PVC-coated poly mesh with brass grommet.
Hemp Rope Handes.
Machine washable.
13"L x 6"W.
* If you wish to insure your package let us know and we will add this to shipping cost. We are not responsible for lost or stolen boxes.
* We allot 1-2 weeks for orders to be manufactured and processed for shipping, if you need your purchase within this time frame please contact us immediately after placing order. Please include order number and email address for best contact.


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rboender needed a new logo design and created a contest on 99designs.
A winner was selected from 56 designs submitted by 29 freelance designers.
http://www.landfilldeodorizer.com, Fresh Planet Deodorizer
I am a sales manager for Great Lakes Chemical Services, Inc (http://www.glchemical.com). Our company produces chemicals used primarily for automobiles but we are starting to move in other directions such as landfills and asphalt. We have developed a new product called Fresh Planet deodorizer. This product is used to mask the awful smells that come from landfills. The product is 100% environmentally safe and comes in two smells, pine and bubble gum. We are looking for a logo to brand our product. Our product is 50% cheaper then all of our competitors and works even better then theirs. This logo will be used on the labels that are placed on the containers of the product and also used on our website.
Our target audiences are owners of landfills across the world. We would like to focus on owners who are using a competitors product to show how our product is better and cheaper. We are also looking for the landfill owners who think they don't have a smell problem.
We would like a logo that is "fresh" and "economically green". Since the product is called "Fresh Planet" we would like to incorporate something that shows the earth in there. The designers can be creative, I am up for any suggestions. We like the color "green" that we are using on our website (http://www.landfilldeodorizer.com). Also, put some "fresh" blue colors in there. As you can see its very plain. We would like to spruce it up a little bit and add a shade of blue to it that will match our logo. Pretty much you pick the colors and we will edit our site to match it.
Find out how a design contest works or learn more about our logo design services.


text: 178° Ultra Wide View Meets Classic Elegant Design Delicate touches make a monitor truly great, VS209N LED monitor, with 50,000,000:1 high contrast ratio and HDCP support, is optimized for the finest image and color quality. This approach extends to the sturdy stand and slim profile without compromising style in ensuring stability and durability. ASUS exclusive QuickFit Virtual Scale instantly boosts design efficiency by providing real-size photo and grid on screen. Shop Modal header Superior Image Quality Meets Classic Elegant Design Delicate touches make a monitor truly great, VS209N LED monitor, embedded the wide-viewing-angle IPS panel with 50,000,000:1 high contrast ratio, is optimized for the finest image and color quality. This approach extends to the sturdy stand and slim profile without compromising style in ensuring stability and durability. Built in dual inputs of D-sub and DVI with HDCP supported. True-to-life Pictures Powered by LED 50,000,000:1 ASUS Smart Contrast Ratio Dynamically enhances the display's contrast by adjusting the luminance of the backlight to achieve the darkest black and brightest white – delivering lifelike images. 178˚Ultra Wide Viewing Angle VS209N adopts 178˚(H) / 178˚(V) ultra wide viewing angle IPS panel that eliminates color shift on your screen no matter where and how you look at it. QuickFit Virtual Scale (patent-pending) The ASUS-exclusive QuickFit built in the monitor provides real-size photo and grid mode on top of the operating windows on the screen. It can activated via a hotkey on monitor and used as a guide to accurately view and edit photos. Supporting Formats: Photo: 4"x6", 3"x5", 2"x2" Alignment Grid Aspect Control function Aspect Control function allows users to select a preferred display mode among Full and 4:3 for true-to-life gaming or movie watching without any data loss or image distortion. Splendid™ Video Intelligence Technology The exclusive Splendid Video Intelligence Technology optimizes video performance and image fidelity by enhancing color, brightness, contrast, and sharpness. 6 preset video modes (Scenery, Theater, Game, Night View, sRGB and Standard) can be selected via a hotkey. Stylish and User-friendly Design for Modern Sophistication Convenient key controls for functional set-up in the multi-language OSD. Easily detachable base for wall mount. VESA Wall Mount Standard (75 x 75 mm ). 25° ( forward 5°, backwards 20° )Tilting Angle. KENSINGTON Security Lock. Complete After-Sale Service 3-year system warranty 3-year panel warranty Free pick-up service (in specific countries) Green in Mind Greener Materials Mercury-free LED-backlit panel Corrugated cardboard packaging with at least 80% recycled content Slim-flat packaging allows more cartons to be fitted per cargo, reducing transportation costs and CO₂ emission Energy and Planet Saving 37.2k Wh electricity saving 23.6kg reduction in CO₂emissions, equivalent to: 1.9 trees planted 2 years of oxygen for a family of four


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These extend from cryogenic columns and tanks through coil-wound and plate-fin heat exchangers to pre-assembled modules and coldboxes. Our customer-centric teams bring together professional engineers, skilled technicians and service staff to ensure the best possible fit for individual needs during all stages of the project lifecycle – from installation through start-up to maintenance and support, revamps included.
Our specialised service and repair crew is only ever a phone call away, helping with everything from operational improvements and maintenance to periodic inspections at our manufacturing yard. The fact that we gain hands-on experience using and maintaining our own equipment gives us a decisive edge, enabling us to channel these operational insights into design fine-tuning and the continued exploration of optimisation potential for our customers.


text:
Five Opportunities for 21st-Century Transport
Decisions made at international summits this year and next will establish the framework for global action for decades to come. The transport sector's future impact on mobility, congestion, economic opportunity, human health, and climate change will be determined by the choices we make today. To ensure transport contributes to poverty reduction and shared prosperity, a shift is needed in the way urban mobility systems are planned and designed. Building a sustainable transport future will require an integrated approach with the cooperation of multiple stakeholders: transport and city leaders, as well as the development and business communities.
In this spirit, the team of co-organizers and partner organizations behind Transforming Transportation – a two-day conference beginning today that convenes business leaders, policymakers, and city and transport officials – has identified five opportunities to move human society toward transport of the 21st century. These areas for action include: road safety, mid-sized cities, regional and local governments, finance, and data and technology.
- Tags:
- inclusive transport
- transport technology
- intelligent transport systems
- transport data
- transport finance
- mid-size cities
- traffic fatalities
- road crashes
- road traffic accidents
- road safety
- shared prosperity
- sustainable development goals
- sustainable urbanization
- urban development
- low-carbon transport
- sustainable transport
- Transforming Transportation


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The Barnesville Rotary Club will hold its annual Feeding our Neighbors road race Nov. 9. All proceeds will go to local food banks and meal programs.
The race will begin at 8 a.m. near Trojan Field.
For more information, contact Jason Governo.
Or, click here for direct registration link.
A great race for a good cause
No Trackbacks


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Seattle Organizational Leadership Graduate Degree Programs & Schools
What Is Organizational Leadership and Management?
Organizational leadership aims to foster positive leadership in students, covering areas including collaboration, communication, conflict management, and other strategies you might be able to employ to help your team succeed. You might even be able to find a program that allows you to study skills and theories relevant to your specific type of organization or professional role.
What is an Organizational Leadership Degree Program?
An organizational leadership degree program, available both online and on campus, focus on important topics to help you lead your team in an effective, healthy way.
Organizational leadership graduate programs, also sometimes referred to as organizational development programs, focus on effective leadership at all levels. Students study how to manage teams and make strategic decisions that could impact the organization as a whole.
To reflect the ever changing world of leadership, programs cover a wide range of topics and may even be available with an area of focus. Some organizational leadership programs are tailored to specific industries or careers. Others offer a general overview so that students could prepare to lead in any setting.
Popular Programs in Organizational Leadership in Seattle
|Degree Awarded
|MS in Organization Development and Leadership
|Saint Joseph's University
Those with an organizational leadership degree might use their knowledge to impact an organization's culture, the productivity of a company, and the strength of a team as a whole.
This could enhance a career at any level, even if you don't currently hold a formal leadership position. By studying effective teamwork, developing empathy for others, and learning new strategies to make decisions, you might hone the skills you need to be a better team player.
What is Risk Management?
Risk management is a subset of organization leadership that focuses on identifying current and future risk to an organization. This then leads to the creation of strategies to manage these risks.
These techniques may be useful in a variety of industries and at many levels of an organization. Risk managers might guide financial decisions, oversee accounting procedures, or be involved with legal departments, insurance, or governance. And those are only a few options.
Risk management uses statistics, processes, and standards to make and guide decisions. As such, Risk Management Graduate Programs teach data analysis and assessment techniques. You could also explore frameworks for analysis, compliance, and general decision-making. Contact schools for a full course list.
What Organizational Leadership Degree Courses Would I Take?
An Organizational Leadership degree may take a variety of approaches to topics such as HR, strategic decision-making, and the psychology of the workplace. Some might cover management in specific industries like healthcare, education, or non-profit organizations. Others may focus on certain roles, such as within a human resources department or as a project manager. However most do share a common goal: to prepare students to lead teams to success.
Example topics covered in organizational leadership courses may include the following.
Conflict Management
Conflict is an inescapable part of people working together. Here, you may study the psychology behind conflict and develop strategies to manage it in a healthy and effective way.
Business Ethics
Workplace leaders could be responsible for making decisions that guide the company as a whole. As such, leadership programs may examine ethics and business law to guide that process.
Organizational Behavior
You might be in charge of leading your team, but do you know why your teams members act the way they do? Organizational leadership courses might study the psychology behind how individuals and groups function. Courses may also look at strategies to encourage a productive workplace.
Change Management
Study how to guide your team through change, both large scale and small. You could explore theories, research, and processes to help teams adjust.
Online Organizational Leadership Programs That Could Be Completed in 15 Months or Less
|# of Credits Required
|Start Dates
|Minimum Months to Complete
|# of Courses
|Southern New Hampshire University
|5 Starts Through the Year
|Northcentral University
|52 Starts Through the Year
|Walden University
Potential Additional Factors to Consider
Of course, this list is not exhaustive. Your specific courses may vary, influenced by a variety of factors. This could include whether your program includes a specialization, the types of students it is designed for, your preference, and other details. Follow up with programs directly for more information.
There is one important note to remember when choosing between organizational leadership graduate programs. Some may be designed to accommodate working professionals or otherwise emphasize professional experience.
As such, you may find that some include a capstone requirement in place of a thesis. Depending on your goals—i.e. whether you're professionally focused, or want to continue your education further—this might impact your preference of schools.
Organizational Leadership Degree Levels & Types
An organizational development degree could support many objectives and be found at several different levels. Programs may be available whether you're new to graduate education or have some experience in that arena. A variety of degree types might also be offered, potentially giving you plenty of choices. Courses might discuss the psychology behind how people work together. Or they might examine conflict resolution and project management.
Here are some typical organizational leadership graduate programs.
Organizational Leadership Masters Degree Programs
Organizational Leadership Masters Programs – Notable degree types in masters in organizational leadership programs include a Master of Arts (MA), Master of Science (MS) and Master of Business Administration (MBA). While programs vary by school, MBA programs tend to be more focused on business concepts. A MA or MS in Organizational Leadership might focus on other aspects of leadership, beyond business.
Organizational Leadership Doctoral Programs
Organizational Leadership Doctoral Programs – Doctorate in organizational leadership programs typically award either a PhD and DBA in Organizational Leadership. As with masters programs, DBA programs might focus more on being a leader in business contexts. However, some programs may offer alternate doctorate degree types, especially related to leadership roles within a specific field.
Organizational Leadership Graduate Certificate Programs
Organizational Leadership Graduate Certificate Programs – Potentially offered at both masters and post-masters levels, many organizational leadership graduate certificate programs focus on leading in specific contexts. This could include data and infrastructure management, nonprofit management, risk management, and a variety of other focal points. Certificate programs might be a great choice for those looking to learn about a specific topic, in a shorter period of time.
Remember, each program may vary from these descriptions, so make sure you follow up with any schools you might want to attend for more information.
What are the Costs Per Credit for a Graduate Degree Organizational Leadership?
|Degree Name
|# of Credits Required
|Cost Per Credit
|Tuition Cost
|Colorado State University
|Master of Science in Organizational Leadership
|Grand Canyon University
|Master of Science in Organizational Leadership & Entrepreneurship
|Regent University
|Master of Arts in Organizational Leadership
Ways to Earn An Graduate Organizational Development Degree
Balancing your career with your education? Or do you prefer to focus 100% on your studies? Do you learn better in a classroom? Or prefer the comfort of your home? Either way, programs could be available in a format to fit your needs.
Organizational Leadership Program Formats
- Organizational Leadership Campus Programs – Earn your degree with the support and resources of a graduate school campus! Some programs may offer flexible scheduling to accommodate your leadership on the job every day.
- Organizational Leadership Online Programs – Need a more flexible solution to accommodate your busy schedule? Online organizational leadership programs may allow you to access your coursework from your own computer, when and where you need it.
- Organizational Leadership Hybrid Programs – Partially online or blended organizational leadership graduate programs could be a great option if you want to combine the convenience of online education with the resources and stability of a local graduate school experience.
Top 17 Organizational Leadership Degree Programs in Seattle
Sponsored Listings
Build a foundation for a better career with GCU. Master critical skills and learn from engaged faculty, all on your schedule. Develop a strong network that will help you professionally. No application fee! Classes start soon.
- OnlineOnline
Saint Joseph's University
MS in Organization Development and Leadership
Designed for professionals who want to lead change, the online MODL at SJU uses experiential learning to explore Gestalt coaching methods and leadership techniques applicable to your career today. Work and still earn your degree in as little as two years.
- OnlineOnline
City University of Seattle
Doctor of Education in Leadership
City University of Seattle's Doctor of Education (Ed.D.) in Leadership equips professionals with the skills necessary to address the leadership challenges of today.
- Online
- Seattle, WA
- Kirkland, WAKirkland, WA
Saybrook University
M.A. Organizational Systems
Complexity in organizational systems is escalating rapidly. Many leaders see working within this complexity as their greatest challenge.
- Kirkland, WA
- Seattle, WASeattle, WA
University of Washington
Administration and Management
Program faculty are leading professors and lecturers in business and management.
- Seattle, WA
- Seattle, WASeattle, WA
Seattle University
Organization Systems Renewal
This two-year, cohort-based program provides you the opportunity to achieve excellence as a designer and leader of change within your organization and...
- Bainbridge Island, WABainbridge Island, WA
Bainbridge Graduate Institute
MA Organizational Leadership
Expand your leadership capacity as you design and lead change in your organization and community.
- Kirkland, WAKirkland, WA
Saybrook University
M.A. Leadership and Management
The M.A.
- Kirkland, WA
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