text:
- Lora Jordan
- 3 years ago
- Views:
2 THE WAY WE WERE Anecdote Antic Absurdity at The University of British Columbia Philip Akrigg Ludlow Beamish Norman Beattie Pierre Berton Clare (Brown) Buckland Joseph Billyeald David Carey Cyril Chave Jean (Fraser) Crowley Ward DeBeck Mildred (Osterhout) Fahrni James Gibson William Gibson Ronald Grantham Ken Grieve Peter Shinobu Higashi Katharine Hockin J.E. Kania John Kask Stuart Keate Eric Kelly Mary (Sadler) Kelly Himie Koshevoy Tom Lea Clare (McQuarrie) McAllister Robert McDougall Malcolm McGregor Kae (Farquhar) McKenzie Arthur Mayse Russell R. Munn Nathan Nemetz Connie (Baird) Newby Eric Nicol Hugh Palmer Harvey Parliament Sam Roddan Sydney Risk Alex Rome Mary (McGeer) Rupp Arthur Sager Winston Shilvock Samuel Simpson Dorothy Somerset Betty (Leslie) Stubbs Frances (Montgomery) Tillman Ross Tolmie Arthur J. Wirick The University of British Columbia Alumni Association 1987
3 Copyright by The University of British Columbia Alumni Association, 1987
4 This book is dedicated to our friend, Dr. Blythe Eagles, whose constant commitment to our university breathed new life into our traditions.
5 ACKNOWLEDGEMENTS 1. We wish to acknowledge the permission from the Department of English to reprint Sedgewick : The Man and His Achievement by Philip Akrigg. This work is the eleventh Garnett Sedgewick Memorial Lecture, delivered on March 18, 1980 in the Frederick Wood Theatre at the University of British Columbia. The contribution by Pierre Berton is adapted from Starting Out, to be published in the Fall of 1987 by McClelland and Stewart. 3. The Ronald Grantham Story is from material submitted by him and edited with the concurrence of his friend, Fletcher Cross.
6 Message from the President: When asked by the Heritage Committee to write an opening message for The Way We Were A Celebration Of Our UBC Heritage, I was delighted to know that a group of some of our most distinguished alumni had expended the considerable effort it must have taken to yield such an impressive collection of early UBC memoirs. It is a demonstration of the true affection alumni have for their University. As the year 1990 will mark the 75th anniversary of the University of British Columbia, The Way We Were A Celebration Of Our UBC Heritage is a perfect introduction to the University's history. Each story brings to life some of the most colourful moments from UBC's past. It will be a trip down memory lane for senior alumni and a link with the past for more recent graduates. I know that all who read this will take pleasure in a humorous and at times touching journey into the heart of UBC's past. David W. Strangway President The University of British Columbia
7 INTRODUCTION Attribution, Approbation, Aspiration For he lives twice who can at once employ The present well, and ev'n the past enjoy. -- Alexander Pope Graduates of the University of British Columbia classes of 1928 through 1944 at a meeting chaired by Helen Belkin, BA'40, on 29 November, 1983 were encouraged to engage in innovative projects on the university heritage by Dr. Blythe Eagles, BA'22, DSc'68, who had been asked to coordinate all heritage programs of the Alumni Association. Dr. Ludlow Beamish and Sam Roddan volunteered to record the student activities in liberal arts groups including the Players Club, Musical Society, Letters Club and others. Frankie Tillman offered to induce articles on the Student Christian Movement. Together these three and other adherents became known as the Humanities Group. These collected essays are the result of the group's efforts. Some articles were written prior to the formation of the group but are included as appropriate to the collection. While the main body of essays received are related to the liberal arts, others on more diverse topics encouraged the group to expand its mandate to embrace all UBC memorabilia and to change its name to the Memorabilia Group. Between the idea and the fact, a core group of four graduates from the mid-30s cadged, cajoled and coddled potential authors and formalized the current presentation. Ludlow Beamish, BA'37, the organizer and motivator, launched the group and navigated the course. Sam Roddan, BA'37, the idea man and free spirit, wrote enough letters to likely contributors to fill a volume equal to this. Arthur Wirick, BA'36, the dialoguer, cataloguer and chronologer, consistently sought order from chaos and can still smile. Cyril Chave, BA'34, who combines words into delightful scherzos, drew the line on individual freedoms with spelling. Through some forty meetings and many personal efforts in the acquisition and review of manuscripts and in the development of this modest book, the core group are still friends. Their views, past and present, have been enhanced through a glass held at the correct angle. May their futures be as well disposed. From time to time the core goup has been joined by Frankie Montgomery Tillman, BA'39, Philip Akrigg, BA'37, MA'40, Kae (Farquhar) McKenzie, BA'37, MSW'47, Betty (Leslie) Stubbs, BA'38, MEd'68, and Gerald Sutherland, BA'37, BCom'37. Ideas and support have also been received from Laurenda Daniells, the University Archivist, Bob Osborne, BA'33, BEd'48, Deputy Chair, Heritage, and the late Dr. James Morton, BA'44. Support for compiling and publishing the essays has come from Alumni Association staff, including Liz Owen, Anne Sharp, Terry Lavender, Linda Hall, Maureen Burns, Eric Eggertson, David Speed and Paula Heal. The publication is funded by the Alumni Association. Throughout the endeavour the encouragment of Dr. Eagles has been an inspiration to all. Most important have been the contributions of the individual authors listed throughout the book. Without their efforts this compendium of recollections would not exist. Few are professional writers. All have expressed unique personal experience within common periods and events. To all the above, the UBC Alumni Heritage Committee expresses its sincere thanks. This publication is a manifestation of an innovative heritage project. The biographical essays, histories and anecdotes are all microcosms of the total university history which scholarly writers will periodically consummate in more pretentious tomes. Some of the present material may be included and some may not ; however, the only complete history of the university is that which embraces each of our memories from undergraduates days. If all alumni who read this book would write our own reminiscences then we would capture the full nutrient of these undergraduate years. And other volumes would follow. Our university experiences end only when we choose not to continue them. "Here is the fire, not the ashes." Burn on. Alec Rome, BASc' Heritage Subcommittee March, 1987
8 TABLE OF CONTENTS FACULTY AND STAFF 1 Sedgewick: The Man and His Achievement Philip Akrigg 2 Lionel Haweis at UBC Roderick Nonnan Beattie 10 John Ridington's Castle William Gibson 12 Reminiscences of University Life Malcolm F. McGregor 13 The Sedgewickian Legacy Hugh M. Palmer 17 Henry Angus: Soliloquizer Arthur J. Wirick 20 Dean Mary Bollert Elizabeth (Leslie) Stubbs 21 Gordon Shrum: A Titan Put Down J. Harvey Parliament 23 M.Y. Williams: A Portrait in Serenity J. Harvey Parliament 24 An Encounter With Ira Dilworth Sam Roddan 24 CAMPUS CLUBS 26 SCM Campus Beginnings Mildred (Osterhout) Fahmi 27 The First Gymnasium J. Ross Tolmie 28 The SCM at UBC Clare (Brown) Buckland 29 Memories of the SCM Katharine Hockin 29
9 Recollections of the SCM: Mary (Sadler) Kelly Recollections of the SCM: Eric Kelly Recollections of the SCM: Frances (Montgomery) Tillman An SCM Grad News Sheet for 1943 Jean (Fraser) Crowley A Day in the Life of the Literary Forum Kae (Farquhar) McKenzie The Social Science Club - A Study in Sex and Censorship Samuel Leonard Simpson The Players' Club As I Knew It Sydney Risk Memories of the Players' Club Tom Lea The Players' Club - Reflections from the Green Room Dorothy Somerset The Founding of Phrateres Mary (McGeer) Rupp CAMPUS POLITICS 44 The Ronald Grantham Story Ron Grantham The Day We Tried to Fire the President Stuart Keate The History of Student Publicity in the Campaign of 1932 Winston A. Shilvock The Sixty Who Tilted at Windmills Cyril S. Chave Civil Rights Ken Grieve
10 LIFE OF THE UNDERGRADUATE 60 From Rock Piles to Hamlet's Ghost R. Russell Munn 61 Two Nickels to Snap Together Ward F. DeBeck 62 A Reminiscence of the Class of '31 James A. Gibson 63 My Confrontation With Sedgewick John Laurence Kask 64 A Civilizing Education Clare (McQuarrie) McAllister 65 My UBC Memoirs Joseph E. Kania 67 Items From the Past Himie Koshevoy 68 A Campus Eccentric of the Thirties Nathan T. Nemetz 68 Campus Life David Carey 69 Remembrance of Hard Times Past Eric Nicol 71 The Golden Era of the English Department Connie (Baird) Newby 72 Hedda Gabbler to Hitler Arthur Sager 73 The Rites of Passage Sam Roddan 75 From Trams to Buses Ludlow Beamish 77 Walter Gage and the RCAF Radar Trainees Joseph Rutland Billyeald 79 A Triptych : UBC Robert L. McDougall 80 The Ubyssey Was My School of Journalism Peter Shinobu Higashi 81
11 The Donkey and the Nightingale Arthur Mayse 84 Recollections of a Tenderfoot Pierre Berton 85 Notes on Contributors 87
12 FACULTY AND STAFF 27September : Had my first lectures in History and Latin. Sage, the History professor is an interesting fellow who I think I shall enjoy taking lectures from. (It took me a long time to see through Walter!) Somehow when he sailed into class, his Oxford M.A. gown billowing behind him, dropped a great armful of books on his desk with a resounding thud, and gave us all a reassuring grin, he seemed like a 1Iprofessor. The Latin professor is named Lemuel Robertson and looks like a sanctimonious Pickwick with a red nose. (I underestimated "Lemmy".) Later in the term when the class's supercilious Brit (John Watts) gave a cold, bored translation of a Horation ode, with mention of the lover's arms enclosing the white neck of the girl, Lemmy told him that if he couldn't show more fire, he Lemmy, would have to read the ode himself, "and show you I wasn't always sixty". Leaves From an Undergraduate's Diary Philip Alcrigg 1
13 Sedgewick: The Man and His Achievement Philip Akrigg Class of '37 Let me begin with an anecdote. One day in the 1920s five young men, English Honours students at UBC, went for a walk around Stanley Park. Hiking along, they got talking about a lecture that they had just had from Dr. Sedgewick. Rejoicing in their own brilliance and audacity, they began to attack their professor's ideas. One of the group became increasingly silent. Finally, unable to hold his peace any longer, he broke out: "Listen, you fellows are talldng about a great man!" The day after this story was passed on to me, I was talldng with a lady who had worked closely with Dr. Sedgewick on a project in music. Out of the blue she said, in the most matter-of-fact tones: "He was a great man". Was he a great man? Perhaps you will reach your own decision by the end of this lecture. All that I'll say is that he was certainly a most remarkable person. From my diary I find that it was on September 26, 1934, that I first met Professor G.G. Sedgewick. A raw youth freshly arrived from Southern Alberta, I was one of several hundred sophomores packed into Arts 100 (now Math 100) ready to commence the second year survey course in English literature. In strutted a short middle-aged man -- tweed jacket, polka dot bow tie, glasses, a plume of white hair dancing on the bald pate of a disproportionately large nut-brown head. Throwing a penetrating glance over us, he began to talk about Shakespeare in short but rounded phrases. His voice was not mellifluous but mellow. If Shakespeare had lived in the 18th Century, he said, Shakespeare would not have written plays. He would have written satire -- but not the sort of satire that Swift wrote. If he, Sedgewick, had his choice of all literary styles he would choose to write like Swift, not like Shakespeare. After all, anybody who wrote like Shakespeare would have to die young. A sudden strange look galvanized the lecturer's features. He did some arithmetic, sotto voce, then rejoined us. Why he, our professor, was the age that Shakespeare had been when he died! We digested this information. (I have checked, and it was accurate.) The hour ended with our new professor assigning us Hamlet to read. Five weeks later we were turned over to the next member of the team giving English 2. "After the exuberant Sedgewick the sombre Larsen," I noted in my diary. I remember the fmal lecture before "G.G.", as the students called him, left us. It was not on Hamlet, which I suppose he had finished. Instead he lugged into the room two huge framed portraits, Gainsborough's "The Hon. Mrs. Graeme" and one of Romney's portraits of Lady Hamilton. These he used to illustrate a lecture on classicism and romanticism. Some might think this an odd way to pass an hour in English, but Sedgewick always insisted that music and the fine arts were a necessary part of "a decent education". Teaching at a small university which offered neither, he did what he could for us. In the years that lay ahead, I got to know Garnett Sedgewick pretty well -- initially in the classroom, then down at his house on Trutch Street where sometimes of an afternoon a group of us Honours students would drop around for a talk and a cup of tea; later during a desert year of Teacher Training, when, in total violation of a university regulation requiring me to give my full time to Education, he let me do an M.A. for him. Finally I became one of his junior colleagues. I saw many sides of the man: the fastidious, cultivated good taste, the rambunctious clowning, the finely tempered literary sensitivity, the razor-sharp mind, the short-fused temper. Once, in a spurt of anger, he called a friend of mine "a god-damn fool" in front of the class, because he had made a mess of scanning Chaucer. (When my friend went around to Sedgewick's office to say that, since he was a god-damn fool, he obviously should drop out of English Honours, Sedgewick magnanimously explained that he had got out of bed on the wrong side that morning and, with a jocular shove, propelled him out into the corridor.) I learned about other aspects of Sedgewick. One was his generosity -- Heaven only knows how many students he helped with money even though his own finances were a bit precarious. When, after World War II, a vet with a wife and three children lacked any decent clothes to wear at an interview for a graduate fellowship, Sedgewick gave him a blank cheque made out to Chapman's. I learned, also, how Sedgewick could use people -- for instance, dropping a Chaucer course on a non-chaucerian instructor with only five days' warning. Some of his junior instructors and markers really were exploited. 2
14 I learned about the Sedgewick wit. It was impossible, generally, to top him. Two former Honours students, husband and wife, met him once at an Art Gallery show. "Ah," said G.G. with a dangerous smile, "acquiring some culture?" "Why, Dr. Sedgewick," countered the lady, "how could anyone who has studied under you lack culture?" "Oh," he said darkly, "sometimes it doesn't take." Probably Professor Angus in Economics and Professor Ashton in French were the only two who could hold their own against Sedgewick in repartee. Certainly his quick wit was one of the attractions of his Shakespeare course. One day a young lady raised her hand in class and asked, "Dr. Sedgewick, what is a maidenhead?" "The technical evidence of a woman's virginity," said he and went on with his lecture. One thing I discovered early was that Garnett Sedgewick was the absolute autocrat of the English Department. When those of us who were teaching Freshman English met each September, he had a bit of a syllabus and a reading list ready for us, and that was what we taught. But he, with his picked section containing all the brightest scholarship boys, was limited neither by syllabus nor reading list and took off into the bright blue with his class, doing whatever he pleased. At the end of the year we all reported our distribution of marks to him. "You've been marking too hard again," he said to one of his full professors. "Raise them all ten per cent." And like a chidden schoolboy, the full professor went to a corner with his exam booklets and raised them all ten per cent. Among recollections such as I have been offering you are vivid pictures of the man's physical presence. Sedgewick patting himself on top of his bald pate while he plotted strategy in mid-lecture, or sucking in his cheeks while he considered a moot point or savoured a nuance. Sedgewick walking about the campus, his coat flung like a cape over his shoulders. Sedgewick holding a couple of hundred students absolutely spellbound while slowly he pulled a handkerchief from up his cuff, flicked it, buried his nose in its white folds, gave a tremendous blow, and equally deliberately stuffed it up his sleeve again. But with the handkerchief we come to the famous Sedgewick Act, and some time must be taken to consider this, if only because some students were so fascinated by the Act that they never saw far beyond it. Garnett Sedgewick, liked every other great teacher, was a showman. Both in and out of the classroom he constantly dramatized. He and his old mother, Bessie, for instance, had a routine that they liked to put on, with G.G. teasing the old lady and her declaring Garnett an ornery ungrateful son fit to drive a person mad. Professor and Mrs. Steinberg well remember the first time that they entertained the Head of the UBC English Department, which they had newly joined. They had sat down to dinner when Garnett and his mother began their show, briskly exchanging insults, with asides for the benefit of their host and hostess. The pace got brisker and brisker. Finally the old mother got up from the table, grabbed a piece of kindling, and bore down on her distinguished son. Chortling with delight, he skipped smartly around the table, adroitly keeping just out of range of his flailing ancient parent. Should any sober souls among you shake your heads over such proceedings, let me quote from Dr. Sedgewick's tribute to Professor Paul Boving, one of his closest friends: There is another utterly engaging aspect of his spirit of play : I mean his delight in intelligent fooling.... He rejoiced in a dogma of his favourite poet Horace: dulce est desipere in loco -- 'tis sweet to play the fool in season. That quotation tells you as much about Sedgewick as Boving. For university purposes the Act rested upon two premises. One, mockingly suggested by its principal, was that Garnett was a great-souled scholar of quite incredible distinction, totally eclipsing everybody else at UBC. Playing that role, he once mischievously confided to me while we were walking towards today's Main Library that the niche at the apex of its facade was reserved for a statue of himself. Little did he imagine that, after he had left this earthly scene, the path on which we trod would have buried beneath it the Sedgewick Library. The other premise was that his students were barbarians, almost invincibly ignorant, who might just possibly be saved from complete mental darkness by the ill-rewarded labours of the same great G.G.S. This was a game in which professor and students gaily conspired. A bout of the game would begin with Dr. Sedgewick entering the class amid total respectful quiet. He would put a question to see how well the class was prepared. Sometimes nobody would answer. The question would be put again, with still no answer. There was a third time of asking. Then, bearing down on the front row, Sedgewick would put the question directly to one particular student. When that student failed to answer, the professor would flick his fingertip against the nose of the ignoramus and so proceed to the 3
15 next and the next until either he got his answer or tired of the game. As an alternate "ploy" he would sometimes retreat to a corner at the front of the room and despairingly bump his head against the wall. Of course, not all students relished having their noses flicked in class, or their ears lugged in the corridors. "Who does he think he is?" demanded one recalcitrant, "Peter Pan?" A few people always did insist that Sedgewick was a charlatan. Sometimes the Sedgewick Act extended to new and unimagined dimensions. Once, in front of his freshman class, G.G. discovered that absentmindedly he had left home that morning without putting on the polka dot tie that was his trademark (one is preserved in the University archives). Continuing his lecture without missing a beat, he coolly surveyed the lads in the front row (they all wore ties in those days), bore down on the tie which suited him best, took it off the boy and adjusted it about his own neck. Sedgewick never allowed latecomers to enter his classes. A young lady who tried to sneak into his Shakespeare class while he was writing on the blackboard found herself transfixed by a steely eye while an imperious thumb jerked towards the door. Once a big footballer marched in after the bell had gone, and disturbed everyone while settling into an empty front seat. Sedgewick stared at the fellow, incredulous, marched up to him and declaimed from Dryden's Absalom and Achitophel: Yet, Corah, thou shalt from Oblivion pass; Erect thyself, thou Monumental Brass. Other things could bring summary eviction : Sally Murphy, having lost a point in argument with G.G., rashly bit her thumb at him in the Shakespeare class -- and this just after he had commented upon that insult in Romeo and Juliet! Out she went. I have been giving you rather random recollections, supplied to me by many people, touching on various aspects of Sedgewick. Perhaps it is time to become a bit more organized and so, for a while, we shall hew to a straight chronological line and view the Sedgewick biography. His father, John Sedgewick, was a son of Dr. Sedgewick, a Presbyterian divine renowned in the Musquodoboit Valley of Nova Scotia. His mother, Bessie Woolery Gladwin, belonged to a Tory Anglican family which counted among its members that Colonel Gladwin who was defeated by Joseph Howe in an election notable in local history. The newly-married couple moved from Musquodoboit to the western United States. There the young wife became pregnant, did not feel well, found conditions rough, and returned to Nova Scotia to be with her family. Letters from her husband became increasingly infrequent and finally ceased entirely. Garnett Gladwin Sedgewick, born in May 1882, never saw his father. Since all his life he would prove a person with a large capacity for affection, it would be strange if the bookish little only child did not grow up with a great compassion for his deserted mother, and a determination to care for her when he came to man's estate. In 1898 the youthful Sedgewick entered Dalhousie University. He took a year out to teach ten grades in a one-room school at Oyster Pond, then graduated in 1903 with double Honours in Classics and English. He had edited the college paper and had surrendered to a class mate a fellowship awarded in English. For several years he taught in Nova Scotia then, in 1905, he was appointed principal of the two-room Nanaimo High School in British Columbia. Apparently while teaching in Nanaimo he had a love affair which ended disastrously. In a letter to one of his closest friends, a letter which I have been privileged to read, Dr. Sedgewick years later indicated a parallel between his own experience in love and the last chapter of The Ordeal of Richard Feverel -- not that his own story ended with death for the lady. Taking into account pieces of evidence along the way, it is hard not to feel that his mother, set against his marrying, played a role somewhat analogous to that of Sir Austin Feverel. In any event, after only two years, the young principal of the Nanaimo High School resigned his post and moved to Toronto where he became a history master at St. Andrew's College, a private school for boys. After one year away from British Columbia, Garnett Sedgewick returned, this time to teach at Vancouver High School, soon to become King Edward High School. Three years later he became a graduate student at Harvard University where he took his M.A. in 1911 and his Ph.D. in 1913, his dissertation winning an award for excellence. Later, F.N. Robinson, the editor of Chaucer, would recall Garnett Sedgewick as "the brightest graduate student we ever had". From Harvard, Sedgewick went to teach at Washington University in St. Louis. He was an assistant professor there when, in 1918, he was appointed an associate professor at the University of British Columbia. 4
16 Initially Sedgewick was intended to be the number two man in the English Department at UBC, President Wesbrook planning to get his departments well launched with able younger men before bringing in scholars with international reputations to head them. Two years later Wesbrook was dead and the University's finances straitened. Under these circumstances, Dr. Sedgewick was promoted to full professor and appointed the first Head of the English Department, giving us the 60th anniversary which we commemorate with this address. The 1920s were a happy time for Garnett Sedgewick. UBC was a vital young university and there was real rapport between the students and faculty. Dr. Sedgewick was the cheerleader for the faculty in their annual basketball game with the students. Over the years come echoing some of the calls he composed for his colleagues: Reading rooms, library, caution money, fees, Lab. regulations, breakages for sprees, Registrar, Bursar, President, Dean, Guaranteed machinery to pick the student clean! Faculty! Reserved for moments of real crisis was a call invoking the saints: Matthew, Mark, Luke and John, Help the brains to beat the brawn! At rugby games the diminutive Sedgewick, deep in a greatcoat, a long blue and gold scarf coiled about his neck, was almost a mascot for the UBC team. Rugby was always his game. How he scorned the "amazingly fast waddle" of the "dinosaurs" who played Canadian football! It was in the 1920s that Dr. Sedgewick first built his reputation. In the old Fairview shacks he filled the University's largest lecture theatre, every spare seat being taken by students from other disciplines who thronged to audit G.G.'s Shakespeare lectures. And it is hard to reckon how many hundred lectures he gave off campus : to the Vancouver Rotary Club on "The Value of Universities" ; to the New Westminster Kiwanis Club on "The Status of Teachers" ; to the Graduate Nurses Association on "Recreation in Reading"; out to Ladner to the Educational Club to speak on Shakespeare, a talk which he apparently repeated for Mrs. Henshaw's Lenten Lectures at the Hotel Vancouver. Well, why continue the list? One day in 1928 Professor Sedgewick came to his Shakespeare class invested in his full academic robes and delivered a eulogy, not on Shakespeare, but on Thomas Hardy, newly dead. Hardy, he declared, was an author to be judged by the same measure as Sophocles or Shakespeare. When Sedgewick published his tribute he did so in the "Literary Supplement" of the Ubyssey. In the early 1930s Garnett had to nurse his Department through the Great Depression when, to use his own phrase, the provincial government "unnecessarily and brutally crippled the University", slashing its budget by fifty seven per cent in a single year. In 1933 Dr. Sedgewick, who was repeatedly described by Professor Woodhouse as the finest teacher of English in Canada, was invited by him to give at the University of Toronto the prestigious Alexander Lectures for the coming year. The result was Sedgewick's book, OfIrony: Especially in Drama, a minor classic which went on to a second edition in In 1938 he published privately, in a handsome hardcover art edition, The Graveyard by the Sea, his translation of Paul Valery's Le Cimetiere Marin, complete with the French text. Meanwhile, for the delectation of a broader audience, Garnett Sedgewick had become a columnist appearing twice weekly in the Vancouver Sun. Having just read the 126 pieces which appeared in Sedgewick's column entitled "More Light than Heat", I would like to be able to tell you that they scintillate with brilliance. Unfortunately, that is not the case. For them I must award my old professor a "B", not an "A". Of course he did function under certain limitations. For one thing, the editor had cautioned the master ironist not to attempt any of his irony on the readers of the Sun. The main trouble, probably, was that Dr. Sedgewick was spreading himself too thin. When one thinks of all his other activities, the wonder is that he got the columns written at all ; but though some of them fall a bit flat, not one of them is slovenly written. Of course some of the pieces are first-rate. One such is a most perceptive appreciation of the architecture of 5
17 St. James Anglican Church at a time when its plain concrete was upsetting some local aesthetes. Shakespeare was, of course, one of the elements in which Sedgewick lived and, in a column entitled "Texts for the Times from Shakespeare", he offered the perfect cautionary quotation for Edward VIII and Mrs. Simpson a few days before the King's abdication: A wild dedication of yourselves To unpath'd waters, undream'd shores. (W.T., IV, iv, 577) though he kindly omitted the next phrase, "Most certain to miseries enough". When a pronouncement came out of Teachers' College, Columbia University, that the old nursery rhymes lack relevance for modern children, Sedgewick offered some amended versions. One ran: Clickity, clackity, knock. The burglar busts the lock. The cops who come Batter the bum. Clickity, clackity, knock. His column served various functions for Dr. Sedgewick. He used it to help his friend Dr. Weir in his battle to bring health insurance to British Columbia. He used it in his own unceasing war against provincialism, which he saw equally manifested in Vancouver by an overvaluation, by some, of whatever was local, and a snooty refusal, by others, to recognize what was good locally. For himself, he deplored the fact that "so much debris from nineteenth century England has washed up on the walls" of the Vancouver Art Gallery. On the other hand, he could declare "proud delight in the music that Vancouver can produce" and give generous approval to the Vancouver Symphony Orchestra, observing: Not many cities our size have anything like it. Further it is one of the best promises we have of being able to escape from provincialism into something not only big but significant.... our orchestra is not a great orchestra. But it vastly surpasses anything we deserve to have. Well, enough of Sedgewick the columnist. Garnett Sedgewick probably stood at the peak of his reputation in the late 1930s. Significantly it was Dr. Sedgewick who was asked to write the City of Vancouver's address of welcome when King George VI and his queen visited the city in World War II brought dark days with the casualty lists carrying the names of former students. And there was the unhappy matter of the forced evacuation of the Japanese-Canadians from the West Coast. Dr. Sedgewick spoke out publicly against the operation and feeling ran so high, I am told, that at the end of one meeting he had to be rushed out of the hall by a rear exit. The mid-1940s brought the pressure and confusion of an incredible expansion of the University and of Dr. Sedgewick's own department to cope with the vets who were pouring into UBC. Staff was hard to find. A slightly malicious story has G.G. Sedgewick standing at the end of Granville Street bridge and buttonholing passers-by with the query, "Can you teach English?" Sedgewick was near total exhaustion when he retired at the end of June But retirement brought neither ease nor leisure. At home his old mother was dying. He kept her there with special nurses until her death at the end of October. Life thereafter was desolate around the house. Bob and Ruth ap Roberts, whom he liked to call his children, had left and were living in Berkeley, along with their little girl, Mary Garnett, whom he loved. At Christmas 1948 he had a wonderful holiday with them. Upon his return he wrote to his old friend Professor Lehman of the University of California: 6
T h e G i f t o f t h e M a g i p T h e G i f t o f t h e M a g i ONE DOLLAR AND EIGHTY-SEVEN CENTS. That was all. She had put it aside, one cent and then another and then another, in her careful buyingMore information
p T w o T h a n k s g i v i n g D a y G e n t l e m e n THERE IS ONE DAY THAT IS OURS. THERE IS ONE day when all Americans go back to the old home and eat a big dinner. Bless the day. The President givesMore information
T h e C o p a n d t h e A n t h e m p The Cop and the Anthem S OAPY MOVED RESTLESSLY ON HIS SEAT in Madison Square. There are certain signs to show that winter is coming. Birds begin to fly south. WomenMore information
THEME: God has a calling on the lives of every one of His children!
Devotion NT298 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Paul s First Missionary Journey THEME: God has a calling on the lives of every one of His children! SCRIPTURE: Acts 12:25 13:52 Dear ParentsMore information
p T h e L a s t L e a f IN A SMALL PART OF THE CITY WEST OF Washington Square, the streets have gone wild. They turn in different directions. They are broken into small pieces called places. One streetMore information
LINA AND HER NURSE. SUNDAY-SCHOOL UNI0 N, 200 MULBERRY-STREET, N. Y. LINA AND HER NURSE. SUNDAY-SCHOOL UNION, 200 MULBERRY-STREET, NEW YORK. LINA AND HER NURSE. L INA lived away in that land of the EastMore information
Fry Instant Word List
First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find heMore information
Fry Instant Words High Frequency Words
Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 GroupMore information
Sermon Thanksgiving 2015: Thanksgiving Is The Door TO the Spiritual Life Introduction: Thanksgiving Day as the Start of Following
Sermon Thanksgiving 2015: Thanksgiving Is The Door TO the Spiritual Life Introduction: Thanksgiving Day as the Start of Following Happy Thanksgiving! (Thank you) Thanksgiving Day has always been one ofMore information
VIDEO TRANSCRIPT A story to illustrate what really matters. Beacon Publishing 8.56 minutes
VIDEO TRANSCRIPT A story to illustrate what really matters. Beacon Publishing 8.56 minutes Matthew Kelly: Once upon a time, on a glorious summer's evening, in an ancient castle in the hills in the outskirtsMore information
Mammon and the Archer
O. H e n r y p Mammon and the Archer OLD ANTHONY ROCKWALL, WHO HAD MADE millions of dollars by making and selling Rockwall s soap, stood at a window of his large Fifth Avenue house. He was looking outMore information
Gift of the Magi By O Henry
Gift of the Magi By O Henry One dollar and eighty-seven cents. That was all. And sixty cents of it in the smallest pieces of money - pennies. Pennies saved one and two at a time by negotiating with theMore information
TRIBUTE TO JOHN ROBIN BRADLEY David W. Case * On the first day of the 1985 fall semester at the University of Mississippi School of Law, I sat in a Lamar Law Center classroom anxiously awaiting the professorMore information
God Sends the Holy Spirit (Pentecost)
God Sends the Holy Spirit (Pentecost) Teacher Pep Talk: It had been 10 days since Jesus ascended into Heaven. He had promised to send the Holy Spirit to be with His disciples forever. On Pentecost, whenMore information
Weaving the Pieces Together
Weaving the Pieces Together By Annette Unten Life is a woven tapestry. All the people and the events that enter my life become a part of the threads in my tapestry. Bright colors are woven with pastels.More information
Joshua 1:9b Psalm 23:1 Psalm 25:4-5 Psalm 27:1 Psalm 46:1 Psalm 46:10a Psalm 100:2 Psalm 100:1-3 Psalm 100:5 Psalm 118:1 Psalm 119:105 Psalm 121:1-2 OLD TESTAMENT READINGS Be strong and courageous. DoMore information
Lincoln s Daughter? By Matthew Pinsker. Lately the Lincoln world has been quietly buzzing about the discovery of new
Lincoln s Daughter? By Matthew Pinsker Lately the Lincoln world has been quietly buzzing about the discovery of new letters. There s the presidential note scribbled hastily after the Battle of GettysburgMore information
Hagar and El-Roi Genesis 16: 1-15, 21: 2, 3, Rev. Liz Miller March 8, 2015
Hagar and El-Roi Genesis 16: 1-15, 21: 2, 3, 9-19 Rev. Liz Miller March 8, 2015 I was never supposed to become a minister. That was my father's profession and it seemed like good work to do, but it neverMore information
My name is Sheila Neuburger and I graduated from the University of Toronto, Factor- Inwentash Faculty of Social Work in 1979.
Profiles in Social Work Episode 29 Sheila Neuburger Intro - Hi, I m Charmaine Williams, Associate Professor and Associate Dean, Academic, for the University of Toronto, Factor-Inwentash Faculty of SocialMore information
BOOK 3, PART I, LESSON 4 A PRAYER IN THE GARDEN THE BIBLE: Luke 22:39-53, Mark 14:32-50 THEME: We remember that Jesus taught about love and showed love in everything he did. During Lent and Easter we rememberMore information
ISI Debtor Testimonials. April 2015 ISI. Tackling problem debt together
ISI Debtor Testimonials April 2015 ISI Tackling problem debt together The following are the words of debtors who have availed of the ISI s debt solutions and are real cases. They have reviewed and agreedMore information
LESSON TITLE: Anointing Jesus Feet. THEME: Jesus is worthy of all honor. life. SCRIPTURE: Luke 7:36-50 CHILDREN S DEVOTIONS FOR THE WEEK OF:
Devotion NT231 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Anointing Jesus Feet life. THEME: Jesus is worthy of all honor. SCRIPTURE: Luke 7:36-50 Dear Parents Welcome to Bible Time for Kids! BibleMore information
A Lincoln Portrait: Celebrating the Life of Abraham Lincoln. This is America
A Lincoln Portrait: Celebrating the Life of Abraham Lincoln This is America The statue of President Abraham Lincoln in the Lincoln Memorial, Washington, DC From VOA Learning English, welcome to This isMore information
Superstars Building Fry List Fluency
Sight Word Superstars Building Fry List Fluency By Jennifer Bates http://finallyinfirst.blogspot.com/ How I use this program I developed this program because I noticed many of my students were still tryingMore information
TRANSCRIPT An Interview with Jeanette C. Rudy. Video clip: I Collect Duck Stamps!
TRANSCRIPT An Interview with Jeanette C. Rudy Video clip: I Collect Duck Stamps! 00:00: I joined the Philatelic Society. And then they said, Well what are you collecting? Of course I wasn t collectingMore information
BOOK 3, PART 2, LESSON 4 FOLLOWERS OF JESUS ARE SERVANTS THE BIBLE: Acts 6:2 4, Romans 12:10, Romans 12:10a THEME: God gave Jesus followers the power to carry on the work Jesus had begun. They gatheredMore information
Reconciliation Contents Prayer leader introduction note. Prayer handout sheet. Prayer outline.
Reconciliation Contents Prayer leader introduction note. Prayer handout sheet. Prayer outline. Dear Prayer Leader, Thank-you for leading this prayer on the charism of Reconciliation. A charism is likeMore information
My name is Jim Felstiner and I graduated from the University of Toronto, Factor- Inwentash Faculty of Social Work in 1961.
Profiles in Social Work Episode 23 James Felstiner Intro - Hi, I m Charmaine Williams, Associate Professor and Associate Dean, Academic, for the University of Toronto, Factor-Inwentash Faculty of SocialMore information
LESSON TITLE: Spiritual Gifts. THEME: God gives us all different gifts to serve Him and to serve others! SCRIPTURE: 1 Corinthians 12:1-31; 14:1-40
Devotion NT319 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Spiritual Gifts THEME: God gives us all different gifts to serve Him and to serve others! SCRIPTURE: 1 Corinthians 12:1-31; 14:1-40 DearMore information
Analysis and Survey Design by Strategic Technology Solutions Rich La Valley, President
Analysis and Survey Design by Strategic Technology Solutions Rich La Valley, President Methodology Sample of College Graduate who went through IB from Social Network Sites Email sent to over 650 potentialMore information
Fredessa Hamilton Cobb s Graduate Student Address for Fall 2013 Communication Department Commencement Ceremony
Fredessa Hamilton Cobb s Graduate Student Address for Fall 2013 Communication Department Commencement Ceremony Good afternoon, Class of 2013! Good afternoon, parents, family members, friends, and the esteemedMore information
SERIES: WAY BEYOND MYSELF LESSON 1 JESUS HEALS A PARALYZED MAN Bible Reference: Matthew 9:1-8, Mark 2:1-12, Luke 5:18-26 Key Verse: Jesus, looking at them, said, With men it is impossible, but not withMore information
THEME: Jesus sent the Holy Spirit to indwell and empower us.
Devotion NT285 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Day of Pentecost THEME: Jesus sent the Holy Spirit to indwell and empower us. Dear Parents SCRIPTURE: Acts 2:1-41 Dear Parents, WelcomeMore information
PUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.More information
The Sword in the Stone Sunday Service Children s Story
The Sword in the Stone Sunday Service Children s Story Materials: Pictures to show while telling the story OPTIONAL: a sword Preparations: Prepare any necessary materials. Invite children up to steps ofMore information
Finding Out About Jesus
18 Who Jesus Is LESSON 1 Finding Out About Jesus Who do you think Jesus is? Some people say He was a great teacher. Others say He was a prophet, a philosopher, a Western god, or a good man whose exampleMore information
"God's Wisdom Revealed to All (Ephesians 3:7-20)
"God's Wisdom Revealed to All (Ephesians 3:7-20) by Rev. Jackie Stoneman Paul begins this chapter by reminding the Ephesians that he is in fact a prisoner. Because he has been preaching to the Gospel especiallyMore information
THEME: Jesus wants us to serve one another.
Devotion NT270 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Master Becomes a Servant THEME: Jesus wants us to serve one another. SCRIPTURE: John 13:1-17 Dear Parents Welcome to Bible Time forMore information
Ididn t think I was an alcoholic. I thought my
(2) FEAR OF FEAR This lady was cautious. She decided she wouldn t let herself go in her drinking. And she would never, never take that morning drink! Ididn t think I was an alcoholic. I thought my problemMore information
Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education
Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two HowMore information
Grace to you and peace, from God our Father and from our Lord Jesus Christ.
Whiplash 1 Matthew 16:21-28 (NRSV) From that time on, Jesus began to show his disciples that he must go to Jerusalem and undergo great suffering at the hands of the elders and chief priests and scribes,More information
Dean Wright. The wife of the secretary of the NYBCS was Melissa Russell, and she was a very strong, bright woman. She had been at the YWCA for
Dean Wright n 1947 Bob Spike was associate minister at the Granville Baptist Church in Ohio. He had graduated from Colgate Rochester. I had raduated from Yale Divinity School and got a job working withMore information
What are you. worried about? Looking Deeper
What are you worried about? Looking Deeper Looking Deeper What are you worried about? Some of us lie awake at night worrying about family members, health, finances or a thousand other things. Worry canMore information
Prayer Service to Celebrate the Ministry of Teachers During Catholic Schools Week 2015
Prayer Service to Celebrate the Ministry of Teachers During Catholic Schools Week 2015 You Will Need A large candle with the words Love, Kindness, Joy, Truth and Justice (the final page of this documentMore information
Psychic Lotto Formula 3-Step Formula Secret Template To Lottery Secrets Module 3
Page 1 Table of Content The Psychic Lotto Formula Jackpot to Success System... 4 Part 1 Channeling the Power of Your Mind to Success... 6 Part 2 Visualization... 12 Part 3 Integrating Luck and Making itMore information
Love Story by Taylor Swift M A R I E S C O T T H O U S E 1 ST 10-27- 08
Love Story by Taylor Swift M A R I E S C O T T H O U S E 1 ST 10-27- 08 Novelistic/Dramatic Speaker: Juliet Setting: A castle during a ball Protagonist: Juliet Antagonist: Juliet s dad Conflict: man vs.More information
A PhD in Public Affairs?
A PhD in Public Affairs? The Basics A Doctor of Philosophy degree, abbreviated Ph.D. for the Latin Philosophiae Doctor, is an advanced academic degree earned in many fields, signifying major interestsMore information
I m in the Principal s Seat, Now What??? Five Things You Can Do Tomorrow To Create an Exemplary School
I m in the Principal s Seat, Now What??? Five Things You Can Do Tomorrow To Create an Exemplary School VISIBILITY If you listen to nothing else, you need to internalize the importance of the leader s VISIBILITY.More information
Discover The God Who Believes In You
Discover The God Who Believes In You I AM LOVED The most basic fact of the Bible is that there is a God. He made everything that is, including you, and loves you with an everlasting love. God has lovedMore information
WELCOME TO GOD S FAMILY To all who received him, to those who believed in his name, he gave the right to become children of God children born not of natural descent, nor of human decision or a husbandMore information
Well, I don t know, said Miss Franny. Dogs are not allowed in the Herman W. Block Memorial Library.
Excerpt from Because of Winn Dixie I spent a lot of time that summer at the Herman W. Block Memorial Library. The Herman W. Block Memorial Library sounds like it would be a big fancy place, but it s not.More information
The Power of Agape Love
Written by Cora Alley The Power of Agape Love Scripture: 1 John. 4: 7, 8 Dramatic Category: Skit NOTE: This skit can stand alone; however, it is skit #3 of a 4-skit Collected Skits On A Theme entitled,More information
LESSON TITLE: Walking in the Light. THEME: God wants us to walk in His light. SCRIPTURE: 1 John 1:5-10 CHILDREN S DEVOTIONS FOR THE WEEK OF:
Devotion NT356 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Walking in the Light THEME: God wants us to walk in His light. SCRIPTURE: 1 John 1:5-10 Dear Parents Welcome to Bible Time for Kids. BibleMore information
Joy Scripture Verses In The New Testament
Joy Scripture Verses In The New Testament (Matthew 13:20) The one who received the seed that fell on rocky places is the man who hears the word and at once receives it with joy. (Matthew 13:44) "The kingdomMore information
Lesson Plan Title: To Be Or Not To Be: Choosing and Planning a Career
Lesson Plan Title: To Be Or Not To Be: Choosing and Planning a Career Overview: Students will investigate the process of making career choices and career development. Through research and analysis of theMore information
God chose Mary to be Jesus mother. LEADER BIBLE STUDY. God chose Mary to be Jesus mother.
LIFE POINT God chose Mary to be Jesus mother. Good News BIBLE PASSAGE Luke 1:26-56 CHRIST FOCUS God sent Jesus because He loves us. LIFE ACTION Remind the boys and girls that God chose Mary to be JesusMore information
Profiles in Social Work. Episode 38 Deborah Goodman
Profiles in Social Work Episode 38 Deborah Goodman Intro - Hi, I m Charmaine Williams, Associate Professor and Associate Dean, Academic, for the University of Toronto, Factor-Inwentash Faculty of SocialMore information
Transcription of Questions and Answers from Virtual Open Event of Wednesday 23 rd February 2011
Transcription of Questions and Answers from Virtual Open Event of Wednesday 23 rd February 2011 Topic Question Answer Administration Administration Administration Administration/Entry Requirements Is itMore information
Devotion NT347 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Hall of Faith. THEME: God wants us to trust Him. SCRIPTURE: Hebrews 11:1-40
Devotion NT347 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Hall of Faith THEME: God wants us to trust Him. SCRIPTURE: Hebrews 11:1-40 Dear Parents Welcome to Bible Time for Kids! This is aMore information
A: We really embarrassed ourselves last night at that business function.
Dialog: VIP LESSON 049 - Future of Business A: We really embarrassed ourselves last night at that business function. B: What are you talking about? A: We didn't even have business cards to hand out. WeMore information
WITS LEADS Connection: Look and Listen, Explore Points of View, Act, Seek Help
THE HUNDRED DRESSES By Eleanor Estes Wanda Petronski, is ridiculed by her classmates for wearing the same faded blue dress every day. Wanda claims she has one hundred dresses at home, but everyone knowsMore information
Opportunity Awareness Center Martha Raines High School Behavior Transition Program
Opportunity Awareness Center Martha Raines High School Behavior Transition Program Becky BracewelI-Tucker, Principal Katy Independent School District Dear Selection Committee, As Principal of the OpportunityMore information
Sample Process Recording - First Year MSW Student
Sample Process Recording - First Year MSW Student Agency: Surgical Floor, City Hospital Client System: Harold Harper, age 68, retired widower Date: November 18, 20xx Presenting Issues: Cardiologist observedMore information
Commentary. Peter Alexander
Commentary Peter Alexander Good morning, everyone. I am Peter Alexander from Southern Illinois, and I realized that I have two things in common with Professor Rennard Strickland, who preceded me today.More information
GUESS WHO CAME TO DINNER? (John 12:1-8)
GUESS WHO CAME TO DINNER? (John 12:1-8) Adapted from: www.sermonseeds.org/master%20index.htm For more downloadable teachings see: www.altogetherlovely.org (FREE TEACHINGS) Scripture taken from the HOLYMore information
Honorary Doctorate Degree Boise State University. Remarks by Bethine Church May 16, 2009
Honorary Doctorate Degree Boise State University Remarks by Bethine Church May 16, 2009 President Bob and Kathy Kustra, faculty, students, family, and friends, although I may have difficulty standing,More information
Charles Bolden, NASA Administrator. Mount Vernon High School Commencement. Alexandria, VA. June 20, 2014
Charles Bolden, NASA Administrator Mount Vernon High School Commencement Alexandria, VA June 20, 2014 Thank you, Anwar Muhammad for that gracious introduction and for your outstanding success as a studentMore information
Composition as Explanation Gertrude Stein
Composition as Explanation Gertrude Stein First delivered by the author as a lecture at Cambridge and Oxford, this essay was first published by the Hogarth Press in London in 1926 and revived in the volumeMore information
Ordinary Moments of Grace
Ordinary Moments of Grace To everything there is a time and a season for every purpose under heaven. A time to be born and a time to die. A time to sow and a time to reap. A time to laugh and a time toMore information
How to Give a Bible Study
How to Give a Bible Study Suggestions for finding Bible study interests and effective tips for leading them to Christ Kurt Johnson Pacific Press Publishing Association Nampa, Idaho Oshawa, Ontario, CanadaMore information
THEME: We need to come to Jesus with hearts of wonder and worship.
Devotion NT226 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Rejection at Nazareth THEME: We need to come to Jesus with hearts of wonder and worship. SCRIPTURE: Mark 6:1-6 Dear Parents Welcome toMore information
JESUS LOOKS FOR DISCIPLES (C.1.Spring.4)
JESUS LOOKS FOR DISCIPLES (C.1.Spring.4) Biblical Reference John 1:38-51 Key Verse John 1:35-37 Key Concept From the time Jesus ministry began, he has looked for men and women who can participate in GodMore information
THEME: God desires for us to demonstrate His love!
Devotion NT320 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Gift of Love THEME: God desires for us to demonstrate His love! SCRIPTURE: 1 Corinthians 13:1-13 Dear Parents Welcome to Bible TimeMore information
Life of Jesus Series: Part #2: His Miracles Page 1
: Part #2: His Miracles Page 1 During the three years that Jesus traveled, taught and helped people, He did many miracles. Some of them showed that He had power over disease and death (D). Sometimes whatMore information
THE STATESMAN. A GWC Student Attends Law School. New 2005 George Wythe College Campus. Happy Holidays! From George Wythe College. On Campus Seminars:
THE STATESMAN Volume 8 Issue 12 December 2005 Happy Holidays! From George Wythe College On Campus Seminars: Dec 16-17 Mar 4-5 Mar 7-8 May 2-27 May 30-31 July 15-16 Roots of America How to Read a Book AMore information
A beautiful sunny day in July; I m walking on a street in the middle of a city, being surrounded by
A Trip to Cambridge By Iina Lahti A beautiful sunny day in July; I m walking on a street in the middle of a city, being surrounded by stunning old buildings. Colleges and churches seem to be in every corner,More information
Jewish Day School & Az-Zahraa Islamic Academy Come Together To Help Others
Fall 2014 For special friends of Covenant House By Jessica Harman Jewish Day School & Az-Zahraa Islamic Academy Come Together To Help Others Last February, an enthusiastic group of Grade 6 & 7 studentsMore information
Fry Instant Phrases. Give them to me. Then we will go.
Fry Instant Phrases The words in these phrases come from Dr. Edward Fry s Instant Word List (High Frequency Words). According to Fry, the first 300 words in the list represent about 67% of all the wordsMore information
Retaining Teachers: The Principal as Motivating Factor
Retaining Teachers: The Principal as Motivating Factor Lawrence Allen Jr. People have asked me why, in my inner-city school of twelve hundred children 80 percent of them impoverished deemed in many eyesMore information
I have the great honor today of introducing my husband, Don Laackman.
I have the great honor today of introducing my husband, Don Laackman. Let me start by sharing a few of Don s professional highlights: Don served as a managing director at Accenture, a global technology,More information
Public Relations in the Education market
Public Relations in the Education market The essence of PR is a clash of wants and desires. PR involves telling journalists, producers and editors about your product or service in a way that results inMore information
Whereas I was Blind, Now I See. John 9: 1-11; 25
Whereas I was Blind, Now I See John 9: 1-11; 25 We all know that great hymn well: Amazing grace, how sweet the sound, that saved a wretch like me; I once was lost, but now I m found; was blind, but nowMore information
THEME: We should take every opportunity to tell others about Jesus.
Devotion NT307 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: Paul Goes Before Agrippa THEME: We should take every opportunity to tell others about Jesus. SCRIPTURE: Acts 25:13 26:32 Dear ParentsMore information
Alexander Hamilton Background Information: View of the nature of human beings:
Alexander Hamilton Background Information: Alexander Hamilton was born in the British West Indies in 1755, the son of James Hamilton and Rachel Lavine, who were not yet married. Hamilton s father abandonedMore information
Presentation by Mark E., Lebanon, OH. and delivered at the International
Presentation by Mark E., Lebanon, OH. and delivered at the International Convention of Alcoholics Anonymous July 4 th, 2015 in Atlanta, GA. The Warranties: Maturity in the Fellowship Saturday, July 4,More information
3PK. Moses and the Red Sea. August 9-10, Exodus 13 Jesus Storybook Bible (p. 84) God rescues his family
3PK August 9-10, 2014 Exodus 13 Jesus Storybook Bible (p. 84) First 10 minutes of the service hour: Engage kids in cooperative play activities to help them connect to other kids Next 5 minutes: ConnectMore information
Objective: God has a Plan! Bible Memory Verse: Jeremiah 29:11 For I know the plans I have for you, declares the Lord, plans THEME OVERVIEW
Miraculous Catches of Fish Scripture: Luke 5:1-11; John 21:1-6 Objective: God has a Plan! Bible Memory Verse: Jeremiah 29:11 For I know the plans I have for you, declares the Lord, plans to prosper youMore information
Teaching the Faith Christian Education
Teaching the Faith Christian Education Course Introduction When you become a pastor, one most important responsibility you will have is teaching the Christian faith. If you lead a Bible study, teach aMore information
A leaflet about death, bereavement and grief for young people
A leaflet about death, bereavement and grief for young people www.rd4u.org.uk What is bereavement? Bereavement simply means losing someone through death. It could be one of your parents, grandparents,More information
Following the Wise Men What s Your Star? Matthew 2:1-12
1 Natalie W. Bell January 4, 2015 Epiphany Sunday Following the Wise Men What s Your Star? Matthew 2:1-12 Has anything grabbed your attention lately? What was it? And could it be God could God be usingMore information
The Vision of Delta Christian School EQUIPPING CHILDREN FOR LIFE We, at Delta Christian School, together with the home and church, seek to equip and nurture our children for a life of joyful ChristianMore information
And the Books Were Opened
JUDGMENT DAY And the Books Were Opened 1 And the Books Were Opened Hebrews 9:27 INTRODUCTION: A. Have you thought of the reality of the judgment day? 1. Judgment day is a real day! 2. Judgment day is aMore information
THE MOORE METHOD: ITS IMPACT ON FOUR FEMALE PhD STUDENTS
Selevan 1 THE MOORE METHOD: ITS IMPACT ON FOUR FEMALE PhD STUDENTS A RESEARCH PAPER SUBMITTED TO DR. SLOAN DESPEAUX DEPARTMENT OF MATHEMATICS WESTERN CAROLINA UNIVERSITY BY JACKIE SELEVAN Selevan 2 TheMore information
Voices of SLA. Miriam (Mimi) Drake (MD) Interviewed by Gail Stahl (GS) April 22, 2009
1 Voices of SLA Miriam (Mimi) Drake () Interviewed by Gail Stahl () April 22, 2009 This interview is with Miriam (Mimi) Drake, past SLA president. My name is Gail Stahl; we are sitting in Mimi s livingMore information
There s a story in the Bible, in the Hebrew Scriptures, about a man. named Saul. The Bible says, There was not a man among the people of Israel
Letting Go and Holding On3 Philip Gulley There s a story in the Bible, in the Hebrew Scriptures, about a man named Saul. The Bible says, There was not a man among the people of Israel more handsome thanMore information
The Common Denominator of Success by Albert E.N. Gray
The Common Denominator of Success by Albert E.N. Gray The common denominator of success --- the secret of success of every man who has ever been successful --- lies in the fact that he formed the habitMore information
Attention. 2015 is the twentieth year of the ACtivators youth ministry program and we did a couple things last Spring to mark that milestone.
Perspectives and Reflections August 18, 2015 Attention Luke 19:1-8 1 [Jesus] entered Jericho and was passing through it. 2 A man was there named Zacchaeus; he was a chief tax collector and was rich. 3More information
Student Essays and Plagiarism
1 Student Essays and Plagiarism One of the particular problems that has exercised me in teaching students over the years is how best to get them to write serious essays. When I first started teaching inMore information
Running Head: INTERVIEWING COUNSELING ICONS 1. Dr. Carolyn Thomas, PH.D. LPC, LMFT, LBSW
Running Head: INTERVIEWING COUNSELING ICONS 1 Dr. Carolyn Thomas, PH.D. LPC, LMFT, LBSW Professor and Coordinator of Counselor Education Department of Counselor, Leadership and Special Education AuburnMore information
I am laying down my life for Jesus Christ and His Kingdom!
The Pattern 1 Romans 12:1 2 (NIV) Therefore, I urge you, brothers and sisters, in view of God s mercy, to offer your bodies as a living sacrifice, holy and pleasing to God this is your true and properMore information


text:
One regrettable thing about not speaking out on issues that have the potentials of defining the direction, quality of life, development and growth of society, is that one lives with the burden of failing to act right and on time, too, forever. Over the years, this has been the lot of poor majority Nigerians, who seem always comfortable to either sit on the fence or act as bystanders and impartial arbiters in issues that affect them. The consequence has been that politicians smart enough to identify this weakness have continued to brew subversive policies and live large while the people suffer steady decline in fortunes.
Today, the issue of the abrogation of onshore-offshore oil dichotomy, which has maintained an increasingly delicate presence on the controversy table, is challenging the peoples' will to determine their future, organize and achieve their personal and collective goals in life. The bill, which provides adequate financial reward and compensation for oil producing communities or states where oil is drilled whether offshore or onshore, has since pitched the North against the South. With tempers running high and fingers pointed at key politicians, particularly former President Olusegun Obasanjo and Honourable Ghali Na' Abba, former Speaker, Federal House of Representatives, in whose administration and leadership of the House, respectively, the controversial bill was introduced, the president has since added salt to injury by pronouncing the issue settled.
While Obasanjo is accused of introducing the bill to divide the House and as well as scuttle an impeachment moves by the National Assembly, Na'Abba is accused of doing little or nothing to protect the north, which today, is on the receiving end of the bill. The former Speaker, his traducers insist, was blinded by greed, an alleged gubernatorial ambition and hate for the then Kano State Governor, Rabiu Kwakwanso, with whom he never enjoyed the best of relationships, to permit the bill, to spite him.
However, in an interview, recently, the former Speaker dismissed his accusers, saying that he did his best to prevent the bill from sailing through and protect the interest of the north. But rather than assuage frayed nerves, Na'Abba's reaction has since deepened the controversy surrounding the matter. Indeed, to keen followers of politics in the National Assembly and Kano State at the time, Na'Abba's belated defence possibly qualifies as warped tales from dream lands. Equally coming close to the typical situation of a drowning man desperate for survival, Na' Abba in his bid to wriggle out of a condition, which he watched as the north walked into, deliberately decided to twist bare facts out of shape. Seeming like the proverbial monkey that clapped and jumped, while his house, the trees, were being felled by the enemy, Na'Abba's mind, perhaps, was set on other things while Obasanjo acted his scripts to the hurt of the north.
But assuming, without conceding, there was any meat in his argument that no northern governor raised a finger in opposition to the abrogation of the onshore-offshore dichotomy bill, why would he settle for a strange 'clause' to, according to him, discourage Obasanjo from signing the bill, when an open and outright opposition and condemnation of the bill would have settled the matter pronto? This featherweight defence, for the discerning, further gives away the deceitful manner in which the matter was handled by Na'Abba's leadership. This is why one considers his finger-pointing to northern governors annoying and ridiculous, to say the least.
Bad as it were, it is never too late to make amends since lessons have been learnt from the action and inaction of those who should know better, just as its practice has manifested grave inadequacies in the distribution of national wealth for growth and development of the nation. This is why not a few people were shocked when signs emerged that President Goodluck Ebere Jonathan was not disposed to revisiting the issue.
While one is constrained by the volatility of this issue, it would spell doom not to speak out against stay of review for an issue that is potentially strategic in achieving the Nigeria of our dreams where everyone irrespective of creed or class can grow together and enjoy equal opportunities in all spheres of human endeavour.
There is no disputing the fact that until the discovery of oil on land and sea, the nation had found life in other money-yields such as cocoa, palm oil, groundnut, among others. Even at the discovery of oil, money made from these sources was deployed to develop it, just as natives of oil communities had benefited immensely from these revenue sources before oil became the main source of sustenance.
There is no doubt, therefore, that there are apparent disparities in revenue sharing formula, which leaves a sour taste in the mouth particularly as it negates the spirit of brotherhood and unity that reigned before the abrogation of the dichotomy.
One clear sign today is the slow pace of development in most of the non-oil producing states. The abrogation has equally widened the poverty grid and also weakened the capital base of non-oil producing states, thus making it difficult to deliver democracy dividends without so much struggle. Most of the non-oil producing states find it difficult to evenly grow as their oil producing counterparts.
As currently obtains, South-south and people of the oil-producing littoral states are at prime position with 13 per cent allocation, thus underscoring the urgent need for a review. Funny enough, while this has weighed negatively on the north, governors of South-south states, typical of the literary character, Oliver Twist, want more!
The position of governors of 'Prince' States, who are opposed to the dichotomy is understandable. They hinge their argument on the fact that the matter had long been decided by the nation's apex court, the Supreme Court, in favour of the subsisting sharing formula. But truth, however, is that the Supreme Court ruling like a sticky plaster, has simply continued to provide a temporary cover for an already nourished oil producing states, while for the non-oil producing states, challenging economic conditions have since drifted from a prickly state to a growing cancerous sore needing urgent medication.
I believe fervently that Nigeria is a country destined to stay glued by the creator. Our forebears made no error in their judgement that we share a common destiny. The kind of security challenges we are sailing through could only have happened in a society that offers no hope for its coming generation. Increasing the current revenue allocation in favour of the non-oil producing states, could no doubt restore hope to the hopeless, but thousands of kilometers away from solving the mirage of problems confronting, especially the North. It may be a temporary succour, more importantly the kind of relief needed to cruise to the next level.
It is not time immemorial when agriculture sustained the nation. In the early 60s. agriculture constituted more than 75% of this country's Gross Domestic Product (GDP) and foreign earnings. So, where and how did things go awry? Maybe, we say, the oil boom. But it is not a curse that we discovered oil. The tragedy is the failure to invest the earnings to develop other natural endowments, especially agriculture. God forbid, what happens if "our oil" dries off? It is a common knowledge that our foreign earnings from agriculture, expectedly but regrettably, began to fall when we discovered oil in 1956 and abandoned the farm. Agriculture related industries like cotton industries, leather factories also plummeted. Unemployement, poverty and other vices followed.
My verdicts: the oil producing states, in the spirit of neighborliness should let up the issue of a revisit of the dichotomy. Yes, it is a common sense to benefit from one's resources, but more common and apt is to be one's brothers keeper.
• Aiyekooto writes in from Ilorin, Kwara State

subset: commoncrawl


text:
Friday, April 1, 2011
Sonny Landreth - The Road We're On - 2003.
Following a few years after Levee Town, an album tightly focused on a specific place and time, Landreth dedicates The Road We're On to the more intangible magic of the blues. The music this time scans a vast panorama, from the Texas shuffle of "All About You" and zydeco pulse of "Gone Pecan" through the tub-thump beat of some Bayou dive on "Juke Box Mamma." Aside from a couple of cuts on which he plays standard guitar, Landreth fills this album with wizardly slide work: A shimmering lick at the end of "A World Away" provides the most gorgeous sonic moment, though his extended jam on the environmental call to arms "Natural World" sustains a high level of intensity through several choruses. On most of these tracks Landreth performs in a raw trio setting, almost all the time recording live; on "Hell at Home" he even keeps the scratch vocal, rather than overdub a fresh version, because the four-beat groove, reminiscent of "Walking Blues" on Paul Butterfield's East-West, is so in-the-pocket. With more focus on the playing and less on studio polish than he's shown in years, Landreth affirms his mastery in all the feels of The Road We're On and, more importantly, reminds listeners that bottomless power still lives in the body of the blues.
Password and Links:
FLAC - 375 Mb
Subscribe to: Post Comments (Atom)


text:
Meeting today's workforce needs
In today's competitive higher education market, colleges and universities must prove the value of the degrees they bestow to graduates each year. Traditional measures, such as graduation rates, grade point averages, and cohort default rates, have become only a few of the ways colleges and universities are evaluated. Students and their parents want to be assured that their investment in a college education will pay off in the form of a self-sustaining and financially-secure career path. Therefore, colleges are now in a position where they are asked to justify their abilities and success in producing graduates with the skills and credentials needed to get jobs. As a result, college administrators need to make strategic decisions to ensure that students' educational experiences sync with employer and industry expectations.
Today, more and more college administrators want to identify employer expectations and structure students' educational experiences accordingly. With the rise of the knowledge economy and advancements in technology, employers are looking for college graduates who meet the workforce needs of traditional, as well as the emerging industries (e.g. energy, healthcare and information technology). This rapidly changing environment is challenging campus administrators to find ways to ensure that students graduate with the skills and training needed to be attractive to employers in these fields.
The Melior Group recently conducted a qualitative study of 50 hiring managers and top executives at major employers across the United States to find out what they are looking for when hiring and promoting college graduates. We've learned that there is a concern among many employers that today's colleges have lost much of the rigor they used to have two decades ago. The perception is that "basic fundamentals" or "workplace skills" are being left out of the curriculum.
This is not to say that technical skills specific to a particular field of study aren't important. In fact, they can be "must haves" to demonstrate competency in a particular field of interest. But employers are realistic -- they train all new employees (recent college graduates or not) on the intricacies of the position at hand, prep them for the corporate culture, and provide training specific to their own organization's needs. What they do expect, however, is that college graduates have a solid foundation of the BASICS– yes, Reading, Writing, Arithmetic, and other skills that translate into solid employees, which include problem solving, critical thinking and oral communication skills.
In fact, there are several key skills that these employers see as essential in any good employee – and are expected skills of every college graduate.
- Writing and oral communication skills are critical for thriving in today's workforce, yet the employers we spoke to see this as lacking among today's college grads. The frustration expressed is about individuals who may be expert in engineering, for example, but who cannot express themselves in a professional setting to other colleagues, corporate partners, vendors or other external audiences. Said one hiring manager: "What good is an employee who 1) can't explain what the issue is and 2) who can't come up with (and clearly explain) viable solutions to address the issue?"
- Employers also believe that problem solving and critical thinking are missing from the skill set of today's college graduates. Employers are looking for creative, innovative problem solvers, often involving independent problem solving ("doing it yourself"), collaboration in an interdisciplinary approach, or having an understanding of the resources available – and knowing when and how to use these resources to solve the problem.
- Embracing cross-disciplinary collaboration (between one or more departments) in the workforce is seen as progressive and innovative and is a difficult mindset to find among college graduates: "We need people who are willing to collaborate in an interdisciplinary way – get out of silos and see the big picture. Not many understand the advantages to doing this."
- Increasingly, college grads are expected to have "real world" experience. However, this really doesn't mean experience in a specific profession, but a recognition and acceptance of the world around them, in any form of business or operational setting. The skills acquired in any business environment (e.g., building professional relationships, organization and time management) are valuable to potential employers. "Real world" experience also means that students are exposed to diverse populations and have the ability to demonstrate cultural sensitivity.
What does this mean for college administrators?
The first step is to take a good look at their school's current offerings and ask a few key questions based on the skills outlined above. For example:
- Does my college offer the programs and coursework that foster the skills listed above?
- Do all majors incorporate internships into their curricula so that "real world" experience can be gained?
- Are students offered opportunities to interact with diverse cultures and, perhaps, to travel abroad?
- Do our technical and scientific programs include sufficient writing, communication and public speaking requirements? Is communication multi-factorial?
- Are students encouraged to participate in group projects?
- Are there supports within the college that teach time management and organization skills?
The next step is for colleges and universities to build new relationships and improve current relationships with employers. During the research process, Melior discovered that executives at top firms are eager to share their concerns and expectations of college graduates. Hiring managers have strong opinions on the type of education and skills they want from new employees—and they are willing to communicate these preferences to educators. Based on our research, we encourage college and university administrators to have similar conversations with employers and take their recommendations into consideration when designing programs to produce successful, employable graduates.
—Linda McAleer is president of The Melior Group, a Philadelphia-based marketing research and consulting firm specializing in research for service sector providers, with an emphasis in higher education and healthcare.


text:
ARC launches PlanWell Collaborate
Thursday, September 16, 2010
Press release from the issuing company
Walnut Creek, CA - American Reprographics Company, the nation's leading provider of reprographic services and developers of PlanWell construction document management applications, today announced the general availability of its project collaboration application, PlanWell Collaborate.
A cost-effective and easy-to-use web-based application that accelerates project team coordination and improves file sharing, PlanWell Collaborate replaces inefficient project management tools like FTP, email or spreadsheets. With PlanWell Collaborate, construction project managers can easily share documents, increase team accountability, and reduce delays without the complexity and steep learning curve associated with traditional project management software.
"Our reprographic services background gives us a first-hand view of how construction project teams use documents to communicate and collaborate," said Kumar Wiratunga, ARC's director of technology. "With few exceptions the process is either highly manual or overly complex, and accountability is frequently dispersed to the point where it is extremely difficult to track. PlanWell Collaborate was developed to overcome those difficulties and provide effective project collaboration with simple-to-use features that anyone can learn in minutes."
PlanWell Collaborate can be used independently or inside Microsoft Outlook to create a working environment that is easy-to-use, familiar and immediately accessible. Project communication and document sharing happens in real time inside a central project portal, so projects start fast and stay on track with current information. With no software to install and a cost-effective software-as-a-service pricing model, users can be added or removed from the project as their participation is required.
PlanWell Collaborate features include:
- Outlook Integration: Work entirely inside Outlook, reducing training and ensuring faster project starts
General Availability:
PlanWell Collaborate is available as software-as-a-service (Saas) for individuals, project teams and business enterprises of all sizes. Standard pricing is set at $25/seat per month.
Industry News
Copyright © 2018 WhatTheyThink. All Rights Reserved


text:
William Wordsworth
William Wordsworth (1770-1850 / Cumberland / England)
» Click to list general statistics » OR, select a date :
The Table Turned
Up! up! my Friend, and quit your books;
Or surely you'll grow double:
Up! up! my Friend, and clear your looks;
Why all this toil and trouble?
read more >>
- Hits: Number of visitors who read the poem on the given date.
- Posts: Number of visitors who posted the poem to a friend (via e-mail) on the given date.
- Dates that have "0" hits may not be shown on the list.
- Dates, poems and poets that have "0" hits may not be shown on the list. Statistics are generated daily.


text:
"I think the ruling is absolutely stupid," Rep. Mark Souder, R-Ind., told the House Government Reform panel recently, adding that he expected it would be overturned in legislation. Rep. Rob Portman, R-Ohio, along with Rep. Elijah Cummings, D-Md., and Sens. Orrin Hatch, R-Utah, and Joseph Biden, D-Del., also indicated the FCC ruling would likely be targeted in legislation.
The controversy stems from the media match requirement Congress imposed when it agreed to pay to air ads for the White House Office of National Drug Control Policy. Concerned that anti-drug messages weren't getting sufficient airtime, Congress decided to pay for media. But it also required media companies to provide a free ad (or something of similar value) for every paid ad. While some of the free ads were used for the drug office's messages, the office also used some of the bonus time to broadcast public-service messages only loosely related to anti-drug topics.
Those public-service ads are not produced by the White House, and although never identified as such, air as part of drug office media buys.
In November, the National Organization for the Reform of Marijuana Laws won a ruling from the FCC that the drug office had to be identified as paid sponsor of the ads. That prompted half a dozen groups to pull their public-service spots from rotation.
"We were afraid of people mistaking our work for something [the drug office] had produced," said Todd Post, assistant director of the National Crime Prevention Council.
Among other groups that pulled their ads, according to the Advertising Council, were Al-anon/Al-ateen, Big Brothers/Big Sisters, Connect for Kids, National Fatherhood Initiative and Operation Graduation.The Ad Council has been pushing to overturn the decision, arguing that because public-service ads aren't produced or overseen by the White House, their identification as coming from the White House is misleading.


text:
From email@example.com Thu Sep 26 12:00:05 2002
Date: Thu, 26 Sep 2002 11:31:01 -0400
From: email@example.com
Subject: stop-imf digest, Vol 1 #167—6 msgs
To: email@example.com
Wall Street gets it. So does Congress. Even President Bush gets it. But not the International Monetary Fund (IMF) and the World Bank.
The era of market fundamentalism is over. Marketization, deregulation and privatization, and the opportunities for market manipulation offered by inadequate regulation—all central elements in the rise and fall of Enron—are now discredited in the United States. And in developing countries, where their effects have been most devastating, they are the object of widespread public opprobrium.
Unfortunately, the IMF and the World Bank continue to sing from the market-fundamentalist hymnal.
Marketization: Just as Enron created new markets in exotic commodities such as bandwidth, so the IMF and the World Bank have worked to marketize services previously in the public and noncommercial realm. Case in point: user fees for primary health care. The World Bank continues to support such charges, even after reversing its support for education fees. The effect is to deny poor people access to care. In Papua New Guinea, for instance, the introduction of user fees led to a decline of about 30 percent in the average monthly attendance at outpatient health centers.
Deregulation: Reckless deregulation in California enabled Enron and other energy companies to gouge customers. Similarly, IMF- and World Bank-induced deregulation in developing countries has had disastrous consequences. In the Philippines and in Ghana, for example, deregulation in the mining sector has opened the country to giant multinational companies, displacing tens of thousands of residents and paving the way for environmental devastation.
Privatization: Central to Enron's international agenda was the takeover of privatized electricity and water services in developing countries. One country where Enron sought to gain control of a privatized water system was Ghana. Concerns about corruption—including those voiced by the World Bank — led to the collapse of the deal.
But the World Bank continues to push for water privatization in the West African nation. In preparation, water prices have doubled, and the bank anticipates prices rising for the foreseeable future, even though poor Ghanaian consumers can pay as much as 10 percent to 20 percent of their income for drinking water. In a country where one-third of urban consumers are not even connected to water pipes, the private operators would have no duty to expand service to the poor.
In the Dominican Republic, World Bank-supported privatization let Enron swoop in, buy parts of the electric utility and jack up rates. When consumers and the government couldn't pay the high prices, Enron turned off the power. Enron and other buyers of the privatized utility are now alleged to have paid too little, thanks to a valuation performed by an Arthur Andersen subsidiary.
Financial market manipulation: Enron's financial fraud is now legendary. But consider the IMF's deceit in Brazil: Everyone knows the country has no prospect of paying off its foreign debt. But rather than acknowledging this and working out a discounted payment arrangement for creditors, the IMF is making new loans to pay off old ones. This has two immediate effects: It enables the private creditors, including the big U.S. banks, to be paid off, with debt obligations shifted to the IMF. And it enables the IMF to extract austerity measures from Brazil that are explicitly intended to lock in fundamentalist market policies, no matter which party Brazilians elect in coming elections.
Restraints on corporate power are even more necessary in developing countries than in the United States. But the market fundamentalists at the IMF and the World Bank continue to systematically unshackle corporate activity in the Southern Hemisphere. That's a major reason thousands will demonstrate against the IMF and the World Bank in Washington this weekend.
Action makes a difference: In 2000, after the last major U.S. demonstrations against the IMF and the World Bank, Congress passed a law requiring the United States to oppose IMF or World Bank loans that include user fees for primary education or health care. Partly as a result, Tanzania lifted primary education user fees, 1.5 million additional children—mostly girls—were able to go to school.


text:
While the benefits of protein supplements don't measure up to those you'll get from real foods, they are a close second place. In combination with balanced eating and a fitness plan, protein supplements can help you lose weight, put on lean muscle and satisfy your daily nutritional requirements.
Weight Loss
According to research published in "The American Journal of Clinical Nutrition" in 2008, protein is more satiating than either fat or carbohydrates. That means protein supplements may be effective at making you feel full with fewer total calories than foods rich in carbohydrates or fats. In a study published in 2010 by researchers at the University of Ulm, subjects who used high-protein meal replacements as part of a low-calorie diet lost more weight and fat mass throughout the course of a year than subjects who did not use the supplements.
Muscle Gain
Protein supplements can also help when you're trying to gain lean muscle. According to Rice University, adults who want to put on muscle should strength train several times per week and increase their protein intake from 0.4 to 0.6 grams per pound of body weight per day to between 0.6 and 0.9 grams. A study published in 2001 from St. Francis Xavier University's Department of Human Kinetics found that participants who used whey protein supplements showed greater improvement in strength performance and muscle mass gain after six weeks than subjects who received a placebo.
If your diet lacks high-quality sources of protein, taking supplements will allow you to get the nutrients you need. The Centers for Disease Control and Prevention recommend that adult women get at least 46 grams of protein daily and adult men get at least 56 grams. By eating meat, fish, eggs, dairy products, whole grains, beans, legumes, nuts and seeds, most Americans have no trouble meeting those requirements. Vegans and athletes building muscle may need extra protein, which they can find in supplements.
Using protein supplements presents risks as well as benefits. If you regularly exceed your daily protein requirements on a long-term basis, for example, you may experience an elevated risk of diverticulitis, nutrient deficiencies and heart or kidney problems. Taking supplements in addition to following your regular diet also adds calories, which may lead to weight gain that will not necessarily be in the form of muscle. Before you begin using supplements, get approval from your doctor or a registered dietitian.
References (6)
- American Journal of Clinical Nutrition: Protein, Weight Management and Satiety
- Diabetes and Metabolism Research and Review: Enhanced Weight Loss with Protein-Enriched Meal Replacements
- Rice University: Protein Requirements for Athletes
- International Journal of Sport Nutrition and Exercise Metabolism: The Effect of Whey Protein Supplementation on Lean Tissue Mass and Muscle Strength
- Centers for Disease Control and Prevention: Nutrition for Everyone – Protein
- MayoClinic.com: High-Protein Diets – Are They Safe?


text:
Learn how to become a TA and influence your academic department. There are many ways to get involved, including as a grading assistant, laboratory assistant, recitation leader, tutor or instructor.
Peer Tutors complement the professor's work with students during tutoring sessions. During individual sessions, peer tutors help students understand their strengths and weaknesses regarding the subject matter and provide tips to improve their academic skills. Learn how to apply!
The Undergraduate TA program is designed to be both enjoyable and informative, while assisting your peers. This is an opportunity to transition from the role of a student to that of a provider of knowledge.


text:
I had one of those really horrendous dreams last night. You know the type...the ones that affect your entire day and put you in a weird funk. I dreamed my husband died.
He didn't die of anything dramatic. No car crash. No crazy murder scene or anything like that. In my dream he just died and quite suddenly when we were on vacation and I just sat there shocked. I just kept asking myself over and over...."wait...what just happened?". I just almost didn't know how to react...should I scream or should I cry...should I do both? I remember feeling that I needed to calm myself because the kids were there. God, I hate feeling this. It was too real and too damn scary. Even when writing this tears are flowing down my face reliving this emotion that I don't want to feel. The feeling of loss, what will happen to my children and how will we cope in life?
My husband is an amazing man and a fantastic Dad. He's very quiet but when he says something he means it and when he jokes he is quite hilarious. His world is my world. We are truly best friends. I just can't imagine my world without him. I love him very much.
Thank God we have a date planned tonight. I need it to get me out of this crappy feeling and to hang onto my man for a little while.
2 days ago


text:
Every situation is different and needs to be evaluated with the best clinical knowledge of options for both the patient, the family, and the doctor. I don't think that patients should feel pressured to extend their life by means that are unreasonable, but I also believe that legal suicide creates a host of problems that society may be technologically advanced enough to face, but not necessarily ethically ready to consider. For that reason, I think it ought to be okay for a patient and the healthcare team to jointly decide to withhold treatments when death is near, but hastening death by administering a lethal dose ought to be avoided. The distinction may be blurry, but the real difference is one of actively engaging in a death act versus passively accepting death as it comes. You could say that the difference is insignificant because both methods hasten death, but I believe that the way we leave this life is important too.
My beliefs about matters of life, death, and suffering have been enhanced by the teachings of the Church of Jesus Christ of Latter-day Saints. At the core of 'Mormonism' is the idea of working at self-improvement, striving to become better in all aspects of our lives. This is so important to Mormons because we believe that our existence does not end at death and also that death does not do much to change our personality, attitude, skills, or knowledge, but (aside from the point but for the sake of completion) does change the constraints under which our physical body operates. With that understanding the following quotes address how Christians approach the question of euthanasia.
Orson F. Whitney said "No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire and which will make us more like our Father . . . in heaven."
The Church Handbook of Instructions has this to say:
Prolonging Life
When severe illness strikes, members should exercise faith in the Lord and seek competent medical assistance. However, when dying becomes inevitable, it should be seen as a blessing and a purposeful part of eternal existence. Members should not feel obligated to extend mortal life by means that are unreasonable. These judgments are best made by family members after receiving wise and competent medical advice and seeking divine guidance through fasting and prayer.
Euthanasia is defined as deliberately putting to death a person who is suffering from an incurable condition or disease. A person who participates in euthanasia, including assisting someone to commit suicide, violates the commandments of God.


text:
|Thu 27 Dec 2012, 10:00am–6:00pm
Additional fees may apply
Post-Christmas blues? Never fear, Rotorua Races are here! Join Racing Rotorua at the Interislander Summer Festival Rotorua Races this summer season. Bring your family and friends along to enjoy all day free children's entertainment and great on-track racing action. Visit theraces.co.nz for more information.
Before you go, would you like to subscribe to our free weekly newsletter with events happening in your area, competitions for free tickets and CD giveaways?
No thanks - I'm already an Eventfinda member (or I don't want to join)
Enter your email below, click on the Sign Up button and we'll send you on your way
Continuing confirms your acceptance of our terms of service.


text:
Harbour Cove
2241 Waterview Drive
North Myrtle Beach, SC 29582
2 Bedrooms / 2 Bathrooms
Golf Course Villa - Barefoot Resort
North Myrtle Beach, SC 29582
2 Bedrooms / 2 Bathrooms
Golf Course Villa - Barefoot Resort
Please Enter Dates for Pricing & Availability
Imagine waking up, taking in some sun with your morning coffee on your balcony, preparing a breakfast for you and your loved ones in a fully equipped kitchen, hopping on a shuttle out to the beach, and spending your afternoon basking in the sun in this South Carolina coastal paradise. You'll get that and more at the Harbour Cove Myrtle Beach Barefoot golf villas! Four Championship golf courses, one of the South's most unique shopping complexes, fine dining throughout the resort, surroundings of beautiful and lush scenery, Intracoastal waterway, premier marina for the boating enthusiasts, shuttle service to the beach, exciting
night life, and much more can all be found at Barefoot Resort! Staying in a convenient fairway villa overlooking some of the best golf courses in the world - these fabulous Myrtle Beach condo rentals can all be yours at magnificent Barefoot Resort golf villas! Truly the Myrtle Beach golf villas are the perfect mix of vacation living, shopping, dining and entertainment in a relaxed seaside environment...all at a VERY affordable price! This Myrtle Beach condo rental is one of the Grand Strands Best Kept Secrets Best Values! Book your vacation at Barefoot Resort and Harbour Cove in Myrtle Beach today!
Click Tabs Below for More Info
- Golf Course 2 Bedroom Condos
- Washer/Dryer in Each Unit
- Large Kitchens
- 4 Championship Golf Courses
- Free Wireless Internet
- Barefoot Marina
- 100+ Shops at Barefoot Landing
- Free Beachfront Shuttle Service (Seasonal)
- Restaurants and Bars within Resort
- Private Balcony
- Outdoor Pool
- BBQ Grill Area
Enter Your Arrival & Departure Dates Below to Check Rates & Availability!
3 Night minimum, check-in any day
IMPORTANT: Departure Maid Service & Linens are INCLUDED in rates.
Your message has been sent! Feel free to close this window and continue browsing.


text:
UGA's Terry College of Business partners with Advanced Strategies Inc. to offer Certificate Programs in Business Analysis
The University of Georgia's Terry College of Business is now offering certificate programs in business analysis, one of several new executive programs being launched in 2009, at the Terry Executive Education Center in Atlanta.
The certificate courses go beyond definitions and theory to teach the practical methods and skill development needed to carry out successful projects, starting with everyday projects and building up to complex, enterprise-wide initiatives and business transformations.
Terry's Office of Executive Programs has partnered with Advanced Strategies Inc. to teach the comprehensive Business Analysis Certificate Programs. Classes are continuous through 2010 and range from one- to three-week courses.
Courses in the certificate series include Business Analysis for Everyday Projects; Business Process Analysis and Facilitation for Major, Complex Projects; Business Analysis Leadership; Enterprise Transformation Analysis; and an Executive Forum on Identifying and Executing Enterprise Transformation Initiatives.
The programs are comprehensive not only in the topics covered, but also in providing a structured and well-defined career path. From being an analyst working on everyday projects to a "master business analyst" working on the most complex enterprise transformation initiatives, training and work experience at each level provide a solid basis for advancement to the next level of complexity and responsibility.
Business analysis instructors are experienced Advanced Strategies facilitators and trainers. As business analysis faculty, they lead the development of methodologies and training for business and technology transformation.
A senior manager with the Supreme Court in the state of Minnesota, who was a participant of the program, said, "The positive energy and excitement this training generated can't be bought and was, in large part, due to the facilitators and how the classes were taught."
Terry College and Advanced Strategies are also offering an executive forum where senior executives will meet for three days to address the critical issues facing enterprises in business transformation initiatives. The forum provides a unique, interactive opportunity to address challenges, such as maximizing delivery of business results, minimizing time to value, and affecting organizational change. The forum will be held March 3-5, 2009, and the registration fee is $3,750.


text:
And Twas In A Film
Puter has been waddling around the Castle the last couple of days humming and singing a bizarre song to himself. When we asked, he denied doing anything at first, and then claimed he didnt know what song it was. Like hell: we found it. Here it is:
Dear God.