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Learning at SWIS > Diploma Programme (DP)
DP Programme (DP)
Diploma Programme
The IB Diploma Programme (DP) is a two-year assessed programme for students typically between the ages of 16-18 recognized as a premiere leaving qualification for universities across the world. The DP is philosophically aligned with the preceding PYP and MYP at SWIS based on the attributes of the IB Learner Profile. All three programmes draw upon the same pedagogical approach.
The DP at SWIS seeks to develop students who:
- have excellent breadth and depth of knowledge
- flourish physically, intellectually, emotionally and ethically
- study at least two languages
- excel in traditional academic subjects
- explore the nature of knowledge through the programme's unique theory of knowledge course
Teaching and Learning the DP at SWIS
The DP utilizes the same 8 Day cycle of teaching and learning as occurs in the MYP at SWIS. Students select from six subject groups and the DP core. All students select their courses from the IB subject Groups 1-6 and the requisite DP Core (Extended Essay; Creativity, Activity, Service, and Theory of Knowledge). Rather than taking an Arts subject from Group 6, students can choose to study an additional subject from any of the Language Courses (Groups 1 or 2), Individuals and Societies (Group 3), or the Sciences (Group 4). The precise subject selection depends on the restrictions of the school's timetable.
Higher Level and Standard Level
Students select 3 subjects from the Higher Level (HL) and 3 subjects from the Standard Level (SL). HL subjects are studied at greater depth and take up considerably more time for students in the DP. HL subjects involve a minimum of 240 teaching hours, while the minimum for SL subjects is 150 teaching hours. Students typically select HL subjects related to their greatest interest or the subjects that will most prepare them for their future path of study in university.
External assessment
Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability.
They include:
- essays
- structured problems
- short-response questions
- data-response questions
- text-response questions
- case-study questions
- multiple-choice questions – though these are rarely used.
Internal assessment
Teacher assessment is also used for most courses. This includes:
- oral work in languages
- laboratory work in the sciences
- investigations in mathematics
- artistic performances.
Subject Offerings
Group 1:
Chinese A Language & Literature
English A Language & Literature
Group 4:
Group 2:
Chinese B Language Acquisition
English B Language Acquisition
Spanish B (via Pamoja)
Spanish Ab Initio (via Pamoja)
Group 5:
Maths HL
Maths SL
Math Studies (SL)
Group 3:
Business & Management
Philosophy SL (via Pamoja)
ITGS (via Pamoja)
Group 6:
Visual Arts
Film (via Pamoja)
Please note that the precise offering of subjects depends on yearly enrollment interest. The options below are meant to guide students through a range of possible subject selections. Each student should think carefully about their own interests before selecting their subjects in the DP. Students meet with the IBDP Coordinator and the University Counselor at least twice to assist them in making their subject selections.
"The Medic"
"The Artist"
Biology (HL)
Chemistry (HL)
Math (HL)
English B (SL)
Business & Management (SL)
Chinese A Language & Lit. (SL)
Extended Essay (in Biology)
Visual Arts (HL)
English A Language & Lit. (HL)
Business & Management (HL)
Chinese B (SL)
Biology (SL)
Math Studies (SL)
Extended Essay (in Visual Arts)
"The Academic"
"The Engineer"
English A Language & Lit. (HL)
Economics (HL)
Psychology (HL)
Chinese B (SL)
Physics (SL)
Math (SL)
Extended Essay (in World Studies)
Physics (HL)
Math (HL)
Chemistry (HL)
Economics (SL)
Chinese A Literature (SL)
English B (SL)
Extended Essay (in Physics)
"The Linguist"
"The Hospitality Manager"
English A Language & Literature (HL)
Chinese A Language & Literature (HL)
Spanish Ab Initio through Pamoja online
Biology (SL)
Psychology (SL)
Math Studies (SL)
Extended Essay (in Chinese A)
Chinese A Language & Lit. (HL)
English B (HL)
Business & Management (HL)
Math (SL)
Biology (SL)
Spanish B (SL) through Pamoja online
Extended Essay (in Business & Management)
DP Subject Briefs
DP Promotion Policy
Promotion to the Diploma Programme (DP) at SWIS is not automatic for SWIS students.
In order to be considered for the SWIS DP candidates must:
- Complete the MYP Service and Action requirements.
- Achieve a total score of at least 30 on the final Grade 10 report as outlined in the Secondary Community Handbook.
- Achieve a final score of at least 3 on the MYP Personal Project
- Have no score of 1 in any subject on the final Grade 10 report.
- Have no more than two subject scores of 2 on the final Grade 10 report
- Meet Grade 10 attendance requirements as outlined in the Secondary Handbook.
Students failing the above criteria will have their promotion reviewed by the Secondary Division Team.
Students not admitted to the DP may be eligible to complete the SWIS diploma.
Placement in HL Subjects – All DP Candidates
Students must achieve a subject score of 5 at the end of Grade 10 to enter a similar HL subject in the DP. Students must also have approval from the subject teacher for the HL subject they wish to study. Students who do not meet this requirement may appeal for entry into a HL subject. The Secondary Admissions Team reviews the appeal. All decisions are final.
University Recognition
University Recognition
- How familiar are universities with the IB?
- How colleges and universities view the IB
- Do IB scores influence US colleges and universities?
- See how Russell Group advises IB students to choose advanced courses (informed choices pdf)
- The IBDP compares favorably to other university-prep offerings. See results of research here. The IB used to collect data on the recognition policies within a single spreadsheet. The data included may still be similar to current year updates. See an example of how universities prioritize and reward IB learners in the Rochester IB guide pdf from the IB student registry, the new location for universities to report IB specific information.
- Guides for the application process and university admissions in the UK, USA, and selected other countries can be found here.
- Every country may have their own policy on the IB, and those can be found here.
- Guides for students applying for the following countries are linked below:
CanadaThe UKAustraliaUSAGermanyHong KongNetherlands
- See how students can discuss their IB course choices in their university applications and the strategies they can use to discuss their EE within applications.
- The IB blog has videos and guides to help students become successful applicants.
- Beyond utilizing the IBDP as your global passport to universities, you will need to be aware of specific requirements of the places you intend to apply. The guide within the SWIS Community Handbook will take you through the specifics of high school life that will effect your applications to university. Depending on where you want to attend, universities may require you to take other exams like TOEFL, IELTS, ACT or SAT. Learn more by reading through the high school handbook and speaking with the college and career counselor.
DPAC (SWIS Assessment Calendar) (2019 & 2020) (Download PDF)
Please click to download the DP Assessment Schedule (May 2019) (DP2).
Please click to download the DP Assessment Schedule (June 2020) (DP1).
General Regulations (Download PDF)
Academic Honesty Policy
SWIS Secondary Division Academic Honesty Policy
SWIS Academic Honesty and the IB Learner Profile
The Academic Honesty Policy is guided by the IB Learner Profile. In developing and enforcing this policy, we encourage SWIS students to be:
- Inquirers – who acquire the skills necessary to conduct inquiry and research
- Knowledgeable – who explore concepts, ideas and issues
- Principled – who act with integrity and honesty, take responsibility for their own actions
- Open-minded – who are accustomed to seeking and evaluating a range of points of view
- Risk-takers – who are brave and articulate in defending their beliefs
- Communicators – who are clear in explaining which parts of their assignments, are from other sources
Academic Misconduct
The IBO defines misconduct as behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. (IBO Diploma Program Academic Honesty, July 2011 – p3).
Misconduct includes:
plagiarism: This is defined as the representation of the ideas or work of another person as the candidate's own, including assessment that is completed with the assistance of a tutor.
collusion: This is defined as supporting malpractice by another candidate, as in allowing one's work to be copied or submitted for assessment by another.
duplication of work: This is defined as the presentation of the same work for different assessment components and/or diploma requirements
Any other behavior that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a record). (IBO Diploma Program Academic Honesty, July 2011 – p3).
Principles of Academic Honesty
Academic Integrity must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. (IBO Diploma Program Academic Honesty, July 2011 – p2).
Academic Integrity is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role modelling and taught skills. (IBO Diploma Program Academic Honesty, July 2011 – p2).
All school stakeholders play a role in promoting academic integrity.
Common understanding of concepts and definitions regarding academic integrity must be transparent to all school stakeholders.
Students must be explicitly taught the knowledge and skills necessary to avoid academic misconduct.
Consequences of academic misconduct must be transparent and applied consistently.
Roles and Responsibilities of Students, Teachers, Parents and Administration in the Prevention of Academic Misconduct
The Administration:
- Clearly understand and promote the Academic Integrity Policy.
- Actively develop a culture of academic integrity.
- Provide resources to promote to support academic integrity.
Teachers, Librarians, Project Leaders
- Clearly understand and promote the SWIS Secondary Division Academic Integrity Policy.
- Teach as well as promote the skills and knowledge students require to demonstrate academic integrity.
- Structure assignments that allow students to demonstrate integrity.
- Promote academic integrity with each assignment.
- Use the same school-adopted procedures for citing sources.
- Use a formative assessment process to clearly understand the student's learning process. Formative assessment may uncover a student's academic negligence before it manifests itself in academic misconduct.
- Promote academic integrity with initiatives such as poster competitions, campaigns, or student presentations.
- Clearly understand and promote the SWIS Secondary Division Academic Honesty Policy.
- Monitor their children's homework and computer use.
- Clearly understand and promote the SWIS Secondary Division Academic Honesty Policy.
- Demonstrate ethical behavior with respect to academic integrity.
- Use required conventions for submitting work.
- Actively seek guidance from teachers to avoid academic malpractice.
Consequences of misconduct in the MYP.
Staff member and MYP Coordinator
1. Misconduct suspected.
2. Confirm with subject lead and the Coordinator who will gather the evidence in order to lead the investigation.
3. Via email, alert both Advisor and Student Affairs Coordinator
4. Document a report in Managebac - automatically sent to parents. Send additional email to confirm receipt.
5. No grade recorded.
6. In tandem with other class work, expect student to complete assessment with new deadline.
7. Review completed work.
8. Apply unofficial grade at discretion.
9. Monitor and mentor student for future assessments.
1. Meet with Coordinator or Teacher to identify/clarify misconduct.
2. In tandem with other classwork, complete given assessment according to new deadline.
Consequences of misconduct in the DP for a First Offense with an incident involving summative or formal written IB assessment (including drafts, see: CHB for First Draft Policy).
Staff Member and DP Coordinator
1. Misconduct suspected by Teacher.
2. Teacher consults with the student involved to discuss the suspicion or evidence of misconduct.
3. Teacher communicates with the DPC and shares any related evidence of misconduct.
4. DPC evaluates evidence with consultation from the Principal in order to conduct an investigation into the incident.
5. If misconduct is confirmed by the DPC the student will receive a grade of 0 for the piece submitted.
6. DPC reviews with the student the parameters of academic misconduct to offer guidance on future work.
7. DPC informs student of the consequences of the second offense and requests that student sign acknowledgement of understanding.
8. Via email, the DPC alerts both Advisor and Student Affairs Coordinator
9. DPC documents a report in Managebac - automatically sent to parents. Send additional email to confirm receipt.
10. Teacher sets a new deadline for the student with the opportunity to resubmit the work for a full mark.
11. Teacher awards grade.
12. Teacher monitors student for future assessments.
1. Meet with Coordinator to identify/clarify misconduct.
2. Submit a written statement regarding the incident.
3. If misconduct is confirmed, sign acknowledgement of understanding form.
4. In tandem with other classwork, complete given assessment according to new deadline.
Consequences of misconduct in the DP for a Second Offense with an incident involving summative or formal written IB assessment (including drafts, see: CHB for First Draft Policy).
Staff Member, DP Coordinator and Principal
1. The handling of a second offense follows the same procedure as the first offense investigation. After the investigation, if misconduct is confirmed, the DPC will convene a formal academic review with the Secondary Principal and others involved in the investigation.
2. If the assessment in question involves a formal IB internal assessment (e.g. Commentary, Investigation Report, Exhibition, etc), then a grade of 0 is submitted to the IBO.
3. If the assessment in question involves a summative assessment, a grade of 0 is reported on the student's record with no chance to makeup or resubmit the work.
4. Principal communicates further consequences for the student regarding future behavior of academic misconduct, including de-registration from the Diploma Programme or award of "N" (No Grade).
1. Meet with Principal, Coordinator and others involved in the investigation.
2. In tandem with other classwork, complete given assessment according to new deadline.
Consequences of misconduct in the DP for any incident during a mock or formal IB examination under timed-conditions.
Invigilator and Coordinator
1. Misconduct is suspected by the invigilator.
2. Evidence of misconduct is collected and the details of the incident are documented by the Lead Invigilator who communicates with the DPC.
3. DPC meets with the student to discuss the incident.
4. DPC gives the student at minimum 24 hours to supply a written statement regarding the incident.
5. DPC writes a report of the incident to be shared with the IBO upon request.
6. The Principal and Director of School are notified of the incident by the DPC.
7. The consequences of the incident are discussed with the student by the DPC and Principal. The Principal may request a meeting with the student and the parents as necessary.
8. If misconduct is confirmed during a mock examination, a grade of 0 awarded with no chance of a makeup.
9. If the incident includes a formal IB external examination, the DPC liaises with the IBO who leads the investigation.
10. DPC and SWIS comply with all requests from the IBO concerning the incident, including the sharing of evidence or documentation necessary for their investigation.
Definitions of Assessments in the DP
Summative: SWIS assessment modeled on DP internal or external exams/assessments, graded by SWIS teachers.
Formative: SWIS assessment modeled on DP internal or external exams/assessments with feedback from SWIS teachers.
Internal Assessment: an official IB summative work graded by SWIS subject teacher, but moderated by the IB.
External Assessment: an official IB summative work graded by DP examiners (not from SWIS), usually under timed conditions except in the Core, Groups 1, 2 and 6.
Parent FAQs (in Chinese & English)
- Q: What is the DP?
A: For a complete overview of the Diploma Programme, please visit the official International Baccalaureate webpage, here: http://ibo.org/programmes/diploma-programme/
DP是IB大学预科项目(Diploma Programme)的缩写,IB官网对DP有全面的介绍,请访问:http://ibo.org/programmes/diploma-programme/
- Q: Is the DP accepted by universities?
A: Universities across the world recognize the DP as a premiere leaving qualification for university entrance. While each university or country has its own admissions practice, research shows that many admissions programs actually prefer students who have studied in the IB. The skills that students gain in self-management, research and emotional balance prepare them well for university life. For a complete and up-to-date list of universities accepting students in the IB, visit the IBO page: http://www.ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-and-universities/
- Q: What does it take to be successful in the DP?
A: While there is no precise formula for success in the DP, high achieving students tend to have mastered the Approaches to Learning (ATLs): self-management skills, thinking skills, research skills, social skills and communication skills.
- Q: What subjects in the DP should my son/daughter take?
A: Subject selection in the DP is one of the single-most important factors for success in the programme. Full Diploma Students are required to take 6 subjects + the Core (CAS, TOK and the Extended Essay). Students select 1 subject from each Group with the possibility of dropping Group 6 (Art) for an additional Group 3 (Individuals and Societies) or Group 4 (Sciences). Students are encouraged to select subjects that are of interest to them, or ones that will help them as they apply to universities or plan for their future career.
- Q: Where can I learn more about DP subjects?
A: Please find the ibo.org page to read the Diploma Programme Subject Briefs, here: http://www.ibo.org/university-admission/ib-recognition-resources-and-document-library/#briefs
- Q: What Higher Level subjects should my son/daughter take?
A: Students typically select HL subjects related to their greatest interest or the subjects that will most prepare them for their future path of study in university. HL subjects are studied at greater depth and take up considerably more time for students in the DP. They involve a minimum of 240 teaching hours, while the minimum for SL subjects is 150 teaching hours. Keep in mind that some university programs may require that students enroll in certain DP Subjects or Levels. Students should consult the University Counselor for details on subject selection and university admissions.
- Q: Why do certain HL subjects have entry requirements or a teacher recommendation?
A: The DP Coordinator, along with Teachers and Advisors, encourages students to reflect honestly on their strengths, weaknesses and needs prior to selecting subjects in the DP. Students interested in Higher Levels in Group 4 (Sciences), Group 5 (Maths) and Group 6 (Arts) are required to attain a minimum 5 grade and/or a teacher recommendation to guarantee their placement in the subject. In extraordinary cases, and if space is available, students may be registered in HL subjects without a grade of 5 or teacher recommendation if they are able to provide a written rationale outlining their request for entry. Under such circumstances, students will be asked to sign an acknowledgement of non-recommendation letter.
- Q: Can students change their DP subjects after the school year begins?
A: Students are urged to finalize their DP Subjects with the DP Coordinator in the month of May (Grade 10 MYP). However, DP students in their first week of the programme participate in "Shopping Week" where they are allowed to sit in on classes of interest to them throughout the first 8-Day Cycle. Should students request a change to their registration they may complete a change of registration form with the DP Coordinator. Entry into subjects depends on available space, previous grades, and teacher recommendation.
- Q: What's the last date for changing DP subject or level registration?
A: Student in Year 1 of the DP can request changes to their subject or level registration up until Semester 2 (DP1). Requests must go through the DP Coordinator and have approval from relevant Teachers.
- Q: Can parents meet with the DP Coordinator or University Counselor to discuss subject selection in the DP?
A: We encourage students, as mature and principled communicators, to take responsibility themselves in meeting with the DP Coordinator and University Counselor. Pertinent information will be shared with parents via Managebac or SMS. Parents as well are encouraged to attend the DP Info Sessions in October or November when they are announced. In special cases, parents can arrange to meet with the DPC or University Counselor via email.
*DPC: Mr. Tucker Barrows (email@example.com)
*University Counselor: Dr. Greg Mason (firstname.lastname@example.com)
我们鼓励学生以成熟的、自律的、对自己负责的态度,独立和DP课程协调员或大学升学顾问沟通。重要的问题我们会通过Managebac 或短信通知家长。10月或11月我们会举行DP家长信息会,到时请家长尽量都参加。有任何特殊情况,家长可以通过邮件和DP课程协调员或大学升学顾问预约见面,他们的邮箱是
*DP课程协调员: Mr. Tucker Barrows (email@example.com)
*大学升学顾问: Dr. Greg Mason (firstname.lastname@example.com)
- Q: When do students meet with the DPC and University Counselor?
A: MYP 10 Students meet twice with the DP Coordinator and University Counselor prior to entry into the DP (October and May). These meetings are intended to guide students into the subjects most appropriate for their future plan.
- Q: What is Pamoja Education Online?
A: Pamoja is an online platform for students interested in DP subjects not available at SWIS. Pamoja is an IBO-approved online provider that is suited for students who are excellent self-managers. Keep in mind there is an associated fee with registration. More information is available on their webpage, here: http://www.pamojaeducation.com/
- Q: How are students in the DP assessed?
A: Assessment varies by subject, but all subjects include an internal and external component reported through the IBO. Throughout the two years of the programme, teachers utilize formative and summative assessment just like any classroom environment. Students will receive Reports that summarize their achievement. DP students will also sit for external examinations through the month of May. For more information on DP Assessment, please go here: http://ibo.org/programmes/diploma-programme/assessment-and-exams/understanding-ib-assessment/
- Q: What are predicted grades?
A: In Year 2 of the DP, Teachers will report predicted grades to universities and to the IBO using assessment information gathered in the classroom. Predicted grades are based on a combination of assessment types unique to each subject.
- Q: Will I be able to know the predicted grades reported to universities?
A: Yes, students will receive a summary of their predicted grades from the University Counselor in Year 2 of the DP (typically November).
- Q: What is the IBO exam schedule?
A: As an authorized DP school, SWIS must comply with the IBO exam schedule issued each year. The exam schedule changes each session, but students can review the old schedule here to get an idea: http://www.ibo.org/programmes/diploma-programme/assessment-and-exams/exam-schedule/
DP Information Sessions (for students and parents).
DP Information Sessions (for students and parents)
Prospective students and parents should confirm the dates below by contacting the SWIS Admissions Department.
Late-August: "MYP Back to School Night" (PARENTS ONLY)
o topics for MYP 10 parents: University Application Process & Introduction to DP Subject Selection
October: "Parent Info Session"
o topics: The Subject Selection Process for the DP & University Considerations
November: "Parent Info Session"
o topics: Account-IB-ility: preparing for the DP: perceptions of the DP, time-management and the value of the IB
March: "Parent Info Session"
o topics: The DP Core: understanding CAS, the Extended Essay, and TOK)
April: "Prospective Students and Parents Day"
o topics: SWIS Campus Tour & Introduction to the Diploma Programme


text:
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"Say Say Say" is a pop song written and performed by Paul McCartney and Michael Jackson, released in 1983. The track was produced by George Martin for McCartney's album, Pipes of Peace. The song was recorded during production of McCartney's 1982 Tug of War album, about a year before the release of "The Girl Is Mine", the pair's first duet from Jackson's album Thriller (1982).
After its release in October 1983, "Say Say Say" became Jackson's seventh top-ten hit inside a year. It was a number one hit in the United States, Canada, Norway, Sweden, and several other countries, reached number two in the United Kingdom, and peaked within the top ten in Australia, Austria, New Zealand, The Netherlands, Switzerland, and over 20 other nations. In 2013, Billboard Magazine listed the song as the 40th biggest hit of all-time on the Billboard Hot 100 charts.[1]
The single was certified gold by the Recording Industry Association of America in December 1983, representing sales of one million copies. The single was promoted with a music video directed by Bob Giraldi. The video, filmed in Santa Ynez Valley, California, features cameo appearances by Linda McCartney, La Toya Jackson and Giraldi. The short film centers around two con artists called "Mac and Jack" (played by McCartney and Jackson), and is credited for the introduction of dialogue and storyline to music videos.
Background, recording, and composition
McCartney biographer Ray Coleman asserted that the majority of the song's lyrics were written by Jackson, and given to McCartney the next day.[2] Recording began at AIR Studios in London in May 1981. At the time, McCartney was recording Tug of War, the former Beatle's first solo album after the breakup of his group Wings.[3][4]
Jackson stayed at the home of McCartney and his wife Linda during the recording sessions, and became friends with both.[5] While at the dining table one evening, Paul McCartney brought out a booklet that displayed all the songs to which he owned the publishing rights. "This is the way to make big money", the musician informed Jackson. "Every time someone records one of these songs, I get paid. Every time someone plays these songs on the radio, or in live performances, I get paid." McCartney's words influenced Jackson's later purchase of ATV Music Publishing in 1985.[5]
"Say Say Say" is a pop song played in the key of B♭ minor. The track has been cited as a "pleading kind of love song".
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McCartney played several instruments on "Say Say Say", including percussion, synthesiser, guitar, and bass guitar. The harmonica was played by Chris Smith and the rhythm guitar was played by David Williams. The song was engineered by former Beatles sound engineer, Geoff Emerick.[6] The production of "Say Say Say" was completed in February 1983, after it had been refined and overdubbed at Cherokee Studios in California.
George Martin, who had worked with The Beatles, produced the song. He said of his experience with Jackson, "He actually does radiate an aura when he comes into the studio, there's no question about it. He's not a musician in the sense that Paul is ... but he does know what he wants in music and he has very firm ideas."[2][3]
Jackson also spoke of the experience in his autobiography, Moonwalk. The younger singer revealed that the collaboration boosted his confidence, as Quincy Jones—producer of Thriller—was not present to correct his mistakes. Jackson added that he and McCartney worked as equals, stating, "Paul never had to carry me in that studio."[7]
"Say Say Say" is cited as a pop song on the sheet music published on Musicnotes.com by Alfred Music Publishing. The song was performed in common time, with a dance beat of 116 beats per minute.[8] It is in the key of B♭ minor, and sung in a vocal range from F4 to B♭5.[8] The lyrics to "Say Say Say" reflect an attempt to "win back" a girl's affection; Deseret News considered the song to be a "pleading kind of love song".[8][9]
Release and reception
Following the release of Thriller and most of its singles, "Say Say Say" was released on 3 October 1983 by Parlophone Records in the UK and Columbia Records in the US.[10][11][12] It remained atop Billboard's Hot 100 for six weeks and became Jackson's seventh top ten hit of 1983 in the United States, four behind the all-time record set by McCartney's former group The Beatles for the most top ten hits in a calendar year, set in 1964. Also in the US, "Say Say Say" reached number two on the R&B chart and number three on the Hot Adult Contemporary Tracks chart.[13] Billboard ranked it at the No. 3 song for 1984.[14]
Although the song had peaked at number ten in the UK, it began to fall steadily; McCartney subsequently held an early weekday live television interview, where he discussed the song's music video. This, along with screenings of the video on Top of the Pops (which normally played only singles that were rising in the charts), The Tube and Noel Edmonds' The Late, Late Breakfast Show, helped propel the song to number two on the UK Singles Chart.[15][16] The belated release of the 12" single of "Say Say Say", remixed by John "Jellybean" Benitez, also contributed to the improved UK chart performance.
"Say Say Say" reached number one in Norway and Sweden, and the single also reached the top ten in Austria, Australia, New Zealand, the Netherlands, and Switzerland.[15][17] With wholesale shipments of at least one million units, the single was later certified platinum by the Recording Industry Association of America.[18]
McCartney album releases of "Say Say Say" include 1983's Pipes of Peace and 1987's All the Best!
Billboard lists "Say Say Say" as Michael Jackson's top-performing single in a ranking of his 50 best-charting songs."[19] It's also the final of nine Billboard number ones for McCartney during his post-Beatles career, as a solo artist, a duo, and as a member of the band Wings. It's also the final of the 32 Billboard number one songs he wrote or co-wrote during his entire career, a record for that music chart. (see List of Billboard Hot 100 chart achievements and milestones)
"Say Say Say" received mixed reviews from music critics. The lyrics were named the worst of 1983 by The Buffalo News's Anthony Violanti,[20] while the Lexington Herald-Leader stated in a review of Pipes of Peace that, aside from "Say Say Say" and "The Man", "McCartney waste[d] the rest of the album on bathos and whimsy".[21] The Los Angeles Times' Paul Grein also reviewed the McCartney album and opined that the singer had redeemed himself with the success of the "spunky" song "but plunged back into wimpdom with 'No More Lonely Nights'".[22] Journalist Whitney Pastorek compared the song to McCartney's 1982 duet with Stevie Wonder, "Ebony and Ivory". She asserted that "Say Say Say" was a better song, and had a better "though slightly more nonsensical" music video, adding that the song had no "heavy-handed social content".[23] Penn State's The Daily Collegian described the track as a good song, despite its ad nauseam broadcasts.[24]
The Deseret News stated that the "pleading love song" had a "masterful, catchy hook".[9] In a Rolling Stone review, the track was described as an "amiable though vapid dance groove". The reviewer, Parke Puterbaugh, added that it was an "instantly hit-bound froth-funk that tends, after all, toward banality".[25] Music critic Nelson George stated that "Say Say Say" would not have "deserved the airplay it received without McCartney and Jackson".[26] Salon.com later described the song as a "sappy duet". The online magazine concluded that McCartney had become a "wimpy old fart".[27] Billboard ranked the song third in its list of top tracks for 1984.[28] In a 2007 article, a writer for the magazine Vibe listed "Say Say Say" as the 22nd greatest duet of all time. The writer commented that the song was "a true falsetto fantasy" and that it was "still thrilling to hear the sweet-voiced duo trade harmonies on the chorus".[29] In 2005, Dutch musicians Hi Tack sampled "Say Say Say" on their debut single, "Say Say Say (Waiting 4 U)". The song featured Jackson's vocals from the original recording, plus McCartney's "Baby".[30]
In 2012, Canadian indie folk artist Woodpigeon released a cover version of "Say Say Say", recorded with Louise and the Pins in London.[31]
Music video
Production, plot, and reception
The music video (or "short film") for "Say Say Say" was directed by Bob Giraldi, who had previously directed Michael Jackson's music video for "Beat It". Cameo appearances in the video are made by McCartney's then wife Linda, as well as Jackson's older sister La Toya.[32][33] To accommodate Jackson's busy schedule the video was filmed at Los Alamos near Santa Barbara, California. McCartney flew in specially for filming.[34][35] The video cost $500,000 to produce.[15]
In the short film, the duo play "Mac and Jack", a pair of conmen who sell a "miracle potion". The salesman (McCartney) offers Jackson the potion, and claims that it is "guaranteed to give you the strength of a raging bull". Jackson drinks the potion and challenges a large man to arm-wrestle. Unbeknownst to a watching crowd, the man—along with Linda—is also in on the scam. After Jackson wins the rigged contest, the crowd of people surge forward and buy the potion. Mac and Jack then donate all of the money earned from the scam to an orphanage.[35] After this scene, McCartney and Jackson star as vaudeville performers who sing and dance at a bar.[36] On stage, the duo appear in clown makeup at one point and quickly go through a number of costume changes.[37] Jackson flirts with a young woman portrayed by his real-life sister La Toya.[38] When law-enforcement officers appear at the back of the venue, Mac quickly starts a small fire onstage and Linda hollers "FIRE!", emptying the venue and allowing the group to escape via backstage (yet somehow finding time to change into tuxedoes first). The video ends with Paul, Linda, and Michael as they drive off into the sunset. La Toya, who was handed a bunch of flowers by McCartney, is left at the roadside.[36]
The video also features appearances by director Giraldi as a pool shark who is conned by McCartney, and Art Carney as an audience member for the vaudeville show.[39]
Giraldi said of Jackson and McCartney, "Michael didn't outdance Paul, and Paul didn't outsing Michael". He added that production of the video was hard work because "the egos could fill a room".[40] The video introduced both dialogue and storyline, an element extended upon in Michael Jackson's Thriller.[41] In a 1984 study of music videos conducted by the National Coalition on Television Violence, the Jacksons were rated "very violent," citing Michael Jackson's "Billie Jean," "Thriller", and "Say Say Say" as well as Jermaine Jackson's "Dynamite" and the Jacksons' "Torture."[42] In a list compiled by Billboard at the end of 1984, the music video was named the fourth best of the year, and the rest of the top four were also short films by Jackson.[43]
The Manchester Evening News later described the "Say Say Say" video as an "anarchic caper" that "plays out like an Emir Kusturica feature".[44] PopMatters stated that the music videos of "Say Say Say" and "Goodnight Tonight" turned "a pair of otherwise forgettable songs into something worth watching".[45] Steven Greenlee of The Boston Globe reflected that the video was both "horrifying and compelling", and stated the ridiculousness of a potion which could aid Jackson in beating somebody at arm wrestling. He added, "It's even harder to believe that the two of them didn't get the pulp beaten out of them in that bar for dressing like a pair of Chess King employees".[46] The "Say Say Say" video was later included on the DVDs The McCartney Years and Michael Jackson's Vision.[47]
Two authors later reviewed the short film and documented two central themes. The first is a "Child/Man" theme; the role of both a boy and an adult, which writer James M. Curtis states Jackson plays throughout the music video for "Say Say Say".[36] Curtis writes that the bathroom scene involving the shaving foam is reminiscent of boys copying their fathers. He adds that the scene marks "the distinction between Michael's roles as a Child and as a Man". The writer also highlights the part where the singer supposedly becomes strengthened with a miracle potion, a further play on the "Child/Man" theme.[36] Furthermore, Curtis observes that Paul and Linda McCartney seem to act as if they are Jackson's parents in the short film.[36] The author also notes that in a scene where Jackson is handed a bouquet of flowers from a girl, it is a reversal of one from City Lights, a 1931 film starring Charlie Chaplin, whom the singer greatly adored.[36]
The second of the two main themes in the music video is of African American history and culture, as some of the vaudeville scenes in the short film acknowledge minstrel shows and blackface.[37] Author W. T. Lhamon writes that the video is set in the Californian Depression, and that McCartney and Jackson "convey a compactly corrupt history of blackface" as they con their way to riches with the Mac and Jack show.[37] Lhamon was critical of the pair and of the video because he felt that the African American theme had not been made explicitly known. The author expressed his view that aspects of the short film were historically out-of-synch with interracial relations.[37] He stated, "Nearly everything in the video is backward. Mack's white hand continually helping black Jack on board, for instance, reverses the general process I have shown of blacks providing whites with their sustaining gestures."[37] Lhamon added, "In a just world, Jackson should be pulling McCartney onto the wagon, not the other way around."[37]
| Peak
|Australian Singles Chart[17]
|Austrian Singles Chart[17]
|Canadian RPM Magazine Chart
|Dutch Singles Chart[17]
|Irish Singles Chart[48]
|New Zealand Singles Chart[17]
|Norwegian Singles Chart[17]
|Swedish Singles Chart[17]
|Swiss Singles Chart[17]
|UK Singles Chart[13]
|US Billboard Hot 100[13]
|US R&B Singles Chart[13]
Year-end charts
|Chart (1983)
|UK Singles Chart[49]
|Chart (1984)
|US Billboard Hot 100[50]
End-of-decade charts
|End of decade (1980–89)
|U.S. Billboard Hot 100
All-time charts
|US Billboard Hot 100[1]
- ^ a b Bronson, Fred (2 August 2012). "Hot 100 55th Anniversary: The All-Time Top 100 Songs". Billboard. Retrieved 9 August 2013.
- ^ a b Coleman, p. 129.
- ^ a b Halstead, p. 268.
- ^ Andersen, p. 99.
- ^ a b Taraborrelli, p. 333.
- ^ Linear notes of Pipes of Peace by Paul McCartney.
- ^ Jackson, p. 188.
- ^ a b c "Say Say Say – Paul McCartney Digital Sheet Music (Digital Download)". MusicNotes.com (Alfred Publishing Co. Inc).
- ^ a b "McCartney, Jackson together again". Deseret News. 18 November 1993. Retrieved 7 March 2009.
- ^ Grant, p. 68.
- ^ Harry, p. 171.
- ^ Hill, p. 381.
- ^ a b c d George, p. 39.
- ^ Billboard Year-End Hot 100 singles of 1984
- ^ a b c Barrow, p. 92.
- ^ Heryanto, p. 92.
- ^ a b c d e f g h "Austrian Singles Chart Archives". austriancharts.at. Hung Medien. Retrieved 3 March 2009.
- ^ "RIAA database". Recording Industry Association of America. Retrieved 30 April 2009. (To search the database for "Say Say Say", type "Paul McCartney" or "Michael Jackson" into the Artist field and "Say Say Say" into the Title field.)
- ^ "'Say Say Say' Ranks As Michael Jackson's Biggest Billboard Hit". Retrieved 2012-08-21.
- ^ Violanti, Anthony (18 August 1996). "Schlock: An Unusually Confused and Nasal Dylan". The Buffalo News. Retrieved on 19 March 2009.
- ^ "Paul McCartney's New Album Is Just 'Embarrassing Fluff'". Lexington Herald-Leader. (15 January 1983). Retrieved on 19 March 2009.
- ^ Grein, Paul (3 January 1988). "Hits That Hurt In Some Cases, That Top 10 Smash Can Smash an Artist's Image". Los Angeles Times. Retrieved on 19 March 2009.
- ^ Pastorek, Whitney (3 May 2007). "This Week in '82". Entertainment Weekly. Retrieved 19 March 2009.
- ^ Yeany, Ron (22 November 1990). "McCartney and Simon". The Daily Collegian. Retrieved 2 March 2009.
- ^ Puterbaugh, Parke (19 January 1984). "Pipes of Peace review". Rolling Stone. Retrieved 7 March 2009.
- ^ George, Nelson (22 December 1984). "Black '84". Billboard 96 (51). ISSN 0006-2510. Retrieved 11 February 2010.
- ^ Garcia, Gilbert (27 January 2003). "The ballad of Paul and Yoko". Salon.com. Retrieved 7 March 2009.
- ^ Campbell, p. 65.
- ^ Caramanica, Jon (February 2007). "The 50 greatest duets of all time". Vibe. Retrieved 11 February 2010.
- ^ "Upfront". Billboard 118 (1). 7 January 2006. ISSN 0006-2510. Retrieved 24 February 2010.
- ^ "Bandcamp"
- ^ Grant, p. 270.
- ^ "Linda McCartney Dies Of Cancer". MTV. 20 April 1998. Retrieved 8 March 2009.
- ^ Reba, Bonnie Churchill (1 March 1984). "You" (PAYMENT REQUIRED TO ACCESS FULL ARTICLE.). Los Angeles Times. Retrieved 19 March 2010.
- ^ a b Campbell, p. 69.
- ^ a b c d e f Curtis, p. 323.
- ^ a b c d e f Lhamon, p. 219.
- ^ Morris, Davina (24 August 2008). "Happy birthday MJ". The Voice. Retrieved 8 March 2009.
- ^ Paul McCartney (2007). The McCartney Years (DVD). Rhino Entertainment.
- ^ Garcia, Guy (18 November 1983). "People: Nov. 14, 1983". Time. Retrieved 8 March 2009.
- ^ Sklar, Ron (23 November 1990). "Thriller video". The Daily Collegian. Retrieved 8 March 2009.
- ^ Bishop, Pete. "Group on TV Violence Looks at Music Videos and Is Not Amused" Chicago Tribune, 25 January 1985.
- ^ Campbell, p. 105.
- ^ Gilliver, Stephen (20 November 2007). "DVD review: Paul McCartney – The McCartney Years (Warner)". The Manchester Evening News. Retrieved 8 March 2009.
- ^ Lawson, Terry (20 November 2007). "Old rockers go on a DVD roll". PopMatters. Retrieved 8 March 2009.
- ^ Greenlee, Steven. "Back when MTV had videos". The Boston Globe. Retrieved 16 March 2009.
- ^ Paul McCartney, The McCartney Years, DVD.
- ^ http://www.irishcharts.ie/search/placement?page=13
- ^ http://www.uk-charts.top-source.info/top-100-1983.shtml
- ^ http://www.bobborst.com/popculture/top-100-songs-of-the-year/?year=1984
- Andersen, Christopher P. (1994). Michael Jackson: unauthorized. Simon & Schuster. ISBN 0-671-89239-8.
- Barrow, Tony (1994). Inside the Music Business. Routledge. ISBN 0-415-13660-1.
- Campbell, Lisa (1993). Michael Jackson: The King of Pop. Branden. ISBN 0-8283-1957-X.
- Coleman, Ray (1996). McCartney: Yesterday and Today. Dove Books. ISBN 0-7871-1038-8.
- Curtis, James M. (1987). Rock Eras. Popular Press. ISBN 0-87972-369-6.
- Everett, Walter (1999). The Beatles as musicians: Revolver through the Anthology. Oxford University Press. ISBN 0-19-512941-5.
- George, Nelson (2004). Michael Jackson: The Ultimate Collection booklet. Sony BMG.
- Grant, Adrian (2009). Michael Jackson: The Visual Documentary. Omnibus Press. ISBN 978-1-84938-261-8.
- Halstead, Craig (2007). Michael Jackson: For the Record. Authors OnLine. ISBN 978-0-7552-0267-6.
- Harry, Bill (2002). The Paul McCartney Encyclopedia. Virgin. ISBN 0-7535-0716-1.
- Heryanto, Ariel (2004). Challenging Authoritarianism in Southeast Asia: Comparing Indonesia and Malaysia. CRC Press. ISBN 0-203-20800-5.
- Hill, Tim (2000). The Beatles: unseen archives. Parragon. ISBN 0-7525-4080-7.
- Jackson, Michael (2009). Moonwalk. Random House Inc. ISBN 0-307-71698-8.
- Jones, Jel (2005). Michael Jackson, the King of Pop: The Big Picture: the Music! the Man! the Legend! the Interviews!. Amber Books Publishing. ISBN 0-9749779-0-X.
- Lhamon, W. H. (1998). Raising Cain. Harvard University Press. ISBN 0-674-74711-9.
- Romanowski, Patricia (1995). The New Rolling Stone encyclopedia of rock & roll. Fireside. ISBN 0-684-81044-1.
- Taraborrelli, J. Randy (2004). The Magic and the Madness. Headline. ISBN 0-330-42005-4.
External links
- Paul McCartney's official website
- Michael Jackson's official website
- Full lyrics of this song at MetroLyrics
- "Say Say Say by Paul McCartney and Michael Jackson" music video on YouTube
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Filmmaker Bio (Long, 381 words)
Born in Ecuador, Felix Endara is a transgender New York-based independent filmmaker, programmer, and arts administrator whose films have screened at festivals including Berlin, Frameline, Outfest, NewFest, DOC NYC, and Mill Valley. From 2008 to 2012, he programmed Arts Engine's documentary screening series DocuClub, which he toured to Mexico City and Silver Spring, Maryland. In 2010, he was a fellow at the IFP Documentary Finishing Lab (2010) as producer for WILDNESS (2012, Dir: Wu Tsang), which follows the trajectory of a gay male bar in Los Angeles as its transforms into a refuge for immigrant Latina transgender women. It premiered at MoMa's Documentary Fortnight series in February 2012, was an official selection at SXSW, and screened at the Whitney Biennial later that year. He also produced ARTICLE OF FAITH (2011, Dir: Christina Antonakos-Wallace), which received the "Changemaker Award" at the Media That Matters film festival in 2011. The short portrays anti-bullying Sikh activist Sonny Singh and his fight to ban discrimination in New York City schools. In addition, he participated in Working Films/Fledgling Fund's first Reel Engagement workshop (July 2010), focusing on outreach and audience engagement; and in documentary trainings at Dok-Leipzig's Co-Production Meetings (October 2011), in Germany; and Amsterdam's IDFA Academy (November 2011). He has been a reviewer for P.O.V., Tribeca All Access, NewFest, Human Rights Watch Film Festival, and the New York Asian American International Film Festival; and an advisor for Cinereach Reach Fellows. In 2013, he served as a jury member of the New Orleans Film Festival.
Felix has a long and consistent track record of producing innovative, thought-provoking media of consequence that has screened at prestigious film festivals around the world. Topics he has covered have ranged from the preservation and celebration of LGBT historical spaces to character portraits of activists who rise up to the challenges of fighting prejudice and violence. In addition, his work as an independent programmer and arts administrator draws on his values to champion art that functions as a catalyst for social change.
GRIT & GRIND, his most recent short documentary, tells the story of the Clit Club, an edgy lesbian club set in New York's Meatpacking District in the 1990s, as the city struggled with the AIDS epidemic. The film had its debut at the Berlin International Film Festival in 2014.
Filmmaker Bio (Short, 77 words)
Ecuadorian filmmaker Felix Endara claims a long and consistent track record of producing innovative, thought-provoking media that has screened at prestigious film festivals such as Berlinale, DOC NYC, and Mill Valley. Topics he has covered have ranged from the preservation of LGBT historical spaces to portrayals of activists who challenge prejudice and violence. His work as an independent programmer and arts administrator draw on his values to champion art that functions as a catalyst for social change.
Check out Felix's IMDB page for some credits.
To read about Felix's experience as an IFF Lab fellow, go here, and here.
To read about Felix's experience at the NYFA Artist as Entrepreneur Boot Camp for Artists of Color, go here.
To read about Felix's experience at the Reel Engagement workshop, go here.
Filmmaker Artist Statement
I'm a polymorphous cultural producer, who positions my creativity in service of furthering social justice goals. I work primarily in film, but claim space in visual arts, photography, curating and programming, and social practice. As an arts administrator, I championed art that functioned as catalyst for social change. My approach is holistic – and I operate from filtering the world through a queer trans/migrant and racial justice lens.
My films cross genres, yet at core are stories of transformation and resilience. As a mixed-race Latinx queer transgender immigrant, I have made the most of limited resources. In 2013, I made GRIT & GRIND, a poly-vocal memoir documentary of New York City's Clit Club. The history of Clit Club is my story, told by an introspective observer who came out and of age at the height of AIDS, imbued with a sense of unapologetic queer activism. At the heart of my work is the impetus to preserve and share the histories of LGBT communities and emphasize the importance of safe spaces that enable marginalized communities to survive and flourish.
My practice is expansive: in addition to an extensive track record of producing innovative, thought-provoking media of consequence that has screened at prestigious film festivals around the world, it involves contributing a critique of cultural appropriation for Rinku Sen's online platform, The Maven, for example; and co-founding a skill-share group for transmen who date cis men to advocate for consent and access to HIV-prevention medication as forms of self-care; and expanding that project to encompass hosting a queer "tea party" at SOHO20 gallery, that operated from a framework of accessibility, inclusion, and consent. At surface glance, all of these activities may not seem related, but there is much connective tissue holding them together. In fact, each creative expression feeds and nurtures the others. Ultimately, my approach to cultural work acknowledges that my liberation is bound together with others, and through my creative practice I aim to deepen connections within and across communities.


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Hi all, I have just completed the 4th edition (2011-12 fiscal year) update of our Japan Foreclosed Property Report. We had already written a great deal about the earthquake risks in different parts of Japan, and in light of the recent safety issues related to the tsunami and nuclear reactors, I have also included details on those issues.
I used to be an energy/mining analyst, and I studied geology, so I am happy to include those subjects to allay any concerns about living in Japan. The death of thousands of people might discourage people as to the safety of living in Japan....but then Japan adapted to living with earthquakes years ago, and it will now recognise the need to adapt to tsunamis. In any respect Japanese beaches are the least appealing aspect of life in Japan, so its a false economy to buy close to the beach. Mostly they are rocky and depressingly grey. Japan's charm is in the cities and mountains.NZ Property Guide Philippine Real Estate Guide Japan Foreclosed Guide
Author Andrew Sheldon| Applied Critical Thinking | www.SheldonThinks.com


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In this session, USP alum Pamela Cheong (English Literature + USP, Class of 2006) and Prof Peter Maria Krakauer will share with the USP community the cultural and social relevance of music. Prof Krakauer will also talk about improvisation and demonstrate the piano in different musical styles.
First organized in 2013, We Will Dance is Singapore's first 10-hour charity dance marathon. Besides the USP Student Assistance Fund, We Will Dance 2016 is looking to support institutions involved in educational-related causes, namely - Humanitarian Organization for Migration Economics (HOME), Autism Association (Singapore) and SPD (formerly Society for the Physically Disabled).
Expect exciting performances choreographies with genres of Kpop, Hip Hop, Jazz, Bollywood and more. Stay tuned to WWD Facebook page and Instagram for the latest updates!
Day 1: Short Term Programmes | Wed, 24 Aug, 4.00pm – 5.45pm
Day 2: Student Exchange and Special | Thu, 25 Aug, 10.00am – 11.45am
The sessions are an opportunity for past participants to share their experiences and for interested students to explore some of the USP International Programmes available in this academic year. Presentations will take place over two days where Day 1 will be dedicated to Short Term Programmes and Day 2 will be dedicated to Student Exchange Programmes and Special Programmes (Joint Degree/Double Degree Programmes).
Due to a crisis at CPS, the talk on Stress, Sleep, and Time Management by CPS counsellor Hema on 22 Aug atthe Masters Commons will be cancelled.
Our sincere apologies for the inconvenience this may have caused and thank you very much for your kind understanding.
The Rector's Programme (TRP) is a series of personal and professional development talks and networking sessions, which aims at developing USP students' intellectual aspirations, career directions and social responsibility beyond the University. Through TRP, students will hopefully be encouraged and empowered to lead a purpose-driven, meaningful and impactful life, both in the workplace and in the community at large. Guest speakers from the corporate, non-profit and public sectors will come and share the challenges they face and how they navigate the fast-changing complex world.
In this session, Ms Euleen Goh, Rector of Cinnamon College, will share what shapes her life's purpose, her principles and her passion. Do join us!
This is a writing course where the focus is on the process. It will explore states of flow leading to 'aha' moments, where the words we write surprise us. There is no restriction on genre. As a participant, you can try your hand at poetry, fiction, creative non-fiction, memoir. You will not be sitting down and listening in this class. Instead, you will be combining reading, focused discussion and writing with a physical practice.
To sign up, please register HERE.
This is USP's very first Homecoming event, a reunion of the many cohorts of USP alumni, right here at USP! It promises to be an afternoon for USP alumni to meet up with professors and old friends, to reminisce the good old days and to reconnect. More details can be found here.
The annual NUSSU Rag will be held at NUS University Town this year. There will be dance performances put up by students for the NUS community and general public as an appreciation of their generous donations and support during Flag Day (2 Aug). A Rag & Flag carnival is also held alongside the Rag performances to provide an additional platform to raise funds and awareness of the various beneficiaries involved in NUSSU Rag & Flag. USP students including freshmen are participating and have been working very hard on USP's RAG item/performance, so do show them our support by heading down that day and cheering them on!
The USP RAG is a project under the University Scholars Club (USC). The USP community is invited to a sneak preview of the performance on 3 Aug 2015, 5.00pm, at the Chua Thian Poh Hall. Light refreshments will be provided.


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On the road to heaven!!! Also in heaven! For a better blog see Friendly Kwakersau Scripture Study. Or try Larry's Hypertext Bible. Here is the Index of Posts.
Sunday, December 05, 2004
Christian Personal Faith
Everyone's relationship to God is unique.
For many years I recited the Apostles Creed, without ever thinking very much about what it meant. But with spiritual growth the idea that everyone should have the same details of faith became ludicrous-- a group of people reciting a creed, declaring their allegiance to Emperor Constantine's notion of an enforced uniformity.
Everyone should have the same faith? My God doesn't tell me that. God says to me "get to know your friend; find out what I've told him; then you two will become close, each respecting and affirming the other's faith as his own.
"When all my children have done that with everyone they know, you will recognize the kingdom that has come. You will be very diverse, and you will be one, as Jesus prayed that you might."
3 comments:
- Meredith said...
Dear Larry,
This was a beautiful posting. I thank you for your wonderful comments to me about "Knowing"; they felt very true to me. Yes, we both know "That of God" in ourselves, and that it is there in everyone. This is the most amazing blessing - one that continues to unfold for me in astounding ways. Sometimes, this realization is like witnessing a delicate flower unfolding, or finding a pearl within a mollusk that I was not unexpecting. I relish these opportunities to witness "that of God" in others - the diversity of God's expression never fails to refresh my own spirt.
Thank you, dear Friend,
- Larry said...
Thank you, Meredith. Your affirmation never fails to refresh me tremendously. In fact it's very obvious to me that's your calling, and a rare and beautiful one.
Your wrote: ".....one that continues to unfold for me in astounding ways." For me it was like one great explosion of light that turned my life completely around. since then I've usually felt like I "know it all", but realize that I am moving forward along the Way, though too often at a snail's pace.
Will God have time? Well of course! How much time do I have here? I find that inconsequential, although that may be because I feel so healthy.
Keep on affirming everyone, as you do so beautifully.
- Marjorie said...
what a wonderful statement of love and respect -- 'get to know your friend; find out what I've told him.' I love that, thank you.


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~Written by Theresa Majeski (Contact: firstname.lastname@example.com; Twitter: @theresamajeski)
There are over seven billion people on the planet and 2.4 billion of them do not have access to proper sanitation. Almost one billion people still defecate in the open. The risk of disease and malnutrition increases with poor sanitation, especially for women and children. This year's World Toilet Day on November 19 highlights the impact of poor sanitation on malnutrition.
Every day, over 1,000 children die from preventable water and sanitation related diarrheal diseases. Half of all cases of under-nutrition associated with diarrheal or intestinal worm infections are directly due to inadequate water, sanitation, and hygiene. Stunting and wasting, which cause irreversible physical and cognitive damage, have been linked to poor (water, sanitation and hygiene (WASH) conditions. In 2014, almost 1 in 4 children under five years of age suffered from stunting globally. 58% of all cases of diarrheal disease are directly related to inadequate water, sanitation, and hygiene.
Access to proper sanitation, hygiene, and potable water is so important that it was included in the 2000 Millennium Development Goals (MDG). Since 1990 an additional 2.1 billion people have started using basic toilets, and today around 68% of people have access to proper sanitation. However, the final MDGs Assessment report shows that the world has fallen short of the MDG goal by 700 million people. This means that there is still work to be done, which is why access to sanitation and clean water is Goal 6 of the Sustainable Development Goals.
There are many innovations occurring in the WASH area. One example is a project by Give Water that promotes child health by developing child-sized latrines and teaching children about proper sanitation and hygiene practices in school. This ensures that proper WASH practices start from a young age. The WASH Impact Network website provides a lot of information about additional innovative WASH projects.
Access to proper sanitation and clean water is a human right. While progress is being made towards this goal, there is still work to be done. World Toilet Day highlights the continued effort to provide proper sanitation facilities to every person on the planet.


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Alexander Wolf serves as Dean of the Baskin School of Engineering and is a Distinguished Professor of Computer Science and Engineering at the University of California, Santa Cruz.
Alex's research interests span the areas of distributed systems, networking, and software engineering. His achievements include seminal work in software architecture, business analytics, and information-centric networks. His more recent projects concern cloud computing, data-center networking, and service-based systems hosted on MANETs.
Tracy Larrabee is the Associate Dean for Undergraduate Affairs and a Professor of Computer Science and Engineering.
Tracy received her B.S. in Engineering from Caltech and her M.S. and Ph.D. degrees in Computer Science at Stanford University. Her research areas include test pattern simulation and generation, fault modeling, fault diagnostics, design verification, and logic simulation.
Since arriving at the University of California, Santa Cruz, Tracy has demonstrated a passion for educating students. For her dedication and exemplary teaching, Tracy received the UCSC 2016 Excellence in Teaching award. She has served on many UC-systemwide and UC Santa Cruz committees, including as the Chair of both the systemwide and the UC Santa Cruz committees on Educational Policy.
Abel Rodríguez is a Professor of Statistics and the Associate Dean for Graduate Affairs at the Baskin School of Engineering. He is also the Associate Director of the Center for Data, Discovery and Decisions (D3).
Abel obtained his undergraduate degrees at Universidad Católica Andrés Bello, Venezuela and Universidad Simón Bolívar, Venezuela, majoring in Law and Industrial Engineering, respectively. In 2000, he completed his M.S. in Statistics then moved to the U.S. to pursue a Ph.D. in Statistics and Decision Sciences at Duke University.
Abel is currently an Associate Editor for the Annals of Applied Statistics and for Bayesian Analysis, also serving as a member of the Board of the International Society of Bayesian Analysis. He is interested in Bayesian statistics and machine learning, especially nonparametric methods, spatial temporal models, network analysis and extreme value theory. With these tools, Abel develops statistical methods for complex problems in biology, social sciences, and engineering.
Holger Schmidt, Professor of Electrical and Computer Engineering, is the Associate Dean for Research for the Baskin School of Engineering and is the Director of the W.M. Keck Center for Nanoscale Optofluidics.
Holger received an M.S. degree in physics from the University of Stuttgart, Germany and M.S. and Ph.D. degrees in electrical and computer engineering from the University of California, Santa Barbara. After serving as a postdoctoral fellow with the Massachusetts Institute of Technology, Cambridge, he joined the University of California, Santa Cruz. Holger has authored over 400 publications and several book chapters in various fields of optics. He received an NSF Career Award in 2002 and a Keck Futures Nanotechnology Award in 2005. Holger was elected Fellow of the Optical Society of America in 2014 and Fellow of the IEEE in 2017.
The Baskin School of Engineering includes departments of Applied Mathematics, Biomolecular Engineering, Computational Media, Computer Science and Engineering, Electrical and Computer Engineering, and Statistics. At our school, a close interrelationship exists among all departments, and with the other divisions of UC Santa Cruz. A collegial atmosphere encourages cooperative interaction as School of Engineering faculty and students carry out joint research projects with faculty of other divisions and with other universities as well as industry and government research laboratories. A commitment to academic excellence with a focus on engineering for social good gives meaning to our work.
Nearby San Jose, one of the world's most active centers for research and innovation, is only 45 minutes from campus. Faculty and students work with a variety of technology corporations, including Amazon, Cisco, Diffbot, Google, Hewlett-Packard, Samsung, Seagate, Western Digital and more, and the growing local high-tech industry in Santa Cruz provides additional opportunities for exciting collaborations.
The faculty, staff, researchers and students of the Baskin School of Engineering comprise a diverse group of individuals with a wide array of interests in teaching, research and extracurricular pursuits. But we share many common goals: to be the best educators, engineers and administrators that we can be; to lead the way in areas such as big data, cyber-physical systems, genomics and computational media; and to work together to ensure that each person has opportunities to collaborate, contribute and grow within our community.


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Custom Kitting services
Focus on the core of your business, and allow Stratus Industries to put the little pieces in the bag for you.
Whether it is hand-filling in small batches, or using automation we will successfully complete your project regardless of its size. We assemble, pack, and store your products so they can be shipped directly to your customers.
We also provide integrated order tracking and optional returns processing services for our shipments.
In addition to common process and kitting equipment, we can produce or enhance your product using the following services:
• Laser cutting and engraving
• CNC metal, wood and plastic routing
• Complete woodworking and finishing department
Custom Crating Services
Stratus can build custom crates to spec from wood, plastics and metal, or a combination of materials. We can design small or large crates, for single use or reusable, that account for weight distribution, vibration, and shipping suspension.
Stratus can perform an on-site evaluation if requested. We work closely with our clients to understand their needs and performance requirements.
We offer short-run or long-run services that can include order fulfillment as well. Please let us know how we can help!
Fulfillment Services
Fulfillment is a vital decision for your company, and if you need a partner, Stratus Industries is the best choice.
Here at Stratus, we pride ourselves on accountability, on-time delivery, documentation, packing and shipping. You can count on us for an accurate, timely fulfillment of your products.
We are an industry leader in customer-direct dropshipping, with ample space to store your products. Our main facility is 30,000 square feet. Also, we have 40,000-foot warehouse just down the road.
Both of our buildings have dock and drive-in loading, so trucks of any size can be loaded or unloaded. Our rates are reasonable, and we'd love to work with you.
Let Stratus take the work off your hands and take care of all your inventory, warehousing and product shipping needs!


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After a fantastic lunch at La Carta de Oaxaca in Ballard, My SO and I decided to do some wandering on Ballard Ave. We stopped in Canto Barcelona (a few doors down from La Carta) and saw that they were having a sale on jackets!
Nikita Accessible Jacket in Gray $12 (reg. $88)


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Give us a call today
Send us an email
Ref: A&A PILS - Paediatric Immediate Life Support Resus Council (UK) Accredited
Venue: St Katharine's Way
Date: Sat, 10th August 2019
Time: 9:00am - 5:00pm
A&A Training PILS - Paediatric Immediate Life Support Resuscitation Council (UK) Accredited
Course structure
PILS courses are held at centres throughout the UK and are approved and certified by the Resuscitation Council (UK). This ensures uniformity of content and standard regardless of the centre.
The PILS course is run over one day and the course programme consists of one lecture, skill stations and simulation practice.
Learning outcomes
The PILS course teaches the knowledge and skills to:
Assessment and Certification
Assessment is continuous and is guided by the assessment forms provided for each core skill. Copies of the assessment forms should be forwarded to the candidate with their manual.
Successful candidates receive a Resuscitation Council (UK) PILS provider certificate, which is valid for one year. The PILS course is recognised for up to 5 continuing professional development (CPD) points.
Pre-course preparation
The manual is sent to candidates two weeks before the start of the course. Candidates are expected to have prepared for the course by reading the manual.
Its Restart a Heart Day 2018. CPR is easy to learn and can save the life of a friend or family...
11 months ago
An excellent initiative which will no doubt help save lives. https://t.co/37fPKyqKkl
1 year ago
We are at @Health_GB this week in #ManchesterCentral. Come and see us at stand E20. #healthcare...
1 year ago
RT @FergusForsyth: There are also #free #workshops at @Health_GB in #ManchesterCentral #Healthc...
1 year ago
RT @ResusCouncilUK: Weâve submitted evidence to the PSHE consultation backing CPR in secondar...
2 years ago


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Real Estate Agent is the most commonly used term to describe a person licensed to provide the services associated with the purchase or sale of real estate. The legal term in WA is "Broker." Most agents are also members of the National Association of Realtors. Members of that organization (membership is voluntary) can call themselves Realtors™. Practically speaking, the terms Agent, Broker, and Realtor™ are synonymous, and they are generally used interchangeably by the public.
Real Estate Agent (aka Real Estate Broker, aka Realtor)
by Craig | Aug 21, 2016 | Real Estate Glossary | 0 comments


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Lemon mousse was my moms favorite dessert. We had it as dessert all trough the 70's every time we had people over. I guess this was very normal in the 70's because nobody thought that cream could be bad for you, not to mention the risk of eating raw eggs. Salmonella wasn't a big risk at the time.
My mom served lemon mousse in a dark green glass bowl, actually it's the exact same bowl, that I used here. I have never seen this bowl used for anything else, and for sure I'm not going to change that.
Somehow this dessert went on the back burner after the 70's. But when you serve it, people will love it. When I serve it for my danish friends and family they always start reminiscing, lemon mousse brings back good memories.
Disclaimer: This dessert is made with raw eggs. I recommend using pasteurized eggs. This would minimize the risk of getting Salmonella food poisoning. You can find pasteurized in some supermarkets here in California, on safeeggs.com you can see where to find them in your neighborhood. In Denmark you'll find it right next to regular eggs. For tips and information on how to handle eggs, check out FDA's website. The Danish version of FDA, Fødevarestyrelsen also has advisory on egg
Serves 4-6 (in my family it's closer to 4 than 6)
- 2 teaspoons gelatin (4 sheets husblas)
- 3 whole eggs (read disclaimer)
- 100 g sugar
- ¼ cup freshly squeezed lemon juice (50-60 ml)
- 1 lemon, the zest of
- 1 cup (250 ml) heavy whipping cream + extra for decorating
Whip the heavy whipping cream until soft peaks, and set aside.
Whisk the eggs pale and fluffy with the sugar, set aside.
Mix the gelatin with half the lemon juice and melt the gelatin over a double boiler. Mix in the rest of the lemon juice and lemon zest.
Using Husblas: put the sheets in a bowl of cold water for about 10 minutes. Over a double boiler melt the sheets with the water that adheres to it when removed from the bowl. Mix in the lemon juice and zest when melted completely.
Mix the gelatin lemon mixture with the eggs while whisking. Gently fold in the whipped cream. Pour the mousse into the serving dishes, and set it in the refrigerator for about 3 hours.
Before serving, whip some extra whipping cream and decorate the mousse. Serve the cold mousse with whipping cream and shaved dark chocolate.


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detectedNewAvailableMapVersion is not called when the currentMapVersion is 20170828 (even though 20180129 is available) . It IS being called when the currentMapVersion is a version before 20170828 (like 20161212 or 20170306 for example).
So, basically, although the new map version is available, my existing users (who have the previous map version 20170828), are not getting the new map update. While new users ARE getting the update (because they do not have the previous version)


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by Celia Mulder
Some of our favorite parts of the wedding are the personal details. The things that define the bride and groom as a couple, their relationship, their families, and the new family they're forming together. These are the things that make your wedding unique and meaningful. They don't have to be big things and you don't have to have many of them. In fact, a few well placed personal details are all you need to make your wedding your own.
Here are some of the best personal details we've seen. This list is by no means exhaustive and we'll certainly think of more as soon as it's posted, but here's few ideas to get you started!
- The bride and groom who loved the movie Up so the groom surprised his bride by wearing a grape soda cap pinned to his suit jacket.
- The groom who shared his love of fly fishing through the fish print ties he and his groomsmen wore.
- The pie topper from Lauren and Nick's wedding (see last Tuesday's Real Wedding post for more).
- The couple who incorporated the groom's Nicaraguan heritage with maracas and fans that the guests danced with and then took home as favors.
- The bride's family who sang their family anthem during the reception.
- Lots of cake toppers that aren't the traditional bride and groom but that share something special about the couple - a hobby, favorite quote, or inside joke for example.
- The Leland locals who use the famous tugboat in their decor.
- For many of couples getting married in Northern Michigan, the location its self is a personal detail. It's where they grew up or vacationed as a child and they can't wait to share it with their closest friends and family.
There are endless possibilities of how to add meaningful and personal touches to your day. It could be a family heirloom or a favorite type of flower, a vintage get away car or childhood photos. Get creative!


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This week, Keith sits down with Ryan and Matt from Grill Em All, a heavy metal-themed Burger spot in Los Angeles (that is also Keith's favorite restaurant). The guys were nice to enough to sit down and talk about turning a food truck into a brick and mortar restaurant, burgers and of course music (specifically metal).
This is part one of the two-part conversation spanning episodes 108 and 109.
NOTE: This interview was recorded outside ("In the field") so there are bus brakes, wind noise, th


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An alliance of overseas Filipino workers (OFWs) and advocates on Thursday expressed opposition over the Aquino administration's appointment of Rosalinda Baldoz as head of the Department of Labor and Employment (DOLE) and its retention of Alberto Romulo as secretary of the Department of Foreign Affairs (DFA).
Migrante International accused Baldoz, former administrator of the Philippine Overseas Employment Administration (POEA), of incompetence in "addressing labor-related concerns of OFWs."
"We are worried that the appointments of Baldoz and Romulo as heads of agencies directly affecting the protection, welfare and defense of OFWs could be reflective of the Aquino administration's policy framework and perspective for the migrant sector," Migrante chairperson Garry Martinez said.
Martinez disclosed that Baldoz failed to resolve numerous cases of unfair labor practices involving OFWs.
The Migrante official also accused the latter of enforcing anti-migrant policies, particularly the Memorandum Circular 04 banning direct hiring by requiring applying OFWs to undergo trainings only in recruitment agencies accredited by POEA.
"This resulted in loss of jobs and employment opportunities and imposed added exorbitant fees on OFWs," Martinez said. "It also served as a milking cow for corruption in POEA."
Martinez also cited the case of 27 Filipino nurses and physical therapists who accused the Sentosa Care of committing unfair labor practices and "involuntary servitude" against them in 2006.
They also filed an administrative case before the POEA against the Sentosa office in Manila and its representatives.
He said this particular incident "exposed how Baldoz treated cases of OFWs brought to the POEA."
During a dialogue with the families of the OFWs, Martinez related, Baldoz dismissed the case by telling the OFWs' relatives that "she could not do anything despite the overwhelming evidence against Sentosa."
He said Baldoz willingly sacrificed the 27 OFWs in exchange for "thousands of jobs at the pipeline."
"How can we now entrust the welfare of our Filipino workers, both here and abroad, to the kind of incompetence and neglect that Baldoz has so far displayed?" Martinez asked.
He also expressed fears that "no significant change" will occur in DFA in the next six years because of the reappointment of Romulo.
Martinez expressed worry that under Romulo, the DFA will remain unresponsive to "endless cases of repatriation, countless OFWs in jail and in the death row that the Arroyo administration had failed to urgently address."
"There is also a pressing need for Romulo and the Aquino administration to instill major policy reforms in terms of labor migration and unfair and one-sided treaties that have long endangered the lives and welfare of our OFWs," he added. — LBG/FONJ, GMANews.TV
via: http://www.gmanews.tv/story/195040/ofw-group-hits-malacanangs-dfa-dole-appointments?utm_source=GMANews.TV&utm_medium=facebook
Filed under: Kwentong OFW, OFW Corner, Sorsogon News Updates, OFW group hits Palace's DFA DOLE appointments


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Facebook Unveils New Customizable, 'Smart' Friends Lists
Facebook on Tuesday unveiled a new friends list feature that will let you more easily categorize groups of friends.
You can create your own lists and manage what friends appear in them, but Facebook will also automatically group people into work, school, family, and city lists based on the information they provide in their profile. The social-networking site has also set up a "close friends" and "acquaintances" option.
Then, when you go to update your Facebook profile, you can select the people who will see the post based on your lists, much like the Circles feature in Google+.
"Lists have existed for several years, but you've told us how time-consuming it is to organize lists for different parts of your life and keep them up to date," Blake Ross, director of product at Facebook, wrote in a blog post.
With Smart lists, Facebook will automatically group all your college or high school friends into "school" lists, or put all your co-workers into the "work" list. If Facebook makes a mistake or you don't want someone in that group, you can add or delete them manually.
"Managing lists is boring. That's why smart lists do the work for you," Ross wrote.
With the close friends list, you'll be able to see a version of your news feed that only includes updates from these people, and you can receive updates when these people post updates.
With acquaintances like business associates or people you haven't seen since nursery school, you'll see less of those people in your news feed. "We'll still show you important things they postlike when they get married or move to a new cityso you don't lose touch completely," Ross said.
There will also be a restricted list for "your boss or the few other people you like but just don't want to share with on Facebook," he continued. You'll still be "friends," but they will only see your public posts.
Old lists will also still be active, and you can still create other random lists. But while friends won't be able to see the names of the lists you create, they will be able to see the other people in that group.
"This gives them more context. For example, if I see that a post is shared with my five closest friends, I am much more likely to comment freely on it than I would be if I didn't know who else could see the post," Ross said.
As soon as you confirm someone as a new friend, you can select the list on which they'll appear.
Today's update comes several weeks after Facebook updated its security features in order to more clearly help users define who could see what information. For more, see the slideshow below.
For more from Chloe, follow her on Twitter @ChloeAlbanesius.