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Nuba Mountains civil society organizations letter
03:55 PM April, 01 2016
Sudanese Online
SudaneseOnline News
-Khartoum Sudan
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Nuba Mountainsã Civil Society Organisations Across the Globe demand the transfer of The African Union High Level Implementation Panel (AUHIP) Peace Talks Facilitation to the UN
In a step that contravenes all regional and international conventions and principles, the African Union mediator, Mr. Thabo Mbeki, former president of South Africa, has signed a Road Map Agreement (RMA) with the Khartoum government. The RMA heavily reflects the Khartoum regime's vision and view point on the conflict. By signing such a framework agreement with one party in the conflict, the mediator acted as a party to the conflict rather than a witness. The agreement practically provides a tacit legitimacy and a needed platform to the regime and further encourages its pursuit of war, destruction, terrorism and genocide against the people of Nuba Mountains, Blue Nile, Darfur and other marginalised people of Sudan.
The Khartoum regime has never abided by its agreements. The regime cancelled the framework agreement signed on 28 June 2011 after the signature of all parties and the mediator as witness to it, despite the big deficiencies in that framework agreement. Since April 2012 to date, the regime has consistently obstructed all regional and international attempts for delivery of humanitarian assistance including the tripartite agreement. The regime also rejected the compromise document by AUHIP on the tenth negotiation round, arguing that it favours the SPLM.
In addition to that, the mediator has signed an agreement that is clearly inconsistent with AU resolutions 456 and 539 and UN Security Council resolution 2046.
Based on that, Nuba Mountainsã Civil Society Organisations signatory to this document came to the view that AUHIP lead by Thabo Mbeki has clearly lost its impartiality and credibility to function as an effective mediator. AUHIP have sided with a regime they are fully aware of its active engagement in genocide, war crimes and policies of destruction through which hundreds of thousands have lost and are still losing their lives and property in the Nuba Mountains, Blue Nile and Darfur, and millions of innocent civilians became IDPs and refugees, due to the attempts of the Khartoum regime to depopulate them by extremists and terrorist mercenaries.
We, the undersigned, hence demand the immediate transfer of the facilitation of the Peace Talks currently provided by AUHIP to the UN and the UN Security Council.
Our demand for this change also stems from the fact that AUHIP has now sustained a five year run of failure comprising thirteen failed rounds of negotiations with no record of success to register at all. This occurs at the time when the toll of the daily incidents of death, destitution, hunger, illness, rape and injury are on the rise.
We, the undersigned, therefore call upon all international institutions, governments, agencies and individuals and the whole international community and friends of the Nuba people of Sudan to exercise their rights and access to bring to fulfilment international law and charters by:
1- Imposition of an unconditional end to the aerial bombardment of civilians and the use of artillery and internationally banned weaponry against the stricken people of Sudan, especially in Nuba Mountains.
2- Immediate cessation of hostilities and delivery of humanitarian assistance through an impartial third party.
3-The regime has lost the confidence of the international community. To name a few of the manifestations of that we mention:
a.The head of the regime and some of his close cronies are indicted and wanted by the International Criminal Court for crimes against humanity. The head of the regime has admittedly murdered 10 thousand people in Darfur, leave alone the other war affected areas.
b.The regime is listed by USA as a terrorist sponsoring state and the regime is knowingly harbouring and exporting terrorists and mercenaries from a number of countries.
c.The regime has expelled a number of UN representatives, aid and human rights agencies from Nuba Mountains, Blue Nile and Darfur areas, which obviously defies the will of the international community.
We believe no lasting, just and sustainable peace could occur in Sudan in general and in Nuba Mountains in particular without a new fair and genuine peace agreement that should restructure Sudan on a new foundation, or the right of self-determination should be implemented to protect millions of civilian populations in Nuba Mountains according to the UN Human Rights Convention, and the Rights of indigenous people who are facing genocidal war and human rights violations.
The AUHIP is neither capable nor qualified to solve the problems of Sudan in general, and the Nuba Mountains question in particular, due to its partiality and clear biases toward the genocidal regime of Khartoum. Therefore, to protect the civilian population, we again kindly urge the UN and international community, to immediately interfere and fulfill their promise of " Never Again", through an urgent real action.
We will never ever give up and shall continue to defend and make the case of our people. We shall not rest until the rights of our people are restored, entitlements are held and their goals been achieved.
Signed by:
1- Nuba Mountains Advocacy Group- USA
2- Nuba Mountains International Association- USA
3- Nuba Mountains Center for Strategic planning and dialogue- London
4- - Nuba Mountains International Association- Canada
5- Sudanese Marginalized Forum- USA
6- - Nuba Mountains International Association- Lebnan.
7- Nuba Mountains People's Foundation- UK
8- Nuba Mountains Civil Society Organizations Alliance- Sudan
9- Nuba Mountains Union of Associations and Organizations- Africa
10- Nuba Mountains Association- Israel
11- Nuba Mountains people's Media Abroad
12- UK and USA Nuba Mountains Task Force- UK
13- Nuba Vision Coalition
14- Rural Development Organization- France
15- Acavie Asociation- Spain
16- Nuba Mountains International Association- Egypt
17- Nuba Mountains Sons Alliance Abroad.
1- UN and UNSC
2- US- UK and Norway
3- European Union
4- African Union-AUHIP and Peace and Security Council
5- SPLM Negotiations Team
6- NCP Negotiations Team
7- International Pressure Groups and Media
March 27th, 2016
[email protected]
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As a child, my mom would often open a can of Campbell's Tomato soup for lunch. Served with a toasted cheesie, there was nothing quite so quick and appealing for lunch. While I have long found canned soup to be overly salty, I still often find myself craving a warm bowl of tomato soup. My dilemma has been finding the right tomato soup – I haven't been overly impressed by the soups either canned, jarred, or boxed on offer at the grocery store.
My roommate recently shared a secret with me: making homemade tomato soup is easy. Her secret is using a jar of canned soup to add a touch of sweetness to this super simple yet delicious soup. Since she shared the recipe, I've made it a few times and it's never taken me more than 20 minutes. And it's super easy to build on: for a creamy rendition, simply stir in some cream or to give it a little zing, stir in some pesto.
Tomato and Roasted Red Pepper Soup
(serves ~4 large bowls)
1 onion, coarsely chopped
2 cloves garlic, minced
1 tbsp of olive oil
1 28 oz can of diced or whole tomatoes, drained
1 jar of roasted red peppers
750 mL of chicken broth
Salt and pepper to taste
(Optional add ins: herbes de provance, cream, pesto, grated cheddar cheese)
Saute the onion and garlic in the olive oil until translucent and fragrant. Mix in the tomatoes, roasted red peppers, and broth. Bring all soup ingredients to a boil, and allow to simmer for ~10 minutes.
Remove the soup from the stove and allow to cool slightly. Blend with a hand-held food processor or in a blender until smooth.
Season the soup with salt and pepper. It's great as is, or considering topping of the soup with some of your favourite finishers: handful of chopped fresh herbs, a little cream, some grated cheese, or a piece of toast.
Bon appetit!
– Catherine

subset: commoncrawl


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Justice is one of three important political concepts. Justice is the concept of morality, fairness and rightness. Although justice often comes hand in hand with other terms such as benevolence, mercy, generosity, etc, these are not the same as justice. Justice, from a modern perspective, deals with fairness and making decisions to further these causes. Justice itself, as a concept, differs between different cultures, societies, and time periods. Furthermore, justice can be more broadly understood as a way of organizing goods amongst people. This concept can be formulated into three questions: What is to be distributed (money, power, status)? Among whom do we distribute these goods (humans, nations, gods)? And, how do we distribute? To answer these there have been many forms of organization suggested such as egalitarianism, utilitarianism, meritocracy, welfare-maximization, etc.
Peace is characterized by a lack of violence and the existence of a healthy environment where people are free from fear and conflicts. Peace can be thought of in two conceptions: positive and negative. Negative peace is the absence of direct violence; although the word negative is used, it does not necessarily connote a negative meaning. Positive peace, on the other hand is the absence of indirect and structural violence. The difference is that direct violence refers to physical attacks, massacres, and our normal idea of violence, but structural violence refers to death and harm that results from an unjust structure. Famine and malnutrition are examples of results of structural violence. Another important concept of peace is that although it is defined as a lack of violence, it is considered to be the natural social condition rather than war being a natural social condition.
Violence is characterized by an intentional act that seeks to harm another person, group or community. Violence can come in many types: self-directed, collective, non-physical, and interpersonal. Self-directed violence includes such acts as suicide and self mutilation. Collective violence involves larger groups formed by social, political, economic, or other means. These groups seek to assert themselves through violent acts such as war. Non-physical violence includes acts such as threats, negligence, intimidation, etc. Lastly, interpersonal violence is that which occurs between more closely related persons such as relatives or intimate partners.© BrainMass Inc. brainmass.com May 28, 2020, 5:03 pm ad1c9bdddf


text:
When designing a Smart City, who brings all the soft sciences together? not Engineers.
Engineers are often brilliant in a silo environment, like mad scientists, they thrive on creating possibilities.
The shepherd (facilitator) isn't threatened nor absorbed by the process of invention. Shepherds have the ability to bring the team together and keep the overall project on task.
A truly Smart City engages leaders that have a holistic approach to facilitate soul not just infrastructure.
Most current models of greenfield Smart Cities haven't stood the test of time to measure the harmony of its citizens.
Retrofitting an existing City into a Global Smart City allows for culture to be re-birthed as technology incrementally adds value.
Smart Cities must thread together numerous elements that are mixed with aspects as old as time and new breakthrough technology.
Human beings simply want food, shelter, belonging, meaning, opportunity and to reproduce.
Shepherds are great at facilitating and threading numerous elements together and engineers are brilliant at developing and improving the individual elements. Note also, Shepherds aren't good at engineering, just to balance my blog. -_-
If the two work together, the sky is the limit.
Creating a Global Smart City, it's not rocket science.


text:
Season 1 — Episode 5
Canada's Coastal Forests
Canada's Coastal Forest is part of an ancient forest system that stretches along the coast from Northern California up to Southern Alaska, and is home to some of the largest aggregations of top predators in North America.
The trees of this forest are huge and forest productivity here rivals even some of the world's biggest tropical rainforests. Explore where the nutrients come from that fuel the growth of these giant trees and support such huge aggregations of bears, eagles and wolves.


text:
Coordinating employability resources on the web: We made it!
Launch of SHEEN Sharing project: Using web 2.0 applications to co-ordinate employability resources on the web. (NB: This article will always appear at the top of this page! Scroll down for more recent updates.)
Sarah and I have been coordinating SHEEN Sharing on behalf of the Scottish Higher Education Employability Network (SHEEN) for the last year. We've been working with all Employability Coordinators (ECs) across Scotland to develop a means of co-ordinating employability-related resources on the web using web 2.0 technologies.
The project developed out of a need identified by all the ECs to a) use web 2.0 applications to support greater virtual networking and to build a community of practice and b) to provide a place for colleagues "to go to" where we could recommend a range of resources we have found useful in our own development work. The project had no technology budget so everything we have achieved has been through using free tools on the web.
All the hard work put in by Sarah and the Coordinators culminated in a really successful launch event on Wednesday (3 February). Sarah has described in her earlier blog post what we covered on the day. It was great to see the fruits of our (collective) labour and to receive feedback that we had not only produced something of immediate use but also provided an opportunity which can be built upon as the sector continues to develop the employability agenda.
We developed a public-facing set of web pages using a free tool called Netvibes. Under each topic tab, viewers can find on the left a series of live feeds which pull in comment and opinion on the related topic from all over the web and on the right a series of resources that the Employability Coordinators have recommended through our professional community. We used the social bookmarking tool diigo to help coordinate this information. You will also see on the welcome page a series of short introductory videos on how to navigate the pages as well as introductory text on each tab. The link is www.netvibes.com/employability
We're in the process of writing up a final report but I'd like to share some of the comments that other EC members made on the day about their experience of the project:
"I have been inspired by others' stories. It has demystified web 2.0 for me"
"It has shifted my mental attitude of the web. I used to see it only as something I could take from whereas now I actually contribute to it"
"I am able to discover new resources….and this is what I hoped for out of the project"
"I'm taking in bits of this project to other parts of my work in the university"
"I was initially disappointed about not having a "one stop shop" but now I know how this works I'm finding so much more than I ordinarily would"
"Seeing that others have bookmarked the same resource as you is validating"
"Using Diigo has changed my view of information management"
I'd add to my colleagues comments by saying that it is only through looking back on what we've achieved that I realise just how much I've learned over the last year through the project. I wasn't just project managing; I was a participating member of the community of practice working through my own learning curve as we went along. Now I can't really imagine not using diigo to help me manage all of my bookmarks and I'd never thought I'd be helping structure the netvibes pages (learning a little bit of the jargon about widgets and pipes as I went along!). And I know other colleagues involved in the more detailed planning and development phases of the project feel the same way. It has been mentioned more than once that we've managed to enhance our own employability through the professional development that has taken place for each of us!
This is not the end of developments though. The ECs continue to contribute to the recommended resources sections on the netvibes pages and we hope that things will grow as we move into the next funding phase which will be addressed through the Scottish Funding Council's new action plan for employability – Learning to Work 2.
Flying Under the Radar: Lessons Learned from a Fun Faux-pository Project
My time as funded consultant on the SHEEN Sharing Project came to an end in February 2010. However, I keep being asked to share the lessons learned about our success as a project.
In April 2010, there are two educational repositories events where I'll be taking part in discussions with my SHEEN Sharing hat on. Both events have asked for a position paper summarising my views on the lessons learned in SHEEN Sharing around the use of Web 2.0 / social media for resource sharing in educational communities. This blog post will serve as my position paper for both events; the slides I prepared go to with it are here on Scribd (BTW I no longer recommend Scribd- you can no longer get an RSS Feed for a group's documents or a collection, nor can you embed their collection widget or an individual document in WordPress. Which is why you have a link to this slideshow, and why it doesn't appear in the SHEEN Sharing Project Documents feed in the right-hand column).
The events in question are:
April 13-14: ADL Learning Content Registries and Repositories Summit (held in Virginia, USA; I'll be attending remotely).
– As well as submitting a position paper, I'll be taking part in two panels, talking about SHEEN Sharing: Registry and Repository Initiatives Panel and Discussion (April 13) and Social Media and Alternative Technologies Panel and Discussion (April 14).
April 19: JISC CETIS Repositories and the Open Web (held in London, UK).
Position Paper Overview
At the time of writing there are already 11 papers on the ADL site and 3 on the CETIS wiki. I'm not reading any of these erudite missives until I've written this.
I'm also focussing quite narrowly on my experiences on the SHEEN Sharing project and what the project sparked for me, going into it as a formal learning materials repositories person. The project was small scale and had the benefit of flying under the radar of institutional strategies and policies, that is, we avoided the kinds of concerns (IPR, metadata APs, technical architectures, sustainability of tools, etc.) that traditionally hamper full flexible fun engagement with educational communities. It would therefore be easy, and silly, for me to say "Just do all your repositories stuff like this". Instead, I'll just present what we found in hopes of furthering discussion, raising questions, and seeding ideas.
My Background and Approach
- I'm a formal repositories kinda gal, a librarian with a primary professional interest in learning materials repositories and educational metadata since 1999.
- For 14 months I had the guilty pleasure of organising a totally Web 2.0-based educational resource sharing project, with some success.
A Starting Point
There has been a recent trend to say "well, repositories for learning materials failed, metadata is useless, the Web is the repository" etc., etc. I would prefer not to throw the baby out with the bathwater. We need to acknowledge that there are organisational use cases for formal, organised, well-catalogued repositories.
We also need to acknowledge that these are not, on their own, going to be the best place for educational communities to develop, share, brag about, co-create, tag, network around, learn with, educational resources.
These are the use cases that we once lumped into an un-differentiated learning object repositories model. We were kinda starting to see the problems (cf CD-LOR, PROWE, SPIRE).
"[…] the pedagogical, social, and organisational aspects of these communities have not been at the forefront in the design and development […]. Research has consistently demonstrated that the most substantial barriers in uptake of technology are rooted in these factors"
Margaryan, A., Milligan, C. And Douglas, P. (2007) CD-LOR Deliverable 9: Structured Guidelines for Setting up Learning Object Repositories. Available here.
Then the Web 2.0 paradigm shift came along and gave us much better opportunities to harness all of the creativity and collaborativity of teachers and learners (cf JISC Emerge, HEA DMU Learning Exchanges, JorumOpen, EdShare, etc. etc.).
For me, the pertinent questions are:
- How can educational communities make best use of both formal repositories and Web 2.0 sharing?
- How can repository developers and managers support educational communities by leveraging Web 2.0-type technologies?
Formal Repositories
Formal repositories meet a certain set of use cases, requiring things like:
- A long-term view of, and expertise in, resource curation and management;
- Good quality metadata for high precision and recall in resource discovery;
- In some use cases, resource preservation;
- Solid support for rights protection;
- … and so on …
All this is very expensive and requires a high degree of strategic buy-in from funders / management.
Make no mistake though, this kind of work is going on out there. Off the top of my head I think of the UK DCSF National Strategies site for school teachers; the NHS Scotland and England e-learning libraries; the HEA EvidenceNet repository for higher and further education teachers.
A Meta-Whinge
Most formal repositories initiatives (I mean strategic learning materials repositories developments, as distinct from JISC-style R&D projects) in the UK rarely seem to take part in these kinds of discussions these days. It seems like there is a community for those in the know, those who are always talking about what's going to be strategically do-able in 5 years, and a non-community of those doing what they can now with currently available scalable technologies for user communities with urgent requirements. We used to all get together and talk, but no more. I am digressing but I think there is polarisation happening between the purist/open source/research-led/enthusiastic amateur/early adopter side and the requirements of those who need to do something now with tax-payer or organisational money. Both sides are missing out.
More Importantly, A Micro-Whinge
What's missing in formal educational repositories initiatives these days is full and frank support for non-technically-minded educators to integrate resources in them within their own community social media and Web 2.0 approaches (I don't mean just providing your own in-tool discussion, profiling and tagging features!).
We almost seem to be going backwards. For example: Jorum (a UK national higher education repository for learning materials) was heavily constrained by unfortunate early decisions demanding almost comically restrictive walls around the repository materials. The repository itself, however, allowed flexible provision of newsfeeds, updating every kind of search available in the repository. Now we have JorumOpen, free of restrictions on access, but no obvious Web 2.0 functionality at all, not even the most obvious newsfeeds. The HEA's EvidenceNet repository is similarly open, but again with no newsfeed capability.
How is it that repositories being built in this day and age without the ability for a user to create a newsfeed on a search of interest to them, which they can then push out to their network via widgets, wiki pages, whatever?
So What Was SHEEN Sharing? Was it a Bird, a Plane, a Repository?
Overview of SHEEN Sharing Project
NB: SHEEN = Scottish Higher Education Employability Network.
- Proposed by the SHEEN Employability Coordinators' Network (ECN) in direct response to an urgent internal need.
- Funded by the Scottish (higher education) Funding Council.
- Administered by the Higher Education Academy.
- Overseen by the SHEEN Steering Group.
- For the benefit of the ECN and their immediate stakeholders.
Project Resources
- Project timescale: Jan – Sep 2009 (later extended to Feb 2010).
- Project lead: Cherie Woolmer, Employability Coordinator, University of Strathclyde (voluntary).
- Project consultant, 2.5 days / week: Sarah Currier.
- Project Development Group: enthusiasts in the Employability Coordinators' Network (voluntary).
- Admin and advisory support from HEA.
- Travel and events budget.
- No technology budget.
Who Are the Community? The Scottish Employability Coordinators' Network
- Ca. 20-22 members at any given time.
- National, across all Scotland's HE institutions.
- Geographically distributed, with some members, particularly in the north of Scotland, less able to attend centrally based meetings.
- Mostly female (76% female / 24% male).
- A mix of part-time and full-time (59% full-time / 41% part-time).
- A mix of professional backgrounds: Lecturers; Researchers; Careers advisers; Policy developers and implementers; Staff developers; Educational developers; Librarians.
- A mix of institutional situations, in terms of:
- the type of department they are based in: 59% educational development; 41% careers service; some co-located in different departments;
- the emphasis required by their institution: working at a policy level; working on curriculum and course development; working directly with academics and students;
- university type, from red brick to the ancients, including the Open University and the federated UHI Millennium Institute.
- Temporary: funding for their work will not continue beyond the next couple of years (a few have permanent posts).
- A small number of institutions did not employ designated "employability coordinators", but most did.
NB: evaluation established that this community started out very non-technically-minded; fairly negative about using the Web at all for work, especially social media; very much working within a Web 1.0 paradigm; and with low to medium confidence about their own efficacy in discovering, sharing, and disseminating appropriate resources in their work. All of this changed considerably over the course of the project!
There was also a sense that the work accomplished must not be lost after the end of the ECN's funded tenure in their roles.
What They Wanted
- Communication:
- Mutual support;
- Sharing experience, practice and learning.
- Resource sharing, comprising:
- Discovery, sharing, recommending and rating;
- Sharing experiences of use of resources;
- Targeted resource dissemination to all stakeholders.
- One-stop shop for employability for:
- New employability staff coming in;
- Employer stakeholders;
- Academics;
- Students.
So: A Repository? Out of the Question!
- The ECN's original idea was that "someone" should provide them with a Website, perhaps powered by a "repository", and populate it for them.
- Given the project's resourcing, timescale and intended outcomes, they were advised by JISC CETIS to look at Web2.0 / social media resource sharing instead.
- The HEA was keen to use the forthcoming EvidenceNet repository as a more formal home for resources that required this further down the line.
Developing Our 'Faux-pository'
Is This a Repository?
This is an ancient architecture for a learning object repository, from IMS in 2003.
IMS DRI map showing focus on the "core functionality" of a repository (IMS (2003) IMS Digital Repositories Interoperability – Core Functions Information Model. Version 1.0 Final Specification. Available here. Figure 2.2 Core Functionality)
If So, Then is This a Repository?
It almost met our educational community's use cases!
It provides excellent facilities for sharing resources; discussing resources publicly and privately; tagging resources with group tag dictionaries; generating tag and group feeds to make widgets and resource lists… and so on. Great for networking, and enabled highly non-technical users to get drawn in, because of its excellence as a personal resource management tool.
What About This?
Diigo + Netvibes + An Active Community = 1 x Repository?
Employability Resources for Higher Education in Scotland
Together with the afore-mentioned Diigo and a few other Web 2.0 bits and bobs, this completed fulfilment of our educational communities use cases. The most non-technical of users, with a tiny budget, have been able to learn to create their own portal of constantly up-dated resources and recommended resources, targeted at their own stakeholders.
Important Note Re Links With Formal Repositories
The ECN wanted to include feeds from a number of formal repositories. Here's what happened:
- Formal repositories with working newsfeeds:
- EdShare at Southampton University (we used this as an example but its institutional focus and paucity of employability resources meant it came out of the final Netvibes portal);
- Anything based on intraLibrary (but only if you can get behind the wall; their current open interface is based on SRU and doesn't offer feeds out-of-the-box so we didn't end up with any feeds in the Netvibes Portal);
- Formal repositories not currently offering feeds:
- HEA EvidenceNet (but they say they are working on it, and we've used their search URL in a webpage widget in meantime);
- IRISS Learning Exchange is an example of a good intraLibrary repository using their open interface: again, the search URL can be used (but again we only used this as an early example- their weren't enough relevant resources for the final netvibes portal);
- JorumOpen for OERs: no way of currently putting a widget into our Netvibes portal.
- Netvibes SWORD widget: rudimentary right now: not usable for a community like this.
Recommendations to the Repository Development Community
Overall: put educational communities at the heart of requirements gathering and ongoing planning. We all talk a good game on this; it's amazing what happens when we really do it. And that means putting your most technophobic community members at the centre, and stories from their peers to encourage and inspire them.
First priority: make sure at the very minimum you support newsfeeds robustly and flexibly:
- Make sure users can easily create standard feeds based on any search/browse/tag/collection;
- Provide feeds that include user ratings / recommendations / commentary;
- Make sure they really work!
Second priority: remote, easy-to-use deposit tools (use SWORD!) that can capture metadata;
Third priority: "save/share this resource".. Especially to email, Twitter, Facebook, social bookmarking / recommendation sites. Again, include support for ratings/recommendations/commentary.
SHEEN Sharing Launch: Employability Resources for Higher Education in Scotland
We did it. We launched the Web resource created by the Employability Coordinators' Network over the last hectic, busy, exciting, challenging, fun year of SHEEN Sharing. The Web resource called Employability Resources for Higher Education in Scotland.
We returned to The Teacher Building, venue of our successful SHEEN Sharing dissemination event in September last year. That is a great venue for stuff like this: they have good tech, and on-the-spot support, and great staff, and delicious catering, and a nice building (it's all about whisky, not education 😉 ).
The day started with a keynote address from Prof. Brent MacGregor, Chair of the SHEEN Steering Group. Cherie Woolmer, SHEEN Sharing's redoubtable project manager, gave some background from the ECN's point of view. Then it was over to me for the entire rest of the morning session.
You'll see my slides at the bottom of this post (which includes links to the relevant resources, including the videos I've created to help you use our Netvibes-based site). Gavin McCabe of Edinburgh University got to see himself on the screen as I used the evaluation interview I did with him and Jessica Henderson from Heriot-Watt again. He did get to give his story in full after lunch this time though! I also used audio clips of Fiona Boyle of Queen Margaret University and Gopalakrishnan Premalatha (Prema) from the University of Abertay to present even more voices from the ECN. This was their project, their vision and it is important to hear their voices.
Having shown people the new site, we made some laptops available at lunchtime for people to have a play around with it themselves. The feedback we got was great: people said it looked clean and interesting and was easy to navigate (once they'd seen the short introductory videos). And people reported already finding new resources and ideas, just in that short time.
After lunch, we had a panel presentation from five people from the ECN: Cherie Woolmer (Strathclyde University); Gavin McCabe & Ruth Donnelly (University of Edinburgh); David McCall (UHI Millennium Institute); Jonathan Culley (Stirling University). Each of them presented for about 10 minutes on their learning journey through SHEEN Sharing, and the impact the project has made on their work and their professional development. We finished with questions and discussion about the future: people were keen to disseminate the resource and the learnings from SHEEN Sharing into as many communities as possible.
There was a general vibe that, not only had we created a good place to find quality employability resources, but we'd also found out a lot about harnessing and developing a small community of practice, to ensure their quick growth and dissemination of their work to a wider audience. And we'd done it all on a shoestring, using only free Web-based tools. In fact, there was some suggestions that flying so low under the radar of top management and university policies was what enabled us to do such a good job in such a short time. No worrying about IPR and metadata schemas, even long-term technical sustainability or anything.
So, here are my slides (or here on SlideShare): you'll see in here how to use our new Web resource, and also how we got here. I'm hoping to convince Cherie Woolmer to do a brief post as well, with her take on the day and what we've achieved.
Top hats & trainers: traditional repositories vs. Web 2.0 resource sharing? SHEEN Sharing at EdShare Workshop
Well, I should have blogged on this last year. But our beloved SHEEN Sharing is drawing to its official close, and I'm tidying up some loose ends. I want everything to be available on this blog for future reference.
So, last year, the JISC-funded EdShare project, based at Southampton University, put on a workshop designated "Traditional educational repositories vs. Web 2.0 sharing" and invited some people from relevant projects. Are formal repositories for sharing teaching and learning materials a thing of the past, now that we have so many fabulous Web 2.0 tools to use for resource sharing?
Now, I have a good relationship (I hope!) with some EdShare folks, primarily Debra Morris, who was organising the workshop. I was just drooling over the agenda for the workshop and wondering how I could swing an invitation to present on SHEEN Sharing, when Debra emailed me and invited me to present … on metadata! Well, I am a metadata-phile in my other professional life, but I told her all about what I really wanted to share at this workshop: what I, a repositories "expert", or at least, very-experienced-person, had discovered about resource sharing while working on SHEEN Sharing. Debra and the other EdShare people were kind enough to say yes when I said "No, I don't want to present on that, I want to present on this…".
The slides I presented at this workshop are below. You can also find them on SlideShare, if you prefer, here.
I was simultaneously presenting to fellow formal repositories experts, and to a group that I thought was trying to say that Web 2.0 is taking over the role of repositories. So I was nervous. Also, it was the first time I had presented on our work on SHEEN Sharing outwith the employability / HEA / Scottish HE context; in fact, right in the heart of a more long-standing professional community of mine.
But it went great! The other presentations, and the workshop discussions were fascinating and juicy. Everyone had a keen interest in discussing and exploring, and they seemed pleased and fascinated with SHEEN Sharing's findings. And my key messages were well received (and repeated in other presentations): that repositories and informal Web 2.0 sharing are complementary and serve different but overlapping use cases; and that repositories developers and managers must be mindful of supporting integration with Web 2.0 tools, for the sake of supporting the kind of informal, transient, and non-techie educational communities they serve.
Debra Morris wrote an excellent summary of the day here. You can just see the back of my head in one of the photos. Thanks again Debra and EdShare for this opportunity to allow SHEEN Sharing to contribute to the educational repositories community!
Here are the SHEEN Sharing slides from the day:
Our Netvibes Page Inspires a University Careers Service: Can They Inspire You?
What with SHEEN Sharing having visibility on Twitter and Diigo and the blogosphere, we've picked up a few followers from outwith the ECN, which is great.
We got a very kind Tweet today on Twitter from Darren Jones at the University of Sussex Careers and Employability Centre. BTW: you can see they are already pretty au fait with Web 2.0: they use a blog to update their main page with big news (see under 'Latest News'), and their Twitter account to give short pithy updates (scroll down a bit to see an embedded Twitter widget from their @sussxunicareers account), both embedded in the page.
Anyway, Darren likes our Netvibes page and is experimenting with using Netvibes to create a student careers page at Sussex. Here it is. You'll notice he's chosen to divide his tabs by subject area. Check it out!
I've bookmarked this in our Diigo Employability Group.
Your Blog Moderator Has Two New Employability Resources Published
Besides SHEEN Sharing, I've been working on another project since about May 2009, where I've been researching and writing some Web stories about the use of certain data services in undergraduate learning and teaching. These are real world data services provided to the UK research community by the Mimas at Manchester University.
The thrust of these stories has been about the value of using real world data to teach real world skills to students, as a way of both deepening their understanding of their subject area, and increasing their employability in a number of ways.
The research I've done, which has involved interviewing academics at various universities and colleges, will be developed into more detailed case studies later this year and published on the Web.
In the meantime, here are two small taster news items about this research. I did the research and much of the writing on these, but they have been edited and polished up admirably by the Web authoring team at Mimas.
Census data – from the real world, for the real world
Capturing and collating UK census data, the Census Dissemination Unit (CDU) connects researchers, analysts and decision-makers with high-quality statistical outputs. This real-world data is also of great value in learning and teaching – as students and teachers in human geography at the University of Leeds have discovered …
Helping economics students 'keep it real'
ESDS International provides real-world economic data for a wide range of researchers, analysts and decision-makers. Today, this data is also being used in learning and teaching, bringing considerable benefits to students, teachers and society as a whole. Here, we focus on how Nick Weaver of The University of Manchester and Paul Turner of Loughborough University are using this data to teach applied econometrics to undergraduates and Masters students …
I've bookmarked both of these on Diigo and shared them with the Diigo Employability Group.
Improvements and Updates to Netvibes Site: Feedback Please!
Our Netvibes site is the public face of SHEEN Sharing's original remit: the one-stop-shop, virtual repository/portal type thing that presents a range of quality employability resources, as planned and hoped for when SHEEN Sharing was originally funded in January 2009. It displays selected resources by using feeds out of Diigo, from our Diigo groups and tags, and other Web-based feeds and resources.
Now, as it currently stands it is a sandbox / demonstrator site, mainly designed by me with some help from Cherie Woolmer at Strathclyde University. I am not an employability co-ordinator, so I have used quite a bit of creative licence in trying to imagine the kinds of things the ECN will eventually want to go into the site. It will be much easier for folk to say "not that, this" than to try and think of things from scratch. So please keep that in mind when you have a look!
Even with this in mind, I have learned a lot since January 2009, and received a lot of feedback. So, before we even get to the bit of the project extension where the ECN sits down and hashes out what it wants its Netvibes to look like, I have made a range of improvements and updates, as follows:
Google Scholar Resources Gone 😦
I had to remove all the fabulous Google Scholar feeds. We used a wonderful Yahoo Pipe that enabled me to do a search in Google Scholar (e.g. "employability AND eportfolios", resources published after 2006) and create a feed in Netvibes that showed the up-to-date results of that search. Google Scholar of course only lists peer-reviewed publications, so this was a very rich resource. However, Google does not allow this kind of feed and they have now blocked this Pipe and others like it from working. Boo! However, I have added a Google Scholar search box here.
EvidenceNet Searches: A Holding Pattern Until They Get Their Feeds Sorted
We are waiting with baited breath for the awesome HEA EvidenceNet repository to start providing feeds of specific searches so we can pop some of these into our Netvibes tabs. So, we hope to be able to search for resources, or events, in EvidenceNet, e.g. with the topic "personal development planning", get a feed for that search result, put it into Netvibes and thereby always see the most up-to-date list of evidence-based UK resources or events. We know they are going to provide this, they just haven't yet. In the meantime, I've worked out that you can just use the URL of a search results page, and put that into Netvibes as a Web page, and get a rather clunky but still usable display of said search. See here and here and here and here and here.
Delicious Feeds on Work Related Learning: Thanks Glasgow Caledonian!
I discovered some juicy resources tagged on Delicious with "work_related_learning", so, in the absence of anything immediate on Diigo, I added a feed for that Delicious tag here (along with an above-mentioned EvidenceNet search page). Shout out to Allison Littlejohn and team at Glasgow Caledonian for many of these!
New Version of Diigo Allows Group Tag Feeds: Cocurriculum Resources Tagged by Employability Group
Felt much joy when I realised Diigo had fixed a previous problem in their new version: I now have an example of a Diigo feed for a specific group tag (resources tagged "cocurriculum" by the Employability Group) here. This will be great when we come to adding tag dictionaries to our Google Groups.
New Voluntary Sector Tab with Reflective Student Blogs from SHEEN Placements
Created a new Voluntary Sector tab, which has the feed from the SHEEN Placements blog in it (it's still there under "Student Resources" too, Fiona, don't worry!). It also has the project's Twitter feed, and individual feeds from the two student blogs accompanying the Samaritans placements set up by the project.
Some Content for International Students Tab
Added a couple of EvidenceNet search pages under the International Students tab, which was previously empty.
Small but Significant: You Can Read the Page Title Now!
Changed the colour of the title text to a much more harmonious and readable shade!
Moving Forward: Netvibes Day in November
Still have some empty tabs, and would like some new and exciting ideas from the ECN about what they'd like to see in the Netvibes page. We'll be having a day-long workshop session to hash it all out and make decisions in November, so please keep an eye on emails on the ECN JISCmail list if you want to take part in that. We'll use that day to train keen development group members in keeping Netvibes up-to-date after I go, too.
Launch in 2010
And, we'll be running a launch event in January or February 2010! So please help us make it as good as we can!
SHEEN Sharing Extension to February 2010
Good news: SHEEN Sharing has officially been extended until February 2010. Our thanks to the SHEEN Steering Group for this validation of the hard work everyone involved has put in so far.
You'll be seeing some new blog posts coming out here updating you on many different aspects of SHEEN Sharing's progress.
We've been extended to really capitalise on the first nine months of the project. Now that the ECN are starting a new academic year, and have had tasters of all the cool Web 2.0 things they can do, we want to really start embedding the chosen trial tools and new practices in their work.
When SHEEN Sharing started, the core idea was to end up with a one-stop-shop on the Web to share and find and disseminate and discuss good quality employability resources with a range of stakeholders in and around the ECN.
Our One-Stop-Shop: Netvibes
Our one-stop-shop is the virtual repository for employability we have created using Netvibes: http://www.netvibes.com/Employability
This repository is still in a "sandbox" phase: the next four months of SHEEN Sharing will be dedicated in part to turning this into a resource the ECN can use, contribute to and be proud to send to other stakeholders.
Contributing Your Favourite Resources: Diigo
The way for ECN members to contribute their favourite resources to the Netvibes repository is through bookmarking and sharing them on Diigo.
This has the added benefit of allowing them to access their own bookmarks from any computer on the Web, and to link in with each other and a wider international community to discuss and share resources.
Catching up on Netvibes and Diigo: Flashmeeting Webinar Later This Month
With the extension of the SHEEN Sharing project until Jan/Feb 2010, we will be having some more Flashmeeting webinars.
I will be hosting monthly webinars, with open drop-in support from 9:00-10:30, and presentations / discussions on particular topics from 10:30-12:00. The first webinar this month will be for a recap/catchup on Netvibes and Diigo (including an overview of new features in Diigo v4, released late last month).
In addition, Cherie Woolmer and the project development group will be organising a series of employability co-ordinator led webinars to show-and-tell tools and practices that have changed their jobs and lives for the better through SHEEN Sharing.
Further Diigo Trainings: Introductions, Recaps and Diigo-ing Deeper
We will also be running two more Diigo Training days, in November 2009. Each day will consist of a morning session recapping the original introductory workshop for those who haven't been able to attend, which can also serve as a refresher for those who would like one. Each afternoon will be a chance to dig a bit deeper into Diigo for those who have already been using it. Those who attend in the morning will also be welcome to stay for the afternoon.
NB: Diigo recently released an all-new and shiny version 4. This includes one amazing new feature: the ability to save an archived copy of a resource you have bookmarked, so if the resource ever disappears you have a copy of it to use in future. It also includes the feature we'd been eagerly waiting and hoping for: the ability to set up a working feed from a Diigo Group by individual tag (e.g. a feed just for resources tagged "cocurriculum" by the Employability Group). We'll cover all this and more for those who want to see it at the afternoon trainings.
Keeping Up-To-Date on SHEEN Sharing
Further information on the above and more will continue to be disseminated via the SHEEN Sharing blog and Twitter account. Please note that the blog is now totally dedicated to dissemination of SHEEN Sharing as a project: sharing of employability resources by the ECN will continue via Diigo.
The SHEEN Sharing blog can be visited here: https://sheensharing.wordpress.com/
You can subscribe to updates from the blog using the RSS feed here: https://sheensharing.wordpress.com/feed/
Or, you can look at the blog updates on the Employability Netvibes page, in the first tab which is currently devoted to SHEEN Sharing as a project:
http://www.netvibes.com/Employability#Welcome (see the section in the bottom right: "SHEEN Sharing Blog updates").
To follow us on Twitter for even more pithy updates, go here: http://twitter.com/sheensharing
Winners of Evaluation Survey Prize Draw!
Well, we had a very successful and useful evaluation meeting yesterday. You'll be hearing more about it soon. But most importantly, Alison Cook of the Scottish Funding Council not only gave us her time and highly pertinent and useful questions and comments, she also drew the prizewinning names from the hat.
We had offered two £25 Amazon vouchers as prizes, with winners to be drawn from all the employability co-ordinators who filled in the SHEEN Sharing Evaluation Survey.
Well, the rainbow's end must have touched down over the Highlands yesterday, because the winners are:
David McCall (UHI Millennium Institute)
Jonathan Culley (University of Stirling).
Congratulations guys (you'll be hearing from me soon) and thanks to everyone who completed the survey- sorry we couldn't afford to give you all a voucher!


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完结txt全本电子书 passage 1:
french are elegant people.(此话非常概括,是"帅才",所以会统领一只队伍) they are artists in everyday life, having a very good taste in everything. they don't like american tourists wearing jeans to go into their luxurious and exquisite five-star restaurants, so one of the restaurants put a notice outside its front door. it read 'no trousers, please!'(读完了,感觉是个很具体的例子,对吗?)
完结txt全本电子书 a gourmet coffee was sold in tokyo as an antidote to stress. its name supposedly meant to people that it would soothe the troubled breast, yet when it was printed in english, it turned out to be 'ease your bosoms.'(又是一个例子,我们开始揣摩:作者要说什么呢?)
swedes started a promotion stunt to promote the sales of their vacuum cleaner named electro. their original ad slogan was translated as 'nothing sucks like electro.'(又一个例子!意图何在?)
the selling of chevrolet was very bad in south america. and the reason? the translation of this brand sounds like 'no va'—which means 'it doesn't go' in spanish.(还是例子!!为什么呀?)
when pepsi-cola invaded the huge chinese and german markets, the efforts initially fizzled. the product's slogan, 'come alive with the pepsi generation', was rendered into german as 'come out of the grave with pepsi'. coca-cola also discovered something had gone wrong in taiwan. the chinese characters chosen for the world-famous product sound like its name means 'bite the wax tadpole.'(依然是例子!!!肯定要说明某个道理,那这个道理是什么呢?)
a pliers company's slogan 'turn it loose' became, in spanish, equivalent to 'suffer from diarrhea.' a company translated its sticky tape slogan into japanese and came up with a sticky problem. the slogan 'sticks like crazy' became literally 'it sticks foolishly' in japanese.(更多的例子!如果没有目的,那是不可能的!)
a tonic product in china is made of royal jelly and is supposed to be very effective for some chronic diseases. yet it was translated as 'oral liquid', which means 'saliva' in english. in the brochure, it was described in this way: 'it tastes like medicine', when the language in the original meant to use it as a food therapy.(例子!!)
完结txt全本电子书 even the wrong nonverbal cue can bring havoc to a product.(此话也是"帅才") a baby food company initially packaged their african products just the same as in the us—with a cute baby picture on the jar. they didn't realize that because so many africans cannot read, nearly all packaged products sold in africa carry pictures of what is inside. pureed baby! how horrible!(例子越举越厉害了,看来是要举到头了!)
完结txt全本电子书 in an asian city, where traffic is really very bad, to secure people's safety, the municipal government has built underground passageways. pedestrians are asked to use them whenever they need to cross the main street. a sign was posted once on the roadside, pointing to the entrance to an underground passageway, intending to notify english-speaking passengers, 'go underground'.(眼睛的余光已经看到全篇的结束了,所以,这肯定是最后一个例子啦!同时,马上也就要看到作者想说明什么问题啦!)
we chuckled at such clumsy translations.(比较概括,"帅才",那为什么忍不住要笑呢?下面的解释就必然是作者的写作意图了)is there anything wrong in the language? we must be aware that few words and idioms can be literally translated. it's best to hire the best for translation. don't take it for granted that as long as one speaks a little english, he is autonomously able to do the translation. it takes a while to learn to be a good translator.(就是它!千呼万唤使出来!)
1.organize your thoughts before writing: brainstorm、make an outline、etc. 下笔前整合思绪:脑力激荡,写出纲要等。2.write clearly. be concise. avoid wordiness. 写作清晰,务必精简,避免赘言。
完结txt全本电子书cold here, icy cold there. you belong to neither, leaves have withered. your face is pale and blue, a tearful smile. something in your eyes, whispers words of last good-bye. my heart sinks down, tears surge out....
完结txt全本电子书促销的目的就是要卖出产品,那么怎样才能把促销信写得吸引人、让人一看就对产品感兴趣呢?下面就教你促销信的四步写法、打造 very attractive 的促销信。第一步:to arouse attention促销信都是不请自来,所以开头一定要有吸引力和诱惑力。
完结txt全本电子书意思的有效、精美传输1.我一下船就让一个人给缠住了,他向我兜销一枚钻戒。(i had no sooner got off the ship than i was assailed by a man who wanted to sell me a diamond ring.)2.我无意要买钻戒,但我无法掩饰自己还是被钻石的个头...
完结txt全本电子书why(发问时,答案重要,但向后读的过程中不要忘了问的是什么,也就是说:问题也重要) do so many americans distrust what they read in their newspapers? the american society of newspaper editors is trying to answer this...


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Aalto University
Aalto University Finland is a multidisciplinary university in the fields of science, economics, and art and design. Borderstep collaborates with its NODUS Sustainable Design Research Group and the School of Arts, Design and Architecture (Aalto ARTS) More
FGF Sustainable Entrepreneurship working group
Borderstep is a member of the Association for the Promotion of Entrepreneurship Research (Förderkreis Gründungs-Forschung FGF), the leading scientific association for start-ups and entrepreneurship in German-speaking countries. More
German Water Partnership (GWP)
German Water Partnership is a network of companies, institutions and associations of the German water industry. More
Green IT Research Forum
Borderstep co-founded the Green IT Research Forum. The platform was established by leading research institutions in German-speaking countries (Germany, Switzerland, Austria) in 2009 to foster exchange on developments in Green IT and to accompany such research by holding regular events for exchange on the topic. More
ISPIM International Society for Professional Innovation Management
Borderstep is actively involved in the International Society for Professional Innovation Management (ISPIM) such as through organizing special sessions on sustainable entrepreneurship and innovation at the annual ISPIM conferences. More
Linköping University
Linköping University is now one of Sweden's larger academic institutions and a research-based university. Borderstep collaborates with the Centre of Innovation and Entrepreneurship and the Department of Management and Engineering More
Network for Global Innovation (NGIN)
In collaboration with the Los Angeles Cleantech Incubator (LACI), Borderstep is developing a network for global innovation network and working on a "green innovation bridge" connecting the US, Germany, and Europe. More
The Centre for Sustainable Design®
The Centre for Sustainable Design® (CfSD) organizes the internationally recognized 'Sustainable Innovation' series of conferences. Borderstep is regularly involved in the Sustainable Innovation series of conferences by serving on the review board, chairing sessions and giving keynote speeches. More


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Online Alcohol Class offers the most comprehensive Narragansett Rhode Island MIP classes available. We offer Level 1 (8 hour), Level 2 (16 hour), and Level 3 (24 hour) web-based Minor in Possession and Minor in Consumption Courses. These are suitable for somebody looking for:
Our courses were developed and written by professional educators. They have been carefully written to be highly instructive and simple to use. They contain the course materials that meet Narragansett Rhode Island requirements.
These Narragansett Rhode Island Minor in Possession courses are perfect to fulfill a court minor in possession (MIP), and minor in consumption (MIC), or underage drinking requirement, or just for personal growth. these classes are completely self-paced and can be accessed from any web browser. All of our MIP classes come with an instant downloadable Enrollment Verification that you may present to a court official, school or employer. A personalized Completion Certificate is awarded at the end of the class. Start your Narragansett Rhode Island class today! Click here to enroll.
You can pay for the class via our website using any major credit card (Visa, MasterCard, or American Express). To prevent fraud and ensure your security, we use state of the art encryption technology (TLS) for all internet transactions.
The cost is only $149 for the Narragansett Rhode Island 8 hour level one course. The longer Narragansett Rhode Island classes are $249 for the 16 hour course and $349 for the 24 hour course.
You will be assigned a unique user name and password at registration for the Narragansett Rhode Island online MIP class. You must use this information to log in to your account at Online Alcohol Class
Yes! Online Alcohol Class can fit into your busy schedule, and you can take the Narragansett Rhode Island MIP class from any computer with internet access.
Got a busy schedule? No problem! You do not have to complete the Narragansett Rhode Island online MIP course in one sitting and may start and stop the course as often as necessary. Our website will resume where you left off!
After you complete the Narragansett Rhode Island online underage drinking class, we will mail the original certificate to you. However, if you are taking the class for a court requirement, it is your responsibility to submit the Narragansett Rhode Island certificate to your Narragansett Rhode Island court.
Our Narragansett Rhode Island online MIP class is a timed class consisting of 8, 16 or 24 hours of course materials. The total course length depends on which version of the class you take.
There is a short quiz after some pages in the class. The Narragansett Rhode Island Minor in Possession class quizzes are meant to prepare you for the Narragansett Rhode Island final exam, and they do not count against your overall score. When taking the final exam, you must score 80% in order to pass. However, at no additional charge, you may re-take the final exam as many times as necessary in order to get the passing grade.
Your Narragansett Rhode Island minor in possession course has been designed to work on all major web browsers including Internet Explorer, Firefox, Google Chrome, and Safari. No download is required.


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Sep 06, 2012 11:54 PM GMT
More than 60 refugees from Syria have drowned today, majority of them were Palestinian children, they were trying to flee to safety, and because they don't have passports, Jordan refused to admit them as refugees, they found no other way to stay safe but to go to turkey with smugglers through the sea!
May they rest in peace!
May they rest in peace!


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The music department at Castle Court is particularly strong and vibrant; nearly 150 children have individual instrumental lessons as well as their form music lessons. Each year the music team arrange a number of concerts, the last of which was at the end of the Spring Term. All the children from Years 5 to 8 took part either in the orchestras, choir, band, guitar group, brass group or recorder group, or as soloists. The finale saw all the children coming together on stage to perform the U2 classic "With or Without You". Click on the following link if you would like to see an extract. With or Without You, arranged by Castle Court's Director of Music, Roy Robinson
Month: April 2012
National Biathlon Win
The beginning of the Easter holidays saw three members of Year 6 going to Crystal Palace to take part in the National Biathlon Finals. They had competed hard over the winter months to gain their places, competing against children from across the UK. The results are fabulous. Ben won the boys Year 6 competition, building upon his win in the Year 5 category in the same event last year. Jed came in 11th and Izzy 46th. Very inspiring. The photo shows the competitors before the event.
Viking Day
The Vikings have arrived at Castle Court! Year 3, as part of their history topic, turned into a tribe of Vikings for the day to experience a day in the life of a Viking. There were battles in the covered play area, a discussion on village life and a re-enactment of the Viking invasion of Lindisfarne. A great time was had by all!


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Charms is a web-based suite created exclusively for band programs, which Wakefield began using in 2014. Emails, Uniforms, Instrument Rentals, Student Accounts . . . They are all run through this program. Consequently, it is very important that we have your updated information on file.
In order to update your Charms profile, please visit www.charmsoffice.com and click "Enter" –> Parents/Students/Members"
School Code: wakefieldhsmusic
Student Area Password: Your APS Student ID
Once you have logged in, you may change your password by clicking the link on the page to do so.
Please update your contact information by clicking the link on the bottom of the page. The site asks for more information than is actually needed, but please make sure you have entered your most recent:
– Address
– Email Address (student and parent)
– Home Phone #
– Cell Phone # and Carrier


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Appointment of an Executor
Appointing an executor is an important consideration. The executor of the estate is responsible for a large number of complex tasks, such as gathering estate assets, selling estate assets, paying debts and distributing your estate among the beneficiaries.
You can appoint one or more executors, or alternate executors. The executor can be a friend, a family member or a professional trust company depending on your circumstances and the complexity of your estate. You will want to choose someone you trust. Consider the person's age and level of sophistication with financial matters. You should also ensure that your Will contains the powers and authority necessary for your executor to act in relation to both your personal and business assets.
Provisions for Dependents
In Ontario, a testator is generally able to bequeath his or her estate in whatever manner he or she wishes, but if you have dependents you should consider how the distribution of your assets will affect them. This is because your estate could face a challenge under the Succession Law Reform Act (Ontario) if the deceased has failed to adequately provide for a dependent.
In such a case, the court may provide for a dependent out of the estate assets and out of assets which would otherwise not form part of the estate, including amounts payable from an insurance policy or a registered retirement savings plan, a gift made in contemplation of death and property held jointly with another prior to death. The court can "claw back" these assets and deem part of the estate for the purpose of considering the application for support.
Tax and Probate Planning
Your estate planning should include strategies to minimize taxes and other fees that may be payable on your death or as a part of administering your estate.
On death, the Income Tax Act (Canada) deems you to have disposed of all your assets immediately before death at fair market value. This deemed disposition can result in significant capital gains taxes, and sometimes with no actual liquid assets to satisfy them. Proper planning can help defer such deemed dispositions depending on your circumstances. Charitable giving can be an effective way to reduce your estate's tax burden.
In addition to income tax liabilities, most provinces charge a fee (a probate fee) to obtain a Certificate of Appointment of Estate Trustee (with or without a Will). Generally, an executor will not be able to sell a deceased's property or access bank accounts without such a certificate.
In Ontario, the probate fee is up to 1.5 per cent of the value of the estate, so planning to limit probate fees is important. One way to minimize probate fees is through multiple Wills. A second way is to have certain assets, like registered retirement savings plans and life insurance policies, pass outside of your Will by naming a beneficiary.
Flexibility for Charitable Giving
Charitable giving is a great way to benefit a charity or cause you care about with the added benefit of reducing your estate's tax burden. Charitable giving can be in the form of a legacy in your will or an addition to a fund established during your lifetime. However, if you are going to make a charitable bequest, you should ensure the following is included in the language of the bequest: the correct legal name of the charity and its registered business number; and an amendment/variation clause to the gift in the event that the charity has ceased to exist or to operate, or if it is no longer possible to carry out all of the terms of the gift.
You should not add conditions to a gift unless you have discussed these first with the charity.
Powers of Attorney for Property and Personal Care
There is a misconception that estate planning only deals with what happens to your assets on death, when it should also address any future incapacity. For example, who will pay your bills and have access to your banking if you are incapable of managing your own affairs?
By executing a power of attorney for property, you can name someone to make financial and legal decisions on your behalf should you become incapable, without the need for an expensive court order to appoint someone. This person should be someone you trust: a close friend or family member or even a trust company.
Similar to your financial affairs, a power of attorney for personal care assigns the power to make decisions about your personal care and health care in the event you lack mental capacity. These decisions can include decisions regarding where you live, and decisions to consent to, or refuse to consent to, health-care matters from routine tests to major surgery.
(Figliomeni is a lawyer who focuses on tax and estate planning in Miller Thomson's Private Client Services Group in Toronto.)


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Somerset Tractor Company Inc.
153 Business Way, Stoystown, PA 15563
Phone: (814)-703-8070 Fax: (814) 703-8072
Mission Statement
To provide knowledge based solutions to the agricultural community, and meeting the equipment needs of today's farming industries with a straightforward and transparent approach.
New Holland and Somerset Tractor Company Inc are your local Hay & Forage Specialists, procuring cutting edge technologies and product driven solutions for your hay making needs. From new equipment offerings to early model product support, STC knows hay & forage!
Company Overview
Somerset Tractor Company Inc is a full line New Holland Agriculture and New Holland Construction dealership offering sales, parts and service to Somerset, Westmoreland, Indiana, Fayette and Washington Counties and their surrounding areas.
Somerset Tractor Company Inc. also carries a wide array of parts and equipment from other manufacturers including: Rhino, Horning Mfg, Artsway, Miller Pro, Crop Care, Tubeline Mfg, Teagle, Vicon, McHale, Tisco, A&I, SMA, Horst, Unverferth and many others.
We proudly service the following equipment:


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Rain Fell While His Reign Expanded
This was my first time at the Kentucky Derby, and it will not be my last. In Louisville, Kentucky, over 130,000 people crammed into a tiny spot of land to watch horses run around a track. Most of them did not care about the horse race—they were there to wear pastel colored outfits and drink alcohol.
However, GGM was there to meet them with the glorious Gospel of Jesus Christ. Here are four takeaways that will hopefully motivate you- at minimum- into the flow lost humanity in your city, and hopefully join us next year at the Kentucky Derby.
If you are not taking the time to see this broken world, you are living with your head in the clouds.
Maybe you go out with your family to local events around your area and attend local concerts. But do you take the time to stop and look at what is going on around you? If you do, you should be shocked.
We are so focused on ourselves that when we are at events with either families or spouses, we are focused on what we want; what we want to drink; what we want to eat; where we want to sit; where we need to park; keeping up with the kids; changing the baby's diaper—you get the picture. We can be around people but never be with people. Listen to our podcast on this topic. Go to Season 2 Episode 1
We forget to take a look around and see what's going on. When we don't take advantage of the opportunity, we miss two major God gifts. One is what God wants to do through you by sharing the life-giving hope of the Gospel. Two: the broken world needs the hope of Jesus Christ. To not understand these two points is to live with your head in the clouds, even though you may be at these events.
When you begin to look around, you will see broken people who struggle with different idols that they worship, like drunkenness, people pleasing, pleasure, entertainment, drug addictions, greed, and many more. At these events, all these idols are up front, exposed for everyone to see.
I don't think that we should go to these events with a "holier than thou" demeanor, but seeing this sin should motivate you to pray and then get involved by scheduling some time to be a part of one of these outreaches.
The lost that come to Christ are being drawn by His word.
I have been sharing the Gospel in the open air since 2004, and open-air preaching since 2008. I tell you this as someone who has seen God do this over and over again firsthand. Do what? Draw people in to hear his word. I will briefly share two stories from the Kentucky Derby.
A Young Jewish Boy Is Confronted With Truth
There was a young Jewish boy who came by and began to proudly tell us that if we could provide a scripture that stated Jesus was the Messiah, he would convert. Well, we shared with him, but he did not convert. No surprise.
Nevertheless, he heard the Gospel even though his friends were trying to pull him away. The story does not end there. He went into Churchill Downs, and that afternoon he came back out, and I happened to be open air preaching.
That was God ordained. He came back by and gave the same statement. I appealed to his knowledge of the Torah and pointed him to Jesus from Genesis 3:14–15, the promise of God in Genesis 13:16, the faith of Abraham in Genesis 15:5, and the suffering servant found in Isaiah 53. Appealing to what he already knew about the Bible helped him engage in the conversation. I shared how this suffering servant was Jesus. After that, he said he was going to leave. His demeanor had completely changed when he walked away. (link to our facebook page to see a video of him)
The Truth Inside A Unbelievers Conscience Holds Him Captive And Draws Him Back
Another gentleman came by and started laughing in my face like a demon, and he said several profanities over and over again. Then, he would stop and allow me to share that the overflow from his mouth was showing me that his heart was in rebellion against God. His girlfriend tried pulling him away, but he would come back and laugh and say vile and wicked things. Next, he would stop and allow me to expose his idols and give him the Gospel. This happened four times. I asked him for the last time, "Do you know why you keep coming back?" He said he did not know. I told him clearly that he was being drawn to what he knows is true.
Christians are encouraged by the exaltation of Jesus.
Many came by to thank us for being in Kentucky to share the Gospel. When true Christians hear the Gospel message being preached, they are not ashamed, instead they are encouraged. This encouragement is another reason why I have seen that more open-air preaching needs to take place.
Christians are beat down by the media (TV, Movies, Social Media), the world, and popular radio broadcasting. When they hear what they believe, it encourages them to be bolder for Jesus.
Heaven knows that after constantly being discouraged by all the media, the Gospel preached in the open air is a shot of spiritual adrenaline to the soul. From professed Christians, some of the comments this weekend included: "Thank you for being here," "Thank you so much for sharing," "Will you pray for me," and "Thank you for being ready in season and out of season."
There are divine appointments that God has set up for you.
If you don't believe I am going to tell to try God on this one. Pray that God would bring divine appointments in the form of conversations. Read Robert's testimony in our November 2016 newsletter. I want to share two divine encounters that happened while I was at the Kentucky Derby.
Someone In Need Of Emergency Prayer
I was handing out tracts as people flowed pass me at a rate of about 1,000 per minute. They were leaving and going home after the race on Friday. My hand was out stretched with a tract on the end of my fingers. I asked, "Have you received one yet?" She said, "No, what it is?" I said, "It's a Gospel tract." She eagerly took the tract and stuffed it in her small purse. She began to cry and asked if I was a Christian. I stated that I was, and she asked if we could pray. A few seconds prior, she had just found out that her daughter was in a tragic car accident in Orlando Beach, FL.
I put my hand on her shoulder and began to pray. She just wept and sobbed as I prayed. If I would have been five feet to the left, I would have never seen her. If I would've been turned the other way, I would have never seen her. If I had been sitting on my couch, I would have never seen her.
I had the privilege to encourage a professed Christian with the power of prayer. When I finished, she wiped the tears from her eyes and thanked me and went on her way. I may never see her again, but it does not matter. This divine appointment was planned by God, and I had the privilege of being an instrument in His hands. On to the next story.
The Spirit Of God Draws Chandler In A Down Pour
It was pouring down rain the day of the Kentucky Derby when Chandler walked by the preaching of the word of God. I was preaching from Matthew 7:1–14 and, as God planned it, I was preaching about verse 7. As he walked by, I asked Chandler if he was ready to seek God—if he was ready to ask for eternal life?
He was soaked from head to toe. Rain was streaming down his face as he looked up at me under the hood of my rain suit. He asked how he could receive God? He thought he had committed too many sins against Him. His girlfriend was trying to pull him away. As she would pull on him, his feet would slide but he would struggle back to me, and I would continue our conversation. After she tried pulling him away three times, I said, "Leave him alone. God wants Chandler here at this very moment and you need to quit fighting against God's will." By God's grace, she did stop and began talking with Dan, another evangelist with our team, and she too began to listen to the Gospel.
After several more minutes, I could see that he needed one-on-one counseling, so I referred him to Ken as I continued to preach the word of God. If you would like to watch Ken and I debrief about this conversation, click here.
I hope this article has encouraged you, challenged you, and motivated you to be at the Kentucky Derby with us next year, proclaiming the amazing Gospel of Jesus Christ.
Are you taking the time to look at this broken world we live in? Do you realize the lost that are coming to Christ are being drawn by His word?
Never forget, Christians are encouraged by the exaltation of Jesus. God has divine appointments ready for you today. Now go proclaim the Gospel to see a life transformed.


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Parenting Chat Rooms Have Developed Over Time
It seems impossible to be able to connect to millions all over the world to talk about parenting advice but it is very possible with a wonderful thing called the internet. It is fun to be an expectant mother because you can find tons of free advice in parenting chat rooms. You get a chance to talk to other mothers who are also expecting and experiencing the same issues you are, either in a parenting chat room or via email, they have become very reliable and is all the rage.
About the Author: How do you rate your Parenting Skills? Are you coping well with your toddler or teen? Perhaps you need some expert help parenting troubled teens . Clive Jenkins recommends the Parenting Tips Website which can be found here: http://www.parentingtipssite.com. Checkout the site now for specialist Parenting tips, help and advice.


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REC'D MP3: Real Estate - "It's Real"
Real Estate's own Matt Mondanile has been keeping busy in 2011, putting out an impressive full length with under his solo moniker, Ducktails and working with the boys from Jersey on the follow up to their 2009 debut. The artist recently tweeted that there would be new music from them afoot, and we've just received their first single from Days, called 'It's Real."
The tune displays those familiar psychedelic harmonies we've grown to love, the ferocious jamming, and some really beautiful, soaring melodies. It's one of those songs that is easy to get lost in. You can listen to and download it below; Days drops October 18 via Domino.
Real Estate - "It's Real" (MP3)
Listen to more REC'D tracks here.