Menschenrechtsbeschwerde an die Vereinten Nationen vom 10. Oktober 2000
10th October 2000
Mr. Abid Hussain
Re: Government Censorship in Public Libraries: Germany
Dear Mr. Hussain:
I am human rights counsel for the Church of Scientology. I am writing to you on behalf of approximately 30,000 German Scientologists regarding a pattern and practice of government censorship of publications by L. Ron Hubbard, the Founder of the Scientology religion, in public libraries throughout Germany.
Background to the Complaint
There are now more than thirty reports by international
human rights organizations and government bodies criticizing the German
government for violating the rights of Scientologists and other minority
religious members. Scientologists’ rights to freedom of expression are
routinely violated in Germany. Scientologists in Germany are routinely
dismissed from jobs, dismissed from schools, dismissed from political parties,
dismissed from social, business and political organizations, denied the
right to professional licenses, denied the right to perform their art,
denied the right to open bank accounts and obtain loans, denied the right
to use public facilities and concert halls, and
„In Germany, democracy is used as an ideology to impose conformity. It has been dismaying to discover that the state, and some of its politicians and people, are using what are known from the past to be well-worn paths of discrimination and intolerance and of inciting of intolerance towards a new religious minority, the Scientologists."
In March 1998, following a fact-finding visit to Germany the previous year, the United Nations Special Rapporteur on Religious Intolerance, Professor Abdelfattah Amor, reported to the United Nations Human Rights Commission that what Scientologists face in Germany „can be described as a climate of suspicious, or latent intolerance."The Special Rapporteur recommended that „the State, beyond day-to-day management, must implement a strategy to prevent intolerance in the field of religion and belief." Instead of implementing the Special Rapporteur's recommendations, the German government has continued and intensified, its campaign of ostracism and discrimination against Scientologists.
Governmental religious discrimination against Scientologists in Germany has been criticized in seven successive U.S. State Department Annual Human Rights reports and in the Department's Annual Reports on International Religious Freedom published in 1999 and 2000.
In April 2000, the U.S. Trade Representative placed Germany on the „watch list" over the German government's use and promotion of so-called „sect filters" -- forms which make employment or contractual relations with the government conditional upon an individual or company declaring that he does not attend courses or seminars in Scientology and does not use the technology of Mr. Hubbard.
The U.S. Trade Representative and the State
Department have both condemned „sect filters" as blatantly discriminatory
and a violation of Germany's commitments under international human rights
laws. By putting Germany on the watch list, the U.S.
Members of the Church of Scientology and certain other minority religions have been contending against governmental denials of their right to freedom of expression for many years. Scientologists are denied political expression since they are prohibited from joining Germany's political parties. The application form to join the Christian Democratic Union actually includes a clause requiring an individual to declare that he is not a Scientologist.
These actions targeting 30,000 Scientologists
who represent less than .0004 %
The freedom to create and communicate an artist's vision free from state interference is one of the most cherished of all freedoms and the most fundamental of human rights. Yet, the German government continues its policy to blacklist artists who happen to be Scientologists in violation of these rights Musicians who are Scientologists are banned from performing at government-sponsored concerts and artists have had their painting and sculpture exhibitions banned or boycotted.
These bans and restrictions are amply documented
in a series of reports by
Mr. Corea has suffered similar denials of his right to perform in other German states. For example, as he testified to the U.S. House International Relations Committee in June 2000, he had been due to perform in October at a music festival with the Deutsche Kammerphilharmonie, but the performance had to be canceled after the Bremen coalition of the Christian Democrats and Social Democrats threatened to fire the artistic director of the festival over Mr. Corea's invitation.
Likewise, a top fencing manager with the German Olympic team was fired a few years ago simply because he stated to a journalist, when asked in an interview, that he read and liked books by L. Ron Hubbard. Hundreds of such cases exist in Germany where individuals have been fired or their businesses boycotted due to their expression, association and beliefs.
In 1996, some German politicians tried to organize nationwide boycotts of the movies Mission Impossible and Phenomenon because the lead actors in these films are members of the Church of Scientology. Although the boycotts failed, not a single German government official at state or federal level came out against them, nor did any utter a word of criticism of the German politicians urging the boycotts.
Current Censorship in Public Libraries
It is against this backdrop of religious intolerance that we examine the refusal of state and city libraries in Germany to make available to the public the works of the Founder of the religion of Scientology, publications produced by the Church of Scientology, and even books with a favorable reference to Scientology or Mr. Hubbard.
In 1997, the Church of Scientology commissioned
a survey by Opinion
Unfortunately, as the U.N. Special Rapporteur noted in his 1998 report on Germany, the media „all too often portrays matters relating to religion and belief in a grotesque, not to say totally distorted and harmful light."
To counter the misinformation and lack of accurate information about Scientology aggravating the climate of intolerance against Scientologists in Germany, the Church of Scientology and individual Scientologists have made a number of attempts to place literature describing the nature and activities of Scientology in public libraries throughout the country. The need for the actual texts of the Scientology religion to be available in public libraries is especially urgent given the predominance in those libraries of books written by non-Scientologists portraying the Church and its members in false, derogatory, stereotyped and prejudicial terms. Such works are replete with inaccurate and distorted information and contribute to a climate chilling to the rights of Scientologists living in Germany.
These efforts to place factual material in libraries, however, have been met with almost complete government censorship of Mr. Hubbard's works. Citing government orders or recommendations, libraries not only refuse to stock Mr. Hubbard's religious and philosophical books, but in some cases even his fiction. (Tab 1)
One basis for what amounts to a virtual ban on Mr. Hubbard's books in public libraries is a strong recommendation, tantamount to an order, from the Berlin Senate of Science, Research and Culture to all libraries not to accept Mr. Hubbard's books, even when offered as donations. Any library which does accept them is instructed to keep them out of public view and to give a book out only in response to a specific request. The Jerusalem Library in Berlin has stated that it is „a decision of the office heads for the whole of Berlin not to accept books of the author L. Ron Hubbard because of their content." (Tab 2)
This blanket ban extends even to works that have
nothing to do with
In mid-1998, the Deutsches Bibliotheksinstitut (German Library Institute), a state-founded and state-supported institute which advised all German state and city libraries, issued a directive listing several state censorship regulations in regards to the works of Mr. Hubbard. Although the German Library Institute closed in 1999, all the orders cited in its 1998 directive are still valid and current. The directive included an order from the Ministry of Culture for Hessia to all regional and local libraries not to accept or offer books from „Scientology" and an order from the Minister for Science and Culture of Lower Saxony to state libraries to reject any book donations from „Scientology."
The directive instructed librarians that „in public libraries it should not be possible to loan publications of Scientology" and noted that „the regional association of German libraries in Baden-Wuerttemberg (DBV) established already in 1994 that it will take care that publications of Scientology cannot be loaned in public libraries."The directive instead informed the librarians that „information material about new religions and ideological movements, youth sects, 'psychogroups' and especially about the Scientology church can be ordered from state and Church authorities (sect commissioners)."
Such „sect commissioners" are appointed by the predominant Catholic and Lutheran Churches in Germany and are neither objective nor informed on religions other than their own. The U.N. Special Rapporteur on Religious Intolerance's report on Germany includes complaints about the bias and intolerance of the major churches' sect commissioners from Mormons, Jehovah's Witnesses, the Baha'i community, the Unification Church, and the Hare Krishna movement as well as Scientologists. The information about Scientology given out in publications by sect commissioners is highly inaccurate and replete with distortions and stereotypes.
In addition to the above, the Church has documented
state government censorship of Mr. Hubbard's books in public libraries
in, at least, Hessia, Hamburg, Berlin and Lower Saxony.
A Scientologist who contacted directors of public libraries in Hamburg to invite them to the opening ceremony of the Church's new quarters was informed that „there is an internal instruction given by the management of the public libraries that we are not allowed to accept either telephone calls, books from L. Ron Hubbard nor any visits from Scientologists in the Public Libraries." (Tab 5)
A library system which issues such an improper and undemocratic order to its branches is most certainly not complying with the Free Hanseatic State of Hamburg development plan for the public libraries, which states that: „The [Hamburg] Senate sees it as an important task of state, cultural politics to finance a public library system which contributes to ease the access to literature and knowledge for broad parts of the public." (Tab 6)
The Lower Saxony Ministry of Science and Culture has ordered all libraries in that state not to stock Mr. Hubbard's works. In Bavaria, a senior official over the city libraries refused to accept Mr. Hubbard's books, stating that he had received a verbal order from his superiors not to stock them. Attached is additional evidence of government censorship of Mr. Hubbard's works in the form of letters from public libraries in Rottweil, Baden-Wuerttemberg; Halle, Saxony-Anhalt; Ahlen, North-Rhine Westphalia; Neumuenster, Schleswig-Holstein; the state library in Saarland; and Rostock, Mecklenburg-Western Pomerania. (Tab 7). In the city of Osnabrueck in Lower Saxony, not only did the town council implement a discriminatory „sect filter" against Scientologists, it also ordered that all city and school libraries be inspected to ensure they contained no works by Mr. Hubbard. (Tab 8)
On the other hand, books which describe Scientology
in highly negative terms, containing prejudicial stereotypes filled with
false and flagrantly distorted information, are readily available in city
and state libraries throughout Germany. In Stuttgart, a
In Berlin libraries, the number of „anti-Scientology" books totals fifty, compared with only two books by Mr. Hubbard which portray the religion according to its own understanding. When someone attempted to loan one of those two books, he required considerable persistence to persuade the librarian to locate it. It was finally tracked down to a dusty shelf in a basement where nobody would have found it.
This Censorship Violates Fundamental Freedom of Expression Rights
Such policies and practices of censorship of the works of a Founder of a religion constitute a flagrant violation of international human rights covenants guaranteeing freedom of expression and opinion.
Article 19 of the Universal Declaration of Human Rights states that „Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers." (italics added)
Article 26(2) of the Declaration states, in part, „[Education] shall promote understanding, tolerance and friendship among all nations, racial and religious groups...."
These rights are further articulated in Article 19(2) of the International Covenant of Civil and Political Rights and Article 13 of the International Covenant on Economic, Social and Cultural Rights, both signed and ratified by Germany.
Furthermore, Title 16j of the 1989 Concluding
Document from the Vienna Conference of the Organization for Security and
Cooperation in Europe requires that
Government censorship of the works of Mr. Hubbard in libraries throughout Germany not only constitutes a flagrant violation of international human rights covenants, it also inflames and perpetuates a climate of religious intolerance and discrimination facing Scientologists in Germany.
These official actions of censorship are in direct conflict with Germany’s human rights obligations to protect freedom of expression. As the Human Rights Committee notes in General Comment 10 regarding Freedom of Expression (Nineteenth Session, 1983), freedom of expression includes the right to receive and impart information and ideas. Neither Article 10 of the European Convention on Human Rights nor Article 19 of the International Covenant on Civil and Political Rights authorize these draconian measures.
To justify an interference with freedom of expression the Member State must show — and the burden is on it to do so — that there is ‘a pressing social need’ for the restriction on free speech for one of a number of purposes (such as the protection of health or morals, or the protection of the rights of others) set out in Article 19 (3). Each interference with freedom of expression has to be justified by the State under these criteria. The fact that the State acts in good faith, or has had the restriction complained of for a long time, does not make the interference valid under Article 19. As the Human Rights Committee notes in its General Comment on Freedom of Expression, „when a State party imposes certain restrictions on the exercise of freedom of expression, these may not put in jeopardy the right itself. Paragraph 3 lays down conditions and it is only subject to these conditions that restrictions may be imposed: the restrictions must be ‘provided by law’; they may only be imposed for one of the purposes set out in subparagraphs (a) and (b) of paragraph 3; and they must be justified as being ‘necessary’ for that State party for one of those purposes". Yet, no such justification which is "proportionate to the legitimate aim pursued" has been identified by the German government here as none exists.
Moreover, the European Court of Human Rights Court
has ruled time and again that there is little scope under Article 10 §
2 of the Convention for such restrictions or on debate of questions of
public interest. Indeed, the Council of Europe’s 1982 Declaration on the
Freedom of Expression and Information, adopted by the Committee
Germany cannot, in conformity with international
law, abuse freedom of expression rights by acting as the „thought police"
responsible for regulating the conscience of individuals and promoting,
imposing or censuring a particular faith or belief. Yet, that is precisely
what German government officials have done by taking action to suppress
the Church’s right to freedom of expression in order to protect Germans
from „thinking for themselves" and making up their own minds.
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Mastery in technique allied to conservation awareness.
Training is central to our practice, we constantly train apprentices. Our aim is to establish parity in esteem between academic and vocational training. We believe that good craft and design skills, allied to an understanding of architectural context are the essential foundation for a career in stained glass conservation and new design
Stained Glass – Art, Craft and Conservation by Steve Clare
The constantly evolving medium of stained glass, which combines form and function in a unique and beautiful way, has produced breathtaking works across the centuries. This book gives a personal viewpoint on the historical development of the art form, and is also a technical manual, describing the tools and techniques involved in the craft of stained glass. Stephen Clare describes the complex considerations involved in successfully carrying out the design and conservation of stained glass, in the process outlining a personal philosophy gained over thirty years of involvement with consummate professionals in the discipline. The author particularly considers the creative process of the production of stained glass and the sometimes uneasy relationship between art and craft.


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Guiding principles of Proveana
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The Foundation itself does not conduct any research, but funds, supports and interconnects existing research and documents it in its Proveana database. Information is published only if its source can be cited. When the Foundation receives new insights on individual pieces of information, these are published if possible. When existing scientific insights are disproved, the information remains posted for documentation reasons, but is marked with a corresponding note. The same is done with assumed insights.
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As with any living database, the content in Proveana is constantly updated and revised if necessary. Information on other sources (for example GND, Wikidata, Getty TGN) is also collected and linked to the data in Proveana.
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All pieces of information have a source citation. It can be accessed by clicking on the quotation marks.
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Research results can be revised or may not always be conclusive, and individual data can turn out to be false even though they were considered factual for long periods of time. This is why individual pieces of information in Proveana can be marked with a status. Proveana also endeavors to avoid judgements and opinions in the database.
4. To make research easier, but not replace it!
Proveana is a collection of information intended to facilitate provenance research and the search for victims of Nazi-looted art. Its content therefore focuses less on individual objects than on context information to support research on provenance chains in individual cases.


San Jose Earthquakes Brand Constitution
Three years in the making, the Brand Constitution was designed to tell the complete story of the San Jose Earthquakes as they moved towards the launch of their new logo. The Constitution honors the club's heritage, with detailed timelines of their history, their uniforms. The timelines were complimented by a glossary of terms meaningful to the Quakes, and a section dedicated to the evolution of their logo.
The Constitution articulated their past, whilst acting as a guide for the future, inspiring the club in their quest for a new identity. It had many versions, each one evolved to reflect the new identity as it came to life.


Context of going into hiding
Once the war had started, European Jews lived in fear and terror of German occupation. Desperately they searched for ways to get out of danger.
However, for the majority of Jewish people, there was no chance to emigrate or withdraw to remote areas of the country. Once under German occupation, severe persecution began.
….everything changed in 1941…I remember them coming to get my father and they were always in my memory, they were shouting, screaming, calling the Jews by all unpleasant names and my father ran in and he said the Germans are after me, my mother locked the door and my father to escape being taken, jumped from our second floor balcony … And I, couldn’t understand what was going on and, I said to my mother, why do they want my father? And she said that is because we are Jewish…
What does it mean to be Jewish? How can a child make sense of the sudden onslaught of violent persecution? Janine Webber remembers the narrow escape of her father from arrest after the Germans occupied Lwów, Poland in 1941.
© National Holocaust Centre and Museum SOC Transcript
Four-year-old Janine sitting on the fence next to her mother Lipka and her brother Tunio in 1936.
© Janine Webber
Nazis controlled every aspect of Jewish life. They dictated where Jewish people could work, attend school, shop, socialise and live. The same antisemitic laws as in Germany applied and Jews were systematically plundered of their assets. The isolation and exclusion of Jewish people was further escalated with the establishment of the ghettos.
…That was a terrible place. There was overcrowding, poor sanitation, diseases and starvation. The people I saw there were thin and undernourished. Once again, we had to work very long hours and every day was a struggle to survive. I felt so alone.
Arek Hersh talking about life in the Lodz Ghetto in 1942.
© Journeys, Children of the Holocaust tell their stories, 2009, p. 110.
Jewish people endured the constant fear of deportation to one of the many concentration camps since 1941. They also feared extermination camps in the East. Subsequently, hiding became a last desperate option in this situation.
By 1942, Germany either occupied, or controlled the majority of Europe, leaving little room for escape. The small group of Jews who managed to hide faced a daily struggle to survive.
How does a family survive in hiding, for years, under shifting circumstances? What saved their lives? Was it the gold alone or might there have been other motivations to help?
© National Holocaust Centre and Museum


This journal was founded to provide an avenue of conversation about amphibians and reptiles of Tennessee. It publishes articles and notes about amphibians, reptiles, and the people who study them.
Field Guides for TN Herpetofauna
There are two fantastic field guides to the reptiles and amphibians of Tennessee. These can be purchased on Amazon or at select locations throughout the state.
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While many vintage clothing collectors are under the impression that the trend of home-crafted handbags peaked during and directly after World War II because of materials shortages, there was no rationing of handbags. There was, however, a limit on leather use at the manufacturing level, so traditional purse makers had to resort to unconventional materials such as plastics, which led to the creation of many unusual 1940s-1950s handbags.
However, in the book Pain in the Purse: The Tax That Changed Handbag History, you'll see proof that home crafters were crocheting bags using patterns such as the one below because they were simply trying to avoid the handbag tax on store-bought purses.
|1945 Spool Cotton Company pattern book from the collection of The Vintage Purse Museum. This book still has the 10-cent price tag from Indiana-based Morris 5-cents to $1 Store inside its cover.|


House Public Information Services produces online content and print publications designed to make the legislative process understandable and accessible to the public.
Legislative Information Manual
This resource is an introductory guide to the legislative process. It begins with a description of the state government structure and continues with a detailed explanation of the law-making process.
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The nine-part Minnesota State Government Series is an easy-to-understand series of publications about the state, its history, its symbols and its three branches of government.
New Laws summarizes newly enacted laws, vetoed bills and certain proposals that did not pass into law during a given legislative session. Produced for the web after each session, it includes a search function that will help viewers easily locate a story.
Capitol Steps: From Idea to Law (A young person's guide to the legislative process) - is a 16-page booklet explaining, in a simple, straightforward manner, how a bill moves from an idea to law. Capitol Steps is intended as a resource for junior high school students.
Week in Review: March 19-23 (3/23/2018 3:10:00 PM) Who cares for Minnesota's abandoned cemeteries? (3/22/2018 7:39:00 PM) Education omnibus bill proposes new school district rating system (3/22/2018 7:27:00 PM) Bill aims to ensure peace officers can be armed (3/22/2018 5:30:11 PM) Lawmakers pass, governor signs compromise MNLARS funding bill (3/22/2018 5:16:00 PM) Committee considers grant program to improve school building safety (3/22/2018 4:48:00 PM) Still no voting for felons on probation (3/22/2018 4:31:00 PM) Nearly $26 million sought for multi-county medical examiner's office (3/22/2018 4:21:00 PM) More could qualify for beginning farmer tax credits (3/22/2018 4:16:00 PM) Bill to rescue smoking cessation program advances with bipartisan support (3/22/2018 3:08:48 PM) Legislators aim to close off-road DWI loophole (3/22/2018 2:50:55 PM)
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Interest-Rate Option Models
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Eine kritische Rekonstruktion. And disbelieving to this fact paves the way to Kufr disbelief.
Anche le tavole di Smeraldo e la Scienza Ermetica sono da attribuire a questo misterioso uomo. Frederick Sauermann M.


Norman Thelwell (1923-2004)
Usually known simply as 'Thelwell,' a British cartoonist who is perhaps best known for his cartoons featuring small round and hairy ponies. Although not a pony book author as such, as the books were not stories, the cartoons are so much part of a pony book culture they cannot be omitted from a website devoted to equine fiction. And some of the cartoons did form a loose narrative with the fictional character of Penelope standing in as the archetype of the small determined pony mad girl.
Norman Thelwell was born in Birkenhead, Cheshire in 1923. He began sketching at an early age. A love of the countryside and it's animals was garnered from childhood visits to a farm in Wales. Both these early loves were to coalesce in later years to form his most popular work.
He joined the army in the Second World War and it was here his career as a cartoonist actually began when he started selling cartoons to army newspapers in India. After the war he studied art at the Liverpool College of Art and later taught art and design. His career as a cartoonist began with cartoons published in the magazine Punch. He liked to draw images of the countryside and the animals and people that populated it, and it was when a pony cartoon he had done was published in Punch that his rise to fame became pronounced and the 'Thelwell Pony' was born. The cartoon was based on a pair of hairy round ponies which lived in a field next door and their small equally round little girl owners. He had such a lot of interest and fan mail in the pony picture that he was forced to start doing more pony sketches. These eventually formed the basis for his first book, Angels on Horseback, published in 1957. As his success grew he gave up his teaching job to work as a full time cartoonist. More books followed, as well as a cartoon strip featuring Penelope and the pony Kipper. Shown on the right is the typical 'Thelwell' pony illustration.
His books of pony cartoons have been immensely popular and translated into many languages. Not only were the drawings themselves brilliant but his humour and eye for the absurdities in life make them a pleasure to read. He illustrated some other pony stories and his cartoons also appeared in various pony annuals including Pony Club and Princess Pony Annuals. He also wrote a book on how to draw ponies. Interestingly, for a man so well known for his pony drawings he only ever rode a horse once, when it bolted with him. This no doubt put him off for life!
As well as ponies, Thelwell also published cartoons on a much wider range of subjects from cats to farming to sailing. He was also a serious landscape artist. However the image of the 'Thelwell Pony' is by far his most beloved creation and has become almost iconic.
For those interested in finding out more about Thelwell and his life, there is plenty of information on the internet about him, including a comprehensive Norman Thelwell website. There is also an autobiography.
Sources: www.normanthelwell.org.uk, Telegraph obituary


When Lion launched the faux leather in iCal made me nauseous, so I made a fix by attempting to return it to it’s previous silver glory.
With the impending launch of Mountain Lion I decided to revisit this popular topic with updated files. The latest update also adds support for Retina Display Macbook Pros and Mountain Lion.
Download from Dropbox here:
Quit iCal / Calendar if you have it open
Navigate to your Applications folder, Right click on the iCal / Calendar icon and select ‘Show Package Contents’
Navigate through to Contents -> Resources
(If you want to take a backup of the original ugly version take a backup of the ‘Resources’ folder first!)
Copy the files from the zip archive you just downloaded to this location. You’ll be prompted to replace the existing files, and enter your password.
Read the original topic here.


Born 1412 in Domremy. Died 1431 in Rouen.
Jeanne d’Arc, a young peasant woman, believed she was commanded by God to unite the French people and repel the English invaders from France. She led the French army in a crushing victory at Orleans in 1429, one that severely crippled English attempt conquer France during the Hundred Years War. Two years later, Joan was captured by Burgundians, French collaborators to the English, and was burnt at the stake as a heretic.
France in the 1420s
At the time, an ensuing conflict between the dauphin Charles VII, son and heir of the Valois King Charles VI, and the Lancastrian English King, Henry VI, took place. The dispute was over the empty French throne and control over French lands. King Henry was in alliance with Philip the Good, duke of Burgundy, and their armies occupied much of the northern part of the Kingdom of France.
At the end of 1427, five years after his father’s death, Charles still had not been crowned. All of his hopes to ascend the throne, unite the French people and oust the English invaders had faded. To make matters worse, Reims, the traditional city for the inauguration of French Kings, was well within English held territory. As long as the French throne remained uncrowned, the dauphin’s rightful claim to be king was subject to challenge.
Joan the Maid of Orleans
Since Domremy lay on the frontier between the lands of the Anglo-Burgundians and that of the dauphin, the village was subject to constant threats by Burgundian and English knights. Many villagers fled their homes before the raids, others perished at the hands of their attackers.
Joan first heard the voices of St. Michael, St. Catherine, and St. Margaret in her early teens. They implored her to release France from the English. Led by her divine voices, Joan travelled to Vaucouleurs and exhorted the local commander, Robert de Baudricourt, for permission to send her across English held territory to see the dauphin in Chinon.
Though, Robert insisted she had lost her sanity. He refused to believe the sixteen-year-old girl’s accounts of her visions and sent her home. Early in the year of 1429, Joan returned to Vaucouleurs. This time her steadfastness and piety won the respect of the village people and the commander permitted her to travel to Chinon, accompanied with six knights. Joan’s purity and virginity earned her the title ‘Maid of Orleans’.
On 6 March 1429, Joan was allegedly invited to the dauphin’s court. Charles, having prepared for the Maid’s arrival, strategically disguised himself as one of his courtiers. His reason for doing this was to put Joan to the test: If she was who she claimed to be, she would recognize him the moment she saw him. Joan’s success in identifying Charles undoubtedly surprised him, but it must have also been an immense relief to him as well. As Charles perceived it, Joan’s ability to recognize him was interpreted as divine confirmation of his legitimate claim to the throne. She was also successful in the ecclesiastical examination to which she was subject at Poitiers. For those reasons, she was given charge of French Army.
The following month, Joan led the French Army against the English forces in Orleans and by early May, they successfully forced the English to lift the siege and leave the Loire valley. Soon after that, Joan with the aid of 12,000 soldiers, accompanied the dauphin to Reims where he was crowned King. At Charles’s coronation, Joan the Maid of Orleans was granted a place of honour next to the new King.
In the following year, Charles VII rewarded Joan’s services for France by placing her as head of the French Army. However, he failed to support her future military endeavours. Therefore, she took matters into her own hands. Her campaign to take Paris failed miserably and her later march on Compiegne ended with her capture by the Burgundians. Joan was sold to the English, who, after a lengthy trial conducted by the Inquisitor Bishop Cauchon, was charged with sorcery and witchcraft. She was taken out into the Churchyard at St.Ouen and burnt at the stake on 30 May 1431.
Joan of Arc, Patron Saint of France
Joan’s achievement created a national consciousness among the French people that grew stronger after her death. Twenty-five years after her execution, after the English had finally been driven out of France, the Pope at Avignon ordered a rehearing of Joan’s trial. At the time, the French people already revered her as the saviour of France. After hearing from witnesses, Joan was declared innocent of the charges against her. In 1920, nearly five hundred years later, Pope Benedict XV canonized her as a patron saint of France.
Danuta Bois, “Joan of Arc (1412-1431)” (1999)
http://www.distinguishedwomen.com/biographies/joanarc.html (accessed 16 December
Encyclopaedia Britannica, Inc., “St. Joan of Arc Biography (1412-1431)” (1994-2008)
http://www.biography.com/search/article (accessed 11 December 2008)
Eternal World Television Network, “Saint Joan of Arc Virgin—1412-1431: Feast May 8”
http://www.ewtn.com/library/mary/joan.htm (accessed 16 December 2008)
Steven Kreis, Joan of Arc, c.1412-1431 in “The History Guide: Lectures on Ancient and
Medieval European History” (2000) http://www.historyguide.org/ancient/joan.html
(accessed 11 December 2008).
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REQUEST FOR PROPOSALS
These grants are intended to improve research competitiveness within the commonwealth and at Mason by providing funding for faculty to engage in pilot research focused on 4-VA goal areas that could be used as a springboard for subsequent, major federal grants.
4-VA@Mason, in collaboration with the University Libraries and Mason Online, offers faculty grants for course redesign incorporating Open Educational Resources (OER). The goal of this effort is to create engaging, lively digital materials for students which also offers student savings – reducing or eliminating the outlay for an often-costly textbook
Mason faculty involved in proposals with other 4-VA institutions may be eligible to apply for complementary funding of up to $5,000 to support cross-university collaborative work.


Paradoxes of Human Nature and Public Management Reform – Talbot 2005
This is a book chapter based on a key note speech I gave at the launch conference of the Network of Asia-Pacific Schools and Institutes of Public Administration and Governance (NAPSIPAG) in Kuala Lumpur in December 2004.
It tries to draw a link between evolved human social nature and the contradictory tides of public management reform
It was published in this book which is sadly no longer available (although I have a PDF of the entire book if anyone wants it).
The model of human social instincts I use here, which was also used in my book “The Paradoxical Primate“, has since changed as I explain elsewhere on this blog .
[I wrote this short note for UG and PG dissertations students I supervise. If it’s of any use to anyone else, please feel free….with acknowledgement of course. Wouldn’t want you falling foul of TurnItIn.]
Having an outline – a road map – that tells you and your supervisor what you expecting to cover in your UG or PG dissertation is an invaluable aid to thinking, researching and writing. Continue reading “A Very Short, Easy and Free Guide: How to Plan a Dissertation”


NEW TWENTIETH CENTURY
OF THE ENGLISH LANGUAGE
- Pertaining or relating to the apostles; as, the apostolic age.
- According to the doctrines of the apostles; delivered or taught by the apostles; as, apostolic faith or practice.
- Relating to the pope; as, the apostolic See.
- of an apostle.
- Apostolic Brothers; a sect of the thirteenth century led by Segarelli, a monk of northern Italy, in opposition to the pope.
- Apostolic Constitution and Cannons; a collection of regulations attributed to the apostles but generally supposed to be spurious. They appeared in the fourth century, are divided into eight books, and consist of rules and precepts relating to the duty of Christians, and particularly to the ceremonies and discipline of the church.
- Apostolic fathers; (a) the Christian writers who during any part of their lives were contemporary with the apostles. There are five – Clemont, Barnabas, Hermas, Ignatina, Polycarp.
- Apostolic king; a title granted by the pope to the kings of Hungary, first conferred on St. Stephen, the founder of the royal line of Hungary, on account of what he accomplished in the spread of Christianity.
- Apostolic see; the see of the popes or bishops of Rome; so called because the popes profess themselves the successors of Peter.
- Apostolic succession; the unbroken line of apostolics having direct authority to preach, holding such authority by regular ordination as well as by right of succession.


Compilers and translators note:
Koneczny never wrote a work on this subject, but he did plan to write a book entitled The Turanian Civilization. This is indicated by the fact that in his archives, there is an envelope on which he wrote For the Turanian civilization containing paper clippings pertinent to the topic. He referred to the Turanian civilization in most of his works. Koneczny was of the opinion that a specific civilization of vast proportions had emerged in northern Asia and that it had had an enormous impact on the countries bordering Europe from the eastern side and also on the Far East. In many respects this Asian, basically Mongolian influence was of far greater import in these regions than the Byzantine. To deeply understand Russia, Turkey, Central Asia and the bordering states, Belarus and Ukraine, their specific social ethos based on the arbitrary self-will of the rulers has to be noted. It derives not from Byzantium but from Mongolia.
The present volume is an attempt to collect what Koneczny wrote about the civilizational development of Russia and other cultures of the same Turanian civilization. He wrote primarily about the Muscovy culture, but also about the Mongolian (Uyghur), Tatar (Kipchak), Cossack and Ottoman (Turkish) cultures of that civilization. He usually compared the Turkish culture with the Arabic civilization, which he considered to be superior to the Turanian. Thus this book is composed of excerpts drawn from other works of Koneczny. Those that are from the three volumes of The History of Russia and To Defend the Latin Civilization! are translations from Polish, while the rest are drawn from the English editions of other works of Koneczny.
Most references to sources have been left out. They are available in the original works of Koneczny.
As in my earlier translations of Konecznys works, I have added some explanations expanding information that was specifically addressed to Polish readers or that pertains to some text prior to the excerpt. These are given in square brackets [ ].
As previously the Latin, French and German quotations are given in the original with a translation in square brackets. Russian texts were usually in a Latin alphabet transliteration perfectly understandable to Polish readers. An English transliteration would be meaningless, thus the text is given in the original Russian with an English translation in square brackets.


Sela, the Pirate Princess | Ladyfencers series
History of power has always been ruled by greed and envy. But not only men took part in this game, also women had territories, armies and… fleets. We previously talked about Grace o’Malley, the Pirate Queen , but this time we go back at the time of the Ancient Danes, to meet the Princess of the Seas.
Today we’ll tell you about the Pirate Princess Sela, one of the first recorded pirate women in history, whose story appears in one of the most important sources for the early history of Denmark, the Gesta Danorum.
Introduction: The shores of Norway – 5th century
A light breeze blew over the land, birds were singing and Sela’s face was warmed by the sun when she extended her arm to shake Horwendill’s hand as a gesture of goodwill after days of playing cat and mouse along the shores of Norway.
The sea gives, the sea takes.
Never has it been so cold, when I rode on the waves of the sea, driven by the oars of my men. Not when wind and rain tormented us nor when we waded through the tide on the shore, when we raided the small villages that were so fortunately close to the sea. The sea gives, the sea takes. Be it goods and fish or pirates.
«Come, let us meet unarmed and find peace.», King of Jutland’s messenger had told my men.
A jealous and hateful man, Horwendill is. Fearing me so much, he set up this meeting to “talk”, to end the war started between him and my brother, King Koller.
A sharp pain shot through Sela’s body, when the spatha that had killed her brother Koller before, pierced her side.
«Traitor!», she spat, accompanied by a gush of blood from her lips, towards her enemy. That coward!
I always imagined dying on the planks of my ship, that brought me the glory that Horwendill, King of Jutland could never achieve. Not even by becoming a pirate like myself.
How could I have been so reckless? Why didn’t I put on my shirt of linked iron rings before the meeting?
Knowing all the cunning tactics on the field of battle, proficient with spear, sword and shield and yet, he fooled me.
After he killed my brother in the duel, I thought he would be man enough to fight again, if he wanted to end the war. Once and for all.
Sailing towards dark shores
A feeling of coldness she never experienced before, embraced her body and her eyelids started to become heavy.
«I trusted in his goodwill, when no challenge came. And now I pay the price. At least it will be fast» she realised.
And all these thoughts rushed through Princess Sela’s mind in split seconds, when she slipped away into the darkness.
This is how we imagine Sela’s end, as there is no proof of her existence nor accounts of her life and death besides one sentence in the «Gesta Danorum», written by Saxo Grammaticus in the 12th century. He tells the history of Denmark often mixed with sagas and legends, yet it is one of the most important sources for the early history of Denmark.
Saxo Grammaticus mentions Sela, the Pirate Princess, in book three, right after the part when Horwendill killed Koller in a duel, as follows: Deinde sororem eius, Selam nomine, piraticis exercitam rebus ac bellici peritam muneris, persecutus occidit. «Then he pursued that (Koller’s) sister, with the name Sela, skilled in piracy and experienced in war and killed her.»
In terms of setting a timeframe, we are talking about the early 5th century, late antiquity, centuries before the time we call the Viking Age.
If you enjoyed the story about Sela, the Pirate Princess, you might want to check out our LadyFencers series, where we handpick the most incredible women in history – from noble-hearted ladies to downright nutjobs – who left funny or epic stories behind, for better or worse!
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The debates on the Common Core standards continue. The standards are a frequent topic of conversation in my family, since my father has long worked with standards-based educational reform. Even though I prefer a Sudbury or Montessori approach to education, the standards are often in the back of my mind. Now that we’re nearly through our first official year of homeschooling, I decided to go through the CC standards and see which have been mastered thus far. The ones that have been struck through have been mastered.
Key Ideas and Details CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.
CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.
CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
(RL.K.8 not applicable to literature)
CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.
Key Ideas and Details
CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.
CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.
CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.
CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.
CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.
CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.
1 Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.
Text Types and Purposes
CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Production and Distribution of Writing
(W.K.4 begins in grade 3)
CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them)..
CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges.
CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Conventions of Standard English
CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking..
CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.
CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs.
CCSS.ELA-Literacy.L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
CCSS.ELA-Literacy.L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language activities
CCSS.ELA-Literacy.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I.
CCSS.ELA-Literacy.L.K.2b Recognize and name end punctuation
CCSS.ELA-Literacy.L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Knowledge of Language
(L.K.3 begins in grade 2)
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
CCSS.ELA-Literacy.L.K.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
CSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings..
CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).
CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts
So, not quite halfway through the year, and using an approach of exploration and exposure instead of a set curriculum, and he can meet mot of these. Not bad. Now, the standards aren’t perfect, mainly in that I disagree with insisting on formal reading/math education so young. The research has shown that a child will learn to read on his own given the proper exposure and opportunity. But I also recognise that the way most schools work require a student to read early in order to succeed in school.


What Is The Sacred Feminine?
The nature of the Cosmos, the very nature of Creation, in culture upon culture worldwide, currently, and historically, emphasizes the balance of Sacred Masculine and Feminine forces in perfect union. It is this union that has brought about manifest creation. The pairing of those forces of the masculine and feminine nature is a necessary ingredient not only in that manifestation, but in our healing and inner wholeness as human beings, and living in right relationship to each other, and to the Greater Whole.
Modernized cultures, especially in the West, in large part, have lost track of the meaning and honoring of the Sacred Feminine as an equal part in Creation. We see this throughout our history in disrespect of the feminine in all aspects of our culture, from gender-based inequalities to lack of understanding and appreciation the power and value of intuitive awareness and emotional integrity, to not understanding our relationship to the Earth as a whole, and how we must live in a sustainable way.
At Sunreed, we have always honored the wisdom of all spiritual traditions. We recognize and honor the New Emergence of the wisdom of the Sacred Feminine during these times of great transformation of our planet, and of all humanity. We have always incorporated relationship with the Sacred Feminine in our own work. And, we recognize and honor the power women have again been led to assume in our culture, the beauty of the wisdom of the carriers of these sacred traditions, and the need to restore integrity, balance and harmony in all levels of our society in regard to gender equality, honoring the Earth as a living aspect of the Sacred Feminine, of the incredible intuitive power of the Sacred Feminine, the quality of Life Force our emotional bodies carry, of which she births, and how we must all integrate this wisdom and power into our lives and essential being. The Wisdom of so many cultures state it thusly, though perhaps in different languages and sentence structure: The Nature of Life is to embody Right Relationship with our (higher/authentic) Self and the Principles of the Cosmos. Within the heart of those Principles, is the Heart of the Great Mother of All Life.
Everything that we think of as feminine in human consciousness and form, is part of that understood as the Sacred Feminine in all spiritual cultures who embrace and embody its principles.
She is the carrier of wisdom, of compassion, of comfort and nourishment, the Giver of Life, that which sustains life, and that which transforms life and makes room for new life to emerge and prosper. She encourages all things to thrive, and wants for Her Children to be cared for, to grow, flourish, and meet their greatest potential. She assists those vigorously who align with her principles of harmony.
She also has two faces, twin aspects. She is the ferocious protector of the innocent. A lesson any outdoors person loves from one’s elders is not to come between a mother and her cubs. She has power. In most cultures, it is understood she is the Source of the Power of Life, she is the Life Force itself which ‘makes all things erect,’ which makes all things grow upright, and whole. She is the Healer. She is the Keeper of the Mysteries of Fertility, the Keeper of the Community and Family, the Hearth Keeper, the Muse, the Inspiration of the Arts and the Artists. In Tibet she is, among other things, the nature of the Sky Beings, which bring knowledge of the mysteries to the Devotees. She is the Keeper of the Elements and the Devic kingdoms, of all life on Earth. She is the Earth Mother Herself. She is the Center of The Wheel of Life. In Hinduism, she is equal to all male creator principles, equal in all aspects of Creation and manifestation of Creation. In Judaism, she is the container of the Divine, the dwelling place, and has often been referred to as the Holy Spirit. From this has arisen the Holy Ghost, and thus remains embedded, if not seen, understood, or accepted, even in the Christian concept of the Holy Trinity of Father, Son, and Holy Ghost. For, without the Mother, there is no son. In Andean Mysteries, it is understood all aspects of Creation, of equilibrium of society and its rulers are guarded and guided by the Sacred Feminine. She is the Heart of Perfect Wisdom, the Gemstone of the Heart, the Heart of Pure Compassion, who embraces all, and loves all unconditionally.


Candlekeep Mysteries is a real goldmine of ideas, and many of its adventures will stay with you long after they’re finished.
Candlekeep Mysteries is a collection of 17 standalone adventures for Dungeons and Dragons.
Price: $50 / £35 / AU$60
Game system: D&D 5e
Recommended levels: 1 – 16
Recommended party size: 4 – 6
Time to play: 4hrs per adventure
If time is the enemy of Dungeon Masters, Candlekeep Mysteries is a godsend. An anthology of bite-sized adventures that can be completed in a single session, they’re designed to be plugged into any campaign or used as quirky one-offs. And it works; this is likely to go down as one of the best Dungeons and Dragons books.


Lost in La Mancha is a 2002 documentary film about the making of Terry Gilliam's first attempt at The Man Who Killed Don Quixote. His effort was a film adaptation of the novel Don Quixote by Miguel de Cervantes. The documentary was shot in 2000 during Gilliam's first attempt to make the film, as an intended work of the genre known as the "making-of". But Gilliam's failure to complete his movie resulted in the documentary filmmakers retitling their work as Lost in la Mancha and releasing it independently.
Critic Leonard Maltin has described Lost in La Mancha as one of the best films about the process of moviemaking. It was nominated for various awards, including a BAFTA Award and a Satellite Award for Best Documentary Film. It won a Satellite Award for Best Documentary.
'Anyone who thinks making movies is easy needs to see this hilariously painful cautionary tale. It's a tribute to Gilliam that he never once took off his mike or asked the filmmakers to stop rolling.' Newsweek
'Gilliam himself is a joy to behold. His wit stays sharp even as his fortunes dull, and the conditions that conspire against him only prove the mettle in our man of La Mancha.' Globe and Mail
'A fascinating chronicle of bad luck, bad faith and bad weather all striking on the same day.' Washington Post
Evening Standard British Film Awards 2003 Winner Peter Sellers Award for Comedy Keith Fulton
Satellite Awards 2004 Winner Golden Satellite Award Best Documentary DVD
In Order of Disappearance is a 2014 Norwegian black comedy action film directed by Hans Petter Moland and starring Stellan Skarsgård. The film had its premiere in the competition section of the 64th Berlin International Film Festival.
Introverted and hard-working snow plow driver Nils has just been named Citizen of The Year, when he receives news that his son has died of a heroin overdose. Disbelieving the official report, Nils soon uncovers evidence of the young man's murder--a victim in a turf war between the local crime boss, known as "The Count", and his Serbian rivals.
'A delicious Norwegian film full of icy landscapes and icier hearts.' New York Times'
'A cheeky black comedy and worthy Norwegian successor to Kill Bill.' Globe and Mail
'Moland possesses the rare ability to take a story where the viewer knows almost exactly what will happen and make it surprising.' Salon.com
'Moland's In Order of Disappearance is a dark fable played firmly for laughs... A joy to watch.' CineVue
'This taut, often hilarious, thriller is a stellar example of why Scandinavian cinema continues to impress.' Arts Fuse
Fantasia Film Festival 2014 Winner Best International Film
Austin Fantastic Fest 2014 Winner of Best Actor and Winner Best Director
"My Accomplice is an enjoyable little story that bimbles along quite pleasantly and leaves one generally pleased for having watched it.” Eye for Film.
Edinburgh International Film Festival, 2014. Nominee for the best British feature film.
Critic Reviews‘Beautifully filmed testimonies that tear at your soul.’ Little White Lies ‘Difficult, but hugely important film-making.’ Times (UK) ‘Ai Weiwei's magnificent documentary stands as a companion piece to the BBC's series, Exodus: Our Journey To Europe.’ Independent (UK) ‘A powerful portrait of horror, hope and humanity emerges.’ Total Film (UK)
AwardsBambi Awards 2017 Winner of the Bambi Award for Courage - Weiwei Ai Venice Film Festival 2017 Winner of the CICT-UNESCO Enrico Fulchignoni Award - Weiwei Ai Winner of the Fair Play Cinema Award - Special Mention - Weiwei Ai Winner of the Fondazione Mimmo Rotella Award - Weiwei Ai Winner of the Human Rights Film Network Award - Special Mention - Weiwei Ai Winner of the Leoncino d'Oro Agiscuola Award - Cinema for UNICEF - Weiwei Ai
I Am Not Your Negro is a 2016 documentary film directed by Raoul Peck, based on James Baldwin's unfinished manuscript Remember This House. It was nominated for Best Documentary Feature at the 89th Academy Awards and won the BAFTA Award for Best Documentary.
Joe Morgenstern from the Wall Street Journal said, "the film is unsparing as history and enthralling as biography. It's an evocation of a passionate soul in a tumultuous era, a film that uses Baldwin’s spoken words, and his notes for an unfinished book, to illuminate the struggle for civil rights."
‘I Am Not Your Negro is an utterly brilliant film - bold, galvanising, even gripping…’ Sydney Morning Herald
‘Baldwin re-emerges as a devastatingly eloquent speaker and public intellectual; a figure who deserves his place alongside Edward Said, Frantz Fanon or Gore Vidal.’ Guardian
‘Raoul Peck's lyrical documentary was nominated for an Oscar this year, and it really should have won.’ Times UK
‘An astonishment.’ Observer (UK)
BAFTA Awards 2018 Winner of the BAFTA Film Award for Best Documentary
Australian Film Critics Association Awards 2018 Winner of the AFCA Award for Best Documentary
Berlin International Film Festival 2017 Winner of the Panorama Audience Award for best Documentary Film - Raoul Peck
Winner of the Prize of the Ecumenical Jury - Special Mention - Panorama
Chicago International Film Festival 2016 Winner of the Audience Choice Award for Best Documentary Feature
César Awards, France 2018 Winner of the César for Best Documentary Film
Dublin International Film Festival 2017 Winner of the Dublin Film Critics Award for Best Documentary
Empire Awards, UK 2018 Winner of the Empire Award for Best Documentary
Golden Trailer Awards 2017 Winner of the Golden Trailer for Best Documentary
London Critics Circle Film Awards 2018 Winner of the ALFS Award for Documentary of the Year
Los Angeles Film Critics Association Awards 2016 Winner of the LAFCA Award for Best Documentary/Non-Fiction Film
News & Documentary Emmy Awards 2019 Winner of the Emmy - Outstanding Arts & Culture Documentary
San Francisco Film Critics Circle 2016 Winner of the SFFCC Award for Best Documentary
Toronto International Film Festival 2016 Winner of the People's Choice Award for best Documentary


To wrap up National Literacy Month (September), we’ve compiled a list of the books our team is currently reading. Here are our thinkPARALLAX fall book recommendations!
Hip Hop Family Tree, Vol. 2: 1981-1983 by Ed Piskor. This is the second installment in a series of graphic novels that detail the story of hip hop from the early days in the 70s. The books bring to life the characters, situations and scenes that led to the birth of hip hop.
Guusje’s reading (and loving!)
Elizabeth Gilbert’s new book, The Signature of All Things, is a really beautiful. It’s a novel and it lets you travel the globe while in sitting in bed or on the couch.
Bill Bryson’s The Lost Continent: Travels in Small-Town America is literally laugh-out-loud funny. As someone who has traveled back and forth across the country, I could commiserate as he found himself in shady lodgings or couldn’t find a decent place to eat. Bryson is keenly observant and brutally honest…but if you want to be inspired to take a cross-country road trip, this is not the book for you!
It Chooses You by Miranda July is a very interesting book of non-fiction with some beautiful photos about the author’s process of writing a screenplay, creative blocks she encounters along the way and her unusual way of searching for inspiration. It offers a very interesting perspective about the human condition and the uniqueness of life. It doesn’t have a super heavy or page-turning plot line, but it’s a very compelling peek into the lives of people that you would probably never interface with otherwise.
The Alchemist by Paulo Coelho. It’s about following your dreams and instincts.
The Circle by Dave Eggers is a chillingly realistic story about a young woman whose dream job at The Circle (a fictitious Google-esque company) turns into a nightmare as it slowly takes over her life. The story is an allegory for our current society, and how technology and our incessant need to broadcast every moment of our lives is detracting from us actually living them. Great book!
Inspired by Guusje’s Dutch background, Deborah’s reading False Flat: Why Dutch Design Is So Good by Aaron Betsky with Adam Eeuwens.
Turn Right at Machu Picchu by Mark Adams; One of the best things you can do before a trip is read a book about the place you are visiting and watch it come to life before your eyes.
I’m reading Open: An Autobiography by Andre Agassi. It’s interesting to learn about the incredible pressure put on him by his father. One interesting anecdote was about how in 1979, his father had him play for money against football legend Jim Brown at the ripe age of 9. Brown lost all three sets!
Edison is in the middle of
The Berlin Design Guide by Stappmanns and Leipold. The book series is well written, cleverly organized, and most of all, beautifully designed!


The Knox County SWCD Education Committee was formed to raise awareness and promote natural resources conservation education to children, youth, and adults in Knox County. Its members/partners include Vincennes University, Purdue Extension, South Knox School Corp., Vincennes Community School Corp., Knox County Public Library, natural gardener’s club, master naturalist, and community members.
One of the major projects of the committee has been the Grow City Teaching Garden, located behind the McGrady-Brockman building in Vincennes. The purpose of the teaching garden is to improve the health of our soil & community, one small garden at a time.
Some of the 2019 events that occurred at the garden include:
- April 30th workshop – Preparing the Garden
- May 22nd workshop – Planting the Garden
- June 1st Secret Seed Project at Knox County Public Library Summer Reading Program
- June 25th workshop – Garden Care and Maintenance
- July 31st workshop – “Soil – It’s not just dirt!!”
- August 27th workshop – Composting Made Easy
- September 24th workshop – Lasagna Layers & Seed Saving
- October 22nd workshop – Cover Crops
There is an upcoming Grow City workshop on March 22, 2022. See the flyer here.
To get involved or learn more about the committee, contact Will Drews at email@example.com.


Photo credit: Cambodian New Year Festival at Peralta Hacienda Historical Park photographed by Joyce Xi
Asian American and Pacific Islander Heritage Month honors and celebrates the contributions and achievements of generations of Asian and Pacific Islanders who have helped shape the country.
President Jimmy Carter made the then-week-long celebration official when he signed a joint resolution on October 5, 1978. In 1990, Asian Pacific Heritage Week was expanded when George H.W. Bush signed a bill passed by Congress designating May as Asian American and Pacific Islander Heritage Month.
In that spirit, EBCF staff curated a list of 10 must-read books by Asian American and Pacific Islander authors. These books will expand your knowledge and add context to the triumphs of many of the social justice issues embedded within our history. As philanthropists, it is essential to learn more about these untold stories to enhance our efforts toward an inclusive, fair, and just East Bay.
We invite you to take a look, pick a book, and learn more about Asian American and Pacific Islander heritage this month and every month!
- All I Heard Was My Sorrow by Sambo Ly. This autobiography tells the story of Sambo Ly’s escape from the Cambodian Khmer Rouge regime. Despite the trauma endured by Sambo, her story is about family, determination, and resilience. Sambo lives in the East Bay and is the lead organizer of the Annual Cambodian New Year Festival at Peralta Hacienda Historical Park, a historical site located in Oakland’s Fruitvale neighborhood.
- Go Home! edited by Rowan Hisayo Buchanan. Asian diasporic writers imagine “home” in the twenty-first century through an array of fiction, memoir, and poetry. Both urgent and meditative, this anthology moves beyond the model minority myth and showcases the singular intimacies of individuals figuring out what it means to belong.
- Minor Feelings: An Asian American Reckoning by Cathy Park Hong. Cathy Park Hong fearlessly and provocatively blends memoir, cultural criticism, and history to expose fresh truths about racialized consciousness in America. Part memoir and part cultural criticism, this collection is a relentless and riveting pursuit of vital questions around family and friendship, art and politics, identity and individuality.
- On Earth We’re Briefly Gorgeous: A Novel by Ocean Vuong. On Earth We’re Briefly Gorgeous is a letter from a son to a mother who cannot read. The letter unearths a family’s history that began before he was born, a history whose epicenter is rooted in Vietnam, and serves as a doorway into parts of his life his mother has never known, all of it leading to an unforgettable revelation.
- The Joy Luck Club: A Novel by Amy Tan. In 1949 four Chinese women, recent immigrants to San Francisco, begin meeting to eat dim sum, play mahjong, and talk. United in shared unspeakable loss and hope, they call themselves the Joy Luck Club. Rather than sink into tragedy, they choose to gather to raise their spirits and money.
- The Name Jar by Yangsook Choi (kids book). Being the new kid in school is hard enough, but what about when nobody can pronounce your name? Having just moved from Korea, Unhei is anxious that American kids will like her. So instead of introducing herself on the first day of school, she tells the class that she will choose a name by the following week.
- The Namesake: A Novel Kindle Edition by Jhumpa Lahiri. Pulitzer Prize winner Jhumpa Lahiri brilliantly illuminates the immigrant experience and the tangled ties between generations. The Namesake explores many of the same emotional and cultural themes as Lahiri’s Pulitzer Prize-winning short story collection Interpreter of Maladies.
- The Island of Sea Women: A Novel by Lisa See. Mi-ja and Young-sook, two girls living on the Korean island of Jeju, are best friends that come from very different backgrounds. When they are old enough, they begin working in the sea with their village’s all-female diving collective, led by Young-sook’s mother. As the girls take up their positions as baby divers, they know they are beginning a life of excitement and responsibility but also danger.
- They Called Us Enemy by George Takei, Justin Eisinger, and Steven Scott. In 1942, at the order of President Franklin D. Roosevelt, every person of Japanese descent on the west coast was rounded up and shipped to one of ten relocation centers, hundreds or thousands of miles from home, where they would be held for years under armed guard. They Called Us Enemy is Takei’s firsthand account of those years behind barbed wire, the joys and terrors of growing up under legalized racism, his mother’s hard choices, his father’s faith in democracy, and the way those experiences planted the seeds for his astonishing future.
- Samurai among Panthers: Richard Aoki on Race, Resistance, and a Paradoxical Life by Diane C. Fujino. An iconic figure of the Asian American movement, Richard Aoki (1938–2009) was also a key architect of Afro-Asian solidarity in the 1960s and ’70s as the most prominent non-Black member of the Black Panther Party. His life story exposes the personal side of political activism as it illuminates the history of ethnic nationalism and radical internationalism in America.


65288a64fe .. 119 SQL Code SmellsPosted on September 23rd, 2014119 SQL Code Smells is a handy reference guide written with advice, help or contributions from over 25 SQL Server professionals. blog comments powered by Disqus Advertisement 2013-2016 - Ebook-dl . Free SQL Books. (It's an excellent idea to let the link owner know.). .. These tools include SQL*Plus and SQL Developer.
They also describe how it eases the transition from on-premises solutions to the cloud with added support for hybrid environments. Like its predecessors, this fifth edition of Oracle PL/SQL Programming covers language fundamentals, advanced coding techniques, and best practices for using Oracles powerful procedural language. You are here: Home SQL. Snodgrass is available for free in pdf format from the author. This book is the definitive reference on PL/SQL, considered throughout the database community to be the best Oracle programming book available. Home>Database Systems Books > Oracle Books . Introducing Microsoft SQL Server 2014Posted on May 4th, 2014In this book, the authors explain how SQL Server 2014 incorporates in-memory technology to boost performance in online transactional processing (OLTP) and data-warehouse solutions. Developing Time-Oriented Database Applications in SQLPosted on November 19th, 2011Developing Time-Oriented Database Applications in SQL by Richard T. Oracle Books Oracle ApplicationsFagbamila OlaitanPDF 248 Pages EnglishThis lecture note aims to provide you with an understanding of oracle application . Ebooks Computer All Items ALL Popular Items POPULAR Apple Business & Management Computer Science Databases Digital Lifestyle Digital Media Management Graphic Design Hardware Internet & Web Culture Microsoft Mobile Phones, Tablets & E-Readers Network Operating Systems PC & Video Games Programming Security & Encryption Software Web Development & Design Literature & Fiction All Items ALL Popular Items POPULAR Literature & Fiction Non Fiction All Items ALL Popular Items POPULAR Non Fiction Themes CMS eCommerce HTML HTML5 Marketing Plugins WordPress Movies DMCA Contact us Beginning Oracle SQL: For Oracle Database 12c By Tim Gorman , Inger Jorgensen , Melanie Caffrey , Lex deHaan Computer Computer Science Beginning Oracle SQL: For Oracle Database 12c Beginning Oracle SQL is your introduction to the interactive query tools and specific dialect of SQL used with Oracle Database.


Java evolves fast: changes and enhancements are introduced continuously with new releases coming out every six months. But some technologies cannot keep up with the language progression.
The new JEP draft: Classfile API is aimed at closing the growing gap between the JVM and the ASM library for working with Java classes. The goal is to replace ASM with an internal library providing a performant and up-to-date API for class file operations.
Motivation behind the new feature
Although there are a lot of libraries processing bytecode, Java will benefit from its own API for several reasons:
- A classfile library is usually bundled with an application or a framework. Newer JDK versions may contain class files unknown to the library bundled with an application resulting in runtime errors. It is easier to keep a library belonging to the JDK up-to-date with the JVM specification and JDK versions.
- New features and projects integrated into Java are associated with complex changes of the JVM, and existing libraries cannot mature so rapidly to support all the new features.
- It would be better to avoid integrating ASM into the JDK because it contains a lot of legacy code and its architecture doesn’t fit the principles of modern programming. A completely new library will be designed according to the modern software requirements.
The design of the new API will be based on the following principles:
- All class file entities will be represented as immutable objects
- The library shall take the tree structure of class files into consideration
- The navigation through class file tree should be user-driven, i.e., the library will parse only elements necessary to the user
- Both streaming and materialized views of the class file should be supported
- The library should generate the class entities derived from other class file elements based on the methods added to the file
- Instead of the obsolete Visitor approach, the API will be based on the modern and less verbose Java features such as lambdas, records, and pattern matching
- There are three key abstractions in the API design: element, builder, and transform. The element is an immutable description of class file elements. The builder has building methods and acts as a Consumer of a specific element type. The transform is a function for element transformation.
JEP developers have no intention of substituting all existing bytecode libraries. Rather, the new API will be an additional modern tool for writing, parsing, and transforming class files in Java reliably.
There is currently a draft of the API at the JEP’s page. The new library will have a large surface area, so multiple quality, performance, and conformance tests will be performed to avoid negative impacts on Java applications.


Hausgemacht und handgefertigt
A RAMBLE TO SANTIAGO
500,000 years of history.
1 crazy family.
Three hundred thousand people complete the Camino de Santiago pilgrimage every year, but not many of them attempt both the French and Spanish legs in one summer, and virtually no one would even think of doing that with three kids in tow. But long on confidence and short on common sense, two American expats decided to try. Inexperienced, underprepared, and with only the vaguest notion of the pilgrimage, the family set off from Le Puy-en-Velay, France, in July 2012, bound for Santiago de Compostela, Spain, 1,500 km away.
Part family memoir, part history, Onward, Backward! recounts their personal adventure as well as the outrageous, often funny, and sometimes shocking stories of the people who have lived near that old road for the last half-million years.
ADVANCE PRAISE FOR ONWARD, BACKWARD!
"If you've got to take your wife and three daughters on a 1,000-mile, seven-week death march--sorry, "family adventure"--across Europe, it helps if you're Ben Voyles: steeped in European history, transparent about the complexities of family dynamics, and burst-out-loud funny as a writer. I'm still not sure I would have traded places with him that summer--my feet ached just reading about the journey--but I'm so grateful that he wrote about the trip. I'll remember it as long as he does."
New York Times columnist
Emmy award-winning CBS News Sunday Morning correspondent
Frequent NOVA host
"I read Onward Backward! with much joy and laughter.
Bennett Voyles' travel memoir Onward, Backward! joins the other great memoirs of the Camino de Santiago oeuvre, but from an entirely different point of view: with his wife and his three daughters in tow. They travel by both foot and by bike all the way from Le Puy en Velay in France to Santiago de Compostela in Spain. Like all good Camino journeys, Voyles starts his with the crazy idea that he and his wife Cybèle had to take their girls on this epic journey. The only thing is that this "epic journey" happens to coincide when they are all teenagers -- and Parisian teenagers at that!
I also loved all his descriptions of the history along the route. For me as a professional guide, his book will be invaluable, and for any person considering walking or biking the Camino it is a must- read, a great introduction to the reality of the Chemin/Camino/path - which is always equal parts joy, hurt feet, smelly pilgrims, great encounters with locals and good and bad food - and an arrival in Santiago with a happy heart.
A highly recommended read for anyone considering the Camino -- or any other grand adventure -- with their kids."
Producer, "Walking the Camino; Six Ways to Santiago,"
Winner of five film festival awards for Best Documentary
Camino Guide with Spanish Steps Tours of Asturias, Spain
"This is an engaging, entertaining, and historically well-informed account of one international family's adventures along the Camino de Santiago, the famous pilgrim's trail that leads from central France to Santiago de Compostela in northwest Spain. Blisters, bicycles, and breakdowns, both mechanical and personal; graceful prose, good humor and a gentle appreciation for the foibles, irritations, and joys of family life on the road: they are all here. It is the story of a journey, told with sympathy and understanding, but with a clear-eyed realism about the difficulties along the way. I found it a highly rewarding reading experience."
Professor of Medieval History
Dean of the College of Arts and Sciences
University of Washington


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‘AROUND the LOUP’ is the first publication of The Loup & District Historical Society. It records the history of the wider Ardtrea parish area from the earliest times to the mid 1900s, drawing on the oral history, historical documents and artefacts which local families kindly shared with us.
The book provides the reader with a unique insight into this place and its people, offering many gems of information such as letters from Famine times, Salters’ Company minutes, Hansard Report from the House of Commons, newspapers, family documents and letters.
The book documents the impact, on the local area, of national events such as the Plantation, Famine and the Civil War, along with European events such as ‘The Hungry 1930s’ and World War 2.
‘Around The Loup’ details the social history of emigration, local industry, farming, education, sport, church building and religious practice in the area known as The Loop. It also includes songs and poems by local writers.
**Order this book now for delivery before the holiday season.**