- Prepare for more advanced studies at the bachelor’s level
- Gain a broad foundation in the liberal arts
- Develop the biblical foundations for a Christian worldview
- Establish habits and skills for lifelong learning
Skills and University Requirements (18 units)
Momentum: Success in the University
This course lays a strong foundation for a successful transition to college by increasing critical thinking, curiosity, goal orientation, and motivation skills. It provides an orientation to Azusa Pacific Online University, the Moodle online learning system, digital library services, and other support services. Students will be introduced to the idea of a Christian Liberal Arts education, a strengths approach to learning, and opportunities to develop practical skills and strategies for addressing the challenges of college. This course is a prerequisite for all other APOU courses.
This course is a study of basic college algebra, including polynomial and rational functions, inverse functions, the Fundamental Theorem of Algebra, exponential and logarithmic functions and equations, advanced graphical procedures and interpretations, linear and nonlinear systems of equations, matrix representations of systems of equations, and introductory concepts in sequence, series and probability. Prerequisite: MATH 095 Intermediate Algebra, SAT 540/ACT 23 math score, or appropriate score on APOU mathematics placement test
This course focuses on the literacy skills essential to effective writing, including reading comprehension, audience awareness, genre knowledge, grammatical efficacy, syntactic fluency, and rhetorical sufficiency. Course is limited to 15 students.
Composition: Argument and Analysis
This course promotes the intellectual and rhetorical skills necessary to write persuasive and argumentative prose. Specific areas addressed to include logic, grammar, and rhetoric. Clarity of purpose and perspicuity of argument are examined through attention to critical thinking, logical fallacies, and textual analysis. Course is limited to 15 students. Prerequisite: ENGL 101
This course offers practical instruction in how to speak effectively and introduces the basic principles underlying effective communication. Topics range from the study of theoretical models of interpersonal and public communication to the fundamental skills of research, organization, and delivery of informative and persuasive discourse.
Basic Software Tools
This PC-based course covers the basics of MS Windows and the use of applications software as problem-solving tools. In-depth coverage of popular word processing, database, and spreadsheet packages is included.
Foreign Language Requirements (4-6 units)
Select one of the following:
One intensive language course:
Intensive Beginning Spanish
This is an intensive accelerated course which emphasizes practical Spanish communication in real-life situations for beginners. The course addresses the pronunciation, intonation, and structure of Spanish within an online framework designed to develop basic listening, speaking, reading, and writing skills. Special cultural presentations supplement language study.
Two 3-unit language sequence:
Beginning Spanish I
This two-course sequence emphasizes practical Spanish communication in real-life situations for beginners. The course addresses the pronunciation, intonation, and structure of Spanish within an online framework designed to develop basic listening, speaking, reading, and writing skills. Special cultural presentations supplement language study.
Beginning Spanish II
This is a continuation of SPAN 121. Prerequisite: SPAN 121, passing Spanish CLEP Exam
Integrative Liberal Arts Core Requirements (31 units)
Heritage and Institutions Component (3 units)
Select one of the following:
This course will acquaint the student with the major developments of U.S. history from pre-contact to post-modern eras. Emphasis will be given to the foundational political experiences of the American people and how political developments have been influenced and affected by social developments. Students will learn to apply analytical skills to the reading of primary texts representing the whole sweep of American history. Prerequisite: ENGL 102
This course provides an in-depth analysis of global historical trends which have transformed world civilization, such as the emergence of world system(s); formation of ethnic, racial and national identities; capitalism, colonialism and development; ecological imperialism, religious movements; industrialization and modernization. Prerequisite: ENGL 102
God’s Word and the Christian Response Component (12 units)
This course introduces Old Testament biblical literature, hermeneutics, and literary critical methodologies with a primary focus on the books of Exodus and Deuteronomy. Students learn to observe the overall structure of these books, their historical settings, and modern approaches to their literary analysis. Students learn to interpret individual texts within each book. Students study how Deuteronomy uses the material of Exodus to communicate God’s Word to a new generation.
This course introduces New Testament biblical literature, hermeneutics, and literary critical methodologies with a primary focus on the Gospel of Luke and the Acts of the Apostles. Special attention is given to the meaning of the texts with regard to their political, cultural, religious, and geographical settings; the literary structures and genres employed; and how those texts are relevant for faithful Christian living. Prerequisite: BIBL 100
Christian Life, Faith, and Ministry
The theological, educational, and social bases for ministry and service are examined. An analysis of the church’s responsibility and methods for carrying out the ministry mandate of Jesus is emphasized. Field experience is required.
Introduction to Religious Global Studies
This course offers a study of global religious traditions in their cultural and historical contexts. Students will critically examine various definitions and methodologies of global religious studies from a confessional Christian perspective. Traditions examined will include Judaism, Islam, Eastern Christianity, East Asian, African, South American, and other Indigenous traditions.
Philosophy/Critical Thinking Component (3 units)
Introduction to Critical Thinking
Students study principles of deductive and non-deductive logic. Principles are used to evaluate arguments in a variety of contexts, including the popular media and the professional practices of philosophy, theology, science or law. Students are also expected to assess and improve the logical rigor and clarity of their own reasoning.
Literature Component (3 units)
Introduction to Literature
This course introduces students to the varying genres of literature – fiction, poetry, drama, and cinema – while examining and exploring the historical, critical, and social significance of literary expression.Course is limited to 20 students. Prerequisite: ENGL 102
Aesthetics and Creative Arts Component (3 units)
Introduction to Art
This combination lecture/studio course introduces students to fine art history and processes. Students develop a deeper understanding of the history, forms, and styles of architecture, painting, printmaking, and sculpture. The studio experiences expand students’ personal awareness of art and themselves.
Identity and Relationships Component (3 units)
This general survey course explores the field of psychology. It includes human development, social psychology, learning, perception, cognition, motivation, personality, psychological testing, and nervous system functioning. Students enrolled in this course may be required to share information regarding their personal life, family, or relationships.
Principles of Microeconomics
This course provides an introduction to concepts and tools of economic analysis for microeconomics. Students study the interactions of firms and consumers: consumer demands, firm costs, price determination under various market structures, and the role of government in a market economy. Prerequisite: MATH 110 with a minimum grade of B
Nature/Science Component with Lab (4 units)
Introduction to Astronomy
This course introduces the history of astronomy, the solar system, the stellar systems, galactic systems, and cosmology. Lecture with one-unit lab (included).
General Electives (5-7 units)
Note: This information is current for the 2013 academic year; however, all stated academic information is subject to change. To view 2013 program information, please refer to the APOU catalog.


On Friday, January 10, TalkinGolf History Podcast 26 was published, "The Myths of Ben Hogan." Thinking About Golf founder Jeff Martin was interviewed by host Connor Lewis and discussed several of the significant myths that have shaped what "we know" about the legend, but are not fully accurate. Topics include:
1. Did Hogan spend ten years "on tour" before winning his first individual event?
2. Did Hogan have a "secret"?
3. Does the 1942 Hale America count as Ben Hogan's fifth US Open?
4. Did Hogan's doctors tell him that he "might never walk again and would surely never play golf again"?
5. Did Hogan hate putting?
And more! Link is directly below.
Some of you know Mark Baron, one of the premier Hogan collectors and the operator of the renowned "Ben Hogan" Facebook group:
Mark's FB group is essential daily viewing for those who can't get enough about the great man: each day Mark posts an article by or about Hogan, or acknowledges an important event in Hogan's life. Of course, he was featured in this past summer's two-part documentary Hogan, produced by Golf Films and aired on the Golf Channel.
Last week, Mark shared with me an article from the March 1943 issue of Esquire that he had recently acquired and it absolutely floored me: a four page instruction article, complete with three full swing sequences, photographed from different angles.1 I had never seen the article or any pictures from the sequences, or even heard it referenced anywhere. I'm still in a bit of shock by the discovery.
The timing of the publication may have something to do with its obscurity. Because of World War II, the...
One of the more interesting Hogan biographies is The Brothers Hogan: A Fort Worth History, co-authored by Ben's niece, Jacque Towery, older brother Royal's daughter. Ben and Royal were very close, and it's fun to see Hogan's career through the eyes of a doting niece. Ben and Valerie never had children, so I sense there was a closer bond than usual between Royal's two daughters and their uncle Ben.
Although one might expect a biography co-authored by a family member to be free of factual inaccuracies, The Brothers Hogan repeats many of the myths found in others, which makes me think that much of the book was written relying on those works, with Jacque's memories interspersed where appropriate.
One mistake I stumbled upon very recently was a bit of a shock, however, because it involved a picture that is identified as part of the "family collection." On page 99, the following illustration appears. It shows Hogan "clowning around" during a clinic (something he was, in...
The Golf Films documentary Hogan relies extensively, and far too much, on the commentary of Dan Jenkins and Curt Sampson in its segment devoted to the infamous Glen Garden caddy championship of 1927. Chapter 2 - Childhood of Hogan as it Happened: Setting the Record Straight, available in the free preview, goes into great detail documenting from contemporaneous sources what actually did and didn't happen on the afternoon of December 23, 1927.
Somewhat surprisingly, the event was well covered by a local newspaper, the Fort Worth Morning Register, in its December 24 issue, and an image of the paper's extensive coverage, including a picture of the champion and runner-up, is included in the documentary:
Here is the same page, downloaded from the newspaper's archive, enlarged and annotated:
Here is a closer look at the article that discusses the results of the tournament, and it appears the folks at Glen Garden had a sense of humor: "Junior Williams, one of the smallest...


article The Art Of Painting: How to choose the right painting, and how to paint the right way, to give your work the best chance of success.
This book is designed to help you make the best art you can.
If you are a painter, or know someone who is, you will find it essential to read this book.
It is a book of tips for painting the best, most realistic art possible.
With a range of colour schemes, techniques and techniques, this book will help you get the most out of your painting, whether you are an experienced or novice painter.
This is a practical book for people who are already a painter and want to improve their craft.
It will help paint the best possible art you will be able to create, for the best of yourself, your family and your customers.
This has been designed to be used in your home or office, or on a computer screen or tablet.
It can be used as a guide for beginners, or experienced painters to improve themselves.
It contains over 200 drawings, illustrations and colour illustrations, all of which will help create a painting that is beautiful and realistic, and will look good on a painting board or computer screen.
There are over 200 colour schemes in this book, which will give you the ability to use as many as you wish, and you can choose from hundreds of colours.
Each colour scheme is accompanied by a colour chart and a list of tips and tricks to help paint your painting with the best result possible.
It also contains a short glossary, including terms like ‘bead’, ‘brick’, ‘basket’, ‘blue’, ‘cabinet’, ‘carvings’, ‘chandelier’, ‘coloured tiles’, ‘crystal’, ‘doll’, ‘dust’, ‘face’, ‘furniture’, ‘flower’, ‘golden ball’, ‘greens’, ‘green’, ‘heather’, ‘horse’, ‘illustration’, ‘ink’, ‘jade’, ‘lava’, ‘log’, ‘light’, ‘machines’, ‘meeting room’, ‘man’, ‘memory’, ‘memoir’, ‘nail’, ‘net’, ‘office’, ‘opaque’, ‘palette’, ‘paint’, ‘pet’, ‘painted brick’, ‘perfume’, ‘paper’, ‘picture’, ‘plaque’, `petal’, ‘poem’, ‘porcelain’, ‘pen’, ‘piece’, ‘portrait’, ‘prompt’, ‘realistic’, ‘recycled’, ‘resurrection’, ‘reflections’, ‘rectangular’, ‘ruler’, ‘sculpture’, ‘sculpture’, `skeletons’, ‘sleeping’ source New Science title Art of Modern Painting: The Art and Science of Modern Painting article Painting is a skill that is uniquely our own, and the subject of this book is the art and science of modern painting.
The art of painting is based on the theory that we have to think about painting in terms of a certain set of rules.
These rules are not universal, but they are universal in that they are set up to allow us to work out the art of a painting by studying its background and colour scheme, then trying to recreate that work on paper, by using colour and technique.
It’s a very complex art, and requires a lot of practise to master.
The book includes over 500 drawings, over 200 illustrations, and more than 80 colour schemes to help with painting the art that we know and love.
This guide contains over 100 detailed colour diagrams, and an index to help show the different colours and their properties.
It gives a visual explanation of how the different elements in the paint work, and also a visual overview of the different techniques used to achieve each colour, including the techniques and brushes.
This will help make painting easier for beginners and more rewarding for experts.
If a painting needs to be re-painted, then the colour diagrams will tell you exactly how to do that.
This gives you the best painting you can achieve.
If your painting is not looking great on a digital painting board, then this book can help you paint it well and create a beautiful painting.
This also includes an index that shows the various techniques used, and gives an overview of how they work.
This helps you work out how to make your painting look as realistic as possible, without having to spend hours working on it.
If there is a painting you want to use, then it is also possible to find out how the paint works and how you can apply the techniques.
This makes it easy for you to paint a picture or sculpture in a few easy steps.
It shows you how the painting is done, how it is laid out and the paint used.
The glossary includes all the terms that have been used to describe the different types of paints and the different brushes and colours used to paint them.
This means you can use the


March 18, 1910 - Frankenstein
Frankenstein is a 1910 American short silent horror film produced by Edison Studios. It was directed by J. Searle Dawley, who also wrote the one-reeler’s screenplay, broadly basing his “scenario” on Mary Shelley’s 1818 novel Frankenstein; or, The Modern Prometheus. This short motion picture is generally recognized by film historians as the first screen adaptation of Shelley’s work. The small cast, who are not credited in the surviving 1910 print of the film, includes Augustus Phillips as Dr. Frankenstein, Charles Ogle as Frankenstein’s monster, and Mary Fuller as the doctor’s fiancée.
Described as “a liberal adaptation of Mrs. Shelley’s famous story”, the film shows young Frankenstein (his first name in the book, Victor, is never mentioned) discovering the “mystery of life” after two years at university. He gives life to a creature built by mixing different chemicals, and the monster follows Frankenstein back to his parents’ house. The conclusion, completely different from Mary Shelley’s book, shows the creature disappearing after seeing its own reflection in the mirror, and without killing Victor’s younger brother or his fiancée Elizabeth, as happened in the novel.
The film’s plot description in a 1910 issue of the studio’s trade periodical Edison Kinetogram provides considerable detail about the company’s screen adaptation:
Frankenstein, a young student, is seen bidding his sweetheart and father goodbye, as he is leaving home to enter a college in order to study the sciences. Shortly after his arrival at college he becomes absorbed in the mysteries of life and death to the extent of forgetting practically everything else. His great ambition is to create a human being, and finally one night his dream is realized. He is convinced that he has found a way to create a most perfect human being that the world has ever seen. We see his experiment commence and the development of it. The formation of the hideous monster from the blazing chemicals of a huge cauldron in Frankenstein’s laboratory is probably the most weird, mystifying and fascinating scene ever shown on a film. To Frankenstein’s horror, instead of creating a marvel of physical beauty and grace, there is unfolded before his eyes and before the audience an awful, ghastly, abhorrent monster. As he realizes what he has done Frankenstein rushes from the room, only to have the misshapen monster peer at him through the curtains of his bed. He falls fainting to the floor, where he is found by his servant, who revives him.
Detail of monster featured on cover of the Edison Kinetogram, March 15, 1910
After a few weeks’ illness, he returns home, a broken, weary man, but under the loving care of father and sweetheart he regains his health and strength and begins to take a less morbid view of life. In other words, the story of the film brings out the fact that the creation of the monster was only possible because Frankenstein had allowed his normal mind to be overcome by evil and unnatural thoughts. His marriage is soon to take place. But one evening, while sitting in his library, he chances to glance in the mirror before him and sees the reflection of the monster which has just opened the door of his room. All the terror of the past comes over him and, fearing lest his sweetheart should learn the truth, he bids the monster conceal himself behind the curtain while he hurriedly induces his sweetheart, who then comes in, to stay only a moment. Then follows a strong, dramatic scene. The monster, who is following his creator with the devotion of a dog, is insanely jealous of anyone else. He snatches from Frankenstein’s coat the rose which his sweetheart has given him, and in the struggle throws Frankenstein to the floor, here the monster looks up and for the first time confronts his own reflection in the mirror. Appalled and horrified at his own image he flees in terror from the room. Not being able, however, to live apart from his creator, he again comes to the house on the wedding night and, searching for the cause of his jealousy, goes into the bride’s room. Frankenstein coming into the main room hears a shriek of terror, which is followed a moment after by his bride rushing in and falling in a faint at his feet. The monster then enters and after overpowering Frankenstein’s feeble efforts by a slight exercise of his gigantic strength leaves the house.
Here comes the point which we have endeavored to bring out, namely: That when Frankenstein’s love for his bride shall have attained full strength and freedom from impurity it will have such an effect upon his mind that the monster cannot exist. This theory is clearly demonstrated in the next and closing scene, which has probably never been surpassed in anything shown on the moving picture screen. The monster, broken down by his unsuccessful attempts to be with his creator, enters the room, stands before a large mirror and holds out his arms entreatingly. Gradually, the real monster fades away, leaving only the image in the mirror. A moment later Frankenstein himself enters. As he stands directly before the mirror we are amazed to see the image of the monster reflected instead of Frankenstein’s own. Gradually, however, under the effect of love and his better nature, the monster’s image fades and Frankenstein sees himself in his young manhood in the mirror. His bride joins him, and the film ends with their embrace, Frankenstein’s mind now being relieved of the awful horror and weight it has been laboring under for so long.
Mary Fuller as Elizabeth
Charles Stanton Ogle as The Monster
Augustus Phillips as Frankenstein


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Subject Code and Title :- EBP107 Evidence-Based Practice
Assessment :- Assessment 2: Journal Article Summary
Individual/Group :- Individual
Length :- 500 words (+/- 10%)
Weighting :- 25%
Learning Outcomes :- This assessment addresses the Subject Learning Outcomes outlined at the bottom of this document.
EBP107 Journal Article Summary Assessment 2
This assessment advances students understanding of the main components of good quality research evidence and provides students with an opportunity to demonstrate their ability to locate a research article in healthcare. Students will have the opportunity to identify the main features in a research study and to summarise and assess these features in the context of their developing knowledge on evidence based practice and research methodology.
This assessment hastwo parts:
1) Article Summary – Students are to choose one out of the five research articles provided in the Assessment 2 area in Blackboard a systematic review, a Randomised Controlled Trial a comparative study a case report and a qualitative study and undertake a summary and analysis of the article using the questions provided below.
2) Article Retrieval – Students must also demonstrate their own search for a research article.
Part 1: Article Summary
Students must provide a summary and analysis of their chosen article, answering the following eight questions:
1.Why was this study under taken?
2.What were the aims or hypotheses?
3.Who were the study participants, and do they match the population?
4.What was the study design?
5.What were the overall outcomes?
6.Were sufficient implications for clinical practice discussed?
7.What ethical considerations were addressed, and/or not addressed, in the article?
8.Where does this study sit on a hierarchy of evidence?
Students may answer the questions in a short answer or table format. Since the aim of this assessment is to summarise the main characteristics of the selected article, the summary of the article should be brief.
Referencing: APA style of referencing should be followed with in text referencing and a reference list. A minimum of 2 references are to be included to support answers to the questions out lined. These can include journal articles books reputable websites or videos.
Part 2: Article Retrieval
It is important for evidence-based practice that students are able to use sources such as data bases the internet and the library to find and retrieve high quality evidence. For this part of the assessment students are required to provide a screenshot of the results of a searching task for a research article of personal interest. The article must be:
a. Selected from a peer-reviewed journal
b. Report on and involve human research (i.e., not animal or lab based)
c. In your field of healthcare (specific modality)
The screenshot must show the article title authors date and journal title and where you have located the article from.This may be an additional article you have found to gather information to support your answers for the Article Summary part of this assignment.
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9 edition of Tools for Matching Readers to Texts found in the catalog.
November 15, 2007 by The Guilford Press .
Written in English
|The Physical Object|
|Number of Pages||180|
Climate and economic development in the tropics
Dieter, Edward P.
The cinema of Joseph Losey.
AUTO HELLOES CO., LTD.
Urgent Relief for the Homeless Act of 1987
Rhymes and roundelayes in praise of a country life
way and the way out
Letters from the Asiatic station, 1881-1883.
: Tools for Matching Readers to Texts: Research-Based Practices (Solving Problems in the Teaching of Literacy) (): Mesmer, Heidi Anne E.: BooksCited by: The Paperback of the Tools for Matching Readers to Texts: Research-Based Practices by Heidi Anne E. Mesmer PhD at Barnes & Noble.
FREE Shipping on Pages: Read Book Tools for Matching Readers to Texts: Research-Based Practices (Solving Problems in. Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students.


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Sarah's childhood was spent in the suburbs of Milwaukee where library books, her best friend and a vivid imagination fed her passion /love for horses. Just out of college, Sarah moved to a small farm near Brownsville, MN. Here, horses became an integral part of her daily life. In the years since, Sarah pursued formal equine studies, gaining certification as an Advanced EponaQuest Equine Facilitated Experiential Learning Instructor, Equine Natural Movement Bodywork Practitioner, and recently as a Advanced Joint Yoga Practitioner and Instructor. She continues to study and explore natural horsemanship teachings, holistic horse care and methods that embody respect, kindness, and the sacredness of Life- for both horses and humans. In 2005, Sarah began her private practice, Wind Horse Awareness, teaching Equine Facilitated Experiential Learning. Recently, Sarah began building her bodywork practice, working on both people and animals and in 2018 At Ease Bodywork LLC was created as a vehicle to bring her passion and purpose out into the world. Equine Cranialsacral Certification and Spring Forest Qigong for animal healing are current areas of study in 2018.


Solitude is a bee keeper.
A beekeeper who drinks
too much. He rises
at dawn, but it
doesn't matter, he still
drinks too much.
Even the bees admonish him
saying "Mr. Beekeeper, Bob,
you drink too much." Or so he
imagines them admonishing,
in his delirium.
But does it stop him?
of course not: he is their
keeper! And perhaps
he doesn't drink too
much; perhaps it is just
something he imagines
in his delirium. Oh,
to return to the days
of the ancient Roman
Empire, and to keep
bees there, who spoke
so very little, and
admonished even less
A LITTLE GIRL HUGS THE KINDLY BICYCLE OWNER
She tries the blue bicycle. Not so good. Then the red one.
Not what she had hoped for. Then the yellow. No, somehow,
yellow is worse: than the red, than the blue, than the green.
She hasn’t tried the green bicycle yet. But soon enough,
as the reader already knows, it will join the ranks of the blue,
the red, the yellow, and perhaps, if they ever decide to make
one, the orange. “Have I told you that we have
One pink bicycle left?” the kindly bicycle owner–with the
jolly laugh and the brown pants and the twinkle in his–
well, somewhere he has a twinkle–said, to the little girl, she
She tried to contain her joy, which is hard to do when you
are a hugging little girl. But she did, and she tried
the pink bicycle. Woosh here, wheee there, and so on.
Better than blue, better than red, then yellow, someday than
orange, like the sun, better than orange, unless the sun is pink.
If you want to know what happened next, you must read
the title of this poem, and then stop.


- This event has passed.
Reading with Rover
May 19 @ 6:30 pm - 7:30 pm
An event every month that begins at 6:30 pm on day First of the month, repeating until May 5, 2022
An event every month that begins at 6:30 pm on day Third of the month, repeating until May 19, 2022
Visit the TalkReadPlay Center to read with specially trained therapy dogs every 1st and 3rd Thursday of the month! Stop in, pick a few books, and curl up with a furry friend to read.


Review of the audio version of Crossroads: Short Stories from Panamindorah, Volume 1
by Abbie Hilton.
“A Cat Prince Distinguishes Himself" - Dave Robison, the new narrator for this version has a great, smoky voice. The perfect tone for the topic. The story gives great insight into a popular and pivotal character in Hilton’s Panamindora story. Learning about the motives and backgrounds of protagonists is one of my favorite things in epics, and Abbie is great at doing that.
"On the Edge" - I enjoy listening to Abbie’s voice, she has a great tone, usually very calm, but she can convey tension and emotion very easily as well. This story has more Panamindora back story for some of the secondary characters, and gives great insight into the lives of the wolflings. Sevn’s struggle with how his life is changing is very interesting and engaging.
"Distraction" - Another great narrator, Ryan Stevenson, gives this Panamindora backstory perfect tension. Even if the listener doesn't like the main character, due to knowledge of the main trilogy, the story is written so that the listener can relate and sympathize with him.
"Hualien" - The rat shelt is one of the oddest characters in Panamindora, in my opinion. Getting more insight into him fills in a few gaps in understanding the larger Panamindora story. I did enjoy the voice modification that was done to achieve some of the voices, it’s a nice touch.
"Night in the Crystal City" - A coda for one of the more interesting characters from the Panimindora trilogy, this is the first non-backstory piece in this collection. It’s interesting, erotic and shows hope for a character most readers/listeners would have thought lost. I have always enjoyed how thought for the possible physiology of the shelts is taken into consideration in Abbie’s stories, even in sex.
"Professionals” - Silveo is one of the most popular characters from the Guild of the Cowry Catchers series, and one of my favorites as well. Seeing where this deep and complex character came from is a fan’s dream.


2020-2021 Meeting Schedule:
Please check our Forsyth County Reading Association Facebook page regularly for the most up-to-date information about our meetings and other activities. This will be especially important this year so you will know whether we are meeting in person or via Zoom.
Fall Dates--Mark your calendars!
Thursday, September 24, 2020 5:00-7:00 pm via Zoom*:
Details about this year’s Young Authors Project theme
Writing Strategies Instruction—WFU Education Professor Dr. Joan Mitchell
Thursday, October 22, 2020 5:00-7:00 pm via Zoom*:
The Importance of The Science of Reading—Read Write Spell Director Kris Cox
Thursday, November 19, 2020 5:00-7:00 pm via Zoom*:
Reading Comprehension Instruction—Redeemer School Roots Learning Resource Coordinator Janie Bass
Spring Dates--Mark your calendars!
Thursday, February 18, 2021 5:00-7:00 pm via Zoom* Note: Postponed to Thurs. Feb. 25 due to chance of ice storm outages:
Integrating Music, Art, and Reading—Robeson County music teacher Tonnye Fletcher
Thursday, March 18, 2021 5:00-7:00 pm
North Carolina Book Awards book sharing—WSFCS Media Specialist Deb Fidali
Thursday, April 15, 2021 5:00-7:00 pm at Bolton Park
Young Authors Winners Celebration
Creative Book Making—WSFCS art teacher Frann Paige
Boxed dinner available with RSVP and "door ticket"--See member email for more details!
North Carolina Reading Association Conference (not required for FCRA credit--but highly recommended!)
Pre-registration is required, and all educators and those with a passion for helping students with reading are invited to attend.
For more information and/or to register (available Spring 2021), click here: www.ncreading.org/
FCRA Meeting Locations:
This year's in-person meetings will be held from 5:00-7:00 pm at the headquarters of Read Write Spell, 875 West 5th Street, W-S 27101.
This year’s virtual meetings will be held from 5:00-7:00 pm via Zoom. *Meeting links will be sent via email to registered members.
Please check out our social media links below and watch your email to see whether a particular meeting will be in-person or virtual.
North Carolina Reading Association Conference
What? A conference which explores all things reading with keynote speakers, workshops, and opportunities to meet children's book authors
When? March 2021
Where? TBD but hopefully in downtown Winston-Salem at the Benton Convention Center
Mark your calendars! This is a wonderful professional development opportunity that's right in our own city!
For more information and to register to attend (available in a few months), please click link here: www.ncreading.org/
Young Authors Project
2020-2021 Theme: Let Your Light Shine
Young Authors (and those who are Young at Heart) are encouraged to write about the ways we can let our lights shine--a particularly appropriate topic in a year that has been full of challenges! Authors may write prose or poetry, fiction or nonfiction.
Submissions are accepted from FCRA members and their students. These will be judged by our council, and a limited number of submissions will be sent for state judging. Those winning the state competition will be honored at a ceremony hopefully in March 2021 in Winston-Salem and will receive a bound copy with the writing of state winners. Local council winners will be honored at a reception hosted by FCRA.
For more ideas and guidelines, check out the NCRA information page: 2020-2021 Young Authors Project--Let Your Light Shine
2021 State Winners from Forsyth County:
We are proud of these young writers using their words to let their lights shine!
Our chapter seeks to promote literacy for all children, and we join together in several projects each year to do this.
New 2020-21 FCRA Projects
Read Write Spell
We are looking forward to partnering with Read Write Spell to help them collect books for their many book giveaway projects.
1) Contribute gently used children's picture books, chapter books, and novels. Please bring these to any of our in-person meetings at the Read Write Spell headquarters.
2) Purchase books from ReadWS's wish list online from Bookmarks, our local independent bookstore using this link: Purchase books from Bookmarks.
3) Purchase books from ReadWS's wish list from Amazon using this link: Purchase books from Amazon.
4) Donate Amazon gift cards to Read Write Spell for purchasing books. You can bring these to any of our in-person meetings.
Ronald McDonald House--Winston-Salem
We will continue to collect soda pop tabs at our in-person meetings to donate to Ronald McDonald House. They can trade these in for money to support their programs.
Past FCRA Projects
Local Community Project - Book Collection for Ronald McDonald House
Our chapter received a wish list of specific book titles needed by the Winston-Salem Ronald McDonald House library, and members selected books from this list to purchase and donate. These books were resources for adults and siblings that were chosen to help families who have sick children at Brenner Children's Hospital. In the past we have also used grant money to help buy books.
International Project - Peruvian Hearts
Peruvian Hearts works to end poverty and gender inequality by educating young women and creating community leaders in Peru—one girl at a time. We have used some of our funds and also grant money to contribute to this worthy educational project.
This is a video from the founder of Peruvian Hearts explaining her mission: Peruvian Hearts
International Project - Funding tuition for an Ugandan child
We have used some of our funds and grant money to pay the tuition for an Ugandan student to attend school.


My five year old girl is playing Super Smash Brothers. Yes, a fighting game! Some will say bad parenting, I say she may need to defend herself someday against the bad guys and she is learning some moves. And you dare not mess with her because I just heard her yell at the game, "Who wants a piece of meat!!!?" instead of who wants a piece of me! :)
Have you ever read, The Monster at the End of this Book? It is a Sesame Street book. I read it as a kid and so did John Mark. We have read it to our kids and they think it is hilarious. They just shriek at the chance to turn the page.
I started thinking about this, probably more than I should have, but if you know the story, it is about Grover from Sesame Street and he is scared about everything. He does not want you to turn the page because he does not want to get to the end of the book. He "seals" up the pages with bricks and ropes and all sorts of things to try to get you not to turn the page. At the very end, and sorry to ruin it for you if you haven't read it, Grover, himself, is the monster at the end of book. What a terrible realization that you are what you have feared all along. Should he have feared the monster? Maybe, but he decides he's just furry, loveable, old Grover and he was really embarrassed to discover that it was him all along!
Now let's think about that for a minute. How often have you wanted to seal up the pages of the book not wanting to discover what is at the end? You are fearful of the monster at the end. Are we the monsters at the end of the book causing the fear all along? Are we fearful that someone else might discover what's at the end of the book and not like it? I know I have felt this way so much. I feel like if someone really truly got to know me that they might not like what they see. I might not be so furry and loveable! I might be just downright despicable to them.
As I ponder this silly little children's book, I realize that it has more meaning than meets the eye. I, in the end, am what I fear. hmmm. . .
Last night I watched a really good movie at a Ladie's Night that we had with our church. We watched "I'd Climb the Highest Mountain". It stars Susan Hayward as the preacher's wife. It was really sweet. It exposed a lot of the difficulties of being in the pastorate. The thing I liked the best about the movie though is that it dramatically played out the great satisfaction of seeing lives changed after going through the daily grinds of sickness, death, marriage and everyday trials. The joy at the end of the movie would not be complete without experiencing all of the things I just mentioned. When we experience trials and joys together as the body of Christ we are brought closer to one another and to Christ Himself. I love how God shapes our character together.
This picture was taken after the preacher's ordination! The light was kind of in his eyes (as it should be! :)), but still a cute picture. I love you preacher man! and you don't kiss like a preacher!


Like most Victorians, Charles Dickens
believed that a woman should be 'the angel of the house', devoting her
life to housekeeping and child rearing. Many women rebelled, seeking professional
training and careers, especially as artists. Alfred Lord Tennyson's poem The Lady of Shalott
(1842) is often interpreted as a metaphor for the conflict and artists loved
illustrating it. The Lady was cursed and had to stay imprisoned in a tower weaving a tapestry and
only look at the outside world through a mirror. She saw
Sir Lancelot riding by, fell in love and rebelled. She left her tower, climbed into a boat and
floated down the river to Camelot, dying before she reached the city. Click The Lady of
Shalott to read the poem.
Lady of Shalott
William Holman Hunt (1905)
The Lady of Shalott
Elizabeth Siddall (1853)
The Lady of Shalott
John William Waterhouse (1888)
In the three illustrations shown above William Holman Hunt shows the lady at the moment she rebels and looks out of the window at Sir
Lancelot and activates the curse; she stares in horror at the
tapestry which is attacking her as at unravels. Many other (male)
artists followed Holman Hunt's approach. But one illustration by a women
of the same scene survives: a drawing by
Elizabeth Siddall. Siddall portrays the Lady viewing her new
opportunities with a calm interest, and her tapestry unraveling away from
her, posing no threat. William Waterhouse shows a different scene:
the lady embarking in a boat to drift down to Camelot and her death.
Catherine Hogarth in 1836 but seems to have fallen in love with younger
women throughout his life. In 1837 Catherine's younger sister Mary Hogarth died suddenly and tragically at age
seventeen when she was staying with them.
Dickens reacted hysterically, keeping her clothes and up to two years
later occasionally taking them out to look at them and longing to be
buried beside her. From 1842 another younger sister, Georgina
Hogarth then aged fourteen, started to live with them. In 1857
Dickens met a young actress, Ellen Ternan, and started a relationship with
her that lasted until his death. In 1858 he insisted on separating from
Catherine, after 22 years of marriage and the birth of ten children. She
moved into a separate home, initially with her oldest son Charles but
later lived alone. Georgina stayed with Dickens in the role of housekeeper.
refused all suggestions that he might visit Catherine. She saw
something of her children, although she was not allowed to attend the
wedding of her daughter Kate in 1860. Kate said: 'My father was a wicked man - a very wicked man
. My father was not a gentleman - he was too mixed to be a gentleman
My father did not understand women
. he was not a good man, but he
was not a fast man, but he was wonderful.' And, of her mother, 'We were all
very wicked not to take her part; Harry does not take this view, but he
was only a boy at the time, and does not realise the grief it was to our
mother, after having all her children, to go away and leave us.
My mother never rebuked me. I never saw her in a temper. We
like to think of our geniuses as great characters - but we can't.'


Purchasing Publications For Your Youngsters
Children’ books are a terrific way to kill time in a fun and also creative way. When you’re a kid, there’s nothing more interesting than sitting down to review a good tale with your friends or household. However as an adult, it can obtain challenging to find the tales that are just right for you. Discovering great youngsters books can be a discouraging procedure. Right here are some things you can search for when purchasing a children publication. – Seek youngster’s books that are created by kids themselves. Whether it’s an unreal packed with creative imagination or a book created by a grown-up concerning youngsters, it needs to be an experience that shows and entertains your child. If it’s a book by a person who isn’t a youngster, it’s not mosting likely to reverberate with your youngster and that can make it much less pleasurable. – Look for youngsters books that are created by kids that are still young. Children at different ages have their own special perspectives and also tastes. A publication created by someone as well young for your youngster might not be as fun for them as something composed by an older kid. By discovering youngsters books composed by children themselves, you can get an understanding into the point of views and life of children at various ages. – Another thing to keep in mind is that children’ books do not all inform the very same things. If you’re getting a book for a younger child, they will wish to check out something that intrigues them. If you’re buying for an older child, you can use this as a chance to show your youngster regarding different sorts of tales. Possibly you’re trying to find a tale about animals, yet if you’re purchasing a youngsters publication concerning young boys and also ladies, you’ll possibly find a various story to review. – Ask the author of the kids’ publications about their background. If you buy a publication that was composed by a person that grew up in hardship, you may be amazed by the realities of life in eviction neighborhoods that you go to. Several kids’ books are created by or feature children from really inadequate families. Try to avoid these kinds of publications unless you truly know what you’re entering into. – Ultimately, if you are buying a kids publication for your kid, ask if they wrote the book themselves. If you locate a book that you like, however don’t assume it’s anything like your youngster would enjoy, ask the author why they created it. Many children’ publications are written by a person aside from their parents. There are plenty of talented kids available, as well as some writers can not aid but write something that will be interesting youngsters. Chances are, the kid wrote guide because it was what they intended to review.


Drug Education DVD Programs
"Thank you for the ready to go resource on drug education. The students were focused and taken in with the up to date images and powerful messages that were in the PSAs and the Documentaries. 11/6/2012 Teacher
I really like the fact that they had people who really did drugs talking to the youth about their experience 11/6/2012
Up to date information, kids can relate, opens their eyes to the risks 11/6/2012
My students were impressed with the personal stories and in depth look at each type of drug. 1/6/2012
It is always helpful as a school counsellor to have engaging resources that are ready to deliver to students and thereby help me make the most out of my busy schedule. 1/6/2012 School Counselor
Very well received by students. Amazing how this dvd allowed students to open up about drugs in our discussions. 28/5/2012 Teacher
I found that the students genuinely related to the individuals who shared their stories on the DVD and were shocked by their addictions/struggles at such young ages. 26/5/2012
Eye opener for students! 25/5/2012
Very great program, visually appealing and maintains student interest. 24/5/2012
The students and I were very grateful to view this film. The characters in the film were compelling and convincing. It was well worth a watch. 24/5/2012 Teacher
Captivating, held the attention of all students, well done! 24/5/2012
Covers everything, needs more from younger users, too long for each testimonial 24/5/2012
Great video by staff and student response. 24/5/2012"
The above responses came from Canadian educators responding to an online feedback form. Each educator reviewed and played content to students as part of their classroom drug prevention education curriculum. Reading the responses give other teachers and educators opportunity to assess potential value of the DVD resources for their students.
These DVD, lesson plan and booklet resources were shown to middle and high school students.
To request your own resources, click on 'About Us'' page.
(c) copyright 2015 Tibor A. Palatinus Community Drug Eduction Program. All rights reserved.


Christian black codes 1724 pdf
The Christian Black Codes of 1724, were initiated during reconstruction after the Civil war to control blacks after they were emancipated. Passed by Southern States, instead of giving blacks the same rights as white people, the codes limited the blacks freedom severely.
Primary Documents: To regulate relations between slaves and colonists, the Louisiana Code noir, or slave code, based largely on that compiled in 1685 for the French Caribbean colonies, was introduced in 1724 and remained in force until the United States took possession of Louisiana in … Read More(1724) Louisiana’s Code Noir
The Christian Black Codes of 1724 – Extensive Breakdown Coming The Christian Black Codes of 1724, were initiated during reconstruction after the Civil war to control blacks after they were emancipated. Passed by Southern States, instead of giving blacks the same rights as white people, the codes limited the blacks freedom severely.
De Black Codes zijn een geheel van wetten aangenomen in de Verenigde Staten door de Zuidelijke Staten tussen 1865 en 1866 na de Amerikaanse Burgeroorlog.. Met het beslechten van de burgeroorlog overwon het ideeëngoed van het abolitionisme.Vanaf 1865 was middels het dertiende amendement van de grondwet van de Verenigde Staten slavernij formeel afgeschaft.
The Christian Black Codes of 1724 are the resulting list of 54 Christian Protocols and Acts, written to augment and institutionalize the William Lynch Theories of ‘Suppression and Control Methodologies’. These socialization tools are generally referred to as, ‘The Black Codes’…
The slave codes had, among other restrictions, prohibited blacks from owning property and moving freely. The black codes were meant to serve a virtually identical purpose. In October 1865 Mississippi and South Carolina enacted the first and most severe black codes: 1. All black people were required to have jobs.
7-3-2016 · 1724 Christian Black Codes GMS DallasDisciples. Loading Christian Black Codes and Why Unconcious Moors as Wards are Still the Enslaved – Duration: 1:49:52.
Once free, according to the Black Code, persons of color were granted the rights of full citizenship except for three crucial exceptions; they could not vote, hold public office or marry a white person. Because all non-whites had to carry proof of either ownership by a master or proof of being freed, free people of color were expected to carry passes identifying their status.
The Christian Black Codes of 1724 are the resulting list of 54 Christian Protocols and Acts, written to augment and institutionalize the William Lynch Theories of Suppression and Control Methodologies. These socialization tools are generally referred to as, The Black Codes.
The Black Codes 1865-1866 Designed to replace the social controls of slavery that had been removed by the Emancipation Proclamation and the Thirteenth Amendment to the Constitution Intended to assure continuance of white supremacy. Intended to secure a steady supply of …
This is a Treaty of Peace and Friendship established between us and the United States of America, which is confirmed, and which we have ordered to be written in this Book and sealed with our Royal Seal at our Court of Morocco on the twenty fifth day of the blessed Month of Shaban, in the Year One thousand two hundred, trusting in God it will
Black Codes for kids: What were the Black Codes? The Black Codes were laws that were introduced in the Southern States restricting the freedom of black people (freedmen) and the right to own property, conduct business, buy and lease land, and move freely through public spaces such as Southern towns. The Freedom of ex-slaves was restricted in numerous ways including:
History Quiz . Tweet . The purpose of this quiz is to test the level of knowledge that you have of Global Black History! Questions found here will be in relation to persons, places, and events that are significant to black culture
This blog is dedicated to historical truth, ideas, general knowledge, and sharing information and interesting thoughts. There will be posts that make the reader think, posts to make the readers laugh, and posts that assist the readers in becoming more informed about a variety of subjects.
miscellaneous papers of the Continental Congress that are not part of the numbered series (Items) of bound volumes Papers of the Continental Congress, 1774-1789 (5 vols. Washington, DC: National Archives and Records Service, 1978), compiled by John P. Butler, are keyed to roll numbers
HOUSE JOINT Resolution 75 – Free download as PDF File (.pdf), Text File (.txt) or read online for free. HOUSE JOINT Resolution 75
Christian Black Codes (1724) – Free download as PDF File (.pdf), Text File (.txt) or read online for free. The Christian Black Codes of 1724 are the resulting list of 54 Christian Protocols and Acts, written to augment and institutionalize the William Lynch Theories of ‘Suppression and Control Methodologies’. These socialization tools are generally referred to as, ‘The Black Codes’.
Title Excerpts from The Black Codes of Mississippi 1865
THE ARTICLES OF ASSOCIATIONS OCTOBER 20 1774
Black Codes restricted black people’s right to own property, conduct business, buy and lease land, and move freely through public spaces. A central element of the Black Codes were vagrancy laws. States criminalized men who were out of work, or who were not working at a job whites recognized.
Online shopping from a great selection at Books Store. Black & Decker Codes for Homeowners 2012-2014: Your Photo Guide To: Electrical Codes, Plumbing, Codes, Building Codes, Mechanical Codes (Black & Decker Complete Guide)
The Black Codes did things like prevent African Americans from owning firearms, from being without a labor contract, now remember the south is based on these cash crops like tobacco and cotton, and landowners are terrified that if all of the former enslaved people leave the south, they’re going to have nobody to work in their fields, nobody to
communities black slaves and the Enemy of the Faith. This paper examines the transcripts from the trials of Leonor, Guiomar, Polonía and María Linda, and it explicates these texts as products of a circumscribed and power-laced encounter between Inquisition officials and African slaves. In these documents, the defendants confessed to
Louisiana’s Code Noir (1724) BLACK CODE OF LOUISIANA I. Decrees the expulsion of Jews from the colony. II. Makes it imperative on masters to impart religious instruction to their slaves.
C Freeman EL Divine Man chart. This chart is a reconstruction and elaboration on a chart that was originally put together as a labor of love by the great and noble brother C Freeman EL. The “Christian” Black Codes of 1724 (Written March… Looking At Tears Under A Microscope Reveals A Shoc…
SPIRITUAL EQUALITY, THE BLACK CODES AND THE AMERICANIZATION OF THE FREEDMEN David F Forte* I. COLONIZATION Senator Garett Davis, the gentleman from Kentucky, rose to offer an amendment to Senate Bill 108: And be it further enacted, That all persons liberated under this
Article 20 Slaves who shall not be properly fed, clad, and provided for by their masters, may give informa-tion thereof to the attorney-general of the Superior Council, or to all the officers of an inferior
Christian Black Codes of 1724. Article 1 Decrees the expulsion of the Jews from the colony. Article 2 Make it imperative on masters to impart religious instruction to their slaves. Article 3 Permits the exercise of the Roman Catholic creed only, Every other mode of worship is prohibited.
Title: Excerpts from The Black Codes of Mississippi, 1865 Context: The Mississippi Black Code is an example of the manner by which the southern states strove to maintain the old order while limiting the newly acquired rights of African Americans.
The Code Noir (French pronunciation: , Black Code) was a decree originally passed by France’s King Louis XIV in 1685. The Code Noir defined the conditions of slavery in the French colonial empire, restricted the activities of free Negroes, forbade the exercise of any religion other than Roman Catholicism, and ordered all Jews out of France’s colonies.
About The Christian Black Codes of 1724. The nigga bible. – WACPtv
The 1764 arrival of Antonio de Ulloa (1716–1795), the first Spanish governor of Louisiana, led to the demise of the French Code Noir and its replacement with a Spanish model for the regulation of black-white relations. Ulloa upset the French Creole community of New Orleans when he permitted the marriage of a white Spaniard and a black slave.
The Christian Black Codes of 1724 – Extensive Breakdown
THE ARTICLES OF ASSOCIATIONS OCTOBER 20, 1774 We, his majesty’s most loyal subjects, the delegates of the several colonies of New-Hampshire, Massachusetts-Bay, Rhode-Island, Connecticut, New-York, New-Jersey, Pennsylvania, the three
Black Moors and the USA Constitution Treaty such as the uniform commercial codes, Let any Christian prove that Adam and Eve had a marriage license. AHHH. “ILLEGITIMATE CHILDREN” SEC. 4 Well, let me put it this way: there ain’t such animal, no further ink need be wasted on this topic.
Slavery in the French Colonies: Le Code Noir (the Black Code) of 1685. A blog post at “In Custodia Legis: Law Librarians of Congress” on 2011-01-13.
Southern states enacted black codes after the Civil War to prevent African Americans from achieving political and economic autonomy. If you’re seeing this message, it means we’re having trouble loading external resources on our website. If you’re behind a web filter,
8-2-2020 · Black code, in U.S. history, any of numerous laws enacted in the states of the former Confederacy after the Civil War and intended to assure the continuance of white supremacy. Enacted in 1865 and 1866, the laws had their roots in the slave codes that had formerly been in effect. Read more about the black codes here.
theblackcodks,l865-186 by bynefrancesgoodman thesis submittedinpartialfulfillment oftherequirementsforthe degreeof bachelorofarts in history collegeofliteratureandarts universityofillinois 1912
Forgotten Scrolls That Rule The World R. V. Bey Publications
Black Christian Slave Codes of 1724 November 14, 2012 July 28, 2013 admin 0 Comments. Code noir, or slave code, based largely on that compiled in 1685 for the French Caribbean colonies, was introduced in 1724 and remained in force until the United States took possession of Louisiana in 1803.
17-8-2013 · The Christian Black Codes of 1724 – Extensive Breakdown Coming. August 17, 2013 Lady Makaveli Leave a comment. Educate yourself If you own a Black biz, directory site or app you’d like advertised here, let me know. The Real Black Panther Party We Need To Get Back To Unity
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The Black Code Edict of the King Concerning the enforcement of order in the French American islands from the month of March 1685 Registered at the Sovereign Council of Saint-Domingue, May 6, 1687 Louis, by the grace of God, King of France and Navarre, to all present and to come, greetings.
19-5-2018 · March 1724 Black Christian Codes doctrine here i have read 13 of the 54 Articles part 1 Christian Black Codes and Why Unconcious Moors as Wards are Still the Enslaved – Duration: 1:49:52.
Printable PDF Version (Printed Statutes) Additional Flash Versions . Document Description: At the end of the Civil War, South Carolina’s legislature drafted a new constitution in December 1865. The constitution included a section now referred to as the Black Codes – articles that regulated and restricted the lives of African Americans.
"Black Codes In Latin America" in Kwame Anthony Appiah and Henry Louis Gates Jr. (eds), Encarta Africana, Microsoft, CD-Rom, and in Africana: Encylopedia of the African and African American Experience, 1st ed (1 vol) New York: Perseus
The Black Codes were written to control Black people slave as well as free. Whites were not subject to these codes that is why they were named “The Black Codes”.
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"Habitual Currents": The Leitmotif of Waves in To the Lighthouse
Appeared in the Vassar Critical Journal, 2017.
Not uncommon to Virginia Woolf’s work, the leitmotif of waves courses throughout To the Lighthouse, paralleling the palpable tensions cresting and falling with the development of the First World War. While constantly in flux, the waves also provide a sense of rhythmic constancy throughout the novel and create a temporal reality marked by their relentlessness as well as a spatial reality which distances the maritime locale of the story from the rest of the world. Bearing deeply different meanings for each character, the waves ultimately provide an outlet for redemption.
Set in the Ramsay family’s summer home in the Hebrides, the nautical setting of To the Lighthouse is immediately characterized by the promise of a trip to the nearby lighthouse. The lighthouse functions as an unfulfilled promise throughout the novel, and its unattainability is spatially distinguished by the span of sea that distances it from the house. The swelling of waves leading to the lighthouse upon the hill separates the Ramsays’ reality from the “moon country, uninhabited of men” across the sea (13). Likewise, the constancy of waves provides a temporal reality within To the Lighthouse, creating a sense of relentless continuity throughout the story. As the dialogue throughout the story is sparse, the space in between spoken thoughts allows single moments of reverie to expand and contract endlessly, not unlike a tide crashing and retreating on a beach. The waves create a current of time and space that is as fluid as the sea itself, rising and falling from the pre-war to the post-war era.
The leitmotif of waves not only develops a sense of a fluctuating temporal reality and a watery spatial setting, but also characterizes those who live within these realities, further dividing the binary coupling of Mrs. and Mr. Ramsay in particular. To Mr. Ramsay, the tortured philosopher and self-proclaimed “desolate sea-bird,” the incoming tide is a stark premonition of his own mortality (44). Ruminating upon the roiling waters outside of his home, he bleakly sees in front of him “the dark of human ignorance” as he stands upon “a spit of land which the sea is slowly eating away” (44). Mr. Ramsay views the ceaselessness of the waves as erosive and isolating, as hostile forces worth taming; he dreams of “pitting muscle and brain against the waves and the wind” (164). By contrast, Mrs. Ramsay, a woman with a magnetic pull equal to or greater than the tide itself, derives her greatest ecstasy from the sea’s incessancy. In a nearly autoerotic moment, the waves outside of her window metamorphose from physical and aural objects of delight to vessels of pure rapture. Fixated on the crashing tide, Mrs. Ramsay delights as “the blue went out of the sea and it rolled in waves of pure lemon which curved and swelled…and the ecstasy burst in her eyes and waves of pure delight raced over the floor” (65). Further on, her daughter asks her to watch the waves together on the beach, and Mrs. Ramsay rejoices “like a girl of twenty, full of gaiety” (116). Her magnetism and allure are forces of nature, nearly inseparable from the pull of the tide that surrounds her. She is the “shape; this eternal passing and flowing” that gives form and stability to nearly everyone she knows, especially Lily, who derives her artistic inspiration from Mrs. Ramsay’s fluid presence (161). Unlike her husband, who is significantly enervated by the sea’s formidability, Mrs. Ramsay’s magnetic essence is intrinsically entangled in and invigorated by the cresting waves surrounding her.
Although the recurrent theme of waves evokes mostly rapturous imagery throughout the first section of the novel, it stealthily mutates into something much darker, acting as a harbinger of World War I and imminent death within the Ramsay family. Mrs. Ramsay finds her inner dialogue frequently intruded upon by increasingly violent images of the sea. While listening to the rhythmic pulse of the waves, which “for the most part beat a measured and soothing tattoo to her thoughts,” the comforting sound of the tide is perverted into “a ghostly roll of drums [which] remorselessly beat the measure of life, made one think of the destruction of the island and its engulfment in the sea,” thus gripping her with terror and, unbeknownst to her, foreshadowing her own impending mortality (16). Likewise, even while relishing in moments of tranquility with her son James, a bedtime story divines forthcoming destruction in the form of a storm over the sea:
But outside a great storm was raging and blowing so hard that he could scarcely keep his feet…the sky was pitch black, and it thundered and lightened, and the sea came in with black waves as high as church towers and mountains, and all with white foam at the top. (60)
In contrast to the waves that once incited in Mrs. Ramsay unadulterated euphoria, the towering black waves, although voluntarily recounted in a bedtime story, are rife with an insidiousness that begins to invade the domestic sphere of the novel. The religious iconography of the waves is apocalyptic, evoking the unsettling sense that large-scale destruction may soon infiltrate even the stronghold of the Ramsay’s idyllic home. Mr. Ramsay’s overwhelming fear of mortality is exacerbated by the mounting non-distinction between the murky abyss and the ground upon which he stands, as “one can hardly tell which is the sea and which is the land” (125). The mutation of the sea throughout the novel acts as a harbinger of both widespread death and imminent war.
Woolf toys with the passage of time throughout To the Lighthouse, characterizing the pre-war, Victorian era with indefinitely-long inner musings and single moments spanning pages, while time marking the beginning of the war is markedly more condensed, with the death of Mrs. Ramsay, for instance, meriting a single sentence. The confusion of time is marked concurrently by a mounting intensity in the waves outside of the Ramsay’s home, their roiling presence reflecting the increasingly turbulent socio-political climate which preceded World War I. The climax of the story’s brutality, as the Ramsay family suffers three deaths and the war arrives in full force, is manifested in a violent storm over the sea, foreshadowed by James’s earlier bedtime story: “The nights now are full of wind and destruction…the sea tosses itself and breaks itself” (128). The storm obscures daylight and any other markers of time or location, characterized by gods of the sea copulating in the sky:
[T]he winds and waves disported themselves like the amorphous bulks of leviathans whose brows are pierced by no light of reason, and mounted one on top of another, and lunged and plunged in the darkness or the daylight (for day, month and year ran shapelessly together) in idiot games, until it seemed as if the universe were battling and tumbling, in brute confusion and wont lust aimlessly by itself. (134-35)
The sea’s all-consuming entropy is rarely exhibited outside of this moment, the pinnacle of the war and a time of devastating loss for the Ramsay family.
In stark contrast to the skies and sea angrily devouring everything in their path, the post-war era is eerily silent and still, and the tumultuous waves are replaced with “pools of uneasy water” (132). Without the sea’s natural rhythm to mark time, the stillness is now unsettling and lifeless—especially without Mrs. Ramsay’s presence, which was so intrinsically associated with the magnetism and lure of the waves and the sea. Although “the stillness and the brightness of the day were as strange as the chaos and tumult of the night,” life in and outside of the summer home gradually returns to normalcy, marked by the tentative return of the waves in the sea: “Gently the waves would break” as the sea surrounding the Ramsay’s home slowly embodies a new, tentative existence. Lily, one of the few guests in the house at the time, is witness to the gentle revitalization of the home and the sea in the aftermath of the war:
As Lily Briscoe laid her head on the pillow in the clean still room and heard the sea…the voice of the beauty of the world came murmuring, too softly to hear exactly what it said—but what mattered if the meaning were plain? (142)
As the rhythmic presence of the waves returns to the Hebrides, balance is shakily restored to post-war Europe; while the sea once distanced the Ramsays from the rest of the world, it now serves as a bridge to the reality of post-war Britain beyond the shores of the Hebrides, breathing “messages of peace…from the sea to the shore” (142). The lack of wave imagery throughout the war scenes suggested a haunted kind of limbo, rendering the waves’ revived sense of steadfastness an even greater comfort by comparison.
While the sea once served as a barrier between the worlds of the summer home and the unattainable lighthouse, it functions at the end of the story as a mechanism for both artistic and personal fulfillment as well as disillusionment. James, whose childhood was primarily characterized by his dream of traveling to the lighthouse with his mother, now must take the trip with his despised father in his mother’s absence. While James’s crossing the sea to visit the object of his childhood idolatry is the realization of his long-awaited dream, he does so under less-than-desirable circumstances, realizing that the lighthouse is indeed both the “silvery, misty-looking tower” of his fantasies as well as the “stark and straight” building of reality, “for nothing was simply one thing” (186). Likewise, Lily, who had previously struggled to capture her beloved Mrs. Ramsay in a painting, realizes that the matriarch was indeed only human. Thus finding herself liberated to finally finish her chef-d’oeuvre, Lily abandons convention and wildly strikes her brush upon the canvas, exchanging “the fluidity of life for the concentration of painting”—inspired, ultimately, by the ceaseless cresting of the waves along the cliff (158).
Having stood witness to lifetimes of suffering and rapture, the waves endure as constant reminders of both human mortality as well as redemption in To the Lighthouse: “The waves [were] rolling and gamboling and slapping the rocks as if they were wild creatures who were perfectly free and tossed and tumbled and sported like this forever” (207) Mimicking the passage of time, the waves rise and fall with heartbreak and ecstasy, returning post-war to a long-awaited normalcy.
Elena Schultz ‘19 is a sophomore originally hailing from La Crosse, Wisconsin. As a French and English double major, Elena is interested in literature and poetry, and she looks forward to doing research as a Ford Scholar in English this summer and studying in Paris next fall. She also enjoys working for multiple campus publications and hopes to combine her interests in literature and journalism after graduation.
Woolf, Virginia. To the Lighthouse. New York: Harcourt Brace Jovanovich, 1981.


Whenever an entity of type Collection/Experiment, Object or Dataset is modified in openBIS, the changes are stored in the database. The stored changes are modifications to property fields, addition and deletion of parents/children for Objects and Datasets, changes of Space/Project/Experiment/Object ownership if an entity is moved.
The History of changes of each entity is now available in the ELN UI. In versions prior to openBIS 20.10.3 this was only available in the core UI.
History table for Collections
In a Collection page, the History can be accessed from the More.. dropdown list.
The History table shows the version number of the changes, the author of the changes, the changes made (with the values before- in red, and after the change – in green), and the timestamp, i.e. the time when the changes were made.
The show option in Full Document shows the full metadata of the entry (not only the changed fields) when changes were applied. This is displayed in JSON format.
History table for Objects
For every Object, the history of changes can be accessed from the More.. dropdown on the Object page.
History table for Datasets
For every dataset, the history of changes can be accessed from the More.. dropdown on the Dataset page.


by Robin Munson
Like Doris Day so famously once said, “Que sera sera.” (Well, Doris sang the lyrics. But Ray Evans wrote them. It’s like thinking that Barry Manilow wrote “I Write The Songs”. He didn’t. Bruce Johnston did. I’m a lyricist so . . . but I digress!)
A few days ago Art and I got our most recent BMI statement. Although it was (by our standards, anyway) a huge stack of pages, the amount paid to us had gone down by a goodly percentage from the previous quarter. It was puzzling — until we learned that the rules have changed yet again. And of course, not to our advantage. (sigh) Continue reading
As MLR attracts more and more newbies to the music library world I’m collecting various posts that deal with recurring questions. Please check these links first! Continue reading
Specific music library questions/comments
Just a reminder that the forum is not a place for any specific music library related questions or comments except for here (subscription required). Please ask them under a particular library’s listing. It’s the only way to build a knowledge base of composer’s experiences. Any forum references to a particular library will be deleted.
Latest music library listings.
Spam is a constant problem and I have had to add very robust spam fighting tools but the tools create their own problems. If you are having trouble logging in try clearing your browser cookies and cache or another browser. If you are having problems with being locked out please e-mail me your name, user name and IP address using the contact form and will white list your IP address.


Open throughout the Folk Festival
Visit the AIR CONDITIONED Holt House & Library!!
Craft demonstrations at the Holt House include:Carol Wolfe - BasketsKaren Pennebaker - Art & JewerlySteve Ostaff - BlacksmithingAmanda Wallbrown - Hand-thrown PotteryLily Bush - Painting
Thursday & Friday - 7:30 pmOpen Mic ghost stories in the Library Annex (After the open mic session, Becky Baldwin will speak about Sis Linn in the old Glenville Cemetery at Glenville State College.
Friday - 4:00 pm
WV Birthday Party in the Annex - Refreshments
Friday & Saturday
Voliet Bush demonstrates jelly making & dry canning
Saturday - 2:00 pm
Patty Cooper portrays Amelia Earhart
Refreshments of Sassafras tea and ammonia cookies will be available. The Library will be open for research.Check out our gift shop while you are here; books, jewelry, and more.
Summer Hours:Wed. & Thrus. (Noon - 5:30 pm)Fri. (Noon - 6:30 pm)Sat. (1:00 pm - 5:00 pm)Festival Hours:Thurs. (4:00 pm - 9:00 pm)Fri. & Sat. All Day (Folk Festival Hours)Meetings:Noon on the 3rd Thurs.. of each month
Tours by Donation.[email protected]
Holt House Museum & LibraryGilmer County Historical Society302 E. Main Street, Glenville • (304) 462-4295
go back to the top
West Virginia State Folk Festival,
P.O. Box 362
Glenville, WV 26351


These articles teach principles that relate to Christian leaders. It’s not about psychology or the wisdom of the experts. This material is based on teaching from the Word of God.
Leading by Example by Randy Hartwig. A commentary on 1 Peter 5:1-4 regarding godly attitudes of Christian leaders toward the flock of God. Topics include: Keeping Your Position in Proper Perspective; Lead Willingly and Eagerly – Not for Gain; Who is Lord in Your Church?; Be an Example to the Flock; and There is a Crown of Glory. This is a .pdf file.


The DPCoE College Library serves as a knowledge and information sharing resource centre for all the students and staff, with the latest reference books and journals. The library is spacious and well ventilated. It has a rich collection of technical and soft skill books for Engineering and Management students. It also has autobiographies of entrepreneurs, motivational books, journals, research papers and e- journals. Other facilities like printouts, photocopies, etc. are also available in the Library. The Library is using ‘Auto Lib Library Management Software’ (AutoLib) that provides Data entry, barcode work, and library circulation tracking.
Library is using ‘Auto Lib Library Management Software’ so called ‘AutoLib’. Data Entry and Barcode work is being completed. Library circulation and routine work is done fully with the help of Library Management Software.
Year of Establishment
Total No. of Books in the Library
Total No. of Single Titles
Total No. of Periodicals in Library
Total No. of Newspapers in Library
Total No. of Audio / Visual Materials
Total No. of Users / Members
Total Area of the Library
Library Timing Monday to Sunday
09:00am to 05:00pm.
During Examination Period
05:00pm to 11:00pm
Digital library facility
15 computers and 1 Printer
Mr. BHALERAO ARUN LAXMAN
Specialization: – M.A., M.Lib & Isc., M.Phil. (Lib. &Isc), SET, PhD (Pursuing)
Award: Best Librarian under the Category Pride of India Awards-2022
Mobile No. 9960430818
MEMBERSHIP OF LIBRARY ASSOCIATION:
- Indian Library Association (ILA), New Delhi237, Sant Nagar, Raja Dhirsain Marg, ST Nagar, East of Kailash, New Delhi, Delhi 110065(India),Membership ID- WO 16282.
- Delhi Library Association (DLA), Ranganathan Bhawan, C Block, Near CGHS Dispensary, Naraina Vihar, Delhi – 110028 (India), Membership ID-3784.
- Center Government Library Association (CGLA), Dehradun – 248 007 (Uttaranchal)
Publication / Research Papers: (05)
Faculty development program / faculty indication programme/ refresher course 🙁 07)
. Participated in International / National Seminar, Workshop & Webinar: 100+
Work Experience 🙁 16 years)
Participated in International / National Seminar, Workshop & Webinar: 08
Work Experience 🙁 3 years)
Mr. SAWANT ANNASAHEB SUNIL
Designation: Assistant Librarian
Specialization: – B.A., M.Lib & Isc , M.A. Economics (Appear)
Mobile No. 88055543 28
- Entire library is primarily intended for the students & staff of this college.
- All students are required to maintain silence in the library.
- Personal belongings are not allowed in stack room, reference section & digital library.
- Visitors have to enter their name and sign in the register kept at the entrance counter before entering in the library premises.
- Students must always carry their College Identity Card/library membership card with them while using the library facility. They have to show the same whenever asked to do so by the library staff.
- Eatables are not allowed inside the library.
- Students are not permitted to sit in library during their lectures & practical hours.
- Following things are not permitted – folding the corners of pages, marking, underlining or highlighting the content or text matter, tearing out the pages, writing with pen or pencil on pages.
- Book/s are issued for one week. The book/s may be reissued for another week through renewal request before ‘return due date’, if there is no demand from another student for the same book.
- If a student fails to return book/s on return date, he/she will be liable for a fine @ Rs. 1/- per day per book.
- Current issues of journals / Magazines will not be issued to student for taking outside the library. However the back issues of certain journals / magazines may issued for 2 days.
- If book is lost by borrower or damaged to be unserviceable for future use, double cost of book or same copy of the book may be recovered from the borrower.
- Certain valuable / rare books / reference books will not be issued outside the library. However such books will be issued to refer in library / Reading hall only during library working hours.
- Loss of library card should be intimated to librarian immediately in writing by mentioning their previous card details. Duplicate card will be issued at the cost of Rs. 100/- after verification.
Library Advisory Committee
Name of Member
Mrs. Uma Sagar Dhole Patil
Dr. Nihar Walimbe
Mr. Arun Bhalerao
Prof. Sandip Kale
Member (FY Dept.)
Prof. Archana Priyadarshani
Member (Computer Dept.)
Member (IT. Dept.)
Prof. Krushna Ghadale
Member (Automobile. Dept.)
Prof. Shivam Agrawal
Member (E & TC. Dept.)
Prof. Poonam Patil
Member (Civil. Dept.)
Prof. Kanif Satav
Member (MBA. Dept.)
Prof. Dr. Ajay Chavan
Member (Mechanical. Dept.)
Ms. Vineeta Gaikawad
Student Representative (MBA)
Mr. Suraj Shinde
Student Representative (SE Civil)
Mr. Chandan Yadav
Student Representative (TE, Auto )
Mr. Chetan Pathrade
Student Representative (TE, IT)
The Library Extends Following Services to the Readers
- Home Lending.
- Inter Library Lending.
- Bibliographic Services in Demand.
- Digital Library Services.
- Reprographic Services.
- Current Awareness Services.
- Old Question Paper.
- University Syllabus.
- Information Display & Notice.
Annual Institutional Library Membership
Savitribai Phule Pune University, Jaykar Knowledge Resource Center, Pune.
ARAI – (Automotive Research Association of India)
Books & Other Materials
- UG/PG Books: 18,321
- Books from Other Schemes: 451
- Rare Books/ Manuscripts: 99
- Reference Books: 2213
- E- Books: 33,000
- Periodicals Subscribed (Print): 74
- Springer E- Journals: (Online): 586
1. Springer E- Journals – On the server
2. DELNET – On the server
3. NDL – On the server
4. NPTEL VIDEO – (IP Link 192.168.1.12(Run)
5. PROQUEST E- BOOK PACKAGE (IP Link &User Name
- Extended Reading Hall Facility.
- OPAC – Online Catalogue. – Autolib
- Membership with SPPU & ARAI.
- Wheel Chair for Blind Student.
- Power Backup.
- Student Relaxation Corner.
- First Aid Box.
Course Wise Collection:
E & TC
Library Best Practices:
- Orientation Program.
- Best Reader Award.
- Display of new Arrivals.
- Readers Club.


Jillian and her husband, Todd, live in Mattawan, Michigan. They have personally journeyed through two seasons of infertility (including the present), and have walked alongside many other couples whose lives have been affected by infertility.
Currently, Jillian stays home with her daughter, Alliyah (age 6), and her son, Joshua (age 3). She and her husband try their best to live by Jesus’s commission to Love God and Love People. They believe that people are the most important “things” on the planet. They spent nearly 10 years ministering to college students on the campus of Western Michigan University and are currently youth leaders at their church. Jillian has always felt compelled to encourage others and mentor those who are walking the same paths she has journeyed. This book is a product of that desire.
Todd and Jillian are on their own journey of learning the “secret of being content in any and every situation.” (Philippians 4:12). If you would like to join them, they invite you to jump into their story of battling infertility and the lessons they have learned along the way in the book, Hope Deferred – The Desire for a Child.