The desire to protect the rights of creative people to their works has been an ongoing struggle for several centuries beginning with the first copyright law in 1710, the Statute of Anne. This British statute inspired the enactment of the United States’ copyright law, as well as all the copyright laws of countries which enacted these laws, and was meant to be “An act for the encouragement of learning, by vesting the copies of printed books in the authors or purchasers of such copies, during” a certain period of time. The justification for its enactment was written in its preamble that “authors…and their families” were “too often” financially ruined by those who pirated the written work of authors (“The Statute of Anne”).
Later, in 1787, the newly established United States adopted parts of the British statute into the Constitution with a similar purpose “to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries” (“Copyright Timeline”). These laws established the right of a creative person to protect his or her intellectual property. Intellectual property “refers to creations of the mind, such as inventions; literary and artistic works; designs; and symbols, names and images used in commerce,” according to the World Intellectual Property Organization. Intellectual property rights is the broad term for the various forms of protection that guard the rights to this property, these forms are known as copyrights, patents, and trademarks. Violations of these intellectual property rights in copyright are known as copyright infringements. Copyright infringement is often mistakenly thought to be plagiarism. Plagiarism is when a person takes the work of another person and claims it as his or her own. Copyright infringement, on the other hand, refers to the act of making a copy of someone else’s work without their permission. This would include making copies of textbook pages, artworks, quotes, sound bites, etc. (Saunders).
As they originally stood, the Copyright Clause of the United States’ Constitution and the Statute of Anne only protected those whose works had already been published and thus it neglected the rights of students, educators, critics, and reporters as well as future authors and inventors. This is due to the nature of learning as well as human creativity, which is that “all intellectual creative activity,” and intellectual exploration, “is in part derivative.” Humans cannot create from nothing, and so there is “no such thing as a wholly original thought or invention” because in order to create and learn, people must build upon the works of others. This derivative nature of creativity and intellectual exploration presented a major problem for the law, which was then handed off to the courts to solve. It was decided by the British courts that “certain instances of unauthorized reproduction of copyrighted material…would not infringe” on the rights of the copyright holder (Leval). This would become known as “fair use,” which was later expounded upon in America by Justice Joseph Story who “examined the justifiable use of original materials” along with the rest of the Massachusetts Circuit Court in the 1841 Folsom v. Marsh case (“Folsom v. Marsh”).
This approach to the fair use question was later put into legislation and became part of the Copyright Act of 1976, as its 107th Section, better known as the Fair Use Doctrine. In this section it expresses the limitations of copyright holders’ rights in regards to their work and lists four factors that are meant to be used “in determining whether the use made of a work in any particular case is a fair use.” These four factors are, in chronological order, “the purpose and character of the use,” “the nature of the copyrighted work,” how much of the copyrighted material is “used in relation to the copyrighted work as a whole,” and the “effect of the use” has on the “potential market for or value of the copyrighted work.” In addition to these four factors, it specifies in this section of the law that use of copyrighted material “for purposes such as criticism, comment, news reporting, teaching, scholarship, or research” is not infringement (“Section 107”).
However, outside of the “preference for the critical, educational, and nonprofit over the commercial,” the fair use doctrine gives few hints as to the meaning of the first factor, and “no guidance for distinguishing between acceptable and excessive levels” according to Judge Pierre N. Leval, a United States Circuit Judge of the U.S. Court of Appeals for the Second Circuit with a history of dealing with intellectual property rights lawsuits. Judge Leval, in his essay, “Toward a Fair Use Standard,” attempts to clear up this issue by expounding upon the purpose of the Copyright law and the parameters of Fair Use. In this, he proposes a new type of fair use within the first factor, transformative use. In order for a work to exhibit transformativeness, its use of the copyrighted material “must be productive” and “employ the quoted matter in a different manner or for a different purpose from the original” (Leval). A possible definition of transformative use could be that the derivative work should show significant alteration from the original copyrighted work and be distinctly different so as to alter the purpose from that of the original piece. Such “transformative use,” as described by the Judge, recognizes that creative works are derivative of previous, inspiring works, and thus may help to further encourage the promotion of the arts and sciences. The United States Congress should amend the Copyright Act of 1976 Section 107 to include a clear definition of “transformativeness” in the Fair Use Doctrine. Adding a definition of transformativeness to the law, may benefit the United States governmentally, economically, and theologically.
The Copyright system relies on a delicate balance between protecting intellectual property rights and promoting the advancement of art and science in our society. If there is too much protection covering the works of artists, it will allow no growth to stem from those seeds of intellectual creativity. The opposite, having too little protection, can have the same effect, however, because without the reward provided through the protection of an artist’s work, creative thinkers would have little drive to bring their creative inventions to life. This teeter-totter affect of the copyright law makes it especially difficult to clearly define fair use, particularly in cases in which one intellectual creator transforms the work of another, causing a lack of “consensus on the meaning of fair use” (Leval).
The purpose of the Copyright law is to both protect intellectual property rights and promote the arts and sciences. However, it leans more on the side of protecting the intellectual property rights of intellectual property holders. In that purpose, according to Intellectual Property Rights Attorneys Charles Ainsworth and Jason Saunders, the Copyright law fulfills its purpose. In some ways, it goes “a little too far in achieving” that purpose (Saunders). Thus, by including a definition of transformativeness, which favors fair use of copyrighted material, the balance of the Copyright law may tip in order to be more equally fair to both parties in intellectual property court cases. Additionally, a definition of transformative use, being an extension of the “purpose and character” factor of the Fair Use Doctrine, may clear up the confusion surrounding the first factor, as well as “reduce the number of differing opinions of courts” (Ainsworth). By adding a definition of transformativeness to the Fair Use Doctrine, the balance of the Copyright law would be more stabilized and thus would become a fairer system in the court of law.
Courts dealing with intellectual property rights cases often vary in opinion from one to another, especially in situations where there is no standard protocol. Within the judicial system, dissimilar interpretations of law can be shown in appeals cases when the decision of a lower court is either partially agreed upon or completely reversed by a higher court. For example, the court case Salinger v. Random House, Inc. and Ian Hamilton involves an author, J.D. Salinger, and a biographer, Ian Hamilton, who in his biography of Salinger used a large number of the author’s unpublished letters. History states that before 1978, common law copyright protected unpublished letters and works, however the Copyright Act of 1976 overruled copyright common law and tucked such works and letters under the wing of federal copyright law. Through this, copyright owners were given the “right of first publication among the rights accorded to the copyright owner” (“Salinger v. Random House and Ian Hamilton”). Despite the fact that such unpublished works are protected under the 1976 Copyright Act, they do not escape the Fair Use Doctrine of the Act, which states that simply because “a work is unpublished shall not itself bar a finding of fair use” (Pallante). The New York District Court, in this case, ruled that Hamilton’s use of Salinger’s letters in his biography of the author was fair use. The case was then appealed to the Second Circuit Appeals Court of the United States, and it was found by the Second Circuit justices that Hamilton’s use was not fair use, reversing the ruling of the district court and directed the lower court to “issue” a ban of the “publication of the biography in its present form” (“Salinger v. Random House, Inc.”). Reversed decisions appear to have become quite commonplace in the Appeals Courts and the Supreme Court.
Statistically, in 2006, “40.9 percent of all 65,138 district court filings that were tried to judgment between 1987 and 1996 were appealed” and nearly a third of the original decisions in those cases were reversed (Schoenhard). In the Courts of Appeals “the average reversal rates across the circuits…ranged from 46.2 percent to 79.8 percent” between 2005 and 2010 (Newman and Summers). Additionally, between the years of 1999 and 2008, the Supreme Court reversed the decisions on 386 of its 660 cases, an overall reversal rate of 58% with varying reversal rates of 41.9% to 71.4% depending on which circuit court it was appealed from (Hofer). In the year 1984, the Texas Supreme Court reversed 61% of the Appeals Court decisions, and in 78 of its 103 dispositions had partial or complete reversal (“Supreme Court”). More recently, between the years 1999 and 2008, the “Federal Circuit had the highest reversal rate of any of the federal courts of appeals” at “83.3percent.” Additionally, the Federal Circuit had an even higher reversal rate of “about 92.3 percent” in intellectual property cases (Hofer and James).These numbers show that judges are not always in agreement with one another in court rulings.
The variances in the opinions of the courts are due to the Fair Use Doctrine’s lack of a clear standard that could be applied to all cases. Section 107 of the Copyright Act of 1976, the Fair Use Doctrine, was based off of the findings in Folsom v. Marsh and the commentary made by Justice Joseph Story in regards to that case (Bracha). According to the court in this case, “the question” of fair use is grounded on a “balance of the comparative use” of the materials used, “the nature…of the materials” that were used, “the objects of each work,” the extent “to which each writer” may have used the “same common sources of information,” or “exercised” the same thought process in choosing the media and composition (“Folsom v. Marsh”). These are simple enough guidelines for the judgment of fair use in cases of blatant plagiarism or cases in which the copyrighted material is being used for news reports, critiques, or educational purposes. Purposes such as these are nearly always black and white in whether they “promote the Progress of Science and useful Arts” or not (“Section 107”). However, these are not the only purposes that are covered by the Fair Use Doctrine; there are others such as transformative art, parody, invention, among an assortment of various creative avenues. “Each advance” in the progress of the arts and sciences builds upon works “fashioned by prior thinkers,” and so there is “no such thing as a wholly original thought or invention” (Leval). Due to the derivative nature of the arts and sciences, it is difficult “to lay down any general principles applicable to all cases,” it is for this reason why the court’s findings, and as a result the Fair Use Doctrine, were written in without a defined standard (Story). Since no clear standard has yet to be made, courts often vary in opinion in regards to cases involving the Fair Use Doctrine. The results of these varied opinions due to the lack of a clear standard by which to judge fair use are incorrect sentencing, extended time periods during which the court must come to a conclusion, and as a result of these consequences, increased legal costs.
These legal costs can vary in price and as more fees are added, the price can increase dramatically. In the District courts, these fees can individually cost anywhere between $6 and $176 per document filed, search conducted, and reproduction of evidence made in order to present testimonial information of the case to the court (“District Court”). Fees in the Appeals Courts can individually cost between $11 and $500 (“Court of Appeals”). These costs do not include what paid attorneys charge for their services, and while there are pro bono, or court appointed, attorneys, these lawyers usually do not have nearly as much experience as their paid counterparts nor are they normally as effective since these attorneys do not as much incentive to win case since their paychecks do not depend upon these cases. In addition to this, there are “few” true “experts” on intellectual property law, let alone Copyright law, in the United States, as intellectual property rights is a complicated subject (Ainsworth).
In some other countries, the line between fair and unfair use is more defined than in the United States, and as a result, these countries have reduced costs and damages from intellectual property rights litigation. The Spanish Intellectual Property Act states that the “author’s rights are to be limited only ‘in cases this law provides,’” these limitations were specified in the statute “narrowly” so they would only apply to certain “circumstances” (“Fair Use and Fair Dealing in Foreign Countries”). Similar to Spain, Begium has no guidelines for fair use, but rather states specific exceptions to copyright infringement (“Questionnaire on Copyright”). In contrast, the United States does have a law which provides four factors from which a work can be considered fair use and exempt from copyright infringement. Of these four factors, three of them can be found in the exemptions listed in the Belgian and Spanish Copyright laws. There are also other “additional exemptions” which are “narrowly crafted and apply only under specified circumstances, to narrow classes of works, and for specifically defined activities,” just like the Belgian and Spanish Copyright laws (“Fair Use and Fair Dealing in Foreign Countries”). The Spanish and Belgian Copyright laws have specific exemptions for fair use; the United States should adopt more specifically defined exemptions for the use of copyrighted material.
The purpose of The Statute of Anne, which put forth the first law regarding copyright, was to prevent the financial “ruin of authors and their families” which “too often” came about due to the “practice of pirated publication” (Leval). Statistically, in a study performed between 2000 and 2010, the United States showed that litigation involving patents, a type of copyright, had extremely high damages that were being debated within the case, as well as average costs of a lawsuit falling between 1 million and 10 million Euros, this would be between $1.2 million and $12 million during this indicated time period. During this same period of time, both Belgium and Spain experienced low damages while amounting to average costs that fell between 50 thousand and 100 thousand Euros, this would be between $60.6 thousand and $121.2 thousand (Graham and Zeebroeck).
This success in the reduction of the average cost and damage from intellectual property litigation in Belgium and Spain can be applied to the United States due to the similarity in the copyright laws between these countries. It is quite possible for the United States to modify its Copyright law to be more specific, and thus promote better understanding of the parameters of the Fair Use Doctrine. The specifically defined exemptions of Belgium and Spain have helped these countries greatly reduce the damages and costs of intellectual property litigation and similar, clear definitions of the limits of fair use should be implemented in the U.S. Copyright Law.
The confusion surrounding the Fair Use Doctrine also presents a moral issue. The Catholic Church is considered by many to be a leader in the promotion of human rights with numerous charities throughout the world dedicated to providing for those in need and advocating for nations to serve the needs of their people. “All people,” according to the United States Conference of Catholic Bishops, “have a right to life and to secure the basic necessities of life.” For this reason, the Church “locates intellectual property rights within the broader framework of common good,” as these rights are meant to ensure a necessary component of life, “economic security” (“A Catholic Framework for Economic Life”). However, the confusion of average citizens and judges in regards to the meaning of fair use in the Fair Use Doctrine can cause moral dilemmas and destabilize financial security.
Theft is forbidden by the seventh commandment in Catholicism, which states “You shall not steal” (“Life in Christ”). According to the Catechism of the Catholic Church “unjustly taking or keeping the goods” of another and “wronging him in any way with respect to his goods” is a sin. Copyright infringement constitutes the idea that the intellectual property of one person has been stolen by someone else. This, along with the confusion surrounding Fair Use in that it “provides no guidance for distinguishing between acceptable and excessive levels,” creates an environment in which a person cannot properly differentiate whether or not his or her actions are moral (Leval). Thus, since a person may not be able to properly differentiate what theft is in regards to the copyright law, he or she may inadvertently wrong another individual without knowledge to the wrongdoing.
Beyond the consequence of inadvertently stealing the work of another, there is also the dilemma of high court costs in intellectual property cases. The issue of fair use and copyright, when considering the purpose of the Copyright law, boils down to the financial gains or losses in the intellectual property market. The original copyright law, the Statute of Anne, was created in order to prevent the financial “ruin of” authors “and their families” by securing the rights to “copies of printed books in the authors or purchasers of such copies” (“The Statute of Anne”). The United States’ Copyright law is similar in its system, ensuring “Authors and Inventors” certain rights to their “Writings and Discoveries” (Pallante). Even the Fair Use Doctrine deals with money in its fourth factor, “the effect of the use upon the potential market for or value of the copyrighted work” (“Section 107”).
When allegations of copyright infringement are made and brought to court, these accusations can bring about massive court costs. These court costs are far too high for people to afford with average costs of intellectual property litigation between 1.2 and 12 million dollars (Graham and Zeebroeck). Such costs would cause extreme hardship for individuals and their families. Government institutions and the “economy exist for” the people, not the other way around. Such large costs would unfairly penalize the accused and their families, and would prevent these people from fulfilling the call to “provide the needs of their families.” In addition, these costs would discourage people from participating in intellectual creativity that would promote innovation through arts and sciences, and, as a result, hinder creative individuals from meeting their “obligation to contribute to the broader society” (“A Catholic Framework for Economic Life”). Thus, the Fair Use Doctrine should be amended to be clearer in its meaning of what constitutes as fair use through the addition of a definition of transformative use which would define a line between fair and unfair use of copyrighted material.
On the other hand, in some court cases, the justification for transformative use can undermine the other factors meant to safeguard the rights of Copyright holders, which must be overcome in order to claim fair use. This can have a negative effect on the incentive to create by tipping the balance of the Copyright system in a direction in which the rewards for creativity and innovation. One such lawsuit, as mentioned earlier, is the Salinger v. Random House, Inc. and Ian Hamilton court case. This dispute over copyright infringement, involved an author, a biographer, and, as the judge of the case, Judge Pierre N. Leval.
The biography of J.D. Salinger by Ian Hamilton contained the contents of a number of unpublished letters by Salinger. These letters are protected under the Copyright law, so in order to avoid obvious infringement, Hamilton paraphrased Salinger’s letters. However, his paraphrases of the letters were extremely close in similarity, replacing only a few words within those passages with words of close relation to one another, and taking the most interesting information from the letters for the biography (“Salinger v. Random House and Ian Hamilton”). Leval, in his analysis of the case, viewed that the amount of which Hamilton copied the unpublished letters was “minimal” and added up to fewer than “30 instances,” claiming that the use was fair and transformative (“Salinger v. Random House, Inc.”). However, these “30 instances” likely only dealt with the direct quotes Hamilton used from Salinger’s letters, not the paraphrases (“Salinger v. Random House and Ian Hamilton”). In his decision, Leval ignored the second factor of the Fair Use Doctrine, “the nature of the copyright work,” by denying Salinger his right to first publication of his unpublished letters. Also, in not observing the similarities between the biography’s passages about the letters and the letters themselves, the judge did not properly assess the quantity of the amount of copyrighted material “used in relation to the copyrighted work as a whole.” Lastly, Leval does not take into account the “effect” the biography’s use of copyrighted material from the letters would have on the “potential market for or value of the copyrighted work,” had Salinger decided to publish these letters (“Salinger v. Random House, Inc.”). By ignoring these essential factors, Leval disrupted the balance of the Copyright law, whose main purpose is to protect the intellectual property of copyright holders from being unfairly used by others.
Following Leval’s decision on the case, as the New York District judge at the time, the case was appealed to the U.S. Court of Appeals for the Second Circuit where it was “reversed and remanded.” Orders were also given to prohibit “publication of the biography in its present form” (“Salinger v. Random House, Inc.”). While ordinary, everyday “paraphrasing is not copyright infringement” according to Attorney Jason Saunders, the close paraphrasing displayed in Hamilton’s biography of Salinger can constitute infringement upon intellectual property rights. Leval even admits to making “some error in Salinger’s case” in his essay. However, in the essay, he “never answers the question,” he simply “poses the issue” surrounding the Fair Use Doctrine, offering “no resolution” as to how to fix the issue, and actually further confuses the meaning of the Fair Use Doctrine (Ainsworth).
The disagreement between rulings in intellectual property rights cases mentioned in Leval’s essay is a natural occurrence in the judicial system. The Fair Use Doctrine is open to interpretation, and thus judges will have differing opinions in regards to the cases involving it, after all, “judges are human” and humans disagree all the time (Ainsworth). According to Attorneys Jason Saunders and Charles Ainsworth, the majority of intellectual property cases are settled outside of court. About 80% or more in intellectual property cases, according to Ainsworth, and more specifically about “95% of patent” disputes are “settled before trial” according to Saunders.
Most Appeals Courts are presented with only the “closest calls” in intellectual property rights litigation, and so could really go either way in their decision as to what is fair use in these trials (Saunders). Since these lawsuits are usually extremely debatable, the Appeals Courts, where appealed court cases go to be debated after the initial debate, will naturally have higher reversal rates. In addition, the Federal Circuit Court only saw 13 intellectual property cases between 1999 and 2008, which is nearly a 10 year period of time. Only 1 of those 13 was not reversed in any way from the previous decisions of other courts (Hofer). However, since lawsuits usually go through more than one court before arriving at the Federal Circuit, the decisions on these court cases are more likely to reverse at least once between those courts than fully agree with each other.
The reason why there is no clear standard in Fair Use is because we do not have a perfect standard, and if we do not have a perfect standard that can be set up, we shouldn’t have one (). It is “better” to not have a “standard to tell how much is too much.” There may not be “much guidance as to how much is too much, but there should probably not be.” There are so many different factors to consider in each case, and the “facts are different in different cases,” so no “meaningful standard” could even fathom to “say what to consider” (Saunders.) A definition of transformativeness may “not” even “make a difference” when it comes to the interpretation of the law by the courts, according to Saunders, and there is no real point to amending a law when the amendment will do nothing to better the interpretation or implication of the law.
Additionally, while the Copyright systems may appear to be better than the United States in Spain and Belgium, the statistics that Graham and Zeebroeck present are unfairly skewed against the United States in a number of areas. First of all, Spain and Belgium are far smaller countries than the United States and have smaller populations, and thus have fewer people to file intellectual property rights lawsuits. Additionally, the United States uses “private intellectual property rughts and market-based competition” to “promote economic growth through innovation”, so people in the United States are more likely to file for intellectual property rights protection and lawsuits when those rights are violated (Pate). The average costs of intellectual property lawsuits in Belgium and Spain also do not account for punitive damages, while the costs in the United States do account for these damages (Graham and Zeebroeck). These punitive damage costs in the United States for those determined to be violators of intellectual property rights by the court, are put in place to discourage copyright infringement and protect copyright holders against monetary loss that could lead to bankruptcy. Such punitive costs are placed in a number of other types of cases involving other law violations, these costs help to reduce the incentive to break the law (Gottlieb). Such punitive costs in court are often avoided, however, because most intellectual property cases are settled outside of court (Ainsworth). Spain and Belgium courts settle, on average, intellectual property rights cases more quickly than the United States (Graham and Zeebroeck). This is likely due to their specific exemptions which do not leave much room for debate. However, they also do not offer much room for creativity to flourish, and so leave little chance for economic improvement through invention or artistry as the United States does. Due to this, these other countries do not have a better set up for their Copyright law than the United States (Ainsworth). Thus, this shows that specific exemptions alone may not aid in promoting creativity.
The punitive costs of intellectual property rights cases, combined with court costs appear to be extremely expensive, and they are for most people. However, most intellectual property cases are settled outside of court for the very purpose of reducing cost, so if there is a concern about the cost, the issue can be settled out of court for a lower expense (Saunders). Though the compensation for damages from infringement aids in the prevention of the financial ruin of holders, it usually does not ruin those who have to pay compensation either. Punitive damage costs for infringement are only taken from profits in regards to the infringement, usually only a portion of those profits. This is shown in the Pharrell Williams and Robin Thicke v. Mavin Gaye family case, in which Williams and Thicke together paid “Gaye’s family $7.4 million in compensation,” however, the song “Blurred Lines” which was disputed over in court, earned the singers and song writers about “$5 million” each, and “raked in $16 million in profits” (Yahr). Thus the performers were not bankrupted by the lawsuit, but did pay for the copyright infringement upon Marvin Gaye’s song.
On a more theological standpoint, a person can sin without knowledge to the fact that he or she is sinning. So the confusion surrounding the Fair Use Doctrine does present an issue. However, according to the Church, “we are supposed to remain forever” in the education of “His word and under counsel of the Spirit” in order to, hopefully, “better understand God’s expectations and thereby cease sinning.” It is “by our faith in Christ” that “all our sins are forgiven,” these sins include “those we know” and the sins that “we” do not “know” (“Can Someone Sin and Not Know It?”).
So, while the issue surrounding fair use presents a theological issue, this can be solved by individuals through their faith and works. Also, the elusive definition of fair use given in Section 107 of the Copyright Act of 1976 by the four factors creates incohesive opinions amongst judges as to what is and is not fair use, however, in Leval’s essay “transformativeness” was simply an explication of his interpretation of the meaning of the first factor of the fair use doctrine (Leval). Thus, by adding a definition of it, the revision to the law may add more weight to the first factor. As a result the addition may mistakenly express the idea that the first factor is more important than the other three factors, and would thus tip the balance between copyright and fair use. The definition of “transformativeness” presented is only an extension of the first factor, and through its widely applicable definition, may cause further dissention between judges. However, it is even more likely to do nothing at all, according to Saunders, so there would be no point to amending the law when no positive change would come about.
While specific exemptions appeared to lessen the cost of intellectual property litigation, the statistics did not present a full picture of comparison between the United States and the European countries of Belgium and Spain. The United States is also different from these two countries in its priorities. While Spain and Belgium as well as other European countries spend several years thinking through the making of a product before actually creating it, the United States prioritizes fast production and fast solutions, getting products on the market while the same types of products are still in the developmental stage in the European countries (Ainsworth). If the United States were to use more specific limitations in regards to fair use, the limitations might strangle creativity. Also, there is no way to standardize the interpretation. If it were to attempt such an endeavor, the country’s legislatures would be forced to create hundreds of specific exemptions in order to maintain the same amount of output.
In the courts, while judges may have differing opinions as to the true meaning of fair use, there will always be dissenting opinions between judges. Even on the most seemingly straightforward cases in court have differing opinions as to what is right, what is wrong, and the amount of punishment that is due to violators of the law. The proper course of action in the issue of fair use is to leave the Fair Use Doctrine as it is and allow the courts to decide in each case whether or not the use is fair.


One of the main ways I learned growing up was through books. Whether it was traveling to another place or time or learning about different groups of people, books helped me make sense of parts of the world I didn’t understand. It makes perfect sense that books can work the same way for military kids and their lifestyle. There are a lot of books for military kids out there and I collected a few of my favorites in honor of the Month of the Military Child.
Night Catch has extremely positive online reviews and beautiful illustrations. The story follows a little boy who plays a nightly game of catch with his deployed dad thanks to the North Star. I think it does a great job reminding little ones that even if daddy isn’t physically present, he’s still thinking of them.
I included Paper Hug because of how neatly it ties into having kids help with care packages. You can read the book with your little one and then work to create your own paper hug to send in your next care package.
I Miss You! is more of an activity book than a storybook and is probably for slightly older children. I think it would be great for the soon-to-be deployed parent and child to go through it together prior to the deployment. It will be a good conversation starter, especially for children who can’t quite express their concerns yet.
Most books for military kids deal with a deployed father, but My Military Mom focuses on another version of a military family and I really like that. All too often, we forget that those at home may include a dad instead of a mom. If this book fits your family’s situation, I definitely recommend it.
I had to include one about a Navy family and Red, White and Blue Good-Bye is just that. I like that the little girl is feisty and tries to hide her dad’s boots in order to keep him home. Those little touches make the book and characters more relatable to children who may very well try the same thing.
H is for Honor is last on my list of books for military kids, but that doesn’t mean it’s my least favorite. The illustrations are gorgeous and the book has a lot of information in it. It’s probably a bit long for little kids; it’s recommended for grades 1-4, but I would say it’s probably better for grades 3-5, depending on your kid’s attention span. I like that it covers more topics than just deployment and incorporates all the branches so there’s something for everyone.
Books for military kids may not cover every unknown of the military lifestyle, but they can go a long way to getting the conversation started, especially when they’re about difficult topics. Do you have any favorite books for military kids? Share them in the comments!


Crime stories are always gripping. It keeps you hanging on the edge of your seat as the author keeps you guessing who the culprit really is or what the root of the crime was.
If you are a sucker for crime stories, here are some underrated but totally awesome crime novel authors you should check out:
- Cara Black. Black has captivated readers since 1999 when she released the first instalment of her Paris-based crime series that features Aimée Leduc, a private investigator. The first book was Murde in the Marais, while her 2014 book is called Murder in the Pigalle, which involves the preparation of the 1998 World Cup.
- John Burdett. This is an entertaining story about crime solving Thai Detective Sonchai Jitpleecheep, whose father is an American GI during the Vietnam while his mother was a Thai bar girl. The detective is witty and knows his way through the nitty gritty streets of Bangkok in solving crimes.
- MP Cooley. This new comer shocks you with his book Ice Shear, which starts with a woman impaled gruesomely on an ice pick in the cold Mohawk River. Widowed FBI agent June Lyons was first on the scene.
- Alan Glynn. The Dark Fields is one of his works that inspired the motion picture Limitless, starring Bradley Cooper and Robert De Niro. His second book was Winterland, which was a political crime thriller about the downfall of the Celtic Tiger. His book Bloodland won the Irish Book Award for Crime Fiction. It is another political roller coaster ride set in Ireland and the Congo involving an ex-Irish Prime minister and a US presidential candidate.
- Ian Hamilton. He used to be a diplomat and a journalist. He writes about feisty forensic accountant Ava Lee, who is based in Toronto. His business partner in Hong Kong known as “Uncle” is linked to the triads.
Here are other honourable mentions:
- Deon Meyer
- Kathy Reichs
- Leonardo Sciascia
- Peter Temple
- Sarah Weinman


On this page there are notes, problem sets, and other items for the Master’s Game Theory and Experiments course. The textbook used was Gibbons. Game Theory for Applied Economists. Princeton, 1992. Please be aware that there may be errors in the notes – it is not intentional, but they do happen.
Chapter Outlines for Gibbons:
Methods of Proof (from Epp)
Chapter 1 Simultaneous games of complete information
Chapter 2 Sequential games of complete information
Chapter 1/2 Games with a continuum of strategies (Cournot and Bertrand)
Chapters 3 Simultaneous games of incomplete information
Chapter 4 Sequential games of complete information
Monty Hall problem (explanation of Bayes Theorem)
Notes on Experiments
Some reasons why economic experiments with humans are reviewed
There are many experimental economists who would argue that, and I am paraphrasing even though it is in quotes, “We are not requiring anything of subjects than we might in a typical classroom setting, so why should we have to deal with an IRB or Human Subjects Committee”. Here are some reasons why:
The Tuskegee Syphilis Experiment (1932-1972)
The Nazi Medical Experiments (WWII)
Those first 2 experiments involve medical practices, so they have a somewhat questionable link to what an experimental economist does (though that is changing over time). This next set of experiments are a little closer to what an experimental economist might do, except that we might give the “teacher” incentives for each time he obeyed an order (though many didn’t need the additional incentives to obey the experimenter).
The Milgram Experiments (1961-1985)
UNCC Human Subjects Information
Background readings on the experimental methodology and some early market experiments:
Note that these links are from JSTOR so you may need to log into the library’s system using your Novell account if you wish to access them from home.
Smith, V. “Microeconomic Systems as Experimental Science” American Economic Review 72 (1982) 923-955
This paper lays the groundwork tying experiments and microeconomics together as a science. It’s a more rigorous discussion that can be read along with chapters 3 and 4 of the Friedman and Cassar text.
Siegel, S. and D.A. Goldstein “Decision-making Behavior in a Two-Choice Uncertain Outcome Situation” Journal of Experimental Psychology 57:1 (1959) 37-42.
This paper is in the psychology field but is one of the key reasons that monetary rewards are used in economics experiments.
Smith, V. “An Experimental Study of Competitive Market Behavior” Journal of Political Economy 70 (1962) 111-137. Also, see Errata on pages 322-323 of the next issue of the journal.
This is Smith’s early experiment on the double auction institution that establishes that the economic institution is an important feature that can affect market outcomes.
Plott, C. “Economics in 2090: The Views of an Experimentalist” Economic Journal 101 (1991) 88-93.
This is just a quick read by Plott (basically the guy who got Smith to start doing experiments again) trying to predict the future of experiments in economics.
Smith, V. “Constructivist and Ecological Rationality in Economics” American Economic Review 93 (2003) 465-508.
This is Smith’s revised Nobel lecture.
Kahneman, D. “Maps of Bounded Rationality: Psychology for Behavioral Economics” American Economic Review 93 (2003) 1449-1475.
This is Kahneman’s revised Nobel lecture.
Chamberlain, E. “An Experimental Imperfect Market” Journal of Political Economy 56 (1948) 95-108.
This is Chamberlain’s experiment on the “random meetings” institution. This is the experiment that spurred Smith to run the double auction experiments.
There are many more papers that a budding experimentalist can read. These are just to get you started and provide some background of where experimental economics has come from and where it has gone. Also, there is a long history of individual choice experiments (dating back to Thurstone before the Chamberlinian experiment) as well as some interesting early game theoretic experiments done in the 1950s and 1960s.
There are books on bargaining behavior by Fouraker and Siegel (one in 1960 and one in 1963 – I have read most of the 1963 book and enjoyed it) and there is a book containing game theoretic experiments edited by Thrall, Coombs, and Davis, Decision Processes, published in 1954 (I have not read this book so I do not know how useful one might find it). Also, for some of the introductory material I will draw from Chapter 1 of The Handbook of Experimental Economics edited by John Kagel and Al Roth, but you do not need to read that material.
Problem Set 1; Answers
Problem Set 2; Answers
Problem Set 3; Answers
Problem Set 4; Answers
Problem Set 5; Answers


Documentation and Dissemination Program
The objective of EAAF's information and dissemination program is to increase the availability of information to those communities and families directly affected by human rights violations and the concerned public about the application of forensic anthropology and other relevant sciences to the investigation of violations of human rights and humanitarian law. For this purpose, EAAF is currently establishing an audio-visual documentation center.
Since the foundation of the EAAF in 1984, knowledge about the availability and use of forensic anthropology to human rights work has grown from being a virtually unknown field to becoming a very relevant and sometimes indispensable tool for documenting human rights violations.
The core materials include:
1) Our on-going Annual Report, one of few publications dedicated to forensic science and human rights;
2) Following Antigone: Forensic Anthropology and Human Rights Investigations, a video co-produced with WITNESS on EAAF's work;
3) "El Ultimo Confin del Mundo," a video co-produced with Mambo Productions about the experiences of four families from Cordoba Province in Argentina whose relatives were disappeared during the country's last military dictatorship;
4) Tumbas Anonimas (Anonymous Graves), a book published by EAAF about the early years of the team's work;
5) A travelling photo exhibit.
These resources serve as an in-house reference for journalists, human rights organizations, students, academics, and scientists. In Buenos Aires, the team offers audio-visual and document archives accessible to the public. The team also gives dozens of seminars and workshops each year to organizations, judges, lawyers, committees of the disappeared, anthropology students, and other groups.


There are many options for making felt story books, including using an old hardcover book or a two-sided canvas panel. The canvas panel should be slightly smaller than the book and thin enough to fit inside the felt book. Stores often sell thin and thick canvas panels, so you can decide which one you want to use. Once you’ve chosen a material and the dimensions, you can create your own felt story book. Once the project is finished, you can add some color to the pages with felt paint or a permanent marker.
Kaplan offers flannel boards
The flannel boards are a great way to get children involved in a story. They can move the pieces around on the board to re-enact the story. In addition to being a great way to promote language development, they can also help kids develop comprehension skills. Kaplan also offers flannel boards for felt story books. The kits can be purchased online for less than $2.
You can buy kits with different felt pieces, such as animal sets, alphabet and numerals, or Bible stories. You can also buy googly eyes, ribbon, pom-poms, and colored markers for easy assembly. Many websites also offer patterns and rhymes for felt pieces. Make sure to check each site carefully before purchasing a felt set. They may have outdated links or broken images, but they will still help you plan and create a great flannel board.
Felt sets for story books are a great way to encourage role-play and storytelling in young children. These inexpensive materials make excellent learning tools and promote numeracy and narrative skills. Felt sets for story books can be used with any storybook, including classics and new creations. In addition to providing hours of imaginative play, they help children learn more about the world around them and develop their language skills. There are many great ways to use felt sets in the classroom.
The charming Story Sets are a great way to introduce your children to the magic of storytelling. These sets include a storyboard with hook and loop receptive dots for easy display. You can also purchase a larger set containing all 3 story sets. These are perfect for story time and come with a CD or two. Each set comes with felt story pieces and word cards. There are even activity guides for the individual sets.
Adding tactile illustrations to a children’s story can be an effective way to add a unique touch to a book. These illustrations can be added to a published book or self-written book, as long as the text of the story provides context for the images. Felt images are not a substitute for traditional illustrations. Listed below are some tips for using felt images in story books. You can also learn about the different techniques used by authors and illustrators to create tactile illustrations for children’s books.
Children love to retell stories using the pieces of felt board, allowing them to stretch their imagination and foster their creative self-expression. Storytelling is an important skill for language and memory development, and children are able to develop this skill as they listen to the storyteller and see the characters in the felt board. When used in combination with a storyboard, these images are also a fun way to incorporate flannel into the story telling process.
Felt word cards
Felt word cards for story books are a fantastic way to promote early literacy skills and language development in your little one. You can buy these cards in a variety of shapes and sizes and you can mix and match different ones for endless learning possibilities. Some of the sets even come with activity guides. These are great for circle time or for individual stories. To create your own set, you can use the materials available at your local craft store.
Felt board stories are great for incorporating the language and fine motor skills of young children into storytime. The colorful pieces are easy to replace with more. To add more pieces to your story, cut out felt patterns and pin them on your board. Your child can easily add more shapes, colors, and patterns to add to their felt board story. They can even play games using the flannel pieces, such as making fish in the sea, sharks, and whales.
Felt story books encourage children to engage in screen-free, imaginative play. Because felt naturally sticks to other felt, your child can create their own scenes by sticking the pieces together. These stories are great for role play, story telling, and categorization of objects. Alphabet story sets are great for letter recognition, sounds, and spelling. Flannel boards are also a fun way to incorporate language development into story time.


Drawing inspiration from the very illustrative poem My Shadow by Robert Louis Stevenson, author Julia E. Antoine writes the eleventh and final installment in the Too Clever series.
Twelve year old Susan, who is on the brink of adolescence, hates being called Peter’s shadow. At the rate at which Susan is growing, it seems as if she’ll never catch up in height to her brother Peter and his friends. However, when she looks at her shadow, it seems to be as tall as Peter’s! As a result of this, Susan wants to get to the bottom of the puzzling mystery of the height of the shadow.
The book highlights Susan’s desire which is to appear as a real adolescent in the eyes of her brother and his friends. In an underlying tone, the book further highlights the struggle pre-teens face as they are caught between two worlds – the world of childhood and the world of adolescence. We can see this in Susan’s refusal to play with her best friend Marcie and her dolls, and her need to fit in with Peter and his friends. Hence, the struggle Susan faces is fostered in her curiosity to understand how the shadow works. Believing that her shadow seems taller because she had miraculously grown an inch is a subconscious yearning to actually be as tall as her shadow portrays. Her shadow was doing for her what her body had failed to do.
The information she picked up from her research on shadows for her class project casts light on the subject, and she found that the position of the sun determines the length and the size of her shadow. Realizing that in fact the truth lies in the light source and not her body actually growing was a real eye-opening experience for Susan. What she couldn’t make up for in height, she made up for in knowledge. That evening at the dinner table when she spoke about her project, even Peter had to admit he didn’t know the sun’s position determines the height of the shadow. Susan felt taller then.
Susan’s Shadow by Dr. Julia E. Antoine is a fun and lively read, with subtle undertones about pre-teen struggles which can be seen in the constant tug-of-war between childhood innocence and puberty.
This final installment brings to a close the Too Clever series, and as usual, Antoine brings the plot to an end with the warmth of friendship, an underlying thread that runs throughout several stories in the series.
Collect all eleven installments! Visit the author’s website for more details at www.too-clever.com


A series of author-led book discussions supporting local literacy programs
Read Between the Wines is The Junior League of Dayton’s newest fundraising initiative! With it’s premier year in 2019, this special series of three events includes author-led book discussions to raise money for community literacy programming.
Along with the book discussions, Read Between the Wines, features wine tastings, hors d’oeuvres and lively discussion with a local author.
Those interested in attending the spring events can purchase tickets for individual authors or purchase a package for all three.
To view this year’s events please view our event calendar.


4 ways schools can celebrate World Book Day
World Book Day takes place on 5 March and is an exciting celebration of books and reading. Find out how your school can mark this special day in our blog.
With the twenty third World Book Day taking place on 5 March, this article looks at some fun tips and ideas for teachers and students to mark this celebration of reading in the classroom.
So, make sure your school is ready to participate in World Book Day this year with creative ideas that don’t just involve parents buying their kids fancy-dress costumes!
What is World Book Day?
World Book Day takes place every year. It’s an international celebration of authors, illustrators, books and reading that’s marked in over 100 countries around the globe. The main objective of World Book day is to encourage young people to discover the joy of reading by giving them the opportunity to receive a book of their own via book tokens and resource packs sent to participating schools and nurseries. In an increasingly digital world, the benefits of reading – a larger vocabulary, increased empathy and better concentration – should not be forgotten.
How can my school mark World Book Day?
Supermarkets have caught on to World Book Day and most of the major stores now sell fancy-dress costumes. However, there are many ways your school can mark this special day without a particular emphasis on fancy-dress. These include:
1) Holding a book drive
Put out a call for any unwanted books a few weeks before World Book Day. Designate a collection point for them and make sure it’s clearly signposted. Specify the types of books you would like (if desired) and use your school’s social media channels to raise awareness and give updates on progress.
2) Reviewing a book
Choose a book and ask your students to review it. Ask them to consider questions such as:
- Who’s your favourite/least favourite character and why?
- What’s your favourite part of the book?
- Did you like the ending?
- What didn’t you like about the book?
Hold a class debate to discuss the reviews or ask students to work in small groups to share their thoughts and opinions.
3) Reading your favourite book in class
Ask your students to bring in their favourite books and get them to choose a paragraph to read to their fellow students in class. Or, use an electronic whiteboard or interactive screen to display pages from selected books and introduce some reading-based whole-class activities.
4) Sharing and displaying your thoughts about reading
Ask your teachers and students to write down what they love about reading (in a couple of sentences at most). Use these thoughts to create colourful, inspiring display boards for World Book Day to hang up around your school.
These are just some of the many ways that your school can participate in this important celebration. So, support World Book Day and encourage your students to make time for books and reading!
Is your school looking for equipment to make the most of World Book Day? Get in touch with our friendly team!


APA provides different reference formats for over 100 source types, including books, articles, and webpages. See examples!
APA provides different reference formats for more than 100 source types. Therefore, it’s essential to first determine what kind of source you’re dealing with. In some cases, this isn’t as easy as it sounds.
Sources can take the form of a webpage or PDF file, but this is just the medium. When digging deeper, you may find that this webpage is actually a newspaper article, blog article, or press release. The PDF file could be a government report, journal article, or brochure.
Choose the most appropriate source type from the list below. Can’t find a suitable one? Check out the
official APA Style website
for even more reference examples.
In APA Style, a personal communication is any source that is not accessible to your readers. Personal communications are cited in the text, but not included in the reference list.
Another researcher stated that the results so far looked “very promising” (A. Smith, personal communication, July 15, 2015).
What is a personal communication?
A personal communication is any source you refer to that the reader will not be able to access—either because it was not recorded, is deliberately kept private for reasons of confidentiality, or is accessible only to a specific group (e.g. members of a particular institution or online community).


At the base of the Bleeding Hills stretches a thousand-league wood, a place called The Hoven, where black pools gather the tarry blood of the uplands, and the king-mage Sutherex sits in benevolent rule. Once a sworn protector of the Hoven lands, Clinkz earned a reputation for his skill with a bow. In the three-hundredth year of the king-mage, the demon Maraxiform rose from sixth hell to lay claim to the forest. In response, the king-mage decreed an unbreakable spell: to any who slew the demon would be granted Life Without End.Unaware of the spell, Clinkz waded into battle, defending his lands against the demon’s fiery onslaught. Clinkz drove Maraxiform back to the gates of sixth-hell itself, where on that fiery threshold the two locked in a mortal conflict. Grievously wounded, the demon let out a blast of hellfire as Clinkz loosed his final arrow. The arrow struck the demon true as hellfire poured out across the land, lighting the black pools and burning Clinkz alive at the instant of the demon’s death. Thus, the mage’s spell took effect at the very moment of the archer’s conflagration, preserving him in this unholy state, leaving him a being of bones and rage, caught in the very act of dying, carrying hell’s breath with him on his journey into eternity.


Charles Walts and Tommye White are both certified business continuity planners. Between them, Mr. Walts and Ms. White have over sixty years of combined consulting experience developing contingency plans for private sector corporations and government agencies.
Charles is a first time author who served in the United States Army for more than twenty-six years and retired at the rank of Colonel in 1988. After retirement, Mr. Walts was the Information Technology Strategic and Disaster Recovery Planner for the Texas Education Agency.
In 1997, Mr. Walts became a professional business continuity and disaster recovery consultant for a major BC/DR consulting firm. Here he developed more than 300 plans for organizations in the United States, Canada, China, Japan, and Puerto Rico before becoming an independent contingency planning consultant in 2009.
Co-author Tommye has more than 35 years’ experience in business and government contingency planning. For the past seventeen years, she has worked as an independent contingency planning consultant for many organizations where she developed recovery plans and trained hundreds of companies’ employees. From 1986 to 1996, Ms. White was the Manager of Information Technology Administrative Services and Disaster Recovery for the Texas State Comptroller of Public Accounts. During 1996 and 1997, she worked for a large BC/DR consulting firm, where she was responsible for providing professional business recovery services.
Rest In Peace Tommye
Life comes with an expiration date; sometimes sooner than expected.
This became true for my close friend, business partner, and co-author, Tommye White, who passed away on June 14, 2016.
The biography in this book does not do justice to Tommye. She was a West Texas woman who was fun, kind, intelligent, and self-reliant. Tougher than boot leather when she had to be, Tommye was the most caring, generous, sweetest, and sometimes the most stubborn woman I ever knew.
Her contributions to the writing of this book are immeasurable.
Rest in Peace, Tommye. You will forever be missed.


THE LIBRARY, LEEDS
Leeds Library, Commercial Street, is reputed to be the most haunted building in the centre of Leeds. To look at it from the outside, it appears unassuming. If you’re a Leodian, I’d bet you’ve walked past it 100 times and never even noticed it. I doubt you will again.
The purpose built Library was constructed in 1808. The architect, Thomas Johnson was said to have had ‘unconventional’ beliefs, which fed into the design of the building. Although unconfirmed, it’s believed that the design is rooted in ancient secrets regarding the structure of the Temple of Soloman – six pillars over five alcoves, which the Library displays. Whether this has anything to do with the multiple spirits the building hosts, who knows? But there are many, well documented accounts describing the five ghosts of Leeds Library. This story focuses on the most publicised and reputable account.
Late one spring evening, 1884, the 28-year-old Librarian, John Y.W. Macalister, was working in his office. Noticing the time, 10.55pm, he realised that he needed to dash to make it for the last train to Harrogate, where he resided. He picked up the lamp that illuminated his office and walked down the hall that led to the main Library. At the far end of the hallway, he saw a man.
The figure turned and walked to the main Library that lay at the end of the corridor. Thinking the figure was a thief, Macalister turned back to his office, took a revolver from the safe and cautiously made his way to the Library where he intended to challenge the intruder.
Entering the Library, Macalister saw nothing unusual. With his heart pounding, he shouted, 'show yourself', at the top of his voice. By his own admission, the shouting was more in the hope of attracting a passer-by rather than drawing out the thief.
Then, near the corner of a bookcase, he saw the figure again – this time getting a much better look, Macalister later described the face as, ‘Pallid and hairless. The orbits of the eyes were deep’. The figure then turned and walked to a small WC, which only had access from the main Library. Dashing over, thinking he’d got the intruder cornered, Macalister flung open the door of the WC and intended to greet the intruder with his revolver outstretched. However, he was met by an empty room.
Macalister checked the tiny window in the WC – locked from the inside. He checked the cupboard under the sink, knowing it was too small to conceal even a child, he checked it anyway – it was empty. There was nowhere else for the figure to hide. At this point, slowly working through what had happened in his mind, the hairs on the back of his neck and arms began to rise. Macalister then did what most of us would do – he left the building as quickly as possible.
The following morning, Macalister recounted his story to the Reverend Charlie Hargrove who was a member of the Library’s committee. Upon hearing the description of the intruder, Rev Hargrove declared, 'Why, that’s old Sternberg'. Soon after, Macalister was presented with a number of photographs of his predecessor, Vincent Thomas Sternberg who had died in the Library the previous spring – Macalister and Sternberg had never met. Unmistakably, Macalister identified the previous night’s intruder as the one-year-dead Sternberg.
A full account of the events from that spring night were written by Macalister and published in the Yorkshire Evening Post in 1958.
Macalister later became Librarian at a number of renowned London libraries. He then became War Office Surgical Advisory Committee Secretary during WWI and was knighted for public services in 1919. Many would say that he was an incredibly reliable and trustworthy witness.
So, if you ever wander into the shops below the Library on Commercial Street, take a look up to the ceiling and think of old Sternberg walking the corridors above you. Then consider he’s just one of five lost souls that still lingers in Leeds Library.


Jeff Session's Justice Department Reopens the Case on 1955 Lynching Murder of Emmett Till, P1
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XXXTENTACION - Emmett Till
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The Brutal Lynching of Emmett Till
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Dar He: The Lynching of Emmett Till 2012 Full Movie
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Dar He: The Lynching of Emmett Till (2012) Full Movie Watch Now : http://smarturl.it/w22fu0 Movie Synopsis: There have been numerous treatments, in various media, of the horrific 1955 murder in ..
● Tuskegee Airmen & Emmett Till @NMAAHC
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Clip from our February 19 program. Watch all 2.5 hours here: ..
● Emmett Till's funeral (1955)
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Who Was Emmett Till? Story, Mother, Biography, Book, Facts, Legacy (2004)
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Although racially motivated murders had occurred throughout the South for decades, the circumstances surrounding Emmett Till grew beyond the details of a 14-year-old boy who had unknowingly defied a ..
The Murder Of Emmett Till - Documetary in HD
04-02-2015 / 23:46
Emmett Till was a 14-year old boy who In 1955 during the Jim Crow era, was taken from his relatives home and brutally beaten then shot in the head for supposedly whistling at a white woman in ..
Black History Month Feature: The Story Of 14 Year Old Emmett Till
04-02-2015 / 23:43
Description: "In August 1955, a fourteen-year-old black boy whistled at a white woman in a grocery store in Money, Mississippi. Emmett Till, a teen from Chicago, didn't understand that he had broken ..
Lil Wayne Switches Up His Emmett Till Lyrics While Performing 'Karate Chop' Live On Stage!
12-03-2014 / 19:30
In the video above, you can watch some footage of Lil Wayne performing "Karate Chop" live at the Bridgestone Arena in Nashville, Tennessee on July 10th for a stop on his America's Most Wanted music ..
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blaxploitation | черное кино | race ..
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Welcome to our Library!
We have most everything you could wish for, on a smaller scale than the public library, but won’t you please check us out. We have books for the early readers (easy), for the tweens and teens (junior) and for the adult readers. We have reference books, Bible Commentaries, biographies, nonfiction books that cover a multitude of subjects, and just entertaining fiction books. There are over 2,500 books in the library.
We use the same system of filing our books as the public library does. We have eliminated our card catalog, but have replaced it with a series of notebooks that are setting on the file cabinets in the library area. You can search nonfiction books by subject, easy books by author and title, junior books by author and title, and adult fiction by author and title. We’re working on updating our fiction book list to include subjects, but at the present time it is a work in progress.
This is your library, so please feel free to suggest new books. If there’s something you’d like to see, please leave us a note and your suggestion will be considered. There are many best sellers currently available.
The library board would like to thank all who have donated either books or cash or remembered us via memorials in the past to allow us to increase our inventory of books for your pleasure. We look forward to being of service to you.
Here is a complete list of the books our Bethlehem Lutheran Church Library has to offer:
INSTRUCTIONS FOR USING THESE LISTS: Clicking on one of the blocks (A-B, B-C, etc.) or the underlined link below will open up a new page for you. Near the top of this page is a small block (Find) where you can enter the name or author of a book you are searching for. Just press “enter” after you’ve entered the name of the book or author. This will highlight the book, and you will then be able to find the location of the book in the library.
Listed Alphabetically by Title
Listed Alphabetically by Author


A former public library on the north shore of Long Island in Port Washington, New York, might not be the first place where people would go if they were looking for a museum devoted to the history, culture, scientific achievements and heritage of the people of Poland. Those who do make the trip to the Polish American Museum at 16 Belleview Avenue in Port Washington will be pleasantly surprised and delighted to discover a building dedicated to spotlighting the contributions made by individuals of Polish descent.
Showcasing Polish Military Memorabilia
Founded in 1975, the museum displays historical artifacts, costumes, paintings, archival photographs, folk art and more to entertain and educate visitors. Under the current leadership of its Director Gerald Kochan and President Barbara Szydlowski it has not only carried on the founders intent but continues to expand both exhibits and the quality of the collection. One section of the museum building is devoted to a bilingual research library and archives available to students, teachers, researchers and others interested in studying about the heritage of Polish Americans.
The museum houses war memorabilia showcasing contributions of soldiers of Polish heritage in military campaigns dating back as far as the American Revolutionary War. Included in the exhibits are uniforms, medals, books, photographs and paintings. The many galleries highlight the contributions of Nobel Prize winners, composers and musicians, scientists, writers, and also feature Polish folk culture, religions and historical and political highlights.
Photographs, newspaper articles from the period, personal notes and letters, and other artifacts document Polish American contributions and participation during all epochs of U.S. history. Displayed materials include documents, paintings and records contributed by the Polish National Alliance, the Polish Roman Catholic Union of America and the Polish Falcons of America.
A bonus for visitors to the Polish American Museum interested in learning about Polish military achievements throughout history is the Center for Military Studies founded by the Museum’s current director, Gerald Kochan. Housed in a wing of the museum, the center focuses on exhibits and archives from the Polish-Soviet War in 1918, World War II and the Korean War. Included are the military contributions of modern Polish forces in the Persian Gulf, Iraq and Afghanistan.
From Chopin to Marie Curie: Honoring Polish Contributions
Exhibits at the museum are not limited to military contributions. Featured prominently are the works of Polish writers, painters and sculptors. Displays document the scientific contributions made by Marie Curie, the political achievements of Nobel laureate Lech Walesa and the musical genius of Frederic Chopin.
The Chopin exhibit includes plaster castings of his death mask and his left hand acquired in Warsaw by a member of the museum who donated them. Paintings, photographs, sheet music and books depicting the life of the composer are displayed in a room devoted to his life’s works.
Displayed in the museum’s Holocaust exhibit is a jacket worn by a Polish prisoner who was held in concentration camps during World War II. The original wearer of the blue- and white-striped jacket survived internment in seven camps from 1944 to 1945.
Special events held throughout the year in the reading room offer museum visitors the opportunity to view original photos and lithographs on loan to the museum. The Polish Supplementary School of the museum offers adults and children language classes in Polish and English. It also holds classes in traditional Polish art and dance. Public school teachers are encouraged to contact the museum to have their classes participate in programs designed to introduce children to the contributions of the heritage and culture of Poland to their lives.


The present Doodle, showed by Moscow-based visitor artist Maria Shishova, celebrates the renowned Russian poet and creator Zinaida Gippius.
Born in the city of Belyov on this day in 1869, Zinaida Gippius created stanzas, plays, books, short stories, articles still as building up and altering a solid diary known as The New Path. One among Russia’s best famous feminine writers once the new century turned over, she is seen as one of the writers of Russia’s Symbolist movement.
Zinaida Gippius was a Russian poet, novelist, editor, and dramatist, one among the numerous figures in Russian imagery. The story of her wedding with Dmitry Merezhkovsky, which persevered through 52 years, is delineated in her deficient book Dmitry Merezhkovsky (Paris, 1951; Moscow, 1991).
Raised in a family with 3 more youthful sisters, Zinaida Gippius began creating poetry at seven years of age and uncovered her work as a youngster. She met the creator Dmitry Merezhkovsky when she was 19 and wedded before long. She requested all out sex uniformity in their marriage. Zinaida Gippius moreover uncovered abstract analysis under a male pen name.
Zinaida Gippius began forming at partner early age, and once she met Dmitry Merezhkovsky in 1888, she was around then a distributed poet. The two were married in 1889. Zinaida Gippius uncovered her first book of verse, Collection of Poems. 1889–1903, in 1903, and her subsequent assortment, Collection of Poems. Book 2. 1903-1909, in 1910. After the 1905 Revolution, the Merezhkovskys became intellectuals of Tsarism; they experienced very though abroad all through this time, just as excursions for treatment of health issues. They censured the 1917 October Revolution, believing it to be a social disaster, and in 1919 emigrated to Poland.
Nearby the creator Valery Briusov, the couple—alluded to on the whole on the grounds that the “Brotherhood of Three”— presented new techniques of thinking and forming all through a period called Russia’s “Silver Age.” Their diary, still as their salon in St. Petersburg, transformed into a focal point of dynamic craftsmanship and culture, blending with a time of unbelievable social alteration in Russia.
In the wake of living in Poland, they mixed to France, and accordingly to Italy, proceeding to distribute and take an interest in Russian émigré circles, notwithstanding, Zinaida Gippius’ unforgiving abstract analysis made adversaries. The frightfulness of the expelled Russian creator was a significant subject for Gippius in movement, in any case, she, what’s more, continued exploring enchanted and subtly sexual topics, distributing short stories, plays, books, verse, and diaries. The death of Merezhkovsky in 1941 was a significant hit to Gippius, who kicked the bucket a couple of years sometime later in 1945.
Zinaida Gippius’ refrain was genuinely close to home and focused on particular conclusions, and her convoluted and formal headways would show awfully influential. Around the hour of the Russian Revolution, Gippius and Merezhkovsky’s open perspectives stressed them to move from their nation. They enriched time in Poland, Italy, and France, any place they assembled a gathering of equivalent Russian émigrés in Paris.
With her complete promise to inventiveness, Zinaida Gippius’ duty to opportunity of articulation keeps on motivate ages of artists.
The present Google Doodle laid out by Moscow-based guest artist Maria Shishova to celebrate the 150th birthday festivity of Zinaida Gippius.
Michael Favreau is a well-known poet and writer. He is a proud, novelist and also an article writer for various news sources. He was capable of writing and learning more from International news. He is a versatile genius for working knowledge of articles, news writer; his ability to generate creative ideas for marketing skills is quite commendable.


Aerospace (ISSN 2226-4310) - An Open Access Journal
with Special Issue
Usually special issues of a journal are introduced for "hot topics" and are titled as such.
The idea is here, to use the subset "Special Issue" of the journal "Aerospace" at MDPI
for a specialized scientific domain - Aircraft Design.
The current special issue (SI-3/2021) has a closing date of 31 December 2021.
aircraft, design, OAD, configuration, requirements, payload, range, certification, safety, constraints, objectives, synthesis, optimization,
aerodynamics, drag, high-lift, structure, mass, performance, stability, control, aeroelasticity, engine, systems,
operating costs, DOC, passenger, cabin, ticket, price, environment, profit, asset,
wing, fuselage, tail, undercarriage, landing gear, engine, systems.
Paper Type and Content:
In addition to original research articles also review papers, letters or communications, technical reports,
and extended version of conference papers are accepted. An interest exists also in aircraft design education.
Papers will be visible
at the journal "Aerospace" and also alongside the Special Issue "Aircraft Design" as soon as they are ready.
The journal "Aerospace" is covered by many
databases and archives including
Web of Science (Clarivate Analytics)
Rapid Publication: Manuscripts at the journal "Aerospace" are peer-reviewed and a first decision provided to authors approximately 18 days after submission;
acceptance to publication is undertaken in 6.3 days.
Once accepted, the manuscripts undergo professional copy-editing, proofreading by the authors, final corrections,
and publication on the www.mdpi.com website.
Following the successful initial Special Issue
Aircraft Design (SI-1/2017)
and the relaunch with
Aircraft Design (SI-2/2020),
this is already the third SI in sequence named
Aircraft Design (SI-3/2021).
The Special Issues "Aircraft Design" continue the tradition of the Journal
Aircraft Design (ISSN: 1369-8869),
which Prof. Egbert Torenbeek had started together with Prof. Dr. Jan Roskam as Editors at Elsevier in 1998.
The subscription-based publishing model proved inadequate to serve the rather small aircraft design community.
For this reason, the Elsevier title had to be discontinued in 2002. This pitfall is avoided with the
Open Access publishing model used by MDPI for all its journals including this Special Issue.
Article Processing Charges (APC) are given here.
A 50% discount applies for authors from EWADE / SCAD / TCAD (1).
Reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to an additional discount on the APC of their next publication.
This means APC can be reduced to a bearable amount, which is usually acceptable to the author's institution.
|Guest Editor||Prof. Dr. Dieter Scholz
|Honorary Guest Editor||Prof. em. Egbert Torenbeek
EDITORIAL: Publishing in "Aircraft Design" with a Continuous Open Access Special Issue
Linking to the Special Issues Aircraft Design
The presentation style of the Special Issue can be controlled by adding ?view=compact or ?view=abstract to the link.
If nothing is added the default view is used for presentation.
Special Issues "Aircraft Design" in one PDF
Continuous Open Access Special Issue "Aircraft Design": Number 2/2020
a) The 50% discount applies only to authors who link their publication in "Aerospace" with the Special Issue "Aircraft Design".
b) Please clear the legitimacy of your 50% discount with the Guest Editor, who will inform the "Aerospace" Editorial Office at MDPI:
- Authors from EWADE are identified by their participation at a "European Workshop on Aircraft Design Education" (EWADE). Please specify!
- Authors from SCAD are identified by their participation at a "Symposium on Collaboration in Aircraft Design" (SCAD). Please specify!
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- Authors from TCAD are identified by their expressed interest to contribute to TCAD and their membership card of one CEAS Member Society. Please provide a scan copy of your membership card.
Promoting the Special Issues "Aircraft Design"
SCHOLZ, Dieter, 2020. The Continuous Special Issue "Aircraft Design" of the Open Access Journal "Aerospace" at MDPI.
Presentation at the 15th European Workshop on Aircraft Design Education (EWADE/READ 2020), Rzeszˇw, Poland / Online, 21.-22.10.2020.
SCHOLZ, Dieter, 2019. Special Issue "Aircraft Design" of the Open Access Journal "Aerospace" at MDPI.
Poster presented at the German Aerospace Congress 2019, Darmstadt, Germany, 30.09.-02.10.2019.


The end of the year is a special time for students. It marks the culmination of a year of hard work, learning, and growth. Celebrating this milestone with a thoughtful gift can be a wonderful way to show your appreciation and recognition for the efforts and achievements of the students. Whether you are a teacher, a parent, or a fellow student, finding the perfect end of year gift can be a delightful yet challenging task. In this guide, we will explore a variety of gift ideas that are bound to make the students feel valued and cherished.
- Personalized gifts that resonate with the individual preferences and tastes of the students
- Educational tools and resources to foster learning and development
- Fun and recreational items to encourage relaxation and enjoyment during the holidays
- Books and literature that can inspire and nurture the minds of young learners
End of Year Gifts for Students
As the end of the year approaches, the excitement builds up, and so does the anticipation of the gifts that symbolize the culmination of a fruitful academic year. But what makes a gift truly special? It’s the thought, the personal touch, and the understanding of what students would cherish. Let’s embark on this journey to find the perfect end-of-year gift that resonates with the spirit of celebration and appreciation.
Gifts that Foster Creativity
In a world where creativity is the cornerstone of innovation, encouraging students to think out of the box is essential. How about gifting a personalized bag of crayons or a playdough kit that can be both fun and educational?
Are you wondering what other creative gifts you can find? Let’s explore further.
Gifts that Encourage Reading
Reading is a habit that can shape minds and build futures. Consider gifting bookmarks that not only hold the page but also carry encouraging quotes to motivate the students every time they open their books. Another great option could be a personalized water bottle with a quote that encourages reading.
Curious to know what other gifts can foster a love for reading? Stay tuned.
Gifts that are Both Adorable and Affordable
Yes, gifts can be both adorable and affordable. A customized ruler that carries a student’s name or a motivational quote can be a great addition to their stationery kit. It’s not just a ruler; it’s a ruler that carries a message, encouraging them to measure their success, one step at a time.
Excited to discover more adorable yet affordable gift options? Keep reading.
Gifts that are Trending in 2023
Drawing from the latest trends of 2023, consider gifting items that are a rage among students. Be it tech gadgets that are both cool and useful or fashion accessories that let them make a style statement; the options are endless. Dive deep into the world of the latest trends to find a gift that is both modern and popular.
Wondering what the most popular gifts of 2023 are? The answer lies in the sections ahead.
In a world inundated with mass-produced items, a personalized gift stands as a beacon of thoughtfulness and consideration. It tells the recipient, “This was made just for you.” Let’s delve deeper into the world of personalized gifts that carry a touch of individuality and a sprinkle of love.
Imagine the joy of opening a notebook that has your name beautifully inscribed on it or writing with a pen that carries a special message just for you. Customized stationery is not just about the aesthetic appeal; it’s about making everyday tools special.
As you explore this option, you’ll find a range of choices, from embossed notebooks to pens with personalized engravings. And here’s a pro tip for you: delve into the world of sustainable stationery, a choice that is not just beautiful but also kind to our planet.
Are you curious to know what other personalized items you can gift? Keep reading to find out.
Photo Albums and Scrapbooks
In the digital age, the charm of holding a physical photo, feeling the texture of paper, and flipping through pages filled with memories has a nostalgic charm that is unparalleled. Creating a photo album or a scrapbook is like gifting a treasure trove of memories, a tangible representation of the beautiful moments spent together.
As you embark on this creative journey, remember to add little notes, quotes, or anecdotes that bring each picture to life. It’s these little details that transform a photo album into a storybook, narrating the beautiful tale of the student’s journey through the year.
Excited to discover more personalized gift options? The next one is sure to warm your heart.
Be it a hoodie that carries the spirit of unity or a cap that becomes a canvas for artistic expression, personalized apparel is all about wearing your heart on your sleeve, quite literally! From school logos to quotes that resonate with the student’s personality, the options are endless.
As you ponder over this, remember that comfort is key. Opt for apparel that is not just visually appealing but also comfortable to wear, creating a perfect amalgamation of style and comfort.
Wondering what could be more personal than apparel? The next option might just be what you are looking for.
Jewelry and Accessories
Jewelry has always been a carrier of special messages, a token of love and appreciation. A bracelet with a special engraving or a necklace that carries the student’s initials, it’s a gift that they can carry with them, a constant reminder of a special year.
As you choose a piece of jewelry, remember to consider the student’s taste and preference. It’s a gift that speaks volumes, a silent yet powerful messenger of affection and appreciation.
Intrigued to explore more gift options that carry a personal touch? Stay tuned as we unravel more in the sections to come.
Personalized stationery items such as notebooks, pens, and pencil cases can be a hit among students. These items not only serve a practical purpose but also add a personal touch to the students’ study materials.
Photo Albums and Scrapbooks
Creating a photo album or a scrapbook filled with memories from the school year can be a heartfelt gift. It allows students to reminisce about the good times and keep a tangible record of their experiences.
For more ideas and inspiration on how to create the perfect end of year gift, you might find this YouTube video helpful:).
Offering apparel like T-shirts, hoodies, or caps with the school logo or a special message can be a great way to foster unity and school spirit. You can find some unique gift ideas on this guide.
Jewelry and Accessories
Personalized jewelry such as bracelets or necklaces with a special message or the student’s initials can be a cherished keepsake for years to come. For more gift suggestions, you might want to check out this page.
Educational Tools and Resources
Learning kits that cater to the interests and hobbies of the students can be a thoughtful gift. For instance, a science kit for a budding scientist or a painting set for an aspiring artist. You can explore more about unique and thoughtful gifts here.
Books and E-books
Books and e-books that cater to the academic interests or hobbies of the students can be a great gift. It not only encourages reading but also fosters a love for learning.
Gifting an online course can be a great way to encourage students to pursue their interests and learn something new. It can be a course related to their academic subjects or something more recreational like photography or music.
In the digital age, educational apps can be a great resource for students. Apps that offer interactive learning experiences can be a great way to make learning fun and engaging.
In this section, we will include a table showcasing different educational apps and their features to help you make an informed decision.
|Offers practice exercises, instructional videos, and a personalized learning dashboard that empowers learners to study at their own pace in and outside of the classroom.
|A language learning platform that offers 30+ languages to learn in a game-like setting. It is user-friendly and helps in improving vocabulary and grammar skills.
|Free / In-app purchases
|Provides various study modes including flashcards, tests, and games to make learning engaging. It is beneficial for both students and teachers for learning and teaching.
|Free / In-app purchases
Board Games and Puzzles
Board games and puzzles can be a great way to encourage students to think critically while having fun. It fosters teamwork and strategic thinking. You might find some interesting board games suitable for students in this YouTube video
Gifting art supplies can be a wonderful way to nurture the creative talents of students. It can include items like coloring books, paints, brushes, and canvases.
Books and Literature
Books that inspire and motivate students can be a great gift. It can be a biography of a person they admire or a book on a subject they are passionate about.
Novels and Comics
Novels and comics can be a great way to encourage reading habits in students. It can be a series they love or a new one that you think they would enjoy.
To help you find the perfect gift, here are some external resources that might be of help:
Best educational apps for students – A resource to find the best educational apps available in the market.
Unique gift ideas – A place to find unique and thoughtful gifts for students.
DIY end of year gifts for students – If you prefer making the gift yourself, this resource will provide you with numerous DIY gift ideas.
Gifts that Promote Well-being
Mindfulness and Meditation Kits
In the hustle and bustle of student life, it is essential to find moments of calm and relaxation. Mindfulness and meditation kits can be a great gift to promote mental well-being. These kits often include items like aromatic candles, yoga mats, and guided meditation booklets.
Encouraging students to stay active and healthy is vital. Fitness gadgets like smartwatches, pedometers, or fitness bands can be a great gift to motivate students to keep moving.
Spa and Wellness Vouchers
After a year of hard work, students deserve a day of pampering and relaxation. Gifting spa and wellness vouchers can be a great way to encourage students to take care of their well-being.
Technology and Gadgets
Tablets and E-readers
In the digital age, tablets and e-readers can be a great gift for students. It allows them to have a portable library and a tool to take notes, read books, and browse the internet.
Headphones and Earbuds
Quality headphones or earbuds can be a great gift for students. It can help them focus on their studies by reducing noise and distractions.
Smart Home Gadgets
Smart home gadgets like smart lights, speakers, or assistants can be a great addition to a student’s room. It can help them create a comfortable and tech-savvy environment.
Travel and Experiences
For students who love to travel, gifting travel accessories like a good quality backpack, a travel journal, or a world map can be a great idea.
Gifting experiences can be more valuable than material gifts. It can be a voucher for a cooking class, a photography workshop, or a music concert.
For the adventurous students, gifting adventure gear like a camping kit, a bicycle, or a skateboard can be a thrilling gift.
Frequently Asked Questions
Q1: What is the budget for personalized gifts?
A1: The budget for personalized gifts can vary greatly depending on the item and the level of customization. It can range from affordable options such as custom notebooks or pens, which can cost under $10, to more premium options such as personalized jewelry, which can cost upwards of $50. It is always best to set a budget first and then explore the options available in that range.
Q2: Where can I find educational tools and resources?
A2: Educational tools and resources can be found in various places including online marketplaces such as Amazon and eBay, educational stores, and app stores for educational apps. You can also check out websites that offer online courses such as Coursera, Udemy, and Khan Academy for educational resources.
Q3: Are there any gifts that can help students relax and unwind?
A3: Absolutely, considering the stressful year students have, gifts that promote relaxation and well-being are a great choice. Consider options like mindfulness and meditation kits, spa vouchers, or even a good book to help them unwind.
Q4: What are some tech-savvy gifts for students?
A4: For the tech-savvy students, you might consider gifts like tablets, e-readers, smart home gadgets, or quality headphones and earbuds. These gifts not only cater to their interests but also can be extremely useful in their daily lives.
Q5: Can experiences be a good gift option?
A5: Definitely! Experiences can often be more valuable than physical gifts. Consider gifting experience vouchers for cooking classes, photography workshops, music concerts, or adventure experiences. It not only gives them something to look forward to but also helps in creating beautiful memories.
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Klemens von Metternich was one of Europe’s most conservative statesmen in a time when Napoleonic liberalism was putting Europe through upheaval. The Europe Metternich envisioned to replace the turmoil of his time was one of a congress-styled international architecture that would bring stability, peace, and harmony to a continent of rivaling powers. That architecture, once it was achieved in the form of the Congress of Vienna in 1814, became known as the “Metternich System,” a term he himself disliked. He referred to the term as a “fausse dénomination” and preferred to describe it as “not a system but the application of the laws that rule the world.”
During the time of Metternich, the Austrian Empire was on the decline as a European power. Austria could not afford to allow itself to appear weak. Nor could it afford to build and maintain an army with so many rivaling powers around her—rivals that had large armies. Diplomacy was Austria’s only means for survival. The only course of action was “to spin a web of moral restraint to forestall a test of strength” as Henry Kissinger puts it his book A World Restored. That is exactly what Metternich did, and is exactly what he achieved.
Metternich hosted the Vienna Congress, and once the major powers of Europe came together—Austria, Britain, France, and Russia—they came to a consensus on three basic principles of European order. Those three principals were compensation for having to fight Napoleon’s armies, restoration of the ruling families that were dethroned by Napoleon, and the implementation of a balance of power keeping any one country from dominating the continent. Those principals, when upheld and defended, kept Europe in relative peace for almost 100 years.
After Metternich died, his successors were unable to stay true to the principals agreed upon in the Congress of Vienna. Germany began to make progress towards unification and eventually did so under Bismarck’s genius—upsetting the balance of power of Europe. This, in time, led to two world wars and consequentially the Cold War.
Henry Kissinger, quite possibly the closest thing to a modern day Metternich, took the lessons of Metternich and the Congress of Vienna and furthered. He wrote in his 1957 classic A World Restored, “Whenever peace—conceived as the avoidance of war—has been the primary objective of a power or group of powers, the international system has been at the mercy of the most ruthless member of the international community. Whenever the international order has acknowledged that certain principles could not be compromised even for the sake of peace, stability based on an equilibrium of forces was at least conceivable.”
Metternich’s legacy waxes and wanes reaching low points in praise and popularity during times when nationalistic tendencies rise. Today, we see the international system that has slowly been built over time being challenged by the rise of nationalism. The success of the Brexit campaign and the rise of Trump to the American presidency have challenged basic precepts of the international system—the soundness of the European Union and NATO. The latter being particularly alarming due to Russia’s invasion of the Ukraine and annexation of Crimea which is directly challenging the established balance of power in Europe.
It is now more and more fashionable to disregard the legacy of Klemens von Metternich and the lessons of the Congress of Vienna. However, these are the times Metternich and the lessons of 1814 are the most relevant and prescience.