Library: Promoting Learning and Collaboration at Witheridge Village Community Center
At the heart of any thriving community center lies a well-equipped and vibrant library. Serving as an invaluable resource for residents, libraries are known to promote learning and collaboration among individuals of all ages. In this article, we explore the vital role that the library plays in fostering educational experiences at Witheridge Village Community Center. Through the lens of a hypothetical case study involving a young student seeking academic support, we delve into the various ways in which the library cultivates knowledge acquisition and facilitates meaningful connections within the community.
With its shelves lined with books, periodicals, and digital resources, the library at Witheridge Village Community Center offers a wealth of information waiting to be discovered. For instance, imagine Sarah—a diligent high school student preparing for her upcoming exams—visiting the library to find relevant textbooks and reference materials on various subjects. The comprehensive collection caters to diverse interests and academic needs, equipping learners like Sarah with essential tools to enhance their understanding and expand their intellectual horizons. By offering access to such a range of resources, the library nurtures a culture of lifelong learning while empowering individuals from different backgrounds to pursue personal growth through education.
Moreover, beyond providing access to materials, the library at Witheridge Village Community Center serves as a hub for Moreover, beyond providing access to materials, the library at Witheridge Village Community Center serves as a hub for community engagement and collaboration. It offers a variety of programs and activities designed to enrich the educational experiences of residents. For example, the library hosts book clubs, writing workshops, and guest speaker events that encourage individuals to come together, share insights, and engage in meaningful discussions. These activities not only foster a sense of belonging but also promote critical thinking skills and facilitate the exchange of ideas.
In addition to fostering intellectual growth within the community, the library also plays a crucial role in supporting students like Sarah who require academic assistance. Trained librarians are available to provide guidance on research strategies, help locate relevant resources, and offer advice on effective study techniques. Through one-on-one consultations or group workshops, these librarians empower students by equipping them with essential information literacy skills necessary for success in their academic pursuits. By offering personalized support tailored to individual needs, the library ensures that students receive the help they need to excel academically.
Furthermore, the library’s commitment to inclusivity is evident through its provision of accessible resources for individuals with diverse learning needs. Whether it be large print books or audiobooks for those with visual impairments or assistive technologies for individuals with disabilities, the library strives to create an inclusive environment where everyone can access information and participate fully in educational opportunities.
Overall, the library at Witheridge Village Community Center serves as an invaluable asset that enhances educational experiences within the community. Its comprehensive collection of resources fosters a love for learning and provides individuals like Sarah with tools necessary for academic success. Additionally, through its various programming initiatives and personalized support services, it promotes community engagement and collaboration while ensuring inclusivity for all members of society. As such, the library stands as a testament to how a well-equipped and vibrant resource center can positively impact education and contribute significantly to a thriving community center.
Benefits of having a library at Witheridge Village
Benefits of having a library at Witheridge Village
Having a library at Witheridge Village offers numerous benefits to the community members, promoting learning and collaboration. For instance, let us consider the case of John, a retired individual who recently moved to the village seeking a place where he can engage in intellectual pursuits and connect with like-minded individuals. The presence of a well-stocked library provides him with an opportunity to explore various subjects of interest and expand his knowledge base.
Firstly, the library serves as a hub for information dissemination within the community. With access to an extensive collection of books, journals, and other educational resources, residents have the means to acquire new knowledge on diverse topics. This availability allows them to pursue personal interests or delve into specific areas relevant to their professions or hobbies. Moreover, it fosters curiosity and encourages lifelong learning among individuals of all ages.
Secondly, the library acts as a catalyst for collaboration and social interaction among community members. It provides a common space where people can gather, share ideas, and engage in meaningful discussions. Through book clubs, reading circles, or study groups organized by the library staff or volunteers, individuals are able to connect with others who share similar passions or goals. These collaborative activities not only enhance interpersonal relationships but also create opportunities for joint learning experiences.
Furthermore, the presence of a library contributes positively to the overall well-being of residents by offering an escape from daily routines and providing mental stimulation. Research has shown that engaging in cognitive activities such as reading helps improve memory retention and critical thinking skills while reducing stress levels. By offering a peaceful environment conducive to concentrated studying or leisurely reading sessions, the library becomes an oasis for relaxation and personal growth.
Overall, incorporating a library into Witheridge Village brings forth significant advantages for its inhabitants. The rich collection of resources enables continuous learning opportunities while fostering collaboration among community members through shared interests and engagement in group activities. Additionally, it provides a space to unwind and indulge in intellectual pursuits. With these benefits in mind, it becomes evident that the library plays a crucial role in promoting learning and social cohesion within Witheridge Village.
- Access to knowledge: The library empowers residents by providing them with free access to a wide range of educational resources.
- Community connection: Through collaborative activities, individuals have the chance to connect with like-minded people and form meaningful relationships.
- Personal growth: The library offers an environment for self-improvement, relaxation, and mental stimulation.
- Lifelong learning: Residents can continue their pursuit of knowledge at any age, fostering personal development.
|Access to Knowledge||Community Connection||Personal Growth|
|Empowering individuals through education resources||Fostering collaboration among community members||A space for relaxation and self-improvement|
The subsequent section will delve into the specific role played by the library in promoting learning within Witheridge Village.
Role of the library in promoting learning
Building on the benefits of having a library at Witheridge Village, it is important to understand the role that this facility plays in promoting learning. By offering access to diverse resources and creating an environment conducive to knowledge acquisition, the library fosters a culture of lifelong learning within the community.
The impact of the library’s educational offerings can be illustrated through a hypothetical case study. Consider Sarah, a young student from Witheridge Village who struggles with her academic performance. Through the support of dedicated librarians and the availability of relevant materials, Sarah discovers books tailored to her interests and reading level. This not only improves her literacy skills but also ignites a passion for learning beyond her school curriculum.
To further emphasize how the library promotes learning, let us explore four key aspects:
- Accessible Resources: The library provides an extensive collection of books, magazines, newspapers, and digital media covering various subjects and genres. These resources cater to different age groups and interests, ensuring that every member of the community has access to information that suits their needs.
- Educational Programs: Engaging workshops, seminars, and guest lectures are organized by qualified professionals within the library premises. These programs enhance individuals’ understanding of specific topics while encouraging interactive discussions among participants.
- Information Literacy Skills: Librarians play a crucial role in teaching patrons how to effectively navigate information sources and critically evaluate them for reliability and relevance. Developing these information literacy skills empowers individuals to become discerning consumers of knowledge.
- Study Spaces: The provision of quiet study areas within the library allows students like Sarah mentioned earlier to concentrate on their studies without distractions. This encourages productive studying habits while fostering an atmosphere where collaborative learning can thrive.
|Accessible Resources||– Increased exposure to diverse ideas- Encourages independent exploration|
|Educational Programs||– Facilitates interactive learning- Provides expert guidance|
|Information Literacy||– Empowers critical thinking skills- Enhances research capabilities|
|Study Spaces||– Promotes focused studying- Encourages collaboration among learners|
In the pursuit of a knowledge-driven community, the library serves as an essential resource hub that cultivates a love for learning and equips individuals with necessary skills. By providing accessible resources, organizing educational programs, fostering information literacy, and offering study spaces, the library empowers members of Witheridge Village to embrace lifelong learning.
With a solid foundation in promoting learning established by the library at Witheridge Village, it is crucial to delve into the collaborative activities facilitated within this vibrant space.
Collaborative activities facilitated by the library
The library at Witheridge Village Community Center not only plays a crucial role in promoting learning but also serves as a hub for fostering collaboration among community members. By providing spaces and resources that encourage interaction and engagement, the library becomes a catalyst for collaborative activities that enhance personal growth and community development.
One example of a collaborative activity is the Book Club organized by the library. Members come together regularly to discuss selected books, sharing their thoughts, interpretations, and insights with one another. This allows participants to explore different perspectives, broaden their understanding of literature, and develop critical thinking skills. The Book Club acts as a platform where individuals can connect with like-minded people who share similar interests, creating a sense of belonging within the community.
To further promote collaboration, the library facilitates various group projects or workshops centered around specific themes or topics. These initiatives provide opportunities for community members to work collectively towards achieving common goals while utilizing library resources. For instance, an entrepreneurship workshop may bring aspiring local business owners together to learn from experts in the field and exchange ideas on starting their own ventures. Such collaborative efforts not only foster knowledge sharing but also strengthen social connections within the community.
In addition to these activities, the library hosts events that encourage participation from diverse groups of individuals. These events range from panel discussions featuring guest speakers to art exhibitions showcasing local talent. By bringing people together through shared experiences and interests, these gatherings create an atmosphere of inclusivity and open dialogue. Participants are able to network with others who possess different backgrounds or expertise, leading to new collaborations and innovative partnerships.
Through its commitment to promoting collaboration within the community, the library at Witheridge Village Community Center helps build stronger relationships among residents while supporting overall personal growth and collective advancement.
Collaborative Activities Facilitated by the Library
Below are some examples of how collaborative activities at our library impact individuals:
- Increased sense of belonging within the community
- Enhanced critical thinking and problem-solving skills
- Expanded social network and opportunities for knowledge exchange
- Empowerment through collaborative projects and shared achievements
|Impact of Collaborative Activities||Examples|
|Increased sense of belonging within the community||– Book Club discussions foster a sense of camaraderie among participants. – Group projects create a shared purpose and strengthen ties between individuals with similar interests.|
|Enhanced critical thinking and problem-solving skills||– Panel discussions expose attendees to diverse perspectives, encouraging them to think critically about various topics. – Workshops provide practical scenarios that require collaborative problem-solving.|
|Expanded social network and opportunities for knowledge exchange||– Networking events enable participants to meet new people from different backgrounds or industries. – Collaboration on group projects allows individuals to share their expertise while learning from others.|
|Empowerment through collaborative projects and shared achievements||– Successful completion of group initiatives boosts self-confidence and motivates further collaboration. – Recognition received from participating in library-hosted events enhances personal growth and development.|
In the subsequent section, we will explore the wide range of resources available at our library, which contribute significantly to its role as an educational hub within Witheridge Village Community Center.
Resources available in the library
Collaborative activities facilitated by the library have played a vital role in fostering learning and community engagement at Witheridge Village Community Center. One notable example is the Book Club, which meets bi-weekly to discuss literature and share insights. Members of diverse backgrounds come together to explore different perspectives, broadening their horizons and deepening their understanding of various topics. This collaborative effort not only promotes intellectual growth but also creates a sense of camaraderie among participants.
The library offers an array of resources that support collaboration and enhance the learning experience for individuals within the community. These resources include:
- Accessible study spaces: The library provides designated areas where individuals can work individually or in groups, allowing them to engage in collective problem-solving and exchange ideas freely.
- Technology tools: Computers equipped with internet access are available for use, enabling users to conduct research, collaborate on projects online, and acquire digital skills essential for today’s interconnected world.
- Group discussion rooms: For more focused discussions or group work, private meeting rooms are available upon reservation. These dedicated spaces facilitate productive conversations and encourage cooperative efforts among participants.
- Collaborative projects: The library organizes regular events centered around themes such as art exhibitions, writing workshops, or science experiments. Through these initiatives, community members can come together to create something meaningful while simultaneously developing new skills.
|1||Enhanced social connections||Sense of belonging|
|2||Strengthened community ties||Feeling valued|
|3||Increased knowledge sharing||Intellectual stimulation|
In summary, through its collaborative activities and accessible resources, the library at Witheridge Village Community Center successfully fosters a culture of shared learning and engagement. By providing an environment conducive to collaboration and offering various tools and spaces for individuals to work together, the library promotes community building and facilitates personal growth. The next section will delve into how the library caters to different age groups, ensuring inclusivity and equal access to its offerings.
How the library supports different age groups
The resources available in the library play a crucial role in supporting learning and collaboration among various age groups at Witheridge Village Community Center. From young children to senior citizens, everyone can benefit from the diverse range of materials and programs offered.
For instance, let’s consider the case of Sarah, a 10-year-old girl who recently moved to Witheridge Village. She was initially hesitant about starting school in a new place but found solace in the library. The librarian recommended age-appropriate books that not only entertained her but also helped improve her reading skills. Additionally, Sarah participated in storytelling sessions organized by the library, where she interacted with other children and developed social connections.
To further illustrate how the library supports different age groups, we can highlight some key aspects:
- Early Childhood Development: The library offers early literacy programs for toddlers and preschoolers, promoting language acquisition through engaging activities such as interactive storytimes and educational games.
- Youth Engagement: Teenagers can take advantage of study spaces equipped with computers and access to online research databases. They also have opportunities to join book clubs or attend workshops on topics like writing, coding, or art.
- Adult Education: The library hosts informative seminars and workshops aimed at enhancing digital literacy skills for adults. Moreover, it provides access to online courses and resources for continuing education purposes.
- Senior Citizen Support: Recognizing the importance of lifelong learning, the library organizes special events catered towards seniors’ interests such as book discussions, history lectures, or technology training sessions tailored specifically for older adults.
Emphasizing inclusivity and community engagement is vital in ensuring that individuals of all ages feel welcomed within our shared space. By catering to specific needs across generations, the library fosters an environment conducive to personal growth and knowledge exchange.
In transitioning to future plans for the library section, we look forward to discussing how our commitment to serving the community will continue to evolve.
Future plans for the library
Having explored how the library caters to diverse age groups within the community, it is important to consider its future plans. By continually evolving and adapting, the library seeks to enhance its impact on promoting learning and collaboration at Witheridge Village Community Center.
Future Plans for the Library:
To illustrate potential developments, let us imagine a hypothetical situation where the library introduces an innovative program aimed at fostering creativity among teenagers in Witheridge Village. This program would provide them with access to state-of-the-art technology such as 3D printers, digital media production tools, and coding software. By offering hands-on experience with these cutting-edge resources, the library aims to ignite their passion for technological innovation while encouraging collaborative projects that promote critical thinking and problem-solving skills.
Emotional bullet point list (markdown format):
- Expanding educational resources available through partnerships with local schools
- Organizing regular workshops and seminars covering various subjects of interest
- Establishing a dedicated space for group study sessions and interactive learning activities
- Collaborating with community organizations to offer mentorship programs for aspiring professionals
Emotional table (markdown format):
|1||Accessible education||Encourages lifelong learning||Empowers individuals|
|2||Fosters social connections||Builds networks||Strengthens community bonds|
|3||Promotes personal growth||Enhances self-esteem||Cultivates individual potential|
|4||Facilitates skill development||Nurtures talent||Drives economic growth|
In response to the ever-evolving needs of the community, these future plans aim to transform the library into a hub for lifelong learning and collaboration. The expansion of educational resources through partnerships with local schools will ensure broader access to knowledge and promote equal opportunities for all residents. Additionally, organizing workshops and seminars on various subjects will create an environment that fosters intellectual growth while offering individuals a chance to engage in meaningful conversations.
Furthermore, establishing a dedicated space for group study sessions and interactive learning activities within the library premises will encourage collaboration among residents of Witheridge Village. By facilitating connections between like-minded individuals, this initiative aims to strengthen community bonds and nurture networks beneficial for personal development as well as professional growth.
Lastly, by collaborating with community organizations to offer mentorship programs for aspiring professionals, the library seeks to drive economic growth by fostering talent within its own neighborhood. Such initiatives not only empower individuals but also contribute towards building a strong and thriving community.
In summary, these future plans highlight the library’s commitment to adaptability and ongoing improvement. By embracing new technologies, expanding educational offerings, promoting collaborative engagement, and supporting individual aspirations, the library at Witheridge Village Community Center strives to play a pivotal role in nurturing learning and collaboration within the community.


Edited: Sep 4, 2018
What cases of knowledge imported from Africa to the West do you know?
One of the most important contributions the Africans made to the New World colonies in America was rice cultivation. Rice was a necessity for the survival of European colonists in a tropical or subtropical climate.
In documentation of the Office of the Louisiana Historical Society, Henry P. Dart (1931) reported that in 1719:
. . . two French captains . . . left Le Havre for West Africa with precise instructions. . . . to bring back to Pensacola (Florida-Louisiana), those Africans expert in the cultivation of rice, cotton, tobacco and indigo; and to bring barrels of seedlings of rice, ready for planting; because colonial Louisiana was hungry.
Judith Carney, in her book "Black Rice" has insisted that rice cultivation was made possible not because of capital investment but because of African expertise.
Before the arrival of Africans in colonial Virginia, rice cultivation was only experimental and depended upon rainfall to produce a variety called sativa. With the arrival of the first Africans in Virginia in 1619, the British colonizers were informed that rice cultivation was possible in the deep valleys. These colonists had no experience with wetland rice cultivation. Later, rice cultivation rapidly became “cash crop revenue” for the colonizers in the Americas. Before the end of the 17th century, a new method of rice cultivation was introduced in South Carolina, because its ecological environment was more favorable to the implementation and development of this special crop. Historical evidence documents this appropriation of African knowledge as the first case of technology transfer as a result of the Africans who were brought to the New World.
According to Carney(2001) :
In reaffirming the claim for autonomy over their labor for part of the day, slaves were engaged in a struggle to humanize their degraded shift to chattel. Thus in frontier South Carolina, as Africans and Europeans faced each other in new territory under dramatically altered and unequal power relations, the outcome was agricultural diffusion, technological transfer, and novel forms of labor organisation. . . . Across the middle passage slaves showed the way to plant and process new crops introduced from Africa, to herd cattle in the open range, and to provide techniques of weaving and dyeing. The trend throughout the subsequent centuries of slavery was to erase the momentous African contribution, which scholarship is only recently beginning to uncover. This consideration of the complexities of rice culture draws attention to just one of the numerous knowledge systems that slaves introduced to the Americas in the face of staggering difficulties and loss of personal liberty. (pp. 105–106)
There is pertinent evidence that Africans brought a system of knowledge with them into the new World. Indeed, many years went by before anyone recognized the existence of Oryza glaberrima as a quality of rice that was different from any other because it originated in West Africa. Carney noted:
In the early twentieth century French commentaries on glaberrima from the Inland Delta of the Niger River drew attention to the red color of African rice. Among the indigenous glaberrima varieties identified in their botanic collections is one they designated mutica, which has grown under lightly flooded conditions.
The British colonizers observed that this African variety adapted much better to poor soils and excessive flooding. Glaberrima also grows very fast and all these characteristics made this special crop more competitive than the Asian variety, "sativa".
Multiple scientific studies have also suggested the similarity of rice cultivation strategies and techniques practiced by the Africans in South Carolina and in Georgia. According to John Drayton, as cited in Black Rice:
Besides the white and gold rice, already mentioned, there are some others in the states of little note and consequences; primarily cultivated by negroes. They are called Guinea rice, bearded rice, a short grained rice, somewhat like barley, and a species of highland rice. (Carney, 2001, p.150 )
Karen Hess (1992) noted with regard to African influences on New World cuisine:
Many rice dishes associated with African settlement in the Americas bear distinctive African signatures in preparation. These dishes combine the cooking of rice with beans, such as the Cuban Moros y Cristianos (“Moors and Christians”), prepared with black beans; Hoppin’ John in South Carolina and Louisiana (black-eyed peas or cowpeas); and a similar dish in the Caribbean based on pigeon peas and rice. Other African food traditions in the Americas are the Louisiana jambalaya, based on rice, sausages, and seasonings, and gumbo, with the addition of okra. An additional African food way is the preparation of stews from well- cooked greens, fatback pork, and hot pepper seasonings.
Olga F. Linares discuss the history and potential of Oryza Glabberima in "African rice (Oryza glaberrima): History and future potential".
Africans helped to develop indigo, which was the first Southern industrial culture of the United States of America. The cultivation of indigo was introduced first in Louisiana in 1721, two years after the arrival of the first cohort of Africans from West Africa. Joseph Dubreuil, a native of Dijon, France, introduced the cultivation and production of indigo in Louisiana. He became the wealthiest man in the colony, and in 1743, the export of indigo to other countries had begun. Gwendolyn Midlo Hall (1992) suggested “it is quite possible that he learned the techniques for processing indigo from his African slaves” (p. 139).
According to Gwendolyn Midlo Hall (1992), one of the skills regularly listed on slave inventories in Louisiana was that of indigo maker (indigotier).
Slaves were commonly used as medical doctors and surgeons in eighteenth-century Louisiana. They were skilled in herbal medicine and were often better therapists than the French doctors, who were always described as surgeons. Du Pratz wrote that a slave doctor belonging to the plantation of the king in New Orleans had taught him to "cure all illnesses to which women are subject, because these black women are no more exempt than white women." This slave doctor had an effective cure for scurvy before 1734, the year Du Pratz left Louisiana. First he treated the pain. Then he made a paste from iron rust soaked in lemon juice and herbs, which he placed on the patient's gums at all times except when the patient ate. Every day the patient drank two pints of tea made with lemon juice and herbs. He recommended against dieting. The patient was to eat good food often, but in small quantities. Evidently, this cure was ignored in Louisiana, where it would have been easy to administer: There were so many oranges growing there that the settlers allowed them to rot on the trees. As late as 1779, scurvy among the newly settled Canary Islanders was attributed to eating salt meat.(Gwendolyn Midlo Hall, 1992, p. 126)
Paul E. Lovejoy discuss this topic in "African Contributions to Science, Technology and Development".
This paper, by Candice L. Goucher, examines the history of African metallurgy in the era of Atlantic trade. It reports on excavations at the John Reeder foundry site in St Thomas, Jamaica. The transfer of African technologies to the Caribbean reveals the plantation economy's dependence on African technical expertise, not merely slave labour. The comprehensive focus on the Atlantic world also informs archaeological investigations of African-European interaction in West Central Africa. The complexity of Atlantic technological history is characterized by a diverse range of dynamic interactions, rather than the inevitable decline of African-derived systems. Only by identifying processes as well as products of African technological interaction will it be possible fully to reconstruct the forging of the African past.
In Brazil, the development of steelmaking was attributed to "the technical skills of a few African slaves"(Furtado 1965).
This paper also discuss the technological transfer of African ironmaking science, but is a little more biased.


Roger Smalling, D.Min
These manuals are the core of the "Visión R.E.A.L" leadership training system. The teacher's manuals contain lesson plans, group exercises, quizzes and graphics with transparency templates. The teacher needs a working knowledge of the subject, but much of the tedium in teaching is taken care of here. Student's manuals and workbooks are provided in prose format.
* PERSONAL REVIVAL: Teacher's Manual A devotional life course to help Christians improve communion with Christ, be led by God, increase faith and believe that they are what Scriptures say they are. Word , PDF
* HOW TO TEACH THE DOCTRINES OF GRACE: A teacher's study guide An introductory study in the reformed doctrine of salvation, complete with lesson plans, group exercises and quizzes. Ideal for small groups or Sunday School. Word, PDF Accompanies Smalling's book, "Unlocking Grace" available on this site free. *STUDENT'S STUDY GUIDE: The same as the teacher's manual but without instructions to the teacher and answers to quizzes. Word, PDF
* Justification Study Guide: A fill-in-the-blank 8-page guide on justification by faith. Ideal for group studies and Sunday school. Word, PDF
* CHRISTIAN LEADERSHIP: Teacher’s Manual An Elder Training Manual. Introduces the Christian view of leadership with practical lessons on communication with subordinates, conflict resolution, negotiating, creative thinking, vision and planning. Contains 14 lessons with lesson plans, group exercises and quizzes. Homework reading is Sander's "Spiritual Leadership". Word, PDF
*Textbook for course: CHRISTIAN LEADERSHIP: Principles and Practice
This course may be taken for credit with MINTS.
*THE PRACTICE OF BIBLICAL CHURCH GOVERNMENT: Does God endorse any form of church government that suits us? Is it a cultural question? This interactive study helps students see the principles of biblical church government as primarily moral and only secondarily as administrative. Word, PDF
* SACRAMENTS: Teacher's Manual A brief introductory study in the reformed and Presbyterian view of sacraments. Interactive and good for small groups. Word, PDF
Student's Manual for Sacraments Identical to teacher's manual except answers not provided. Word, PDF
* DIDACTICS FOR SUNDAY SCHOOL TEACHERS Dr. Smalling was asked to teach a seminar to Sunday School teachers on teaching methods. This manual explains his style and philosophy of didactics for that setting. Word, PDF


About Machine Shop Trade Secrets
Subtitled “A Guide to Manufacturing Machine Shop Practices,” this book gets into the down and dirty side of working in a real-world machine shop. The author is a full-time machinist and injection mold maker with over 30 years of machine shop experience behind him. Mr. Harvey takes a little different approach to the subject than most books, and his conversational style is similar to Joe Martin’s in that you feel like you are talking to a machinist, not a professor.
He covers subjects like quality, finding the easy way to do things, cutters, rotary tables, threading, mold making tips, grinders and CNC. There is also a chapter on shop math and an “Odds and Ends” chapter that explains common engineering terms like “Tensile Strength,” “Stress” and other areas like “things we’d like to see.” Whatever your level of experience, this guide can make you a better machinist. It will show you faster, surer ways of machining and give you some forehead-slapping advice that will make you say, “Why didn’t I think of that!”
8-1/2″ x 11″, softbound, black and white, 312 pages, many black and white photos.


Study in Book of James – 2 Mondays a Month | 9:30 am – 11:00 am
Begins Sept. 11, Led by Shelly Thomas and Juanelle Heldebrand
Live Faithfully is written for any woman who has asked, Am I living what I’ve learned in the Bible? Am I faithful in how I speak, use money, and help people in need? In twelve thought-provoking lessons, this guide explores the truths of one of the most no-nonsense books in the Bible. James’s real-life applications are as motivating today as they were when they were written—and following his words will give women the help they need to live a life of true faith. Authors: Lenya Hertzig & Penny Rose.
Study facilitated by: Shelly Thomas and Juanelle Heldebrand. Book cost: $15


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Geneen Roth – Breaking Free From Emotional Eating
Chances are you’re familiar with diets and nutrition, but have you paid attention to the relationship you have with food? Geneen Roth shares how curiosity and kindness can positively change how you feel about food and how to cultivate the self-love you truly need to be healthier and happier!
In this episode, Cathy and Geneen discuss:
- What made Geneen change her relationship with food
- How our relationship with food is connected to our core beliefs about ourselves
- What Geneen means by “The world is on your plate”
- What helps heal and evolve our relationship with food
- How to help loved ones with eating disorders
- Why “coming home to yourself” is necessary during the pandemic
- Success stories and details about Geneen’s retreats
- “For every diet, there’s an equal and opposite binge. When I stopped dieting, I stopped binging.”
- “In everything single thing we do in our lives—not just with food—we are acting out and expressing what we believe.”
- “What the relationship with food allows you to do is see the relationship you have with yourself.”
- “Part of the process is finding what truly nurtures you..”
For over thirty years, Geneen has worked with hundreds of thousands of people, helping them transform difficult relationships with food and so much more. Her pioneering approach outlines the link between compulsive eating and perpetual dieting with deeply personal and spiritual issues that go far beyond food, weight and body image. She believes that we eat the way we live, and that our relationship to food, money, love is a reflection of our deepest held beliefs about ourselves and the amount of joy, abundance, pain, scarcity we believe we have (or are allowed to have) in our lives.
Rather than pushing away the “crazy” things we do, Geneen teaches that our actions and beliefs make exquisite sense, and that the way to transform our relationship with food is to be open, curious and kind with ourselves — instead of punishing, impatient and harsh. Using meditation, inquiry, and a set of seven “if love could speak” guidelines, she offers a pathway to transforming our relationship to food … and so much more.
Geneen is the author of ten books, including her newest book, This Messy Magnificent Life, and the New York Times bestsellers Women Food and God, Lost and Found, When Food Is Love and The Crazy Hole in My Heart and the Cat Who Fixed It. Geneen has appeared on many national television shows including: Super Soul Sunday, The Oprah Show, 20/20, The NBC Nightly News, The View, The Today Show, and Good Morning America. Articles about Geneen and her work have appeared in numerous publications including: O: The Oprah Magazine, Cosmopolitan, Time, Elle, The New York Times, and The Chicago Tribune.
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Call For Submission for Undergraduate Sociology Journal Volume VI 2023 is out now!
The Undergraduate Sociology Journal is now accepting submissions for the 2022-2023 academic year! This year the USJ is looking for all creative and academic pieces that revolve around the theme of RESURGENCE.
Resurgence is revival amongst all of our communities. Resurgence was chosen as this year’s theme to mirror the reality of the social climate post-pandemic. With communities rebuilding together after COVID, we feel that this theme could be a glimmer of inspiration and hope for better times after the impacts of the pandemic.
The theme can encompass community revival, social movements that promote resurgence, the absence of resurgence, and other discourse surrounding resurgence.
Submissions are open to all UofT undergraduates, and we welcome you to submit works of all creative forms, including but not confined to research papers, op-eds, poetry, photography, creative writing, and letters.
Not sure if your work fits into the theme? Submit anyways and we will be in contact shortly!
- Submissions to the Undergraduate Sociology Journal is open to any student enrolled in an undergraduate program at the St. George campus.
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- Be a minimum of 5 pages, not including citations. There is no maximum page limit.
- Have double-spacing, 12-point Times New Roman font, and 1-inch margins. An abstract is required
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Email your essay and completed Submission Form to firstname.lastname@example.org
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Due to the volume of submissions, only authors selected for the publishing process will be contacted.
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“In our fight for freedom, women stood shoulder to shoulder with the men in the Khudai Khidmatgar movement. We tended to the wounded. And we did whatever else we could to support the cause of nonviolence.”
–Lady Husn Afroza, A Khudai Khidmatgar (servant of God, soldier of peace), Pakistan
Filmed in Afghanistan, Khyber Pass, Pakistan, India, United States, and Canada, the film includes rare historical footage, surprisingly candid interviews with world leaders, testimony from 63 of Badshah Khan’s nonviolent warriors — most beyond the age of 100 years — and a score by acclaimed world music pioneer David Amram. Legendary Indian actor, Om Puri, brings alive the thoughts and writings of Badshah Khan.
Nominated twice for the Nobel Peace Prize, Badshah Khan’s improbable life and legacy remain little known. He died in 1988 at the age of 98 having spent nearly 35 years in solitary confinement for his efforts to humanize humanity.
For a in-depth review of events in Afghanistan at the time of his death in 1988 look at this article from Eqbal Ahmad and Richard J. Barnet
Bloody Games (The New Yorker Magazine | April 1988)
To understand the legacy he left in Pakistan read Missing Badshan Khan


"Outgrowing Capitalism: Rethinking Money to Reshape Society and Pursue Purpose", Marco Dondi
Marco Dondi’s core argument is correct. In developed economies, automation is reducing labour income relative to the output value, making work and wages insufficient to deliver adequate living standards. The deficiency is made up of household debt and welfare-boosted government debt, leading to economic crisis and austerity respectively. The only solution to get necessary income to people, and debt out of the system, is basic income (UBI) funded by debt-free sovereign money, both constrained by full potential output GDP. In developing economies, UBI should be funded by economic growth mediated through relaxation of debt/GDP ratios to developed economy levels, and by redefining government money creation as not debt. But Dondi’s chapter on basic income is brief and incomplete (p43-53), and his synthesis of UBI with sovereign money is delayed to page 217.
In delivering this message Dondi’s book is long, rambling, precocious and didactive. He claims to be the first person in world history to dedicate years of his life to propose a realistic alternative to capitalism(p9), although he does also refer to Marx (p147)! He has an MBA from INSEAD(p191), works for McKinsey, has been to Swaziland (p1), and curiously tells us that he no longer trusts or relates to his mother (p25). His book would be far better stripped of these irrelevant vanities and edited to a succinct text of fewer than 100 pages.
The book is available here.
Editor ‘The Case for Universal Basic Income'


- szánalom
- 1909, Jack London, Martin Eden, Chapter 7:
- She wanted to help him. He made a call upon her pity and tenderness that no one had ever made before, and the pity was not so much derogatory of him as maternal in her.
pity (third-person singular simple present pities, present participle pitying, simple past and past participle pitied)
- ↑ Martin Eden, Bernát Pál fordításában


Find everything you need to know about getting started with, and using Concentric
Why switch to digital consent?
Read about the problems with the traditional process, and the impact of introducing Concentric.
Standards and Guidelines Conformance
Standards and guidelines conformance of the Concentric digital consent application.
Information governance and technical resource
Explore the technical and information governance resource.
Deployment across the organisation
Here’s what deploying Concentric looks like, including suggested timeframes.
Clinical risk management system
Outlines the processes to be followed to ensure that Concentric is developed, implemented and used in as safe manner
Data protection impact assessment (DPIA) template
An example DPIA template for use by deploying organisations


In many ways, Rollo could be considered the most influential Viking patriarch ever. His Norman descendants conquered England and Wales. They also subjugated Scotland and Ireland, at least for a time, not to mention wide dominions in what is now France. In addition, Normans descended from his followers conquered southern Italy and Sicily, along with spearheading several Crusades. REH hinted that his outlaw Crusader hero, Cormac Fitzgeoffrey, had the blood of William of Normandy in his veins.
Looks like Jared Diamond and others were wrong about the Norse in Greenland (as I suspected). New studies now seem to show that climate change (ie, the Little Ice Age) and a failing market for Atlantic walrus ivory were the main causes for abandonment. Only now are some Viking dairy farms being revealed, having been hidden under ice. When the Vikings settled Greenland, it was warmer than it is now.
Post by ChrisLAdams on Mar 17, 2017 10:31:55 GMT -5
Watched this documentary on Netflix this week and found it interesting. It seems to be available on YouTube in its entirety as well. I have to say it holds the record for first documentary where they examine a Viking turd. Yikes.
I knew Attila and the Huns would be in the mix. Interesting...
To conclude, Snorri’s migration story of Odin and the Asir displays so many and such striking similarities between the historical and archaeological facts of Attila and the Huns in the fifth century and their conquest of Scandinavia that they refer to one and the same sequence of historical events. The transformation of the story from a political historical to a mythological cosmological narrative is a prime example of the sacralisation of a new powerful ruling dynasty from outside. It accords well with a more universal phenomenon in which new ruling ancestors are elevated into demi-gods, and later founder-gods. The historical conquest is consequently transferred into a cosmological conquest where the new gods take precedence over the old. In this the political and religious–cosmological order is brought into balance. It further demonstrates the historical dynamics of religion, which derives from its ideological role of legitimising the social and political order. Attila and the Huns in fourth and fifth century AD Barbarian Europe amalgamated with Wodan/Wotan/Woden/Woutan, the old pan-Germanic god whose name meant ‘possessed, frantic’ (Glosecki 1989: 72) and thus became the paramount god of the Old Norse pantheon in the shape of Odin and his Asir, a historical sequence that might be illustrated iconographically.
Lotte Hedeager, Chapter, Iron Age Myth and Materiality, page 222


This is a list of some of my favorite books on film, business and writing.
Please send me your recommendations for your favorites as well. I do check these books out before posting them on this page so it may take a little while before they appear!
I start with books on writing because a producer needs to be a clear, coherent communicator whether crafting a deal memo, a business letter or a simple email. These are presented in no particular order.
The Elements of Style – William Strunk Jr and E.B. White
The classic treatise on clear concise written communication.
Grammar for the Soul – Lawrence A. Weinstein
A fascinating look at the underlying meanings – both intended and unintended – behind words we use all the time.
Eats, Shoots and Leaves – Lynne Truss
An entertaining book on punctuation and how it affects our writing. I am reminded of it every time I use a comma!
Two books on creative writing that I think are helpful to everyone:
Stephen King on Writing– Stephen King The inner workings of one of our great writers.
Reading Like A Writer – Francine Prose
A wonderful treatise on the important role that reading plays in writing by my friend and “Household Saints” author, Francine Prose.
These books are all very good reads and are presented in no particular order.
Cassavetes on Cassavetes – Ray Carney
Also, any books in this series. So much can be learned by reading directors talking about their work. Includes Woody Allen, Martin Scorsese, John Sayles and many other directors.
Reel Women – Ally Acker
A ground-breaking history of the major women filmmakers and their role in the development of world cinema. This book and the filmmakers it discusses should be required reading for anyone studying filmmaking.
The Great and Only Oscar Micheaux: The Life of America’s First Black Filmmaker – Patrick Mc Gilligan
Another piece of required reading for the history of American cinema.
Cinema of Outsiders – Emanuel Levy
An excellent examination of some of the best American independent films from 1977-1999.
Memo: David O. Selznick – Rudy Behlmer
One of the first books I read about producing. A great read to gain insight into the Hollywood system that brought us classics like “Gone With the Wind”. The book contains letters, telegrams and other original documents that reveal an enormous amount about the legendary Hollywood producer and the world of producing.
Shoot to Kill – Christine Vachon
A terrific companion to the Selznick book giving the perspective of a prolific New York indie producer who shares her inner most thoughts and provides a wealth of tips and tricks.
Thinking in Pictures: The Making of the Movie Matewan – John Sayles
A concise guide to the filmmaking process written by our dear friend and mentor, John Sayles.
Voice and Vision: A Creative Approach to Narrative Film and DV Production – Mick Hurbis-Cherrier, a Hunter College professor, writes a wonderful and concise guide to filmmaking for fledgling filmmakers. A great place to begin.
Producer to Producer: A Step-By-Step Guide to Low Budgets Independent Film Producing – Maureen Ryan, a Columbia University professor does a terrific job of covering the process of independent film producing. Terrific resource.
Beyond Continuity – Mary Cybulski, a top Script Supervisor writes THE book on the subject and then takes it to an even higher level. An excellent filmmaking resource!
Making Movies – Sydney Lumet, one of the great filmmakers gives an excellent account of his work and process. If you’ve never seen it, by the way, please watch DOG DAY AFTERNOON directed by Mr. Lumet.
In The Blink of an Eye – Walter Murch, the best book on editing every written.


Number of posts : 124
Registration date : 2008-11-13
|Subject: World book day Tue Feb 24, 2009 12:02 pm|| |
It's almost world book day!
What is everyone going to be reading?
I have not chosen yet, will post later
Number of posts : 208
Location : The Cuth Star, My army will destroy you all Inferior beings..
Registration date : 2008-11-12
|Subject: Re: World book day Tue Feb 24, 2009 12:34 pm|| |
I do read books, quite regularly in fact, but can't think that there's any books I have that I want to read at the moment.


Transformational Thought I
Transformational Thought by Jason F. McLennan is a dynamic collection of provocative essays that critically challenge the design practices and thinking that are interwoven within our contemporary cultural, societal, personal value systems. Rather than an ominous commentary about the terminal shortcomings of society, McLennan relates his architectural acumen and his eclectic knowledge of sustainability, proposing an intelligent, and sometimes radical rethinking of how we live, work, and plan for a living future.
McLennan addresses a wide variety of themes from personal to far-reaching systemic change. Each insight points the reader toward sustainable solutions, challenges the status quo, balances practicality with philosophy, and prepares us for a healthy and prosperous future. McLennan advocates for rapid social change – calling for people to engage in productive initiatives beyond current models and to cooperate, take chances and experiment outside of current corporate imagination and our precarious societal scaffolding. Transformational Thought provides us with compelling and timely direction in the most highly transformative era humanity is yet to face.
Author: Jason F. McLennan


※ Key deadlines related to the degree examination are as follows:
◉ Application deadline: 30th April 2024
◉ Examination withdrawal deadline: 31st July 2024。
◉ Latest Examination date: 31st July, 2024。
◉ Thesis submission deadline: August 12th, 2024。
※Degree Examination Routine [Document>Forms>Degree Examination]. Please pay attention to the required documents.
※Graduate students intending to graduate this semester (including those who have passed the degree examination but have not submitted their thesis) are required to follow the steps below and submit the documents to the program office by April 30, 2024.
◉ MUST Enroll in the course named “Thesis (M.S) “
◉ Finish the Academic Research Ethics Course and print out the Certificate of Completion.
◉ If you have enrolled in courses from other departments and wish to count them as graduation credits, please submit the” Application Form for Enrolling in Courses from Other Departments and Requesting Graduation Credits Approval” at least 2 weeks before applying for degree examination.
◉ Please visit Myntu>Online Application System for the Oral Thesis/Dissertation Defenses. and print out the paper application.
◉ Academic Achievement Record for Graduate Students (Can print it out and check with the program office)
◉ Academic Transcript
◉ All students have been enrolled in the course on 2023/10/19. Please check your NTU email, find the Turnitin system mail, and follow the instructions to reset the password. You may also refer to the Turnitin GuideBook.
◉ For Each assignment (e.g., Thesis Original Comparison check 1), you are allowed to perform the similarity check up to three times within a single day.
◉ Regarding the upper limitation on the percentage of thesis similarity, please refer to the “Guidelines for Theses or Dissertations Quality and Evaluation " (accessible on the program website>Document>Guidelines).
◉ Please write down your final similarity check result on the “學位論文學術倫理暨原創性比對聲明書Statement of Academic Ethics and Originality Comparison”. The sheet with the advisor’s signature must submit to the IC office before starting the graduation procedure.
◉ The Similarity Check Report provided by the system does not need to be submitted to the office. However, it is recommended that you print it for future reference and record-keeping.
◉ NTU Theses/Dissertation Submission and Graduation Procedures.
Graduate students should follow NTU electronic thesis format and the printing of hard copies.
*Note: Students should reserve time for the library to review the electronic thesis format and for printing the hard copy thesis.
※Please download and use the respective forms directly from the website or the below links.
For detailed procedures and explanations, refer to the IC Examination Routine.
◉ 外系選修、通識課程擬採計為畢業學分申請表 Application Form for Enrolling in Courses from Other Departments and Requesting Graduation Credits Approval [Document>Graduation]
◉ 應屆畢業生成績審核表Academic Achievement Record for Graduate Students。
◉ 論文口試時間調查及審查委員會名單 Oral Exam Date Survey & Committee Member List。
◉ 碩士口試委員審定書Thesis Acceptance Certificate_MHI
◉ 學位論文學術倫理暨原創性比對聲明書Statement of Academic Ethics and Originality Comparison。
◉ Turnitin GuideBook
◉ MHI thesis Cover format
◉ 國立臺灣大學教務處碩博士學位考試申請系統 Degree Examination Application System
◉ 臺灣大學電子學位論文提交系統 The Thesis Submission System.
◉ 國立臺灣大學研究所博士暨碩士學位考試規則Rules Governing Thesis/Dissertation Defense


The East Coachella Valley Pride Festival Planning Committee brings you the 7th Annual East Coachella Valley Pride Festival, an intimate community building celebration of the LGBTQ community members in the Eastern Coachella Valley. The ECV Pride Festival Planning Committee is youth-led and youth-driven, with the support of an advisory council comprised of various LGBTQ and allied organizations and individuals including Trans Community Project, Planned Parenthood, Youth Leadership Institute, Desert Recreation District, and more.
Join us for an afternoon filled with performances by queer artists Las Tias, drag performances, and a dance troupe, Desert Dance Collective!
Áres Flores, ECV Engagement Coordinator
When & Where
Saturday, October 7th, 2023 2PM – 6PM, Coachella Library


My Very Own Fairy Tale Personalized Book
Sale Price $49.99
Show your child through this enchanting fairy tale how unique and special they are! Its story takes your child into a magical garden where flower and berry fairies crown them as their fairy princess or prince. Flower fairies bring letters one by one to spell out the child's name, while describing their special character traits. Personalize with up to 15 characters for child's first name and 15 characters for child's last name. Also includes an illustrated Fairy Patch featuring 62 fairies with interesting facts about their flowers and berries. Hardcover. Page count depends on length of child's name. Ages 0–8.
Ratings & Reviews
Question & Answer


Looking for more personal finance resources after finishing MD in the Black?
Check out the list of our favorite advanced personal finance resources below.
MD in the Black: A Personal Finance Primer for Medical Residents
As a resident, finding reliable, relevant, and succinct financial advice can be challenging. That's why we wrote the MD in the Black book: a single high-yield source for all the information you need to manage your finances during residency. This book answers residents’ most pressing financial questions, including:
Should I pursue Public Service Loan Forgiveness?
Do I really need to buy disability insurance?
Should I use extra money to invest or pay back loans?
What investments and accounts should I choose?
How do I find reliable financial advice?
Pick up your copy today for answers these questions and more, all free from distraction of less relevant content and the bias of industry.
The Bogleheads' Guide to Investing
After reading A Personal Finance Primer for Medical Residents, A great next step for those interested in a deeper dive into investing is this classic from the Bogleheads crew. Click here to get started with your deep dive into investing with this highly recommended book!
The Bogleheads' Guide to the Three-Fund Portfolio
If you finish the Bogleheads' Guide to Investing with a hunger for more content on portfolio management, the Bogleheads' Guide to the Three-Fund Portfolio is a quick read on a simple strategy for portfolio management. Click here to pick up your copy today
The White Coat Investor: A Doctor's Guide to Personal Finance and Investing
If you finish the MD in the Black content and are ready to start learning about personal finance after residency and fellowship, the White Coat Investor book is a great next step. This book will build on the knowledge you gain from MD in the Black by covering several new issues that will arise once you begin collecting an attending salary. You can pick up a copy here.
How to Think About Money
A great twist on the "classic" personal finance book that highlights a financial strategy for happiness instead of pure wealth maximization. The mindset of using money purposefully to reduce stress and maximize happiness in life can be applied to anyone, including residents. The financial tips are a bit more applicable to the attending-level reader, and contain obvious echos of the pre-indexing investment era. Check it out for yourself here.
Taxes Made Simple
Ready to know more about taxes than how to click through TurboTax and hope for the best? Start with this book. It's a great introduction for tax novices, covering all the basic concepts in simple language. The content covered should be sufficient to satisfy most beginners, but those looking for discussion advanced concepts will need to turn elsewhere (after all, it's only ~100 pages). Pick up your copy here and you'll be explaining the difference between a tax deduction and a tax credit to your friends in no time!
Living Trusts for Everyone
While it's unlikely that many residents will be setting up a trust while still in training, trusts are powerful estate planning tools that many physicians will end up using. This book is a fantastic introduction to trusts, packed with practical advice. Particularly if you have (or are planning to have) children and are approaching the end of your training, consider picking yourself up a copy of this book here.


Middleton, Vermont is a quiet place, mostly woods, with a small mill on the creek and some farms scattered across the green hills. It is a friendly bug humble folk who live here. We never had cause to make a fuss about anything, that is until Mr. Winchell came to town.
This Thing of Nature recounts the story of the rodsman Winchell as told by one of his most faithful followers.
Inspired by the true events of the “Wood Scrape” in 1800, Winchell introduces the people of Middletown to the practice of divining with hazel rods to discern the future and find hidden treasures.
To his closest followers, Wincell reveals the biggest prize of all-a cache of buried gold left in the ground by the Native Americans. The only problem is the terrible guardian spirit that watches over the treasure.
In order to find and secure the money, Wincell and his party must keep themselves pure, have faith in the power of the rod, and maintain perfect silence as they did. And so, with that charge the rodsmen set out on their adventure.
Will they find the mysterious loot, or will the terrible spirit whisk it away from under their shovels?
This edition features full-color scans of the original one-of-a-kind accordion fold book.


EWF – European Women Filmmaker
- Questo evento è passato.
martedì 18 luglio 2017 Ore: 20:00 - 22:00
TITLE: Hanna Arendt
DIRECTED BY: Margarethe Von Trotta
DISTRIBUTED BY: Ripleys’s Film, Nexo Digital
RELEASE DATE: 2012
RUNNING TIME: 113 min
In 1940, after escaping the horrors of nazism, german-jew philosopher Hannah Arendt, were able to find shelter in the United States. Here Hannah becomes a faculty tutor and an activist within the American Jewish community, so much so that she starts her collaboration with some of the most important newspapers in the country. As a correspondent in Israel, in order to follow the case against nazi official Adolf Eichmann. This was the reason why she decided to write her famous and extremely controversial novel Eichmann in Jerusalem: A Report on the Banality of Evil.


While the Presidential monuments, war memorials, Smithsonian museums, National Zoo, and Arlington Cemetery should be on anyone’s wish list of must see things to see and do in Washington, there are many other worthy adventures to be had in the city. Here are 10 other recommendations, in no particular order:
l. Visit the Holocaust Museum. Granted it can be pretty intense, especially for younger children, but it is well worth it – and something we should never forget.
2. Take a walk on the C & O Canal in Georgetown. A wonderful chance to get out in the fresh air and enjoy relative peace and quiet.
3. Go to the National Gallery of Art and see some of the world’s treasures created by some of the most famous artists.
4. If you’re into Civil War era history, take a quick look at the Lincoln box seat at Ford’s Theater.
5. Every night at the Kennedy Center the Millennium Stage gives a free concert.
6. If you like books and Shakespeare, visit the Folger Shakespeare Library.
7. If you really like books, go to the Library of Congress. Fascinating and almost overwhelming.
8. If you like money, and who doesn’t, visit the Bureau of Engraving and Printing. You will be stunned by the HUGE piles of money, both those to be used, and those to be thrown away!!
9. A really neat place to go is the National Archives. Here you will see the original copies of the Declaration of Independence, the Constitution, and the Bill of Rights.


When I first started in real estate investing, the one piece of advice that I had to follow above all else was to learn about various business structures and how they can be applied to real estate investments. I did not care how much capital was involved or how complicated an idea was, I was always looking to the structure that the company was using and see if it fit my needs. If I found a company that could provide me with exactly what I needed, then I was happy with them.
Now, with that being said, I have written a Quick Guide to Business Structures for Real Estate Investors to provide you with a good starting point on the subject. This book is a comprehensive review of all the business structures that are available today. From sole proprietorships to partnerships, to sole traders and the like, this guide covers all the bases.
The author, who is well known in the industry, provides a detailed overview of the most common business structure and explains why some are good and some are bad for your company. There are some very useful tips and suggestions included throughout the guide as well. However, the real meat and potatoes of the book is the section where he goes over the different business structures in detail and shows why you should choose one of them.
He provides good examples of why each one works and gives the reader a lot of ideas on how to structure your own business. One of the main advantages of a limited liability company or LLC is that it allows the company to be privately held unlike a corporation where the shareholders are not allowed to meet one another unless they are allowed to do so. As a result, this provides the company more control and more opportunity to make better decisions than if everyone had the same voting power.
Another important feature of this book is the fact that it is available in both hard copy and eBook format. I am a big fan of the Kindle and I prefer to read a paper copy of a book rather than an eBook version. The reason is that you can take out time to read through the whole guide in a day, while the eBook will give you the information that you need and it will be very easy to read.
If you are just getting started with real estate investing or are just looking for some more information, then this quick guide is a great place to start. It covers all the basics and provides some great tips and hints to make your business even better.


The well-stocked and up-to-date book collection has top priority in the Albisheim library, which has been revived since 1989. Cabaret events for adults are also organized from time to time. Thanks to a foundation we can dispose of Euro 2.400 for media every year. Many audio books, DVDs and 8000 books are available to the reader.
The volunteer-run library of the local and church community is located on the upper floor of the village community center. Books can be borrowed via PC. A book flea market is offered during regular opening hours. Helpers who would like to lend a hand during opening hours and at events are very welcome. You can find the library website here.
Bichersälche Albisheim an der Pfrimm
Friedrich Brubacher Platz 1
Monday17 30From 17:30 to 19:30
Thursday15 30From 15:30 to 17:30
The library has over 1,800 media units.
School Street 17
Tuesday16 From 16:00 to 17:00
Community library Göllheim
The Göllheim community library has been in existence since 1973.
Today it is located at Freiherr-vom-Stein-Straße 1, the left-hand building of the municipal administration.
Here, the seven-strong team led by manager Ria Baumgärtner looks after around 700 visitors a year.
Lending is free and includes not only books, but also audio books, magazines, Tonies and much more. You can find the library's website here.
You can find the current opening hours at www.findusgoellheim.de


The purpose of this article as follows: The first is to clarify the theories underlying the definition of three concepts- Pacemaker, Bottleneck and Order Decoupling Point– in the field of production systems design, planning and control; the second is to demonstrate the existing interrelations between the three concepts; and third, to set out guidelines that will make identifying and defining these concepts easier, when attempting to design or redesign a system using a lean production approach.
It is hoped that this paper will fill a gap in the literature by relating these three concepts from different points of view, as well as offer practical guidelines to academics or professionals involved in the design, or redesign, of a production system Keeping this in mind, the findings portrayed in this publication have been organized into the following sections.
First the article describes the literature review process that led to acceptable theoretical descriptions for each of the three concepts. Then, from a conceptual point of view and depending on production strategy – Made-To-Order (MTO) or Made-To-Stock (MTS) –a set of considerations, in different practical situations are made establishing the relationships between each of the concepts. At the same time this document provides some procedural guidelines to help identify the three concepts. Then a practical case of production system redesign is proposed, in which aspects and methods described in this article are used. Finally, conclusions are drawn at the end.


There are numerous references to authors, literary works and other (mythological) figures in Frankenstein, or The Modern Prometheus. On this page, you will find which literary works and authors are referred to, where in the text they refer to as well as some information about those writings and authors. The references are listed in alphabetical order (excluding articles).
Links to the full text of Frankenstein will open a new window in your browser.
On the Links page, you can find links to external sites dealing with most of the works mentioned below.
A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z
- The Arabian who had been buried with the dead from the "Fourth Voyage of Sinbad" in The Arabian Nights
Sinbad is given a beautiful wife as a present by a friendly king. He later discovers that in that particular country it is custom to be buried along with your dead spouse. Soon after Sinbad discovers this, his wife dies. So Sinbad is "buried" with his wife in a cave. However, he is able to see a small spot of light by which he eventually is able to escape from the cave.
Mary refers to the Arabian in Chapter IV of Frankenstein.
- Arthur, King(earliest reference ca. 600)
The figure of King Arthur appears in a group of tales, known as the Arthurian Legend , group of tales that developed in the Middle Ages. Their main subject being Arthur, the semihistorical king of the Britons, and his knights. The legend is a complex weaving of ancient Celtic mythology with later traditions around a core of possible historical facts.
Although the earliest references to King Arthur are found in Welsh sources, the earliest continuous Arthurian narrative is in the Historia Regum Britanniae (ca. 1139) by the English writer Geoffrey of Monmouth. In this narrative, Arthur is identified as the son of the British king Uther Pendragon, and his counsellor Merlin is introduced. The Historia also mentions the isle of Avalon, where Arthur went to recover from wounds after his last battle, and it tells of Arthur's wife Guinevere's infidelity and the rebellion instigated by Arthur's nephew Mordred. All later developments of the Arthurian legend are based on this work by Monmouth.
Thus, the first English Arthurian story is in the poet Layamon's Roman de Brut (1205), an English version of Geoffrey's Historia. Arthur is depicted as a warrior on an epic scale; and the story of his magic sword Excalibur, which only he could extract from a rock, is included for the first time.
An Arthurian tradition also developed in Europe, probably based on stories handed down from the Celts who immigrated to Brittany in the 5th and 6th centuries. By 1100 Arthurian romances were known as far away as Italy. Inspired by chivalry and courtly love, they are more concerned with the exploits of Arthur's knights than with Arthur himself.
A reference to the King Arthur is made in Chapter 2
- Byron, George Gordon Noel (a.k.a. Lord Byron) (1788-1824)Lord Byron was one of the most important and versatile writers of the romantic movement.
The publication in 1812 of the first two cantos of Childe Harold's Pilgrimage, a poem narrating travels in Europe, brought Byron fame.
Rumours about his incestuous relationship with his half-sister Augusta and doubts about his sanity led to his being ostracized by society. Deeply embittered, Byron left England in 1816 and never returned.
For two years Byron travelled around Italy, settling in Pisa in 1821. He wrote the verse dramas Cain and Sardanapalus and the narrative poems Mazeppa and The Island during these years.
In 1822, with the poets Percy Bysshe Shelley and Leigh Hunt, he started at Pisa a journal called The Liberal, but Shelley's death that year and a quarrel with Hunt put an end to this venture after only three issues had been printed. Don Juan, a mock epic in 16 cantos, encompasses a brilliant satire on contemporary English society. Often regarded as Byron's greatest work, it was completed in 1823.
Byron is mentioned several times in the Introduction to Frankenstein.
- Childe Harold's Pilgrimage (canto 1 and 2: 1812, canto 3: 1816, canto 4: 1818) by George Gordon Noel Byron (a.k.a. Lord Byron)
Childe Harold is a travelogue written by a melancholy, passionate and eloquent tourist. Byron wrote the first two canto's of this poem on his travels trough Spain, Portugal, Albania an Greece. Four years later, Byron took up Childe Harold again. He added the third canto relating his travels through Belgium, Switzerland and the Alps. In the fourth canto, published in 1818, Byron describes the monuments and cities of Italy.
The hero of the poem, Childe (an ancient term for a young noble awaiting knighthood) Harold, was the first example of what came to be known as the Byronic hero, the young man of stormy emotions who shuns humanity and wanders through life weighed down by a sense of guilt for mysterious sins of his past.
In the Introduction, Mary Shelley mentions Byron writing Childe Harold's third canto during their stay in Switzerland.
- Darwin, Erasmus (a.k.a. Dr. Darwin) (1731 - 1802)
Although not quite as famous as his grandson the evolutionist Charles Darwin, Erasmus Darwin was one of the most distinguished scientists of his age. His most famous works include The Zoonomia and The Temple of Nature.
He was a frequent visitor to the Godwin household. Although in the Preface to Frankenstein Mary Shelley states that "the event on which this fiction is founded has been supposed, by Dr. Darwin ( . . . ), as not of impossible occurrence", this is not entirely correct. Some comments Darwin made in an article entitled "Spontaneous Vitality of Microscopic Animals" have probably been remembered wrong by Byron and Shelley.
- Hamlet (ca. 1601) by William Shakespeare
Shakespeare's most famous play is part of the third period which includes his greatest tragedies and his so-called dark or bitter comedies. The tragedies of this period are the most profound of his works and those in which his poetic idiom became an extremely supple dramatic instrument capable of recording the passage of human thought and the many dimensions of given dramatic situations.
Hamlet goes far beyond other tragedies of revenge in picturing the mingled sordidness and glory of the human condition. Hamlet feels that he is living in a world of horror; confirmed in this feeling by the murder of his father and the sensuality of his mother, he presents a pattern of crippling indecision and precipitous action. The interpretation of his motivation and ambivalence continues to be the subject of considerable controversy.
In the Introduction, Mary Shelley refers to the ghost of Hamlet": the ghost of Hamlet's father who lets Hamlet know that his death was part of a conspiracy.
- Heroes of Roncesvalles
Heroes of Roncesvalles is a reference to the earliest French epic "Song of Roland", dated about 1100. Roland is a heroic knight in the army of Frankish king Charlemagne. He gives Roland a horn which only he can sound. The sound coming from the horn is so intense that people cry out from the pain in their ears.
When the king has to return home, he leaves Roland with only a few men to hold the pass at Roncesvalles. Soon, they are attacked by an army of Saracens; they try to fight back but almost immediately find themselves in a losing position. Comrades urge Roland to sound his horn, but he heroically refuses. As the knights around Roland are struck and even Roland himself lay dying, he decides to sound his horn. The king returns but he is too late to help his knights.
The reference to Roland is made in Chapter II of Frankenstein.
- Homer (supposedly 9th century BC)
Homer is the name traditionally assigned to the author of the Iliad and the Odyssey, the two major epics of Greek antiquity. Nothing is known of Homer as an individual. In fact, the question of whether a single person can be said to be responsible for the creation of the two epics is highly controversial, hence the "homeric question": by whom, how, and when were the Iliad and Odyssey composed? Linguistic and historical evidence, however, allows the supposition that the poems were composed in the Greek settlements on the west coast of Asia Minor sometime in the 9th century BC.
A reference to Homer is made in Robert Walton's first letter to his sister.
- Iliad by Homer (supposedly dated 9th century BC)This epic is written in impersonal, elevated, formal verse, employing language that was never used for ordinary discourse.
The Iliad deals with a legendary event that was believed to have occurred many centuries before its composition. It is set in the final year of the Trojan War(12th century BC), which forms the background for its central plot, the story of the wrath of the Greek hero Achilles.
Insulted by his commander in chief Agamemnon, the young warrior Achilles withdraws from the war, leaving his fellow Greeks to suffer terrible defeats at the hands of the Trojans. Achilles rejects the Greeks' attempts at reconciliation, but he finally relents to some extent, allowing his companion Patroclus to lead his troops in his place. Patroclus is slain, and Achilles, filled with fury and remorse, turns his wrath against the Trojans, whose leader, Hector (son of King Priam), he kills in single combat. The poem closes as Achilles surrenders the corpse of Hector to Priam for burial, recognising a certain kinship with the Trojan king as they both face the tragedies of mortality and bereavement.
The reference to the Iliad appears in the Preface to Frankenstein.
- Magnus, Albertus (aka Albert the Great) (1200-1280)
Magnus was widely known as doctor universalis for his wide interest in natural science. He was especially noted for his introduction of Greek and Arabic science and philosophy to the medieval world.
Born in Lauingen, Bavaria (Germany), to a noble military family, Magnus became a master of theology in 1245 and subsequently held one of the Dominican chairs of theology. Among his early students was Thomas Aquinas. Albert was an influential teacher, church administrator, and preacher.
Magnus had, on his journeys, shown an intense interest in natural phenomena , and he seized on Aristotle's scientific writings. He examined them, commented on them, and occasionally contradicted them on the evidence of his own careful observations. He produced essentially new works and, according to the English philosopher Roger Bacon, held much the same authority in his time as did Aristotle himself.
Albert died at Cologne on November 15, 1280. He was beatified in 1622 and declared a saint by Pope Pius XI in 1931, at which time he was acclaimed an official Doctor of the Church. In 1941 Pope Pius XII made him the patron of all who study the natural sciences.
In the section Literary works of Frankenstein on the Links-page, there is a link to more information about the Albert the Great.
Albertus Magnus is referred to in Chapters II and III of Frankenstein.
- Mazeppa (1821-22?)by George Gordon Noel Byron (a.k.a. Lord Byron)
Byron wrote this poem during his years in Pisa. As he was joined there by Percy and Mary Shelley, it is hardly surprising that Mazeppa should be mentioned in the Introduction to Frankenstein.
Mazeppa is a narrative poem that is at this point unfortunately not available online.
- Midsummer Night's Dream, A (ca. 1595) by William ShakespeareThis play was written is Shakespeare so-called second period which includes historical plays as well as comedies.
The comedy A Midsummer Night's Dream almost reads like a tale of fantasy. Several plots are interwoven: two pairs of noble lovers, a group of bumbling and unconsciously comic townspeople, and members of the fairy realm, notably Puck, King Oberon, and Queen Titania.
A Midsummer Night's Dream is referred to in the Preface to Frankenstein.
- Milton, John (1608-1674)
Milton, the author of the famous Paradise Lost, was an English poet who was known for his rich and dense verse. He was a powerful influence on succeeding English poets, and his prose was devoted to the defence of civil and religious liberty. After Shakespeare, Milton is often regarded as the greatest English poet.
John Milton's work is often centred around themes of lofty religious idealism and the cosmic. It reveals an astonishing breadth of learning and command of the Greek, Latin, and Hebrew classics. His blank verse is remarkably varied and rich, so skilfully modulated and flexible that it has been compared to organ tones.
Milton is referred to in the Preface to Frankenstein.
- Mutability (ca. 1814-15) by Percy Bysshe Shelley
The last two stanza's this poem appear in Frankenstein when Victor has returned home after receiving the news of his brother death. He knows that the monster is responsible for the murder and consequently blames himself for creating it. He has left the house and starts wandering. He climbs a mountain and is for a short while dumb founded by the view and the magnificent surroundings.
We are as clouds that veil the midnight moon:
How relentlessly they speed, and gleam, and quiver,
Streaking the darkness radiantly!-- yet soon
Night closes round, and they are lost forever:
Or like forgotten lyres, whose dissonant strings
Give various response to each varying blast,
To whose frail frame no second motion brings
One mod or modulation like the last.
We rest.-- A dream has power to poison sleep;
We rise.-- One wandering thought pollutes the day;
We feel, conceive or reason, laugh or weep;
Embrace fond woe, or cast our cares away:
It is the same!-- For, be it joy or sorrow,
The path of departure still is free:
Man's yesterday may ne'er be like his morrow;
Nought may endure but Mutability.
- Newton, Sir Isaac (1643-1727)
Newton was an English mathematician and physicist; he is considered one of the greatest scientists in history, who made important contributions to many fields of science. His discoveries and theories laid the foundation for much of the progress in science since his time. Newton was one of the inventors of the branch of mathematics called calculus. He also solved the mysteries of light and optics, formulated the three laws of motion, and derived from them the law of universal gravitation.
In 1665, Newton received his bachelor's degree from Cambridge University. Newton ignored much of the established curriculum of the university to pursue his own interests: mathematics and natural philosophy. Proceeding entirely on his own, he investigated the latest developments in mathematics and the new natural philosophy that treated nature as a complicated machine. Almost immediately, he made fundamental discoveries that were instrumental in his career in science.
Sir Isaac Newton is referred to in Chapter II of Frankenstein.
- Paracelsus (aka Theophrastus Bombastus von Hohenheim) (1493-1541)
Paracelsus was a German physician and chemist who claimed diseases are caused by agents that were external to the body and that they could be countered by chemical substances. He defied the belief of the so-called Scolastics, that diseases were caused by an imbalance of bodily "humors" or fluids, and that they would be cured by bloodletting and purging.
Paracelsus devised mineral remedies with which he thought the body could defend itself. He identified the characteristics of numerous diseases, such as goiter and syphilis, and used ingredients such as sulphur and mercury compounds to counter them. Many of his remedies were based on the belief that "like cures like," and in this respect he was a precursor of homeopathy. Although the writings of Paracelsus contained elements of magic, his revolt against ancient medical precepts freed medical thinking, enabling it to take a more scientific course.
Shelley refers to Paracelsus on two occasions, namely in Chapter II (twice) and Chapter III (twice).
- Peeping Tom of Coventry (1307) originally by Matthew of Westminster
This original peeping Tom is part of the Lady Godiva fable, first recorded by Matthew of Westminster in 1307.
Lady Godiva's husband, the Lord of Coventry, imposed some very severe imposts on the people of Coventry, which Godiva tried to get mitigated. The Lord, wanting to silence her, said he would only comply when she would ride naked from one end of the town to the other. Godiva took him at his word, rode through the town naked and her husband had to remit the imposts.
Before Godiva started her ride through town, all the inhabitants voluntarily confined themselves to their houses, and resolved that anyone who stirred abroad should be put to death. A tailor could not contain himself and had a peep, but was rewarded with the loss of his eyes, and has ever since been called Peeping Tom of Coventry. There is still a figure in a house at Coventry said to represent Peeping Tom.
Mary Shelley refers to Tom of Coventry in the Introduction to Frankenstein.
- Romeo and Juliet (ca. 1595) by William Shakespeare
This famous tragedy relates the story of two ill-fated lovers, victimised by the feud that separates their families: the Montagues and Capulets.
Mary Shelley refers to Romeo and Juliet in the Introduction to Frankenstein, when she discusses Polidori's attempts at creating a ghost story. Apparently, he did not know where to go with his creation ("a skull-headed lady") that he had to kill her: "[he] was obliged to despatch her to the tomb of the Capulets".
- Round Table, Knights of the (earliest reference ca. 600)
In order to avoid problems of precedence among his knights, legendary King Arthur held his gatherings around a round table. Everyone would be equal as there was no one person sitting at the head of the table.
A reference to the Round Table is made in Chapter 2.
- Shakespeare, William (1564-1616)The third of eight children, William was the eldest son of John Shakespeare, a locally prominent merchant, and Mary Arden, daughter of a Roman Catholic member of the landed gentry.
In 1582 he married Anne Hathaway, the daughter of a farmer. He is supposed to have left Stratford after he was caught poaching in the deer park of Sir Thomas Lucy, a local justice of the peace. Shakespeare and Anne Hathaway produced a daughter in 1583 and twins-a boy and a girl-in 1585. The boy did not survive. Shakespeare apparently arrived in London about 1588 and by 1592 had attained success as an actor and a playwright.
Shakespeare's modern reputation is based mainly on the 38 plays that he apparently wrote, modified, or collaborated on. Although generally popular in his day, these plays were frequently little esteemed by his educated contemporaries, who considered English plays of their own day to be only vulgar entertainment.
His plays were given special presentation at the courts of Queen Elizabeth I and King James I more frequently than those of any other contemporary dramatists. It is known that he risked losing royal favour only once, in 1599, when his company performed "the play of the deposing and killing of King Richard II" at the request of a group of conspirators against Elizabeth.
Shakespeare is referred to in the Preface to Frankenstein as well as in the first letter of Robert Walton.
- Tempest, The (ca. 1610) by William ShakespeareShakespeare wrote this play around 1610, the period of the romances or tragicomedies. These plays often suggest redemptive hope for the human condition. They often end happily with a reunion or final reconciliation because of an intervention of magic, art, compassion or grace.
The Tempest suggests the beneficial effects of the union of wisdom and power. In this play a duke, who is deprived of his title and is banished to an island, confounds his usurping brother by employing magical powers and furthering a love match between his daughter and the usurper's son.
The Tempest is referred to in the Preface to Frankenstein.
- Vicar of Wakefield, The (1766) by Oliver Goldsmith
The plot is centred around the loveable figure of Dr. Primrose. He lives a perfectly happy life together with his family until abduction, impoverishment and betrayal threaten to destroy their happiness.
In Chapter V, Mary Shelley quotes from remarks made by the arrogant principal in Vicar of Wakefield: " 'You see me, young man, I never learned Greek, and I don't find that I have ever missed it. I have had a doctor's cap and gown without Greek; I have ten thousand florins a year without Greek; I eat heartily without Greek; and, in short,'continues he, 'as I don't know Greek, I do not believe there is any good in it.' "
- Wordsworth, William (1770-1850)
Wordsworth was one of the most accomplished and influential of England's romantic poets, whose theories and style created a new tradition in poetry.
Although Wordsworth had begun to write poetry while still a schoolboy, none of his poems was published until 1793, when An Evening Walk and Descriptive Sketches appeared. These works, although fresh and original in content, reflect the influence of the formal style of 18th-century English poetry. The poems received little notice, and few copies were sold.
William had met the poet Samuel Taylor Coleridge, an enthusiastic admirer of his early poetic efforts, resulting in a close and enduring friendship between the poets. In the ensuing period they collaborated on a book of poems entitled Lyrical Ballads, first published in 1798. This work is generally taken to mark the beginning of the romantic movement in English poetry. Wordsworth wrote almost all the poems in the volume, including the memorable “Tintern Abbey”; Coleridge contributed the famous “Rime of the Ancient Mariner.”
Much of Wordsworth's easy flow of conversational blank verse has true lyrical power and grace, and his finest work is permeated by a sense of the human relationship to external nature that is religious in its scope and intensity. To Wordsworth, God was everywhere manifest in the harmony of nature, and he felt deeply the kinship between nature and the soul of humankind.
The tide of critical opinion turned in his favour after 1820, and Wordsworth lived to see his work universally praised. In 1842 he was awarded a government pension, and in the following year he succeeded Southey as poet laureate.
- Encarta '95. CD-ROM. United States of America: Microsoft Corporation, 1994.
- Abrams, M.H., ed. The Norton Anthology of English Literature. 6th ed. Vol. 2. New York: Norton, 1993.
- Cobham Brewer, E. "The First Hypertext Edition of The Dictionary of Phrase and Fable." (January 1997). Online. Internet. 25 Oct. 1999. Available URL: http://www.bibliomania.com/Reference/PhraseAndFable/data/955.html
1 Percy Bysshe Shelley, "Mutability," The Norton Anthology of English Literature, ed. M.H. Abrams, 6th ed., vol. 2 (New York: Norton, 1993) 491.


My book / portfolio offers a beautiful collection of photos of African wild animals ... not so much to show you another time these animals as in many other books, but only and especially for you to share these emotions that I had the chance to live at moments to trigger my camera and that I decided to share with the greatest number of you!
Timeless, high-sensitivity, these photos also want to be a plea for the protection of nature.
If you want a dedication / signature, thank you to send me a mail with the first name of the person you would like to mention.
- Art Book, cardboard with cover Wibalin and bookmark.
- ISBN 978-2-9601743-0-4
- Size 30.0 x 25.4 cm
- 96 pages


CHRISTIAN LIFE COMMITTEE
This committe is made up of the Women's Ministry, Pioneer Clubs, The Library and Wednesday Night Family Night.
Our activities for include (for this section) Declare God's Wonders which entertained approximately 90
children and adults, Children's Day Family Picnic, Vacation Bible School in which more than 90 children were ministered to, nursery volunteers who minister to the infants and toddlers each month as well as volunteers who teach our elementary aged children during the 11:00 service.
If you would like more information or would like to join us, click here .


Reverence for life: The words of Albert Schweitzer
BOOK RELEASE – ANNA MARIA, FL. November 2017
Reverence for Life: The Words of Albert Schweitzer
Edited by Harold E. Robles Foreword by Roger Gamble
Take part in creating a global compassion consciousness
Gathered together for the first time in one place, Nobel Peace Prize-winner Albert Schweitzer’s words on ecology, human and animal rights, philosophy, war and peace, music and the arts, and forming a global community.
“I cannot but have Reverence for all that is called life. I cannot avoid compassion for everything that is called life. That is the beginning and foundation of morality.”
~ Albert Schweitzer
Spanning many decades and a host of topics, this rich collection of the words of Albert Schweitzer offers a glimpse into the life and thought of an eminent humanitarian.
“Reverence for Life” was Schweitzer’s unifying term for a concept of ethics. He believed that such an ethic would reconcile the drives of altruism and egoism by requiring a respect for the lives of all other beings and by demanding the highest development of an individual’s resources. The thread of this inspirational belief appears throughout his deeply insightful writings. Excerpts from previously unpublished letters to John F. Kennedy, Norman Cousins, Bertrand Russell, and others show how truly committed Schweitzer was to creating a global consciousness and cultivating a dignity toward all people. A foreword by former U.S. Ambassador, Roger Gamble, an introduction by the editor, Harold E. Robles, and a brief biographical sketch of Schweitzer’s life round out this stunning collection of quotations.
“The words of Dr. Schweitzer are timeless. They are not only relevant today, but they will continue to serve as an inspiration to the future. Many thanks to Harold Robles for compiling and sharing with us this collection of ‘Le Grand Docteur’s’ thoughts.” ~ PRESIDENT JIMMY CARTER
“If you are a thinker, if you care about the future of this planet, you need to buy this little gem of a book.” ~ JANE GOODALL
On Sale: November 1, 2017 Available from bookstores and from Amazon $9.95 Paperback, $29.95 Hardcover
ISBN-13: 978-1600251139 Self-Help / Motivational & Inspirational