Perhaps one of the most widely recognizable and debatable characters of Christianity is one who is not the central focus at all—an angel fallen from Heaven for the sin of pride, who has been around since the Jewish beginnings of the religion. He has been known by many names through the years, each with its own slightly different association. He was Satan the adversary, Mastema the accusing angel, Duma meaning “silence”, Beelzebub who is the god of the flies, Lucifer the Morning Star, Sammael, and many other names (Davidson, 185, 99, 72). Yet though he has been around for centuries, the concept of what exactly Satan is and what ideas he embodies has changed greatly, influenced by linguistics, politics, culture, and art.
In the beginning there was the Adversary. In the books of Numbers and Job, satan is far from the character an average modern Christian would recognize. Instead, he is an obedient servant of God; an angel who acts as messenger and does God’s bidding. Satan is not a name; it is a role, or office (Davidson, 261). Nor is the satan (at this point, not capitalized) one single character, but any angel who fills that position. Even the root of the term, śtn, reflects this in its meaning of “one who opposes”. (Pagels, 39) In the Pagles’ translation of the book of Numbers, satan stands in the way of Balaam on the road, causing his ass to turn away. (40) In my own translation, the term “Angel of the Lord” is used instead, reflecting possibly both translational changes, and modern Christian editing (Num. 22:23-27).
In the book of Job, Satan takes on a slightly less likable character. When Satan says that Job would likely be less pious if he had fewer blessings, it is God’s permission to act which allowed Satan to inflict suffering on him: “Behold, all that he has is in your power; only do not lay a hand on his person,” (Job 2:12). Later Satan is granted further power over Job, yet he still must get the permission of God before he can act. In this essence, Satan seems to refer to an adversary of mankind, especially of a specific Jew, rather than of God. Satan slowly is becoming a reference for an opponent, mostly at this point, a Jewish one.
It is in this time period also that the mythology of Satan begins to evolve. Stories of a fallen angel who was too prideful to be kept in Heaven with God begin to show up in the culture, some borrowed from other cultures, others created from the culture itself (Pagels, 49). Apocryphal stories tell of a commanding angel in Heaven who overstepped his bounds and wanted to command as though he was God Himself, and therefore was cast out. In Genesis there is the story of the sons of heaven coming to earth to mate with the daughters of man. “…The sons of heaven saw how beautiful the daughters of man were, and so they took for their wives as many of them as they chose,” (Gen. 6:2). A more Islamic reading of the Fall is one in which all of the angels of God are assembled to observe God’s newest creation, man. When told to bow before him, Satan refuses, saying that he will not worship any a creature made of dust (Koran.007.11-18).
These stories were used to illustrate how an insider to Heaven could turn against God: a metaphor for those Jews who were going against their Jewish brothers. “Whichever version of his origin one chooses, then, and there are many, all depict Satan as an intimate [emphasis in original] enemy—the attribute that qualifies him so well to express conflict among Jewish groups,” (Pagels, 49). Those intimate enemies, depending on one’s point of view, could be those Jews who were becoming Hellenized, or could speak of sects of the Priesthood. The Essenes likened the Maccabean war to the war which raged between God and Satan. Either way, it seems that more than a religious ideal, Satan was a satirical subject, specifically used to protest conditions within the Jewish population (Pagels, 50-51, 56).
Another transition in the Satan character can be seen in relation to the Babylonian Exile. There are two accounts of the census taking done by King David. The first is in an account written before the Exile. In this account, “The Lord’s anger against Israel flared again, and he incited David against the Israelites by prompting him to number Israel and Judah, (2 Sam. 24: 1).” Later, after the Exile, and subsequent contact with the Zoroastrians who believed in both a good (Ahura Mazda) and evil (Ahriman) deity, (Bunson, 304) the cause of the survey changed. “A satan rose up against Israel, and he enticed David into taking a census of Israel,” (1 Chr. 21:1). The footnote on this passage speaks of the exile, and evil no longer being attributed to God, but to an angelic being.
In early Christianity, Satan is used both as somewhat of a political symbol, and as a force casing humans to do evil. In Matthew’s account of the testing of Jesus in the desert, he makes Satan out to be a crafty character who is quite able in the field of debate, and knowledgeable of the scriptures. In this way, he is casting Satan in much the same light as Christians viewed the Pharisees (Pagels, 81). It is in the accounts of Matthew that Jesus accuses his opposition of being satans, and more than that, of being possessed by demons, or by the spirit of Satan himself (Pagels, 83). Most of Jesus’ opposition at this time comes from the Jews, especially those in power such as the Pharisees, and so Jesus’ associating them with Satan follows along with what the Jews had been doing with their enemies for generations. Luke goes farther than either Mark or Matthew had dared go, and actually writes that Satan had intervened in Jesus’ capture, by entering into Judas and conferring with the Priests while in that physical form (Luke, 22:3-6).
Early Christianity after Christ’s death portray Satan in a very different form from what any of the previous generations had. Here, as opposed to an angel who does God’s work, or an internal force of opposition within the state, Satan is a character who influences individual people directly, and who impersonates God to other nations, leading them away from the One True God. The idea of early Christianity, and one which has lasted even through today, is such that either you are with the God of the Christians, or you are against Him, and therefore a worshiper of His great enemy, Satan (Pagels, 116). This harkens back to Jubilees where God assigned to each nation a ruling spirit which will lead them astray from worship of Himself, allowing only Israel to have the true God (Pagels, 54). It is from pagan gods that Satan gets the appearance which he sports today; the figure with goat’s hooves horns is the figure of Pan. As often as early Christians assimilated pagan holidays to help gain converts, they just as often changed the gods those rituals praised into demons and objects to be feared or hated.
Even with the great worry of Satan attacking Christians from the outside through the acts of violent pagans whom early Christians tried to placate by assuming the same rituals and holidays, it was the attacks from within that the Christians came to fear the most. Satan spoke through some who claimed to be Christian, causing them to say Heretical things (Pagels, 155). Pagels cites Irenaeus’ Against Heresies saying “There are those, Irenaeus declares, who claim to be Christians, and are taken by all to be such, who actually teach ‘an abyss of madness and blasphemy against Christ’,” (155). This idea of Satan working through people has followed through to modern times, with such phrases as “the devil made me do it.”
As the character of Satan evolved in Judaism and early Christianity as a very political figure, it evolved in later Christianity mostly through the works of literature. In both works by the religious and those by more secular authors, a great series of myth has been generated about the figure of Satan. He was once a great angel, one of God’s finest. According to Davidson, a misreading of Isaiah causes Satan to be identified with Lucifer, whom he says is a separate fallen angel (261). In reality, this statement was referring to Nebuchadnezzar, a king of Babylon, and used a term for Venus, the Morning Star, as a metaphor (Bunson, 171). The name was first use to represent Satan by St. Jerome (Davidson, 176). Most Christians take that association as though it were truth, and use the two names interchangeably. Pope St. Gregory the Great and St. Thomas Aquinas disagree as to the angelic choir that Satan headed, with the former referring to him as a seraphim and virtue, and the latter citing him as cherubim. Much of our lore also comes from more modern authors’ works, such as Milton’s Paradise Lost, Dryden’s State of Innocence, and Goethe’s Faust. Perhaps one of the most famous accounts of Satan and his eternal abode is that of Dante in his Divine Comedy (Bunson, 259). All of these works add to the body of “fact” that we have about Satan.
In reference to many of the other names of Satan, each as its specific origin and connotation. I would like to touch on a few of the more interesting ones, especially those with unusual links and connotations. The Gnostics have a character called Iadalbaoth who was the creation of Sophia, and who then created the elohim, and with them worked to create the flawed world in which we exist (Davidson, 147). One of the other names for Lucifer (but not for Satan) as cited in Davidson is Los, of whom he says “Since his fall (he is one of the fallen angels), he as spent 6,000 years trying to give from to this world,” (176).
Another quite well known name for Satan is Beelzebub. Originally this name was one of a Syrian God, or as Bunson writes, an offshoot of the god Baal, a god of the Canaanites (36). Yet like Lucifer, Beelzebub is falsely associated with Satan. “In the Gospel of Nicodemus, Christ, during his 3 days in Hell, gives Beelzebub dominion over the underworld in gratitude for permitting him (Christ), over Satan’s objections, to take dam and the other ‘saints in prison’ to Heaven,” (Davidson, 72).
Sammael is also often associated with Satan, in this case, correctly. His name is a compound word meaning “poison angel”, which seems quite appropriate to the character. In this namesake he is said to be ruler of the 5th Heaven (in Christian lore), and the 7th (in Jewish). He is an Angel of Death, and the angel who tempted Eve in the garden as the serpent (one of several accounts of him in serpent form), as well as the one who caused David to take the census (225).
Satan is one of the most interesting figures of both Old and New Testament study. The many roles he assumes, both as an angel in an office and a spirit, who can intervene without consent, create possibly one of the most intriguing characters in all of religious and literary history. Certainly he has been the subject of much investigation and reflection, both from clergy and secular authors. He, of all aspects of Christianity, seems to be a character who is allowed to evolve in a theology which has tended in recent years to be more stagnant than previously in the rest of its history.
Bunson, Matthew, Angels A to Z. New York: Crown Trade Paperbacks, 1996.
Davidson, Gustav, A Dictionary of Angels Including the Fallen Angels. New York: The Free Press, 1967.
New American Bible, The. Wichita: Catholic Bible Publishers, 1988.
Pagels, Elaine, The Origin of Satan. New York: Vintage Books, 1995.
Shakir, M. H. Holy Qur'an. Electronic Text Center, University of Virginia, etext.lib.virginia.edu/koran.h…. 4-25-04.


Then – a reader
I’m a reader from way back. My father loves to tell a story of how one evening many years ago, as he drove the family home from a night out he noticed a light go on right at the far back of the station wagon. Looking in the rear view mirror he saw me, aged 10, crouched over a torch and a book – desperate to finish one last chapter before we got home and my book was confiscated before bedtime.
Not much has changed since then – though my husband knows better than to try and confiscate my book regardless of how late I might be reading! I’m still an avid reader and I’ll find every opportunity to read.
Now – a reader
What has changed though are the books I read and how I read them. Then, it was all Nancy Drew and Anne of Green Gables, borrowed from the library as a physical book, and the time I had in which to read them was almost unlimited. After all as a kid, most of my time after homework was disposable – I could spend it doing whatever I wanted.
Now I am more likely to be reading a non-fiction book on management, leadership, technology or productivity which I’ve either bought or borrowed as an e-book primarily from Amazon. And I’m probably reading it in ‘stolen’ moments (micro-reading periods if you like) – waiting for a conference call or hangout to start; waiting for a friend to join me at lunch; or whilst at the hairdressers – rather than as one solid chunk of dedicated reading time.
But why steal those moments to read? Well it’s because I firmly believe that the more one reads, the more one learns and the more one learns, the better one becomes at one’s business.
And why read books rather than websites? Obviously I get a lot of my information from websites and I read those voraciously as well but I just find there’s three very good reasons for continuing to read books as well.
3 reasons why I read books not websites
1. Consolidated format
The longer, consolidated format of a book means authors have the chance to develop ideas, provide examples and go further into concepts than they can on a website.
Plus, if I’m not clear on something, or need to revisit an idea, I can easily do that in a book by using the search capability. Sometimes, in a website that original idea might be ‘hiding’ in a older article or section of the website, making it very difficult to find.
2. Offline reading
I know this reason sounds insane, but I might not actually have internet access when I want to read. A downloaded book (or physical book!) is obviously ideal for these situations and with Amazon Kindle, your reading location will sync across all devices. Start reading offline on your phone, pick up where you left off on your tablet and then finish up via the cloud reader web access. So convenient and definitely not something you can do with a webpage!
3. Mark ups and notes
When I’m reading I love to take notes, highlight bits and bookmark pages so I can refer to the ideas and thoughts over and over again. Bookmarking is possible with a webpage and Google Keep but with a book the sky’s the limit. I dog-ear pages, stick on post-it notes, and highlight paragraphs in both my physical and e-books – and again, the consolidated format of a book makes it easy to keep the linkages between ideas.
Let me know what you’re reading
I’d love to know which books you’re currently reading! Drop the title and author name in the comments and we’ll come up with a crowd-sourced reading list to help all of us.
By the way – if you’re looking for a book to read AND you want to get up to speed on using Google Keep, may I suggest checking out Mastering Google Keep by yours truly? It is designed around the principles of just-in-time learning and can definitely be absorbed over many micro-reading periods no problem.


Dear Faculty and Staff:
When your personal passion project suddenly becomes the work to be done, you take notice. After a decade of teaching antiracism (from an ally perspective) to high school students, where examining the police brutality problem was a notable part of the curriculum, I as much as any like-minded activist cheered on the Black Lives Matter movement this past spring. While I mourn and rage against each senseless death, I nevertheless carry hope that this moment proves to be an inflection point in the drive for just society.
With antiracism in the public’s consciousness, the summer of 2020, spent in self-induced quarantine at our home in central Massachusetts, provided the opportunity to go back to school, to take a beginner’s mindset on what has been a steady diet of multicultural genre reading over the years. While I’ve pushed myself to read more fiction, and as such, consumed anything written by Coates and Whitehead, I knew I must deepen my education through reading more non-fiction. I was humbled by the endeavor upon realizing how little progress I have made.
I started with Kendi’s How to be an Antiracist, a must read for anyone trying to make the world a better place for all humans. I realized right away that this book would serve as The Roadmap, and would force me to move away from the “suasians” of education and moral pleading, and focus instead on influencing policy.
DiAngelo’s White Fragility was an even more provocative read, and each chapter felt like a punch in the jaw. While I think her treatise on white privilege and white paralysis is overdone in some areas, I nevertheless chose to commit to address a few of my own practices: to stop unsolicited talk about what I am doing to combat prejudice and racism; to admit to my own racism (and stop acting like I’ve evolved past it); and to expand my friendships.
At the suggestion of my wife, I watched Ava DuVernay’s Thirteenth, about the U.S. prison system. I can’t remember ever being so angered after watching a film.
As the new school year approached, and I looked for something to think about other than Covid-19, I kept returning to two questions: 1. Where do we go from here? and 2. What is my sphere of influence?
I cherish the privilege of leading a nonprofit international school committed to equality and justice, though we have a lot of work still to do here. Being a diverse organization does not make it a safe place for everyone, nor does it make it an antiracist institution. I’m ready to answer the roll call, and commit to the following:
- To use my positional authority to enact meaningful and lasting change,
- To focus on policy (e.g. hiring and retention) over all other endeavors,
- To fully understand the support our community’s people of color need and deserve, and
- To diversify the K-12 curriculum.
Most of all, I commit to joining you in charting the course to create an actively antiracist school. This is not a formal call to arms, but rather an invitation to come together to exact change, to improve the experience of all community members, and to grow as people.
Are you in?
2 thoughts on “Roll call: Antiracist School”
Sure thing. I have been working on this for a long time, teaching a variety of gender and diversity courses. I was fortunate to work with Dr. Joseph F. Healey on the sixth edition of this text, now in its 8th edition. Mostly focusing on the challenges in the USA, however the sociology research is comprehensive. “Race, Gender, Ethnicity and Class”
I am in. I would also like to recommend “The Skin We’re In” by Desmond Cole. He takes us back to the origins of systemic racism in North America. The Doctrine of Discovery provided legal and moral justification, in the eyes of the colonialists, to rob Indigenous sovereign Nations of their land. I was privileged to learn from and work with many Indigenous partners, Elders and Knowledge-keepers over the past 6 years in Ontario to support student and community learning of ways of being and knowing, and of the impacts of colonialism and racism. Canadian Senator, and Anishnaabe Elder, Murray Sinclair, implores us to consider these 4 questions: Where do I come from? Where am I going? Why am I here? Who am I? Knowing the answers to these questions (and the answers may change over time and place) gives us, Indigenous and non-Indigenous, a place to start the important work we need to do together. How do I use my privilege? There is so much to unpack….


Languages in Libraries: How we Code, Catalog, Transliterate, and Translate
The three of us agreed to research different approaches to accessing and foreign language resources in libraries and museums. Initially we were looking into how translation is performed, whether technologies like google’s visual translation tools were reliable, and how information was validated by people who may not speak certain languages they are trying to catalog and describe.
Our website aims to give an overview of the current scholarship and practice in managing and translating foreign language materials in libraries, archives, and museums.
Our project focuses on the various challenges presented by working with foreign language materials in libraries, archives, and museums and their possible solutions. We broke our research down into three categories based on our interests: cataloging, crowdsourcing, and user experience.
Daisy Tainton looks at how metadata is created and shared, and standardized, in the library world, particularly in regard to non-Latin scripts on Latin-based platforms. How are items described and how do users discover and access them? This section includes pages about Unicode, OCLC, Searching for non-Latin items, and interviews with professionals in the field.
For cataloging, OCLC connexion macros(such as those created by Joel Hahn and Terry Reese), Unicode, and google translate were the most-used technologies. OCLC allows users to transliterate scripts back and forth with minimal errors, generally, though small libraries may not be able to afford access. Unicode is a standard for encoding scripts, and has developed since 1991, with a current capacity to encode over a million characters. Google translate is used constantly during cataloging within large and small organizations to match incoming items with their existing entries in WorldCat or any accessible system.
OCLC transliteration tools work fairly well, it appears, though in order to check your results and make sure they are correct, you still need an expert or at least a speaker of the language. This is why there are top-level catalogers at major institutions(like Harvard) who create definitive metadata entries that become the gold standard and are spread through WorldCat across the globe. Any duplicate entries with small mistakes, perhaps created by a cataloger who could not locate a previously existing entry, will confuse users and clog library catalogs everywhere they are copied or shared.
The internet as we understand it has forced libraries to adapt and grow, and set new highs for discovery expectations. International, borderless finding means using searchable multi-language text, including latinized versions of texts, and making those descriptive texts available to external researchers.
As the population of readers of foreign languages with access to our collections continues to grow, both in-person and online, physical library collections have been slowly expanding collections to meet the needs of those users. These foreign language materials must be cataloged and described, ideally in English as well as the language in which they were written(language of origin and language of agency). Non-Roman scripts(Arabic, Chinese, Japanese, Tibetan, Vietnamese, etc.) may also need to be described in a latinized form of the language in which they were written, for ease of typing and copying the information across platforms and with older computer systems that do not have or cannot support keyboard programs in those scripts.
In museums and archives, shared meta data projects will help reduce difficulties in this area, and presumably allow good data to receive reinforcement through consensus and improving algorithms(increasing personal name recognition, clarifying fine points in translated Latin names). One source, Don Wheeler, Collection Development/Technical Services Librarian at the New York Botanic Garden has already mentioned that catalogers in specialized collections (plant-related items at the NYBG) benefit greatly from access to existing catalogs for comparison when faced with foreign language items. In order to access existing metadata, visual translators can be extremely helpful and reduce time spent looking up each word. Getting a visual match would be excellent verification. But those entries have to be made, first, and found.
Given more time, it would be great to look into regional variations and developments under way for new transliteration or translation tools. It would also be fascinating to learn more about small archives with unique items, and how they handle items for which entries can’t be matched in WorldCat.
One way libraries, archives, and museums (LAMs) can tackle the challenges presented by foreign language materials (particularly archival objects) is by turning to the crowd to help translate.
The first section, What is Crowdsourcing?, gives a brief overview of the topic. I explain how Jeff Howe coined the term in 2006 and how crowdsourcing often focuses on “microtasks.” I conclude by explaining some tasks libraries, archives, and museums use crowdsourcing for. The second section, Crowdsourcing and Translation, discusses how researchers are trying to find practical ways for translation services to be done through internet crowdsourcing. I explain the basics of how translation crowdsourcing works and describe the projects of two teams of researchers. The third section, LAMs and Crowdsourcing, explains how libraries, archives, and museums can use crowdsourcing for their translation projects. The final section, Current Projects, gives several examples of LAM crowdsourcing projects that are either ongoing or recently completed. The National Archives and Record Administration Citizen Archivist, Smithsonian Transcription Center, and the New York Public Library Labs are all crowdsourcing projects that either do include, or could include, translation features.
The gap between the user and the users’ results exists in the realm of cataloging, which contains accurate description, subject, and classification of resources from the cataloger. The fundamental reason a catalog is unsuccessful for a user is when these description standards are not met by the institution, and data from the system is unattainable in standard research practices for the public.
A successful use of new technology methods and digital research practices allowed for The British Library to catalog records from their Hebrew manuscripts without compromising user experience or translation descriptions. The British Library resolved XML with a digital tool called TEI Viewer to display all of the code attributed to the description of the manuscripts, and later the images, all at once (Keinan-Schoonbaert). This allowed the cataloger the ability to analyze the data as a whole and create enhanced standards of searching for the end user, even in foreign language. In contrast, The Silvermuseet unsuccessfully translated and digitized their linguistic materials due to the challenge in not being able to meet the necessary skillset to document them in XML standards (Wilbur, 2014). This proves to be a great disadvantage to the museum’s community and those users who could benefit from learning about the history of the culture and language.
Libraries are constantly challenged by meeting the requirements of making resources accessible to users in their online catalog as a public service. As seen by The British Library, this service was met, and user experience is successful in delivering accurate information on foreign language materials. However, with the expansion of data in library systems comes challenges to maintain descriptions access to the public. This is often done by parsing digital technologies with languages like XML and making it available through open source software like OpenRefine and OPACs (Martin, 2014). These open source software systems create more accurate search practices for the user that bridge the gap that exists between user and catalog.
With more time to use these services and to research the institutions that practice them in catalogs, it would have been helpful to see what challenges were overcome based on materials of foreign languages and study how successful the language translations have been for users as opposed to just the catalogers. Even in the given amount of time spent with the topic, seeing successful and unsuccessful examples of user experience provide a general understanding of the challenges institutions face when achieving public access to catalogs.


- Reading Rewards will officially end on 4/30 for this school year.
- 4/25 is the last day to log your reading to be counted for the challenges.
- On Monday, 4/29, April monthly winners as well as winners to year-long challenge and pizza party will be announced by Mrs. Miller.
- To celebrate a great year of reading, we will join 100 Mile Club for a Fun Run after school on Wednesday, 5/1. Goodies for those that show up while supplies last, so don’t miss out!
- Pizza Party is tentatively scheduled for Thursday, 5/16 during lunch period (no make-up party or lunch for those who miss the date).
Reading Rewards (NEW!)
What is Reading Rewards? (TK-6)
Reading Rewards is an interactive kids’ reading log and reading rewards program that allows kids to log their reading, browse and add new books to their library and wish list, write reviews, and share their reading with friends.
It is easy to earn reading incentives with Reading Rewards. Students can:
- Move up levels and earn badges as they read.
- Accumulate valuable RR Miles as they read, which they can redeem in various ways.
- Trade in their RR Miles for a joke or riddle of the day.
- Use their RR Miles to “purchase” rewards that their parents, teachers or librarians have set up for them.
- Make all their “purchases” in their RR Store, which has the look and feel of a true e-commerce experience, and lets kids know which rewards are available to them, based on their available miles or number of books read.
- In addition, we will have school-wide challenges similar to the one we had in Millionaire Reading Club in which student can be recognized for their achievement.
How can I sign up?
- Click on the ‘Sign Up!’ button on this page and then follow the signup instructions.
- Have your child Sign In to their account.
- Click on ‘Reading Circle > My Groups’.
- Search for your group in the Search box: group names are organized by grades. For example, if your child is in 3rd grade, you would look for Canyon View 3rd grade.
- Click on your group, and enter the grade-specific security codes you were sent in the 1st Day Welcome Folder (email us if you can’t find it)
That’s it! Your child will be part of Canyon View Elementary reading group, and we will be able to follow his/her reading progress. The best part is that we are not the only ones keeping track of your child’s reading, but you can also take part in it by obtaining FREE parent account.
So what are the challenges for this year?
The year-long challenge will run from 9/1/18-4/25/19. Three students from each grade with the most number of reading minutes will be selected and recognized at the end of the year.
Students who reach monthly goal for each month will be recognized at the Monday Morning Meetings and their names will be called out by Mrs. Miller.
For each grade, students should read the following number of minutes to be recognized:
TK/Kinder: 15 min/day or 300 min/mo
1st/2nd grade: 30 min/day or 600 min/mo
3rd/4th grade: 45 min/day or 900 min/mo
5th/6th grade: 60 min/day or 1200 min/mo


By Erika von Kaschke
Mothers from a range of different cultures came together at Meerilinga Children and Family Centre in Coolbellup on Thursday 19 November 2020 to translate the baby book, ‘Baby Ways’, into their first language.
The ability to speak and read to your child in your first language, is something that many migrant parents who speak a language other than English really treasure. The opportunity to help translate the book, ‘Baby Ways’, a book that is distributed to all new parents after the birth of their child, is a tool to help parents to introduce their baby to their language, and is a stabilising factor in a period of transition into parenthood.
During this session, participants could share stories about their language and culture over a cup of tea or coffee, and also talk about shared experiences in their parenting journey. There were many ‘a-ha!’ moments about shared words between languages, and also the influence of English on language once you have migrated to Australia.
Sharing Stories is a celebration of stories, multiculturalism and connection. It is another successful collaboration between Meerlinga, the State Library of WA, Multicultural Futures and Connecting Community for Kids.


Yesterday I got a French souvenir sheet on a cover.
This is it:
Centenary of the Battle of the Somme (issued 04-07-2016)
The Battle of the Somme was fought from the 1st July until the 18th November 1916 between the German Empire and the Triple Entente countries France and the United Kingdom. The battle started with a large-scale offensive of the Triple Entente and ended without an achievement. It was the fiercest battle on the Western Front of World War I.
Thank You very much William!


The value of conscious storytelling in our children's lives cannot be over-advocated.
The books we read to them, the books we have available for them to read, and the stories we tell them can provide examples to emulate and embody. They can impart archetypes of courage, creativity, resilience, ingenuity, and self-sufficiency. Conscious storytelling supports one of the objectives in our desire to parent consciously, which is to raise children who are self-actualized.
Self-actualization, according to (and I think coined by) the late eminent psychologist and researcher, Abraham Maslow, is the top of the pyramid in the hierarchy which describes the needs of fulfilled human beings. Self-actualized individuals are able to "travel a path called growth motivation".
As a child, my mother, who wouldn't have understood the notion of conscious storytelling (!), would, nevertheless, take my four siblings and me to the local library each week to stock up on reading material for the upcoming week (we were raised in a home that didn't possess a TV, so reading was the major component of keeping her kids occupied). I sought out and borrowed every single book of fairy tales in the library's collection (the red book, the blue book, the green book…), as well as all the books of myths. I also loved reading the Old Testament stories. I read voraciously, sneaking my books under the covers at night when I was supposed to be sleeping! The themes became an integral part of my cellular memory, breathing into my biochemistry and my soul through the years! We can by bringing our awareness to our storytelling present this nourishment to our children.
The Harry Potter phenomenon in our kids' time illustrates just how much archetypes in mythology resonate with kids and adults alike and how we yearn for and are so satisfied by conscious storytelling. Knowingly or unknowingly, author JK Rowlings has mastered this art.
By embracing conscious storytelling, we recognize the stories offer our children and us a way of understanding ourselves. They touch something deep within the psyche that may stay in hiding if addressed head-on through a literal presentation versus through the imaginative portal.
I read the first several of the Harry Potter books out loud to my kids. As they became proficient readers, they then began to read them on their own. But I always read each character's dialogue giving them their own unique voice which I have observed increases the impact of conscious storytelling.
My kids enjoyed the added theatrics and would find it humorous when I had a tricky time of recalling and then dropping into the character's particular voice.
I highly recommend reading to your children. When they are young pre-readers, this is an obvious suggestion, but as they grow older they continue to desire being read to. It is a sweet bonding experience for both mother and child. Other notable titles I read to them included the Narnia series by C.S. Lewis, The Island of the Blue Dolphins, Charlotte's Web, Stuart Little…The magic of books!
My daughter loves this beautiful little fable! It makes you rethink the idea of 'pursuit of happiness', doesn't it? We can model for our children how to be happy, how to cultivate in ourselves our own essence of happiness. But this is a great example of storytelling that imparts this mega life lesson...
Chasing after happiness only sends a message to our subconscious and the Universe that happiness is 'out there' instead of 'in here', right now, in this moment. Conscious storytelling can impart the message to our kids how to thrive rather than strive. This story is a perfect example of conscious storytelling as it provides a way to communicate this idea to our kids in a way that allows them to take it in at a deeper level than if you were to only expound upon this explicitly.
This is how the great myths and fables speak to us, on a subliminal level where it can be assimilated with profound benefit. The stories we tell our kids have lessons, morals which will empower them.
"Allow children to be happy in their own way, for what better way will they find?" ~ Samuel Johnson
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While not always being able to articulate my intention to see the importance of conscious storytelling, I have enjoyed telling and reading stories or fables to my kids that have upbeat, inspiring, thinking 'outside the box' messages.
One book that I have loved and they have requested repeated readings from is 'Frederick's Fables' by Leo Lionni. If I was told that I had to pack up the minimum of my belongings and go live on a desert island with my kids no matter what age they were at the time, I would pack this book! The stories are quirky but uncomplicated, charming, and graceful. This book is the epitome of conscious storytelling. Also, the book could be enjoyed just for the artwork alone.
I recently read from the book to an energetic eight-year-old lass, hoping to give my daughter a few minutes break from her babysitting duties for the evening. I read only one story, pretty short and simple...she was hooked! Read more, read more, she implored. Yep, this book is definitely a keeper...in your conscious storytelling library.
To demonstrate an example of conscious storytelling, my mother-in-law quite a few years ago reminded me of a childhood story about the mouse who had to feed her family peas and beans. She could only carry one pea at a time, so was making trips back and forth. In an extrapolation of the story, in my mother-in-law's version portrayed the mouse instead of being intimidated by all of the peas and beans it would take to feed her family and thinking she had to move the whole mountain,
just started with one pea in her mouth and transferred it home to feed her children. One pea at a time and her babies were fed. She refused to be distracted from her mission.
This story has bolstered me often as I look at the sometimes overwhelming circumstances of life. I tell myself 'one pea at a time' and my kids hear this refrain frequently. The object is to take the next step.
This mouse and the pea vignette is actually a very small part of The Tale of Peter Rabbit but excerpted and embellished it packs a powerful punch when sculpted via the artistry of conscious storytelling. I have included it here (with a touch of my own artistry!) for you and your children...Enjoy the character we can all relate to--rebellious, intrepid Peter Rabbit!!
To continue a little bit on this tangent(!), other quotes that can help us and our children with finding an optimistic perspective...
You eat an elephant one bite at a time. ("Who would and why would anyone want to eat an elephant?")
A journey of ten thousand miles starts with the first step.
Definition of success: the progressive day by day realization of goals that are worthwhile to the individual.
It may seem that I have digressed onto another topic(!), but it illustrates the application of conscious storytelling. The message for our children and for ourselves: if there is a project that excites you but which seems when you are trying to look at the forest (the overall picture), because of all the trees (the details) you lose your heart, you know, you can't see the forest for the trees, ask yourself what is one action step I can take today. I'll deal with this one tree. Then tomorrow I'll visit the next tree. Before you know it you conquer the forest. This is just one example of how conscious storytelling can garner the nuggets that can give meaning and be incorporated into the lives of our children and ourselves.
Happy Conscious Storytelling!! Peace and Blessings!
Stories For Kids With A Moral. Teach Your Kids Life's Values Through The Stories Of This EBook
Get these books for free on Kindle Unlimited:
"I am eating the Cranberry Muffins as I type this. YUM!! I used Organic Cranberry Sauce and Camino Muscovado Brown Sugar. Absolutely Delish! Looking forward to trying more of the recipes!" Amazon review
"This is a sweet short read of self affirmation and unconditional love and appreciation for the human spirit brought to this planet in the form of a perfect undeniably good little girl." Amazon review
Site updated February 25, 2024


Bash history expansion allows you to quickly re-run previous commands using ! and the number of the command in your history.
You can adjust the size of the history by setting the HISTSIZE variable in the shell e.g.
export HISTSIZE=1000. You can clear the current history with
Bash keeps a history of all commands executed in the shell and this can be referenced using the
! command. Typing two !'s at the prompt will execute the previous command:
$ echo "HELLO" HELLO $ !! echo "HELLO" HELLO
The history of the bash shell can be accessed by entering
501 echo "HELLO" 502 echo "HELLO" 503 history
Notice that each entry has an associated number which can be used to refer to the command.
Entering ! followed by a line number from the history will run that command
$ !501 echo "HELLO" HELLO
You can also search the history by using a search string to match the command instead of a number
$ !echo echo "HELLO" HELLO
To support developers in [[ countryRegion ]] I give a [[ localizedDiscount[couponCode] ]]% discount on all books and courses.
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BESTSELLING FANTASY Childrens Book
This children's book series is recommended
for ages 6-12
SARLAK TRILOGY BOOK ONE: DISCOVERY! This
is where it all began. Read the story of how the new
batch of Dream Fighters discovered their powers and
fought off the first Gorgon attack. Read on as they
learn their powers and all about the Dream World,
and how they find out how important they really are.
BOOK TWO:SARLAK'S REVENGE
After training at the academy for six months, the
Dream Fighters have learned more powers and can do
things they never could have imagined. Now, Sarlak
is coming and they must prepare for battle. One of
them will join Sarlak, and Sarlak's true identity
will be revealed.
BOOK THREE: UNITED WE STAND
Their leader has turned against them. Their uncle
and mentor has been defeated. Their teacher must fight
a battle he cannot win. One Dream Fighter has switched
sides and fights for Sarlak. Braden, Jillian and Gabby
have been forced to retreat to a safe place to train
and prepare . Do the Dream Fighters have what it takes
to overcome the odds and defeat Sarlak?
ZYRVIE TRILOGY BOOK
FOUR: THE NOWHERE KIDS
Where the old academy stood, a new one has been built
in its place. Sarlak has been dealt with and it should
be a time of peace for the Dream Fighters. It isn't.
Danny is now the leader of the academy, and he senses
trouble coming. The Nowhere Kids are a group the academy
lost contact with, and Braden and Jack will discover
who they are, along with uncovering other secrets
that could affect the future of the Dream Fighters.


The fiction novel, Neither Wolf, Nor Dog by Kent Nerburn honestly took me by surprise. They say you can never judge a book by its cover. But in this case, I did, and was right. I was assigned to read the book for a Theather of Crossing Cultures course I took last semester. I bought it from Barnes and Noble. It was such an intense class. Not becuase of the work load, but because of the extenet each student had to go to indlge themselves in every assignment. I loved the class, alothough I dont think I would ever take it again. Before we even started reading the book, the class had to “score and annotate” the cover, back and spine of the book. Which basically meant, we had to analyze everything we saw, how it could all relate to the story, what we thought it all meant. So I suppose in this aspect, it was only appropriate to judge this book by its cover. At the end of the semester, each student had to meet with our instructor to talk about the book. He asked me questions about what happened in specfic chapters, to assure that I actually read the book. I honestly didn’t finish reading the book by the end of the semester. But I was so eager to know what happened with Kent and the main character, Dan. As Barry, my instructor, went on to discuss with the story, it was then I realized how much I could relate to the story. The story was so more complex, but in retrospect the book was about an Indian that lived on reservation in the Datokas. Reading what he had to go through as and Indian and sacarfices and struggles his people had to make reminded me malot of the African American culture and our struggles in America. This book in a way gave me a new perspective of people, my life, and how the world veiws one another. If intrigued at all or just want to know more about the book and the author, here you can read more about the author and other books by Nerburn.


A common problem with historians and collectors of documents and photographs is organization. It is a continual struggle to place items where they belong and can be found at a later date. Sometimes I win on this, and sometimes I lose. Such is the happenstance with this wonderful photograph of the fifth grade 1946 Class at Fuller School below. I had misplaced it and thus it did not get its rightful placement in the last post.
Fuller School Fifth Grade Class of 1946
The accompanying roster of names includes the teacher who was before my time. Her name: Mynette Briody Dewhurst. She was the morning teacher going between Fuller and School Street School. School Street School was way up the top of School St. near downtown (there is an oxymoron for you...up downtown.)She also, the article states, taught many years at Cohannet School in Taunton.
A found photograph and new thoughts to add to our story of the Children of the Village.
A Fuller School and Village classmate of mine, Cynthia, found this bit of paper among her things. A child's writing in shaky cursive learning that good deeds can come from that little wooden schoolhouse. A positive beautiful sentiment. There are so many thoughtful aspirations that we learned...so often forgotten by too many in this contentious day and age. Lined paper, handwritten painstakingly - the good deeds written over as if to emphasize.
This puts all our class photos in a time context
of a simpler, kinder, more honorable day.
The year 1946 saw peace after WW II. Looking at the clothes of the children, you see a higher brand of clothing and a general sense of contentment on the faces of each child . Everything was starting over. The economy was booming: a gallon of gas cost 15 cents, the average house price was $1, 459. Tupperware was introduced and selling in hardware and department stores.
There are many familiar faces for me here. These children were about 5 years older than I.
A cousin, Beverly, and the young Donny Rose we saw earlier in his First Communion photograph are pictured. The youngster in the second row first on the left is the daughter of a dear friend of my Aunt Eleanor and I remember the Riendeau family very well. I remember Linda Rapoza well as she was the sister of one of my classmates. Ronald Almeida I knew as his parents owned the three decker we lived in when my parents were first married where I and my sister came home to after we were born at Morton Hospital. We all looked up to these children, they seemed so much more sophisticated. Elaine Baptiste up in the fourth row middle was the subject of another post and hopefully we will tell more of her story.
It was an exciting post war time, and optimism prevailed...the hope that there would never be such a war again.
The bikini went on sale in Paris. This was the year, Donald Trump was born...connecting the dots to today. There were International War Crimes tribunals in Nuremberg and in Tokyo. The U.S. started testing the atomic bomb on Bikini Atoli.
This was the time when these children started their schooling and went sailing into their lives.
As the War ended, it did so with the bombing of Nagasaki and Hiroshima. A story from Japan told of a little girl who developed leukemia from the radiation. She set out to make 1,000 paper cranes to try to counteract her disease. She made 650 before she died, her classmates made the rest and brought them to her funeral. The war was over but nightmares for children would not be....or for adults for that matter. War leaves unsettled questions in its wake. Slowly more stories would emerge, of the Ghettos, of heroism, of tragedy like that of Anne Frank.
Still, America was settling in with enthusiasm and vigor and that was contagious. All seemed well.
There was much on the horizon. Unbelievable advances in medicine, such as the polio vaccine. The children above and their parents would have been very aware of the danger of contracting that dreaded disease. (Read this post to find out how a Tauntonian was at the center of combating that disease on a national and international level: http://schoolstvillage.blogspot.com/2013/09/post-scriptthe-historic-fight-against.html#uds-search-results). This was an eye opener for me.
Today we are tech savvy and I can write a blog like this with the ease of research that a computer allows, restoring vintage photographs and so much more.
Yet, with it all, we are so in danger of forgetting the values of family, friendship.
It is good to look back, to ponder the things that we learned, that we held dear
for it teaches us about today.
This morning I read an article in the newspaper (Last Guy Chosen for Stickball) by the great writer, Herman Wouk (Winds of War, Marjorie Morningstar and many other books) who has turned 100 years of age. He was born in Bronx in New York and in this little bit of an essay he wrote...
"I was an Aldus Street boy, and that was the end of it. I had no idea there was
something like Park Avenue or Manhattan that might be better. I was happy
where I was and loved being alive. My mother and father - Esther and Abraham-were
old fashioned loving parents, and I'd bring that feeling down to the streets and my friends."
Thank you, Mr. Wouk for putting it so well.


Business IQ have created a series of templates specifically for the owner/ manager of small businesses as a platform for the development of your own systems and structures. These business training tools are free for you to download and use for starting your own business.
5th edition as a road map related to Management, Money & Market, following the programme format. It can be ordered by contacting Business IQ.
Business IQ is continuously refreshing and adding extra resources to the library. If you attended a course and you want access to all the resources, you can do so by logining in or register here.


- How to add, remove, edit and move bookmarks in Firefox for iOS
- Add the Bookmarks Menu Button to the Toolbar
- Import bookmarks & settings - Google Chrome Help
- Site Index
- Adding a Website to Your Favorites or Bookmarks Bar
They are saved in a folder called bookmarkbackups. You can find this folder in your Firefox profile directory. To replace lost bookmarks, simply copy the backup file to your profile folder one level up and rename it to "bookmarks. Basics: Bookmarking a page. Firefox's Bookmarks Toolbar.begytiterri.tk/no-more-shame-how-to-talk.php
How to add, remove, edit and move bookmarks in Firefox for iOS
Firefox's Bookmark Manager. Live Bookmarks. Firefox adds the folder on the right end of the Bookmarks bar, but you can drag it to any other location on the bar.
Right-click in an empty area in the right pane, select New Folder and enter a name for the folder. Drag bookmarks into the new folder. You can select multiple bookmarks using the Shift and Ctrl keys and drag them into the folder at one time. On the Library dialog box, you can temporarily view your bookmarks and folders in different sorted views. Select the group of bookmarks and folders you want to sort under All Bookmarks.
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Or select a tag under Tags to sort all bookmarks with the same tag. You can only sort on one level of bookmarks and folders, whether it be the top level or inside a folder.
Add the Bookmarks Menu Button to the Toolbar
Once you sort a different level, the previous level you sorted becomes unsorted. For example, we sorted on the Bookmarks Toolbar. But if we go into a folder, like Tech Sites , and sort there, the Bookmarks Toolbar is no longer sorted. The sorting feature only sorts bookmarks and folders on the Library dialog box.
Bookmarks and folders on the Bookmarks Toolbar or the Bookmarks Menu are not affected. You can manually rearrange your bookmarks and folders on the Library dialog box.
Import bookmarks & settings - Google Chrome Help
Use the left pane to navigate to the Bookmarks Toolbar or the Bookmarks Menu , and then to the folder you want if you want to rearrange the bookmarks inside a folder. Click and drag a bookmark in the right pane to another location in the list to move it. To move the bookmark into a subfolder, drag the bookmark on top of that subfolder.
When you sort your bookmarks manually, the sorted order is reflected on the Bookmarks Toolbar, the Bookmarks Menu, and on the sidebar. The Library dialog box also allows you to back up your bookmarks and import and export bookmarks to and from other browsers.
Restoring bookmarks will replace all current bookmarks in Firefox. You can open the exported HTML file in any browser and click the links to access your bookmarks. And you can use the exported HTML file to import your Firefox bookmarks into other browsers that may not support direct transfer of bookmarks. Browsers still pay attention to bookmarks. And you should too.
A well-organized bookmarks folder saves you the bother of installing any third-party apps with doubtful futures. Here are the best Xmarks alternatives to use. But you can also export and import bookmarks manually to back them up in a safe place. Explore more about: Mozilla Firefox , Online Bookmarks.
Your email address will not be published.
Adding a Website to Your Favorites or Bookmarks Bar
By default, your bookmarks will sync on all of them. If you already had bookmarks in Chrome, the imported bookmarks are added to the "Other bookmarks" folder at the end of the bookmarks bar. Chrome exports your bookmarks as an HTML file. Use this file to import your bookmarks into another browser.
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I would be a little cautious with this one due to the CAF code that has been added which has created problems in a number of situations. Since I am pretty sure someone is about to ask what CAF is here is the little I know. Feel free to add to the information or to skip it altogether. CAF is code that isn't in AOSP
. It is from [url="https://www.codeaurora.org/"]Code Aurora
[/url]. CM was originally basing their kernels on AOSP, which made it easier for developers to create kernels for ROMs. Now that CM has switched to CAF things are not as transparent and a number of problems have been reported.
CAF is Qualcomm's open source branch.
CAF's kernel sources are 100% open as required by GPL. Their libraries, however, are under Apache which means you can use them as you see fit, but not all are open (some are strictly proprietary lib files).
For ALL NON-Nexus Qualcomm devices, CAF's kernel + libraries will be the closest to AOSP experience (Even Google's AOSP still depends heavily on these proprietary libraries from various vendors including Qualcom/CAF).
Qualcomm often creates a separate, less optimized version of their proprietary libraries for Google to use on Nexus devices.
Okay, so as you can see there are two distinct branches of libraries, AOSP and CAF versions. Although both were created by CAF there exist some differences between the two. These differences are what creates bugs when someone tries to mix and match libraries and kernel sources.
CM has decided to ditch the less optimized libraries (often considered stock Google, though this is not entirely correct) and opted for CAF's own libraries for the Nexus 7 2013. This created a massive headache for many novice users and developers. If you load an AOSP kernel on a CM ROM, you now have a mismatching kernel / library combination which led to video glitches
and broken Slimport on the Nexus 7 2013.
It looks like for the Nexus 4, CM is slowly doing the same thing by replacing the AOSP libraries with CAF versions. Over time, the AOSP kernel will no longer be 100% compatible with CAF based ROMs. Moving towards using CAF libraries on Nexus devices creates unnecessary (in my opinion) fragmentation and incompatibilities within a Nexus device family!
Also, I don't know anything about the legality of using CAF libraries. Basically, if you build a ROM based on it, you are, I suppose, redistributing the Qualcomm proprietary modules and Qualcomm has very strict redistribution rules on their binaries (basically they need to grant you explicit permissions) where as AOSP is less stringent than Qualcomm. Whenever you deal with proprietary libraries in general, you are in the gray area of legality and you have to tread very carefully. This legal issue was what kept Google from releasing the Nexus 7 2013 factory images for a while, if you recall that little mess. This is also one of the primary reasons that eventually led to JBQ leaving Google
if I understand it correctly.
As I said, I do not know all the issues and concerns but would advise caution, especially for ROM and kernel developers.


'bout half way through, and it's lookin' good.
Really reminds me of a child-version of “Kite Runner”, though i think it has a lot to do with the reason for the book being written, and the way the author wrote it.
2012 Book Challenge
It’s that time of year again! I had a lot of fun participating in the 50 Book Challenge with you guys in 2011. I personally read more than ever and I had to increase my goal to 100 books, which I surpassed. The biggest feedback I received about the challenge was that it encouraged and motivated people to read more.
1. Choose an amount of books that you want to read in 2012 (e.g. 25, 50, 75, 100)
2. Read, read, read!
There isn’t a rule about what type books these have to be; read anything you want. You decide what you want to include (novels, short stories, non-fiction, school books…).
To keep track of how much you’re reading, you can use the Goodreads Reading Challenge, create a list (on Tumblr, LiveJournal, LibraryThing, your computer), write book reviews, post about each book you’re reading - it’s up to you. I personally like to create a 50 Book Challenge page, which I can update easily. It may be a good idea to use the #50 book challenge tag so that others can read posts about your progress.
Although this is a quantifiable challenge, the most important thing is that you’re reading and that you’re having fun doing it :)


The Five Most Inspiring Quotes from 'The Alchemist'
Inspiration awaits around every corner. We just need to be open enough to acknowledge it.
Take for instance Paolo Coelho's best selling book, The Alchemist. This book tells the story of boy who goes in search of his destiny, which Coelho calls his 'Personal Legend.'
He's travels to different cities, befriends strangers along the way, meets an alchemist who becomes his mentor, and then he ultimately journeys his way to discovering God, himself, and his personal legend.
This story is so powerful because it lights the way for each of us to find our own personal legends. It's a tale of being open, flexible enough to change course, trusting yourself, trusting love, and following your heart.
There are so many universal nuggets of wisdom and truth in this story, and the following quotes are my top five.
These quotes speak of connection with God, living your destiny, and realizing the power each of us holds within.
You'll want to Amen! and shout after each these.
1. "No heart has ever suffered when it goes in search of its dreams, because every second of the search is a second’s encounter with God and with eternity."
Ain't that the truth?! Following your heart on a journey to manifest your dreams is actually taking a journey with God. So many people allow fear to keep them from pursuing their purpose, when it's God who's given us that purpose in the first place. And if it's a God-given dream, don't you think God would journey with us as we work to make it come true?
It's so true that God is with us wherever we go, and this quote shows us that God is especially with us when we're brave enough to go after our dreams.
2. "…his heart whispered, 'Be aware of the place where you are brought to tears. That’s where I am, and that’s where your treasure is.'”
You've probably heard the saying "where your treasure is, there your heart will be also." What I love about this quote is that it gives us an indicator of what that relationship feels like, and it also casts this connection in a spiritual light instead of in the material one like in common perception. It shows us that we can feel whether or not we're doing what we're called to do because once you're in that sweet spot of walking in your purpose, your heart will know.
3. "That’s what alchemists do. They show that, when we strive to become better than we are, everything around us becomes better, too."
I love this quote because it teaches us two things: (1) what a good mentor does and (2) what happens when we rise to meet our full potential. In this story, the boy did not go in search of a mentor. Instead, the alchemist was led by his own intuition to sow into this young boy's life. In that relationship, the alchemist pushed the boy to realize his full potential, and in the process, the boy found both his true love as well as his personal legend.
To me, this quote is a symbol for what happens when we open up to life. For when we're open, the universe brings exactly what we need. Opening up allows us to grow from within, which causes our outward life to flourish as well.
4. "The boy reached through to the Soul of the World, and saw that it was a part of the Soul of God. And he saw that the Soul of God was his own soul. And that he, a boy, could perform miracles."
Where do I even begin with this one? So much truth and power in these three little sentences.
Backstory: At this point in the story, the boy had reached a pivotal moment on his journey to find his personal legend. He'd already been equipped with what the alchemist taught him, and at this moment was about to reveal what he was actually made of.
What's most striking about this quote is that is shows us that we're all connected - the world, God, self. There is no division amongst the three. And what's even greater is that, once the boy realizes this, he learns the true power that he holds within himself.
The same is true for each of us. We're all connected to God and to the world, and from the power of this connection, we have the power to co-create the life of our dreams.
5. "If a person is living out his Personal Legend, he knows everything he needs to know. There is only one thing that makes a dream impossible to achieve; the fear of failure."
Last, but certainly not least, this quote sums up the message of my ENTIRE business. Each of us already has everything we need to fulfill our destiny. We don't need extra certifications to validate us. We don't need to be living in a certain location. We don't need to have a certain pedigree. WE ARE ALREADY FULLY EQUIPPED WITH EVERYTHING WE NEED.
The only thing that will EVER keep us from living out our dreams and best possible version of our lives is ourself. Allowing fear to stop you from moving forward is the ONLY obstacle that has the potential to keep you from living your personal legend. Everything else is circumstantial.
The good news is that just like with external circumstances, we can also overcome debilitating fear. Just open up, listen to your heart, tap into the power within, and go confidently in the direction of your dreams.
Need help BREAKING FREE from self-doubt and debilitating fear? Click the button below to get your free Be Free care package: 3 of my favorite tools that I use to help me dance through life with courage and freedom.


|Id||Segment Type||Hebrew||All Words||Last words only||Unicode Decimal||Unicode Hex||Notes|
Gen 1:5 And God called the light Day, and the darkness he called Night. And the evening and the morning were the first day.
וַיִּקְרָא אֱלֹהִים ׀ לָאוֹר יוֹם וְלַחֹשֶׁךְ קָרָא לָיְלָה וַיְהִי־ עֶרֶב וַיְהִי־ בֹקֶר יוֹם אֶחָד פ
Gen 1:8 And God called the firmament Heaven. And the evening and the morning were the second day.
וַיִּקְרָא אֱלֹהִים לָרָקִיעַ שָׁמָיִם וַיְהִי־ עֶרֶב וַיְהִי־ בֹקֶר יוֹם שֵׁנִי פ
Gen 1:13 And the evening and the morning were the third day.
וַיְהִי־ עֶרֶב וַיְהִי־ בֹקֶר יוֹם שְׁלִישִׁי פ
Gen 1:19 And the evening and the morning were the fourth day.
וַיְהִי־ עֶרֶב וַיְהִי־ בֹקֶר יוֹם רְבִיעִי פ
Gen 1:23 And the evening and the morning were the fifth day.
וַיְהִי־ עֶרֶב וַיְהִי־ בֹקֶר יוֹם חֲמִישִׁי פ
Gen 1:31 And God saw every thing that he had made, and, behold, it was very good. And the evening and the morning were the sixth day.
וַיַּרְא אֱלֹהִים אֶת־ כָּל־ אֲשֶׁר עָשָׂה וְהִנֵּה־ טוֹב מְאֹד וַיְהִי־ עֶרֶב וַיְהִי־ בֹקֶר יוֹם הַשִּׁשִּׁי פ
Gen 2:3 And God blessed the seventh day, and sanctified it: because that in it he had rested from all his work which God created and made.
וַיְבָרֶךְ אֱלֹהִים אֶת־ יוֹם הַשְּׁבִיעִי וַיְקַדֵּשׁ אֹתוֹ כִּי בוֹ שָׁבַת מִכָּל־ מְלַאכְתּוֹ אֲשֶׁר־ בָּרָא אֱלֹהִים לַעֲשׂוֹת פ
Gen 3:21 Unto Adam also and to his wife did the LORD God make coats of skins, and clothed them.
וַיַּעַשׂ יְהוָה אֱלֹהִים לְאָדָם וּלְאִשְׁתּוֹ כָּתְנוֹת עוֹר וַיַּלְבִּשֵׁם פ
Gen 4:26 And to Seth, to him also there was born a son; and he called his name Enos: then began men to call upon the name of the LORD.
וּלְשֵׁת גַּם־ הוּא יֻלַּד־ בֵּן וַיִּקְרָא אֶת־ שְׁמוֹ אֱנוֹשׁ אָז הוּחַל לִקְרֹא בְּשֵׁם יְהוָה פ
Gen 5:20 And all the days of Jared were nine hundred sixty and two years: and he died.
וַיִּהְיוּ כָּל־ יְמֵי־ יֶרֶד שְׁתַּיִם וְשִׁשִּׁים שָׁנָה וּתְשַׁע מֵאוֹת שָׁנָה וַיָּמֹת פ
Gen 5:24 And Enoch walked with God: and he was not; for God took him.
וַיִּתְהַלֵּךְ חֲנוֹךְ אֶת־ הָאֱלֹהִים וְאֵינֶנּוּ כִּי־ לָקַח אֹתוֹ אֱלֹהִים פ
Gen 5:27 And all the days of Methuselah were nine hundred sixty and nine years: and he died.
וַיִּהְיוּ כָּל־ יְמֵי מְתוּשֶׁלַח תֵּשַׁע וְשִׁשִּׁים שָׁנָה וּתְשַׁע מֵאוֹת שָׁנָה וַיָּמֹת פ
Gen 6:4 There were giants in the earth in those days; and also after that, when the sons of God came in unto the daughters of men, and they bare children to them, the same became mighty men which were of old, men of renown.
הַנְּפִלִים הָיוּ בָאָרֶץ בַּיָּמִים הָהֵם וְגַם אַחֲרֵי־ כֵן אֲשֶׁר יָבֹאוּ בְּנֵי הָאֱלֹהִים אֶל־ בְּנוֹת הָאָדָם וְיָלְדוּ לָהֶם הֵמָּה הַגִּבֹּרִים אֲשֶׁר מֵעוֹלָם אַנְשֵׁי הַשֵּׁם פ
Gen 6:8 But Noah found grace in the eyes of the LORD.
וְנֹחַ מָצָא חֵן בְּעֵינֵי יְהוָה פ
Gen 9:17 And God said unto Noah, This is the token of the covenant, which I have established between me and all flesh that is upon the earth.
וַיֹּאמֶר אֱלֹהִים אֶל־ נֹחַ זֹאת אוֹת־ הַבְּרִית אֲשֶׁר הֲקִמֹתִי בֵּינִי וּבֵין כָּל־ בָּשָׂר אֲשֶׁר עַל־ הָאָרֶץ פ
Gen 9:29 And all the days of Noah were nine hundred and fifty years: and he died.
וַיִּהְיוּ כָּל־ יְמֵי־ נֹחַ תְּשַׁע מֵאוֹת שָׁנָה וַחֲמִשִּׁים שָׁנָה וַיָּמֹת פ
Gen 10:32 These are the families of the sons of Noah, after their generations, in their nations: and by these were the nations divided in the earth after the flood.
אֵלֶּה מִשְׁפְּחֹת בְּנֵי־ נֹחַ לְתוֹלְדֹתָם בְּגוֹיֵהֶם וּמֵאֵלֶּה נִפְרְדוּ הַגּוֹיִם בָּאָרֶץ אַחַר הַמַּבּוּל פ
Gen 11:9 Therefore is the name of it called Babel; because the LORD did there confound the language of all the earth: and from thence did the LORD scatter them abroad upon the face of all the earth.
עַל־ כֵּן קָרָא שְׁמָהּ בָּבֶל כִּי־ שָׁם בָּלַל יְהוָה שְׂפַת כָּל־ הָאָרֶץ וּמִשָּׁם הֱפִיצָם יְהוָה עַל־ פְּנֵי כָּל־ הָאָרֶץ פ
Gen 12:9 And Abram journeyed, going on still toward the south.
וַיִּסַּע אַבְרָם הָלוֹךְ וְנָסוֹעַ הַנֶּגְבָּה פ
Gen 13:18 Then Abram removed his tent, and came and dwelt in the plain of Mamre, which is in Hebron, and built there an altar unto the LORD.
וַיֶּאֱהַל אַבְרָם וַיָּבֹא וַיֵּשֶׁב בְּאֵלֹנֵי מַמְרֵא אֲשֶׁר בְּחֶבְרוֹן וַיִּבֶן־ שָׁם מִזְבֵּחַ לַיהוָה פ
Gen 17:27 And all the men of his house, born in the house, and bought with money of the stranger, were circumcised with him.
וְכָל־ אַנְשֵׁי בֵיתוֹ יְלִיד בָּיִת וּמִקְנַת־ כֶּסֶף מֵאֵת בֶּן־ נֵכָר נִמֹּלוּ אִתּוֹ פ
Gen 21:21 And he dwelt in the wilderness of Paran: and his mother took him a wife out of the land of Egypt.
וַיֵּשֶׁב בְּמִדְבַּר פָּארָן וַתִּקַּח־ לוֹ אִמּוֹ אִשָּׁה מֵאֶרֶץ מִצְרָיִם פ
Gen 21:34 And Abraham sojourned in the Philistines' land many days.
וַיָּגָר אַבְרָהָם בְּאֶרֶץ פְּלִשְׁתִּים יָמִים רַבִּים פ
Gen 22:19 So Abraham returned unto his young men, and they rose up and went together to Beersheba; and Abraham dwelt at Beersheba.
וַיָּשָׁב אַבְרָהָם אֶל־ נְעָרָיו וַיָּקֻמוּ וַיֵּלְכוּ יַחְדָּו אֶל־ בְּאֵר שָׁבַע וַיֵּשֶׁב אַבְרָהָם בִּבְאֵר שָׁבַע פ
Gen 24:67 And Isaac brought her into his mother Sarah's tent, and took Rebekah, and she became his wife; and he loved her: and Isaac was comforted after his mother's death.
וַיְבִאֶהָ יִצְחָק הָאֹהֱלָה שָׂרָה אִמּוֹ וַיִּקַּח אֶת־ רִבְקָה וַתְּהִי־ לוֹ לְאִשָּׁה וַיֶּאֱהָבֶהָ וַיִּנָּחֵם יִצְחָק אַחֲרֵי אִמּוֹ פ


This research article was published online in January 2022 in the Plastic and Reconstructive Surgery Journal
This article reviews the most recent advancements in the prevention and treatment algorithms for thick scars and keloids. The first advancement is the use of a highly effective and potent steroid known as deprodone propionate plaster. This method is a standard treatment protocol in Japan and has wonderful data. Based on clinical experiences and observational studies, it has become the preferred treatment in hypertrophic scar and keloid therapy in the United States, especially among experts in scar revision. Dr. Ezaldein typically uses corticosteroid tape early on and with other non-surgical approaches before considering other treatments.
The paper highlights the importance of tension-reducing stitching techniques as the best approach to reduce the re-development of a keloid. The core excision technique, for example, avoids strain on the wound by removing only the hypertrophic reticular layer of the keloid. This technique is well-suited for keloids on the ears (after a piercing, for instance) or on the rest of the body. Sometimes a combination of scar removal and other treatment modalities can be needed for tougher keloids and other thick scars.
There are numerous studies that have strengthened the treatment and prevention of hypertrophic scars and keloids. Keep in mind, that treatments may need to be adjusted based on the patient’s ethnicity and race. Dr. Ezaldein emphasizes that long-term follow-up appointments greater than 18 to 24 months are the most beneficial for determining the durability of treatment response. Additionally, patient education on scar management is essential for a favorable outcome. This research paper is an important addition because it reviews the efficacy of recent advances in the treatment of hypertrophic scars and keloids.


May 3 – July 27, 2012 at the Vincent Price Art Museum
The archival display in re: present L.A. titled, “Queer Latinidad: A History of HIV/ AIDS Art Consciousness in L.A” makes visible queer Latina/o artists that have shaped social consciousness through their creative artistic forms of expression in Los Angeles. Simultaneously, the archive explores how queer Latina/o artists have been influenced by their city’s dynamics. The archive also depicts the ways in which queer Latina/o artists in Los Angeles have created a social consciousness of politics and representation while navigating their body of art throughout the city’s imaginary. Specifically, the archive demonstrates the visibility of HIV/AIDS Latina/o art cultural production prevalent in the late 80s and 90s. This area of focus emerges from a critical time in Los Angeles when AIDS rapidly took the lives of many queer Chicanos and Latinos living in L.A. The archive illuminates the fact that HIV/AIDS continues to be a silent virus in Latina/o communities. Thus, the archive not only re-visits a past of HIV/AIDS art activism in LA but serves to recall (remember) how HIV/AIDS continues to affect Latina/o communities in Los Angeles.
The archive highlights the literary work of Los Angeles writer Gil Cuadros, the literary production of Chicos Modernos and Homeboy Beautiful by Los Angeles artist Joey Terrill and the contributions of Chicana performer and writer Monica Palacios and her participation with the Los Angeles organization VIVA Lesbian and Gay Latino Artists.
Contributors of the archive: Laura Aguilar, Kevin Martin, Monica Palacios, Reina Prado, Nina Rota, Joey Terrill, and Terry Wolverton.


- This event has passed.
ATL: The Essentials (AND MORE) of Music Copyright Law with Ethics
March 22 @ 9:00 am - 4:30 pm$220
An overview of basic music copyright law in this digital age, including what is a copyright, how to get one, and the exclusive rights you get with a copyright, along with the cash streams they generate. Plus, we discuss copyright infringement cases, and end with an hour of ethics regarding the ethical dilemmas in representing a band using The Beatles as a case study.


عَنْ عَبْدِ اللهِ بْنِ الْفَضْلِ الْهَاشِمِيِّ قَالَ قَالَ اَبُو عَبْدِ اللهِؑ مَنْ قَالَ فِينَا بَيْتَ شِعْرٍ بَنَى اللهُ لَهُ بَيْتاً فِي الْجَنَّةِ
Abdullah Ibn al-Fazl al-Hashemi reports that Imam Abu Abdillah (al-Sadeq a.s.) said, “One who says a couplet in our eulogy, Allah will build for him a house in Paradise.”
1) This tradition shows the importance of Imamate and hence, the importance of saying a couplet in glory of Imamat.
2) Couplet is the minimum that can be said in a poem. But the reward is amazing.
3) It is not necessary that one should be the creator/writer of the poem. If someone recites the poems written by others, that too entails immense rewards. (Of course, one should not credit the poems written by others to himself for that is ethical theft, which is not permissible).
1. Oyoon Akhbaar al-Reza (peace be upon him), vol. 1, p. 7, H. 1
2. Bashaarah al-Mustafa (peace be upon him and his holy progeny) Le Shiah al-Murtaza (peace be upon him), p. 208
3. Behaar al-Anwaar, vol. 26, p. 231, H. 3
4. Wasaael al-Shiah, vol. 14, p. 597, H. 19891


Click image for larger dictionary sample.
Published in 2015, The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones (KKUG) is a new type of reference work that enables learners to deepen their understanding of how kun homophones are used in contemporary Japanese. The first Japanese-English resource devoted exclusively to kun homophones, the book presents detailed usage articles that show the differences and similarities for 675 homophone groups, or 1,590 kanji headings—the vast majority of single-character kun homophones in current use.
KKUG is based on The Kodansha Kanji Dictionary: Revised and Expanded (KKD) published by Kodansha USA in 2013, originally published by Kenkyusha in 1990. These dictionaries have
become standard reference works with a solid reputation in the Japanese-language education community throughout the world.
A unique feature of these dictionaries is their detailed treatment of the differences and similarities between closely related characters, including the differences between kun homophones, words like 開く ‘open’ and 空く ‘become vacant’, both of which are read あく. The ability to distinguish between such homophones is essential for mastering the Japanese writing system.
Unfortunately for learners of Japanese as a foreign language, dictionaries for native speakers sometimes disagree with each other on how to differentiate between such homophones, and in some cases they confuse the
user by lumping their meanings into a single entry with no indication of how to distinguish between them.
The KKUG is a new type of reference work that enables learners to deepen their understanding of how kun homophones are used in contemporary Japanese. As the first Japanese-English dictionary devoted exclusively to
kun homophones, the KKUG presents detailed usage articles that show the differences and similarities for 675 homophone groups consisting of approximately 1,590 kanji headings and 4,800 compound words and illustrative examples.
State-of-the-art typesetting technology was combined with computational lexicography to produce a work that aims to serve as a highly effective learning aid. Based on a systematic approach and in-depth research, this
new work helps the serious student overcome the special problems posed by homophones by providing full guidance on the differences between the vast majority of single-character kun homophones in current use. Since homophones are a source of confusion to Japanese and non-Japanese alike, this is of great value to the student striving to gain a better understanding of Japanese texts or to write Japanese with greater precision.
Kanji Integrated Tools
KKUG is the latest addition to Kanji Integrated Tools (KIT), a series of computer-edited dictionaries and software applications for the effective study of kanji. The use of the latest computational
lexicography techniques ensures that all KIT dictionaries and applications are tightly integrated and of consistent quality. To date, the following dictionaries have been published:


In November of 1985, a steering committee meeting was held at the restaurant in Omni Drug Store. Present were Johnny Treadwell, Sam Wiggins, Cecil Bodiford, Catherine Hanson, Shirley Grantham and a few others.
On March 17, 1986, the East Lake County Chamber of Commerce was formed and became incorporated in the State of Florida. Founding members were Johnny Treadwell, Catherine Hanson, Bert McDonald, Jo Moseley, Tom Hampton, Sandra Richardson, Dan Sabin, Buddy Silcox, Sam Wiggins, Cecil Bodiford, David Daughtery, Bert Gnann, Milton Rains, Terry Scott and Shirley Grantham.
The first president of the Chamber of Commerce was Bert McDonald. Additional past presidents since the founding have included Sam Wiggins, Shirley Grantham, Judy Paul, Mike Kennedy, Melissa Vu, Lynn Anderson, Dee Myslik, Jerry Cobb, Peggy O'Neil, Betty Ann Christian, Dr. Ron Holman, Catherine Hanson, Sue Brooks, Bill Smalley and Lisa DuRant.
The first office space was offered to the Chamber by the First National Bank of Mount Dora, using a desk in the lobby in the Sorrento office on a temporary basis (approximately 1 year). Offering greetings from the chamber desk were several names you will remember: Jann Gnann, Dot Pegues, Catherine Hanson, Maggie Fisher.
After much searching, the Board of Directors found property on Highway 437 South consisting of 3 ½ acres with a two-story house. The chamber purchased the property for $82,000.
In October 1988 the loan was refinanced to obtain $29,400 to purchase, erect and pour concrete for a new community building. The Chamber still owns this property and it currently houses the East Lake County Library. The house on the property was hit by a car and declared unsafe. The house was torn down and the Chamber rented the building on SR 46 owned by Dr. Holman for a few years.
In 2016 the board of directors purchased the current Chamber building and property at 24214 Sorrento Avenue.


The Digital Divide or How Technology is Changing BehaviorEscrito por Tony Dillistone el 23/04/2019 a las 20:04:21
When we think of the term “Digital Divide,” many of us, particularly those who are in the business of addressing and bridging it, define it simplistically as the socio- economic and other disparities between those countries and segments of society who have opportunities and skills enabling them to benefit from digital resources, especially the Internet, and those who do not have these opportunities or skills.
Interaction between people and digital devices has greatly increased as we move through the twenty-first century. The ability to access computers and the Internet has become increasingly important to completely immerse oneself in the economic, political, and social aspects of not just the U.S., but also of the world.
The number of Americans with access to digital devices and the Internet continues to soar on a yearly basis, adopting newer technologies faster; increasingly relying on them for a variety of daily tasks, entertainment and information.
And, that’s a “good thing,” right? The capability to have the wisdom of the ages at our fingertips (and to view cute cat videos on Facebook anytime/anywhere).
But as we move forward into this brave new world, it’s important to look at the impact, and unintended societal and psychological consequences, of our “always-on” use of digital devices. We are beginning to see a number of studies that warn against “too many” hours of online activity to the detriment of social interaction. We are realizing that in many cases hyper-connectivity is contributing to social disconnection amongst all segments of our society.
This growing divide between norms of the past and the rapidly changing ones of the present is compellingly explored in a new book (released April, 2019) authored by lecturer at the University of Southern California, and member of the Infrastructure Masons Board of Directors, digital sociologist Dr. Julie M. Albright.
In “Left To Their Own Devices: How Digital Natives are Reshaping the American Dream,”
Entertainingly and thoughtfully combining personal interviews with historical context and scientific methodology, Albright poses and addresses such questions as, “What are the effects of being disconnected from traditional, stabilizing social structures like churches, marriage, political parties, and long-term employment? What does it mean to be human when one's ties to people, places, jobs, and societal institutions are weakened or broken, displaced by digital hyper-connectivity?”
From the books introduction - “Millennials are rewriting the rules. Millennials are the largest generation to come along since the Baby Boomers and are the largest group in both the workforce and consumer market since 2015. Due to their sheer numbers alone, their values, behaviors, and attitudes matter. Millennials are young, tech-savvy, and – increasingly - non-White. This combination of changing socio-demographic factors, their population size, and their tendency to want everything filtered through a digital interface means they will leave an indelible mark on society. Enabled by mobility and digital connectivity, the sum total of these changes represents the emergence of a new social contract with vast implications for the social, economic, and political environments whose impacts will be as significant and far reaching as that of the printing press of the Industrial Revolution.”
The sea-change of social disconnection based on hyper-connectivity is one which affects all of us. Fundamentally, we all benefit from more human connection, not less; and we must look at the social consequences for coming generations. And while we have gained some advantages, including new connections, perhaps we have lost something of ourselves, as well.
And part of that, as addressed by Dr. Albright, and tackled in a recent piece in Columbia Business Schools journal, includes a disconnect with nature. Per the CBS article:
I’ll meet you at the trailhead.
Blockchain, an Inventive Solution for the Entertainment Industry?


Nosy Crow is a small, multi-award-winning, independent children’s publishing company. We began publishing child-focused, parent-friendly children’s books and apps in January 2011 with the aim of creating books and apps that encourage children to read for pleasure. We’re one of the country’s fastest growing publishing companies: we’re currently the 13th biggest publisher of children’s books in the UK.
"In this innovative activity board book, children can assemble their very own Easter decorations. Featuring 25 unique and colourful designs, the press-out..


It is sooooooo good, I can't wait to try it on pizza. If you are interested in the recipe, you can find it: VeganDad Pepperoni
Other things going on today...not a whole lot. The master plan was to go to the library, but Eli is pukey sick, so we're staying home. After spending the morning laying in my recliner and puking up anything that passed his lips, he's now pestering his sister. So, he's better? I don't know, we'll lay low until we have a puke free 24 hours. I think that's the rule. I hate the pukey sicknesses, so I'd hate to pass it on to some unsuspecting sucker at the library. And man, I hope I don't get it. Sanitizer and handwashing are my best friends today.


This is a short how to guide on how to find some of the readings that are available through e-journals. When researching weekly readings, always try googling them first. If that does not work, then try searching for them through the Vanderbilt library. Below is a step by step on how to find articles through the Vanderbilt library.
Step 1 go to http://www.library.vanderbilt.edu
Step 2 choose a reading from the weekly readings. For this example I’ve chosen from week 2
“Asef Bayat, ‘Transforming the Arab World: The Arab Human Development Report and the Politics of Change’, Development and Change, 36, no. 6, 2005, pp. 1225-1237. ”
Step 3 type in the journal name into the e-journals database on the library website.
Congrats! You’ve now found your reading. Remember to complete your reading responses via twitter each week too (for more info click here.


ALEXANDER JACKSON WYATT
MODE INTERSIT EXPRESS
ARTIST BOOK LAUNCH 18 APRIL 2015
Mode Intersit Express
date of publication: 2015
publisher: Back Bone Books
dimensions: 15 × 20 cm
number of pages: 84
photographic inserts and foldout posters
Gallery 9 is pleased to launch the next in a series of artist books by Alexander Jackson Wyatt.
The publication, which is the culmination of Jackson Wyatt’s collaboration with Back Bone Books, comprising Claudia de la Torre (editor) and Maxime Gambus (graphic designer) is a limited edition of 100 books, complete with a poster and photographic print.
Titled Mode Intersit Express, the book is a collection of the artist’s photographs as compiled and edited by the trio, who first met in Berlin in the Summer of 2014. Their subjects relate to travel and its obligatory pit stops, mainly in Europe and also in Asia.
While each image may be taken amidst well-explored routes of travel, they are not records of place but intricate observations of what the artist terms as ‘islands’. Again, not physical islands, but metaphorical ones which result when individuals or small groups travel and incorporate their own small worlds, separated from their surroundings, as islands appear disconnected from main lands.
Jackson Wyatt explains how Mode Intersit Express explores psychogeographic islands by highlighting the way spaces are occupied and how time is filled between both the visible and invisible boundaries that form political and cultural borders:
‘Killing time’ is the most common activity shared between individuals traveling long distances. It creates an experience of introversion due to a break down of personal space, cultural and language barriers, all of which isolate each other from one another. These geographic and cultural frontiers create islands within islands. And as time is accelerated through such mobility infrastructures as planes, buses and trains – the interior self is slowed down and accessed far deeper. Imbedded social behaviours take over individual will and ‘designated public space’ creates distinct perimeters. And inside, the relation to the self within this new place is abandoned for a heightened perception.
–AJW, April 2015
In Jackson Wyatt’s Mode Intersit Express, a mundane roadside petrol station is an oasis and those sharing a particular ticket number for a flight, bus or train are privileged members, knowingly or otherwise of temporary island communities. While their time together is transitory, for its duration, the glass of windows is a closed border through which filtered light and air-conditioning vents are the only points of entry.


As I sit here in Hamburg, Germany far away from family, I often find myself dissolving into tears. I miss my mother, I miss my sisters. I miss my first husband who is my best friend in all this world. And sometimes, when I cannot hold the fears at bay, I break down with fear I will never see them again.
I know I am not alone. The hyper fixation with social media to keep in touch with friends and family. Watching news almost 24/7 whether on television or my cell phone. Neglecting the activities that I should be attending to, like this blog, my writing, and promoting my editing work.
But there is one thing that has always sustained me in my life. READING. I have always called it my therapy, never knowing it really is. Which brings me to the point of this post.
Bibliotherapy — find out how reading can help you through this world crisis. Over on my Liza Lorenz author website I explain the history and the benefits of book therapy. Here’s the link:
Still, it’s not easy to find inexpensive books, but if you have a computer or ebook reader, check out the new National Emergency Library. It provides digitized books free.


Dating services in sparta illinois
Traditionally, Greeks referred to themselves as "Hellenes" and to the country of Greece as "Hellas." The word "Greek" comes from the Latin Graeci, a name given to the people of this region by the Romans.The Greek flag features a small white cross in the upper left corner flanked to the right and bottom by alternating white and blue stripes.Ninety-seven percent of the ethnically and linguistically homogeneous nation speaks Greek, and one percent, Turkish.The Eastern Orthodox church is the dominant religion; only about 1.5 percent of the population is Muslim, and a small percentage is Roman Catholic, Greek Catholic, or Jewish.
Betty Saxton Potter, 75, of Yazoo City passed away at her residence Tuesday August 22, 2017. Internment will follow in the Saxton Family Cemetery located at Kenny Saxton's residence in the Midway Community. Adams is preceded in death by his parents and one grandson, Jeremy Cleo Graham. He retired from the Mississippi Bureau of Narcotics following a lucrative career in law enforcement, which was his true passion. Adams was employed by the Yazoo County Sheriff’s Office, the Pascagoula Police Reserves, Bellaire Texas Police Department, and the Jackson County Sheriff’s Department. Adams had an unwavering assurance that God was the forefront of his existence. His strong belief in Christ was evident through both his words and his actions. Adams was an extraordinary role model to younger generations and was his absolute happiest when he was surrounded by those he loved. Adams never met a stranger, and to know him was to love him. will be held at Stricklin-King Funeral home in Yazoo City on Wednesday August 23, 2017. Survivors are her husband Jeff Hasty, aunt; Rita & Jery Hopkins of Saucier, MS, brothers Tommy Boyanton & Buddy Boyanton of Yazoo City, ½ brothers; Daniel Douglas & David Hester of Westland, MI, and by her puppy an Australian Shepard “Bandit”. Both attended Holmes Junior College after graduation and before he joined the Navy.The Illinois State Library has a large collection of materials relating to the life, political career, and assassination of Abraham Lincoln.In addition to biographies of Lincoln this collection includes contemporary accounts of the assassination and the trial of the conspirators; descriptions of Lincoln’s funeral and the Lincoln National Monument; the restoration of New Salem; and Lincoln in Springfield.YP advertisers receive higher placement in the default ordering of search results and may appear in sponsored listings on the top, side, or bottom of the search results page.Pamela Dianne Jones, 63, of Christmas Place Road in Holmes County, passed away at her residence Friday August 25, 2017.


I did not receive my access code
If you do not receive your code within five minutes, you can:
Check in your spam folders (unfortunately, sometimes email services will send unknown addresses here…)
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How to Download the Handbook of Integer Sequences by Sloane
The Handbook of Integer Sequences by N.J.A. Sloane is a classic reference book that contains 2300 sequences of integers collected from various branches of mathematics and science. It was published in 1973 by Academic Press and is now out of print. However, you can still download a PDF version of the book from the Internet Archive[^1^]. Here are the steps to do so:
Go to the Internet Archive website at https://archive.org/.
In the search box, type \"handbook of integer sequences sloane\" and click the magnifying glass icon.
You should see a result with the title \"A handbook of integer sequences : Sloane, N. J. A. (Neil James Alexander), 1939- : Free Download, Borrow, and Streaming : Internet Archive\". Click on it.
You should see a page with a preview of the book and several options to download it in different formats. Choose the PDF option and click on it.
A new tab should open with the PDF file of the book. You can save it to your device or print it as you wish.
If you want to learn more about the book and its contents, you can also check out these sources:
A Handbook of Integer Sequences ScienceDirect[^2^]: This is a webpage that provides a brief overview of the book and its chapters, as well as a link to purchase it online.
(PDF) A Handbook of Integer Sequences Neil Sloane - Academia.edu[^3^]: This is a PDF file that contains the preface and the first three chapters of the book, as well as some related papers by Sloane and others.
The Handbook of Integer Sequences is a valuable resource for anyone interested in number theory, combinatorics, or recreational mathematics. It can help you find, analyze, and describe unknown and important sequences. We hope you enjoy reading it!
One of the features of the Handbook of Integer Sequences is that it provides a method for identifying and classifying any sequence of integers. Sloane assigns each sequence a unique six-digit code, called an A-number, that can be used to look up the sequence in the main table or in the online database called the Online Encyclopedia of Integer Sequences (OEIS). For example, the sequence 1, 1, 2, 3, 5, 8, 13, ... (the Fibonacci numbers) has the A-number A000045. The OEIS contains more than 300,000 sequences and is constantly updated by contributors from around the world. You can access it at https://oeis.org/.
Another feature of the Handbook of Integer Sequences is that it provides various methods for generating and analyzing sequences. For example, it explains how to use the method of differences, recurrence relations, generating functions, and asymptotic formulas to find patterns and formulas for sequences. It also gives examples of how to use sequences to solve problems in mathematics and other fields. For instance, it shows how to use the Catalan numbers (A000108) to count the number of ways to parenthesize an expression or to divide a polygon into triangles.
The Handbook of Integer Sequences is not only a useful tool for researchers and students, but also a source of fun and curiosity for anyone who loves numbers. It contains many fascinating and surprising sequences that reveal the beauty and diversity of mathematics. For example, it includes sequences that describe the number of ways to arrange coins on a chessboard (A000984), the number of primes that can be obtained by deleting digits from a given prime (A050249), the number of digits in the decimal expansion of pi (A000796), and many more. You can explore these sequences and discover new ones by using the book or the OEIS. a474f39169


The Gibraltar Football Association has prepared a video presentation for which to submit to the UEFA Congress as well as the Executive Committee.
The 8 minute presentation takes a brief look at the history of Gibraltar and provides the viewer with some interesting facts about the history of the GFA. The video also mentions the many other sports of which Gibraltar is an international member of, as well as the ratio per capita of football players, which is every 1 in 30.
The video's split screen offers the viewer the opportunity to view some interesting facts about Gibraltar as well as the passion for the game at senior level and especially at the younger ages.
The small presentation is a tribute to the spirit of the game shown by Gibraltarians.
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