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David Flees Jerusalem
13 Now a messenger came to David, saying, r "The hearts of the men of Israel are 1 with Absalom." 14 So David said to all his servants who were with him at Jerusalem, "Arise, and let us s flee, or we shall not escape from Absalom. Make haste to depart, lest he overtake us suddenly and bring disaster upon us, and strike the city with the edge of the sword." 15 And the king's servants said to the king, "We are your servants, ready to do whatever my lord the king commands." 16 Then t the king went out with all his household after him. But the king left u ten women, concubines, to keep the house. 17 And the king went out with all the people after him, and stopped at the outskirts.
18 Then all his servants passed 2 before him; v and all the Cherethites, all the Pelethites, and all the Gittites, w six hundred men who had followed him from Gath, passed before the king. 19 Then the king said to x Ittai the Gittite, "Why are you also going with us? Return and remain with the king. For you are a foreigner and also an exile from your own place. 20 "In fact, you came only yesterday. Should I make you wander up and down with us today, since I go y I know not where? Return, and take your brethren back. Mercy and truth be with you." 21 But Ittai answered the king and said, z "As the LORD lives, and as my lord the king lives, surely in whatever place my lord the king shall be, whether in death or life, even there also your servant will be." 22 So David said to Ittai, "Go, and cross over." Then Ittai the Gittite and all his men and all the little ones who were with him crossed over. 23 And all the country wept with a loud voice, and all the people crossed over. The king himself also crossed over the Brook Kidron, and all the people crossed over toward the way of the a wilderness.
24 There was b Zadok also, and all the Levites with him, bearing the c ark of the covenant of God. And they set down the ark of God, and d Abiathar went up until all the people had finished crossing over from the city. 25 Then the king said to Zadok, "Carry the ark of God back into the city. If I find favor in the eyes of the LORD, He e will bring me back and show me both it and f His dwelling place. 26 "But if He says thus: 'I have no g delight in you,' here I am, h let Him do to me as seems good to Him." 27 The king also said to Zadok the priest, "Are you not a i seer? 3 Return to the city in peace, and j your two sons with you, Ahimaaz your son, and Jonathan the son of Abiathar. 28 "See, k I will wait in the plains of the wilderness until word comes from you to inform me." 29 Therefore Zadok and Abiathar carried the ark of God back to Jerusalem. And they remained there.
30 So David went up by the Ascent of the Mount of Olives, and wept as he went up; and he l had his head covered and went m barefoot. And all the people who were with him n covered their heads and went up, o weeping as they went up. 31 Then someone told David, saying, p "Ahithophel is among the conspirators with Absalom." And David said, "O LORD, I pray, q turn the counsel of Ahithophel into foolishness!"
32 Now it happened when David had come to the top of the mountain, where he worshiped God - there was Hushai the r Archite coming to meet him s with his robe torn and dust on his head. 33 David said to him, "If you go on with me, then you will become t a burden to me. 34 "But if you return to the city, and say to Absalom, u 'I will be your servant, O king; as I was your father's servant previously, so I will now also be your servant,' then you may defeat the counsel of Ahithophel for me. 35 "And do you not have Zadok and Abiathar the priests with you there? Therefore it will be that whatever you hear from the king's house, you shall tell to v Zadok and Abiathar the priests. 36 "Indeed they have there w with them their two sons, Ahimaaz, Zadok's son, and Jonathan, Abiathar's son; and by them you shall send me everything you hear." 37 So Hushai, x David's friend, went into the city. y And Absalom came into Jerusalem.
New King James Version (NKJV) Copyright © 1982 by Thomas Nelson, Inc.
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There are 59 files totaling 11964KB in this category.
Program to do celestial navigation. It computes a position fix from observations of any number of celestial bodies using a least squares fit to the altitude of the bodies as a function of time. The routine does all the standard corrections for dip, refraction, parallax etc. as well as correcting for motion of the observer between sights.
Shows the position of the Sun (in degrees of declination and minutes of right ascension) relative to "where it is supposed to be."
Astronomical library. Computes: ephemeris of Sun, Moon, planets, comets and asteroids mean, apparent, geocentric and topocentric coordinates accurate precession and nutation mean elements of major bodies four systems of celestial coordinates for data input conversion between coordinates eclipses of Sun and Moon - Moon phases rise and set of celestial bodies - twilights Jupiter's satellites - equinoxes and solstices elongations, oppositions and conjunctions catalog of 1158 stars and 110 Messier objects ephemeris of variable stars (with TDB) interactive celestial maps - angular separation chronological cycles and date of Easter sidereal time and clock two time scale (TT or UTC and similar) values of deltaT=TT-UT1 (updated 08/2002) various input modes for dates - time zones auto-adjust of internal clock geodetic and UTM coordinates 30 pre-built and 10 user's coordinates nautical point determination with two stars.
Astronomy routines, with tools for converting between dates and Julian days, and other date and angle conversions. Requires the Browser program to run.
Tools for celestial navigation and dead reckoning. These programs were prepared primarily for the operator of a small ship (sailboat or powered yacht, with magnetic compass) not routinely using celestial navigation. Using these programs, one can take a round of sextant sights, and enter the necessary ephemeris data, without overlooking any necessary input.
Computes a position fix from observations of any number of celestial bodies using a least squares fit to the altitude of the bodies as a function of time. The routine does all the standard corrections for dip, refraction, parallax etc. as well as correcting for motion of the observer between sights.
This software is an extension of MASTRO library number 1002 written by Martin A. Lang.
This library is intended to provide the user with various ephemeris-generating routines, particularly in the calculation of planetary, solar, and lunar positions, and in the estimation of eclipse parameters. Most of the routines used may be found in Duffet-Smith (see the bibliography), although the iterative solution for Kepler's equation is found on pages 85-87 of the AE Roy reference, and none of the routines claim to be speedy or efficient -- mostly due to repeated calculations of positions with no saving of previous results. They have been tested against the examples provided in the sources and match with a reasonable amount of error (probably due to round-off in the examples). Planetary longitudes have been checked against the Menzel and Duffet-Smith sources at random, and are within a degree. A level of familiarity with astronomy and orbital mechanics is assumed.
Several programs to use the JPL Ephemerides DE421-DE422-DE423-DE424 and DE406-DE408. They calculate the barycentric, heliocentric and geocentric coordinates of the Sun and the major planets (directly geocentric for the Moon). They also compute the nutation & libration, except DE406 & DE408.
Star plotter for use with Urania/48 (see below).
Comprehensive collection of astronomy and calendar functions: position, rise, culmination and set time and location for sun, moon and all planets, moon phases, calendar, holy days, Julian day, all coordinate and time conversions, general rise and set time, daylight saving time switch, great circle distance.
Given a date, displays the phase of the moon on that date.
Program based on Tyko for a calendar, clock, and astronomy information. This program does time changes both in the Julian Calendar and the Gregorian Calendar dates, later than March 1st 4712 BC or later than Julian day 98 in the Gregorian calendar or Julian day 60 in the Julian calendar. Also gives data about the sun including the ecliptical, equatorial and horizon coordinates, rising and setting times, Sun's geocentric distance, semi diameter, ephemeris transit time, obliquity of the ecliptic, nutation in longitude and nutation in obliquity.
Shortcuts and tricks for Sparcom's Celestial Navigation Pack.
Astronomical navigation program for the HP 48.
This is a program that is primarily for doing calculations for Air Navigation, given Departure Lat Long, and Destination Lat Long, along with Air Speed, Fuel Consumption, Wind Direction and Speed it will calculate the Heading between the two Lat & Long that you specified, it will also Calculate Ground Speed and the Fuel Consumption and the Time that the flight will take.
Calculates the date and time of moon phases.
This program calculates the positions of the planets in the sky.
A comfortable information program presenting the basic physical and geometrical data on the planetary system. Updated with the latest data (November 2000).
Calculates SALAT times for Muslim prayers.
A planetarium-style graphic astronomy program. Designed for naked eye observers, the program produces a graphic display of the heavens. You also get the numbers, in a clear, useful format.
Gives a feel for what the sky will look like tonight, next week, last year, or whatever, for beginning astronomers. Includes over 650 stars from all 88 constellations, plus the mean positions of the sun, moon, and 5 nearest planets. This old version is included because it is a third the size of the latest version.
Calculates the time for sunrise and sunset, given the coordinates of your position, your timezone and the date.
Modified version of Patrick Rendulic's sunrise/set calculator, extremely easy to use. Written in User RPL, so can be a bit slow.
Shows the time of the sunrise and sunset.
Some small tools for astronomical (Ephemerids of sun and some stars, real height and azimuth, total correction) and terrestrial navigation (orthodrome and loxodrome).
The program gives information about some objects of our Solar System (the Sun, Moon, and all known planets except the Earth), and some of the brightest stars of some well-known constellations. This old version is included because it is much smaller than the current version.
The program gives information about some objects of our Solar System (the Sun, Moon, and all known planets except the Earth), and some of the brightest stars of some well-known constellations.


Welcome to Hamilton Village Subdivision Homes for Sale!
Find the latest Hamilton Village Subdivision homes for sale in Evans, GA!
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Welcome to Hamilton Village subdivision! Hamilton Village Subdivision is a well kept, HOA free neighborhood in Evans GA, just off of Mullikin Road. This private community has only three streets with street lights running throughout. The first street loops around to make a full circle, while the other two end in cul-de-sacs, so there is no thru-traffic. Many of the homes back up to lush green space to eliminate views from near by streets and prying neighbors. Just minutes to the Savannah River, River Ridge elementary and Riverside Middle schools. Easy access to Interstate 20, and near grocery shopping and restaurants. Hamilton Village is just minutes to Fort Gordon Gate 1 or Gate 2. Most subdivisions on the outer edge of Evans can reach Fort Gordon Gate 1 or Gate 2 within about 20 minutes on average. Many happy families have bought homes in Hamilton Village enjoying great appreciation in their homes. I can offer a wealth of valuable information for you if I'm assisting in your home buying experience.
Our website features the best Hamilton Village Subdivision real estate search for homes, condos, land and foreclosure properties available. It is the only site you will ever need! It is easy-to-use and updated by the official Augusta area MLS Realtor's database every 15 minutes.


With the growing number of large-scale enterprise deployments of big data, certain limitations have become more apparent bringing to light some weaknesses in this first phase of analytics infrastructures. Hadoop, clearly a very valuable tool for the collection of unstructured data, poses some challenges that need to be overcome for wide spread successful enterprise adoption.
In our upcoming webinar on Tuesday Feb 19 at 10 am PT, we will address these issues and highlight how to solve them using Hortonworks Data Platform and our partner Actian.
One of the challenges is the growing number of server clusters in the datacenter as data collection grows exponentially. Here's where YARN (Yet Another Resource Negotiator) helps to address some of these challenges and essentially leapfrogs MapReduce. YARN breaks Hadoop free of MapReduce restrictions and simplifies the delivery of data services. YARN gives users the option to use better, more efficient compute models and is now able to handle extremely large amounts of data with a dramatic increase in performance. YARN also enables multiple applications to run on the Hadoop environment.
Actian is a leader in big data analytics and at the forefront of YARN adoption. They have integrated their Actian Analytics Platform with Hadoop and Hortonworks Data Platform as part of the Modern Data Architecture. Hortonworks leads open source Hadoop innovation through spearheading initiatives to fundamentally improve the performance and capabilities of Hadoop. Actian's focus is on delivering a graphical interface to elegant data preparation and analytics solutions that run natively on Hadoop. Together, Actian and Hortonworks enables high performance analytics provides quicker time to monetization of big data.
Join Hortonworks and Actian for a joint webinar on Feb. 18th 2014, as we outline in more detail challenges faced by companies trying to implement their Big Data Strategy. The webinar will also highlight real-world use cases on the integration between Hortonworks Data Platform and the Actian Analytics Platform.
Click here for more information on how to register for the webinar.


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Home | Esh Group to sponsor 'Company of the Year' at North East England Chamber of Commerce Business Awards
Esh Group to sponsor 'Company of the Year' at North East England Chamber of Commerce Business Awards
Esh Group has been announced as a sponsor for the forthcoming North East England Chamber of Commerce (the Chamber) Business Awards.
We have brilliant organisations and individuals in our region and these awards were created to celebrate business diversity and success. The honours will show clearly, real-life examples of a determination to succeed, no matter what occurs and how our region's businesses always punch above their weight. I urge all our members to enter and share their fantastic stories."
Chamber President Lesley Moody, said:
The Chamber launched the regional awards this week to celebrate the inspirational and world-beating from across the North East and the Tees Valley.
Esh Group will sponsor the prestigious 'Company of the Year' award at the awards, which will be held at Wynyard Hall on Saturday, 25th June.
Darush Dodds, Head of Corporate Affairs at Esh Group, commented: "We are very proud to sponsor the Chamber's Business Awards in their first year. It is crucial that we celebrate the region's successful businesses and work together to nurture small businesses and start-ups as they form an important part of our local economy."
Categories include best leader, exporter, use of technology, family business, high growth achievement and e-commerce.
Following the Chamber Awards and Summer Ball at Wynyard Hall, the regional winners will progress to the national British Chambers of Commence Awards in London in November.
Submissions for the awards close on the February 14, after which there will be heats for finalists during April and May.
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Гайсрайтер () — немецкая фамилия. Известные носители:

 Гайсрайтер, Мориц (род. 1987) — немецкий конькобежец.
 Гайсрайтер, Штефан (род. 1947) — немецкий бобслеист.

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Race and Racism
Stephen, Thursday, April 12, 2007
Date: Thu Apr 12 2007
Name: Stephen
Threadname: Race and Racism
Since 1973, I have seen the effects of "goals, quotas, objectives and targets" and the most despicable one, the "override". All BUZZ words, the currency of an oppressive government, and of "corporate welfare" in the form of the unequal EEOC government process.
As a catholic raised in the south, I witnessed a significant amount of discriminatory conduct.
It was practiced against me, both religiously and racially. It was practiced against white protestants and against non-whites. In a not very close consideration process, the EEOC was the most racist/sexist protagonist of all participants! They were and are dedicated to the prospect of discrimination, and that unfortunately, is not all.
Even the name "Equal Employment Opportunity Commission" is a banner of socialist control. A commission wherein the "preferred" "minorities", already statutorily, unconstitutionally, and unjustly, "federally protected" above that of other inhabitants consistently mandates their upward mobility at other "traditional" people's expense; and the mob, screams for more!
The matter is a simple process really of class subjugation using racial pressure to achieve the demolition of the middle class. The problem is one of enemy recognition and appropriate counter measure, in this case, the withholding of financial support for the repression.
I am sure you have also seen the "good doggie" attitude and mentality of "Black preference racism" and discriminatory conduct in the form of minority business "set asides", "special programs and incentives" and "subsidies".
The point is the governmental conduct which "sets aside" something not on the basis of competitive qualification, nor on the basis of desired presence, nor the wishes of the majority. The process unfolds merely to satisfy a numerical quota because of claims of "historical treatment". No examination of case by case information, no demonstration of capability, no yielding to the basic fact of who people want to do business with occurs.
Statistical models, which do not allow for a non statistically modeling factor, the basic one of: "I don't feel comfortable and I would rather not; too much risk with no reward" are used.
All because someone else "wants some"! and then using that "criteria" as the justification for the loss of the majority of one of the most basic rights, the rights of free will.
Another indication of the "sick society" that Black Entertainment Television is acceptable but White Entertainment Television must include, yep, you guessed it!
The perverted "standard" by which black is o.k., but non-black is not only bad it is illicit! It is mandatory that the viewing experience must include the mandated minority. The attitude being that they are mandated entertainment. Is that a "programming" or what?
The concept of the effect of lack of willingness on the audience to see the entertainment and the enforcement of, if you want to watch, you must watch them, is part of the make nicey-nicey hypocrisy.
How's does that stack up as a "free market" economy, or basic democracy?
You see all they want is "theirs", as they self-define, and some of yours too! There are other clear indications of the effects in the demise of the competitiveness in the work place and the dummying down of public education.
BUT IT IS EQUAL ISN'T IT???????
It has always struck me as strange, that when it comes to basketball, the "numerical population of available" "basically qualified" candidates ignores the "racial composition of the population" and is generally accepted as o.k. by the government and the minority in question. A complete "blindness" and "one-sidedness" of an extremely selective nature.
Simultaneously, despite that consistent inconsistency in thinking, both racially and governmentally (read cowardice), "Mandated percentages" are used where their talents are clearly demonstrated as inferior in other occupations and then the issue is "couched" as a "diversity" issue.
But there will never be a crippled, white, 4'3" basketball center allowed to play in the NBA. Never is the not the "best for the job" criteria accepted when the "shoe is on the other foot", and never is the "why not go do something in your own hood" perspective acceptable.
Why? because of the money.
The money from people putting their money where they want to. The voluntary nature of discretionary expenditure and disposable income which must be mandatorily (sic) shared, literally at the point of bayonet, and armed force usage, on the basis of quota.
Someday, the majority, after enough have experienced the "BAKKE syndrome" , will respond in overwhelming reaction and the insanity of "quota" will end.
Until then the 12 percent of the population, that portion which generates 80 percent of all violent crime, that segment which is more demonstrably racist and simultaneously ignorant will continue to be the coddled poster child of the increasingly repressive government.
Someday, a comparative analysis will be made with the other race/religious groups "historical experience".
Someday, the matter will be reviewed on the basis of the numbers of the population who are adversely affected by the government's actions of "wrong makes right".
Someday, the matter will receive the benefit of unemotional review, which looks at the total population of black slaves harmed in the 18th and 19th century, by the microscopic percentage wealthy enough to own slaves, versus the non-blacks daily being harmed in the 20th and 21st century.
But not today, today will be a day of continued mandatory quotas and unjust enrichment. Today, will be a day of escalating tensions with sporadic eruptions when safety valves open.
Another side of the coin for consideration. Anybody ready to spill a little blood on the topic? Because that is how tyranny is defeated!
Respond to This Article Below The Last Comment
Name: Vic Biorseth
I think we're probably in agreement on all your points, but let's un-cock our guns for a moment. If I'm reading you right, you correctly identify the true source of this problem as the ideology of Marxism that our culture, our schools, our entertainment and our SLIMC1 are steeped in.
Successful exploitation programs of our Leftist elites in the specific area of black race relations have been at least partially addressed in the Racial Victimology page, the For God and Country page, the National Existence page, the American Peoplehood page, the Worldly Villagism page and elsewhere.
As I've said before, so many times, the guys who are imposing all this nonsense on us are, overwhelmingly, white American males of European descent. The minority among our minority population of black Americans who will not assimilate into the larger nation and who willingly form a sub or counter culture should properly be viewed as victims of the Socialist ideological message aimed at alienating them, and keeping them alienated against the larger country. Internationally known Black Leaders like Jesse Jackson, Al Sharpton, etc., epitomize what have been described as career exploiters of maintaining a national sense of American black victim-hood. That's their profession.
Bottom line, we can't sit back and say that 12% of us are causing all the crime problems, or make similar statements. The two main reasons are that, first, the whole 12% of our black population isn't involved; and second, because (probably) a larger percentage of our white population, per capita, is involved in our national undoing, whether knowingly or otherwise, than our blacks. Our voting proves it.
Race is just one of many, many exploitable seams in the national garment that Socialism is quietly gnawing away at. Black Americans didn't bring us the EEOC or Affirmative Action or Racial Quotas by any other name. These things were brought to us by a combination of misplaced White Guilt and Leftist Elite Social Planning. Whites, overwhelmingly, put those programs into place and continue to strengthen and enforce them. Call it Reverse Racism. Literally. We create and enforce racist programs against ourselves.
It is our moral responsibility to sift through all this stuff and try to come up with the truth of it. It looks like you are doing that, Stephen, and that is to your credit. Let's work and pray toward the day when more of us are independent and resourceful, and fewer of us stand around with our hand out, and recognize that the real enemy of us all is the guy who wants to ultimately turn us all into obedient little dependents of the Global Village. I mean Leviathan State.
Date: Fri Apr 12 2007
Threadname: Race and Racism Comments, Pro or Con
I read with significant interest your response to my statement.
I disagree in several areas of your response commentary. The Equal Employment Opportunity commission was established directly in response to criminal conduct in the later part of the 60's (the race riots).
The government caved, the industry (Heavy manufacturing in particular) predicted closings because of productivity problems and property loss, to no avail.
In point of fact it was during the Nixon Administration that the E.E.O.C. got its true birth. That should not be surprising as he was a Tri-Lateralist. The facts are the facts aren't they?
Yes, Jesse Jackson, PUSH, MOVE, CORE, SCLC, NAACP, all had a part in the matter, being the squeaky wheels, but the power base to which they played was the overwhelming white protestant power base.
They could have held them in court for centuries, and they just "caved". Why?
I lived it, I was involved in the demise of the American Industrial base as a witness.
I also witnessed what happened to the public education system virtually all of that was directly as a court system who used the substitute math process to effect the changes at other's expense.
My question is if Black people demand a socialist approach, the traditional, I have a problem and someone who was never involved must pay for it and a socialistic court agrees with them, how is only the court's fault.
You should examine the court cases concerning bussing, testing, text book content, quota oriented admission, two tiered grading, and all the rest which the blacks initiated and then try and inform me of the fact that they are once again harmless in the process.
If a puppy wets the floor, do you blame only the person who let the puppy wet the floor, or the puppy?
This mess did not just happen, it happened in manner which they contrived, it did great damage and they are indeed at fault.
Next, you allude to the left as being responsible for the perpetuation of the commission and the rest of the problem.
I ask the following of you in response, Is Sandra Day O'Connor, George Herbert Walker Bush, George Wesley Bush, Ronald Reagan, Spiro Agnew, and last but not least, Dick Cheney from the left?
The 1964 Civil Rights Act blatantly established the above the rest protected class, and after 43 years, through many administrations, despite tremendous data being gathered it still stands as a monument of illicit influence.
Why do I ask? Examine Ms. O'Connor's commentary in reference to the Michigan University Supreme Court case involving the admissions point system which awards points for minority color. She suggests that it will require another 50 years of this quota crap before people will stop complaining in court. As if repression and bias is something the majority of people are expected to get used to.
How's that for the 5th or 14th?
Examine the administrative record and commentary, both publicly and congressionally, as well as voting record of the rest.
It is significant to note, to me at least, that all of the significant players had the following things in common:
They were Protestant.
They were wealthy.
They were above the entrance level job area, or working management levels.
They did not have to send their progeny to public school.
They have never allowed someone to bring them into court or before the media for the various acts of harm with malice and hurtful intentions which they caused.
They do not have to "mix" with the very group they demanded 'access" for, meaning they demanded access for them when they would never have to experience what it is like to be around them.
The stratification is revealed in its nature and in its effect.
That is why whether the administrations were left or right, after 30 years, no improvement only degradation of the situation has occurred. As to my usage of the "12 percent committing the 80 percent of violent crimes. I suggest referral to the annual DOJ summary as to violent crime committed annually and the Census.
It is a fact blacks make up approximately 12 percent of the population. Blacks commit 80 percent of all violent crime. The facts are the facts.
But good try I understand sounds like you may be a republican, although I don't endorse them, you may want to look at the constitutional party. Me I think both of the previously referenced will do no good for the average American.
I believe the only way is to "let loose the dogs".
Date: Tue Apr 17 2007
Proper application of critical thinking and human reason absolutely requires discrimination. Without the ability to discriminate, we lose the ability to make any decision at all. We cannot "let loose the dogs" in such a manner, because the dogs are absolutely indiscriminate. They will attack Walter Williams and Condoleeza Rice just as readily as any black racist or criminal, or professional American "black leader". In an earlier era, if loosed, they would have attacked George Washington Carver and Booker T. Washington, and America would be the poorer for it.
Looking at the history surrounding times we've lived through when, as you say, government and industry "caved" to seemingly outlandish demands, we see a combination of reasoned argument and emotional oratory put forth during a period of great social unrest and even violence. The Left-Right argument was (and remains) the conundrum between the mutually exclusive ideals of Liberty on the one hand, and Equality on the other. Either one may advance only at the expense of the other.
Graphic images of clear and obvious injustice against blacks induced many, myself included (mea culpa, mea culpa, mea maxima culpa), to grant blacks more than the American Ideal of equality in rights and remedies before the law. Out of a misplaced sense of justice, it was felt that blacks deserved a step up to give them more of an opportunity toward equality of stuff. Big mistake.
What America really needed during those troubled times was a recharged and reinvigorated national sense of simple Judeo-Christian morality. Easier said than done. But, note that the loftiest ideal and ultimate goal of the Left is eventual achievement of absolute social sameness. Flat out equality, in everything. And that can only be achieved at the expense of Liberty.
Your use of the word stratification is interesting, because the path to Utopia includes Socialism or a Dictatorship of the Proletariat step, which must be preceded by Revolution against the Bourgeoisie and the State. And you can't get there if there is not class warfare, or at least class strife and animosity. The problem is, America comes about as close as any nation can come to being classless. We have a huge middle class, a tiny upper class, a tiny lower class, and none of them are "fixed" classes, as in a feudal or status-class society, in that, people move in and out of them all their lives. We are free to move up, or down, and we do, all the time.
When our indignity and animosity at the social injustice we see becomes focused on a perceived "class" of fellow Americans, then the bad guys win. That's what they want. Social strife is good; it is their goal.
Regarding our Courts, and their seeming status of being absolutely controlled by the Democrat Party, there are few topics that I have addressed more times in this website. I get writer's cramp just thinking about it. They are far too numerous to link to here without this entry looking like a link-farm; take my word, almost any page you pull up will hit un-American, un-Constitutional Court actions hard. It's how the Party controls the country, to some degree, even when not in power in Congress or in the White House. The Party keeps the Court on a tight leash, and acts as absolute "Gate Keeper" to see who even gets on the Court. Devout Christians and Jews need not apply.
You're right; even Reagan wasn't perfect. Neither am I, and neither are you. America wasn't perfect at the founding, is not perfect today, and will never be perfect, until He comes again. Perfection is not of this world, but the next. We just have to do the best we can, in our own imperfection.
The danger of over-emphasis or too much credit being given to statistics is that they begin to take on the aura of truth when in fact, all they are is numbers. OK, 12% of the population is black, and, OK, 80% of the crime in America is committed by blacks. Your bad-puppy analogy applies here. Our criminal element, and most particularly our black criminal element, or counter-culture, has been and is being trained and encouraged and maintained by the Left. And here, when I say the Left I mean both those who are largely ignorant of even being Leftist, along with those with true evil intent. Many are they who have been seduced by some part of Leftist idealism.
We have to be discerning and morally alert, and not ever fall into the same scapegoating trap that so many German citizens were lured into by Hitler's rhetoric. The Jews were not The Problem in Germany then, and the blacks are not The Problem in America today.
Sowell and others have written about how "black progress" not only halted, but reversed, during the very period you speak of. Programs intended to lift them up brought them down. The black family began its crash dive, and, recall, the family is the primal social unit, the foundation of the culture. And now we see "black culture" portrayed on the big screen and the small screen, and on many inner-city streets, as, essentially, an extension of prison culture.
Which involves self mutilation in the form of lots of body piercing and tattoos and so forth, and a fierce demeanor that is not satisfied with saying, don't mess with me, but goes farther, and gets right up in your face. The image, from our perspective, is of an angry, confrontational misfit, with his hand out for his expected entitlements, while using his other hand to point an accusing finger at all of us super-privileged honkies.
The Left, Hollywood in the lead, loves it, and feeds and promotes it. For an example of the white spillover from this cultural devolution, if you watch TV, just look at Dog the Bounty Hunter. The "hero" of this show, along with all of his "deputies," looks, acts and talks like a sociopath who belongs in prison, can't speak a compete sentence without a word that needs to be bleeped, and purposely tries to look like some kind of a Hell's Angel reject. Filthy language, piercings, tattoos, leather, chains, long hair and menacing demeanor – that's today's TV image for youngsters to see and emulate.
But, still, this is a war of ideas and ideology, Stephen. The civil war is done; we can't ever point our guns at each other again. We have too many enemies outside our borders who would delight in seeing us destroy ourselves with civil strife. All our blacks need is to be left alone. They were doing fine until the sixties. Black (and white) social regression really took a nosedive then. The special programs and set-asides you speak of cry out to be dismantled, and that can only be done politically, within the same framework that established them. I wish there were a perfect path out of all of this, but there just isn't. People can only come to truth on their own.
Old Glory still flies over this land at least partially due to the blood of American blacks shed on battlefields all over the world, from the Revolution until today. Right now there are American blacks in uniform out there somewhere defending us. I was proud to serve with them in Vietnam, and if push comes to shove, I will stand up with them again.
There are all kinds of black men, just as there are all kinds of white men. It's what's inside a man that is most important, not what's outside. We are all made in God's own image. The real test is whether and how well we each cooperate with the unmerited grace we are given.
The real enemy from within that the American Ideal faces, Stephen, is the one that seeks to either schmooze us into a blissful complacency or forgetfulness about our national purpose for being, or to get us to fight each other. It's an idea, and it's not wrapped in any skin color. We're all infected by it to some degree.
One more thing, re our two Party system: While I recognized the clear Socialist thought that energizes and drives the Democrat Party, and I'm not thrilled with the wimpiness (if that's a word) and luke-warmness of the semi-decent Republican Party, America would go to Hell in a hand basket if she went down the path of Italy or other countries that have 20 or so powerful political Parties. First, no one ever gets a majority of the whole population's votes. Second, we would likely have multiple sitting governments per year. It's just unworkable. Hugh Heffner could, and maybe would, have his own powerful political Party.
It was no-chance-but-popular third Party candidates that brought us Presidencies of Carter and Clinton, in elections in which more people voted against them than voted for them. But they were elected anyway, Clinton twice, because of the third Party option. We can only wonder who might have been elected if we had 20 Parties.
When two of us get together at table, or in business, or on the playing field, or in the marketplace, we operate under a sort of negotiated compromise set of rules that we both accept, and we get along with the business at hand. The greater the number involved, the greater the compromise. All of us elect our leaders. That means being willing to compromise to get the best man or woman elected, and no third Party candidate has a ghost of a chance in America today. All they can do is be spoilers. I would be open to entertaining the idea of outlawing all political Parties other than the Democrat and Republican parties. Real, serious candidates or political idealists would then be forced to get into and modify one of the two great Parties, and hopefully, that would be a good thing.
Unicornshorn:
Your remarks are not deemed worthy of being published here. This discussion venue is for non-insulting, non-vulgar gentlemanly and ladylike arguments. If you have a valid argument and are prepared to rigorously defend it, then put it forward in a more decent and socially acceptable manner. I prefer my editing to be limited to miss-spellings and minor grammatical errors, not wholesale deletions or rewordings.
Converted Page to SBI! Release 3.0 BB 2.0.
Date: Thu Nov 06 2014
From: Vic Biorseth
Changes pursuant to changing the website URL and name from
Thinking Catholic Strategic Center to
Catholic American Thinker.
Pulled the trigger on the 301 MOVE IT option June 1, 2014. Working my way through all the webpages. .
The Purpose of this grouping of links is to gather all site American political positions and arguments in one place.
Political Ideologies Pages
Laying out the contemporary American political factions and their positions, as compared to the Founding Principles in the Declaration, and the Constituting Principles in the Constitution. America is the first nation in world history designed to be without classes - no nobility, no royalty, no aristocracy - all men stand equal before the law.
Geopolitics, Political Ideologies and the American Political Condition. Examination of American Political Ideologies going into the 2012 Election and beyond.
The contemporary conservative American forum out-classes modern journalism. Wading through the bloggosphere pays off when one finds a really good conservative American forum, blog or website.
Fixed Pegs versus Variable Reality: Salvation versus Doom. Fixed Pegs versus Variable Reality describes the dichotomy between objective truth and human imaginings.
Returning to American Founding Principles offers a return to national salvation. American Founding Principles are reawakened by the mortal threat to the nation posed by Obamunism.
Return to American Constitutional Principles is the path to national salvation. American Constitutional Principles are reawakened by the mortal threat to the nation posed by Obamunism.
American Constitutional Doom: Our own political process is destroying us. American Constitutional Doom made inevitable by parasitic enemies within America.
The Democracy-Open Society problem: Does it spell doom for Democracy? The "Redirection" and the increasingly Open Society born of Democracy. Inevitable chaos?
Warning all bourgeoisie: Obama will destroy the middle class. Take fair warning all bourgeoisie, i.e., members of our vast middle class: the Marxists despise you and intend to conquer you once and for all.
In support of American Nationalism and American Patriotism. American Nationalism and American Patriotism have been demonized long enough.
Are our federal bureaucracies all malignant outgrowths of Marxism? Any extra-Constitutional government agency is likely to be a malignant outgrowth of Marxism.
Three fatal oversights of the top conservative cognizanti: Glenn, Rush and Sean. Beck, Limbaugh and Hannity are on the right track, but just nibbling around the edges of who the enemy is.
It's Liberty versus Marxism and Islam, which cannot coexist with Liberty. Liberty versus Marxism and Islam: the epic contest of this historic era.
Can we outlaw Islam in the USA and still be a free thinking society? I say we can and should outlaw any ideology that seeks the elimination of Constitutional America.
Can we outlaw Marxism in the USA and still be a free thinking society? I say we can and should outlaw any ideology that seeks the elimination of Constitutional America.
Our argument supporting the Fair Tax as a sensible and practical Tax Revolution. Fair Tax presents the possibility of a real, popular, voter-supported, tax payer supported, grass-roots supported Revolution in America, and a radical change for the better.
Fasttrack Fairtax: Stop income tax until repeal of Amendment XVI. Fasttrack Fairtax: Legislate to not collect income tax and pass FairTax.
Atheizing America - we sit, seemingly mesmerized, merely watching it happen. Among all Leftist agendas, the atheizing America agenda is the one we seem to notice the least. Like deer in the headlights, we just stand there and watch.
Current American Political Landscape: Our Two Parties and their Positions. The Thinking Catholic looks at Issues and Parties for the Catholic American Thinker.
Against diversity for the sake of diversity. Why do Marxists always seek more? Our argument against diversity for the sake of diversity, which weakens and ultimately replaces ideology and ethos.
Opposing affirmative action / equal opportunity programs as racist. Affirmative action (racial preference) requires racial exclusion, which is, definitively, racism.
Are we really a racist culture, or are our blacks just a bunch of crybabies? If America has produced more black self-made millionaires than any or all other nations, then, how is it that America is seen to be a racist nation?
Athenaeum courses consistently taught that the early Church condoned slavery. This teaching is clearly false. Yet the Athenaeum of Ohio LPMP program, in multiple courses, officially taught that the Church "changed" its teaching on slavery.
Toward a definition of a distinct American People: American National Existence. What makes us a distinct American People? The way we look? Or is it someing inside us, that defines American national existence?
Argument against National Health Care, which is, in fact, Socialized Medicine. National Heath Care equals Socialized Medicine, pure and simple. Medical Practice is beyond the scope of government and not what our government is constituted to do.
It's The American Ideal and our Constitutional Government Vs the Global Village. This election, alone, is unlikely to completely undo America, as a nation; but it may work in that direction. It is of vital importance to you as an American.
Anti-American Politics, pure and simple, describe Democrat Party strategy. Anti-American Politics are practiced by all Leftists. Marxism, at any level, is antithetical to the very idea of America. To be Marxist is to be an anti-American.
Argument Against the Anti-American UN: Why do we support such an antagonist? The staunchly anti-American UN has a major goal involving world governance, and America is in the way of that effort.
My anti anti-American arguments are attacks on falsehoods, in support of truth. American Communists hide their true identity and disguise themselves as anti anti-Communists. Using their playbook, I hereby identify myself as an anti anti-American.
The anti intellectual sentiment: Where does it come from? Marxist Academia and the Anti-Intellectual Sentiment.
Boehner's Folly: will it doom Constitutional America? House Leadership and Boehner's Folly purposely fumbled and turned over the ball on the one yard line.
Boycott the airlines until they stop the groping and begin profiling. Boycott the airlines; if you can't go on a company plane or drive, don't go at all.
Catastrophic Spending: Change You Can Believe In. The most dangerous Change in all of Obamunism is Catastrophic Spending.
The Global Village concept seeks to replace National Sovereignty by default. Marxian "Global Village-ism" makes major inroads among outlaws, and among elitist intellectuals.
We argue against income minimums and caps, and for a free and private market. Income minimums and caps are Marxism's "moral" bait to gain popular support for Socialism on the path to typical Marxist absolute dictatorship.
True, the world oil supply is limited; but, so are the stars in the universe. "The world oil supply is cruising toward depletion" is the Chicken-Little call from the Left. But it ain't necessarily so.
Marxists and Moslems: The Last Barbarians. The last barbarians not yet converted or conquered by Western civilization are Marxists and Moslems.
Our argument against fads, fashions, popular trends and herd instinct. If speaking against fads makes me square, un-cool or un-hip, then so be it. All fads are, in microcosm, expressions of rebellion against tradition.
If an American Redirection is underway; we all need to look at it. Reviewing some implications of the newly coined Science / Democracy Obversion theory underlying the new American Redirection.
Refuting Separation of Church and State as a Constitutional Principle. If Separation of Church and State cannot be found in our Constitution, what makes it a Constitutional Principle? Nothing. It is NOT a Constitutional Principle.
Of the four Republican candidates left standing, only Santorum gets it. Romney? No. Gingrich? No. Paul? No. Only Santorum gets it.
Definition of Capitalism: Economic Organization based on Private Property. Any true definition of Capitalism must state that it is purely an Economic system, not a Government system, and it works most efficiently and profitably under Representative Government.
God and Nature: on the Nature of Things, established by the Creator of Things. on man's Perversion of the Nature of Things, even with the best of intentions.
Going whole-Hog on American Constitutional Restoration. It's all or nothing, now. If we don't go whole-hog on Constitutional Restoration, the USA is history.
Introducing Glenn Beck Progressivism, and the depth of the hidden movement. Glenn Beck Progressivism: the unseen and unrecognized advance of Marxism.
If we have an inherent right to something, then, who must supply it? Rights and Responsibilities exist in paired sets; a right does not exist in the absence of a related responsibility. If indeed we have a right to our job, then, someone must provide it. Who?
The Three Big Ideas competing in global geopolitics today. The Three Big Ideas, and a Fourth one: aggressive, militant atheism, or secularism.
Only clear, distinct political battle lines will save Constitutional America. Fuzzy, indistinct political battle lines only encourage and feed the "bipartisan" progressive destruction of this last bastion of Human Liberty.
Political, Theological and Philosophical Pigeonholes. No one exactly fits any Pigeonhole; you're not supposed to Pigeonhole anyone; but what about their own words, actions and behavior?
Absolute Truth, as The Winning Political Force to be Reckoned With. The 2016 Candidate who stands in Truth rather than whatever various audiences want to hear will beat everyone, severely.
The Social Formula [Culture=Religion+Politics] is Inviolate. Politics merely organize Human Culture around the predominant Religious beliefs of a distinct and identifiable People.
Whether the result means death or rebirth, the American Reset will be painful. America was born in Revolution. If the reset means rebirth, it will only come through re-revolution.


The first episode of this season was great, hit all the It's Always Sunny nails. The next couple were very meh, especially the airplane episode, but that all changed with the times up episode, it showed what this show it, and it was glorious. Dennis's car & the bathroom episodes were pure gold and the clip show was nothing short of brilliant. The Eagles episodes were special for me, i am not a football fanatic, but i have friends that bleed Eagle green, and i see their love, i feel their love, and i felt that same love come from this show, especially the second part, showing Rob McElhenney genuine emotion, it was beautiful. The finale was super touching. I love this show so much!


text:
La archieparquía de Damasco de los sirios () es una sede episcopal metropolitana de la Iglesia católica perteneciente a la Iglesia católica siria en Siria.

Territorio
La archieparquía extiende su jurisdicción sobre todos los fieles sirios residentes en Damasco y el sur de Siria.

La sede archieparquial está en el barrio de Bab Sharqi en la ciudad de Damasco, en donde se halla la catedral de San Pablo.

El territorio está subdividido en 5 parroquias.

Historia
Ya había cristianos en Damasco en tiempos de la conversión de Pablo de Tarso. Los primeros obispos miafisitas de Damasco fueron Mammianus (512-518) y Tomás, quien fue exiliado por el emperador Justiniano I en 519.

La archieparquía de Damasco fue creada en 1633 en la Iglesia ortodoxa siria y tiene un obispo católico desde 1780.

Episcopologio
 ...
 Pierre Messercia † (23 de diciembre de 1716-enero de 1720 falleció)
 Nehemes Codsi † (12 de febrero de 1721-?)
 ...
 Grégoire Siméon Zora † (1810-8 de marzo de 1816 confirmado patriarca de Antioquía)
 Jacques Haliani (Eliani) † (14 de marzo de 1837-10 de julio de 1876 falleció)
 Clément Joseph David † (20 de abril de 1879-4 de agosto de 1890 falleció)
 Jean-Clément Mamarbachi † (1892-?)
 Clément Michel Bakhache † (3 de julio de 1900-3 de agosto de 1922 renunció) (A la vez nombrado archieparca titular de Calcedonia de los sirios)
 Grégoire Pierre Habra † (22 de octubre de 1923-21 de marzo de 1933 falleció)
 Iwannis Georges Stété † (26 de julio de 1933-20 de agosto de 1968 retirado) (A la vez nombrado archieparca titular de Bosra)
 Clément Abdulla Eliane Rahal † (20 de agosto de 1968-30 de mayo de 1971 falleció)
 Clément Georges Schelhoth † (7 de julio de 1972-4 de septiembre de 1978 renunció) (A la vez nombrado archieparca titular de Gerapoli de Siria de los sirios)
 Eustathe Joseph Mounayer † (4 de septiembre de 1978-15 de mayo de 2001 retirado)
 Gregorios Elias Tabé (24 de junio de 2001 por sucesión-12 de julio de 2019 retirado)
 Youhanna Jihad Battah, desde el 12 de julio de 2019

Estadísticas
De acuerdo al Anuario Pontificio 2020 la archieparquía tenía a fines de 2019 un total de 14 000 fieles bautizados.

|- align="right"
| 1950 || 3000 || 450 000 || 0.7 || 7 || 7 ||  || 428 ||  ||  ||  || 5
|- align="right"
| 1970 || 3000 || ? || ? || 6 || 6 ||  || 500 ||  ||  ||  || 4
|- align="right"
| 1980 || 3500 || ? || ? || 4 || 4 ||  || 875 || 3 || 3 ||  || 3
|- align="right"
| 1990 || 4500 || ? || ? || 9 || 9 ||  || 500 || 2 ||  || 6 || 6
|- align="right"
| 1999 || 6200 || ? || ? || 9 || 9 ||  || 688 || 4 ||  || 8 || 4
|- align="right"
| 2000 || 6200 || ? || ? || 6 || 6 ||  || 1033 || 5 ||  || 8 || 4
|- align="right"
| 2001 || 6400 || ? || ? || 13 || 13 ||  || 492 || 5 ||  || 10 || 5
|- align="right"
| 2002 || 6500 || ? || ? || 12 || 12 ||  || 541 || 5 ||  || 10 || 5
|- align="right"
| 2003 || 6500 || ? || ? || 11 || 11 ||  || 590 || 3 ||  || 10 || 5
|- align="right"
| 2004 || 6500 || ? || ? || 12 || 12 ||  || 541 || 5 ||  || 10 || 5
|- align="right"
| 2006 || 8000 || ? || ? || 11  || 11 ||  || 727 || 5 ||  || 10 || 5
|- align="right"
| 2009 || 14 000 || ? || ? || 9 || 9 ||  || 1555 || 5 ||  || 10 || 5
|- align="right"
| 2013 || 14 000 || ? || ? || 7 || 7 ||  || 2000 || 5 ||  || 10 || 5
|- align="right"
| 2016 || 14 000 || ? || ? || 7 || 7 ||  || 2000 || 5 ||  || 10 || 5
|- align="right"
| 2019 || 14 000 || || || 14 || 8 || 6 || 1000 || || 8 || 15 || 5
|- align="right"
|colspan=12 |<small>Fuente: Catholic-Hierarchy, que a su vez toma los datos del Anuario Pontificio.
|}

Bibliografía
 (en francés) Dictionnaire d'Histoire et de Géographie ecclésiastiques, vol. XIV, 1960, col. 46

Referencias

Damasco de los sirios
Damasco
Damasco
Damasco de los sirios
Iglesias católicas orientales en Siria


The three hotels are less than a 1/2 mile apart...about a 15 minute walk.
From their website: The DoubleTree by Hilton Hotel New Orleans offers full service at the best downtown New Orleans location just four blocks from New Orleans Convention Center and located directly across the street from Harrah's Casino and the French Quarter which includes Bourbon Street, Jackson Square and Royal Street. Enjoy a true taste of DoubleTree hospitality with a signature warm chocolate chip cookie on your arrival. Choose from an array of stylish guest rooms and suites offering views of the Mississippi River, French Quarter, Harrah's Casino or Canal Street.
New Orleans is a city known for culinary excellence and offers endless dining options for visitors to enjoy. Grab a quick cup of coffee or a pastry in PJ's Coffee of New Orleans, or visit WOW Café, offering all day dining with everything from wings to New Orleans favorites. Sip a cocktail or appetizer before experiencing vibrant New Orleans nightlife. Enjoy on-site services such as the seasonal outdoor pool or the fitness room, featuring cardio equipment and free weights. For a complete workout, DoubleTree by Hilton Hotel New Orleans guests may access the extensive Health Club by Hilton Riverside.
From their website: Relax in a spacious guest room, deluxe room, executive room or suite offering picturesque views of downtown New Orleans, the Mississippi or French Quarter. Unwind over cocktails at Spirits Bar, and enjoy Southern cuisine in Drago's Seafood Restaurant. Check emails with complimentary WiFi at River Blends Café while enjoying a specialty coffee and pastry. Enjoy breakfast at Le Croissant Express.
From their website: Rest in a spacious suite at this New Orleans, LA hotel, offering convenient amenities such as complimentary newspaper, two televisions, and high-speed internet access. Unwind in a variety of ways, including a workout in the fitness center, a swim in the outdoor swimming pool or a dip in the whirlpool spa. Take advantage of our nightly Manager's Reception with complimentary drinks and snacks. Enjoy on-site dining at the Sugar House Restaurant or start your day with the complimentary cooked-to-order breakfast served in our open-air atrium.


What a semester it has been! I came into this semester with quite a negative feeling towards technology. I knew it had benefits for the classroom, I had used Kahoot, speech to text on Google Doc, Splash Math, and Dance Mat Typing, along with some YouTube videos during my internship. So, I did know that there were some advantages to using tech in the classroom. However, my fear, lack of competence and confidence, along with my "old soul" made me often shy away from technology and from learning new ways to incorporate technology in the classroom.
I am so thankful for my #edtc300 course! My incredible classmates for being sowilling to help me, encourage me, and share their resources and perspectives. My instructor has also supported me and helped push me to be positive and just TRY some of the tech she was introducing, thank you Katia. My biggest cheerleader was Mackenzie. She was always pushing me to try new things, keep trying to stay on top of assignments, and she was my model for my learning project– thank you so much girl!
My contribution to others learning was minimal compared to the help I had been receiving all semester as I knew very little about technology in the beginning. However, I tried to contribute my ideas and feelings during Zoom classes. While on twitter I worked hard to share articles regarding education and technology in education. I often lacked in contributing to others learning in our slack community, which made me feel very unhelpful and sometimes stupid. I felt bad when people would ask questions and I would have no idea how to help. I am very thankful to those who asked questions and answered questions because I learned a lot from our slack community. Lastly, commenting on other's blogs were not a huge strong suit of mine either. I often put commenting on blogs on the back burner when it came to assignments and the other things going on in my life, not an excuse, but not prioritized the way it should have been.
Slack became a space where I could receive help and feel safe to ask questions and get advice. I never really contributed answers however, as I usually did not know the answer to people's questions- or where to even begin looking for the answers! However, I received lots of help from my classmates and AMAZING MENTOR Kaytlyn!
Slack made it super easy to organize our discussions and thoughts as a group. I found this super useful when looking for information or when I needed to ask a question. It took me a little while to understand threads, but once I did, it made it super easy to have a little bit more private conversation with a specific person. I think slack is something that I could incorporate in the future for parents and students with extra-curricular and school events. You would be able to keep it very organized.
Oh, the twitter world. Throughout each year of my degree we had been asked to get twitter for various events and classes, however it was never mandatory and therefore I never got it. I had it when I was real young and didn't understand any of it. So, I didn't want to get now. Thank goodness I was forced to because it has become the heart of my personal learning network (PLN)! I have been able to view, communicate, read, and engage with so many other educators and students to further my understanding of various aspects of teaching and learning.
I have been able to contribute to others learning via twitter the easiest this semester as I found it soothing to scroll through twitter and read various conversations and articles. I was able to retweet, comment, and contribute to polls easily and efficiently. I learned that hashtags are a great way to help find a whole other network of people and pages via your interests. I mostly used #edtc300 and #edtc400 as these would reach my audience of my classmates and our mentors who were all working hard to contribute to the learning of technology in the classroom.
These are only a few examples of things that I did to contribute to others learning on twitter. I answered several polls that classmates had posted as well, however I did not remember to screenshot them.
My peers reciprocated the help in my own learning on twitter my retweeting, commenting, participating in polls and more! Thank you all for your help and motivation throughout the semester!
I have provided a few examples of comments I have given on blogs.
The 1st photo is on Kennedy's blog, "A Coding Conquest". I felt like we connected when it came to this post, as we both did not know much about coding. However, we both realized that they have great benefits in the classroom! She also taught me how to add slideshows to my blogs, THANK YOU!
The 2nd photo is also on Kennedy's blog, "Rock Got No Reason and I Have No Time!". She was talking about the stress she was enduring in the middle of the semester and I connected as I was feeling it too. I completely understood that she was probably very tired and overwhelmed while trying to finish the post, but I reminded her it is important to reread our blogs as they are a flash of our professionalism.
The 3rd photo is on Danica's blog, "Can You Hear the Difference?". I LOVE Danica's learning project, learning to play the banjo is super cool. I have always wanted to learn the guitar or banjo, but I don't have the ear or coordination for it. Danica is doing amazing and I hope she sticks with it after this course. She clearly has the ear for it, as she tuned her own banjo, I HAD to let her know how amazing that was.
The 4th photo is on Danica's blog, "'Amazing Grace'- It is Not a Race". I commented that I too share a love for the song "Amazing Grace" and that I thought it was amazing how Danica is taking her time to learn the basics of the banjo and not trying to rush the progress. She reminded me that it is ok to take your time and learn the helpful, simple steps before attempting the big ones. I also gave her my vote for her next song choice.
The 5th photo is on Courtney's blog, "Nama'seeya later". This was her final learning project post and I found it amazing how much she has improved in her stretching and knowledge of Yoga. The idea of before and after pictures was a great one!
The 6th photo is on Courtney's blog again, "ZZZ's for days with bedtime yoga". This post gave me the idea to use lists in my own posts because I loved how it broke up the paragraphs and ideas in her post, so I complimented her and used the idea in my own posts.
The 7th photo is on Jana's blog, "Guess whose back, back, back… back again". This was my first time visiting Jana's blog and I loved it. I really enjoyed the theme and how personal it was. She inspired me to try to personalize my own blog more. So, thank you Jana.
The list could be a lot more extensive, but as you can see I have come SO far and I owe that to this course! I know that technology will be important and useful in my future classrooms. I feel confident in incorporating various gadgets, extensions, assessments, games, and learning tools to help engage and support the learning of my students.
Today I put my hair styling skills to the test. Using my previous blog posts and my initial attempt at my goal hair style, I attempted my goal one last time. I knew I needed a braid, curls, twists, and a messy bun to complete my dream hairstyle.
I am OBSESSED with this hairstyle!
Unfortunately, I could not do it justice! BOOOOO.
Here is my process of doing Mackenzie's hair today.
I am super disappointed in the outcome of my hairstyle. I tried really hard, I applied ideas and techniques I learned throughout the semester. SO WHY?!
WHY DIDN'T IT WORK! UGH!
is it because her hair looks like a different texture?
is it because of the colour?
is it because she doesn't have layers in her hair, like the picture?
is it because I need more practice?
am I even good enough to do hair for special event?
I needed answers, so I began Google searching. I came upon this article, Choosing the Right Hairstyle for Your Hair Texture and Density. The article suggests that different hair textures and densities COULD change the outcome of a hairstyle and the look of someone's hair in general. This, kind of, answers my questions about the hair texture and layers causing my outcome to be different from the original image.
I am also not naive enough to think I am a master hair stylist now. I do know I need to work on some of my skills, especially the hair twisting. To me it is the part of the hairstyle that seems the most "off".
What are your thoughts? Please be honest, I love constructive criticism.
So, while there is room for growth, I also know that there are some great things about the hair style and my learning. I like trying my new skills on my own hair too. It is a HUGE difference working with Mackenzie's thick, dense, long hair compared to my thin, fine, short hair! I am even considering getting extensions this summer to add thickness and length to my own hair!
Let's reflect on some of my growth!
Remember when I tried to curl hair with a flat iron using a twisting method?! Yeah, me too and I apologize again to Mackenzie's poor hair!
Remember that incredible French Fishtail Braid?! ME TOO!!
Remember that super symmetrical and elegant bun?! I still drool over the precision on that one!!
I have learned so many neat hair styles that I would have never explored before, like that Mohawk Pull Throw Braid! Through the learning of Pinterest, YouTube, and other blogs I have successfully developed hair styling skills that could help me style people's hair for their big events!
I have learned so much more than just hair styling. I have developed new skills in Screencasting and iMovie. My first video had very little editing done to it. Through using iMovie more and playing with the different effects and settings I believe I was able to create more aesthetically pleasing videos with special effects, voice overs, and freeze frames. I feel like I could confidently go into my classroom and school and volunteer to help create or teach about iMovie and creating videos with it.
Thank you to everyone who took part in this learning journey by contributing to my blog posts, giving me advice and compliments. I truly appreciate it.
Hey all, this is our final week of EDTC 300. We were asked to create an artefact that helped summarize our learning journey throughout the semester. I worked with Mackenzie to complete the project.
Even through this video experience with Mackenzie we learned so much about video editing using iMovie. We learned how to add audio over an image, zoom in on our faces, add sound effects, and add transitions. I had been using iMovie for other videos, this was the first time I really used effects and created something I am really proud of.
Mackenzie and I were determined to add some humour to our video and to capture our audiences' attention right away, exactly what we like to do when we are teaching! We incorporated both of our learning projects by having our hair styled by myself and our dance choreographed by Mackenzie! We also decided to use an authentic response to our learning experience, no script! We thought by doing this we would capture our true emotions towards what we have learned in the course.
Do to our learning about fake news Mackenzie and I were able to create our own news article. While this news article is quite obviously fake, there are serious modifications that were made to demonstrate how you identify fake news online. We pieced together three different images and wrote our own story.
Many classroom resources – Google classroom, Kahoot, Coding, Socrative, etc.
We are thankful for the experiences, tools, and new skills we developed throughout the course. We both feel more confident and prepared to incorporate technology in the classroom in ways that will benefit our students!
Hello! For my EHE 258 course on personal health and wellbeing I have taken on a health promotion project. I decided to focus on my environmental health, as it is something I often don't think about. I specifically focused on my own plastic consumption, using the Greenpeace campaign as a guide to help me reduce my "plastic footprint".
As part of my promotion I have put together a grade four inquiry unit that can be adapted for any grade. There are three detailed lesson plans that help start the unit and then an extensive list of outcomes, activity ideas, and resources to help guide a classroom inquiry project/ promotion with your students.
I hope you find the unit useful and adaptable. Please let me know anything you might add, change, or modify! I love hearing different perspectives and ideas!
It has been a crazy busy few weeks. Only 5 more days of classes left in my education degree!! How crazy?! That being said these last two weeks are insanely busy with due dates, tests, and final reflections. My stress levels have been maxed out with school and all the "life" things that have been going on as I prepare to finish my degree and head into (hopefully) my own classroom!
This week I decided to refresh my memory on how to curl hair, without twisting, using a flat iron! I had to refer back to my previous post to remember how this method of curling hair worked. Looks like…. I STILL GOT IT!
Mackenzie's hair turned out great and I was happy I was able to jump right back into this skill, like riding a bike! This skill refresher is going to help me with my final goal hairstyle next week! So, stay tuned!
If you need a refresher of where I started in all of this and what my end goal is, check out my very first learning project blog, Follow Me as I Learn to Style Hair!
However, class today, along with my professor and fellow classmates proved me so wrong. They helped me become open minded and understand the true benefits of coding in the classroom. Because coding can actually be super fun, engaging, and interactive. A great website is Hour of Code. There are numerous themes that students can choose from according to grade levels or age.
After playing a couple games, getting frustrated, and confused, I was uncertain the purpose or benefits this would even have in the classroom.
Examples could be doing one level of code and then writing a story about what happened during that code movement. You could also use it as an example of procedural writing. The opportunities are endless if you are willing to think outside the box and allow your students to express their ideas related to code and how it is supporting their learning you can really take coding anywhere.
If you are like me, and need to continue researching how to implement coding, this page has many articles explaining tips, tricks, and benefits to coding in the classroom.
Mohawks & Long Hair??! Yes, We Did!
Hello everyone, I have noticed some videos with "mohawk" in the titles while scrolling looking for new hair styles to challenge myself. I finally clicked on one the other day and I fell IN LOVE! This mohawk pull through braid sold me.
I love how much volume there is. I also really love the uniqueness of the hairstyle in general. It is so different and really makes a statement! What are your thoughts on the mohawk pull through braid?
When I finished Mackenzie's we couldn't help but giggle as it kind of reminded us of a little dinosaur!
I am happy with how it turned out for my first try!
Is there any other feedback you can give me to help improve for my next video? I would greatly appreciate it!
Please find attached a list of various educational links to apps, extensions, websites, and more that can be used in the classroom for various tasks.
I hope to continue to add resources as I learn and discover them throughout my experiences.
I am often skeptical to what I read online, especially on social media sites such as Facebook. It is hard to decipher "fake news" from real news. Which brings to my attention the need to equip our students with tools that help them decipher between "fake news" and real news. If we can give our students the tools and experiences of unarming "fake news" we can help them be smart consumers, use reliable resources to increase knowledge, and help end an ongoing phenomenon. But how? What are some tools we can use to decide if news is "fake'? How can we teach these things in a way which they connect to curriculum? Keep reading, hopefully I can help you answer these questions.
Let's discuss the first step in understanding fake news for ourselves. Claire Wardle wrote, "Fake News It's Complicated", in this article she discusses fake news as an "information ecosystem". She explains this ecosystem as being polluted and that it is our responsibility, as consumers of the internet, to be checking what we see online. She tells us we need "emotional skepticism", to second guess our instinctual reactions. To do this she suggests we use tools to help us, an easy first tool is to wait about 2 minutes to check our feelings before clicking share. This allows our brain to catch up with our feelings. We must check our source, check other sources about the topic, and check our biases and opinions.
Next let's talk tools, I have compiled a nifty list that may be useful for elementary students using the resources linked below my list.
Please note that in my tool kit, I am attempting to use language friendly to students grades one – five. I also tried to write the list in order which I would teach the tools. Please give me any feedback as to how I could use friendlier language for children or any tools you might add!
How can we connect to the Saskatchewan Curriculum? Great question!
I have chosen to focus in on grade one, three, and five using only one or two outcomes to show you how I might teach fake news with my students.
social responsibility (e.g., Conservation) and relate to own feelings, ideas, and experiences.
Through this outcome I would teach students the dangers of fake news, how it can hurt people's identity and feelings. I would create a fake news article about myself and who I am, with an anonymous author, old date, and the opinion words we discuss in a previous lesson. I would then show them an example of real news about myself using my name as the author, a recent date, and no opinion language. I would then have students think and discuss how the fake news could hurt my feelings or make me sound like a bad teacher. By using myself as an example I am hoping the students would feel more connected and empathetic about the fake news.
USC1.1- Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.
CR3.4- Read fluently and demonstrate comprehension of grade-appropriate fiction, script, poetry, and non-fiction from various cultures (including First Nations and Métis) and countries (including Canada) and explain reactions and connections to texts read.
I would discuss the importance of interviewing, asking questions of the person involved in the news, reading articles or viewing videos of those involved. I would demonstrate how this is important by asking students to share a story about an event in their lives that mean a lot to them, then I would have their partner try to retell the story using as much description as possible. Hopefully the retelling is not as accurate and descriptive (I may have to work out some kinks here) to show students how their own story is more important, more detailed, and accurate.
I would then model how to find matching information between two articles to find true facts about a topic or news story. I would then allow students to work in small groups to try to fact check two articles on their own. These experiences will allow students to think critically about their sources and hopefully weed out fake news.
I would try to use current articles discussing Canadian or Aboriginal news, keeping their learning relevant. I believe these activities could lead to writing their own news article using the facts they cross reference in their two articles, demonstrating their comprehension.
RW3.3- Evaluate the ways in which technologies have impacted daily life.
The curriculum asks that we teach about technologies which are not electronics. So, this would be the perfect opportunity to discuss news beyond the internet and into magazines, billboards, and newspapers. I would facilitate a discussion asking questions about how we could discover fake news that is not on the internet, how this news spreads, what is oral story telling, and more that would engage students in critical thinking beyond the internet.
CR5.2- View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.
I would teach about fake news by addressing all the tools listed in our list. I would put special focus on the last two, checking websites using the website verifiers provided, discussing biases (what are they), and using bias charts to understand perspectives. I would allow students to choose between a set of topics to research for this learning experience. The topics would include links to real and fake news in which the students would have to all sources and decipher the fake from the real, they would do so by using the tools taught and specifically demonstrating their use of the bias chart. I would first model a few examples for the students on how to use the bias charts and other tools. I would provide feedback along the way to give students opportunity for success and growth in discovering the difference between fake and real news.
I realize that my curricular connections need more details to create a true lesson plan with more logical sequence, critical questions, and specific articles. I also realize that the lessons might need trial and error while working with students to work out any kinks. Any feedback or suggestions to my curricular connections would be greatly appreciated.
The NTCE recognizes the importance of teaching our students about digital literacy and wants teachers guiding students to become critical consumers while online. Some of the points outlined by the article are as indicated below, please know there are more (I encourage you to check out the website). However I chose these in specific as I believe they support the curricular connections I have made.
I believe my ideas on how to teach students about deciphering between fake and real news directly meets the NCTE's Framework for the curriculum.
I believe it is so important to begin teaching students about fake news as early as possible to help them become critical consumers.
Hey everyone! I just wanted to say my title doesn't make a ton of sense, but it rhymed and seemed catchy, haha! I did another updo today and tried some new ways of presenting my learning project.
I tried a vlog type style for sharing my learning project this week. I explain most of my process through the video below. I just wanted to add that I now love Screencastify for Google Chrome. I can definitely see myself using it in the future.
Without further ado, enjoy my journey today.
Here is the link to Missy Sue's website if you are interested!
And here is the link to just my updo video!


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I wish there were a sub about people deciding "English is probably your second language" based on minor errors (or not errors) that others make. They are always so good.
That's funny, because it's usually English speakers who confuse spellings because they sound similar. People who've learned English as a second language would never say 'would of' or mix up their/there/they're.
Affect/effect is really common and it triggers me a little.
No matter how many times you tell me the rule, I just can't wrap my head around it. I worry so much about mixing them up that I usually try to substitute a synonym instead. Really wish I could get this one figured out!
The way I learned it was: Affect = action/verb. Effect = result.
The poison gas affected pikachu. The effect of the gas caused pikachu to faint.
However, there are alternative ways to use effect. For instance, one could say that western imperialism after world war 1 effected a situation of instability in the middle east. Effect in this case means to bring into existence.
People mixing them up would avoid that sentence altogether.
Pikachu affected a large moustache in order to effect a getaway; however, another prisoner, so strongly affected by the effective effect of Pikachu's affectation, decided that this could affect the effective impact of his affective, effectual petition for freedom with immediate effect. He affected an air of friendship and, in effect, effected what was, effectively, Pikachu's betrayal.
An effect affects something. The effective effect affected something.
The a-ffect is actively affecting. A little assonance to help it shtick. I remembered it because the alphabetical first one is the present tense while the latter, it has been affected and led to effects.
I've been good at being dumb most of my life. Still double checked after this comment lol.


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More than four decades after his death, the enigmatic Spanish couturier Cristobal Balenciaga (1895-1972) has become a legendary figure in the history of twentieth-century fashion. His name is a byword for clothes executed to the highest standards and characterized by their sculptural quality, deft manipulation of textiles and dramatic use of colour and texture. His impact on later generations of fashion designers - in couture and on the high street - is now widely recognized, and the house that bears his name has become a global brand. In this revised, updated and expanded edition, pieces from the V&A collections have been carefully selected to provide new cases studies, revealing the master's exacting methods in garment design and some of the wealthy and glamorous clients who patronised his establishment, from Ava Gardner and Elizabeth Taylor to Gloria Guinness and Pauline de Rothschild. Balenciaga: Shaping Fashion offers a thorough examination of the couturier's fashion philosophy, design and business practices, as well as placing him firmly in the context of his time, and concludes with an examination of his lasting legacy.
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We attend every breeding stock sale in Europe, in addition to the major sales in North America. Both fillies and broodmares are purchased for breeding as well as foals for both racing and pinhooking for re-sale. Stroud Coleman Bloodstock is also continually on the lookout for breeding stock privately utilising our network across the industry to source fillies and broodmares at value prices. Both Classic winners and big money yearlings at the sales have been produced by mares that we have bought for clients.


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Q: Adjectives that do not have predicative position I've read somewhere that some adjectives cannot be used in the predicative position; for example "this is a major problem" is acceptable, but "the problem is major" is not acceptable.
I'm wondering what other adjectives cannot be used in predicative position other than major. Is it the only one we have in English?

A: There are many kinds of non-predicative adjectives. A few examples:

*

*former president

*electrical engineer

*alleged criminal

*main reason

http://eecoppock.info/CoppockSemFest09.pdf shows you many kinds of examples. It is a good reference even if you choose to not read the technical bits.

A: It is claimed that many adjectives cannot be used in a predicative position. Commonly, entire, utter, former, and potential are claimed to be of this type. Attributively, they look like this:

*

*The entire class helped.

*There was utter devastation.

*He's a potential client.

*He's a former client.

Personally, I have no problem using most these words in the predicative position. I'm a native English speaker, and they all seem fine to me. However, many English speakers have problems with:

*

*I toured the areas affected by the hurricane. The devastation was utter.

*He's so unlikely to spend any money, of all our possible future clients, I consider him the most potential.

To me at least, "the problem was major" is perfectly fine. If you asked me how anyone could find a problem with it, it likely wouldn't even occur to me that major is claimed to not be usable predicatively. But even I can't find any way to use entire predicatively.

A: I don't have the reputation to comment, but along the lines of Peter Shor's 'entire function' example, there are people who insist on saying 'the space has the Hausdorff property' rather than that 'the space is Hausdorff' should saying 'Hausdorff space' not suffice. I think the majority are happy with 'is Hausdorff', though.

redpajama_set_name: RedPajamaStackExchange


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text:
Q: How to get to the database mariadb To access? When I log in to mariadb, I do not have access to a database named mysql.
I get the following error:
MariaDB [(none)]> use mysql
ERROR 1044 (42000): Access denied for user ''@'localhost' to database 'mysql'


text:
Kampala International University (KIU) founded in 2001 is a private chartered University in the Republic of Uganda. It is a member of the Association of Commonwealth Universities, the Association of Africa Universities as well as the Inter University-Council of East Africa. KIU offers a variety of programmes in Health Sciences, Science and Technology, Engineering, Business and Management, Law, Humanities and Education.
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Plot synopsis: The space vessel Nostromo and its crew receive a distress call from a alien planet. After searching for survivors that planet they head back home only to realize that an deadly alien life form has joined them.
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Eoin Treacy's view Following the kind of contraction experienced by stock markets over the last two weeks, investors typically develop a new found respect for yield. During a persistent uptrend, when price appreciation more than makes up for the absence of an attractive yield most investors are not overly worried about total return. However, when prices fall abruptly the attractions of a reliable dividend become all too obvious. The current pullbacks have resulted in yields rising as prices have declined. As outlined in the response to the email below some French utility-like companies now have yields in excess of 10%. However, the question following such an abrupt decline will always be whether the dividend can be sustained?
In such an uncertain environment, it is difficult to know which companies will maintain their dividends. Members of the Collective will know more about some individual companies than we do and I have no doubt subscribers would welcome additional feedback on the fundamental prospects for high yielding equities.
I thought it might be instructive to first review shares which have a long history of not only sustaining but increasing dividends. The S&P500 Dividend Aristocrats have been increasing their dividends annually for the last 25 years. In May the average yield for the constituents of the S&P 500 Dividend Aristocrats Index was 2.63. It is now 3.06%.
The S&P Europe 350 Dividend Aristocrats have been increasing their dividends annually for the last 10 years. At the end of May the average yield on the constituents of the S&P Europe 350 Dividend Aristocrats Index was 3.33%. It is now 4.13%.
In the USA, Office Equipment specialist, Pitney Bowes has fallen to test the lower side of its large trading range and currently yields 7.86%. While it has yet to show conclusive evidence that it is bottoming, the yield is becoming increasingly attractive which should help to cushion the decline somewhat.
McDonalds remains in a consistent medium-term uptrend and yields 2.81%. It is reverting towards the mean but the uptrend can continue to be given the benefit of the doubt in the absence of a sustained move below $80. Yum Brands is not a dividend aristocrat but yields 2.02% and has a solid record of increasing dividends. It has pulled back below the 200-day MA and needs to sustain a move back above it to confirm a return to demand dominance.
In Europe, Abertis Infraestructuras yields 5.66% and has pulled back to the lower side of the almost 3-year range. It is deeply oversold in the short-term and needs to demonstrate that it is in the process of finding support, but has so far held above the 2010 low.
In the UK, Scottish & Southern Energy has pulled back to test the upper side of the base and currently yields 6.23%. An upward dynamic would confirm at least short-term support in the region of 1200p.
I will continue this review of higher yielding shares tomorrow with a look at energy trusts and partnerships.