The Israel Defense Forces began a partial withdrawal of ground troops from the Gaza Strip on Sunday evening, hours after ending a three-week offensive on the Hamas-ruled coastal territory.
The move also came shortly after Gaza's Hamas rulers announced a one-week cease-fire, despite continuing rocket fire on southern Israel.
The IDF would not say how many troops it is pulling out, but Channel 10 showed tanks rolling out and smiling infantry soldiers walking toward the border. Some ground forces remained at key points in Gaza amid the withdrawal.
"I can confirm that a gradual withdrawal of our forces is under way," a military source said, refusing to elaborate on when the pullback might be completed. Israel declared a truce early on Sunday that was matched hours later by Gaza's Hamas leaders.
Shortly after it announced a unilateral cease-fire in Gaza, Israel said on Sunday it would not consider a timetable for withdrawing all of its forces from the Gaza Strip until Hamas and other militant groups halt their attacks.
"We can't talk about a timetable for withdrawal until we know the ceasefire is holding," said Mark Regev, spokesman for Prime Minister Ehud Olmert, rebuffing United Nations calls for setting a timetable.
"If the ceasefire holds, we can start a process of moving out," Regev added.
Olmert earlier on Sunday branded Israel's cease-fire in Gaza as fragile and said the Israel Defense Forces was free to respond to attacks by Gaza militants.
"The conditions have ripened for a fundamental change of the situation of the residents in the South after the operation. We have operational freedom to respond if terror organizations continue attacks," Olmert said at the opening of Sunday's cabinet meeting.
Olmert's comments came shortly after IDF troops and Hamas gunmen exchanged fire in northern Gaza on Sunday.
"Israeli forces inside the Gaza Strip and many more encircling the Gaza Strip are… prepared to act in any area in accordance with their commanders' orders if and when the cease-fire violations, such as those that occurred this morning, continue," Olmert added at the cabinet meeting.
Late Saturday night, the prime minister said the IDF would only leave Gaza if Hamas ceased its rocket attacks. Olmert made the pledge as he announced a unilateral cease-fire in the coastal strip.
"If Hamas entirely ends its rocket fire on Israel, Israel will consider an IDF withdrawal from the Gaza Strip," Olmert declared.
The cease-fire went into effect at 2 a.m. local time, shortly after Olmert announced that Israel's security cabinet has voted in favor of it.
The announcement came after three weeks of fighting in the coastal strip, as Israel launched a massive military offensive aimed at halting years of daily rocket fire on its southern communities.
Palestinian sources say that more than 1,100 Gazans have been killed since the offensive began on December 27. Three Israeli civilians and 10 Israel Defense Forces have been killed during that period.
"I want to thank, first and foremost, my friend the defense minister, Ehud Barak, for his professional expertise, and the understanding he showed throughout the whole operation," Olmert said.
The decision to launch the cease-fire was approved during a lengthy security cabinet meeting, which began after sundown in Tel Aviv. Two ministers were against the move, and another abstained.
"Our fight is not with the people of Gaza," Olmert said at the Tel Aviv press conference following the cabinet meeting. "We left Gaza in 2005 with the intention of never returning," he said, referring to Israel's unilateral withdrawal of troops and settlers from the territory under former prime minister Ariel Sharon.
Olmert warned that Iran, through its proxies Hezbollah and Hamas, was trying to establish its own hegemony in the region. He said that Hamas had underestimated Israel's decisiveness, had been "surprised" by the launch of the offensive, and was still not fully aware of how badly it had been damaged.
"If our enemies decide the blows they've been dealt have not been sufficient and they are interested in continuing the fight, Israel will be prepared for such and feel free to continue to react with force," the premier added.
"[Hamas'] leaders are in hiding, many of its members have been killed, its rocket factories have been destroyed, its smuggling routes through the tunnels have been blown up, its ability to move weapons in the Gaza Strip has been reduced and the launching sites where most of the rockets are fired are under Israeli military control," Olmert said.
Barak said on Saturday that if Hamas continued firing, the IDF would respond forcefully.
Calling the operation "a justified war of choice," the defense minister said he was pleased with the results.
Barak added that the army "will maintain its level of readiness in Gaza" and that Israel would renew military operations "if the need calls." The defense minister also reiterated Israel's commitment to win the release of abducted soldier Gilad Shalit.
A strong hint at the impending cease-fire announcement came earlier Saturday, when Ehud Barak said that Israel was very close to meeting the objectives of its 22-day-old offensive in Gaza.
"After three weeks of Operation Cast Lead, we are very close to reaching the goals and securing them through diplomatic agreements," Barak said during a visit to the south of the country earlier Saturday, according to a statement from his office.
The decision means Israel has put an end to Operation Cast Lead without an agreement with Hamas, relying instead on the support of the United States and Egypt in battling arms smuggling into Gaza.
Israel said on Sunday it will be prepared to sharply increase the flow of food and medicine to Gaza if the unilateral cease-fire holds, but it ruled out fully lifting a blockade until captured Israel Defense Forces soldier Gilad Shalit is freed.
"If the quiet holds, there will not be any problem dramatically increasing aid like food and medicine. If this quiet holds, we will work with the international community for reconstruction," said Mark Regev, a spokesman for Olmert.
"But you can't have anything close to full normalization of the crossings as long as Gilad Shalit remains a hostage," Regev added. Shalit was captured in a cross-border raid in 2006.
This story "Israel Begins Gaza Withdrawal" was written by Agencies.


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text:
Retreatment of vestibular schwannoma with Gamma Knife radiosurgery: clinical outcome, tumor control, and review of literature
Fu, V.X.
Verheul, J.B.
Beute, G.N.
Leenstra, S.
Kunst, H.P.M.
Mulder, J.J.S.
Hanssens, P.E.J.
Journal of Neurosurgery, 129, 1, (2018), pp. 137-145
https://doi.orghttps://doi.org/10.3171/2017.3.JNS162033
Article / Letter to editor
Please use this identifier to cite or link to this item: https://hdl.handle.net/2066/196807
vol. 129
iss. 1
Radboudumc 12: Sensory disorders DCMN: Donders Center for Medical Neuroscience; Radboudumc 9: Rare cancers RIHS: Radboud Institute for Health Sciences
OBJECTIVE Gamma Knife radiosurgery (GKRS) has become an accepted treatment for vestibular schwannoma, with a high rate of tumor control and good clinical outcome. In a small number of cases, additional treatment is needed. This retrospective study examines the clinical outcome, reproducibility of volumetric response patterns, and tumor control rate after administering a second GKRS to treat vestibular schwannomas. METHODS A total of 38 patients were included: 28 patients underwent a radiosurgical procedure as the initial treatment (Group 1), and 10 patients underwent microsurgical resection with adjuvant radiosurgery on the tumor remnant as the initial treatment (Group 2). The indication for a second GKRS treatment was growth observed on follow-up imaging. The median margin dose was 11.0 Gy for the first procedure and 11.5 Gy for the second procedure. Tumor control after retreatment was assessed through volumetric analysis. Clinical outcome was assessed through medical chart review. RESULTS Median tumor volume at retreatment was 3.6 cm(3), with a median treatment interval of 49 months. All patients showed tumor control in a median follow-up period of 75 months after the second radiosurgical procedure. Volumetric tumor response after the second procedure did not correspond to response after the first procedure. After retreatment, persisting House-Brackmann Grade II facial nerve dysfunction was observed in 3 patients (7.9%), facial spasms in 5 patients (13%), and trigeminal nerve hypesthesia in 3 patients (7.9%). Hearing preservation was not evaluated because of the small number of patients with serviceable hearing at the second procedure. CONCLUSIONS Repeat GKRS after a failed first treatment appears to be an effective strategy in terms of tumor control. The volumetric response after a repeat procedure could not be predicted by the volumetric response observed after first treatment. This justifies considering repeat GKRS even for tumors that do not show any volumetric response and show continuous growth after first treatment. An increased risk of mild facial and trigeminal nerve dysfunction was observed after the second treatment compared with the first treatment.
Faculty of Medical Sciences [86157]

redpajama_set_name: RedPajamaCommonCrawl


text:
Alexander Mitsch (* 30. Dezember 1967 in Heidelberg) ist ein deutscher Politiker (CDU). Er ist einer der Gründer der Werteunion, deren Vorsitzender er von der Gründung bis Mai 2021 war. Zudem ist er Gründer der von Altstipendiaten der Konrad-Adenauer-Stiftung gegründeten Vereinigung Konrads Erben.

Leben
Mitsch besuchte das Hebel-Gymnasium Schwetzingen und absolvierte danach eine Berufsausbildung zum Bankkaufmann bei der Deutschen Bank in Mannheim. Es folgte ein Studium der Betriebswirtschaftslehre an der Universität Mannheim, das er als Diplom-Kaufmann abschloss. Mitsch ist beruflich für die SRH Holding tätig. Seine bisherigen Positionen umfassten Aufgaben der Investor Relations sowie der Unternehmenskommunikation. Seit 1. Oktober 2010 verantwortet er die Geschäftsbereichen Finanzen und M&A. Mitsch wohnt in Plankstadt, er hat zwei Kinder.

Mitsch ist Mitglied im Rotary Club Mannheim-Brücke, Mitglied des Kreisvorstands der Mittelstandsvereinigung Heidelberg und Fördermitglied der Wirtschaftsjunioren Mannheim-Ludwigshafen. Mitsch ist Schatzmeister der Stiftung "Meinung & Freiheit", in der Hans-Georg Maaßen stellvertretender Vorsitzender und der Verleger und Journalist Roland Tichy Vorstandsvorsitzender ist.

Politische Tätigkeit
Mitsch trat mit 15 Jahren in die CDU Baden-Württemberg ein. Er engagierte sich bei der Jungen Union und wurde zum Bezirksvorsitzenden in Nordbaden sowie in der Mutterpartei zum stellvertretenden Vorsitzenden im CDU-Kreisverband Rhein-Neckar gewählt. Außerdem war er Mitglied des Gemeinderates seines Heimatortes Plankstadt. Aus beruflichen wie familiären Gründen zog er sich dann aber aus der Politik zurück. Von Juli 2017 bis Oktober 2019 war Mitsch als Beisitzer erneut Mitglied des CDU-Kreisvorstandes.

Im Oktober 2015 gründete Mitsch mit mehreren Alt-Stipendiaten der Konrad-Adenauer-Stiftung den konservativen Kreis Konrads Erben. Im Februar 2016 war er Mitbegründer der Bürgerinitiative Aufbruch 2016 in Schwetzingen. Im März 2017 gründete er in Schwetzingen den Verein Freiheitlich-konservativer Aufbruch in der Union (FKA, heute: WerteUnion), dessen Vorsitzender er bis Mai 2021 war. Mit dieser zwischenzeitlich 3700 Mitglieder zählenden Interessengemeinschaft verfolgte er vor allem das Ziel, sich auf den so genannten Markenkern der CDU zu besinnen. Im Zusammenhang mit dieser Initiative wurde er bundesweit bekannt, unter anderem mit Rücktrittsforderungen gegenüber Bundeskanzlerin Angela Merkel.

Im Februar 2020 wurde über die Presse bekannt, dass Mitsch Drohungen mittels "Hassschreiben mit Andeutung von Waffengewalt" erhalten hatte. Der Staatsschutz und die Polizei gingen von "ernsten Bedrohungen durch Linksextremisten" aus.

Im März 2021 teilte Mitsch mit, dass er bei den anstehenden Vorstandswahlen nicht erneut für den Vorsitz der WerteUnion kandidieren werde und begründete dies mit einem "jahrelangen, verheerenden Linkskurs" seiner Partei. Er führte die Einwanderungspolitik, die Beschneidung bürgerlicher Freiheiten im Zuge der Corona-Pandemie sowie die gemeinsame Aufnahme von Schulden durch die Staaten der Europäischen Union an, die es ihm zunehmend schwer mache, sich weiterhin bei der CDU zu engagieren. Zu Mitschs Nachfolger an der Spitze der WerteUnion wurde Ende Mai 2021 Max Otte gewählt. Anfang Juli 2021 erklärte Mitsch seinen Austritt aus der WerteUnion und begründete dies mit dem Gebaren Ottes. Auslöser war ein Interview, in dem Otte den CDU-Wirtschaftsexperten Friedrich Merz aufgrund dessen früherer Lobbytätigkeit kritisiert und gefordert hatte, dass dieser kein Staatsamt mehr ausüben solle. Unter Mitschs Führung hatte die Werteunion Merz im Kampf um den Parteivorsitz Ende 2020 unterstützt.

Politische Positionen
Mitschs politische Forderungen umfassen seit 2017 die Abkehr von liberaler Flüchtlingspolitik, so zum Beispiel durch Schaffung von Transitzonen zur Klärung der Identität von Migranten, die Ablehnung der gleichgeschlechtlichen Ehe, die Wiedereinführung der Wehrpflicht, die Einschränkung der "Frühsexualisierung" in Bildungseinrichtungen und die deutliche Reduzierung von Abtreibungen. Das Gründungsprogramm der Initiative enthielt auch die Forderung nach der Einstellung von Hilfsprogrammen für Griechenland und den dauerhaften Abbruch von EU-Beitrittsverhandlungen mit der Türkei.

Mitsch fordert seit 2017 den Rücktritt von Bundeskanzlerin Merkel; bei der Frage der Nachfolge befürwortet Mitsch eine Vielzahl möglicher Kandidaten aus CDU und CSU. Er fordert zudem eine Urwahl (Mitgliederentscheid) zum Koalitionsvertrag und plädiert im Zweifel für eine CDU-geführte Minderheitsregierung. Mitsch kritisiert Versuche, die CDU in Richtung linker Parteipositionen oder gar Landeskoalitionen zu öffnen. SPD und Grüne sieht er nicht als "natürliche Kooperationspartner" der CDU an.

Mitsch stellt sich inhaltlich hinter den früheren Präsidenten des Bundesamtes für Verfassungsschutz, Maaßen, der auch Mitglied der WerteUnion ist.

Laut Spiegel Online argumentiert Mitsch in Hinblick auf Klimapolitik "ähnlich wie die Klimawandelleugner in den USA oder europäische Rechtspopulisten". Gemeinsam mit Hans-Georg Maaßen gab er dem Verein "Europäisches Institut für Klima & Energie" EIKE ein Interview.

Nähe zur AfD/neurechten Gruppierungen
Mitsch und die WerteUnion stehen aufgrund ihrer Positionen in der Kritik, eine Nähe zu politisch rechts stehenden Personen und Inhalten aufzuweisen. Mitsch bzw. die WerteUnion betonen zwar ihre Abgrenzung z. B. von der AfD, doch gleichzeitig sagte er, "Positionen werden nicht automatisch dadurch falsch, dass die AfD sie einnimmt." So habe die AfD Positionen übernommen, die CDU und CSU noch vor zehn Jahren selbst vertreten hätten, etwa zum Thema Migration. Mitsch lehnt eine Kooperation mit der AfD ab. Man dürfe die AfD jedoch nicht ignorieren oder ihre Mitglieder und Wähler beschimpfen, sondern müsse im Dialog klarmachen, warum sie "die falsche Partei" und kein möglicher Koalitionspartner sei.

AfD-Mitglieder dürfen auch nicht Mitglied der WerteUnion werden. Im Februar 2020 ließ Mitsch nach einer Sitzung des Bundesvorstandes der WerteUnion deren Beschluss verlautbaren: "Die Werteunion lehnt eine Zusammenarbeit mit der AfD und der Linkspartei entschieden ab und hat auch nie eine Zusammenarbeit gefordert. Sie steht voll und ganz hinter den diesbezüglichen Beschlüssen des CDU-Bundesparteitags." Der Beschluss sei auf Vorschlag von Mitsch zustande gekommen: "Die AfD vertritt Positionen, die mit unseren Zielen und Werten nicht vereinbar sind." Im August 2020 verließen mehrere Landesvorsitzende die Werteunion. Unter anderem wurde dieser Austritt damit begründet, dass die Distanzierung zur AfD unglaubwürdig sei und es innerhalb der Werteunion keine Meinungsfreiheit gebe. "AfD-Freunde und schrille Töne" hätten die Oberhand gewonnen. Außerdem dominiere der "AfD-nahe NRW-Verband den Bundesvorstand". Mitsch dementierte die Darstellungen, obwohl die Aufnahme von Vera Lengsfeld gemäß der ehemaligen Vorstände für eine Annäherung an die AfD stehe, da sie für eine "bürgerliche Koalition aus CDU und AfD" geworben habe.

Im Jahr 2014 spendete Mitsch 20 Euro an die AfD, im Dezember 2016, knapp vier Monate vor der Gründung der WerteUnion, spendete er 100 Euro. Während der griechischen Staatsschuldenkrise habe er sogar über einen Beitritt nachgedacht, doch seien "Begegnungen mit und Äußerungen von AfDlern" für ihn so abschreckend gewesen, dass er durch Gründung der WerteUnion "klare Kante gegen den immer mehr an Einfluss gewinnenden Rechtsradikalismus in der AfD" habe zeigen wollen. Im April 2016 soll es zu einer weiteren Überweisung an die AfD gekommen sein. Mit dem Verwendungszweck "Anmeldung BPT Stuttgart" wurde ein Kleinbetrag an die AfD angewiesen. Mitsch erläuterte gegenüber der Zeit, es könne sein, dass seine Mutter diesen Parteitag besucht habe.

Im August 2020 sowie im September 2020 wurde bekannt, dass mehrere Landes- und Bundesvorsitzende der Werteunion von ihren Ämtern zurückgetreten und aus dem Verein ausgetreten waren. Als Begründung für die Austritte wurde ein Annäherungskurs an die AfD angegeben. Hinrich Rohbohm, bis Mitte September Vorsitzender der Landesverbandes Niedersachsen und Vize-Vorsitzender des Bundesvorstands der Werteunion und Verfasser der "Frankfurter Erklärung", die eine Kooperation mit der AfD ausschließen sollte, gab gegenüber t-online als Begründung für seinen Austritt an, dass ein Unterlaufen dieser Erklärung nicht folgenlos bleiben könne.

Aktuelles Wirken
Im Mai 2021 gehörte Mitsch zu den Initiatoren der Kirschblütenbewegung, die sich in Bonn als neue Sammlungsbewegung des bürgerlichen Lagers aus Vertretern der Bereiche Wirtschaft, Politik und Forschung bildete.

Publikationen
Alexander Mitsch ist seit 24. September 2018 Autor des Magazins The European. Für das Magazin Cicero schrieb er 2018 zwei Artikel. Nach einem am 12. Februar 2019 veröffentlichten Interview folgte am 25. Juli 2019 ein Gastbeitrag von Mitsch im Wochenmagazin Focus mit der Überschrift "Abgrenzung, keine Ausgrenzung": WerteUnion-Chef sagt, wie AfD überflüssig werden soll.
 Im Dienste der Überzeugung – Wie wir Deutschland und die CDU/CSU nach Merkel retten. Vorwort von Hans-Georg Maaßen. FinanzBuch Verlag (FBV), München 2020, ISBN 978-3-95972-383-1, .

Weblinks

 Persönliche Webseite von Alexander Mitsch
Kurzprofil zu Alexander Mitsch. In: The European
 Oliver Georgi: Alexander Mitsch: Der Konservative hinter dem "Manifest". In: FAZ vom 8. April 2018.

Einzelnachweise

Politiker (20. Jahrhundert)
Politiker (21. Jahrhundert)
CDU-Mitglied
Kaufmann
Person (Plankstadt)
Person (Werteunion)
Deutscher
Geboren 1967
Mann

redpajama_set_name: RedPajamaWikipedia


The City of Mississauga has initiated a study to review the existing and future transportation needs of the Burnhamthorpe Road corridor. The study area includes Burnhamthorpe Road West from Loyalist Drive to the West City Limit.
This Class EA study will consider the City's planning principle to build a multi-modal city, which will support a successful, vibrant and active community with a reliance on a range of transportation modes including walking, cycling, transit and vehicles. The study will be conducted as a 'Schedule C' project under the Municipal Class Environmental Assessment (October 2000, as amended in 2015), which is approved under the Ontario Environmental Assessment Act.
Public participation is an important part of the Class EA process. Throughout the study, the City will make contact with various agencies and members of the community, and consider their opinions as part of any decisions that are made.


WASHINGTON (AP) The rate of illegal drug use rose last year to the highest level in nearly a decade, fueled by a sharp increase in marijuana use and a surge in ecstasy and methamphetamine abuse, the government reported Wednesday.
Gil Kerlikowske, the director of the Office of National Drug Control Policy, called the 9 percent increase in drug use disappointing but said he was not surprised given "eroding attitudes" about the perception of harm from illegal drugs and the growing number of states approving medicinal marijuana. "I think all of the attention and the focus of calling marijuana medicine has sent the absolute wrong message to our young people," Kerlikowske said in an interview.
He did not comment on the countless billions spent on a failed drug war, the certainty that the efforts he presides over will never succeed, the staggering human costs associated with prohibition that doesn't even prevent drug use, its tendency to empower quasi-independent narco traffickers in countries around the world, or the fact that America routinely sends people to jail for years on end for violating laws that much of the ruling class has broken with impunity.


Approximately how much time do I need to allow for the "homework" assignments, with self and with clients, for each unit?
The IDT Foundation Course has a section on one-to-one client sessions (4x 30minute sessions) with a brief comment on each. Secondly, there is a self-therapy session (4x 30minute sessions) with a brief comment on each section. On this basis, allow approximately 6 hours. Note that you are able to complete the assignments within your own time frame. Some participants elect to complete assignments immediately, and others take much longer. Assignments are done post-course, and we have allowed four hours all-up per unit for this additional time.
No. They are practical, and include a written description. The purpose is to help you reflect on your use of IDT.
Are there any IDT academic publications?
Are there any prerequisites to the Foundation course?
Unit One must be completed before Unit Two. These two units can be attended at different venues by different teachers. Enrolment in the IDT Foundation Course presumes participants have a mature level of interpersonal competency, good communication skills, a working understanding of counselling frameworks, and are able to put their own needs and preoccupations aside while they attend supportively to their partner during class exercises. Participants of the IDT Foundation Course include both professional "helpers" and volunteers from a wide range of professions.
Are there any pre-requisites to the Foundation Course?
No. But it is presumed participants have a mature level of interpersonal competency, a working knowledge of helping frameworks, and an ability to put their needs aside while attending to others.
Most venues that we use are accessable by wheelchairs, but we advise checking as thi sis not possible for all locations. Participants are generally seated for the duration of each day – in the whole group, pairs and small groups (see previous question above). A degree of stretching could be incurred when moving your chair, or holding up the client's drawing. If you have any questions please discuss the situation, in confidence, with the IDT Office.
Can I enrol if I am not currently working in the field?
Yes. We have a number of course participants that are students, volunteers, or looking for a new direction.
No. For legal and security reasons we do not take credit card details over the phone. However our website uses paypal, an internationally recognised and secure line payment system which accepts credit cards.
Can I secure a place on a course while I wait for funding?
No. All registrations automatically generate an invoice. Early registration is recommended.
Can I transfer my enrolment to a different date?
Yes. But there is an administration fee of $50.
Can you tell me whether once trained in this therapy, are there jobs?
Interactive Drawing Therapy Ltd provides training in the IDT modality to a whole range of professionals employed in the "helping" field. Participants to IDT training are learning about the modality and how to use it to add to their existing knowledge and for use in their own work with clients. IDT is an effective tool to add to the skills you already have and in this way you may find it invaluable in your work. Attending and completing IDT courses does not guarantee you employment but will complement your existing skill set. IDT does not offer a basic training in counselling skills, but supplementary tools to add to your repertoire. Different market sectors need different sorts of training.
Could you please clarify what the IDT assignments are: practicum (observe & practice with coach/peers) or homework?
All IDT courses and workshops have hands-on post-course assignments. These contain simple experiential activities, designed to help you build confidence and some success in working with IDT at your current level of training. The Foundation Course assignments are generic and not targeted at specific or particular needs clients. Participants are free to 'do' their assignments alone or in groups. Foundation Course graduates are encouraged to join or form a local IDT Peer Support Group where they can meet and develop their IDT skills. Assignments are not marked or commented upon. We simply want you to give them a go. 'Using IDT when working with Children and Adolescents' is a special two-day workshop for Foundation Course graduates. It also contains a few simple assignments.
Does IDT issue a certificate of course completion?
An IDT certificate is issued on receipt of your assignments.
Does the counsellor interpret the client's drawings for them?
No. The counsellor helps the client see things from different perspectives.
Does the Foundation Course contain practicum – such as working with children/adolescents?
All IDT courses/workshops have hands-on assignments. The Foundation Course assignments are generic and therefore not targeted at specific clients. Foundation Course graduates are welcome to enroll in the two-day Specialty Application workshops such as "Using IDT with Children and Adolescents".
Has research been carried out that supports the effectiveness of IDT?
Payment options are Paypal (Visa or Credit Card), direct credit into our bank account, or post a cheque.
How do I know if my enrolment has been received?
You will receive within a week, an invoice and confirmation of registration. If you haven't heard, please contact us by email.
How do I know if places are still available on courses?
If the workshop is advertised on our website, there will be spaces available.
How does IDT relate to other modalities? How similar or different is IDT from Art Therapy?
IDT differs significantly from traditional art therapy. Although IDT works with 'pages of imagery' as a central part of its technique, it is not interested in art-making and does not employ graphic techniques to enhance creativity or self-expression. Several art therapists who have attended IDT courses report that IDT provides a structure that was missing in their earlier training. You might like to read about Allan Schore, an American neuroscience researcher whose findings validate a lot of IDT principles. The IDT therapeutic process follows the client's natural path from "left-brain processed and surface-level " issues to "right-brain processed and deeper-level " issues. Cognitive-behavioural practices tend to suit left-brained, surface- level issues, and psychoanalytic practices tend to suit deeper land work, so the IDT schema can be used alongside many other therapies.
How long until I can use IDT with clients?
You will be able to use IDT with clients on completion of Unit One.
How widespread is the use of IDT?
IDT differs quite markedly from Art Therapy, and we have had quite a few overseas-trained and qualified art therapists do both our IDT Foundation and Advanced Course training, (with some of them now qualified as IDT teachers). IDT has no interest in art-making, aesthetics, design, unstructured emotional expression, meaning-making or psychoanalytic interpretation. Refer to the publication section of this website for more published articles relating to Interactive Drawing Therapy. I am confident you will find your investment in the IDT Foundation Course training will provide you with powerful new tools of excellent value and unique content.
I am a teacher and interested in IDT. Is it necessary that one is a Counsellor/Social Worker/Artist for IDT training to be of value?
People attending the IDT Foundation Course come from a wide range of professions including teachers. Other than normal interpersonal competency there are no formal prerequisites required to attend an IDT Foundation Course. As a teacher, you will already be experienced in communication skills and have an in-depth understanding of the "helping" relationship. As a professional teacher you will 'fit in' well with the class participants. The 4-day Foundation Course will give you practical tools for working with students, and our follow-up 2-day Children and Adolescents workshop will guide you to work in a more focused way with each age group. It is quite not uncommon for some participants to feel a degree of uncertainty about their suitability for IDT training. We know from course evaluations that 98% complete IDT training with confidence and enthusiasm for the use of IDT in their work.
You cannot miss any of the training days as the course is densely packed and it could be disruptive for the other course participants, however we were always moving to practice with new people or for well scheduled breaks. If required you can stand at the back of the class for periods.
I would like to enrol in an IDT course. Will I be refunded if I have to cancel close to the course start date due to family or health circumstances?
The policy regarding a cancellation is set out in the IDT Terms & Conditions accessible on the IDT website.
If I enrol with a number of colleagues, is there a discount available?
Yes. Please contact the office by email to discuss this.
If, during IDT training, personal issues come up for me, how will I be supported?
It is up to each applicant to assess their readiness and suitability for IDT training. IDT training contains both didactic and experiential components and you will regularly be pairing up to practice (in both client and counsellor roles) the topic at hand. When in the client role you will be doing real 'work', so we encourage all IDT trainees to engage in extra therapy and/or supervision sessions to assist you prepare and process matters that the course might bring up. Although IDT courses are carefully structured and designed to maximise your learning in a safe B118and supportive way, there is always the possibility that a participant is not ready for experiential training that might touch on traumatic matters, or access disturbing unconscious material. Please read the two 2006 articles by Russell Withers on IDT (see website) and discuss your concerns with your counsellor and supervisor before enrolling if you suspect you might have difficulties. In class, we rely on you to take care of your own safety by simply saying "pass" or "No thanks" if the class is having a sharing round or you are invited to participate in a role play. The IDT Unit One contains effective tools for helping a client if they become overwhelmed, and we will be teaching these as part of the curriculum. IDT training is essentially educational, and does not offer opportunity for individuals who are currently looking for sustained therapeutic support. Because the teacher has to look after the whole class and move ahead with the programme, they usually do not have the time to give ongoing personal attention to distressed class members. Please speak to the teacher in the breaks if you are finding the course too much at this time.
In order to get a handle on IDT quickly and efficiently, do you suggest an advanced course OR professional development?
Is artistic ability required to work with IDT?
No. IDT requires no artistic talent, graphic skills or drawing ability.
Is it important to use crayons?
There are advantages in using crayons, but IDT can be used with any drawing materials.
Yes. Lunch is not included.
Is there a 'refresher' course on offer?
Yes. In 2015 IDT is running a series of one day Refresher courses for the IDT Foundation Course. However all courses are available to be atteneded again, and we have reduced the fees as an incentive.
Is there a logical sequence for courses?
The Foundation Course must be completed first (Unit 1 then Unit 2). After completion of the Foundation Course workshops can be taken in any sequence. If you intend to make IDT a primary modality, we recommend you complete the Intermediate and Advanced courses as they will deepen your understanding. Children and Adolescents, and Group work workshops are for working with specific client groups.
Might IDT consider doing short half days or one day workshops so that there is less time taken off work?
The training days for all IDT courses are from 8:30am to 5pm each day. The courses are packed with information and experiential exercises, and experience has shown it is not suitable to minimise or shorten the workshops.
What are the workshop times each day?
Start at 8:30 am and finish at 5:00pm. Lunch is one hour but can be negotiated to be shorter for an earlier finish.
Counselling is generally about addressing issues and conflicts we might have regarding our external world (such as relationships, career , finances, violence), and therapy is generally about addressing conflicts in our internal world (such as ambivalence, insecure identity, depression, unconscious instincts, age-regression into childhood material). Counselling is generally short-term and therapy is generally long-term. Counselling tends to be more directive and can include psycho-educational practices (such as the acquisition of new life skills). Therapy tends to be more non-directive and often works with unconscious matters (such as the changing relationship between client and therapist might be reflective of the client's other significant relationships). The IDT therapeutic process covers both the behavioural and in-depth poles of psychological work.
Will I be reminded of the workshop closer to the date?
Yes. An email will be sent a week before.


Turkish Delight is an Authentic Turkish Band in London.
Traditional – As the name suggests this is a traditional form of music played at the grand entrance and indicates that the bride and groom are entering their reception. Occasionally people choose to have the Davul – Zurna played at home as the bride is leaving their family home and it is often preferred to be played during the wedding reception.The time/place of play is entirely your choice and we will assist you with your decision making to ensure that your needs are being met accordingly.
Contemporary With Violin – This newly service only offered by the band has proven to be a popular choice amongst today's generation. This new sound brings together the sounds of the traditional drum with the sounds of the strings. It is elegant, classy and a joy to the ears. This service is also played either during the entrance of the bride and groom or during their reception. Also, if preferred, the violin can be played alone on entrance to the ceremony.
An authentic Turkish ensemble – Our desire to make every moment of your special day memorable has inspired us to offer this unique service which brings together the sounds of the most elegant instruments. To name a few, these include, the Oud, the Saz, the Violin and various Turkish Percussion's. The unique acoustic sounds of the Anatolian will give you the benefit of live music throughout your ceremony, creating a relaxed atmosphere to enhance your special occasion without being intrusive to conversation.Please refer to our Acoustic Band page for demos of our work.
Alternative music/bands – On request the band are happy to provide alternative music to meet your needs of your special day. Whether it be something traditional, unique, unheard of or something you have dreamed of…. our professional and personalized services will be tailor made to make your day as memorable as possible.
Apart from playing authentic Turkish music, they also play authentic Greek, Lebanese, Moroccan, Egyptian, Pakistani and more.


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Home Local Un De Sceaux leaves Willie Mullins' court for a new life in...
Un De Sceaux leaves Willie Mullins' court for a new life in France
Multiple prosecutor De One Un Sceaux left Willie Mullins' court for the last time on Monday.
The huge 12-year-old popular retired in February after a ligament problem was discovered following work in preparation for champion queen mother Chase at the Cheltenham Festival.
He finished outside the first two just once out of 21 fenced-in races – the majority of which were in first-year business – and ended his career winning 23 of 34 races according to the rules and more than 1.5 million. of price books.
He has participated in five Cheltenham festivals, winning the Arkle in 2015 and the Ryanair in 2017.
Mullins tweeted, "Un De Sceaux is leaving us today for his new life in France. A horse with a remarkable attitude and a desire to win like no other, he will be greatly missed in the yard. "
Saluting his office on the day of his retirement announcement, Mullins said, "You can't replace horses like him – it's impossible. He was a unique horse in life and we were very lucky to have him. "
When he retired in late February, Mullins said, "Until the end, he was trying to pretend to be a four-year-old boy.
"He worked very well yesterday morning, but you could tell by drawing that he was not right, and it was confirmed this morning that he had a ligament injury. "
Un De Sceaux has been one of the brightest stars in the Mullins stable since his arrival in France seven years ago.
The Irish coach champion added: "He has been a huge star in our court and he will be greatly missed.
"You cannot replace horses like him – it is impossible. He was a unique horse in life and we were very lucky to have him.
"It was amazing how solid he was, because he was so hard on himself and every day he gave the best of himself in racing and training. He had a huge audience. "
Un De Sceaux ends his career after winning 23 of 34 races according to the rules and more than £ 1,500,000 in prizes.
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News from Boris Johnson: Prime Minister hailed as France's anti-Macron camp grows | World
Switch to gluten-free in France? Plan ahead. – .
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Paris 2024 Paralympics to air on France Télévisions – .
French actor Gaspard Ulliel dies aged 37 after skiing accident – .
Ben Arfa will try to revive his career at Ligue 1 champions Lille – .
France, Spain, Italy, Germany and the Netherlands new travel rules as restrictions ease – .
Ben Kuzma: Ferland "unfit" to play, Boeser bristles with commercial speculation at the opening of the camp
Biden administration extends student loan repayment break – .
The weather, not Omicron, has been the biggest disruptor to vacation travel in Canada, airlines say – .
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Gunman Targets Office Of Black Woman Running For Sheriff in Texas
by Keith Reid-Cleveland
Zena Stephens is currently running for Sheriff of Jefferson County, Texas. According to her Twitter profile, she's the third Democrat and only the fourth person overall to be a candidate for this position. She's also a black woman, which apparently doesn't sit well with some.
Stephens' office was the target of a racially motivated shooting where a white man reportedly drove by in a white jeep before yelling something to the effect of "F*** the ni**ers!" before opening fire. According to NBC, five individuals were taken into custody late Monday evening for the shooting.
Stephens told reporters that she was actually standing outside when the shooting happened along with five or six other people. Around 25 people, including Stephens' friends, parents and niece, according to The Grio, were inside when the glass door was shattered by the bullet.
"Anytime something like that happens with innocent people around, you're concerned for them," said Stephens, who is currently Prairieview A&M University police chief. "I don't know if it was a random act or whether it was targeted, but I just think it is, you know, ignorance."
The white Jeep Cherokee that was used in the shooting was later found by local authorities with a low-caliber rifle and a bb-style gun inside.
"I am thankful none of our volunteers were injured," Stephens wrote in an email to NBC. "Today is Super Tuesday and our main focus continues on our campaign. As I have said to my team from the beginning we will continue to run a clean and professional campaign."
Photo Credit: Twitter
Jefferson County, sheriff, shooting, Texas, Zena Stephens
Keith Reid-Cleveland
Keith Reid-Cleveland is a proud product of Chicago's Southside and the Missouri School of Journalism. The Black Youth Project News Editor has written about politics, race and entertainment for multiple publications, such as Uproxx, The Undefeated, Black Nerd Problems, Comic Book Resources and more.


Specialized used Gore's Windstopper fabric for this piece and it held up as expected, living up to the excellence these two brands are known for. It was as good as any in the test against gentle, steady rain, but riders did feel some general dampness after going through heavier more prolonged downpours.
Gore's Windstopper Active Shell provided good body temperature management on cold mornings and on descents, even when temperatures dipped, where other jackets in the test started to show weakness. The jacket did well as a shell with inner-layers in temperatures approaching freezing.
The Deflect H20 offers more pockets than any jacket in the test, which was welcomed by riders. The two side venting pockets as well as the front and rear waterproof pockets were intuitively placed with easy access. All zippers have long pulls tabs, which came in handy for gloved hands. The fabric was noisy and the mesh inner-lining was at times awkward as it tended to cling to wet skin, although it more than made up for it in its performance against the elements. A downside was there were no reflective features anywhere to be found.
As mentioned, the fit was loose and an added mesh lining bunched and clung to sweaty skin—definite drawback to an otherwise solid jacket. The ample room did enable sub-layers and pads, but riders in the test preferred a more athletic fit.
The mesh lining seemed to add bulk and complicate packability, though it still compressed enough to force into a jersey pocket.
The Deflect tested well and gave the feeling of being indestructible. The seams held up against being yanked on and after several washes, it came out looking like new.
Blend: 100% Polyester woven twill with a 2.5 charcoal membrane.


Much discussion about fictional literature implicitly invokes a category error. A category error is where you apply a concept that has developed to work with one kind of thing and instead apply it to another kind of thing, where there might be important differences. In this case, most of the concepts discussed in literature have been developed to apply to biological entities (i.e., humans) or real situations, but they are being applied to fictional ones.
For example, in a fictional murder mystery, did suspect so-and-so really murder so-and-so? This question has no answer. You can answer: what the author intended, what fictional 'facts' presented cohere better with one hypothesis or another, and so on. Yet, there is no answer to the question, because 'murder' is meant to apply to a real-world situation, and this is fiction.
Debates like these are like a joke. The setup is a debate about some part of a fictional book or play and so on, and the punch-line is the realization that one is making a category error.
Being aware of category errors could be useful in thinking about various thought-experiments in philosophy, because thought-experiments are fiction.
This entry was posted in Philosophy of Literature on June 5, 2010 by admin.


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Warships in a Heavy Storm (c1695), by Ludolf Bakhuysen. Courtesy Rijksmusuem, Amsterdam
When pirates studied Euclid
How did the sailors of early modern Europe learn to traverse the world's seas? By going to school and doing maths problems
Margaret Schotte
is an assistant professor of history at York University in Toronto. She is the author of Sailing School: Navigating Science and Skill, 1550-1800 (2019).
Edited by Sam Haselby
In 1673, in a North Sea skirmish that killed nearly 150 men, the French privateer Jean-François Doublet took a bullet that tossed him from the forecastle and broke his arm in two places. How did the precocious young second lieutenant choose to spend his convalescence? Doublet repaired to the French port city of Dieppe, where he signed up for three months of navigation lessons.
This might seem a strange decision; Doublet, who had gone to sea at the age of seven, already knew the ins and outs of navigation. Why would he bother paying for lessons? The school in Dieppe – the Royal School of Hydrography – was renowned for the calibre of its lectures, attracting passing tourists as well as naval trainees. Doublet was keen to learn some more advanced techniques from the teacher, Abbé Guillaume Denys. In his memoir, Doublet explains a practical motive too: if he got injured again, he would retire and open his own sailing school.
Bold adventurers had a chance to enjoy considerable profits at sea in the early modern period (the 16th to 18th centuries) but they also risked their lives on every voyage. For Doublet, it was important to have a backup career plan. He never ended up teaching – he would spend the next three decades traversing the Atlantic and hobnobbing with famous admirals before, as a retirement project, writing his memoir. It might seem surprising that Doublet felt that teaching navigation was on a par with privateering, which was essentially legal piracy, with handsome prize money. Clearly, in the late-17th century, even knowledgeable sailors sought out more education. Records of these early schools are scarce – but Doublet's detailed account of his time in Denys's classes offers a rare glimpse into the technical education that early modern European sailors might have received.
During the 16th to 18th centuries, Europeans embarked on thousands of long-distance sea voyages around the world. These expeditions in the name of trade and colonisation had irreversible, often deadly, impacts on peoples around the globe. Heedless of those consequences, Europeans focused primarily on devising new techniques to make their voyages safer and faster. They could no longer sail along the coasts, taking their directional cues from prominent landmarks (as had been common in the preceding centuries). Nor did they have sophisticated knowledge of waves and currents, as did their counterparts in the Pacific. They had no choice but to figure out new methods of navigating across the open water. Instead of memorising the shoreline, they looked to the heavens, calculating time and position from the sun and the stars.
Celestial navigation was certainly feasible, but it required real technical skills as well as fairly advanced mathematics. Sailors needed to calculate the angle of a star's elevation using a cross-staff or quadrant. They needed to track the direction of their ship's course relative to magnetic north. Trigonometry and logarithms offered the best way to make these essential measurements: for these, a sailor needed to be adept at using dense numerical tables. All of a sudden, a navigator's main skill wasn't his memory – it was his mathematical ability.
To help the average sailor with these technical computations, maritime administrators and entrepreneurs opened schools in capital cities and port towns across Europe. Some were less formal arrangements, where small groups of men gathered in the teacher's home, paying for a series of classes over the course of a winter when they were on shore.
Illustration of a small Dutch classroom from The Golden Light of Navigation (1697), by C H Gietermaker. Courtesy Rijksmuseum, Amsterdam
In other instances, the crown set up official schools, usually footing the bill for young men who were expected to then serve in the nation's navy. Many of these were modelled after the first official school, established by the Spanish crown in 1552 at the House of Trade (Casa de la Contratación) in Seville. It was counterintuitive to teach sailors in classrooms – most were barely literate – but educators chose to follow the pattern set by traditional universities: lectures, note-taking and formal examinations. Administrators devised ambitious, theory-heavy curricula, but they provided no instructions about how to teach this material.
In the 17th century, navies and trading companies began requiring their mariners to pass an examination if they wished to be promoted – to master, lieutenant, eventually even to captain. While sailors who were already competent navigators might not see the point of sitting through classes dedicated to theory, they were motivated by the prospect of upward career mobility. If you could read and had a head for numbers, you could climb the ladder quickly. A master or navigator (pilote in French, piloto in Spanish, stuurluy in Dutch) earned three times as much as an able seaman, and many would eventually secure commissions as captains. Sailors flocked to the classroom.
Sailors needed to learn the terms that would have been familiar to university students studying cosmography
The first schools in northwestern Europe popped up near the docks in Amsterdam, Le Havre and London. They were run by ambitious entrepreneurs who wore multiple hats: a number of them invented new instruments or wrote introductory textbooks, all of which they hoped to sell to their students. Some were mariners themselves, but most had virtually no experience at sea. Still, they harnessed the power of the printing press, and instruments galore, to help teach new mathematical concepts.
One teacher in Rotterdam, Jan van den Broucke, published a small textbook, Instruction about Navigation (1609). The humble volume was illustrated with the latest paper tools: tables, diagrams and moveable instruments. Van den Broucke offered keen sailors practical advice about how to get up to speed on astronomy. He reviewed basic definitions: what is a pole? Where is the equator? Sailors needed to learn the terms that would have been familiar to university students studying cosmography (the celestial parallel to geography). The Instruction included a list of 12 key concepts – from the signs of the zodiac to charts and compasses. Van den Broucke advised his readers to 'hang the list over their bed [and] review it every evening for a year'. If they found such memorisation onerous, they could come take classes with him instead.
Van den Broucke taught readers and students a useful technique: how to use the Little Dipper to tell time. The handle of the dipper points at the North Star, and the bowl of the dipper rotates around it over the course of 24 hours. That means that when the two farthest 'guard stars' moved 15 degrees, one hour has passed. Once the constellation has rotated 90 degrees, six hours have passed. This functionality was so useful that most early textbooks included diagrams, often with volvelles, moveable discs that help the reader understand the concept.
A Volvelle (Dipper) from Instruction about Navigation (1609), by Jan van den Broucke. Courtesy Leiden University Library
Van den Broucke's Instruction also offered a more elaborate tool for mastering the heavens: the 'zodiac song'. To help students remember the stars, the song rendered all the constellations in 12 rhyming verses. In the northern hemisphere in March, for instance, you first see Andromeda's belt rising in the sky, pursued by Cetus the Whale, followed by the ear of Aries the ram. These verses were set to the tunes of familiar hymns. Devout sailors could sing along, or so seemed to be the intention. It is doubtful, however, that many sailors learned the constellations through music. Claas Gietermaker, author of the immensely successful nautical manual Golden Light of Navigation (1660), included two different songs in the first edition of his Dutch textbook. But Gietermaker left the songs out of subsequent printings. He did retain two volvelles, suggesting that sailors found the hands-on spinning discs more useful than the verse and tunes.
By the time Gietermaker published the Golden Light of Navigation half a century after Van den Broucke's Instruction, nautical manuals had evolved. The definitions that had been so important – pole and equator, zenith and meridian – had become common knowledge, and sailors now focused on a different set of essential skills: addition and subtraction, multiplication and division. The volumes burst with the newest tables and equations. Teachers took their students outside to make observations along the shoreline. Other classes piled into small boats so that they could sketch the coastline, training their eye for estimating distance as well as for cartography. At larger institutions, pupils might get to practise working the rigging of real or model ships. More often, a small group of men would gather around a table with a blank workbook, a set of drawing compasses and a globe. Teachers usually had all of this equipment available for purchase (and might even rent out a storage drawer for a small fee).
The Kaatje training ship in the courtyard of Amsterdam's Seminary for Navigation. Courtesy Rijksmuseum
Classroom activities involved a fair amount of rote memorisation, and students were expected to copy out their teachers' lectures verbatim. By the 18th century, teachers petitioned central administrators to ask that the students not waste time by copying out the textbooks – let them simply buy a copy!
Students owned manuscript workbooks where they copied out definitions of key concepts and answered questions. Some mariners spent more time on decorating their notebooks with calligraphy or doodles than on mathematics. But the manuscripts are invaluable: they let historians track which topics received the most attention, where students made the most mistakes, and what they did each day in class.
'What course shall the man of warre shape to finde these pyrates?'
The most important textbook questions had to do with the boat's course and position: 'If your ship intends to sail west but is forced off-course by the wind … what is your true course and distance sailed?' Straightforward trigonometry could give the answer. But sometimes a teacher would put more spin on the problem. Richard Norwood, in his Trigonometrie (1631), presented the following scenario:
A Merchant man … falls into the hands of pyrats; who amongst other things take away his sea-compasse. When he is gotten clear, he sailes away as directly as he can, and after two dayes meetes with a man of war [ie, a large naval vessel].
What is the next step? Naturally to hunt down the pirates! Since the merchant had 'sailed since at least 64 leagues betweene the south and west, what course shall the man of warre shape to finde these pyrates?' For more than a century, variants on this 'pirate question' appeared in textbooks.
There were also more idiosyncratic problems: one Dutch student carefully drew a trapezoid to answer a question about four old ladies sewing – how far apart were they from each other, and how many yards of cloth did each stitch? One common classroom exercise required students to trace out hypothetical routes for vessels as they zigzagged through a day's sail. To make this interesting, teachers designed fantastic courses – castles, anchors, hearts – that students constructed in their notebooks, connect-the-dots style.
From the navigation workbook of William Spink RN (c1697-1731). Courtesy National Maritime Museum, Greenwich, London
Such questions aimed to make technical material as memorable as possible. Textbook publishers, for their part, did not want to dedicate costly paper to these sizeable diagrams – they appear almost exclusively in manuscript workbooks. Here again, the discrepancy between published book and student work tells us which parts of the extensive curricula were truly important. These classroom records reveal the theoretical material that sailors actually used at sea.
Thanks to the French privateer Doublet, we can get insight into the 17th-century 'student experience'. We know from Denys's own correspondence that he had been running a navigation school in his home since the 1650s. When Louis XIV's main advisor Jean-Baptiste Colbert asked him to convert it to a royal college, Denys sunk money into renovations, for which he was never properly compensated. (Teachers, always underpaid, lodged many such complaints. They often supplemented their income with private tutoring on the side, but this could cause problems; their favourite students never failed the exams.) Denys's school was on a noisy corner; he reported that it could be hard for the students to concentrate over the din of women selling their wares. Denys grumbled to Colbert about his feud with the merchant who sold the only magnets in town, obviously an important piece of equipment for mariners. Despite these issues, Denys's hundreds of students evidently loved him, and he stood as godfather for several of their children.
Doublet tells us about Denys's school itself. In 1673, he paid 50 livres a month for room, board, laundry and the necessary books. (These were almost certainly Denys's own pioneering textbooks, which introduced trigonometry to French sailors.) Doublet notes that most students started with the basics – the tides, altitudes, and simple instruments such as Gunter's scale and the sinical quadrant – but Doublet easily worked his way through spherical trigonometry and Euclid's Elements. The young corsair turned out to be so proficient at the advanced mathematics of celestial navigation that Denys offered to foot the bill to keep him on in Dieppe as a teaching assistant. 'You would oblige me infinitely by staying, for you would ease the puzzle of this [large] number of students, the majority of whom have heads as hard as stone.'
Denys made typical complaints about students. If some were bright and diligent, others stole school supplies or sold their textbooks for a profit. Absenteeism was a problem. French administrators experimented with paying senior naval officers to attend classes as role models – but that did not stop them from playing hooky. The navy then docked the wages of men who didn't show up for class. At a Dutch school for officers in Batavia, the best student in class earned a sword.
Doublet needed no such coaxing. When his squadron leader ordered him back to sea after three months, Denys pushed back so that Doublet could stay in the classroom for three months more. Doublet was thrilled: he scored 'six months of room and board for which I only paid three'.
After this stimulating scholarly interlude, the Franco-Dutch war (1672-78) continued to intensify so Doublet hurried back to sea to harry the enemy. But first, he did something that was increasingly obligatory for sailors: he took his navigator's exam. (Denys covered the cost.) As was the custom, Doublet stood in front of a panel of 'Four old captains and four pilots, who questioned me from all sides.' The bright young corsair passed with flying colours. After a celebratory feast with Denys and his sister, Doublet finally headed back to his squadron.
Captain Dering, an overconfident young Brit, failed to correctly calculate the time of high tide at London Bridge
If Denys was unusually gifted at Euclidean geometry, many other average mariners followed him into the classroom to face the examiners. By the 18th century, sailors spent some portion of their training in a schoolroom. Navigation was no longer an art learned by apprenticeship – it was a science. Textbooks poured off the presses; sailors filled their workbooks with trigonometry. Although exams might not have been mandatory in every locale, mariners were keen to pass them. The Dutch author Gietermaker included a model exam paper in his Golden Light of Navigation. This simple two-page innovation made waves. Other authors quickly copied Gietermaker, and before long, most Dutch textbooks included a practice test.
Soon after this, mariners started cramming for exams. Instead of paying 36 florins for an entire winter of lessons, Amsterdam-based mariners paid just 6 florins for a crash course focused on the oral and written portions of the tests. Later manuscript workbooks confirm this strategy: students often focused on the questions they knew would be on their exam. Teachers at the close of the 17th century were already 'teaching to the test'.
What were these exams like? Evidence is sparse, and Doublet is regrettably silent on his own experience. Admiralty records do preserve records of those who ran into difficulty: men who desperately wanted to earn their certificate, but repeatedly failed their examinations. Some flunked due to seemingly minor errors, while others persisted, and eventually earned their credential. For instance, Captain Dering, an overconfident young Brit who had 'pretended to be a lieutenant after having been [on] one voyage to Wyborne', failed to correctly calculate the time of high tide at London Bridge. This was one of the most straightforward and essential tasks – so he was summarily sent back to his ship, and told to reapply at a later date.
A practice exam in the navigation workbook of C. J. Boombaar (1727–32). Courtesy Het Scheepvaartmuseum, Amsterdam.
In the 1760s, a Dutchman, Frans van Ewijk, already held a position as a merchant captain. Unfortunately for him, the Dutch East India Company passed a rule making exams mandatory even for captains. In October 1768, Van Ewijk presented himself in Rotterdam for the exam – and promptly failed. He was deemed 'very deficient in theory and practice', and unqualified to serve as captain. He blamed his servants for distracting him with 'much confusion and trouble' at home, but the committee was not sympathetic. Undaunted, Van Ewijk showed up at an exam room in Amsterdam six weeks later. This time, he answered the questions satisfactorily. (Perhaps he had taken a crash course?) The following summer, Van Ewijk once again sailed as captain of a ship.
Another English candidate, Charles Hadsell, wished to get certified as a ship's master in 1670. Just returned from the Caribbean, he had sailed for a decade with the notorious Captain Henry Morgan. In spite of more than 10 years at sea, he failed the master's exam – twice! The panel of naval examiners found that 'he could not give any Considerable answere to moderate questions in Navigation'. Even if he knew every cove and reef in the West Indies, they were clear: 'We doubt of his Capacity in navigating a shipp on the greate Ocean.' We cannot know if the Admiralty disliked Hadsell because he'd associated with the notorious pirate, but it seems clear: to please the examiners, he should have studied some practice questions. These mariners needed more than vessel-handling skills – definitions and theoretical concepts demonstrated your expertise to those around you.
In their quest for these credentials, maritime men sought out formal schooling. Pirates, privateers, merchants and navy hands did not just sail a boat from point A to point B; they needed to be able to track its position, to compute time and place. To do this, they needed mathematics.
Fortunately, in the 17th and 18th centuries, practical mathematics took off. For a reasonable fee, anyone who wished could acquire this bookish knowledge. Europeans felt the stakes were high, for their colonial fortunes rested on the shoulders of these navigators. In response, maritime educators developed an innovative hybrid form of training. Early modern navigation students memorised definitions and took notes but also got their hands on instruments, and answered many, many practice questions. Zodiac songs, creative diagrams, hands-on lessons along the beach – this combination of memory and mathematics caught the imagination of mariners, making it easier to grasp the technical skills needed on the high seas. Far from being drunken sailors, these men were clever mathematicians, using traditional approaches alongside the latest technologies to reach the far side of the globe.
Margaret E. Schotte
History of science Education Nations and empires


As the rising sun crests the ridgeline, the golden aspen leaves glow brightly welcoming this new day in Rocky Mountain National Park. Such a scene reminds us that though the dark of night may obscure the world for awhile, the gilded rays of dawn bathe all things in light and reveal a deep truth: beauty has been here all along. Photo © copyright by Erik Stensland.


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1st Signal Brigade hosted the Food Service Ball at the Morning Calm Conference Center for all Culinary Specialists throughout South Korea, Jan 11.
The Food Service Ball was held to acknowledge the hard work and accomplishments of all Culinary Specialists in South Korea over the last year, as well as allow Senior Leadership to provide motivation for the year.
"It's hard to get 92G's (Culinary Specialist) together, we wanted to show them appreciation, and leave something behind for them that they can remember" said Chief Warrant Officer 2 Rosa Villagran, Command Food Advisor for 1st Theater Tactical Signal Brigade.
Over 250 people attended the Food Service Ball from different units and locations throughout South Korea. Attendees came from the 19th Expeditionary Sustainment Command, Camp Henry, 210th Field Artillery Brigade, USAG Daegu, Combined Task Force Defender, 35th Air Defense Artillery Brigade, Camp Carroll, 2nd Infantry Division, 8th Army Headquarters and Headquarters Battalion, 65th Medical Detachment, 403rd Army Field Support Brigade, 1st Theater Tactical Signal Brigade, and 2nd Combat Aviation Brigade from USAG Humphreys, and 3rd Armored Brigade, 1st Armored Division a unit here on a training rotation from Fort Bliss, Texas.
Villagran was the co-coordinator for this ball, which meant more to her than just a ball. "This is the first one I've coordinated, and the first one I've been to since I've been in the military. I've been in for 17 years, and I've never been to a Food Service Ball" said Villagran. Her previous assignments never had a ball while she was there.
Villgran stressed that most Culinary Specialists think that the only thing available to them is to cook in a DFAC, but that isn't the case. They have all the same opportunities as any other Soldier.
Aside from distinguishing schools such as Airborne, or Air Assault, Culinary Specialists are afforded the ability to take additional training in special skills such as ice carving, food decoration, and being selected for personal chef teams that will help set them apart from their peers.
Villagran also said, "It's important to show the current generation of 92G's that they're appreciated. But it's also important for them to know to speak up when they move. If you're not doing something you used to do, or doing something in a different way, speak up. Your current leadership may not know what you know."
The 1st Signal Brigade enables joint and combined C4IM throughout the area of operations to support UNC/CFC/USFK/8th Army's ability to lead, direct and maneuver available forces during armistice, crisis, or war.


Before the camera killing incident we did manage to get a few pictures from Ashelyn's party. We had big plans for a bbq at the park, but it rained ALL day so we just had everyone at our house. It was a blast! Thanks everyone for coming!
Ashe just wasn't feeling too good. She apparently has allergies because her eyes were all red and itchy and her nose was (and still is) running constantly. No fun for the birthday girl. But she still ate up all of her cake! :o) Gramma Kim made her all these adorable little hats to match the various dresses she's made. They rock. Costume change! After cake she was covered in frosting (and snot) so luckily I've got 12 million dresses for her to wear! Jake and I got her a princess ride-on which she now LOVES. But at the beginning she was WAY more interested in the box. Of course. Gramma Jenny& Grampa Ron got her a baby doll and Jenny made the cutest doll quilt to go with it... I wish I had a picture, it's so great! Sarah & her fam got her the stroller to go with baby! She is soooo in love with this stroller. Only problem is, she has to wrestle Gideon for it!
Thanks again everybody! We love you!


Tom Crone began his judo training in 1960 as a freshman at Mankato State College, Minnesota. He rose to the rank of shodan (1st degree black belt) in three years, having won successive state championships and placing in the First Collegiate National Championships in Colorado Springs, CO, in 1962.
Crone Sensei became the first home-grown Minnesota judoka to reach the ranks of 6th and 7th degree black belt awarded by a nationally accredited judo organization.
He has been the instructor for the University of Minnesota's academic credit course since 1995. He is Sensei Emeritus of North Star Judo.


It's going to be a ruckus filled night at The Handlebar tonight. Don't be that loser who stayed home because you just weren't sure if you wanted to go or not. Come rock with us. Come sweat with us. Come LIVE with us. Here's some more incentive.
These shirts will be available at the show.
And lastly, here's a message directly from one of the opening acts for tonight's show, CGW & The Period Pieces.


You've just spent years of researching, thinking, writing and rewriting and now you're a doctor, or you're in the middle of it and will be a doctor some day. Is that thesis of yours a book? What type of book should it be and how does it become that book? Who are the best publishers for what you and your book want to do in the world? What do you have to do so that those publishers know you're doing them a big favour?
Dr. Heather Contant, who received the Dean's Award for the PhD thesis, Electromagnetic Constellations: The Collectivist Tendencies in Radio (2018).
Moderated by Dr. Caleb Kelly and Professor Douglas Kahn, co-directors of SEE.


I had a feeling it was you snow.
snarffydoggy wrote: I had a feeling it was you snow.
Well considering these things are, to quote obi rare as living popes. odds are if theres one for sale posted somewhere and someone posts here saying he bought one theres a very high likelyhood there one and the same.
The powers of reasoning on this forum are stunning!
Good find Rabbit. I was wondering how long it was going to take before someone ferreted it out. You guys dont miss much here.


Exergy Solutions is a different engineering design firm located in Calgary, Alberta. Exergy provides a unique blend of advice and skilled professionals to help customers improve their technical drawings and asset information. Exergy's services include asset and document management, data management, field redlining, drafting and design.
Our team is growing! We are a team of talented individuals focused on delivering consistent quality to our customers. We are looking for a Asset Master Data Specialist, this role can be filled by a technologist or engineer with knowledge of oil and gas equipment, plant maintenance and operation.
Supporting Master Data and Asset Strategy teams with maintaining and creating functional location structure and equipment data by collecting required technical information.
Interact with equipment vendors to collect and assemble the information required to procure and maintain critical parts.
Incorporating Supply Chain Management requirements into creation of Material Masters.
Undertake all necessary work that arises through this role when required in order to meet projects requirements for Master Data (Floc, Equipment, Assemblies or Material Masters).
Validate spare parts technical information and obtain critical price and lead time procurement information.
Verify the existence of Floc, Equipment, Assemblies or Material Masters in SAP.
Review SAP data for accuracy against technical standards and develop remediation plan.
Strong team player with the ability to handle large volumes of work.
Preferred 1-3 years of Master Data (Floc, Equipment, Assemblies or Material Masters) creation experience, preferably in Oil and Gas Industry.
Technical background (mechanical, instrumentation, electrical etc.) or ability to interact in a technical environment.
Previous exposure to SAP is beneficial.
Computer application experience with Microsoft office products such as Word & Excel is essential.
Strong interpersonal, analytical, organizational and communication skills are a must.


text:
Researcher seeks to create 'citizen scientists' to help in response to environmental disasters /
Current page: Researcher seeks to create 'citizen scientists' to help in response to environmental disasters
Jules White
The National Science Foundation has awarded a $65,000 grant to a newly hired Virginia Tech College of Engineering assistant professor who wants to put the task of data collection during a catastrophe such as the recent Gulf Coast oil spill into the hands of ordinary citizens.
Jules White, with the Bradley Department of Electrical and Computer Engineering, seeks to create a massive data collection system that would rely on information captured by "citizen scientists" who would use devices such as smart phones to take photographic evidence from the site of disaster areas. Once collected at a single source, scientists and other responders could quickly sift through data, and decide how best to react.
"Traditional applications for monitoring disasters have relied on specialized, tightly-coupled, and expensive hardware and software platforms to capture, aggregate and disseminate information on affected areas," White wrote in his grant abstract. "We lack science and technology for rapid and dependable integration of computing and communication technology into natural and engineered physical systems, cyber-physical systems."
In the case of the Gulf Coast oil spill, citizens could photograph or record images such as fish or birds, or oil-blackened grasslands, and send the data to the collection center. Additional sensors – those that gauge temperature, for instance – on some phones could further help responders. Existing cell phone carrier networks would operate as the delivery system. "Everyday people can record ecological impacts that they see and send along that data for scientist to use," White added.
The two-year grant was awarded under the National Science Foundation's RAPID Response Research program, which funds scientific projects with strong issues of timeliness. It is the second such grant related to the Gulf spill to be awarded to the College of Engineering this summer. In July, the foundation awarded a $60,000 grant to two faculty members in the Charles E. Via Jr. Department of Civil and Environmental Engineering to study how the shape of crude oil remnants could determine how fast natural microbes break them down.
White also points to spring flooding in Nashville, Tenn., recent flooding in Pakistan and the January earthquake in Haiti as other dire examples in which data collected and sent by ordinary citizens could help rescue and response coordinators react more quickly and efficiently. Citizens also could help track damage to cell phone towers or electric grids in some cases, White said.
White has a personal stake in two of his examples. He recently lived in Nashville and is a native of Fairhope, Ala., a town along the Gulf Coast. He spent countless hours as a child swimming and playing in the waters now affected by the oil spill. "Being from Mobile absolutely made me want to take a special interest in this," White said. "I was in Nashville with the flooding earlier this year. I saw the flooding, and was interested in how I could help."
The system would be easy enough for school-age children to use. White is teaming with the private school Bayside Academy in Daphne, Ala., on early collection efforts of affected biological life along the Gulf Coast. White is collaborating with the computer science departments at The University of Alabama in Tuscaloosa and Nashville's Vanderbilt University on the grant.
White earned his bachelor's degree from Brown University in 2001, and his master's in 2006 and doctoral degree in 2008, both from Vanderbilt University, all in computer science. Before joining the Virginia Tech faculty in August, he was a research assistant professor at the Institute for Software Integrated Systems at Vanderbilt.
Program to train researchers at the intersection of engineering, biology
University researchers hope answer to cleaning up Gulf Coast lies in geometry
Steven Mackay


Thailand – the land of smiles! This Southeast Asian country has become the leading travel destination in the world thanks to the numerous attractions, amazing nature and versatile activities. There are literally millions of foreigners that travel to Thailand every year and a good percentage of them are interested in Muay Thai training. This is not a surprise given the fact that Thailand is the birthplace of this martial art that is mostly used as a fitness activity today. Those who have done some research probably know that there is more than one interesting training camp in this country, but if we take a closer look at all the things Scorpion Muay Thai camp offers we can understand why this camp is so popular.
Whilst it is true that the price should not be the main reason why you choose some camp the fact is that Scorpion Muay Thai has excellent price for their classes and what is more important you get the most for your budget. They offer 4 hours of training each day.
Staying in Thailand without visiting some of the most beautiful beaches in the world is definitely a huge mistake. Luckily, Scorpion Muay Thai camp is located on the most beautiful island in Thailand – Phuket Island. The nearest beach is less the one mile away and you can use this place as a base to visit many other attractive beaches. The camp is very close to all the things you will need while you are there – stores, restaurants etc.
Scorpion Muay Thai is known for the experienced trainers that work there. These expert instructors have experience with different types of students – men, women, kids, elderly, pros, beginners etc. They have developed different programs for different people. What all these programs have in common is the fact that they will significantly improve the health of every student. The facilities are clean and well-organized.
Scorpion Muay Thai camp is a place where you can practice Muay Thai with your entire family. In case they are not interested in this type of activity they can visit the local shops, restaurants or the beautiful beach.


text:
Download pdf of Ron's Bio
Ron's aim is to touch the lives of people who listen to his music in a positive way. He is a Virginia-based Singer/Songwriter with a career spanning decades. He studied classical music as a youngster in Michigan and formed his first rock and roll band there at the age of 14. Since then, he has gained international popularity as both a performer and a songwriter. Ron moved to Virginia in 1984. Due to his musical successes over the years, he was inducted into the Michigan Rock and Roll Legends Hall of Fame in 2011.
Ron has performed on thousands of stages across the U.S. and in England, including prestigious venues such the National Mall in Washington, DC with tens of thousands in the audiences, and the world-famous Cavern Club in Liverpool, England, among many others. Ron has also written multiple Top 10 Billboard hits. His first songwriting credit reached the top of the charts in 1967, and he is still producing chart-topping hits, one of which was considered for a Grammy in 2016.
Ron's performances include music that people know and love – well-known pop, rock, folk, and country hits from the 1950s through current releases. He can deliver laid-back, intimate performances, or performances with only upbeat, rousing songs. Ron has a very extensive repertoire and song requests are always welcome at his performances. His skill with modern keyboard technology enhances his performances with full instrumentation for the songs he sings (keys with drums, bass, guitars, strings, and brass as appropriate). Boomer, Gen X, and Millennial audience members all enjoy his music and frequently sing along and dance at his performances. Whether providing background ambiance or headlining a show, the important thing is: Audiences always enjoy his music. Ron is very grateful that his music brings joy to the people who listen to it.


I've challenged myself to write every day in April and post to my blog. It's a big challenge for me as evidenced by the lack of posts to this site. I'm not exactly sure why I can't write every day – I love to write. There is always the excuse of being too busy, not having enough time. But maybe I'm just not inspired? How does one find inspiration?
Should I find inspiration amongst the stacks of books that surround me in this library?
Have you ever realized how libraries always seemed so large? The rows and rows of books brimmed with excitement and adventure. Today, as I sit at the old wooden table and wait for inspiration to take over, I'm shocked at how much has changed when it comes to books, reading, learning and libraries.
According to a recent report from the Pew Research Center, "21% of Americans have read an e-book in the past year." More people today would rather find a book on a Nook or other electronic reader that cuddle with a good hard cover book and feel the pages. Turning pages is a whole new activity these days. And don't think that the libraries don't feel the change as well. I wonder how many of the books around me have been touched in the past year.
As I take in the details around me, my eyes are drawn to the stacks of colored paper advertisements on the reference desk. I stop on one about the library's program for downloading ebooks. It's amazing that the old paper and ink fortress is now entering the digital age but more interesting is the line "…only with a valid library card…" Isn't that some sort of contradiction?
Library cards, another blast from the past. I honestly can't say when I had my last library card. After grad school, I sort of took a break from libraries. But just in case you ever want to establish the value of your library card, there are calculators available.
And, remember the good old card catalog? It's been banished to some dark space in a dusty basement or attic reserved for antiques and replaced with a computer. A quick Google search will provide links to "11 Ways to Reuse Old Card Catalogs" or even an "Ode to the Card Catalog." For those of a certain age, the time spent flipping through the little typed cards was the beginning of a journey.
But now, anyone looking for a book in a library also needs to be computer literate. It's the only way to find the location of a book. The computer perched on the short stack next to me has a sign that reads "15 minute Internet Access". Even searching for a book has been cut down and monitored.
What about the librarians? The older women and men, normally with thicker-than-average sized glasses, who controlled what books were removed from the library and who were more than happy to "shhh" talkative boys or girls when their voices reached an octave higher than a whisper. How do these changes impact them? They are being told to "change with the times" and to find ways to adapt.
Changing and adapting are terms we've all become used to hearing given today's economic situation but as the Globe and Mail said in 2010 libraries are recession proof because they're free. But the article goes on to talk about how in some libraries in Canada, they are adding bars and wireless Internet hotspots. The normal quiet haven of the library is now getting into technology age. I guess you can call that adapting, right?
I'm not sure what will happen to the libraries around the country or the world for that matter. I'm not sure if I want my local library to resemble a Barnes and Noble with a coffee shop or the local corner bar. One thing I am sure of is that despite the changes and challenges of the libraries, being here, in the stone-cold silence, sitting on this old rickety chair, looking at the stacks of books, I have taken a trip down memory lane and found the inspiration to put pen to paper (or, if you prefer, fingers to keyboard).
Inspiration can come from anything. What inspires you to read and write? Has technologies rapid growth killed you love for paper, ink, and the binding of books? Have you stepped inside a library lately and been a bit disappointed about how small it feels?
I'm glad you decided to post everyday because this blog was excellent. Your right about library catalogues – I find them re purposed on etsy.com all the time and love how they make them into cards or postcards. It makes me happy even though it's because they're mostly dead and forgotten.
The e-book craze makes me sad because I love to be in the stacks. The only thing that I hate about the stacks is imagining all of the books I will never read.


text:
Johann Mehlbaum (* 5. Juli 1611 in Hannover; † 15. April 1656 in Helmstedt) war ein deutscher Rechtswissenschaftler.

Leben
Der Sohn des Ratsherrn und Kämmers Dirk Mehlbaum (1580–1654) und dessen Frau Margaretha Bergmann hatte die Schule seines Heimatorts besucht und Unterricht von Privatlehrern erhalten. Nachdem er 1630 das Gymnasium in Lübeck besucht hatte, begann er 1632 an der Universität Helmstedt ein Studium der Rechtswissenschaften. Dieses setzte er 1636 an der Universität Marburg fort, wo er ein Schüler des Anton Nessius wurde. Nach weiteren Studien 1639 beim einstigen Helmstedter Professor Heinrich Schmerheim (1591–1643) in Braunschweig kehrte er 1640 nach Helmstedt zurück, promovierte am 26. Juli 1642 zum Doktor der Rechte und wurde im selben Jahr außerordentlicher Professor an der juristischen Fakultät der Helmstedter Hochschule.

1646 wurde er Assessor des Hofgerichts in Wolfenbüttel und ordentlicher Professor der Pandekten in Helmstedt.

Familie
Aus seiner am 26. Juli 1642 geschlossenen Ehe mit Anna Sophia (* 15. August 1621 in Helmstedt; † 17. Juni 1702 ebenda), der Tochter des einstigen Professors in Helmstedt, dem Fürstlich braunschweigisch-lüneburgischer Hof- und Amtsrat, Assessors des Hofgerichts Wolfenbüttel Heinrich Schmerheim. und dessen Frau Elisabeth (* 17. März 1595; † 25. September 1634 in Helmstedt), des Amtmanns in verschieden braunschweigischen Orten, Verwalter des Klosters Mariental Johannes Rademann († in Emmerstedt) und dessen Frau Maria, die Tochter des Gerichtsschulzen in Wolfenbüttel Johannes Morlinus, sind fünf Söhne und vier Töchter hervorgegangen. Zwei Söhne und eine Tochter verstarben noch jung vor ihrer Mutter Seine Witwe heiratete in zweiter Ehe Gebhard Theodor Meier. Von den Kindern kennt man:

 Katharina Elisabeth Mehlbaum verh. mit kurfürstlich brandenburgischen und fürstlich braunschweigisch-lüneburgischen Amtmann in Adensleben und Hackenstedt Burchard Rust
 Magaretha Elisabeth Mehlbaum verh. mit dem fürstlich braunschweigisch-lüneburgischen Auditeur Dietrich Halbpape
 Philipp Heinrich Mehlbaum fürstlich braunschweigischer Kommissar
 Julius Mehlbaum
 Johann Friedrich Mehlbaum fürstlich braunschweigisch-lüneburgischer Hofgerichtsassessor und Gerichtsschulze
 Johann Gerhard Mehlbaum (1655–1656)

Literatur
 Fritz Roth: Restlose Auswertungen von Leichenpredigten für genealogische und kulturhistorische Zwecke. Selbstverlag, Boppard/Rhein, 1976, Band 9, S. 158, R 8277

Weblink

Einzelnachweise

Rechtswissenschaftler (17. Jahrhundert)
Hochschullehrer (Helmstedt)
Deutscher
Geboren 1611
Gestorben 1656
Mann
Absolvent der Universität Helmstedt


1. What is something you have done, but regretted later?
2. What is something you regret not having done?
4. Do you wish you had chosen a different major in university?
5. Do you wish you had studied more in high school?
6. Do you wish you had had more fun in high school/university?
7. If you could change one thing about your past what would it be?
8. Have you ever missed out on an opportunity?
9. Do you wish you had more money?
10. If you were granted one wish what would you wish for?
1. Blair: Whenever something's bothering you, I can always find you here.
2. Serena: You here for another catfight?
4. Blair: A letter; I wrote it to you when you were away at boarding school.
5. Blair: I never sent it.
6. Blair: Dear Serena, my world is falling apart and you're the only one who would understand. My father left my mother for a 31 year old model; a male model. I feel like screaming because I don't have anyone to talk to.
7. Blair: You're gone. My dad's gone. Nate's acting weird. Where are you? Why don't you call? Why did you leave without saying goodbye?
8. Blair: You're supposed to be my best friend. I miss you so much. Love Blair.
10. Blair: You would've what!
11. Blair: You knew Serena and you didn't even call.
12. Serena: I didn't know what to say to you. I didn't know how to be your friend after what I did. I'm so sorry.
13. Blair: Erik told me what happened; I guess your family's been going through a hard time too.
14. Gossip Girl: Spotted in Central Park: Two white flags waving. Could an Upper East Side peace accord be far off?
15. Gossip Girl: So what will it be? Truce or consequences? We all know one nation can't have two queens. What happens next? Only time will tell. XOXO Gossip Girl.


text:
Residents of Federal Disaster Areas Get Second Chance for Medicare Enrollment
While Medicare open enrollment for the 2021 plan year officially closed in December, some beneficiaries may still be eligible. Ensurem CEO Dave Rich explains how.
Medicare special enrollment periods are available to residents of FEMA-declared disaster areas.
Given the disruption and challenges of 2020, this opportunity may be of interest to Medicare-eligible individuals who for one reason or another did not enroll in Medicare or change their plans during the annual enrollment period and would like to do so now.
CLEARWATER, Fla. (PRWEB) January 11, 2021
If you're eligible for Medicare, you can enroll and choose a plan any time during the three months before and after the month you turn 65. After that, you usually only have one chance a year: the annual election period (AEP). Also referred to as Medicare open enrollment, AEP runs yearly from October 15 to December 7. Dave Rich, CEO of Ensurem, a Florida-based insurance technology and product distribution firm, says, "In most cases, if you wanted to enroll or change plans for 2021 and didn't get it done by December 7, you're out of luck.(1) Or maybe not, depending on where you live." Medicare-eligible individuals residing in certain states could qualify for special enrollment periods.
Medicare special enrollment periods (SEPs), Rich explains, are available to residents of Federal Emergency Management Agency-declared disaster areas. While the special enrollment periods apply only to residents of these areas, a significant number of seniors may nonetheless be eligible.
This SEP gives individuals the opportunity to enroll in, disenroll from, or switch Medicare health or prescription drug plans and is open to those who:
live (or lived at the start of the incident period,) in an area for which FEMA has declared an emergency or a major disaster (fire, flood, hurricane, etc.); and
had another Medicare enrollment period at the time of the incident period (such as AEP, October 15-December 7); and
did not enroll or make a change during that enrollment period.(2)
The special enrollment opportunity, notes Rich, runs for four full calendar months after the declaration of emergency. This means, residents of an area declared a disaster zone by FEMA as long ago as October will still be eligible to enroll or make a change in their Medicare plans for 2021 up until February, and in some cases, even March.
"Given the disruption and challenges of 2020," he says, "this opportunity may be of interest to Medicare-eligible individuals who for one reason or another did not enroll in Medicare or change their plans during the annual enrollment period and would like to do so now."
States containing FEMA-declared disaster areas in which SEPs may be available from January to March, for example, include Alabama, California, Colorado, Delaware, Florida, Louisiana, Mississippi, New Jersey, New York, Nevada, North Carolina, North Dakota, Oregon, Oklahoma, Puerto Rico, Texas and Wyoming.(3)
Medicare-eligible individuals residing in these states and wishing to know if their particular county is part of a FEMA-declared disaster area can contact Medicare or FEMA directly. For those looking for quicker answers, there is an alternative:
"As specialists in Medicare insurance, we are aware how confusing it is to navigate the Medicare landscape, especially with these FEMA exceptions which go unnoticed by most beneficiaries. At Ensurem, we are on top of all Medicare news, changes, and processes," says Rich.
Ensurem is up to date on this information and willing and ready to verify anyone's eligibility for this special enrollment period. They can be reached from 9:00 a.m. to 8:00 p.m. ET at (800) 729-5109.
About Ensurem:
Ensurem, headquartered in Clearwater, FL, is a leading technology and product distribution company serving carriers and consumers within the massive U.S. senior market. The company provides end-to-end solutions for carriers, including product development, digital marketing and consumer-centric front ends and back end. For more information, please visit Ensurem.com.
1. "Medicare Enrollment Periods: When to Sign Up." Medicare, medicare.gov/blog/medicare-enrollment-period-2020.
2. Guidance Portal, hhs.gov/guidance/document/special-enrollment-period-sep-individuals-affected-fema-declared-weather-related-emergency.
3. "Declared Disasters." Declared Disasters | FEMA.gov, fema.gov/disasters/disaster-declarations.
Karla Jo Helms
JOTO PR Disruptors
Daniel Mutter
@JoToPR
Dave Rich


With locations in Bavaria, Saxony, Austria and Romania, the Kreutzpointner Group is one of Germany's leading family-run medium-sized specialist electrical engineering, switchgear construction, automation and IT companies. It consists of legally-independent companies offering a uniform range of services and different specialities in each regional and national market.
Automation Elektro Kreutzpointner Romania Srl.
On average, around 200 employees each year attend at least one of approximately 80 training courses or seminars offered.


Academic Work is looking for a service-minded and flexible person for the role as Revenue Accountant for our client in Lund. As part of the Qlik organization you will be working in a highly collaborative environment with a diverse group of talented people continuously improving. The team, with approximately 35 people from all over the world, is committed to ensure correct revenue recognition for the entire EMEA & APAC regions. Qlik is a globally oriented company offering a culture with high energy, team orientation and an open climate. Being a learning organization with great emphasis on continuous development, there will be plenty of opportunities for the right person to grow professionally.
The role is located in the easily accessible Lund in the southwest of Sweden. You will find the office in the north of Lund, where science and research connects with innovators and entrepreneurs.
This is a consultant assignment. Academic Work will be your employer and you will work as a consultant at Qlik until January 2020.
As a Revenue Accountant, your focus will be on order processing and invoicing.
As a Revenue Accountant you will report to a Revenue Manager.
In order to be a candidate for this role, you have a strong skill-set in Business English, as this is the business language across the organization. We believie that you have experience working with order processing, invoicing and/or accounting.
As a person, you are positive to challenges and have a flexible attitude, we try to hire the best person for the job. A good cultural fit is the most important attribute for this role. Qlik workplace enables a team member to employ a self-motivated, disciplined, highly responsive approach in achieving team success.
We do not handle applications through e-mail, but if you have questions about the position you are welcome to email us at mal01@academicwork.se and we will answer during office hours. Please write the advert title in the subject and paste the advert link in the mail. For general considerations about your applications/our recruitment process, we are often available in our chat function on our web during weekdays. Feel free to contact us there!