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ETSI Multi-Access Edge Computing extends services to WiFi to address enterprise needs
News and social wall
Sophia Antipolis, 16 July 2020
The ETSI Industry Specification Group on Multi-Access Edge Computing, ISG MEC, has recently released ETSI MEC GS 028 to extend network information services to the world of WiFi and thus squarely into enterprises space.
Multi-access Edge Computing defines a standardized set of service APIs for applications at the edge of the network where the environment is characterized by low latency, proximity, high bandwidth. ETSI MEC GS 028 specifies a new MEC service for Wireless LAN Information, allowing applications to take advantage of up-to-date information from the underlying WLAN access networks. These features are addressed through specific RESTful Application Programming Interfaces (APIs).
"This new API meets enterprises' requirements as they increasingly take advantage of a heterogeneous wireless network access strategy, comprising both WLAN and mobile technology-based solutions" says Alex Reznik, ETSI MEC Chair.
The current WAI API is available via ETSI Forge (forge.etsi.org) in a serialized fashion.
The information on current conditions from the wireless local area network access is shared via the WLAN access information service. This service provides service consumers within the MEC System with information related to WLAN access. It may be used by the MEC applications and MEC platform to optimize the existing services and to provide new types of services. For instance, interactive AR/VR applications can use information from WLAN access and combine it with radio or fixed access network information, to properly manage application connectivity and QoS. This allows to tune application behaviour to that of the available network.
ETSI provides members with an open and inclusive environment to support the development, ratification and testing of globally applicable standards for ICT systems and services across all sectors of industry and society. We are a not-for-profit body with more than 900 member organizations worldwide, drawn from 65 countries and five continents. Members comprise a diversified pool of large and small private companies, research entities, academia, government and public organizations. ETSI is officially recognized by the EU as a European Standards Organization (ESO). For more information please visit us at https://www.etsi.org/.


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General Education Home
Diversity Requirements
Majors with Important Modifications to General Education Requirements
GE Writing Intensive and Capstone Substitutions
GE Pathway Minor in Diversity Studies
GE Pathway Minor in Ethics, Justice and Policy Studies
GE Pathway Minor in Food Studies
GE Pathway Minor in Gender and Sexuality Studies
GE Pathway Minor in Global Development Studies
GE Pathway Minor in Great Books and Ideas
GE Pathway Minor in Health and Wellness Studies
GE Pathway Minor in International Studies
GE Pathway Minor in Science, Technology and Values
GE Pathway Minor in Sustainability Studies
Pathway Coordinator: Heather Werner.
Books and ideas inspire people and communities. "Great Books and Ideas" is a General Education Pathway that brings together cultural legacies from around the world and influential developments going on right now, providing students with rich resources for understanding their present and their future. This Pathway ranges broadly in time as well as place, exploring the big questions and seeking answers both classic and novel. It provides a survey of fundamental and controversial texts and ideas, drawn from across the University, and an opportunity to define "greatness" for ourselves.
To fulfill the upper-division requirement, students take three interdisciplinary courses with content that varies from section to section ("Revolutionary Ideas in the Natural Sciences", "Great Books and Ideas: Social Sciences", and "Great Books and Ideas: Humanities"). By debating the books and ideas in these courses, students and faculty will shape this Pathway over time. Throughout its courses, this General Education experience offers us the chance to make connections across time and place that illuminate why we think the things we do - the "Great Books and Ideas" that form the world we live in now.
To earn an interdisciplinary Pathway Minor in this field of study, candidates must complete nine lower-division units and nine upper-division units from the courses listed below.
Foundation Associations
GEOS 101 General Geology 3.0 FS GE
Earth materials, processes, and history, and their significance to humankind. No college credit for students who have passed GEOS 102. 2 hours lecture, 2 hours activity. This is an approved General Education course. (004067)
PHIL 102 Logic and Critical Thinking 3.0 FS GE
A practical course in clear thinking and sound reasoning, which includes training in recognizing and avoiding the most commonly made mistakes in reasoning. 3 hours discussion. This is an approved General Education course. (007151)
PHIL 102E Logic and Critical Thinking -- ESL 3.0 FS GE
Prerequisites: For Students with English as a Second Language.
A special section of Logic and Critical Thinking open only to students with English as a Second Language. Interested students should consult with international evaluations. 3 hours discussion. This is an approved General Education course. (007152)
PHYS 100 Introduction to Astronomy: Survey of the Cosmos 3.0 FS GE
This course provides an overview of modern physical theory, emphasizing the approach of science in understanding our place in the universe. The student discovers how simple, fundamental physical principles enable us to understand key features in diverse physical systems: from the radiometric dating of early hominid ancestors to the measurement of the expansion rate of the Universe. The course emphasizes our current understanding of astronomy, solar system formation, stellar evolution, and cosmic evolution. This in turn leads us to investigate the physical conditions salient to life on Earth, and ways in which these conditions are 'rare'. 2 hours discussion, 2 hours activity. This is an approved General Education course. (007392)
Arts (C1)
HNRS 200CW Honors Survey of Civilization (W) 3.0 FA GE GC W
Corequisites: HNRS 200DW, HNRS 200EW.
Honors Survey of Civilization is a survey of civilized life from the first appearance of humans until today. It is a map of the course our species has traveled since the discovery of agriculture, and it provides a coherent and foundational overview of many of the moments, monuments, and movements of civilization. It is a unique and foundational 9-unit general education experience for Honors students. 3 hours discussion. This is an approved Writing Course. This is an approved General Education course. This is an approved Global Cultures course. (021030)
HNRS 200DW Honors Survey of Civilization (W) 3.0 FA GE GC W
Corequisites: HNRS 200CW, HNRS 200EW.
HNRS 200EW Honors Survey of Civilization (W) 3.0 FA GE GC W
Corequisites: HNRS 200CW, HNRS 200DW.
HNRS 201W Beauty (W) 3.0 FA GE W
Prerequisite: Admission to the Honors Program.
In this course we investigate and discuss the concept of beauty. What does it mean to say that something is beautiful, or to say that one finds something beautiful? We investigate the concept of beauty, and related concepts, from a variety of disciplinary perspectives. Philosophy, art, history, biology, psychology, sociology, anthropology, and other academic fields all have important things to say about what beauty is, what it has been taken to be, and the roles that beauty plays and has played in human life. 1.5 hours lecture, 1.5 hours seminar. This is an approved Writing Course. This is an approved General Education course. (021401)
HUMN 222 Arts and Ideas: Modern 3.0 FS GE
An overview of Western Culture from the Renaissance to the present. Serves as a broad introduction to the major forms and types of artistic expression: sculpture, architecture, painting, philosophy, literature, drama, dance, film, and music, and includes comparative analysis of primary texts (theatre, philosophy and religion, literature, history, and political science). 3 hours lecture. This is an approved General Education course. (015845)
HUMN 222W Arts and Ideas: Modern (W) 3.0 FS GE W
An overview of Western Culture from the Renaissance to the present. Serves as a broad introduction to the major forms and types of artistic expression: sculpture, architecture, painting, philosophy, literature, drama, dance, film, and music, and includes comparative analysis of primary texts (theatre, philosophy and religion, literature, history, and political science). 3 hours lecture. This is an approved Writing Course. This is an approved General Education course. (021452)
MUSC 292 Great Musical Compositions and Composers 3.0 FS GE
A survey of seminal compositions and composers from western art music history. Musical traditions, compositional techniques, performance mediums, and the compositional background of individual works and composers, and the effects of political, social and philosophical issues upon the compositions and composers studies are explored. 3 hours discussion. This is an approved General Education course. (006183)
THEA 110 Introduction to the Theatre 3.0 FS GE
A survey of all aspects of theatre arts, including history, production styles and techniques, acting, directing, and stagecraft. Supplemental reading and examination of theatre literature. 3 hours lecture. This is an approved General Education course. (009211)
Humanities (C2)
ARAB 101A Beginning Arabic I 4.0 FS GE
Introduction to Arabic language and culture. Emphasis is on the fundamental skills of understanding, speaking, reading, and writing Arabic. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020747)
ARAB 102A Beginning Arabic II 4.0 FS GE
Prerequisite: ARAB 101A.
Continuation of ARAB 101A. Emphasis is on the fundamental skills of understanding, speaking, reading, and writing Arabic. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020748)
ARAB 201 Intermediate Arabic I 4.0 FS GE
Students review and expand language skills and cultural concepts introduced in ARAB 101A and ARAB 102A. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020749)
ARAB 202 Intermediate Arabic II 4.0 FS GE
Prerequisite: ARAB 201.
Students review and expand language skills and cultureal concepts introduced in ARAB 101A, ARAB 102A, and ARAB 201. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020750)
CHNS 101A Beginning Chinese I 4.0 FS GE
Introduction to Chinese language and Culture. Emphasis is on the fundamental skills of understanding, speaking, reading and writing Chinese. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020752)
CHNS 102A Beginning Chinese II 4.0 FS GE
Prerequisite: CHNS 101A.
Continuation of CHNS 101A. Emphasis is on the fundamental skills of understanding, speaking, reading, and writing Chinese. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020753)
CHNS 201 Intermediate Chinese I 4.0 FS GE
Students review and expand language skills and cultural concepts introduced in CHNS 101A and CHNS 102A. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020754)
CHNS 202 Intermediate Chinese II 4.0 FS GE
Prerequisite: CHNS 201.
Students review and expand language skills and cultural concepts introduced in CHNS 101A, CHNS 102A, and CHNS 201. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020755)
CMSD 156 Language and Culture of Deaf Americans 3.0 FS GE
Using a conversational approach, this course will provide students with a foundation of expressive and receptive skills in American Sign Language. Cultural aspects of the deaf community, such as history, education, language arts, and pragmatics will be explored. Additionally, lectures will provide information on hearing loss and comparison of sign languages and systems. 3 hours discussion. This is an approved General Education course. (002142)
CMSD 256 American Sign Language I 3.0 FA GE
The beginning course is taught using a conversational approach. Students acquire knowledge about cultural and linguistic aspects of deafness and ASL, as well as attain receptive and expressive skills that will enable them to communicate with individuals using ASL. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. This is an approved General Education course. (002149)
EFLN 170 English as a Foreign Language 3.0 FS GE
Intensive practice and analytical study in reading, writing, speaking, and listening. Focus on American culture, supplemented by selected reading in various academic disciplines. This course is open to international and resident students who have lived most of their lives in a non-English-speaking country. 3 hours discussion. This is an approved General Education course. (003377)
Note: EFLN 170 is for international students for whom English is a foreign language.
ENGL 260 Great Books 3.0 FS GE
The study of novels, poetry, and drama selected from the world's great literature. Historical, thematic, and formal approaches shape the analysis of these works. 3 hours lecture. This is an approved General Education course. (003492)
ENGL 260W Great Books (W) 3.0 FS GE W
The study of novels, poetry, and drama selected from the world's great literature. Historical, thematic, and formal approaches shape the analysis of these works. 3 hours lecture. This is an approved Writing Course. This is an approved General Education course. (021703)
FREN 101 First-Semester French 4.0 FS GE
Introduction to French language and culture. Emphasis on the fundamental skills of understanding, speaking, reading, and writing French. 3 hours discussion, 2 hours activity. This is an approved General Education course. (003787)
FREN 102 Second-Semester French 4.0 FS GE
Prerequisite: FREN 101 or equivalent.
Continuation of FREN 101. Emphasis on the fundamental skills of understanding, speaking, reading, and writing French. 3 hours discussion, 2 hours activity. This is an approved General Education course. (003792)
FREN 201 Third-Semester French 4.0 FA GE
Reviewing and expanding of language skills and cultural concepts introduced in FREN 101 and FREN 102. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (003795)
FREN 202 Fourth-Semester French 4.0 SP GE
Reviewing and expanding of language skills and cultural concepts introduced in FREN 101, FREN 102, and FREN 201. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (003794)
GERM 101 First-Semester German 4.0 FS GE
Introduction to German language and culture. Emphasis on the fundamental skills of understanding, speaking, reading, and writing German. 3 hours discussion, 2 hours activity. This is an approved General Education course. (004199)
GERM 102 Second-Semester German 4.0 FS GE
Prerequisite: GERM 101 or equivalent.
Continuation of GERM 101. Emphasis on the fundamental skills of understanding, speaking, reading, and writing German. 3 hours discussion, 2 hours activity. This is an approved General Education course. (004201)
GERM 201 Third-Semester German 4.0 FS GE
Reviewing and expanding of language skills and cultural concepts introduced in GERM 101 and GERM 102. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (004204)
GERM 202 Fourth-Semester German 4.0 FS GE
Reviewing and expanding of language skills and cultural concepts introduced in GERM 101, GERM 102, and GERM 201. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (004203)
GREK 101 First-Semester Greek 4.0 INQ GE
Introduction to the ancient Greek language and culture. Emphasis is on the fundamental skills of reading, pronunciation, and composition in ancient Greek. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020745)
GREK 102 Second-Semester Greek 4.0 INQ GE
Continuation of GREK 101. Emphasis is on the fundamental skills of reading, pronunciation, and composition of ancient Greek. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020746)
HBRW 101A Beginning Hebrew I 4.0 FS GE
Introduction to the Modern Hebrew language and culture. Emphasis is on the fundamental skills of understanding, speaking, reading, and writing Modern Hebrew. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020724)
HBRW 102A Beginning Hebrew II 4.0 SP GE
Continuation of HBRW 101A. Emphasis is on the fundamental skills of understanding, speaking, reading, and writing Modern Hebrew. 3 hours discussion, 2 hours activity. This is an approved General Education course. (020725)
HNRS 202 Nature 3.0 FA GE
This seminar is a multidisciplinary exploration of Nature. The story of Nature is one that presumably has a beginning, a middle period, and an end. Using perspectives from cosmology, physics, chemistry, biology, geology, anthropology, philosophy, history, literature, music, and art the course focuses on basic and fundamental questions about Nature. 1.5 hours lecture, 1.5 hours seminar. This is an approved General Education course. (021397)
HNRS 203W Justice (W) 3.0 SP GE W
This seminar explores the concept of justice from the perspective of a variety of historical, literary, and philosophical traditions. Students examine the history of the concept of justice and the connections between understandings of justice/fairness and social arrangements. Examples from the arts--including novels, poetry, painting, and/or film--illuminate the changing notions of basic social structure, identity politics, feminism, just war theory, and cosmopolitanism. 1.5 hours lecture, 1.5 hours seminar. This is an approved Writing Course. This is an approved General Education course. (021398)
HNRS 204 Truth 3.0 SP GE GC
This inter-disciplinary Honors course aims to help students explore questions about the nature of truth, how we can best discover it, what is its value, and what are its limits. We use ideas and methods from philosophy, religion, cosmology, logic, anthropology, sociology, psychology, and other disciplines to make sense of these questions. 1.5 hours lecture, 1.5 hours seminar. This is an approved General Education course. This is an approved Global Cultures course. (021399)
ITAL 101 First-Semester Italian 4.0 FS GE
Introduction to Italian language and culture. Emphasis on the fundamental skills of understanding, speaking, reading, and writing Italian. 3 hours discussion, 2 hours activity. This is an approved General Education course. (005088)
ITAL 102 Second-Semester Italian 4.0 FS GE
Prerequisite: ITAL 101 or equivalent.
Continuation of ITAL 101. Emphasis on the fundamental skills of understanding, speaking, reading, and writing Italian. 3 hours discussion, 2 hours activity. This is an approved General Education course. (005090)
ITAL 201 Third-Semester Italian 4.0 FS GE
Reviewing and expanding of language skills and cultural concepts introduced in ITAL 101 and ITAL 102. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (005093)
ITAL 202 Fourth-Semester Italian 4.0 FS GE
Reviewing and expanding of language skills and cultural concepts introduced in ITAL 101, ITAL 102, and ITAL 201. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (005092)
JAPN 101 First-Semester Japanese 4.0 FS GE
Introduction to the Japanese language and culture. Emphasis on the development of fundamental skills in listening, speaking, reading, and writing with clear understanding of basic sentence structures. Acquisition of Hiragana and Katakana characters (phonetic symbols). 3 hours discussion, 2 hours activity. This is an approved General Education course. (005334)
JAPN 102 Second-Semester Japanese 4.0 FS GE
Prerequisite: JAPN 101 or faculty permission.
Continuation of JAPN 101. Special attention to different verb forms and essential auxiliary expressions. Appropriate language use in a variety of social settings. Acquisition of 110 Kanji characters (ideographic symbols). 3 hours discussion, 2 hours activity. This is an approved General Education course. (005335)
JAPN 201 Third-Semester Japanese 4.0 FS GE
Review of major grammatical structures and further development of the student's cultural awareness and proficiency in listening, speaking, reading, and writing Japanese. Special attention to logical discourse development. Acquisition of 200 Kanji characters (ideographic symbols). 3 hours discussion, 2 hours activity. This is an approved General Education course. (005336)
JAPN 202 Fourth-Semester Japanese 4.0 FS GE
Continuation of review of major grammatical structures and further development of the student's cultural awareness and proficiency in listening, speaking, reading, and writing Japanese. Special attention to refining and expanding discourse. Acquisition of 300 Kanji characters (ideographic symbols). 3 hours discussion, 2 hours activity. This is an approved General Education course. (005337)
PHIL 101 Introduction to Philosophy 3.0 FS GE
An introduction to philosophical thought and skills. Issues that traditionally have been of central importance in philosophical inquiry, such as the nature of knowledge, reality, and values, will be emphasized. 3 hours lecture. This is an approved General Education course. (007155)
PORT 101A Beginning Portuguese I 4.0 FS GE
Introduction to Portuguese language and its associated cultures. Emphasis on the fundamental skills of understanding, speaking, reading, and writing Portuguese. 3 hours discussion, 2 hours activity. This is an approved General Education course. (007752)
PORT 102A Beginning Portuguese II 4.0 FS GE
Prerequisite: PORT 101A.
Continuation of PORT 101A. Emphasis on the fundamental skills of understanding, speaking, reading, and writing Portuguese. 3 hours discussion, 2 hours activity. This is an approved General Education course. (007754)
RELS 110 Asian Religions 3.0 FS GE GC
An introduction to the religions of the East: Hinduism, Jainism, Buddhism, Confucianism, and Taoism. 3 hours lecture. This is an approved General Education course. This is an approved Global Cultures course. (008128)
RUSS 101A Beginning Russian I 4.0 FS GE
Introduction to Russian language and its associated cultures. Emphasis on the fundamental skills of understanding, speaking, reading, and writing Russian. 3 hours discussion, 2 hours activity. This is an approved General Education course. (008916)
RUSS 102A Beginning Russian II 4.0 FS GE
Prerequisite: RUSS 101A.
Continuation of RUSS 101A. Emphasis on the fundamental skills of understanding, speaking, reading, and writing Russian. 3 hours discussion, 2 hours activity. This is an approved General Education course. (008920)
RUSS 201 Third Semester Russian 4.0 FS GE
Prerequisite: RUSS 102A or faculty permission.
Students review and expand linguistic skills and cultural concepts introduced in RUSS 101A and RUSS 102A. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (021728)
RUSS 202 Fourth Semester Russian 4.0 FS GE
Prerequisite: RUSS 201.
Students review and expand language skills and cultural concepts introduced in RUSS 101A, RUSS 102A, and RUSS 201. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (021727)
SPAN 101 First-Semester Spanish 4.0 FS GE
Prerequisite: SPAN 101 is not available for credit to students with two or more years of Spanish within the last three years.
Introduction to Spanish language and culture. Emphasis on the fundamental skills of understanding, speaking, reading, and writing Spanish. 3 hours discussion, 2 hours activity. This is an approved General Education course. (009113)
SPAN 102 Second-Semester Spanish 4.0 FS GE
Prerequisite: SPAN 101 or equivalent.
Continuation of SPAN 101. Emphasis on the fundamental skills of understanding, speaking, reading, and writing Spanish. 3 hours discussion, 2 hours activity. This is an approved General Education course. (009118)
SPAN 201 Third-Semester Spanish 4.0 FS GE
Reviewing and expanding of language skills and cultural concepts introduced in SPAN 101 and SPAN 102. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (009121)
SPAN 201N Spanish for Spanish Speakers 4.0 FS GE
Reviewing and expanding of language skills possessed by speakers of Spanish who have not studied the language formally. This course includes composition and reading. Particular focus on the Mexican-American/Latino experience. 3 hours discussion, 2 hours activity. This is an approved General Education course. (009123)
SPAN 202 Fourth-Semester Spanish 4.0 FS GE
Reviewing and expanding of language skills and cultural concepts introduced in SPAN 101, SPAN 102, and SPAN 201. This course includes composition and reading. 3 hours discussion, 2 hours activity. This is an approved General Education course. (009120)
Further reviewing and expanding of language skills possessed by speakers of Spanish who have not studied the language formally. Builds on topics studied in SPAN 201N. This course includes composition and reading. Particular focus on the Mexican-American/Latino experience. 3 hours discussion, 2 hours activity. This is an approved General Education course. (009126)
Individual and Society (D1)
AIST 170 Introduction to American Indian Studies 3.0 FS GE USD
Introduction to socio-cultural development of the American Indian in modern times and the background for present-day conditions. Attention given to contemporary Indian affairs and problems. 3 hours lecture. This is an approved General Education course. This is an approved US Diversity course. (000375)
HIST 101 World History to 1400 3.0 FS GE GC
Examination of the political, economic, religious, and social structures of ancient and medieval world history. 3 hours lecture. This is an approved General Education course. This is an approved Global Cultures course. (004492)
SOCI 100 Introduction to Sociology 3.0 FS GE
This course helps organize thinking about societies in general, the society we inhabit, and our place within it. Underlying questions are: Why do people have different values? Why do people act differently? Why is there inequality? And why and how does society; its values and norms, institutions, and groups influence our behavior. 3 hours lecture. This is an approved General Education course. (008933)
Societal Institutions (D2)
ANTH 112 Society, Time, and Archaeology 3.0 FS GE GC
Significant events in mankind's prehistoric cultural development and their relevance to the present. Human antiquity; the acquisition of culture during the Paleolithic; the beginning of early civilization. Introduction to the methods of archaeology and human paleontology. 3 hours lecture. This is an approved General Education course. This is an approved Global Cultures course. (000491)
GEOG 106 The American West 3.0 FS GE USD
The historical cultural geography of the American West, emphasizing how various cultural groups have each made a unique imprint on the western landscape. 3 hours lecture. This is an approved General Education course. This is an approved US Diversity course. (003861)
POLS 101 Vital Political Problems 3.0 FS GE
An examination of major political problems challenging America today. Emphasis on class discussion of controversial topics involving political policy in the context of the study of political science. 3 hours lecture. This is an approved General Education course. (007467)
Lifelong Learning (E)
ENGL 240 Literature for Life 3.0 FS GE
Readings of literary masterpieces as springboards for personal reflection on students' social, psychological, and physiological being. 3 hours lecture. This is an approved General Education course. (003423)
PHIL 217 Existentialism 3.0 FS GE
An examination of existentialism from Kierkegaard and Nietzsche to Sartre, and de Beauvoir. An analysis of the basic forces, concepts, and figures which have shaped existentialism. 3 hours lecture. This is an approved General Education course. (021534)
BIOL 302 Evolution 3.0 FS GE
Prerequisites: One biological sciences course.
Analysis of the evidence for evolution and the nature of the process. Darwinism, neo-Darwinism, sociobiology, conflicts and misconceptions regarding evolution, creationism, and evolution of the human body and mind are considered. 3 hours discussion. This is an approved General Education course. (001139)
BIOL 302W Evolution (W) 3.0 FS GE W
Analysis of the evidence for evolution and the nature of the process. Darwinism, neo-Darwinism, sociobiology, conflicts and misconceptions regarding evolution, creationism, and evolution of the human body and mind are considered. 2 hours lecture, 1 hour discussion. This is an approved Writing Course. This is an approved General Education course. (021355)
BIOL 322W Science and Human Values (W) 3.0 FS GE W
Critically examines scientific and humanistic world views and sensibilities, directly applying these approaches to contemporary social and personal problems. 3 hours lecture. This is an approved Writing Course. This is an approved General Education course. (021254)
HNRS 320W Science and Human Values -- Honors (W) 3.0 FA GE W
Prerequisites: Acceptance into the Honors Program, faculty permission.
Critically examines scientific and humanistic world views and sensibilities, directly applying these approaches to contemporary social and personal problems. 3 hours seminar. This is an approved Writing Course. This is an approved General Education course. (001149)
HNRS 330W Mind in the Machine (W) 3.0 SP GE W
An Honors seminar that explores the psychological, philosophical, social, biological, and technical aspects of machine "minds." Explores core issues within a subset of the disciplines that comprise the cognitive sciences, including artificial intelligence, philosophy, and psychology. Readings and discussions focus on theories of artificial intelligence and classic themes in human cognition and philosophy, such as determinism, consciousness, free-will, and the mind-body problem. The course focuses on increasing one's capability to express beliefs and evaluate arguments concerning various issues. 3 hours seminar. This is an approved Writing Course. This is an approved General Education course. (002311)
HNRS 399W Honors General Education Thesis (W) 3.0 FS GE W
Prerequisites: Active status in the Honors Program, faculty permission.
Independent study of an interdisciplinary topic that satisfies three units of upper-division GE theme requirements. This capstone course is designed to hone your skills in research and writing by working on a topic that grows out of the material you found most intriguing in your other upper-division theme classes. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units. This is an approved Writing Course. This is an approved General Education course. (000358)
SCED 300W Revolutionary Ideas in the Natural Sciences (W) 3.0 FS GE W
Prerequisites: Completion of GE Pathway Foundation Physical Sciences and GE Pathway Foundation Life Sciences.
This course presents to students the seminal ideas in the natural sciences. Not only is the historical development of a scientific discipline explored, but connections are made with great ideas in other areas - both within the natural sciences and beyond. 3 hours lecture. This is an approved Writing Course. This is an approved General Education course. (021115)
Arts/Humanities
ENGL 354 Classical Literature 3.0 SP GE
An introduction to the literature of ancient Greece and Rome. 3 hours lecture. This is an approved General Education course. (003411)
ENGL 355 Bible, Literature, and Culture 3.0 FA GE
Study of the literary types and qualities of the English Bible and their impact upon British and American literature and language. 3 hours seminar. This is an approved General Education course. (003471)
HNRS 340W Men, Women & the Land: Myths & Realities (W) 3.0 SP GE USD W
This course is team taught across several disciplines: biology, ecology, political economy, sustainability, intellectual history, and literary and cultural studies. Examines the ways people have thought about their relationship to the world, particularly in North America and the American West. Examines how ideas are shaped by environment, and the ways in which different cultures have affected the environment. This course evaluates the sustainability of past and current relationships to the land, and also considers a number of future possibilities for positive change. 3 hours seminar. This is an approved Writing Course. This is an approved General Education course. This is an approved US Diversity course. (020913)
HUMN 300 Great Books and Ideas: Arts/Humanities 3.0 FS GE GC
This course advances students exposure to and appreciation of a selection of central works in the disciplines of the Humanities and Arts. The specific content of the course varies by section. Students bring together their experiences throughout the Pathway in order to forge a deeper understanding of the role of Humanities/Arts as an academic discipline and as a lens for apprehending their world. 3 hours lecture. This is an approved General Education course. This is an approved Global Cultures course. (021104)
HUMN 300W Great Books and Ideas: Arts/Humanities (W) 3.0 FS GE GC W
This course advances students exposure to and appreciation of a selection of central works in the disciplines of the Humanities and Arts. The specific content of the course varies by section. Students bring together their experiences throughout the Pathway in order to forge a deeper understanding of the role of Humanities/Arts as an academic discipline and as a lens for apprehending their world. 3 hours lecture. This is an approved Writing Course. This is an approved General Education course. This is an approved Global Cultures course. (021359)
PHIL 303W History of 19th Century Philosophy (W) 3.0 FA GE W
Western philosophical thought from Kant through the twentieth century, including the phenomenological and analytic traditions in western philosophy. 3 hours lecture. This is an approved Writing Course. This is an approved General Education course. (007183)
PHIL 340W Social and Political Philosophy (W) 3.0 SP GE W
A philosophical examination of the nature and function of the human community and the political state, and of the implications for individual life of alternative conceptions of society and politics. 3 hours seminar. This is an approved Writing Course. This is an approved General Education course. (007198)
SOSC 300 Great Books and Ideas in the Social Sciences 3.0 FS GE
This course advances students' exposure to and appreciation of seminal works in the disciplines of the Social Sciences. The specific content of the course varies by sections and instructor discipline. In this course, students deepen their understanding of the role of the social sciences as an academic discipline and further enhance their understanding of the world around them. 3 hours seminar. This is an approved General Education course. (021168)

redpajama_set_name: RedPajamaCommonCrawl


text:
A century later, history repeats itself: Who to blame?
While history does not repeat itself in full details, it always shows us some patterns that we should always consider.
by Ahmed Al Sheikh
01 Jan 2017 12:24 GMT
Ottoman infantry on the move in the Middle East front during the World War I [Getty Images]
It was another "first" for the US president-elect, Donald Trump, before he moves into the White House. Using just 140 characters on Twitter to explain his future nuclear policies he tweeted: "The United States must greatly strengthen and expand its nuclear capability until such time as the world comes to its senses regarding nukes."
For sure, neither Richard Nixon, who negotiated the first nuclear non-proliferation treaties with the Soviet Union at the height of the Cold War, nor the "Star Wars" champion Roland Reagan would have achieved such a reductive feat!
Not even George W Bush with all his linguistic and semantic shortcomings would have so recklessly ventured to tackle such a very dangerous topic. In this tweet, however, Trump didn't make any spelling mistakes as he has done in previous messages.
When asked to explain what he meant, Trump's communication aides said his aim was to send a message to terrorist groups and rogue states.
But what about nuclear rivals like Russia and China, and how could they perceive and understand Trump's tweet? Wouldn't they find themselves obliged to take similar action? What also about other nuclear-armed countries like India and Pakistan?
Wouldn't this impetuous posturing create a warmongering atmosphere, so to speak?
Usual suspects for scapegoating
WATCH: Trump to form committee 'on radical Islam' as president (1:50)
Trump's aides, judging from their previous excuses wouldn't care and will always find scapegoats to blame.
The most likely culprit to hold accountable time and again could be "radical Islam" and its "authoritarian nature", as the West's new populists and "alt-rightists" constantly claim.
France's elected leader of the centre-right, Francois Fillon, with his recently published book, Beating Islamic Totalitarianism, is running for the presidency in next year's election on this platform.
So, is Islam going to be the enemy to be targeted, rightfully or wrongfully, by the new populists of Europe and the US and, even by Russia's ultra-nationalist Vladimir Putin?
And will that be used to cover the genuine reasons of an increasingly looming confrontation between the West on one hand and Russia and China on the other?
Let's hope a bit of reason will prevail before all of us witness the consequences of the real reasons unfold in front of our eyes.
Similar patterns from a century ago
While history does not repeat itself in full details, it always shows us, in retrospect, reasons that some of those momentarily in charge might try to ignore.
Elaborating further on the historic dimension, let's inspect the landscape that preceded the World War I and II. This should enable us to figure out the alarming similarities between "then" and "now".
In the late years of the 19th century, a rivalry arose between a hegemonic colonial power, Britain - with its vast colonies across the globe - and a rising power, unified Germany demanding its share of resources and proper place in the world.
Today, there is a hegemonic power, the US that is trying to stay at the forefront and, there is a rising power, China that is trying to be an equal partner.
Let us hope then that Islam as a religion - and with its overwhelming peaceful majority - will not be made the scapegoat for more belligerence and false targeting as the alt-rightist camps on both sides of the Atlantic, and in Putin's Russia are trying to do.
Then, rivalries in Europe were also on the rise between competing empires and states, a repetition that can be seen today in a similar multipolar game between the NATO powers on one side and Russia and China on the other.
Before the outbreak of the World War I, nationalist feelings reached chauvinistic heights across the Western and Eastern Europe. People and politicians were complaining about open border policies.
Today, the liberal values of democracy are giving way to growing nationalist feelings and policies, as nation states are engaging in discourses such as "France First" or "America First" or "Russia First" and even "China First". In other words, globalism is in regress.
Before the WWI, religious and sectarian violence was gaining momentum, especially in the Balkans, parts of which were under Ottoman Empire rule. Today, the spiral of sectarian violence seems unstoppable, as wars rage so viciously in many parts of the Middle East, leaving hundreds of thousands of people dead and millions more either internally displaced or refugees in other countries.
Enduring legacy of white supremacism
World War I Through Arab Eyes - Episode One: The Arabs (44:49)
In the 19th century and up to the outbreak of the WWI, talk of white supremacy was so prominent. The French philosopher Ernest Renan was a clear personification of racism with his degrading attitudes towards Islam and Muslims (PDF).
Three years following the end of WWI in 1918, American professor Theodore Lothrop Stoddard published two books which were and still are very relevant to this discussion.
The first one was titled The Rising Tide of Colour Against White World Supremacy, 1920. The second was published the following year under the title The New World of Islam.
In the first book, Stoddard, a Harvard graduate, laments the declining numbers of white people all over the world and says the Asian continent of was once the land of the white race only.
Today, we can hear similar cries echoing across the US and in Europe and more loudly - especially following the victory of Trump.
Stoddard's second book is a warning about the threats that rising Islam in the Arabian Peninsula, in the early years of the past century, might pose to the modern world. Back then, there was no Islamic State of Iraq and the Levant (ISIL) nor al-Qaeda committing horrendous crimes, yet Islam was perceived as a threat. Why?
OPINION: White supremacy's inferiority complex
At that time, almost all Arab and Muslim countries were under colonial occupation and most liberation movements in these countries were carried out by nationalist and patriotic people.
The world then suffered from economic recession which, in the US, culminated into the Great Depression of 1929, 10 years before the outbreak of WWII.
In Europe, Adolf Hitler's notions of Aryan supremacy were a contributing prelude to that war.
The need for a new understanding
Today, populists are taking control in the US, Poland, Hungary, France, Britain and others. Ultra-nationalist cries are getting louder.
Economic conditions are bringing more hardship and religious violence is claiming more lives. Sabre-rattling is becoming more ominous in the South China Sea, in the North Pole and in Eastern Europe, as well as in the Middle East.
In times of peril, as history shows, people grow more intolerant and start looking for perceived enemies to blame.
The deplorable attacks by the so-called radical Islamic movements like ISIL and al-Qaeda are just a single frame in this scene of conflict, sabre-rattling and heightened tension; though no one can defend or justify these crimes.
OPINION: Reforming Islam or the relationship with Islam?
Let us hope then that Islam as a religion - and with its overwhelming peaceful majority - will not be made the scapegoat for more belligerence and false targeting, as the "alt-rightist" camps on both sides of the Atlantic, and in Putin's Russia, are trying to do.
Let us also hope that, following the first wave of the Arab Spring revolutions, the Arab society will develop a new and proper understanding and implementation of the truly peaceful nature of their religion, as reflected in the precepts of the Holy Quran and the prophetic guidance.
This is a much-needed development for Muslims, in view of the enlightened imperatives of modern times.
Ahmed Al Sheikh is the former chief editor of Al Jazeera Arabic. He worked for BBC Arabic before joining Al Jazeera in 1996. He has worked in the media field for almost 40 years.
The views expressed in this article are the author's own and do not necessarily reflect Al Jazeera's editorial policy.
Ahmed Al Sheikh
Ahmed Al Sheikh is the former chief editor of Al Jazeera Arabic.


text:
#import "NSObject.h"

@class NSMutableDictionary;

@interface SBStarkFakeIconOperationController : NSObject
{
    NSMutableDictionary *_launchOperationForDisplayIDMap;
}

- (void)addLaunchOperation:(id)arg1 withDisplayID:(void)arg2;
- (_Bool)performOperationForFakeIconWithDisplayID:(id)arg1;
- (void)dealloc;
- (id)init;

@end

redpajama_set_name: RedPajamaGithub


text:
Lies And Damn Lies About Dating Site
The current examine examined the perceived influence of parental and social stress on individuals' perceptions regarding cross-cultural and interfaith dating and marriage. Despite increasing charges of biracial people, research on this inhabitants specifically in relation to dating preferences, remains limited in scope. Research over the past 20 years has offered an elevated understanding of intimate relationships in later life; however, dating in later life remains largely unexplored. Elledge reported Ji missing on October 10, 2019, prompting quite a few searches before her remains have been found March 25 this year in a distant area of Rock Bridge State Park about 5 miles south of Columbia. Janet Simoni kissed her husband Lincoln and hugged her dog Raisin on the household dwelling in Detroit, Michigan, after she drove 130 miles from London, Ontario, when the border opened at midnight. But Becky Miles is nicely and truly over her heartbreak, and having fun with her new relationship with hunky boyfriend, James Bevitron. Dexter: New Blood' continues to be 'Dexter,' although, so all the strengths are there as well as all of the weaknesses. Her 'virgin ex-husband' Matthew Bennett recently revealed he has nicely and really moved on and is now engaged to his new partner. Tayshia Adams, who co-hosts the series alongside Kaitlyn Bristowe, revealed that they will definitely deliver up the acting rumors in the course of the Season 17 finale.
Back in December 2018, Kym revealed she and Scott were facing six months apart because the soldier was due to return to Afghanistan for obligation within the Parachute Regiment. Images of Kirkconnell attending an antebellum-themed fraternity occasion in 2018, and wearing Native American attire whereas she was a college scholar, surfaced on social media while the show was airing. In his opening statement, Knight mentioned Elledge recorded reasons why he hated his spouse in a journal titled 'Grievances.' And he stated Elledge had a notebook that outlined how he should behave towards the media regarding his wife's disappearance. The couple planned to have three to five kids and Ji wished them to develop up within the Chinese language culture, which Elledge said he supported. It's competently instructed however a bit dull. But for a more romantic attraction, go for the sunset flight instead. This research makes use of logistic regression to look at the willingness of biracial individuals to cross the colour line when seeking a possible romantic partner. You can follow strictly business if you feel that crossing the line to have romantic relations is not possible. Because the online dating web sites know the worth of communication, they've really made communication efficient to make sure that members can join rapidly and in addition as quick as feasible.
Janet and Lincoln first started dating in 2016 after first meeting in 2009 by means of an trade pupil programme. Janet and Lincoln have been virtually denied a marriage license and had to plead their case – fortunately to a receptive viewers. Janet Simoni, of London, Ontario, greets her husband Lincoln and their canine Raisin after the U.S. The delighted couple reunited in Keego Harbor, Detroit, final night time and she bought to see their dog Raisin for the primary time in 20 months. Boone County Prosecutor Dan Knight mentioned in his opening assertion that Elledge mistreated his spouse all through their marriage and on the night time she died. Through in-depth personal interviews with 35 second technology youth from diverse cultures, the authors explored: (1) parental influences and expectations of their children's mate decisions; (2) the roles of gender, delivery order, and length of residency within the United States in expectations for mate selection; and (3) immigrant youth's preferences for marriage companions. Actually, it's possible she's not even into the idea of marriage anymore. But, she cautions, if a teen shares something about their dating accomplice, don't freak out, even if that is how you're feeling inside.
Online Dating And The Artwork Of Time Administration
Most Individuals Will Never Be Great At Dating Site. Read Why


Exhibitions of "Child Science" and "Innovative Projects" presented on the Picnic were chosen for satisfying the interests of children of all ages. Viewers saw a lot of interesting scientific experiments and inventions, there were exhibitions, presentations, performances, funny experiments from chemistry, physics, biology etc. The adolescents had the opportunity to conduct similar experiments and to make visible for them many unexplained events which could be solved before. Finally, one of the most prominent participants participated in the picnic - the British scientific show.
Deputy Minister of Education and Science Teimuraz Murghulia attended the event.


UNITED NATIONS, June 25 -- When US Ambassador Susan Rice Tuesday did what was billed as her final UN stakeout, nearly all of the questions were about Syria. Inner City Press asked her about Sudan -- specifically, about Omar al Bashir's adviser Nafie Ali Nafie's postponed or canceled trip to Washington, what it would take to revive it, and where Sudan is going. Video here, from Minute 21:56.
Ambassador Rice said that while the Obama administration has a preference for improving relations with Sudan, there's Darfur and more recently the Two Areas (Southern Kordofan and Blue Nile, see last week's Inner City Press story here) and Sudan's violation of the September 27, 2012 agreement with South Sudan.
On that, Rice focused on the flow of South Sudan's oil, which she was was only to be stopped for technical and not political reasons. Khartoum claims that South Sudan is assisting the SPLM-North rebels, whose shelling of Kadugli killed an Ethiopian UN peacekeeping in mid-June.
She said the halt on South Sudan oil flow shaded the view of the timeliness of the encounter with Nafie, and that there are steps that ought to be taken.
Inner City Press' talks with Sudanese diplomats finds them giddy that Rice is getting this promotion to National Security Adviser in Washington. But do they know what Samantha Power would bring? Can you say, A Problem from Hell? Watch this site.
Footnote: Rice spoke more than one might have expected about cost-savings at the UN, even about whistleblower protection (which Inner City Press in recent reporting on a whistleblower in Mogadishu finds to be almost non-existent, click here for that).
But the sound quality of UNTV during her final stakeout certainly seemed to indicate cost-cutting: an almost unintelligible echo, video here from Minute 21:56.
As Inner City Press reported this morning, the UN's new audio visual contractor TeamPeople is planning to shift down to a "skeleton crew" on July 1, when the US takes over the Presidency of the Security Council.
The new Free UN Coalition for Access, formed due to attempts at censorship in the UN, has asked the Department of Public Information why it is going to a skeleton crew, here, so far without response. As Rice said, many improvements are needed. Watch this site.
Inner City Press: You mentioned Darfur and the Two Areas, and I wanted to know—since you've been here, in terms of Sudan as a whole, where is it going? There was—Nafie Ali Nafie was supposed to visit the US. It's been put off. Do you think you will continue to work on this issue in your new role? And what can you say beyond sort of putting out the fires in the three areas that you've mentioned? There seem to be problems throughout the country. What's the U.S. strategy? And what would it take for Sudan to do to have someone like Nafie or someone else actually come to the United States.
Ambassador Rice: Yes, Matthew, I expect to continue to work on this issue along with many others. (background noise) Hold on—if I might finish the answer. Yes, indeed, I will continue to work on the issue. The issues of Sudan and South Sudan have from the very beginning of the Administration been high priorities for President Obama and will continue to be.
We have long indicated that our preference is for an improved relationship with Sudan but in the context of Sudan meeting the most fundamental obligations to its own people. And what we have seen tragically in Darfur and more recently in the Two Areas—and now with Sudan's violation of the September 27th Agreement with South Sudan reflected in their decision to suspend oil flows, which are not meant to be suspended under the September 27th Agreement but only for technical reasons, not for political reasons—is discouraging and has certainly shaded our view of the timeliness of such an encounter. We remain in communication with the leadership in Khartoum. We will continue to do so. But there are important steps that the United States feels ought to be taken to protect the people of Sudan, which is the responsibility of the government, and those have always been central to our interest in and ability to make meaningful progress in improving the relationship.


text:
package com.obidea.semantika.expression.base;

public interface ITermList extends IExpressionObject
{
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    */
   public ITermList concat(ITermList list);

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   public ITermList append(ITerm input);

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    *         occurrence).
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   /**
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   public ITermList getSlice(int start, int end) throws IndexOutOfBoundsException;

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   public ITermList replace(ITerm another, int i) throws IndexOutOfBoundsException;

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    * @return A copy of reverse order list.
    */
   public ITermList reverse();
}


text:
Jessica Bodner, viola
Bodner, Jessica, viola
Jessica Bodner is the violist and founding member of the Grammy award-winning Parker Quartet. In 2014 she joined the faculty of Harvard University's Department of Music in conjunction with the Parker Quartet's appointment as the Blodgett Quartet-in-Residence. Jessica has appeared at the International Viola Congress, as a guest of the East Coast Chamber Orchestra, and been a finalist for a Pro Musicis Award. With the Parker Quartet, Ms. Bodner has recently appeared at Carnegie Hall, The Library of Congress, the Amsterdam Concertgebouw, and the Seoul Arts Center, and has appeared at festivals including Caramoor, Yellow Barn, Perigord Noir in France, and Mecklenburg-Vorpommern in Germany. A native of Houston, Jessica began her musical studies on the violin at the age of two, and then switched to the viola at the age of twelve because of her love of the deeper sonority. She holds degrees from New England Conservatory, where her primary teachers were Kim Kashkashian and Martha Strongin Katz.
Chu, Beth Guterman
Concert 1


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In 2009, the Community Development Department (CDD) was created to promote and facilitate business development, to create and implement economic development strategy, and to strengthen ties with the private sector.
CDD is evolving to become a policy-oriented, fast-moving department within the Township. We work with the private sector, within township government and in partnership with other agencies, state legislators and business groups. We take a networking, problem-solving approach.
We pride ourselves in being responsive to your needs.
Staff competencies include finance, recruitment, and small business development.
Some of our local partners include: the Lansing Regional Chamber of Commerce (LRCC), the Greater Lansing Convention and Visitors Bureau (GLCVB), Tri-County Regional Planning Commision (TCRPC), the Clinton County Economic Alliance (CCEA), and the Lansing Economic Area Partnership (LEAP).
What are the economic development incentives that Township has to offer?
Where can I find out information about BRA Tax Credits, IFTs and CRTs?
Where can I get information on the 2010 Census, county demographics, building permits, and growth patterns in DeWitt Township and the Lansing Region?
What are some of the recreational activities here in DeWitt and the region?
I'm starting a small business. What resources are available for small business?
Where can I get a list of top land owners here in the Township?


UVexplorer is a powerful tool for exploring and mapping IT networks. By exporting network maps into Lucidchart, UVexplorer users can leverage Lucidchart's advanced diagramming capabilities to enhance their network, for a fraction of the cost of other solutions. Tired of building your network maps by hand? We've got you covered.
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text:
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redpajama_set_name: RedPajamaStackExchange


FX4 Rims with the Terra Grapplers!
Just got the 285/65/18 Terra Grapplers for 230 a tire at Discount Tire to wrap the 09-10 FX4 rims I got from my dealer last month....Thanks to all the guys who gave their opinions and help with specs....I am really happy with my choice. Now just what to do next??
The pics aren't showing up. I just put 295/70/18's on my FX4 wheels 2 weeks ago. Not a bad look at all.
That's wierd...I think I got it fixed?
Looks much better now. The factory pizza-cutters just don't cut it for me. Nice start. Mine's an '05 and we're bout at the same point with mods it looks like.
She's got a little of a bulldog stance right now, but gonna be doing an add-a-leaf soon. That'll put a little rake back in. Think it'll be all good then and help with towing.
I've got the same truck, same trim, same color and it's new tire time! Would love to do the full wheel/tire package but loot is tight... so new shoes on the stock FX4 rims is the deal for me. Those 295's look good!
Sorry to resurrect this extremely old thread, but this thread popped up on google. I just bought some of the same rims, and I found an extremely good deal on 4 Nitto Trail Grapplers, but they are 285/60/18. Will they look about the same?
Again... really sorry to bring up this thread but I've had the rims sitting in the garage for 3 months and want to give them some rubber. Will some 285/60/18's with a 2" level look good? Trying not to break the bank.
Quick Reply: FX4 Rims with the Terra Grapplers!


– Om att stärka kulturorganisationer och civilsamhället samt skapa modeller för kommunikation med myndigheterna.
Under hösten 2013 genomfördes New Urban Topologies i Kharkiv. Uppföljningen av detta besök flyttades på grund av den rådande konflikten i Ukraina till staden Ternopil som ligger i västra delen av landet. Information om NUT Ternopil på engelska nedan.
Three issues topped the agenda at the New Urban Topologies program in Ternopil; after Kharkiv the second "NUT city" in Ukraine. The priority themes were Capacity building for civil society organizations in the art, architecture and urbanism sector, Strengthening of domestic civil society networks and Shaping models for communication between civil society and authorities. In addition, participants investigated the contents, identity and values of the city of Ternopil. The NUT program took place November 19-21 2014 in cooperation with the local organization Changing Ternopil and its founder Oleg Mushyi. Partners from NUT Kharkiv were present along with NGO activists from Lviv and Ivano-Frankivsk. These presented "best practice" examples of local projects to an audience consisting of activists, students and municipal officials. Changing Ternopil's internet advertisement of the NUT workshop noted 2 500 hits which shows the attraction that urban issues hold for the young in Ukraine.
Ternopil is seen a city of knowledge and education. It has universities with more than 40 000 students, several publishing houses and book stores. There is a large theatre and several museums. Yet, many of the older generation stick to a concept of Ternopil as an industrial city although most of the once great factories have closed or have little production. This creates a divide in visions for the city, especially since politicians and senior officials are mostly of the older generation. The workshop participants put forward a lot of suggestions on how to improve their city. They wanted Ternopil to grow from the inside rather than by construction of satellite towns, by taking advantage of the large, now unused industrial areas. Ternopil has a great physical advantage in being built around an attractive lake; arrangements should be developed to make the lake a public space during all seasons. There was a need felt for an independent urban center for communication between the citizens and the municipal leaders. Many argued that much could be gained by creating synergies between writers, publishers, libraries, book stores and the art scene in the city.
The workshop participants agreed that capacity building for and improved networking between civil society organizations as well as ideas on models to promote transparent communication and consultation between CSOs and authorities should be implemented all over Ukraine. In order to follow-up on the "Ternopil wish list" the next NUT in Ukraine, to take place in Poltava in late September 2015, will focus on these issues, not forgetting the fight against corruption. .


Many people have the one primary character trait that leads to unhappiness.
Well, actually, it's quite easy. All we have to do is increase just one human trait. This trait is so powerful that it alone can make people happier without working on their happiness, and make them better – and by "better," I mean more generous, more honest, more kind, more everything good – without a single lesson in morality.
So, then, what is this one almost magical thing? Drumroll, please.
You can't be a happy person if you aren't grateful, and you can't be a good person if you aren't grateful. Almost everything good flows from gratitude, and almost everything bad flows from ingratitude.
Let's begin with ingratitude. Here's a rule of life: ingratitude guarantees unhappiness. It is as simple as that. There isn't an ungrateful happy person on Earth. And there isn't an ungrateful good person on Earth. There are two reasons.
Reason one is victimhood. Ingratitude always leads to or comes from victimhood. Ungrateful people—by definition—think of themselves as victims. And perceiving oneself as a victim or perceiving oneself as a member of a victim group may be the single biggest reason people hurt other people—from hurtful comments to mass murder. People who think of themselves as victims tend to believe that because they've been hurt by others, they can hurt others.
And the second reason ungrateful people aren't good people is that ingratitude is always accompanied by anger. The ungrateful are angry, and angry people lash out at others. If ingratitude makes people unhappy and mean, then gratitude must make people happy and kind.
And so it does. Think of the times you have felt most grateful—were they not always accompanied by a feeling of happiness? Weren't they also accompanied by a desire to be kinder to other people? The answer, of course, is yes. Grateful people aren't angry and they also don't see themselves as victims.
The problem, however—and it's a big one, is that in America and much of the rest of the world, people are becoming less grateful. Why? Because people are constantly told that they are entitled to things they haven't earned—what are known as "benefits" or "entitlements." And the more things that people think they should get, the less grateful they will be for whatever they do get. And the more angry—and therefore unhappy—they will be when they don't get them.
Here are two rules of life. Rule number one: The less you feel entitled to, the more gratitude you will feel for whatever you get and the happier you will be. Rule number two: The more you feel entitled to, the less happy you will be. That's why, for example, children who get whatever they want are usually less happy children. We have a word for such children: spoiled. And no one thinks of a spoiled child as a happy child, and certainly not a kind one.
Next time you want to assess any social policy, ask this question first: Will this policy increase or decrease gratitude among people? You will then know whether it is something that will bring more goodness and happiness to the world—or less.
If I were granted one wish, it would be that all people be grateful. Gratitude is the source of happiness, and the source of goodness; and the more good people, and the more happy people there are walking around, the happier and better our world will be. If you have a way of achieving such a world without increasing gratitude, let me know what it is.


A few more recent quilt kits now available.
This one is made from the Moda collection Old Primrose Inn.
The quilt measures 65" x 65".
The kit costs $90 - pattern included.
Four yards required for the back.
This beautiful, springtime quilt is made from the Verna collection by Moda.
The quilt measures 42" x 42".
The kit includes everything for the top + the pattern and costs $35.
Beautiful quilts and the colors are so soft.


GOOD MORNING – TODAY IS FRIDAY, October 10, the 283rd day of 2014 with 82 to follow. Sunrise in the Boston area is @ 6:50 and sunset is @ 6:12. The moon is waning. The morning stars are stars are Jupiter, Uranus & Venus. The evening stars are Mars, Mercury, Neptune & Saturn.
poisoning. He accused Piso, governor of Syria.
732 – Charles Martel, the mayor of the palace of the last Merovingian Kings of France, halted the Moslem expansion into Western Europe by defeating Saracen troops at the Battle of Tours.
1733 – France declared war on Austria over the question of Polish succession.
1845 – United States Naval Academy opened in Annapolis, Maryland.
1850 – The Chesapeake & Ohio Canal was completed and opened for business along its entire 184.5 mile length from Washington, D.C. to Cumberland, Maryland.
1865 – John Hyatt patented the celluloid billiard ball.
1886 – The dinner jacket made its U.S. debut at a ball in Tuxedo Park, New York. It was named tuxedo, after its venue. Griswold Lorillard designed it.
1911 – Revolutionaries under Sun Yat-sen overthrew China's Manchu dynasty.
1913 – The U.S.-built Panama Canal was completed with the explosion of the Gamboa Dike, concluding one of the largest construction projects in history.
1935 – George Gershwin's opera "Porgy and Bess" opened on Broadway.
1943 – Chiang Kai-shek took the oath of office as president of China.
1957 – "Zorro" premiered on television.
1959 – The first global airline service was announced by Pan American World Airways.
1961 – The entire population of the South Atlantic island of Tristan da Cunha was evacuated to the United Kingdom after a volcano erupted.
1970 – During the October Crisis, Quebec Labor Minister Pierre Laporte was kidnapped by the Quebec Liberation Front, a militant separatist group. He was found dead a week later.
1970 – After nearly a century of British rule, Fiji became independent.
1971 – "Upstairs, Downstairs" premiered on TV.
1973 – Vice President Spiro T. Agnew, accused of accepting bribes, pleaded no contest to one count of federal income tax evasion, and resigned. He was the first U.S. Vice President to resign in disgrace.
2002 – The House of Representatives voted 296-133 to give President George W. Bush the authority to use military force against Iraqi leader Saddam Hussein, with or without United Nations support. The next day, the Senate joined the House in approving 77-23 the use of America's military against Iraq.
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How Al Qaeda's Biggest Enemy Took Over Yemen (and Why the U.S. Government Is Unlikely to Support Them)
Casey L. Coombs Jeremy Scahill
Casey L. Coombs, Jeremy Scahill
January 22 2015, 8:51 p.m.
Sanaa – Yemeni President Abdu Rabbu Mansour Hadi, his prime minister and entire government cabinet resigned en masse today, just 24 hours after Houthi rebels occupied the presidential compound in Sanaa. The resignations give unprecedented power to the Houthis, a Shiite minority from the country's isolated northern highlands.
The political crisis also opens the door to an all-out war over control of the Yemeni capital, involving Sunni political factions and al Qaeda in the Arabian Peninsula, or AQAP. The conflict could also draw in Saudi Arabia, the United States and Iran.
The streets in Yemen's capital are now a maze of checkpoints, a few still manned by government forces wearing military uniforms, but most these days are controlled by Houthis. Unlike government forces, the Houthis are typically dressed in tribal garb–a shawl wrapped around their face and a skirt known as a ma'awaz.
Armed with AK-47s, the Houthis are primarily looking for members of AQAP.
The Houthis, however, are quickly proving that the old adage, "The enemy of my enemy is my friend," is not always true. While they are bitter enemies of AQAP, the Houthis manning the checkpoints often adorn their AK-47s with stickers bearing the group's motto: "Death to America, death to Israel, curse on the Jews, victory to Islam."
For the West, this labyrinth of Yemeni politics underscores the complexity of trying to find a reliable ally to fight Al Qaeda's Yemen affiliate, which claimed credit for the deadly attack earlier this month against the offices of Charlie Hebdo in Paris. While the U.S. government had continued to back Hadi as a close partner in the war on terror, it's the Houthis, also known as Ansar Allah, who have been battling AQAP on the streets of Sanaa.
AQAP launched a series of car bomb and suicide attacks against the Houthis starting in late September. At checkpoints around Sanaa, the Houthis are mostly searching for AQAP members trying to smuggle bombs and bomb-making materials into the city. It's often a losing battle, since smuggling explosives can be as simple as placing a Houthi placard—which have the same motto as the stickers on the AK-47s–on a car dashboard to slip through checkpoints.
In a recent AQAP video, which The Intercept translated from Arabic to English, Nasser bin Ali al Ansi, a senior AQAP official, said the group was making steady progress against the Houthis and asserted that AQAP was working on "expanding the geographical area" of its attacks against the Houthis. The AQAP official said that group depends on "booty" it seizes from its enemies, because it lacks sufficient funds to effectively take on the Houthis. He also called on "Muslims to support those Jihadists" fighting the Houthis.
But the Houthis oppose American involvement in Yemen—even to fight al Qaeda—and this helps explain why the Obama administration is unlikely to embrace the new power structure anytime soon. Another reason is that they are seen as aligned with Iran.
For years, the Yemeni government attempted to inflate Iran's influence over the Houthis in the hopes of winning U.S. permission to use counterterrorism funds and assistance to fight the Houthis. According to diplomatic cables released by WikiLeaks, senior Bush administration officials consistently rebuffed such requests from the Yemeni government, saying the U.S. government saw the battle against the Houthis as a domestic issue.
The Obama administration has shied away from taking a clear stance on Iran's support for the Houthis.
"We've remained troubled by the history of work between the Houthis and the Iranians," State Department Thursday spokesperson Jen Psaki said Thursday. "Now we don't assess that there is, or have, new cooperation on that front."
Saudi Arabia has also portrayed the Houthis as an Iranian proxy, and the kingdom has carried out a number of airstrikes against the movement's strongholds.
One clear source of support for the Houthis come from former President Ali Abdullah Saleh, who is from the same Shiite sect. Saleh is long suspected of playing a direct role in the Houthis' stunning seizure of the capital. This week, several Arab TV networks aired a purported recording of a phone call between Saleh and a senior Houthi leader, with the former president advising on the group's military and political operations.
During his time in power, Saleh often shifted his alliances; he waged six wars against the Houthis from 2004-2010, but at times used the Houthis to crush political opponents. Given that history, many doubt the new power structure, dominated by the Houthi-Saleh alliance, will last.
Saleh and the Houthis "are in love," said Asham, a student at Sanaa University, who asked that his last name not be used because of the political situation. "But their marriage will end in divorce. They can't live together forever because they both want the same thing–power."
While the U.S. State Department initially resisted calling this week's events in Yemen a coup, the power shift had already tilted to the Houthis. The rebel group's control was cemented earlier this month, when Hadi quietly signed presidential decrees handing over the security apparatus, which has traditionally functioned as a source of government salaries for leaders' families, friends and tribesmen.
After signing a power-sharing agreement late Wednesday, Hadi had effectively handed over power to the Houthis, who launched a coup earlier this week that culminated in a shootout between presidential guards and Houthi militia. The agreement was expected to make official the Houthis' de facto control over the capital, and today's mass resignation all but ensures the group's takeover.
An AQAP spokesperson welcomed the fall of the government, telling The Intercept: "we operate better in such circumstances."
"I believe that both Houthis and Saleh are picking their posts," said Fernando Carvajal, a Yemen specialist and a long-time consultant to non-governmental organizations in the country. "By taking over the police now Houthis and Saleh can recruit militias."
Shortly after taking over the security posts, the Houthi police chiefs used their new powers to arrest a close aide to Hadi. The government called the arrest a kidnapping.
Hadi's government, in the meantime, was already in a state of retreat; Houthis this week secured control of Yemen state media.
Many see this week's coup as the final culmination of a series of events that started to unfold in January 2014, when Hadi initiated a ceasefire to the months-long battle between Houthis and Sunni Salafists outside the city of Sa'dah, the provincial capital of the Houthi movement. Hadi's mediation resulted in the eviction of about 15,000 Salafist students from Sa'dah Province—a victory for the Houthis.
The Houthis began their takeover of Sanaa in September and started filling newly vacant leadership positions at police headquarters. That was followed by this week's coup, and what now appears to be a near total seizure of power.
While Sanaa has experienced a series of ground-shaking artillery shells, explosions, and semi-automatic gunfire in the past week, businesses outside the immediate fighting areas have remained open, and Yemenis have greeted this latest power play with equanimity. Hisham Al-Omeisy, an information and communications consultant in Sanaa, says that most Yemenis had simply lost faith in government rhetoric. "When speaking of current status quo nowadays in Yemen we say [it's like] the blind trying to apply mascara to the unstable and agitated crazy."
Photo: EPA/Landov
Casey L. Coombs
Jeremy Scahill[email protected]theintercept.com@jeremyscahill


text:
Os Caminhos de ferro do Nordeste (CFN) () foram fundada em 1853 em Zurique e foram comprados pelos Caminhos de Ferro Federais em 1902.

A companhia explorava directamente ou em colaboração 853 km de linha de caminho de ferro, e era a maior companhia ferroviária da Suíça antes da formação da Companhia do Jura-Simplon em 1890. Nasceram da fusão da Caminhos Nordeste Suíça com a Companhia Zurique-Lago de Constança e quedas do Reno.

A Nordeste Suíça mais conhecida () tinha tomado em 1846 os projectos da defunta Companhia Bâle-Zurich mas tal como eles não conseguiram terminar com as questões levantadas com o trajecto da linha que passava pelos cantões suíços de Zurich, Argóvia e das duas Bales (Basileia-Cidade e Basileia-Campo.

Alfred Escher, sustentava o financiamento do sector ferroviário pelos fundos privados e não pelos públicos, pois que promotor do Credit Suisse, foi o primeiro iniciador económico e político dos caminhos de ferro do Nordeste. A companhia começou a assegurar a ligação Zurique-Lago de Constança entrando assim em concorrência com a próspera Compagnie de l'Union-Suisse que tinha escritórios em Saint-Gall.

Aquisições
Na luta pelo ligação ferroviária Norte-Sul, aliaram-se cerca de 1865 com o Projecto do Gotardo que foi possível depois da assinatura da Convenção do Gotardo.

Em  1875 sós ou em colaboração constroem a linha de Bözberg e a linha do Sul da Argóvia com ligação das duas redes com o linha do Gotardo. A CFN construiu o viaduto da quedas do rio Reno, (1856), de Coblença (1859) e de Eglisau (1894), as da cidade de Zurique (1894), assim como a estação central de Zurique obra de Jakob Friedrich Wanner em 1871.

Anexação
Depois de inúmeras peripécias, disputas e quase falência a companhia dos Caminhos de ferro do Nordeste foram integrados, por votação popular, aos Caminhos de Ferro Federais (CFF) a 1 de Janeiro de 1902.

Referências

Ver também
 Anexo:Lista de empresas ferroviárias da Suíça

Empresas ferroviárias da Suíça

redpajama_set_name: RedPajamaWikipedia