Cnine is Here, My apologize for everyone in Patreon that I can only update Spear User today. When I'm in the middle of cultivating my translating to ascend to higher level, I feel a killing intent from behind which is coming from my tsunderewhoalmostturnintoyandere modewife who suddenly asking for a date and then only to found out later that I forgot about her birthday[since I'm running away from the house in that day]. In the end she forced me for a date in nice restaurant and we have a nice date but I let my guard down too much and she basically forced me to wolf down the rest of the meal as a punishmentforforgettingaboutherbirthdayproof proof of my love[?] which then let us to come home pretty late and I'm too full to do the translation.
4. Support me at Patreon. Other benefit are Daily updates.
5. This Act marked the true beginning of Souji saga in Spear User, the story will get better and longer starting from this act…….. Maybe.
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To my Oma (meaning "grandma" in German), food was love and feeding her family truly gave her so much joy. Most of my earliest memories of her revolved around food—the shopping, the cooking, the serving, the presentation and, ultimately, the dining. Food was a blessing and good food was a joyous occasion. As a very skinny child, as well as being her first grandchild, I posed a feeding challenge to her that brought out a determination in her that wouldn't quit. Oma wasn't satisfied until I finished everything on my plate and then, two more, extra forkfuls were produced out of thin air. Even though getting me to eat seemed to be her mission in life, it usually wasn't much of a problem because she always made me everything that I loved. Results were guaranteed in this way and it was a win-win for both of us! Most adoring grandma's love to serve their grandchildren their favorite foods—to describe Oma in that way would wildly understate her obsession and downright vigilance in feeding her children and grandchildren and great-granchildren. If feeding gave her joy, then the converse was even more true—when you didn't eat what she served you, a serious inquisition ensued, followed by a relentless, nagging technique so persuasive that it was just easier to give in and eat.
Virtually everything Oma cooked was prepared in the same way that she had done so in pre-WWII Austria—fresh or unprocessed, from scratch, without shortcuts or artificial anything. Time had stood still in Oma's kitchen! One of my favorite things that she always served with every meal was her applesauce. This applesauce was nothing like the jarred stuff at the supermarket. It was a side dish to help "wash down" the meal, but it was also a healthy and wholesome dessert, always available. Before she passed away at the age of 101 last year, I asked her how she made her applesauce and, of course, she was thrilled to explain it to me. When I make it now, it tastes exactly like hers and it truly evokes loving memories of her. My kids love it too, so I make a big batch and put it in the fridge. It doesn't take long to disappear!
The recipe is ridiculously simple, but in her day, simple and natural was the best and most delicious. It feels like we are coming back to that philosophy, don't you think? This applesauce is both sweet and tart, juicy and refreshing!
She lived such a long and healthy life—could it have been the applesauce?
1) Peel, core and slice each apple into 8th's. Do not chop into little pieces! Each apple should be quartered and then each quarter should be halved to make 8 slices.
2) In a large soup pot, put all the apple slices.
3) Pour 4 cups of water into the pot.
4) Pour the 2 cans of unpeeled apricot halves with light juice into the pot.
7) Allow to cool and mix very gently. You do not want to create a smooth consistency. Don't worry if seems watery, it will thicken when chilled.
8) Put in the refrigerator overnight and enjoy it cold the next day.
Notes: For a smaller batch, use 6 granny smiths and 6 fuji's and only one can of apricots.
1. Apples lower cholesterol. They have pectin which is soluble fiber that has been linked to lowering levels of LDL cholesterol by blocking its absorption.
2. Apples keep you full. At only 95 calories, it has a wealth of complex fiber which keeps you feeling fuller.
3. Apples may keep you slim. The ursolic acid in the skin was linked to lower risk of obesity in mice, boosting calorie burn and increases muscle.
4. Apples can help breathing problems. Five or more apples a week has been linked with better lung function most likely from the quercetin in the skin.
5. Apples boost your immune system. Apples are considered a good source of Vitamin C.
6. Apples may fight cancer. Chemicals in apples were found help prevent colon, liver and breast cancer.
7. Apples decrease the risk of diabetes. Apples, as well as pears and blueberries were linked with a lower risk of type 2 diabetes because their antioxidants.
8. Apples are good for your brain. Apples have been linked to an increase in acetylcholine which can help your memory and lower your chance of developing Alzheimer's.
You are right Ellen, we definitely are headed back to the "simple and natural" philosophy of cooking!!! Great recipe, I'll give it a try!
Since you knew Oma, I would be honored if you tried the recipe!!
You were lucky to grow up with such a wonderful Oma! I think it's about time that family's start preparing whole foods the old-fashioned way. The combination of the Fuji and Granny Smith Apples look so appealing. I can't wait to give this a try. I bet the addition of the apricot flavor gives it a real kick too!
You're welcome Anita! Ellen's Oma was very special, and you are very lucky to have had a wonderful Oma too!
Your comment brought tears to MY eyes! Only people who have had an Oma can truly understand! Please let me know what you think if you make the applesauce, if it evokes your Oma.


text:
Arthur Smithells, CMG FRS (24 May 1860 – 24 February 1939) was a British chemist.

Early life and education
Smithells was born in Bury, Lancashire on 24 May 1860. His father James Smithells was a railway manager. He was educated at the University of Glasgow and then spent time under Roscoe and Schorlemmer at Owens College, Manchester. He gained his BSc from the University of London, then took supplemental courses in Munich and with Robert Bunsen at Heidelberg University.

Academic career
In 1883 Smithells was appointed assistant lecturer at Owens College.  Two years later he succeeded Professor Sir Edward Thorpe as Professor of Chemistry at the Yorkshire College, Leeds, which became the  University of Leeds in 1904. Smithells went on to be Pro-Vice-Chancellor at Leeds, a post he held until he retired from his Chair as Emeritus Professor in 1923.

During his career Smithells was Honorary Educational Adviser on Home Science and Household Economics to King's College London (appointed 1907), President of the Society of British Gas Industries (1911).

In 1923 he became Director of the Salters' Institute of Industrial Chemistry a role that involved assessing applications for grants, he remained a director until 1937.

His research was predominantly focused on flames, the process of burning and flame spectroscopy

Honours
During the First World War, Smithells was an adviser to the Northern Command, becoming Lieutenant-Colonel-Chief Chemical Adviser (Anti-gas Training) (1916-1919), for which in 1918 he was appointed a Companion of the Order of St Michael and St George (CMG).

As well as being a Fellow of the Royal Society (elected 1901, becoming vice-president in 1916), he was also a Fellow of the Institute of Chemistry (elected 1887) serving on the Council and holding the posts of Vice-president from 1915-1917, 1923-1926 and 1930-1933 and President (1927-1930), and was made an Honorary Fellow of the Society for Analytical Chemistry (elected 1927).

Family
His son, Philip Ashton Smithells, was a physical educationalist and university professor at the University of Otago in New Zealand.

Death
Smithells died on 24 February 1939, aged 78.

References

External links

 http://library.leeds.ac.uk/special-collections-explore/167050

1860 births
1939 deaths
People from Bury, Greater Manchester
British chemists
Companions of the Order of St Michael and St George
Fellows of the Royal Society
British Army personnel of World War I
Academics of the University of Leeds

redpajama_set_name: RedPajamaWikipedia


Peel and finely chop the onions and garlic, then trim and finely chop the leek and chilli (I leave the seeds in, but deseed if you prefer), and place into your largest, heavy-based pan over a medium heat with the oil. Fry for about 5 minutes, or until softened.
Add the spices, dried herbs and a good grating of nutmeg, then fry for 2 minutes – if it's a little dry at this point, simply add a splash of water to help it out. Stir in the tomato purée and cook for a further 2 minutes.
Stir in the lentils. Drain, rinse and stir in the beans, followed by the chopped tomatoes and the stock (I try to use homemade stock, but if you've only got stock cubes, that's fine too).
Bring it all to the boil, then reduce to a low heat and let it bubble away for at least 1 hour, or until thickened and reduced, stirring every 15 to 20 minutes, then season to how you like it.
I like this with rice or on a jacket potato, scattered with coriander leaves and with lime wedges and a dollop of soured cream on the side.


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(-) Remove IAS Regulation filter IAS Regulation
Audit X Securitisation X IAS Regulation X MiFID - Secondary Markets X European Single Electronic Format X
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20/01/2011 2011/4 Letter to the CFTC- Rulemakings on Registration of foreign Swap Data Repositories and Foreign Boards of Trade MiFID - Secondary Markets Letter PDF
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20/07/2011 2011/224 Consultation paper- Guidelines on systems and controls in a highly automated trading environment for trading platforms, investment firms and competent authorities MiFID - Secondary Markets Consultation Paper PDF
20/07/2011 2011/223 Press release- ESMA consults on systems and controls for highly automated trading Press Releases, MiFID - Secondary Markets Press Release PDF
09/12/2011 2011/431 Global regulators discuss OTC derivatives regulation Press Releases, MiFID - Secondary Markets Press Release PDF
18.94 KB Leaders and senior representatives of the authorities responsible for the regulation of the over-the-counter (OTC) derivatives markets in Canada, the European Union, Hong Kong, Japan, Singapore and the United Statesmet met yesterday in Paris.
22/12/2011 2011/456 Final report- Guidelines on systems and controls in an automated trading environment for trading platforms, investment firms and competent authorities MiFID - Secondary Markets Guidelines & Recommendations PDF
This is the final report. The guidelines along with the translations are published separately.
esma_2012_122_en.pdf
22/12/2011 2011/457 ESMA outlines future automated trading regime for trading platforms, investment firms and competent authorities Press Releases, MiFID - Secondary Markets Press Release PDF
24/02/2012 2012/128 ESMA readies guidelines on automated trading – application deadline starts Press Releases, MiFID - Secondary Markets Press Release PDF
167.16 KB ESMA today publishes the official translations of its final "Guidelines on systems and controls in an automated trading environment for trading platforms, investment firms and competent authorities" (ESMA/2011/456), first published on 21 December 2011. High Frequency Trading (HFT) is one form of automated trading. By having translated the guidelines into all the official languages of the EU, today's publication triggers a transitional period of two months within which national supervisors have to declare whether they intend to comply with the guidelines or otherwise explain the reasons for non-compliance which would be made public by ESMA. According to the ESMA Regulation national supervisors have to make every effort to comply with the Guidelines.
20/06/2012 2012/378 Operation of notifications of MiFID Article 41 suspensions and removals of financial instruments from trading MiFID - Secondary Markets Reference PDF
353.3 KB This protocol has been created to ensure effective co-operation between Competent Authorities (CAs) with respect to their obligations under Article 41 of MiFID (Suspension and removal of in-struments from trading).The purpose of the notification obligations under Article 41 is to afford investors across all Mem-ber States the same level of protection regardless of where they trade. In order to achieve this outcome, a shared understanding of the different circumstances under which trading may be suspended in different Member States according to their national law and the expected course of action under Article 41 is helpful. To ensure trading is suspended or an instrument is removed from trading in an effective and timely way, an effective communication process is necessary.The protocol will be kept under review in light of practical experience.


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Q: How to enforce navigation animation in the parent frame after the child frame has navigated? My app has 2 nested frames in this hierarchy:
Window > Frame (root frame) > Page (root page) > Frame (inner frame) > Page (inner page).
The root frame implements navigation transition animation in its constructor, in App.xaml.cs.
rootFrame = new Frame()
            { ContentTransitions = new TransitionCollection
            { new NavigationThemeTransition() }};

The inner frame implements the same animation in XAML.
<Frame>
    <Frame.ContentTransitions>
        <TransitionCollection>
            <NavigationThemeTransition />
        </TransitionCollection>
    </Frame.ContentTransitions>
</Frame>

When the root frame navigates to a root page, the animation works. However, the navigation animation of the root frame stops working after the inner frame navigates to an inner page.
I have tried to implement the animation for the child frame in code instead of XAML, but with no influence on the result.
How to make the root frame navigation animation to work after the inner frame navigates to an inner page?

redpajama_set_name: RedPajamaStackExchange


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Durham Pals (Kindle)
18th, 19th and 22nd Battalions of the Durham Light Infantry in the Great War
Regimental History WWI Somme 1914 1915 1916 1917 1918 PALS Military
By John Sheen
eBook Released: 1st August 2007
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A history of four battalions of the Durham Light Infantry raised in the Country during the First World War. The 18th (Pals) were the first troops of Kitchener's new army to come under fire, when the Germans bombarded Hartlepool in December 1914. The 19th were raised as Bantams and the 20th (Wearside) were raised by the Sunderland Recruiting Committee. The 22nd, the last raised became a pioneer Battalion but fought as infantry through much of 1918. The book covers raising, training and active service of the Battalions. The 18th were in action on 1 July 1916 when they supported the Leeds and Bradford Pals. After fighting at Messines in June 1917 the 20th went to the Italian front. After losing its Bantams in 1917, the 19th Battalion fought on and distinguished itself in the advance in Flanders in the latter months of 1918. The 22nd Battalion had such a hard time in March and April 1918 that it was rebuilt and again practically wiped out before being disbanded in June 1918.
As seen in the Yorkshire Post.
Another first-class work from this author detailing the war of 18th, 19th and 22nd Battalions of the DLI.
This is a fine and thorough addition to this publisher's excellent 'pals' series.
The Great War Magazine
Another first class work from this author detailing the war of the 18th, 19th and 22nd Battalions of the DLI. The 18th Battalion was the first unit of Kitchener's new army to come under fire when the Germans bombarded Hartlepool in December 1914. The 19th Battalion was formed as a bantam battalion, and the 22nd Battalion became a pioneer battalion. this is a fine and thorough addition to this publisher's excellent 'PALS' series.
MM, The Great War Magazine
More titles by John Sheen


Nadeem Shaikh on FinTech's responsibility to be part of change by using new technology to deliver services for people and increase their sense of financial well-being.
6. 12 When you ask people what they want, it is generally to be financially secure, to have their health, to educate their children and broadly for their children's lives to be better than their own. That is at the heart of the Financial Wellness that I seek. 13 If you are going to become an agent of change, then the challenge is to decide for yourselves what your general principles are. Not to be undermined by the cynics nor be less than idealist.


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Institute for Social Ecology > Social Ecology Journals > Harbinger, a social ecology journal (2001-2002) > Harbinger Vol. 2 No. 1 — Toward a Historical Perspective of Libertarian and Anarchist Education in the United States
Posted on October 1, 2001 December 3, 2019 by ISE
Harbinger Vol. 2 No. 1 — Toward a Historical Perspective of Libertarian and Anarchist Education in the United States
Kai Molloy
To explain the endurance and commitment to anarchism by many American radicals throughout the twentieth century, most contemporary historians, scholars, and even radicals have repeatedly emphasized the social, political, economic, or cultural factors. When combined, these factors have sustained the credibility of anarchism as a social theory, philosophy, and practice in the United States. Anarchism had nearly become an anachronism in the more advanced industrial nations of Western Europe, particularly following the defeat of the anarchists in the Spanish Civil War (1936-1939). What has by far received the least attention is the way in which many anarchists' revolutionary projects have suggested models that respond to the real and perceived needs and desires of oppressed and dominated peoples throughout America. Among the most critical and least studied of these activities and programs, is the education of both radicals and the masses. This type of education (of both children and adults) has historically been as politically effective as it has been theoretically and practically imperative.
Over the last half century, anarchist education has been neglected or largely ignored by American educators. This apparent lack of awareness or complete disregard by many historians, scholars, and radicals has often arisen out of prejudice or misunderstanding. Historically there have been certain periods of great interest in anarchist and libertarian pedagogy in the United States because of its application to widespread calls for social and educational reform and transformation. This interest was particularly strong in the 60s and 70s. If one were to survey educators today, however, it would probably be found that most know very little about anarchism and anarchist pedagogy historically or philosophically. It is also probable that many educators today hold views of anarchism which have been distorted by conventional notions and the popular imagination. They have very little inclination to devote time to the study of anarchism or anarchist pedagogy. In fact, many educators would probably deny knowledge of the existence of anarchist or anarchist educational movements in America altogether.
Between the 1820's and the end of the 1900's hundreds of men and women on both the North American and European continents, as well as parts of Asia, developed an amazing set of pedagogical theories and ideas that can be called "libertarian" in their form and content. In the past one hundred and eighty years, these various theories and ideas have inspired thousands of remarkable educational experiments, activities, programs, and schools in the United States. They operated under the auspices of other radical and utopian social movements and experiments, and later under the heading and sponsorship of various anarchist movements themselves. Many of these libertarian pedagogical theories continue to find a place in the undercurrents of contemporary American educational thought although they often go unrecognized, overlooked, and can appear, at first, to be non-existent. In addition, many libertarian experiments, activities, programs and schools still exist in the United States today. The Institute for Social Ecology in Vermont, the Sudbury Valley School in Farmingham, Massachusetts, and various informal study groups which have spontaneously emerged at anarchist bookstores and libraries over the past few decades are examples of anarchist pedagogical practices. Unfortunately, however, a great many more have long passed into history.
The history of anarchist and libertarian education is very rich indeed. In fact, for nearly two hundred years, radicals from New York to Los Angeles and from Seattle to Fairhope have carried on ventures in learning that are unique in American history. These ventures were inspired by European and American educators, radicals, revolutionaries, and social theorists. More than a thousand such ventures have been undertaken in different parts of the country in which children and adults alike could study in an atmosphere of freedom, spontaneity, and self-reliance, in contrast to the authoritarianism, discipline, and obedience of the traditional classroom.
These "libertarian" forms of education have differed not only from other radical educational experiments and ideas, but from each other as well. They have also differed from time to time, place to place, theorist to theorist, and tradition to tradition. Their founders and theoreticians, moreover, cover the entirety of the libertarian spectrum, with prophets ranging from Max Stirner, Leo Tolstoy, and Charles Fourier to Pierre Joseph Proudhon, Michael Bakunin, and Peter Kropotkin; from Henry David Thoreau and Walt Whitman to Jean-Jacques Rousseau and Robert Owen; from Johann Pestalozzi to Freidrich Froebel. These theorists and practicioners have sought to abolish all forms of hierarchy and domination – political, social, and economic, as well as educational – and to replace them with a new society based on the voluntary cooperation of free individuals.
Among the contributors to such endeavors have been many famous figures from the radical and artistic world, including Robert Owen, Henry David Thoreau, Ralph Waldo Emerson, Bronson Alcott, Josiah Warren, Benjamin Tucker, Rudolf Rocker, Voltairine de Cleyre, Emma Goldman, Alexander Berkman, Margaret Sanger, Carlo Tresca, Walt Whitman, Eugene O'Neill, Upton Sinclair, Robert Minor, Robert Henri, George Bellows, Man Ray, Rockwell Kent. Their object during times of war and peace, social unrest and stability, government repression and pardon, and economic depression and progress, has been to create not only new types of schools, but also new cultural forms, new lives, and ultimately, a new social order.
With such remarkable educational and social visions, it is surprising that anarchist education in the United States has never received a comprehensive historical or philosophical treatment. Indeed, the problems of liberal and progressive educational reformers and their various theories of social change have made up the dominant literature in the history and philosophy of American education. On the other hand, the libertarian tradition in American education has only been briefly acknowledged or examined and as such, mostly in terms of the radical experiments, programs, activities, and schools of the free school movement in the 1960's, and the de-school, un-school, and home-school movements which have followed.
Yet, there is a historical tradition of American libertarian education that predates the libertarian educational movements of the last three decades by almost one-hundred and fifty years, and shares with them a common set of assumptions and values, as well as a common desire for radical, if not revolutionary social change. On the broadest level this tradition can be identified by its rejection of the dominant cultural, political, social, economic, and, more recently, ecological relationships, and by its implicit or explicit use of education to alter these relationships.
From nineteenth century utopian experiments to working class union movements, from transcendentalist school experiments to libertarian socialist and explicitly anarchist educational ventures, an American libertarian tradition in education has developed. It has remained distinct from liberal and progressive approaches to education by the way it defined a radical, indeed, revolutionary approach to child rearing that attacked traditional notions of how children learn, grow, and develop. This tradition has also been highly critical of, and has sought to change the dominant political, social, and economic relationships and the cultural expression of those relationships, because they stifle human growth and potential. More significantly, however, the libertarian tradition has often incorporated a wide-range of activities, beliefs, and values that work to develop a culture of freedom. Indeed, libertarians have often used education as a central part of the more general process of social and cultural transformation that has included changes in human relationships in the family, the school, the work place, and to nature, as well as other political, social, and economic relationships.
While what can be included in the libertarian and anarchist traditions has not been expressly defined, and while the boundaries of these theoretical and practical frameworks or world-views have not been clearly drawn, a set of theorists and practitioners has come to be associated with these loosely defined traditions. For the purposes of this and other upcoming articles, however, I have chosen to define the two terms "anarchist" and "libertarian" in what I believe to be their broadest and most general sense. I define an anarchist as one who rejects all forms of external and internal hierarchy and domination, most significantly all forms of government, the State, and capitalism and "believes that society and individuals would function well without them."1 My definition of a libertarian (which I share with historian Peter Marshall) is one who believes liberty is a "supreme value" and "would like to limit the powers of government [and the State] to a minimum compatible with security."2 I would also agree with Marshall's statement that the "line between anarchist and libertarian is thin, and in the past the terms have often been used interchangeably."3 Historically, however, some libertarians have promoted systems of free market capitalism and property-ownership, systems that all anarchists have consistently and emphatically rejected. "Even so, they are members of the same clan, share the same ancestors, and bear resemblances"4, writes Marshall and it is for this reason that I have chosen to include the educational perspectives of both libertarians and anarchists in these articles.
While no definitive American libertarian or anarchist history of education has been written which traces the ideas and practices of this radical tradition, a handful of works on specific aspects of each subject, as well as articles, books, and unpublished scholarly and academic studies have dealt with one phase or another of this tradition. Unfortunately many of these books are no longer in print, a number of the articles are available only in hard-to-find and obscure publications, and the few unpublished studies that do exist are buried deep in private or university archives.
As a result of the disparate array of articles and books I mentioned above, a set of theories and a variety of practices have come to be associated with libertarian education in America. Yet an examination of the literature shows that only the free school movement of the 1960's and 1970's has received a thorough examination. In the traditional and more conventional American educational literature, libertarian educational theories and practices have been isolated and relegated to specific methodologies, specific philosophies, and to a specific historical period: the 1960's and early 1970's. Thus, the analysis and perspective of libertarian education in the United States has remained ahistorical, asocial, and isolated primarily to the confines of the sixties decade. In fact, past libertarian theories and practices and the social, economic, political, and historical conditions surrounding them have seldom been examined. The repercussions on the libertarian educational movement have been that issues and problems are seldom seen in a historical context, and even less frequently understood as problems of what I have called the American libertarian tradition in education. Indeed, the historical tradition of libertarian theories and ideas, as well as experiments, activities, programs, and schools that began as early as the 1820's, has only received minimal attention, if any, in the historical and theoretical writings of educators, or in the scholarly and academic writings on American society.
Yet certainly these various educational theories and practices need to be explored and examined if we are to come to an understanding of the libertarian tradition in American education, or gain further knowledge and perspective on the origins, emergence, development, and relationship between the various nineteenth and twentieth century socialist, utopian, and educational traditions, in America, Europe, and throughout the western hemisphere. This also suggests the need for a body of literature that explores, historically and philosophically, the American libertarian educational tradition in order to understand the fundamental relationship between libertarian pedagogy, other radical pedagogies, revolutionary educational transformation, radical school reform, and social, economic, political, and ecological transformation.
I believe that an understanding of the libertarian tradition in American education and its relationship to various socialist, utopian, and educational movements, as well as a perspective on its place in U.S. history and society, will help us to understand several other things of equal importance. First, it will help us further appreciate the true significance of libertarian education as a body of ideas and pedagogical practices. Secondly, it will demonstrate the relevance of libertarian education to the various political, social, economic, ecological, and educational, problems facing modern societies. Third, it will reveal the crucial need for further elaboration and expansion of libertarian ideas in education if modern societies are to overcome these problems and become truly free and equal. Finally, a study of the libertarian tradition in American education will show that the quest for freedom both in our societies and schools is not only a central part of our collective experience but resonates with deeply felt human needs and desires; that freedom is necessary for the continuation of individual thought and creativity, as well as for the fulfillment of the human potential.
In view of these circumstances, I have decided to examine the history of American libertarian and anarchist education in a series of articles to be published by the Institute for Social Ecology in their publication Harbinger over the next couple of years. The purpose of these articles is to broadly narrate the history of the American libertarian educational movement, examine the various theories, practices, and tendencies that make it up, and highlight them. I would also like to demonstrate that there is a historical tradition in American education that can in fact be defined as libertarian, study this tradition's successes and failures, and assess its place in American life. In the next article, I will begin this series by providing readers with a broad overview of anarchist and libertarian education in the United States, so please look for it in the coming months.
Peter Marshall, Demanding the Impossible: A History of Anarchism (London: Harper Collins, 1992), p. xiii.
CategoriesArticle Archive, Harbinger Journal, Harbinger, a social ecology journal (2001-2002) Tagsanarchist education, Kai Molloy
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