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This term in Class 5 our focus has been on rhythm, repetition, consolidation and learning. The unprecedented times that we find ourselves in have presented numerous challenges for the children and for their teachers. Amidst this uncertainty, the return to the classroom and the wonderful school environment of Shearwater has meant a return to the comforts of our regular routines and rhythms.
This term began as a time to remind ourselves of what is really important - rekindling relationships and rediscovering our place here at school. However, as much as our class has continued to be a sanctuary of learning and a space to experience the joy of being an eleven-year-old; it was impossible for our children not to feel the heaviness in their community. With this as a backdrop, we delved into a weather and climate Main Lesson — an amazing opportunity for the children to connect, through observation, with the natural rhythms of our world; to discuss and predict the inherent actuality of what presents each day. Beautiful metaphors for the world around them at this time. The climate is what we can predict. But the weather is what we get.
As the children of Class 5 move into the final weeks of this year, they have truly arrived at their eleventh year with a newfound vigour for exploring abstract concepts and expanding their thinking. In maths, we have been looking at 2D and 3D shapes, as well as exploring our understanding of place value and the numerous tricks one can apply to vertical sums encompassing addition, subtraction and multiplication. Suddenly we can do really big sums if we stick to the processes!
Games have been a big part of our term in maintaining our interpersonal connections, allowing for competitiveness (a natural part of being this age), challenging our thinking and strategising. Chess has proved very popular and Finska has had us working in teams and individually to out-play and out-wit our opponents. But it has been Capture the Flag that has taken our competitive spirit to another level! The children have played a couple of epic battles that have gone on for five games with the entire class involved.
A wonderful part of the rekindling of relationships for Class 5 has been the return to guiding our Class 1 buddies. The children love seeing their buddies and helping out with craft, reading, drawing or simply playing. The classes have shared a couple of afternoons at the creek immersed in the amazing natural surroundings - so wonderful to witness these moments in the knowledge of how divided much of our adult community was at the time.
This has been an extremely difficult period for many in our school community. It has been the children who gave me the impetus, the desire and the energy to return each morning to undertake my tasks. It was the children who most often 'kept it real' for me and I thank them so much for this.
Dallas Hewett
Class 5 Teacher
Term 4 always brings a flurry of activity, and this year is no exception. Our current clay project in 6P has seen the class creating Roman aqueducts using wooden moulds which we made in woodwork earlier in the year. The plan is to add to the aqueduct that currently lives in the Class 6 play area – a structure created by the current Year 9 students.
Not only have the class handmade the individual clay aqueducts—mould and all. But they have also used their time throughout the year to immerse themselves in the art of mosaics, creating the decoration for the base of the ancient Roman structure.
As a class, we look forward to the culmination of their clay, woodwork and craft lessons and leaving a further legacy in the playground for future classes to admire.
With our Primary School experience coming to a conclusion, 6P has been reminiscing on their learning journey both as a class and as individuals. With a majority of the class taking the journey from Class 1 and even Kindergarten before that, we have had occasions where songs and verse have spontaneously risen during our class discussions and gatherings.
In Class 1, every 6P family received a reminder of the goal of the Primary School journey. I share this as a reminder to all of the expectations and wonders of the journey, and the blessings that we, as teachers, strive for each and every school day:
Receive the child with reverence
Educate them with love
Let them go in freedom
Penny Martin
Full of joy at seeing each other again, Class 2H bounced back into school, words and laughter tumbling from the children's lips as they shared their many holiday adventures.
We began the term with a day at the Farm and our beloved Crystal Creek. With great enthusiasm, we skipped towards the Farm, where we sat quietly under the shade of the trees, listening to the rustling leaves and birdsong, before Nadia and Renata, our wonderful gardening teachers, shared our task ‑ to plant thousands of sunflower seeds along the bank. Reverently each child held out their hands to receive the seeds, which were held close to our hearts as we thought of family, friends, colleagues and our beautiful School, and then scattered onto Mother Earth.
Then it was time to roll up our sleeves and manoeuvre the giant round hay bale into position. This was no easy task. It took a lot of strength, energy and collaboration to get it just right, before the hay was rolled out over our tiny seeds. With the seeds now safe and snug under a bed of hay, it was time to offer a song to Mother Earth, that our seeds may grow from the loving work of our hands and all passing by may, in time, enjoy their beauty.
Our task now done, it was time to have some hay bale fun! We lined up and, one by one, each child ran with gusto to leap over the huge bale. Some could barely get lift off, others clambered up the bale, some leapt straight onto it and some even flew straight over it. But all cheered with encouragement, supporting their peers.
Then we raced to Crystal Creek, where half of the class wove beautiful mats and created baskets for their treasures, whilst others built strong cubbies. It was a productive morning and, as we gathered together to head back to class, smiling, muddy faces beamed with joy. "Ah, what a grub nut you are!" I said to one child who responded with tinkling laughter… and so the story of the Grub Nut Children evolved, forming the basis for our mathematics lesson on Place Value.
The children are loving hearing their daily escapades turned into Grub Nut Children stories and I am loving seeing their enthusiasm for all the mathematical games and activities created to engage their wills as a mathematical community of learners.
Heather Peri
Who is the Boss? Governance and Citizenship
Why can't children vote?
Why does the government have so much power over us?
Why do people without jobs get paid when that's not the case in other countries?
Why does the government allow people to cut down so many trees?
Why don't refugees have the right to get citizenship and vote in Australia?
Why is Adani allowed to destroy the Great Barrier Reef?
Why can't everyone have the right to citizenship?
Why can't teenagers vote if it is their future? Shouldn't they decide for themselves?
Do you trillionaires feel responsibility or the need to do something good for the world with all that money?
Who was the King of England?
What happens in Parliament?
Can the government make laws whenever they want?
What would happen if we didn't have a government?
Why are some Australians so foolish to vote for a bad prime minister?
Why can't kids drive cars?
Who was the first Governor General?
When was the first law made in Australia and who made it?
What is it about the Democratic Party and the Republican Party in the US?
Who was the first Queen of England?
How much power does the government have?
How does the voting system work to elect the Prime Minister?
Who made school days?
Why do Prime Ministers always seem to be so rich?
Who invented the idea of a government?
Why are there so few women in government?
These are the questions that occupy our young people's minds in Class 6. Their desire to connect the dots from what they overhear adults talking about, and to deepen the quest, is a wonderful step beyond the small world of interest in clothes, screen time and peer groups for the 12-year-old child. We emerged from this Main Lesson with sense of belonging to Australia and its living democracy, along with a profound understanding of privilege, especially when applied to the Australian Citizenship test — I am happy to report that everyone "passed" it!
To bring the topic to a close, the students were asked to design a new flag for Australia based on similar endeavours in New Zealand not so long ago. Their designs represent a deep reflection about the symbolism contained in national flags, which is in our case arises out of the children's desire to be inclusive, to show a sense of place and belonging. I imagine they would like to wave their own flags at the next Olympics!
Anja Grapentin
Winter Festival 2021
Athletics Carnival 2021
Leaving Your Mark on Country (detail), 2016, Libby Harward, painting and multimedia installation. National Museum of Australia
What an incredible time to be teaching! As a primary school student I learnt about a 'peaceful' colonisation of Australia. Now it is a bittersweet experience to be teaching a much more truthful version of the events that transpired between 1770 and 2021.
Our journey has taken us from a somewhat incomprehensible understanding of more than 60,000 years of life and culture belonging to the First Nations People, to the Doctrine of Discovery that empowered terra nullius and an invasion, through policies of 'protection', assimilation, social activism, self-determination and recognition.
We have looked at these times through the lenses of relationships and land. We attempted to look at both sides of the story.
Artist Ziggy Ramo asks us as Australians:
Gather 'round, people, and I'll tell you a story
Two hundred years of history that's falsified
British invaders that we remember as heroes
Are you ready to tell the other side?
Paul Kelly and Kev Carmody spelt it out for us when they said:
But this is the story of something much more
How power and privilege cannot move a people
Who know where they stand and stand in the law.
And both sing: From little things big things grow.
The children have especially enjoyed learning the story about the Wave Hill Station walk-off. A tale that not too many Australians know well enough. Please feel free to look into it a bit deeper.
Nick Vuorinen
Class 1 Heartshine have spent their first two terms in the Shearwater primary school, engaged in meaningful, busy, beautiful work. Already this year, they have sewn their names on their school hats, made drawing mats for their desks, rasped and sanded wood blocks to create blackboards and bound their own beautifully hand drawn "vowel books" of Australian birds. Currently, they are finishing up the woven bags which will house their recorders until the end of Class 2.
These useful objects of beauty take great care, skill, patience and the will to sit down every day to keep going. The work is a sensory delight, from the roughness of the wool to the sweet smell of the beeswax, the audible rhythm of rasps on wood, to the visual rhythm of the weave, over and under.
In a world where everything is available at a click, isn't wonderful that our children here at Shearwater have this experience. They are grounded in the knowledge that everything comes from somewhere and someone, and that it is their own continual care and effort, day by day, which brings these objects into fruition.
Belinda Kelly
Class 4L began the term with an introduction to fractions - perhaps one of the trickiest mathematical concepts to teach to children. But by keeping it practical (cooking up a feast), we integrated weights and measurements with dividing the whole into parts.
The ancient Egyptians introduced the concept of fractions as the bakers delivered the bread to gangs of workers at the pyramids. The first worker marked the bread into eight pieces and the last worker, the eighth person, received the first piece. Hence the first person ate the last slice. We made our Egyptian bread using the flour we grew in Class 3. Very rustic and authentic. Just like an Egyptian!
Mandala form drawings were divided into fractions and our mums received beautiful cards and poems.
As we entered into the realm of Gilgamesh and Enkidu, the children delighted in dressing up and immersing in Sumerian culture. They relished in questioning the plights of Gilgamesh as he strove to find his way, help his companion, and return to the world where all was familiar and life would continue forever as it ever was. Such is the age of the ten-year-old child.
Linda Mayer
Class 2M have settled rather beautifully into the new year. We have been very busy and attentive in our studies and our play.
The year began with The Dragon's Celtic Tale where we delicately absorbed the trials and tribulations of the three fisherman's sons. Continuing with our prior learning of sounding out letters and words, the children have begun the process of creating their own sentences while working in small groups.
Our second main lesson was Mathematics, beginning with a wonderful exploration of symmetry, which we began to discover everywhere in nature! In a beetle, a butterfly, an eagle, a leaf and even within our own very own face! Symmetry was a wonderland of joyful discovery, and we followed on with our work on number patterns and counting.
Our final main lesson for the term has been the 'Animal Dreamtime' stories. We have contemplated the beauty of Aboriginal art and drawn our own depictions. The lesson began with the tale of Rainbow Serpent who, in the beginning, when all animals were peacefully sleeping underground, pried open a small part of the crusty earth layer. He then slithered upon and across the earth, creating indents and mountainous landscapes. Once his work was complete, he encouraged the frogs to peep out and come forth, where he promptly tickled them until water flowed from their mouths creating the waterfalls, lakes and oceans we know of today.
Handwork is sustaining our motor development, supporting the progression of 'nimble hands creating nimble minds.' We are busily creating beautiful name tags and Celtic knot embroidery spheres, using long stitch. These will adorn our newly dyed handwork bags.
We have sung autumn songs galore, played in the sunshine, amongst the sunflowers, and fed the new baby ducks. We have run through the rain, sailed paper boats at Crystal Creek, raked grass, mulched a garden bed and danced a multitude of bush dances. Our days are overflowing with exploratory play and good old-fashioned hard work! A beautiful balance of mind, body and soul.
I wish you all a wonderful upcoming term break. Perhaps you are lucky enough to be one of those who get to take off into the air once again like a bird with open wings. Perhaps you get to discover some wonderful new places or sacred sites within which the Rainbow Serpent so graciously prepared.
With respect and admiration for our wonderful school community,
Maria Moston
Class 5D have been loving their Wednesdays at the Pass where, under the expert guidance of Beau, they have been learning the basics of surfing, and how to identify and appreciate the surfing vibe - often referred to as stoke. I am happy to report that everyone has been thoroughly stoked and the Pass has treated us to some wonderful waves to practice our new skills.
In the classroom, the children have been studying significant early explorers of Australia. These European explorers opened up parts of the continent thought previously inaccessible, and allowed the spread of livestock, the finding of new land for crop growth and the expansion of early settlements. It was they who documented many of the early interactions with the indigenous peoples who already had ancient and well-established systems of settlements, languages and nations.
We have considered what the exploration of Australia by the Europeans meant for the First Australians. The children have thoughtfully discussed the terms we often hear when we speak of early Australia, such as discovery, exploration, invasion and dispossession. Finally, we looked at reconciliation and how we can each play a part in creating an inclusive modern nation for all Australians, capable of delving into the truth of our history with empathy and compassion.
The gift of the 11-year-old is an enthusiastic interest in the world and a wide-ranging sociability. Through a deepening observation of the natural world, the Class 5 child is able to engage this enthusiasm. The children have been collecting leaves to use for rubbings, as well as seed pods, bark and other natural wonders for illustration and observational writing. The awakening of the thinking realm for the 11-year-child is met with an increase in the rigour of numeracy work and the mental strategies of problem solving; daily reflective journal writing and our first group project and book review.
Our weekly specialist lessons see us sharing eurythmy, ensemble, choir, music, plaster carving, painting, sport and Indonesian culture – never a dull moment for the 11-year-old who, while glancing back to childhood for reassurance, looks forward with vigour and curiosity to early adolescence.
The beginning of a new school year seems an especially joyful time. Spirits are revitalised; teeth and limbs have grown; adventures have been had and new adventures are sought.
The year began with much excitement about our new musical journey with our very own cello or violin. We have also been creating with clay in the workshop, under the gentle guidance of Ben, which the children just love. As part of the Class 3 choir, we have been singing with Loani, and what a joy to hear both classes singing together.
New for us also this year - a whole main lesson day dedicated to gardening, planting and growing, caring for and fostering our school gardens and beyond. Learning to love and take care of our land is being fostered with our new worm farms and taking care of the Chickenbimby flock. Pictured above are the sunflowers we planted.
This is an important picture for the 9-10 year old child, who is experiencing a stronger sense of self, moving away from the imitative, safe world of their previous years. A bittersweet yearning to be more connected with their physical world, comes with a letting go of the innocence of a time passed. Gardening brings the children into direct connection with this world, and so much fun is had (as you can see above), as we continue to adore our time spent at Crystal Creek.
Many of the main lessons support a practical world of purpose and history, as an antidote to the often lonely and confused emerging soul life. Stories from Persia and the Old Testament also support the moral development of the children, as do the artistic endeavours and daily rhythms of our day.
We are looking forward to the bush dance at the end of term and all the experiences of Class 3 in the year ahead.
Lindsey Gallon
Swimming Carnival 2021
The Primary School swimming carnival on Monday was a great success, with plenty of games for the younger children in the morning, followed by the upper Primary races in the afternoon. Class 1 to 3 students enjoyed the Crystal Dive, the Kick Board Dash, the Dragon Noodle Boat Cruise and the Hoop Obstacle Swim, as well as lane swimming for the capable swimmers in Class 2 and 3.
There were some tired faces by the end of the morning, as Class 1 to 3 headed back to school and the upper Primary students took their place in the pool.
The continuous relay was a fabulous demonstration of participation and enthusisam as every student hit their pace in the pool, followed by the 50m freestyle and breaststroke races. The enthusiasm was contagious with almost every student entering a race. The grand finale was the teachers' race. Class 5 teacher Nick Vuorinen was awarded the blue ribbon, with just enough time for some games before we wrapped up the carnival and headed back to school.
Thank to all the staff and students for another fabulous fun-filled sports event.
Cathy Jones
Primary School Coordinator
Class 3 Paddock to Plate
This year, our Class 3 farmers milled a record 21kg of finest biodynamic flour from their wheat harvest, to be baked into bread next week.
The wheat seed, received from the Class 4 students at the Primary School's Autumn Festival, was planted and tended as part of the Class 3 farming curriculum. This season marks the third in which the crop has been sown from Shearwater's own seed bank.
Special thanks to Sally Davison who donated the stone mill (pictured above).
Class 7 camp
Class 7 recently went on their final Primary School camp. It was with jubilation that restrictions were lifted and we had the opportunity to continue with the tradition of fantastic camps at Shearwater. Although shorter and closer to home than past Class 7 camps, this was no exception.
The two classes came together with the intention of fostering new friendships and getting to know their future Class Guardians. We had a wonderful campsite at Lake Arragan and, after setting up our tents, we got on with the business of weathering storms, facing physical challenges, eating lots of wonderful food and reapplying sunscreen.
Shearwater has many aspects that make it unique but one of the standouts certainly has to be the camps, creating fond memories for our students and graduates.
The benefits of the situated learning that forms this aspect of an outdoor, hands-on curriculum are so valuable and can be readily measured by the social health of the group and smiles of the participants.
Watching students immersed in nature while learning together is a tremendous highlight for a teacher and now, standing at the end of our seven-year journey, I give thanks not only for the wonderful students of Class 7 but also for Shearwater, for placing an emphasis on a living curriculum. I also acknowledge my wonderful fellow teachers and a further note of appreciation goes to the planners, shoppers and parents who provided lovely food, as well as to Nick Thorne and Venessa Skye who went above and beyond to help this camp run smoothly.
NAIDOC Week 2020
Always Was, Always Will Be was the overarching theme for NAIDOC Week 2020 – an opportunity for us to share with the children and young adults in our care that First Nations people have occupied and cared for this continent for over 65,000 years.
The Shearwater school community came together to acknowledge that Aboriginal and Torres Strait Islander people continue to be spiritually and culturally connected to this country.
What does culture mean for us today was the question posed by our guides, Mudjai and Djuaan. Key themes emerged based on connection to the land and the seasons, our shared caring for place, and a deepening of the understanding that the very first footprints on this continent were those belonging to First Nations peoples. With these themes as a thread, the entire school embarked on a week of creativity, sharing in the realms of painting, singing, storytelling and dance.
A whole school gathering at the beginning of the week set a reverent and respectful tone, as a rainbow serpent of children, led by the Shearwater Kinship group, weaved through the School bringing everyone together. A fire lit in the amphitheatre would burn for the entire week until the whole school gathered again on Friday to present their artistic offerings and dance up the energy shared over a week of creative collaboration.
Children from early childhood through to the young adults of Year 11 honoured the First Nations custodians of this place as misty rain added to an atmosphere of respect and hope. Finally, the rain, the seasons, the water ways, the ocean and the creatures sustained by these sacred systems unique to this place were celebrated in dance and song in a cacophony of rhythm and exuberance.
With respect,
Shearwater Mirrabooka Group
Our Main Lessons have accommodated change and growth for this group of children. One could say that the children grow into knowing and valuing their place in the world - family, school, community and this place we live.
At the start of the second semester, we began with ordering numbers according to their place value. This takes some organisation but, thanks to Granny Barrot's Carrots, a carrot farm with a packing shed, sorting is not a problem. Boxes of 100s, 10s and singles are ready every day for market, with the tally person keeping clear and accurate account of all those carrots.
Following on was a Science and Literacy lesson in the wonderful world of the water cycle. From clouds growing heavy and raindrops tumbling down to earth, to flowing rivers meandering out to sea, to mist and fog and a languid lagoon, Dripple Drop is once again fanned back up to Father Sun by the Sunlight Dancers, only to once again help form clouds and fall to Mother Earth.
We then returned again to the world of numbers and the four processes. Four Friends meet under a big shady tree to tell their stories and teach each other about their different tasks in the world. One is always sharing, one giving away, one putting into groups, one adding up or collecting, only to share amongst friends.
From the much-loved animals stories, which we continued from earlier in the year, we ventured into the literacy Main Lesson, Brave and True Will I Be, which not only looked at word families, but also people who had to develop courage and determination to make a change in the world: Francis and Brother Wolf; Joan, a farm girl who led the French Army; George, who fought the Dragon and Wiseone and the Sword of Light. From these and many others, we sought inspiration and wonder.
As we continue our counting and tables, our home readers and our painting and modelling, we are ending the year with Stories of India and our class play, the Story of Rama and Sita.
Changing classrooms in weeks to come means only one thing, we are getting ready to start Class 3!
CBCA Book Week 2020
CBCA Book Week is an annual celebration of quality Australian literature (from picture books to young adult novels) by the Children's Book Council of Australia.
Author, illustrator and silk artist Kim Michelle Toft was our guest author in the library this week, with a wonderful demonstration enjoyed by many of the Primary School classes, that included reading, silk painting and singing.
Other activities included classroom door decorating and a dress-up day relating to the 2020 Book Week theme, Curious Creatures, Wild Minds.
Thank you to everyone for making Book Week 2020 such an enjoyable experience.
Cathy, Terri & Denise
Shearwater Librarians
Class 6 speaks
Our Class 6 students recently completed the Yellow Lantern public speaking program, culminating in the presentation of their speeches last week - a wonderful display of courage, insight and humour. Yellow Lantern is a national provider of public speaking school programs and speaking clubs for kids, with an emphasis on positive self talk, empowered speech and celebrating personality.
There was a good variety of topics, from animal rights, climate change, bullying and the empowerment of women to model trains, making tiramisu, wave pools, and why we should not fear sharks. There were philosophical speeches about the power of friendship, the bridge between astronomy and astrology and why money can't buy happiness.
This year, because of crowd restrictions, parents were unable to attend the speeches at school, but the event still carried enough excitement and anticipation to test the nerves of most of the students. They certainly rose to the occasion and presented beautifully written speeches. With thanks to Gemma West from Yellow Lantern who was the facilitator this year.
William Keyte
Spaghetti Circus has been at the School this term for some fun skills-building workshops with our Primary classes. We also had Nash Campbell, from Byron Beez, providing basketball sessions which inspired lots of lunch-time ball play.
These additional sports experiences were funded by the federal government's Sporting Schools grant, which will be spent on swimming lessons in Term 4.
The Athletics Carnival results have now been finalised and I am pleased to announce that more than 30 records were broken from classes 4 to 11. Well done Shearwaters! Thanks also to the cheerleading group for their energetic opening of the event and to Year 12 student Bodhi Hallas, for gracefully sharing her experience and enthusiam with the Class 6 student cheerleaders.
In Term 4, Shearwater will participate in two regional sports activities, with tennis in Grafton in October and basketball in Coffs Harbour at the start of November.
Watch this space for more exciting news on the inaugural Shearwater Olympics 2021!
Wishing all our students, families and staff a happy and active school holidays.
Class 5 Greek Olympics
On Friday 4th September, weapons clanged on the floor. It was 9 o'clock and the time of peace had begun. We took the sun chariot to the location of the Gods - Mount Brunswick - where Class 5 of Ancient Shearwater would join its rival Ancient Cape Byron.
But now it was a time of peace and we had to work together. We would be competing in the one and only Greek Olympics where we would attempt to win glory and fame from our almighty king, Zeus. We would be competing within the great city-states of Greece. I am a citizen of Athens. The other competitors were Corinth, Delphi, Thebes and Sparta.
At the end of the day, Zeus blessed us all with good fortune medals for our hard work. It was a day I'll never forget - in a bad way, too, because I was really sore the next morning!
Tai Farrell
Class 5P
As the nine-year-old child begins to develop an awareness of the wider world and forms opinions and ideas on the way they see the world, we bring them into the development of mankind through farming, creation stories, deeds and misdeeds, human values and more.
In their third year of Primary School, the children work by using their hands to mould and form that which is within reach. Working with the elements to nurture seeds; watching them unfold into shoots and moving forward into blossoming and fruiting is fulfilling in their yearly cycle. Using the fruits to turn the harvest into a meal completes this and the children have made turmeric powder, planted wheat, cared for chickens and ducks, weeded and planted gardens, and enjoyed the citrus that grows around the School.
The use of wool, fleece, fabrics, clay, wood and wax allows the children to experience the development of home industry. The beautiful reality of creating something helps develop their sense of will and, with encouragement, they achieve to the best of their ability.
Stories of creation from around the world have allowed the children to see the world from different perspectives whilst noting the connections we all share in our history.
The children are currently writing their own newspaper called Dreams and Scenes, using their English skills to present an insight into their weekends and other events in their lives. This was inspired by our sister class who have been writing for some time, and we hope to move into other areas of classic newspaper writing soon, including a sports section and some advertising.
Class 3 have also been learning about the history of measurement, punctuation, times tables, Indonesian, Eurythmy, painting, form drawing, crochet, choir, the science of air and have begun their strings ensemble lessons. Our days are full. They are busy with industry and as each day closes, we stand together in completion knowing there is always a new adventure beginning tomorrow.
Julie Marx
It is now our fourth year together. We have recently stepped over an important line that signifies less time together than what we have already spent. What an incredible moment in our journey to take stock and, indeed, look forward to what is to come. It is a reminder to keep readjusting the way we look at each other. The children in our class are very different from who they were last year and the year before that. In that respect, we must treat each other in a different way and learn to grow with each other.
We have recently started having regular 'class meetings' - an important milestone in our schooling life where the children are able to express issues that arise in the class, that need discussion and action. Examples of these include: items going missing from bags; how we treat classroom equipment; and the language we use between class members. We are modelling a way to resolve simple issues with the intention to extend these skills over the next few years. It has been so impressive to witness the children's level of engagement and willingness to discuss some difficult topics.
We have also been fortunate enough to receive a new teacher into our class group. Bonnie teaches in our class every Thursday and brings amazing content to the group in new and exciting ways. For me, as the original class teacher, it feels like we have welcomed an auntie into the fold. The children love what Bonnie brings and it is turning out to be a really good example of how we can build a team to support a class group.
We are a lucky group of individuals that get to call ourselves class 4N.
Last week saw students from Class 4 to 11 "breaking-in" our new sports oval, with the School's annual athletics carnival held on campus for the first time. Like most events in this pandemic year, the carnival looked quite different. The Primary School and High School events were held on consecutive days, creating a quieter atmosphere. But there was plenty of grace, speed, strength and sportsmanship on display, as well as lots of smiling faces.
According to PDHPE teacher Magnum Brotto, participation levels were record-breaking and so were the athletes. "Quite a few records were broken, especially in Years 8 and 9," said Magnum, with more details to come in the Week 10 newsletter - watch this space.
"Many thanks to all the staff and students for a great and fun couple of days."
This term, the children of Class 5A are exploring the world of the Ancient Greeks. We began with the mythology, in which the gods play out the whole pantheon of human experiences – being powerful or powerless, being hateful or loving, being generous or exploitative. We also researched the geography of Greece and how this shaped the Greek culture and the Greeks' interactions with other cultures.
The children then delved into the refined art of mapmaking. A reflection on the art of Greece, most prominently found in sculptures, and a comparison with the representations of Ancient Egyptians, brought an admiration of their dynamic and expressive gestures.
The Greeks loved coming together to celebrate athletic competition and sportsmanship, and beauty and grace were held in high regard at these events. In this spirit, the children are preparing for the Greek Olympics that is traditionally held with Class 5s from other Steiner Schools. This is a joyous pathway into athletics which is empowering for both boys and girls alike.
The practical arts have complemented our theme as the children made amphoras with Ben in the clay workshop. Here they showed their individual approach, which they typically apply to any project. Some worked the clay the fast and furious way (with some amphoras collapsing). Some liked thick and sturdy walls, whereas others preferred slender shapes. The individual strokes and the moulding of the material brings out not only creativity but also a new self-awareness about one's preferences and strengths.
Class 5 Teacher


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Resistance management
Yield monitor
Cotton Gins
Livestock facility
Farm shows
Chemical Use
Organic - Natural
Home>Farm Business>Management

PESTS SUCH AS the tobacco budworm are proving to be more of a problem for many North Carolina farmers this year.

Worms, stink bugs prove to be problems for North Carolina farmers this year
While kudzu bugs aren’t an issue year, corn earworms and tobacco budworms are causing problems for soybean farmers. These pests will have to be managed, along with defoliators like soybean loopers and armyworms. Stink bugs continue to frustrate farmers in North Carolina. Stink bug damage varies widely across the state, but the pests are generally at much higher levels than seen in the past few years.
John Hart | Aug 20, 2014
North Carolina State University Extension Entomologist Dominic Reisig says this year is shaping up to be one of the worst years ever for plant bugs in the state with heavier infestations of stink bugs, tobacco budworms and corn earworms being found in more fields.
"I've been here for five years and it's been as bad as I've ever seen. It's probably as bad as we've seen for 30 years or longer," Reisig says. "I expect plant bugs are a trend that's here to stay so farmers are going to need to remain ever-vigilant in their scouting."
The insect infestations appear to be hitting the northeastern part of North Carolina the hardest. "Where you have bugs, they are really bad, but where you don't have them, you often don't have them at all," Resisig says.
Interestingly, one North Carolina pest that hasn't proven to be as much of a problem this year as in years past is kudzu bugs in soybeans. "I have been slow to join the bandwagon but am now on board. I think the cold winter has knocked our populations back," Reisig writes in a blog post.
Spots where kudzu bugs are appearing are in traditional "hot spots" where they have overwintered, according to Reisig. "Because of this, I think our greatest chance for kudzu bug infestations are going to be localized around these traditional hot spots. You probably shouldn't expect kudzu bugs to show up at threshold levels in new spots this year," Reisig says.
Kudzu migration has been "really wimpy" this year compared to previous years with populations likely 10 to 20 times lower than last year according to Reisig.
While kudzu bugs aren't an issue year, corn earworms and tobacco budworms are causing problems for soybean farmers. Reisig says these pests will have to be managed, along with defoliators like soybean loopers and armyworms.
Stink bugs continue to frustrate farmers in North Carolina. Stink bug damage varies widely across the state, but Reisig says the pests are generally at much higher levels than seen in the past few years.
In cotton, farmers should scout for stink bugs by splitting and examining the inside walls of 1-inch diameter bolls for warts and/or stained lint. Reisig advises farmers to observe the 10-percent injured boll threshold level during weeks three to five of the bloom period.
"If present in moderate to high levels, stink bug injury can result in significant yield losses," Reisig writes in his blog. "In making spray/no-spray decisions, remember that the cost of the treatment and insecticide typically translates into the value of 10 to 12 pounds of lint. Insecticides targeted for stink bug generally do a good job with plant bugs."
Meanwhile, defoliators like soybean loopers and armyworms are more of a problem later on in the season. In his blog, Reisig explains they are migratory pests that don't overwinter here, and their populations can build as the season progresses. Additionally, at midseason, soybean farmers will often use a pyrethroid to manage pests such as earworms and stink bugs.
Reisig says a disadvantage of using pyrethroids at midseason is that the treatment will "knock out all the beneficial good-guy insects, releasing worms to eat foliage." He advises farmers to only treat for defoliators when the canopy loss is 15 percent after bloom. "For soybean looper, beet armyworm, and corn-strain fall armyworm, use a worm-specific insecticide," he says.
The good news, the entomologist says, is that most farmers who have plant bugs are on top of the situation and are managing accordingly. "Managing plant bugs is as easy as managing any of our other pests if you have a scouting plan and stick to it," Reisig says.

redpajama_set_name: RedPajamaCommonCrawl


Luis Condon is committed to helping entrepreneurs get recognized and make money online so they can live a life of freedom.
Early on, Luis was stuck in a business, working 60+ hours a week managing three shelters for homeless women.
He was burning out fast.
Luis grew a 6 figure a year online business and shared stages with veterans in the marketing, public speaking, relationships, dating, and multiple other niches.
His online business allows him to travel the world, interview world leaders like Robert Kioyaski, Dr. Harville Hendricks, Russell Brunson, Marianne Williamson, Don Miguel Ruiz, and just about anybody his hearts desire.
Luis Congdon helps entrepreneurs take their business to the next level and get more publicity, attention, and sales.


Our high-quality footrests are used in professional Shoe Shine Stands.
Chose from Polished Cast Aluminum or Polished Solid Brass.
Foot rest is easily removed from mounting bracket for easy storage. This feature also allows the foot rest to be removed when customer is being seated and then quickly inserted back into bracket ready for shoe shine.


Need for new skills, abilities, competences — the digital competence — that need to be taken into account on curricula design.
The role of the instructor as a mentor, a facilitator, a mediator… and maybe even the creator of his own didactic resources. On the other hand, the student can no more learn alone, but in a shared/sharing environment.
ICTs as a means, not a goal.
Appropriate technology not separate today from the need for connectivity.
Use of ICTs at school is not spontaneous, good practices have to be shared to encourage ICTs use.
A strong will to decentralize power and give it to end schools to self-manage their own resources and policies, but, again, with a strong will to enhance networking both at the horizontal and the vertical levels: among schools, among teachers, among schools and the government, among schools and students and families, etc.
Key competences not only for students, but also for teachers, with the accent on the competences and not the tools.
Larry Johnson: Media literacy is not just mastering the tools, but also, the narrative.
Ambjörn Naeve: There's another kind of digital divide created between content that has proper metadata and the one that has not. And among content that has metadata that can interact with other content and/or platforms — thus enabling a semantic web.
Juan Freire: Besides legal issues, the role of the governments should be to design the devices, the environments where creators can build content and share it comfortably, and this includes — or should include — also the private sector (not only teachers and students), because it'll be a need for them in the nearest future to enter the "open" arena. Thus, let's get them in as soon as possible and not in opposition with other not-for-profit creators.
Peña-López, I. (2007) "Web 2.0 and Education Seminar (VII): Carmen Candioti, Jordi Vivancos, Ismael Peña-López: Web 2.0 and the role of the public sector" In ICTlogy, #49, October 2007. Barcelona: ICTlogy.


Imagine: You've been putting out fires all day in the Library and you have a meeting with the boss in 30 minutes about the website. That button he requested last meeting? Crap. You forgot and you have 10 minutes to design it and get it up on the site. This is where Vecteezy steps in, saves the day by saving time, and makes you look like a pretty amazing designer.
Open the file in Inkscape/Illustrator and start tweaking the colors, text, lines, and anything else you'd like to change! Think of the downloaded vector as a BASE for your design.
Change up your search words. Try synonyms of the word or think bigger picture. You're a Librarian, use your search skills like a pro!
Sometimes vectors pop up under strange keywords and it's fairly certain that you will never find it again when you go to look for it. This is why I recommend downloading files that you like when you find them and keeping them in a folder on your computer for later reference. Rename them something that makes sense to YOU so you can find them easily again.
The designer merged a bunch of the shapes together so changing the color is nearly impossible.
The vector looks AMAZING but when you go to edit it, you realize that it is made up of 1 million little parts. Not necessarily an issue, but note that you will need to dedicate more time to the editing process.
Of course, there are premium designs you can purchase or you can follow the links at the bottom of the page to iStockPhoto and Shutterstock – both cost money per photo/download. I RARELY use these paid vectors since I like to keep things as cheap as I can for libraries. I do recommend making designs from scratch based on the paid images, but make sure you "make them your own" so you do not infringe on copyright.
Stay tuned for a blog post on finding FREE stock photos! In the meantime, I can't wait to find a use for this cool vector!!!


text:
Home › ARMENIAN MASSACRE, THE
ARMENIAN MASSACRE, THE
Paperback - $ 3.50 USD
Compiled and illustrated by James Nazer
This 1968 work is a compilation of what had been written thus far in books and other publications. It was not intended to present an epic literary or political work, but to tender a modest tribute to the one and a half million victims who perished during the largest-scale atrocity of the twentieth century, to a people whose ancestors were the first in the world to accept Christianity as their national religion—the Armenian martyrs of the Turkish genocide.
T&T Publishing, Inc. (1968)


text:
One Latin Cross in the Desert, Protected by the Extraordinary Efforts of Congress
Salazar v. Buono [PDF] has been released — and the Sunrise Cross gets to stay.
A Kennedy-Alito-Roberts plurality found that the lower courts were in error when they found that the Government's transfer of the land to a private party was not permissible. I've only been able to read over the plurality and concurrences, and Breyers' dissent, but here's my initial take on it.
Kennedy, writing for the three, is almost convincing. I'm not even sure I disagree with the legal analysis. But the factual findings that form the underpinnings of Kennedy's argument — that no act of religious endorsement has occurred here — are not credible. Kennedy spends a great deal of ink arguing that legislation passed by Congress to protect an unconstitutional establishment of the Christian religion was not in fact religiously motivated. Instead, he insists, this was all a secular misunderstanding — Christianity is not even implicated here, it's just a war monument! The message conveyed by the cross, and Congress' decision to save the cross, "assessed in the context of all relevant factors," signifies only respect for veterans, not respect for Christian sentiment. "One Latin cross in the desert," Kennedy concludes, "evokes far more than religion."
I'm not buying it.
Anyone who believes that that the extraordinary lengths undertaken by Congress to preserve the Sunrise Cross were motivated by anything other than a desire to protect Christian symbolism is being deliberately myopic. Would Congress have ever gone to similar lengths to protect a Wiccan alter on Federal land? No. Never. And if anyone else out there thinks otherwise, well, I've got some CDOs backed by subprime mortgages I'd like to sell you.
But, to be fair to Kennedy, it's true that Congress' decision to transfer the cross to private land, taken by itself out of context, does not pose much of a threat to the Firth Amendment. But it is less the transfer itself, and more the institutional bias towards the protection of Christianity, that is the true problem here. That is where the government endorsement of religion comes from; that is what the harm under the Establishment Clause lies. As a legal matter, I have a hard time finding too much fault with Kennedy's opinion — but I also believe there is a violation of the spirit of the Constitution here, even if not the letter. The single disputed act at issue in Buono might not mean much, but set into the cultural and institutional history of the United States, it is part of a widespread pattern and practice of religious establishment. Although Kennedy's opinion focuses extensively on taking the Sunrise Cross "in context" of the surrounding circumstances to find that it is not really a religious symbol, Kennedy completely ignores that taking Congress' efforts to preserve a cross "in context" with Congress' wider history of religious protection shows a government whose religious preferences are at the heart of its decision.
The abstract and non-concrete nature of the harm caused by the cross under the Establishment Clause, Chief Justice Roberts, in his one page concurrence. Roberts thinks that there is no dispute here that is worth the Court's consideration, as it is all a dispute over symbolism and vague feelings of hurt, and not a dispute over any concrete, non-symbolic injury. As the Constitution "deals with substance, not shadows," there is no First Amendment problem to speak of. And to a certain extent, I actually agree with Roberts'; the shadow-problems in Buono are not so much about a specific substantial and obviously unconstitutional violation of the First Amendment, but rather about pervasive governmental effort to protect shadows of Christianity over the shadows of all other religious beliefs.
Alito's opinion irks me the most. It is full of sentimental claptrap and light on legal reasoning. He uses heartwarming anecdotes to suggest that, because America is so wonderful and tolerant of diverse religious practices, there is no harm in giving the Government a little slack when it comes to showing a tiny bit of bias for Christianity. To do otherwise, he argues, would be "interpreted by some as an attesting symbol of a Government that is not neutral but hostile on matters of religion."
No, Justice Alito. It would have been interpreted by the voters of many Congressional districts to show a government hostile not to religion in general, but a government hostile to Christianity in particular. And hostility to Christianity is not an electorally popular platform.
The First Amendment, however, does not permit the Government to engage in protection of religious symbolism that happens to be favorable to a Representative's chances of reelection, while simultaneously declining to protect those religious symbols for which protection would be politically harmful or neutral.
But Alito seems to think the fact that protecting crosses is so popular means it cannot be religious favoritism. "It is noteworthy," he writes, "that Congress, in which our country's religious diversity is well represented, passed this law by overwhelming majorities: 95-0 in the Senate and 407-15 in the House."
The whole point about having a Constitution, though, is that the popularity of a given legislative act is entirely divorced from whether or not it is constitutionally permissible. Not to mention, the idea that "religious diversity is well represented in Congress" is so laughable, I won't even bother to debunk it here; there are plenty of other sites that have already taken care of that.
In the end, it is the concurrence of the Scaliomas that comes closest to winning me over. While regretfully noting it would be a shame for the litigants to come all this way only for the Court to be unable to hear the dispute on the merits, their opinion would resolve the case on standing grounds alone. The harm to the plaintiff, they argue, is the presence of the cross on Federal land. The cross is no longer on Federal land. Ergo, no Article III case or controversy and no Supreme Court jurisdiction.
Scalia argues that the real harm being argued in this case, the harm that the parties and the other Justices are focusing on, is the harm in having Congress selectively protect Christianity. However, Scalia points out, that harm is not the harm the original injunction addressed, and the injunction cannot expand. Because Buono initially claimed injury as a result of the cross's presence on federal land, he cannot now argue before the Supreme Court that he is injured instead by Congress' religious favoritism in passing the Sunrise Cross act.
But in counterpoint to that argument, Breyers, too, limits his analysis to whether or not the injunction had been properly interpreted by the District Court. Unlike the Scaliomas, however, Breyers finds that the District Court was well within its rights to find that the Government's actions violated the injunction that had been in place. Although I'd want to spend more time with it to make up my mind, right now I am definitely leaning towards Breyers on this one. True, my knowledge of injunction jurisprudence is pretty limited, so this based mostly on the premise that "parties should not be allowed to engage in creative subterfuge and sketchy dealings to avoid injunctions." But as made-up legal doctrines go, that's a pretty sound one to follow.
Posted in Everything Else	| Tagged establishment clause, salazar v. buono, scotus	| 3 Replies
First President Steals Copy of Vattel's Law of Nations, Uses It To Break Treaty With France
On Oct. 5, 1789, President Washington checked out Vattel's Law of Nations from the Manhattan library, and failed to return it. He has now wracked up a $300K late fee on that and another volume, although the odds of collecting on the debt are, as the library acknowledges, remote.
I'm not so disappointed in GW's failure to return the book as I am in the fact he had to borrow a copy of Law of Nations at all. Surely the man should have possessed his own copy of the book. After all, Vattel was a significant influence on the U.S. Constitution — but then again, maybe GW only got around to reading it until after the Constitution had been finished up, and suddenly George found himself in charge of faithfully executing what was in it.
Even before George Washington was president, however, he would have dealt with people quoting Vattel at him. John Jay, the future first Chief Justice, wrote to GW, who was presiding over the Constitutional Convention, and made a recommendation to him regarding the requirements of holding office under the new Constitution. Jay's letter borrows the phrasing of "natural born citizen" from Vattel's Law of Nations:
"Permit me to hint, whether it would be wise and reasonable to provide a strong check to the admission of Foreigners into the administration of our national Government; and to declare expressly that the Commander in Chief of the American army shall not be given to nor devolve on, any but a natural born Citizen."
Still, perhaps George Washington made good use of his stolen copy of the Law of Nations. Less than four years after he checked it out, in 1793, Vattel played an important role in an early United States' foreign affairs crisis, when the actions of the French ambassador, Edmond-Charles Genêt, threaten America's neutrality to European conflicts. Hamilton and Jefferson wrote to Genêt, in which they defended the right of the United States to suspend the treaties in place between itself and France. Vattel, they conceded, had written that there was a "fundamental principle of republican government, which admits the right of the people to alter or abolish the established Constitution, whenever they find it inconsistent with their happiness." However, Hamilton argued that, although France may have had a right to changes its government, France did not have any right to force the United States to become involved in that civil conflict. If international law allowed for such a situation, "[t]his would be to give to a nation or society, not only a power over its own happiness, but a power over the happiness of other Nations or Societies. It would be to extend the operations of the maxim, much beyond the reason of it—which is simply, that every Nation ought to have a right to provide for its own happiness."
This was (and is) a pretty subtle question of international law, really. In the case of a nation torn by civil war, to which faction is a duty arising to that country under international law owed? To the established government? To the belligerents? At what point do the belligerents become the establishment, and are therefore the inheritors of the rights and duties under treaties incurred by previous administrations?
Young America, following a policy of neutrality set by President Washington, simply did not want to become involved. Ambassador Genêt was less than impressed with the Washington Administration's reliance on the subtleties of international law, however. He wrote back, angrily, accusing the federal government of "bring[ing] forward aphorisms of Vattel, to justify or excuse infractions committed on positive treaties."
This all sounds pretty familiar, really. For as long as the U.S. has been a nation, it has been using complicated interpretations of international law in order to avoid duties incurred under treaties. And for all the haters out there who think America shouldn't bother itself with international law, I say that if it was good enough for George Washington to steal, it's good enough for us to pay attention to today.
Posted in The Law of Nations	| Tagged george washington, international law, law of nations, Vattel	| 1 Reply
Earlier this week, President Obama issued a memorandum on "Respecting the Rights of Hospital Patients to Receive Visitors and to Designate Surrogate Decision Makers for Medical Emergencies." The memo requires all hospitals that participate in Medicaid and Medicare to (1) Allow patients to designate who is able to visit them, and (2) Follow the advance medical directives of their patients, such as durable powers of attorney and health care proxies.
Yesterday, a Circuit Court Judge in Arkansas issued an order striking down an Arkansas law that prohibits any unmarried person who has a non-platonic relationship with someone they live with from either adopting or fostering a child.
These two decisions are being trumpeted as victories for gay rights, as they should be. But the gay rights promoted by these decisions are only a component of the much broader category of human rights that are being recognized here — the associational rights of all persons. In other words, the decisions recognize peoples' right to establish interpersonal relationships in the manner that best serves their individual needs, and not in the manner dictated by social tradition. In a free society, we should be free to choose which relationships we want to have with which people, and the degree of importance to be attributed to each of those relationships. The government has no business in deciding on everyone's behalf which sorts of relationships "count" — i.e., only those between kin and those between opposite sex spouses.
The Executive Memorandum issued by Obama was a no-brainer that should have been done decades ago. Hospitals do not operate on the free market — people just don't get to pick and choose hospitals based upon the associational rights they recognize. In the case of sudden injury, people can be transported to a hospital not of their choice. Or, in the case of rare conditions that require a specialist facility only found in a handful of hospitals across the country, a patient will have no effective ability to choose a hospital based on whether or not they will allow a partner to visit.
In a case like that, I have no problem with the government ordering hospitals to respect patient's wishes. Hospitals that mandate only kin are allowed to visit are substituting a patient's actual preferences (or even contractual specifications!) with an idealized, moralistic vision of who a patient should prefer to visit them.
The issues raised by the Arkansas Act — which is "An Act Providing That An Individual Who is Cohabitating Outside of a Valid Marriage May Not Adopt or Be a Foster Parent of a Child Less than Eighteen Years Old" — are not quite so cut and dry. Although the state has no legitimate interest in dictating people's personal relationships, the state very much does have a legitimate interest in protecting the best interests of the children placed in its care. The trick, then, is to prevent the government from using its interest in children's welfare as a means of infringing upon rights they have no business messing with.
In Cole v. Department of Human Services, the judge decided that the U.S. Constitution was not implicated, but that the statute violated the Arkansas state constitution's protection of privacy rights.
Under the U.S. Constitution, the right to adopt or foster a child is not fundamental, and that cohabitating people are not a not a suspect class. Therefore, rational basis review was to be applied. Therefore, the Arkansas Act could only be examined under rational basis review, which means the ban on adoption by a cohabitating person is constitutional so long as it is 'rationally related to a legitimate government purpose.' This is a very easy test to pass — under rational basis review, even if it's very obvious that the legislature was talking out of it's ass when it made up a piece of legislation, so long as a judge can squint at it and conceive of some sort of logical purpose that the legislature could have had, the statute will be allowed.
The state's theory was that "cohabitating environments, on average, facilitate poorer child performance outcomes and expose children to higher risks of abuse." Although this is an overbroad and less than scientific assumption, under a rational basis review, it's sufficient. I'm a little skeptical, however, of the judge's blithe assumption that rational basis review applies here.
First, the idea that no "fundamental right" is at stake doesn't square with the judge's analysis under the Arkansas constitution. The Arkansas Adoption Act was invalidated for violating the "fundamental privacy right to private, consensual, non-commercial sexual activity" under Arkansas' constitution. This sounds awfully similar to the same fundamental privacy right protected by the Federal Constitution that the Supreme Court has recognized in sodomy and contraception cases.
Second, I'm not completely buying the idea that "cohabitating couples" are not a suspect class. Under the Equal Protection clause, federal laws addressing "illegitimates" are reviewed under an intermediate level of scrutiny. I wonder if perhaps this precedent could be turned around and used to advance the argument that the parents of out of wedlock kids are themselves semi-suspect class. After all, at its heart, the court's illegitimacy jurisprudence truly is truly one about associational rights — i.e., whether or not the government can decide, ex ante, for all people, that relationships with out of wedlock children are not as significant as relationships with children from wedlock.
So given all that, I'm not really convinced that the judge had to decide this case based upon the Arkansas Constitution and not the U.S. Constitution. Then again, this would be a pretty effective way of possibly insulating the case from review by SCOTUS…
Constitutional law aside, the Judge's invalidation of the Arkansas Adoption Act was not specifically about gay rights, but about the private association rights of all persons. For instance, in the following scenario, a straight person is just as adversely effected by the law: Say that both of a child's parents die. The child's aunt then wants to adopt her niece or nephew, but she is living with her long term boyfriend, whom she has been a stable relationship with for ten years. Under the Arkansas Adoption Act, she is prohibited from doing so.
It is not the state's place to mandate the interpersonal relationships people must have in order to enjoy equal protection under the law. Gay or straight, the government has no legitimate interest in who we decide to invite to our holiday dinners or who we choose to make a home with. Although I'm happy to see ever greater protections afforded to gay Americans, that is only the beginning, not the end, of the fight against governmental coercion in peoples' personal relationships.
Posted in Marriage and the Constitution	| Tagged adoption, constitutional law, gay rights, right of association	| 8 Replies
How Free Were American Women in the Gilded [C]age?
Bryan Caplan apparently missed the memo that nostalgia for the 18th and 19th centuries is, at best, an emotional appeal that connects with only a very narrow segment of the population. He's taken it to a new low, however, by defending tooth and nail his theory that women possessed more freedom in 1880 than they do today, in 2010.
I was very relieved to see, however, that Caplan's dive into the deep end of the libertarian crazy pool was a solo performance. Most libertarian-esque bloggers — in fact all the ones I've seen so far — have strongly pointed out that the idea women in the 1880's lived in a libertarian utopia is nonsensical, ahistorical, and a really horrible argument for libertarianism. Because if libertarianism truly believes that women would be better off if they traded in the freedoms they enjoy now in favor of the "freedoms" they enjoyed in 1880, then libertarianism is too gruesome of an ideology to ever be worth defending.
I was struck by how deeply paternalistic Caplan's argument was, and how much it echoes the same arguments that have been made against women's rights for centuries. For instance, Caplan believes that the fact women were denied the vote is not indicative that women were any less free then they are today:
Yet the fact that women were unable to vote in defense of their "basic liberty rights" doesn't show that American political system denied them these rights.
This is the same argument that was made against women's suffrage for much of history. Why should women possibly need the right to vote? Their interests were adequately represented in politics already — after all, women have husbands and fathers looking out for their best interests, and to vote on their behalf. Their husbands and fathers love them, so of course they would not vote for politicians or legislation contrary to women's interests.
Under Caplan's theory, life in the gilded cage was a life of liberty — after all, so long as you don't mind giving up your autonomy, and you are willing to accept legal and social restrictions that drastically narrowed the choices available to you, life in the 1880's wasn't so bad, now was it?
Sure, in 1880, personal opportunities were severely restricted — but that's not a problem, says Caplan, because only a portion of it was directly mandated by legislation. And moreover, the tax rate was hardly objectionable at all — there wasn't even a 16th Amendment. It's utopia!
Of course, if I'm living in the 1880s, whether or not there is an income tax probably isn't my foremost concern, as the odds are overwhelming that I won't be working for pay, anyway. If I am, it will probably only be for a few years out of my life. In 1890, only 18 percent of women worked for pay. [PDF] So while there may not be a federal income tax, it's not really that material to me, as I probably don't have an income in the first place. And, once I get married, my odds of working go down to a meager 4.6%. Not to mention, once I'm married (and the odds are overwhelming that I will be), I also give up my right to own property, enter contracts, possess an independent legal existence, or not be raped by my spouse. Married or unmarried, I still can't vote, can't hold office, and I am forbidden from working in most occupations (and essentially all high paying ones). Technically, there's still a chance I could've been a lawyer — thanks to good old Belva Ann Lockwood (GW Law Alum, '73), one year previously, in 1879, I would have been allowed to practice in federal court. But given that there are about three female lawyers in all of America at this time, it's a safe bet I won't be one of them.
More likely, I would have been earning poverty-level wages as a seamstress, working 12 hour days — or more likely still, working in someone else's house. In 1870, of the women who did work, 60% of the non-farm laborers were household servants. Although generally unmarried and not living with their families, they lived with their employer, and they did not have autonomous existences — being a household servant was deemed a way to provide a semi-respectable means for a woman to work, and yet still provide them with extensive supervision. I could possibly have been a nurse or teacher — in terms of "careers," that was pretty much the extent of it — but even in 1890, only 2,500 women in all of the United States earned a bachelors degree.
So to recap, in the 1880s, the odds are better than 4 to 1 that I don't work. If I do work, I have very few career options available to me, and the ones that I do have pay 1/3 to 1/5 of what men are paid for comparable work. I am probably working 12 hour days, and likely have to live with my employer. If I get married in a state with coverture, my effective tax rate becomes 100%, as I cannot own property, and any money I earn belongs to a male caretaker — a husband, or if I am younger, a father — who is in charge of my financial and legal affairs. On the up side, he probably does have my well-being in interest at heart. On the down side, he holds the absolute power to define what exactly my "well-being" is. If I disagree with his assessment of what is best for me, I have few legal options available to contradict it, and even fewer social options. Oh, and did I mention I don't even have the right to vote?
Now, let's fast forward to 2010. Suddenly, I possess the full set of legal rights that U.S. citizens currently enjoy. It's not perfect, but the basics are mostly there. Oh, yeah, and women can vote, too. The income tax rate is high, that's no fun, but on the other hand, I can actually make an income now, in just about any profession I want. Okay, true, I can't make an income selling recreational drugs. But I can be a doctor, or an engineer, or a politician. And, sure, there are lots of petty and ill-considered economic regulations that interfere with any business plans I may have… But owning a business encumbered by federal legislation is still a lot better than not being able to own a business at all.
There shouldn't be a question here about which is the better option. No rational actor would voluntarily choose the freedom available to women in 1880 over the freedom available to women in 2010. And for the majority of people, 2010 is still the far preferable choice, whether the average tax rate is 30% or 50% — or even higher still.
Posted in Everything Else	| Tagged bad ideas, libertarianism, women's rights	| 3 Replies
Economics + History = … Science? A Brief Introduction to Cliometrics
I'm not sure if it says more about my lack of education or about cliometrics' obscurity, but I first heard about the field of cliometrics from Eifelheim — a science fiction novel set in mid-14th century Germany, and based in part upon the unexpectedly entertaining synthesis of quantum physics and quantitative economic history. Or, rather, "cliogy," as it's called in Eifelheim. While I was reading the book, I took cliology to be a fictional branch of academia, something more or less a present-day version of Asimov's psychohistory. After some snooping on wiki, however, I learned that the branch of history called cliometrics really does exist.
Cliometrics is "is the application of economic theory and quantitative techniques to describe and explain historical events." The name is derived not from some scientificky sounding Latin terminology, but rather from Clio, the Greek muse of history. As a non-historian and non-economist, probably the most fascinating parts of it for me is largely the random historical-economic factoids — such as that in 1700 in Maryland, for a female indentured servant, one lash was worth about 38 cents, or about two days of labor.
Sadly, despite having snagged a Nobel in 1993, cliometrics is something of a has-been among academic disciplines. Too many articles on cliometrics are of the "What Has Cliometrics Achieved?" and "Reflections on the Cliometric Revolution" variety — it's never a good sign for an academic field when the meta-commentary plays more prominent role than the regular kind does. The idea of making some sort of falsifiable, scientific study of history does seem appealing, but as cliometrics' critics are quick to point out, the whole point about it being "history" means there's too often not a complete set of data to work from, leaving researchers no choice to theorize in the gaps. The mere presence of numbers does not actually turn subjective analysis into an objective one.
Still — how can you not love a discipline that results in articles like "The Suitability of Domesday Book for Cliometric Analysis" and "An Economic History of Bastardy"?
Posted in Everything Else	| Tagged cliometrics, economics, history	| 1 Reply
A Movement That Equates "Freedom From Slavery" with "Freedom to Possess Marijuana" Needs A New Marketing Strategy
Over at Reason, David Boaz has a sensible and thought-provoking article up that is worth checking out. The article is a reminder to libertarians that at the time of the Founding Fathers, all of humanity — save for the (partial) exception of white males — existed under conditions of tyranny, servitude, and deprivation of rights. 'Freedom' is not a word that could be used to describe the state of most of the people who lived then.
In light of this fact, Boaz makes the obvious point that the Libertarianesque message of "1776 was great! Let's try and recreate those conditions today!" makes for a less than persuasive political slogan. Unfortunately, the commenters on the article react to this rather reasonable message with a mixture of disgust and outrage, going so far as to call Boaz a "communist" and a traitor to the libertarian cause.
The commenters as whole provide a rather excellent demonstration of why the libertarian party, more so than any other political group, is composed of young white guys who don't like to go to church all that often.
I wonder when organized libertarian groups will realize there's a reason that particular demographic is so grossly overrepresented among them. Maybe it's because white men love freedom more than everyone else does. Yeah, that's it. Libertarians are mostly white dudes because only white dudes truly desire liberty and freedom from oppressive governments. There couldn't possibly be a more obvious explanation for the discrepancy, could there?
Posted in Everything Else	| Tagged libertarianism	| 1 Reply


text:
package com.adrienbrault.jastermind.model;

import java.awt.*;

/**
 * Created by IntelliJ IDEA.
 *
 * @Author: adrienbrault
 * @Date: 04/06/11 14:01
 */
public interface Peg {

    final static public int LINE_SIZE = 4;
    final static public int TRY_NUMBER = 8;

    public Color getColor();

}

redpajama_set_name: RedPajamaGithub


text:
Air Aces of World War One
March 29, 2018 ~ Orvillewrong
Picture – Courtesy of Pinterest
Godwin von Brumowski – Austro- Hungarian Ace 1889 / 1936 Pt 3
In August 1917, Brumowski scored a remarkable run of victories, being credited with 12 confirmed and 6 unconfirmed kills between the 10th and 28th of August. Two of these victories, on the 19th and 20th were achieved due to the partial transition to a new aircraft, The Albatros Dlll, with twin synchronised machine guns. He scored once again on the 20th using the Albatros and twice more flying the Hansa- Brandenburg Dl. By the end of August the transition was complete, from then on all his victories were won flying the Albatros. On the 9th of October 1917, he shot down and burned an observation balloon for his 22nd victory; The aircraft he flew on that day was painted all red in emulation of von Richtofen, with the addition of mustard painted skulls either side of the fuselage and later, also on top of the fuselage. From this time on all of his aircraft would be painted in this fashion.
On the 1st of February 1918, Brumowski became entangled in a dogfight with eight enemy fighters. Some of the 26 bullets that hit his aircraft, ignited the fuel tank built in the upper wing. He managed to escape and land at his home field without serious injury, one of the few to survive an in air fire. The fire ate the fabric of the upper wing and the inner fabric of the lower wing, he managed to land what was virtually a skeleton aircraft.
Three days later, while fling another Albatros he got in to a fight with eight English fighters and took multiple machine gun hits. With his wings breaking up he still managed to land, although the aircraft flipped over and was totally destroyed.
Brumowski fought on until 23rd of June 1918, when he was ordered on an extended leave. His last successful sortie was on the 19th of June when he scored his 35th victory and suffered 37 hits to his plane. He had flown 439 combat sorties, but his combat career was ended.
Also on 23rd June he was invited by Generaloberst Ferdinand to make the customary mandatory application for Austro-Hungaria's highest decoration, The Knights Cross of the Military Order of Maria Theresa, The Reply from Brumowski was, 'If I have earned this award through my service, them it should be cause enough for the Commander in Chief to present it to me, it is not my duty to ask for or demand it!'
Brumowski never received this award. On October 11th, although still only an Hauptmann he was given command of all the Austro- Hungarian fighter squadrons on the Italian Front. The was ended a month later.
Brumowski's victory tally was 35, including 12 shared and 8 unconfirmed which fell behind allied lines. On his death in 1936 his daughter commented, 'He was a very unique and interesting person, either very much loved, or hated, and even considered crazy by many.' He died in a plane crash while instructing a student pilot at Schiphol Airport in the Netherlands.
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21 thoughts on "Air Aces of World War One"
I like reading about this past heroes.and I imagine them up in the air with their planes.
orvillewro says:
I admire their courage, it was a very precarious existence!
Indeed.few months ago I went to see Dunkirk and the braveness and commitment of that pilot was amazing g
If you consider that they were taking to the air in a skeletal wooden plane covered with fabric with an often unreliable engine to face an opposing airman with both of you firing machine guns at each other, I'm astounded that any of them survived!
Interesting post, thank you 😺💕x
Thank you too Samantha, for your support and comments!
ultimatetravel8 says:
HI Malcolm,
I nominated you for the Bloscar Award! https://ultimatetravel.blog/2018/03/24/the-bloscar-award/
Thank you so much, I've been snowed under the last couple of days, I've not gotten around to it yet!
Always fun reading your stuff ❤
Thank you so much and I hope you feel much better soon, Don't worry about your blog people can be fickle they come and go I have the same problems!
A very interesting and fascinating man.
He was right not to ask for the award.
He should have just received it.
My thoughts exactly, an award is something freely given for services rendered, not a bauble that you demand when the mood takes you!
This was a great post!
Thank you so much Chuck, I'm pleased that people are enjoying this series I must admit I am really enjoying selecting and compiling them!
An interesting time in history and especially aviation history. Great series!
Thank you so much. I so admire the raw courage of these early aviators!
yeah, these were just mechanized duals, not much different than the ones on land.
Just a little further to fall and initially without the benefit of a parachute!
Yeah, a high wire act without a net. Great post!
Thank you so much, I'll try to keep them as entertaining as possible!


OpenFOAM an free/libre and open source toolkit for continuum mechanics ideally suited for computational fluid dynamics (CFD) both as a teaching and a research tool. The packaging of OpenFOAM is done by Open Ltd. at the ESI Group and distributed under the GNU Public License (GPL) by the OpenFOAM foundation. The fundamental classes provided by OpenFOAM allows the rapid construction of numerical solvers for continuum mechanics solver. A nascent program for providing teaching material and tutorials for OpenFOAM has been started at IIT Bombay under the FOSSEE project to make engineering students and teachers to make use of open source technologies. (Disclaimer: We are NOT in anyway related to ESI or OpenCFD).


Financial Advisors' confidence in the economy and the stock markets dipped almost three percent in July, according to Wealthmanagement.com's Advisor Confidence Index (ACI). That reversed a short-lived boost in optimism last month and brought the sentiment back near its lowest point of the year.
Wealthmanagement.com's ACI is monthly survey of some 150 financial advisors, asking them to rate their level of optimism on the economy and the near-term future of the stock market. For July, the indicator ended the month at 116.5, a 2.9 percent drop from the previous month. Wealthmanagement.com's Advisor Confidence Index is sponsored by First Clearing.
Many of the advisors polled said they were nervous growth in the stock market was outpacing the economy. Several mentioned the phasing out of the Federal Reserve's bond buying program, slated to end completely in October, as having a significant effect on the markets, though there was little consensus on how so.
"In the second half of 2014, market opinion on Fed tapering will move from 'have fear' to 'all clear.' Be fully invested in equities," said Jonathan Foster, the president and CEO of Angeles Wealth Management in Los Angeles.
"I believe that the ending of the QE program by the Fed could cause the market correction we have all been waiting for," said Edward J. Kohlhepp, Sr. of Kohlhepp Investment Advisors in Doylestown, PA.
Advisor optimism fell the most when asked about the economy over the next six months. That component of the survey fell 3.5 percent.
"I am less bullish today than I was at the beginning of the year. While there are positive signs such as the Federal Reserve stopping the bond buying program in October, there are negative signs like the re-adjusted negative 2.9 percent GDP growth in the first quarter," said Ted Sarenski of Blue Ocean Strategic Capital.
Others said the economy wasn't the problem but rather overstretched valuations in the equity markets that are set to snap back.
"A correction is overdue, even as the economy improves," said David Ware of Barrington Capital Management in Chicago.
Many blamed the easy money policies of the Federal Reserve as having a negative effect on both the economy and the markets.
"The Feds seem more intent on extracting a pound of flesh from business than advancing any pro business agenda that might restore growth in household income. We're stuck with a populist agenda rather than pro growth policy," said Robert Higgins, an advisor with Dalton Financial in Eatontown, N.J.
But while optimism has dropped, there is little consensus among advisors on the direction of the markets.
"Can equities continue to reach new highs, almost daily, without a correction during the next six months? We'll only know that when we look in the rear-view mirror," said Mitchell Freedman of MFAC Financial Advisors in Westlake Village, CA.


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Houston-based energy company closes on deal to buy Canadian co.
Todd Short October 24, 2016 February 14th, 2021
Michael Reeves, CEO – Rubicon Oilfield International
via Joshua Mann, Houston Business Journal –
Now that Houston-based Rubicon Oilfield International has closed on its second acquisition of the year, Canada-based Logan International Inc. for about $90 million, the company is looking to run the Logan brand internationally.
Rubicon, which is backed by private equity firm Warburg Pincus LLC, first announced plans to acquire Logan in August. The deal closed Oct. 24, and Logan will no longer be traded on the Toronto Stock Exchange.
Rubicon has existing customer relationships and supply contracts that the company can leverage to grow the Logan brands outside of North America, Rubicon CEO Michael Reeves told the Houston Business Journal.
Rubicon's business is focused on products sold or rented as part of the down-hole process, and Logan's core businesses fall squarely within that space, Reeves said.
"Logan Oil Tools, in particular, has a long history of providing great quality products for fishing and intervention," Reeves said. "Logan has a great brand name and a particular strength in North America and lots of growth potential in international markets."
Reeves thinks the oil market is approaching the bottom of "the worst downturn that I've experienced in my career," he said. That's put some companies, like Logan, into a "challenging" position, Reeves said.
"This is an opportunity to acquire a brand name that's highly respected, and has been for many years, at a price that we felt offered a significant opportunity for us to deliver value to our investors," he said. "It makes sense to be making acquisitions at this time."
Acquisition Energy Houston No Comments


text:
How Can Salary Influence a Worker's Performance in an Administration?
By Chron Contributor Updated July 14, 2020
Influence of Compensation vs. Job Satisfaction
Monetary Reward Ideas for Employees of a Company
How Well Do Raises Work to Motivate?
Defining "Competitive Hourly Rate"
What Are the Pros and Cons of an Employee's Attitude at Work?
People are often motivated by money. The salary a worker is paid by his employer can have a great influence on his performance in the administration. A worker doesn't simply view his salary as a dollar amount, he sees it as the value his employer places on him as a worker. The level of appreciation he feels can have a direct impact on his overall performance.
Salary and Motivation
A worker is more likely to perform to his potential if he's happy with the salary he is earning. A person earning a high salary feels motivated to do a good job, because he wants to please his employer to retain his position. His salary brings him a feeling of security, allows him to feel accomplished and gives him a high status ranking that he enjoys. A person is much more willing to put in extra hours at the office if he feels his financial rewards are a fair trade-off.
According to Zeynep Ton, a professor at the MIT Sloan School of Management, interviewed by the Atlantic, research has shown that an employee satisfied with his pay is more productive and motivated, although pay is not the only factor.
Job Satisfaction Levels
A well-paid employee feels valued by his organization. He knows management isn't just paying him to get the job done, he's also respected for his subject matter expertise. This employee is more likely to be satisfied with his job and not feel the need to look for a similar position with better pay. However, an employee who doesn't feel like his organization is paying him a high enough salary is much more likely to look for and accept a higher paying position of a comparable nature at another company.
In a Society for Human Resource Management Employee Job Satisfaction and Engagement survey, employees rated compensation as the third most important aspect of job satisfaction.
Impact on Retention Rates
When a company doesn't pay its employees well, the general office morale is low. Many workers may need to get second job to make ends meet, which leaves them tired, overworked and resentful. Performance rates are typically low, as workers feel little motivation to exceed standards and absentee rates tend to be high. Employee turnover in these companies is often very high, as people don't want to work for a company paying below industry standards.
In a CNN Money article, a Costco employee noted that he's stayed working at the company for a number of years because of the decent wages and benefits he receives.
Effect of Performance-Based Pay
The advantages of a high salary can often be eclipsed by performance-based pay. Using a performance-based pay strategy can provide a worker with extra motivation to do his job to the very best of his ability. This can be an effective way to align a worker's incentive to earn additional monetary bonuses with the goals of the company.
If he knows he will receive extra money when achieving a target set by his supervisor, it's likely he'll do everything in his power to exceed expectations. Writing for Inc., CEO Michael Alter notes that an incentive program can increase employee productivity and create a sense of shared responsibility among the team.
Society for Human Resource Management: 2012 Employee Job Satisfaction and Engagement
Inc.com: Performance Based Pay
The Atlantic: Good Wages Are Not Enough
Advantages & Disadvantages of Competitive Pay Policies
How Job Security Influences Job Satisfaction & Performance
How Does Job Satisfaction & Remuneration Affect Staff Turnover?
Pay Scale Based on Seniority
Assessing the Role of Motivation on the Employees Performance
Salary & Bonus Vs. Long-Term Incentives
What Are the Benefits of Demoting Employees?
The Reason for a Desire to Switch Jobs
Tenure Vs. Merit Pay
1 Advantages & Disadvantages of Competitive Pay Policies
2 How Job Security Influences Job Satisfaction & Performance
3 How Does Job Satisfaction & Remuneration Affect Staff Turnover?
4 Pay Scale Based on Seniority


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A potential security vulnerability in Intel® QuickAssist Technology for Linux may allow information disclosure. Intel is releasing software updates to mitigate this potential vulnerability.
Insufficient access control in driver stack for Intel® QuickAssist Technology for Linux before version 4.2 may allow an unprivileged user to potentially disclose information via local access.
Intel recommends that users of Intel® QuickAssist Technology for Linux update to 4.2.0-00022 or later.
This issue was found internally by Intel employees. Intel we would like to thank Ryan Hall from the DCG Red Team.


text:
Justin A. McCarthy (né le ) est un historien, démographe et professeur d'histoire à l'université de Louisville au Kentucky.

Carrière
Il a obtenu son doctorat en 1978 à l'université de Californie à Los Angeles, et un diplôme postdoctoral en démographie à l'université de Princeton. Il a présidé le département d'histoire de l'université de Louisville de 1986 à 1992, et en a reçu une distinction honorifique en 1996.

Il a également enseigné à l'université technique du Moyen-Orient d'Ankara, à l'université de Princeton, à l'université du Bosphore (Istanbul) et à l'université de Londres.

Toutefois, l'objectivité du travail de McCarthy est souvent remis en question, suspecté d'obtenir de la Turquie et de l'Azerbaïdjan des subventions pour mener à bien ses travaux.

Distinctions
 Docteur honoris causa de l'université du Bosphore (1985)
 Docteur honoris causa de l'université Süleyman-Demirel d'Alma-Ata (2000)

Ouvrages
 The Arab World, Turkey, and the Balkans (1878-1914): A Handbook of Historical Statistics, Boston, G. K. Hall and Co., 1982.
 Muslims and Minorities: The Population of Ottoman Anatolia and the End of the Empire, New York-Londres, New York University Press, 1983 (traduit en turc).
Turks and Armenians. A Manual on the Armenian Question, Washington, ATAA, 1989 (avec Carolyn McCarthy).
 The Population of Palestine: Population History and Statistics of the Late Ottoman Period and the Mandate, New York, Columbia University Press, 1990.
 Death and Exile. The Ethnic Cleansing of Ottoman Muslims (1821-1922), Princeton, Darwin Press, 1995 (traduit en turc, en arabe et en bulgare).
 The Ottoman Turks: An Introductory History to 1923, Londres, Longman, 1997, réédition Routledge, 2013 (traduit en italien).
 The Ottoman Peoples and the End of Empire, Londres-New York, Hodder & Arnold/Oxford University Press, 2001 (traduit en turc).
 Population History of the Middle East and the Balkans, Istanbul, The Isis Press, 2002.
 Who Are the Turks? A Manual for Teachers, American Forum for Global Education, 2003.
 The Armenian Rebellion at Van, Salt Lake City, University of Utah Press, 2006 (avec Esat Arslan, Cemalettin Taşkıran et Ömer Turan ; traduit en turc).
 Turkey and the Turks, Washington, Turkish Cultural Foundation, 2010 (avec Carolyn McCarthy).
 The Turk in America. The Creation of an Enduring Prejudice, Salt Lake City, University of Utah Press, 2010 (traduit en turc).
 Sasun: The History of an 1890s Armenian Revolt, Salt Lake City, University of Utah Press, 2014 (avec Cemalettin Taşkıran et Ömer Turan).
 Turks and Armenians: Nationalism and Conflict in the Ottoman Empire, Madison (Wisconsin), Turko-Tatar Press, 2015.

Contributions à des ouvrages collectifs
 « Nineteenth Century Egyptian Population », dans Elie Kedourie (dir.), Economics and Economic History of the Middle East, Londres, Routledge, 1977.
 « The Anatolian Armenians (1912-1922) », dans Armenians in the Ottoman Empire and Modern Turkey (1912-1926), Istanbul, Tasvir Press, 1984.
 « The Population of Ottoman Europe Before and After the Fall of the Ottoman Empire », dans Proceedings of the Third International Congress on the Social and Economic History of Turkey, Istanbul, The Isis Press, 1990.
 « Jewish Population in the Late Ottoman Period », dans Avigdor Levy (dir.), The Jews of the Ottoman Empire, Princeton, Darwin Press, 1994.
 « The Report of Niles and Sutherland », XI. Türk Tarih Kongresi, Ankara, TTK, 1994, tome V.
 « Ottoman Bosnia, 1800 to 1878 », dans Mark Pinson (dir.), The Muslims of Bosnia-Herzgovina, Harvard University Press, 1994.
 « Middle Eastern Population », dans The Encyclopedia of the Middle East, New York, Columbia University Press, tome III, 1998.
 « Population Change and the Creation of the Turkish Republic », dans Atatürk and Modern Turkey, Presses de l'université d'Ankara, 1998.
 « The Population of Ottoman Armenians », dans Türkkaya Ataöv (dir.), The Armenians in the Late Ottoman Period, Ankara, TBMM/TTK, 2001.
 « Wellington House and the Turks », dans The Turks, Ankara, Yeni Türkiye, 2002, tome IV.
 « Missionaries and the American Image of the Turks » dans Mustafa Aydın et Çağrı Erhan (dir.), Turkish-American Relations, Past, Present and Future, Londres-New York, Routledge, 2004.
 « Archival Sources Concerning Serb Rebellions in Bosnia 1875-76 », dans Markus Koller et Kemal H. Karpat (dir.), Ottoman Bosnia: A History in Peril, Madison, University of Wisonsin Press, 2004.
 « Palestinian Population », dans Philip Mattar (dir.), Encyclopedia of the Palestinians, New York, Facts on File, 2005.
 « The Demography of the 1877-78 Russo-Turkish War », dans Ömer Turan (dir.), The Ottoman-Russian War of 1877-78, Ankara, Middle East Technical University, 2007.
 « Muslim population movements and mortality », dans Erik-Jan Zürcher (dir.), Turkey in the Twentieth Century/La Turquie au vingtième siècle, Berlin, Klaus Schwarz Verlag, 2008.
 « Ignoring the People: The Effects of the Congress of Berlin », dans Hakan Yavuz et Peter Sluglett (dir.), War and Diplomacy. The Russo-Turkish War of 1877–1878 and the Treaty of Berlin, Salt Lake City, University of Utah Press, 2011.
 « Mustafa Kemal Atatürk: Without Him There Would Be No Turks », dans Atatürk Symposium, New York, Organisation des Nations unies, 2012.
 « Cilicia: A Missed Opportunity in World War I », dans Hakan Yavuz et Feroz Ahmad (dir.), War and Collapse. World War I and the Ottoman State, Salt Lake City, University of Utah Press, 2016.

Notes et références

Liens externes

Historien américain
Historien du génocide arménien
Démographe américain
Étudiant de l'université de Princeton
Docteur de l'université de Californie à Los Angeles
Professeur à l'université de Princeton
Professeur à l'université du Bosphore
Professeur à l'université de Londres
Professeur à l'université de Louisville
Professeur à l'université technique du Moyen-Orient
Docteur honoris causa de l'université du Bosphore
Naissance en octobre 1945
Naissance à Chicago

redpajama_set_name: RedPajamaWikipedia


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