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Resources for: Social Work
Scott Marsalis
https://scott-marsalis.youcanbook.me/
This guide covers graduate studies in the field of Social Work.
Provides excellent coverage of the literature on behavioral and mental health. Make sure to utilize the official subject headings for best results. View this tutorial to learn how to go from a general idea to a very precise set of results. And always feel free to reach out to me for additional assistance.
Google Scholar (Setup connection to get to PDFs)
Use Google Scholar to find articles from academic publishers, professional societies, research institutes, and scholarly repositories from colleges and universities. If you are using from off-campus access, change the "Library Settings" to University of Minnesota Twin Cities. Look for the "FindIt@U of M Twin Cities" links in your Google Scholar search results to access full text and PDFs.
This multidisciplinary database covers most of the core social work journals, as well as related disciplines. Click above the search box to add additional EBSCO databases to your search - particularly those covering specific populations, Education, or Nursing and Allied Health (CINAHL)
Ovid MEDLINE
Searches MEDLINE, which is the primary source of journal articles for the health sciences (fields of medicine, nursing, dentistry, veterinary medicine, public health, health care systems, and basic sciences). Ovid MEDLINE is optimized for advanced literature searches. Coverage is from the 1940s to the present.
Search for information from scientific journals, books and conference proceedings. Covers the fields of science, technology, medicine, social sciences, and arts and humanities.
A comprehensive interdisciplinary collection of journal article citations. Subjects generally covered are within science and technology, arts and humanities, and social sciences.
CSA Social Services Abstracts provides bibliographic coverage of current research focused on social work, human services, and related areas, including social welfare, social policy, and community development. The database abstracts and indexes over 1,600 serials publications and includes abstracts of journal articles and dissertations, and citations to book reviews from 1979 to the present.
Browse Social Work journals
Social Work Journals (Browse)
BrowZine pulls together social work journals to which we subscribe, providing an experience more like browsing a print collection
This multi-media reference work features accessible, clearly articulated articles on a range of topics encountered in social work study. Looking for a social work definition or explanation quickly? ESW overview articles is a great place to start.
SAGE Research Methods is a tool designed to help scholars of all levels create research projects in their specific discipline and understand the methods behind them.
CINAHL (Nursing & Allied Health)
Covers nursing and allied health journal articles, book chapters, and dissertations, as well as providing summarized evidence-based resources such as care sheets and quick lessons.
The Cochrane Library consists of a collection of regularly updated evidence-based health care databases. The Cochrane collection is designed to provide information and evidence to support health care decision-making.
The available databases are: The Cochrane Database of Systematic Reviews (regularly updated reviews of the effects of health care interventions); Database of Abstracts of Reviews of Effectiveness: DARE (critical assessments and structured abstracts of good systematic reviews published elsewhere); The Cochrane Controlled Trials Register: CENTRAL (bibliographic information on controlled trials); The Cochrance Database of Methodology Reviews: CDMR (systematic reviews of methodological studies); Health Technology Assessment Database: HTA (information about health technology assessments); NHS Economic Evaluation Database: NHS EED (National Health Service (UK), structured abstracts of articles describing evaluations of health care interventions); browse by Cochrane Collaborative Review Group; and the Cochrane Reviewer's Handbook.
Campbell Collaboration C2
The Campbell Collaboration Library is a full text database of systematic reviews covering social interventions, including social work, education, criminology, and international development.
Health and Psychosocial Instruments (HaPI)
Find surveys, tests, observation checklists, and questionnaires used to assess health and behavior of infants, children, adolescents, adults, and the elderly. Topics covered include public health, communication, psychology, management, nursing, organizational behavior, medicine, sociology, physical education, psychiatry, human resources, gerontology and dental medicine. Includes information about the test such as title, author, publication resource, reliability and validity. Note: One users can access at a time.
CQ Press Library
In the CQ Press Library, search or browse resources on American government, current affairs, history, politics, public policy, and data analysis for the social sciences.
California Evidence-Based Clearing House for Child Welfare
List programs in Child Welfare, including evidence base.
References: Citations
Give credit to those whose work you use in your own writing and help others find your sources. Find information on citing sources using major styles and avoiding plagiarism.
Tutorial: What are citations?
Understand what citations are, why they are important, and how to create and use them.
Citation Guides and Style Manuals
A guide to different citation styles.
If you are interested in using a citation manager like Mendeley or Zotero to organize your citations and create your bibliography, use this link and talk to your librarian to learn more.
URL: https://libguides.umn.edu/c.php?g=823038


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What is the book REALLY about?
By Parvez Sharma On August 11, 2017 · Add Comment
MORE DETAIL ABOUT THE BOOK
Many journalists are asking. No one really has time to read a 100, 000 words right? 😉
Here is how you can pitch it to your friends!
PITCH # 1
Want to know the inner workings of ISIS and their media machines? Perhaps you have a curiosity for Peshawar's "terrorism factories" that turned out Jihadis for al-Qaeda and how they did it? Or perhaps you are curious about the inner workings of the House of Saud and what it has in common with Donald Trump and Jack Dorsey? Do you think Mecca, Saudi Arabia is the perfect place for terrorists to meet. Critically acclaimed filmmaker Parvez Sharma who is a veteran of death threats takes us into this and much more with his new book, A Sinner in Mecca. This book is the most current and real picture of the so- called "war" between Islam and the West. As one of the worlds best-known gay Muslims, Parvez has always fought hard to not be a casualty.
Globally acclaimed gay and Muslim filmmaker living under the shadow of fatwas calling for his death goes to Saudi Arabia. On the way he manages to get deep into things like: Why did the Arab Spring turn into many Islamist winters; how does ISIS really work; What do Jack Dorsey, Donald Trump and Barack Obama really have in common and where do Hizbullah and the Iranians really get to hang. The world he reveals in Mecca, is one that has been hidden from most of humanity for 14 centuries. Rightfully, so. He knows exactly how to frame Islamophobia and the reasons for it. And he knows Jihad well; he lived it. No one is talking about Islam from this perspective.
ABOUT THE BOOK (For those who are brave enough to read three paragraphs!)
Parvez Sharma's new book, A Sinner in Mecca takes off where his widely acclaimed film ended. This new journey unfolds with cinematic thriller like alacrity. Parvez takes us from Beirut to Mecca, from Cairo to Karachi and Tehran, from Peshawar where young men crushed by poverty are sold for "martyrdom" to Kashmir–one of the worlds most intractable problems to Kuala Lumpur that claims to have the keys to a progressive vision of Islam. If you think contemporary Islam has a few problems, Parvez has some real solutions–born not from being an armchair theorist but from two decades of battles in the trenches of his faith, with the shadow of hate in the form of fatwas or death-threats constantly hanging over his head. From Obama to Osama, from Trump to ISIS to the evils of the Saudi monarchy and the (Wahhabi) havoc they have caused in all Islam–this book connects dots in unprecedented fashion.
Parvez's odyssey is at once audacious, global, and remarkable. He meets everyone from extremists to explorers of the spiritual kind and the world they open up is frightening, yet breathtaking. Parvez provides an unflinching look at our troubling unfolding history, including taking us deep inside the workings of Hizbullah and ISIS and even inside the minds of real "jihadists." An embattled Europe and America, Islamophobia in the West, and the destructive influence of Wahhabi Islam around the world get the same lived and deeply researched treatment. This is an author who knew what Jihad meant when he was five, growing up just down the road from the Islamic school that provided the doctrinal basis for the Taliban in addition to boys they had transformed into killing machines.
Above all he makes the case that saying (as cable TV Muslim pundit/ Islam apologists often do) "Islam is a religion of peace" is farcical and untrue. While Parvez's spiritual journey is a deeply peaceful one, the truth he offers is revelatory.
More information on the book, the films and Parvez's other work can be found at asinnerinmecca.com and at http://amzn.to/2mzVIn1
ABOUT THE AUTHOR (this you can send to those who need to know who this dude is!)
PARVEZ SHARMA makes fearless, multiple award winning films about faith, identity, religious extremism and social justice. Two of the best known are, A Jihad for Love (8 million viewers) and A Sinner in Mecca, shot entirely guerrilla-style on a phone, changing the very rules of filmmaking. Parvez travels to Mecca to reveal a side of Islam that's literally never been seen before. "We emerge from the film more enlightened," writes The New York Times, naming it a Critics' Pick. He has been hailed as a "gifted filmmaker," (The Wall Street Journal) "frankly brave," (NPR) "provocative" (San Francisco Chronicle) and as carrying out "an attack on Islam" by Ayatollah Khamenei's regime in Iran. Parvez was named one of "50 Visionaries Who Are Changing Your World" in a list headed by the Dalai Lama.
Parvez's writings on Islamic, racial, and political issues have appeared on The Huffington Post, The Daily Beast, TheGuardian and elsewhere. He is a prominent speaker on Islam, politics, extremism, personal identity, and the media, having spoken at more than 200 live events around the world and conducting workshops with the United Nations, European Union, U.S. State Department, and the Department of Homeland Security. He reported actively about the "Green Movement" in Iran and about the revolution in Egypt, providing a local perspective on international events and an intimate view of history. The New York Times in a profile said, "After 'Jihad,' Mr. Sharma was labeled an infidel, and in the intervening years, he has gotten more death threats than he cares to recall." The New Yorker said, "It (A Sinner in Mecca) was filmed mostly in secret, relying heavily on footage recorded during the hajj on Sharma's iPhone" His new book, which shares the film's title, is an unprecedented examination of the problems faced and caused by Islam, worldwide and unlike soundbite pundits on cable, Parvez gives real solutions.
As a speaker, Parvez is represented by the Lavin Agency (http://bit.ly/2npO0uR).
THREE EXAMPLES OF ADVANCE PRAISE (Always good. Always building.)
"Parvez's heroism is rare and his courage well-documented. Putting his own life at risk, he takes us on a surprising and compelling journey through the frontlines of his much contested faith. A brilliant follow up to his films, A Jihad for Love and A Sinner in Mecca."
–Reza Aslan, #1 New York Times bestselling author of Zealot : The Life and Times of Jesus of Nazareth
"Parvez Sharma's Hajj pilgrimage is not only a journey to Mecca but to his deepest self. Both a Muslim and an out gay man, Sharma writes bravely and brilliantly. His religion is ancient. His story is timeless."
—Kevin Sessums, New York Times bestselling author of Mississippi Sissy and I Left It On the Mountain
"In our lives, we face a choice of whether to live with judgment or reach deep within ourselves to find an inner moral compass that leads us to a metaphorical Mecca of unconditional love. With his powerful, brave book, A Sinner in Mecca, Parvez Sharma takes us on his hero's pilgrimage, teaching us of an ethereal truth: the qibla, or direction of Mecca, resides within each one of our hearts."
—Asra Q. Nomani, bestselling author of Standing Alone in Mecca
Tagged with → A Sinner in Mecca • bin Laden • ISIS • Jack Dorsey • Obama • Osama • parvez sharma • saudi arabia • Trump

redpajama_set_name: RedPajamaCommonCrawl


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Technical Assistance for the 'International Course on Sustainable Aquaculture in Molluscs and Macroalgae in Africa'
Coming together across three continents and three oceans
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The sustainable development of aquaculture could provide a real alternative for food production and a partial substitute for products derived exclusively from fisheries. In the long run, this will lead to more sustainable fishing.
The coasts of Mozambique and Angola are well suited to developing aquaculture projects for molluscs and macroalgae, as well as fish. In addition to providing an alternative source of food for domestic consumption and export revenue, mollusc farming and seaweed cultivation also provide an excellent opportunity to create jobs and limit the exploitation of fishing resources, which contributes to their sustainability.
Given the coastal characteristics, existing markets and export objectives of Mozambique and Angola, as well as the product and by-product values, the development of marine aquaculture will occur mainly through the cultivation of molluscs and macroalgae. Large-scale farming of saltwater fish will be employed in the future.
Mozambique and Angola are therefore seeking technical solutions to develop aquaculture and diversify the species cultivated and the production systems adopted.
Towards a Solution
This project resulted from a scientific mission in late-2016, during which representatives from the Universidad Católica del Norte [Catholic University of the North] in Chile travelled to Mozambique for a week of training at the National Institute for Fisheries and Aquaculture Development. The initiative also stemmed from discussions with authorities from Mozambique during a visit to Chile in April 2016, in which areas for sectoral cooperation between Santiago and Maputo were identified. At that time, aquaculture was prioritized.
On 19 May 2016, the Agencia Chilena de Cooperación Internacional para el Desarrollo [Chilean Agency for International Cooperation for Development] (AGCID) and the Camões Institute for Cooperation and Language of Portugal signed a memorandum of understanding for the development of triangular cooperation projects. Portugal provided technical assistance, in the form of two trainers, to an intensive aquaculture module entitled 'International Course on Sustainable Aquaculture in Molluscs and Macroalgae in Africa', which was offered to officials from the Ministries of Fisheries in Mozambique and Angola, as well as other experts. It was held at the Universidad Católica del Norte, in Coquimbo, Chile.
The international course focused on promoting sustainable aquaculture in Africa as a real alternative for food production and an opportunity to create jobs and limit the exploitation of fishery resources. The goal of the course was to train professional and technical personnel in the cultivation of molluscs and macroalgae at all stages, in order to improve the planning, execution and implementation of new government or community projects in that connection.
Chile hosted the course at the Universidad Católica del Norte for trainees from Mozambique and Angola. AGCID provided financial support, and the Camões Institute provided two trainers.
The Portuguese trainers were selected from the private sector, in collaboration with the Ministry of the Sea of Portugal. They were able to share their experience in the field of aquaculture and strengthen technical and scientific ties with Angola, Chile and Mozambique.
Under this project, triangular cooperation allowed for a broader partnership with other development actors, such as the Portuguese private sector, to share expertise with public officials from Angola and Mozambique. This project forged partnerships that went beyond the traditional North-South approach.
The project's training contributions have had a multiplier effect in the beneficiary countries, as they created synergies among sectoral institutions, academia and cooperation agencies. The project helped to share expertise and allowed for mutual learning, with significant benefits for all parties involved. It also built trust between the parties, which is important for establishing new partnerships.
The project was tailored to the context and target beneficiaries, since Angola, Mozambique and Portugal share a language and other cultural aspects.
This project improved ownership and leadership by partner countries, which benefited from an effective division of responsibilities. It brought together experts from three continents and from the private sector to share their unique knowledge. The course also employed a context-specific approach, tailoring interventions to the country's specific needs, wherever possible, in an effort to adapt European and South American expertise to African contexts.
Name: Mr Nuno Vaz Title: Development Cooperation Expert Organization: Camões – Institute for Cooperation and Language (Portuguese Ministry of Foreign Affairs) Email: nuno.vaz@camoes.mne.pt
Universidad Católica del Norte (Chile); Chilean Agency for International Cooperation for Development; Camões – Institute for Cooperation and Language (Development Agency, Ministry of Foreign Affairs, Portugal)
Countries involved
Angola, Chile, Mozambique, Portugal
Implementing Entities
Universidad Católica del Norte
Primary SDG
14 - Life Below Water
Secondary SDGs
01 - No Poverty, 12 - Responsible Consumption and Production, 13 - Climate Action, 15 - Life on Land, 17 - Partnerships for the Goals
Similar Solutions
A Billion Brains: Smarter Children, Healthier Economies," High Level Meeting on South-South Cooperation for Child Rights
Angola, Chile, Mozambique, Portugal 17 - Partnerships for the Goals Ongoing View Details
Adaptation for Smallholder Agriculture Programme
Establishing better working conditions for smallholder farmers through the use of good practices and new technologies
Angola, Chile, Mozambique, Portugal 08 - Decent Work and Economic Growth 11 - Sustainable Cities and Communities 13 - Climate Action 15 - Life on Land Ongoing View Details
ADAPT-PLAN in Malawi
Angola, Chile, Mozambique, Portugal 01 - No Poverty 05 - Gender Equality 11 - Sustainable Cities and Communities 13 - Climate Action Ongoing View Details
Addressing the Philippine Dairy Sector Challenges
Exchanging knowledge between Argentina and the Philippines to improve Philippine local dairy production
Angola, Chile, Mozambique, Portugal 08 - Decent Work and Economic Growth 17 - Partnerships for the Goals Ongoing View Details
ADELANTE Programme Knowledge Bank
Creating a public repository of triangular cooperation learning
Angola, Chile, Mozambique, Portugal 01 - No Poverty 02 - Zero Hunger 03 - Good Health and Well-being 04 - Quality Education 05 - Gender Equality 08 - Decent Work and Economic Growth 09 - Industry, Innovation and Infrastructure 10 - Reduced Inequalities 11 - Sustainable Cities and Communities 12 - Responsible Consumption and Production 16 - Peace and Justice Strong Institutions Ongoing View Details
About South-South Galaxy
© 2021 Copyright South-South Galaxy, All Rights Reserved.


text:
Edmund L. Andrews
Edmund L. Andrews is an award-winning former economics correspondent with The New York Times. He is now an editor, writer, and communications consultant for corporations, universities, financial institutions, and public policy thought-leaders.
How Some Companies Showed Compassion for Workers During COVID
By Edmund L. Andrews | May 7, 2021
A new study finds that corporate decisions to either protect workers or lay them off had a lot to do with compassion.
Can a Protest Make You Change Your Vote?
By Edmund L. Andrews | November 2, 2018
A new study shows that both liberal and conservative protests have had a real impact on U.S. House elections.


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Lo stadio Mario Sandrini è un impianto sportivo di Legnago (VR).

Esso è l'attuale campo di gioco della società calcistica F.C. Legnago Salus, militante nel campionato di serie C.
Talvolta viene utilizzato per gare d'atletica interregionali.

Dati tecnici del campo
Il campo da gioco regolamentare è in manto erboso, circondato da pista di atletica e dotato di impianti d'illuminazione omologati. Ci sono complessivamente due tribune, di cui una coperta, mentre è privo di spalti sotto le curve.
La tribuna centrale è suddivisa in una zona parterre inferiore, con seggiolini di colore rosso, due sezioni laterali, i cui posti sono gialli, e una nel mezzo riservata ai rappresentanti societari, con poltrone blu.
In quanto a servizi è dotato di una biglietteria all'ingresso dello stadio, un bar sotto la tribuna coperta e una sala stampa.
La capienza complessiva, dopo gli ultimi lavori ultimati prima dell'inizio del campionato di Serie D 2010-'11, è di 2152 spettatori, precisamente 1440 nella tribuna ovest coperta e 712 nella est scoperta, adibita alle tifoserie ospiti.

A fine 2021, il Legnago Salus comunica di aver sottoscritto con Sportium un accordo per la riqualificazione dello stadio Sandrini. L'intervento si pone come obiettivo di rendere l'impianto più adatto al calcio, eliminando la pista d'atletica ed ampliando ed avvicinando al terreno di gioco la tribuna centrale.

Note

Impianti sportivi della provincia di Verona
Architetture di Legnago
Sport a Legnago

redpajama_set_name: RedPajamaWikipedia


text:
Q: My program successfully compiled and run yet displays wrong output My program must display whether the answer to the question "Is 10>2" is correct, wrong or the user must have had wrong input. Even if I type "YES" or "NO", it will still display WRONG INPUT. It is a very, very simple program. However, I'm a newbie. Any help will be appreciated.
import java.util.Scanner;

public class yesorno{

public static void main (String args[]){

    Scanner answer = new Scanner(System.in);
    String ans;

    System.out.println("Answer with a YES or NO");
    System.out.println("Is 10>2?");
    System.out.print("Answer:");
    ans = answer.next();

    if(ans == "YES"){
        System.out.print("Correct!");
    }

    else if (ans == "NO"){
        System.out.println("Wrong!");
    }

    else{
        System.out.println("Wrong input!");
    }
}
}

A: if(ans == "YES"){

You should use equals() to compare strings and not operator==
Note that operator== will yield true only if the two objects are actually the same object, and it is not the case.
You should replace it to if(ans.equals("YES")) { [and do the same for all other conditions in your program]

A: You are doing string comparison in Java using ==, which is generally not recommended, since == does object comparison and not actual string comparison.
Try using the equals() method.
That is, change your code from
if(ans == "YES"){
    System.out.print("Correct!");
}

else if (ans == "NO"){
    System.out.println("Wrong!");
}

to
if(ans. equals("YES")){
    System.out.print("Correct!");
}

else if (ans.equals("NO")){
    System.out.println("Wrong!");
}

redpajama_set_name: RedPajamaStackExchange


text:
The Arctic Council was first inaugurated in 1996. The Council, at that time, incorporated the former Arctic Environmental Protection Strategy (AEPS) through which ICC accomplished much of its environmental work. The Arctic Council was first conceived as an intergovernmental organization in which all 8 Arctic governments, along with the Arctic's indigenous peoples' organizations, would have an open forum in which to discuss any matter of common concern. It has, however, had difficulty getting off the ground and has done minimal work other than that continued under the former AEPS. Yet, ICC was given a strong mandate from the 1998 General Assembly to work hard within the Arctic Council so that it will make a positive difference for circumpolar Inuit.
Arctic Council website: www.arctic-council.org


Enjoy fresh, sweet corn in salads and other dishes more often. Zip kernels cleanly and effortlessly off the cob with the Kuhn Rikon Corn Zipper. Sharp teeth cut between kernels and cobs removing several rows at once. Safer than using a knife. Corn puddings with nothing but corn kernels and lots of butter baked until crusty on top are not far behind. The Zipper head is made of high quality stainless steel with a two-tone plastic handle is whimsical corn cob design Blade protector included to protect blade and hands during storage. Dishwasher safe.


text:
Children's play and culture
Robyn M Holmes (2013), Scholarpedia, 8(6):31016. doi:10.4249/scholarpedia.31016 revision #133749 [link to/cite this article]
Curator: Robyn M Holmes
Evangeline Nwokah
Scott Eberle
Megan Tulac
Prof. Robyn M Holmes, Monmouth University, West Long Branch, NJ, USA
The connection between play and culture has an illustrious past. In 1950, the classic play theorist Johan Huizinga articulated the position of play as a cultural phenomenon, one that humans share with animals. In this work, he introduced the defining criteria of play and its relationship to other higher forms of human activity such as art, law, and philosophy. Several years later in 1959, Roberts, Arth, and Bush introduced a classification scheme for games that drew attention to the relationship between the prevalence of games in a culture and cultural complexity. Since that time play research has always been mindful of the connection between play and culture.
For example, although play researchers share membership in The Association for the Study of Play, the association is rather diverse in the disciplines represented and affiliated publications have consistently included studies that employ a cultural lens (Roopnarine & Johnson, 1994). In concurrence with Brian Sutton-Smith's (1986; 2001) view, play is thought to reflect cultural mastery and in a bidirectional relationship cultural values guide and shape the expression of play, time allotted for play, and attitudes towards play (Lancy, 2002). Almost two decades ago, Roopnarine et al. (1994) illuminated the need to account for the cultural variability in children's play. They drew attention to the inaccuracies that arose when applying Western values and interpretations of play in non-Western settings. Interesting, there is still inequitable treatment in the play literature regarding the role of culture in interpreting and understanding play (Gaskins & Miller, 2009). This is true despite the fact that there is ample empirical evidence to support the contention that children in all societies engage in some type of playful consumption (Gosso, 2010). As Lancy (2002) noted, children engage in playful activities whether the culture in which they are socialized acknowledges, supports, or sets aside time for play. Thus the contemporary view of play is that it is both a universal and culture-specific activity (Brown, 2009; Lancy, 2007). Within the past decade, there has been increased attention to the role of culture in children's development in general and play in particular.
For example, Gaskins and Miller (2009) recently supported the criticism that Western thinking and Western European children are the standard in play research. They believe that this position is responsible for the scant literature on studies that examine the influence of culture on play (see also Holmes, 2011; 2012). The current work provides an overview of this literature including both historical and contemporary projects. The focus is upon unstructured children's play activities situated in particular cultural contexts – parental attitudes towards play, the relationship between play and education, and playfulness are not addressed in this work.
1 Ethnographic/Culture Specific Works
2 Cross-Cultural/Comparative Works
3 Theoretical works
Ethnographic/Culture Specific Works
Early works on the relationship between children's play and culture concentrated on compiling descriptions and classifying children's free time activities. Opie and Opie's (1969) classic work on children's street and playground games is exemplary. This work focused upon the play of school age children through the United Kingdom with an emphasis upon England, Scotland, and Wales. The text is rich in descriptive detail and provides the reader with rhymes, chants, and folk terms that accompany the types of recorded play. The text is arranged by game type and ranges from chasing games to dueling games to pretend games. The reader is treated to an interdisciplinary approach to children's unsupervised play that includes historical, ethnographic, and folklore traditions. Schwartzman's (1979) anthropology of children's play provides a theoretical, anthropological, and historical view of this phenomenon. In the work, she explores how children at play and the researchers who study them construct their interpretations. Attention and material covered is worldwide as are different historical periods. It is an extensive treatment of children's play and focuses upon both play and players to move beyond the simple texts and contexts in which they co-exist, are constructed, and performed. In contrast to previous works that compiled descriptions of play, she emphasized the cultural construction of play and the transformations that take place within them.
Contemporary works on children's play also focus on the cultural construction of play. For example, Gosso's (2010) work is a major contribution to children's play in traditional societies. Using an ethnographic lens, she focuses upon children's playful consumptions among the Parakanā hunting and gathering society in Brazil. In agreement with Lancy (2002; 2007), these children engage in pretend activities that imitate and mirror adult subsistence activities. For example, indirect observations of adult role models serve as material that children recreate in their play. This includes boys playing with bows and arrows imitating hunting actions and girls grinding flour into tacos and making baskets as their mothers do. Similarly, Long, Volk, and Gregory's (2007) ethnographic study of children's pretend play illustrates the contemporary view that children are active agents in their own socialization and play is culturally constructed. Working with pairs of children from different cultural regions (London, Iceland, and the US) they explore how children adopt the roles of teacher and learner in acquiring and sharing cultural routines. Similar to Lancy's (1996) work "playing on the mother ground", these researchers concluded that play takes place in comfortable settings where children acquire universal skills such as sensitivity to others' needs and culture-specific routines. They recommend that their findings may have applied value and be beneficial to early childhood educators to meet the needs of young children in these settings.
As a participant observer, in a non-Western setting, Holmes (2012) explored children's play preferences across generations. Her work situated in a Pacific Rim community on the Hawaiian Island, Lanā'i supports the notion that play and culture are intricately linked and that playful outcomes are dependent upon a variety of factors that include economic, technological, cultural, and historical factors. For example, she found that contemporary children prefer more technologically advanced toys that are played primarily indoors whereas past generations of children played more outdoors. Also, some trends remained consistent across generations. In her sample, children of both generations preferred sex-stereotyped play activities and toys.
Also in the Pacific Rim, Goldman's (1998) ethnographic work focuses upon children's play among the Huli of the Southern Highlands of Papua New Guinea. His work emphasizes unsupervised children's play as it takes place within a broader cultural context. He draws attention to how children incorporate their culture's roles and activities into their play. Focusing upon pretend play he illustrates how play serves to help children construct and mediate their daily social and linguistic interactions. He concludes that imaginative play promotes cognitive development as it provides a medium for children to become knowledgeable members of their culture. Other works in the Pacific Rim include Itsumi-Taylor's work (2006) on the play of Japanese children and the influence of the setting on their playful outcomes. Additional ethnographic works on islands in the Pacific have examined the play/work dichotomy. For example, Watson-Gegeo (2001) explored Kwara'ae children's daily activities that include play and work. Her work illustrates the notion that in many cultures children contribute to the economic health of their families and spend much of their time in work related activities. She found that young children are able to construct their identities and navigate the roles they are expected to play in different contexts. For example, when young children are playing they are situated in "child mode" and their behaviors are reflective of this; when they engage in work related activities children shift into "adult mode" and behave accordingly.
Some play researchers have explored children's play on the continent of Africa. For example, Salamone and Salamone (1991) employed both an anthropological and ethnographic lens to study play among Hausa children in Nigeria. They focused upon "pure" play and its social, cultural, and psychological implications. In their work on children's games, they included the underlying culturally specific criteria that are necessary to classify an activity as play and noted that when adults intervene in children's play it is no longer fun and enjoyable. In essence, it ceases to be play. In North Africa, Rossie's (2005) ethnographic work focuses upon children's play in Morocco. This work discusses a variety of subtopics including the source of children's play scripts, toys, and the emergence of creativity in children's play activities. In the Middle East, Rivka Eifermann's (1971; 1979) work on Israeli Arab and Jewish children's games is one of the intensive observational studies that highlights how children's games are embedded in the macro culture in which they are performed. She employed multiple observers who collected voluminous amounts of raw material in addition to comparative information on locale, socioeconomic status, and ethnicity. Her work is also regarded for its contributions to children's folklore. Jones and Hawes' (1987) work on African American children's play focuses upon the relationship between music and playful activities. Her work on African American culture in the South draws attention to the position of music, song, and play in children's daily experiences as a means of having fun and coping with life's pressures and stresses. Her meticulous attention to details helps situate this work as an outstanding contribution to the literature on play, folklore, and American history.
Finally, some contributions to the literature on children's play and culture address the therapeutic value of play. In a recent work, Brown (2012) writes about the play of Roma children in Transylvania. This is a substantial contribution to the literature on children's play and culture as the Roma children are incredibly impoverished and live in deplorable conditions often without sanitation, electricity, heat, and running water. Despite these inhumane living conditions, Brown discovered that these children are not play deprived – rather than engage in playful consumptions in all available spaces and with all available materials. Their play is rich in imagination and creativity and fundamentally does not differ from the play of children in other settings.
In a related work, Berinstein and Magalhaes (2009) explored the playful consumptions of children in Zanzibar, Tanzania from the perspective of occupational therapy. Using what they term "photovoice", they analyzed photographs and categorized children's play experiences. These included: creative play, physical play/games, football and equipment play. Their work highlights how tradition, culture, and poverty impact children's play outcomes and they address the factors that lead to opportunities for play in different cultural settings. Their study has applied value and is beneficial in improving children's life experiences. For example, they encourage the occupational therapy profession to examine the opportunities for play for children living in developing countries. They also suggest a cultural specific approach in the meaning of play for children and play's curative value for children who have experienced stressful and harmful events.
Cross-Cultural/Comparative Works
Roopnarine, Johnson, and Hooper's (1994) edited volume contains ethnographic studies on play from geographic areas that include Western (Italy) and non-Western (Taiwan, Japan, Polynesia, the Arctic) cultural groups. The importance of this text is that it was one of the first book length treatments to address the role of culture in shaping children's play. The text highlights the fact that play is both a cultural universal and culture-specific phenomenon. This work presents individual ethnographic descriptions of children at play in diverse settings which ultimately form a cross-cultural comparative work. Thus the reader comes to experience how setting guides the children's play that takes place within it as well as the similarities and differences that surface among this phenomenon. Inclusive chapters also share a common theme: play is viewed as both a reflection of cultural mastery and play serves as a mechanism through which children acquire the cultural values with which the construct and reconstruct their daily interactions. For example, deMarrais, Nelson and Baker's (1994) work on Yup'ik girls' storyknifing clearly illustrates the role of this activity in the cultural transmission of essential skills and abilities which will teach these girls what they need to know to be competent Yup'ik women. Similarly, Martini's (1994) work emphasizes how children acquire cultural values through their social interactions within a Marquesan peer group. She draws attention to how collectivist values shape children's daily interactions and how these values are embedded in children's peer play interactions.
Most recently, Singer, Singer, D'Agostino, and DeLong (2009) conducted one of the most comprehensive cross-cultural comparative works on children's play and experiential activities. In this project, they collected information from mothers in 16 different nations located on five different continents. Controlling for socioeconomic status across countries in North America, South America, Europe, Asia, and Africa they found many similar trends. This is interesting given that there were significant differences in language, geography, culture, history and religious beliefs across their sample. For example, mothers believed that both free play and experiential learning opportunities were eroding for children. Similarly, when children have free time most of it is spent watching television. In these caregivers' views, television was an acceptable alternative as children had few safe places to accommodate outdoor play activities. They also found that imaginative and pretend play was rare in comparison to other play activities and that setting influenced play. For example, children in industrialized nations (US, UK, and Ireland) engaged in pretend play whereas children in rural and suburban areas engaged in more creative activities such as painting, drawing, and toy play compared with their urban peers.
In their cross-cultural comparison, Nwokah and Ikekeonwu (1998) focused upon children's games in the cultural settings of Nigeria and the United States. This work is important as it drew attention to the scarcity of comparisons between African children's games and children's games elsewhere in the world. This study produced incredible amounts of observational material on children's games in these diverse cultural settings which revealed cultural similarities and differences in those games. They found that physical settings and available environmental materials influenced play as did cultural values. For example, although children utilized toys in both settings, Nigerian children used resources in their setting as toys whereas American children utilized manufactured toys more. Also, although winners were treated similarly, cultural norms shaped the way losers were treated. In agreement with Vygotsky (1978), they concluded that children's games provided a social context for cultural learning.
In her cross cultural comparative study, Edwards (2000) revisited and reanalyzed the material collected for the historical Six Cultures Project (Whiting &Whiting, 1975). The raw material supports that cultural norms and physical and social settings were linked to the kinds of play that were observed. Given the ethnographic present, many of the children used toys in their available environments with the exception of Orchard Town in the US. These children exclusively had toys, games, and art materials. In agreement with Roberts, Arth and Bush (1959), they found that games with rules were observed in more complex societies and competitive games took place at school rather than in the neighborhood. Role play was common across cultures, however many of these activities were imitative of adult activities.
Some studies have focused upon particular types of play. In their recent study, Gosso, de Lima Salum e Morais, and Otta (2007) compared the pretend play of Brazilian children from five different cultural groups within the same country. These included: children from Indian ethnic heritages, the coast, and from urban areas of diverse socioeconomic backgrounds. Using naturalistic observation and content coding they focused upon the content and the meaning of symbolic transformations in pretend play. They found that although pretend play occurred in all groups, high and mixed SES urban children engaged in more pretense than the other groups. They concluded that all children universally engage in pretend play and the differences among cultural groups were expressed more in the content than in the structure of pretend play. This study uniquely contributes to our understanding of the intercultural variation that exists in children's play.
In some cultures children's play incorporates elements of music and singing. A particular noteworthy contribution is Kathryn Marsh's (2009) extensive cross-cultural work on children's musical play including hand clapping and singing games. The text highlights children's active role in shaping their play, the relationship between culture and play, and how children pass along these traditions to each other. Similar to Eifermann's (1971; 1979)work, Marsh's (2009) work also makes an outstanding contribution to children's folklore. Campbell and Wiggins' (2013) recent international work on children's musical cultures emphasizes the connection music, play, and children's daily experiences. The text includes chapters that address issues of gender, socialization, setting, historical change, and the experiences of children in stressful environments.
Finally, Darian-Smith and Pascoe's (2013) work is one of the most recent texts that addresses the relationship between children, constructions of childhood, and cultural heritage. Of particular relevance are the chapters that respectively explore the changing nature of children's playlore in Australia and the lore and language on the playground. Both of these chapters illustrate how play reflects cultural values and traditions and the position of cultural heritage in shaping children's play.
Theoretical works
In his work on the variability of mother-infant play, Lancy (2007) examines psychological and anthropological interpretations on the role and distribution of mother-infant play. He contends that psychological perspectives on mother-infant play lead to conclusions of play as necessary for normal development and important for its positive outcomes. In contrast, anthropological interpretations focus upon the fact that this type of play does not appear with great frequency worldwide and that there are other factors which guide whether this play is supported in a culture. Drawing upon a cross-cultural sample from various geographic regions these factors include: temperature, climate, individuals involved in the socialization process, and cultural subsistence patterns.
In another work, Lancy (1996) draws upon his fieldwork with the Kpelle of Liberia to illustrate how children acquire cultural patterns and meaning through play. The Kpelle culturally value play and expect their children to play "on the mother ground" – cultural spaces and territories in which adults engage in activities related to work. Situated in close proximity to adult role models, children indirectly observe the work that adults do. These cultural routines and scripts serve as a mechanism by which children learn about their culture. Lancy argues that such child rearing routines observed in the Kpelle village are universal and not limited to traditional societies, though they may vary by culture. This theoretical work is supported by ethnographically thick and rich detail. It provides empirical evidence to support the cultural variability of play and calls for the need to consider culture based or folk theories of child development.
As Lancy (2002) and Gosso (2010) noted, children worldwide engage in playful activities. This is true whether cultures acknowledge, condone, support, and set aside time for play. However cultural variability in play also exists (Lancy, 2007) and empirical evidence clearly supports a relationship between play and culture (Goncu, Gaskins, & Haight, 2006; Holmes, 2012). The studies that appear in this work illustrate the role culture plays in shaping and guiding children's play activities and interactions. In play, children acquire cultural values, skills, and abilities which are embedded in children's everyday experiences including play with peers and interactions with teachers and caregivers. This literature has evolved from the simple compilation and categorization of children's play activities in different cultural settings to acknowledging the role of culture in children's cultural constructions of play. Given the recent attention to this relationship, the future of children's play and culture studies looks promising.
Berinstein, S., & Magalhaes, L. (2009). A study of the essence of play experience to children living in Zanzibar, Tanzania. Occupational Therapy International, 16(2), 89-106.
Brown, F. (2012). The play behaviours of Roma children in Transylvania. International Journal of Play, 1, 64-74.
Campbell, P., & Wiggins, T. (2013). The Oxford handbook of children's musical cultures. New York: Oxford University Press.
Darian-Smith, K., & Pascoe, C. (2013). Children, childhood, and cultural heritage. New York: Routledge.
deMarrias, K., Nelson, P., & Baker, J. Meaning in mud: Yup'ik Eskimo girls at play. In J. Roopnarine, J., Johnson & F. Hooper (Eds.), Children's play in diverse cultures (pp. 179-209). Albany, NY: State University of New York Press.
Edwards, C. (2000). Children's Play in Cross-Cultural Perspective: A New Look at the Six Cultures Study. Cross-Cultural Research, 34, 318–338.
Eifermann, R. (1971). Social play in childhood. In E. Herron & B. Sutton-Smith (Eds.), Child's Play (pp. 270-309). New York: Wiley.
Eifermann, R. (1979). It's child's play. In L. Shears & E. Bower (Eds.), Games in education and development (75-102). Springfield, IL: Human Kinetics.
Gaskins, S., Haight, W., & Lancy, D. (2006). The cultural construction of play. In In A. Goncu and S. Gaskins (Eds.), Play and Development: Evolutionary, Sociocultural, and Functional Perspectives (pp. 179-202). Mahwah, NJ: LEA.
Gaskins, S., & Miller, (2009). The Cultural Roles of Emotions in Pretend Play. In C. Dell Clark (Ed.), Transactions at Play: Play and Cultural Studies (pp. 5-21). Lanham, MD: University Press of Africa.
Goldman, L. (1998). Child's Play: Myth, Mimesis and Make-Believe. New York: Berg Publishers.
Goncu, A., Jain, J., & Tuernmer, U. (2006). Children's play as cultural interpretation. In A. Goncu and S. Gaskins (Eds.), Play and Development: Evolutionary, Sociocultural, and Functional Perspectives (pp. 155-178). Mahwah, NJ: LEA.
Gosso, Y., de Lima Salum e Morais, M., & Otta, M. (2007). Pretend Play of Brazilian Children: A Window into Different Cultural Worlds. Journal of Cross Cultural Psychology, 38, 539–58.
Gosso, Y. (2010). Play in different cultures. In P. Smith (Ed.), Children at play (pp. 80-98). West Sussex, UK: Wiley Blackwell.
Holmes, R. (2011). Adult Caregiver Attitudes and Beliefs Regarding Play in Lana'i. American Journal of Play, 3, 424-452.
Holmes, R. (2012). Children's play preferences in the Pacific Rim: Then and now. In L. Cohen & S. Waite-Stupiansky (Eds.), Play: A polyphony of research, theories and issues (pp. 27-66). Lanham, MD: University Press of America.
Huizinga, J. (1950). Homo ludens: a study of the play element in culture. New York: Roy.
Izumi-Taylor, S. (2006). Play of Japanese preschoolers in constructivist environments. PlayRights, 27(1), 24-29.
Jones, B., & Hawes, B. (1987). Step it down: Games, plays, songs, and stories from the Afro-American heritage. Athens, GA: University of Georgia Press.
Lancy, D. (1996). Playing on the mother ground: cultural routines for children's development. New York: Guilford Press.
Lancy, D. (2002). Cultural constraints on children's play. In J. Roopnarine (Ed.), Conceptual, social-cognitive, and contextual issues in the fields of play. Play & Culture Studies, Vol. 4 (pp. 53-62). Westport, CT: Ablex Publishing.
Lancy, D. (2007). Accounting for Variability in Mother-Child Play. American Anthropologist, 109, 273-284.
Long, S., Volk, D., & Gregory, E. (2007). Intentionality and Expertise: Learning from Observations of Children at Play in Multilingual, Multicultural Contexts. Anthropology & Education Quarterly, 38, 239–259.
Martini, M. (1994). Peer interactions in Polynesia: A view from the Marquesas. In J. Roopnarine, J., Johnson & F. Hooper (Eds.), Children's play in diverse cultures (pp. 73 103). Albany, NY: State University of New York Press.
Marsh, K. (2009). The musical playground: Global tradition and change in children's songs and games. New York: Oxford University Press.
Nwokah, E., & Ikekeonwu, C. (1998). A sociocultural comparison of Nigerian and American Children's games. In M. Duncan, G. Chick, & A. Aycock (Eds.), Diversions and divergences in fields of play: Play & Culture Studies, Vol. 1 (pp. 59-76). Greenwich, CT: Ablex.
Opie, I., & Opie, P. (1984). Children's games in street and playground. Oxford, UK: Oxford University Press.
Roberts, J., Arth, & Bush. (1959). Games in culture. American Anthropologist, 61, 597–605.
Roopnarine, J., & Johnson, J. (1994). The need to look at play in diverse cultural settings. In J. Roopnarine, J., Johnson & F. Hooper (Eds.), Children's play in diverse cultures (pp. 1- 8). Albany, NY: State University of New York Press.
Roopnarine, J., Johnson, J., & Hooper, F. (1994). Children's play in diverse cultures. Albany, NY: State University of New York Press.
Rossie, J. (2005). Children's play and toys in changing Moroccan communities. In F. McMahon, D.. Lytle, & B. Sutton-Smith (Eds.), Play: An interdisciplinary synthesis: Play & Culture Studies, Vol. 6 (pp. 97-112). Lanham, MD: University Press of America.
Salamone, F., & Salamone, V. (1991). Children's games in Nigeria redux: A consideration Of the "uses" of play. Play & Culture, 4, 129-138.
Singer, D., Singer, J., Agostino, D., & DeLong, R. (2009). Children's pastimes in sixteen Nations. American Journal of Play, 1, 283-312.
Sutton-Smith, B. (1986). Toys as culture. New York: Gardner Press.
Sutton-Smith, B. (2001). The Ambiguity of Play. Cambridge, MA: Harvard University Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Watson-Gegeo, K. (2001). Fantasy and Reality: The Dialectic of Work and Play in Kwara' ae Children's Lives. Ethos, 29, 138-158.
Whiting, B. B., & Whiting, J. W. M. (1975). Children of six cultures: A psycho-cultural analysis. Cambridge, MA: Harvard University Press.
Sponsored by: Megan Tulac, National Institute for Play, Carmel Valley, CA, USA
Reviewed by: Dr. Scott Eberle, The Strong, Rochester, NY, USA
Reviewed by: Dr. Evangeline Nwokah, OLLU, San Antonio, TX, USA
Retrieved from "http://www.scholarpedia.org/w/index.php?title=Children%27s_play_and_culture&oldid=133749"
"Children's play and culture" by Robyn M Holmes is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Permissions beyond the scope of this license are described in the Terms of Use


Awesome Tree Root Coffee Table with Coffee Table Design Terrific Ancient Tree Root Coffee Table – If you intend to buy furniture for your home, it's good to see some reference pictures of Awesome Tree Root Coffee Table with Coffee Table Design Terrific Ancient Tree Root Coffee Table below, the dimensions of the image above is 508×290 pixels. Whatever type of furniture you choose, it is recommended to adjust the budget you have. Though not necessarily absolute, avoid buying cheap furniture, because usually these things – will have an impact on the quality of a given. Currently, this post is going to deliver some info about Tree Root Coffee Table. So, just have a look at the following info listed below.
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Alliant Energy donates $4 million to help customers pay energy bills
By: Alliant Energy Corporation via GlobeNewswire News Releases
September 09, 2021 at 11:00 AM EDT
MADISON, Wisc. and CEDAR RAPIDS, Iowa, Sept. 09, 2021 (GLOBE NEWSWIRE) -- A $4 million donation by Alliant Energy to its Hometown Care Energy Fund will help customers pay their energy bills. Customers who need financial assistance are encouraged to use the funds to avoid falling behind on their bills. Of the $4 million contribution, $2 million is available to customers in Iowa and $2 million is available to customers in Wisconsin.
"We understand many customers still need help paying their utility bill, even as the economy recovers from the height of the COVID-19 pandemic. We are proud to double our contribution to the fund to help our customers recover and get back on track," said Linda Mattes, vice president of customer operations at Alliant Energy. "If customers are struggling financially, we do want them to know help is available."
In Iowa, Alliant Energy partners with nonprofit organizations to distribute the funds. Customers in Iowa can review income eligibility requirements and apply for funding by contacting their local Community Action Agency.
In Wisconsin, Alliant Energy, in partnership with nonprofit organizations, will identify income-eligible customers and disperse funds to those customers.
The Hometown Care Energy Fund is supported annually with funds from Alliant Energy shareowners, as well as voluntary contributions from employees, retirees and customers. Shareowner contributions are not included in the rates charged to customers. For more information, including how to donate to the fund, visit alliantenergy.com/hometowncare.
"Providing support to those who need it the most is critical given the economic impacts of the pandemic," said Tom Content, executive director of the Citizens Utility Board, the nonprofit advocate for Alliant Energy's residential and small business customers in Wisconsin. "CUB appreciates the boost to the Hometown Care Energy Fund and Alliant Energy's commitment both to help customers who have fallen behind on their energy bills and collaborate with us on innovative ideas to help folks in dire straits."
"The addition to the Hometown Care Energy Fund will certainly help households that are struggling to make ends meet", said Christine Taylor, Bureau Chief of the Bureau of Energy Assistance at the Iowa Department of Human Rights. "We welcome the support of Alliant Energy to help Iowa families and individuals in need."
In addition to the Hometown Care Energy Fund, Alliant Energy offers several options to help customers manage their bills. The company's My Account site allows customers to set up a flexible payment arrangement based on their ability to pay, track their energy use and make fee-free credit card payments. Customers may also request a payment extension or set up weekly or monthly automatic payments.
Alliant Energy also assists financially disadvantaged customers in Wisconsin through an Arrears Management Program. This program reduces customers' past-due balances each time they pay their current monthly bill on time.
To find other resources available for customers who need assistance, visit alliantenergy.com/energyassistance or call 211.
Alliant Energy Corporation (NASDAQ: LNT) provides regulated energy service to 975,000 electric and 420,000 natural gas customers across Iowa and Wisconsin. Alliant Energy's mission is to deliver the energy solutions and exceptional service customers and communities count on – safely, efficiently and responsibly. Interstate Power and Light Company and Wisconsin Power and Light Company are Alliant Energy's two public energy companies. Alliant Energy is a component of the Nasdaq CRD Sustainability Index, Bloomberg's 2020 Gender-Equality Index, and the S&P 500. For more information, visit alliantenergy.com and follow us on LinkedIn, Facebook, Instagram and Twitter.
Media contact: Morgan Hawk (319) 786-4040
Investor Relations: Zac Fields (319) 786-8146
Alliant Energy Corp


Hello, potential meals! I'm looking to start an RP with multiple prey, ideally over discord. I already have one partner who's excited to do this, so I'm looking for one or two more.
Last bumped by EliteVorrior on Mon Feb 11, 2019 3:52 pm.


text:
??? First Japanese shipping company to enter subsea industry ???
NYK has reached an agreement with Ezra Holdings Limited (Ezra) and Chiyoda Corporation (Chiyoda) to acquire a 25 percent share of EMAS Chiyoda Subsea Limited (ECS). After NYK???s participation, the shareholding structure of ECS will change to Ezra 40%, Chiyoda 35%, and NYK 25%.
ECS is a global player in the engineering, procurement, construction, and installation (EPCI) of subsea facilities ??? essential components in offshore oil and gas field development.
Based on its ???More than Shipping 2018??? medium-term management plan emphasizing differentiation through the use of creative solutions, NYK has been expanding its business in offshore oil and gas exploration/development. NYK currently offers seismic, drilling, production, and shuttle transportation services, and entry into the subsea EPCI segment will enable the company to further extend its service range in the offshore oil and gas value chain.
Subsea EPCI work requires highly advanced engineering capabilities and a specialized skillset utilizing sophisticated subsea construction vessels, so NYK is confident that the expertise it has accumulated in the offshore business field, as well as the company???s long-standing competence in oil and gas shipping, will make a positive contribution to the joint-venture company.
The ???Basic Plan on Ocean Policy,??? an act approved by the Cabinet of Japan in April 2013, stipulates a vision of Japan as an oceanic state and encourages the promotion, creation, and development of maritime industries and marine resources, in addition to human resources having maritime technological capabilities.
NYK has been developing its offshore business in line with this basic plan, and we believe that we can further support the government???s initiatives through this new partnership with ECS. NYK will strive to enhance its capabilities in offshore resource development, including those in the exclusive economic zone of our home country.
NYK will seek to further expand its offshore business developments in accordance with the company???s medium-term management plan.


History SSDI states card issued in Michigan before 1951.
[S36] Census of Canada, 1901, Lot 64, Benjamin Vere Beck Family #11.
[S439] Descendants of Vere Beck (1783 - 1878), compiled by James V. Beck and Sharon L. Beck.
[S426] Prince Edward Island, Baptism Index.
[S355] Descendants of Jean LeLacheur and Anne Roland, compiled by Anna Lee Hogan (annalhogan@hotmail.com).
[S466] Massachusetts Death Index, Cert. #27910.


In the past few days I've been helping a new colleague at my current job with getting his development area setup in Ubuntu. Most of us work with Windows, including myself since I'm not working on my laptop but on a provided desktop, so helping someone with Ubuntu is nice for a change.
But we ran into a problem that I couldn't explain right away, if we tried to "ssh" to our svn repository it didn't resolve the hostname, while "normal" host lookup programs had no trouble with resolving it at all. So I posted the problem on the Ubuntu forums. Unfortunately the first response was a bit disappointing: "does it work when you try to ssh via ip?"… So I thought lets call a friend who helps me out more often in cases like these. And indeed he knew the answer. It seems that avahi is causing this problem. I've not yet found out why avahi is doing this, but I guess it's a bad idea to use avahi while you need to work with a ".local" domain.
–to-destination <ip proxy>:3128 But how does the proxy server know which site he has to lookup since the destination is changed to its own address?
I didn't know the answer to that, guess it works via the HTTP protocol itself, but well, perhaps I'll find this out some other time. But while I was looking into this prerouting thingy I found a nice blog post about using prerouting for flash remoting. I've no use for this information yet, but you never know.
This entry was posted in Development, Ubuntu and tagged .local domain, avahi, Ubuntu on Tuesday, November 11, 2008 by DelGurth.


British and American troops may stay on in Iraq indefinitely, despite a new UN resolution suggesting that they could quit the country by 2006, Jack Straw has said.
Under the terms of a new draft blueprint for the handover from the US and UK, the mandate for the multinational force will end when a new government is elected.
Foreign Secretary Jack Straw suggested the UK and US troops might be invited to remain by the new Iraqi government.
He said that if the Iraqi government made a request to the international community for forces to remain for a period then "that would be considered actively".
Ministers are currently considering whether to significantly increase Britain's 8,900-strong force in the Gulf.
With elections expected by December 2005 or January 2006, that could mean troops withdrawing within two years.
The revised document, handed to the UN Security Council yesterday, does not change the wording of the original hand-over proposals but puts a timescale on the multinational force for the first time.
It came after Security Council members, including France, Russia and Germany, raised concerns over the original draft.
UK ambassador to the UN Emyr Jones Parry said: "We think we are at full set now to get this resolution adopted quite speedily and move this forward in a direction which secures the sort of Iraq we want."
The revised resolution stresses again that the US and UK will hand sovereignty to an interim Iraqi government on June 30.
The UN has given Britain and the US an exit strategy, the Liberal Democrats claimed later.
Lib Dem foreign affairs spokesman Sir Menzies Campbell said: "By placing a time limit on the mandate of the coalition in Iraq, France, China and Russia have done the British and US governments a great favour.
"Mr Bush and Mr Blair have a lot to be thankful for."


22-vuotiaan laita-oikeistolaisen toisinajattelijan virallinen blogi. Kirjoitukseni käsittelevät maailman tapahtumia miesasialiikkeen, libertarismin ja konservatismin näkökulmasta.
The finnish political left has again been activated and outraged by the tax reforms in the Government's budget proposal that would benefit business activities and entrepreneurs. The most known of these reforms is the radical reduction of the corporate tax to the same level with other EU- countries. While the left is eager to remind us of the 900 million euro deficit it will create, they graciously overlook public development aid, that surpasses the deficit created by a whopping 200 million.
Development aid is a sacred cow for the left, that supports a semblance of fiscal responsibility, for they see the european standard of living as the result of financial exploitation of developing countries and "imperialistic" policies. The rather dubious guilt could somehow be understood if the blame was directed only at the former colonial powers, but demanding joint white liability from finns is sheer absurdism.
Many progressive lefties strive to consciously forget Finland's national history of being a colony for two different masters that tried to suppress the national language, culture and pride. The finnish people were equated with inferior mongols who could never rule over an independent state. The racial theories of finns genetical inferiority remained until the end of the Second World War, even when finns had managed to create one of Europe's fastest-growing economies and being the only Axis state that retained their independence.
Where Finland suffered from a severe famine during the first years of it's independence, it developed into one Europe's wealthiest states without a single colony or "imperialistic" policies in a century. The finnish wealth was created with a combination of capitalism, modesty and diligence that transformed a modern industrial tiger out of a backwards and famished lumber exporter. Due to the Finland's poverty every persons labor input was required whose logical conclusion was a democratic and civilized civil society. Similar success stories were also experienced by USA and South Korea, all of who surpassed their former colonial masters wealth. Each example is linked by a bloody civil war, rebuilding and current prosperity.
A completely different development happened in Africa and the Middle East, as unlike Finland and South Korea, all of these states had a groundwork for infrastructure and european education system, that removed the extremely important period of rebuilding. Without any shared national efforts there can be no shared national sentiment. This lack of cohesion provides a good framework for a military dictatorship or a primitive tribal society. A rare contemporary document tells the tragic tale of what happened in many african states during the decolonization period in the 1960ies. The european withdrawal from the region only opened a passage for drug trafficking, military coups and poaching, not for greater welfare in these new free states. Contrary to what many believe today, Africa wasn't suffering from widespread diseases, famines and civil wars before decolonization.
The outrageous squandering of their own natural resources, the unabashed debauchery of the military juntas and the racism that led to genocides are in this respect completely futile to shift the blame on europeans, least of all on finns who had no part to play in causing these problems to africans.
Guilt-tripping white people isn't only tied to African history, for at the moment it's happening in it's most flagrant form in the United States, where white guilt is the result of leftist brainwashing. In some situations, white guilt is so deeply rooted that even the statements of Black Panthers seen in this post's picture do not cross the news treshold. The American journalist Jared Taylor often deals with white guilt in his internet publication, "American Renaissance", that strives to collect cases where violence or hate speech are used against white people. In one of his videos Taylor talks about the anti-white racism in American universities that has instigated the black population on committing numerous acts of senseless violence against innocent people. The victim's only mistake was being born white.
The collective shame and guilt of the white race isn't completely unknown in Finland either, for it is one of the goals of the left besides blaming people for having the wrong gender and religion. Takku.net, a website run by left-wing anarchists has a list, with which a white person can fight against racism.
that you know how it feels, does it exist at all or what can be done about it. Ask from those who have experience on it!
2. Don't cry. White guilt is born when a man realizes that he is a part, perhaps even benefits from a discriminatory social order. It is unreasonable to pour this anguish over someone who has to live with racism every day. You can act instead of wallowing in misery!
1. A white person is bad.
2. A white person is always guilty.
3. However, the white race doesn't exist, so there's no need for being proud about it.
4. A white person can be a member of the "oppressed class" by being a member of a sexual minority or a woman.
5. A white person can be redeemed of his inherent wretchedness only by accepting all the words and deeds that are against very existence. A white person has no right to complain.
Personally, I'm white, straight and male. I don't have an iota of shame because of my innate characteristics and the more I'm blamed for them, the prouder I am. I am a minority on a global scale, and I demand equal treatment in this matter and the right for white people to feel pride of their own roots. No-one should be ashamed of the attributes they've been given at birth.


Well finally its pretty well done. Put on the old school finned top rocker covers that we had powdercoated to top her off.
I like the color seperation in the motor as it has tunred out. Black silver , black silver...etc. Looks good and as you can also see we added some brass pushrod upper covers just to add some color rick.
You can see here the Chrome Coil cover, with the Dyna High performance coil, blue Taylor High performace wires.
and if you look close you can see the gold plated head bolt covers! Got to add some color to that side as well.
So here she is. All good to go and ready to slip in when the frame comes back. A lot of little pieces to work on yet but the heart of her is 88" and ready to rock!!