Thanks for your interest in Scentbird Problems!
Scentbird Problems – You Won't Believe What We Discovered.
Scentbird lets you uncover and use your dream aroma. They were founded on the suggestion that testing fragrances might be both functional and also fun. They thought that sampling of fragrances doesn't require to be spraying on your own in the outlet store or gathering papers with fragrances in it. The sensible component is for customers not to get an entire pricey bottle at one time. The fun component is receiving fragrances in little bottles according to your choices.
Fragrances as well as fragrances might be their trademark yet if you would certainly check out their internet site, you would observe that they have actually broadened to skin treatment and also make-up.
You could be questioning just how Scentbird jobs. Don't fret, they have a user friendly site where you might make use of a month-to-month registration for $14.95 with free shipping. Try brand-new fragrances monthly until you find your signature aroma. You merely need to click subscribe and you get access to Scentbird's 450+ designer and niche genuine choice of perfume.
Customers obtain their bundle monthly. The example size fragrance is available in a 0.27 oz or 8mL spray bottle which you could enjoy for more than a month. In the very first month, you additionally get a cost-free refillable spray. Depending upon the moment of your first order, month-to-month distributions might interpose 15th to 18th of the month or 25th to 28th of the month.
Additionally, once you have located your scent, you may acquire a complete bottle via their website. What's more, is that it is likewise possible to give sample aromas (made in a set) as presents "for him" or "for her". A Scentbird registration is additionally possible.
Scentbird has promotions for lasting memberships. As stated, the 1-month registration is offered for $14.95. A 3-month registration, on the various other hand, is offered for $43.50. You might obtain a 6-month membership for $84.00 while a 12-month membership would just cost you $164.00 – – that has to do with 10% much less.
They offer a Scentbird totally free test – – you review it an ideal one-month totally free test and one-month free perfume.
When you review a Scentbird evaluation, they highlight how sensible it is to have sample dimension containers of designer perfumes you are sure to love. Don't get me wrong, it is a big factor, if not the greatest factor regarding why you ought to think of having your own subscription now. But, let us give you other angles.
To begin with, we want to commend the site of Scentbird for being easy to use as well as basic adequate to easily get a membership. We also suched as the vast option of designer perfumes.
One more plus factor is the product packaging. Also if these are sample spray containers, Scentbird sees to it you would not obtain humiliated when you place this out as well as spray it. Additionally, the size could even suit your clutch bag – – speak about great product packaging.
Furthermore, what is not to like regarding needing to examine differently understood perfumes for an economical rate. Certainly, Scentbird brings you closer to your desire signature aroma every month of a test of their included fragrance.
Some disadvantages reported were the absence of various other specific niches such that they primarily include developer (which is not much of a con, truly). Additionally, some are not satisfied with Scentbird's client service such that e-mails take days to be responded.
Scentbird and Scentbox use the same service such that they supply example dimension containers of designer fragrances and different specific niches (for the same price).
Scentbird uses a totally free test. Scentbox, on the other hand, provides 35% off on the very first order. Scentbird has 450+ option while Scentbox provides 575 fragrances for the very same cost of $14.95. Scentbox also has an exceptional membership for $19.95 with accessibility to 850+ different scents including 275 scents marked as costs fragrances (premium designer fragrance like Acqua di Gio Profumo, 24K Brilliant Gold, and 1 Million Prive among others). Nevertheless, Scentbox does not offer full-sized containers and has not increased to skin treatment or make-up line.
Scentbox uses complimentary exchanges for fragrances that did not fit the client's liking, most likely the edge of Scentbox against Scentbird. It may additionally hold true that Scentbox is in a benefit when it concerns fragrances choice, but what behaves with Scentbird is that you can buy a full-sized container once you have actually devoted to the fragrance of your preference or for other reasons. You might likewise purchase a little 0.27 oz or 8mL plus shipping cost with a Scentbird perfume subscription box.
We would certainly claim yes. Scentbird subscription deserves it especially if you are still non-committal with fragrances and also would love to check them all. It is likewise worth it if you would love to have various aromas on various occasions or places – – aromas are style devices anyhow. Discover your signature fragrance with Scentbird as well as use your scent with style.


Authors: Rosen, D. J.; De Steven, D.; Lange, M. L.
The Columbia Bottomlands, a Southern floodplain forest formation on the upper Texas coast, historically covered over 283,000 ha but has since been reduced to 25% of its former extent. The importance of this regional ecosystem as critical stopover and staging habitat for Nearctic-Neotropical migratory landbirds gave rise to the Columbia Bottomlands Conservation Plan, an active land acquisition and conservation program administered by the U.S. Fish and Wildlife Service and its governmental and non-governmental partners. The Plan seeks to establish an integrated network of protected tracts as representative examples of the regional landscape, and thus conserve ecosystem integrity, function, heterogeneity, and biological diversity. We describe the Conservation Plan and its progress to date, and we summarize data on the plant composition of a typical preserved tract. Vegetation sampling at the Dance Bayou Unit, a mature forest remnant, revealed a mosaic of species composition across habitats varying in microtopography, soil type, and flooding pattern. The Dance Bayou study is a formative step in developing guidelines for future plant inventories, for site characterization in aid of land acquisition, and for restoration targets. As threats from urban development accelerate, intensified efforts may be needed to reach the Conservation Plan goal of protecting 10% of the original ecosystem extent.
Citation: Rosen, D. J.; De Steven, D.; Lange, M. L. 2008. Conservation strategies and vegetation characterization in the Columbia Bottomlands, an under-recognized southern floodplain forest formation. Natural Areas Journal 28:74-82 9 p.


"Let's take some time to identify what is holding us back and create intentions for a positive new year."
In this workshop, Komal will lead us through a discovery of things we need to let go of, move past or "unfollow" so to speak.
Start your new year with a fresh perspective, by Unfollowing the things that are holding you back. The evening will include an intimate chat and share session, wine, music, a writing exercise, and ceremonial burning, followed by a social hour for meeting new friends & sharing our creative ideas.
Unfollowing You is a modern love story told through poems, text messages, and letters.
It serves as a true companion for those who seek a voice that explores the complexities and absurdity of contemporary romance. This book is my way back to my feelings. To be comfortable with them, around them, in them. May it help you embrace yours as well.


This is a week to take things slowly.
To enjoy the beauty of rolling hills, while strolling through pastures, villages and forests.
To relax at the side of a lake or lounge around the swimming pool in the garden next to the house.
We'll practie yoga and meditation together, as well as soothing meditative walks.
Other activities include a boat ride on a nerby lake, on the way to one of the most impressive view points in Serbia, a visit to Serbia's deepest cave, as well as a trip to local waterfalls and a medieval monastery. If you would like to spice things up, it's possible to organize kayaking through Uvac Gorge as well.
We will practice two times a day on a meadow nearby or on the terrace. In case of rain, it is possible to practice inside.
Marija teaches gentle Hatha yoga, with a lot of emphasis body awareness and mindful movement, as well as on the proper alignment, breath and focus. Apart from asana (posture), we will practice pranayama (breathing techniques), as well as meditation in each class.
In the afternoons we go for relaxing walks, enjoying the silence and scenary of the mountain and the villages. The lake is merely 4km away, so swimming is always an option.
We'll take a boat ride through Uvac Gorge, which holds an impressive cave and an even more impressive view of the meandering river.
If you'd like extra adventure, we will do some kayaking through Uvac Gorge! It is definitely an unforgettable experience!
All activities and classes are optional, and everybody is welcome to skip any of them any time they feel like it. The house has a spectacular terrace with a panoramic view and a small swimming pool, making it really tempting to just stay around the whole day.
We will stay on a family estate tucked on top of a hill among the pine trees, overlooking the meadows and pastures of Zlatar Mountain.
You can stay in one of the two wooden bungalows- each with a bathroom, a kitchinette, a living room and a bedroom, as well as a sunny porch. Each bungalow can host 3 - 4 people.
Or you can stay in one of the double rooms in the main building. We have one triple and three twin rooms. All the rooms are on the same floor, and they share one shower and three toilets.
Both the bungalows and the main house are entirely made of wood and decorated with traditional Serbian artisan work. There's also a small swimming pool, a real blessing in hot summer afternoons.
The maximum attendance at the retreat will be 10 guests.
All the meals at the retreat will be vegetarian and they will be served in the spacious light restaurant, featuring an amazing terrace and a fire place.
2. The organized mini bus will leave Belgrade on June 23rd at 8AM. On June 29th we will reach Belgrade Airport at 3 PM. Please book your flights accordingly.


text:
(Educational Studies)
Keele campus, 128 Winters College, Tel.: 416-736-5001
Administrative Officers:
R. Savage, Dean; D. Dippo, Associate Dean (Academic Programs); L. Farley, Associate Dean (Research); S. Winton, Director, Undergraduate Program; A. Mishra-Tarc, Director, Graduate Program in Education
Distinguished Research Professor:
D. Britzman
S. Alsop; S. Dion, D. Dippo; S. Gaetz; C. Haig-Brown, C. James; K. Krasny; C. Mayer; S. Murphy; A. Pitt; K. Tilleczek
P. Axelrod; J. Bell; G. Bunch; C. Ewoldt; E. Fine; L. Heshusius; M. Hughes; D. Khayatt; H. Lotherington; M. McCarthy; M.L. Morbey; R. Owston; S. Robbins; S. Schecter; S. Shapson; K. Stanworth; C. A. Wien
K. Barkaoui; S. Barrett; C. Brushwood-Rose: W. Crichlow; R. Desai-Trilokekar; M. DiPaolantonio; N. Dlamini; L. Farley; J. Gilbert; J. Ippolito; I. Killoran; J. Mannette; P. Millett; A. Mishra-Tarc; N. Norquay; M. Peguret; C. Popovic; T. Rapke; R. Sanoui; T. Shanahan; K. Thumlert; S. Winton; L. Wiseman; D. Yon; Q. Zha
S. Eden; O. Fullerton; N. Israelite; G. Orpwood; H. Smaller
L. Angus; N. Balyasnikoca; C. Delgado-Vintimilla; D. Hoeg; G. Moser; M. Osibodu; G. Parekh; G. Prasad; V. Shah; R. Silver
Assistant Professor Emeritus:
Bachelor of Arts (Educational Studies)
The BA Educational Studies program provides students with the foundational knowledge and skills to understand and analyze education and its role in contemporary society, and to develop students' skills to enable them to undertake educational work in non-teacher-certification contexts. The program builds on the Faculty of Education's strength in the study of education as a field. It resonates with the university's interests in collaborating with communities, experiential education, and social engagement in that the study of education is intensely concerned with the contexts in which learning occurs and the experiential component actively involves students in the work of education. This unique blend positions York University as a North American leader in the study of education.
Students in the program will have opportunities to develop knowledge of the ways in which education operates officially and unofficially in contemporary culture, the values that underpin different conceptions of education, and the strategies that can be used in the service of educational work. Our goal is to create individuals who not only understand the intrinsic qualities of education, but, also, understand that, even though education is a contested domain, it offers considerable instrumental potential towards life-changing trajectories for individuals, whether those potentials are realized in formal or informal educational contexts.
The BA (Educational Studies) provides students with the depth of knowledge needed to understand education and its role in society today. Students in this program develop the essential skills necessary to succeed in educational work outside of the traditional classroom. They benefit from the Faculty of Education's strength in the study of education and York University's strength in the arts, humanities and social sciences.
Study Options:
BA (Honours) with a major in Educational Studies (no minor)
BA (Honours) with a major in Educational Studies and a minor in another faculty
BA (Honours) with a major in Educational Studies and a major in another faculty (double major option)
A minor in Educational Studies, taken in conjunction with another degree.
The program includes an experiential component, the Experience, Inquire, Contribute (EIC) component, and course offerings clustered into three focal/topical areas:
Engagements • focused on the development of professional skills
Values • focused on who and why we educate
Representations • focused on understanding the idea of education
Students will complete at least 42.00 credits in Educational Studies, including:
ED/EDST 1000 3.00 What Is Education For?
ED/EDST 1100 3.00 Situated Learning and Education
ED/EDST 1200 3.00 Place and Learning
ED/EDST 3800 3.00 Research Methods in Educational Studies
ED/EDST 3999 6.00 Experience, Inquire, Contribute (EIC): Learning in Context
BA Educational Studies courses
ED/EDST 2200 3.00 Issues in Indigenous Education
ED/EDST 2450 3.00 Multilingualism and Multiculturalism in Educational Contexts
ED/EDST 2500 3.00 Cultural Representations of Education
ED/EDST 2700 3.00 Teaching Internationally and Interculturally
ED/EDST 3100 3.00 Recreation and Education
ED/EDST 3200 3.00 Apprenticeship Learning and Learning Communities
ED/EDST 3400 3.00 Policy and Public Educational Institutions
ED/EDST 3700 3.00 Education for a Sustainable Future: A Multidisciplinary Approach
ED/EDST 3720 3.00 Philosophical Inquiry into Critical Thinking and Curriculum
ED/EDST 3730 3.00 Education and Human Rights
ED/EDST 3760 3.00 Early and Family Literacy
ED/EDST 4000 3.00 Community Organizations and Education
ED/EDST 4010 3.00 Education for Activism
ED/EDST 4020 3.00 The Politics of Social Transformation: Studies of Great and Not-So-Great Educators
ED/EDST 4100 3.00 Theories, Strategies, and Challenges of Group Work
ED/EDST 4040 3.00 The Nature and Responsibility of Professional Practice
ED/EDST 4200 3.00 Creating Curriculum
ED/EDST 4300 3.00 Policy and Practice
ED/EDST 4500 3.00 Ethics and Educating in Community and Work Contexts
Bachelor of Arts (Educational Studies) Program Requirements
Note: Major/Minor courses may only count for Major or Minor credit towards one Major or Minor.
Note: Courses taken for a BA (Educational Studies) do not lead to teacher certification.
Residency requirement: A minimum of 30 course credits, and at least half (50 per cent) of the course credits required in each undergraduate degree program major/minor, must be taken at York University.
Graduation requirement: All graduates must complete a total of at least 120 credits, with a minimum overall cumulative grade point average of 5.00 (C+).
General education: All graduates must complete a total of 21 credits general education courses. These include: a Humanities course (AP/HUMA), a Social Science course (AP/SOSC), and a Natural Science course (SC/NATS):
6 credits course in Natural Science (NATS)
9 credits approved general education course in the Social Science (SOSC) or Humanities (HUMA) categories
6 credits approved general education course in the opposite category to the 9 credit course in Social Science (SOSC) or Humanities (HUMA) already taken.
It is strongly recommended that students complete the general education requirements within their first 54 credits.
Major credits: Students must complete at least 42 credits in Educational Studies including:
ED/EDST 1000 3.00
18 additional credits at the 2000/3000/4000 level, at least 6 credits at the 4000 level.
Upper-level credits: at least 39 credits at the 3000 or 4000 level within or outside of the major EDST.
Credits outside the major: at least 18 credits
Educational Studies may be pursued jointly with any other Honours Bachelor of Arts degree program or with a Bachelor of Social Work.
9 credits approved general education course n the Social Science (SOSC) or Humanities (HUMA) categories
6 credits approved general education course general education course in the opposite category to the 9 credit course in Social Science (SOSC) or Humanities (HUMA) already taken.
A major in Educational Studies and a minor in any Bachelor of Arts degree.
Note: in a major/minor program, a course may count only once towards major credit or minor credit.
9 credits approved general education course general education course in the Social Science (SOSC) or Humanities (HUMA) categories
A Minor in Educational Studies may be pursued jointly with any Honours Major Bachelor of Arts degree or Bachelor of Social Work degree program.
Minor credits: Students must complete 30 credits in Educational Studies including:
15 additional credits at the 2000/3000/4000 level, including at least 3 credits at the 4000 level.
Academic Advising and Student Responsibilities
Course Requirements & Specializations
Evaluation Policy and Procedures
International Learning Opportunities
Every effort is made in the Faculty of Education to ensure that each student receives academic advice and sufficient information to guide in course selection. Within this context, the each student is responsible for the following:
Ensuring that the courses chosen meet the program and degree requirements for graduation
Verifying the accuracy of registration records, including all course changes
Fulfilling the requirements and being aware of academic progress in their program of study and in all registered courses; attending class and submitting all required course work
Understanding and adhering to the Senate Policy on Academic Honesty, as well as other relevant Senate Policies at secretariat-policies.info.yorku.ca
Noting and abiding by the sessional deadline dates published on the Current Students Web page each year, especially course change deadline dates
Checking their Faculty of Education emails regularly in order to remain informed and to receive information and reminders. Students are responsible for contacting the IT Helpdesk directly in order to address any technical difficulties that they may be experiencing
Newly-admitted students will have the opportunity to attend a group advising session and they can set up individual advising appointments. BA (Educational Studies) students will also participate in enrollment through YU Start to discuss program and degree requirements. New students will be offered a few dates to attend the information/advising sessions that takes place in-person to be able to enrol into their courses. It is the responsibility of all students to familiarize themselves with both the requirements of their program and the regulations governing their degree requirements.
Each year, students will be expected to continue their participation in group and individual advising sessions in order to ensure that they are on track with their degree requirements.
Students in Deaf and Hard of Hearing Teacher Education
Students in the Deaf and Hard of Hearing (DHH) Teacher Education Program who require advising should contact the DHH office at deafed@edu.yorku.ca or 416-736-2100 extension 55971.
The Faculty of Education's Office of Student Services provides our undergraduate students with a number of services:
Weekly individual advising appointments
Monthly online newsletter
Group advising sessions
Accepting and processing student petitions
Accepting applications for awards
Students can contact the Student Services Office at osp@edu.yorku.ca for support.
Practicum Placement Support and Information
Information about students' practicum placements
Completion of criminal record forms
Practicum placements are a mandatory component of both the Bachelor of Education and the Bachelor of Arts (Educational Studies). Students are responsible for maintaining an updated, valid Criminal Records Check with Vulnerable Sector Screening each term.
Student Accommodations
Students who require accommodations must visit the Student Accessibility Services unit at York University in order to obtain a letter that outlines the accommodations required. It is the responsibility of students to provide this letter to each of their Course Directors, Practicum Facilitators, Mentor Teachers and Workplace Supervisors in order to obtain the appropriate accommodations.
University Policies, Procedures & Codes of Conduct
All York University policies and procedures apply to the Faculty of Education. Students should be aware of these policies and procedures and should adhere to them at all times.
Additional Codes of Conduct
Students who are enrolled in the Bachelor of Education (BEd) degree should also be aware of the Ontario College of Teachers (OCT) Standards of Practice and Ethical Standards.
The following course requirements apply to each program. Unless otherwise noted, students are responsible for registering themselves into their courses, and for ensuring that they have completed all degree requirements.
Bachelor of Education – Primary-Junior
Students must complete all of the following foundations courses:
ED/EDPR 1000 3.00 – Studies in Communities and their Schools (includes Community Practicum Placement)
ED/EDFE 1100 3.00 – Child Development and Health
ED/EDFE 1300 3.00 – Inclusion, Disabilities and Education
ED/EDFE 2000 6.00 – Foundations of Education & Theory into Practice
ED/EDFE 2100 3.00 – Inquiries into Learning
ED/EDFE 3100 3.00 – Teaching for Diverse and Equitable Classrooms in Ontario
ED/EDFE 3200 3.00 – Content into Practice
ED/EDFE 4200 3.00 – Research into Practice
Students must complete all of the following panel-specific courses:
ED/EDPJ 1000 3.00 – Language & Literacy in the Primary-Junior Divisions
ED/EDPJ 1100 3.00 – Mathematics in the Primary-Junior Divisions
ED/EDPJ 2000 3.00 – Science & Technology in the Primary-Junior Divisions
ED/EDPJ 3000 1.50 – Social Studies & Culture in the Primary-Junior Divisions
ED/EDPJ 3100 1.50 – Physical Education in the Primary-Junior Divisions
ED/EDIN 4000 3.00 – Integration Through Arts
Students must complete all of the following practicum courses/placements:
ED/EDPR 2000 3.00 – Practicum
Students must complete the following elective courses:
One language/literacy elective (3.00)
One mathematics elective (3.00)
One free-choice elective (3.00)
Note: Students in the BEd can also complete a Specialization in International Education. See details below.
Bachelor of Education – Junior-Intermediate
ED/EDFE 1101 3.00 – Adolescent Development and Health
ED/EDJI 1000 3.00 – Language & Literacy in the Junior-Intermediate Divisions
ED/EDJI 1100 3.00 – Mathematics in the Junior-Intermediate Divisions
ED/EDJI 2000 3.00 – Science & Technology in the Junior-Intermediate Divisions
ED/EDJI 3000 1.50 – Social Studies & Culture in the Junior-Intermediate Divisions
ED/EDJI 3100 1.50 – Physical Education in the Junior-Intermediate Divisions
ED/XXXX 3000 3.00 – Teaching [teaching subject] in the Junior-Intermediate Divisions
One language/literacy elective OR One mathematics elective (3.00)
Bachelor of Education – Intermediate-Senior
ED/EDIS 3610 3.00 – New Media Literacies and Culture
Students must complete two teaching subject courses requirements:
ED/XXXX 4000 3.00 – Teaching [teaching subject 1] in the Intermediate-Senior Divisions – Part A
ED/XXXX 4001 3.00 – Teaching [teaching subject 1] in the Intermediate-Senior Divisions – Part B
Bachelor of Education (French Option) - Glendon only
Students who complete the Bachelor of Education (BEd) at Glendon will supplement their elective requirements with the following two courses:
ED/EDFR 2000 3.00 – Teaching & Learning French in an Immersion Context
ED/EDFR 3000 3.00 – Teaching & Learning French in a Core French Context
In addition, Primary-Junior and Junior-Intermediate candidates will take a math-specific elective, while Intermediate-Senior candidates will take a free-choice elective to complete their requirements.
By completing these two courses, in combination with their Education courses in French and an undergraduate degree at Glendon, students qualifying in the Primary-Junior will receive an Additional Qualification with the Ontario College of Teachers (OCT) in French as a Second Language on their OCT transcripts after graduating.
Bachelor of Education, Technological Education – Intermediate-Senior
ED/TECH 4000 3.00 – Teaching Technological Education in the Intermediate-Senior Division – Part A
ED/TECH 4001 3.00 – Teaching Technological Education in the Intermediate-Senior Division – Part B
ED/TECH 4050 3.00 – Curriculum Connections for Technological Education OR *ED/XXXX 4000 3.00 – Teaching [teaching subject 2] in the Intermediate-Senior Division – Part A [if approved]
ED/TECH 4051 3.00 – Teaching Design Thinking Within Technology Frameworks OR *ED/XXXX 4001 3.00 Teaching [teaching subject 2] in the Intermediate-Senior Division – Part B [if approved]
* Students who have submitted a program change wishing to pursue a General Studies teachable ED/XXXX 4000 3.00 and ED/XXXX 4001 3.00 in semester 3 and 4 will not be required to enrol in a third free-choice elective 3.00 and ED/TECH 4051 3.00.
Jewish Teacher Education (Concentration)
This concentration, taken during the Bachelor of Education program, prepares BEd students to teach in Jewish Day Schools; it is offered in cooperation with the Julia and Henry Koschitzky Centre for Jewish Education. The Jewish Teacher Education concentration can be taken in either the Concurrent or Consecutive BEd program delivery models.
In order to complete this concentration, students must complete:
Elective courses (total 6.00 credits) including:
ED/HEB 2030 3.00 Teaching Modern Hebrew Language Arts and
ED/HEB 3030 3.00 Teaching Classical Hebrew Texts in Jewish Studies
Practicum placements in a Hebrew day school, which are coordinated and supervised for 25 days per year (50 days total) by the Faculty of Education.
Each practicum placement is related to ED/HEB 2030 3.00 or ED/HEB 3030 3.00 listed above
Completion of Advanced Certificate in Hebrew and Jewish Studies (total 36.00 credits) or equivalent. Certificate requirements include coursework related to:
Hebrew Language Fluency
Students must complete AP/HEB 3000 6.00 (or approved equivalent) before commencing the BEd
Students must complete an additional level in a summer ulpan or Ivriyon (or approved equivalent) prior to commencing their second year of the BEd.
Consult the list of required courses and information about the Advanced Certificate in Hebrew and Jewish Studies.
Required core courses for all students include:
AP/HEB 3210 3.00, AP/HEB 3220 3.00, AP/HEB 3230 3.00 (or equivalent)
This certificate is a part of a student's undergraduate degree, and not the Bachelor of Education degree requirements.
It is a requirement for the concentration.
Students in the Consecutive BEd program model who have already completed an undergraduate degree or who have attended a gap year program at a transcript-granting yeshiva or seminary may have their transcripts assessed for equivalent completed coursework.
Additional opportunities:
Students studying concurrently are encouraged to complete a stop-out year from the Faculty of Education in order to study at an Israeli university, earning credits towards their undergraduate degree and the Advanced Certificate in Hebrew and Jewish Studies.
Applicants may seek funding.
Students who are completing the Jewish Teacher Education concentration are eligible to apply to take Teaching Voices of Israel (3.00 credits) in Israel, in years when offered. The coursework is in Hebrew.
Applicants may seek scholarships.
Students may participate in intensive ulpan courses in Israel and the U.S. to increase Hebrew language proficiency.
The concentration is only open to students in the Bachelor of Education degree program.
Students must complete all of the required activities during their BEd degree program -- not retroactively; the Advanced Certificate in Hebrew and Jewish Studies requirement (or equivalent) may be completed in advance.
Please see an Example Schedule: Bachelor of Education Direct Entry Concurrent Program
For more information, contact Professor L. Wiseman
Specialization in International Education
Students in the Faculty of Education's Bachelor of Education (BEd) program are able to identify that they would like to "specialize" in international education within the existing degree program. Students who are eligible to earn the specialization are those in the Faculty of Education's Bachelor of Education program and they may be studying to teach in any subject area and at any grade level. This option responds to students' interests in teaching in international locations after they have graduated with a BEd; it is designed to help students to develop the skills and experiences that will prepare them to teach in an international location, while also fulfilling the Ontario degree and certification requirements.
The specialization is offered within the existing BEd degree offerings and requirements, and will allow students to "package" their courses and experiences in order to take a specific focus.
In order to complete this Specialization, students must:
Complete all of the requirements for a Bachelor of Education at York University.
Complete the approved checklist/application, along with all supporting documentation have been submitted in original, hard copies by December 23 in the term prior to graduation
Complete Course Credits:
Complete two (2) of the following courses (total 6.00 credits):
ED/EDUC 2700 3.00 – Teaching Internationally and Interculturally
ED/EDUC 2720 3.00 – Teaching English in International Contexts
ED/EDUC 3910 3.00 – Reflecting On and Interpreting the International Educational Experience
ED/EDUC 3710 3.00 – Global Issues and Education
OR if participated in a York University exchange or study abroad program (total 6.00 credits):
Earn the equivalent of 6.00 York Education electives at the internationally-located university
OR earn one (1) of: ED/EDUC 2720 3.00 – Teaching English in International Contexts and the equivalent of 3.00 York Education electives at the internationally-located university
Complete at least one (1) of the following international experience programs for a minimum of one month:
York exchange or study abroad program
York summer internship program
Other official international learning experience arranged by the Faculty of Education, such as the International Practicum Placement
Upon confirmation a notation will be added to the student's transcripts, indicating that a specialization has been completed.
The specialization is only open to students in the Bachelor of Education program.
Students must complete all of the required activities during their BEd degree program.
Students may not apply for the transcript notation retroactively.
For further information on Bachelor of Education Specializations, please visit yorku.ca/edu/students/international-opportunities/
See requirements on the Educational Studies program page in the Undergraduate Calendar.
Post-Baccalaureate Diploma: Teacher of the Deaf and Hard of Hearing
See additional requirements on the Teacher of the Deaf and Hard of Hearing Education Program page in the Undergraduate Calendar.
Grade Requirements
a. Bachelor of Education (Concurrent)
In order to remain coregistered in the Faculty of Education or to graduate, students must maintain a competent standard of performance in both their academic Faculty and in the Faculty of Education. Students will be ineligible to continue or to graduate if they fall into any one of the categories listed below.
Students who fail to maintain a C+ overall average or a 5.00 grade point average in the Faculty of co-registration will not be considered eligible to proceed in education.
Students will be ineligible to continue in the BEd degree program if they receive less than a grade of C+ in any course taken for education credit.
Students in the junior/intermediate or intermediate/senior division are expected to achieve a minimum grade of C+ in each course that is required to fulfill the requirements for a teaching subject. Failure to do so may result in a suspension or involuntary withdrawal from the program or other appropriate recommendation at the discretion of the Faculty Adviser and the Associate Dean (Undergraduate).
Students are required to complete four practicum seminars (including one community-based placement and three school-based placements) during the two years of the program. These seminars, which consist of both seminars and placements in a school/community (Semesters 1 and 2) or in a school/classroom (Semesters 3 and 4) are evaluated on a pass/fail basis. Candidates who fail to achieve a pass in a practicum seminar are ineligible to continue in the program.
Practicum placements are corequisite with appropriate courses.
b. Bachelor of Education (Consecutive)
In order to remain registered in the Consecutive program and to graduate, students must maintain a superior standard of performance in their course work. Teacher candidates will be ineligible to maintain their registration status or to graduate if they receive less than a grade of C+ in any half or full education course.
Candidates are required to complete four practicum seminars during the two years of the program. These seminars, which consist of both seminars and placements in a school/community (Semesters 1 and 2) or in a school/classroom (Semesters 3 and 4) are evaluated on a pass/fail basis. Candidates who fail to achieve a pass in a practicum seminar are ineligible to continue in the program.
c. Bachelor of Arts (Educational Studies)
The following policies apply to students in the Bachelor of Arts (Educational Studies):
Students whose academic record does not meet Faculty or program standards are subject to the academic penalties of academic warning, required withdrawal, debarment warning and debarment.
Students whose, prior to completion of 53.00 passed credits, cumulative grade point average falls below 5.00 at the end of any session, or who enter the Faculty with a grade point average equivalent to less than 5.00 on the York scale, receive an academic warning.
Academic Warning Conditions
Students on academic warning must achieve a cumulative grade point average of at least 5.00 (C+) within the next 24 credits taken or be required to withdraw for a minimum of 12 months.
Students on academic warning who fail to meet the academic warning conditions must withdraw for a minimum of 12 months.
Students whose academic record shows marked weakness may be required to withdraw from their studies for a minimum of twelve months, during which time they are encouraged to identify and remedy any problems that may have contributed to their failure to perform up to their potential, and to reflect on their reasons for pursuing a university education. The following regulations apply to required withdrawals:
• Grade point average below 5.00: Students whose cumulative grade point average on at least 53.00 York credits is below 5.00 maybe required to withdraw for a minimum of 12 months and satisfy the academic warning conditions as specified.
Students who have been required to withdraw may submit a petition requesting permission to continue their studies without interruption. Students whose petition is granted will be allowed to continue their studies on debarment warning.
Students who have been required to withdraw from the Faculty of Education or from another Faculty at York or elsewhere, receive a debarment warning upon continuing their studies in the Faculty.
Students on debarment warning must achieve a cumulative grade point average of at least 5.00 within the next 24 credits taken. Students who do not fulfill these conditions will be debarred from the University. Students on debarment warning are allowed to complete their subsequent 24 credits in one academic year without restriction.
Students who have been debarred may submit a petition requesting permission to continue their studies without interruption. Students granted such a petition are be allowed to continue their studies on debarment warning.
Students who have been debarred and who wish to resume their studies must apply for re-admission through the Admissions Office (futurestudents.yorku.ca) and must provide persuasive evidence that they are ready and able to complete a degree program at the required academic level. Students who are re-admitted (as well as those who have been allowed to continue their studies by virtue of a petition) receive a debarment warning.
Deabarment Warning
Students who have been debarred and who subsequently resume their studies in the Faculty, whether by petitioning to continue without interruption or by applying for readmission, receive a academic debarment warning. Students on debarment warning must meet the debarment warning conditions outlined above; otherwise, they will be debarred.
d. Deaf and Hard of Hearing Teacher Education Program
To remain registered in the Deaf and Hard of Hearing Teacher Education Program, students must maintain a minimum grade of a C+ in each course. If a failing grade is received in any course or practicum placement, teacher candidates will be ineligible to continue and will be withdrawn from the Deaf and Hard of Hearing Teacher Education Program. In addition, Ontario participants must maintain current, unrestricted membership in good standing with the Ontario College of Teachers (OCT) through the entire program.
Evaluation Policies and Procedures
The following policies and procedures apply to all students in the Faculty of Education:
All evaluation procedures and criteria will be clearly specified in the course outline and made known to the candidate.
Information in a candidate's file will be released outside the University only upon the written request of that candidate.
Students will have the opportunity to assess their progress in each practicum/seminar course in consultation with instructors at least once in each term.
It is an important goal of the Faculty of Education that graduates be able to operate as independent problem solvers who have the capacity to evaluate their own performance and to gather evidence of achievements and progress. Thus, while the professional staff of the Faculty bears the ultimate and final responsibility for evaluation, each teacher candidate is also expected to play an important role in self-evaluation.
Grade Scales
All undergraduate courses in the Faculty of Education are graded with the common nine-point grading scheme approved by Senate. For further information on the Faculty of Education evaluation policy, please see Grade Requirements above.
Grade Point Value
A+ 9 Exceptional
A 8 Excellent
B+ 7 Very Good
B 6 Good
C+ 5 Competent
C 4 Fairly Competent
D+ 3 Passing
D 2 Barely Passing
E 1 Marginally Failing
F 0 Failing
Practicum Seminars and Classes
Practicum placements/courses are evaluated on a pass/fail basis.
Plagiarism is defined as the presentation of work as one's own which originates from some other, unacknowledged source. In examinations, term papers and other graded assignments, verbatim or almost verbatim presentation of someone else's work without attribution constitutes plagiarism. This is deemed to include the presentation, without acknowledgement, of someone else's argument in the candidate's own work as if it were one's own.
For further information on plagiarism, please consult York University's Senate Policy on Academic Honesty in the University Policies and Regulations.
Cheating is defined as the giving or receiving or utilizing, or attempt at giving or receiving or utilizing, unauthorized information or assistance during or before an examination; or the presentation of a single work to more than one course without the permission of the instructors involved.
In all cases of suspected breaches of academic honesty, the Course Director must consult with the candidate. Minor or major penalties may be applied should the instructor believe that grounds exist for official action. The candidate has the right to appeal any allegation of plagiarism or cheating.
If candidates are uncertain whether a course of action might constitute cheating or plagiarism, they should consult the instructor concerned in advance.
Academic Honesty
For information on academic honesty, please consult York University's Senate Policy on Academic Honesty in the University Policies and Regulations section of this publication.
Course Withdrawals
Students may withdraw from any Education course (BA Educational Studies and Bachelor of Arts) without receiving a grade if they do so by the published withdrawal dates. Candidates who withdraw from an Education practicum seminar, or from any course in the Bachelor of Education (BEd) program, however, should note that they will be required to petition for reinstatement to the Faculty of Education (BEd) if they wish to resume their Education program. To withdraw from an Education course, students must report their intent to the Faculty of Education's Student Services Office, in accordance with the published withdrawal dates. Those who withdraw from a course after these dates are normally deemed to have failed it and receive a grade of F.
Program Withdrawals
Students who withdraw from the Faculty of Education, and who are registered in the BEd Concurrent model or Bachelor of Arts (Educational Studies) program, may transfer their accumulated education credits to their academic Faculty subject to the rules and procedures of that Faculty. Any grades transferred in this manner are then subject to the regulations governing maintenance of standing in the other Faculty. Students must report their intention to withdraw both to the Faculty of Education's Student Services office and to their home Faculty.
Faculty Legislation on Involuntary Withdrawal
A student may be required to withdraw from a course if:
The student fails to meet the requirements of a course, either through unsatisfactory seminar and/or practicum attendance/participation, or through unprofessional behaviour in fulfilling course requirements; or
The student's performance is judged to disrupt seriously the functioning of the host classroom and/or the well-being of the students in that classroom.
The decision to require the candidate to withdraw will be taken by the Associate Dean (Undergraduate Academic Programs) on the recommendation of the Course Director following a meeting with the student. Students will have access to the usual appeal procedures in such instances.
Education Program and/or Subject Changes
Students are advised that a change in education program (movement among primary/junior, junior/intermediate and intermediate/senior programs) or in teaching subjects at the junior/intermediate and intermediate/senior levels may only be made with the approval of the Associate Dean. Considerations which may affect the approval of such a change include the year level completed in the education program, standing of the candidate and the adequacy of academic background for the proposed change, and matters having to do with enrolment limits and availability of the education courses which would be required for the candidate to complete the altered program. Program changes may result in delays in graduation.
Deferred standing may be granted with the support of the relevant Course Director in cases where final grades cannot be assigned because all course requirements have not been completed. The grounds for granting deferred standing are for rare and unforeseen circumstances.
When granted, deferred standing is an interim measure pending completion of regular or alternative assignments.
The granting of a deferral may result in students missing June convocation for degree conferral. Deferred Standing Agreement Forms may be obtained at the Faculty of Education's Student Services office. Requests must be accompanied by a medical certificate and other written documentation. Deferred Standing Agreement Forms should be completed in consultation with the Course Director prior to the submission of final grades.
Reappraisal
While all grades and evaluation decisions are carefully assessed, a student may request a reappraisal of a grade by making a formal request to the Associate Dean (Academic Programs) within 14 days of the release of final grade reports. The request must be in writing and should state clearly why the applicant believes that the grade should be re-evaluated. A reappraisal may result in a lower, higher or unchanged grade. Before submitting a formal request for re-evaluation, candidates must first discuss the assigned grade with the Course Director. If the student is unable to reach the Course Director before the deadline, a letter of intent to appeal the grade can be submitted to the Associate Dean's office pending contact with the Course Director.
Petitions Procedure
Students may petition on reasonable grounds and in writing any of the regulations of the Faculty of Education. Enquiries about procedures should be made to the Faculty of Education's Student Services Office.
York University and the Faculty of Education offers students the opportunity to participate in international learning opportunities. These include:
Studying abroad on a Letter of Permission (LOP)
Participating in an International Exchange -- including a summer exchange to Germany each year
Participating in York International's Global Internships
Participating in the International Practicum Placement
Students in the Bachelor of Education (BEd), Bachelor of Education (BEd) - Technological Education and the Bachelor of Arts (Educational Studies) are eligible to participate.
All terms and conditions of each program must be met in order to participate. Students are responsible for completing all advising sessions and paperwork, completing and signing York travel waivers and confirming their insurance coverage prior to participating. Students are responsible for ensuring that they are completing the correct courses during an international exchange or while studying abroad on a letter of permission for their programs in advance of travel. Internships and the International Practicum Placement will not count towards practicum hours for the degree or for certification, but they will count towards the international specialization.
York University's Faculty of Education offers innovative undergraduate, graduate and professional learning programs. The Faculty is committed to equity, social justice and environmental issues in all of its programs.
The Faculty of Education and Graduate Program in Education at York offer the following programs:
Bachelor of Education (BEd) - Waaban Indigenous Teacher Education
Bachelor of Education (BEd) – Technological Education
Post-Baccalaureate Diploma – Deaf and Hard of Hearing Teacher Education
Master of Leadership and Community Engagement (MLCE)
Doctor of Philosophy (PhD) in Education
Professional learning and international programs
Both the Bachelor of Education (BEd) and the Bachelor of Arts (Educational Studies) include compulsory experiential learning experiences outside the university setting. Practicum placements are set by the Faculty of Education and are confirmed to have met each student's degree requirements. Placement locations are not negotiable and students are responsible for travelling to and from their placements on the correct days. Students are also responsible for completing the required paperwork (e.g., criminal record check, insurance verification) on time.
Bachelor of Education (BEd) Practicum
In the Bachelor of Education (BEd) program, students complete both a community-based practicum placement and three school-based practicum placements. School placements are supervised by an Ontario Certified Teacher. Students are required to complete all practicum days successfully in order to complete their degree programs. Further details on the practicum experience can be found online.
Students in the BEd program also have the option of participating in a summer International Practicum Placement. Participation will not count towards Ontario practicum hours for the degree or certification, but it will count towards the International Specialization. Students are required to confirm their travel insurance and complete all pre-departure orientation sessions before travelling and post-program debfiefing sessions upon return.
BEd (French) Practicum - Glendon only
Students completing their BEd at Glendon will generally complete their practicum placements is in Ontario French Immersion schools, and may also gain experience in English language settings.
Bachelor of Arts (Educational Studies) Practicum
In the Bachelor of Arts (Educational Studies) program, students complete community-based practicum placements in their senior years. Completion of these placements is compulsory in the degree program.
Jewish Teacher Education
Practicum placements in a Hebrew day school, which are coordinated and supervised for 25 days per year (50 days total) by the Faculty of Education. Students will also complete both a community-based practicum placement and three school-based practium placemnts supervised by an Ontario Certified Teacher.
Teacher of the Deaf and Hard of Hearing Program Practicum
Full-time students complete their practicum placements on set days during the year. Part-time students complete their practicum in their third year of the program.
Criminal Record Check with Vulnerable Sector Screening
As required by Ontario law, all individuals who are working in practicum placements that include vulnerable individuals (e.g., schools, community centres, seniors' facilities) must have a valid Criminal Record Check with Vulnerable Sector Screening (VSS) prior to entering a placement. Those who do not have this current, valid documentation will not be able to attend the placement. Not attending the placement will result in not completing compulsory degree requirements.
R. Savage, 242 Winters College, 416-736-5002
Associate Dean, Academic Programs
D. Dippo, 108 Winters College, 416-736-5004
Associate Dean, Research:
L. Farley
Director, Graduate Program in Education:
A. Mishra-Tarc, 282B Winters College, 416-736-5018
Director, Undergraduate Program in Education:
S. Winton, 108 Winters College, 417-736-5004

redpajama_set_name: RedPajamaCommonCrawl


The Saskatchewan Building Trades have recently adopted a new vision statement to direct and support on-going relationships with Indigenous people, governments and communities in Saskatchewan.
The Saskatchewan Building Trades has been committed to increasing awareness through past training and implementing an advanced training session that includes cultural protocols and culture for a further understanding and commitment to reconciliation.
Over 5 years ago the Saskatchewan Building Trades first embarked in training in Myths and Misconceptions of Indigenous People Training and implement a Labour Development Strategist to develop opportunities to work with Indigenous people in the business sector.
"In the last number of years we have placed an emphasis on ensuring that Indigenous people see unionized construction as a great career choice,"
said Terry Parker, Executive Director for the Saskatchewan Building Trades.
"We want Indigenous people, contractors and owners of construction projects to know that we have trained and skilled Indigenous workers to build their projects."
Through training and the benefits of membership in affiliated unions, the Saskatchewan Building Trades will work with indigenous people and communities to produce the best tradespeople in Saskatchewan.
"We know that aboriginal people represent an untapped workforce in Canada,"
said Bob Blakely, chief operating officer of Canada's Building Trades Unions.
"We also know that in our business if you want to employ Indigenous people you have to start with Indigenous members in affiliated building trades unions."
The Saskatchewan Building Trades have noted that project owners are increasingly requiring that contractors commit to employing Indigenous people and / or partnering with Indigenous organizations. As an organization committed to meeting the needs of employers the affiliated unions of the Saskatchewan Building Trades have placed an emphasis on recruiting and retaining Indigenous workers.
"Building Trades Unions in Canada have made a tremendous commitment to training through extensive investments in programming and state of the art training facilities,"
said Robert Kucheran, Chairman of the Canadian Executive Board of Canada's Building Trades Unions.
"Young Indigenous people are looking for good training and career opportunities and the construction trades provide those opportunities."
The Saskatchewan Building Trades are composed of 13 construction unions with over 7000 members in Saskatchewan.


text:
Schedule of Masses Parish Bulletin For Online Giving St. Philip Preparatory School
Mission Statement Homily
History of Our Parish
Directions to Our Parish
Schedule of Masses
Events Places to visit
Events list Latest events
Sacraments Spiritual Grace
Bulletins Parish Blog
What we know as of 11:30 AM on January 26th which is the time that the Bulletin goes to press.
On January 11, 2018 our St. Philip School building experienced a fire. To date, the cause of the fire is still under investigation.
The fire and smoke damage is much more extensive than originally thought:
• The Kaleidoscope wing, where the fire originated, needs to be completely demolished.
• The main school corridor which houses grades 1, 2 & 3, the offices, and the auditorium received the greatest amount of smoke and soot damage. While extensive restoration work has been done there is much more that needs to be accomplished in that area. The ongoing work entails meeting codes and laws specific to school buildings and the safety of children.
• Teams of up to 40 workers have been working twelve hour shifts seven days a week on our behalf. Their accomplishments are truly amazing.
Many plans have been underway and worked toward simultaneously.
The plan is that on January 29th, students will return to classroom instruction with their teachers:
Plan 1 OUR SCHOOL AND MARY HELP OF CHRISTIANS
IF our school building is approved for children to be present in the Middle School and Pre-K wings while restoration is taking place in the main corridor, then this is our plan.
• The Pre-K and Middle School wings are approved for use, the Pre-K and kindergarten will return to their normal classroom space.
• Grades 1, 2, and 3 whose classrooms need ongoing restoration cannot be used.
• The children in grades 1-3 will be relocated, with their clean desks and new equipment, to the middle school wing classrooms along with grades 4 and 5.
Grades 6, 7 & 8 will be bused to and from our property to Mary Help of Christians Academy, a Catholic preparatory high school in the Salesian tradition, in North Haledon. Along with their teachers they will be educated in their own wing of the building, in individual classrooms. We are very grateful to Sr. Marissa, and the Salesians sisters for accommodating us so graciously.
Plan 2 JOHN PAUL II CENTER & MARY HELP OF CHRISTIANS
Within hours of the fire Bishop Serratelli telephoned me offering our neighboring John Paul II Center classroom space for our use. We learned after exhaustive investigation that because sections of building were not used as a school for ten years extensive renovation was needed to gain approval meeting 2018 code requirements. Work began immediately and is ongoing to prepare this space to receive our children, if necessary. Approvals are needed at every step and for each room and section before children can enter. Other Catholic schools in Clifton and elsewhere are prepared to receive certain classes, should there be a need.
• Grades 6, 7, 8 will go to Mary Help of Christians (see Plan 1)
The duration for either plan is projected to be in place for 90 days.
We will be having a parent meeting to share how we will move forward as a school community on Sunday, January 28 in St. Philip Church.
Molloy Center
Restoration is in process for the Molloy Center which includes Cerullo and Marion Halls. Returning children to a classroom setting for our School and Religious Education classes education is the priority. The timeline at this point for the work that needs to be accomplished in the Molloy Center is not fully determined. The contents of the Kaleidoscope wing including all parish organization closets are unsalvageable.
I recognize that parish organizations are experiencing hardship without space to gather. We are studying what is possible and will communicate with you when more information is available to us.
All parish business is conducted in the room between the Church and the Rectory – at the end of the side sidewalk by the bell tower.
Remember that this process of coming up with best solutions to an unforeseen event has been frustrating and difficult for everyone involved.
You can help with your prayer for wisdom, patience and endurance. Thank you for your support. Be assured of our continued prayer for you. We are blessed with God's presence and with the gifts and talents of all, as we continue our mission of doing Christ's Work with faith, in hope and for love.
Restoration updates, past and ongoing, can be viewed on our parish website: http://stphilip.org/school-fire-update/
Seeing With The Eyes Of Faith
A Step Along the Way
It helps, now and then, to step back and take a long view.
The kingdom is not only beyond our efforts, it is even beyond our vision.
We accomplish in our lifetime only a tiny fraction of the magnificent enterprise that is God's work.
Nothing we do is complete, which is a way of saying that the Kingdom always lies beyond us.
No statement says all that could be said.
No prayer fully expresses our faith.
No confession brings perfection.
No pastoral visit brings wholeness.
No program accomplishes the Church's mission.
No set of goals and objectives includes everything.
This is what we are about.
We plant the seeds that one day will grow.
We water seeds already planted, knowing that they hold future promise.
We lay foundations that will need further development.
We provide yeast that produces far beyond our capabilities.
We cannot do everything, and there is a sense of liberation in realizing that.
This enables us to do something, and to do it very well.
It may be incomplete, but it is a beginning, a step along the way, an opportunity for the Lord's grace to enter and do the rest.
We may never see the end results, but that is the difference between the master builder and the worker.
We are workers, not master builders; ministers, not messiahs.
We are prophets of a future not our own.
Bishop Ken Untener of Saginaw
A PRAYER FOR OUR TIME
God grant me the serenity
to accept the things I cannot change
Courage to change the things I can
And the wisdom to know the difference.
JUBILEE YEAR 2018
The Year of our Lord 2018 is our parish Jubilee commemorating 75 years of fulfilling our mission of Opus Christi –which is Latin for Christ's Work. During the decades our parish has been love in action, bringing good news through spiritual, service and social ministry.
Jesus said to our parish patron St. Philip, "Whoever believes in me will do the works I do and even great works." John 14:22
WEB SITE AND FACE BOOK INFORMATION
Share your e-mail with us so as not to miss any of the good news. Visit stphilip.org/jubilee to be included in our email list. Like us on Facebook www.facebook.com/stphilipclifton.
Fr. Matt is looking for some old photos and film in any format about St. Philip Church and/or school to compile our history. Items can be left with Barbara Salzer at the Parish Office.
Our Jubilee Prayer
Rejoicing in you, O Lord, with thankful hearts we pray as . . .
gratefully our past companions on the Journey whose sacrifice inspires us.
the good news of love in action that empowers spiritual, service and social ministry.
in God's providence as faithful stewards who continue Christ's work using the Keys to the Kingdom.
PARISH BUSINESS
Our Parish Office is operating out of the office at the front entrance to the Rectory (located at the end of the walkway near the Bell Tower). Mass cards, other business, etc. is being conducted from this location.
To read complete bulletin click here
September 1 ,2019
December 7, 2014 (full)
St. Philip the Apostle Parish
Clifton, New Jersey 07013
Copyright © 2020 stphilip.org. All rights reserved.
Preparatory School | Directions | Sitemap | Contact
Powered by Miller Media Company | Photography by MarFilm Studio


text:
Q: about data storing in OOP application Hello OOP'ers all over the world!
I have strange problem of understanding oop: after dialog i have some data, i can present this data with class:
public class RegistrationBody
    {
        public string UserName { get; set; }
        public string UserSurname { get; set; }
        public string Email { get; set; }
        public string Phone { get; set; }
        public string INN { get; set; }
        public bool AllowForSpam { get; set; }

        public RegistrationBody(string userName, string userSurname, string email, string phone, string ИНН, bool allowForSpam)
        {
            UserName = userName;
            UserSurname = userSurname;
            Email = email;
            Phone = phone;
            INN = INN;
            AllowForSpam = allowForSpam;

        }

In main window i call form then i get data like in that sructure; After that i need to build url.
Question: what class i need to use for building url and store it until application closing? As i know i need to avoid public varible in main class, so what i need to build?

A: For building a URL, you could use a NameValueCollection.
You could store it in any persistent store or cache it.

A: For the main class take private method and call the class which will be public and page load of that class will be private.. for example take this senario :
From button click you are calling a RegistrationBody  class so in main class the button click will be private

private void btnbutton_Click(object sender, EventArgs e) {    /* your
  code  */
}

in RegistrationBody class will be public and you can mention page load of this class to private depand on requirement

private void RegistrationBody_Load(object sender, EventArgs e)
          { }

redpajama_set_name: RedPajamaStackExchange


Obstructive sleep apnea, or OSA, is a sleeping disorder caused by a blockage in the airway while a patient sleeps. It can cause individuals to never reach the restorative sleep they need to feel their best every day. When patients have been diagnosed with obstructive sleep apnea during a sleep study with their primary physician, they are often told to utilize a CPAP machine.
CPAP stands for continuous positive airway pressure. It is administered through a mask connected to a device that keeps the airways open. This allows patients to breathe normally and avoid the disruptive sleep they would otherwise get every night. CPAP treatment is often the primary treatment for sleep apnea, but is not always the most comfortable. Many patients do not comply with their treatment because they do not like the feel of wearing the mask, the noise it creates, and how difficult it can be to travel with.
Get rid of your CPAP machine today!
If you are unhappy with the use of a CPAP machine to address your condition, now is a great time to contact Dr. Jamil Alkhoury and the staff of Brentwood Family Dental to discuss the advantages of using oral appliance therapy instead. Sleep apnea does not have to affect your overall quality of life! Call his practice today at 925-344-5296 and visit at 4411 Balfour Road, Suite C. New patients are welcome to book an appointment with Dr. Alkhoury and his team.


Fits some bicycle models from Ellsworth and Rocky Mountain.
Fits some bicycle models from Easton, Ellsworth, Orbea, Raleigh, Teschner and Van Dessel.
The best store builder by ShopFactory powers D1196. All-in one store builder and eCommerce software.


text:
Hans Pöhlmann (* 9. November 1886 in Schwerin; † 4. März 1940 in Greifswald) war ein deutscher Lehrer und Politiker.

Leben
Pöhlmann besuchte das Schweriner Fridericianum und studierte anschließend Geschichte und Klassische Philologie in Berlin und Rostock. Ab 1909 war er Lehrer an der Großherzoglichen Domschule in Güstrow und bestand dort 1910 die Staatsprüfung. Er unterrichtete anschließend zwei Jahre an der Großen Stadtschule in Wismar und am Gymnasium in Neubrandenburg. Dort unterrichtete er bis mindestens 1937 Latein, Griechisch und Geschichte. 1919 war er Abgeordneter der DDP in der Verfassunggebenden Versammlung von Mecklenburg-Strelitz.

Literatur
 Andreas Frost: Aufbruch in die Demokratie. Landtage und Abgeordnete in Mecklenburg-Strelitz und Mecklenburg-Schwerin zwischen 1918 und 1920. Landeszentrale für politische Bildung Mecklenburg-Vorpommern, Schwerin 2019, ISBN 9783981643978, S. 74.

Landtagsabgeordneter (Mecklenburg-Strelitz)
Deutscher
Geboren 1886
Gestorben 1940
Mann

redpajama_set_name: RedPajamaWikipedia


Stock certificates are documents that show shareholder ownership. They include the name of the company, the investor, the number of shares purchased, a signature of authenticity from an assigning authority, and a CUSIP number.
It's not a necessity for shareholders to own a physical stock certificate. However, you may request one from the company or your broker. When you ask a broker, they will contact the corporation on your behalf. This can reduce the amount of bureaucracy you have to deal with.
Paper is used less in this era of electronic transactions. However, you can follow these steps to get your certificates.
Search online and find how much different brokerages charge for stock certificates. Some firms charge as much as $100 for the certificates. An online search can help you compare brokerage fees for stock certificates.
When you buy the shares from a particular company, there might be an option for a paper certificate. If so, tick the box and they should deliver it to your address.
The trading program will alert you about the additional costs incurred when getting a stock certificate. You will only get the paper when you approve and pay the fee.
You can still obtain certain stock certificates, although they're fading away as records shift to electronic bookkeeping.
The stock market has changed over the years. Since technology has improved, billions of dollars now pass hands during intraday trading. It doesn't make as much sense for companies to issue stock certificates when the shareholders change so quickly.
Companies still track investors who buy and sell their shares. Brokerage houses also keep this information, so issuing certificates would end up being redundant. Due to increased clerical work, companies are hesitant to send certificates unless investors request them.
Another reason that traders avoid stock certificates is that some companies require investors to return the certificates when sold.
Stock certificates were important documents in the past. Investors kept them in safe deposit boxes and other secure places. However, they're going the way of the dodo.
You can learn more about stock certificates on the Securities and Exchange Commission website. You can also find some top investing research on this website.


Here are some bags/accessories I have gotten. Links are valid as of date of posting.
Cream coloured handbag, one of my fav!
I love that pink luggage. Is it heavy on its own? Just worried the shipping costs will be alot.


text:
John McCumber
Understanding Hegel's Mature Critique of Kant
John McCumber, Understanding Hegel's Mature Critique of Kant, Stanford University Press, 2014, 216pp., $60.00 (hbk), ISBN 9780804785457.
Reviewed by Sebastian Rand, Georgia State University
In his most recent book, John McCumber draws on his thirty years' work on Hegel to make a characteristically readable, insightful, and original contribution to an important topic in the history of philosophy. His prose is lively and clear, his arguments engage the secondary literature extensively but not tediously, and his examples are many and apposite. These features make the book an excellent resource for both students and non-specialists seeking clarity on the issues that made, and continue to make, the Hegel-Kant relationship a source of philosophical provocation. But there is a great deal here for specialists as well. As the title suggests, McCumber restricts his attention to the criticisms of Kant that can be found in the Logic, Encyclopedia, and Philosophy of Right, with occasional corroboration from Hegel's lectures and his earlier texts. This restriction, rare for a field that understandably tends to a developmental approach grounded in Hegel's earlier Jena period, gives the book special interest. Moreover, the specifics of McCumber's interpretation challenge dominant trends in the current literature, giving us a Hegel who is in some ways more Kantian, in others more of a naturalist, and in still others more sui generis than most any Hegel out there.
In sum, McCumber's book is required reading for students of the period and for specialists in the field, and is highly recommended for anyone with an interest in the history of philosophy and its relevance to current debates.
The very first public questions about Hegel's philosophy were questions about his relationship to the idealists who preceded him, and as Hegel emerged from the shadows of Fichte and Schelling, his relationship to their common master became a theme both of his own self-presentation and of the contemporary reception of his philosophy. After his death, the Hegel-Kant tie was still strong enough that when it decided to purge itself of Hegelianism, German academic philosophy could think of no better strategy than to go back to Kant. In the years since, the tie has remained strong enough that each Kant revival typically finds itself followed shortly by its Hegelian double, itself promptly denounced by the Kantians in turn. It was therefore perhaps not surprising that the resurgence of Anglophone interest in Kant brought about by (among others) Strawson, Rawls, Sellars, and Korsgaard should have conjured once more the specter of Hegel; but perhaps it was surprising when the Hegel who floated up this time was Kantian almost to a fault. The "post-Kantian" Hegel found in Robert Pippin, Terry Pinkard, Sally Sedgwick, and others offered criticisms of Kant not from the perspective of a pre-Kantian metaphysics or of a quasi-divine Romantic intuition, but from Kant's own grounds. This Hegel predictably alarmed not only the Kantians but the more traditional Hegelians as well, and each group sought, either by undermining Hegel's criticisms of Kant, or by presenting a competing Hegel who rejected the core of the Kantian critical project, to re-establish a safe distance between the two. And so our potted history arrives at the current state of play in Anglophone Hegel studies, featuring, among other things, a small but growing set of books devoted to re-examining the Hegel-Kant relationship through a focus on Hegel's explicit and implicit attacks on various Kantian doctrines.[1]
Aside from the actual conclusions he reaches (about which more below), McCumber's contribution to this re-examination project is noteworthy on a number of points. First, as already mentioned, he focuses exclusively on Hegel's "mature" writings, whereas much of the extant literature on this theme draws heavily on Hegel's earlier work. Second, he devotes roughly equal time to Hegel's discussions of Kant's theoretical and practical philosophy and presents an appealingly unified vision of the Hegelian critique in both areas. Much of the extant literature focuses on one or the other domain. Third, McCumber depicts a Hegel whose naturalism, such as it is, seems closer to contemporary varieties than to the more Aristotelian naturalism attributed to him by, e.g., Pinkard.[2] Fourth, he pursues his analysis using a somewhat nonstandard conception of "critique." Whereas this usually means internal critique -- a process akin to argument by reduction, exposing inconsistencies in the target position -- McCumber takes Hegelian critique to be a kind of transformative and limit-setting (thus "critical") appropriation, incorporating a modified version of the target position into a distinct systematic context. This conception of critique obligates McCumber to establish that distinct context ahead of time and independently. Thus the fifth noteworthy feature of his contribution is the general view of Hegel with which it operates, a view McCumber characterizes as a "definitionalist" interpretation. It attributes to Hegel a linguistic idealism drawn from his readings of Hamann and Herder. This idealism aims to generate a purified philosophical vocabulary on a presuppositionless, and therefore free, basis -- a vocabulary later coordinated with existing natural language to provide a means for genuinely autonomous thought, discourse, and action.
The definitionalist interpretation is highly contentious and complex, and McCumber gives only its most general outline and main points here, directing curious readers to the full presentation found in his The Company of Words.[3] Given the role this interpretation is assigned by McCumber's understanding of critique, it would be natural to suspect that readers averse to the unfamiliar definitionalist line might find the criticism of Kant it motivates uninformative, or at least distant from their own concerns. But in fact the book loses nothing for readers unconvinced by the definitionalist interpretation. McCumber does not employ Hegel's objections to Kant as case studies in support of his view, but rather uses that view to give us, as it were, a map of the Hegel-Kant landscape drawn according to a definitionalist projection schema -- a map that reveals new passages through some difficult terrain.
After a helpful introduction in which he motivates his approach, McCumber goes on in Chapter One to outline his criteria for a satisfactory interpretation of Hegel's relation to Kant, to summarize and evaluate by these criteria the two major extant views of this relation, and to locate the definitionalist interpretation as a third option. He makes some well-observed remarks about the shortcomings of both the "Hegel as a revocation of Kant" and "Hegel as a continuation of Kant" interpretations, while trying to differentiate each sharply from his own view. Yet it is also clear that he takes his view to be much closer to the continuation reading, especially in his discussion of the relation of the definitionalist interpretation to Pippin's influential "normative" version of the continuation reading.
In Chapters Two and Three, McCumber discusses the central themes in Hegel's critique of Kant's theoretical philosophy: the distinction between things in themselves and appearances (along with Kant's restriction of our knowledge of the latter), the nature and possibility of intellectual intuition, and the basic sense of "idealism." According to McCumber, Hegel's real objection to things in themselves is that they result from an incomplete process of abstraction Kant should have taken a step further, beyond his assumption of an absolute (that is, impossible to abstract away) distinction between subject and object. McCumber's Hegel takes that further step and, adding in some reflections on time, arrives at his conception of the "in-itself" as the intra-experiential but mind-independent component of objects of our cognition. In parallel fashion, says McCumber, Hegel argues that Kant's conception of appearances, stripped of the subjectivism Kant stopped short of abstracting away, yields Hegel's own view of the finitude of all objects of the understanding, where this finitude amounts to their having their ground of existence in another being. Such transformations of Kantian views, developed by abstracting beyond their Kantian limitations, yield the properly Hegelian sense of idealism as "the dynamic interdependence" of parts and whole. On this view, "to be 'ideal' is . . . to be a concrete whole whose parts are aufgehoben within, or 'moments' of, it" (81).
Thus although McCumber's Hegel insists that we have a greater capacity for abstraction than Kant can endorse, this abstraction leads him to see the concrete contents of experience both as beyond our full cognitive mastery (even in their possible categorial structure) and as the starting points of the speculative system -- and hence leads him to drop Kant's apriorism entirely. Our theoretical cognition is idealistic on this view not insofar as it identifies and articulates a priori conditions of experience, but insofar as it consists in an activity of concept-formation. This activity, conceived by Hegel as an inwardization or "Erinnerung," is presented by McCumber in largely naïve-empiricist terms: our concepts, developed through repeated exposure to similar stimuli, "automatically capture what is permanent in [things] and so what is 'essential, inner, and true'" about them (86); our theoretical cognition "accepts sensory beings as they are" and then "reduce[s] them to components" of a larger whole (83). Finally, in rebuilding those concepts -- that is, our philosophical language -- into a system based in the purely abstract beginning of the Logic, we attain (an almost unrecognizable variety of) intellectual intuition, now linguisticized, stripped of its apriority, and turned into a kind of cumulative product of our cultural history.
In Chapters Four and Five, McCumber turns to Hegel's critique of Kant's practical philosophy, presenting it against the background of a highly original reading of Hegel's theory of the will. What makes McCumber's reading of the Philosophy of Right so striking is his emphasis on the role Hegel assigns to our natural drives, and on the idea that for Hegel, ethical theory must explain how these drives can be purified and ordered, or rationalized, so as to achieve genuine human autonomy. Such a rationalization of the drives is the practical equivalent of the theoretical process of purifying and systematizing the deliverances of the senses -- that is, the "Erinnerung" treated in Chapter Three. While the idea of ethical formation as rationalization of drives was not unknown in post-Kantian practical philosophy (despite McCumber's inexplicable omission of any mention of Fichte's System of Ethics), and is indeed the topic of several sections of the Introduction to the Philosophy of Right, it has not (to my knowledge) been made the centerpiece of any extended interpretation of that book. But McCumber makes a compelling case for understanding Hegel's ethical theory as the articulation and development of a system of principles for such rationalization -- principles both concrete, because concerned with particular drives, and general, because concerned to unify these drives, in their purified form, at the most universal level.
With this reading of the Philosophy of Right in hand, McCumber argues that the real Hegelian attack on Kant's moral theory is directed not against the strict formality of the categorical imperative per se, but rather against the more basic idea that the task of a moral theory consists solely in locating such a principle. In fact, says McCumber, Hegel endorses the categorical imperative wholeheartedly, precisely in its role as the most universal and empty principle, and thus as the principle for discerning which maxims are in fact in accordance with the level of universality and necessity Kant seeks. But here again McCumber's Hegel discerns a shortcoming in Kant's process of abstraction: because he stops short at an absolute distinction in kind between inclination and duty, Kant misses the chance to ask about motivation more generally, and thus to provide a robust action theory of the sort Hegel develops as part of his theory of the drives. That theory allows for a distinction only in degree, not in kind, between particular and universal motives, holding that respect for the moral law is simply the most rationalized and purified drive of all. Seen this way, other motives are not amoral or immoral, but simply less moral, and the categorical imperative is a standard used in the rationalization process, through which process itself the moral law comes into view as part of a larger set of drives, commitments, and institutions making up ethical life as a whole. The goal of Hegelian practical philosophy is thus very similar, on McCumber's view, to the goal of theoretical idealism: ethical theory seeks to take our desires, motivations, and needs as they are, reducing them to moments in a larger whole, and reappropriating them for the project of freedom through their systematization.
The Hegel who emerges from McCumber's account is both a master of abstraction and an advocate of the concrete -- indeed, it is his more thoroughgoing abstraction, in both theoretical and practical philosophy, that shows us our need for and dependence upon the concrete, even as we work to appropriate and transform, to universalize, the given material of experience through systematization. This Hegel is also in some sense a naturalist, happy to discuss the sensory and perceptual origins of our concepts, and the origins of our ethical and moral principles in natural drives of the most varied sort. In addition, he is an idealist, pushing us to see our most rationalized drive -- the drive for freedom -- as demanding a reconstruction of our vocabulary from out of our own purified, rationalized resources, while revealing all our experience as itself constituted through that vocabulary. And he is arguably a Kantian, at least insofar as thinking Kant had some good points makes one a Kantian.
What this Hegel is not is a patient reader or critical thinker, at least not in the dominant, "internal critique" sense. The Hegel of the Phenomenology or even the Logic, carefully exploring and teasing out the fine inner structure of positions not his own -- this Hegel is nowhere to be found in McCumber's book. Instead we have a Hegel whose engagement with Kant is of a different, and somewhat hard to pin-down, kind: his most central commitments are quite distant from Kant's transcendental concerns, his greatest philosophical efforts are aimed at a radically innovative, and radically un-Kantian, linguistic-terminological project, and even when he speaks of Kant directly, he doesn't really bother to examine his position clearly. But yet he does speak of Kant, repeatedly, and is eager to incorporate bits and pieces of Kant's system into his own, while often transforming them almost beyond recognition. That McCumber can make such a Hegel seem so eminently reasonable, so contemporary, and in many ways so preferable to the conceptual vivisector we are all more familiar with, is a testimony to his persuasive skills, and to the power of his insights into Hegel's immensely complex relationship to Kant's philosophy.
[1] Other recent books in or around this area include William F. Bristow, Hegel and the Transformation of Philosophical Critique (Oxford: Oxford University Press, 2007), reviewed in NDPR, 2008.08.13; Sally Sedgwick, Hegel's Critique of Kant: From Dichotomy to Identity (Oxford: Oxford University Press, 2012), reviewed in NDPR, 2013.04.01; and Brady Bowman, Hegel and the Metaphysics of Absolute Negativity (Cambridge: Cambridge University Press, 2013), reviewed in NDPR, 2013.12.23.
[2] See Terry Pinkard, Hegel's Naturalism: Mind, Nature, and the Final Ends of Life (Oxford: Oxford University Press, 2012), reviewed in NDPR, 2012.10.30.
[3] John McCumber, The Company of Words: Hegel, Language, and Systematic Philosophy (Evanston: Northwestern University Press, 1993).


What is it like to work at Northwestern Energy?
Company offers good pay and stable job. I applied 3 times for a position and was rewarded for my patience. 3 weeks of PTO and good benefits are offered. The company encourages participation in volunteer work and even pays for time you volunteer.
What are people saying about the leadership at Northwestern Energy?
What advice would you give the CEO of Northwestern Energy about how to improve it?
What are people discussing at Northwestern Energy?
What is the work environment and culture like at Northwestern Energy?
What do employees say about Northwestern Energy's culture and work-life balance?
Learned how to work in a team atmosphere with a lot of different personalities. Learned how to operate advanced tools and equipment meant specificially for this industry.
How much does Northwestern Energy pay their employees?
What jobs are available at Northwestern Energy?


text:
Q: Easiest way to check 4 Arraylists in java do not contain the same values I think the title says it all, but
List<Integer> stack ;
List<Integer> exchange;
List<Integer> quora;

A value in stack can not be in exchange or quoroa, a value in exchange can not be in stack and quora, and so on.

A: Construct a Set full of your elements with some Guava glue and then compare the sizes:
final Iterable<Integer> all = Iterables.concat(stack, exchange, quora, ...);
final Set<Integer> unique = Sets.newHashSet(all);

if (Iterables.size(all) > unique.size()) {
    // inputs contain duplicate(s)
}

A: Use Sets to see if there are duplicates.
HashSet<Integer> stackSet = new HashSet<>(stack);
HashSet<Integer> exchangeSet = new HashSet<>(exchange);
HashSet<Integer> quoraSet = new HashSet<>(quora);

if(stackSet.removeAll(quoraSet))
    ; // Error, there were common elements!

A: How do you like subtract from CollectionUtil? Don't know if it is the best way, but it is definitely a very easy approach!

A: Rationally, you can do something like intersection of sets, so that to make sure there is no intersection.  It should look more meaningful:
By using Guava library:
HashSet<Integer> stackSet = new HashSet<>(stack);
HashSet<Integer> exchangeSet = new HashSet<>(exchange);

if (! Sets.intersect(stackSet, exchangeSet).isEmpty()) {
    // there is intersection between stackSet and exchangeSet
}


On November 11, 2016, AAM's Sean Garrett released his new single "Look on Your Face (feat. Lil Yachty)". This will be Garrett's first project since 2010, after taking off to develop his label and artists. The song mixes traditional R&B vibes with a more modern sound. The song along with his upcoming album focuses on relationships and love, Garrett explaining "people want to enjoy music and feel it at the same time. I just wanted people to have a new record that felt really good and was about relationships." Appropriately, it is set to be released on Valentine's Day. Stayed tuned for more information on his February 14th, 2017 release, including the album title. Until then, "Look on Your Face" can be found on iTunes and across streaming platforms. Garrett is back and better than ever – and we are so excited to see what this new album will bring.


We all know there's a kinda-sorta-major election happening on November 8. But many people only follow politics casually, and they might not realize there's a slightly-less-but-still-important election that is scheduled for August 30.
The two major candidates for the White House have already been all but decided, but August's statewide primary will still do quite a lot to set the tone for the race to the first Tuesday in November. Parties will decide their nominees for Congress, for the state legislature, and for county clerk of courts. In addition, there will be at least one statewide ballot measure, on making it easier to claim tax exemptions for home solar energy panels.
If you plan to vote in August, you should make sure you're registered with the correct party. Florida is a "closed-primary" state, which means only registered members of a given party may decide that party's candidates. If you want to change your registration, you have until August 1 to do so. Just print a copy of the registration form from the county Supervisor of Elections' website, fill it out, and mail it back to the SOE's office. Alternatively, you can fill out the form and drop it off at any Jacksonville Public Library.
Vote-by-mail. Formerly referred to as "absentee voting", this is exactly what it sounds like- fill out your ballot and return it by post. This option is becoming increasingly popular, as it allows the voter to research the candidates and issues from the comfort of their own home. According to the League of Women Voters, Duval is one of only five counties in the state that pays the return postage. This seemingly insignificant detail only adds to the convenience factor, as many don't want to pay for a stamp to return their ballot. Here, you don't have to.
Early voting. The SOE is expected to once again open 17 different early voting sites for August's primary. The early voting period will run from August 15-28, and every site will be open from 10 AM to 6 PM, including on weekends. The list of early voting locations includes the Gateway Town Center, Legends Community Center, Oceanway Community Center, and 14 branches of the Jacksonville Public Library.
Election Day voting. This is the big one. If you plan to vote on the first Tuesday in November (or in this case, the last Tuesday in August), make sure you know where your assigned precinct is. The address is printed on your Voter Registration Card, and you can also look it up on the SOE's website. Unlike with early voting, you can't just go to any polling place you want. All polling places will be open from 7 AM to 7 PM.
If you plan to vote in person- be it early or on Election Day- make sure you have your photo identification ready. Acceptable forms of identification include driver's license, state-issued ID, passport, military ID, student ID, concealed-weapons license, and government employee ID.
If you arrive at the polls without an acceptable ID to show, you'll be allowed to vote a provisional ballot. This means that you'll have to sign an affidavit on the ballot. When the votes are counted on Election Night, the signature is checked against the one in your voter registration record, and if they match, the ballot will be counted. This option seems a bit risky- people's signatures change slightly over time, and young people tend to change their signatures quite frequently. In any case, I strongly recommend just having the ID to show at the door.


text:
Protesters slam Bilderberg big boss elitist summit for lack of transparency
A man is detained by policemen at a checkpoint on a road leading to the Interalpen-Hotel Tirol, venue of the Bilderberg conference, on June 11, 2015 near Telfs, Austria. (AFP Photo / Christian Bruna) © AFP
The Bilderberg conference, which bills itself as a "forum for informal discussions" held by the world's top brass, has drawn fire from protesters gathered near the Interalpen-Hotel Tyrol in Austria, accusing the attendees of corruption and elitism.
After a rally on Friday, anti-Bilderberg activists re-emerged on Saturday afternoon to protest what many of them refer to as a gathering of criminals. Thousands of protesters are expected to assemble outside the hotel where the Bilderberg group meeting is taking place.
"What we have seen is a very tight police cordon. It has been very difficult for many people to get to this area. Some journalists have been subject to rather humiliating police tactics," RT's Peter Oliver reported.
Some like it hot, but those gathered for the Bilderberg meeting in Austria seem to prefer it "top secret." According to the published agenda, a total of around 140 participants from 22 countries have confirmed their attendance this year, including German Defense Minister Ursula van der Leyen, NATO Secretary-General Jens Stoltenberg, UK Chancellor George Osborne and former President of the European Commission José Manuel Barroso, just to name a few. One of its past participants is the former managing director of the International Monetary Fund, Dominique Strauss Kahn, accused of sexual assault by a New York hotel maid in 2011.
Pic of the elite #Bilderberg confab that looks exactly where evil villains would have a secret meeting lol pic.twitter.com/fFqFJVHNT2
— Luke Rudkowski (@Lukewearechange) 9 июня 2015
The key rule of participation is the so-called "Chatham House Rule", which states that while attendees are free to use the information received, "neither the identity nor the affiliation of the speaker(s) nor of any other participant may be revealed."
A 50-kilometer safety zone has been created and two checkpoints set up around the event to ensure the safety of the influential guests. Up to 2,100 officers from all over Austria will be on duty, along with 300 German police officers, should an emergency occur during the four-day conference.
You gotta worry when the world's banks, corps, media and politicians have a secret meeting. Come on. #bilderberg#democracy?
— Tom Moriarty (@thetommoriarty) 13 июня 2015
American journalist Rob Dew, news director at Infowars, told RT his crew suffered from what he called "police brutality."
"At the beginning they were very brutal and rude to us. They saw we're from Texas, pulled us out of the car and searched us. So the next time we go to the checkpoint we start video taping because that's what we do in America – when we're feeling tyranny, we start video taping. And we actually went to the police station live on Skype during the Alex Jones show and confronted them because they were calling our hotel manager asking where we were, when we're going to be back. We were fed up with it because we'd already shown them our papers and we have nothing to hide, but we're not going to take humiliation."
If the #Bilderberg conference won't tell us what the meeting is about I'll assume it's a get-together of paedophiles. Prove me wrong
— Philip Prince (@PhilipIndigo) 12 июня 2015
READ MORE: Bilderberg goes IT: Shadowy club to talk AI, cyber-security
According to the published agenda, the Bilderberg conference will discuss a range of issues – from artificial intelligence and chemical weapons threats to the US elections and European strategy regarding Iran, Russia and NATO.
#Bilderberg club to talk AI & cyber-security in shadowy meeting in Austria http://t.co/gtMrUm7GTd#Bilderberg2015pic.twitter.com/tNkwvQj2W0
— RT America (@RT_America) 10 июня 2015
Investigative journalist Tony Gosling told RT the Bilderberg conference tries to "make sure it's as difficult as possible to cover the meetings." He says the mainstream media are actually part of the group.
"We're given the minimum information and it's very high security. There are thousands of police and security services in Austria keeping journalists away. The reason journalists don't often go is because their bosses are there and want the secrecy. You're not going to upset your boss by trying to break their vow of silence," Gosling said. "We've got around about 20-22 media barrens in there. These are generally controlled private media corporations, senior editors, managers or owners of the big media corporations and they are actually the fourth-largest contingent at Bilderbergs. They are not far behind the bankers and the politicians and the owners of big industry. Essentially, media has become something so you can buy and sell," he added.