text:
The creator of the NFT Evolved Apes collection stole over $2.7 million from investors
scam news
Investors poured millions of dollars into an NFT collection called Evolved Apes, after which the project developer embezzled their money and fled.
Alas, almost all areas related to digital currencies are filled with people who want to take away honestly earned money by people. NFT is no exception every week new scams of various sizes appear in this industry. Sometimes we are talking about a couple of thousand dollars and what happened does not receive the proper public outcry, but in the case of Evolved Apes, more than $2.7 million dollars in cryptocurrency equivalent were stolen.
10,000 NFTs from the Evolved Apes collection debuted at OpenSea as funny cartoon monkeys. In addition to the cards, the developer, known to the community under the pseudonym Evil Ape, has promised to release a blockchain fighting game about the opposition of these creatures, "abandoned in lawless land".
However, not even a few weeks have passed since the announcement of large-scale plans for the game, as the founder of the project decided to escape, pocketing the money of the investors. At the same time, all 10,000 unique tokens were successfully sold on OpenSea in just 10 minutes, and their minimum value was rapidly increasing as the sale progressed. Already today, the minimum price for NFTs from this collection is only 0.006 ETH or $21.43, which is several times lower than even their initial cost when minting. The reason for this, of course, was the incident with the theft of 798 ETH, which the attacker transferred to his wallet in several transactions.
Before finally disappearing, Evil Ape hastily deleted his Twitter account and the official Evolved Apes website is no longer available. According to one of those who acquired NFT, the first wake-up call came from strange "unprofessional" announcements following the public sale on OpenSea on September 24th. But then the investor decided that the reason for this was the lack of experience of the creator of the project.
Another contributor under the nickname Mike_Cryptobull, who bought 20 NFTs from the collection for 3 ETH (about $10,716 at Huobi), said that the winners of contests organized by Evolved Apes on social networks did not receive the promised prizes in the form of unique tokens, and the artist who created the images also complained about the lack of payment for them. Investors appointed Mike_Cryptobull as the head of this "mission" to understand what was going on.
The result of his work was a PDF file in which he presented all the facts collected about the project, informing the rest of the sad news that Evil Ape, who is the head of the Evolved Apes, is most likely a scammer and controls the wallet with all the money collected as part of the project.
But investors decided not to despair and continue to develop the idea of Evolved Apes, calling it Fight Back Apes. Thus, the people who were promised to create a fighting game nevertheless became participants in the fight, but not with virtual monkeys, but with a very real scammer under the nickname Evil Ape.
All NFT Evolved Apes holders will automatically receive NFT Fight Back Apes tokens linked directly to cards from the old project. In the meantime, the number of tokens sold from the Evolved Apes collection reached 574 for a total of 13.9 ETH, equivalent to $49,650 at Huobi, and Evil Ape still receives 4% of the value of each NFT sold. Therefore, the community wants to move the project on a "new track" as soon as possible so that the fraudster no longer profits from those who supported his idea.
Although the OpenSea team's reaction to turning the collection into Fight Back Apes is still unknown.
Make history, trade and earn on OpenSea.


text:
Antonio López Muñoz, (Huelva, 1 de abril de 1850-Madrid, 15 de marzo de 1929)  I Conde de López Muñoz. Escritor y político español, fue ministro de Instrucción Pública y Bellas Artes, ministro de Estado y ministro de Gracia y Justicia durante el reinado de Alfonso XIII.

Biografía
Fue profesor de la Universidad de Sevilla, catedrático de Psicología en los institutos de Osuna, Granada y Cardenal Cisneros de Madrid. Inició su carrera política en el seno del Partido Liberal con el que obtendría acta de diputado en el Congreso por las circunscripciones de Granollers (1886), Órgiva (1893), Granada (1901), y Albacete (1898). En 1903 pasó al Senado representado a Albacete, y en 1908 fue nombrado senador vitalicio. Fue presidente de ambas Cámaras.

Fue ministro de Instrucción Pública y Bellas Artes entre el 31 de diciembre de 1912 y el 13 de junio de 1913 en un gabinete Romanones con el que también sería ministro de Estado entre el 13 de junio y el 27 de octubre de 1913. Finalmente sería ministro de Gracia y Justicia entre el 26 de mayo y el 15 de septiembre de 1923 en un gobierno presidido por García Prieto.

Entre 1915 y 1917 fue embajador de España en la ciudad de Lisboa por lo que por sobrados méritos el rey Alfonso XIII le concedió el título de conde.

En cuanto a su obra literaria esta se sitúa en el romanticismo (en el periodo final, siendo coetáneo de autores como Zorrilla), obra que comenzó a ser reconocida a partir de 1866, cuando en el Teatro de San Fernando de Sevilla estrenó un poema en octavos reales. Fue presidente de la Asociación de Escritores y Artistas Españoles durante el periodo de 1913 a 1929.

Obra
 Fundador de "El Diario en Granada".
 Aliatar, leyenda oriental y en verso.
 La cruz azabache.
 Granada (1865)
 Errar la senda, Herencia forzosa.
 El amigo de la casa.
 El precio de un caballo.

Fuentes
 Juan Drago. La literatura en Huelva. Huelva y su provincia. Ediciones Tartessos (1987)

Referencias

Enlaces externos

Ministros de Asuntos Exteriores de España
Ministros de Educación de España
Ministros de Justicia de España de la Restauración
Embajadores de España en Portugal
Escritores en español del siglo XIX
Escritores en español del siglo XX
Políticos de España de ámbito estatal
Diputados de la V legislatura de España de la Restauración
Diputados de la VII legislatura de España de la Restauración
Diputados de la IX legislatura de España de la Restauración
Diputados de la XI legislatura de España de la Restauración
Senadores de España de la Restauración
Políticos de la provincia de Huelva
Escritores de la provincia de Huelva
Ministros del Gobierno de España del Partido Liberal
Ministros del Gobierno de España nacidos en Andalucía
Condecorados con la gran cruz de la Orden de Alfonso XII
Diputados por Granollers de las Cortes de la Restauración
Diputados por Órgiva de las Cortes de la Restauración
Diputados por Albacete de las Cortes de la Restauración
Diputados por Granada de las Cortes de la Restauración
Nacidos en Huelva
Fallecidos en Madrid
Psicólogos de España

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text:
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Culture & Civilization: The First English Translation of Mendelssohn's Answer to the Question "What is Enlightenment?" (Part II)
Posted on April 20, 2014	by James Schmidt
As should be apparent by now, my collection of hobby horses includes an interest in old translations of now-familiar texts.1 The interest is not entirely idiosyncratic, nor is it entirely irrelevant to my labors in that open-ended field known as the "intellectual and/or "conceptual history." Exploring how earlier translators wrestled with terms that we now take for granted opens a window the way in which new concepts migrate from one language into another. That this process is hardly simple becomes clearest when the noise in translations becomes apparent.
Moses Mendelssohn's answer to the question "What is enlightenment?" is a particularly interesting example. As I discussed in the previous post in this series, he maintained that difficulties in answering the question that had been posed in the Berlinische Monatschrift could be traced to the fact that (1) the word Aufklärung was of relatively recent vintage and (2) could only be understood in the context of two other important new-comers: Bildung and Kultur. When Dan Dahlstrom, Bert Kögler, and I were doing our translations of Mendelssohn's essay in the 1990s, we had a luxury that our anonymous and neglected nineteenth-century predecessor lacked: well-established conventions for dealing with these terms. Our only problem was what to do with Bildung — a term that we could easily have rendered as "culture" were it not for the need to use that word to translate Kultur. In contrast, our predecessor was confronted by a semantic field consisting of finely drawn distinctions between terms that are just beginning to be rendered into English.
The German Museum and its "Proprietors"
Since the translation was published anonymously, there is no way of knowing whether the translator was (like Bert, but unlike Dan and me) a native German speaker, though given what we now know about the German Museum, I suspect that was likely. In the decade since I first worked on the German Museum, we have learned more about the editors of the journal and the broader context from which it emerged.2 In my article on the OED's definition of "enlightenment," I relied on Bayard Quincy Morgan and A. R. Hohfeld's 1949 survey German Literature in British Magazine in crediting the editorship of the journal to "J. Beresford."3 The current scholarship assigns editorial responsibility to Constantine Geisweiler, Peter Will, and Anton Willich.
There is a helpful discussion of the émigré bookseller and publisher Geisweiler (born Constantine de Giesworth) in a post on the Gothic Vault Facebook page. He seems to have arrived in London in the early 1790s and first enters the historical record when he married the German noblewoman Maria Countess Dowager of Schulenburg in 1799. Maria had already attained a measure of fame for her translations of various plays by August Friedrich Ferdinand von Kotzebue — who, at this point, was enjoying a measure of popularity in England (one of his plays turns up in Mansfield Park) — and the Geisweilers seem to have done their best to take advantage of the Kotzebue craze. But by 1806 Geisweiler had given up publishing and moved into the wine trade. Little is known about his later life except that Maria died in 1840 and, shortly afterwards, Constantine entered the Kensington House Lunatic Asylum, remaining there until his death in 1850.
Geisweiler had been aided in his publishing endeavors by Peter Will, an émigré clergyman who translated various Gothic novels into English (by now, it should be clear that we are dealing with interesting people). After the collapse of the German Museum, he left London for New York (where he was a minister to a German congregation) and then moved on to Curacao (preaching to a Dutch congregation). Eventually, he moved back to southern Hesse, where he established his own publishing house in 1839.
The philosopher Willich was best known of the three — both among his contemporaries and (thanks to Rene Wellek's account of his role introducing Kant into England) to later scholars.4 Willich attended Kant's lectures from 1778-1781 before setting off to Edinburgh where he studied medicine in the early 1790s and supported himself by offering German lessons — his students included Walter Scott. He moved to London in 1798 and gained employment (and, according to rumors, protection from creditors) by taking up the position of physician to the Saxon ambassador. In addition to his brief stint with the German Museum, he was also an editor for the Medical and Physical Journal. Finally, he too, jumped on the Kotzebue bandwagon with a translation of a biography of the playwright.
The editors of the German Museum (or, as they called themselves on those rare occasions when they found it necessary to speak collectively to their readers, the "Proprietors" of the journal) did little to identify themselves or their translators. Geisweiler was listed on the front page as the journal's "printer." Willich's name appeared on the articles he wrote. And the initials "P.W." — presumably the hard-working Peter Will — can be found at the end of quite a few of the translations.5 But all that appears at the close of the Mendelssohn translation is the letter X. Since I've not undertaken a systematic examination of the initials at the close of articles there is little point in trying to guess who might have done the translation. It may be enough to reflect on the challenges that X would have faced in attempting to put Mendelssohn into English.
Culture, Mental Illumination, and Civilization
Then, as now, the easiest term to translate would have been Kultur — a French loan-word that appeared in Mendelssohn's original draft as Cultur. A glance at an Ngram for the two spellings indicates that the French C was quite tenacious (can this possibly be correct?!). It is not until the start of the twentieth century that the Germanized spelling becomes consistently more frequent.
While Aufklärung would have presented greater problems in 1800, it is clear that the German Museum had a convention for translating it: "mental illumination." A review of C. D. Vosz's Das Jahrhundert der Aufklärung in the first volume referred to the book as "The Age of Mental Illumination" (I:435-436) and Georg Joachim Zollikofer's "Der werth der grössern Aufklärung der Menschens" was translated as "An Estimation of the Advantages arising from the Program of Mental Illumination" (I: 396-403). A quick check of Volume II (the one volume that, to date, I have processed using OCR software) yields eight occurrences of the phrase "mental illumination" but none of "enlightenment" or "Enlightenment."6 In contrast, "enlightening" used quite frequently (a total of twelve times, two of which occur in the text of the translation of the Mendelssohn essay). "To enlighten" occurs four times ("to enlighten the understanding of the multitude" (3), "to enlighten a whole nation by facts" (321), "a school to enlighten us" (343), and "endeavors to enlighten the nations" (477)). The translator strayed from the convention only slightly, preceding the words "enlightening the mind" with "intellectual improvement."
Finally, confronted with problem of how to translate Bildung, the translator adopted a solution that never occurred to me (and, I suspect, would not have occurred to either Dan or Burt): civilization. That it wouldn't have occurred to us has at least something to do what happened after 1800.
A Brief History of Bildung
Bildung is a word with a complicated history.7 It turns up quite frequently in Pietist theology, which — reviving elements from late medieval mystics such as Meister Eckhart and Heinrich Seuse who had presented Christ as the ideal "image" (Urbild) for a union of the human and the divine — used Bildung to denote the process by which individuals form themselves into the image of Christ through the performance of good works.8 It was also been used in the natural philosophy of Paracelsus, Böhme, and Leibniz to denote the development or "unfolding" of certain potentialities within an organism.9 In Klopstock, Wieland, Herder, and especially Goethe, it came to denote the ideal of an "aesthetic individualism," in which individuals viewed the cultivation of their personalities into harmonious wholes as something comparable to the creation of a work of art — an ideal which could find support in Shaftesbury's notion of a unity between the morally good and the aesthetically beautiful.10 For members of the educated middle class who came to positions in the bureaucracy and the clergy by virtue of their talents and education, Bildung served as a social ideal that stressed the virtue of individual self-cultivation over the accident of noble birth.11
That Mendelssohn regarded Bildung — despite this rich and complicated history — as a new-comer might have had something to do with the publication, a decade earlier, of Herder's Auch eine Philosophie der Geschichte zur Bildung der Menschheit (1774). Ngrams for eighteenth-century texts are, of course, probably useless (if only because the sample of eighteenth-century that would have been sitting on library shelves when Google did its scanning can hardly have been representative of the corpus of texts published during the period) and the problems are even greater in the case of eighteenth-century German texts (e.g., what sorts of texts would North American and English libraries be collecting?). But it is, I suppose, of some interest that, among these alleged newcomers, Aufklärung seems to have been the last to catch on, with a slow ascent beginning in the middle of the 1760s and a sudden uptick around the time that Zöllner asked his famous question in the Berlinische Monatsschrift.
More revealing, perhaps, is the trajectory of the three terms over the century and a half between Zöllner's question and the advent of National Socialism.
Bildung would seem to be the most successful of Mendelssohn's three newcomers, with a rapid ascent during the two decades after his essay. Kultur exhibits a somewhat more modest climb, a sudden descent (as Bildung continues its rise), followed by a steady increase from 1860 onward. The lines for Bildung and Kultur join around the time of the cessation of hostilities in 1918. It would, of course, be necessary to spend some time poking around in the snippets to see what is taking place here, especially since a fair number of the occurrences of Bildung are likely to be the result of the emergence of pedagogy as a discipline and discussions of public education. But it bears remembering that Aufklärung, which consistently lags the other two terms also has close connections to pedagogical concerns.
Substituting Erziehung for Kultur yields the following:
This Ngram, even more than is usually the case, leaves us with more questions than answers. Among the more important is the question of how many of the uses of Bildung and of Aufklärung over this period are simply discussions of education in the more specific sense that is typically associated with the term Erziehung? But that question, however important, is not the one that concerns me here. My interest lies with X's decision to translate Bildung as "Civilization."
Culture, Civilization, and the "Destiny of Man"
There were at least two reasons why it would have never occurred to me to translate Bildung as "Civilization." The first has something to be said in its favor. The other is more problematic.
The best reason for avoiding "Civilization" is that it is out of sync with the religious resonances associated with Bildung. While "Education" doesn't do much to convey these resonances either, it has the relative virtue of not ruling them out. Since at least Locke, English speakers have had the resources for differentiating the civil from the ecclesiastical and, employing these resources, have been able to argue that civil interests do not include the care of souls. Bildung, in contrast, has quite a bit to do with the care of souls and those of us who tend, almost instinctively, to think like John Stuart Mill (even if we haven't read him) tend to think that the sort of care of souls that goes under the rubric of "cultivating individuality" is something that is best conducted beyond the reach of the state. And as those of us who have actually read On Liberty know, a good deal of what Mill was doing in the book rested on the account of Bildung that Wilhelm von Humboldt had provided.12
That X was likely unaware of these resonances is in keeping with his handling of what may well be the most crucial — and as well as the most underdeveloped — concept in Mendelssohn's essay: that of the "Bestimmung des Menschen." Dan and Bert, perhaps thinking of the famous essay by Fichte that carried the same title, rendered this as "vocation of man." I considered that option, but went with "destiny of man," in part because I wanted to capture the way in which the German Bestimmung allowed Mendelssohn to suggest that the definition of humanity lies in its destiny: it is what it becomes.
The term itself had been popularized by the clergyman Johann Joachim Spalding's Bestimmung des Menschen (1748). Like Mendelssohn, Spalding was a member of the Berlin "Wednesday Society," a secret society (known, privately, as the "Friends of Enlightenment) whose membership included the important figures in the Prussian bureaucracy, the Berlin clergy, and leading figures in Berlin intellectual life like Mendelssohn and Friedrich Nicolai.13 There is much to be said about Spalding's book and, fortunately, Michael Printy has written a superb article on it, which appeared about a year ago in the Journal of the History of Ideas.14 Go read it (I'll wait).
As Mendelssohn saw it, Bildung was composed of a theoretical side (which he termed "enlightenment") and a practical side — "culture"). The goal towards which Bildung was oriented was defined by the Bestimmung des Menschen. It was the telos that the process of Bildung sought to attain and, in order to achieve that goal, it was necessary to bring the contrasting imperatives of Aufklärung and Kultur into harmony. Here is how I translated the paragraph where most of the work gets done (I must confess that I wince when I see Bildung translated as "education," but — as I explained in the earlier post — it strikes me as the best of a set of bad options).
The more the social conditions of a people are brought, through art and industry, into harmony with the destiny of man, the more education this people has.
Education is composed of culture and enlightenment. Culture appears to be more oriented towards practical matters: (objectively) toward goodness, refinement, and beauty in the arts and social mores; (subjectively) towards facility, diligence, and dexterity in the arts, and inclinations, dispositions, and habits in social mores. The more these correspond in a people with the destiny of man, the more culture will be attributed to them, just as a piece of land is said to be more cultured and cultivated, the more it is brought, through the industry of men, to the state where it produces things that are useful to men. Enlightenment, in contrast, seems to be more related to theoretical matters: to (objective) rational knowledge and to (subjective) facility in rational reflection about matters of human life, according to their importance and influence on the destiny of man.
I posit, at all times, the destiny of man as the measure and goal of all our striving and efforts, as a point on which we must set our eyes, if we do not wish to lose our way.
Perhaps the most striking feature of X's translation is that it doesn't quite know what to do with Bestimmung des Menschen. X opted for "condition of man" as a translation, turning a term denoting a goal that must be achieved into a state that one has. This is coupled with a tendency to emphasize the political connotations associated with the term "civilization." For example, the first paragraph of the passage quoted above was rendered (the complete translation can be found in an earlier post):
The more the state of society of any nation is made to harmonize through art and industry with the respective conditions of men, to so much greater degree of civilization has that nation attained.
What we have lost here is any sense that the goal that Bildung attempts to achieve transcends public life, a point that is essential if we are to understand the tensions that will later surface in Mendelssohn's essay when he explores the way in which the destinies of "man as man" — that is, people as human beings — and "man as citizen" — human beings as members of political societies. The goal of Bildung is emphatically not simply to improve the "state of society of any nation" — it is to improve society. To understand the normative force of that word for eighteenth-century thinkers it might be worth recalling how Mendelssohn's friend Lessing understood the true mission of the Masonic movement: to undo the divisions that civil society had introduced among human beings by bringing them together into a society that encompassed all.
But while I think "civilization" doesn't work as a translation for Bildung there is something about the choice that makes me reluctant to be too hard on X. This reluctance is bound up with my second, and less definable, reason why it would never have occurred to me to translate Bildung as "civilization." Long before I knew about Spalding — indeed, long before I knew about Mendelssohn's essay — I was already convinced that Bildung was a uniquely German word and "civilization" was, of course, French. Having read Thomas Mann, I knew that, in the run-up to the slaughter that began at the end of the summer of 1914, Kultur and Zivilisation had become opposing principles: Germans use the former, French use the latter, and the no-man's land between them would be filled with rotting corpses.
While X's choice of "civilization" as a translation for Bildung may have missed the particular nuances of Mendelssohn's argument, there is something about it that gets to the heart of what Mendelssohn was attempting to do. The "Jewish Socrates" found a concept in the work of his Christian colleague that might be put to use in defining the tasks of enlightenment. That sort of bridging of divisions was also the goal of the Wednesday Society, whose rules forbad its members from calling each other by any titles they might hold and from talking about topics that were tied too closely to their vocations. The goal was to meet as human beings and talk about matters of common concern, a goal that — as Margaret Jacob puts it in her great study of the Masonic movement — amounted to attempting to live the enlightenment.
X's search for an English word that might serve as a translation for the German Bildung was, in its own way, a small part of that same project. And so, of course, was the larger project of the German Museum: to enlighten English speakers about the efforts that German speakers were making to enlighten themselves. Even if the European Enlightenment had regional variations, it attempted to speak a common language, a language that might permit people from different nations to become members of that cosmopolitan community of readers and writers that would be sketched in that other famous answer to Zöllner's question. Measured against that effort, perhaps X's difficulties with Bildung hardly matter.
Courcelette, October 1916
The earliest public manifestation of this interest was a somewhat idiosyncratic article that was a great deal of fun to write: "A Raven with a Halo: The Translation of Aristotle's Politics," History of Political Thought, VII:2, (1986) 295-319 ↩
For what follows, I am indebted to two articles by Barry Murnane, "Radical Translations: Dubious Anglo-German Cultural Transfers in the 1790s," in (Re-) Writing the Radical: Enlightenment, Revolution and Cultural Transfer in 1790s Germany, Britain and France, ed. Maike Oergel, Spectrum Literaturwissenschaft/spectrum Literature 32 (Berlin: De Gruyter, 2012), 44–60 and "Gothic Translation: Germany, 1760-1830," in The Gothic World, ed. Glennis Byron and Dale Townshend, Routledge Worlds (Abingdon: Routledge, 2013), 231–42 and to the discussion in John R. Davis, The Victorians and Germany (Lang 2007) 54. There is a passing discussion of the German Museum and of Peter Will on p. 62 of Rudolf Muhs' article "Geisteswehen: Rahmenbedingungen Des Deutsch-Britischen Kulturaustauschs Im 19. Jahrhundert" in R. Murhs, J. Paulmann, W. Steinmetz, eds. Aneignung und Abwehr. Interkultureller Transfer zwischen Deutschland und Grossbritannien im 19. Jahrhundert (Bodenheim, 1998) 44-70. ↩
Bayard Quincy Morgan and A. R. Hohlfeld, editors, German Literature in British Magazines 1750-1860 (Madison, Wisconsin: University of Wisconsin Press, 1949) 47-49. ↩
René Wellek, Immanuel Kant in England 1793-1838 (Princeton: Princeton University Press, 1931) 11-15. There are passing citations of the German Museum on 15 and 18, the fruits, presumably, of Wellek's encounter with the copy in the Houghton Library that I would read some seven decades later. ↩
In Volume II (currently the only volume that I've run OCR software on), there are at least ten articles credited to "P. W." (while the text is clean enough to yield a fairly good OCR layer, I doubt it catches everything). In contrast, two very short pieces are signed "M. G." (presumably Maria Geisweiler, the married name of Countess Maria von Schulenburg, though there is also one M. S., which could conceivably also be by her). None are signed A. W. or C. G. ↩
I'm in process of converting the other two volumes and would be happy to share the finished products (to the extent that Google's copyright claims permit) with anyone who would be interested in working with them (what is currently available on Google consists of image files only). ↩
The standard discussions include Rudolf Vierhaus, "Bildung" in O. Brunner, W. Conze, R. Koselleck (eds.), Geschichtliche Grundbegriffe I, 508-551, Hans Weil, Die Entstehung des deutschen Bildungsprinzip (Bonn: Bouvier, 1930), and W. H. Bruford, The German Tradition of Self-Cultivation: 'Bildung' from Humboldt to Thomas Mann (Cambridge: Cambridge University Press, 1975).
See E.L. Stahl, Die Religiose und die Humanitätsphilosophische Bildungsidee (Bern, 1934), 97-101 and Hans Sperber, "Der Einfluss des Pietismus auf die Sprache des 18 Jahrhunderts," Deutsche Vierteljahrsschrift für Literaturwissenschaft und Geistesgeschichte, VIII (1930), 508-9. ↩
Vierhaus, 510 ↩
See David Sorkin's wide-ranging discussion in "Wilhelm Von Humboldt: The Theory and Practice of Self-Formation (Bildung), 1791-1810," Journal of the History of Ideas 44:1 ( 1983): 55-73 and his shorter account in The Transformation of German Jewry (Oxford: Oxford University Press, 1987) 16-7. ↩
Hans Rosenberg, Bureaucracy, Aristocracy, and Autocracy 182-6 and Fritz K. Ringer, The Decline of the German Mandarins (Cambridge, MA: Harvard University Press, 1969) 8-12, 15-25, 86-90. For a discussion of the transformation of the concept within German neo-humanism in the two decades after Mendelssohn's essay, see Anthony J. La Vopa, Grace, Talent, and Merit 264-78 ↩
What we (or, at least what I) don't know is how much of Mill's acquaintance with German philosophy may have had something to do with his contact with Sarah Austin, the sister of Harriet Taylor (the object of Mill's affections) and the wife of John Austin (the great English jurist). I've said a few things about her in an earlier post, but someone should spend more time working on this interesting woman. ↩
I've written about them in a variety of places, including the introduction to my collection What is Enlightenment?. ↩
Michael Printy, "The Determination of Man: Johann Joachim Spalding and the Protestant Enlightenment," Journal of the History of Ideas 74:2 (2013): 189–212. ↩
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text:
Matthew Hicks beats Colin Noble in battle for leadership of Suffolk
Paul Geater
Updated: 8:06 PM December 7, 2020
A new leader is set to take the helm at Suffolk County Council after cabinet member Matthew Hicks defeated Colin Noble in the election for the leader of the ruling Conservative group.
The vote took place behind closed doors after Mr Hicks launched his leadership challenge.
The exact result of the secret ballot of the 52 Tories was not revealed, even to them, but councillors said they understood Mr Hicks had a "substantial majority" in a "conclusive" result.
Mr Hicks – who is responsible for the environment and public protection in the cabinet – launched his leadership bid last month because of discontent among some of his colleagues at Mr Noble's combative style.
After winning the vote, Mr Hicks paid tribute to his predecessor and his three years in office – but confirmed there would be a change in style.
However details of any policy changes will have to wait until Mr Hicks is confirmed as new council leader later this month.
Mr Hicks said: "I want to thank Colin Noble for all he has done. He has a great work ethic and he has been a positive influence – the group is grateful for all he has done. The group has now made a decision and Colin remains leader of the council until the Annual General Meeting.
"I am extremely excited to have been elected by the group but we have a lot to do. I will be talking to my colleagues and we will give more information about what will happen next at the Annual General Meeting."
While his style might be different to his predecessor, their basic principles were the same. Mr Hicks said: "Colin and I are both Conservatives and we have the same core values."
Mr Noble left Endeavour House straight after the meeting. He said he was disappointed at the result but took pride in his three years at the helm.
He said: "I was delighted to become leader and I was delighted to set an agenda and win 52 out of the 75 county council seats in last year's election. I would like to congratulate Matthew Hicks and I look forward to seeing how he takes the council forward."
The new deputy leader is Mary Evans, who has been chairwoman of the council's scrutiny committee. She is expected to get a senior cabinet position. She said: "I am deeply honoured by the trust that has been put in me by Matthew Hicks and now we are looking forward to getting down to work."


In conjunction with "Dementia: Navigating the Long Unknown," a movie night will be held on Friday, October 6, at 6pm in the Music Room. Please sign up to attend by Thursday, October 5.
In "Still Alice," Dr. Alice Howland (Julianne Moore) is a renowned linguistics professor at Columbia University. When words begin to escape her and she starts becoming lost on her daily jogs, Alice must come face-to-face with a devastating diagnosis: early-onset Alzheimer's disease.
As the once-vibrant woman struggles to hang on to her sense of self for as long as possible, Alice's three grown children must watch helplessly as their mother disappears more and more with each passing day.


Andrew is a qualified to practitioner of Cognitive Behaviour Therapy, Person Centred Counselling and Hypnopsychotherapy with over 8 years experience. He is a Member of the BACP (MBACP) and part of their accredited Voluntary Register.
Andrew is a fully qualified Counselling Supervisor working with qualified supervisees and those in counselling training. He also works as an Independent Mental Health Advocate (IMHA) with people who have been sectioned under the Mental Health Act. He is a retired teacher and a fully trained listening Samaritan.
What enables CBT to be a brief therapy is its highly interactive nature and the fact that it makes use of homework assignments. CBT is time-limited in that we help clients understand at the very beginning of the therapy process that there will be a point when the formal therapy will end. CBT is not an open-ended, never-ending process. CBT is for those clients who want to do be more active in their own wellbeing.
Andrew also works as a Person Centred counsellor and has experience in bereavement and loss. His work can involve several different types of therapy, dependant on the client's wants and needs.
Andrew works according to the BACP Ethical Framework and undergoes regular Supervision.
Andrew's qualifications include BSc (HONS) a Post Graduate Certificate in Education, HNC in Law, Post Graduate Diploma in Employment Law, Diploma in Counselling (Cognitive Behaviour Therapy Model), Diploma in Hypnopsychotherapy, Certificate in Person Centred Counselling and a Level 6 Certificate in Counselling Supervision.
Find out more about Cognitive Behaviour Therapy here.
Find out more about Counselling here.


In one corner, the distressed homeowner who is just prolonging the inevitable with no real benefits but false hopes.
Good Day for a BIG Thanks! One of my favorites days of the year.. well, they are all kind of favorites: Because of life itself, health, and the many good people that live in this planet! Happy Thanksgiving!
REALTOR® Magazine-Daily News-3 Reasons to Sell a Home Soon.
More reasons: I barely have time to write anymore.. very busy -lots of calls lots of showings.


More near De Pere, WI | Contact Greater Town Media 2 | Is this your business?
Recieve $5 off first visit for new clients if you mention this ad. For more info., please call (920) 278-7612.
Please contact Beth Nasal at Happy Tails Veterinary Clinic.
Recieve $5 off first visit for new clients if you mention this ad. For more information, please call us at (920) 278-7612.


text:
Monitor Audio enters the soundbar sector with £1000 ASB-2
By Andy Clough 21 August 2013
Latest addition to the burgeoning soundbar market comes with AirPlay, DLNA and UPnP for wireless music streaming, plus four HDMI sockets
Now we could have done with this for the luxury soundbar test in our current September 2013 issue of the magazine. Monitor Audio is the latest hi-fi company to join the likes of B&W, Sonos and Yamaha in targeting the more upmarket soundbar market.
The Monitor Audio ASB-2 will go on sale this September for £1000. Its maker says the device "combines a high-performance active audio system with the latest wireless streaming technologies in a single, beautifully engineered design".
At just over a metre wide, it can handle the sound from TVs, Blu-ray and DVD players, set-top boxes and games consoles via one of three HDMI inputs. There's also an HDMI output for 1080p/3D video passthrough, which has an Audio Return Channel (ARC) for the two-way transfer of data between the soundbar and a compatible device.
Additionally, there are optical and coaxial digital inputs, plus analogue RCA inputs for conventional hi-fi components such as a CD player.
If you want more bass, there's a single RCA LFE output, with automatic crossover filtering,for adding an external subwoofer.
MORE: Best soundbars 2013
And with Apple AirPlay, UPnP (Universal Plug and Play) and DLNA (Digital Living Network Alliance) compatibility on board, streaming music from your Mac, PC, smartphone or tablet should be simple. Network set-up is via wi-fi or USB.
There's even AirPlay Direct for those who want to connect to the ASB-2 without access to a local network.
As for sound, five discrete power amps deliver a total of 160W (claimed) to six proprietary C-CAM drivers: two 5.5in bass drivers, a pair of 4in C-CAM midrange drivers and two 1in C-CAM tweeters.
The ASB-2 can accept 7.1-channel soundtracks and processes them to deliver left, 'virtual centre' and right audio, with rear channels generated by applying crosstalk cancellation processing. If you turn off the 3D processing, the soundbar becomes a three-way stereo music system.
Finished in black grille cloth with solid, brushed metal end trims, the Monitor Audio ASB-2 can be placed on a rack or cabinet, or wall mounted using an optional fixing bracket.
By Andy Clough
Best Bluetooth speakers under $100


text:
Use water wisely, stop watering gardens and washing cars – Sanitation Minister
The Minister for Sanitation and Water Resources, Ms Cecelia Dapaah, has advised the public to be modest in the use of water following government's decision to absorb the water bills of all Ghanaians for the next three months.
President Akufo-Addo on Sunday announced that government would, as part of measures to halt the spread of the Coronavirus, pay the water bills for the months of April, May and June and further directed the Ghana Water Company Limited (GWCL) to ensure a stable supply of water
Speaking on Accra-based Peace FM, Ms Dapaah commended the President and admonished Ghanaians to be judicious in the use of water.
She further advised that people should desist from watering their gardens and washing their cars, which in her opinion was a waste of water.
"It will rain soon. People should stop watering their gardens. Even the gardeners are not working now. And also let's stop using treated water for washing our cars. Use a bucket of water. If not we might have to ban people from washing their cars. Let's all be modest," she said in Twi.
Meanwhile, the Ghana Water Company Limited says customers who have defaulted in the payment of their water bills will not enjoy the government's announced free water supply.
The Chief Executive Officer of the company, Dr Clifford Braimah says all customers whose lines have been disconnected for non-payment of bills will not also be reconnected.
He said those who owe the company must pay their debts in order to be guaranteed the free water supply


text:
Last Horizon
Boaters save a man overboard
January 9, 2018 September 22, 2015 | Mishaps
By Mike Moye
We had not taken our boat out much last summer, so we decided to take My Sharona to the Golden Isles Sail & Power Squadron/26 get-together at Brunswick Landing Marina. On the return trip to Jekyll Harbor Marina, the unthinkable happened.
Imagine the splash made by something falling from 185 feet above the water. We had never seen anything like it. From the helm Sharon spotted a stopped vehicle at the center span of the Sidney Lanier Bridge. Realizing that someone had fallen or jumped off the bridge, we went into rescue mode. We're not trained first responders or Coast Guard rescue swimmers, but we had decades of boating experience as well as many United States Power Squadrons courses on boat handling and safety at sea at our disposal.
The first thing you're taught to do in a crew overboard situation is keep an eye on the victim. I grabbed the binoculars and quickly spotted something in the water. Just like the books describe, the victim was hard to spot and hard to keep in sight, and we weren't even that far away.
When we got close enough to see the man without binoculars, I took the helm while Sharon grabbed the life preserver and opened up the stern access door. Having taught the personal flotation device section of the ABC course, I knew we needed a Type IV throwable device. The challenge was getting it close enough for him to grab.
We positioned the boat beside him so we would move together with the current, and I maneuvered close enough for Sharon to throw the life preserver. At this point the tide began to drop, causing a swift current under the bridge. We needed to get close but not so close that the boat and props could cause harm. I dropped the swim ladder and struggled to get the victim to the ladder and onto the platform. Fortunately, he still had some strength and could help himself up.
Already in sight of the Coast Guard station, we called 911. Sharon comforted the young man, while I found out where to dock. It was a short trip to the Coast Guard dock, where 20 or so people awaited us. Coast Guard personnel helped secure the boat, while four paramedics went to work on our passenger.
We attribute our success to skills obtained from USPS courses and are glad we remembered those lessons well enough to be able to render assistance when needed.
Mike Moye, JN, of Golden Isles Sail & Power Squadron/26 is a retired technical college president and a licensed captain. He and his wife, Sharon, live in Moultrie, Georgia, and cruise the Atlantic Intracoastal Waterway aboard their Californian 48, My Sharona, out of Jekyll Island, Georgia.
How to avoid a rock strike
Rendering assistance to other boaters
Harold Morris
Michael Lebeduik III
Organizational Restructuring
David Viers
Kenneth Jennings
The Ensign magazine (U.S. Power Squadrons)
Understanding the difference between civil twilight and nautical twilight can help you better plan boating activities. ... See MoreSee Less
How civil twilight and nautical twilight differ
boatingcompass.org
Understanding the difference between civil twilight and nautical twilight can help you better plan boating activities.
By following a few simple tips, you can safely enjoy holiday boat parades this year. ... See MoreSee Less
Holiday boat parades
By following a few simple tips, you can safely enjoy holiday boat parades this year.
Everything you mentioned was right on but no mention of any COVID safety factors. Come on USPS. Get with it.
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text:
Q: JavaScript variable equals jQuery selector creates open and closing tags. Why? Please be nice. My first question here. I'm learning JavaScript and jQuery. Google isn't much help because I don't know how to ask the right question. Need human intervention please. I'm trying to figure out what is going on with this simple bit of code:
var myVar = $("
");
This creates an opening and closing
 tag and I don't understand why.
Next, I'll add this paragraph to an existing element #myDiv. For example:
$("myDiv").html(myVar); results in the following:

Continuing...
$("myDiv").html(myVar.text("A string for the paragraph"));
Results in:

A string for the paragraph

Why does that first snippet create an opening and closing
 tag? What is this called?

A: It's simply a more concise method of this in pure JavaScript:
var myVar = document.createElement("p");

And that goes to jQuery like this:
var myVar = $("

");

And because it's jQuery, and it gets more and more concise, it eventually becomes:
var myVar = $("
");

A: This is the right kind of question to be asking while you learn, so good for you! That being said, one SO post won't be able to completely answer it, at least in the way that I think you're asking it, but I (we) will give you what I can.
To begin, the way that JavaScript interacts with HTML is through the Document Object Model (DOM). This is like taking an entire HTML document and cutting it up into the individual elements, tags, attributes, etc., and then constructing a representation of that document in "plain" JavaScript as a (very large) Object. The variable name assigned to this Object is document. This special Object has all sorts of magical properties and methods (functions) that can be used to read and update any piece of the DOM (which ultimately translates into the HTML you see in your browser).
What I've described so far has nothing to do with jQuery, and all of that manipulation can be done with plain JavaScript (like Jack Bashford's answer, for example). However, due to the way that browsers and other web technologies have evolved over the years, many "gotchas" exist (or used to exist) when it comes to doing any of this stuff in "plain" JavaScript. jQuery is an incredibly important tool, historically speaking, because it provided a "standard" way to write very direct code to do all of this DOM reading or manipulation, and the jQuery library would make sure that all of the "gotchas" were avoided.
So, what is jQuery (in code, that is)? Well, there could be many technical answers to that, and one important technical answer is that it is an Object, because in JavaScript, (almost) EVERYTHING is an Object. However, let's focus on the question at hand, and the code you provided:
$("
");

Here, the dollar sign IS jQuery (or a variable pointing to the jQuery Object). The parentheses that follow indicate that the jQuery Object is being called as a function. It is like saying, in code, "do the jQuery thing with this string of characters: '
'." Taking a step back, the full statement
var myVar = $("
");

is saying "this variable 'myVar' is now pointing to the results of whatever doing the jQuery thing with '
' will give us."
The "magical" thing about writing in jQuery is that the syntax almost always feels the same (and gives it an intuitive feel).

*

*Grab the jQuery Object. This is usually the variable $, but jQuery will also work.

*Call the function ($()). There are cases where you don't, like ajax requests, but that's a separate topic and use case.

*Supply it with any kind of selector ($('#myDiv')), which is a way of referring to specific HTML elements based on their properties and location in the document (here we are looking up a specific element based on it's id).

*Work with the result ($('#myDiv').html(...etc))
I'll point out at this point that the jQuery documentation should be handy so you know what you're getting as a result of any specific function call, but in almost all cases, this function will return another jQuery Object that holds references to whatever elements you selected or manipulated during that function call.
In the latter example, we will receive a reference to the #myDiv element, on which we then call another function (.html()) that will either read or update the contents of that html element.
In the case of the line you specifically asked about, the syntax used to "select" a 'p' tag will be interpreted by jQuery not to look up all 'p' elements in the document (that syntax would be $("p")), but rather to create a single new 'p' element and store it in memory as a jQuery Object that points to this newly created element. Read more about that syntax and its possibilities here.
Well, I hope that was helpful. I sure enjoyed writing it, and even learned a few things along the way myself.

redpajama_set_name: RedPajamaStackExchange


text:
TEACH WITH MOVIES
FOR HOME SCHOOL
GRATUITOUS VIOLENCE
MOVIES IN THE CLASSROOM
THE BEST OF TWM
FOR HIGH SCHOOL:
FOR MIDDLE SCHOOL:
Search Lesson Plans for Movies:
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BY SPECIAL FEATURE:
TWM'S BEST TEACHING FILMS
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SUBJECT LIST:
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INFORMATIONAL DOCUMENTARY
REWARD FILMS
SUBJECTS — Literature/U.S.; U.S./1945 – 1991 & Virginia;
SOCIAL-EMOTIONAL LEARNING — Grieving; Friendship;
MORAL-ETHICAL EMPHASIS — Caring.
AGE: 10-13; MPAA Rating: PG for thematic elements including bullying, some peril, and mild language;
2007, Drama; 96 minutes; Color. Available from Amazon.com.
This film is an excellent adaptation of the award-winning children's novel by Katherine Patterson. The book has become an important part of elementary school curriculum since its publication in 1977. The film remains faithful to the characterization and themes in the novel. As almost always, the movie should be watched only after the book has been read. See TWM's Lesson Plans Using Film Adaptations of Novels, Short Stories or Plays. This Learning Guide will be helpful in teaching the book as well as the movie.
Benefits of the Movie
Parenting Points
Selected Awards & Cast
Helpful Background
Moral-Ethical Emphasis
Assignments and Projects
Bridges to Reading
Links to the Internet
Fifth-grader Jess Aarons is an artistic loner, the only boy in an economically stressed and culturally deprived rural Virginia family. He loves to draw, and he loves to run. When Leslie and her family move to an abandoned farm next door, Jess learns how friendship draws out the best in each individual, how other families operate, and how tragedy can be overcome. The film is true to the book, except that the filmmakers have made use of special effects to enhance the battles that Leslie and Jess fight against the imagined enemies of their fantasy kingdom of Terabithia.
Selected Awards: 2008 Young Artists Awards: Best Family Feature Film (Fantasy or Musical); Best Performance in a Feature Film – Leading Young Actor (Josh Hutcherson); Best Performance in a Feature Film – Leading Young Actress (AnnaSophia Robb); Best Performance in a Feature Film – Young Actress Age Ten or Younger (Bailee Madison); est Performance in a Feature Film – Young Ensemble Cast
Featured Actors: John Hutcherson, Anna Sophia Robb, Zooey Deschanel;
Director: Gabor Csupo.
Students who have read the novel will enjoy seeing the images that Patterson creates in her writing appear on the screen. From this, they can learn about how ideas are shown rather than told. Watching the film will also repeat and confirm lessons based on the book. Jess' bridge to Terabithia is of great value as a template for a healthy way to deal with a catastrophic loss. Two comments by the author, quoted in the Helpful Background section will teach important lessons about the origins of many fictional works and the process of writing fiction.
MINIMAL. Some viewers are troubled by the scenes in which kids in school are bullied, and they are ill prepared for the death that separates Jess and Leslie. These issues, however, are presented realistically and handled wisely.
Before your child sees the movie, make sure that he or she has already read the book. Once the book has been read, there will be no need to prepare a child-viewer for Leslie's sudden death. The death is disturbing, even to adults, when it is unexpected; the foreshadowing is somewhat better in the book than in the film.
Read to your child the two comments from the author contained in the Helpful Background section. Ask and help your child to answer the two discussion question set out after each quotation. See also the Quick Discussion Questions.
Students will gain insight into the origins of fiction and the process of creating fictional characters from the following comments by the author contained in the Reader's Guide to the book at page 4.
"I wrote Bridge because our son David's best friend, a girl named Lisa Hill, was struck and killed by lightning. I was trying to make sense of a tragedy that seemed to have no meaning. Although Jess and Leslie bear some resemblance to my son and his friend, they live in quite a different place, have very dissimilar families, are ten instead of eight — in short, they have become different people in the story."
Suggested Discussion Question:
In the life of Katherine Patterson the book entitled Bridge to Terabithia served a certain purpose. What was that purpose?
Suggested Response:
It was a way for her to work out her own grief at Lisa Hill's death by telling other people about the wonderful friendship that her son and Lisa Hill had shared. It served much the same purpose as the bridge built by Jess in the story, although her grief was less intense than the grief felt by her son. It was making something positive out of a tragic situation. You could say that in one sense, the book was Mrs. Patterson's own bridge to Terabithia.
"Janice Avery started out to be Pansy, the seventh-grade bully who made my life miserable when I was nine As I wrote, I realized I had to understand why Janice had become a bully, and I started to like her. It ruined a perfectly good revenge."
Why did the character of Janice Avery change as Mrs. Patterson wrote the book?
There are at least two strong responses to this question. One is that Mrs. Patterson was now an adult and could look at Pansy from a different vantage point than when she was a child and Pansy terrorized her. Another is that as an author writes a novel, the characters can develop lives of their own because the author knows that the characters have a core personality and will act in certain ways. This may be different than the original conception of the character.
Young people can suffer terribly from the death of a loved one or even from the death of someone they know only on a superficial level. A celebrity's death or the death of a character in a film, human or animal, can trigger a grief response in a child who cares deeply about the individual who has died or who harbors a fear of losing someone he or she loves. Grieving is a part of the human experience; if one lives long enough or well enough, eventually they will suffer from grief. For children, unresolved grief can be especially disturbing and the consequences can last a lifetime.
Artie Dyregrov, in a book entitled Grief in Children, enumerates the stages children experience in grieving in the same way that Kubler-Ross wrote about the experience for adults in her work. He notes that children seek to be closer to the deceased individual in their lives by a process he calls identification. He writes that grieving children "build a kind of bridge to the deceased that eases the loss." In the film, this building of a bridge is shown at the end, and the metaphorical meaning of the bridge matches perfectly the intent of Dyregrov's words. He suggests that the shock and disbelief that follows the sudden death of a loved one will be met by refusal to accept the news, a fierce protest against the possibility that the loved one is gone forever, anger at the fates, anger at the person who has died and very often a strong sense of guilt for not having prevented the death. Sadness is straightforward; the rest of the responses can often befuddle a child and the adult caretakers who must help him or her through the experience of loss. The film addresses each of these feelings, without being didactic, and therefore can illuminate the process of grief for both those who have suffered a loss and for those who care about someone who is grieving.
For more on the process of grieving, see the Dealing with Loss section of the Learning Guide to "Fly Away Home."
QUICK DISCUSSION QUESTION #1:
What are some of the recognized effects of grieving that Jess goes through as shown in the story?
Some of the recognized effects of grieving that Jess suffers are: refusal to accept the news and disbelief (pages 155 – 161); anger (page 156, 169 – 173); feeling that he was in a dreadful dream (page 159 – 161); feeling disoriented (pp. 159 – 164); thoughts that seem inappropriate and selfish in light of the loss (168 & 172); crying (p. 173); feelings of guilt for not having prevented the death (pages 159 to 160); and physical effects (pp. 160 – 161, 178).
What positive steps did Jess take to deal with his loss?
First, he went to see Leslie's parents to pay his respects and acknowledge their terrible loss which was, in fact, even greater than his. Then he went to Terabithia, made a wreath and took it to the sacred grove. (p. 178 & 179). Finally, he built the bridge to Terabithia, led May Belle across it, and introduced her to the imaginary world that he and Leslie had shared (pp. 189 – 191). Jess will mourn Leslie for a long time, but after taking these positive, life-affirming steps, it will be something that he can accept as a tragic part of life and then move beyond.
1. See (1) the two discussion questions contained in the Helpful Background section; (2) the questions suggested in Lesson Plans Using Film Adaptations of Novels, Short Stories or Plays; and (3) Questions Suitable for Any Film That is a Work of Fiction. There are also some discussion questions written by the author at the end of the book.
2. What are some of the differences between Jess' family and Leslie's family. How do the family differences account for the attributes found in each character?
There are many differences between the two families, but whether these differences account for differences between Leslie and Jess is less clear. Here are a few. Jess's parents do not enrich their home life by introducing works or art and literature. They allow the television to dominate the cultural lives of their children. Leslie is an only child while the Aarons have five children, and as a result they cannot devote a sufficient amount of attention to any of them. Jess' mother is frequently tired. Jess's father clearly plays favorites and has questions about his son's identity as an artist, but comes through in the end and comforts Jess when Leslie dies. The family bickers. The older sisters tease Jess. No one in the family, most importantly Jess' father, seems to value his talent for drawing. The atmosphere is worsened as the father is out of work and struggling to support the family. Leslie's family is financially secure and both parents are authors who, when they are not absorbed in a writing project, have time to spend as a family. The parents actively enrich Jess's cultural experiences, introducing her at a young age to stories like Shakespeare's Hamlet and Melville's Moby Dick. There is no television in the home. Leslie calls her parents by their first names. Leslie is not required to go to church. As to the effects of the different family situations on Jess and Leslie, it could be argued that Leslie was more self-assured and confident than Jess because of her upbringing. It is clear that Leslie is more sophisticated than Jess, but girls who are 11 or 12 are often more sophisticated than boys of the same age. Jess is more practical than Leslie, which is one of the reasons that he was reluctant to cross over the creek when the waters raged. Leslie has more imagination than Jess, except when it comes to drawing; Terabithia is primarily Leslie's invention. Parents who have had more than one child will tell you that children from the same family exhibit markedly different personality traits beginning at birth and that these traits often stay with them all of their lives. This in-born personality can, of course, be affected by the way that children are raised and by situations they experience in life. This is the old nature vs. nurture argument. The strongest arguments for differences that the families create in the two characters are: (1) Leslie's home environment is more enriched than Jess' and (2) Leslie grows up with a great deal of confidence. She has learned to value herself from parents who clearly value her. Jess, however, seems to lack confidence. His sisters, except for May Belle, ridicule him and his parents do not seem to appreciate his talents. Other than Miss Edmunds, he is not appreciated at school. Confidence is an important aspect of bravery and overconfidence gets us into trouble, as Leslie's overconfidence about her ability to swing over the raging creek contributed to her death.
3. How did the experience of running bring the friends together?
Running is important to Jess because he was trying to use it as a way to distinguish himself at school. It provides escape from the family and gives him a sense of power. When Leslie enters the race, it accidentally brings Jess to her attention since he supported her desire to run. When Leslie outruns every boy in the class she becomes an outsider, just as Jess is an outsider; this gives them something in common at school. When they start to become friends, running is something they like to do together.
4. In the book and the film, there are other references to running. In fact, running is what is called a motif, a repeated element in a work that points in the direction of a theme or that serves as a unifying agent. Give an example, not discussed in the preceding question, of references to running in this story?
Jess notices that Leslie is a naturally graceful runner; Jess runs along the road when he learns that Leslie has died.
5. The struggle that Leslie and Jess have with the fantastic beings of Terabithia is seen more clearly in the visuals provided by the film than in the verbal descriptions in the novel. It is the nature of film that this is possible. What ideas did you get from the visuals that you were not able to get from the reading?
There is no one correct answer to this question. Note that the visuals show imagination, fantasy, aggression and what could be called "the dark side." These images reflect the struggle Jess and Leslie face as young people growing up in a rural town where bullies dominate and appreciation for inner qualities is rare.
6. The music teacher in both the film and the book offers Jess a source of support and his adoration of her is clear. What ironic situation does this lead to in the story?
Before Leslie, Miss Edmunds was the relief from the boredom Jess experienced at school. When she takes him to the city to see the museums, she introduces him to a whole new world. Ironically, this exploratory experience happens when Leslie is left alone, not having been invited, and she is killed when she tries to cross the creek to Terabithia. Jess feels responsible for Leslie's death; he feels guilty that he wanted Ms. Edmunds all to himself and didn't ask her to invite his friend.
7. What is suggested about the nature of bullies in the scene in which Janice Avery is crying in the bathroom and Leslie is pressured by Jess to go find out what is wrong with her?
Jess and Leslie seem to know that bullies are troubled by something. They are open to Janice even though the girl has been mean to them and they have managed to get even with a bit of cruelty of their own. Jess and Leslie discover that Janice has a terrible home life and has violated an unwritten but firm rule not to talk at school about trouble that happens at home. The idea here is that many kids who bullies others face misery of one sort or another.
8. When Jess helps Leslie and her parents paint the room, her father tells him that "The best prize that life can offer is working hard at work worth doing." Do you see this in your own life and in the lives of others around you?
Answers will vary. Should students determine that the work they are doing at school or around the house is not especially worth doing or that it offers no prize, point out to them that school work and chores at home are practice for the work they will one day do out of choices they make. Respect for all work can serve to develop an attitude that will serve them well in the years of work they face ahead of them.
9. Leslie is open-minded. Her attitude toward church reveals this mental attitude. What do you think about her observation that Jess must go to church and believe what he hears and he hates it while she is not forced to go to church and she loves it?
See pages 126 – 128. Answers will vary. Two of the points that can be made are: (1) Leslie might not like going to church so much if it was something she had done for years. (2) Leslie might not have wanted to go to church if she had been required to go. Having choices in life about abstractions such as the concept of God, can enable individuals to come to beliefs on their own and thus enable them to feel a sense of ownership rather than obligation.
10. The book foreshadows Leslie's death to a greater degree than the film. What was your response to her sudden death?
Answers will vary. Point out how Leslie's death itself was sudden and dramatic to Leslie, to Jess and to Leslie's parents and thus needed to be presented this way in the film. Ask students how they may have included clearer hints in the film that a tragedy was coming so that the surprise of Leslie's death was not so dramatic. Note: examples of foreshadowing in the book can be found at page 116: "Sometimes it seemed to him that his life was as delicate as a dandelion. One little puff from any direction and it was blown to bits." On the next page the water-swollen creek looks "a little scary" as they swing across. At page 128 when Leslie says that she doesn't believe "that God goes around damning people to hell" May Belle is shocked at her disbelief in Christian doctrine and having listened for years to people saying that non-Christians cannot go to heaven, asks Leslie "What if you die. What is going to happen to you if you die. There is foreshadowing of Leslie's accident in the description of the trouble Jess had crossing over the stream at page 134: "
11. Jess feels responsible for Leslie's death. He thinks that he could have prevented the accident if only he had asked Miss Edmunds to invite Leslie to go on the trip to the museums. He feels guilty because he wanted to go alone to the museums with Miss Edmunds. How will he be able to get over these feelings?
Answers will vary. An important point is that the rope would have broken at some time, and an empty creek-bed is as dangerous, in its own way, as one filled with raging water. Even if Jess had been there when Leslie fell and hit her head, there was only a limited amount that he could have done to help save her. He couldn't swim. Despite these facts, and although his father assured Jess that he was not responsible, it will take time and maturity for Jess to realize that he does not have the power over life and death that he may think. Moreover, it is important for children with best friends to know that they can have activities and relationships aside from best friends and that this is not betrayal of friendship but assertion of individuality.
12. In building the bridge that Jess and his sister cross to get to the fantasyland he and Leslie shared, Jess is beginning to accept death and to take the first steps in getting over grief. How does building the bridge and introducing his sister to Terabithia show this?
By building the bridge, using wood from the home that Leslie shared with her parents, Jess is creating something. Actively creating something is one of the best antidotes to grieving. By making something new as a link from the past rather than focusing on the past as it was, Jess is affirming the continuance of life, of his life. In addition, building the bridge is work. It is worthy work as Leslie's father had mentioned. It distracts him from his loss. By taking his sister to the bridge, Jess is passing the secret beauty of Terabithia on to someone he loves and keeping the fantasy world he and Leslie shared alive in a new way.
13. How did Jess change as a result of his friendship with Leslie?
He became more confident in himself. As he put it, Leslie "had taken him from the cow pasture into Terabithia and turned him into a king." (p. 187) Jess also learned that there was a way to organize a family and have relationships with adults that was different than the way his family operated. Leslie also gave him books to read.
14. Jess' fear of swinging over the raging creek was clearly justified, but he tortured himself about it, thinking that he was a coward. Have you ever had an experience in which you thought something was dangerous but were afraid and thought you were a coward?
There is no one correct response. The purpose of the question is to allow children, boys especially, to be honest about their fears and misgivings. Boys should know that they should not be intimidated into doing foolishly dangerous things in order not to be called a coward. Teachers might get the ball rolling by relating one of their own experiences in this regard.
15. Another motif or repeated theme that ties the story together, is Jess' desire for his father's attention and approval. This is also clearly shown in the film Give some examples of this motif in the book?
Jess' name is Jesse Oliver Aarons, Jr. Tis shows that his family was putting a lot of energy into the fact that he was to be like his father, the second identity of his father. As he contemplates being the fastest runner in the 5th grade, Jess thinks, "Even his dad would be proud." Jess notes at page 16 that his father didn't like that Jess loved to draw; didn't think it manly enough. At page 23 Jess watches the open display of affection to May Belle and his "aches inside to watch his dad grab the little ones to his shoulder, or lean down and hug them. It seemed to him that he had been thought too big for that since the day he was born." At page 69 Jess' mother comments that his father was fretting over the fact that Jess' best friend is a girl. All of this makes it more touching and poignant when Jess' father comes through and comforts him when Leslie dies.
See also the questions about Grieving under Social-Emotional Learning Discussion Questions.
See the Quick Discussion Questions and Discussion Questions 10 – 12.
1. In the book, after Leslie has died, Jess talks to her. Why does he do this? Suggested Response: It's just a way of working out that she's not there anymore. After all, he used to talk to her all the time. Now, suddenly, she's not there. He still has a lot to say to her.
2. By sharing the secret of Terabithia with May Belle was Jess being disloyal to Leslie? After all, they had promised each other that no one else would know about Terabithia. Suggested Response: On the contrary, Jess was honoring Leslie's memory by sharing their imaginary world with May Belle. It' was too valuable to restrict it just to them.
MORAL-ETHICAL EMPHASIS (CHARACTER COUNTS)
Discussion Questions Relating to Ethical Issues will facilitate the use of this film to teach ethical principles and critical viewing. Additional questions are set out below.
(Be kind; Be compassionate and show you care; Express gratitude; Forgive others; Help people in need)
See Discussion Questions 3 and 11.
ASSIGNMENTS, PROJECTS & ACTIVITIES
See assignments relating to cinematic adaptations of written works in Lesson Plans Using Film Adaptations of Novels, Short Stories or Plays, and Questions Suitable for Any Film That is a Work of Fiction.
The following assignments can be differentiated to appeal to the age and skill level of the students in any class. They are focused on values and personal experience rather than analysis of the literature. The empathic reaction to the literature, always an important aspect of reading, triggers each assignment.
Select from the following topics one about which you feel you could write freely. Describe in detail everything you want your reader to see or hear as you make clear everything you feel in the given situation.
1. A special place;
2. A fantasy world you have known;
3. A bully in your class or school;
4. A special friend;
5. A friend you lost through any number of reasons such as going to a new school, a change in interests, or possibly a death;
6. How you cope with annoying siblings;
7. A situation in which you had to be brave;
8. A different sort of classmate, such as one who has no television or is a vegan;
9. Any experience you may have had with death.
A book entitled Lifetimes, by Bryan Mellonie, can be found in the children's section of the library. It addresses death on a level that can be understood by those children of an age who have been assigned to read The Bridge to Tarabithia or to children who are seeing the film.
For parents or teachers seeking to help a child cope with grief, Hospice is an excellent source of information which can be accessed by, clicking here.
This Learning Guide was written by Mary RedClay and James Frieden. It was updated on July 22, 2011.
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Secretary of the Treasury Steve Mnuchin on Sunday said he will "draft a sanctions package" to send President Donald Trump in response to reports that North Korean leader Kim Jong-un inspected the loading of a hydrogen bomb into a new intercontinental ballistic missile.
He said "anybody that wants to do trade or business" with North Korea would be prevented from also doing so with the United States.
"They only understand one thing!" he tweeted.


The ideal travel companion, full of insider advice on what to see and do, plus detailed itineraries and comprehensive maps for exploring this cosmopolitan city. This edition comes complete with five exclusive audio walks to help you get the most from your trip.
Marvel at masterpieces at the Met, wander through majestic Central Park or spend an evening in trendy Brooklyn- everything you need to know is clearly laid out within colour-coded chapters. Discover the best of New York City with this indispensable travel guide.
DK Eyewitness Travel Guide New York City, 2019 is a detailed, easy-to-use guide designed to help you get the most from your visit to New York City.
Planning a shorter break? Try our DK Eyewitness Top 10 New York City guide.The ideal travel companion, full of insider advice on what to see and do, plus detailed itineraries and comprehensive maps for exploring this cosmopolitan city. This edition comes complete with five exclusive audio walks to help you get the most from your trip.
Planning a shorter break? Try our DK Eyewitness Top 10 New York City guide.


The collateral is a 92,000-square-foot condominium encompassing the lower floors of the building, at 730 Fifth Avenue. New York-based Wharton and its partner, Brookfield Properties, are seeking a floating-rate mortgage to run for three years, with a couple of one-year extensions. They've tapped JLL to help line up the financing.
The property is on the southwest corner of West 57th Street, which Brookfield's website touts as "the most prestigious retail corner in America." It's at the north end of the Fifth Avenue shopping corridor, where retail rents are among the highest in the world.
Wharton, headed by Jeff Sutton, teamed up with General Growth Properties of Chicago to buy the entire Crown Building in 2015 for $1.8 billion from a local investment group that included the Spitzer and Winter families. They financed the purchase with a $1.25 billion debt package from a Deutsche Bank syndicate, consisting of a $1 billion senior mortgage and $250 million of mezzanine debt.
General Growth and Wharton subsequently sold the upper part of the building — about 290,000 sf of office space on floors four through 24 — for $475 million to New York investor Michael Shvo and Russian developer Vladislav Doronin, who planned to convert the space to residences and a hotel. The Deutsche debt package remained in place, collateralized by both condos.
General Growth was acquired by New York-based Brookfield Property last August and rebranded as Brookfield Properties Retail. In December, the senior mortgage was modified and divided, with $720 million allocated for the retail condo. An affiliate of Security Benefit Life Insurance, which is controlled by Guggenheim, wrote a new $284.5 million loan on the upper floors. The debt on the retail space would be retired with proceeds from the new loan.
Over the past few years, the retail space has been built out and reconfigured. The tenants include luxury-goods retailers Bulgari, David Benrimon Fine Art, Ermenegildo Zegna, Mikimoto and Piaget. The occupancy rate is unknown, but the Brookfield team is working to lease up vacant space.
Meanwhile, plans for the upper part of the building are still playing out. It's expected to open as residential condos and a roughly 80-room upscale hotel sometime next year. Doronin's company, OKO Group, took over management of the project in the wake of Shvo's 2016 indictment on tax evasion charges. Shvo pleaded guilty to reduced charges in 2018.
The 26-story building, constructed in 1921, has a gilded facade and a roofline with a crown-like appearance that's distinctive when illuminated at night. It was once owned by Ferdinand Marcos, the disgraced former president of the Philippines. The Spitzer team bought it for $93.6 million at a foreclosure auction in 1991, when it was 50% vacant.


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Report says Trump set to endorse Gingrich on Thursday in Vegas
By Justin Sink - 02/02/12 12:18 PM EST
Reality show host Donald Trump Donald TrumpCIA chief threatened to resign over push to install Trump loyalist as deputy: report Azar in departure letter says Capitol riot threatens to 'tarnish' administration's accomplishments Justice Dept. argues Trump should get immunity from rape accuser's lawsuit MORE is set to endorse Newt Gingrich on Thursday in Las Vegas, according to a report by The Associated Press.
Trump, who has flirted with his own presidential run and at one point last summer was leading the GOP polls, could help the fortunes of the former House Speaker, reeling from a tough loss in the pivotal Florida primary.
Gingrich was coy when asked about the possibility Wednesday, saying he had "no idea what the Donald is going to do."
"He is always interesting," Gingrich said of Trump. "And I don't know of anybody who does a better job of getting attention by announcing that he will presently announce something."
Gingrich was considered a front-runner for Trump's endorsement since agreeing to attend a Newsmax-sponsored debate that the real estate mogul was set to host in December. Other candidates, including Mitt Romney, said they would not be able to attend, ultimately forcing organizers to cancel.
At the time, some candidates cited Trump's repeated insistence that he could still mount a third-party presidential run as reason that they would not attend. Trump said as recently as Monday that if the candidate he chose to endorse did not win the GOP nomination, he would consider an outside run.
"I really want to endorse somebody and I'm going to be doing that over the not-so-distant future, and I'm going to be doing that, and if that person doesn't win, you know, we'll see what happens," Trump said on Fox News. "My preference is to endorse somebody. I love what I'm doing, as you guys know very well, I love it, I want to keep doing it, but I also love this country and we have to get somebody who is going to do that."
The pair also met in early December at Trump Tower, telling reporters afterward that they had discussed an apprenticeship program for poor children in New York.
Gingrich made waves in December when he suggested that children from poor families should be hired as janitors at their schools to teach them a work ethic, arguing they currently had no way of working "unless it's illegal."
At their December meeting, the former House Speaker said he asked Trump to offer apprenticeships to 10 children from the poorest New York City public schools, joking that they could work as Trump's "Apprenti," in reference to his reality show "The Apprentice."
"I thought it was a great idea," Trump had said, according to The Associated Press. "We're going to be picking 10 young wonderful children and make them 'apprenti.' We're going to have a little fun with it."
In December, Gingrich defended Trump from criticism leveled by other GOP candidates.
"This is a country that elected a peanut farmer to the presidency. This is a country that elected an actor who made two movies with a chimpanzee to the presidency," Gingrich said. "Donald Trump is a great showman; he's also a great businessman. I think one of the differences between my party and the other party is we actually go to people who know how to create jobs. We need to be open to new ways of doing things."
Tags Donald Trump


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Bengals' miracle scenario: Devin White falls to Cincinnati at No. 11
by: WKRN Web Staff
Posted: Apr 23, 2019 / 11:23 PM UTC / Updated: Apr 23, 2019 / 11:23 PM UTC
On Draft in the Music City: Live from Nashville, Cory Curtis and special guest Kevin Byard dream of a wild scenario that would thrill the Bengals: Devin White falling to their 11th overall selection.
Watch Draft in the Music City: Live from Nashville all week long on this website beginning at 1:00pm EST (12pm CST)!
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Eddie George wears No. 9 to remember McNair at NFL Draft
NASHVILLE, Tenn. (AP) -- Eddie George made sure to remember, and honor, his former Tennessee Titans teammate at the NFL draft in Nashville.
George came out wearing a Titans' No. 9 jersey worn by the late Steve McNair when he walked out with the family of Navy Lt. William Gilbert to announce Tennessee's second-round draft pick at No. 51 overall.
Tennessee high school football player goes viral after NFL Draft
by Linda Ong / Apr 27, 2019
One local football player has gone viral thanks to a once-in-a-lifetime opportunity at the NFL Draft and a big football name.
Overnight, life has changed quite a bit for Pearl Cohn Musical Magnet High School football captain Elijah Simmons.
Getting Greedy: Browns select LSU's Williams in second round
by The Associated Press / Apr 27, 2019
Greedy Williams has already shown the Browns his recovery skills.
After accidentally missing Cleveland's phone call telling him he was about to be drafted in the second round, the LSU cornerback got in touch with the front desk at the team's headquarters and asked to speak with general manager John Dorsey.


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ICTA > Publications > Socio-ecological transformation from rural into a residential landscape in the Matadepera Village (Barcelona Metropolitan Region), 1956-2008
Estany G., Badia A., Otero I., Boada M. "Socio-ecological transformation from rural into a residential landscape in the Matadepera Village (Barcelona Metropolitan Region), 1956-2008". Global Environment. 2010, num. 5, p. 8-37
Mediterranean countries are experiencing the fastest rates of urban sprawl in Europe, and concern about potential negative environmental effects is increasing. This expansion is occurring in a context of declining rural activities, where highly diverse cultural landscapes are giving way to homogenous low-density housing developments and entirely new forms of human-nature relations. In the present study we offer an analysis of the socio-ecological transformation of Matadepera, a wealthy suburb of metropolitan Barcelona that evolved out of a rural village in¬habited by poor peasants who farmed rain-fed cropland and managed the forest. By cross-checking data from land-cover maps, documentary sources and semi-structured interviews with elderly local peasants, we managed to gain a detailed understanding of the driving forces behind land cover transformation and give voice to perceptions of landscape change among a quite neglected social group. Our results indicate dramatic urban sprawl onto former fields and woods over the last decades, driven by a combination of different factors. They also show that oral sources can yield information on landscape changes not available from any other kind of source. Moreover, by recovering valuable and so far neglected personal memories we hope to provide further stimulus to policy actions aimed at charting a more balanced development path for the area.
Gemma Estany Ferrer, Iago Otero Armengol, Martí Boada Juncà


William Cowper. "The Morning Dream."
So pleasant it seem'd as I lay.
And the fresh-blowing breeze never fail'd.
Ne'er taught me by woman before.
'Twas Liberty only to hear.
With blood of his subjects imbrued.
From thousands with rapture inspir'd.
At what such a dream should betide?
Resolves to have none of her own.
London: Henry Frowde, 1905. 373-4.


Apple is objecting to GT Advanced Technologies' financing plan over concerns that it would undermine its existing settlement reached with the bankrupt sapphire crystal supplier last year, reports Re/code. GT Advanced reached a settlement with Apple in October 2014 after failing to produce sapphire crystal of the quality desired by the Cupertino-based company for potential use in future products.
GT Advanced is attempting to restructure by raising $95 million through a loan agreement under the supervision of the U.S. Bankruptcy Court for New Hampshire, but the financing plan is contingent upon the company receiving enough insurance money to repair any damage to sapphire furnaces following a fire at its former Mesa, Arizona facility a few months ago.
Apple argues that GT Advanced already determined damage at the facility to be minimal, adding that the terms of the loan agreement give lenders too much leverage to foreclose on the sapphire furnaces that GT Advanced is supposed to sell in order to repay Apple. A group of GT Advanced shareholders have also reportedly questioned why the company needs to raise money nine months into bankruptcy.
GT Advanced filed for bankruptcy last October after it became clear the company was spending over one million dollars per day to run its operations, despite being unable to produce sapphire acceptably by Apple's standards. The company began winding down its sapphire production and decommissioning the furnaces to prepare them for storage and resale through the end of last year.
This is such an interesting story. I really wish someone would do an in depth investigative report on it. For a could years there were so many rumor/news stories about how sapphire was going to be the best thing since sliced bread. When Apple contracted with this company the stories talked about how this was such a game change and that Samsung and other phone makers were going to be years behind the curve on sapphire.
Then seemingly over night Apple pulls its contract and GT declares bankrucy. Then stories come out about how the executives of GT dumped their stocks only weeks earlier. Then, after seemingly after all is lost, Apple announces they're going to repurpose the facilities. Now this fire.
I'm not arguing a conspiracy theory, but I feel like there have been so many interesting twists in the story that it really deserves an in depth look at what really happened here.
GT can't be trusted ... they have proven that - they are for the quick money with fishy methods, they have no respect for contracts they sign or anything they promise and blame everyone else for their own failure.
Apple's contract to buy GT's equipment and facilities might be null and void because of the bankruptcy filing.
Say, I have $1,000,000 in debt and I sell my 3 yachts to someone for $500,000. Then I declare bankruptcy. According to the law in the United States, I can't give up my property and then declare bankruptcy - this is fraud. The other debtors want their share of the bankruptcy estate (which the yachts were part of. Any transactions in the prior 2 years are looked into and can all be taken back.
Apples contract to buy GT's equipment is *part* of the bankruptcy. It is how Apple is going to be able to recover their investment. Trying to get a loan which uses that same equipment as collateral *after* agreeing to sell them to Apple during the bankruptcy proceedings is more than a little shady.
If these guys spent as much time and effort cooking sapphire as they do trying to cook their books they'd be doing great.
When I first saw this headline, I thought the business owners of that company started the fire to collect the insurance money.
This is such an interesting story. I really wish someone would do an in depth investigative report on it.
Of course none of this was intended to manipulate gullible press whores or feed the buzz machine that keeps the AAPL share price levitated, no that's just conspiracy talk.
Not a chance. Surely Apple knows they're incredibly high-profile, and any downright criminal action on their part would have devastating consequences. I know it's popular to attribute violent malice to the very rich (individuals or corporations), but such memes are absurd as there's too much to lose over too little gain, even if that gain is huge by mundane standards. Apple just wanted a leading-edge sapphire factory, and is just trying to make the best of a failed situation thru normal hard bargaining.
In project management there is a simple formula: quality = resources x time. If you want certain quality you need certain resources and certain amount of time. These people offered a quality, signed a contract to have it delivered at certain time but they didn't have the resources ready. In the world there are people who knows how to sell themselves very well and they are equally talented in making up excuses and pointing fingers when they do not deliver.
I knew this company was not able to deliver once I saw the smile of the owners after signing with Apple, there is this particular facial expression in people who are liars and are there for the money. Apple has been too kind with these people.
smh this company... I can't even believe how shady they are and how poor of decisions they seem to make.
It's even harder to believe that Apple went for it hook, line and sinker.


The lips are one of the most important features of the face. When we are talking to someone, we not only notice their lips, but unconsciously or subconsciously evaluate them. Fullness of the lips are a sign of sensuality and youth. As we age, we begin to create less collagen, which is needed to create the plumpness in our lips we desire. Thankfully, we now have options to enhance, and obtain our youthful looking lips again!
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The key point is, natural lips! There are various, non-invasive, proportioned steps that we follow to ensure the upper and lower lips look organically enhanced. You won't have to worry about leaving our office with 'duck' or 'sausage lips'.
To give you a better visual; In general, the upper lip should be ⅓ of the size while the lower lip should be ⅔ of the total size of both lips. A curve and "natural pout" can be created to lift and bring out the border of the lips within the skin.
We associate plump lips with that of a younger person. Think of someone you know who has very hydrated & plumps lips. It is most likely a super cute baby or a friend who has received lip fillers (let's be honest). Now, we obviously aren't trying to give you an infant's pout, but would like you to feel youthful in that area again & lip fillers can easily help you achieve that.
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For those men and women who are looking for a way to restore their fresh, plump, youthful face without going under the "knife" – facial fillers like Juvederm are an excellent option. Whether the patient is seeking fuller lips and cheeks or a more defined chin, aesthetic enhancements like Juvederm make it entirely possible.
Juvederm is the smooth gel filler that is used to instantly smooth away wrinkles around your mouth and nose by adding volume to the hollowed areas. Commonly injected areas are the nasolabial folds (vertical lines from the nose to the corner of the mouth), marionette lines (vertical lines from the corners of the mouth to the chin) and vertical lip lines (facial wrinkles around the lips). With just one treatment, it is possible to get smooth and natural-looking results that can last up to a year.
The fact that Juvederm is so fast to administer and can be done in a regular in office visit, makes it even more desirable to my patients who are looking for a non-invasive way to restore their youth. And, the fact that the results last for up to a year is an additional bonus!
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Contact 248-524-0620 for more information on Juvederm and facial fillers or to schedule a private consultation.
Beauty Sleep, not a myth!
Botox and Filler, learn how they are different.
ALMI the all natural alternative to aesthetic fillers.
Radiesse, an Alternative filler with natural looking results.
Joy Butler on Men, interested in Botox?
Social Media on What do I do for my aging skin?


Recently we made some Soba Noodles with Chinese Greens. It's a healthy and quick meal you can whip up under 15 minutes. Try this recipe out for yourself and let us know what you think!
Add a little bit of sliced up chilies if you want some spiciness in your meal!