text:
Korean New Zealanders (Korean: 한국계 뉴질랜드인), also referred to informally as Korean Kiwis, Kokis or Kowis, are New Zealand citizens and residents of Korean ancestry. The 2018 New Zealand census found 35,664 Koreans in the country, virtually all from South Korea, making them the third-largest Asian population there, and more than 0.75 percent of the total population of New Zealand.

Migration history
The Korean population in New Zealand has been affected by New Zealand immigration policies. Until a policy change made in 1987, preference was given to English-speaking migrants, especially those from Commonwealth of Nations countries. In 1991 a new policy took effect in which potential migrants were ranked according to a points system based on factors such as education, occupation and wealth. This made it far easier for people from Korea and other Asian countries to migrate to New Zealand, and dramatically increased the number of Korean New Zealanders.

In 1986, there were only 426 Koreans in New Zealand; that had doubled to 903 by 1991, and their population growth accelerated throughout the first half of the 1990s; there were roughly 3,000 people of Korean descent in New Zealand in 1992, according to unofficial estimates, and by the time of the 1996 Census, their population had quadrupled to 12,657 individuals, making them the fastest-growing population group. Growth slowed after that, with only a further 50% increase in the Korean population by 2001. Thus, majority of Korean New Zealanders living in New Zealand in the early 21st century are South Korean-born naturalised citizens or permanent residents.

Demography
There were 35,664 people identifying as being part of the Korean ethnic group at the 2018 New Zealand census, making up 0.8% of New Zealand's population. This is an increase of 5,493 people (18.2%) since the 2013 census, and an increase of 4,872 people (15.8%) since the 2006 census. Some of the increase between the 2013 and 2018 census was due to Statistics New Zealand adding ethnicity data from other sources (previous censuses, administrative data, and imputation) to the 2018 census data to reduce the number of non-responses.

There were 18,933 females and 16,731 males, giving a sex ratio of 0.884 males per female. The median age was 33.2 years (compared with 37.4 years for New Zealand as a whole), with 6,297 people (17.7%) were aged under 15 years, 9,711 (27.2%) were 15 to 29, 17,709 (49.7%) were 30 to 64, and 1,947 (5.5%) were 65 or older.

In terms of population distribution, 70.2% of Korean New Zealanders lived in the Auckland region, 15.8% lived in the North Island outside the Auckland region, and 14.0% lived in the South Island. The Upper Harbour local board area of Auckland had the highest concentration of Korean people at 6.9%, followed by the Devonport-Takapuna local board area (5.1%) and the Kaipātiki local board area (3.6%). Christchurch City had the highest concentration of Korean people outside of Auckland at 0.9%. Seven districts recorded no Korean people in their respective areas: Great Barrier Island, Ōtorohanga District, Ōpōtiki District, Central Hawke's Bay District, Carterton District, South Wairarapa District, and the Chatham Islands.

The proportion of Korean New Zealanders born overseas was 85.3%, compared with 27.1% for all ethnicities. Nearly three-quarters (73.9%) of those born in New Zealand were aged under 30.

The 2018 census recorded 76.3% of Korean New Zealanders were able to speak English conversationally, compared to 95.4% for New Zealand as a whole.

Women outnumbered men in every age group besides 15 and under; the imbalance was most severe in the 25-39 age group, with only 71 men for every 100 women. This gender gap is mainly the result of the so-called astronaut family phenomenon, also seen among Chinese New Zealanders and Koreans in other countries, in which husbands who found their earning power decreased after emigration returned to their country of origin while their wives and children remained in the destination country.

Education and language issues
The desire to offer children a lower-pressure educational experience in an English-speaking country, as well as a cleaner environment, is a major motivation for Korean migration to New Zealand. Of the 7,696 Koreans pursuing secondary or tertiary education in New Zealand as of 2001, 50% were studying in English as a second language courses. 1.5 generation Koreans who migrated at a young age show a marked shift towards English regardless of which region their parents settled in, but among those who migrated at the age of 16 or older, Wellington residents also showed a much stronger preference for English, while those in other regions maintained Korean as their preferred language. In the 1996 census, 40.7% of Koreans stated that they could not hold a conversation in English, the highest proportion for any group; however, by the 2001 census, that figure had decreased to 21% for males and 27% for females.

Korean New Zealanders maintain close contact with their homeland through return trips or with technologies such as phones and emails; one 1998 survey showed that 61% of overseas trips undertaken by Korean New Zealanders had South Korea as their destination. Australia and Japan were the next most popular destinations. In addition, young Korean New Zealanders make extensive use of Korean language internet portal sites such as Cyworld and KakaoTalk in order to communicate with friends in South Korea; this has resulted in Korean New Zealanders retaining a far better command of Korean than their Korean American counterparts.

Religion
70% of Koreans in New Zealand identify as Christians, while roughly another 20% claim to follow no religion. Buddhists number only about 5%. One Christian newspaper estimates that roughly 35-40% of all Koreans are "active Christians" who regularly attend worship services, mostly at one of New Zealand's 100 Korean churches. Korean Christians in New Zealand are largely of the Presbyterian denomination, though some are also Baptist. They attend non-Korean churches less often due to language barriers and cultural differences within the church. In Korean churches, the pastor has much more authority, and many churches open as early as 5AM for morning prayers. New Zealand's Korean Christians are served by a weekly Christian newspaper published in the Korean language, which claims to have a circulation of 3,500; it discusses religious issues as well as issues of common interest to immigrants, such as migration law and property ownership.

Notable people

 Michael Cho, One of first migrants born in New Zealand and also national winner of Smokefree Rockquest 2007.
 Lydia Ko, youngest-ever winner of an LPGA Tour event, youngest no.1 golfer.
 Danny Lee, youngest winner of the U.S. Amateur of golf
 Melissa Lee, New Zealand's first MP of Korean origin
 Roseanne Park, New Zealand born K–Pop idol, member of  South Korean girl group Blackpink
 Microdot, South Korean–New Zealand rapper
 Bizzy, New Zealand–Korean rapper and producer
 Beenzino, South Korean rapper

See also

 Demographics of New Zealand

References
https://www.scmp.com/culture/music/article/2163713/rose-blackpink-new-zealand-born-k-pop-singer-unique-voice-and

Further reading

Asian New Zealander
Korean diaspora in Oceania
New Zealand


text:
Texas A&M AgriLife Extension Service
Extension Educationin McLennan County
Texas AgriLife Extension Service
Family and Community Health
Horticulture/Landscaping
Livestock Shows
McLennan County Master Gardeners
AG/NR
Events/Programs
Ag Newsletters
From the Top Rail Ag Blog
Walk Across Texas
Altering Recipes for Good Health
Enrolling in McLennan County 4-H
4-H Club Contact Information
4-H Newsletters
Livestock Projects
FCH Projects
Ag Product ID
Consumer Decision Making
Fashion Show, Natural Fiber, Fashion Storyboard, Trashion Show, & Duds to Dazzle
Food Show
Recordbook Information
Contests, Activities, and Meetings
McLennan County is in East Central Texas, 230 miles inland from the Gulf of Mexico, bordered by Hill, Limestone, Falls, Bell, Coryell and Bosque counties. Waco, the county seat is on the Brazos River at the intersection of Interstate Highway 35 and U.S. Highway 84, ninety miles south of Dallas and 100 miles north of Austin. Situated partially in the Grand Prairie and partially in the Blackland Prairie. McLennan County comprises 1,031 square miles of flat to rolling terrain at elevations ranging from 400 to 850 feet above sea level.
McLennan County was established by the Texas Legislature on January 22, 1850 and named after Neil McLennan, on of the early settlers. The county government was organized in August 1850 with Waco as its county seat.. Cotton was the dominant feature of McLennan County agriculture from the 1880s to the 1950s. McLennan County consists of Bellmead, Beverly Hills, Gholson, Hallsburg, Hewitt, Lacy Lakeview, Leroy, Lorena, Moody, Riesel, Robinson, Ross, Waco, West, Woodway.
Extension agents serve in a variety of outreach educational roles including Agriculture, Natural Resources, Family and Community Health, 4-H and Youth Development. Current issues in these areas are addressed through educational community programs.
Extension Disaster Education Network
Tree Removal and Recovery
Hurricane Preparedness Week, May 5-11, 2019
Preparing for Wildfires in Texas
A unique education agency, the Texas A&M AgriLife Extension Service teaches Texans wherever they live, extending research-based knowledge to benefit their families and communities.
Texas 4-H and Youth Dev.
Strategic Plan and Impacts
Risk, Fraud & Misconduct Hotline
Veteran's Portal
Open Records/Public Information
AgriLife Bookstore
AgriLife Extension's online Bookstore offers educational information and resources related to our many areas of expertise and programming; from agriculture, horticulture, and natural resources to nutrition, wellness for families and youth, and much more.

redpajama_set_name: RedPajamaCommonCrawl


text:
New York State Integrated Pest Management Program
Publications (NYS Integrated Pest Management Program)
AuthorLienk, S.E. (3)Agnello, Arthur (2)Cox, Kerik (2)Fuchs, Marc (2)Spangler, Steve M. (2)A. Seaman, A. (1)Carroll, Juliet (1)Cieniewicz, Elizabeth (1)Cox, Rosemary (1)Reissig, W.H. (1)... View More
Agricultural IPM (11)
Apricots (11)
Plums (11)
Tree Fruit (11)Peaches & Nectarines (10)Apples (9)Pears (7)Quince (7)... View More
Date Issued2010 - 2020 (2)2000 - 2009 (1)1990 - 1999 (2)1980 - 1989 (6)
fact sheet (11)
Brown Rot of Stone and Pome Fruit
Strickland, David; Carroll, Juliet; Cox, Kerik (New York State IPM Program, 2019)
Brown rot occurs on all stone fruit worldwide and afflicts blossoms, twigs, and fruit, both pre- and post-harvest. Several closely-related fungal species, collectively known as Monilinia spp. cause the disease. In stone ...
Apple chlorotic leaf spot virus
Cieniewicz, Elizabeth; Fuchs, Marc (New York State IPM Program, 2016)
Apple chlorotic leaf spot virus (ACLSV) infects pome and stone fruits. It can elicit diverse symptoms although, in most cultivars the virus is latent, which means that infected trees do not manifest observable symptoms. ...
Obliquebanded Leafroller
Reissig, W.H. (New York State IPM Program, 1980)
The obliquebanded leafroller (OBLR) is native to and widely distributed throughout temperate North America. Larvae feed on a wide range of plants; members of the rose family are their preferred hosts. OBLR outbreaks have ...
European Red Mite
Lienk, S.E. (New York State IPM Program, 1980)
The European red mite (ERM) is a European species introduced to North America in the early 1900's. It rapidly extended its range, and is now established in most deciduous fruit growing areas. It is the most important mite ...
Peachtree Borer
The peachtree borer (PTB), a native insect, is a major pest of stone fruits in the United States and Canada. Prior to the introduction of the peach, it lived on native wild cherries and plums. The majority of PTB have a ...
Plum Curculio
The plum curculio (PC), a native of North America, is a major pest of pome and stone fruits in the United States and Canada east of the 1 DOth meridian. The PC has a single generation in most areas but may have a partial ...
Perennial Canker
Wilcox, Wayne F. (New York State IPM Program, 1995)
Perennial canker (also called Valsa canker, Cytospora canker, Leucostoma canker, and peach canker) is one of the most common and debilitating diseases of peach trees in the Northeast. It also occurs regularly on sweet ...
Tarnished Plant Bug
Spangler, Steve M.; Weires, Richard W. Jr.; Agnello, Arthur (New York State IPM Program, 1991)
The tarnished plant bug is found throughout North America, but it is primarily a pest in temperate nondesert areas. It feeds on more than fifty economically important plants , including alfalfa , cotton, strawberries, ...
A. Seaman, A.; Riedl, H. (New York State IPM Program, 1988)
The Oriental fruit moth (OFM), native to China, was introduced to the United States from Japan about 1913 on infested nursery stock. The OFM is now found in all regions of North America where peaches are grown. Although ...
Plum Pox Disease of Stone Fruits
Fuchs, Marc; Cox, Rosemary; Cox, Kerik (New York State IPM Program, 2008)
Plum pox is a viral disease of stone fruits first reported in Bulgarian plums in the 1910's. More widely known around the world by its Slavic name, sharka, the disease first spread slowly through eastern Europe, gaining ...


Everyone is familiar with Alice's Adventures In Wonderland, whether they've encountered it by watching, listening or by reading. I admit this is actually the first time I've read the book itself, but I've seen the Disney cartoon and most recently the Tim Burton adaptation (which of course is very different as it features an older Alice). So going in, I had a good idea of what to expect.
"When we were little," the Mock Turtle went on at last, more calmly, though still sobbing a little now and then, "we went to school in the sea. The master was an old Turtle -- we used to call him Tortoise ------"
I single that part out, but really there were so many moments that had me tickled. There can't be many book lovers who are yet to pick up Alice's Adventures, but if you haven't, do. It's so charming and offbeat that it will keep you light and happy on even the dreariest of days!


These stunning earrings are a nod to the avant garde. Gold filled hoops with brown and red keshi pearls, they look fabulous with both casual and dressy outfits.
The hoops are 3cm in diameter. The longest pearl measures 4cm.


Renovated in 2005, this 4-storey hotel comprises 35 rooms of which 1 is an elegant suite. Guests to this city hotel have access to wonderful gardens. Facilities include a foyer with several lifts and public garage facilities for those arriving by car.


text:
From World University and School Wiki
File:AphiloWorldUniversitySchool5Sep07.jpg
World University and School {in a virtual world}
Welcome to World University and School Wiki
which anyone can add to or edit.
The Global, Virtual/Digital, Open, Free, {potentially Degree- and Credit-Granting},
Multilingual University & School
where anyone can teach or take a class or course
Add or take a free, open Media Studies course.
1 Media Studies
1.1 Courses
2 WUaS Idea- and Academic Resources
2.1 Ideas
2.2 Publish my article in a WUaS academic journal in this subject
2.3 Select Bibliographies
2.4 Select Blogs
2.5 Select Book Groups, Study Groups, Musical Groups, etc.
2.6 Select Book Reviews
2.7 Select Books
2.8 Select Calendars for Events in this Subject
2.9 Select Call for Papers, Chapters, Submissions, etc.
2.10 Select Channels
2.11 Select Communities, Email lists, etc.
2.12 Select Conference Materials
2.13 Select Conferences, Conferences Online
2.14 Select Databases
2.15 Select Films
2.16 Select Film Reviews
2.17 Select Forums, Spaces, etc.
2.18 Select Funding Sources
2.19 Select Humor
2.20 Select Idea Competitions / Conversations / Dialogues
2.21 Select Images, Infographics, etc.
2.22 Select Institutes, etc.
2.23 Select Interviews
2.24 Select Journals, Serials, etc.
2.25 Select Labs
2.26 Select Lectures
2.27 Select Libraries, Archives, Collections, etc.
2.28 Select Maps
2.29 Select Multimedia
2.30 Select Museums
2.31 Select News
2.32 Select Office Hours
2.33 Select Photos
2.34 Select Programs, Applications, Software
2.35 Select Questions, Inquiries, Problems
2.36 Select Quotes, Quotations, etc.
2.37 Select RSS Feeds
2.38 Select Recordings
2.39 Select References
2.40 Select Reviews
2.41 Select Search Engines
2.42 Select Simulations, Applets and Visualizations
2.43 Select Slideshows
2.44 Select Societies, Associations, Groups, Networks, etc.
2.45 Select Study Guides
2.46 Select Syllabi
2.47 Select Teachers with Email Addresses/Contact Information
2.48 Select Tests, Exams, etc.
2.49 Select Textbooks
2.50 Select Theses, Dissertations, Papers, etc.
2.51 Select Timelines
2.52 Select Twitters
2.53 Select Video and Audio
2.54 Select Video Conferences
2.55 Select Videocasts and Podcasts
2.56 Select Websites
2.57 Select Wikis
2.59 Select Writers, Researchers, etc.
2.60 Subject's Social Networking Sites
2.61 Tutoring
2.62 Wikimedia Commons
2.63 Wikipedia
2.64 Wikiquotes
2.65 Wikisource
2.66 Wikivoyage
2.67 World University and School Links
3 WUaS Navigation
3.1 Academic Advising at WUaS
3.2 Academic Press at World University and School
3.3 Access to Live, or Email, University Technical Expertise
3.4 Additional Categories
3.5 Admissions at World University and School
3.6 Assistive Technologies
3.7 Blog at World University and School
3.8 Bookstore / Computer Store (New & Used) at World University and School
3.9 Calendar (Schedule what you'd like to teach)
3.10 Careers
3.11 Counseling
3.12 Coordinates
3.14 Digital To Do
3.15 Free Degrees / Credit
3.16 In Google Earth
3.17 In Virtual World
3.18 Item Number
3.19 Labels
3.20 Learning Networking
3.21 RSS Feed
3.22 TV-Live Broadcasting
3.23 Video Communication
3.24 Universal Translator at WUaS
3.25 The "Universitian" Newspaper at World University and School
3.26 Wiki Software for Courses
3.27 Wikidata / Bots
3.28 World University and School Licensing
Media Studies[edit]
Add free, open Media Studies courses below.
Courses[edit]
Add free, open Media Studies subjects
Organization (if any)
Degree / Non-degree
Instructor's Name
Foundations of American Cyber-Culture http://webcast.berkeley.edu/course_details.php?seriesid=1906978491 UC Berkeley non-degree Instructor Greg Niemeyer Browser Start anytime English
Game Design http://ocw.mit.edu/courses/comparative-media-studies/cms-608-game-design-fall-2010/ MIT non-degree Philip Tan, Jason Begy Browser Start anytime English Undergraduate, Graduate, Comparative Media Studies
Game Design http://ocw.mit.edu/OcwWeb/Comparative-Media-Studies/CMS-608Spring-2008/CourseHome/index.htm MIT non-degree Philip Tan, Clara Fernandez-Vara, Jesper Juul, Doris Rusch Browser Start anytime English Undergraduate, Graduate, Comparative Media Studies
Introduction to Media Studies http://ocw.mit.edu/courses/comparative-media-studies/cms-100-introduction-to-media-studies-fall-2010/ MIT non-degree Prof. Mia Consalvo Browser Start anytime English Undergraduate
Media and Methods: Seeing and Expression http://ocw.mit.edu/OcwWeb/Comparative-Media-Studies/CMS-405Spring-2009/CourseHome/index.htm MIT non-degree Prof. Glorianna Davenport Browser Start anytime English
Media, Education, and the Marketplace http://ocw.mit.edu/courses/comparative-media-studies/cms-930-media-education-and-the-marketplace-fall-2001/ MIT non-degree Prof. Shigeru Miyagawa Browser Start anytime English Graduate
Special Subject: The Rise of Film Noir http://ocw.mit.edu/courses/comparative-media-studies/cms-s61-special-subject-the-rise-of-film-noir-january-iap-2012/ MIT non-degree Dr. Martin Marks Browser Start anytime English Undergraduate
Course's Name http:// non-degree Browser Start anytime English
WUaS Idea- and Academic Resources[edit]
Ideas[edit]
Publish my article in a WUaS academic journal in this subject[edit]
Open Journal Systems. 2012. Open Journal Systems. Public Knowledge Project.
(WUaS's wiki, information technologies and criteria for this - informed by the WUaS academic journal subject matter - are developing, since you can already publish your article at http://www.academia.edu).
Select Bibliographies[edit]
Select Blogs[edit]
Postill, John. 2010. media/anthropology blog. johnpostill.wordpress.com.
Select Book Groups, Study Groups, Musical Groups, etc.[edit]
Begin a Google + Hangout: https://plus.google.com/u/0/108179352492243955816/posts
Calendar: https://www.google.com/calendar/
Select Book Reviews[edit]
Select Books[edit]
Farmer, Randy with Bryce Glass. 2010. Building Web Reputation Systems. Yahoo Press.
Select Calendars for Events in this Subject[edit]
Select Call for Papers, Chapters, Submissions, etc.[edit]
Critical Media Sociology Today. 2015. Colaptes: "Critical Media Sociology Today" 12th Conference of the European Sociological Association August 25-28, 2015, Interesting social internet theory conference in Prague later this year, Abstract Submission Deadline: Feb 1. January 26. scott-macleod.blogspot.com/2015/01/colaptes-critical-media-sociology-today.html .
Select Channels[edit]
Select Communities, Email lists, etc.[edit]
Cybertelecom. 2012. Cybertelecom - Federal Internet Law and Policy. (See 'Other Lists'). cybertelecom.org/cybert.htm.
Tabasky, Rebecca. 2014. Berkman Center Announces 2014-2015 Community. June 14. Cambridge, MA: cyber.law.harvard.edu/newsroom/2014_2015_community.
(See also editable World University and School's 'You at World University' page: http://worlduniversity.wikia.com/wiki/You_at_World_University).
Select Conference Materials[edit]
Select Conferences, Conferences Online[edit]
Select Databases[edit]
Select Films[edit]
Select Film Reviews[edit]
Select Forums, Spaces, etc.[edit]
Select Funding Sources[edit]
Select Humor[edit]
Select Idea Competitions / Conversations / Dialogues[edit]
Select Images, Infographics, etc.[edit]
Select Institutes, etc.[edit]
Select Interviews[edit]
Select Journals, Serials, etc.[edit]
Select Labs[edit]
Select Lectures[edit]
Select Libraries, Archives, Collections, etc.[edit]
(See also editable World University and School's Library Resources' page: http://worlduniversity.wikia.com/wiki/Library_Resources).
Select Maps[edit]
Select Multimedia[edit]
Select Museums[edit]
(See also editable World University and School's Museums' page: http://worlduniversity.wikia.com/wiki/Museums).
Select News[edit]
Select Office Hours[edit]
Select Photos[edit]
Select Programs, Applications, Software[edit]
Select Questions, Inquiries, Problems[edit]
Select Quotes, Quotations, etc.[edit]
Select RSS Feeds[edit]
Select Recordings[edit]
Select References[edit]
Brett. 2010. Tips for Writing Your First Social Media Policy. February 17. NTEN: The Nonprofit Technology Network.
Faris, Robert and Rebekah Heacock. 2013. Measuring Internet Activity: A (Selective) Review of Methods and Metrics. November 12. Berkman Center Research Publication No. 22. Cambridge, MA: Harvard University - Berkman Center for Internet & Society.
Fifield, Anna. 2013. Lunch with the FT: Chris Hughes: After co-founding Facebook, Chris Hughes directed Barack Obama's digital campaign for president. So why has he switched to old media?. February 9. London, UK: Financial Times.
McLuhan, Marshall. 2010. McLuhan Downloads. Toronto Canada: University of Toronto.
Theorising media and change
Hobart, M. 2010, 'What do we mean by "media practices"?', in B. Bräuchler and J. Postill (eds.), Theorising Media and Practice, Berghahn, Oxford and New York.
Postill, J. 2006. Media and Nation Building: How the Iban Became Malaysian. Oxford and New York: Berghahn.
Postill, J. 2013. The multilinearity of protest: understanding new social movements through their events, trends and routines. Melbourne: RMIT University. Available at: http://johnpostill.com/2013/10/19/the-multilinearity-of-protest/
Sewell W.H., Jr (2005) Logics of History: Social theory and social transformation. Chicago, IL: University of Chicago Press
See also the Media and Social Change bibliography: http://mediasocialchange.net/bibliography/
Select Reviews[edit]
Select Search Engines[edit]
Select Simulations, Applets and Visualizations[edit]
Select Slideshows[edit]
Select Societies, Associations, Groups, Networks, etc.[edit]
Select Study Guides[edit]
Select Syllabi[edit]
Select Teachers with Email Addresses/Contact Information[edit]
Select Tests, Exams, etc.[edit]
Select Textbooks[edit]
Select Theses, Dissertations, Papers, etc.[edit]
Select Timelines[edit]
Select Twitters[edit]
Select Video and Audio[edit]
Krishnamurti, J. 1983. J. KRISHNAMURTI: The Future : Part 3 (of 3): Computer, Genetics & the Brain. Youtube.com.
ReDoGroup. 2010. Who owns Culture?. (Autores: Carlos Gomez Linuesa, Teresa Sedó Ferré, Gloria Solans Teixine y Miriam Suso Carid). Creative Commons.
What is Civic Media? 2011. What is Civic Media?. Cambridge, MA: civic.mit.edu
Select Video Conferences[edit]
Select Videocasts and Podcasts[edit]
Select Websites[edit]
Postill, John. 2010. New media, socio-cultural change and the Manchester School of anthropology. April 16. johnpostill.wordpress.com
Select Wikis[edit]
Webnographers.org. 2010. Webnographer's Books. webnographers.org
Webnographers.org. 2010. Webnographer's Papers. webnographers.org
Webnographers.org. 2010. Webnographer's Syllabi. webnographers.org
Webnographers.org. 2010. Webnographer's Videos. webnographers.org
Select Writers, Researchers, etc.[edit]
Subject's Social Networking Sites[edit]
Tutoring[edit]
Wikimedia Commons[edit]
Wikimedia Commons: https://commons.wikimedia.org/wiki/Main_Page
Wikipedia[edit]
Wikipedia: https://www.wikipedia.org/
Wikiquotes[edit]
Wikiquotes: https://en.wikiquote.org/wiki/Main_Page
Wikisource[edit]
Wikisource: https://wikisource.org/wiki/Main_Page
Wikivoyage[edit]
Wikivoyage: https://www.wikivoyage.org/
World University and School Links[edit]
Free Digital Society: http://worlduniversity.wikia.com/wiki/Free_Digital_Society
Gaming - Digital: http://worlduniversity.wikia.com/wiki/Gaming_-_Digital
Internet Studies: http://worlduniversity.wikia.com/wiki/Internet_Studies
Media Arts and Sciences: http://worlduniversity.wikia.com/wiki/Media_Arts_and_Sciences
Media Lab at WUaS: http://worlduniversity.wikia.com/wiki/Media_Lab_at_World_University_and_School
Media Studies: http://worlduniversity.wikia.com/wiki/Media_Studies
Network Society: http://worlduniversity.wikia.com/wiki/Network_Society
Social Science: http://worlduniversity.wikia.com/wiki/Social_Science
Society, Technology and Science: http://worlduniversity.wikia.com/wiki/Society,_Technology_and_Science
Virtual Worlds: http://worlduniversity.wikia.com/wiki/Virtual_Worlds
Visual Anthropology: http://worlduniversity.wikia.com/wiki/Visual_Anthropology
WUaS Navigation[edit]
Academic Advising at WUaS[edit]
Academic Press at World University and School[edit]
Academic Press at World University and School: http://worlduniversity.wikia.com/wiki/Academic_Press_at_World_University_and_School
Access to Live, or Email, University Technical Expertise[edit]
Ask a question in a specific discipline, or find, for example, a Robotics' or Computer programmer, or Translator, easily and freely.
Additional Categories[edit]
Admissions at World University and School[edit]
Admissions' Department: http://worlduniversity.wikia.com/wiki/Admissions_at_World_University_and_School
Flyer seeking degree-oriented, WUaS students: 'Quaker-informed World University & School seeks friendly, undergraduate students for free, online, Greatest Universities-centric, bachelor's degrees to apply in the autumn of 2013, for matriculation in autumn 2014' - http://scottmacleod.com/WUaSFriendsFlyerforProspectiveStudentApplicants.pdf - and accessible here, also - http://scottmacleod.com/WUaSNoticeArchive.html. WUaS holds open, electronically-mediated, hour-long, monthly business meeting on the second Saturdays at 9 am Pacific Time, in the manner of Quakers - email worlduniversityandschool@gmail.com if you'd like to participate.
Digital and Print catalog
Assistive Technologies[edit]
WUaS plans to anticipate numerous developing assistive technologies for sight-impaired, hearing-impaired, and similar -
Assistive Technologies: http://worlduniversity.wikia.com/wiki/Assistive_Technologies
Blog at World University and School[edit]
http://worlduniversityandschool.blogspot.com/
Bookstore / Computer Store (New & Used) at World University and School[edit]
Bookstore / Computer Store (New & Used) at WUaS: http://worlduniversity.wikia.com/wiki/Bookstore_/_Computer_Store_%28New_%26_Used%29_at_WUaS
with educational electronics, as well; with musical instruments; value pricing ... 2% below market, consistently; available via mail and electronically;
Calendar (Schedule what you'd like to teach)[edit]
Join the World University and School Google + Group to add to its wiki-like calendar to teach an open, free class or course, converse about ideas, and jam (e.g. musically or theater improvisation): https://plus.google.com/u/0/b/108179352492243955816/ .
Careers[edit]
Career counseling: http://worlduniversity.wikia.com/wiki/Career_counseling
Finding / creating a job you really love: http://worlduniversity.wikia.com/wiki/Finding_/_creating_a_job_you_really_love
WUaS Job hunting: http://worlduniversity.wikia.com/wiki/WUaS_Job_hunting
Counseling[edit]
Counseling: http://worlduniversity.wikia.com/wiki/Counseling
Coordinates[edit]
Geodetic datums such as WGS84 or GPS
Geohash keys
... in a virtual world
Credits[edit]
Many thanks to each of you!
Please feel free to hyperlink your name to a location of your choice (or tell WUaS where to link to - worlduniversityandschool@gmail.com). Please do not hesitate to let WUaS know if you think that somebody (including yourself) has been forgotten, now or in the future; please include a URL, which is, of course, one main way identity created on the internet.
Digital To Do[edit]
Brainwave device / Headset
Broadcast to radio frequencies
Broadcast to TV / television
Create EMail group for page
Digital Text to Audio file format (Browse Aloud / Read Aloud?)
MIT OCW Mirror Site Instructions: http://ocw.mit.edu/about/mirror-site-program/mirror-site-instructions/
Publish to DVD
Free Degrees / Credit[edit]
MIT OCW Audio Video Courses: http://ocw.mit.edu/courses/audio-video-courses/
Admissions at World University and School: http://worlduniversity.wikia.com/wiki/Admissions_at_World_University_and_School
Conference Method of Teaching and Learning: http://worlduniversity.wikia.com/wiki/Conference_Method_of_Teaching_and_Learning
The College at World University and School: http://worlduniversity.wikia.com/wiki/The_College_at_World_University_and_School
Ph.D. Degrees at World University and School: http://worlduniversity.wikia.com/wiki/Ph.D._Degrees_at_World_University_and_School
World University Law School: http://worlduniversity.wikia.com/wiki/World_University_Law_School
World University Medical School: http://worlduniversity.wikia.com/wiki/World_University_Medical_School
World University Music School: http://worlduniversity.wikia.com/wiki/World_University_Music_School
WUaS International Baccalaureate Diploma and Programme: http://worlduniversity.wikia.com/wiki/WUaS_International_Baccalaureate_Diploma_and_Programme
(beginning with United Nations' languages - Arabic, Chinese (Mandarin), English, French, Russian, Spanish)
In Google Earth[edit]
Google Earth.
In Virtual World[edit]
(Search on the word 'lists' here, too: http://worlduniversity.wikia.com/wiki/Virtual_Worlds)
3D Learn. 2013. http://www.learningin3d.info/
Active Worlds Educational Universe (AWEDU). 2012. http://www.activeworlds.com
Alice. 2012. http://www.alice.org/
Minecraft. 2012. www.minecraft.net
Edusim. 2013. http://edusim3d.com/
Gifted Kids.ie. 2013. http://www.giftedkids.ie/daynuv.html
ISTE – SIGMS. 2013. http://sigms.iste.wikispaces.net/secondlifeplayground2010
Kaneva. 2014. http://www.kaneva.com/
Open Cobalt. 2013. http://www.opencobalt.org/
OpenSim. 2012. http://opensimulator.org/wiki/Main_Page (http://www.scribd.com/doc/57959626/OpenSimulator-School-Quick-Start-Guide)
Open Croquet. 2012. http://c2.com/cgi/wiki?OpenCroquet and http://www.opencroquet.org/
Open Wonderland. 2012. http://openwonderland.org/
Primary Games. 2013. http://www.primarygames.com/arcade/virtualworlds.php
Quest Atlantis. 2012. http://atlantisremixed.org/ (http://www.youtube.com/watch?v=SZoT3pilNPI).
SimScience. 2012. http://simscience.org/
Second Life - Harvard's virtual island. 2012. http://slurl.com/secondlife/Berkman/115/53/25 - and teach, learn and share ideas - in group voice chat, or in group type chat, and via building.
SmallWorlds. 2014. https://www.smallworlds.com/
There.com. 2014. http://www.there.com/
Twinity. 2014. http://www.twinity.com/en/choose-your-free-avatar
Unity3D. 2012. http://unity3d.com/
WiloStar3D. 2013. https://www.wilostar3d.com/
World of Warcraft in School. 2014. http://wowinschool.pbworks.com/w/page/5268731/FrontPage
Add a learning-oriented virtual world here:
Travel to this virtual island to learn building:
Item Number[edit]
Global ID and Multiple IDs - see https://www.mediawiki.org/wiki/Requests_for_comment/New_sites_system
Labels[edit]
Learning Networking[edit]
Teach and Learn using free Social Networking software to share what courses, etc., you find edifying, what you enjoy learning ....
About Me - World University and School - http://about.me
Academia.edu's World University and School - http://worlduniversityandschool.academia.edu/
Delicious.com's World University and School - http://www.delicious.com/WorldUniversityandSchool
Facebook.com's World University and School - http://www.facebook.com/group.php?gid=48753608141 ('This group may be archived').
Good Reads - http://www.goodreads.com/group/show/99021-worlduniversityandschool
Google + Profiles - worlduniversityandschool@gmail.com - Scott MacLeod - https://plus.google.com/115890623333932577910/
Google + Profiles Company page - worlduniversityandschool@gmail.com - World University and School - https://plus.google.com/u/0/b/108179352492243955816/108179352492243955816/posts
Google Groups' World University and School - http://groups.google.com/group/World-University-and-School
LinkedIn's World University and School - http://www.linkedin.com/groups/World-University-School-4024337
Quora - http://www.quora.com/
Research Gate - http://www.researchgate.net/
Redditt.com's World University and School - http://www.reddit.com/user/WorldUnivandSch/
Tribe.net's World University and School - http://tribes.tribe.net/worlduniversityandschool
Twitter.com's World University and School - http://twitter.com/WorldUnivandSch
Wer Kennt Wen - World University and School - http://www.wer-kennt-wen.de/
World University & School 'subject page' group
World University & School Share This
Yahoo Groups' World University and School: http://groups.yahoo.com/group/worlduniversityandschool/
RSS Feed[edit]
TV-Live Broadcasting[edit]
Broadcast to television
Teach and learn using free TV-Live Broadcasting software to the web:
Google + Hangouts - https://plus.google.com/hangouts
Justin TV - http://www.justin.tv
Livestream TV - http://www.livestream.com
Ustream TV - http://ustream.tv
Video Communication[edit]
Teach and learn using free TV-Live Broadcasting software
iChat - http://www.apple.com/macosx/what-is-macosx/ichat.html
Skype - http://www.skype.com/
Free, group video conferencing
AnyMeeting - http://anymeeting.com/homepage/
Google + Hangout - https://tools.google.com/dlpage/hangoutplugin - http://www.google.com/+/learnmore/hangouts/
Meeting Burner - http://www.meetingburner.com/index?page=signup-v2 – up to 15 connection
ooVoo - http://www.oovoo.com/home.aspx
Paltalk - http://www.paltalk.com
sifonr - free communication - http://www.sifonr.com/
Tokbox | OpenTok - API - http://tokbox.com/opentok
Vyew - http://vyew.com/
Web Huddle - https://www.webhuddle.com/homepage.jsp - http://sourceforge.net/projects/webhuddle/
Zoom.us - Cloud HD Video Meetings - http://zoom.us/
Universal Translator at WUaS[edit]
http://worlduniversity.wikia.com/wiki/WUaS_Universal_Translator
Google Translate language:
Sugar Labs: Translation System language:
The "Universitian" Newspaper at World University and School[edit]
The "Universitian" Newspaper at WUaS
Wiki Software for Courses[edit]
Media Wiki - http://www.mediawiki.org/wiki/MediaWiki
PB Works - http://pbworks.com/
Wet Paint - http://wikisineducation.wikifoundry.com/
Wikia - http://www.wikia.com/Wikia
Wikispaces - http://www.wikispaces.com/
Wikidata / Bots[edit]
http://meta.wikimedia.org/wiki/Wikidata/Bots
World University and School Licensing[edit]
World University and School - like Wikipedia with Greatest Universities' OpenCourseWare - incorporated as a nonprofit effective April 2010 and is a 501(c)(3) tax-exempt, educational organization charity.
World University & School is a community of learners and teachers who value — and are themselves strengthened by — the rich diversity of its participants. In order to cultivate a flourishing teaching, learning and creating conversation in a diverse and complex world, WUaS welcomes all languages, students, families, faculty, board members, and staff with differences based on (but not limited to) race, color, ethnicity, religion, age, gender, sexual orientation, family structure, and economic background.
All content on this site is freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) - http://creativecommons.org/licenses/by-nc-sa/4.0/ .
WUaS: http://worlduniversity.wikia.com/wiki/World_University
Courses: http://worlduniversity.wikia.com/wiki/Courses
Subjects: http://worlduniversity.wikia.com/wiki/Subjects
Languages: http://worlduniversity.wikia.com/wiki/Languages
Library Resources: http://worlduniversity.wikia.com/wiki/Library_Resources
Nation States: http://worlduniversity.wikia.com/wiki/Nation_States
You at World University: http://worlduniversity.wikia.com/wiki/You_at_World_University
Educational Software: http://worlduniversity.wikia.com/wiki/Educational_Software
Museums: http://worlduniversity.wikia.com/wiki/Museums
Research: http://worlduniversity.wikia.com/wiki/Research
Hardware Resource Possibilities: http://worlduniversity.wikia.com/wiki/Hardware_Resource_Possibilities
Frequently Asked Questions at World University & School: http://worlduniversity.wikia.com/wiki/Frequently_Asked_Questions
World University Foundation: http://worlduniversity.wikia.com/wiki/World_University_Foundation
LANGUAGE TEMPLATE: http://worlduniversity.wikia.com/wiki/LANGUAGE_TEMPLATE
MUSEUM TEMPLATE: http://worlduniversity.wikia.com/wiki/MUSEUM_TEMPLATE
NATION STATE TEMPLATE: http://worlduniversity.wikia.com/wiki/NATION_STATE_TEMPLATE
SUBJECT TEMPLATE: http://worlduniversity.wikia.com/wiki/SUBJECT_TEMPLATE
Volunteers at World University and School: http://worlduniversity.wikia.com/wiki/Volunteers
Home: http://worlduniversity.wikia.com/wiki/World_University
For questions, or help editing a page, email: worlduniversityandschool@gmail.com
WUaS's Guidestar.org listing - https://www.guidestar.org/organizations/27-3105368/world-university-school.aspx .
Please donate through PayPal to tax-exempt - 501 (c) (3) - World University and School at
http://worlduniversityandschool.org
Retrieved from "https://wiki.worlduniversityandschool.org/w/index.php?title=Media_Studies&oldid=4574"


See what the latest and greatest version of Android has in store for you!
Android Oreo brings several changes to existing features as well as all new features. Since it first arrived in 2008, Android has been a very fluid bit of software. The mobile space is always evolving and Android has evolved along with it so it could meet the needs of people like us who use it every day.
With the first developer preview of Android Oreo, we got a glimpse of some of the new features. Now that Android 8.0 is final, we know exactly what to expect from the latest version.
New limits on implicit broadcasts (sending "signals" for other apps or activities to act upon), background services (activities of an app that continue to run when it's not on the screen) and location updates (checking to see where you are using Android's location services) are automatic. This means it's easier to build apps that don't have an impact on battery life and the user doesn't have to manage anything.
This is a new area for Android, so developers are encouraged to study the documentation and try out the background execution and location limits before Android Oreo is available for consumer devices. Background execution limits are a pretty big deal, even though we don't see any changes on our screen.
Android N brought a new framework for notifications and ways for developers to use it so we get more information in a space where real estate is at a premium.
With Android Oreo, Google is introducing new Notification channels: grouping notifications together by their type. Notifications are still managed by the app that delivers them, but users can control how things are displayed on a per-channel basis. This way we can decide things like how a news app notifies us or a music player shows a persistent notification. Notification channels is a new way for us to control the rich notifications that Android apps bring to us.
Some of those rich notification changes come in the form of a custom notification when media is playing. Google's examples use the album art or video thumbnail to build a colorful interactive notification.
Notification channels are required if a developer targets their app for Android Oreo, and are an all or nothing affair. If a notification isn't assigned to a channel it won't be displayed.
Google is moving PiP display support to Android phones.
Currently, Android TV has a native PiP display method but handsets use a standard multi-window view versus an overlay. With the new way of doing things, and apps can be designed so that the supplementary window is strictly for content and controls or other bits of app chrome can be placed elsewhere.
With Android Oreo, we can shrink the view of an app into a small secondary window that can be positioned by the user at run time. For example, a YouTube window can be shrunk and moved so that you can take notes in a second app while it's playing.
This also brings a new way to handle screen overlays and methods for a device to launch an app or activity (a portion of an app) on a remote display. An app can run on more than one display at a time, and the developer can decide which screen to launch an app on when the user starts it up.
The Google Pixel Launcher brought adaptive icons, and now Android supports them systemwide and natively.
Options can be given for different shaped masks that define the outside border (think squircles) and icons can be animated. Adaptive icons will be supported in the launcher, shortcuts, device Settings, sharing dialogs, and the app overview screen.
Google has built this out in a way that's easy for developers. They provide an icon as normal and a background, and the system stitches them together using a mask that the home launcher defines.
Additionally, new icons support badges for new content. Called "Notification Dots" they are a lot like badges we've seen before. Google adds things like a preview pane from the home screen you can access from the icon shortcut as well as app-exclusive shortcuts, such as replying to a message.
More: What are Adaptive Icons and why do I want them?
Android Oreo promotes fonts to a full resource type.
This means that fonts can be defined the same way colors and other resources are in application layouts using XML, and developers will have more control over the fonts and style they use. This might mean we can have apps with their own custom fonts without any complicated procedures by developer or users.
Project Treble is a fundamental change in how Android is created and how third party vendors — companies like Qualcomm or NVIDIA — can add their required software outside of the main Android framework. It's a major undertaking and has been a long time coming, but it should alleviate much of the slow update problem we see from companies who make Android phones.
The Pixel and Pixel XL are the only existing phones that will be able to use Project Treble's features, but phones shipping with Android 8.0 or later will have full access. We hope they take advantage of it!
Platform support for autofill means better security and a powerful way for an application to store repetitive information.
With the new Autofill API, a user will be able to choose a source for autofill data, and applications that need to store and retrieve this sort of data no longer will need to act as an Accessibility service. An app like a password manager can bundle its own activity for using the autofill API and we can choose it when we need it much like choosing a new keyboard. An app could also be built that acts as a global storage for autofill data without being associated with any one particular program.
Developers building applications for Android Oreo on devices that support wide-gamut color can now leverage those displays.
Apps like photo editors and image viewers can make use of this, and the developers simply need to enable a setting letting the system know the app is wide-gamut color aware and embed a wide color profile. Some of the support profiles are AdobeRGB, Pro Photo RGB, and DCI-P3.
High-quality Bluetooth audio through the Sony LDAC codec. Your favorite songs will sound even better through Bluetooth connections. The latest developer preview also has support for the AptX codec, so music through Bluetooth can sound better than ever.
NAN (Neighborhood Aware Networking) connectivity using the Wi-Fi Aware specification. Devices with supported hardware can communicate with each other using Wi-Fi without a central access point.
Telecom framework introduces new ways for third-party calling apps to work with each other and with your carrier's special features. New APIs now support apps that don't need to use the universal system phone app to display calling information and this data can be displayed and controlled over Bluetooth.
Android on Chromebooks means we need a better way to use all the features of an app through the keyboard and mouse. Android Oreo focuses on building a better model for arrow and tab key navigation. This is one of those things that are both better and easier for developers and end users.
Keyboard navigation brings the familiar "Meta-Key+Tab" keyboard navigation to Android apps using what's called keyboard navigation clusters, and Pointer capture give an app or game control over the mouse pointer through the default trackpad or an external mouse.
The new AAudio API was built for applications that need a high-performance and low-latency audio path. Audio data can be read and written via normal streams and the AAudio API handles the routing and latency.
The first versions of the AAudio APIs are not yet complete but are a great way for developers who need these features to provide feedback. We want the people building an equivalent of GarageBand for Android to have some say in how the new features work!
Additional tools for developers, like audio focus enhancements and a new volume shaper class will make our music sound even better, and new ways to access media files mean developers can do a lot more with apps that play them.
Android Oreo enables the multi-process mode for WebView components from Nougat as the default and adds a new set of APIs that provide version information, better ways to terminate a web view window, a method to determine the priority of rendering a web view, and the Google Safe Browsing API.
These make applications that use web development languages better stability and security, and users will benefit if developers enable Google Safe Browsing for remote URLs.
Android Oreo supports new Java Language APIs, including the new java.time API introduced with the latest version of Java 8. Optimization for the new runtimes is also included for better performance and stability in apps designed for Android Oreo.
If you're interested in developing apps for Android 8.0, this is just the tip of the iceberg. Visit the Android Developers blog for the full scoop on the changes and example code.
Updated August 2017 with the final version of the change log for Android O.


February is "Movies You Love Month" and there's no better way to spend a Friday night than watching a free movie in The Square!
We asked our Facebook friends to vote on which movies the want to see again so, on Friday, February 8th, grab a blanket or lawn chair to watch Inside Out on our 24' X 14' hi-definition screen with surround sound!
Stop by one of Memorial City's great restaurants or food court beforehand, or enjoy the movie from the patio of either Maggiano's or The Cheesecake Factory for the ultimate dinner-and-movie night!
Get in Touch. We would love to hear from you.


Acts 16:1 Paul went first to Derbe and then to Lystra, where there was a young disciple named Timothy. His mother was a Jewish believer, but his father was a Greek. 2 Timothy was well thought of by the believers in Lystra and Iconium, 3 so Paul wanted him to join them on their journey. In deference to the Jews of the area, he arranged for Timothy to be circumcised before they left, for everyone knew that his father was a Greek. 4 Then they went from town to town, instructing the believers to follow the decisions made by the apostles and elders in Jerusalem. 5 So the churches were strengthened in their faith and grew larger every day.
This shows a great quality in the life of young Timothy, being willing to be circumcised. He did not have to be circumcised to be saved but for the sake of not offending some people he would eventually minister to, he humbled himself and did what was best for Father God's Kingdom.
I'm thankful for those types of people today, who will forfeit their rights to keep peace and bring peace to Father God's Kingdom. The good news is this: when we humble ourselves for the Kingdom, great will be our reward. There is an old saying I've said many times, you can be 100 % right but still be 100% wrong. Friend, if I have to choose, I want to be right in the sight of Father God who not only sees my actions but also knows my heart.
We, as children of God, must always make decisions which are good for the Kingdom of God; we must make decisions which do not bring a reproach on His Word and His Church. Maybe you might be able to go to a certain place and it not be a sin but friend it can damage your reputation so quickly. We are in this world but we must separate ourselves from this world and be different because we are different. The Bible commands us to shun the very appearance of evil.
Timothy could have said, I don't have to be circumcised, I'm saved by grace not works but because it was better for the Kingdom, he submitted his own will to what was best for that situation and those whom he would be ministering to. Remember you never sacrifice anything in Father God's kingdom that you will not be rewarded for. Timothy became a very important person in the life of the early church but it all started with humbling himself and coming under spiritual authority.
No doubt Paul and Silas were probably astounded at the fact that the Holy Spirit led them not to preach in Asia, Mysia and Bithynia but they willingly obeyed His voice. We must never forget, we only see the corner but God sees around the corner. To this day, we still are not sure why they were not allowed to evangelize this area at this time but rest assured there was a purpose. There is a promise in the Word of God that declares: If you are willing and obedient then you will eat the good of the land. Friends, It's not just our actions but also our willingness to follow the leading of the Holy Spirit.
9 That night Paul had a vision: A man from Macedonia in northern Greece was standing there, pleading with him, "Come over to Macedonia and help us!" 10 So we decided to leave for Macedonia at once, having concluded that God was calling us to preach the Good News there.
Because they were willing and obedient to obey the Holy Spirit, it opened up a supernatural experience for Paul. He had a vision that would impact a nation and his ministry. We must simply learn to TRUST GOD in every area of our lives even when we do not know the purpose behind His commandment to us. This was a call to preach the gospel in an extensive pagan land, amid many trials and dangers. To this call, notwithstanding all this prospect of danger, Paul and Silas cheerfully responded, and gave themselves to the work. Paul and Silas were not looking for an easy way, they simply wanted to walk in obedience to the will of Father God for their lives.
Prayer Points: Pray for the wisdom and strength to be obedient to the voice of the Holy Spirit and to those in authority over us even when we don't understand why.
Acts 15: 36 After some time Paul said to Barnabas, "Let's go back and visit each city where we previously preached the word of the Lord, to see how the new believers are doing."
I love their spirit. They were not just interested in getting people saved but really engaged in making sure the new believers were continuing their spiritual walk with the Lord. For too many years, leaders have been more concerned about numbers than they are about people continuing along their spiritual journey. It's not just enough to begin; we must continue growing in Christ.
Friends, we as the body of Christ, are responsible for the rest of the body, not just the ministers. Ministers cannot take care of the whole body but it's their duty to train and equip others to care for the body. Too many times believers rely too much on the ministers to do all the work of the ministry but every believer is called and anointed to minister to others, to disciple others, to help others. The whole body of Christ must learn to be involved in ministry, using their gifts and talents in the Kingdom.
Eph 4:11 Now these are the gifts Christ gave to the church: the apostles, the prophets, the evangelists, and the pastors and teachers. 12 Their responsibility is to equip God's people to do his work and build up the church, the body of Christ.
This is how the church was supposed to function; everyone doing their part but somewhere we began to miss it and thought the gifts God gave to the church were supposed to do all the work of ministry.
I want Acts again! I want to see the supernatural manifestation of God's power and glory over this region but if that is to happen, we must get back to what how the church functioned in the book of Acts.
Acts 6:2 So the Twelve called a meeting of all the believers. They said, "We apostles should spend our time teaching the word of God, not running a food program. 3 And so, brothers, select seven men who are well respected and are full of the Spirit and wisdom. We will give them this responsibility. 7 So God's message continued to spread. The number of believers greatly increased in Jerusalem, and many of the Jewish priests were converted, too.
In every believer there are talents Father God has imparted into them for work in the ministry of Father God's Kingdom and in the local body. When the ministry gifts (pastors, teachers, evangelists, prophets, apostles) do all the work, other people's talents are not released and soon they will become spiritually oppressed because they are not able to release their talents. We must release people within the body of Christ to minister to the body of Christ.
This devotion goes out to different churches and to many people so I try to keep all the devotions applicable to everyone. If you have a gift or talent that is not being used, please go to your pastor to let him know you are willing to use the gift Father God has given you in the local body of Christ. We all want to hear the words WELL DONE when we meet Jesus but He can't say WELL DONE if we have not DONE WELL with the talents He gave us.
Please hear my heart when I say this, sometimes what we like to minister (or be involved) in ministry which is not what we are gifted to do. Make sure when you go to your spiritual leader and offer your ministry gifts, that you are gifted for what you have volunteered to do. I love to sing but I'm not gifted to sing so I sing in private. Maybe you love teaching but that doesn't mean you are gifted to teach. Your gift will make room for you in each local body but stay within your gifting. I've seen people trying to help with students who were not gifted for that purpose and it created misery for the person and chaos for those involved. I've heard people want to sing but couldn't carry a note and it didn't bring harmony. When you find your place of ministry, your gifting will develop even more and you will begin to feel complete in your ministry assignment. Everyone needs to take a Ministry Gift Testing (we have one if you need it) to find out where your spiritual gifting lies. If you want to be a hostess but you do not have the gift of being hospitable, then we need to find your true gifting or it will create confusion.
This devotion just seem to flow this morning, seemingly away from the text but I know it's God's for this week to all of us.
Prayer Points: Father God give me a passion for ministry that goes with the talents you have placed deep inside of me. Guide me into the ministry path in my local church that you have for me.


text:
← Call for Expressions of Interest to review the ICD revision process
HHS issue Final Rule: ICD-10-CM compliance deadline set for October 1, 2015 →
Summary of responses from WHO re: Bodily distress disorder, Bodily stress syndrome, Bodily Distress Syndrome
July 29, 2014 by admindxrw
Post #313 Shortlink: http://wp.me/pKrrB-3YR
Screenshot: ICD-11 Beta drafting platform, public version, July 31, 2014; Chapter 06 Mental and behavioural disorders: Bodily distress disorder.
Joint Linerarization for Mortality and Morbidity Statistics view selected; "show availability in main linearizations" view selected. Categories designated with three coloured key hover text: "In Mortality and Morbidity, Primary Care High Resource, Primary Care Low Resource. Categories designated with single blue key hover text: "In Mortality and Morbidity."
Summary of responses from Dr Geoffrey Reed, WHO
On July 23, I submitted an analysis and four questions via the ICD-11 Beta drafting platform for the attention of the Managing Editors for Topic Advisory Group (TAG) Mental Health, the advisory group that is revising ICD-10's Chapter V.
A copy has been posted in Dx Revision Watch Post #311: Questions raised on ICD-11 Beta draft re: Bodily distress disorder http://wp.me/pKrrB-3Yh
Comments and suggestions submitted by registered users of the ICD-11 Beta drafting platform are screened and forwarded to the appropriate TAG Managing Editors for review.
I also sent a copy of my comments to Dr Geoffrey Reed. Dr Reed is Senior Project Officer overseeing the revision of the ICD Mental and behavioural disorders chapter.
On July 24, I received a response from Dr Reed, via email.
Dr Reed's responses do not address all the points I had raised via the Beta platform and in my covering email. I am providing a summary of selected of Dr Reed's responses, below.
I had also drawn Dr Reed's attention to the absence, since early 2013, of the three G93.3 terms from the public version of the Beta draft and collective concerns for ICD Revision's failure, to date, to respond to multiple requests to provide an explanation for the continued absence of these terms from the Beta draft and to clarify ICD Revision's intentions and proposals for the classification of these three ICD-10 terms within ICD-11 [i.e. chapter location(s), parent code(s), hierarchies, Definitions, Synonyms, Inclusion terms etc.].
Dr Reed provided the following information on July 24:
The placement of ME and related conditions within the broader ICD-11 classification is still unresolved.
There has been no proposal and no intention to include ME or other conditions such as fibromyalgia or chronic fatigue syndrome in the classification of mental disorders.
That ME and related conditions be clearly identified as NOT being part of this section of the classification could be made absolutely clear through the use of exclusion terms.
However, Dr Reed will be unable to request that exclusion terms be added to relevant Mental and behavioural disorders categories (e.g., Bodily Distress Disorder) until the conditions that are being excluded exist in the classification. At such time, he would be happy to request exclusion terms.
ICD Revision is currently involved in testing the proposals of the ICD-11 Primary Care Consultation Group* in primary care settings around the world, in part to compare how they work with the proposals of the ICD-11 Expert Working Group on Somatic Distress and Dissociative Disorders**.
Whether the primary care proposal ends up capturing specific groups of patients in primary care who are likely to have underlying medical conditions will certainly be one of the issues for examination and further discussion. Study data would be used as a basis for modifying proposals.
That he considers my analysis is accurate.
That it is not WHO policy to make research protocols for field trial studies that are planned or currently being implemented publicly available for comment.
Details of the study methodology at the time the data are published are expected to be provided, in order that others may examine and critique the methodology, their interpretation of results and their subsequent decisions based on the studies.
Further modifications of the proposals will be based on data evaluation, and justifications made available.
In due course, ICD Revision will make more detailed diagnostic guidelines for all Mental and behavioural disorders available for review and comment before they are finalized, but ICD Revision is not yet ready to do that.
Dr Reed will notify me when that occurs, but anticipates this will be before the end of the year and considers there is plenty of time for review as the approval of ICD-11 is now currently planned for May, 2017.
Dr Reed's purview does not extend to the section on classification of Diseases of the nervous system or other areas outside the Mental and behavioural disorders chapter, and is therefore unable to provide any information related to how these conditions will be classified in other chapters***.
He is unable to comment about the management of correspondence by other TAG groups**** and signposts to another member of WHO staff [a senior classification expert who had been copied into the joint organizations' letter to WHO/ICD Revision, in March].
* Back in 2012, the ICD-11 Primary Care Consultation Group (the PCCG) were proposing a disorder construct that presented a modified version of the Fink et al (2010) Bodily Distress Syndrome (BDS) construct which, at that point, the Primary Care group were proposing to call, "Bodily stress syndrome (BSS)."
The PCCG hasn't published a progress report since 2012 and the group's current proposals are not available for scrutiny. If a modified version of BDS is currently being proposed by the PCCG, it isn't known what changes have been made to the group's proposals since the Lam et al paper was published in 2012, a paper which is now in the public domain [1].
An editorial co-authored by Prof David Goldberg, in June 2013, implied that Prof Goldberg, at least, was advancing that BDS should be progressed to ICD-11 field testing. It is unclear from Dr Reed's responses to what extent the PCCG's most recent proposals correspond to the disorder descriptions and criteria for Fink et al's, already operationalized, BDS, or whether the group has retained the "BSS" disorder name for the purposes of the field tests and a modified construct/criteria set.
** In 2012, the ICD-11 Expert Working Group on Somatic Distress and Dissociative Disorders (the S3DWG) were proposing an alternative and divergent disorder construct that had good concordance with DSM-5's Somatic symptom disorder, and poor concordance with Fink et al's BDS [2].
Perversely, the S3DWG were proposing to call their disorder construct, "Bodily distress disorder (BDD)" – a term already used outside ICD Revision, interchangeably, with Bodily Distress Syndrome [3].
It is the S3DWG's BDD disorder construct that has been entered into the ICD-11 Beta drafting platform.
The Beta draft entry for BDD has recently had characterizations inserted for three BDD severity specifiers: BDD, Mild; BDD, Moderate; BDD, Severe. This post (which was written before I received responses from Dr Reed) sets out these recent additions to the draft in the context of the two divergent sets of proposals: Definitions for three severities of Bodily distress disorder now inserted in ICD-11 Beta draft, July 19, 2014 http://wp.me/pKrrB-3X9
*** This February 8, 2014 post: http://wp.me/pKrrB-3IX tracks the history of the progression of the three ICD-10 G93.3 categories, PVFS, (B)ME and CFS within the ICD-11 drafting platform, from May 2010 to early 2013.
Under the subheading "So why have these three ICD-10 terms disappeared and why is ICD Revision reluctant to respond?" I have suggested a number of potential reasons for the current absence of these three terms from the Beta draft.
**** On March 17, a joint letter signed by Sonya Chowdhury, CEO, Action for M.E., Annette Brooke MP, Chair, All Party Parliamentary Group on M.E., The Countess of Mar, Chair, Forward M.E. and Dr Charles Shepherd, ME Association, was sent to key Topic Advisory Group for Neurology members and copied to WHO's Dr Margaret Chan, Dr Geoffrey Reed and Dr Robert Jakob.
The letter had requested, inter alia, clarification for the absence of the three ICD-10 G93.3 terms, Postviral fatigue syndrome, Benign myalgic encephalomyelitis and Chronic fatigue syndrome from the public version of the ICD-11 Beta drafting platform.
Prior to early 2013, in the public version of the Beta draft, Chronic Fatigue Syndrome had been listed in the Beta Foundation Component as an ICD Title entity under the Diseases of the nervous system chapter, with Benign Myalgic encephalomyelitis specified as an Inclusion term to Title term CFS, and Postviral fatigue syndrome listed under Synonyms to Title term, CFS.
The joint letter can be read here:
http://www.actionforme.org.uk/Resources/Action%20for%20ME/Documents/get-informed/who-icd-11-letter-17-3-14-sc.pdf
At the July 1 meeting of the APPG on M.E. it was agreed that in the absence of a response, Annette Brooke MP (Chair) would follow up the correspondence. Minuted here (under 3 Matters arising; d) ICD-11):
http://www.meassociation.org.uk/2014/07/minutes-of-the-appg-on-me-meeting-and-the-agm-held-on-1-july-2014/
I have advised Sonya Chowdhury, Dr Charles Shepherd, Neil Riley and Jane Colby of Dr Reed's responses and suggested that Annette Brooke MP is updated.
Forthcoming Symposium:
In September, Professor Oye Gureje, who chairs the ICD-11 Expert Working Group on Somatic Distress and Dissociative Disorders, will be presenting on "Proposals and evidence for the ICD-11 classification of Bodily Distress Disorders" as part of series of symposia on the development of the ICD-11 chapter for mental and behavioural disorders, at the World Psychiatric Association XVI World Congress, in Madrid, Spain, 14–18 September 2014.
1. Lam TP, Goldberg DP, Dowell AC, Fortes S, Mbatia JK, Minhas FA, Klinkman MS: Proposed new diagnoses of anxious depression and bodily stress syndrome in ICD-11-PHC: an international focus group study. Family Practice (2013) 30 (1): 76-87. Full free text: http://fampra.oxfordjournals.org/content/30/1/76.long
2. Creed F, Gureje O. Emerging themes in the revision of the classification of somatoform disorders. Int Rev Psychiatry. 2012 Dec;24(6):556-67. http://www.ncbi.nlm.nih.gov/pubmed/23244611 [Full text behind paywall]
3. Fink P, Toft T, Hansen MS, Ornbol E, Olesen F. Symptoms and syndromes of bodily distress: an exploratory study of 978 internal medical, neurological, and primary care patients. Psychosom Med. 2007 Jan;69(1):30-9.
Caveats: The ICD-11 Beta drafting platform is not a static document: it is a work in progress, subject to daily edits and revisions, to field test evaluation and to approval by ICD Revision Steering Group and WHO classification experts. Not all new proposals may survive ICD-11 field testing. Chapter numbering, codes and Sorting codes currently assigned to ICD categories may change as chapters and parent/child hierarchies are reorganized. The public version of the Beta draft is incomplete; not all "Content Model" parameters display or are populated; the draft may contain errors and category omissions.
Filed under Bodily distress disorder, Bodily distress syndrome, Bodily stress syndrome, David Goldberg, ICD-11, ICD-11 Beta Draft, MUS, Per Fink, Somatic Symptom Disorder, Somatoform Disorders Tagged with bodily distress disorder, Bodily distress syndrome, bodily stress syndrome, david goldberg, icd classification system, icd-11 beta draft, medically unexplained symptoms, per fink, somatic symptom disorder, WHO


Discover condominiums for sale in zip code 33767 Clearwater, Florida (Pinellas County). We know it's important to discover Residential Listings. Condominiums that fit your specifications. Our website is designed to save you time and freely browse houses for sale using our MLS Real Estate Listing database.


Last week was a wonderful opportunity to celebrate all fathers and father figures in the lives of our community across our three Campuses. Thank you to the many men who came to share these special moments at the Marian and Lavalla Campus Fathers' Day liturgy and prayer assembly.
We have a newly formed triplet of Newman Mums who meet around their kitchen table for 1 hour, once a fortnight to pray for their children, their children's friends, teachers and our wider school community. They are looking for other like-minded Mums who would enjoy praying together in a relaxed environment over coffee (and sometimes cake!). Click here to read more.
In Week 6, 24 Year 11 Remar Blue Rowers (students) embarked on a week-long Solidarity Camp to Mullewa, Western Australia. The camp was designed to help the Rowers understand solidarity through lived experience and helping them to realise that they have the capacity to be the 'hands and feet of Christ'. Click here to read more and see more photos from the camp.
Angela and Sabastian from 24:7 Youth Ministry would like to thank the 22 young people who came along to the Floreat / Wembley Youth Group last Sunday. The Youth Group meets each Sunday night (6.00pm – 8.00pm) in the Parish Centre for all young people in Years 6-12. This week's Youth Group is going to be another terrific night, and Angela and Sabastian would love to see you all there! Don't forget to bring 5 friends to win a block of chocolate!
This will be a great night of fun, games and free pizza for the whole family! If you are interested in attending, please contact Angela or Sebastian so that they can organise a table for you! Call Angela 0455 960 174 or Sebastian 0403 230 395 for more information.
When your child has received the Sacraments of Reconciliation, First Communion or Confirmation, please send a copy of their Certificate from their Parish to Newman College Registrar, Flora Hughes Flora.Hughes@cewa.edu.au College records can then be updated and a card of congratulations can be presented to your child at Assembly.


The Broken Kilometer consists of 500 brass rods each 2m in length and 5cm in diameter, so that end to end they would stretch for a kilometre. The installation is viewed from on end of the space and the spacing between the rows increases by 5mm from 80mm at the front of the space to 580mm at the back, tricking the eye which reads this as an even spacing throughout but with increasingly thin rods. De Maria has played visual tricks like this in other works too, including the The Equal Area Series (1976-77), which distorts the perspective of the space it's seen in.
The second long-term installation by De Maria in SoHo is The New York Earth Room, a large room space at 141 Wooster which is contains 250 cubic yards of earth. That is to say, the earth is nearly two foot deep across the 3,600 square feet of floor space. That's a lot of earth. In fact it's 280,000 lbs of earth. There are lots of weights and measures to be listed for The New York Earth Room, but for me – though I really like the ready availability of the figures – in the end it's all about how the room looks and the earthy smell of the place.
The Broken Kilometer is located at 393 West Broadway. The New York Earth Room is located at 141 Wooster Street. Both are maintained by the Dia Art Foundation.
This entry was posted in Installation and tagged art, Broken Kilometer, Dia Art Foundation, Equal Area Series, installation, New York Earth Room, SoHo, Walter De Maria by Ann Jones. Bookmark the permalink.


I have been an armchair permaculturalist for many years, leafing through photographs of dirt lots transformed into gardens of eden, dreaming of one day turning my yard into a thriving ecosystem of gourmet stature. This Spring I committed to taking my dream out of the house and into the yard.
Yesterday my six trees arrived in a cardboard box, packed with damp shredded newspaper, postmarked the day before. As per the instruction sheet I rushed to get them into the ground, mixing the innoculant with the soil as I went and watering them deeply when I was finished. I was a bit nervous about last night's sub-zero temperatures, but aside from one of the elders, the trees seem to be unscathed. If all goes well my six trees will grow up and in a few years they'll start bearing fruit and there will be one more local source of food for my household and the households of my furred and winged neighbour.
I am thinking of a small tree for the front yard though… must check this site out. Thanks for sharing this wonderful idea.
We've been living in our present house(Ottawa) for nine years. We inherited a mature apple tree, and have planted pear, crab apple, blackberry, gooseberry and rhubarb. Of these only the blackberry has not done really well. The gooseberries are a revelation- several pounds of fruit the first year, and a constant and helpful habit of self-rooting the drooping branches. The birds love them, too. Oh, and they taste so good!
All our purchases were made locally and cheaply. I'd love to add a nut tree, but no room at present.
Yes ! As Joni said, we've got to get back to the garden. I think it also makes one more aware of what gets put into the ground, water & air because we end of up eating it.
I'm really curious to know how your Swiss stone pine is doing almost 5 years later… I'm trying some permaculture down by Gananoque, and looked at Rhora's page for nut-pines. Any success with the tree?


text:
Interview with Leo Popov, founder at TrueCare24
Josiah Motley · March 12, 2021 · Short URL: https://vator.tv/n/51f9
A look at how companies are handling Covid-19 and what responsibility they have towards employees
Image: Unsplash
When Covid-19 first started spreading across the globe a year ago, many businesses and schools came to a screeching halt. It didn't take long for businesses to adapt, however, adopting work-from-home structures and staggering who came into the office and when.
Now, with a vaccine starting to roll out in the US and across the world, employers are starting to get people back in the offices, but there is still a lot to be desired - mainly, making sure everyone is safe and that people are protected.
Backed by 500 Startups, TrueCare24 is one company helping tackle the issue of workplace COVID-19 testing and vaccination.
I had the chance to interview Leo Popov about TrueCare24 and learn more about the company, how its platform works, and what role employers play in testing and vaccinations. You can read the full interview below.
Image: Canva
Please introduce yourself and your role with TrueCare24?
My name is Leo (short for Leonid). I was born in Russia, where I graduated and got my first work experience. Since that time, I have mastered my professional skills working for major FMCG companies. My next professional step coincided with my move to San Francisco, where I got a great opportunity to collaborate and grow TrueCare24.
This company stands apart from other third-party Covid-19 testing services for businesses, with the largest network of more than 100K testing providers and labs throughout the U.S. This network enables TrueCare24 to leverage economies of scale, to offer high-quality (near 100 percent accuracy), low-cost testing services including temperature and symptom check and actual P.C.R.-based testing, as well as antigen testing which can produce results in as little as 10-60 minutes. It was a great opportunity for me to bring my ideas to the table and be part of some sort of breakthrough.
Since joining, I've been focused on product development, innovations, growth, and marketing functions.
What inspired the creation of the company?
We all struggle with balancing our busy lives and the things that matter the most: family, friends, and professional passions, and wasted time is especially frustrating. When you or a family member get sick, you've got to go through the hurdles of traditional healthcare, and it's just not practical for working professionals who also have families.
At TrueCare24 we all value families and believe that our loved ones should be able to get high-quality care regardless of their income and status. This is how the TrueCare24 mission was created.
It offers flexible options for consumers which include single-visit and subscription plans.
In just a couple of sentences, what can TrueCare24 offer now in the pandemic?
Although at the beginning of pandemic, TrueCare24 was mainly offering services such as temperature checks and onsite COVID-19 testing, now its capabilities may play an important role in the anticipation of employers involved in the mass vaccination effort.
How do you use tech to better serve your clients' needs?
We live and work in an incredibly competitive and technologically advanced environment; application updates and new platforms are introduced almost every day aimed at improving people's lives. At TrueCare24 we constantly keep track of our customers' needs and wants in order to offer them the best solutions in the market.
We built our company on one simple idea: our loved ones should be able to get high-quality care regardless of their income and status. In order to make something unprecedented come to life, we need concerted effort. Regarding AI as one of the key features of our platform, we have an app that enables online round-the-clock monitoring of each client's state of health. In other words, the app helps both employers and employees to simplify the process of managing COVID self-control and also track vaccination logistics. For instance, our app features a digital alarm that reminds you about the next shot.
Pivoting to COVID-19, how are you working with companies to help with testing and vaccinations?
TrueCare24 offers a full range of Onsite Coronavirus Control Services for Businesses, available across the entire U.S.
Our network comprises over 100,000 providers. When it comes to the vaccination, we are completely ready to organize and implement vaccination events and enable vaccination tracking for each individual.
Do you believe it is the workplace's responsibility to test and vaccinate? Or are you just filling in a gap that you saw?
I believe it is becoming an important responsibility of each organization to provide easy access to health and wellness services including tests and vaccinations on-site. It is less time-consuming to have one vaccination event, as opposed to each individual going elsewhere on their own.
Plus in this case, the organization can be sure that those that require/want to be vaccinated did that. This is one of the ways to bring the workforce back to physical workplaces safely.
How can workplaces best tackle the challenges of cost and complexity? Who should pay – workplaces or private insurers?
We see a strong interest from many organizations we service currently. First, organizations started with temperature checks, then added COVID-19 testing, and adding vaccination is another natural step for them.
TrueCare24 has been helping with these activities and is ready to help with mass vaccination being administered on-site as well. COVID-19 is surely a global challenge and only through collaboration with employers, health insurers, and local communities will we be able to win.
How is your WorkSafe Platform helping with this and does it serve additional functionality past COVID-19 testing/vaccination?
First of all, our platform is user-friendly. WorkSafe is designed to make COVID-19 self-checking as simple as possible both for employees and employers.
Our newly developed Covid-19 HealthTracker will help companies track the doses and dates in which the vaccines should be administered. The Covid-19 HealthTracker will be available in our WorkSafe app in the next couple of months.
Anything you'd like to close with?
We're very excited to extend the accessibility of the WorkSafe platform, while simultaneously expanding its functionality. One of the biggest challenges to mass vaccination is getting the right manufacturers' shots into the right arms at the right time.
By making it easier for employers to track the doses and dates on which vaccines should be administered, we're helping organizations fulfill the responsibility of providing easy access to health and wellness services, including vaccinations on-site.
What's next for TrueCare24?
We believe that our technology can promote wider and better social inclusion. In other words, I tend to think that this platform will still be in demand in the future, even after the mass vaccination as manufacturers will want to remain socially-oriented.
Josiah Motley
Contributor at various blogs, with a focus on tech, apps, gadgets, and gaming.
Read more from our "Interviews" series
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A look at big data, the importance of high-quality data, and where it's heading
Interview with Stephen Cognetta, co-founder of Exponent
Exponent provides mock interviews for people looking to enter the tech field
Ro's Director of Clinical Research talks clinical trials and how the company can help
Last week, the company partnered with the NIA to set up a registry for Alzheimer's trials


Last week, while testing a .NET application in iPad, got an issue.
Debugging within iPad is tedious (as we know). So, installed Safari browser in desktop and tried loading the same page.
Cannot find the reason for the problem. Only difference to this service is, that it is the only lengthy service. It took nearly 12 sec. Also noticed that, "async: false" flag was set. Due to the copy of code from different place. This flag makes the script engine to wait in that code execution for about 12 seconds. That causes the interruption of code execution.
Now it worked perfectly fine.
Same day, after fixing this issue, a button click to move all the selected items from one drop down to another drop down was not working only in Safari browser.
Now it worked in Safari too.