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Home People Ministry Staff
Pastoral Staff 4
Ministry Staff 11
Administrative Staff 10
Meet the staff who helps connect you to the various ministries of First United Methodist Allen.
Youth Ministry Director
Ed Whipple
edw@fumcallen.org
Ed Whipple, our director of student ministries, serves to guide our students in their journey with Jesus Christ. "I value the role of the church, and I desire to do my part in helping raise generations of believers in Christ." He has directed numerous youth events, including local and international mission trips,camps, and retreats. Throughout his career, he's been involved with the following organizations in support of youth, college, and young adult ministries: Youth Specialties UM ARMY JUMMP Big House Mountain…
Mid-Childhood Ministry Director
April Kwan
AprilK@fumcallen.org
April Kwan serves FUMC Allen as our director of mid-childhood ministry, leading the discipleship process for our children in grades 3-6, including our sixth grade On Deck program. She is also our connection to our Treehouse Special Needs Ministry. April previously served FUMC as our youth ministry assistant. After growing up in a small town in Arkansas, she attended Texarkana College where she studied office administration. She also taught preschool at Children's Creative Playday here at FUMC. April and her…
Early Childhood Ministry Director
Trish Morehead
TrishM@fumcallen.org
Trish Morehead is our director of early childhood ministry, developing a foundation of faith with our littlest disciples, birth-second grade. She will also guide our church in connecting with our preschool, Children's Creative Playday. Morehead is a graduate of the University of North Texas with a degree in early childhood education. She is a former kindergarten and preschool teacher. She has a heart for working with children and seeing them grow in their faith community. Trish is a long-time resident…
Care and Support Director
Ruth Swingle
RuthS@fumcallen.org
4Ruth Swingle is our Director of Care and Support and Senior Adults. She coordinates and shares with the pastoral staff any prayer or member concerns expressed. The Care and Support team involves many volunteers that assist with visits, cards, care and prayer. She is a trained Stephen Minister and Stephen Leader. A lifelong Methodist and a daughter of a church secretary, Ruth learned at an early age the importance being active in a church. Ruth and her husband, Dennie, have…
Discipleship Director
Susan Hale
SusanH@fumcallen.org
Susan Hale has been on staff at FUMC Allen since 2010 and has served as the Director of Adult Discipleship since June 2016. She enjoys helping people grow in their faith by finding the right group to journey with. She also loves cultivating new leaders for Faith Academy and Sunday school classes. Susan grew up in Virginia Beach, VA. She earned her bachelor of arts in English from Old Dominion University in Norfolk, VA. She recently completed her United Methodist…
Sports Ministries Director
Matt Cobb
mattc@fumcallen.org
Matt Cobb brings passion, energy, and enthusiasm to his role as Director of Sports and Recreational Ministry. His extensive background in physiology, sports medicine, and exercise science will expand our sports ministry program here at FUMC Allen. He truly sees sports ministry as a way where individuals of all ages can come together to compete, engage, and grow spiritually with one another through the pathway of sports. Matt comes to us from Austin, Texas, via Texas State University in San…
Worship Accompanist
MJWright@fumcallen.org
Myung-Jin (MJ) Wright joined our staff as our worship accompanist in August 2019. She earned her bachelor's and master's degree in piano performance from the Juilliard School of Music in New York City. She has been pursuing a doctorate of musical arts at the University of North Texas (UNT) in Denton since 2012. MJ has worked as a staff pianist at the Juilliard School of Music, National University of Singapore, and Singapore Lyric Opera. She has also served as a…
Resonate Praise Team Directors
Dawn & Scott Horton
dawn@horton.net
Dawn and Scott serve as contemporary worship leaders and directors of the Resonate Praise Team. They have enjoyed leading Resonate since 2003, and feel blessed to worship and encounter God each week with the congregation, not to mention serve alongside an amazing team of musicians who love the Lord and one another. The Hortons are long-time members of FUMC – Dawn was raised in our church – and they especially now appreciate the opportunity to raise their own two children,…
Assistant Youth Minister
Tori Cantu
ToriC@fumcallen.org
Tori Cantu serves as our assistant youth minister. She attended FUMC Allen before moving to Kansas to study at Tabor College on a soccer scholarship. At Tabor, she received her Bachelor of Arts in psychology. While in college, Tori served with Project Transformation in Sherman/Denison and found a passion for working with youth and young adults. Most recently, she was a summer intern at Creekwood UMC and discovered a calling to youth ministry. Tori loves sports, fishing, and gaming. She…
DARING Youth Choir Accompanist
Cassidy Thomson
CassidyT@fumcallen.org
Cassidy Thomson is serving as the accompanist for the DARING Youth Choir for the 2019-20 school year. She accompanies the choir on piano at all rehearsals and performances, including the annual youth musical production. Cassidy has been a member of FUMC Allen since sixth grade and was involved in the DARING choir and youth orchestra as a teenager. She recently graduated from Texas A&M with a bachelor's degree in psychology and minors in mathematics and business. She plans to return…
Special Kids Ministry Coordinator
Susanne Means
SusanneM@fumcallen.org
Susanne Means grew up in Houston, TX, and earned her bachelor's degree from the University of Texas in Austin. After moving to Ft. Collins, Colorado, she earned her teaching certificate from Colorado State University. She returned to Texas where she met her husband, Mark. They have been married 18 years and have two sons, Cameron and Matthew. She worked as a special education teacher in Allen for 14 years and now works for the Collin County Tax Assessor in Plano.


Kim leads by a shot over Abraham Ancer, J.T. Poston, Brian Stuard and Jhonattan Vegas. He's two ahead of a group that includes Rickie Fowler and Jordan Spieth.
''Besides having a fever last night, and dealing with allergies right now, I mean, withdrawing crossed my mind last night,'' Vegas said.


text:
Ho giurato di ucciderti (La venganza) è un film del 1958 diretto da Juan Antonio Bardem, presentato in concorso all'11º Festival di Cannes.
In Spagna è stato però presentato solo l'anno seguente a causa di numerosi problemi con la censura, il regista è stato anche portato in carcere.
È stato il primo film spagnolo ad essere nominato all'Oscar al miglior film straniero nell'edizione del 1959.

Trama
Luis torna a casa dopo aver passato anni in prigione per un crimine da lui non commesso. Vorrebbe vendicarsi ma per racimolare i soldi dovrà prima lavorare per il vero responsabile del delitto.
L'amore per la bella Andrea forse gli farà cambiare idea.

Note

Collegamenti esterni

Film drammatici

redpajama_set_name: RedPajamaWikipedia


Hermès' "Carmen" tassel key chain comes in the brand's signature orange colour. Keep your keys organized with this colourfully and luxurious leather key chain. Clip it to any handbag or keys. Makes for a great gift idea.
Hermès orange leather fringe "Carmen" keychain with silver tone key ring. Includes original box.
Measurements: Tassel length 2.6", ring diameter 1", total length 4.5"


text:
Q: Exponential Decay Question: The Half-Life of Cesium-137 is 30 Years. Suppose We Have a 100-mg Sample. (a) Find the mass that remains after t years?
t = 30
$P_o=100$
The equation for decay is $P_oe^{kt}$
How do I find the relative growth rate?
So after realizing that the half the amount of 100mg would be 50mg I placed the 50 mg in my formula as the result. Thus,
$50 mg=100e^{k30}$
I divided both sides by 100:
$\frac{50}{100}=\frac{100e^{k30}}{100}$
$ln\ 0.5=ln\ e^{k30}$
$\frac{ln\ 0.5}{30}=k$
k= -0.023

Answering part (b) should be easy after I find part (a)

(b) How much of the sample remains after 100 years?
$P(100)=100e^{-0.023\cdot 100}$
$10.025\ mg=100e^{-0.023\cdot 100}$
(c) After how long will only 1 mg remain?

A: Your answer to a) is correct.
Now it is really easy to solve b) and c) becuase you know the decay equation:
$$
P(t)=P_0 e^{-0.023 t}
$$
so, for b) you have:
$$
P(100)=100 e^{-2.3} \approx 10 \mbox{ mg}
$$
and for c) you have to solve:
$$
1=100 e^{-0.023 t}
$$
and you find:
$$
t=-\dfrac{\ln{0.01}}{0.023} \approx 199.3  \mbox{ years}
$$

A: In a, you need to give the units of $k$, but are otherwise correct.  For b, it is not rounded correctly and not given as an answer, but OK. For c, use the same equation as you have, $1 mg=100 mg e^{-0.23t}$ and solve for $t$

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It's in a public place (starbucks), but we have had approval given.
Arriving on the music scene in the late 19th century, Mariachi Bands brought an upbeat yet traditional sound to Mexican culture. With a blend of guitars, violins, trumpets, the guitarron, and the vihuela, Mariachi music can truly liven up a party! The upbeat authentic Mexican folk music is the perfect accompaniment for wedding receptions, Cinco de Mayo parties, and so much more. Search for Mariachi Bands in Louisville, Kentucky above.
Please note that these Mariachi Bands may also travel to Shively, Masonic Home, Glenview, Fairdale, Harrods Creek, Sellersburg, Floyds Knobs, Lanesville, Prospect, Georgetown, Galena, Anchorage, Mount St Francis, Middletown, Hillview, Brooks, Elizabeth, Memphis, Greenville, Goshen, Charlestown, Pewee Valley, Borden, Eastwood, Crandall, Shepherdsville, New Middletown, Crestwood, Mount Washington, and Buckner.


In my idealised conception of A Mother's Wish Community (AMW), supervised groups of six participants, all across the island, will be travelling by public transport to participate in AMW-subsidised activities. These activities will be run by caregivers in their homes or professionals in their facilities, in various neighbourhoods (see figure below).
AMW is a COMMUNITY driven by the initiative, concerns, and experiential knowledge of families.
It empowers families to participate actively in the delivery of services and programmes for their children.
The AMW community is OPEN to everyone — individuals with autism, family members, professional service providers (from all sectors), and interested members of the public.
It taps into the existing knowledge, experience, and resources of everyone in the larger society. Furthermore, the community offers a natural diversified platform for training assistants and volunteers.
The AMW community aims to provide a WELL-ROUNDED programme for individuals with moderate to severe autism.
Its focus is to offer our participants a life of dignity. Although we would also like to cultivate their WORK SKILLS, it would never be at the expense of our participants' overall well-being.
The AMW community has a SUBSIDISED, USER-PAYS approach.
Thus, both AMW Pte. Ltd. and families of participants of AMW programmes share in the costs of these activities to ensure affordability. The delivery of small-scale services to a group, rather than an individual, contributes to lowering the costs.
AMW Pte. Ltd. PAYS everyone for their involvement in the organisation and implementation of the activities, except for volunteers.
Reasonable rates of payments for CSPs, PSPs, and assistants are provided to ensure long-term service delivery and attract manpower.
The AMW community is based on a DECENTRALISED concept that taps into the existing network of resources — professional facilities and private homes.
It does not require the construction or usage of new spaces in a land-scarce city-state, which lowers initial setup costs.
The AMW community has a FLEXIBLE & VERSATILE programming approach that accommodates the lifestyles and choices of families. Because of the small sizes of these groups, they can work with different participants, provide part-time participation options, and collaborate with different CSPs and PSPs.
The AMW community utilises PUBLIC TRANSPORT and travels through the public space.
This aspect enables participants to interact with mainstream society, as a collective entity asserting their place in society, while raising public awareness.
It is my hope that, through our initiative and actions, we would motivate the government and other institutions to provide us with the financing and support to ensure the long-term sustainability of the AMW community.
We are NOT a service provider, NOT a school, and NOT an institution.
We are a COMMUNITY — a large family sharing in the responsibility of raising special children and teens!
The spirit of collectivity (group caregiving) and advocacy (fighting for quality services) lies at the heart of "A Mother's Wish". We hope to cultivate this spirit in families with moderately to severely autistic individuals through our messages and subsidised holiday programmes.


We are excited to be hosting Dabo Swinney, head coach of Clemson football, as the guest speaker for our fundraising event The SEU Gala! The SEU Gala will take place on on Friday, March 15, at 6:30 p.m. on our Lakeland campus.
As one of the top football coaches in the nation, Swinney led the Clemson Tigers to the College National Championship this January — for the second time in three years. Swinney was recently named the 2018 Paul "Bear" Bryant Coach of the Year for the third time in four years. He is the only coach to have received this award three times.
Swinney started coaching for Clemson in 2003 as an assistant for five seasons before being named the interim head coach in 2008, and eventually head coach in December.
To learn how to secure a sponsorship for the Gala, visit The SEU Gala page or contact Gwen Allen at gballen@seu.edu or 863.667.5375.
All net proceeds raised through sponsorships of The SEU Gala and the Forum at SEU support the SEU Fund, which includes general student scholarships and the annual fund.


We, are excited. And honored. To have professor, Stephen. Carpenter with us and, this. Is the first of a series of events on Larry, Susskind, on, the faculty and urban studies and planning it's, interesting to me that several, people here have, a water interest, several people here of, planning. Interest. Several people here have artistic. Or, arts methods, interest. Several, people here have, sort. Of public education. Interest. And. And all of those are. Alive. And well in the department, of urban studies and planning in. Different, kinds of ways there, is an environmental, group in. The department, that, I have had. Some responsibility, for and water. Is. Concerned. Within the environmental, group not just domestically, but internationally which. Relates, to part, of your work we're interested, in, water. As. Environmental. Justice concern, not just a natural resource management concern, and so, when. I first. Learned of some. Of the ways in which your. Work is focused on making. Clean. Water available, to people in different places there. Was a direct connection with that, aspect, of of, what, we do I was. Really, interested in. How. Issues. Of race could. Be. Raised. In. A way. The conversation. Was possible, and that is another very big part of what, our department, and. Our school are interested, in so by. Way of background those, are some of the thematic interests. That. Led. Us to very much want you to, be here well thanks, Larry as. Far back as I can remember I like, making stuff I'll. Just make things you. Know I'm the, oldest of four boys and the, oldest and the youngest were, born five, and a half years apart. No. Twins so. We were constantly together, in doing things and we make. Like a set. Of golf clubs, my. Dad had golf clubs we weren't allowed to use them so we made them of, course we used his copper pipe, for the, the. Plumbing in the house and, so. Making, things was always part of what what, I did and and have done and just engaging the one his shifts and has moved my backgrounds really pottery, his really ceramics touching the clay touching the mud making things that's.
My Degree is in ceramics, and fine art I don't, know what it was this urge ability, interest. For. Teaching for education, so. That. Complicated. The situation making. Stuff and teaching, stuff but actually you can do that that's called being an art educator or a teacher and the ceramics, piece stayed with I couldn't shake the clay couldn't get the clay out of my fingernails the making of things had to always be there and. I taught elementary. School, art that, was the art teacher in. Elementary. School and. That. Was among the most invigorating, experiences. Of my life because the, students, are always about making something their bodies are always moving they're constantly, in a state of absorbing, what they're doing in the world and seeing other people doing and moving and checking and so. That, energy was was quite interesting, to me followed, that experience, up with, a doctoral, degree in art education but, the idea, was that the making and the teaching and the learning and the asking of questions. Through. Art through the visual imagery that you're talking about that. Was what was so important, and. You. Mentioned the notion of access, well. We didn't have golf clubs we didn't have access to with like we saw we, didn't have access to so making our own access, i'm interested in that as well how does one make one's own access, so. Moving. Around to a series, of different universities. As. An art educator still. Making, part, of my graduate both graduate degrees was about being in the clay studio as much as it was being in the seminar room and that was really the focus, of my dissertation was, in the clay studio we were talking and critiquing about, color and shape and form and how the glaze, works and on the other side of the, same part. Of campus on the other side of the road in the theory class as an art education we're talking about postmodern. Theory. And feminist, theory and film theory, and interpreting, installations. And and and, performances, and then on the other side of, the. Road I'd go to my class the next day we, were again critiquing, but we were talking about oh I like I like that handle show me how you made the handle this handle works and that one doesn't we never defined what works meant. But. Putting those together the making, and that interpreting. And thinking and theorizing in, both, registers. Doesn't. Have to be separated. So. To think of us even with labels I find kind of curious like we have to find a place on campus but the understanding, that we can move in and out of those spaces and we can start to shed those those, identities, the kind of group, that has, self-assembled. Today speaks. To. Multiple. Interests that I have and trying to weave it into what is an art education how does one learn through, the making of things through the to the display, of. Cultural. Products. Through cultural production, what. Kind of questions, can. We ask not just about what someone else has made but. What kind of questions can we ask through them the. Act of making itself, we can make meaning through relationships, we can make meaning through, conversation. We can make meaning through, verbal. Or written responses. So, it's the the making of, meaning making of cultural product making, of a difference right so this notion of making doesn't. Have to always have this physicality. To it from, saying all that to say that the clay left. My fingernails, for, a while until move, to Texas my. Wife is. An engineer mechanical. Engineer material science and it's a great opportunity for her to move there for me there's no art education, there at all they.
Got My CV, and didn't know where to put me send, it all over campus, and finally the education folks at all will take him it has education, in his degree will take him, telling. You all that to say I got to Texas and art. Education had to be I had to reinvent it or at least I had to figure out what I meant by it and how, I fit in if. You don't have an art department how do you have art education. Well, you just open, the studio in your garage and have people over on Fridays I did, that or you, can engage in the work in the curriculum that fixed, set of notions, and, premeditated. Concepts. Terms, practices, skills construct. That. Educational, experience, my. Entrance into a, more. Curriculum instruction space, was, through my background as an artist and as an art educator the, water filter, work that I do and have, started. To do came. About when I was in Texas I met. A guy who is. Name is Oscar muñoz, Oscar. Is, in charge of, the. Texas. A&M colonias, programs. All along the border, Texas is 1/3 the width of the United States so. That, distance. And then 150, miles up is called the border of Texas and in that space. They. Live over half a million people most, of whom don't have access to clean water in their homes and Oscar. Talk you know let me know this and he works, with communities. All, across, that swath and as an art educator that was interesting, to me because I had to learn about a lot of the practices that that, he's up against and faces, telling, you all it is to say I'm. Not. That I I planned, where this has got where my my work, has gone but, it it's always, my grad always moved and shifted, to, new it's almost like water water finds its own level right, water fills the this the the vessel, in which it's poured but, I've never lost the clay I've never lost that notion of making or the ways that meanings. Can be made and understandings, can be constructed, through. Engagement. With other people that's what education, is it's, a social space. Teaching. And learning is a social space aren't. Education can take up and take on those those, tasks as well the. Title for. This visit, that. People. Have seen and that you gave, us is. Making. Something, from, nothing. And, first of all sort. Of there's immediately. Doubt about. Whether you can actually, make I mean you can transform, things but. The notion that you can make something out of nothing would, sort of defy most of the laws of physics presumably. And. So you mean something, by that and, then. Appropriate. Technology. As. Intentionally. Disruptive. Responsibilities. Yeah that, is a mouthful, that title, isn't I actually, had a lot of trouble with it. To. The left of the colon making, something from nothing that, piece was intentionally. Provocative right, I mean you kind of have to do that in. Some ways to entice. Folks to show up to certain things maybe but. The idea of making, of course you know defying laws of physics yeah I'm with you so, no you know knowing that there's a problem with with that if we think of it in certain realms the idea that there.
Are Some folks who don't necessarily. Have access it's, about access maybe it should have said you know making something from whatever, it is that you have right. But. If we move it to nothing. You. Start to think well there's. A there's a there's a complete, and utter lack of something, for, example there's some people who have no, access to clean water we. Can, raise. A bit of hyperbole there and say they don't have access or they have nothing there. Folks you know who we. Talk about food scarcity, we talk about folks who homeless. Folks who need shelter I mean so you can take. Minimum. And exaggerate. It just a little bit more right it was something called artistic license, let's let's use that and turn it into nothing so. Making something from nothing what can we make from what is available to us so that's the something from nothing and in in the case of this first visit but something is adequate, access to clean water and then nothing is the lack of that and the. Something is a response. Which would in this case is a ceramic water filter made out of clay and sawdust, the nothing is well, that's. Just clay it's it's just in the riverbed that's that's nothing or let's just sawdust, that's leftover, scraps. Then that's nothing right you see you understand, that play that's going there appropriate. Technology is essentially, whatever. Is available, culturally. And, locally. That. Fits in with this within the cultural, practices. Of, of. A community, introducing. An. External. Or an unfamiliar. Substance. Or. Chemical. Or food. Is. Not appropriate, to certain community, because it's either against one's religion, it's against one's history, against one's culture it. Doesn't fit in so finding, something that's appropriate for example clay is, essentially, a material, that is accessible, to almost every single culture in the history of this of the world and clay. Is a natural, naturally, occurring. Material. In most places around the world in some places using plastic, oh that doesn't seem to make sense or appropriate. Technology is using, what is that hand, philosopher. Theorist, Umberto, Eco he was a guy who knew everything but he didn't know it echo had, numerous theories among them where these in theory, of intentions, he says that the artist or the author has an intention and the.
Viewer, Or the reader has an intention but he also says the work has an intention that, comes. About through the rest process or a series of events, but, this idea of having an intention means it's deliberate, so. I'm interested in in in, thinking, about why we're doing what we're doing that's that's where that intentional, piece disruptive. You. Know if I pick this up and I threw this water at the camera that would be disruptive, in a number of rays or if you're in a you know in a quiet library. And, a stampede, of aardvarks comes, through the space that's disruption. Right so we understand disruption is something, that is abnormal or, not expected. Within a particular context. That has. Assumed. Rules regulations. And ways of being but, I'm also thinking of a disruption in the intentional, sense of to. Reveal, or, to poke at or, to engage or, to, entice a certain, kind of conversation, or relationship, and that, kind of conversation relationship. Is the responsibility. Would. You agree that most, educational. Efforts. Are disruptions. Aimed, at, fulfilling, a responsibility. That is defining, education, that way I don't think enough of them are oh you. Think they should be I think they should I like to shift, that up and question. That and then, there's there's it's, it's very difficult, to to. Get at new ways of doing something without. Disrupting, a status quo without without, questioning, it we say it's because we're responsible. And we have to disrupt, but. What, about the choice of the people and the place whose lives you're disrupting, is, that fair to them sure yeah no certainly, the way you frame it it's not fair to them but. In the, disruption of the lives of the. Communities, that are mentioned in Texas, it's not, disrupting. Uninvited. It's an invited, disruption, and second. The. Disruption, has to do with whatever. The. Current, practice was. New, was, not fulfilling, or were responding, to needs, of the. Community, in. In, their eyes and. In you know to my, eyes as well so my friend as I mentioned Oscar who.
For. Years has, been working in, throughout, South, Texas when. He learned to the work I was that, I was you know at that point still learning how to do he, said oh there's there's a water issue would you come down and work with us we talked to us let's see if this would work out that was my invitation, to come in Oscar, was already part of that community I would never imagine, just. Driving down there driving. To any community and, say, hey Dyke if something you need I'm gonna sell you something that's, not my, approach and so that kind of disruption I think is on. The, the. Unethical side. He was a bit wary of someone. Coming in and he's. Shared and other people have shared stories, with me of researchers. Going into communities oh yeah. I have, this ideas, let me study what you're doing let me work with you and they take, the information and there's. A report that's promised and the. Report never gets back to the communities or the results, never never. Help and he said he has never he had never seen a report come back. Based. On the invitations, to the scholars, and so once, we got to know each other he, felt comfortable with me so but then he had, to go through a process of talking. With members. Of the community to say. Hey here's you know have this friend. Coming down that's the invitation is the invitation pieces, so what, is an invitation have, to consist of for you to. Be, of, a. Sort that you're comfortable, then. Responding. In this rich disruptive. Way you. Need a vote of the community, has to be 100 percent majority. Rule, people. You like say come on down, what, what is in your mind about what. Legitimizes. These kinds of disruptions, again. It has to be that imitation, from someone, who is positioned. Within the community then, there has to be, for. Me a conversation. And and so no the entire community, because, defining. Who is in the community is often difficult to do anyway, certainly. It's it's often just a leader or some member of the community who might want to engage a conversation. That. That then might expand, in their own circles in this particular case, in. Texas, through my colleague we, met with a few. Leaders. People, who had worked within the communities as promotoras. As, community. Educators. And. And other senior. Members of the community, a senior, meeting they had been doing work, at. The community, centers and. It, was let's. Just talk let's, see where the conversation goes very much like what we're doing here having having a conversation now, it's. Not my role or position or. Personality, or interest to, push that. After. That conversation that's on that's, on whomever to to, take that up so when, I speak of community, it's it's, it's not the entirety there's not a simple answer in this we all struggle, with this, notion of the artist, as the, independent. Thinker as a creator. Of something, that's an expression, of an individual. View when you're calling this a form of art. Education but, isn't it contrary. To, artists, being artists, how was it art yeah. So. That's not a small question but. It's a very important question it's, a central question that I'm still. Answering, for myself but. There are three realms. Here one is the work in, South. Texas that. I actually wouldn't, call that art. Or, art education, okay. Second. Is the kind of work that I, will do tomorrow the performance. And. That moves into the realm of the. Social. Practice, and that's where I've. I've come to, an. Agreement understanding. Comfortable, place with myself that, that's where the art education happened. And then, this there's a third piece your, definition, of an artist and what an artist does that I want to disrupt, down. In South Texas that, kind of work for me is not art education it certainly uses. An employ certain artistic practices, folks who have access to a kiln know, how to fire kiln and have access to clay, that's, where you want to begin your work, usually. That's the the, tile person, or the the pot putter or it's the brick maker but my.
Collaboration. And myung, involvement. In that project I wouldn't, call that art that. Was kind of me shed you know that that, helps to clarify that piece of it so the, work, that I'm going to do I will do tomorrow I'm gonna set up a water filter production. Facility, in one. Of the rooms downstairs and, I'm. Gonna make water filters the idea there is. To. Engage in a practice that. Somehow, blurs. What. Might. Be our conventional, notions of art making art practice, with. Practices. From other disciplines we're, not quite sure where one ends and one begins, and it's, supposed to remain in that uncomfortable space if one. Is thinking in that social practice, art as social practice register, if you can set up that practice, as an engagement as an ongoing set. Of activities, where. People can come in and out of that space there's, an educational, component invariably. There'll be a question, hey man what are you doing. That's. An invitation right, there for me to respond so we can establish this, conversation. As a relationship, you're not creating, art you're creating. Something, that serves a function in response to the need of a client, you're, saying though, it's not art I'm an artist and it's, my social practice, that you should observe here is art education, but. The product of my artwork, is not art it's more than the filter itself that, filter is just one component of. The. Work, the, work being the, performance, education, as experience, this notion of experience, is where, the education happens for, some of us the. Next step is oh and, I want to help a place in Africa, or Latin America. In, a community, make, a factory. Where, there are people now. Without me they're capable, of making more filters, and maybe, they can sell them for a small amount to be able to maintain them, a community. Business. The, doing. Of all of that that seems to be a different realm it is yeah and I, have, not, worked. Closely. With communities. As you're saying to set up facilities although, and in South Texas I did I helped, laid the groundwork and that facilities, is working you saw pictures right but there are a number of groups who. Are doing. The, exact kind of work that you're mentioning and it's. Not from an arts or, an art education perspective it is from that social entrepreneur, realm. That. You're that you're talking about and. I am very supportive of that piece and that is actually an intriguing component. Of what. Comes. Out of this.
This Work it's, that work, that. Then has benefits, in terms of health economics. Self-sustaining. Capacity. That that I find intriguing and it's something that can. Be attempted. Where it's not intended. To be a moneymaker initially. It's intended to to, save people's lives and and and to respond in that way so. I'm curious about the longer. Term with, this community, in South, Texas that you're working with obviously. It sounds like there's a really pressing need so these water filters can meet that immediate, need is the, long-term goal still to kind of get a more traditional grid, water, setup for them yeah yes the, origin, of the filters was that they were supposed to be a first, response to natural disaster, and they. Were not supposed to be long-term their. Point of views temporary. Solutions. Unfortunately. For some folks around the world these become, more long-term, responses. What, do you do when you're just starting out what's, your advice for how, you go about getting. That's, a tough one I think. Sometimes. It's it's not about. Poking. For the invitation, initially, sometimes you, find ways to to. Become part, of the, community it's some level that might sound like oh but you're, really kind of manipulating. Right because in the back of your mind you're saying okay at the right moment I'm gonna spring the question I'm gonna get the invitation, that's not what I'm talking about what I'm talking about is being. Part of a community in doing the work in the community where. The work that you're doing might. Be seen by folks who could. Invite you again that sounds like it's you, some, sort of nefarious manipulative. Component. But not really I mean I think it's about continuing. Your work and staying visible, and, the. Invitations, come there's, a. Approach. Called arts entrepreneurship. That is gaining, traction in several universities. Have, courses. In. Art entrepreneurship, arts entrepreneurship. And minors. And I think a few are starting majors, as well or have majors, because these other groups are doing this kind of work folks know about the water filter technology is, starting to take off and people are collaborating they're. Entering, into that space and what, they're doing is they're they're making available for their learners k-12. Learners. Possibilities. That they might not have thought it's. The curriculum, work that I'm doing with with teachers I think that it becomes quite. Engaging great, thank you all very much you very much yeah yeah I hope to see you tomorrow thank you thank you.
Make something from nothing violates the mass-energy conservation principle, isn't it?
You shouldn't comment on things you don't watch. It gives you a poor look.
+Wake Up Do comeback after you learn science.
+Wake Up Value does not come from people giving someone credit just as giving someone credit falsely does not make them more valuable. Also .000000001 =/= nothing and is something. However I liked your comment as it was thought out and clever. You made something interesting with your effort (which was not nothing).
it's the concept of "nothing", isn't a real absolute nothing, sometimes we say something is nothinge just because we don't use it, like scrap.
I don't know if he speaks two languages but B. Stephen Carpenter II seems like quite the Renaissance man. Keep up the great work!
+John T Yes, thank you for your time and attention, I appreciate it. But, I'm sorry I'm not interested about philosophy or psychology. I just use a universe physical law to trolling the title..
+Οριζόντιος Κατακόρυφος I'm guessing you think that's sarcasm. He addresses the very thing you posted in your comment. If you cared, you would have watched. If your question was serious, you would look it up. The fact that you took offense at my comment shows that you would not believe someone if they gave you a serious answer to your question, so go look it up by a verifiable source. If you still maintain that the title has anything to do with the conservation of energy or information then you, in fact, did not watch the video. Have I given you enough time and attention now?
+John T ok, I don't watch the video indeed. But I read the title and just comment on it.
This was a solid presentation. Related a lot to this type of thinking and how to create these kinds of pieces.


text:
Q: RuntimeException: setAudioSource failed / Got a deoptimization request on un-deoptimizable method What are conditions, when setAudioSource method is failing? I have fixed, compiled and ran MediaRecorder example. My fixes include, besides all, a permission check
    private static boolean recordPermitted(Activity activity) {

        Boolean recordPermission = ActivityCompat.checkSelfPermission(activity, Manifest.permission.RECORD_AUDIO) != PackageManager.PERMISSION_GRANTED;

        if (recordPermission) {
            return true;
        }

        ActivityCompat.requestPermissions(activity, new String[]{Manifest.permission.RECORD_AUDIO}, REQUESTCODE_RECORD_PERMISSION);
        return false;
    }

which is positive, although my code
        try {
            audiofile = File.createTempFile("sound", ".3gp", dir);
        } catch (IOException e) {
            Log.e(TAG, "external storage access error");
            return;
        }

        if( !recordPermitted(this) ) {
            Log.e(TAG, "was no record permission");
        }

        //Creating MediaRecorder and specifying audio source, output format, encoder & output format
        recorder = new MediaRecorder();
        recorder.setAudioSource(MediaRecorder.AudioSource.MIC);
        recorder.setOutputFormat(MediaRecorder.OutputFormat.THREE_GPP);
        recorder.setAudioEncoder(MediaRecorder.AudioEncoder.AMR_NB);
        recorder.setOutputFile(audiofile.getAbsolutePath());
        recorder.prepare();
        recorder.start();

fails and prints
W/recorderexampl: Got a deoptimization request on un-deoptimizable method void android.media.MediaRecorder.setAudioSource(int)
    Got a deoptimization request on un-deoptimizable method java.lang.Object java.lang.reflect.Method.invoke(java.lang.Object, java.lang.Object[])
W/recorderexampl: Got a deoptimization request on un-deoptimizable method java.lang.Object java.lang.reflect.Method.invoke(java.lang.Object, java.lang.Object[])
D/AndroidRuntime: Shutting down VM
E/AndroidRuntime: FATAL EXCEPTION: main
    Process: com.inthemoon.mediarecorderexample, PID: 1351
        ...
     Caused by: java.lang.RuntimeException: setAudioSource failed.
        at android.media.MediaRecorder.setAudioSource(Native Method)
        at com.inthemoon.mediarecorderexample.MainActivity.startRecording(MainActivity.java:62)
        at java.lang.reflect.Method.invoke(Native Method)
        at android.view.View$DeclaredOnClickListener.onClick(View.java:6253)
        at android.view.View.performClick(View.java:7438)
        at android.view.View.performClickInternal(View.java:7415)
        at android.view.View.access$3600(View.java:810)
        at android.view.View$PerformClick.run(View.java:28286)
        at android.os.Handler.handleCallback(Handler.java:938)
        at android.os.Handler.dispatchMessage(Handler.java:99)
        at android.os.Looper.loop(Looper.java:223)
        at android.app.ActivityThread.main(ActivityThread.java:7523)
        at java.lang.reflect.Method.invoke(Native Method)
        at com.android.internal.os.RuntimeInit$MethodAndArgsCaller.run(RuntimeInit.java:592)
        at com.android.internal.os.ZygoteInit.main(ZygoteInit.java:941)

Why are examples and explanations so controversal for Android? What does "Got a deoptimization request on un-deoptimizable method" mean? How can I sure, that setAudioSource method will run on other devices


text:
Eric Fleming Information Base
Rationality and Society
The British Royal Family: Everything you need to know
Posted on November 17, 2019 by Antonio Bell
Hello. I'm Gill at engVid, and today's lesson
is all about the British Royal Family. Okay, so if you probably see items in the news about
our royal family, you'll have seen the queen, Queen Elizabeth; maybe her husband, Prince
Philip; but they're a big family, and also not all countries have a royal family so I've
just put this lesson together with a bit of information to tell you a little bit more
about them. Okay, right, so the British Royal Family are also known as the House of Windsor,
because Windsor is their name, which comes from Windsor. This place here, Windsor Castle is
one of their homes. So years ago they decided to use the name Windsor. So, some people like the royal family, admire
them. They think of them as kind of celebrities, just like film stars, and sports celebrities.
They're reported in the newspapers in a similar way. You get gossip about them. In some newspapers
who like to write a lot of gossip, if they've heard something, it may not be accurate, but
they've heard a story about some member of the royal family, and they print the story.
They might have a photograph to go with it. So they're always in the news, the royal family,
for one reason or another, either a good reason or a bad reason. Pretty much every day you
can hear something about the royal family or read something in the newspaper. So, some
people do like them, and even, you know, think of them as celebrities, and maybe give
too much time and thought to them. But then at the other extreme, some people
dislike them because they're thinking of the fact that they spend a lot of money, they
have all these buildings which are expensive to look after, people say: "What work do they
do?" They don't seem to do any work, so why should they live such rich lives if they don't
do anything? But, of course, a lot of the royal family do things all the time. They're
not working for money always, sometimes they do that as well, they have jobs some of them
with a salary, but some of them, they may not be working and being paid for it, but
they're doing kind of diplomatic work, they're meeting visitors from other countries, they're
being kind of ambassadors, that sort of thing. So they keep busy, and they're patrons of
charities and they go to events, and they give their support to things and so on. So, a
lot of the royal family do keep quite busy trying to live useful lives, and so I think
if they didn't do that there would be a lot more sort of criticism of them. But because you
can't see that they're doing things, working hard, that stops a lot of people from criticizing
and saying we shouldn't have a royal family. Some people are called Republicans, and they
say we should have a president instead of a queen or a king. We should have a president
and a prime minister instead of a queen and a prime minister. So there are Republicans
around and have been for more than a hundred years, people who wanted to get rid of the
royal family, but it hasn't happened yet. Okay, so the kind of system we have in the
UK, it's called a constitutional monarchy. The "monarchy" part is to do with the royal
family, with the queen. The monarch, so the word "monarch" means king or queen. The "constitutional"
part is to do with politics, and the government, and parliament. So what happens, really, is
the government, the MPs, the ministers in parliament, they make the decisions. The government
makes the decisions. And if they have a new piece of, an act of parliament, a new law,
for example, the queen just has to sign it. If it's been democratically decided already
by the politicians that this will become law, the queen can't just say: "No, I don't like
that. I'm not going to sign it." She just has to sign it because it's gone through a democratic
process. So that's why it's a constitutional monarchy. It's the monarch or king or queen
governed by the parliament, by the politicians. Okay. So, let's have a look at some of the vocabulary
which is fairly simple most of it. So a king or queen is the monarch, the head of state
if you like. Usually any children they have will be prince or princess, so prince for male,
princess of female. There are some other titles used as well, which are sort of high
aristocratic titles. Duke for the male, duchess for the female. So some of the royal family
have these titles as well, as well as prince, but some of them might be prince and duke,
they just have extra titles because of their position. Okay, so the current queen, I'm sure you've
seen her in pictures and on television, in films is Queen Elizabeth II. We always use
these Roman numerals for the king or queen. So, not second, 2nd, like that, but we use
the Roman numerals. It's just a convention, a tradition. And she was born in 1926. Okay?
And she married Prince Philip, the Duke of Edinburgh. That's the title he was given when he
married her. So he was already called Philip, that was his name, but then because he married…
She was at the time Princess Elizabeth. She wasn't already queen at that time. She was
Princess Elizabeth, so he became Prince Philip, and he was given this title in addition, the
Duke of Edinburgh. So Edinburgh has a connection with Scotland because the UK is a combination
of England, Scotland, Wales, and Northern Ireland, so some titles mention Scotland or
Wales usually. Okay. So she married Prince Philip 1947, a few years before she became queen.
Her father died in 1952, so she automatically became queen because he had two daughters and
she was the older daughter. So there were no sons, so she became queen
as soon as he died, 1952. And then the coronation, the special ceremony
when the crown is put on the person's head was the following year, because coronations
are very complicated events, they take a long time to organize, so they couldn't have a
coronation the same year. It's often the following year. And that was also interesting because
it was the first time a coronation in this country had been on television. It was televised.
There were TV cameras there on the day and it was being broadcast live. And that gave
a big boost to the ownership of television sets because the television technology had just
started being developed around this period, and a lot of people hadn't bought a television
yet. But when they knew that the coronation was going to be on television they either
bought their own television to watch it, or they would… They arranged to go to a neighbour's
house or a friend's house to watch it on their television. So, 1953 the sales of televisions
went up dramatically because of the coronation. Okay. So, and there is still film available
that you can see now in black and white of the coronation. Right, okay, so
she became queen and was crowned. And then just to mention the main buildings
that belong or… Well, do they belong to the royal family? Or they belong to the nation,
but the royal family live in them. Buckingham Palace in London, okay. Winsor Castle in Berkshire,
which is to the west of London. That's a very old building, older than this one. There's
a house, a big house in Sandringham, which is in Norfolk, which is sort of northeast
from London, about a hundred miles or so. And then, again, a Scottish connection, there's
a Balmoral, a castle in Scotland. And usually the royal family go to the different buildings
at particular times of year. So in the summer, for example, in August traditionally the royal
family go up to Scotland in August and through into September. So there's a very long tradition
of being in certain places at certain times. Okay, and then just to show you a little bit
of the history going back, the royal family and the person who is queen, as you… As I
mentioned, she was the elder of two daughters so she inherited the throne as it's called,
inherit the throne. The throne is the big chair that the queen sits on, so she inherited
the throne. Inherited from her father, so it is hereditary. So that's the other word,
hereditary. So it a family, and people inherit the next generation, inherit the throne so
it's a continuous line and it's designed, really, to avoid confusion. If one king or
queen dies, there may be people fighting to take their place, people competing in competition
for becoming king or queen, so they don't want that to happen. So because there have
been times in history when that has happened and it's caused a lot of people
killed in battles, and so on. So, this is just to show how the family has
gone back through time. So the queen's father who died in 1952 was King George VI, so that's
6th there. So, he was king from 1936 until 1952. This person here was actually his older
brother, but he wasn't king for very long. King Edward VIII (8th) he was only king in
one year, 1936 because he decided not to be king, he abdicated. That's the sort of royal
word for resigning. He resigned, or he… He quit. He said: "I quit." Well, he didn't
say: "I quit", he said it in a different way, but… And it's a very long story why he decided
he didn't want to be king. I don't have time for that in this lesson, but there's lots of
information on the internet about it. Okay. So he was automatically king in 1936 because his
father, King George V (5th) died and because Edward was the eldest son, he automatically
became king. But then he abdicated and his next brother became king instead. That was a
bit unexpected, but that's what happened. So, George V then, he was King George V from
1910 to 1936. His father was King Edward VII (7th) who was king from 1901 to 1910. He didn't
have a very long reign because he was already quite old by the time he became king because
his mother, Queen Victoria, she was queen for a very long time, from 1837 through to
1901, so by the time she died he was already quite old, which it's a bit similar to the
present queen and her son, very similar really. Okay. So, and then you may be wondering we
have Queen Elizabeth II, was there a Queen Elizabeth I? And there was, but it was quite a
long time ago in the 16th century and early 17th century. That was Elizabeth I, and she
was the daughter of King Henry VIII who you may know had six wives, not all at the same
time. One at a time he had six wives, so he is the king who is famous for marrying six
times. Okay. Right, so that's the first half of the lesson, and I have just a bit more
information for you in the second part. Okay, so let's have a look in a bit more detail
at the inheritance of the British throne, so the word "inheritance", the person who
inherits the throne usually from their mother or father who was king or queen before. So,
inheritance of the throne, hereditary, and we talk about the person who is next in line
to the throne. You can say: "Who is next in line to the throne? Who inherits the throne
when the present monarch dies?" Okay. So, usually, as I've said, there are lots of
people and they all have a position. I've put some numbers here to show what number
they are in line to the throne. So, you can see that the first person in line to the throne
is Prince Charles, Prince of Wales who is the son, the eldest son of Queen Elizabeth.
So he's first in line. And then there's a rule of who inherits or who's next after him,
and so on. But there are lots of them, so there's no difficulty – if one person unexpectedly
dies, there's always someone else, someone next down on the list. But back in the 18th
century, there was a time when there was a bit of difficulty finding who to take the
throne after one monarch had died. There was also a problem about different religions,
Protestant and Catholic religions. And I think the king who was possibly the next in line
for the throne was Catholic or had Catholic interests, and people didn't want that. They
wanted to stay with the Protestant side of Christianity, so what did they do? They had
to find a more distant relative who happened to be Protestant, and that distant relative
was German and lived in Germany, and spoke German, and didn't speak English. So, but he
was the best option because the most important thing at the time was to have a king or queen,
preferably king who was Protestant. And this guy, George agreed to come and become king,
so he came from Germany to become King George I, and he couldn't speak English. I don't
know if he learnt a bit of English, but I don't think he tried very hard because they
didn't have things like the internet and engVid in those days, so it must have been quite
difficult to learn English. So he became king. That was when the order of what's called the
succession… Is another word, "succession", meaning one person follows another person.
It was not very, you know… There weren't enough people to fill the vacancy, if you
like. The job vacancy. So, it's not like that nowadays because the present queen has had
four children, her eldest son has had two children, and his eldest son has had two children,
so there are lots and lots of people, others as well, the other three children of the queen
have had children, so all of them are at some position in line to the throne. So just to go through the names, here: Princes
Charles is also called Prince of Wales, that's to make a connection with Wales as one of the
UK countries because UK is United Kingdom, so it's four different countries united. Okay?
So, Prince Charles traditionally, going back many hundreds of years, the eldest son of
the king or queen is called the Prince of Wales. And you know from that title that that
person is heir to the throne. So, he's the heir to the throne. So, that's why first in
line here and he was born in 1948. Okay? Then her next child was a girl, Princess Anne who
also has the title Princess Royal born in 1950. She is actually 12th in line. You might
think: "Well, why…? Why isn't she a bit further up?" but there was… The law at the
time was that the sons had more… A higher position than daughters, and that law has
changed more recently. I'll tell you a little bit more about that towards the end of the
lesson. So that's why she is only 12th in line to the throne, whereas her next younger
brother, Andrew, is 6th in line. So there was some sort of lack of equality between
sons and daughters in the past, which there isn't anymore. But because it was the law
at the time they were born, it's not being applied retrospectively; they have to stay
with that position now. Okay. So, Princess Anne. Next one, Prince Andrew, born 1960. And he
has this extra title, another Duke, Duke of York. And York is a city up in the north of
England. Okay. And then finally the fourth son was Prince Edward, and he also has a title.
Earl is another aristocratic title, a bit like Duke. He's the Earl of Wessex, and Wessex
is an area in the west of England, okay, which covers more than one county. It's like Devon,
and Cornwall, and so on. So, Earl of Wessex, born 1964, and he is 9th in
line to the throne. Okay. So, with Prince Charles having children they
then become… Are in line for the throne ahead of Charles' other brothers and sisters.
So, Prince Charles, his eldest son is Prince William. His title is the Duke of Cambridge,
so another duke. Cambridge is a city just north of London, a university city. He was
born in 1982, and he's second in line for the throne. Okay? And his younger brother
is Prince Harry whose title is also Prince Henry of Wales, so Wales comes into it again.
Harry and Henry, that's the same name, really. People called Henry… The informal name for
Henry is Harry, and everybody thinks of him as Prince Harry, not Henry. Okay. He was born
in 1984 and he is 5th in line to the throne. Okay. So then Prince William who is already the
grandson of the present queen has had two children. Prince George of Cambridge, so he
has the Cambridge title because his father has the Cambridge title. Prince George of
Cambridge was born 2013, so that's… He's a little boy, but he's third in line for the
throne. Okay? And then they had a daughter, Princess Charlotte of Cambridge. Again, she
was born in 2015 and because of the change in the law this new law of equality was in
2013, so by the time Princess Charlotte was born in 2015, two years later, that then means
that she becomes 4th in line to the throne after her older brother under the new law
so she is the first person, a little girl, to be affected by this new law, which as a
very small baby she became 4th in line to the throne. Okay. So… And then, of course, you probably remember
Prince Charles was married to Diana who died in 1997 in a car crash in Paris, which was
a big shock. And Prince William is married to Catherine and she is called the
Duchess of Cambridge to match his title. Okay, so I hope that's given you a bit of
an idea about the more detailed… A more detailed picture of the British royal family
and who they all are. There are lots of other relatives, too, but there isn't time to go
into them. These are the main ones who you might see in newspapers, and magazines,
or on television, and so on. So I hope that's been a bit of interesting
history and present day, what's called current affairs. So if you'd like to go to the website,
www.engvid.com, there's a quiz there to test your knowledge on this lesson, and I hope
to see you again soon. Okay. Bye for now.
Learn Basic English Vocabulary: FAMILY
Speaking English – Talking about Family
Does your name start with the wrong letter? Listen to 6 Minute English
English Listening Comprehension – Talking About Your Family in English
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text:
Law and Liberty :: القانون والحرية :: Loi et liberté
Join me in this exploration of justice, liberty and virtue and their place in creating democratic, prosperous societies that secure the rights of all. This is a visit with the great jurists, philosophers, theologians and political scientists that have shaped contemporary civilization and the foundations of a peaceful, prosperous world.
Excerpts from My New Book on the Syrian Refugee Crisis
Dear Friends and Colleagues: I am pleased to share the below excerpts from my new book, Hope and a Future: The Story of Syrian Refugees. Please share the book's homepage at TellerBooks.com/SyrianRefugees with your contacts and encourage them to purchase copies. All of the book proceeds will be donated to relief organizations that aid Syrian refugees. Let us spread a message of hope and compassion for our neighbors suffering in Syria. I am grateful for all of your support.
[Beginning of Book Excerpt]
I never intended to write a book on the Syrian refugee crisis. Yet in my travels throughout the Middle East, as I witnessed the sorry state of Syrian refugees in their struggle to survive, I felt compelled to tell their stories.
As an attorney based in the Middle East, I have witnessed scenes that would draw tears from a stone, scenes that have made the gravity of the Syrian refugee crisis terribly clear to me. In the streets of Beirut, I was astonished by the number of Syrian mothers cradling their infants, begging for money to buy medicine, some succumbing to prostitution, trading their bodies for loaves of bread. In Jordan, an infrastructure already strained with water scarcity and rising energy prices is now buckling under the weight of more than half a million Syrian refugees. In Iraqi Kurdistan, countless refugees and internally-displaced persons have been reduced to eating grass to survive.
In my travels, I met orphans separated from all known relatives, innocent bystanders rendered limbless by bomb shrapnel, children who bear psychological and physical scars, widows unable to treat terminal illnesses and families whose breadwinners one day never returned home, never again to be seen, leaving behind a family unable to pay for food, medicine and shelter. I have met refugees that have been displaced multiple times—first from Homs to other areas of Syria, then back to Homs, and finally forced to flee Syria altogether. I have met Palestinian refugees who for decades lived peacefully in Syria, only to be forced to flee to urban centers or camps in Lebanon or Jordan. I have met young children robbed of their childhood, forced to work to survive, loaded with burdens too heavy to bear. Many of these children have only known human suffering. Theirs is a land marked by blood and gore, ruled by heartless, lawless men.
For countless refugees, the Mediterranean Sea has become a graveyard. One Syrian child whose small, lifeless body washes up on our shores is too many; 13,000 child victims of war is inadmissible.
As I visited refugee camps in Syria's neighboring countries, I witnessed first-hand the challenges refugees face on a daily basis in their struggle to survive—shortages of food, medicine and other provisions, the inability to care for the sick, the daunting journey from Syria into surrounding countries—for many refugees, undertaken by foot, often carrying small children and the wounded and injured; sometimes undertaken in the bitter cold of winter.
These are the stories I felt compelled to tell. The result was this book.
1. Book Origins
In April of 2014, I travelled to Amman to attend a course on international law. While I was in Jordan, I arranged a visit to Za'tari Refugee Camp, just north of Amman. Having read about this colossal camp countless times in feature-length newspaper and magazine stories, I decided to see it for myself.
Kilian Kleinschmit, the "Mayor" of Za'tari Refugee Camp , discussed with me the scope of the Syrian refugee crisis and the critical need for public-private partnerships in securing contributions of knowhow and expertise for refugee relief.
That visit changed my outlook on the Syrian refugee crisis. No longer was the crisis an abstract event only to be heard about through the media. Now, it was real. Having encountered a humanitarian crisis of this magnitude, I naturally felt a duty to act, to mobilize whatever resources I had at my disposal to alleviate the suffering of the Syrian people.
The initial fruit of my visit to Za'tari Refugee Camp was a partnership that I established between my law firm, Dentons, and the Norwegian Refugee Council (NRC), which provides assistance and protection to Syrian refugees in camps and in urban centers. Upon my return from Amman, I spoke to the regional management of Dentons about setting up a partnership to provide advice to the NRC on the legal protections offered to refugees in Jordan. Dentons' leadership embraced the proposal, and in the ensuing months, Dentons offered the NRC pro bono legal advice through a partnership that expanded from Jordan to Lebanon, Iraq and Turkey.
The more I visited refugee camps, the more I learned how much there was to discover. I learned about the special vulnerability that women face, both from the perspective of gender-based violence and, for many, the dangerous conditions for giving birth in refugee camps. I learned of families unable to seek medical treatment or pay deposits that many hospitals require before doctors would even see them. I heard far too many stories of infants dying at birth due to wholly-preventable causes. In my travels to Iraq, I became aware of the 4 million internally-displaced Iraqi's who, in the shadow of the Syrian refugee crisis, barely receive media attention. Throughout the region, I discovered an entire lost generation of Syrian children, deprived of an education and opportunities to thrive in safe, secure environments.
Abu Haitham's legs were amputated after they were crushed under a crumbling wall following a bombing in Aleppo. He poses next to two prosthetic devices that replaced his legs.
Umm Haitham struggles to support six children with an allowance of USD 67.50 that she receives from UNHCR each month.
As I peered across my camera lens at these innocent children, I thought many times of my own children. And I also recognized that had my own family not escaped Syria just one generation earlier, I could have been one of these refugees. I could have been the subject of this book, rather than its author and photographer; my own children could have been on the other side of the camera lens.
Far too many children have been physically and psychologically wounded In the Syrian civil war. Hassan, who lost three fingers due to bomb shrapnel, is one of thousands of children who have been crippled or mutilated in the Syrian civil war.
The requirement for children to work to support their families, the cost of enrollment and the lack of space in schools are among the reasons refugees give for not enrolling their children in schools in Lebanon.
I also learned of the particular complexity of reaching a political and diplomatic resolution to the armed conflict, one which would end the civil war and allow Syrian refugees to voluntarily repatriate to and rebuild their country. The Syrian civil war is no longer merely an internal disturbance comprised of sporadic outbreaks of armed violence, one that can be quelled with legal reforms granting broader legal rights to a restless Syrian population. Rather, the Syrian conflict has become a complex proxy war between nations that recognize the National Coalition for Syrian Revolution and Opposition Forces as the legitimate representative of the Syrian people and those that support Bashar Al-Assad's regime. This conflict has thus pinned Western nations and the Arabian Gulf States against Bashar Al-Assad's allies, including Russia and Iran. In the midst of this proxy war, countless armed groups have infiltrated Syria, either in support of or in opposition to Al-Assad's regime, many of which enjoy financing and support from foreign governments.
Syria's civilian population has become the principal victim of this proxy war. Trapped within Syria or in the surrounding refugee camps, and with Western nations and Arabian Gulf States having limited their refugee resettlement programs, there is little prospect that the living conditions of these refugees will be alleviated anytime soon. The Office of the United Nations High Commissioner for Refugees (UNHCR) estimated that in 2015 alone, more than 10 million Syrians—half of the country—was in need of life-saving assistance. This figure is more than every man, woman and child in New York and San Francisco combined, or Dubai and London combined, or Berlin combined with Madrid and Rome.
Pictured with a Kurdish Peshmerga soldier defending the front line against ISIS in Iraq.
Kurdish Peshmerga ceremony honoring soldiers in the battle against ISIS.
As each visit to the refugee camps gave me a greater glimpse of the complexity of the refugee crisis and of finding durable solutions, I planned further visits. The visit to Za'tari Refugee Camp gave rise to the visit to Jabal Al-Hussein Refugee Camp in Amman, which in turn inspired the visit to informal tented settlements in the Beqa' (Bekaa) Valley of Lebanon, which led to the camps of Iraqi Kurdistan, and so forth.
The result was this book, which tells the story of Syrian refugees, their living conditions, their rights under international and local law, the application of these rights, the discrepancy between law and practice, the prospects of refugee resettlement and local integration, the challenges that stand in the way of durable solutions and the fate of the refugees as Syria is further drawn into a protracted armed conflict, which is increasingly taking on an international character.
The Syrian civil war has divided a nation and triggered the greatest humanitarian tragedy of the 21st century. Syria has been torn apart by sectarianism, a virulent strain whose wanton and widespread destruction has known no limits. If we fail to act, an entire generation will grow up not knowing human compassion. If we continue to demonstrate indifference to the plight of the Syrian people, a generation of Syrians will normalize violence and indifference to human suffering.
The Syrian War also gives humanity a chance to act. We can demonstrate human compassion in a way that history has never known. We can restore human dignity to the victims of the conflict, seeking justice for the needy, defending the fatherless, pleading for widows, visiting the distressed in their trouble. We can undo their heavy burdens, free the oppressed and feed the hungry. We can open the doors of our homes to the poor and the vulnerable who have been cast out.
It is no longer possible to ignore the Syrian refugee crisis. The Syrian people are knocking, and before each of us is a choice. Do we open the door?
Day after day, while beheadings make headlines and war crimes reach new milestones, thousands of humanitarians go to work in Syria and its surrounding countries, relentlessly confronting all of the psychological challenges inherent to working in conflict zones, making personal and familial sacrifices to defend human dignity, save lives and to deliver aid and assistance where it is most needed, even at the risk of their own lives. It is my hope that by telling the story of Syrian refugees, readers will become inspired to act similarly.
Today, conversations about Syria are divided into two groups: those who were able to visit Syria prior to the civil war, who reminisce with fond memories of the country and her people, and those that regret having been unable to visit Syria before the War left its indelible mark of destruction on the nation.
Some say Syria will never be the same. I am not of this camp. As one refugee at Za'tari Refugee Camp so poignantly stated, "the Syrian people are very capable. We can rebuild [Syria] better than before." Though it may sound romantic, I believe the transformative power of love always triumphs over violence and destruction. Yet though it may seem out of tune to the modern ear, mine is a view that sees the world in a perpetual struggle, with good and kindness and decency always triumphing over cruelty. Such a view requires a great deal of faith and patience, especially when we are inundated with so much news of seeming injustice. Yet despite what we may see or hear, I never doubt that, in the end, truth and justice never fail. In Syria, I see the potential to rebuild a nation, to triumph over those forces that seek her destruction. In Syria, I see hope and a future.
While in Iraq, I partnered with the New York Says Thank You Foundation in distributing Stars of Hope™ to Yazidi refugees. The Stars of Hope were painted by lawyers and staff in the New York office of my law firm, Dentons, and by school children in Riyadh.
Stars of Hope™ impart messages of hope and healing, such as "courage," "dream" and "friendship." As I gave each child a star, their eyes lit up as though I had given them a priceless treasure. After I had completed distributing the Stars, the children did not turn around and ask for food or money. Their only demand was that I stay and play with them.
2. A Personal Account
Born to parents who emigrated from Syria to the United States, I first visited Syria as a teenager with my father. My travels to the historic cities of Aleppo, Damascus, Lattakia and Homs in many ways left an indelible mark on me. In these cities, I encountered a culture that was so different from what I knew in the West. In Syria, life was centered on family, relationships and community rather than jobs or careers. Syria was not a rich country by any means, but on her streets, I never encountered mendicants or the homeless. Families and local communities, rather than governments, took responsibility over the poor and afflicted.
Throughout my travels in Syria, I visited families that exemplified the virtue of hospitality. I was welcomed to homes with generous spreads of kibbeh and kebabs, varieties of salads garnished with fresh mint, platters of labneh, hummus and baba ghanoush, rainbows of dates, figs and olives and fresh-baked pita loaves, with steam rushing out when broken. Hosts would spend hours with their guests over meals, and would find any occasion to celebrate with music, singing, clapping of hands and the beating of the Arabic drum. Visits to family and family friends were often unannounced and spontaneous, but always welcomed with Arabic pastries, fragrant teas and potent coffee.
It would be difficult for me to forget the hospitality of the Syrian people, whose generosity invariably displayed a preference of giving over receiving, no matter how little the host had to give. It was a hospitality that time and again drew me back to Syria, culminating with my US State Department assignment to the US Embassy in Damascus in 2010, just before the start of the Syrian uprising.
As I prepared the manuscript of this book, I reviewed journal entries that I wrote during my assignment as an attorney in Damascus. One of my November 2010 entries summed up my observations of Syria at the time. I remarked how in many cities of the world, streets are left barren following sunset for fear of crime and violence, but in Damascus, there was no such thing. I wondered if crime ever existed in the ancient city. I was unable to describe how pleasant it was on a Thursday evening to walk through the gardens and the public squares in Damascus, where one finds entire families sitting out together on lawns, listening to music, telling stories, roasting nuts and breaking bread together, right up into the morning hours. Friends met and greeted one another on the streets, with no fear of the "other," no fear of strangers. The entire cityscape was marked by genuine friendships and close-knit community.
How things have changed. Today, there are no quiet saunters under the Damascene moonlight without the fear of crime or violence. Every city has its rebel groups, its soldiers, its armed guards and militias. Homes and shops are bombed and then plundered. Today, five years after my last visit to Syria, many of the homes and cities I visited have been destroyed. The homes that remain standing have been left empty and hollow, their former occupants having fled, preferring refugee camps over air strikes and gunfire. The music, laughter and clapping that once filled their homes have been replaced by the unceasing din of bombs, bullets and blasts.
Though Syria is largely in ruins, my memories of Syria endure, giving rise to a hope of what Syria can once again become. It is with this hope to preserve and rebuild Syria, together with a desire to inspire others to take action, that I undertook to write this book. After all, a single image of three-year old Aylan Kurdi, drowned and washed up on the shores of Turkey, galvanized the world into action in September of 2015. Nilüfer Demir's photograph of that small, lifeless body, pummeled by the waves of the Mediterranean, shook the world out of silent indifference.
If this book could similarly mobilize actors to protect Syrian refugees, to bring healing to the sick, mercy to orphans and widows, comfort to those who mourn, and restoration to those bereft of hope, then this book would have fulfilled its purpose.
3. Am I My Brother's Keeper?
The Syrian civil war has triggered a humanitarian crisis of biblical proportions. At the time of this writing, 4.3 million Syrians had registered with UNHCR and at least 7.6 million more had been internally displaced within Syria. The refugee crisis has taken a toll on the economies and political stability of Syria's neighbors in the Middle East and has triggered Europe's greatest migrant crisis since World War II. Each day, hundreds or thousands of civilians cross international borders, and countless others are left behind, trapped in a violent cycle of retaliation between state forces and non-state actors. Innocent civilians remaining in Syria witness and experience egregious violations of the most basic norms of international law. The wanton and widespread destruction of property has become normalized in Syria, as has the taking of hostages, bombarding populous towns and villages, denying consent to humanitarian organizations' access to vulnerable civilian populations and the enslavement and sale of women and children.
Su'ād, a widow with two sons, is in need of a LBP 4 million (USD 2,667) cardiac catheterization that she cannot afford.
The scale of the Syrian civil war is staggering. It has already dramatically reshaped demographics in the Middle East, having displaced hundreds of thousands of religious minorities, including Christians, Shia's and Yazidis in Iraq and millions of Syrians across the Middle East, North Africa, Europe and beyond. Today, more than half of the Syrian population has been displaced, a phenomenon almost without precedent in human history.
In responding to the bloodshed today being witnessed in Syria, we are confronted with a question: Am I my brother's keeper? In responding to images of human suffering, our first choice is to turn a blind eye. After all, we have our own problems to deal with. Our second choice is to respond to the images as though their subjects were our own mothers and fathers, brothers and sisters, sons and daughters, husbands and wives—when a Syrian child is robbed of his family and is left fending for himself in the streets of Istanbul or Beirut, it is as though our own child has been robbed, left to fend for himself in a cold, indifferent world; when a Syrian refugee has been displaced and rendered homeless three times, each time by a new crisis or armed group, it is as though our own brother has been rendered homeless; when a Syrian mother is on the verge of death, about to leave her children as orphans, because she cannot afford medicine for an otherwise curable disease, it is as though our own mother is on the verge of death. It means viewing all of humanity as the victims of the Syrian crisis; if one Syrian suffers, we all suffer with him.
The response to the question, "Am I my brother's keeper?" is an unequivocal "yes." This answer is not based merely on abstract moral or ethical principles; our responsibility to protect is firmly founded on legal principles as well. The international community has come together and ratified countless treaties undertaking to not only refrain from violating basic human rights, but also to ensure the protection of such rights. Consider, for example, the International Covenant on Civil and Political Rights (ICCPR), which requires States party to not only refrain from violating basic rights such as the right to life (Art. 6 ICCPR), freedom of thought, conscience and religion (Art. 18 ICCPR), but also to ensure the protection of these rights from other member States' violations (Art. 2(3) ICCPR), thus incorporating an affirmative duty to act. Similarly, the Convention on the Prevention and Punishment of the Crime of Genocide (CPPG) requires not only that its 140 States party refrain from carrying out the crime of genocide, but also that they "undertake to prevent and to punish" genocide (Art. I CPPG). How, then, can anyone respond to the attempted extermination of religious minorities, including Christians and Yazidis in occupied Syria and Iraq, retorting with indifference, "Am I my brother's keeper?"
Pictured with Hassan Muslim Mustafa at Kawergosk Refugee Camp in Iraq. Like many of his Syrian neighbors, Hassan's chief complaint was, "I am hungry; I have no food."
In reaffirming our common humanity, we must view every Syrian—whether Alawi, Christian, Druze, Shi'ite or Sunni; whether Arab, Assyrian, Circassian, Kurdish or Turkic—as our neighbor, and commit to treat that neighbor as ourselves. When confronted with images that shock our conscience, we must invest our time, talents and resources in freeing Syria from the scourge that ravages her people.
Abu Ahmed lives in one of the 500 tents not serviced by UN agencies and international NGOs. Outside of the formal Camp boundaries, elderly refugees such as Abu Ahmed have no access to medical attention, unless they have adequate resources to pay for private medical care.
What can we do? How can we help Syria? How can we alleviate the suffering of nearly 12 million displaced persons? The possibilities for engagement are limited only by the imagination. Ordinary individuals who may not have any specialized training or experience in humanitarian relief may contribute to the assistance and protection of the Syrian people. Whether you are an architect, attorney, business owner, carpenter, doctor, engineer, entrepreneur, IT technician, journalist, paramedic, photographer, teacher or web developer, there is a role you can play in relieving suffering and restoring normalcy to lives impacted by war.
Whether it is through your workplace, through your contacts in government, media or education, through your wealth, your entrepreneurial spirit, your artistic abilities or professional skills—whether in administration, engineering, finance, law, medicine, marketing or teaching—join me in putting your gifts, talents and skills to work for the Syrian people. Join me in restoring hope and a future to the people of Syria.
In joining Syrian refugees in rebuilding their country and reclaiming their dreams, even when it costs us our own comfort and security, even when it means enduring all things, even risking our lives, we can—we will—restore the hope of the Syrian people and revive their faith in the future. In sowing bountifully, we will reap bountifully, for seeds of hope generously planted will yield a generous harvest—a bright future, a world that guarantees the dignity and worth of the Syrian people and secures their fundamental freedoms and inalienable rights; one that asserts that Syrians are our brothers and sisters as members of the human family; a world based on the bedrocks of justice and peace, where governments respect human rights and the rule of law and are founded on the principles of the dignity and worth of the individual; one where children are not wrenched from their parents by barbarous acts of violence, but rather, are raised by their families in safe, happy environments; one where children know peace rather than war, kindness rather than cruelty, plenty rather than famine; a world marked by a spirit of brotherhood rather than a spirit of fear, one where hope overcomes all things.
[End of Book Excerpt]
I made many friends while visiting Syrian refugee camps. I promised them I would not forget them, and that I would bring back help.
I had the privilege of meeting the many brave men, women and children that make up Syrian's nearly 5 million refugees. Please help them by purchasing copies of my book, Hope and a Future: The Story of Syrian Refugees. All proceeds will be donated to relief organizations aiding Syrian refugees.
Copies of the book will be on sale at the Syrian-American Medical Society's Tri-State Annual Gala on Friday, September 9, 2016. All proceeds from the sale will be donated to the Syrian-American Medical Society. For more information and to register for the Gala, click here.
The Syrian-American Medical Society is a not-for-profit organization that provides humanitarian assistance to Syrians in need. To learn how to volunteer on a medical mission in Lebanon or Jordan, click here.
Posted by John M. B. Balouziyeh at 3:41 PM
H R May 22, 2017 at 9:45 PM
طراحی اسلايدر
John M. B. Balouziyeh
"Man's capacity for justice makes democracy possible, but man's inclination to injustice makes democracy necessary."
- Reinhold Niebuhr
John Balouziyeh is an attorney at the international law firm Dentons. He previously worked at the US State Department, the Inter-American Court of Human Rights, and at various other international institutions. His books on law, human rights, and international affairs reflect a core belief that limited government best serves its people when based on the principles of individual liberty and economic freedom.
Excerpts from My New Book on the Syrian Refugee Cr...


text:
Masali Baduza Bio, Age, Height, Husband, Net Worth, Career, and Movies
Masali Baduza Biography
A native of East London, South Africa, Masali Baduza is a popular South African actress. She is best known for her role as Sephy Hadley in the BBC drama Noughts + Crosses. She was named a rising star and one to watch by the Royal Television Society.
Masali Baduza Age
Baduza is 26 years old as of 2022. She was born on 14 March 1996 in East London, South Africa. She celebrates her birthday on 14 March every year.
Masali Baduza Height
Baduza stands at a height of 5 feet 3 inches tall. Her weight and other body measurements are publicly not mentioned. Therefore, we will update this section once the information is available.
Masali Baduza Education
Baduza trained at the Los Angeles campus of the New York Film Academy, graduating with an Associate degree in 2016.
Masali Baduza Family
Baduza was born and brought up in East London, South Africa by her parents Lynette Sisi Mbau (mother) and Menzi Mcunu (father). The youngest of six children, Baduza is from East London, Eastern Cape.
Masali Baduza Photo
Masali Baduza Husband
Baduza has not come to the public about her relationship. However, our efforts to find out more about her husband came to no avail as no such information is publicly available. Thus, the identity of Baduza's husband is still unclear. However, we don't know if she has kids. We will update this section once the information is available.
Masali Baduza Net Worth
Baduza net worth of $150,000.
Masali Baduza Career
Baduza was born and raised in East London, Eastern Cape, South Africa, and attended the Los Angeles campus of the New York Film Academy.
She has worked largely in theatre since graduating in 2016, as well as in the South African crime thriller Trackers, which was an M-top-rated Net show in 2021. The Royal Television Society named her a rising talent in 2021 and a 'one to watch in 2021.
Masali Baduza Movies
Slumber Party Massacre 2021
Bhai's Cafe 2019
Let's Do This Again Sometime
Ex Fighter
Masali Baduza Instagram
Categorized in Actress, Famous People in Africa
Tagged with Famous Actress in Africa


Please see the Black Dirt Storytelling Guild's monthly flyer below, or click here to print the April flyer.
and meets on the second Thursday of each month at 6:30 p.m.
in the library. "Just listeners" are always welcome!
To preserve and promote the art of storytelling and story listening.
To inspire the discovery of the storyteller within each person.
To encourage the collection of oral history and local history.
To explore the history and development of stories from around the world.
To establish and offer storytelling programs to the people of the Hudson Valley.
Click here to read about the history of the Guild.


This document will help you transfer your content from Alibaba Cloud OSS using Cloudsfer step by step.
First choose Business and then select Alibaba Cloud OSS as your source.
A pop-up window will appear. Enter your Alibaba Cloud OSS account details.
This is your Alibaba Cloud OSS content structure. Choose the content you wish to transfer, choose whether or not you would like to include sub folders/parent folder and hit Submit.


Motivate yourself with this one-of-a-kind inspiration: Lights, Camera – Action! "Become the change you wish to see in the world." Changing ourselves for the better is the only practical way to change the world for the better. It is also cheaper and less traumatic than trying to change others for the better. If we do it together, it can even be fun!


The beautiful Christian Dior Snow spring 2015 makeup collection draws inspiration from the weather changes in spring, when the sun starts to shine brightly, the nature awakens, but you still can feel slightly cold, bringing exclusive products for the Asian market. It's become a tradition for Dior to launch its Snow lineup filled with whitening skincare products that the Asian women love so much. And the new Snow collection for spring 2015 brings brand new products and colors to help women create fresh and radiant looks, diminishing the dull appearance and the redness of the skin while providing a uniform color to the entire face. Check out all the products featured in the collection below!
This is the star of the entire collection, a product meant to revitalize your skin and give the ideal healthy glow to your complexion. The compact powder features four different colors, each meant to provide certain benefits to the skin. Thus the mauve color contained conceals dark circles, the mint green one reduces skin redness, the pink diminishes skin dullness, while the white gives a touch of transparency and shine to the entire face.
Having the radiant and glossy skin, you'll still want to add a touch of color to your peepers, especially when getting ready for special occasions. The new Dior Snow 2015 collection features two eyeshadow palettes, each bringing 5 soft pastel shades that will easy blend with each other and with more intense colors.
You'll definitely want to create the illusion of the perfectly flushed cheeks, which will make your pale complexion look healthy and youthful. A lovely pink tone is universally flattering and goes well with practically any makeup look.
Available in six shades, this liquid foundation strives to provide a good coverage to your face, while also looking and feeling lightweight and natural. It's an innovative product that boosts skin transparency, revitalizes the skin and adds freshness to it, while remaining luminous and pure throughout the day. Apply it with a makeup brush or a sponge for achieving more uniform results and secure the perfect base for your entire makeup.
It's not just its SPF 30 properties that make this compact foundation the most perfect product ever, but also the fact that it's the first ever Dior compact powder that strives to create a radiant transparency of a snow-white complexion. It will help you finally get rid of dark spots and the dullness of the skin, getting the smooth complexion you have dreamt to have so far. The long-lasting results and the unique weightless soft finish are other benefits you'll experience using this magic product. There are six shades available, so you're sure to find the ideal one for your skin tone.
Of course, a profound skincare is the first step to creating beautiful makeup looks, since it's surely all about having a healthy skin devoid of acne, redness, dark spots and dullness. To achieve such results, make sure you experiment with the new Dior skincare products included in the new Snow collection!
Putting the stress on soft looks, the Dior Snow spring 2015 collection also brings transparent and gentle pink lip-glosses that will add dimension and a high gloss to your pout. There is also a collagen active lip maximize available in the collection, meant to plump up the lips.
In addition, there are three lovely and universally flattering lipsticks available in beautiful pink tones that will go well with any makeup style.
Coming down to your nails, Dior offers three timeless nail lacquer hues, which will look so harmonious with your snow-white makeup.
Add the Dior Addict It-Lash mascara and the Dior Addict It-Line eyeliner to the products mentioned above and you have a completely new makeup bag to meet the new season with fresh looks. While the Dior Snow spring 2015 makeup collection is set to be available in Japan on February 27th, 2015, the U.S. launch date of the collection is set for summer 2015.