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IdOMUSIC East: Coach Wave Interview
Written by	Sam Levine
Coach Wave is a rapper, producer, and graphic designer from the east coast who loves the color green and describes himself as an artist in the truest sense of the word. He says that he raps for fun and doesn't want to confine himself to any particular creative field. We caught up with him on vacation in California, where he was visiting his girlfriend and living the Verde lifestyle.
IdOMUSIC: Thanks for taking the time to talk to us! I know you're in Cali right now, but where are you based out of?
Coach Wave: I live in DC right now. I connected with a lot of people in New York City as well, and we still rock with each other.
IDM: Cool, that's how we caught onto you. It seems like you're pretty involved in the scene over there. I've seen you produce tracks for other artists, rap on tracks produced by other people, and rap on your own production. Do you consider yourself more of a rapper or a producer?
CW: I'm an artist. I produce, graphic design, rap, everything. I really just rap because it's another creative outlet for me. I don't see myself rapping forever but I see myself producing and graphic designing forever. Rapping is cool, it's fun, but at the end of the day I just do it for fun.
I would ultimately like to get into management and publishing. I went to school for music business and stuff like that. I just want to have my hand in whatever I can.
IDM: Yeah, that seems to be the wave these days amongst the people who go on to become genuine world-shapers and influencers. Speaking of that, who would you consider to be your biggest influences as far as production goes?
CW: I don't know. I'd really say Pharell. I started making beats because of Purple Haze by Cam'ron. That album really motivated me to start producing. Also Indy music prod like Passion Pit, that's what made me produce. Most of my production skills come from my friend Adam, (@moedoisnice). I don't really have a style in particular. I just make what I think is good.
I just kept producing. I started producing and rapping at the same time. I still fuck with Pharell as a producer to the max, but I just don't feel like I'm channeling anybody when I'm making beats.
IDM: I really love the cover art for "u know" did you make that yourself?
CW: Yeah I did. I used a burnt polaroid. I just burned a polaroid and put it in a bunch of different positions and took pictures of it. I'd never seen anyone else do it but I thought it was a dope idea.
IDM: So what are your goals as a creative and an artist? Do you want to be famous or just create art that you think is great, or both?
CW: Everybody needs a bag. So I need a bag first and foremost. I just create just to create. I like the idea of people having an opinion on work done. Just seeing growth in work. I'm not in it to be famous. That's not my goal. If a wave was to catch it'd be lit. I'm all for it, but that's not my goal. That's why I fuck with production. It don't make a difference to me how I get it, I just want the bag. It's not about the money. I didn't start creating to start being rich or nothing like that. I wasn't thinking about being an actual rapper or anything like that. I just thought that shit was fun.
IDM: Who's one musician you'd absolutely love to be able to lock into a studio with and build a 5-track EP with?
CW: Definitely Young Thug. Just to be in the studio and be on tracks with Thug. He would have my shit turnt up.
IDM: Who's one creative person you really admire, from any artistic area? Like an author, a rapper, a filmmaker, anyone.
CW: I don't really look to a lot of people. I fuck with certain people. Musically I could say Jay-Z I guess. Anybody right now. Like the niggas who made Lyft and Uber. You know they be doing shit. All that is lit. I don't really look to niggas like that for inspiration. I look to inspiration from real life. Like my family. It's unique. Like anyone can get inspiration from Steve Jobs, but not everyone can get inspiration from my family. Plus I don't even know that nigga, or person or woman or whatever, so I like to find my own inspiration. I like people when they're not trying to ride anyone else's wave.
Check out Coach Wave's new project, Green Island 4, recently released July 2nd.
https://open.spotify.com/track/4GoAd0z6c4D2jS3RlwVh0c
https://twitter.com/coachwave_
https://soundcloud.com/coachwave
https://www.instagram.com/coachwave/
U know: https://soundcloud.com/coachwave/u-know
Read 4634 times	Last modified on Thursday, 12 July 2018 21:47
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Just a note, to follow up my tweet, to say I and my partner Jenni thoroughly enjoyed last night. It was well organised, had great content and of course helped a good cause (and your hosting skills were very good by the way!).
It was great to experience the time-old tradition of gathering to listen to story tellers and the Christmas ghost story is a particular favourite of mine.
I certainly hope there will be a repeat event some time.
Your hosting was brilliant and your organisation was wonderful. Thank you so much for a great night. It was a brilliant idea well planned and executed.
And thanks to you, once again. I had a great time!


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Sustainable tourism might be a popular buzz word, but it's still a challenge.
"We need to be doing much more," says Randy Durband, the chief executive officer of the Global Sustainable Tourism Council, a nonprofit group for sustainable travel. "There are many good things happening in travel and tourism, but we need to move faster and we need more players participating."
Industry experts agree that sustainable tourism needs attention now, as travel around the world — even to once remote places — is on a rampant rise. According to the World Tourism Organization, a United Nations specialized agency, international tourist arrivals grew 7 percent in 2017, the highest increase since the 2009 global economic crisis. That growth continued in 2018, with the UNWTO reporting 1.4 billion international tourist arrivals last year, a 6 percent increase from 2017. It's the ninth consecutive year of growth, and well above UNWTO's long-term forecast of 3.8 percent for the period 2010 to 2020.
That's a big footprint.
"We are at a point in history where eco-friendly and sustainable tourism should no longer be a buzz word, but an imperative," says Samantha Bray, managing director for the Center for Responsible Travel. "With what we know about climate change and the impacts of over-tourism on destination communities around the world, governments, travel businesses, and travelers should all be doing their parts to make sure these communities remain both resilient and great places to live and visit."
Are travelers concerned?
"Knowledge and awareness are increasing, but one of the biggest changes is that consumers are learning that supporting sustainability doesn't need to come at the expense of the experience," says Jessica Hall Upchurch, vice chair and sustainability ambassador for Virtuoso, a network of luxury travel agencies, with more than 17,500 travel advisers worldwide. "Travelers can go to beautiful resorts or cruise the rivers and oceans, and still do so in a way that doesn't negatively impact the environment."
Bray agrees. "One of the biggest misconceptions is that traveling sustainably somehow puts a damper on your trip or is difficult. I would argue that the opposite is true," she says. "Traveling sustainably means engaging authentically with the local people at the places you visit, buying local, getting a real taste of culture, having the opportunity to appreciate history and heritage, and enjoying pristine environments."
Here are three top conservation-led companies in the travel industry that are leading the way for sustainable tourism in remarkable and successful ways.
andBeyond
www.andbeyond.com
This conservation pioneer and winner of a WTTC Tourism for Tomorrow award is grounded in the belief that low-impact tourism can actually protect conservation lands and benefit local communities. It started 29 years ago when the company purchased and rehabilitated overgrazed, barren farmland in South Africa to reintroduce large mammal species that originally lived there. With the support of local community leaders, the Phinda Private Game Preserve now includes 28,555 hectares of pristine wilderness, with thriving herds of rhinos, elephants, leopards, lions, cheetahs, buffalo, and more. Local schools and health facilities have been improved, and a significant portion of the land has been returned to its ancestral owners.
That success, widely considered an enviable blueprint for ecotourism, is being repeated at andBeyond properties and projects in Africa, Asia, and South America, maintaining the company's core ethic of Care of the Land, Care of the Wildlife, Care of the People, and expanding its model and vision in Bhutan, Sri Lanka, Chile, Argentina, and Peru (the Amazon).
"Our vision is a long-term one, and it has to be, because meaningful conservation and community development work takes a long time to develop, implement, and measure," says Josh Kent, CEO of andBeyond.
The company's 29 luxury lodges and camps are small, minimizing physical footprints, and hyper focused on sustainable practices. Its vision 2020 plan calls for a reduction of its carbon footprint by 8 percent, focusing on renewable energy, sustainable designs and building materials, reduction of water use, and the installation of ground-waste-water treatment plants at all properties.
The company is also dedicated to the preservation of endangered species. Among its initiatives, is the establishment of Rhinos Without Borders, relocating endangered rhinos to safe, low-poaching havens. Its Oceans Without Borders facilitates research and conservation of marine habitats around andBeyond lodges and reserves. The company has conducted some of the most extensive leopard research in the world, and is now spearheading the groundbreaking translocation of Indian bison in India, reversing the bison's local extinction. The vision 2020 plan supports wildlife conservation education as well, with a goal of offering local communities 50 conservation lessons per lodge per year. For example, the Lake Manyara Tree Lodge recently invited 37 children and three teachers to the lodge for a day of wildlife viewing and lessons on the importance of protecting wildlife and the environment.
The Africa Foundation, founded in tandem with andBeyond, works with local communities to help build schools and hospitals, develop local gardens and farms, and set up craft markets and small businesses. The company is also committed to using local sources (farmers, designers, artists, etc.) and drawing employees from the local community.
"Beyond that, we are constantly on the lookout for opportunities to make a difference. We want to leave the world better than we have found it," says Kent. "That's our guiding light, and for us it is immediate and urgent, and it is also indefinite.
The Intrepid Group
www.intrepidtravel.com
Sustainable travel has always been part of Intrepid's DNA. It was founded 30 years ago by Australians Darrell Wade and Geoff Manchester, who believed even then that travel could have a positive impact in the world, and that responsible, small group travel experiences were the way to go. Their first business plan included donations to local communities—long before they were making money and "giving back" became an oft-cited catch phrase.
Today, the Intrepid Group, one of the world's largest adventure travel companies, offers small-group, sustainably operated adventure tours through three brands: Intrepid Travel, encompassing all styles of adventure travel; Peregrine Adventures, offering premium, upscale adventures; and Urban Adventures, offering day trips in top destinations around the world. Globally, the company has some 1,800 employees and trip leaders operating out of 40+ offices, driven by the company's mission: 'Change the Way People See the World.' To that goal, all of its 2,000 or so small-group trips showcase local experiences, and are locally-operated and locally-led, ensuring that a bulk of the tourism money stays in the local economy.
The company has racked up a slew of awards and accolades for its environmentally responsible practices. In 2010, it became the first carbon-neutral travel company in the world, reducing carbon emissions by using public transport when possible on trips, choosing energy efficient accommodation options, minimizing the number of flights, and investing in renewable energy projects. It's a participant in the United Nations Global Compact, committing to sustainability and human rights principles, and in 2018, it became the world's largest B-Corp certified travel company, joining an elite and growing number of businesses that meet the "highest standards of verified social and environmental performance, public transparency, and legal accountability to balance profit and purpose . . . using business as a force for good." Some of their recent initiatives: Removing elephant rides and visits to orphanages from their itineraries.
Intrepid is also focused on working alongside local organizations and communities to ensure that locals and travelers do more than coexist — that tourism actually helps places and people thrive. Through the not-for-profit Intrepid Foundation, the company has invested in more than 50 projects around the world and donated $7 million to local communities.
Lindblad-National Geographic Expeditions
www.expeditions.com
In 1967, Lars-Eric Lindblad led the first ever non-scientific expedition to Galapagos. He knew that tourism would be the key to preserving the fragile environment, and that travelers could be potent forces for the preservation of the places they visited. He paid the salaries for the first two Galapagos National Park rangers, and financed a study on managing Galapagos tourism. (Not only were the findings adopted, they still form the foundation of national park policy today.)
Since then, his son Sven Lindblad has built a global travel company with conservation and environmental stewardship at the core of its business. Since 1997, the company has raised with its guests some $15.8 million to support conservation efforts in the places they explore. In 2017, the Lindblad Expeditions-National Geographic Fund (LEX-NG Fund) supported initiatives in Alaska, Baja, Galapagos, the Peruvian Amazon, Cambodia, Antarctica, the Pacific Northwest, Central America, and beyond. Funding also went toward National Geographic's Pristine Seas project, with a goal of protecting 20 of the ocean's wildest places by 2020. Other initiatives include killer whale research in Antarctica, artisan training in the Peruvian Amazon and Galapagos, conservation-based research projects to protect humpback whales in Southeast Alaska, and the eradication of invasive rats in Galapagos. Its growing farm-to-table program supports local farmers in remote areas.
At sea, National Geographic scientists conduct research and encourage cruise passengers to learn about their work — while kids engage in fun activities, from earning their Zodiac "driver's license" to wildlife tracking. All are designed to inspire guests to make a positive impact on the world.
"Nature and the environment are man's greatest assets," says Sven Lindblad, CEO, Lindblad Expeditions. "I believe certain forms of travel broadens understanding and creates reverence, both essential if we are to be in balance with our planet."
Diane Bair and Pamela Wright can be reached at bairwright@gmail.com.

redpajama_set_name: RedPajamaCommonCrawl


Hetler and her husband Joe visited all first- and second-grade classrooms at Ridgeview with daughters Addy, a first-grader there, and Gabby, who was born in July 2015 with some physical differences. Gabby is profoundly deaf and has Duane syndrome, which causes irregular eye movements. She was also born with congenital birth defects in her arms, limiting arm and hand movements.
Hetler showed students Gabby's cochlear implant, a surgically implanted device, and explained how it helps Gabby hear. Students peppered her with questions and told stories about others they knew with hearing problems. Gabby was all smiles when she demonstrated how she negotiates tasks with limbs that do not function in the same way theirs do. "It isn't hard for her; it is the way she picks things up," said mom. But the students found it difficult to open a package of fruit snacks using only the fingers Gabby is able to use. A few managed to get a snack successfully to their mouths, but others scrambled onto the floor to pick up snacks that scattered with the clumsy opening of the package.


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Categories Archives: All News
Dynamos add attacking depth with Davis
Player-Coach Anthony Leone has added another new recruit to the ranks ahead of 2019/20 with the signing of former London Raiders captain Tom Davis who moves to Gillingham with over a decade of experience at this level of the game. After honing his skills
Super Slovak Huska back with the Mos
The Invicta Dynamos are delighted to the announce the signing of Slovakian born forward and alternate captain Juraj Huska who returns to Gillingham where he has already amassed 245 points in 107 games for the club between 2013 and 2015. Veteran Juraj Husk
Dell returns to Dynamos line-up
16 year old skater and Invicta Dynamos Forward of the Year Owen Dell is back with the club for the new campaign having penned a contract to keep him at his hometown team for 2019/20. Owen Dell is a homegrown talent and a product of the junior setup in Ken
Ninth season and an 'A' for local lad Lillis
Player-Coach Anthony Leone has tied up the future of another of the club's longest serving players by securing the return of 25 year old defenceman, and newly appointed alternate captain, Harrison Lillis who will now enter his ninth term on the Invicta
Captain Giles gears up for Dynamos return
Newly appointed Invicta Dynamos Player-Coach Anthony Leone has begun his summer recruitment by re-signing 28 year old Maidstone born defenceman, and his new captain for 2019/20, Ryan Giles who has already made 239 appearances for the club. Ryan Giles is a
Mos name Leone as new player / coach
The Invicta Dynamos are delighted to announce the appointment of Anthony Leone to the role of player / coach for the upcoming campaign with the forward's tenure beginning immediately to allow him to lead preparations for 2019/20. 36 year old Anthony Leo
Parrish to step down after 15 seasons
The Invicta Dynamos will have a new coach for the upcoming 2019/20 campaign as current Head Coach Kevin Parrish steps back from the bench to take on his new position as club owner after an incredible 15 seasons in charge. Kevin Parrish will announce his s
Season ends as Mos exit Playoff Quarterfinals
Invicta Dynamos ended their 2018/2019 season with a 13-4 home defeat against the Swindon Wildcats as they crashed out of the play-offs 24-5 on aggregate. Dynamos also bid farewell to long-serving owners Jackie and Andy Mason, who have ran the club for 22
Mos lose sight of Wildcats in playoff 1st leg
The Swindon Wildcats took a huge advantage into the 2nd leg of the playoff quarter finals on Saturday night final following an 11-1 first-leg win over the Invicta Dynamos at the Link Centre. The Dynamos were missing defencemen Ryan Giles, Arran Strawson a
Your Invite to End of Season Presentation Evening
The close of the campaign is fast approaching and so we are inviting you to purchase your tickets and join us for our End of Season Presentation Evening on Friday 5th April at the St George Hotel in Chatham. Your evening will run from 7.30pm to midnight a


Playing Frazer Theatre in Knaresborough - Bulsara and His Queenies.
Frazer Theatre is offering, perhaps, its strongest-ever programme of shows this new season – especially if you are a fan of Queen.
Rated as one of the UK's best performers of the classic songs of Freddie Mercury, Brian My and co, Bulsara and His Queenies hit Knaresborough on Friday, February 9.
This acclaimed five-piece, yes five-piece, eschew the normal wigs and tights tribute act routine in favour of getting the actual music of Queen spot on.
As well as the expected Queen hits like We Are The Champions and Don't Stop Me Now, the band also offer perfect renditions of deep cuts such as It's Late, Brighton Rock and Dragon Attack.
And that is far from the only great concert coming up in 2018 at Frazer Theatre.
Hey Beatles play the Frazer on March 19, Viva Neil Diamond performs on April 21, and Voodoo Room promise a night of Hendrix and Cream on May 25.
There's some remarkable original material by guitarist Martin Simpson on September 22.
The Bootleg Bee Gees bring some night fever on October 19 while The Jam'd take audiences back to a Weller world on November 16.
But, as always at the Frazer, there's more to the new season than music.
The annual panto starts on January 18; it's Sleeping Beauty this year.
Crowd of 3 theatre company present a new adaptation og Dr Jekyll and Mr Hyde on February 10.
Frazer Theatre Comedy Club serves up English Comedian of the Year Brennan Reece on March 10.
And top time-travelling magicians Morgan and West swing into town on April 14.


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NMMS / NMMS Odisha
NMMS Odisha 2021: Application Form (Released), Dates, Eligibility, Pattern, Syllabus
NMMS Odisha 2021 Admit Card will be Released Soon. The Odisha NMMS is commonly known as Odisha National Means-cum-Merit Scholarship. The NMMS is distributed among 30 districts with an aim to provide scholarships to the eligible applicants every year. The National Means-cum-Merit Scholarships 2021-2022 is conducted every year in one stage only.
NMMS Odisha 2021 Exam will be held on 30th January 2022. The official authorities of the Odisha SCERT will be responsible to update the complete notification and information about the Odisha NMMS 2021 on the official website of the university in online mode for the reference of the applicants.
However, applicants can refer to the below mention details in order to get more information related to Odisha NMMS 2021 such as eligibility criteria, the application process, paper pattern, etc.
NMMS Odisha 2021 Notification – Admit Card Out Soon
NMMS Odisha 2021 Admit Card will be Released Soon. The Link will be provided here.
NMMS Odisha 2021 Exam Dates
The important information related to the important events and dates is mentioned below for the reference of the applicants:
Important events Dates
Submission date of the hard copy of the online application form 7th January 2022
Last date of filling up of Application Form 7th January 2022
Validation of Application Form by District Office 7th January 2022
Admit card January 2022
Date of entrance exam 30th January 2022
Publication of Answer Key To be announced
Declaration of Result To be announced
NMMS Odisha 2021 Application Form
The important information related to the application form is mentioned below for the reference of the applicants:
NMMS 2021 Application Form has been Released.
In online mode, only the official authorities will release the application form for the applicants who want to apply for the exam.
Applicants need to check the information available on the official website of the university related to the eligibility criteria and instructions for the entrance exam.
After that applicants need to start filling the application form by registering themselves on the official website of the university.
After successful registration applicants need to download the application form from the official website of the university.
And then applicants are instructed to start filling in the required details in the application form with the help of the educational documents.
All the details in the application form should be filled correctly and properly by the applicant as all the details will be used for the admission procedure.
Once all the details are entered in the application form applicants need to take a printout of the duly filled application and submit the same before the due date.
For the entrance exam, there is no application fee for the applicants. So applicants do not need to pay any application fee for the entrance exam.
NMMS Odisha 2021 Eligibility Criteria
The important information related to the eligibility criteria is mentioned below for the reference of the applicants:
However, one must have completed VII and is appearing for the VIII during the current year in any government/government-aided / urban local body schools of Odisha state.
The income of parents:
Less than Rs 1,50,000 per annum from all sources should be the annual income of the parents of the applicants are appearing for the exam.
Qualifying marks:
Applicants who belong to the general category must have scored at least 55% Marks in the qualifying exam.
And that of reserved category applicants must have scored more than 50% Marks in the qualifying exam in order to apply for the scholarship.
NMMS Odisha 2021 Paper Pattern
The important information related to the paper pattern is mentioned below for the reference of the applicants:
The questions paper of the entrance exam will be divided into two parts.
MAT -Mental Ability Test:
90 questions will be asked in the MAT paper.
MCQ type objective questions will be asked in the entrance exam.
Applicants need to complete the entire question paper in 90 minutes.
The questions paper of the entrance exam will be based on below mention topics:
Numerical series
Hidden figures, etc.
SAT – Scholastic Aptitude Test:
Objective type multiple choice questions will be asked in the question paper.
90 questions will be asked in the question paper of the entrance exam.
Only 90 minutes will be given to the applicants to solve the entire paper.
The questions paper of the entrance exam will be based on below-mentioned subjects:
The details of the paper pattern are mention below in the table for the reference of the applicants:
Papers Test No of questions No of marks Duration of the exam
Paper I MAT – Mental Ability Test
100 questions 100 marks 120 minutes
Paper II SAT – Scholastic Aptitude Test
NMMS Odisha 2021 Syllabus
The official authorities have not decided on any syllabus for the preparation of the entrance exam. So we request that the applicants go through the official website of the university in order to get the details related to the syllabus. Applicants can prepare from the syllabus of the VII and VIII.
NMMS Odisha 2021 Admit Card
NMMS Odisha 2021 Admit Card will be released on 1st December 2021. In order to appear for the entrance exam, it is important that the applicants carry the admit card along with them. The TE and SCERT will be responsible to prepare the admit cards of the applicants appearing for the entrance exam.
However, the official authorities of the university will be responsible to update the admit card of the applicants in online mode on the official website of the university for the reference of the applicants. So applicants are instructed to visit the official website of the university in order to get the admit card from the official website of the university.
The admit card should be downloaded from the official website of the university using the application number and password. After downloading the admit card from the website applicants need to take a printout of the duly filled application form from the official website of the university. Admit cards should be carried at the time of the entrance exam.
NMMS Odisha 2021 Result
The official authority of the university will be responsible to update the merit list of the applicants in online mode on the official website of the university along with the results.
In order to get the result of the entrance exam applicants need to visit the official website of the university and get the result.
Applicants need to download the result from the website and take a printout of the result after checking the result from the website.
NMMS Odisha 2021 Selection Procedure
The official authorities of the university will provide admission to those applicants who will score higher marks in the exam. The applicants who belong to the general category must have scored more than 40% Marks in the entrance exam each in an individual paper in order to get the scholarship.
And in the case of reserved category applicants, one must have scored more than 32% marks in each paper of the exam. On the basis of the merit list, the official authority will provide admission to the applicants. The authority will not provide a scholarship to those applicants who will not meet the eligibility criteria.
For any other queries about NMMS Odisha 2021, you can leave your queries below in the comment box.
NMMS Odisha 2022 Application Form (Out Soon) – Apply Here Online
- NMMS Odisha 2022 Application Form will be Released Soon. The NMMS Odisha 2022 Application Form will be released for the State Council of Educational Research and...
NMMS Bihar 2022 Application Form (Released) – Apply Here Online
- NMMS Bihar 2022 Application Form has been Released. The NMMS Bihar 2022 Application Form will be released by the official authority of the state of Bihar....
NMMS Bihar 2022: Application Form (Released), Dates, Eligibility, Pattern, Syllabus
- NMMS Bihar 2022 Application Form has been released. The Bihar National Means Cum Merit Scholarship (NMMS) Scheme 2022 – 2023 Examination for class VIII will...
NMMS Uttarakhand 2021: Exam (Postponed), Admit Card (Soon), Dates, Pattern, Syllabus
- NMMS Uttarakhand 2021 Exam has been Postponed, till further notice. The Uttarakhand NMMS (National Means Cum Merit Scholarship) 2021 Scheme Examination is a Talent entrance...
NMMS West Bengal 2022 Application Form (Out Soon) – Apply Here Online
- NMMS West Bengal 2022 Application Form will be released and the last date to fill this application form is the last week of November 2022....
NMMS West Bengal 2021: Exam (Postponed), Admit Card (Soon), Dates, Pattern, Syllabus
- NMMS West Bengal 2021 Exam has been Postponed, Admit Card will be Available Soon. The Directorate of School Education will be responsible to conduct the...
Shtaddha samal says:
When nmms RESULT will declare.
TARANI SEN BARIK says:
I had applied for nmms exam 2019 and submitted the hard copy.the application no. Is 31921507 and d.o.b.is 20.12.06.but l can't download the admit card.what should I do?
Padma Charan Naik says:
I forget my application number
Manisha Das says:
You have to Click on the Link 'Forget Password'.
ANANDITA PADHAN says:
Subhrajit biswal says:
32220-02-16-210 my result please


Have a story you'd like to share about a favorite recipe? Add the recipe to our Community Cookbook where our custom search filters help all custom eaters find it, and add your story - or a 'teaser' with a link to your blog post - here!
Celebrate Summer, Or Look UP!
The photo doesn't do this slice of heaven justice. It's the bread served at Yelton Manor Bed and Breakfast in Michigan and they allowed me to post the recipe on my blog. If you can have oatmeal you have to try this. It freezes well, too--if you can stop eating it before it is gone!


UUCDC mentorship candidates enter a matchmaking pool in the spring. A mixer is held in April to get acquainted with the future Coming of Age students. A match between the student and his/her mentor will then be made with agreement among all parties, including the student's parents. Chosen mentors attend training in September. The chosen mentor will meet with his/her youth mentee in one-on-one and group experiences from October to May, twice a month (after church service and Sunday evenings) with occasional weekend events (two Saturdays), and two weekend retreats (Jan & May). Mentorship pairs meet together approximately once a month per their own scheduled availability. Mentor check-in with the COA leadership is held once a month. It is important for mentors to attend these events. We are looking for multiple mentors: 7 males and 3 females.
Expand your interactions with UUCDC youth. Learn more about Rites of Passage, Unitarian Universalist tradition & history, justice ministry, worship creation, and appreciation for the natural world. By participating in this program your gift of service helps support the development of our church youth program, our youth, and the future of Unitarian Universalism.
Mentorship training is provided by the Director of Religious Education. Ongoing support is provided via mentor check-ins held monthly.


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David Whelan
mould breaker
The Cult: Andy Murray
Andy Murray has carried the weight of British expectation for more than a decade without ever really capturing the people's hearts. But he doesn't seems to care – and that makes him prime Cult material.
Why We Should All Be More Pretentious
As an insult, pretentiousness says more about the accuser than the accused.
2016 six nations
2016 Six Nations: European rugby's Toy Story 3 Moment
The Six Nations feels like European rugby's Toy Story 3 moment. The teams are old and battered, everyone around them has grown up, but there is still enough intrigue to reinvigorate the franchise.
I Went to an Art Show About the Internet to See if I'd 'Get' the Internet Art
Since we now mainly use technology to judge ourselves, and because technology has made me cripplingly self-aware, I figured the show might teach me a couple of things about myself.
embrace the evil
Novak Djokovic, I Can Make You Loved
It's not your fault you're by far the best player on the planet right now, Novak, nor that people can't beat you – but it doesn't help us love you.
VICE vs Video games
'The Witness' Is 2016's First Absolutely Essential Video Game
Jonathan Blow's comeback is a magical achievement that has little to do with video gaming precedent.
What Does Our Obsession with True Crime Podcasts Say About Us?
Everyone's an armchair detective now, and sometimes that doesn't sit comfortably.
The Artists Explaining Their Multiple Sclerosis Through Art
Artists Kirsty Stevens and Hannah Laycock tackle the knowledge gap that surrounds MS by creating art that is tangible and accessible.
The Bizarre Truth About Sports Stars Meeting Their Idols
Have you heard the story about the footballer who met his boyhood idol, then stole his wife and got a tattoo of his kids?
Rugby Legend Jonah Lomu Dies Aged 40
Jonah Lomu, one of rugby unions greatest competitors of all time, has died aged 40.
My Six Years with Jimmy Savile: An Interview with His Biographer
Dan Davies interviewed Savile over six years in order to write his now award-winning biography, 'In Plain Sight.'
An Oval World: Six Places Where Rugby is a Religion
As the World Cup draws to a close, we're profiling the places that rugby fans call home, the spots on this earth that have embraced the sport like no other.


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Raw Cashew Nuts
Sesame-Seeds
Who we are /
Our Business /
Manufacturing & Processing /
Steel /
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Prices of COKE expected to weaken further
China's domestic coking coal market weakened in July amid production restrictions in the country's steelmaking hub of Tangshan and four rounds of coke price cuts by a major mill.
Metal Bulletin's weekly assessment of prices for domestic hard coking coal in Shanxi delivered to Tangshan stood at 1,360-1,700 yuan ($200-250) per tonne on Friday July 27, compared with 1,390-1,750 yuan per tonne on June 29.
The assessment is down 30-50 yuan per tonne due to lower coke prices and weaker demand following restrictions imposed by local authorities in Tangshan from July 10 until August 31 to cut emissions, market sources said.
Cheaper coke
"Coke prices have been falling since the first working day of July and the downward momentum rubbed off on coking coal prices," a Tangshan-based coke plant source said.
East China's Rizhao Iron & Steel, a major coke buyer, lowered its purchase price for the steelmaking raw material four times in July. Following the reductions totaling 350 yuan per tonne, the mill is now paying 2,000 yuan per tonne for materials with 57% coke strength after reaction delivered to its facility.
Coke prices have stabilized since Rizhao Steel's last reduction on July 19, and a segment of the market even expects them to rebound, but the bullish sentiment does not appear to be offering any support to the coking coal market.
"Though coke prices have stopped falling, the large amounts of coking coal stockpiled at various mines in Shanxi are forcing miners to slash prices for quicker sales," a domestic trader based in Beijing said.
High inventories
Coke output remains limited in China, partially due to low profit margins forcing producers to lower their coking activity on their own accord. But the main factor limiting coke production in the country is the government's continual efforts to reduce pollution.
A Tangshan coke producer is putting priority on drawing down its coking coal inventories instead of procuring more raw materials due to limited space in its stockyard, a source said. This is the case for other coke producers in the region as well, he said.
Subdued demand
Despite a recovery in domestic steel prices, market participants are still not seeing any support for the coking coal market.
"It is not just about high steel margins. Market fundamentals determine that if [the] supply [of coking coal] were to exceed demand, then prices come under pressure," the Beijing-based trader said.
A mill source in Hebei province concurred. The mill's coking rate has been cut to 2.5 million tonnes per year from 5 million tpy, he pointed out, and as a result, it has stopped procuring coking coal in the spot market.
"Our new project that was slated to begin operations in August has also been postponed indefinitely because of the Tangshan production cuts," he added.
As such, sentiment in the domestic coking coal market remains bearish, and market participants are expecting prices for the steelmaking raw material to weaken further.
Trading picks up in second-tier market
The second-tier segment in the seaborne coking coal spot market saw a flurry of trades involving its top brand after more than two months of inactivity.
"[Lower rail capacity] is still a rough situation. [Rail services are] still performing below contractual performance. [Rail freight operator] Aurizon will be shifting its maintenance back to the Blackwater line [from the Goonyella line currently] after mid-September," a seller source in Australia said.
Mining major Anglo-American's underlying earnings before interest, taxes, depreciation and amortization (Ebitda) for its metallurgical coal division in the six months to June 30 totaled 1.16 billion, up 23% from a year earlier.
Canadian miner Teck Resources said it sold 6.6 million tonnes of steelmaking coal in the April-June quarter, down 7% on the year. The miner said in its latest quarterly report that the lower sales volume was a result of low port inventories and reduced rail capacity due to "strike preparation at [Canadian Pacific Railway's] operations."
It reported an average realized price of $183 per tonne for its coal, which compares with $167 per tonne in the same period of last year.
The benchmark September coke contract closed at 2,136.50 yuan per tonne, down 5 yuan per tonne for the day.
The cfr China hard coking coal index shed $4.99 per tonne to $165.02 per tonne while the fob Australia index lost $6.44 per tonne to $155 per tonne.
Four cargoes of the same brand with a laycan stretching from August 15 to September 10 have changed hands. Three of these were sold at $165 per tonne cfr China while one was traded at $155 per tonne fob Australia, various sources told Metal Bulletin on Thursday July 26.
Due to rail capacity issues on the Blackwater line in Australia's coal production hub of Queensland, this brand had not been traded in the spot market since the end of May. The last price it fetched was $183.50 per tonne cfr China, according to Metal Bulletin's records.
Outside of China, a September-laycan cargo of premium mid-vol hard coking coal was offered at $176 per tonne fob Australia. But the offer failed to generate any interest, an Indian mill source said.
Metal Bulletin also received reports of a cargo of premium mid-vol materials changing hands at $171 per tonne fob Australia during the day.
The miner attributed the gains to increased met coal production and a higher average realized price, according to its latest half-year report released on Thursday.
The Dalian Commodity Exchange's most-traded September coking coal contract closed at 1,196 yuan ($176.50) per tonne on Thursday, down 1 yuan per tonne from a day earlier.
Metal Bulletin's cfr China Premium Hard Coking Coal Index fell $1.44 per tonne to $179.89 per tonne while its fob Australia equivalent is down $0.46 per tonne, at $172.53 per tonne.
Vale's metallurgical coal output falls 24% in Q2
Vale's production of metallurgical coal decreased by 23.90% year-on-year in the second quarter of 2018 because of adverse conditions at the mine, the company said on Monday July 16.
The miner produced 1.56 million tonnes of metallurgical coal in the April-June period, compared with 2.05 million tonnes in the corresponding months of 2017.
Vale has faced severe weather conditions since the first quarter of this year at its Moatize mine in Mozambique. This prevented a recovery in output and was only overcome in the second quarter, the company said.
"The lower production compared with the second quarter of 2017 was mainly due to the difference in the coal seams fed to the plants," Vale said.
Vale took delivery of new trucks and excavators during the second quarter, and plans to increase production in the second half of this year.
Metallurgical coal sales amounted to 1.41 million tonnes in the April-June period, down by 31.60% from 2.06 million tonnes a year before.
Metal Bulletin's Premium Hard Coking Coal index averaged $195.91 per tonne cfr Jingtang in the second quarter of 2018, compared with $173.48 per tonne cfr Jingtang a year earlier. The index was $185.08 per tonne cfr on July 16.


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A Personal Encounter With a Gracious Tom Watson
Joe Nathan had two encounters with golf legend Tom Watson, one long ago and one in recent years. He told me the following story in an email and then granted permission to share it here.
By Joe Nathan
A signed hat and memorable moments with Tom Watson.
WHEN I WAS ABOUT 14, in the 1960's, I caddied for Tom Watson in an obscure tournament in Wichita, Kansas, where I grew up. Watson made it to the semifinals (it was a match-play tournament) and lost 1 up. He was having trouble sinking any putt over five feet. As I recall, the other guy made one birdie and beat him.
A few years ago I was at a Champions Tour event in the Minneapolis-St Paul area, where I now live. It was a week or two after Watson led the British Open, but lost in the last few holes. He had kept his commitment to play in the tournament here.
I hoped to just say hi to Watson but of course he was surrounded by huge crowds. At the end of the tournament, I was walking off the course and saw the courtesy cars with several players' names. The car with Watson's name was still there so I decided to wait for a few minutes. Ten minutes later he walked toward the car, alone.
I walked up and said, "Excuse me, Mr. Watson. I caddied you for you in Wichita, Kansas, about 40 years ago. I think it was the ... tournament. Would you please sign my hat?"
He smiled graciously.
"I remember," he said. "I lost 1 up in the semis. Could not make a putt that day. And the name of the tournament was the ... tournament."
He was right about the name, and I was wrong. Then he graciously took my hat and signed. We talked for a few minutes. I asked him a question about the remarkable chip at Pebble Beach after saying I suppose you have heard this question a 1000 times but could you please just tell me about it.
Again, he smiled and said, "Yes, lots of people have asked about it, but it's one of the favorite shots of my career. As I looked at it, I thought that I just might be able to sink it. Thanks for asking."
I am a nobody, but Tom Watson spent perhaps five or six minutes with me. He was so gracious.
Joe Nathan, an educator and newspaper columnist, loves golf. He caddied as a kid and has broken 80 once in his life.
Labels: British Open, Champions Tour, Joe Nathan, Pebble Beach, Tom Watson
John Merrow said...
Great story about TWO classy gentlemen (and I love the hat!!) John Merrow
Nice story, Joe, about a classy professional athlete. He missed winning the British Open at 60 years old by a wrong club selection on the last hole. Great ball striker.
Very nice story. I think Tom Watson is a classy guy who got a bad rap at the Ryder Cup. Thanks for sharing this story. It just confirms what a great guy he is.
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Cheese & Bacon Bread Rolls - Thermomumma by _b_e_v_. A Thermomix ® recipe in the category Breads & rolls on www.recipecommunity.com.au, the Thermomix ® Community.
Add all ingredients (excluding cheese & bacon) to your thermo bowl in order. Combine 15 seconds, speed 3. Then knead 6 minutes dough function.
Proving is when you allow your unrisen dough to sit in a nice warm spot to grow. You generally wait till it has doubled/tripled in size. Dough is happiest proving in a warm moist environment, keep your dough away from direct dry heat (heater/hot oven) or draughts as it can cause the dough to skin up. If you need to prove in a condition like this spray your dough with water and cover with glad wrap or a towel so it stays moist.
There's many ways people like proving. I prefer placing a big tray of boiling water in a confined area such as an oven (switched off), or microwave & sitting the tray/tin above it. The boiling water creates warmth and steam. If you find your water starts to lose heat you can refresh it with new boiling water.
Other places that work – warm car, bathroom after a steamy shower, on top of heat packs or water bottles, electric blanket. The list is endless!
Submitted by Nikki21 on 10. February 2019 - 12:47.
just pulled these out the oven & they look AMAZING! Thanks for a quick and easy recipe!
Submitted by davemattmum on 29. August 2018 - 09:50.
Submitted by meganbourn on 15. February 2018 - 21:17.
I made these tonight to have with soup and they are sooooo delicous!! Easiest recipe ever as well which is a huge bonus!! Definitely be making again. I didnt have any bread improver and they were still great without it.
Submitted by sfongs on 30. November 2017 - 23:10.
May be a silly question - but do you cook the bacon bits before putting on dough?
Submitted by tpdalziel@hotmail.com on 1. September 2017 - 19:52.
Wow!!! These were my first attempt at baking, they were so easy to make and yummy. Will definately be making again, thank you!
Submitted by Riddle me this on 7. August 2017 - 08:42.
Amazing!! First time making these and they're perfect!! No more paying $2 per roll from Bakers Delight! Thanks for sharing. Sooooo good!
Submitted by Tiny on 11. July 2017 - 10:24.
Hi, I'm not the poster of this recipe, but, Thermo devotee since 2009. I feel for you, as yes, it is vital for Varoma to have water in the bowl for it to steam up into the veggies.
I usually work with a minimum of 500 ml. There is actually a bit of run down of it in the front of the 'Every Day Cooking' (EDC as you'll see it referred to on this forum). Amount of water in bowl depends on what and how many veggies, or whatever you've got. I also often put some pepper, salt, garlic, stock, or chilli in the water, depends what I've got on top.
Submitted by MrsKappa on 26. June 2017 - 14:38.
This is my go to recipe - I make this at least every fortnight, and freeze the extras.
The whole family devours them!
Submitted by Chrischell on 12. June 2017 - 00:03.
Best rolls I've made so far ! I did 1/2 recipe to start with as not sure if Hubby would like them, he ate 6 in 2 days, stayed fresh in container.
doing full recipe now THANK YOU !
Submitted by Elmo04 on 4. June 2017 - 15:29.
Submitted by tengchua on 15. May 2017 - 20:01.
Fantastic recipe!!! Used 200g wholemeal bakers flour + 400g white!
Submitted by bakercosy on 14. March 2017 - 11:51.
Yum! And very like those ones you can buy, thank you!
Very easy and works every time. My kids love them.
Submitted by kellsb on 8. February 2017 - 11:26.
Submitted by vickiewalmsley@hotmail.com on 5. February 2017 - 10:09.
Really happy with how my rolls have turned out. Will be making them again, so easy, even made them with 2 small boys under my feet!
Submitted by sharonjoym on 28. January 2017 - 19:45.
Wow! Better than the store bought rolls so much lighter and not as greasy. All the family loved them will definitely make again.
Submitted by BE@mer on 20. January 2017 - 18:45.
Submitted by RosalieN on 19. November 2016 - 16:03.
super easy to make, and superb texture & flavour.
Submitted by MrsFrankie on 30. October 2016 - 22:43.
Submitted by VicnPete on 17. October 2016 - 19:34.
Submitted by stinimende on 23. September 2016 - 21:00.
A regular school lunch in our house. Makes things so easy.
Submitted by warlie89 on 3. September 2016 - 09:28.
Submitted by YoniTm5 on 29. July 2016 - 12:53.
Submitted by Apsara on 16. July 2016 - 16:49.
Easy and delicious... and much cheaper/healthier than buying them from a well known bakery chain!
Submitted by love-2-cook on 11. July 2016 - 11:50.
Best bread roll recipe ever!!!!
Submitted by Liza74 on 10. July 2016 - 09:52.
It didn't really matter though, kids devoured them in 15 minutes. Next time I will double the recipe.
Submitted by Jaffacake on 4. July 2016 - 20:18.
Wow, they are lovely and so easy to make. Light and fluffy.....I can't believe I made them because they came out so well. Thank you for sharing your recipe.
Submitted by trillylilly on 16. June 2016 - 07:58.
These looked amazing and so lovely and soft. My bacon bits on the top were a little burnt so I may need to adjust tray position / cooking time for next time. Otherwise fantastic recipe.
Submitted by be11e on 13. June 2016 - 13:07.
These are awesome. Everyone loves them. Not oily like shop bought ones. Thanks!
Submitted by kellogan on 15. May 2016 - 20:42.
I used a TM31 with no problems. I kneaded the dough for 4 mins instead of 6.
Submitted by thermojulie on 4. May 2016 - 21:10.
Great recipe, I make these all the time, as my kids love them for school lunches.
Submitted by JackBrenJamBrod on 4. May 2016 - 10:44.
This is our GO TO cheese and bacon roll recipe. My daughter prefers the italian style with tomato paste, so we usually make half a dozen of each. Always perfect and always delicous!!
Submitted by Thermomixing it my way on 3. May 2016 - 22:40.
Submitted by Rachael86 on 1. April 2016 - 22:13.
Submitted by Lindseyrob on 29. March 2016 - 15:31.
Submitted by Amanda_butterfly on 3. March 2016 - 13:58.
Super easy! Kids love them!
Submitted by Sammy27 on 22. February 2016 - 04:11.
Submitted by TreenBean on 8. February 2016 - 22:13.
Big thumbs up from hubby who loves the bakery made ones.
Submitted by grizzly on 28. December 2015 - 18:39.
just used some of the left over crissy ham instead of bacon yummo.
Submitted by jodiejodie on 8. December 2015 - 16:08.
Submitted by Hanbrown on 5. December 2015 - 12:21.
Submitted by Schmck on 15. November 2015 - 17:48.
So easy and they turned out perfectly. Loved them!
Submitted by melnellie on 13. November 2015 - 14:05.
My kids absolutely loved these! Massive hit in our house!
Submitted by jemdean on 7. November 2015 - 13:22.
easy to follow recipe, very nice. Kids and I loved them. Hopefully they freeze well for school lunches.
I also found the dough extremely sticky.
Submitted by Kermie Kreations on 22. October 2015 - 13:17.
My daughter absolutely loved these and could not tell the difference from the store bought ones. I can defintely tell you that my hip pocket on the other hand did!


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Promising Developments and Daunting Challenges in Using Ethnic Minority Languages in Formal Education (Part I)
by maelraynaud
Posted on September 23, 2019 December 2, 2019
Nicolas Salem-Gervais and Mael Raynaud discuss the teaching of ethnic minority languages in government schools.
This is Part One of a three-part piece based on research undertaken for Urbanize: Policy Institute for Urban and Regional Planning, and supported by the Konrad Adenauer Stiftung. This three-part series is largely based on a total of over 130 interviews conducted between December 2018 and February 2019 as well as between May and September 2019 in Shan, Kachin, Chin, Kayah, Kayin and Mon States, as well as Sagaing and Yangon Regions and Naypyidaw Union Territory. Interviewees include various levels (township, district, State/Region, Union) of the Ministry of Education and Ministry of Ethnic Affairs administration, literature and culture committees, Regional ministers, Regional MPs, Local CSO and Media, ethnic political parties' representative, school headmasters and teachers. Most documents and statistics referred to in this article were collected in the course of these interviews.
Part One: Significant policy shifts towards decentralization and administrative complexities
The reintroduction of ethnic minority languages into Myanmar's formal education system—first announced under President Thein Sein's government in June 2012—has significantly accelerated in recent years, in the wake of the 2014-2015 education law, and under the NLD administration. As we have argued in previous publications (in Oxford Tea Circle and Frontier Myanmar), this shift is liable to bring benefits in at least three dimensions of Myanmar's social and political life, which echo international contemporary concerns: 1) limiting the ongoing erosion of linguistic and cultural diversity; 2) improving access to and performance in the national education system for children from ethnic nationalities; and 3) addressing one of the root causes of conflict and thus contributing to peace and "national reconciliation".
Indeed, the presence/absence of ethnic minority languages in government schools, a key element in debates surrounding the unresolved issues of national identity and of equality, has ranked high among ethnic minority groups' demands and grievances towards the State, ever since the inception of the Union of Burma in 1948. While the accusation of a systematic "Burmanization" policy starting with the Burma Socialist Programme Party (BSPP) in 1962 often lack nuance and accuracy, the successive military governments, have undeniably contributed to the curtailing of ethnic minority languages use, notably in formal education, most drastically during the SLORC/SPDC era from 1988 to 2011. This situation has contributed to the birth of individual ethnic consciousness and the formation of several ethnic armed movements.
This historical trajectory of language-in-education policy raises two connected but somewhat different challenges for the years to come, echoing conversations on the relations between the peace process, on the one hand, and the political process ⎯ and especially the process of decentralization ⎯ on the other hand. The first issue is the recognition by the government of ethnic basic education providers (EBEPs, see here and here), which include education systems linked to ethnic armed groups that provide education to an estimated 300 000, in mother tongue to some extent, and from there the development of partnership between these EBEPs schools and the MoE education system (see section 5.2.2 of the National Education Strategic Plan). The second issue, which is the main focus of our research and of this three-part paper, is the reintroduction of ethnic minority languages in government schools ⎯ which provide education to a total of over 9 million school children ⎯ as prescribed by the 2014 (amended in 2015) Education law.
Encouraging developments
In this regard, in addition to the improving access to education in some of the regions populated by minorities (as opposed to other regions affected by conflicts), there have been a number of other very significant developments since 2012. In the 2018-2019 school year, officially, 54 ethnic minority languages were being taught to over 750,000 children, in 12,248 schools, by a total of 28,783 teachers, across all the States and Regions. Most recent Ministry of Education (MoE) statistics indicate that 64 languages are now being taught in 2019-2020. These figures must be taken with a grain of salt, but they nonetheless reflect a deep shift in the country's language-in-education policy— and a trend that has clearly gained momentum over the last two years.
Through a collaboration between UNICEF, the MoE, the Ministry of Ethnic Affairs (MoEA) and the Literature and Culture Committees (LCCs), new curricula for the teaching of 25 languages in Grades 1 to 3, as well as 3.5 million copies of story books for kindergarten in 66 languages (see below), have been finalized during the last few months.
Cover of some of the story books developed by UNICEF, the literature en culture committees, the Ministry of Ethnic Affairs and the Ministry of Education
Cover of textbooks developed for 6 languages of Kayah State by UNICEF, the local literature and culture committees and the Ministry of Education
Unsurprisingly, in many instances, several challenges— often the consequences of limited resources— are still in the way of a full integration of ethnic minority languages in government schools. In many instances, there is still a shortage of ethnic languages textbooks and a large proportion of the ethnic language teachers still receive only extremely meagre salaries: 30,000 kyat/month.
According to the MoE 2018-2019 data, 47% of these 23,811 "30,000 kyats" ethnic languages teachers are in fact government school teachers, teaching ethnic minority languages in addition to other subjects, and receiving this amount in addition to their salary. While economically sustainable, this type of situation is not encouraged anymore, as the government rolls out its "ethnic" Teaching Assistant (TA, see below) policy. The number of those teachers has already significantly dropped from 10,760 in 2018-2019 to 7,080 in 2019-2020. The main reason invoked by the MoE for this trend is that it is particularly difficult for the administration to make sure that the ethnic language classes are actually conducted, on a daily basis, by these teachers already present in the schools, who may not always have sufficient language skills or may see this subject as secondary.
The other type of "30,000 kyat" teachers, known as Language Teacher (LT) are "outsiders", trained by the Literature and Culture Committees (LCC) teaching about 20 hours monthly in government schools. These teachers often complain about a lack of consideration from their colleagues and the local MoE administration. At the time of writing, official statistics count 12,941 of these LT, a figure which is likely to drop sharply in the course of 2019-2020, with all the teachers matching the requirements applying for TA positions.
Despite these remaining difficulties and questions regarding ethnic minority languages teachers' status, the last two years have seen very significant developments towards overcoming these challenges. In an increasing number of schools, notably in Mon State, the teaching of ethnic language is now conducted during school hours, in one daily period (40 minutes) out of eight. While Mon State's lead is all but surprising given the comparative advantages of the Mons over all other groups across the Union of Myanmar, this trend has gained momentum, in link with the development of the local curricula by States and Regions (which is particularly advanced in Mon, Kayin, Kayah, Chin and Kachin States). Several uncertainties remain regarding the exact content of those local curricula and notably the use of the "local knowledge" textbooks, which include potentially sensitive topics, such as local histories. However, for the 2019-2020 school year, most schools around the country already have a slot for local content in their timetable, within school hours, which is already often used for the teaching of ethnic minority languages in schools presenting relatively homogenous linguistic situations.
Amidst numerous calls, both from ethnic/education activists and foreign experts, for a mother-tongue based multilingual education policy or MTB-MLE ⎯ which would mean all classes to be taught directly in ethnic minority languages at least at lower primary levels ⎯ the choice of a language policy relying on (1.) teaching ethnic languages as subjects and on (2.) what the 2014-15 Education law calls "classroom language" (meaning using local languages orally, to explain the curriculum which remains in the national language) is, in our opinion, a realistic policy, at least for the foreseeable future. This policy offers flexibility in multi-ethnic settings where choosing a curriculum in one particular language would be problematic, and gives teachers room to make adaptation appropriate to their classrooms.
Parallel to the creation of the Ministry of Ethnic Affairs (MoEA), considerable reforms are being unrolled by the Ministry of Education (MoE) to live up to this "subject + classroom language" language-in-education policy. A number of measures, which can be seen as positive discrimination, are specifically aimed at increasing the availability of local teachers in order to be able to use ethnic minority languages in primary schools. In many regions, indeed, for multiple reasons (including overall lower performance of students from ethnic minorities and unattractive salaries of civil servant careers), there has been an acute shortage of local teachers, an issue central to the continuing language barrier problems ethnic minority children face.
Footages of Mon, Pa-O and Rawang classes in government primary schools of Mon, Shan and Kachin State
The "Ethnic" Teaching Assistants
In 2017, new positions for ethnic minority language teachers were created through a collaboration between the MoE and the MoEA: the "ethnic" teaching assistants (TA, the position itself already existed in the MoE, the novelty is the ethnic language dimension). For the whole Union, a first batch of 5,161 Teaching Assistants were appointed for the 2017-2018 school year. A candidate to such TA position is required to have pursued his or her formal education beyond grade 9 and possess good ethnic language skills (assessed by a Literature and Culture Committee, see below).
The mission of these TAs is two-fold, and precisely corresponds to the two components of the language-in-education policy shift described above: 1. teaching ethnic minority languages, as subjects, and 2. using ethnic minority languages informally, when needed, as "classroom languages", to help overcome the language barrier in the process of teaching the national curriculum. Through daily wages (4,800K per day), these TAs receive salaries that represent three to five-fold the amount of the regular ("30,000 kyats/month") ethnic languages teachers (LT).
Additionally, these teachers are not only allowed but strongly encouraged to remain in their hometown (as opposed to other government teachers who are sent to different places throughout their career), precisely to be able to fulfil their missions of both teaching and using ethnic minority languages in the schools.
While it is too early to really assess the impact of this reform, these new career perspectives (by comparison to the meagre 30,000k/month for the LT) seem liable to generate enthusiasm among students with ethnic language skills. According to the MoEA and the MoE's statistics, for the 2019-2020 school year, not less than 12,450 application files have made it up to Naypyidaw after several steps of selection process.
At the time of writing, the candidates for this new batch of "ethnic" TAs are still waiting for the confirmation of their appointment (despite the opening of the schools in June), as the multi-layered and centralized MoE's administration is making sure all these candidatures really correspond to competent teachers available in their respective schools. But at least 50% of these candidates are likely to be appointed, which is liable to generate momentum. In contrast, unsurprisingly, interest for the "30,000 kyats per month" (LT) positions seem to be diminishing, with only 222 new candidates for the whole Union in 2019-2020, according to the MoEA's statistics.
Among the TA candidates, those who have a university degree (whose proportions vary significantly depending on State/Region and ethnic groups) are encouraged to receive a training in their State/Region's Education College, in order to become full-fledged government schoolteachers (a significant improvement in their career and salary). Among the 5,161 TA hired in 2017-2018, roughly 50% had their matriculation exam and 719 had a university degree. Among the later, 277 have already completed a short training in one of the Education Colleges, and are now full-fledged civil servants. Another batch of 443 is set to complete the same training in 2019-2020.
The Teaching Assistants with lower levels of academic achievements have the possibility to follow the same path: some of the TAs appointed in 2017-2018 interviewed during our visits to the schools in several States are preparing their matriculation examination as external candidates, in the perspective of obtaining a university degree through distance education, and to ultimately become full-fledged permanent teachers.
The Literature and Culture Committees
The ethnic TA positions have been created through a collaboration between the Ministry of Education (MoE), the Ministry of Ethnic Aaffairs (MoEA) and the literature and culture committees (LCCs). The LCCs are civil society organizations representing dozens of ethnic nationalities and languages. The most important of these organizations were formed decades ago, often in the 1960s and sometimes earlier (for instance, the Shan LCC was formed in 1952 in Taunggyi, the Mon LCC recently celebrated the golden jubilee of its foundation in 1966, the Chin LCC of Yangon just celebrated its 55th birthday in August 2019, and the Golden Jubilee of the Kayin LCC of Kayin State is coming up in 2020). These organizations have long been striving to teach their respective languages, often during summer schools held under military regimes.
These institutions are highly diverse in terms of resources, capacities, organization, histories, whether they represent an overarching (for example Karen or Kachin) or more "specific" (for example Sgaw or Lisu) ethnic identity, their perceived legitimacy, their affiliation to religious groups, their relationship (or not) with an armed group, as well as geographical level of recognition by the authorities. These LCCs can indeed be registered at different administrative levels: township, district, State/Region or Union, and the different branches under an ethnonym may or may not work together. In the context of the unfolding language-in-education policy, however, the State/Region-level seems to be increasingly important, and organizations corresponding to more "specific" ethnic identities tend to emancipate from the overarching ones, two trends which sometimes work against ambitions of promoting single coherent ethnic identities in the whole Union (an argument we will take up in the Part Two and Part Three of this series).
In Ardeth Maung Thawnghmung's (2012) words, historically "these various cultural and literate organizations have been founded by – and attracted and produced – many community leaders and aspiring politicians, enabling them to acquire experience and skills in leadership, management, and organization, to establish contact with their respective communities across the country, and to foster ethno-national aspirations in nonviolent ways" . However, under the SLORC/SPDC, the LCCs certainly had limited leeway in their activities. Chairing such organization was only, to a large extent, an honorary position within the community for leaders with an interest in the promotion of a particular ethnic identity, language and culture.
The 2010 elections have enabled more direct contacts between the LCCs and front row institutional politics, as epitomized by the destiny of Dr Sai Mauk Kham, the chairman of the Shan LCC in Lashio, who ascended to the position of Vice President in 2011. Several other regional ethnic affairs ministers followed similar, albeit less prominent, trajectories. Yet, beyond the destinies of individuals using these institutions as platforms for a political career, during the last few years, the new roles of the LCCs and their association to government decisions, most notably in the perspective of teaching ethnic minority languages in the schools, have risen the stakes behind these organizations. New LCCs have been founded or revived during the last decade, and a new generation of leaders, perfectly conscious of the renewed political significance of their positions in the post-junta context, seem to be progressively emerging; as an illustration among many others, the Shan LCC for Kayin State, for instance, was founded in 2017. This LCC has composed new textbooks in the tham/yuan script (see illustrations), for the teaching of one of the shan dialects spoken in Kayin State, and its president is taking a leading role in advocating for the creation of a Shan ethnic affairs minister in his state.
Despite their heterogeneity, the LCCs are thus becoming key ethnic political actors in the States and Regions, notably for groups who do not possess an ethnic affairs minister. They now often receive (limited) financial support from their respective State/Region governments for the organization of their National days and activities related to the teaching of ethnic languages, both inside and outside the government schools. They are in charge of creating (or refreshing) the ethnic languages curricula (often with the support of UNICEF and the MoE), of helping the MoE identifying the schools in which their respective languages should be taught, of assessing the ethnic language skills of the candidates to language teacher and TA positions, as well as training them for the teaching of ethnic languages curricula.
Local teachers and decentralization
Within this evolving ethnic political landscape, and in addition to the new career opportunities for students with ethnic minority language skills (the TAs), another channel to encourage the nurturing of local teachers has been a shift in access to the Education Colleges, since 2017-2018, according to yearly teachers needs in each township of the State/Region. In practice, this shift allows the best candidates from the more remote townships to access Education Colleges, even with matriculation exam grades that would have been insufficient if the competition was set at the National, or even at the State/Region levels.
These reforms are still young, with different regions presenting different situations in terms of language barriers and available human resources. Making the best use of the TAs and local teachers all around the country will certainly take time. As of today, all the TAs recruited may not have all the necessary skills to fulfil their tasks, either in terms of formal education, or in terms of mastering an ethnic language well enough to be able to teach it. The school-level MoE administration may also not always have a clear idea of how to best utilize these TAs to face the specific language-related issues they have to deal with locally.
More generally, the nurturing of local teachers for primary schools in ethnic areas should be seen as a crucial step towards overcoming the language difficulties ethnic minority students face, but not a panacea. According to multiple testimonies collected during our interviews, in several regions, where there is already a significant proportion of local teachers, the latter are more likely to be subject to a number of issues, such as being more absorbed by the local social life, to the detriment of their teaching tasks. This type of situations stands in contrast to teachers who are posted in a region where they do not have any social attachments and who tend to focus more on advancing their careers (for better or for worse).
Another problem, directly linked to our reflection on language-in-education policies, seems to be the overuse of local languages in the education process. In Chin State for example, we have heard numerous stories of schools where the students, despite learning the national curriculum, do not speak fluent Burmese at the end of middle school. Our interviewees partly attributed this situation to an excessive usage of local languages orally in the classrooms. A successful "classroom language" policy would thus require teachers who not only possess the necessary language skills, but who have also received proper training on how to use both the local and the national languages in a bilingual education frame.
Regardless, all these developments do constitute crucial steps towards decentralization, and including local non-state actors in formal education. The regional governments (through their ministers of social affairs and ethnic affairs ministers) as well as the literature and culture committees (LCCs) linked to the different ethnic groups, are now playing central roles in determining which language should be available in which school of their State/Region, producing ethnic languages curricula and training teachers.
The road towards having States and Regions fulfilling all the responsibilities in terms of ethnic minority language teaching prescribed by the Education Law (article 44) may remain frustrating in the years to come. At the time of writing, the MoE (with also a strong participation of UNICEF) remain the main financial support of this activity, both in terms of paying teachers and producing curricula. Nevertheless, an increasing number of regional governments, such as Mon State, Kayah State or Yangon Region are starting to participate, with their own budget, to the production and distribution of ethnic language textbooks.
In the process, these actors have extremely frequent interactions with the representatives of the Union's administration, most notably the MoE (at State/Region, District and township levels) and the MoEA (State/Region level only). This is particularly true in the five States (Mon, Kayin, Kayah, Chin and Kachin) which are developing their local curricula, a process that implies regular meetings between the regional governments, the (State level) MoE and MoEA, UNICEF, the LCCs representatives, local scholars, and in some cases, educators close to ethnic armed groups.
Processes such as this, which require regular interactions as well as a sense of compromise and mutual understanding, are crucial in the creation of new local political ecosystems, and thus constitute a critical step towards decentralizing the Union and building capacity at sub-national levels.
Which language(s) in which school?
Despite all these ongoing and encouraging developments, major structural challenges remain. In our opinion, when it comes to an inclusion of ethnic minority languages in education fulfilling all its above-described promises, the two main issues are what we have called in earlier publications, for the sake of explanation and the lack of better terms, the "geographic" and the "linguistic" challenges. Both these challenges, which certainly overlap one another, deal with the issue of answering a deceptively simple question: which particular language(s) should be taught in a particular school?
The patchwork of colors of an ethno-linguistic map is (by definition) a schematic representation of a socio-linguistic reality which at times can be extremely complex. In the case of Myanmar, not only is there often significant linguistic (and political) heterogeneity within the groups represented by a single colour (an argument detailed in Part Two), but there is also often a prevalence of multilingualism in the most populated areas.
When reflecting on how a mother tongue based – multilingual education (MTB-MLE) policy could be implemented in Myanmar, proponents of such a policy have suggested options at different geographical levels, including the recognition of the "main" ethnic languages of the relevant states, to be used in public administration, justice and schooling. But this option seems unfeasible from a political standpoint in contemporary Myanmar, when a multitude of actors are mobilized to defend their particular ethnic rights "တိုင်းရင်းသားလူမျိုးများ၏ အခွင့်အရေး".
This type of policy would also largely defeat the very purpose of introducing ethnic minority languages in education, both from an educational standpoint and from a language/culture preservation perspective. Selecting the "main" ethnic languages, to be used in education, would indeed mean that a large proportion of children across the Union of Myanmar remain educated in a language other than their mother tongue. Such choice of language policy could also arguably turn these "main languages" into the most direct threats to "smaller" languages' survival.
Furthermore, below the States and Regions, none of the lower administrative levels (district, township) seem relevant in terms of determining a single language of instruction. Even individual schools, in many instances, would not allow the choice of a single language of instruction. Simply put and as a general rule, the closer a school is located to an urban area or a main road, the higher the chances for children from multiple ethno-linguistic backgrounds to attend that school.
The national language (i.e. Burmese) is also typically more used in this type of urban environment, which often diminishes, from an educational standpoint, the imperative of having multiple teachers using multiple languages, either as a language of instruction or as "classroom languages", to overcome the language difficulties faced by ethnic minority students. In some instances, the children in this type of environment actually have little to no oral skills in the local languages, which may completely transform the pedagogical implications of language ethnic minority language classes, from literacy in the mother-tongue to the addition of an almost foreign language (see the case of Red Shan in Part Three). In any case, under the current language-in-education policies, multi-lingual situations often found in urban areas already greatly complicate the teaching, as subjects, of all the languages of children attending school.
Teaching multiple languages in urban schools?
In Sagaing Region, for instance, so far twenty-one languages are taught or are in the process of being included as subjects in government schools, including Chin, Naga, and Shan languages, as well as Kadu and Kanan. Within Sagaing region, in townships such as Tamu and Kalay, where populations from different parts of Chin State have settled, respectively 8 and 5 languages are already being taught, and other LCCs are in the process of getting ready to teach. Situations in which groups of children from five to six different ethno-linguistic background are present in a single school are relatively common, not only in the towns themselves, but often also in surrounding villages.
The representatives of the LCCs, MoE and MoEA interviewed during our visits explain that this type of situation has challenging logistical implications for teaching ethnic languages as subjects. For instance, teaching 5 languages in a primary school, 5 periods a week and over three grades (e.g. KG, Grade 1, Grade 2) requires a lot of resources, notably in terms of teachers and classrooms (seventy-five periods a week in this case).
Different regions and towns present slightly different situations, which can be sketched through the statistical data shared by the local MoE offices and confirmed by the LCCs: while six languages are being taught in Hpa An township (four Karen languages, Mon and "Southern" Pa-o), there is no schools teaching more than two languages in the city of Hpa-An for 2019-2020. Mon and Sgaw are being taught in 44 schools of Mawlamyine township, but not in the city itself (where summer classes are available).
According to the Regional MoE office's statistics, for the year 2019-2020, over 16,000 children are learning an ethnic language in the Yangon Region, in 284 schools located in 13 townships (out of 2,700 schools in 44 townships). For this year, the languages available (often out of school hours, sometimes during the summer break) are Sgaw Kayin, Western Pwo Kayin, Tai Long Shan, and Cho Chin.
In the city of Taunggyi, Shan State, no ethnic minority languages were taught in government schools at the beginning of the 2019-2020 school year. Explanations were many and somewhat contradictory: some cited the ethnic diversity in the schools; others the lack of interest of urban populations to learn ethnic languages; or students and parents giving priority to other subjects and activities, perceived as more important for economic and social opportunities. At the same time, some spoke of the sensitivity of teaching ethnic languages, which is likely to cause controversy if, for one reason or another, some languages are absent in a particular school while others are taught.
While the presence/absence of particular languages at given schools is likely to be increasingly politicized by a variety of actors in years to come, it should be noted that the children and parents themselves do not seem to be always overly ethnic-identity conscious regarding the language(s) taught in their school. In many instances, we have seen children from different ethno-linguistic backgrounds learning whichever language was available in their school, and members of the language and culture committees often take great pride in stories of children from other ethnic groups doing outstandingly well in their ethnic languages.
Regardless, when it comes to ethnic language teacher's appointment, despite limited resources, the MoE/MoEA guidelines do take small student headcounts into account to a significant extent. In theory (these guidelines may be revised or implemented by steps), ten students asking to learn a particular language in a school is enough to request a position of Teaching Assistant, and a second post can be asked if the headcount is beyond 100 students. There are no such minimum requirements for the ("30,000 kyats" LT) and anecdotal evidence suggests that in some cases, smaller groups are being taught an ethnic language. The Kante Chin Litterature and Culture Committee interviewed in Tamu, for instance, has trained a total of 3 teachers for 58 students in Sagaing Region, including in a school with only six children[1].
Overall, many schools, particularly in urban settings, will continue to face challenging linguistic situations, which may lead to difficult choices in terms of whether to have all the relevant languages available as subjects. When asked about what could be the solution to this geographical and administrative challenge they are facing, some of the LCCs interviewed in the most complex ethno-linguistic settings were starting to consider the possibility of a step back in terms of the unfolding language-in-education policy. While having their languages taught at government schools with official recognition and support is important to them as a political symbol, returning to teaching on weekends and during vacations, as many had been doing for decades, rather than during busy school weeks, may significantly simplify the logistics of making multiple languages available.
However, in our opinion, the biggest challenge to an introduction of ethnic minority language in education which would keep all its promises in terms of educational, political, and linguistic/cultural diversity preservation benefits, may well come from within the ethnic groups themselves, with the many hurdles in formalizing and standardizing languages, an issue detailed in Part Two of this article.
(All images and media courtesy of Nicolas Salem-Gervais)
Nicolas Salem-Gervais is a Maitre de conférence at the Burmese language section, South East Asia Department of Institut National des Langue et Civilisations Orientales (INALCO) in Paris, and is affiliated to Centre Asie du Sud-Est (CASE). Since 2007, his research has been dealing with various aspects of education and nation-building in Myanmar.
Mael Raynaud is head of research at Urbanize: Policy Institute for Urban and Regional Planning, based in Yangon. This post is part of a research project undertaken for Urbanize and supported by the Konrad Adenauer Stiftung. The authors wish to thank Ei Shwe Phyu and Tinzar Htun, who have contributed to this project since October 2018.
[1] As of today, Kante Chin is not on the list of the 24 languages taught in public schools of Chin State.
Posted in Research ReportTagged education, ethnic languages, ethnic minority, linguistics, textbooks
Author: maelraynaud
Mael Raynaud is an analyst with 15 years experience researching Myanmar politics, society, conflict, and economy. He lives in Yangon, and works as a consultant. View all posts by maelraynaud
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