text:
Study notes

Explaining Price Elasticity of Supply

  • Levels: AS, A Level
  • Exam boards: AQA, Edexcel, OCR, IB, Other, Pre-U

Price elasticity of supply (PES) measures the relationship between change in quantity supplied following a change in price

Price elasticity of supply
  • If supply is elastic (i.e. PES > 1), then producers can increase output without a rise in cost or a time delay
  • If supply is inelastic (i.e. PES <1), then firms find it hard to change production in a given time period.

What is the formula for calculating price elasticity of supply?

The formula for price elasticity of supply is:

Percentage change in quantity supplied divided by the percentage change in price

  • When Pes > 1, then supply is price elastic
  • When Pes < 1, then supply is price inelastic
  • When Pes = 0, supply is perfectly inelastic
  • When Pes = infinity, supply is perfectly elastic following a change in demand

An elastic supply curve

Elasticity of supply

What factors affect the elasticity of supply?

  1. Spare production capacity: If there is plenty of spare capacity then a business can increase output without a rise in costs and supply will be elastic in response to a change in demand. The supply of goods and services is most elastic during a recession, when there is plenty of spare labour and capital resources.
  2. Stocks of finished products and components: If stocks of raw materials and finished products are at a high level then a firm is able to respond to a change in demand - supply will be elastic. Conversely when stocks are low, dwindling supplies force prices higher because of scarcity
  3. The ease and cost of factor substitution/mobility: If both capital and labour are occupationally mobile then the elasticity of supply for a product is higher than if capital and labour cannot easily be switched. E.g. a printing press which can switch easily between printing magazines and greetings cards. Or falling prices of cocoa encourage farmers to switch into rubber production
  4. Time period and production speed: Supply is more price elastic the longer the time period that a firm is allowed to adjust its production levels. In some agricultural markets the momentary supply is fixed and is determined mainly by planting decisions made months before, and also climatic conditions, which affect the production yield. In contrast the supply of milk is price elastic because of a short time span from cows producing milk and products reaching the market place.
Supply elasticity

Summary of key factors affecting price elasticity of supply

Elastic market supply

Here are some topical applications of the concept of price elasticity of supply

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Tuxera HFS+ Embedded

file_system_iconTuxera HFS+ Embedded

The first choice for seamless compatibility with Mac OS X

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Tuxera HFS+ brings fast and always reliable data transfer and sharing via SMB and Mac-formatted USB storage.
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Tuxera HFS+ is widely used in popular networking and media devices such as NAS, routers and home gateways, wireless Wi-Fi drives and more.
It’s the first choice for seamless Mac interoperability.

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Supported Operating Systems Android, Linux, Chrome OS, Firefox OS, Tizen, and Windows.
Hardware Platforms ARM, x86, x86-84, MIPS, PowerPC, SH4 and more.
Full Interoperability Support for all HFS+ versions (HFS+/HFSX) including Mac OS X Samba, and storage media types including SD, CF Card, USB, SSD, HDD via USB, SATA, eSATA, FireWire, MMC, eMMC, SDIO for smooth data portability.
Unmatched Scalability No practical limit in number of files, folders, file sizes, and partition sizes.
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Michael Easton Celebrity Watchlist

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He's the man of many names and professions — cop John McBain, vampire Caleb Morley, priest Michael Morley, rock star-serial killer Stephen Clay and now genius doctor Silas Clay — and Michael Easton is leading two lives in the real world,… Read more

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A Different World 1987 | TV Show Watchlist

Season 3, Episode 21 Sweet Charity

First Aired: March 29, 1990

Whitley, Jaleesa and Freddie secretly plan to raise money for Kim; and Dwayne and Ron portray hoopsters in a commercial. Former basketball stars Rick Barry and Walt Hazzard have cameos. Kim: Charnele Brown. Freddie: Cree Summer.

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  • Premiered: September 24, 1987
  • Rating: TV-PG
  • Premise: A spin-off of 'The Cosby Show' finds Denise Huxtable on her own at Hillman College. Although Denise only remained at school for one year, several of her core of classmates stuck it out for the sitcom's six-year run. (more)

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Orlando Jones Wants to Do a Sleepy Hollow/Supernatural Spin-Off

Slaying the enemies of Jesus with the angel Castiel


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Season 2, Episode 18 The Girls Next Door

Steve is driven to distraction by a party next-door. Fred MacMurray. Bub: William Frawley. Ann: Kaye Elhardt. Ellen: Marlyn Mason. Mike: Tim Considine. Robbie: Don Grady. Chip: Stanley Livingston.

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Horse lovers have formed a “hay bank” to help Minnesota horse owners who’ve fallen on hard times and need help feeding their animals.

The Minnesota Horse Welfare Coalition launched the hay bank Tuesday, Dec. 18, with $3,000 in start-up funds from the Minnesota Humane Society and a private donor.

The effort will connect hay and feed dealers with qualifying horse owners.

It’s like a food bank for horses, and they’re hoping to raise another $7,000 by the end of the month, spokeswoman Stacy Bettison said.

Hay and feed have become expensive and scarce due to this summer’s drought, and Bettison said the plight of suffering horses will only get worse as the winter weather gets colder.

Minnesota Hay Bank online:

As you comment, please be respectful of other commenters and other viewpoints. Our goal with article comments is to provide a space for civil, informative and constructive conversations. We reserve the right to remove any comment we deem to be defamatory, rude, insulting to others, hateful, off-topic or reckless to the community. See our full terms of use here.

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Primary Education News

6 May '13

News Young human rights reporter of the year 2013 - lower secondary category

I am tortured. I am starved. I am a woman
Rings that bind us
Albinism: Is everything black or white?
Competition supported by the Guardian Teacher Network

Winner of Amnesty International's Young human rights reporter of the year competition lower secondary category: Victoria Coleman, 14, Mayfield Grammar Gravesend

I am tortured. I am starved. I am a woman

I am tortured. I am starved. I am terrorised. I am not treated fairly. I am the victim of rape. I am on the receiving end of violence. I am forced into doing things that I don't want to do. I am discriminated against. I am forced to give birth to HIV infected children. My name's Abena and I am a woman.

This young woman is one of the millions who are discriminated against daily purely for being female. Even though women do two-thirds of the world's work, they receive merely 10% of the world's income and own 1% of the means of production. This is due to gender inequality.

If a woman in poverty falls pregnant in Kenya, she is not offered the option of an abortion. Instead she is forced to give birth to a child that was conceived against her will. This is due to gender inequality.

In the majority of democracy of the world, women are a minority in parliament. Around the world, only 20% of national parliamentary seats are occupied by women. This has improved over the years but is still less than a quarter. This is due to gender inequality.

In the UK every child, regardless of their gender, is entitled to an education. Sadly, this is not the case in Afghanistan. Of the 4.2 million Afghan children not getting an education, Unicef estimates that 65% are girls and most live in rural districts. Many Afghan families will only permit their daughters to attend all-girl schools and others believe it is unnecessary for girls to be educated at all.

In the UK a lot of students don't realise how important an education is and take it for granted whereas on the other side of the world, a child of the same age longs for an education. Lack of education for girls isn't a gender inequality problem that we have in the UK, however in poorer or developing countries, such as Afghanistan, it is a much more common issue.

Action desperately needs to be taken for women everywhere to be able to make their own decisions, achieve their dreams and simply to be able to control what happens to their own bodies. Why should being born female put you at an automatic disadvantage? The answer is – it shouldn't!

Women should be proud to be women and not have to live in a world where they are discriminated against. Each and every human being, regardless of their gender, race or religion, should be treated equally and own the rights to control their own life. To ensure that women don't have to endure these barbaric acts any longer, gender inequality needs to be a thing of the past, not the future.

Lower secondary runner up: Anna-Beth Brogan, 12, Oxford High School, Oxford

Rings that bind us

The bride walks down the aisle towards the man she loves, tears of happiness sparkle on her glowing cheeks; it is the happiest day of her life. The bride walks down the aisle towards a man she's never seen before, tears of sadness stream down her innocent yet devastated face; it is the worst day of her life. Which bride would you rather be? Sadly there are many brides who are forced into marriage. Forced marriages are a very big issue, an issue that violates human rights. Every three seconds a girl's human rights are replaced with a ring - a ring which changes their lives forever. Girls as young as five, who don't even know what marriage is, are dragged down the aisle. Imagine being forced to marry a man you don't love, know or want to marry; this is the reality for some girls and it is brought to them by the people who should love them most, their parents.

Forced marriage happens when one of the spouses does not want to marry the other, it can often be confused with arranged marriage but they are not the same thing - arranged marriage is when the bride or groom can choose not to marry the spouse presented to them by their parents. Sometimes, the husband abuses the girl after they are married, hurting and raping her; but sometimes he is in the same position as her, feeling betrayed by her own family.

Not only does forced and child marriage bring misery to the people involved but it also can endanger their children, who may end up having the same fate as their mother. Young Indian girls, barely adults, who have been living happily in Britain for their whole lives are suddenly dragged back to India for their wedding.

I believe that nobody should have to be taken away from their country or have to marry against their will but every day girls are forced to do just that. The girls are made to feel guilty so that they agree into marrying; they are even sometimes physically abused until they agree. Why can't these parents see what they are doing to their children? Recently, a law has been passed that any parents forcing their children to marry will be sent to jail, our Prime Minister David Cameron says: "forced marriage is abhorrent and little more than slavery. To force anyone into marriage against their will is simply wrong and that is why we have taken decisive action to make it illegal."

Despite this new law, so many cases go unnoticed because the victims lack the means or confidence to speak out and tell us what's happening to them. On December 10th 1948, the United Nations vowed that slavery would never happen again, but isn't this slavery? Isn't every ring on the finger of a girl forced into marriage a link in the chains of misery? We've stopped slavery once, why can't we stop it again? Fight against forced marriage!

Lower secondary runner up: Gabriella Emery, 11, Bishop Thomas Grant School, London

Albinism: Is everything black or white?

Then they came. There was a bang and I woke up with a start. There were two men: one holding my husband down and the other holding a machete. I stared in horror, unable to move. Suddenly, a ghastly sound broke through the wall which separated me from my children. Finally, the sun rose and the men no longer had the discretion of the darkness. They ran. I rushed to the aid of my children. There I stood and watched my world fall apart before my eyes... there lay my child, one of three, her legs gone and they seemed to have taken her soul. Falling to my knees I cradled the empty cage. Whose story is this? This is the story of Mary Mathias - the mother of two young albino girls. She lost her third daughter to what seems to be a ritual human sacrifice. Surely only a delusional, cold-blooded killer would have the mind to plot something as horrific as this? Well after the police investigated further into Eunice's (aged 14) death, they uncovered the shocking truth that her own father had planned her assassination. Unfortunately, this story is one of many.

Why? The bones of PWA (people with albinism) are supposed to have magical properties. Gold miners bring bones down into the cave. Fishermen pour potions into canoes. Witch doctors supply these sacrificial atrocities. The average price of an arm or leg can sometimes come to £2,500. Eunice's body is now in a concrete sealed coffin deep underground with no headstone because of fears of grave robbers. Is that right?

So, what is albinism? Albinism is a genetic skin defect that affects skin pigmentation. Albinos suffer abnormally high rate of skin cancer and super sensitive eyes making it nearly impossible to go out in daylight.

Tanzania is one of the places where PWA live in fear the most. Unfortunately, albinism is among the highest in the world at one in 1,400 in Tanzania. In Tanzania a report from Under the Same Sun shows that from 2006-2012 there were 119 reports which included: 71 murders, 31 survivors; most are severely mutilated, 15 grave robberies and 2 failed grave robbery attempts.

Many charities work in Tanzania improving the lives of the 270,000 albinos. But what can you do? How many more stories do you need to hear before you leave the popcorn on the sofa with the remote and do something about it? How long will it before witch doctors are brought to justice? Tanzania is not the only part of Africa where albinos live in fear. Look it up. How many stories can you find? How many heartbroken families remain? Years ago albinos lived in fear of the sun's harmful rays. Now they live in fear of their lives: that they might go to bed and not wake up in the morning. To any PWA reading I ask you - what are you more afraid of, day or night?

Special commendation to the following longlisted entries in the lower secondary category

Lir Afiq, Chinthurst School Tadworth, Surrey

Harry Brown, Yarm School, Stockton on Tees

Connor Brown, Dolphin School, Hurst, nr Reading

Ciara Maxwell, Notting Hill Prep, London

Ashta Ndombele, Bishop Thomas Grant, Streatham, London

Jack O'Dwyer-Henry, Methodist College, Belfast

Bethany Patrick, Forge Valley Community School, Sheffield

Find out more about the Amnesty Young Human Rights Reporter competition.

Teaching resources on the Guardian Teacher Network

Amnesty's Guide to teaching controversial issues

Summary of the Universal Declaration of Human Rights

Amnesty's teaching human rights lesson plan

Amnesty's human rights photojournalism PowerPoint and lesson plan © 2013 Guardian News and Media Limited or its affiliated companies. All rights reserved. | Use of this content is subject to our Terms & Conditions | More Feeds

Read the full story in Guardian Education
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February 12, 2011 1:18 PM

Six Links Worthy Of Your Attention #34 tagged “Rush”

Is there one link, story, picture or thought that you saw online this week that you think somebody you know must see? My friends: Alistair Croll (BitCurrent, Year One Labs, GigaOM, Human 2.0, the author of Complete Web Monitoring and... Read more

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workshops, Rovaniemi 12 2003, daily

basic info

background info

daily impression/final result

day 1 : day 2 : day 3 : day 4   final result LED-group : Biggest group : Face-the-light group

Good Point – the shining type

Our aim was to create a type by using concrete lightsources. Matches and LEDs seemed to be smallest available ones. On the other hand we wanted to create a more organic than technical type, so we skipped all those clichee-thoughts of a grid. It was clear that this idea would face some technical problems, but we decided to solve those. Even though this project was made to create shining LEDs, this type can be applied to any other roundish objects.

We wanted to make the result look playfull and happy. Despite of the modern technology and all fancy softwares, there still seems to be a strong feeling of typographic traditions in our Good Point.

Without darkness there's no light. Darkness forms an excellent contrast for the light. That is also the reason why our group doesn't find darkness a depressive element. The more darkness, the better our LED-typeface Good Point is going to shine! And finally, after five days hard work, it IS shining. And not only in itself: it also spreads the 'shine' and happiness. Or how could you be sad when you see a blinking message on your friends sweater?

ps. Not as shiny as the pictures, but at least the font is shining (from your screen) in this PDF.

4 comments so far: read comments , please do comment

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What retro font am I? Please help.

Hey - Anyone know what this familiar - but escaping my mind font is? It is driving me insane - I know I have seen it before, I just can't find it anywhere.
Thanks for the help in advance.

Hobo: http://www.myfonts.com/search/name%3Ahobo

Next time, please post on the main Type ID Board.

thank you and sorry!


text:
Unforgettable Fire

Auckland, NZ
Logan Cambell Centre

22 May, 2010
Unforgettable U2
This was the first time I had seen U2 I was going out with a guy at the time who loved them I was 14, this was the start of my U2 obsession which has now spanned 25 years. I wasnt that far from the front and I remember looking past Bono and spotting the drummer Larry Mullen Jnr instantly was besotted and still to this day am somewhat gaga over him haha ! An awesome band with awesome music and I hope we get to have them around playing great music for a few more years yet .... Thanks U2 for coming to NZ now whens the next concert here !
the 4 of us
23 March, 2010
First U2 Show
We went to tho both nights an even though the venue is known as the concrete jungle U2 were superb. A sign of better things to come. This was also when Greg started working as their roady. Lovely guy who loved these guys.
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2006-2007 UAF Catalog

Baccalaureate degrees

How to Earn a Baccalaureate Degree

General University Requirements

Types of Baccalaureate Degrees

Baccalaureate Degree Requirements

Baccalaureate Core

Beyond the Core

Baccalaureate Degree Programs

Pre-Professional Opportunities

Catalog Index | Class Schedule | Admissions

Send comments or questions to the UAF Admissions Office.
Last modified April 8, 2011 by Marketing and Communications Web Developer.


text:
Students studying for a Master of Science in Geology degree learn advanced theory and applications of earth materials, structures and/or processes while completing a directed research thesis.

Thesis projects for this degree address diverse topics ranging from:

  • exploration for natural resources, including metals, petroleum and water;
  • addressing problems associated with human impacts on the environment; and
  • investigating earth’s history to understand the evolution of life and global climate change.

Our Faculty

The Department of Geology and Environmental Science faculty maintain research programs to study topics as diverse as:

  • ground water
  • pollution impacts
  • microbe-mineral interactions
  • environmental change
  • biodiversity
  • remote sensing of buried structures

External funding and alumni support allow faculty to support student research. The faculty provides a broad-based education focused on both academic and applied aspects of the geological and environmental sciences.

Admission Requirements

  • Three letters of recommendation
  • Statement of purpose

Full admission without deficiency should include a six-credit geology field camp course and equivalents to courses in mineralogy, petrology, structural geology, sedimentology/stratigraphy, and any two upper-level geology courses.

Application Deadline

Applications to the master's degree program in Geology are accepted on a rolling basis.

Additional Information

Hands-on Research

Graduate student tuition waivers and paid assistantships are awarded on a competitive basis.

Geology and environmental science students apply state-of-art field and laboratory techniques to study geologic and environmental issues in Ohio and around the world. Students use modern equipment in the field for computer mapping, and in the laboratory for studying the chemical, mineralogical, magnetic, biologic, and physical properties of rock, sediment and water samples. Many courses have a component that involves a practical problem that is examined using field and laboratory methods.

Field trips throughout Ohio and to locations such as the Bahamas, Rocky Mountains, and Adirondacks expose students to a wide range of geology.

M.S. thesis research projects allow students to explore topics of interest in great depth, and with the guidance of a faculty mentor.

Real-World Experience

Geology and environmental science students gain the skills necessary to compete in the workforce or continue in a graduate program. Students are provided opportunities through research-orientated courses, paid laboratory assistantships and summer internships to gain practical professional experience. Summer Field Camp in South Dakota and Wyoming further provides students practical experience in geology.

Research studies by students and faculty have been applied to solving local environmental issues such as:

  • the effects of dam removal along the Cuyahoga River;
  • monitoring ground water flow and contamination;
  • mapping resources in Metro Parks; and
  • laboratory analyses for local industries.

Geology Student Organizations

Interact with other geology students and professionals in the field through organizations such as:

  • Geology Club
  • Student chapter of the Association of American Petroleum Geologists

Assistantship/Scholarship Information

All assistantships (and any fellowships) are awarded through the academic department. Students interested in obtaining an assistantship must apply. New students may indicate on their online application for admission that they would like to be considered for an assistantship. Current students must contact the academic department for application information. Each department may have different requirements for assistantship applicants, so all students should contact the academic department to determine these particular requirements. Only those students fully admitted to a master’s or doctoral degree-seeking program are eligible for a graduate assistantship. Students admitted as non-degree seeking or to a certificate program may not hold an assistantship.

Financial Aid Information

Paying for college is a vital part of the education process. It is important to be informed of the many sources of aid available. Student loans are available to degree-seeking graduate students. Information on student loans can be found through the Office of Student Financial Aid. The Office of Student Financial Aid is located in Simmons Hall.

Tuition and Fees

Current tuition and fees schedules can be found through the Office of Student Accounts.

Page maintained by The Graduate School. Request a change to this page.


text:
Language Sites
  • UCAN China
  • UCAN India
  • UCAN Indonesia
  • UCAN Vietnam

Priest awarded for compiling Korean canon law dictionary

Father Joseph Rhee Chan-woo is among a number of church scholars recognized for their work

November 21, 2016

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For compiling a dictionary on canon law, Father Joseph Rhee Chan-woo was awarded the 20th Catholic Academic Award at a ceremony held at Francis Hall in Myeongdong Cathedral Nov. 10.

The Canon Law Dictionary is the first such text in Korean that explains every aspect of church law.

"In today's society, haunted by secularism and relativism, we need to firmly settle our theological identity and church scholars are desperately needed in this task. The Catholic Academic Award has contributed by encouraging scholars to do their best work," said Cardinal Andrew Yeom Soo-jung in a congratulatory message.

Apart from Father Rhee's award, research and translation awards went to Father Peter Park Hyun-chang, professor at Suwon Catholic University, and Father Francis Lee Dong-ho of Seoul Archdiocese respectively.

Father Park won the prize for his research on modern pastoral theology and Father Lee translated the Theology of Body by St. Pope John Paul II into Korean.

Father Yi Ki-soo, president of The Catholic Times of Korea, said, "the church's academic research work cannot bear fruits in just one or two decades. However, the works of today's awardees will be a good fertilizer for future evangelization."

The Catholic Times, the foremost Catholic media organization in Korea, established the award to praise academic achievement and to encourage young scholars in 1997.

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Colorado School of Public Health

Assessing the translatability of an HIV/STD prevention intervention

Project RESPECT assesses the translatability of an HIV/STD prevention intervention called RESPECT among American Indian and Alaska Native (AI/AN) youth.  RESPECT has been shown to be efficacious in reducing sexual risk behaviors and the incidence of sexually transmitted diseases (STDs) in public STD clinics among ethnically and racially heterogeneous heterosexual adult (ages15-39) populations.  Such findings hold great promise for AI/ANs, a group that shoulders 2-4 times the level of STDs nationally.  In fact, 11 of the 12 service areas of the Indian Health Service (IHS) show rates of Chlamydia trachomatis (Chlamydia) higher than the US average, with 3 of these service areas at levels 5-6 times higher.  AI/AN adolescents ages 15-19 bear a disproportionate share of most STDs, comprising 34% and 28% of all Chlamydia and Neisseria gonorrhea (gonorrhea) cases, respectively, reported in IHS services areas. This is due to a number of factors.  Like other adolescents, AI/AN youth have increased biological vulnerability, face transportation limitations (especially in reservation or Village settings where distances are great), and are reluctant to use services designed for adults.  Those in rural or reservation settings are especially concerned about receiving confidential care in their often small and close-knit communities. Finally, AI/AN youth experience higher levels of sexual risk behaviors compared to others in their age group nationally.  The Centers for Disease Control and Prevention (CDC) have recognized this problem, and recently initiated an effort to implement school-based Chlamydia screening in AI/AN communities.

As noted by the CDC in that effort, STD screening at AI/AN school clinics also provides a critical point of prevention through counseling; RESPECT, a proven HIV/STD prevention intervention, was recommended as a model.  As yet, however, no research on the viability, or external validity, of RESPECT in AI/AN communities exists.  At the same time, little dissemination research exists to delineate the factors and processes in AI/AN communities which might facilitate the widespread use of any evidence-based intervention, let alone one that may incur particular resistance because of stigma and values surrounding sexual activity.  We need to know about the external validity and the dissemination processes in AI/AN communities if we are to address effectively the daunting disparities in HIV/STDs and sexual risk-taking among youth.

To do this, we propose the following:

  1. With tribal partnerships, regional alliances, and national collaboration, we will use the Theory of Diffusion of Innovations to guide the development of a dissemination plan for RESPECT with AI/AN communities;
  2. Using the RE-AIM framework of enhancing external validity, we will implement the RESPECT intervention in school-based clinics in a specific AI community; and
  3. Evaluate the potential diffusion of RESPECT based on the results of 1 and 2.

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Non-urban social complexity: a case study of Anglo-Saxon England

Publication date: Sep 17, 2012 02:46 PM

Start: Oct 08, 2012 04:00 PM

Location: Room 612, Institute of Archaeology

Assemble site in

Stuart Brookes and Andrew Reynolds will give the second seminar in the Term I Institute of Archaeology Research Seminar series highlighting current research at the Institute on 8 October.

Institute of Archaeology Research Seminars take place on Mondays from 4-6pm, in Room 612 of the Institute.

Term I Institute Research Seminar Series 2012/13

All welcome! Seminars will be followed by a wine reception.

The UCL Institute of Archaeology is one of the very few places in the world that is actively pursuing research on a truly global scale and has an outstanding record training doctoral and postdoctoral researchers.


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Craig Diver

Senior Lecturer

School of Social Work, Care and Community

Harrington Building, HA314

+44 (0) 1772 89 3470

Full Profile

Prior to working at UCLan, Craig was a visiting lecturer at Liverpool John Moores University teaching child protection practice (post Laming). Craig is interested in researching adoption practice particularly within the current adoption agenda i.e. examining the influence ‘adoption targets’ and Performance Indicators have on the process and construction of social work assessments of prospective adopters.

Diver, Craig Simon (2008) Enhancing Social Work Management: Theory and Best Practice from the UK and USA. Book Review. Journal of Interprofessional Care, 22 (2). p. 221. ISSN 1356-1820

More publications

BA(Hons) 1st Class;

MA Degree (Manchester Polytechnic);

Dip SW (University of Huddersfield);

Accredited Child Care Award / BA(Hons) Post Qualifying Health & Welfare Studies (University of Salford)

Course Leader for the BA(Hons) Social Work

Teaching and seminar group responsibilities on the following courses:

Module Leader: BA(Hons): ‘Children, Families and Young People’

Seminar Leader: MA and BA(Hons) Social Work Degree

Personal Tutor: MA and BA(Hons) Degree

Teaching across various modules on both social work programmes and the Community & Social Care:Policy & Practice programmes.

Contributed to Erasmus programme: University of Arhus, Denmark ‘models of good practice’ : safeguarding children practice / the inter-professional agenda

SENDA representative for the School.


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French Major

Click here to see the rich variety of our recent upper-level special topics French seminars.

Click here for more information on career opportunities for French majors.

What is the French major about?

The undergraduate French major develops students' linguistic proficiency, increases their understanding of French and Francophone cultures, improves their familiarity with key figures of French literature and history, and hones their critical awareness of the intellectual problems and possibilities involved in the study of other cultures. The goal of the major is thus to provide an integrated learning experience for students in which each course weaves together language and culture within specific content offerings.

Majors in French are encouraged to double major with another field in the humanities, social sciences or sciences such as history, art history, economics, English, anthropology, political science, education or nursing. French majors may also take coursework in the Dept. of Teaching and Learning to prepare for a teaching career.

To Declare a Major in French

Obtain a "Declare a Major" form from outside Dept. office, LARTS 350, or from the Registrar's Office. Fill out the form and have it signed by the Chairperson of the Foreign Literature & Languages Department

Requirements for the Major in French

  • 30 credits in 300/ 400- level courses French. For information on course options offered in the department view our Courses page or the online catalog. Current course offerings may be viewed by accessing COIN.
  • French 301, 302, 331 and 332 are required for completion of the major.
  • To qualify for a 400-level course, students must normally obtain the consent of the instructor teaching the course and have earned at least 12 credits in their major at the University of Massachusetts Dartmouth.
  • Twenty-seven of the 30 credits must be taken in courses taught in French.
  • No more than six credits in directed or independent study will normally be accepted toward the major.
  • A grade point average of 2.0 in courses in the major field is required for graduation.

Note: To qualify for any French course at the 300 level, a student must complete courses through French 202, or its equivalent (e.g., pass the placement test in that language).

Study Abroad

The Department strongly recommends that majors in French consider a study abroad experience. For programs offered within our department as well as links to those at other universities, please click here: Study Abroad.


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Yera Fontes Plays a Wicked Game with Adrian C. Martin

While teamm8 continued business as usual in the wilderness of Sydney’s outback, Yera Fontes was on the deck of the Arrecife Gran Hotel in Lanzarote of the Canary Islands.

Adrian C. Martin, one of our personal favorites, shot the Spanish beefcake with the boyish good looks and the devil-may-care attitude in an elysian poolside, modeling the radiant and electrifying Technicolor swim briefs known only to come out of the teamm8 factory.

Whether Fontes is writhing on the sundeck in the radioactive pink DASH Swim Brief ($59), lounging on a beach chair in the hypnotic Brazilian Alliance Brief ($22.90), or stretching in the army tinted Super Low Brief  ($25) — he soaks in the attention of the camera’s flash like he were sunbathing. Perfect for traveling or motivation (summer is how many days away?!), this may be some of the best teamm8 has to offer.

Is hot pink a “yay” or a “nay” when it comes to your undies? Let us know your thoughts by commenting below or tweeting @underwearexpert.

For more information on the brand: Teamm8

Photo Credit: Adrian C. Martin


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About UNEP
United Nations Environment Programme
Division of Technology, Industry and Economics
top image
space space space
Newsletter and Technical Publications
<International Source Book On Environmentally Sound Technologies
for Wastewater and Stormwater Management>

4.3 Treatment (Topic c)

4.3.1 Small scale and community scale technologies

In the following discussion, small and community scale is defined as from 1 to 5000 Population Equivalents.

Swales, wide shallow grassy ditches, are used to direct stormwater flow around a surface structure, and provide some flow attenuation, filtering, and evapotranspiration due to the grass growth, as well as some minimal storage. Ponds are used to contain stormwater flow, hold flows until pollutants are biologically broken down or adsorbed onto particulate matter, and often allow water to infiltrate into groundwater gradually through the pond bottom. Sedimentation and filtration ponds may also be lined to facilitate removal of accumulated sediments, usually every two to four years. Ponds and swales are also effective in removing sediments from storm discharges, but are land intensive.

Ponds are also used to treat runoff from parking lots. These systems may also include upstream filtration provided by grass plots underlain by sand and gravel filters with an underdrain system feeding the holding ponds.

Natural, enhanced and artificial (constructed) wetlands are also used to treat stormwater runoff before discharge to the environment. Application is similar to that discussed under wastewater treatment below. Water may be diverted through a natural wetland system to take advantage of adsorption phenomena in the removal of sediments, and inorganic contaminants (metals). These natural systems may be enhanced to optimize the level of treatment and water attenuation.

Stormwater treatment can also be achieved in systems consisting of rock berms and alternating strips of native grasses and stiff grass hedges constructed on slopes. The rock berms are intended to catch coarse sediment and floatables, and convert piped flow to sheet flow down the slope. Native grasses provide screening, vegetative filtering and infiltration. Coarse hedge forming grasses provide flow attenuation to prevent flattening of filter grasses. Mowing and trimming of the site removes nutrients accumulated in the vegetation. This type of system has been applied in Austin Texas as part of a new subdivision, and requires less space than ponds.

Where space is at a premium, or where the groundwater table is high, radial flow filter cartridges installed in manhole structures have been used. One manufactured type, the StormfilterTM, has been installed in more than 130 sites in the U.S., including shopping centers, restaurants, highway runoff, hospitals, and single retail outlets []. Runoff from impervious surfaces such as roads and parking lots are treated by humic filter media composed of pelleted composted deciduous leaves. Up to 90% removal of solids, 85% removal of oils and greases and over 80% removal of heavy metals are claimed for such systems.

Small versions of vortex grit and floatables removal systems, such as the Downstream Defender (Storm King) or Vortex Separator (US EPA Design Criteria), have been used as a pretreatment stage for discharges prior to discharge to a gravel leachfield []. Generally, there has been little detailed testing of the benefits derived from these large scale vortex flow devices. Research data indicates these vortex style systems typically remove only the coarsest fraction of the suspended solids, whereas toxic contaminants are more typically associated with the finer particulate fraction.

Catchbasin inserts have also been used to provide runoff treatment from debris control using mesh bags and screens, to oil and heavy metals removal by filter absorption. Rigorous catchbasin cleaning schedules become very important to maintain the drainage capability of the system. Simple oil traps such as submerged outlets on catchbasins are also used. The use of polypropylene sponges are recently being commercially promoted for use in catchbasins to absorb oil contained in the runoff. The hydrophobic oil containing sponges are periodically collected and processed.

Best Management Practices (BMPs) are encouraged on industrial and construction sites to prevent stormwater contamination at site. They include covering piled materials, roofing equipment storage and maintenance areas, covering drum storage systems, routine cleaning of paved surfaces, use of sedimentation basins and straw filters to trap runoff associated sediments migrating from the construction site, and regular inspections of potential problem areas. Drain blockers can be used in maintenance and equipment wash areas. On construction sites, erosion and subsequent large solids loads to the stormwater collection system can be controlled using methods such as Ditch DamsTM, a proprietary product composed of wire mesh and geotextile moulds which are filled with dirt and ready-mix cement on site [].

Individual toilet systems

Pit toilets are generally used on remote, low density private and public recreational properties. Chemical toilets, whose contents are periodically pumped out by vacuum truck and transported to a central treatment facility, are widely used under temporary circumstances such as construction sites. Originally mainly used for remote recreational property, composting toilets (eg. Dowmus Composting Toilet illustrated in Figure 4.1) are now often used where a conventional septic system has resulted in water pollution, as well as for parks, beaches, highways, military installations, and golf courses []. Imported from Sweden, North American modifications have included computer control functions, including positive mixing of the contents of the tank (Toilet Tronic, BC) and foam flush with an insulated composting tank for arctic regions (AlasCan Composting Toilet) [http://www.alascanofmn/index.html]. Incinerating toilet technology is used most often in mobile offices, boats, cottages cranes.

Figure 4.1: Diagram of the Dowmus Composting Toilet

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Michael P. Toglia

Title: Chair & Professor
Phone: (904) 620-1624
E-mail: m.toglia@unf.edu
Office Hours: M-F, 12:00 p.m. - 1:00 p.m.

Teaching Interests

Michael TogliaOn the basis of my training and background in experimental psychology, I have taught a wide range of courses. These offerings include: Cognitive Psychology at both the undergraduate and graduate levels; Learning & Memory; Statistics at both levels; Experimental Psychology, a design and methodology course with a lab; Psycholinguistics and Introductory Psychology. I am also prepared to teach a course on Psychology and the Law at either the undergraduate or graduate levels.

I am primarily interested in a variety of issues in human cognition. Some of these are approached from a developmental perspective. Many of my current research projects deal with false memories, eyewitness identification, and eyewitness testimony/memory, and include children, young adults and older adults.

Dr. Michael Toglia holds the rank of Professor in the Department Psychology at the University of North Florida (UNF), where he recently joined the staff to serve as the chair of the department. He came to UNF from the State University of New York College at Cortland after a long career there that also included a stint as department chair. Since 2003 he has served as the Executive Director of the international organization the Society for Applied Research in Memory and Cognition (SARMAC). He has some 60 scientific publications which in addition to Volume 1 and Volume 2 of The Handbook of Eyewitness Psychology include 7 other books, most of which are edited volumes devoted to issues on eyewitness memory and testimony. Other editorial experience includes: editor service for 15 journals, a term as Action Editor for the journal Memory, a current appointment on the editorial board for SARMAC's official journal Applied Cognitive Psychology, and reviewer of NSF grant proposals. Similarly, he recently completed a two-year position as a consultant on a NIH grant concerning false memory in special populations. He has testified and/or consulted in numerous cases involving eyewitness lineup identification and the suggestibility of memory, been interviewed by several national newspapers, and appeared on Public Television in the documentary What Jennifer Knew narrated by Susan Saint-James. He is a Fulbright Senior Specialist as well as a Fellow in Association for Psychological Science, as well as holding Fellow status in Division 3 (Experimental), and Division 41 (Psychology and the Law) of the American Psychological Association


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Cosmetology Schools in Canfield, Ohio

Canfield is located in Mahoning county and has a population of 7,374.

Students have a choice of one cosmetology college in Canfield to attend. 0 students were reported to have graduated from cosmetology programs in Canfield in the 2008 - 2009 school year.

Cosmetology Schools in Canfield

Mahoning County Career and Technical Center

7300 N Palmyra Rd
Canfield, OH, 44406

Programs Offered

  • Certification in Cosmetology / Cosmetologist

  • Tuition (in-state): Not Available
  • Tuition (out-of-state): Not Available
  • Room & Board (on compus): Not Available
  • Room & Board (off campus): Not Available

Financial Aid

  • Number of students receiving aid: 27
  • Average aid received per student: $2,773.00

Cosmetology Salary in Canfield

ProfessionAverage SalaryNumber Employed in City
Hairdressers, Hairstylists, and Cosmetologists$20,740.00880
Skin Care Specialists$24,160.00Not available

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text:
Building Future Leaders and Decision-Makers in the ICT Sector

Date: 26 April 2012

Remarks by Lakshmi Puri Deputy Executive Director, UN-Women, New York, 26 April 2012.

[Check against delivery]

Secretary-General Touré,

Distinguished Panelists,

Ladies and Gentlemen,

It is a pleasure to be with you today to discuss the important topic of Girls in ICT. Like many of you, I do not work directly in the ICT field, but I have been fighting for spaces which remain male-dominated and where equality is an issue - this is of course the case of ICT.

Coming from India, where the ICT revolution has been an incubator and enabler of development, this aspect has very much been part of my consciousness. Women in India and elsewhere have been empowered by ICT in so many ways. Remote service centers have provided jobs and opportunities to thousands of women and girls; fisherwomen, vegetable sellers and other small traders are using their mobile phones to get a fair price for the good they sell.

Today, I would like to bring the perspectives of UN-Women, a new entity of the United Nations, created to promote gender equality and women's empowerment. After a bit more than a year of existence, we already have a flourishing partnership with the International Telecommunications Union, so that we can bring our common efforts to fruition in the ICT field.

In today's world, ICTs matter immensely for gender equality and the empowerment of women. They provide new avenues for learning, sharing knowledge and education. ICTs are a force multiplier for girls' education, enabling them to build their future on a level-playing field with their male counterparts.

They bring a means of economic development, offering new livelihood opportunities and productive capabilities. They can offer a host of benefits through improved access to services.

They enable women to mobilize for their rights and engage politically through participation and advocacy channels. During the Arab Spring, we have seen how instrumental social media has been in bringing about social mobilization and political change. UN-Women is already promoting ICTs in several countries for more inclusive governance and women's political literacy.

ICTs are also an important tool for the engagement of young women and men, girls and boys in realizing generational change around gender equality issues. In turn, this means overcoming stereotypes and discriminatory attitudes that prevent girls and young women from considering or being supported in pursuing a career in ICTs. It means building awareness and skills, as well as providing clear paths and opportunities.

There are many recommendations that have been made to these ends, including in last year's Commission on the Status of Women which focused on Science and Technology and Education.

More fundamentally, women need to be part of the decision-making process, in the setting of priorities and budgets, the development of infrastructure and technology, and the establishment of enabling environments. This includes exercising leadership throughout the entire technology sector - from policy and regulatory arenas, to educational and research institutions, to the private sector, to content development, and within entrepreneurial activities. In doing so, issues of gender equality should be more explicitly addressed.

Yet, at present, and as indicated in the ITU report being presented today, women are under-represented in the ICT sector as a whole, particularly in higher ranks. We see that even where teenage girls use computers and the Internet at similar rates to boys, they are five times less likely to consider a technology-related career. There is a leaky pipeline as women engage with technology at higher and more productive levels.

When it comes to ICTs, we know of the North-South divide, as well as the socio-economic divide within countries. There is also undeniably a gender divide. Women comprise 30 to 40 percent of lower level workers in the technology sector, but only 15 percent of managers. At the higher level of strategic planners and business owners, only 11 percent are women.

This gap is also visible in wage differences, whereas women earn 17 to 35 percent less than men for the same work, and needs to be urgently addressed.

So, what can be done?

We must start by enabling young women and girls to adopt technology at an earlier age, which makes them more likely to use such tools to empower themselves in all aspects of life and to share their newly acquired knowledge with their families and communities. These same girls - under the right conditions - will have the potential to shape the landscape of ICTs in the future.

Ensuring overall literacy and educational access, improving quality and relevance of ICT education, providing scholarships that are geared toward girls, public media campaigns, and putting in place appropriate policies and investments, and data collection are steps that government and educational institutions can take.

Providing mentoring, job placement tools and development of applications that target girls are all steps that the private sector can take.

It is also important for girls to have access to ICTs not only inside but also outside of school, in safe and accessible environments, which is something a range of partners can support.

And while there are laudable ongoing efforts, we clearly need to increase sensitization and generate greater momentum on this issue in realizing national commitments and closing gaps.

UN-Women continues to advocate for gender-responsive ICT policy. We have supported initiatives that aim to put these tools and capacities in the hands of women.

We have provided digital literacy training to rural women, ICT skill development for young women entering the workforce, and built awareness of national machineries on ICTs so they can lobby for policies to be put in place now that will benefit both women and girls.

Through our Women's Empowerment Principles we also encourage the private sector to attract, retain and promote women to the highest levels. By pushing for women to be present and active in the ICT sector today, we can provide girls with role models and mentors.

UN-Women is actively strengthening our work in ICT for development and exploring how we can engage further with partners - including Microsoft and CISCO - to promote systematic, integrated, sustainable and multi-disciplinary solutions to raise awareness, accelerate action, and realize real transformation.

Targeting young women as beneficiaries and, importantly, future producers and leaders of technological development is key to this and to be sure, will feature in UN-Women's agenda.

Thank you.

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text:
Ziaukas, Tim

Ziaukas, Timothy

Mr. Tim Ziaukas
Director of Public Relations Program, Professor of Public Relations
Division of Communication and the Arts

Contact Information:
105 Blaisdell Hall

Degrees and Credentials:
M.F.A. Creative Non-Fiction, University of Pittsburgh 1993
M.A. Literature, University of Pittsburgh 1976
B.A. Literature, University of Pittsburgh 1973
A.A. Liberal Arts, Robert Morris University 1971
Academic Focus:
Tim Ziaukas, a professor of public relations (PR), is director of the PR program and teaches courses in PR, journalism, communications and popular culture at the University of Pittsburgh at Bradford.

Short Bio:

Teaching at Pitt-Bradford since 1994, Tim believes that public relations is, in many ways, the characteristic profession of our time. "We're really managers of communications. We're story tellers, and every company, product, or service has to tell its story to a variety of groups," he explains. "In Pitt-Bradford's PR program, you learn how to be efficient and ethically-sound story-tellers in the face of budget-conscious clients, a welter of media, and activist consumers. Public relations is an exciting and growing profession."

Tim is a native of Pittsburgh.

Research, Accomplishments, and Publications:
His scholarly work has appeared in the Journal of Public Relations Research, Public Relations Quarterly, Western Pennsylvania History, American Journalism: A Journal of Media History, and KMT: A Modern Journal of Ancient Egypt, among other journals.


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Gazprom, Total review Bolivian progress

March 29, 2013 at 5:32 AM
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MOSCOW, March 29 (UPI) -- Russian energy company Gazprom said it was examining the potential for working with Total in Bolivia, which has the third-largest gas reserves in Latin America.

Gazprom Board Chairman Alexei Miller met in Moscow with Total Chief Executive Officer Christophe de Margerie to discuss potential field development in Bolivia.

Gazprom said it would focus in particular in the Ipati and Aquio licenses in southern Bolivia. The country ranks third in terms of natural gas reserves with an estimated 9.8 trillion cubic feet.

The companies agreed to work in the blocks in 2010, with Gazprom taking a 20 percent stake.

Gazprom describes Latin America as strategically important. The company announced last year it was solidifying its position in the region by opening an office in Rio de Janeiro.

The Bolivian government this week passed a bill that would lead to production at Ipati and Aquio by the end of 2016, Bloomberg News reports. Neither company offered a specific reserve potential for the blocks.

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Reports: Red Sox ink Victorino to contract

Dec. 4, 2012 at 6:40 PM

NASHVILLE, Dec. 4 (UPI) -- Free agent outfielder Shane Victorino has agreed to a three-year contract with the Boston Red Sox, and ESPN reported.

Citing unnamed sources, the sports news outlets said Victorino will get somewhere around $40 million under the contract, which is to become effective after a physical exam.

The two-time all-star is coming off a come-down 2012 campaign, which was split between the Philadelphia Phillies and Los Angeles Dodgers.

Victorino managed a .255 batting average with 11 home runs, 55 RBI, 72 runs scored and 39 stolen bases in 154 combined games, compared with the .279 average he posted with the Phillies in 2011.

The most likely spot for Victorino with the Red Sox will be in right field, seemingly decreasing the chances of Cody Ross returning to Boston.

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400-pound high school running back Tony Picard awes in highlight reel

Tony Picard isn't your average high school football player.
Posted By Kate Stanton Follow @KateStan Contact the Author   |   Nov. 17, 2013 at 4:38 PM

Nov. 17 (UPI) -- Tony Picard -- a 6-foot-4, 400-pound running back in Washington state -- has run for more than 700 yards and 15 touchdowns this season.

And he's still in high school.

Picard plays for his school team, the White Swan Cougars, in a town 30 miles south of Yakima. He garnered attention over the weekend after his highlight reel surfaced on YouTube and went viral.

“It’s so much fun to have him go out [on the field] as a captain and see him shaking hands before the game,” Picard's coach, Andrew Bush, told the Indian Country Today Media Network. "They’re just kind of staring, like ‘Oh my gosh, you’ve got to be kidding me!”

Bush said that Picard, "a crowd favorite," will graduate next year, though he has yet to decide where he'll go to school.

“It’s just not going to be as much fun,” Bush said of Picard's imminent departure. “When we come out of the locker room and watch the other team’s heads; they’ll [no longer] turn and look at what they’re going to have to tackle.”

Here's a GIF, courtesy of USA Today:

[Indian Country Today Media Network, USA Today, Deadspin]

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DJ Earworm releases United State of Pop 2013

This year's mashup of the top 25 songs is a little darker-themed and less dance-oriented, says DJ Earworm, who releases the annual mixes.
Posted By Gabrielle Levy   |   Dec. 3, 2013 at 6:03 PM

Dec. 3 (UPI) -- One of the best annual year-end lists isn't a list at all: It's DJ Earworm's "United State of Pop," the mashup of the 25 biggest songs of each year.

The mix master, whose real name is Jordan Roseman, released the 2013 list "Living the Fantasy" on Tuesday.

The track includes hits from Taylor Swift, Justin Timberlake, Lorde, Miley Cyrus, Macklemore and Avicci.

"It's a little darker-themed, I think," Roseman said.. "The ballads seem to be a lot more present than they have been in many years and the dance music is having less strong of a pull. And even the dance music that is there is more gentle, like [Robin Thicke's] 'Blurred Lines' and [Daft Punk's] 'Get Lucky,' and not EDM bangers."

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The Last Four Seasons

Jen Liu

Amsterdam, 15 Oct - 19 Nov '05

Jen Liu (USA, 1976) examines the contemporary cultural and political frontier through its collision with old and new pop models - music, icons, pop history, computer and print graphics. What results are seemingly imaginary worlds, in which meaning is intensified through allegory, hidden motivations revealed through mass media aesthetics.


text:
Benedict's Dharma 2

Day 4 - Friday - May 2, 2003
Sister Mary (Meg) Margaret

SR. MEG: Well, I'd like to do just a very brief companion piece to Rev. Kusala on American Benedictine monasticism and its evolution in the United States, because we've had a similar journey. And we can learn from the Buddhist, as we have.

___This is our 25th year in monastic dialogue___

This is our 25th year in monastic dialogue. I'm going to keep this to the bare bones, and then if you have questions, I'll respond to them so that we can get to our dialogue.

In the United States most Benedictine men and women came over around the year 1800, but there were sisters that came over as early as 1700 in Canada. And then an earlier group came in, the Ursulines came up through New Orleans.

Now, in the religious life world the original religious were monks and nuns under the Rule of Benedict or Augustine or Basil. And then in about the year 1050 they split between Christian East and Christian West.

The monastic tradition continued in the East more than in the West. In the West, the big split, the big reformation to the big more or less worldly monasteries was the apostolics. The first big revolution, I would say, started with Francis of Assisi. He again moved the whole religious life out of the monasteries, because he had empathy for the poor, and he had more to give.

Another big apostolic group were the Dominicans, and they were in response to right teachings. They became the order of preachers, the Dominicans, and they wore the white robes, they were outside the monasteries.

Now, in the monasteries there has been a continual -- so there is a parallel group, the apostolic religious, they are called sisters, and the monastic monks and nuns.

So, the brothers and the sisters are apostolic. They don't live in monasteries. They live in convents, and convents are little dwellings attached to their apostolic places like parishes, hospitals, or whatever. The monastics still had a monastery.

Technically, a monastery is where you can make another monk or nun. You can ordain or make final vows. You have an abbot. You are self- sustained financially, and you are buried there.

So, it's a total womb-to-tomb place, it's not dependent on the church. The church system is bishops and lay people and priests, and that's a third system. That's the big system.

The bishops have priests that have parishes, and the people are in there. Then the religious life system is the monks and nuns, we are the minority, and then the apostolic sisters and brothers. Some of those are ordained priests, but they are not monks and nuns. They are fathers usually, but can be brothers. They are Dominicans. The sisters are Sisters of Mercy, Ursulines, Immaculate Heart of Mary, Daughters of Charity.

One time I went to a meeting that Lilly Endowment sponsored up at Notre Dame. We were trying to guess who were all the sisters, who were all the monks and nuns in the United States. And nobody knew. There was no directory for monks and nuns and sisters. It was too complex. Since then some historians have made directories, but it keeps changing, it's a vast group.

___In about 1970, there were probably a half million sisters in the United States___

At one time, maybe in about 1970, there were probably a half million sisters in the United States. Now, we're down to about 150,000 sisters, monks, and nuns.

In the split when the monks and nuns in Europe became cloistered, which means the nuns especially could not go out of the monastery, they wore the entire habit, sang the entire choir, and when they came to the United States, they were not allowed to have the title, nun, because they were not sure that they could sing the entire choir. It was kind of an object of a vow.

They were called to the United States, like my community was called to teach the immigrant German children. They would have these little convents like sisters, but we had come from the lineage of nuns from Eichstatt, and Eichstatt used the Nonnberg Abbey, which is where the Sound of Music was filmed.

I was back in Nonnberg Abbey in '80's, and my room was exactly the same as the Mother Abbess. I was a Mother Abbess, then. We were getting together all the abbesses from Europe and the United States.

I asked her why we became sisters and not nuns in the United States, and she said because anybody that entered at Eichstatt and didn't have a dowry was sent to the United States. We were the poor girls, but we did really well. We now have, in my own group we have sixteen monasteries of nuns, and there's probably, let's see, probably 6,000 of us. We are just really happy little girls -- happy women, I should say.

But, anyway, we've done swell. We took a pilgrimage with Joan Chittister and some of the others, to reclaim being nuns because we now can take the full vows of total renunciation, and now we do sing full choir, we are real nuns, and we wanted to be received as such by these mother abbesses.

When we used to go back before that meeting, we would have to stay in the guest house. But now the Mother Abbess greets us, takes us to the choir stalls, and we gave the blessing along with her giving the blessing. It is quite touching thing after 200 years of being estranged.

KM: Sister, what do you mean by singing the full choir?

SR. MEG: The Divine Office. In the United States when the sisters and nuns came over to America the burden of singing all 150 psalms and meeting for prayer 7 times a day was too demanding with their apostolic duties. They used an abbreviated form of prayer. Only in the last 50 years did nuns in this country get the privilege of praying the official divine office like the priests and the nuns in Europe. What was lost was the full statutes as nuns in Europe.

First of all, it was all in Latin and it was way too long to teach in a day and do the entire Divine Office, which was Terce, Sext, None, Vespers, Prime, Lauds and Matins.

When had reclaimed it by the time I entered, we did do all the Divine Office. We did Prime and then Lauds, and we came back and did Terce, Sext and None. We did Mass, and then we did Vespers, and Matins and Compline. That was a lot of prayers, and it was in Latin in my first few years, and beautiful, but very challenging. I mean as far as timewise, we had to get up very early, and feast days were difficult, but it had to be done.

I'm going to fast forward up to, then when I became prioress, I was the fifth prioress in this rather new monastery. There were 103 nuns. And I had worked with Bishop Gettelfinger, who you met a couple of nights ago, and we had done a lot of work renewing the Catholic identity in parishes after Vatican II.

I got this major grant, I'm very proud of the Lilly Endowment for assisting us in this, being in Indianapolis.

I think it's instructive for you as Friends of Benedict to do something similar. We did it to retrieve the best of our tradition, just to look at all of it and retrieve it. In other words, bring it up to sight, look at all of it, look at what's good about being a sister, what's good about being a nun.

We brought out all the traditional things of Western monasticism, and then we would claim the parts that made sense to us. We retrieved all of it that we could. We reclaimed the best of the Divine Office, the best of the vow of poverty, the best of the vow of obedience, the best of living in common. And we've worked really hard on how to do this.

But that wasn't enough, and this is the third part. We reappropriated that which we reclaimed.

In other words, it isn't good to select out of the Divine Office or even take the best of it, but we had to reappropriate it just for Beech Grove, just for our house, what would work at our house. Even though it's the best of our tradition, it may not be the best for us.

We were at a stage, we were in a feminist mood. We didn't know if monasticism could be reclaimed for women. Could you have obedience and still be adults? You know, how did you have mutual obedience and still be collegial.

I've been listening to a person who lives in one of your houses, an Anglican house, and they sort of did the same thing. They decided to be totally democratic, and didn't reclaim the Benedictine Rule. They didn't have to because that wasn't their origin. But they also didn't take it when they got here to the United States. So, they have a totally democratic way of living their monastic life, it's here in the Midwest. I see that could work, but then as a total egalitarianism. There is no abbess that has authority.

In other words, it's not the Benedictine Rule, so you have to know, like Kusala, the Dhammapada. You have to know the teachings of the Buddha, what is the orthodox, what's the core of it.

In Buddhism there are three baskets, in his lifetime didn't he write something like --

REV. KUSALA: Yes, it's called the Tipitaka, the three baskets. The vinaya, the sutta, the abhidamma. It's said in some languages to total a hundred books.

___The genius of us having the Rule of Benedict is it's enormously beneficial___

SR. MEG: The genius of us having the Rule of Benedict is enormously beneficial, because we dipped into it deeply and found that it had what we wanted. It had the lean structure. It had mutual obedience. It had the way of the vows. It had the way of prayer. It was something that we could count on. It was our centerpiece. It was the core of the monastic way of life. We still havef not plumbed the depth of it.

Each harvest we find more and more in there. So, we were thrilled to death to have this very insightful book.

Other communities just don't have that. They have a founder, and they have the way he lived, but they don't have his rule. They have a lot of letters. But they don't have his teachings.

They have a lot of teachings about the teachings, and they have a lot of customs, it's hard to discriminate between the accretions and the core living of the monastic way of life, the Benedictine way of life.

So, with that as kind of an introduction, I just have three things that I think would be helpful for lay monastic spirituality. And that would be: Follow the Rule of Benedict. In other words, it's not incidental. It's not by accident that you found that to be your core.

It is a source-inspired text; that in the prologue that talks about returning to the Father who has called us, and to listen with the ear of our heart to follow those words in obedience. It's a very core document, and it will inspire and continue to inspire with great commentators, such as Esther de Waal. I can't encourage you enough to continue with that.

The first thing is to attend to taking the essence of the monastic way of life, the essence of it, but not the form. You really can't live the form of a monastery, but you can live what the form protects in the monastery. You can do everything we can do in the monastery except have a monastery.

What is it that the monastery is doing? What is cloister? Cloister is that time away, that solitude, that desert, that cell. What is cenobitic life? It's a sangha like this, of like-minded souls, so staying in touch. But it's laying out your heart to a like-minded person that knows what you are trying to do.

That's the second thing, to find lay forms to do this contemplative journey. I think only you can do that, but in the light of the Rule and in the light of those of us who live it and have found our way through the form, and you find your way to contemplative life without the form.

For example, the Divine Office is a group prayer, not an individual prayer. If we had more time, it's just too sacred to do in a short moment, lectio divina is the form of the personal prayer, not the Divine Office.

You have to find your entry into Scripture. Now, scripture, there are three revelatory texts: scripture, nature, and experience, which is your entry level. You walk there, you go through the depths of that through the literal, through the allegorical, through the dynamic and moral, and then through the unitive.

You have to plumb the depths of the lectio divina. It is a practice for the individual, and any lay person can learn lectio divina. I think protestants would be just so attuned to that because you already know it. Already live it. Now, what is the daily practice with it that anoints your contemplative way of life.

___Follow the Rule, find your form, that is the essence of the contemplative life.___

The third thing besides again -- I'm repeating, but it's so important -- follow the Rule, find your form, that is the essence of contemplative life. The third thing is to remove the obstacles to your contemplative life. That is when you live in the world but not of it. We live as monasteries in the world but not of it.

Again, there was a huge million dollar study that Lilly Endowment paid for that interviewed most of the spheres in the United States and surveyed I think a hundred thousand sampling on why was religious life falling apart today. It was a very comprehensive survey. They had a lot of meetings that had several phases and had a full- time staff for like four years to work on this.

But the net-net of that study, was why religious life was falling apart, it was indiscriminate cultural assimilation, indiscriminate cultural assimilation.

Discriminate means to choose, to sort. Diakresis is the Greek word. And you would sort, and in the sorting, again for you, you would find the parts of the culture you can assimilate and appropriate in your way of life, because you are in the world, and this world needs you as worldly people, the best of the culture.

This sounds like Paul Tillich, doesn't it, Paul Tillich was that Christ in culture.

We are the Christ, we are the face of Christ in America today, but we can't be indiscriminate in our assimilation of other cultural phenomena. And that, again, is the work of your individual discernment, your laying out your thoughts to a wise elder, and in a sangha or a community of believers, and also checking it out against the norm of the Rule of Benedict.

So, with that, Kusala and I will come up, and we'll do a little bit of listening to questions and responding and some dialogue.

_Day 4_

Sister Meg  |  Rev. Kusala   | Q & A


text:
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More Reclaimed Wood Than You Can Shake a Stick At

By June 21, 2011

An estimated 1.4 million feet of Douglas timber went into building the camouflaged Boeing Plant 2, and 250,000 feet of that timber is being reclaimed and sold by Duluth Timber. Boeing Plant 2 was an astounding 1.7 million square foot facility that played a crucial role in producing nearly 7,000 Flying Fortresses in World War II – all under the camouflage of what looked like a housing development from the air.

Inhabit - Boeing Plant Hidden Beneath Fake Neighborhood

(Photo: Inhabitat)

The Duluth Timber media release gives more details of Boeing Plant 2 history, but I liked how Inhabitat told the tale:

The building’s unique role in history begins when John Stewart Detlie, a Hollywood set designer, helped “hide” the plant using design techniques used for film. The fake housing development covered nearly 26 acres with netting, plywood and chicken wire on top of the roof to thwart bombing runs by Japanese forces. One fake rooftop corner street sign read “Synthetic St. & Burlap Blvd.” The plant produced up to a staggering 362 planes a month, mostly the B-17 and B-29 Flying Fortress. The building was also one of the largest in the word with some of the longest single-span trusses in its time.

This spring, Duluth Timber opened a micro-yard in Seattle on the shipping canal at 598 W. Nickerson Ave. Samples of Boeing Plant 2’s wood are on view there, along with premium reclaimed redwood, cypress, and heart pine from deconstruction projects throughout America. So there you have it, lots of reclaimed wood for your next project (you know, for that modern house you’ve been dying to build).

If you want to revel in what reclaimed Douglas fir can be reshaped into, then check out Inhabitat’s article on this angular 23.2 House by architect Omer Arbel (and to see more of the lust-worthy interiors head to the coverage in Dwell).

Inhabit - 23.2 House

(Photo: Inhabitat)


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« previous chapter          NEXT BOOK: 1 Kings »

David’s Census; the Plague. 1The LORD’s anger against Israel flared again,a and he incited David against them: “Go, take a census of Israel and Judah.” 2The king therefore said to Joab and the leaders of the army who were with him, “Tour all the tribes of Israel from Dan to Beer-sheba and register the people, that I may know their number.” 3But Joab replied to the king: “May the LORD your God increase the number of people a hundredfold for my lord the king to see it with his own eyes. But why does it please my lord to do a thing of this kind?” 4However, the king’s command prevailed over Joab and the leaders of the army, so they left the king’s presence in order to register the people of Israel. 5Crossing the Jordan, they began near Aroer, south of the city in the wadi, and turned in the direction of Gad toward Jazer. 6They continued on to Gilead and to the district below Mount Hermon. Then they proceeded to Dan; from there they turned toward Sidon, 7going to the fortress of Tyre and to all the cities of the Hivites and Canaanites, and ending up in the Negeb of Judah, at Beer-sheba. 8Thus they toured the whole land, reaching Jerusalem again after nine months and twenty days. 9Joab then reported the census figures to the king: of men capable of wielding a sword, there were in Israel eight hundred thousand, and in Judah five hundred thousand.

10Afterward, however, David regretted having numbered the people. David said to the LORD: “I have sinned grievously in what I have done.b Take away, LORD, your servant’s guilt, for I have acted very foolishly.”* 11When David rose in the morning, the word of the LORD came to the prophet Gad, David’s seer, saying: 12Go, tell David: Thus says the LORD: I am offering you three options; choose one of them, and I will give you that. 13Gad then went to David to inform him. He asked: “Should three years of famine come upon your land; or three months of fleeing from your enemy while he pursues you; or is it to be three days of plague in your land? Now consider well: what answer am I to give to him who sent me?”c 14David answered Gad: “I am greatly distressed. But let us fall into the hand of God, whose mercy is great, rather than into human hands.” 15Thus David chose the plague. At the time of the wheat harvest it broke out among the people. The LORD sent plague over Israel from morning until the time appointed, and from Dan to Beer-sheba seventy thousand of the people died. 16But when the angel stretched forth his hand toward Jerusalem to destroy it, the LORD changed his mind about the calamity, and said to the angel causing the destruction among the people: Enough now! Stay your hand.d The angel of the LORD was then standing at the threshing floor of Araunah the Jebusite.e 17When David saw the angel who was striking the people, he said to the LORD: “It is I who have sinned; it is I, the shepherd, who have done wrong. But these sheep, what have they done? Strike me and my father’s family!”

David Offers Sacrifices. 18On the same day Gad went to David and said to him, “Go and set up an altar to the LORD on the threshing floor of Araunah the Jebusite.” 19According to Gad’s word, David went up as the LORD had commanded. 20Now Araunah looked down and saw the king and his servants coming toward him while he was threshing wheat. So he went out and bowed down before the king, his face to the ground. 21Then Araunah asked, “Why does my lord the king come to his servant?” David replied, “To buy the threshing floor from you, to build an altar to the LORD, that the plague may be withdrawn from the people.” 22f But Araunah said to David: “Let my lord the king take it and offer up what is good in his sight. See, here are the oxen for burnt offerings, and the threshing sledges and the yokes of oxen for wood. 23All this does Araunah give to the king.” Araunah then said to the king, “May the LORD your God accept your offering.” 24The king, however, replied to Araunah, “No, I will buy it from you at the proper price, for I cannot sacrifice to the LORD my God burnt offerings that cost me nothing.” So David bought the threshing floor and the oxen for fifty silver shekels. 25Then David built an altar to the LORD there, and sacrificed burnt offerings and communion offerings. The LORD granted relief to the land, and the plague was withdrawn from Israel.

* [24:10] The narrative supposes that since the people belonged to the Lord rather than to the king, only the Lord should know their exact number. Further, since such an exact numbering of the people would make it possible for the king to exercise centralized power, imposing taxation, conscription, and expropriation upon Israel, the story shares the view of monarchy found in 1 Sm 8:418. See also Nm 3:4451, where census taking requires an apotropaic offering.

a. [24:125] 1 Chr 21:127.

b. [24:10] 1 Sm 24:6; 1 Chr 21:78.

c. [24:13] 2 Sm 21:1.

d. [24:16] Gn 6:6; Ex 32:14; 1 Chr 21:15; Jon 3:10.

e. [24:16] Ex 12:23; 2 Kgs 19:35.

f. [24:2223] 1 Sm 6:14; 1 Kgs 19:21.

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