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How to be a Better International Negotiator
- Making yourself a better negotiator
- How to behave at the negotiating table
- What happens before you get to the table? - preparation, preparation, preparation
- Walking in the shoes of the other side
- Creating value and making the deal richer
- Transparency and truthfulness - How much do you disclose and when do you disclose it?
- Understanding the best alternative to a negotiated agreement - Why it's important
Duration: 60 minutes
- $50 - Member recorded
- $80 - Non-member recorded
- $200 - All 5 Webinars - Member recorded
- $320 - All 5 Webinars - Non-member recorded
About the Speaker
Robert Wilkinson
Lecturer in International Negotiations and Global Aid Management
The Fletcher School, Tufts University
Robert Wilkinson is a consultant and lecturer in negotiation, leadership and management, specializing in complex, global environments. He has been a faculty member of the Fletcher School of Law and Diplomacy at Tufts University since 2009. He currently teaches graduate courses on international negotiation and global aid management. Rob consults for a range of major clients including the US Office of Personnel Management (OPM), the US Agency for International Development (USAID), the World Wildlife Fund (WWF), the National Urban League, and the International Monetary Fund (IMF). Rob has taught in executive education and leadership programs for Harvard University and the White House. Previously, he held senior management positions in Oxfam, the United Nations and the Department for International Development (DFID).
About the Interviewer
Mark P. Smith
Director, Southwestern Institute for International and Comparative Law and Vice President, The Center for American and International Law
Mark Smith is Vice President of The Center for American and International Law. He serves as Dean of The Center's Academy of American and International Law, and directs The Center's Southwestern Institute for International and Comparative Law and its Institute for Law and Techology. He is also responsible for the Center's programs on Actual Innocence. Mark previously was the Executive Director of The West Virginia State Bar and served as Assistant to the Executive Director of the American Bar Association. He has chaired the Dallas Committee for International Visitors and was President of the Volunteer Center of Collin County. He has taught public sector strategic planning and contemporary American conflicts at the University of Texas at Dallas and served on the Board of the World Affairs Council of Dallas/Fort Worth. Mark received an undergraduate degree from Princeton University and a law degree from Yale University.
CLE Credits
Certificates of Attendance
Certificates of attendance will be provided to all attendees, provided that the attendee remains logged in during the webinar, and completes certain prompts which will appear on the attendee's screen for 30 seconds at intervals during the webinar.
MCLE Credit
Texas Course Number 901301304. This course has been approved for Minimum Continuing Legal Education credit by the State Bar of Texas Committee on MCLE in the amount of 1 credit hour, of which no credit hours will apply to ethics/professional responsibility credit. SWIICL will not be filing this course with any state or country CLE/CPD organization apart from the State Bar of Texas, and attendees must make their own enquiries with their own regulatory organization as to whether the uniform certificate of attendance provided on completion of this course will be recognized by that body for MCLE purposes.
Other Information
Nondiscriminatory Policy
The Center for American and International Law does not discriminate on the basis of race, color, sex, religion, national origin, age, disability, veteran status or any other protected status in educational activities, scholarship programs or admissions.
Fax: +1.972.244.3401
E-Mail: email@example.com


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MackGideon posted a question in Mod Makers Help & SupportI'm gonna be making some foliage and flower boxes for bay windows and planter boxes, so I started making some shrubs. The poly count quickly reached the hundreds for even a very small model. I realised that maybe the way to go would be with a simple geometric outline of the shrub, with each face textured with a partially transparent image, to replicate a bush but with like 8 or 10 vertexes. Do banished model file types support textures with transparency? If not, what is the best method to make shrubbery? Thanks doods. ☺

subset: commoncrawl


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|Drinks Industry a major national success story through €1 billion export contribution
May 1st 2012 (Source: www.drinksindustry.ie)
The Drinks Industry Group of Ireland (DIGI) has published a new report, Beverage Exports 2000-2011, by Anthony Foley of Dublin City University Business School, detailing the value of Irish alcohol drinks exports at over €1 billion.
The report shows that the impact of beverage exports on the domestic economy far outweighs other products manufactured in Ireland for international markets, due to the high level of locally sourced inputs. The report also shows that while the United Kingdom and North America continue to be the main markets for Irish beverages overseas, that there is major potential for additional sales to China, India and other major emerging markets.
In this regard, DIGI said that given that the Government has identified exports as central to our economic recovery, the industry will work closely with them to build on current successes, identify new markets for its products, and remove any barriers to trade that exist in some of these emerging economies.
The Chairman of DIGI, Kieran Tobin, said that he was very pleased that the Minister of State at the Department of Agriculture, Food and the Marine, Shane McEntee TD, was in attendance at today's event at the Old Jameson Distillery, Smithfield, to officially launch the report.
Mr Tobin commented, 'This report details the extent to which the Irish drinks industry is responsible for some of Ireland's most celebrated and internationally recognised brands which are available in over 100 markets overseas. For a small country such as Ireland, to be in the top 12 global drinks exporters is something of which we should be extremely proud.
'Our drinks exports are therefore a major national success story, with a current value in excess of €1 billion. While there was a modest slowdown in export performance in 2011, according to initial CSO data, following a strong 11% growth in 2010, current estimates for 2012 and beyond are very encouraging.
'The challenge for the industry is to continue to build on this success and constantly identify new target markets for our products. We look forward to doing so along with Minister McEntee and his colleagues in Government.'
The author of the report, Anthony Foley, added, 'Ireland continues to over-perform in terms of beverage exports. In terms of international position Ireland is ranked 11th in order of size of alcohol exports compared to 33rd for overall merchandise exports. The Irish share of world alcohol exports is 2.4% compared with 0.8% for overall merchandise exports.
'The value of these exports increased each year from 2000 to 2003 when it reached €1 billion in value for the first time. This peaked in 2007 when over €1.3 billion worth of products were exported, and while there have been declines in recent years due to the international recession, the future remains positive given the wider success of Irish food and drink products in key global markets.'
Mr Tobin concluded, 'It is important to remember that the success of Irish drinks exports is founded on a solid domestic market that provides over 60,000 jobs in the manufacture, distribution and sale of alcohol. The drinks industry is also a major contributor to tourism - a further strong earner of overseas revenue - through its pubs, its brands and visitor centres. We should therefore seek to support this important sector of the national economy to the greatest extent possible to assist our much-needed export-led economic recovery.'
For full report follow link: http://www.drinksindustry.ie/easyedit/files/DIGI%20Exports%20Report%20APRIL%202012.pdf


text: Motech Americas draws on more than 20 years of module manufacturing experience to produce world-class photovoltaic modules. Our module qualification process conforms to IEC61215, IEC61730, and UL1703 international standards so that quality is guaranteed. All photovoltaic modules we manufacture here at Motech Americas use 100% Motech cells, have a wide power output range, come in silver or black, and qualify under the "Buy American" clause of the American Recovery and Reinvestment Act (ARRA). Moreover, to help our American customers gain access to the U.S. market, we continually push for tax credit and rebate qualification with state agenciesthese modules are currently CEC (California Energy Commission) and FSCE (Florida Solar Energy Center) listed.


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VBOA news
CPAs to transition to new CPE Audit ServiceMay 2019
In May 2019, NASBA transitioned from the previous CPE Tracking System to the new CPA Audit Service for individual CPAs. For CPAs who used the previous CPE Tracking System, all historical data, including past course and attendance records, has been transitioned to the new system.
For CPAs who used the previous CPE Tracking System, all historical data, including past course and attendance records, has been transitioned to the new system.
When the CPE Audit Service launched, CPAs received an email containing information to register a new account in the new system. Access information is included in the first registration email.
Learn more about the CPE Audit Service.
Winter 2019 newsletter now availableJanuary 2019
The Virginia Board of Accountancy's winter newsletter 2019, Accrued Interest, is now available online. Filled with news and updates from the last few months, this newsletter remains one of the VBOA's central sources of communicating to licensees and exam candidates. The VBOA distributes Accrued Interest twice, in January and in July, of each year.
The winter issue includes vital information for all CPAs about moving to a single renewal date, the naming of the new VBOA Executive Director, disciplinary actions and much more.
and much more.
The winter issue includes vital information for all CPAs about moving to a single renewal date, the naming of the new VBOA Executive Director, disciplinary actions and much more. and much more.
Feel free to contact Kelli Anderson, VBOA Communications Manager, at email@example.com or at (804) 367-1586 with any comments and suggestions.
Also, please don't forget to take a look back at the VBOA's previous newsletters.
VBOA board meeting held on college campusNovember 2018
Every November, the Virginia Board of Accountancy travels to a Virginia college or university to hold their campus board meeting. The on-location board meeting is a wonderful opportunity to educate and inform future Virginia CPAs on the responsibilities and workings of the VBOA.
Students and faculty members have the opportunity to talk with board members individually and ask staff member's questions.
Since October 2010, board meetings have been held at Virginia Commonwealth University, Old Dominion University, Virginia State University, University of Richmond, Longwood University, William & Mary, James Madison University, Christopher Newport University, Virginia Tech, and most recently George Mason University in November 2018.
Please contact the VBOA Communications Manager at email@example.com if you are interested in having the VBOA travel to your campus.
VBOA names new Executive DirectorOctober 2018
Nancy Glynn, CPA, joined the Virginia Board of Accountancy team in October 2018 as Executive Director. She brings with her a wealth of experience in prior leadership roles in government, private and nonprofit industries.
Most recently, she was the Chief Compliance and Operations Officer with a national healthcare-related nonprofit. In that capacity, she led the development, execution and revision of the organization's operations to ensure they met industry standards and regulations.
Nancy spent several years as the Director of Global Assurance at ChildFund International where she was responsible for global audit and compliance efforts covering more than 20 country offices and 400 partner organizations.
Previous positions have also included serving as the Controller for the City of Richmond, Senior Audit Manager at MeadWestvaco and Audit Director at the Virginia Auditor of Public Accounts.
She is a certified public accountant (CPA), certified fraud examiner (CFE) and certified compliance and ethics professional (CCEP).
Appointment of new Board memberJune 2018
Gov. Ralph Northam appointed W. Barclay Bradshaw, CPA, as the new board member for the Virginia Board of Accountancy.
Bradshaw, of Richmond, is the Principal with Harris, Hardy & Johnstone, P.C. He has been licensed as a CPA in Virginia since 1979 and has worked with both national and local CPA firms. He is also a past president of the Richmond chapter of the Virginia Society of CPAs and a past president of the University of Richmond Robins School of Business Alumni Association.
Bradshaw begins his second four-year term on July 1, 2018, and succeeds previous Board member Andrea M. Kilmer, CPA, CFF, CGMA. He previously served as a VBOA Board member from 2011-15.
CPA exam score release dates revised for Q2June 2018
The original AUD, FAR and REG target score release date for the Q2 testing window has changed from June 27, 2018, to June 28, 2018. The BEC remains the same at June 29, 2018.
Scores for the CPA exam will be released by NASBA to candidates and state boards of accountancy based upon the target score release dates found on the AICPA website.
VBOA announces single renewal date for CPAsFebruary 2018
The Virginia Board of Accountancy has begun moving to a single renewal date of June 30 each year for all CPA licensees and firms.
Beginning February 26, 2018, all CPA individual and firm licenses renewed will have a new expiration date of June 30.
The renewal fee is $60 for individuals and $75 for firms. This is the current renewal fee.
However, for individuals and firms with CPA licenses expiring July 2018 through March 2019, the renewal fee is prorated.
The adjusted renewal fee for individuals is at http://www.boa.virginia.gov/CPALicense/Renewal.shtml and the adjusted renewal fee for firms is at http://www.boa.virginia.gov/Firms/FirmLicRenew.shtml.
Upon renewal and moving forward, all licensee and firm expiration dates will now be June 30 for subsequent years.
Virginia-Specific Ethics Course 2018 sponsor applicationJanuary 2018
The Virginia Board of Accountancy has contracted with the Virginia Society of CPAs as the sole provider of the Virginia-Specific Ethics Course content and material for the 2018 course.
Sponsors who are interested in providing the Virginia-Specific Ethics Course must meet the following requirements:
The VBOA has also approved that all instructors of the Virginia-Specific Ethics Course must hold an active, in good standing, Virginia CPA license.
Potential sponsors will complete the 2018 Virginia-Specific Ethics Course Sponsor/Provider application certifying the ethics material will be obtained from the VSCPA, provide a list of course instructors and submit it to the VBOA for approval. Once approved, the sponsor will appear on the VBOA website as an approved provider of the Virginia-Specific Ethics Course.
The VBOA will not accept any Virginia-Specific Ethics
Course completed from a non-approved sponsor and the licensee
will be penalized for not completing the approved course.
Please contact the VBOA Deputy Director for Operations, Mary Charity, by phone at (804) 367-0495 or by email at firstname.lastname@example.com with any questions.
New statute change regarding license renewalsJuly 2017
An important statute change takes effect July 1, 2017, that applies to all Virginia licensed CPAs and firms, eliminating the additional 12-month period for renewals.
Beginning July 1, 2017, § 54.1-4413.2. of the Code of Virginia that references the renewal and reinstatement of licenses is changing, thereby eliminating the additional 12-month period for renewals. The Active-Renewal Fee Delinquent status for Virginia CPA licensees and firms will be discontinued.
Once the license goes into Expired status, it will be the responsibility of the licensee or of the firm to reinstate the license. There is a $350 reinstatement fee for individuals and a $500 reinstatement fee for firms. The steps for reinstatement are available at www.boa.virginia.gov/CPALicense/Reinstatement.shtml.
If you have any questions, please contact the VBOA at firstname.lastname@example.com.
Board member announcedJune 2017
William R. Brown, CPA, was recently named as a new board member of the Virginia Board of Accountancy by Gov. Terry McAuliffe. McAuliffe announced the administration appointment on Friday, June 23.
Brown, of Providence Forge, is the CEO of W.R. Brown & Co. and also holds an MBA degree in finance. He has more than 30 years in the accounting profession and is a CPA in Virginia and New York, as well as a member of the American Institute of Certified Public Accountants, the Virginia Society of Certified Public Accountants and the New York State Society of Certified Public Accountants.
Brown begins his four-year term on July 1, 2017, and succeeds previous Board member James "Jim" Holland, CPA.
Update in experience verification requirementJune 2017
Due to a statutory change beginning July 1, 2017, all VBOA Experience Verification Forms must be signed and verified by an active, licensed CPA (from any jurisdiction) to meet the experience requirements for individual CPA licensure.
Due to a statutory change beginning July 1, 2017, all VBOA Experience Verification Forms must be signed and verified by an active, licensed CPA (from any jurisdiction) to meet the experience requirements for individual CPA licensure.
The experience requirement includes being employed in academia, a firm, government, or industry involving the substantial use of accounting, financial, tax, or other skills that are relevant, as determined by the VBOA.
The applicant must complete at least 2,080 work hours, or equivalent to one year of full-time employment. An active, licensed CPA (from any jurisdiction) will need to verify this experience has been met.
This is a change from previous submissions when a supervisor, who may or may not have been a CPA, could attest to the applicants work experience.
Visit the VBOA website at www.boa.virginia.gov/CPALicense/InitialLicense.shtml for more information on CPA licensure requirements.
If you have any questions, please contact the VBOA at firstname.lastname@example.com.
CPA exam changes in 2017May 2016
On April 1, 2017, the AICPA will launch the next version of the Uniform CPA Examination, a four-section (AUD, BEC, FAR and REG), 16-hour assessment (four hours per section) that places a greater emphasis on testing a candidate's higher-order cognitive skills such as critical thinking and analytical ability. Through multiple-choice questions and an increased use of task-based simulations in all sections of the exam, as well as written responses in BEC, candidates will be presented with questions that test the knowledge and skills that a newly licensed CPA must possess.
To learn more about the CPA exam changes and frequently asked questions as candidates prepare to take the exam, visit the AICPA's website for all the details.
Active - CPE Exempt status now availableJuly 2014
The Virginia Board of Accountancy is pleased to announce that applications are now being accepted for our new status, Active - CPE Exempt.
CPAs who qualify for this status will be allowed to renew their licenses annually by paying the renewal fee and continue to use the CPA title but will not need to fulfill CPE requirements.
A change in status requires approval by VBOA through an application process, including submission of a company bio/resume and job description, if currently employed when applying for the status change.
Please complete the Change of License Status Request Form on our website and return it to the VBOA office for review and approval. We encourage you to contact us with any questions or concerns regarding this new status at (804) 367-8505 or by email at email@example.com.
CPAverify: Online Search Tool for the Public to Verify CPAs and CPA FirmsMarch 2012
CPAverify.org provides an online search for employers, professionals and the general public allowing anyone who may need to verify the status of an individual CPA and/or public accounting firm. Licensing information is provided by participating state boards of accountancy, including the VBOA. This online central repository of information on licensed CPAs and CPA firms is maintained by the National Association of State Boards of Accountancy (NASBA) to make available a single-search resource covering participating jurisdictions where an individual or firm has been licensed.
With the wide spread mobility legislation, the need for the public to determine if an individual or firm is licensed and in good standing is more important than ever.
CPAverify minimizes the need for consumers to check individually with each state board of accountancy to determine a CPA's license status. With the support of participating state boards, this tool allows the public an opportunity to check the status of multiple licenses a CPA holds at one website with a single search.
CPAmobility: Online Search Tool for CPAs who Practice Across State BordersMarch 2012
A joint project of the National Association of State Boards of Accountancy (NASBA) and the American Institute of CPAs (AICPA), CPAmobility.org is an online tool to help CPAs navigate the practice privilege requirements that allow CPAs to more easily work across jurisdictional borders. This tool is especially helpful to northern Virginia CPAs whose practice includes clients in Maryland and Washington D.C.
The site works by posing three questions to the CPA:
After processing, the site displays requirements on licensing and registration of relevant jurisdictions allowing CPAs to spend valuable time on business opportunities rather than regulatory compliancy. Contact information for state boards of accountancy is also available on the CPAmobility search engine. NASBA and the AICPA hope you will find CPAmobility to be a resourceful tool with the potential to educate CPAs on mobility requirements and regulations.


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You now have the option of applying for a land use amendment and development permit together with a Concurrent Submission.
Previously if you needed to redesignate a property for development, you would apply for a land use amendment application to be approved by City Council before submitting a development permit. This could take quite some time. Now, you can save four months or more.
You can submit a development permit application at any point after a land use amendment. The two applications are reviewed side by side (although not necessarily by the same file manager) and will have separate Detailed Team Review documents to make it easier to understand which comments and conditions apply to each application.
The City's optional concurrent submission process for land use amendment and development permit applications is currently being used by large scale development applicants.
We recommend that you book a consultation with a City planner to find out if a concurrent submission is right for your project. Once you've confirmed that concurrent submission is right for you, you will find the Complete Application Requirement Lists (CARLs) outline what you'll need to submit with your applications. A special declaration form is required if you're applying concurrently.
Please call our Planning Services Centre.
Monday - Friday
8 a.m. - 4:15 p.m.
Chat now


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Crossing Rivers: Academic Advising Support for Immigrant College Students
Michael J. Stebleton, University of Minnesota-Twin Cities
Andile was a Black, non-traditional immigrant college student from Ethiopia who enrolled at a public, four-year institution. He majored in Human Services with the intent of pursuing a new career in education. In my role as an academic adviser, I had the honor of working with Andile for several years as he progressed toward his degree. Andile was born, raised, and educated in East Africa. He worked as an engineer in Ethiopia for numerous years, got married, and started a family. Several years prior to my interactions with Andile, he and his family fled his war-torn country to begin a new life together in the United States. Upon arriving in Minnesota, Andile quickly learned that this significant life transition was not going to be easy.
His academic credentials were not recognized, and he started working three part-time jobs to support his young family, often working all-night shifts as a security guard. Realizing this was not the life he envisioned, Andile decided to return to college, taking part-time classes through the university. Despite several challenges, Andile relentlessly pursued a four-year degree. He was a new student in one of my classes, and I had the opportunity to sign off on his degree plan at the end of his last semester just weeks before graduation. During that meeting, I asked him a seemingly innocuous question; Andile's response that day would unexpectedly alter how I envision my work as a student affairs educator. I asked him, "So what is your next step after graduation in a few weeks? Will you consider graduate school?" Andile paused and then asked if he could share an African proverb to help frame his response. "Of course," I responded. Andile eloquently stated, "You have to cross the first river successfully before you can ask the second river if it's okay to cross it."
I was immediately moved by his response yet also initially confused. How could this bright, articulate student not have a concrete plan in place? As an experienced academic adviser and career counselor, I honed my practice by encouraging students to be forward thinking, logical, and thorough in their academic and career decision-making processes. Fortunately, it did not take me long to understand the meaning of Andile's proverb. His philosophy and approach educated me—and made me a stronger and more compassionate adviser—especially as I worked more frequently with foreign-born immigrant students at my institution. Moreover, Andile's narrative gave me a more complete understanding of the unique and often complex lives of today's immigrant college students who enroll at institutions of higher learning across the United States.
The purpose of this personal reflective essay is twofold: 1) to explore immigrant college students as an emerging area of study in higher education; and 2) to examine how academic advisers can best support immigrant college students as they persist toward their academic goals. Drawing on more than twenty years as an academic adviser and teacher in various higher education contexts, I intend to share several examples from my teaching and research experiences. My interactions with Andile and other immigrant college students guided my work in this area as a doctoral student and subsequently as a new faculty member. For purposes of this paper, several definitions of "immigrant" need to be articulated. One of my colleagues gently reminds me that unless one can claim to be of Native American descent, we are all immigrants. This is undeniably accurate; yet demographers and scholars who study immigrant issues typically rely on more nuanced definitions. First, "immigrant" students are different from "international" students, and they are distinct student populations with their own experiences, assets, needs, and issues. In my work, I typically look at the experiences of "foreign-born" immigrants. A foreign-born individual was born outside the United States and moved to the U.S. as young child or during the K-12 years. "Second-generation" immigrants are U.S. born with one or more foreign-born parents. These two groups (foreign born and second generation) currently comprise approximately 25 percent of the U.S. population. The expectation is that this proportion will be 37 percent by 2050 (Brown & Stepler, 2015). Also, international students may have some similarities with immigrant students; however, I tend to view them as separate student populations (i.e., international students typically possess a student visa).
Additionally, statistics seem to indicate that more immigrant college students will be matriculating to college. In fact, immigrant college students enrolled in post-secondary institutions are one of the fastest growing student populations in the United States (Kim, 2014). Recent data collected by the National Center for Education Statistics indicate 24 percent of undergraduate students are immigrants (including first and second generation), 8 percent of that population is born outside the United States, and these figures will likely increase in the future (Cohn, 2015; Fry, 2015; NCES, 2015). For these reasons, it is critical that student affairs educators, including academic advisers, know the strategies and resources to best support immigrant college students who attend both two- and four-year postsecondary institutions. As was the case with Andile, many of these students will be adult, non-traditional learners with numerous intersecting identities factors that influence their pathways to graduation (Jones & Abes, 2013). Additionally, many immigrant students are students of color and are undocumented, low-income, and the first in their family to pursue higher education (Jehangir, Stebleton, & Deenanath, 2015; Muñoz, 2013). While there is a growing prevalence of scholarly articles in higher education and student affairs journals devoted to the experiences of immigrant college students (Griffin & McIntosh, 2015; Muñoz, 2015; Teranishi, Suárez-Orzoco, & Suárez-Orzoco, 2015; Stebleton, Soria, & Huesman, 2014), this area of study warrants more extensive inquiry. In turn, practitioners can apply outcomes to student affairs and student development theory and practice (Patton et al., 2016).
Overview of Ongoing Study
My research team and I are analyzing data from a multi-institutional qualitative study of more than 100 foreign-born immigrant college students. The study's overarching research questions addressed the experiences of immigrant college students attending four-year institutions. All institutions are located in urban settings. In particular, we were interested in issues related to student-faculty interactions, students' sense of belonging, campus climate, support structures, and student experiences with advisers and other institutional agents across campus. One question on the semi-structured interview protocol asked students to describe their experience with their assigned academic adviser and include a specific interaction. Based on my own experiences as an academic adviser, I wanted to explore the unique narratives of immigrant college students to determine if their experiences were different from those of other students. We surmised that immigrant students, the majority of whom identified as students of color, would share examples of contextual factors that impact their college experiences, such as microaggressions, feelings of marginalization, and other instances of discrimination.
It is safe to say that almost all college students experience feelings of isolation, transition, and anxiety. Yet for immigrant college students these experiences are compounded by their intersecting identities as immigrants, many of whom are new to the United States and the U.S. higher education system (Jones & Abes, 2013). Many of these barriers are systemic, and students experience them either directly or indirectly via interactions with their environment or ecology (Bronfenbrenner, 1977; Stebleton, 2011). Pérez, Cortés, Ramos, and Coronado (2010) discussed the multiple minority statuses that immigrant students assume. A male Filipino student, Nimuel, captured this concept of multiple layers of marginality:
One thing is there's a lot of factors when it comes to being an immigrant. The fact that you're a person of color, of a different ethnicity. The fact that you're here as an immigrant, not as a born citizen. The fact that I'm here as undocumented. All those factors, I think it just, if anything you realize even in the situation where you don't have privilege.… I mean, basically it's just you don't have those opportunities and you don't have, you're not in that status where things are easier to get with less effort.
Many students in the study were undocumented and talked about the fear and challenges they face on a daily basis. Perhaps not surprisingly, some of their statements related to experiences with faculty members and academic advisers were positive while others were negative. Having worked in an academic advising liberal arts unit at a large institution—with student load ratios approaching 500:1— student testimonials filled with discontent are not uncommon to hear. Contrarily, many of the students shared glowing examples of engaging interactions with academic advisers. Several students' stories were hard to hear, and my colleagues and I struggled with how to negotiate our professional roles (i.e., as interviewer and student affairs educator). For example, one African female, Asha, talked about the challenges of "how to survive this place." She stated:
You don't really know anything. No one would help you if you don't … if you weren't … you have to go way above, out of your way to find somebody to help you. I don't know. You have to know somebody. Whether it's an adult that actually works here, like a professor, so that professor would find somebody that would help you or you have to have a big sister or a big brother that would tell you which organizations to join and what activities to do, what majors to do, what classes to take, all that. As an 18-year-old freshman, nobody can survive this place.
Asha, as a new student at a large institution, was overwhelmed by this experience. Like many students in the study, Asha was lost and struggled to find her way in this large bureaucratic system. Other immigrant students struggled with deciding which instructors and advisers to trust with their stories. Several students commented that they trusted academic advisers "who looked like them" or "could understand my experiences based on their own situations." Finally, several students talked about the need for professors and advisers to gain a better understanding of immigrant student experiences so they could better serve this student population. Juan responded:
They [advisers on campus] should be more proactive about kind(s) of training (for) everyone who is going to be in contact with students … (to handle) different types of needs.
Juan elaborated on some of his own needs and a desire for strong coordination of services:
I happen to have those needs, but I mean there's a huge diversity of needs and even in the school, right? And it seems like the way they do it is like they create "Oh, well here's where these people can go and here's where those people go." But it's like sometimes you have to do things that this particular person can't help you with or something.
Like Juan, the student narratives suggested that instructors and advisers can be doing more to reach and better support immigrant students. In many cases, students desperately want our guidance and attention—even if they do not always explicitly ask for it.
A Guiding Framework
In past publications, I explored developmental and campus ecological approaches to better comprehend the needs and issues of immigrant college students. One such piece addressed ways in which Bronfenbrenner's ecology framework can be a useful tool for academic advisers to utilize with immigrant college students (Stebleton, 2011). More recently, Strayhorn (2016) outlined the value of ecological approaches, especially as they apply to historically marginalized student populations. Eunyoung Kim and Jeannette Diaz's and Kristen Renn's use of ecological approaches can be applied to the work of academic advisers as well (Kim & Diaz, 2013; Renn, 2004).
Strange and Banning's (2015) revised book emphasized the importance of creating physical structures and spaces on campus to facilitate ideal student interactions that promote engagement, belonging, and persistence toward graduation. These spaces foster what Strange (2001) called communities of belonging, where students perceive a connection with like-minded students. As we know, student centers, multicultural student organizations, and clubs promote these opportunities to connect and share experiences for many students; they help to foster a sense of belonging (Nuñez, 2009; Patton, 2006; Strayhorn, 2012). The additional concept of wayfinding emerged in the late 1970s and has been used principally in the design and architecture fields (Passini, 1996). Furthermore, the concept applies to the physical structures of universities and colleges. According to Passini:
Wayfinding design concerns all features of the built environment, which are related to the purposeful circulation of people and their ability to mentally situate themselves in a setting. These design features include spatial layouts, architectural features related to circulation and graphic displays including audible and tactile supports. (1996, p. 320)
Darken and Peterson (2001) stressed the cognitive aspect of wayfinding: "Wayfinding is the cognitive element of navigation. It does not involve movement of any kind but only the tactical and strategic parts that guide movement" (p. 1). Taken together, these definitions indicate that wayfinding involves the ways individuals interact with their physical surroundings to navigate through an environment.
Physical and design features are important to literally help students find their way around campus. Most of us have personal, if yet embarrassing, stories about getting lost on campus or feeling displaced in a new environment. Navigating a massive campus can be overwhelming for almost anyone of any age. On a recent visit to my Minneapolis-based office, my 9-year old daughter exclaimed, "I would certainly get lost if I came to college here," meaning the University of Minnesota-Twin Cities with an enrollment of over 50,000. In these situations, we look for touchstones or helpful features that can assist us to find our way. Applying this concept of wayfinding in a more figurative manner, I propose that academic advisers can serve as invaluable touchstones to assist immigrant college students in traversing the oft-complex university structures and bureaucracies. Advisers can learn more about resources, such as scholarships, community resources, and immigration policies that may be useful to immigrant students. From this perspective, wayfinding moves beyond physical features and navigational guidance to include a more comprehensive definition of support for students. Moreover, this support can support students develop their own navigational capital (Rendón, Nora, & Kanagala, 2014; Yosso, 2005). Viewing these issues from a holistic approach to student development, we might ask the following questions: How might immigrant students best get situated in their new environments? What services, policies, and support structures could be implemented to accommodate students? How can educators assist underserved student populations thrive in a variety of learning contexts (McIntosh, 2015; Schreiner, 2014)? While I do not claim to have the answers, academic advisers and other student affairs practitioners are doing much of this good work already across campuses. Many institutions have implemented services to reach out to immigrants. In the next section, I share several examples of initiatives.
Promising Practices
Many academic advisers take the opportunity to get involved with classroom and student services initiatives that aim to engage students, including immigrants and other historically underserved student groups. The programs included in this section are examples of services and initiatives designed to support and foster relationships with immigrant students. Even when not personally involved, advisers and other student affairs professionals who are knowledgeable about these programs can connect them to their students.
A popular initiative is learning communities (LCs). This article does not include a lengthy discussion of the history and impact of LCs, however, many institutions embed such programs (Lenning, Hill, Saunders, Solan, & Stokes, 2013). On a personal note, several years ago I was actively involved as an adviser for an LC program at a community college in the Twin Cities area. The LC targeted new immigrant students who were mastering the English language (many of these students were fluent in four–five additional languages). Hailing from diverse countries, the students took several courses in common with a core group of faculty members and advisers. The program allowed students to experience a sense of belonging and connection to the campus. Moreover, they found their way by gaining confidence, establishing relationships with faculty, and garnering success early in their academic careers. Ultimately, many of these students graduated from the community college and transferred to four-year institutions.
Another example exists at Metropolitan State University of Denver in Colorado (2016), where a special program provides academic advising and student support services as central components. The site reads:
The Immigrant Services Program provides each student with a knowledgeable peer that is able to support the student with important study skills, tutoring in writing, reading, and presenting, note taking, applying for scholarships, and advice on how to be a successful college student. (MSU Denver, 2016)
Similarly, Palm Beach State College in Lake Worth, Florida, and its Davis Global Education Center aim to serve immigrant college students (Palm Beach State College, 2016). Services include providing information about educational programs or courses to learn English; accessing referrals to community services and programs in Palm Beach County; and offering and designing workshops that enable students to learn about the U.S. culture. Advisers play important roles in this collaborative process.
Policies and resources must be in place to support students, and active student organizations can connect immigrant students to such resources. For example, at Florida State University (FSU) in Tallahassee, Florida, a student-run group called Advocates for Immigration and Refugee Rights (FSU, 2016) serves as a resource for FSU students. Providing funding resources for services that support students is especially critical. The University of Wisconsin-Madison recently started several programs, including the Open Seat Food Pantry (ASM, 2016) and other loan emergency initiatives to facilitate student persistence and retention (Schneider, 2016). Providing sources to all students who experience food insecurity needs—not just immigrants—is critical (Cady, 2014/2016). Student affairs educators can identify, refer, and advocate for these types of student support services.
A final example is an institution that serves undocumented immigrant students. In our study, many of the students shared their experiences and challenges of being undocumented. Some of the students did not know they were undocumented until they applied to colleges as high school seniors. Other students did not dare share their undocumented status with teachers, advisers, and even roommates and friends. Loyola University serves students with these circumstances by maintaining a popular ally resource program (LUC, 2016) in which faculty members, academic advisers, and other student affairs educators agree to serve as sources of support for undocumented students. Students know these educators can be trusted. Different states have varying policies and services depending on DREAM Act legislation enacted (or not) in that state. For example, one of the institutions in our study is located in California. Many of the students enrolled there were able to access resources, form student organizations, and be more "out" in terms of their documentation status. This was not the case at other institutions, where students appeared to be much more guarded about their documentation status.
There is no one perfect way to best serve immigrants. I challenge academic advisers and other higher education professionals to engage in personal and professional development focused on immigrant populations—including gaining a better understanding of issues and policies of immigrant communities primarily served. Again, many students in our study wanted educators to have a more thorough understanding of the often-complex issues that are a part of the daily lives of many immigrant students. This knowledge can result from both personal and professional development, such as participating in local community events and reading about recent immigration policy changes and legislative acts.
Parting Thoughts
Richard Greenwald (2012), professor, wrote about the merits of first-generation college students. He stated that universities should not see first-generation students as problems to fix, but rather as pioneers and advocated for educators and administrators to see first-generation students as assets, not deficits (Greenwald, 2012). The same argument applies to immigrant college students (Jehangir, Stebleton, & Deenanath, 2015). Like my student Andile, immigrant students are true pioneers, and many of them have traversed countless miles and rivers to access higher education opportunities in the United States. Academic advisers can support immigrant students who are finding their way by reaching out to them, providing holistic support grounded in student development principles, and developing creative programs and services that will support students in reaching their academic, professional, and personal objectives.
Associated Students of Madison (ASM). (2016). Food Pantry "The Open Seat." University of Wisconsin-Madison. Retrieved from http://www.asm.wisc.edu/resources/food-pantry
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531. doi: 10.1037/0003-066x.32.7.513.
Brown, A., & Stepler, R. (2016, April 19). Statistical portrait of the foreign-born population in the United States, 1960–2013. Pew Research Center. Retrieved from http://www.pewhispanic.org/2015/09/28/statistical-portrait-of-the-foreign-born-population-in-the-united-states-1960-2013-key-charts
Cady, C. (2014). Food insecurity as a student issue. Journal of College and Character, 15, 265–270.
Cady, C. (2016, February 28). Students shouldn't have to choose between books and food. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Students-Shouldn-t-Have-to/235519
Cohn, D. (2015, October 5). Future immigration will change the face of America by 2065. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2015/10/05/future-immigration-will-change-the-face-of-america-by-2065/
Darken, R. P., & Peterson, B. (2002). Spatial orientation, wayfinding and representation. In K. Stanney (Ed.), Handbook of virtual environment technology (pp. 493–518). Mahway, NJ: Lawrence Erlbaum Associates.
Florida State University (FSU). (2016). Advocates for Immigration and Refugee Rights. Retrieved from https://nolecentral.dsa.fsu.edu/organization/airrfsu
Fry, R. (2015, September 11). Class of 2025 expected to be the biggest, most diverse ever. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2015/09/11/class-of-2025-expected-to-be-the-biggest-most-diverse-ever
Greenwald, R. (2012). Think of first-generation students as pioneers, not problems. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Think-of-First-Generation/135710
Griffin, K. A., & McIntosh, K. L. (2015). Finding a fit: Understanding Black immigrant students' engagement in campus activities. Journal of College Student Development, 56(3), 243–260.
Jehangir, R. R., Stebleton, M. J., & Deenanath, V. (2015). An exploration of intersecting identities of first-generation, low-income college students (Research Report No. 5). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
Jones, S. R., & Abes, E. S. (2013). Identity development of college students: Advancing frameworks for multiple dimensions of identity. San Francisco, CA: Jossey-Bass.
Kim, E. (2014). Breaking through a myopic view of immigrant students. About Campus, 19(3), 29–32. doi: 10.1002/abc.21160.
Kim, E., & Diaz, J. (2013). Immigrant students and higher education. ASHE Higher Education Report, 38(6). San Francisco, CA: Jossey-Bass.
Lenning, O. T., Hill, D. M., Saunders, K. P., Solan, A., & Stokes, A. (2013). Powerful learning communities: A guide to developing student, faculty, and professional learning communities to improve student success and organizational effectiveness. Sterling, VA: Stylus.
Loyola University of Chicago (LUC). (2016). Student Diversity and Multicultural Affairs. Retrieved from http://www.luc.edu/diversity/resources/undocumentedstudentresources/luccommittedallies/
McIntosh, E. J. (2015). Thriving and spirituality: Making meaning of meaning making for students of color. About Campus, 19(6), 16–23. doi: 10.1002/abc.21175.
Metropolitan State University of Denver (MSU Denver). (2016). About immigrant services. Retrieved from https://www.msudenver.edu/sas/immigrantservices
Muñoz, S. M. (2013). "I just can't stand being like this anymore": Dilemmas, stressors, and motivators for undocumented Mexican women in higher education. Journal of Student Affairs Research and Practice, 50(3), 233–249.
Muñoz, S. M. (2015) Identity, social activism, and the pursuit of higher education: The journey stories of undocumented and unafraid community activists. New York, NY: Peter Lang.
National Center for Education Statistics (NCES). (2015). 2011–2012 National postsecondary student aid study. Washington D.C.: U.S. Department of Education.
Nuñez, A. (2009). A critical paradox? Predictors of Latino students' sense of belonging in college. Journal of Diversity in Higher Education, 2(1), 46–61. doi:10.1037/a0014099.
Palm Beach State College. (2016). Kathryn W. Davis Global Education Center. Retrieved from http://www.palmbeachstate.edu/globaleducation
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Patton, L. D. (2006). The voice of reason: A qualitative examination of Black student perceptions of the Black culture center. Journal of College Student Development, 47, 628–646.
Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., Evans, N. J., & Forney, D. S. (2016). Student development in college: Theory, research, and practice (3rd ed.). San Francisco, CA: Jossey-Bass.
Pérez, W., Cortés, R. D., Ramos, K., & Coronado, H. (2010). "Cursed and blessed": Examining the socioemotional and academic experiences of undocumented Latina and Latino college students. New Directions for Student Services, 131, 35–51. San Francisco, CA: Jossey-Bass. doi:10.1002/ss.366.
Rendón, L.I., Nora, A. & Kanagala, V. (2014). Ventajas/assets y conocimientos/knowledge: Leveraging Latin@ strengths to foster student success. San Antonio, TX: Center for Research and Policy in Education, University of Texas at San Antonio.
Renn, K. A. (2004). Mixed race students in college: The ecology of race, identity, and community on campus. Albany, NY: State University of New York Press.
Schreiner, L. A. (2014). Different pathways to thriving among students of color: An untapped opportunity for success. About Campus, 19(5), 10–19. doi: 10.1002/abc.21169.
Schneider, P. (2016, February 3). Priced out: Low-income student to meet costs, participate in college community. Capital Times, p. 25–28.
Stebleton, M. J. (2011. Understanding immigrant college students: Applying a developmental ecology framework to the practice of academic advising. NACADA Journal, 31(1), 42–54.
Stebleton, M. J., Soria, K. M., & Huesman, R. L. Jr. (2014). Recent immigrant students at research universities: The relationship between campus climate and sense of belonging. Journal of College Student Development, 55, 196–202.
Strange, C. C. (2001). Spiritual dimensions of graduate preparation in student affairs. In M. A. Jablonski (Ed.), The implications of student spirituality for student affairs practice. New Directions for Student Services (pp. 57–67). San Francisco, CA: Jossey-Bass.
Strange, C. C., & Banning, J. H. (2015). Designing for learning: Creating campus environments for student success (2nd ed.). San Francisco, CA: Jossey-Bass.
Strayhorn, T. L. (2012). College students' sense of belonging: A key to educational success for all students. New York, NY: Routledge.
Strayhorn, T. L. (2016). Student development theory in higher education: A social psychological approach. New York, NY: Taylor and Francis.
Teranishi, R. T., Suárez-Orozco, C., & Suárez-Orozco, M. (2015). In the shadows of the ivory tower: Undocumented undergraduates and the liminal student of immigration reform. Los Angeles, CA: The Institute for Immigration, Globalization, & Education.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91. doi: 10.1080/1361332052000341006.
About the Author(s)
Michael J. Stebleton, Ph.D., University of Minnesota-Twin Cities
Michael J. Stebleton, Ph.D., is an associate professor in the Department of Organization, Leadership, Policy, and Development in the Higher Education program at the University of Minnesota-Twin Cities. He can be reached at firstname.lastname@example.com. Dr. Stebleton thanks his colleague, Kate Diamond, for her thoughtful contributions to this article.


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If you do not own the Stitched Shapes dies....what are you waiting for?! I actually never put mine away, I use them so much 😁
OK, I made a video of this card. I have been on a roll with videos lately, and hopefully I am getting better at them. And at doing a little editing...
This is the full length version with lots of me doing the talky-talky.
And this is the sped up version with music playing.
Which one do you like better? And did you really watch both?! Leave me a comment, I love to hear from you all 😀
If you have seen something you need for your crafting life, just click the image in the supply list below and it will take you to my store! If you order less than $150, please use this month's Host Code, which can be found at the top of the sidebar on the right.
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Friday, June 19, 2009
A question answered
I spent a lot of time reading blogs before I fashioned my own. The majority of these blogs were those of triplet families with blog names containing "triplets" or something related to triplets or how many children were in the family. Other families simply used their family name as their blog name, which is something I didn't want to do or have to explain.
I like to be unique whenever possible and I thought that the name "Sarah and Rich + Three" would be almost copycat-ish. Especially after I came across another blog with a very similar title. And yes, I was thinking of using that as the blog name. Although, I did struggle with the fact that it would be excluding Abigail.
Back in my previous life before Rich and the girls I had this habit, which was probably annoying to the recipients, of using odd things in the subject lines for emails to peopleIusedtoassociatewithinmyprevious life. This was waaay back before spam email became commonplace so an odd email subject line stood out as opposed to "Hi." I would use "subjects" such as The Purple Balloon Escape.
I thought of this when pondering what name to use and The Great Umbrella Heist was there in my head. So, no, it doesn't mean anything at all and this whole post will probably make some wonder if I am mentally stable. I assure you that I am. For the most part.
So there you have it. Not really that exciting. I hope the meaninglessness of the name is not a letdown. But it is unique!
Thanks to those who left comments. I love knowing who my readers are.
10 comments:
- Pam said...
ahhhh interesting! weird, but interesting. :)
- June 19, 2009 at 9:51 PM
- Jen said...
I really love your blog name, and love that it isn't a play on your triplets. I'm definitely drawn to blogs with unusual names, because many of the "Double Trouble" or "Two By Two" or "What a Trip!" type blogs are just mommy blogs. By which I mean, they chronicle the kids' growth for family members, and they are cute, but I'm more into the ones that chronicle the parents' struggle/growth.
So I came to your blog for the name, and stayed for the writing, which is superb. And it doesn't hurt that your girls are adorable, either. ;)
- June 19, 2009 at 10:13 PM
- Goddess in Progress said...
I like it! :-)
It's funny, I sort of had a reason for picking the name of my blog, but it's completely unrelated to twins or even really parenting. But it stuck, so there it was.
- June 19, 2009 at 10:26 PM
- FrenznickFive said...
that's funny I have always wondered what it meant! thanks for enlightening us readers :o)
- June 19, 2009 at 11:25 PM
- Lani said...
It was definitely a good idea to have a unique name, your blog has always stood out to me because of that! (and the great pictures, and beautiful babies, etc, etc:)
- June 20, 2009 at 12:25 AM
- Michele Nicole said...
I too am just in love with your blog name. I envy your out-of-the-box-esqueness. (Or some real word.)
- June 20, 2009 at 1:20 AM
- His Mom said...
Aw! I remember doing something similar with emails in college. I would have the subject say something totally random like "Purple Pieman of Porcupine Peak" (villian in Strawberry Shortcake when I was a kid). I like random. :)
- June 22, 2009 at 10:35 PM
- BreezieGirl said...
I've been out of town, so I just got a chance to read this... thanks for answering! I like the unusual title and haven't questioned your mental stability. I also like the idea of using interesting subject lines for emails. Hmm, now you have me thinking. I need to be more creative.
- June 23, 2009 at 2:47 AM
- Pink-CJ said...
It is unique and I am so glad you explained it. I love the name! I still can't believe you can do 3 babies and I am crazy over 2! Someone always has more challenges than you!
- June 25, 2009 at 11:15 AM
I found your blog off if HDYDI. I LOVE reading about your family! You are a great writer and can tell you and your husband are great parents. My ID girls are 15 months and it's really fun to read about what "older" girls are doing, what they like, etc.
It was fun to find this post. I suppose I interpreted your blog name as "when it rains it pours", but it a good sense that you are soaking it all in!
Your family is beautiful...thanks for sharing!
- October 4, 2009 at 6:14 PM


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D&H Housing was founded in 1998 by Richard Deso, who then operated Deso Real Estate out of his convenience store, Lester's in St. Albans. Richard and his wife, Suzanne decided to sell Lester's, and then Richard, with his now former partner, Jim Harrison of Harrison Concrete, began focusing on selling manufactured housing and developing properties for land & home packages.
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text: Zaha Hadid's light-filled labyrinth Updated 1121 GMT (1921 HKT) September 28, 2012 Chat with us in Facebook Messenger. Find out what's happening in the world as it unfolds. Photos: National Museum of XXI Century Arts, Rome – Continuing the coverage of "Great Buildings" on CNN, Zaha Hadid names her favorite pieces of architecture. Her most cherished commision is the National Museum of XXI Century Arts in Rome, completed in 2009, known as the MAXXI. "I like that period of [my] work," she says.Hide Caption 1 of 23 Photos: "The idea was to flood the site like a delta. The main buildings are like rivers and the smaller veins are like the bridges, and the art flows seamlessly through these rooms," the British architect said. Watch Zaha Hadid on "Great Buildings."Hide Caption 2 of 23 Photos: This painting shows how the building plan took shape. "The site was a car factory converted into a military barracks and the big decision was [whether] to keep the barracks or demolish them," Hadid says. "I decided consciously to demolish them because I thought a new institution for contemporary art should not be housed in an existing building."Hide Caption 3 of 23 Photos: "There is a geometry which is always adjusting to the geometry of the site. Every move in the building is parallel to something else, and when you walk around it, you notice it."Hide Caption 4 of 23 Photos: "It has natural light coming from the whole roof, because it's a very horizontal museum. Everywhere, you have light coming through."Hide Caption 5 of 23 Photos: Although the building is new, it's "not necessarily very loud," Hadid says. "It's big, but quite modest."Hide Caption 6 of 23 Photos: "The Romans love it. It's always completely packed. Every afternoon, the elderly come and meet there. They bring their chairs and sit down and it becomes a plaza. That's very nice," she says.Hide Caption 7 of 23 Photos: Born and raised in Baghdad, Iraq, Hadid says she has wanted to be an architect since she was 10.Hide Caption 8 of 23 Photos: One of Hadid's favorite buildings is the Mezquita Cathedral of Cordoba in Andalusia, Spain. It sparked her first interest in architecture when she visited as a child.Hide Caption 9 of 23 Photos: "I didn't realise how obviously it was in my mind until I went back a few years ago to see the great mosque again," Hadid says.Hide Caption 10 of 23 Photos: Returning, she was awed again. "I just thought it was an amazing space. I didn't understand as a child how amazing. But it was amazing because it was a hybrid. It's an existing [mosque] with the cathedral dropped in it. They bring in light from a darker space -- almost like a modern project," she said.Hide Caption 11 of 23 Photos: The Moorish arch at the entrance to the Mosque (or Mezquita) in Cordoba. It was consecrated as a Christian church in 1236, and in the 16th century, a cathedral nave was built in its center.Hide Caption 12 of 23 Photos: Being an architect can be "very difficult" and "very painful," Hadid says. "You have no control over what happens, no control over money, no control over the client. Things can change constantly and it requires so much effort to make a good building." But "as a profession, it's a great idea," she says. "Incredible when you perfect your game. There is nothing as satisfying."Hide Caption 13 of 23 Photos: Hadid also designed the Glasgow Riverside Museum of Transport, which flows low and long between the city and the waterfront, facing the Clyde river with a wave-shaped outline.Hide Caption 14 of 23 Photos: Another riverside project, the Guangzhou Opera House in China, completed in 2010, has smooth lines which Hadid compares to "pebbles in a stream smoothed by erosion."Hide Caption 15 of 23 Photos: Fluidity has always characterized Hadid's style, as seen in this cable railway station in Innsbruck, Austria, completed in 2007. But, she says, her buildings do change. "In the earlier period, every project was different from the one before, although we learnt from our own repertoire. We were always trying to reinvent the language, but now we just try to perfect it."Hide Caption 16 of 23 Photos: Hadid won international acclaim for the Aquatics Centre she designed for the 2012 Summer Olympics in London.Hide Caption 17 of 23 Photos: Although based in London since 1979, her first public commission there wasn't until 2009, when she designed the Evelyn Grace Academy, a school in Brixton, south London, for which she won the 2011 RIBA Stirling Prize.Hide Caption 18 of 23 Photos: In another career milestone, Hadid designed her first tower for Marseilles shipping company CGA CGM in 2011. Its swirling base was inspired by voluminous skirts. Hide Caption 19 of 23 Photos: One of her most recent projects is the Pierresvives building for the Department de l'Herault in Montpellier, France. Her design was inspired by rock crevices, and the resulting interplay of light. Hide Caption 20 of 23 Photos: The Pierresvives houses an archive, a library and a sports department, and is Hadid's first building in France.Hide Caption 21 of 23 Photos: As well as buildings, Hadid has designed a Louis Vuitton handbag, a tea and coffee set and vase for Alessi, furniture and lighting, and these plastic shoes for Brazilian footwear brand Melissa. Hide Caption 22 of 23 Photos: She also designed a 3-wheel car, and this 8-person speedboat for art dealer Kenny Schachter, due in production next year. For more on the architects on "Great Buildings" click here.Hide Caption 23 of 23Powered by Livefyre


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Cat. No. 109A, 109B
Artist: Xaver Franz Milz (1765-1833) - RARE PAIR of 18th century Micro Miniature Portraits of a woman in a lace collared white dress; the other of a man in military uniform with military orders/medals. These quality oval miniatures are painted on velum. The miniatures are mounted on fragments of velvet and are housed in 18th century, ornate gilt wood
Creation Year: 18th Century
Measurements: woman's portrait 1.69 x 0.71 inches (painting), man's portrait 0.82 x 0.55 inches (painting)
Style: Portrait Miniature
Technique: oil on velum
Provenance: Private Collection: RARE GERMAN COLLECTION: XAVER FRANZ MILZ and JOSEPH BERNHARD EINSLE & more: This miniature Collection was equiered from a private estate in Santa Ana, California. These are rare complete collection of the well-known South-German miniaturist from the turn of 19th century Xaver Franz Milz. Although none of the aforementioned miniatures were signed (Schidlof writes that he has never seen any signed works by this artist!), several of them bore inscriptions with author's name - "Milz". Comparison with Milz's listed miniature (see Lemberger's "Die Bildnisminiatur in Deutschland") removes any doubts about the artist X. F. Milz.
Xaver Franz Milz was born in Gemuend by Bregenz (Austro-Swiss-German border) in 1765. After studying law at the University of Freiburg in Breisgau (today in German province Baden-Wuerttemberg), he became a court state official in Hofrieden (Austrian province Voralberg), then transferred to Head Office of Bregenz, and, in 1793, became a "Rentamtmann" in Feldkirch. His next job took him to Weisserau (on the German side of the border), and, in 1809, we find him serving as an Oberamtmann (higher official rank) in Schwaebisch Gmuend, Germany, where he remained for eight years. In 1817, he became a state councilor in Ellwangen.
Milz's past time was eagerly occupied by portrait miniature painting. Lemberger supposes that South-German miniaturist Joseph Bernhard Einsle (1774-1829), well-known in this area, could have been Milz's teacher. In any case, Milz's works do indeed show a strong influence of Einsle (Einsle also painted few miniatures with portraits of Milz's family members - see miniatures number).
Milz, as Lemberger says further, painted hundreds of miniatures that he gave around as presents. These pieces are extremely rare. I dare say these are the biggest collection in private hands, duo to its rarity I prefer selling the whole collection as one lot instead of dividing it. to inquire about price please contact us through our e-mail on this web site.
Artist: Xaver Franz Milz (1765-1833)
Condition: In very good overall condition.
Price: Inquire about this Item.
Please note: Shipping and insurance costs are not included in this offer.
(please note additional 16% tax applies for transactions concluded within Israel)
* 2-3 days door-to-door shipment, professionally packed and shipped with EMS worldwide: 87,78 GBP + insurance 1,8% of item price
* Cheaper alternative: professionally packed and shipped with regular Israeli mail - upon request under importantminiatures@.com (OBS: In this case maximal refunded insurance value is GBP 100).
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The Sharp Edge Bistro
My quest for the best burger in the City of Pittsburgh took me to the Sharp Edge Bistro in Sewickley…
The Sharp Edge Bistro leans strongly towards a Gastropub, but falls short on several levels. It has a great beer selection, an eclectic and well put together casual eats menu, and a pretty rad burger selection; but for whatever reason, the restaurant feels artificial, partially because it is so clearly overpriced. The atmosphere at the bar at Sharp Edge is great, the staff is friendly, the other patrons seem community oriented, and the place feels comfortable. On the flip side, the food was average at best, everything in the restaurant was priced about 25% too high, and everything seems to be put together on pretenses. Great beers become a disappointment when they are priced in the 5-7 dollar range, instead of the more appropriate 3-5 dollar range. We are in Pittsburgh after-all, and this isn't a five star restaurant. I think the reason the Sharp Edge is unable to get out of its own way, is because of its timing. It seemed to pop up in Pittsburgh before the craft beer / gastropub scene became commonplace in our city. Consequently, when they were a novel establishment, they could get away with charging 14 dollars for a bison burger, and 7 dollars for a German Kolsch. Unfortunately for the Sharp Edge, times have changed, there are countless other joints in the area with just as unique offerings, and the novelty of the Gastropub has worn off to Pittsburghers. I had a good overall experience at Sharp Edge, but I would probably not return, there is too much better stuff around at a far better value.
The Sharp Edge Bistro offers lamb, buffalo, chicken, turkey, and beef "burgers." I put burgers in quotes because I am not 100 percent confident that my definition of a burger allows for the patty to be made of something like chicken. I ordered the Belgian Burger, ground lamb and sirloin with shallot and bacon topped with whole grain mustard and smoked gouda. Unfortunately the taste of the burger was overpowered by the mustard and a salty seasoning. The meat itself was a good texture, but the burger was extremely overcooked. It was served very very well done, and was ordered medium rare. The bun was delicious and crisp, and was probably the best thing about the burger. To my dismay, I would say that this burger was not great and barely good, and at fourteen dollars, a great big swing and a miss.
What's Your Opinion? Do you disagree, or just want to share your own review about this burger? Join the conversation and have your review posted on Pitts-Burgers. All you need to do is fill out this Blank Score Sheet and submit it to firstname.lastname@example.com.
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|Ok Burger, Terrible Price, No thanks
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By Andrew Capone


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Claim: 'Scores' of Guantanamo inmates back on battlefield
Dozens of released Guantanamo detainees have returned to the battlefield, said a senior US Senator, urging the Barack Obama administration not to release more inmates from the war-on-terror prison camp.
US Senator Dianne Feinstein told CBS television's "Face the Nation" program that about a third of former inmates at the US naval base who have returned to fight against US interests come from Yemen, the new focal point in the US fight against terrorism.
"If you look at Yemen, and we're taking a good look at Yemen, what you see is I think at least 24 or 28 are confirmed returned to the battlefield in Yemen, and a number are suspected," said Feinstein, head of the Senate Intelligence Committee.
"If you combine the suspected and the confirmed, the number I have is 74 detainees have gone back into the fight, and I think that's bad," she said.
Closing Guantanamo: a numbers game
"I think the Gitmo experience is not one that leads to rehabilitation," Feinstein added.
Her views were seconded by Congressman Peter Hoekstra, the top Republican on the House Intelligence Committee, who appeared on the same CBS television program.
"These people are released and a number of them go back to the battlefield," he said.
"When these Gitmo detainees find their way back on the battlefield, they're no longer focused on the conflict in Pakistan, Afghanistan or Iraq," he said.
"They form the corps of people who want to attack the United States. It's a national security, homeland security issue."
Their remarks came just days after a Pentagon spokesman confirmed that an increasing number of former detainees from the US prison in Guantanamo have forged links to militant groups after their release.
Spokesman Geoff Morrell told reporters last week that the precise number remained classified, but was in keeping with an April Defense Department report in April that found that about 14 percent of former Guantanamo inmates had engaged in or were suspected of having ties to militants.
The issue has taken on heightened importance after a failed attack on a US airliner on Christmas Day was tied to Al-Qaeda's branch in Yemen, where two former Guantanamo detainees are believed to be acting as senior leaders.
President Barack Obama on Tuesday suspended transfers of Guantanamo detainees to Yemen following the Christmas Day incident.
The administration remains under intense pressure however from domestic critics not to release any of the remaining 198 detainees at Guantanamo, which include includes an estimated 91 Yemenis, amid rising fear in the United States regarding terrorism.
This video is from CBS' Face the Nation, broadcast Jan. 10, 2010.
Download video via RawReplay.com


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Tonight on Sex on Kava we've got Dan Weiss for the full hour! We start off talking to local oddball & aspiring standup comic Stuart Walker. He's angry because Ethan is always talking down to him, and he's got some hard questions about heroin, handjobs, and how to have proper lesbian sex! Plus, Newsgirl Jackie has updates on Sex on Kava mascot Lindsey "L Baby" White, and a news story about a dirty vicar! In the second half, we've got local musician/comedian/gamer "Zero", and Cary the Gay Guy is telling us about some of his finest pranks! (And Newsgirl Jackie is none to thrilled about the non-consensual nature of some of them!) It's wild, it's crazy, it's weird- it's Sex on Kava! Write us at firstname.lastname@example.com
We're talking to Mike Sowa about how he can't stand William the Exxxagerator (or "Exasperator", as he should be known!) and getting an update on Lindsey "L Baby" White, the internet-famous mascot of Sex on Kava! Plus, Ethan tell us about getting pulled over by the Highway Patrol, and how he got out of a ticket. Mmmm. Plus, Newsgirl Jackie is super young! And we've got a news story from Italy that's comedy gold. Or at least stainless steel. It's wild, it's crazy, it's Sex on Kava!
It's Sex on Kava and we're talking to local comic Mike Sowa! He's telling us about his upcoming gig hosting for comedy legend David Stebbins; Ethan's telling us about visiting Atlanta for his grandfather's funeral and seeing his many, many relatives; and William the Exxxagerator is telling us about gay Haitians playing grab-ass in the kitchen with him at the taco shop. Plus, more about prostate stimulation; William makes Mike Sowa uncomfortable; "Piss in my ass"; Christian rock; and Bane from Batman pays us a visit! It's crazy, it's wild, it's Sex on Kava!
It's Sex on Kava and we've got more about local internet celebrity "L Baby", including Ethan's date with her, John Gregory's tweets about her, and Pimpin' Al & Dan Weiss's stories about her from the old days. Plus Pimpin' AL tells us about driving around South Florida in his Cadillac with heroin-addicted prostitutes, blasting the dulcet vibrations of his favorite composer, De-"Bus"-y. And Newsgirl Jackie tells us about the trials and tribulations of Roberto, the man with the world's largest penis. Finally, Ethan gives his review of a prostate stimulator, and it's two thumbs up- WAY up! Listen now!
It's a night of boobs & bad radio as we talk with Dan Weiss, the funniest insult comic in South Florida, and the hilarious Pimpin' Al Rodriguez! Listen to Pimpin' Al's stories of delivering crack hos and pizza while also running from the cops! Plus, comic Spencer Ruizzo calls in from Jacksonville with an assplay-related PSA. Then, in a new segment we're calling "Local Internet News" we're getting some deep background on the girl with the hottest, most drama-engulfed facebook page in South Florida, Lindsey "L Baby" White! She's hot as heck and she's seeking attention from guys with money, lesbian studs, fanboys, and the general public. And it turns out, Pimpin' Al was once her high school teacher… before she started doing some extra credit after class! It's a crazy Florida story… and don't forget to listen to Part 2, as the coverage of the girl with the most interesting fb page in South Florida continues!
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It's Sex on Kava and we've got Jesse Thompson in the house! Listen as he tells us about growing up in Hialeah back when English was spoken there! Plus, Luba the Wacky Sex Therapist gets Lord Channing on her couch… will she finally get to the root of his bestial urges? Then, another insane call with William the Exxxagerator, who calls in to tell us about the special Masturbation Kiosks the City of Boston is now providing for its residents. Finally, we talk about Jesse's father's final words, the bright side of death, and what to do when you're dead broke but you have to pay the Ferryman to cross the River Styx! Plus, Sex on Kava is now on Alexa! Listen now. And write us at email@example.com


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A new villain slipped under the radar on Once Upon a Time, and his mission is even more threatening than the Dark One's antics
In "Siege Perilous," we found out that Arthur may not be the truthful and welcoming king that everyone expected, with some shady antics going on in both past Camelot and present-day Storybrooke
Those were far from the only twists, though — two characters came back from the dead, but neither of their futures seem very safe. The same could be said for Hook and Emma's relationship, but first, let's dive into the new baddie. Read more…
More about Abc, Television, Entertainment, Tv, and Once Upon A Time


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|Bastinado is a Scrabble word. Scrabble point value for bastinado: 12 points.
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1. a form of torture in which the soles of the feet are beaten with whips or cudgels
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Asian Tribune is published by World Institute For Asian Studies|Powered by WIAS Vol. 12 No. 2582
Letter From America: March for our lives
Summoned to action by surviving student of the Marjory Stoneman Douglas High School, Parkland, Florida that left 17 people dead, millions of teenagers and their supporters rallied in protests in more than 800 cities across the USA on Saturday, March 24, demanding change – gun reform. They are simply fed up with government inaction and the power of the 'gun lobby', e.g., NRA (National Rifles Association) to curb gun violence. They came to demand a stop to the culture of gun violence that has taken lives of so many of their friends inside and outside the classrooms.
The New York City rally alone drew more than 175,000 people. The DC rally brought many celebrities to the event showing their support for the legitimate demands of the students. One notably absent was the POTUS; but many lawmakers showed up to lend their support.
Chanting "Vote them out!" and bearing signs reading "Books Not Bullets", "Am I Next", "Ballots Not Bullets", "We Are the Change," ''No More Silence", "Gun Control Now", "Ban Assault Weapons" and "Keep NRA Money Out of Politics," the protesters packed Pennsylvania Avenue between the Capitol and the White House.
Never before in the past 40 years have I have witnessed anything like these rallies in this country. I am told that these rallies are one of the biggest youth protests since the Vietnam era. During my college days in the early 1980s, the only protests we held inside the University of California campuses were organized by progressive student groups like the CISPES (Committee in Support of the People of El Salvador) and the Third World Coalition.
But these rallies did not attract too many students even in some of the most liberal campuses in the USA. Most students were either too busy with their studies or unmindful or unconcerned about what their government was doing overseas in the third world countries.
"If you listen real close, you can hear the people in power shaking," David Hogg, a survivor who has emerged as one of the student leaders of the movement, told the roaring crowd of demonstrators at the March for Our Lives rally in Washington.
He warned: "We will get rid of these public servants who only care about the gun lobby."
Large rallies with crowds estimated in the tens of thousands in some cases also unfolded in such cities as Boston; New York; Los Angeles; Chicago; Houston; Fort Worth, Texas; Minneapolis; and Parkland, Florida, the site of the Feb. 14 attack at Marjory Stoneman Douglas High School that left 17 people dead.
Protesters denounced the National Rifle Association and its allies and complained that they are scared of getting shot in school and tired of inaction by grown-ups after one mass shooting after another.
They called for such measures as a ban on high-capacity magazines and assault-type rifles like the one used by the Florida killer, tighter background checks and school security, and a raising of the age to buy guns.
"I'm really tired of being afraid at school," said Maya McEntyre, a 15-year-old high school freshman from Northville, Michigan, who joined a march by thousands in Detroit. "When I come to school, I don't want to have to look for the nearest exit."
She added: "I want to get to the problem before it gets to me."
In Atlanta, Ben Stewart, a 17-year-old senior at Shiloh Hills Christian School in Kennesaw, Georgia, took part in a march in Atlanta to press for what he called "common-sense gun laws."
"People have been dying since 1999 in Columbine and nothing has changed. People are still dying," Stewart said. "It could be prevented."
President Donald Trump was in Florida for the weekend. A motorcade took him to his West Palm Beach golf club in the morning. As of early afternoon, he had yet to weigh in on Twitter about the protests.
The NRA went silent on Twitter in the morning, in contrast to its reaction to the nationwide school walkouts against gun violence March 14, when it tweeted a photo of an assault rifle and the message "I'll control my own guns, thank you."
About 30 gun-rights supporters staged a counter-demonstration in front of FBI headquarters in Washington, standing quietly with signs such as "Armed Victims Live Longer" and "Stop Violating Civil Rights."
Organizers of the gun-control rally in the nation's capital hoped their protest would match in numbers and spirit last year's women's march, which far exceeded predictions of 300,000 demonstrators.
"We will continue to fight for our dead friends," Delaney Tarr, another survivor of the Florida tragedy, declared from the stage. The crowd roared with approval as she laid down the students' central demand: a ban on "weapons of war" for all but warriors.
The Rev. Martin Luther King Jr.'s 9-year-old granddaughter Yolanda Renee King gave a rousing speech at the Washington rally, drawing from the civil rights leader's most famous words.
"I have a dream that enough is enough," she said. "That this should be a gun-free world. Period."
In Parkland, the police presence was heavy as more than 20,000 people filled a park near the school, chanting slogans such as "Enough is enough" and carrying signs that read "Why do your guns matter more than our lives?" and "Our ballots will stop bullets."
Gun violence was also fresh for some in the Washington crowd: Ayanne Johnson of Great Mills High in Maryland held a sign declaring, "I March for Jaelynn," honoring Jaelynn Willey, who died Thursday two days after being shot by a classmate at the school. The classmate also died.
Rallying outside the New Hampshire Statehouse in Concord, 17-year-old Leeza Richter said: "Our government will do more to stop us from walking out than it will to stop a gunman from walking in."
Since the bloodshed in Florida, students have tapped into a current of gun control sentiment that has been building for years — yet still faces a powerful foe in the NRA and its supporters.
Organizers hope the passions of the crowds and the under-18 roster of speakers will translate into a tipping point starting with the midterm congressional elections this fall. In addition to pushing for tighter gun laws, the students have been working to register young people to vote.
Polls indicate public opinion in the U.S. may be shifting on the issue.
A new poll conducted by The Associated Press-NORC Center for Public Affairs Research found that 69 percent of Americans think gun laws in the U.S. should be tightened. That is up from 61 percent in 2016 and 55 percent in 2013.
Overall, 90 percent of Democrats, 50 percent of Republicans and 54 percent of gun owners now favor stricter gun laws.
At the same time, the poll found that nearly half of Americans do not expect elected officials to take action.
A majority of Americans, including Republicans, Democrats and gun owners want stricter laws on gun ownership and armed guards in schools, according to a Reuters/Ipsos national poll taken in early March.
Hundreds of thousands of students and their families are expected to march in cities across the United States on Saturday to demand stricter gun control, part of the response to a mass shooting at a Florida high school in February.
The following are some of the main findings of the poll:
Guns in Schools
About 75 percent of adults say they want armed security guards in school, with some 53 percent in favor of publicly funding gun classes for teachers and school personnel and 45 percent saying school staff should be encouraged to carry a weapon.
"75 percent of adults say they want armed security guards in school"
Bipartisan Support For Gun Control
A majority of Democrats and Republican voters support stricter gun laws, including 91 percent on both sides who say anyone with a history of mental illness should be banned from owning a gun. Eighty-four percent of Republicans believe people on the "no-fly" list should also be banned from gun ownership and 83 percent are in favor of expanding background checks. A majority of Republicans also say that assault weapons and high capacity ammunition clips should be outlawed.
The Reuters/Ipsos poll of 2,389 U.S. adults was conducted between March 5-7 and has an overall credibility interval of 4-5 percent.
- Asian Tribune -


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Promoting a healthy and sustainable work culture is more important now than ever. With the infusion of multiple generations in the workplace, it is almost unavoidable to face the different values and opinions among employees. In particular, millennials maintain an unapologetic, no-nonsense attitude that other generations would not even imagine their lips to muster.
As the hustle and bustle of the workplace progresses, it is often that common practices that affect millennials are overlooked or underestimated. The average millennial is projected to have more than five jobs in their 20s and it is possible that we can blame this turn-over on five ways that can turn a millennial completely off in the workplace.
1) Sticks and stones may break my bones, but words can pierce my confidence.
Report to. Superior. Mandatory. You've heard them. Nine times out of 10, you've probably said them. Wash your mouth and cleanse control words…
View original post 789 more words


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Weather like this (sunny and in the 90's!!!) makes me wish I was lounging beach-side (preferably on a tropical island) with a pina colada in my hands rather than navigating through NYC streets. But because of my full-time job, internship, and research study, imagining a tropical island is about as close as close as I'll get to being on one this summer. However, the pina colada part might be more realistic than not. With hot weather like, it's best to avoid alcohol rather than indulge in it (dehydration much?).
But that doesn't mean you have to deprive yourself of tropical drinks. This beachy creation of mine came into being after a pretty hardcore run, when I needed a post-workout treat that would cool me down and replenish me.
And so, drum role please…
The [Protein-Packed] Pina Colada Smoothie
Makes 1 large smoothie or 2 small smoothies
6 oz 0% Plain Greek Yogurt (I used Chobani!)
1/2 cup frozen pineapple
1/2 cup frozen mango
1/8 cup water
2 Tbsp coconut flakes (for garnish)
Add the ingredients to a blender and blend until smooth. Hint: add water as needed. If you like a creamier smoothie, don't add as much water. Garnish the smoothie with coconut flakes and enjoy!
This delicious tropical smoothie packs 18g of protein (that's the same as 3 eggs!).


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