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Association for the Advancement of Sustainability in Higher Education
- Date submitted: 31 Oct 2011
- Stakeholder type: Major Group
- Name: Association for the Advancement of Sustainability in Higher Education
- Submission Document: Download
Full SubmissionInput for the UNCSD 2012 Compilation Document from Multiple National, Multinational, and International Tertiary Education Sustainability Organizations During the past several months, the following tertiary education focused organizations have been collecting input regarding UNCSD and the position of their members towards Rio + 20 outcomes: The Association for the Advancement of Sustainability in Higher Education (AASHE) (USA/Canada) Australasian Campuses Towards Sustainability (ACTS) (Australia/New Zealand) Global University Network for Innovation (GUNi) (Spain/international) Korean Association for Green Campus Initiative (KAGCI) (South Korea) Environmental Association for Universities and Colleges (EAUC) (United Kingdom) Collectively, these organizations engage more than one-thousand tertiary institutions across the globe. Each organization has gathered input through consultation and developed positions regarding the input for the UNCSD Compilation Document, the Zero Draft Document and the Outcomes Document. The statements from each organization are provided below. Although there are differences representing the different viewpoints and needs there are a number of common, international themes that are embodied in these statements. All organizations noted that it is critical for the role of tertiary education in advancing sustainable development to be explicitly recognized in all documents related to UNCSD 2012. The role of tertiary education in realising sustainable development and the eradication of poverty includes its functions in education and training, knowledge production and dissemination (i.e. research), community engagement, and as serving as exemplars for good practices in sustainable development. In addition, the organizations called for the UNSCD 2012 to insist on support for tertiary education through the provision of appropriate resources and through access to stakeholders so they can assist business, governments and society to advance sustainable development Although the organizations have not reached consensus on how to best create long term institutionalization of sustainable development within the United Nations structure, they do agree that there is a need to create an organization with United Nations support that will last long term and provide a focus for education for sustainable development. Within this structure there needs to be a body for addressing, assessing and encouraging continued education for sustainable development efforts. As is noted in the following documents, the organizations are prepared to work with each other, to encourage their members to work with one another as well as institutions elsewhere, and to work with the appropriate United Nations agencies to assist tertiary education in advancing sustainable development. Australasian Campuses Towards Sustainability submission for the UN Conference on Sustainable Development 2012 1. Australasian Campuses Towards Sustainability (ACTS) is a non- profit member based organisation representing higher and further education institutions within Australia and New Zealand. ACTS aims to inspire, promote and support change towards best practice sustainability within the operations, curriculum and research of the tertiary education sector. ACTS seeks to build community and business partnerships at the local, regional and international level, in order to bring together a network of people for positive engagement, capacity building and change. 2. As an NGO operating within the Asia Pacific region, ACTS was involved in drafting the statements submitted by Major Groups and Stakeholders Asia Pacific, as well as Asia Pacific NGOs and we therefore strongly endorse and support both. 3. We believe that the UN Conference on Sustainable Development in 2012 (Rio+20) provides a critical and timely platform for governments at the highest level to secure renewed political commitment and action for sustainable development. Since 1992 the ecological crisis has worsened, whilst income and social inequalities have escalated even as high economic growth took place in several countries. Not enough has been done to achieve the paradigm shift required to change current unsustainable trends and we urgently call on governments to act on change towards sustainable development, rather than continue to debate the issue further. 1. The Rio+20 Conference should therefore honestly and openly appraise the implementation of the sustainable development commitments and action plans, and identify the gaps and obstacles, to ensure the transformation and integration of the economic, social and ecological dimensions. This needs to take place at the local, national, regional and international levels. 2. In moving towards sustainable development that also incorporates the inter-generational dimension, the critical role that tertiary education plays in achieving a long-term and sustainable shift needs to be galvanised. Recognising that changes in social values and practices are necessary in addition to technical solutions, there should be a focus on ensuring educational structures provide appropriate and relevant sustainability related skills and knowledge to achieve long term change within society and economy. Furthermore, there must be recognition and promotion of indigenous and local knowledge systems and their interface with more formalised knowledge systems. 3. The role that tertiary education can, should and does play in achieving sustainable development has often gone unrecognized and/or under represented. Since 1992, it has become clear that tertiary education institutions play a number of critical roles, including those summarized below: They provide relevant and critical education to our future government, business, industry, education and community leaders. By integrating sustainable development into curriculum, skills training and student development, tertiary education will equip the future with people who have the knowledge and capacity to positively impact the global economic and educational systems and programs, to eradicate poverty and improve access to education for all; They are critical homes for the research that provides sustainable solutions to the complex problems of development. Indeed, Secretary Ban Ki-moon pointed out in his call for the world?s academic community to find solutions to global hunger, water shortages, and energy issues, ?the academic community can help us connect the dots?; They serve as the ?test beds? for examining the context in which innovative sustainability practices are executed. As these institutions implement a variety of context-specific sustainability practices through education and operations, they demonstrate the viability of these practices and provide models for sustainable development; They facilitate engagement of groups at the community level through building and maintaining strong links to government, business and civil society, as part of the core business of learning and teaching and as part of research; and They provide the opportunity for cross fertilization of knowledge and understanding through hosting students from the international community, who then transfer learnings into their own areas for the benefit of all. 4. These roles of tertiary institutions should be recognised while also acknowledging that: There is need to strengthen the holistic integration of environmental, social and economical dimensions of sustainable development; Through promoting sustainable societies it is essential to ensure gender equality, democracy, and human rights; The importance of peoples? participation, particularly of youth, women and indigenous peoples, and providing for their empowerment and relevant, functional education to support inclusive sustainable development, is most readily done through the tertiary education system; and There have been communities that have developed numerous solutions to sustainable development challenges in spite of a lack of leadership and support from high levels of government. These initiatives need to be fully recognized, supported and celebrated with a view to link, upscale and maintain efforts. 5. It is the fundamental role of tertiary education to innovate and be an open source of new technologies for the benefit and wellbeing of the global community. We therefore propose that tertiary education institutions need to be more open and transparent with regards to the sharing of information with the global community for the common good towards sustainable development. 6. Open sharing of information and innovation cannot be accomplished without the support and backing of business and government. We therefore request business and government to provide more substantial financial and in kind support to see such endeavours come to fruition. 4. Below are summarized the key issues, challenges and courses of action that have been identified and affirmed in the ACTS annual conference. Issues, Challenges and Ways Forward On Tertiary Education sector contributions to the Zero Draft document and subsequent implementation 7. We believe that the language that is used within the Zero Draft document and any subsequent documents must be directive and commitment-oriented to avoid any misunderstanding or ?ways out? from implementing the intention of the document and in order to achieve the paradigm shift required to move beyond rhetoric to action towards sustainable development. 8. We strongly feel that the role of tertiary education should be prominent throughout the Zero Draft document and any subsequent documents in order for the intent of Rio and Rio + 20 to be realised. The role of tertiary education should therefore not be relegated to inclusion as an ad hoc after thought. 9. We further believe that relevant and appropriate education at all levels is essential, as is support from pillars of society such as government and business. The recognition that informal learning processes are just as important as formal learning processes is essential, particularly to empower and encompass the marginalised youth, women and indigenous groups in society. These two approaches to learning can be used in conjunction to ensure the most beneficial outcomes at a variety of levels and learning. Education for all is an important cornerstone of civilisation, whether provided through formal or informal means. 10. Community engagement is part of the core business of higher and further education. We therefore believe that tertiary education institutions are in a strong position to facilitate the partnerships between government, business and civil society (including individuals and community groups) at the community level, as part of the implementation of goals and objectives associated with Rio + 20 outcomes (see Figure 1 below). Figure 1: Implementation for Change Model 11. We submit that tertiary education be recognised as playing a significant role in the Zero Draft document and in its subsequent implementation to achieving the commitments of Rio and Rio + 20 and in particular, as summarised below: Tertiary institutions, business/industry groups and governments alike should provide resources and funding to facilitate the fundamental shift to embed sustainability in the curriculum, research, and operations of tertiary education. The development of tools, resources and appropriate professional development for academics and institutional leaders are required for this fundamental shift in our collective approach to sustainable development to be successful Each tertiary institution within developed countries should partner and work with a tertiary institution from a developing country, for the purpose and mutual benefit of research, knowledge and resource exchange. Each institution should make this partnership explicit through registering on a dedicated page, coordinated by the apex body discussed further below Every tertiary institution should commit to sharing and learning from one another in the spirit of international partnership and long-term global societal benefit. As importantly, institutions should commit to working more closely with local community and business to facilitate dialogue, capacity building and change at the local level. On Green Economy in the Context of Poverty Eradication and Sustainable Development 12. We firmly believe that current prevailing economic models promote unsustainable consumption and production patterns, facilitate grossly inequitable economic systems that fail to eradicate poverty, assist exploitation of natural resources towards the verge of extinction, and need to be replaced by sustainable economies in the community, local, national, regional and international spheres. 13. We have concerns about the term ?green economy?, and indeed, striving towards a ?green economy? as it leaves the current economic system open to ?greenwashing? without fundamentally changing a system that is significantly contributing to unsustainable practices. 14. The use of jargonistic titles such as ?green? to describe the economy only confuses the matter and the outcomes that need to be reached in order to realise sustainable development by ignoring the social dimension. We therefore propose that the approach is based on fully integrated sustainable economies, the key attributes of which promote and encapsulate: Cultural change towards sustainable development from the bottom-up, moving towards less unnecessary consumption; Sustainable production and consumption patterns, ensuring social and environmental wellbeing in that process; Decent work and livelihoods, ensuring that social benefits are distributed equitably among all peoples; The upholding of social justice, human rights, equity, and gender equality; Allows and supports the achievement of economic sufficiency; Safeguarding animal welfare and protection of ecosystems; and Regulation of financial markets, holding firms accountable for the social and environmental impacts of their operations. 15. We further question the use of Gross Domestic Product (GDP) as a measurement for growth and instead believe a more appropriate index be used, one which is based on people?s wellbeing, inclusiveness, social equity, human rights, gender equality, decent work, biodiversity and ecological footprint. 16. We present that tertiary education institutions can play a significant role in developing the methodologies required to measure progress towards sustainable economies and indeed, sustainable development. Through our core business, we have the capacity to question terminology and measurement of non- economic factors, bearing in mind our reluctance to inappropriately value the environment. 17. We believe that technological fixes alone will not solve environmental problems that are consequences of social and economic factors. Fundamental issues such as assessment of the potential impacts of new and untested technologies (e.g., geo- engineering, ocean fertilization, etc.) before they are released in the environment and deployed commercially must be addressed in the development and transfer of technologies. 18. We present that tertiary education has a significant role to play in ensuring the issue of assessment of potential impacts is addressed. Through our research we have the capacity to question current technologies, and innovate and appropriately assess future technologies prior to release, and importantly, to continue monitoring and evaluation once technologies are in place. 19. We further present that tertiary education can play a significant role in achieving sustainable economies in an accelerated timeframe through embedding sustainability across curriculum and by enabling it to be delivered through relevant learning and teaching practices that are based on best knowledge, unbiased and distanced commercial conflicts of interest to ensure the current skills and knowledge gap does not exist into the future. 20. We believe that stronger partnerships among governments, civil society organisations, private businesses and stakeholder groups must be established for promoting sustainable economies. Such partnerships need to be within frameworks of accountability and transparency including regulation. In line with this, tertiary education institutions and other stakeholder groups are enjoined to support good practice case studies and promote dissemination of information on such good practices for promoting sustainable economies in the context of poverty eradication and sustainable development. On the Institutional Framework for Sustainable Development (IFSD) 21. We believe it is necessary to build a strong apex body on sustainable development that works at the global level and can integrate the work of disparate multilateral bodies currently working on each of the three dimensions of sustainable development. This apex body needs to include the International Monetary Fund, the World Bank and the World Trade Organisation to ensure ALL dimensions of sustainable development are considered, and those with the ability to influence change are involved in decision-making processes. Options to be explored include transforming the Commission on Sustainable Development into a Council on Sustainable Development, or establishing a UN Organization on Sustainable Development. The unifying mandate of this body should be the promotion of sustainable development as a fundamental right of all. 22. We further believe it is essential to immediately establish a broad inclusive multi‐stakeholder consultative body or network which is tasked with supporting the apex body through provision of information to assist in realising outcomes and monitoring the implementation of commitments and actions since 1992. Such a body should be participatory, democratic, and have an integral multi-stakeholder character that accords civil society with equal rights and equal voice as those of governments. 23. At the regional level, corresponding sustainable development bodies should be established. Sub-regional analogues could also be created where size and diversity of the region warrant it, such as in the Asia- Pacific. 24. At the national level, governments must establish multi-stakeholder councils for sustainable development (NCSDs) where absent, and strengthen them where already existing. NCSDs must coordinate planning, policy making, issues resolution, and reporting to the corresponding sub-regional/regional and global sustainable development bodies to ensure vertical coherence from implementation levels to the global level. 25. To be effective, the national sustainable development councils should be (a) organized at highest possible level, i.e., chaired by the Head of State/Government; (b) lodged with an appropriate coordinating body such Office of the Prime Minister or highest level elected represented body; (c) composed of relevant ministries and major groups/stakeholders including local authorities; and (d) institutionally stable by virtue of a strong legal mandate and endowed with a dedicated budget. 26. Local authorities are closest to the ground and directly serve the people. They must be given appropriate responsibility and be involved in decision-making that concerns sustainable development. 27. We strongly assert that it is essential for the apex body and governments to recognize the existing efforts of communities and NGOs such as ACTS in promoting sustainable development at the national and local levels. Recognition needs to be accompanied by support, with the provision of platforms to mainstream and link these efforts to have more sustained impacts on development. 28. The above proposals are initial steps to start fundamental changes that are necessary to meet the challenges of the 21st century and ensure a sustainable global civilisation in the centuries beyond. In the long term this may include updating the Charter of the UN. ACTS would particularly like to thank and acknowledge the contributions of the following people without whom this document would not be possible: Leanne Denby Danielle Rostan-Herbert Carlene Kirvan Corey Peterson Audette Benson Cathy Horan Brett Sharman Jennifer Klippel Stephen Derrick Aaron Magner Geoff Dennis Clem Campbell John Hassall Ed Maher Sam Kashuk Lesley Stone Lania Lynch Delwyn Langdon John Rafferty Jonathan Pheasant Rowena Scott GUNi?s INPUT FOR RIO+20 Input on UNCSD Compilation Document 1. Expectations of Outcome: What are the expectations for the outcome of Rio+20, and what are the concrete proposals in this regard, including views on a possible structure of the Outcome document? In the Outcome Document, two key aspects for the construction of sustainable development should appear: the role of knowledge and its use, and the role of education in the construction of a sustainable future for humanity and the planet: - The Role of Knowledge: We are on the verge of a change in the model of civilization, which cannot be constructed from the old paradigms of a system which has already met its limits. Sustainability involves the development of a new culture that attributes a different kind of value to knowledge and that questions the assumptions on which we are sustaining the comprehension of the world and the human dynamics in it. The major contribution of higher education to sustainability is the co-creation of pertinent knowledge for the understanding of reality, and of doing it with anticipation so as to play a proactive and committed role in the transformation and positive change of societies. The role of higher education as agents of social transformation and how its visions and actions could be re-oriented towards a new understanding of knowledge, broadening the scope of the use of knowledge in society to facilitate the emergence of better and positive contributions to global human coexistence. Renew thought for society: break the conformity of thought by proactively criticizing the world of ideas. Transform the paradigms and beliefs established in social, economic and political systems, how we organize our community and how this is reflected in our education systems. Analyze the ethical, social and environmental implications of the advance of knowledge: Increase the resources invested in analyzing the impact of science and technology and augment the capacity to absorb their expansion, in all aspects of human life. - El papel de la educaci�n: Education is the key for change: sustainable development is a learning process, a way how people is prepared to live and to understand the world they live in. Rethink how we prosper, specially how we do it collectively and then we have to reconsider how we are educating and for what purpose. Now is the moment to widen the scope of education and research in society and to move beyond creating socio-economic wellbeing towards the transformation of society as a whole and the creation of a sustainable global community. 2. Comments on Existing Proposals: What are the comments, if any, on existing proposals: e.g. a green economy roadmap, framework for action, sustainable development goals, a revitalized global partnership for sustainable development, or others? HEIs can contribute to a green economy and to sustainable development goals by providing the lessons learnt by its research, through the training of the professionals of the future, and by introducing technological advances. - Research Experiences and lessons learned: provide solutions through research and through higher education experiences on sustainable development. Democratize access to knowledge and research: provide open access to expert knowledge, making it as useful as it can be for international organizations, UN system, governments, civil associations and citizenry. Move to the idea of socially relevant knowledge as human heritage. Networking and research for local needs and global challenges: Cooperation and co-creation of knowledge and technology. Local needs require local proposals in global frameworks, and global challenges require global solutions that are locally acceptable. However, global solutions can come from local experience and vice versa. Explore how to link scientific research and political decision making related to collective well-being. - Training and development of professionals that can lead the shift towards sustainability Go beyond educating professionals to educating citizens: The mision of higher education is to prepare critical professionals, with ethical awareness and civic commitment. Know how to contribute to the common good through professional practice. Educate for glocality, democracy, citinsehip, intercultural dialogue and relations, peace building, sustainability, global social justice and a deep understanding of life?s dynamics. Make links with previous levels of education. Introduce complexity, uncertainty and transdisciplinarity in the training and in research, towards a holistic vision of reality. Link different areas of knowledge in order to understand complex issues and find solutions to the great problems in the local and global context. - Technology Incorporate sustainability in the creation of technology: shift paradigms from individual competitiveness, economic profitability and a short-term focus to the collective, with social and human benefits and sustainable in the long term. 3. Views on Implementation: What are the views on implementation and on how to close the implementation gap, which relevant actors are envisaged as being involved (Governments, specific Major Groups, UN system, IFIs, etc.) It is necessary to shorten the time in which knowledge reaches society. The democratization of knowledge and education must bring better decisions and actions based on a suitable use of knowledge. The access to education and specially to higher education is an indicator of human development and there is a co-relation between education and the eradication of poverty (source: GUNI Reports on Higher Education in the World). 4. Implementation Tools and Timelines: What specific cooperation mechanisms, partnership arrangements or other implementation tools are envisaged and what is the relevant time frame for the proposed decisions to be reached and actiond to be implemented? Open up to society: proactive engagement in dialogue with citizens and the rest of social, cultural and economic stakeholders. Create a true knowledge-based society through engagement with society as a whole. Provide a plurality of expert advice in dealing with green economy, poverty and the sustainable development goals. The creation of real partnerships for the co-creation of knowledge and answers to problems and to co-create visions for the future. Partnerships between higher education institutions (at all levels or scales), partnerships with the community stakeholders, and partnerships with governements, NGOs, civil associations, etc. Become cosmopolitan centres of global culture: build bridges between different cultures and sources of knowledge. Knowledge is no longer produced exclusively by and consumed within universities. Instead, their task should be to connect different kinds of knowledge, forging links between knowledge and citizenship. Input on Role of Tertiary Education 1. Role of Tertiary Education: Please describe why the role of tertiary education institutions? in global sustainable development is central to Rio+20 discussions and Outcomes document. HEIs can play a significant role in building a sustainable paradigm. They may help in facing local and global challenges, facilitating society to answer major global challenges. Their vision and action could be reinforced with a role review towards the creation and distribution of socially relevant knowledge in education and research and in the relationship with communities. They can support, and even anticipate, ways for action to play a proactive and committed role in rebuilt societies. Higher education can prepare people to handle complex realities in a simple way and they should integrate emotional abilities with instrumental and knowledge related abilities. They can train people to learn to learn; to fully understand auncertainty and change; to handle a vast and complex universe of data from many sources and of of many different natures; and to discriminate between information, knowledge and wisdom. They can train people to understand what we are, what we are like and how to be, both as individuals and as a group, and to manage their own education and development troughout life. It is an education based on the development of the individual. It is about learning to be, to know, to do, to live together and to transform oneself and society. All this implies personal, family and societal well-being; respecting and searching for knowledge and wisdom; engagement in productive work and recreation; social justice and cohesion; inter-cultural and international co-operation and peace; food security; active citizenship; futures thinking; responsible lifestyles; sharing of resources; and adaptability. ?UN Rio+20 Conference Position Paper? Prepared by KAGCI (Korean Association for Green Campus Initiative) We are living in a transition period of the greatest risk and uncertainty ever experienced in the human history. Earth's climate change, the destruction of natural ecosystem, together with the changing world economic geography and the deepening gap between the rich and the poor are the causes of amplifying anxiety. The most critical problem of these is the intensifying vulnerability of terrestrial ecosystem, which threatens the survival of mankind and their future. At the heart of the problem lies the sustainability crisis ? the climate crisis, the environmental crisis, the resource crisis, and the energy crisis, over which mankind has limited control. To save Earth and mankind from the present crisis, we need a fundamental change in economic and social lifestyle comparable to the early industrial revolution, which we can call ?the sustainability revolution?. Sustainability revolution should start at the university, a hall of the leading intellectuals and where future leaders are nurtured. Governments and businesses are tied up with short-term economic recovery and growth, so they are not ready to address the serious global crises in a macroscopic, holistic, and systematic manner. Once we recognize the seriousness of the sustainability crisis, we become sympathetic to the need for change and will start to search for ways to solve the problem. To spread this movement globally as well as locally, we should start a political, economic, social, and cultural reformation movement throughout the world based on the sustainability criteria. The formal education so far was influenced by the early industrial revolution and was framed to fit mass production and mass consumption. The coming age would not allow us to continue the hitherto spending spree lifestyle where consumption was a virtue. New era requires a paradigm shift from the growth-oriented paradigm to the sustainability-oriented paradigm, which cares for the ecological vulnerability of the nature. Concepts such as green economy or green growth are still based on growth-oriented paradigm and are deficient to save the Earth and mankind from the crisis at hand. Therefore, following the 1992 Rio Declaration, we need to systemize and sophisticate the sustainability paradigm based on the triple bottom line. In line with this, education contents and methods to link the sustainability paradigm to the real world should be researched and taught at the tertiary education. We hereby declare that sustainability to be the main value for mankind to jointly pursue and tertiary education should play a pioneering role to transmit this value to future leaders and to save the Earth from the sustainability crisis. For this, we ask to the UNCSD the following missions: 1. UNCSD evaluates the UNESCO-led DESD (Decade of Education for Sustainable Development) program, and newly starts a research and education program to overcome the upcoming sustainability crisis. 2. To this end, we suggest the UN Secretary General?s Office to form a task force to prepare a vision for new value and social, economic systems commensurate with the sustainability crisis era. The Association for the Advancement of Sustainability in Higher Education (AASHE) Input for the Compilation Document of the UN Conference on Sustainable Development 2012 (Rio+20) The Association for the Advancement of Sustainability in Higher Education (AASHE) is an institutional member NGO representing more than 850 colleges and universities (primarily in the United States of America and Canada). During the AASHE 2011 Conference, a meeting was held to gather input for the UNCSD2012 Compilation Document. Also, for more than one month, AASHE provide opportunities for members to provide input via a webform on the AASHE website. From these various inputs, AASHE has compiled the following recommendations for UNCSD. Regarding the ?expectations for the outcome of Rio+20: The outcomes document must recognize the critical role that tertiary education plays in sustainable development. During the past two decades it has become clear that tertiary education has been essential in discovering both problems and solutions related to sustainable development. Through tertiary education?s research functions we better understand how what we do currently is not sustainable and what we must do to create a global sustainable society. Furthermore, the outcomes document should specifically recognize the role that tertiary education plays in providing learning opportunities for both professionals and for citizens in contributing to sustainable development. In addition, the outcomes document should recognize the role that tertiary education plays in serving as a testing site for new technologies and that tertiary education facilities can and do model what can be done at larger scale throughout society with respect to sustainable development. Indeed, how tertiary education facilities address issues of water and energy can be drivers of change throughout their communities and nations. Finally, the outcomes document should urge support for tertiary education efforts that provide opportunities through research, education, and example to both advance sustainable development and to eradicate poverty. With respect to comments on existing proposals, specifically a green economy: AASHE has witnessed the important role that tertiary education can play in training technicians and professionals to create and work in the green economy. Only with adequate access to tertiary education can the workforce required by a green economy be prepared for facing the uncertainty of the future and develop the creativity needed to solve the many complex and inter- related problems we face in sustainable development. Furthermore, the critical research that is needed to develop the various technologies of a green economy will necessarily be based in tertiary education?s research capacity. Tertiary education will need to be engaged in the advancement of sustainable development. Without this engagement (and support) there will be little chance in creating any economy that is capable of eradicating poverty while reducing global environmental impacts. In particular, it will be important that the education of all stakeholder be advanced to the greatest degree possible but especially the education of young women who will be required to play a significant and equal role in solving the problems of our unsustainable development and growth. With regards to implementation and closing the implementation gap: AASHE supports strong language urging nations to charge their tertiary education system with providing society with graduates who are well trained in the skills needed for creating a globally sustainable society and to focus funding on research at those institutions on those areas that will contribute to sustainable development and the eradication of poverty. Furthermore, AASHE supports strong language that recognizes the need for academic programs to work in more integrated ways to make contributions to solving the complex problems of society. It is important that the outcomes document charges the nations to provide regular reports on their progress with respect to education for sustainable development in both education and training and in research and its dissemination. Finally, the tertiary education institutions themselves should be charged with reporting their progress towards creating a sustainable society within their own practices including reporting on their efforts and impacts on the eradication of poverty. Regular accountability by nations and their tertiary education institutions will be needed to ensure progress in ESD. With respect to specific cooperation mechanisms: AASHE exists to facilitate cooperation among tertiary institutions with respect to sustainable development. The United Nations should provide support for similar collaborative efforts in other countries and should assist in the formation of an umbrella organization that respects the individual differences of the various national and multi-national organizations while providing opportunities for international sharing of sustainable development knowledge. Furthermore, nations should be urged to develop specific funding for exchange programs for both students and instructors that are focused on furthering understanding of sustainable development and the eradication of poverty. Finally, support should be provided to tertiary institutions that make efforts to disseminate their findings to the larger public through community demonstration project and other similar activities. Perhaps most important is the position that AASHE takes with respect to the importance of tertiary education in sustainable development. It has been clear that in the past two decades, tertiary education has made great progress in addressing issues related to sustainable development. Only through the efforts of tertiary education do we understand the complexity of global climate change. Because, as Secretary General Ban Ki-moon said, ?the academic community can help us connect the dots? it is imperative that the critical role of tertiary education in sustainable development be explicitly and regularly recognized in the outcomes document from UNCSD 2012. Paul Rowland, Executive Director AASHE Environmental Association for Universities and Colleges - UK The Environmental Association for Universities and Colleges - EAUC is the sustainability alliance for the United Kingdom. Established in 1996 the EAUC comprises 312 UK universities and colleges plus another 160 governmental, professional and support organisations and private companies. Our vision is a university, college and learning and skills sector where the principles and values of environmental, economic and social sustainability are embedded. Our Mission is to lead, inspire and equip Members and stakeholders with a shared vision, knowledge and the tools they need to embed sustainability within curriculum and operations. To develop a position to inform the Rio +20 submission, in October 2011 the EAUC conducted a survey of its members. We had a very significant response. In addition a consultation event was held at the University of Exeter. Iain Patton Chief Executive, Environmental Association for Universities and CollegesEAUC National OfficePark Campus, Cheltenham,Gloucestershire, GL50 2RH01242 714321 www.eauc.org.ukCompany No: 5183502 Charity No: 1106172 Environmental Association for Universities and Colleges - UK Input for the Compilation Document of the UN Conference on Sustainable Development Rio+20, 2012 The Environmental Association for Universities and Colleges - EAUC is the sustainability alliance for the United Kingdom. Established in 1996 the EAUC comprises 312 UK universities and colleges plus another 160 governmental, professional and support organisations and private companies. Our vision is a university, college and learning and skills sector where the principles and values of environmental, economic and social sustainability are embedded. Our Mission is to lead, inspire and equip Members and stakeholders with a shared vision, knowledge and the tools they need to embed sustainability within curriculum and operations. To develop a position to inform the Rio +20 submission, in October 2011 the EAUC conducted a survey of its members. We had a very significant response reflecting the aspiration (and frustration) from within the TE sector to play a more significant part in leading change. In addition to the survey a consultation event was held at the University of Exeter. I am grateful to EAUC Board Member Harriet Sjerps Jones at the University of Exeter for leading the EAUC response. Why the critical role of Tertiary Education Institutions to Global Sustainable Development must be central to Rio+20 discussions The role that tertiary education can, should and does play in achieving sustainable development has often gone unrecognized and/or under represented. In the past two decades, it has become clear that tertiary education institutions: ? Provide relevant and critical education to our future government, business, industry, education and community leaders. By integrating sustainable development into curriculum, skills training and student development, tertiary education will equip the future with people who have the ethical principles, knowledge and capacity to positively impact the global economic and educational systems, to eradicate poverty and improve access to education for all; ? Are critical homes for the research that provides sustainable solutions to the complex problems of development. Indeed, Secretary Ban Ki-moon pointed out in his call for the world?s academic community to find solutions to global hunger, water shortages, and energy issues, ?the academic community can help us connect the dots?; and ? Serve as the ?test beds? for examining the context in which innovative sustainability practices are executed. As these institutions implement a variety of context-specific sustainability practices through education and operations, they demonstrate the viability of these practices and provide models for sustainable development. However, Education for Sustainable Development (ESD) is still not being supported at the national level. This is the conclusion of the UNESCO first report on the DESD (2009). International frameworks such as the UN DESD and UNFCCC have presented ESD models but these have not been implemented or supported by national agencies particularly in further and higher education. In light of this, it is recommended that: ?Tertiary institutions and governments alike should provide resources and funding to facilitate the fundamental shift to embed sustainability in the curriculum, research, and operations of tertiary education. The development of tools, resources and appropriate professional development for academics and institutional leaders are required for this fundamental shift in our collective approach to sustainable development to be successful; ?Each tertiary institution within developed countries should partner and work with a tertiary institution from a developing country, for the purpose and mutual benefit of research, knowledge and resource exchange. Each institution should make this partnership explicit through registering on a dedicated UNCSD page, though we do have concerns that this could become a meaningless window-dressing exercise. ?Every tertiary institution should commit to sharing and learning from one another in the spirit of international partnership and long-term global societal benefit. ?Tertiary institutions will act as a locus for catalytic research, learning and action for a transition towards a ?Green Economy?. We are divided over the use of the words ?green economy? or ?green growth? as to many of us this still emphasises economy and growth, and could neglect the importance of social value like social capital and community participation. ?The EAUC would like to see Rio Plus 20 provide incentives and governance frameworks to ensure that the role of education and learning for sustainability is understood by national agencies and supported through grants and other incentives particularly within FE and HE. ?Actions and implementation frameworks are being identified for Climate Change, Biodiversity, MDGS and similar thematic areas. ESD should have a similar set of actions and implementation framework which identifies what constitutes progress in ESD in TE (amongst other sectors). Iain Patton, Chief Executive, Environmental Association for Universities and Colleges


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Vintage U.S. Army survival life raft type LRU-3/P. Includes a sea anchor, Co2 tank (empty), oral inflation valve and has a built in cover/poncho to protect from water and sun. These rafts are dated 1967 and still hold air but not recommended for survival use.
Condition: New old stock.


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Coffee Talk Friday: Education
By Rebecca Teti
Fridays: Education
(Join each day's Coffee Talk discussion: Mon: Parenting; Tues: Open Forum; Wed: NFP; Thu: Marriage; Fri: Education; Sat/Sun: Changing Roles)
Whether your children attend school or are homeschooled, this is the spot to ask questions about curricula, religious education, parent-teacher relationships, or academic concerns of any kind.
Please join us!
I am looking for a great spelling program-online would be best, that people have used and really loved. I have checked out a couple, but don't know much about them. Any great ideas? It's for my 11 year old son, who was a reluctant reader, and is now reading at night, with a flashlight. I realized about a month ago that we've let spelling slip, and I want to remedy that...thanks a million!
My son does the Phonetic Zoo (from IEW--Institute for Excellence in Writing) and it is an excellent program--for both of us! I do very little with it and he has to master the words before he moves on. It is a 3 level program and it will probably take 3-5 years to do but when he finishes it he probably won't have to do anymore spelling. Go to the IEW website to check it out!
My first grader uses spelling city. It even has a SAT words list, so you may want to check it out.
We use both The Phonetic Zoo and Spelling City. (We've use many over the years but those and All About Spelling are my absolute favorites). You can type your own lists into Spelling City too (didn't know about the SAT lists...I'll check that out!). Depending on the child I sometimes have them take the first week and type in the lists themselves for the first 9-18 weeks.
Gosh, unknown! MS in education or not...I'm so glad you aren't MY teacher because after doing all of this stuff, I would pretty much HATE writing and spelling forever! LOL!
Well, let's give credit where credit is due; Jeanne's right that using spelling words in sentences (and saying the correct pronunciation aloud) will generally be much more effective than just trying to memorize a list of spelling words alone. Not to mention that then you increase vocabulary, rather than just learn standard spelling rules.
The Phonetic Zoo is one of Andrew Pudewa's (from IEW) programs. According to Mr. Pudewa the best way to learn spelling is through listening and saying each word. It's been awhile since I attended a talk of his...but his example went something like this... Mom: Spell right, as in I got the answer right. Child: rite Mom: That's very good. Many words are spelled by adding an e to the end to make the vowel long....but not this one. Try again. How else can you get the "ite" sound. Child: I don't know. Mom: Think about light, sight, Child: Oh yeah r i g h t ! Then go through a few more words and come back to this to make sure they remember. That's why the Phonetic Zoo is all auditory. Best way to learn spelling, and the absolute best way is immediate feedback from someone. That being said, I simply don't have time to sit down with each child and do this, so I try to focus on the kids who have a harder time spelling. And, every week I do sit down with each of them and talk about their list so they can see the pattern pointed out (oi vs oy, etc.)
Lots of good spelling advice here! Recall, though, that there is no one-size-fits-all approach to spelling, as children have different learning styles...visual, auditory, oral, kinesthetic, etc. I loved spelling as a child & found that it came easily to me (not so much so with mathematics)...a few of our children seem to have followed with ease of spelling (they seem do better orally), others struggle a bit more with the subject (they seem to prefer written).


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On the Blog
Featured Commentary
January 18, 2016
Being around people can be an anxious experience, if not draining experience, for many. But, how can we manage that trepidation and move forward? Alexandra Elle reflects on having the courage to show up and interact when it feels next to impossible.


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by Rob Moseley
Editor, GoDucks.com
The Ducks continued to push the pace as they prepare for Saturday's game with Nicholls, but will now dial it back over the next 48 hours.
Venue: Grass practice fields
Format: Helmets only
Today was an unconventional day on the Oregon practice schedule, a "bonus Thursday" to use Mark Helfrich's term from his Tuesday press conference. Because the Ducks began their game-week practice schedule Saturday and continued Monday, they were a day ahead of their normal routine; Saturday was Monday, Monday was Tuesday, etc. And so they added a practice today that was light on contact, a bit shorter than normal but still a strenuous workout under the late morning sun.
Rather than use the extra day to work on more elements of a game-plan for Saturday's 2013 opener against Nicholls, today was about attention to detail, right down to the team's pre-practice warmups. Helfrich was on them throughout the practice about the tiniest of details.
"We feel like from a conditioning standpoint, they're ready," offensive coordinator Scott Frost said. "It just gives you an extra day to reinforce technique and assignment."
Same goes for the defense, coordinator Nick Aliotti said.
"We're not going to do any more," Aliotti said. "We're going to do what we've been doing, and try to do it very well."
In keeping with the practice schedule in recent years, tomorrow will be a recovery day. Helfrich joked with the team in the pre-practice huddle, and to media afterward, that the only thing he wants to see sweating Thursday is players' brains.
"We try to kind of shut down physically, recharge their minds and make sure everybody's dialed in from a game-plan, assignment, little-thigns standpoint," Helfrich said. "And then we'll wrap it up Friday towards kickoff."
Highlights: There was a seven-on-seven period in which the Ducks worked on some third-down situations. As you might expect, the ball was in the air quite a bit, and the defense had a couple of interceptions, one by Dior Mathis and another at the "Colton Crossing" on which Rodney Hardrick broke up a pass, and Derrick Malone snatched it out of the air. ... Koa Ka'ai had a couple of plays down the field that reinforced the notion he can be a more mobile option at tight end this fall. ... Like fellow reserve quarterback Dustin Haines, walk-on Taylor Alie is proving his versatility by running some routes as a scout-team receiver at times. He had a great leaping catch of a Damion Hobbs pass today. ... The scout team scored another victory when Bralon Addison was able to return a punt for a touchdown with the scout return team against one of the Ducks' punt units. ... The day ended with a 33-yard field goal that Alejandro Maldonado banged through (at least it looked good from my angle).
Other observations: A team red-zone period really highlighted how dangerous the Ducks are due to the number and versatility of their offensive weapons. Given the dual-threat abilities of Marcus Mariota, De'Anthony Thomas, Byron Marshall, Colt Lyerla, Josh Huff and others, the Ducks have the ability to put the pressure on a defense, forcing them to process an endless variety of options in a split-second. ... Marshall continues to show a real propensity for catching the ball out of the backfield. Coaches have said he has the ability to do some of the all-purpose things Thomas can, and Marshall proved that at times today. ... Torrodney Prevot continues to learn the nuances of pass coverage, to complement his pass-rush abilities at SAM linebacker. He had a pass breakup today, for the second day in a row.


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Price: $16.95
Through riveting narrative and eyewitness stories, young readers learn what it's really like to be caught in a monster tornado. Captivating first-person accounts and news reports detail survivors' experiences of the most destructive tornadoes ever to occur in the United States. And thrill-seekers' reports add to the drama and suspense. Historical perspectives on the human experience of tornadoes and scientific perspectives on why twisters happen and how to keep people safe add to the intrigue of this fascinating topic. Ample back matter will help students find sources to write well-informed and compelling reports.
Q & A with Tornado! Author Judith Brindell Fradin
What inspired you to write a book about tornados?Dennis and I are Midwesterners. As such, every spring and summer, we experience volatile weather, fascinating and frightening at the same time. Several years ago, our house and car were damaged by a downdraft-a phenomenon, like a tornado, caused by a cold front colliding with warm, unstable air. Last year, a tornado struck less than a mile from where I was driving with my daughter and granddaughters. Watching the gigantic wall cloud approach us and feeling the wind-driven, instantaneous 25 degree temperature drop was terrifying, forcing us to seek shelter. Who knows what this spring will bring as cold fronts from the north, winds from the west, and moisture from the Gulf of Mexico collide and spin over our area?
Why is it so difficult to predict when a tornado might hit?Tornado prediction is much more reliable now than ever. The Storm Prediction Center monitors radar and satellite imagery to watch the creation of spinning storm cells, then monitor conditions that could lead to severe weather. Sirens sound, alerting citizens to take shelter. For these reasons, there are fewer serious injuries and fatalities from twisters than in the past.
Is there any other weather phenomenon you might want to write about in the future? Why?We've already written our WITNESS TO DISASTER series for National Geographic Children's Books: VOLCANOES! HURRICANES! EARTHQUAKES! TSUNAMIS! and DROUGHTS! Our FLOODS book has been written, but not yet published.
What is the most fascinating thing about a tornado?In an era when humans like to think we can control the trajectory of our lives more and more, tornadoes remind us of the power of Nature and encourage us, like our ancestors, to learn to read the skies.
There is some stunning photography in the book. Do you think people risk too much getting close to dangerous forces in the pursuit of snapping great photos?People who photograph dramatic and violent forces of Nature fall, in my mind, into three categories. Some are scientists, prepared with state-of-the-art storm-monitoring equipment and vehicles. The scientists understand, respect, and fear the forces of nature they study. Some are storm-chasers-risk-takers who, with lesser knowledge and equipment, shoot stunning images. Finally, there are amateur photographers who find themselves in the path of an approaching storm, whip out their cameras, click the shutter and snag awesome images. We sift through thousands of photographs taken by scientists, storm-chasers and amateurs to acquire the pictures for our books.


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Welcome to the Rudge Enthusiasts Club
We are a friendly club dedicated to Rudge-Whitworth / Rudge motorcycles, auto-cycles, bicycles and Rudge Python engined motorcycles. The Rudge Club has an active network of members all over the world, with Area Reps organising a range of events and meetings. The annual REC rally is in the UK, with the biggest gathering of Rudges in the World! The Club also runs a comprehensive spares scheme to keep the bikes on the road and racing - there are top quality new spares and a stock of second hand original spares. These are only available to members, so apply to join the club today.
You do not need to own a machine to join as we have an active social programme that you would enjoy.
The club is always interested in buying spares from members and non members. A fair price is always paid and usually means that another Rudge makes it back on the road.
After joining the club you will be able to purchase new and used spares from our spares officers. You will also have access to the members area of the website which will provide you with.
If you require any further information do not hesitate to contact our Chairman or Secretary
This website is constantly updated. It is also under development with extra features added on a regular basis.


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Calendar of Events:
2013 Past Event: University Night at PCC
- Date & Time:
- Wednesday, March 27, 5:00 PM - 7:00 PM
- Location:
- Quad- Circadian Lounge in case of rain. (PCC Campus maps and directions)
- Open To:
- Students
- Description:
University Night exposes students to various academic programs and to the institutions offering them. These events provide students the opportunity to meet with admission and outreach staff and departmental representatives.
- Contact:
Dina Chase, Director, Outreach, Degree and Transfer Services
Phone: 626-585-7287
- Download this event


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Various artists share their colorful, whimsical, and inspiring visions of giving heroes in this free Windows theme celebrating Microsoft YouthSpark, a program that provides education and other opportunities for young people around the world.
A theme is a combination of desktop background pictures, window colors, and sounds. All of the images will be downloaded when you click Download theme.
This theme can only be used in Windows 10, Windows 8.1, Windows 8, Windows RT 8.1, Windows RT, and in Windows 7 Home Premium, Professional, Enterprise, or Ultimate editions.


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I have excuses, including what Lemony Snicket would call a series of unfortunate events. But this is the straight, no-chaser version. I gained 10 pounds of happy weight when I got married at 31. I gained another five because he makes the most killer margaritas. Then we moved to France.
Frenchwomen don't get fat, but I am not French. When I left Paris after one chocolate-croissant-stoked year, I was also pregnant. By the time I became a mom, I had more than happy weight and more than baby weight; I had "my ass is the size of a billboard" weight.
I hadn't been thin when I met my husband, but I was very fit. I ran 20 miles a week. I boxed. I did Spinning. I also drank wine and ate bread and dessert with every meal. On our first date, I told him, "I never eat cute," and then I ordered up a storm. But after the baby, after Paris, after seven years of marriage, my metabolism smacked me upside the head. It said, "You no longer run every day. You box or Spin once a week. You eat like every day is your birthday." I had a newborn and I worked from home as a freelance writer. If I was going to change my body, I was going to have to do the thing I dreaded: talk to my husband honestly about my weight.
It took weeks. Jason is the picture of kindness, but I was afraid my confession would bring out a nasty side. Would he throw my weight in my face when we had a fight? Or would he gently swat my hand when I reached for the bread plate? Either scenario seemed like a fresh slice of hell. Above all, I feared that saying the words aloud—"I've gained a lot of weight, and I don't know what to do about it"—would blow away the fairy dust. Almost every morning, my husband said to me, "I don't know what you did last night, but you're more beautiful today than you were yesterday."
He said it when I was running 10-milers. He still said it when my thighs rubbed together and my waist disappeared. If I named and claimed all the pounds, would we finally stop treating each other with the blind generosity of newlyweds? I found the words, and he got the memo. He stopped heaping food on my plate. And he babysat our daughter so I could work out six times a week, because that was what it took to roll this boulder back up the hill.
A year later, I've lost more than 25 pounds. That's not reality-show impressive, but I've struggled over every ounce. While I don't feel like I'm done, I do feel like myself again. More than the actual weight loss, though, it was the act of talking about weight that was transformative. I realized that there was a part of me, even in this most intimate of relationships, that really took pride in being unflappable, too cool for school. I'm not that girl anymore. I've learned to stop hiding emotionally. Last fall when the stock market crashed and I realized we'd lost a huge percentage of our nest egg because I'd screwed up—invested aggressively and not paid attention—I not only told Jason the facts but also confided how scared and embarrassed and frustrated I felt. I talk to him now about all the pressure I put on myself to be a perfect mother and how raising my daughter brings up memories of my own painful childhood.
I know that the ability to rewrite the story of my body isn't infinite. I have seen more than one friend get buff at 40, then give it up at 50. But I also know that the real gift of my experience isn't about the number on the scale. It's about learning, as I reach for more wisdom and authority, to be more honest, more real.


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Spanish neo-soul artist Oke kind of reminds us of a dude version of Vivian Green mixed in with a little Robin Thicke. Or butter. Either way, his most recent single is winter boo playlist material for sure.
A big fan of Giant Step, Oke has offered us the opportunity to share "#TheFever" as an exclusive free download for our community. Loving his blend of early 2000′s underground soul with after dark radio slow jams.
Expect new music from our new boo in February 2012. Now excuse us while we obsessively body roll.
Oke – "#TheFever" [MP3]


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A Stuttgart man is recovering after being shot in the face over the weekend.
According to the Stuttgart Police Department incident report that was released Wednesday the 27-year-old was shot while walking down Buerkle Street near the intersection with Third Street. The man does not believe he has been living in Stuttgart long enough — since the beginning of the year — to make any enemies and he does not know who shot him.
"(The victim) approached me, I observed that his shirt was soaked in blood and his mouth, nose and right side of his face was bleeding," SPD Ptl. Kenneth Williams wrote in his incident report.
The officer was dispatched to the area at 8:03 p.m. Saturday and immediately contacted dispatch for an ambulance. The man was transported to Baptist Health Medical Center-Stuttgart and later transported to Little Rock for further treatment.
The victim said he was walking to the E-Z Mart store, located at Fifth and Buerkle streets, from his home on Second Street when he "heard a pop, seen a flash and felt a burn in his face." The man realized he had been shot and dialed 9-1-1.
According to SPD the man was shot with a small caliber weapon.
Anyone with information can contact SPD at (870) 673-1414.
Location, ST | website.com


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Archive for category david brackett
Full Frontal Freedom: Message With a Beat
Posted by Native NYker in brandon r. brown, brandon r. brwon, colby melvin, david brackett, full frontal freedom, jonathan myers, mitt romney, one direction, quinn c. jaxon on September 18, 2012
Five hot ass guys from Full Frontal Freedom – comprised of Colby Melvin, Quinn C. Jaxon, David Brackett, Brandon R. Brown and Johnathan Myers – have gone and taken a Brit boy band song (don't ask us which band or which song) and created the hottest Romney based parody EVER! And we'll tell you that if the Brits had gone and utilized a theme such as this in their own video, we'd know their song.
FYI: Full Frontal Freedom is a coalition of independent artists and media folks using our creativity to promote civic engagement.
There are five things we love. A pool, Grey Goose, hot guys, honest dialogue and sticking it to a man who has his own reality not to say anything about the Romney Olympics which come with evolving guidelines and rules to best feature his own aging skills.
This video is priceless and as if the surfacing of the hidden recording of Mr. 1 % telling his Republican supporters how 47% of Americans are freeloaders weren't enouph, we thought this here summation of a complete profile overview would drive it home with a beat!
Yes, we read that article Mr. Romney. Dumb-ass gold winner, hands down.
The Grey Goose bottles were an amazing touch. Won our hearts over in an instant. As with all bands, one always has a fave… But in this case it's really hard to pick just one – but we have. We just ain't saying.
It did not escape us how much of a resemblance there is between the lead in this band and one Desperate Housewives gardener named Jesse Metcalfe. Way hot!
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Farzana Hossen Wins 2013 Ian Parry Scholarship for Project on Violence Against Women
Farzana Hossen, a student at Pathshala South Media Institute in Dhaka, Bangladesh, has won the 2013 Ian Parry Scholarship for her project "Lingering Scars," about the rise in violence against women in Bangladesh. Hossen receives 3,500 pounds (approximately $5,450 US), a commission from Save the Children, publication of her Project in The Sunday Times Magazine, representation from Reportage by Getty Images as part of their Emerging Talent group, and equipment from Canon. She will also becomes a finalist for the shortlist of photographers selected for Joop Swart Masterclass, conducted by World Press Photo.
Hossen has documented women injured by acid thrown at them. One of the judges for this year's Ian Parry Scholarship, photojournalist Don McCullin, noted the strength of Hossen's images and text. "I get a clear sense that Farzana has an invested interest in conveying the horror of these attacks."
The award was announced at the Visa Pour l'Image festival in Perpignan, France. One "highly commended " photographer and two "commended" photographers were also announced. They will receive 500 pounds (approximately $780 US).
The Ian Parry Scholarship, named for the Sunday Times of London photographer who was killed at the age of 24 while covering the Romanian Revolution, supports projects by full-time photography students and photographers under 24.
The highly commended photographer, Magda Rakita, has photographed in Liberia, focusing on issues affecting women. Rakita, who was born in Poland, is studying for her masters at London College of Communications, and plans to continue her work in Liberia as the country observes the tenth anniversary of the end of its civil conflict.
One of the two commended photographers, Kazi Riasat Alve of Bangladesh, is studying in a documentary mentoring program under Saiful Huq Omi at Counter Foto. Alve's project, "Life at Suhrawardi Uddan," looks at a Dhaka park that has sheltered homeless people.
The other commended photographer, Mehran Hamrahi, has documenting young people in Iran, where 70 percent of the population is under the age of 35, in a project titled "Iranian People, Ordinary or Criminals?" Born in Iran in 1989, Hamrahi began studying photography in 2009. He has worked for the Iranian Students News Agency and had two solo exhibitions.
Information on the Ian Parry Scholarship, and galleries of the winners' work, can be found at www.ianparry.org
Related article:


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Rated 5 out of 5 by 1 reviewer.
Rated 5 out of 5 by Ralph It looks exactly as shown Very colorful, nice tight weave. I use it as a wall hanging and it is perfect. It would be somewhat thin for a floor rug and you definitely would need a thick pad underneath. I gave only 4 stars for value because the price is high relative to the thickness. It is a well made beautiful fabric but I would expect something heavier for a floor rug. March 22, 2014
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Photo courtesy of Greg Horowitz / CSMP (full gallery)
Written by Azaria Posik
Last Wednesday night was the finale to the three-night run of Lotus at Brooklyn Bowl, and although the sound, style, and experience escape a simple description, it was nothing short of incredible. There was plenty of dancing and jamming out as people grooved and turned a regular weeknight into a memorable party with Lotus vibes.
The weather outside was chilly, but that didn't stop fans from waiting, some for over an hour, to see the sold out show. Those inside before the music started excitedly got drinks and talked about where they traveled from and what songs and transitions they were hoping to hear. The feeling of the crowd was one of genuine happiness and a sense of community, best described by fans as the Lotus family, and it definitely felt like a family gathering in this little corner of Brooklyn.
Many people travel the country catching Lotus play for multiple nights in a row and get just as excited seeing the Lotus crew as the band themselves. Production manager Padraic "Padge" McQuillan is as recognizable as the band, and as one person said, "He fires me up cause it means they're close to coming on!" You really did get the sense that everyone was excited to be together, to get down and enjoy the music, and it didn't matter if you were a devoted fan or there for your first show because the vibe was welcoming and the music was on point. Maybe the best example of this family was at the end of the first set. You felt chills when a friend of the band proposed to his girlfriend on stage in front of hundreds of cheering fans.
Lotus has been making music since the late 1990s/early 2000s combining elements of jam band aesthetic and electronic music that has evolved over the years and accounts for their diverse and growing presence. Every night the set list is carefully selected and the closing night in Brooklyn had people going crazy for favorites like "Nematode," "Spaghetti," "Flower Sermon," and "L'Immueble" to name a few, with some teasers and a "Ffunny Friends" cover by Unknown Mortal Orchestra. It was a special night of Lotus vibes and had everyone wishing the encore would last at least another hour. The guys absolutely crushed the show and it's exactly how they keep evolving and turning more people on to their music.
After such a great performance, it's hard to go from party mode to zero and Giant Step was honored to present the after party at the Panther Room. Lotus members and brothers Jesse Miller and Luke Miller performed as their side projects Beard-o-Bees and Luke the Knife, respectively, to a packed room of fans until four in the morning. The setting of the Panther Room made for a more intimate and club like feeling with its high ceilings, dark interior, and no photography policy, but fit both sets surprisingly well. Beard-o-Bees utilized a launchpad and monomes, playing heavier electronic beats and twisted synths while Luke the Knife played nu-disco and funk, reworking artists like Disclosure and Michael Jackson.
As the night ended and turned into a very early Thursday morning, people stopped to talk and high five with friends and the Miller's. Everyone slowly left looking tired but elated, and most were probably thinking of the day ahead; some were already on their way to the next Lotus show in Baltimore.


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Bring a sense of calm, vibrancy, and fertility to your desktop with the images of Latvian Landscapes in this free theme for Windows.
A theme is a combination of desktop background pictures, window colors, and sounds. All of the images will be downloaded when you click Download theme.
This theme can only be used in Windows 10, Windows 8.1, Windows 8, Windows RT 8.1, Windows RT, and in Windows 7 Home Premium, Professional, Enterprise, or Ultimate editions.


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Hats Off!
Who can resist a mint julep? The Think Ahead Group, the Center for Brain Health's group of young professionals, satiated our craving at their fourth annual Kentucky Derby party. The Sewell-sponsored garden soiree, co-chaired by Katie Bivins and Halley Homen, was held at the Dallas Arboretum's DeGolyer Mansion, so it was certainly picturesque. And with over 300 pretty young Dallasites enjoying those juleps, a silent auction, coverage of the actual race and music by Petty Theft, you know it was fun. Add the happy sum of over $63,000 raised in benefit of TAG and everyone's a winner. –Photography by Lisa Trenary


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Dozens of snowmen, snowwomen and snow things popped up around Middletown on Monday after children got home from school early due to the early spring snowfall.
Check out our photo gallery of some of the fine winter creations we saw today by clicking on the link to the left.
Send us your photos of snowmen and the children who created them by emailing email@example.com.
Location, ST | website.com


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Photo provided by Fox Broadasting Company.
If you have been tuning in for the fourth season of Fox's MasterChef, chances are your favorite this season is Houston's James Nelson. His on camera charisma and tempting sauces have advanced him into the top 15. We chatted with James about the show, Texas style cooking and America's favorite judge/chef, Gordon Ramsay.
For our Utah readers, what do you think is the biggest misconception people have about Texas style cooking?
"I think people think Texas is only about barbecue and Tex-Mex. While those things are ingrained into our DNA, there's so much more available than just that. In Houston, we've got access to incredible food trucks, amazing Vietnamese foods and killer Indian food."
What is your favorite technique or ingredient in Texas-style cooking?
"Wood fire barbecue pit. Not just for brisket and sausage, but for countless applications. Mesquite is my preferred wood of choice."
Is Gordon Ramsay really as intimidating off-camera as he is on the show?
"Gordon is an interesting man. He's got that edge off screen, but he's a very down-to-earth, motivating person."
What's been your favorite dish you've made on the show so far?
"So far, I'm really proud of my black cod dish, and the chimichurri for the Firefighter Challenge."
Who are your main competitors in the top 15?
"The people I have my eye on are Jessie and Luca. Jessie is a non-stop performer and Luca has that wildcard thing going."
What has been your favorite experience being on the show so far?
"My favorite experiences so far have been the team challenges. Cooking for 100-plus people, with limited time to prep, was a thrill."
What's your inspiration behind each course?
"I try to envision every dish as something that is complex, but can be enjoyed by everyone. The flavors of Texas come through often, but I'm heavily influenced by Mexican, Spanish, Korean and Indian cuisine."
What's next post- MasterChef?
"Post-MasterChef life is all about my companies, Bravado Spice and Brave Kitchen Project. Next year, I plan to open my own restaurant, so wish me luck."
See James Nelson on MasterChef, Wednesday nights on Fox.


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- Foreword
- The Imperatıves Of An Organızatıon Buılt For Speed
- On the Roof Of Anatolia
- The Soul Of Japanese Culture: Kansai
- "I would turn down all the wealth of Croesus for love."
- A User's Guide To The Brain
- The Tıme Of The Comıc Book Artıst Has Come
- Treasury Of Calligraphy
- 10 Reasons To Go To Kuala Lumpur
- Ramadan Exuberance In Istanbul
- A History Of Everyday Life In Pictures
- Taking Top Honors Even When Stale...
- When Color Comes To Water…
- Jazz Capital Istanbul
- Chicago Waiting
- When Vinyl Won't Do
- Spirou At 75!
- Final Days Of The Festival
- Robert College At 150 Years
- Before Hitting The Road
- Trial By Fire
- The Tour De France In Its 100th Year
- Miró In Izmir For The First Time
- Life Is A Long Bridge…
- Flashy And Cheap
- Pearl Of The Danube: Budapest
- City Of Warm Waters: Aqaba
- Folk Cultures In Croatia…
- Second To None
- Looking East From The West
- Beşiktaş Waterfront Palace
- Art Of Korea At Topkapi Palace
- Meeting Point
- Time Travel
- Northern Cyprus In Three Questions
- Mehmet Aktarli's Diyarbakir
- Books Bursting With Life
City Of Warm Waters: Aqaba
What To See
01-Tour the ancient settlement area, which dates back to prehistoric times.
02-Visit Aqaba castle.
03-Visit the ancient city of Petra.
Local Culture
Food preparation among the local Bedouin is a ritual of courtesy and hospitality.
You'll find a wide array of gems and jewelry here.
What To Do
01-Take a diving course and explore some of the underwater world's most spectacular coral reefs.
02-Join a tour for a closeup of the breathtaking landscape of Wadi Rum in the north.
Sea food and fısh as well as arab cuısıne
Taxis and minibuses are available.
Moderate winters and hot, dry summers in a desert climate.
Where In The World
Middle East
Tıme Zone
Gmt + 2
Turkish Airlines has Istanbul-Aqaba-Istanbul flights on Wednesdays, Fridays and Sundays.
Official language Arabic


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ZF-3215: QT and LOCALE_DIRECTORY load only the last file
Qt linguist file with the option array('scan' => Zend_Translate::LOCALE_DIRECTORY)
Only the data of the last file of the same locale is keep in the adapter. Because, at the load of the file the array _translate is reset.
106 case 'ts': 107 $this->_translate[$this->_target] = array(); 108 break;
How to reproduce code :
$translate = new Zend_Translate(Zend_Translate::AN_QT, $this->appDir . '/application/languages', null, array('scan' => Zend_Translate::LOCALE_DIRECTORY));
folder strucuture :
languages/ fr_BE/ application.ts validate.ts nl_BE/ application.ts validate.ts
patch file
Already fixed with r9394. Patch incomplete and ignored.
Updating for the 1.6.0 release.


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The Fujifilm FinePix XP60 digital camera is a compact, rugged camera featuring a 16.4MP 1/2.3" CMOS sensor with a primary color filter and a waterproof, shockproof, freeze-proof and dustproof construction for recording both high-quality still imagery and HD video in a wide variety of conditions. Shoot 1920 x 1080p HD videos at 60fps and enjoy high-speed movie recording a 240fps for greater motion detail and slow motion playback. The addition of a dedicated movie recording button adds even greater convenience. The Fujinon 5x optical zoom lens provides a wide range of focal lengths to suit most shooting situations giving a 35mm-equivalent focal length range of 28-140mm. Sensitivity up to ISO 6400 and a CMOS Shift Image Stabilizer reduces the appearance of camera shake for crisp, clear and blur-free shots. A bright 2.7" TFT color LCD monitor is available for live view monitoring as well as playback and review of both still and moving images. To ensure you get the best shot after shot, Automatic Scene Recognition (SR AUTO) automatically determines the type of conditions you are shooting in and chooses from 1 of 6 pre-determined sets of exposure profiles for the best result. Six different Advanced Filters are also available to further enhance the look and feel of your photographs. You'll also enjoy 10fps with continuous shooting at full resolution (max. 10 frames). Other great features include Motion Panorama 360 mode for expansive views up to 360° wide, Face Detection, Auto Red-Eye Removal, Tracking Auto Focus, Individual Shutter 3D, Advanced Filter and much more. Plus, this great camera comes with an 8GB SDHC card, carrying case with neck strap, hand strap, mini tripod, LCD screen cleaning kit with cleaning fluid, microfiber cloth and more.Product Features:
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looking at those 357 rounds on the 223 brass has me thinking a 23mm version in 9mm would be pretty slick on a tokarev m57. i cant seem to find a 9mm barrel to rechamber any were for one however. hell I could do a 9x25 on the thing .
was considering making one but im not sure about the barrel material or hardenss on a pistil with the lugs in the barrel an having the lug for the link would require a really big OD blank to staret with. i f I make one its going to be extra long. Like 6inches long with a extended bushing an built in compenstater etc.
i nned to look at what the 45 auto guys to to make barrels an go from there.


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Renovation Adults Children Teens Computers Genealogy/Reference Friends of the Library
Young Adults have their own space at the Calhoun-Gordon County Library. Popular titles are added on a regular basis. After our renovation is complete, there will be several exciting additions to the library designed especially for our teens. Click here to visit our TEEN BLOG page where we will share book reviews and other news.
Book Trailers:
Suggested Sites for Teens:
YALSA's Book Awards & Booklists
Looking for great teen books? Look no further than YALSA's (Young Adult Library Services Association) Book Awards and Selected Booklists.
While these books have been selected for teens from 12 to 18 years of age, the award-winning titles and the titles on YALSA's selected lists span a broad range of reading and maturity levels. We encourage adults to take an active role in helping individual teens choose those books that are the best fit for them and their families.
TeenReads on YouTube Book Trailers, author interviews, etc.


text:
Sherry Lynn Noah Kindley
Published: Sunday, July 28, 2013 at 4:40 p.m.
Last Modified: Sunday, July 28, 2013 at 4:40 p.m.
THOMASVILLE | Sherry Lynn Noah Kindley, 57, a resident of Hughes Grove Church Road, died Saturday, July 27, 2013, at the home of her daughter.
A graveside service will be at 3 p.m. Tuesday in Hughes Grove Baptist Church Cemetery.
Visitation will be 6 to 8 p.m. Monday at J.C. Green & Sons Funeral Home in Thomasville.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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UT Arlington | find
people | maps | submit
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Need your resume critiqued before the Job Fair? The Career Development Center can help! We will be critiquing resumes from 1:00-4:00 p.m. in our office (216 Davis Hall). No appointment needed, just stop by to get the help you need to make your resume shine!
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