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The Age of Dragons
There are five kingdoms in Dragnox each one fighting over the mighty Stone of the Sky. It is in the kingdom of Anuzora where Princess Alayia is chosen by the Dragon Spirits to be the warrior of her kingdom to fetch the Stone. One problem. Alayia hasnt got her marks yet and shes not left the castle since the banishment of her knight. Theres no time to think cause their Allies are growing tired of the kingdoms power. So Alayia must travel where no young unmarked Dragon has ever been before
There are five kingdoms in the realm of Dragnox. For over a hundred years they have been at war fighting for the Stone of the Sky. First, it is the kingdom of Anuzora leading the kingdoms Hellioe and Friera on one side and the kingdoms of Teria and Alicoe fighting on the other.
Anuzora having been the largest and most powerful kingdom for years they found themselves confused when the first attack came at their temple to the east of the kingdom. This brought about years of war and terror. Every person over the age of 200 years that had their marks were drafted straight into the army with it stopping at the age of 600 years. This being since Dragons only aged 1 year for every 10 that actually passed.
It was on the night that noted the 100th year of the war that King Laron of Anuzora finally asked the Dragon Spirits to help. He did not get the answer he had been hoping.
Young Knight Patho watched from the edge of the castles temple room as the king approached his alter. He had been called to attendance like all Knights even though he was one of four that guarded the King's five children.
It had been the female Knight Sandre that had been given the honor and challange of watching the two young twins of the King. Patho though had been assigned to the second child of the King. An image of Alayia right now passed through his mind. The thought of her still waiting for him in the libary to finish reading that book they started this evening. Her long red hair and golden eyes that constantly looked up at him with awe.
It warmed him so deeply when she looked at him like that. They spent many hours in the libary since her marks had not yet grown through. There wasn't even a slight hint of a mark between her shoulder to show that she was now able to activate her Dragon form. There had been a night where they had snuck out and Patho had allowed her to sit on his back in his Dragon form as he flew her through the sky just to show her the freedom.
That had been many months ago now. Alayia also knew she should begin to train since she was reaching 160 years which was when marks set in. She had wanted to train earlier but even with Patho pressing the matter they wouldn't allow her. So that's why they spent so many hours in the libary.
"Patho" Anre, the knight of the first child of the King, hissed nudging the young Knight in the side. Although could 170 years be considered young? He had been a Knight for 20 years now having watched the Princess Alayia as soon as he came out of training. "Pay attention"
Patho sighed heavy and looked towards the King who address the Dragon Spirit's with wide arms. "I call upon our ancestors, our founders and our lord Dragons" the King calls out. "In these time of hardship I call upon your wisdom and sight to tell me who it should be I send to retrieve the Stone of the Sky"
The room began to shake and with a burst of fiery light the old King Hallow appeared. He had been the first King of Anuzora and at the sight of him everyone dropped to their knees in a bow including the current King.
"Mighty King of Old" King Laron greated. "I require your assistance to save not only our Kingdom but the people of our Kingdom from any more horrible and violent deaths"
"The time is not right, Laron" the Old King spoke. King Laron looked up with wide eyes but the old King continued. "A child of royalty shall travel forth from this Kingdom but the time is not right"
"How long must I wait?" King Laron yelled out as the Old King began to fade away.
"Twelve years till your first daughter travels unmarked and alone from this place" King Hallow said. Patho had hardly listened till that point but at the mention of Alayia he looked up.
"No" he yelled out just as the Old King vanished. Everyone turned on him including the King who narrowed his eyes and approached the young Knight at a brisk walk.
"You defy the Spirits?" the King says sharply.
"Alayia hasn't even been trained to lift a sword and twelve years is hardly enough time to train her for a quest like this especially alone" Patho counters defying not only the King but the Spirits. No one would dare think of doing that but the young Knight stood his ground.
"You may be right, Patho, but the Spirits have spoken. If you defy them still you will be banished" the King says.
"Then banished I shall be because I shall not standby and watch you ready Alayia for her death" Patho hisses. The King flicks his hands and some common soldiers walk up yanking the cape from my shoulders.
"I will allow you to keep your weapons but your armour shall be removed from you. You will be given a horse and I expect you gone before sunrise.... You may not say goodbye to anyone"
Patho clenched his jaw as he was dragged off. The other Knight watched but not one stepped in. Not even Patho's mentor and leader, Anre.
"Patho" a rebel, Rosian, hissed in his ear. He opened his eyes pulled out of his thoughts of that night twelve years ago. "We need to go. They'll be starting the announcement soon or do you not wish to see what all the fuss is about"
Patho glanced around at the four rebels perched on the roof with him that had accompanied him into the city. Four of fifteen that he now lived with. He looked back towards the palace and gripped the hilt of his sword holding the mark of Anuzora Knights. He knew what the fuss was about and while the rebels knew his past he had dare not speak about his banishment.
"Lets go" he says and pulling up his hood he slipped off the edge of the building. He landed on his feet in an alleyway. The rebels followed and they slipped into the flow of the crowd heading towards the palace. Today it would be announced that Alayia would be the warrior to find the Stone of the Sky. The truth would now been revealed.


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Yankee Stadium
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Yankee Stadium was a stadium in New York City and the home baseball park of the New York Yankees.
In 1935, Yankees fan Short Round dreamt of going to Yankee Stadium.
- Indiana Jones and the Temple of Doom novel (Mentioned only)

subset: commoncrawl


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Town mulls park's use as food pantry site
Local food pantry organizers are seeking a go-ahead from the town to extend distribution events through March 2014.
Sister Gus Griffin of Catholic Social Services said a food truck originally scheduled to set up in downtown Tunica for a three-month period from October through December 2012 has now been extended, starting this March.
The mobile food pantry is being totally funded by Harrah's Casino Tunica through the Caesar's Foundation, Griffin said.
"(Caesar's) now says they will go on for a whole year," Griffin explained to Tunica aldermen on Tuesday.
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Pretoria, South Africa
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Musician, producer, DJ, pianist, promoter, and Dance music enthusiast alike, LumkaMusiq hails out of Pretoria, Soshanguve. When not performing, he spends his time in the studio creating his own music… aided by over a decade of piano lessons and an upbringing in a very musically-influenced home. Having spent many years playing at all of the major local night clubs (alongside local hard-hitters and national acts alike), holding multiple residencies, DJing special events and promoting his own shows, LumkaMusiq has had a lot of time to develop his sound. For him, it's all about mood and a deep, hypnotic groove… playing those tracks that get you tapping your feet and nodding your head without you realizing it, regardless of genre, tempo, style, or release date. Don't be surprised when you suddenly find yourself dancing.
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I was given an infraction from Complexnumber probably because asyui told on me and stated that I insulted him when I did not such thing! I did get upset due to him minimizing the amount of work it takes to fully understand grub and to help others and after he made a second statement which wasn't helping the poll in any way, I made some statements that were a little harsh but NEVER insulted him EVER!!!!
here is the link and I would like the infraction removed unless you can specifically point out the insult otherwise there's no merit in the infraction:


text: I am a 20 year old whose engaged to my best friend and father of our beautiful 4 month old daughter, Victoria. Writing is something I love to do and have been doing for a really long time. I have just recently decided to start writing again because I now have the free time to do some. Hopefully if any of you read my stories you'll love them as much as I do :)


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Taqueria Del Sol
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(404) 321-1118
Taqueria Del Sol is a Mexican restaurant located in Atlanta, GA. Please enjoy all the restaurant menus online at DrEats.com. To view even more online menus for Taqueria Del Sol just click the link at the bottom.
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First things first, thank you very much for clicking on my first real fic. The title kind of explains everything I guess, and its my favourite scene in the book, so yeah, I really hope you like it.
EDIT: My wonderful new friend CrazyPandalo3ver has beta-ed this story for me, thus wiping out the grammar mistakes and such. Big thanks to you, pal.=D
Disclaimer: I wish it was mine -sniffs- Gail Carson Levine is the genious.=)
I looked about the tent and sighed, resolving to finish detailing the unsuccessful skirmishes the past week in the letter to Father. It was tiresome to have to admit defeat when victory was so close. The ogres just had to be just around the corner. It was as though they had instinct for evasion. I wondered how one could truly defeat more than few ogres at once.
A flustered Sir Martin rushed into the tent, a sight truly startling.
"Sir Martin, what's wrong?" I asked, mustering up my commanding tone. It was a perfect tactic for a royal to calm a frenzied subject.
"Yours Highness, I...I, have just witnessed something extraordinary! I was keeping a lookout when, when some ogres, they, they were about to devour a lass, and... and your highness, she talked them to sleep!" Sir Martin concluded in a whisper, incredulity written all over his face.
I stared at him, amazed. If I knew not the seriousness of my knights today, I would have thought he him jesting. Then I shook myself back to reality. A lady might be in danger, and we had to act fast.
"Then we shall continue our raid to the maiden and the ogres. After all, she may need some help," I replied. He hastened to alert the others. Quickly, I strapped a shield and took hold of the nearest sword.
As I hurried out, I thought about this... an ogre tamer, that was it! I chuckled. Ella's humor was rubbing off me. As I thought of her, I found myself becoming dreamy. It was just the sort of thing Ella would do, tame an ogre. I grinned as I thought. Looking at the questioning faces of the knights I shook myself out of the reverie, I proceeded on.
Bertram, Percival, Martin, John, Stephan and Aubrey headed out as I commanded them. It had been days since we spotted ogres, so I worked myself back into seriousness. Father wanted us to be rescuing poor maidens.
We swept through the thick green trees footsteps as silent as the swaying of leaves. It felt good to put all of that training to use. Then there I heard, the earth-shattering, slimy, and yet endearing snores of sleeping ogres. Quickly, Sir Aubrey handed out the beeswax and I hurried forward. Pushing gently through a few twigs in a low tree, I saw the entire scene. At that moment, my noble plans were blown off and I was struck speechless.
Mounds of snoring ogres surrounded a grinning black haired lass, evidently pleased with herself. It was none other than Ella!
For a second, I was much too amazed for coherent thoughts. Then I saw her looking around, a grin on her face and a twinkle in her eye. In a blink of an eye, it was gone. The brightness was suddenly replaced with a guarded expression of puzzlement and confusion, bringing me back my senses.
I gave the sign for the knights to prepare attack, suddenly feeling relaxed and light, the opposite of what the situation required. It was as though Ella's former euphoria had been transferred to me. Utterly disgraceful, the voice in my head chided, to be diverted by the mere presense of a young woman.
I shook out of my momentary daze, and accidentally snapped a twig. So much for stealth.
Ella turn around, surprise flashing on her face. A moment later, it turned into a smile. Th twinkle returned up her eyes, and I could discern relief. I saluted her, fighting a maddening urge to laugh. It seemed that the ogres' presence was no longer frightful. I uncoiled the rope I had brought, hoping the ogres wouldn't wake. I was absurdly anxious to talk to Ella, to hear her voice to. I needed to concentrate!
I tiptoed my way to the mammoth ogre in the middle, beckoning my knights to do the same. Despite the quiet, they woke as soon as it the ropes touched them. The ogres tried to fool us, unaware of the beeswax. And then they gave up and began to struggle. Resigned, I took my sword out.
"Ella, can you tame these ogres again? If not, run and save yourself," I called to a now bewildered Ella, as I remembered how she had tamed the ogres.
Affected by the ogre's magic, she looked confused, but before I could worry, she regained her wits and nodded. She turned to them and started talking to them with wide smiles. Was she some sort of fairy? I thought wildly.
For right before my very eyes the ogres sat still, perfectly willing to be tied up. Ella turned and gestured to us to proceed. I stopped gaping like the fool I probably was, and went on to tie up the ogres, who obediently held up their arms and legs to be tied.
Curiosity burned in my throat, and I raced over to Ella, who smiled contentedly at me. I felt the familiar song of jubilee inside, so out of place in midst of such a scene. What had become of me?
"Ella..." Sweeping a deep bow, I found pleasure in just saying her name. "Ella, how did you tame the ogres?"
She began explaining, but I only saw her mouth moving. Then I remembered the beeswax and pulled it out. I could feel her eyes following me.
"So how did you tame them?" Being eager to know everything had always been an irksome flaw of my personality. It seemed my mind would never rest until I knew exactly what was happening.
"I told them about finishing school, and they began to snore," she said solemnly.
"Truly!" I blurted out, then laughed, unable to help myself. When it came to Ella, laughter found its way easier than I had ever known.
She grinned, but I persisted, repeating the question.
As she explained, I marveled. A trick so obvious! Imitating them. Here us knights having researched an antidote to the ogres magic for how many centuries, and the answer lying plain and simple before us. Mimicking them! Trust Ella to do that.
A more pressing question came up as that thought crossed my mind. "How did they come up upon you?"
Why was she traveling alone in the most dangerous parts of the land?
She looked a little embarrassed, but continued, "I ran away from finishing school."
I chuckled internally. So very Ella-ish. Composing myself, I asked, "Was finishing school so wearisome that you had to run away?"
At that her her grin came forth and her eyes lit up with a mischevious glimmer and in a flash was gone, replaced by a somber look.
"Very wearisome," she said with a grin. "And see what it's done to me. I can no longer break a set of dishes by accident. Now I can balance all of them on my head and stroll through Frell without dropping a single one. I have many accomplishments."
The grin faded. I was alarmed; it didn't sound like Ella. "Are you proud of them?" I blurted, impulsively as usual.
She nodded solemnly. If she was putting up an act, it definitely was convincing. "Would you like to know more?"
I shrugged, not wanting to hear any more of the tedious ways of court. She disregarded my hint, and sat, legs crossed properly, on a fallen moss-covered boulder.
"To begin with, I could teach these boorish ogres how to eat properly." She waved in the formal way. This had to a jest. She seemed to have turned into another of those court ladies.
"Very polite," I remarked, not knowing what else to say to this new Ella.
"I shake it twice." She took up an imaginary napkin.
"Why?" My curiosity perked up.
"Mice," she gravely replied. I had to smile at that.
Where was the Ella I knew?"There are no mice in our court napkins. You are thinking of spiders."
"The prince contradicts a lady!" Mock indignation burst forth from her, and I realized her game. In an instant, all the former coolness washed away as I looked at the situation with renewed interest. What a foolish dolt I had been. How wrong it of me, to assume so. Never again!
She looked around as if the wood had suddenly materialized into the court room.
Crossing my arms, I decided to play along. "Your meat is tough. You have a low regard for our cooks."
She turned to me holding her hand up in a curved position, pleased to find me joining in. "Not at all. It should be tough. Do you want to know why?"
I chuckled. "Tell me."
"It's mutton! Am I not using a mutton fork? Manners Mistress will think you're an impostor if you don't recognize a mutton fork- "
"...when I don't see one," I interrupted laughing like a lunatic. How improper she must think me. I wondered how we had come upon so trivial a topic as mutton forks!
"Here," she took hold of my right hand, the warmth of her touch reaching my heart. My laughter abruptly stopped.
"My finger is the fork. You grasp it so." She arranged my hand around hers. How could I let go? Every carefully concealed bit of admiration poured out uncontrollably through my eyes, and had she been looking, I would have had my entire heart revealed. But thankfully she wasn't.
"That's the only correct way to hold a mutton fork. A trout fork is managed differently." She turned my hand over, and saw welts across it, which I had not been aware of till now.
"The rope burned you!" Horror replaced her previously teasing voice.
"It's nothing. One of the knights is a healer. What else did your Manners Mistress teach you?" I replied hastily. Indeed it was a mystery to me why Sir John became a knight. All of what he droned about were of herbs and plants I knew nothing of. I pulled my hand away, not wanting to spoil her fun. Why was I feeling so light hearted though? That she should care for a friend was something every normal person would do. She leaned closer, then pulled back, deciding to let it go.
"Manners Mistress knew your Father's opinion about everything. She said he would exile in any subject who ate blancmange from a soup bowl. As a result of her instruction, I can never make a mistake." she concluded.
Her Mistress did seem the usual kind. "Does my Father have a special spoon for raspberries and one for blueberries?" I asked, returning to the old game. Father could never recognize his own robes, let alone a spoon.
"Certainly," Ella answered playing along.
"Why wasn't I informed?"
"You should hire Manners Mistress. She would die of delight to serve a prince."
Her Manners Mistress would probably die at seeing the way things really ran at the palace.
"Well, there was Sewing Mistress, the first I met, and I admit, her description of.........."
I heard no more as I gazed at her. Would she ever be mine? I never had thought I would feel this way about a woman. She was so special, unlike anyone else I knew, so full of laughter and spirit...
"...so that one can decide when or not to be proper," Ella concluded.
I was brought back to earth on the word proper, and recovered myself in good time.
"On the word proper, friends-" I turned to the observing knights. "John, Aubrey, Bertram, Percival, Martin, and Stephen, meet our ogre tamer, Ella of Frell. She is the lass I told you about, the one who speaks Gnomic," I wondered how Ella took the fact that she was known to the prince's knights. A faint smile lingered as she curtsied, as perfect as the court ladies did.
"We wondered when you would remember your manners, lad," Sir Stephan chuckled. I hoped he wouldn't address my previous oblivion as a young man in love. Unfortunately, his eyes hinted just that.
Just then the leader of the ogres turned to Ella, making a noise. I recalled their existence, turning back to them, regaining a princely composure as I addressed the ogres.
"So long as you are our friends, we are yours, and we won't be obliged to change that unless this changes."
The chief ogre let this sink in, and flashed a death glare at Ella. They began struggling fruitlessly against their bounds. Instinctively I drew closer to her, only to sadly remember it wasn't in my right to do more than be a gentleman.
Ella boldly held his gaze. She started speaking in Ogre and I understood bits such as, "...never going to eat...", "tricked" and many others. Wondering what she meant, I resolved to learn more Ogrese. Finally, she turned and smiled widely at me, evidently pleased with herself. I felt the color creeping up on my face. Silly! I scolded myself. You have to stop showing signs of how much you like her. And need her. And love her...
I really had to stop doing that.
After addressing the ogres, I joined the lunch the knights had laid out. Conversation began to flow. I decided to savor every moment I had left with Ella. Turning to her, I began explaining the mission I had from Father. For some reason, she didn't seem to be surprised.
Sir Stephan cleared his throat and began, "The king will be glad to see this lot. Eight ogres and no harm done to us."
Sir Bertram frowned, and I guessed what was coming up. Sir Bertram had a talent for seeing the worst of every situation. "Whenever he finds out. How will we convey them to King Jerrold?"
"No need for your melancholy, Sir Bert." Sir John carelessly dismissed the comment with a wave of his hand. His nature never allowed him to take anything too seriously. It explained how he could bring back a baby dragon after slaying the vicious mother with an almost bored expression. He continued. "Six knights never did that before."
To assure a dissatisfied Sir Bert, I calmly said, "We'll think of something." Hopefully a prince's word was enough this instance.
"They'll have to be fed." Sir Bert turned to the bread.
Smiling slightly, I decided say something and sincerely continued," And you're the best hunter we have, Sir Bert."
Sir Bert looked pleased. Sir Martin continued the subject, but I sneaked a look at Ella, to see how she bore all this. Expecting an interested expression, I was startled to find her despaired, shaking her head as she frowned in deep thought. What fears plagued her? I wished I could comfort her.
Then I felt six pairs of eyes turn to me, and I realized I had to conclude the matter. Breathing in, I confidently thought through the half formed plan in my mind and replied," You, Stephan, will escort Lady Ella to whatever her destination is. Martin and Percival will ride to my father for assistance. Sir Bert, Aubrey, John and I shall take turns hunting and guarding the ogres. We'll put the wax back in when we are within earshot lest their gags slip."
"I'd rather stay with you, lad," Sir Martin replied with concern.
"You and Percival are our best scouts. We'll depend on you to get through quickly." Sir Martin nodded agreement.
"The maiden will be safe with me," Sir Stephan vowed importantly. "I'll-"
"Unless he talks her to death," Sir Aubrey interrupted. "You don't know him, lady." He turned to Ella, who had emerged from her reverie. "His speech stops only when the stars shine green in a yellow sky."
I chuckled. Sir Stephan certainly had never-ending tales to tell.
"He'll be a better companion than ogres," I replied before Sir Stephan would retort. Sometimes knights were worse than ogres. Then a thought occurred to me and I turned to Ella.
"But, Ella, why didn't you go back to Frell when you left finishing school?" Genuine curiosity filled him as the question struck me.
"Well, my Father is trading at a giants' farm, where a wedding will take place. He told me giant weddings are interesting. I thought I would meet him there," she answered simply, her eyes wide, suddenly impenetrable.
I stared in awe and exasperation. What sort of adventurer was she? "You put yourself in such risk in order to see a wedding?" I marveled at her daring.
Her lovely blush rose, distracting me again. Desperation suddenly welled in her eyes, or so I thought, but she quickly turned away. I looked away too, in order to compose myself. How could this one maiden bring out all those emotions in me?
Sir Bertram cleared his throat gloomily. "It is fortunate that all maidens in Kyrria do not decide to travel by themselves. We have enough to do without having to rescue them."
I frowned, feeling protective, deciding to spare Ella any more reproach. "But if all maids in Kyrria could tame ogres, we would have much less to do."
Her lips curved into that endearing little smile at my statement.
Lunch continued and thankfully, everyone turned back to discuss ogres. For the next half hour Ella and I exchanged stories about tongues, as I described the various languages I encountered, especially the humourous accent of Bizidelans.
After lunch Sir Stephan mounted his horse, and I lifted Ella behind hm. She suddenly looked like she was going to jump down the horse out of sheer agony and I frowned, worried and baffled.
"I don't like to leave you in danger," she said and started dismounting. Was that her worry?
Hurriedly and confidently I replied, "Go with Sir Stephan, we won't come to harm."
I took the horse's bridle, absurdly wishing I could get my hand stuck to it and go wherever Ella went. I wondered how soon she would be back in Frell.
"Will you soon be in Frell again?" the words flew out before I could stop them.
"If Father doesn't want me to travel with him or go back to Finishing School," Hesitating, she asked, "Why?"
I chided myself internally for my impulsive question. I turned away, hoping she hadn't caught the longing I felt in my eyes. " I should be back shortly," carefully composing the words. "These maneuvers never last long." I hoped they didn't.
Ella smiled secretively.
"AnTHoOng SYnGn," she suddenly said. "It's farewell in Ogrese," she explained.
"That sounds evil," marveling once again at the way she imitated things so easily.
"It is," she replied, grinning evilly.
And they rode off. I stood watching, wishing I could see her sooner, my heart sinking.
I've noticed Ella doesn't say as much as she thinks in the book, therefore I can sympathise with Char's desperation to know how she feels about him. But basically right now I'm feeling....WOW I HAVE JUST COMPLETED AN ELLA ENCHANTED FANFIC! -gasps- -shocks- okay I guess its just a tiny one-shot. Not exacty tiny, err- zips mouth before more rubbish spills-
I could scream for hours. I spent editing for hours and lost the entire thing. I got really upset and ignored this for at least 6 months. Oh well. It did hurt.
Okay then, really hoped you enjoyed it and please review and you'll always have my gratitude plus check out all your stories! Nice bribe? Well, I do hope this is good enough without bribes!


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The Conservatory Fernhill Hotel, Portpatrick, Galloway, Scotland, 01776 810220
The view is almost as spectacular as the food, especially the local seafood - it's hard to beat a fresh Mull of Galloway lobster. Service is first class. Fresh, modern, but old-school all at once.
Amelia Waugh
The Wensleydale Heifer West Witton, North Yorkshire, 01969 622322
A high-end fish restaurant, smack in the middle of the country, with not a whiff of ozone? Unlikely, but true. Chef David Moss raises the bar with classic dishes, kitsch classics and the best fish supper you'll have all year.
Mandy Wragg
Todmorden, West Yorks
Riverside Restaurant West Bay, Bridport, Dorset, 01308 422011
It's got a name for itself, and a good reputation, and justly so. A delightful setting, too. I'd like to see the hake with raspberries return to the menu, though. The pastry chef deserves a special mention. Closed in winter.
Peter Jennings
Lymington, Hampshire
· Send a short review of a favourite restaurant to Guardian Weekend, 119 Farringdon Road, London EC1R 3ER (email@example.com). In coming weeks, we're looking for the best places for carnivores, gastropubs, neighbourhood Italians and modern British cuisine. Please include your postal address.


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Colonna Palace Hotel
Select your stay dates to check availability at Colonna Palace Hotel
Colonna Palace Hotel
About the Hotel
Property Location
With a stay at Colonna Palace Hotel, you'll be centrally located in Rome, steps from Piazza Colonna and minutes from La Pieta. This 4-star hotel is close to Roman Forum and St. Peter's Basilica.
Make yourself at home in one of the 102 air-conditioned rooms featuring minibars and flat-screen televisions. Complimentary wireless Internet access keeps you connected, and satellite programming is available for your entertainment. Private bathrooms with bathtubs or showers feature complimentary toiletries and hair dryers. Conveniences include phones and safes, and housekeeping is provided daily.
Pamper yourself with onsite massages or take in the view from a rooftop terrace. Additional amenities at this hotel include complimentary wireless Internet access, concierge services, and babysitting/childcare (surcharge).
Enjoy a bite to eat at a coffee shop/café, or stay in and take advantage of the hotel's room service (during limited hours). Quench your thirst with your favorite drink at a bar/lounge.
Business, Other Amenities
Featured amenities include a computer station, complimentary newspapers in the lobby, and dry cleaning/laundry services. A roundtrip airport shuttle is provided for a surcharge (available on request).
Hotel Facilities
- Bar/lounge
- Concierge services
- Safe-deposit box at front desk
- Porter/bellhop
- Total number of rooms - 102
- Free newspapers in lobby
- Babysitting or childcare (surcharge)
- One meeting room
- Number of buildings/towers - 1
- Dry cleaning/laundry service
- Coffee shop or café
- 24-hour front desk
- Airport transportation (surcharge)
- Computer station
- Rooftop terrace
- Luggage storage
- Number of floors - 6
- Elevator/lift
- Free breakfast
- Free WiFi
- Multilingual staff
- Tours/ticket assistance
Room Facilities
- Free toiletries
- Phone
- Free cribs/infant beds
- Free WiFi
- Daily housekeeping
- Minibar
- Satellite TV service
- Connecting/adjoining rooms available
- In-room safe
- Bathtub or shower
- Flat-panel TV
- Room service (limited hours)
- Air conditioning
- Hair dryer
- Private bathroom
Hotel Policy
Know Before You Go
- All guests, including children, must be present at check-in and show their government-issued photo ID card or passport.
- Cash transactions at this property cannot exceed EUR 2999.99, due to national regulations. For further details, please contact the property using information in the booking confirmation.
- This property offers transfers from the airport (surcharges may apply). Guests must contact the property with arrival details before travel, using the contact information on the booking confirmation.
- Reservations are required for massage services. Reservations can be made by contacting the hotel prior to arrival, using the contact information on the booking confirmation.
- The property has connecting/adjoining rooms, which are subject to availability and can be requested by contacting the property using the number on the booking confirmation.
Mandatory Fees and Taxes
You'll be asked to pay the following charges at the property:
- A tax is imposed by the city: EUR 6 per person, per night, up to 10 nights. This tax does not apply to children under 10 years of age.
We have included all charges provided to us by the property. However, charges can vary, for example, based on length of stay or the room you book.Show all hotel policy Show less hotel policy


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Peace and Global Studies
Program Director: Delia Popescu
Peace and global studies is an interdisciplinary major designed to provide students with a way to understand the origins, challenges and ethical problems of the contemporary world. Students who take this major explore how the concepts of justice and peace are linked to issues of economics, labor relations, the environment, religion, gender and family, law and human rights, communications and culture.
As an interdisciplinary major, not all courses are offered by one department. Rather, courses are drawn from various fields in the humanities, (history, philosophy, religious studies) the social sciences (political science, anthropology, sociology) and foreign languages.
An important component of peace and global studies is the study of foreign languages. Majors are required to take six credits beyond intermediate in one language and pass a proficiency examination.
Peace and global studies majors are also required to take PGS 201 Introduction to Peace & Global Studies, and a capstone course. Peace and global studies majors are required to spend at least one semester abroad. They are also encouraged to participate in internship programs and service learning.
In addition to these requirements, peace and global studies majors are required to identify a thematic and regional specialization for their course of study. The letters T or R, listed at the end of course descriptions, indicate to which specialization the course is associated.
Thematic Specializations
Human Rights & Democratization
Peace and Reconciliation
International Relations
Cross-Cultural Encounters
Regional Specializations
Sub-Saharan Africa
Latin and South America
The Middle East & North Africa
Peace and global studies majors are well positioned to find careers in government service, non-governmental organizations or to pursue graduate studies and professional training in law, management and public policy.
Peace and Global Studies (PGS)
PGS 101. Introduction to Anthropology. 3 Credit Hours.
This course introduces students to the basic concepts, theories and methodologies in anthropology by focusing on the classic four fields of the discipline: physical anthropology, archaeology, linguistics and cultural anthropology. This course focuses on the evolution of the human species and theories of early culture, the reconstruction of the past through archaeological analysis, the structure and usage of language as part of culture, and the description and analysis of societies and cultures utilizing comparative theories and methodologies in cultural anthropology. No prerequisite. Fulfills Core requirement(s): DIV.
Cross-listed Courses: ANT 101
PGS 102. World Cultures. 3 Credit Hours.
What is it like to grow up in New Guinea? How do the Maya fit into the world system? Where do the Massai go when looking for a mate? This is a survey course to make you aware of various social structures and cultural practices around the world. By systematically analyzing many socio-cultural factors, such as subsistence, family, kinship, gender, political system, and religion the cause will illuminate basic similarities and differences among all peoples and cultures. Fulfills Core requirement(s): DIV.
Cross-listed Courses: ANT 102
PGS 105. Comparative Government. 3 Credit Hours.
This course will introduce you to the comparative analysis of governments, political movements, institutions, cultures, and ideologies around the world. The course will comparatively address a variety of cases including the UK, France, Brazil, Iran, China, Russia, India, Nigeria, and the U.S.
Fulfills Core Requirement(s): DIV.
Cross-listed Courses: PSC 105
PGS 200. Cultural Myths and Cultural Realities. 3 Credit Hours.
This course focuses on how we study other, especially non-western, cultures. In it, we look at recent critical debates on the nature of anthropological inquiry and the representations of other cultures that anthropologists have constructed. Is anthropology a science or humanity? How accurate are the anthropologists' representations of other cultures? Why do anthropologists studying the same culture come up with very different pictures of that culture? How much of the anthropologist's own personal and cultural biases are revealed in the way other cultures are described? How does the anthropologist's own theoretical perspective affect the way the data are interpreted? Is the nature of anthropological inquiry such that we can never escape biases? What kinds of methodologies do anthropologists use and what are their limitations? How can restudies enable us to refine our methods and generate more sophisticated comparative categories to use in the understanding of cultures? Fulfills Core requirement(s): DIV.
PGS 201. Introduction to Peace & Global Studies. 3 Credit Hours.
This course will provide an introduction to Peace and Global Studies. The first segment of the course will examine different ways of thinking about peace and different methodologies to achieve a peaceful world. It will be interdisciplinary, examining the problem of peace from spiritual, psychological, anthropological, literary, histor- ical, and political perspectives. The second seg- ment of the course covers a variety of global topics and issues that are either threats to peace, pose the potential to create serious and enduring threats to the well-being of people of the world, or offer possible solutions. Taken together, the two segments of the course introduce students to some of the different approaches to peace that they will encounter and will help them to evaluate critically those approaches and perspectives. They will also have some insight into the range and complexity of the issues that are global in scope.
PGS 213. People&Cultures Southeast Asia. 3 Credit Hours.
An anthropological and topical introduction to the region of Southeast Asia and the various societies and cultures found there. Topics to be discussed are: regional definition and intra-regional variation, ecology and economic systems, history and prehistory, social organization including politico-territorial systems and concepts of hierarchy and power, kinship and alliance systems, patron-client systems, ethnic groups and ethnicity, religions, gender systems, personality and communicative systems such as language and other conceptual and symbolic systems. The focus of the course will be on analyses that contrast with western views and that have provided a source of debate on western theories of society and culture.
PGS 223. Global Crime. 3 Credit Hours.
This course explores illegal activity and criminalization in the context of the destabilizing effects of globalization. The course considers the transnational dimension of crime in both the developed and postcolonial parts of the world, and its connections to our own everyday lives. The course will cover the growth and character of the extra-legal networks of power and finance that shape our contemporary world, and will examine their relations with state power, corporate business, and law enforcement activities. Finally, it introduces some of the challenges of both supra-state and popular responses to illegitimate activities that are shaped by global political economy.
Prerequisite: CJS 101 or ANT 101.
PGS 225. Gangs and Criminal Community. 3 Credit Hours.
This course introduces students to gang-life as an urban phenomenon that starts in the 19th century and that in the 2000s is diffused across the margins and illicit flows of the global economy. Students will read memoirs of members of gang communities, with attention to notions of agency and iconoclasm, situating gang life in a continuum of political resistance. We will aslo look at the history of modern transnational gangs as a view into the history of displacement, modern war, and the pre-history to the discourses surrounding "global terrorism", giving students the tools for a critical reading of current debates around state security, "organized crime", and sovereignty.
PGS 261. International Politics. 3 Credit Hours.
A survey of some major problems associated with international politics. Special attention also is given to the study of nationalism, the nation-state, international organization (especially the United Nations), comparative foreign policies of selected nations. An integrated one-credit service learning experience may be offered in conjunction with this course.
PGS 300. Anthropological Linguistics. 3 Credit Hours.
An introduction to the science of linguistics, focusing on the social and cultural aspects of language. Topics to be considered are: 1) language and human nature; 2) linguistic and non-linguistic forms of communication; literate and oral cultures; 4) the basic components of language; 5) meaning in language and speech; 6) language differentiation along sociological lines (race, class, gender, etc.); and 7) the relationship between language and cultural knowledge systems, especially those of non-western cultures.
PGS 303. Democracy and Its Critics. 3 Credit Hours.
The term "democracy" has become synonymous with legitimate rule. But what kind of democracy is the true fountain of legitimacy? What type of institutions are best fitted for instituting democracy? What are the conditions without which democracy cannot survive? Who is included in the phrase "we, the people"? Are democratic regimes more viable in homogenous or heterogeneous societies? Can democracy be tyrannical? This course investigates historical and contemporary controversies that reflect various challenges to democracy, the forms of actual democratic politics, and the meaning of "democracy" as a concept.
Fulfills Core Requirement(s): IDS.
Cross-listed Courses: PSC 303
PGS 314. Post-Colonial Literature and Theory. 3 Credit Hours.
This course will introduce students to theories of colonialism through the study of world literatures. What is the impact colonization on a culture? How do questions of language, race, class, and gender impact the experience of colonialism? Students will read novels and short works from a variety of formerly subject nations, including India, Nigera, Egypt, and Ireland. Short segments of theory will guide and accompany these readings.
Prerequisites: WRT 101, and ENG 200, ENG 210 or ENG 218.
Fulfills Core Requirement(s): DIV.
PGS 323. Contemporary World Literature in English. 3 Credit Hours.
Students will read major literary works in English by writers from Africa, Asia, and the Caribbean. The principal texts have been published since the 1980s, and address issues such as colonialism and postcolonialism, national identity, globalization, migration, economic exploitation, and gender and sexuality.
Prerequisites: WRT 101 and ENG 200 or 218.
Cross-listed Courses: ENG 323
PGS 325. Religious and Cultural Ecologies. 3 Credit Hours.
This course explores the rich diversity of religious and cultural ecologies found throughout much of the world. Religious and cultural ecologies refer to the scientific and scholarly studies of the vast, complex, diverse, and dynamic arena at the interfaces of religions and cultures on the one hand, and environments, ecologies and environmentalism on the other. The course asks the question of what roles, if any, the religious traditions of different cultures the world over might play in addressing the contemporary ecological crisis. This question is addressed from a combined religous studies and anthropological approach focusing on the intersections of religion, culture, and ecology from a textual, contexual, and cross-cultural or comparative framework.
Fulfills Core Requirement(s): Interdisciplinary Studies (IDS).
Cross-listed Courses: ANT 325
PGS 329. History of Latin American Social Movements. 3 Credit Hours.
Will examine peaceful Latin American social change movements in historical and global context. The civil components of violent revolutions will be examined along with peaceful social movements that confronted ruthless dictatorships across Latin America, energizing democracy and expanding ethnic rights. The course will look at how these movements re-defined gender roles and placed the economic and environmentals concerns of the poor in the international spotlight.
PGS 330. Cross-Cultural Psychology. 3 Credit Hours.
Cross-cultural psychology is an approach emphasizing evaluation of psychological knowledge in the context of culture. Do the discoveries psychologists have made apply to all people from all cultures or only to some people, depending on culture? This course explores the impact of society and culture on human behavior, identity and personality development, social interaction norms, and even perceptual tendencies. We will examine what it means to say that humans are socio-cultural in nature. We will also examine those areas where humans differ, due to varied cultural experiences. Areas of interest will include education and development, views on intelligence, perceptual and cognitive processes, motivation, sex and gender and aggression. The examination of these issues will aid students in developing the ability to understand and interact with individuals and groups in other countries and in our own heterogeneous nation. Fulfills Core diversity requirement.
Cross-listed Courses: PSY 330
PGS 331. Readings in Globalization. 3 Credit Hours.
Through literature, film, and theory, this course explores the cultural and social significance of globalization and such related issues as migration, nationality, and identity. A central factor in globalization is the movement of people among different cultural locations and economic conditions, and this course will help students understand the importance of displacement in the creation of the contemporary era. Texts in this course consider what it means to identify with a plurality of linguistic, racial or cultrual positions, and address the diverse yet deeply connected experiences that define contemporary global culture. Readings by authors such as Nuruddin Farah (Somalia), M.G. Vassanji (Kenya/Tanzania/Canada), and Zadie Smith (England), and films by directors such as Atom Egoyan (Canada), Hanif Kureishi (England), and Faith Akin (Germnay/Turkey).
PGS 334. Social Activism. 3 Credit Hours.
An experiential and academic examination of social activism in the United States. The course first explores the meaning of citizenship and the role of activism in a democratic republic. It then focuses on how activism is done by analyzing various social movements and the impact they have had on citizenship, public policy and social change.
Fulfills Core Requirement(s): Interdisciplinary Studies (IDS).
PGS 335. Asian Philosophy. 3 Credit Hours.
An examination of the main philosophical traditions of India and the Far East: Hinduism, Buddhism, Taoism and Confucianism. This course will focus upon mysticism as a primary determinant of Eastern thought and will seek to place these philosophies in their historical and cultural setting. (C,D).
Cross-listed Courses: PHL 325
PGS 336. Comparative Social Ethics. 3 Credit Hours.
The course is a study in comparative religious ethics. The course will guide students through the ethical perspectives that eastern, western, and indigenous religious traditions have developed on four social issues facing our world: the construction of sexuality and gender, social justice, violence and the environment.
Prerequisite: REL 200.
Cross-listed Courses: REL 336
PGS 343. U.S. Latina Thought. 3 Credit Hours.
U.S. Third World women in general and Latinas in particular have raised important philosophical questions that have enriched philosophical and feminist considerations about the nature of the self, reality, knowledge and politics. This course will involve a close reading of a number of philosophical and literary texts by U.S. Latinas from a number of different social locations.
PGS 344. Immigration. 3 Credit Hours.
This course examines the topic of immigration from multiple perpectives: historical comparison between current and previous waves of immigrants, politcal debates over what we should do locally and nationally, the complex economic and social impacts of immigrants(both legal and unauthorized), the changing legal environment, comparative immigration policies, and the post-9/11 national security implications of immigration. This course aims to have you explore and challenge your own views, try to make sense of completing arguments and evidence, and gain a respect for perspectives not your own. A visit to the National Immigration Museum at Ellis Island may be planned.
Fulfills Core Requirement(s): Diversity (DIV).
PGS 350. State and Faith in the Middle East. 3 Credit Hours.
This course will examine how states used religion as a means of legitimacy and law as well as staged a desperate battle against religious forces from the Ottoman period until the present day. Islam will be the focus of the course, as a variety of fundamentalist/revivalist movements, the politicization of religion, and secularization efforts are examined throughout the Middle East. In addition, the tole of Judaism and Christianity will be discussed in regards to the eastablishment and present situation of Israel and Lebanon.
Cross-listed Courses: HST 350
PGS 353. Latin American Social Philosophy. 3 Credit Hours.
This course will study some of the major philosophical trends in Latin America in the light of both the search for cultural identity and the discovery of difference in the heart of sameness. Therefore, it will also consider those philosophies of social change which (a) provide a critique of hegemonic ideologies, (b) try to rediscover the submerged validity of pre-conquest and non-Western world views and (c) seek a dialogical integration of the diversity of voices in Latin America. (A,C).
Cross-listed Courses: PHL 353
PGS 358. The Cold War & Global Confront 1945-1964. 3 Credit Hours.
An intensive study of superpower confrontations and conflicts from 1945 through 1964. Soviet and American attitudes and ideologies, the roots and origins of the Cold War, the nuclear arms race, crises and clashes in Europe and the Third World, social and cultural impacts.
Cross-listed Courses: HST 358
PGS 360. Model United Nations. 1 Credit Hour.
This course is designed to provide an orientation to the activities of the United Nations, as well as providing an understanding of the modalities of international diplomacy. This course will include current events, pressing international issues, the basics of international law and some of the protocol and procedures of diplomacy. All of this will assist students in preparing for their role as a distinguished diplomat at the National Model United Nations conference (conference attendance is not mandatory).
PGS 363. U.S. Foreign Policy. 3 Credit Hours.
This course will examine how the foreign policy of the United States is made. It will look at the sources of foreign policy, the factors which influence its formation, and the substance of past and present U.S. policies. A one-credit integrated service learning experience may be offered with this course.
Cross-listed Courses: PSC 363
PGS 364. International Law. 3 Credit Hours.
The course will examine the theory and practice of International Law (IL) with reference to various events, which shaped the development of international law in all its forms (norms, rules, principles, precedent, custom, treaties etc). The course will emphasize current international legal norms and possibilities for future development.
PGS 365. Religions of Asia. 3 Credit Hours.
The practices, beliefs and history of Hinduism, Buddhism (including Japanese developments) and Taoism will be examined in this course. Particular attention will be given to the relationship of each tradition to its cultural context in the course of history and to problems confronting each tradition in the modern world.
Prerequisite: REL 200.
Cross-listed Courses: REL 363
PGS 366. Globalization: the Politics of International Economic Relations. 3 Credit Hours.
This course focuses on the power relationships behind contemporary international economic events. Among the issues that will be addressed: trade and protectionism, multinational corporations, international debt, the opening of investment markets in Eastern Europe and Western-Third World economic relations. The basic principles of macroeconomics and international finance will be covered.
Fulfills Core Requirement(s): Diversity (DIV).
Cross-listed Courses: PSC 366
PGS 367. War, Peace and Violence. 3 Credit Hours.
This course will examine the theory and practice of the Just War doctrine. At the most general level, we will be concerned with the debate between realists, just war theorists and pacifists over the moral character of war. More specific topics include the justification of defensive, pre-emptive and preventive wars; humanitarian intervention; the combatant/noncombatant distinction; the distinction between direct and "collateral" harm to civilians; sieges, blockades and economic sanctions; guerrilla warfare; terrorism and reprisals; nuclear deterrence; and various religious conceptions of war and peace, especially those found in various Christian pacifist and Islamic traditions.
Fulfills Core Requirement(s): IDS.
Cross-listed Courses: PSC 367
PGS 367S. War,Peace & Violence Service Learning. 1 Credit Hour.
Service learning experience.
PGS 368. Rel Thought/Cult in Lat Americ. 3 Credit Hours.
This course offers a thematic examination of religious thought and culture in Latin America from the time of conquest to the present. From the perspective of cultural studies, this course explores the pervasive influence of religion in the formation of Latin America identity, culture, politics and material history. Particular attention will be given to the diversity and syncretization of religious traditions, as well as to the continuing importance and influence of pre-conquest religious ideas, values, and traditions. Topics considered include: colonialism and missionary history; influence and effects of Spanish and African religious traditions; religion and intellectual life; political movements and the theologies of liberation; relationship; relationship to U.S. Latino religious identity and traditions.
Prerequisite: Rel 200.
Cross-listed Courses: REL 368
PGS 369. Cold War & Global Upheaval,1964-Present. 3 Credit Hours.
An intensive study of the later years of the Cold War and the post-Cold War period. Continued Soviet and American rivalry combined with efforts to control the nuclear arms race, Third World "proxy wars" such as Vietnam and Afghanistan, the collapse of the Iron Curtain and end of the Soviet Union, global adjustments to the development of a unipolar world, the rise of terrorism and jihadist tendencies, social and cultural impacts.
PGS 370. International Courts & Global Justice. 3 Credit Hours.
This course combines almost three weeks of study abroad at The Hague University in the summer with Le Moyne-based sessions in the Fall. The course provides historical, analytical, as well as experiential education in the fields of genocide studies, justice, and conflict resolution through intensive workshops, lectures, simulations, and a case-study. We will focus on the meaning of justice and its various dimensions (do we seek retribution, restoration, or some transitional middle ground?), and on how the international pursuit of that justice is complicated by issues such as sovereignty, denial of genocide, on-going violence, and the rejection of international jurisdiction. The course consists of in-class "traditional" lectures at (built around the case study and all of the related facets of international justice), interactive sessions with international court personnel, jurists, and scholars, as well as visits to historical sites.
Cross-listed Courses: PSC 370
PGS 374. African Christian Theology. 3 Credit Hours.
The course examines the encounter between African traditional religions and cultures and European Christianity during nineteenth century missionary expansion into sub-Saharan Africa. It also explores the movements that gave rise to contemporary African Christian theology. Although the course is ecumenical in scope, it places particular emphasis on the Roman Catholic theological tradition.
Cross-listed Courses: REL 374
PGS 375. The New Europe: Central & Eastern Europe. 3 Credit Hours.
This course provides a comparative analysis of the political systems in Eastern Europe from 1945 to the present. The goal of this course is to provide students with a broad perspective on the changes that took place in Eastern Europe over the last century with an emphasis on the period around and after the 1989 revolutions.
Fulfills Core Requirement(s): IDS and DIV.
Cross-listed Courses: PSC 375
PGS 379. Modern Middle East Hist 1792 - Present. 3 Credit Hours.
The last two hundred years have been a period of profound and often troubling change for the people of the Middle East. In this period, modern technology, rapid forms of travel and communication and new ideas and concepts challenged for many the certainties of religion, family, gender, and class. A fundamental feature of these two centuries has been the growing role of Europe and Europeans in the lives of the inhabitants of the Middle East. Imperialism, colonialism and nationalism set in motion a series of events that transformed the region from a place where two great empires, the Ottoman and Qajar held sway, into a dozen independent states like Turkey, Egypt, Israel, Syria, Iraq, Jordan and Iran. This course uses the words, art, literature and thought of local people to understand the way these changes interacted with the intellectual, social and cultural dimensions of Middle Eastern life.
Cross-listed Courses: HST 379
PGS 381. Christianity in Dialogue. 3 Credit Hours.
This course will explore contemporary dialogue between Christianity and other world religions, with the aim of helping students address basic questions that arise in the course of such inter-religious relationships. Students will explore some of the basic attitudes that Christian thinkers have taken toward respectful engagement of other faiths, as well as addressing the obstacles that hinder dialogue. Furthermore, Christian approaches to interfaith dialogue will be explored intensively with respect to one particular world religion or family of traditions, which may vary as the course is offered from year to year. We will enter into the contemporary dialogue between Christianity and Hinduism. Our study will focus on Hindu-Christian dialogue as it has been enacted in both personal and communal contexts. A further focus will address the performance of dialogue through the cross-cultural interpretation of canonical texts. Prerequisite/
Corequisite: REL 200.
PGS 388. Coca, Culture & Politics in Latin Amer. 3 Credit Hours.
Coca has been closely connected to religion and culture in Andean South America for millennia. The plant was both cultivated and controlled by the Inca and Spanish empires. Today, peasant coca growers are part of new Latin American political movements. Global demand for the drug cocaine, made from coca, finances insurgencies, civil wars, and criminal violence in Latin America. The United States and international bodies prosecute a "War on Drugs" that targets peasant growers and traditional use as much as it does criminal organizations. This course explores the local culture and international relations of coca and cocaine. It focuses on the Latin Americans who produce and consume coca and are victimized by the violence of both the drug trade and suppression efforts.
Cross-listed Courses: HST 388
PGS 389. Opium, Empire, and State in Asia. 3 Credit Hours.
Opium is an ancient medicine that became a mainstay for European traders in Asia and the keystone of their imperial economies. After opium opened Asian states to European influence it was established as an economic necessity for multi-national empires, emerging states, and insurgencies alike. This course looks at the political, economic, and social relations of opium in Asia and the world. It examines the connections between local production and global trade in the politics of native cultures, national governments, and international relations. At the end of the semester students will be able to look at today's headlines and understand their historical roots as well their future implications. Fulfills Core: IDS.
PGS 390. Independent Study. 3 Credit Hours.
PGS 397. The Anthropology of Obesity. 3 Credit Hours.
Conversations about the obesity epidemic resonate throughout the world and the solution to growing rates of obesity often seems simple: we need to get people to exercise more and eat healthier diets. However, when viewed through an anthropological lens, obesity becomes a much more complex phenomenon, both culturally and biologically. This course will present various cultural perceptions of fatness from around the world to demonstrate that in some cultures bigger is actually viewed as a healthier outcome. Furthermore, the class will conceptualize nutritional outcomes as the culmination of political, economic, and cultural circumstances rather than merely the outcome of an individual's diet and exercise preferences. Obesity will therefore be viewed as a biocultural phenomenon and students will be encouraged to think about the relationships between biological outcomes (body sizes) and the cultural context in which these outcomes occur. The goal of this course is to ask students to think about obesity from multiple angles to being to appreciate that there is no single view of or solution to rising body weights. The broader goal is to demonstate that anthropology can bring multi-dimensional views to help alleviate public health concerns around the world.
Cross-listed Courses: ANT 397
PGS 398. Special Topics: the Anthropology of Ireland. 3 Credit Hours.
The purpose of this class is to learn about the history, culture, and languages of Ireland using an anthropological perspective. This class will encompass all four-fields of anthropology since we will read texts that discuss Irish archaeology, culture, biology, and linguistics. As such, the goal is to get a holistic understanding of life in Ireland across space and time. We will take a four-part approach to the study of Ireland beginning with an exploration of pre-Christian Ireland, followed by a discussion of colonialism and partition, then a discussion of the conflict in Northern Ireland, and concluding with an examination of life in Ireland today.
PGS 399. Diversity in the City. 3 Credit Hours.
Special Topic: The course focuses on the cultural, ethnic, religious and class diversity of Paris' changing landscape. Students will use Bourdieu, Goffman, Marx, and Simmel and other theorists to understand diversity, culture and identity by studying the diversity of "the city." Through readings, documentaries and a weeklong trip to Paris students will use sociological theories on society and culture to study diversity in the city. In particular the minority populations of the immigrant French communities, the recent North African immigrant communities, and the Muslim communities will be examined. This class will also explore how religous (Catholic and Muslim) as well as ethnic diversity shapes current debates on French and European citizenship. This class concludes with a 11-12 day trip to Paris that will include visits to the Eiffel Tower, Notre Dame, the Arab Institute, Luxembourg Gardens, La Mosque (Paris' mosque) and Jardin des Plantes.
Cross-listed Courses: SOC 399
PGS 400. International Business. 3 Credit Hours.
The purpose of this course is to provide students with a foundation of the basic concepts and tools for the conduct of international business. Consideration is given to the managerial and operational opportunities and problems of the company operating internationally. Emphasis is on behavioral aspects and environmental factors influencing and affecting the use of international business strategies, the development of an international orientation. The role of international business as a contributor to the company's overall business objective achievement is stressed.
Prerequisite: senior standing in business or permission of the instructor.
Cross-listed Courses: BUS 400
PGS 401. Seminar: Mexico. 3 Credit Hours.
This course provides a detailed study of Mexico from pre-Columbian times to the present day. Themes include Maya and Aztec civilizations, the Spanish conquest, Mexico under Spanish colonial rule, the independence movements of 1810-1823, the era of the Great Reforms, the Mexican Revolution of 1910, and political, social and economic developments in contemporary Mexico. Fulfills ENG/HST senior core requirement.
Cross-listed Courses: HST 403
PGS 402. Global Economic Issues. 3 Credit Hours.
Is globalization inevitable and irreversible? Who are the winners and losers? Globalization is the process of integration of markets, politics, and legal systems. Supporters of globalization believe it increases a nation's economic growth and expands opportunities for countries to trade and realize comparative advantages in their areas of strength. Opponents believe it increases inequality within and between nations, threatens employment and living standards, thwarts labor and environmental standards, and retards social progress. This course includes a description of the principles and practices of foreign trade; mechanisms of international payments; international trade policies, international trade and financial institutions; international cartels; and defines globalization; examines its impact on trade; movement of capital and labor; diffusion of knowledge and technology, and distribution of income in the world.
Prerequisite: Either ECO 113 or ECO 114.
Cross-listed Courses: ECO 405
PGS 404. Jerusalem-The Politics of Sacred Space. 3 Credit Hours.
These courses are designed to investigate the presuppositions, structures and images that underlie the human attempt to understand basic religious issues. Through various unifying foci (such as the question of God, theory and praxis, faith and justice, etc.), students will be enabled to come to a reflective understanding of their own religious assumptions and values in the context of their previous years of study. The courses will have a seminar format, with an emphasis on student discussion and active integration of material through class presentations and written work.
Cross-listed Courses: REL 402
PGS 405. International Human Rights. 3 Credit Hours.
This course will examine the development of human right in the international system. It will explore the content of the current international human right regime -the "blue" social and political rights and the "red" economic rights, as well as "green" rights to development, a clean environment, and peace. It will explore how rights develop and are propagated and will examine the role of governments, international organizations, and non-governmental organizations in the development of rights thinking. By way of illustration, it will examine the anti-apartheid struggle in South Africa and the expansion of women's rights over the last twenty years. A one-credit integrated service learning experience may be offered with this course.
PGS 406. Modern East Asia. 3 Credit Hours.
This course studies the history of China, Japan, Korea and Vietnam during the nineteenth and twentieth centuries, with emphasis on their customs and cultures and the impact on them of modernization, imperialism, revolution and war. A seminar project and oral report are required of all students. Fulfills ENG/HST senior core requirement. Fulfills Core requirement(s): DIV.
Cross-listed Courses: HST 406
PGS 408. Religion,Conflict,Peace/African Context. 3 Credit Hours.
This course is designed to introduce the class to basic questions, patterns, and contemporary issues on religion, justice, and peace in an African context. As such, the course will not be centered on the presentation of a particular narrative, thematic or structural account of the history of the multiple conflict situations in Africa. On the contrary, it is the aim of this course to take a case-study approach to the problems affecting Africa. In the light of the perspectives on Peace and Global Studies Program at Le Moyne College, we shall focus on ethnicity, religion and justice in conflict situation in African problems, it will also seek to acquaint students with how some of the socio-economic, political and religious problems affecting the continent go back to the colonial period.
Cross-listed Courses: REL 400
PGS 409. Self Knowledge,Cosmopolis&Transcendence. 3 Credit Hours.
This course pays close attention to our own historicity. Each participant will make a conscious attempt to be authentic in responding to the question, who am I, and to engage the question of the meaning of their own identity and exsistence in relation to the cosmos, transcendence, and society. The selected readings and pedagogy employed will serve as a maieutic- midwife- in the Socratic sense; inspiring the student to articulate who he or she is, and how she ought to live with others, care for the earth, and collaborate in orginating creative healing social and environmental structures. In this connection we will engage the significance and implications of the following phenomenon: "to equip an animal with intelligence constitutes not only the possibility of culture and of science but also the possibility of every abomination that has occurred in the course of human history.".
Cross-listed Courses: PHL 400
PGS 413. Hst & Memory in Palestin-Israel Conflict. 3 Credit Hours.
Cross-listed Courses: HST 409
PGS 417. Seminar: African History. 3 Credit Hours.
This course introduces students to the development of African historiography. Students will interpret, analyze and critique different methodologies and have the opportunity to pursue their own specific research interests. In addition, this course will also examine the importance of the African oral tradition, European and Arabic travel literature, archeology and anthropology in the intellectual construction of Africa. This course is designed for upper-level history majors and other interested students and will fulfill the requirements of the senior core.
PGS 422. Senior Sem: Phil & Politics, East & West. 3 Credit Hours.
What is the relation between free thought and the society where it originates and is expressed? Is that relation necessarily hostile? Is this hostility a Western phenomena, or is it found in the Eastern traditions as well? Can philosophy and politics ever get along? This seminar is a cross-cultural, comparative study of the relation between philosophy and the political. It is aimed in two directions: "horizontally" - that is, we will read comparatively the founding thinkers in Chinese philosophy (Confucius and his disciples) and their U.S. "disciples" (Emerson, Thoreau) - and "vertically" - that is we will compare the use of Emerson's thought in contemporary U.S. culture with the use of Confucian teaching in contemporary Chinese culture. The seminar will help you decide whether East and West are incommensurable culturally, or whether they share the quarrel between free thought and society - that is, whether it is free thought and society that are fundamentally incommensurable.
Cross-listed Courses: PHL 401
PGS 428. Latin America, Since 1825. 3 Credit Hours.
A study of the nations of Latin America from the independence period to the present. Chief emphasis on Argentina, Brazil, Chile and Mexico: their struggle for political and economic stability, their progressive urbanization and modernization and their relations with each other and with the United States. The Cuban and Nicaraguan revolutions and the policy of the United States toward Central America are also covered.
Cross-listed Courses: HST 428
PGS 450. Spanish Women Writers. 3 Credit Hours.
In this course students will explore different aspects related to the literary expression and construction of identity through the study of works by women writers both from Spain and Latin America who practice a variety of genres; autobiography, novel, short story and poetry. Through the analysis of these texts we will derive interdisciplinary discussions related to the construction of gender, sexuality and feminine creativity. We will examine not only the form and the content of the texts, but we will also contextualize the works in their historical, cultural and literary background. Through the use of secondary texts such as paintings, documentaries, musical compositions and film, the students will explore the different forms of art and disciplines that intersect with the texts and project the worldview of each period.
PGS 452. Anthropology of Globalization. 3 Credit Hours.
This course explores globalization ethnohistorically, ethnographically, and theoretically; illuminates the processes and consequences of globalization for peoples in various circumstances around the world. By investigating the rapid flow of capital, people, goods, images, and ideologies across cultures, societies, and nations, we will pay careful attention to ideas about culture, modernity, tradition, colonialism/post-colonialism, identity change, nationalism/transnationalism, Disapora, the creation of a "global culture," and contemporary global social issues.


text: The.Day.The.Earth.Stood.Still.DVDRip.XviD-DMT Synopsis: In the original movie, a flying saucer orbits Earth, and lands in Washington, DC, on the Mall. Klaatu (Michael Rennie) steps out and is shot by a jumpy soldier. Gort (Lock Martin), an indestructible robot steps out of the spacecraft and proceeds to melt all the weapons, including tanks. Later, the Earth comes to realize that Gort has used very little of his power to make this happen. While lying on the ground, Klaatu orders Gort to stop, and is then taken by the military to a hospital from which he later escapes in order to learn more about this planet called Earth and its human inhabitants. He meets Helen Benson (Patricia Neal) and her son Billy (Billy Gray); takes Klaatu on a tour of Washington, DC; and finally stops in front of the Lincoln Memorial. Klaatu reads the words uttered by Lincoln many years ago and realizes that there might be hope for Earth. Genre: Drama | Sci-Fi | Thriller Ratings: IMDB: 5.6/10.0 (23,253 votes) | RT: 20% Directed by: Scott Derrickson Starring: Keanu Reeves, Jennifer Connelly, Kathy Bates, Jaden Smith, John Cleese Release Name: The.Day.The.Earth.Stood.Still.DVDRip.XviD-DMT Video: XviD @ 840 Kbps - 640×272 (WxH) - AR: 2.35:1, FPS: 25.000 Audio: MP3 @ 128 Kbps (Variable) - 2 channels Size: 700MB, 1CD Runtime: 104 mins Filename: dmt-tdess Code: http://rapidshare.com/files/199003500/The.Day.The.Earth.Stood.Still.DVDRip-aXXo.donny.part1.rar http://rapidshare.com/files/199002668/The.Day.The.Earth.Stood.Still.DVDRip-aXXo.donny.part2.rar http://rapidshare.com/files/199012538/The.Day.The.Earth.Stood.Still.DVDRip-aXXo.donny.part3.rar http://rapidshare.com/files/199010338/The.Day.The.Earth.Stood.Still.DVDRip-aXXo.donny.part4.rar CHECK OUT DIVXTURKA SOCIAL GROUPS Code: http://www.forumdivx.com/group.php


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text: E.E. Moise - Introductory Problem Courses in Analysis and Topology Published: 1982-05-05 | ISBN: 0387907017, 3540907017 | PDF + DJVU | 94 pages | 2.55 MB in each chapter of this book, the student finds definitions, and theorems which are guaranteed to be true. The student's Job is to prove the theorems. in the problems that follow, various propositions are stated as if they were true, but many of them turn out to be false. Here the student's Job is to find out the truth, whatever it may be, and establish it with a proof or a Any adequate explanation of the workings and the advantages of problem courses would form an essay much too long for a preface. tollowing are some observations. student who has creative capacities deserves an opportunity to discover, use, and develop them; and this opportunity should come soon. it should not be postponed until the time comes to write a dissertation. the first few weeks of a problem course, the teacher is likely to see striking evidence of the need for such a course. At the beginning, it rarely happens that a student can write grammatical sentences which say what he really means. At the end of a problem course, almost all students can do this. Buy Premium From My Links To Get Resumable Support,Max Speed & Support Me Code: Download ( NitroFlare ) http://nitroflare.com/view/9DAE25BC0243FAE/y4u1o.I.P.C.i.A.a.T.rar Oboom https://www.xxxxxxxx/AK510TFJ/y4u1o.I.P.C.i.A.a.T.rar


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Hooray Henrynoun [ C ]uk /ˌhuː.reɪ ˈhen.ri/ us /ˌhuː.reɪ ˈhen.ri/ UK disapproving
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strange, not known, or not understood


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- - Designed to be worn open
- - Model is 177cm/ 5'10" and is wearing a size XSmall
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Shown here with: James Perse top, Oscar de la Renta bracelet, Alex Monroe bangle, Monica Vinader rings, Current/Elliott jeans, Giuseppe Zanotti shoes, Paul & Joe bag.
- Vince jacket: light-brown suede, draped open front, stitched seams, long sleeves, fully lined. Slips on. 100% leather; lining: 100% acetate. Dry clean. Designer color: Tobacco.
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Shark Week Starts Sunday
Last year, scientists used a small, remote-control submarine with a bunch of cameras on it to get close-up footage of great white sharks off the coast of Mexico. And I'm sure they collected all kinds of useful data.
But for OUR purposes, the video is cool because a great white ended up ATTACKING the sub, which was basically the same shape as a human leg. So the video is essentially what it would look like if a shark started chowing down on YOUR leg.
It attacks it at 1:29.