text: TRAINING WORKSHOP ON DEVELOPING INCLUSIVE EDUCATION IN SOUTHERN AFRICA Monday 29th October 2007 to Friday 2nd November 2007 Willow Park Conference Centre Johannesburg Trainers Richard Rieser Sue Rickell From Disability Equality in Education Training in DET & inclusion of Teachers & other staffover 90,000 To support the development of such thinking amongst disabled people and their allies in other countries. Training Disabled Equality Trainers to Deliver courses-130 trainers currently. Resource Development- For training, to use in classrooms & to educate about disability equality & inclusion - Disabling Imagery; Real People Real Lives; All Equal All Different, Altogether Better; Disability Equality in the Classroom. Empowerment training of young disabled people-Free Up Your Life To act as change consultants to end segregation & develop inclusive practice. Access Needs of the Group How we will work together • • • • • • • • • Confidentiality-personal information kept in the room All participants are equal in this room Respect and listen to each others contributions Different people have different information Indicate if you want to speak so we can pick up points clearly Speak one at a time Challenge but do not attack Telephones on silent or off Respect the timetable Introductions • Who you are? • Where you come from? • One thing you are hoping to get out of the course? Programme Day 1 Day 1 Monday 29th October 11.00-11.30 Welcome, access needs and how we will work together 11.30 – 12.30 Introductions – who you are, where you come from and one thing you are hoping for from the course. 12.30-1.30 Lunch 1.30-2.00 Quiz 2.00-2.40 Working in Pairs Your Achievements So Far 2.40 – 3.00 Break 3.00 – 5.00 Working in groups – personal history and experience of education 5.00 – 7.00 Break and supper 7.00 – 9.00 Barriers to inclusion – practical activity Evaluation Day 2 Tuesday 30th October • 8.30 – 10.15 Models of disability – how people think about disabled people • 10.15 – 10.45 Break • 10.45 – 12.15 Applying the models and your experience to education: exclusion, segregation, integration and inclusion? • 12.15 – 2.15 Break and lunch • 2.15 – 5.00 Understanding the characteristics of current provision using case studies and scenarios • 5.00 – 7.00 Break and supper • 7.00 – 9.00 Video and DVD examples of inclusion from around the world • Evaluation Day 3 Wednesday 31st October • 8.30 – 10.15 Human rights and education • 10.15 – 10.45 Break • 10.45 – 12.15 Levers for change at national and regional level • 12.15 – 2.15 Break and lunch • 2.15 – 5.00 Developing strategies and campaign for change • 5.00 – 7.00 Break and supper • 7.00 – 9.00 Stereotypes of disability in Evaluation Day 4 Thursday 1st November • 8.30 – 10.15 A day creating a checklist for an inclusive classroom. What would an inclusive elementary school look like? • 10.15 – 10.45 Break • 10.45 – 12.15 A day creating a checklist for an inclusive classroom. What would an inclusive elementary school look like? • 12.15 – 2.15 Break and lunch • 2.15 – 4.00 Are you as good as you think? The index for inclusion – whole school monitoring and evaluation processes • 4.00 – 5.00 What should be in your action plan? • Evaluation • 5.00 – 7.00 Break and supper • 7.00 – 9.00 PARTY!!! Day 5 Friday 2nd November • 8.30 – 10.15 Working in your country groups to develop an outline national action plan • 10.15 – 10.45 Break • 10.45 – 11.30 Key points from the earlier session • 11.30 – 12.30 Questions and final discussion and evaluation forms • 12.30 Lunch and depart Aim of the Course To build the capacity of disabled people, as leaders, and their allies e.g. supportive parents and sympathetic educationalists, in Southern Africa, to understand, advocate and help deliver inclusive education in their countries. Objectives of the Course 1. Understand the disability rights agenda and its relationship to education 2.Explore and understand the social model of disability and how it relates to inclusive education 3.To examine what actually works in inclusive education around the world and apply it to their particular country 4.Understand the barriers which currently exist to prevent inclusive education and understand the solutions, the political actions necessary at national and regional level 5.Understand the dynamics of developing inclusive education within a school/classroom Answers to the Quiz • 4.1 d) 640 million or e)1200 million • 4.2 c) Negative attitudes and beliefs about disability • 4.3 d) Poverty and poor balance of trade • 4.4 b) Removing barriers of attitude, environment and organisation • 4.5 d) 95% • 4.6 a) 2 million Recognising Your Achievements (or your disabled child's achievements) • What have I achieved so far. Work in pairs • We have all achieved a great deal more than we realise, simply through our life and work experience. • Take a look at the following "Achievements Checklist". Don't be surprised if you haven't achieved everything on this list. You have probably achieved many other things that do not appear on the list. • Some of the items on the list are quite general or may seem somewhat vague or incomplete. You will probably find it helpful to adapt them to suit your specific experiences. • You'll be surprised at just how many you are able to tick off. • Report your partners key achievements to the rest of the group for one minute. Telling your personal history ( or your family and child's) p.6 5.1 You will be split into 7 groups by coloured dot on your badge 5.2 Introduce yourselves to each other giving your name, where you come from and what you do. 5.3 For your group choose a i) Timekeeper , keep time ii) Facilitator, keep people to ground rules iii) Rapporteur, summarise and report. 5.4 Take turns of up to 12 minutes to go round the group and talk about your experience of disability in your life or in your family . 5.5 Your impairment- the effects it has had on your education? 5.6 Three key factors that have effected your life to date and the these made you feel. Reporting Back • Put your name and date of birth on the top of a piece of paper from your Pad[or get someone to do this] • Get someone in the group to write 5 or 6 key dates and happenings that have affected your life • Pick three key dates in your life and write them each on a separate Post-it note • Stick these at the appropriate date under the Timeline • The Rapporteur summarises, for up to 3 minutes the key factors . Also recording on flip chart Identifying Barriers for Disabled People • A good starting point for training on Disability Equality or Inclusion Education is to identify all the barriers in the environment, attitude and the way things are organised in your neighbourhood and school . • Barriers in the society or the education system of which it is part can be included. This can be done for any group of excluded pupils- street children, refugees, girls. • Here we will examine barriers for disabled children now and when you were a child. Barriers to Inclusion Barriers to disabled children at school Each Group take a different Impairment Group • What barriers does your school pose for pupils who: – – – – – – Are Blind or have a visual impairment Are Deaf or have a hearing impairment Have a mobility impairment and/or use a wheelchair Have a significant Learning Difficulty Have been labelled as autistic, Have hidden impairments including speech and language, sickle cell, epilepsy or diabetes or HIV? - Mental Health Issues. Each Group Consider the following areas: • 6.21.Physical Barriers – Lack of access: • 6.212.In the building environment… • 6.213. In communication… • 6.214. In equipment… • 6.22.Barriers in people's attitudes: • 6..221 Staff… • 6.222 Pupils… • 6.223 Parents… • 6.224 Other professionals… • 6.225 Chief, Governors, Community • 6.23.Barriers in organisations: • 6.231 .Curriculum Content • 6.232 .Curriculum Testing and exams • 6.233. Admissions • 6.234. School Policies • 6.235. Government policies Evaluations • Each day we would like your feedback. • On your table will be a daily evaluation sheet • Please complete by the following morning and hand to Sue or Richard • You can fill this in as you go or at the end of the day. How to do the barriers activity • • • • • • Write 1 barrier per card Use the felt tip provided Do not spend time coming up with solutions CARDS WILL BE COLLECTED AS YOU GO We are building a wall of barriers You can keep a record on page 11 6.3 Film Clip • • • • The Wall From Altogether Better Comic Relief Three minute film Three Questions • Do the barriers you have identified cut across the different impairment groups? • Are they broadly similar for each group? • Are the barriers beyond the child? Ways of Thinking about disability • Traditional • Medical • Social Model 7.31Traditional Model. For thousands of years disabled people were seen as freaks, outcasts, punished by the Gods, super human, evil or figures of fun. These ideas still shape many of the stereotypes that dominate our media and influence the curriculum. In some cultures and religions these ideas still have a hold. • List all the negative thinking associated with disabled people you can think of. 7.32 Medical Model. The 'medical model' sees the disabled person as the problem. We are to be adapted to fit into the world as it is. If this is not possible, then we are shut away in some specialised institution or isolated at home, where only our most basic needs are met. The emphasis is on dependence, backed up by the stereotypes of disability that call forth pity, fear and patronising attitudes. Medical Model -2 • Usually the impairment rather than the needs of the person are focused on. The power to change us seems to lie within the medical and associated professions, with their talk of cures, normalisation and science. Often our lives are handed over to them. The dominant view is the Medical Model. CHILD DEVELOPMENT TEAM SPECIALISTS SOCIAL WORKERS DOCTORS SURGEONS GPs SPECIAL TRANSPOR SPEECH THERAPISTS OCCUPATIONAL THERAPISTS BENEFITS AGENCY EDUCATIONAL PSYCHOLOGISTS SPECIAL SCHOOLS SHELTERED WORKSHOPS TRAINING CENTRES DISABLED PEOPLE AS PASSIVE RECEIVERS OF SERVICES AIMED AT CURE OR MANAGEMENT Shifting the Focus at UN • "Recognizing that disability is an evolving concept and that disability results from the interaction of persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others." • Move from a dominant medical model to a social model approach 1981 DPI Adopt Social Model • "Impairment is the loss or limitation of physical, sensory or mental function on a long-term or permanent basis. • Disability is the loss or limitation of opportunities to take part in the normal life of the community due to physical and social barriers". DPI 1981 The Social Model of disablement focuses on the barriers INACCESSIBLE ENVIRONMENT LACK OF USEFUL EDUCATION DISCRIMINATION IN EMPLOYMENT SEGREGATED SERVICES DE-VALUING PREJUDICE INACCESIBLE TRANSPORT POVERTY 'BELIEF' IN THE MEDICAL MODEL INACCESSIBLE INFORMATION DISABLED PEOPLE AS ACTIVE FIGHTERS FOR EQUALITY WORKING IN PARTNERSHIP WITH ALLIES. Activity on Traditional /Medical /Social Models of Disability • Make the 24 statements below into 24 statements on cards • Mix up the cards • Get groups to sort them under three headings: Traditional, Medical and Social Model Views Statements Answers • 7.71Traditional View • You are a freak of nature • You should be a penitent sinner • You should not be allowed to have children • You are like that because your parents did something wrong • Its bad karma • I feel pity for you • You are a child of the devil and evil • You are in-educable • 7.72 Medical Model View • If you try really hard you could be normal • If we operate you will be able to walk again • You are ill and need a psychiatrist • You must go to a special school and have specialist therapy • You will never be able to have a sexual relationship • You will always have the mental age of a 5 year old. • If they are allowed to breed they will weaken the gene pool. • Equality is treating everyone the same Statements Answers 2 • • • • • • • • • 7.73 Social Model View We have the right to be different We see what you can do, not what you can't Work at a pace and in a way that suits you This building needs to be made accessible Equality is giving people what they need to thrive. You have the right to be a wife and a mother Your views are important Inclusive education for all. Finding the Solutions to the Barriers: Testing the Social Model • Each table has six barrier cards from the Wall • For each barrier • On the wall breaker card suggest a solution to the barrier that will support inclusion of disabled children 7.8 Types of thinking about disabled people and forms of education. Thinking/Model Characteristics Form of Education 7.81 Traditional DP a shame on family, guilt, ignorance. DP seen as of no value. Excluded from education altogether. 7.82 Medical 1 Focus on what DP cannot do. Attempt to normalize or if cannot make to fit into things as they are keep them separate. Segregation Institutions/ hospitals Special schools (with 'expert' special educators) 7.83 Medical 2 Person can be supported by minor adjustment and support, to function normally and minimize their impairment. Continuum of provision based on severity and type of impairment. Integration in mainstream:a)At same location-in separate class/units b)Socially in some activities e.g. meals, assembly or art. c)In the class with support, but teaching & learning remain the same. What you cannot do determines which form of education you receive. 7.84 Social Model Barriers Identified-solutions found to minimize them. Barriers of attitude, environment and organization are seen as what disables and are removed to maximize potential of all. DP welcomed . Relations are intentionally built. DP achieve their potential. Person centred approach. Inclusive education- schools where all are welcomed and staff, parents and pupils value diversity and support is provided so all can be successful academically and socially. This requires reorganizing teaching, learning and assessment. Peer support is encouraged. Focus on what you can do. Segregation Integration Inclusive Education Exclusion/Segregation/Integration/ Inclusion • • • • • • • • 7.91 Exclusion 7.92 Integration 7.93 Integration 7.94 Integration 7.95 Inclusion 7.96 Integration 7.97 Inclusion 7.98 Inclusion/Integration • 7.99 integration • 7.910 Integration • 7.911 Integration/inclusion • 7.912 Exclusion • 7.913 Segregation 7.10 From Exclusion/ Segregation to Inclusion Exclusion Segregated No Services only family Services to Disabled Needs of People Disabled People Categorising Changing Disabled People Disabled People 'Special' / Different Equal treatment Treatment Despised Ignored Cursed, Possessed by Devil, Witch craft Disability is a problem to be fixed (in a special place) Integrated Disability is a problem to be fixed Included Rights of Disabled People Changing schools / colleges / organisations Equality - each receives support they need to thrive & achieve their potential Everyone has gifts to bring 7.10 From Exclusion/ Segregation to Inclusion-2 Rely on Family Services available & Community in segregated setting Witch doctor No education Folk explainations No C B R Survival Professional / Experts 'Special' Therapies Categorisation & Marginalisation Competition for parts of Disabled Person Stress on Inputs Learn from life Separate Curriculum Remain Integration / excluded Inclusion "for some' is not desirable Benefits to disabled person of being integrated Professional / experts Technique Learning helplessness Technical interventions Stress on process Curriculum delivery Integration can be delivered Benefits to everyone, including all Political struggle, friends & support Power of ordinary experience Assertiveness Transforming power of relationship Stress on outcomes; have a dream Curriculum content Inclusion must be struggled for 7.14.1 Integration or Mainstreaming versus Inclusion South African Government White Paper No.6 Mainstreaming' or 'Integration' Mainstreaming is about getting learners to 'fit into' a particular kind of system or integrating them into this existing system. 'Inclusion' Inclusion is about recognising and respecting the differences among all learners and building on the similarities. Mainstreaming is about giving some learners extra support so that they can 'fit in' or be integrated into the 'normal' classroom routine. Learners are assessed by specialists who diagnose and prescribe technical interventions, such as the placement of learners in programmes. Inclusion is about supporting all learners, educators and the system as a whole so that the full range of learning needs can be met. The focus is on teaching and learning actors, with the emphasis on the development of good teaching strategies that will be of benefit to all learners. Mainstreaming and integration focus on changes that need to take place in learners so that they can 'fit in'. Here the focus is on the learner. Inclusion focuses on overcoming barriers in the system that prevent it from meeting the full range of learning needs. The focus is on the adaptation of and support systems available in the classroom. The Values of Inclusion • All people have a voice and a right to be heard • All people have a right to belong and to be part of their community • All people have a right to education and life long learning • All people have a right to friendship and meaningful relationships • All people bring gifts to the world The Values of Inclusion-2 • All people have the ability to contribute and share their gifts and abilities • All people have the right to a valued life • All people have dreams and aspirations • ALL MEANS ALL 7.15 Definitions of Inclusive Education Arrange the definitions of inclusive education from most to least accurate description • 7.15.1 Inclusive education as a "process of addressing and responding to diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of appropriate age range and a conviction that it is the responsibility of the regular system to educate all children". In practice the UNESCO definition means: •One Ministry is responsible for the education of all children •One school system is responsible for the education of all children in their region •There is a diverse mix of students in classes •Teachers use classroom strategies that respond to diversity, such as multi-level instruction, cooperative learning, individualized learning modules, activity-based learning and peer tutoring •There is collaboration between teachers, administration and others to respond to individual student needs. UNESCO 2001 • 7.15.2 "Inclusion in education is a process of enabling all children to learn and participate effectively within mainstream school systems. It does not segregate children who have different abilities or needs. Inclusive education is a rights-based approach to educating children and includes those who are subject to exclusionary pressures. Inclusive education creates a learning environment that is child centred, flexible and which enables children to develop their unique capacities in a way which is conducive to their individual styles of learning. The process of inclusion contributes to the academic development and social and economic welfare of the child and its family, enabling them to reach their potential and to flourish. We distinguish between inclusive education on the one hand and educational integration via special education and special schools, on the other. Inclusive education is different from integration as the latter only denotes the placement of disabled pupils in the mainstream. Integration implies that the child has to change to be able to participate in the existing school system. In inclusive education a change is needed to address accessibility and challenge attitudes of managers, staff, pupils, parents and the local community." • Dutch Coalition on Disability and Development 2006 http://www.eenet.org.uk/theory_practice/DCDD%20All%20Equal%2 0All%20Different.pdf 7.15.3"Inclusion in education involves: • Valuing all students and staff equally. • Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. • Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. • Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as `having special educational needs'. • Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely. • Viewing the difference between students as resources to support learning, rather than as problems to be overcome. • Acknowledging the right of students to an education in their locality. • Improving schools for staff as well as for students. • Emphasising the role of schools in building community and developing values, as well as in increasing achievement. • Fostering mutually sustaining relationships between schools and communities. • Recognising that inclusion in education is one aspect of inclusion in society." Centre for Studies on Inclusive Education Centre for Studies on Inclusive Education (2002). Index for Inclusion: developing learning and participation in schools. 2002, CSIE,Bristol website http://inclusion.uwe.ac.uk/csie/indexlaunch.htm 7.15.4 "Inclusion is about engendering a sense of community and belonging and encouraging mainstream and special schools and others to come together to support each other and pupils with special educational needs. Inclusive schools and authorities have: • an inclusive ethos; • b. a broad and balanced curriculum for all pupil; • systems for early identification of barriers to learning and participation; • d. high expectations and suitable targets for all children." UK Inclusive Schooling November 2001 DfES • 7.15.5 "The intentional building of relationships where difference is welcomed and all benefit". • Person Centred Planning O'Brien and Forest, Centre For Inclusion ,Toronto • 7.15.6 "the right of disabled children to enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the child's active participation in the community. It also states the right of the disabled child to special care, education, health care, training, rehabilitation, employment preparation and recreation opportunities; all these shall be designed in a manner conducive to the child achieving 'the fullest possible social integration and individual development, including his or her cultural and spiritual development.' • UN Convention on the Rights of the Child 1989 9Article 23) 7.15.7 "Every child has a fundamental right to education and must be given the opportunity to achieve and maintain acceptable levels of learning; • Every child has unique characteristics, interests, abilities and learning needs; • Education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs; • Those with special educational needs must have access to mainstream schools which should accommodate them within a child-centred pedagogy capable of meeting these needs; • Mainstream schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. Moreover, they provide an effective education for the majority of children (without special needs) and improve the efficiency and ultimately the cost-effectiveness of the entire education system." • Salamanca Statement of the UNESCO World Conference On Special Needs Education: Access and Quality (June 1994) 7.15.8 'Inclusive education enables all students to fully participate in any mainstream early years provision, school, college or university. Inclusive education provision has training and resources aimed at fostering every student's equality and participation in all aspects of the life of the learning community. All means all.' Alliance for Inclusive Education (2000) 7.15.9"We also define inclusive education and training as: • Acknowledging that all children and youth can learn and that all children and youth need support. • Enabling education structures, systems and learning methodologies to meet the needs of all learners. • Acknowledging and respecting differences in learners, whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases. • Broader than formal schooling and acknowledging that learning also occurs in the home and community, and within formal and informal settings and structures. • Changing attitudes, behaviour, teaching methods, curricula and environment to meet the needs of all learners. • Maximising the participation of all learners in the culture and the curriculum of educational institutions and uncovering and minimising barriers to learning." South African Government Definition of inclusion South African Government White Paper No 6 2001 • 7.15.10 'The most important thing is that I want to be part of ordinary life, and I want the same experiences as other kids. Also I want to be allowed to learn things that need thinking about and are challenging. I want to be able to contribute, and to discuss things that are important to me and other kids. We need to be together to do that. When we experience things together, we can learn about what we are each interested in, and about each other's life. It is important to educate schools so they change to make things better for kids who need a lot of help or get very tired.' Young disabled person Maresa MacKeith (2000) 7.16. Drama Role Play. In your groups work out a scenario to show the difference between exclusion/segregation, integration and inclusion. The role play should last no more than 3 minutes. • Once you have played out your scenario . We will use Forum Theatre techniques to change the scenario. • In forum theatre the group as a whole chose the strongest role play and the group play it again. Anyone in the whole group can freeze the action and then brief the role players on a different scenario and take on a role to get different outcome to the scenario. • This can be used as a technique to convince people of the need for change and how to make it happen. Drama Role Play -Roles • In your group you have the following roles. – A Principal or Headteacher who believes in inclusion, but does not have the resources or training and fears the reactions of his staff and so accept all the children, making excuses. – A grandmother who is the main carer of a little girl with cerebral palsy who has difficulty walking and speaking, who thinks her grand daughter has the right to equality. – A parent of a non-disabled child who wants her child to get on and thinks the disabled girl will hold her child up. – A newly trained class teacher who is a full supporter of inclusive education. – Another pupil who does not like difference and is angry because she is an orphan (through Aids) and has to look after her family. – A Governor who is a local Chief who just wants the best for all children, but thinks special schools are best for Disabled Children. What are Human Rights? • What is the difference? • Human Rights –are these protected in your constitution? • Civil Rights-is this laid down in your laws? • Anti-Discrimination Legislation do you have legislation protecting you from discrimination? 8.12 Human Rights • Those 'rights' that are owed to all humans, for no other reason than that they are human. • What it means to be human • They cannot be altered by 'man' made law • Human rights are thought to exist, no matter what the law says • Until now disabled people have not been seen as fully human 8.13 Civil Rights • Civil rights, rather than being rights that all of us should have, simply because we are human beings, deal with what individuals or groups of people can do within the law. • In legal terms, civil rights can be thought of as those that are written in a country's law or code and interpreted by the courts. • Civil rights exist only to the extent that there are laws that create those rights. 8.14 Non-discrimination or antidiscrimination laws • Non-discrimination or anti-discrimination laws are specific pieces of legislation that protect the rights of certain groups of people against poor treatment based on a particular characteristic, such as their gender, religion, ethnic background or disability. • For present purposes, we can say that antidiscrimination legislation would prohibit people and organisations treating us less favourably than other people, on the basis of our impairments. Case study on Human Rights • • • • • • • Choose one of the five case studies 8.21 Argentina 8.22 Korea , 8.23 Unicef, 8.24India , 8.25Bangladesh Use the diagram 8.4 to identify the key ingredients of change to campaign for Human Rights in this case. 8.3 Human Rights Campaign Activity In your group take one of the above scenarios. Work out how you will build a Human Rights Campaign to end the situation outlined and introduce the relevant part of the UN Convention on the Rights of People with Disabilities. • • • • • What you want to change! What will you do? Who you will recruit to the campaign? How will you research and publicise your campaign? How will you know you have succeeded? The Long struggle for disability rights in education-1 1948 Universal Declaration of Human Rights Ensures the right to free and compulsory education for all children . 1966 International Covenant on Economic, Social and Cultural Rights Article 13 ' primary education shall be compulsory and free to all' 1989 UN Convention on the Rights of the Child Ensures the right for all children to receive education without discrimination on any grounds 189 countries adopt. 1990 The World Declaration on Education for All Jomtein Declaration First agree to target of Education for All 1993 The UN Standard Rules on the Equalisation of Opportunities for Persons with Disabilities Rule 6 Not only affirms the equal rights of all children, youth and adults with disabilities to education but also states that education should be provided in "an integrated school settings" and in the "general school settings." The Long struggle for disability rights in education-2 1994Salamanca Statement & Framework for Action on Special Needs Education "… schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions." This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalised areas or groups." (para 3) 2000 World Education Forum Framework for Action, Dakar, (EFA goals) + Millennium Development goals Ensuring that all children have access to and complete free and compulsory primary education by 2015. Focus on marginalised + girls. Reaffirm Salamanca. 2000 E-9 Declaration The declaration on EFA was agreed upon during the fourth summit of the nine high population countries • 2001 EFA Flagship on The Right to Education for Persons with Disabilities: Towards Inclusion. Links Education For All with Salamanca and need to include disabled and other marginalized children. Working in 6 Regions 2006 UN Disability Convention ( 13th Dec 2006) Promotes the rights of persons with disabilities to inclusive education Article 24 Adopted by 118 Countries( Oct 2007) 8.6 Principles of UN Convention on the Rights of People with Disabilities CRPD • The principles of the present Convention shall be: • (a) Respect for inherent dignity, individual autonomy including the freedom to make one's own choices, and independence of persons; • (b) Non-discrimination; • (c) Full and effective participation and inclusion in society; • (d) Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity; • (e) Equality of opportunity; • (f) Accessibility; • (g) Equality between men and women; • (h) Respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities. 8.61 The Message is in the Process • 8 meetings over 5 years • First international treaty where the people it is about were part of making it. • Treaty was made by consensus. Nothing About Us Without Us • 118 countries were involved in the last session • Over 80 disabled people were part of state delegations • Adopted by General Assembly 13th December 2006 • Adopted by 82 countries 30th March 2007. Now 118 Who has signed in SAFOD • • • • • Malawi Mozambique Namibia South Africa Swaziland • And 14 other African Countries • Gabon Ratified • • • • • • Not signed Angola Botswana Lesotho Zambia Zimbabwe 8.62 Purpose Article 1 • Is to promote, protect and ensure full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities and to promote respect and inherent dignity. • Persons with disabilities include those who have long term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others. 8.63 Convention is based on a Paradigm Shift to Social Model Thinking • "Recognizing that disability is an evolving concept and that disability results from the interaction of persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others." Preamble 8.64 Treaty more progressive than expected! • Separate article for women and twin track • Separate article for children-recognise evolving capacity-twin track • Education–states ensure an inclusive education system • International Cooperation • Monitoring Body-12-18 with including experts with disabilities • Countries have to report on position disabled people within 2 years of ratification. • Optional protocol for individual / voluntary groups 8.65 Article 4 - General obligations • "3. In the development and implementation of legislation and policies to implement the present Convention, and in other decisionmaking processes concerning issues relating to persons with disabilities, States Parties shall closely consult with and actively involve persons with disabilities, including children with disabilities, through their representative organizations." 8.33 Article 33 – National implementation and monitoring • 1.States Parties, in accordance with their system of organization, shall designate one or more focal points within government for matters relating to the implementation of the present….. • 2.States Parties shall, in accordance with their legal and administrative systems, maintain, strengthen, designate or establish within the State Party, a framework, including one or more independent mechanisms, as appropriate, to promote, protect and monitor implementation of the present Convention. • 3.Civil society, in particular persons with disabilities and their representative organizations, shall be involved and participate fully in the monitoring process. 8.66 Monitoring Article 33 • 1. States Parties undertake to adopt immediate, effective and appropriate measures:(a) To raise awareness throughout society, including at the family level, regarding persons with disabilities, and to foster respect for the rights and dignity of persons with disabilities; • (b) To combat stereotypes, prejudices and harmful practices relating to persons with disabilities, including those based on sex and age, in all areas of life; • (c) To promote awareness of the capabilities and contributions of persons with disabilities. 8.66 Awareness Raising Article 8 • 1. States Parties undertake to adopt immediate, effective and appropriate measures:(a) To raise awareness throughout society, including at the family level, regarding persons with disabilities, and to foster respect for the rights and dignity of persons with disabilities; • (b) To combat stereotypes, prejudices and harmful practices relating to persons with disabilities, including those based on sex and age, in all areas of life; • (c) To promote awareness of the capabilities and contributions of persons with disabilities. 8.66 Awareness Raising Article 8-2 • 2. Measures to this end include: • (a) Initiating and maintaining effective public awareness campaigns designed: • (i) To nurture receptiveness to the rights of persons with disabilities; • (ii) To promote positive perceptions and greater social awareness towards persons with disabilities; • (iii) To promote recognition of the skills, merits and abilities of persons with disabilities, and of their contributions to the workplace and the labour market; 8.66 Awareness Raising Article 8-3 • (b) Fostering at all levels of the education system, including in all children from an early age, an attitude of respect for the rights of persons with disabilities; • (c) Encouraging all organs of the media to portray persons with disabilities in a manner consistent with the purpose of the present Convention; • (d) Promoting awareness-training programmes regarding persons with disabilities and the rights of persons with disabilities. 8.7 United Nations Convention on the Rights of People with Disabilities Article 24-Education • " 1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to: • (a) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; • (b) The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; • (c) Enabling persons with disabilities to participate effectively in a free society. Article 24 Education continued-2 2. In realizing this right, States Parties shall ensure that: (a) Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability; b) Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live; c) Reasonable accommodation of the individual's requirements is provided; (d) Persons with disabilities receive the support required, within the general education system, to facilitate their effective education; (e) Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion. Article 24 Education-3 • 3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: • (a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring; • (b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; • (c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. Article 24 Education-4 • 4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities. • 5. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities." Shonago-Implementing the Convention-CRPD • 1.Outline the key points of your plan • 2. Identify who you will mobilise and how to support them? • 3. What particular problems do you foresee? • 4. How will you meet these concerns? • 5. What will be your indicators of success? Shonago-Implementing the Convention-CRPD • Each Group to make a presentation of their 5 year plan for introducing Article 24 to Shanago • Sue and Richard to critique • Presentation of criteria for a National Plan Para 10.- p 36- 38 • Country Groups work on National Action Plan Para 12.2 p 46 Questions to answer. • Lunch 10. Creating a checklist for developing inclusive education (a) Legislation. Eliminate legislative or constitutional barriers to children and adults alike with disabilities, being included in the regular education system. In this regard States should: − Ensure a constitutional guarantee of free and compulsory basic education to all children; − Adopt and entrench legislation aimed at ensuring the rights of persons with disabilities; − Ensure that legislation prohibiting discrimination in employment is adoptedand enforced. This will enable persons with disabilities to become teachers; − Ratify the Convention on the Rights of Persons with Disabilities; (b) Ministerial Responsibility. • Ensure that one ministry is responsible for the education of both children and adults. States may therefore need to: • − Amend legislation so that the Ministry of Education is responsible for the provision of all education; (c) Develop Mainstream System for All. • Ensure that one school system is responsible for the education of all children in their region. To this end, States may need to: • − Amalgamate budgets and administration of special education and regular education within a geographical area; • − Adopt policy priorities and legislation that promotes inclusion of all students in the mainstream education system; (d) Transform Special Schools into Resource Bases. Transform existing special education resources special schools or classes - into resources to assist the mainstream system. T o do this States may need to: − Train special educators to serve as additional resources to regular teachers; − Transfer students from special programmes to regular classes supported by the resource staff; − Allocate financial resources for the adequate accommodation of all students and for technical assistance to support ministry of education officials, at the district, school and classroom level; − Revise testing methods to ensure that accommodation is made for students with disabilities; (e)Teacher Training . Provide pre-service and in-service training to teachers so that they can respond to diversity in the classroom. To this end, States may therefore need to: − Train teachers in classroom techniques such as differentiated instruction and cooperative learning; − Encourage persons with disabilities to train as teachers; − Use pyramid training techniques where teachers, once trained in inclusive education methodologies, teach other teachers and so on; -Develop Disability Equality Training for all involved in education delivered by disabled trainers (f) Train Administrators. • Provide training to educational administrators and support staff on best practice in response to individual student needs. States may need to: • − Provide models of practice that provide support such as "school-based support teams"; • − Provide regular access to new knowledge on school and classroom "best practices"; • -Provide domestic research into best practice as it relates to inclusive education; g)Remove Constraints on Teachers Ensure that conditions that constrain teachers to teach inclusively are addressed. To do this, States may need to: • − Address class size. Smaller class sizes are generally considered to be most effective; • − Revise and adapt curriculum content in accordance with best practice; • − Ensure that school buildings and materials are accessible to children with disabilities; • − Contribute to, cooperate with and disseminate ongoing international and national programmes h)Develop Inclusive Early Years. • Invest in inclusive early childhood care and education (ECCE) programmes, which can lay the foundation for lifelong inclusion of children with disabilities in both education and society. States may need to: − Undertake a consultative process, including disabled people's organizations and groups for parents of disabled children, to develop a national ECCE policy; − Include ECCE in key government resource documents such as national budgets, sector plans and poverty reduction strategy papers; (i) Train and Empower Parents. Provide training to parents of children with disabilities so that they know about their rights and what to do about it. Here States may need to: • − Support civil organizations, including those of parents of children with disabilities , to build capacity on the right to education and how to influence effective policy and practice; (j) Monitor Enrolment and Participation. • Develop accountability mechanisms in order to monitor exclusion, school registration and completion of education by persons with disabilities. States should therefore, as a minimum: • − Adopt and revise reporting mechanisms to disaggregate data on school participation. Such data should specifically include type of disability; k)Prioritise International Collaboration. • Seek, and act upon, assistance as required. To this end, States may need to: • − Seek assistance on best practice from States and international and/or intergovernmental organizations; • − Integrate these best practices into legislative and policy frameworks; • − Where adequate resources are lacking, seek international assistance. • The Special Rapporteur also calls on national human rights institutions and civil society: to participate actively in the design of inclusive education and to help monitor implementation and raise awareness. Action Planning Guide for your country Fill country groups. Implementing Article 24 • Identify 5 short term actions Next 6 months • Identify 5 medium term goals First 3 years • Identify 5 longer term actions.3-5 years a) For each identify who will do it-how you will enlist them? b)What resource- where will it come from? c)How will it be done? d)Success criteria to measure and evaluate


text:
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Walter Reuther, the American labor union
leader, once said, "There is no greater calling than to serve your fellow men.
There is no greater contribution than to help the weak. There is no greater
satisfaction than to have done it well."
Public service
attracts a special kind of individual, one who is driven by the desire to serve
the public interest and further the greater good. When you think of public servants who do heroic jobs, do you picture
police officers, firefighters, and soldiers? While all those people selflessly
serve the public, they're not the only everyday heroes.
The field of public service is very broad, encompassing everything from teachers and health care workers to law enforcement professionals and social workers.
Karla L. Drenner, PhD, MS, MBA, and Kaplan University College of Social and Behavioral Sciences faculty member, recently helped shine a spotlight on public service by sharing just a few examples of individuals working to build a brighter tomorrow in a variety of jobs and fields
Public Safety: Jeh Johnson, the U.S. secretary of homeland security, has one of the most important public safety jobs in the nation: protecting the lives of the American people. Johnson's career started in law and included several stints in public service, including serving as general counsel for the Department of Defense. There, he paved the way for the reversal of the military's "Don't Ask, Don't Tell" policy in 2010.
Public Administration: Another public service official painting a bright future for all is Tammy Baldwin, United States senator for Wisconsin. Baldwin shattered the state's glass ceiling when she was elected as its first female member of Congress, and she also became the nation's first openly gay senator. Throughout her career, she has been a strong advocate for fairness, equality, and opportunity.
Psychology: Other public service leaders are making a change for those who deal with mental health struggles. Clarissa Black, founder of Pets for Vets, is a great example. After witnessing the powerful role therapy dogs played in recovery for veterans and soldiers, she founded her organization in order to make an impact. Her passion for working with animals and her own experience with post-traumatic stress disorder allow her to help others heal physical and emotional wounds.
To explore career options in which you can make a real change like these public service leaders, visit Kaplan University's Center for Public Service for professional development and career advancement resources that can help.
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subset: commoncrawl


text:
Deeper and Deeper Still
I hadn't seen Mathew as agitated as he was then, pacing up and down the room as though this was his life that was changing several times in the course of about five minutes while he could do nothing about it, instead of mine. Because that's what it felt like to me - like everything I had known was being taken away, and I couldn't help. I wanted to take control, to decide what was happening, to make my own decisions, but I couldn't. Because other people were doing it for me. My own body was doing it for me.
"So you take this skin off, too." It didn't sound so hard to me. "Surely that's it? Surely that's all you have to do? They probably wanted to hide the fact that I'm actually a hideous monster underneath, in case some enemy accidentally took the glamour off without realising, so that they didn't die." As it happened, I was closer to the truth than I thought. It was for people's safety, but not in the way that I thought.
"It's not as simple as that," spat Mathew. "You don't understand, you couldn't possibly understand."
"Well, no, I couldn't, because you WON'T EXPLAIN!" I didn't mean to shout but all of a sudden I was on my feet, yelling at him. "I'm fed up of this, all right? Either tell me the whole story or say nothing at all, because I am sick and tired of these hints and whispers and teasing glimpses of the whole truth. I want to know everything or nothing. Not half the story. Not the lies."
Mathew nodded, looking at me. He didn't seem to know what to say, but he looked like he was going to say it anyway. "You're a brave girl, El," he said. For the first time he wasn't using my full name. I liked that. It felt nice. "Not many people would have spoken to me like that. They would have been too afraid of what I would do to them."
"Well, I don't know what sort of thing you'd do to me that wouldn't be worse than what's already happened," I replied, pretending I wasn't flattered. I wasn't afraid of him, because I didn't know what he was. But if I did, would I be frightened like these' others' he spoke of? Would I be running for my life? I'd already lost most of it.
"I see." Mathew frowned. I hadn't pleased him. "Tell me, El, do you want to know what you really look like? It's probably not what you expect. It might ... hurt you."
"Yes, I want to see." I knew it would be hard. I was probably hideous. But I couldn't live a lie any more. "Go on then. Peel off me skin. Onion girl, prepare to be skinned..." I was laughing, making light of the situation. It was the only way I didn't freak out and run from the room screaming.
"You don't seem to get this. How serious it is." Mathew walked over to the double doors at one end of his sitting room, which were made of glass and led out into the garden, drawing the curtains across to give us some privacy; I hadn't realised before then how much of the light in the room was natural, but now that it was gone the electric bulb on the ceiling was pathetic and gave out next to nothing.
"I do," I told him. "This is my defence mechanism. I'm trying not to panic."
"I see."
I stood facing him, as before. Waiting. Watching. Wondering. "Do it," I said quietly. And he put his hands on my shoulder and muttered something, and I felt the first cut of the magics stab through my heart and tear away at my body.


text:
Monday, March 16, 2009
You Like Us! You Really Like Us!!! (A Little...)
We finally put the "Twilight Top Blog" link on our page last night, and despite the fact that it still says "110" on the widget here as of this posting, and I was getting ready to type out out a groveling post if that's what it would take to get us at least into the top 100 so that I could stop dying of embarrassment, I've just found out from the Twilight Top Blogs site (which I guess updates more frequently) that we've moved up to #93! I'm aware that this is still not exactly an accomplishment that most people would crow about, but I have to say I am tickled! I also have to confess that I am not 100% sure how this ranking thingy works, but if people are voting for us, thank you thank you THANK YOU! We [heart] all you other Twilight fans, bloggers and whatever it is you call the people who run the many websites we frequent (webmasters? I have no clue - please see post below for a full commentary on my technical ineptitude). Woo-hoo!!!
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text: HOUSTON, July 30, 2013 /PRNewswire/ -- Parker Drilling Company (NYSE: PKD), a drilling services and rental tools provider, announced today that it has closed its previously announced sale of $225 million aggregate principal amount of 7.500% senior notes due 2020 in a private offering. The notes are unsecured and guaranteed (a) initially, by each of the Company's current restricted subsidiaries that guarantee any indebtedness under its senior secured credit facility or its 9 1/8% Senior Notes due 2018 and (b) thereafter, by each of its other restricted subsidiaries that is not already a guarantor that guarantees or otherwise becomes liable with respect to any of the Company's indebtedness or the indebtedness of any other guarantor. The notes will mature on August 1, 2020. (Logo: http://photos.prnewswire.com/prnh/20050620/PARKERDRILLINGLOGO) The Company intends to use the net proceeds from the offering (i) to repay in full the outstanding indebtedness and other amounts owing under its $125 million five-year term loan with Goldman Sachs Bank USA undertaken to fund the April 22, 2013 acquisition of International Tubular Services Limited and certain of its affiliates, (ii) to repay in full the indebtedness outstanding under its senior secured term loan facility (as recently amended to provide for additional future borrowings through April 30, 2014) and (iii) for general corporate purposes. The notes have not been registered under the Securities Act of 1933, as amended (the "Securities Act"), or any state securities laws and, unless so registered, may not be offered or sold in the United States except pursuant to an exemption from, or in a transaction not subject to, the registration requirements of the Securities Act and applicable state securities laws. The notes were offered only to qualified institutional buyers in reliance on Rule 144A under the Securities Act and non-U.S. persons in transactions outside the United States in reliance on Regulation S under the Securities Act. This press release does not constitute an offer to sell or the solicitation of an offer to buy any notes nor shall there be any sale of notes in any state in which such offer, solicitation or sale would be unlawful prior to registration or qualification under the securities laws of any such state.


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White Pines Inn at Sebago Lake
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Saying good by
... then it has gotten progressively better as we traveled south. I can't explain this but the trees were not changing in Canada except near the border. As we get further into Maine it has been more colorful. I didn't download the pictures from the camera before it went back with CW. So I missed the pictures of Kip and the few I took of Acadia. Carolyn flys out early so we say our goodbyes. It has been a few quicks weeks making our own memories. I'm lonely already. 179 ...
Cumberland Fair - Cindy Clark
... classics. The animal barns were a little crowded but clean. You can pet any of the animals at your own risk. Most of the time the animal owners are nearby and more than willing to talk to you about their animals and farm. The barns and sidewalks and reasonably handicap friendly and flat.
Don't forget the huge pumpkins and the exhibition hall! The hall had more commercial vendors than local artists this ...
Dalsza czesc roadtripa
Ostatnio nie za bardzo mialem internet zeby cos wrzucac, wiec po krotce bylismy w oceanarium w Filadelfii, mieli tam rekiny i duze hipopotamy, wynajelismy samochod zeby pojechac do six flags i Atlantic city, w six flags bylo super, nie bylo kolejek na rozne kolejki gorskie a maja ich tam duzo, teraz zmierzamy do Atlantic city, potem zostanie nam jeszcze Washington i nowy ...
First Friday Art Walk - Matthew LaBerge
... being sold by artists on the street.
My Experience:
Transportation was no issue for me and a friend on Friday, because USM provided free shuttle bus service from the Gorham campus straight to Congress Street. We arrived at 6:30PM, right in the middle of all the festivities. As soon as we stepped off the bus, many sounds and images flashed before us. Happy, energized people walking and talking on the sidewalks, the sounds of various ...
Lobsters and Lighthouses in Maine
... colour was a flower pot on the windowsill. I knew I wasn't leaving his little cabin without buying at least one painting and what do you know I left with two!
Buying art is so much more than liking a painting for me, it's about the place, the circumstance, the artist and in this case the memory it created. Good on you Bruce, keep up the fantastic work!
To celebrate ...


text:
Daily Devotional:
here's the irony: my obsession
with being my own person is what divorces me
from becoming my true, authentic self.
O King,
Let me weep and dance before your throne
as undignified and unashamed as David,
with a naked heart,
a wild tongue,
scarred emotions,
and earthy desires.
Break the chains of my respectable tidy language,
set loose my awe and my squirrelly playfulness.
I need the freedom and humility
to cry in your arms,
and the courage
to shout your praise.
A HEART EXPOSED:Talking to God with Nothing to Hideby Steven James
Featuring daily quotes from this title through September 30th. Click here for today's devotion.
PAPER ANGELS Book Giveaway
We are celebrating the release of PAPER ANGELS by Billy Coffey --- the story of a man whose best friend is an angel --- with a special contest. Five readers will have the opportunity to each win a copy of the book, which is in stores now. The deadline for entries is Monday, December 12th at noon ET.
PAPER ANGELS by Billy Coffey (Fiction)
Andy Sommerville seems no different from others in his rural Virginia community, but what sets him apart is that his best friend is an angel. The angel is God's answer to a childhood prayer Andy offered to a twinkling star that his deceased mother once called "the door to heaven." The first angelic proclamation instructs Andy to find the wooden keepsake box in his grandparents' attic. Over the years, he directs Andy to fill it with apparently meaningless objects from 12 people with whom Andy randomly crosses paths. Andy's world is turned upside down when a brutal attack leaves Andy burned and the boy he loved as a son dead.
» Click here to read all the contest details.
» Click here to read more about PAPER ANGELS.
WHEN LOVE GETS IN THE WAY Giveaway
We are celebrating the release of WHEN LOVE GETS IN THE WAY --- the story of Grace Bradley, who is fleeing the man her father chose to be her husband --- with a special contest. 75 readers will have the opportunity to each win a copy of the second book in Janelle Mowery's Colorado Runaway series. The deadline for entries is Friday, November 11th at noon ET.
WHEN LOVE GETS IN THE WAY: Colorado Runaway Series, Book 2 by Janelle Mowery
Grace Bradley wishes all she touches would turn to gold. Instead, it tends to tarnish…that is, until she finds freedom on the Double K Ranch. Grace is fleeing from the man her father chose to be her husband. But once her heart is captured by her new employer's best friend, and she finally understands the meaning of God's sacrificial love, she relinquishes her independence to save her loved ones.
Cade Ramsey contemplates running for dear life from the accident-prone nuisance he brought to his hometown. The trouble that trails her seems to latch on to him at every turn. But when Grace manages to win his calloused heart, he chases her down, praying he can keep her from following through on a decision that could ruin their lives.
» Click here to read all the contest details.
» Click here to read more about WHEN LOVE GETS IN THE WAY.
» Click here to read an excerpt from WHEN LOVE GETS IN THE WAY.
» Click here to read Janelle Mowery's bio.
FORBIDDEN: The Book of Mortals, Book 1 by Ted Dekker and Tosca Lee (Thriller)
Bestselling author Ted Dekker and Tosca Lee have created an ingenious thriller set in a bleak, barren future where the only emotion that remains is fear. FORBIDDEN, the first book in their Book of Mortals series, begins a journey into an imaginative future that seems all too plausible. Reviewed by Maggie Harding.
RECLAIMING LILY by Patti Lacy (Fiction)
Gloria Powell and Kai Chang meet in a Dallas hotel to discuss the future of Lily, the daughter Gloria adopted from China and the sister Kai hopes to reclaim. Kai is a doctor who had to give up her little sister and has since discovered that Lily may have a fatal genetic defect. In the wake of this potentially devastating diagnosis, is Kai an answer to a prayer...or will Gloria be forced to sacrifice more than she ever imagined? Reviewed by Susan Miura.
HELLO, HOLLYWOOD!: Backstage Pass, Book 2 by Janice Thompson (Romance)
Life is one big sitcom for Athena Pappas, head writer for the popular show "Stars Collide." But when another writer, famous comedian Stephen Cosse, is brought in, Athena is certain her job is in jeopardy. And being attracted to Stephen is definitely not in the script. Or is it? Reviewed by Lynda Schab.
THE EDGE OF GRACE by Christa Allan (Fiction)
When David informs his sister that he's gay, Caryn Becker's faith, her beliefs and her convictions are challenged like never before. But when David is beaten and left for dead, Caryn must decide if her brother's lifestyle will supersede her love for him. Reviewed by Lynda Lee Schab.
KISS OF NIGHT by Debbie Viguie (Suspense)
Centuries ago, Raphael was a blasphemous knight who fought in the Crusades purely to satisfy his taste for killing. Now, he has been condemned to wander the earth a vampire, cursed with knowledge of the supernatural world he once denied existed. In battling his longtime rival vampire, Raphael must enlist the aid of two humans --- but he becomes entangled with them in ways he never could have predicted. Reviewed by Susan Miura.
THE SCENT OF WATER by Elizabeth Goudge (Fiction)
When Mary Lindsay inherits a cottage and its furnishings from a distant cousin, she leaves London and retires in a country village. She hardly knows what she's looking for or what she's lost --- in and since the War. But maybe the people of Appleshaw will help her find it. Reviewed by Evelyn Bence.
GOD'S STORY, YOUR STORY: When His Becomes Yours, by Max Lucado (Christian Life/Spiritual Growth)
Is there a cohesive storyline to the chaos, confusion and clutter of your daily life? According to well-loved author Max Lucado, the answer is a resounding yes! So what is the text of your life? Lucado plumbs the depths of your storyline and comes up smiling. Join him for an unforgettable journey woven with New Testament stories and contemporary examples of God's beautiful story-making skills. Reviewed by Michele Howe.
LIVING BEYOND YOUR FEELINGS: Controlling Emotions So They Don't Control You, by Joyce Meyer (Christian Living)
Many of us live our lives based on how we feel. Bestselling author Joyce Meyer teaches us, in her clear and straightforward way, just how to put our feelings in their place and take control of them so they don't control us. Reviewed by Lynda Schab.
ALL IS GRACE: A Ragamuffin Memoir, by Brennan Manning with John Blasé (Memoir)
Since the publication of THE RAGAMUFFIN GOSPEL, a book many claim as the shattering of God's grace into their lives, Brennan Manning has been dazzingly faithful in preaching and writing variations on that singular theme --- "Yes, Abba is very fond of you!" In this, his final book, Manning roves back his past, honoring the lives of the people closest to him. Reviewed by Marcia Ford.
THE PEACE GOD PROMISES: Closing the Gap Between What You Experience and What You Long For, by Ann Spangler (Christian Life/Spiritual Growth)
If God has promised to give us the "peace that passes understanding," why do we sometimes feel so anxious? What are we so afraid of? Are there ways of living that lead to peace? Ann Spangler sets our longings for peace beside God's promise to provide it. Exploring the stories, memories and relationships that define us, she looks for ways to help us become more peaceful. Reviewed by Marcia Ford.
LIVING CLOSE TO GOD (WHEN YOU'RE NOT GOOD AT IT): A Spiritual Life That Takes You Deeper Than Daily Devotions, by Gene Edwards (Christian Living/Spiritual Life)
In this book, you will discover that loving God means much more than doing your best to serve Him. You will find ways to start your day with Christ. You will learn how to fellowship with Him during even the most demanding of times. And when you go to the Scriptures, you will talk with Him in a two-way conversation --- just as His first followers did. Reviewed by Marcia Ford.
FIERCE BEAUTY: Choosing to Stand for What Matters Most, by Kim Meeder (Christian Living)
Women are constantly bombarded with the lie that how we look is far more important than who we are. It's time for a clarion call back to the truth. Journey with gifted storyteller Kim Meeder as she encourages women, through her own amazing story, to see that true value is defined by our Creator and that our worth has a purpose of eternal proportions. Reviewed by Michele Howe.
The 2011 Christy Award Winners
On July 11th, the winners of this year's Christy Awards were announced at a ceremony held in Atlanta, Georgia during the International Christian Retail Show. The banquet featured a keynote address by celebrated screenwriter and director Randall Wallace and was emceed by New York Times bestselling and Christy Award-winning author Liz Curtis Higgs. Named in honor of author Catherine Marshall's novel, and of her contribution to the genre, the Awards celebrate excellence in recently published fiction with a Christian worldview.
» Click here for more.
The 2011 Christian Book Award Winners
Based on excellence in content, literary quality, design and impact, the Christian Book Awards --- established in 1978 --- are the oldest, and among the most prestigious, in the religious publishing industry. On May 2nd, the Evangelical Christian Publishers Association announced the winners of the 2011 Christian Book Awards at a banquet held during the annual Executive Leadership Summit in Colorado Springs, Colorado. The five winners, including the Christian Book of the Year, were selected from hundreds of entry titles. » Click here for more.
Shelley Gray
Widely known for her inspirational Amish fiction, such as the Families of Honor novels, Shelley Gray has branched out with A TEXAN'S PROMISE, a Western set in the late 1800s that marks the start of The Heart of a Hero series. In this interview, Gray, a native Texan, discusses this shift in genres, muses about her main characters, defines what a true "hero" is to her, and explains how writing books has enabled her to further explore her faith.
» Click here to read an interview and about the book.
Loree Lough
Inspirational author Loree Lough has had, at last count, 82 award-winning books, 67 short stories and 2,500+ articles in print. Her latest novel, FROM ASHES TO HONOR , is the first in a series called First Responders, about 9/11 and its emotional impacts. With the recent 10th anniversary of the tragedy, there's no more relevant time to pick up this book. In this interview, Lough discusses the feedback she received from real first responders, as well as her hopes for what readers will come to learn and understand. She also reveals how she herself was affected by that fateful day of 10 years ago.
» Click here to read an interview and about the book.
Melody Carlson
Amazingly, Melody Carlson has written close to 200 books for women, teens and children. She has won a number of awards (including the RITA and Gold Medallion), and some of her titles even have been optioned for film and TV. Her latest novel for adults, RIVER'S SONG, kicks off a brand new series called The Inn at Shining Waters. This generational series introduces Anna Larson, who, after her mother's death and on the verge of a midlife crisis, returns to the home of her youth. In this interview, Carlson speaks about the origins of Anna, who is a Siuslaw Indian, and how her interest in Siuslaw descendants --- and her own family heritage --- has developed into a series. She also offers inspirational advice for those, like Anna, who find themselves at a crossroads in life. » Click here to read an interview and about the book.
Mary Connealy
Mary Connealy is a Christy Award finalist, a Carol Award finalist and an IRCC Award finalist who writes inspirational romantic comedy... with cowboys. OUT OF CONTROL, the first installment in her Kincaid Brides series, delves into the beauty and harsh reality of the West, as one cave changes the lives of Julia and Rafe. In this interview, Connealy discusses her keen interest in the West and the "good vs. evil" world of cowboys, as well as her fascination with a cave in New Mexico that deeply inspired her latest novel. She also reveals the book's underlying theme --- that we need to turn control of our lives over to God --- and provides an interesting view of how to interpret biblical accounts.
» Click here to read an interview and about the book.
Davis Bunn
Internationally acclaimed author Davis Bunn has sold more than six million books in 16 languages. Equal parts writer, scholar, teacher and sportsman, his latest novel, LION OF BABYLON, is an international drama about a man who must unravel the truth when two CIA operatives are kidnapped in Iraq by Taliban forces. In this interview, Bunn discusses his profound interest and experience in the Middle East, his hope that LION OF BABYLON will give readers a new perspective on the United States' involvement in Iraq and Iran, and how the power of faith has become a motivating force in his creative life.
» Click here to read an interview and about the book.
Elizabeth Camden
Elizabeth Camden's debut novel, THE LADY OF BOLTON HILL, boasts a brisk pace, plenty of intrigue, romance, and fiercely intelligent characters who live in worlds of high drama and splendid, emotional challenges. In this interview, Camden shares her writing goals, style and struggles. She discusses the distinction between justice and vengeance --- which serves as the biggest theme of her book --- as well as her efforts to celebrate the sheer joy of life through her literature.
» Click here to read an interview and about the book.
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text:
Need a Measles Titer in Moraine, OH? Simply order online 24/7 and get a fast, affordable Measles Titer at a lab near you (Find More Locations):
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text:
Here we are…at the last set of questions. And after I answer them I can cross one more thing off my 101 list!
46. What would you do differently if you knew nobody would judge you?
Not much. I don't much care what other people think of me. Well…sometimes I care, but I don't let other people opinions or judgements dictate my choices.
47. When was the last time you noticed the sound of your own breathing?
Often. Life is noisy…the dogs are barking and the TV is always on and there is traffic and the phone is ringing. So I seek out the times that are quiet so I can just sit and listen. When it is quiet, I like to just sit and enjoy the quiet…and often, the sound of my own breathing.
48. What do you love? Have any of your recent actions openly expressed this love?
The first part of this question is stupid. How are you supposed to list all the things you love? So I'm skipping the first part and moving on to the second. Life tends to get in the way…work, housecleaning, errands…there is always something. But I make sure that I make time to spend with the people I love and doing the things I love.
49. In five years from now will you remember what you did yesterday? What about the day before that? Or the day before that?
Well…not yesterday…but Saturday and last Wednesday and two weeks ago Tuesday. Days can get routine and start to blend into each other…but I think I do a pretty good job of making days count. There are enough days that are special and memorable to break up the routine and to keep things from getting boring.
50. Decisions are being made right now. The question is, are you making them for yourself or are you letting others make them for you?
There was a long period of time when I let other people make decisions for me. But I've taken back the control. I make the decisions now that affect my life. I am in charge. And I'm so much happier for it. If you let someone else take control of your life you might not like the outcome. Make sure that you are in charge of your own life.
Well…there you have it. I've answered all 50 questions. Some of them were great…and some of them were stupid. Some made me think…and some just irritated me. But I am happy I went through the exercise. I feel like I learned a little bit about myself.
What did you guys think of the questions?


text: Making a Beautiful Garden with Squire's Garden Centres DVD Duration: 67 mins | Video: MP4; x264; 720x576 | Audio: aac; 160 kbps; 2 ch | 1006 MB Genre: eLearning | English Gardening remains one of the nation's true passions. Millions of us spend our weekends and summer evenings planning and planting in order to create our own special oasis. This beautifully filmed DVD covers a whole range of gardening topics suitable for a variety of garden sizes. locations and types. Whether you have a small patio in a town, a brand new garden or more expansive acreage this DVD will have something for you to view and then use. The advice is easy and practical to follow, given by real gardeners and presented by the renowned author Tom Petherick and covers the following areas: Pots and containers Ponds Soil preparation Planting borders Vegetables Rose pruning and care Maintaining your lawn Code: [center] [b]Download From NitroFlare[/b] http://www.nitroflare.com/view/F507BE2A87AD666/xidau123_MakingaBeautifulGarden.part1.rar http://www.nitroflare.com/view/2143EB6EF5467D0/xidau123_MakingaBeautifulGarden.part2.rar [b]Download From xxxxxxxx[/b] http://xxxxxxxx.net/file/11c8078e3c1dc82e2e84e4a86ada138c/xidau123_MakingaBeautifulGarden.part1.rar.html http://xxxxxxxx.net/file/bb1f3114b1acfe4b450d466ef5b431d3/xidau123_MakingaBeautifulGarden.part2.rar.html [/center]


text:
Softening rates in the mainstream reinsurance market have driven players to seek growth in alternative lines. Focusing on one of those lines—excess and surplus—Intelligent Insurer looks at new entrants seeking a part of the action and asks whether this market has the sustainability for increased capacity.
As market conditions remain tough within core lines of business for many reinsurers, gaining routes into new markets through strategic hires and new operations is a growing trend.
One such market that continues to gain traction is the excess and surplus (E&S) market, which is worth around $37 billion of annual written premium—predominantly in property and casualty.
"As in the rest of the world, reinsurers are seeking to replace lost reinsurance revenues with primary income. In the E&S market specifically, while corporate/national and large commercial risks have lost rate over the past 18 months, smaller commercial and personal risks have been flat to 10 percent up in rate at a time when catastrophe incidence has been very low, making the sector attractive," says Chris Hardcastle, managing director, binding authority and facility division at Arthur J Gallagher.
To continue reading, you need a subscription to Intelligent Insurer. Start a subscription today for £655.
In-house feature articles, the archive and expert comment require a paid subscription. Subscribe now.
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Excess & Surplus, Specialty, M&A, AM Best, AAMGA


text:
Red Roof Inn Detroit Metro Airport Belleville
No prices found through our partners. Please contact the business directly or check some of our recommended alternatives.
How has this hotel rated in the past?
- Free High-Speed Internet
- Wheelchair accessibility
- Free parking
- Pets allowed
- Free High-Speed Internet
- Wheelchair accessibility
- Free parking
- Pets allowed
TripAdvisor Reviews Red Roof Inn Detroit Metro Airport Belleville
Travel Blogs from Belleville
Grab the Klennex for this one
As we were driving in the country one day, we passed this cemetery but did not stop. On the way back, I watched for it and, as it came into view, we pulled over. I ...
Hand Sown Farm and Ann Arbor
... library while Rachael and Will worked their farmer's markets in the morning and the farm later in the day. Both the weekend and the next two days of work were fairly nondescript, as most farm work has become a daily routine of weeding, hoeing, moving of compost, and occasionally harvesting. I still sometimes need direction, but only to determine what tasks need to be done. Beyond that I can take my own initiative, whether it's during the task ...
Trouble for the A's and the Volvo in Detroit
... the A's dugout. It was again way too hot for me but I did pretty well lasting in our seats sweating the day away.
It looked like we were going to make the sweep but sadly in the bottom of the 9th with a home run and a few other things the Tigers took it back...which was a sad sad ending for us...but what can you do.
So I know the A's stadium is likely the worst in the MLB but I have to say the Tigers Stadium did ...
8 Churches In One Day (Whew!)
... very audible. Mary felt lost even though she tried to help the woman next to her follow along. She and I both thought we remembered the priests in the day being loud enough so that we could tell which prayer he was saying. The incense was thick and used quite often which added to the uncomfortable atmosphere.
(Mary here. There were three altar servers. I had the feeling that they were secretly concocting the Latin as they went ...
Letters Home from Japan Final
... it 'curb
appeal', explaining that beneath the surface, behind the smiles, things are not
as perfect as they appear. Immigration
policy makes it nearly impossible for a foreigner to ever make Japan a permanent home. That makes it easier as no one has to
assimilate into this culture. Home life
for the Japanese family may be challenging as the workers leave early and
return home late. Sunday is the only day
off for ...


text:
used to describe a style of architecture, furniture, etc. that has a lot of decoration, especially in the shape of curls; used to describe a style of literature or music that has a lot of detail and decoration. The rococo style was popular in the 18th century. See related entries: Styles of art, Architectural styles Word Originmid 19th cent.: from French, humorous alteration of rocaille, from roc 'rock'.adjectivejump to other results
BrE BrE//rəˈkəʊkəʊ//; NAmE NAmE//rəˈkoʊkoʊ//(also Rococo) Styles of art, Architectural styles
Check pronunciation: rococo


text:
Bound in the finest White leather with Natural accents, this book adds the finishing touch to your special day, and because it's hand sewn with archival materials, you'll be able to treasure it forever. Tactile, elegant and luxurious, it has 192 pages of 130gsm smooth cartridge paper with deckle edge suitable for all pens. The pages lie open ready to receive your guests' well wishes, with special dedication on the title page that reads: Happily ever after.
REVIEWS: "What incredible workmanship! It has such a clean design, and top notch materials were used. I couldn't be happier!! Can't wait to have it be filled with messages from our guests" - Aryannah, West Vancouver, Canada
"We received so many compliments from guests at how much they liked both the colours and the handmade nature of the book. Sam & Ed, Berkshire UK
SIZE: A6 Small 4.5 inches (114 mm) x 6 inches (155 mm).
NEED A LARGER SIZE? A4 Large and A5 Medium Wedding Guest Books are here. Personalised books can also be ordered in a variety of colours with custom text on the title page - read more...
Ordering, Delivery & Returns
Customer Reviews
Info & Care
Sold Out £149.00 GBP
Just one left, with £100 off. This fine leather travel journal opens with a quotation that sets the tone of your adventures: "A journey is best measured in friends, not in miles" - Tim Cahill. Bound in Green goatskin with Tan accents, it's a beautiful yet practical travel companion whether you or your gift recipient are about to take a year off to go travelling, are recently retired and plan to make the most of your free time, or are setting off on your annual leave.
Each page has a space to record the date and location, and at the back of the book you'll find a reassuring In Case Of Emergency section to record personal, medical and legal information including next of kin contact details.There are 192 pages of cartridge paper which will take all pens and pencils, dry-medium artwork and glued inclusions such as ticket stubs, postcards, photographs and so on.
SIZE: A5 Portrait height: 8.5 inches x width: 6 inches
REVIEWS: "A complete pleasure to use and own, well worth the investment" Andrew, Plymouth UK
"It is beautiful! I'm sure it will be treasured for many years. Thank you!" Melissa, New York
As seen in Condé Nast Traveller magazine.
Ordering, Delivery & Returns
Customer Reviews
Info & Care
25% off. In rustic, earthy tones of calfskin, these simple wrap-around softcover leather books make a great jotter or sketchbook. Very tactile, the outer part of calfskin has a lovely grain and its inner side is a soft suede. Hand sewn in linen thread with 60 pages of cartridge paper in a single section for writing, drawing, dry-medium artwork & light wash. A useful size to put in your bag or keep on your desk.
SIZE: A6 portrait
Height: 148 mm / 6 inches
Width: 108 mm / 4.5 inches
Depth: 20 mm / 0.75 inches
All dimensions indicate external dimensions of the closed book. Memory Books have 128 pages of heavy paper & spacers for inclusions; Guest Books, Journals & Sketchbooks have Mohawk Superfine Smooth 118gsm paper, usually 192 pages unless otherwise indicated in the product listing. Pagination can be adjusted a little for bespoke books, speciality artists' papers on request.
|A4 Large Portrait
|12 inches or 305 mm
|8.5 inches or 215 mm
|1.5 inches or 38 mm
|A4 Large Landscape
|8.5 inches or 215 mm
|12 inches or 305 mm
|1.5 inches or 38 mm
|A5 Medium Landscape
|6 inches or 155 mm
|8.5 inches or 215 mm
|1.5 inches or 38 mm
|A5 Medium Portrait
|8.5 inches or 215 mm
|6 inches or 155 mm
|1.5 inches or 35 mm
|A6 Small Landscape
|4.5 inches or 114 mm
|6 inches or 155 mm
|1 inch or 25 mm
|A6 Small Portrait
|6 inches or 155 mm
|4.5 inches or 114 mm
|1 inch or 25 mm
96 pages of Mohawk Superfine 118gsm paper
|One Size
|3 inches or 76 mm
|2.25 inches or 60 mm
|20 mm or 0.75 inches
60 pages of 130 gsm paper
|One Size
|6 inches or 148 mm approx.
|4.5 inches or 108 mm approx.
|20 mm or 0.75 inches
With Mohawk Superfine 118gsm paper
|A4 Large
|297 mm or 11.5 inches approx.
|205mm or 8.25 inches approx.
|64 pages
|A5 Medium
|210 mm or 5.75 inches approx.
|145 mm or 5.75 inches approx.
|56 pages
|A6 Small
|150 mm or 6 inches approx.
|100 mm or 4 inches approx.
|48 pages
|A7 Pocket
|106 mm or 4.25 inches approx.
|72 mm or 2.75 inches approx.
|40 pages
8 pages of Mohawk heavy paper
|A5 Medium Portrait
|A6 Small Landscape


text:
Carpe diem 'seize the day'
Sand flows constantly through the hourglass,
No grain gets a second chance.
Each one unique and precious,
Unaware of its value.
These gems live for but a moment,
Then they are gone.
Insignificant yet significant,
We treasure each one.
The sand to come is oft thought of,
What to spend it on, where to go.
These grains pass by so quickly,
Soon to disappear.
Treasure them, hold them dear,
Remember the adventure.
One day all the sand will be spent.
What will remain?


text:
Live with Regis and Kelly
37 Live with Regis and Kelly Articles
'Regis And Kelly' V. 'The Today Show' — Who Makes The Better Royal Family?!6 years ago 2
The Royal Family was a popular costume with the morning shows, but who pulled off the Royal Wedding best?! On this Halloween spooky and scary were… Read Article ▶
Happy Birthday Kelly Ripa! Today, Oct. 2, You're 41 Years Old!6 years ago 1
She's an actress, talk show host, and mother of three -- today it's time to kick back and relax! From soap opera star to talk show sensation, Kelly… Read Article ▶
Rachel Zoe's Five-Month-Old Son Makes His TV Debut On Live With Regis & Kelly!6 years ago 0
The celebrity fashion guru took baby Skyler to the ABC talk show yesterday, Sept. 6, and shared all her joys of motherhood! Rachel Zoe, 40, was wary… Read Article ▶
Emma Stone Says She Has Trouble Finding 'The Right Man'!6 years ago 6
Despite her new found success over the past few months, Emma says that she can't find a boyfriend, and wishes she was 'The Bachelorette'! Emma Stone… Read Article ▶
Emma Watson Doesn't Know If She Can Live Without 'Harry Potter' – "These Movies Were My Life!"6 years ago 0
The beautiful young star stopped by Live with Regis and Kelly to talk about the emotional end to the Harry Potter series -- and her plans for the… Read Article ▶
Selena Gomez Again Hints She May Do A Duet With Justin Bieber, Says Fans Are Like Her Friends!6 years ago 4
Will these two just hurry up and record a single already -- Selena keeps beating around the bush and we think they should just go for it! Selena… Read Article ▶
Rosie Huntington-Whiteley Goes Braless On TV! Is She Competing With Megan Fox?6 years ago 2
Which sexy 'Transformers' sidekick do like more: Rosie or Megan? Rosie Huntington-Whiteley looked sexy from head to toe June 28 on Live With Regis… Read Article ▶
Courtesy of ABC
'Bachelorette' Ashley Hebert: I'm Lucky Brad Womack Picked Emily Maynard and Not Me!6 years ago 3
Ashley's glad 'Bachelor' Brad dumped her in South Africa -- she realizes now that they 'weren't compatible!' Bachelorette Ashley Hebert was… Read Article ▶
Pregnant Kate Hudson Hates Calling Matt Bellamy 'Fiance': 'I Prefer Baby Daddy!'6 years ago 2
Sounds like Matt Bellamy's new title has Kate Hudson second-guessing her decision to say YES! Mom-to-be Kate Hudson is sort of upset that her fiance… Read Article ▶
Reese Witherspoon's Platinum Blonde Hair On 'Regis & Kelly': How To Get The Look!6 years ago 0
Reese Witherspoon always looks great in that light shade of blonde! Find out how you can get that color for yourself! Reese Witherspoon, 35… Read Article ▶
'Dancing With The Stars' Judge Carrie Ann Inaba Gets Engaged On Live TV! Congrats!6 years ago 4
Carrie got the shock of her life as she co-hosted 'Live With Regis & Kelly' on March 31 -- a marriage proposal! Carrie Ann Inaba got more than she… Read Article ▶
Kim Kardashian On Finding Her New Boyfriend: 'The Right Man Will Not Be Intimidated!'6 years ago 3
[flv width="544" height="400"]rtmp://streaming.hollywoodlife.com/ondemand/video/011911_kim_k_regis_kelly.flv[/flv] Kim's glamorous lifestyle and good… Read Article ▶
Beauty Must-Have: Get Gwyneth Paltrow's Makeup Look From Live With Regis & Kelly!6 years ago 3
The actress looked stellar during her talk show appearance this morning. Here's how to steal her look! OMG, how GORGEOUS did Gwyneth Paltrow look on… Read Article ▶
Kelly Ripa Says She's Done Having Children — Three Kids Is Enough!6 years ago 0
Kelly Ripa says there will be no more additions to her family -- and she doesn't have time to appear on Dancing With the Stars! Does Kelly Ripa want… Read Article ▶
Who Biebed Out Better? It's Regis Philbin Vs. 'Today Show' Anchor Natalie Morales!7 years ago 1
CAST YOUR VOTE! Who makes the better wanna-Bieber? OMG! Justin Bieber is giving Nicole "Snooki" Polizzi a run for the money as the top Halloween… Read Article ▶
More Live with Regis and Kelly


text:
Bundler Configuration
Last updated 18 March 2016
Table of Contents
Bundler can be configured locally by using the command
bundle config which can either set global options or local options in a
.bundle/config file. We recommend that you do not check this
.bundle/config file into your source control as it contains local paths that can vary from system to system. Instead, it is recommended that you use environment variables to configure Bundler on Heroku.
Environment variable behavior
Most settings that you want to pass as arguments to
bundle install can be set via an environment variable. For example instead of
bundle install --without development:test:ci, you can configure Bundler using a
BUNDLE_ prefix environment variable. For the
--without flag, this would be:
$ heroku config:set BUNDLE_WITHOUT=development:test:ci
Gem source username and password
For gem sources that are password protected, you can set a username and password using a specially crafted environment variable. For example, if you are trying to connect to a secure gem server on
contribsys.com you previously would have added this to your Gemfile:
gem "mygem", source: "https://#{ ENV['CONTRIBSYS_USERNAME_PASSWORD'] }@gems.contribsys.com"
Now, instead you can declare your source without a username and password:
gem "mygem", source: "https://gems.contribsys.com"
Then, in your config, you can set the username and password:
$ heroku config:set BUNDLE_GEMS__CONTRIBSYS__COM=username:password
You will have to set the environment variable based on the domain name of the source you want. Periods are not valid in environment variables, so you can use a double underscore
__ to indicate a period.
Another example would be using
https://gem.fury.io. The Bundler environment variable equivalent would be
You can verify your environment variable formatting by running
bundle config locally and using that environment variable:
$ env BUNDLE_GEM__FURY__IO=username:password bundle config
Set via BUNDLE_GEM__FURY__IO: "username:password"
You'll need to replace
username and
password with your actual values. Don't forget to put a colon between the two.
Gem build configuration settings
Some gems that have native extensions may need additional flags provided directly to the gem at install time.
For example the
mysql gem needs to know where to find the configuration options. If you were to
gem install this on a system, you would have to run a command with the
--with-mysql-config flag like this:
$ gem install mysql -- --with-mysql-config=<path/to/mysql_config>
Bundler supports passing these flags through build settings. The key is
build.<name-of-gem>. For mysql, it would be
build.mysql. The environment variable version would be
BUNDLE_BUILD__MYSQL. You could set this value on Heroku using:
$ heroku config:set BUNDLE_BUILD__MYSQL=<path/to/mysql_config>
Heroku does not have mysql installed, so in this example we don't provide a working path. You would need a buildpack that installs mysql and then you could point this environment variable to the appropriate config location.
As with gem source, you can check your environment variable formatting using
bundle config locally:
$ env BUNDLE_BUILD__MYSQL="--with-mysql-config=<path/to/mysql_config>" bundle config
# ...
Set via BUNDLE_BUILD__MYSQL: "--with-mysql-config=<path/to/mysql_config>"