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A Little Bit of Rhubarb-Plum-Vanilla Jam
July 24, 2012 § Leave a comment
I just planted my rhubarb this year (in the strawberry patch I planted last year after my landlords let me tear out a patch of grass – thanks landlords!), and you apparently aren't supposed to pick it the first year to let it get established. But for some reason mine's leaves are all floppy – maybe because it's planted on a hill? any rhubarb experts out there want to weigh in? – and one of the stalks basically broke off by itself. I wasn't about to waste it, but it seemed silly to go to the store for more when I have so much goodness from my own garden and the CSA. So, what to do with exactly one rhubarb stalk? Let it make friends with the four almost-overripe plums on the counter, and make the teeniest batch of…
Rhubarb-Plum-Vanilla Jam
Makes three 4oz jars
- 1 oz rhubarb*, cut in 1/2 inch slices
- 7.5 oz plums, not peeled, cut in 1/2 to 1 inch pieces
- 8 oz sugar
- 1 tsp vanilla bean paste, or vanilla extract
- candy thermometer and/or small plate stuck in the freezer
Mix the plums, rhubarb, and sugar and let it plump for a while on the counter or overnight in the refrigerator. If you don't have time to do this I am pretty sure the world will not end. We're working with what we've got here, and that includes time.
Bring the fruit and jam mixture to a boil in a fairly wide based pot or even a skillet, adding the vanilla towards the end of cooking. Bring it to 220 degrees Fahrenheit on the thermometer, and/or test for jelling by dropping a little onto the chilled plate and letting it cool then dragging a finger through it. It is done when the edges don't run back together, or when it runs off your stirring spoon in a sheet rather than individual drops. I admit to not being super precise about this part but I am pretty accepting when it comes to jam consistencies. Pour into sterilized jars with 1/2 inch headspace and process for 10 minutes.
I am kind of obsessed with these little 4oz jelly jars, because you can make such small batches and you can water bath them in pretty much any pot (for me the pot height is the limiting factor when I don't want to pull out my giant canner, since the bottom of the pressure cooker will just barely fit half-pints without boiling over…too much). I really liked the deep plummy and vanilla notes, and I love how vanilla bean paste (I get mine at W&S) gives you the speckles as well as the flavor. The brighter rhubarb flavor wasn't super apparent. *Maybe I'll "accidentally" break off one more stalk next time. Still, a fun little (really little) project and pretty tasty. Experimental jam-making does not have to be a big commitment so throw stuff together and see what happens!
What is your teeniest canning project?


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Woman Charged in Hit & Run Case
Prosecutors Friday charged a 30-year-old woman with second-degree attempted murder in connection with a hit and run case Wednesday. Jill Hansen's bail was set at $1 million. Police say Hansen intentionally struck a 73-year-old woman with her car near the Diamond Head Apartments, then fled on foot. The woman was in serious condition with a head wound. Hansen was arrested at her Sea View apartment later that night and charged Friday night.

subset: commoncrawl


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Undergraduate College: University of California
Undergraduate Area of Study: History/Humanities
Institution: MSPH
Area of Study: Other
Degree Obtained: MPH
Overall GPA: 3.40
Science GPA: 3.40
Brief Profile:
I'm a 25+ year old non-traditional applicant with a professional degree and 3+ years of human research experience.
AMCAS submitted: 7/3/2011
- Submitted: 8/19/2011
- Secondary Completed: No
- Interview Invite: No
- Interview Attended: No
- Waitlisted: No
- Accepted: No
- Rejected: No
Acknowledged receipt of AMCAS.
Summary of Application Experience
MCAT: Mid-20's.
Undergraduate GPA: 3.4
Graduate GPA: 3.8
Volunteer Experience: 5 years volunteering with various organizations that serve the elderly population. Two years of experience doing advocacy, clinical, and health navigation work with low-income, uninsured populations in large urban areas. One year working as an AmeriCorps volunteer in a health care setting.
Research Experience: 1 year of experience in HIV/AIDS social behavioral research; 1 year of experience in public health/community-based research on aging; 1.5 years clinical research on neurodegenerative disorders; currently doing research on palliative care and health care needs of aging populations; 1 year of basic science research in chemistry lab.
Work Experience: (a lot of overlap with research experience, above, so only unique experiences listed here) 1 year as Coordinator for cancer resource services. Two years as Lab Assistant in geology lab. 1 year as Tutor for at-risk inner city youth. Administrative Assistant for skilled nursing facility.


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Rosie O'Donnell and I had a brief Twitter exchange yesterday in response to this video (Warning: The language in the video is abrasive): Rosie tweeted that she loved the guy behind the camera. The one videotaping Anthony Sanchez, a California Irrigation Official, whipping his son for what news officials are reporting as "failing to catch [Read More…]
Hold your applause Rosie O'Donnell
June 12, 2012 by 11 Comments
January 10, 2012 by 6 Comments
I get these links sent to me all the time about how to broaden my social media outreach, how to widen my span of influence, how to get more peeps to follow me on Twitter, or more friends on Facebook. There's even one, called Klout, that keeps track of whether my ranking in influence is [Read More…]


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Pacific Asia Museum Executive Director Joan Marshall will step down in August to become executive director of the Texas State History Museum in Austin, museum officials announced Friday.
"Joan has transformed the museum over the last seven years," Margaret Leong, chairwoman of the museum's board of directors, said in a statement. "Under her leadership, the museum achieved accreditation from the American Association of Museums, as well as financial stability."
Leong credited Marshall with expanding cultural programming and outreach, saying museum attendance had nearly doubled during her tenure.
"I have loved working with the staff and board at Pacific Asia Museum. We have accomplished a great deal together," Marshall said in a statement. "The museum's collection, historic building and courtyard garden are real treasures."
The museum has formed a search committee to manage the leadership transition, officials said.


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Panza/Fabiano Families San Pietro In Guarano
Are you looking for an Italian surname? Do you need more information about your family heritage?
This is the right place to start your genealogy search.
This is the right place to start your genealogy search.
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Panza/Fabiano Families San Pietro In Guarano
I am interested in connecting with distant relatives of Frank (Francesco) and Maria Guiseppe (Fabiano) Panza. They lived in San Pietro In Guarano, Calabria, Cosenza, Italy in the 1800's. They left for the United States about 1898 and settled in Sharpsburg, Allegheny County, Pennsylvania. Between 1920 and 1930 they moved to Cleveland, Cuyahoga County, Ohio. Other family lines intertwined with Panza and Fabiano include Pugliese, Settino, Fellepelle, Lupnacca. Anyone researching these family lines may contact me by e-mail at email@example.com or by posting on this website.
Thank you!
Thank you!
Re: Panza/Fabiano Families San Pietro In Guarano
There are 45 Panza and 15 fabiano in San Pietro in Guarano at this present time. (www.paginebianche.it) and if you go to www.google.com and insert the surname "Panza and genealogy" in the title all resdearches done on that surname will show up. If you want to limit the research to San Pietro in Guarano just add that town to the title. Do this with each surname of choice. Peter
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OnomasticoYesterday : s. Cristina di Bolsena Today : s. Giacomo il Maggiore Tomorrow : s. Anna, s. Gioacchino


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Katy Perry poses in a catsuit for her new fragrance Purr.
Are you guys mentally ill?
She's HOT. Like, the HOTTEST.
@ Jacqueline Hyde
please….take a pic of your bosom (in a bikini top or bra preferably)
go to http://tinypic.com/
upload the aforementioned picture and post the link here. Wed love to see!
I've never heard any of her music, other than something that purports to be her singing on Sesame Street. Maybe it was her, and if so, she is godawful.
She has nice breasts, I guess, but frankly, she seems about as interesting as cardboard.
I want to put a leash on her and walk her around the city and have people spit on her
I NEED to add those wicked peeptoes to my collection! They scream "Do Me!"
Great heels! Killer!!


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Tevrow + Chase | Scarlette Merino Sweater
Never one to dress casual, I've always avoided everything that resembles anything close to a sweatshirt. This casual top is the farthest thing from it. From Tevrow + Chase, this merino sweater is all casual luxe, featuring a draped funnel drawstring neck, wide cap sleeves, and sporty side pockets. It's a comfortable ribbed knit that would be perfect for weekending. I'd wear it alone in the summer, or layered over a tight long-sleeved white tee for cooler weather. What a way to brighten up!
Beautiful red color is a nice change to the navy and white nautical lookTags: fashion, red, sweaters, women, cardigans, merino wool, Tory BurchAdded 9 Years Ago from Saks Fifth Avenue
Adorable!Tags: fashion, gold, sweaters, women, ruffles, cardigans, Juicy Couture, merino wool, quilted!Added 9 Years Ago from Saks Fifth Avenue
If only school uniforms were truly this much fun ! Fortunately, you can wear whatever you want after hours . . . including this smartly striped stunner.Tags: winter, merino wool, black and white, fall, autumn, Saks Fifth Avenue, sweater dresses, women's dresses, Alice + OliviaAdded 9 Years Ago from Saks Fifth Avenue


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Pisgah Inn show canceled
This morning the General manager of the Pisgah Inn, Rob Miller, called my boss and informed him that the Inn's owner, Bruce O'Connell, had changed his mind and we would no longer be welcome at the Inn to do the show today, as had been previously arranged.
There was no explanation about why the arrangement was canceled, other than that they wanted to just get back to being an Inn.
Throughout the government shutdown of the Inn, we have heard from listeners who have also wanted to help support the Inn, through donations and patronage.
Our intention to do the show from the Pisgah Inn was to help support a local business that is a long-time client with WWNC, to give them three hours of free exposure, and an opportunity to talk about their operation and history.
That will not be happening now.
I apologize for anyone who had made plans to visit the Inn during the show.


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ACC 290 Entire Course Study Guide
ACC 290 Entire Course Answer Guide
A complete collection of answers to the 2016 versions of ACC 290 and XACC 290, Accounting Principles I
Update Notes: Study guide was fully updated on February 5th, 2017. Several new textbook solutions were added based on student requests. Compatibility was verified for both the 5 week and 9 week courses, plus additional problem updates across all weeks.
Type: Instant Download
Format. Microsoft Excel and Microsoft Word (Final Exam)
Version: 2017 Exam. Financial Accounting Tools for Business Decision Making and WileyPlus
What's Inside the Study Guide?
ACC290: 2016 Version (NEW!) WileyPLUS Version
- Week 1: Do it 1-3, E1-3, E1-4, E2-4, and IFRS2-4
- Week 2: BYP2-2, IFRS2-6, E3-4, E3-8, BYP3-2, IFRS 3-2, P3-5A, P3-6A
- Week 3: BE4-1, P4-2A, P4-3A, and BYP4-1
- Week 4: P4-8A, BYP5-1, BYP5-2, BE5-1, BE5-2, IFRS5-1, and IFRS5-2
- Week 5: BE6-5, BE6-7, BYP6-1, BYP6-2, BE7-4, BE7-6
- Week 5: Comparing IFRS to GAAP Paper
- Week 5: Final Exam Answers
- Textbook Version: Financial Accounting 7th Edition
ACC 290: 5 Week Previous Version Contents
- Week 2: E3-4, E3-9, P3-5A, P3-6A
- Week 3: BE4-1, P4-2A, P4-3A
- Week 4: P4-8A
- Week 4: BE5-1, BE5-3, DO-IT 5-3 and 5-4
- Week 5: BE5-1, BE5-2, BE6-5, BE6-7, BE7-4, BE7-5, BE7-6
- Financial Reporting Problems Part 1 and Part 2
- Final Exam Answers Guide - 30 Questions and Answers
- Unlimited support from ACCNerd Tutors (See Below)
XACC 290: 9 Week Version Contents
- Week 1: Basic Financial Statements Essay
- Week 2: E3-3, E3-9, P3-5A, and P3-6A
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- Week 4: E4-5, P4-2A, and P4-3A
- Week 5: E4-17, E4-18, and Closing Entry Questions
- Week 6: BE4-15 and P4-8A
- Week 7: BE5-1, E5-10, and P5-2A
- Week 8: BE6-2, BE6-3, BE 6-7, E7-3, E7-4, P6-5A, and P7-2A
- Week 9: Financial Reporting Problem
- Final Exam Answers Guide - 30 Questions and Answers
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Summer may not be the ideal time to sit down and knit jumpers, but there are plenty more seasonal items you can make yourself if you have a little spare time.
If you've recently began crocheting then now is a great time to hone those crafty skills and try your hand at a few simple projects.
Home ... read more


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Home / Courses
In our bid to offer better courses, all our coporate courses will now be managed by our Parent company, GIL Consultancy Pte Ltd. Specialising in:
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Salisbury, 36, has already been granted a benefit for what will be his 10th season since moving from Sussex.
Salisbury took 59 wickets at an average of 28.16 and said: "It was nice to be back in the wickets again after spending much of 2004 and 2005 on the sideline through injury."
Surrey, is also expected to agree a deal with spinner Chris Schofield. Schofield, joined the club for the last month of the season after a spell in minor counties cricket.
He took eight wickets in two first-class games and hit a useful 95 against Gloucestershire.
Di Venuto to represent Durham: Di Venuto, who has made 16,745 first-class runs at an average 43.04, left Derbyshire acrimoniously last month, after eight years there.
"There is so much young talent at the club and I'm pleased to have the opportunity to work with them," Venuto said.
Former Notts batsman Will Smith and Yorkshire seamer Mitchell Claydon have also agreed deals at the Riverside. And all-rounder Will Gidman, brother of Gloucestershire star Alex, is the third youngster to have signed on for two years.
Durham coach Martyn Moxon stressed that the decision on a single official overseas player would be open to review during the season.
The decision means opener Jimmy Maher and seamer Mick Lewis, both Australians, will not be returning.
But Durham also have two foreign players who sidestep the official designation under European Union laws, captain Dale Benkenstein and spinner Gareth Breese.
"The decision to go for one overseas player at the start of the season is primarily made to give our young talent the opportunity they have earned," said Moxon.


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Color Magazine Block Party
Color Magazine hosted a block party on September 14 up in Vancouver called the "Tail Tapas" and as part of their mini-ramp jam, they created a best trick contest using the Solitary Arts Traveler. We posted a few photos that Sandro sent us below. Check the Color site, HERE for the full scoop.
50/50 on the Traveler…
kenny forever
solitary arts
mini skate shop is open
jef hartsel bob lake geoff mcfetridge
is jef hartsel and jay adams
interviews yong-ki chang
our advertisements
in magazines
bob lake
geoff mcfetridge
equal dist. is
yong-ki chang
in the bay area
champion don't stop
is geoff mcfetridge
in atwater village


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"WHAT IS POPULAR EDUCATION?" DEFINITION OF THE MONTH from back issues of THE POPULAR EDUCATION NEWS
What exactly is Popular Education, anyway?
The idea of popular education (often described as "education for critical consciousness") as a teaching methodology came from a Brazilian educator and writer named Paulo Freire, who was writing in the context of literacy education for poor and politically disempowered people in his country. It's different from formal education (in schools, for example) and informal education (learning by living) in that it is a process which aims to empower people who feel marginalized socially and politically to take control of their own learning and to effect social change.
Popular education is a collective effort in which a high degree of participation is expected from everybody. Teachers and learners aren't two distinct groups; rather, everyone teaches and everyone learns! Learners should be able to make decisions about what they are learning, and how the learning process takes place. A facilitator is needed to make sure that new ideas arise, progress, and don't get repetitive, but this isn't at all the same thing as a teacher. In popular education, then, we can't teach another person, but we can facilitate another's learning and help each other as we learn.
In popular education, the learning process starts with identifying and describing everyone's own personal experience, and that knowledge is built upon through various activities done in groups. After the activity, a debriefing process allows us to analyse our situation together; seeing links between our own experience and historical and global processes in order to get the "big picture". Through the generation of this new knowledge, we're able to reflect more profoundly about ourselves and how we fit into the world. This new understanding of society is a preparation to actively work towards social change. In fact, in popular education, the education process isn't considered to be complete without action on what is learned; whether it be on a personal or political level.
From: Bob Hale Youth College for Social Justice : Participants' Handbook. Peace and Environment Resource Centre
Popular Education is a learning process which:
· Is inclusive and accessible to people with a variety of education levels;
· Addresses the issues people face in their communities;
· Moves people toward a place of action;
· Develops new grassroots leadership.
· Is based on the lived experience of those participating in the learning;
· Incorporates non-traditional methods of learning – such as poetry, music or visual arts
…From Project South's revised web site http://www.projectsouth.org/pages/Programs/program_Intro.htm
…popular education--the education component of community organizing.
From the www.comm-org.org website
Learner-centered participatory education where groups of people explore and exchange their lived experience and ideas about social, political and economic problems. The explicit purpose of popular education is for groups to gain understanding of their common problems and to develop, implement and evaluate solutions.
The agenda of popular education is democratic change and the empowerment of the disempowered... In the US, the most well-known practice of popular education is the work of the Highlander Center, but the methods are also widely used in community and labor organizing. Some principles which make popular education different from mainstream, teacher-centered education are:
· everyone teaches; everyone learns
· learning begins with the learner's own experience
· people want to learn where the knowledge is relevant and valuable to them
· adults will make time for learning that has immediate results
· learning is a cyclical experience of knowledge, reflection, action
…From Susan Moir, UMASS Boston, labor educator
March 2005
Paulo Freire's work developed as a response to cultural silence. (Others have suggested that in industrial countries noise, not silence, is the reality.) Freire developed techniques for giving voice to people submerged in a culture of silence; it was the culture of silence that he saw kept people powerless, that kept them from seeing themselves as fully human.
What has the popular education tradition brought to our attention?
- Tools and techniques based on – interlocked with – a set of ideas (some would call them principles as does the praxis project in Chicago, for example, or the Training for Transformation books)
- Knowledge from the majority world of the global South – they are more advanced than us in the North, can we recognize it and learn from them?
- Art, music, theater, song as a tool of voice – beyond their role as tools of cultural expression, as solidarity building, as tools for storytelling, for transmitting knowledge and wisdom – as a way to name the world, to shape and make our culture; and as a form of codes for educational practice.
- Tools of social and political analysis – at their core class analysis and the analysis of power and other social relations.
- The importance of establishing the humanity of participants
· Giving voice, a chance to speak
· Respect and recognition of all
· Treating people well, respecting their knowledge of their situation
· Creating contexts where people have the right to speak, can discover their humanness
- And Deborah Barndt's framework for popular education is succinct and helpful
· Starting from people's experience
· Understanding analyzing that experience, finding commonness in our experience
· Connecting that experience to others, broadening and deeping our understanding, adding social analysis
· Leading to action
From "Notes on Popular Education" by Larry Olds – written while attending the Cobscook Community Learning Center/IPEA week-long institute in 2001 in Cobscook Maine
February 2005
The Ah-hah Seminar's approach to education is through dialogue. It is a forum where the participants talk together about their own experience and make decisions about their own learning. It is rooted in the principles developed by the Brazilian educator Paulo Freire. Freire distinguishes his approach to education from the traditional "banking" approach where participants are treated as empty vessels that must be filled with information. The underlying implication of the traditional approach is that students are "uneducated" and in need of knowledge that can come only from teachers or experts. This need creates a dependency and reinforces a sense of powerlessness. People learn to distrust themselves, their own knowledge and intuitions and this can lead to confusion. They often feel there is something wrong but they are not sure what. Freire's method encourages participants to see themselves as a fount of information and knowledge about the real world. When they are encouraged to work with the knowledge they have from their own experience they can develop strategies together to change their immediate situations.
Excerpt from "Chapter One: Our Approach to Popular Edcuation," AH-HAH! A New Approach to Popular Education, p.13.
January 2005
(Without the graphics in the original)
"a method of education that is specifically concerned with the liberation of the people who are a part of it" – It sees all participants as learners AND teachers – teacher as student & student as teacher
What is Praxis? "reflection and action upon the world in order to transform it"
Goal is Humanization: What is important is the discovery of the oppressor-oppressed dialectical relationship, and to transform it. Otherwise, oppressed people can fall into the trap of striving to become the oppressors within the same structure.
LEADERSHIP (We cannot use monologues to convince oppressed people about the necessity of struggle - they must act and reflect for themselves. The work should not be FOR oppressed people, but rather WITH oppressed people.)
Key Ingredients: Trust & Dialogue
…Produced by Communities for a Better Environment (CBE), quoted in Power Tools • Appendix A: Additional Social Change & Organizational Tools, Page 4.
November 2004
Popular education has a long and distinguished tradition in the U.S. and around the world. It has galvanized the labor and civil rights movements in this country, and is at the core of people's struggles for economic justice and democracy in Latin America, Africa and Asia. We have been inspired by the work of Myles Horton and his colleagues at Tennessee's Highlander Center, by Brazilian educator Paolo Friere, and by the many popular educators working for justice in this country, in Latin America, and around the world.
This tradition has given us two basic principals: building democracy requires
a domocratic educational process; and education must lead to action, which in
turn provides the best material for education. Our educational approach is rooted
in participants' own experiences, using not only discussions but also participatory
research, story-telling, songs, and other group activities. We bring people
together in informal settings where we can learn from each other, tap the power
of our own cultural and spiritual roots, and discover new ideas and resources
for collective action.
…from Pinetree Folkschool Web Site: http://www.ptfolkschool.org/educatin.htm
October 2004
"Go to the people. Learn from them. Live with them. Start with what they know. Build with what they have. But the best of leaders when the job is done, when the task is accomplished, the people will say we have done it ourselves." …604 B.C. Lao Tzu …From CPEPR website homepage www.cpepr.net
September 2004
Often, I took time to think of Highlander and its call, its commitment to a
world of justice and thus of peace. Frequently the only one on the grounds (at
Highlander), I walked and reflected on Myles' dream and on the contribution
that Highlander has made and must continue to make in this better world we affirm
to be possible. I read his writings. I continue to reflect. Yes, it must be
about popular education, that is, to educate in such a way that people are able
to grasp deep concepts and make sense of them, so they can have effective practices
to govern their lives. So they can create a world of justice and peace, inclusive,
non-sexist, respectful of nature, caring for the planet. A non-racist, non-homophobic
world, mindful of the oneness of all, based on the concepts of sustainability,
thus internationalist - this is Highlander's contribution.
…From Reflections on Being a Horton Chair by Marta Benavides. HIGHLANDER REPORTS, April - July 2004
August 2004
Popular education is the term applied to a series of principles that have their roots in the theories of Brazilian educator Paulo Freire. Community educators, classroom teachers, trade-union educators and many others have been inspired by Freire's theories. There are other terms that are some-times used including liberatory education and critical pedagogy, but essentially all these terms denote education that is working toward the helping people analyze their reality and work toward the transformation of society.…
There are many times in your practice where you will see the principles of popular education intertwined with the methodological aspects. Although you never want to reduce popular education to a series of techniques, it is good to know that some of the methods that people use come from these principles. The belief that all people have the capacity to become critical thinkers and to work to solve their own problems lies at the heart of popular education methodology. Participants in a popular education setting are active subjects, not passive objects. Taking an active role helps people learn better. It helps them care more about what they are learning. A facilitator who works this way becomes a co-learner with the participants. Indeed, the facilitator should take guidance from the participants throughout the planning and workshop process. Whenever possible the facilitator should incorporate the personal experiences of the participants into the work.…
In our view the best way to help to strengthen the movement for
social change is to help create leaders who are critical thinkers. But it is
important to note that we work to develop leadership from within the communities
we work with. Why is critical consciousness so important? We believe that for
people to begin to work to change the relationship between the oppressed and
the oppressors, they need to be able to analyze the world around them in order
to see beyond hegemonic forces. For this reason, we spend a lot of time helping
people learn analytical tools that they can apply in a variety of situations.
But because we are working within the context of social change, analysis is
connected to action.
Excerpts from Economics Education: Building a Movement for Global Economic Justice Mary Zerkel, ed. American Friends Service Committee, 2001, pages 6-9.
June-July 2004
Education as social practice is focused specifically on production, circulation and transmission of specified knowledge, norms and behavior. As a social practice it is not neutral; it is rooted within the perspectives of a given model of social organization. Popular education is defined as a social practice that clearly is at the service of popular groups and their interests. Historically, popular education has been characterized by dealing with this knowledge, those norms and behaviors within projects that are more or less explicit in social transformation. These projects can take on characteristics and forms that are absolutely dissimilar, ranging from small activities to form groups in small communities to the vast mobilizations against international organisms.
As an educational process it deals with content and method. The contents refer
to social struggle analysis and strategies. The methodology of popular education,
in a specific manner, has dealt with active and participatory modalities, where
the action of the entire group, educators and educatees, occurs horizontally
and democratically, without reproducing forms of domination and individualism.
It is also within its perspective, as educational work, that social groups gain
autonomy for learning as a methodology to promote the independence of social
From "The World Social Forum As A Place of Learning" by Sergio Haddad. Convergence, Volume XXXVI, Numbers 2-3, 2003, P. 57
May 2004
popular education, n. 1. [Education for liberation] Syn. Popular education
is essential in developing new leadership to build today's bottom-up movement
for fundamental social change, justice and equality; see liberation, revolution,
social and economic equality
2. [Accessible and relevant] - Syn. We begin by telling our stories, sharing and describing our lives, experiences, problems and how we feel about them.
3. [Interactive] - Syn. We learn by doing, participating in dialogue and activities that are fun, e.g., cultural arts such as drama, drawing, music, poetry and video.
4. [Education with an attitude] - Syn. We are not neutral-- through dialogue and reflection we are moved to act collectively to solve the problems of and with those at the bottom in our communities, those who are most oppressed, exploited and marginalized.
5. [Egalitarian] - Syn. We are equal, all of us have knowledge to share and teach and all of us are listeners and learners, creating new knowledge and relationships of trust as we build for our future.
6. [Historic] - Syn. We see our experience within history; indicating where we have come from and where we are going. 7. [Inclusive] - Syn. We see ourselves in relation to all people of different racial/ ethnic groups and nationalities, social classes, gender and sexuality; and ages.
8. [Consciousness raising] - Syn. We critically analyze our experiences within history; explaining the immediate causes of our problems and understanding the deeper root causes in the structures of the economy, power and culture.
9. [Visionary] - Syn. We are hopeful, creating an optimistic vision of the community and global society we want for ourselves and our families.
10. [Strategic] - Syn. We are moved to collective action, developing a plan for short-term actions to address the immediate causes of our problems, and for long-term movement building to address the root causes of our problems. 11. [Involves the whole person] - Syn. We use our head for analysis, reflection and consciousness; our heart for feeling and vision; our feet for collective action for the short term and the long haul.
......From Project South: Institute for the Elimination of Poverty & Genocide
April 2004
- The first principle of popular education is the need to democratize power relationships in our society.
- The means to this end is the creation of mechanisms of collective power over all the structures of society.
- The methods used in creating these mechanisms cannot be in contradiction with the first principle – a democratic society cannot be built through authoritarian methods.
- Popular education is a political process in which the projects, strategies, and tactics used are produced collectively by the participants themselves.
- The learners are the SUBJECT, not the OBJECT of the learning process, and through this approach can become the subject of society.
- The educators and the learners are equal participants in the learning process – all are the producers of knowledge. The learning process is developed through a continuous dialogue between the educators and the learners.
- The objective of learning is to liberate the participants from the social
pressures and internalized ideas that hold them passive in conditions of oppression
– to make them capable of changing their reality, their lives, and the society
they live in.
From Making Sense of the Media: A Handbook of Popular Education Techniques by Eleonora Castaño Ferreira and João Castaño Ferreira, page 19.
March 2004
Popular Education is a toolbox including…Naming the Moment ++ The Praxis Project
++ storytelling ++ Lifeboats ++ tides in, tides out ++ co-learning ++ The Social
Tree ++ Ah!Ha! ++ participatory research ++ codification ++ naming the world
++ green calisthenics ++ crossing the line ++ history timelines ++ study circles
++ social analysis ++ The Secret Admirer ++ sculpturing ++ Forum Theater ++
sociodrama ++ role play ++ songwriting ++ conscientization ++ people's wisdom
++ weaving our lives ++ empowerment ++ cultural recovery ++ themes ++ transformative
learning ++ Navdanya ++ Women in Citizen's Action ++ Community-based Rural Development
++ ecological action ++ popular theater ++ people's rights ++ awakening sleepy
knowledge ++ situ learning ++ learning from elders ++ cartoons ++ participatory
community meetings ++ coyuntural analysis ++ who is in the room? who isn't in
the room ++ naming your moment ++ apples and oranges ++ unbrella contradictions
++ Know the past, Make the Path ++ Creating Collective Vision ++ The Matrix
++ Drawing the Relationship of Forces ++ paired interviews ++ starter puzzle
++ three paired skirmish and round robin ++ Nightmares ++ the power flower ++
"take two" ++ line-up ++ fly on the ceiling ++ head, heart, feet ++ the people
say ++ post office ++ sentence reconstruction ++ person to person ++ reframing
resistance ++ the "but why" method ++ structural analysis ++ the three story
building ++ brain storming ++ flip charts and tape ++ and more
… …From "POPED IS…" by Larry Olds
February 2004
The popular education movement seeks to address world literacy. We use the word literacy in the broadest of definitions. Popular Arts Education utilizes the language of imagery, words, movement and sound to pass on knowledge. "Pop Arts Ed" takes into consideration the holistic environment. This pluralistic approach to pedagogy seeks to liberate students from oppressive systems of education, assimilation and cultural memory wiping. We listen to oral traditions and mythology to decode a people's story. Through the integration of local aesthetics and stories combined with borrowed techniques and artifacts from other cultures we integrate ideas and concepts into a single work of art. This might be a mural, sculpture, film, theater work or game. Popular Arts education is an approach, and can be adapted and eventually taught by participants. To some degree this approach seeks to canonize an approach to cultural animation. I say this because I feel that for future generations to build upon this work we need a series of benchmarks, of which this definition is one.
While it may be ultimately impossible to set boundaries around "Pop Arts Ed"
an attempt to do so will contribute to a global movement that advocates for
peace, justice, education and a healthy environment. In fact the pursuit of
democracy itself is infused in the struggle to provide adequate arts education
to all the world's learners."
........"Seeking to Define Popular Arts Education" by Michael B. Schwartz (MFA) email@example.com
January 2004
There is no such thing as a neutral educational process. Education either
functions as an instrument which is used to facilitate the integration of the
younger generation into the logic of the present system and bring about conformity
to it, or it becomes "the practice of freedom," the means by which men and women
deal critically and creatively with reality and discover how to participate
in the transformation of their world.
From Richard Shaull in the Introduction to Pedagogy of the Oppressed
December 2003
Popular Education is learner-centered participatory education where groups
of people explore and exchange our lived experience and ideas about social,
political, and economic problems. The purpose is to gain understanding of common
problems and develop, implement, and evaluate solutions. Its agenda is democratic
change and empowerment of the disempowered. It is based on the work of Brazilian
educator Paulo Freire
. …From the flyer for ALLY's class in Cincinnati, Introductory Popular Education, taught by Steve Schumacher and Dorothy Wigmore.
November 2003
In our opinion, Popular Education is fundamentally defined according to its
objective. In other words, the teaching/learning processes acquire the trait
of "popular" insofar as these respond to the needs and interests of the vast
majorities. We have seen these needs systemized in three dimensions, namely:
dimension of base, of development, and of social change.
· In our countries, basic needs are those requirements for individual and group survival and subsistence. An education which does not place itself at the service of this need, turns out to be anti-historic to our peoples. Thus, Popular Education in Latin America combines its practice with strategies of survival, human rights, health, nutrition, etc.
· It is obvious that the intention is not simply to educate for "the preservation of the species." Human progress requires organic, social, economic, scientific and technological development of the people. As such, to educate with a popular perspective means to include these aspects as a dimension for the needs of popular sectors.
· Nevertheless, in Third World countries it is a verifiable historic fact that there are no profound solutions or answers to be found to the basic needs and development, if a structural transformation of our societies does not take place. So social change turns out to be an historical need as well. As such, every "popular" education effort has to radically (and from its roots) become an instrument of change. For this reason, its target should be to raise awareness and organization levels of popular sectors in such a manner that popular power gradually gains a co-relation of strengths in the social movement and that it collaborates with the social revolution demanded by our peoples.
.......Excerpt from : "Popular and Adult Education" by Sigfredo Chiroque, President of Instituto de Pedagogia Popular, Lima, Peru, in Adult Education and Development
October 2003
Popular education, developed in the 1960s and 1970s by the Brazilian educator Paulo Freire, is a nontraditional method of education that tries to empower adults through democratically structured cooperative study and action. Popular education is carried out within a political vision that sees women and men at the community and grassroots level as the primary agents for social change. It is a deeply democratic process, equipping communities to name and create their own vision of the alternatives for which they struggle. The popular education process begins by critically reflecting on, sharing, and articulating with a group or community what is known from lived experience. The participants define their own struggles. They critically examine and learn from the lessons of past struggles and from concrete everyday situations in the present. The process continues with analysis and critical reflection upon reality aimed at enabling people to discover solutions to their own problems and set in motion concrete actions for the transformation of that reality. Organizing guided by the following principles at the core of popular education helps to address two key interrelated challenges many organizations face how to make our organizations more democratic, and how to get people involved who will work to make the organization represent their interests and achieve its goals.
- Encourage participation.
- Develop democratic practices.
- Promote participants' control of the process and actions.
- Focus action around the issues in people's daily lives.
- Involve the entire person, including the heart, mind, body, and spirit.
- Respect the histories and cultures of those involved.
- Take power relationships into account.
- Integrate a gender and race perspective.
- Challenge all privileges (e.g. race, gender, class, sexuality, ability, age).
- Affirm identity.
- Emphasize movement and/or organizational base-building.
- Have long-term goals and visions.
.......Excerpted from "Popular Education" by Steve Schnapp. THE GLOBAL ACTIVIST'S MANUAL LOCAL WAYS TO CHANGE THE WORLD edited by Mike Prokosch and Laura Raymond. Thunder's Mouth Press, New York, 2002. (Steve Schnapp is the Education Director of United for a Fair Economy.)
September 2003
Popular education is the educational work in ordinary people's democratic social movements against all forms of oppression and for economic and social justice, sustainability, human rights, and peace. …Larry Olds
August 2003
Popular education is defined as people's education; it is not the education of the system. It is defined as an alternative to the dominate system. It is not new.
It has importance today in two contexts (1) revolutionary societies like Nicaragua (2) repressive situations like Chile. Why is it important? In the dominate system people's subjectivity is ignored. Capitalist development under fascist dictatorship atomizes people there is a loss of faith, identity, personality as they are integrated into the marketplace. In this situation popular education can be defined as an effort to reconstruct the people. Popular education characteristics
- It starts from the concrete, from popular culture
- It is a process of creating knowledge (related to participatory research)
- It is directed to the specific kind of action called "praxis" (directed toward structural social change)
- It avoids manipulation popular education is a process consistent with the new social order which is to rise
- It is a collective affair. Solidarity, cooperation, and organization are encouraged
- It is a permanent and flexible process
The goal is that people themselves become actors in creation of an alternative society. Popular Education doesn't reach its potential limited to popular organizations, but is located within economic power and power over daily life. This is all participatory and different than a party or attacking hierarchy. It leads to step-by-step, gradual appropriation of all the small spaces that exist in society.
"Pinochet is there not only because he has an army but because also we have
a small Pinochet in us."
..…From a presentation by Francisco Vio Grossi of Chile, then the General Secretary of the Latin American Council for Adult Education (CEAAL), at a meeting at the Highlander Center in Tennessee in 1983
June-July 2003
Popular Education - a translation of the Spanish educación popular, and a form of social change education with roots in Latin America. It starts with the experience of oppressed people, links new knowledge to what people already know, and leads to an expression of that knowledge through collective action for social change. Paulo Freire, a Brazilian educator, pioneered its theory and practice. Social Change Education - the term we use to describe the work of union or popular education in general. It signifies an approach to education that is in the interests of oppressed groups. It involves people in the process of critical analysis so that they can act collectively to change oppressive structures and practices. The process is participatory, creative, and empowering. ........From EDUCATION FOR CHANGING UNIONS
May 2003
Popular Education is
- Rooted in the real interests and struggles of ordinary people
- Overtly political and critical of the status quo
- Committed to progressive social and political change in the interests of fairer and more egalitarian society
Popular Education has the following characteristics
- Its curriculum comes out of the concrete experience and material interests of people in communities of resistance and struggle
- Its pedagogy is collective, focused primarily on group as distinct from
individual learning and development
.. …From PEN, the European Popular Education Network, in their email conference announcement, 2002
April 2003
The principles and philosophy of popular education are often associated with
the work of Brazilian educator Paulo Freire, but the practice of popular education
predates Freire. The historical roots of popular education can be found in several
areas of the world, including the folk school movement in Scandinavia and the
Highlander Research and Education Center in Tennessee. While there is no single
definition of popular education, CPEPR characterizes popular education according
to three central themes. First, popular education is community education, aimed
at empowering communities through cooperative study and action. Secondly, popular
education is political education, with the goal of collective social change
toward a more equitable and democratic society. Finally, popular education is
people's education, traditionally aimed at those communities who are excluded
or marginalized by dominant society.
.. …From the Center for Popular Education and Participatory Research website
March 2004
a. No education is ever neutral - education is either domesticating or liberating
b. Relevance - issues of importance now to participants - issues with strong feeling - excitement, hope, fear, anxiety or anger
c. Problem-posing - contrasting to the banking approach to knowledge
d. Dialogue - co-learners, a mutual learning process
e. Reflection and Action (praxis) - the ACTION/REFLECTION SPIRAL
f. Radical transformation - of communities not only individuals
.. …Abridged from A Very Popular Economic Education Sampler compiled by The Highlander Research and Education Center quoting Training for Transformation A Handbook for Community Workers by Ann Hope and Sally Timmel.
February 2003
The term popular education, a translation from the Spanish educacion popular,
defines this approach. Frierian popular educators, promote "conscientization"
as a key aim of this type of education. For radical educator Paulo Freire conscientization
refers to a learning process in which people, as knowing subjects, achieve a
deepening awareness of both the socio-cultural reality that shapes their lives
and of their capacity to transform that reality. In Southern and Eastern Africa
the term "people's education" or "education for self reliance" are in common
usage. In Asia activists speak of "education for mass mobilization" and of engaging
in "participatory research." In Europe we often hear of "cultural animation"
work, while in Canada and the United States "transformational education" has
influenced development education, feminist pedagogy, community-based adult literacy
programs, anti-racist education, and union education programs.
.......From "First Enliven, Then Enlighten Popular Education and the Pursuit of Social Justice" by Lee Williams
January 2003
POPULAR EDUCATION WHAT IS IT?* Educación Popular or Popular Education forms
part of a current in adult education which has been described as 'an option
for the poor' or 'education for critical consciousness'. Most of the methodology
and techniques of popular education are also those of adult education. But while
many adult education programs are designed to maintain social systems, even
when unjust and oppressive, popular education's intent is to build an alternative
educational approach that is more consistent with social justice. Popular Education
is called 'popular' because its priority is to work among the many rural and
urban poor who form the vast majority of people in most Third World countries.
It is a collective or group process of education, where the teacher and students
learn together, beginning with the concrete experience of the participants,
leading to reflection on that experience in order to effect positive change.
*We have chosen to formulate the definition primarily in terms of who is taught.
Other ways of defining the term relate to what is taught or the objectives…or
the characteristics of popular education.
.......From Rick Arnold and Bev Burke in A Popular Education Handbook


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Burgett-Irey family
View full finding aid
Burgett-Irey Family Papers, 1832-2012
7 boxes (4.5 linear ft.)
Born in 1908 to Louis and Sarah Kessel Burgett, Katherine grew up on the family farm outside of Oquawka, Illinois. In 1924 her parents purchased their own farm in Monmouth, which they later lost due to the devastating impact of the Depression on agriculture, and it was there that she first met her future husband, Kenneth Monroe Irey, a student at Monmouth College. The newlyweds moved to New Jersey in 1931 where Kenneth was transferred for work. As a chemical engineer, Kenneth enjoyed a successful career and comfortably supported his wife and two children. Retiring in 1970, he and Katherine spent their later years pursuing two passions: traveling and bird-watching. Kenneth and Katherine's eldest daughter, June Irey Guild, spent most of her adult life in Massachusetts where she has married twice, raised six children, and operated her own business. During her retirement years, June focused on preserving her family's history by collecting letters and recoding family narratives.
The Burgett-Irey Family Papers chronicle the changes that many twentieth-century American families experienced as the nation descended into an economic depression, entered into a world war, and emerged as one of the most powerful countries in the world. The collection, which will continue to grow, includes approximately 70 letters between Katherine Burgett Irey and her family. There are approximately 250 letters dated between 1834 and 1936 written between various family members and friends as well as June Irey Guild's correspondence from 1978-2012. Most of the letters exchange family updates, particularly precious after Katherine relocated to New Jersey. Among the earliest letters is an account of Katherine and Kenneth's first meeting described as "fast work," since he asked her out on the spot. Also included are some ephemera, photographs, genealogical information and other documents. A notable early document dated 1803 acts as a character reference for Abraham and Rebecca Holmes from their church. Autobiographical writings by Kenneth describing his cross-country trip to California in 1927 and a brief history of his life and career are also included.
Organization of Collection
- Burgett family
- Guild, June Irey
- Irey family
- Irey, Katherine Burgett
- Irey, Kenneth Monroe, 1905-1994
- Kessel, Louisa Gass
- Bird watching
- Depressions--1929
- Marriage--United States
- Motherhood--United States--History--20th century
- Mothers--United States--History--20th century
- Temperance--United States--History--19th century
- United States--History--Civil War, 1861-1865
- Women--United States--History--20th century
Special Collections and University Archives, University of Massachusetts Amherst Libraries
Information on Use
- Restrictions on Access
- The collection is open for research.


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Joseph Logan and Sherine El Madany
Sept 28, 2011
Libya's new rulers said on Wednesday they believed fugitive ex-leader Muammar Gaddafi was being shielded by nomadic tribesmen in the desert near the Algerian border, while his followers fend off assaults on his hometown.
Intense sniper and artillery fire from pro-Gaddafi fighters has so far prevented National Transitional Council (NTC) forces from taking Sirte despite more than two weeks of fighting and two full-on assaults.
One of the last two bastions of support for the ousted strongman, it has withstood a siege by NTC fighters hitting it with tank and rocket fire as well as NATO airstrikes.
The United Nations and international aid agencies are worried over conditions for civilians trapped inside.
More than a month since NTC fighters captured the capital Tripoli, Gaddafi remains defiantly on the run pledging to lead a campaign of armed resistance against the new leaders.
This article was posted: Wednesday, September 28, 2011 at 9:09 am


text:
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text:
News By Tag
Industry News
News By Place
Industry News
FiftyNineBeads Adds Autism Rosary Bracelet
As of October 5, 2009, 1 out of every 98 children is diagnosed with one of the autism spectrum disorders. The Autism Awareness Rosary Bracelet offers an opportunity to pray for those children -- and for the families and friends who love them.
They also knew that many of them frequently turned to prayer for help. Designers McKenzie and Stucko immediately went to work to create a rosary bracelet that would make people become more aware of the autism spectrum disorders -- and give the families of those who have a child with autism a prayer outlet. The rosary bracelet is the first of its kind and is available at http://www.fiftyninebeads.com.
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Who Can Enter
1. To be eligible to participate in this contest, entrant must be a U.S. resident who is 18 years of age or older, resides in the WSYT / WNYS viewing area.
2. Employees of Bristlecone Broadcasting, LLC, and any other company which owns, programs or provides other services to television broadcast stations WSYT and WNYS (collectively the "Station"), Disney Live, The Walt Disney Company, Feld Entertainment, Inc., their affiliated companies, advertising and promotion agencies, any and all local television broadcast and cable stations, local radio and other media companies, and the immediate family members of each are ineligible. The term "immediate families" includes spouses, grandparents, parents, siblings, children and grandchildren. Only one winner per household.
How to Enter
1. No purchase is necessary to enter. Qualified entrants may enter once per URL address or household.
2. To enter, visit the FOX68's website at www.foxsyracuse.com and look for the "DISNEY LIVE CLICK HERE TO ENTER" content features. Complete the online entry form with your name, address, phone, e-mail address and birth date. No mechanically reproduced or incomplete entries will be accepted.
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What's the Best Skin care? 100% Skin care
Is there a Best Skin care? 100% Organic Skin Care
What is the best organic skin care? Honestly way too many to check. Only one line that is 100% organic skin care and which stands out above the rest is RVB Holistic Beauty. RVB Holistic Beauty will be the results of continuous development and research of latest ingredients that bring forward a brand new professional cosmetic line. Building on the success of Natura, the newest line supplies a complete selection of natual skin care treatments using ingredients that feel at ease for you and also the environment. The 100% organic and natural active ingredients contain no parabens, no mineral oils, no animal proteins, no formaldehyde, no silicone, no siloxane, no petrochemicals, and therefore are GMO free. RVB Holistic Cosmetics use selected 100 % natural ingredients which are certified to be grown organically and possess been dermatology and microbiology tested. They provide maximum efficiency and keep your environment safe. skincare
RVB means Research, Value and sweetness. This 100% skin care line is an Italian company that's been researching and promoting the usage of natural skin care products for over 40 years. RVB supports fair trade, acknowledges and safeguards biodiversity in harvest locations and is a promoter of responsible and sustainable development that preserves auto wealth and cultural heritage with the regions the location where the vegetation is grown to offer you what is the best skin care mixture of ingredients. It absolutely was the first Italian cosmetic company to get the ISO 9002 Quality Certification which can be recognized worldwide like a standard in quality management.
RVB's eco-conscious 100% organic skin care line helps your skin to maintain a fragile balance by protecting it against harmful ultra-violet rays, pollution, toxins, bacteria, extreme temperatures, stress and natural aging. It fights against these factors by providing skin using the vitamins, minerals and proteins it has to sustain a wholesome, young and natural appearance. Utilized in therapeutic massage, all-natural ingredients give a sensory delight with fragrances inspired from aromatherapy as well as innovative textures that amplify the knowledge.
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No. Just buy it from. The client is in a hurry.
Looking for an e-commerce theme with support for a full page background slider.
Are there such items on ThemeForest?
As more features you provide. As more you can charge. But keep an eye out for what the competition is offering. If you both provide the same features, the lower price wins.
In this design should not been taken into account since I believe the bulk of the sales come from professionals that in the end change the skin so it won't resemble the original TF item.
I'm curious to see how an "Envato Elite" ring (similar to a superbowl ring) looks like
Had 3 mustache versions… I really liked this one. My wife told me I looked like a '70s pornstar.
More pics on my MoSpace: http://www.movember.com/m/1790400
Forrst and a collection of sites I like, built over the last few years.
Of course you can.
Just bought a theme that had special widgets for adding those
My Mo'space: http://au.movember.com/mospace/1790400
I'll shape it into a fu manchu next week … still growing it Feeding it chips and beer every day
I'm in
never had a stand-alone mustache until now
La Multi Ani Cosmin!