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For many parents and children, bedtime becomes a conflict of wills. Challenges like "I don't want to go to bed yet," "Do I have to go to bed already?" and "Why can't I stay up a little longer?" are common. So how much sleep do children really need?
Generally, elementary-school-aged children need at least nine hours of sleep. Preschoolers need ten or more. More is always better. Children deprived of normal sleep for even one night will frequently become irritable and tired. Children deprived of normal sleep for several nights will show personality changes and learn more slowly.
Getting children into bed and then getting them to stay in bed can be a daunting chore. For families that struggle with a bedtime ordeal, the following suggestions may be helpful:
- Have the same bedtime routine at the same time every night. If children are permitted to stay up later on the weekend, it should not be more than an hour later. Any more than that throws off the body's natural sleep-awake pattern.
- Try to limit physical activities, caffeinated soft drinks, scary movies, or computer games right before the bedtime routine begins. They tend to be stimulating.
- A structured order for putting on pj's, having an evening snack, story time, and prayer time will create a comforting atmosphere of routine and predictability. Try to keep each activity within a consistent time frame night after night.
- This is an excellent time to read a Bible story, sing a hymn, make up special prayers, and perhaps review memory work.
- After the routine is over, tuck your child into bed—that gives a feeling of security. Give a final kiss, turn off the lights (except for perhaps a night-light), and leave the room.
- If your child comes out of the bedroom, he or she needs to be walked back into the room and put into bed again. This is not the time for one more story or an "I forgot to tell you . . ."
- If your child is very upset and can't relax, a brief back massage and soft words of assurance may be quite helpful. Soft relaxing music may also be comforting.
- If your child becomes quite emotional, do not lie down with her or him. Lying down to calm your child will only reinforce the acting-out behavior. To calm a troubled child, sit on a chair in the room, but do not engage in conversation.
An evening that ends in calmness and structure, centered on prayer, brings about a restful night's sleep. "I will lie down and sleep in peace, for you alone, O LORD, make me dwell in safety" (Psalm 4:8).
From Patient Parenting, by John Juern. © 2006 Northwestern Publishing House. All rights reserved.
Image credit: Fujikama, Pixabay (used under Creative Commons CC0)

subset: commoncrawl


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SUNDAY — God bless America, and how's everybody?
The Comedy Store on the Sunset Strip held a show to honor the founder Mitzi Shore who died Wednesday. She had the highest standards in stand-up comedy. If Jesus Christ had auditioned for Mitzi on Open Mike Night, she would have told him that the Magic Castle is on Franklin Avenue.
The Wall Street Journal reports the plantation mansion where Robert E. Lee grew up as a boy has been placed on sale for $9 million. Lee's home was built 200 years ago for around $200,000. That makes it the only Confederate monument today that's going up.
Mark Zuckerberg insisted Facebook doesn't glean personal information in two grueling days of testimony to Congress. His stock went up 3 billion during his testimony. Zuckerberg got a little cocky Wednesday when he began addressing House members by their mother's maiden names.
Mark Zuckerberg spent hours in testimony before U.S. senators Tuesday defending Facebook's formula of selling advertisers a target list of customers from the FB user's posts, pictures and selfies. The site is a safe-space for narcissism. Facebook has 2 billion users, second only to heroin.
Lamar Odom opened an organic pot business in L.A. Thursday, continuing his association with drugs. Last year Lamar's barber friend in Inglewood was arrested by L.A. police for dealing coke and Lamar was shocked. Lamar has been his customer for seven years and had no idea he's a barber.
Argus Hamilton is the host comedian at The Comedy Store in Hollywood. E-mail him at firstname.lastname@example.com.


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A large majority of Americans believes there's a heaven, a new poll has found.
Newsweek magazine surveyed 1,000 American adults, ages 18 and up, in July. Seventy-six percent said they believe in the existence of heaven.
The reason is because "it's threatening to one's entire self" to imagine one's own death, says Sherwin Nuland, author of "How We Die: Reflection in Life's Final Chapter."
"Even those of us who don't believe in one sneakingly wish there was one," the author told Newsweek.
More poll results concern why a person goes to heaven and what it will be like up there.
Three-fourths of those polled think that a person's actions determine whether they'll wind up in heaven.
Such speculation, however, doesn't go down well with every theologian.
"There's no specific teaching on where heaven is or what it is," Boston College philosophy professor Peter Kreeft tells the mag. "The Bible doesn't give directions from downtown Cleveland."


text: yeha 4 Report post Posted March 4, 2019 I've got a pair of Lupo GTi calipers and also a pair of the 280mm carriers. I'm after £50 for the calipers and £20 for the carriers plus postage. I'll add some pictures later. Quote Share this post Link to post Share on other sites


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1. Introduction
The following discussion will outline context and theoretical underpinnings of a possible future initiative at the cross-roads of Language and Drama teaching that aims to address the current problem of youth extremism in many Western societies by minimizing, at the same time, problems of stigmatization and short-term politicking that can be linked to the term 'de-radicalization'. Far from proposing a complete design and definite institutional involvement, the article rather seeks to initiate and/or add to a rich discussion and encourage further suggestions. In the best sense of recreating the serious play in the rehearsal room, it hopes to offer a room for thoughts and convince other Drama and Language teachers to join efforts and rethink societal belonging in both challenging and exciting times of ever more globalizing societies in an increasingly complicated world of diversified models of life.
The article first gives a brief general context of 'de-radicalization' initiatives in Europe, continues by introducing more in depth structure, measures and theoretical grounding of the so-called 'Aarhus Model' as exemplary for an 'inclusive' approach to violent extremism and, subsequently, points to a dilemma that even less punitive, holistic programs often face. The last part of the discussion will offer an overview of some joint Language and Drama teaching approaches and discuss both their positive 'synergies' and possible setbacks when explicitly used in immigrant and refugee integration contexts. The article will end with a series of observations about how to avoid the discussed disempowering effects of initiatives thought to empower, and offer a draft outline of what could be called Process and In-Role Drama-based 'Two-Way' Language Teaching for fostering holistic societal integration.
2. 'De-radicalization' and the reflux of 'foreign fighters'
'De-radicalization' has become a key word in terrorism prevention at least since the high hopes for political change in many Arab countries turned sour several years ago. Many, if not all, Western democracies suddenly envisioned the frightening prospect of so-called home-grown 'foreign fighters' (cf. Hegghammer 2011) in the thousands coming back from the Syrian Civil War (2011–) and other conflict zones in the Middle East and beyond: some of them disillusioned, others with plans to bring the conflict into their countries of origin and most, arguably, carrying the scars of harrowing war experiences back into their communities (Summerfield 2000; Ritchie et al. 2017). Not a new phenomenon at all – an estimate of 10,000 to 30,000 foreign fighters participated in "armed conflict in the Muslim world" between 1980 and 2010 (Hegghammer 2010/11: 53) – an EU Parliament briefing from 2016 urges that, "since the Arab Spring protests turned into a fully fledged civil war in Syria, the phenomenon has acquired an entirely new dimension" (EPRS Briefing 2016: 2); with about 5,000 out of 27,000 to 30,000 foreign fighters in Syria and Iraq alone originating from EU countries in 2015 (ibid.) and most of them enlisting with "jihadist groups, including ISIL/Da'esh and Jabhat al-Nusra, whose ideology is hostile towards Western democracies" (ibid. 3). Of those 5,000, an estimated 20% to 30% had returned home by the end of the same year (TSG Foreign Fighters 2015: 4; cf. Lindekilde et al. 2016: 869).1 As the EU briefing goes on, approximately "one in nine of those who had gone to fight returned to perpetrate attacks in the West" (EPRS Briefing 2016: 3; cf. Hegghammer 2013: 7). While this number puts into question the simplistic approach of considering every foreign fighter a potential domestic terrorist, a clear "veteran effect" (ibid. 10) appears to emerge, as Thomas Hegghammer, Director of Terrorism Research at the Norwegian Defence Research Establishment (FFI), points out in a recent study. Data from his 'Jihadi Plots in the West (JPD) Dataset', gathering information about terrorist attacks perpetrated between 1990 and 2010 (ibid. 2), suggests that plots with veteran participation are twice as 'effective' in terms of their 'lethality' as those perpetrated by far less battle-tested attackers.2 Thus, the EU push to coordinate member state activities "regarding the prevention of radicalisation, the detection of travel for suspicious purposes, the criminal justice response, and the cooperation with third countries" (EPRS Briefing 2016: 1), intensified since 2015, seems comprehensible.
Number and variety of de-radicalization initiatives in the EU alone are vast, as the Inventory of the best practices on de-radicalisation from the different Member states of the EU (2014) shows. They include proactive, preventive and punitive measures spanning from programs that intensify existing immigration efforts such as "language promotion" (ibid. 5) and "familiarization training for religious representatives from Turkey" (ibid. 6) in Austria or initiatives "intended to strengthen collaboration with Muslim communities and to isolate, prevent and defeat violent extremism" (ibid. 54) such as PREVENT in the UK, through to up-dating legislation and improving law enforcement and border security in Bulgaria (ibid. 10). While many countries including France and Spain favour "a repressive approach" (EPRS Briefing 2016: 8), there are some others like Denmark that have opted very early on to rely mainly on 'inclusive soft measures' in order to avoid further damage by alienating marginalized groups and, thus, prevent further "polarising [of their] societies" (ibid.). The 'Aarhus Model' from Denmark is somehow the 'poster boy or girl' of soft measure driven de-radicalization initiatives (Braw 2014), also for its particularly productive theoretical approach that categorizes systematically a series of risk factors in the lead up to potential extremism.
- This number includes about 1,200 'home-comers' to Austria (70 out of 300), Belgium (118/470), Denmark 62/125), France (250/1,700), Germany (200/760), the Netherlands (40/220), the United Kingdom (350/760) and Sweden (115/300) alone, with proportionally very high numbers returning to Denmark (49.6%) and the UK (46%) and very low numbers returning to France (14.7%) and the Netherlands (18.2%) (TSG Foreign Fighters 2015: 7-10).
- Of 49 (46%) plotted attacks with veteran participation, 14 (58%) were executed and 8 (67%) were lethal; of 57 (54%) plotted attacks without veteran participation, 10 (42%) were executed and 4 (33%) were lethal (Hegghammer 2013: 11); Hegghammer himself asks for caution with regard to the data while he also emphasises that all data sets the JPD is based on are "well referenced and rarely disputed" (ibid. 2).
3. The Danish national de-radicalization Action Plan (2009) and the 'Aarhus Model'
Although slightly preceding the Danish national Action Plan together with a similar initiative from Copenhagen, the 'Aarhus Model' should be considered in the context of the broad government initiative that set out, in 2009, to "prevent extremist views and radicalization among young people" (Kühle & Lindekilde 2010: 13), producing at once "scientifically sound" research to fill a lacuna as for the reasons behind the current phenomenon of so-called 'radicalization' among European Muslims (ibid.) – strikingly high proportionally in a country of a sophisticated welfare system like Denmark (Neumann 2015). The model, established around 2007, can be described as a collaborative multi-agency intervention program mainly supported by Aarhus Municipality and the East Jutland Police (EC 2017). It benefits from almost forty years of "solid experience and know-how" in interdisciplinary collaboration for crime prevention between schools, social authorities and police (SSP) and is organized as one of many SSP programs that exist in all Danish municipalities (Bertelsen 2015: 242). External partners are the Danish Ministry of Social Affairs, the Danish Intelligence and Security Service (PET) and the University of Aarhus; namely the Department of Psychology and Behavioural Sciences (Anti- and De-Radicalization Research Project) and other "experts in the fields of politics, sociology, psychology, acculturation and religion" (ibid. 242; cf. EC 2017). Furthermore, it collaborates closely with other similar Danish and European projects and is linked to the European Radicalization Awareness Network (RAN), as one of the leading academics involved in this initiative, Preben Bertelsen from the University of Aarhus, explains in an introduction to the 'Aarhus Model' from 2015.
While not at all disregarding hard, or punitive, measures (Bertelsen 2015: 241), the 'Aarhus Model' focuses on a sophisticated early prevention and exit program in order to "stop or redirect the process of violent radicalization" (ibid.). It is based on the notion of 'inclusion', defined by Bertelsen as "a social, cultural and societal practice about incorporating the diversity of different forms of life in a joint effort to form a community" (Bertelsen 2016: 16) and, thus, takes very seriously the institutional responsibility in modern liberal democracies to guarantee fundamental constitutional rights such as freedom of expression and political and religious activity (Bertelsen 2015: 241). This commitment necessarily includes the acceptance of extremist yet non-violent views and attitudes, which are, as Bertelsen points out, predominant in the great majority of radicalized movements (Bertelsen 2016: 2).3 Accordingly, the initiative is about "transform[ing] the personal, social, cultural and political motivations into legal modes of participation and citizenship" (Bertelsen 2015: 243), rather than primarily fighting extremism per se by turning every individual view into a non-offensive intellectual middle ground opinion. It focuses on the prevention and countering of violent extremism at the core of any illegal process of radicalization and is, therefore, in need of a set of sensitive, theoretically and scientifically grounded instruments to assess every individual case with regard to the best measures to adopt.
What are the measures of the 'Aarhus Model'? Main elements of the prevention program are the InfoHouse, a mentoring program, prevention workshops for youth, a parents network, and an ongoing dialogue between the Aarhus team, Aarhus Municipality and different Muslim communities, organizations and mosques. The InfoHouse, staffed by East Jutland Police, is a first contact point for any person worried about the potential violent radicalization of another individual. Often coming from "parents, teachers, youth club workers, outreach workers, social workers, and/or the police" (ibid.), this information is assessed based on further research, commonly in collaboration with a consulting interdisciplinary workgroup, and triggering specific anti-radicalization measures in case "risk factors for violent radicalization are identified" (ibid. 245). Contact to the person and parts of the individual's network is sought, the situation explained and alternative, legal "ways to find answers to questions of life, as well as alternative ways to resolve resentment and offence" (ibid. 243) are discussed. A critical part of this process is tailored mentoring by a team of ten specifically trained and supervised mentors of very diverse background with regard to age, gender, ethnicity, formal education, experience, political and religious knowledge and familiarity with different social and cultural environments in order to be "well-informed, interested and empathic sparring partner[s]" (ibid. 244) for their mentees. A network to empower parents of radicalized youth (of any kind) is an additional element of support.
For early prevention the Aarhus team has developed a series of two-hour workshops for primary and secondary school students. They inform about the danger of terrorism and the problem of violent radicalization. Using "short presentations, dialogues/discussions, exercises, games and role-play" (ibid. 244) they aim to help both teachers and students acknowledge in their peers "risk factors and markers of radicalization processes" (ibid. 245), on the one hand, and, on the other hand, they seek to raise awareness of "digital behaviour, prejudice, exclusion, citizenship and participation in social life, community and society" and, thus, foster resilience against a series of risk factors of radicalization (ibid. 244). Since 2013 the 'Aarhus Model' also offers a specific 'exit program' for homecoming foreign fighters that relies on many of the above measures and is only available for those who have not been involved in criminal acts (ibid. 245). Once a case is approved as feasible, a task force recommends a range of appropriate services, such as "employment/education, housing, psychological counselling/therapy and medical care" (ibid.), chooses members of the individual's social network that can lend support in the process as 'resource persons', and works out a "written exit-process cooperation agreement" together with the homecoming person (ibid.).
4. Life Psychology – A framework to detect risk factors of violent radicalism
As is very clear, this model is in need of a reliable mechanism able to identify risk factors that can turn non-violent extremism into its illegal violent form of radicalism which is, after Bertelsen, "[a]n intense desire for and/or pursuit of a universal and comprehensive change in own and common life, socially, culturally, and/or societally, by violent means – where the consideration for human coexistence is set aside" (2016: 1; my inverted emphasis). This framework is offered by Life Psychology; a theory, and scientific discipline linked to the University of Aarhus, that integrates social, societal and personality psychology with social sciences (politics, sociology, law) and humanities (culture, religion, ethics) (Bertelsen 2015: 243). Core presumptions of this theory are – very roughly speaking – that "everybody aspires to a good-enough life" (ibid. 246) and every individual is "striving for agency in the own and common life" (ibid. 242). The attribute 'good-enough' points both to the lack of achievable perfection in life and the need for sufficient life skills in order to cope with everyday life's tasks (ibid. 246). The impression of agency can be lost for many reasons and lead to a "state of non-flow (experienced as stress or anxiety)" (Bertelsen 2016: 2; cf. Csikszentmihalyi 1990). 'Non-flow' can be experienced as 'frustrating' (when skills exceed possibilities, conditions, etc.) and as 'overwhelming' in any opposite situation (ibid. 6f), both leading to the impression that a "good-enough life embeddedness" (Bertelsen 2016: 4) is under threat. In other words, life is no longer experienced as meaningful, comprehensible and manageable (ibid.), and the quest to reestablish life embeddedness and, thus, agency is considered a fundamental human reaction rather than a deviation (ibid. 21). Therefore, as Bertelsen points out,
[…] we should not search for the fundamental risk factors of extremism in something insane only found in a few abnormal individuals. The basic factors of extremism should be found in the universal human striving for a good enough life embeddedness, and may simply be a natural reaction to threats – regardless of how insane and dangerous the extreme (re-)action might be. (ibid. 3)
Whether individuals in this situation turn extreme or even opt for taking violent radical action, depends – if one follows the understandings of Life Psychology – on two sets of accumulative risk factors linked, again, to the so-called 'Basic Five' (ibid. 4) of intentional agency: volition (what one strives for or wants), ability (individual skills and knowledge), external possibilities and conditions (or the structural factors of the individual's existence), the social and relational conditions (or how the individual is 'being met') and the actual 'doing', i.e. "being in process of working on something with regard to realize one's life skills and handle one's life tasks" (ibid.). Set 1, the "basic factors", is "based on the flow in the realization of universally human life competencies" (ibid. 6) and includes ten factors that are linked to 'non-flow' situations with regard to a "close social network", the "framework for own interests" (or life task handling), "community participation", the ability to be "focused and engaged", to be "practical and pragmatic", to make "moral and normative" judgments, to be "aware of the surrounding world" and read its "cues", to be self-reflective, to experience "empathy" through "perspective-taking" and to the ability of navigating the surrounding world taking into account "important systems, rules and regulations" (ibid. 6-10). The second set, the "moderating factors", is a taxonomy describing the personal "realization style" of the above "universally human life skills" which can – again roughly speaking – trigger violent extremist responses to a situation of acutely experienced non-flow or, to the contrary, work as protective factor in the above 'non-flow' situations (ibid. 11). These factors relate to the individual's "cognitive structures", the "dynamic level of energy" and the "general human personality style termed the mirroring/idealizing style regarding self-consolidation and the quest for belongingness" (ibid.). With regard to cognitive structures, the need for "cognitive closure" (i.e. for distinct and unequivocal explanations) is considered a mayor risk factor leading to mainly four 'basic cognitive styles' that can favour violent radical behaviour: "Ambiguity intolerance", the tendency to "[j]ump to conclusion", the extreme obsession with a single idea known as "[m]onomania" (ibid. 12) and "[f]undamentalism", or "a mindset based on mandatory truths" (ibid. 13). As for the 'dynamic style', "high energy level", "[e]xcitement-seeking" and "[j]ump to action" can lead to violent extremist action (ibid.). The personality or 'mirroring/idealizing' style is linked to identity creation through the individual's actions and the world's reactions to them in as much as one mirrors oneself in the world's reactions and can find and accept the ideals, or "contents and direction to life" (ibid. 14) by individually important others. In this context, Bertelsen speaks explicitly of two "disordered personal styles" favouring violent radicalization: firstly, an "extreme need of mirroring" potentially leading to megalomaniac omnipotent self-assertion and secondly, "an extreme need to belong" leading to "a very unrealistic idealization of others (or of a cause)" (ibid.). Also here, the theory identifies three and five risk factors or preferred risky behaviours respectively for the personal mirroring and the personal idealizing styles: "Self-assertiveness", "[r]umination and grievance" and "[a]ggression and violence as the preferred response" (ibid. 15) for the former, and "'[d]ying to belong'", "[e]asy to mobilize" (ibid. 16), "[g]uilt and shame" (or felt obligation for action), "[s]elective recognition and identity simplification" (ibid. 17) and "aggression and violence as accepted cost for belongingness" (ibid. 18) for the latter.
5. Stigmatization, discourses of deficiency and de-radicalization initiatives
The 'Aarhus Model' has been chosen here to exemplarily introduce more in depth current 'de-radicalization' initiatives for offering a particularly sound, sensible and successful approach, practically and theoretically, to one of the crucial endeavours of modern liberal democracies: to guarantee the highest possible physical (and mental) integrity within the maximum of political (and religious) freedom. It shows clearly a commitment to filling the lacuna of a scientifically grounded taxonomy (Lindekilde 2012: 386) that helps to describe and detect (violent) extremist behaviour comprehensively and, as much as possible, universally, at the same time as it points to a range of specific levers, or areas where prevention most likely will have maximum impact.4 Additionally, it is a good example of the genuine dilemma most, if not all, similar initiatives are facing. While aiming for greater societal participation and, ultimately, fighting against discrimination, also this model continues to be inscribed in common discourses of deficiency (Rougeaux et al. 2014) and, thus, runs the risk to stigmatize rather than break down borders. In other words, who needs to be de-radicalized is considered, or labelled, as suffering from a lack of democratic understanding and/or integrity for a series of factors linked to both his or her personality and upbringing. What is more, linking this deficiency to particular ethnic and religious groups, simply for presupposing any set of shared predispositions, will increase most likely unwanted disempowering effects of initiatives and measures that genuinely seek to empower members of those groups, as I have discussed in depth elsewhere (cf. Bastian 2016).
Still reasonable to a certain extent where potential violent extremism has been detected, this discourse can become highly problematic in prevention settings for school children where the recognition of risk factors is part of the training program (Bertelsen 2015: 244). This danger, while still not studied enough (START 2016: 12), has been emphasised by many researchers and affected members of what could be called 'focus communities' (Kühle & Lindekilde 2010: 126-128). The 'Aarhus Model' is not blind to this danger though; as early as in 2012, Lasse Lindekilde from the University of Aarhus emphasized the need in the Danish Action Plan to separate, rather than integrate, measures that specifically focus on counter-radicalization and those which generally foster community integration and participative citizenship, since, "despite the good intentions[,] the aim to counter discrimination and foster equal opportunities for all is by some end target groups perceived as problematic when it is pursued as a part of a counter-radicalisation strategy" (Lindekilde 2012: 399).
In the following part of this discussion, I will therefore outline a potentially very productive initiative in the area of combined Language and Drama Teaching which aims to avoid, or at least minimize, those disempowering effects while, at the same time, neither ignoring the potential risks of radicalization through systemic youth disengagement, nor denying the many legitimate conflicts and strong emotions, including fear and anger, that accompany processes of change such as those caused by heightened immigration in times of accelerating globalization. Language development is not only paramount for childrens' overall development but has been identified repeatedly as a core factor in identity formation and, thus, as particularly decisive for youth disengagement and/or societal success of bilingual (or plurilingual) students (cf. Cummins 2001: 76-78; Azevedo 2010). Drama pedagogies have developed over the years a range of techniques such as Process Drama and In-Role Drama that focus particularly on empowering the students' own voice and have proven particularly successful in forstering identity and resilience in young people that are prone to experience discrimination (cf. Nelson 2011). As will be seen, the proposal thus takes up the call by Bertelsen himself to "address the factors of exclusion and other threats to fundamental life embeddedness" (2015: 251) not only through the lens of individual agency but as well from a structural point of view. Accordingly, the proposed initiative aims to induce young people, through a more generalized approach, to developing resilience against a diverse range of violent extremisms by "strengthening, developing, informing and forming life skills – through [...] civic formation in school, (age adequate) existential conversations and deliberative community building [...]" (Bertelsen 2016: 19), seen by Bertelsen as essential for sustainably opposing youth disengagement and, thus, violent radicalization in the West and beyond.
- While measuring success in this area appears to be a problem still to be resolved (Lindekilde 2012: 385f; cf. START 2016: 11f), an early external review process of implementation and effectiveness states that "there are various reasons to believe the strategy is being implemented soundly, on schedule, and is providing encouraging results" (Vidino & Brandon 2012: 57; cf. COWI 2011).
6. Language Teaching and Process Drama/In-Role Drama
Language and Drama Education have been discussed together for many years (Kao & O'Neill 1998: 490). Language is a genuinely embodied human activity and few theatre productions can dispense entirely with language. Additionally, an important focus has been set in recent years to the opportunity of fostering particularly migrant students' self-esteem through the promotion of first languages other than English in Drama classes within Anglophonic educational systems (cf. Lazarus 2012: 132ff; Donelan 2002). This effect, again, is most likely to do with the generally positive impact of Drama Education on the building of strong communities, composed by self-confident and resilient individuals, that is described in literature (cf. Cahill 2002; Nelson 2011). The initiative of Process and In-Role Drama-based 'Two-Way' Language teaching I propose here is informed by the experience from existing programs that benefit from linking methodologies in Language and Drama teaching and also seeks to learn from some drawbacks that have recently been described in literature (cf. Rousseau et al. 2012). A brief introduction to both advantages and potential risks will set the context for my final draft proposal at the end of this discussion.
For the English-speaking context, it is possible to distinguish between two main approaches with regard to Language Education through Drama: firstly, the acquisition of foreign languages by means of drama practice and secondly, the use of theatrical techniques in order to improve English as a Second or Foreign Language (ESL/EFL) learners' engagement and thus language skill performance (Stinson & Winston 2011). As Stinson and Winston (ibid.) observe, reasons for discussing the synergetic effects of thinking Language and Drama Education together are provided by "several factors drama and language hold in common: the influence of context on communication; the socially constructed nature of both language and drama; and the importance of active participation" (ibid. 479). Being amongst the most influential approaches in language acquisition, both Communicative Language Teaching (CLT) and the related Cooperative Learning (CL) approach are based on the understanding that social interaction and meaningful interpersonal exchange are seminal for successful language learning (Larsen-Freeman & Andersen 2011; Jacobs & Goh 2007). This genuine need for public (language) practice (Krashen 1981), which is necessarily embodied (Gilbert & Lo 2007), is – as much as (drama/theatre) performance is – reliant on a) the interpretation and application of pre-existing texts or structures, b) spontaneous, or unplanned performative interactions and c) a whole range of performative skills related to "vocal and physical dexterity" (Stinson & Winston 2011: 481).
From a (language) performance and (skill acquisition) result-oriented perspective, core arguments in literature that support the use of drama techniques in language teaching include the following:5 an improvement in language facilitating scaffolding through more interactive questioning than in traditional language classrooms and by "enabl[ing] teachers to bring different social contexts, relationships, and registers into an otherwise rather fixed classroom discourse setting" (Kao et al. 2011: 511); the increase of experiences of relevance and authenticity in language performance through the creation of "identity texts", the provision of "room for situated practice" and "multimodal representations of meaning", i.e. outcomes that include written and oral language as much as visual, audio, tactile, gestural and spatial representations (Ntelioglou 2011: 596-598; cf. Cummins 2006); the reduction of language anxiety through the use of an affective space (Piazzoli 2011: 570); the support of intercultural language learning through the kinaesthetic elements in the drama classroom (Rothwell 2011: 591); the general stimulation of a greater variety in styles and levels of oral and written language use and the balancing of "informational, expressive, and interactional modes of language" (Wagner 1998: 35) which, in the end, is supported by a wealth of situations in the drama classroom that provide manifold opportunities both for the use of language in a wider than average variety of purposes and thus language registers and genres, and for an understanding of language as a powerful tool that enables the user to "act upon" rather than "be acted upon" (Wilkinson 1988: 12).
Whilst Stinson and Winston (2011) support the claim of many researchers in the field and observe that further long-term studies, considering "teaching-learning processes, contextual factors and the complexities that are embedded within local contexts" (ibid. 485f), are needed, the evidence of the benefits of linking drama practice to language learning already appears rather strong and manifold. What is not answered so far is why, and in what way, the explicit integration of Language Learning into the Drama classroom can foster inclusion, self-esteem and, last but not least, help all students independently of their background to better understand the complexities of modern societies in a globalizing world and, thus, prevent any student from disengaging with society by looking for simplistic answers in any kind of violent extremism. It is particularly important to address this question in view of strong critique against instrumentalizing Drama Education for other aims than aesthetic education and thus "relegating theatre craft, acting and study of plays to a minor or non-existent role" (Fleming 1998: 147). This argument has often been raised and discussed comprehensively (Anderson 2012) and is valid in a situation where the Arts, all too often, have to prove their relevance alone against the parameters of cost-benefit analyses (Flew 2012: 11). I still sustain, with others, that the focus of the disciplines needs to be widened rather than constrained within an educational system that explicitly supports interdisciplinary learning as a strategy of student engagement and inclusion (Hyde 2014). Moreover, 'real life issues' and the critical engagement with the burning questions of society have always been an intrinsic part of theatrical creation, at least in the Western tradition. Therefore, addressing those issues by, simultaneously, learning a craft in the more specific sense (how to do theatre in all its many ways and techniques) and practicing a wide range of life skills (including several languages and the use of body and voice, emotion and reason) in general that help acquire resilience in an increasingly complicated world of diversified models of life (cf. Fraser 2009) does not seem to reduce the Drama classroom to a 'sidekick' of short sighted politicking. It rather seems to have the potential to further enrich the experience in the same classroom by the dimension of direct and relevant socio-cultural dialogue in an exciting (and sometimes exhausting) playful laboratory of life that the rehearsal room has always been.
The above idea of understanding language as a tool of individual empowerment in a social environment, as advocated by Wilkinson, links directly to a series of approaches in Drama education of which I will introduce briefly two as particularly, although not exclusively, suited for the proposed project and often used in language learning contexts: Process Drama and In-role Drama (cf. Dunn et al. 2012; Nelson 2011; Lazarus 2012). Nelson (2011), partly relying on Neelands and Goode's (1990) definition, observes that the term Process Drama "refers to drama work that utilizes a variety of drama and theatre conventions, in which 'the conventions selected are mainly concerned with the processes of theatre as a means of developing understanding about both human experience and theatre itself'" (Nelson 2011: 81). The term In-Role Drama "refers to work in which students in role as experts, stakeholders or problem-solvers are confronted with a real or fictitious problem and are asked to question, debate, discuss, consider, and come to a resolution of that problem" (ibid. 81f).6 Working with both approaches in combination has been considered by many scholars and educators a powerful strategy to encourage and facilitate the formation of a strong sense of community, challenge the status-quo in society, including the confinement of its individuals to particular roles, and with this the breaking out from seemingly pre-determined power-relationships (ibid. 82f). Power-relationships are particularly complex in multi-cultural – i.e. the great majority of all – societies, and no simple assumptions about the links between power, on the one hand, and race, ethnic identity, language and other related factors, on the other hand, should be made. Yet raising these issues in an environment that cherishes critical thinking and acknowledges equality without demanding sameness (Arber 2005: 648f) by supporting a process of becoming (and questioning) rather than one of cementing identities, is one of the key purposes that arguably should be taken into account by any teacher in the context of educating responsible citizens within liberal democracies.
Including into the Drama classroom the rich linguistic (and cultural) heritage in the making many liberal democracies have to offer, appears to be able to further strengthen those empowering effects that the drama classroom can provide. This at least suggests research by Rousseau et al. (2012) who have studied the impact of "school-based intervention integrating drama and language awareness" (ibid. 187) in a 2009–2010 pilot project that was addressing the learning difficulties of similarly 'underschooled' immigrant and refugee students in two high school classes in a socio-economically "underprivileged neighbourhood" (ibid.) in Montreal, Canada. As one of the positive outcomes the authors point out that the integration of language and drama in a plurilingual classroom, cherishing linguistic diversity to support plurilingual communicative repertoires, helped most students against feeling "doubly rejected" (ibid.), i.e. discriminated for being part of both a stigmatized student group with learning difficulties and a cultural minority seen as socio-culturally disadvantaged. While reaching more complex findings overall, the authors come to the conclusion that "[t]he acknowledgement of diverse languages and identities can help restore feelings of belonging" (ibid.). This observation is somehow in line with recent studies on 'own-language use' in foreign language learning that show that teachers using, at times, the own language of the learners are often perceived as showing more empathy and solidarity with their students (Hall & Cook 2012: 17; Cummins et al. 2006: 25). Interestingly, however, the positive impact of plurilingual theatre intervention is not so clear in a more comprehensive follow-up study by Rousseau et al. (2014) two years later, including 477 participants in a three part randomized trial of a school-based theatre intervention, a focused tutoring intervention and a control group solely following the usual curriculum. Findings show, again very roughly, that while theatre intervention was "not associated with a greater reduction in self-reported impairment and symptoms in youth", a "reinforcement of feelings of exclusion" and an exacerbation of "perception[s] of dysfunction" could be found in second generation immigrant youth participating in the trial (ibid. 8). Being unexpected at first sight, the authors' search for reasons points directly to Lindekilde's above warning against blending explicit measures of de-radicalization with other programs that intend to foster general youth engagement with society and equal opportunities for all. While previous theatre interventions by Rousseau et al. (2007; 2012) had been done entirely with recently arrived students – and seemed to work as a support for regaining agency in a new environment – the more recent trial including students with a range of different 'immigrant biographies' seems to support the notion of a contrary effect concerning difficulties of a more "chronic nature" (Rousseau et al. 2014: 8). This effect might reinforce rather than reduce feelings of exclusion and disaffection by making students even more aware of their limitations and frustrations in a short-term program that does not offer enough long-term support to overcome them.
- From a broader perspective looking at the effects of Drama Education on language acquisition the distinction between Languages other than English (LOTE) and ESL/EFL seems irrelevant and will thus be abandoned in the following discussion.
- In-Role Drama is closely linked to Dorothy Heathcote's Mantle of the Expert approach to teaching and learning (cf. Heathcote & Bolton1994).
7. Two-Way Language Teaching through Process Drama/In-Role Drama – A draft proposal
The apparent need for long-term initiatives leads to the concluding draft proposal for a strategic intervention at the cross-roads of Language and Drama teaching that aims to create a deeper sense of belonging, or 'pluri-integration' beyond short-term societal interests of de-radicalization. Far from offering yet a complete program, let alone fully developed modules ready to apply in any given Drama classroom the proposal rather wishes to support a lively discussion among Drama and Language teachers who also feel the need to rethink societal belonging in particularly challenging and/or exciting times and who can imagine to join efforts in this area. Based on the above findings showing that short-term programs run the risk of reinforcing rather than tackling feelings of exclusion, this strategic intervention is best envisioned as an ongoing generalized initiative linked to institutions of the widest possible impact; in the best of all cases as a core activity in all primary and secondary schools of a given country. While this seems much to ask – given the complexity and structural inertia of most national systems of education – and possibly rather centralistic, the opposite is intended here: two-way language teaching in the Drama classroom should be seen as a typical 'down-up' initiative where teachers use their daily experience to develop practices that are tailored to the needs of their particular schools. Only winning over more teachers over time will create the necessary momentum and, hopefully, as well bring supportive funding to further gather and spread existing knowledge and practices. There are certainly many answers to the multifarious questions of how to integrate Drama and Language learning in order to both foster a deeper sense of belonging and negotiate how society could and should change in order to minimize youth disengagement. In this context, the least complicated question might be how to integrate the teaching of any majority (or national) language into the Drama classroom. How to integrate the wealth of other languages, however, so that the second direction of language teaching does not become a merely tokenistic exercise seems more challenging, although crucial in order to succeed. This is more so since a number of research has clearly shown the importance of both consolidated proficiency and conceptual foundation in L1 for bilingual students to succeed academically and, thus, prevent a series of discriminatory and disengaging effects mayority language-centred teaching can have (cf. Cummins 2001: 76-78).
Therefore, 'two-way' language teaching would best be seen as a metaphor for ongoing negotiation and awareness practice linked to language as a central hinge between socio-cultural elements of identity formation and socio-economic aspects of skills training, both political and associated with manifold debates in current liberal democracies. By defining each involved Drama classroom as a place of change, including linguistic ex-change, where not only the need to develop a common language (in every sense) is acted out, but also the dynamic character of any language placed among a rich ecology of other languages of the world is experienced, the initiative hopes to turn nation building into a tangible enterprise where the complexity of creating something new is lived every time again – moving away from simplistic instrumentalist ideas of the need to integrate and be integrated into something already given. Recent approaches to plurilingual education such as the European concept of Content and Language Integrated Learning (CLIL) will be as useful for further development of this initiative as will be the Life Psychology model in order to elaborate a series of age-appropriate topics, targets, modules, etc. that can create a critical loyalty towards the fundamental values of liberal democracy and, thus, foster resilience against searching for too simplistic solutions to very complex problems. This, in the end, is my idea of an inclusive, holistic and sustainable 'vaccine' against extremism of any sort. In the case of Australia7 (and other countries with citizens of Indigenous descent) – as I would like to point out in particular – it would also open the place (much to the contrary of other initiatives) for Indigenous citizens who – roughly speaking – never emigrated anywhere and still feel (and are!) excluded in many instances.
There are many technicalities and in-depth planning issues yet to be resolved. Equally, I would like to caution against excessive hopes: classrooms are 'messy' environments and politics in education are as well. Student motivation in the Drama classroom will be an issue, as often; language rejection in second-generation immigrants is a common phenomenon and insensitive 'cultural voyeurism' needs to be addressed as much as simplistic ideas about culture and cultural expertise in order to make this a success. Another problem can be widespread monolingualism amongst the teacher population in some countries, and some politicians might feel a bit uncomfortable with abolishing the idea of 'something given' as 'nation'. Nonetheless, I believe that this project is worth trying and invite to dynamic debate in its most critical sense.8
- Australia has been the author's place of residency for the last eleven years.
- A first phase of development is planned in collaboration with several schools in Germany. It aims to create an internet platform as a source of material (e.g. modules based on the above propositions and findings, linking Drama and Language pedagogies with youth radicalization research) and as a forum for ongoing exchange between teachers and other researchers. First outcomes will be presented in a future article.The author invites interested teachers from other schools internationally to liaise with the project stakeholders and/or become part of the project.
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Have you ever stopped and contemplated how drastically the internet has changed our everyday lives, interactions, communications and tasks handling? We send emails, share documents, pay bills, and purchase goods by entering our personal details, all online, and without a second thought.
Now, have you ever wondered how much personal data you have shared online, and what happens to that information? You have probably been told by many companies that they collect some of this data so that they can serve you better, hence to provide you with a better customer experience.
From a business point of view, you might have enjoyed these flows of data, which have created new infrastructure, new ventures, new partnerships, new politics and even new economics. And as certain companies seem to have made a fortune off of this practically-freely available information, data has become a clear driver of growth and change.
It is no surprise that tensions arouse between the data markets and privacy advocates. To reduce risks of misuse, the EU (which for the time being still includes the UK) introduced in May 2018 its new General Data Protection Regulation, which primarily aims to give control to individuals over their personal data and to simplify the regulatory environment for international business by unifying the regulation within the EU and the EEA.
A key component of the GDPR legislation is privacy by design; it requires that all departments in a company to look closely at their data and how they handle it. If you are interested in finding out about the implications of GDPR for your business, even if it is based outside of the EU and the EEA, we have a great blog on such implications.
Briefly, individual's rights under GDPR guarantee the following: Data must be processed in a transparent fashion, collected and used for a specific purpose and only that purpose while maintaining that data in an accurate, secure manner until such time its specific purpose of use has expired, and must then be deleted.
As a business, you will have to take quite a few steps in order to be compliant with GDPR, and here are just a few ways to get started:
- Map Your Company's Data
Track where all of the personal data in your entire business comes from, and document what you do with the data. Identify where the data resides, who can access it and if there are any risks to the data. This is not only important for GDPR, but will help improve Customer Relationship Management.
- Determine What Data You Need to Keep
Don't keep superfluous information, and remove any unused data. If your business collects a lot of data without any real benefit, you won't be able to do this in a GDPR world.
In this disciplining the clean-up process, ask yourself: Why exactly are we archiving this data instead of erasing it? What are we trying to achieve by collecting all these categories of personal information?
- Put Security Measures in Place
Develop and implement safeguards throughout your infrastructure to help contain any data breaches. This means putting security measures in place to guard against data breaches, and taking quick action to notify individuals and authorities in the event a breach does occur.
Make sure to check with your suppliers also. Outsourcing doesn't exempt you from being liable, you must make sure that they have the right security measures in place.
GDPR data breach email template
- Review Your Documentation
Under GDPR, the rules on consent have changed. Pre-checked boxes and implied consent will not be acceptable anymore. You will have to review all of your consent statements and disclosures, and adjust them where needed.
- Establish Procedures for Handling Personal Data
As we mentioned earlier, individuals have 8 basic rights under GDPR. You will need to establish policies and procedures for how you will handle each of these situations. Here are some questions you might want to ask yourself: How can individuals give consent in a legal manner? What is the process if an individual wants his data to be deleted? How will you ensure that it is done across all platforms and that it really is deleted? If an individual wants his data to be transferred, how will you do it? How will you confirm that the person who requested to have his data transferred is the person he says he is? What is the communication plan in case of a data breach?
Despite not being North American, GDPR has international implications, and it's most certainly not something companies doing business abroad, and basically any online business, can afford to ignore. In fact, it just might be the little kick needed to set clear boundaries between both companies and consumers who do business with those companies. In a way, the firmer approach of GDPR simplifies matters relating to data and privacy in the business world, which is now decidedly global.


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By Josh Loeb
Labour has published an animal welfare manifesto, the party's first wide-ranging review of the issue.
The document sets out 50 action points, including a pledge to appoint a dedicated animal welfare commissioner to ensure government policy is 'continually informed' by animal sentience and best animal welfare practice.
Among other commitments, the party says it will enshrine the principle of animal sentience in law, end live exports, introduce a ban on the 'use of cages' on British farms as well as a 'phased' ban on the use of sow farrowing crates (see box).
Other key policies outlined in Labour's manifesto include:
Banning the keeping of and trade in pet primates
Introducing mandatory microchipping of cats
Ensuring that private tenants can keep pets 'as a default' unless there is evidence that the animal is causing a nuisance or its welfare is compromised
Working with care homes to explore the potential for allowing elderly, disabled and homeless people who move into sheltered accommodation to keep their pets
Appointing an animal welfare commissioner to ensure government policy is 'continually informed' by animal sentience and best practice on welfare
Working with relevant agencies to provide 'safe houses' for pets of people escaping from domestic violence
Expanding the legal definition of 'animal' to include decapod crustaceans and cephalopods – thereby ending the practise of boiling lobsters alive
Banning the importation of foie gras
Banning badger culling
Banning fur imports
The manifesto is based on work carried last year and is informed by 6000 submissions to a consultation.
Sue Haman, shadow Defra secretary, said: 'Our vision is one where no animal is made to suffer unnecessary pain and degradation and where we continue to drive up standards.'
Perhaps most controversially, Labour's manifesto includes a long-term pledge to entirely abolish animal testing.
The party says it will review the Animals (Scientific Procedures) Act 1986 and will commit 'within an achievable timeframe' to ending experiments classified as most 'severe' in terms of suffering caused.
Under the proposal, the UK would first eliminate 'avoidable tests' before gradually phasing out all animal testing. As an alternative, the party says it would commission the development of 'non-animal research methods and technologies'.
The party says it is concerned about a 'no-deal' Brexit leading to a deterioration in animal welfare standards. It also wants to set higher welfare standards; for example, banning fur products and the importation of foie gras products – actions that are currently impossible under EU law due to it undermining the principle of the free movement of goods.
In a sign that senior opposition politicians are gearing up for the post-Brexit era, Labour has also announced that it would introduce a new system of farm subsidies – as an alternative to the current EU-wide system – and improve animal welfare in farming as the UK leaves the EU. The Conservatives have already announced similar changes to the system post-Brexit.
The issue of non-stun slaughter went without mention in Labour's manifesto.
The BVA welcomed the manifesto. President Simon Doherty said he was 'pleased that the Labour Party echoes many of BVA's concerns and campaigning priorities in other points of this extensive document.'
It's good to see sentience near the top of Labour's very wide-ranging list of animal welfare priorities
Doherty continued: 'It's good to see sentience near the top of Labour's very wide-ranging list of animal welfare priorities for government…We will continue to engage closely with parties and stakeholders to keep momentum up at this crucial time on the issues that matter most to our members.'
The current Conservative government is also committed to enshrining animal sentience into British law (Article 13 of the Lisbon Treaty stipulates that animals are sentient) – but Defra has put such plans on ice until after Brexit.
Theresa Villiers, the environment secretary, responded to the release of the manifesto by saying that Labour was 'playing catch up' with the government on issues of animal welfare.•
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Our Eye Bag Removal Surgeons
Mark Solomos
Mr Solomos undertook all of his training in the UK, in some of the leading Teaching Hospitals, gaining extensive knowledge in all aspects of Plastic Surgery. He has since had significant experience within both the NHS and private practice and…READ MORE
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Mr Ali Soueid specialises is an experienced surgeon specialising in breast augmentation (enlargement), tummy tuck (abdominoplasty), liposuction and more. Mr Soueid practices in the Manchester area and operates in the Pall Mall Medical Private Hospital.READ MORE
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After qualifying in 2001 at the University of Palermo, Miss De Leo obtained a further plastic, reconstructive and aesthetic surgery degree in Rome in 2006. Miss De Leo's specialties include abdominoplasty (tummy tuck), liposuction, breast…READ MORE
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Mr Pundrique Sharma holds a substantive post as a Consultant Plastic Surgeon at Alder Hey NHS Foundation Trust, Liverpool. He graduated from University College London Hospital in 2003 and spent his plastic surgery training in Lister, Cambridge, Chelmsford,…READ MORE


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A push to address black-on-black violence
Jazelle Hunt | 6/11/2015, 9:34 a.m.
WASHINGTON (NNPA) As cities across the country have mobilized massive street protests over police violence and misconduct, a familiar question has been raised by their opponents: Why does violence within the Black community garner less concern than police violence?
According to crowd-sourced database, Mapping Police Violence, 304 Black people died at the hands of police last year, 101 of them unarmed. But Black offenders were responsible for 90 percent of the nearly 2,500 Black homicide victims in 2013, according to data compiled by the FBI. Between 2002 and 2011, the homicide rate was 6.3 times higher for Blacks than Whites.
Detroit-based community organizer, Yusef Shakur is on a personal mission to end the community violence he once perpetrated. By the age of 19, he had co-founded a gang and was given up to 15 years in prison, where he met his father for the first time. Through positive guidance from his father and a personal decision to do better, Shakur left prison determined to repay his debt directly to his community.
"Urban environments are like a dried-up lake; so people turn on each other out of survival. They don't know what they're doing is out of hatred and anger, they take it out on the person that's next to them, because they don't know how to take it out on the people downtown in the City Council building," he says. "They don't know how to articulate themselves…how to organize a boycott, so you take it out on other folks. Throw in drugs, lack of education, guns all those things are a recipe for genocide."
Shakur's organization, Restoring the Neighbor Back to the Hood, seeks to rebuild a sense of community in the "Zone 8" section of Detroit through back-to-school bag giveaways, block parties, survival kits for indigent residents and families, and one-on-one mentorship. Fourteen years after his release, he is an award-winning organizer and remains embedded in his neighborhood as a positive influence, particularly on those who commit the crimes that have made Detroit infamous.
To him, the victims of these crimes are just as important as those slain at the hands of racist authority figures.
"When any [deaths] happen, there's outrage. We know tons of people who get killed but the media doesn't talk about it," Shakur says. "There are folks who do candlelight vigils, folks crying on the floor and things, but there's no media coverage. But if it's a high-profile situation, that brings Jesse Jackson and Al Sharpton, then we see the outrage."
Many of the stories that have become major headlines and have fueled national protests began as local efforts. Trayvon Martin's murder, for example, only became a major media story after relentless social media campaigning and Sanford, Florida's "Justice for Trayvon" protests spread across the country – and it still took 44 days of action to secure George Zimmerman's arrest.
It was Zimmerman's subsequent acquittal that sparked the Black Lives Matter organization.
"The local is the national. There's no way that there would be a national conversation about state violence if local residents in Ferguson and St. Louis didn't take to the streets," said Patrisse Cullors, a co-founder of the nationwide Black Lives Matter activist network, which began in 2012. "The other piece is, there's lots of Black people, for the last 40 years, who have been figuring [out] how do we deal with harm inside of our communities."


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Pink Knitted Long Back Roll Neck Sweater
product description
Bringing a little Danish influence to your wardrobe with Gestuz's effortless but edgy collections, offering us something wearable but a little bit different. And those Copenhagen girls look so damn good we thought we want a piece of that!
The best kind of jumper you need right now when it's still freezing but you want a bit of a spring pastel refresh. We love the pale pink colour which looks great with red, burgundy or mustard colours to update your wardrobe. The chunky knitted style is so comfy to wear and the longer length back gives it a point of difference. As always with Gestuz they do really good knits and we think the price is right on this pink panther! We love it over long floaty dresses, with cropped jeans, leather trousers or these Baum Electric Blue Satin Wide Leg Trousers.
Sizing: XS/S = UK 8/10, S/M = UK 12/14
material & care
Knitted roll neck sweater with longer length back. 60% Cotton.
Sizing: XS/S = UK 8/10, S/M = UK 12/14
delivery & returns
Shipping direct from Studio B. Please allow a reasonable number of working days to receive. Within 14 days returns period direct to Studio B. Please contact us for Studio B returns approval and address. Returns cost and arrival are at your responsibility.
Please see more info in DELIVERY & RETURNS along the footer menu.


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PASQ is actually Per Aspera Space Qualification. We expose space equipment to the hardship (per aspera) of qualification tests, helping suppliers to reach the stars (ad astra).
PASQ is rooted in space cluster Kiruna, selected to be an incubate of ESA-BIC Sweden and ABI. We support our customers in delivering equipment to the space industry by offering reliable independent qualification services, providing comfort that a specific product is suitable for use in space.
Whether you're already active in the space segment or not, we're here to help you and your products to successfully operate in space.


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By witnessradio.org team
It's more than a month since Government through Mwesigwa Rukutana, the Deputy Attorney General tabled a Constitutional (Amendment) Bill 2017 in parliament on July 2017 in which it sought to amend article 26 of the Constitution to allow State compulsorily acquire Land for infrastructural development.
This bill however, solicited controversy amongst MPs themselves from across the political divide and thus rejected by various stakeholders ranging from local citizens, religious institutions, cultural institutions, Civil Society, among others.
The bill's critiques accused government of harboring a hidden agenda of legitimizing the existing land grabs because the existing law gives government leeway to acquire land for its projects aimed at benefiting the public.
Should be withdrawn
On sensing that the bill whose main protagonist is Betty Amongi, the Lands Minister, had turned into a political hot potato that was headed for a defeat in Parliament, the president and NRM MPs used their August 16, 2017 caucus meeting at Entebbe State House to agree that it should be withdrawn.
"During the caucus [meeting], we agreed with the president to withdraw this land Amendment Bill and rather look into other existing laws to assist Government [to] carry out its programs without delays," Peter Ogwang (pictured), Usuk MP and a Parliamentary Commissioner posted on his face book page Thursday.
He explicitly reveals that the caucus advised government to emend other laws, the Land Acquisition Act in particular, to "enable government implement its projects which are intended to benefit all Ugandans."
It was also agreed that even after the amendment of the Land Acquisition Act, Government would only allowed to acquire land for selected projects such as Electricity, Roads, Railway and Airport, but strictly upon making prompt payment of fair and adequate compensation and incase the land owner is not satisfied then he/she should go to court which must be time bound.
On his behalf, Ogwang said that "whereas we are not opposed to government projects, locals who are bosses should be handled with care because article 237 of the Constitution of Uganda clearly stipulates that Land in Uganda belongs to the citizens of Uganda."
More so, Ogwang observed that there were no justifiable reasons that necessitated the Land Amendment bill, because article 26 already empowers government to acquire any land prior prompt and adequate compensation.
The caucus agreed to put up a ten-member committee chaired by Edward Ssekandi, the Vice President to propose ways of handling government compensation issues and expediting government projects without necessarily amending article 26 of the Constitution.
This committee will also ensure that locals or land owners are not subjected to unjust policies and to ensure that all the above is fulfilled.


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Official Website Of The Loons
There was a keen and sustained interest towards the end of last season in regard to the running of a Supporters Coach to away games and the club are happy to make the required arrangements again this time round if numbers prevail beginning with the visit to the Penny Cars Stadium on August 3rd for our opening Ladbrokes League 1 fixture against Airdrieonians.
The coach would leave the Myre Car Park at 12 noon.
The cost would be £12 for adults, £10 for Under 17's.
There are three methods of booking your seat;-
At the Club Shop at this Saturday's game v St. Johnstone
Text – 07803208502
Booking should be made no later than Tuesday 30th July.
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This website, and its component parts, are the property of Forfar Athletic Football Club (unless otherwise stated), and are protected by the copyright laws of the United Kingdom and under international law. The website may not be copied, duplicated, stored or otherwise reproduced, in whole or in part or parts, without the express written consent of the Site Managers.


text: I was watching crafting videos on YouTube. Oh yes I am a big YouTube craft video junkie. I love watching all the cool projects people make. So much talent and creativity in the world! I was watching one video where a lady was making cards and folding them differently. I decided to give one a whirl. I stepped outside of my comfort zone with this one. I took a 6"x10" piece of card stock to make it. The label on the card is from the Lacy labels cricut cart. The little girl/boy die cut is from K&Co. die cuts. Background paper is from a recollection stack, Love Letters. The tag I made is from a punch and the ticket is one of Tim Holtz. Hope you like it. Comments are welcome.


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Career for Scientist at Translational Health Science and Technology Institute
Translational Health Science and Technology Institute (THSTI) is an autonomous Institute of the Department of Biotechnology, Ministry of Science and Technology, Govt, of India. The institute is an integral part of the interdisciplinary NCR Biotech Science Cluster located at Faridabad, and is designed as a dynamic, interactive organization with the mission to conduct innovative translational research and to develop research collaborations across disciplines and professions to translate concepts into tangible products to improve human health.
Post : Scientist E
THSTI has set up niche centres for research in areas relevant to planned translational work. They are: Vaccine and Infectious Disease Research Centre (VIDRC), Paediatric Biology Centre (PBC), Centre for Bio-design & Diagnostics (CBD), Drug Discovery Research Centre (DDRC), Centre for Human Microbial Ecology (CHME) and Policy Centre for Biomedical Research (PCBR). Clinical Development Services Agency (CDSA) and National Bio-design Alliance (NBA) are THSTI's extramural centres.
Age Limit : 55 years
Maximum monthly consolidated emoluments : Upto Rs. 1,82,566/-
Minimum Qualification and experience
Essential : Ph.D or corresponding degree in area of Life Sciences / Medical Sciences / Chemical Sciences / Engineering with 7 years' experience in the relevant field of requirement as demonstrated by patents / publications / product leads / entrepreneurial ventures and scientific mentoring experience.
Desirable: Previous experience of working at the interface of health sciences and technology especially focused on areas of translational research in the field of pediatric health. Candidate should have demonstrated capabilities of developing technologies and other scientific resources.
Job Description
To initiate projects and see them through with the help of the team members and lead an integrative, multi-disciplinary research. To develop necessary techniques, technologies and infrastructure to complement work in the field of maternal and child health. Scientific mentoring experience required.
1. Appointment will be made initially on contract for a period upto 30.12.2020 with an initial probation period of one year that may be extended at the discretion of the competent authority.
2. All educational, professional and technical qualification should be from a recognized Board/University.
3. Persons working in Govt. / PSUs / Autonomous bodies should apply through proper channel or produce a 'No Objection Certificate' at the time of Interview.
4. The experience required shall be experience acquired after obtaining the minimum educational qualifications specified for the post.
5. Age and other relaxations for direct recruits and departmental candidates: (i). By 5 years for candidates belonging to SC/ST communities.(ii) By 3 years for candidates belonging to OBC communities, (iii) For Persons with Disabilities (PwD) falling under the following categories : (a) UR - 10 years , b) OBC - 13 years (ci) SC/ST - 15 years (iv) For Ex-servicemen upto the extent of service rendered in defence forces (Army, Navy & Air force) plus 3 years provided they have put in a minimum of 6 months attested service, (v) Relaxation of 5 years will also be permissible to those who had ordinarily been domiciled in the Kashmir division of the State of Jammu and Kashmir during the period from 01/01/1980 to 31 /12/1989 subject to production of relevant certificate from concerned authority, (vi) Age is relaxable for Government servants up to 5 years in accordance with the instructions or orders issued by the Central Government, from time to time (vii) There is no upper age limit for the Institute employees who are treated as departmental candidates.
6. The crucial date for determining the age limit shall be the closing date of receipt of online applications from candidates.
7. Number of posts filled will be as per the Institute's requirement and availability of the suitable candidates.
8. Number of vacancies may vary based on the requirement at the time of Interview.
9. Outstation SC/ST/PwD candidates called for the Interview will be paid to & fro second class railway fare, as per Govt, of India rules on production of the proof of travel.
10. In case, applications received are large in number, screening will be done to limit the number of candidates based on higher/ relevant qualification and experience.
11. Only shortlisted candidates will be called for Interview.
12. All results will be published on our website and all future communications will be only through email.
13. Canvassing in any form will be a disqualification
14. Interested candidates are requested to submit the online application on or before the last date and send the signed hard copy of application with all enclosures on or before the specified date.
The procedure for online application:
a. Before filling online application, do keep the following documents handy:
I. i. Soft copy of your passport size photo.
ii. Comprehensive CV (PDF format only) containing details of qualification, positions held, professional experience/distinctions.
iii. List of publications and patents (PDF format only)
iv. Three best publications (PDF format only)
v. List of three potential referees with names and email addresses (PDF format only)
vi. A two-page note (PDF format only) on the proposed scientific program and its relevance to on-going research at PBC/TFHSTI (see website).
II. Application fee in the form of demand draft for an amount of Rs. 100/- in favour of "Translational Health Science and Technology Institute" payable at Faridabad (SC/ST/Women/PwD candidates are exempted from payment of application fees), b Candidates are requested to use Google Chrome internet browser for best results in
submission of online application.
c. Once online application is submitted, no correction/modification is possible.
d. In case of difficulty in filling up the online form, please contact firstname.lastname@example.com
e. On successful submission of your application, an auto-generated email containing a reference number will be sent to the email address provided. Please keep a note of the reference number for future correspondence.
f. The following be done after submission of online application:
i. Take a print out of the online application submitted.
ii. Please sign the application at the appropriate place and send the signed application with demand draft, CV, self-attested copies of certificates / documents pertaining to educational qualification and experience so as to reach on or before the last date at the address given below.
Head - Administration
Translational Health Science and Technology Institute
NCR Biotech Science Cluster, 3rd Milestone, Faridabad - Gurugram Expressway,
P.O. Box No. 04, Faridabad -121001
Please super-scribe the post applied for on the envelope.
Please note that the application received after due date or incomplete in any other respect will be summarily rejected.
Important dates:
Last date for submission of online application : 26th October 2018
Last date for receiving the signed hard copy of application at THSTI : 2nd November2018
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Were you even aware that I had made a resolution? I mentioned it in this blog around the beginning of the year when I relayed the news that the story a day deal would probably grind to a halt (and I was spot on with that prediction). Anyway, my resolution was to complete a novel by the end of 2007 and an important part of that was to finish the first draft by the end of March. I'm currently about five-thousand words behind. My goal by the end of today was to be at fifty-two thousand words. At this moment I'm at about forty-seven thousand. I had a few bad weeks, but I gained a little ground over the past few days so I feel good.
I'd originally set the story about one hundred and eighty years in the future but the more I think about what I have, the more technological (and therefore societal) changes I think I have to make. I'm not sure what I was thinking at first but, I hadn't accounted for quantum computers, a deeper sort of worldwide network, my belief that individual businesspeople are going to wrestle megacorporations to the ground through technology and so on and so forth. Well, It's only mid- February. Let the overhauls begin.
Tuesday, February 13, 2007
New Years Resolution Update; Like You Care
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Yomi Gold Alore is the Yoruba actor who recently secured a United States of America citizenship.
The movie producer and actor has been shuttling Nigeria and USA for over 10 years but he's widely known in Nigeria for his roles in Yoruba movies.
ALSO READ: Is Yomi Gold now a US citizen?
The actor was in the news in 2017 when he aired his views about poor Nigerian health system claiming a friend of his died as a result of unprofessional medical attention.
Here are five things you should know about Yomi Gold.
Yomi Gold Alore was born on April 16, 2018
He is from Ilorin, Kwara State
He's a trained public administration from University of Ilorin
Yomi got into Nollywood in 2015 when he joined Odunfa Caucus.
The actor and producer has two children, Aliyah and Jamal with his wife, Victoria Ige, a US based Nigerian nurse.


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Myopic Books & horse less press present
An Entirely Horseless Reading!
Please join us at Myopic Books (5 S. Angell St., Wayland Square, 401-521-5533)
Saturday, September 16, 7 pm
for poetry from Matthew Henriksen, Kate Greenstreet, and Adam Clay.
Matthew Henriksen co-edits Typo and Cannibal and curates The Burning Chair Readings in Brooklyn and New York City. His poems have appeared recently in Fascicle, Coconut and Indiana Review; others will soon appear in Lit, Wildlife Poetry Magazine, Action, Yes!, and The Agricultural Review. horse less press has published his first chapbook, Is Holy.
Kate Greenstreet was born in Chicago and has lived mostly on the east and west coasts of the U.S., currently back on the Atlantic side, in New Jersey. She received a Fellowship from the NJ State Council on the Arts in 2003. Her poems have appeared in Bird Dog, Conduit, can we have our ball back?, GutCult, Diagram, Octopus, POOL, The Massachusetts Review, No Tell Motel, Fascicle, Barrow Street, Word For/Word, the tiny, Free Verse, MiPOesias, LIT, CutBank, Kulture Vulture, TYPO, 26, KELR, XANTIPPE, and other journals. Her chapbook, Learning the Language, was published by Etherdome Press last fall and her first full-length book, case sensitive, will be out from Ahsahta Press in September 2006.
Adam Clay lives in Kalamazoo, Michigan and co-edits Typo. His first book, The Wash, is forthcoming from Parlor Press, and Canoe, a chapbook, is available from horse less press. Recent poems appear in Denver Quarterly, CutBank, Barrow Street, and elsewhere.
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Tapas & tears
Upper Years - Key Stage 3 Learn More
Jaime never wanted to go on the school exchange trip to Spain in the first place.
She finds life awkward enough as it is and, because of her embarrassing blushing habit, she tries to avoid drawing attention to herself.
Living in someone else's home, and in a foreign country, is way out of her comfort zone!
But she reluctantly has agreed to stay with the carefully selected and colourfully-named Concepcion Inmaculada.
After all, a girl named after the Virgin Mary has got to be quiet, kind and gentle ... Wrong! Concha is a scary, rebellious, boy-mad loner with a mind of her own.
Jaime is going to have to be prepared for anything and everything!
Ole!Re-jacketed in a beautiful new cover, available from August 2013


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Thin rice noodles: versatile and healthy, easy to cook and delicious with any sauce, rice noodles add that memorable Thai touch to any meal. With Thai Kitchen thin rice noodles, you can now make authentic restaurant- style Thai dishes such as pad Thai or steaming bowls of rice noodle soup in your own home quickly and easily. They use only the highest quality rice and traditional processes for their signature rice noodles-every batch is steam cooked and slowly dried.
Serving Size 2 oz(s)
Servings Per Container 4
Servings Per Container 4
Amount Per Serving
Calories 200
Calories from Fat 5
% Daily Value*
Total Fat 0.5g
Saturated Fat 0g
Trans Fat 0g
Cholesterol 0mg
Sodium 5mg
Total Carbohydrate 45g
Dietary Fiber 0g
Sugars 0.5g
Protein 4g
Vitamin A
Vitamin C