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Professor Center for Human Resources and Labor Studies3-300U email@example.com
Professor Avner Ben‐Ner has been a professor in the Carlson School's department of human resources and industrial relations since 1988. He received his PhD and MA in economics from the State University of New York at Stony Brook.
"Reciprocity in a Two-Part Dictator Game" with L. Putterman, F. Kong, D. Magan, Journal of Economic Behavior and Organization, 2004
Economics, Values, and Organization, (ed.), with L. Putterman, Cambridge University Press, 1998, 2001 (PB), 2005 (Peking U Press)
"Employee Buyout in a Bargaining Game with Asymmetric Information," with B. Jun, American Economic Review, 1996
"Employee Participation, Ownership, and Productivity: A Theoretical Framework," with D. Jones, Industrial Relations, 1995
"Who Benefits from the Nonprofit Sector? Reforming Law and Public Policy Towards Nonprofit Organizations," Yale Law Journal, 1994
"Basic Issues in Organizations: A Comparative Perspective," with J. Montias and E. Neuberger, Journal of Comparative Economics, 1993
"The Shifting Boundaries of the Mixed Economy and the Future of the Nonprofit Sector", Annals of Public and Cooperative Economics, 2002,
"Learning: What and How? An Empirical Study of Adjustments in Workplace Organization Structure", Avner Ben-Ner and Stephanie Lluis, Industrial Relations, January 2011, vol. 50(1):76-108.
"Personality and Altruism in the Dictator Game: Relationship to Giving to Kin, Collaborators, Competitors, and Neutrals". Appendix. Avner Ben-Ner and Amit Kramer, Personality and Individual Differences, 2011
"A Sectoral Comparison of Wage Levels and Wage Inequality in Human Services Industries," Avner Ben-Ner, Darla Flint Paulson and Ting Ren, Nonprofit and Voluntary Sector Quarterly, 2011
"Trusting and Trustworthiness: What Are They, How to Measure Them, and What Affects Them?" Avner Ben-Ner and Freyr Halldorsson, Journal of Economic Psychology, 2010, 31(1):64-79.
Other Publications
"Trust, Communication and Contracts: An Experiment," with Louis Putterman, Journal of Economic Behavior and Organization, 2009
"Identity and In-group/Out-group Differentiation in Work and Giving Behaviors: Experimental Evidence, Avner Ben-Ner, Brian McCall, Massoud Stephane and Hua Wang, Journal of Economic Behavior and Organization. 2009, 72(1), pp. 153-170.
HRIR 8001 Business Principles for the HRIR Professional Sec. 001
HRIR 8141 Organizational Theory Foundations of High-Impact HRIR Sec. 001
Member of Faculty Consultative Committee, University of Minnesota, 2011-2014
Program Chair for Public and Nonprofit Division of Academy of Management, 2011
Affiliated Professor, University of Minnesota Law School
Structure and performance in for-profit, nonprofit and government organizations
Editorial Board of Nonprofit Management and Leadership; Division of Labor and Transaction Costs; Journal of Entrepreneurial and Organizational Diversity
Past President, Association for Comparative Economic Studies
The role of identity, personality, cognitive ability, ethics and values, and of social, religious, and cultural influences on trust and cooperation, behavior and organizational design.
Research Grant, "A Comparative Study of Organizational Structure, Behavior and Performance in For-Profit Firms, Government Organizations, and Nonprofit Organizations", Aspen Institute ($150,000), 2005-2007
Two articles reprinted in The International Library of Critical Writings in Economics series, Edward Elgar Publishing (1996, 2004)
Determinants of Trusting and Trustworthiness: Laboratory Experiments?: The Russell Sage Foundation ($84,000; with Louis Putterman)
Human resource management and firm performance
Listed in Who's Who in Economics (Edward Elgar, Third Edition, 1999)
The place of the for-profit, nonprofit, and government sectors in the new economy
PhD, 1981EconomicsState Univ. of New York-Stony Brook
MA, 1978EconomicsState Univ. of New York-Stony Brook
BA, 1975Economics and PhilosophyBen Gurion Univ.


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By Gregory Phillips Staff writer
Five months after the former Board of Elections building on Russell Street was put up for sale, the county hasn't had any credible purchase offers.
If no buyer emerges before the six-month period commissioners set back in the summer, the fate of the 4,860-square-foot building will be up for discussion again.
Commissioners thought the building's proximity to the courthouse would attract a law firm. But a few visits from brokers have not yielded any concrete interest in the site, for which the county is asking $675,000.
The county paid $375,000 for the building, a former Cape Fear Farm Credit office, in 1997.
The asking price was set after consulting with appraiser Tom Keith.
"I've had people tell me that our price is not realistic," Commissioner Billy King said when the building was discussed earlier this month. "Whoever buys it would have to spend a considerable amount of money to get it updated."
Assistant County Manager James Lawson told commissioners he had one offer this month, from a caller offering "cash money" for the building to open a barber shop, but he didn't take it seriously.
If the building does remain in county hands, there are several county departments that need space.
The most vocal has been veterans' services, currently housed in the Social Services building on Ramsey Street.
Robert Stephens of the county Veterans' Council wrote in a letter to commissioners last month that parking at the current site is "a nightmare." Stephens argued that the building and the office within it are not easily accessible to older and disabled veterans.
If the building remains unsold through the end of the year, it should be up for discussion at the county's first Facilities Committee meeting in January.
"We'll see what happens," Lawson said.
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subset: commoncrawl


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Courtesy training program for Nagpur division Railway Employees
Railway employees will receive training program on courtesy as they need to deal with the passengers and general public on daily basis. Nagpur division of central railways has started this program. Railway employees like Booking and reservation clerks, train ticket examiners (TTEs), parcel clerks, coach attendants, supervisors were given training so that they put forward a good image of Indian Railways.


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New Student Programs Staff Positions
We are not accepting applications at this time.
Debut Leader Information (orientation, advisement, and registration staff)
Debut Leaders play a key role in beginning the transition of over 3,000 new students and their families by
guiding and leading them through their first experiences at EIU. Debut Leaders have the unique opportunity
to be the first face of the University presented to incoming students and families. Individuals selected will
participate in various training and leadership development activities as well as be responsible for making
new students' experience during Debut & Prowl fun, eventful, and informative. (This position requires individuals to work at EIU during the summer.)
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Senior Prowl Leaders play a key role in continuing the transition of over 3,000 new students and their
families by guiding and leading new students through their first weeks at EIU. Senior Prowl Leaders will
have the opportunity to build relationships, interact with University staff and faculty, and lead a team of
Prowl Leaders. Individuals selected will assist with the selection and training of Prowl Leaders, serve as
mentors and role models, and be responsible for making new students' experience during Prowl fun, eventful, and informative. (This position requires individuals to return to campus 10 days prior to the start of the fall semester and/or 3 days prior to the spring semester.)
Transfer Transition Leader Information (orientation and transition staff)
New Student Programs proudly welcomes transfer students and their families to EIU through two unique programs: the Orientation, Advisement, and Registration (Debut) Program and the Transition (Prowl) Program. Transfer Transition Leaders will serve their fellow transfers during both of these programs in a variety of ways including leading small groups, facilitating educational sessions and being a resource to transfer students in the residence halls.


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Design Programming
This unit aims to teach students an understanding of the stages involved in the development of software for design; skills in the design and implementation of software for design tasks and in the development of software as design tools. On the successful completion of this unit of study, students will have demonstrated: skills in using software tools to build interactive, visual design applications through individual programming assignments; knowledge of object-oriented programming concepts through individual programming assignments; implementation techniques such as editing, using libraries, and compilation and runtime environments through individual programming assignments; knowledge of the Java programming language including: classes, methods, object creation, instance and local variables, primitive and object types, simple I/O, and control flow through individual and group programming assignments; knowledge of software design and development processes including analysis of requirements, design of data-structures, functions and classes, software development lifecycles, and managing software projects.
Unit of study details
Unit of study level: Junior
Credit points: 6
Commencing semesters: 1
Further unit of study information
Unit of study handbook: DECO1012
Costs and scholarships information: Costs and Scholarships
Final dates to withdraw from units of study: Census Dates
Available for study abroad and exchange: Yes


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Week 7: Should we focus on the gap in achievement? Or the gap in opportunity?
Rich Milner, PhD
In my book Start Where You Are, But Don't Stay There I assert that we ought to redefine what we mean by "the gap". Currently we define "the gap" as the disparities between White students and other groups of students on standardized tests. I suggest that we are focusing too much on the gap by this definition, keeping our time and resources focused on outcomes or end results rather than on why gaps in achievement exist. Because student learning opportunities are not equally allocated or available, should we expect achievement scores to be equal? Moreover, this definition and focus has at times led to negative consequences for the very people it is meant to help (see this article).
What if, instead, we defined "the gap" as differences in opportunity—differences in students' access to processes in teaching and learning, as well as to structural and institutional resources available to teachers and students?
There are many highly diverse and urban schools where teachers are succeeding in spite of "the opportunity gap" while most everyone is working on the gap in achievement scores. School leaders and teachers can take on these practices, and reduce the opportunity gap, without waiting around for resources. Please read this short (2 page) commentary I wrote in Education Week, which was published just last week. There I fleshed out five specific strategies: (1) Reject colorblindness. (2) Work through and transform cultural conflicts. (3) Understand meritocracy. (4) Reject low expectations and deficit mind-sets. (5) Avoid context-neutral thinking and practices. One of the underlying themes in these strategies is that students are different, and so are their cultures. Acknowledging this is part of addressing the opportunity gap. Reaching equity in education doesn't necessarily mean that all students must receive "the same".
- Have you heard of the "achievement gap" before? What do you know about it, and our nation's strategies to address it?
- What might happen to student achievement if our nation dropped the definition of "gap" that focuses on outcomes, and started focusing on a gap in opportunity? Or some other definition (you tell me what yours is or might be)…
- What do you make of the potential for closing the opportunity gap if teachers and schools use the five strategies?
- What are the differences between equity and equality? What does "equal opportunity" mean to you? How should our desire for equality and equity play out in practice?
- How might your answers influence our current definitions of "the gap" and strategies we should employ to address it?
Miriam O.
i know a bit, but my older brother Joel Lehi Organista has deticated his life to closing the "gap", but not the achivement "gap".
My brother wrote a paper last year for his senior year titled "Closing the Academic Achievement Gap Between the Latino And White Students at West HIgh School", West high was here he went to and is the most diverse HS in all of Utah. quick demographics: 47% is white, 35% Latino, 9% Asian, 5% Black, 4% Pacific Islander. 51% Low income, 40% ELL (English Language Learners), the class of 2009 had 44% not graduate and 50% of the non-graduates were Latino.
He graduated West High in 2010 and he calucuated his own classes graduation rate. the graduation rate was 78% so around 136 of his peers, friends he grew up with were pushed out of school.
if you want to read his essay just email him at email@example.com to get a copy.
He recently also wrote an article titled "Empowering Youth To Pursue Emancipation" which he mentions the importance of not calling or view the "gap" as the achievement gap but more of the disconnect between the we treat young people and our countries democratic value.
this link takes you to his article http://www.educationrevolution.org/ it is in the Education revolution magazine Spring/Summer 2011 Issue.
The five elements for closing the opportunity "gap" are super important and i will learn more about the diferent strategies.
Equal Opportunity is when everybody has the same equal rights. They both can do the same thing, go to the same place and do what everybody does. Equal is something that everybody should have and the opportunity is that everybody should be able to do the same thing not just one person but everybody.
equity is fairness, meaning that there is an acknolwedgement of oppression and that some people start behind or with less and need support to be able to be equal. affirmative action is an example of equity to get equality/equal opportunity.
The nation is doing some stuff by the overall things being done in congress, and government is not closing but making the gap bigger. (example, No child left behind (since the signing of the No Child Left Behind, Pearson's Profits have grown from $293 million (2002) to $1.64 billion in 2009) and Race to the Top)
here is a great source/ interactive document for people to understand people are not dropping out but are being pushed out and opting out of school. http://www.scribd.com/doc/55366959/The-Teenagers-Guide-to-Opting-Out-Not-Dropping-Out-of-School.
Kumar ~ I see that your mom and my brother are kinda the same!! Trying to close the gap but not in the same place in different places.. Although they are both involve it makes it interesting that they are helping out and they care about it!!
Sara W.
I have heard of the achievement gap, and how especially here in Minneapolis it is a big problem. I know that the public schools in Minneapolis are not as good as the schools in the suburbs, and because much of the urban population is people of color, the education is not equal.
I think focusing on the gap in oppotunity would be beneficial, but ultimately we all our judged by our achievement, so we should also expect to see rising achievement scores as well, as that is the standard we are judged by.
I think the five strategies will produce good results, but I also think that students of color still will not do as well because of expectations of their culture. I have personally seen black students in my school be put down for participating and being motivated, for "acting white." As long as "acting white" is a bad thing, I don't think anything will change.
Equity is being fair and impartial, equality is being the same, having the same rights, opportunitites, etc.
Equal opportunity is having all the resources students are able to use, in all schools, regardless of where they are in the nation.
I think standardized tests are a fair way to measure achievement, because all students are taught the same curriculum, and tested in the same manner. I think it would be impossible to do standardized tests any other way, and while they don't always play to students strengths, they are necessary for reviewing schools' education. To address the gap, I really feel we need to not only distribute programs/teachers/money to schools, but to address some of the feelings that doing well in school is a betrayal. Working with the parents, working with the community. The achievement gap is a vicious circle fueled by low expectations from teachers, parents, the community, and the students themselves, and that needs to change.
"We ought to be empowering students to compete only with themselves." Marie, while I think this seems like a good notion, to empower students to do their best and nurture their interests and passion, the business world is often based on results, and letter grades and achievement tests are examples of that. Not only would the colleges have to change, but maybe our culture too, if that were to be successful. Right now, "achievement" is valued by businesses, and I think that is reflected in our schools. Whether it is a good thing or not, I guess is another discussion, and how you would go about changing that.
Kumar F. K.
I know that the achievement gap is a big problem in Minnesota. In fact, my mom has been part of a group trying to close the achievement gap by eliminating segregation in schools. However, I had not heard of the opporitunity gap. My thinking is this: there is no way that everyone is going to end up with an equal education leaving high school. But everyone deserves an equal chance to make the most of their opporitunities. When some students are given the opporitunity to do certain things and others aren't, something is wrong in the system.
I think there is certainly a great potential to close the opporitunity gap if schools use the five strategies mentioned, but I think there is really no great way to tell until the strategies are actually put in place. However, the way you put it, it seems like the opporitunity gap is a much bigger issue than the achievement gap, and the five strategies seem like the best way to deal with it.
As I said, I think it is more important that students get an equal opporitunity to succeed than judge them on their test scores. I think it is the student's responsibility to do what he/she wants with the things he/she is given in school. Although it is great if schools are proactive in trying to get the students to reach their full potential, the full responsibility really comes down on the student's shoulders and what they want to do with the opporitunity they are given. This is not possible, though, without the existence of equal opporitunity in schools.
Marie S.
Before I begin, I'd like to thank Rich for addressing one of my biggest pet peeves: the word meritocracy. It's absolutely ludicrous to let any given –ocracy's ruling class decide what sort of –ocracy it is! I'm sure the aristocrats in an aristocracy think of their society as a meritocracy too. Our nation is only an occasional meritocracy—it is also, at times, a kleptocracy, a plutocracy, a pulchritocracy, and very rarely, a democracy. But enough poetry.
From my admittedly limited understanding, the achievement gap is a constant companion of our apparent collective need to "raise the bar" and hold a given entity "accountable". We are familiar with all of these things because many, many people with pink faces and multiple chins have screamed at us about them from our televisions. "Achievement gap" refers to the fact that minority and low-income students often receive lower scores on various arbitrary tests which we administer to schoolchildren in order to determine how much funding each of these schools will receive and which of them should be turned over to Sylvan Learning Centers. It appears to have arisen from the vaguely Disney-ish notion that anyone, no matter what he has working against him, can transcend his circumstances if he just wills it hard enough.
That we do away with this sort of thinking is imperative. The sorts of students who receive low scores on standardized tests receive the most teaching to the test, as described here: http://www.alfiekohn.org/teaching/edweek/poor.htm Ironically, this can only lead to a true achievement gap later on in life, as students on the receiving end of this drivel will leave school having never once been empowered to nurture the creativity, self-sufficiency, curiosity, healthy skepticism, or collaborative processes inherent to all humans and necessary to function well in human society.
A first step to banishing this seemingly egalitarian—but in practice, blatantly unfair—attitude, might be to do what schools are always claiming to do anyhow: look to the universities. Many schools justify the continued existence of all kinds of harmful practices—letter grades, continuous math, a rigid insistence on a one-size-fits-all, quasi-liberal-arts curriculum—by throwing up their hands and saying that the colleges demand it. How about a positive collegiate trickledown effect for a change? A few antiquated practices aside—looking at you, legacy preferences—the vast majority of American colleges wouldn't dream of considering applicants' credentials independent of their contexts. If, for instance, School A offers 30 AP classes and sets no limit on how many a student may take at a time, and School B offers 5 and caps the allowable number at 2, it is not in the school's best interest to hold that fact against the applicants from School B. SAT and ACT scores are also considered in light of race, income, and education levels of parents because everyone but the people in charge of primary and secondary schools has realized that those factors are inextricably linked. We ought to be empowering students to compete only with themselves. The colleges demand it.
Molly M.
This past July, I had attended the National Youth Leadership Training (NYLT) Camp hosted b y the National Youth Leadership Council (NYLC). Throughout the week at NYLT, campers looked at certain issues that affect youth today, and much emphasis was placed upon the achievement gap. As I continued on my journey with NYLC as a Youth Advisory Council (YAC) member, I have become more exposed with the achievement gap crisis. Dr. Milner, you had stated that most define the gap, "…as the disparities between White students and other groups of students on standardized tests." However, the achievement gap I believe does not place emphasis on comparisons of any race in particular. It takes more factors into consideration beyond race and color. Although standardized testing does measure performance rates, there are many other determinants that show discrepancies amongst different schools. The achievement gap is the noticeable disproportion of students' performance rates in school based upon a student's race, gender, ethnicity, ability, socioeconomic status, geographic location, etc. From what I am aware of, two objectives of government programs that contribute to diminishing this crisis is the No Child Child Left Behind Act and Obama's initiative, Race to the Top. One of the many contributing factors to determine funding for schools for Race to the Top, is based upon what means a school approaches to narrow the achievement gap in their school.
I believe if the nation began to focus on the "opportunity" aspect of the "achievement gap" this would hit the head on the nail because it's as if we are killing the problem before it emerges. However, as we would like to say we could diminish all aspects of the achievement gap before it becomes a role in a student's education, this would be wishful thinking. In your article you begin every explanation beyond the five points, "Successful teachers rethink/understand/focus …" The most effective way to narrow that gap between "achievement" and "opportunity" is education our nation's youth on the repercussions it has on EVERY student in society. Although it is necessary for teachers to be the most aware of the situation as they are the head of the classroom, what students need is a support system from their classmates. Students are in need of a general understanding of what is surrounding them beginning at a young age. Each point is generally a foundation of what the achievement gap pertains to. The points effectively display a positive message of how to go about the gap in the classroom.
Equality indicates that everyone is on the same level, while equity refers to fairness. In the case of the "achievement gap," equality is sought after, however, there are always disagreements upon equity. The concept of every child receiving an education is equality. But in the matter of equity, this objective is way off. A well-known concept is that student in inner-city schools may not perform as well as kids in more affluent districts.
Semeo D.
While I have never heard of it reffered to as "the achievment gap" I am familiar with the issue of inequal oppourtunity in our educational system.
Personally I believe the "gap" as we have come to call it, is an effect of institutionalized form of racism that has been apart of American istory for years. However that is a disscussion of another topic. I only bring it up to focus on how difficult it will be to "close the gap."
On the subject of closing the gap, I find myself left with a bad taste in my mouth every time I see or even use the term close the gap because (and I don't mean to suggest anyone here is) it feels almost like accepting an idea that some races are more likely to achieve than others. I understand prt of this disscussion is to disscuss how to change the focus from being on the outcome of students to be the oppourtinities students have.
As for the 5 strategies, I believe there may be a lrge fighting chance to destroy the oppourtunity gap with them, but I am also always uneasy with relying or putting faith in abstract ideas. Also as I have mentioned before I believe tht the oppourtunity gap exist because of something that has been a part of this countries educational system for a long time and will be difficult to end with the strategies alone. I feel with the strategies there should be some more physical action to go along with it, of which I am unsure of at the moment.
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So Conservative Prime Minister Stephen Harper will move on — yet again — from the thorny question of his party's position on abortion. How many times must he "move past" this debate before he, along with all of Canada, realizes the issue is shackled to his ankle by chain?
The weight at the end of that chain, it now appears, is no less than eight cabinet ministers and two ministers of state who stood in Parliament Wednesday in support of a private member's bill championed by Conservative MP Stephen Woodworth.
On the surface, Woodworth's motion was not about abortion or choice in Canada. His bill instead proposed the formation of a committee to examine the question of whether Canadian law should legally recognize an earlier start to life, one that extends a child's autonomous beginnings into the womb.
Such an examination is not, per se, a debate on abortion. It is, however, a pro-life-centric question and likely not by coincidence, a strategically important place to attempt to reopen the abortion debate in Canada.
Following the vote — it was defeated 203 to 91 — Harper quickly said his government would move on and he repeated his oft-stated disclaimer: the Conservatives are not interested in reopening the contentious abortion debate.
Yet there are those cabinet ministers, including Rona Ambrose and Jason Kenney, whose rise in support of Woodworth's bill speaks volumes. As well, there are roughly 80 other MPs in
Harper's party — about one third of the government's ranks — who seem to share Woodworth's views.
Canada's prime minister is a strong leader, one of the strongest this country has seen. His grip on internal party workings as well as policy formation remains firm. He will no doubt drag his chain and weight behind him with ease, at least for the moment.
What happens in future years, however, when Harper's strength fades? The weight of opinion those cabinet members and other MPs represent is significant, and may yet find a way to render meaningless Harper's assertion his party has "moved past" this tenacious issue.
Canada's abortion laws were struck down in 1988 by Canada's Supreme Court and were not rewritten. Successive governments, including this one, have said the issue is dead. Women have the right to choose.
Unfortunately, there is that weight at the end of a chain around Harper's ankle. Unless he breaks it and walks free, Canadians may never be sure such will always be the case.
We Say editorials represent the viewpoint of The Daily News and are written by publisher Tim Shoults, city editor Tracy Gilchrist, or associate news editors Dan Spark and Mark Rogers.


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May 4, 2009 | 2
Carbon dating, a valuable tool for placing ancient archaeological finds in context, is now being applied to date more modern treasures: pricey bottles of scotch.
Researchers at the Oxford Radiocarbon Accelerator Unit (ORAU) in England have applied their craft to sniff out counterfeit whiskeys, with the help of an unsavory ally: 20th-century nuclear tests. Those tests left their mark in the isotope record, significantly boosting levels of atmospheric carbon 14, the radioactive form of the element that researchers measure in carbon dating. Living things take up carbon from the environment, so barley grown during the nuclear era—and the whiskey distilled from it—bears an increased load of carbon 14. (Carbon dating of truly ancient objects uses the steady decay of carbon 14 in once-living tissues as a marker of age: the older something is, the less carbon 14 it has left.)
Deadline: Jan 27 2014
Reward: $15,000 USD
The Dow Chemical Company is the leading producer of polyalkylene glycols (PAGs) used in synthetic fluids and lubricants where petroleum,
Deadline: Jan 11 2014
Reward: $20,000 USD
Conventional washing machines cause excessive damage and wrinkling to clothes primarily during the water removal step. With the introduc
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This I Believe -- Robert Blake
Thank you Bob for this sharing. I have had the privilege of knowing Bob for many, many years through our public service together in United Way leadership roles (of Greater Richmond) and our developed friendship. We have had man conversations throughout the years. He truly lives his beliefs.
As I listened to his segment, I was reminded of this wonderful verse. I imagine how much more we would get accomplished if the energy spent on debating, was re-channeled and put to more productive outcomes. This verse, for me, provided a blue print for how we might do such. And the final phrase of 'step into the conflict to reconcile' is both energizing and empowering to all who embrace such motivation--and want to step out of debate and into reconciliation.
In the time of war
Raise in yourself the Mind of Compassion
Help living beings
Abandon the will to fight
Wherever there is a furious battle
Use all you might
To keep both sides' strength equal
And then step into the conflict to reconcile.
Vimalakirti Nirdesa
Wonderful presentation. It defines both the essence of LMR over the last 30 years and offers a valuable idea for how we can get the country moving forward positively.


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17 Meetup Groups match "Energy Healers" near Royal Oak, MI
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Meet with a local group of healers and those who want to learn more about Reiki. Anyone can join that is interested in reiki and other alternative healing processes.
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Intuitives, Energy Healers, Lightworkers, Body Workers, Artists, Writers, Speakers and people who want to make the world a better place. We are all one!
This group is for individuals who want to explore holistic health for yourself and your family. Meet holistic dentists, physicians, practitioners, energy healers and chiropractors just to name a few. We are a group dedicated to educating ourselves and the community on holistic approaches integrating into our lifestyle. We host events throughout the year open to the community. To learn more about this group check out www.myholisticapproach.com.
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WILD SHAMANISM IN DETROIT IS NOW ON CBS TV! WOW! http://detroit.cbslocal.com/2013/03/11/feeling-out-of-sync-movement-is-the-medicine-prescribed-here/ Wild Shamanism is the "antidote" to the human zoo! And be prepared. It's reverently irreverent! Smile! So, for your healthy spiritual "rewilding", please let this new Bradford Keeney video immerse you. It is guaranteed to pull you right out of the human zoo, and "zoo thinking". (Btw, THINK OUTSIDE THE ZOO at every turn!) http://www.youtube.com/w …
WILD SHAMANISM IN DETROIT IS NOW ON CBS TV! WOW! http://detroit.cbslocal.com/2013/03/11/feeling-out-of-sync-movement-is-the-medicine-prescribed-here/ Wild Shamanism is the "antidote" to the human zoo! And be prepared. It's reverently irreverent! Smile! So, for your healthy spiritual "rewilding", please let this new Bradford Keeney video immerse you. It is guaranteed to pull you right out of the human zoo, and "zoo thinking". (Btw, THINK OUTSIDE THE ZOO at every turn!) http://www.youtube.c …
This group was created to bring together a community of dowsing enthusiasts to learn, practice and teach others the once ancient, and now modern skills of dowsing. All it takes is an interest in dowsing to be a member. Looking for like minded people that wish to learn and share experiences working with subtle energies. Working with these subtle energies takes practice, patience and an open mind.
Reiki is a hands on and off healing technique that allows energy called universal life force to be passed from an attuned Reiki practitioner to their client. At the Ferndale Reiki Share all you need is Reiki one attunement and a love of Reiki. We gather to give reiki treatments to each other, share techniques and network. Don't have a Reiki attunement? Watch for Reiki classes to be announced or attend our Reiki Clinic on the third Sunday of the month, starting in February 2011 (watch for posting …
This group is for anyone who wants to learn authentic Qigong, (Chi Kung), also a Chinese based Qi Healing System, and ways to enhance your healing ability. Qigong is a 5,000 year old energy art for strengthening the flow of Qi (vital energy), reducing stress, enhancing vitality and improving health. The Qi Healing System is a synthesis of what I have learned from many prominent Taoist and Buddhist Wisdom teachers. For more information: QiHealingSanctuary.com
Flower of Life is the parent group of 3 groups that are focused on helping individuals to have happier and more fulfilling lives through human evolution. This group encompasses the events of all of our other groups but also adds a spiritual element that is not entirely presented in our health and longevity and astrology and metaphysics groups. The mission of Flower of Life is to be an agent for positive change in people's lives and the consciousness of the world as a whole by approaching this ch …
Meet with local Reiki enthusiasts to share information, experiences and energy healing. All students, Masters and anybody interested in learning more about Reiki are welcome. Join us!
There are no upcoming Meetups.
Have you been looking for a group of like-minded people to gather with to explore metaphysical topics of study? Metaphysics is a word that describes everything that goes beyond the five senses that we already know exist and that which can be linked to what is commonly known as the sixth sense, or the psychic sense and beyond. It is a word used to describe things that exist beyond the physical realm. We are now forming study groups to examine the various aspects of metaphysical topics for those …
All classes at The YOGA House are by donation. There are no set fees. We believe that the well-guided practice of yoga should be available to everyone. In this way, these classes are a true offering of love, trust, generosity of spirit, and a dedication to the yogic philosophy. Practicing at a donation based studio means that it is important for you to pay what you can so that you can afford to practice often and to pay what you can so that we can afford to teach often. A donation is an act of g …
There are no upcoming Meetups.
People say that you're a dreamer, but you're not the only one.... Spiritual. Extrasensory. Intuitive. Lightworker. Dreamer! You know that you can help make the world a better place and know that it all begins within you! In this group, members can explore well being information that supports them in being all they can be, in pursuing their divine purpose, and also supports them in truly being the change they want to see in the world. Our vision of a balanced creation of love, joy, and peace begi …
This is an invitation to anyone who is interested in expanding his/her spiritual practice through meditation with like-minded people at my home in Southfield. Participants will meditate in a loving, mutually-supportive environment, and then those who wish to will be encouraged to share their experiences. Snacks and social time to follow! Please bring a dish to pass -- I will provide plates, utensils, cups, etc. Although the primary objective of the gatherings will be meditation, they will not b …
Meetup details are available only to members.
The Great Lakes Shamanic Community is a vibrant gathering of seekers searching for ways to gain greater access to Spirit and improve ourselves in all aspects (physical, spiritual, mental, emotional). We strive to make improvements in our life, hone our edge, and rock our world. Our teachings come from an ancient lineage that focuses on providing learning tools and ceremonies that allow you to connect with nature, move closer to Spirit, heal yourself, obtain physical mastery, and bring beauty, p …
Meetup details are available only to members.
'Anchient Arts group a place where we seek answers, serve others and celebrate with gratitude and love. The fun events shared here represent a group of curious fun loving humanitarian types who enjoy adventuring into ancient proven methods of regeneration as well as braking barriers as sensuous explorers and preservationists. Love and gratitude. Debra
There are no upcoming Meetups.
Learn these powerful techniques from the members of the International Art of living Foundation (www.artofliving.org), a non-profit educational and humanitarian organization dedicated to empowering the Individuals, with Service and Disaster relief programs in over 130 countries all over the world. Over 25 million people have benefited from the courses and many hundreds of millions benefited from service projects of the Foundation all over the world. A cornerstone of the Art of Living Course is …
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The M12™ Cordless Realtree AP™ Heated Jacket utilizes multi layered fabric technology to actively warm the body and stimulate blood circulation. The jacket provides unmatched warmth and performance with a fleece inner liner and durable carbon fiber heating elements not only in the chest and upper back, but now in lower pockets that are controlled independent of the core heating elements to provide increased warmth to the hands. The 2343 M12™ Heated Jacket features three heat settings, for varying heat needs and is water and wind resistant for a variety of cold job site conditions or outdoor sports and activities. Designed specifically for outdoorsman, the Realtree AP™ jacket utilizes a special fabric blend to reduce noise, and features a durable back tag patch for hunter ID tags.
Powered by M12™ RED LITHIUM battery technology for up to 6 hours of continuous heat on a single charge, the jackets join a system of over 40 tools. Hidden in a sleek back pocket, which can expand to hold an XC battery, an upgraded battery holder now includes a battery fuel gauge and a powered USB port for charging portable electronic devices.
- Superior Run-Time: Up to 6 hours of continuous heat per battery charge
- Water and Wind Resistant
- Core Heat Zone Provides Heat to the Chest and Upper Back
- Pocket Heat Zone Provides Heat to the Hands
- 3 Heat Settings Per Zone (High, Medium, Low)
- Easy Touch Heat Controller Located on Inside of Lapel
- Realtree AP™ Pattern
- Specific fabric blend to reduce noise during movement
- Durable Back Tag Patch to visually display back tag license
- Expandable battery pouch for use with M12™ RED LITHIUM™ Compact or M12™ RED LITHIUM™ XC Battery Pack
- Upgraded Battery Holder includes a Battery Fuel Gauge and a Powered USB Port for Charging Portable Electronic Devices
- Sewn-In Velcro Channels Neatly Route USB Cables (not included) to the Lower Left Pocket or Chest Pocket for Charging Portable Electronic Devices
- Compatible: M12™ Cordless LITHIUM-ION System with over 40 Cordless Tools
- Voltage: 12V
- Heat Elements: Core Zone: R Chest, L Chest, Back
- Heat Settings: 3 Heat Settings Per Zone (High, Medium, Low)
- Pockets: 2 Heated Lower Hand Pockets + Cell Phone/MP3 Chest Pocket
- Jacket Material: Special soft shell fabric blend to reduce noise during movement - 100% Polyester
- Battery: RED LITHIUM™
- No of Batteries Included: 1
- Back Tag License Patch: Yes
- Specs
SKU MIL-APCAMO Model No In Store Only No - Warranty
Every MILWAUKEE M12 HEATED JACKET (including its battery holder) is warranted to the original purchaser only to be free from defects in material and workmanship. Subject to certain exceptions, MILWAUKEE will repair or replace any part on M12™ Heated Jacket which, after examination, is determined by MILWAUKEE to be defective in material or workmanship for a period of one (1) year* after the date of purchase. Return of the Heated Jacket to a MILWAUKEE factory Service Center location, freight prepaid and insured, is required. A copy of the proof of purchase should be included with the return product. This warranty does not apply to damage that MILWAUKEE determines to be from repairs made or attempted by anyone other than MILWAUKEE personnel, misuse, alterations, abuse, normal wear and tear, or accidents.
*This warranty does not cover a M12™ LITHIUM-ION Battery Pack; there is a separate and distinct warranty available for a battery pack.
Warranty Registration is not necessary to obtain the applicable warranty on a MILWAUKEE heated jacket. The manufacturing date of the product will be used to determine the warranty period if no proof of purchase is provided at the time warranty service is requested. - Reviews
Customer Reviews
- Love this Jacket Review by Amanda
Price Value Quality I love this jacket!! We have 2 of them and wear them all the time, they are warm without the heat on and with it on it's even better!
(Posted on 11/27/13)
- Great Jacket Review by Carol MacLennan
Price Value Quality I bought the jacket for our son. He loves it.
Great product and good value.
Thanks.(Posted on 5/10/13)
- Great Jacket Review by Carol MacLennan
Price Value Quality I bought the jacket for our son. He loves it.
Great product and good value.
Thanks.(Posted on 5/10/13)
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The personal service and the homely historic setting were the clear highlights of our stay at 1842. College Street is definitely worth a stroll, for the wonderful local architecture. There were some lovely extra touches at the inn: early evening hors-d'oeuvres and a homely bar built into the sitting room. Check-in and evening service could possibly have been smoother if... More
- Also Known As:
- 1842 Hotel
- 1842 Hotel Macon
- Official Description (provided by the hotel):
- The 1842 Inn blends the amenities of a grand hotel and the ambiance of a country inn. The guest rooms and public areas of the inn dwell within a Greek Revival antebellum house and an adjoining Victorian house that share a quaint courtyard and gardens. The nineteen guest rooms, parlors, and library are tastefully designed with fine English antiques and paintings, oriental carpets, tapestries and elaborate draperies. ... more less
- Reservation Options:
- TripAdvisor is proud to partner with Expedia, Hotels.com, Priceline, Travelocity, Orbitz, Cheap Tickets and Tingo so you can book your 1842 Inn reservations with confidence. We help millions of travellers each month to find the perfect hotel for both holiday and business trips, always with the best discounts and special offers.