text: AOSIS email@example.com://www.koersjournal.org.za0023-270X2304-8557The impact of Christian Higher Education on the lives of students and societies in Africa Corruption is a worldwide problem. Authors do not only agree that it should be addressed at a personal level, but they encourage everyone to become involved in the fight against corruption. For this to happen, individual transformation is a prerequisite. In this article, Chipapata, Fátima and Jacinto's personal stories will bear witness to the potential role of Christian Higher Education (CHE) in the moral and spiritual transformation of individuals in local African communities. These three persons were extra-mural students enrolled at Hefsiba in Mozambique. That the impact of these three persons' studies goes beyond the personal level is seen in the community in which they live and work. They consented to tell their stories starting with events before they commenced their studies, sharing experiences they had during their studies and describing how their studies impacted their lives, families, work and the community in which they live. In this article, the essence, purpose and content of CHE are addressed. It is argued that through CHE, students' faith and education could be integrated. Apart from being competent in their professions, students would be committed to apply their competency to deal with the spiritual and material conditions of their communities. This might bring about a transformation of society. Die impak van Christelike Hoër Onderwys op die lewens van studente en gemeenskappe in Afrika. Korrupsie is 'n wêreldwye probleem. Outeurs stem nie net saam dat dit op persoonlike vlak aangespreek moet word nie, maar hulle moedig almal ook aan om betrokke te raak in die stryd teen korrupsie. Dit kan net gebeur as individuele transformasie reeds plaasgevind het. In hierdie artikel lewer Chipapata, Fátima en Jacinto se persoonlike verhale getuienis van die potensiële waarde van Christelike Hoër Onderwys (CHO) met betrekking tot die morele en geestelike transformasie van individue in plaaslike Afrikagemeenskappe. Hierdie drie persone was buitemuurse studente van Hefsiba in Mosambiek. Die impak van hierdie drie persone se studies strek verder as bloot hul persoonlike lewens. Dit is ook sigbaar in die gemeenskap waarin hulle woon en werk. Hulle het ingestem om hul verhale te vertel, beginnende by gebeure voor die aanvang van hul studies, hul ervarings tydens hul studies en hoe hul studies hul lewens, gesinne, werk en gemeenskap beïnvloed het. In hierdie artikel word die essensie, doel en inhoud van CHO aangespreek. Daar word geargumenteer dat studente se geloof en onderwys geïntegreer word deur CHO. Studente word dus nie net toegerus vir hul professies nie, maar behoort ook toegewyd te wees om konstruktief by die spirituele en materiële nood van hul gemeenskappe betrokke te raak. Dit mag moontlik 'n transformasie van die gemeenskap tot gevolg hê. Petria M. Theron1 1School of Ecclesiastical Sciences, North-West University, Potchefstroom Campus, South Africa Petria Theron email@example.com 68 Molen Street, Potchefstroom 2520, South Africa 6078110.4102/koers.v78i1.6009 July 201212 Nov. 201215 Apr. 2013Theron, P.M., 2013, 'The impact of Christian Higher Education on the lives of students and societies in Africa', Koers – Bulletin for Christian Scholarship 78(1), Art. #60, 8 pages. http://dx.doi.org/10.4102/koers.v78i1.60 This article was delivered as a paper at 'The Joint Conference of Academic Societies in the Fields of Religion and Theology,' 18−22 June 2012, Pietermaritzburg Campus of the University of KwaZulu Natal, South Africa. © 2013. The Authors. Licensee: AOSIS OpenJournals. This work is licensed under the Creative Commons Attribution License. IntroductionThe month of February is traditionally of utmost importance to South Africans, as the President of the Republic opens the activities of parliament with his or her state of the nation address. Shortly after that, the budget speech by the Minister of Finance follows. During the days before these important speeches, there usually are some emotional debates in the media regarding the political and financial scenario of the country. The beginning of 2012 was no exception. It was during this time that South Africans were reminded of the words of Willie Hofmeyr, the former Head of the Special Investigating Unit, to the Parliament Portfolio Committee on Justice in 2011. He stated that 20% of the procurement budget might be lost to corruption annually. This amounts to a shocking R25 billion – R30 billion a year (O'Regan 2012:6). Events all over the world show that corruption is not only a problem of the African continent. On 17 February 2012, the President of Germany resigned because of allegations of corruption (Pidd 2012). Legal sanctions will probably never adequately deter people from getting involved in corruption. According to Bull and Newell (2003:244−245), corruption should be addressed at another level, viz. that of personal honesty. The title of O'Regan's article, 'Stamping out corruption is everybody's business', conveys a similar message (O'Regan 2012:6). The challenge is to achieve this ideal at grass roots level. In order to bring about change in society, ordinary citizens as well as leaders should be committed and equipped to live and work according to high standards of personal honesty and integrity. The starting point is transformation at an individual level. Following the old saying that prevention is better than cure, this transformation should start at a young age. Therefore, I propose that the focus should be on young people as leaders of the future. The question is how Christian Higher Education (CHE) can contribute to the moral formation of young leaders in societies where corruption and immorality are endemic. My hypothesis in this article is that CHE could contribute not only to the general acquisition of knowledge, but also to the moral formation of students in particular. Consequently, it could contribute to the transformation of the societies in which they will eventually live and work, as will be illustrated by the narratives of the three students from Mozambique. In this article, by implementing the qualitative research methodology of participatory action research, three students from a CHE institute in Mozambique share their experiences. Reason and Bradbury (2008:1, 4) mention that participatory action research aims to engage those who would otherwise be largely the research subjects, as inquiring co-researchers. This method of research draws on the knowledge and experiences of the participants in the pursuit of practical solutions to pressing issues of individuals and communities. A relatively new methodology within this field is auto-ethnography. Labuschagne (2008:vi−vii) explains that the word consists of three parts, namely, (1) auto [self], (2) ethnos [culture] and (3) grapho [to write]. An auto-ethnographical study allows reflection on ordinary aspects of society, people, relationships and the self. It connects the person who is writing his or her story with the culture around him or her. In this manner, the self and lived experiences are incorporated to enrich the research. Brunsdon and Lotter (2011) refer to the value of auto-ethnography in the field of qualitative research, where the participant gets the opportunity to write about his or her personal experiences within a particular situation. In this way, much could be learned from the self-narratives. Following the empirical section, I will focus on CHE in general, and on CHE in Sub-Saharan Africa in more detail. To conclude this article, I will make some preliminary suggestions regarding the content of a curriculum that could promote spiritual and moral transformation of students, and that could consequently have a positive impact on the communities in which they live. Narratives from Mozambique I will give a short history of Hefsiba Instituto Superior Cristão (Hefsiba ISC). Then three alumni will tell their stories, focussing on events during the time before they commenced their studies, their experiences during their studies and how their studies have impacted their lives, families, work and the community in which they live. They have consented that their names and an abbreviated, translated version of their narratives may be used in this article. The study was done in accordance with the ethical guidelines set by the North-West University (n.d. [a, b]) Chipapata, a 40 year old male, Fátima, a 40 year old female and Jacinto, a 45 year old male, were part of the first group of evening students who started their studies in 2006. Chipapata, a secondary school teacher, enrolled at the Faculty of Theology, whilst Fátima, who works at the local telecommunications company, and Jacinto, a journalist from Tete, enrolled at the Faculty of Psychology. A short discussion will conclude the empirical section of the article. Hefsiba Instituto Superior Cristão Mozambique was involved in a liberation war with Portugal from 1964 to 1974. Two years after independence, in 1977, a civil war broke out between Frelimo and Renamo. The peace accord was signed in October 1992, after 15 years of bloodshed and destruction. It was during this time that the leaders of the Igreja Reformada em Moçambique realised that there was no possibility of tertiary education in the northwestern part of Mozambique. Their dream was to start a tertiary education facility at Vila Ulónguè, which was realised in 1994. Initially, Hefsiba only provided theological training to students who wanted to become pastors in a variety of Christian church denominations. The students, together with their families, stayed on the premises. Whilst the men received theological training, the wives received basic training to prepare them for their ministry as pastors' wives. Their small children attended a crèche and a preschool, and the older children were enrolled at the local primary and secondary schools. In 1996, the Potchefstroom University for Christian Higher Education (PU for CHE) accredited their Theological School's program. In 2004, the school received accreditation from the Mozambican Government and became Hefsiba ISC, an autonomous institute for CHE with one faculty, that of Theology. The need for tertiary education was so overwhelming that a second faculty, the Faculty of Psychology, was started in 2006. The goal was to provide a wider spectrum of people, and not only future pastors, with the opportunity to receive tertiary education that would culminate at the level of bachelor's degree. In 2009, Hefsiba ISC received permission from the Mozambican government to confer honours degrees in Theology and in Psychology. The influence of Hefsiba ISC is spreading further, as lecturers from Angolan tertiary institutions, who are not accredited by their government, are enrolling as students at Hefsiba ISC for further studies. The Mozambican government also approved the curriculum of the Faculty of Economics and Business Administration in 2011, and the first group of these students enrolled in February 2012. The three students' narratives, which will follow now, are the histories of their lives and are therefore written in the first person. Chipapata's narrative 'I was born in 1973 and raised in a Christian home. Our family regularly attended the Evangelical Assemblies of God Church. I was part of the youth group and conducted the youth choir. My father was my role model. We held regular family devotions. I recall how my heart was moved by passages like Exodus 20:12, where young people are instructed to honour their parents. These passages motivated me to be obedient to my parents and contributed significantly to my moral and spiritual formation. In 1990, when I was 17 years old, our village was attacked and I was recruited to become a soldier. Military life caused me to abandon any form of religion and I denied God as my Saviour. In an attempt to gain courage and to quiet the feelings of fear, I started using drugs, which included smoking and drinking. I was quickly addicted to these substances. When the war ended, I enrolled at a teachers' training college. On completing my training in 1995, I was transferred to Vila Ulónguè. I continued to struggle with my addiction and regularly visited witch-doctors, from whom I sought help to stop the drinking and smoking, but to no avail. Later, with a lot of self-discipline, I managed to stop smoking, but I could not free myself from the alcohol. My reputation as a teacher was ruined because of my drinking, which gave me a false impression of my intellectual capability. In reality, I was not even able to manage my finances and ended up with a lot of debt. In 2006, I enrolled at Hefsiba and, with the power of the Lord, the support and encouragement of my fellow-students and lecturers, I managed to overcome my addiction. It was difficult, because for years I had not been able to do anything without first taking a drink. The moment I was free from the power of alcohol, I could notice the positive effect it had on my life, my family, on the Christian community and on my performance at work. In 2011, I finished my Honours Degree in Theology and I am currently enrolled for the Master's Degree in Biblical Interpretation at a Christian university in Portugal.' Fátima's narrative 'I grew up in a Roman Catholic family. We regularly attended mass and I belonged to the choir. I have fond memories of my family, but because of the war, it was a difficult time to grow up. We often had to flee and spend nights in the bush. I saw many people seriously wounded and killed. When I grew older, I went to a boarding school. We could attend church on Sundays, but no other church activities. My husband was a wonderful man and we had a good relationship, but when we lost our first-born in 1991, our 4 year old son in 1998 and our baby daughter in 2003, my husband changed. He started to drink alcohol and peace left our home. I tried to teach our kids the correct way of living, but we were not good examples. We didn't attend church anymore and we often visited the witch-doctor to see if he could discover the cause of our misfortune. Our family disintegrated and our children preferred to stay with their grandparents. One day my husband came home, drunk as usual, and said that we must enrol for further studies at Hefsiba. I told him that it is a Christian institution and that they would not permit an alcoholic to enrol. He said he would quit drinking, and during the interview, he repeated his commitment. We were accepted as students and experienced unconditional acceptance from our fellow-students and lecturers. Our classes always started with devotions. We received Bibles and started to read them. Because we were biblically illiterate, we could not pray and did not know God. In time, I got to know God as a loving Father, who wants the best for his children, who is in control and who leads his children on the right way, if only they would heed his voice. We learned so much and it helped us to overcome our pain and difficulties. Things changed and in our second year, our children were re-united with us. They were overjoyed to see the change in us. Our neighbours similarly noticed the changes in our lives, especially the way my husband helped me with domestic chores – something very uncommon in Mozambique. His "drinking colleagues" were upset at losing their friend, but he convinced them to also enrol at Hefsiba, and they experienced similar changes through Christian education based on biblical principles. My professional life changed dramatically – I have patience with my clients, good relationships with my colleagues and as a result of the improvement in my work, I was promoted. Today, people come to me for Christian counselling. I see differences in Vila Ulónguè as a result of Hefsiba. Previously, it would be very rare for a community leader to speak at a public meeting about God or quote a passage from Scripture, but today it is common practice as more and more community leaders are studying at Hefsiba. I am convinced that if Africa chooses for CHE, the development will be much quicker, because people will understand the principle of love for God and love for their neighbour, as I had to learn it. Once people understand the essence of love, leaders will be less egoistic and corrupt and will consider others in the community and not only their personal gain. I will make every effort to ensure that our children will receive CHE, because it is the only education that moulds a person in totality.' Jacinto's narrative 'I have good memories of my childhood. Life was easy and my parents provided everything I needed. We regularly attended the Roman Catholic Church. My parents nurtured in me a desire to go to school and to study. My father was a loving husband and a good example to us as a family. My parents would often get the kids together and talked to us about important things in life. Our family once went through a difficult time. My father lost his job as manager at his company. He started to drink, but my mother, a strong woman, took control and we managed to overcome difficulties without serious consequences to our family. When I left home, I got involved with the wrong friends, got enticed into bad habits and no longer went to church. I met my future wife while we were students. I chose her because she was committed to her church (Jehovah Witnesses) and I thought that would ensure a happy marriage. In order to win her affection, I had to behave extremely well and could not afford to make a mistake. We got married and had a good relationship, except for the fact that she could not communicate her feelings well. When I started my studies at Hefsiba, I found the prayer at the beginning of every class very strange, although it meant a lot to me – I was going through difficult times and needed prayer. We had many conversations in the class and I often got angry with my fellow-students, because I experienced them as being judgemental. Later I realised that those conversations helped me to overcome my bad habits. I learnt a lot and this had a positive influence on my relationship with my wife. Because of the changes in my life, she also wanted to study at Hefsiba. We would solve our conflicts in constructive ways and our children are happy and confide their problems. As a family, we support and encourage each other. Other couples notice the change and often ask for advice. As a result of my academic training and the way I changed, I got a new job and I am looking forward to it, as it will offer many opportunities to apply my training as a counsellor. I will be able to make a difference in the community. The positive changes in my fellow-students' lives and in Vila Ulónguè are evident because of the education offered at Hefsiba. Many leaders in the community are studying there and they are starting to practice what they preach. Fundamentally, I believe that CHE can have a similar impact in communities throughout Africa. My wife and I will do our best to see that our children also receive CHE, because it transforms persons and communities.' DiscussionThe majority of the students enrolled at Hefsiba do not come from a reformed Christian background. According to the three alumni interviewed, students often lack knowledge of the Bible and often do not know how to pray. For many the devotions and prayer at the beginning of the classes are very strange. As could be seen in the narratives, some of them are antagonistic towards the idea initially, but they appreciate it later on. Many of the students get to know the Lord Jesus Christ relationally for the first time, whilst others renew their commitment to him. The students value the support, encouragement and unconditional acceptance of their fellow-students and lecturers. In the classes, the students and the lecturer would often have lively discussions about the content of the studies, evaluating it in the light of biblical principles. These conversations would sometimes continue after classes and this helped students to apply newly acquired knowledge to their own lives. It brought about a new mindset as a Christian worldview began to form in their thinking. Consequently, they start to think and live differently, which impacts their families, professional lives and communities. Being able to speak about a Christian way of life is significant, as most of the students are community leaders. Sometimes, they even refer to God or quote a passage from Scripture at public meetings, something unheard of in a former communist country. It is important to take notice of the students' comments regarding the value of CHE. They want their children to receive CHE, because – according to them – it moulds the student as a total person and benefits the community. Two students refer to the benefits Africa could gain from this kind of education. When leaders understand the essence of love and respect the dignity of all people, they will be less egoistic and corrupt. Christian Higher Education Many changes accompanied the establishment of a democratic dispensation in South Africa in 1994. Amendments in the national education structure after 1998 necessitated the amalgamation of tertiary educational institutions in all provinces. One of the consequences of the amalgamation process was name changes. In the North-West Province, the former Potchefstroom University for Christian Higher Education (PU for CHE) became the Potchefstroom Campus of the North-West University (NWU) in 2003. During negotiations regarding the name change, it became clear that it was politically impossible to keep the 'CHE' component in the name of the new university. The historical motto of the university 'In Your light' also disappeared (Eloff 2003:1−2; Van Eeden 2006b:113, 132−133). With the establishment of the NWU, it was written into its mission statement that it would be a value-driven institution, and students and lecturers would be allowed to continue to live up to their Christian principles and a Christian perspective on science (Eloff 2003:2). From the short history of the NWU, it is clear that although the 'CHE' has disappeared from the name of the university, it is still present in the educational endeavour. I am convinced that Christian higher education may still be considered a viable option, even in a secular age. In this section, I will give a historical overview of CHE and propose a biblical foundation for CHE, including the purpose of CHE and the work of the International Association for the Promotion of Christian Higher Education (IAPCHE). IAPCHE can be considered as the global champion of CHE. I will conclude by focussing on CHE as a worldwide movement and on its impact in Africa, especially Sub-Saharan Africa. Historical overview and biblical foundation In 1898, the Dutch theologian Abraham Kuyper delivered his famous Stone lectures at Princeton University, where he spoke on Calvinism as a worldview. He did not refer to Calvinism as a particular theology, but as a central Christian conviction that everything belongs to Christ, including the entire universe and all aspects of life (Holmes 2001:104). Hence his famous statement, 'There is not a square inch in the whole domain of our human existence over which Christ, who is sovereign over all, does not cry: "Mine!"' Accordingly, humankind received its cultural mandate when God told the first persons to take care of creation and to develop it further, as found in the passages of Genesis 1:28 and Genesis 2:15 (Van der Walt 2010a:115). When God gives humans the responsibility to subject and rule over creation, it is not in the sense of ownership, but in the sense of stewardship, namely to manage creation for God, its real owner (Walton 2001:141). The Lordship of Jesus Christ, alluded to by the Kuyperian-reformational worldview, forms the foundation of CHE and poses the challenge to Christian academics to develop and exhibit a Christian perspective as an integral approach to all subjects in a curriculum (Hulst 1992:4; Van der Walt 2008a:107; Van der Walt 2010a:113). The motto of the former PU for CHE, 'In Your light,' is found in Psalm 36:9 and conveys the idea of Christian scholarship, in other words that science should be practised 'in God's light'. All academic and administrative activities at the university were geared to express a Christian reformational perspective (De Klerk 2003:312−313). A higher institution, argues Coletto (2010:9), is not 'Christian' when the lecturers are Christians, or when the institution is controlled by a church denomination, or when some 'religious' courses are added to the 'normal' list of courses. The Kuyperian reformational approach stresses the importance of the content of the curriculum. Sound Christian education is possible when subjects are taught and practised in the light of the Word of God and when the Bible modifies the content. This approach corresponds with IAPCHE's statement regarding the foundation of CHE at the break of the new millennium: the task of CHE should be performed in the light of God's inscripturated revelation, and God's Word and Spirit should structure and guide created reality (Hulst 2008:32). The passage in Scripture where the apostle Paul writes, 'We demolish arguments and every pretension that sets itself up against the knowledge of God, and we take captive every thought to make it obedient to Christ' (2 Cor 10:5), demonstrates the three responsibilities of Christians in higher education well, according to Van der Walt (2010a:125). The first part of the passage shows the antithesis, the second part refers to the action of integration and the last part mentions the act of transformation. For Kuyper, Christianity is not only about personal conversion, but it must have an impact on society. Therefore, if Christian principles are not permitted in the public square, Christians have to start private institutions based on a reformational worldview to assist students in building a bridge between their faith and their daily lives. As higher education would then be at the service of God, it could transform society (Van der Walt 2010a:117). By starting private institutions, Christians should be careful not to isolate them from the world, because they have the calling to be 'the salt and light of the world' (Mt 5:13−16). In 1975, the International Association for the Promotion of Christian Higher Education (IAPCHE) was founded at the PU for CHE with the aim to promote the development of integral CHE worldwide, so that academic work could be pursued from a biblical, holistic perspective and worldview (Hulst 2002:119; Van der Walt 2008b:190). In a recent publication, Jochemsen (2011:1) formulated the objective of IAPCHE as follows: 'to equip Christians in higher education to live, think and act in a Christian way as academics and/or professionals.' This means that Christian students should be taught to become Christian professionals in a postmodern pluralistic society. The intrinsic value of CHE, says Nguru (2008:143), is that it helps a student to become a certain kind of person and to do certain kinds of things. Students' faith and education should be integrated in such a way that students would be competent in their profession, but also committed to apply their competency to address the spiritual and material conditions of the African continent and the world. The aim of CHE institutions as described by Nguru corresponds with the four tasks of CHE as stated in the declaration of IAPCHE in 2000 (cf. Hulst 2008:32). Firstly, it wants to deepen students' understanding of the world and human life in it. Secondly, it wants to address and correct distortions in all of life. Thirdly, the aim is to prepare students through knowledgeable and competent discipleship for a complex world. Finally, it endeavours to serve the larger Christian community, as it seeks to bring Christ's healing to all areas of life. Christian Higher Education globally Today, CHE institutions and representatives of the Christian reformational philosophy and scholarship can be found in countries all over the world, for example in the Netherlands, South Africa, the USA, Canada, Australia, New Zealand, England and South Korea (Van der Walt 2010a:122, 128). Furthermore, CHE has become a growing movement. During the last 30 years, at least 178 new Christian universities were established worldwide (Carpenter 2012:1). Going hand in hand with globalisation, there is an increasing need for more highly educated people, because it is recognised that higher education could improve the chances of personal and communal advancement. Many governments, being unable to meet this need, have opened the way for universities that are independently organised. Christian groups are making avail of the opportunity (Carpenter 2008:339−340). Scholars mention the change that has occurred in global Christianity in recent years, namely a movement away from primarily Northern and Western faith to a predominantly Southern one. The centre of gravity in the Christian world has shifted away from Europe and America to Africa, Asia and Latin America (Hittenberger 2004:184; Carpenter 2008:344; Vorster 2012). This movement opens up enormous opportunities for educational institutions. Christian Higher Education in Africa, especially in Sub-Saharan Africa Van der Walt (2010a:129) is of the opinion that there is currently a greater need for Christian universities than theological schools in Africa. One way to address this need is that existing theological schools could broaden their sphere of influence by further growth and by developing other faculties. Hittenberger (2004:192−193) shows that CHE is not a new phenomenon in Africa. Already during the 4th century, one of the famous early church fathers, Augustine of Hippo (AD 354−430), lived and taught in the university town of Carthage (O'Donnell 2012). This is an illustration of the truth of the Latin proverb Semper aliquid novi Africa affert [Africa is always producing some novelty], which was formulated by the Roman author Pliny (Van den Heever 2012). Colonialism and the Western Christian missionary movement in the 19th century led to the establishment of primary and secondary education, and later higher education on the African continent, especially in Anglophone and Francophone countries. In the 1950s, the African independence movement gained momentum and African governments sought to nationalise and expand tertiary education. During this time, Christian theological training institutions and Bible schools continued to be established. Daystar University in Kenya was one of the first CHE institutions to be established (1964) in postindependence Africa. On their website, their mission statement reads: Daystar University seeks to develop managers, professionals, researchers and scholars to be effective, Christian servant-leaders through the integration of Christian faith and holistic learning for the transformation of church and society in Africa and the world. (Daystar University 2012) After the 1980s, African universities started to multiply (Hittenberger 2004:193). Of the 178 new Christian universities mentioned earlier, 46 are on the African continent (Carpenter 2012:1). The problem is that private universities remain small and that they can only accommodate a small number of the students who qualify for tertiary education. The Centre for the Promotion of CHE in Africa (CPCHEA) has been established recently. The hope is cherished that it will provide the necessary leadership on the African continent to ensure inter alia academic quality and relevant curriculums in CHE institutions. The aim is that these institutions would produce Christian leaders who could transform their societies and bring hope to the African continent (Nguru 2008:137−139). The founding head of the Central University College in Accra, Ghana, communicates a similar message, namely that the college was started in an effort to solve the crisis of leadership in order to enhance the African renaissance. It is clear that CHE institutions envisage service to the broader society (Carpenter 2008:340). Educational, moral and spiritual formation of students At Hefsiba ISC, some students got to know the Lord Jesus Christ for the first time, whilst others renewed their commitment to him. The majority of the students, however, lacked spiritual knowledge and the life-skills to live up to a Christian life. I thus agree with Chaplin (2011:24) and De Muynck, Hegeman and Vos (2011:5−7) that CHE has the task of preparing students to be authentic Christians in a secularised world. From the narratives of the three students, it is clear that because of their education at a Christian higher institute, they started to think and live differently. They experienced the impact of CHE on their lives, their families, their professional lives and their communities. That is exactly what Nguru (2008:147) envisages – that Christians should participate actively in the economic, political and social development of their countries in order to overcome the present crisis in Africa. Spiritual and moral formation is therefore necessary for students to bridge the gap between their faith and their professional practice with integrity. To achieve this, I am of the opinion that two aspects are of utmost importance during their educational formation. Firstly, careful attention should be given to the content of the curriculum, and secondly, the methodology of the educational endeavour is of utmost importance. Content of the curriculum At Hefsiba ISC, a deliberate effort is made to write and evaluate a curriculum according to the following principles: it should be value-driven according to reformed principles it should reflect a holistic and integrated, but also inclusive approach it should be written according to outcome-based principles where the affective outcome should be prominent it should be missional in nature and contextualised within the Sub-Saharan African and more specifically the Mozambican context it should comply with high academic standards with emphasis on the enhancement and development of higher thinking skills (Du Preez 2012). Although the curriculum was developed from a reformed Christian perspective, it is not a prerequisite that applicants should be Christians. Christian ethics Lategan (2003:363−366) is of the opinion that Christian ethics should be included in the curricula of all scientific disciplines at a higher education level. As the future employees and employers in all spheres of society, students must be equipped to face the ethical challenges posed by their future careers. They must be enabled to make decisions based on principles and values in order to ensure normative and value-driven behaviour. According to Vorster (2007:20), the basis of Christian ethics is found in the attitude of Christ, namely an attitude characterised by love, stewardship, self-denial and obedience to God (cf. Phlp 2:5−11). This attitude should guide people in their relationships and activities. Then students will be responsible and influential citizens. At Hefsiba ISC, Christian ethics is one of the core subjects in the curriculum of the existing three faculties. Christian values The moral formation of a student implies the development of his or her moral character. It is primarily a preventative pedagogical task and not a curative obligation. Moral formation does not only address the cognitive and rational development of a person, but also his or her personal attitudes, skills, moral passions and emotions. Therefore, a virtue-ethical approach to moral formation suffices, as it ensures the moral formation of the person and the formation of the person in social and political life (Vos 2011:143−144). I prefer 'Christian values' instead of 'virtues', as both cause people to conduct themselves in a certain way. Values and virtues influence and determine peoples' actions and choices (cf. Vos 2011:145−146). At Hefsiba, the management and lecturers identified seven core values that serve as guidelines for all academic and other activities, viz. loyalty, honesty, responsibility, compassion, justice, respect and quality. It is envisioned that students could internalise these values and that they could live and work according to them. Referring to the narratives of the three students at the beginning of the article, it is apparent that the vision became a reality in the students' lives. Their lives were changed, which had an impact on many other peoples' lives around them. Christian worldview Hegeman and Jochemsen (2011:99) affirm the role of worldviews in the process of moral formation, because worldviews form a person's beliefs, which in turn regulate performance in practice. Students need to learn to think and to live in a coherent way and according to Garber (1996:111−112), their worldview is instrumental in this process of integration. Students also need lectures that incarnate this integrated worldview. Van der Walt (2010b:2) and Blokhuis (2011:109−110) explain that a Christian worldview is usually seen as an elaboration of the meaning of the Christian faith for a vision of reality and human life. A person's worldview is thus a framework of beliefs about things. It is not only relevant for one's personal life, but also for the whole of life, including marriage, family, business, education and professional life. It helps him or her to understand the relationship between faith and science, and faith and practice. A worldview gives, by way of definition, a particular perspective on theology, philosophy, ethics, biology, psychology, sociology, law, politics, economics and history (Noebel 2001:2). It is by means of an integral Christian worldview that believers are orientated to influence the unbelieving world around them, and to live up to their calling and responsibility to make the world a better place in all areas of life. A Christian worldview helps Christians to understand that they are in full-time service of God, independent of their profession (Theron & Lotter 2009:487−488). In their training, says Blokhuis (2011:112−115), students should be assisted to elaborate their own worldviews for their specific careers and professional practices. Then they will be able to live and act as Christians whilst practising their careers. Methodology of the educational endeavour The 2000 declaration of IAPCHE on CHE defines 'methodology of the educational behaviour' as follows: CHE encompasses all educational endeavours at tertiary or undergraduate and graduate level, in which all facets of created reality, especially human life, are explored and examined in an advanced and more detailed manner than they are in primary and secondary education. (Hulst 2008:32) The core business of CHE is education. One of the founding members of IAPCHE, Bennie van der Walt, defines education as 'the purposeful effort of the educator to guide the student toward maturity and equipment for his/her life task according to specific norms' (Van der Walt 1992:83). Although this definition was formulated towards the end of the previous century, I believe it is just as valid today and deserves more reflection. I will elaborate on a few of the concepts in this definition. The first is 'purposeful effort of the educator'. This implies that lecturers should be people who are united in their vision of what they want to attain in the lives of their students. The word 'effort' underscores the fact that teaching is not an easy task. It requires committed, passionate lecturers who are willing to make sacrifices for their students. 'Maturity and equipment for life tasks' clearly shows the objective of the CHE process. It requires of lecturers to guide their students to attain spiritual, emotional and professional maturity so that they are equipped to perform their profession and calling in life. Students need faith, hope and love for God, and love for the neighbour. They need a willingness to deny themselves, to sacrifice and to serve. Students will then be able to live up to a holistic Christianity in all spheres of life. They will be critically and constructively involved in the political, economic, social, judicial, scientific and educational areas of life (Theron & Lotter 2009:488; Coletto 2010:9). Africa needs these kinds of professionals. In Van der Walt's definition, 'according to specific norms' indicate that the teaching process should occur in a controlled environment and a planned manner, according to predetermined guidelines, so that the defined objectives could be achieved. This will ensure that the Christian approach will be visible in the manner of teaching and in other academic activities. As Jochemsen (2011:2) states, the moral and spiritual attitude of professionals (lecturers) cannot be separated from their professional practice (teaching and education). The narratives of the students also mention the importance of the educational practice – they value the discussions about the content of their studies, as such discussions facilitate the process of applying the material in their lives. The attitudes and convictions of the lectures are of utmost importance. The narratives cited earlier show the appreciation of the students for the support, encouragement and unconditional acceptance that they received from their fellow-students and lecturers. At Hefsiba ISC, through positive and negative experiences, it is obvious that the success of CHE in the formation of students is greatly influenced by the methodology of the educational endeavour. ConclusionEfforts to bring about change in society should be focused on young people, as they are the leaders of the future. Abraham Kuyper is considered the father of Christian higher education. It was his conviction that everything belongs to Christ. Christian academics should develop and exhibit a Christian perspective on, and an integral approach to all subjects in the curriculums essential for students to become Christian professionals in a postmodern pluralistic society. Through CHE, students' faith and education could be integrated in such a way that they would be competent in their profession, but also committed to apply their competency to address the spiritual and material conditions of their continent. Once they are morally transformed, they are equipped to contribute constructively to the transformation of the societies in which they will find themselves. This process could be enhanced by the inclusion of Christian ethics, Christian values and a Christian worldview in the curriculum, and by applying the correct methodology in the educational endeavour. The narratives of three Mozambican students bear witness to the impact that CHE had on their lives, their families, their professional lives and the community in which they live. AcknowledgementsThe author would like to thank Chipapata, Fátima and Jacinto for their willingness to share their narratives regarding the impact that CHE had on their lives. Competing interests The author declares that she has no financial or personal relationship(s) which may have inappropriately influenced her in writing this article. 1. Blokhuis, P., 2011, 'The personal character of worldview and its meaning for professional practices', in B. De Muynck, J. Hegeman & P. Vos, P. (eds.), Bridging the gap: Connecting Christian faith and professional practice, pp. 109−115, Dordt College Press, Sioux Centre. 2. Brunsdon, A.R. & Lotter, G.A., 2011, 'Outo-etnografie as selfhulp vir predikante met bedieningsmoegheid: Verkennende opmerkings', Verbum et Ecclesia 32(1), pp. 465−467. http://dx.doi.org/10.4102/ve.v32i1.465 3. Bull, M.J. & Newell, J.M., 2003, 'Conclusion: Political corruption in contemporary democracies', in M.J. Bull & J.M. Newell (eds.), Corruption in contemporary politics, pp. 234−247, Palgrave Macmillan, New York. 4. Carpenter, J., 2008, 'Christian higher education as a worldwide movement', in N. Lantinga, (ed.), Christian higher education in the global context: Implications for curriculum, pedagogy and administration, pp. 337−352, Dordt College Press, Sioux Centre. 5. Carpenter, J.A., 2012, 'New Christian universities and the conversion of cultures', in IAPCHE, viewed 19 April 2012, from http://iapche.org/wordpress/?page_id=413 6. Chaplin, J., 2011, 'Integrity in solidarity: Christian professionals in a plural public sphere', in B. De Muynck, J. Hegeman & P. Vos (eds.), Bridging the gap: connecting Christian faith and professional practice, pp. 13−24, Dordt College Press, Sioux Centre. 7. Christian Classics Ethereal Library, n.d., Biography of Abraham Kuyper, viewed 10 October 2012, from http://www.ccel.org/ccel/kuyper 8. Coletto, R., 2010, 'Reformational institutions for higher education', Word and action 50(413), 9−14. 9. Daystar University, 2012, Mission and vision, viewed 19 April 2012, from http://www.daystar.ac.ke/index.php?option=com_content&view=article&id=177&Itemid=489 10. De Klerk, J., 2003, 'Die wetenskap "in u lig" – wat sê dit vir die PUK self?', Koers 68(2&3), 311−321. http://dx.doi.org/10.4102/koers.v68i2&3.341 11. De Muynck, B., Hegeman, J. & Vos, P., 2011,'Introduction', in B. De Muynck, J. Hegeman & P. Vos (eds.), Bridging the gap: connecting Christian faith and professional practice, pp. 5−10, Dordt College Press, Sioux Centre. 12. Du Preez, K.P., 2012, email, 14 May 2012, email@example.com 13. Eloff, T., 2003, 'Die "nuwe" PUK – verandering én tevredenheid', Word and Action 43(386), 1−3. 14. Garber, S., 1996, The fabric of faithfulness, Intervarsity Press, Downers Grove. 15. Hegeman, J. & Jochemsen, H., 2011, Direction discernment and moral formation in higher education, in B. De Muynck, J. Hegeman & P. Vos (eds.), Bridging the gap: Connecting Christian faith and professional practice, pp. 93−108, Dordt College Press, Sioux Centre. 16. Hittenberger, J.S., 2004, 'Globalization, "marketization", and the mission of pentecostal higher education in Africa', PNEUMA: The Journal of the Society for Pentecostal Studies 26(2), 182−215. 17. Holmes, A.F., 2001, Building the Christian academy, William B. Eerdmans Publishing, Grand Rapids. 18. Holthaus, S., 2011, 'The gap: An analysis of the present situation in a pluralistic and postmodern society', in B. De Muynck, J. Hegeman & P. Vos (eds.), Bridging the gap: Connecting Christian faith and professional practice, pp. 39−47, Dordt College Press, Sioux Centre. 19. Hulst, J.B., 1992, 'Contemporary issues in Christian Higher Education', Wetenskaplike bydraes vir die PU vir CHO: Instituut vir Reformatoriese Studie, series F1 (296–300), pp. 1–8, Institute for Reformational Studies, Potchefstroom. 20. Hulst, J.B., 2002, 'Introduction', Christian Higher Education 1(2&3), 119–122. 21. Hulst, J.B., 2008, 'Highlights of IAPCHE's history', in N. Lantinga (ed.), Christian higher education in the global context: implications for curriculum, pedagogy and administration, pp. 21−32, Dordt College Press, Sioux Centre. 22. Jochemsen, H., 2011, 'Preface', in B. De Muynck, J. Hegeman & P. Vos (eds.), Bridging the gap: connecting Christian faith and professional practice, pp. 1−3, Dordt College Press, Sioux Centre. 23. Labuschagne, J.N.R., 2008, 'Die ander vrou – 'n Outo-etnografiese studie van die beroepsbelewenis van 'n predikant', PhD-tesis, Universiteit van Johannesburg, Johannesburg. 24. Lategan, L.O.K., 2003, 'The free-wheeling society: what values should be on the agenda and the role of the Christian education in the promotion of these values', Nederduitse Gereformeerde Teologiese Tydskrif 44(3&4), September & December, 361−367. 25. Nguru, F.W., 2008, 'What can Christian higher education do to promote educational well-being in Africa?', in N. Lantinga (ed.), Christian higher education in the global context: implications for curriculum, pedagogy and administration, pp. 135−149, Dordt College Press, Sioux Centre. 26. Noebel, D.A., 2001, The battle for truth, Harvest House Publishers, Eugene. 27. North-West University, n.d.(a), Statement about Ethics for a follow-up evaluation or study/research, viewed n.d., from http://www.nwu.ac.za/webfm_send/58853 28. North-West University, n.d.(b), Rules of the Research Ethics Committee, viewed n.d., from http://www.nwu.ac.za/webfm_send/24743, viewed 19 April 2012, from http://www9.georgetown.edu/faculty/jod/augustine/ 29. O'Regan, K., 2012, 'Stamping out corruption is everybody's business', Sunday Times, 29 January, 2012, p. 6. 30. Pidd, H., 2012, 'German president resigns and could face prosecution in corruption scandal', in The Guardian, viewed 17 February 2012, from www.guardian.co.uk/world/2012/feb/17/german-president-christian-wullf-resigns1?newsfeed=true 31. Reason, P. & Bradbury, H. (eds.), 2008, The Sage handbook of action research participative inquiry and practice, 2nd edn., SAGE Publications, London. 32. Theron, P.M. & Lotter, G.A., 2009, 'The necessity of an integral Christian worldview: reconnoitring the challenges for influencing the unbelieving world', Koers 74(3), 467−493. http://dx.doi.org/10.4102/koers.v74i3.134 33. Van den Heever, J.A., 2012, Out of Africa there is always something new, viewed 19 April 2012, from http://academic.sun.ac.za/botzoo/paleo/africa.htm 34. Van der Walt, B.J., 1992, 'A Christian worldview and Christian Higher Education for Africa', Institute for Reformational Studies, Potchefstroom. 35. Van der Walt, B.J. 2008a, 'Transformed by the renewing of your mind: the challenge of Christian Higher Education on the African continent in the twenty-first century', in B.J. van der Walt, Transformed by the renewing of your mind, pp. 93−129, The Institute for Contemporary Christianity in Africa, Potchefstroom. 36. Van der Walt, B.J., 2008b, 'Our past heritage, present opportunity and future challenge: reflections at the commemoration of the 25th anniversary of the International Association for the Promotion of Christian Higher Education', in B.J. van der Walt, Transformed by the renewing of your mind, pp. 184−198, The Institute for Contemporary Christianity in Africa, Potchefstroom. 37. Van der Walt, B.J., 2010a, 'Wêreldwye Belangstelling in Christelike Wetenskapsbeoefening en Christelike Hoër Onderwys: hoe Afrika daarby kan baat', Tydskrif vir Christelike Wetenskap (1&2), 111−132. 38. Van der Walt, B.J., 2010b, The eye is the lamp of the body: worldviews and their impact, The Institute for Contemporary Christianity in Africa, Potchefstroom. 39. Van Eeden, E.S., 2006a, 'Die "stem van Potchefstroom" in die samelewing', in E.S. Van Eeden (ed.), 'In u lig': Die PU vir CHO, bl. 485−521, Noordwes-Universiteit, Potchefstroom. 40. Van Eeden, E.S., 2006b, ''n Historiese perspektief op die realisering van "CHO" van die PUK as 'n stem uit Potchefstroom tot 2003', Tydskrif vir Christelike Wetenskap (4), 113−137. 41. Vorster, J.M., 2007, 'Christian attitude in the South African liberal democracy', Potchefstroom Theological Publications, Potchefstroom. 42. Vorster, J.M., 2010, 'An ecclesiological model for the ministry of reconciliation in a socio-political context', In die Skriflig 44(2), 429−454. http://dx.doi.org/10.4102/ids.v44i2.154 43. Vorster, J.M., 2012, 'Reformational theology in a post-secular era, research discussion group of the Unit for Reforemed Theology, Faculty of Theology, Potchefstroom on 01 March 2012. 44. Vos, P., 2011, 'After duty: The need for virtue ethics in moral formation', in B. De Muynck, J. Hegeman & P. Vos, P. (eds.), Bridging the gap: Connecting Christian faith and professional practice, pp. 143−157, Dordt College Press, Sioux Centre. 45. Walton, J.H., 2001, The NIV application commentary: Genesis, Zondervan, Grand Rapids.


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Golden Eye International, the holder of numerous film copyrights, has long taken the stance that the unlawful distribution of copyright material is detrimental to the film and creative industries. The continued use of peer-to-peer file sharing networks has grown to such proportions that we are left with no other alternative but to pursue those who infringe our copyrights and to seek financial retribution, for our losses, through their unlawful activities. While every attempt will be made to seek a settlement out of court we will not hesitate to enter into court proceeding with those who fail to acknowledge our intellectual rights.
We use the latest technology to identify those IP addresses from which our films and content are being uploaded to peer-to-peer networks and through rigorous and legal means contact the offenders notifying them of our intent to get them to cease any similar activities in the future as well as negotiate an equitable settlement for the losses caused by their unlawful practises.
If you are reading this, then more than likely you have infringed our rights already. If you wish to settle our claim against you prior to court proceeding taking place please email email@example.com (quoting your reference number). We advise recipients of our letters to seek independent legal advice.
The jewellery and fashion industry is also seeing an increase in the number of breaches of copyright and Trade Mark infringement, both of which cause our clients financial loss. Another division of our business is to protect, via the most effective and efficient means, our clients' intellectual property rights. Enforcement means will include removal of infringing online sites or by taking immediate court action.
For further information please click here.

subset: commoncrawl


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Indian Hill OH Real Estate & Homes for Sale
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Adjunct Instructor
Clarinet and Saxophone
Phone: 517-629-0481
Sarah Manasreh has enjoyed a diverse performing career, appearing in concert venues throughout the United States and Europe, performing in seven different countries. Currently, she is teaching at Albion College and Expressions Academy of Music and has performed with the Holland Symphony, Jackson Symphony, and the Michigan Philharmonic. While acting as interim associate professor of clarinet and music theory at the University of Arkansas, she has held positions as principal clarinetist of the Arkansas Philharmonic Orchestra and Symphony of Northwest Arkansas. She also performed as a Broadway woodwind specialist in shows such as Legally Blond, South Pacific, Mary Poppins, Young Frankenstein, Little House on the Prairie, and Grease. In addition, Sarah has instigated community music schools and musical outreach programs throughout the United States and England, working to bring music to underserved children and adults through the teaching of composition and individual instrumental lessons. She has taught and performed as a guest at the University of Arkansas band camps, Coastal Carolina College, Chautauqua festival, and the Michigan State Conductor's Symposium.
Sarah completed her Bachelors of Music Performance at Florida State University and Master's of Music Performance from the Royal Northern College of Music. Currently, Sarah is working towards her Doctorate in Musical Arts at Michigan State University under the instruction of Dr. Elsa Verdehr


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- Branch Name:Glendora
- Service Type:Full Service Office
- State & County:California - Los Angeles
- City or Town:Glendora
- Zip Code:91740
- Phone Number:626-214-1760626-214-1760
AltaPacific Bank Glendora branch is one of the 6 offices of the bank and has been serving the financial needs of their customers in Glendora, Los Angeles county, California for over 1 years, 4 months. Glendora office is located at 1395 S. Grand Avenue, Suite 140, Glendora. You can also contact the bank by calling the branch phone number at 626-214-1760
AltaPacific Bank Glendora branch operates as a full service brick and mortar office. For lobby hours, drive-up hours and online banking services please visit the official website of the bank at www.apbconnect.com. You can edit branch details by clicking here if you believe the information is incomplete, incorrect, out of date or misleading.
- ■ Monday:09:00 - 17:00
- ■ Tuesday:09:00 - 17:00
- ■ Wednesday:09:00 - 17:00
- ■ Thursday:09:00 - 17:00
- ■ Friday:09:00 - 17:00
- ■ Saturday:Closed
- ■ Sunday:Closed
AltaPacific Bank Glendora is open Monday to Friday and closed on Saturdays and Sundays. The branch opens at 09:00 in the morning. Working hours for Glendora branch are listed on the table above. Note that this data is based on regular opening and closing hours of AltaPacific Bank and may also be subject to changes. Please call the branch at 626-214-1760 to verify hours before visiting.
- Bank Name:AltaPacific Bank
- Bank Type:Federal Reserve Member Bank
- FDIC Insurance:Certificate #58275
- Routing Number:N/A
- Online Banking:apbconnect.com
- Branch Count:6 Offices in California
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I saw a post for auto-generating HTML and thought, neat trick. My preferred email client is Gnus, which already mimics that (changing *text* into text and so forth).
But how cool would it be to have both my regular text show up, as well as an HTML version (when useful) - I already write using the syntax of markdown.
Mr. O'Connor happened to choose to do integration using Python (preferred programming language). Of course I don't grok Python, so getting it to work isn't quite as easy as running the Perl version.
So I coded up similar functionality, only I also tweaked things such that only the text before the signature line is converted into HTML.
(defun mimedown ()
(let* ((sig-point (save-excursion (message-goto-signature) (forward-line -1) (point)))
(orig-txt (buffer-substring-no-properties (point) sig-point)))
(shell-command-on-region (point) sig-point "Markdown.pl" nil t)
(insert "<#multipart type=alternative>\n")
(insert orig-txt)
(insert "<#part type=text/html>\n\n\n< title> HTML version of email</title>\n\n")
(insert "\n\n\n<#/multipart>\n"))))


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Don't want your favourite products to be linked to tiger extinction? Demand clean palm oil that's tiger and forest friendly! JOIN the tiger manifesto now: http://www.protectparadise.org
A semi-wild Sumatran Tiger (Panthera Tigris Sumatrae) is seen at the Tambling Wildlife Nature Conservation rescue centre, which is part of the South Bukit Barisan National Park.
© Paul Hilton / Greenpeace
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Over the holiday weekend, Project Runway judge and Marie Claire fashion director Nina Garcia gave birth to her second son, Alexander David Conrod.
Alexander, her second son with husband David Conrod, weighs 8 pounds, 13 ounces, and is doing great.
We send our warmest wishes to Nina, who was in the office — and looking fabulous — until the very end of her pregnancy ... four days before giving birth! Now that's quite the working mother.
Share your best wishes for Nina and her fam in the comments section below!


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Analyzing longitudinal categorical data
Mplus Discussion
Categorical Data Modeling
Viswanathan Ramanathan
posted on Sunday, March 19, 2006 - 2:45 am
Dear Drs. Muthen,
Could you please these two questions-
1. I am running a linear growth model with categorical data, using ML estimator ( I do not have the same number of categories for each wave and hence am unable to use the default WLS estimator). How should I interpret the Pearson Chi-square and the Likelihood Ratio Chi-Square? Are there any other fit indices I should examine?
2. I also ran a Latent Class Growth analysis with the same categorical data. I understand that the mean intercept and slope values are expressed as logits. I want to graph the average level of my categorical variable at each time point for each trajectory, along with 95% confidence interval (95% CI). This would only be for illustrative purposes, as it involves the interpretation of my ordered categorical data as if it was continuous. How do I do such a graph? Would you recommend some other graphic visualization that would ease interpretation?
Viswanathan Ramanathan
posted on Sunday, March 19, 2006 - 3:00 am
To add to my previous post, I used Example 6.4 to run the first analysis. My categorical variable has three ordered categories - 0,1,2 and is measured weekly for 9 weeks.
I also have one more question - When I ran the Latent Class Growth Analysis, I had negative values for intercepts in 2 of my three classes. The fit indices (BIC, LRT, Posterior Probabilities, Entropy) all support a 3-class model. I know these are expressed on the logit scale and can be converted to odds ratios. I was wondering if the negative sign has any specific meaning.
Bengt O. Muthen
posted on Sunday, March 19, 2006 - 11:01 am
1. The Pearson and LR chi-squares consider the fit to the multiway frequency table of the categorical outcomes at all the time points. These tests are often problematic when there are many time points because then there are many zero cells in the multiway table - in this case, the two chi-squares disagree and you cannot trust either one. I would suggest using chi-square testing via -2*loglikelihood differences among nested models to find the best model.
2. I would use the Mplus graphics facility to plot the estimated mean probability curve.
Regarding your follow-up question, the intercept means must be understood in conjunction with the thresholds of the outcomes. For example, with a binary outcome and a logit model, the probability for the time point at the centering point (first time point in ex 6.4) is computed via
logit = -threshold + mean(i)
Prob (u=1) = 1/(1+exp(-logit)).
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Student Ambassadors at the Institute for Civic Engagement & Democracy (iCED) are students who represent the ideals of service and civic engagement with the entire campus body. It is a Federal Work Study position that offers the opportunity for students to serve the community while working and expanding upon their leadership skills.
Student Ambassadors assist both students and faculty with various service-learning projects each term, and they contribute greatly to the larger civic engagement events organized by iCED. Everything from Volunteer Expos to clothing drives and Days of Service to class-presentations about Service-Learning to service recognition events are coordinated with leadership from our Student Ambassadors. While these Student Ambassadors play an enormous role in the everyday operation of the office, the energy they contribute to all iCED events is invaluable and irreplaceable.
Success though is marked not in the number of presentations, or number of hours served by these Student Ambassadors, but in the leadership skills and professional experience gained through their time serving as student leaders with the Institute for Civic Engagement and Democracy. To be a Student Ambassador with iCED is a great opportunity for growth, to implement creativity, and to develop as an active citizen.
Please contact your campus office of the Institute for Civic Engagement & Democracy to learn about current opportunities to be part of the Student Ambassador Program.


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10 hard-boiled eggs,removed shell
1 large onion,peeled and sliced
Spices Sauce:
15 fresh red chili pepper,removed seeds
1/2 cup dried red pepper,soaked until soft
5 bulbs fresh garlic,peeled
10 shallot,peeled
2 lemongrass,sliced(use the white part only)
100 gm belacan,(shrimp paste)lightly fried or toasted
1/2 cup sugar or to taste
3 tbsp tamarind powder or tamarind pulp mix with water (1/4 cup)
salt to taste
1 cup canola oil
1:Wash ,peel and slice all the spices ingredients .Combine all ingredients in food processor except sugar ,tamarind and salt ,ground/grind/pound until it become paste texture.Pour 1/2 cup of oil when gring,leave the other 1/2 for sauteed.
2:Meanwhile prepared water in a medium pot at high heat.Place eggs and salt in the water.Boil the eggs for 20 minutes or until cooked.Removed after cooked and discards shell.Place cooked eggs in a large bowl.
3:Heat wok with oil at medium high heat.Add in the ground spices and slowly saute until fragrant or the color change to darker red.Add in tamarind,sugar and salt,mix well.Check the seasoning.
4:Add in onion and cook for 3 minutes before scoop the gravy to prepared hard boiled eggs.Serve with rice or noodle.


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At Graven Chrysler Dodge Jeep Ram, we offer the newest Chrysler, Dodge and Jeep vehicles, along with used cars, trucks and SUVs by those and other leading manufacturers. Our sales team will guide you along the way as you search for your dream car at our Lebanon, MO lot. We also offer a variety of additional services that include financial assistance, vehicle repair and a well-stocked inventory of OEM auto parts. It's all here at our 1755 West Elm St location; give us a call at (888) 736-1432. We hope to hear from you soon!
Graven Chrysler Dodge Jeep Ram
1755 West Elm St
Directions Lebanon, MO 65536-3938


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1-2 Punch
Late last month, Dayn Perry, an author and one of the talented baseball contributors on FOXSPORTS.COM, wrote a story about the top ten 1-2 pitching punches in the majors for 2008 in his crystal ball.
LHP Cole Hamels and RHP Brett Myers were listed as No. 8 in Perry's story:
1. Brandon Webb and Dan Haren (Diamondbacks)
2. C. C. Sabathia and Fausto Carmona (Indians)
3. Johan Santana and Francisco Liriano (Twins)
4. Jake Peavy and Chris Young (Padres)
5. Matt Cain and Tim Lincecum (Giants)
6. Brad Penny and Chad Billingsley (Dodgers)
7. John Lakey and Kelvim Escobar (Angels)
8. Hamels and Myers
9. Scott Kazmir and James Shields (Rays)
10. John Smoltz and Tim Hudson (Braves)
Very interesting list. Probably open for debate but that's OK. There's been a lot written that the American League is superior to the NL. Well, on this list, six of the 10 are from the NL.
There's little doubt that strong starting pitching is a key for any team seeking to be a World Champion. Pitching, these days, is such a scarce commodity.
The Phillies leading winners a year ago were Hamels (15-5) and Jamie Moyer (14-12). Double figure wins came from rookie Kyle Kendrick (10-4) and Adam Eaton (10-10). A lot of people are down on Eaton but on July 20, he was 9-6. After that it was downhill, with a shoulder ailment part of the reason (DL in mid- to late August).
As Phillies fans know, adding pitching was a priority this winter and the organization's major move in this area was to trade for a closer (Brad Lidge) and move Myers back into the rotation. Simply put, there was no free agent pitcher on the market as good as Myers.
Not to be overlooked was the re-signing of lefty J. C. Romero, a vital bullpen piece. Without J. C. we wouldn't have won the NL East last year.
Myers' career record as a starter is 54-42; Hamels, 24-13. Both are on the young side, Myers, 27; Hamels, three years younger. They can be good and for a long time, barring injuries.
Who was the best 1-2 punch in Phillies history? What are your thoughts?
Before signing off today, please be aware three online chats on this site are scheduled over the next week: Ruben Amaro Jr., tomorrow (1/11), 3:00 p.m.; Pat Burrell, Wednesday, 5:15 p.m. and Chase Utley, Thursday, 3:30 p.m. More chats will follow. Stay tuned.
6 Comments
The best one two punch the Phillies have had in my lifetime was Steve Carlton and John Denny in 1983. Of course with Carlton winning the Cy Young Award in '82 and Denny in '83 makes other combos hard to compare but Robin Roberts and Curt Simmons could also be argued.
Agreed, and add Bunning and Short
This looks great if Brett can keep his head screwed on & Cole can pitch the whole season.
We missed the best combination of all time. Grover Cleveland Alexander (31-10) and Erskine Mayer (21-15) in 1915!
Reason for slow starts? – Charlie Manual needs to give this team (and it's a good one)ample time to play together and gel in spring training. In past few springs the Phils played players that weren't going to make the team, right up to the last day of spring training and the team was not ready for the start of the season. While other teams were playing the team they are taking north and giving it the last 2 weeks of spring to gel. The Phils need to figure this out if they are going to win 100 games
Eric Bedard added to Cole and Bret would give the Phils a real rotation instead of patchwork at the back end. He can still be traded for!
It will cost us Shane Victorino, Kyle Kendrick, Greg Colson and Josh Outman. Not too much to get to a world series. People in the American League are touting the same two, Boston and New York. Detroit though has the best team and they built it this winter. We're right around the corner from matching them. It starts with super quality pitching!


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Browsing Working papers by Author "Cardel Gertsen, Martine"
Now showing items 1-3 of 3
theoretical considerations in connection with a series of case studies of foreign acquisitions of Danish companiesCardel Gertsen, Martine; Søderberg, Anne-Marie (København, 1996)[More information][Less information]
URI: http://hdl.handle.net/10398/6979
Files in this item: 1wpnr.08 1996.pdf (166.5Kb)
a social constructionis perspectiveSøderberg, Anne-Marie; Cardel Gertsen, Martine (København, 2000)[More information][Less information]
Abstract: There have been a number of attempts to explain post-merger problems by cultural differences, and in this paper, we argue that much previous research on mergers is based on an essentialist concept of culture. We claim that this conception is a problematic starting point for cultural studies, and argue for a social constructionist alternative. The conceptual challenges we address are: decontextualization of cultural issues, cultural differentiation and fragmentation, and structural versus processual views on culture. We also outline an agenda for future merger research and argue for studies focusing on cultural sensemaking processes in merging organizations by adopting narrative perspectives. Key words: merger, culture, organizational change, integration, social constructionism, narrative. URI: http://hdl.handle.net/10398/6942
Files in this item: 1wp38.pdf (236.4Kb)
a narratological perspective on international acquisitionSøderberg, Anne-Marie; Cardel Gertsen, Martine (Frederiksberg, 2000)[More information][Less information]
URI: http://hdl.handle.net/10398/7002
Files in this item: 1soederberg_gertsen_tales.pdf (227.0Kb)
Now showing items 1-3 of 3


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Waterfront dining, professional salon and spa services, yacht sales, and unique and wonderful little shops are all just part of the experience in the Village at Bay Harbor. Evening dinner date? Casual drinks and a bite to eat with friends? Looking for a hearty breakfast? You'll find something to suit every taste and occasion in the Village at Bay Harbor.
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PITTSBURGH, May 21 (UPI) -- Neil Walker scored the go-ahead run in the eighth inning after a New York error sent him to third, allowing Pittsburgh to rally for a 5-4 win over the Mets.
The Pirates trailed 4-0 after two innings, but chipped away at the Mets' lead with two runs in the fourth on RBI doubles from Andrew McCutchen and Pedro Alvarez.
They tied in it seventh on a two-run homer by Michael McKenry and took the lead in next frame when Walker's routine fly ball to left fell in after New York outfielders Kirk Nieuwenhuis and Mike Baxter collided while setting up for the catch.
Walker went all the way to third on the miscue and scored on a Clint Barmes sacrifice fly, just beating the tag from catcher Mike Nickeas.
The rally made a winner of Jared Hughes (1-0), who tossed a scoreless top of the eighth, and Joel Hanrahan picked up his 10th save as Pittsburgh took the first of a three-game series at PNC Park.
New York's Jon Rauch (3-3) was saddled with the loss on the unearned run.
Justin Turner drove in two runs for the Mets.


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Top Items:
Mike Allen / The Politico:
McClellan points finger at Bush, Rove — Former White House press secretary Scott McClellan names names in a caustic passage from a forthcoming memoir that accuses President Bush, Karl Rove and Vice President Cheney of being "involved" in his giving the press false information about the CIA leak case.
Discussion: NYT, On Deadline, Comments from Left Field, Wonkette, Macsmind and Tom Watson
Mike Nizza / NYT: The Lede Blog: Ex-Bush Spokesman on C.I.A. Leak
Michael Winter / On Deadline: Ex-press aide says Bush, Cheney behind Plame leak spin
Kyle E. Moore / Comments from Left Field: Scott McClellan's Tell All
Macranger / Macsmind: McClellan's kiss and tell book
Tom Watson / My Dirty Life & Times: War Is Hell (Until It Gets Boring)
Bush: Clinton Understands White House Pressure — Exclusive Interview Details President's Thoughts on 2008 Race, Last Year in Office — President Bush and First Lady Laura Bush said Tuesday that Sen. Hillary Rodham Clinton's experience as first lady has prepared her to handle the "pressure" …
Associated Press:
McClellan blames Bush for CIA leak deceit
McClellan blames Bush for CIA leak deceit
Discussion: Brilliant at Breakfast and Say Anything
Editor and Publisher:
Scott McClellan's Book Coming in April — Admits Wrongdoing …
Scott McClellan's Book Coming in April — Admits Wrongdoing …
Christy Hardin Smith / Firedoglake: Shorter McClellan: I Was A Paid Liar For Bush.
Texas Betsy / Blog and News Tidbets: Scotty and the White House press corps
Emptywheel / The Next Hurrah: Scottie — As several folks have pointed out to me, Scottie McC is getting chatty:
Ali / Think Progress:
McClellan's tell-all implicates Bush in Plame scandal.
McClellan's tell-all implicates Bush in Plame scandal.
Discussion: Salon, The Huffington Post, Shakespeare's Sister and Digg
Tim Grieve / Salon: McClellan implicates Bush, Cheney in Plame lie
Carol Hoenig / The Huffington Post: Scott McClellan's Penned Epiphany
Space Cowboy / Shakespeare's Sister: Ruh-roh: Beware the McClellatron 3000
Marty Griffin / KDKA-TV:
Wounded Soldier: Military Wants Part Of Bonus Back — The U.S. Military is demanding that thousands of wounded service personnel give back signing bonuses because they are unable to serve out their commitments. — To get people to sign up, the military gives enlistment bonuses up to $30,000 in some cases.
Ed Morrissey / Captain's Quarters: Wounded Warriors Hit A Second Time — In The Wallet
Spencer Ackerman / TPMmuckraker: Pentagon Demands Wounded Soldier Return Re-enlistment Bonus
Libby Spencer / The Impolitic: DoD demands injured vets pay back bonuses
Space Cowboy / Shakespeare's Sister: Support The Troops! (Yank their pay)
Eugene Volokh / The Volokh Conspiracy: "WOUNDED SOLDIER: MILITARY WANTS PART OF [ENLISTMENT] BONUS BACK": Yow!
Undeniable Liberal / WTF Is It Now?!?: Supportin' the Troops — In a fiscally responsible effort …
Carpetbagger / The Carpetbagger Report:
Wounded soldiers asked to return signing bonuses — When Jordan Fox was serving in Iraq, his mother helped organize Operation Pittsburgh Pride, which sends thousands of care packages to U.S. troops from his hometown, which prompted a personal "thank you" from the White House.
Discussion: The Newshoggers, Outside The Beltway, Salon, ECHIDNE OF THE SNAKES, Balloon Juice and Hot Air
James Joyner / Outside The Beltway: Military Demands Refund from Wounded Vets
Tim Grieve / Salon: Just one more reason to be thankful
Echidne / ECHIDNE OF THE SNAKES: Give Thanks II
Lyle Denniston / SCOTUSblog:
Court agrees to rule on gun case — After a hiatus of 68 years, the Supreme Court on Tuesday agreed to rule on the meaning of the Second Amendment — the hotly contested part of the Constitution that guarantees "a right to keep and bear arms." Not since 1939 has the Court heard …
Discussion: The Volokh Conspiracy, Balkinization, ACSBlog, Comments from Left Field, Redstate, Wizbang and Daily Kos
Kyle E. Moore / Comments from Left Field: Gee, Wonder How This Is Going To Turn Out
Kim Priestap / Wizbang: Breaking: SCOTUS to Hear DC Gun Case
Robert Barnes / Washington Post:
High Court to Take D.C. Gun Ban Case
High Court to Take D.C. Gun Ban Case
Discussion: Wonkette, Cato-at-liberty and The Gun Toting Liberal™
Linda Greenhouse / New York Times:
Supreme Court Agrees to Hear Gun Control Case
Supreme Court Agrees to Hear Gun Control Case
Discussion: Washington Monthly, The Carpetbagger Report, Betsy's Page, Lawyers, Guns and Money and Lone Star Times
Carpetbagger / The Carpetbagger Report: Settling the meaning of the 2nd Amendment
Betsy Newmark / Betsy's Page: It's on! — The Supreme Court has agreed to hear the Second …
Scott Lemieux / Lawyers, Guns and Money: The Second Amendment on Trial
Allahpundit / Hot Air:
Supreme Court grants cert on D.C. Second Amendment case; Update …
Supreme Court grants cert on D.C. Second Amendment case; Update …
Discussion: Associated Press, Fred File, A Blog For All, Blue Crab Boulevard and Macsmind
Mark Sherman / Associated Press: High court to weigh ban on gun ownership
Macranger / Macsmind: Supremes decide to hear gun case
Supreme Court to Hear D.C. Gun Ban Case
Supreme Court to Hear D.C. Gun Ban Case
Discussion: Say Anything, NewsBusters.org and Outside The Beltway
Ben Smith / The Politico:
More detail on the controversial Iowa poll — I spoke this morning to a source closely familiar with the details of that Iowa poll that raised eyebrows last week, though he was unable to definitively say who sponsored the poll, and spoke on the condition of anonymity.
Discussion: Pollster.com
Mark Blumenthal / Pollster.com: MORE ON THE UGLY IOWA CALLS
Martina Stewart / CNN Political Ticker:
Poll: Clinton's lead shrinks among New Hampshire Democrats
Poll: Clinton's lead shrinks among New Hampshire Democrats
Discussion: The Atlantic Online, MyDD and Pollster.com
Todd Beeton / MyDD: CNN/WMUR Democratic Primary Poll
Eric Dienstfrey / Pollster.com: POLL: CNN/WMUR NEW HAMPSHIRE DEM PRIMARY
Chris Cillizza / The Fix:
Parsing the Polls: Inside the Post/ABC Iowa Survey
Parsing the Polls: Inside the Post/ABC Iowa Survey
Discussion: Captain's Quarters, The Mahablog and The Huffington Post
Ed Morrissey / Captain's Quarters: Should Hillary Start To Sweat?
Big Tent Democrat / TalkLeft:
Why John Edwards Is In Trouble In Iowa
Why John Edwards Is In Trouble In Iowa
Discussion: MyDD, Burnt Orange Report, Daily Kos and Booman Tribune
Todd Beeton / MyDD: ABC News/WaPo Iowa Poll: Obama Rising
Phillip Martin / Burnt Orange Report: Obama Leading in Iowa
Gina Kolata / New York Times:
New Stem Cell Method Could Ease Ethical Concerns — Two teams of scientists are reporting today that they turned human skin cells into what appear to be embryonic stem cells without having to make or destroy an embryo — a feat that could quell the ethical debate troubling the field.
Rick Weiss / Washington Post: Researchers Report Stem Cell Breakthrough
Yuval Levin / The Corner: Re: Wait and See on Stem Cells
Josh Patashnik / The New Republic: Stem-Cell Gloating — You'd think today's great news …
Eric Schulzke / Political Machine: Dang — Really, really disturbing news on the stem cell research front, folks.
Cockney Robin / Buck Naked Politics: New Breakthrough in Stem Cell Research?
Justin Gardner / Donklephant: Stem Cell Breakthrough Eliminates Ethical Concerns?
The Corner:
A Stem Cell Win-Win
A Stem Cell Win-Win
Discussion: Washington Monthly, Seattle Post-Intelligencer, Sister Toldjah and PoliPundit.com
Malcolm Ritter / Seattle Post-Intelligencer: Stem cell breakthrough uses no embryos
Joseph Bottum / On the Square:
Embryonic Stem Cells and Those Pro-Science Pro-Lifers
Embryonic Stem Cells and Those Pro-Science Pro-Lifers
Discussion: New York Times, The Corner, The Atlantic Online and Political Machine
Justin Paulette / Political Machine: The End of Cloning and Embryonic Research?
Jonah Goldberg / The Corner: The Stem Cell Breakthrough and the "Necessity" of Evil
Martina Stewart / CNN Political Ticker:
Wrestler Ric Flair supporting Mike Huckabee — COLUMBIA, South Carolina (CNN) - In the race for presidential endorsements, Mike Huckabee has the kitschy pop culture celebrity vote on lockdown. — First it was martial arts hero and "Walker, Texas Ranger" star Chuck Norris, who appears with Huckabee in his first TV ad.
Richard Cohen / Washington Post: You First, Governor Huckabee
Jonathan V. Last / Galley Slaves: Brief Politics Aside
Jeffrey Collins / Associated Press: S.C. court allows suit against NYC mayor to go forward
Bob Franken / The Hill: Parody and the Clueless
Kyle E. Moore / Comments from Left Field: There's Something About Huckabee
Carpetbagger / The Carpetbagger Report: Tuesday's political round-up
Dan / Riehl World View: Huckabee Is A Fxxxxx?? — Jonah Goldberg sees something very troubling in Mike Huckabee.
Eric Kleefeld / TPM Election Central: Pro Wrestler Endorses Huckabee
Jonah Goldberg / Los Angeles Times:
Ron Paul isn't that scary — It's that over-do-gooder Mike Huckabee who should be making conservatives nervous. — As the hopeless but energetic presidential campaign of Rep. Ron Paul (R-Texas) builds momentum in name recognition, fundraising and cross-ideology appeal, media conservatives are beginning to attack Paul in earnest.
Discussion: BitsBlog, Reason Magazine, Publius Endures, TPMCafe blogs and LewRockwell.com Blog
Tom Wright / TPMCafe blogs: Conservatives Scared by Compassion
Lew Rockwell / LewRockwell.com Blog: Jonah Goldberg Joins the Ron Paul Revolution
Lynn Sweet:
Sweet scoop: Oprah to stump for Obama. — MANCHESTER, N.H.—Oprah Winfrey is poised to campaign for White House hopeful Sen. Barack Obama (D-Ill.) in Iowa and New Hampshire, the Chicago Sun-Times has learned. — Obama made the disclosure while working a crowd at Central High School here, after delivering an education policy speech.
Discussion: TalkLeft and The Belmont Club
Jeralyn / TalkLeft: Oprah to Stump for Obama in Iowa
Wretchard / The Belmont Club: Hillary Vs Obama Continued
Domenico Montanaro / MSNBC: Obama speaks on past drug use
Faiz / Think Progress:
Bush Administration Stokes Fear Of Massive Army Layoffs To Force Congress To Drop Redeployment — The Bush administration is threatening that it will issue furlough notices to up to 150,000 civilian workers at military bases in mid-December if Congress does not approve unrestricted Iraq funding immediately.
Discussion: Chicago Tribune, Firedoglake, Wake up America, The Carpetbagger Report and The American Street
Jane Hamsher / Firedoglake: The Scrooge Factor: Studios Fire Secretaries, But Not Highly Paid Executives
Devin Culclasure / alligator.org:
Protesters arrested at Gonzales speech — In his first appearance at a university since resigning in August, former U.S. Attorney General Alberto Gonzales was met at UF on Monday with a mixture of cheers, boos and scattered interruptions by protesters, two of whom were arrested.
Shannon Colavecchio-Van Sickler / St. Petersburg Times: Gonzales' tour stop bit rocky at UF
John Amato / Crooks and Liars: It's a Gonzo Protest in Florida
Paul Kiel / TPMmuckraker: Univ. of Florida Students Welcome Gonzales
Andrew Fell / Weasel Zippers: Libtards Doing What They do Best....
Yeas & Nays:
DeLay Knocks GOP: 'The leadership just isn't getting it' — Former House Majority Leader Tom DeLay may not be in a leadership position on Capitol Hill anymore, but that doesn't mean he can't weigh in on the current GOP leadership. — DeLay told Yeas & Nays that Republicans in Congress are …
Discussion: Think Progress, Sadly, No! and Majikthise
Billw / Crooks and Liars:
NYC Fire Chief: Giuliani 'Not Mr 9/11′ 'Not a Hero' 'He Ran That Day' — John posted yesterday about how Rudy is now "trumpeting his leadership in the wake of 9/11 in campaign mailings to voters in Iowa and New Hampshire" despite claiming all along that he wasn't running on his 9/11 record.
Discussion: Lance Mannion, My Two Sense and New York Post
Chris Achorn / My Two Sense: 9/11 Firefighters Fight Back Against Giuliani
Carl Campanile / New York Post: GIULIANI PLAYING 9/11 CARD
Little Green Footballs:
YouTube: The Jihad-Friendly Video Sharing Network (Update: Convicted Terrorist Opens YouTube Account) — Sheik Faisel Mohammed was convicted of incitement to murder and stirring up racial hatred in Britain, and deported back to his native Jamaica. — And today we've discovered that Yousef al-Khattab …
Discussion: Gateway Pundit and The Jawa Report
Dr. Rusty Shackleford / The Jawa Report: YouTube Jihad: Terror Supporters Using YouTube to Raise Money


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Transparent Edge Protective Case Cover For Apple iPhone X Classic Geometry Black
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Update: We've just released a new webcast discussing ActiveSync on BlackBerry 10. Find out how ActiveSync works with BlackBerry 10 to enable basic security and device management features. See what's involved in ActiveSync setup, both for IT and end users. Watch it here.
BlackBerry Enterprise Service 10 is the ideal method of deploying, managing and securing BlackBerry 10 smartphones. It delivers rich enterprise mobility management features, BlackBerry Balance, BlackBerry World for Work, and other capabilities that businesses need to realize their full mobility potential. But, we recognize that some customers or groups of users may have their mobility management and connectivity needs met by using a basic ActiveSync connection on a supported mail server without the use of BlackBerry Enterprise Service 10. We are pleased to be able to support this connectivity model with BlackBerry 10 smartphones.
We've talked quite a bit about ActiveSync in the past here on the Inside BlackBerry for Business Blog, so make sure that you've also taken a look at our past blog posts:
- How to Connect Your BlackBerry PlayBook to Enterprise Email with ActiveSync
- Hey BlackBerry, what about BlackBerry Enterprise Server Express?
- Does BlackBerry Compromise on Security by Using ActiveSync? The answer is No, and here's why…
Using ActiveSync to Connect and Manage BlackBerry 10 Smartphones
It's quite likely that you're using a Microsoft Exchange server, an IBM Lotus Domino server, or a Novell GroupWise mail server. BlackBerry 10 smartphones (and BlackBerry PlayBook tablets) can connect to any of these mail servers as long as ActiveSync is enabled. If you're using Microsoft Office 365, we've got a great Knowledge Base article (KB33522) that walks you through the process. You'll need to make sure that your mail server is enabled for ActiveSync, grab your BlackBerry 10 smartphone, and add a new account.
To review what versions of ActiveSync are support on BlackBerry 10 smartphones and the specific policies supported, see our BlackBerry Knowledge Base article. You can also learn more about BlackBerry 10 and ActiveSync support for IBM Domino and Traveler environments. Lastly, we've got all of the details on BlackBerry 10 ActiveSync support for Novell GroupWise environments.
Adding an ActiveSync Enabled Account on Your BlackBerry 10 Smartphone
Adding an ActiveSync enabled email account to your BlackBerry 10 smartphone is simple and straightforward.
- While viewing the home screen, swipe down from the top of the screen
- Select Settings > Accounts
- If this is your first account, select the Advanced icon that appears along the bottom toolbar.
- If you have other accounts already, select Add Account followed by selecting Advanced
- Select Microsoft Exchange ActiveSync from the Advanced Setup options (for all ActiveSync based accounts regardless of mail platform)
- Enter in the required information, which includes:
- Username
- Email Address
- Password
- Server Address
- Port (443 by default)
Note: optional fields include Description, Domain, toggles for SSL, VPN, and Push, as well as the Sync Timeframe.
- Tap Next to finish configuring the account, and then tap Done.
That's it! You should now have a BlackBerry 10 smartphone configured with work email via Microsoft Exchange ActiveSync. To remove an account, check out the instructions at the bottom of our Inside BlackBerry Help Blog post on email, contacts, calendar, and social networking accounts.


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After Many Delays, Wikipedia Adds Video Support Today
As of today, Wikipedia is open to HTML5 video uploads.
The video project is a collaboration with video start-up Kaltura and Google, and it's actually been in the works since 2008, but was delayed by infrastructure upgrades, personnel changes and other problems over the past four years.
"Wikipedia has more than half a billion unique monthly visitors, so any new feature that is deployed needs to be really sustainable and fool-proof," said Kaltura president Michal Tsur.
Today, there are only about 15,000 videos on Wikipedia, a mishmash of beta testing and uploads in an older and more limited format called Ogg Theora. You can see an example of a Kaltura video on the page about polar bears.
But don't expect to see videos on every Wikipedia page anytime soon. For one thing, sharing videos with the new Kaltura player won't be as simple as embedding a YouTube video on a relevant page; users will have to upload content directly to Wikimedia Commons. And there aren't the same sort of reserves of accessible video content as there are for photos, though there is freely licensed content on YouTube in the now-compatible WebM format, as well as on the Internet Archive.
Once videos are uploaded, people will be able to add captions, translations, and more. But some planned features, like mobile format support and full video editing, aren't available yet.


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Chinese winter melon or called as "tong qwa" is a large waxed gourd.It's have pure white flesh that is very tender and delicious.I like to use this melon to make soup especially during winterr season.This soup is not only healthy but delicious as a comfort food.
1/4 size winter melon,about 3 lbs removed hard skin and cut small
3-4 medium carrot,peeled skin and cut 2 inch each
5-6 stripe pf pork ribs,fat discards
sea salt to taste
1 tsp white pepper,crushed
4 liter water
some cut scallion
1:Removed winter melon skin and cut small.Peeled and cut carrot to about 2 inch length.wash all the vegetables and set aside.
2:Prepare a large stock pot with some water at high heat.When water rolling boil,place pork ribs into the water.When the blood and fats flooded on surface,remove stock pot from heat to running cold water.Wash the ribs until the water run clear.
3:Fill the stock pot with 4 liter of water at high heat.When water is boiling,add in pork ribs and
crushed white pepper ,boil for 30 minutes with lid on.
4:Add in carrot and winter melon into the soup,boil for another 20 minutes.Add in seasalt.Check the seasoning.
5:Remove pot from heat,dish out and serve warm.


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The oceans as carbon dioxide sinksTheallIneed/NC&T/UNT
Areas of extremely high marine productivity are confined to small sections of modern continental margins. Despite their limited size, these areas are considered to be important sinks of atmospheric carbon dioxide, arguably with relevance for global climate.
The most productive coastal upwelling area of the modern ocean is the Benguela upwelling system off south-western Africa, an area that is considered to represent an important modern analogue of petroleum source rocks deposited in the geological past. Off south-western Africa, upwelling of cold nutrient-rich waters along the coast causes extraordinary strong growth of plankton, which binds carbon in their biomass. When remnants of dead plankton sink to the sea floor, organic matter from their biomass is buried, as manifested by sediments exceptionally enriched in organic carbon. This process is capable to sequester huge amounts of carbon dioxide from the atmosphere over longer time scales. It is commonly thought that the distribution of such carbon-rich sediments directly links to surface water productivity through settling of particles vertical through the water column.
In the current issue of Geology, (Volume 34 Issue 3), Inthorn and his co-workers from the Research Center Ocean Margins in Bremen, the University of Newcastle, and the BGR Hannover report unprecedented process observations from the Benguela, where they collected surface sediments and fine particles floating in cloudy water layers above the sea floor. In determining the sedimentological and geochemical composition as well as the age of the samples, they show that organic particles in cloudy water layers drift over large distances from near shore to deeper waters on the continental slope, where they get finally buried at water depths of 400 to 1500 meters. The age of organic matter reveals that this seaward journey can take up to a few thousand years.
This journey also effectively displaces the area of final burial of organic matter (and thus former atmospheric carbon dioxide) from their place of production. These results place general questions on widely acknowledged vertical particle flux models, which apparently do not fully explain the relationship between primary production and organic carbon burial in high productive areas.
The broader implications of this study suggest that carbon budgets of the deep ocean in the past and thus climate relationships may have been much stronger affected by these processes near the sea floor than previously thought. Inthorn contemplates that enhanced and widespread downslope transport of organic carbon in cloudy water layers may have been much more vigorous at times when sea level was fluctuating and lower than today.
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