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By: LovlyRita
Lovely Chapter by AccioHPFF and myself, LovlyRita
One of his favourite things about working at Hogwarts was marking homework parchments at his large mahogany desk at night by candlelight, with the vast expanse of twinkling stars a stunning back drop against the spooky forbidden forest serving as his scenery. Garbed in silk, ruby coloured pyjamas, Neville Longbottom had achieved success as the dedicated head of Gryffindor house and Herbology professor. He smiled as he marked a few corrections on a second year's essay with his quill. His chambers were decorated with warm red tapestries, and the glowing flames in the fireplace chased the early spring chill from his bones. Life was absolutely grand for him. His children had grown up, his beautiful wife came to visit him every weekend during the school year, and being head of Gryffindor was one of the greatest honours he had ever dreamed to have.
It literally would have been impossible for Neville to have dreamed of a better or fuller life; he had everything on earth. So, when news of Harry Potter's death swept through the castle like a poisoned fiendfyre, Neville found himself extremely saddened, and yet grateful for the blessings that life had bestowed upon him. Harry had been a treasured friend, and they had stayed close following the war. His children had spent weekends at Harry's, and vice versa. Along with Ron and Hermione, the end of their youth and the flourish of adulthood hadn't been a particularly smooth transition, but they had made it all work.
Neville shook his head and attempted to concentrate on his marking once more. He still had another stack of N.E.W.T. level essays to grade, which would be a much more tedious task than the second years' essays, for sure. His head was swimming with tales of magical plants and herbs when a frantic knock came from the other side of the door into his chambers. Frowning slightly, Neville placed his quill on the desk and stood, wrapping himself in a large oversized terry cloth robe. He stole a quick glance at his receding hairline in the mirror and sighed before moving toward his door. The knock came again, louder this time.
"Alright, alright, I'm coming," he muttered. He grabbed the golden handle and pulled back, only to be nearly run over by a figure dressed in black.
"Neville!" It was that same, familiar, yet raspy voice called. Disgruntled, he turned to meet his guest and was completely taken aback by her appearance. Her hair stood in every which direction, her clothes were torn and nearly hanging from her thin form, and she was bleeding from multiple sites on her forearms and face.
"Hermione? What the hell happened?" He pulled up a chair quickly for her to sit down.
"Neville, I've done something terrible..." she carried off, collapsing in the handsomely upholstered seat trimmed in gold.
"Tell me. Tell me everything."
"Harry...it's...I've created...and he..." She was stuttering, as though she could barely believe the words coming from her mouth.
"Hermione," he began, the muscles in his face beginning to relax. "I think I understand. I miss him too. Of course life is hard without him, and it'll be difficult to say goodbye, but we'll move on, like we always do."
"No! Neville, listen to me, you have to listen. I've done something, terrible. I have these--" she reached deeply into her pockets and pulled out shards of glass, all of which had varying shades of colourful residue on them, "--and you have to tell me what this is on it. Or help me find something, the potions master...someone...I've done something awful."
"What are you on about?" he asked suspiciously, glancing around the room. Hermione seemed completely wild.
"It's hard to explain. I thought...it's silly, really. I thought that...if I used some spells...some healer magic, some ancient things, that I might...be able to revive Harry. And...it worked. Sort of."
Neville's jaw dropped, and he stood frozen in place, scarcely believing her words.
"You brought Harry back to life?"
"Yes. Well, no, but..." she met his gaze then, and he could feel the sheer terror in the weight of it. "I created a zombie. A Harry zombie."
"You...you what? That's not possible." Perhaps she had a fever, or it could be stress from helping Ginny plan the funeral. Or perhaps she'd eaten some bad food.
"That's what I'm trying to tell you. It is possible, and I have proof in the basement of the Ministry."
Neville raised his eyebrows incredulously before leaning against the edge of his desk. The impossible sentence she had just uttered danced in his brain. The proposition...the actuality of it...was more than just ridiculous. It was utterly terrifying.
"Why would there be a zombie in the basement? There are no such thing as zombies, just inferi, and Harry is no inferi."
"Neville." Hermione's voice had lost its distressed fluctuation. "I tried some spells I shouldn't have. I didn't have a firm knowledge of what I was doing. I had a flippant thought while grieving, while watching Ginny cry and the son Harry loved so much refusing to come out of his room for anyone. I thought of Ron, and the way that I've been forced to live my life and...I didn't want that for Ginny. I didn't want it for me. So I tried a stupid spell, I don't think I ever actually thought it would work. When I started the spell, there was this warmth in the room, and then these vials...they burst." She held out the shards of glass again. "The contents all combined into this thick black substance that ended up washing Harry when the spell was over. And a few minutes later...Harry looked at me with the darkest eyes I've ever seen on a person. And then he attacked me. I hurt my ankle and...Neville, I'm not lying to you. Harry is walking, and he can see. But he isn't alive."
Neville took in each word of her story, feeling himself escape further into despair. If what she said was true...
"We have to go to see Roger Davies. He's the potions master now after Slughorn died a few years ago. He'll be able to help us out with this. But Hermione...if what you're saying is true, then that means he could infect other people if he comes into contact with them. The myths about zombies are that they feed on--"
"--human nervous tissue," Hermione finished. "I know. They like human brain, it's what drives them. And worst of all, they can't be touched by magic, or at least Harry can't. I tried everything except the killing curse. He just kept coming at me, moaning with this gargling voice. I don't know what to do, but I need to figure out what these vials are."
Neville sighed and stood upright, nodding. "Right. Come on then, off to Ravenclaw tower."
"Wait, wait," Hermione breathed, rolling up the leg of her trousers. Her ankle had turned purple and was swollen three times its normal size. "I have to fix this before we go anywhere."'
"Alright," Neville eyed injury with uncertainty. "Shall I call upon the infirmary...or...?"
"No, no, I think I can do it, but it's going to be painful. Healing has not always been my strong suit." Hermione pointed her wand at her ankle, took a deep breath, and murmured a healing spell. She gritted her teeth to keep from screaming, and within minutes her skin had returned to its normal colour. "That'll do for now. Let's go."
The corridors of Hogwarts were deserted as the team bounded quickly, their footsteps echoing in the empty expanse. It seemed like hours before they reached the tower, and Hermione felt like she was a student again. If she wasn't so terrified of her creation, she would have enjoyed it. Neville knocked on the large door to Davies' quarters, and he opened it sleepily a minute later.
"Neville? Hermione Weasley? To what do I owe this honour?" His voice dripped heavily with the arrogance that had tainted his persona since youth.
"I need your help. Immediately," Hermione started, inviting herself into his room.
"What's the rush, Weasley? Surely this could have waited until morning, I do have classes tomorrow, you know."
"Listen to her, Roger. It's serious." Neville was always the peacemaker.
"I need you to tell me what the residue on these glass shards are." Hermione held out her hand and dumped them onto the corner of his desk. His room was decorated in cool Ravenclaw blue, and his desk sat in the corner of the room with a plaque announcing Ravenclaw as last year's house cup winners adorning the wall behind him.
He raised his eyebrows at her and turned back to his desk, eying the pieces suspiciously.
"What's the rush? That hardly seems to be something I should trouble myself with this late in the evening."
"Just do it, Davies!" Hermione exclaimed in exasperation. "This is official Ministry business. It's a special job, I'll pay you if that's what you're looking for, I just need the results ASAP."
"Well, I can't just look at this and know what the substance is, can I? It'll take a few days to run tests. Dreadful time of year, very busy."
Suddenly Hermione drew her wand and pointed it at Roger Davies' throat, leaving Neville's mouth agape. Roger sucked in a breath in surprise and narrowed his eyes ominously.
"Listen to me. You will do it, and you will do it now. This is not up for debate. This is a matter of life and death...or...anyway, I need you to do this now. Look at them, and tell me what you know." She pointed with her other hand, bidding him permission to turn to look.
"You'll regret this, Weasley."
"Not as much as you will if you don't do this."
"What are you going to do? You don't have it in you, not perfect Hermione," he gloated. Hermione felt her features grow dark as the anger she'd been fighting to abate grew around her.
"Oh don't be stupid. I'm not going to kill you. But I work at the Ministry, and am just starting work for the department of Magical Law Enforcement. I'm sure I could find something. Failing to assist with an investigation, perhaps."
Roger rolled his eyes dramatically and rolled up the sleeves of his robe.
"Very well. But I wasn't lying about the time. It will take me a few days to run some tests to figure out exactly what the chemicals are." He grabbed a few of pieces and held them up to the candle. One of them was dark brown in colour. "This one looks like juice from the sophorous bean which of course is used in draught of the living death."
"Well that's helpful," Neville put in quietly.
"This piece...it's hard to tell, I'm not sure. This other one, the purplish colour suggests that it was already a potion, maybe invigoration draught, maybe something else. Looks like this could be hellebore...it looks like it's from a store of potions and ingredients, to be honest. I'll have to run tests, like I said--Would you get that bloody thing out of my face!"
Hermione blinked several times before lowering her wand. "Sorry. Thanks for your help. Get to work and figure it out. I'll check back later. Neville, Come on. I need you to come with me."
"Wait!" Roger snarled, whipping around. "You need to tell me what I'm doing this for. I don't work for free."
"You'll be rewarded for your time. Calm down. It's for Ministry business."
"I don't buy that bullshit. This isn't at all the Ministry way, I've worked on projects for them before. I demand to know what this work is going towards, and how I'll be compensated."
"You ought to show him what he's working for. That'd shut him up," Neville muttered, clearly unhappy to be of no use.
"Shut up, Neville," Hermione urged. "Fine. I'll pay you 120 galleons for it. And what it's for is top secret."
"Longbottom seems to know," Roger put in.
"Well...all right then. If you want to see it, you'll have to come to the Ministry with me."
"I'm not about to be 'escorted' to the Ministry if that's what you think."
"Fine, don't. Either way, I've got things I have to do. So thanks for your help at such short notice. The...Ministry...appreciates it." Hermione smiled at him, almost daring him to come.
"Right. Find your own way out then. I'll send a report to your office, most likely in 3-4 days."
When they were back in Neville's quarters, Hermione sat back down in her chair by the fire and put her head in her hands. Neville gave her a firm pat on the back.
"I'll come with you if you want," he said nervously, wringing his fingers together.
"Neville, don't be silly. You've got classes tomorrow. This is my burden, my stress. I did this." Her words seemed to sink in then for the first time all night. "Oh my...I did this. This is my fault. I...I ruined Harry. I ruined him! And his funeral...his funeral is tomorrow and I...Ginny will never forgive me and..." The tears slipped from her eyes again but she brushed them angrily away.
"Stop it," Neville instructed. "This is not all your fault. You couldn't have seen this coming. Either way, we need to get back to the Ministry and...kill him...again. Before he kills someone else."
"How! How are we to kill him? Magic doesn't seem to work!" She cried, exasperated.
"Well, I haven't figured that out yet. But we'll find a way. Knives maybe."
"I'm coming with you," he asserted.
"Then we should go. Because the longer we sit here, the more time we waste. I've been gone nearly two hours. Let's go."
The duo stole away into the night, and disapparated once they reached the edge of the Hogwarts grounds. Once they apparated into London, just outside the Ministry, Hermione immediately knew something was amiss. There were several witches and wizards roaming around outside the Ministry.
"What..." Neville started, but he was unable to finish. There was a clear path of destruction down the side street behind the dilapidated building that adequately hid the gorgeous architecture of the Ministry.
"Oh no...oh no..." Hermione repeated several times, looking around. There were several people in the road, blood surrounding their broken bodies. It was grotesque, and Neville diverted his gaze. "He's escaped...I don't know how...but he's gone..."
A/N: Ok so there are definitely some people once again to thank. Giola for her guidance and reading this for me before I sent it out. Or at least part of it anyway. And AccioHPFF For the AMAZING chapter image and also for being so kind as to beta this chapter and the previous to pick out all my mistakes
Thank you to Roots in Water for pointing something important about the POV out, which I have since fixed :)
I know a story about zombies is a little bizarre and maybe not something you would normally read, but I am sincerely trying to take something that's often mocked and make it into something amazing! So, thanks for reading, and I've already started the next chapter :)
Check out Harry Potter Podcast for all your amazingly awesome podcast needs!
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Home » Tribal Citizenship and Education
Category Archives: Tribal Citizenship and Education
Beyond Location: Education for Travellers as an Irish Ethnic Minority
Máirín Kenny, PhD, is a former teacher, principal and educator who has worked for over thirty years with students and parents from the Irish Traveller community, a recognized indigenous ethnic minority within Ireland. Dr. Kenny is currently an independent scholar and conducts commissioned research on equality, disabilities, ethnicity, racism, and sectarianism in Irish education. Hawk Hopes Blog invited Dr. Kenny to share some perspectives on what it means to be an agent of change within the Irish educational context. Here is what she had to say. —Sorcha Hyland
Who are the "Irish Travellers"?
Irish Travellers have been a distinct group in Irish society since at least the twelfth century. They are Irish, but a recent human genome research project has shown them to have been genetically separate since at least the sixteenth century. And only this year they won recognition in Irish law as an ethnic group—a status they have had since 2000 in Northern Ireland (under UK law). There are ethnic populations all over Europe, similar to the Irish Travellers. It is officially recognized that these peoples are targets of the most virulent racism across Europe. There are Irish and European people who will accept immigrants, refugees, asylum seekers—but not the Travellers, or the Roma.
The Irish Travellers' economic activities married well with nomadism. They turned their hand to whatever trade or service was required and could cover a territory large enough to survive. They traded in horses and donkeys, they worked as blacksmiths (shoeing horses and donkeys), and tinsmiths (making and mending tin cans, buckets, basins—hence their older name "tinker", a term that acquired pejorative racist meanings). And in the days before village shops, they hawked— selling small domestic goods such as wool and kitchen utensils. Irish Travellers included all sorts of traders who could provide a range of mobile services to a wider territory than the sedentary working population could feasibly cover. In the twentieth century, they turned to trading in second-hand goods, scrap metal, gardening, etc. But the space for these services has shrunk. And at the same time, they are virtually shunned in the employment market—currently, unemployment among Travellers runs at above 70%.
The question "who are they?" is a good one. It never struck the dominant Irish settled population to ask that question—still less did it strike us to ask the Travellers that question. In the early 1960s, prominent social activists discovered the plight of this group—a population of about 6,000, living on the roadside in miserable tents and wagons, with no services, scant access to health or education services, a life expectancy of 30 years, and an infant mortality rate seven times the national rate. But these leaders, and the government, once stirred to action, assumed that these people were dropouts, perhaps descended from homeless peasantry in Famine times. And the solution was to settle them down, clean them up, and fit them in.
In a negative sense, nomadism also shaped everything. In Ireland (and in the UK and elsewhere), Irish society and social structures (law, housing policy, etc.) have traditionally used nomadism as a tool to destroy the nomad: historically, they were needed but not wanted by local communities. Once the work was done, the Travellers had to move on; and at an official level roadside camping was made illegal. In short, the timing of their movements was dictated by the settled population, and the conditions for dignified nomadism were cut from under them, where they existed at all. Very few of them are now nomadic, and even fewer want to be so.
But when they try to settle, they are still in the wrong "place". Housing policies have driven them into standard accommodation (hugely inappropriate and inadequate), and those who move now do so because they can't find anywhere to live. Everyone wants them to stop travelling, but not to stop it "here"—Not In My Back Yard (NIMBY-ism).
Today, there are perhaps 40,000 Irish Travellers. Theoretically they have access to all the social services, but racism still raises its ugly head to narrow that. They nearly all stay in school until age 15 years, but that is shockingly far below the completion level for the general population—the education system is failing them more than any other sector. Their life expectancy is 11 years below the national average for women, 15 below for men. Infant mortality is over three times the national average. Suicide rates for men are seven times the national rate, and for women 4.5 times the rate.
Why did you choose to work in school provision for Irish Travellers specifically?
When I chose to work with the Irish Travellers I also thought they were at the extreme end of rural disadvantage—so marginalized that they were homeless. I think I quickly realised that was far from the whole story—if it was part of the story at all.
As a teacher, and later principal in a school for Irish Traveller children, and as a sociologist I was very interested in educationally disadvantaged populations. From the get-go, I wanted to work with people who were experiencing marginalization. I wanted to learn more about and with the people who were being forced to operate in the fringes of the Irish public education system.
What have you learned from your professional experiences both as an educator, a principal and a researcher in relation to Irish Travellers?
It took me a lot of work to really get it that the Irish Travellers are a people with a distinctive identity and approach to life. And one that I have grown to understand and respect hugely. In 1978 I became principal of a school that had been set up entirely for Travellers. Then, the idea didn't seem as shocking as now! And, I developed an agenda for it—two long-term aims, and once they were achieved, the school should go.
First of all, I argued that like any silenced group, Travellers needed their own space to find their voice, and to read their world, to reclaim their pride, and reflect on their situation—free, for as long as necessary, of the hostile gaze of the oppressor. I think Liégeois (a French specialist on Roma and Travellers in Europe) had a point when he said that the paradox facing Travellers was that they had to enter the house of the oppressor to gain the tools to end their own oppression.
Secondly, I was very concerned with an unspoken notion that I saw at least implicit in education policy towards them– that "Traveller culture" is a euphemism for poverty or deviance. A submerged racism. And among Travellers, there was a mirror-version of that—expressed often in the words "how can Travellers all in together learn anything?" I wanted the school to prove that Traveller culture provided a rich space for a proud and distinct school identity and curriculum, and that Travellers all in together could learn, could go from there to any school of their choice, as good as any child or youth from any other school in the town. In my school, the children could be openly Traveller, and they go on into local secondary (=middle/high) schools, well able to state their case, challenge racism and say why it was wrong. But at the same time, I know that there was a larger structural lesson being learned: the students were Travellers, and were being kept separate.ut at the same time, I know that there was a larger structural lesson being learned: the students were Travellers, and were being kept separate.
However, the mainstream Irish public education system is just not flexible or intuitive enough yet to take in all the different perspectives that ethnicity in Ireland presents. In theory and even in practice, we know where we need to get to. In terms of securing the kind of national and international support necessary to ensure all students, of all ethnicities, have access to fair and culturally appropriate free public education—Ireland– like other European Union member states, like other developing and industrialized and even post-industrialized nations—has a way to go yet. But I think school provision is the wrong place to start.
What has your practice in the field, and your research revealed to you?
The huge thing I have learned – when approaching populations who have been marginalized to the extent that Irish Travellers are –severely disadvantaged, encountering multigenerational cycles of unemployment…the attitude of the dominant education or academic community is often misplaced. The focus tends to be "Let's get to the children and rescue them first". I have learned that it can't work this way. That this way of remediating a human rights problem, particularly involving children and youth from ethnic minorities, does not work. In my experience here you can't work with the children if you don't work with the community that envelops the children. In a human rights framework. If the parents are empowered and enabled, if we make a space where they can explore possibilities beyond what has been allowed or offered to them before– then they—the parents, the grandparents, the family members, the guardians and caregivers from within the marginalized population—will make sure the children get the best that they can get.
Our focus needs to shift to not just parental access to education, or parental rights in education, but to creating meaningful and culturally responsive parent-professional interactions where parent-driven professional learning and development can occur. As opposed to teachers working solely with children from populations where they have no prior knowledge or understanding of that population as a living ethnic minority, an evolving culture. Or where they have no professional preparation in critical and culturally reflexive and responsive practices to inquire and learn about the cultures their students and families bring to the classroom.
How are Irish Travellers impacted by other international realities, such as state, EU- and UN-driven incentives around inclusive and special education, if at all?
In the 1960's, once it was discovered that Irish Traveller children and youth were not going to school on any kind of a consistent basis, activists campaigned to have resources available to them within the special education system (the only avenue to augmented resources available at the time). This was a strategic move, tempting for well-intentioned educational activists. The objective was to intensively up-skill these children, prior to "absorbing" them in the "normal" classes . But the children didn't move on. Not until the inclusion movement of the 90's. And then— (beware of what you pray for, you might get it)—in 2007, the Irish Department of Education produced Notes towards a Traveller Education Strategy. Combining the inclusion principle with the need to cut back expenditure, the Department axed all home-school and resource-teaching provision for Travellers. In future, Traveller children would access resources on the basis of need, not identity. How to separate the good from the bad in that statement!?
As regards special education generally, since the 1970's Ireland has become increasingly influenced by international frameworks of thinking across Europe and more globally as inclusive education, in all its variants, has become the name of the game. This too can be a risky thing. The ideal of inclusive education can only be realised if, in the transition from special provision, the child in question loses nothing of the resources and supports they received in that provision. Truly inclusive education, in any context and of any variant, has got to be more expensive. It must entail additional services and supports and professional training that enable the modern, "inclusive" classroom to be truly universal. At a policy level across EU and in Ireland – we continue to see merely locational inclusion – the placement of children with special needs and/or with generational obstacles to education access all thrown together, in the name of inclusive education. This is not building inclusion. This is in fact worse than exclusion. This is a cost-saver.
How do you distinguish between good versus bad, or even 'not so good' practices of inclusive education, in the contexts you focus on?
Locational inclusion is merely a body-count. Are they in the same room? All day? If yes—job done. But real inclusion is making sure every child that is in the room owns the place, belongs. They must feel enabled to operate to the best of their ability within that setting. For example, true inclusion would enable children to access a space where they could remove themselves from a larger group, read, or relax, or sail their boat within the majority classroom. Inclusion must be elastic and modular. It must have a continuum of provisions. All students, including Irish Traveller students, need supports. They all need spaces to draw their breath. All children have the right to the tools and the supports necessary to enable them, in their bodies and with their unique strengths and challenges, systemic or biological, to find their way within the majority classroom. That is inclusion.
How do you describe the educational system in Ireland in general terms?
The general education system in Ireland is too rigid. We should have a continuum of provision so our students, from all ethnicities, with all levels of forms of learning and ability, can operate wherever they need to be to speed ahead or go at their own pace with their own lives. So, if a child needs a lot of physical therapy within the given school-day, they can have this provision within the system and no obstacles in terms of when or how they re-join their peers or class cohort. Our hidden curriculum, not unlike that in the United States, is definitely one of competition and survival of the fittest. At the end of the day you come out of education with or without the piece of paper you need to get into third level (institutes of higher education). There is an undertow separating people for the purposes of economic stratification, that informs the Irish and it seems, most Western public education systems.
Teachers in the Irish public school system are academically bright, highly qualified, and respected in the community with a very strong tradition of successful unionization. The primary (in U.S. terms "elementary") school teaching force is trained to teach all students aged 4-12 years, not bifurcated into "general" or "special". But they are almost all middle class, white, and indigenous. Given the rapidly growing ethnic diversity in Irish society, and the movement to inclusive education provision (under-resourced of course), Ireland needs a more diverse teaching force, and substantial investment in relevant, high-quality initial teacher education and continuing professional development.
Where else might the Irish public education continue to evolve, in your opinion?
In the Irish public education system, we need to continue to grow in parent-teacher communication and partnerships. Both on a whole school basis and to face the challenges that arise as new shifts and unexpected realities emerge from our societies at large. The huge increase in diversity in Irish society, over the course of my own career and especially over the last 15 years points to the impact that forced migration, including economic migration, has had on Irish society. Along with that front-end challenge, the system of educational organization has to become more flexible, it has to move beyond its own hidden curriculum and narrow cultural focus.
It is good to see the education partnership growing, where parents, teachers and children become partners in the whole education process. The move towards inclusive education is very good, but it is grossly under-funded. Parents and caregivers in Ireland are no longer sitting on the sidelines. They have become much more vocal.
How did your doctoral work inform your understanding of educational practice and educational leadership in the Irish system?
I did my doctorate in sociology in Trinity College Dublin while I was still teaching. I was a graduate student, a school principal, and a classroom teacher simultaneously. I went into research to try to figure out what were we missing in what Travellers themselves had to say about education, and in how they used language to describe what they were "not". I love research and I love trying to understand what people say and how that relates to policy.
Equality, equity and the belief that everyone has the right to have access to whatever supports they need to do the best they can informed my position. We should never allow a structural block to limit a person's potential. That structural block might be a door that isn't wide enough to allow someone on wheels or using alternative mobility supports to enter, or a system that does not reach out to where people really are. I see no value in just saying "We are very inclusive. So you can now come to us". If people have centuries of experience behind them, where they know, are told, and experience that they are not welcome – it is not enough for a state institution to just change its mind and say "come on in". The system must go out to the people, it must reach out to the communities that have experienced marginalization, discrimination, exclusion, oppression – and learn how to include them.
From the designers of educational curricula all the way up to the policy maker– we must know who we have omitted/are omitting, we must reach out to them, learn about them, inform the system how to fully recognize and include them (Bryan, 2010) – to ever proclaim "nothing about us without us", or "all means all", or "everyone is welcome". This is their right.
Otherwise we just sound patronizing.
Máirín Kenny, PhD, is a former teacher, principal and educator who has worked extensively and for over thirty years with students and parents from the Irish Traveller community, a recognized indigenous ethnic minority within Ireland. She is currently an independent scholar. Dr. Kenny has conducted commissioned research on equality, disabilities, ethnicity, racism, and sectarianism in Irish education. She co-edited Traveller, Nomadic and Migrant Education (Routledge, 2009) with Patrick Danaher (University of Southern Queensland). She authored a chapter for Education in Indigenous, Nomadic and Travelling Communities (Eds: R. Griffin and P. MacÉinrí. Bloomsbury, 2014); and co-authored a chapter for Self-Study of Teaching and Teacher Education Practices (Eds: AK Schulte & B Walker-Gibbs. Springer, 2016). Most recently, she co-authored a book chapter on special education in the Republic of Ireland for The Praeger International Handbook of Special Education (Eds: M. Wehmeyer & J. Patton, 2017) with Dr. Thérèse McPhillips (St. Patrick's College, Ireland), Sorcha Hyland (Department of Special Education, University of Kansas) and Dr. Michael Shevlin (Trinity College Dublin, Ireland).
Bryan, A., (2010). Corporate multiculturalism, diversity management, and positive interculturalism in Irish schools and society. Irish Educational Studies, 29(3), pp. 253-269. http://doras.dcu.ie/21480/
Liégeois, J. P. (1994). Roma, Gypsies, Travellers. Council of Europe.
Watson, D., Kenny, O., & McGinnity, F. (2017). A Social Portrait of Travellers in Ireland. The Economic and Social Research Institute, Dublin, Ireland.


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Nagpanchami, the festival of snakes, falls on the fifth day of moonlit-fortnight in the month of Shravan (July/August) and is celebrated with much fanfare by Hindus.
During the festival, Hindu people paste pictures of Nagas (Snakes) containing mantras on the entrance to ward off natural calamities and evil spirits. The mantras mention eight principal nags, namely Ananta, Vashuki, Padhmanavha, Kambala, Shankhapala, Dhartarashtra, Takshyaka, and Kaliya. People also offer food items such as milk and honey in order to make Nag deity happy and ensure good health and prosperity. When happy, snakes are believed to bestow plenty of rain, which is good for crops but if the serpents become angry, people fall ill and no amount of medication can restore their health so people worship and try to make the deity happy by offering cow's milk, lava, barley, sesame, nuts and other religious items.
Many legends are associated with the pious festival. According to Mahabharata, on the day of Shravan Panchami, Lord Krishna defeated Nag Kalia, a wicked serpent and put an end to his evil deeds. Another legend says that Kathmandu Valley was a big lake once. When human beings drained the lake to make space for settlements, Nagas became enraged. To protect themselves against the wraths of nagas, people offered to worship the serpents on a certain date in their habitats.
According to other scriptures, while ploughing the field, a farmer happened to kill some serpents. The mother of serpents took her revenge by stinging and killing all family members of the farmer except for one daughter, who was offering prayers to the nags. This act of devotion is said to have revived the dead family members and the Nag Panchami is observed to mark this occasion.
Similarly, the popular belief goes that monsoon is the period when snakes come out of the holes due to rain to seek shelter in gardens and nearby houses. Hence, Naag deity is invoked with prayers and ritual worships are worshipped with a belief in reward for this worship, snakes will never bite any member of the family. On this day, cultivation is prohibited because the serpents live under the earth and digging may hurt or annoy them. Some people also observe fast and offer prayers to Naag deity while some other people wearing demon masks dance in the streets as a part of a Nag Panchami ritual.
There are different myths and legends surrounding Nagpanchami and the tradition of snake worship is in vogue before the Vedic times till today


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New Select Index Action menu added to Book List view when pressing and holding an item in the Book List view that has a PDF linked to the index. This menu has two options:
1. Set Offset - Allows you to set the offset for your PDF.
2. Unlink From Index - Unlinks the PDF currently linked to the selected index by appending the following to the file name of the PDF.
YYMMDD-HHMMSS- (year month day - hours minutes seconds)
If you were to select Unlink From Index for Classic Real Book you would wind up with the following PDF file in the My Scores view:
160602-01022-Classic Real Book.pdf
Stability Improvements
Bug fixes
iGigBook Version 3.0 For Android
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Phone: 816-436-6670 ext 3242
Degrees and Certifications:
BS in Elementary Education
Mollie Bowles
Second Grade Teacher
Pathfinder Elementary
Hi! My name is Mollie Bowles and I teach second grade at Pathfinder Elementary. I grew up in Richmond and I earned my Bachelor's degree in Elementary Education from Northwest Missouri State University. Go Bearcats! I love spending time with my family and friends and doing anything outdoors. Golfing, shopping, cheering on the Chiefs, and eating out are some of my favorite things to do.
I am so excited to be a part of your child's second grade experience. I look forward to getting to know each and every one of them! Please reach out if you have any questions.
Class Schedule
8:35-8:50 Morning Work
8:50-9:15 Morning Meeting/LEAD Time
Specials Schedule
A- Music


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Finding out you're expecting is HUGE news. It is shocking. (if you're like me and not planning it). It is exciting. It is a ton of emotions wrapped into one. So where do you turn for info on what to expect when you're expecting? Ding ding ding. "what to expect when you're expecting". Yes, that is literally what it is called. I remember the day my significant other & I went to Barnes and noble and I scoured the shelves for self-help pregnancy books (and a book of names to help us decide what we would name our little one). There were not a ton of options, but the one the stuck out the most and was rated all over the web was the most obvious choice, what to expect when you are expecting. Prior to the haul to Barnes & Noble, I did my research and found it is apparently the bible of pregnancy. Some may say this book answered their every concern, but I on the other hand found it to be daunting and somewhat a waste of money. Not to mention it provided info that left me worried and then it didn't share some info that would certainly have been great to know prior to labor.
Partial Myth #1:
Your baby must kick 10 times within 30 minutes. Of course, you need to make sure your baby is moving throughout the day; however, it scares the sh*t out of you when you're reading you need to feel your child kick 10 times within 30 minutes or call your doctor immediately. I cannot even begin to explain how many times I literally panicked and called the doctor every time I thought my child had not kicked those tiny little feet (that often feel like someone is "ghetto stompin' your rib cage) 10 entire times. I would often find myself thinking "was that a kick? Nope. I think that might have been my stomach growling". "Oh wait, there it was! That was a kick". "Ugh, nope that was just the vibrations of my surround sound blasting another gunshot watching Chicago PD".
To feel this constant stress of wondering has your baby notified you 10 times he/she is well and literally "kickin", is far too much for a mommy-to-be to feel day in and day out. So, stop believing everything you hear or read, because the last thing you want is to put yourself into early labor from feeling stressed that your little one is not kicking enough. Pop a few candies or a glass (or two) of orange juice if you're feeling concerned, and I promise you will feel your baby doing summer saults and if for some reason after trying these things does not wake your resting baby, then of course it is definitely recommended to call your doctor! As you get further along in your pregnancy you become aware of normalcies for your body and what is the daily normal movement of your baby and you will certainly know when something is not right to you. Even if that means you did not count 10 entire movements.
Partial Myth #2:
Get lots of rest while you can during pregnancy. Rest is essential during and after pregnancy, but from my initial experience of mommy hood, I have realized rest after baby arrives is 100% MORE IMPORTANT than before baby arrives and let me tell you why:
Imagine a night out drinking with your friends, getting two hours of sleep and heading into your 9-5 job and that is how it feels when you have to wake up in the middle of the night to feed your newborn child. I thought I knew what exhaustion was from feeling it for 9 months straight, but until the night after I had my son, I had NO IDEA. I truly began to feel as if I were hallucinating. I began to slur my words. I could hardly keep one eye open, but I had to. I had to feed my new baby. I had to hold him. I had to soothe him to sleep. I had to keep him close. If I could get ONE person to take my advice, it would be the exact opposite of what books/articles tell you. I would advise, stay active during pregnancy! Of course, rest is crucial in developing a healthy child, but I truly believe my willingness to push the limits of being super active lead to an "easier" labor. No, I am not saying labor is easy, because it is the furthest thing from it. All I am saying is, if I laid in bed all the time I found myself feeling worse. More morning sickness. More exhausted. More depressed. More anxious. More impatient. I felt the happiest and most energetic when I was active, getting out of the house and doing anything other than resting. & I can certainly attest to the fact that hiking 5 miles up a mountain at 32 weeks pregnant and walking 10+ miles throughout NYC at almost 35 weeks pregnant, is highly effective when you're ready for your little one to finally join the fam. I believe my baby arrived approximately 2 weeks later and I believe mommy was so active that baby wanted to join in on all the fun outside of the womb. I remember being out of breath from all the exercising and thought that was true exhaustion, but again, I was wrong until I felt it hit me in the face like a train.
Partial Myth #3:
Epidurals will make labor and delivery pain free and smooth. Wrong. Now, again, I am no doctor, but now that I have had my own child and actually received an epidural, I recommend to not believe everyone that says they have had an epidural and it made labor and delivery "enjoyable". Not to say that it doesn't happen, but fun fact that I learned DURING LABOR, apparently, epidurals are not effective 10% of the time and lucky for me, I fell into that statistic and got to feel NATURAL LABOR at its finest.
Honestly, it hurt. REALLY BAD. EXTREMLY BAD. Like a thousand knives were stabbing you in the gut and lady parts over. and over. and over. What hurt and was even more uncomfortable, the catheter. Forewarning to all mothers-to-be, something else the doctor failed to mention prior to labor, you must get a catheter when you request an epidural. Don't get me wrong. It worked at first. I felt only what seemed like period cramps that were extreme. But when it was time to push, that sucker wore off immediately and it was too late for the doc to adjust and re-do. It has been 6 months since my labor and still to this day I have back pain on occasion in the exact spot that I received my epidural. I can honestly say if and when baby #2 comes, I will not request an epidural, as the likelihood of it failing again is very high.
Give it two months and you will forget what the pain even felt like in the first place. All the more reason to go el natural! Plus, you will gain bragging rights, as your significant other will see just how much of a bada*s you really are! I am not sure if it were the screams, my facial expressions or a combination of both, but my fiancé finally admitted I am tougher than he ever imagined. It is nice to remind your significant other every day who the BOSS is and WHY we are the boss. (Imma boss, imma boss babe niki minaj voice).
See me inserting a cool rap lyric to revert back to 15 years from now to show my son, I'm not a regular parent, I am a cool parent!
Partial Myth #4:
Co Sleeping is a No No. Yes, this is true, partially. Before I was a parent, I always said I will NEVER let my child sleep in my bed. Honestly, my child has been the best sleeper since the day he came home from the hospital, that was up until recently. He suddenly decided he did not like to be put down or off of mommy/daddys chest. We refused to put him in the "bed" with us and tried multiple times to let him "cry it out". Frist off, if you are a parent, how can you stand to hear your baby scream? For one, it is ANNOYING, if you say otherwise, you might be crazier than the rest of us. Two, it is heartbreaking. You feel terrible and just want to make your baby feel better. After many nights of pure exhaustion, I picked my son up, put him on my chest in bed and went to sleep. Guess what? The sleep gods spoke good sleep into existence & my son slept more peaceful than he had in weeks! It was the next day I finally realized why some parents do co-sleep. They do it for their own sanity. They do it because how can anyone expect you to take care of not only yourself, but a tiny new human if you're falling asleep during a 3am feeding. There is certainly a truth of when I think co-sleeping is a big NO. For instance, in the first 4 months of life when your baby cannot lift their head, or roll from belly to back, I would be scared to death to put my baby on my chest or in bed, but once they are able to lift their heads and roll over, I do not see the harm. (As long as you're sleeping safely with him in between you, & have built a replica of the great wall of china to ensure he cannot roll into the padded pillow floor you have now created in your room). In the few nights that we have co-slept with our little one, I believe neither I, nor my fiancé truly fell into a deep sleep for the simple fact our son in our king size bed took up more room than the two of us, our full size golden retriever and small labradoodle ever did in the months prior to his arrival. One may ask how such a tiny human can take up so much space, but it is SO TRUE.
There are many more partial myths I could go on and on about that you may read up on when learning of what to expect when you're expecting, but if there is one truth that the books and articles should put at the beginning it is this:
"Our suggestions are subject to change based on each situation as it is different and unique for each pregnancy, parent and child. We recommend you to test different methods and select the best options for YOURSELF, have a child first and then get back to us with feedback to create additional advice for parents to be. All the while remembering that it is important to ensure you remember that in order to successfully take care of another human, you must take care of yourself as well"
We parents are constantly judged. I will be the first to admit, I judged peoples parenting choices prior to actually being a parent myself. I judge parents who seemed to have a social life when they had children. I judged parents who would pick up their child and put them in bed with them and often thought to myself they were taking the easy way out. I judged parents who were "overthinking" their babies' well-being throughout their pregnancy. Then something happened. I became a pregnant and concerned because of everything I have read or heard. I then became a parent myself and throughout the journey I have realized doctors, friends, family and irrelevant people are constantly telling you how and how not to do things with your children or your body. What to expect when you're expecting, what not to expect when you're expecting. Suggesting epidurals to help with pain, or suggesting no epidurals to do things the natural way. In the midst of it all, no one tells you to RELAX. Take a breather and prepare to be unprepared. Do things YOUR WAY. How you see fit! Even if you feel "ready" for a child, you will never truly be prepared for the challenges you will face and the duties of raising and nurturing a human. Or the fact that you have to re-learn every normal function about your body all over again within the duration of 9 long months. It is a learning experience that along the way is full of some myths and bullsh*t articles from professionals that only tell you the half of what you're soon to expect.
Pregnancy and becoming a parent is a beautiful journey filled with unexpected turns and twists. The important part of the journey is to just ENJOY IT. LEARN FROM YOUR OWN EXPERIENCES. YOUR OWN BODY. And parent however the hell you see fit. After all, you only have 9 months to enjoy growing a tiny human in your body, and the next 1000 years to raise that same tiny human.
Until Next Time……


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Industrial Marketing News from our Cincinnati Advertising Agency
We break up a product offering into ad groups which focus on general product category keyword groups.
A typical global industrial process equipment company may have 300 English, 200 German, 100 French, 100 Spanish and 50 Russian keyword phrases in their list. We have recently reduced the keywords to focus only specific product categories we want to focus on for one client. There are usually about 100 negative keywords, if these words are used in the search, our ad won't be shown.


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What a Girl Needs
by Gift Saint$115.00 NZD
A luxury pamper hamper for her.
This is one exciting goodie box for grown up girls. Filled with select updates for her bathroom, a little champagne and dark chocolate - she'll feel like new.
Gift box contains:
1 x Moet Champagne Mini, 200ml piccolo
1 x Therapy Range *hand wash, 300ml
1 x Therapy Range *hand lotion, 300ml
1 x Citta Design plush hand towel - select from 2 designs
1 x Ocho NZ made craft chocolate block, 90gm


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Why Join the team at Lifterz?
Lifterz recognise that people are humans, all different with their own strengths and weaknesses and their challenge is to make sure that their employees are best suited to the job they do and the careers they have chosen.
Because the Lifterz team spend more waking time at work than they do at home it is vital to enjoy the time spent at work. So, the environment, the culture, the growth, the challenges, the humour all add to up to Lifterz being a great place to be.
Growth creates opportunities and growth is certainly what you'll see at Lifterz. Typically they are adding a £1m to our sales every year and this is driving their need to find good people. In the near future Lifterz will see a need to employ more specialists, such as in marketing, IT support, H&S and H.R. so keep your eyes on the
opportunities page.
I am thoroughly enjoying every day here and I am learning more and more as my time progresses.
Heather Cain
Trainee Hire Controller
Our Values
Lifterz understand that people don't get things right every time, and they go the extra mile to make sure that they give their customers a good experience when using our service. Lifterz' strapline "experience the difference" means a lot to them so if they employ people who are not content with mediocrity they will achieve our goal of being different to the rest. Lifterz try to make it easy for their customers to deal with them and much of this is saying 'YES' and then making it happen. They're honest when things go wrong, as they do.
There is also a fun element at the depots, where people pull together to get things done and a general can do attitude
Steven Gerrard
Operations Manager
Powered access is a relatively new sector of the hire industry and this has means that it is not always easy to recruit. Lifterz recognise this and as such see the need to train recruits from related or totally different sectors. From within the hire office team of 10 only 2 are from the sector. As another example, Lifterz are pleased to consider recruiting engineers from the fork lift industry. Sometimes we come to a crossroad in our lives and feel a need to change course. Staff feel relaxed enough to tell Lifterz about such ideas and desires and they will always do what they can to steer people down the route they want.
One long time HGV driver (see Andy Legge below) felt that a health issue would prevent him from driving a truck until retirement and Lifterz set out to have him retrained as a full time trainer. It took nearly two years but they got there in the end. Lifterz take a flexible view of people, they take a serious view of their needs and do all they can to develop those with the right attitude.
Opt-In & Let's Get Connected!
Keep up-to-date with all the latest deals and news from Lifterz


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Samsung plans WiFi-enabled handsetBy Derek Sooman
Samsung Electronics has announced plans to launch a WiFi-enabled smart phone in Korea this month. The phone, known as the SPH-M4300, features a 1.3-megapixel camera and a 2.8-inch LCD. It runs the Pocket PC operating system from Microsoft (does anyone hear "WiFi virus"?!) and will be incompatible with GSM. One would expect a GSM equivalent of the WiFi-enabled phone for the coming months, given that Samsung has tasked itself with regaining its number 2 status in the worldwide handset market, which it lost to Motorola in the last quarter of last year.


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i405.com - Misc, This, That and More.
Current projects for 2018 include:
WakeThunder.com website
Postmill forum for WakeThunder
ComeWhat.com site in progress
Public domain content
—We are right, he said, and the others are wrong. To speak of these things and to try to understand their nature and, having understood it, to try slowly and humbly and constantly to express, to press out again, from the gross earth or what it brings forth, from sound and shape and colour which are the prison gates of our soul, an image of the beauty we have come to understand—that is art.
The connotation of the word, Stephen said, is rather vague. Aquinas uses a term which seems to be inexact. It baffled me for a long time. It would lead you to believe that he had in mind symbolism or idealism, the supreme quality of beauty being a light from some other world, the idea of which the matter is but the shadow, the reality of which it is but the symbol. I thought he might mean that claritas is the artistic discovery and representation of the divine purpose in anything or a force of generalization which would make the esthetic image a universal one, make it outshine its proper conditions. But that is literary talk. I understand it so. When you have apprehended that basket as one thing and have then analysed it according to its form and apprehended it as a thing you make the only synthesis which is logically and esthetically permissible. You see that it is that thing which it is and no other thing. The radiance of which he speaks in the scholastic quidditas, the whatness of a thing. This supreme quality is felt by the artist when the esthetic image is first conceived in his imagination. The mind in that mysterious instant Shelley likened beautifully to a fading coal. The instant wherein that supreme quality of beauty, the clear radiance of the esthetic image, is apprehended luminously by the mind which has been arrested by its wholeness and fascinated by its harmony is the luminous silent stasis of esthetic pleasure, a spiritual state very like to that cardiac condition which the Italian physiologist Luigi Galvani, using a phrase almost as beautiful as Shelley's, called the enchantment of the heart.
Dr. Martin Luther King, Jr.:
He was only thirty-three when the tide of public opinion turned against him. They called him a rabble-rouser. They called him a troublemaker. They said he was an agitator. He practiced civil disobedience; he broke injunctions. And so he was turned over to his enemies and went through the mockery of a trial. And the irony of it all is that his friends turned him over to them. One of his closest friends denied him. Another of his friends turned him over to his enemies. And while he was dying, the people who killed him gambled for his clothing, the only possession that he had in the world. When he was dead he was buried in a borrowed tomb, through the pity of a friend.
I'd like somebody to mention that day, that Martin Luther King, Jr., tried to give his life serving others. I'd like for somebody to say that day, that Martin Luther King, Jr., tried to love somebody. I want you to say that day, that I tried to be right on the war question. I want you to be able to say that day that I did try to feed the hungry. I want you to be able to say that day that I did try in my life to clothe those who were naked. I want you to say, on that day, that I did try, in my life, to visit those who were in prison. I want you to say that I tried to love and serve humanity.
"One of the sayings in our country is Ubuntu – the essence of being human. Ubuntu speaks particularly about the fact that you can't exist as a human being in isolation. It speaks about our interconnectedness. You can't be human all by yourself, and when you have this quality – Ubuntu- you are known for your generosity. We think of ourselves far too frequently as just individuals, separated from one another, whereas you are connected and what you do affects the whole World." - Desmond Tutu
" person with ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, for he or she has a proper self-assurance that comes from knowing that he or she belongs in a greater whole and is diminished when others are humiliated or diminished, when others are tortured or oppressed, or treated as if they were less than who they are." - Desmond Tutu, No Future Without Forgiveness
Thunderword 10, of which nine previous Thunder Words are analysed, this is Thunder Word 10, also stated as Thunderword ten. What is the word? Ullhodturdenweirmudgaardgringnirurdrmolnirfenrirlukkilokkibaugimandodrrerinsurtkrinmgernrackinarockar
Victor Hugo - 93 - French
Victor Hugo - Ninety-Three - English
Falcon Heavy
Site map:
peace and education efforts,
of interest,
early work


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Although he insists there's no date set for his wedding to Angelina Jolie, Brad Pitt has been treating the Cannes Film Festival like a bit of a bachelor party.
At a black-tie after-party for his new film "Killing Them Softly," the actor partied with everyone from Kylie Minogue to Diddy — who stopped by for a congrats drink before getting back to his yacht — and put back some expensive booze. "With Brad's impending wedding, it almost had the feel of a sophisticated pre-bachelor party, with bottles of $390 Johnnie Walker whiskey and plenty of cigars," a guest who we assume didn't arrive by yacht tells Us Weekly. "It was definitely a night for Brad to remember."
You'd think so. But then again, swanky whiskey with Diddy on the Riviera might be Brad Pitt's equivalent of warm wine-coolers with the cat.
Straight up now, Paula
No matter what an unauthorized Simon Cowell biography says, Paula Abdul claims she never had a relationship with her former "American Idol" boss. "It would never, ever happen because he's selfish and he'd be a selfish lover and he'd call his own name out during sex if it ever happened," Abdul tells Wendy Williams in an interview.
Paula, why do we have a feeling that you're speaking from experience here?
Follow Monica Weymouth on Twitter @MonicaatMetro.


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What are Varicose Veins?
Varicose veins are large twisting ropey veins that you may have seen anywhere from the thighs to the feet. While many people consider this a cosmetic issue, varicose veins are usually a sign of an underlying true medical problem and cause symptoms.
Varicose veins are typically caused by damaged underlying veins that can only be seen with ultrasound. When these underlying veins develop issues, your body forms large varicose veins. Risk factors for developing varicose veins include:
- Increasing age
- Family history
- Smoking
- Hormones
- Weight
- Prolonged standing
- Previous injury
- Previous surgery
Here in Northwest Indiana, we see many patients with vein problems who have spent years on their feet in the steel industry. Other common occupations at risk include teachers, construction workers and restaurant workers.Spending long periods of time on your feet causes blood to pool in the legs. This pressure damages the valves that help keep blood circulating in the correct direction.
What do they do?
Varicose veins cause symptoms many symptoms. These include:
- Aching and throbbing pain
- Itching
- Numbness
- Heavy and tired legs
- Cramps
- Restless Leg Syndrome
- History of blood clots
The treatment of varicose vein disease is completely dependent on the underlying veins. In order to treat these veins we offer state of the art minimally invasive techniques to maximize outcomes and patient comfort.
Laser or Radiofrequency ablation can be used to safely and effectively close the underlying problem veins. A thin catheter is gently placed into the problematic vein. This catheter then closes the vein from the inside and the catheter is then removed. The vein is then naturally reabsorbed by your body and the blood is rerouted to healthy normal veins. This is a quick and proven outpatient procedure.
We also offer cutting edge sclerotherapy to help close the visible veins. With the injection of special medications, a tiny injection can close off large varicose veins.This is a very effective method for treating these veins. These veins will be reabsorbed by the body over time.
If necessary, removal of offending visible veins is possible through tiny incisions. This outpatient procedure is a safe and effective minimally invasive method to quickly remove these veins.
Centers for Vein Care offers the latest technology to help fix varicose veins. Treatment is usually covered by insurance! We accept all plans! Click here to make your legs better today!


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Hedonism becomes a gravitational force in Ben Daniels's compelling turn as an 18th-century libertine in "Les Liaisons Dangereuses," which opened Thursday night in an eye-filling, very imbalanced revival at the American Airlines Theater. Making a sensational Broadway debut in Rufus Norris's production, which also stars an uncomfortably cast Laura Linney, this London actor seems at all times pulled, pummeled and shaped by the prospect of physical pleasure.
From the moment Mr. Daniels makes his entrance as the Vicomte de Valmont, the satin-cloaked satyr of Christopher Hampton's 1985 adaptation of Pierre Choderlos de Laclos's 1782 novel, his very posture evokes a man who hears the call of earthly delights at high volume. The thrust hip, the insinuatingly arched back, the precisely crooked arms and knees: these all suggest not only the rococo stance of a nobleman in the age of Fragonard but also a fatal receptiveness to appetite and instinct. The boy can't help it, which means, in a world governed by calculation, there's no way he's going to survive.
Mr. Daniels provides both the silliest and most serious rendering I've seen of Valmont, who has been memorably played onstage by Alan Rickman (in the Royal Shakespeare Company production that came to Broadway in 1987) and on screen by John Malkovich (in Stephen Frears's "Dangerous Liaisons") and Colin Firth (in Milos Forman's "Valmont"). His warm, fluid performance reflects what would appear to be Mr. Norris's intention: to turn up the temperature in a work of famously icy cynicism. Unfortunately no one else in this revival approaches Mr. Daniels's level of complexity, including Ms. Linney, a wonderful actress who has been shoehorned into a part out of her natural range and is perceptibly pinched.
As a consequence this portrait of a pair of amoral aristocrats who play the game of love as if it were a game of chess often registers with the bouncy bawdiness of a Restoration comedy (right down to a flatulence gag). When the plot turns truly nasty, it's hard to feel the requisite shivers, and the show often wears the tight smirk of a protracted dirty joke in fancy dress.
This being a Roundabout Theater Company production, the dress is fancy all right. Katrina Lindsay's lustrous costumes could surely have passed muster at Versailles, while Scott Pask's set, a dark wall of windows garlanded with swags and pull cords, is just the place for voyeurs who live to catch their reflections in the glass, as well as the compromising doings of others. A tenor and soprano are on hand to sing stately songs by Handel, among others.
Mr. Norris isn't wrong to give such attention to surface detail. For Valmont and the Marquise de Merteuil (Ms. Linney), former lovers locked in a sexual conspiracy and competition, clothing is battle gear. (The opening section of Mr. Frears's movie was largely devoted to close-ups of the main characters being poured, laced and buttoned into their lavish daily wear.)
The way you wear your hat (or should I say your perruque?) or your pannier or knee breeches in this hothouse environment is a signal of how well you understand the rules of your society. And no one grasps those rules better than Valmont and Merteuil, all the better to turn them into weapons in their games of conquest, betrayal and revenge. (Laclos was, appropriately, a French artillery officer with a keen interest in military strategy.)
It's a problem, though, when only Valmont and, to a lesser extent, Merteuil seem to be of their time. The supporting cast here is perfectly creditable, including Kristine Nielsen (as a foolish mother), Jessica Collins (as the righteous object of Valmont's most ardent designs) and, quite enjoyably, Mamie Gummer and Benjamin Walker as the most naïve and ungainly of victims.
But aside from the venerably elegant Sian Phillips, who plays Valmont's worldly aunt (and played Madame de Volanges, Ms. Nielsen's character, in the Forman film), they feel like contemporary creations. They're stranded in a distant era, as well as being none too bright. Of course they don't understand what Valmont and Merteuil have in store for them. They are, to warp a phrase, sitting pigeons for two wily cats, and for much of the play, we laugh as they fall blindly into traps. As Valmont says, when Merteuil proposes he seduce Ms. Gummer's character, "It's too easy."
Still, I suppose it's just as well these folks are as dim as they are, since anyone with any common sense would back away fast from Ms. Linney's scarily severe Merteuil. In film ("You Can Count on Me," "The Savages") and on Broadway ("The Crucible," "Sight Unseen"), Ms. Linney has established herself as an actress of peerless emotional transparency, capable of conveying a multitude of conflicting feelings through minimal means.
Here she is required to wear a mask of hypocrisy, and it doesn't fit. Whether scheming with Valmont, pretending to be a pillar of rectitude or being serviced by a young lover, this Merteuil is made of unyielding stone. I think I see where Ms. Linney is coming from: she's picked up on the character's feminist anger and bitterness. She is at her best in her seething monologues about the lot of women. And more than any I've seen, this "Liaisons" hints that the Marquise might prefer her own sex.
But when she says contemptuously of the puritanical Madame de Tourvel (Ms. Collins), "They never let themselves go, these people," she might be describing herself. Wintry to the point of frigidity, this harsh schemer seems incapable of enjoying anything, even being mean. And the luxuriant complicity that Mr. Rickman and Lindsay Duncan embodied so seductively in the original Broadway version is all but nonexistent between Ms. Linney and Mr. Daniels.
Parents hoping to treat their children to an educational visit to pre-Revolutionary France, be warned: Mr. Norris, whose current "Cabaret" in London is notable for its explicit coital ballets, makes a point of revealing what's beneath those big skirts and tail coats. Several sexual positions are specifically simulated, and Mr. Daniels and Mr. Walker are, briefly, starkers.
Even buck naked, though, Mr. Daniels seems comfortably clothed, just as when he's fully clothed he seems comfortably naked. His Valmont is a remarkably consistent creation, a man of exuberant moral passivity, more hopelessly sybaritic than truly evil. It makes sense when he is surprised by deeper feelings.
I'm not sure that's what Laclos had in mind when he conceived Valmont. But Mr. Daniels's reading of the part can be fully justified by the script. The line that proves to be Valmont's undoing "It's beyond my control" might well be his mantra throughout. In his final scene Mr. Daniels turns a prolonged sword fight (expertly staged by Rick Sordelet) into a portrait en précis of Valmont's whole life. It stands out as a miniature masterpiece of light and shadow in a production that otherwise never quite bridges those extremes.
By Christopher Hampton, based on the novel by Choderlos de Laclos; directed by Rufus Norris; sets by Scott Pask; costumes by Katrina Lindsay; lighting by Donald Holder; sound by Paul Arditti; hair and wig design by Paul Huntley; voice and speech coach, Deborah Hecht; fight director, Rick Sordelet; production stage manager, Arthur Gaffin; general manager, Sydney Beers; technical supervisor, Steve Beers; associate artistic director, Scott Ellis. Presented by the Roundabout Theater Company, Todd Haimes, artistic director; Harold Wolpert, managing director; Julia C. Levy, executive director. At American Airlines Theater, 227 West 42nd Street, Manhattan, (212) 719-1300. Through July 6. Running time: 2 hours 40 minutes.
WITH: Laura Linney (La Marquise de Merteuil), Ben Daniels (Le Vicomte de Valmont), Sian Phillips (Madame de Rosemonde), Jessica Collins (Madame de Tourvel), Mamie Gummer (Cécile Volanges), Kristine Nielsen (Madame de Volanges), Benjamin Walker (Le Chevalier Danceny), Rosie Benton (Émilie), Derek Cecil (Azolan), Kevin Duda (Footman/Tenor), Tim McGeever (Major-domo), Jane Pfitsch (Maid/Soprano), Nicole Orth-Pallavicini and Delphi Harrington (Servants).


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Daily Archives: November 13, 2015
Get Religion on the non-story of Red Starbucks cups+Christmas
(Church Times) Public statements on sexual moralitycan be a bar, CNC is advised
It is lawful to reject a candidate for a bishopric because of his or her public statements about sexuality, newly published guidance from the Church of England states.
The document, which dates from March, but has only now been posted on the Church's website, sets out what a Crown Nominations Commission (CNC) can take into account when considering a candidate for a vacant see. "The CNC can . . . lawfully take into account the content and manner of any public statements previously made by him or her about the Church's traditional teaching on same-sex relations," the guidance says.
But it also states that "The mere fact that a candidate had publicly questioned the Church of England's teaching on human sexuality . . . would not be sufficient to raise any issue from this point of view: that is something that clergy are free to do.
"An issue could only arise as a result of the way in which that disagreement had been expressed."
(CBC) Interactive map journal: The life of 'In Flanders Fields' author John McCrae
It was 100 years ago that John McCrae wrote his famous First World War poem In Flanders Fields. When he wrote the poem, McCrae was a major and a doctor with the Canadian military in Belgium.
Thanks in part to the famous opening lines from his poem"""In Flanders fields the poppies blow/Between the crosses, row on row"""poppies have become a symbol of remembrance for those killed in war.
To mark the 100th anniversary of the poem, the City of Guelph has created an interactive map journal that explores McCrae's birthplace, his life in the city, his military service and how he came write In Flanders Fields.
Read it all it is well worth the time.
A Prayer to Begin the Day from Thomas Aquinas
Give us, O Lord, a steadfast heart, which no unworthy affection may drag downwards; give us an unconquered heart, which no tribulation can wear out; give us an upright heart, which no unworthy purpose may tempt aside. Bestow upon us also, O Lord our God, understanding to know thee, diligence to seek thee, wisdom to find thee, and a faithfulness that may finally embrace thee; through Jesus Christ our Lord.
From the Morning Scripture Readings
Dost thou work wonders for the dead? Do the shades rise up to praise thee?…Is thy steadfast love declared in the grave, or thy faithfulness in Abaddon? Are thy wonders known in the darkness, or thy saving help in the land of forgetfulness?
–Psalm 88:10-12
Eric Metaxas–The Story behind the Navy Hymn
t's one of the most famous hymns in Christendom: "Eternal Father Strong to Save." It's often called "the Navy hymn" because it's sung at the U.S. Naval Academy in Annapolis. But how many of us know the story behind this moving hymn?
The hymn's author was an Anglican churchman named William Whiting, who was born in England in 1825. As a child, Whiting dodged in and out of the waves as they crashed along England's shoreline. But years later, on a journey by sea, Whiting learned the true and terrifying power of those waves. A powerful storm blew in, so violent that the crew lost control of the vessel. During these desperate hours, as the waves roared over the decks, Whiting's faith in God helped him to stay calm. When the storm subsided, the ship, badly damaged, limped back to port.
The experience had a galvanizing effect on Whiting. As one hymn historian put it, "Whiting was changed by this experience. He respected the power of the ocean nearly as much as he respected the God who made it and controls it."


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Herndon Youth Soccer assigns referees for all Herndon U6 – U19 recreational games and for home ODSL games. The referee assignor Christine Ramos can be reached at email@example.com . HYS also has a Referee Advisory Board for people to contact with questions, concerns, compliments and/or complaints about Herndon Referees. Problems with referees outside of Herndon need to be handled by the appropriate age group commissioner and our SFL representative if a recreational player, and by the club representatives for ODSL, WAGS and NCSL if a travel player. Our Referee Advisory Board is happy to discuss situations about referees outside of Herndon referees, but has no authority to deal with these issues.
Coaches have kept sports alive in 2020. Has your kid's coach helped them through this crisis?Nominate them for a chance to win $2500!


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Brain and Behavior
Your child's brain and behavior make up much of who they are and how they experience the world. Right from the start, Stanford Children's Health is here to support your child and their healthy development. Our teams blend deep expertise and groundbreaking research with a compassionate, inclusive approach that makes you and your family our partners in care. Together, we'll help your child reach their fullest potential.
Our Brain and Behavior Center spans many disciplines and is one of the nation's leading programs for treating disorders of brain development, function and behavior. Our Stanford Medicine physicians are specialists in congenital central nervous system defects, neuromuscular and movement disorders, cerebro-vascular disorders, brain tumor treatment, traumatic head injuries, epilepsy, autism and developmental disorders, depression, and clinical outcomes and health research.
Our interdisciplinary expertise, combined with our family-centered care approach, ensures that your child and family can rely on us for an extraordinary care experience and a healthier, happy life together.


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In ancient times, the world map was obviously quite different from today. Once great empires are sometimes forgotten in the modern times. In Asia, one of the empires which brings up imagery of great kings and rich culture is the Persian Empire.
The History of Persia
Where is Persia located on the map? Early Persians settled into the southern region of the Iranian plateau, bound by the Tigris River on the west and the Persian Gulf to the sounth; while the Medes tribe occupied the Northwestern region of the plateau. In 550 BC Astyages, the Median King marched against the Persian King, Cyrus; called Cyrus the Great. The armies battled on the plain of Murghab and the Medians handed over their King and their capital to Cyrus. In 559 BC Cyrus became the ruler of all Persia. Officially called the Achaemenid Empire, rule under Cyrus was often called the First Persian Empire.[6]
Credit: Photo courtesy of The Department of History, United States Military Academy
Through a battle with the Lydian army, Cyrus captured the city of Sardis and gained much wealth and access to the Aegean as well as control of Ionian cities on the Western coast of Asia Minor. After the death of Cyrus, his heirs continued the expansion of the empire. Its armies moved east, taking Parthia, Choramis, and Bactria and moved to conquer Babylonia. After doing so, the Persians controlled the agricultural lands of Mesopotamia and the world's largest commercial city; it also controlled the Phoenican fleet and became a great power in the seas. The Persian Empire extended as far east as the Hindu Kush in present-day Afghanistan.
The Persian Empire was considered the biggest empire the world had seen at the time. Its rule extended from the Indus Valley in the east to Thrace and Macedon on the northeastern border of Greece. Eventually, the Empire took control over Egypt as well and at that point the Persian Empire spanned three continents: Asia, Europe, and Africa. The Empire included present-day, lands of Iran, Iraq, Armenia, Turkmenistan, Uzbekistan, Georgia, Azerbaijan, Turkey, Palestine, Syria, Jordan, Kuwait, Bahrain, Qatar, Yemen, Oman, and the United Arab Emirates, and most of Afghanistan, Pakistan, Tajikistan, Kyrgyzstan, Lebanon, Egypt, and Turkey, and parts of Kazakhstan, Russia, India, Libya, Tunisia, and Greece.
The Fall of the Persian Empire
Though the Persians attempted to overthrow the Greek Empire, they lost significant battles and the invasion of Greece was a failure. The Greeks went on the offense and within a few decades were able to liberate the islands of the Aegaean Sea and large areas along the western and northern coasts which had been under Persian rule. The wars established Athens as the dominant Greek naval power.
During this time, inner turmoil rocked the Empire and the failure to win over the Greeks marked the start of the end of the great dynasty. Alexander the Great invaded Persia and systematically began to integrate the defeated Persian into his own empire by requiring his Macedonian officers to wed Persian women.
After the death of Alexander the Great, Seleucus I became the ruler and conquered the kingdom of Babylon. He added all the former Persian regions as far east as the Indus River, Syria and Asia Minor and created the Seleucid dynasty. Persia remained a subordinate piece of this dynasty. With the overthrow of the Seleucids, the dynasty became the Parthian Empire in the second century BC.
Achaemenid Persia (circa 550-330 BC)
In 224 AD Ardashir I rebelled and defeated the Parthians, founding a new Persian dysnasty called the Sassanids. He subsequently conquered several minor neighboring kingdoms and invaded India. Ardasir was succeeded by his son Shapur I who waged war against the Roman Empire. During wars with Rome, Persia lost territories, then regained them with later wars.
Near the end of the fifth century, the Ephthalites, known as the "White Huns" defeated then King of Persia, Firuz II and helped Kavadh to the throne in 501 AD. He was succeeded by his son Khosrau I who became the most powerful of all of the Sassanid kings. His son, Khosrau II conquered almost all of the southwestern Asia Minor and Egypt. However, the Byzantine emperor Heraclius drove the Persians back within their original borders. During the rule of Yazdegerd III, the last Sassanid king, in 632-651 AD, the Arabs invaded Persia and destroyed all resistance. The Persian Empire had fallen and was incorporated into Arab rule.
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Persia Becomes Iran
Fast forward to more recent centuries. By 1907 Persia was divided between Britain and Russia; with Russia controlling the north and Britain the south. At the end of World War I, Reza Khan staged a coup and became the Prime Minister of Persia with the intention of establishing a republic. The Shiite clergy opted to assist Khan in becoming the Shah or "King", believing one man would be easier to manipulate than a people's republic. The Shah created modern cities, reformed education to include women's advancements and centralized government and the military. However, Shah Reza forced modernization and was unpopular with many of his people. It was under the Shah, Persia was redefined as Iran.
Originally, the country's name was Iran which means "land of the Aryans" in the Indo-European language. Persia came from the Greeks; "Persis" is Greek for Iran and the Greeks called the people Persian. The name Persia remained until 1935, at which time the Iranian government requested all countries with which it had diplomatic relations to call Persia, "Iran." [4]
The story circulated the change was suggested by the Iranian ambassador to Germany. It was said he was influenced by the Nazi regime; that German friends of the ambassador persuaded him it was time for Persia to signal a new beginning since it had freed itself from the influences from Britain and Russia. Changing the official name to Iran would signify the population as Aryan race.[4]
Although official government documents used the new name, it did take some time for Westerners to recognize Persia as Iran. Some confused the country with Iraq while others believed it a new country recently granted independence. Eventually, by circa 1941, the name "Iran" was used and "Persia" was discarded.[4]
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It was around 1941 Shah Reza abdicated rule to his 21-year old son, Pahlavi. Pahlavi Shah introduced reforms in the 1960s, but like his father, he was not adept at the implementation of the reforms. His approach often violated human rights and the civil liberties of his people. Iman Khomeini publicly denounced the Shah's reforms and was subsequently exiled.
In 1978, the people of Iran demonstrated against the Shah and he eventually fled the country. During the uprising, the clergy gained political influence. The Shah's opponents united behind Khomeini, who came back from exile with his plan for a clergy-led government. He justified this by applying expansion a welfare policy which assumed guardianship over orphans and the mentally ill to include the Islamic community, deducting that the absence of the twelfth imam of Shiite theology placed the whole community as orphans.
"The Guardianship of the Jurists" rendered the monarchy obsolete as the senior jurists would assume guardianship over the people according to Islamic jurisprudence. In addition, they would claim executive authority over the affairs of the people until the return of the Mahadi. In 1979, the Islamic Revolution overthrew the Shah and according to the new constitution, Khomeini became the Grand Ayatollah, the Supreme Leader for Life. During this revolution, the United States Embassy as well as those from other countries was taken over with hostages held, though U.S. hostages were held longer than those from other countries.
In this position of authority, the Ayatollah Khomeini appointed the judiciary, all military commanders, and the heads of state television and radio. He alone had the power to declare war. He mandated conservative Islamic values and put Iran on a path that was anti-Western. That same year, Iraq went to war with Iran. Eight years later, the war was declared a stalemate and a new Ayatollah was appointed as Supreme Leader: Ali Khamenei. Khamenei remains the current Ayatollah.
Religion of Ancient Persia to Current Iran
The Persian Empire was the first empire to attempt to govern a population of many different racial groups based on the principle of equality for all regarding responsibilities and rights. Subjects were expected to pay their taxes and keep the peace and in exchange, the king did not interfere with local customs, trade or religion.
Originally, the Persian religion worshipped numerous gods which were associated with phenomena such as the sun, fire, moon, water and wind. Religious practices included animal sacrifice, great respect for fire and drinking the intoxicating juice of the haoma plant. Circa 600 BC, a prophet and teacher, named Zoraster founded a new religion he called Zoroastrianism.[2]
Zoraster wanted to replace the ritualistic, idol-worhsiping cults and their Magi priests calling the practices "a lie." He wrote down his beliefs in a book known as the "Zend Avesta." The center of Zoroastrianism was the one god Ahura-Mazda, meaning "Wise Lord."[2] This god demanded "good thoughts of the mind, good deeds of the hand, and good words of the tongue." This new religion didn't take hold until the rule of Darius.
Over the years, the Magi changed Zoroastrianism to a principle of the god Ahura-Mazda representing "light" and the "dark" god Ahriman as the evil spirit and rival of Ahura-Mazda. Each man must choose which god to worship. Zoroastrianism also evolved to include doctrine of the resurrection of the dead and a last judgment. After the Arabs conquered Persia and introduced Islamic religion, Zoroastrianism died out in its homeland, but does exist today among the Parsees in India.[2]
With the fall to Arab Muslims in the seventh century, Sunni Islam became the state religion of Persia. By the next century, Persians were fully invested in the religion and moved the Islamic capital to Bagdad. Persia again became influential and a leader in the world's landscape.
In the 16th century, Shiite dominance of Persia began. Uniting Persia under his rule, Isma'il, the Shah, made the Islamic sect of Shiism the state religion. At the time, Shiism differentiated Persia from the Arab world and the Ottoman Empire which were Sunni. Iran's population today is 90% Shiite Muslims.[5]
The copyright of the article How Persia Became Iran is owned by Cheryl Weldon and permission to republish in print or online must be granted by the author in writing.
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BodiTrak Dash iOS
How to connect with the BodiTrak DataPort?
How to connect with the BodiTrak DataPort?
Last updated over 2 years ago
Ensure DataPort power is OFF (green LED not on); plug USB cord from your BodiTrak to USB port on the DataPort box.
Press the green button to turn on the DataPort (the light will turn green).
If the light does not come on, use the AC adapter to supply power and charge the battery
Search for wireless network connections (on BodiTrak Dash) and in the list find the DataPort that has the number on the side of the box. (e.g., DataPort-xxxxxx).
Click to connect to the DataPort and, if prompted for a password, key in the password printed on a label underneath the DataPort box.


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• 4 oz. Whole Mushrooms, stems removed
• 1 Red Onion, sliced thickly
• 1 Red Pepper, seeded and quartered
• 1 Yellow pepper, seeded and quartered
• 1 T. vomFASS Garlic Extra Virgin Olive Oil
• vomFASS Salt & Pepper to taste
• 1 T. vomFASS Aceto Balsamico di Modena Maletti
1. Place prepared veggies in a large bowl. Toss with vomFASS Extra Virgin Garlic Oil. Sprinkle with vomFASS Salt & Pepper to taste.
2. Grill until tender.
3. Place cooked veggies on a platter and drizzle with vomFASS Maletti di Modena.
Recipe from VOMFASS USA. All images and content are copyright protected. Please do not use my images without prior permission. If you want to republish this recipe, please re-write the recipe in your own words, or simply link back to this post for the recipe. Thank you.
This delicious recipe brought to you by VOMFASS USA.


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I hear (very indistinctly) That's all you told me to say, uh. A book's a book!
Student or Learner
I hear (very indistinctly) That's all you told me to say, uh. A book's a book!
I am not a teacher.
I hear this:
That's all he told me to say. He said, "A book's a book".
And I heard "That's all/S'all you/he told me to say. (little laugh) ... Book's a book."
Remember - if you don't use correct capitalisation, punctuation and spacing, anything you write will be incorrect.
If you could provide more context, it might perhaps become clearer.
Yeah, sure: a novelist is visiting a town and he meets a girl who read one of his novels, so they have a walk together. While doing so there is the following dialogue going on:
Novelist: When I started writing scripts I didn't envision myself filling half-priced bins in videostores either.
Girl: Oh well then, we have a lot in common. What movies, anything I've heard of?
Novelist: Yes, but nothing I'm going to admit to; I want you to like me.
Girl: I like you already.
Novelist: Oh that's good, I want to keep it that way.
Girl: I liked your book, too... the ending was, uh... dark...
Novelist: [Audio]
The problem for me is that the audio clip starts after the utterance begins.
Can you post the added context as an audio clip? Include the following couple of lines, too.


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Our Organisation
Our Vision
Leading the way in accessible transport.
Our Mission
To be a comprehensive transport service providing:
• Accessible, safe and secure transport which is responsive to community needs;
• Advocacy, education, research, innovation; and
• Independence and quality of life for our clients
Our Values
Our values of South West Community Transport provide the Board, Management, Staff and Volunteers with a touchstone against which individual, team and organisational behaviours can be aligned and measured.
• Excellence – being the best at what we do for those we serve and pursuing excellence in the provision of all our services and our dealings with others.
• Innovation – maintaining a thirst for learning and remaining always open to better ways.
• Flexibility – being always open to alternative ways for our team to work and deliver services
• Leadership – being accountable for outcomes and leading the way in our field
• Partnership – Valuing mutual cooperation in the achievement of our mission
• Respect – acknowledging always the inherent value, dignity, rights and wishes of others in all our dealings
• Safety – ensuring safety in our workplace and work practices, supporting staff and client wellbeing.


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Contact Australia's Leading Recruitment Marketing Agency
While we use the latest technology, we firmly believe that the best results happen when people talk with one another. So pick whichever communication method you prefer and let's start talking about how we can help your recruitment business.
Level 3, 55 Pyrmont Bridge Road,
Pyrmont NSW 2009.
Phone: +61 2 9099 1791
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Phone: +64 9 869 2353
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Kuala Lumpur, 59200,
Federal Territory of Kuala Lumpur
Phone: +60 37932 5922