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Perspectives on the provision of education for citizenship in Scotland and France, including a small-scale comparative study of pupil experience in Brittany and Scotland
Harry Blee and Alan McClosky
University of Glasgow
Paper presented at the European Conference on Educational Research, University of Hamburg, 17-20 September 2003
"Le civisme est ŕ la mode"
Work in progress. Please do not cite without authors' permission
This paper is set in the context of recent developments in education for citizenship in Scotland and France. It also take into account the history and development of Education for Citizenship in each country, and considers some of the policy drivers lying behind recent initiatives, notably the advent of devolved government in the United Kingdom and the establishment of a Scottish Parliament in 1999, and issues of national cohesion, integration and regional identity within the unitary French state. The paper combines a review of documentation relating to Education for Citizenship in the two countries, alongside a preliminary comparison of pupil perspectives on the provision of education for citizenship in Scotland and France.
Education for citizenship has been identified as one of the five national priorities in Scottish education. In 2000, Learning and Teaching Scotland, the national curriculum and technology advisory group, published a discussion and consultation paper on the future provision of education for citizenship in Scotland. The paper prompted a large number of responses from educational and civic groups, as well as individuals. An updated paper, together with recommendations for action, was published in June 2002. Scottish schools are now being encouraged to audit their provision of education for citizenship.
The Scottish path to citizenship education diverges very substantially from that identified for English schools as a result of the Crick Report of 1998. For example, there is no distinct subject entitled "citizenship". Rather, it is proposed that citizenship be delivered across a range of subjects, indeed all subjects, in the school curriculum, and through a range of whole-school, and school-community initiatives. Schools are also encouraged to provide opportunities for young people to participate in decision-making processes that impact on their education, and to encourage wider participation and volunteering by young people in their communities.
France has a long tradition of civics and citizenship education, dating back at least to the 19th Century, if not earlier. Despite this heritage, the approach to citizenship education has recently been adapted and updated in the light of rapid political and social change in France, and in particular the increasingly complex multicultural profile of the French population. It has been argued that French education for citizenship has traditionally emphasised respect for, and strict adherence to, centralised state authority embodied in the Republic, while failing to recognise or celebrate the regional and social diversity of the nation, and the existence of multiple ethnicities and identities in France. Indeed, it has been suggested that the civic instruction elaborated under the 3rd Republic was essentially about the formation of a patriotic mindset among the Republic's children as soldiers-in-waiting (Schnapper).
The new programmes are designed to shift the emphasis from values of "nation" to "civic" values, within a broader contextualisation of belonging, taking into account, for example, the deepening of the European ideal, and grounding this learning ultimately in the principles of democracy. They are also intended to encourage critical and reflective learning among French pupils, as well as a respect for democracy.
This paper explores both the content and delivery of Education for Citizenship, and by asking school pupils in the two countries what they have learned, and what they think is important to learn, we are able to draw some preliminary conclusions about the extent to which schools are actually delivering the recommended programmes. The authors can thus at least begin to assess their impact on young people's knowledge and understanding. Furthermore, by comparing the approaches taken to Education for Citizenship in Scotland and France, we hope to point out some of the strengths and weaknesses of each system, and suggest some of the ways in which these two countries might learn from each other.
As a historical aside, it is interesting to note that there is a long tradition of strong political and cultural links between Scotland and France. During the reign of Edward I in England, John Balliol of Scotland and Philip IV of France drew up an offensive and defensive alliance that became a treaty in 1295. Robert the Bruce renewed the alliance with the 1326 Treaty of Corbeil. During the fourteenth and fifteenth centuries the countries assisted each other against the English on six occasions, while the Jacobites of the eighteenth century relied heavily on French support during their renewed struggle for Scottish independence.
The authors
Alan McClosky is the Stevenson Lecturer in Citizenship at the University of Glasgow. He is also a member of the national Advisory Group on Education for Citizenship in Scotland. Before taking up the Stevenson Lectureship he was Head of the Scottish Parliament Education Service. He taught in France for a year as a foreign language assistant in 1986-87. Harry Blee is a Senior Lecturer in the Faculty of Education at the University of Glasgow, having previously taught in secondary schools for many years. Both authors are Project Managers on the Learning and Teaching for Global Citizenship in Initial Teacher Education (ITE) Project. This is a three-year project, funded by the Department for International Development (DFID), to build the principles of global citizenship into the philosophy and practice of ITE courses.
Over the past few years Alan McClosky has undertaken study visits to a number of European national parliaments, regional assemblies, and European Union institutions in order to obtain a pan-European perspective on political education and education for citizenship. In March 2003 he undertook a week-long placement at the Université Catholique de l'Ouest, Vannes, Brittany, France. This placement was supported by the E.U. Socrates/Erasmus Fund for academic exchange, and provided some of the research information contributing towards this paper. Alan would like to acknowledge the support of the EU, as well as the help of Barbara Whitton, at UCO Vannes, who provided a great deal of practical and technical support during and after the placement. Dr. Mary Boyle from Edinburgh also greatly assisted with initial translation of the pupil questionnaire into French. The development of this paper has been assisted by members of the Learning and Teaching for Global Citizenship in Initial Teacher Education Project, which is based at the University of Glasgow {especially Dr Robert A Davis and Claire Duncanson (IDEAS)}. David Whitcombe of The SCRE Centre, University of Glasgow, developed the statistical analysis for the Scottish returns.
A note on terminology
Education for citizenship is the term used in official documentation and the wider current discourse in Scotland. During this paper, the authors may also use this generic term in references to the French context, where it is deemed to equate to the wider concept. In French documentation, various terms have been used at different times and in different contexts: Instruction Civique - Éducation Civique - Éducation ŕ la citoyenneté. The authors have provided direct translation of these terms where appropriate.
Scottish schools and their French equivalents
|Nursery school
|École maternelle
|Primary School
|École Elementaire/Primaire
|Secondary school
|Collčge (lower secondary)
|Lycée (upper secondary)
Review of the recently published documentation relating to education for citizenship in Scotland.
Review of curriculum materials and policy documents relating to education for citizenship in France.
Review of relevant recent literature, from both French and UK contexts.
Questionnaires distributed to a selection of school pupils undertaking a range of courses of study, in both Scotland and France. Interviews with teachers in selected schools in Scotland and France. To be rescheduled for December 2003, prior to completion of this paper.
The questionnaire (see Appendices 1 and 2) was designed to find out about some of things that young people learn about in schools, and what they think about citizenship. It was piloted with six young people in Scotland, some revisions made, then distributed. It was translated, as directly as possible, into French. It asked some general background questions then attempted to find out what young people did in school in terms of action, participation, learning but also what they thought they should be learning. The structure and questions emerged from contemporary UK and Scottish literature on citizenship education, especially Oxfam's Development Education Programme A Curriculum for Global Citizenship (1997), The Global Dimension in the Curriculum (2001) published by Learning and Teaching Scotland, together with the same organisation's papers, Education for Citizenship in Scotland: A Paper for discussion and consultation, (2000) and A Paper for discussion and development, (2002).
The authors also considered using the Octagon Model for the IEA Citizenship Education Study as a framework for research. Kerr (2003) offers one possible framework for classifying and considering citizenship education. However the authors decided that, for the purposes of this relatively small-scale study, the IEA framework required a far wider range of data gathering than would be possible.
Contact was made with teachers in schools in Scotland and France who agreed to distribute the questionnaires to young people in their schools. The questionnaires were all completed during class time and collected at the end of a period. The questionnaire was sent to nine schools in Scotland (four secondary schools and five primary schools) and, through an intermediary in France, to four schools in Brittany (1 Collčge, 2 Écoles Primaire and 1 Lycée). A total of 588 questionnaires were collected in Scotland and 107 in Brittany. The following points should be noted: there was a smaller sample in France -107 compared to 588 in Scotland; the age range in France was wider - 10-18 year-olds compared to 10-14 year olds in Scotland; and some translation issues made it difficult to make direct comparisons in every category, e.g., mayoral visits. The research complied with the research code of ethics of the University of Glasgow.
Developments in education for citizenship in Scotland
Peters (2002) stated that education for citizenship is a response to globalisation, trans-national corporations, the development of ICT and the knowledge economy, the collapse of high culture, growth of a media culture, decline of the nation state and collapse of the socialist alternative. His view that: "... globalization without citizenship is politically blind and citizenship without globalization is theoretically naďve" provides a reminder that the Education for Citizenship documents in Scotland does not accord due emphasis to this observation and its implications for education.
He also argued that recent developments in education for citizenship in Scotland have their roots in the Scottish Enlightenment period in the 18th and 19th centuries. Herman (2001) and Devine (1999) agree. Scotland at that time was not only an important driving force of the industrial revolution but also an intellectual centre. The former suggests that a combination of Scottish philosophers (e.g., Adam Smith, economic understanding and philosophy, and David Hume, political and legal thought) and writers (e.g., Robert Burns and James Boswell) linked to a Scottish diaspora of engineers, doctors, missionaries and businessmen created a "contemporary world shaped by technology, capitalism, and modern democracy". He describes (p185) a "free and open sophisticated culture (which) was compatible with, even predicated on, a solid moral and religious foundation". This is the Scottish Enlightenment's characterisation of a civilised society (p213) and Herman summarises it as a society which feeds everyone, relieves the poverty and misery of the least productive, recognises the sovereignty of the individual and his rights, encourages people to treat one another kindly and recognises that it is better to trade with other countries rather than go to war with them.
Internationally, these sentiments were evident in 1992, when the UN held "The Earth Summit", a conference on the environment and development, in Rio de Janeiro in Brazil. In its newsletter, Connect - UNCED (United Nations Conference on Environment and Development) The Earth Summit (June, 1992), it was reported that delegates from more than 170 countries had agreed on an 800 page action programme which included twenty seven principles. The Earth Summit recognised that environmental issues were best considered when there was the participation of all concerned citizens (Principle 10) and where the creativity, ideals and courage of youth of the world were mobilized to ... ensure a better future for all (Principle 21).
In United Kingdom terms, the first significant Government policy emerged from two White Papers (the first in 1997) where the Government declared its commitment to development education and the elimination of world poverty. It set out an agenda for action by Government, civil society and the research community. Underlying these policy commitments was a strong emphasis on international social justice.
Part of this strategy is the promotion of citizenship education in schools, currently a national priority both north and south of the border. The impact of global forces, whether in terms of markets, industry, culture or technology indicate that we can no longer make sense of our lives locally unless we set them in the context of living in a global society.
In 1997, continuing this process, David Blunkett, the Secretary of State for Education and Employment of the "New" Labour Government asked Bernard Crick, emeritus professor of politics at Birkbeck College, London, "to strengthen Education for Citizenship and the teaching of democracy in schools". When he reported one year later, Crick asserted that citizenship and the teaching of democracy was so critical that it must be a statutory obligation for all pupils. Part of the rationale presented included a need for young people to become involved in community and public life and to think of themselves as active citizens who were willing, able and equipped to have an influence in public life and with the critical capacities to weigh evidence before speaking and acting. (QCA, 1998, p.22).
The policy experience in England was not replicated in Scotland. It should be noted that although citizenship education was part of "New Labour" policy and had a UK dimension, it evolved in Scotland in a different way largely because of the impact of devolution and the advent of the new Scottish Parliament in 1999.
The Scottish experience and response is based on a special political and cultural identity. Although the Scottish and English Parliaments were united in 1707, Scotland continues to have different educational and legal systems, its own established church (Church of Scotland), media and arts profile. It is different albeit that, importantly, the Scottish Parliament takes its power and authority from the United Kingdom Parliament. Since the setting up of the Scottish Parliament in 1999, Scotland has had greater decision-making powers, mainly over social issues such as education, health and care of the elderly. However, it is important to recognise that the "reserved powers", including tax, social security and foreign policy, are retained by Westminster. This was illustrated recently when the Scottish First Minister declined to comment on asylum seekers being held at Dungavel (in Scotland), claiming that this was the responsibility of the Home Secretary in Westminster not of the First Minister in Edinburgh.
Education for Citizenship in Scotland
Towards the end of 2000, Jack McConnell announced five national priority areas for education. Priority number 4 focused on values and citizenship and echoed developments in England under Crick but with a distinctively Scottish interpretation, not least the emphasis on education for citizenship, rather than citizenship education. For this, schools were encouraged to work with parents to teach pupils respect for self and one another and to experience the duties and responsibilities of citizenship by supporting pupils to achieve the foundation skills, attitudes and expectations necessary to prosper in a changing society and to encourage creativity and ambition. In 2001, McConnell said: "Scottish education must increasingly enable young people to acquire a thorough knowledge and appreciation of international and global issues and the necessary skills to enable them to participate actively and responsibly in the affairs of the 21st Century."
In relation to this, Professor Pamela Munn was asked by the Scottish Executive and the Scottish Consultative Council on the Curriculum (now Learning and Teaching Scotland) to chair a group looking at citizenship in Scotland. In September 2000, Learning and Teaching Scotland published her group's Working Group's paper for discussion and consultation, which attempted to set out the nature, importance and aims of education for citizenship in Scotland and some of the characteristics of effective practice. The follow-up paper for discussion and development was published in June, 2002, which included more detail of how education for citizenship might be implemented in Scotland's schools. More recently, these papers have been supported by internet-based self-evaluation tools for teachers and school managers.
In Scotland, Education for Citizenship (2002) attempts to provide a framework that will enable young people to develop, "capability for thoughtful and responsible participation in political , economic, social and cultural life". The framework has four components: knowledge and understanding; skills and competences; values and dispositions; and creativity and enterprise. The authors would not disagree with this framework, but would suggest that there is a tension between allowing schools freedom to interpret the documentation and providing a more structured approach, based around entitlement at all stages of a pupil's school career. Also missing is a commitment to identify where responsibility lies, other than vague notions of responsibility for all. The expertise of certain subject areas, and existing good practice in relation to education for citizenship are acknowledged. However, in an already crowded curriculum, combined with a lack of teacher confidence and training, and in a culture still dominated by measurable performance and exam attainment, there remains a danger that delivery by all will become delivery only by those with an interest and a commitment to the citizenship agenda.
Delivery is the responsibility of all. Schools are advised to audit and self-evaluate. The Schools Inspectorate will soon publish a "How Good is our School: Citizenship" document, which is likely to be the standard for citizenship provision by which schools will be inspected, although it is interesting to note the very "light touch" applied by the national bodies in relation to implementation thus far. There are four broad areas for implementation: pupil participation in decision-making; provision of learning in all areas of the curriculum; cross-curricular experiences and community links and involvement
The LTS documents state that young people should be regarded as citizens of today albeit that as they grow they acquire new rights and responsibilities. Participatory activities are recommended, not only political but also volunteering in such as, neighbourhood watch schemes. The curriculum should be shaped to enable young people to make informed choices and decisions and to take action individually and collectively. The education system should produce thoughtful, responsible, respectful, caring and active citizens who can exercise choice as consumers and producers, and contribute to economic and cultural life. Other features include the linking of rights and responsibilities, the need to recognize conflict in different forms and to be able to deal with controversies by negotiation and compromise, while appreciating the importance of limits to compromise. From a corporate and institutional perspective, young people are urged to achieve economic goals that are consistent with sustainable development and the health and welfare of communities. More generally, they are advised to develop capability for thoughtful and responsible participation in political, economic, social and cultural life.
Developments in citizenship education in France
Citizenship Education in France: a timeline
|Assemblée Nationale Rapport sur l'Instruction publique (Talleyrand)
|Education should teach all citizens of the Republic about the constitution, and should teach them to defend and to perfect it, within a framework of sound moral principles.
|Civic and Moral Education becomes a compulsory subject in Primary schools. Religious education is removed from state schools, as part of the process of secularisation and the introduction of free Primary education (The Jules Ferry laws). Emphasis on Republican and moral values.
|One hour per fortnight of "instruction civique" introduced in lycées. Usually taught by history/geography teachers, or sometimes French teachers. Generally neglected in schools.
|Haby Reform. "Civic and Moral Education" replaced by "civic education". Without a formal, timetabled place in the curriculum, this initiative does not take hold in schools.
|Chévčnement introduces a new programme of "éducation civique" to Elementary schools and the Collčges, involving one hour of compulsory instruction per class per week. This programme did not apply to Lycées.
|New programme of civic education, with a new emphasis on the cross-curricular and whole-school nature of this form of education.
|Extension of citizenship programme through to Terminale (final year of Lycée), delivered as éducation civique, juridique et sociale.
|Publication of detailed guidance, including learning outcomes, relating to education for citizenship in schools.
The current French model and structure of citizenship education
The French approach to citizenship education is designed to form a coherent and progressive pathway from the école maternelle to the baccalauréat. This pathway is summarised below. It is worth stating at this stage that this is an overview of the prescribed provision in French schools, rather than assessment of actual delivery, and thus, the experiences of the pupils during their school career.
Citizenship education in the École Maternelle
Citizenship education is identified as one of the cross-curricular components (domains transversaux) of education at this stage, although there is a specific emphasis on the development of socialisation, of living and working together harmoniously, and the elementary skills of debating and listening to others. A half-hour weekly slot is dedicated to debate in the classroom. The pupils are also expected to acquire knowledge of what it means to be a citizen in a democratic nation, and what the core Republican values are. They also learn about some of the fundamental human rights frameworks, such as the UN Convention on the Rights of the Child.
Citizenship education in the École Primaire
The emphasis on core skills of effective communication and co-operative working is maintained and deepened. Pupils are encouraged to negotiate and formulate their own rules for the classroom environment. They also learn about self-respect and respect for others.
Learning outcomes by end of Cycle2 (from the Ministerial Order of 25th January 2002) (Author's translation)
Pupils should:
Be capable of:
beginning to develop a sense of responsibility.
taking part in a debate on life in the classroom. respecting adults and obeying them in the normal exercise of their diverse roles.
Have understood and learned:
that accepted rules are linked to individual liberty.
certain principles of personal and collective hygiene, and the rationale for these. some simple rules of road safety. some rules to apply in certain dangerous situations. the main symbols and icons of the French nation and Republic.
Learning outcomes by end of Cycle3 (from the Ministerial Order of 25th January 2002) (Author's translation)
Be capable of:
taking part in the development of class and school rules.
taking an active part in life in the classroom and in the school, while respecting the rules. taking part in a debate on some of the problems of school life, respecting the contributions of others, and working together to arrive at solutions. respecting one's classmates and accepting difference. refusing to resort to violence in the daily life of the school.
Have understood and learned:
what individual liberties are permitted within the constraints of collective life.
which universal values cannot be transgressed. the role of the democratic ideal in French society. what is meant by a Republican state. what it means to belong to a nation, as well as notions of European solidarity, and openness to the world. what our responsibilities are with regard to the environment. what the role is of elected local government officials.
Citizenship education in the Collčge
During their time at lower secondary school, the pupils should learn 3 core strands:
education about fundamental human rights and citizenship.
education about individual and collective responsibilities. education for decision-making (jugement).
This process is both subject-specific and interdisciplinary, and is delivered around certain key concepts, which are explored at each successive stage of lower secondary as follows:
Sixičme Individual rights and duties, including consideration of the place of school within society, school as a community of learning, and pupils' responsibilities to their environment and heritage (patrimoine).
Cinquičme Equality, solidarity and safety, including equality before the law, non-discrimination, the spirit of solidarity, and personal safety, both at school and outwith school.
Quatričme Freedoms, rights, and justice, including the judicial system, national identity and a "European citizenship".
Troisičme Citizenship and democracy, including detailed consideration of the Republic, its institutions, the EU, the role of public opinion and the media, social and political citizenship, national defence and international co-operation. There are also some optional strands, including a look at the role of women in society and politics, and the role of science and technology in a democracy.
The intention is to have a vertical spine of citizenship education throughout pupils' time at college. The documentation makes it clear that this learning is neither about "lessons in morality", nor "lessons in constitutional law"; it should be anchored in reality and everyday experience, and should move progressively from the familiar to the more remote and complex.
The citizenship element is delivered via timetabled classes, normally taught by history-geography teachers. It is also tested as part of the Brevet des Collčges.
Summary of knowledge and skills to be acquired by end of Collčge
Understand and master the vocabulary of citizenship, and certain key concepts.
Understand how the main French political institutions work, including Executive and Legislature, and the status of overseas territories. Understand the essential articles of key reference texts. Understand and respect certain fundamental rules of political and societal conduct. Be capable of effective discourse in the context of a formal debate.
Citizenship education in the Lycée
The new, compulsory ECJS programme for Lycées is designed to build on the knowledge acquired in the collčges. It is normally allocated 2 hours per month, or one hour per fortnight, within the Lycée timetable. This two hour slot often takes the form of a debate, for which students are expected to prepare in advance. Despite the goal of interdisciplinary approaches to citizenship education, research indicates that there is little evidence of this, and that it is predominantly delivered by teachers of History-Geography (Académie de Nancy-Metz 2003). The key themes at each stage of upper secondary education are set out below (NB there are very similar programmes in place for Lycées Professionnels/Cycle BEP):
Classe de seconde Living in society to citizenship
|Citizenship and civility
|Citizenship and integration
|The law, human rights
|Citizenship and work
|Political and social rights
|Citizenship and changing family life
|Classe de premičre
|Institutions and the practice of citizenship
|The exercise of citizenship, representation and legitimacy
|Forms of participation and collective action
|The law
|The Republic and identity
|The Republic
|The duties of the citizen
|Classe Terminale
|Citizenship and the challenges of the modern world
|Citizenship and changing science and technology
|The renewed emphasis on justice and equality
|Collective interest
|the construction of the European Union
|Citizenship and globalisation
Preliminary findings, including analysis of questionnaire results
Postscript: towards a universal framework for Education for Citizenship
In conclusion, the Scottish approach to education for citizenship can be characterised by the development of types of knowledge and understanding which explore themes such as "globalisation and the interdependence of the modern world", "exploration of just and sustainable futures", "issues of injustice and discrimination" and "issues of poverty and inequality". It should also encourage the development of skills such as "critical thinking", "creative thinking", "language and communication skills", "numeracy skills" and skills that promote "co-operation with others" and enable members of society to have the "ability to challenge injustice and inequalities".
Attitudes, values and dispositions which promote "a sense of belonging, identity and self-esteem", "respect and care for self and the rights of others", "respect for diversity", "empathy", "commitment to democratic processes" and a "belief that people can make a difference" should be supported. Also ones which encourage people to "join a community organisation", "volunteer in the community or overseas", "stand for election (at any level)", "take part in events designed to raise awareness of injustice", "forge international links, partnerships, etc. with other schools" should be a central principle of the curriculum. However, these themes, skills and values should be studied across the curriculum, e.g., in maths, in science, in language and expressive arts as well as the social sciences.
In summary, education for citizenship should address:
the ways in which the lives of people in Scotland are linked to those of people throughout the world;
the interconnectedness and interdependence of modern living in a globalised world and the realities of a global society; the social, economic, cultural, political, environmental and technological contexts in which we live and how these may be changed; ways of empowering people to take control of their own lives rather than becoming the passive subjects of change and consumption; ways of encouraging people to work towards a more just and sustainable world in which individual and collective agency, and political literacy, inform decision making in areas such as educational policy and the impact on the global dimension; knowledge and understanding as instruments of social and cultural transformation, empathy, tolerance, compromise, limits to compromise, and the affirmation of difference and diversity; innovative praxis which restores the control of learners and teachers over their educational environments; a person-centred education curriculum informed by prior experience, personal and social values consistent with a democratic society, anti-discrimination and the critical application of technology; the interrogation of their own and other people's values and attitudes; direct experience of ideas and initiatives which exploit research and critical enquiry and debate to challenge fixed positions and to formulate alternative thinking; direct experience of pedagogies which stimulate an appetite for participation, consultation and the assumption of responsibility, enabling students to plan, transact and evaluate active and participative schemes of work / methodologies, which help young people to acquire a reflective global perspective.
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Steiner, M. (Ed.) (1996) Developing the Global Education Theory and Practice in Initial Teacher Education London, Trentham Books
Torney-Purta, J., Schwille, J. and Amadeo, J. (1999) The IEA Civic Education Study: Expectations and Achievements of Students in Thirty Countries
Twine, C. (June 2001) Education for Citizenship in Scotland - Report of Young People's Consultation, Learning and Teaching Scotland
UNCED (1992) United Nations Conference on Environment and Development, 'The Earth Summit' Connect, Vol. XVII, No. 2, June, 1992
UNICEF (no date) Education for Citizenship in Scottish Schools - a baseline survey of curriculum and practice in 128 Scottish primary and secondary schools, UNICEF London


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Centre de Recerca en Sanitat Animal (CReSA )
Campus Universitat Autònoma Barcelona
08193 Bellaterra
Laboratory involved: Animal facilities and laboratories in the BSL3 facility
Research topics
Research models and experience available for the following diseases:
- Swine: African swine fever, classical swine fever, PRRS, Hepatitis E, PCV2, Torque-teno virus,
- Ruminants: Bluetongue, Rift Valley fever (sheep), Border Disease
- Poultry: HPAI (poultry and other commercial avian species), West Nile fever (only laboratory), Gumboro, Infectious Bronchitis
- Research on other diseases is also possible, provided that reference materials, protocols and techniques are supplied by the access group (for example, PPRV, Newcastle Disease, Infectious laryngotracheitis)
Contact person
David Solanes Foz
Director de Serveis i Responsable d'Unitat de Biocontenció
Tel.: +34 93 581 44 93
Fax: +34 93 581 44 90
Activities and services
Animal housing for experimental procedures, laboratory for standard procedures with samples obtained during the experiment.
Description of the access to provide
For 2010:Two boxes are already reserved, from 10 of March (entry of animals) to 21 of April (finish of the animal phase of the study).
Access unit is typically comprised of one-month period with availability of two experimental boxes. One week of acclimatation of animals is desired. Four dys are employed in preparing of boxes and posterior cleaning and disinfection; therefore typically a three-four weeks experiment is expected. Boxes have 11 m2 for animal housing. Number of groups is calculated according welfare regulations depending of the weight of the animals at the end of the study. Personnel for keeping of animals and manipulations for sampling are provided. Laboratory personnel support is not included, but access to laboratory equipment is granted for experienced and trained users, under supervision. A detailed study protocol must be agreed at least 1 month before the start of the experiment.
Equipment available: standard laboratory equipment, including centrifuges, cabinets and incubators, small laboratory equipment and consumables. A cell sorter is available into BSL3 laboratory. Specific materials and consumables may be also provided under request. General consumables and use of equipment are charge to the access cost. Exit of samples to non BSL3 facilities is restricted to previous inactivation treatments
N° of access to provide : 8
Number of participants accepted:
2 scientists/technical persons for each unit of access is the usual number of participants accepted.
Travel and subsistence costs
- Travel (economy or tourist class from the place of departure to CReSA, and return), accommodation (on presentation of justification documents), subsistence (according to daily allowance established for Spain, which is 37,40 € for 2009)
Conditions of participant involvement
Background knowledge in sheep immunology, sheep infectious disease, immune mechanism or livestock immunogenetics research is required.
After the end of each project the candidate will:
- Submit a short report
- Fill a questionnaire available on-line at: http://cordis.europa.eu/fp7/capacities/questionnaire_en.html
- The participant is entitled to publish the results of its work at the infrastructure in the open literature.All publications resulting from the project should acknowledge this EC-support by mentioning : "The research leading to these results has received funding from the European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreement n° 228394"
- Proprietary research (research where results are not generally available to the public or only made available under confidentiality arrangements) cannot be supported.
- Travel and subsistence expenses linked to the access will be reimbursed upon approval of the report. Reimbursements will be done according to administrative rules of each hosting organisation.
- For more information about transnational access conditions, see the ANNEX III to the Grant Agreement - Infrastructures
Infrastructure ethical rules
The facility follows ethical rules of the ethical committee of the UAB. A previous submission of the experimental protocol is needed (1 month in advance) for requesting authorisation. This document has a standardized format, and can be filled up in English. Help is provided for ensuring that the needed information is provided
Recent publications (2009)
See the full list, sorted by research Unit at: http://www.cresa.es/cresa3/default.asp?mod=strmenu32
See also
- Infrastructure website: www.iah.bbsrc.ac.uk

subset: commoncrawl


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For me, I decided to take the "weekly approach" for 2013. I am WAY behind, with only 8 weeks actually completed. That's not too bad since week 27 just ended.
Here is my week 27. I used Elle's Studio June Kit for most of the layout. This was one of the first monthly kits I've ever bought. I really like their designs and already ordered their July Kit. The colors coordinated very well. Although, there didn't seem to be enough in the kit to complete a 2 page layout. I ended up incorporating a few cards from Becky Higgins Blush Core Kit, and a few of my own designed cards you will see below.
Other products used: October Afternoon Mini Market stickers, Sn@p letter stickers, SC wood veneers, Amy Tangerine Goodness Alpha Thickers, Pink Paislee tiny tabs, Heidi Swapp letters, Miss Kimm Designs Flair Badges and a new Miss Kimm Designs Stamp set that will be available in my store soon (later this week).
|July 1 & July 7 is from new stamp set that will be available this week
|New Miss Kimm Flair Badges now available in the store HERE
This is the set that I used for my 4th of July insert pages. You can download this free set of printable journal cards from my personal blog HERE.
Check out our newly added flair badges! We will be adding more designs to the store. If you have suggestions, please feel free to comment below or contact me.
And another peek at my new Date Documented stamp set coming this week!
Thanks for stopping by!


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From Runge to Ricker: Picking a Venue {Pt. 3}
To no surprise, we decided on the place that we both already hard our hearts set on: The Lakewood Ranch Country Club in Bradenton, Florida.
I love the country club you picked! We had a time picking our venue! When we first got engaged we had our hearts set on this castle that is about 20 minutes from where we live. I had always dreamed of getting married there ever since I was an intern for a wedding planner and did multiple events there. But after we visited it, we knew it wasn't right for us. There are so many factors and I think you covered them all!ReplyDelete
Wow that is a lot of questions! Glad you found your perfect venue.ReplyDelete
Congrats on picking a venue! Apparently that's the hardest part (unless you and your FI can't agree on a cake you like... but that's when you pull the bride card ;) )
Looks gorgeous and you clearly put tons of effort into making sure it was the right fit for you! Congratulations!!!
Laura @Cook, Wine and Thinker!
Gorgeous venue! That's right down the road from my in-laws and I've been to weddings at several of the places on your list.ReplyDelete
That looks like a beautiful place for a wedding! Congrats on finding it, the venue is the biggest piece of the puzzle I think!ReplyDelete
Wow that venue looks gorgeous! It's such a big deal picking the venue so congrats! Now the fun begins! :)ReplyDelete
Your venue is gorgeous-your wedding day is just going to be magical, I cannot wait to see pictures :)
When my husband and I were picking our wedding venue...we actually knew which one we wanted before we were even engaged! What's most important is that the venue reflects the two of you, and ours certainly did!
I would love for you to stop by my blog sometime and check out some of my Wedding Belles posts, I think they could come in handy for you with your upcoming wedding :)
xoxo, SS
The Southern Stylista
That looks like a gorgeous venue! Still so happy for you!!ReplyDelete
This is really a wonderful post.ReplyDelete


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What game Engine does BHD use?
What is the game engine you guys are using to program this game in?
Just curious, cause I'm almost sure it's not a id engine.
Also, if the engine is different, what are the disadvantages/advantages to working with this engine instead of an id engine (although modified) that you guys usually use?
Re: What game Engine does BHD use?
The engine is an in-house technology developed by NovaLogic. Shockingly enough, it's official name is 'Black Hawk Down Engine'.
Re: What game Engine does BHD use?
I see. I wonder what the devs think of it. I know Ritual has done extensive work with id engines, just wondering if they like/dislike this engine. I'm not a programming guru by any stretch of the imagination, but I'm sure there are things between the two that are odd or different. Just curious what some of the feelings are that they have about it.
Re: What game Engine does BHD use?
Re: What game Engine does BHD use?
Thanks for the feedback. We've been real excited with the positive responses so far over at the Novalogic forums. [img]/forums/images/graemlins/smile.gif[/img]
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Senior Engineering Manager
Job Description
Title: Senior Engineering Manager – Target.com Client API Product
About This Opportunity:
As a Sr. Engineering Manager, you will lead an engineering team in an agile environment building solutions. The key to the success of this position is having strong & innovative approach to problem solving, great technical leadership, excellent communication (written and verbal, formal and informal), flexibility, and a self-motivated working style with attention to detail.
This position is part of Digital Client Services (Target.com Client API) product specifically accountable for building and supporting the solutions for managing the platform and guest facing browse APIs for all Target.com clients. The solutions used include mainstream and open source tech stack to build highly scalable micro services that serve the guest facing needs of target.com (eCommerce) via web and native clients. This position involves managing a team of engineers (Junior to Lead levels) in Minneapolis and Bangalore locations while partnering with key engineering and product leaders across Target.
Use your skills, experience and talents to be a part of groundbreaking thinking and visionary goals. As a Sr. Engineering manager, you'll take the lead as you… Manage overall software development cycle, driving best practices and ensuring development of high quality code for common assets and framework components.
- Build and lead a team of high caliber software development engineers
- Architect and develop the best technical design and approach
- Manage and execute against project/agile plans and set deadlines
- Drive resolution of technology roadblocks including code, infrastructure, build and deployment
- Manage cross-product technical dependencies and drive resolutions to conflicts
- Advocate for technologies, frameworks, design patterns, processes and guiding values of the domain architecture
- Ensure all code adheres to all development & security standards
Requirements for Software Development:
- 8+ years of engineering (software development) experience. Experience with at least one full cycle implementation from requirement to production. Experience in building/implementing high performance & scalable server-side applications
- 1+ years of managing software development teams with a strong track record of project delivery for large, cross-functional projects
- Experience operating medium to large scale systems
- Experience with test-driven development and software test automation
- Strong sense of ownership
- Strong written and verbal communication skills with the ability to present complex technical information in a clear and concise manner to variety of audiences
Desired Qualifications:
- BS degree in computer science or equivalent
- Experience with highly scalable and highly available services
- Microservice based architecture
- Knowledge and experience with CICD across multiple cloud environments
- Strong sense of ownership across a wide product portfolio of services
- Ability to troubleshoot and problem solve across service dependencies.
- Experience with Java, Groovy, Spring, Grails- JVM language and framework
- eCommerce experience with a track record of innovation
- Contribute back to the Open Source community is desirable
- Extensive experience working in an agile environment (i.e. user stories, iterative development, etc.)
Job Location
Minneapolis, MN
Office Locations
1000 Nicollet Mall, Minneapolis, MN 55403
To change or remove this job posting please contact email@example.com.


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Spitfire StevensMember
Content count12
Last visited
About Spitfire Stevens
Bilge Rat
Profile Information
Central Indiana
18th C. Living Historian, Historical clothing Tailor/sempstress, will give talks, workshops on 1st person interpretation, spinning, sewing and embroidery of the time period.
Frock coat pleats
Spitfire Stevens replied to wes1761's topic in Pyrate CraftTo help the pleats stay, I iron in a pleat crease, then hand stitched as close to the edge as I could to secure the crease. Makes it really easy to iron. Just pull the hem down and press! Spitfire Stevens
Brigand's Grove - Aug. 13th & 14th
Spitfire Stevens replied to michaelsbagley's topic in AugustWill we be able to swim in the creek? Spitfire is a water baby. Nathan, consider us for your helpers. I will bring my spinning wheel and demonstrate for the public as last year. Mike and Diana Stevens
Costume History Books
Spitfire Stevens replied to Capt. Bo of the WTF co.'s topic in Pyrate CraftHi Gang: Just so you know. Further research has shown that Alice's ideas were not always spot on. Those who read her must do it with further research, because there are many errors in her thinking, that have been disprooved with further research. That saying, I have a paperback version of hers, and they are fun to read. But do further research, through internet, Colonial Williamsburg's printings, etc. Spitfire.
Connie: This book has the corset you need on the front page! The straps are off the shoulder, and it is just gorgeous! If I remember right there were separate lace-on sleeves. I have the book and can copy the pages on the corset, if you send me an address to mail it. The lovely modern princess style wedding dress you have on does have similar back lines. But not on the front. The front is shaped for a modern bust, not one flattened up from the stomach like a period corset would do. But, if you took in in on the center back side seams, following the line and just take it in about an inch on both sides. Have you found the site: www.costume.org More information!!!! Spitfire
Hello: Here is my two pence worth. I have been doing corsets, and period clothing since 1974. I have studied tailoring for the time periods from 1600 through to 1830. I have a better collection of research books and reference books than the Indianapolis Library. I have five formal sack gowns and have made many corsets. I was Queen Mary at one festival and Queen Elizabeth at another. So, I have the Clothes!!!! First of all the terminology being used in this thread is driving me crazy. I know terms changed along with fashions, but ... The only picture that comes through on this thread is showing a MANTUA, with the skirts pulled back. The mantua can be attached or free flowing at the back. A GOWN falls from the shoulders with no incutting for the waist. Think night gown. Dresses with the top attached to the skirt were not normal until the Napoleon era and later. A sack gown is also a good example. The front attaches to the yoke up and over the shoulder, and it falls from the back neck yoke fitted to the person. I have made a formal, full length sack gown in two hours. They are very simple if you have a dress form and the yoke cut to mirror the shoulder slope of the person. The late 1600/early 1700 corset is off the shoulder and pulls the shoulder blades back, when wearing on a lady could not raise her arms to shoulder level. Which was considered a vulgar movement. The formal corset for that time period that would have been required wearing for the King's court was a very long one. The front point came down as low as the "lady's honor". (If you know where that is) Hence the picture showing the woman slouched in the chair, as you could not sit straight up with one on! My first corset was made thus, and bending was one of the things I could not do in it! As for using period patterns, some are good but a lot of them do not have the neck-back shoulder seam at the proper angle or at the right height. It must be cut for each person individually. None of the clothing for women or men should have a shoulder seam on top of the shoulder. Especially if it is a military coat. No seams to rub with all the gear they carried on their shoulders..Makes sense. The front continued up and over the shoulders and joined a hand width down. This fitting made that seam to fall almost on a bias and helped it to give when the arms are raised to fire a weapon. My Captain husband is a carpenter and the back muscles near his neck means that the back piece ends up almost 5 inches longer than the patterns to allow for his build. I see so many coats cut wrong. I can fit a pattern to a person, But I can not fix them all. Spitfire Stevens
lining or interfacing for stays? front or backlacing?
Spitfire Stevens replied to lady constance's topic in Pyrate CraftHello: As one of the first women in 18th C. to actually make a full sack gown with two petticoats, and a fitted corset, for a French style show back in 1976, I have done a lot of research about stays/corsets. For the common woman, there were stays that laced back, which were covered by a jacket or gown. Stays that laced in front, and the lacings were covered by a stomacher with a jacket or gown. Stays that laced both, and were not seen when finally dressed. And front and back laced stays that were taken apart and made to lace on both sides for pregnancy, and then sometimes sewn back up after birthing or left and worn during the next pregnancy. As for fashion. the class of your persona would dictate whatever you wore or did not wear! Pyrates go for such a broad timeframe, from 1600's to 1800s that general discussion should focus on the decade or time period, as styles came and went. Yul Brenner as "LaFette"? As for back laced stays those with front tie straps, can be done by your self without a maid to serve you, if you lace in a proper in and out spiral from the bottom up, with a very long linen tape. Lace it up enough to get it on, with the back in front.Turn it around, shift it, then pull up on the lacing and down on the waist, till you are comfortable. Do a crochet type of knot about six times and then snake the tie around under your arm and tuck it into your clevage. Tie the straps where they feel right, and there- you have it. The need for the front of the straps to be loose becomes very apparent But I find it is more fun to find an older gentleman visitor wandering in camp and politely as for help in lacing me up. Usually they are embarrased, and decline, I then ask the wife if she minds, but she usually laughs and agrees. I tell him, over my shoulder..."Just think of me as an old shoe, you won't have any problems!" That prompts him to make some nice polite comment and I get to flirt with him!!! I tell him I usually do not get this dressed up till later, because about 10 hours later, my body is ready to get out of the stays! They should NEVER meet in back laced stays upon first lacing. Two hours later you can tighten them, and maybe again later in the day. Some events in the 18th C. are putting the wearing of bodice/jackets for women rules in their registration packages. Sleeveless corsets were made to be covered. NO RENFAIR sleeze (bare shoulders) need apply! Spitfire Stevens :~) I have a pair of stays that I covered in red wool. And are they hot!!!!! I have had linen stays, silk stays, but mostly cotton ones. Do not make a set using upholustery fabric that is coated with a backing. Those are really hot! It took 20 years of washing to get the coating to dissolve, but the weave was great.
where you at paynetown? dost i know thou?
2009 port Washington Event
Spitfire Stevens posted a topic in The Fools GoldHI. I tried to make a connection to visit your port, but the office never returned my call. Sorry. I was even near by. Hope it was a good one! Spitfire (Diana) Stevens
button sizing on woomens justacorps
Spitfire Stevens replied to lady constance's topic in Pyrate CraftIn the 17th C. Buttons were rarely used. Lacing, yeup. Justacorps were male garments, military issued in the 18th C.
my" wettaugh " INSPIRED style short jacket
Spitfire Stevens replied to lady constance's topic in Pyrate CraftHI. Do you mean Watteau? The painter. The sack back gowns that now carry his name, but was not called "Watteau" in their day? This jacket isn't it. You did a good job! You are quite a seampstress! The material is wonderful, and as another one on this blog said, the colors suit you! I have been doing reenacting at historical sites and historical clothing research and productions since 1974, from Medieval up through the War of 1812, and even the 1910's. I have done production sewing for plays and for madrigals. for high schools and for colleges. I am also a past President of a Scottish Society. I am a trained tailor, so I know how items should look, and how to make the lines look to the times and styles. It is very hard to use a new pattern and fit it on your self. If you move to adjust something, another spot then becomes out of line. So having someone fit it on you is really needed. There is nothing about the jacket I can see that labels it "Celtic", except maybe the printing on the Clotilde pattern. It is a nice style and fits the timeperiod of our chosen obsession. The backs on modern men and women are much broader now. We have not worn a corset all our life. We are bigger now. The upper body clothing was worn much tighter than we are used to in modern stretchy materials. That being said, I do think the back spread across the widest part of the shoulders looks a bit large. It shows especially in the sleeve picture that the sleeves should definitely be tighter and higher on the shoulder. So, if it shrinks in the wash, you are probably going to be fine. If you use the pattern again, take an inch off of both of the mid shoulder slopes and make the armscye opening higher. I think you will find that more comfortable, too, to move about. Still one would not cook or do dishes in such a beautiful outfit. Leave the chores to the servants!! I would love to see it in person! Spitfire (Diana) Stevens
my" wettaugh " INSPIRED style short jacket
Spitfire Stevens replied to lady constance's topic in Pyrate Craft
ye be visitn' quite a'bit...thought I should be friendn' ya.
has not set their status
ladies haircoverings
Spitfire Stevens replied to lady constance's topic in Pyrate CraftRE: Please, NO Mob Caps. Hi! I have been doing reenacting since 1974, as a hobby and professionally. The level of authenticity has greatly improved since then, I am glad to say. When I started I was required to go to original sources for my research, there were NO patterns, except maybe a colonial zippered costume dress in McCall's pattern book for Halloween. I had to make my own patterns for the whole family. The answer to your question depends on what decade you have picked to portray. I was at Paynetown, and saw a wide range of clothing styles and gear. I knew what the difference was and was still surprised to see some of the incorrect outfits. The styles went from the 1600's to 1820, mostly, but even with some Buckskinner/trappers pioneer (1860) clothing, showing, too. I am referring to the sleeveless chemise (underwear) worn like a blouse, but not covering over it. The plastic lace (nylon) ruffle did not help it a bit. I could not help but calling one woman on the fact that her blue print mob cap was WAY off. And offered her the loan of a white cap to wear. I just could not stand to look at what was so wrongly being worn on her head next to me the whole weekend. Thankfully she had brought a white cap also, and was open to correction. I have been called the "clothing Nazi" because of it, but it was so glarringly wrong, I had to say something. It is no wonder the public visitors become confused about history and time periods. A full circle fabric with a drawstring about 2 inches inside the edge is an invention of the DAR from the 1930's. It is NOT period even for the Colonial era. If you don't have long hair to plait, curl or twist up, then one has to decide what to do. Paynetown is a mix for sure, so, contact me and tell me what time period you are portraying? What is your character's station in life, and what length of hair do you have? We can find a style/cap that will fit. I have a better historical clothing collection of books than the Indianapolis Library, so, I know I can help you. Back at home port and wanting to go again! Spitfire Stevens


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Patricia O'Connell
Senior Communications Manager
Kirk Nahra Discusses First OCR Sanction Involving a Research Institute
Kirk J. Nahra, chair of Wiley Rein's Privacy Practice and co-chair of the Health Care Practice, was quoted in a March 17 HealthcareInfoSecurity.com article about a $3.9 million federal penalty imposed as part of a settlement involving a New York-based medical research institute for potential Health Insurance Portability and Accountability Act (HIPAA) violations.
The U.S. Department of Health and Human Services' (HHS) Office for Civil Rights (OCR) cited insufficient security management processes, policies, and procedures as the reasoning for its action, and the research institute agreed to a "substantial corrective action plan."
"OCR doesn't have authority over all research entities because they aren't all covered entities or business associates," said Mr. Nahra. However, the office is "definitely sending a message to these folks to be careful and smart with research data," he added.
"This particular case also is complicated by the involvement of a research entity," he said. "So this case also sends a message to the research community that they need to be paying a lot of attention to these issues."
Nahra pointed out that the recent OCR settlements demonstrate "an ongoing and expanded focus on overall security efforts and compliance activities. This is clearly a focus of attention, and an area where companies need to make sure they are taking appropriate action."
To read the complete article, please click here.


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In September 1999, Chris Ofili was painting in his studio in London when his fax machine began to whir. I remember it exactly, he says. It was a strange fax, almost like a handmade flyer. The artifact, forwarded to him by a journalist with whom he'd been corresponding, was being distributed in New York by the Catholic League, in advance of the opening of Sensation, a show at the Brooklyn Museum that included a painting by Ofili titled The Holy Virgin Mary.
The painting in question showed a black Madonna with a small dollop of elephant dung affixed to her breast. Perhaps you remember it. It caused something of a stir.
In the following weeks, Ofili's work would loose a torrent of outrage: angry pickets, sputtering sound bites, even a nut job's crashing the museum and splashing the portrait with white paint. Most famously, Mayor Giuliani denounced the exhibit as sick stuffhe'd not seen it himself, but he'd read about it in a Daily News article under the headline GALLERY OF HORRORthen tried to choke off the Brooklyn Museum's funding and shut down the show. Subsequent articles described Ofili's painting as smeared, splattered, or, in one vivid linguistic curlicue, festooned with dungescalating descriptions that, when distorted in game-of-telephone editorials across the country, made it sound as though Ofili had packed a tennis-ball machine full of wet shit and was firing it at his painting from across the room, while cackling.
In New York, the furor has long since quieted to a quasi-comical echo, but for Ofili it proved hard to block out. At the time I felt quite vulnerable, he says. I didn't really know what the American rules are. I didn't know how extreme things could get.
Ofili's telling me this on his cell phone, calling from Trinidad. He'd just moved to the island two weeks before, and is still waiting for his possessions to arrive. I ask if it's a permanent move, or a temporary refuge. This is my new home, he says.
Those who saw Ofili six years ago as a kind of spotlight-crazed charlatan, a Piss Christ Come Lately, might be surprised to find him making his home so far off the art world's grid. (Born in England to Nigerian parents, he lived in London most of his adult life.) His opponents might also be confounded by his new solo show, titled Afro Muses, a collection of colorful, quietly celebratory portraits that opened at the Studio Museum in Harlem last weekhis first large exhibit in the city since the Sensation ordeal. As a young artist, Ofili was known for his playful, if coprophilic, humor. He once cut off all his dreadlocks, glued them to a pile of dried elephant dung, and called the piece Shithead; an early series of paintings featured a character called Captain Shit, an impressively Afro'd cross between George Clinton, Superman, and Shaft. After Sensation, though, his work has become more subdued. I think that playfulnessit's not like it's not there, but it exists in a slightly different way, he says. Different things have happened to me in my life, so I try to reflect them.
Perhaps it's not so shocking, then, to find that Ofili's retreated to Trinidad. I want to be somewhere where I can grow and make changes and not feel scrutinized, he says. People here are interested in what you do but they don't suffocate you. I just feel I'm somewhere where I can exhale. His close friend, the artist Peter Doig, lives there, and a few years ago invited him for a visit. As it happened, Ofili had been thinking about islands, and journeys, and escapesthoughts spurred in part by his own life and in part by, of all things, an illustration on a dry-cleaning bag. It's a couple looking at each other, with a drawing of a palm tree and a sunset. I quite liked it, and I did a few drawings of it. It was around that time I first came to Trinidad. Two sparks came together, I got a little bit of a flame, and that became the guiding light.
The light illuminated a new series of paintings shown at the 2003 Venice Biennale, Within Reach, for which Ofili once again borrowed religious imagery, this time a black Adam and Eve navigating their way through paradise. I've thought a lot about paradise, and paradise lost, he says. In one way, those paintings were a celebration of paradisea beautiful place where you can relax and be yourself. But they were also about the threats that can exist in paradise: Greed, envy, the poisonous elements, that are always just below the surface.


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Building bridges to cross the class divide
Strengthening lives and communities is one of the essential goals that drives Aeon's efforts, and it requires our organization to form a deeper understanding of the families and individuals we are partnering with.
Bridges Out of Poverty
This past month, the entire Aeon staff met together to attend the Bridges Out of Poverty Workshop, an all-day training event based on the book by Ruby K. Payne and presented to our team by speaker Jodi Pfarr. It was a valuable experience that gave me, and the rest of the Aeon team, an understanding on how class affects us all and most importantly, the trials and tribulations many of our residents experience each day — not just despite, but sometimes because of our well-intentioned efforts to help.
With the knowledge and tools to more effectively connect with individuals from all economic backgrounds, I think we all left the workshop motivated to create better outcomes through our work with Aeon residents.
Aeon in many ways is setting the standard for affordable housing and you can see this in our homes. We make quality a priority to change the perspective on what affordable homes can and should look like. We're diligently working to show the world that "home changes everything." Along with the high standards we set for each property, we go above and beyond to connect our mission and vision to strong outcomes.
That's not to say, however, that we don't have areas where our organization can improve, too.
Mental Models of Poverty
One of the key messages that stuck out to me during and after the workshop was the mental model for poverty, which refers to the internal picture of poverty that we formulate in our own heads and how this picture is shaped. The exercise taught me that individuals living in poverty are often relationship based, have a present focus and see problems as interlocking, versus the middle class who are achievement based, have a future focus and see problems as contained. Understanding the differences in these models helps me see how our organization can better serve individuals with the greatest barriers to home.
Going forward as an organization, we will examine how to build stronger cohesion between economic classes and develop relationships of mutual respect in our organization and the communities we serve.
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Saturday, November 27, 2010
Russia lends Venezuela $4 billion for arms
"We were in Russia not long ago and the Russian government gave us a $4-billion credit to help us with [building up] our defense capability," Chavez said.
"We are simply doing the task of defending the fatherland from the threat of [the U.S.] empire and its allies," he said.
In a related development, Russian President Dimitry Medvedev met with Iranian President Mahmoud Ahmadinejad, a couple of weeks ago, on the sidelines of the Caspian Sea summit.
After their meeting, Mr. Medvedev issued a statement saying that "Russia seeks to improve its political, economic and even military ties with Iran."
The Russian President went on to say that "following the" adoption of the UN "sanctions resolution", certain countries "sought to intensify sanctions against Iran, to which Russia strongly opposed and took stances against."
A few days later, Mr. Medvedev met with US President Barack Obama at the Asia-Pacific Economic Cooperation summit in Japan, where the two visionaries pursued their longstanding goal of resetting US/Russian relations.
Hmmm..., Medvedev met with Chavez, Ahmadinejad and Obama, apparently, to solidify his relationship with his friends and allies - 'The Axis of Virtue & Magnanimity.'
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- May 20, 2018 at 6:40 PM


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Today we spent in a restored 1840's town called Historic Nauvoo, in Nauvoo, Illinois run by the LDS church. The kids got to learn about making candles (we got to take some home!), clothes, bread, rugs, lots of other things! We made our own rope (we got to keep!), learned about barrels and wheels, watched a blacksmith make a horseshoe (which we got to keep), and leaned how the bricks for the city were made (we got one of those too!). We also learned about the people who built and lived in the town. Very interestering and interactive.
We also got to see the Restored Nauvoo Temple, and here is the beautiful building. I hope you all had a wonderful mothers day too!


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When NARS announced that it will debut its store in Malaysia, I was indifferent. I have never adored its rubber-like packaging, but that did not deter me from getting my hands on the mega glitter blush, Super Orgasm!
My jaw dropped when I first saw giant flecks of silver glitter on the pan, and I actually bought this blush unswatched. LOL!
On my skin, the blush gives me a natural look, without looking too dolled-up. The glitter in Super Orgasm does not stay on the cheeks upon application, but the glitter seems to disperse in the air, like how a loose powder does. Having said that, I did not detect the chunky silver glitter landing on my clothes and other facial features; perhaps it was due to me tapping my blush brush on the side of the pan before application.
Although this blush looks hard on the pan, the after application results in slight iridescent finish. The shade may appear light upon initial application, but it is buildable, and that makes this blush not tricky to play with.
The only concern I have with this blush is that my pores were slightly emphasized when I use it. However, the peachy-pink shade is really flattering on light skin tones, and I love how good it looks on photographs. After checking out more swatches of Super Orgasm and Orgasm (yes, NARS named two different blushes as such to fulfill our lust for peachy-pinks), I am even more glad to have settled with the former.
I simply find Super Orgasm more interesting to own, and it is actually wearable despite the giant flecks of silver glitter. To me, Orgasm is……boring. LOL! Again, that is personal, and I just have to remind you that I am a fan of shimmer!
NARS is now available in Pavilion, Kuala Lumpur, and my wallet chirped in RM 120 for Super Orgasm. Do you own anything from NARS that you like?
With love,


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2.35ct Black Princess Cut 3 Stone Diamond Engagement Ring 14k Black GoldFront Jewelers
Updated at 9/23/2014 19:06:32 - Details
This new certified 2.35ct diamond ring is set in 14k black gold (an advanced electroplating solution of black rhodium with stabilizer is applied to the white gold ring to achieve its dark finish). An excellent AAA quality 1.75ct solitaire black princess cut diamond is set atop the item. .65cts of... see all


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My laboratory wishes to understand the role and regulation of autophagy in epithelial homeostasis and cancer pathogenesis. Autophagy is a genetically-controlled catabolic process through which a cell "eats itself" during times of stress or starvation. Autophagy has important therapeutic implications for numerous human diseases, including cancer, yet how this fundamental process influences cancer progression remains unclear. Using in vitro and in vivo approaches, our goals are to investigate the role and regulation of autophagy in:
- Epithelial cell fate and oncogenic transformation
- Chemotherapeutic response in cancer cells
- Tissue homeostasis and tumor formation


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Bottom of the 9th/Last Pitch ...
We're down to the wire! The volunteers who bring you This Way Out each and every week need your help to at least match the amount our listener-sponsors donated during last year's holiday season. We need to demonstrate to our longtime foundation funder that there's enough grassroots support for This Way Out to justify their renewed grant to us in 2012.
Whatever you can afford (it's also tax-deductible in the U.S.) will support a truly unique LGBT community resource.
Please don't assume that others will donate even if you don't!
Postal-mail your check or money order to
This Way Out
P.O. Box 38327
Los Angeles, CA 90038 USA
or log on to thiswayout.org to make a secure online donation via PayPal.
Thank you, and warmest wishes from the This Way Out family to you and yours for a safe, healthy, productive, prosperous and pleasure-filled 2012.


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Adlinks// MANGO DENIM JACKET / MANGO LEATHER SANDALS
I've been looking for a denim jacket to match Adam's for a while and was happy to find this one from Mango. It's a longer fit, which I really love and I love the ripped look - perfect to throw over any outfit to make it more casual and edgy. The sandals are also from Mango and so feminine on - the are a tiny bit small in size, so would suggest you go up a size in these ones. They are real leather and I love that gold ring detail - minimal perfection. Both items were only £35.99 each!


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2015 Hubert The Stag Pinot Noir
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- Cellar 3 - 4 years (2019-2020)
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Semi translucent dark red colour with a crimson red hue. Fragrant aromas of ripe dark cherries and anise intermix with toasty cedar, some meatiness and spice. Light to medium weight with good richness, length and a supple mouthfeel the palate has flavours of ripe dark cherries, anise, toasty oak and spice. Very fine grained velvety tannins. Finishes with an aftertaste of spicy dark cherries, anise and toasty cedar.
Drink over the next 3-4 years.
Alc 13%


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KUWAIT: A security source said all land and sea locations are monitored round the clock, adding that cases of suspicion about belonging to or sympathizing with terrorist organizations are being referred daily to state security and detectives, at an average of five to 10 cases a day. The source said the interior ministry, in cooperation with many government departments such as the defense ministry, customs, aviation and ports authority, seeks to find any security loophole on the Kuwaiti borders, while any security shortcoming is dealt with instantly and the persons responsible are held to account.
The source said undercover teams have been formed by the interior ministry to spot loopholes and prepare confidential reports about them. He said that camps, animal pens, farms and even areas many people frequent such as auctions are monitored by the interior ministry. The source said the interior ministry monitors any attempt to recruit youth to terrorist organizations, or communications between terrorist groups and their sleeper cells here in Kuwait. He said security reports are filed every six hours to monitor any suspect who threatens state security. – Al-Qabas


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Corporate Event at Holman Ranch
While working on some fun 2014 proposals for events at the beautiful Holman Ranch, we got to reminiscing about this fabulous corporate event last year. Meeting Dynamics brought a Napa Valley Winery Group out to Holman for their International Sales Conference and boy did they have quite the party break planned for this gathering. It was a great night for us as well with 20 of our best chefs and service staff PLUS Dean & Debbie working their catering wonders. Check out the menu below – good thing they had a live band to help burn a few calories.
We worked with a lot of great vendors that night, and want to give a special thanks to Photographer Scott Chernis who shared these pictures with us and took some great shots of our staff that night.
Event Planner: Meeting Dynamics
Decor Rental: Illusions of Grandeur
Rentals: Chic Event Rentals
Band: The Money Band
Venue: Holman Ranch
Caterer: Classic Catering
Classic Catering Event Manager: Richard Wood


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Paraguay shocked Argentina in Cordoba, running out 1-0 winners in their CONMEBOL World Cup qualifier as the Albiceleste played without L...
Paraguay shocked Argentina in Cordoba, running out 1-0 winners in their CONMEBOL World Cup qualifier as the Albiceleste played without Lionel Messi once again.
The visitors jumped out to a dream start as Derlis Gonzalez put his right-footed shot past Sergio Romero in the Argentina goal, with the assist coming from Angel Romero.
Argentina got a break early in the second half, as Paulo Silva was whistled for handball in the penalty area, but Sergio Aguero's effort from the spot was saved by Justo Villar.
The hosts pressed hard for an equaliser down the stretch, with Gonzalo Higuain and substitute Paulo Dybala both going close in the closing minutes, but Paraguay held on for the unlikely win to further dent Argentina's qualifying campaign.
Argentina are undefeated with Messi in the lineup, but have only won once in seven tries without their talisman.
Brazil made relatively short work of Venezuela beating them 2-0 on the road in Merida.
Playing without the suspended Neymar, the Brazilians didn't miss a beat, as Gabriel Jesus opened the scoring for the visitors in the eighth minute with a right-footed shot from distance to give his team an early 1-0 lead.
And Brazil would double the lead early in the second half as Willian blasted home from six yards out following a pass into the area from Renato Augusto.
The win puts Brazil at the top of the CONMEBOL WCQ standings, edging them ahead of Uruguay.
Fernando Mina's 84th-minute goal helped Colombia to a 2-2 draw with Uruguay in Barranquilla.
The hosts had started brightly, with Abel Aguilar heading home the opener for Colombia in the 15th minute, but Uruguay's Cristian Rodriguez had the match back on level terms ahead of the half-time break with a 27th minute header of his own.
Cristhian Stuani headed a pass to Luis Suarez in the 73rd minute and the Barcelona striker put his country back on top briefly.
With full-time approaching, Mina was able to reach a cross into the penalty area from Juan Cuadrado and head home past Fernando Muslera to salvage a point for Colombia.
|Group standings
Ecuador, who finished with 10 men, were minutes away from leaving La Paz with nothing to show for it when Valencia struck for the second time on the night.
Pablo Escobar had the hosts in great shape at the break after scoring twice in the opening 45 minutes to give Bolivia a 2-0 half-time lead.
But Valencia struck early in the second half and then again in the 89th minute to keep Ecuador firmly in the picture for a berth at the 2018 World Cup in Russia.
With their qualifying campaign on life support, Chile earned a huge 2-1 win against a very pesky Peru side.
Arturo Vidal headed home from a Mauricio Isla cross in the 10th minute to put the hosts up early.
However, Edison Flores levelled for Peru in the 76th minute, but Vidal scored again in the 85th minute to secure all three very needed points for Chile.
Vidal has now scored Chile's last five consecutive goals during qualification


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Lately, I have been wearing a scarf every.single.day. Well, almost everyday. I seriously am getting to the point where I feel naked if I'm not wearing one. Urban has the best ones around in my opinion.
My Christmas list will be a long list of different types of scarves from Urban Outfitters and t-shirts from Junk Food. Junk Food Tees are so awesome. They have all kind of t-shirts featuring vintage logos, bands, comic book characters on them. They're a little bit overpriced I think, for usually $25 per t-shirt, but they're so cool!
Ta-ta for now!


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|Forum Gallery Shop Sponsors
|Home · FAQ · New Posts · My Posts · PMs · Search · Members · Members Map · Calendar · Profile · Donate · Register · Log In
|Home > eBay & Bargain Spots > The "eBay & Bargain Spots" forum
| Martin
Site Administrator & Owner
Member Since: 26 May 2005
Location: Hook Norton
Posts: 3641
Due to demand this is a new area to post up good deals, bargains or otherwise interesting Range Rover Sport items - vehicles, parts, accessories, etc - spotted on eBay (or other auction/listings sites).
|Thu Nov 10 2011 11:34am
| x5pea
Member Since: 03 May 2007
Location: Lanarkshire
Posts: 2097
good idea mate
|Thu Nov 10 2011 11:49am
Member Since: 16 Sep 2011
Location: Essex
Posts: 242
Great sub forum lets share deals we come across so we can all benefit RR Sport TDV8 09 Santorini Black with all the trimmings
|Thu Nov 10 2011 10:10pm
| RRS-Spy
Member Since: 01 Nov 2011
Location: London
Posts: 169
If you already had some, didn't need any but came across them, surely you would let your fellow RRSers know ? Proud owner of a 2008 TDV8 HSE.....and an Audi A3 2.0T DSG Cab and a Porsche 911 Turbo (Mercedes W208 320 CLK and Mercedes W124 E220 Estate now gone)
|Tue Nov 29 2011 5:58pm
Member Since: 16 Sep 2011
Location: Essex
Posts: 242
Not exactly in the spirit of a forum RR Sport TDV8 09 Santorini Black with all the trimmings
|Tue Nov 29 2011 9:17pm
| sam006
Member Since: 10 Sep 2011
Location: Kent
Posts: 108
Or you find yourself a lovely bargain on eBay then someone with the best intentions tells potentially 100's of other people about it? Had this happen a couple of times on a Lotus forum, was a bit frustrating to be honest. Just my penny's worth Range Rover Sport HSE and for a bit of weekend fun a S1 Lotus Elise with a few track biased additions!
Gone; Boxster S, Alfa Spider MY08 LE, X5, Audi TT, E46 M3 Cabrio.
|Tue Nov 29 2011 10:46pm
| Stuart
Member Since: 17 Oct 2013
Location: Manchester
Posts: 561
Can I ask a question about this?
I just put something RRS related on eBay, I am not sure what it is worth so I cant name a price and so I cant put it in the "for sale" room, hence I put it for auction to suck it and see.
But as I read it, the rules here prevent me from saying "Hey guys, I just put X on eBay, here is a link in case anyone is interested". That seems a bit backward as chaps here might be interested in what I am selling, but the rules prevent me from telling them about it? And forums are about sharing info, etc......
Can someone clarify/advise?
|Wed Jun 25 2014 10:19pm
| Ady 555
Site Moderator
Member Since: 12 Dec 2010
Location: Good old yorkshire
Posts: 8721
You must have some idea what it is worth. Just take a look at what other items are selling for, similar to yours, and put it in the for sale section. You can mention its also advertised on ebay, but as you say, NOT post a link to your own advert. A plus point to advertising on here, its free with no fees but a small donation to the site is always a good gesture.
|Thu Jun 26 2014 9:37am
| Martin
Site Administrator & Owner
Member Since: 26 May 2005
Location: Hook Norton
Posts: 3641
Stuart - a look at the FS&W rules gives ideas of how to research prices (i.e. look at sold items, or ask!), and if you really, really don't know then you ask drop me a PM and ask for an exemption.
|Thu Jun 26 2014 11:22am
| Stuart
Member Since: 17 Oct 2013
Location: Manchester
Posts: 561
99p I have indeed.
|Thu Jun 26 2014 4:47pm
| hoppy_70
Member Since: 28 Mar 2009
Location: United Kingdom
Posts: 348
What is it? I need closure! Range Rover Sport 3.0 SDV6 HSE Dynamic 2016 MY
|Thu Jun 26 2014 7:17pm
| Andi
Member Since: 26 Jan 2014
Location: Here & There
Posts: 263
|Thu Jun 26 2014 7:34pm
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I have been doing the 21 Day Fix since August 24th, with modifications from my doctor. I am clean eating (no chemicals), low carb, high(er) fat, high protein. In a month, I have taken off 14 of the 30 pounds I gained after my thyroid was radiated. I exercise 6 days a week (three days of cardio, three days of strength training). I have a protein shake a day (Shakeology for now, but I'm not fond of the taste, so I will probably switch back to the brand I do like), 3 meals, no snacks.
And hey, I think 14 pounds in a month is pretty darned good, don't you?
I have been forced to look for recipes that I can modify. Before when I did low carb, I could do pumpkin, or a small bit of sweet potato, and beans. I mean, refried beans are a bariatric patient's best friend after surgery. My endocrinologist will not allow me to have any of those things. I miss pumpkin – it was a good starch replacement.
And can I just say that I'm really sick of eggs for breakfast?
I mean, not to complain, my numbers are all excellent. I'm down 14 pounds and 11 inches. I'm getting in 10,000 steps per day. I'm healthy and fit and happy. I'm sore as all get out from working out, and not from being lethargic.
I did finally find a recipe that I could follow that was eggs for breakfast, but not actually like eating eggs. I love French Toast. Always have, always will. I found a recipe on Pinterest for toastless french toast.
Soften 2oz of cream cheese in the microwave for 20 seconds. Add to a blender with 2 eggs, a splash of vanilla, cinnamon (it calls for pumpkin pie spice, but I hate nutmeg) and blend until smooth. Then I take some frozen blueberries or strawberries (or whatever fruit I have) and put it in a microwavable bowl. I add the egg mixture to the bowl and stir in one package of Stevia. Then, you microwave it for 1.5 minutes. Flip it over, and microwave it again for another 30 seconds. The recipe says to use honey on it, but I just eat it like it is. Yummy. I usually have that with turkey bacon.
Also, veggies are getting boring. I eat a ton of salads with salsa and smashed avocado. Last week, I re-discovered sugar snap peas – they give me the crunch I'm looking for from chips, but without all the carbs and junk.
I've also had to increase my red meat consumption to up my iron. I have adapted the 21 Day Fix Turkey Meatball recipe to use ground sirloin. I omit the panko. Really yummy. I serve it to Mr. G with pasta sauce. I just eat them like they are, or make it into a meatloaf.
So, all this seems to be paying off. And optimal health will help keep that cancer in remission. Sad that it took me 43 years to figure that out.