text:
Ma voyance discount
Le meilleur de la voyance à prix discount
Is the quality of the consultations for "Ma Voyance Discount", good quality?
Our clairvoyants are not cheap clairvoyants. Their consultations can be either on their own or from other firms.
No one predicted me a "best actor" award after seeing me on the video…. if that's not good clairvoyance I'm losing my Latin
Some are real leaders who are in great demand and oh so reassuring.
Some psychics are more appealing than others.
The psychics at "Voyance Discount have access to freedoms and working conditions they don't find anywhere else. They are suddenly cooler, more attentive, and less stressed.
Generally speaking, consultations are calmer, cooler and less stressful when the consultant knows that the bill will not be high. He leaves time for the seer to consider the case presented to him.
No aggressiveness because the meter is ticking, everyone gets something out of it, the customer first.
Business Name:
Ma voyance discount
/Paris île de France 75001France
01 86 61 85 92
About Paris
Paris (French pronunciation: [paʁi] (listen)) is the capital and most populous city of France, with an estimated population of 2,165,423 residents in 2019 in an area of more than 105 km² (41 sq mi), making it the 34th most densely populated city in the world in 2020. Since the 17th century, Paris has been one of the world's major centres of finance, diplomacy, commerce, fashion, gastronomy, science, and arts, and has sometimes been referred to as the capital of the world. The City of Paris is the centre and seat of government of the region and province of Île-de-France, or Paris Region, with an estimated population of 12,997,058 in 2020, or about 18% of the population of France, making it in 2020 the second largest metropolitan area in the OECD, and 14th largest in the world in 2015. The Paris Region had a GDP of €709 billion ($808 billion) in 2017. According to the Economist Intelligence Unit Worldwide Cost of Living Survey, in 2021 Paris was the city with the second-highest cost of living in the world, tied with Singapore, and after Tel Aviv.Paris is a major railway, highway, and air-transport hub served by two international airports: Paris–Charles de Gaulle (the second-busiest airport in Europe) and Paris–Orly.
Neighborhoods in Paris, île de France
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text:
That Roger Goodell, lord high commissioner of the National Football League, is a well-kept tool of the various plutocrats who own the franchises in the league over which he ostensibly presides is well beyond dispute at this point. But, as he currently helps the league commit consumer fraud on a weekly basis by entrusting the game to scab referees, he also is giving the game away on how exactly the people who pay his salary feel about people who work on salary generally in this country. Here's the head of the NFL Referees Association, even before this latest weekend of high-rent grifting:
"The key is the pension issue," [Scott] Green told HuffPost, adding that the pensions have been around since the mid-1970s. "A lot of our guys have made life-career decisions based on assuming that pension would be there."
In facing a pension freeze, the NFL refs have plenty of company. Corporations across the country have been trying to switch their employees from traditional defined benefit pension plans to cheaper, less reliable defined contribution plans. Just one example is Con-Ed, which recently locked out workers as it tried to phase out employees' traditional pensions and move them to 401(k)s.
And then, from the man himself:
"From the owners' standpoint, right now they're funding a pension program that is a defined benefit program," said Goodell, who was in Washington on Wednesday attending a luncheon hosted by Politico's Playbook. "About ten percent of the country has that. Yours truly doesn't have that. It's something that doesn't really exist anymore and that I think is going away steadily."
(Gotta love that "Yours Truly" touch. Rog is suggesting to the Politico buffet-grazers that he's really one of them. He'd sell them all for car-fare if it put another million in Jerry Jones's pocket.)
That's the tell, right there. This is the technique that has worked — alas, too successfully — for the one percent in almost every industry in America. People don't really have pensions anymore because the financial-services industry helped the one percent loot them for the benefit of folks like Willard Romney, which they were able to do because they were encouraged to bust unions and force people into 401K's, which sank with the rest of the economy while they were stealing everything that wasn't nailed down. Now look, over there: That teacher/fireman/NFL referee has something you don't have! That person stole it from you. Go get 'em. We'll wait right here on our piles of money while you and him fight.
Defined-benefits pensions "don't really exist" anymore because of deliberate acts of politicians that encouraged their wholescale destruction by American business. We didn't "evolve" from them to 401K's. We got them stolen out from under us. Roger Goodell is just the latest front man.
Charles P Pierce is the author of four books, most recently Idiot America, and has been a working journalist since 1976. He lives near Boston and has three children.

subset: commoncrawl


text:
I'm on vacation!
In a surprise twist, pun way fucking intended, I am now the owner of a pair of sensible walking shoes.
Fuck my life.
It's official.
I'm old.
I sprained my ankle.
I am so not happy about having sprained my ankle, said ankle currently elevated, wrapped in an ace bandage with a package of organic frozen corn on it.
I hear hormonally treated, pesticide sprayed corn won't help in the healing.
My person today, when I was talking to her, said in her bright cheery voice, "Oh! Look at that! God wants you to slow down and really enjoy Paris! You get to really soak it in."
Fuck my life.
I mean.
Fuck you.
Even though.
She is absolutely right.
I have been slowed down.
You should have seen me at the PJ Harvey show last night.
A show I normally would have been up front for, screaming my heart out, singing along, having my music experience.
I was in the handicap section seated with my leg propped up on the ledge in front of me.
At least I was at the show.
The ticket was a total last-minute surprise.
And I got taken out to dinner too.
So yummy.
Like, all the yummy things.
Fuck, I love oysters.
Kumamoto's from Hog Island.
St. Simone.
Pacific Gold.
And Island Creek.
So damn good.
For an appetizer my friend and I split the Ahi Tuna tartar.
And I had the seared Ahi Tuna with turmeric, scallion oil, fresh dill and toasted silvered almonds.
Such lovely food.
It took my mind off the ankle.
The ankle that I have NO FUCKING IDEA how I sprained.
I have a theory.
I think that from repeated uphill parking on my scooter that putting down the kick stand I may have been giving myself some stress on my ankle.
And open full fucking idiot disclosure, I know you're going to say, I told you so, I've been wearing Converse on my scooter and they are flimsy shoes.
I wear them with inserts, but they are really a good shoe and well.
I'm not old, necessarily, but I have 44 years on these feet and I have not often enough worn good shoes.
I upgraded.
Big time.
Part of me wants to tell you that the shoes are fucking big time ugly, they're not, although, yes, bland and not what I would call sexy by any stretch.
But then again.
You know what's really sexy?
Being able to fucking walk.
I hobbled my way to the Inner Sunset today.
I took yesterday and today off from work, I could barely make it up the stairs yesterday into work, I got to the top, sat down on the floor and cried.
I was utterly mortified.
My boss was so sweet and so kind and got me situated on the couch with a compression bandage and an ice pack and I started making the calls to my doctor at Kaiser.
The bad news.
No one could see me yesterday.
The good news.
Mild sprain.
If it was severe I wouldn't have been able to walk on it at all.
I procured a brace from Walgreens that I was able to get around enough on to get me back to the house after an hour of sitting with it icing on and off and elevated and trying to hold back the tears.
I cried a lot yesterday.
I am teary now.
But not so bad.
I mean.
It felt like my whole fucking trip got shit on.
But when I was talking to my therapist she said something that I feel is prescient, that her sense was that if I took care of myself, rested, and took some precautions I would be ok.
That does seem to be the case.
My friend, after the concert, also doctored me up a bit, the brace was not so comfortable and I got an ace bandage wrap as a parting gift.
The wrapping seemed to help and I slept with my foot on a pillow and took a lot of ibuprofen.
I also called into work.
I mean.
I could barely go a block from the MUNI station to the Embarcadero where I met my friend for a coffee at Blue Bottle before Slanted Door.
I wore my pink Saucony's out last night, but knew I wanted to grab a better pair of shoes.
So today, after taking my time getting going, more icing, more elevating, and bolstering my emotions, I set out for On The Run.
Running shoes are fucking hideous.
Who wears these ugly things?
I suppose people who don't sprain their ankles like I do.
Anyway after being thoroughly grossed out by the shoes I asked the clerk, well what about walking shoes.
To go with my bifocals.
He pointed some out.
Not sexy.
Not hideous.
He brought them out.
I slipped them on.
Holy shit.
It was like walking on sunshine.
The difference was immediate.
I felt stable, supported, my knees hurt less almost as soon as I took a few steps and the clerk showed me a trick to tying the shoelaces that added extra ankle support.
I almost danced out the store.
My pocket-book was a lot lighter than when I went in, but I am super glad I allowed myself to get the shoes.
I got back here.
Ate lunch.
Did some writing, made some phone calls, and met a friend for dinner at Thai Cottage.
I did not go fast.
But I did not go as slow as I did last night and though it's not as fast as I want.
It's fast enough.
My person is right.
I get to really slow down and take things in.
I sort of hate it when she's right.
She often is.
But I also am extraordinary grateful that she is too.
"You can do whatever you want," she told me tonight, "as long as you accept the consequences."
I won't look sexy and chic in Paris with my pretty platform sandals.
I will, however, be happier in my comfortable old lady shoes.
Old ladies be hella sexy.
Just sayin.


text:
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South African Journal of Education
On-line version ISSN 2076-3433
Print version ISSN 0256-0100
S. Afr. j. educ. vol.31 n.4 Pretoria Jan. 2011
The international impact of Education research done and published in South Africa
Charl Wolhuter*
The aim of this article was to determine the international impact of Education research in South Africa, through a citation analysis of articles published in the South African Journal of Education from 2000 to 2010 The citation impact (nationally as well as internationally) was found to be low. The international impact has been particularly poor, both quantitatively (in terms of the number of citations) and qualitatively (in terms of the standing of the publications in which this research does get cited, seen in the context of the hierarchy of scholarly publications). The article shows that certain topics of research in South Africa fail to break through to the international arena at all, such as research on the current restructuring of education in South Africa. Research that was cited most often in international journals dealt with research methodology, creativity and entrepreneurship education, beliefs and perception studies, and language-in-education in South Africa. In conclusion, a number of recommendations are made for raising the international profile of Education research that is done in South Africa and for further research in pursuance of that objective.
Keywords: Education research; impact; internationalisation; South African Journal of Education
Internationalisation has always figured strongly in universities and in scholarship, and at the onset of the 21st century the imperative for internationalisation is getting ever stronger. Jane Knight (as cited by Welch, 2002:434) offers the following definition of the internationalisation of education: "Internationalisation is a process of integrating an international, intercultural dimension into the teaching, research and service functions of higher education." Knight (1996) also offers political, economic, academic and cultural arguments for the internationalisation of higher education in an age of competitive globalisation. Internationalisation could also be linked to the more altruistic motives of international cooperation and international dimensions of the common good (Jones, 1999:14), while a number of intellectual and scientific considerations may be added as well, as internationalisation brings about essential academic crossfertilisation. In the absence of international interaction,epistemological, content-wiseand other assumptions are unlikely to be continuously and rigorously re-examined (Welch et al., 2004:318-319). Academic parochialism (a low international impact could be indicative of academic parochialism) can therefore have very destructive results for the scholarly enterprise in the long run.
One of the criteria of scientific knowledge and one of the final steps in the scholarly production of new knowledge, is that it should be incorporated into the existing corpus of scientific knowledge. The researcher therefore aims at reaching the maximum readership for his/her research. What makes the issue of the internationalisation of scholarship especially compelling in the case of South Africa, is the country's distance from the heartland of international scholarship (North America and Western Europe) (Welch et al., 2004:319; Altbach et al., 2009:32). Also, the relatively low levels of funding available for higher education in South Africa hamper internationalisation (cf. Neal-Schutte & Fourie, 2006; Wolhuter et al., 2010:208-209).
For these reasons, it would be a meaningful exercise to determine to what extent Education research in South Africa registers on the international scale. The aim of this article is to assess the international impact of articles published in the South African Journal of Education (as the prime publication forum of Education research that is done in South Africa) during the period 2000-2010.
The article commences with a survey of relevant literature, followed by an explanation of the research method. The findings are then presented and discussed and, finally, recommendations are made for raising the international profile of local Education research.
Literature survey
The purpose of this survey is, firstly, to provide the contextual background for the use of the Thomson-Reuters Impact Factor as an index of the impact of South African Education research. The second objective of the literature survey is to survey international scholarly literature to determine what impact research done in South Africa has on international publications, with particular reference to research done in the field of the Education sciences in South Africa.
Journals accredited and indexed by the company Thomson Scientific, formerly the Institute for Scientific Information (ISI), are considered the top scholarly journals in the world. Currently there are some 8,500 ISI-indexed journals. The annual Thomson Reuters Impact Factor for each journal provides a quantitative tool for ranking journals: the Impact Factor of a journal is calculated by dividing the number of current year citations in all journals in the ISI pool by the source items (number of articles) published in that specific journal during the preceding two years (Garfield, 1994).
In the field of Education, 192 journals are ISI indexed. Amongst these, three are South African based: South African Journal of Education (indexed since 1 January 2006; Impact Factor = 0.632), Perspectives in Education, and Education as Change. The top 25% of these 192 journals, along with their Impact Factors, are presented in Table 1.
The total body of Education research produced in South Africa is quite voluminous; moreover, the rate of production is increasing. Surveying journal articles, conference papers and proceedings, research reports and book chapters produced in Education in South Africa over a twelve-year period (1995-2006), Deacon et al. (2009) could build a database of 10,315 texts. (Master's dissertations and doctoral theses were excluded from these data, as they form a separate project.) Deacon et al. (2010:2) found that the average per annum research outputs of 1995 had almost doubled by 2006.
The biggest point of criticism that Deacon et al. (2009:14) have against the corpus of Education research done in South Africa from 1995 to 2006, is the preponderance of small-scale research, with the result that there is an absence of sustained long-term and in-depth research projects. Large-scale, in-depth projects typically render material that has sufficient academic stature to be of significance for the international scientific arena; but because South Africa largely fails to produce this kind of research in the field of Education, the international visibility of South African based Education research is low. Notwithstanding this prevalence of small-scale studies, over a quarter (28%) of South African Education research in the form of journal articles is directly reaching a global readership in that they are published in a foreign journal (Deacon et al., 2010:2). A number of citation analyses on samples of monographs, journal articles and book chapters published in South Africa have been done in recent years. It should be borne in mind that these analyses included citations within South Africa, with the result that international impact cannot be deduced from these figures. The Academy of Science of South Africa (ASSAF) (2009:134) performed a Google Scholar citation analysis of the 389 monographs submitted to the Department of Education for subsidy purposes from 2001 to 2005 - these monographs were from all disciplines, and not only from Education. The average number of citations for all the monographs was found to be 8.47, while it was 11.73 for monographs published by a foreign publisher and 4.65 for those published by a South African publisher (ASSAF, 2009:143).
Similarly, as part of an investigation into research publishing in South Africa, ASSAF (2006) performed two analyses. Firstly, an analysis was carried out on the number of South African publications (i.e. articles where at least one author gave a South African address) captured in the ISI database per scientific discipline for the period 1981 to 2004. For Education, the number of publications were as follows: 25 for the period 1981 to 1985; 74 for the period 1990 to 1994; 119 for the period 1995 to 1999 and 151 for the period 2000 to 2004 (ASSAF, 2006:11). Secondly, a citation impact analysis of these articles was done: the citation analysis entailed the calculation of two indices. For each discipline, the absolute impact (i.e. the average number of citations every publication had in the pool of ISI journals) and the impact relative to the world (defined as the citation impact for the country's discipline divided by the citation impact of the world aggregate for that discipline) were calculated. The results for Education are presented in Table 2.
In reading the figures in Table 1, it should be kept in mind that at the time of the research (up to 2004), neither the South African Journal of Education nor anyother South African based Education journal was ISI accredited. Hence, the fairly impressive figures in Table 2 all refer to articles which had their launch pad in foreign journals and not in South African based journals.
Tijssen et al. (2006) did an analysis of the citation impact of 253 South African journals for the period 1994 to 2002 and came to the conclusion that the vast majority of local journals are virtually invisible on the international circuit. Furthermore, no Education journal appears in their list of the 20 South African journals with the most international citations (Tijssen et al., 2006:171).
As far as could be determined, no research has yet been done on the international impact of Education research that is done in South Africa and published in South African journals.
Research method
A citation analysis was performed for all articles which appeared in the South African Journal of Education for the period January 2000 to December 2010. The impact of each article was determined using ISI Web of Science and Google Scholar.
The analysis was done in order to determine the international impact of Education research that is done and published in South Africa. The focus was not only on the aggregate global impact, but also on trends over time (for example, whether the international impact was increasing or decreasing over time), the places of publication of the international impact, and finally, to determine how international impact varies for the different research topics. Hence, answers to the following questions were sought:
What were the citation impacts (both nationally and internationally) of articles?
When did these international impacts occur? (trends over time regarding international citation).
Where did these international impacts occur? (publications in which the research was cited).
Which articles were cited and which were not?
Number of citations
A total of 506 articles were published in the South African Journal of Education from 2000 to 2010. Of these, 17 had a foreign authorship and were therefore excluded from this study. The overall and international citation impacts of the 489 articles reporting research done by South African authors are presented in Tables 3 and 4.
Of the 489 articles, 220 had no citations nationally or internationally, 58 articles were cited once each, 54 twice each, 38 thrice each, and 21 more than 10 times each. Thus, 41% of articles (186 of the 452 articles) made no international or national impact, as they were not cited.
Trends over time
Variations over time from 2000 to 2010 regarding the international citation of articles are presented in Table 5.
The international impact increased with time, with the aggregate pattern peaking towards 2010. Of all the articles published in South African Journal of Education from 2000 to 2010, only one international citation was made in 2001. This increased to 22 by 2006 and 63 in 2010.
Location of international citations
A detailed list of the fora where the international citations occurred can be found in Appendix
1. Most international citations appear in book chapters (55 citations), theses (15 citations) and research reports (8 citations). Of the citations in journals (total: 178 citations), most are in non-ISI indexed journals (143 citations); and among those in ISI indexed journals (35 citations), only one citation was in the top 25 journals, in Language Learning. More than one citation of any article published in the South African Journal of Education from 2000 to 2010, could be traced in only four ISI accredited journals: Comparative Education (two citations), English Teaching: practice and critique (three citations), International Journal of Inclusive Education (five citations) and International Journal of Science Education (six citations).
Which articles make an international impact ?
The 10 themes with the strongest international impact and the 10 with the least international impact are presented in Table 6.
Articles on the formative influence of contextual factors (demography, rural location, poverty, etc.) on South Africa, as well as on the societal outcomes (such as economic growth or the eradication of unemployment) of education in South Africa failed to make any international impact. This may be because these articles do not include comparisons with or references to international circumstances - a shortcoming identified in surveys on research on publications on South African education (Wolhuter, 1994) and South African higher education (Wolhuter, 1997) more than a decade ago. However, there is not sufficient recent research to confirm whether or not this is still the case.
Articles dealing with the transformation of South African education (curricula, textbooks, desegregations, multicultural education), likewise, do not make any international impact. This may be ascribed to a number of factors. Firstly, the exercise of school desegregation had already run its course in the United States of America and elsewhere. Secondly, key educational reforms such as outcomes-based education had been instituted with the intention to make a political statement rather than to implement best international practice derived from a proper comparative study (cf. De Wet & Wolhuter, 2007). Moreover, this was done in spite of warnings from prominent South African educationists (cf. Jansen, 1999) and acclaimed international commentators, including the "founder" of outcomes-based education (Spady, 2008) that these projects are doomed to failure in the South African context.
Articles focusing on multi-cultural education in South Africa could not make an international impact either, possibly because in North America and Western Europe, multiculturalism has been superseded by intercultural education. Only one article dealing with intercultural education appeared in the period in question, but had no international impact.
Articles dealing with language-in-education, though, consistently registered an international impact. This may be because the complex language-in-education situation in South Africa offers much noteworthy material for scholars in other parts of the world that also face challenges in this regard: developed countries are becoming increasingly multilingual, and developing countries must accommodate languages that are still in the process of being sufficiently developed as languages of teaching and learning. Articles focusing on religion and education and values in education in South Africa also consistently registered an international impact. This may be as a result of increased international interest in the relation between religion and education, in the aftermath of the events of 9/11.
Articles on democracy in education (such as articles dealing with Educational Law or with discipline in South African schools) failed to break through to the international arena, whereas articles dealing with undemocratic tendencies in South African education gained international visibility without exception. The tendencies regarding Educational Law might be explained in view of the fact that South Africa has a prolific professional society of Educational Law scholars (SAELA - South African Educational Law Association) that frequently invites eminent international Education Law scholars to South Africa for conferences and guest professorships. The South African scholars in question then usually co-publish with the distinguished international guest in international journals on Education Law, thusbypassingSouth African journals.
Articles dealing with indigenous knowledge systems; research methodology; Africanisation; and perceptions of learners, educators and student teachers were successful in making an international impact. This may be related to the recent interest in indigenous knowledge systems worldwide, in response to the long-standing criticism of the dominance of western (i.e. Western European and North American) based and produced knowledge. This tendency is visible in, for example, the establishment of a special interest group on indigenous knowledge in the USA based CIES (Comparative and International Education Society).
Education research that is published in South Africa, and particularly in the South African Journal of Education, has a low citation impact, nationally as well as internationally. It appears that authors work in relative isolation rather than as part of an integrated network of scholars. Although there has been a marked improvement in recent years, their international impact is still very low, both quantitatively (in terms of the number of citations) and qualitatively (in terms of the standing of the publications where they get cited). This shortcoming should be added to the list of shortfalls in Education scholarship in South Africa identified in the seminal study on Education research in South Africa by Deacon et al. (2009). Many prominent themes researched by scholars of Education in South Africa fail to be noticed in the international arena: these include research on the transformation of education in South Africa; democracy and education in South Africa; issues of Education Law in South Africa; and articles dealing with diversity in South African education - with the exception of articles on language, religion and values. The possible reasons why articles dealing with these topics go largely unnoticed were explained above. It was also pointed out that the current reconstruction of education in South Africa is not noteworthy to the rest of the world (cf. Wolhuter, 2011). It is important that individual scholars as well as the national scholarly community in South Africa take note of these tendencies, because to linger on in isolation would constitute a scholarly cul de sac for them.
Recommendations to raise the international profile of Education research doneand published in South Africa
It would be constructive for the editorial panels of Education journals in South Africa, for Education conference organisers, and for scholarly societies and individual scholars to engage in a discussion on how to connect fully with the international circuit of scholarship. A recent analysis of reviewers' report of submissions rejected by South African Journal of Education (Van der Westhuizen et al., 2011:6) found that an inadequate literature survey is a major reason why submissions are rejected. Based on that finding, it might be hypothesised that inadequate literature surveys - the place where scholars tie their research onto the international existing corpus of knowledge on a particular theme - is inadequate and in need of more care. In conclusion, the following recommendations are suggested for further research in pursuance of this ideal:
comparative studies, comparing the focus points in international Education scholarship with those of South African Education research, in order to align the latter better with the former. The only existing published research on such comparisons is by now quite dated (Wolhuter, 1994, 1997, comparing the South African and the international research agenda in the fields of, respectively, comparative education and higher education). However, both these studies show how seriously out of step South Africa was with the international world, at least in the 1990s. Both came to the conclusion that while contextual imperatives should in the first place determine the national research agenda, international developments need to be taken into consideration - although without in any way jeopardising the relevance of research in South Africa. Taking into consideration international developments should not jeopardise relevance, as both the cited publications (Wolhuter, 1994, 1997) found the intersect between the two to be very large - in fact, these publications found that the issues enjoying prominence in research abroad are strikingly visible on the South African education scene too. In view of the findings of this article, a replication of these two studies, and also in other fields of Educational scholarship, would be timely and valuable.
research analysing whether the recent increases in South African Journal of Education impact factors have in fact been matched by improvements in local education research.
Another obvious way to address the problem of isolation, to promote scholarly networking and to tap into the international discourse of educational issues of the day would be for South African scholars to the make the most of their attendance of international Education conferences. This will give them the opportunity to meet and have personal discussions with leading international scholars in their fields, to bring their research to the attention of the international scholarly community, to plan international collaborative research, and to become acquainted with the international research agenda. Empirical research (Wolhuter & Higgs, 2004:267-268) has shown that despite the general low levels of internationalisation of South African universities, South African academics compared well to their counterparts, even in affluent countries, among others because they travel frequently abroad as part of their scholarly pursuits (attending conferences, sabbaticals abroad, conducting research abroad). These opportunities should be used to raise the international impact of their research output.
One especially promising development in the line of Education societies and conferences, is the immanent World Education Research Association (WERA). South African Education researchers could do well by capitalising on the opportunities of networking which this world-wide integrated body of scholars of Education will offer.
Not only should attention be paid to issues in focus in Education research abroad, but South African researchers should also attune their research to paradigm shifts and discourse formations in Education scholarship internationally. However, this should in no way be read as advocating a slavish or uncritical submission to paradigms in vogue abroad. One example would suffice: in research on diversity and education, South African scholarship still largely persists in following the multicultural paradigm, almost as though that paradigm represents the zenith of the international scholarly discourse on the handling of diversity (cf. Meier et al., 2007). Yet, internationally, multicultural education has - for sound reasons - fallen into disfavour and has been discredited at least as far back as the 1985 Swann Report on addressing diversity in schools in England (Great Britain, 1985:418-420). It has since been superseded by a series of paradigms such as Swann's Education for All (Great Britain, 1985:418-420); anti-racist education; and recently by the paradigm of intercultural education (cf. Grant & Brueck, 2011; see also the journal Policy Futures in Education's most recent special issue on the European Council's White Paper on Intercultural Dialogue, 2011).. It is interesting that neither of the two articles under the topic of multicultural education published in the South African Journal of Education from 2000 to 2010 made any international impact, but that the single article under the topic of intercultural education (Meier, 2007) did register an international impact.
As mentioned, 28% of Education research that is done in South Africa and published in journals, was published in international journals. It would be interesting to determine whether this research, with its launch pad in the international circuit, had a larger international impact than research published in South African journals.
It would also be valuable to do research to investigate how international literature and scholars are presenting South African educational issues, in order to identifyopportunities to link with the international scholarly discourse.
Finally, a valuable follow-up study would be to map the citations of international (foreign) scholars by South African authors, as well as the subsequent mapping of the web of citations of these scholars cited by South African authors. Such analyses do not only have the potential to show the identity of South African Education studies and inadequacies in that regard (much as has been done by Schriewer and Keiner's (1992) analysis and comparison of citations of German and French Education publications), but it will also make it possible to construct scholarly sociograms which will clearly show where the best opportunities exist for South African scholarship to link with the international academic circuit.
Altbach PG, Reisberg L & Rumbley LE 2009. Trends in Global Higher Education: Tracking an Academic Revolution. Paris: UNESCO. [ Links ]
ASSAF (Academy of Science of South Africa) 2006. Report on a Strategic Approach to Research Publishing in South Africa. Pretoria; Academy of Science of South Africa. [www.assaf.co.za] [ Links ] [Date of Access: 15 October 2010].
ASSAF (Academy of Science of South Africa) 2009. Scholarly Books: their production, use and evaluation in South Africa today. Pretoria; Academy of Science of South Africa. [www.assaf.co.za] [ Links ] [Date of Access: 18 October 2010].
Deacon R, Osman R & Buchner M 2009. Audit and Interpretative Analysis of Education Research in South Africa: What have we learnt? Research Report for the National Research Foundation. Johannesburg: Centre for Education Policy Development. [ Links ]
Deacon R, Osman R & Buchner M 2010. Scholarship in teacher education in South Africa, 1995-2006. Perspectives in Education, 28:1-12. [ Links ]
De Wet CN & Wolhuter CC 2007. From "borrowing" to "learning" in international comparative study: a critical reflection. South African Journal of Education, 27:317-328. [ Links ]
Garfield E 1994. The Thomson Reuters Impact Factor. [http:thomsonreuters.com/products_services/science/free/essays/impact_factor/]. Accessed 21 March 2010. [ Links ]
Grant CA & Brueck S 2011. A Global Invitation: Toward the Expansion of Dialogue, Reflection and Creative Engagement for Intercultural and Multicultural Education. In: Grant CA & Portera A (eds). Intercultural and Multicultural Education: Enhancing Global Interconnectedness. New York: Routledge, Taylor and Francis. [ Links ]
Great Britain 1985. The Report of the Committee of Inquiry into the education of Children from Ethnic Minority Groups (Swann Report). London: Her Majesty's Stationery Office. [ Links ]
Jansen JD 1999. Why OBE will fail. In: Jansen JD & Christie P (eds). Changing Curriculum: Studies in Outcomes-Based Education in South Africa. Cape town: Juta. [ Links ]
Jones P 1999. Globalization and internationalism: Democratic prospects for world education. Comparative Education, 34:143-155. [ Links ]
Knight J 1996. Internationalization: From concepts to strategies. Proceedings of the second annual conference of the David C. Lam Institute for East West Studies, Institutional Strategies for the Internationalization of Higher Education. Hong Kong: Hong Kong Baptist University. [ Links ]
Meier C 2007. Enhancing intercultural understanding using e-learning strategies. South African Journal of Education, 27:655-671. [ Links ]
Meier C, Van Wyk JN & Lemmer EM 2007. Multicultural education and diversity in schooling. In: Wolhuter CC, Lemmer EM & De Wet NC (eds). Comparative Education: Education systems and contemporary issues. Pretoria: Van Schaik. [ Links ]
Neal-Schutte M & Fourie J 2006. Challenges to internationalization in African higher education. South African Journal of Higher Education, 21:120-144. [ Links ]
Policy Futures in Education (journal) 2011. Special Issue 9(1) on the European Council's White Paper on Intercultural Dialogue [http://www.wwwords.co.uk/pfie/content/pdfs/9/issue9_1.asp] [ Links ] [Date of Access: 12 March 2011].
Schriewer JK & Keiner E 1992. Communication Patterns and Intellectual Traditions in Educational Sciences: France and Germany. Comparative Education Review, 36:25-51. [ Links ]
Spady W 2008. Dis genoeg: maak 'n einde aan die verwarring oor uitkomsgerigte onderwys in Suid-Afrika. (That's enough: make an end to the confusion about outcomes-based education in South Africa). Tydskrif vir Natuurwetenskap en Tegnologie, 27:17-29. [ Links ]
Tijssen RJW, Mouton J, van Leeuwen TN & Boshoff N 2006. How relevant are local scholarly journals in global science? A case study of South Africa. Research Evaluation, 15:163-174. [ Links ]
Van der Westhuizen PC, Van der Walt JL & Wolhuter CC 2011. How an analysis of reviewers' reports can enhance the quality of submissions to a journal of education. South African Journal of Education, 31:1-14. [ Links ]
Weeks SG, Herman H, Maarman R & Wolhuter C 2006. SACHES and Comparative, International and Development Education in Southern Africa: The challenges and future prospects. Southern African Review of Education, 6:5-20. [ Links ]
Welch AR 2002. Going Global? Internationalizing Australian Universities in a Time of Global Crisis. Comparative Education Review, 46:433-471. [ Links ]
Welch AR, Yang R & Wolhuter CC 2004. Internationalizing a Rural, Historically Black South African University. Journal of Studies in International Education, 8:317-331. [ Links ]
Wolhuter CC 1994. Vergelykende perspektief op Vergelykende Opvoedkunde in Suid-Afrika (Comparative perspective on Comparative Education in South Africa). South African Journal of Education, 14:165-169. [ Links ]
Wolhuter CC 1997. Desiderate in South African higher education studies' window on the outside world. South African Journal of Higher Education, 11:35-40. [ Links ]
Wolhuter CC 2011. The education system of South Africa. In: Schneller PL & Wolhuter CC (eds). Navigating the C's: Creativity, Care, Compassion, Character, Cosmopolitanism, Contribution and Critical Awareness: An Introduction to Comparative Education for the 21st Century. Noordbrug: Keurkopie. [ Links ]
Wolhuter CC & Higgs LG 2004. How internationalized is the South African academic profession? In Internationalization and human resource development in the African Union: challenges for the tertiary education sector. Proceedings of the 7th International Conference of IEASQA, North-West University, Potchefstroom Campus, 3-6 September 2003. [ Links ]
Wolhuter CC, Higgs LG & Higgs P 2006. The South African Academic Profession and Transformation of Higher Education. Higher Education Review, 38:1-20. [ Links ]
Wolhuter CC, Higgs P, Higgs LG & Ntshoe IM 2010. How Affluent is the South African Academic Profession in the Changing International Academic Landscape? South African Journal of Higher Education, 24:196-214. [ Links ]
C C (Charl) Wolhuter is Professor in the Department of Comparative Education at North-West University, Potchefstroom Campus. He has lectured in History of Education and Comparative Education at several universities and has published widely in these fields.
Appendix 1
Locations of citations from South African Journal of Education (2000-2009)


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"Game of Thrones" fans, are you having withdrawal symptoms as you wait for the HBO series to resume? Then take this in the meantime: on July 31, "The Quest," billed as "a competition taking 12 unsuspecting contestants to an imaginative realm where ogres run free in the forest, dragons stir, agents of a dark lord infiltrate the Keep, and the only thing standing between peace and chaos are one dozen very unlikely heroes," premieres on ABC at 8 p.m. July 31. And among those sword-bearing, armor clad wanna-be fantasy heroes is 25-year-old West Hartford resident Andrew Frazer.
The fitness coach at Watkinson School in West Hartford, who is also a water safety instructor in the summer at Winding Trails in Farmington, lived out his medieval fantasies on the show where good vs. evil reigns. Developed by the executive producer of "The Lord of the Rings" trilogy and the executive producers of "The Amazing Race," the show features state-of-the art projections, animatronics, prosthetics and art direction as contestants vie to be the one "true" hero. Following filming in Austria, Frazer returned to his more realistic and less adventurous life in West Hartford. He couldn't tell us how he fared or the particulars of the show that includes eliminating one contestant each week, but he was happily reliving his alternate fantasy life as he shared whatever info he could as he Spilled the Beans with Java.
Q: How did you get on the show?
A: About a year ago, there was something on Facebook asking "Do you think you are a hero?" And there were pictures and it sparked my interest so I filled out a form asking me some questions about why I thought I was a hero. I always thought of myself not so much a hero but I work with kids every day and one of my favorite joys is how I can be a hero to them. I don't wear a cape or a suit of armor but I can affect and influence something in their lives in a good way. And they can look at me like a Superman or a Batman. The hero is just a symbol of people who really do good things. I'm a 'Game of Thrones,' 'Lord of the Rings' fan so I kind of figured out there was going to be a reality show. Then I got contacted by the show and went to Boston for an audition.
Q: Why do you think you got chosen?
A: Well at the audition I dressed up and not as a character so I kind of stood out. Everyone else came with their swords and shields and in costume and I got nervous. I have that stuff, too, I'm a gamer, but didn't bring it with me. I went in being me and figured if they liked me and chose me it was just meant to be. I did bring my ocarina from the "Legend of Zelda." I was terrified but I'm an athlete so I know how to focus.
Q: You are a trainer and an athlete. It seems like all the physical challenges in this show would be a piece of cake for you. No?
A: The challenges were a lot of Renaissance Fair type competitions so things like jousting and riding a horse, I had never done those. I had never ridden a horse until I was on the show. It was something though, being transported to another time and place and we had team and individual challenges and you had to figure out what was happening and how to help. It was all hands on and you did need to be fit. I did get banged around a good amount. I cut my leg pretty bad and my face near my brow bone.
Q: I know people who love this stuff are hugely committed to playing. How about you?
A: I am the biggest gamer. Pretty much anybody who meets me thinks I am a meat-headed jock. But then friends will bring up something about Zelda or see my Anime T-shirt and we can talk for days about it. "Legend of Zelda" and "Final Fantasy" are my favorite games. When I would finish my homework and training I would play them.
Q: West Hartford seems like such an unlikely place to fuel such fantasy. Where do you get your inspiration for this fantasy hero world?
A: I went to Conard and then to Bridgewater State University and studied exercise science. But being strong does not help you run away from the ogres in the games. My whole childhood was based off literally collections of Dragon Ball Zine and Manga comic book novels. I was just fascinated by the abilities the characters had and the magical skills. It's a lot healthier than a lot of video stuff out there. Anyway, it sparked my interest when I was really young. I wrestled in school and it limited me to schools and gyms. Now I am doing what I would think about when I was doing those things. I think the show is the best thing experience of my life.
Q: What did your parents think when you stopped working to go film this show?
A: I tried to keep it under wraps because we sign something and can't tell anything about the show or what happens. So my lips were sealed. When I got back from shooting and we were told we could tell people where we had been, I couldn't wait to tell them. They were excited. Everything was so well done it didn't even feel like a show. You felt like you were living it. And it was a great way for me to prove myself. I was so into it I forgot there were cameras on.
Q: So are you thinking of giving up the exercise science profession to go into movies or TV?
A: I always wanted to get involved in theater even when I was at Conard but wrestling got in the way. I think everyone is going to love the show. I have little kids at work now that are so juiced to see it.
Q: Where will you be Thursday?
A: I will be with my friends and family and watching the show at Damon's on Prospect Avenue.
Q: Final thoughts, real or imagined?
A: I would do it again. It opened my eyes because I have never been in an environment or setting like that, real and fantasy. I got the chance to do the things I only used to only imagine.


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Why this one: I've heard good things about Courtney Milan's books and since I met her and even shared a lunch table with her, I figured it was only right that I read at least one of her books
Steam Level: On the very nicely warmish side
She is his last chance for a future of happiness.
Jenny Keeble has never let her humble upbringing stop her. She's made her way in the world as a fortune teller, on her convinces her clients her predictions are correct by telling them what they most want to hear. Business is good….until she meets her match in the form of Gareth Carhart, the Marquess of Blakely, a scientist and sworn bachelor.
He just doesn't know it yet.
Broodingly handsome, Gareth is appalled to discover his cousin has fallen under the spell of Madame Esmerala and he vows to prove her a fraud. But his unexpected attraction to the fiery enchantress defies logic. Jenny disrupts every facet of Gareth's calculated plan – until he can't decide whether to ruin her or claim her for his own. Now as the engage in a passionate battle of wills, two lonely souls must choose between everything they know… and the boundless possibilities of love.
My Thoughts: It took me a while to get into this one. I started it some time ago and just wasn't in the mood for a historical book. I've noticed that my consumption of historicals is way down in the past several years. And since I was reading a Historical book while being in a Contemporary/RS mood, it just wasn't working for me. Nevertheless, I kept it in my purse as a back-up and good thing I did!! I was at lunch the other day reading a RS book on my Kobo when it went dead. That's one of the drawbacks of an ereader, at least the kind I have. When it decides it needs recharging, that's it – it won't turn a page. I was at the start of lunch and I'd already read the Avon magazine so I reached in the purse and picked out this one. And what a difference a mood can make. I don't know if it was the mood or it started out slow, but when I picked it up again and started reading, I really started enjoying it.
Jenny Meeks is a con artist. She has been posing for years as a fortune teller, Madame Esmerelda. She isn't really malicious or out to scam people. She just needs to make a living and there weren't a lot of options for many women back then. For a few years, she has been the 'spiritual' guide for a young man named Ned who had suffered from dark depression. She gave him hope in his live while taking his silver. But when his 'oh so starchy' cousin, Gareth, the marquis of Blakely, becomes aware of what's going on, he is determined to expose Madame Esmerelda as a fraud. But Esmerelda is not quite what he expects and he's not quite the callous and unfeeling marquis that she at first thinks.
She sets out setting some tasks for Gareth to accomplish and while in one way they were kind of amusing, in another I was a bit worried that they would take over the story. But thankfully it doesn't. Part of why it took a while to get into this one was at first glance both Blakely and Madame Esmeralda aren't really that sympathetic of characters. But once I got deeper into the storyline, I saw that they were both wearing masks, hiding their real selves.
The Marquis of Blakely was really Gareth, a simple man with a definite scientific bent. He was raised by his cold and unfeeling grandfather who attempted to leach all humanity out of a young Gareth. He's not the cold, unfeeling person we first think he is, rather he just doesn't know how to relate to people; how to make friends. So he's cloaked himself in a veneer of coldness.
And Madame Esmerelda is really Jenny Meek, a young woman with a mysterious and unknown past. We never find out where she came from, but when she was four she was placed in a rather posh private school and raised with a modicum of respectability but not much practical knowledge. As I was reading, after we get to know her better, to me she was a 'by-blow' of an aristocrat and some unknown mother who either died in childbirth or didn't want to be bothered with a child. Instead of a rather charming, yet scheming charlatan, she is a very caring person who has done the best she can with the circumstances she faces.
Both are truly wonderful, lonely, seeking people under their masks. The way the layers are slowly peeled back to reveal different people reminds me of the writing of one of my favourite authors Jo Goodman. This is a smaller, shorter book so those bothered by the density of Ms. Goodmans writing needn't worry about in this book. Sometimes it's a bit intimidating when reading a book by an author you've met and liked, but in this case I shouldn't have worried. I loved the book and look forward to the next one, Ned's book.
The grade would have been higher but since I was able to put it down for a while, I'm not sure if it was me or it had a bit of a slow start. But once I got a bit further, I couldn't put it down and that's the sign of a very good story.
Grade: 4.50 out of 5


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Sometimes all you need to make your look pop is the right shade of red lipstick, but how do you know which to choose? Luckily, some of our favorite stars are giving us beauty inspiration with their ultra-pretty 2013 Critics' Choice Awards hair and makeup looks, and we're giving you the inside scoop on how to copy them at home. You'll learn which key products stars like Nina Dobrev and Elle Fanning wore to the show and how to apply them yourself for red carpet results!
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Thu Sep 24 1998 06:46: Check this news article out.
As I was telling Jake, I cannot, to save my life, remember the circumstances under which I first watched Fargo. I'm pretty sure I watched it with somebody who had already seen it and thought it was great. Andy, was it you?


text: A little quicky for Halloween perhaps..if you're quick since I've left it to the last minute as usual. Another fun project with scraps and if you're feeling particularly adventurous, twist some florists wire through the legs so you can pose your spidey. The written pattern is here and should open in a […] New spider finger puppet with video


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Author Lawrence Wright talks about "Going Clear," which explores the secret operations inside the Church of Scientology.
Post by: Anderson Cooper
Filed under: Scientology
Anderson Cooper goes beyond the headlines to tell stories from many points of view, so you can make up your own mind about the news. Tune in weeknights at 8 and 10 ET on CNN.
Questions or comments? Send an email
Want to know more? Go behind the scenes with AC361°


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It's hard to avoid video these days. No longer is it a matter of turning on your TV. Video is an important part of our online experience, whether you're reading a news article or scrolling through Instagram.
You see all the big players in your industry on video. But is your small business taking advantage of the popularity of video marketing?
Even short, informal video clips can endear a potential or current customer to your business. Beyond brand awareness, video marketing can help you promote your products, share insights or even answer frequently asked questions from your fans.
Our latest infographic, "Video Marketing for Small Businesses," illustrates the impact of video marketing on today's consumers.
Four times as many consumers would rather watch a video about a product than read about it, according to a survey by Animate. When consumers view a video about a product, eventually 71% of them make a purchase.
Video isn't just a way to educate consumers about your products or services. It's also a component to a well-rounded marketing strategy. Videos in emails increase click-through rates by 96 percent, and 87% of marketers reported a positive return on investment with digital video initiatives. Videos also boost SEO — websites with videos are 50 times more likely to get organic page ranks in Google than plain-text pages, Forrester Research notes.
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[NEW] Tiger and Dragon Silver Shift Boot
New shift boot is available! JDM Tsutikawa shift boots are made using authentic fabric made in Japan. Especially, Nishijin-ori textile is luxury fabric made in Kyoto. We will ship this product direct from Japan!
This product is universal and there is no installation guide provided. The installation might require modifications and DIY skills. Please ask a professional if you have ANY doubt! Please check the product size below (and the 3rd picture in this page) and make sure if it fits to your car. Installation way is different according to the cars.
2 zip ties are included to fix the boot.
Length: 22cm / 8.6"
Width: 26cm / 10.2"
Textile description: The textile pattern of facing Dragon which said to call the cloud and Tiger which said to make the wind was popular among warloads or zen monks in Sengoku period.
This Nishijinori fablic is used for bag for Katana (Japanese sword), pouch for Japanese tea tool and traditional places.
IMPORTANT: Every model is hand-made and unique. Cloth pattern varies between products.
How to install my tsurikawa?
The only tool you need is a Philips type screw driver.
Loosen the 2 screws and remove the back plate.
Open up the strap and slide it around the part you want to attach it.
Stick the strap back in its original position, press firmly the strap layers together to make sure the screws sticks out and have enough thread to be screwed into the back plate.
Position the back plate and screw the bolts straight into the back plate to avoid any damage to the thread. Please be very careful on this point!
Please tighten the bolts firmly, especially if the tsurikawa is dragged on the ground, as the shocks and vibrations can cause them to loosen.
If my tsurikawa drags on the ground, how long will it last?
The longevity of a tsurikawa dragged on the ground depends on a lot of different factors (average speed, ambient temperature, quality of road…). We ran some test and did over 10.000Km without any issue. Some customers dragged their tsurikawa for more than 50.000Kn! In most cases, the ring wears out slowly, but sometimes it can also break suddenly if it hits something sharp on the ground. Please remember that our tsurikawa are super strong but are not bulletproof.
I lost the assembly parts, can I order them separately?
Yes! Please contact us and give us more details on what you need exactly.
Can you make a custom tsurikawa?
Yes! Don't hesitate to ask us if you want a special in mind! If we have the parts in stock, we would be more than happy to create a unique tsurikawa for you!
When will you have more genuine in stock?
Genuine / Used tsurikawas are rare, complicated to source and move quickly. We will let you know on Instagram when we release them!
Will your Suichuka shift knob fit my car?
With all our shift knobs, we provide 3 adapters (4 fitting options in total) so it can fit manual transmission with M12x1.25, M10x1.25, M10x1.5 and M8x1.25 shifters (most of the Japanese cars). If you have a doubt, don't hesitate to contact us at email@example.com
*Bubble shift knob doesn't include M8x1.25 adapter.
What payments do you accept?
We accept PayPal, Mastercard, Visa, American Express, Apple Pay, Google Pay and Shop Pay.
I did a mistake with my order, can I change it?
We usually ship the packets the day we receive the order. So if you want to make a change, please contact us as soon as possible. If the order hasn't been dispatched yet, we can still change the product or refund.
Do you offer sponsorship?
Sorry, we currently don't offer sponsorship. m(_ _)m
Do you do wholesale?
If you have questions about wholesale, please contact us at firstname.lastname@example.com
How much is the shipping?
Our online store will calculate shipping prices for you automatically.
Check out Shipping Page for more information.
Do you ship to my country?
We ship everywhere in the world!
*Due to COVID-19 situation, we can't send to some countries right now.
Where do you ship the item from?
All items are shipped from Japan.
When is my order shipped?
All items are shipped within 48 hours after order confirmation and full payment.
How long does shipping takes?
We now use Express shipping only and it takes between 2 to 15 business days for the packet to reach its destination. Sometimes it can take a little bit longer.
Where is my tracking number?
Once your order has been shipped, you will send an email with your tracking number. If you don't receive anything from us after few days, don't hesitate to contact us.


text: NANETTE'S MOMENT: Luxottica and the Council of Fashion Designers of America have tapped Nanette Lepore as the latest designer for the 2012 Design Series for Vogue Eyewear, its third designer collaboration to date. The designer chose actress Emma Roberts as her muse when creating the cream-colored cat-eye sunglasses. "I looked to glamorous actresses from the Twenties to the present while I was designing and fell in love with Emma," said Lepore. "She's chic, youthful and confident in her style. I really wanted to make every element of my sunglasses unique, from the metallic cyan packaging to the inlaid gold filigree on the frames." The limited-edition frames (only 1,200 have been made) will be carried at select Sunglass Hut stores and sunglasshut.com for $129.95 in October. Past CFDA collaborators include Rebecca Minkoff, Monica Botkier, Yeohlee Teng, Devi Kroell, Kara Ross and Matt Murphy.


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Election boundary and polling station geo data for Kenya can now be downloaded.
Kenyans are gearing up for the presidential election in March, including the tech community projects like Uchaguzi and Map Kibera. One limiting factor is availability of data. The Independent Electoral and Boundaries Commission (IEBC) finalized new constituency boundaries earlier this year, but have only released non-machine readable pdf maps. That's led Map Kibera to resurvey on the ground the new boundaries and polling places, in Kibera, Mathare and Mukuru. But outside that excellent work, open data on the most primary geographies of democracy are not available for Kenya. Election boundaries should be the number one data available on OpenDataKE.
The IEBC released a nice site to look up Kenyan polling places. It doesn't directly offer download, but quickly looking at network requests for the app revealed simple endpoints to request json versions of constituency and county boundaries, and the locations of polling places. I wrote a script which iterates through every ward in Kenya, caches the data, and produces outputs. There are shapefiles for download here. If you need something tweaked, let me know, and I'll see what I can do.
This map displays approximately 16000 polling places across Kenya. In total, there are 26447, but a significant number are not mapped. Also, there are no ward boundaries available. This is a big opportunity for Kenyans to contribute back to their government's data. For instance, Lindi Mosque has no location in the government data set, but is present in OpenStreetMap. Would be possible to repurpose some OpenStreetMap microtasking tools to quickly map these places (HOT Tasking Server, MapMill or MapRoulette).
Why make this data open? So we can build things like
* Send an SMS to get a list of polling places in your ward
* Geocoder and custom base maps to make it easier to locate reports to Uchaguzi
* Print map services, so you can easily distribute polling place locations in your area
* Analysis, such as distribution of polling places according to population density
and plenty of creative things I haven't imagined yet.
I hope this step of action, then begging forgiveness rather than asking permission (in I hope the best tradition of mySociety) will spark curiosity and consideration by the IEBC to more fully embrace openness, not only by releasing data, but inviting conversation and feedback from the citizens it serves, and becoming more transparent in how decisions are made and how the complicated and incredibly important business of running an election is being carried out.


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Achromatic lens
An achromatic lens or achromat is a lens that is designed to limit the effects of chromatic and spherical aberration. Achromatic lenses are corrected to bring two wavelengths (typically red and blue) into focus on the same plane. Wavelengths in between these two then have better focus error than could be obtained with a simple lens.
The most common type of achromat is the achromatic doublet, which is composed of two individual lenses made from glasses with different amounts of dispersion. Typically, one element is a negative (concave) element made out of flint glass such as F2, which has relatively high dispersion, and the other is a positive (convex) element made of crown glass such as BK7, which has lower dispersion. The lens elements are mounted next to each other, often cemented together, and shaped so that the chromatic aberration of one is counterbalanced by that of the other.
In the most common type (shown), the positive power of the crown lens element is not quite equalled by the negative power of the flint lens element. Together they form a weak positive lens that will bring two different wavelengths of light to a common focus. Negative doublets, in which the negative-power element predominates, are also made.
Theoretical considerations of the feasibility of correcting chromatic aberration were debated in the 18th century following Newton's statement that such a correction was impossible (see History of the telescope). Credit for the invention of the first achromatic doublet is often given to an English barrister and amateur optician named Chester Moore Hall.[1][2] Hall wished to keep his work on the achromatic lenses a secret and contracted the manufacture of the crown and flint lenses to two different opticians, Edward Scarlett and James Mann.[3][4][5] They in turn sub-contracted the work to the same person, George Bass. He realized the two components were for the same client and, after fitting the two parts together, noted the achromatic properties. Hall used the achromatic lens to build the first achromatic telescope, but his invention did not become widely known at the time.[6]
In the late 1750s, Bass mentioned Hall's lenses to John Dollond, who understood their potential and was able to reproduce their design.[2] Dollond applied for and was granted a patent on the technology in 1758, which led to bitter fights with other opticians over the right to make and sell achromatic doublets.
Dollond's son Peter invented the apochromat, an improvement on the achromat, in 1763.[2]
Several different types of achromat have been devised. They differ in the shape of the included lens elements as well as in the optical properties of their glass (most notably in their optical dispersion or Abbe number).
In the following, R denotes the radius of the spheres that define the optically relevant refracting lens surfaces. By convention, R1 denotes the first lens surface counted from the object. A doublet lens has four surfaces with radii R1 to R4.
Littrow doublet[edit]
Uses an equiconvex crown glass lens with R1 = R2, and a second flint glass lens with R3 = -R2. The back of the flint glass lens is flat. A Littrow doublet can produce a ghost image between R2 and R3 because the lens surfaces of the two lenses have the same radii.
Fraunhofer doublet (Fraunhofer objective)[edit]
The first lens has positive refractive power, the second negative. R1 is set greater than R2, and R2 is set close to, but not equal to, R3. R4 is usually greater than R3. In a Fraunhofer doublet, the dissimilar curvatures of R2 and R3 are mounted close, but not in contact.[7] This design yields more degrees of freedom (one more free radius, length of the air space) to correct for optical aberrations.
Clark doublet[edit]
Early Clark lenses follow the Fraunhofer design. After the late 1860s, they changed to the Littrow design, approximately equiconvex crown, R1 = R2, and a flint with R3 ≃ R2 and R4 ≫ R3. By about 1880, Clark lenses had R3 set slightly shorter than R2 to create a focus mismatch between R2 and R3, thereby avoiding ghosting caused by reflections within the airspace.[8]
Oil-spaced doublet[edit]
The use of oil between the crown and flint eliminates the effect of ghosting, particularly where R2 = R3. It can also increase light transmission slightly and reduce the impact of errors in R2 and R3.
Steinheil doublet[edit]
The Steinheil doublet, devised by Carl August von Steinheil, is a flint-first doublet. In contrast to the Fraunhofer doublet, it has a negative lens first followed by a positive lens. It needs stronger curvature than the Fraunhofer doublet.[9]
Dialyte lenses have a wide air space between the two elements. They were originally devised in the 19th century to allow much smaller flint glass elements down stream since flint glass was hard to produce and expensive.[10] They are also lenses where the elements can not be cemented because R2 and R3 have different absolute values.[11]
The first-order design of an achromat involves choosing the overall power of the doublet and the two glasses to use. The choice of glass gives the mean refractive index, often written as (for the refractive index at the Fraunhofer "d" spectral line wavelength), and the Abbe number (for the reciprocal of the glass dispersion). To make the linear dispersion of the system zero, the system must satisfy the equations
where the lens power is for a lens with focal length . Solving these two equations for and gives
Since , and the Abbe numbers are positive-valued, the power of the second element in the doublet is negative when the first element is positive.
Further color correction[edit]
Lens designs more complex than achromatic can improve the precision of color images by bringing more wavelengths into exact focus, but require more expensive types of glass, and more careful shaping and spacing of the combination of simple lenses:
- apochromatic lenses
- bring three wavelengths into a common focus and requires costly materials
- superachromatic lenses
- bring four wavelengths into focus and must be manufactured with even more expensive fluoride glass and to considerably tighter tolerances
In theory, the process can continue indefinitely: Compound lenses used in cameras typically have six or more simple lenses (e.g. double-Gauss lens); several of those lenses can be made with different types of glass, with slightly altered curvatures, in order to bring more colors into focus. The constraint is extra manufacturing cost, and diminishing returns of improved image for the effort.
See also[edit]
- ^ Daumas, Maurice, Scientific Instruments of the Seventeenth and Eighteenth Centuries and Their Makers, Portman Books, London 1989 ISBN 978-0-7134-0727-3
- ^ a b c Watson, Fred (2007). Stargazer: the life and times of the telescope. Allen & Unwin. pp. 140–55. ISBN 978-1-74175-383-7.
- ^ Fred Hoyle, Astronomy; A history of man's investigation of the universe, Rathbone Books, 1962, LCCN 62-14108
- ^ J. A. B. "Peter Dollond answers Jesse Ramsden". Sphaera 8. Museum of the History of Science, Oxford. Retrieved November 27, 2017. – A review of the events of the invention of the achromatic doublet with emphasis on the roles of Hall, Bass, John Dollond and others.
- ^ Dokland, Terje; Ng, Mary Mah-Lee (2006). Techniques in microscopy for biomedical applications. p. 23. ISBN 981-256-434-9.
- ^ "Chester Moor Hall". Encyclopædia Britannica. Retrieved 16 February 2019.
- ^ Wolfe, William L. (2007). Optics Made Clear: The Nature of Light and how We Use it. Press monograph. Vol. 163 (illustrated ed.). SPIE. p. 38. ISBN 9780819463074.
- ^ Warner, Deborah Jean; Ariail, Robert B. (1995). Alvan Clark & Sons, Artists In Optics (2nd ed.). Willmann-Bell. p. 174.
- ^ Kidger, M.J. (2002) Fundamental Optical Design. SPIE Press, Bellingham, WA, pp. 174ff
- ^ Peter L. Manly (1995). Unusual Telescopes. Cambridge University Press. p. 55. ISBN 978-0-521-48393-3.
- ^ Fred A. Carson, Basic optics and optical instruments, page AJ-4
External links[edit]
- Media related to Achromatic lenses at Wikimedia Commons


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Conjugation and declension of "moderate" in English
Conjugation of the verb moderate['mɔd(ə)rət]
Present Indefinite
Present Perfect
Present Continuous
Present Perfect Continuous
Past Indefinite
Past Continuous
Past Perfect
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Future Indefinite
Future Continuous
Future Perfect
Future Perfect Continuous
Conditional Present
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Conditional Perfect
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Promifen Info
This medication is used to treat infertility in women. It works by stimulating an increase in the amount of hormones that support the growth and release of a mature egg (ovulation). This medication is not recommended for women whose ovaries no longer make eggs properly (primary pituitary or ovarian failure).
How to use clomiphene citrate (Clomid)
Clomiphene must be taken by mouth exactly as directed by your doctor in order to be most effective. It is important to follow your dosing schedule carefully.
Your dosage is based on your medical condition and response to therapy. Do not take it more often or for a longer time than prescribed by your doctor. Long-term treatment with this medication is not recommended and should not be more than 6 cycles.
You may be directed to record your body temperature, perform ovulation tests, and properly time sexual intercourse for best results. Ask your doctor if you have any questions.
Side Effects
Stomach upset, bloating, abdominal/pelvic fullness, flushing (hot flashes), breast tenderness, headache, or dizziness may occur. If any of these effects persist or worsen, notify your doctor or pharmacist promptly.
Remember that your doctor has prescribed this medication because he or she has judged that the benefit to you is greater than the risk of side effects. Many people using this medication do not have serious side effects.
Tell your doctor right away if any of these unlikely but serious side effects occur: abnormal vaginal bleeding, mental/mood changes.
Vision changes (e.g., blurred vision, seeing spots or flashes) may sometimes occur during clomiphene treatment, especially if you are exposed to bright light. These side effects usually go away a few days or weeks after treatment is stopped. However, in rare cases, vision changes may be permanent. Get medical help right away if any of the following occur: vision problems/changes, eye pain.
This medication may cause a condition known as ovarian hyperstimulation syndrome (OHSS). Rarely, serious OHSS causes fluid to suddenly build up in the stomach, chest, and heart area. This may occur during therapy or after treatment has been stopped. Get medical help right away if you develop any of the following side effects: severe pain/swelling in the lower abdomen (pelvic) area, sudden/rapid weight gain, nausea/vomiting, diarrhea, shortness of breath, change in the amount of urine, pain/redness/swelling of the legs, chest pain, fast/irregular heartbeat.
A very serious allergic reaction to this drug is unlikely, but seek immediate medical attention if it occurs. Symptoms of a serious allergic reaction may include: rash, itching/swelling (especially of the face/tongue/throat), severe dizziness, trouble breathing.
This is not a complete list of possible side effects. If you notice other effects not listed above, contact your doctor or pharmacist.
Before taking clomiphene, tell your doctor or pharmacist if you are allergic to it; or if you have any other allergies. This product may contain inactive ingredients, which can cause allergic reactions or other problems. Talk to your pharmacist for more details.
This medication should not be used if you have certain medical conditions. Before using this medicine, consult your doctor or pharmacist if you have: ovarian cysts or enlarged ovaries (not due to polycystic ovary syndrome), abnormal vaginal bleeding, liver disease, uncontrolled thyroid or adrenal gland problems, tumor in the brain (pituitary tumor).
Before using this medication, tell your doctor or pharmacist your medical history, especially of: polycystic ovary syndrome, uterus problems (e.g., uterine fibroids, endometriosis).
Use of clomiphene may result in multiple births (e.g., twins, triplets). Consult your doctor for more details.
This drug may make you dizzy or cause vision changes. Do not drive, use machinery, or do any activity that requires alertness or clear vision until you are sure you can perform such activities safely. Limit alcoholic beverages.
Stop using this medication when you become pregnant. This medication must not be used during pregnancy. If you think you may be pregnant, tell your doctor right away.
It is not known whether this drug passes into breast milk. This drug may reduce milk production. Consult your doctor before breast-feeding.
Drug interactions may change how your medications work or increase your risk for serious side effects. This document does not contain all possible drug interactions. Keep a list of all the products you use (including prescription/nonprescription drugs and herbal products) and share it with your doctor and pharmacist. Do not start, stop, or change the dosage of any medicines without your doctor's approval.
Some products that may interact with this drug include: gonadorelin.
If overdose is suspected, contact a poison control center or emergency room right away. US residents can call their local poison control center at 1-800-222-1222. Canada residents can call a provincial poison control center. Symptoms of overdose may include: vomiting, abdominal/pelvic pain, vision problems.
Do not share this medication with others.
Laboratory and/or medical tests (e.g., hormone levels, pelvic examination/ultrasound) should be performed regularly to monitor your progress or check for side effects. Consult your doctor for more details.
Missed Dose
If you miss a dose, contact your doctor promptly for further instructions. Do not double the dose to catch up unless your doctor directs you to do so.
Store at room temperature between 59-86 degrees F (15-30 degrees C). Keep in a closed container protected from heat, light, and moisture. Do not store in the bathroom. Keep all medicines away from children and pets.
Do not flush medications down the toilet or pour them into a drain unless instructed to do so. Properly discard this product when it is expired or no longer needed. Consult your pharmacist or local waste disposal company for more details about how to safely discard your product.


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LOS ANGELES — Southern California is in for a blustery weekend with elevated fire risk and hazards for some drivers.
The National Weather Service says high pressure building over the Great Basin Friday will bring Santa Ana winds back to the region through Sunday.
Depending on location, northeast winds could range between 20 mph and 35 mph, with gusts from 45 mph to 55 mph, and bursts up to 65 mph on some ridges. Lulls are expected in late afternoon and evening hours.
Humidity levels are predicted to fall to 15 percent on Saturday and then into single digits. The weather service says a fire weather watch will be in effect in many areas from Saturday afternoon through Sunday afternoon.
Forecasters note that the winds could make it difficult to drive high-profile vehicles.


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Exactly 50 years ago, on Feb. 7, 1964, as John Lennon, Paul McCartney, George Harrison and Ringo Starr boarded Pan Am Flight 101 in London for their first U.S. visit, they had little idea what lay in store for them.
The band's Boeing 707, Pan Am flight 101, left London Airport early on the morning of 7 February 1964, bound for New York City. When the Beatles left London's Heathrow Airport on the morning – sent off by a swarm of well-wishing fans – they didn't know what to expect.
Even though they had a No. 1 hit with "I Want to Hold Your Hand," they'd heard enough stories about other British musicians who failed to connect in America to question whether or not their success in England would translate on the other side of the Atlantic.
But an estimated crowd of somewhere between three and five thousand greeted Pan Am Flight 101 at New York's John F. Kennedy Airport. The group had been tipped off during the flight, but that didn't make the Beatles any less incredulous about the scene.
"We heard about it in mid-air," Paul McCartney said in Anthology. "There were journalists on the plane, and the pilot had rang ahead and said, 'Tell the boys there's a big crowd waiting for them.' We thought, 'Wow! God, we have really made it.'"
The Beatles were rushed into Pan Am's cramped office for a press conference, winning over a condescending press – concerned mostly with their hairstyle – with their wit and charm. From there they were ushered into Manhattan, to the Plaza Hotel, where another mob scene was waiting for them.
"I remember, for instance, the great moment of getting into the limo and putting on the radio, and hearing a running commentary on us," McCartney added. "'They have just left the airport and are coming towards New York City. …' It was like a dream. The greatest fantasy ever."
There's a scene in the Maysles brothers' 1991 documentary, The Beatles: The First U.S. Visit where the group are listening to 1010 WINS en route to the Plaza, fascinated by the patter of the DJ but bemused by his claim that the group would be stopping by the next day to recite their poetry ("We ain't written no poetry," McCartney jokes). The video is the real A Hard Day's Night, which began filming shortly after the Beatles returned to England.
After watching the footage of themselves on the evening news, they went to the theater where the Ed Sullivan Show took place for a rehearsal. However, George Harrison brought a cold with him from England and, under doctor's orders, couldn't make it. In his place, road manager Neil Aspinall strapped on a guitar and stood in Harrison's spot so that the proper camera angles could be set for that Sunday's big event. Without even having played a note, the Beatles had conquered America.
The Beatles Arrive in USA February 7, 1964 JFK Airport
Press Conference :


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Judy Clark takes the reins as treasurer Jan. 1
Functioning as a deputy treasurer since May of 2008, Judy Clark takes on a new title and new responsibilities Jan. 1 as Ionia County Treasurer.
Clark was chosen from a field of six applicants seeking the position left vacant by the Nov. 24 death of long-time county treasurer Nancy Hickey. Virgene Pung who has been in the treasurer's office for nearly 10 years will continue as Clark's chief deputy treasurer.
"We have to get back into normalcy," Clark said Thursday, the day following her swearing in by Probate Judge Robert Sykes Jr.
Experience counted in her selection, she said. Sykes, Ionia County Prosecutor Ronald Schafer, and Ionia County Clerk Tonda Rich served on a selection committee that interviewed the applicants before unanimously selecting Clark.
Rich said in a prepared announcement in which she praised Clark and the staff for "keeping the office together" in Hickey's absence. Hickey was diagnosed with cancer 14 months ago and underwent surgery and treatments.
Schafer recognized Clark for demonstrating command of duties and functions of the office. Sykes noted her understanding of the delinquent tax fund and county land bank. A county treasurer is considered chief financial officer of a county.
The Ionia County treasurer collects delinquent taxes for all municipalities in the county, maintains current tax rolls and issues just over 5,000 dog licenses.
Born into a military family in Texas, her parents returned to their hometown of Ionia after her birth. She is a graduate of Ionia High School and Grand Valley State University where she earned a general business degree in 2003, the same year she married.
The Cardenas family owned and operated Delfina's, a Mexican restaurant on Main Street downtown, where Judy grew up working. Following her college graduation, she went into retail management and then banking, moving from a position of teller to the commercial loan department and then assistant office manager in Lowell.
Working for the county allows her "to keep up with my business background and to help people. This is a very busy office," she said. The treasurer's office may expand a temporary position to fill Clark's vacancy.
Clark said Hickey was connected by email and phone when not in the office and said, "Nancy was good with notes" and outlining instructions and maintaining sample documents to have for guidance.
Pung picked up information at training sessions for treasurers and other county treasurers have reached out to offer their assistance, Clark said.
"We'll get through this," she said.


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By Susie Linfield (University of Chicago)
Parul Sehgal, Bookforum, December 2010
The girl in the photograph wears her black hair tucked behind her ears. Her part is slightly crooked, and there is a small mole low on her throat, right above the top button of her blouse. She might be anywhere between five and ten years old. She's been posed against a wall or a screen. Stripped of its context, this is a lovely but unremarkable portrait of a small, serious looking girl, an image that's easy to look at and easy to forget.
But let's restore the context and look again. Pol Pot liked to have his prisoners photographed. Like the fourteen thousand or so others imprisoned at Tuol Sleng, the Khmer Rouge's "torture center," this girl slept shackled to the floor or wall, was likely tortured, photographed, and eventually shot—or bludgeoned to death, if the price of ammunition was high that year.
Is there a "right" way to respond—intellectually, emotionally, aesthetically—to such an image? Do we honor her by looking at her photograph or by refusing to? If we look, can we learn anything about how she lived and why she died? What if we can't help but notice her beauty—or worse, the inadvertent beauty of the snapshot itself? What does that say about us—or photography? Are these considerations offensive: Do we have a right to make sophistries out of real suffering?
Susie Linfield has written a brave and unsettling book about these questions, and she creates a calculus for a new kind of photography criticism—one that respects photography rather than distrusts it, derives its power from intellect and feeling.
Standing in her way, however, is a tradition of photography critics who have found inherent problems with the medium. Photography has been accused of, briefly, celebrating the status quo and serving as capitalism's lackey (Bertolt Brecht); creating an "aesthetized" society (Walter Benjamin); appealing to our emotions not our intellect and thus eliciting base reactions (Siegfried Kracauer); manipulating us to produce a desired response (Roland Barthes); inuring us to suffering and deadening the conscience (Susan Sontag); promoting paralysis instead of outrage and action (John Berger); presenting scenes sans context and chronology (Brecht, Sontag) and thus, breeding distortions (Philip Gourevitch, Errol Morris, all of the above).
Into this fray marches Linfield at full tilt, seeking for photography critics "the same freedom of response" enjoyed by critics of film, dance, theater, and music. She defangs the denunciations, neatly explaining that the Frankfurt School's distrust of photography came out of their particular context: Grossly distorted propaganda photos were used to stoke political hysteria in the already hysterical Weimer Germany—hence Brecht, Benjamin, and Kracauer developed a healthy skepticism. But above all, the book addresses Susan Sontag, for it was Sontag's On Photography, Linfield writes, that was "responsible for establishing a tone of suspicion and distrust in photography criticism, and for teaching us that to be smart about photographs means to disparage them."
Where On Photography is blunt, bold, and epigrammatic (recall those lines that land like jabs: "The act of taking pictures is a semblance of appropriation, a semblance of rape"), The Cruel Radiance is on a larger and messier mission. Linfield, who possesses none of Sontag's theatricality on the page, is earnest and her engagement with the photographs is raw, her belief in photography's power is absolute. She argues that photographs, more than any other kind of journalism, bring us close to suffering and allow us to feel it quickly and keenly. They make atrocities specific. It's not enough for us to know that out of the Cambodian genocide, fourteen thousand people were exterminated at one of the Khmer Rouge's countless camps—it's the girl with the crooked part in her hair, whose singularity we noticed, whom we will remember, whom we might choose to mourn.
Taking the film critic Pauline Kael as a model of the kind of critical sensibility photography demands, Linfield allows her enthusiasms and prejudices to suffuse the book. The effect can be intimate and instructive—her readings of the images themselves are small miracles of sensitivity and austere beauty—but it can be equally embarrassing, especially when Linfield stoops to ethnocentrism: "The burqa is a grotesque, indeed totalitarian garment." Capa's photos of demonstrations "are a pleasure to look at, for the marchers carry portraits of Zola, Voltaire, Diderot, and Gorky rather than of brooding old ayatollahs or teenaged suicides."
She takes the reader through four historical moments—the Holocaust, the Cultural Revolution, the civil war in Sierra Leone, and the wars in Afghanistan and Iraq—revealing how these different conflicts produced different styles of depiction (Abu Ghraib, for example, seems to have summoned a new era where violence is performed for the camera). She introduces us to three masters—Robert Capa, chronicler of the Spanish Civil War, and contemporary photojournalists James Nachtwey and Gilles Peress—to examine how photographic technique can transmit political philosophy.
Witness the humanist Capa, whose narrative-rich photos feature hardships, certainly, but side by side with nobility, endurance, and dignity. Linfield writes, "Capa gave us pictures of a broken world but he never suggested that destruction is our natural state." Compare him with Nachtwey, the lugubrious, latter-day Goya, in whose painfully explicit pictures, victims of famine, AIDS, or the machete are so brutalized that they're barely recognizably human. His photographs don't invite compassion, solidarity, or recognition: "In showing us the many ways that the human body can be destroyed, Nachtwey can inspire revulsion more easily than empathy." His images are meant to shock, but at the same time, their formal compositions and classical allusions make them stately lamentations.
Despite its canny organization, the book wants greater internal clarity and consistency. Linfield defends graphic images (such as Nachtwey's), writing, "Why is the teller, rather than the tale, considered obscene—and in any case, aren't some of the world's obscenities worthy of our attention?" But in another part of the book, she lambastes the "Arab press" for showing pictures of people maimed and murdered at the hands of terrorists or American and Israeli soldiers. She turns priggish and excoriates Al-Jazeera for televising "wanton loops of violence." Describing the images of dying children printed in the Palestinian newspaper Al-Ayyam, she is almost cruel: "These images seem to hail rather than protest the agony of victimization: It's hard to imagine that they deepened anyone's thinking."
Why are these depictions of deaths, as Linfield describes them, "lurid" not "tragic"? How can a newspaper photo "hail" the death of children? Why aren't these the "right" kinds of photographs, the way, say, Peress's portraits are? If the distinctions are apparent to Linfield, she doesn't make them sufficiently clear to the reader, who might be left supposing the author believes that some photographs—or victims—seem more deserving of our attention or compassion than others, an unfortunate prospect for such a bighearted book.
Still, Linfield's quest is heroic, and if she stumbles, it's in the pursuit of a powerful—and personal—vision of photography's necessity and potential. Like Robert Capa, she wants to connect the viewer to causes "out of respect, solidarity, and self-interest rather than pity or guilt." Like Gilles Peress, she proceeds with a lack of sentimentality and a sensualist's pleasure in the surprising detail. And like James Nachtwey, she accepts that there is no logic that can explain, no redemption that awaits so much suffering—but still, she bears unflinching witness.
Parul Sehgal is a nonfiction editor at Publishers Weekly.


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About Sensics
Dating back to the late 1990's, Sensics has been developing and manufacturing high-performance VR products long before VR was fashionable or popular. They wanted to enable their customers to deliver the virtual reality experiences they were dreaming about. There has never been a shortage of ideas on what people want to achieve, but the devices that could be used to display the VR content were not compelling: resolution was low, they lacked a 'panoramic' view and so forth.Подробнее
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