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UH Law School sponsors events for Constitution Day
Panels, citizenship assistance workshop scheduledUniversity of Hawaiʻi at Mānoa
Associate Dean
Levi Hoʻokano, (808) 956-5557
Law School Public Relations
The University of Hawaiʻi at Manoa's William S. Richardson School of Law is sponsoring two events to recognize and celebrate Constitution Day. The law school is one of more than a hundred other schools across the country promoting awareness of the U.S. Constitution, and reminding citizens, especially students, of the importance of judicial independence and a government of checks and balances.
The first UH event will be a panel discussion about the legality and civil liberties implications of recent National Security Agency wiretapping. It will feature Jon Van Dyke, constitutional law professor at UH, Sylvia Law, visiting professor this year from New York University, and Gerald Kato, chair of the UH Manoa School of Communications. Law school dean Avi Soifer will moderate the discussion. The panel is scheduled for Thursday, September 14, beginning at 12:40 p.m. in Classroom 2 at the Law School. It is free and open to the public.
Asked about the constitutional implications of wiretapping, Professor Van Dyke said, "The American Constitution Society and the Matsunaga Peace Institute have coordinated this panel on the surveillance undertaken by the National Security Agency (NSA) to discuss the constitutionality of this activity, which is now being challenged in the courts." Van Dyke hopes that these kinds of panel discussions will provide education about the values that underlie the U.S. Constitution.
The second event is a citizenship workshop scheduled for Sunday, September 17. Attorney John Egan and students in the UH Law School Immigration Law Clinic will provide free assistance to immigrants who wish to apply for U.S. citizenship. Assistance will include naturalization pre-application screening, help with understanding requirements and supplying necessary documentation to become a U.S. citizen. The workshop will be held at the Atherton YMCA on University Avenue from 10 a.m. to 3 p.m. It will be open to "lawful permanent residents" (green card holders) who have pre-registered. The workshop and services are provided free of charge.
Egan explained that Constitution Day also has been celebrated as National Citizenship Day since 1952. The Sunday workshop will demonstrate the importance of citizenship, assist legal immigrants with family reunification, and provide law students with hands-on experience with immigration law practice.
Pre-registration for services at this workshop is required. Contact John Egan at (808) 956-9974 for more information.
In an additional activity, Dean Soifer and UH law students enrolled in the Law School's LLM program for foreign-trained lawyers will also participate on a panel sponsored by Hawaiʻi Pacific University. The panel is titled "First Amendment: A Global Perspective" and will feature legal specialists from Cambodia, Pakistan, China, Sudan, and Ukraine. Moderating will be Cynthia Quinn, Esq., Assistant Professor of Law at HPU. This panel is scheduled for Monday, September 18, 2006 from 11:30p.m. -1:30p.m. at the Judiciary History Center, 417 South King Street.

subset: commoncrawl


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PRINCETON — Tuesday's second half was one the Princeton Tigresses would like to forget.
After playing a close first half, the Erie Lady Cardinals came out running and outscored the tournament hosts 36-4 in the final two quarters of play to cruise to a 57-19 victory on the second night of action in the Tigresses' Holiday Tournament.
Tuesday's nightcap saw Henry hold off LaMoille/Ohio 38-35.
Erie (2-0) took control with a 23-2 advantage in the third quarter and started their run with transition baskets off of Princeton (1-1) turnovers. Erie was 9-19 shooting in the third and when they did miss, they controlled the offensive glass with six of their 14 boards coming on the scoring end.
"They answered the bell in the third quarter and we didn't," said Princeton coach Kevin Hieronymus. "It didn't go the way we wanted it to tonight but we'll have better halves than what we had out there tonight."
The first half was a different story for Princeton as they stayed close and took their only lead of the night when they scored six of the first seven points of the second quarter.
Emmalee Sears started the scoring and Makenzey Wilson followed with a steal and layup to tie the game at 13. Sears then had the highlight of the night when she caught the ball on the ground and was able to get a shot up from her knees that banked in to put PHS up 15-13.
Erie had a poor shooting second quarter, making just 1 of 16 shots, but it didn't affect their free-throw shooting as they hit six of eight in the period and closed out the half with eight unanswered points.
Wilson and Mead had the only two buckets in the second half for PHS. They also led the team with eight rebounds apiece in the game. Sears and Mead were high scorers with six points each.
"We played good offensively and defensively in the second quarter," said Hieronymus. "If we can bottle that up for a whole game like that, we will be right there. Erie is a very sound team and they got us tonight. I told the girls to put this one behind us as quick as we can and move on and get ready for Henry on Thursday."
HENRY 38, LAMOILLE/OHIO 35: Despite playing without leading scorer Sheila Browning (choir contest) and leading rebounder Elizabeth Geuther (flu), the LaMoille/Ohio Lady Lions nearly defeated Henry Senachwine for their first win of the season.
The Lady Lions (0-2) had their chances in the fourth quarter but couldn't put together consecutive baskets to take the lead.
With 40 seconds left in the game, Kaitlyn Hughes pump faked her defender in the air and scored to make it a three-point deficit.
With LaMoille/Ohio forced to foul, Emma Cluskey missed the front end of a one-and-one. A wild sequence followed when Hughes committed a double-dribble, Alissa Schrader stole the ensuing inbound pass, and the Lady Lions had three shots at the basket, but none of them were taken from three-point range before the final buzzer sounded.
LaMoille/Ohio coach Richard Gross realizes with his young roster that includes just one senior in the starting lineup that there will be some growing pains.
"We have a lot of young girls playing," said Gross. "We have some sophomores playing without varsity experience. Tonight we were a little short with our scoring and rebounding, so our inside game struggled. They know that, but it is no excuse. You have to play with what you are given. It's over with, and we will only get better.
"We played well against Princeton (Monday) and a lot of people came up afterwards and said how scrappy we were. That's one thing about teams from LaMoille, and it goes way back. They won't quit," he said.
The Lady Lions led 17-16 at the half but were outscored 22-18 in the second half in what was a close game throughout.
Sophomore Ragen Forbes lead the way with a game-high 17 points. Schrader added seven points, all in the second half.


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Apple design saint Jonathan Ive will design a single special edition Leica M camera, in what must surely be the world's most hipster industrial design collaboration to date.
The iPhone man will rework the latest model in the classic German camera-maker's M range, Leica owner Andreas Kaufmann said on Monday. Only one, lonely camera will ever be made.
The new camera in Leica's M range, unveiled September 17th
The resulting JonyCam will be auctioned off for charity in what we foresee will be a bloodbath of the moneyed hipsters with shattered RayBans strewing the floor.
The charity is as yet unspecified, but has something to do with Bono.
Ive was supposed to attend the launch event to announce the collab himself, PetaPixel reports, but he couldn't make it and so Kaufmann dropped the announcement in an aside.
The production of the Jony Ive Leica seems to be on a laxer schedule than the average iPhone, so don't be looking for it anytime soon. The design process hasn't started yet and there is no set date for production, so start saving immediately and you'll still have basically no chance of ever owning it.
The latest Leica M announced on the 17th is the first Leica rangefinder model to feature 1080p HD video recording and Live View finally brings in the standard digital model of letting users compose a photo through a LCD screen. Other specs include a 24MP full frame sensor and a Gorilla Glass 3-inch LCD screen with 920K pixels.
The camera will be available in early 2013 in black or chrome for $6,950. There's an entry-level version, the M-E costing $5,450. Nobody knows what the unique Jony-modded job will fetch.
Ive's touch may be very slight- menswear designer Paul Smith has designed a Leica recently, adding only a green and an orange stripe to the device.
The Apple-Leica connection goes deeper than this one-off. The last time Steve Jobs took the stage to announce an iPhone it was the 4 and he specifically credited Leica as a design inspiration.
"Glass on the front and back, and steel around the sides. It's like a beautiful old Leica camera," he said.
The "Leica" features remain in the iPhone 5: the flattened glass front and back, the steel tape around the rim and the rounded metal buttons. ®


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Instead of filming a puppet of Godzilla in stop-motion, as O'Brien had done for King Kong, Tsuburaya put an actor in a rubber suit and ran the camera at high speed, making Godzilla's movements seem appropriately ponderous when played back. The suit, however, weighed 220 lbs. (100 kg), and the actor inside it lost 20 lbs. (9 kg) in six weeks of shooting.
Buy the book here:
Eiji Tsuburaya: Master of Monsters: Defending the Earth with Ultraman and Godzilla
I flipped through this book recently in a Barnes & Noble and it's just packed with photos like the one above. I worshipped Ultraman as a kid and there's tons of info in there about him. This is going on the Christmas list for sure.


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Bow Wow Breaks Nelly's Ankles At The So So Def 08 Celebrity Basketball Game!
Bow Shakin Nelly out his shoes at the So So Def Summerfest 08 Celebrity basketball game. Shout out to Joe
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Today's the day Santa's coming to our classroom! Wow, what will he bring?
Alvarado Elementary School,
Richmond, California
Funny, Santa doesn't look really old. I thought he'd have a lot of wrinkles, like Grampa Johnson. He sure is big, though, a lot bigger than anybody else in the room. The red suit looks really soft. I'd like to find out what it feels like, but Teacher warned us not to touch. What do you think would happen if paste got all over Santa's suit? He'd have to go back to the North Pole, and Mrs. Claus would have to wash and iron it all over again, and then we'd have to wait for our presents.
We shared some cookies and punch with Santa, then we opened our presents and sang Jingle Bells. When Santa left to go to the next classroom, he almost got stuck in the doorway with his large pack. Boy, he must be eating a lot of cookies.
Everybody in class got a little white china bell with a picture on it. How cute! They sound pretty, too. Some bells are round, and some are square. I like the square bells best, but I got a round one. Oh well, it's pretty anyway.
After school, I walked home with my friend, Kathy. This boy I didn't know ran up and held a square bell in front of my face. "Hey, wanna trade?" he asked.
I looked down at the round, white bell in my hand. Even though Santa had given me this one, I didn't think it would hurt to trade... and I did like the square bells a little bit better, so I said: "Sure."
The boy took my round bell and gave me his square bell. He ran off a few steps, stopped, and then held his arm way out over the sidewalk. He opened up his fingers and let go of the little bell Santa had given me. It fell and broke into a hundred little pieces on the sidewalk.
Did he just do that on purpose? It sure didn't look like an accident!
The boy hurried back over to me. He was trying to look angry and upset at the same time, and he yelled in my face: "Gimme mine back!"
I was afraid of bullies. I didn't want to give the bell back, but I did, mostly because I felt guilty about trading.
I walked home in a daze. As soon as Mommy opened the door, I started to cry. I cried so hard that when she tried to find out what was wrong, I couldn't talk. She took the lunch box out of my hand and helped me take off my coat and scarf, and then made some hot cocoa. Pretty soon, I was able to tell her about the bell and about the boy who wanted to trade... and how he broke it just to be mean.
I lost my bell. I wished I had kept the round one. Now I didn't have any!
Aunt Mabel had been listening from the dining room table. She told me: "Chery, put your coat and scarf back on. Let's walk down the street and see if we can find it."
"Really?" I sniffled and choked. "But, it's all broken up!"
"Well, let's just go take a look."
We walked a few blocks back to school, and I showed her the spot where the bell was dropped. Instead of a bell, there were lots and lots of white specks everywhere. Aunt Mabel bent down and began to pick them all up and put them into a bag - even the tiniest pieces, and I helped.
A couple of days later, I woke up and went into the kitchen for breakfast. I couldn't believe what I saw: there on the table was my little round bell! It was missing a little bit on one side, but it looked pretty much the same. Mommy told me that she stayed up late after putting my baby sister to bed, and then she glued the bell back together.
I had my bell back! I hugged her and felt like crying again. I told myself I would never trade a present again, whether it came from Santa Claus, or from anyone else.


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Hi everyone!
Times have been wild since I have last written. I have been working at the same primary care medical practice, went backpacking solo through Argentina, Bolivia, and Peru, completed a part time post-bachelors program, and have been experimenting with some other projects and goals. 😉
My two year anniversary at the practice is coming up soon, and I have been thinking a lot about what I have learned. My role has been something similar to a health coach, and I have worked with patients with a wide variety of conditions, goals, and personalities. These are people that are both just like you, and not at all, coming from every stage and experience of life.
I am fortunate to be able to get to know patients on a very personal level. I learn their stories, understand their environment, and listen to their struggles, triumphs and goals. This is one side of the equation of their reality. The other side is genetics and epigenetics (the nature in nature vs. nurture). All of these factors converge into a complex web that determines their health and disease state at the present moment.
You cannot know 95% of these things when you look at a person on the street or meet them at an event. It would be hard to know most of this stuff even if you had been known them for years, unless you have a medical background and ask a lot of personal questions… Being able to see how each side of a person, including their genetic and environmental history, lifestyle choices, motivators and challenges, interrelates with their medical pathophysiology has increased my compassion for others and understanding of the amount of power that people actually have to change.
It isn't just medical conditions that have complex roots; it is every aspect of a person. Their personality, quirks, habits, and choices are all influenced by a multitude of factors. For example…
- Mood disturbances and mental disorders are tied to neurotransmitter imbalances in the brain, which could be genetic, environmental, chemical, or even nutrition related (not adequate intake of necessary precursors)
- People have varying levels of pain perception and stress tolerance due to stress exposure in utero
- Overweight people may be more susceptible to overeating due to low dopamine or altered gut bacteria (ex: h. pylori in excess results in stomach ulcers, but a deficiency leads to a lack of leptin, which is responsible for satiety)
- Sexual orientation and gender identity is influenced by the hormonal exposure in utero (and theoretically there are external factors that can alter this hormonal environment)
- It is theorized that some mental issues, including chronic anxiety and poor self esteem, are related to lack of parental attachment in early life
- Our diets play massive roles in our mood, energy level, sleep, immunity, health, weight, and daily choices. And our diets are massively influenced by our geography, early life experiences, parenting, and socioeconomic past and status.
- Habitual drug or alcohol use can create a cycle involving neurotransmitters that makes it very difficult to break free of (but also- what spurred the first use? )
I think recognition of the influential unknowns also has huge implications for how we interpret and interact with others. With the understanding that each individual is the outcome of an extremely complex web of factors and events, we can have a bit more compassion for our fellow human beings . We are constantly being influenced and changing, and we can't know what all of those factors are for ourselves (let alone others). More compassion from the acceptance of our ignorance and the complexity of nature v. nurture interactions, in combination with efforts to change what we aren't content with, could bring about some seriously positive change in the world. Instead of judging other people (and ourselves!), we should try to be more accepting, while empowering others to make the changes they desire.
I have emphasized the complex roots of personalities and medical conditions in order to bring about compassion, not hopelessness. Most days, I hear someone somewhere saying that they have 'always been' a certain way. Whether it's being overweight, anxious, depressed, or whatever, they appear resigned to this particular trait. It seems logical to me that the best way to change something is to get to the root of the problem, and so I have tried to trace back to the start of a certain problem, habit, or quality. Things quickly turn very murky, as there is not usually one answer.
What I have realized though, is that it does not matter. There are countless elements that influence who we are that we cannot change. While you can't change your early life development, genetics, or what others do to you, you can change what you do and how you think. After all, our bodies are made of the foods we eat, and our personas are made of our actions, words, emotions and thoughts. We do not need to feel resigned to our condition. There are so many things (mental, physical, emotional, personality traits, habits, spiritual) that we can change and the tools are great and varying:
- Sleep
- Diet
- Addressing medical conditions properly, proper medications
- Probiotics (this can be complicated, different strains do many different things)
- Supplements, herbs (with medical advising)
- Therapy of all types
- Cognitive Behavioral Therapy
- Mindfulness Based Stress Reduction
- Meditation
- Yoga, Tai Chi
- Introspection, brain storming, goal setting and planning
- Calendars and list making
- Positive self talk, positive affirmations
- Regular reminding self of values
- Life coaches, health coaches, career coaches, advisors
- Education, books, reading, studies
In summary, you are awesome. People are complicated with incredibly different life situations. Better to have compassion than pass judgement on others, and focus on making the changes you wish to seek in yourself – because you can. I hope you all have an awesome Friday and weekend!
me, the salt flats in Bolivia


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Hackerspaces are about community, and we'd like to invite you to come visit ours. There's no restrictions, no fee and no "right" kind of person, just remember to bring enclosed footwear so you can see the entire campus.
Have a look at what our members have built and come show off anything you have made.
Get inspired, if you don't have anything in the pipeline, have a look at other peoples projects, see what tools we have that could be of use.
We could always use a helping hand, just ask about how you can help around the space, this is a great way to meet new people, make new friends, and just have a good time.
Have a chat about what we're creating, and talk about what you want to make, people are always willing to give advice and might even give you a helping hand.
You don't need to be a member to attend this, feel free to come along and socialize, meet people and talk about awesome ideas.


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Rex Ryan went to the Orange Bowl to support his son Seth, who plays for Clemson. Someone spotted him after his trip, waiting at JFK's baggage claim, decked out in a full orange sweatsuit. He earned that "Sexy Rexy" nickname, dammit.
Ryan previously wore that getup to the actual game. So, did he change at all? How much stank is on the inside of that thing?


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Use these practical tips to be a more informed consumer and to ensure a great experience with your Real Tree. Click the plus sign (+) next to each item to view more detailed information.
Be sure you know what size (height and width) you need before heading to the retail lot. Measure the ceiling height in the room where the tree will be displayed. The trees in the field look small when the sky is the ceiling. Don't overbuy. Measure the width of the area of the room where the tree will be displayed. Most trees on tree farms are trimmed to an 80% taper. So a tree that's 10' tall will be 8' wide at the bottom. A tree that will fit in the room vertically may be entirely too big horizontally.
Some species have more open foliage, stiffer branches or longer needles. Research the characteristics of the different species in our tree varieties section, then find a farm near you that has the species you are looking for.
If you want the same species you know or have always used, great. If you want to try a different species, browse the tree varieties section of NCTA's website to become familiar with the species popular in your area before heading to the retail lot.
Go to a retail lot that is well-lit and stores trees in a shaded area.
Ask the retailer when he/she gets the trees: are they delivered once at the beginning of the season, or several shipments during the season? Often, a tree obtained soon after its arrival on the retail lot will be very fresh because it was cut recently. Also ask the retailer which tree type performs best in your climate. Some species last longer and remain fresh longer than others in different climates.
Run a branch through your enclosed hand - the needles should not come off easily. Bend the outer branches - they should be pliable. If they are brittle and snap easily, the tree is too dry.
Indicators might include: excessive needle loss, discolored foliage, musty odor, needle pliability, and wrinkled bark. A good rule-of-thumb is, when in doubt about the freshness of a tree, select another one. If none of the trees on the lot look fresh, go to another lot.
Ask the retailer about recycling Christmas Trees in your community.
Click the plus sign (+) next to each item to view more detailed information.
Most tree farms keep their fields very well groomed, but there are some things that are beyond the farmer's control. Be careful of fire-ant mounds, tree stumps, an occasional blackberry vine, uneven ground and sharp saws.
Wear comfortable shoes and old clothes. Bring rain gear if the weather is threatening. The "cutter downers" and the "loader uppers" should also have gloves. DON'T FORGET THE CAMERA. It's best to leave the family dog at home (many farms will prohibit pets). But, if a pet is allowed and must come along; keep him on a leash at all times. Please don't let him "mark" other people's trees.
Saws are usually provided by the farm operator. Check ahead of time to double check if you need to bring any supplies.
Some farms measure and price their trees individually, others sell them by the foot. Ask about the pricing policy before heading out in the field.
Head out to the field and select the tree that fits your predetermined needs. Check the trunk to be sure that it is sufficiently straight. Keep in mind that pines will usually have, at least, some crook in their trunks. Also check that the tree has a sufficiently long handle to accommodate your stand.
In the fall of the year ALL conifers drop or shed a certain portion of their oldest needles. This is a normal part of the life cycle of the tree and occurs because the tree is preparing itself for winter. Most farms provide shaking or blowing services so that you will depart with a perfectly clean tree.
Cutting the tree is easiest as a two person project. The "cutter downer" usually lies on the ground. While the helper holds the bottom limbs up. While the cut is being made, the helper should tug on the tree lightly to ensure that the saw kerf remains open and the saw does not bind. The tugging force should be applied to the side of the tree opposite the cut. In the case of the Leylands, the cut is best made by an attendant at the farm using a chain saw. A back cut should be made first with the final cut coming from the opposite side.
Bring the tree to the processing area where it will be cleaned and netted. Netting makes transporting and handling the tree substantially easier.
Or email


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NEW YORK (AP) -- Investors ate up shares of pasta maker Annie's Inc. Wednesday, which had the biggest opening day gain for an IPO this year. It's the latest sign of the pull of natural and organic foods for consumers.
Shares soared 89 percent to close at $35.92. Shares of Proto Labs Inc., a Maple Plain, Minn.-based provider of custom parts, soared 81 percent in their first day of trading in late February.
Best known for its signature macaroni and cheese with pasta shaped like rabbits, Annie's now makes about 125 organic and natural food products and is sold in more than 25,000 store locations, almost all in the U.S. Its focus is catering to what it calls "gatekeeper moms," who are willing to spend 25 to 30 percent more for a healthier alternative to staples such as crackers.
"This isn't a surprise. It is a brand name that everyone knows, and the natural organic food sector is pretty hot right now," said Tiffany Ng, a research analyst at IPO investment advisory firm Renaissance Capital.
The U.S. is the world's largest market for foods labeled organic and natural, with sales exceeding $40 billion in 2010, Annie's said in a filing with the Securities and Exchange Commission. The company said that it expects demand for such products to grow faster than demand for food overall.
A tough economy has kept shoppers' appetite for some pricier organic foods in check. In 2004, 13 percent of 5,000 shoppers polled consumed an organic beverage or food at least once every two weeks, according to market researcher NPD Group. That figure went up to 25 percent in early 2008, but growth has stalled, according to Darren Seifer, NPD's food and beverage industry analyst. He noted that the market for organic products has skewed more toward wealthier households that have combined income of at least $100,000.
But Annie's momentum hasn't slowed, partly because the company markets products as affordable, according to CEO John M. Foraker. He said that Annie's products have an average cost of $2.50.
The Berkeley, Calif., company, which started out in 1989 selling products to regional supermarkets and small natural food stores in New England, now derives 30 percent of its overall sales from big discount chains including Wal-Mart Stores Inc. and Target Corp. About 19 percent of its overall sales came from new products launched since 2009.
Annie's has the No. 1 spot in the natural and organic market in four product lines: Macaroni and cheese, snack crackers, graham crackers and fruit snacks. The started selling pizzas earlier this year.
Revenue rose 22.5 percent to $117.6 million in the year ended March 2011 compared with the previous year. For the nine months through Dec. 31, revenue rose 21 percent to $98.3 million. Foraker believes that an improving economy and rising consumer confidence is helping to lift sales, which are growing at a 20 percent rate compared with a five-year average of 15 to 16 percent.
The initial public offering raised $95 million, with 5 million shares pricing at $19 late Tuesday. That's above the range of $16 to $18 that the company expected on Monday. It originally planned to offer its share at $14 to $16. The higher price was a sign of strong demand for its shares.
Since about 80 percent of the shares were sold by company stockholders rather than Annie's, the company expects net proceeds from the IPO of just $11.6 million, after expenses. Proceeds from shareholder sales don't go to the company. Annie's plans to use most of the money to pay down debt.
Co-founder Annie Withey, who sold about 25 percent of her stake in the IPO, remains involved in the business. She writes the personal letters printed on the back of the boxes, responds to notes from customers and is still involved in product development. She had a 1.1 percent stake after the IPO.
The IPO market has heated up in 2012, with several technology companies making big splashes, after months of gains in the broader stock market. IPOs that have gone public this year are up about 20 percent, while the broader Standard & Poor's 500 index is up about 12 percent, said Ng.
Nine other companies were scheduled to go public this week. Two other companies making their IPO debut Wednesday — Regional Management Corp. and Vocera Communications — are also having a strong reception. Greenville, S.C.-based lender Regional Management's shares rose 10 percent, while mobile equipment provider Vocera, based in San Jose, Calif., jumped 31 percent.
Credit Suisse and JPMorgan managed the IPO for Annie's.


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I have written before about my recommendations for essential genealogy books and today one of them is on sale 40% off. If you do not already own Evidence Explained: Citing History Sources from Artifacts to Cyberspace by Elizabeth Shown Mills, the publisher has the second revised edition for $35.99 down from $59.99.
In addition to this book being the best reference available for genealogical citations, it also contains an excellent chapter on evidence analysis. I recommend that this book be on every genealogist's desk as a handy reference.
Here is the link to take advantage of the discount from Genealogical Publishing Company:


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Services on Demand
Related links
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Yesterday and Today
On-line version ISSN 2309-9003
Print version ISSN 2223-0386
Y&T n.7 Vanderbijlpark Jan. 2012
The potential and possibilities of oral history for skills development at undergraduate level
Derek du BruynI; Marietjie OelofseII
INational Museum, Bloemfontein Research Fellow, Department of History University of the Free State, Bloemfontein firstname.lastname@example.com
IIDepartment of History University of the Free State, Bloemfontein firstname.lastname@example.com
Since 2003 the History Department of the University of the Free State (UFS) has been offering a third-year module on oral history. From the time of its inception this module has aimed at providing a balance between oral history theory and methodology, thus enabling students to master and apply the oral history technique in practice. Students are taught how to manage an oral history project from start to finish. The teaching approach is resource-based with a stronger emphasis on learning than on teaching, which is in line with a current international trend towards constructivism. During the past nine years it has become clear to the authors that apart from the theoretical knowledge gained by the students, various skills are also taught and developed in the practical session of this module. This is clearly revealed when the questionnaires, interviews and student evaluation forms are assessed and analysed. The main purpose of this article is to identify and interpret certain trends and patterns regarding skills development as both a direct and an indirect outcome of this oral history module by using data obtained from the mentioned questionnaires, interviews and evaluation forms. The article addresses certain questions which are crucial for understanding the potential and many possibilities of oral history as a tool for skills development in a transforming society. It is argued that oral history's potential creates new methodological approaches for developing a diversity of new skills required by a changing social environment. Understanding this potential and its possibilities provides a basis for further developing oral history as a skills development tool, which may also lead to the improvement and expansion of existing oral history courses offered at tertiary level.
Keywords: Oral history; Constructivism; Teaching and learning; Undergraduate module; Third-year university students; Outcomes; Assessment; Evaluation forms; Skills development; Interdisciplinary research.
Since 2003 the History Department of the University of the Free State (hereafter UFS) has offered an oral history module as part of the third-year History course. During the past nine years this module has not only grown in numbers, but also in stature, with students from disciplines other than History also showing interest. Since its inception this module has aimed at providing a balance between oral history theory and methodology, thus also enabling students to master and apply in practice the oral history technique and specifically oral history interviewing. Throughout the past nine years it has become clear that apart from the theoretical knowledge gained by the students, a range of skills are transferred and developed in the practical sessions of the module. This is revealed when the students' module evaluation forms, as well as their questionnaires and interviews, which form an integral part of the module, are analysed. The main purpose of this article is to identify and interpret certain trends and patterns regarding skills development as both a direct and indirect outcome of the oral history module (Oelofse & Du Bruyn, 2010-2011:1).
In this article the following questions will be addressed: How is the oral history module structured and presented? How are the students assessed? Which skills are developed? How is this verified? What trends, patterns and themes have emerged over the past nine years? And finally: What are oral history's possibilities in terms of future skills development for undergraduate students? The key issue is: What skills do students need to function in a diverse and changing society such as South Africa, and do they actually obtain or develop these skills during an oral history course? The answers to these questions are crucial for understanding the potential and the many possibilities of oral history as a tool for skills development in a transforming society. It may be argued that oral history's potential indeed creates new methodological approaches for developing a diversity of new skills required by a changing social environment. Understanding this potential and its possibilities provides a basis for further developing oral history as a skills development tool, which may also lead to the improvement and expansion of existing oral history courses offered at tertiary level.
The need for an oral history module at undergraduate level
Although strong opposition against oral history still exists, the various benefits of oral history as both a discipline and a methodology have become widely accepted by several historians (Ritchie, 2003:13, 23). One of these benefits deals with oral history as an effective tool for teaching History. Oral history has become closely associated with the modern teaching trend of moving away from the emphasis on purely political history to a stronger focus on social, community and local history (Thompson, 2000:8-9, 17, 23; Sideris, 1986:44). The history of everyday life, the role of ordinary people in shaping events and the importance of social issues such as racism, gender equity, reconciliation and social justice are gaining more prominence in tertiary education in South Africa (Oelofse & Du Bruyn, 2004:161-164; Ritchie, 2003:201; Ludlow, 2007:207-208). Considered a fringe development during the eighties and nineties, it has now become part of the mainstream programmes. The History Workshop project at the University of Witwatersrand, Johannesburg, has led the way in this regard with its pioneering scholarship on the social histories of marginalised communities in South Africa. As a result of this ground-breaking work, History departments at several South African universities offer some or other oral history module (Bonner, s.a.; University of the Witwatersrand, s.a.; Lekgoathi, 2009:105-107).
During the past decade the general teaching approach at the UFS has also become more resource-based with a stronger emphasis on learning than on teaching. The focus has shifted from the lecturer to the students. This approach is in line with a current international trend towards constructivism whereby students are expected to become more directly and actively involved in creating their own knowledge and their own process of learning (Ludlow, 2007:201). The basic premise is that knowledge is not always textbook bound and waiting to be accessed. Students are encouraged to construct their own understanding of the subject through first-hand experience. From a constructivist perspective, knowledge is not passively received from the lecturer but rather created as students adapt to and make sense of their experiential environment (Wilton, 2011:473-474; Golding, 2011:passim; Thirteen online - Concept to classroom, 2004).
In the case of the oral history module offered by the History Department, UFS, students construct their understanding of oral history by being exposed to a real-life interview situation, which makes the learning practice-orientated. Oral history has thus become a valuable tool for teaching students how to become the creators of their own knowledge as they are personally involved in their own learning; how to explore new techniques of acquiring knowledge; how to ask critical questions; how to formulate questions which interest them; and how to assess what they already know about oral history. Through the interviews, strong emphasis is placed not only on personal development, but also on social interaction. Social interaction occurs in the students' experiential environment and it relates to, in both the group discussion nature of the lectures, as well as the oral interview set-up (Maclellan, 2005:passim; Davis & Sumara, 2002:410-411; Gray, s.a.). Based on the above it may be argued that the real-life interview facilitates a constructivist approach to teaching and learning.
Teaching and learning oral history at the History Department, UFS
In 2003 oral history teaching at the UFS was formalised when the oral history module, commonly known as GES 361: Oral History was officially launched. Since 2007 the Department of History of the National Museum,1 Bloemfontein, has become formally involved with the educating and facilitating of the students. Because of its strong focus on oral history, the Museum became specifically involved with the practical aspects of the oral history module. This partnership and collaboration between the University and the Museum (Du Bruyn & Oelofse, 2009:passim) has benefits not only for the two institutions, but also for the students because they have the opportunity to tap into the Museum's field work expertise. The collaboration also increases the possibilities of oral history for skills development. This is discussed in more detail later in the article.
The content and structure of the module
The content and structure of the oral history module was designed to enhance not only the transfer of knowledge, but also skills development. The oral history module counts four credits and consists of a total of six lectures, namely three oral history theory lectures, three oral history methodology lectures, as well as a practical assessment session. The module is presented in Afrikaans and English. The theory part focuses on the status and value of oral history as a discipline and its role in reconciliation and nation-building in the South African context. Furthermore, the challenges confronting oral history are examined. Oral historians are concerned with memory because memory forms the core of oral testimonies. What makes oral history so distinct and sets it apart from other branches of history, is its reliance on memory and not on text. Nevertheless, the dilemma is that memory can never be absolutely certain and therein lies its weakness as a source of historical knowledge.2 Factors that may negatively affect memory's objectivity are discussed to help the students to implement reliable techniques and methods to minimise problems. Additionally, steps are highlighted to examine oral evidence for factual credibility by implementing historical interpretation and the principles of historical critique in searching for authenticity in sources.
The methodology section of the module focuses on oral history in practice and specifically how to plan and implement an oral history project from start to finish. The specific focus areas include the planning of an oral history project, conducting an interview and transcribing the interview. Students are also made aware of the importance of interview ethics.3 The issue of copyright and the protection of the interest of both interviewer and interviewee are addressed in an agreement form, namely the 'Gift and Release Agreement'. During the lectures there is a strong emphasis on the uniqueness of oral history in the African context. It is considered essential that students are made aware of the fact that interviewing people from an African background, in many respects, differs from interviewing people from a Western background. The interviewer needs to respect and acknowledge the norms and customs of the person he or she intends to interview (Du Bruyn & Challa, 2004:passim). The National Museum's Batho Community History Project, which focuses on the history of Bloemfontein's oldest township, namely Batho, is used as a practical example of an African oral history project (Du Bruyn, 2008:passim; Du Bruyn, 2010:6-16). With the Batho Project in mind, students are encouraged to apply the oral history technique to their families and/or communities and start their own projects (Ludlow, 2007:207-208).
One of the strengths of the oral history module is that the theory and methodology sections of the module are interlinked and the lectures gradually build up to the practical session, namely the real-life interview. Therefore, the students realise the importance of attending lectures. Missing out on a lecture will negatively affect their performance in the practical session, which counts for 50% of their semester mark. Especially challenging for the students is the transcribing of their interviews as it is a first-time experience for most of them. This emphasises the importance of class attendance and the technical information shared during lectures. Because the classes are small, the lectures are interactive and adequate opportunities for class discussions are provided. Students are also encouraged to share their personal experiences of any previous interviews they have conducted. From the start we have realised that most students have limited knowledge and no prior experience of even the most basic oral history techniques and concepts. Therefore, this module is not only an intensive, but also a challenging teaching and learning experience for the students. At the same time, however, a variety of skills are developed and enhanced to the benefit of the students.
During the past nine years we have frequently adapted the module content, as well as our teaching approach in order to stay in touch with the students' expectations, as well as a changing social and technological environment. This environment not only includes emerging social trends that influence the way people communicate, but also constantly changing technology. Fast changing technology has its own challenges regarding financial expenses for both partnering institutions. The recording equipment needs to be upgraded continuously in order to stay abreast of technological advances. Being able to handle sophisticated recording equipment correctly is also one of the skills that are developed in the oral history module.
The UFS is becoming increasingly multi-cultural and the changing demographics, which are also reflected in the composition of the classes, are challenging. At the same time, it is also a learning curve for the lecturers, because it allows us to experiment. During the past nine years we have accommodated students from vastly different ethnic, nationality, language, age, gender and social and economic backgrounds. We have also accommodated students with physical disabilities and we had to liaise with the University's Unit for Students with Disabilities (USD); see Image 1. This affects the planning of the module, because we have to accommodate these students on different levels including the accessibility of the lecture venue, module material which must be made available in Braille, specialised technical equipment and also the final assessment. Given South Africa's changing socio-cultural environment, the lecturers of the module consider it crucial to expose the students to people from culturally diverse backgrounds and different age groups in an interview situation. In order to make the interviews more relevant in a historical context, students are encouraged to ask questions that deal not only with campus-related issues such as integration and diversity, but also national issues such as racism and reconciliation (Oelofse & Du Bruyn, 2010-2011:2).
The outcomes and assessment of the module
In line with the 'Higher Education Qualifications Framework' and the 'South African Qualifications Authority (SAQA) Level Descriptors for the South African National Qualifications Framework' the expected outcomes of the oral history module are divided into critical and specific outcomes. The critical outcomes include the ability to gain knowledge of a certain historical theme and to understand how that knowledge may be relevant to other academic fields; the development of the ability to independently evaluate different sources, to select information relevant to a task, and to utilise the process of analysis to evaluate information; the development of the ability to present information; and to effectively communicate it in the relevant academic format. More critical outcomes include the development of the ability to solve problems and make decisions with an awareness of the impact thereof on the wider context and the ethical implications of decision-making and actions; an appreciation for the value and methods of effective independent study; and the ability to function productively in a group; and to demonstrate appreciation regarding the acceptance of responsibility for one's own decisions and the way these decisions impact on the group as a whole (Oelofse & Du Bruyn, 2010-2011:2). The achievement of the stated outcomes is evaluated by the students at the end of the module.
The specific outcomes are unique to the module. In terms of these outcomes the students must be able to:
Recognise and explain oral history as a discipline within history as a science;
Discuss the advantages and challenges of oral history;
Debate the influence of memory in the obtaining of information;
Effectively use methods to test the truth and objectivity of oral sources; and
Plan a practical oral history project which includes compiling a suitable questionnaire, conducting an interview and transcribing the interview (Oelofse & Du Bruyn, 2010-2011:2).
The students are assessed according to the continuous assessment process. They are required to write one formal test on the theory part and also complete three practical assignments that focus on each of the three key aspects of the methodology part. These aspects include compiling a questionnaire for a life history-type interview, conducting the interview, as well as transcribing the complete interview (Oelofse & Du Bruyn, 2010-2011:3-4). For the purpose of the interview the students are expected to compile a questionnaire of at least 15 questions for an interview with a person for whom we provide only the basic personal details, namely his/her name, race, gender and approximate age. For the rest, it is up to the student to find out more about the interviewee's life history. As already mentioned, some students are expected to interview people who are not only older than they are, but who are also from a different cultural and racial group. Interviewees include lecturers and academic assistants from the UFS History Department, as well as staff members from the Museum's History Department. As can be seen in Images 2-4, we aim to create interviewer/interviewee combinations that defy stereotypes.4 Although it is possible to make use of the conventional same- sex interviewer/interviewee combination, the lecturers specifically wish to expose the students to a multicultural interview environment.
All the students are expected to complete their interviews within 30 minutes. Apart from asking questions from their self-prepared questionnaires, the students are also expected to ask probing or follow-up questions. These types of questions usually indicate that the student has reached a certain level of interviewing skill. All interviews are assessed by the lecturers who observe and consider all aspects of the interview process, including the informal pre-interview conversation, interview style, use of gestures, handling of equipment and post-interview conversation; see Image 5. It is expected of students to consider the ethical issues of interviewing by completing a 'Gift and Release Agreement', contextualise the interview by completing a 'Field Work Report', and also consider the do's and don'ts of interviewing in the African context. During the final contact session with the students, feedback on the questionnaire, the real-life interview and the transcription is provided.
The successful achievement of these specific and unique outcomes demonstrates that the students have acquired a variety of skills. The acquisition of these skills and how they indicate the development of the students will now be discussed.
Oral history and skills development
Combining oral history theory with exposure to practical hands-on oral history methodology has numerous advantages for third-year History students of which the development of skills is according to the authors of the utmost importance. Apart from the generic skills which History students are expected to develop, including research, writing, critical thinking and problem-solving skills, other subject specific skills are also developed. This became apparent after we had analysed the students' module evaluation forms, questionnaires and interviews of the past nine years. Apart from the generic oral history skills, such as oral communication and interviewing, creative thinking, social and interpersonal skills, the handling of equipment and the transcription of the spoken language, other less obvious skills also seem to develop (Oelofse & Du Bruyn, 2004:164-166; Steffe & Gale, 1995:4-6).
Some of the comments made in the module evaluation forms completed by the students provide an indication of the skills they have learnt:
"I have learnt how important it is to prepare myself for an interview."
"During an interview one must be prepared for anything."
"The module taught me how to 'understand' the interviewee."
"I have learnt the importance of 'reading' people."
"During the module I have learnt more about interpersonal relations."
"The module taught me the importance of patience."
"The oral history module taught me how to handle stress, tension and nervousness."
"Now I know what it means to be under pressure."
"The module helped to build my confidence."
"Now I know what it means to be taken out of one's comfort zone."
"I have learnt to respect the interviewee and his/her cultural background."
"The module taught me how to respect the personal information an interviewee shares with you."
"The skills I have learnt in this module will help me in my future career, even if I do not continue with History" (Oelofse & Du Bruyn, 2011).
These and other comments are particularly insightful, because they not only indicate how the students perceive the module, but also the type of skills they have learned according to themselves. The students' comments indicate that other less obvious skills, e.g. how to approach the interviewer/ interviewee relationship, how to 'read' an interviewee, how to handle stress and pressure, time management, how to deal with people from different cultural backgrounds, and how to treat personal and confidential information, are also developed. These are the type of skills that need to be developed further, because they are not only important in themselves, but also enhance and complement basic oral history skills, such as interviewing techniques and non-verbal behaviour.
Apart from the student evaluation forms, the students' questionnaires and interviews also give an indication of the type of skills that are developed by the module. Most students responded to the challenge of asking questions that deal with the issues on campus, as well as national issues. Noteworthy are, for example, the similarities and differences between the African5 and white students' questionnaires. Almost all the students ask questions about their interviewees' experiences of apartheid and apartheid-related events, e.g. the political unrest of the 1980s, the post-1994 changes and how these events had affected and changed their lives. Other questions asked by most students include questions about the importance of role models and/or mentors, who the role models and/or mentors are, as well as the issue of religion and the role it plays in their lives (Oelofse & Du Bruyn, 2011).
Notable differences in the types of questions asked by the African and white students are also evident. Popular topics for the African students include the importance of African culture and traditional African names, the interviewees' political awareness and involvement in politics, and the interviewees' experience of racism on the UFS campus. Almost all the African students asked their interviewees for their personal views of the widely publicised Reitz incident of February 2008 (Volksblad, 2008; Rapport, 2008; Beeld, 2011).1 Social issues such as HIV/Aids and the status of women in society and on campus also feature prominently, especially in African female students' questionnaires. On the other hand, the white students, especially the Afrikaans-speaking students, favour questions on the importance of family traditions, the issue of Afrikaner identity in a multi-racial society, the interviewees' experience of the political uncertainties of the post-1994 South Africa, and also the issue of affirmative action and the interviewees' views on this issue. Most white male students also include questions about apartheid-era military service and conscription and how the male interviewees experienced it. It is interesting to note that while almost all the white students asked interviewees to share their views and experiences of South Africa's crime problem, almost no African student touched on the issue. Also noteworthy is the fact that no white student asked any questions about the Reitz incident. The students' probing questions also followed these general patterns.
What do the students' questionnaires and interviews reveal about the type of skills developed and the potential of oral history as a skills development tool? Apart from evidence that the students learn to form opinions to become critical thinkers, their questionnaires and interviews also indicate the value of the life history interview for skills development. Particularly important is the opportunity provided for students to apply the principles of basic historical enquiry and analysis to their interviewees' life histories. By interviewing people that are older, diverse and more experienced than they are, the students are exposed to new historical insights and perspectives that enrich and sharpen their historical knowledge and awareness. In the process the students as interviewers take ownership of their interviews and the information they have gained from the interviewees. The interviewees' use of terms and acronyms from previous eras that are mostly unknown to them, e.g. 'impimpi' (apartheid-era police informant) and UDF (United Democratic Front), prompt them to do research. As part of the partial editing of their transcriptions, the students are expected to clarify such terms and acronyms and explain e.g. the meaning of 'impimpi' and UDF in the text. In the process, the students are not only encouraged to conduct further research, but they also create new knowledge. All of this adds to the ongoing process of skills development which has become such a crucial part of the students' learning experience (Kros & Ulrich, 2008:91-92; University of Winnipeg, s.a.; Ocampo, 2007-2008:42).
Another aspect of skills development that should be mentioned is that the students also discover and understand how similar historical events affect people in different ways. This process expands their historical consciousness of not only what happened, but also of how it happened and of the meaning of what happened. For example, one such event is South Africa's first democratic election of 1994. Most students do have a basic historical knowledge of this significant event, but they were too young to experience it themselves. By interviewing older people who experienced it, they obtain political and historical insight into how it was experienced on a personal level. This issue features prominently in most students' questionnaires, which is an indication that they are curious to know more than just the basic written facts. Our experience is that even third-year History students possess very limited knowledge of recent South African history and by interviewing more experienced people they significantly broaden their historical knowledge base.
During the past nine years it has become obvious that oral history as a skills development tool for undergraduate students is unlimited in scope and possibility. It is also evident that oral history is an effective tool for developing the type of skills that students need to function effectively in a diverse, complex and changing society. Students are exposed to different viewpoints; they learn how to interview members of other cultural groups and are exposed to the potential of oral history for interdisciplinary research. Furthermore, the students also become aware of the myriad of possible applications of the oral history technique. The oral history skills' usefulness is not limited to History, but extends to other disciplines including Anthropology, Political Science, Sociology and Media Studies, to name a few. Based on these observations, it appears that an oral history module such as the one offered by the History Department at the Free State University has become essential for students who want to develop various skills. By empowering the students with the above-mentioned skills, which are increasingly demanded by a knowledge-driven economy, it also increases their employability.
Looking forward
The growing popularity of the oral history module, which the students describe as 'fun', 'challenging', 'expectations have been surpassed', 'gives a new perspective on history', 'history came to life', 'learnt something that can be used later in life' (Oelofse & Du Bruyn, 2011), as well as the fact that the benefits of the oral history method and the skills developed by it are increasingly in demand by interdisciplinary research projects, have made the authors rethink the existing module. From 2012 the oral history module will be expanded: it will count 16 credits and approximately 12 lectures will be presented. Even more emphasis will be placed on the practical part of the module in order to strengthen the developing of skills. With increasing student numbers the new module will also include group work, focusing on themes such as social justice, reconciliation, global diversity and community history. Group work is considered essential because research has shown that most students learn more easily when they work in collaboration with others (Maclellan, 2005:138; Reach and Teach, s.a.).
It is the lecturers' aim with this module to focus increasingly on key issues of constructivism, including problem-solving, creating knowledge and the handling of challenging situations. It is important that students learn how to cope with situations they encounter when dealing with the real physical and social world. Students learn effectively by being involved and active in the learning process; therefore, we want to establish an experiential environment where opportunities for deep learning are created.
Finally, it is important for us that the oral history module also benefits the University and society as a whole. On 27 January 2011 the UFS launched The International Institute for Studies in Race, Reconciliation and Social Justice with the purpose of "linking the manifestations of race in higher education, to the related matters of reconciliation and social justice in the South African context against the backdrop of racial and ethnic conflicts in the world" (Bloemnews, 2011). We foresee our participation in this Institute's training, development and dialogue platform as oral history lends itself to addressing these issues. Future students may successfully utilise the Institute as a possible research and resource centre, as well as a place of internship. With our oral history module we see ourselves supporting the UFS Rector, Prof Jonathan Jansen's vision of the University as a "living laboratory" (University of the Free State, 2011a; University of the Free State, 2011b).
1. Previously (2003-2006) the Free State Provincial Archives was a training partner when Mr. Du Bruyn was an employee at this Archive before he moved to the National Museum.
2. For more detail on memory and the challenges it poses for the oral historian as an historical source of information, see Ritchie, 2003:20; H Slim, P Thomson, O Bennett, N Cross (eds) 1995, Listening for a change. Oral testimony and community development, 140-141; PH Hutton 1993, History as an art of memory, 7; J Fentress & C Wickham 1992, Social Memory, 7; S Caunce 1994, Oral history and the local historian, 214-219.
3. For more detail on ethical issues while doing oral history, see VR Yow 1994, Recording oral history. A practical guide for social scientists, 89-98.
4. The traditional approach is to create interviewer/interviewee combinations consisting of people of the same race and gender, as well as similar cultural backgrounds.
5. For the purpose of this article the term 'Africans' includes black people, Coloureds and Indians. By using the term 'Africans', no negative connotation or prejudice is implied towards the people grouped in this way.
6. The University of the Free State encountered controversy in late February 2008 following a video made by four white male students of the Reitz residence in protest against racial integration at the university. The video showed five black workers of the university being subjected to various activities, including being forced to eat food which appeared to have been urinated on. Both the South African and international media covered this incident. The video was widely condemned and led to unrest and racial discord among the students. The Reitz hostel was closed by the council of the university as a result of this incident.
Dr Marietjie Oelofse gratefully acknowledges the financial assistance of the National Research Foundation of South Africa (NRF) in facilitating research. Opinions expressed and conclusions arrived at, are the author's own, and are not necessarily to be attributed to the NRF.
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text:
There's something unspeakably creepy about this whole thing.
Aboriginal teenagers in Canada are perhaps six times more likely to kill themselves than non-aboriginal youth. Among the Inuit, youth suicide is 11 times the national average. Between 2005 and 2010, Health Canada spent $65 million on a National Aboriginal Youth Suicide Prevention Strategy. The kids kept on killing themselves, and in 2011 the Ontario Chief Coroner's Office released a 215-page report on aboriginal suicides in Northern Ontario. One of the report's key recommendations: the creation of a national suicide prevention strategy.
Then along comes Theresa Spence, the elected chief of the forlorn and remote Northern Ontario community of Attawapiskat. Since Dec. 11, Spence has been camped in a teepee on an island in the Ottawa River, threatening to starve herself to death — to kill herself — unless the prime minister and the Governor General accede to her variously contradictory and ambiguous demands.
"Activist" opinion in Canada is actually cheering her on. We are all expected to be moved by Spence's hunger strike, to be humbled, and to be ashamed of ourselves as Canadians. Out of empathy, you understand.
In the remote Ontario community of Pikangikum, an Ojibwa reserve about 300 kilometres northeast of Winnipeg, the suicide rate is roughly 20 times the Canadian average. Kids kill themselves there all the time. It's a grim place of drug addicts and adolescent gas-sniffers and random violence where only one in five of the houses has any indoor plumbing and hardly anybody has a job. About 2,400 people live there, but in 2011 Pikangikum generated almost 5,000 calls to the police that resulted in roughly 3,600 "lockups." Over the past 20 years, 96 Pikangikum residents, mostly kids, have killed themselves.
Empathy, I get. If I were a 14-year-old boy living in Pikangikum with no prospect of getting out, I'd probably want to kill myself too. What is far more difficult to get one's head around is just what possible good might come from Idle No More, the recently erupted viral craze that has attached itself to Chief Spence specifically, and to aboriginal grievances in Canada more amorphously.
So far, it's shaping up to look a lot like last year's Occupy Wall Street conniption, the thing the activist avant-garde insisted was going to be the great anti-corporate insurrection that counterculture icon Naomi Klein always wanted. Our very own Arab Spring! It ended up more like the Tanganyika Laughter Epidemic of 1962, and so far, Idle No More appears headed in exactly the same direction.
In place of the Occupists' elaborate sign language and call-and-response rituals, Idlers specialize in flash-mob round dances in shopping malls. The erstwhile leadership relies on a lexicon that combines trippy references to Mother Earth with paranoid claims about the hidden contents of Bill C-45, the vulgar means by which Prime Minister Stephen Harper forced his 2012 legislative agenda though Parliament.
The Idlers say they want "a revolution which honours and fulfils Indigenous sovereignty which protects the land and water." They say the Harper government treats Canada's aboriginal leadership with contempt, but they also say they aren't accountable to the elected chiefs either. They say a lot of things, and a lot of excitement this might well prove to be, but a revolutionary movement it most certainly is not.
"These celebratory protest gatherings are all very good, but they're not going to get us anywhere," says Ernie Crey, the 62-year-old former vice-president of the United Native Nations, veteran aboriginal fishing rights activist and co-author of the award-winning Stolen from Our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. "It's really colourful and everything, but it's really unrealistic stuff. What's not going to work is all this stuff about transformational change in the consciousness of white North Americans."
It's not that Crey is claiming knowledge of some other, more magic way forward. His point is that there isn't one, and we all need to stop looking for it.
"We've got to get past this stage," Crey told me. "There is no magic policy bullet that's going to come out of some meeting with the prime minister or the Indian Affairs minister. We're dealing with issues here that have bedevilled the very best of the aboriginal leadership for years."
Just one of those confounding issues is the bleak and broken urban landscapes in which tens of thousands of aboriginal people have found themselves. For Crey, this isn't just political. It's personal. Long an advocate for the largely voiceless aboriginal people of Canada's inner cities, Crey ended up one of the most prominent voices in Vancouver's ghastly "Missing Women" tragedy. The DNA of his own sister, Dawn, was found on serial killer Robert Pickton's pig farm in 2004.
Aboriginal self-government is all well and good and "nation to nation" relationships sounds just fine, but hiving off aboriginal people into separate health and welfare streams, for instance, can have disastrous results. Establishing separate aboriginal support systems in the cities might seem perfectly consistent with a respect for aboriginal culture, Crey said, but what that has come to mean for Vancouver's suicide-prone aboriginal kids is their relegation to "social service ghettos."
Last summer, the segregated social-service system in Vancouver was identified by aboriginal agency workers as a major cause of a "suicide pact" involving 30 aboriginal kids in Vancouver's downtown eastside. These kinds of complexities are not going to be resolved by stirring speeches about Turtle Island at shopping mall rallies, Crey said.
"We have to get down to brass tacks here. To get anywhere, you need to be tightly organized. You have to formulate a serious program. You need a strategy that you're following, with a concrete agenda. And you have to be able to articulate real and achievable goals. You've got to be very suspicious of national visions, or visions of any kind," Crey said.
"You're not going to get anywhere by throwing around big words like 'sovereignty' and 'colonization' and telling white people they need to decolonize themselves."
Terry Glavin is an author and journalist whose most recent book is Come From the Shadows.


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Health Fair Thursday, March 20
- Details
- Category: Community
- Published on 18 March 2014
- Written by Mount Vernon Optic-Herald
The 2014 Franklin County Health Fair is Thursday, March 20 from 8:30 a.m. to noon in the First United Methodist Church Family Life Center. The event will provide health care information to people of all ages about a range of health topics.
Free blood pressure, body mass index, and glucose screenings will be available. See the March 13 edition of the Mount Vernon Optic-Herald for more information.


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Our third annual New Russian Drama Festival, to take place at Salvage Vanguard Theater from February 8 - 10, promises an opportunity for particularly rich immersion in the best that Russian theater has to offer today. Celebrated Russian playwright Yury Klavdiev will join us for a 5-day Austin residency, where he will join visiting artists David White (A.D., Generous Company), John Freedman (Theater Correspondent, The Moscow Times), Pavel Shishin (A.D., 5th Theater, Omsk), and Maria Kroupnik (Independent Producer, Moscow) for a weekend of discussions around contemporary Russian theater, and Mr. Klavdiev's work. The main event for the festival will be Breaking String Artistic Director Graham Schmidt's staging of two Klavdiev plays, forming a single night of theater: Martial Arts (adapted by David White) and I am the Machine Gunner (translated by John Freedman).
Salvage Vanguard Theater
2803 Manor Road, Austin TX 78722
February 8 - 10, 2013
Festival Schedule
Staged readings and panel discussions are free and open to the public. Join us!
Thursday, February 7
8:00 PM: Strike: Two plays by Yury Klavdiev
Friday, February 8
8:00 PM: Strike: Two plays by Yury Klavdiev
10:00 PM: Talkback with adaptor David White, and translator John Freedman
Saturday, February 9
- 2:30pm - Staged Reading: Trash, by Mikhail Durnenkov, translated by John Freedman, directd by Beth Burns
- 4:30pm - Staged Reading: Political Play, by Lasha Bugadze, translated by John Freedman and Maya Mamaladze, directed by Bob Jones
- 6:30pm - On Contemporary Russian Theater: John Freedman, Masha Kroupnik, Pavel Shishin
- 8:00pm - Strike: Two plays by Yury Klavdiev
Sunday, February 10
- 6:00pm - Contemplating International Collaboration: Russia - US Models
- 8:00 PM: Golden Hornet Project: Prokofiev Miniatures
JOHN FREEDMAN has translated three dozen Russian plays which have been performed in the United States, Canada, England, Australia and South Africa, including five works by Maksym Kurochkin. His translation of Olga Mukhina's Flyingwas produced in 2011 at Breaking String Theater. He has published and/or edited nine books about Russian theater, and for two decades has been the theater critic of The Moscow Times. He was the Russia director of The New Russian Drama project at Towson University, 2007- 2010, and the director of the U.S.-government supported New American Plays for Russia program, 2010-2012. With the company and Jennifer Johnson he was co-author of the Double Edge Theatre performance The Firebird in 2010, and his play Dancing, Not Dead won the new play competition conducted by The Internationalists in 2011.
DAVID WHITE: Artistic Director of WordBRIDGE Playwrights Laboratory since 2007; faculty member in the Department of Theatre Arts, Towson University; and playwright-in-residence of Generous Company. Playwriting: Last Chance: Trash & Ninjas and Squirrels: Studio Theatre, Towson University (2012); Leaves of Hope: reading, Joplin, MO (2012); and Enough: reading, ArtFaq Café, Moscow, RU (2011). Translations (with Yury Urnov): Yury Klavdiev's Martial Arts (US premiere - Towson University / CITD New Russian Drama Conference); and Pavel Pryzhko's Panties (reading - WordBRIDGE 2011). Publication: Atom-Smashing Playwright A US Perspective on Yury Klavdiev, Contemporary Dramaturgy, Moscow, RU (2010). Directing: US premiere of Klavdiev's I am the Machine Gunner: Baltimore, Chicago, and San Diego (2010); and George Brant's Elephant's Graveyard: Towson University (2010). Current Project: The Beholder's Share, a devised piece of theatre examining connectiosn between art and neurobiology.
MARIA KROUPNIK A Moscow-based project manager, translator, and media specialist, cooperates with a number of Russian theatres, including Teatr.doc, J. Beuys Theatre, Theatre 'Centre for Playwriting and Directing.' Her translations/subtitle adaptations of Nina Belitskaya's Pavik Is My God and Elena Gremina's 1 Hour 18 Minutes were showcased at the Golden Mask Festival's Russian Case in 2010 and 2011. In conjunction with Yale University, she translated Meg Miroshnik's The Fairytale Life of the Russian Girls, which was featured as part of their "Workshop on Begovaya" project, performed in December 2011. Kroupnik has also worked in media and public affairs for the British Embassy in Moscow and the British Council in Moscow.
PAVEL SHISHIN Literary Director of the Fifth Theater. Omsk is considered by many to be a theatrical city surpassed in reputation only by Moscow, St. Petersburg and, perhaps, Yekaterinburg. The Fifth Theater, created 20 years ago, has contributed a great deal to that reputation. It is a house that champions new, cutting edge work, often supporting it with workshops and festivals. The Fifth Theater is the host of the biannual Young Theaters of Russia festival which brings many emerging artists to perform in Omsk. Pavel has been instrumental in running this festival, as well as several new drama workshops that have helped bring important new plays to the attention of Russian theater.
(Click to go to the AustinLiveTheatre front page)


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The Lockheed Martin (NYSE: LMT) team developing the U.S. Air Force's next generation Global Positioning System III satellites has completed thermal vacuum testing for the Navigation Payload Element (NPE) of the GPS III Non-Flight Satellite Testbed (GNST). The milestone is one of several environmental tests verifying the navigation payload's quality of workmanship and increased performance compared to the current generation of satellites.
The GPS III program will affordably replace aging GPS satellites, while improving capability to meet the evolving demands of military, commercial and civilian users. GPS III satellites will deliver better accuracy and improved anti-jamming power while enhancing the spacecraft's design life and adding a new civil signal designed to be interoperable with international global navigation satellite systems.
"GPS III satellites have the most advanced navigation payloads ever manufactured. This milestone is a key indicator that we have a solid design and are on track to provide unprecedented position, navigation, and timing capability for GPS users worldwide," said Lt Col Todd Caldwell, the U.S. Air Force's GPS III program manager.
During thermal vacuum testing, the navigation payload's performance was proven in a vacuum environment at the extreme hot and cold temperatures it will experience on orbit to ensure it will operate as planned once in space. Following the test, the NPE will now be integrated with the GNST for final satellite level testing.
The GNST is a full-sized prototype of a GPS III satellite used to identify and solve development issues prior to integration and test of the first space vehicle. The approach significantly reduces risk, improves production predictability, increases mission assurance and lowers overall program costs. Following integration and test at Lockheed Martin's GPS Processing Facility (GPF) near Denver, the GNST will be shipped to Cape Canaveral Air Force Station, Fla., for risk reduction activities at the launch site.
"The completion of thermal vacuum testing on our first navigation payload is a critical milestone for our program that demonstrates we are on a solid path to meet our commitments," said Keoki Jackson, vice president of Lockheed Martin's Navigation Systems mission area. "The Air Force's early investment in our GPS III pathfinder is now paying off and will enable highly efficient and affordable satellite production going forward."
Lockheed Martin is on contract to deliver the first four GPS III satellites for launch. The Air Force plans to purchase up to 32 GPS III satellites.
The GPS III team is led by the Global Positioning Systems Directorate at the U.S. Air Force Space and Missile Systems Center. Lockheed Martin is the GPS III prime contractor with teammates ITT Exelis, General Dynamics, Infinity Systems Engineering, Honeywell, ATK and other subcontractors. Air Force Space Command's 2nd Space Operations Squadron (2SOPS), based at Schriever Air Force Base, Colo., manages and operates the GPS constellation for both civil and military users.
Headquartered in Bethesda, Md., Lockheed Martin is a global security and aerospace company that employs about 120,000 people worldwide and is principally engaged in the research, design, development, manufacture, integration and sustainment of advanced technology systems, products and services. The corporation's net sales for 2011 were $46.5 billion.


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Change we can believe in: patents, software, hardware, standards and values
Do you use nonfree software? Does your employer or school require you to use Microsoft software? Are you required to use proprietary formats to interact with your bank or local government? Are your children being trained to use computers rather than learning how to be in control of the computers they use?
As advocates for free software we are often faced with these challenges. We know that the support for the status quo, or the convenience of using the monopolists' pervasive tools, makes it hard to convince institutions to change their ways. Yet the opportunities for change have never been better.
In our latest victory, the Free Software Foundation through its End Software Patents (ESP) campaign filed an amicus brief to the U.S. Court of Appeals for the Federal Circuit (CAFC) in their en banc hearing of in re Bilski. We saw this as an historic opportunity to undo the harm inflicted by software patents on free software developers. The Bilski ruling didn't disappoint, as it gutted -- if not technically overturned -- the State Street ruling that in 1998 opened the floodgates to the patenting of business methods and software. The vast bulk of software patents that have been used to threaten developers writing code for a GNU/Linux distribution running on general purpose computers has in theory been swept away. The Bilski ruling undoubtedly represents a breakthrough for free software and a success for the FSF's campaign. And with this ruling we are on the path to lowering the threats that institutions face when considering adopting free software.
Completely free distributions like the FSF-sponsored gNewSense are now viable, something that just a few years ago seemed far out of reach. Our work with SGI earlier this year means that even the latest 3D graphic acceleration can now be achieved with free software and gNewSense. And the relaunch of our High Priority Projects list highlights that the proprietary software for which there is currently no free alternative and that users feel forced to use, is being tackled aggressively.
Hardware manufacturers friendly to free software have given us the first free software smartphone, the OpenMoko FreeRunner. The OLPC project gave us the first free software laptop, the XO, that has quickly established the low-cost sub-notebook marketplace -- where the economics have made GNU/Linux a popular choice. And for the past few months, FSF systems administrators have been working on the forthcoming free Lemote laptop, which Richard Stallman plans to use and that we hope will be widely commercially available.
The FSF has been campaigning alongside many partners for free and open standards, particularly for OpenDocument Format (ODF) and against Microsoft's OOXML. In June of this year, Microsoft finally announced that they would adopt ODF and many nation states have been adopting policies in support of ODF. Our free audio and video codecs campaign has also been winning hearts and minds, and Mozilla's Firefox web browser will soon carry native support for Ogg, giving us an unprecedented opportunity to promote free codecs.
Combined, these breakthroughs are important because they give us an opportunity to put aside the claims of convenience that are used to promote the monopolists' pervasive tools, and ask important questions of our employer. Why are we using this proprietary software that locks us to this vendor when we could be using free software that would give us control? It gives us the chance to demand open government. Why is it, that my local government is forcing me to purchase one vendor's software to access public records, when there are free formats that we can use that work with free software? And why does this school accept corporate donations of proprietary software that come with handcuffs on my child's education, rather than use free software that will give my child the opportunity to be in control of the technology she learning to use?
These are just some of the changes that we can all bring about by voicing support for free software. While it's important that people adopt free software out of concern for their freedom and not just convenience, the cumulative effect of many people doing this is a world in which it will also be more convenient for all of us to use free software -- a world in which those seeking control over users under the guise of convenience will face much stiffer opposition.


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Providing mechanized welding solutions since 1995
Since its inception in 1995, RMS has been supplying the pipeline industry with the latest state-of-the-art mechanized welding systems. RMS offers a full range of mechanized welding equipment and services, and can provide an end to end solution, from tractors, shacks, and welding decks to support our internal and external welding equipment to custom research and development to job site personnel.
RMS Welding Systems
1409 4th Street
Nisku, Alberta, Canada
Phone: +1 780 955 3907
Fax: +1 780 955 3996
RMS Welding Systems
979 Drennan Road
Conroe, Texas, USA
Phone: +1 713 400 8660
Fax: +1 713 583 9940


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The song ended -- right in the middle, in fact.
Bob Weir, the legendary Grateful Dead guitarist and solo star in his own right, stormed off stage in the middle of a tune Monday in Mill Valley, according to reports.
Weir was playing a Bob Dylan song during a solo acoustic set at Sweetwater Music Hall, a small venue of which he is part owner, according to the Marin Independent Journal. But audience members at the venue's back bar were apparently talking too loud for his liking during the set.
"He got so mad that he asked, 'Am I interrupting you? Am I bothering you?'" photographer Stuart Levine told the newspaper.
When audience members kept jabbering, Weir declared he'd had enough.
"That's it, I give up," he said, before storming off stage.
He returned with the Ratdog Quartet, which put on an electric set, but at one time had to tell the audience to shut up again, the newspaper reported.
Who's to blame? Depends who you ask.
Some commenters on jambands.com and elsewhere say it was the moneyed investors and lawyers who live in Mill Valley. Aaron Kayce, who manages the club, said it's more likely the fault of the dreadlocked kids who "smoke pot in the bathroom."
Video of Weir's meltdown circulated on the Internet before it was taken down.


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Holiday Entertaining: Tips for Your Cheese Plate
Say cheese! We recommend, review, and eat a lot of cheese.
All products linked here have been independently selected by our editors. We may earn a commission on purchases, as described in our affiliate policy.
When you hear Christmas songs on the radio and there's tinsel stuck to every surface around you, it's time to think about...cheese? Of course. If you are a cheese lover, this is a great time to share the joy of dairy with loved ones (if they can digest dairy, that is). Whether it's a simple cheese plate for a party or a luxurious spread for after Christmas dinner, fine cheese brings something special to a festive event.
Here are four of my favorite holiday cheeses:
Brillat Savarin
Perhaps my favorite triple cream of all time, Brillat Savarin is like the ice cream of cheese. When ripe, this cheese unleashes a rich swatch of sweet dairy flavor that is second to none. A tantalizing salty touch brings the flavor down to earth, keeping this beauty from tasting too fatty. Make sure the cow's milk is fully ripe when you serve it to guarantee as much runny creamline as possible. Pairs well with mild jams, corn crackers, and dried fruits such as cherries and cranberries.
Bonne Bouche
Don't let this little beauty's stinky disposition scare you away from one of the most delicious cheeses on the market. Soft and creamy with a lovely lick of salt, this goat's milk cheese is aged for ten days before being sent to market. When buying Bonne Bouche, make sure you get a ripe one; you'll know it's ripe because the wheel will have spread lazily across the bottom of its small wooden crate. If your Bonne Bouche stands at attention, it still has a few days of aging before you get the decadently runny creamline. Pairs well with prosciutto, cranberries, and toasted hazelnuts.
Tomme du Berger
This meaty, pungent example of an exemplary goat-sheep blend makes a fine addition to your holiday cheese plate. Pungent and meaty with a nutty followup, this cheese loves to be drizzles with honey or jam, anything that will give Tomme du Berger's piquant nature a sweet, sloppy kiss. Pairs well with honeycomb and briny olives.
Roaring Forties Cheese
Yes, I believe in adding a spicy blue to your holiday cheese plate. Nutty and sweet with a lot of personality, this cheese hails from Australia and brings a bit of its makers' Aussie spark. This blue is pretty active on the palate, meaning that blue haters might back away in fear; but if given the chance, and a pairing of grapes or walnuts, even the most recalcitrant anti-blue folks might be swayed for a taste. And then another.
A Few Tips on Serving Cheese
- When laying out a cheese spread, make use of your best platters and cheese knives. Fine cheeses are expensive, and it's always impressive to gussy it up with a touch of fine china and silver flatware.
- For pairing, you can scatter accoutrements around the cheeses, or place them in little bowls nearby for a more compartmentalized presentation.
- And most importantly, make sure that all cheeses have come to room temperature before serving, to guarantee that their flavor blooms with every bite.
What are your favorite cheese for the holiday season?
All products linked here have been independently selected by our editors. We may earn a commission on purchases, as described in our affiliate policy.


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Workers who were laid-off and whose unemployment insurance is about to expire have been given a lifeline as Senate Democrats agreed Thursday to extend benefits to those people for another 14 weeks.
The move applies to unemployed people in all 50 states which is a much better deal than a House vote last month that approved extending benefits 13 weeks only in the 27 states where unemployment rates exceeded 8.5 percent. The Senate deal would give people in those states an additional 6 weeks of unemployment pay on top of the 14 weeks.
The news came as jobless figures showed that people claiming unemployment insurance for the first time has reached its lowest level since January -- a positive trend that experts believe shows an improvement in the labor market, but does not mean companies are willing to hire new workers.
U.S. & World
The day's top national and international news.
According to Labor Department numbers, people claiming benefits for the first time fell to 539,750 over a four-week period. Overall, the number of people still receiving benefits fell by 72,000 to 6.04 million. Economists insist that during a healthy economy, new unemployment claims shouldn't exceed 325,000 a month.
Get more: Associated Press


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Christ Is Risen!
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They are so happy! It's nice.
I always feel like somebody's watching me!
An Icon of the Blessed Saint Takla Haymanot:
I just need to find out how to say it in Slavonic!
An image I made about a year and a half ago (meh, it's okay):
Quote from: Severian on July 28, 2012, 12:41:56 PMAn image I made about a year and a half ago (meh, it's okay):I think the main difference between St. Athanasius and St. Gregory the Theologian is that the latter has a wider beard
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