Introduction This paper is written from the perspective of a long-serving expatriate classroom practitioner working in the Arab Gulf , and is based on a presentation given at the 2013 Fourth Annual Gulf Comparative Education Symposium . It offers a critical examination of Kennedy's ( 2001 ) model of Language Policy and Planning , explaining how that model operates within the Arab Gulf educational context , but simultaneously questioning Kennedy's relegation of teachers to the category of " variables " . The paper argues that teachers ought to be regarded as far more than delivery agents who are tasked with passing on a set curriculum to a homogenous student population , and guaranteeing results that will satisfy the demands of external stakeholders . It suggests that truly dedicated teachers share specific inspirational qualities , and have also adopted recognizable " best practices " that make then central to the entire educational process . Key Words Context domain learner planning policy stakeholder variable . Preamble This paper is entitled Worm's - Eye View – and I am the worm . I am a serving classroom teacher , or classroom practitioner if you want to use a fancier euphemism . I began teaching in 1972 , and in the last 40 years , one thing that has remained unchanged is the contempt that many employers , managers and stakeholders demonstrate when dealing with classroom practitioners . McCourt ( 2005 ; 157 ) explains : - " This is the situation in the public schools in America . The further you travel from the classroom the greater your financial and professional rewards . Get the license , teach for two or three years . Take courses in administration , supervision , guidance , and with your new certificates you can move to an office with air-conditioning , private toilets , long lunches , secretaries . You wo n't have to struggle with large groups of pain-in-the-arse kids . Hide out in your office and you wo n't even have to see the little buggers . " This aspect of education policy , therefore , probably has global application . Paradoxically , lesser rewards are offered to those teachers who fulfill their job descriptions and actually TEACH . Dornyei ( 2001 ; 169 ) suggests that this situation can be rectified by " introducing titles such as ' super-teachers ' or ' master-teachers ' within the educational hierarchy " but that is questionable . The award of titles like " Teacher of the Year " apart from engendering jealousy and divisions within staffrooms , also offer hostages to fortune . There is , for example , the case of Sandra Hadsock , who taught at the Central High School in Hernando Country , Florida . In 2010 she was their Teacher of the Year . Do a Youtube search for Sandra Hadsock and you find a video of her punching a student in the face . She actually does it twice . This inevitably raises doubts , not only about the validity of her award but also , possibly unfairly , about the other candidates for that same title . In the 1970s , British Further Education was encumbered with an almost Byzantine hierarchy of titles . The intention was to offer a clear career path . In reality , it encouraged ambitious teachers to plan their next career move almost as soon as they arrived in post , creating a level of disruption that a simpler arrangement might have avoided .


What causes cancer ? Cancer is abnormal cell growth , which is the result of damage - mutation - to certain crucial genes , the cell's instructions for making the proteins it needs to survive , grow and multiply . Many factors can affect the chances of the gene damage that may eventually lead to cancer , including cigarette smoke and other chemicals , a poor diet , ultraviolet radiation that causes sunburn , as well as some infections . Chemicals that cause cancer are called carcinogens . All these things can increase your risk of cancer . Digitalvision / Anna Lobbenberg / Science & Society Picture Library / Wellcome Photo Library


Customer Services ... Our Service standards and performance At North Tyneside Council we are committed to giving the best Customer Service we can . To make sure those commitments are met , we are making promises about the service we provide . These promises are about meeting the needs and expectations of our customers and creating a service we can all be proud of . To help us achieve this we have set targets and constantly monitor our performance against these targets . We want to ensure that all of our customers receive an equally high quality service whichever method they choose to contact us . In order to do this we have published our service standards so our customers know what they can expect from us . Find out more ... What you think of us :


Confident Believer - I have little doubt I have found the right path Hobbies I like to think about a lot of stuf , when I go on long walks . Other times I just like to walk and not think at all and just enjoy the nature : ) My newest hobby is photography , its fun , especialy when I manipulate the pictures on the computer and make digital art . computergraphics . Message I like honest people that are not looking to use and manipulate you for their benefit . I dont like to lie or people that lie . I dont mind sacrificing myself for those I care for .


Nature of problem : The analytical calculations using vector calculus that appear in plasma physics , fluid dynamics , and other fields sometimes can become extremely complex . The complexity usually originates from both the vector operations themselves and the underlying coordinate systems . Solution method : To implement automatic symbolic vector analysis in general coordinate systems , we need a simple and systematic mathematical framework . The modern viewpoint of 3D vector calculus , differential forms on 3-manifolds , is utilized for this purpose . On the other hand , a well - developed high level programming language with a symbolic computation capability is also necessary . To the end , we chose Mathematica by Wolfram Research Inc. Unusual features : Asymptotic capabilities , 2D vector analysis notation , and a simple interface for users to define their own coordinate systems . Running time : Running time is problem and machine dependent . Running Mathematica 3.0 on a Pentium II 150 MHz PC with 48M memory , is takes about 2 second CPU time to carry out a single vector differential operation to the second order of the inverse aspect ratio in the large aspect ratio circular concentric tokamak coordinate system .


The first five years of my life were spent on a farm in Surrey . As far as I can remember , it was idyllic . And then my father died and my mother had a sort of breakdown , so my travels began ; I ca n't recall all the people and all the places I was sent to , but wherever I was I would raid the bookcase and read - anything and everything . At six I went to boarding school where I decided I would become a concert pianist . I thought you had to be man to write books , probably because of Rudyard Kipling , R L Stevenson , Charles Dickens and Co. I had n't met Jane Austen or the Brontes . For two years I was frightened of everything and everyone , and then I became bad . When I was sixteen I decided to run away , this took the form of joining a repertory company instead of taking my A-levels . It was heaven . At twenty-one I went to London to seek my fame and fortune on the West-end stage . Nothing happened . So I became a Governess in Italy . The boys I was supposed to be teaching were bigger than I was , they educated me instead . When I returned to Britain I joined the BBC as a photographic researcher , then worked my way up to Floor Manager in the News Department and finally a Director / Editor for children's television . My producer told me I should write my own books but I did n't think I was good enough . One day I met a Welsh painter , whom I eventually married . My husband inherited an old watermill in Powys , so we came to Wales and had three children who are all bilingual . They taught me to write real stories for children , and then they grew up and went to Rome , Edinburgh and the World . But they still help me to write my books . AuthorZone 2 - September 2000 .


You can customize how FirstClass behaves in a number of ways . For example , you can change default fonts , apply background pictures to forms , connect to a particular window , and create an automatic reply for mail . To change a preference : 1 Choose Edit > Preferences . Mac OS X Choose FirstClass > Preferences . 2 Click the tab on the Preferences form that contains the preference you want to change . 3 Make the change . To change a preference without closing the Preferences form , click Apply . To reset all preferences to the FirstClass defaults , click Default . Caution When you click Default , all your preferences will be reset , not just the ones showing on the visible tab . Top Changing your client's time zone By default , your client displays dates and times in the same time zone as your server . It does not use the time clock on your computer . If you are in a different time zone than your server , you will need to adjust your client's time zone so that dates and times display in your local time . To do this , choose the appropriate time zone at " Time zone " in your viewing preferences . Make sure you choose the time zone that applies to your exact location . Note FirstClass automatically adjusts for standard and daylight savings times . Top Making FirstClass your default mail client By default , FirstClass is not used to send and receive Internet mail ; it is kept separate from your Internet connection . If you make FirstClass your default mail client , FirstClass : • sends and receives Internet mail • can use mailto links . To make FirstClass your default mail client , select " Register FirstClass ® as default mail client " in your general preferences . Mac OS X If you do n't see this field , you must choose your default mail application through the Mac OS X system preferences . Reverting to your browser's mail client If you made FirstClass your default mail client , but now want to use your web browser instead , start up your browser , then make it your mail default . Top Customizing how FirstClass looks on your web browser You can specify how FirstClass will look , and the features available to you , when you use a web browser to connect to your server . This only affects your own view . Note Your administrator determines the appearance and features that will be available to web browsers . Depending on what your administrator has made available , your choices may not work . To customize FirstClass on your web browser , update your FirstClass web preferences .


I get a Thursday afternoon off work as I go to college on a Tuesday and a Thursday night so they allow me to have time off work so I do my college work . I also had a day off a week ago for study leave . I am going to ask if I can have the whole day off for my exam but work is quite flexible towards my college course and study leave .


Droodles was a monthly challenge to guess what each Droodle represented . Droodles were created by Roger Price and are a cross between a doodle and a riddle . It is n't necessarily something real and everyone sees something different in each Droodle , so there are were wrong answers . Droodle # 15 The Eiffel Tower seen through a security vehicle's rear window . Five 5 penguins seen in a rear view mirror . A basketball hoop seen through a letterbox . A box with sharp teeth . Christmas tree in a box . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 14 Diaper / nappy for a baby porcupine . Bored scientist has fun with a laser and a Dorito . On his first day at the hourglass factory , Kevin completely missed the point ! Chickenpox on a bird's beak . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 13 Tennis ball ( factory reject ) . Are you calling me square ? Shopping for psychics . A well used dice . A cubist painting . Kevin's first sphere carving went horribly wrong . Balancing worm's circus act . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 12 Mummy cannonball taking her little ones for a walk . A ball who 's lost its bearings . The last great cosmic alignment . An ex-snowman . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 11 The early bird caught a very strong worm ! A gopher with two TV sets . Two palm trees on a desert island . Oops ! Poor old Rudolph . A golf ball stealing alien . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 10 A pig coming out of a fog bank . Two worms sunbathing on a desert island . Bird's eye view of an almost bald man's head . An elephant coming out of a fog bank . A pig's passport snout print . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 9 Someone playing a trombone in a telephone box . A paper clip playing hide and seek . A box for Pinocchio . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 8 A doorknob in a hair tonic factory . A noiseless ping-pong ball . An outspoken wheel . A circular centipede under a beach umbrella . A snowball with a fur coat . A hairy doughnut . A surprised cyclops . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 7 A mended doughnut . A bowling ball with a bandaid . A clown's nose after a fight . A retired tiddlywink . An Earth sized game of tic-tac-toe . Synchronised swimming for worms . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 6 An egg , sunny side down . A hat that thinks it 's a bowl . A confused sunset . A pregnant worm . An alien who did n't quite get it right . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 5 4 elephants sniffing an orange . Close-up of a windmill . Confusion ensues at the world pool championship . 4 straws and a pea . A quadclamation mark . Unsportsmanlike gopher hunting . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 4 A worm on roller skates . Pots of gold at the ends of a rainbow . A two headed worm . Four fishermen pulling in their net . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 3 A ship arriving too late to rescue a witch . The titanic about to hit an iceberg . A shark eagerly awaiting its dinner . The Leaning Pyramid of Egypt . Playtime with the triangle family . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 2 A spider doing a handstand . Total eclipse of the sun on a stick . A family of worms stuck on a toffee apple . A frightened mop . A dandelion seed making a perfect landing . A supermodel on a bad hair day . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California Website : www . t allfellow . c om Droodle # 1 A smartly dressed elevator . A man who 's caught his bow tie in an elevator . A butterfly abseiling . A smartly dressed worm . A forgotten Christmas present . A triangle admiring themselves in a mirror . A supermodel wearing a bow tie . A kite string with a bow . A double-door with triangular handles . A child's wooden diabalo from above . An hourglass balancing on a tennis net . Droodles - The Classic Collection © Tallfellow Press , Los Angeles , California


The North Face Womens Denali Fleece Jacket Style # ANLP Chances are if you have been to a college or university campus in the past 15 years , you have seen the North Face Denali . But do n't let its sophomoric ubiquity fool you ; this perennial classic is popular for good reason . The cozy fleece and elastic cuffs trap warm air and the elbows , chest and shoulders


Two nice illustrations of Soviet automated Moon landers , released as a pair in 1972 . The first shows the Luna 16 ascent stage taking off from an improbably rugged Moonscape , while the second shows Lunokhod 1 gingerly crossing an equally improbable crevice in the surface . The inscription at the bottom of the right-hand stamp , " Luna XVII " , refers to the Luna 17 lander which delivered Lunokhod to the surface .


My name is Joseph , a Member of Parliament in Kenya . And picture a Masai village . And one evening , government soldiers come , surround the village , and ask each elder to bring one boy to school . That 's how I went to school -- pretty much a government guy pointing a gun , and told my father , " You have to make a choice . " So I walked very comfortably to this missionary school , that was run by an American missionary , and the first thing the American missionary gave me was a candy . I had never in my life ever tasted candy . So I said to myself , with all these hundred other boys , this is where I belong . Stayed -- ( Laughter ) -- when everybody else was dropping out . My family moved . We 're nomads . Every time school closed -- it was a boarding school , and I was seven -- you had to travel until you find them . 50 miles , 40 miles , it does n ' t matter . You slept in the bush , but you kept going . And I stayed . I do n't know why I stayed , but I stayed . And all of a sudden , I passed the national examination , found myself in a very beautiful high school in Kenya . And I finished high school . And just walking , and found a man who gave me a full scholarship to the United States . My mother still lives in a cow-dung hut , none of my brothers are going to school and this man told me , " Here , go . " So I got a scholarship to St. Lawrence University , upstate New York . Finished that , and then after that I went to Harvard Graduate School . Finished that , and then I worked in DC a little bit . I wrote a book for National Geographic , and taught history , US history . And every time I kept going back home , listening to the problems of these people , sick people , people with no water , all the stuff . And every time I go back to America , I kept thinking about them . Then one day , an elder gave me a story , and this story went like this . Long time ago , there was a big war between tribes . And there was this specific tribe that was really afraid of this other Luhya tribe . And every time , they sent scouts out there to make sure no one attacked them . So one day , the scouts came running , and told the villagers , " The enemies are coming , only half an hour away -- they 'll be here . " So people scrambled , took their things and ready to go , move out . But there were two men , one man was blind , one man had no legs -- he was born like that . The leader of the chiefs said , " No , sorry , we ca n ' t take you , you 'll slow us down . We have to flee our women and children , we have to run . " And they were left behind , waiting to die . But these two people worked something out . The blind man said , " Look , I 'm a very strong man , but I ca n ' t see . " The man with no legs says , " I can see as far as the end of the world , but I ca n ' t save myself from a cat , or whatever , animals . " So the blind man went down on his knees , down like this , and told the man with no legs to go over his back , and stood up . The man on top can see , the blind man can walk . And these guys took off , followed the footsteps of the villagers , until they found and passed them . So this was told to me in a set-up of elders . And it 's a really poor area , I represent Northern Kenya -- most nomadic , remote areas you can even find . And that man told me , " So , here you are , you 've got a good education from America , you have a good life in America , what are you going to do for us ? We want you to be our eyes , we 'll give you the legs . We 'll walk you , you lead us . " So the opportunity came , and I was always thinking about that , what can I do to help my people ? Every time you go to an area where for 43 years of independence , we still do n't have basic health facilities . A man has to be transported in a wheelbarrow to 20 , 30 kilometers for hospital . No clean drinking water . So I said , " I 'm going to dedicate myself , I 'm leaving America . I 'm going to run for office . " So last July -- I moved from America in June , ran in July election and won . And I came for them , and that 's my goal . And right now , I have in place for the last nine months a plan that in five years , every nomad will have clean drinking water . We 're building dispensaries across that constituency . I 'm asking my friends from America to help with bringing nurses or doctors to help us out . I 'm trying to improve infrastructure . I 'm using the knowledge I received from the United States and from my community to move them forward . I 'm trying to develop homegrown solutions to our issues . Because we know , we realize that people outside can come and help us , but if we do n't help ourselves , there 's nothing we can do . So my plan right now , as I continue with introducing students to different fields -- some become doctors , some lawyers -- we want to produce a comprehensive group of people , students , who can come back and help us see a community grow that is in the middle of a huge economic recession . So as I continue to be a Member of Parliament , and as I continue listening to all of you talking about botany , talking about health , talking about democracy , talking about new inventions , I 'm hoping that one day , in my own little community -- which is 26,000 square kilometers , maybe five times the size of Rhode Island , with no roads -- we 'll be able to become a model to help others develop . Thank you very much . </content


Annotated provisional agenda Opening of the session The twenty-fourth session of the Programme and Budget Committee will be opened by Ms. T. Feroukhi ( Algeria ) in her capacity as Acting Chairperson of the twenty-third session . Item 1 . Election of officers In accordance with rule 17.1 , each year , at the commencement of its regular session , the Committee shall elect from among the representatives of its members a Chairman and three Vice-Chairmen , and from among the delegations of its members a Rapporteur . Rule 17.3 stipulates that the offices of the Chairperson , the three Vice-Chairpersons and the Rapporteur shall be subject to equitable geographical rotation within a five-year cycle in accordance with appendix A to the rules of procedure . According to that appendix , the Chairman of the twenty-fourth session should be elected from members of the Committee from Asian States in List A , and the three Vice-Chairmen from the States in List B , States in List C and States in List D. The Rapporteur should be elected from members of the Committee from the African States in List A. Item 2 . Adoption of the agenda A provisional agenda for the twenty-fourth session , prepared by the Director-General in consultation with the Acting Chairperson of the Committee in accordance with rules 8 and 9 of the rules of procedure , is submitted to the Committee for adoption in document PBC . 24 / 1 as stipulated in rule 12 . The Committee will have before it : • Provisional agenda ( PBC . 24 / 1 ) • Annotated provisional agenda ( PBC . 24 / 1 / Add . 1 ) • List of documents ( PBC . 24 / CRP . 1 ) Item 3 . Report of the External Auditor , financial performance report and programme performance report for the biennium 2006-2007 Financial regulations 11.9 and 11.10 stipulate that the reports of the External Auditor , together with the audited financial statements , shall be transmitted through the Committee to the Board in accordance with directions given by the Conference . The Committee shall examine the financial statements and the audit reports and submit recommendations to the Board , which shall forward them to the Conference with such comments as it deems appropriate . The Committee in its conclusion 1987 / 19 requested the Director-General to submit each year to the Board through the Committee a clear and detailed financial performance report itemizing the utilization of financial resources , as well as a programme performance report describing the level of programme implementation . Subsequently , the Board at its seventh session ( decision IDB . 7 / Dec. 11 ( e )) approved the incorporation of the programme performance report in the annual report . Likewise the General Conference in its resolution GC . 4 / Res . 2 ( 2 ) requested the Director-General to fully incorporate in future annual reports the programme performance report according to Board decision IDB . 7 / Dec. 11 ( e ) . Thus , the Annual Report of UNIDO 2007 contains the programme performance report for 2007 . The Committee will have before it : • Report of the External Auditor on the accounts of UNIDO for the financial period 1 January 2006 to 31 December 2007 ( PBC . 24 / 3-IDB . 35 / 3 ) • Financial performance report for the biennium 2006-2007 . Submitted by the Director-General ( PBC . 24 / 4-IDB . 35 / 4 ) • Annual Report of UNIDO 2007 ( including programme performance report for 2007 ) ( PBC . 24 / 2-IDB . 34 / 2 ) Item 4 . Financial situation of UNIDO The report by the Director-General to the Board at its thirty-fourth session ( IDB . 34 / 8 ) , amended through a note by the Secretariat ( IDB . 34 / CRP . 2 ) , covered a wide range of issues within the context of the financial situation . That information will be updated in a document submitted to the present session . The Committee will thus have before it : • Financial situation of UNIDO . Report by the Director-General ( PBC . 24 / 5-IDB . 35 / 5 ) Item 5 . Accounting standards At its twelfth session , the General Conference decided that UNIDO adopt the International Public Sector Accounting Standards ( IPSAS ) , effective 1 January 2010 , as part of the United Nations system wide adoption of those Standards ( GC . 12 / Dec. 14 ) . In accordance with a related decision ( IDB . 33 / Dec. 5 ) , the Board at its thirty-third session , requested that the policymaking organs be kept informed of developments relevant to UNIDO with respect to IPSAS . The Committee will thus have before it : • International Public Sector Accounting Standards . Progress report by the Secretariat ( PBC . 24 / 6-IDB . 35 / 6 ) Item 6 . Mobilization of financial resources At its twenty-fifth session the Board adopted decision IDB . 25 / Dec. 5 on funds mobilization for integrated programmes . In that decision in paragraph ( i ) , the Board , inter alia , requested the Director-General to maintain a continuous dialogue with Member States in order to actively sustain the common resource mobilization efforts . A report on progress made will be submitted to the Board through the Committee , and should be considered in conjunction with the Annual Report of UNIDO 2007 , which provides information on mobilization of financial resources for that year . The Committee will have before it : • Mobilization of financial resources . Report by the Director-General ( PBC . 24 / 7-IDB . 35 / 7 ) • Funding performance . Annual Report of UNIDO 2007 ( PBC . 24 / 2-IDB . 34 / 2 , chapter I. C. ) • Projects approved under the Industrial Development Fund , trust funds and other voluntary contributions in 2007 ( PBC . 24 / CRP . 2 ) Item 7 . Medium-term programme framework , 2010-2013 In accordance with General Conference decision GC . 2 / Dec. 23 , and as subsequently modified in decision GC . 6 / Dec. 10 , the Director-General is requested to submit to the Board in the first year of each fiscal period , through the Committee , a draft medium-term programme framework for the four years that follow the current fiscal period . Furthermore , in compliance with paragraph ( b ) ( v ) ( d ) of the same decision , the Director-General will indicate a general ceiling for the biennium 2010-2011 based on anticipated resources and on programme activity . The Committee will have before it : • Medium-term programme framework , 2010-2013 . Proposals of the Director-General ( PBC . 24 / 8-IDB . 35 / 8 ) Item 8 . Date of the twenty-fifth session The following dates have been reserved for the policymaking organs of UNIDO in 2008 and 2009 : Item 9 . Adoption of the report For reasons of economy , this document has been printed in a limited number . Delegates are kindly requested to bring their copies of documents to meetings .


Resolution adopted by the General Assembly [ on the report of the Fifth Committee ( A / 62 / 600 / Add . 1 ) ] Support account for peacekeeping operations The General Assembly , Recalling its resolutions 45 / 258 of 3 May 1991 , 47 / 218 A of 23 December 1992 , 48 / 226 A of 23 December 1993 , 55 / 238 of 23 December 2000 , 56 / 241 of 24 December 2001 , 56 / 293 of 27 June 2002 , 57 / 318 of 18 June 2003 , 58 / 298 of 18 June 2004 , 59 / 301 of 22 June 2005 , 60 / 268 of 30 June 2006 , 61 / 245 and 61 / 246 of 22 December 2006 , 61 / 256 of 15 March 2007 and 61 / 279 of 29 June 2007 , its decisions 48 / 489 of 8 July 1994 , 49 / 469 of 23 December 1994 and 50 / 473 of 23 December 1995 and its other relevant resolutions , Having considered the reports of the Secretary-General on the financing of the support account for peacekeeping operations and on the comprehensive analysis of the Office of Military Affairs of the Department of Peacekeeping Operations , the preliminary report of the Secretary-General on the status of implementation of General Assembly resolution 61 / 279 on strengthening the capacity of the United Nations to manage and sustain peacekeeping operations , the report of the Independent Audit Advisory Committee on the proposed budget for the Office of Internal Oversight Services under the support account for peacekeeping operations for the period from 1 July 2008 to 30 June 2009 and the related report of the Advisory Committee on Administrative and Budgetary Questions , Recognizing the importance of the ability of the United Nations to respond and deploy rapidly to a peacekeeping operation upon adoption of a relevant resolution of the Security Council , within thirty days for traditional peacekeeping operations and ninety days for complex peacekeeping operations , Recognizing also the need for adequate support during all phases of peacekeeping operations , including the liquidation and termination phases , Mindful that the level of the support account should broadly correspond to the mandate , number , size and complexity of peacekeeping missions , Takes note of the reports of the Secretary-General on the financing of the support account for peacekeeping operations1 and on the comprehensive analysis of the Office of Military Affairs of the Department of Peacekeeping Operations , 2 the preliminary report of the Secretary-General on the status of implementation of General Assembly resolution 61 / 279 on strengthening the capacity of the United Nations to manage and sustain peacekeeping operations3 and the report of the Independent Audit Advisory Committee on the proposed budget for the Office of Internal Oversight Services under the support account for peacekeeping operations for the period from 1 July 2008 to 30 June 2009 ; 4 Reaffirms its role with regard to the structure of the Secretariat , and stresses that proposals that amend the overall departmental structure , as well as the format of the budgets of the Organization and the biennial programme plan , are subject to review and approval by the General Assembly ; Also reaffirms its role in carrying out a thorough analysis and approval of human and financial resources and policies with a view to ensuring the full , effective and efficient implementation of all mandated programmes and activities and the implementation of policies in this regard ; Further reaffirms that the Fifth Committee is the appropriate Main Committee of the General Assembly entrusted with responsibility for administrative and budgetary matters ; Reaffirms rule 153 of its rules of procedure ; Emphasizes that ongoing management reforms must be fully taken into account when presenting additional proposals for reform ; Reaffirms that the support account funds shall be used for the sole purpose of financing human resources and non-human resource requirements for backstopping and supporting peacekeeping operations at Headquarters , and that any changes in this limitation require the prior approval of the General Assembly ; Also reaffirms the need for adequate funding for the backstopping of peacekeeping operations , as well as the need for justification for that funding in support account budget submissions ; Recalls the role of the Secretary-General as the Chief Administrative Officer of the Organization , in accordance with the provisions of Article 97 of the Charter of the United Nations ; Reiterates that the delegation of authority on the part of the Secretary-General should be in order to facilitate the better management of the Organization , but stresses that the overall responsibility for management of the Organization rests with the Secretary-General as the Chief Administrative Officer ; Affirms the need for the Secretary-General to ensure that the delegation of authority to the Department of Peacekeeping Operations , the Department of Field Support and field missions is in strict compliance with relevant resolutions and decisions , as well as relevant rules and procedures of the General Assembly on this matter ; Stresses that heads of departments report to and are accountable to the Secretary-General ; Notes the unique nature of the reporting line from the head of the Department of Field Support to the Under-Secretary-General for Peacekeeping Operations , and decides that having one head of department ( Department of Field Support ) report to and take direction from another head of department ( Department of Peacekeeping Operations ) shall not set a precedent in the Secretariat ; Requests the Secretary-General to address systemic issues that hamper good management of the Organization , including by improving work processes and procedures , and in that context stresses that structural change is no substitute for managerial improvement ; Reiterates the importance of strengthened accountability in the Organization and of ensuring greater accountability of the Secretary-General to Member States , inter alia , for the effective and efficient implementation of legislative mandates and the use of human and financial resources ; Recalls its request to the Secretary-General to specifically define accountability , as well as clear accountability mechanisms , including to the General Assembly , and to propose clear parameters for its application and the instruments for its rigorous enforcement , without exception , at all levels , to ensure effective and efficient operations and management of resources in the Organization ; Emphasizes the importance of preserving the unity of command in missions at all levels , as well as a coherence in policy and strategy and clear command structures in the field and up to and including Headquarters ; Requests the Secretary-General to ensure a clear chain of command , accountability , coordination and maintenance of an adequate system of checks and balances ; Emphasizes the importance of interaction and coordination with troop-contributing countries ; Also emphasizes the need to ensure the safety and security of United Nations personnel ; Urges the Secretary-General , within the framework established in its resolutions 52 / 12 B of 19 December 1997 and 52 / 220 of 22 December 1997 , to define explicitly the role and duties of the Deputy Secretary-General in the reform set out in its resolution 61 / 279 , including in relation to the Department of Peacekeeping Operations , the Department of Field Support , the Department of Political Affairs and the Department of Management ; Recalls section I , paragraph 6 , of its resolution 55 / 238 , paragraph 11 of its resolution 56 / 241 and paragraph 19 of its resolution 61 / 279 , and requests the Secretary-General to ensure the proper representation of troop-contributing countries in the Department of Peacekeeping Operations and the Department of Field Support , taking into account their contribution to United Nations peacekeeping ; Reiterates that the Secretary-General , in employing staff , shall ensure the highest standards of efficiency , competence and integrity as the paramount consideration , with due regard for the principle of equitable geographical distribution , in accordance with Article 101 , paragraph 3 , of the Charter and relevant resolutions of the General Assembly ; Reaffirms paragraph 67 of its resolution 61 / 279 , and requests the Secretary-General to include detailed information on mechanisms in place and measures taken to address the management challenges which the new organizational structure of the Department of Peacekeeping Operations / Department of Field Support poses , and the improvement that the new structure has brought in ensuring efficiency and effectiveness in the support for peacekeeping operations and special political missions , as well as to coordination with the Department of Political Affairs , in the context of the comprehensive report to be submitted at the second part of its resumed sixty-third session ; Notes with concern the late submission of the budgets of some peacekeeping operations , which puts considerable strain on the work of the General Assembly and the Advisory Committee on Administrative and Budgetary Questions , and , while recognizing the challenges faced in preparing the budget proposals and related reports on peacekeeping and special factors affecting some missions , requests the Secretary-General to intensify his efforts to improve the quality and timely issuance of peacekeeping documents ; Reiterates its request in paragraph 13 of its resolution 60 / 268 and paragraph 32 of its resolution 61 / 279 , and urges the Secretary-General to submit the comprehensive report on the evolution of the support account at the second part of its resumed sixty-third session within the context of his next budget proposal for the support account ; Notes that the application of an accurate vacancy rate is good budgetary practice and essential for the appropriate assessment on Member States ; Requests the Secretary-General , when submitting his budget proposals , to include details of the full annual cost of posts for the subsequent budget ; Takes note of paragraph 48 of the report of the Advisory Committee on Administrative and Budgetary Questions ; 5 Stresses the importance of complementarity of efforts and avoiding duplication between integrated operational teams and substantive components of the Secretariat , and requests the Secretary-General to report thereon , and to provide a clear definition of the roles and responsibilities of the integrated operational teams , in the comprehensive report to be submitted to the General Assembly at the second part of its resumed sixty-third session ; Affirms the importance of ensuring that the information and communications technology operations and requirements relating to peacekeeping are fully addressed and properly managed , taking into account the principle of unity of command ; Reaffirms the need for effective and efficient administration and financial management of peacekeeping operations , and urges the Secretary-General to continue to identify measures to increase the productivity and efficiency of the support account ; Requests the Secretary-General to ensure the full implementation of the relevant provisions of General Assembly resolutions 59 / 296 of 22 June 2005 , 60 / 266 of 30 June 2006 and 61 / 276 of 29 June 2007 and other relevant resolutions ; Endorses the conclusions and recommendations contained in the report of the Advisory Committee on Administrative and Budgetary Questions , 5 subject to the provisions of the present resolution ; Takes note of paragraphs 81 to 87 of the report of the Advisory Committee on Administrative and Budgetary Questions , 5 and decides to establish the following posts in the current structure of the Office of Military Affairs : ( a ) One D-1 , two P-5 , ten P-4 and four P-3 posts in the Office of the Military Adviser and one P-4 post for a civilian officer ; ( b ) Three P-4 posts and two P-3 posts in the Force Generation Service ; ( c ) Twelve P-4 posts in the Military Planning Service ; ( d ) Four P-4 posts in the Current Military Operations Service ; ( e ) One P-4 and three P-3 posts to be assigned to the Logistics Support Division of the Department of Field Support ; ( f ) One P-4 and one P-3 to be assigned to the Information and Communications Technology Division of the Department of Field Support ; Requests the Secretary-General to submit for its consideration at its sixty-fourth session a comprehensive report on the implementation of the strengthening of the Office of Military Affairs and its impact on the organization and capacities of the Office ; Requests the Special Committee on Peacekeeping Operations to consider the report referred to in paragraph 36 above at its 2010 substantive session ; Decides to approve the following posts : ( a ) One P-5 post for a Security Focal Point in the Situation Centre , Department of Peacekeeping Operations ; ( b ) Two P-4 posts for a Policy Adviser and a Policy Development Officer in the Police Division , Department of Peacekeeping Operations ; ( c ) One P-3 post for a Programme Officer in the Risk Management Unit of the Office of the Under-Secretary-General for Field Support ; ( d ) One P-3 post for a Finance and Budget Officer in the Budget and Performance Reporting Service of the Field Budget and Finance Division , Department of Field Support ; ( e ) One D-2 post for the Director of the Information and Communications Technology Division , Department of Field Support ; ( f ) One General Service ( Other level ) post for a Human Resources Assistant ( Roster Development ) in the Office of Human Resources Management ; Decides not to approve the following posts : ( a ) One D-1 post for a Principal Officer and one General Service ( Other level ) post for an Administrative Assistant in the Asia and Middle East Division , Department of Peacekeeping Operations ; ( b ) One P-3 post in the Engineering Section of the Logistics Support Division , Department of Field Support ; ( c ) One P-4 post in the Property Management Section of the Logistics Support Division , Department of Field Support ; ( d ) One P-4 post for a Technical Information Operations Support Officer , Department of Field Support ; ( e ) One P-4 post for a Management Analyst Officer in the Management Support Service of the Office of the Under-Secretary-General for Management ; ( f ) One General Service ( Other level ) Finance Assistant ( Health and Life Insurance Section ) in the Accounts Division , Department of Management ; ( g ) One P-4 and one P-3 post for Procurement Officers in the Procurement Division , Department of Management ; ( h ) One P-4 Legal Officer in the Office of the Legal Counsel , Office of Legal Affairs ; Decides to convert one P-5 and one General Service general temporary assistance position in the Conduct and Discipline Unit to posts ; Also decides to approve the following positions as general temporary assistance : ( a ) One P-4 Human Resources Officer ( Outreach and Strategic Staffing Section ) in the Office of Human Resources Management , Department of Management ; ( b ) One P-3 Finance Officer in the Treasury Division , Department of Management ; Takes note of paragraph 130 of the report of the Advisory Committee on Administrative and Budgetary Questions , 5 and decides to continue the four P-3 positions in the Peacekeeping Financing Division , Department of Management ; Decides to reduce the non-post resources by 1,899,100 United States dollars , and requests the Secretary-General to consider applying the reduction , inter alia , to the consultancy requirements referred to in paragraphs 297 and 354 of the report of the Secretary-General on the budget for the support account for peacekeeping operations for the period from 1 July 2008 to 30 June 2009 ; Also decides to maintain , for the financial period from 1 July 2008 to 30 June 2009 , the funding mechanism for the support account used in the current period , from 1 July 2007 to 30 June 2008 , as approved in paragraph 3 of its resolution 50 / 221 B of 7 June 1996 ; Financial performance report for the period from 1 July 2006 to 30 June 2007 Takes note of the report of the Secretary-General on the financial performance of the support account for peacekeeping operations for the period from 1 July 2006 to 30 June 2007 ; Decides not to transfer the amount of 2,014,000 dollars included in the amount of 7,097,000 dollars , previously authorized in its resolution 61 / 279 , representing the excess of the authorized level of the Peacekeeping Reserve Fund utilized to finance the requirements of the support account in respect of the period from 1 July 2007 to 30 June 2008 ; Decides to apply the total amount of 13,790,000 dollars , comprising the unencumbered balance of 5,491,600 dollars and other income of 1,759,000 dollars in respect of the financial period ended 30 June 2007 , the support account fund balance in respect of financial periods ended 30 June 1997 , 30 June 1998 , 30 June 1999 and 30 June 2000 in the total amount of 2,138,000 dollars , and the excess of the authorized level of the Peacekeeping Reserve Fund in respect of the financial period ended 30 June 2007 in the amount of 4,401,400 dollars , to the support account requirements for the period from 1 July 2006 to 30 June 2007 ; Also decides to apply the excess of the authorized level of the Peacekeeping Reserve Fund in respect of the financial period ended 30 June 2007 in the amount of 2,014,000 dollars to the support account requirements for the period from 1 July 2007 to 30 June 2008 ; Budget estimates for the financial period from 1 July 2008 to 30 June 2009 Approves the support account requirements in the amount of 273,922,800 dollars for the financial period from 1 July 2008 to 30 June 2009 , including 1,122 continuing and 98 new temporary posts and their related post and non-post requirements ; Financing of the budget estimates Decides that the requirements for the support account for peacekeeping operations for the financial period from 1 July 2008 to 30 June 2009 shall be financed as follows : ( a ) The amount of 469,600 dollars , representing the balance remaining of the excess of the authorized level of the Peacekeeping Reserve Fund in respect of the financial period ended 30 June 2007 , to be applied to the resources required for the financial period from 1 July 2008 to 30 June 2009 ; ( b ) The balance of 273,453,200 dollars to be prorated among the budgets of the active peacekeeping operations for the financial period from 1 July 2008 to 30 June 2009 ; ( c ) The estimated staff assessment income of 26,274,600 dollars , comprising the amount of 26,221,200 dollars for the financial period from 1 July 2008 to 30 June 2009 and the increase of 53,400 dollars in respect of the financial period ended 30 June 2007 , to be offset against the balance referred to in subparagraph ( b ) above , to be prorated among the budgets of the individual active peacekeeping operations . 109th plenary meeting 20 June 2008


Freelancer's FAQ RED FLAGS FOR FREELANCERS RED FLAGS FOR FREELANCERS Clients – they 're our source of assignments , but sometimes of roadblocks as well . In a nationally attended teleconference led by Margaret L. Moser , participants in the Editorial Freelancers Association's ( EFA ) New Freelancers ( NFL ) affinity group from as far afield as Florida , California , and Alaska learned about red flags warning them of such roadblocks and how to respond to them from Laurie Lewis , former EFA co-exec , former co-leader of the NFL affinity group and author of What to Charge : Pricing Strategies for Freelancers and Consultants . Although clients have a vested interest in their projects , Lewis cautioned they also may have little understanding of the services provided by editors . Omens of " trouble down the road " are often revealed as verbal red flags . Lewis provided a list of these warning signs . 1 . Client says , " We do n't pay a lot , but we can offer steady work . " This red flag may be a particular hazard for new freelancers . Positive and negative aspects of this situation include the following , If you 're looking for " steady work " and want to commit to , say , 10 hours a week , this kind of arrangement could be beneficial . Accepting a low rate means this client will expect to continue paying that fee . Doing most of your work for a low-paying client leaves you no time to search for more lucrative assignments . 2 . Client says , " We need you in-house 40 hours a week . " This stipulation turns an assignment into contract work ( " permalance " ) and raises several concerns : If the assignment's short , say two to six weeks , it may be okay . The assignment leaves no time to prospect for other clients or projects , and limits the variety of material on which you 're working . Working exclusively at the client's premises may affect your freelance status with the IRS . To resolve this , propose working parameters , such as working the first two weeks at the client's office , then completing the project from home . Suggest a split schedule – working two days per week at the client's location and three days from home . 3 . Client says , " It 's in pretty good shape . " This trap catches new and experienced freelancers . Clients virtually always think this about their documents – and have little concept of the work that editors perform . 4 . Client says , " It should n't take long . " This could mean a short turnaround , or you may be immersed in the editorial equivalent of " Waiting for Godot . " Lewis advised freelancers to ask clients about their expectations regarding the projected number of hours or the amount of work to be accomplished in an hour . If they have budgeted 20 hours for a project that reasonably could take longer , you may end up in a financial bind . 5 . Client says , " I have n't seen it yet , but it 's in pretty good shape , " and might add , " You can just do a fast edit . " In this case , either run for the hills or review red flags 3 and 4 . 6 . Client says , " We should have the manuscript ready for you in two days and we need it back by the end of the week . " The client is tying a rather loose availability date for the material to a definite delivery date . Lock this client down with an agreement that , if the material is not ready for you when anticipated , your delivery date will be adjusted by the same amount of time . 7 . Client says , " I need this proofread . " Many clients do n't understand the difference between proofreading and the various levels of editing . In most cases , these individuals actually need a copyeditor . In some instances , clients may be trying to obtain a " cheap edit " by calling it proofreading . 8 . Client says , " We 've had another freelancer work on this , and s / he was n't very good . " Although the previous freelancer may have been unskilled , this raises concerns about the client's abilities and expectations , such as : The client may expect you to turn garbage into gold . The client may not respect freelancers . The client may be so invested in the material that s / he takes editorial changes as a personal affront . Beware the client who tells you , " My secretary and my wife read it , and they think it 's wonderful . " Again , break down the assignment with the client to get a clear list of expectations . If this ca n't be done , it may be prudent to walk away . 9 . Client says , " I inherited this job . " Lewis said this red flag is common in a time of downsizing . The warnings it raises include : The client does n't care about the project , wo n't assume ownership , and wo n't be diligent about follow-through or with processing your invoices . 10 . The issue is n't a client's words – rather , it 's the lack of words . If clients dither , are inarticulate or are unresponsive , your progress will be stymied . If you ca n't get them to talk to you at the beginning of the project , you wo n't get the details or feedback needed later . When clients do n't express clear expectations : If the client does n't like the work you turn in , s / he 'll blame you for a bad job . The individual ( s ) with whom you 're dealing may not be the ultimate client – and may be getting unclear instructions from above . 11 . Insufficient client data . Reputable clients should have no objections to providing names of an individual contact and organization , along with an address , e-mail , phone number , and fax number . 12 . Documenting the assignment . Some clients seem taken aback when you request a contract or letter of agreement . However , you should get a formal contract , a letter of agreement or at least an e-mail detailing the assignment before starting work . If the client does n't provide this , send an e-mail laying out the project as you understand it , including an overall description of the work to be done , the work stages , fees and dates ( including turnaround for client feedback and timing of payment ) . Mention the need for renegotiation if the schedule changes . Request a client response by saying , " Please get back to me by MM / DD with confirmation or any questions . If I do n't hear back from you via e-mail by this date , I will understand your confirmation of the above terms . " You might also leave a space for the client's signature and request a fax of the signed document . Attended by both " newbies " and seasoned freelancers , the session illustrated that these cautionary red flags are common to clients all over the country . As Lewis pointed out , we editors often must morph into educators – to help clients and ourselves understand exactly what is needed on any given project . The article " Red Flags for Freelancers " first appeared in the Editorial Freelancers Association newsletter , The Freelancer ( Vol. XXXI No. 5 . May – June 2007 ) . The content for this article springs from the broad freelance experience of writer / editor Laurie Lewis , whose medical and corporate communications work appears in print and electronic formats . Lewis is the author of What to Charge : Pricing Strategies for Freelancers and Consultants , which may be purchased at amazon.com . Laurie Lewis can be contacted directly at whattocharge@earthlink.net . Article author Pat Davies is a writer / editor with 18 years' experience – staff and freelance – in educational materials , Web sites , business documentation , nonprofits , and more . Davies may be reached at pd.writer@hotmail.com


Today I 'm going to talk to you about the problem of other minds . And the problem I 'm going to talk about is not the familiar one from philosophy , which is , " How can we know whether other people have minds ? " That is , maybe you have a mind , and everyone else is just a really convincing robot . So that 's a problem in philosophy . But for today's purposes I 'm going to assume that many people in this audience have a mind , and that I do n't have to worry about this . There is a second problem that is maybe even more familiar to us as parents and teachers and spouses , and novelists . Which is , " Why is it so hard to know what somebody else wants or believes ? " Or perhaps , more relevantly , " Why is it so hard to change what somebody else wants or believes ? " I think novelists put this best . Like Philip Roth , who said , " And yet , what are we to do about this terribly significant business of other people ? So ill equipped are we all , to envision one another 's interior workings and invisible aims . " So as a teacher , and as a spouse , this is , of course , a problem I confront every day . But as a scientist , I 'm interested in a different problem of other minds , and that is the one I 'm going to introduce to you today . And that problem is , " How is it so easy to know other minds ? " So to start with an illustration , you need almost no information , one snapshot of a stranger , to guess what this woman is thinking , or what this man is . And put another way , the crux of the problem is the machine that we use for thinking about other minds , our brain , is made up of pieces , brain cells , that we share with all other animals , with monkeys , and mice , and even sea slugs . And yet , you put them together in a particular network , and what you get is the capacity to write Romeo and Juliet . Or to say , as Alan Greenspan did , " I know you think you understand what you thought I said , but I 'm not sure you realize that what you heard is not what I meant . " ( Laughter ) So the job of my field of cognitive neuroscience is to stand with these ideas , one in each hand . And to try to understand how you can put together simple units , simple messages over space and time , in a network , and get this amazing human capacity to think about minds . So I 'm going to tell you three things about this today . Obviously the whole project here is huge . And I 'm going to tell you just our first few steps about the discovery of a special brain region for thinking about other people's thoughts . Some observations on the slow development of this system as we learn how to do this difficult job . And then finally , to show that some of the differences between people , in how we judge others , can be explained by differences in this brain system . So first , the first thing I want to tell you is that there is a brain region in the human brain , in your brains , whose job it is to think about other people's thoughts . This is a picture of it . It 's called the Right Temporo-Parietal Junction . It 's above and behind your right ear . And this is the brain region you used when you saw the pictures I showed you , or when you read Romeo and Juliet , or when you tried to understand Alan Greenspan . And you do n't use it for solving any other kinds of logical problems . So this brain region is called the RTPJ . And this picture shows the average activation in a group of what we call typical human adults . They 're MIT undergraduates . ( Laughter ) The second thing I want to say about this brain system is that although we human adults are really good at understanding other minds , we were n ' t always that way . It takes children a long time to break into the system . I 'm going to show you a little bit of that long , extended process . The first thing I 'm going to show you is a change between age three and five , as kids learn to understand that somebody else can have beliefs that are different from their own . So I 'm going to show you a five-year-old who is getting a standard kind of puzzle that we call the false belief task . Video : This is the first pirate . His name is Ivan . And you know what pirates really like ? Pirates really like cheese sandwiches . Child : Cheese ? I love cheese ! R. S. : Yeah . So Ivan has this cheese sandwich . and he says " Yum yum yum yum yum ! I really love cheese sandwiches . " And Ivan puts his sandwich over here , on top of the pirate chest . And Ivan says , " You know what ? I need a drink with my lunch . " And so Ivan goes to get a drink . And while Ivan is away the wind comes , and it blows the sandwich down onto the grass . And now , here comes the other pirate . This pirate is called Joshua . And Joshua also really loves cheese sandwiches . So Joshua has a cheese sandwich and he says , " Yum yum yum yum yum ! I love cheese sandwiches . " And he puts his cheese sandwich over here on top of the pirate chest . Child : So , that one is his . R. S. : That one is Joshua's . That 's right . Child : And then his went on the ground . R. S. : That 's exactly right . Child : So he wo n ' t know which one is his . R. S. : Oh . So now Joshua goes off to get a drink . Ivan comes back and he says , " I want my cheese sandwich . " So which one do you think Ivan is going to take ? Child : I think he is going to take that one . R. S. : Yeah , you think he 's going to take that one ? Alright . Let 's see . Oh yeah , you were right . He took that one . So that 's a five-year-old who clearly understands that other people can have false beliefs and what the consequences are for their actions . Now I 'm going to show you a three-year-old who got the same puzzle . Video : R. S. : And Ivan says , " I want my cheese sandwich . " Which sandwich is he going to take ? Do you think he 's going to take that one ? Let 's see what happens . Let 's see what he does . Here comes Ivan . And he says , " I want my cheese sandwich . " And he takes this one . Uh-oh . Why did he take that one ? Child : His was on the grass . R. S. So the three-year-old does two things differently . First he predicts Ivan will take the sandwich that 's really his . And second , when he sees Ivan taking the sandwich where he left his , where we would say he 's taking that one because he thinks it 's his , the three-year-old comes up with another explanation . He 's not taking his own sandwich because he does n ' t want it , because now it 's dirty , on the ground . So that 's why he 's taking the other sandwich . Now of course , development does n ' t end at five . And we can see the continuation of this process of learning to think about other people's thoughts by upping the ante and asking children now , not for an action prediction , but for a moral judgement . So first I 'm going to show you the three-year-old again . Video : R. S. : So is Ivan being mean and naughty for taking Joshua's sandwich ? Child : Yeah . R. S. : Should Ivan get in trouble for taking Joshua's sandwich ? Child : Yeah . R. S. : So it 's maybe not surprising he thinks it was mean of Ivan to take Joshua's sandwich . Since he thinks Ivan only took Joshua's sandwich to avoid having to eat his own dirty sandwich . But now I 'm going to show you the five-year-old . Remember the five-year-old completely understood why Ivan took Joshua's sandwich . Video : R. S. : Was Ivan being mean and naughty for taking Joshua's sandwich ? Child : Um , yeah . R. S. : And so , it is not until age seven that we get what looks more like an adult response . Video : R. S. : Should Ivan get in trouble for taking Joshua's sandwich ? Child : No , because the wind should get in trouble . R. S. He says the wind should get in trouble for switching the sandwiches . ( Laughter ) And now what we 've started to do in my lab is to put children into the brain scanner and ask what 's going on in their brain as they develop this ability to think about other people's thoughts . So the first thing is that in children we see this same brain region , the RTPJ , being used while children are thinking about other people . But it 's not quite like the adult brain . So where as in the adults , as I told you , this brain region is almost completely specialized . It does almost nothing else , except for thinking about other people's thoughts . In children it 's much less so , when they are age five to eight , the age range of the children I just showed you . And actually if we even look at eight to 11-year-olds , getting into early adolescence , they still do n't have quite an adult-like brain region . And so , what we can see is that over the course of childhood and even into adolescence , both the cognitive system , our mind's ability to think about other minds , and the brain system that supports it , are continuing , slowly , to develop . But of course , as you 're probably aware , even in adulthood , people differ from one another in how good they are at thinking of other minds , how often they do it , and how accurately . And so what we wanted to know was , could differences among adults , in how they think about other people's thoughts be explained in terms of differences in this brain region . So the first thing that we did is we gave adults a version of the pirate problem that we gave to the kids . And I 'm going to give that to you now . So Grace and her friend are on a tour of a chemical factory and they take a break for coffee . And Grace's friend asks for some sugar in her coffee . Grace goes to make the coffee and finds by the coffee a pot containing a white powder , which is sugar . But the powder is labeled " Deadly Poison " . So Grace thinks that the powder is a deadly poison . And she puts it in her friend's coffee . And her friend drinks the coffee , and is fine . How many people think it was morally permissible for Grace to put the powder in the coffee ? Okay . Good . ( Laughter ) So we ask people how much should Grace be blamed in this case , which we call a failed attempt to harm . And we can compare that to another case where everything in the real world is the same . The powder is still sugar , but what 's different is what Grace thinks . Now she thinks the powder is sugar . And perhaps unsurprisingly , if Grace thinks the powder is sugar and puts it in her friend's coffee , people say she deserves no blame at all . Whereas if she thinks the powder was poison , even though it 's really sugar , now people say she deserves a lot of blame , even though what happened in the real world was exactly the same . And in fact they say she deserves more blame in this case , the failed attempt to harm , than in another case , which we call an accident . Where Grace thought the powder was sugar , because it was labeled " sugar " and by the coffee machine , but actually the powder was poison . So even though when the powder was poison , the friend drank the coffee and died , people say Grace deserves less blame in that case , when she innocently thought it was sugar , than in the other case , where she thought it was poison , and no harm occurred . People , though , disagree a little bit about exactly how much blame Grace should get in the accident case . Some people think she should deserve more blame , and other people less . And what I 'm going to show you is what happened when we look inside the brains of people while they 're making that judgment . So what I 'm showing you , from left to right , is how much activity there was in this brain region . and from top to bottom , how much blame people said that Grace deserved . And what you can see is , on the left when there as very little activity in this brain region , people paid little attention to her innocent belief and said she deserved a lot of blame for the accident . Whereas , on the right , where there was a lot of activity , people payed a lot more attention to her innocent belief , and said she deserved a lot less blame for causing the accident . So that 's good , but of course what we 'd rather is have a way to interfere with function in this brain region , and see if we could change people's moral judgment . And we do have such a tool . It 's called Trans-Cranial Magnetic Stimulation , or TMS . This is a tool that lets us pass a magnetic pulse through somebody's skull , into a small region of their brain , and temporarily disorganize the function of the neurons in that region . So I 'm going to show you a demo of this . First I 'm going to show you , to show you that this is a magnetic pulse , I 'm going to show you what happens when you put a quarter on the machine . When you hear clicks we 're turning the machine on . So now I 'm going to apply that same pulse to my brain , to the part of my brain that controls my hand . So there is not physical force , just a magnetic pulse . Video : Woman : Ready ? Rebecca Saxe : Yes . Okay , so it causes a small involuntary contraction in my hand by putting a magnetic pulse in my brain . And we can use that same pulse , now applied to the RTPJ , to ask if we can change people's moral judgments . So these are the judgments I showed you before , people's normal moral judgments . And then we can apply TMS to the RTPJ and ask how people's judgments change . And the first thing is , people can still do this task overall . So their judgments of the case when everything was fine remain the same . They say she deserves no blame . But in the case of a failed attempt to harm , where Grace thought that it was poison , although it was really sugar , people now say it was more okay , she deserves less blame for putting the powder in the coffee . And in the case of the accident , where she thought that it was sugar , but it was really poison and so she caused a death , people say that it was less okay , she deserves more blame . So what I 've told you today is that people come , actually , especially well equipped to think about other people's thoughts . We have a special brain system that lets us think about what other people are thinking . This system takes a long time to develop , slowly throughout the course of childhood , and into early adolescence . And even in adulthood , differences in this brain region can explain differences among adults in how we think about and judge other people . But I want to give the last word back to the novelists . And to Philip Roth , who ended by saying , " The fact remains that getting people right is not what living is all about anyway . It 's getting them wrong that is living . Getting them wrong and wrong and wrong , and then on careful reconsideration , getting them wrong again . " Thank you . ( Applause ) Chris Anderson : When you start talking about using magnetic pulses to change people's moral judgments , that sounds alarming . ( Laughter ) Please tell me that you 're not taking phone calls from the Pentagon , say . Rebecca Saxe : I 'm not . I mean , they 're calling , but I 'm not taking the call . ( Laughter ) C. A. : They really are calling ? So , then seriously , then seriously , you must lie awake at night sometimes wondering where this work leads . I mean you 're clearly an incredible human being . But someone could take this knowledge and in some future not torture chamber , do acts that people here might be worried about . R. S. : Yeah , we worry about this . So , there is a couple of things to say about TMS . One is that you ca n ' t be TMSed with out knowing it . So it 's not a surreptitious technology . It 's quite hard actually to get those very small changes . The changes I showed you are impressive to me because of what they tell us about the function of the brain . But they 're small on the scale of the moral judgments that we actually make . And what we changed was not people's moral judgments when they 're deciding what to do , when they 're making action choices . We change their ability to judge other people's actions . And so I think of what I 'm doing not so much as studying the defendant in a criminal trial , but studying the jury . C. A. : Is your work going to lead to any recommendations in education , to perhaps bring up a generation of kids able to make fairer moral judgments ? R. S. : That 's one of the idealistic hopes . The whole research program here , of studying the distinctive parts of the human brain , is brand new . Until recently what we knew about the brain were the things that any other animal's brain could do too . So we could study it in animal models . We knew how brains see , and how they control the body , and how they hear and sense . And the whole project of understanding how brains do the uniquely human things , learn language , and abstract concepts , and thinking about other people's thoughts , that 's brand new . And we do n't know yet , what the implications will be of understanding it . C. A. : So I 've got one last question . There is this thing called the hard problem of consciousness , that puzzles a lot of people . The notion that you can understand why a brain works , perhaps . But why does anyone have to feel anything ? Why does it seem to require these beings who sense things for us to operate ? You 're a brilliant young neuroscientist . I mean , what chances do you think there are that at some time in your career someone , you or someone else , is going to come up with some paradigm shift in understanding what seems an impossible problem . R. S. : I hope they do . And I think they probably wo n ' t . C. A. : Why ? R. S. : It 's not called the hard problem of consciousness for nothing . ( Laughter ) C. A. : That 's a great answer . Rebecca Saxe , thank you very much . That was fantastic . ( Applause ) </content


WELCOME TO THE SPARKLE GOLF SOCIETY WEB PAGE THE SOCIETY HAS 40 MEMBERS OF ALL STANDARDS OF GOLF WE MEET 6 TIMES A YEAR AT VARIOUS COURSES AROUND KENT , SUSSEX , AND SURREY . IF YOU HAVE PLAYED ANY GOOD GOLF COURSES THAT MIGHT BE WORTH GOING TO OR IF YOU HAVE ANY COMMENTS CLICK ON THE GUEST BOOK AND LEAVE A NOTE TO LET US KNOW YOUR THOUGHTS ALSO CLICK ON THE TROPHY PAGE TO SEE OUR RANGE OF TROPHIES WE PLAY FOR EACH YEAR . THE CAPTAIN'S CUP 2005 THE WEATHER WAS THE WORST WE HAVE PLAYED IN SINCE SPARKLE BEGAN BUT I WOULD LIKE TO SAY TO EVERYONE WELL DONE AND THANK YOU FOR STAYING OUT IN THE ELEMENTS . DORON MUST HAVE KNOWN THAT HE WAS GOING TO WIN IT AGAIN BECAUSE HE FORGOT TO BRING THE TROPHY WITH HIM BUT WITH 34 POINTS AND BEATING ANDY RUSBRIDGE ON A COUNTBACK HE RETAINED THE CUP WELL DONE DORON . IN THIRD PLACE WITH 32 WAS STUART BOOTH AND JIM GILLAN WAS 4th WITH 30 . THE 2 POT AND NEAREST THE PIN WENT TO ANDY RUSBRIDGE THE LONGEST DRIVE CHRIS BOOTH ( STUART'S DAD ) AND THE GIR WENT TO FRED ADCOCK STEVE HAMMOND GOT THE VALUE FOR MONEY WITH 19 POINTS WELL DONE AND THANKS TO EVERYONE WHO TURNED UP AND PLAYED IN THE BAD WEATHER . Dont forget if you would like to make any comments please email me on jimgillan@lycosmax.co.uk or you could go to the guest book and post a message on the web site . PLEASE COULD ALL MEMBERS GO TO THE MEMBERS SURVEY AND FILL IT IN IT WILL HELP WITH SORTING OUT COURSES AND DAYS THAT PEOPLE WOULD LIKE


Ezra 1 Cyrus Helps the Exiles to Return 1 In the first year of Cyrus king of Persia , in order to fulfill the word of the LORD spoken by Jeremiah , the LORD moved the heart of Cyrus king of Persia to make a proclamation throughout his realm and to put it in writing : 2 " This is what Cyrus king of Persia says : " ' The LORD , the God of heaven , has given me all the kingdoms of the earth and he has appointed me to build a temple for him at Jerusalem in Judah . 3 Anyone of his people among you – may his God be with him , and let him go up to Jerusalem in Judah and build the temple of the LORD , the God of Israel , the God who is in Jerusalem . 4 And the people of any place where survivors may now be living are to provide him with silver and gold , with goods and livestock , and with freewill offerings for the temple of God in Jerusalem . ' " 5 Then the family heads of Judah and Benjamin , and the priests and Levites – everyone whose heart God had moved – prepared to go up and build the house of the LORD in Jerusalem . 6 All their neighbors assisted them with articles of silver and gold , with goods and livestock , and with valuable gifts , in addition to all the freewill offerings . 7 Moreover , King Cyrus brought out the articles belonging to the temple of the LORD , which Nebuchadnezzar had carried away from Jerusalem and had placed in the temple of his god . [ a ] 8 Cyrus king of Persia had them brought by Mithredath the treasurer , who counted them out to Sheshbazzar the prince of Judah . 9 This was the inventory : gold dishes 30 silver dishes 1,000 silver pans [ b ] 29 10 gold bowls 30 matching silver bowls 410 other articles 1,000 11 In all , there were 5,400 articles of gold and of silver . Sheshbazzar brought all these along when the exiles came up from Babylon to Jerusalem . Ezra 2 The List of the Exiles Who Returned 1 Now these are the people of the province who came up from the captivity of the exiles , whom Nebuchadnezzar king of Babylon had taken captive to Babylon ( they returned to Jerusalem and Judah , each to his own town , 2 in company with Zerubbabel , Jeshua , Nehemiah , Seraiah , Reelaiah , Mordecai , Bilshan , Mispar , Bigvai , Rehum and Baanah ) : The list of the men of the people of Israel : 3 the descendants of Parosh 2,172 4 of Shephatiah 372 5 of Arah 775 6 of Pahath-Moab ( through the line of Jeshua and Joab ) 2,812 7 of Elam 1,254 8 of Zattu 945 9 of Zaccai 760 10 of Bani 642 11 of Bebai 623 12 of Azgad 1,222 13 of Adonikam 666 14 of Bigvai 2,056 15 of Adin 454 16 of Ater ( through Hezekiah ) 98 17 of Bezai 323 18 of Jorah 112 19 of Hashum 223 20 of Gibbar 95 21 the men of Bethlehem 123 22 of Netophah 56 23 of Anathoth 128 24 of Azmaveth 42 25 of Kiriath Jearim , [ a ] Kephirah and Beeroth 743 26 of Ramah and Geba 621 27 of Micmash 122 28 of Bethel and Ai 223 29 of Nebo 52 30 of Magbish 156 31 of the other Elam 1,254 32 of Harim 320 33 of Lod , Hadid and Ono 725 34 of Jericho 345 35 of Senaah 3,630 36 The priests : the descendants of Jedaiah ( through the family of Jeshua ) 973 37 of Immer 1,052 38 of Pashhur 1,247 39 of Harim 1,017 40 The Levites : the descendants of Jeshua and Kadmiel ( through the line of Hodaviah ) 74 41 The singers : the descendants of Asaph 128 42 The gatekeepers of the temple : the descendants of Shallum , Ater , Talmon , Akkub , Hatita and Shobai 139 43 The temple servants : the descendants of Ziha , Hasupha , Tabbaoth , 44 Keros , Siaha , Padon , 45 Lebanah , Hagabah , Akkub , 46 Hagab , Shalmai , Hanan , 47 Giddel , Gahar , Reaiah , 48 Rezin , Nekoda , Gazzam , 49 Uzza , Paseah , Besai , 50 Asnah , Meunim , Nephusim , 51 Bakbuk , Hakupha , Harhur , 52 Bazluth , Mehida , Harsha , 53 Barkos , Sisera , Temah , 54 Neziah and Hatipha 55 The descendants of the servants of Solomon : the descendants of Sotai , Hassophereth , Peruda , 56 Jaala , Darkon , Giddel , 57 Shephatiah , Hattil , Pokereth-Hazzebaim and Ami 58 The temple servants and the descendants of the servants of Solomon 392 59 The following came up from the towns of Tel Melah , Tel Harsha , Kerub , Addon and Immer , but they could not show that their families were descended from Israel : 60 The descendants of Delaiah , Tobiah and Nekoda 652 61 And from among the priests : The descendants of Hobaiah , Hakkoz and Barzillai ( a man who had married a daughter of Barzillai the Gileadite and was called by that name ) . 62 These searched for their family records , but they could not find them and so were excluded from the priesthood as unclean . 63 The governor ordered them not to eat any of the most sacred food until there was a priest ministering with the Urim and Thummim . 64 The whole company numbered 42,360 , 65 besides their 7,337 menservants and maidservants ; and they also had 200 men and women singers . 66 They had 736 horses , 245 mules , 67 435 camels and 6,720 donkeys . 68 When they arrived at the house of the LORD in Jerusalem , some of the heads of the families gave freewill offerings toward the rebuilding of the house of God on its site . 69 According to their ability they gave to the treasury for this work 61,000 drachmas [ b ] of gold , 5,000 minas [ c ] of silver and 100 priestly garments . 70 The priests , the Levites , the singers , the gatekeepers and the temple servants settled in their own towns , along with some of the other people , and the rest of the Israelites settled in their towns .


Friday , 16 August , 2002 , 02 : 36 GMT 03 : 36 UK Teachers get advice on violence Teachers are increasingly concerned about violent pupils A teachers' union is so concerned about the growing incidents of violence and disruption in schools , it has issued its members with new guidance for their own protection . For the first time , diaries sent to all National Association of Schoolmasters Union of Women Teachers ( NASUWT ) members this week will outline how teachers can best tackle the problem . It is unacceptable that teachers should face violence at work Eamonn O ' Kane , NASUWT The guidelines urge teachers to report all incidents of actual or threatened assault or criminal damage to the police . The advice also recommends staff be given training in avoiding and managing dangerous situations . The NASUWT calls on head teachers to introduce a code of " zero tolerance " towards pupils who have been excluded And parents who have been abusive or violent towards staff should be banned from school premises . A failure by schools to put in place adequate protection for teachers may lead to risk assessments for violent and disruptive pupils and a refusal to teach those who pose a real danger , the union warns . Violent pupils NASUWT general secretary Eamonn O ' Kane said : " It is unacceptable that teachers should face violence at work . " " NASUWT guidance highlights options available to limit the threat . By including this in the diary , every member can carry round details of the steps necessary to protect themselves in school . " Although the numbers of pupils excluded last year went up for the first time in the past six years , NASUWT remains concerned that governing bodies continue to readmit violent and disruptive pupils . " Last month the Department for Education issued posters to all schools in England warning parents they faced prosecution if they threatened or abused staff . The posters , similar to those found in hospitals and on public transport , were accompanied by a " toolkit " setting out the legal position on parental violence .


DFES supports the Western Australia Police as a combat authority for urban search and rescue ( USAR ) . The agency has a developed the capability to deal with the rescue of casualties trapped by buildings , landfall or slippage which collapse as a result of industrial accidents , explosions , natural disasters and terrorist activity . Additional funding in recent years has allowed significant advances to be made in the Western Australia's preparedness , response and recovery capabilities for USAR . Category 2 , which qualifies the responder as a technician with the competencies to conduct underground searches , and ; Category 3 , which qualifies the responder to lead a USAR taskforce . To date , all career firefighters are trained to Category 1 ( CAT 1 ) and there are several Category 2 ( CAT 2 ) technicians available to respond to incidents requiring the specialised skills of the USAR Task Force . Western Australia now has a qualified USAR Canine Team to enhance our operational capacity and is the only State with an integrated canine team in its USAR Task Force . It is recognised around the world that canine teams are an essential element in the efficient and speedy location of victims trapped as a result of building collapse or earthquake . We have been working over the past two years to train a team of dogs that meet nationally and internationally recognised standards . The USAR team has adopted the New Zealand standard for USAR Canine Teams . It currently has five dogs in training with the aim of having four qualified dogs in the USAR task force in 2008-09 . A New Zealand dog trainer and assessor were brought to Perth to provide training and assessment of local State Emergency Service dogs , handlers and staff . Two dogs were assessed , one successfully . As a result , Australia has its first canine team integrated into a USAR task force and certified to international standards . National Support During the 2011 Queensland floods , four DFES Fire and Rescue Service USAR technicians worked as part of a national taskforce conducting damage assessment and recovery operations in the Brisbane area , where there was significant damage to residential , industrial and commercial structures . The USAR taskforce performed rapid damage assessments , assessed water levels and structural damage , identified hazards and prioritised tasks in a difficult environment of escalating odours from hazardous materials , putrefying foods and the thick layer of mud left by receding floodwaters . Following the magnitude 6.3 earthquake that occurred in Christchurch on 22 February 2011 , six DFES USAR specialists departed on 4 March 2011 for a 12 day deployment . They joined USAR teams from New Zealand , Australia , USA , UK , Singapore , Taiwan , Japan and China in Christchurch . Working alongside structural engineers , seismologists , geologists , construction workers , crane and digger operators and demolition experts , the USAR team undertook a range of activities while maintaining a state of preparedness to respond to further aftershocks . They searched for missing persons , conducted primary and secondary risk assessments of buildings prior to re-habitation , undertook building marking , cordoning and demarcation of identified collapse zones and assisted police to retrieve personal belongings from damaged buildings . As part of the first Australian multi-jurisdictional USAR task force deployed overseas , DFES team members gained valuable operational experience in a major disaster as well as establishing and extending important ' special risk ' networks across national and international jurisdictions . International Support The relationship between DFES and the Singapore Civil Defence Force was consolidated further through : continued mutual training and professional development exchange opportunities – six career firefighters visited Singapore in December 2006 to undertake USAR CAT2 training . exchange of information and ideas in regard to operational procedures , research and development , equipment and training simulations .


Three Boys ; or the Chiefs of the Clan Mackhai George Manville Fenn | Next chapter | | Contents | Chapter I. The Mackhai of Dun Roe . " Look here , Scoodrach , if you call me she again , I 'll kick you ! " " I didna ca ' you she . I only said if she 'd come ten the hoose aifter she had the parritch -- " " Well , what did I say ? " " Say ? Why , she got in a passion . " Whop ! Flop ! The sound of a back-handed slap in the chest , followed by a kick , both delivered by Kenneth Mackhai , the recipient being a red-headed , freckled-faced lad of seventeen , who retaliated by making a sharp snatch at the kicking foot , which he caught and held one half moment . The result was startling . Kenneth Mackhai , the sun-browned , well-knit , handsome son of " the Chief , " came down in a sitting position on the stones , and screwed up his face with pain . " Scood , you beggar ! " he roared ; " I 'll serve you out for -- " " Ken , are you coming to breakfast ? " cried a loud , severe voice from fifty yards away . " Coming , father ! " shouted the lad , leaping up , giving himself a shake to rearrange his dark green kilt , and holding up his fist threateningly at the bare-legged , grinning lad before him . " Just you wait till after breakfast , Master Scood , and I 'll make you squint . " The lad ran up the steep slope to the garden surrounding the ancient castle of Dunroe , which had been built as a stronghold somewhere about the fourteenth century , and still stood solid on its rocky foundation ; a square , keep-like edifice , with a round tower at each corner , mouldering , with portions of the battlements broken away , but a fine monument still of the way in which builders worked in the olden time . The portion Kenneth Mackhai approached had for inhabitants only the jackdaws , which encumbered the broken stairs by the loopholes with their nests ; but , after passing beneath a gloomy archway and crossing the open interior , he left the old keep by another archway , to enter the precincts of the modern castle of Dunroe , a commodious building , erected after the style of the old , and possessing the advantages of a roof and floors , with large windows looking across the dazzling sea . Kenneth entered a handsome dining-room , where the breakfast was spread , and where his father , The Mackhai , a tall , handsome man of fifty , was pacing angrily up and down . " Sorry I kept you , father . Scood said there was a seal on the lower rocks , and -- " " The scoundrel ! How dare he ? " muttered The Mackhai . " To take such a mean advantage of his position . I will not suffer it . I 'll -- " " I 'm very sorry , father ! " faltered Kenneth , crossing slowly toward his frowning elder . " I did not mean to -- " " Eh ! what , Ken , my boy ? " cried The Mackhai , with his countenance changing . " I 've only just come in . Sit down , my lad . You must be half-starved , eh ? " " I thought you were cross with me , sir . " " Cross ? Angry ? Not a bit . Why ? " " You said -- " " Tchah ! nonsense ! Thinking aloud . What did you say ? -- a seal ? " " Yes , father . Scood said there was one , but it had gone . " " Then you did n't shoot it ? Well , I 'm not sorry . They 're getting scarce now , and I like to see the old things about the old place . Hah ! " he continued , after a pause that had been well employed by both at the amply-supplied , handsomely-furnished table ; " and I like the old porridge for breakfast . Give me some of that salmon , Ken. No ; I 'll have a kipper . " " More coffee , please , father , " said Ken , with his mouth full . " Have a scone , father ? They 're prime . " " Gently with the butter , my boy . There is such a thing as bile . " " Is there , father ? " said Kenneth , who was spreading the rich yellow churning a full quarter of an inch thick . " Is there , sir ! Yes , there is . As I know to my cost . Ah ! " he added , with a sigh , and his face wrinkled and made him look ten years older ; " but there was a time when I did not know the meaning of the word ! " " Oh , I say , father , " cried Kenneth merrily , " do n't ! You 're always pretending to be old , and yet you can walk me down stalking , and Long Shon says you can make him sore-footed any day . " " Nonsense ! nonsense ! " said The Mackhai , smiling . " Oh , but you can , father ! " said Kenneth , with his mouth full . " And see how you ran with that salmon yesterday , all among the stones . " " Ah , yes ! I manage to hold my own ; but I hope you 'll husband your strength better than I did , my boy , " said The Mackhai , with a sigh . " I only hope I shall grow into such a fine man ! " cried Kenneth , with his face lighting up , as he gazed proudly at his father . " Why , Donald says -- " " Tut , tut , tut ! Silence , you miserable young flatterer ! Do you want to make your father conceited ? There , that will do . " " Coming fishing to-day , father ? " There was no answer . The Mackhai had taken up a letter brought in that morning by one of the gillies , and was frowning over it as he re-read its contents , and then sat thoughtfully gazing out of the window across the glittering sea , at the blue mountains in the distance , tapping the table with his fingers the while . " Wonder what 's the matter ! " thought Kenneth . " Some one wants some money , I suppose . " The boy's face puckered up a little as he ceased eating , and watched his father's face , the furrows in the boy's brow giving him a wonderful likeness to the keen-eyed , high-browed representative of a fine old Scottish clan . " Wish I had plenty of money , " thought Kenneth ; and he sighed as he saw his father's face darken . Not that there was the faintest sign of poverty around , for the room was tastily furnished in good old style ; the carpet was thick , a silver coffee-pot glistened upon the table , and around the walls were goodly paintings of ancestral Mackhais , from the bare-armed , scale-armoured chief who fought the Macdougals of Lome , down to Ronald Mackhai , who represented Ross-shire when King William sat upon the throne . " I ca n't help myself , " muttered The Mackhai at last . " Here , Ken , what were you going to do to-day ? " " I was going up the river after a salmon . " " Not to-day , my boy . Here , I 've news for you . Mr. Blande , my London solicitor , writes me word that his son is coming down--a boy about your age . " " Son--coming down ? Did you invite him , father ? " " Eh ? No : never mind that , " said The Mackhai hastily . " Coming down to stay with us a bit . Regular London boy . Not in very good health . You must be civil to him , Ken , and show him about a bit . " " Yes , father , " said Kenneth , who felt from his father's manner that the coming guest was not welcome . " He is coming by Glasgow , and then by the Grenadier . His father thinks the sea will do him good . Go and meet him . " " Yes , father . " " Tell them to get a room ready for him . " " Yes , father . " " Be as civil to him as you can , and--Pah ! " That ejaculation , pah ! came like an angry outburst , as The Mackhai gave the table a sharp blow , and rose and strode out of the room . Kenneth sat watching the door for a few moments . " Father's savage because he 's coming , " said Kenneth , whose eyes then fell upon a glass dish of marmalade , and , cutting a goodly slice of bread , he spread it with the yellow butter , and then spooned out a portion of the amber-hued preserve . " Bother the chap ! we do n't want him here . " Pe-au , pe-au , came a wailing whistle through the open window . " Ah , I hear you , old whaupie , but I can do it better than that , " said Kenneth to himself , as he repeated the whistle , in perfect imitation of the curlews which abounded near . The whistle was answered , and , with a good-tempered smile on his face , Kenneth rose from the table , after cutting another slice of bread , and laying it upon that in his plate , so as to form a sticky sandwich . " Scood ! " he cried from the window , and barelegged Scoodrach , who was seated upon a rock right below , with the waves splashing his feet , looked up and showed his white teeth . " Catch ! " " All right . " Down went the bread and marmalade , which the lad caught in his blue worsted bonnet , and was about to replace the same upon his curly red head , but the glutinous marmalade came off on one finger . This sticky finger he sucked as he stared at the bread , and , evidently coming to the conclusion that preserve and pomade were not synonymous terms , he began rapidly to put the sweet sandwich somewhere else . " I wish you had kept it in your bonnet , Scood . " The boy looked up and laughed , his mouth busy the while . " Father saw sax saumon in the black pool , " he cried eagerly . " Then they 'll have to stop , " said Kenneth gloomily . " Eh ? " " There 's a chap coming down from London . " " To fesh ? " " Suppose so . We 've got to go and meet him . " " With ta pony ? " " No , the boat ; coming by the Grenadier . " " Ou ay . " " It 's a great bother , Scood . " " But it 's a verra fine mornin ' for a sail , " said the boy , looking up and munching away . " But I did n't want to sail ; I wanted to fish . " " The fush can wait , tat she can . " " Oh , you ! " shouted Kenneth . " Wish I had something to throw at you . " " If she did , I 'd throw it back , " said Scoodrach , grinning . " I should like to catch you at it . There , go and get the boat . " " Plenty of time . " " Never mind that ; let 's be off and have a good sail first , as we have to go . " " Will she--will you tak ' the gun ? " " Of course I shall . Take the lines too , Scood ; we may get a mackerel . " The lad opened his large mouth , tucked in the last piece of marmalade , and then leaped off the stone on to the rock . " Scood ! " The boy stroked down his grey kilt , and looked up . " Put on your shoes and stockings . " " What for ? " " Because I tell you . Because there 's company coming . Be off ! " " She 's got a big hole in her stocking , and ta shoe hurts her heel . " " Be off and put them on , " roared Kenneth from the window . " I shall be ready in a quarter of an hour . " Scood nodded , and began to climb rapidly over the buttress of rock which ran down into the sea , the height to which the tide rose being marked by an encrustation of myriads of acorn barnacles , among which every now and then a limpet stood out like a boss , while below , in the clear water , a thick growth of weed turned the rock to a golden brown , and changed the tint of the transparent water . | Next chapter | | Contents | Created from a nineteenth or early twentieth century text by Athelstane E-Texts


Throughout the life of the El Camino , ad images emphasized both its sporty profile and its pickup truck-style rear , which was perfect for hauling groceries , furniture , or the kid's bicycles . The powers-that-be at Chevrolet tweaked this " all things to all men " formula throughout the vehicle's production years . In 1968 , these efforts resulted in the introduction of an SS package . This was essentially a carbon copy of the Chevelle Super Sport's options , including Chevy's legendary Turbo Jet 396 cubic inch engine . With this V8 monster under its hood , the El Camino could wrap up the quarter-mile in 14 seconds – respectable for the time and not too bad by today's standards . There was one crucial difference between the Chevelle and El Camino SS packages , however . Try as they might , builders could not adapt the Chevelle's heavy-duty rear anti-sway suspension to the hybrid truck-sports car frame . This was due to the fact that the El Camino was originally designed to haul freight , not burn rubber . It points out the problems that inevitably arise when a company tries to please everyone . The El Camino SS came closer than any other attempt to bridge divide between rebellious youth and responsible adulthood , however . For that alone , it deserves its place in automotive history .