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ISIS in Action
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Tripoli is now teetering on the precipice of a large-scale conflict that could trigger major unrest in the Western region and Libya as a whole. Last week's violence erupted on 27 August when the 7th 'Liwa' from the town of Tarhuna (otherwise known as the Kani or Kaniyat militia) declared war on Government of National Accord (GNA)-affiliated militias, advancing quickly in south Tripoli. The effort expanded over the following days into what seems to be a semi-coordinated military campaign aimed at eradicating the power of Tripoli-based militias, by an alliance of forces primarily including Tarhuna, Misrata and Zintan.
As of 4 September, the initial advance of the Kani brigade and allies into areas of southern Tripoli had been significantly slowed, but some fighting was ongoing. UNSMIL held a meeting on 4 September with all involved parties to try and reach a ceasefire agreement. In a statement published late on 4 September, UNSMIL said that a ceasefire agreement was reached by all parties to end all hostilities, protect civilians, safeguard property and reopen Mitiga airport.
There are five main GNA-affiliated Tripoli militias – the Tripoli Revolutionary Brigade (TRB), Abu Salim's Central Security Brigade (Abdulghani al-Kikli aka Ghneiwa's militia), the 301 Brigade, the Special Deterrence Forces (Rada) and the Nawasi Brigade – more recently referred to as the 'Tripoli Cartel'. These militias' expanding grip over political, economic and security levers in the capital over the last 2 years is likely the key trigger for the military campaign against them by other forces in the western region.
Although Misrata and Zintan fought on opposite sides of the 2014 Dawn-Dignity conflict in Tripoli, in May this year the three cities signed a peace agreement and have long been suspected of planning some sort of move on the capital to wrestle away the Tripoli cartel's monopoly over state resources, infrastructure and political clout (through the GNA). The Kani brigade has been primarily fighting against the TRB, Gheniwa, and the 301 Brigade, as the areas of southern Tripoli it has advanced into are controlled by these three militias. The Nawasi brigade (which controls the port and other areas of central Tripoli) and Rada (which controls much of eastern Tripoli including Mitiga airport) have also deployed some of their fighters to the frontline with the Kani brigade and allies in southern Tripoili, although Rada has prioritised protecting its prison at Mitigia.
On 1 September, the Bunyan al-Marsus (BM) forces and the Misratan Counter Terrorism Unit (CTU), both formations established by the GNA, deployed to Tripoli in large numbers at the GNA's request to help secure Tripoli, especially the prison housing ISIS prisoners run by Rada. So far, these forces do not appear to have joined in the fighting against the Kani brigade or Badi's forces. Indeed, the CTU force is reported to be currently camped in Tajoura with Rada's rivals (Rada and Tajouri forces have a history of rivalry and clashes). Cooperation talks between CT and Rada are said to be fragile and could collapse if a ceasefire arrangement is not reached.
Interestingly, on 1 September Mohammed El Haddad, the GNA's Military Commander of the Central Region from Misrata, was said to be abducted in Misrata, before remerging late that night from an alleged kidnapping. Al Haddad's disappearance prevented him from undertaking the task of leading a 'peacekeeping' force that would ensure a ceasefire between all the forces.
The GNA-aligned Zintani forces under the command of Emad Trabelsi have also reportedly been instructed by the GNA to protect key infrastructure and sites in western Tripoli, but it remains unclear what their role is. Again, it appears they have not joined the frontline against the Kani brigade. The Amazigh Mobile Force in western Tripoli has also reportedly mobilized ready to defend their area, but have not yet joined in the fighting.
On 2 September, the GNA's Ministry of Justice confirmed that 400 serious criminals had been broken out of the Ruwaimi prison in Ain Zara, where some of the fighting is happening. No one has claim responsibility for this move.
It appears both sides have been using heavy weaponry including mortars and missiles, with projectiles often landing in heavily populated residential areas far away from the fighting. As of 4 September, the Tripoli Ministry of Health figures report said there have been 50 deaths and 138 injuries so far as a result of the clashes. Fighting has also damaged key power and fuel infrastructure, triggering widespread looting, shutting down major markets, raising prices and proliferating rival checkpoints which threaten security and mobility in vital areas around Tripoli. As well as the fighting itself, different factions and militias have been quick to blame other parties for the damage and death caused by the ongoing fighting and irresponsible use of weapons.
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To monitor the expanding threat posed by the Islamic State's Libyan branch and other jihadi groups in Libya, Jason Pack founded EyeOnISISInLibya.com as a monitoring service detailing the group's history, its interactions with other jihadi actors, and Western actions towards the group. Our aim is to provide a valuable resource for governments, think-tanks, and businesses concerned with jihadi threats and their evolution in Libya. EOIL is very pleased to be partnering with CRCM North Africa, who is a funding sponsor and with whom we have launched the identical mirror site, Libyan Jihad Monitor. EOIL is a New Jersey registered, 501c3 status non profit organization.
EOIL's seminal paper entitled "The Origins and Evolution of ISIS in Libya," by Jason Pack, Rhiannon Smith, and Karim Mezran, was published on 20 June 2017.
Each week, we provide updates in four sections: ISIS in Action, Western Response, Other Jihadi Groups, and The Anti-ISIS Coalition. All information comes from local sources on the ground and is vetted by a network of academics, consultants and Western security experts. To receive this information as a weekly email, please subscribe.
To contact the EOIL team directly, please email us at EyeOnISISinLibya@gmail.com
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December 3 - A Community Update on Diversity, Equity and Inclusion
Dear Branksome Community,
As you know from reading our September Word in the Hall newsletter and other communications, Branksome Hall has made Diversity, Equity and Inclusion (DEI) a strategic priority—not only for 2020-21, but in the coming years.
DEI Strategy and Initial Action Plan
Our first step toward making this commitment a reality was to ask Dr. Mira Gambhir, our Head of Research, to expand her portfolio to include DEI, and she has stepped into that role seamlessly. Now, we have gone a step further to ensure that Branksome Hall is a community that embraces DEI in a way that permeates our culture, guides our actions and is reflected in the lived experiences of all of us here: we have created a DEI Strategy and Initial Action Plan.
As part of broadening our community's understanding of DEI, we are pleased to share with you this executive summary of our DEI Initial Action Plan. As you'll see, our work has only begun. The action plan is our starting point for DEI-focused changes which touch all areas of the organization. We will follow this up with a long-term action plan that ensures real, lasting and transformative change at Branksome Hall. It will evolve as we all learn and grow and see our needs change. We'll be working on this in collaboration with various groups, including the signatories of the equity proposal, the Branksome Hall Parents' Association (BHPA) and the Branksome Hall Alumnae Association.
We recognize that this process is complex and will take time and commitment, but it's all part of extending empathy and compassion, absorbing multiple perspectives in order to build trust, and cultivating our students' curiosity about other lived experiences. We need to understand, recognize and address systemic racism and oppression of all types within our school's history and structures and beyond.
Actions Taken and Underway
We also wanted to share with you some of the things we've done since the school year began in September:
Employees are participating in one of five book clubs throughout the fall whose reading focuses on books that explore social justice issues and support anti-Black racism education at a systemic level. The book clubs will transition in the New Year to other learning opportunities such as drop-in case-study sessions to allow employees to increase their awareness of key issues, including the hidden systems that enable racism and discrimination to perpetuate.
We are creating professional learning communities in the Junior School, Middle School and Senior School that cover the fundamentals of anti-discrimination education.
Our student Diversity Council, a cross-representative group of students and employees, meets monthly to discuss relevant current issues, such as cultural appropriation vs. appreciation.
This year's Installation featured a pre-recorded conversation with prominent alumni, including 'CK' PURKS Hoffler'80, the CEO of a trailblazing Atlanta law firm; Torie Williams'17, past-president of the Black Students' Network at McGill University; as well as Grade 11 student Maria Muiruri, who is our Student Life Representative, Diversity Council.
In October, the Branksome Hall team delivered a presentation about the school's long- and short-term DEI efforts at the National Coalition of Girls' Schools meeting.
Branksome will be installing a new software that supports the pronunciation of individual names for employees and students.
We are in the process of selecting third-party auditors who will help us to review our community's experiences of social inclusion. We anticipate beginning this work in early 2021.
We are developing recruitment strategies to attract students and employees from BIPOC communities, as well as building on a strong legacy of donor support to expand our offerings of scholarships and bursaries allocated for students from diverse backgrounds.
Upcoming Opportunities
We have only just begun our shared work in exploring all aspects of DEI, and we welcome our entire community's participation. There are a number of ways to get involved and to learn more. Our alum have been invited to join us on December 9 for a Conversation on Diversity, Equity and Inclusion. Dr. Gambhir will be meeting with the BPHA and grade representatives. In the coming weeks, employees will be invited to submit their names to Dr. Gambhir if they are interested in being part of the Cross-Representative Working Group. Students are encouraged to sign up for two DEI case-study sessions in early January.
These are important strides our Branksome Hall community has made in DEI in a short period of time. We look forward to sharing future DEI progress with you in the months and years to come. Should you have any questions or suggestions, please reach out to Dr. Gambhir or me.
Karen L. Jurjevich
Mira Gambhir
Head, Research & Diversity, Equity and Inclusion
September 14 - Upcoming DEI Student Sessions on Wednesday and Thursday
Principal Jurjevich and Mira Gambhir will be hosting Diversity, Equity and Inclusion student sessions on September 16th and 17th this week.
This will be an opportunity to share with students and hear from them about their thoughts on our school's action plan to support diversity, equity and inclusion. To encourage student voice, please note that we will only be hosting students in these sessions. We will be recording the two sessions and the videos will be shared with employees. We will also be providing an update at the upcoming Eastside Faculty Meeting.
Kim Kniaz
Head, Senior & Middle School
September 4 - Branksome Hall commits to diversity, equity and inclusion and to eliminating systemic racism
Over the course of the summer, Dr. Mira Gambhir, Branksome Hall's new Head, Research, Diversity, Equity and Inclusion, has led foundational work in support of the strategic priority of diversity, equity and inclusion (DEI) at the school. Many initiatives will be in place this fall and longer-term work is underway to support anti-discrimination and anti-racism, beginning with a focus on anti-Black racism. This important work will permeate the school's culture, guide actions and be reflected in students' and employees' lived experiences.
"We have all learned a great deal—and I am very grateful to everyone who shared their stories. We understand that systemic racism at Branksome Hall has caused pain," says Principal Karen Jurjevich in a video address to the community. "For this, I most sincerely apologize. We have heard you and we are committed to taking action."
This involves supporting every member of the Branksome community and working together to eliminate anti-Black systemic racism and to increase equity and inclusion for all Black, Indigenous and People of Colour (BIPOC). As Dr. Gambhir, who was appointed in July, notes, "We recognize that we need greater diversity in our community and want to move quickly, but we also want to have all the information necessary to make informed decisions and build effective action plans. The objective is to focus attention on the BIPOC community in a more rigorous, intentional way, and to listen to the voices in our community. We need to better understand and raise awareness, as well as to build our capacity as a school to engage in conversations about inequity and our shared humanity."
Curriculum Review, Equity Audit and Other Actions
As an important immediate action, we are engaged in a curriculum review pilot in many subject areas, with a view to a full school-wide review, from Junior Kindergarten to Grade 12. Key changes to address DEI and anti-Black racism within our curriculum will start this fall. Work has already begun on the English curriculum review for Grades 7, 9 and 11, a collaborative effort with students, alum, faculty and administration.
A second key action supports our commitment to increasing representation of the Black community at Branksome Hall. To establish the groundwork for constructive, clear recommendations and objectives to support this aim, an equity audit will be conducted this fall. An independent individual or organization—to be selected through open and transparent requests for proposal in the coming weeks—will guide a comprehensive review of Branksome Hall's policies and processes. The review will include hiring of employees, recruitment of students, the appointment of senior leaders and volunteers, and communication practices. The audit will provide recommendations as well as ways to measure and track our progress. Critically, the work will serve to ensure the school has the most appropriate advocacy model in support of its BIPOC students, with specific focus on Black students.
Other actions taken over the summer include:
A new DEI resource website was launched to support the school in living these values and was created based on feedback shared at student forums, listening sessions and on social media.
Ongoing review of student and employee recruitment policies and practices, with inclusion of a DEI statement in job profiles.
Resourcing for employees' anti-racist education, with book-club meetings throughout the 2020-21 academic year.
Put in place Discrimination Report and Bullying Reporting Forms (anonymous).
Revised code of conduct and Boarding Handbook to include a section on anti-discrimination.
Appointed a student-life representative on the Diversity Council and identified other opportunities for related student leadership roles through 2020-21, including a commitment to respond to the student proposal for DEI work, submitted to senior leadership in June.
Developing a series of student sessions to address and support their lived experiences, and embed DEI within an upcoming student leadership conference.
Delivered DEI workshops on Branksome's foundational work for new employees, student leaders, school leadership and all employees.
Developing the DEI Working Group whose ongoing role is to consult on policy development, advise on strategic priorities and review measures.
Regular updates and opportunities for engagement will be shared with the community, and updated on the DEI website, to support the school's sustained focus on its DEI efforts and to inform and foster ongoing dialogue and action.
"We are stepping forward in this work, with purpose, determination and rigour," says Jurjevich. "We are listening deeply and actively, and our commitment is sincere and wholehearted. We stand behind the elimination of anti-Black systemic racism, and we are committed to increasing equity and inclusion for all Black, Indigenous and People of Colour. We invite, welcome and require our entire community's engagement and support as we continue this important dialogue and work. I am confident that when we work together we can make real and lasting change at Branksome Hall."
September 3 - Branksome employees engage in book discussions as an opportunity for anti-Black racism education
In the week of August 24, more than 160 Branksome Hall employees took part in the first session of five book clubs, designed to explore social justice issues and support anti-Black racism education at a systemic level.
From a list of books submitted by Branksome employees, Joshua Watkis, a Canadian National Slam Poetry Champion, arts educator and spoken word artist who has worked at Branksome with Senior and Middle School English students for several years, curated his top five.
All employees selected one book to read over the summer and some volunteered to facilitate discussions. The texts were Between the World and Me by Ta'Nehisi Coates, Why I'm No Longer Talking to White People About Race by Reni Eddo-Lodge, Nobody Knows My Name by James Baldwin, The Skin We're In by Desmond Cole, and Why Are All the Black Kids Sitting Together in the Cafeteria? by Beverly Daniel Tatum.
In a short video for Branksome employees, Watkis said, "You may learn entirely new ways to engage with the world and the people you meet in it, including your peers and most importantly, your future students," says Joshua Watkis.
"Each group's facilitators are not supposed to be the 'experts' on the topic," says Junior School Social Worker and facilitator Carolyn Mak. "The hope is that people will feel more at ease discussing their true and authentic feelings if they know that racism is about how we are raised—the air we breathe, the media we consume, what we choose to believe and how we choose to live."
Some of the suggested discussion questions provided by Mira Gambhir, Head of Diversity, Equity and Inclusion, who guides the initiative, include: What do the authors tell us about hope for improvement in race and ethnocultural relations in Canada, U.S. and beyond? (You may wish to discuss this in the context of the events of this summer, and in particular the Black Lives Matter movement.)
To support various comfort levels and build camaraderie, an anonymous poll allowed group participants to express their initial reticence or enthusiasm about discussing race and racism. "The goal is to use the texts as springboards for other explorations into seminal moments in Black history, further readings and guest speaker invitations," says facilitator Allison Campbell-Rogers.
There are bound to be many paradigm and perspective shifts as the sessions ensue. "This is a good opportunity to build the foundations and explore race, racism and our shared humanity," says Gambhir.
As a point of entry with textual engagement, Watkis makes the important point that Black writers are to be seen as writers first. "Their Blackness is not an additive or even a factor, when we examine skill level. However, their Blackness must be considered when you fully understand the difficulty of living the subject matter they are writing about."
"Jimmy [Baldwin] once asked White America in an interview, 'How much time do you want for your progress?' At Branksome, I hope the answer will be, 'No more time; it comes now.'"
July 13 - Dr. Mira Gambhir to lead Branksome Hall's strategic focus on Diversity, Equity and Inclusion
Dr. Mira Gambhir has been appointed Branksome Hall's new Head, Research (Chandaria Research Centre) and Diversity, Equity and Inclusion (DEI), effective Wednesday, July 1.
In this new role, Dr. Gambhir will join the Senior Leadership Team and will lead the development and ongoing implementation of a strategic vision and plan for research and diversity, equity and inclusion at Branksome Hall. The appointment builds on the actions outlined in the long-term plan Principal Karen Jurjevich announced in the school's Commitment to Action message on June 5.
"With this role's creation, we are embracing a new and foundational strategic priority as an IB World School—a commitment to effecting sustainable organizational action and change at Branksome Hall and beyond," says Principal Karen Jurjevich. "Bringing together individuals from multiple backgrounds, perspectives and experiences—and ensuring that every person feels valued and welcome—is integral to achieving our mission and embodies our values of inclusiveness and sense of community."
In her role as Head, Dr. Gambhir will support and partner with the Diversity Council, Black Students' Union, Gender Sexuality Alliance and other student-led groups to promote initiatives that complement the school's research priorities, including applying an anti-discriminatory education lens to student, employee and community experiences, and advancing concrete strategies to make lasting organizational change.
Dr. Gambhir was the ideal choice for the role, says Jurjevich. A scholar and author in the fields of diversity education, international education and teacher education, Dr. Gambhir is well-known within the Branksome Hall community as the inaugural director of the Chandaria Research Centre (CRC). Opened in 2016, the CRC joined the ranks of a handful of school-based research centres in Canada and internationally. "In a short span of time under Mira's leadership," notes Jurjevich, "the Chandaria Research Centre has made a big impact throughout our community. Mira also played an important role on the Civil Discourse Working Group this past year. Now, with her leading this critically important work, which will build on these contributions, Branksome Hall is poised to make important and necessary change both within and beyond our halls."
Dr. Gambhir completed an award-winning doctoral dissertation on diversity education and has reviewed curriculum for the Ontario Ministry of Education and organizations internationally. She holds a Doctor of Philosophy in Education from the Ontario Institute of Studies in Education (OISE) at the University of Toronto, a Master of Arts in Education from OISE, and Bachelor of Arts and Bachelor of Education degrees from the University of New Brunswick.
"I am proud to be part of an organization that is willing to have difficult conversations, disrupt past practices and find ways to protect students," says Dr. Gambhir. "The strategies and programs developed and embedded will have a transformative impact on every facet of school life. These include curriculum design and delivery, student engagement and education initiatives. I look forward to collaborating with stakeholders on systems and practices in admissions, human resources, communications and marketing, to integrate and strengthen efforts to support diversity, equity and inclusion at Branksome Hall."
Dr. Gambhir's appointment is the latest in a series of recent responses, as Branksome Hall was called upon to address an organizational need for anti-racist education and action, galvanized by the global outcry in the wake of the murder of George Floyd by police in Minneapolis in early June.
In addition to this appointment, a number of measures have been taken to establish diversity, equity and inclusion as a strategic priority, building on existing strengths in this area:
A report of recommendations has been compiled by the Civil Discourse Working Group and will soon be shared with the Senior Leadership Team;
conversations are underway with the Diversity Council—composed of students, faculty, staff and alum—to continue shaping the Council's mandate and to inform the school's approach more broadly;
inter-departmental dialogue has established implications for areas such as human resources policies;
resources for employees have been allocated to support anti-racist education, including concepts such as racial prejudice and white privilege, and this work will continue prior to fall reopening;
a commitment to follow up on and respond to the student proposal for diversity, equity and inclusion at Branksome that was submitted in June to the Senior Leadership Team;
and opportunities for student leadership in the new academic year have also been identified.
To further uphold Branksome Hall's commitment to taking long-term, meaningful action towards being a diverse, equitable and inclusive place to learn and to work, a new resource website has also been launched to support the school community in living these values.
Reflecting a diversity of voices and perspectives, the website was created based on feedback shared at student forums, listening sessions, on social media and through community consultation with members of the Diversity Council and other school colleagues. Featured resources include recommendations for anti-racism reading, well-being supports, as well as podcasts and videos for further learning. Regular updates regarding news, announcements and opportunities to engage in Branksome Hall's DEI work will continue to be posted here.
An important part of this work is to develop a shared understanding of how racism and other forms of discrimination operate in elite independent schools. "The way to make change is to disrupt past narratives or the hidden assumptions that are happening within a community, and to take accountability for action," says Dr. Gambhir. "This includes increasing awareness and taking responsibility for your learning about how discimination occurs, and then identifying personally and collectively what steps you are going to take."
"There have been hard, honest and courageous conversations with students, employees, alum and parents, as we confront and address anti-Black racism and the need for anti-racist education and action," said Deputy Principal Karrie Weinstock in her remarks at the Virtual Green Carpet Ceremony on June 11. "Students have questioned whether we will continue to listen and actually do this difficult, vulnerable work transparently. I want to tell you today that as an IB World School, we are committed to action and change and to modelling the IB Learner Profile attributes and our values. This is humbling and uplifting work."
To that end, a series of virtual student forums for Grades 7 through 11 were held June 10 and 12. An opportunity for open discussion and honest dialogue with the school's senior leadership, students raised important questions about such themes as incorporating Black history in the curriculum; reviewing the diversity of board members, employees and students; increasing the opportunities for student collaboration on school-sponsored activism; and sustaining momentum on long-term employee anti-racist training.
Additionally, a series of listening sessions was also held mid-June with students, employees and alum. These were attended by the Senior Leadership Team and others, including the input of Joshua Watkis, a spoken word artist who has worked with Grade 8 students for the past four years. The purpose of these sessions was to listen and learn from lived experiences of discrimination and racism in order to understand and then work to eradicate them.
"Schools are a microcosm of society and this is work we enter into with compassion," says Jurjevich, "as we take responsibility for learning both how discrimination occurs and how we can work collectively to dismantle it."
June 5 - A Message from Principal Karen Jurjevich: Commitment to Action
We'd like to share with you the address I gave to employees and students in grades 5 - 11 in three separate Zoom assemblies today. We feel it is important that our entire Branksome community is aware of this important message.
There is no doubt that the last few months, the last few days in particular, have been challenging.
Events in the U.S. and Canada around anti-Black racism have impacted us all and forced all of us to face some very tough and painful truths. It has shone a spotlight on every organization, and Branksome Hall is by no means immune.
There isn't an institution and organization out there that isn't asking what more could we have done and what more can we do?
And truthfully, all of this feedback and input has helped me. Thank you for your passion, for your good ideas, for your care, and for your honesty and concern for this issue.
We have listened to each and every one of your messages, read through your thoughtful emails and even your raw comments on social media, which can feel like great outlets for expression but bring their own added pressures. Meaningful action and change does not happen on social media. It takes hard work and active listening from each other and from research and perspectives from reputable sources and experts to broaden our understanding.
This is a learning moment.
The importance of listening, and learning, to better understand how to implement meaningful action is critical. We do not have all the answers, but we are committed to doing the work required to identify and implement short and long-term actions.
We are not afraid to be proud of what we have done as a school. And, we are not afraid to admit where we have fallen short.
We have an excellent track record of following through on our commitments and strategic priorities.
For example, we have done a lot of remarkable work in a number of important areas, such as Innovation, Social and Emotional Learning, and Values. These are in our DNA now. This work has been life-altering for the school and has laid the groundwork for the work we are doing now.
I stand behind the commitments the Senior Leadership Team and I made in our public statement on Tuesday.
Like the rest of the world, we were shocked and outraged by the killing of George Floyd, and we recognize that in our own city and community, issues of racial equity and social justice need to be addressed.
These world events, such as the ones we are bearing witness to, cause confusion, anger, grief and hurt, and can leave us wondering how we can help both ourselves and each other.
It's uncomfortable. It hurts. It's personal.
But our school community is strong. We are resilient.
We have heard you. We are with you. There is a call for action and it is real and we support it.
We may not have all the expertise required to address the systemic challenges that we know exist. But we do have the commitment and the will.
We are taking this very seriously, and we must respond thoughtfully and in a meaningful way.
We welcome and indeed, require, our entire community's engagement and support in these efforts. We will be reaching out to students, colleagues, alum and external resources to create and mobilize an immediate set of actions and, most importantly, a longer-term and sustainable plan.
We know white privilege exists. We recognize our lack of diversity. There is no hiding behind it. We're not hiding behind our history. We are looking at the future and moving forward.
This is hard work. These are complex and multi-layered issues, so we are taking the time needed to do this in the right way, the Branksome way.
We are on a beginner's journey. Listening and learning are actions too, and are important elements in our plan to address structural and institutional racism. This will become Branksome Hall's strategic priority over this coming year.
To this we are committed.
There will be a number of immediate and long-term actions Branksome will implement. As we listen and learn, more actions are to come; however, for today's purposes I will highlight the following actions:
Our Commitments to Taking Action
We will listen. Listening is an action. As a result, we will be hosting listening sessions for our community to learn about the lived experiences of our students, employees and alum.
Branksome Hall will immediately begin Diversity, Equity and Inclusion training for all employees. Resources have been made available and we will engage in summer reading on this topic. We will take the time to access expert external resources to enable onsite training for all employees when school re-opens. This will not be a one-off. We will commit to continue to expand our learning and make this a requirement for all Branksome Hall employees who will, in turn, expand and share their learnings with students.
We will immediately institute an employee drive to raise funds to support advocacy and action for several causes focused on addressing anti-Black racism.
Branksome Hall will conduct a review of its human resource policies and protocols for hiring to bring greater awareness and action to ensuring we have increased diversity on our staff.
Branksome Hall will require that all teachers bring a critical lens to our curricular offerings: we will support our teachers in their efforts to expand the range of diversity of content in our teaching materials.
We will support the work of the Diversity Council and other groups across the school.
Branksome Hall will access experts on race and diversity and look to partner with members of the Black community who can advise and ensure that our changes are sustainable and implementable.
Branksome Hall will continue to welcome suggestions for speakers. This week, we received a list of suggested speakers from one of our students. We will continue to support the inclusion of diverse speakers and perspectives. Next week at the Grade 8 Celebration, we will welcome the return of Black poet, arts educator and mentor, Joshua Watkis. Joshua is a frequent speaker in assembly and in English classes.
The most important question to any of these actions is, how do we ensure that these changes are sustainable?
This is possible through continued commitment and joint action on the part of every community member.
To conclude, I want to emphasize how important you are as a student body. These commitments go hand in hand with ongoing conversations with you, conversations that I intend to have with you, as do other members of the administration, as well as your teachers.
I have great pride in the Branksome Hall student body and confidence in the future of our school. I would like to thank you for your attention during this assembly, and I look forward to doing this work together as a community.
We welcome your questions, feedback and comments. Please email principal@branksome.on.ca.
June 2 - Black Lives Matter at Branksome Hall: A Message of Solidarity and Allyship
The Branksome Hall community has been deeply impacted by the events that are unfolding in the United States, Canada and around the world in the wake of the death of George Floyd by police in Minneapolis. We are outraged, shocked and saddened, and we wish to extend our condolences to the Floyd family and to all those who are suffering, in particular communities of colour.
Branksome Hall rejects racism and discrimination, and we stand with our Black students, families, alum and employees and all those who continue to experience racism. Issues of racism run deep, are systemically entrenched, and impact so many people, not just in the U.S., but across Canada and in our own Branksome community.
As a mission-driven school that aims to inspire our students to shape a better world, we believe in the power of critical thinking, researched debate, international mindedness and dialogue to make meaning and advance understanding. Sharing perspectives and most importantly, building compassion and empathy through open and honest discourse, are important stepping stones toward taking action and effecting change within Branksome and beyond.
Together, we will continue to challenge each other, create safe and brave spaces to have important conversations about anti-Black racism and discrimination at Branksome Hall. We each have a role to play, and all voices must be heard, valued and respected. This work is uncomfortable and not easy, and we are committed.
We know our students are seeking spaces to discuss and make meaning of these events. In Advisor sessions this week, students will focus on allyship and what it means to be an ally. A student-led video is being created that will be shared with Advisor groups on Thursday to set up the discussion.
A collection of age-appropriate resources is being compiled and will be shared with the community in this week's Friday Files and Road Aheads, as well as posted to the Portal. These will support parents and employees in speaking with students and each other about race and racism. We highly recommend that you review this link to an impactful collection of resources that psychologist Dr. Lisa Damour shared yesterday.
This is an ongoing conversation and a partnership. We must work together in breaking down barriers, eliminating discrimination and bias. We each must contribute to and create an inclusive, safe, respectful and equitable space for learning and working. Our values of sense of community, inclusiveness, creativity and making a difference will continue to guide us in these efforts.
Now more than ever, in this challenging time, we support each other, acknowledge each other's pain, and show compassion to community, friends, family members and colleagues who may be angry, grieving and hurt. This is a time for listening and for self-reflection.
It is also a time for action. As a leadership team, we are deeply committed to supporting all of our community members of colour, to creating safe, respectful and identity-affirming environments, and together, to working toward acknowledging and eradicating systemic, institutionalized and structural racism. We all have the responsibility to do everything we can to ensure each member of our community feels that they can be who they are and that they belong.
Karrie Weinstock
Elliott Brodkin
Executive Director, Finance & Administration
Cristina Coraggio
Executive Director, Advancement & Community Engagement
Patricia DiNicolantonio
Head, Talent Management
Heather Friesen
Head, Curriculum Innovation and Professional Learning
Michael Ianni-Palarchio
Director, Technology & Innovation
Head, Junior School


text:
Year 898 (DCCCXCVIII) was a common year starting on Sunday (link will display the full calendar) of the Julian calendar.

Events
 By place
 Europe
 January 1 – King Odo I (or Eudes) dies at La Fère (Northern France) after a 10-year reign. His rival, the 18-year-old Charles the Simple in Laon, gains sovereignty and becomes ruler (with no real authority) of the West Frankish Kingdom. This puts an end to five years of civil war between the Frankish nobles.
 Summer – Adalbert II, margrave of Tuscany, revolts (pushed by his wife Bertha) against his cousin, Emperor Lambert II. The Tuscan army proceeds against the Lombard capital of Pavia. Lambert with his forces at Marengo defeats Adalbert at Borgo San Donnino, taking him, as a prisoner, to Pavia.
 October 15 – Lambert II dies from falling off his horse while hunting — or is killed (possibly assassinated by supporters of Maginulf of Milan). After the death of Lambert, his rival Berengar I gains recognition as king of Italy. He releases Adalbert II and receives homage from the Italian nobles.

 Britain
 King Alfred the Great makes his eldest son Edward the Elder co-ruler of Wessex in preparation for his accession to the English throne.

 By topic
 Religion
 January – Pope John IX is consecrated and succeeds Theodore II as the 116th pope of the Catholic Church. His rival Serguis III (a Spoletan ally of Lambert II) is excommunicated and takes refuge at the court of Adalbert II.
 John IX holds councils at Rome and Ravenna to rehabilitate the late Pope Formosus. He condemns the Cadaver Synod of the late Pope Stephen VI, and restores the clergymen who were deposed by Stephen's faction.

Births
 Fu Yanqing, Chinese general (d. 975)
 He Ning, Chinese chancellor (d. 955)
 Hugh the Great, Father of Hugh Capet and progenitor of the Capetian Kings (approximate date) (d. 956)
 Li Congyan, Chinese general (d. 946)
 Sang Weihan, Chinese chief of staff (d. 947)

Deaths
 January 1 – Odo I, king of the West Frankish Kingdom
 October 15 – Lambert II, king of Italy and Holy Roman Emperor
 Adalbold I, bishop of Utrecht (approximate date)
 Ahmad ibn Isa al-Shaybani, Muslim leader
 Aitíth mac Laigni, king of Ulaid (Ireland)
 Al-Mubarrad, Muslim grammarian (b. 826)
 Athanasius, bishop and duke of Naples
 Doseon, Korean Buddhist monk (b. 826)
 Gagik Apumrvan Artsruni, Armenian prince
 Hsiang-yen Chih-hsien, Chinese Ch'an master
 Luo Hongxin, Chinese warlord (b. 836)
 Mashdotz I, Armenian monk and catholicos (or 897)
 Stephen, duke of Amalfi (approximate date)
 Wang Chao, Chinese warlord (b. 846)
 Ya'qubi, Muslim geographer (or 897)

References

redpajama_set_name: RedPajamaWikipedia


text:
Modules for course P0R3 | BA/FSI
BA Film Studies and Italian
UXS-1063: Film History (20)
This module aims to provide students with an understanding of the link between film technologies, narratives, styles, genres, and subjects, and the societies in which film circulates. Lectures will introduce students to a range of important changes which have influenced the development of the filmic medium. The course will help students to situate the selected films in their cultural, , generic, and technological context. Lectures cover topics such as: Genre (Western, Screwball Comedy, Sport, Epic...), Narrative structure, Early Cinematic Milestones, The Introduction of Sound, Classical Hollywood Studio System, Asian Post-War Cinema, Italian Neo-Realism. Weekly screenings illustrate issues covered in lectures and associated readings, and will provide a case study for weekly workshops. Films/shorts to be screened may include: Le Voyage dans la Lune (Méliès, 1902), Man with a Movie Camera (Vertov, 1929), M (Lang, 1931), Blackmail (Hitchcock, 1929), Der Blaue Engel (Von Sternberg, 1930), Citizen Kane (Welles, 1941), Roma, Città Aperta (Rossellini, 1945), Rashomon (Kurosawa, 1950), Ladri di Biciclette (De Sica, 1948), À bout de soufflé (Godard, 1960), Memento (Nolan, 2000), There Will Be Blood (Anderson, 2007).
UXS-1065: Film Criticism (20)
UXS-1062: Film Language (20)
This module provides students with a toolkit for the analysis of the moving image and aims to provide students with a technical vocabulary to enable them to analyse and to discuss how films communicate meaning. The individual elements of this toolkit are analysed in detail. Lectures cover topics such as: Mise-en-Scene, Editing, Camerawork, Sound, Lighting, and Style. Weekly screenings illustrate relevant aspects of film form. Films to be screened may include: A Man Escaped (Bresson, 1956), The Innocents (Clayton, 1961), City of God (Meirelles, 2002), Atonement (Wright, 2007), Bourne Ultimatum (Greengrass, 2007). The Red Shoes (Powell & Pressburger, 1948), and Moulin Rouge! (Luhrman, 2001)
UXC-1062: Iaith y Ffilm (20)
Mae'r cwrs hwn yn fodd o alluogi myfyrwyr i ddysgu hanfodion dadansoddi'r ddelwedd symydol. Bydd myfyrwyr ar y cwrs yn dysgu terminoleg dechnegol a fydd yn eu cynorthwyo i ddadansoddi a dehongli y modd y mae ffilm yn cyfathrebu ystyr. Bydd darlithoedd unigol yn trafod pynciau megis Mise-en-Scene, Montage, Gwaith Camera, Sain, Goleuo ac Arddull Weledol. Bydd dangosiadau o ffilmiau perthnasol yn cael eu cynnal yn wythnosol, er mwyn cyflwyno engrheifftiau o'r pynciau dan sylw. Bydd y ffilmiau a ddangosir yn cynnwys: A Man Escaped (Bresson, 1956), The Innocents (Clayton, 1961), City of God (Meirelles, 2002), Atonement (Wright, 2007), Bourne Ultimatum (Greengrass, 2007). The Red Shoes (Powell & Pressburger, 1948), ac Moulin Rouge! (Luhrman, 2001)
LZI-1001: Advanced Italian 1 (20) (Semester 1) Core
This first semester course, aimed at post-GCSE or post-A Level candidates, intends to consolidate and expand the students' knowledge of grammar and vocabulary through exposure to a variety of texts, ranging from newspaper articles to literary extracts, differing in register and style (to include very colloquial and very formal examples). Written (including translation) skills will be consolidated; oral and aural skills will also be emphasised through classes in which students watch/listen to extracts from films/TV or radio programmes and are encouraged to discuss and analyse their contents. Core Texts Morena, Antonio, Donatella Melucci, Annamaria Moneti & Graziana Lazzarino, Da Capo, 7th edition (international edition), (Boston: Heinle Cengage Learning: 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Writing classes dossier; Self-study portfolio; Lingu exercises.
This second semester course intends to keep consolidating and expanding the students' knowledge of grammar and vocabulary through exposure to a variety of texts, ranging from newspaper articles to literary extracts, differing in register and style (to include very colloquial and very formal examples). Oral and Aural skills will also be emphasised through special classes in which students watch/listen to extracts from films/TV or radio programmes and are encouraged to discuss and analyse their contents. Core Text: Morena, Antonio, Donatella Melucci, Annamaria Moneti & Graziana Lazzarino, Da Capo, 7th edition (international edition), (Boston: Heinle Cengage Learning: 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Writing classes dossier; Self-study portfolio; Lingu exercises.
LZI-1003: Italian for Beginners I (20) (Semester 1) Core
This is a module running in semester 1 aimed at absolute beginners. This module intends to make students become familiar with the basic structures of the language in order to enable them to express themselves, both orally and in writing, on very simple topics related to everyday life situations. The textbook adopted for this course is 'Spazio Italia 1' (Loescher Editore). This particular text has been selected for its communicative approach to language teaching which, in conjunction with a more traditional approach to grammar, allows students to speed up their progress in all the four essential language learning skills of speaking, reading, listening and writing. Key Texts: Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 1, (Torino: Loescher Editore, 2011). Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 3, (Torino: Loescher Editore, 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Lingu exercises
LZI-1004: Italian for Beginners II (20) (Semester 2) Core
This module is aimed at all first year students who have completed Italian for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Key Texts: Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 1, (Torino: Loescher Editore, 2011). Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 3, (Torino: Loescher Editore, 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Lingu exercises
With A-Level Italian Select Advanced Without A-Level Italian Select Beginners
LZC-1003: Chinese for Beginners 1 (20) (Semester 1)
LZF-1003: French for Beginners I (20) (Semester 1)
LCF-1003: Ffrangeg i Ddechreuwyr I (20) (Semester 1)
LZG-1003: German for Beginners I (20) (Semester 1)
LZS-1003: Spanish Begin./Intermed. 1 (20) (Semester 1)
This module is aimed at ab initio and post GCSE students of Spanish and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to (and in the case of those with GCSE knowledge of the language), a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions) and general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes and role-play situations. Through selected audio/visual aids, students will also be introduced to Spanish culture and society. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
LCS-1003: Sbaeneg i Ddechreuwyr 1 (20) (Semester 1)
Mae'r modiwl hwn wedi ei anelu at ddechreuwyr a myfyrwyr sydd wedi astudio TGAU Sbaeneg ac mae'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar, clywedol ac ysgrifenedig sylfaenol. Mae'r modiwl yn cynnwys cyflwyniad ac (yn achos myfyrwyr sydd wedi astudio TGAU Sbaeneg) adolygiad o elfennau gramadegol allweddol (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid) a geirfa ac ymadroddion cyffredin sy'n ymwneud â'r hunan, y teulu, bywyd pob dydd, hobïau, hoff bethau a chas bethau a chwarae rôl. Trwy gymhorthion clywedol/gweledol cyflwynir myfyrwyr hefyd i ddiwylliant a chymdeithas Sbaenaidd. Llyfr cwrs: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
QXL-1110: Introduction to Language (20) (Semester 1)
The course provides an overview of a wide range of topics in the study of natural language, including: 1.	What is language? 2.	Morphology: words and their structure. 3.	Phonetics and Phonology: language sounds and sound systems. 4.	Syntax: sentence structure 5.	Semantics and Pragmatics: meaning and context 6. Language variation. 7. Language change. 8. Language acquisition 9.	Language pathologies 10.	Language and the brain Furthermore, the course provides guidance on how to plan & write an essay as well as other assessment methods, and on how to prepare effectively for examinations.
QXL-1112: Language, Literature & Culture (20) (Semester 2)
1. the relationship between language, culture and thought processes, 2. the relationship between language and identity, 3. the structures of bilingual societies, 4. the different manifestations of multilingualism, particularly in relation to the concepts of bilingualism and diglossia, 5. the cultural, political, and anthropological issues surrounding minority languages & language policy.
LXE-1600: Transnational Cultures (20) (Semester 2)
LXE-1700: Creating National Histories (20) (Semester 1)
LZI-2040: Italian Language 1 (40) Core
This course intends to consolidate and expand the students' knowledge of grammar and vocabulary through exposure to a variety of texts ranging from newspaper articles to literary extracts, differing in register and style (to include very colloquial and very formal examples). Oral and aural skills will also be emphasised through special classes in which students watch/listen to extracts from films/TV or radio programmes and are encouraged to discuss and analyse their content. Students will also study materials that provide insight into Italian civilisation in the target language. Key Text: De Rome, Denise, Soluzioni: A Practical Grammar of Contemporary Italian, (London&New York: Routledge, 2010). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Writing classes dossier; Self-study portfolio.
LZI-2040: Italian Language 1
UXS-2064: Film Theory (20)
LXG-2008: The German Film (20) (Semester 2)
This module will examine a selection of nine German films reflecting key themes in German cinema, from its beginnings to the present day. Students will be provided with an introduction to the history of German cinema, and will develop a detailed knowledge of the films examined both as historical documents and as cinematic texts. Whilst certain attention will be paid to cinematographic devices and the different movements associated with German cinema, the module will also explore the chosen films in a far wider context, examining the social and historical events surrounding the creation of the films, thus broadening students' knowledge of German history and culture. Primary Sources: Films: Das Cabinet des Dr Caligari, dir. by Robert Wiene (1919) M: Eine Stadt sucht einen Mörder, dir. by Fritz Lang (1931) Triumph des Willens, dir. by Leni Riefenstahl (1935) Angst essen Seele auf, dir. by Rainer Werner Fassbinder (1973) Der Himmel über Berlin, dir. by Wim Wenders (1987) Lola rennt, dir. by Tom Tykwer (1998) Good Bye Lenin!, dir. by Wolfgang Becker (2003) Das Leben der Anderen, dir. by Florian Henckel von Donnersmarck (2006) Recommended Reading Bergfelder, Tim, et al., The German Cinema Book (London: BFI, 2002) Cooke, Paul, German Expressionist Films (Harpenden: Pocket Essentials, 2002) Elsaesser, T., New German Cinema: A History (New Brunswick, NJ: Rutgers University Press, 1989) Ginsberg, T. and K.M. Thompson (eds), Perspectives on German Cinema (New York: G.K. Hall, 1996) Hake, Sabine, German National Cinema (London: Routledge, 2002) Brockmann, Stephen, A Critical History of German Film (Rochester, NY: Camden House, 2010).
QXE-2024: Alfred Hitchcock (20) (Semester 2)
Alfred Hitchcock is perhaps the most notable example of a director whose films were popular both with audiences and with critics seeking to establish the credibility of film as an art form. His work provides a case-study of theories of authorship; of different national cinemas and studio systems, and of a particular genre, the thriller. In addition, the popularity and accessibility of Hitchcock's films also raise questions concerning narrative, spectatorial pleasure, the gaze, and gender, and consequently provide an opportunity to explore the interrelation and limits of film theory and film practice
UXS-2025: Stanley Kubrick: Auteur (20) (Semester 1)
Topics that will be covered in this module include all of Kubrick's films, as well as how these intersect with events such as World War One, the Holocaust, the Cold War and the Vietnam War and such issues as science, technology, history, race, violence, gender, ethnicity, sexuality and war.
LXS-2033: The Cinema of Spain (20) (Semester 2)
Spanish cinema and its pioneers Neorealism and political dissent in the 1950s (Luís Buñuel, Viridiana) Art house cinema in the 1960s (Víctor Erice, El espirítu de la colmena) The cinema of the transition: the `disenchantment¿ Popular genres in post-Franco Spain The Spanish film industry in the 1980s and 1990s Gender and sexuality is post-Franco cinema (Pedro Almodóvar, Hable con ella) Catalan and Basque cinema (Julio Medem, Tierra) The internationalization of Spanish cinema (Alejandro Amenábar, Mar adentro) Social realism at the turn of the century (Fernando León, Los lunes al sol) Women in contemporary Spanish cinema (Icíar Bollaín, Te doy mis ojos) The films are available in the School of Modern Languages DVD library. Primary Films: Luis Buñuel, Viridiana (1961) Víctor Erice, El espíritu de la colmena (1973) Pedro Almodóvar, Volver (2006) Agustí Villaronga, Pa negre (2010) Icíar Bollaín, Te doy mis ojos (2003) Recommended reading: Bentley Bernard P. E., A Companion to Spanish Cinema (London: Tamesis, 2008) Caparrós Lera, José María, El cine español de la democracia: de la muerte de Franco al "cambio" socialista (1975-1989) (Barcelona: Anthropos, 1992) Deveny, Thomas, Cain on Screen: Contemporary Spanish Cinema (Lanham: Scarecrow Press, 1999) D'Lugo, Marvin, Guide to the Cinema of Spain (Westport: Greenwood Press, 1997) Fiddian, Robin W. and Peter W. Evans, Challenges to Authority: Fiction and Film in Contemporary Spain (London: Tamesis Books, 1988) Jordan, Barry and Rikki Morgan-Tamosunas, Contemporary Spanish Cinema (Manchester: Manchester University Press, 1998) Pavlovi, Tatjana, 100 years of Spanish Cinema (Malden: Wiley-Blackwell, 2009) Triana-Toribio, Nuria, Spanish National Cinema (London: Routledge, 2003) Resina Joan Ramon (ed.), Burning Darkness: a Half Century of Spanish Cinema, ed. (Albany: SUNY Press, 2008)
UXS-2050: Race & Gender (20) (Semester 2)
Topics to be looked at will include, Senegalese Cinema, representing prostitution, women in photography, race and gender in performance art, representing women on film, women and genre, Women and horror, women and action, Australian Visual Culture, Aboriginal female film makers, remembering the slave trade, post-colonialism, neo-colonialism and representation, how we define 'white'.
UXS-2059: Understanding Documentary (20) (Semester 1)
This course will look at the development of documentary film, attempting to place important developments within a theoretical context. The course will begin by looking at the way in which the early pioneers of documentary film emerged in the 1920s, and seek to understand the contributions of John Grierson, Robert Flaherty and Dziga Vertov, and the relationship between their work. This will be followed by an examination of the emergence of Direct Cinema and Cinema Verité during the 1960s, and the challenges faced by those attempting to work within observational documentary. The rejection of the purely observational mode of documentary, and the rise of the participatory film-maker will follow, leading on to an examination of reflexive documentaries, the role of dramatisation within documentary film, drama-documentary and docudrama. The final part of the course will look at the influence of new technology upon documentary film, analysing the influence of both computer generated imagery and animation upon documentary film. Specific attention will be paid to the work of film-makers such as Albert and David Maysles, DA Pennebaker, Nick Broomfield, Molly Dineen, Errol Morris, and Kevin MacDonald among others.
UXC-2046: Y Ffilm ddogfen:Theori (20) (Semester 1)
Bydd y cwrs hwn yn edrych ar ddatblygiad ffilmiau dogfen gan geisio gosod datblygiadau pwysig mewn cyd-destun damcaniaethol. Caiff hanes y ffilm ddogfen ei drafod yng nghyd-destun y cwestiynnau syniadaethol a ddilynodd o esblygiad gwahanol fathau o ffilmiau dogfen. Bydd myfyrwyr ar y cwrs yn edrych ar amrediad o ffilmiau, o'r 1920au hyd heddiw, ond bydd mwyafrif y ffilmiau a fydd yn cael eu harchwilio yn rhai cyfoes. Bydd gofyn i'r myfyrwyr ddadansoddi'r ffilmiau, gan gyfeirio at theori dogfen wedi ei ysgrifennu gan amrywiaeth o awduron, gan gynnwys: John Grierson, Dziga Vertov, Paul Rotha, Bill Nichols, Stella Bruzzi, John Corner, a Paul Wells, ymhlith eraill.
UXS-2062: Film Distribution & Marketing (20) (Semester 1)
LXF-2104: French Cinema 1895-1950 (20) (Semester 1)
The French hold cinema in greater esteem than perhaps any other nation, both as an art form and as popular entertainment; since its inception, the septième Art has produced a wealth of talent and many films of world standing. In this course we will look - on the big screen - at prominent examples of French cinema from its first decades, from the earliest work of the Lumière brothers in the 1890s to the mid-20th Century. The course looks at the general development of French cinema in the period, concentrating on: (i) a major classic from the silent era; (ii) a film from the Poetic Realism movement of the 1930s; (iii) an artistic, non-realist film from the end of the period covered. Key texts Main films studied Luis Buñuel's Un Chien andalou Jean Vigo's Vigo's Zéro de conduite Jean Renoir's Boudu sauvé des eaux Jean Renoir's La Grande Illusion Marcel Carné's Hôtel du Nord Marcel Carné's Le Jour se lève Main secondary texts Andrew, James Dudley. Mists of regret: culture and sensibility in classic French film (Princeton: Princeton University Press, 1995). Armes, Roy. French Cinema (London: Secker and Warburg, 1985). Hayward, Susan. French National Cinema, (London and New York: Routledge, 2005). Hayward , Susan and Ginette Vincendeau (eds.). French Film: Texts and Contexts (London and New York: Routledge, 2002). Martin, John. The Golden Age of French Cinema, 1929-1939 (London: Columbus Books, 1983). Powrie, Phil and Keith Reader (eds.). French Cinema: A Student's Guide (London: Arnold, 2002). Williams, Alan. Republic of images: a history of French film making (Cambridge, MA: Harvard University Press, 1992).
LXI-2010: Making of the Italian Nation (20) (Semester 1)
This course intends to analyse literary and cinematic representations of the Risorgimento, the controversial movement that led to the unification of Italy in 1860. Through the study of three contemporary literary works (two of which to be read in English) and two films set during the Risorgimento, students will be encouraged to reflect not only on this particular historical movement but also on issues relating to the development of an Italian national identity with the aim of gaining a better understanding of contemporary Italy. Primary Sources: Boito, Camillo, 'Senso' (Lecce: Manni, 2002). Di Lampedusa, Giuseppe Tomasi, Il Gattopardo, (Milano: Feltrinelli, 2001). Cutrufelli, Maria Rosa, 'La briganta', (Palermo: La Luna, 1990). Secondary Sources: Bedani, Gino and Bruce Haddock (eds), The Politics of Italian National Identity: A Multidisciplinary Perspective (Cardiff: University of Wales Press, 2000). Clark, Martin, The Italian Risorgimento (London: Longman, 1998). Hearder, Harry, Italy in the age of the Risorgimento (London: Longman, 1983). Journals/articles: Bryce, Judith, 'Authoritarianism and Sexual Identity in the Protagonist of Il Gattopardo", Association of Teachers of Italian Journal, vol. 46, (Humberside, Spring 1986), pp. 47-55. Grindon, Leger, 'Risorgimento History and Screen Spectacle: Visconti's Senso', in Resisting Images: Essays on Cinema and History, ed. by Robert Sklar and Charles Musser (Philadelphia: Temple University Press, 1990), pp.225-250. Lucente, Gregory, 'Lampedusa's Il Gattopardo: Figure and Temporality in an Historical Novel', MLN, vol. 93 (1978), pp. 82-108. Rossi, Monica, 'Rethinking History: Women's Transgression in Maria Rosa Cutrufelli's La briganta', in Gendering Italian Fiction. Feminist Revisions of Italian History, ed. by Maria Ornella Marotti and Gabriella Brooke, (London: Associated University Press, 1999). Saccone, Eduardo, 'Nobility and Literature: Questions on Tomasi di Lampedusa', MLN, vol. 106, n.1 (Jan. 1991), pp. 159-178. Any other learning resources: Films Visconti, Luchino, Senso (1954) Faenza, Roberto, I Vicerè (2007) Soldati, Mario, Piccolo Mondo Antico (1941)
This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists. Webpages: www.rainews.it www.repubblica.it Any other learning resources: Writing classes dossier; Translation classes dossier.
UXB-3900: Research Dissertation (40) (Semester 1 + 2)
UXB-3901: Creative Practice Dissertation (40) (Semester 1 + 2)
UXB-3902: Enterprise Dissertation (40) (Semester 1 + 2)
LXI-3011: Adaptations in European Cinema (20) (Semester 1 + 2)
During this course you will be introduced to issues relating to the re-use of tradition through the study of adaptations and/or recreations of literary texts, historical events or historical figures in Spanish and Italian cinema. You will thus become familiar with the socio-historical and ideological concerns that characterise contemporary Spain and Italy and you will reflect on the importance of film as a cultural medium. Primary sources: Films - Bernardo Bertolucci, 'Spider's Stratagem' (1969) - Vittorio De Sica, 'The Garden of the Finzi-Continis' (1970) - Francesco Rosi, 'Carmen' (1984) - Carlos Saura, 'Carmen' (1983) - Film and literary adaptions of the myth of Pygmalion - David Trueba, 'Soldados de Salamina' (2003) Primary sources: Texts ** A Dossier with all compulsory reading material (including short primary sources and required critical reading for seminars) will be made available from SMLC office in week 1. - Borges, Jorge Luis, "Theme of the Traitor and the Hero" in 'Labyrinths' (Penguin Books, 1970) [in dossier] - Bassani, Giorgio, 'The Garden of the Finzi-Continis' (Quartet Books, 1997) or Bassani, Giorgio 'Il Giardino dei Finzi-Contini' (Einaudi, 1999) - Bizet, Georges, 'Carmen', libretto by Henri Meilhac and Ludovic Halévy with English [in dossier] - Mérimée, Prosper, 'Carmen' trans. by Nicholas Jotcham (Oxford: Oxford UP, 1998) [in dossier] - Quim Monzó, 'Pigmalió', in El perquè de toto plegat (Quaderns Crema, 1993). - Javier Cercas, 'Soldados de Salamina' (Tusqusts Editores, 2003); 'Soldiers of Salamis' (Bloomsbury, 2003)
The enigmatic Stanley Kubrick was one of the most well-known filmmakers of the twentieth century. Although not prolific, his work was widely admired both by critics and mass audiences. Kubrick's films also provide a prism through which we can view the major events of the twentieth century including World War One, the Holocaust, the Cold War and the Vietnam War. In doing so, his films provide an opportunity to explore the key themes of science, technology, history, race, violence, gender, ethnicity, sexuality and war. Teaching is by means of a two-hour seminar per week. In addition, students are required to organise small-group viewing of designated films per week.
LXS-3041: Iberian Identities on Screen (20) (Semester 2)
The module will cover the following topics: 1) Theorising national cinema: key concepts; 2) Challenging the hegemonic gaze: the Barcelona School of Film; 3) Staging Identity: Adaptations of theatre and the novel 4) Re-mapping the urban landscape: the films of Ventura Pons; 5) Female Subjectivity and Authorship in Sílvia Munt's Gala (2003); 6) Monstrous Identities: containing illness and sexual deviance in El mar by Agustí Villaronga; 7) Trauma in Elisa K by Judith Colell and Jordi Cadena; 8) The New Documentary: Memory and Reconstruction; 9) Beyond National Boundaries: Transnationalism and Multilingualism in Els nens salvatges by Patricia Ferreira ; 10) New Directions: science fiction and the horror genre; and 11) Scene-Analysis (one-hour in-class assessment) & Revision and Essay Preparation. Core films: Delete Nedar by Carla Subirana
Topics to be looked at will include, Senegalese Cinema, women in photography, race and gender in performance art, representing women on film, women and genre, Women and horror, women and action, Australian Visual Culture, Aboriginal female film makers, remembering the slave trade, post-colonialism, neo-colonialism and representation, how we define `white'.
LXF-3106: French Cinema since 1960 (20) (Semester 2)
In chronological terms, this course follows on from module LXF2104 French Cinema 1895-1950. However, students who have not taken LXF2104 or have not previously studied cinema are more than welcome to take this module. This course will focus on French cinema from the New Wave period of the 1950s and 1960s to the new millennium. Through analysis of films by four different directors from four different decades, key cinematic trends will be identified, analysed and contextualized. Key trends / periods to be studied include 1950s/60s New Wave cinema, the "cinéma du look" of the 1980s, and the renewal of social and political cinema in France since 1995. This will expose students to key concepts in film studies and encourage critical reflection on how the range of techniques utilised by a director contribute to cinematic meaning. The films studied will be situated both in relation to cinematic and political trends contemporary to their production. Key texts Austin, Guy. 1996. Contemporary French Cinema: An Introduction . (Manchester and New York: Manchester University Press). Ezra, Elizabeth. 2004. European Cinema (Oxford and New York: Oxford University Press). Hayward, Susan. 2005 (or 1993). French National Cinema, (London and New York: Routledge). This book is available on the library website as an e-book: click here. Hayward , Susan and Ginette Vincendeau (eds.). 2002. French Film: Texts and Contexts (London and New York: Routledge). Hjort, Mette and Scott Mackenzie. 2000. Cinema and Nation (London and New York: Routledge). See chs. 4-7, esp. Ch.6 on 'Framing National Cinemas' by Susan Hayward. This book is available via the library website as an e-book: click here. Kline, T. Jefferson. 2010. Unravelling French Cinema (Oxford: Wiley-Blackwell). Available as an e-book via the Bangor University website: http://www.bangor.eblib.com/patron/FullRecord.aspx?p=485677. Powrie, Phil (ed.). 1999. French cinema in the 1990s : continuity and difference (Oxford: Oxford University Press). Powrie, Phil and Keith Reader (eds.). 2002. French Cinema: A Student's Guide (London: Arnold). See esp. pp. 3-53. This book is available on the library website as an e-book: click here. Any other learning resources	The core films studied are Jean-Luc Godard's A Bout de souffle (1960), Jean-Luc Godard's Week-end (1967), Claude Chabrol's Le Boucher (1970), Luc Besson's Subway, Jacques Martineau and Olivier Ducastel's Drôle de Félix (1999) and Nicolas Philibert's Etre et avoir (2002) and Michel Haznavicius' The Artist (2011).
If Dissertation/Project is taken in Film Studies, choose 20 credits from Film Studies options. If Dissertation is taken in other subject, choose 60 credits from list above.
LXI-3023: The Other Italies (20) (Semester 2)
LXE-3400: Joint Hons Diss (English) (10) (Semester 1 + 2) or
LCE-3400: Traethawd Hir Cyd-A (Cym) (10) (Semester 1 + 2)
LXE-3444: Joint Hons Diss (Target Lang) (10) (Semester 1 + 2)
Joint Hons. Students may only take ONE 10-credit LXE module (does not include the dissertation). A dissertation must be taken in ONE joint honours subject.


John F. Blair Publisher, 9780895873606, 265pp.
In this companion volume to the popular "Ghost Dogs of the South," award-winning folklorist Russell presents more than 20 original stories of cats who reach between the worlds of life and death. Each story is birthed from existing folklore, noted incidents of ghost cats, and first-person accounts.


text:
Potentially Hazardous Asteroid Given Torino 1 Rating
Press Release From: NEO Information Centre
Posted: Tuesday, September 2, 2003
A potential asteroid impact on 21 March 2014 has been given a Torino hazard rating of 1, defined as "an event meriting careful monitoring". The newly discovered 1.2 km wide asteroid, known to scientists as 2003 QQ47, has a mass of around 2 600 billion kg, and would deliver around 350 000 MT of energy in an impact with Earth.
Currently, the overall probability of this asteroid impacting Earth is 1 in 909 000. However, the orbit calculations are based on just 51 observations during a 7-day period. Dr Alan Fitzsimmons of Queen's University, Belfast, one of the expert team advising the UK NEO information Centre said "The NEO will be observable from Earth for the next 2 months, and astronomers will continue to track it over this period."
Lincoln Near Earth Asteroid Research Program (LINEAR), operating out of Socorro, New Mexico, first observed the giant rock on 24 August and reported their observations to the Minor Planet Centre in Massachusetts. The Minor Planet Centre plays a crucial role as the clearinghouse for all new discoveries of asteroids and comets. "As additional observations are made over the coming months, and the uncertainties decrease, asteroid 2003 QQ47 is likely to drop down the Torino scale," said Kevin Yates, project manager for the UK NEO Information Centre, based at the National Space Centre in Leicester. "The NEO Information Centre will continue to monitor the latest results of observations and publish regular updates on our website."
Asteroids such as 2003 QQ47 are chunks of rock left over from the formation of our Solar System 4.5 billion years ago. Most are kept at a safe distance from Earth in the asteroid belt between the orbits of Mars and Jupiter. However, the gravitational influence of giant planets such as Jupiter can nudge asteroids out of these safe orbits and send them plunging into the Earth's neighbourhood.
More info: JPL Impact Risk Table


Yerba Buena Arts and Events is committed to enhancing the vitality and quality of life in the parks and open spaces of Yerba Buena Gardens, mostly through its free outdoor cultural programs from May to October, which reach a diverse audience of more than 100,000 people, on average, per year. Spoken word, jazz, world music, theater, and dance make up the 100-plus performances each year. The organization commissions new work and helps local emerging artists and companies develop new audiences. With its strong leadership and prudent financial management, Yerba Buena Arts and Events would use this renewed support to advance its mission of providing high-quality artistic experiences free of charge to large public audiences.


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Anne Hathaway is an American Actress & Singer, who born November 12, 1982 in New York City, United States. She is currently 36 years old. She performs for American Television Series and Films. Anne Hathaway has an estimated net worth of $35 million dollars. She earned an Academy Award, a Golden Globe Award, a British Academy Award and a Primetime Emmy Awards. Anne Hathaway featured for her films, The Princes Diaries, The Deiv Wears Prada, Bride Wars, Valentine's Day, Love & Other Drugs, The Dark Knight Rises, The Intern, Alice in Wonderland etc.
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Overall CAO figures this year show an increase in the number of Leaving Certificate students listing IT Sligo as their first preference. The Institute's School of Science alone witnessed a 37 per cent increase in first preference listings for its courses and demand for Computing programmes has also increased significantly – both of which are reflective of national trends.
With employment opportunities on the increase in the Science, Technology, Engineering and Maths (STEM) areas nationally, students appear to be basing their preferences strongly on career prospects in Ireland.
A number of courses at the Institute have also seen a points increase. The BSc in Environmental Science, the BSc in Occupational Safety and Health, the BSc in Medical Biotechnology and the BA in Accounting are amongst the Level 8 programmes which have increased by more than 10 points.
Meanwhile, the Level 7 courses which have witnessed an increase of more than 10 points include the BEng in Mechatronics, the BSc in Occupational Safety and Health and a number of the computing programmes, including BSc in Computing (Games Development), the BSc in Web Development and Creative Media, the BSc in Computing (Software Development) and the BSc in Computing (Systems and Networking).
With second round offers due this week (Tuesday, August 27th), students who are still considering their options are being encouraged to investigate the opportunities available at the Institute through the CAO Available/Vacant places process.
Amongst those starting at the Institute this year will be 250 international students, including students from Oman. Kuwait, the USA, Canada, China and all over Europe.
A significant building programme is almost complete at IT Sligo making its campus amongst the most modern in the country. The Institute offers a wide range of internationally recognised programmes across the fields of science, engineering, business and social sciences.
The Available/Vacant Places facility is now open on the CAO website. IT Sligo currently has a limited number of Available/Vacant Places on science, engineering and business courses. Existing CAO applicants can update their preferences without any charge. Applicants not already in CAO can apply through the CAO for a fee of €40. To see the full list of Available/Vacant places at IT Sligo see www.itsligo.ie/vacantplaces or telephone +353 (0) 71 9318510.
Sligo native Mella O'Rourke graduated from a course in Marketing with Languages at IT Sligo in 2009 and is now working as Corporate Internal Communications Manager at Airbus SAS in France.
She said the structure of the course allowed her time to find her specific area of interest; "The fact that the course was more general in the first two years meant that I didn't need to be 100% positive about what my degree would be in. Marketing then became my natural choice because I was interested in the coursework and really enjoyed the project work.
There are still places available on a number of marketing courses at IT Sligo, including the Bachelor of Business in Marketing with Languages (Level 7), the Bachelor of Business in Marketing with PR and Event Management (Level 7)and the Bachelor of Business in Marketing (Level 7). For more information see www.itsligo.ie/vacantplaces or telephone +353 (0) 71 9318510.


text:
4059, 7km 4081, 7km
simon3: Track 4081 in area near Spain, Canary Islands ()
Great Fuerteventura Outlook: Morro de la Cagada, 427m
Length: 6.5km, Creator time taken: 6h 4m, Ascent: 394m,
Places: Start at Lon -14.2761, Lat 28.1207, end at Lon -14.3129, Lat 28.1358 4km NW from Start
This Jandia, South Fuerteventura walk starts from a bus stop on the FV-2 near the turn off for Risco del Paso. As of March 2019 the road and its bridges are being rebuilt.
Morro de la Cagada is centre of picture, with its SE ridge to the right of the pic.
You head NW along a dirt track which is also the GR131. Where it swings right, continue up a track which becomes eventually a dried up stream bed, Its extraordinary contortions are interesting in their own right.
The track from the start comes from the right. The route went up the prominent ridge.
We had three maps available, the Kompass 1:50k, the Discovery Walking Guide map and OSM. None were accurate. Generally OSM was better on tracks, however the first two mentioned showed a route close to a watercourse heading for the top. We looked and couldn't find it. The Kompass map showed a major track to a major lookout point. We couldn't find the track and the top appeared to be essentially unvisited on any sort of regular basis.
Essentially keep on going up this until you can see the sea and are beside a cairn with a signpost. Then it is possible to walk straight up the ridge to the top. Since very few people visit the summit there is no track of any sort and there is a constant risk of slipping on the gravel covered surface. There is a band of rock that requires light scrambling. However this may well not be the best route up. At a guess I would say it would be worth investigating the gully between the main peak and its SW ridge. This MAY remove the scrambling.
"El Islote" Part of the huge view from the top of the huge beach towards Cofete
There are great views in a number of directions, such as the huge beach towards the SW and this one below of the wierd coloured vee shaped valley towards the sea.
The views also extended north towards La Pared.
The return from the top was very carefully down the same way to avoid the risk of coming down over a cliff of unknown difficulty.
The track doesn't show the rest of the way we took to get back to Costa Calma via Risco del Paso with its sandbar trapped water and numerous surfing schools. This was a further 13k or so.
All in all a walk not for the faint hearted. Walking in the sun for 6 hours requires preparation. Getting to the top requires scrambling. However the views on a good day are superb and extremely varied.
Uploaded on: Fri, 15 Mar 2019 (11:01:05)
Your time to complete will depend on your speed plus break time and your mode of transport. For walkers: Naismith's rule, a rough and often inaccurate estimate, suggests a time of 1h 57m + time stopped for breaks


Welcome to your greater central Colorado used car dealer, located in Pueblo, CO.
If you are looking for a quality car dealership in the Pueblo area, then look no further than Southwest Motors. Our dealership prides itself on outstanding service, quality vehicles, and a vast inventory from which to choose. You will find our lot stocked with a wide range of used vehicles, from SUVs to trucks to sedans. We have all of the makes and models you desire: used Nissans, Toyotas, Chevrolets, Jeeps, Fords, and many more. Our inventory has a vehicle ready to take you all the places you need to go.
So where can you find the premiere used car dealership in Pueblo, Colorado? Follow these driving instructions from regions surrounding the great Pueblo region.
1. Leaving Colorado Springs, head south on I-25.
2. Travel approximately 40 miles and take exit 101.
3. From there, merge onto US-50 west toward Cañon City for about a mile and a half.
4. You'll pass the Chick-fil-A and Walgreens on your right.
5. Go past Ridge Drive and Baltimore Avenue.
6. Pass Southwest Motors on your left.
7. At Wills Blvd, make a U-turn.
8. At 2600 West US Highway, welcome to the premiere Southwest Motors Inc. experience.
Directions for our patrons traveling northbound from the greater Albuquerque and Santa Fe area.
1. Leaving Albuquerque, head west on I-40.
2. Travel up I-25 north for approximately 340 miles, then take exit 101.
Directions for our patrons traveling eastbound from Grand Junction, Cañon City, and other western regions of Colorado.
1. Take I-70 east until you reach US-50 east.
2. Travel US-50 east until you reach the city of Pueblo.
3. Pass I-45 and then turn off to the Pueblo YMCA.
4. Just past Wills Blvd, the destination is on your right.
5. At 2600 West US Highway, welcome to the premiere Southwest Motors Inc. experience.
Directions for our patrons travel westbound from Kansas, La Junta, and points in eastern Colorado.
1. Get to US-50 west.
2. Travel along US-50 west until you reach the city of Pueblo.
3. You'll pass Colorado State University-Pueblo.
5. You'll pass the Chick-fil-A and Walgreens on your right.
6. Go past Ridge Drive and Baltimore Avenue.
7. Pass Southwest Motors on your left.
8. At Wills Blvd, make a U-turn.
9. At 2600 West US Highway, welcome to the premiere Southwest Motors Inc. experience.
When you are ready to trade in and trade up your vehicle, make your way over to Southwest Motors Inc. You'll find an enormous selection of used vehicles at some of the lowest prices anywhere. Every customer experience is highlighted by Southwest Motors friendly customer service staff, each of whom want to help you get behind the wheel of the right vehicle for you. Follow your instincts and directions, and you'll be sitting one of the great vehicles found at Southwest Motors in no time.


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text:
using System;
using Microsoft.VisualStudio.TestTools.UnitTesting;
using Moq;
using Microsoft.QualityTools.Testing.Fakes.Stubs;
using DemoLibrary;

namespace DemoUnitTests
{
    [TestClass]
    public class GenericPair_Static_Equals_Test : StubBase
    {
        [TestMethod]
        public void DirectInvocation()
        {
            var pair = new GenericPair<string, int>("blah", 1);
            var pair2 = new GenericPair<string, int>("blah", 1);

            Assert.IsTrue(GenericPair.Equals(pair, pair2));
        }

        [TestMethod]
        public void FakesStubInvocation()
        {
            var pair = new GenericPair<string, int>("blah", 1);
            var pair2 = new StubIGenericPair<string, int>()
            {
                KeyGet = () => "blah",
                ValueGet = () => 1,
            };

            Assert.IsTrue(GenericPair.Equals(pair, pair2));
        }

        [TestMethod]
        public void MoqInvocation()
        {
            var pair = new GenericPair<string, int>("blah", 1);

            var pair2Def = new Mock<IGenericPair<string, int>>();
            pair2Def.Setup(c => c.Key).Returns("blah");
            pair2Def.Setup(c => c.Value).Returns(1);

            Assert.IsTrue(GenericPair.Equals(pair, pair2Def.Object));
        }
    }
}

redpajama_set_name: RedPajamaGithub


text:
Port of San Diego and Big Bay Boom Producer Announce 2020 Plans
In alignment with the State of California's Stay-at-Home Order prohibiting large events and gatherings, and prioritizing public health, the Port of San Diego, title sponsor of the Big Bay Boom, and event producer Sandy Purdon jointly announce the 2020 fireworks show will not go on as planned this coming Fourth of July.
"Half a million people look forward to the Big Bay Boom each year, and it's big business for our San Diego Bay waterfront tenants. Ultimately, public health is most important, and we must follow state public health directives which say large public events are not allowed and aren't likely to be allowed for some time," said Port of San Diego CEO Randa Coniglio. "We look forward to the return of this celebratory and captivating event in 2021."
Like many events this year, the Big Bay Boom is going virtual. The public is invited to tune in to a live television special to air on Saturday, July 4, 2020 on FOX 5 (San Diego) and KTLA (Los Angeles). While details are still to come, the special will feature Big Bay Boom fireworks from past years, along with special interviews and content.
"More than 125,000 households throughout Southern California and Baja watched the 2019 Big Bay Boom on television – making it the most watched locally produced special in the country. This year, we're focusing all our efforts on the TV special and plan to include even more content to celebrate our nation's independence," said Sandy Purdon, Big Bay Boom Executive Producer.
"The Big Bay Boom is a long-standing tradition and a cornerstone of summer celebrations in San Diego. We stand united with the Port and Sandy to ensure the long-term health and safety of our community. FOX 5 San Diego looks forward to our continued partnership and live telecast of this community event in 2021," said Scott Heath, FOX 5 Vice President/General Manager.
Coronado and Imperial Beach have also canceled their 2020 Fourth of July celebrations.
Big Bay Boom Partners Look Ahead to 2021
Jim Souza, CEO of Pyro Spectaculars by Souza, says, "We remain committed to continue working with the Big Bay Boom as a partner in this great event for an even bigger and better show for 2021."
Pacific Maritime Group President Steve Frailey, says, "We have been a longtime supporter of the Big Bay Boom and other marine events on San Diego Bay. We feel Big Bay Boom will be a sign of community resilience and strength when it is finally celebrated, no matter the date. Pacific Maritime Group looks forward to continuing to provide the best event logistics, tugboats, barges and expertise for Big Bay Boom and all of the fireworks and events we serve."
Media Contact: Brianne Page, [email protected], 619.348.1518


text:
Q: Lampert's supposed solution to the Entscheidungsproblem Here: http://www2.cms.hu-berlin.de/newlogic/webMathematica/Logic/FOLDECISION2.pdf Timm Lampert claims to refute the Church-Turing theorem that first-order logic is undecidable. I'm wondering where the first error is!
Perhaps it would help Thomas Andrews if I gave references to where the unsolvability of the Entscheidungsproblem was first demonstrated. (Though I had supposed this was well known.)
Church, 1936a: 'An unsolvable problem of elementary number theory', American Journal of Mathematics, 58: 345-363.
Church, 1936b: 'A note on the Entscheidungsproblem ', Journal of Symbolic Logic, 1: 40-41.
Turing, 1936: 'On computable numbers, with an application to the Entscheidungsproblem, Proceedings of the London Mathematical Society, 42: 230-265.

A: It is unclear what the author thinks the "Church-Turing theorem" is. There is a "Church-Turing thesis," which has no formal definition, and does not really apply to decidability, except in the sense that decidability is a question of computability.
More importantly, first order logic with no identity, relations or functions is actually an empty logic - the set of valid "formulas" is empty in the usual definition of first order logic's "terms" and "formulas."
This is because the atomic "formulas" are of the form:

*

*$t_1=t_2$ where $t_1,t_2$ are terms (only allowed if you have identity)

*$P(t_1,t_2,\cdots,t_n)$ where $P$ is an $n$-ary relation and the $t_i$ are terms.

There are no such formulas in our logic because there is no identity nor any relation $P.$ But all formulas must be built from these formulas.
Since it has no statements, this theory is definitely decidable, in that we can list all true and all false formula, since both sets are empty.
So it is unclear what the author is trying to prove, nor what ("the Church-Turing theorem") the author is trying to disprove.
I suppose you could add $0$-ary relations $P,Q,R,\cdots$ and get a theory that is essentially predicate calculus. The first order quantifier symbols $\exists,\forall$ would essentially be meaningless, and we can reduce this question to the decidability of predicate calculus, which is known to be decidable.
Aside: First order logic with identity (equality) and no (other) relations or functions is known to be decidable.

redpajama_set_name: RedPajamaStackExchange