Term refers to a station size in the Thin Turret tool style with a station range up to 5/8" (15.87mm).
Tool steel that has a higher toughness/hardness ratio, with minimum movement in hardening and a greater wear resistance than oil hardened tool steels.
The measured size of the die opening that includes the punch size and total die clearance.
The precision keying device that attaches to a Trumpf punch and orients the punch in the press.
A special assembly used to provide indelible marking of alpha-numeric characters on the top or bottom of the sheet. Example; for part numbers.
A tool station in a punch press that rotates.
The flanks of the punch are not parallel. They are angled towards each other slightly. The back taper reduces the friction as the punch strips from the material.
An embossing assembly that can hit continuously along the sheet to form a long, strengthening rib.
Any part cut from a sheet of metal that is not scrap.
Programming a wide section of material between each hit during the first punching sequence and then removing that entire section (or bridge) during another sequence of hits.
The shiny, sheared portion of the hole in the sheet metal in between the rollover and the burr.
The rough edge that protrudes out of the bottom side of the sheet after punching.
The visible part of the burr hanging below the sheet. With optimum clearance, the burr height is approximately 10% of the material thickness.
A long-threaded bolt, with a semi-spherical head, used in fastening machine parts.
An unsupported protusion of material into a die opening that can result in a die having a higher risk for failure during use.
A design feature which prevents a loose punch draw bolt from falling out of the guide assembly.
A special assembly tool used to produce a retainer for printed circuit boards.
This angle setting method sets 0 degrees at 3:00, and the following angle settings are set counter-clockwise from there. The system is named for the French philosopher and scientist René Descartes.
A drawing furnished for all special shape punches and dies used for programming and re-ordering.
A special assembly that puts cone-shaped indentations, used for locating, into the sheet.
Term used to describe a tool steel with a high chromium content that is allowed to air harden, as opposed to using an oil hardening process.
A component of the Mate EasyTap used to hold the taps.
Shear on the face of a punch face such that the the center of the punch is shorter than the ends and contacts the sheet last.
Shear on the face of a punch face such that the the center of the punch is longer than the ends and contacts the sheet first . The face of the punch is angled upward so that the ends contact the sheet last.
Allows a screw head to reside flush or below the surface of the material.
Company that represents and sells Mate products.
This tool creates a countersink in the sheet and has a surface that flattens the material around the countersunk hole. It is used specifically for one material thickness and one screw size, and the depth of form is up to 85% of the material thickness. It is used with a blank die.
A tool that supports the sheet metal as the punch penetrates through it. The die opening must be larger than the punch. The die size is determined by the material type and thickness being punched.
Similar to a die holder but typically holds more than one die. For example, a multi tool.
The difference in size between the punch dimensions and the die dimensions which allows for the proper shearing of the material being punched. Based on the thickness and type of material being punched.
Holds the die into the lower turret.
The usable cutting edge of the top surface of the die.
The plane at which the top of all standard dies sit, when properly installed.
A pin in the die for locating in the die holder.
A machining process that allows a Slug Free die to have a positive entry taper and negative exit taper. Essentially the profile of the die aperture is machined twice: once to create the entry taper, and once to create the exit taper.
A pin in the shape of a double "D", with two flat sides and two rounded sides, used to securely locate the tool in place.
This design feature is commonly used with open ended louvers and clip style lance and form tools. The draft angle allows the cut material to pull back into a space in the tool that is larger than the material. This minimizes the stripping force required and prevents the form from becoming deformed during stripping.
The relative shore hardness of urethane.
A highly accurate machining process that uses an electrical charge to remove material.
A special assembly that forms without cutting, producing raised or sunken designs in sheet metal.
Used as a stiffener to add rigidity to sheet metal panels.
To produce a logo or design on a part.
A punch, used with a blank die, to stamp characters .005"-.008"(0.13mm-0.20mm) deep in sheet metal. Some examples are numbers, letters, and logos.
The engraving of a number, letter, or combination thereof, on a tool used for identification purposes.
Used to identify special shapes and special assemblies.
A key attached to the outside of the punch holder that locates it in the turret bore.
The forming of material upward, usually in a round shape. It is normally pre-pierced, then formed. Usually designed to accept self-tapping screws.
Threading for screws and increased bearing area for tubes, etc.
Component used to secure two parts together.
The useable space between the upper turret and lower die available for forming and sheet metal travel.
A protruding rim, edge, rib, or collar used to strengthen an object, hold it in place, or attach it to another object.
Tool used to move metal instead of piercing it.
An operation that shapes the material.
A punch shear ground in four different quadrants that meet in the center.
Close fitting stripper provides support and guiding at the punch point. Accurate and close tolerances between the stripper and guide assure a precisely located punch point.
Metal depositing on the sides of the punch point.
A system of measurement for the thickness of sheet metal.
The maximum useable length that can be removed from a punch or die by sharpening.
Material is heat treated to achieve the optimum material hardness, and is then ground to the precise dimensions required by the application.
Any process of increasing hardness of metal by suitable treatment, usually involving heating and cooling.
A die with an added extension that fits into the inner bore of the die holder. Made from S7 tool steel, a hat die provides extra strength for use in tough applications.
Style of tooling designed for thick material applications .157"(4.0mm) and over.
Hinge is made of two pieces. Each piece includes one or more interlocking knuckles to create a hinge.
A special assembly form that creates a jointed device on which a door, gate, shutter, lid, or other attached part turns, swings, or moves.
Tool steel used for making punches and punch inserts. The hardness is 60-62 Rockwell C scale.
The measurement of the interior periphery of a round shape or form.
Any time you rotate a punch and die to an angle within a 360 degree range.
A tool designed for use in auto indexing stations that cuts both inside and outside radii without stopping the machine to remove the slug or blank.
A key attached to the inside of a guide that locates the punch in the guide.
A device used for location and/or alignment. One example is a key to position tooling in a holder, or the holder in a turret.
The process of cutting and forming material, except the slug is held into the sheet metal by a tab or tabs.
Used for air flow, decoration, card guides, location markers, shear tabs, wire harnesses or clip attachments.
Tools used to align the upper turret with the lower turret.
A metal disk placed beneath a nut or at an axle bearing to relieve friction, prevent leakage or distribute pressure.
Used to provide air flow or ventilation.
Term is used to reference the components of a special assembly that fit into the lower portion of the punch press.
A substance capable of reducing friction, heat, and wear during punching and forming operations when introduced as a film between solid surfaces.
High speed steel with extremely good wear resistance. This is a premium material used for punches.
A high speed, particle metallurgy steel designed for use in high performance. A combination of the chemical composition of M4, the particle metallurgy manufacturing process, and a triple temper heat treatment process.
A premium tool steel coating made up of zirconium, titanium and nitride that helps eliminate galling on the punch tips.
The rated force that a press is designed to exert.
A specialized tool holder designed to hold more than one punch and is usually located in the auto-index station of a punch press machine.
The fine surface finish on the flanks of Mate punches. The smooth finish reduces friction to eliminate galling and extend tool life.
The creation of an opening or hole using multiple hits with a tool, typically at high speed and in small increments.
A gas heat-treating process used to produce a hard, wear-resistant layer on high speed steels. It can be used advantageously only on tool steels that do not temper back excessively at the nitriding temperature, 975o C.
A design available for forming applications that do not require stripping in the lower tool.
To cut or make an indentation in something. This involves removing the material from the corner of the sheet, often at an angle, to allow bending.
A flat ring made of rubber or plastic, used as a gasket.
The measurement of the exterior periphery of a round shape or form.
When the entire periphery of the punch is not engaged with the material being punched.
In forming this refers to the raising of the edge of the sheet parallel to the sheet, typically one material thickness in height.
Warpage or bending caused by punching or forming the sheet metal.
A shear on the face of a punch where one end contacts the sheet first and the face of the point is at an angle.
The creation of a line of separation between parts/scraps typically made with a long, narrow tool.
The process of punching a number of uniformly spaced holes in a piece of metal. The holes may be any shape, and they usually cover a large portion of the entire sheet.
The desired result of the punching process.
A special tool required to punch a hole through an embossed area.
A special assembly that pierces and forms sheet metal in one hit.
A special assembly that pierces and extrudes sheet metal in one hit.
The general term for cutting, shearing or punching openings, such as holes and slots in sheet material, plate, or parts.
A tool component used for locating or holding a tool in place.
The distortion in the edge of sheet metal caused when sharp tools are overlapped during slitting operations.
A flat punch used with a blank die to push a knockout back into the sheet (75% maximum).
A collet that features a square socket to accept the square tang of the machine tap.
The stripper holds the material securely on the die, as the punch pierces through the metal and is then extracted from the metal.
The stripper mechanism strips the material from the punch as the punch exits the material.
Material that has been machined, using a grinding process, to achieve the precise dimensions required by the application.
A machine used to punch holes in sheet metal used to make metal products.
A tool used to pierce through sheet metal.
One component that is comprised of the spring canister and guide and is used to hold the punch.
The minimum and maximum diagonal dimension of a station size.
The point of the punch that actually pierces through the sheet metal.
The process of using a punch and die to pierce a hole or opening, or to form a shape, or stamp a surface.
A corner on a punch and die that has been rounded.
The part of the punch press machine that contacts the tool and forces the punch through the sheet metal.
The distance that the ram in the press travels.
A relieved area in a tool that provides space to avoid formed areas on the sheet.
Clearance obtained by removing metal, either behind or beyond the cutting edge of a punch or die.
A stripper with material removed to allow space for forms or adjoining tools.
A solid die with a spring loaded ball bearing installed which supports the work piece and allows it to clear the feed gap for easy travel. Used in stations adjacent to forming stations.
The top part of the sheet that is drawn and formed into the hole being punched.
A tool steel having a composition that makes it tougher and more resistant to high punching forces. It is used in heavy duty die applications to minimize the possibility of die failure.
A shearing assembly used for parting, slitting and sheet squaring. The ScissorTool™ Assembly is designed for use in auto indexing stations which permit programmed cutting at any angle.
A set of instructions included with special assemblies, used to assist in setting up tools.
The main body of the tool.
The geometry of the punch face, other than flat. It helps reduce tonnage because it is not hitting with the full face of the punch.
Used for locating tabs in sheet metal for further fabrications such as shearing and spot welding.
Metal rolled into a sheet with a a thickness between foil and plate.
A screw used to fasten together sheet metal components.
A thin piece of metal used to fill in space between items.
A finishing process designed to remove surface stresses from tooling components to increase fatigue resistance. Particularly applicable in the manufacture of springs.
The distance from the bottom of the machine ram to the top of the die, when the ram is at the bottom of the stroke. This is particularly important when installing forming tools.
The pieces of material (usually scrap) which are produced when punching holes in sheet metal.
Refers to dies, which have an hourglass taper to prevent slugs from pulling back up with the punch. Slug Free® is a registered trademark of Mate Precision Tooling.
Slugs return through the die opening.
A small urethane cylinder pressed into a hole in the face of the punch used to push the slug off the punch face.
A hole in the face of the punch for urethane slug shedders to be inserted.
A station size in Thin Turret tooling with a station range maximum of ½".
A tool used to perform a special piercing or forming application as required by the customer.
A shape other than a round, square, oval or rectangle.
A design used for forming applications that require stripping in the lower tool to assure the material is removed from the tool.
A position in the punch press that holds a tool, punch or die, of variable sizes.
Tooling component used to remove material that surrounds the punch point.
A component of a guide or tool holder that secures the stripper plate in place.
A metal plate designed to surround the punch. Its purpose is to strip the sheet metal from the face of the punch.
The process of removing the punch from the sheet metal.
A machined feature on a tooling component that provides an interface between the tool holder and the machine ram.
An individual tool for cutting an internal screw thread. Taps are available in different sizes depending on the desired thread size.
A tool to make several threaded holes in sheet metal.
A generic term to describe a modern tooling style developed by Amada and adopted by several other punch press manufacturers.
A generic term to describe an older tooling style developed by Amada and adopted by several other punch press manufacturers.
A special assembly to provide a form to accept a sheet metal screw (button head).
A hole created for holding a threaded screw.
A sheet metal forming application that traps the material being formed between the upper and lower tool, to allow the material to be deformed to create the desired result.
To create a threaded hole in sheet metal. This may be done in a pierced or extruded hole.
The measurable force needed for punching or forming sheet metal.
Steel used to manufacture tools for high speed punching in sheet metal.
A measurement of a twisting force. For example, a measurement of how much to tighten a screw.
The size difference between the punch and the die that allows the punch to fit through the die and make a clean break in the sheet metal.
A revolving tool holder in a machine. The name is derived from the manner in which tools are mounted in the press. An upper turret holds the punch holders (punches), and a lower turret holds the respective die holders (dies).
The precision hole in the press that receives the upper guide assembly.
ULTRA® is a premium tooling style for thick turret style machines.
Term is used to reference the components of a special assembly that fit into the upper turret.
Similar to a punch holder, but typically holds more than one punch, for example a multi tool.
A hard plastic material used to make strippers for 112, 114 or Trumpf tooling and slug ejectors for punches in all tooling styles.
Thin pads made to fit the diameter of the punch face that help reduce sheet metal marking and loud noise.
To produce logos, messages or symbols.
A punch shear geometry, made popular by Trumpf, where the face of the tool is angled in two directions.
A punch having a flat face.
Any material part or piece that is being processed or handled to or from a processing operation.


text:
In this section: Equal Employment at FDA
Equal Employment at FDA
FDA EEO Compliance: Filing a Discrimination Complaint
Equal Employment Policy Statements
Jobs and Training at FDA
Civil Rights Policy Statement
FROM: Commissioner of Food and Drugs
SUBJECT: Civil Rights Policy Statement
TO: All FDA Employees
The Food and Drug Administration (FDA) is committed to protecting the civil rights of its customers. We want to ensure that all customers have access to participate in and benefit from all FDA programs and activities. As such, it is the agency's policy that our programs that receive financial assistance from FDA, and programs conducted by FDA, are free from discrimination.
It is our responsibility and legal obligation to guarantee the proper and equitable use of the funds that we provide whether through grants or contracts. Therefore, we will make it a priority to hold those to whom we provide assistance accountable. All FDA employees, but especially managers, supervisors, and project officers that oversee such funding, must demonstrate that discrimination and exclusionary practices in programs we fund or conduct will not be tolerated.
To achieve this goal, the FDA Office of Equal Employment Opportunity and Diversity Management works closely with the Department's Office for Civil Rights (OCR), to enforce compliance with civil rights laws that apply to federally funded and conducted activities. These laws include Title VI of the Civil Rights Act of 1964; Sections 504 and 508 of the Rehabilitation Act of 1973, as amended; Title II of the Americans with Disabilities Act of 1990; the Age Discrimination Act of 1975; Title IX of the Education Amendments of 1972; Titles VII and VIII of the Public Health Service Act; and the privacy provisions of the Health Insurance Portability and Accountability Act of 1996. Also, program-specific statues often contain provisions that prohibit discrimination in federally funded or operated programs and activities.
FDA and OCR have signed a formal Memorandum of Understanding (MOU) that describes our respective roles in implementing these civil rights responsibilities. It also takes us one step closer to implementing the Department's policy to make civil rights an essential and integral part of every program. I encourage you to become familiar with the provisions of that MOU that is available at Civil Rights Enforcement in FDA Programs and Activities. If you need more information, call FDA's Office of Equal Employment Opportunity and Diversity Management on 301-827-4840. Promoting nondiscrimination and equal access in all our programs and services is an integral part ofleadership. It also is essential to accomplishing FDA's goal of promoting and protecting the health of all Americans.
This memorandum supersedes the memorandum from the Acting Commissioner of Food and Drugs dated November 30, 2006 to all employees.
Margaret A. Hamburg, M.D.

redpajama_set_name: RedPajamaCommonCrawl


The annual Gentlemen's Open Competition for the Coronation Trophy took place on Saturday 4th June 2016 at Stanton-on-the-Wolds Golf Club.
After being played as a Foursomes since the coronation of Queen Elizabeth 2nd, this annual prestigious Gentlemen's competition has bowed to modern pressures and for the very first time was played using the Four-Ball, Better-Ball MEDAL format.
The Organising Committee deliberated long and hard before agreeing to implement the change this year on a purely experimental basis. The Club has always prided itself in maintaining the highest traditions of the game, so dropping a form of play which was once so popular and had its basis in the very origins of the game, was never going to find much favour with the stalwarts. Nevertheless as entries this year exceeded expectations with the tee-times being completely filled from 8.00 am to 3.30 pm (together with a substantial waiting list), the momentous decision would appear to have been vindicated and there is high expectation that the revised format will continue next year.
The trophy, donated by George Burr (Captain in 1952) was won by Trevor Sims (SWGC) and his playing partner Mick Abbott (Stoke Rochford), with a magnificent nett score of 62.
Tim Meadows & Richard McLoughlin (SWGC) with a nett score of 65 (on countback over the last 3 holes).
Best gross score was achieved by Barry Dawson and Maurice Hume (SWGC) with a score of 70.
Thanks to all the hard preparatory work by Stanton's dedicated Green Staff, the course was in perfect condition with many regulars commenting possibly the best ever. The greens were running fast and true and with well over 2/3rds of the field achieving a Nett score of par or better, some decent golf was clearly being played. Feedback from the competitors has been very positive and all those involved in the organisation are to be congratulated and thanked for their contribution (no matter how large or small) to all the day's events.
Many thanks are also due to the 184 entrants from 22 different clubs who supported this year's Coronation Trophy.
Congratulations as well to all the prize winners - we hope to see you again next year.
Annotated full results (Nett and Gross) are available for downloading.


Want to be notified of new releases in tbjc1magic/tbjcATTPCroot?
for multiprocess running, use mult.py and change the path for the data resources and data output path.
this program fake up the TClonesArray in the root and FairRootManager, FairTask, FairRun, FairRunAna and also FairParset from the FairRoot and FairSoft. So it loses the ability to visualize the trajectories in FairRoot.
This problem has been tested under local workstations, google cloud Ubuntu images, and Crcfe01, Canopus HPC node.
This project reuses most codes from the one by Yassid, https://github.com/ATTPC/ATTPCROOT. I will not be liable for the code maintainence, or any bugs.


text:
Actor Musicianship BA (Hons)
Reasons to study Actor Musicianship
• Conservatoire actor musicianship training for stage, television, radio and screen led by professional staff and established practitioners.
• A practical actor training degree for actors who play musical instruments, actor musicians are in high demand in the industry. Over the years our students have signed with agents Eamonn Bedford Agency, Global Artists, Howard Cooke Associates, Olivia Bell to name a few.
• Learn to integrate and develop your musical skills in performance to create, lead and make music alongside your work as an actor.
• You will be guided by experienced staff, including industry professionals, who will help you to develop the skills of the actor musician though practical classes in movement, voice and approaches to text and character.
• You will be involved in a number of public productions in your final year, including a main house production and an industry showcase.
• Excellent studio and training facilities – purpose-built rehearsal, movement and performance spaces, the fully-equipped Rose Theatre and Barn Theatre, a flexible drama studio and a digital studio with motion capture and green-screen facilities.
Our graduates can be found in a wide range of work; at leading regional theatres, in the West End, The Royal Shakespeare Company and National Theatre. In television, film, radio, young people's theatre and in small scale touring theatre companies in the UK and Europe.
Acting, BA (Hons)
American Theate Arts, BA (Hons)
European Theatre Arts, BA (Hons)
"My degree really set me up for the industry." Rosalie Craig, Actor Musicianship Alumna
www.bruford.ac.uk
NEW Prospectus_-_2020_21_-_Online.pdf
Opportunity Information
www.bruford.ac.uk/courses/actor-musicianship-ba-hons/
Rose Bruford College of Theatre & Performance See all results from Rose Bruford College of Theatre & Performance
Location Sidcup
Cost £9,250 (for UK students, international students should check the website for fee information) per year


While many of our customers have ongoing shipments, we have an equal number of customers who require our services for Project Cargo. We are experts in everything having to do with pricing the logistics for a project, including but not limited to, Hospitality, Construction, and Trade Shows.
Project Managers meet with the Owners of our company and the Project Traffic Supervisor handling their shipments. We provide individualized service to each customer ensuring they have one point of contact for all of their shipments and are able to receive answers rapidly with complete responses. Our Project Team can even assist with Purchase Order Management, Pick-up of cargo, over-dimensions and/or overweight cargo.
We consider ourselves the logistics arm for our Project Customers. Our focus is on service, deadlines and cost!


text:
| Última actualización: Friday at 9:54 AM
Organización Socialista Camino de la Libertad
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Las Luchas del Pueblo
Capitalismo y Economía
Contra la guerra
Sistema de injusticia
Nacionalidades Oprimidas
Movimientos de los Pobres
Minneapolis set to protest Trump's attack on Syria
By staff |
Read more articles in Antiwar Movement
Minneapolis, MN – An Anti-war Bannering to "Say no to U.S. war in Syria – no escalation of the endless wars,' is set for Saturday, April 8, 3 p.m. to 4 p.m., at Hiawatha Avenue and Lake Street, in Minneapolis. The action is being organized by the Minnesota Peace Action Coalition.
On Thursday, April 6, the Trump administration launched air strikes against Syria government military facilities. These strikes, carried out in response to allegations of Syria chemical weapons use, only make the world a more dangerous place.
Per a statement from protest organizers, "U.S. military intervention is not intended to help people, or to resolve internal conflicts of small nations in a humanitarian manner. U.S. intervention only serves the interests of the U.S. elite, who care nothing of Syrian people or the people of the Middle East."
The statement continues, "The U.S. government has carried out an endless series of wars and interventions for 14 years in Iraq, Syria, Yemen, Libya, Somalia, Afghanistan, Pakistan and elsewhere. This new escalation will only lead to more dead, injured and displaced."
Reports from the struggle
Stop Trump's Agenda!
Buy a copy of Frank Chapman's autobiography, The Damned Don't Cry, from Changemaker Press
"Working with Frank over the past five years, I have seen something that highlights the importance of this book. In his role leading the struggle for community control of the Chicago police, Frank instantly commands the respect and trust of those in and around the movement who have been wrongfully convicted or who have wrongfully convicted family members in prison. When he points the way forward, they believe in him. This book will only cement further the status he has in their struggle."
-- Joe Iosbaker
Fight Back! News on Facebook
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People's Struggles
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Freedom Road Socialist Organization


text:
Home Intersteno Board
Intersteno Board – 2019-2021
Rian Schwarz-van Poppel – President (NL)
1980- 2000 Verbatim reporter and minutes maker Parliamentary Reporting Office of the Dutch Parliament (House of Representatives and Senate)
from 2000 Team coordinator (executive job) and from 2004 Deputy head Parliamentary Reporting Office
from 2011 Head of the Dutch Parliamentary Reporting Office
History within Intersteno
Rian participated in the congress in Prague (2007) for the first time. During the congress in Beijing (2009) she has been elected as a board member (for coordination IPRS) and in Gent (2011) Rian also became vice president of Intersteno. During the congress in Berlin (2017) she has been elected as president of Intersteno.
Russell Page (USA) – Vice President
Born on February 25, 1954, Russell Page is the president/owner of Derenberger & Page Reporting in Washington, D.C. He is a graduate of the University of Connecticut where he majored in English but also studied French at Universite de Rouen, France in his third year. He completed a program in stenotype reporting in 1978 in Virginia Beach, Virginia where he worked for one year before returning to Washington, D.C. in 1979.
He helped to establish the Greater Washington Shorthand Reporters Association in 1985 and served in various board positions until he became president in 1995. He was chief examiner for NCRA in Washington for five years before serving on different NCRA committees dealing with certification of reporters. He is currently co-chair of NCRA's Test Advisory Committee.
Russell attended the Paris and Ghent Intersteno Congresses as a volunteer to help with the realtime competitions. He became a member of Intersteno's board and U.S. representative in 2015 in Budapest.
Danny Devriendt – Secretary Treasurer (B)
Danny Devriendt is in daily life head of the ICT and informatics teacher training section at the Artevelde University College Ghent (Belgium) [www.arteveldehs.be] and president of the Academie voor Bureauwetenschappen [www.abw.be], an organization that groups about 300 teachers in ICT, especially word processing. He's author of a lot of school books in word processing and webdesign [www.wwwsoft.be] and ICT-teacher in a commercial school in Brugge [www.sintjozefbrugge.be]. Since 1977 he participates on regular base at INTERSTENO-congresses, was secretary-general (2001-2003) and is since 2003, according to the new constitution, secretary-treasurer of Intersteno. He was again nominated Secretary Treasurer by the Assembly in Vienna 2005, Prague 2007 , Beijing 2009, Paris 2011. From then, he was also coordinator of the organization committee of the 49th INTERSTENO congress very successfully held in Ghent (Belgium) 2013.
Georgette Sante – Jury President (B)
After some years as a multilingual secretary, Georgette Sante became a teacher for the Belgian French Community (Official secondary teaching in South Belgium). As a member of the APSB (Teachers' Association for Office and Secretariat), she has taken part in the organization of championships for students; one of them was held in her school (Esneux in 1989). Being interested in computers, she rapidly introduced her students to Wordprocessing (instead of only typewriting) rather than waiting for the official school programs to incorporate itc into the official programs. In 1990, with some other APSB-teachers, she organized the first contest of word processing. In 1991, she joins the Intersteno Belgium team and takes part in the organization of the 39e Intersteno congress. In 1999, she represents Belgium at the Intersteno Central Committee in Vienna. Since this period, according to the linguistic agreements for Belgium, she is the Belgian official delegate, alternatively with a Dutch-speaking delegate; however, during the years "without mandate", she takes part in the activities of the association, attends congresses and committee meetings. According to the new structure of Intersteno Jury, she becomes, in September 2006, coordinator of the Professional Wordprocessing championship and in July 2007 was named Jury President at the Congress in Prague. Thanks to her successful work, she was again confirmed in this Chair by the Beijing, Paris and Ghent Councils.
gsante@icloud.com
Carlo Eugeni (I) – Chairman of the Scientific Committee
Carlo Eugeni graduated in Conference Interpreting and Translation at the SSLMIT of the University of Bologna. He is Philosophy Doctor in English for Special Purposes with a thesis on live subtitling by means of speech recognition technology. As a freelancer he works as a technical translator and a conference interpreter. As a subtitler he produces pre-recorded subtitles for RAI teletext and live subtitles for several associations in defence of deaf people. As a freelance trainer he prepares university students and professionals alike to the use of speech recognition technology both in the field of subtitling for the deaf and the hard-of-hearing and of reporting. As a freelance lecturer, he has been teaching Conference Interpreting, Translation, Multimedia Translation, and French for Special Purposes since 2005 for the Universities of Macerata, Perugia, Parma and Roma Tre. As a freelance researcher he has collaborated to several international (Voice, DTV4All, EU-Bridge, SAVAS) and national (Subtitle, SALES, Lectio Subtitulis, SCRIBE) projects and studies on audiovisual translation and accessibility. He has extensively published in English, French and Italian on respeaking and on related aspects (mainly professional and didactic). He is the organiser of the international seminar on real-time intralingual subtitling, a member of the Italian Academy on Multimedia Writing and Communication and the HR manager of the International Association on Respeaking onA.I.R.
Emrah Kuyumcu – Vice President (TR)
Emrah Kuyumcu, born in 1986, graduated in Geological Engineering at Istanbul University and then Business Administration (BS) at Anadolu University (2012). Served as Team Leader of Data Processing for several years in Trans Atlantic Petroleum Ltd (US), a leading oil company in Turkey, Earlier he served as educator for web and informatics in Şampiyon Computer Education Centre, a freelance webmaster and keyboarding reporter for various companies and as a trainee for data and word processing at Istanbul University.
He has been working in his own digital agency, Grafela in the business of web services and solutions in Turkey since 2008. His services include serving and consulting for websites, digital services, designing, teaching web and informatics. He is also working as founder of Canlı Deşifre Conference Reporting Services, which is the leading company in Turkey for conference reporting, real-time audio transcriptions and live-subtitling business.
He has entered Intersteno competitions since 2003, being mainly placed in top four and is still actively competing in the Turkish National Group. He managed the evaluation of Turkish keyboarding methods for use in the multilingual internet contests of Intersteno-Turk. In addition, he created the official website of the Intersteno Turkish Group in 2005, prepared a new visual layout of Intersteno.org website in 2009-2014 and has been actively serving as web and digital media officer in the Intersteno Federation.
Since 2013 he is working in the Board of the F-Keyboard and Information Processing Association in the Turkish National Group and in 2017 he became the President of the Association.
Krystian Wawrzynek – Member – (PL)
Born in 1990, graduated Silesian University of Technology as an engineer. He also studied in Germany at Stuttgart Universität. In daily life he works as an electronics engineer. Active member of Polish Association Interinfo Polska since foundation in 2004. In 2007 during first organized by Interinfo Polska Polish Championship he became a Polish champion in touch typing. The first Congress that he attended was in Prague in 2007, when Poland became the member of Intersteno. In 2008 he was part of an organizing committee for the Council Meeting in Tychy. Since Congress in Ghent 2013 he is not only the competitor, but also a coordinator of Polish national team and a Council member. In Berlin 2017 he has been elected as member of the Intersteno Board.
Simon Sun Hulmin – (China) – President of the Education Committee 孙惠民(中国)-教育委员会主席
Mr. Sun has dedicated himself to the stenography industry for decades and has established the largest stenography training school in China. Thousands of outstanding stenographers have graduated from the school that he established and many of them have won both national and international awards. Three such winners include Wang Lu, Wang Xiubo and Gao Siyu. He has led the research and development of many stenographic teaching methods throughout the past decade. These include the "Production-line" and "Five Elements" teaching methods, which are well known throughout China. Not content to rest on his laurels,Mr. Sun successfully launched a stenographer standardization training scheme called the Tower Type Teaching Model in 2010. This solution has become the single unified standard among Chinese stenography training centers and has been approved by the authority of the stenography industry, Mr. Tang Yawei and Mr. Tang Keliang . Mr. Tang Keliang has required that all stenography training centers implement this solution. In order to develop more stenographers, Mr. Sun tirelessly makes himself available to students and youth by giving free public lectures. Since 2003, Mr. Sun delivered more than 400 public lectures. Today his lectures have grown to average over a hundred attendees and overall more than 100 thousand people have learned about the magic of stenography from Mr. Sun's personal efforts. Simon@lbedu.cn
INTERSTENO BOARD 2003-2019 (previously no Board was on duty)
Years President Vice President Secretary-Treasurer Coordinator Scientific Committee Jury President Coordinator IPRS Member Member
2003–2005 Marlise Kulb Fausto Ramondelli Danny Devriendt Cees van Beurden Mauro Panzera –
2005-2007 Jaroslav Zaviacic Fausto Ramondelli Danny Devriendt Boris Neubauer Mauro Panzera Cees van Beurden –
2007-2009 Gian Paolo Trivulzio Jaroslav Zaviacic Danny Devriendt Boris Neubauer Georgette Sante Cees van Beurden Mark Golden
2009- 2011 Gian Paolo Trivulzio Jaroslav Zaviacic Danny Devriendt Boris Neubauer Georgette Sante Rian Schwarz van Poppel Mark Golden
2011-2013 Fausto Ramondelli Jaroslav Zaviacic Danny Devriendt Jean-Charles Le Masson Georgette Sante Rian Schwarz van Poppel Mark Golden
2013-2015 Fausto Ramondelli Rian Schwarz van Poppel Danny Devriendt Carlo Eugeni Georgette Sante Rian Schwarz van Poppel James M. Cudahy Tang Keliang
2015-2017 Fausto Ramondelli Rian Schwarz van Poppel Danny Devriendt Carlo Eugeni Georgette Sante Rian Schwarz van Poppel Russell Page Tang Keliang
2017-2019 Rian Schwarz van Poppel Russell Page Danny Devriendt Carlo Eugeni Georgette Sante Rian Schwarz van Poppel Emrah Kuyumcu Krystian Wawrzynek


Perhaps the best way to develop an understanding of related services is to look at each in more detail. Because there are quite a few services that can be considered as "related services," the information presented about each of the following related services is intended only as an introduction. It is not the intent of this document, just as it is not the intent of the law, to exhaustively describe each related service. It may be helpful, however, to read further about the services in order to know what related services are most commonly provided to students with disabilities and, in some situations, their families. The related services described below are organized in alphabetical order.
often act as resource persons for classroom teachers.
Art therapy provides individuals with disabilities with a means of self-expression and opportunities to expand personal creativity and control. By involving students with art and the creative art process, art therapists work to help students address their unique needs, which may include resolving emotional conflicts, developing self-awareness or social skills, managing behavior, solving problems, reducing anxiety, and improving self-esteem (American Art Therapy Association, 2000).
Dance/movement therapy uses movement as a means for promoting personal growth and furthering the emotional, cognitive, and physical integration of an individual (American Dance Therapy Association, 1998). Dance therapy can develop and promote good posture, discipline, concentration, coordination, agility, speed, balance, strength, and endurance.
Music therapy uses music and music-related strategies to assist or motivate a student to reach specific educational goals as well as address his or her physical, psychological, cognitive, behavioral, and social needs (American Music Therapy Association, 2000). Music and music learning are often used to strengthen nonmusical areas such as academic skills, physical coordination, communication, sensory-motor development, expression of emotions, and stress reduction.
Assistive technology (AT) refers to various types of devices and services designed to help students with disabilities function within their environments.
Many areas are covered under the umbrella of assistive technology, including computers, adaptive toys and games, devices to improve positioning and mobility, devices designed to help individuals with disabilities communicate (called augmentative communication devices), and electronic aids to daily living (RESNA Technical Assistance Project, 1992).
An assistive technology device means "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability" (Section 300.5). Assistive technology devices may be used for personal care, sensory processing of information, communication, mobility, or leisure. For young children, assistive technology may involve adaptive toys or simple computer software games to stimulate eye-hand coordination (Derer, Polsgrove, & Rieth, 1996). For other children, it may involve adaptive eating utensils, electronic augmentative communication devices, or a voice-activated word processing software program.
purchase devices only after consulting with a professional.
Consideration of a child's need for assistive technology devices and services occurs on a case-by-case basis in connection with the development of a child's IEP. Thus, when an IEP of a student with a disability is being developed, reviewed, or revised (if appropriate), the IEP team must determine his or her need for an assistive technology device or service, determine those devices that will facilitate the student's education, and list them in the IEP. The public agency must then provide them to the student at no cost to the parents.
May a child use a school-purchased AT device in his or her home or other setting?
According to the IDEA regulations, the answer to this question would be determined on a case-by-case basis.
Such use in nonschool settings would be "required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE" [Section 300.308(b)]---for example, to complete homework. Question 36 of Appendix A of the regulations adds that "the parents cannot be charged for normal use, wear and tear. However, while ownership of the devices in these circumstances would remain with the public agency, State law, rather than Part B [of IDEA], generally would govern whether parents are liable for loss, theft, or damage due to negligence or misuse of publicly owned equipment used at home or in other settings in accordance with a child's IEP" (U.S. Department of Education, 1999a, p. 12479).
Some schools have hearing screening programs and staff trained to conduct audiologic screenings of children. Others may participate in regional cooperatives or other arrangements that provide audiological services. Those school districts that do not have diagnostic facilities to evaluate students for hearing loss and related communication problems or central auditory processing disorders may refer students to a clinical setting, such as a hospital or audiology clinic, or make other contractual arrangements (American Speech-Language-Hearing Association, personal communication, August 1, 2000).
Counseling services, according to the American School Counselor Association (1999), focus on the needs, interests, and issues related to various stages of student growth.
School counselors may help students with personal and social concerns such as developing self-knowledge, making effective decisions, learning health choices, and improving responsibility. Counselors may also help students with future planning related to setting and reaching academic goals, developing a positive attitude toward learning, and recognizing and utilizing academic strengths. Other counseling services may include parent counseling and training and rehabilitation counseling (that is, counseling specific to career development and employment preparation) (Maag & Katsiyannis, 1996).
Counseling services are services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel [Section 300.24(b)(2)]. A school counselor is a certified professional who meets the State's certification standards. In some schools, the counselor may also perform some functions similar to those of the school psychologist as described below under Psychological Services.
Medical services are considered a related service only under specific conditions. By definition, the term "means services provided by a licensed physician to determine a child's medically related disability that results in the child's need for special education and related services" [Section 300.24(b)(4)]. Thus, medical services are provided (a) by a licensed physician, and (b) for diagnostic or evaluation purposes only.
preventing, through early intervention, initial or further impairment or loss of function" [Section 300.24(b)(5)].
According to Hill and Snook-Hill (1996), orientation involves knowing where you are, where you are going, and how to get to a destination by interpreting information in the environment, while mobility involves moving safely through the environment. IDEA '97 added orientation and mobility (O&M) services to the list of related services specified at Section 300.24.
Attachment 1 to the regulations discusses why O&M services are not appropriate for students with disabilities other than visual impairments and draws a distinction between O&M services and what is commonly referred to as travel training.
Thus, children with disabilities other than those with visual impairments who need assistance in learning how to safely navigate a variety of settings would generally not receive O&M services but, rather, travel training.
Travel training is defined in the IDEA '97 final regulations at Section 300.26(b)(4), as part of the definition of "special education."
Physical therapy means "services provided by a qualified physical therapist" [Section 300.24(b)(8)]. These services generally address a child's posture, muscle strength, mobility, and organization of movement in educational environments.
monitor the function, fit, and proper use of mobility aids and devices.
Psychological services are delivered as a related service when necessary to help eligible students with disabilities benefit from their special education.
IDEA '97 requires that, in the case of a child whose behavior impedes his or her learning or that of others, the IEP team consider, if appropriate, strategies (including positive behavioral interventions, strategies, and supports) to address that behavior [Section 300.346(a)(2)(i)].
These interventions and strategies may focus not only on the result of an absent, inadequate, inconsistent, or negative behavior blocking learning but also on the curricular and instructional issues that may trigger problems (Dwyer, 1997).
Positive behavioral interventions and supports involve a comprehensive set of strategies aimed at providing a student with a disability an improved lifestyle that includes reductions in problem behaviors, changes in social relationships, an expansion of prosocial skills, and an increase in school and community inclusion (Fox, Vaughn, Dunlap, & Bucy, 1997).
Psychologists and school social workers may be involved in assisting in developing these positive behavioral intervention strategies. However, as the U.S. Department of Education (1999a) notes: "[T]here are many other appropriate professionals in a school district who might also play a role...These examples of personnel who may assist in this activity are not intended to imply either that school psychologists and social workers are automatically qualified to perform these duties or to prohibit other qualified personnel from serving in this role, consistent with State requirements" (p. 12550).
Recreation services generally are intended to help students with disabilities learn how to use their leisure and recreation time constructively. Through these services, students can learn appropriate and functional recreation and leisure skills (Schleien, Green, & Heyne, 1993).
(6) sports, games, hobbies, or toy play (Moon & Bunker, 1987).
Recreational activities may be provided during the school day or in after-school programs in a school or a community environment. Some school districts have made collaborative arrangements with the local parks and recreation programs or local youth development programs to provide recreational services.
providing recreation programs in schools and community agencies.
identifying job placements in individual or group sessions.
School health services under the IDEA '97 final regulations means "services provided by a qualified school nurse or other qualified person" [Section 300.24(b)(12)]. These services may be necessary because some children and youth with disabilities would otherwise be unable to attend a day of school without supportive health care.
School health services may include interpretation, interventions, administration of health procedures, the use of an assistive health device to compensate for the reduction or loss of a body function (Rapport, 1996), and case management.
Typically, school health services are provided by a qualified school nurse or other qualified trained person who is supervised by a qualified nurse. In some instances, if a school nurse is not employed by a school district, health services may be provided and/or coordinated by a public health nurse, a pediatric home care nurse, or a hospital- or community-based pediatric nurse practitioner or specialist. States and local school districts often have guidelines that address school health services. State agency guidelines that address school health services for special health care needs may address staffing requirements, infection control, medication administration, nursing procedures, classroom modifications, transportation, and policies (Porter, Haynie, Bierle, Caldwell, & Palfrey, 1997).
conducting and/or promoting education and skills training for all (including the student) who serve as caregivers in the school setting.
specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability [Section 300.24(b)(15)].
if a school district does not provide transportation for the general student population, then the issue of transportation for students with disabilities must be decided on a case-by-case basis if the IEP team has determined that transportation is needed by the child and has included it on his or her IEP (Office of Special Education Programs, 1995).
If the IEP team determines that a student with a disability needs transportation to benefit from special education, it must be included in the student's IEP and provided as a related service at no cost to the student and his or her parents (Office of Special Education Programs, 1995).
A student's need for transportation as a related service and the type of transportation to be provided must be discussed and decided by the IEP team. Whether transportation goals and objectives are required in the IEP depends on the purpose of the transportation. If transportation is being provided solely to and from school, in and around school, and between schools, no goals or objectives are needed. If instruction is provided to a student to increase his or her independence or improve his or her behavior during transportation, then goals and objectives must be included in the student's IEP (Office of Special Education Programs, 1995).
American Occupational Therapy Association (1999). Occupational therapy services for children and youth under the Individuals with Disabilities Education Act (2nd ed.). Bethesda, MD: Author.
Council on Rehabilitation Education. (1996). Accreditation manual for rehabilitation counselor education programs. Rolling Meadows, IL: Author.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, XIII(2), 62-80.
Dunn, W. (1991). Consultation as a process: How, when and why? In C. Royeen (Ed.), School-based practice for related services. Bethesda, MD: American Occupational Therapy Association.
Dwyer, K. (1997, November). School psychology and behavioral interventions. Communique, 26(3), 1, 4-5.
Fox, L., Vaughn, B., Dunlap, G., & Bucy, M. (1997). Parent-professional partnership in behavioral support: A qualitative analysis of one family's experience. Journal of the Association for Persons with Severe Handicaps, 22(4), 198-207.
Hanft, B., & Striffler, N. (1995). Incorporating developmental therapy in early childhood programs: Challenges and promising practices. Young Children, 8(2), 37-47.
Hill, E., & Snook-Hill, M. (1996). Orientation and mobility. In M. C. Holbrook (Ed.), Children with visual impairments: A parent's guide. Bethesda, MD: Woodbine House.
Maag, J., & Katsiyannis, A. (1996). Counseling as a related service for students with emotional or behavioral disorders: Issues and recommendations. Behavioral Disorders, 21(4), 293-305.
Moon, M., & Bunker, L. (1987). Recreation and motor skills programming. In M. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 214-244). Columbus, OH: Charles E. Merrill.
Office of Special Education Programs, U.S. Department of Education. (1995, July 12). Letter to Smith. Washington, DC: Author.
Porter, S., Haynie, M., Bierle, T., Caldwell, T., & Palfrey, J. (1997). Children and youth assisted by medical technology in educational settings: Guidelines for care. Baltimore, MD: Paul H. Brookes.
Rapport, M. (1996). Legal guidelines for the delivery of special health care services in schools. Exceptional Children, 62(6), 537-549.
RESNA Technical Assistance Project. (1992). Assistive technology and the individualized education program. Arlington, VA: RESNA Press.
Rothstein, R., & Everson, J. (1995). Assistive technology for individuals with sensory impairments. In K. Flippo, K. Inge, & J. Barcus (Eds.), Assistive technology: A resource for school, work, and community (pp. 105-129). Baltimore, MD: Paul H. Brookes.
Schleien, S., Green, F., & Heyne, L. (1993). Integrated community recreation. In M. Snell (Ed.), Instruction of students with severe disabilities (4th ed.) (pp. 526-555). New York: Macmillan.
Smith, P. (1990). Integrating related services into programs for students with severe and multiple handicaps. Lexington, KY: Kentucky Systems Change Project, Interdisciplinary Human Development Institute.
U.S. Department of Education. (1999a, March 12). Assistance to states for the education of children with disabilities and the early intervention program for infants and toddlers with disabilities; final regulations. Federal Register, 64(48), 12406-12671.
U.S. Department of Education. (1999b). To assure a free appropriate public education: 21st annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
Counseling raises headaches for school districts, pair says. (1996, November 8). The Special Educator, 12(8), 3.
Deciding if a related service is medical or educational. (1996, August 30). The Special Educator, 12(3), 1, 4-5.
Giangreco, M. (1995). Related services decision-making: A foundational component of effective education for students with disabilities. Physical & Occupational Therapy in Pediatrics, 15(2), 47-67.
Harrington, J. (2000, Summer). Music therapy opens doors for special education students. Counterpoint, 1, 4.
How to address the shortage of speech and language pathologists. (1999, March 12). The Special Educator, 14(15), 1, 8-10.
If an IDEA-eligible child requests vision therapy, is it the school's responsibility to pay for it? Q&A with Zvi Greismann. (1996, May 24). The Special Educator, 11(21), 3.
Remember the human factor: A case study of related services issues. (1996, August 30). The Special Educator, 12(3), 6.
Szabo, J.L. (2000, November/December). Maddie's story: Inclusion through physical and occupational therapy. TEACHING Exceptional Children, 33(2), 12-18.
Tips for providing counseling. (1996, November 8). The Special Educator, 12(8), 3.
Questions and Answers about IDEA.
All of these publications are available at www.nichcy.org) in English and in Spanish or by contacting NICHCY directly.


text:
in: Character, Featured, Manly Lessons
Brett and Kate McKay • February 11, 2015 • Last updated: September 26, 2021
The Churchill School of Adulthood Conclusion: Thought + Action = An Awesome Adulthood
As we discussed at the very beginning of this series, Churchill's schooldays formed "the only barren and unhappy period" of his life. Bright and imaginative, he excelled in a few classes, but struggled mightily in those he found dull — which was most of them. As a consequence, he regularly failed his examinations and ended up at the very bottom of his class. The experience left him "considerably discouraged" as to his future prospects:
"Except in Fencing, in which I had won the Public School Championship, I had achieved no distinction. All my contemporaries and even younger boys seemed in every way better adapted to the conditions of our little world. They were far better both at the games and at the lessons. It is not pleasant to feel oneself so completely outclassed and left behind at the very beginning of the race."
The one bright spot during Churchill's youth was his discovery of the wonder of books. After flunking Greek and Latin, he was bumped to a "remedial" course to learn "mere" English. His instructor, Robert Somervell, recognized Churchill's potential and offered him encouragement. His mentorship ultimately helped change the course of Churchill's life, and Winston would later profess to being greatly indebted to his old teacher.
Somervell taught his eager pupil how to analyze and structure a well-formed sentence and stoked Winston's nascent love of reading. Churchill began to consume every biography he could find and made his way through the works of William Wordsworth, Charles Dickens, and Shakespeare; he would ultimately read all the bard's writings and memorize much of his verse. As Manchester writes:
"Winston was being taught to teach himself. He would always be a dud in the classroom and a failure in examinations, but in his own time, on his own terms, he would become one of the most learned statesmen of the coming century."
An Enduring Autodidact
Churchill's program of self-learning really kicked into gear when he was stationed in India as a young officer. As he neared his twenty-second birthday, "the desire for learning came upon me. I began to feel myself wanting in even the vaguest knowledge about many large spheres of thought." To build himself a sharp, expansive, top-rate brain, Churchill "resolved to read history, philosophy, economics, and things like that," and dedicated 4-5 hours a day to the task. He started by devouring Plato's Republic, Edward Gibbons' 8-volume Decline and Fall of the Roman Empire, and 12 volumes of Thomas Babington Macaulay's historical works and essays. Churchill reported that he "rode triumphantly through" each tome and "enjoyed it all."
As Winston's appetite for learning grew, he began "to read three or four books at a time to avoid tedium" and to explore a wide variety of subjects and authors. Manchester details his program of study:
"he was poring over Schopenhauer, Malthus, Darwin, Aristotle (on politics only), Henry Fawcett's Political Economy, William Lecky's European Morals and Rise and Influence of Rationalism, Pascal's Provincial Letters, Adam Smith's Wealth of Nations, Bartlett's Familiar Quotations, Liang's Modern Science and Modern Thought, Victor-Henri Rochefort's Memoirs, the memoirs of the Duc de Saint Simon, and Henry Hallam's Constitutional History. Incredibly, he asked his mother to send him all one hundred volumes of the Annual Register, the record of British public events founded by Burke. He explained that he wanted to know 'the detailed Parliamentary history…of the last 100 years…'"
In using these legislative texts, Churchill would first decide how he felt about an issue, and then read the record of Parliament's debates on it, making notes in the margin as he went along and checking whether his opinion stood up to scrutiny. Through this practice, he hoped:
"to build up a scaffolding of logical and consistent views which will perhaps tend to the creation of a logical and consistent mind. Of course the Annual Register is valuable only for its facts. A good knowledge of these would arm me with a sharp sword. Macaulay, Gibbon, Plato etc must train the muscles to wield that sword to the greatest effect."
Churchill aimed to enter politics within a few years, and he was preparing his mind to flourish in the brutal game to come. As such, he left genres like fiction and poetry off the docket during this time. But later in life, he devoured such works and especially enjoyed the novels of Twain, Melville, and H.G. Wells, as well as the poetry of Lord Byron. He also expanded into philosophical tomes that were a little less dry and a bit more metaphysical — essays that invigorated his Romanticism from the likes of Emerson and Thoreau. Churchill's intellectual interests were truly keen, all encompassing, and enduring; until the last decade of his life, his nightstand remained crowded with a stack of constantly refreshed books he had checked out from the library.
Winston's autodidacticism broadened his mind, gave him insights into every issue and conflict native to politics specifically, and the human condition generally, and honed his capacity for critical thinking. "After a lifetime of reading," Manchester writes, "he possessed the acumen to reduce complex intellectual systems and constructs and theories to their most basic essences." Dr. R.V. Jones, a scientist with the RAF's intelligence division, made a similar observation:
"He understood the essence of supreme decisions: yea or nay, right or left, advance or retreat. He knew the strengths and weaknesses of experts. He knew how easy it is for the man at the summit to receive too rosy a picture from his Intelligence advisors…Alone among politicians he valued science and technology at something approaching their true worth…and he had for seven years been warning his countrymen of the very disaster that had now befallen them. He had even, forty years before, pictured London in the position it might shortly face."
Churchill surrounded himself with those who also possessed quick and curious minds — those who could stimulate his thinking. He had little patience for the dull and vacuous; getting stuck in a conversation with such a person would precipitate one of his "ruthless breaks"! Even those with views diametrically opposed to his own fascinated him, something one of England's most famous anti-war poets, Siegfried Sassoon, discovered when he met the country's foremost proponent of militarism. To his surprise, Sassoon found that Churchill had actually memorized a whole volume of his pacifist poetry and was sincerely "interested in my point of view." When an officer later said to Churchill: "I should leave that man alone if I were you. He might start writing a poem about you," Churchill instantly replied, "I am not a bit afraid of Siegfried Sassoon. That man can think. I am afraid only of people who cannot think."
Action, Action This Day, Action Every Day
An active mind was not the only prerequisite to earning Churchill's respect. While a capacity for intelligent thinking was certainly important, the real test was whether or not thoughts were turned into action. As Manchester puts it, "Men who have done something with their lives interest him — indeed, they are the only men who do."
Those who feigned contempt for public affairs, when they were really just too scared to enter the arena themselves, Churchill derided as "flaccid sea anemones of virtue who can hardly wobble an antenna in the waters of negativity." And he had little patience for those who forwarded empty, vague, unrealistic social and political theories that were designed more to flatter the pundit's pride and pacify the public than to actually be put into practice. As Manchester explains, Churchill "was a man of action: state the problem, find a solution, and solve the problem."
Winston not only gauged the realm of politics by the standard of action, but that of morality as well. In this he was an Aristotelian: virtue was a habit gained through constant practice. Words and thoughts — professions of belief and principle — were a good start, but could only be judged by the fruits that followed.
Action wasn't just the rubric by which he measured others, but the standard by which he judged himself. "Every night," he said, "I try myself by court martial to see if I have done anything effective during the day. I don't mean just pawing the ground — anyone can go through the motions — but something really effective."
Churchill's action-oriented philosophy is what helped turn the tide of the war. As Manchester writes, Winston understood that victory could only be won "by the vigorous exercise of his imagination and the imposition of his will by the only means he knew — action, action this day, action every day." When Churchill first took the reins of the government, his energy absolutely electrified its headquarters and transformed an operation that had formerly been languishing and listless:
"Churchill arrived on the scene like a summer squall at a sailboat regatta. Whitehall was galvanized, and the office at No. 10 was pandemonium. Bells were ringing constantly, telephones of various colors were being installed in every nook at No. 10, and the new prime minister was attaching maroon labels demanding 'Action This Day' or green ones saying 'Report in Three Days' to an endless stream of directives that were being dictated to typists in the Cabinet Room, the P.M.'s bedroom, and even his bathroom, with replies expected within minutes. Ministers, generals, and senior civil servants appeared and departed within minutes. Working hours began early each morning and ended after midnight. 'The pace became frantic,' another private secretary, John Martin, recalled. 'We realized we were at war.'"
Churchill's penchant for action turned the tide of his life as well, and served as the lynchpin in making it what it was. Anthony Storr, an eminent British psychiatrist, posited that the source of Churchill's strength lay in his "inner world of make-believe;" but Winston was not content to let his dreams merely amuse him, in the way of an impotent Walter Mitty. Rather, Manchester writes, he was driven "to complete the circuit between the goings-on in his mind and the external world. Once he generated an idea, he felt compelled to actualize it."
Churchill created a narrative from his vivid imagination, and then steadfastly worked to bring that vision to life. The result was one of the most interesting, original, and eventful adulthoods in history.
The Winston Churchill School of Adulthood: Conclusion
While we may not be fighting the Nazis, all of us face a battle in not surrendering to a boring, unfulfilling adulthood. For the past few months Sir Winston Churchill has been our luminous guide in teaching us the key strategies on how to vanquish this common foe. We have sat in his war room and pored over his maps that trace the path to growing up well. We hope the information presented in these classes has been instructive and inspiring. But now comes the hard part — acting on the information!
Lt. General Ian Jacob said that Churchill's "pugnacious spirit demanded constant action. The enemy must be assailed continuously." So it is with us: to achieve a flourishing adulthood requires being supremely proactive. You can't wait for your ship to come in; an awesome adulthood won't arrive on your doorstep like a package from Amazon. Grownup life is flooded with many streams of responsibilities, and if you let yourself slide into default mode, you'll invariably be swept downstream into an existence where you aim merely to complete your day-to-day necessities, live on the very surface of things, and watch the years of your one and only shot at mortality slip by.
Lights, Camera…
Creating an awesome adulthood involves using your imagination to create a story for yourself, and then taking ceaseless action to bring that narrative to life. It's like riding a stationary bike that powers a film projector: to create a new world — to project your chosen narrative on the screen of your life — you must pedal continuously.
Making your story worth watching, nay, inhabiting, requires conjuring up an engaging, multi-layered tale. When Churchill was young, his father wrote a letter to a relative to express his frustration with his son: "I have told you often and you would never believe me that he has little [claim] to cleverness, to knowledge or any capacity for settled work. He has great talent for show off exaggeration and make believe." Churchill's father meant these words as a criticism, but Winston's penchant for make-believe would in fact become one of his greatest assets. As Manchester writes:
"Churchill had spent his entire life creating an identity from his own audacious imagination, which, as Oscar Wilde observed, was the best way to get through life without suffering through it all. Churchill had made his dream a reality; he had imagined himself into Sir Winston Leonard Spencer Churchill, the greatest statesman of the twentieth century."
To imagine and then bring to life your own hero's journey, follow some of the time-worn steps of creating any great tale:
Create an outline of the plot. The story of your adulthood is going to involve a lot of revisions and changes on the fly. How you think things will unfold at the start is assuredly not how they will actually work out.
Still, you should have a rough blueprint of your life's goals. Entering maturity without one is a recipe for getting caught in an anxious, restless drift. You need to know what you stand for and where you're going. It will help you make big decisions and keep you progressing on the right path. Churchill knew from a young age that he wanted to enter politics and become prime minister, and he was able to move continually towards that goal over the course of forty years.
A man always has a plan, especially for something as important as his life. To create an outline for how you'd like your journey to go, follow this step-by-step guide.
Accept the setting (and make the most of it). You may be creating the tale of a hero's journey, but this one doesn't take place in some fantasyland, where anything is possible. Your adulthood will be lived out in this world, in real time. The broad outlines of the setting are cemented in place.
The modern advice on creating the story of your adulthood suggests pretending this isn't so, and remaining an eternal Peter Pan in spite of the passing years; adult responsibilities, commitments, dress, decorum, and so on are to be rejected. Yet the success of this strategy is subject to the law of diminishing returns; this is to say, just because living a certain way in your 20s made you happy, doesn't mean it'll be equally fulfilling in your 40s. Trying to maintain an adolescent lifestyle once you've left adolescence is like trying to plant seeds in the winter, because you had success planting them in the spring. To everything there is a season, and making the most of life means making the most of the one you're currently in – not pretending you're still in a different one. Instead of defiantly standing in the snow in your cargo shorts, come in from the cold!
Embracing the season of adulthood need not mean enduring a sterile life in an icy landscape. True, in winter the livin' feels a little harder and working up the motivation to do stuff takes more effort. But once you set yourself up for the season and are outfitted for the weather, plenty of enjoyable activities are available — skiing, snowshoeing, tobogganing, sitting by a crackling fire, etc. Likewise, the world of adulthood is full of new activities and pleasures. Independence, marriage, children, career, and leadership can all be enormously satisfying pursuits — if you have the right attitude and mindset and decide to make the most of them.
Be prepared for ups, downs, and tragic plot twists. We tend to picture Churchill as Winston-the-Triumphant, waving his trademark victory sign on V-E Day. We forget that, as Manchester puts it, his life more often resembled "the Greek legend of Sisyphus, who was condemned to toil up a steep hill pushing a huge stone which, just before he reached the top, always rolled back to the bottom." He lost a young daughter to disease, an older one to suicide. During the 1930s he was excoriated by the press, mocked by the public, and condemned by his peers. He "lost more elections than any other British politician of his time" and didn't achieve his lifelong goal of becoming prime minister until he was 65.
No adulthood progresses as an undeviating ascent. Obstacles appear; challenges emerge; setbacks materialize. There are seasons within seasons; some more dry, some more fertile.
We wouldn't want it to be all smooth sailing anyhow; you can't have the bitter without the sweet, and no man can know himself without a trial. As long as we don't let setbacks crush us, they can form stepping stones to greater opportunities and depth of character.
To weather the storms of adulthood, we would all do well to adopt Churchill's maxim — K.B.O.: Keep Buggering On.
Create a multi-layered storyline. The best books you'll ever read aren't flat, one-dimensional kid's stuff. They're stories with complex plots that are full of deep, complicated characters, evocative settings, unforeseen plot twists, passionate romance, gripping mystery, and rich complexity.
So when you craft the narrative of your adulthood, make it the kind of story you'd like to read by adding in these kinds of layers. In order to do that, you need a rich palette of possibilities to draw from.
To that end, crafting a magnificent adulthood doesn't mean squashing your youthful energies and interests to fit some one-dimensional mold, but wedding them to more mature inclinations and pursuits. We've talked about these key, seemingly contradictory couplings throughout the series:
Allowing room for doubt while cultivating a firm moral code
Embracing the idea that setting a routine can actually be freeing
Being able to see the world realistically, while living romantically
Knowing all the facts and unflattering details of history, while still finding it inspiring
Being able to find adventure both on the battlefield and in front of a typewriter
Celebrating tradition, while practicing nonconformity
Being both tough and indomitable, and sentimental and emotional
Finding that family life can actually increase adventure rather than stifle it
Being both nostalgic and forward-looking, while living fully in the present
Knowing that children can both take years off your life and make you feel young again
Finding that passion follows the beginning of a career path, rather than precedes it
Discovering that the most effective rejuvenator can be more activity, rather than less
Being able to be sober and serious, while always maintaining a sense of humor and fun
Discovering that the ball and chain of marriage is anything but
Recognizing that taking on more responsibilities can make you feel less stressed, rather than more
Committing to lifelong learning, while cultivating consistent principles
Being able to think clearly and deeply, while also tirelessly taking action
And that's not even an exhaustive list!
In harnessing these "contradictory" energies, the effect becomes like a particle collider; the contact between your divergent ideas/interests/beliefs creates access to new knowledge and dimensions of existence that are closed both to those who surrender to a lifeless maturity, and those who fruitlessly attempt to remain forever young. A colleague of Churchill's described him as having a "zigzag streak of lightning on the brain"; to achieve a magnificent adulthood, we all need to maintain that same kind of electricity.
Holding the energies of youth and maturity in tension is not an easy task, and that's why most adults settle for a flat, simplistic, black and white kind of narrative. Yet the payoff is truly worth the effort. Embracing a swirl of contradictory currents won't necessarily bring you world renown and put you at 10 Downing Street — everyone's circumstances are different. But wherever you are, and whatever you do in life, it will create a far more fulfilling, flourishing existence than would have otherwise been possible.
In fact, perhaps the one "contradiction" most important for grownups to embrace is this: a flourishing life can take many forms, and satisfaction can be found in the most basic of pleasures. Churchill himself — renowned writer, world traveler, prime minister — declared that "all of the greatest things are simple." Indeed, he found his highest satisfaction in good food, good drink, and good company.
The greatest power and privilege of adulthood is having the freedom and autonomy to make of your life whatever you will. Yet while we wait two decades to come into this power, we often spend the remainder of our lives squandering it.
It's not that we don't know what we'd like to change about our lives — we usually do. Monthly, weekly, even daily the thought comes into our minds: "I'd really like to start/improve ____."
But just as soon the thought arises…our phone buzzes, the baby cries, an email pops up in the inbox. A stream of more urgent tasks pushes away the itch for something more, until it circles back and lightly taps us on the shoulder once again.
We ever resolve to finally address this persistent nudge…when we have more time. When we get a better job, when we move into a bigger home, when the kids aren't toddlers anymore, when the kids aren't teenagers anymore, when the kids are out of the house…
And yet the reality of adulthood is that while its phases do change, as some aspects become less time-intensive, others become more so. We'll simply never have any more time than we do now. It is thus wise to follow the advice of the old proverb: "The best time to plant a tree is 20 years ago. The second-best time is now."
Part of what keeps us from getting going is the idea that the changes we need to make are dramatic, and thus time-intensive. But that simply isn't the case. It's the small things you do every single day that add up to an awesome adulthood.
So rather than trying to to attack the grownup doldrums on every front with monumental moves, pick a few areas that especially pricked your heart as you read this series, and begin doing little things each day to feed that languishing energy.
Want to improve your relationship with your wife? Write her a love letter. Aren't married and wish you were? Ask a genuinely cool gal on a date.
Feel like you're wasting most of your free time? Set a schedule for your evening and morning routine and follow it.
Wish you had a hobby? Pick one you'd like to pursue and spend this Saturday getting started with it.
Want to increase your reflective and intuitive powers? Take a walk in the woods today and absorb the scene with all your senses.
You'll be amazed at the power of small, simple things to significantly alter your satisfaction with life.
In addition to implementing small changes, steadily work towards putting yourself in a position to have access to greater opportunities and the freedom to exercise the best energies of adulthood. Get out of debt; seek more autonomy at work; embrace fulfilling responsibilities; schedule your week; maintain your health. Follow Churchill's lead in always envisioning new horizons for yourself and thoroughly enjoying the long, circuitous journey towards them.
Ultimately, the most important thing to take away from this series is this: you can't think your way into an awesome adulthood. We've never had so much information on every possible lifestyle choice you can make in this world. But all that information will do nothing but make you feel anxious and restless unless you act on it. Nothing good in life just happens; you have to be intentional about it. Manchester posited that Churchill's existence and identity could be summed up as "I act, therefore I am." The path to adulthood can be likewise described.
Take action — action this day, action every day — and you'll be able to say, as Churchill did, that while your 20s sure were grand, "I have been happier every year since I became a man."
And with that the Churchill School of Adulthood comes to a close. On behalf of us, and Winston, we wish you the very best on the path to becoming a grown-up glowworm.
Class dismissed!
Read the Entire Series
The Winston Churchill School of Adulthood Is Now in Session
A Prerequisite Class on Becoming the Author of Your Own Life
Lesson #1: Develop a Mighty Moral Code
Lesson #2: Establish a Daily Routine
Lesson #3: Live Romantically
Lesson #4: Cultivate a Nostalgic Love for History
Lesson #5: Don't Give Up Your Sense of Adventure
Lesson #6: Don't Be Afraid to Start a Family
Lesson #7: Work Like a Slave; Command Like a King; Create Like a God
Tips on Hustling, Leadership, and Hobbies from Winston Churchill
The Best Winston Churchill Quotes
The Churchill School of Adulthood -- Lesson #4: Cultivate a Nostalgic Love for History
The Churchill School of Adulthood – Lesson #7: Work Like a Slave; Command Like a King; Create Like a God
The Churchill School of Adulthood: A Prerequisite Class on Becoming the Author of Your Own Life
The Churchill School of Adulthood – Lesson #2: Establish a Daily Routine
Tags: Winston Churchill


Måns Månsson and Hongqi Li's STRANDED IN CANTON is a Swedish/Danish co-production about a Congolese businessman, his Cameroonian girlfriend, his struggles with a Lebanese storage facility owner, and his increasingly hopeless prospects in the Chinese city of Guangzhou.
Truly, this is a post-globalization world: the boundaries between countries and continents have been rendered essentially meaningless. All there is left is the pursuit of money and capital. In this neo-capitalist jungle of fog, concrete, and ubiquitous neon lights ("Like the Guangzhou lights: always on," one character sighs), the naive Lebrun (Isibango Iko Lebrun) desperately tries to recuperate his losses after a Chinese businessman ripped him off, failing to transport his shipment of political campaign T-shirts to Congo in time for the election.
Doubling as cinematographer, Månsson seems to have dipped all of Guangzhou in a bath of cerulean dye, transforming the city into an antiseptic industrial purgatory. But, while measured and introspective, STRANDED IN CANTON has the wherewithal to include moments of merciful levity: an impromptu dance party for two in Lebrun's room; a disastrous night singing Lionel Richie karaoke; Lebrun's ingenious method of "readjusting" the useless T-shirts.
These scenes make his eventual failure all the more poignant and heartbreaking. I empathized with Lebrun more than any other character I've encountered this year at Tribeca, mostly because STRANDED IN CANTON gave me a reason to care about him and his plight.
STRANDED IN CANTON premiered at the 2015 Tribeca Film Festival.


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Home Politics Apollo CEO Leon Black leaves, follows Jeffrey Epstein funding scandal
Apollo CEO Leon Black leaves, follows Jeffrey Epstein funding scandal
Leon Black, Chairman, CEO and Director of Apollo Global Management, LLC, speaks at the Milken Institute's 21st Global Conference on May 1, 2018 in Beverly Hills, California.
Lucy Nicholson | Reuters
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Apollo also said in a filing with the Securities and Exchange Commission that former SEC chairman Jay Clayton has been named non-executive chairman of the board. Clayton was Apollo's leading independent director.
Apollo announced in January that Black had paid Epstein $ 158 million for financial advice from 2012 to 2017, despite knowing the money manager pleaded guilty to soliciting prostitution from an underage girl in Florida in 2008.
Those payments, discovered after Apollo hired a law firm to investigate the men's relationship, were three times the minimum $ 50 million Black reportedly made to Epstein in October.
Less than three months before the higher-than-disclosed payments were revealed, Black said in a statement: "Knowing everything I have learned over the past two years about Epstein's reprehensible and despicable behavior, I deeply regret my exposure to him have. ""
"In hindsight, working with him was a terrible mistake on my part," Black said at the time.
In January Black said he had decided that "one way to address the grave flaw in a professional relationship with Epstein is to donate $ 200 million to gender equality initiatives and assistance to survivors of domestic violence, sexual assault and survivors." To provide human trafficking.
In a statement on Monday on his earlier-than-announced exit, Black said, "In the past few months, not only have we announced a transformative merger with Athene, but we expect our first quarter earnings to exceed analyst consensus on overall relevant measures and that Fundraising in the first quarter tends towards the upper end of our annual range of $ 15 billion to $ 20 billion. "
"I therefore see this as the ideal time to step back and focus on my family, my wife Debra's problems and my health, and my many other interests," he said.
Speaking of Rowan, Black said, "Marc has seamlessly transitioned to the role of CEO and I am confident that Apollo will reach new heights under his leadership."
"For the past 30+ years, my co-founders Marc, Josh Harris, and I have worked very hard to make Apollo a franchise built for lasting success," added Black. "I firmly believe that Apollo's best days are ahead of us." . I intend to remain Apollo's largest shareholder and supporter. "
Apollo's share price has risen significantly less in percentage terms over the past 12 months and year-to-date than a number of similarly sized investment companies.
Epstein, a former friend of Presidents Bill Clinton and Donald Trump, was arrested for child trafficking in July 2019. He died a month later in a Manhattan federal prison of what was officially classified as a suicide by hanging.
At the time of his arrest, Epstein was a registered sex offender based on his previous conviction in Florida.
His former girlfriend and property manager, British celebrity Ghislaine Maxwell, was arrested last summer on federal charges for allegedly recruiting and caring for underage girls for the sexually abused by Epstein. She is also accused of blaming herself for allegedly lying about her Epstein-related activities in testimony to a lawsuit filed by a woman who both accused of sexual abuse.
Maxwell, who pleaded guilty to her criminal trial, is being held bail in a Brooklyn, New York prison. She should be on trial this summer.
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Turmeric market is under fresh buying as market has witnessed gain in open interest by 1.39% to settled at 12800 while prices up 58 rupees.
Now NCDEX Turmeric is getting support at 6646 and below same could see a test of 6594 level, And resistance is now likely to be seen at 6754, a move above could see prices testing 6810.
Turmeric on NCDEX settled up by 0.87% at 6700 on expectation of improving upcountry demand in coming weeks. However, upside seen limited amid increased acreage of turmeric in Tamilnadu, Karnataka and Maharashtra and slip in exports.
According to farmers and traders this year production in Maharashtra can be less than last year. Deficit rainfall in Maharashtra and Karnataka affected Turmeric standing crop.
Lower rainfall reported in Maharashtra Marathwada turmeric growing regions like Hingoli, Sangli, Nanded, Basmath affect Turmeric standing crop.
Turmeric output this year is expected to be higher in the states of Tamilnadu, Karnataka and Maharashtra.
In Telangana, turmeric acreage rose to 47,790 hectare compared to 44,956 hectare a year ago, state government data showed. In Andhra Pradesh farmers planted turmeric over an area 18,000 hectares up from 14,000 hectares a year ago.
Turmeric exports during the month of September were up 16.5% to 9,064 tons compared to 7,783 tons in the corresponding period a year ago, according to Ministry of Commerce data.
Turmeric exports during Apr-Sep jumped 10.6% to 65,547 tons compared to 59,285 in the same period a year ago. favourable.In Nizamabad, a major spot market in AP, the price ended at 7060.4 Rupees gained 21.75 Rupees.
–Turmeric trading range for the day is 6594-6810.
–Turmeric gained on expectation of improving upcountry demand in coming weeks.
–According to farmers and traders this year production in Maharashtra can be less than last year.
–NCDEX accredited warehouses turmeric stocks gained by 99 tonnes to 3289 tonnes.
–In Nizamabad, a major spot market in AP, the price ended at 7060.4 Rupees gained 21.75 Rupees.