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Home » SFF Reviews » Welcome to The Dreaming: An Introduction to THE SANDMAN
Welcome to The Dreaming: An Introduction to THE SANDMAN
THE SANDMAN by Neil Gaiman
Neil Gaiman's THE SANDMAN might just be my favorite work of art. To me, it's better than any painting, any album, any symphony, any movie, any poem, any play, and possibly, just possibly, any novel, which to me, as an English Professor, is the greatest art form of them all. I might even like THE SANDMAN better than Pride and Prejudice just for the sheer scope of the thing. If I had to go to that hypothetical island I'm often asked about, I think I'd take the 76-issue SANDMAN instead of Pride and Prejudice. If you've never read THE SANDMAN in its entirety, as far as I'm concerned, you've missed out on one of the greatest pleasures in life.
My goal, then, is to get you to read this great work, or, if you've read it before, to remind you to read it again. In the upcoming months, I hope to write a series of essays taking us through all ten collections of THE SANDMAN. And after that, I'd like to look at some of the spin-off series: Lucifer, Books of Magic, The Dead Boy Detectives, and more.
What is Sandman? THE SANDMAN is a comic book series of 76 monthly issues written by Neil Gaiman from December 1988 to March 1996. Sandman the CHARACTER, or Dream as he is often called, is one member of a family of beings Gaiman calls The Endless, each of whom has a name beginning with the letter D. Dream's brothers and sisters include: Destiny (his brother who carries the Book of Fate), the androgynous Desire, the mentally and emotionally unstable Delirium, self-destructive Despair, and Death, a cheerful-Goth girl who is the break-out star of the series because she plays her role as Death with such kindness (sans scythe) and because she offers an excellent contrast to her brooding brother Dream (Sandman has many names in addition to Dream: Morpheus, King of Dreams, and others that come up throughout the series). Both Dream and Death have pale skin and wear all black and have an affection for each other that we don't see between any other members of the family. There's one other family member who is missing from my list, and part of the suspense of the series is finding out who this character is (he's frequently referred to by the other members of the Endless).
Sandman, as the King of Dreams, presides over ALL the dreams in all parts of the world throughout all time (including other planets as well, since we find out that Martian Manhunter knows him by another name and with another visage). He and his brothers and sisters are personified functions that are essential to the eternal workings of our world. And Dream, because he is the closest we get to Death before we die, is perhaps closest to his sister for this very reason. He presides over what is called "The Dreaming," or as Sandman himself says, "The DREAMWORLD, the DREAMTIME, the UNCONSCIOUS — call it what you will — is as much part of ME as I am part of it." Later, Sandman gives an even more complete description of key landmarks and the geography of The Dreamworld:
"BEYOND, outside my dreamworld, there is INFINITE dust, infinite dark. And the DREAMWORLD is infinite, although it is bounded on every side. The way to the CENTER is a slow spiral. One passes the houses of mystery and secrets — old WAY STATIONS on the frontiers of NIGHTMARE — from THERE one charts a course NIGHTWARD until one reaches the GATES of HORN and IVORY. I carved them MYSELF, when the world was YOUNGER, and ORDER was NEEDED. The DREAMS that pass through the gates of IVORY are LIES, FIGMENTS and DECEPTIONS. The OTHER admits the TRUTH. Once through it I can see my CASTLE."
The reference to the Houses of Mystery and Secret are Gaiman's way of connecting his comic book with the DC Universe. These were two older series of Horror comics in the 1970s, each of which had a framing device for their wide variety of stories: Each house was presided over by one of the two brothers in the first horror story of all time, the first story of murder — Cain and Abel. Cain hosted THE HOUSE OF MYSTERY series; Abel, THE HOUSE OF SECRETS. Gaiman came up with the idea that his Sandman would naturally preside over nightmares as well as dreams and thus would guide stories of horror. Characters from myth, literature, and TV also appear. One other key character from comics that appears is John Constantine, the street-wise magician created by Alan Moore in his ground-breaking SWAMP THING run. This connection is important because Alan Moore is the main reason DC's editor Karen Berger went to England in the late 1980s searching for new talent like Gaiman and Grant Morrison. In fact, Alan Moore is the one who taught Gaiman how to write comic book scripts. Moore even looked at Gaiman's first ones, including one on Constantine. So, Cain and Abel connect Gaiman's series to older comics and Constantine connects the series to new developments at DC in the 1980s. This ability of Gaiman's to smoothly and naturally make connections from the past and the present are hallmarks of his writing to this day and allow him to give a mythic quality to our daily living.
THE SANDMAN series connects to the larger DC universe also through the character of Sandman himself. Sandman, of course, is an old character from folklore who leaves sand in our eyes while we sleep, but he is also Morpheus, the Greek god of dreams, which means Gaiman's new Sandman character operates on the grand level of myth, beyond even a few hundred years of folklore and certainly beyond that of 20th Century comics. But by giving his series the title THE SANDMAN instead of Morpheus, Gaiman clearly wants Sandman's connections to all his comic book predecessors to resonate with his readers who are longtime comic book fans. The original comic book character Sandman from the 1940s was named Wesley Dodds and was similar to pulp and radio crime-fighter THE SHADOW. Eventually, this version of Sandman became less of a heroic pulp character coming out of the shadows and more of a superhero in a bright outfit, one that will be made fun of in the second collection of SANDMAN issues (However, the 1940s pulp version of The Sandman was revisited in an excellent series by Matt Wagner in the 1990s. It's called SANDMAN MYSTERY THEATRE, and I highly recommend it, particularly if you like old pulp radio crime shows like THE SHADOW). However, while all three versions of the comic book character share the same name, they are ultimately nothing alike. The other two main versions of Sandman are human — and they both have cameo appearances in Gaiman's THE SANDMAN — but Gaiman's Sandman works on a grander, mythic scale. Yet at the same time he creates this grand, mythic character, Gaiman allowed his character to take on the appearance of Peter Murphy, lead singer of the English gothic rock band Bauhaus.
Through this series of essays I will try to mention some more of these references and allusions, but I won't even attempt to mention them all (As much as I'm a real fan of Peter Murphy, you don't really need to know that Sandman looks like him, do you?). I don't plan to write a series of essays that go into so much detail you don't need to read the comics to get the plot. The series can be enjoyed without knowing most of these connections and references. In interviews, Gaiman almost always emphasizes how important it was for him to write a story a teenager could read and enjoy the first time through. However, the series is written with so many layers, that it will yield more each time it's read. My suggestion is to enjoy what you pick up the first time without worrying too much about what you've missed. I'm certain I haven't caught all the references yet.
In terms of production, Gaiman created such a unique comic that editor Karen Berger was inspired to create a separate, more mature line of comics that were aimed at an intelligent, older audience. Vertigo emerged, and it still represents quality comics to many of us (Berger just recently announce that she's leaving her position at DC as Vertigo editor). Gaiman, never having been in the industry, just made sure things went the way he believed they should. He wouldn't write a script for an issue until he knew who was drawing it — he wanted to play to each separate artist's strengths. He backed cover artist Dave McKean in his desire to NOT place Sandman at the center of any cover of any issue after issue #1, something that was never done in comics until that point. In the end, McKean's approach gave unity to the look of the series: When one walks into a comic book shop, comics are displayed with the covers facing outward, so each month, McKean's artwork — very different from all the other artwork out there — would be easily identified by fans even though the artwork inside the comic could vary drastically. In addition, McKean's freedom on the cover gave Gaiman freedom on the inside, too: He felt free to tell stories in which Sandman was not the main character or didn't appear at all — once again, an unheard of approach in comics. Gaiman also eventually got the editors to take the * out of "F*CK," a major barrier in comics that was broken by him. And, even more importantly to Gaiman, was the chance to actually end the series how he wanted and when he wanted. Publishers obviously don't want a profitable series to end, but Gaiman got what he wanted and ended the series with issue #75 (there's a special issue that jumps the total number of issues up to 76).
Setting aside for a moment all the ground-breaking work he did through THE SANDMAN, why should you read this comic? Mainly, it's a compelling story that Gaiman creates with seeming effortlessness. The reader can work at catching allusions or relax and get caught up with the story (something I usually do when I read a work for the first time because I don't care about the allusions if it's not even worth reading a second time). The story invites the reader in. Paradoxically, we are asked to wake up to Dreamworld. We start with an exhausted Sandman getting captured by an Alistair Crowley-type figure, and along the way, we meet dreamers like ourselves as well as poets and gods and faeries on the one hand and criminals and murderers and Lucifer on the other. We even meet a young Will Shakespeare and are given explanations for the origins of some of his plays. There are so many different kinds of stories in this series, I can't imagine a person who is not able to find at least one story arc to her taste.
In the next essay, I will begin with the first volume, Preludes & Nocturnes. You'll want to read this first volume soon — Gaiman has promised to publish in the near future a prequel comic that explains what Sandman was up to that led him to be so exhausted that he was caught by a mere mortal for the majority of the 20th century. Order your copy now, and make sure you get a paperback edition: The artwork is such that a digital version doesn't do justice to it. The artists rarely stick to the regularized panels that are best suited to digital viewing. Instead, you want to be able to look at each full page in its entirety.
Welcome to The Dreaming . . .
June 21st, 2013. Brad Hawley´s rating: 5 | Neil Gaiman | Comics | SFF Reviews | 3 comments |
BRAD HAWLEY, who's been with us since April 2012, earned his PhD in English from the University of Oregon with areas of specialty in the ethics of literature and rhetoric. Since 1993, he has taught courses on The Beat Generation, 20th-Century Poetry, 20th-Century British Novel, Introduction to Literature, Shakespeare, and Public Speaking, as well as various survey courses in British, American, and World Literature. He currently teaches Crime Fiction, Comics, and academic writing at Oxford College of Emory University where his wife, Dr. Adriane Ivey, also teaches English. They live with their two young children outside of Atlanta, Georgia. Read Brad's series on HOW TO READ COMICS.
David Miller / June 21, 2013
This commentary series has me quite excited. I mentioned in another comment to you elsewhere on this site that I've read the first four volumes and have given the ten-volume set to my son. I gave it to him either for Christmas or for his birthday in January. Either way, I figure he's read it. I'm going to borrow the set and read along with your commentary.
Marion Deeds / June 22, 2013
The first Neil Gaiman book I ever read was NEVERWHERE. The second was AMERICAN GODS, which is a difficult book for a lot of people. Then I started the SANDMAN collections and I was stunned. I thought, and still think, that he is brilliant, and so is SANDMAN.
Brad / June 23, 2013
I'm glad to hear you'll be following along with me, David! Writing these reviews is a wonderful excuse for me to read them all over again. I look forward to hearing what you think–it certainly is a pleasure having you as a new, active reader on our site. Sometimes I feel I'm just speaking into a void, so your comments are very welcome. I know all the reviewers on our site enjoy feedback.
At the moment, I plan to review volumes 1-3 (maybe 4) before taking a break and reviewing two volumes of Ron Marz's Witchblade and perhaps the first volume of The Darkness by Garth Ennis before returning to review another three or four volumes of SANDMAN. And then another break, and then finish up the series. Then I'll move on to Mike Carey's brilliant Lucifer! I can't wait.
The Origin of Tarot? Madame Xanadu by Matt Wagner | Fantasy Literature: Fantasy and Science Fiction Book and Audiobook Reviews - […] Zatanna, The Spectre, The Phantom Stranger, John Constantine, The Demon, Sandman, Death (from Sandman) and others. You don't need…


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Beth Lo
Wavi-Sab-i Cup
3h x 2.50w in
Wabi Sab-i Cup
Chi-not Series, Sandwich Dish
Swimmer Cup
Large "Chop" Bowl
2.75h x 6.75w in
Small "Chop" Bowl
Red Teabowl
2.50h x 4w in
Ramen Bowl
3h x 7w in
Beth Lo was born on October 11, 1949 in Lafayette, Indiana, to parents who had recently emigrated from China. Much of Beth's ceramic and mixed media artwork draws from themes of childhood, family, Asian culture and language. She received a Bachelor of General Studies from the University of Michigan in 1971, and then studied Ceramics with Rudy Autio at the University of Montana receiving her MFA in 1974. She assumed his job as Professor of Ceramics there when he retired in 1985, and has been twice honored with the University of Montana Provost's Distinguished Lecturer Award, 2006 and 2010.
Beth Lo has exhibited her work internationally. She was invited to make a new work for the Main Exhibition of the 7th Gyeonggi International Ceramics Biennale in Korea, 2013. She has received numerous honors including the $50,000 United States Artists Hoi Fellowship in 2009, a $20,000 National Endowment for the Arts Visual Artist Fellowship Grant in 1994, a Montana Arts Council Individual Artist Fellowship in 1989 and an American Craft Museum Design Award in 1986. Her figurative sculpture and pottery has been acquired by the Schein-Joseph International Museum of Ceramic Art at Alfred University, Harborview Medical Center, Seattle, WA, Microsoft Corporation, Cheney Cowles Museum of Art, the University of Washington Medical Center, Seattle, WA, the Permanent Collection, Yellowstone Art Center, Billings, MT, and the Hallmark Card Corporation Ceramics Collection.
Beth and her sister, author Ginnie Lo, have collaborated on two children's picture books, Auntie Yang's Great Soybean Picnic (2012) and Mahjong All Day Long which won the 2005 Marion Vannett Ridgeway Award. She has also collaborated with her mother, Chinese brush painter, Kiahsuang Shen Lo. Beth is also active as a bass player and vocalist for several musical ensembles including The Big Sky Mudflaps and Salsa Loca. The Big Sky Mudflaps is a swing and jazz ensemble that has played on the NBC Today Show and the Kool Jazz Festival among other national venues
A CULTURAL NARRATIVE
My work in ceramics and mixed media revolves primarily around issues of family and my Asian-American background. Cultural marginality and blending, tradition vs. Westernization, language and translation are key elements in my work. Since the birth of my son in 1987, I have been drawing inspiration from major events in my family's history, the day-to-day challenges of parenting, and my own childhood memories of being raised in a minority culture in the United States. I use the image of a child as a symbol of innocence, potential, vulnerability and play.
As I have grown older I think more and more about legacy and inheritance. In the piece "Brothers and Sisters", I have replicated traditional Chinese vase forms, on which I have painted imagery representing the values and valuables that I would want to pass on to the next generation. I borrow visual vocabulary from Asian funerary papers, which depict items of physical and spiritual wealth, and are meant to be burned when a loved one dies, sending that wealth to the next life. I also reference Chinese export porcelains, which were often painted, somewhat redundantly, with elaborate vase forms in order to show off the wealth of the owner.
The Chinese like to make the vases in pairs, to give a formal symmetry to an indoor or outdoor space. I like the imprint of my fingers that is visible in coil building, so the vases are made using a cardboard silhouette template, so they can be very close to identical in form. The imagery is arranged loosely on the forms, giving the feeling of patterning without actual repetition.
Other influences in my work include calligraphy, advertising styles, cartooning, humor, kitsch, Chinese landscape painting. The Chinese characters on the vases are: Older Brother, Older Sister, Younger Brother, Younger Sister.
BETH LO + KYUNGMIN PARK: SENSE OF PLACE
Through June 29, 2019 View works online June 8 – 29, 2019
Natalia Arbelaez, April D. Felipe and Beth Lo September 8 – 29, 2018

redpajama_set_name: RedPajamaCommonCrawl


June 22nd – Don't Forsake, Embrace!
Demas is mentioned two other times as a friend of Paul's. Yet we read in this verse that he forsook Paul for the present world. Can you imagine forsaking the greatest evangelist of all time (besides the Lord Himself)?
These are the last words of this chapter and some of the last words spoken by Paul. There are many characters that surround Paul. No doubt, Paul and others had high hopes for Demas. But something happened, and Demas had departed.
Remember, there is never a good time to quit the Christian life, especially when the need is so great. Consider how Paul felt when he wrote this. He was probably disappointed because his friend had forsaken him. Yet even though Paul was in prison, he was determined that he wasn't going to let Demas' betrayal hinder his work for the Lord.
Perhaps things are getting hard for you at work. Maybe you are feeling down because something you've always wanted to happen doesn't seem to be happening. Whatever the case, don't forsake the Lord! Instead, cling to Him now more than ever. Be honest with Him about what you are going through and ask for His help to face the rest of today.


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Who's not J.R.? An essay in anti-morality
A recent story out of Fairfax VA notes the tragedy of a double murder and suicide. A young man with Neo-Nazi interests was barred from seeing his girlfriend. He was discovered in her bedroom in the early hours by her parents and he promptly murdered the both of them before turning the gun on himself. No motive could be ascertained, the story reported, and the parents were eulogized as simply attempting to save their daughter from a dangerous influence. Given that all those involved were of the same 'race' and both families had sent their respective children to an elite private school – which in itself smacks of a kind of lingering fascism – the young man's politics could not have been the deciding factor and were perhaps used as a well-intended rationalization for keeping the pair of them apart. No, the two young people were in love and when such a love is denied things can become dangerous very rapidly. The story recounts that an 'intervention' was made and that the young woman had been convinced to stay away. This seems an open question given the subsequent visitation. And indeed, the young man manufactured an intervention of his own. Love of this youthful and incandescent variety works like this: if you cannot be with your beloved then all those who have stopped you from being so must be eliminated. Since in doing so you have also eliminated any further chance of reunion yourself, you also might as well die. For life without the beloved is simply not worth living a moment longer. This is the motive for the events in Fairfax and others besides, including the Canadian example discussed in the essay below. Yes, the logic is irrational in the extreme, and adults who are in love do not love as do those with nothing further to lose or those who have no perspective on what might be lost (the elderly and youth among us respectively, are the only ones who actually love freely and unconditionally in this manner, more power to them, perhaps). In any case, the avoidance behavior associated with the contrived puzzlement regarding youthful love exposes the rest of us for what we have become: guarded, resentful, jealous, and controlling. We have become that not generally or originally through any calculated maleficence, but simply because we have loved and lost repeatedly, and the mystery of how that occurs and continues to occur is something as deep as it is abiding.
Read on if you are interested in a more detailed case and ethical argument concerning the nature of human love and its ambiguous character.
Who's not J.R.? An essay on anti-morality
Back in the 1980s, the popular television soap opera Dallas, a melodrama chronicling the life and times of a dynastic oil family, titillated its viewers with one of the most famous cliffhangers in media history. The principle had been gunned down by an unknown assailant, and for a time the world of popular culture was regaled by a simple query: 'Who shot JR?' No doubt the super-wealthy magnate had made many enemies in his checkered career, including members of his own family. At length, the issue was resolved in typical Hollywood fashion and we viewers got on with our very much more mundane lives and times.
On May 6th, 2016, our very own J.R. was released from all further obligations to Canada's justice system, having after about ten years completed successfully her psychological rehabilitation. She was now able to get on with her life, and the community of Medicine Hat got some closure to a traumatic affair that had, at the time, shocked the nation and promoted, in a rather different way than a soap opera cliffhanger, a flurry of fashionable querying as to just what had occurred. Because what the RCMP walked in on back in 2006 was a grotesque horror of undeniably bestial proportion. Three people, one an eight year old child, had been brutally murdered. It was no ordinary affair on at least two counts: One, the murders were as far from being 'professional' as one could imagine. Their detritus spoke volumes about the hatred and fury that must have been present in the murderers' minds at the time of the slayings. Two, one of the criminals was the victims' own twelve year old daughter, that is, J.R. herself.
Now we've perhaps gotten all too used to the brutality of murder, not least because of how it is portrayed in our entertainment fictions. The more gruesome, the more credit for the heroes – from the famous detective on down to the technicians of CSI and everyone in between – who solve the case. But solving isn't quite enough, after all. What we seek is not merely the solution to such cases, but also their resolution. This sensibility isn't important for television because in order to keep the series or the plot rolling along we need to always be on the edge of our moral seats, anxious that the next time, just maybe, our heroes may not be able to solve the problem. It certainly keeps us watching. But in real life, we know things to be a little different. In our day to day world there are plenty of ordinary heroes and villains, and plenty of events that cannot seem to be resolved, from world peace on down to a family dispute. Even so, the fact remains that we also know that we should resolve these issues, even if we do not appear to have the means at our current disposal. Peak time viewing cannot bear a real tragedy for overlong.
So when J.R. was deemed worthy of the great socially sanctioned grace of human freedom, the media turned back for a moment to the original events, if only to reset the circle that was now, at least officially, resolved. The case itself was closed long ago, but this is not of interest to us. It is almost as if we can hear some version of Sherlock Holmes reminding us that 'murder is common, morality rare'. Our fictional heroes are often great moralizers. After all, they defend society and its mores, legally and sometimes, to our delight, extra-legally. The anti-hero is often still a hero. Whether it was Holmes himself, pushing his loyal partner into breaking the law to catch the real law-breaker to the Dark Knight of comic book land, we remain entranced by the idea that sometimes you have to play dirty to get the dirt on things. What separates our heroes and villains is not really their means, but their motives. In spite of the moral caveat of which we are also very aware – that the ends cannot justify the means – nevertheless we celebrate those who transgress in the name of righteousness. This attitude surely descends from religious outlooks wherein the messianic voice was always a revolutionary one: 'you have heard it said, but I say unto you…'. The key word, the radical term, is 'but'.
It seems like a simple little word. Yet it is the harbinger of change. It announces itself by pronouncing in an entirely different manner a language we thought we knew well enough. Its speaker claims that we have been living in a dream-world, but he or she knows the truth of things and is going to, gracefully or no, bestow it upon us. Most attempted religions are a flop for just this reason. Not enough of us are convinced by the new meanings to get a viable social movement begun. Those that are successful, however radically announced, tone themselves down considerably – often after their founder has died; all the more so if they are executed or murdered – and begin to look very much like what the rest of us have been used to all along. In spite of this, there is some change. Over long periods of time, we find ourselves living in a different world.
But, sometimes we find ourselves in situations where we can't bear to wait for change a moment longer. J.R. was one such person. Her parents had, no doubt amongst other things, forbidden her to continue to see her twenty-three year old boyfriend, a Mr. Steinke. We actually know his name because he was a legal adult at the time of the crime. Indeed, it is safe to assume that 'J.R'. are not even the other person's real initials, but no matter. Let's examine this situation from the outside, using what we think we know about adolescent intimacies and also love of all kinds. Wait a minute, you're saying, what's this about 'other things'? The attending officer was interviewed briefly in 2016. He had clearly not been able to vanquish the original scene from his mind. I doubt many of us could. All of the evidence that the courts were interested in was present. But there was also a surfeit of more profound evidence of the type that is truly disturbing because it forces us to confront the character of both our personalities and our social conditioning. The murderers, in their violence, appeared to sink below the level of animals, for no animal kills in this way. Indeed, one of the dubious marks of our humanity is that we do not simply kill, but rather murder. The unethical rationalization that warfare transmutes murder back into mere killing is just that. Of course, neither the twelve year old nor her adult accomplice had any practice at murder. They were manifestly not assassins of any 'level', let alone of the type that provides yet more dubious entertainment in video games and films alike. The stabbing, slashing, cutting, gutting, impaling and garroting that greeted the gutsy RCMP officer produced a sight that was not for the faint of heart, to say the least. But the ferocity of the attacks tells us of their authentic motive. And that motive was as far removed from what one would first imagine as it could possibly be.
In the Phaedrus, Socrates famously defines love as a form of madness. Sent by Aphrodite, it afflicts mortals because, though we have imagined love from the vantage point of heaven, the metaphorical wings we grow when in love cannot help us actually ascend there. We are thus fated to love on earth even though our attention is arrested by a vision of the beyond. This is why lovers appear to be so disinterested in the world around them and others outside of their blessed dyad. Now in Plato's day, such a definition was to be taken as 'value-neutral'. That is, when in love, human beings were known to be capable of extreme emotions, thoughts and acts. They might be deemed great and worthy by the surrounding society, ourselves, who might not at all be in love at the same time, but might recognize it because we had been in love or in fact because we still were in love. But such acts of love could also be vile, vindictive, and violent. For to be in love is to desire only its continuation. Its 'visionary' quality allows one to pretend that the things of the mundane world are of little import. No sacrifice for the beloved is too high to accomplish, no need too desperate to give succor. Even as recently as the beginning of the nineteenth century, this antique notion of love and how it transformed human consciousness and rationality was still taken as a given, indeed, celebrated famously and infamously by the Romantic movement in the arts. But with the rise of psychopathological discourse over the course of the Victorian period, our definitions of both love and madness were altered.
The first became the lighted space of all that was good and pure about human character. To be in love was to be one's best self, to raise both self and other out of the slough of bestiality and to become role-models for one's fellows, marking not only the good life but also the good society. The second became the ever darkening space of non-being, a disturbed reliquary of all that was evil and irrational about us. Love and madness were thus separated, almost at birth. The problem of irrationality was partially solved along these lines, though one could argue that it was psychology which invented the problem in the first place. But what psychology neglected to resolve was the ongoing reality of the tension between two new forms of being human: society and the individual, both scions of the eighteenth century Enlightenment. Yes, community, group, ethnicity, tribe, cult and sect, amongst others, hailed from much earlier times. People, figures, roles, positions, and even the self, likewise. But society in the sense we know it today, and the individual, the sacredness of which we in North America particularly prize, were new. Their advent was both the result of and the catalyst for the political and intellectual revolutions to which we owe our current state of being. You might say that we are, as a collective, in love with them, because we would simply not be ourselves without their presence in our consciousness.
We too suffer from a collective madness, even so. What truly mature species jealously guards and feeds the means of its own destruction? Our love is strong, no doubt, but it does not yet extend to those we feel nothing for. We have not at all reached that pitch of ethical maturity that the contemporary philosopher Paul Ricoeur reminded us characterizes authentic love, stating 'the love we have for our own children does not absolve us from loving the children of the world'. Quite so. Our kind of love remains selfish and parochial, in other words, a little mad. And this at the best of times, for no child can be cajoled, manipulated, or coerced into murdering her own family if that family was itself not already the space of violence, danger, abuse, and hatred. We speak of discipline, obedience, 'oppositional defiance disorder', civility and maturity. We school our children to conform and to ask mere technical questions. We threaten them with our absence, neglect, emotional and even sometimes still, physical violence. In the name of love, we do these things to and 'for' our children.
Clearly, in spite of modern psycho-social discourses, the nature of human love still looks more like the thing Socrates was talking about long ago. One wonders if today, love itself being also a commodity, we use it to secure for ourselves status and security more than anything else. Children, with their incomplete socializations and their almost innate ability to be pests, are a constant threat to our fragile control over the petty kingdoms we hold ever so close to our breasts. What contemporary psychology does tell us that makes sense is that children do not tend to develop relationships of any kind with older persons who are not family members unless there is some pressing need being unmet in the family itself.
I can, barely, recall being twenty-three. I am grateful for my failing memory. Nietzsche was right, of course, about those unable to forget being existentially doomed. Aside from living in the past – is it a coincidence that so much of our entertainment is nostalgic in character? – the mourning of lost youth, the jealousy and even resentment we feel towards adolescents who can seemingly do and feel all that we seemingly cannot, contributes bodily to a sense that we, as adults, have at once to protect youth from itself, but as well, and more darkly, to keep youth from having too much fun, for having such is seen at our expense. After all, what would children be without us, we ask? They'd starve on the street. Canada would look like Bulgaria after the fall of state socialism, with untended orphanages, child prostitutes and sexual predators alike, gangs of Dickensian youths of all stripes and skills.
But aren't team sports fun? What about science camps? How about music and theatre? These days, even homework, that time-honoured extension of the surveillance of the schools into the homes, should be 'fun'. But we adults know better. Being in love is fun. And forget love, sex is real fun. Now you're talking. But don't tell the kiddies! At the time of the Enlightenment, twelve and twenty-three was a normal, socially sanctioned age match for marriage. The girl was always younger, but old enough to bear children in at least a short while. The man must be older, for he was the one who had to earn the family's keep. Now no one wants to go back to the social formations that made this work for millennia. Most men as servants, women as chattel, children as property, animals as tools or worse and so on. But just here we can note something of import: the rights of children are not the same as those of adults even in our own day. We say that is because they are not expected to have the same obligations, and this seems sensible so far as it goes. Even so, we have extended our notion of what rights children do not, by definition, hold, into the realm of their consciousness and emotional experience. This isn't a case of not being able drink or vote. This is, rather, a case where young persons must be not only allowed, but encouraged, to explore their nascent humanity with one another.
At twenty-three, I was not much more than a child. My emotional age was probably around sixteen, and this is quite typical of young males in our culture. No need to read the criminal news to divine that. In spite of being half-way through a Masters degree, in spite of having placed second for the Governor General's Silver Medal and having received monies bestowed on only the top one percent of students, I was nevertheless fully capable of falling in love. Yes, with some other 'teenager'. If an actual fifteen year old girl had come along I would have known I had met my match. Indeed, physically, as well as cognitively, such an age gap makes far more sense than what we actually do sanction, as females mature far faster than males in far more than just smarts. Our ancestors recognized this as well, though their goals were hardly about two young people exploring love together. So Steinke, if he was a typical guy, was more or less like me, like most guys. Not a lunatic. Not a child molester. Not a manipulator. He was about 'sixteen', and J.R. could well have been a few years older than her chronological age. Many twelve year old girls are. If we presume the two of them to be typical – there simply isn't enough public information available to know for sure, and what there is has been seriously compromised by our desperate predilection for confining and limiting such relationships given their threatening quality; threatening, that is, to our bad conscience about how we not only raise our kids but also to what we ourselves have become in the meanwhile – they could easily have been in love to the extent that the madness of being in love was readily available to them. And one thing we all know about being in love is its absolute impatience with anything in its way. Love cannot wait. It will not wait. No sacrifice is too great, no act impossible. And such acts carry themselves well past any morality of the day. Love is an essentially anti-moral or even non-moral phenomena. Nietzsche famously proclaimed "That which is done out of love always takes place beyond good and evil'.
So all those who were interviewed in the ensuing weeks of 2016 who claimed they 'could still not imagine how a child could do such a thing', need to get a grip. And those who, with a little more public grace, suggested that J.R. had earned the right of a second chance, might consider spilling more of their apparent ellipses. Does this mean they knew something about this particular family? The idea of a second chance does not adhere as well to adults. Karla Homolka has become a Canadian archetype for this side of the coin. Yet surely she must have grown up wrong as well. Who could do such things and not have done so? And, in spite of ourselves, she did get her second chance after all was said and done, though we are skeptical of it and rather rightly so. And the idea, also rife in the interview material, that 'children don't really know what they're doing' is likely a calculated nonsense, martialed to decoy our suspicions away from the real problem: the family as we know it doesn't work.
The question is not, 'how could a child do such a thing?' It is rather, 'how come more children don't do such things?' It is the same question we can ask of other arenas which house our social inequities and inequalities. How come more women don't murder men? How come more Blacks, or other subaltern ethnic groups, don't murder Whites? Yes, I have heard the song from Jamaica, Mon. It was a man who murdered at the Polytechnic. Personal delusion was his 'excuse'. But such murders in their very occurrence are already part of our wider social expectations of men. Women, and all the more so, children, do not figure on the debit sheets recording what we consider to be such incivility or worse. So we come up with the wildest rationales whenever they do make their rare appearance, including the manner in which such cases are handled. One person interviewed wondered if J.R. had somehow 'tricked' the rehabilitation program and justice system, and thus society at large. Oh, really? Oh wait, I forgot, she's a demon-child, capable of super-human manipulation and trickery verging on sorcery. If anything, she's been denuded of both her madness and her sense of being able to love. After all, 'you can't have one without the other'.
As a professional social scientist, my gut feeling was that I would want to actually meet J.R. and find out what really happened, at least, according to her perspective. But if our much-vaunted psycho-therapies were successful, I probably shouldn't try: "Hey everybody, look, I just killed the philosopher and culture critic. He's the true menace to society. I only killed my family but he wants to kill THE family. I only killed people but he kills morality itself. See, the therapy worked. I'm now so fully on your side that you can rely on me to defend society to the knife. This I vow. Surely killing the thinker more than makes up for what I did as a kid? The balance is restored and all of you have nothing to fear!"
She might be right. But a couple of last things remain of note. We know that our society could stand some improvement, and equally, we know killing people isn't the answer. But where are the opportunities to question the authority of institutions, discourses, ideologies and social formations such as the family and gender relations that make the way things are seem as if they could only be this way? As if there were but one 'human nature'. As if we were happily divorced from our own humanity.
J.R. was released, somehow fittingly, on Freud's birthday. Proverbially, part of his theories concern the killing of one's parents and their subsequent replacement with lovers. However allegorical, the idea is nonetheless in our heads. Steinke was in her life for a reason, Freudian or otherwise. Falling in love like that was a mark of both grace and desperation. Believing what they shared could be saved if only those who prohibited it were removed was a mark of adolescence at best, but what ended up being done was done out of love, nonetheless. Perhaps the one thing the rest of us can learn from this disaster is that the next time we find ourselves justifying something in love's name, we'd better think twice about what love really is, and what it can do.
Social philosopher G.V. Loewen is the author of over two-dozen books on such diverse topics as ethics, education, art, religion and science.
Author Greg LoewenPosted on January 18, 2018 Categories essays
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When it came to winning gold at the Olympic Games, no Dane did it better than Paul Elvstrøm.
The legendary sailor, who passed away yesterday aged 88, is the only Dane to have won four Olympic gold medals – and he did so at four straight Olympic Games from 1948 to 1960, thus sharing the record for the most won consecutively at an Olympics by an individual male.
In fact, Elvstrøm won often and rarely settled for anything other than gold. Between 1957 and 1985, he won a stunning 17 sailing World Cup medals in eight different boat types. Amazingly, 13 were of the golden variety.
Denmark qualified for the second group stage of the Women's Handball European Championships in Sweden following a 23-19 win over Hungary in Malmö last night.
Combined with their win against Montenegro on Monday, the Danes are the only undefeated team left in Group C and will have a chance to win it when they take on Czech Republic in the final group game tomorrow.
Stine Jørgensen currently sits second in the top scorer charts with 14 goals.
To mark the 25th anniversary of Denmark's triumph at the European Championship in 1992 the Danish national team will face their German foes from that historic final next summer.
In what is widely considered Denmark's biggest sporting moment, the Danes overcame all the odds to reach the final to beat heavily-favoured Germany 2-0.
The match in '92 was played in Gothenburg, but the match next summer will be played on June 6 somewhere in Denmark.
Cycling fans in Denmark will be able to see some of the top cycling stars of the world up close and personal next year.
Denmark has been picked to host the 2017 European Road Championships – to be held in the Herning area in Jutland from August 2-6.
It will be the first time that Denmark will host the tournament, which will include elite, under-23 and junior competitions.


Do the Documents Speak for Themselves?
Editor's Note: This article is primarily intended for non-attorney advocates who assist parents and attorneys in preparing to present a child's case at an IEP meeting, mediation or a formal due process hearing. Regardless of the forum, these concepts about evaluating and using documents are the same.
So - there they are - boxes, three-ring binders, school records, and other stuff written on paper - paper that is occupying a disproportionate amount of floor space.
There they sit, growing as if the little monsters have some sort of expansionism population policy. Sometimes the little monsters obstruct pathways to other parts of the room in which they reside. I like to use them as footstools or convenient places to set a coffee cup. At least they have some utilitarian value. Over time, they take on a comfortable patina.
They sit on the floor, occupying space, while we concentrate on the more interesting aspects of the case. We know these papers contain some sort of mystical potential. But, we rationalize, we will dig around and find what we need when the "right time" presents itself.
Everyone knows the real stuff of advocacy is doing battle with "them" - right?
During the "real" battle, we will rely on our hottest documents and our superior argumentative skills to zing the other side because the documents speak for themselves, right?
Addressing the "document speaks for itself" concept in his decision in Mid-Continent Resource Recovery, Inc. v. Shred Pax Corp., No. 94 C 6689, 1995 WL 12229 (N.D. Ill. Jan. 10, 1995), Judge Shadur noted that the "Court has been attempting to listen to documents for years in the forlorn hope that one would indeed give voice."
Witnesses and trial advocates give voice to the evidence contained in documents. The experienced trial advocate artistically weaves these silent documents into compelling testimonial evidence through sound planning and tactical choices.
Almost without exception, current deficiencies with regard to the appropriateness of a child's IEP, placement, or classification are related to early events that followed the initial evaluation of the student. Sometimes the problem relates to the initial contact at a new school after the child transfers from another school, town, or state.
Because human memories are fallible, we must rely on information contained in the child's education records. To unravel the facts and to develop a compelling and easily understood theme for the story that we will eventually present to a decision-maker, we must learn to love reading documents.
There they sit. Fourteen billion pieces of paper stuffed into boxes or notebooks designed to hold only a tiny portion of fourteen billion pieces of paper.
"Well," you say, "the school district's attorney will not look at each one of these papers. Besides, everyone knows that school district attorneys do not look at the records until a week or so before the hearing."
Let me dispel this myth.
The school district's attorney, unlike the you and me folks out here, have legal assistants and paralegals who sift, sort, put into chronological order, categorize, summarize, copy, identify, and neatly store the stuff in numbered boxes and folders.
Some school attorneys even have former special educators, nurses, and other professionals on their staff who can help them analyze these fourteen billion documents. Some school district attorneys have lower level associate attorneys who do preliminary legal research (uninteresting work for grunts).
If you and I had that kind of support, we too could blow into a meeting room looking like Perry Mason.
We do not, so we must even the odds by making fact-finding one of our top priorities.
Organize documents and other potential evidence that supports and diminishes the value of your case. Become knowledgeable about every possible defense that the school district has available.
Know the strengths and weaknesses of your case. This knowledge is the key to formulating a credible argument. Good advocates do not enter into serious discussions with the other side without knowing both sides of the issues in question.
Organize your information in a usable, easily referenced manner. If you do not do this, your case is doomed to spend its natural life in a quagmire of petty argument.
Use a method to organize and analyze information in the file. Special education matters are paper intensive.
Pare down your evidence documents to a precious and lovely few.
We want to trust other folks, and we generally do. We learned to trust good old "Dr. Says." When we trust Dr. Says, our trust manifests itself in dangerous behavior if we skim over reports.
Train yourself to read every line of every document or report. Read the documents without a preconceived notion of what those papers contain. Look at them with child - like enthusiasm. Hunt for inconsistencies, obscure conclusions supported with mostly subjective reasoning. Learn to look for patterns of "cut and paste" observations, conclusions, etc.
Often, evaluators carry forward erroneous information from early parent or teacher comments. When these "cut and paste" statements are included in a critical evaluation or report, we need to be able to show that the information is erroneous - and where it came from.
Correctly identify the date of the document. Who among us has not mistaken the date of the report for the date of the evaluation? You can eliminate these kinds of mistakes by careful reading and use of checklists.
In our society, we learn to trust Mr. or Ms. School Says. I do not want to suggest that all school folks are untrustworthy individuals - far from it.
Frequently, documents that have been previously released by third parties to the district are those that were selected by the third party for release that relate only to "education." Typically, however, there is additional information contained in the third party's files, including psychiatric and other medical information that could be significant to the defense of the school district's case. Thus, it is extremely important that all documentation is obtained from third parties to the extent possible.
If the parents have not yet initiated a due process hearing and the parties are in the process of discussing parental concerns, it is important for district representatives, not the attorney, to request that the parents execute a release that would allow the district to obtain copies of all of the child's records from third parties. Obviously, the district would assume the responsibility for securing the documents, copying the documents and providing copies of the documents to the parents if requested.
Special Education Law and Practice: A Manual for the Special Education Practitioner, Chapter 9, Section II (A), ((2001 Ed.) Gary M. Ruesch, Editor, LRP Publications, Horsham, PA.
When parent attorneys read these two paragraphs, I suspect most expressed a few "Hmmmmms".
We often assume that two identical appearing documents are indeed identical. Look carefully. Do not do a screening peep to determine if two documents are identical.
Look carefully. You will often find text differences. Sometimes a handwritten notation appears on one document, but not on the other. These differences turn what appear to be identical documents into documents that are different. Compare the dates. Look for evidence of the creative "white out" snooker. Only by developing a discipline will we be able to be certain that the document we are relying upon is actually the document we believe it to be. Analyzing documents is a learned skill.
Organizing those fourteen billion documents is the first step to understanding what is in the documents.
There are too many methods for organizing documents to list here. I suggest that you look at how successful advocates and attorneys do this. You need to devise a way to know where your evidence is and how to retrieve it when you need it. Nothing makes weary bones quicker than realizing that you spent two hours to find a document that required only 10 minutes to use.
Make working copies of documents that you will use for study or note taking.
Review documents with total objectivity. Do not look for what you would like to find. Look for what is there.
Purchase and use a good dictionary if you do not own one.
I recommend the Oxford American English Dictionary and Thesaurus a combined work that is not expensive. Get the paperback version of this dictionary. Carry it with you. Add yellow stickies, write in it, circle stuff. Above all, check every word, term, concept, or utterance that you hear or the school district uses.
Do not - Do not - Do not assume that you understand a term, no matter how familiar you THINK you are with the meaning of the term.
As an initial step, the school attorney should request that the client collect all school files relating to the child. Caution must be exercised in this area because many schools maintain separate files, e.g., the "main file," the attendance file, the school file, the teacher's file, the psychological services file, the health services file, the special education file, etc. Thus, the school attorney should ensure that the district has identified all files generated or maintained that relate in any way to the child and/or to the child's family.
In addition to educational records, the files maintained in a particular case frequently contain documentation from third parties, such as physicians, hospitals, residential and private treatment centers, or other public schools. Because documentation from third parties often contains information critical to the district's case, it should be determined whether and how such documentation can be obtained.
WARNING: What follows sounds like a lot of work and a lot of time - and it is. If you can do this, you may be able to prove your claims without much expense. If you need to hire an attorney later, you have saved yourself a wad of money because organizing documents is a major pre-hearing expense.
If you do this, you may get hooked on document peeping and find that you have volunteered to help other parents prepare their files.
Approach school personnel as if they want to help. Give them a chance to help you. Do not go in with an attitude of blame and hostility - they have not let you down yet.
Ask the school for a private room. You do not want someone who is looking over your shoulder to intimidate or frustrate your review. Have these tools: plenty of sticky notes for marking pages you want to copy; plenty of paper for your personal notes; patience.
Keep the file in order. Go through the file, page by page. You do not need to read every document while you are at the school because you can get copies of everything.
Make an inventory of all documents in the file. When school provides you with a copy of the file, you will know if the file has been vacuumed or sanitized.
Examine all documents in the file. School people often make notes on stickies and attach these notes to documents. Make a note all documents that have sticky note attached to them. Make a note of what was on the sticky note. A copy machine may not pick up or show highlighted portions of documents. Or the highlighted portion may turn into a black, opaque unreadable mark on your copy.
Examine the file folder. You will often find handwritten notes on the front, back, or inside covers of the file. Make a note of everything written on the file. A telephone number or obscure comment may correlate with a nice piece of evidence later.
Look for a contact log. Education records often include a contact log or record of incoming and outgoing telephone calls, letters, etc. relating to the student. These logs often contain interesting information. Note the "tone" of comments. For example, you may find an entry that reads,"Ms. Gripealot called AGAIN and was told you were NOT available."
Look for letters to or from the school's attorney. If you find correspondence with the school attorney, there are several things you can do. You may put flags on this correspondence and ask that this not be copied for your use. The information in these letters or other communications may be protected by a privilege. Unless you are a lawyer, you may not know how to determine this. Do make a note for yourself about each of these letters. Your note should contain the date, the author, the recipient, and the subject (not a word-for-word recitation) of the letter(s). If you follow this practice, you will demonstrate to the school board attorney that you are honest and worthy of respect.
Never assume that the school provided you with the entire record. Schools file documents in different places. You may find files in the office of the 504 coordinator, the school nurse, the special education director, and so forth. These files may include documents that are not in the child's "main" or cumulative file. (Refer to the quotation from the LRP publication above).
Determine which support staff seems to be the ramrod support person. Before you leave, ask this person if you can have a copy of the school's 504 policy, attendance policy, and other policies that you know about. These documents are the stuff of which due process dreams are made.
Look at posters, inspirational quotes, and brochures. You may find delightful quotes or policy statements that run counter to how school personnel are handling your child's education. Look for warm, fuzzy statements that are printed and displayed for all to see. Write down what the poster says, where it was displayed, and the date you saw it. Don't forget to pick up brochures about the school or school district. The people who write these things tend to go overboard when they say "No student is left behind," etc.
Make a second set of copies to use as your working copies. Bind the original copies with a rubber band. Attach a note that includes the date you received the copies and from whom you received them. Do not mark, write on, spindle, mutilate or otherwise disturb these original documents from the school. If you need to prepare for a hearing, these are the documents you will use.
Organize your working copies chronologically. File the oldest document on top, most recent document on the bottom.
Do not organize documents by category. Do not file IEPs, letters, or evaluations together. Instead, file documents in chronological order. This will give you a clean picture of events.
Some documents have more than one page. For example, most IEPs have many pages. These pages may have different dates. Find the date of agreement or execution that relates to the entire document or set of pages. Use this as the date for the document or set of pages.
Use documents to make a timeline. Make an index of the documents by listing the date, author, and a brief description of the subject matter of the document. For example, a letter may be described as follows: Letter, dated ***, written by ***, sent to ****, subject: notice of IEP meeting date. This process will save you many hours. When you use this process, you avoid the headaches that you would get if you had to dig through piles of papers to find the "smoking gun" document you recall seeing several months ago.
Examine each document carefully. Look at the dates. Are there discrepancies? Do the date sequences follow the rules?
For example, if the document about the initial placement decision is dated before the initial evaluation report, BINGO. Is the date on the IEP before or after the date on the notice of the meeting?
Check everything. Take nothing for granted. We have fallen into the trap of reading documents with an uncritical eye when we assume that all evaluators are qualified and all dates are correct.
Regardless of whether your claim will be resolved informally by mediation or negotiation or in a formal due process hearing, you must understand the basis of the claim and prepare to present your claim.
Having to plow through and understand hundreds or thousands of documents is time-consuming and exasperating. But the payoff comes when you know the real facts and issues and how to prepare, when you can show evidence that supports your perception of how the facts apply to your issues.
Above all, this process provides parents and non-attorney advocates with the tools you can use to avoid case-killer arguments. What are case-killer arguments?
"The evaluator was a bozo"
Anything that looks like Latin and is not a misspelling of a perfectly good word or words.
Finally, may I suggest that learning how to evaluate and use documents takes great patience and discipline? Others can help you with the learning process.
Join organizations like the Council of Parent Attorneys and Advocates (COPAA).
Brice Palmer lives in Benson, Vermont. In addition to his work as an active non-attorney advocate, Mr. Palmer is managing editor of The Beacon and pens Observations from the Transom.


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Where to take Mrs Wilbur for our 16th wedding anniversary this weekend? Paris of course!
For the first time we stayed near the Eiffel Tower, allowing Mrs Wilbur to take this shot after our anniversary meal on Friday night.
I am cursed with bad luck at the Eiffel Tower. I have been to the top three times and every time it has been misty!
Have you climbed the Blackpool Tower. I haven't been to Blackpool since 1978.
Never and not sure I want to!


In a large bowl, combine half the turmeric, and chili powder, Chinese five spice or Garam masala, 1 tbsp olive oil, salt and pepper. Add the chopped cauliflower to this and coat evenly.
Roast the cauliflower and leeks at the same time, on two separate baking sheets. Leeks: Spread the leek bottoms on a lined baking sheet, and season with salt and black pepper. Cook for 20 min at 350-400. On another lined baking sheet, lay out the spiced cauliflower, and bake for 30-40 min at 350-400, flipping the pieces over after 15 min or so for even browning.
Heat the other 1 tbsp of olive oil in a large pot along with the rest of the spices, ginger, chopped turnips, and season with salt and pepper. Sauté the turnips on medium heat, covering the pot to let them steam slightly – quickening the cooking process and preventing the spices from burning. Add 2 cups of boiling water (from a tea kettle!) along with the miso paste, and cover for 10 minutes or until the turnips are tender.
Once the leeks are roasted, add them to the turnip mixture, and add another 2 cups of boiling water to the pot. Cook on low-medium heat for 15 min, then purée the soup in a blender or with an immersion blender, until creamy.
Remove the roasted cauliflower from the oven, and add a few pieces to a bowl of creamy soup. Top with toasted pumpkin seeds for crunch and ENJOY!
Leeks are a source of vitamins A, C, K, B vitamins, iron, calcium, magnesium and fiber. Part of the Allium family (along with onions, scallions, shallots etc.), leek also contains flavonoid antioxidants, with anti-inflammatory benefits.
Turnip is a low glycemic root vegetable rich in vitamin C, calcium, potassium and fiber.
Cauliflower is another low-glycemic vegetable that contains vitamins C, K, B vitamins, potassium and fiber. As a cruciferous vegetable, part of the Brassica family (broccoli, cabbage, bok choy etc.), cauliflower also provides glucosinolates antioxidants – offering anti-inflammatory effects.
Turmeric contains Cucurmin – the active compound or antioxidant that has potent anti-inflammatory properties. It is best absorbed when paired with Piperine, the active antioxidant in black pepper, which is why I always enjoy turmeric and cracked black pepper together!


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text:
Die Duferco SA mit Sitz in Lugano ist ein international tätiger Schweizer Stahl- und Rohstoffkonzern. Die in mehr als 40 Ländern tätige Unternehmensgruppe beschäftigt rund 8'500 Mitarbeiter und erwirtschaftete 2007 einen konsolidierten Umsatz von 10,2 Milliarden US-Dollar.

Tätigkeitsgebiet
Die Aktivitäten der Duferco-Gruppe gliedern sich in die drei Bereiche Handel, Produktion und Vertrieb.

Die Handelsaktivitäten umfassen jede Art von Stahl und Stahlprodukten sowie Rohstoffe für die Stahlindustrie. 2007 lag das Handelsvolumen bei 17,5 Millionen Tonnen, wovon knapp zwei Drittel auf Stahl und Stahlprodukte entfielen und rund ein Drittel auf Rohstoffe. Duferco verfügt über 20 eigene Stahlwerke. Diese produzierten 2007 insgesamt 6,9 Millionen Tonnen Stahl. Der Bereich Vertrieb beinhaltet den Verkauf von verarbeiteten Stahlprodukten.

Darüber hinaus ist die Unternehmensgruppe verstärkt auch in ausgewählte Bereiche des Energiesektors, insbesondere der erneuerbaren Energien sowie in der Reederei und Logistik tätig.

Geschichte
Duferco wurde 1979 vom Italiener Bruno Bolfo und einigen anderen gegründet. Sein Ziel war es, von Brasilien aus weltweit Stahl zu exportieren. 1982 verlegte das Unternehmen seinen Sitz von New York und São Paulo nach Lugano. Zunächst nur im Stahlhandel tätig, dehnte Duferco seine Aktivitäten Anfang der 1990er Jahre auch auf den Rohstoffhandel aus, insbesondere mit Rohstoffen für die Stahlindustrie wie Koks, Kohle, Eisenerz, Schrott, Roheisen oder Eisenschwamm.

Mit der 1996 erfolgten Übernahme der italienischen Ferdofin Siderurgica (später umbenannt in Duferdofin) stieg Duferco in die Stahlproduktion ein. Später erwarb das Unternehmen weitere Stahlwerke, insbesondere in Italien, Belgien und Osteuropa.

Nach der Jahrtausendwende divsersifizierte Duferco seine Aktivitäten unter anderem mit dem Einstieg in die Bereiche Energie, Reederei und Logistik.

Weblinks
 Website der Duferco SA

Einzelnachweise

Montanunternehmen (Schweiz)
Rohstoffhandelsunternehmen
Unternehmen (Lugano)

redpajama_set_name: RedPajamaWikipedia


Diving is the physical sports career paying good money to the divers. It is possible to have the divers form all country meeting a certain country to take the diving challenge. Therefore, being a diver you need to be sure of your competent skills. There are things that you need to know before you can get in diving. It needs you to be careful in some areas since fraud is plenty in all countries. Discussed in the article are the vital things you need to know about diving.
To start with you need to be confident that few persons are not fit for diving responsibility.Initially, you need to be certain that few people don't have the qualities needed in the diving roles. One thing you need to know is that, only person who have attained twelve years are allowed to take the diving session. The parent consent is all that is needed for the young person to start the diving sessions in Cozumel. It is wise to have the legal document where the guardian can sigh to prove that they are comfortable when their kids are diving in your organization.
It requires the health persons to participate in anything related to diving. The individuals willing to take the classes you can use some pages such as WRSTC to confirm about your fitness in the diving responsibility.
It is necessary to locate the diving instructors either by asking your diving friends or visiting the diving training schools around. You must make sure that you have found one who is qualified and the one whose instructional processes seems attuned to your way of learning. Convenience is a very important aspect when looking for a diving store or instructor to take you through the diving classes.
Still, you need to make sure you can locate the best diving areas where you can be comfortable throughout the diving training sessions. It is wises to make sure you start by checking if the insutution you select to give you the diving session is allowed by the government of Cozumel at first. Choosing such department can make sure you can get the best training and ta the end of the session you can get the diving certificates to show that you can take the competition as well.
The charges of the training session need some consideration as well. The materials and the training fee is also vital in the type of the equipment you can need and their cost also as well as registering for classes that suit your needs lesson. It is important to make sure you can manage to set the full amount before you can start the taking the exercise.


The official website opened from 11 AM on December 12, 20,18 and is open to candidates till 6 PM on December 31, 2018.
GAILGAIL Recruitment 2019: Gas Authority of India Limited (GAIL) has advertised at least 176 posts for various positions in Mechanical, Electrical, Civil, Telecom, Marketing, Corporate Communication, Law, Medical Services, Business Information System, and other trades and departments of the organisation.
Applications are invited from candidates with minimum 1-2 years of work experience for recruitment to Senior Engineers and Senior Officers posts. The official website opened from 11 AM on December 12, 20,18 and is open to candidates till 6 PM on December 31, 2018.
Candidates who are applying for the respective posts must first check the official notification for the minimum qualifications required. As per the notification issued, all minimum essential qualifications to be produced by the applicants must be from the University Grants Commission (UGC) recognised institutes or of All India Council for Technical Education (AICTE) approved courses.
Diploma in Engineering qualifications (if applicable) should be recognised by the respective State Board of Technical Education. The notification also said the minimum essential post qualification experience in line in organisations should be as on December 31, 2018.
However, Industrial/ Vocational/ Apprentice Training will not be considered as experience.
"Experience of candidates working on contract basis through empanelled agency/ contractor (i.e., those who have been deployed on a contract basis by some other agency/ organization for working on project/construction/O&M or any other activity) will not be considered," the notification said.
"The selected candidates may be posted at any of the installations/ projects/ offices, etc. of GAIL (India) Limited or any of the subsidiaries/ Joint Ventures of GAIL (India) Limited or deputed to any Department of Government of India/ other PSUs, etc. The selected candidates may be assigned jobs/ functions/ assignments as per the business requirements of the Company including shift operations," the notification said.