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Биотестирование () — процедура установления токсичности среды с помощью тест-объектов, сигнализирующих об опасности независимо от того, какие вещества и в каком сочетании вызывают изменения жизненно важных функций у тест-объектов. Благодаря простоте, оперативности и доступности биотестирование получило широкое признание во всем мире и его все чаще используют наряду с методами аналитической химии. Существует 2 вида биотестирования: морфофизиологический и хемотаксический. Хемотаксический метод более точный, так как в нем используется специальный прибор, а морфофизиологический позволяет более точно описать, что происходит с тест-объектами, например, в загрязненной воде.

Тест объекты
Тест-объекты — это биоиндикаторы (растения и животные), которых используют для оценки качества воздуха, воды или почвы в лабораторных опытах.

Примечания

Литература
 Биологический контроль окружающей среды: биоиндикация и биотестирование / Ред. О. П. Мелехова, Е. И. Сарапульцева. М.: Издательский центр «Академия» 2010, 288 с. 3-е изд. ISBN 978-5-7695-7033-9.
 Биологические эффекты при воздействии поверхностно-активных веществ на организмы. М.: МАКС-Пресс. 2001. 344 с.
 Биотестирование вод, загрязненных поверхностно-активными веществами // Известия Академии наук, сер. биологическая. 1992. № 3. C. 452—458.
 Мисейко Г. Н., Безматерных Д. М., Тушкова Г. И. Биологический анализ качества пресных вод. — Барнаул: АлтГУ, 2001. — 201 с.
 Biological Effects of Surfactants. CRC Press. Taylor & Francis. Boca Raton, London, New York. 2006. 279 p.
 Petukhov V. N. , V. M. Fomchenkov, V. A. Chugunov and V. P. Kholodenko. Plant Biotests for Soil and Water Contaminated with Oil and Oil Products. // Applied Biochemistry and Microbiology. 2000 Volume 36, Number 6, p. 564—567.

Аналитическая химия
Экологические термины

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The PRSA Diversity Committee will award up to two PRSA Chapters with a PRSA Chapter Diversity Award. The awards are given to PRSA Chapters that embody and demonstrate key values in diversity and inclusion, and that contribute to advancing diversity as shown by submissions of their best practices and/or case studies. These awards recognize their local efforts as well as provide further support for continued achievements at the Chapter level.
Applications for 2019 Chapter Diversity Awards will be open in 2019.
Established in 1990, the D. Parke Gibson Pioneer Award is PRSA's highest individual honor presented to a PR professional who has contributed to increased awareness of public relations within multicultural communities and participated in promoting issues that meet the needs of these diverse communities. The winner of the 2018 D. Parke Gibson Award is Sheryl Battles.


Alleged Bajrang Dal activists are now centre of the news. They are accused of beating up three men by ganging against them. All the beating and the ill-reasoning is based upon suspicion of transport of cow meat.
The incident happened in Ranisagar area of Shahpur in Bhojpur district on National Highway 84.
The alleged group also tried to set the vehicle on fire but police reached the spot and foiled it. Later, the group blocked the Ara-Buxar road, demanding action against the three men. Officials had to rush-in to control the situation.
The police took the three into custody.
"A truck was intercepted by locals on the suspicion that it was carrying beef, we've seized the truck and arrested three persons in this regard and further investigation is on", said Daya Shankar, a senior police official.
It is said that the truck driver told the police that they were carrying only buffalo meat.
This heated moment was greeted with both hands by Rashtriya Janata Dal. As one of the RJD leader blamed the newly formed BPJ-JD(U) government for the incident. "With the BJP government coming to power, such incidents of cow vigilantes and mob lynching will be a regular affair in the State," he said.
Next articleIndrajit Saroj – Resignation or Constructive dismissal?


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Q: The implication of law of iterated expectations Law of iterated expectation:  E[Y]=E[E[Y|X]]
As $E[Y|X]$ is already a constant, would that mean that $E[Y]=E[E[Y|X]] = E[Y|X]$?
So $E[Y]=E[Y|X]$?
Or is there something I missed?
Thanks in advance.

A: $E[Y|X]$ isn't a constant. It's a 'function' that depends on x: $E[Y|X=x]$. If you take the mean of $E[Y|X]$, the mean is taken over all values of x.

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Integral Leadership Review
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Integral Leadership Council
2/23 – A Case for Integral Developmental Psychology in Leadership Education: Perspectives from Teaching Integral and Transpersonal Psychologies on the Doctoral Programme of a Premiere African Business School
Feature Articles / January-February 2014
David Lipchitz and Paul Freinkel
David Lipschitz
Paul Freinkel
Africa is experiencing unprecedented economic growth, and is gaining attention as an opportunity for international investment. At the same time brutal war, genocide, famine, rampant corruption, and ethnic violence remain fresh in African memories and current affairs. Understanding and navigating this complex business environment falls on business leaders who are often ill equipped to deal with, transcend, and heal trauma and ethnic conflict on personal and societal levels. Applied Personal Transformation (APT) was an elective course teaching integral and transpersonal developmental psychologies on the 2013 doctoral programme of the Gordon Institute of Business Science (GIBS). To our knowledge APT was the first time that integral and transpersonal developmental theory had been taught at a business school in South Africa. Our goal was to create a conceptual and experiential framework that would introduce African leaders to a meta-view of the human narrative, that enable them to stand outside of their day to day perceptions and interactions, and better cope with the complexities they currently face. In this paper we reflect on the influence of teaching integral and transpersonal developmental theory and practice on leadership in Africa, through examining thinking and changes reported by students at the time of running the course, and six months completion. Our findings support the case for the inclusion of developmental thinking in leadership education.
Doing Business in Africa: Introduction and Context
The Boston Consulting Group (BCG) recently published a report on the attention that the investment world is now placing on Africa where economic growth rates are increasing rapidly, and infrastructure and connectivity are developing at a similar rate. There are a few indications that the continent, which has been rife with war, conflict and famine over many decades, is starting to deal with these issues with a longer-term perspective. Investors are therefore viewing Africa through new eyes. The authors of the BCG report noted that over the past few years, and despite fierce competition from Southeast Asia and Latin America there has been a meteoric rise in visits to Africa of CEOs of large multinationals from the US, UK, Europe and the Far East. This rise in visits indicates the increased focus that these large organizations have placed on doing business on the African continent (Dupoux, Emias, Heuze, Niasvas, & Koschitzky Kimani, 2014).
At the same time, some of history's worst human rights abuses, brutal wars, piracy, blatant corruption, and prolonged famines are still fresh in African memories. Africa still remains divided by tribal and ethnic loyalties. This continues to produce tensions that often spill over into violent conflict. Doing business in this environment is complex and calls for wise leadership, with the skills to transcend these struggles, facilitate unity between ethnically diverse people, and manage personal trauma to navigate and lead others through a remarkably complex, and volatile business environment. Two personal experiences of the authors illustrate dealing with some of this complexity.
Paul was a director of a start-up company in Johannesburg South Africa, which was recruiting a network engineer. The four directors – one of whom was Paul – were interviewing the possible candidates. Three of the four directors were White English speaking South African men, and the fourth was a Zulu man who was serving on the National Executive Committee of the African National Congress (ANC), the ruling political party in South Africa. At age 18, this man was arrested, tortured, and sentenced to death for anti-Apartheid activities, which were regarded as terrorism by the Apartheid regime at the time. The death sentence was later commuted and resulted in him spending time incarcerated on Robben Island with Nelson Mandela.
One of the candidates being interviewed was a White Afrikaans man, who included on his resume that he had spent 5 years in the permanent force of the South African Defence Force, the army of the Apartheid regime. When asked what his role was in this army, he replied that he built listening towers to spy on ANC operatives. The ANC member's eyes lit up as he asked the candidate, "How would you feel sitting next to the man who blew up your towers?" The applicant laughed and responded, "The past is the past. We need to work together to build a future." These two men, recently sworn enemies, were able to sit together in a work context and recognize that for South Africa to develop, they had to work together.
Similarly, David consulted to a large logistics company responsible for transporting coal from the mines to a port for export. Coal is one of South Africa's biggest exports, and the mining sector provides employment to more South Africans than any other. Over a glass of wine, the CEO and COO discovered that during the Apartheid armed struggle, not only were they enemies, but they had shot at each other during an armed skirmish. Through talking openly with each other about that experience, they recognised the value and importance of sharing it with the rest of their organisation. They needed their company to align around a common strategy, and pointed out to their 9 000 employees of diverse ethnic backgrounds the significance of each individual's role in transcending the past and building the company, which directly benefits a united post-apartheid South Africa. They spoke of their own experience that they, who a few years earlier had tried to kill each other, were able to set aside those differences and rally around a common cause.
The Case for and the Emergence of Integral Teaching in Africa
The two stories above are not isolated instances; they are common across the continent. The protagonists in both cases were able to transcended ethnic, tribal, racial and political identification through realising the particular historical context. This way of interacting requires awareness of self, of other and of history. This is a point made by Ronald Heifetz and Donald Laurie, of the Kennedy School of Government at Harvard University that business leaders should be able to view patterns as if they were on a balcony looking down onto a dance floor (Heifetz & Laurie, 2005). Leaders need to transcend themselves and see the context for their action and interactions. In other words, they need to shift their personhood to higher levels of integral or transpersonal development. Gaining the skills and self- knowledge required for self-transcendence is lifelong spiritual work, and the need for teaching these skills has been recognised by leadership scholars such as Cashman (1998, p. 18) who suggests "The missing link in leadership development is growing the person to grow the leader. As we grow, so shall we lead."
This approach to teaching leadership, in our experience, is critical in the African context and provides African business schools with both opportunity and responsibility. Over the last ten years, some have taken up the challenge.
Leadership development courses emphasising personal growth have been gaining traction in South African business schools for about 20 years, since the abolition of apartheid, and the recognition that a different type of leader is required to lead through different circumstances. For example the University of Cape Town Graduate School of Business (UCT GSB) recognised that political and sociological changes of post-apartheid South Africa had infiltrated business, but that the post-apartheid political healing had been missed in the business arena where "most cross ethnic interactions were occurring" (April & April, 2007). UCT GSB introduced a compulsory leadership development course to their flagship MBA programme. The course was predicated on self-mastery (what they termed personal leadership), communication and dialogue (intra-personal leadership), and transformative leadership (inter-personal leadership). Similar personal mastery and leadership courses have been adopted in other South African MBA programmes.
Susan Cook-Greuter (2004) makes a compelling argument for the inclusion of a developmental perspective into leadership education as leaders face increasingly complex and flexible systems of meaning making in themselves, and in the environments in which they live and lead. This argument is well demonstrated in the African context through the role that integral developmental psychology, in particular the role that Spiral Dynamics is reported to have played in facilitating the negotiations that ended apartheid (Wilber, 2000). Despite participation in the creation of a multicultural democratic South Africa, integral developmental theory remained outside mainstream educational institutions in South Africa. To our knowledge integral or transpersonal developmental approaches only emerged in the South African business school leadership curricula in 2013 with ourselves teaching integral development and transpersonal psychology to the 2013 doctoral cohort at the Gordon Institute of Business Science of the University of Pretoria, and Dr Don Beck teaching a three day course in Spiral Dynamics as part of the University of Stellenbosch Business School's Executive Education Programme (University of Stellenbosch Executive Education, 2013).
What follows is a report of our experience teaching Integral and Transpersonal Psychology to the doctoral cohort of the Gordon Institute of Business Science (GIBS) of the University of Pretoria (UP). GIBS is considered to be a premiere African business school which is ranked among the top 100 business schools globally in the prestigious Financial Times Executive MBA Rankings for 2013 (Financial Times Executive MBA Ranking, 2013).
Applied Personal Transformation: A Course in Integral Developmental Theory and Transpersonal Psychology
Through a series of serendipitous events we were invited to teach an elective course on the reformulated doctoral programme of GIBS. The doctoral studies course is aimed at students from all over Africa. In 2013, 41 students registered for the doctoral programme, the bulk of the students coming from South Africa, but students from Uganda, Kenya, Ghana, Zimbabwe, Tanzania, and the United Arab Emirates and Botswana were represented.
We set about designing a course for the 2013 PhD cohort that would offer a meta-view of human nature, and to make it an applied course by providing students with a taste of an integral practice, such as mindfulness meditation. We called the elective "Applied Personal Transformation" (APT). Our goal was to create a conceptual and experiential framework that would enable our students to stand outside of their day to day perceptions and interactions in order that they better understand how they and others were navigating and making meaning from their lives in 21st Century Africa. Our stated intention was that in order to successfully lead and develop other people, one has to develop the knowledge, skills and practices to know one's self, and to plot a personal developmental trajectory.
The APT course consisted of 4 weeks of online tuition, and 2 days on campus in person. It consisted of introduction to expanded ways of knowing (Braud, 2011), Wilber's Integral Psychology (Wilber, 2000), an introduction to some of Transpersonal Psychology's Developmental Models (Cook-Greuter, 2005; Ruumet, 2006), readings in business and personal application of the theory and a short introduction to meditation.
It was our experience previously that courses of this nature lead to deep personal sharing. We therefore consciously created a safe contained course environment. We asked students to commit to a confidentiality agreement, and we strongly encouraged "netiquette". We encouraged vulnerability and self-disclosure as students interacted with each other and the course material. We modelled this expectation by sharing openly from our own experiences. We also ensured that we were visibly present online throughout the course, and engaged regularly with each student's postings.
We encouraged students to examine their underlying assumptions leading to their stated opinions and prejudices on the subject. We actively probed and challenged students in the online and in person environments. APT was the first course of the PhD programme, and the first time many of the students were engaging academically online.
APT was a potentially risky adventure. The course was experimental for this particular business school, and we were virtually unknown in the world of business academia.
The course ran from 4 February 2013 to 15 March 2013. Twenty five (61% of the doctoral cohort) students registered for the course (15 men and 10 women), which was a much higher number than we anticipated. The cohort was multinational including students from South Africa, Uganda, Kenya, Tanzania, and the United Arab Emirates. Seventeen students actually completed the course – 8 did not meet the academic standard required to be awarded a credit for the elective.
In evaluating the course, we gathered data from in-course postings and essays, post course written evaluation of the course by students, and hosted a focus group with 10 students, 6 months after the course to understand the longer term impact. The focus group consisted of a semi structured interview with each participant speaking in turn and was later transcribed and analysed. All participants signed informed consent giving permission for us to use interview data collected as well material that they had submitted during the course. Names have been changed to protect anonymity. The study was approved by the ethics committee of the Gordon Institute of Business Science.
Online and In Person: Our Perspectives Teaching
For almost all the students this was the first time they had been exposed to Integral and Transpersonal Theory. Students came from diverse backgrounds and nationalities, and a wide range of unique experiences and universal experiences emerged.
For most students outside of South Africa, this was the first time that they were inquired about what they thought and felt in an academic context. They reported that their previous experiences had been to simply paraphrase what they had read. For most students both South African and the rest of Africa, this was the first time in an academic environment that they had been invited to show vulnerability and share from their own lives – this resulted in a variety of responses: from welcoming, to rejecting the experience as non-academic, and a variety in-between.
Most students were initially reluctant to comment on each other's online postings. The newness of the material the students were exposed also led to some uncertainty. We noticed some initial confusion around how to approach and respond to the readings. As the students were expected to write something, they reverted back to summarising what they had read, when our expectation was that they would not only understand what they had read, but also be able to integrate the new material, critique it, and apply it to their own lives. Only after a few weeks, did we see any evidence of this showing up in their writing.
Students Perspectives on the Impact of Exposure to Integral Theory and Transpersonal Psychology
A multiplicity of themes emerged. We have reported on six in a some detail. Students were surprised at the novelty and utility of integral and transpersonal theory being taught in a business school. They felt it provided them with an expanded perspective, not only on their lives, but on the rest of the conventional syllabus they were exposed to. They found that the APT course helped them find a voice, and then validate their personal authentic voice in scholarship and most gratifyingly that they were being encouraged to be authentic and whole in the workplace. Some students though felt the approach was "too loose" academically and had done them a disservice. Some felt discomforted in questioning deeply held beliefs, but reported viewing and holding beliefs from a place of greater maturity. Other students reported that through understanding a universal narrative, they developed both a greater tolerance of, and more importantly a curiosity in, the diverse richness of its particularised expression in cultures other than their own. Students also reported on their feelings towards our approach as faculty with some feeling more comfortable than others on our level of engagement. We now explore each theme in turn. Narratives have been copyedited to improve flow.
Newness of Integral and Transpersonal Theory in a Business School
Students reported being surprised, excited, and discomforted by the idea of spirituality and integral theory being part of the workplace, let alone part of a business PhD curriculum.
Anusha: …the whole idea that this was a formal, if relatively new field in the first place, that was quite a learning, and I was excited to understand what was covered in this new field, and to try and just learn more about some of the facets contained therein.
Pete: For me the whole idea of spirituality in business seemed almost like an oxymoron. I didn't think it made sense, though but I did appreciate the idea of transformational leaders taking organisations, not necessarily business organisations, from one level to another. The APT course opened my thinking to the possibility of these types of skills being relevant for organizational transformation and also personal transformation.
Stefan: I want to link up with some of the other comments on the foreign nature of the study material, and I think it got me a bit off guard, because I wasn't prepared for something as extreme as it was. I think it was completely out there – in terms of what the expectations were…
Provided Expanded Perspective
APT was the first module of the PhD programme. Its position provided a context for some students to view courses that followed. The course material also gave students permission to see beyond preconceived boundaries of "acceptable" knowledge of a business school and gave a deeper, more connected perspective to their studies, and in some cases influenced students' choice of research.
Anusha: I liked the fact that it was positioned first from all the modules. It did influence this perspective of connectedness, I thought, and just viewing my studies and what I was trying to achieve not just in isolation, but in context of something larger, so it actually did have an impact on how I wanted to take my research forward, especially with regard to the connectedness / spiritual intelligence concept.
One student remarked that transpersonal and integral theory was very appealing to her, but it was not something she was going to use in her current research, but that it was something that she would come back to in the future.
Susan: I am not using an APT topic for my research, but I remember when I was asked to write the essay at the end, and I wrote about Integral Investment, it was very appealing at the time. I felt that this is something that I can actually go into, given that one day in academia I want to study about that… what I want to say that it's very applicable for me, even though I am not using it now.
This was one of intention in running the APT course, to plant the seeds of an integral approach into the minds African leadership.
Finding and Validating an Authentic Voice in Scholarship and as People
Many students reported that APT helped them find, acknowledge, and validate their personal voices as scholars.
Nobe: The one thing that the course helped me with as a scholar is bringing across my voice in my writing, even in other modules.
Pete: Oh yes, every so often, especially like Nobe said the idea of bringing I, me into a text that you are writing, every so often, it becomes important. We are asked, so what do you think, you can cite all this literature, (but) what do you think.
One student experienced a sense of relief that her life and being need not be fragmented, that she could be authentic and whole in her personal life, her academia, and job. This was a new experience for her.
Susan: And then also the whole thing of spirituality, not that it was very new, but I always lead a life separating my work, my everyday activity, from spirituality and so on, and here I am on a course, where they are saying, you know, everything is just meshed together. And I felt very comfortable with that because finally, it brought a bit of authenticity, you are still the same person in everywhere, and in so much, and that I liked – getting back to my everyday life, and the rest of the courses, so many times.
This effect of APT on helping students to find and validate their academic voices and their authenticity is probably as much an effect of being exposed to integral and transpersonal theory as well as our approach as facilitators creating a safe and authentic environment as we will show later. That APT helped students to find their academic voice and validated their authenticity was particularly gratifying for us as we strongly advocate that personal authenticity of leaders in Africa is critical to facilitate trust building and healing the many years of colonisation, as well the years of dictatorial, corrupt, and war mongering post-colonial leaders in Africa.
Examination of Deeply Held Beliefs
In our experience as clinicians and facilitators, introspection and understanding the developmental basis of personal deeply held beliefs and prejudices and the way humans construct tribal identity aids in transcending prejudice and conflict, both societal and personal. Two students reported that the developmental theory challenged deeply held religious beliefs. In one student's case this lead to understanding the belief from a more mature and enriching perspective and lead to a curiosity (more than just tolerance of) other cultures. Another student reported that understanding the span of Transpersonal / Integral Development lead to her understanding that her way of making meaning of her life had shifted.
Stefan: … I found core beliefs that I had, to be challenged, and that made me extremely uncomfortable. I went through a process where, almost fundamental religious beliefs, almost came under scrutiny. So, I found myself, almost doubting that is this belief construct I have a valid one, which led to obviously emotional discomfort and …but it led to an experience of revisiting some of the stuff that we were taught as children, and re-evaluating those and coming to a point where you make peace with that situation on a higher level of maturity, so now what you believe is not what you believe because you have been taught this, but now you've gone through an emotional experience where you have actually enriches your belief system.
Nobe: Being a Christian for 10 years came with some restrictions on asking of questions and fear of sin. At some point I experienced a spiritual by-pass, attending every meeting and prayer, but subconsciously I was running away from "life" and childhood issues I had not dealt with. The circle of influence was rigid, and re-inforced that one needed only to be with likeminded people to be "spiritual".
…In searching for meaning however, we often take extremes; we go on opposite ends and look externally rather than deep within. For many years, I was looking at the church for validation and assurance, and lived a life of striving, to be a good Christian… Reading non-Christian books was a burden, I would feel like I was disobeying God. I must qualify all of this by stating that I was in an extreme religious environment.
I was searching for meaning, religion was meant to provide the meaning … I attended Bible school and every programme in church and was commended for commitment, but my yearning was not fulfilled. It is only after reading Ruumet (2006 – One of the texts of APT) that I understood what was going on. I understand why I became frustrated, angry and tired, if only I had allowed myself to read the book , or any other similar book earlier. When I spoke to friends in the church, I would get multiple verses, and there was a time when I did not want to hear verses any more. I wanted friends to talk to, people who would understand where I was. I later focused on work, and I wanted to achieve the things that had never been achieved in my family, and experienced the pressure of expectations that I would uplift family members. Even this did not take away the search for meaning.
What I took away is that it is necessary to understand what I believe in and why I believe in it, as well as what the source of the belief is, in my case it was largely from spiritual leaders and I need to find out what I believe for myself.
Tolerance and Curiosity in Richness of Diversity of Expression of the Human Narrative
For the two students mentioned above, the experience of having their fundamental belief systems rattled and then understanding the developmental context of those belief systems led not only to greater tolerance, but curiosity in the richness of other cultures.
Stefan: I think I can vouch for a huge shift, almost, in how I view people from different culture groups, and different nationalities. Not that I was very closed minded, but the course helped open my mind really to engage with people, not because you supposed to tolerate people, but because there is richness there, there are growth opportunities in engaging with people that you wouldn't have normally…
… you get your fundamental belief systems rattled, so that makes you very cognizant of the fact that what you accept to be true, might not be, and that there's truths out there, and that then that asks you to engage with people from different cultures, so that you can see, and can start learning, and start to grow, so it was a tolerance yes, but it was also a curiosity that has been opened because of this, you have found a channel into different cultures and people.
Nobe: What I have learnt is that there are a lot of similarities between Christianity and other forms of spirituality and that I do not need to be scared of opening up and learning and tapping into some of the universal truths that will change our world.
The latter student in an essay went on to describe how re-examining her belief system through the lens of transpersonal developmental theory helped her transcend religious grouping to recognise divinity in others outside her immediate circle.
Nobe: Ruumet makes mention of the need to accept people as equals with the same wants and needs as us and connection with all existence. This was difficult for me as a Christian as I grew to believe that friendship with the world is enmity with God, and that I needed to keep Christian friends. Ruumet refers to Aloha (Ruumet's fourth stage of development) as recognition of the divine and common essence beyond what separates us, empathy love and compassion. I could identify with this, in fact I was not seeing it amongst those I fellowshipped with and often noticed it from places I least expected.
These narratives validate our experience of the power of the developmental approach to demonstrate that identity, custom and belief is a particularised expression of a universal human story, and that being mindful of this can open tribal and religious boundaries. The developmental approach is a powerful tool for African leaders to heal ethnic divide and prevent future conflict in the personal, commercial, and societal arenas.
The Facilitator's Approach
Our approach as facilitators as mentioned was to encouraged students to examine their underlying assumptions leading to their stated opinions and prejudices on the subject under discussion. We encouraged vulnerability and self-disclosure as they interacted with us as facilitators, each other and the course material. We made a point of disclosing some of our own experience, and actively probed and challenged students in the online and in person environments. For the duration of the course we were ever-present, engaged, and invited the whole person into the classroom, not just the student. Our intention was to be simultaneously engaging, challenging, and nurturing. Largely students appreciated this, stating they felt the learning environment to be nurturing and gave her a sense of safety and freedom.
Anusha: I agree, I found the online feedback, and the sense of community very nurturing, very welcoming. It definitely felt like it was a safe space in which I could say whatever I genuinely felt, and there wouldn't be offence taken and that it would be part of the learning process, so there was freedom, in that sense, to say exactly what I felt and thought, even to explore ideas that I didn't necessarily have the answers to, to ask questions of others in the group as well, and to not feel like I had to keep anything to myself, so it was very much more engaging in that sense.
Mandla: The delivery style… I grew the most out of was you encouraging us to be open and feeling in a safe space…
Students felt that the way in which we delivered the course content alleviated some of the stress of a very demanding course schedule. We were surprised that even though we did not tolerate careless or disordered assignments, how many remarked on the power of our use of the words "thank you".
Susan: There were moments when I felt that I am feeling so stressed out, just go to the online side of APT and, you know, just listen to what, I mean read what everybody is saying, you know and get a comment of thank you for this, and I would feel better. That for me was different from my usual learning.
Akiki: Now, one fascinating thing is that regardless of the topic, that we chose to go into… the 2 facilitators, Paul and David were willing to go the whole way with you and engage you properly up to the end. In fact one time, we were talking about, it was Pierre, one of us who is not here, and he told me, you know what, even if you say "thank you very much", David or Paul will say "Oh, actually the pleasure was mine", and if you ever say, "no, the pleasure was all mine", they will still have something else to add on that.
I think that was the beauty, because I felt like I am being guided forward, and I am not been left on my own.
The delivery style also provided an example to students on how to handle strong differences in opinion where they felt morally affronted.
Mandla: I remember in particular Pierre was advocating for terrorism… I wanted to take him on, I was affronted by that, I wanted to take him on on that particular issue to change his mind, but the process that I learned out of that is that you can do that as much as you can, but people's viewpoints are always going to be their viewpoints, so its about coming to a space where you don't necessarily accept it, but you accept that other people will differ with what you have, but it is not your responsibility to change their mindset, so that was the biggest change for me, and I think it came out of the delivery style where you encouraged people to be open, and for us to confront both our fears and our existing paradigms that we might be living in.
One student commented on the uniqueness of the course content and approach the corresponding need for the particularly delivery style. It is difficult to tease apart the delivery style and the course material when explaining the comments reported above.
Pete: …the one thing that APT has going for it was the uniqueness of its content which comes from it being new. The uniqueness of the engagement between the faculty and the students. Again, when we say uniqueness, you may begin to wonder what we mean because all other faculty try to give us feedback, not as regularly as APT faculty would, because every time you just kept jumping in every time someone said something, which was good, because it was necessary considering how new this stuff is. You APT guys were telling us, guiding us, and I think that was really nice.
He was also uncomfortable though with the extent of personal disclosure saying he felt he was in therapy.
Pete: At one point, I felt that David and Paul were taking up a position of shrink of sorts… I was uncomfortable with that.
In addition to creating a safe environment, we encouraged students to write in the first person. This was not the norm in most academic classes, but it further emphasised the importance of bringing the full person into the class. Some students felt this lacked academic rigor and reported that it being the first course of the programme set an example that was not representative of other classes. As such it did the students a disservice. Although we had informed students that APT would be different to other courses, this comment was not wholly unexpected
Sian: … it lacked for me the rigour of what this (doctoral) programme necessarily asked in terms of the other modules… the looseness of it did me a disservice because that kind of looseness is not the norm.
As a final comment on our delivery style, as facilitators we were naïve to hours of commitment our approach required. We were not full time faculty and were teaching APT in addition to our regular (albeit slimmed down) working schedule. By the end of the course we were physically and mentally exhausted. We realised in the future we would have to be more careful and more structured with our time.
As mentioned before we have only reported on selected themes which we felt reflected important outcomes of the APT elective. Furthermore while ten of the seventeen students who successfully completed the course attended the focus group, these students may have represented and reported a particular bias.
This paper reflects on our experience of teaching an atypical class, Applied Personal Transformation, in an African business school. While clearly much more research is required to test the value of including an applied elective in integral and transpersonal theory in the doctoral syllabus of a business school, we feel strongly that for leaders to survive and thrive in Africa, atypical approaches are called for. There is a lot to be gained from the traditional business school curriculum, but for Africa to tackle the complex issues facing her, and to exploit the opportunities available to her, an integrated, whole person, and developmental approach to leadership is essential.
Financial Times Executive MBA Ranking. (2013). Retrieved February 7, 2014, from http://rankings.ft.com/businessschoolrankings/emba-ranking-2013
University of Stellenbosch Executive Education. (2013). Retrieved February 7, 2014, from http://www.usb-ed.com/Courses/Course%20PDF/Spiral%20Dynamics%20Integral.pdf
April, K., & April, A. (2007, April). Growing leaders in emergent markets. Leadership enhancement in the new South Africa. Journal of management education, 31(2), 214-244.
Braud, W. (2011). Seeing with different eyes: On the varieties of ways of knowing. Retrieved December 2, 2012, from Inclusive Psychology: http://www.inclusivepsychology.com/uploads/Seeing_With_Different_Eyes_final.pdf
Cashman, K. (1998). Leadership from the inside out. Becoming a leader for life. Provo, Utah: Executive Excellence.
Cook-Greuter, S. (2004). Making the case for a developmental perspective. Industrial and commercial training, 36(7), 275-281.
Cook-Greuter, S. (2005). Ego development: Nine levels of increasing embrace. Retrieved April 15, 2010, from Cook-Greuter & Associates, LLC: http://www.cook-greuter.com/
Dupoux, P., Emias, T., Heuze, S., Niasvas, S., & Koschitzky Kimani, M. (2014, January 14). Winning in Africa: From trading posts to ecosystems. BCG Perspectives.
Heifetz, R., & Laurie, D. (2005). The Work of Leadership. Harvard Business Review, April 2005.
Ruumet, H. (2006). Pathways of the soul. Exploring the human journey. Victoria, BC, Canada: Trafford.
Wilber, K. (2000). Integral psychology. Consciousness, spirit, psychology, therapy. Boston: Shambala.
Paul Freinkel MB BCh. Ph.D is a medical doctor in private practice, heading an interdisciplinary health care centre in Johannesburg, South Africa. He is a research associate and Ph.D mentor at the Gordon Institute of Business Science (GIBS) of the University of Pretoria. He completed his Ph.D in psychology at the Institute of Transpersonal Psychology in Palo Alto California. In addition he is a software entrepreneur, an exhibiting fine art photographer and trained singer. Paul integrates this diverse experience through his research in transpersonal psychology.
David Lipschitz Ph.D is a clinical psychologist engaged in a wide variety of fields of application. He runs a small independent psychotherapy practice. He completed his Ph.D in psychology at the Institute of Transpersonal Psychology in Palo Alto California. Like Paul, he is a research associate and PhD mentor at GIBS. David also has some ad hoc involvement at the University of the North West Psychology department, where he is involved in the selection, training, and teaching of masters psychology students. He has a particular interest in psycho-spiritual development, and how it applies to personal, leadership and team development, and consults locally and internationally to organisations in this field. David has initiated and leads a Fathers and Daughters programme at Roedean School in Johannesburg, which is currently spreading to other schools and contexts.
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AMIT KUMAR on 8/31 – Leadership, Mindflow and the Integral Point of It All: The role of Integral Leadership in bringing mindfulness and flow to the workplace - 10/17/2021
dear sir/ madam I am doing research related to topic mindflow, self-compassion and executive functioning in adolescent from Banaras Hindu University Varanasi India. please suggest/provide mindflow related scale. Thank You.
Ian Warder on 12/21 – Integral European Conferences: Where The Global Integral Community Meets - 10/11/2021
Any news on the next conference, casn I be on the mailing list. Any contacts in the UK in the meantime?
Paul Gangwisch on 12/21 - Why Centrism Fails and How to Overcome Hyperpolarization - 06/09/2021
Steve, thank you for your clear insights and delineation of a process for depolarization. Again, thank you!
Елена on 4/14/21 — Transdisciplinary Leaders, Leading and Leadership Towards Planetary, Developmental and Regenerative Communities, Cultures and Civilizations - 05/09/2021
The Pragmatic Impact on Leadership and Organizations of Interventions Based on the Collaborative Developmental Action Inquiry Approach As shown in this review, fifty years of research on real-world practice, guided by the Collaborative Developmental Action Inquiry (CDAI) paradigm of social science and social action, have documented more powerful impacts than any other research and practice approach on leaders' and organizations' transformation. CDAI is a rich combination of quantitative, qualitative, and action research in field settings where the researchers are also lead-participants studying themselves and their influence on the setting under study as it attempts to transform. In this early stage in the development of the CDAI paradigm, it is quantitatively anchored by the two psychometric instruments currently defensible for measuring and debriefing leaders' developmental action-logics – the Mature Adult Profile (MAP) and the Global Leadership Profile (GLP).
Patrick Walker on 12/21 — Seeing Through the World: An Invitation to Begin the Healing Work - 02/22/2021
What a lovely and deeply nourishing exploration! I've been struggling with some of this lately - the constraints of perspectival approaches and the insufficiency of "transcend and include" as a metaphor. And this discernment between stages and structures is something I'll be thinking a lot about, to settle more deeply into. Thanks so much Cynthia.
Holly McCann on 08/29 – The Momentous Leap to a Flourishing World in 2050: Why, What, and How! - 02/17/2021
Fabulous! Thank you for this deeply resonant depiction of the momentous leap. I stumbled across this article while also in the midst of revamping my website and writing about very similar themes.
Dave Pendle on 12/21 — Towards a Planetary, Deliberately Developmental, Regenerative Culture: The Butterfly Civilization - 02/13/2021
Hey Keith. I too have resonated with this emergent archetype, you might enjoy reading my deep dive into this phenomena as corresponds deeply with the title of this article!! https://davependle.medium.com/imaginal-cells-metamorphosis-and-emergence-7bf74a8645d8
Barbara A. Amodio, Ph.D. on 09/17 – An Integral Catholic Leader: Father Anthony de Mello, SJ - 02/07/2021
Interesting article with excellent discussion of important formative and peripheral references. Discovered by 'accident' today while continuing an often interrupted project on Jesuit Spirituality and its neglected Indian dimensions. That said, it is a mistake to assume that Vipassana (Vipashana) is only or exclusively a 'Buddhist' proprietary brand. Its origin is in the Sanatana Dharma period, a period prior to all organized religion, and in the succeeding Hindu traditions. 'Buddists' and 'Hindus' of that time differed, and the last historical Buddha taught it as Vipassana, but that is no different than 'Anupanasatyayog', nor again from pure spirituality distinct from the tricky 'Monkey Mind.' Patanjali intentionally refers to it very obliquely. Its meaning is off the pages of the Yoga Sutras/Aphorisms. Actually, it is a Fourth Order 'Psychology' much beyond the 'holistic' phenomenologies of the western continent & American Rogerians. This fifth 'book', or method, is never written. It CANNOT be done without the guidance and initiation of an authentic Master. Your article indicates points at which Anthony de Mello might have met a Master, or might have remembered smething from another life. Anupanasatyayog/Vipassana is in fact Patanjali's 'unwritten' (agrapha) Fifth Book. When the Student is ready the Teacher will come. The special 'breath' is deeply hidden and not caught without a Master's loving and careful guidance beyond all words and forms, aimed at dissolving cdertain unique 'knots' in the Mindstuff (citta as manas) of a person so that Soul (pure Cit/Consciousness) can be revealed. This 'works a freedom' in deeply Ignation terms. This is 'spiritual' and NOT 'religious' , in the sense of a merely 'organized', ritualized 'religion', or careless breathing. Rather does it pertain to Soul/Spirit/Atma. Without an authentic Master, the hidden air is not found., nor the secret passage. At present there are only about 60 such Masters on the planet. There is no need to restrict this method to 'Buddhism,' though it was the last historical Buddha's preferred method of teaching by which he facilitated many enlightened Souls whose 'buddhis' were 'emptied', dissolved to 'no mind', pure mystical 'zero', thus fully confirmed in Soul (not mind, not body.) that terminology is highly important: The total human economy is body+mind+Soul. High state 'mind' is an illusion not equivalent to 'Soul' state. It is no accident that Jesuit Spirituality recovers the ancient Silence and bridges east and west. A Master is nearby for the interested sincere Seeker.
sadruddin Qutoshi on 12/21 – The Unintentional Bully: An Autoethnographic Reflection on Leadership - 01/29/2021
Inspiring narrative... really enjoyed reading it.
Albert KLamt on 12/21 - Integral Reflections on Science and Spirituality with Peter Merry and Nish Dubashia - 01/27/2021
Nish, I will be with yoo on 5th Feb. And please notify me when your new novel is published. Best, from Berlin, Albert
Nish Dubashia on 12/21 - Integral Reflections on Science and Spirituality with Peter Merry and Nish Dubashia - 01/24/2021
Albert - Thank you very much for your interest and kind comments. Peter and I are planning to continue with the series of dialogues, and our next one is currently scheduled for 5th February. And thank you for the great quote from Everything Matters. My new novel Dancing with Angels is scheduled to be published around Easter, and it aims to tell the story of development from mythic through rational to post-modern and integral in the form of one man's spiritual journey after personal tragedy.
Thanks Lex. Your ongoing pioneering work with integral relativity and multidimensional science and practice is highly appreciated. This discussion should be gain massive momentum for the next 10- 100 years! I know seeding the first radical impulses is the epic challenge. Albert
A short remark. As I know, you, NIsh Dubashia wrote a novel yourself. In Dec I stumbled upon a novel from US writer Ron Currie. German filmmaker Florian Henekel von Donnersmarck mentioned it in on of the intervies for his film NEVER LOOK AWAY. Profiling life and work of German painter Gerhard Richter. Von Donnsersmarck expressed his frustration that German films only have international success when referring to facism or communism. His next project will be based on Ron Curries book. EVERYTHING MATTERS. This the AMAZING intro from the novel. From Ron Currie. Everything matters. As the Amazon product info says: A tour de force of storytelling, Everything Matters! is a genre-bending potpourri of alternative history, sci-fi, and the great American tale in the tradition of John Irving and Margaret Atwood. I see, sense and intuit form this hybid form of story telling future possibilties for perceiving within the volutions dynamics. Heres to an excerpt which inspired me very much: In Utero; Infancy "First, enjoy this time! Never again will you bear so little responsibility for your own survival. Soon you will have to take in food and dispose of your own waste, learn the difference between night and day and acquire the skill of sleeping. You will need to strengthen the muscles necessary to sustain high-volume keening for long intervals. You will have to master the involuntary coos and facial twitches which are the foundation of infantile cuteness, to ensure that those charged with caring for you continue to provide food and clean linen. You will need to flex your arms and legs. Loll your head to strengthen the neck, crawl, stagger to your feet, then walk. Soon after you must learn to run, share, swing a bat and hold a pencil, love, weep, read, tie your shoelaces, bathe, and die. There is much to learn and do, and little time; suffice it to say that you should be aware of the trials ahead so that you may appreciate the effortless liquid dream of gestation while it occurs, rather than only in hindsight. For now, all you need to do is grow..." https://www.npr.org/templates/story/story.php?storyId=120952975&t=1609320730924&fbclid=IwAR3v6ZCbywhzVJXZWTAJzFiWhnoVhK5b41mi6ErHjJh3t6oAhw2W6UOP6mk
Peter Merry, Nish Dubashia, thanks for the great dialogue. In transscript. I enyoyed very much to watch the entire series on You Tube in 2020. The Bohm approach - as I know it from decades ago- has yet potentials which are not fully harvested.Bt thats only a side note. N: Yes. I mean, I think in language, the sharp distinctions we make between subject and object, between nouns, adjectives and verbs, these very hard distinctions we make, they then determine our reality. We look at the world through those language structures and then the world we see reflects back our own language structures to us. "P: And really ultimately nothing is an object, because everything is ultimately inter-subjective. If you reconnect the observer and the observed, then subject-object disappears as a concept. Right? Nish: Right. Peter: Yeah" Exactly. Best from Berlin
Pierre GOIRAND on 12/21 – The Unintentional Bully: An Autoethnographic Reflection on Leadership - 01/09/2021
Mickael, thank you for your article the subject of bullying in the workplace is very important I have suffered from bullying as well and it leaves an indelible mark - and shows up in uncanny way in the context of adult life. I appreciate the difficult exercise of detailing one's own experience - it takes accepting to show oneself as "weak" which in our heroic star leadership culture is rarely welcomed - bravo You've also tried to show ways in which you can replicate bullying behaviors. which is crucial as we know from the study of abuse and addiction that perpetrators often have been victims. I am French, and in French we have a word for the victim "le souffre douleur" literally, he who suffers the pain. But we do not have a name to the perpetrator, no name for the bully. Which makes it hard to write an article on the subject. when we have no word we have a problem; but when we use a word beyond it's scope we also create a problem. In this respect, your article leaves me confused as you do not give any definition of what do you mean by bullying. You then tend to include Under this umbrella all sorts of behaviors such as criticism, lack of support, lack of interest, lack of care... this is not bullying. the scope become too large and diffused. In my view all actions or ways to interact that makes someone feel bad, not considered and even disrespected are not necessarily bullying. Can there be a pattern of the victim to tend to see bullies and bullying everywhere ? Bullying is not a one time occurence, it is a behavioral pattern, it is a trait of personality. Your use the term of "unintentional bullying" - but you do not define it either - is there such a thing ? It does not resonate with me. The bully always chooses his victims. Can you imagine a bully saying , "ooh I am sorry, did I bully you ? it was unintentional, really I am sorry, I didn't mean to , I apologize...." - (I wonder as I write this if this way to express critcism, will fall under your label of unintentional bullying ?) By being so broad, you miss aspects of bullying that from my point of view and experience are essential : such as the intention to make the other feel bad, the sadistic inclination, the pleasure of humiliation, the tactics, the importance of recurrence, the servitude; the internalization of shame... I would very much welcome a study of bullying in the workplace and/or in relation to leadership that would limit itself to bullying per se. If you know of any please let me know - and maybe you will be the one writing it. Thank you very much for opening the conversation
Claudius van Wyk on 12/21 - Clare W. Graves Revisited: Beyond Value Systems: Biocultural Co-evolution and the Double Helix Nature of Existence - 01/02/2021
An excellent integrative description of Graves' seminal work which contributes to the thinking of the Holos Project and the work of the Evolutionary Transformations Group.
An excellent summary of the main insights from Clare Graves. thank you. It contributes to the foundation thinking of Holos Project and the ET Group.
Said E. Dawlabani on 12/21 — Vision is Only the Beginning: Educators Talk about Highly Effective Leadership in Colleges and Universities - 12/28/2020
Dear David, As inspiring as this research is, I fear it leaves out much of the elephant in the room that is the disruption being caused by the Digital Age. I might as well have been reading a piece from the 1980's. Should higher education remain primarily a utility, ie a tool that helps people acquire skills for jobs, traditional 4-year colleges will become dinosaurs regardless of how much "innovation" people from within the system attempt to bring in. I didn't hear specifics on embracing the myriad of new platforms towards which much of the new generation is gravitating. Nor were there specific about shifts towards life-long learning that defines the future job market, an to a greater extent the structure of the future of society and the critical role that higher education plays in it. If you're familiar with the Spiral Dynamics model, most the responses you'rve listed from University presidents, deans and provosts are the recycling of Green and Orange values that have defined higher education for over a century. The future requires higher education to be designed from the much higher Yellow level of values that anticipate institutional disruption ahead of time and be on the cutting edge of social changes, not react with an old model designed from the highest levels of Orange and Green. Social disruption has gone exponential requiring models of education, governance and everything else to become lean, resilient, and capable of continuance change and adaptation. As brilliant as university educators are, they simply don't see the future from the much higher level of consciousness that comes from the Yellow stage of human development.
Antonio Augusto Casari Kós on 12/21 — Seeing Through the World: An Invitation to Begin the Healing Work - 12/27/2020
Thank you Cynthia for these great reflections on what integral is, or what it is meant to be. After a few years of contact with Wilber's work i begun to feel it as a rational (modern) framing, as you said a bidimensional, and quite cartesian reduction of an integral horizon that has many more dimensions than Wilber was able to comunicate. I am glad i found your blog. I guess i will be following you into aperspectival sanity :) Best regards
Robin Wood on 12/21 — Seeing Through the World: An Invitation to Begin the Healing Work - 12/24/2020
A stunning exposition of the Gebserian core, with all due credit to Jeremy's ability to clarify the key elements of Gebser's approach. This fresh interpretation of "aperspectival" as a grand embrace of all the structures of consciousness as a whole, and not a form of madness, is a real breakthrough in unblocking the head-centric character of most of the developmental models and the misleading idea of climbing a ladder, never to return to the ground of being as one ascends in altitude, eventually succumbing to the altitude sickness so prevalent in "second-tier" perspectives.
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redpajama_set_name: RedPajamaCommonCrawl


Video game currency doesn't simply exist in the virtual world. Debts racked up virtually are a very real problem according to UK finance-broker Solution Loans.
In fact, the company has seen a 15% yearly increase in individuals seeking financial assistance because of debts racked up spending in the virtual world. Specifically, the broker dealt with 25 cases in the last two months. But nationwide this volume is likely to be the tip of a much, much larger iceberg.
For many parents, monitoring how many hours their kids spend in virtual worlds is a difficult problem to track, and that's without the phenomenon of in-game spending or microtransactions.
And it truly is a phenomenon, with £58,850,752.79 spent globally every single day by video game enthusiasts during their game time. In the first half of 2018 $19.5 billion was spent on video games in the US alone. That's a 40% increase on 2017 with most of the revenue coming from mobile games, though spending on video game hardware has also increased to a seven-year high. Video games industry experts are anticipating spending on and in games to continue to be strong and one game, Red Dead Redemption 2, has been so hotly anticipated and so quickly embraced by enthusiastic gamers that its expected to significantly increase spending on gaming all by itself.
According to information provided by the Intelligent Economist, gaming companies make 50% of their revenue for mobile games from just 0.15% of users. Also termed, "whales", each of these users would need to spend £11 every single day for Fortnite to make its current daily revenue.
Amanda Gillam from Solution Loans said: "This is a very real problem, and one that simply shouldn't be ignored.
"Parents need to understand how in-game spending works and the games where users are most tempted to part with their cash. For many users it may not feel real as the transaction is quick and simple, but it is very real. And so is the potential impact it can have.


You just don't feel like cooking all the time. It's a human nature thing, unless you're a serial cooker. When you know you're not going to want to cook, or won't have the time, just order one of these Italian masterpieces, toss it into your oven, forget about it for a while, eat it once it's warm, be happy.
Our chefs make all of these by hand in our kitchen from our own recipes.
THESE DO REQUIRE A 48-HOUR NOTICE.


text:
Liberty's Bolton named National Field Hockey Player of the Year | LU Sports
Jill Bolton was instrumental in Liberty field hockey's magical run to the NCAA Championship game. The forward's timely goals, veteran leadership and consistent play contributed to a triumph over UConn in the Big East tournament title game and three thrilling wins in the NCAA tournament.
She was honored with the highest honor bestowed on an athlete at Liberty.
Bolton was named the National Field Hockey Coaches Association Division I Player of the Year on Thursday. She is the first player in the history of the program to claim this honor, and she is also the first Liberty student-athlete at the Division I level to be named National Player of the Year.
"Jill is a phenomenal field hockey player, but she is an exceptional leader and she embodies everything I would want a Liberty field hockey player to embody," coach Nikki Parsley-Blocker said last month .
The honor crowns an illustrious career for Bolton, who earlier in the week was named to the NFHCA All-America squad for the third time. She made the U.S. First Team All-Star in the spring and fall of 2021 and took third-team honors in 2019.
People also read …
Bolton was the first player in program history to win the NFHCA Division I South Region Player of the Year, and edged out four other Regional Players of the Year for the honor. national.
Other regional players of the year were Brooke DeBerdine of Maryland (Mid-Atlantic), Sophia Gladieux of Penn State (Mideast), Hannah Pearce of Harvard (Northeast) and Anthe Nijziel of Iowa (West).
"I'm just excited to put our name on there," Bolton said in an interview on Nov. 9.
Bolton has led Liberty with 19 goals and 45 points this season. She placed eighth in the country with 1.96 points per game and 10th with 0.83 goals per game.
The Flames won their first Big East tournament championship with Bolton's game-winning goal against UConn, and she won tournament MVP honors for that effort.
She ended her career as the program record holder for goals (61), points (156), career games (95), starts (94), shots (330) and shots on goal ( 203). His 34 career assists rank third in program history.
"She just brings the intensity every day to training and every game, she just has that presence on the pitch that people are just willing to give whatever they have for her," said the midfielder. senior Kendra Jones on Bolton. "Off the field, too, I joke with people. It's the things off the pitch that you don't even think about that make the pitch so much better. She brings this every day.
game winning


text:
Joseph G. Lariosa
Neither Comelec Nor Congress CanTake Away Inalienable Civil Rights Of Filipino Citizens
by Joseph G. Lariosa January 15, 2016
written by Joseph G. Lariosa January 15, 2016
"An alien who applies for citizenship but does not complete the naturalization process is not a national of the United States."
— United States Supreme Court (Kamal Patel, et al. v. Jeh Johnson, et al., Jan. 2014)
CHICAGO (JGL) – The inadequacy and failure of the Philippine government to provide job opportunities in the Philippines have forced millions of Filipinos to leave the country to look for greener pastures.
Against their will, their diaspora leaves Overseas Filipino Workers no other choice but to treat the Philippines their permanent home (domicile) while they struggle to eke out a decent living abroad. Someday, if they are able to succeed, these OFW's had plans to go back home to their native land.
But in their efforts to bring back their know-how they gained from their travels, some of them even have nurtured plans of putting their experience to work by running for local elective positions in their hometowns.
But apparently, Philippine Congress does not appreciate the billions of dollars that OFW's remit to the Philippines monthly when it passed a couple of laws, which are anti-immigrant.
Congress's message is this: "Send us your money but we do not trust you spending the money you remitted to us."
And this attitude by Congress fuels many Filipino immigrants to stay for good in their adopted homeland and make it their permanent domicile. These immigrants would simply take a sentimental journey to the Philippines from time to time and turn their homeland into their temporary residence.
These are the so-called permanent residents in the United States and other countries, who could have waited for as long as 20 or more years just to obtain their Green Cards. But these Green Card holders would have to wait for another five years before they become naturalized U.S. citizens.
This means that permanent residents are not yet U.S. citizens but are still very much Filipino citizens! In some Christian beliefs, permanent residents are likened to those being placed in limbo, the supposed place of the souls of unbaptized infants, and of the just, who died before Christ's coming and are waiting a decision or resolution of their cases.
And should these immigrant changed their minds or abandon their U.S. citizenship applications, they can no longer return to the Philippines to exercise their right to vote in the Philippines nor be voted upon in the Philippine elections. Thanks, to Philippine Congress, which stripped these permanent residents of their Filipino citizenship without their consent under the Local Government Code also known as Republic Act No. 7160, which prohibits them from running for elective positions in the Philippines and Republic Act No. 9225, An Act Making The Citizenship of Philippine Citizens, Who Acquire Foreign Citizenship Permanent, which prohibits them from voting in Philippine elections.
By taking away their inalienable civil rights without their consent as permanent residents from running for office or from voting in the Philippine elections, Congress violated their Sec. 1 of the Bill of Rights, which says, "No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws."
CANNOT VOTE NOR RUN IN THE PHILIPPINES, U.S.
Thus, Congress turned permanent residents into second-class citizen not only because they cannot vote and run for office in Philippine elections but also into stateless citizens because they cannot even vote and run for office in U.S. elections either!
These will be among the provisions that several U.S. permanent residents want the Philippine Supreme Court addressed and repealed.
Former Philippine government public prosecutor Carlos A. Cortes, Jr., who is also a U.S. immigrant in Chicago, Illinois also wants a provision of the Local Government Code disqualifying those having "dual citizenship" from running for office be amended into "dual allegiance."
In the Mercado v. Manzano case, 307 SCRA 630, the Supreme Court said, "[T]he concern of the Constitutional Commission was not on dual citizens per se, but with naturalized citizens, who maintain their allegiance to their countries of origin even after their naturalization. By filing a certificate of candidacy when he ran for his present post, (Edu) Manzano elected Philippine citizenship and in effect renounced his American citizenship. What the law prohibits is dual allegiance, not dual citizenship."
When Manzano was born in California, he became a natural-born American citizen by operation of America's jus soli (right by birth place). But because his parents were Filipinos, Manzano is also a natural-born Filipino citizen based on jus sanguinis (right by blood).
So, Manzano was dual natural-born Filipino citizen and natural-born American citizen!
AMICUS CURIAE/INTERVENOR
If Cortes' amicus curiae (friend of court) and/or intervenor is accepted by the Supreme Court as a side issue in the Comelec v. Poe case, which is up for oral argument on Jan. 19, 2016, the U.S. Filipino immigrants want to change "dual citizenship" into "dual allegiance" in the provision of the Local Government Code that prohibits permanent residents from running for elective positions in the Philippines. After all, Art. IV, Sec. 5 of the Constitution, provides, "Dual allegiance of citizens is inimical to national interest … ."
These immigrants are also baffled by the strict interpretations of Senator Grace Poe's disqualification cases by the Commission on Elections (Comelec) in her U.S. citizenship, which she had since renounced, and her ten-year residency, which was short by more than five months.
In the Caram v. Comelec, GR No. 1052 14, Aug. 30, 1993, the Supreme Court noted that Sec. 2 of RA 9189 "empowers Congress to provide a system for absentee voting by Filipinos abroad. It is clear from the discussions of the members of the Constitutional Commission that they intended to enfranchise as much as possible all Filipino citizens abroad, who have not abandoned their domicile of origin.
"The Commission even intended to extend to young Filipinos who reach voting age abroad whose parents' domicile of origin is in the Philippines, and consider them qualified as voters for the first time.
"It is in pursuance of that intention that the Commission provided for Sec. 2 immediately after the residency requirement of Sec. 1. By the doctrine of necessary implication in statutory construction, the strategic location of Sec. 1 indicates that the Constitutional Commission provided for an exception to the actual residency requirement of Sec. 1 with respect to qualified Filipinos abroad. The same commission has in effect declared that qualified Filipinos, who are not in the Philippines, may be allowed to vote even though they do not satisfy the residency requirement in Sec. 1, Article V of the Constitution."
If Congress is liberal with the residency requirement for absentee voters, who are allowed to vote in the Philippines without residency requirement, why would Comelec not be liberal with the residency requirement of Senator Poe, who was only absent for five months and 13 days in the Philippines, in her quest for the presidency?
In the Pungutan vs. Abubakar, GR No. L-33541, Jan. 20, 1972, the Supreme Court on the question of residency requirement in the place where one wants or intends to vote, said, "The right to vote has reference to a constitutional guarantee of the utmost significance. It is a right without which the principle of sovereignty residing in the people becomes nugatory. It is a political right enabling every citizen to participate in the process of government to assure that it derives its power from the consent of the governed. The COMELEC (Commission on Elections) is not empowered to decide questions "involving the right to vote." The power to determine whether or not a person can exercise or (be) precluded from exercising the right of suffrage is a judicial question, and the power to resolve such question has been excluded from the Commission's power to be the judge of election contests."
I believe, voting and being voted upon are both inalienable civil rights that cannot be taken away from Filipino citizens against their will. Not by the COMELEC! And not even by the plenary powers of Congress! (lariosa_jos@sbcglobal.net)
Correspondent and syndicated columnist of Journal GlobaLinks (JGL), formerly Journal Group Link International, a Chicago, Illinois-based news agency, public relations and advertising outfit, has been a veteran journalist from both sides of the Pacific. He holds a Bachelors degree in Journalism from the Lyceum University of the Philippines. He is few units short of completing his Masters degree in Journalism at Chicago, Illinois-based Roosevelt University.
The Unstoppable March of Change
Aquino Administration In Full Throttle Campaign Mode A Year Ago
Will Federalism cure the ills of Filipinos?
There Are More Politicians Convicted Of Corruption Than...
Mayor Duterte Steamrolled His Opponents
If Mayor Duterte Wins, Killers Beware
'Oragon' Candidates Bolster The Chances Of A Bongbong...
Will the Supreme Court Favor Senator Poe?
PH Response To China: Let U.S. Build Bases...
Let Grace Poe Run
A President Who Has No Clothes
Secular Extremism Has No Place In Society
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Copyright © 2019 - All Right Reserved. Philippine Daily Mirror


If you are a father, taking about the kids room design is not as an embarrassing one. Your beloved kids should get the best affection from their parents. One of the affection from the parents is giving a good facility for them so that they can enjoy their childhood with funny. I have some pictures that describe some kids' bedroom that become favorite today.
Here, I have some pictures about the boys' room and girls' room. Firstly let's talk about the boy. The boys more like animal or superhero become their room theme. For example the blue boy bedroom which has wooden floating bunk. Large corner window give the natural lighting from sun at the day. A bay sofa lie near the window is a perfect place to enjoy outside view. Another great boy kids room design ideas is the floating pirate ship bedroom. With ocean bedroom theme, the bunk is floating on ceiling and need a rope bridge to reach the bed. Rustic camping sense can also applied inside the boy room by adding a tent with other camping furniture inside the bedroom.
Actually, there are not too many differences between boys' room and girls' room. For example is in a girl bedroom with hammock. Small bedroom space becomes an advantage with clever decorating. Another example is in the futuristic kids' bedroom with loft bunk. It can be designed for girl and also boy. Large wall closet ideas spend the space not too much. Red accent in puff and learning chair make this room looks elegant.
You can also put small dining table with chairs in kid bedroom. It can make the bedroom looks compact and stylish. Coloring kid room wall is also important in designing kid bedroom. Of course the kids love a bright and attractive one. If you want more clear explanation you can check kids room design ideas photos at the link I attached below.


The fall of 2013 was an exciting time to be a Scot. In our first official semester as members of the NCAA Division III, Scots soccer, volleyball, and cross country teams entered the USA South committed to athletic and academic excellence.
The men's soccer team, under head coach Nathan Pifer, put together another solid season, finishing with an 11-5-4 overall record and a 5-3-1 mark in the USA South. The men earned a spot in the USA South conference tournament, but fell to Averett in the first round on penalty kicks, ending the season.
The team did an admirable job of supporting one another after the tragic loss of teammate David Taaffe. It was a season of dedication, as the Scots devoted the year to the memory of Taaffe. All warm-up shirts sported Taaffe's No. 6 on the back and Pifer kept David's name and number on the official lineup sheet each match. Read more about the Scots' 2013 season here.
The women's soccer team fought through injuries to finish 10-9-2 overall, with a semifinal finish in the USA South conference tournament. In Mark Duble's 20th year as head coach, the Lady Scots went 7-3-2 in their inaugural season in the USA South before falling 3-1 to eventual conference champion and NCAA tournament team Piedmont in the semifinal round of the conference tournament. The Lady Scots were honored with the National Soccer Coaches Association of America Silver Award for Team Ethics. Read a full recap of the Lady Scots' season here.
For a third straight season, the volleyball team won at least 20 matches. Under the direction of first year head coach Joanna Ehman, the Lady Scots were again a force to be reckoned with, finishing their season 21-11 overall and advancing to the semifinal round of the USA South conference tournament. The Lady Scots were defeated in four sets by eventual conference champion and NCAA tournament team, Maryville.
The Covenant cross country teams once again had spectacular fall seasons. With Covenant's transition to NCAA Division III complete, the men captured the USA South conference title, while women's runner Beth Burgess won the conference individual title. The women had three overall meet victories and the men had two.
The squads were also able to compete in the NCAA regional events for the first time in school history on November 16. In those meets, Burgess broke the women's program record time on a 6K course with her time of 23:58, besting Hannah Matthews' mark of 24:00 set in 2010. The women had four runners set new personal marks and the men had five.
Scots fans can follow all the latest happenings on the official athletics website, Facebook, and Twitter.


text:
Matt Bahen: The Promise, The Promise
Matt Bahen, Old Stones, 2019
Opening Reception: Thursday, October 10, 6-8pm
Artist talk with Jayne Wilkinson: Saturday, October 19th at 2 pm
Nicholas Metivier Gallery is pleased to announce an exhibition of paintings by Matt Bahen. The exhibition will open on October 10th and run until November 2nd with an opening reception on Thursday, October 10th from 6 to 8 pm. The gallery will host an artist talk with Matt Bahen and Jayne Wilkinson, Editor-in-Chief of Canadian Art, on Saturday, October 19th at 2 pm.
We shall not cease from exploring
And at the end of our exploration
- excerpt from Four Quartets byT.S. Eliot
For his second solo exhibition at Nicholas Metivier Gallery, Matt Bahen has created an arresting new body of work that visually references literature – his primary source of inspiration – more than ever before. In addition to T.S. Eliot's above quote from Four Quartets, Bahen cites author Joseph Campbell's monomyth theory, that all mythic narratives are variations of a single great story, for influencing the structure behind his latest paintings.
Bahen developed several new motifs found in nature that symbolize the cyclical stages in Campbell's theory – the hope, the obstacle, the struggle, the aftermath and ultimately, the way out or the return. While each painting encompasses its own narrative, they also belong to a collective narrative as part of the exhibition. Characteristic of all of Bahen's work, the latest paintings are devoid of human figures while at the same time, demand a visceral response from the viewer. This immediacy is created through a combination of his impasto surfaces and his restless subjects including rushing water, galloping horses, and burning fires. While Bahen extends the tradition of Canadian landscape painting, he also utilizes it as a vessel to communicate his ultimate interest in the power of allegory and metaphor.
The pressure of these paintings moves quickly, accelerating and evolving the limpidity of what we term "landscape," and inciting drama across otherwise calm planes. In this way Bahen's paintings work on us like a noise. Like if you pressed your ears to the shoreline near his water-stripped horses, like if you encircled his leaning trees and keened for the wind. The crush of cropping green and moving muscle will help confirm your own smallness, the waste of your constant speaking. You will find something like a stillness among this thrush.
– Sky Goodden
Matt Bahen was born in 1979 in Schomberg, Ontario. He received his BFA from the Ontario College of Art + Design (OCAD) in 2002. In 2013, his solo exhibition, Gravity's Faith, was held at the MacLaren Art Centre in Barrie. Bahen is represented in Toronto and New York.
For more information on the artist, click here.
To read the complete essay by Sky Goodden, click here.
Related artist
Matt Bahen


text:
[WSG] Re: WSG Digest
Dennis C. Stone Wed, 03 Feb 2010 17:42:43 -0800
Marvin:
Here is a list of common installed fonts.  Not all fonts you declare in you
CSS will be pre-installed on pc/macs.
http://www.ampsoft.net/webdesign-l/WindowsMacFonts.html
On Wed, Feb 3, 2010 at 6:54 PM, <wsg@webstandardsgroup.org> wrote:
> *********************************************************************
> WEB STANDARDS GROUP MAIL LIST DIGEST
> From: Joseph Taylor <j...@sitesbyjoe.com>
> Date: Tue, 02 Feb 2010 09:33:39 -0500
> Subject: Re: [WSG] fonts
> Marvin,
> You don't need to have Arial on your PC to use it in your work. Others
> should have to have it, or any fallback you declare in your stylesheet.
> Joseph R. B. Taylor
> /Web Designer / Developer/
> --------------------------------------
> Sites by Joe, LLC
> /"Clean, Simple and Elegant Web Design"/
> Phone: (609) 335-3076
> Web: http://sitesbyjoe.com
> Email: j...@sitesbyjoe.com
> On 2/1/10 11:28 PM, Marvin Hunkin wrote:
> > hi.
> > i have verdana.
> > and it reads the name.
> > but only have got Arial Blakc.
> > not just plain Arial
> > what is the correct name for Arial Black.
> > or where can i download the Arial font.
> > marvin.
> > *******************************************************************
> > List Guidelines: http://webstandardsgroup.org/mail/guidelines.cfm
> > Unsubscribe: http://webstandardsgroup.org/join/unsubscribe.cfm
> > Help: memberh...@webstandardsgroup.org
> From: PurencoolGmail <purenc...@gmail.com>
> Date: Wed, 03 Feb 2010 15:40:12 +1100
> Subject: I need a professional eye back again.
> Hi everyone
> I have slowly going through all the tips this group
> gave me and add fixes etc.
> But I have on fix i can't fix and that is the foot ul
> it does not mater what I do I cannot get the
 or  or

> padding or margin to move the css top down can anyone see
> an issue?
> Also someone suggested highlighting the link of the page the user
> is currently view. How do others do this as I have never tried it.
> Thanks the site is www.purencool.com
> John Cullen
> www.purencool.com
> From: "Chris F.A. Johnson" <ch...@cfajohnson.com>
> Date: Wed, 3 Feb 2010 00:15:48 -0500 (EST)
> Subject: Re: [WSG] I need a professional eye back again.
> On Wed, 3 Feb 2010, PurencoolGmail wrote:
> > Hi everyone
> > I have slowly going through all the tips this group
> > gave me and add fixes etc.
> > But I have on fix i can't fix and that is the foot ul
> > it does not mater what I do I cannot get the
 or  or

> > padding or margin to move the css top down can anyone see
> > an issue?
> > Also someone suggested highlighting the link of the page the user
> > is currently view. How do others do this as I have never tried it.
> > Thanks the site is www.purencool.com
> Errors found while checking this document as XHTML 1.0 Transitional!
> Result:         13 Errors
> Address:        http://www.purencool.com
>   Chris F.A. Johnson                          <http://cfajohnson.com>
>   ===================================================================
>   Author:
>   Shell Scripting Recipes: A Problem-Solution Approach (2005, Apress)
>   Pro Bash Programming: Scripting the GNU/Linux Shell (2009, Apress)
> From: "Nass Martino - Yehget" <n...@yehget.com.au>
> Date: Wed, 3 Feb 2010 16:29:09 +1100
> Subject: Help!
> The following website uses classic ASP.
> It was developed about 5 years ago by a programmer that no longer works
> here.
> https://www.toastfood.com.au/officecatering/index2.html
> We have moved it to a new server, and when a customer hits the SUBMIT
> button
> when checking out it comes up with an error.
> Can anyone explain why this error is occurring.
> Thank you in advance.
> Nass
> Yehget Multymedia
> Sydney Australia
> From: Luke Hoggett <luke.hogg...@gmail.com>
> Subject: Re: [WSG] Help!
> There's no SUBMIT button on the page!!
> On 3/02/2010 4:29 PM, Nass Martino - Yehget wrote:
> > The following website uses classic ASP.
> > It was developed about 5 years ago by a programmer that no longer works
> > here.
> > https://www.toastfood.com.au/officecatering/index2.html
> > We have moved it to a new server, and when a customer hits the SUBMIT
> > when checking out it comes up with an error.
> > Can anyone explain why this error is occurring.
> > Thank you in advance.
> > Nass
> > Yehget Multymedia
> > Sydney Australia
> Luke Hoggett
> 0419 442 807
> You would need to put a dummy order in to reach the checkout page.
> Nass!
> From: li...@webstandardsgroup.org [mailto:li...@webstandardsgroup.org] On
> Behalf Of Luke Hoggett
> Sent: Wednesday, 3 February 2010 4:38 PM
> To: wsg@webstandardsgroup.org
> *******************************************************************
> List Guidelines: http://webstandardsgroup.org/mail/guidelines.cfm
> Unsubscribe: http://webstandardsgroup.org/join/unsubscribe.cfm
> Help: memberh...@webstandardsgroup.org
> From: Brad Kellett
> That's a server-side error that's being generated, if you were to
> believe the link that appears it's something to do with running classic
> ASP on IIS7. I would assume your logs have more information.
> Either way, this is probably not the group to be posting about it to I'm
> afraid.
> ~bck
> On 03/02/2010, at 4:49 PM, Nass Martino - Yehget wrote:
> > You would need to put a dummy order in to reach the checkout page.
> > Nass!
> > From: li...@webstandardsgroup.org [mailto:li...@webstandardsgroup.org]
> On Behalf Of Luke Hoggett
> > Sent: Wednesday, 3 February 2010 4:38 PM
> > To: wsg@webstandardsgroup.org
> > Subject: Re: [WSG] Help!
> > There's no SUBMIT button on the page!!
> > On 3/02/2010 4:29 PM, Nass Martino - Yehget wrote:
> > It was developed about 5 years ago by a programmer that no longer
> works
> > Luke Hoggett
> > 0419 442 807
> We only just narrowed it down to that.
> Thanks to those that replied.
> As Brad mentioned, this is now not the group for it, please close this
> thread.
> Thank you.
> Behalf Of Brad Kellett
> That's a server-side error that's being generated, if you were to believe
> the link that appears it's something to do with running classic ASP on
> IIS7.
> I would assume your logs have more information.
> **************************************************************
> Guidelines: http://webstandardsgroup.org/mail/guidelines.cfm
Dennis C. Stone
middleSTONE
*******************************************************************
List Guidelines: http://webstandardsgroup.org/mail/guidelines.cfm
Unsubscribe: http://webstandardsgroup.org/join/unsubscribe.cfm
Help: memberh...@webstandardsgroup.org
[WSG] Re: WSG Digest nathan
[WSG] Re: WSG Digest miles
Re: [WSG] Re: WSG Digest Oliver Boermans
[WSG] Re: WSG Digest Alan C. Whiteman
[WSG] Re: WSG Digest Dennis C. Stone
[WSG] RE: WSG Digest Richard Scherer
[WSG] Re: WSG Digest Ei Sabai Nyo
[WSG] Re: WSG Digest Rachael Furn
[WSG] Re: WSG Digest Stephen Holmes (Gmail)
[WSG] Re: WSG Digest Guy Cook
[WSG] Re: WSG Digest john
wsg - all messages
wsg - about the list
225259203_100274417@mail.webboy.net


Available for download, Slate Digital VMR 2.0 is a plug-in that represents a virtual mix rack full of modules useful for mixing audio for music and post production. The VMR 2.0 offers an environment somewhat similar to an analog mixing rack, where various pieces of hardware gear such as equalizers and compressors can be chained together to shape your sound.
The VMR 2.0 comes stocked with various compressors, equalizers, and utility modules, such as the FG-401, the FG-S, FG-N, FG-116, and Trimmer. Many modules, such as the FG-A, FG-Stress, FG-AIR and more, can be purchased separately and loaded within the GUI. Others, such as The Monster and Revival, are freely available.
This is the second iteration of the Slate Digital VMR, and it provides several optimizations over the original plug-in. For instance, you can customize and recall eight Dream Strip presets with the click of a button. Undo and Redo functions have been implemented, and many of the stock modules have been recoded to offer less noise in use (the noise was originally intended to model analog units more faithfully, but Slate has curtailed this analog noise as many users prefer a cleaner operation with the ability to introduce noise if needed). A clear rack button is now on hand, and oversampling can be introduced through the settings menu.
VMR 2.0 is compatible with Mac and Windows platforms. It can operate in AU, VST, and AAX formats. iLok 2 or 3 is required to run the VMR 2.0.
Note: This software requires an iLok 2 or 3 to run. iLok is available separately.
VMR 2.0 opens with a custom channel strip by default. Whenever VMR 2.0 is launched, the leftmost Dream Strip always loads first. Now you can instantly start mixing with the modules you use the most. VMR 2.0 comes with seven default Dream Strips, although you can remove them and make your own.
The FG-401 started as a recreation of the classic British console channel compressor but morphed into something else. With a variable attack and release, it also includes an input transformer stage, modeled on the transformer from a British Class-A Console. This adds warmth and sheen to the compressor. There's also a switchable opto circuit path that offers a smoother, richer tone.
The FG-S is a digital recreation of a famous British console equalizer from the 1980s. This equalizer offers rich harmonics as well as interactive mid-bands with a fat musical tone. It's considered a workhorse mix EQ that can be used on any kind of track, great for surgical or musical applications alike.
The FG-N is a digital recreation of a classic discrete Class-A British equalizer from the 1970s. All aspects of the circuit were modeled, including the rich harmonics and saturation that naturally occur when the equalizer is in use. The original hardware only contained one mid-band, but Slate Digital added another to make the FG-N more versatile. This equalizer is lush and fat.
The FG-116 is a precise replication of a classic 76-style American FET limiter. From its trademark timing characteristics to the musical sound of its transformer, the FG-116 gives engineers and producers the musical and fat tone that has made the hardware so famous. The FG-116 sounds great on everything from lead vocals and drums to bass guitars.
Trimmer is a useful module that performs a few basic but essential operations within the Virtual Mix Rack: RMS and peak level monitoring, a simple trim control and a phase reverse switch. When using it in the first slot, the Trimmer allows you to define how the signal will hit the following VMR module.
Revival is not an emulation, but a simple tonal processor with much going on under the hood. It provides two controls: Thickness and Shimmer. Very little of each is needed to make a track sing through the mix. This module is offered for free.
Monster emulates the classic all-buttons-in extreme compression sound of the vintage FET limiter hardware. If you're wondering where the all-buttons-in effect is on your FG-116, look no farther; it's right here, in this freely available plug-in. The all-buttons-in effect can be pretty extreme, so Slate Digital added a few additional features that make this processor more versatile, including a variable high-pass feature, a high-frequency detecter, a punch button, and a mix knob for parallel processing.