In Palestine, 16-year-old girls are arrested, terrorized, and abused. Women are compelled to wrestle soldiers to free their screaming, pleading sons. Parents are forced into burying their children who have been killed by the Israeli military.
Yet, for as egregious as these acts are, we don't hear Christians knocking on any doors to raise awareness or advocating for an end to the occupation, you know, the way Jesus would.
Before anyone accuses me of being hypocritical, understand that I come from a unique background. Being a Palestinian who was raised as a Christian, I see the utter distortions and manipulations that perpetuate Palestinian oppression. Christians, especially in the United States, are duped into supporting Israel because of cherry-picked biblical quotes.
So, what about all of the people who don't believe in the Bible? Are they simply forced to endure and suffer persecution because of your theological perceptions? How would Christians feel if Muslims demanded them to accept the Quran? Many would be in an uproar. Just as we wouldn't expect anyone to push their beliefs on us, we can't push our beliefs on anyone else.
Palestinians can't be expected to acquiesce to one of the world's most brutally oppressive regimes, all because the Bible supposedly mandates Israel's right to occupy, suppress, and dominate. None of these are true. Biblical prophecies are often misrepresented and taken out of context. But that's the way our world works. Many Christians are quick to forget about the true teachings of Christ, yet they're eager to support Israel. What lies at the root of this support is a deep-seated prejudice against Arabs. We're misconstrued as bloodthirsty demons. Israel should evict us because we don't understand tranquility, people believe.
If you're a Christian, you can't selectively pick verses to justify Israel's inhumanity. And you certainly can't turn away from oppressed peoples. Jesus wouldn't have. Jesus stood up to a tyrannical Roman government, irrespective of the consequences. So why won't many Christians take a stand for Palestinians?
Palestinian Christians are restricted from visiting churches in Jerusalem. Palestinian Christians can't travel freely. Palestinian Christians are treated as strangers in their own homeland. But most Christians are unaware of their Palestinian Christian brethren.
Furthermore, support for Israel is in blatant contravention to biblical doctrine. Jesus never would have supported a regime that subjugates millions, conducts murderous assaults on the Gaza strip, and which openly discriminates against non-Jews. Palestinian Muslims and Christians are disenfranchised, hopeless, and at the mercy of a tyrannical occupier.
Christians, the next time you think that God stands with Israel, ask yourselves if God stands with murder. In 2014, during Israel's last malicious act of genocide on Gaza, over 2100 Palestinians were killed. 1462 were civilians.
Christians, the next time you think that God stands with Israel, ask yourselves if God stands with the restriction of Christians from going to church. A lot of Palestinian Christians in Jerusalem have cited the Israeli occupation as the reason for their departure from their historical homeland.
Christians, the next time you think that God stands with Israel, ask yourselves if God condones the mistreatment of one's neighbors. Jesus commanded people to love their neighbors. Is Israel loving its neighbors when it steals their land, builds illegal settlements, and boots them out?
My fellow Christians, you are not supporting God's will. You are supporting contradictions. You are supporting ethnic cleansing. You are supporting the most heinous injustice against humanity. Palestinians aren't the ancient biblical enemies they're depicted as. Palestinians, both Muslims and Christians alike, are the colonized who advocate tirelessly for freedom and equality, and who stand firmly in the face of colonization. Those are Christian values at their core. In fact, those are human values all are innately entitled to.
Stop with the blind support. Open your eyes and see the stark injustice and occupation. If Jesus were here, he'd side with the Palestinians. And he wouldn't just be condemning Israel. He'd be condemning all of you, too.
I hear you. They think Palestinians including Christian Palestinians have to die to fulfill a prophecy.
It is madness. I say this as someone whose Lebanese family came from Marjeyoun near where Jesus gave Peter his new name (etc.).
However the whole Church including the earliest went completely off the path when Constantine converted & painted crosses on the shields of his soldiers & made Christianity a state religion. That's why when you go to Church they pray for the victory of the military. (Of whatever country the Church is aligned with).
Jesus is not in the Church.
I went to the Antiochian Orthodox Church near me – an hour outside of New York – and they were praying for the victory of Assad. This was after the second chemical attack against his own people – in addition to the years of bombing. The same archdiocese sent a delegation of priests to meet w/ Assad & they came back saying what a lovely "gentleman" he was. Here's who else served coffee to visitors: Hitler.
I believe in the teachings of Christ. That's why I no longer go to any church. Jesus did not go to church.
I think you will find it interesting to read about Christian Anarchists. They believe in following Christ's teaching of nonviolence & hence separation from the state. No more praying for winners in wars etc.
I grew up on the very lies Jamal mentioned. I was insulated from the truth. I am a Believer in the Gospel since age 15. It wasn't until I was forty that God allowed me to see the evil monster that modern Zionism is. It is anti Jewish and anathema to Torah. It claims to represent all Jews both in the Holy Land and Diaspora. It is all lies. Today with the amount of instant coverage in cyberspace, Christians have to choose to be ignorant and choose to ignore much of the Holy Writ they claim to follow.
"Israel wright or wrong" violates both OT and NT teachings. We are never to condone wrong for any reason by anyone or any group.
I can see how many Christians, even those who call themselves evangelical, have strayed into dangerous spiritual territory.
The three most often quoted people of the protestant persuasion are Augustine, Luther and Calvin.
"I see no use for a women other than procreation".
Luther gave Hitler the idea for Kristallnacht. Luther really hated Jews. Hitler really liked Luther.
Calvin wrote that if Servitus ventured to Geneva he would see to it that he would never leave there alive. Calvin made good on his bloody promise.
No excuses. God gives truth to those who seek it above all personal agendas.
My prayers are with you. God has children who know truth from lies in spite of all the Seminaries and their twisted teachings.


Choice Dental is located in the heart of Browns Plains at Plains Junction Shopping Centre (right near Office Works). We are conveniently located within walking distance of the Grand Plaza shopping centre and bus terminal. We also have ample 2hr parking as well as disabled spaces with easy access to the practice.
Choice Dental has been established for over 20yrs. We continue to deliver quality dental care to many local families. Choice Dental is also just a few minutes from Heritage Park, Forestdale, Berrinba, Drewvale, Regents Park and Park Ridge.
Choice Dental welcomes new patients and makes every effort to understand and meet your needs. We have a strong belief in treating you with the care and comfort we would provide to our own families. Please feel free to call for any of our Dental Services discussion.


Ben Penner Farms is a 36 acre certified organic farm located in Belle Plaine, MN. I grow alfalfa, hard red winter and spring wheat, food grade soybeans, lentils, black beans, pinto beans and organic vegetable starter plants. If you are interested in buying organic whole grains and beans, please email me at ben.penner@gmail.com.
Great video. The first time I noticed "waves of grain", I was made to pause and appreciate how beautiful it really was – and how much like an ocean, it really looked! Wonderful to know there are more of us who appreciate just how great it is to be present for quite moments of God's beautiful creation.
I am really looking forward to getting some of your baking products and growing some of your veggies, too! I am a local photographer, and would love to be of assistance with product shots if your interested. Maybe we could exchange or barter for goods. Let me know – I would love to support a local farmer and spread the word. You are living as I grew up and now I know how great that really was.


text:
Student Achievement: What Is The Problem?
Student Achievement Commentary
By Donald B. Gratz — September 05, 2001 11 min read
Donald B. Gratz
Donald B. Gratz is a senior associate and the coordinator for national school reform of the Community Training & Assistance Center in Boston. He also serves as the vice chairman of the Needham, Mass., school board.
Five different views of the 'student achievement' problem—each suggesting a different course of action.
Recent National Assessment of Educational Progress scores confirm what most people believe: Despite enormous expense and effort, the country has not yet solved its student-achievement problem. There is less agreement, however, about the real problem or its true symptoms. In fact, the symptom on which our current strategies are based—a faltering economy attributed to poor training in science and math—was last seen a decade ago. Given this circumstance, it is hardly surprising that our strategies are not working.
To solve the country's educational problems, we need to employ a basic problem- solving framework: Identify the symptoms, seek their underlying causes, develop strategies that directly address these causes, monitor progress, and modify our strategies if the symptoms don't improve or others appear. This may sound fundamental, but current practice is to lump a range of symptoms into a single "problem," and to address this problem with one main improvement strategy—high standards and rigorous testing. As results have disappointed, state and national leaders have been unwilling to re-examine the symptoms or review their methods. Instead, when rigorous testing has not led to higher scores, teachers and students are accused of not taking the test seriously. And the most often proposed solution is more rigorous testing. Little attention is paid to the possibility that our strategies may not address the real issues. Perhaps this explains why so much effort and money have yielded so few improvements.
Defining problems based on symptoms and causes is still the best starting point for solving those problems. What follows are five different views of the "student achievement" problem. They are all connected, but each problem definition suggests a different course of action.
Absolute Student Achievement. One common understanding of student achievement is absolute achievement on a defined scale, as when all students of a certain age are ranked according to their scores on a state test. This approach has the virtue of simplicity, but tends to produce predictable results that track demographically.
In this definition, the problem is poor overall performance, either nationally or statewide, against a set of standards. This definition helped launch "world-class standards" and was rooted in two primary symptoms. First, in 1983, the business-oriented federal report, A Nation at Risk, famously described the "rising tide of mediocrity" that was washing over our schools and destroying our economic competitiveness. At that time, the U.S. economy was in the doldrums, while Japan's was soaring. The argument that our economic woes were linked to poor training in math and science made sense (and gave business someone else to blame for the economy).
The justification for much higher national standards has largely disappeared.
This analysis was bolstered by the second symptom, when the Third International Mathematics and Science Study showed American students comparing poorly with their international peers in math and science. While it was recognized that some American students do better than others, the main problem was defined as the woeful underperformance of our students in relation to those from countries with which we compete economically. To solve this problem, much higher standards were proposed for all students, with tests to enforce them. Not surprisingly, many students fared poorly on these harder tests. A crisis was born.
As the 1980s became the 1990s, however, these symptoms faded. Most importantly, the economy improved dramatically. In addition, the comparability of TIMSS results among countries was questioned, with some analysts reporting that other countries test students who are older or exclude their lower- performing students. More recent analyses show that white and middle-class American students excel on TIMSS, but that urban and poor students, and students of color, tend to fare worse. Thus, while lessons may still be learned from comparisons with other countries (such as in curriculum focus and textbook quality), the justification for much higher national standards has largely disappeared.
Relative Achievement. The national economy no longer figures in most education discussions, for obvious reasons, and few still argue that all American students are behind. The new problem is relative achievement: the gap between students who do well and others who do not. White students, middle- and upper-class students, and those in the suburbs score well on TIMSS, excel on standardized tests, and get into the best colleges. The concern is that some students, particularly in low-income areas, do poorly on these tests.
There are many potential causes for this gap, possibly including low standards, the quality of instruction, family background, student aspirations and effort, the curriculum, and testing bias. But the point is that when new symptoms are identified or a problem is redefined, possible causes should be re- examined and strategies revisited. Unfortunately, no such policy review has taken place.
If the goal is to close an achievement gap among students, raising the bar for all students may be counterproductive.
If the problem is international competitiveness, raising standards for all students may help. But if the goal is to close an achievement gap among students, a very different problem, raising the bar for all students may be counterproductive. My own observation is that students in high-performing areas are working harder than ever to meet the new standards, taking advanced courses earlier, and doing much more homework. But students who did not meet the old standards are held back by the same conditions—whether at home, in school, or of their own making—that held them back before. In raising the bar, we have placed it further from the reach of urban students and schools than before, creating the perverse effect of increasing the achievement gap—driving high-achieving students to do more, while leaving lower-performing students further behind. Recent NAEP results appear to support this theory.
Student Progress. A better way to consider achievement is to examine student progress. Many state tests look at test scores in certain grades, say 4th, 8th, and 10th grade, but few consider the students' starting places or measure their progress. Most compare one class to another, either this year's 4th graders to last year's or to 4th grade classes across schools. These are measures of absolute or relative achievement, but despite frequent references to school improvement or decline, they do not describe the progress of actual students.
Take two 4th grade students, for example: one suburban, one urban. The suburban 4th grader left 2nd grade reading at the 4th grade level and now reads at the 6th grade level (two years' progress in two years). The urban 4th grader left 2nd grade reading at the 1st grade level and now reads at the 4th grade level (three years' progress in two years). The suburban child has attained a higher score, but the urban child has shown more progress in the same amount of time. Which is doing better?
I have compared this approach to a race without a starting line. If we know the finish line of a race without knowing the starting line, we know who finishes first. But we don't know how fast or how far the racers have run. Under such conditions, we do not know which runner is fastest or has the greatest endurance, or which running coach is most effective.
School Effectiveness. Relative student achievement is most often used to indicate school effectiveness. But, as in the last example, we can't tell an excellent school from a poor one unless we measure the growth of students from their individual starting places. If one school is taking students from a low ability level and helping them make large strides, is it a worse school than one that takes students who start with many advantages and advances them only a minimum amount?
If one school is taking students from a low ability level and helping them make large strides, is it a worse school than one that takes students who start with many advantages and advances them only a minimal amount?
In a famous 1986 example in London, the school that was the second best in overall performance out of a field of 18 was the worst in terms of progress. Its "success" came from enrolling children from middle- and upper-class families. We are repeating this kind of "success" in every state that measures schools on absolute or relative student achievement.
To know whether a school is effective, we need to know how far it advances different students on the measures we consider important. While some schools and districts attempt to track this kind of progress, states rarely measure school effectiveness by looking at student progress. Thus, states condemn some schools that excel, and reward others that do poorly, largely based on the students they enroll. We may have ineffective schools in this country, but we won't know which they are until we know how far they advance individual students.
School Purposes. Finally, in considering school effectiveness, we have to ask: effective at what? Because most people think of learning in core subjects as the main function of schools, and because it is easier to measure, we tend to use narrow academic assessments to judge school effectiveness. But such a formulation denies the complexity of the human experience and ignores the clear truth that students, parents, and society want more from their schools than a narrow band of facts.
The drive towards higher student "performance" even at young ages has led to a significant backlash among parents, most of whom do not want their children pressured to perform at the expense of physical, social, or emotional growth, or even, in some cases, at the expense of actual learning.
Parents and citizens want children to accomplish more than high test scores. We want good citizens and clear thinkers.
My local school system, for example, is attempting to learn what its constituents see as indicators of quality. In describing the competencies a high school graduate should have, more than 100 people in 11 focus groups, including some closely connected with the schools (teachers, parents, students) and others not closely connected (citizens, community leaders, realtors), produced essentially the same priority list, in this order:
1. Personal competence: problem-solving, social interaction, decisionmaking, respect for others and themselves.
2. Metacognitive skills: critical thinking, learning how to learn, research and study skills.
3. Oral and written communication skills.
4. Traditional academic skills.
Parents and citizens want children to accomplish more than high test scores. We want good citizens and clear thinkers. We want young graduates able to use their abilities to their own advantage and the benefit of the community. We don't want all doctors or lawyers; we also want journalists, teachers, librarians, plumbers, salespeople, artists, and mechanics. When considering the problems in schools, therefore, we should consider what parents, students, and citizens want our schools to achieve.
Though schools cannot be responsible for everything, I still look back to the days when we spoke of helping each child reach his or her fullest potential. This would include solid basic skills, but not necessarily world-class standards, for every student. If we could achieve this goal, not all students would excel on state tests, but all would be productive members of society.
In a recent speech, U.S. Secretary of Education Rod Paige recalled an observation by H.L. Mencken that "for every complex problem, there is a solution that is simple, neat, and wrong." Unfortunately, the problem of student achievement is enormously complex. Simplistic solutions, particularly those based on ideology rather than evidence, are likely to consume money without helping anyone.
One of the biggest problems in education, in my view, is that policymakers align themselves with particular problems and strategies, and then interpret all results according to these beliefs. Thus, when "high stakes" testing fails to produce the desired result, the problem is that teachers and kids aren't trying, and the solution is more of the same. In other fields, continued failure suggests the need for new strategies. Why not education?
We should not be surprised, under the circumstances, if the "student- achievement problem" does not go away.
In response to the recent NAEP reports that higher-performing students are gaining ground in reading while lower-performing students are falling further behind, Kati Haycock of the Education Trust was quoted as saying: "It would appear that in a deeply misguided response to demands for higher achievement, schools are focusing their efforts and resources on those students most likely to succeed, while neglecting the students who most need help."
In other words, it is not the strategy but those who are implementing the strategy who are at fault. If schools are doing that, it is indeed misguided. But without measuring student progress, I doubt there is evidence for such a conclusion. Is it not just as likely that this increase in the achievement gap is an unintended consequence of increasing standards and high-stakes tests for all students, including those who have excelled in the past?
If we truly want to solve our "student-achievement problem," we will have to clearly articulate our goals and identify problems related to these goals. I fully support educational accountability, and have seen how thoughtfully implemented standards can help both high- and low-performing schools. But without a clear definition of its educational problems, and the willingness to change course if its strategies aren't working, the country's call to "leave no child behind" while it raises the bar further from their reach is hypocritical—as likely to harm some students as to help others.
We should not be surprised, under the circumstances, if the "student-achievement problem" does not seem to go away.
Kahlil Kuykendall has worked through Crittenton Services of Greater Washington this year to help keep low-income students academically focused.
Graeme Sloan for Education Week
Student Achievement Inside the Effort to Find and Help Disengaged Youth
Christina A. Samuels, January 6, 2021
Student Achievement Quiz Quiz Yourself: How Much Do You Know About Student Engagement and Motivation?
Quiz Yourself: How do incentives impact student engagement and motivation?
Student Achievement What Would a National Tutoring Program Look Like? Can We Afford It?
A "pay it forward" tutoring corps could reach thousands of students and cost $5 billion to $15 billion, a new blueprint concludes.
Stephen Sawchuk
E+/Getty
Student Achievement Should Schools Be Giving So Many Failing Grades This Year?
As the pandemic rages, schools are seeing a parallel surge in the numbers of students with Ds and Fs.
Student Achievement Spotlight Spotlight on Closing the Achievement Gap for Young Students: Social Justice, Virtual Learning, COVID, and Beyond
In this Spotlight, explore how experts are projecting learning gaps from closures and more.

redpajama_set_name: RedPajamaCommonCrawl


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Bryant Freeman is a retired emeritus University of Kansas professor. He is primarily known for being the founder and director of the University of Kansas Institute of Haitian Studies, one of the few such institutes in a major university in the United States. Freeman received his Ph.D. in French from Yale University, specializing in the work of Jean Racine.

He has also been an instructor for the United Nations Observers in Haiti, an advisor for U.S. and U.N. Peace-Keeping Forces in Haiti, receiving the protocol rank of Major General.

His awards include:
 Lifetime Achievement Award for Service to the Haitian People
 U.S. Department of Justice Commissioner's Special Service Award
 Kansas Humanities Council Award, Kansas French Educator of the Year
 Woodrow Wilson Fellow, Phi Beta Kappa
 Yale University Fellow, Fulbright Scholar

Among his several publications include one of the most comprehensive dictionaries of Haitian Creole to English (and later English to Haitian Creole) ever made, as well as specialty dictionaries such as medical terminology. He edited a collection of the works of Carrié Paultre, a leading Haitian novelist. He was specifically asked by the U.S. State Department in 2004 to translate a letter written by Jean-Bertrand Aristide, to determine if he had actually stated his resignation.

Among the classes he taught until his retirement in 2006 were French, Haitian Creole (6 courses: beginning to advanced) and Haitian history.

Dr. Freeman's books, including his Haitian-English Dictionary, are available from the KUbookstore.  Many of his books are also available for free (along with their audio supplements) on the KU Haitian Creole Resources webpage.

References
http://afs.ku.edu/bryant-c-freeman
http://languages.ku.edu/haitian
http://www2.ljworld.com/news/2004/mar/11/ku_prof_asked/

Living people
Year of birth missing (living people)
Yale Graduate School of Arts and Sciences alumni
Latin Americanists
University of Kansas faculty

redpajama_set_name: RedPajamaWikipedia


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At Juraist we perform quick, inexpensive translations of virtually any text, dealing with clients on a highly interactive and personal level to give you the best results.


Frederick, MD – August 23, 2017 – Empower Energies welcomes Daniel Smith, as Sales Engineering Manager.
Daniel Smith is an accomplished sales engineer in the development and design of solar energy and solar plus storage projects for Commercial, Industrial and Institutional customers throughout the U.S. Daniel joins the Empower team from Tesla/Solar City where he was a Senior Sales Engineer. At Tesla/Solar City, he led the technical diligence and feasibility on over 130MWs of commercial solar projects, including a growing number of solar and storage projects. Prior to Tesla/Solar City, Daniel worked at Tecta Solar for Ken Beiser, Empower's Head of Sales and Business Development.
As Sales Engineering Manager, Daniel will work closely with Empower's Sales and Development team on the technical feasibility and diligence of projects for Empower's customers in the Commercial, Industrial and Institutional market. He will report to Michael Belko, Empower's Head of Operations.
"Empower welcomes the addition of Daniel Smith to our growing team of solar and clean energy development and financing professionals. Daniel is a key member of our technical team for solar project delivery and brings industry-leading solar and storage capabilities to Empower. The addition of Daniel, along with Stuart Stott, positions Empower to further expand our ability to deliver solar and storage solutions for our customers."- John Clapp, President & CFO, Empower Energies.


Senior Marketing Manager at Bill.com,passionate about the customer journey and how tech improves workflow.
I bet you're familiar with this cliché: Throw the spaghetti against the wall and see what sticks. If you had to describe your marketing strategy, would it resemble a nice pasta dish?
Here's a quick test: Have you tried a one-off social media ad because someone told you to? Or sent a random email newsletter one month to everyone on your list because you're supposed to?
If the answer is yes, stop. Put the mouse down.
These are, by nature, random acts of marketing that can cause your brand to feel inauthentic or unprepared, or frankly, just set you up to be ignored by your target audience. None of these are your intended outcomes, I bet.
If marketing is just one of many hats you have to wear to grow your business, the steps to build a marketing plan can feel overwhelming. But I'll share a secret (shh, don't tell on me): Even we so-called professionals get overwhelmed. But at the root, any plan is simply a method for achieving a goal or set of goals. It doesn't have to be a difficult plan.
If you need to get across the street, you look both ways, wait for the light or break in traffic, and walk. This is a plan. Random acts of walking will get you hit by a car. You won't be watching for changing lights, the best place to cross or if cars are coming. And yes, I know what you're thinking. What a silly example, Jeannie.
Is it, though? It's still a plan for how to approach something you do every day.
It's something you were taught. As kids, we were shown the plan for walking safely. It had a goal (don't get hit by a car). It had steps (look each way, then walk). And it had ways to test and judge the environment, adjust on the fly and then see if the plan is still viable wherever you are, however long you've been walking. It helps us avoid playing chicken on the freeway.
So, why play chicken with your business?
Next time you consider those random acts of marketing -- the acts that come from thinking, "Everyone else is doing it, and it will solve my problems" -- I want you to ask yourself three questions first.
1. Is this activity an authentic match to my vision of the world?
You have a vision of the world. You do what you do because it energizes you to think of improving your customer's world. You create, provide or give them something they need to do what they love.
So, in that beautiful vision you have of what their world looks like, imagine your relationship with them. How do you fit along the way? What role do you play in their days? Their success? Their joy? Now, ask this: Does this activity fit seamlessly? Does it enhance and stay true to how you want them to perceive you?
2. Is this really where my audience needs to find me?
You can easily boost a post in almost any social media channel with little fuss. That doesn't mean you should. Everything you put in their world creates an experience for them -- from the moment they see it to when they (hopefully) take action and land where you want them to land. That experience is a part of their decision making process for how much you can meet their needs. You created the experience; you are telling them what you know about them and showing them how much their time, thoughts and needs mean to you.
It seems like a lot of pressure for a boosted post. You just wanted to share some content, right? But before you do that, make sure you know your audience -- where they spend their time, where they go for information, what social media channels they spend time on and why.
Every time your ideal customer interacts with your brand in any way, it helps to form their perceptions and their emotional connection to you. So, what journey are you creating for them?
3. Is this something I can build a relationship on?
Relationships happen between you and your ideal customer long before you think they do. Before they see your bullet lists and features grid, their brain is already making decisions at an emotional level based on what connections you've allowed, how you've made them feel, what messages you think are important to them and, ultimately, what experience you have created for them.
Here's the kicker: Either way you go, with a thoughtful plan or a random act of marketing, you're making it easier for them to decide.
Reread that. Think about it for a minute. Whatever you do, you're helping them decide, good or bad. Intended or not. If you hit them emotionally, in the right place, at the right time and with the right content -- boom! -- you've become interesting and unique and a problem-solver in their lives. You've created an experience that enriched them, made them feel something, helped them in some way.
Hit them with a random act of marketing that doesn't connect to them where or when it matters? They'll likely, and maybe even subconsciously, note that you don't understand them. So, before you consider that tactic, ask yourself what you're telling your customer with this ad, post or another tactic. How could it go wrong?
Meet them where they need you.
Your marketing efforts are about where your stories meet -- you and your ideal customer. Ultimately, it's about being where your customers need you to be. So, write down the details to articulate that. This doesn't need to be 10 pages, or even five. It boils down to knowing five things: your story, your customer's story, where your stories meet, how you'll put your story in front of your customer in those moments when they need you and how you'll keep that relationship going.
And you know what? You've just created a marketing plan.


In case you did not realize, Shivraj Patil had basically asked you to shut up.  — I assume, you too.
Salvation is a function of thinking deeply.
Why does Amit Varma write so poorly?
Almost all writing that I come across is bad. I am not the well read types and maybe there are several good books I don't know much about. Is the argument that, my professional work is not out for judgment every day and hence it's unfair for me judge Amit's even valid?
This is cooling. It is also pisth. Salla. Boja.
He manages to write poorly even when a story gifts itself.
What a nationwide information system shared by all state agencies can't solve, a Federal Agency cannot either. Information sharing needs IT systems; absolute ownership, political resolve. Trading one for the other is to live in an age of the 8085.
Portsmouth won against Cardiff. The two Champions League finalists have, predictably, resuted in everyone deciding that English football has caught up with European football. But the Brits can be excused. Gasquet Fan, please shut this boy.


Curated by Sarah Lookofsky and Lillian Fellman, Land Grab at Apex Art looks at how contemporary artists are responding to issues of land use as it becomes more scarce and expensive. It's a broad concept that spawns a justifiably diverse cast of participants, filling Apex Art with everything from wall-size graphs to miniature landscapes to sleeves with informational leaflets. Indeed the common thread of this show isn't the formal relationships among the works, but an approach to art making that looks back to the activists and interventionists from the 1960's who first took art into the street. Unfortunately, since street art was at first used as a socio-political tool, it has been treated like a runaway stepchild by the larger, financially solvent art world ever since.
With globalism rampantly metastasizing, a looming real-estate crisis, and an overfed art world on the brink of a purging, Land Grab comes at a crucial juncture. I've made more than a few comments in these pages about the impotence of "politicized" art; however, good political art is a necessity while politicized art panders to preconceptions and works with the same reptilian allure as popular advertising. Political art offers new perspectives; politicized art recycles old ones.
Thanks to John Hawke's "Benchmark," a piece of guerrilla public art documented here through color photos, bus commuters in Bed Stuy will never think about waiting for the B66 the same way again. From the frame of a discarded reclining sofa, Hawke has constructed an orthopedic bench surrounded by other amenities designed to "serve the public and to encourage congregation." The communal waiting area is accompanied by three official-looking signs mocking developers and architects. One reads, "Need an aggressive architect? One who will FIGHT to get what is not rightfully yours?..." The number provided is for the offices of Frank Gehry in Los Angeles. You have to laugh when you imagine an office switchboard in L.A. jammed with calls from confused Brooklyn commuters.
They say that all comedy is rooted in irony, so the tendency of interventionists to play with semiotic and geographic redesignation makes much of this show as funny as it is politically charged. Artist Lars Vilks relates the accidental political comedy "Nimis," which began in 1980 when he started assembling a tower out of found driftwood in the Kullaberg nature preserve in Sweden. The mammoth sculpture was eventually purchased in 1984 by Joseph Beuys who subsequently sold it to Christo and Jeanne-Claude. Loopholes in the Swedish laws of ownership have continued to thwart the state's attempts to dispose of the sculpture—and so the saga continues as "Nimis" remains intact deep in a national forest 27 years later, its title of ownership sitting in one of Christo's filing cabinets, and Swedish legal experts continuing to scratch their heads.
The pieces by Hawke and Vilks are typical of much of the rest of the work in Land Grab and, while engrossing, also testify to its downside. Hawke was at the opening with a clipboard and a stack of maps to direct people to Gates and Bedford Avenues to see the actual work. I don't know if Vilks was there, but his "Nimis" was represented by several sheets of text generated by an inkjet printer. I hesitate to make a blanket statement, but reading in a gallery is not the same as stumbling upon the work at a bus stop. This aspect of Land Grab shouldn't discourage you from going to Apex Art but rather encourage you to support interventionist projects outside the gallery through events such as the Conflux festival or those listed in the Art in Odd Places publication.
Evidently mindful of the preponderance of documentation and visual aids, Lookofsy and Fellman have taken care to balance them with works like Katrin Sigurdardóttir's landscapes, which are created inside valises that also function as their traveling crates. The seventeen memory-based dioramas that comprise her "The Green Grass of Home" are reflective and alluring enough, but also feel a little slight in the company of socially motivated projects like Albert Heta's installation of an Albanian flag on the former Serbian embassy in Montenegro. Likewise, Leyla Cárdenas's "Witholding," taken from a disintegrating wall in Bogota, Columbia, has more presence as an elegant arrangement of fragile objects than as a social artifact. However, both of these formally intriguing efforts are instrumental in providing the show with a physical grounding in the presence of the more esoteric and dispersed projects.
Leyla Cardenas, Withholding, 2006 Paint, mixed media, plexiglas, pins, and thread. Dimensions variable.
Although it's far-fetched to think that interventionist art could mount a serious counterattack against the leviathan of the commercial art world, we should root for it anyway. Art and commerce are fair-weather friends, quick to part company when times get tough. As uncertainty looms, raising rents and squeezing space, Land Grab reminds us of the potential of art to do more than merely preach and posture. It may not be advisable to advocate revolution, as Guy Debord did in the days leading up the student uprisings of 1968, but an unexpected encounter with a communal bus stop won't cause any harm as it challenges our thinking while taking us on a dérive away from the commercial art world.


Alex McLeish's side have discovered who they'll be facing off against for a spot in the European Championships in 2020.
A favourable group for the Scots yet some tough opponents await.
David Ronney is joined by Bryce Donaldson, Luke Barry and Fraser Munro as they assess the Tartan Army's chance of reaching a finals tournament in over 20 years.


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text:
va ser un físic francès.

Biografia
Maurice Lévy ERA fill de Josué Lévy i Noémie Fisse. Tenia dues germanes, Lydia, nascuda el 1923 i Denise, nascuda el 1926. Lydia va treballar al Banque de l'Algérie, després al Banque de France. Denise va morir a Alger el 1942.

El seu oncle, Marc Lévy, va morir el 1915 durant la batalla dels Dardanels. El segon nom de Maurice és Marc, en record del seu oncle. Josué Lévy va morir accidentalment el 1936.

Maurice Lévy aprova el batxillerat al Lycée Bugeaud d'Alger, després es va llicenciar en matemàtiques i física a la Universitat d'Alger, després d'haver seguit una classe preparatòria. En acabat va obtenir el títol de graduat en òptica i es va incorporar al CNRS l'any 1945. Deixà Algèria cap a França i ingressà al Laboratori d'Investigació Física de la Sorbona (LRPS), dirigida per Jean Cabannes.

Després d'una estada a la Universitat de Leiden, defensa la seva tesi l'any 1949 sota la direcció de Jean Cabannes. Louis de Broglie forma part del jurat.

El 1949 es va traslladar a la Universitat de Manchester per treballar amb Léon Rosenfeld. El 1950 va anar a l'Institut d'Estudis Avançats de Princeton, dirigida per Robert Oppenheimer.

Torna a França l'any 1952, esdevé professor d'investigació al CNRS i treballa al departament de física de l'ENS, dirigida per Yves Rocard. Va ensenyar mecànica quàntica durant dotze anys a estudiants de primer de l'ENS. Va ser nomenat professor a la Facultat de Ciències de Bordeus el 1953, després a la Facultat de Ciències de París el 1954. Va participar amb Yves Rocard en la creació del Laboratori d'Acceleradors Lineals (LAL).

En acabat va ser professor a la Universitat Pierre i Marie Curie de París des de la seva fundació el 1971, i investigador al Laboratori de Física Teòrica i d'Altes Energies (LPTHE), col·laborant especialment amb Jean-Louis Basdevant, així com amb Joan Iliopoulos.

Del 19 de desembre de 1973 al 30 de juny de 1976, és president del Centre Nacional d'Estudis Espacials.

Maurice Lévy es va convertir en el primer president de la Cité des sciences et de l'industrie de 1985 a 1987, després d'haver estat encarregat el 1977 d'un informe «sobre l'interès de França per crear un museu de ciències, tècniques i indústries».

Publicacions

Obres
 Cours de russe et fiches personnelles de vocabulaire de Marcel Lévy, Archives centrales d'État des archives centrales de l'URSS, Fonds 232, 1-8, Paris, 1900.
 L'anisotropie moléculaire du pouvoir rotatoire naturel: étude théorique et expérimentale, Université de Paris, Paris, Masson, 1950.
 Électrodynamique quantique, fascicule 2, cours, année scolaire 1954-1955, Paris, Faculté des sciences de Paris, 1955.
 Électrodynamique quantique, cours, année scolaire 1954-1955, Paris, Office national des universités et écoles françaises, 1955.
 Physique théorique: électrodynamique quantique, cours, Paris, Office national des universités et écoles françaises, 1955.
 La spectroscopie en radiofréquences, réunions d'études et de mises au point tenues sous la présidence de Louis de Broglie, contributions d'Alfred Kastler, Pierre Grivet et Jean Brossel, préface d'Anatole Abragam, Paris, Éditions de la Revue d'optique théorique et instrumentale, 1957.
 Physique des électrons de haute énergie, cours professé à l'École d'été de physique théorique, Les Houches, Haute-Savoie, 1957.
 Physique des électrons de haute énergie, cours professé à l'École d'été de physique théorique, Les Houches, Haute-Savoie, Université de Grenoble, 1957.
 Physique théorique: physique des électrons de haute énergie, fascicule 1, Paris, Office national des universités et écoles françaises, 1958.
 Einstein, la physique et la philosophie, Strasbourg, Université Louis Pasteur, 1973.
 Contribution à l'étude de granulation solaire, 1974.
 Generalités sur les rayonnements nucléaires, Paris, ENSTA, 1975.

Articles científics
 Sobre la teoria relativista de les forces nuclears, parts 1–5, Actes setmanals de les sessions de l'Acadèmia de Ciències, volum 235, pàgines 815, 922, 1255, 1671 i 1744, 1952.
 El tractament no adiabàtic del problema relativista de dos cossos, Physics Review, volum 88, pàgina 72, 1952.
 The symmetrical pseudoscalar meson theory of nuclear forces, Physics Review, volum 86, pàgina 806, 1952.
 Teoria mesonària de les forces nuclears i propietats de baixa energia del sistema neutró-protó, Physics Review, volum 88, pàgina 725, 1952.
 Electromagnetic structure of nucleons, amb Donald Robert Yennie i David G. Ravenhall, Reviews of Modern Physics, volum 29, pàgina 144, 1957.
 Comportament d'alta energia de les amplituds de dispersió en electrodinàmica quàntica, Physics Review, volum 130, pàgina 791, 1963.
 The axial vector current in beta decay, amb Murray Gell-Mann, a: Nuovo Cimento, volum 16, pàgina 705, 1960.

Honors i premis
 Legió d'Honor, promogut per decret de 13 juliol 1993.
 Orde Nacional del Mèrit, 1967.
 Premi Félix-Robin, 1959.

Referències

Comandants de la Legió d'Honor
Professors de la Universitat Pierre i Marie Curie de París
Professors de la Universitat de Bordeus
Físics francesos
Alumnes de la Universitat de París
Morts el 2022


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Hannah Lee Fowler Bio, Net worth, Wiki, Husband, Age, Height, Family
Hannah Lee Fowler is a licensed nurse and is popularly known for being the only wife of famed musician and singer Sam Hunt. A native of Montevallo, Alabama, Fowler is the eldest of all seven siblings born to the Fowler family. She received her degrees from prestigious colleges and universities. According to her studies and her high school diploma, she is estimated to be in her mid-30s. Hannah and her six siblings named Joshua, Rebekah, Sarah, Jonathan, Elizabeth and Daniel grew up attending Spring Creek Cumberland Presbyterian Church where her only (family supporter) father was the pastor.
Hannah Lee Fowler's career
Hannah Lee Fowler Biography
Controversial Separation
Hannah Lee Fowler Net Worth
A native of Alabama, Hannah Lee Fowler is reportedly known as a licensed registered nurse. She is the eldest of all her siblings. Fowler grew up in Montevallo, Alabama. She's been a fan of the highly attention-grabbing personality Sam Hunt since his debut release in 2014.
Hannah attended a local college and received her secondary education at the University of Alabama Birmingham. Hannah received her degree in 2007 and at the same time, or even at the same university, Hunt was briefly admitted to college where he attempted to pursue his NFL career before shifting his focus from the NFL to the music industry.
Today, Hannah, the famous internet personality and licensed nurse, has been heavily involved in various humanitarian projects for years. In that regard, her only husband Sam Hunt shared his views on social media back in 2017, saying that while Hannah was in Nashville trying to get things ready for music, Hannah was providing medical care to Hondurans during the 2009 coup.
She has worked in Syrian refugee camps and helped people deliver their Kurdish babies in northern Iraq during the 2014 elections. Despite this, she has also spent her time with Israeli people, helping them with the feeding program and supporting the livelihoods of Holocaust survivors.
Temperate personality and high-profile, knowledgeable nurse, Hannah Lee Fowler has mostly kept her life hidden from the public eye. She came into the limelight when she married famous musician and singer Sam Hunt. Previously, Hannah was associated with many humanitarian projects.
Hunt and Hannah developed their relationship while Hannah was heavily inspired by Hunt's music collection. She was very impressed with her numerous songs and his work in these albums. Most of the famously inspired songs that Hannah also showed her interest in were Cop Car, Ex To See, Body Like A Black Road, Drinkin' Too Much and many more.
Real name Hannah LeeFowler
place of birth Montevallo, Alabama, USA
job nurse
father Scott Fowler
mother Linda Fowler
sister Rebekah Fowler, Sarah Fowler, Elizabeth Fowler
Brothers Jonathan Fowler, Daniel Fowler, Joshua Fowler
who is her husband Sam Hunt
Hannah and Sam Hunt exchanged vows rituals in a small ceremony in Georgia in 2017. Both have participated in many events including the Hunts entertainment programs in Hawaii. Once, in an interview, Hannah admitted that she had made seven trips to Hawaii in about three months.
Shimon Prokupecz Bio, Net worth, Wiki, Age, Height, Girlfriend, Family
The couple is said to have met back in 2008 and have met on and off. Hunt even named one of his albums Montevallo after the anime of Hannah's hometown in Alabama.
Hunt used to play football before settling into the entertainment industry. He played for the University of Alabama at Birmingham from 2005 to 2007, where the two partners likely crossed paths many times. In one of his interviews on the events of KISS Country 99.9 Miami's TC & Dina radio show, Hunt once spoke of starting or wanting to start a family with Hannah.
On February 21, 2022, Hannah announced that she was divorcing her only husband, Sam Hunt. Though the family has yet to publicly announce the news, Hannah is pregnant with her first child, whom she shares with Hunt. The due date is May 2022.
The reason for the divorce is said to have been acts of adultery. The divorce papers alleged that Hunt had been involved in an extramarital affair while his wife was pregnant. Hannah filed for divorce on February 18, 2022. The leading media portal TMZ shared the news of their separation with further documents.
Hannah Lee Fowler is a beautiful licensed nurse who has developed her work while being a famous and respected personality. She is famous for being married to Sam Hunt who was once nominated for the Grammy Awards. Hannah's succession story is incomplete without mention of the name Sam Hunt. Both have supported each other in difficult situations and pushed this forward in the industry with great role models. It is certain that Hannah earns a lot due to her well-established career as a nurse. She has developed a net worth of around $3 million.
Roz Varon Biography, Net Worth, Wiki, Age, Height, Husband
Alice Pagani Bio, Net worth, Wiki, Age, Height, Boyfriend, Family
Mary Iakopo Biography, Net Worth, Wiki, Age, Height, Boyfriend


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Another Bridge – Another Question
roneillmt / June 2, 2016
As I prepared my last post describing Union attempts to burn the Waterloo Bridge, I was also reading Seizing Destiny, The Army of the Potomac's "Valley Forge" and the Civil War Winter that Saved the Union, by Albert Conner Jr., and Chris Mackowski. One of the first offensive operations described by the authors is the Union attempt to destroy the railroad bridge at Rappahannock Station in early February 1863. As Conner and Mackowski concluded, "Full details of the expedition remain a mystery," but several intriguing documents rest in the National Archives which help to peel away a bit of that mystery.
The genesis of the operation lay in a faulty intelligence report, in which a Union patrol reported a pontoon bridge under construction near the Orange and Alexandria Railroad Bridge at Rappahannock Station (modern Remington). Brig. Gen. Julius Stahel, commanding the Eleventh Corps, passed the information on to army headquarters on February 3. Stahel provided specifics as to the identity of the Confederate units along the river, but little information as to the identity of the Union scouting party, beyond naming "a good scout" named Hogan. Authors Conner and Mackowski believe this man may have been Pvt. Thomas Hogan, 9th New York Cavalry, but I believe Pvt. Martin Hogan, 1st Indiana Cavalry, to be a more likely choice. Martin Hogan, as historian Edwin Fishel has noted, was a favorite scout of Maj. Gen. Franz Sigel, commander of the Grand Reserve Division, which included Stahel's Eleventh Corps.
Though Stahel does not identify the troops who accompanied Hogan, he does mention they "left Allcock's." The Alcock property (the name was often misspelled), above Hartwood Church, was, briefly, the headquarters of Col. Louis Di Cesnola. Colonel Di Cesnola commanded a cavalry brigade of five regiments, the 1st Maryland, 4th and 9th New York, 6th Ohio and 17th Pennsylvania. The February 2 patrol could have included men from any of these regiments, though the most likely candidates are the 4th and 9th New York; the least likely being the 17th Pennsylvania as it was detached well to the north and east.
The presence of a pontoon bridge constructed by the enemy at Rappahannock Station represented a threat to the Army of the Potomac that Maj. Gen. Joseph Hooker could not ignore. Reacting quickly, Hooker ordered, on February 4, a strong cavalry force of three regiments and a battery of artillery, led by Col. John McIntosh, to destroy both the pontoon bridge and the railroad bridge, as well as track on both sides of the river. Hooker also directed Maj. Gen. George Meade, commander of the Fifth Corps, to take overall command of the expedition, and to provide strong infantry support to the horse soldiers.
Colonel Di Cesnola had his own concerns, and he ordered a follow-up reconnaissance, on the third, to confirm the report from the previous day. This patrol, led by Capt. Timothy Hanley, 9th New York Cavalry, determined the Confederates had not and were not constructing a pontoon bridge. Hanley believed the activity observed the previous day to have been a construction crew repairing the railroad bridge. General Stahel, Di Cesnola's immediate superior, forwarded the colonel's report to Sigel the following day, February 4.
Colonel Di Cesnola had, almost certainly, taken the initiative to send out the second patrol on his own accord. The colonel was a Sardinian, and his unpublished report of February 3 to Stahel, including his broken English, reads as follows:
"I…report that this morning at daybreak Capt. [Timothy] Hanley 9th N.Y. was sent with 100 men to Rappahannock Station via Morrisville P.O. in order to ascertain more positively the rebel's intentions at that point. He crossed the Orange & Alexandria Railroad between Rappahannock Station & Bealton Station and pushed further up about two miles. The pontoon bridge so distinctly seen by the other reconnoitering party it seems was nothing but some working parties probably repairing the railroad bridge which crosses the river there, they had probably some large boat working on it & [this] was taken for a pontoon bridge. I am sorry to see always exaggeration even in those officers whom I consider here among the best. Capt. Hanley fired at the pickets on the other side of the river & as soon as they saw our troops approaching they went into their rifle pits & began to fire at us.
He brought in two men (a Negro & an Irishman) the latter although with a certificate of having taken the oath of allegiance is wearing pantaloons, shirt, boots & even hat belonging to our men. I questioned him closely and as he is living between Rappahannock [Station] & Bealton [Station] and could give information to the enemy I concluded best to send them both to your headquarters. Now the roads begin to be better & if I had one thousand of good horses I could make a splendid raid and successful too beginning from Catlett [Station] down to Richard's Ford crossing at Rappahannock Station & recrossing at Richard or Kelly's Ford. But my horses are plaid out most of them. Six horses died on the road today but five were captured near the river this morning so makes [us] nearly even."
Stahel copied most of the colonel's first paragraph nearly word for word and then forwarded the report to his superiors. Stahel's report was published in the Official Records, while the colonel's report was not printed. By including the sentence, "I am sorry to see exaggerations sometimes even by those officers whom I consider among the best," Stahel may give the reader the impression he was denigrating Di Cesnola. But as can be seen Stahel merely parroted that comment from Di Cesnola, who was referring to the unnamed officer who led the February 2 reconnaissance.
Neither Hooker's mission orders to General Meade, on February 4, nor Stahel's follow-up report to General Sigel, of the same day, indicate the time they were written or received. As printed in the Official Records, it is impossible, therefore, to determine if Hooker's orders to Meade preceded or followed receipt of Stahel's second report. In other words, did Hooker know the Confederates were not, in fact, constructing a pontoon bridge at the time he sent his orders to Meade? If so, is it fair to assume that he was simply looking to test his cavalry?
Several other unpublished pieces of the puzzle, regarding the planning of the operation against the bridge, are copied below. All four pieces of correspondence are dated February 4, but as none of them bears a time, I have listed them in a likely order of issue.
"Meade to Sigel
Let the officer and scout be at Hartwood early tomorrow to report to Col. [John] McIntosh who will command the reconnoitering party." This message suggests to me that Hooker, and therefore Meade, had not yet received Stahel's report of the same day, as it appears to refer to Stahel's first message.
"Stahel to Col. [Di Cesnola] at Stafford
You will order Capt. [Hanley] & the Scout Hogan to report at once to me in person." If my assumption above is correct, then this message confuses the issue. Did Stahel assume that his latest report had already arrived, and thus thought to send Hanley, rather than the officer who led the initial reconnaissance or had Hanley led both patrols? The wording of Di Cesnola's account of Hanley's patrol suggests to me that Hanley did not lead the first patrol.
I am going to send a cavalry force tomorrow to Rappahannock Station and to have infantry on the road from Hartwood Church to a point two miles beyond Deep Run crossing. Have you any troops out in the direction or will you have any about there tomorrow?"
Please let the officers in charge of your cavalry pickets on the river remain tomorrow until they can be relieved by the cavalry under Gen. [Joseph] Carr, who commands my infantry supports and who will be greatly indebted for information about the fords and roads. Gen. Carr will be found at the Hartwood Church or on the Warrenton Road between that point and Grove Church."
It is not my intention to duplicate Conner's and Mackowski's account of the Union effort to destroy the bridge at Rappahannock Station. Rather, I am merely seeking to flesh out their account with some material they may not have seen. Thus I refer you to their work for an account of the expedition, while I look at the question of whether or not the bridge was actually destroyed.
General Meade concluded his after action report of the expedition, which is printed in the Official Records, thusly: "I submit herewith the reports of Colonel McIntosh and General Carr, giving the details of the expedition, and have to express my sense of the energy and promptitude of these officers and their commands, who, notwithstanding the very severe storm and the exposure consequent thereon, cheerfully performed the duty assigned them, in a manner most satisfactory to me and creditable to them." As the editors of the Official Records note, McIntosh's and Carr's reports were not found and therefore not published in the Official Records.
The absence of these two reports, especially Colonel McIntosh's, leaves readers and historians in a quandary, because Meade's conclusion that McIntosh's cavalry succeeded in destroying the bridge, is at sharp odds with Brig. Gen. Wade Hampton's published report. The Confederate cavalry commander reported McIntosh's efforts "to destroy the bridge… were foiled." Hampton further explained, "Just at dark a party got under the bridge on the opposite side of the river, behind the abutments, and cut a few of the posts, attempting to fire the timbers at the same time. In the meantime a vigorous attack was made on my pickets, who got into the rifle-pits, and held their ground resolutely. The enemy [was] driven off after some hours' fighting…"
Thus the question lingers, was the bridge destroyed? In fact, it was not, though the Federals clearly tried to destroy the span, as attested to by Hampton. Like Buford the previous August at Waterloo (see previous post), McIntosh may have observed flames take hold along his end of the bridge. But rather than remaining on site until the burning span crashed into the river, McIntosh ordered his men to retire and, apparently, assumed the bridge was consumed. Meade, who may have heard the skirmishing, took McIntosh at this word and termed the mission a success.
In short, the Union effort was not only futile, but embarrassingly so, and left General Hooker in a rage. As confirmed by the following two documents, McIntosh submitted a report in which he must have admitted to a costly oversight on his part. This oversight appears to have doomed the efforts to destroy the bridge and left both McIntosh and Meade in Hooker's doghouse.
On February 26, one day after the embarrassing Union cavalry performance at Hartwood Church, Brig. Gen. Seth Williams, Hooker's assistant adjutant general, informed McIntosh, "Your detailed report dated the 8th of the expedition recently made under your command to destroy the Rail Road bridge at Rappahannock Station, has been laid before the Major General Commanding by whom I am instructed to say that the same is unsatisfactory – no reason assigned by you for not having provided yourself before leaving camp with the necessary tools to execute your orders." Thus McIntosh's report was returned for further explanation.
That very day, another Union scout submitted a report claiming that he had seen "the bridge in good order" just a few days earlier.
Meade was also called upon to explain the discrepancies between what he and McIntosh had reported. In an undated communication, Meade responded to Maj. Gen. Daniel Butterfield, Hooker's Chief of Staff. "Col. McIntosh at midnight prior to starting informed me he was provided only with axes & other tools for destroying the bridge. I informed him that the bridge ought to be burned and as Gen. Averell I presumed had collected combustibles & other means for destroying bridges for his recently planned raid… He went provided with all the means at hand that could be collected in the time given for preparation." (Averell's planned raid, of late December, was canceled at the last minute, and he was sent off in a futile attempt to corner Jeb Stuart, returning from his Christmas Raid. Details can be found in Volume 21 of the Official Records, pages 895-896 and 902.)
Destroying infrastructure, such as railroads and bridges, was almost always a goal of cavalry raiders. The challenge was being able to move rapidly, while carrying enough of the tools and equipment necessary to create lasting, rather than cursory, damage.
In late 1862, Herman Haupt, the Union's railroad genius, wrote a memorandum titled "Suggestions as to the most expeditious mode of destroying bridges and locomotive engines." The degree to which this document was disseminated within the army, especially the cavalry, is impossible to discern. Those who did receive a copy may not have read past Haupt's first sentence, however. "A simple and expeditious mode of destroying bridges and rendering locomotive engines useless to an enemy is often a desideratum." The last word, meaning something lacked or wanted, certainly sent me scrambling for a dictionary, but dictionaries were probably scarce at the front. Haupt focused on the destruction of bridges and locomotives because, as he wrote, "Cars are readily destroyed by burning. On this subject no instructions are necessary. The destruction of more than 400 cars by our own troops within the last six months proves that in the work of destroying such property perfection has been attained, and no room left for winning fresh laurels in this field."
Haupt spent most of the memorandum explaining in detail how troops, especially cavalry, could most effectively destroy a bridge. As he explained, "time may not be sufficient to gather combustibles, or they may not be accessible, or the fire may be extinguished, or the damage may be so slight as to be easily repaired. What is required," he continued, "is the means of certainly and effectually throwing down a bridge in a period of time not exceeding five minutes, and with an apparatus so simple and portable that it can be carried in the pocket or in saddle-bags."
Haupt then outlined, in detail, exactly how a bridge could be destroyed, using a simple torpedo, or pipe-bomb. "The time required is only that which is necessary to bore a hole with an auger." Cavalry commanders would, eventually, insure their men carried a sufficient supply of torpedoes before setting out on a raid, but Colonel McIntosh apparently did not. Instead, he carried only "axes & other tools."
There had been small pioneer units in the cavalry for some time prior to the Rappahannock Bridge Expedition. In early 1862, Col. Jared M. Davies, 2nd New York Cavalry, instructed his company commanders to "immediately draw for axes." Again, in May 1862, Davies reminded his captains "to detail a sufficient number of men to carry the company allowance of axes. The axes will be charged to the men to whom they are issued, and if lost by them they will be required to pay their value, besides being punished for their neglect." Davies further instructed, "In addition to the above, a pioneer party for the regiment composed of two men from each company to carry picks and shovels will be formed at once." Days later Davies again brought up the subject, ordering his captains to "make requisition for the number of axes necessary to complete company allowance of twelve, and draw the same from the Quarter Master Department." The officers were also tasked with inspecting the axes in their respective companies each morning and insuring "the axes are at all [times] kept sharp." In January 1863, just weeks before the Rappahannock Bridge Expedition, Maj. Myron Beaumont, 1st New Jersey Cavalry, ordered his company commanders to insure their men sharpened their sabers "and the Pioneer Corps their axes."
But orders to form a pioneer corps within each regiment were either loosely enforced, or issued at the prerogative of the regimental commanders, rather than higher authority. McIntosh's failure to carry an adequate supply of the tools necessary to complete the destruction of the bridge at Rappahannock Station may have been the impetus behind the following order, issued on February 23, 1863, encompassing the entire Cavalry Corps.
"In compliance with orders from Corps Headquarters each regimental commander of the brigade will at once organize a Pioneer Party to consist of a sergeant, a corporal & 20 men, 15 of the men to carry axes and the remaining 5 spades. The axes and spades will be carried slung across the shoulder in leather pouches. Regimental quartermasters will put in requisitions for the necessary tools and material. The pioneers will remain with their companies, but will be exempt from all details. In all formations of the regiment for parade or the march the pioneer party will form thirty paces from the right flank of the regiment. Regimental commanders will report when the organization of their parties is complete."
Issuing axes, in sufficient quantity to meet the numbers established by Gen. George Stoneman's directive, would seem like it might have been a simple task but little was easy that winter. On March 20, 1863, Col. John Irvin Gregg, looking to cut trees as obstructions to provide additional protection for his pickets, wrote to his division commander, "In my last report I asked that one hundred axes be sent out immediately to complete the obstruction. I repeat the request."
Sources –
Seizing Destiny, The Army of the Potomac's "Valley Forge" and the Civil War Winter that Saved the Union by Albert Z. Conner, Jr., and Chris Mackowski
The Official Records
Numerous Unpublished Documents from the National Archives
June 2, 2016 in 9th New York Cavalry, Battles, Col. John McIntosh, Col. Louis Di Cesnola, Herman Haupt, Orange and Alexandria Railroad, Rappahannock Station, Timothy Hanley, Uncategorized, Waterloo Bridge.
A Medal of Honor at Waterloo Bridge
Sangster's Station, December 17, 1863 – Part 1
← A Medal of Honor at Waterloo Bridge
153 Years Ago – An Ornament Fell at Brandy Station →
2 thoughts on "Another Bridge – Another Question"
Clark B. Hall says:
Bob, thanks again for going way behind the scenes to dig up facts that otherwise would not see the light of day… It seems, by the way, Colonel Macintosh wanted the bridge burned so bad that he reported it was burned, when in fact, whoops!.. One can imagine that after this "hot" affair, many officers subsequently made certain that what they reported regarding mission accomplishments was indeed the truth of the matter–and not what one hoped to be the truth.
In my paper, "Upper Rappahannock River Front…," I note the bridge was first burnt on March 28, 1862, and I add the the RS/RR Bridge "would be burned and re-built more times than any bridge in this country.."
Thanks for highlighting this earlier incident, of which I was unaware..
roneillmt says:
Thanks Bud. I think, but can't prove, that this 'dustup' came back to hurt McIntosh when he was recommended for promotion on June 28 but overlooked. I think Meade had a long memory, though Stanton, almost certainly, had his own issues with McIntosh, that would have hindered his promotion.
Like you I also wonder just how many times this bridge was damaged or 'destroyed.'


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We wanted to look at different combinations of players. We did achieve that.
Our team is a long way from being set for Germany. It will take time.
The Costa Rica team will play very strong, very fast in the beginning of the game, try to get an early goal and write their ticket to Germany.
The nuance with the U.S. team in qualifying is always, 'How do we blend our domestic- and foreign-based players? Now it's more complicated because we probably have more players abroad than ever before.
I think the first half we were a little sloppy in different parts of the field, but I think in the second half we were much more solid. Obviously, we could have scored more goals.
The only thing that experience tells me is you can't be 100% sure about any player.
He's (Convey) a guy that's dangerous on that side of the field. He and Eddie Lewis created a number of opportunities on the left flanks.
They're in a position we were in, you want to get it done sooner than later. This is a game where their sights are clearly to win, as it was for Guatemala the last time we were in Guatemala. It will be interesting to see.
The Gold Cup is the biggest headache on the schedule. We want to be respectful of the confederation championship and put our best team out there and try to win it. However, our focus has to be on World Cup qualifying. Those 10 games are the most important.
I am happy that these next two games we're going to give them a chance to get on the field and show us what they can do. Our next game is vitally important for our opponent. If our guys can respond well on that game that speaks volumes for them.


Do I wear something trashy, classy or sporty?
Even "Other Shades of Gray" for Nighttime Play!
YOUR Closet full of Dead Fashion Memorabilia?
OMG How I laff at some of my outfits !
TIES ~ Every colour of the RAINBOW ~ Nobody wears a TIE !
Shhhhhh, Keep those doors closed!
Inside my closet I cover my locket with my hand knowing that only me sees what I see. Dress me, uncover me and caress me with your love for you are my soul I don't want anyone to know. I hide you in my closet because you can't been seen. Only by me and no one believes.
Look into the closet and what do you see?
Many persona's, do they still fit me?
Red hot dress, giving some sass?
Conservative black suit, to show some class?
Any of these fit my mood right now?
Il grab my pyjamas and go sit on the couch.
A fab finished product for sure.


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redpajama_set_name: RedPajamaGithub


In the last few years, Thailand's resort destinations have been attracting significant amounts of Russian interest. Russian tourists have long been flocking to Pattaya in order to escape the harsh winters. But more recently they have also begun to explore other resort destinations like Koh Samui and Phuket. This year, Russian visitors ranked number 3 in terms of tourism flow to Thailand from Europe. In fact, from January to June, the number of Russian visitors doubled when compared to the same period in 2009.
For Russians, Thailand is seen as an exotic destination location. The kind climate and coastal splendor are definitely a big draw, but the north also offers the kind of gentle rural scenery that Muscovites appreciate. Russians also enjoy Thai cuisine and appreciate the warm gentle hospitality of the people.