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Things To Do in Puerto Vallarta - Playa Los Arcos Resort
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Things To Do in Puerto Vallarta
Take Advantage of Staying in the Middle of Puerto Vallarta
Playa Los Arcos Hotel Beach Resort & Spa is the perfect choice for experiencing the best Puerto Vallarta has to offer. Home to a fabulous dining scene, chic shopping, great culture and exhilarating watersports and a unique array of things to do, the Zona Romantica is one of the most popular areas in all of a Puerto Vallarta. Below, you will find some of the most popular fun things to see and do in Puerto Vallarta.
Malecon Sunset Walk
Extending for nearly 16 blocks along the downtown waterfront, the Malecon is both the jewel of Puerto Vallarta and its historic center. During a stroll, you will enjoy breathtaking ocean views, especially at sunset, and visit an array of attractions, shops, restaurants and nightlife spots along the way.
Vallarta Art Walk
Puerto Vallarta is home to a fabulous art scene. So this tour welcomes you to visit and browse over a dozen fine art galleries while enjoying free cocktails and snacks. You'll mingle with artists and gallery owners and see beautiful pieces of original artwork that are available for purchase.
Our Lady of Guadalupe Church
This magnificent church dedicated to the patron saint of Mexico and of Puerto Vallarta is an icon in the Puerto Vallarta skyline. It has been named one of the city's most beloved landmarks. In addition, it is open daily for tours with services in English on Saturdays and mass in both Spanish and English on Sundays.
Main Plaza
Every night is a fiesta time in the Plaza de Armas, Puerto Vallarta's main square or zocalo, which usually features a live band in the Los Arcos, the open-air amphitheater. On Sunday evenings, locals get dressed to the nines and dance in the band shell, teens socialize and parents treat their kids to balloons and ice cream.
Los Muertos Pier
Located on romantic Los Muertos (The Dead) Beach, the new pier features fabulous food, unforgettable sunset views and a wood boardwalk extending nearly 330 feet into the ocean. The pier also offers water taxis that can take you north of the bay to beaches and coves, including Las Ánimas, Quimixto, Mismaloya, Yelapa and other destinations
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The 2 km wide strip of land along the outer coast of Vancouver Island between Port Renfre and Port Hardy has been exempted from fire prohibitions in the past, allowing people in that area to have campfires or Category 2 open burns while prohibitions were implemented elsewhere on the island.
However, after the 2018 fire season, First Nations, parks staff, and local governments worked BC Wildfire Service to review the area. Coastal Fire Centre's Communications Assistant, Dorthe Jakobsen, says together they decided to put the Fog Zone in local hands.
"The local governments have put in place their own burning bylaws. So the control over the area between Port Renfrew and Tofino is now in local own hands, along with BC Parks [who] have instituted a very effective permitting process. So the control over that area is in local hands."
Jakobsen says having local governments create their own regulations for fires will be beneficial, because even though the BC Wildfire Service sends out their warnings and prohibitions during the fire season, local bylaws hold a precedent over provincial regulations.
She adds that the new rules and regulations may cause some confusion for visitors to the area, like campers who want to have a fire at the end of a day of hiking. Jakobsen says everyone should familiarize themselves with local bylaws when visiting a place, and the visitors centres, provincial parks, and other tourist hubs will be able to provide that information.


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STC has supported scholarships at the Society level since 1971, reflecting its belief in the importance of assisting and educating students. Acting on this belief, the STC Florida has established and supported scholarship and award programs for local students. To see the students recognized, view the Comprehensive List of College Award Recipients.
The Melissa Pellegrin Memorial Scholarship Fund
The Melissa Pellegrin Memorial Scholarship Fund was founded to honor and preserve the memory and generous spirit of a valued friend and professional colleague, Melissa Pellegrin. She was a 1994 graduate of the University of Central Florida (UCF) and a member of the Orlando Chapter STC. She was an exceptional student who earned an STC undergraduate scholarship. After graduation, she served on the Orlando Chapter's Education Committee. Melissa's commitment to excellence was evident in the quality of her academic and professional work. She shared her enthusiasm in many ways, including professional presentations at conferences and meetings. She was employed as a technical communicator with The Technical Resource Connection Inc., in Tampa, until her untimely death in April 1997.
The Melissa Pellegrin Memorial Scholarship Fund was officially dedicated on October 3, 1997, during the Trends '97 Conference, hosted by the Orlando Chapter of the STC. The fund provides scholarships and awards to selected outstanding undergraduates and graduate students at UCF. Each year, these students are presented with certificates and checks from the scholarship fund, and a plaque with all past and current recipients is displayed at UCF. To learn more about the history of the Melissa Pellegrin Memorial Scholarship Fund, view the Melissa Pellegrin Scholarship History.
For Students: How to Apply
Applicants must be enrolled in the Technical Communication program at UCF pursuing a career in technical communication.
The fund provides scholarships and awards to selected outstanding undergraduates and graduate students at UCF. Full-time and part-time students are encouraged to apply.
"This award transcends the recognition and monetary value, because I believe in the technical communication profession and am honored to be affiliated with all of the predecessors who exemplify Melissa's caliber."
– Heather Stearns, Pellegrin Scholarship 2006
Based on the number of qualified applicants, the selection committee, composed of members of the UCF technical communication faculty, English department, and the Florida STC Chapter, could select up to two students (undergraduate and/or graduate) to receive the Pellegrin scholarship. The award amount can range from $500 to up to $1,000, depending on the number of award recipients selected. Recipients will receive a certificate and a check during a chapter awards event held in April. Their names will also be added to a plaque of Pellegrin winners that is on permanent display at UCF.
Awards and scholarships are considered a resource and must be included as a part of a student's financial aid cost of attendance. If a scholarship exceeds your financial cost of attendance, a reduction to your financial aid may occur.
Awards only apply to credits taken at UCF College of Arts and Humanities.
If you have questions or concerns, contact Wendy Sanchez (407-823-2251) or Lyman Brodie (407-823-0743 ).
For the Community: The Fund Needs Financial Support
To continue promoting academic growth and excellence among the students of technical communication, the STC Florida Chapter has committed long-term capital investment to maintain and expand the Melissa Pellegrin Memorial Scholarship Fund as a self-sustaining endowment. We need your help and financial commitment. Your tax-deductible contribution will help ensure that STC's goals for academic excellence and mentoring in education are met. If you would like to make a donation, email Dan Voss, Education Committee Manager.

redpajama_set_name: RedPajamaCommonCrawl


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Il Kisei 2020 è stata la 44ª edizione del torneo goistico giapponese Kisei. Il torneo si è disputato dal 28 febbraio 2019 al 6 marzo 2020 ed è stato vinto dal campione in carica Yūta Iyama.

Fase preliminare
 W indica vittoria col bianco
 B indica vittoria col nero
 X indica la sconfitta
 +R indica che la partita si è conclusa per abbandono
 +N indica lo scarto dei punti a fine partita

Lega C
La Lega C comprendeva 32 giocatori che si sono affrontati in cinque turni di gioco. Il vincitore è stato Shinji Suzuki che si è qualificato per gli ottavi di finale del torneo degli sfidanti ed è stato promosso alla Lega B dell'edizione successiva. Anche Yu Otake, Akihiko Fujita, Yuta Matsura, Yuichi Hirose e Shun Shuto hanno ottenuto la promozione alla Lega B.

Lega B-1

* Norimoto Yoda ha vinto lo scontro diretto contro Ryuhei Onishi.

Lega B-2

Lega A

Lega S

Fase finale

Playoff Lega B1 e B2
I due vincitori dei gruppi B1 e B2 si sono sfidati il 26 settembre 2019.

Torneo degli sfidanti
 Shinji Suzuki ha ottenuto la qualificazione agli ottavi di finale in quanto vincitore della Lega C
 Katsuya Motoki ha ottenuto la qualificazione agli ottavi di finale in quanto vincitore dello spareggio tra i primi classificati della Lega B1 e B2 contro Norimoto Yoda.
 Ryo Ichiriki ha ottenuto la qualificazione diretta ai quarti di finale in quanto vincitore della Lega A
 Shinji Takao ha ottenuto la qualificazione diretta alle semifinali in quanto secondo classificato della Lega S
 Rin Kono ha ottenuto la qualificazione diretta alla finale in quanto vincitore della Lega S

Finale
La finale è una sfida al meglio delle sette partite, iniziata il 9 gennaio 2020 e con fine prevista il 13 marzo. Tuttavia la settima partita non è stata disputata avendo Yūta Iyama ottenuto la quarta vittoria alla sesta partita.

Kisei

redpajama_set_name: RedPajamaWikipedia


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Most Read: Contributor United States, May 2020
United States: A Glimmer Of Hope: The Supreme Court Now Has A Chance To Resolve A Circuit Split And Pronounce That Mortgage Underwriters Qualify For The Administrative Exemption
by John R. Giovannone , Noah Finkel and Kyle Petersen
Seyfarth Shaw LLP
Seyfarth Synopsis: As previously discussed in this space, the Ninth Circuit recently chose to side with the Second Circuit, and not the Sixth Circuit, and ruled that mortgage underwriters fail to meet the FLSA's administrative exemption from overtime test. In doing so, the Court artificially promoted and expanded a court-created paradigm for assessing job duties—known as the "administrative/production" dichotomy—far beyond its utility, and thereby increased confusion in the mortgage banking industry. Fortunately, the Supreme Court now has the opportunity to remedy that confusion with the pending petition for writ of certiorari.
As our readers may recall, we took issue with the Ninth Circuit's July decision in McKeen-Chaplin v. Provident Bank, which held that mortgage underwriters did not qualify for the administrative exemption from overtime under the FLSA, despite their critical role in assessing potential mortgage loans and making important decisions based on those assessments. As we discussed, the decision was the result of a concerted effort to narrowly construe the exemption through a strained application of the outdated "administrative-production dichotomy," which is a judicially-created shorthand tool that some courts use to shove job duties into one of two artificial buckets. And, as we discussed, the decision demonstrates yet another example of oft-repeated but unsupported, illogical, and inconsistent dicta advocating that while the FLSA, in general, should be broadly construed, its provisions concerning exemptions should be construed narrowly.
Suffice it to say, we are not only concerned that McKeen-Chaplin v. Provident Bank decision is substantively wrong, but that it will lead to less certainty and a spike in misapplication of the administrative exemption test under the FLSA (a fact we discussed further, in the context of the strain the decision creates between the federal and state law).
Fortunately, Provident Bank shares our concerns and has petitioned the United States Supreme for review of the decision (and in fact, cited our blog in the process). The petition rightly and persuasively argues that the decision is important, was wrongly decided, and creates a Circuit split between the Ninth, Second, and Sixth Circuits: "The issue impacts thousands of banks, and tens of thousands of employees nationwide.... Underwriters assess the potential borrowers income, assets, and credit history and decide whether their respective institutions should risk their own financial capital by making the loan. [T]hey play a crucial role in managing their institution's overall exposure to risk and promoting its overall financial success." As the petition persuasively points out, when the Department of Labor "promulgated the relevant regulations [concerning the administrative exemption] in 2004, it [also] issued a regulatory impact notice making clear its view that 'underwriters' do generally qualify as exempt 'administrative' employees."
Thus, decisions like McKeen-Chaplin v. Provident Bank constitute judicial legislation concerning the ever-shifting contours of the exemption, which has morphed out of the court-created administrative-production dichotomy and an overriding but unfounded desire to narrowly construe the exemption. But such judicial legislation does not align with the original expectations of the drafters for the scope and impact of the exemption regulations. Yet, by way of Provident Bank's cert petition, the Supreme Court now has the opportunity to right that wrong and definitively bring mortgage underwriters back within the scope of the administrative exemption, as originally envisioned. Hopefully, the Supreme Court will accept Provident Bank's invitation.
John R. Giovannone
Noah A. Finkel
Kyle Petersen
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'Maths Talk' at the London Mayor's Education Conference: 27 November, City Hall
Prof Valsa Koshy and I will be at the annual Mayor of London's Education Conference at City Hall on 27th November this year. Valsa will be presenting the findings of our two-year 'Enhancing Mathematical Learning at Key Stage 1′ research project. We worked with 31 primary schools in London, 31 teachers and around 800 KS1 pupils, alongside the quite brilliant Davina Salmon from Wandsworth LA. In an eight-month intervention period, we focused on developing teachers' knowledge of and confidence with mathematical concepts and also their knowledge and confidence in developing powerful classroom interaction, particularly mathematical reasoning but not necessarily in abstract, argumentative mode.
We have just concluded the statistical analysis of the pre- and post-intervention measures. Not only has teachers' knowledge and confidence increased, so has the attainment of the 800 children according to pre- and post-intervention measures and at statistically significant levels compared to the control group. This is fantastic news for those kids and their teachers and schools. Valsa and I will be drawing out the key messages of this research for policy and practice at the Mayor's conference.
The 'Maths Talk' intervention research received a grant of £275,000 from the London Schools Excellence Fund
Author Viv EllisPosted on September 16, 2015 August 13, 2017 Categories Events, ResearchTags Key Stage 1, London, Mathematical learning, Maths, Research, Talk
Speaking at the Norwegian 'Knowledge Parliament' on 22nd September
I'll be talking about the integration of higher education- and school-based work in pre-service teacher education at an exciting event at the Literature House in Oslo on 22nd September.
The Knowledge Center for Education in Norway and ProTed, the Centre of Excellence in Education (University of Oslo and University of Tromsø), have asked Norwegian universities to describe their teacher education programmes and how they are organised. Data from these explorations will be summarized, presented and discussed at the event. The event is free and open to all.
I've been invited to talk about Transforming Teacher Education – particularly the principles and actions developed at the end of the book – and to respond to the Norwegian data.
Sven-Erik Hansén, a professor at Åbo Akademi in Finland, is the other international guest. Sven-Erik has published many books and articles about teacher education and has a good knowledge of Norwegian teacher training – both as a member of the Norwegian funding council committee that reviewed the sector in 2005, and as a key contributor to 'Pilot of the North' at the University of Tromsø. Hansén will contribute experiences from Finland when it comes to the design of integrated professional learning for teachers, pre-service (or initial) and continuing).
The Norwegian Knowledge Parliament is a forum for practitioners, policymakers and researchers in the field of education. The aim of each of their events is to discuss topics of general interest for all stakeholders in the education system. Invitations are open and non-exclusive. Oh, how I wish we had such an organisation in England! And what a refreshing change from government patronage!
The invitation is attached. (In Norwegian – but easily translatable).
Author Viv EllisPosted on September 7, 2015 September 7, 2015 Categories Blog, Events, ResearchTags Knowledge Parliament, Norway, Policy, Research, Teacher educationLeave a comment on Speaking at the Norwegian 'Knowledge Parliament' on 22nd September
New article on 'Teach for All' published in Journal of Education Policy
The first fruits of my British Academy-funded project have finally appeared in the form of an article now published in the Journal of Education Policy. 'Teaching other people's children, elsewhere, for a while: The rhetoric of a travelling educational reform' was co-written with Meg Maguire (King's College, London), Tom Are Trippestad (Bergen University College, Norway), Xiaowei Yang and Yunqiu Liu (East China Normal University, Shanghai) and Ken Zeichner (University of Washington, Seattle). The paper is available to download from the Articles page on this website and is Open Access so can also be downloaded freely from the journal web page.
The article provides a rhetorical analysis of the Teach for All movement, focusing specifically on Teach for America, Teach First, Teach First Norway and Teach for China. Teach for All is the umbrella organisation for around 36 Teach First-like project around the world and what we were interested in was the way in which this globally travelling teacher ed reform idea 'touches down' (to use a phrase used by Terri Seddon and Jenny Ozga) in different places around the world and then grows within the local culture. So Teach for All does not look, feel or do the same thing in its 36 different localizations even though they all strategically appropriate and playfully adapt the same rhetoric. Although the article could be read as a critique of Teach for All, an equally open reading would be that we show just how effective Teach for All and its different projects have been in persuading multiple constituencies that they have the right ideas. And, by implication, how strikingly ineffective universities have been at persuading people about theirs.
Teach for All – a globally travelling educational reform idea – where teaching becomes 'leadership'
However, the implicit critique within the rhetorical analysis is that Teach for All presents a challenge to the various national cultures of teaching as a profession on the basis of evidence that is, at best, contentious. Further, by turning school-teaching into a short-term missionary activity in the communities of non-dominant and subjugated populations in order to develop the leadership potential of the 'elite' individuals selected as participants, the Teach for All idea does not provide the children and the schools within those communities with what is likely to be more effective in helping them to transform the life chances of those children – high-quality, well-prepared, culturally-literate teachers who are prepared to stick around and build long-term relationships with young people, their families and communities – as well as their colleagues within schools. By sticking around, the evidence suggests, teachers are more likely to be truly effective and expert.
A demonstration in Chicago about the privatisation of schools and the role of Teach for America
In the US, a backlash against Teach for America led by some its former participants has been long underway. In part, former Teach for America participants are protesting against what they see as the organisation's role in the privatisation of public (state) education, but they also draw attention to what they see as inadequate preparation for the settings in which they were sent to teach. Articles about this movement and their criticism are available here and here. So it is not just academics who are drawing attention to the problems inherent within the design. That said, Teach for America is on the wane with policy-makers in the US too and there are other, more worrying challenges to an adequate preparation for new teachers emerging through private providers who mimic university structures while providing a deeply ideological, reformist alternative. But that's a story for another day.
Author Viv EllisPosted on September 1, 2015 August 28, 2015 Categories Publications, ResearchTags Journal of Education Policy, Politics, Research, Teach First, Teach First Norway, Teach for All, Teach For America, Teach for China, Teacher educationLeave a comment on New article on 'Teach for All' published in Journal of Education Policy
New article on Teacher Rounds now published in International Journal of Educational Research
Teacher rounds, education rounds, instructional rounds – whichever variety you choose, the word 'rounds' points to an origin in medical education. Senior and more expert doctors gather together a group of less experienced and expert doctors around a particular case – a patient. The purpose of the round (or ward round) is to lead the development of a collective understanding of the case, to form a shared diagnosis and to design a treatment plan (an intervention). Rounds in medical education have somewhat fallen out of favour but the concept of a 'round' in school education has started to take hold in various forms.
Instructional rounds are associated with school improvement and school effectiveness. Associated with an approach to network- or system-wide improvement developed at Harvard University (City et al 2009), the impetus for improvement is driven by school or district management and the aim is a development in some aspect of professional practice across the network.
Teacher rounds were developed by Tom del Prete at Clark University in Worcester, Massachusetts. Himself a graduate of the Harvard School of Education, del Prete has made the model more bottom-up, teacher-driven and focused on self-directed collaborative learning (del Prete 2013). Del Prete has pioneered the use of rounds in pre-service or initial teacher education at Clark and in the Worceseter public (i.e. state) schools.
Colleagues at Teachers College in New York and elsewhere and a small team of us at Brunel are exploring the use of rounds and we, at Brunel, have been theorising it using CHAT. 'Formative interventions and practice-development: A methodological perspective on teacher rounds' has just been published by the International Journal of Educational Research (on an open access basis so free for anyone to download). In fact, it is available to download in the Articles section of this website. The authors are Cathy Gower, Kenny Frederick, Ann Childs and myself.
Our article explores this tradition of formative intervention in connection with teacher rounds and asks three methodological issues about all types of formative intervention:
What is the role of theory?
What is the relationship between the individual and the collective when developing practice (which is, by definition, collective)?
What is the meaning of collaboration in this type of intervention focused on the development of practice?
Enjoy! Or hate! Let us know.
City, E., Elmore, R., Fiarman, S. & Teitel, L. (2009) Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Cambridge: Harvard University Press.
del Prete, T. (2013) Teacher Rounds: A Guide to Collaborative Learning in and from Practice. San Francisco: Corwin Press.
Author Viv EllisPosted on July 27, 2015 July 26, 2015 Categories Publications, ResearchTags Collaborative learning, Cultural-historical, Practice-development, Research, Teacher education, Teacher rounds, Ward rounds
Feeling stuck? Does 'impro' help get unstuck and solve problems?
The 'Stuck' project is well underway, with four schools in the west of England taking part, funded by a US charitable foundation, and part of a collaboration with the British theatre company Peepolykus. The research team consists of Paula Zwozdiak-Myers, Kenny Frederick and myself (based at Brunel in London) and we are working with John Nicholson, Mark Bishop and Toby Hulse (from Peepolykus, based in Bristol), steered by the venerable Kim Lawrence, the Peepolykus administrator and sage.
The overarching aim of the research is to discover whether training in improvisation techniques derived from theatre and comedy helps children get 'unstuck' when they freeze and can't work out what to do next – or how to do it. As the research goes on, we are increasingly interested in whether the teachers themselves benefit from the training also. It is a small project – a pilot – and we are working out what kinds of evidence might help us answer our questions.
Devising workshop at the Brewery Theatre, Bristol (February)
We began in February, in a rehearsal room in Bristol, with a diverse group of teachers, actors and interested others, trying out games and activities we thought might promote the sort of improvisational agency that would be of benefit to students of various ages. Lots of laughter, crisps and fizzy drink. We drew a little on the published work of The Second City, the legendary impro theatre in Chicago and a book (written for teachers) about the power of improvisation, as well as the professional expertise of John, Mark and Toby.
Jeff Gandy, Head of Education and Youth, The Second City, Chicago
I followed up on the Second City connection in Chicago in April (during the American Educational Research Association conference) and visited the theatre and the 'training center' and met with Jeff Gandy, Head of Education and Youth. Jeff showed me the extensive and highly impressive programme of activities they offer – everything from workshops for teachers, business people, after-school activities for children and young people, credit-bearing courses in comedy, improvisation, writing and acting. I also saw a show by the teen and youth groups and marveled at the photos of alumni lining the walls of the building. As well as being a pipeline of talent for Saturday Night Live, Second City has also trained many of the leading film and TV actors of the last few decades.
Tina Fey, Second City alum, and the amazing claims for impro
Two things stood out for me during my visit: first, the consistent emphasis in every workshop space and theatre on 'Yes, and' as both mantra and tool for improvisational work, stressing the non-judgmental and combinative approach to creativity they seek to foster among young people and performers alike. You take what the previous person has said, accept it and build on it. Second, the importance of ensemble as a concept: the collective is what's important in this form of improvisation. Jeff and others distinguished between improvisation and stand-up along these lines: improvisation can't work in the individualistic way that stand-up comedy does. In both senses, the approach to improvisation they take chimes with a broader approach to what is sometimes called 'democratic classroom cultures' in the US – an approach that values equal participation rights in classrooms, with all participants accorded respect and dignity. In a book co-authored with Second City, McKnight and Scruggs (2008) make this connection in a powerful way.
One of the key figures behind the early development of The Second City was Viola Spolin (1906 – 1994), author of the 'bible' Improvisation for Theater and leading exponent of the 'theater games' ideas – tools it was claimed could unleash anyone's creativity. Spolin's background was in social group work and as a settlement worker during the Great Depression. Spolin also taught at Jane Addams' Hull House on the near west side of Chicago and, as with so much that has come out of that setting, was influenced by the pragmatism (and feminism) of the Chicago School. In this sense, 'theater games' were never only for the theatre. They were ways of channeling the human creativity that was a force for good in society and a means of resisting the oppression of instrumentalism. In her own words:
Theater Games are a process applicable to any field, discipline, or subject matter which creates a place where full participation, communication, and transformation can take place.
McKnight, K. & Scruggs, M. (2008) The Second City Guide to Improvisation in the Classroom: Using Improvisation to Teach Skills and Boost Learning, San Francisco: Jossey Bass
Author Viv EllisPosted on May 21, 2015 May 18, 2015 Categories Blog, ResearchTags creativity, Improvisation, Peepolykus, Research, Teacher education, The Second City
PUBLISHED! 'Transforming Teacher Education: Reconfiguring the Academic Work'
After a really, really rapid turnaround in Bloomsbury's production department, Transforming Teacher Education is now published and on sale in good bookstores everywhere (OK, UK bookstores now; Europe in a few weeks; rest of the world in a month). Discount coupons for different markets are available here for the USA and here for everywhere else. Today we noticed that amazon.co.uk had sold out of paperback copies on day one. Kerching? Probably not but promising nonetheless.
Although Jane and I knew that the book addressed a key topic, we didn't realise that it would be quite so topical given the recent publication of the government's Carter Review of ITT and the chaotic destabilization of the system that took place under Michael Gove and his allies. Now, in England, we are facing shortages of primary school teachers and specialist STEM teachers; regional teacher shortages; several universities have withdrawn from initial teacher education with others considering their own future; we're seeing probably the greatest risk to quality in the last 30 years consequent to the fragmentation of provision and the largely failed experiment of School Direct (if it worked, it worked because the universities baled it out behind the scenes, snaffling most of the £9K fee). In sum, teacher education in England is now heading in the opposite direction to that taken in countries whose schools systems we seek to emulate (e.g. those in east Asia and Finland), led by a neo-Victorian rhetoric of pupil apprenticeship and missionary work.
I'll be posting something about the argument of the book in the next few weeks, prior to the launch seminar on 16th March in London. The preface and Introduction will soon be available to download in the Chapters section on this site. But, in essence, Jane and I are arguing that while teacher education certainly does need to change, reformers' ideas have not achieved and will not achieve the kind of systemic change in relationships between higher education and the profession that we need. We need to transform teacher education – not 'reform' it; not defend it. Transformation means changing the basis on which we understand the activity; changing the frames and terms of reference, the values as well as the rhetoric.
We were absolutely thrilled to get the following endorsements from many of the key thinkers in the field. I think Bloomsbury were thrilled also and they decided to print a selection on the back cover and all of them on the inside front pages. Jane and I are honoured. Thank you.
'This book is an insightful and highly readable analysis of the work of
teacher educators in England, but its value extends far beyond that
setting. Combining original studies of teacher educators with trenchant
critique of education policy trends in England and elsewhere, this book is a
must-read for those who reject the "defend or reform" dichotomy and instead
want genuine transformation of teacher education.'
Marilyn Cochran-Smith, Cawthorne Professor of Teacher Education for Urban Schools, Lynch School of Education, Boston College, USA
'This excellent book is a very timely and insightful analysis of some of
the consequences – both intended and unintended – arising out of a time
of unprecedented change in the teacher education sector.'
Samantha Twiselton, Director of Sheffield Institute of Education, UK
'In this thoughtful volume, Viv Ellis and Jane McNicholl offer a deliberate
plan for the transformation of initial teacher education. Transforming
Teacher Education represents a vision that neither defends nor reforms but
uncompromisingly takes bold steps towards collaboration and collective
creativity, a vision for remaking initial teacher education such that another
future for our work is possible – not just in England but elsewhere in the world
A Lin Goodwin, Vice Dean and Evenden Professor of Education, Teachers College, Columbia University, USA
'The politics of teacher education have been destabilized in most countries,
often resulting in derisory discussion of both teachers and teacher educators.
This book provides a helpful framework to think pro-actively about teacher
education as a field and offers a seriously challenging agenda for transforming
that field of practice. It considers the much neglected daily work of teacher
educators and their positioning in higher education institutions and comes
up with an important agenda in which public universities and the profession
might better work together to develop and change the practices of teacher
education. Such a provocative agenda offers the potential for researchers and
practitioners in many countries to build both scholarship and practice in ways
that invite multilateral international networks to develop.'
Marie Brennan, Professor of Education, Victoria University, Melbourne, Australia
'Written by authors with a deep understanding of developments in teacher
education, Transforming Teacher Education is a timely and important book that
captures the complexity of the work of teacher educators. Based on their
extensive research and offering a transformative agenda, it is an important
source for practitioners, managers and policymakers who are dedicated to
transform teacher education and improve the work and academic status
of all those who work within the field.'
Anja Swennen, Researcher and Teacher Educator, Faculty of Psychology and Pedagogy, VU UniversityAmsterdam, The Netherlands
'This is an important book. The authors offer a rich, complex and detailed
approach to an alternative "transforming" perspective, drawing upon a
wide range of theory and research which they link to practical outcomes.
They have put forward versions of this analysis at conferences in different
countries – notably the USA and the UK where the neoliberal alternative to
"transformation" has been prominent – but now the publication of the book
can provide teachers and scholars with a substantial basis that will enable
them to review and build on these constructive ideas in their own work.'
Brian Street, Professor Emeritus of Language and Education, King's College London, UK
Author Viv EllisPosted on January 30, 2015 January 29, 2015 Categories Blog, PublicationsTags Higher Education, Research, Teacher education, Teacher educatorsLeave a comment on PUBLISHED! 'Transforming Teacher Education: Reconfiguring the Academic Work'
Trojan Linguistics: Underneath the headlines at Park View
A huge amount has been written over the last few months about alleged religious extremism among a group of schools in Birmingham – much of it nonsense, some of it deranged, very little that is insightful. And it is no surprise given that the whole affair played into the dispute between the Department for Education and the Home Office about the prevention of radicalisation; the turf wars between Mr Gove and Home Secretary Mrs May (it's now clear who won that one); the volatile situation that Ofsted finds itself in after political briefings against it and as it fights for survival; the underlying Islamophobia in parts of British society; the attack on local authorities and their role in supporting and advising local school systems (a move that was really entrenched by New Labour); and on and on. And on.
I have no inside knowledge of what went on in those schools regarding extremism. I have no basis on which to know whether these schools' managements overall were as they were painted in the Ofsted report and in the report from the former Met anti-terrorism police chief, Peter Clarke. That said, on the face of it, transcripts of postings to web sites do appear to support the Clarke report's central claim that some senior staff at the schools expressed racist, misogynistic, homophobic and hateful views online.
But I do know that something quite special had been going on for years at Park View Academy, the main secondary school in the Park View Educational Trust. Something associated with the school's excellent examination results which, even though the school's critics and conspiracy theorists might try to undermine them, are quite robust and not connected to cheating or teaching to the test, as some reports have implied.
For several years, teachers across the school have been working with a form of language study called Systemic Functional Linguistics (SFL), a kind associated with British-born, Australian-based linguist Michael (M.A.K) Halliday and what became known as the 'Sydney school' of language and literacy teaching. In the UK, it was appropriated in part by the National Strategies in a somewhat vulgarised version and became associated with 'genre theory' and the teaching of writing based on 'text types'. But SFL was far more than that, more sophisticated in its view of language and literacy and much more useful. When I helped to prepare English teachers at Oxford, I asked them to work a little with a brilliant multimedia package called Building Understandings in Literacy and Teaching (BUILT), developed by Kristina Love at the University of Melbourne. My students often told me they learned more about language and teaching by engaging with BUILT than they did with any of the National Strategy documents. (A paper by Kristina about the use of BUILT in teacher education is available here).
M.A.K. Halliday, founder or sponsor of SFL
SFL offers a social view of language as a system of meaning-making in context. It is often organised around three key concepts: field (basically the stock of words available in a given situation); tenor (the relationship between the producer of an utterance or a text and the receiver); and mode (the specific channel of communication – at a fundamental level, for example, speech or writing; or within writing, specific genres). SFL regards genres as recognisable patterns of interaction rather than recipes. The word recognisable is important because it emphasises that it is a social process in which people see what other people mean.
Teachers at Park View have been learning about SFL for years (and not just the English teachers). They have incorporated the core ideas in their planning and have also taught some of the key concepts to their students. Teachers' work with SFL at Park View has been recognised nationally and internationally, including at a conference earlier this year organised in collaboration with researchers at Aston University. A poster for one of these conferences is here.
Students' levels of attainment at Park View have been consistently high for years. This situation was recognised in the current, post-controversy Ofsted report; given the strength of their results, it couldn't be otherwise. It also led to the school being graded as outstanding in their previous Ofsted report. The school isn't in an affluent area; most children have the advantage of being at least bilingual; most don't have much money in their families. So the usual indicators (which of course we might question) suggest a school that might be doing much less well in purely academic terms.
There is huge expertise among teachers at Park View that has served its students well for many years. Whether it is a question of poor leadership, a real culture of hate and extremism or a set-up job by a compliant inspectorate or a hatchet-job by a former copper who never actually visited the school, it would a tragedy if the momentum of good work in language and literacy teaching was lost at Park View. As far as I know, it was more advanced here than anywhere else in the UK. And it has – and still does – make a difference.
Author Viv EllisPosted on August 15, 2014 August 15, 2014 Categories Blog, ResearchTags English, Park View Educational Trust, Research, Systemic Functional Linguistics, Teaching, Trojan horseLeave a comment on Trojan Linguistics: Underneath the headlines at Park View
Poetry: Perception, Patterning and Symbol
This post arises from some thinking I've been doing for the 'Uses of Poetry' AHRC project. It will be greatly enhanced by my colleague Dr Karen Simecek who will be incorporating complimentary ideas from philosophy and aesthetics. But this is where I have started….
In a project titled 'The Uses of Poetry', it is probably a good idea to have a working definition of what we mean by 'poetry'. That doesn't mean we need to have to pin it down precisely because one of the outcomes of the project and our exploratory attempts at measurement of poetry's 'effects' may be to come up with a better idea of what we mean. Nonetheless, it might be useful to have some provisional definition or categorization to inform our activities and to make explicit understandings that have so far remained tacit. It is possible that discussion over such an attempt at definition may have a positive impact on what we are planning and may also take us off in some surprising new directions. Or not. Either way, it's probably worth doing.
Patterning ….but symbolisatiom?
'Poetry is whatever you think it is'?
One perspective that has been informing our project's discussions is derived from ecological psychology and the work of James Gibson (1966). Gibson used the word 'affordances' to suggest that the meaning-making potential of any artifact arises in the interaction between human subject and that artifact. Affordances are a matter of perception. Both 'perception' and 'interaction' are important in this account of meaning-making in that artifacts are not held to have intrinsic, universal or transcendent meanings that can be uniformly decoded. The artifact itself is a product of a specific cultural system that has evolved historically; the artifact is also perceived by an individual who, in turn, is embedded in a particular sociocultural context, at a particular point in time.
Such a view of meaning-making allows for the affordances of the particular artifact to change within the lifecycle of the individual perceiver as well as over longer historical cycles. Understanding particular kinds of texts as having certain affordances (or as having greater affordances than other kinds of texts) allows us to make some categorisations that are based on their potential for certain kinds of meaning-making (the uses of poetry) rather than based on a text's correspondence to any list of formal features or generic characteristics.
It is important to note that such an approach to categorizing poetry is not inevitably a relativistic one. Although there are no absolute rules that would allow for the historically unqualified determination of a text as 'poetry', the perception and evaluation of that text by language-users would inevitably draw on culturally and historically contingent criteria in the same way that is true of perception in the visual arts. So, words spoken by a US Secretary of State for Defense (Donald Rumsfeld) in a press conference six months after the September 11th attack on New York in 2001 were seen to have some poetic affordances at the time even if their affordances in the longer-term have diminished. We don't regard Rumsfeld as a poet and the utterance is now seen more as a realistic comment on the limitations of intelligence gathering:
there are known knowns;
there are things we know we know.
We also know there are known unknowns;
that is to say we know there are some things we do not know.
But there are also unknown unknowns
— the ones we don't know we don't know. [i]
Such a view of the properties, potential or affordances of particular kinds of language-use can also be informed by a more broadly cultural psychology of the kind elaborated by Michael Cole (1996), by training a cognitive anthropologist of literacy. From this perspective, a poem would be regarded as a cultural artifact of a symbolic kind that is used to mediate the individual perceiver-subject's activity in the social world. Again, the artifact does not have intrinsic meaning in and of itself but becomes the site for meaning-making as the person uses/reads/writes the poem in the process of acting on the world. The object or goal of the subject's activity is a driving factor from this perspective – why is the artifact being used and for what ends? Used for the purposes of stimulating recall of food items during a visit to the supermarket, a poem is probably not as useful as a short list. But a poem would probably hit the spot more effectively if directed at a lover on Valentine's day than a short list of the lover's notable features. Again, the affordances of the text are related to the ways in which that text is perceived and used. The cultural psychological perspective also helps to understand the relationship between individual perception and the more public phenomenon of meaning-making – the semiotic heritage that enables individuals in similar cultural-historical contexts to share meanings. Seeing a poem as a mediating (between the person and an aspect of the world they seek to work on) artifact rather than an exhibit in the 'canon of literature' is a profoundly different understanding of the uses of poetry in any setting whether educational, therapeutic or literary. None of which is to say that meaning is determined by the single interaction of perceiver and artifact but that the affordances for meaning-making evolve historically as the perceiver-subject develops and as the collective, social evaluation of the artifact-in-use develops too.
Poetry as a mode of language use
Although we might say that anything that is recognized as poetry (on the basis of its meaning-making potential) is probably poetry, it is also worthwhile to try to account for differences in the language of texts recognized as poetry from language in other types of texts that usually are not. To address this question, the work of Britton (1972, 1982, etc.) is useful.
James Britton worked at the University of London Institute of Education and then Goldsmiths' College until the early 1980s. He was writing about poetry and the teaching of poetry from as early as the 1950s but his later work became informed by various empirical projects (such as the study of the development of children's writing abilities) as well as by long-standing philosophical interests (Langer, Polanyi, Rorty, etc.) and by the arrival, in 1962, of the first English translation of Russian psychologist Vygotsky's Thought and Language. Vygotsky offered Britton a theory of mind itself derived from the empirical study of human development as well as the study of philosophy and literature. And Vygotsky was also to influence the work of Cole and his form of cultural psychology mentioned earlier. But Britton's interests and resources were wider and more eclectic while at the same time being interested in improving educational practice.
The first distinction Britton made was between literary and non-literary discourse and in doing so he drew on linguist and literary theorist Roman Jakobson and semiotician Thomas Seboek. From Jakobson, Britton drew the different functions of language in speech situations and writing: expressive (or emotive); referential; poetic; phatic; metalingual; conative (related to action). The poetic function in this taxonomy was equivalent to 'verbal arts' and Britton followed Jakobson in insisting that one could only talk about or categorize on the basis of 'dominant function'; all utterances and texts are informed by and characterized by structures from other functions. From Sebeok in particular, Britton took the position that the poetic function of language went wider than that deemed to be poetry:
Any attempt to reduce the sphere of poetic function to poetry or to confine poetry to poetic function would be a delusive over-simplification. Poetic function is not the sole function of verbal art but only its dominant, determining function, whereas in all other verbal activities it acts as a subsidiary, accessory constituent (Sebeok 1960; cited in Britton 1982, p. 62)
So how can we understand the 'poetic function' of language?
One of Britton's earliest distinctions was between language in the spectator role and language in the participant role (1963). Participant role was characterized by language intended to recount or describe an event or past experience in order to get the listener/reader to do something or to change their opinion. Spectator role was characterized by language intended purely to interest or excite the listener/reader, re-presenting events or past experiences in language for their own sake. Britton argued that spectator role was not only confined to self-consciously literary discourse but also featured in non-literary discourse such as anecdote. At the time of making this distinction, Britton cited Suzanne Langer's work on symbolization but he later found (retrospective) support in the work of British psychologist D.W. Harding (1937) who had already distinguished between the onlooker role and the participant role. Harding prompted Britton to consider the role of attention and evaluation in the listener/reader's perception of language-in-use.
Britton related the spectator role to the findings of the empirical study he made of children's writing. Examination of the writing samples produced three main categories: transactional (getting things done, in the participant role); expressive (articulation of emotion and first-hand experience, where the participant and spectator roles are mixed); and poetic (where, to use his formulation, we are 'making something with language rather than doing something with it'; it was poetic discourse that met the demands of the spectator role).
The intention of making something with language suggested to Britton that the use of language would become more 'organised', more crafted to be complex (at a symbolic level) and it was from this interest in the organization of language that he came to the stylistics of Henry Widdowson (1975). Widdowson identified three organizational patterns at work in texts that set out to be literary: phonological (e.g. metre and rhyme); syntactic (e.g. parallel structures); and 'patterns formed by semantic links between individual lexical items' (e.g. puns). Britton, after Widdowson, suggested that the patterning created in self-consciously poetic language use (patterning of sound, syntax and meaning) went 'over and above' the everyday pattern of communication. Use of the systems of patterning drew attention to the language as a kind of invitation to take up the spectator role. Britton suggested (perhaps playfully) that poetry could therefore be considered 'deviant discourse' in that it drew attention, stylistically, to how it differs from non-literary discourse. Its deviancy, for Britton, was that poetry draws attention to how it works as communication and 'drawing-attention-to-itself' was a characteristic of language in the poetic mode.
Again, Britton comes back to Langer (1967) and her distinction between discursive and presentational symbolism, between a 'message encoded in a symbol system' and a message encoded in a unique complex symbol' (p. 65) to illustrate the different ways in which language is used in the poetic function, the 'deviant' display of the symbol system as symbol; the self-conscious patterning to draw attention to its difference from everyday discourse as well as encoding meaning.
Patterning and meaning
The relationship between organizational patterning in language and the meaning-making affordances of a text can be illustrated by the quotation from Donald Rumsfeld's press conference provided above. In the original transcript on the US Department of Defense website, the utterance is presented in continuous prose; a lengthy and somewhat tortuous answer to a journalist's question. In making the quotation, I selected a stretch of the utterance and then edited it by changing the layout – creating separate lines and varying the length of lines in order to emphasise the three assertions (known knowns; known unknowns; and unknown unknowns) and the repetition of key words to create assonance and consonance and some sense of internal rhyme. As I did so, I also recalled, probably unconsciously at first, my own reading of T.S. Eliot's Four Quartets, in particular, and its ethos of existential questioning. Overall, the aim was to focus attention on the use of language – to invite the reader to take up the spectator role. My attempt was self-conscious and related to my aim of helping to contribute to our definition of poetry – or categorization of poetic functions of language – in our project.
But as poetry, the Rumsfeld quotation probably has limited affordances. Not only is it still strongly tied to another context and another mode of language use (press conferences, political justification) but it makes quite a limited and instrumental distinction between categories of knowledge, albeit in a repetitive way. The short stretch of Rumsfeld's utterance doesn't have much potential for meaning-making outside of a very specific set of circumstances. To use Langer's formulation, it is a message encoded in a symbol system but it is not encoded as a unique complex symbol. None of which is to say that it is not poetic at all; like many utterances it has characteristics of the poetic function but I would argue that the poetic function does not dominate.
There are many examples of the poetic function in everyday utterances wider than poetry per se. Football songs and some stand-up comedy use language characteristic of the poetic function. Carol Fox (1993), in her landmark study of young children's oral storytelling, argued that the poetic (metaphoric) was a major part of their language right from the start and, in doing so, she argued with Halliday (1973) who did not assign much importance to the poetic function in the process of developing adult language. Fox's study raises the very important question as to why children seem to have such a strong need for the poetic right from the start, at the inception of language itself. Her argument, somewhat similar to Langer's, was that the poetic function, rather than being the icing on the cake, is the cake itself. The poetic function of language meets the human need to symbolize.
The two perspectives discussed here can help us develop a working definition of poetry in 'The Uses of Poetry' project although they are clearly not the whole story. What they can help us to capture are the uses of speech and writing regarded as poetic; Gibson's, Cole's and Britton's work encourage us to move away from an understanding of the poetic as a transcendental category of language and they can liberate us (if we need liberating) from a view of poetry as a cultural judgment passed down from on high. Instead, they can help us focus on the potential or the affordances of a text for meaning-making and on the relationship between meaning-making and the self-conscious organizational patterning of language. At the heart of this relationship is the role the reader/listener is invited to take up in perceiving and apprehending the poem as a cultural artifact – the spectator role. The deviance of poetic discourse derives from its self-conscious drawing-attention-to-itself in the course of communicating. The poetic function of language is ubiquitous in human communication but the category of language-use we describe as poetry is defined by its self-conscious effort to draw attention (through sound, syntax and patterns of meaning) to its symbolic nature.
Britton, J.N. (1963) The Arts and Current Tendencies in Education, London: Evans
Britton, J.N. (1982) Spectator role and the beginnings of writing. In Prospect and Retrospect: Selected Essays of James Britton, edited by G.M. Pradl, London: Heineman
Cole, M. (1996) Cultural Psychology: the Once and Future Discipline, Cambridge, Ma: Harvard University Press.
Fox, C. (1993) At the Very Edge of the Forest: The Influence of Literature on Storytelling by Children, London: Cassell
Gibson, J.J. (1966) The Senses Considered as Perceptual Systems, Boston, Ma: Houghton Mifflin
Halliday, M.A.K. (1973) Explorations in the Functions of Language, London: Edward Arnold
Harding, D.W. (1937) The Role of the Onlooker, Scrutiny 6: 247 – 258
Langer, S.K. (1967) Mind: An Essay on Human Feeling, Baltimore, Md: The Johns Hopkins University Press
Sebeok, T. (1960) Style in Language, Cambridge, MA: MIT Press
Vygotsky, L.S. (1962) Thought and Language, Cambridge, MA: MIT Press
Widdowson, H.G. (1975) Stylistics and the Teaching of Literature, London: Longman
[i] http://www.defense.gov/transcripts/transcript.aspx?transcriptid=2636
Author Viv EllisPosted on February 21, 2014 February 20, 2014 Categories Blog, ResearchTags Arts and Humanities Research Council, Cultural-historical, English, Poetry, Psychology, ResearchLeave a comment on Poetry: Perception, Patterning and Symbol


text:
The secret tapes of Jamal Khashoggi's murder
By Jane Corbin
BBC Panorama
Killing of Jamal Khashoggi
Warning: Graphic content
I walked along a tree-lined street in a quiet area of Istanbul and approached a cream-coloured villa, decked with CCTV cameras.
A year ago, an exiled Saudi journalist took the same journey. Jamal Khashoggi was caught on CCTV. It would be the last image of him.
He entered the Saudi consulate and was murdered by an assassination squad.
But the consulate was bugged by Turkish intelligence - the planning and the execution were all recorded. The tapes have only been heard by very few people. Two of those people have now spoken exclusively to the BBC's Panorama programme.
British barrister Baroness Helena Kennedy listened to Jamal Khashoggi's dying moments.
"The horror of listening to somebody's voice, the fear in someone's voice, and that you're listening to something live. It makes a shiver go through your body."
Baroness Helena Kennedy QC
Kennedy made detailed notes of the conversations she heard between members of the Saudi hit squad.
"You can hear them laughing. It's a chilling business. They're waiting there knowing that this man is going to come in and he's going to be murdered and cut up."
Kennedy was invited to join a team headed by Agnès Callamard, the UN's special rapporteur for extrajudicial killing.
Callamard, a human rights expert, told me of her determination to use her own mandate to probe the killing, when the UN proved reluctant to mount an international criminal investigation.
Agnès Callamard, UN Special Rapporteur for Extrajudicial Killing
It took her a week to persuade Turkish intelligence to let her and Kennedy, along with their Arabic translator, listen to the tapes.
"The intention clearly on the part of Turkey to give me access, was to help me prove planning and premeditation," she says.
They were able to listen to 45 minutes, extracted from recordings made on two crucial days.
British barrister Helena Kennedy and UN special rapporteur Agnes Callamard describe the Jamal Khashoggi secret tapes
Jamal Khashoggi had been in Istanbul - a city where opponents of regimes across the Middle East have long sought refuge - for a few weeks before he was killed.
The 59-year-old divorced father of four had recently become engaged to Hatice Cengiz, a Turkish academic researcher.
They were hoping to build their life together in this cosmopolitan city, but to remarry, Khashoggi needed his divorce papers.
On 28 September, he and Cengiz visited the Turkish municipal office but were told they needed to get the papers from the Saudi consulate.
"This was the last resort. He had to go and get those documents from the consulate for us to get officially married because he couldn't go back to his country," Cengiz tells me when I meet her in a cafe.
Hatice Cengiz
Khashoggi hadn't always been an outcast, exiled from his own country. I met him 15 years ago at the Saudi embassy in London's Mayfair. He was then at the heart of the Saudi establishment - a smooth-talking aide to the ambassador.
We discussed a recent terror attack by al-Qaeda. Khashoggi had known its Saudi leader, Osama bin Laden, for decades. Initially Khashoggi had some sympathy for al-Qaeda's aim to overthrow autocratic Middle Eastern regimes. But later, he spoke out against the group's atrocities as his views became more liberal and he championed democracy.
Jamal Khashoggi with Jane Corbin in 2004
In 2007, he returned home to edit the pro-government newspaper al-Watan. But he was fired three years later for what he described as "pushing the boundaries of debate within Saudi society".
By 2011, inspired by the events of the Arab Spring, Khashoggi was speaking out against what he saw as the repressive and autocratic Saudi regime. By 2017 he had been banned from writing and went into self-imposed exile in America. His wife was forced to divorce him.
Khashoggi became a contributor for the Washington Post, for whom he wrote 20 hard-hitting columns in the year before he died.
"When he was an editor in the Kingdom he would cross red lines," says his friend David Ignatius, the Post's senior foreign affairs columnist and investigative journalist. "What I saw with Jamal was that he kept getting himself in trouble by speaking his mind."
Much of Khashoggi's criticism was targeted at the new crown prince, Mohammed bin Salman.
MBS, as he is known, was admired by many in the West. He was seen as a reformer and moderniser with a new vision for his country.
But at home in Saudi Arabia, he was cracking down on dissent and Khashoggi was highlighting it in the pages of the Post.
Crown Prince Mohammed bin Salman
This was not the image the crown prince wanted to project.
"I think that particularly aggravated the crown prince, and he kept asking his aides to do something about this Jamal problem," says Ignatius, who regularly visits Saudi and writes about its politics.
In Istanbul, the Saudis were presented with an opportunity to "do something" about Khashoggi.
On the day of his first visit to the consulate, Cengiz had to remain outside.
She remembers Khashoggi coming out of the building with a smile on his face. He told her that officials had been surprised to see him and had offered him tea and coffee.
"He said there was nothing to be afraid of, he missed his country so much and breathing that familiar air had made him feel really good."
Khashoggi was told to come back in a few days.
But as soon as he was gone, phone calls were being made back to Riyadh in Saudi Arabia - all recorded by Turkish intelligence.
"What was interesting about this phone call is that it referred to Mr Khashoggi as one of the persons that was being sought," says Callamard.
The first call is believed to have alerted the powerful aide who ran MBS's so-called communications office - Saud al-Qahtani.
"Someone in the communication office had authorised the mission. It makes sense to see that reference to the communication office as being a reference to Saud al-Qahtani," she continues.
"He has been named directly in various other campaigns against individuals."
Image source, Twitter
Saud al Qahtani
Al-Qahtani had already been accused of involvement in the detention and torture of dissidents in Saudi, such as female activists who dared to drive before the ban was lifted, and high-profile individuals suspected of disloyalty.
In his writings, Khashoggi had accused al-Qahtani of operating a "blacklist" for the crown prince.
"Qahtani began doing extraordinary services - secret black operations," says Ignatius, who has investigated the royal aide. "That became part of his portfolio and he managed it with a particular ruthlessness."
There are recordings of at least four phone calls on 28 September between the consulate and Riyadh. These include conversations between the consul general and the head of security at the ministry of foreign affairs, who told him a top-secret mission - "a national duty" - was planned.
There's no doubt in my mind this was a seriously, highly organised mission coming from the top," says Kennedy.
"This was not some flaky, maverick operation on the side."
On the afternoon of 1 October, three Saudi intelligence officers flew into Istanbul. It's known that two worked in the office of the crown prince.
Callamard believes they were on a reconnaissance mission.
"They probably assess the consulate building, they determine what can and cannot be done."
On a quiet and shady terrace in Istanbul, overlooking the Bosphorus, I meet a former Turkish intelligence officer with 27 years' experience.
Metin Ersöz is an expert on Saudi Arabia and its special operations missions. He says its intelligence services became more aggressive after Mohammed bin Salman became crown prince.
Metin Ersöz
"They started the kidnapping operations and pressuring dissidents," he says.
"Khashoggi was late in recognising the threat and taking precautions and he would pay a heavy price for it."
In the early hours of 2 October, a private jet landed at Istanbul airport.
On board were nine Saudis - including a forensic pathologist named Dr Salah al-Tubaigy.
Dr Salah al-Tubaigy
After probing their identities and backgrounds, Callamard believes this was the Saudi hit squad.
"The operation was conducted by state officials, they were acting in their official capacities," she says.
"Two of them had diplomatic passports."
Ersöz says that this kind of mission - a special operation - would have needed approval from either the Saudi King or the crown prince.
The Saudis checked into the large and impersonal Mövenpick Hotel, located within a few minutes' walk of the consulate.
Just before 10:00, CCTV shows one of the hit squad entering the Saudi consulate.
From listening to the tapes, Kennedy believes that Maher Abdulaziz Mutreb was the man who ran the operation.
Mutreb was regularly seen travelling with the crown prince, discreetly in the background, close to him as part of his security detail.
"In the calls between the consul general and Mutreb, there's a reference to the fact that 'we received the information Khashoggi will be coming on Tuesday'," says Kennedy.
Later on the morning of 2 October, Khashoggi received a call to come to the consulate for his documents.
As he and Cengiz walked towards the consulate, a macabre and shocking phone conversation was taking place inside between Mutreb and the forensic pathologist, Dr al-Tubaigy.
"He talks about how when he's doing autopsies. You can hear them laughing," Kennedy says.
"He says, 'I often play music when I'm cutting cadavers. And sometimes I have a coffee and a cigar at hand.'"
Then the tapes reveal the doctor knows what he is expected to do, according to Kennedy.
"It's the first time in my life, I will have to cut (up) pieces on the ground," she recalls him saying. "Even if you are a butcher you hang the animal up to do so."
An upstairs office in the consulate had been made ready. The floor was covered in plastic sheeting. Local Turkish staff had all been given the day off.
"They speak about… when is Khashoggi to arrive, and they say, 'Has the sacrificial animal arrived?' That's how they refer to him," says Kennedy.
She is reading to me from her notebook, horror in her voice.
At 13:15, CCTV shows Khashoggi entering the consulate building.
"I remember we walked there hand-in-hand and when we arrived in front of the consulate, Jamal gave me his phones and said, 'See you later darling, wait for me here,'" says Cengiz.
Khashoggi knew his phones would be taken at the entrance and did not want the Saudis to access his private information.
The tapes reveal that he is met by a reception committee and told that there is an Interpol warrant out for his arrest and he must return to Saudi Arabia.
He is heard refusing to text his son to assure the family he is fine.
The silencing of Jamal Khashoggi then begins.
Watch The Khashoggi Murder Tapes on BBC iPlayer
"There was a point where you can hear Khashoggi moving from being a man who's a confident person, towards a sense of fear - rising anxiety, rising terror - and then knowing that something fatal is about to happen," says Kennedy.
She continues: "There's something absolutely horrifying about the voice changing. The cruelty of it comes across by listening to the tapes."
Callamard is not sure how aware Khashoggi was of the Saudis' plans: "I don't know whether he thinks he could be killed, but he certainly thinks that they could try to abduct him. He is asking, 'Are you going to give me an injection?' to which he's being told 'Yes'."
Kennedy says she heard Khashoggi asking twice whether he is being kidnapped and then saying, 'How could this happen in an embassy?'"
"The sounds that are heard after that point will tend to indicate that he's suffocated. Probably with a plastic bag over his head," says Callamard. "His mouth was also closed - violently - maybe with a hand or something else."
Kennedy believes the forensic pathologist now takes over on the orders of the team leader.
"You hear a voice saying, 'Let him cut,' and it sounds like Mutreb.
"Then somebody shouting, 'It's over,' and someone else shouting, 'Take it off, take it off. Put this on his head. Wrap it.' I can only assume that they had removed his head."
For Cengiz, only half an hour had passed since Khashoggi left her outside the consulate.
"During that time, I was dreaming of my future - like how our wedding would be. We were planning a small ceremony," she says.
About 15:00, CCTV shows consular vehicles leaving and arriving at the consul general's residence two streets away.
Three men enter with suitcases and plastic bags. Callamard believes they may have contained parts of the body.
A car later drives away. Khashoggi's body has never been found.
What about the most disturbing detail reported at the time of the murder - the bone saw used to dismember the body?
Kennedy says she did not hear the kind of grating noise she would have associated with that type of surgical instrument on the tape. But she says there was a low-level humming sound. Turkish intelligence officials believe this was the sound of the saw.
At 15.53, CCTV shows two members of the hit squad leaving the consulate.
I retraced their footsteps down the street past the cameras that detailed their route between the consulate and the heart of old Istanbul.
One man is dressed in Khashoggi's clothes, but wearing different shoes. The other man, his face obscured by a hoodie, is carrying a white plastic bag.
They head towards Istanbul's famous Blue Mosque. When they re-emerge, the man previously dressed in Khashoggi's clothes has changed.
They hail a taxi back to their hotel, dumping the plastic bag - thought to contain Khashoggi's clothes - in a bin nearby, before going down into a subway and back to the Mövenpick Hotel.
"There was a very large degree of planning used to give the impression that nothing harmful had happened to Mr Khashoggi," says Callamard.
All this time, Cengiz was still waiting outside the consulate.
"I waited and waited and waited there past 15:30. Then, when I realised the consulate had closed, I started running towards it. I asked why Jamal didn't come out. A guard told me he didn't know what I was talking about."
At 16:41, Cengiz was desperate and phoned an old friend of Khashoggi's. He had given her the number in case he was ever in trouble.
Dr Yasin Aktay is a member of Turkey's ruling party with contacts at the highest levels.
"I received a call from an unknown number, a really worried voice from a lady I didn't know," he says. "She said, 'My fiance Jamal Khashoggi went into the Saudi consulate and didn't come out.'"
Dr Yasin Aktay
Yasin swiftly called the head of Turkish intelligence and alerted the office of President Tayyip Erdogan.
By 18:30, the members of the hit squad were on a private jet to Riyadh, less than 24 hours after they had arrived.
The next day, the Saudi and Turkish governments issued contradictory statements about what had happened inside the consulate. Saudi Arabia insisted Khashoggi had left the consulate. The Turks said he was still inside.
Turkish intelligence was already poring over the consulate recordings - including the calls made four days before Khashoggi disappeared.
So did they know at that time that his life was in danger and, if so, why did they not warn him?
"I don't think they knew. There is no evidence that they were listening live to what was happening," says Callamard.
"This kind of intelligence is done on a regular basis, and it's only because there is a trigger that they may return to the tapes. It was only because Mr Khashoggi was killed and disappeared that they returned to the tape."
Ersöz tells me his former intelligence colleagues reviewed the tapes retrospectively and went through between 4,000 and 5,000 hours of material to find the key days and the 45 minutes presented to Callamard and Kennedy.
Four days after Khashoggi was killed, another Saudi team arrived - claiming they had come to find out what had happened.
Callamard believes they were really a clean-up team. For two weeks, the Saudis would not allow Turkish investigators to enter the consulate.
"By the time they were able to collect some evidence, there was nothing there, not even DNA evidence of Mr Khashoggi having been there," says Callamard.
"The only logical conclusion is that the place was thoroughly, forensically cleaned."
Turkish police at the Saudi consulate
That evening, the Turkish authorities told the media that Khashoggi had been murdered in the Saudi consulate.
"Jamal really didn't deserve this, He deserved so much better," says Cengiz. "The way they killed him, it killed all my hope in life."
The killing in Istanbul, inside an embassy with diplomatic immunity, put the Turkish authorities in a quandary.
For weeks, despite mounting pressure from the Turks, the Saudis refused to admit the murder, saying first there had been "a fist fight" in the consulate and then claiming it was "a rogue operation".
Protest outside the Saudi Embassy in the United States, six days after the disappearance of Jamal Khashoggi
The Turkish authorities' strategy was to leak some of what they knew to local and international press. They then invited representatives from the CIA and a few handpicked intelligence agencies, including MI6, to listen to the tapes, proving Khashoggi was murdered by Saudi state operatives.
The CIA reportedly came to the conclusion there was "medium to high certainty" that Mohammad bin Salman had ordered the killing. They briefed Congressmen who were left in no doubt about the finding.
In January, the Saudi government finally put 11 people on trial in Riyadh for the murder of Khashoggi, including Mutreb and Dr al-Tubaigy, but not the alleged mastermind - Saud al-Qahtani.
He has not been indicted or even summoned to court to give evidence. I have been told he is being kept in seclusion away from everyone, including his own family, but is still in contact with the crown prince.
Callamard's report for the UN Human Rights Council has reached a decisive conclusion.
"There is no indication under international law that this crime could be qualified under any other way but as a state killing," she says.
Kennedy says the revelations of the Khashoggi murder tapes must be acted on.
"Something treacherous and terrible happened in that embassy. The international community has a responsibility to insist on a high-level judicial enquiry," she says.
Turkey has demanded the extradition of those involved to face trial in Istanbul. But Saudi Arabia has refused.
The Saudi government declined to give an interview to Panorama, but said it condemned the "abhorrent killing" and it was committed to holding the perpetrators accountable.
It said that the crown prince had "absolutely nothing to do" with what it called a "heinous crime".
One year on, as we leave the cafe, I can see the pain still suffered by the woman left behind when her fiance's life was cut short so brutally.
In her parting words to me, Hatice Cengiz warns of the true significance of the killing of Jamal Khashoggi.
"It's not only a tragedy for me - but for all humanity, all the people who think like Jamal and who took a stance like him."
'Did you order the murder of Jamal Khashoggi?'


text:
Posted by Dr Firoz Mahboob Kamal
Bangladesh, English
Dr. Firoz Mahboob Kamal
Shaikh Hasina: a robber
Shaikh Hasina –the ballot-robber Prime Minister of Bangladesh has proved to be the most successful robber in the whole history of mankind. In the past, robbers could only rob a few banks, shops and homes. They could never rob the ownership of a country. But Hasina could make space for her in history. She could rob the statecraft of a country of 170 million. She could successfully engage the country's police, army, judiciary and bureaucracy in the robbery. Not once, twice. Firstly in 2014 and secondly in 2018.
On 10 December 2022, in a more than million people's rally in Dhaka, the country's largest opposition party -Bangladesh Nationalist Party (BNP) announced a one-point mass movement for ending the criminal rule of fascist Shaikh Hasina. It is indeed too late to take such a bold strategy by BNP. By 15 years' of criminal rule since 2008, Hasina has already inflicted tremendous damage to the country's economy, politics, education, judiciary, army and police.
Hasina has almost destroyed the country's civil and military institutions. She has made them servile only to her corruptive and coercive power. It came to the press that 7 billion dollars disappeared from the country's reserve. It is also reported that billions of Takas are looted from the government and private banks. 7,500 thousand crores of Taka is looted only from Islamic Bank –the largest bank in Bangladesh. These are done by Hasina's cronies in the name of fake companies, fake documents and fake addresses. So far, there is no government initiative to make any investigation on those allegations. Neither there is any denial by the government.
The criminal inaction
BNP and other political parties must do their own audits of the past mistakes that caused such a prolongation of Hasina's criminal rule. In a country with strong opposition, such prolongation of evil rule never happens. An opposition strategy for her removal should have been taken just after the one party election robbery in 2014. But BNP and other opposition parties failed to do that. The opposition's awful failures led to Hasina's huge success in pursuing her criminal policies. In 2013, there was a huge anti-Hasina country-wide mass movement. The government was near to collapse. But BNP and its allies utterly failed to lead the movement towards success. This was indeed the opposition's leadership failure.
Hasina's motive was never hidden. In order to remove the barriers against the robbery on people's votes, Hasina used the subservient judiciary to annul the non-partisan care-taker government system that could hold three credible general elections in 1991, 1996 and 2001. It is worth mentioning that the non-partisan care-taker government for holding the parliamentary election was an all-party consensus formula adapted in 1991 after the end of General Ershad's autocratic rule. Hasina's Bangladesh Awami League (BAL) was a signatory to it. But BAL betrayed its own promise for the sake of its election robbery strategy. All opposition parties objected to such dissolution of care-taker government system.
It was the common perception in the opposition camp that while Hasina stays in power, the state institutions will be allowed only to do the robbery on people's vote to keep her in power. The participation in such electoral robbery would have given legitimacy to the robbery. This is why all the opposition parties boycotted the Hasina-engineered election in 2014. The opposition parties proved to be right on Election Day. No election booth was set up for casting votes in more than half of the parliamentary constituencies. All MP seats were taken by Hasina and her cronies. In democratic countries, elections are held to give voting rights to the people. But in Bangladesh, election is held to legitimise the robbery on the statecraft by a rigged election or thievery on people's votes.
It is highly disappointing that the opposition parties almost silently tolerated Hasina's such illicit electoral victory in 2014. They were not seen on the streets as they are now. For 5 years, they utterly failed to launch a united movement to end her rule. When a country is taken by the enemies, inaction is a crime. Such inaction was seen in the opposition camp. After such a successful robbery in 2014, Hasina turned more ruthless and more confident to commit more crimes against the people. She continued with her plan of extra-judicial killings, forced disappearances, hanging of the opposition leaders and genocidal massacres against unarmed Islamists. Hundreds of Islamic scholars are still languishing in jails.
The greatest and the ugliest robbery in history
On the 30th December 2018, Shaikh Hasina committed a crime that was never done in the annals of the whole mankind. On the night before the election, in every polling centre, her police forces and the party thugs robbed the ballot papers and stamped in favour of Hasina's party candidate. The robbery of ballots was done all over the country. This way Hasina and her cronies could easily rob 293 parliamentary seats of a total of 300. She kept only 7 seats for the opposition. The government of India supported the robbery.
It is a huge disappointment that BNP took 15 years to reach the conclusion that it needs a one-point movement for her removal. Whereas in a civilised country, a thief or robber is not tolerated even for an hour. A thief is never employed even as a cleaner of a house or sweeper of a street. He or she has to stay behind the bar. A proven thief is never tolerated even for a moment to stay as a member of the parliament. Thievery or robbery is the violation of law. And every such violation is punishable. He or she is put on trial. But in Bangladesh, an established thief has usurped the highest seat of power. And she could remain in power for 15 years. It is a sheer disgrace for a country and its people.
Sheer failure as a Muslim
For a Muslim, eradicating thievery, robbery and injustices has another significance. It is a faith-found obligation on every Muslim. In the Holy Qur'an, in sura Al-Imran verse 115, Allah Subhana wa Ta'ala labelled Muslims as the best people on the earth. In the same verse, Allah –the All-Wise has also mentioned the reason why such highest appreciation must go only to Muslims. It is not for their five times prayers, month-long fasting, haj or charity. But only for the Muslims' prime reason of survival. They survive to eradicate all forms of evils and enjoin good deeds and justice in lands where they live. No other people and followers of no other religion live with such a mission in life.
It is a shame that Bangladesh –a land of 91 per cent Muslim has taken the opposite path. Instead of eradicating thievery and robbery, they have tolerated a robber cum thief as the head of the government! It is the path of huge disgrace. It is a shame the country has gone so low.
BNP's past failures and the future challenges
It also looks very ridiculous that after staying 4 years in the illicit parliament, 7 BNP MPs have recently resigned. The resignation is announced on 10 December, 2022. If they had love for democracy and hatred against the robbery of votes, they would have resigned from their seats on the next day of the stolen election. It shows how BNP leaders are immature and dishonest politically.
BNP and other opposition parties should have started a one-point movement of removal of fascist Shaikh Hasina since 2014's fraudulent election. It is a shame that they failed to discharge such political responsibility. This is why, whatever cruelties and injustices now overwhelm Bangladesh owes not only to the criminal rule of fascist Hasina, but also to the unwise and failed leadership of BNP and other opposition parties. Such failure can generate only frustration in common people.
Disunity will lead only to failures
Whenever a country is under the occupation of evil forces, unity is crucial to end the occupation. It is everybody's job; and it must be done unitedly. Disunity will lead only to more failures. It is a reality that Bangladesh now stands occupied by anti-democratic evil forces. Unfortunately, the opposition parties still stand divided. BNP –the largest party in the country looks less interested in the unity of all opposition parties. They only engage in some fruitless discussions. So, till now, there is no united front. BNP leaders look over-confident. Possibly, they feel they can do the job alone. Such a feeling can only breed more failures in the opposition camp –as seen in the past.
Do the BNP leaders believe that they can do the job of evicting Hasina alone? If they think so, they must have a full assessment of all the anti-democratic fascist forces in the country. These evil forces occupy the deep state of the country and stay united. They are the direct beneficiary of Hasina's robbery on public money. They are also the collaborating partners in Hasina's crimes. Hasina spends billions of Taka to finance their luxury. So it will be unwise to think that these cronies will easily betray their paymaster. These people dominate the politics, the police, the Army, the bureaucracy and the judiciary. How can BNP fight against this huge coalition of all evil forces alone?
The BNP leaders must know that if Hasina is removed, they will be the highest beneficiary. Therefore they need to be in the front line of the movement and also must sacrifice the most. The BNP leaders must realise that the removal of Hasina can never be done by the BNP alone. It needs the united efforts of all opposition parties.
BNP also must know that Shaikh Hasina is not like President General Ershad. She is much stronger than Ershad. In his last days, Ershad lost the support of the Army –his only reliable constituency. But the Army still stands with Hasina. There is a reason for that. The Army is the largest beneficiary of the robbery on public money. The Army didn't enjoy such booty even in General Ershad's era. Moreover, Ershad didn't have a strong backer like India. The Indian Hindutva ruling forces will never wish that their own player should lose the game. Moreover, there is an ideological connection. The Awami fascists are the ideological cousins of Hindutva fascists of India. This is why the Awami fascists didn't condemn the destruction of Babri mosque or genocidal massacres against Muslims in India in the past. Therefore, only an alliance of all opposition parties can remove Hasina.
Bangladesh doesn't belong to a single political party. It belongs to all parties and all people. Any divisive policy is detrimental. It is haram in Islam. Since the country is under the occupation of evil forces, it is the duty of every citizen to do his or her best to get rid of Hasina's evil rule. Division in the opposition rank will only give extra mileage to Hasina. But, we are yet to see such realisation and wisdom in BNP leaders. Instead, some BNP leaders and some BNP-aligned intellectuals are mongering ugly hate speeches against other worst victims of Hasina's rule. They are vomiting their filth against their one-time close ally Jamaat-e-Islam. This is utter foolishness. It is a pure suicidal strategy. Such a strategy didn't work in the past, and will not work in the future. At this crucial point, any vilification of any opposition party will only help Hasina. She loves to see that division in the opposition camp.
The Islamist forces have their own duty too. In a war against the enemies of Islam, staying neutral and inactive is a crime. Hasina has proved herself as the enemy of Islam and friend of the Hindutva forces. Hence, staying as a silent observer in this crucial war moment is not an option. Fighting against the criminals is not politics for a Muslim. It is a great ibadah. It is jihad in Islam. The people are closely watching their role too. Their alienation from the mass movement will only increase their alienation from the people. This way they can only lose their space in politics.
The recent upsurge in mammoth gatherings owes to people's strong anger against the Hasina government's immense corruption, crimes and extremely bad governance. The crimes of the Hasina regime have done enough to awaken the people. The opposition leaders couldn't do such homework on such BAL evils in the last 15 years. So Hasina has done their job. Now the opposition leaders must do their job.
The motivated common people of Bangladesh now need brilliant and courageous leadership from the opposition, not mere lectures. This public anger can be a powerful weapon to dismantle Hasina regime if the BNP and other opposition leaders show their political brilliance, courage and sagacity. The people of Bangladesh are eagerly waiting for that. They must not be disappointed. Otherwise, the people will never forgive them. 12.12.2022
Post Tagged with Bangladesh, Fascism, robbery on votes


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text:
Perception of Cognate Similarity
Kovačić, Nives. (2019). Perception of Cognate Similarity. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of English Language and Literature. [mentor Letica Krevelj, Stela].
It has been widely acknowledged that language typology that is, the structural distance between languages which can be objectively measured, plays an important role in the process of language acquisition and processing. However, as it is often the case with any matter that involves human cognition and perception, humans do not perceive the objective distance between languages in the same way. About four decades ago Kellerman (1983) introduced the term psychotypology to refer to the perception of the degree of typological proximity which strongly influences the extent to which one will attempt to transfer from one language to another. The perception of similarity at the lexical level is the focus of the present study and it is our aim to shed some light on the variables which can influence it. An instrument consisting of 54 lexical items in Croatian, paired with their cognates in six different languages (nine cognate pairs per language), was given to 110 Croatian participants in order to measure their perception of similarity between the cognates. Based on the previous research into subjective similarity and receptive multilingualism, there are two types of variables which affect the subjective similarity: item-related and participant related. Their effect is tested in the study. In addition, the psychotypology at the language system level is believed to influence the similarity perception at the level of items as well. The results of the study generally corroborate some of the previous findings related to the item-related variables but there are also some unexpected findings in the similarity ratings accross six different languages. The study suggests that psychotopology at the language system level plays a role in similarity ratings of lexical items.
psychotypology, cognates, crosslinguistic similarity
Letica Krevelj, Stela


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