What is it that makes Kate Nicolaisen's life history so interesting? One of the answers is the way she tells it. Despite often having lived a hard life, particularly during her childhood, Kate Nicolaisen has never lost her optimism. Despite being wounded deeply by her nearest and dearest, she has herself been able to heal the wounds. Kate Nicolaisen's flair for storytelling rests on a solid foundation of socio-political understanding, great humanity, and a sharp sense for detail. Her joy of storytelling is almost musical, the dimensions are psychological, the contents earthy and realistic. The book contains aspects of the history of the social conditions of the 1910s, 20s, and 30s, including the relations between parents and children. The book also deals with the psychological aspects of the relations between father and daughter, and stepmother and daughter. And it touches on the use of art as therapy and release from the traumas of childhood. Its literary aspects include the use of the autobiography as a tool for self-development and the use of the folk story to find avenues into the past....

Over the "canal" was a bridge. When I sat on the bridge, I could reach the water with my feet. It felt like soft caressing when the water glided past. Here I could sit with my own thoughts . . . melancholy thoughts. I could see my own mirror image. My tattered dress, my thin fair hair, my eyes, by skinny arms - at the bottom of the stream. It all seemed to move in the rushing water. If I lay down at the bottom! Then I would feel the water caressing my entire body. Then father would come and find me. He would stand over the stream and see me like I saw my mirror image. He would become enraged! Maybe he would pick me up and start beating me. But I would no longer be able to feel the blows - his power over me would be broken!...

Birth, Father, Strussliden (1910-16), Klara, To Gammalstorp (1916), Life and death (1917), Mother going to hospital, Mother's coffin, The funeral, "Miss", "Miss" becomes Mrs., To Ballingslöv (1918), To Eslöv (autumn 1918), To Bjärnum (winter 1918), Clogs, Puppy love, To Duvemölla (1919), The river, Tunes, Everyday life in Duvemölla (1919-24), Domestic animals and pets, Downhill, Berries and flowers, Fish, The tailor, Uncle Persson, Potatoes (autumn 1923), At Ingrid and Jon's (1924), The surroundings, School days (1919-26), Our Lord, Father went berserk, Summer visitors, Playing, Mirror images, Hard times, Jane is born, New little sister, Salted herring and potatoes (1922), Uncle Erik, Spring 1923, The forest, The sow, The marksman, The blue suit, The Spanish flu, Tuberculosis, Canada, Father leaves, No father - no money, From Duvemölla to Lindborg's house, Summer job (1924), Making soup on a nail, Another move (autumn 1924), Gypsies, The birch grove, Income, Notice of home coming, Father returns, The America trunk, Dancing with father, Winding up, A bitter taste, Concert for two, The school, Auntie Emma, Father and Mary leaves, At E...

This book consists of 6 papers focusing on social and economic issues. The topics covered include graph distance and optimal communication, migration in Jaipur, urbanization, clan capitalism, world population growth rate, and scientific inquiry. These papers were written in the period between 2009-2010. Hopefully the readers will find some new insights in this collection of papers....

In recent years, there has been a rapid increase in the literature which discusses new phenomenon associated to social network. One of the well-known phenomenon in this regards is known as ‘six degrees of separation’ [1], which implies that one can always keep a communication with each other anywhere within a six-step. A number of experiments has verified this hypothesis, either in the context of offline communication (postal mail), or online communication (email, etc.). In this article, we argue that by introducing this known ‘six degrees of separation’ into the context of group instability problem, one can find a new type of wisdom in organization. Therefore, we offer a new conjecture, which may be called ‘Group stability conjectures based on Graph/Network distance.”...

It is the argument of this paper that the Canadian government has not yet achieved its goals of women’s equality, elimination of child poverty and optimal national productivity due to an oversight in social policy that neglects the unpaid caregiving sector. The care of the sick, elderly, handicapped, dying and the young has been historically a female role and as women have moved into paid labor, this role has been devalued creating barriers both to those who try to juggle career and family and to those who for a time prioritize the caregiving side, with serious financial and social penalties. Arguments are noted from sociology, health, economics and feminist theory to support the claim that recognition of the care sector is a vital step to achieving equality and ‘best interests’ goals. The present justification for one-sided support of the care sector, focusing only on paid care is analyzed for its lapses in logic, its negatives stereotyping of the unpaid role and its motivations which may undermine the goals it seeks to achieve....

„Szok szybkości” to esej o fascynującym prądzie cywilizacji, który porywa świat wraz z ludźmi w dziwną przyszłość. Symbioza ludzi i komputerów, końcowy etap postnowoczesnej kultury, rodzi zaskakujące zjawiska, napędzane potężnymi siłami ewolucji i entropii. Świat w każdej chwili może znaleźć się poza naszą kontrolą. Esej odsłania tajemnice nowej, rodzącej się cywilizacji ludzi i komputerów; jest kolekcją teorii naukowych i metafor popkultury, przepuszczoną przez filtry filozofii i zdrowego rozsądku; rozważa rolę i przeznaczenie bytów inteligentnych: ludzi, komputerów, nadczłowieka i boga. Autor tworzy dwa główne scenariusze przyszłości człowieka, których wspólnym mianownikiem są dwie cechy: Szybkość i Dziwność. Metafory, teorie filozoficzne, nowe technologie i odkrycia naukowe, to fragmenty puzzli, z których autor układa obraz dziwnej, miejscami przerażającej rzeczywistości. O tym, że ewolucja trwa nadal wie każdy. O tym, że ewolucja inteligencji nie tylko nadal trwa, ale przyspiesza, wie niewielu. Co będzie końcowym efektem tego przyspieszenia, nie wie nikt. Dokąd prowadzą nas destrukcyjno-kreatywne siły ewolucji? Mając do dyspozyc...

„To globalizacja oraz symbiotyczna integracja ludzi i maszyn tworzą zalążki nowego, kolejnego superorganizmu w historii życia na Ziemi. Nie będzie się on jednak składał z bakterii czy mrówek, lecz z umysłów i komputerów. Stworzy go to wszystko, co podłączy się do Sieci. Jego architektura i stosunek do ludzi może przybrać przeróżne formy. Rozwijając hipotezę Turchina nie można wykluczyć, że ta nowa ponadosobnicza inteligencja będzie dysponowała jakąś formą świadomości i możliwością kierowania swoim rozwojem.” Str. 60 „A teraz pomyślmy o swoim mózgu. Przecież ludzki mózg składa się wyłącznie z bakterii. Każdy neuron był kiedyś niezależnym organizmem. Bakterią, które miliard lat temu krążyły swobodnie w środowisku. Mózg, to sto miliardów bakterii, które komuniują się między sobą; bakterii, które stworzyły w ludzkiej czaszce własny Internet. Inteligencja człowieka, duch, miłość, nienawiść, to rozmowy tych połączonych bakterii. I rozmawiają ze sobą własnym elektrochemicznym językiem, wszystkie na raz. Każdy neuron ma własną tożsamość, jest niepowtarzalny. Oprócz tych gadających bakterii nie ma w głowie nic ważnego. Reszta mózgu, to zwykł...

Wstęp …................................................................ 5 1. Komputery wszystko zmienią ............................... 10 2. Neurowrota do cyberprzestrzeni …....................... 15 3. Komputery nie płaczą …........................................ 20 4. Zmierzch Europy? ….............................................. 19 5. Dziwny i szybki świat …......................................... 40 6. Czyńcie sobie cyberprzestrzeń przyjazną …........... 49 7. Komputery wstępują do nieba …........................... 54 8. Śmierć Boga …....................................................... 66 9. Hipoteza samodestrukcji …................................... 80 10. Trwały pokój .......................................................... 86 11. Enter, enterpreneur, enteryzm …........................... 95 12. Inteligencja w przestrzeni publicznej ….................. 110 13. Czy był już Rok 1984?...

„Szok szybkości” to esej o fascynującym prądzie cywilizacji, który porywa świat wraz z ludźmi w dziwną przyszłość. Symbioza ludzi i komputerów, końcowy etap postnowoczesnej kultury, rodzi zaskakujące zjawiska, napędzane potężnymi siłami ewolucji i entropii. Świat w każdej chwili może znaleźć się poza naszą kontrolą. Esej odsłania tajemnice nowej, rodzącej się cywilizacji ludzi i komputerów; jest kolekcją teorii naukowych i metafor popkultury, przepuszczoną przez filtry filozofii i zdrowego rozsądku; rozważa rolę i przeznaczenie bytów inteligentnych: ludzi, komputerów, nadczłowieka i boga. Autor tworzy dwa główne scenariusze przyszłości człowieka, których wspólnym mianownikiem są dwie cechy: Szybkość i Dziwność. Metafory, teorie filozoficzne, nowe technologie i odkrycia naukowe, to fragmenty puzzli, z których autor układa obraz dziwnej, miejscami przerażającej rzeczywistości. O tym, że ewolucja trwa nadal wie każdy. O tym, że ewolucja inteligencji nie tylko nadal trwa, ale przyspiesza, wie niewielu. Co będzie końcowym efektem tego przyspieszenia, nie wie nikt. Dokąd prowadzą nas destrukcyjno-kreatywne siły ewolucji? Mając ...

„To globalizacja oraz symbiotyczna integracja ludzi i maszyn tworzą zalążki nowego, kolejnego superorganizmu w historii życia na Ziemi. Nie będzie się on jednak składał z bakterii czy mrówek, lecz z umysłów i komputerów. Stworzy go to wszystko, co podłączy się do Sieci. Jego architektura i stosunek do ludzi może przybrać przeróżne formy. Rozwijając hipotezę Turchina nie można wykluczyć, że ta nowa ponadosobnicza inteligencja będzie dysponowała jakąś formą świadomości i możliwością kierowania swoim rozwojem.” Str. 60 „A teraz pomyślmy o swoim mózgu. Przecież ludzki mózg składa się wyłącznie z bakterii. Każdy neuron był kiedyś niezależnym organizmem. Bakterią, które miliard lat temu krążyły swobodnie w środowisku. Mózg, to sto miliardów bakterii, które komuniują się między sobą; bakterii, które stworzyły w ludzkiej czaszce własny Internet. Inteligencja człowieka, duch, miłość, nienawiść, to rozmowy tych połączonych bakterii. I rozmawiają ze sobą własnym elektrochemicznym językiem, wszystkie na raz. Każdy neuron ma własną tożsamość, jest niepowtarzalny. Oprócz tych gadających bakterii nie ma w głowie nic ważnego. Reszta mózgu, to zw...

Wstęp …................................................................ 5 1. Komputery wszystko zmienią ............................... 9 2. Neurowrota do cyberprzestrzeni …....................... 14 3. Komputery nie płaczą …........................................ 19 4. Zmierzch Europy? ….............................................. 18 5. Dziwny i szybki świat …......................................... 39 6. Czyńcie sobie cyberprzestrzeń przyjazną …........... 48 7. Komputery wstępują do nieba …........................... 53 8. Śmierć Boga …....................................................... 65 9. Hipoteza samodestrukcji …................................... 79 10. Trwały pokój .......................................................... 85 11. Enter, enterpreneur, enteryzm …........................... 94 12. Inteligencja w przestrzeni publicznej ….................. 109 13. Czy był już Rok 1984? …........................

I have written this book to help us recall the original dream for education, the vision of those who built the sandstone schools and those who taught in one room buildings for the sake of education. If we are a rich province, and we are, our schools should feel it. Our kids deserve the best we can give them and not to be shelved as a low budget item. But maybe, knowing that, we would be wiser to not just ask the government or the public to find schools' better'. The secret of return to respect might be hidden in what the lady told me- we in the schools should show others what we need and where we 'd like to do more, specifically....

Chapter Intro page 1 1 This land - page 6 2 The kids - page 12 3 The commute - page 17 4 The halls of learning - page 22 5 Bell, book and pointer - page 33 6 Water, water, not too common - page 43 7 Lunches, picnics and all-out socials - page 47 8 Write it down, figure it out -page 52 9 Now for morning announcements - page 62 10 What to teach and how to teach - page 68 11 How many of you are there? - page 74 12 Do they pay you to come here? - page 79 13 The public part of public schools- a community mobilizes - page 86 14 Stranger in the classroom - page 97 15 Pranks and flukes- the little things that go wrong - page 102 16 Shhh - teacher's coming! - page 108 17 Kids and free time - page 116 18 Making it a special event for the kids - page 127 19 Harsh realities - sickness, suffering - page 131 20 Boys and girls- different treatment - page 140 21 And what's your name? - page 144 22 It shows in how you speak - page 148 23 Fashion and function - page 157 24 Groups- age and level - page 165 25 Getting a school named after you -page 170 Conclusion - page 178...

For us to live in a world suitable to us all, we first have to know what such a world should look like, so we can together strive for it!

The valid competition would be to improve on the ideal (vision/model), and to find better ways of achieving this ideal, instead of competing for advantage over others to the detriment of the whole, as has the prevalent practice been till now. There would, eventually, cease any need for "leaders" and "followers"-- everyone would have the potential to take a part in embodying their own ideas (in concert with the wishes for an ideal existence of all others) in the continuously being shaped collective vision/model. The resulting collective vision/model would not be static--an ideal could not remain an ideal without the possibility of improving on it perpetually. It would be a space to resolve any differences, controversies, conflicts, and any complaints that there ever might arise among us; it would become a superior way of a collective self-rule....

• Universal Platform for Developing Sustainable Earth Vision/Model Cooperatively • Ecologically and Socially Sustainable Education: Creating a Sustainable World • The Need for Designing the Future Collaboratively: To Whom the Future of the Earth Might Concern. • Donella Meadows' "Visioning": Global Citizens Designing a Sustainable World Together • Mahayana: Philosophy for Sustainability • Designing a Lasting Peace Together • Home: The Very "Leverage Point" • Defining "Sustainability" by Illustrating the Concept Using Modeling • Preventing a Ton of Cure: Disaster Preparedness...

Nothing speaks better to the subject of effective leadership than the need to develop professionally. General Lorenz believes that leadership is tied to a continuing study of the profession, thus the need for leaders to read. He particularly advocates reading biographies of great leaders. He found that learning from other’s experiences helped keep him from wasting time reinventing the wheel. And reading, like any other leadership development, is a lifetime experience because, as he describes it, “Life is a marathon, not a 50-yard dash.”...

After describing the type of visionary senior officers needed to lead the Air Force of the future, the study team recommends the identification of “high potential” officers upon selection for field-grade rank. This special designation allows the Air Force to focus education and assignment opportunities on those officers most likely to attain flag rank and senior joint billets. Subsequent recommendations are designed to provide additional leadership development opportunities for officers after they attain flag rank. These initiatives emphasize the focus we must place on developing and continuing leadership education for officers at every stage in their careers. The future strategic environment demands nothing less....

1 Introduction 1 2 Leadership Concepts 11 3 The Deliberate Development of Air Force Officers 21 4 Recommendations 35 5 Conclusions 45

In this important study, Lt Col Daniel R. Simmons, USAF, argues that the United States Air Force (USAF) officer success in the twenty-first century will depend on a robust ethical and professional foundation based on Air Force core values. The Air Force has widely promulgated the following core values: “Integrity first, Service before self, and Excellence in all we do.” However, recently well publicized cases of core values failures among some Air Force officers suggest a crisis in character that threatens leadership effectiveness in the Air Force....

Unfortunately, the existence of command, control, communications, and intelligence (C3I) structures, mechanisms, systems, and capabilities does not guarantee success. Major Orr attacks the basic problem of producing a conceptual model of the combat operations process. Only after he establishes the context, a paradigm of warfare based on classical literature, does he discuss the appropriate C3I architecture that will yield the desired results. In a larger sense, Major Orr’s study is an attempt to redefine the nature of modern technology-intensive warfare. This is a broad and contentious problem. While the reader may not agree with all of Major Orr’s assumptions and conclusions, this larger effort is vital to the American military’s capability to cope successfully with a rapidly changing and increasingly dangerous world. In this larger sense, the importance of Major Orr’s study goes far beyond the particular problems of C3I....

I COMBAT OPERATIONS . . . . . . . . . . . . . . . 1 Sun Tzu . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Objectives of War . . . . . . . . . . . . . . . . . 2 Civil-Military Relationships . . . . . . . . . . 2 Principles of War . . . . . . . . . . . . . . . . . 3 Tactical Principles . . . . . . . . . . . . . . . . 4 Carl von Clausewitz . . . . . . . . . . . . . . . . . 6 Andre Beaufre . . . . . . . . . . . . . . . . . . . . . 14 The American Style of War . . . . . . . . . . . . 22 The Traditional Approach . . . . . . . . . . . 22 Maneuver Warfare . . . . . . . . . . . . . . . . 24 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 II C3I AND THE COMBAT OPERATIONS PROCESS . . . . . . . . . . . . . . . . . . . . . . . .31 Command, Control, Communications, and Intelligence (C3I) . . . . . . . . . . . . . . . . . . .31 The Combat Operations Process Model . . . .34 Expansion of the Process Model Functions . .37 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 III COMMAND OF THE COMBAT OPERATIONS PROCESS . . . . . . . . . . . . . . . . . . . . . . . . 61 The Purpose of Command . . . ....

To make the report useful to a potentially broad audience, team members set out to answer this question through a wide-ranging examination of the geopolitical, sociological, diplomatic, technological, and operational factors that shaped the characteristics and outcome of this particular air campaign....

1 The Demise of Yugoslavia and the Destruction of Bosnia: Strategic Causes, Effects, and Responses . . . . . . . . . . . . 1 Dr. Karl Mueller 2 The Planning Background . . . . . . . . . . . 37 Lt Col Bradley S. Davis 3 US and NATO Doctrine for Campaign Planning . . . . . . . . . . . . . . . 65 Col Maris McCrabb 4 The Deliberate Force Air Campaign Plan . .87 Col Christopher M. Campbell 5 Executing Deliberate Force, 30 August–14 September 1995 . . . . . . . . . 131 Lt Col Mark J. Conversino 6 Combat Assessment: A Commander’s Responsibility . . . . . . . . . . . . . . . . . 177 Maj Mark C. McLaughlin 7 Assessing the Effectiveness of Deliberate Force: Harnessing the Political-Military Connection . . . . . . . . . . . . . . . . . . . . . . 189 Maj Mark C. McLaughlin 8 Aircraft Used in Deliberate Force . . . . . . . . 199 Lt Col Richard L. Sargent iii Chapter Page 9 Weapons Used in Deliberate Force . . . . . . . 257 Lt Col Richard L. Sargent 10 Deliberate Force Targeting . . . . . . . . . . . 279 Lt Col Richard L. Sargent 11 Deliberate Force Tactics . . . . . . . . . . . . 297 Lt Col Richard L. Sargent 12 Deliber...

DISCLAIMER . . . . . . . . . . . . . . . . . . . . . . . ii FOREWORD . . . . . . . . . . . . . . . . . . . . . . . vii ABOUT THE AUTHOR . . . . . . . . . . . . . . . . . ix PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . xi 1 PREPARING TO TALK . . . . . . . . . . . . . . . . 1 Types of Speaking . . . . . . . . . . . . . . . . . . 2 Briefing . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Teaching Lecture . . . . . . . . . . . . . . . . . . . . 2 Speech . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Audience . . . . . . . . . . . . . . . . . . . . . . . . . 3 Audience Analysis . . . . . . . . . . . . . . . . . . . 4 Audience Attitude . . . . . . . . . . . . . . . . . . . .5 Subject . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Selecting the Subject . . . . . . . . . . . . . . 6 Narrowing the Subject . . . . . . . . . . . . . . 8 Choosing a Title . . . . . . . . . . . . . . . . . 8 Objectives . . . . . . . . . . . . . . . . . . . . . . . 9 General Responses . . . . . . . . . . . . . . . . 9 Specific Responses . . . . . . . . . . . . . . . . 9 Gathering Material . . . . . . . . . . ....

Contents Chapter Page DISCLAIMER . . . . . . . . . . . . . . . . . . . . ii FOREWORD . . . . . . . . . . . . . . . . . . . . . v ABOUT THE AUTHOR . . . . . . . . . . . . . . . . vii PREFACE . . . . . . . . . . . . . . . . . . . . . . ix ACKNOWLEDGMENTS . . . . . . . . . . . . . . . xi 1 THE NEED FOR BETTER LISTENING . . . . . . . 1 2 FALLACIES ABOUT LISTENING . . . . . . . . . . 5 Fallacy #1: Listening Is Not My Problem! . . . . . 5 Fallacy #2: Listening and Hearing Are the Same . . . . . . . . . . . . . . . . . . . . 6 Fallacy #3: Good Readers Are Good Listeners . . . . . . . . . . . . . . . . . . . . 7 Fallacy #4: Smarter People Are Better Listeners . . . . . . . . . . . . . . . . . . . . 9 Fallacy #5: Listening Improves with Age . . . . . . . . . . . . . . . . . . . . . . . 10 Fallacy #6: Listening Skills Are Difficult to Learn . . . . . . . . . . . . . . . . . . . . . 13 3 THE PROCESS OF LISTENING . . . . . . . . . . . 15 Receiving . . . . . . . . . . . . . . . . . . . . . 16 Attending . . . . . . . . . . . . . . . . . . . . . 18 Understanding . . . . . . . . . . . . . . . . . . 20 Responding . . . . . . ...

An encyclopedia of Norse mythology based on the Project Gutenberg edition of Myths of the Norseman from the Eddas and Sagas by H.A.Guerber, with illustrations from Wikimedia Commons....

Abundia....................................................................................................................................................16 Ægir..........................................................................................................................................................16 Ægis..........................................................................................................................................................19 Æsir..........................................................................................................................................................19 Agnar........................................................................................................................................................20 Aku-thor...................................................................................................................................................20 Alberich....................................................................................................................................................20 Alf-blot....................

An enclopedia of Greek and Roman mythology based on Project Gutenberg's edition of Myths and Legends of Ancient Greece and Rome by E.M.Berens with illustrations from Wikimedia Commons. ...

PREFACE............................................................................................................................................................2 2nd Edition......................................................................................................................................................2 1st Edition.......................................................................................................................................................2 LEXICON..........................................................................................................................................................20 Abderus (ab-dee ́-rus)..............................................................................................................................20 Absyrtus (ab-sir ́-tus)...............................................................................................................................20 Academus (ak-ă-dee ́-mus)......................................................................................................................20 Achelous (ak-e-lo ́-us).................

This Introduction to Financial Statement Analysis is a complete guide to reviewing and analyzing income statements, balance sheets, and cash flow statements. Accompanied by full length videos and screenshots, as well as a downloadable Excel spreadsheet to assist with ratio calculations, this ebook is your complete guide to analyzing financial statements effectively....

– 19. decembrie 2004 – Hai în India! Lilia topaie de bucurie. Drumul pâna la aeroport e strangulat, lânga Los Lunas, de un accident... un truck are cabina turtita, vreo 4-5 masini de politie cu becurile semnalând, un elicopter învârtindu-se pe deasupra... Masini puzderie, camioane pe 2-3 mile oprite... Începem sa ne agitam... Pierdem avionul... De când cu teroristii si controalele astea nebune, trebuie sa fii cu doua ore înainte de plecare. Ne descalta,...

Racehorse trainer, Kurt MacKinnon, resents being yanked into undercover police work. But when his ex-partner is murdered, Kurt is determined to find the killer and moves his third-string Thoroughbreds to the backwater track where his partner was last seen alive. Julie West, a dedicated but struggling jockey, pins her dreams of an elusive win on the new trainer in town, never suspecting she’s a person of interest—and not because of her riding skills.Kurt didn’t expect his contrary colt to flourish under Julie’s feminine touch nor for his own rusty heart to soften. However, his deceit sucks them both into the crosshairs of a killer, and suddenly much more than their love is in danger....