#developing local cultus

[barncultus]

Developing Local Cultus: A Companion Library

In preparation for the revamping of my Local Cultus series over on wordpress, I have begun to gather this small reference library for anyone who may be interested. Containing mostly works which inspired me to set out on the path of developing a localized religious practice, as well as some of my research materials. For those interested in the series, and the topic which it covers, I absolutely recommend giving these titles a flip through.

The first of this series, an introduction and mapping out of what is to come, will be up on the Barn Cultus website by the end of July.

Braiding Sweetgrass by Robin Wall Kimmerer Indispensable knowledge of ecological relationships as written by an indigenous woman and professor of environmental biology.

The Green Mysteries by Daniel Schulke An encyclopedia of the spiritual, magical, and folkloric qualities of plants. Written by the Magister of the Sabbatic tradition.

The Golden Bough by James George Frazer Frazer tracks the role of religion and magic up until the modern day, introducing along the way some of the key ideas behind my style of cultus developing (such as re-enchantment). This book is always on my reference shelf, close at hand, and while the anthropology is at times laughably outdated, it is a beautiful read with some interesting groundwork.

Viridarium Umbris by Daniel Schulke I'd be remiss to not include this in my list. Another Schulke work and a comprehensive grimoire of verdant magics. I personally view this book as overhyped, though a should-read, perhaps not a must.

Demons & Spirits of the Land: Ancestral Lore and Practices A foundational text of folkloric land spirits and the operations used by Pre-Modern Europe to interact with them.

Roman Cult Images: The Lives and Worship of Idols from the Iron Age to Late Antiquity In my own eyes, the finding of localized images. Images references the faces, attributes, and fauna of the region in which each divinity of the cultus is depicted. The crafting of cult images, in the forms of eikons and idols, is another aspect of this.

Idolatry Restor'd by Daniel Schulke Schulke speaks to the ensouled fetish, which connects greatly to the idea of the Living Statue and the cultic image. More of a sorcerous read, but worth it nontheless.

We Are In The Middle of Forever: Indigenous Voices of Turtle Island on the Changing Earth I hold the strong conviction that those of us in America who find our bloodlines here through the powers of colonialism absolutely must be listening to indigenous wisdom- full stop. Publications like this one are a huge boon to the mending of the rift between the descendants of colonialism and the land which they inhabit. I think this becomes doubly important to those practices land-based religions.

The Sacred and the Profane by Mircea Eliade I come with the bias of studying the anthropology of religion full time. This book has in many ways aided in bridging the gap between my academic studies and the building of my theologies, and is a profound read by an author with a storied collection of publications within the field.

Mystai: Dancing out the Mysteries of Dionysus An interesting look into the mystery cult of Dionysus during late antiquity. Mystery cults often operated regionally and with localized aspects to their mysteries.

Eleusinian Mysteries and Rites by Dudley Wright All literature on the Eleusinian mysteries is a boon- this is my recommendation. Following the ritual life of the local agriculture cult which has gone down in history as one of the largest surviving cults into the Christianization of Greece.

Walking the Worlds: Building Regional Cultus Less of an academic read than the others on this list, but one I found equally as inspiring. The articles speak to diaspora and tensions of modern polytheism, and I think without some kind of academic pre-knowledge of these topics the articles themselves would fall a little flat, but a worthy read for the genuine pursuant.

Mystery Cults in the Greek and Roman World by the MET

Kongo in Haiti: A New Approach to Religious Syncretism by Luc de Heusch This article explores religious syncretism through the lens of Vodou, an African traditional religion known for its syncretic relationship with Christianity here in the US and Haiti. De Heusch explores a little bit of the roots in West Africa, and how the religion operates in both syncretic and nonsyncretic ways across the African diaspora.

Why Cecropian Minerva?: Hellenic Syncretism as System by Luther H. Martin This article explores syncretism in a western context, from the other side of the isle. This is not syncretism brought on by oppression and colonialism, instead highlighting syncretism theologically proposed by the oppressors, a favorite of the Romans. Martin explores the theology of this, the politics of this, and offers interesting analysis of the historical evidence.

Epithets in the Orphic Hymns by W. K. C. Guthrie There's powers in names. You know it, I know it, Guthrie certainly knows it. Behind that power is meaning. While Guthrie does not particularly touch on regionalized epithets, I still find this to a be a great read to get one thinking about cult specific poetic titles.

[naturalrights-retard]

The Centers for Disease Control and Prevention since 2021 has doled out hundreds of millions of dollars in grants for the creation of “culturally tailored” pro-vaccine materials and for training “influential messengers” to promote COVID-19 and flu vaccines to communities of color in every state across the country.

By 

Brenda Baletti, Ph.D.

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The Centers for Disease Control and Prevention (CDC) since 2021 has doled out hundreds of millions of dollars in grants for the creation of “culturally tailored” pro-vaccine materials and for training “influential messengers” to promote COVID-19 and flu vaccines to communities of color in every state across the country.Credit: Centers for Disease Control and Prevention

The grants are contingent on grantees assisting the government in the enforcement of “federal orders related to quarantine and isolation” — effectively making the grantees enforcers of U.S. health agencies’ recommendations and federal mandates.

Grant recipients also are required to collect community-level data and provide it to the CDC. All of the grants stipulate:

“The recipient is expected to provide to CDC copies of and/or access to COVID-19 data collected with these funds, including but not limited to data related to COVID-19 testing. CDC will specify in further guidance and directives what is encompassed by this requirement.”

Grantees received money for developing educational materials to “combat disinformation and misinformation” about the COVID-19 vaccine and for training “trusted community voices,” such as community-based organizations (CBOs), teachers, faith leaders, local DJs, shop owners and others, to spread the word in formal and informal spaces.

The CDC also awarded money to groups that organized pop-up vaccination clinics in communities of color, which typically have lower vaccination rates.

The money for the grants, now two years into a five-year grant period, come from COVID-19-related federal funding opportunities, such as the Coronavirus Preparedness and Response Supplemental Appropriations Act and the CARES act, according to the grant documents.

Grant recipients must comply with “existing and future directives and guidance” from the U.S. Department of Health and Human Services (HHS), the CDC’s parent organization, regarding the control and spread of COVID-19.

In recent congressional hearings on the federal response to COVID-19, CDC Director Dr. Rochelle Walensky underscored that CDC recommendations are not mandates. However, in the case of these grants, financing is conditioned upon compliance.

Several of the grants are awarded to umbrella organizations that then distribute the funding to subgrant awardees. The CDC grant requirements extend to all subgrantees as well.

Much research and many organizations across the country have been dedicated to understanding and overcoming “vaccine hesitancy” — particularly among Latino and African American people — often framing it as a way to fight racial and economic injustice by creating “health equity.”

The medical establishment often blames this “hesitancy” on factors like “misinformation” and past and present trauma inflicted by the medical system, claiming these and other issues confuse people’s thought process — instead of acknowledging that some people reject the vaccines on the basis of informed decision making.

The details of the grants, available on USASpending.gov, reveal a nationwide effort by the CDC to change thinking about COVID-19 and flu vaccines among racial and ethnic groups “experiencing disparity” by bankrolling locally based community organizations, physicians of color and medical associations.

$200 million to spread the CDC message via CBOs

In a request for applications (RFA) with a March 2021 deadline, the CDC announced it would provide four national-level organizations with approximately $10 million per year each over five years to fund and provide technical support to 50-100 CBOs “with strong ties to racial and ethnic minority communities” in order to “increase the range of trusted community voices supporting vaccine education and delivery.”

According to the RFA, “CBOs are the ideal messengers” for the CDC’s message, able to communicate CDC messaging on vaccines to local people in ways the CDC cannot.

But “the federal granting process could prove to be a significant barrier for many small, specialized CBOs with strong community ties to participate in the funding program,” so the CDC is working through intermediary organizations to fund the community organizations.

“Without partnerships, the capacity to build trust and amplify messages in communities would be severely hampered,” the RFA said.

[rentacarserviceinrawalpindi]

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[inkedandtears]

in the middle of a career crisis

still can't afford therapy so i asked chatgpt for advice:

It sounds like you are at a crossroads, with a mix of stable satisfaction in your current role and a strong desire to pursue other dreams. Here are a few steps and considerations to help you navigate this situation:

Assess Your Current Situation

Current Job Satisfaction: While you mention that you don't want to teach children, consider what aspects of your current job you do enjoy. This can help you identify transferable skills and interests. RE: I do enjoy making the classroom materials. It's tedious but fulfilling. It is a reminder that I am working to ensure my students get enough practice and attention they need to excel in school. Learning/education centers address this certain gap that schoolteachers aren't able to accommodate as they have more than 60 kids to teach in a day. I should remind myself of this value because I love to work in education. The end goal is to teach at a university, but I will stick this job out for the 1-year full-time teaching experience. The content development and editing experience is pretty handy as well!

Teaching in University: Reflect on why you want to be a professor of postcolonial literature. Is it the subject matter, the research opportunities, the adult student interactions, or the academic environment that appeals to you? The academic environment comes first, and my interest in postcolonial issues such as migration comes second. I love to read and discuss books – I want to change the world through literature. I still have my vision of ensuring local schools in Hong Kong have access to a wide variety of literatures from all cultures, to exercise their open-mindedness in a city that boasts its international cultue. That does not reflect well from the kids, so it is imperative we start in their classrooms. Little ways to elimate racism and ignorance, and to build a much more welcoming and safe society.

Exploring Academic Career in Literature

Qualifications and Experience: To teach at the university level, you typically need a Ph.D. in your field. Consider if you are willing to commit to this long-term academic journey, including potential research, publications, and teaching assistantships. Yes! I'm keen. Taking my MA at FSU is the next to achieving this goal. :)

Networking and Mentorship: Reach out to professors or professionals in the field of postcolonial literature. They can provide valuable insights into the realities of an academic career and offer guidance on how to pursue this path. UP Diliman conference on July 10, 2024! I hope to meet people in the Philippines I can stay in contact with.

Exploring Marine Biology

Educational Path: Research what qualifications are needed to become a marine biologist. This usually involves a degree in marine biology or a related field, and possibly a master's or Ph.D. for research positions. Exactly. I can't. The only answer is to work at a local secondary school, or university, and go on lengthy marine adventures on my holidays. That's it. And be a marine biologist when I retire.

Passion and Skills: Reflect on what drew you to marine biology as a child. Consider participating in marine biology courses, workshops, or volunteer opportunities to get a taste of the field and see if it reignites your passion.

Job Opportunities and Lifestyle: Research the job market and lifestyle associated with marine biology. This can include fieldwork, lab work, travel, and possibly relocating. Ensure this aligns with your personal and professional goals.

Making a Decision

Short-Term and Long-Term Goals: Write down your short-term and long-term goals for both career paths. This can help you visualize the steps needed and the time commitment for each option.

Financial and Personal Considerations: Consider the financial implications of switching careers, including the cost of further education and potential changes in income. Also, think about your personal life and how each career aligns with your values and lifestyle preferences.

Professional Advice: Consider speaking with a career counselor. They can provide personalized guidance and help you explore your options in a structured manner.

Experiment and Explore

Side Projects: Start small by engaging in side projects related to your interests. This could be writing research papers on postcolonial literature, taking online courses in marine biology, or volunteering in relevant projects. Volunteering for Marine Conservation Philippines! I get field and lab experience, as well as PADI certifications. So worth it. Just need to save up.

Informational Interviews: Conduct informational interviews with professionals in both fields. This can give you a realistic view of day-to-day responsibilities and future prospects.

Making a career change, especially one as significant as from teaching literature to marine biology, requires careful planning and self-reflection. Taking small steps towards both paths can help you make an informed decision without feeling overwhelmed.

[asisinternational]

Exploring the Arts: Drama and Music Programs in Chennai’s International Schools

Chennai, a city rich in cultural heritage and traditions, is increasingly embracing the arts within its educational framework, especially through the drama and music programs offered in its international schools. These programs are not only essential for fostering creativity and cultural appreciation but also play a crucial role in the holistic development of students. In this article, we delve into the vibrant landscape of drama and music education in Chennai’s international schools, highlighting their significance, structure, and impact on students.

Discover top international schools in Chennai offering world-class education, diverse curricula, and state-of-the-art facilities to nurture global leaders. Explore now!

The Significance of Arts Education

Arts education, particularly in drama and music, is fundamental in nurturing well-rounded individuals. It encourages self-expression, enhances emotional intelligence, and develops critical thinking and problem-solving skills. In a city like Chennai, with its deep-rooted artistic traditions, integrating arts into education helps preserve cultural heritage while fostering global awareness among students.

Drama Programs in International Schools

Drama programs in Chennai’s international schools are designed to offer students a comprehensive understanding of theater arts. These programs typically include:

Theatrical Productions: Schools organize annual plays and musicals, giving students opportunities to participate in various capacities such as acting, directing, set design, and stage management.

Workshops and Masterclasses: Renowned theater practitioners often conduct workshops, providing students with expert guidance and insights into the world of drama.

Curriculum Integration: Drama is integrated into the regular curriculum, with students studying the history of theater, different genres, and dramatic literature.

Competitions and Festivals: Schools participate in inter-school drama competitions and festivals, encouraging students to showcase their talents and learn from their peers.

Music Programs in International Schools

Music education in Chennai’s international schools is equally robust, offering a blend of traditional and contemporary music training. Key components include:

Instrumental and Vocal Training: Students receive instruction in various musical instruments and vocal techniques, often starting from a young age to build a strong foundation.

Music Theory and Composition: Classes in music theory and composition help students understand the technical aspects of music, enabling them to create their own compositions.

Ensembles and Orchestras: Many schools have orchestras, bands, and choirs, providing students with opportunities to perform collaboratively and learn the nuances of ensemble performance.

Cultural Integration: Programs often include training in Indian classical music, thereby preserving local traditions while exposing students to global music genres.

Performance Opportunities: Regular concerts, recitals, and music festivals are organized, allowing students to perform in front of diverse audiences and gain confidence.

Impact on Students

The impact of drama and music programs on students in Chennai’s international schools is profound:

Enhanced Creativity and Imagination: Engaging in the arts stimulates creativity and imagination, encouraging students to think outside the box and explore new ideas.

Improved Academic Performance: Studies have shown that students involved in the arts often perform better academically. The discipline and focus required in arts education translate into other academic areas.

Social and Emotional Development: Participating in drama and music helps students develop empathy, teamwork, and communication skills. It also provides an emotional outlet, contributing to overall well-being.

Cultural Awareness and Appreciation: Exposure to various art forms fosters cultural awareness and appreciation, preparing students to be global citizens.

Confidence and Self-esteem: Performing in front of an audience builds confidence and self-esteem, skills that are invaluable in personal and professional life.

Case Studies of Leading Schools

Several international schools in Chennai are renowned for their exceptional drama and music programs. Here are a few examples:

The American International School Chennai (AISC): AISC offers a dynamic arts program with extensive opportunities in theater and music. The school’s annual musicals and drama productions are highly anticipated events, showcasing the talents of students across all grade levels. Music education at AISC includes a variety of ensembles, from jazz bands to choirs, fostering a diverse musical environment.

The British International School Chennai (BISC): BISC integrates drama and music into its International Baccalaureate (IB) curriculum, providing students with a well-rounded education. The school emphasizes performance arts through regular theater productions and music concerts. Additionally, BISC’s partnership with local artists enriches the students’ learning experience.

Chettinad Sarvalokaa Education: Known for its holistic approach, this school incorporates traditional Indian arts into its curriculum. Students receive training in classical music and dance, along with Western music and theater. This blend of cultural education helps students appreciate their heritage while engaging with global art forms.

Challenges and Opportunities

While the drama and music programs in Chennai’s international schools are thriving, they face certain challenges:

Resource Allocation: Ensuring adequate resources for arts programs can be challenging. Schools need to invest in infrastructure, instruments, and qualified instructors.

Balancing Academics and Arts: Striking a balance between rigorous academic schedules and time-intensive arts programs requires careful planning and support from school administration and parents.

However, these challenges also present opportunities:

Community Engagement: Schools can engage with the local community to support arts programs, fostering partnerships with cultural institutions and artists.

Technological Integration: Utilizing technology in arts education, such as virtual reality in theater production or digital music composition tools, can enhance learning experiences.

Conclusion

The drama and music programs in Chennai’s international schools play a vital role in the development of students, providing them with the skills and experiences necessary for personal growth and academic success. By nurturing creativity, cultural awareness, and emotional intelligence, these programs prepare students to navigate and contribute to an increasingly interconnected world. As Chennai continues to evolve as a hub of educational excellence, the integration of arts into its international schools remains a testament to the city’s commitment to holistic and inclusive education. Elevate your child’s education with best international schools in chennai, renowned for excellence in academics, diverse learning experiences, and a global perspective. Explore our exceptional offerings today.

[disedge2]

Social Impact Initiatives in Dwarka's Private Schools

Introduction

Dwarka, a vibrant suburb in Delhi, is home to several private schools known for their commitment to academic excellence and holistic development. Beyond providing quality education, these schools actively engage in social impact initiatives that aim to make a difference in the community and promote positive change. Let's explore some of the impactful social initiatives undertaken by private schools in Dwarka, Delhi.

1. Community Outreach Programs:

Private schools in Dwarka regularly organize community outreach programs to address the needs of underprivileged communities in the vicinity. These programs may include providing educational support, healthcare services, nutritional assistance, and skill development opportunities to marginalized groups. By actively engaging with the local community, schools foster empathy, compassion, and social responsibility among students, instilling values of empathy and service from a young age

2. Environmental Conservation Initiatives:

Many schools in Dwarka, Delhi place a strong emphasis on environmental conservation and sustainability. Through initiatives such as tree plantation drives, waste management campaigns, and awareness workshops on climate change and pollution, schools empower students to become environmentally conscious citizens and stewards of the planet. By instilling a sense of responsibility towards the environment, schools contribute to creating a greener and more sustainable future for the community.

3. Skill Development Workshops:

Recognizing the importance of equipping students with practical skills beyond academics, schools in Dwarka, Delhi organize skill development workshops and vocational training programs. These workshops cover a wide range of skills, including computer literacy, communication skills, financial literacy, and vocational trades. By providing students with opportunities to develop essential life skills, schools prepare them for success in both academic and professional spheres and empower them to pursue their aspirations.

4. Health and Wellness Initiatives:

Promoting health and wellness among students and the community is a priority for activity oriented schools in Dwarka. Schools organize health camps, wellness seminars, and yoga sessions to promote physical and mental well-being among students, parents, and staff members. Additionally, schools may collaborate with healthcare professionals and organizations to provide medical check-ups, counseling services, and preventive healthcare interventions, ensuring the holistic well-being of the school community.

5. Cultural Exchange Programs:

Private schools in Dwarka foster cultural understanding and appreciation through cultural exchange programs with schools from different regions or countries. These programs provide students with opportunities to interact with peers from diverse backgrounds, learn about different cultures, traditions, and languages, and develop cross-cultural competence. By promoting intercultural dialogue and collaboration, schools nurture global citizens who embrace diversity and promote mutual respect and understanding.

6. Advocacy and Social Justice Initiatives:

DIS Edge engages in advocacy and social justice initiatives to address pressing social issues such as gender equality, human rights, and inclusivity. Through awareness campaigns, workshops, and discussions, schools empower students to become agents of change and advocates for social justice in their communities. By promoting empathy, tolerance, and inclusivity, schools contribute to creating a more equitable and just society for all.

Conclusion

In conclusion, private schools in Dwarka play a pivotal role in driving positive change through their social impact initiatives. By actively engaging in community outreach, environmental conservation, skill development, health and wellness promotion, cultural exchange, and advocacy for social justice, DIS Edge foster a culture of empathy, compassion, and responsibility among students and contribute to building a more inclusive, sustainable, and equitable society.

Also, read:

Private Schools in Dwarka with Strong Career Guidance Programs

Originally published at: https://disedge.blogspot.com/2024/04/social-impact-initiatives-in-dwarkas.html

[panbai-international-school]

Empowering Students to Lead at Panbai School

Introduction:

We welcome you to Panbai School, a beacon of excellence in education that goes beyond the ordinary to develop future leaders. In the bustling Mumbai city, Panbai School stands out as a top institution renowned for its dedication to excellence in academics and for instilling into its students the traits of integrity and leadership. Being one of the best A-Level schools in Mumbai, we are proud of our comprehensive education method focused on helping students be leaders with confidence and empathy.

Cultivating Leadership Skills:

A Holistic Approach to Education:

Our educational philosophy's core is that education goes beyond the classroom. Although academic achievement is undoubtedly significant, we also recognize the importance of holistic development to create well-rounded people capable of leading across many realms of life. We have designed our curriculum to combine academic rigour with personal and leadership development opportunities. From rigorous academic courses to various extracurricular activities that range from arts to sports and service to the community, we offer an environment in which students can explore their passions and talents, and learn essential leadership skills like efficient communication and critical thinking, teamwork and empathy.

Mentorship and Guidance:

Our primary goal of the Panbai School is the unwavering determination to provide individualized mentorship and guidance to every student. Our faculty members are dedicated not just as teachers but as mentors, encouraging meaningful relationships with students and offering invaluable support and encouragement throughout their educational journey. Through mentorship programs, one-on-one meetings, and workshops on leadership, students are encouraged to set high-level goals to overcome obstacles and move towards leadership with confidence and strength. Our teachers act as models and role models; embodying the traits of honesty, respect and commitment, we aim to inspire our students to be. We are among the best international schools for A-Level education. We are privileged to offer a learning space in which students can excel both academically and personally and be prepared for success in the future.

Student-Led Initiatives:

The Student Council:

One of the most distinctive features of the student leadership program at Panbai School is its Student Council, a dynamic body that includes elected representatives from all grades. This Student Council serves as the representative of the student body. It is a voice for students' interests, organizing activities and events and directing initiatives that aim to improve the overall experience at school. Through their participation in this Student Council, students learn the value of civic involvement, teamwork, collaboration, and effective communication, which will set the stage for their leadership roles in their professional and academic careers.

Service Learning Projects:

At Panbai School, we believe in the potential of service to bring about positive change around the globe. Our projects for service learning are a part of the overall goal as the best A-Level school in Mumbai provides students with the opportunity to apply their knowledge and abilities to address social problems and positively impact their local communities. It could be helping out at shelters in the local area, participating in conservation efforts for the environment, or organizing fundraising events to support charitable causes. Our students are involved in projects that enrich their education and help them develop a sense of social responsibility and compassion.

Leadership in Action:

Peer Mentoring Programs:

Peer mentoring is the foundation of our strategy for developing leaders in the Panbai School. Our peer-mentoring programs help our older students assist and mentor their younger classmates, offering guidance, academic support and friendship. Peer-to-peer interaction creates a culture of cooperation, empathy and respect for each other while giving students valuable leadership opportunities. At the same time, they develop the ability to empower and inspire other people.

Leadership Camps and Workshops:

To help students develop their leadership abilities, Panbai School organizes a variety of leadership camps as well as workshops throughout the year. These immersive experiences offer students hands-on experiences to build essential leadership skills like decision-making, problem-solving and resilience. From outdoor adventure camps to leadership workshops and team-building exercises, these courses challenge students to get beyond their comfort zones, take on new obstacles, and emerge competent and confident leaders ready to make a positive impression on the world.

Conclusion:

At Panbai School, we are determined to empower our students to be leaders who influence the future with a sense of vision, integrity and compassion. By utilizing an integrated method of education that includes individualized coaching and practical leadership experiences, we empower children with the knowledge and traits they require to thrive in an ever-changing world. Join our team at Panbai School, where every student is motivated to be a leader with a purpose and contribute to improving the world. We are among the best international schools for A-Level instruction, and we offer an environment where students can flourish and achieve their potential to the fullest extent.

[dan6085]

Once upon a time, in the year 3003, the world had undergone significant transformations, both technologically and socially. The Earth was now a global village, where people from diverse backgrounds lived and worked together in harmony. In this new world, the dynamics of power and responsibility had shifted, creating a unique tapestry of cultures and roles.

In the bustling metropolis of Neo-Equitas, a massive corporation known as "FutuCorp" stood as a symbol of progress and unity. It was a conglomerate of immense influence, encompassing industries ranging from advanced technology to healthcare, and it was owned by a consortium of Arab investors. These visionary investors had seen the potential of bringing together people from all corners of the world to create something remarkable.

At the helm of FutuCorp was a brilliant Indian CEO named Aarav Kapoor. He possessed an extraordinary talent for innovation and leadership, earning him the trust and respect of the Arab investors. Aarav was known for his ability to bridge cultural gaps, and he believed in the power of diversity to drive innovation.

Within FutuCorp's towering headquarters, a melting pot of talent was hard at work. The Americans and Europeans, who held positions as division heads, brought their unique perspectives and skills to the table. They oversaw critical aspects of the corporation, from research and development to marketing and sales. Sarah Anderson, an American, headed the research division, while Henrik Larsen, a European, led the marketing department. Their collaboration was the driving force behind FutuCorp's global success.

Down in the sprawling production facilities, the diligent Chinese workforce meticulously assembled the advanced technologies that FutuCorp was famous for. They were known for their precision and dedication to quality. Under the guidance of their Chinese supervisors, the workers contributed to the creation of groundbreaking products that were shipped worldwide.

Meanwhile, in another corner of Neo-Equitas, Filipinos played a vital role as entertainers and caregivers. They were renowned for their compassion and talent in providing care to the elderly and infirm. Maria Cruz, a Filipina caregiver, spent her days tending to the needs of Mr. Thompson, an elderly American executive who had retired but still lived a vibrant life. She became not just his caregiver but also his friend, sharing stories and laughter.

Maria's evenings were equally vibrant, as she showcased her singing talents at a local cultural center. The Filipinos were known for their love of music and dance, and they brought joy to the residents of Neo-Equitas through their lively performances.

The harmony among these diverse groups was not just coincidental; it was carefully nurtured by Aarav Kapoor's leadership. He believed that every individual, regardless of their background, had unique talents and contributions to offer. He had instituted programs to celebrate cultural festivals, encourage cross-cultural collaborations, and provide equal opportunities for all employees.

One day, as Aarav Kapoor walked through the bustling corridors of FutuCorp, he received a message that would test the harmony of this diverse community. The Arab investors had decided to sell a significant portion of their shares to a multinational conglomerate from the United States, creating ripples of uncertainty throughout the organization.

News of the impending acquisition spread quickly. Sarah Anderson and Henrik Larsen, the American and European division heads, were initially apprehensive about the changes this might bring. They wondered if their positions and influence would diminish under the new ownership.

The Chinese workers, who had a deep sense of loyalty to the Arab investors, worried about their job security. They had grown accustomed to FutuCorp's commitment to quality and fair treatment.

Maria Cruz, the Filipino caregiver and entertainer, was concerned about the impact on the corporation's culture. She had experienced the warmth of a multinational community that celebrated diversity and worried that it might be replaced by a more corporate and profit-centric atmosphere.

CEO Aarav Kapoor, however, saw an opportunity in this challenge. He believed that if they could preserve the values of inclusivity and diversity while adapting to the changes, they could set an example for the world. He called for a meeting with the division heads, the Chinese supervisors, and Maria to discuss their concerns and chart a way forward.

In a spacious conference room with a panoramic view of Neo-Equitas, Aarav Kapoor began the meeting. "I understand the apprehensions we all have about the upcoming acquisition," he said. "But I want us to remember what has made FutuCorp successful. It's our diversity, our commitment to quality, and our belief that every individual matters."

Sarah Anderson, the American division head, nodded in agreement. "Aarav is right," she said. "We've thrived because we've embraced different perspectives. Let's find a way to ensure that continues."

Henrik Larsen, the European division head, chimed in, "I'm willing to work with our new owners to preserve our unique culture. Let's communicate our values effectively."

The Chinese supervisors expressed their concerns about job security, to which Aarav Kapoor responded, "Your skills and dedication are invaluable to us. We'll negotiate with the new owners to ensure job stability."

Finally, Maria Cruz, the Filipino entertainer and caregiver, shared her perspective. "I've seen how we've enriched the lives of others through our cultural contributions. Let's not lose that."

The team agreed to present a united front to the new owners, emphasizing the importance of retaining the core values that had made FutuCorp exceptional. They recognized that change was inevitable, but they believed that they could influence the direction of that change.

As the acquisition process unfolded, Aarav Kapoor and his team engaged in open and constructive dialogues with the new American owners. They discussed the significance of diversity and the importance of maintaining a culture that celebrated individuality.

To their surprise, the American conglomerate recognized the value of FutuCorp's inclusive culture. They acknowledged that it had been a key factor in the company's success and expressed a commitment to preserving it.

Over time, the transition proceeded smoothly. The Americans brought in new resources and opportunities, expanding FutuCorp's reach and impact. The Chinese workers continued to excel in their roles, benefiting from enhanced training and development programs. Maria Cruz's cultural performances and caregiving services found an even broader audience.

Neo-Equitas thrived as a testament to the power of unity in diversity. FutuCorp continued to innovate, producing cutting-edge technologies while nurturing a culture that celebrated the unique talents of its employees. Aarav Kapoor's leadership and the unwavering commitment of the entire team ensured that the corporation remained a beacon of progress and inclusivity in the year 3003 and beyond.

In this world, where Arabs were the owners, Indians were the CEOs, Americans and Europeans were division heads, Chinese were the workers, and Filipinos were entertainers and caregivers, they had discovered that their differences were not barriers but strengths that fueled their collective success. And as they looked towards the future, they knew that they were not just creating a better world for themselves but setting an example for all of humanity to follow.

[careerclinicstudyabroad]

Why Choose Biotechnology Study Abroad: Unlocking Global Opportunities

In today's interconnected world, the pursuit of higher education has transcended geographical boundaries. One field that has gained immense popularity among aspiring students is biotechnology. With its potential to address global challenges and revolutionize industries, the study of biotechnology abroad has become a compelling choice. In this article, we'll delve into the reasons why choosing biotechnology as your field of study abroad can be a transformative and enriching experience.

Exploring the World of Biotechnology

Understanding Biotechnology: A Brief Overview

Biotechnology is the amalgamation of biology and technology, aimed at improving and inventing products and technologies for various sectors, including healthcare, agriculture, and environmental sciences.

Global Significance of Biotechnology

Biotechnology plays a pivotal role in solving global challenges such as disease prevention, food security, and environmental conservation. The demand for skilled biotechnologists is soaring worldwide.

Diverse Career Opportunities

Biotechnology offers a wide array of career choices, from research and development to entrepreneurship. Studying abroad can open doors to international job markets.

Cutting-Edge Research and Technology

Many renowned universities abroad are at the forefront of biotechnological research, providing students with access to the latest advancements in the field.

Advantages of Studying Biotechnology Abroad

Exposure to Different Cultures

Studying abroad offers a unique opportunity to immerse yourself in diverse cultures, enhancing  your global perspective and interpersonal skills.

Language Proficiency

  Learning a new language or honing your language skills can be a valuable asset in the global job   market.

Networking Opportunities

Building a global network of contacts is crucial in biotechnology. Studying abroad can help you establish connections with professionals from around the world.

Access to State-of-the-Art Facilities

Many international universities boast world-class laboratories and research facilities, providing students with unparalleled resources.

Challenges and How to Overcome Them

Adapting to a New Environment

Moving to a new country can be challenging, but it also fosters personal growth and resilience.

Financial Consideration

Scholarships and part-time work opportunities can help alleviate financial concerns.

Making the Most of Your Biotechnology Study Abroad Experience

Engaging in Research Projects

Actively participating in research projects can enhance your knowledge and employability.

Internships and Industry Exposure

Seek internships and engage with the biotechnology industry to gain practical experience.

Cultural Immersion

Immerse yourself in the local culture to enrich your overall experience.

Balancing Academics and Exploration

Finding the right balance between academics and exploring your host country is essential.

Conclusion

Studying biotechnology abroad is an enriching journey that offers numerous benefits, including exposure to diverse cultures, access to cutting-edge technology, and a wide range of career opportunities. While it comes with challenges, these can be overcome with determination and proper planning. Ultimately, choosing biotechnology as your field of study abroad can be a life-changing decision that propels you towards a successful and fulfilling career.

FAQs

1. Is studying biotechnology abroad expensive?

Studying abroad can vary in cost depending on the destination and university. However, scholarships and part-time work options are often available to help manage expenses.

2. What are the job prospects for biotechnology graduates?

Biotechnology graduates are in high demand worldwide, with opportunities in research, healthcare, agriculture, and more.

3. How can I adapt to a new cultural environment when studying abroad?

Engaging in local activities, befriending locals, and joining cultural exchange programs can help you adapt to a new culture.

4. Can I work while studying biotechnology abroad?

Many countries permit international students to work part-time during their studies to support themselves financially.

5. How can I find scholarships for biotechnology programs abroad?

Research universities and organizations that offer scholarships for international students in biotechnology and apply for those that align with your qualifications and goals.

[college-girl199328]

D'Arcy Henderson picks up pieces of plastic and trash strewn across her neighbor's yard. The Columbia Valley resident points to steam sitting on the other side of a blue fence as the source.

Environmental concerns are mounting in the small community near Cultus Lake, B.C., about 101 kilometers east of Vancouver, after a truckload of business waste was dropped at a farm without provincial approval, violating B.C.'s Environmental Management Act. The waste, which from a distance might look like compost, contains large amounts of plastic, wood, and other foreign materials, making it unsuitable for soil enhancement. It was discharged by the Abbotsford-based organic waste conversion company Fraser Valley Renewables (FVR).

Residents have raised concerns that the waste could leach into an aquifer below the soil and contaminate the local water supply.

FVR and the ministry have claimed the risk of water contamination is minimal.

The waste was dropped on 810 Iverson Rd., a property owned by farmer Bruce Vander Wyck. CBC News has contacted Vander Wyck for comment.

Simon Thorogood, business development manager for FVR, says his company was working with Vander Wyck to increase the nutrient values of his farmland.

Residents say they were first notified of the project in March. In the area, residents say as many as 12 semi-trailers per day were seen delivering waste; reports were filed with the Ministry of Environment and the Agricultural Land Commission in July.

Thorogood wouldn't specify just how much of the waste material was brought to the property, but says the plan was to compost it on-site, further process it, and then apply it to the land. By the time ministry inspectors visited the site on Nov. 17, some of the material had been posted.

A ministry report says the piles of unscreened waste "were observed to have a visible amount of foreign matter," samples of the screened, land-applied material also did not meet requirements of less than one percent foreign matter. Foreign matter refers to plastic, wood, and other garbage untreated compost. Officers concluded that FVR's decision to store, screen, and apply the untreated material at the farm amounted to discharging business waste without government approval, an offence that can carry a $1 million fine and even six months' imprisonment.

When asked why FVR would deliver unpermitted waste, Thorogood said there was "confusion over the multiple regulations and exemptions involved with this project." He also admitted the material should have been tested before it was applied to the land. The ministry ordered FVR to "implement necessary changes" to the waste material to comply with provincial rules and cover the waste piles with tarps to prevent runoff and solids from escaping.

Thorogood says it's submitted plans to the ministry on how it plans to reprocess the waste on-site and is currently waiting to hear back. The fertilizer applied to the land is now stored in a large pile.

Many of the piles remained uncovered as of Jan. 11, much to the chagrin of residents who fear rain has caused runoff to seep into the soil and toward the watershed.

Dixon for third-party soil testing to ensure hazardous materials won't leach into the water. FVR says its samples were sent to a private lab and show the material poses little risk. Dixon says there are also concerns over the airshed, noting the fire department has been called to the site four times over the material catching fire.

The ministry works with FVR to ensure laws and regulations are followed. Residents like Jason Vasilash are growing increasingly frustrated by the government's response, which they say has been slow and with minimal consequence to the offenders.

[barncultus]

Here to drop ideas on topics for classes: i think something about the local flora & it's folklore, uses etc, or just about local witch folklore, maybe a class on how to develop a local cultus or personal calendar with the land, something along those lines! Congrats and good luck with the classes !!

These are wonderful, thank you dear!

[naturalrights-retard]

The grants are contingent on grantees assisting the government in the enforcement of “federal orders related to quarantine and isolation” — effectively making the grantees enforcers of U.S. health agencies’ recommendations and federal mandates.

Grant recipients also are required to collect community-level data and provide it to the CDC. All of the grants stipulate:

“The recipient is expected to provide to CDC copies of and/or access to COVID-19 data collected with these funds, including but not limited to data related to COVID-19 testing. CDC will specify in further guidance and directives what is encompassed by this requirement.”

Grantees received money for developing educational materials to “combat disinformation and misinformation” about the COVID-19 vaccine and for training “trusted community voices,” such as community-based organizations (CBOs), teachers, faith leaders, local DJs, shop owners and others, to spread the word in formal and informal spaces.

The CDC also awarded money to groups that organized pop-up vaccination clinics in communities of color, which typically have lower vaccination rates.

The money for the grants, now two years into a five-year grant period, come from COVID-19-related federal funding opportunities, such as the Coronavirus Preparedness and Response Supplemental Appropriations Act and the CARES act, according to the grant documents.

Grant recipients must comply with “existing and future directives and guidance” from the U.S. Department of Health and Human Services (HHS), the CDC’s parent organization, regarding the control and spread of COVID-19.

In recent congressional hearings on the federal response to COVID-19, CDC Director Dr. Rochelle Walensky underscored that CDC recommendations are not mandates. However, in the case of these grants, financing is conditioned upon compliance.

Several of the grants are awarded to umbrella organizations that then distribute the funding to subgrant awardees. The CDC grant requirements extend to all subgrantees as well.

Much research and many organizations across the country have been dedicated to understanding and overcoming “vaccine hesitancy” — particularly among Latino and African American people — often framing it as a way to fight racial and economic injustice by creating “health equity.”

The medical establishment often blames this “hesitancy” on factors like “misinformation” and past and present trauma inflicted by the medical system, claiming these and other issues confuse people’s thought process — instead of acknowledging that some people reject the vaccines on the basis of informed decision making.

The details of the grants, available on USASpending.gov, reveal a nationwide effort by the CDC to change thinking about COVID-19 and flu vaccines among racial and ethnic groups “experiencing disparity” by bankrolling locally based community organizations, physicians of color and medical associations.

$200 million to spread the CDC message via CBOs

In a request for applications (RFA) with a March 2021 deadline, the CDC announced it would provide four national-level organizations with approximately $10 million per year each over five years to fund and provide technical support to 50-100 CBOs “with strong ties to racial and ethnic minority communities” in order to “increase the range of trusted community voices supporting vaccine education and delivery.”

According to the RFA, “CBOs are the ideal messengers” for the CDC’s message, able to communicate CDC messaging on vaccines to local people in ways the CDC cannot.

But “the federal granting process could prove to be a significant barrier for many small, specialized CBOs with strong community ties to participate in the funding program,” so the CDC is working through intermediary organizations to fund the community organizations.

This grant funds grantees to “equip influential messengers” with training and materials, so they can convince people in communities “experiencing racial and ethnic disparities” of the importance of vaccination, increase vaccination opportunities in those communities and establish relationships with local health departments.

The grantees are charged with identifying CBOs with “the credibility, connections, and ingenuity to implement vaccination-related activities to the priority race/ethnic communities experiencing disparities.”

They also provide subgrants and support — via information, trainings and materials — so the organizations can do this work.

The grantees are responsible for collecting data on all of the activities of the CBOs and reporting it to the CDC.

The subgrantees — the CBOs themselves — identify and train “trusted community-level spokespersons” like “faith leaders, teachers, community health workers, radio DJs, local shop owners, and barbers” to communicate the burdens of the flu and COVID-19 and the importance of vaccination through media/social media, faith-based locations, community events and “culturally appropriate venues.”

They also are charged with connecting vaccine providers with places of worship, community organizations, recreation programs, food banks/pantries, schools and colleges/universities, grocery stores, salons/barber shops/beauticians, major employers and other key community institutions to set up temporary and/or mobile flu and COVID-19 vaccination sites, especially in communities experiencing disparities, and advocate that places already providing healthcare also provide flu and COVID-19 vaccines.

The CDC made the $200 million grant opportunity available to only four organizations — the Urban Institute, the CDC Foundation, Community Catalyst and RF Catalytic Capital, part of The Rockefeller Foundation.

The CDC said it identified these four organizations as having the ability to find and appropriately support CBOs across the country.

The CDC Foundation is an independent nonprofit created by Congress to “mobilize philanthropic and private-sector resources” to support the CDC’s work. But in this case, it is using CDC resources to mobilize the private sector.

The Urban Institute is a nonprofit research organization that provides data and evidence to help advance upward mobility and equity, according to its website.

Community Catalyst is a nonprofit organization that seeks to reform the healthcare system to be more equitable. Their executive director, Emily Stewart, is the former vice president of public policy at Planned Parenthood.

The CDC funded only those three organizations, but RF Catalytic Capital implemented a similar privately funded program with nearly 100 CBOs as part of its “Equity First Vaccination Initiative.”

Subgrantees located in African American, Latino, Native American and other communities across the country received grants ranging from $75,000 to over $2 million with most grants averaging between $100,000 and $200,000 per year.

Grantees commit to the activities outlined in the CDC’s RFA, including training local trusted voices, holding events and vaccination clinics and pop-ups to “combat misinformation” and “increase vaccine coverage.”

Typical projects from among the hundreds that were funded include:

The Boston YMCA’s plans to create pop-up vaccine clinics.

The Iowa Public Health Association Foundation’s plan to hire a black-owned media marketing company to create a “vaccine storyteller’s project,” using “authentic voices to encourage vaccination.”

The Atlanta NAACP’s plan to pay social media influencers and digital marketers to “positively influence audiences” with respect to vaccine uptake.

A project to train “vaccine ambassadors” in Orange County, California, to combat “vaccine misinformation and disinformation” in the Latino community.

CARECEN’s campaign to inspire day laborers and other spanish-speaking immigrants to get vaccinated through conversations, neighborhood vaccine drives, and a social media campaign.

Mississippi’s HCC network’s project to offer $200 to people living well below the poverty line and to migrant workers to attend “listening sessions” on vaccination where they will also be offered vaccination.

Asian Services in Action’s plan to create pro-vaccine materials in Mandarin, Karen, Nepali, Burmese, Pashto, Dari and Swahili and circulate them on social media, in events at Asian American community centers and provide 500 people with “direct assistance” to be vaccinated.

Some of the larger grants include $2,345,210 to The Public Good Projects (PGP) — a public health nonprofit “specializing in large-scale media monitoring programs, social and behavior change interventions, and cross-sector initiatives” and working to “combat the vaccine infodemic” — to address misinformation by improving social media policies, and by working to:

“continuously detect and assess misinformation by using PGP’s novel and validated social listening systems and media monitoring methods. PGP will deploy its project vector while expanding its focus on prioritized communities of color.

“Finally the project will reactively intervene on misinformation through alerts to media and social media platforms, a novel nationwide influencer network activated through social media and email alerts containing explanation and talking points, and a novel network of community-based organizations supported through explanation, talking points and tailored media content.”

Almost $3 million went to a creative design agency called Insomniac Design to create the Vaccine Resource Hub — a national database providing “diverse, culturally relevant and accurate materials that community-based organizations (CBOs) and the public can use to educate and inform their community about vaccines” — and a chatbot that would help users locate data, and collect data from them.

Approximately $2.8 million went to Culture One World to create a “team-vaxx” “super-team” that includes a “social listening and analytics” company called Reingold Communications and a team of social, digital and influencer companies to work with CBOs to “dismantle vaccine-related falsehoods and conspiracy theories, combat misinformation online and offline, and increase vaccine trust among their constituents.”

This grant is part of the CDC’s Partnering for Vaccine Equity program. It is also a supplement to the CDC’s Racial and Ethnic Approaches to Community Health program, in existence since 1999.

The grant supports activities to eliminate “disinformation and misinformation,” but does not specify what that consists of.

Over the course of the pandemic, CDC officials themselves have been found to make false or misleading claims with respect to COVID-19, including about vaccine safety and efficacy and natural immunity.

The CDC also offered other funding to develop tools to combat misinformation and disinformation, the Defender reported.

$5 million for ‘We Can Do This — Si Se Puede’

Another grant opportunity, with a Jan. 19, 2021, deadline, offered $5 million over five years to up to three professional and medical organizations to “reduce racial and/or ethnic disparity” among adults for flu and COVID-19 vaccine uptake.

Through the grant, “Partnering with Professional and Medical Associations to Increase Vaccination Coverage Across Different Racial and Ethnic Adult Populations Experiencing Disparities,” the CDC sought to “increase the likelihood that providers, particularly providers of color, will recommend vaccination to patients from these racial and ethnic groups.”

The CDC identified the 2020-2021 flu season as “a critical opportunity to ensure equal uptake of the flu and COVID-19 vaccines, when COVID-19 vaccines become available.”

The first mRNA COVID-19 vaccines were authorized for emergency use in Dec. 2020.

The CDC made two awards, one to the National Hispanic Medical Association and one to the National Medical Association, whose mission is to promote the interests of physicians and patients of African descent. Both awards are currently in their second year.

The National Hispanic Medical Association received $2,070,000 in two annual grants so far for their “Vacunas! Si Se Puede, Immunization Campaign for Hispanics,” program which later became “We Can Do This.”

The CDC awarded $1,808,820 over the last two years to the National Medical Association, called “Increasing Adult Immunizations in African American Patients with Special Emphasis on Influenza and COVID-19” — a total of $1,808,820 over the last two years. They also called their campaign the “We Can Do This Campaign.”

Both organizations worked with the CDC to create “culturally tailored content” for patients and physicians to increase vaccine confidence and uptake among their target populations.

The “We Can Do This” vaccination campaigns draw their name from the “Si, Se Puede” slogan of the United Farm Workers movement that was re-popularized during the 2016 May Day migrant marches demanding amnesty for undocumented people. The term was then used by the Obama campaign for the 2008 campaign slogan, translated as “Yes we can!”

The work by these grantees contributes to HHS’s campaign, also called “We Can Do This.”

$66 Million to incentivize medical societies to recommend, administer and surveil vaccines for the elderly

The third five-year grant offered in April 2021 targets adults with chronic medical conditions and those working and living in long-term care facilities.

It offered $66 million over five years to two organizations, the Council of Medical Specialty Societies (CMSS) and the Society for Post-Acute and Long-Term Care Medicine (AMDA), which are membership-based medical associations.

The CMSS is a coalition of 48 specialty societies representing more than 800,000 physicians. The AMDA is a medical specialty society of 5,500 medical practitioners working in skilled nursing facilities, long-term care and assisted living communities, continuing care retirement communities, home care, hospice, and other long-term care settings.

This grant funds the two organizations to incentivize their respective member groups and affiliates to adopt the Standards for Adult Immunization Practices, to develop vaccine policy statements and to award funds to their members and affiliates to systematize routine delivery of adult immunizations within large healthcare systems and long-term care chains.

The standards recommend that at each patient visit, a doctor should assess immunization status, recommend and administer vaccines and document the vaccines administered in the immunization information systems.

Grantees are required to collaborate with external partners and organizations including professional organizations, healthcare systems and long-term care chains. This program also included a focus on racial and ethnic minorities and uninsured and underinsured populations.

[arcticdementor]

For some time now I have watched the immensely popular HGTV as a window on the culture—a large picture window letting in “lots of natural light,” as the rather silly and predictable house hunters are fond of saying—providing a cameo on the conventions of middle-class society. One notices, with few exceptions, that the wives tend to be voluble and bossy; they speak first, far more often, more insistently and more authoritatively. Their needs and desires are clearly predominant. The husbands, for their part, are mostly bland and subservient, almost leguminous in comparison, generally deferring to their wives with only the occasional mewl of protest.

…

One might dismiss these observations as making too much of a mere reality TV show, but HGTV does let in a lot of natural light on a culture grown flaccid and critically disoriented. The ascendancy of the now-dominant, rule-giving female and the attendant decline of the proud and assertive male is the order of the day. The male essence is not a privilege but a fact of nature—that is, when nature is allowed to take its course. Yet, everywhere we look men are surrendering their right to be men—to be strong, confident, honest, unashamed and productive. I do not blame the vindictive and self-righteous feminists for the debacle. I blame the men who have allowed a social disaster to come to pass. We now see the gradual disappearance, or at least the alarming paucity, of alpha males in the social mix accompanied by the rising tide of beta males—apologists for their “toxic” nature, Michael Kimmel types— who are complicit with the feminist agenda.

In an important talk delivered at the ICMI conference held in Chicago in October 2019, the video of which is soon to be released, former vice-chair of the Maryland Commission for Men’s Health Tom Golden pointed out that testosterone levels are markedly declining among Western males. As is well known, testosterone is a male sex hormone that stimulates the production of sperm and the growth of muscle mass. But it is less well known that testosterone is also genetically engineered for status-seeking. University of Zurich neuroscientist Christoph Eisenegger in a major research paper, “The role of testosterone in social interaction,” suggests that testosterone “might be best conceptualized as bringing motives for social status to the fore.” Eisenegger showed that those who maintain that high level of testosterone lead only to corruption, aggression and emotional sterility have not adequately considered the evidence; such studies have been “clearly refuted.” Testosterone is the chemical engine for risk-taking, reciprocity, generosity and competitiveness.

…

In other words, testosterone is an alpha hormone. When men strive not to excel and triumph but to conform and acquiesce, to blend in safely with majority sentiment, to not rock the boat (even if it is leaking), to go along in order to get along, and to accept the deformed image of masculinity with which they are daily bombarded, it is a sign that the testosterone pool is drying up, as Tom Golden fears and research has borne out. What is cause and what is effect is an open question. “Has testosterone declined in response to a changed world,” asks Howe, “or has the world changed to accommodate less virile men? Or is it both?” Whatever the answer, the result is the emergence of the beta man.

…

I’ve had occasion to write in a previous article about the posturing feminist firebrand, Mona Eltahawy, who urges the weekly killing—she calls it “culling”—of men. Eltahawy cites a local instance of her determination to resist the patriarchy and her fierce courage in fighting it, referring to an episode in a Montreal club in which she physically beat up a man who groped her. I am willing to bet the story is apocryphal. Yet her fable limns a social truth, if only metaphorically, for the straw man in Eltahawy’s fevered imagination is the fictive representative of the actual beta male who has permitted, and even abetted and cultivated, the travesty of his unmanning. Though exacerbated and more than ever extensive, this development is by no means a novel phenomenon. It has its history.

As far back as 1913, E. Belfort Bax in The Fraud of Feminism framed the issue with his characteristic insight and precision. He is worth quoting at length. “In any conflict of interest between a man and a woman,” he writes, “male public opinion…sides with the woman, and glories in doing so.” Bax finds himself baffled by “the intense hatred which the large section of men seem to entertain toward their fellow-males…and their eagerness to champion the female in the sex war.” It is undeniable, he continues, that the Woman’s Movement, unassisted by “a solid phalanx of the manhood of any country, could not possibly make any headway.” The members of the phalanx—legislators, judges, parsons, magistrates—“all vie with one another in denouncing the villainy and baseness of the male person…To these are joined a host of literary men and journalists…who contribute their quota to the stream of antimanism…the design of which is to paint man as a base, contemptible creature.” Thus “the anti-man cultus has been made to flourish [with] the whole of the judiciary and magistracy acting as its priests and ministrants.” Plus ça change, plus c'est la même chose. Bax could have been writing at this very moment.

…

As poet Robert Bly writes in his 1990 bestseller Iron John, begging forgiveness for being a man, in violation of natural male vigor and energy, is a form of psychological suicide. It is a function, says Bly, of male naïveté, increasingly prominent in the modern era. “We see more and more passivity in men,” he writes, “but also more and more naïveté. The naïve man feels a pride in being attacked. If his wife or girlfriend, furious, shouts that he is a ‘chauvinist,” a ‘sexist,’ a ‘man,’ he doesn’t fight back, but just takes it.” In fact, he will offer to carry a woman’s pain before he checks with his own heart to see if this labor is proper in the situation…He rarely fights for what is his; he gives away his eggs, and other people raise the chicks.” (Italics mine.)

In Bly’s analysis of the Western tragedy pitting the sexes against one another, “Powerful sociological and religious forces have acted in the West to favor the trimmed, the sleek, the cerebral, the noninstinctive, and the bald”—Bax’s  “judges and magistrates”—who are the progenitors of the beta men we see all about us today. The beta man is the source of the cultural decrepitude and social dysfunction brought about by the feminist assault on the psychic and biological boundaries that differentiate the sexes. Beta men are committed to resisting what they regard as their raw and turbulent masculinity. They believe that masculinity as historically conceived and as feminists insist is demonic.

…

Bly has been mocked by critics who find his thesis one-sided, expressing a return to the primitive, and risibly “phallocentric,” a reproof that many would apply to cult hero and magister Jordan Peterson. There is much misunderstanding in this position, for Bly accentuates the virtues of male sobriety and duty and Peterson those of competence and responsibility. In his recently published 12 Rules for Life, Peterson, with his considerable authority as a renowned clinical psychologist and an erudite thinker, elaborates the argument for the retrieval of healthy masculinity in a feminist age.

…

In economist Tyler Cowen’s terms, America is suffering from a “low-hanging fruit” mentality. We need high-reachers, innovators, motivators and stubborn achievers to renew a lost momentum; in other words, alpha men. Cowen writes from a leftist perspective, with a hefty dose of social justice theory, and focuses mainly on economic parameters over the last two-to-three centuries. But the concept of making do with low-hanging fruit fits the beta man with a strange perfection. These low-hanging fruit are the ideas, attitudes, compulsions, platitudes and opportunities associated with the feminist movement, which serve the appetite for conformity and approval—until, that is, the tree is bare. For a great reckoning is approaching unless we can learn once again to struggle upward where the best fruit can be found.

[winebrightruby]

Demeter and Her Retinue

Demeter’s primary role is the goddess of the earth’s fertility. In this role she is worshipped alongside Zeus, Persephone (as Kore), and Haides and sometimes Gaea. They were attended by the Horai and Karpoi, Ploutos (especially as the child bearing the cornucopia), Makaria, and various nymphs, especially the Okeanid companions of Persephone.

The Eleusinian Mysteries involved a host of minor deities and spirits, including Baubo/Iambe, Kalligeneia, Kyamites, Daeira, Dysaules, Euboleous, Eumolpus, Iakkhos, Triptolemos, and Trokhilos. Dionysos and Hekate (and Hekate’s nymphs, the Lampades) were also involved in the Mysteries. 

Local harvest cults often gave Demeter a local god as a consort and local nymphs as children. For example, on Crete, the harvest god Carmanor fathers Carme and Chrysothemis with Demeter. A cult on Samothrace honored Demeter’s love affair with Iasion. This is a ripe area for developing local cultus, I’d bet.

Demeter bore Poseidon the goddess Despoene, a mystery-cult goddess of Arcadia. Despoina expressed a desire for worship rooted in the swamps of South Louisiana, but I can’t pursue that any longer since I’ve moved. 

Hestia is closely associated with Demeter through the medium of grain used to make bread. 

Demeter’s other major sphere of influence was the rule of law and custom. As Demeter Thesmophoros, she and Zeus Nomios are attended by the Horae; specifically Dike, Eunomia, and Eirene; Themis; and Apollon.

[coldalbion]

Wait what’s wrong with Volvas? Sorry I’m just confused

Nothing. Absolutely nothing.The issue is that some Heathen groue nps do not actually believe it’s possible to interact with the spiritual. They perform reconstructed ritual (if any) purely because that is what they believe to be an approximation of what their ancestors did in an effort to connect themselves.The post you’re referencing suggests that rather than welcoming an individual who would (potentially) perform a role approximate to the ancient volva, they would instead treat what they would say as “Unsubstantiated/Unverified Personal Gnosis” and would in fact deny the possibility of “Shared Personal Gnosis” where multiple individuals encounter similar information via spiritual work whichmight allow them to develop a local cultus. These same groups would thus not actually be acting as records and lore suggest our ancestors might when confronted with a spirit worker in a given context.Basically, the usage of “UPG” as a dismissive term rather than a designation of a personal experience which has yet to be verified by another source means that the generalized modern Heathen idea and pushing of so-called “hospitality” may not be all it’s cracked up to be.NB:Some Heathen groups are actively working to build localised cultus and an internal theological consistency(and epistemological consistency) to allow themselves to begin to form the basis of a living tradition which takes inspiration from the past while taking their environment on their own terms.

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Settler Colonialism & CRT

Evelyn Nakano Glenn’s “Settler Colonialism as Structure: A Framework for Comparative Studies of U.S. Race and Gender Formation” reflects on the concept of settler colonialism. Nakano Glenn argues that such a structure indicates the country’s social, economic, and political foundations of racism. This emphasizes that a society built on settler colonialism disregards indigenous culture and conceptions as linked to the land, merely conceiving their relationship to the land as “failing to make productive use of it” (Nakano Glenn 55).

Settler colonialism is a structural violence aimed at permanent settlement through land and resource acquisition that ultimately displaced the people and culture of indigenous communities. Settler colonialism maintains the perception of a racialized “othering” of these communities “in contrast to the ‘civilized’ sovereign settler, who becomes ‘white’” (59). The issue with “othering” is that it pushes vulnerable communities to the brink of survival, excluding them from the very spaces they thrived in and inhabited. One of the concepts we observed in class this week is structural violence, the idea that structures of social, political, and economic power impose harm on vulnerable communities. Analyzing settler colonialism as a form of structural violence also helps us recognize how this structure has repercussions to this day, specifically how such ideals continue to shape policy making and decision making in the interest (or lack thereof) of BIPOC.

In Critical Race Theory: An Introduction, Richard Delgado and Jean Stefancic analyze the origins and progression of the Critical Race Theory (CRT) movement. It challenges ideologies within the context of economics, history, setting, etc., and the authors argue that racial perceptions are inventions of social construction. Ultimately, CRT centers the stories and voices of color, giving these individuals the language with which to speak about race and racism that would demystify historically white narratives.

The key concept of Critical Race Theory in this reading is defined as a collection of understanding relationships among racism and power that purposefully examines foundations of established systems. Delgado and Stefancic identify the elements of CRT: racism as ordinary, material determinism, race as a social construction, differential racialization, intersectionality, anti-essentialism, and unique voices of color. In this class The Urban Dilemma, we discuss the role of education in laying the foundation for critical analysis of racial issues. Delgado and Stefancic explain that one the elements of CRT is that it enables “legal storytelling,” meaning it gives BIPOC a language with which to communicate with one another on issues of race and racism outside of white narratives ( Delgado & Stefancic 11). I think that part of the recent pushback against CRT in schools stems from not understanding why and where this language developed and attempting to dismantle the language itself.

Settler colonialism and critical race theory can be observed in the context of urban histories and systems. In the coming weeks of this class, we will be talking about housing, segregation, and gentrification. These dilemmas are examples of the continuing influence of modern settler colonialism, and CRT plays a critical role in recognizing and changing systemic oppressive forces. I would argue that urban gentrification is caused by a settler colonialism mindset, in which the increased cost of property value and resources resulting from white investment contributes to the displacement of black communities. This process is a structural violence, enabled by To then understand why this happens, we need to take a CRT approach to the stories of these communities within the space. Analyses of the histories of local culture in an urban space, the local businesses, art, music, and people, can help us prevent gentrified displacement from happening over and over again by protecting this culture.