DOCSLIB.ORG

School Breaks Ground on Multi-Purpose Athletic Field with Lights Achievement • Spring 2018 1 Achievement Spring 2018

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School Breaks Ground on Multi-Purpose Athletic Field with Lights Achievement • Spring 2018 1 Achievement Spring 2018 Spring 2018 Achievement Asheville School Alumni Magazine School Breaks Ground On Multi-Purpose Athletic Field With Lights Achievement • Spring 2018 1 Achievement Spring 2018 BOARD OF TRUSTEES An Education For An Inspired Life Published for Alumni & Mr. Walter G. Cox Jr. 1972, Chairman P ‘06 Friends of Asheville School Ms. Ann Craver, Co-Vice Chair P ‘11 by the Advancement Department Asheville School Mr. Robert T. Gamble 1971, Co-Vice Chair 360 Asheville School Road Asheville, North Carolina 28806 Mr. Marshall T. Bassett 1972, Treasurer 828.254.6345 Dr. Audrey Alleyne P ’18, ’19 www.ashevilleschool.org (Ex officio Parents’ Association) Editor Mr. Haywood Cochrane Jr. P ’17 Bob Williams Mr. Thomas E. Cone 1972 Assistant Head of School for Advancement Dan Seiden Mr. Matthew S. Crawford 1984 Writers Mr. D. Tadley DeBerry 1981 Alex Hill Tom Marberger 1969 Mr. James A. Fisher 1964 Travis Price Bob Williams Dr. José A. González 1985 P ’20 Proof Readers Ms. Mary Robinson Hervig 2002 Tish Anderson Bob Williams Ms. Jean Graham Keller 1995 Travis Price Mr. Richard J. Kelly 1968 P ’20 Printing Mr. Nishant N. Mehta 1998 Lane Press Mr. Archibald R. Montgomery IV Photographers Blake Madden (Ex officio Head of School) Sheila Coppersmith Eric Frazier Dr. Gregory K. Morris 1972 Bob Williams Mr. J. Allen Nivens Jr. 1993 A special thanks to the 1923 Memorial Archives for providing many of the archival photographs (Ex officio Alumni Association) in this edition. Ms. Lara Nolletti P ’19 Mr. Laurance D. Pless 1971 P ’09, P ’13 Asheville School Mission: To prepare our students for college and for life Mr. Oliver G. Prince Jr. 1971 P ’00 and to provide an atmosphere in which all members of a diverse, Mr. Arthur H. Rogers III 1988 engaged, and purposefully small school community appreciate and Mr. Walter A. Ruch III P ’08 strive for excellence – an atmosphere Mr. David M. Stover 1975 P ’11 that nurtures character and fosters the development of mind, body, Mr. John W. Willingham 1965 and spirit. P - Parents of current and former students Asheville School does not discriminate on the basis of race, creed, sex, or ethnic background in its admission policies, scholarship and loan programs, educational policies, and athletic and other school administered programs. Spring 2018 Table of Contents Features 06 School Breaks Ground on Athletic Complex In Memoriam 09 Renderings for the Arts Center 51 Remembering John L. “Jack” Tyrer 10 Lynn Gilliland Welcomes Her Work With Parents 54 Nicholas Jordan 1959 11 Crosses and Tears by Tom Marberger 1969 54 Robert Walter 1966 15 Architectural Digest Features Asheville School 55 Allan C. Mayer 1940 16 Immersive Experiences in the Amazon Rainforest 56 In Memoriam 19 Head of School Search Update 20 Asheville School History: Vive la Difference Profiles 47 Commemorating 50 Years of Racial Integration 12 Morgann Lyles First Year Reflection 14 Alumni Profile: Samuel Goldstein 2016 Departments 41 Alumni Profile: Grace Raynor 2011 05 From the Head of School 43 Alumni Profile: Schill 2016 and Morrison 2016 Campus News Class Notes 32 Raising Expectations on Carter Court 34 1950-1975 45 Inspiration from Leading Courses at Klingenstein 36 1979-2005 50 Lou Bissette Receives Award of Merit 38 2006-2016 40 Blues Events from 2017-2018 Achievement • Spring 2018 3 Learn To Code Apps In One Week App Development Summer Camp 2018 Asheville School is offering a unique app camp experience for teens across the U.S. and abroad who are interested in learning how to make apps for the iPhone, iPad, and even Apple TV. Attendees will spend the week learning Apple’s Swift programming language and discovering what it takes to produce native iOS apps and games for the App Store. Ages 13-18 ashevilleschool.org/appdevcamp Asheville • North Carolina Skill Level: Beginner - Intermediate [email protected] Register today at AshevilleSchool.org/appdevcamp Week 1: July 8 - 13 | Week 2: July 15 - 20 (Overnight & Day options available) Spring 2018 From the Head of School Dear Members of the Asheville School Family: The 2017-2018 academic year has been a good one. All the usual health indices for a sound school are met: balanced budget, full enrollment, stable and engaged faculty and staff, strong college admissions, and a vibrant student body. Less obvious are the accomplishments and events that are not quantifiable. Since you are receiving this edition of Achievement, you have probably been touched in one way or another by the folks in Bement House. Lynn Gilliland (parent of Matthew ’13) has improved our parent communication dramatically, and Burt Gordon ’86 has done the same for our alumni. Innes Boland has done a marvelous job of keeping us focused and on track. These people are, with their Be- ment teammates, making both the Cody Annual Fund and the capital efforts successful. They are discovering how proud our constitu- ents are of Asheville School, and it certainly does not hurt that Architectural Digest listed Asheville School as the most beautiful private high school in North Carolina! Our parents and alumni have never been more engaged with the school. Two contrasting speakers visited our campus and spoke to our community. Civil Rights icon, Congressman John Lewis, and Congress- man Mark Meadows, leader of the Freedom Caucus, offered divergent thoughts on current civic issues. It is important in this day and age of acutely felt political perspectives that our students are exposed to different ideas and approaches to our national challenges. Our Learn To Code Apps In One Week young people are going through an interesting period of activism, reminiscent in some ways of the activism in the late 1960s and 1970s. Certainly issues of the environment, sexual harassment, and second amendment rights have captured the imagination of our youth. We are trying to help them use evidence-based thinking to approach complicated matters, and our students are encouragingly open to App Development Summer Camp 2018 thinking hard and acting thoughtfully. A summer project will usher in a new era of Friday night lights at Asheville School. A multi-purpose artificial turf field, with a new track and a handsome grandstand and press box will be undertaken, starting in May. We intend for the surface to be playable in time for our first games in the fall. We believe that this new facility will encourage students to enjoy food, music, and competition under the lights on Friday night. Our field had become infamous for being “lesser” than those of our competitors, and this is not only a deficien- cy cured but is also an opportunity gained to cultivate school spirit and a sense of community. More news is on the way with regard to other pending projects; think fine arts - both visual and performing - and technology! Morale has been high among teachers and students this year as evidenced by yet another year of student retention above 90%. Both the Southern Association of Independent Schools Visiting Accreditation Team and the leaders of Freedom from Clinical Dependency have commented on the positive environment, seriousness of academic purpose, and sense of community that define this beautiful little school. Here comes the 2018-2019 academic year! We will be full yet again and are poised to welcome another terrific group of new students. Sincerely, Archibald R. Montgomery IV Week 1: July 8 - 13 | Week 2: July 15 - 20 (Overnight & Day options available) Head of School Achievement • Spring 2018 5 School Breaks Ground on New $3 Million Multi-Purpose Athletic Complex With Lights By Bob Williams Boland, who graduated from Asheville Friday night lights that just draws people Editor School in 1999 as a standout three-sport in and makes it more of a pleasant experi- athlete, knows exactly how rewarding this ence. In lacrosse, having an artificial turf When Asheville School begins its 119th new facility will be for student athletes, field will make it more fast paced, which school year, students, teachers, parents and coaches, parents and alumni. will be a huge improvement. alumni will gather together to celebrate one giant leap forward for the school’s ath- “As an alumnus, I have a mixed set of “The news of this new facility really re- letic program — a new $3 million multi- emotions,” he says. “I have great memories flects the growth of our athletic program,” purpose athletic complex with lights. of playing on our current field when I was Ferenbach adds. “Our strength and con- a student, but these improvements are so ditioning program has improved, and this As Asheville School Athletic Director Carl long overdue. This upgrade feels exactly new facility adds a big piece to our athletic Boland sees it, gathering for a variety of right. The current facility is so outdated profile.” athletic contests under lights will certainly that it is only fitting and deserving that we usher in a new era for Blues athletics. would take this step and build a quality S’khaja Charles, a sophomore from Char- facility like this. The idea of being able to lotte, North Carolina, who competes in “This facility is going to rival the athletic play a game in the evening and have the track and field, says she is looking forward facilities of our peer schools,” Boland says. whole school there is very exciting.” to a new track and throwing area as well as “To see a state-of-the-art, brand-new facil- the addition of lights. ity that can be played and practiced on in Student athletes at Asheville School are all weather and under all conditions will thrilled to hear about the new athletic “It will be so incredible, and it will draw now be a major highlight for our athletic facility, says Oliver Ferenbach, a junior more people to our games,” she says.
Load more

Recommended publications
  • Return of Private Foundation CT' 10 201Z '
    Return of Private Foundation OMB No 1545-0052 Form 990 -PF or Section 4947(a)(1) Nonexempt Charitable Trust Department of the Treasury Treated as a Private Foundation Internal Revenue Service Note. The foundation may be able to use a copy of this return to satisfy state reporting requirem M11 For calendar year 20 11 or tax year beainnina . 2011. and ending . 20 Name of foundation A Employer Identification number THE PFIZER FOUNDATION, INC. 13-6083839 Number and street (or P 0 box number If mail is not delivered to street address ) Room/suite B Telephone number (see instructions) (212) 733-4250 235 EAST 42ND STREET City or town, state, and ZIP code q C If exemption application is ► pending, check here • • • • • . NEW YORK, NY 10017 G Check all that apply Initial return Initial return of a former public charity D q 1 . Foreign organizations , check here . ► Final return Amended return 2. Foreign organizations meeting the 85% test, check here and attach Address chang e Name change computation . 10. H Check type of organization' X Section 501( exempt private foundation E If private foundation status was terminated Section 4947 ( a)( 1 ) nonexem pt charitable trust Other taxable p rivate foundation q 19 under section 507(b )( 1)(A) , check here . ► Fair market value of all assets at end J Accounting method Cash X Accrual F If the foundation is in a60-month termination of year (from Part Il, col (c), line Other ( specify ) ---- -- ------ ---------- under section 507(b)(1)(B),check here , q 205, 8, 166. 16) ► $ 04 (Part 1, column (d) must be on cash basis) Analysis of Revenue and Expenses (The (d) Disbursements total of amounts in columns (b), (c), and (d) (a) Revenue and (b) Net investment (c) Adjusted net for charitable may not necessanly equal the amounts in expenses per income income Y books purposes C^7 column (a) (see instructions) .) (cash basis only) I Contribution s odt s, grants etc.
    [Show full text]
  • ABC of NC Child Develop. Ctr Davidson Abundant Life Christian
    NC Division of Non-Public Education 2017-2018 Private School Index School Name County ABC of NC Child Develop. Ctr Davidson Abundant Life Christian Academy Union Abundant Life Christian Academy Onslow Academic Illumination Day School Lincoln Academy at New Life Cumberland Academy at SOAR Jackson Academy at Trails Carolina Henderson Academy of Coastal Carolina Brunswick Academy of Excellence Iredell Academy of Hope Johnston Accelerator School LLC Wake Adventist Christian Academy Mecklenburg Agape Christian School Ashe Agape International Christian Academy Franklin AHES-Genesis Schools of Hope Durham Ahoskie Christian School Hertford Alamance Christian School Alamance Albemarle School Pasquotank Alexander Children's Center Mecklenburg Alexander Christian Acad. Alt. School Alexander Alexander Christian Acad. at Hiddenite Alexander Alexander Christian Academy Alexander Al-Huda Academy Durham Al-Iman School Wake Altapass Christian School Mitchell Amazing Grace Baptist School Rockingham American Hebrew Academy Guilford Anami Montessori School Mecklenburg Anchor Baptist Academy Transylvania Anderson Academy Union An-Noor School Wake Annunciation Catholic School Craven Antioch Christian Academy Robeson School Name County Apostolic Lighthouse Christian School Chatham Arborbrook Christian Academy Union Arden Christian School Buncombe Arendell Parrott Academy Lenoir Arthur Morgan School Yancey Asheville Catholic School Buncombe Asheville Christian Academy Buncombe Asheville School Buncombe Asheville-Pisgah Christian Sch. Buncombe Aspire Day School Haywood Assembly of Faith Chr. Sch. Gaston Atlas International School Wake Auldern Academy Chatham Azalea Mountain School Buncombe Back Creek Christian Academy Mecklenburg Bailey's Grove Baptist School Randolph Bal-Perazim Christian Academy Cumberland Benaja Christian Academy Rockingham Berean Baptist Academy Cumberland Berean Christian School Forsyth Berean Junior Academy Mecklenburg Bethany Christian School Transylvania Bethany Christian School Davidson Bethel Assembly Christian Acad.
    [Show full text]
  • Debunking 911 Myths.Pdf
    PRAISE FOR DEBUNKING 9111 MYTHS "Debunking 9111 Myths is a reliable and rational answer to the many fanciful conspiracy theories about 9/11. Despite the fact that the myths are fictitious, many have caught on with those who do not trust their government to tell the truth anymore. Fortunately, the govern­ ment is not sufficiently competent to pull off such conspiracies and too leaky to keep them secret. What happened on 9/11 has been well established by the 9/11 Commission. What did not happen has now been clearly explained by Popular Mechanics." -R 1 cHARD A. cLARKE, former national security advisor, author of Against All Enemies: Inside America's War on Terror "This book is a victory for common sense; 9/11 conspiracy theorists beware: Popular Mechanics has popped your paranoid bubble world, using pointed facts and razor-sharp analysis." -Au s T 1 N BAY, national security columnist (Creators Syndicate), author (with James F. Dunnigan) of From Shield to Storm: High-Tech Weapons, Military Strategyand Coalition Warfare in the Persian Gulf "Even though I study weird beliefs for a living, I never imagined that the 9/11 conspiracy theories that cropped up shortly after that tragic event would ever get cultural traction in America, but here we are with a plethora of conspiracies and no end in sight. What we need is a solid work of straightforward debunking, and now we have it in Debunking 9111 Myths. The Popular Mechanics article upon which the book is based was one of the finest works of investigative journalism and skep­ tical analysis that I have ever encountered, and the book-length treat­ ment of this codswallop will stop the conspiracy theorists in their fantasy-prone tracks.
    [Show full text]
  • The Outdoor Academy of the Southern Appalachians
    An academic semester school for 10 th graders and select 11 th graders SACS Accredited The Outdoor Academy of the Southern Appalachians Curriculum Guide 2011-2012 “Experiential education for young people, promoting the natural world, and the betterment of human character” Wouldn't It Be Wonderful If I Could Go To A School… Where I engage my whole self: my mind, my body, my spirit? Where I hike, climb, and paddle into the wilderness so that I might know its beauty? Where I learn to be a stronger leader, an active supporter, a better student, and a young teacher? Where I become an active, educated link in the global chain of environmental and social concern? Where I delve into music, theatre, and the fine arts in a free, artistic environment? Where I take on the responsibility of hard work and the accountability of living in community? Where I create meaningful, lifelong friendships? Where I am free to become the self I have always yearned to be? Where I belong? It Would Be Wonderful To Go To A School… Where I can find all of these things while I thrive academically and prepare for my future. ______________________________________ “The people of the desert,” says Laurens van der Post, “speak of two hungers, one small, the other great. The small hunger concerns food for the belly and the other is the great hunger for meaning. The Bushman dances, sings, paints, tells stories; such is the food that feeds this hunger.” Wholehearted learning has been the wisdom of Eagle's Nest for over 80 years.
    [Show full text]
  • Japan and Canada in Comparative Perspective: Economics and Politics; Regions, Places and People”
    Japan and Canada in Comparative Perspective Economics and Politics; Regions, Places and People A Collection of Papers from an International Conference held in Tokyo, May 2015 “Japan and Canada in Comparative Perspective: Economics and Politics; Regions, Places and People” A Collection of Papers from an International Conference held in Tokyo, May 2015, organized jointly by the Japan Studies Association of Canada (JSAC), the Japanese Association for Canadian Studies (JACS) and the Japan-Canada Interdisciplinary Research Network on Gender, Diversity and Tohoku Reconstruction (JCIRN). Edited by David W. Edgington (University of British Columbia), Norio Ota (York University), Nobuyuki Sato (Chuo University), and Jackie F. Steele (University of Tokyo) © 2016 Japan Studies Association of Canada 1 Table of Contents List of Tables................................................................................................................................................... 3 List of Figures ................................................................................................................................................. 4 List of Contributors ...................................................................................................................................... 6 Editors’ Preface ............................................................................................................................................. 7 SECTION A: ECONOMICS AND POLITICS IN JAPAN ..........................................................................
    [Show full text]
  • Csmagw0910.Pdf
    Christ School Magazine VOLUME XVI NUMBER 1 WINTER 2010 Contents For an updated calendar of events and sports Letter from the Headmaster 1 scores visit Christ School’s new web site at: Parents Weekend 4 Asheville School Week 4-5 www.christschool.org Father and Son Weekend 6 Angelus Society Dinner 8 Admission Marketing 9 College Guidance 10 Academics 11 Academics - Science Feature 13 CS Vintage Science 19 Drama “Guys and Dolls” 20 Chapel News 22 NEW Community Service 24 Community Service - Kenya Trip 25 WEB Varsity Fall Sports 28 SITE Outdoor Program 33 Mud Bowl Gallery 31 Scholarship Funds 34 Alumni Profile – Porter ’68 36 Fan Page and Alumni Group Alumni Gatherings 38 Follow CS at twitter.com/christschool Alumni Council 39 Class Notes 40 Alumni in Sports 45 Memorials and Tributes 46 EDITOR , PHOTOGRA P HY , D E SIGN : Linda Cluxton Editorial Contributions: Christina Auch, Nathan Bradshaw, Gabe Dunsmith ’11, Kirk Brown, Archivist Beth Robrecht, Danny Wright PHOTOGRA P HIC CONTRIBUTORS : Episcopal School of Knoxville, Erich Cluxton, Sam Froelich, Leigh Harris, Josh Horwitz ’12, Andrew Nagle, Bruce Stender, Jamie Smith, Eric Thorp ’01, Lyn Tillett, Betty Weil. Kenya photos by Kenya photos by Ben and Marcie Dowling, Mike White, Dylan DeGraw, Susan Smith, Lynda Miller and Linda Cluxton The Christ School Magazine is published two to three times a year by the Christ School Advancement Office: Danny Wright, Director of Advancement; Linda Cluxton, Director of Communication; Christina Auch, Director of Annual Giving and Special Gifts; Eric Thorp, Director of Alumni, Kathryn J. Belk, Constituent Relations and Special Events Coordinator.
    [Show full text]
  • 2019 Annual Report
    2019 ANNUAL REPORT Dear Friends, This has been another year of unparalleled exhibitions and performances, a celebration of what’s possible in our new home and with the support of our community. At the beginning of 2019, we were in the last few weeks of the inaugural exhibition at 120 College Street, Between Form and Content: Perspectives on Jacob Lawrence and Black Mountain College, which was a major accomplishment in its scope and its expansion of community partnerships. Next, we presented an intimate look at the school’s political dimensions, both internal and external, through the exhibition Politics at Black Mountain College. During the same time period, the exhibition Aaron Siskind: A Painter’s Photographer and Works on Paper by BMC Artists revealed the photographer’s elegant approach to abstraction alongside works by others in his circle of influence. From June through August, our galleries filled with sound as part of Materials, Sounds + Black Mountain College, an exploration of contemporary experimental and material-based processes rooted in theories and practices developed at Black Mountain College. We closed out the year with VanDerBeek + VanDerBeek, an exhibition that bridges the historic and contemporary through an intergenerational artistic conversation. 2019 also marked the 100th birthday of Merce Cunningham, and 100 years since the founding of the Bauhaus, which closed in the same year Black Mountain College opened, seeding the latter with its faculty and utopian values. Both centennials sparked global celebrations, transcending geographic and disciplinary boundaries to honor the impact of courageous communities and collaborators. Image credit: Come Hear NC (NCDNCR) | Ken Fitch We joined the world in these celebrations through a special installation of historic dance films of the Cunningham Dance Company at this year’s {Re}HAPPENING, the exhibition BAUHAUS 100, and a virtual reality exploration of the Bauhaus Dessau building, on loan from the Goethe- Institut.
    [Show full text]
  • 2014-2015 School Profile
    2014-2015 SCHOOL PROFILE THE UPPER SCHOOL BY THE NUMBERS Enrollment grades 9-12—189, Enrollment Class of 2015—48, Average Kirk Duncan class size—12, Student/Faculty ratio—8:1, Number of teaching faculty—24, Percent of faculty holding advanced degrees—66, Percent of students with a minimum of 100 community service hours—31. Head of School [email protected] ACADEMIC PROGRAM A minimum of 22.5 credits are required for graduation plus training in Red Cross CPR/First Aid. Required academic credits are distributed by discipline as follows: English (4), Science (3), Social Peggy Daniels Studies (3), Mathematics (3) World Language (3), Arts (1), Speech or Debate (.5), Electives (5). Faculty approval is Upper School Principal required for any student who requests to take three or more AP courses in one academic year. Associate Head of School [email protected] Subject Area Honors Courses AP Courses English English 9, English 10 Language and Composition, Margot Moses Literature and Composition Upper School Dean of Students Social Studies Psychology, European History, US History, [email protected] US Government & Politics, Art History Mathematics Algebra 2, Geometry, Precalculus, Statistics, Calculus AB, Calculus BC Jessica Browning Advanced Modeling, Multivariable Director of College Counseling Calculus [email protected] Science Chemistry Physics, Biology, Chemistry Phyllis Armstrong World Language Spanish 4, Spanish 5, Spanish, French Registrar French 4, French 5 [email protected] Fine Arts Studio Art Additional
    [Show full text]
  • Why Doesn't Jimmy Walter Take Jimmy Walter Seriously?
    home | archives | polls | search Why Doesn't Jimmy Walter Take Jimmy Walter Seriously? Jimmy Walter is a millionaire and a conspiracy theorist who thinks the US government was responsible for the 9/11 attack. He is annoyed because people don't take him seriously: "I am a patriot fighting the real traitors who are destroying our democracy. I resent it when they call me delusional," he said. His second mistake is to try to solve this problem by offering $100,000 to the first engineering student who can show that the World Trade Center collapsed in the manner described by the government. Walter said that the contest would be judged by a panel of expert engineers. He imagines that nobody will manage to win and so he will be vindicated. Now, before we consider that, we have to wonder why anybody should take Mr Walter's ideas seriously when Mr Walter himself does not? Why do we say this? Mr Walter does not believe the government's story, but there is no reason why one has to believe it in order to test it. The laws of physics and chemistry governing the behaviour of towers and aircraft are fairly uncontroversial. So a decent team of engineers could run a computer simulation, build scale model, and so on, of how the government said the crash happened. If the towers don't fall down during this test then it would constitute a prima facie criticism of the government's explanation of the events of 9/11. If his panel of engineers is competent to judge candidate explanations for 9/11 then surely they ought to be able to come up with such a test themselves.
    [Show full text]
  • The Revisionist Clarion Oooooooooooooooooooooooooo
    THE REVISIONIST CLARION OOOOOOOOOOOOOOOOOOOOOOOOOO QUARTERLY NEWSLETTER ABOUT HISTORICAL REVISIONISM AND THE CRISIS OF IMPERIAL POWERS oooooooooooooooooooooooooooooooo TOWARDS THE DESTRUCTION OF ISRAEL AND THE ROLLING BACK OF USA ooooooooooooooooo Issue Nr. 23 Spring-Summer 2007 <revclar -at- yahoo.com.au> < http://revurevi.net > alternative archives http://vho.org/aaargh/engl/engl.html http://aaargh.com.mx/engl/engl.html ooooooooooooooooooooooooooooo Ahmadinejad President Mahmoud Ahmadinejad here Monday expressed surprise over the European Union's biased approach to the historical event of holocaust. The statement was made in an exclusive interview with the Spanish television broadcast, in response to the question about holocaust. "I just raised two questions on the issue. Does EU consider questions as a crime. Today, anywhere in the world, one can raise questions about God, prophets, existence and any other issue. "Why historical events should not be clarified?" asked the chief executive. Turning to his first question, he said, "If a historical event has taken place, why do you not allow research to be conducted on it. What is the mystery behind it, given that even fresh research is conducted on definite rules of mathematics and physics.?" Ahmadinejad referred to his first question, "If such an event has actually taken place, where did it happen? Why should the Palestinian people become homeless (because of this)? "Why should Palestinian children, women and mothers be killed on streets every day for 60 years?" The president said that these innocent people losing their lives had no role in World War II. "All of them had been killed in Europe and Palestinian people were not involved in it," he added.
    [Show full text]
  • Solving 9-11
    Solving 9-11 An Independent Investigation of the Crime that Changed the World By Christopher Bollyn Table of Contents (As of May 30, 2009) Preface by Author Forward by Dr. Steven E. Jones (preferably) Chapters 1. 9-11 Through the Eyes of an American Skeptic (5150) As a journalist and skeptic of the unproven official version, I have examined the facts and evidence and concluded that the U.S. government and controlled media have engaged in a conspiracy to deceive the world about what really happened on 9-11. 2. The Planes of 9-11 (6340) A foreign and privately-owned aircraft leasing company is connected to the airport security and passenger screening company at the center of the terror attacks of 9-11. 3. America the Target: 9-11 and the History of False Flag Terrorism (9985) An examination of key events in the history of false-flag terror attacks and the people behind them. 4. The Terror Drills That Became Real: 9-11, the London Bombings & the Sinking of Estonia (6077) The past two decades have been marked by a number of terror events which occurred during security exercises in which the scenario was identical to the real-life terror attack. 5. How Did Spy Software Get Onto FAA Computers? (2841) 9-11 was also a sophisticated computer crime, carried out through long-term foreign infiltration of the most sensitive U.S. military and government computer networks. 6. Who Controls Our Elections? (2860) The stealing of American elections is primarily a computer crime, as were the terror attacks of 9-11.
    [Show full text]
  • The Season of Dorland-Bell: History of an Appalachian Mission School
    DOCUMENT RESUME ED 412 054 RC 021 175 AUTHOR Painter, Jacqueline Burgin TITLE The Season of Dorland -Bell: History of an Appalachian Mission School. Revised Second Edition. ISBN ISBN-0-913-239-71-0 PUB DATE 1996-00-00 NOTE 352p.; Photographs will not reproduce adequately. AVAILABLE FROM Appalachian ConsortiUm Press, Appalachian State University, University Hall, Boone, NC 23608. PUB TYPE Books (010)-- HistoHcal Materials (060) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Access to Education; Boarding Schools; Cultural Influences; Educational History; Educational Practices; Elementary Secondary Education; Higher Education; Poverty; *Rural Education; *School Community Relation6hip; *School Role IDENTIFIERS Appalachian Culture; Institutional History; Mission Schools; Missionaries; *North Carolina (Madison County); Presbyterian Church ABSTRACT This book details the history of the Dorland-Bell School, a residential school in rural western North Carolina. The book is based on letters, extensive interviews, and research about the school. In 1886, Luke and Juliette Dorland, Presbyterian missionaries and educators, retired to Hot Springs, North Carolina. However, at the request of residents in this rural village, they soon were teaching 25 students in their home. Luke Dorland appealed to his former employer, the Presbyterian Board of Home Missions, and $300 was granted for books and equipment. At their own expense, the Dorlands built a two-story frame schoolhouse to accommodate the growing number of students. By 1894, the school, known as the Dorland Institute, had grown to include a girls' dormitory, an expanded schoolhouse, and additional teachers. In 1918, the Dorland Institute consolidated with the Bell Institute, a large day school for girls. Dorland-Bell School now included seven acres of land, boarding facilities for 100 girls in the village, and a 300-acre farm with housing for 40 boys.
    [Show full text]