no mills, what i was trying to say was : that i am afraid that you are right. with hindsight the gc side would be more reluctant to participate. and i am not poud for that.
i gave up believing in secret agendas some time ago.
when i said thank god we are more i meant that : if our purpose is to have lets say 50 gc kids and 50 tc, then percentagewise and assuming that gc are more reluctant, it could be still possible to find 50 gc kids. just bc we are more even an 1% enthousiasm would be enough.
A novel catalyst for the Cyprus solution
by cypezokyli » Mon Dec 19, 2005 8:16 pm
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by Mills Chapman » Mon Dec 19, 2005 8:29 pm
cypezokyli wrote:no mills, what i was trying to say was : that i am afraid that you are right. with hindsight the gc side would be more reluctant to participate. and i am not poud for that.
i gave up believing in secret agendas some time ago.
when i said thank god we are more i meant that : if our purpose is to have lets say 50 gc kids and 50 tc, then percentagewise and assuming that gc are more reluctant, it could be still possible to find 50 gc kids. just bc we are more even an 1% enthousiasm would be enough.
Thanks for clarifying, Cypezoklyi. I understand now and feel better.
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by Mills Chapman » Mon Dec 19, 2005 9:36 pm
Zan: I will not tolerate racism in my children but neither will I give them a false perspective of history because it will offend someone or another.
Mills: I realize that discussing the teaching of history to an integrated class of Cypriot students is an extremely sensitive issue, but mind you, I am not proposing to give anyone a false perspective. I am proposing to use a teaching method called Academic Controversy (also known as Creative Controversy, Constructive Controversy, and Structured Academic Controversy). Please see my paper for websites, and if you cannot access it, send me a private message, and I will send you the links.
This teaching method is essentially a cooperative debate where students argue for one side, poke holes in the evidence of the other side, then argue for that side and poke holes in the first side’s argument, and then pair up with the student who they have so far been arguing against to draw up a well-reasoned synthesis – using the provided evidence from both sides – and to make a conclusion as to what really happened. Educational researchers for teaching history to primary and secondary students say that we need to get our students to think like historians – by sifting evidence, looking at both sides and analyzing the weight and veracity of each argument. Academic Controversy is a great method for this.
Check out a great site run by Cypriots on the teaching of history in Cypriot classrooms: http://www.hisdialresearch.org/ . I've been asked to write an article for their website later this month, chiefly on using Academic Controversy.
Zan: I have to also confess that this idea does not sit easy on my mind. Mills has said that visualisation is an important part of his study. Try seeing (again) the film “Village of the damned”,( http://www.imdb.com/title/tt0054443/) with this idea in mind. There is also "Children of the damned" ( http://www.imdb.com/title/tt0056931/ )
Mills: Could you be more specific about linking this to those “Damned” movies? I don’t mind the criticism –people have actually told me that this idea sounds like something Hitler would propose – but I do want to know what it is in particular in this idea that made you think of those movies. I have made a point to answer every question directed towards me in this thread, and I will happily do so with you. With this school, parents and each side’s educational authorities would be involved in the design. As for “visualization,” I meant reading about visualization for myself in my own life, whether it pertained to this Cyprus idea or something else here in the U.S. I’m not talking about teaching visualization methods at this school, unless the prospective parents and educational authorities wanted it that way.
Also, I’m using visualization here very loosely. I’m not a strict practitioner of it (or anything else really, except optimism). What I meant by visualization was simply thinking of a creative ideal or goal in my mind and then trying to think of a logical path to reach that goal. The writers and researchers on creativity say that visualization can be very important to help one succeed, whether it is for a moment before a football match or before taking the stage to act in a play.
Zan: Also, if these schools do better than the state schools they become a chain around the necks of the government run schools when the parents ask, why cant you produce the same results for us.
Mills: The authorities in Cyprus won’t be funding the S-A-S school. No-strings-attached funding will come from abroad (as long as it goes to the school and not into the hands of those officials who may be corrupt). That would explain the disparity to the parents at the state schools. However, the S-A-S school would also be a demonstration school for the state schools, meaning that if a certain teaching method is used at the S-A-S school but not elsewhere, the teachers at the state schools could come in for classroom visits to learn how to bring the educational innovations back to their own schools. This could especially be done if the innovation – such as an interesting teaching method and not necessarily an Apple laptop – can be transferred to the state schools at practically no cost to the S-A-S benefactors. This would, in turn, help the S-A-S school to gain more public support.
Mills: I realize that discussing the teaching of history to an integrated class of Cypriot students is an extremely sensitive issue, but mind you, I am not proposing to give anyone a false perspective. I am proposing to use a teaching method called Academic Controversy (also known as Creative Controversy, Constructive Controversy, and Structured Academic Controversy). Please see my paper for websites, and if you cannot access it, send me a private message, and I will send you the links.
This teaching method is essentially a cooperative debate where students argue for one side, poke holes in the evidence of the other side, then argue for that side and poke holes in the first side’s argument, and then pair up with the student who they have so far been arguing against to draw up a well-reasoned synthesis – using the provided evidence from both sides – and to make a conclusion as to what really happened. Educational researchers for teaching history to primary and secondary students say that we need to get our students to think like historians – by sifting evidence, looking at both sides and analyzing the weight and veracity of each argument. Academic Controversy is a great method for this.
Check out a great site run by Cypriots on the teaching of history in Cypriot classrooms: http://www.hisdialresearch.org/ . I've been asked to write an article for their website later this month, chiefly on using Academic Controversy.
Zan: I have to also confess that this idea does not sit easy on my mind. Mills has said that visualisation is an important part of his study. Try seeing (again) the film “Village of the damned”,( http://www.imdb.com/title/tt0054443/) with this idea in mind. There is also "Children of the damned" ( http://www.imdb.com/title/tt0056931/ )
Mills: Could you be more specific about linking this to those “Damned” movies? I don’t mind the criticism –people have actually told me that this idea sounds like something Hitler would propose – but I do want to know what it is in particular in this idea that made you think of those movies. I have made a point to answer every question directed towards me in this thread, and I will happily do so with you. With this school, parents and each side’s educational authorities would be involved in the design. As for “visualization,” I meant reading about visualization for myself in my own life, whether it pertained to this Cyprus idea or something else here in the U.S. I’m not talking about teaching visualization methods at this school, unless the prospective parents and educational authorities wanted it that way.
Also, I’m using visualization here very loosely. I’m not a strict practitioner of it (or anything else really, except optimism). What I meant by visualization was simply thinking of a creative ideal or goal in my mind and then trying to think of a logical path to reach that goal. The writers and researchers on creativity say that visualization can be very important to help one succeed, whether it is for a moment before a football match or before taking the stage to act in a play.
Zan: Also, if these schools do better than the state schools they become a chain around the necks of the government run schools when the parents ask, why cant you produce the same results for us.
Mills: The authorities in Cyprus won’t be funding the S-A-S school. No-strings-attached funding will come from abroad (as long as it goes to the school and not into the hands of those officials who may be corrupt). That would explain the disparity to the parents at the state schools. However, the S-A-S school would also be a demonstration school for the state schools, meaning that if a certain teaching method is used at the S-A-S school but not elsewhere, the teachers at the state schools could come in for classroom visits to learn how to bring the educational innovations back to their own schools. This could especially be done if the innovation – such as an interesting teaching method and not necessarily an Apple laptop – can be transferred to the state schools at practically no cost to the S-A-S benefactors. This would, in turn, help the S-A-S school to gain more public support.
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Mills Chapman - Contributor
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by Mills Chapman » Mon Dec 19, 2005 10:46 pm
Eric dayi: For a solution to be found all concerned must agree but if they all did then why would there be a need for a solution at all.
Mills: There is agreeing to a political settlement, and then there is agreeing to a top-notch school that could create enough fertile ground from which a political solution in the future – whose details are unknown in the present – could spring. These are different things.
Cypezokyli: Waldorf schools are opened to all kids independent from religion, colour, sex , and income of the parents. It is a principle of the Waldorf schools that no child is denied for financial reasons.
Mills: I have heard good things about the Waldorf schools though I am not that familiar with them. I would like to emphasize that that could work in the S-A-S school if the parents and educational authorities want it that way. Its presence or absence wouldn’t be mission-critical to getting the funding and to enhancing bi-communal relations. It could work alongside cooperative learning without interfering in its benefits. Whereas the Waldorf ideas are about educating the intellect, the heart, and the minds, cooperative learning is about bringing grouping strategies to the teacher’s attention. They can be layered on top of each other simultaneously without taking away from either one.
The shifts between individualistic, cooperative, and competitive learning are quite dynamic and usually undetectable to the eye. A good way to think about this is the following:
Imagine we are sitting across from each other at a table. On the table is a glass of water. I say to you, “What are the three types between you and me?”
You might give me a confused look, but you probably won’t be able to guess what I am thinking. Now, if I wanted to be more specific, I might say, “What would a chemist or geologist say are the three types of matter between you and me?”
Your answer: solids (the table and the glass), a liquid (the water in the glass), and gas (the air).
Why didn’t you think of that when I first asked the question? You didn’t think of it because these things are omnipresent, and thus we take them for granted. We can’t fully comprehend one without considering the others.
The same is true of cooperative, individualistic, or competitive force-force fields in our lives, whether it be in the classroom, at the dinner table at home, or elsewhere. The more that we are competitive with another person relative to how cooperative we are with them, the more we will dislike them over time and try to sabotage their efforts. This leads to prejudice, aggression, etc. What the cooperative learning researchers have done is to take the theory behind this – Social Interdependence Theory (Johnson & Johnson) – and use it to develop cooperative learning methods that can raise test scores while getting students to think more highly of each other at the same time.
To get a balanced view on Waldorf schools, visit these two sites for the supporting view …
http://www.waldorfanswers.org/
http://en.wikipedia.org/wiki/Waldorf_School
and these two sites for the critical/skeptical view.
http://www.skepdic.com/steiner.html
http://en.wikipedia.org/wiki/Anthroposo ... hroposophy
Mills: There is agreeing to a political settlement, and then there is agreeing to a top-notch school that could create enough fertile ground from which a political solution in the future – whose details are unknown in the present – could spring. These are different things.
Cypezokyli: Waldorf schools are opened to all kids independent from religion, colour, sex , and income of the parents. It is a principle of the Waldorf schools that no child is denied for financial reasons.
Mills: I have heard good things about the Waldorf schools though I am not that familiar with them. I would like to emphasize that that could work in the S-A-S school if the parents and educational authorities want it that way. Its presence or absence wouldn’t be mission-critical to getting the funding and to enhancing bi-communal relations. It could work alongside cooperative learning without interfering in its benefits. Whereas the Waldorf ideas are about educating the intellect, the heart, and the minds, cooperative learning is about bringing grouping strategies to the teacher’s attention. They can be layered on top of each other simultaneously without taking away from either one.
The shifts between individualistic, cooperative, and competitive learning are quite dynamic and usually undetectable to the eye. A good way to think about this is the following:
Imagine we are sitting across from each other at a table. On the table is a glass of water. I say to you, “What are the three types between you and me?”
You might give me a confused look, but you probably won’t be able to guess what I am thinking. Now, if I wanted to be more specific, I might say, “What would a chemist or geologist say are the three types of matter between you and me?”
Your answer: solids (the table and the glass), a liquid (the water in the glass), and gas (the air).
Why didn’t you think of that when I first asked the question? You didn’t think of it because these things are omnipresent, and thus we take them for granted. We can’t fully comprehend one without considering the others.
The same is true of cooperative, individualistic, or competitive force-force fields in our lives, whether it be in the classroom, at the dinner table at home, or elsewhere. The more that we are competitive with another person relative to how cooperative we are with them, the more we will dislike them over time and try to sabotage their efforts. This leads to prejudice, aggression, etc. What the cooperative learning researchers have done is to take the theory behind this – Social Interdependence Theory (Johnson & Johnson) – and use it to develop cooperative learning methods that can raise test scores while getting students to think more highly of each other at the same time.
To get a balanced view on Waldorf schools, visit these two sites for the supporting view …
http://www.waldorfanswers.org/
http://en.wikipedia.org/wiki/Waldorf_School
and these two sites for the critical/skeptical view.
http://www.skepdic.com/steiner.html
http://en.wikipedia.org/wiki/Anthroposo ... hroposophy
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by Mills Chapman » Tue Dec 20, 2005 5:32 am
Cypezokyli: besides, who said it will be a non-paying private school? fees may well be an option. Parents could pay something small if their incomes were over a certain amount.
Mills: This was my idea. As you suggested, it may be worthwhile for parents to pay something small if their incomes allowed it.
Zan: Which organisations do you think are going to put money into a non fee-paying private school?”
Mills: (Some thoughts on funding: mostly taken from my paper, but I’ve tried to add a few things here.)
Using the metaphors of oil exploration and venture capital, countries and organizations that are trying to resolve conflicts in other areas might be willing to invest significantly in a resolution plan in Cyprus that could then pay dividends for resolving the conflicts that are of primary interest to them.
I. Why conflict-resolution benefactors in other parts of the world might look at Cyprus as a incubator and thus worthy of some funds:
Jay Rothman a conflict resolution practitioner who has experience in Cyprus, states,
a) “For the past three decades, conflict resolution experts and theorists have gone to the island of Cyprus with two goals in mind: to attempt some progress in the long stalemate between Greek and Turkish Cypriots and to simultaneously test and refine theory and practice in the field. In effect, the conflict in Cyprus has become an incubator for conflict resolution scholars as they apply their skills to a relatively non-volatile but nonetheless deeply intransigent conflict." - (http://www.aepro.org/inprint/papers/cyprus.html )
II. Reasons why Cyprus makes an attractive conflict-resolution incubator for parties working on other conflicts
a) An island – naturally removed from unrelated but potentially disruptive conflicts
i) But a geographic location that is seen as important by prospective donors
ii) Cyprus lies at the crossroads of Asia, Africa, and Europe.
b) Relatively non-volatile > less than 5 conflict-related deaths since 1975 (unlike Israel)
c) Physiological needs are met (unlike Darfur and the Congo)
d) A clear line of divide between two ethnically homogeneous communities where children on one side do not have regular interactions with the other children (unlike Belfast)
i) A divided capital as well
e) The presence of a U.N. peacekeeping force that is seen as relatively neutral by the two parties (unlike Korea)
f) Both parties have offices in the U.S. and in the U.K., and thus these two countries are seen as relatively neutral (unlike Korea)
i) Important if the U.S. and U.K. are to provide technical assistance
g) A small population (under a million total)
i) Important because with all else equal, only a small number of participants in the resolution effort are needed in order to have a significant impact on the island’s population (unlike the border at Wagah between Lahore, Pakistan and Amritsar, India)
h) A highly literate population, which allows for managers of the resolution effort to come from within the setting and to also comprehend cutting-edge research
i) Connections to donors
i) In addition to both sides having offices in the U.K. and in the U.S., the Republic of Cyprus belongs to the European Union, which is likely to be the chief benefactor of any resolution effort (unlike East and West Timor)
j) The presence of a local cooperative learning association, who might play a role in resolving the conflict; in this case, The Cyprus Association of Cooperative Learning ( www.cyacl.net )
i) Several of the aforementioned conflicts do not have such an association in their area.
k) The presence on each side of a language that is seen as relatively neutral; English in this case
l) Memories of peaceful, integrated living among the older segment of the population
i) Unlike several of the aforementioned places
III. If a successful resolution model could be copied elsewhere, it is worth seeking funding from those parties that on the surface might not have an interest in Cyprus, in addition to the potential benefactor countries that are known to have an interest in the Cyprus problem.
a) The Japanese, the Chinese, and the South Koreans - for a school that might work in the Korean DMZ with maglev trains from either the two Korean capitals or from Seoul and Kaesong, the second-largest city in the North, which, like Seoul, is very close to the DMZ.
i) There is currently a maglev train in operation from downtown Shanghai to the Shanghai airport. See http://www.shanghaiairport.com/en/airline02_d.jsp
b) Middle Eastern countries and others who are interested in funding a project that might work in Jerusalem one day i) Linking the proposed school to a future one in Jerusalem might draw unwanted attention to it (the Beslan siege in Russia, etc.)
c) Those organizations and countries who are trying to assist the Indians and Pakistanis with their dispute. If a school in Nicosia is shown to have a significant impact on a Cyprus resolution, a similar one could be built at Wagah on the India/Pakistan border.
IV. Cost of the school
a) Fixed Cost Total: €300 million (guess)
i)The bulk of this expense would be the construction of new buildings, computers, and any security equipment deemed necessary.
b) Annual Operating Costs (guess): €61.2 million
i) Assuming 17 grades, 72 students per grade, and €50,000 spent on a student per year of instruction.
ii) Free tuition might weaken the cognitive dissonance that parents might feel, as in “I’m only doing this because it’s free.” Therefore, it might be wise to have those who are above a certain income pay a small amount such as €200 per year (or maybe even €100). This would drop the money needed to cover the annual operating costs to €61.0 million.
V. Current donors to Cyprus (these numbers here might represent dollars; I’m not sure)
a) Turkey now spends about €324 million annually in direct financial support to the Turkish Cypriot government.
b) The U.S. provides €8-12 million per year for bicommunal work in Cyprus through USAID.
c) The U.N. is currently spending roughly €44 million on peacekeeping activities there, though most of this comes indirectly from Greece and the Republic of Cyprus.
VI. Willing donors if the Annan Plan had passed
a) The U.S. pledged €324 million.
b) The EU announced that it had €200 million ready.
i) Not sure if this differs from the 200 million euros pledged to Turkish Cypriots in economic support
ii) In a first needs assessment, the EU stated that the international community should contribute 2 billion euros over a period of five years.
1) Quote by Gunter Verheugen, the EU’s Enlargement Commissioner, in 2004: “We have a first need assessment that shows the international community should contribute two billion euros over a period of five years. I am convinced that the international community will be able to organize the money that is needed to address the issues which we have identified.”
- (http://cyprus.typepad.com/changing_trains/annan_plan/ )
c) The UN announced that they would increase their UNFICYP forces.
VII. Other prospective donors
This year, 2005, has seen a lot of fundraising for Africa debt relief. On July 7, the G8 leaders pledged to double the 2004 levels of aid to Africa from US$25 to US$50 billion by the year 2010. What if a similar campaign was made for the Share-a-Square School approach to assist with resolving the major conflicts of the world that countless leaders have fruitlessly tried to resolve already – Cyprus, Jerusalem, the Korean DMZ, then Indian/Pakistani border, etc.? For Cyprus, we are only asking for €361 million in the first year and then €60 million per year after that. Granted, the G8 leaders might not contribute everything that we ask for, but they might be willing to do much more than our most conservative guess if the Cypriot leaders are willing to put their children together in the same classroom.
Mills: This was my idea. As you suggested, it may be worthwhile for parents to pay something small if their incomes allowed it.
Zan: Which organisations do you think are going to put money into a non fee-paying private school?”
Mills: (Some thoughts on funding: mostly taken from my paper, but I’ve tried to add a few things here.)
Using the metaphors of oil exploration and venture capital, countries and organizations that are trying to resolve conflicts in other areas might be willing to invest significantly in a resolution plan in Cyprus that could then pay dividends for resolving the conflicts that are of primary interest to them.
I. Why conflict-resolution benefactors in other parts of the world might look at Cyprus as a incubator and thus worthy of some funds:
Jay Rothman a conflict resolution practitioner who has experience in Cyprus, states,
a) “For the past three decades, conflict resolution experts and theorists have gone to the island of Cyprus with two goals in mind: to attempt some progress in the long stalemate between Greek and Turkish Cypriots and to simultaneously test and refine theory and practice in the field. In effect, the conflict in Cyprus has become an incubator for conflict resolution scholars as they apply their skills to a relatively non-volatile but nonetheless deeply intransigent conflict." - (http://www.aepro.org/inprint/papers/cyprus.html )
II. Reasons why Cyprus makes an attractive conflict-resolution incubator for parties working on other conflicts
a) An island – naturally removed from unrelated but potentially disruptive conflicts
i) But a geographic location that is seen as important by prospective donors
ii) Cyprus lies at the crossroads of Asia, Africa, and Europe.
b) Relatively non-volatile > less than 5 conflict-related deaths since 1975 (unlike Israel)
c) Physiological needs are met (unlike Darfur and the Congo)
d) A clear line of divide between two ethnically homogeneous communities where children on one side do not have regular interactions with the other children (unlike Belfast)
i) A divided capital as well
e) The presence of a U.N. peacekeeping force that is seen as relatively neutral by the two parties (unlike Korea)
f) Both parties have offices in the U.S. and in the U.K., and thus these two countries are seen as relatively neutral (unlike Korea)
i) Important if the U.S. and U.K. are to provide technical assistance
g) A small population (under a million total)
i) Important because with all else equal, only a small number of participants in the resolution effort are needed in order to have a significant impact on the island’s population (unlike the border at Wagah between Lahore, Pakistan and Amritsar, India)
h) A highly literate population, which allows for managers of the resolution effort to come from within the setting and to also comprehend cutting-edge research
i) Connections to donors
i) In addition to both sides having offices in the U.K. and in the U.S., the Republic of Cyprus belongs to the European Union, which is likely to be the chief benefactor of any resolution effort (unlike East and West Timor)
j) The presence of a local cooperative learning association, who might play a role in resolving the conflict; in this case, The Cyprus Association of Cooperative Learning ( www.cyacl.net )
i) Several of the aforementioned conflicts do not have such an association in their area.
k) The presence on each side of a language that is seen as relatively neutral; English in this case
l) Memories of peaceful, integrated living among the older segment of the population
i) Unlike several of the aforementioned places
III. If a successful resolution model could be copied elsewhere, it is worth seeking funding from those parties that on the surface might not have an interest in Cyprus, in addition to the potential benefactor countries that are known to have an interest in the Cyprus problem.
a) The Japanese, the Chinese, and the South Koreans - for a school that might work in the Korean DMZ with maglev trains from either the two Korean capitals or from Seoul and Kaesong, the second-largest city in the North, which, like Seoul, is very close to the DMZ.
i) There is currently a maglev train in operation from downtown Shanghai to the Shanghai airport. See http://www.shanghaiairport.com/en/airline02_d.jsp
b) Middle Eastern countries and others who are interested in funding a project that might work in Jerusalem one day i) Linking the proposed school to a future one in Jerusalem might draw unwanted attention to it (the Beslan siege in Russia, etc.)
c) Those organizations and countries who are trying to assist the Indians and Pakistanis with their dispute. If a school in Nicosia is shown to have a significant impact on a Cyprus resolution, a similar one could be built at Wagah on the India/Pakistan border.
IV. Cost of the school
a) Fixed Cost Total: €300 million (guess)
i)The bulk of this expense would be the construction of new buildings, computers, and any security equipment deemed necessary.
b) Annual Operating Costs (guess): €61.2 million
i) Assuming 17 grades, 72 students per grade, and €50,000 spent on a student per year of instruction.
ii) Free tuition might weaken the cognitive dissonance that parents might feel, as in “I’m only doing this because it’s free.” Therefore, it might be wise to have those who are above a certain income pay a small amount such as €200 per year (or maybe even €100). This would drop the money needed to cover the annual operating costs to €61.0 million.
V. Current donors to Cyprus (these numbers here might represent dollars; I’m not sure)
a) Turkey now spends about €324 million annually in direct financial support to the Turkish Cypriot government.
b) The U.S. provides €8-12 million per year for bicommunal work in Cyprus through USAID.
c) The U.N. is currently spending roughly €44 million on peacekeeping activities there, though most of this comes indirectly from Greece and the Republic of Cyprus.
VI. Willing donors if the Annan Plan had passed
a) The U.S. pledged €324 million.
b) The EU announced that it had €200 million ready.
i) Not sure if this differs from the 200 million euros pledged to Turkish Cypriots in economic support
ii) In a first needs assessment, the EU stated that the international community should contribute 2 billion euros over a period of five years.
1) Quote by Gunter Verheugen, the EU’s Enlargement Commissioner, in 2004: “We have a first need assessment that shows the international community should contribute two billion euros over a period of five years. I am convinced that the international community will be able to organize the money that is needed to address the issues which we have identified.”
- (http://cyprus.typepad.com/changing_trains/annan_plan/ )
c) The UN announced that they would increase their UNFICYP forces.
VII. Other prospective donors
This year, 2005, has seen a lot of fundraising for Africa debt relief. On July 7, the G8 leaders pledged to double the 2004 levels of aid to Africa from US$25 to US$50 billion by the year 2010. What if a similar campaign was made for the Share-a-Square School approach to assist with resolving the major conflicts of the world that countless leaders have fruitlessly tried to resolve already – Cyprus, Jerusalem, the Korean DMZ, then Indian/Pakistani border, etc.? For Cyprus, we are only asking for €361 million in the first year and then €60 million per year after that. Granted, the G8 leaders might not contribute everything that we ask for, but they might be willing to do much more than our most conservative guess if the Cypriot leaders are willing to put their children together in the same classroom.
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Mills Chapman - Contributor
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by Mills Chapman » Tue Dec 20, 2005 5:43 am
Someone suggested that I revise my website, www.cyprussolution.org . While I agree with them, I am not too savvy in web design, and I am not sure how much it might cost to make it more user-friendly. I would rather not make people have to go to a Yahoo e-mail account to download my paper, but I don't know another way that would be cost-effective and that would not require a lot of time on my part to design.
If you have any suggestions, please pm me. Thanks. - Mills
If you have any suggestions, please pm me. Thanks. - Mills
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Mills Chapman - Contributor
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by cypezokyli » Tue Dec 20, 2005 11:19 am
mills, couls i ask you a small help kind out of topic ?
i noticed you had some photos of the porblem solving workshops. do you have some more info on the topic? as far as i know we are a place where in general they didnt have an affect. if you have or you know were i can get some info about psw in cyprus i would apreciate that.
thanks
i noticed you had some photos of the porblem solving workshops. do you have some more info on the topic? as far as i know we are a place where in general they didnt have an affect. if you have or you know were i can get some info about psw in cyprus i would apreciate that.
thanks
- cypezokyli
- Regular Contributor
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by Mills Chapman » Tue Dec 20, 2005 10:02 pm
Cypezokli, I'm happy to help. I see that I forgot to give the credits & websites for the two photos of the problem-solving workshops. I will pm you with some information and some questions so that I can figure out exactly what you're looking for.
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Mills Chapman - Contributor
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by Mills Chapman » Mon Mar 13, 2006 5:45 am
I made some modest revisions today to my www.cyprussolution.org site, and I would like to share them with you. There is nothing new if you downloaded my proposal.
I think I will expand my site over the summer so that my whole proposal will be viewable online without any downloading.
I think I will expand my site over the summer so that my whole proposal will be viewable online without any downloading.
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Mills Chapman - Contributor
- Posts: 525
- Joined: Fri Dec 10, 2004 3:00 am
- Location: USA (although, ideally it would be Aitutaki)
by pumpernickle » Sun Mar 19, 2006 6:40 pm
i admire you Mills.
Keep up the good work, and best of luck to yer.
all the best.
Keep up the good work, and best of luck to yer.
all the best.
- pumpernickle
- Contributor
- Posts: 407
- Joined: Tue Nov 29, 2005 5:42 pm
- Location: A Mad Island somewhere in the Med
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