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Monday, December 16, 2019
Anxiety and Me
Let's get a little personal with mental health, why don't we? This will, of course, tie into teaching, but that's not really the point either.
For a while now I've been suffering from pretty extreme bouts of anxiety. I didn't always recognize these as such, however. Let's go back- When my first child was born I found out that Paternal Postnatal Depression is a thing. I knew that women could experience something like this, and we were on the look out for that. Had no idea it could happen to me too. I'm the Dad, I didn't carry nothing. Nope, knocked me flat, and for a while. I ended up going on medication and doing talk therapy for a while to help me through it. It also made me hesitate about going for Weirdlings Two and Three because I was worried that it would come back. My wife is incredible and we got through it together and it didn't come back with either of the other two.
Looking back, I've had anxiety in some form or another for as long as I can remember. I always chalked it up to being a control freak. If you, dear reader, and I go for a drive, I will insist on driving. Even if we're friends. Even if I trust you. I'm a bad passenger. Control freak, right? Seems like it. Especially since this feeling never happens to me on my motorcycle. Then I'm really the only person in charge. I can't even hear you if you're riding with me.
If we're stuck in traffic I'm going to start freaking out, feeling trapped. Because I literally am. I'm trapped in this car in the middle lane surrounded by all these other cars and what if I need to get out I can't no one is moving so I can't move we're just stuck here and why won't anyone move. Driving makes this better, but not all the way because I'm not in control of the situation.
Airplanes are worse. I hate flying. No, not true. I hate boarding the plane, being stuck in the aisle, getting to my seat, not being able to get up from the time when they button up the big door until we're at cruising altitude. You can't get up at any point during that! You're stuck in your seat no matter what. What if your stomach gets upset (a related problem we'll get to)? Too bad. Stay there and suffer until we tell you you can stand up. And then we're in the air and I'm fine. Until..."Passengers need to return to their seats and prepare for landing." And then it's another twenty minutes/eternity until we're at the gate. The entire time I have my eyes closed and I'm mentally repeating, "I'm ok, I'm alright." over and over. No exaggeration, no joke. I hate it and I'm miserable every time.
I thought I was just a bad traveler.
On top of that I've always had stomach issues. Issues that we've mostly fixed with a change in diet, turns out I'm lactose and gluten intolerant. Good to know. That helps but didn't actually fix things because now I've trained my body that when I'm stressed my stomach hurts, but when my stomach hurts it stresses me out. So soon I'm stressed that I'll be in a situation that will stress me out and upset my stomach, which sets my stomach off.
But recently things have accelerated and gotten worse and worse. Examples, because it's important to me you, dear reader, know what I mean. To be clear, these are the most illustrative examples, certainly not the only ones-
A while ago a friend of mine and I went to see Nick Cave, one of my most favorite musicians on Earth. Because of a trick of the tickets we ended up in the second row. He was right there. He could see us. We could see him. We were supposed to be in the back, where the cheap seats were. Being that close was incredibly exciting, but also so very stressful. I was completely unable to fully relax and enjoy the show because the back of my mind had this flashing red light the whole time. He was great and I loved it and I still couldn't fully connect.
I went out on Black Friday, something I never ever do. But my local record store that I love was doing a Black Friday thing and they were going to have a limited number of the new Opeth album and the vinyl reissue of Geddy Lee's solo album "My Favorite Headache." Yes, I could buy these online but I love Jackpot Records and I want to support local business. I got there at nine for a ten o'clock opening because I knew there would be a line and damned if someone else would get my albums. I was fifth in line. Score. I was fine at 9:00. I was fine at 9:15. At about 9:30 I started having to talk myself into staying in line. At 9:45, after waiting forty-five minutes, needing only to wait fifteen more, I was actively pacing and eyeballing my car, which I could see from the line. I was having a detailed conversation with myself about, "I should just go home, I could get these online. It would be fine. I should just get in my car and go." Ten minutes to go, still pacing, it's getting worse. I'm miserable and my heart is pounding and I know all of this is stupid because I'm fifth in line. When they open I'll be right in there. I'm not worried about not getting the album. What am I worried about? I have no idea.
I've heard people who have panic attacks describe the mental spiral as "you keep thinking of worse and worse scenarios, which keeps escalating your panic." That's not what was happening to me. There was no "worse and worse scenario." There was no thinking involved. I just had to get out of there or I felt like I would be sick. Once again I'm whispering to myself, "I'm ok, I'm alright" over and over. I'm pissed that I want to leave and trying to use that anger to keep myself in line for five stupid minutes more. Finally they open the door. I go right in, find the two albums I wanted in about two minutes, pay, and I'm out of there. I enjoyed exactly none of the experience of being in a record store with a bunch of other music nerds who got up and waited in line to buy vinyl, something I really like.
This was the last straw. I made an appointment for the doctor. I described all of this to her and kept hedging, "I don't know if it's anxiety or of I'm a control freak or if it's just my stomach or what and I don't know." She stopped me. "Everything you are saying is textbook anxiety. That's exactly what this is."
Then she asked me a question I had already thought quite a bit about, because I am reflective and I had noticed this trend. She said, "You're a teacher. Does this happen to you at school?"
"Nope. Never." And it's true. I'm obviously at this point not trying to be a tough guy and impress you. But it doesn't happen in my room. I'm sure it happened at the beginning, but it's been years since I've felt any kind of anxiety in my classroom. I've been stressed, sure. Exhausted. But not like I wanted to crawl out of my skin. Not like I had to escape right at that minute how can I get to my car or at least outside I need to get away. Nope. Doesn't happen to me in my classroom. Doesn't happen to me when I present at conferences. Doesn't happen to me when I keynote. I get nervous before that last one, but that's more like a racehorse in the gate than actual fear.
Why? I think it's because of the control thing. What do I have to be anxious about in my classroom? This is, more than just about anywhere else, my space. I mean, it's my students' space too, but I am its architect. That has to be the reason I'm basically anxiety-free in my room. Now, if you tell me I have to be trapped in a PD all day I'm gonna have some spikes. But if I'm running it? None. But if, during that PD, you ask me to go out to lunch with you, I'm going to drive. The second I'm out of the classroom it's back.
Which explains why I hate field trips so much. It's not just that the bus makes me motion sick after all. Maybe it doesn't, but the anxiety does. Either way, field trips suck.
I'm still trying to process what all this means. I'm doing what I can to get better. The doc recommended me to a talk therapy person and we're trying out medication to see if that will help. Hey, you know what's fun? Teaching the week before Winter break, but adjusting to new anti-anxiety medication at the same time! Now why does my stomach hurt? Is it stress? Side effects? Both? Weee!
I wonder if what I notice about my anxiety in relation to my classroom rings true for other teachers. I wrote this and shared all of this because it's important that we are real people. I know how I come across, hyper-confident-to-cocky, silly, irreverent. That's all me, but I bet some of it is coping mechanisms too. When I get anxious I either talk a whole lot or cannot talk at all. Some of you have probably met me at a conference and got a weird vibe. This might be why. Though, like I said, I'm mostly ok when I'm presenting. But in the halls of ISTE, surrounded by a billion people? Yeah, I don't like that at all. I spent the evenings of my last ISTE, the last one in San Antonio, in my hotel room watching Star Trek: The Next Generation. Because TNG is great, but also because it was just easier.
And let's not even get into how I think I've turned my phone into a coping mechanism. I'm sure that's SUPER healthy.
I don't know how to end this post. I'm tired of not being able to enjoy things like concerts and amusement parks and drives with my family and movies and going to dinner and trips to the record store. I'm tired of waiting for the stress to jump out and making choices that will just let me avoid it if I can. I've become such a homebody because it's just safer and easier. Maybe you can relate. Maybe knowing this about me helps you, dear reader? Hopefully the medication does its job, and if it doesn't hopefully it's not hard to find one that will. Hopefully you're all doing as well as you can out there. We're all in this together.
If you like this post and the other posts on this blog you should know I've written three books about teaching- He's the Weird Teacher, THE Teaching Text (You're Welcome), and A Classroom Of One. I've also written one novel- The Unforgiving Road. You should check them out, I'm even better in long form. I'm also on the tweets @TheWeirdTeacher.
Monday, December 9, 2019
A Very December Q&A
I asked and you responded with questions that you asked so I could respond. We've got ourselves a chock-full Q&A tonight so let's get to it, shall we?
How do you maintain the blue in your hair? What is the meaning of life the universe and everything? Pineapple. Yes or no? Cookies crunchy or soft?— Jen Faulconbridge (@innejf) December 10, 2019
Ok good, we're starting the education Q&A off on the right foot. I use color safe shampoo and conditioner and dye it with professional-grade dye after a really good bleach because my hair is dark and needs to be lightened a whole lot. The meaning of life, the universe, and everything is, as everyone knows, 42. Pineapple is yummy and goodness unless it's on a pizza. Cookies should have firmness to them, more on the crunchy side than the soft side.
I stop when I feel like I've done everything I can at the moment. I think very long game a lot of the time when it comes to bigger problems because, frankly, I've got too much going on in my classroom to do any more than that most of the time. I work inside the system so I fight the fights I can and spend a lot of time teaching my kids to think and question and help bring down inequitable systems as they grow. I am doing the work too, but I can't kill myself fighting the system on a big scale. I'm doing my work well, writing when I can, marching when I can, and speaking for teachers. They want us to throw ourselves on our swords in exhaustion. Gotta outsmart them.How do you know when to stop killing yourself trying to come up with individual solutions to systemic problems?— Rebecca | Ex tenebras lux (@edutinker) December 9, 2019
Redefine "weird" for yourself. Weird doesn't mean standing on desks with puppets and blue hair. Weird doesn't mean doing voices and a ton of making projects. Weird doesn't mean upending all the expected norms in big, loud ways. Weird is just unconventional, it's different. Everyone interesting does something outside the norm.What advice do you give teachers who just don't think they have anything particularly weird about them?— Rebecca | Ex tenebras lux (@edutinker) December 9, 2019
However! If you honestly don't feel like you're doing anything weird or different then I suggest starting by looking at what you consume. This is a big soapbox for me but watching Friends and The Big Bang Theory and listening to Coldplay will not invert your thinking. Buy an album that you're not sure you like, but you can't define why, and listen to it until you either like it or know why you don't. Buy something that sounds like noise. Watch a show you'd never watch. I deeply believe that you cannot put out what you're not taking in. What weird things do you consume? Honestly, deeply, strangely, confusing things than no one around you is watching, listening to, or talking about.
Morgan asked a TON of good questions, especially for an education student. I'm going to get to just this one because there's a lot of questions here and the rest are in the thread which you can find by clicking on her tweet.Q3) How do you feel ab Teachers Pay Teachers? Since I have been on Twitter I have seen some MAJOR drama being thrown around regarding TPT. Up until now, it has been suggested to me as a resource for internship and beginning teaching: what says you?— Morgan Durham (@MrsDurhamteach) December 9, 2019
I don't like Teachers Pay Teachers. I have investigated this for myself because I need to know why I have visceral reactions to things and I think there are two reasons. First- I started before the internet was a thing we could use for teaching. Every single thing I did in my classroom I built or stole from someone at my school. And I think that made me a better teacher. I had to depend on myself. There was no shortcut, no massive community at my fingertips, no easy way. I grant that this also makes me sound like an Old shaking his fist and grumbling, "You darn youths with your Teachers Paying Teachers and your Facebooks getting ideas without working for it!" But I think the struggle has a lot of value. Because of my second point- Every single thing you buy on TPT has to be changed to fit your classroom. Nothing from there should be used whole cloth with no modifications. They are built to be general but your classroom is not.
Steal ideas. Here's how I use Pintrest and TPT- I'll google an idea or a subject, find the skeleton of something, close it, and built it myself. Important Note- I like this process and the time it takes, and it takes a lot of time. New teachers do not have the bandwidth I have. But I think the struggle makes my lessons more creative and deeper. You're going to be doing a million things and those lesson plans right there are going to look real good. But they're easy to get addicted to, and there's zero difference between that and just using your curriculum whole cloth and thoughtlessly. Instruction should be flexible. But don't kill yourself.
I also think teacher should share what we make with other teachers for free. BUT we don't get paid much so I don't want to stand too firmly on that particular hill. Make your money.
African or European?What is the airspeed velocity of an unladen swallow?— Chris Burke (@mrburkemath) December 9, 2019
(Most of that Q was predictive text)
Oy, this is a whole lot!How do you stay energized as a teacher? What advice would you give to Ts feeling burnout? How do you handle conflict between how you do things & other Ts actions/policies that don't make sense in your view? What is the most valuable thing you've learned teaching?— Jessica Hunsberger (@MissHunsberger) December 9, 2019
I stay energized with a lot of coffee. Also I honestly love what I'm doing and I'm very happy where I am. I have as much freedom as I could ask for and I know that my admin (at least for the next three weeks) has my back. I also work with some other teachers, one in particular, who has my brand of crazy when it comes to projects and Big Ideas and he and I bounce off each other well.
I don't care if other teachers don't like how/what I'm doing. There's no conflict in that direction because I honestly couldn't care less if someone doesn't like my way. If I don't like their way I need to first evaluate if they're just different than me and I don't like what they're doing personally or professionally. If it comes up and it's a real concern I'll bring it up as tactfully as I'm able. But I do a lot of, "Watch me go, I'll model it my way as I run off doing my cool things with my happy students."
The most valuable thing I've learning in teaching is either- Have a hobby, have a reason to go home OR we live on singles and doubles and anyone who wants us to be hitting home runs all the time is selling snake oil.
Have you considered leading a twitter chat? I'd show up for that! pic.twitter.com/C3JRNMjkAr— Deanna (@Hessteacherest) December 10, 2019
I used to! Every Wednesday from 7-8pm PST #WeirdEd happened for over 200 chats. It was so much fun but I eventually ran out of gas because I believe twitter chats should mean something. They should be special. Most are the same mouthwash swishing to the other cheek. Same questions rephrased. Same answers. Right answers rather than a chat to actually talk and exchange ideas. Authors asking questions from their own books and then quoting themselves in their answers to their own questions. "Themed" chats that aren't- "Welcome to Star Wars chat! You have to pass certain tests to become a Jedi. How do you handle tests in your classroom?" That's got nothing to do with Jedi, it's am act!
I don't. This starts right at the beginning of the year- first day. I don't assign seats and I don't assign desks and I don't keep track of who has sat on what when. I have more important things to deal with. This is because Trust is a Number One foundation of my class and if you don't trust your students to find a place to sit and share, you don't trust your students. They know that too. Every morning everyone is expected to trade chairs. You can't sit in the same thing twice. They self-monitor and they appreciate the responsibility. I don't have an issue with it after the first week. They don't squabble over them either. I have a ton of different chairs, there's too many to fight over.How do you assign your wobbly stools versus the regular chairs in your classroom? Do your students squabble over them?— Mr B 5th Grade Teacher (@MrB5thGradeTea1) December 9, 2019
Don't assign chairs. If your classroom is built on trust you've gotta walk the walk. Students don't have to earn our trust. They should start with it.
Oh my. Ok, so I'm not great at this but I'll share what I do and I'd love more ideas in the comments. My intervention time is M, T, Th, F from 1:00-1:40, right after lunch. Some students get pulled out for various reading groups, the rest, about 20-22, stay with me. I have a Five Station Rotation-How to implement a semi-successful intervention block 1x/weekly without falling back on prodigy or IXL.— MrsBorges (@BorgesRobyn) December 9, 2019
- Read To Self- Student read out loud into Flipgrid, and then watch themselves read back and count mistakes.
- Vocabulary- I have a bunch of those Word, Sentence, Definition, Picture, Synonym worksheets and students use the week's vocabulary words.
- Free Write- Write whatever you want.
- Listen to Reading- We use Storyline Online and the kids listen to a story.
- iReady Reading- Do iReady.
Each station lasts 20 minutes, so kids get to two a day. It's not perfect, I stole it from the teacher across the hall because she's better at stations than I am, but it seems to be working pretty well so far.
This could be (and I'm sure is) a whole book. So I'm only going to answer in one way with the caveat that it's not The Way and only an option.How do you balance engaging curricula, very diverse needs (some well below grade level) and meeting standards with staying sane? :) I feel like I just don't understand my 5th grade well enough. 6-8 I'm good with. Sigh...— Mary Ellen Wessels (@Teacher_Wessels) December 9, 2019
Making stuff. Project-based learning and finding ways to incorporate making into the classroom is a great way to reach everyone. Good making projects mean everyone will create something different, they'll iterate their learning, and they'll work to their level on their own. You need to make reflections and stuff happen, there's no learning until the kids think about it, write about it, generalize it, and talk about it. But find opportunities to make something.
I'll give an example- We were reading a story in the Journey's book about tree kangaroos two years ago when I taught fifth grade. It was drier than a consultants PD session in the fourth hour. But in part of the story the book said that the researchers caught the tree kangaroos by climbing a tree and scaring the animal out of it, then netting it on the ground. We thought that was terrible, so I challenged my kids to come up with a better way. We designed traps. Students had to justify their design, and in doing so had to read the story because it had all the information about the animal. Your cage will trap the animal's tail. Why won't the animal leap out? How do you get the animal in and out without hurting it? It got detailed and amazing and they learned a ton from it. But you didn't need to read at a 5th grade level to have ideas, build them, or explain them.
One more, I think. This is starting to run long.
McGonagal was a Gryffindor, so that's probably the correct answer since she's easily the best teacher at Hogwarts. Though I bet a Hufflepuff would be good too for certain kinds of students. I worry than a Ravenclaw would get irritated with the kids who didn't catch on quickly enough and , well, Snape and Slughorn were Slytherins and one hosted dinners for his favorite students and the other literally abused a kid for seven years because his mom wouldn't date him.Which Hogwarts house makes the best teachers? And does the answer change as students promote into middle or high school? Seriously tho, how much does personality equate to success in the classroom (not just popularity with other Ts or admin)?— Melynda Jones (@MelyndaJones) December 9, 2019
I think personality goes a long way, but I also think that's a loaded statement I just made because it sounds then like there's A Personality that kids will like the best and we all know that's simply not true. I'm an extrovert who is loud and funny and unable to be serious for an entire day unless the room has REALLY screwed up. But I have quiet, calm, more serious friends who just have the mischief dancing in their eyes who's students like them just as much or more than mine like me.
I think the most important personality trait a teacher can have is the willingness to Yes and commit to it. Default to Yes in the case of new ideas. Complain when complaints need to happen, don't be a gross toxic positivity person smiling all the time like there's no war in Ba Sing Se. Push back on bad policy, but not just because it's new or sounds hard. Pick your battles. But default to Trying.
Ok, there's a ton of questions I didn't get to which you can find in this thread. Thank you to everyone who asked a question. I think we'll do another of these soon. It was fun.
If you like this post and the other posts on this blog you should know I've written three books about teaching- He's the Weird Teacher, THE Teaching Text (You're Welcome), and A Classroom Of One. I've also written one novel- The Unforgiving Road. You should check them out, I'm even better in long form. I'm also on the tweets @TheWeirdTeacher.
Monday, December 2, 2019
Losing a Leader
At the end of this month my principal of the past five years will move on from our school to the district office. This is what happens when there's unnamed upheaval (unnamed in that teachers can tell something more is happening up there but no one up there will be specific with exactly what) in the upper levels of the district, which are causing people to leave, which are causing spots to need to be filled. A spot opened up near the beginning of the school year that my principal would be perfect for, the district asked her to apply for it, and she got it. These things happen and I'm not here to complain or litigate the timing of things, even though taking our principal mid-year is a real annoying choice to say the least. What makes it worse is the job she's getting will be perfect for her and she's going to be extremely good at it, so I can't even complain about that.
My principal leaving has brought up a whole host of emotions in me. I've already had this conversation with her, so she knows this stuff. But reflecting out loud helps me process, and I never know if admin somewhere else will read this and learn from it. Because there are things an administrator could learn from what I'm about to write.
My principal for the past five years has been the best boss I've ever worked for. I literally could not have asked for a better administrator. I've worked in a lot of schools and under even more principals and vice principals, and they've ranged from good to middling to downright awful. I know what I'm looking for in a boss and who I'll work well under and who I'll chafe with. You get by in any situation, but I firmly believe that teachers, if able to, don't leave schools. They leave administrators. I know I did. My last VP was a nightmare on two legs.
My principal hired me the day of my interview. I rolled in straight from teaching session at a three day conference in Northern California. I'm in Gresham, as far north in Oregon as you can get without actually being in Washington. I'd gotten the call with the offer to interview the day before, and it was the last day of the conference. So I finished my last session, jumped on my motorcycle, drove the three hours home, changed, grabbed interview clothes, got in the car (it's a long way to go on a bike after a long day), and hit the road for a four and a half hour drive while my wife found a hotel. I got to town at probably one am, crashed out, and was up at six for an interview at seven. First one of the day. Got there, had to dissect some data (weeee), teach a mock lesson to the panel, and do the interview thing. I felt like I nailed it. Afterward I went to get lunch, more coffee, and get ready to drive home.
As I was getting my Baja Fresh I got a call. Not from that interview, but from a different school in the same area who I'd had a video interview with a few days before. They wanted to offer me the job. I begged off, telling them I needed to think about it for a few hours and I'd get back to them. As I was finishing by lunch I got another call, this from the school I'd just interviewed at, also offering me the job.
Holy crap. Two offers in one day? When does this happen? I was still in town too, which meant it was my turn to interview the principals. I went to the video interview school first, met the principal, got a tour of the school, and talked to her for about a half hour. She was very friendly and the school was nice. Then I headed to the school I'd been at that morning and toured the school and chatted with that principal. I asked her all the questions I wanted to know, about technology and teacher freedom and data and creativity. She gave great answers and I was feeling convinced. Then I asked her, very specifically, "How driven by data are you? Will I be tied to a curriculum?" And she said magic words, words that made my mind up right then and there. She said, "Well, we have to use data, that's part of what comes down on us from the state and the district. But I believe that teaching is an art as much as it is a science, so as long as teachers get results I want them to be creative. I think students respond to that." I'm going to put that in big bold text now so you know how important it was to me.
"I believe that teaching is an art as much as it is a science, so as long as teachers get results I want them to be creative. I think students respond to that."
I have told bits of these stories in the past in this space, but they're important to make my wider point. When I started at my school I became friends with the other guy teacher in fifth grade, a kindred spirit of creativity. It wasn't long before we were talking about making stuff in the classroom and investigating these things called MakerSpaces what what would that be like, how cool would that be? We picked out a room being used for storage, built a wishlist and a plan, and went to her office to pitch her. We fully expected to be shot down. One does not simply walk into your principal's office and ask for five thousand dollars to do something brand new. But you gotta take the swing, right? She listened carefully, asked good questions, and then said yes. Yes! Told us to come to the PTC meeting coming up and pitch them because they'll love it and they'll give us money. Told us there was technology budget we could use. Hooked us up with an amazing parent who got hyper-involved and became the third arm of the team. Did everything we could have asked for and more, all without a shrug or an "I dunno..." or a question that this would be good for kids. The MakerSpace is still there, still being supported, she still believes in its power. If she didn't it would have been converted into something else long ago.
A few months later we went back to her. Since the MakerSpace is cool, how about this thing called a MakerFaire? Could we do that? It would be a lot of work but we could get one going by the end of the year. She said yes again! She found the money and time. She backed us up in front of the staff. The MakerFaire is still going strong. She's still involved, still helping us, still encouraging the teachers who might not be as enthused as we are.
This can do, yes let's do it attitude of hers has heavily influenced my own teaching. I am and always have been a jump first, ask permission later kind of human. This does not always sit well with administrators. I know plenty of principals who need the Why and Wherefore first. I know more who look at the schedule not as a playground to work within but as a sacrosanct text to be followed to the minute. I don't work well in those scenarios. My principal never pushed those things. She understands that sometimes reading runs long, especially if we get caught up in the story and are suddenly in the midst of building tree kangaroo traps. She knows that construction is math so even though we're not exactly on where we need to be, the kids are learning what they need to learn. She trusts that if she comes into my room and sees cardboard everywhere and the room looks like a giant mess, the kids are learning. Why should she trust that? Because I tell my students, "If Mrs Cook comes in here and the room looks like this she's going to wonder what on Earth we're learning. She's going to ask me what you're learning. Do you know what I'm going to tell her? Ask the kids!" She comes into my room while we're building and knows not to ask me what's going on. She asks them not what they're doing, but what they're learning. And they know, so she's cool with it.
Our deal has always been as long as my data doesn't slip, she trusts that what I'm doing works. My data doesn't slip. My kids love coming to school. My discipline is contained. We're good, and she believes that's what learning and teaching is.
Last year she suggested me for a construction pilot that ended with my kids building benches that now exist around my school. I didn't seek that out. She brought it to me. She trusted me with it. It paid off, we did amazing things. And we're going to do amazing things again this year with a fifth grade class led by my kindred spirit co-conspirator.
I went to her when I didn't understand a bunch of what she was talking about in a data meeting and said, "I don't understand what you were just talking about in this data meeting" and she took time after school to walk me through it. She didn't say, "Why don't you know this?" or "You ought to figure this out." She was a leader, appreciated me saying I didn't get it, and showed me the way. I've never worked for a principal I've been comfortable saying, "This stuff that you're talking about like we all get it? I'm drowning and don't get it at all" to. That's a crazy thing to say to your boss. Unless your boss is awesome. (I think I wrote about this after it happened but if I did the blog is buried among the however many are in the archives here. You dig, there's a lot of good stuff back there.)
We had this conversation about leadership.
I don't know if everyone knows how good we have it. I feel like teachers have a hard time seeing outside of our bubble sometimes and there's always something to pick at. Real problems need picking, of course, and no one is perfect. But the things we are able to do right now, the freedoms we are afforded, these are more precious and rare than I think some realize.
I'm incredibly nervous about having a new principal. I feel very safe and supported right now. I can do what I do because she trusts that it's right. We're going to have an interim principal for the remainder of the year and that will be whatever. I dunno. I'm sure it will be fine, but even if it's not it's only a few months. After that, what then? I acknowledge that this statement makes me sound like I think I'm a delicate special snowflake teacher, but my way of teaching is not normal and doesn't often read as normal. Especially if the administrator is a by the book type. We will rub each other the wrong way. What if the next person doesn't get it? Doesn't trust? I'm willing to be flexible, but I'm not willing to not teach how I think is best. I will be unable to fit into a "From right now to right now you're all to be teaching reading from the book" rigid schedule. The district is saying all the right things about what they're looking for in a principal for us, but the truth is no one will replace who I've been working with for five years.
A good principal makes all the difference. So does a bad one. All I want from a leader is trust and support. I've had that in spades and it has made me a better teacher. It has made our school a great place to work and to learn. What do I want in a new principal? Faith and trust. What do I really want? My principal to not leave.
If you like this post and the other posts on this blog you should know I've written three books about teaching- He's the Weird Teacher, THE Teaching Text (You're Welcome), and A Classroom Of One. I've also written one novel- The Unforgiving Road. You should check them out, I'm even better in long form. I'm also on the tweets @TheWeirdTeacher.
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Become a Volunteer Driver
Drivers are at the heart of our scheme and we are always looking for more!
We provided over 800 lifts in 2019 but we could have done more if we had more drivers.
Am I eligible to be a driver?
- a valid UK driving licence
- a car that has full tax, insurance and MOT
- a DBS certificate in the last 12 months OR provide 2 references.
We give all our drivers DBS checks anyway, although in certain situations we may proceed with some journeys before the DBS has come back.
Do drivers get paid?
What do I have to do as a driver?
We provide all our drivers with comprehensive information about the scheme in our Handbook.
You can download the handbook here.
Drivers will often collect a passenger form their door and accompany them to the car. Some of our passengers may need a small amount of assistance, or require plenty of time to walk to the vehicle as they may not be fully mobile.
We log all journeys on a booking system and we calculate the mileage for you, however, we do ask drivers to collect the fare in cash from the passenger and hand in the money to Frome Community Drivers.
How much time do I have to commit?
The brilliant thing is that you can do as much or as little as you want! Some of our drivers offer 1 or 2 lifts every few months. And some will do several journeys every week – the choice is entirely yours.
You will be able to put yourself forward for specific journeys or we may ask you to do one, but we would never assume you can make it.
Every little bit of help makes all the difference to our passengers.
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All you have to do is complete our online driver registration form.
If you don't have access to a computer you can contact us and request a paper form sent by email or you can collect one from the town hall. We prefer to save paper wherever possible so we will only issue a paper form on request.
We do use an online booking system to manage our journeys and it is really great if you have access to a computer, tablet or smartphone so you can easily manage your lifts.
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Call us to book a driver for a lift or delivery. Registered once before you book.
See our fares
See our fares and regulations, and download our Handbook.
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If they didn't exist, I'd be stuck here because I can't drive and the bus is no good for me as I can't walk far with a walking stick."
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Cali Alley, Grayson Street, Berkeley, CA, USA
Cali Alley is an artisan food counter providing individual & family meals for take out & delivery.
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Southern Express, (the soul food king) has arrived. Fresh Collard Greens, Mac & Cheese, Candied Yams, Black Eyed Peas, Hand Mashed Potatoes and so much
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Chef Beatrice (Beatrice Preston) is the owner/operator of Mise en Place Events & Catering (literally meaning "Everything in Place'). She is a native of San Francisco's Bayview Hunters Point where she learned early in her childhood the importance of making […]
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Cozy cafe located in Alameda. Just west of Crown Beach & Washington Park. Great café in the island of Alameda, with friendly baristas, good tasting coffee and pastry with a decent prices. Spritzers offer free Wi-Fi service and there's plenty […]
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African Diasporan foods
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Get ready for Black Friday
This Friday it's Black Friday again! And if you love chaos, but also cool items for a little less,
then Black Friday is something for you too. I'm not a big fan of shopping during sale,
because it can be so busy and messy in stores. And I always wonder, especially during Black
Friday if the deals are really that good. But that's something you have to keep in mind yourself
during sale shopping. Is it worth it? Anyways online shopping is a good solution if you want to
avoid all the craziness. You might want to prepare yourself if you have particular items in mind
that you want to buy. You're not the only one out there of course. Here are some tips.
It all starts with a budget. Honestly I'm not very good at this. I either forget to set a budget or I
forget I had a budget. But it's very important to think about how much you want to spend.
Payday is at the end of the month most of the time, so you still want to save some money for the
rest of the month. I'm pretty sure you thought of paying your bills already, but let me mention
it just to be sure.
Something I should do all the time when I go shopping, but I don't. I intend to buy stuff I don't
really need. I just don't like to come home empty handed when I've been strolling through the city
for hours. So when I can't find what I want, I just buy what I really like (and don't really need).
So it's very wise to make a list of what you need or really want. This way it's a little harder for
you to get distracted by all the goodies out there.
For all my Dutchies out there, check out Black Friday's website and prepare yourself. Here you'll
find all the brands that are participating Black Friday. What's easy is that you can choose different shopping categories,
such as women's fashion, interior design, electronics and more. It makes online shopping a whole lot easier.
I'm thinking of buying new boots for winter, so I'll be checking out women's fashion obviously. Just keep an eye out on
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Knowledge Base Exploration Awaits
You may be familiar with SmashFly's Support team and you may have sent them emails about issues you were having. But are you aware that by logging into the SmashFly Support Portal you can access an entire Knowledge Base of information?
Search through the Knowledge Base for information about the SmashFly platform, including documents, articles, and videos on many topics, such as: how to clear your cache and cookies, tips for working with talent forms, and how duplicate contacts are handled by the system, among other helpful resources.
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text: WML-3565 802.11g Wireless MIMO PC Card With MIMO technology enhanced, WML-3565 enables you to connect to wireless networks at farther distances than before. WML-3565 has three built-in antennas: two for signal reception and one for high power signal transmission. Not only the connection distance is enhanced, but also the "dead spots" in the network will be reduced. For WLAN security issues, WML-3565 supports 64/128-bit WEP / WPA and WPA2 data encryption that protect your wireless network from eavesdropping. In order to meet the multimedia data bandwidth requirement, IEEE 802.11e Quality of Service (QoS) (The Wi-Fi Alliance defined WMM as a profile of the IEEE 802.11e) extensions for 802.11 networks will help to define the priorities of the data traffics by the data categories to provide enhanced multimedia support. The WML-3565 supports the advanced technology for sure. WML-3565 supports higher data throughput than the IEEE 802.11g standard (up to 54Mbps). It supports specific ways to increase the data transfer rate at a time; compress the data and decrease the waiting time to send the next data to the Routers or APs. This feature is called Turbo Mode. When the card is connecting to the Routers or APs with the proprietary feature, the wireless network will be more effective. Product Application Infrastructure For some environments with limitations on running Ethernet cables around, simply install the WML-3565 on your desktop or laptop, and users thus can get connected to the wired Ethernet through a wireless access point to access the network resources within the coverage of wireless signals. The installation of multiple access points to enlarge the coverage of wireless signals and can ensure seamless network access for mobile users. Ad-Hoc Need connecting several desktop PC or notebooks wirelessly? Configuring all the wireless adapters to Ad-Hoc mode without wireless access point is the easiest and costly way to meet this demand. Key Features Works with both IEEE 802.11b and IEEE 802.11g products Farther coverage, less dead spaces and higher throughput with MIMO technology Supports Turbo Mode to enhance the data transfer speed within the specific wireless network (the connected AP must support Turbo mode as well) Supports WMM (WiFi Multi-Media) function to meet the multi-media data bandwidth requirement (the connected AP and the application must support WMM as well) Supports 64/128-bit WEP, WPA (TKIP with IEEE 802.1x), WPA2 (AES with IEEE 802.1x) functions for high level of security Supports CCX 2.0 (Cisco Compatible Extensions) for the radio monitoring and fast roaming Automatic fallback increases data security and reliability Supports the most popular operating system: Windows 98SE/Me/2000/XP and Server 2003 Supports 32-bit CardBus interface Product Model WML-3565 Interface Complaint with 32bit CardBus standard Standards Conformance Compliant with 802.11b / 802.11g Data Transfer Rate 11b: 1 / 2 / 5.5 / 11Mbps (auto sensing)11g: 6 / 9 / 12 / 18 / 24 / 36 / 48 / 54Mbps (auto sensing) Operating Mode Infrastructure Mode, Ad-Hoc Mode Security 64/128-bit WEP Data Encryption, WPA (TKIP with IEEE 802.1x), WPA2 (AES with IEEE 802.1x) RF Modulation 11g: OFDM with BPSK, QPSK, 16-QAM, 64QAM11b: BPSK, QPSK, CCK Media Access Protocol CSMA / CA Output Power 18dB +/- 2dBm LED Indicators ACT, LNK Operating systems Windows 98 / Me / 2000 / XP and Server 2003 Temperature Operating: 0 ~ 55 Degree CStorage: -20 ~ 70 Degree C Operating Humidity Operating: 10% to 90% Non-CondensingStorage: 5% to 95% Non-Condensing Dimensions 114 x 54 x 5 mm (L x W x H) Weight 40g Certifications FCC, CE


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Published: Friday December 1, 2017
This research Award was held yesterday at the Departmental Council of Bouches du Rhône under the chairmanship of Mrs. Véronique Miquelly, Delegate Departmental Advisor for Higher Education and Research.
MCO Congrès has contributed to the material and logistical organization of this Prize, which aims to encourage research and to honor the scientific community of the Department (natural sciences, human and social sciences, medicine, etc.).
Three Prizes were awarded: Grand Prix, Prix Jeune Chercheur and Prix Spécial du Jury.
The award ceremony was opened by Mrs Miquelly followed by the conference of Professor Eric Vivier, Coordinator of Marseille Immunopole, Director of the Immunology Center of Marseille-Luminy, Hospital Practitioner at the APHM, Professor of Immunology in Aix -Marseille University and co-founder of Innate Pharma. The topic of the talk was "the major advances that immunology brings to the personalized treatment of cancers".
Following Professor Vivier's talk, Mrs. Miquelly handed the "Prix Spécial du Jury" to Ms. Florence Boulc'h's team (Laboratory of Divided Materials, Interface, Reactivity, Electrochemistry (MADIREL), Aix-Marseille University). The "Prix Jeune Chercheur" was awarded to David Grojo, CNRS Research Scientist (Laser Laboratory, Plasmas and Photonic Processes, Aix-Marseille University). Finally, the Grand Prix was awarded to the Medical Genetics Department, Timone Children's Hospital, headed by Professor Nicolas Levy.
Our agency is very proud to have worked hand in hand with the Department of Bouches du Rhône to help promote the research presented during the 2nd edition of the "Prix Départemental pour la Recherche en Provence 2017".
A photo gallery featuring the highlights of the award ceremony is now online.
C'est avec un grande tristesse que nous apprenons le décès du Pr. Philippe HARDY, Chef de Service d'Orthopédie-Traumatologie de l'hôpital Ambroise-Paré et Raymond Poincaré, ce samedi 2 septembre.
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Right here's what I do when I obtain an e-mail from a web site that shuts out cash money application hack: I go into my "Conserved Places" folder and I open up the code of that internet site. I'll enter into information about this in a second, but for today, feel in one's bones this.
The codes within this folder will certainly enable you to browse around the web site with no issues. That implies you can easily use the codes to buy or take a poll, yet if you intend to receive the cash app hack, you need to locate the codes to begin with.
I was shocked to see that they had blocked it out when I was actually concerning to acquire a beer coming from a web site. I took the codes and promptly placed all of them in as well as attack the have a look at button. It took me to a various web page.
The next time I was actually believing concerning receiving the cash application hack, I merely appeared in that very same file. There was actually the code to carry out just what I needed to have. I had the ability to receive my "conserved place" account to unlock.
It is actually been actually a little while due to the fact that I used the codes, so I believed I 'd record them for potential recommendation. Here's what I carried out.
I'm listed below to present you how to uncover the money app hack. If you are actually like me, you adore to use your phone to spend for factors, yet there are some sites that simply don't participate in good along with the cash app hack. I took the codes as well as rapidly put them in as well as reach the checkout switch. The next time I was thinking concerning receiving the cash money application hack, I merely looked in that same folder. There was the code to do merely what I needed.


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Former Governors
February 18, 2003
Speaking before the Michigan Association of Broadcasters (MAB) at the Great Lakes Broadcasting Conference and Expo this morning, Governor Jennifer M. Granholm announced a new partnership between the association and her administration to promote early childhood reading.
"If we can find a way to read to every child for just one-half hour every day," Granholm said, "it would create a revolutionary change in our educational system and in our communities. The partnership we're announcing today will benefit the families of Michigan and our children by underscoring the critical importance of early childhood reading. I want to thank the Michigan Association of Broadcasters for their efforts in helping spread the word about Project Great Start."
The association and administration will team up to create and distribute public service announcements (PSAs) to radio and television stations around the state about Project Great Start. The project was announced by Granholm in her State of the State Address on February 5. In part, it encourages parents and adults to read to their children for 30 minutes each day.
MAB will promote Project Great Start as its 2003 Pro Bono project. The Association will encourage its member radio and television stations to air 3-4 PSAs each week in the coming year. In addition, the MAB will encourage its members to cover the issue of early childhood reading in their news and community affairs programs.
"Early childhood reading is not a 'cause,' it's an active way to make an impact on our future," Granholm said. "MAB's members recognize that their future viewers, listeners, station managers, on-air talent, and news writers are only babies today. I congratulate them for stepping up to the plate to change the future today."
Granholm also underscored the scientific evidence pointing to the value of early childhood reading.
"The research indicates that reading to infants and young children ensures great readers in kindergarten and first grade. If children fall behind in their reading in kindergarten, they become less and less motivated to read and learn."
As announced in her State of the State Address, Project Great Start will promote two initiatives – parent education and early childhood reading. Through a Children's Action Network within her administration, Granholm will ask departments of state government that impact children to work together to focus on early-childhood learning and parent education. She has also called on the state's Intermediate School Districts to change their core missions to focus on 0 - 5 education. Project Great Start will rely on public-private partnerships like the MAB partnership to succeed.


text: Add Spice to Your Life November 01, 2019 Any chef will tell you: food tastes better when properly seasoned. And when it comes to enjoying a healthy diet, herbs and spices can turn bland foods into flavorful masterpieces. For example, using dried herbs is a great way to cut down on salt. The trick to releasing their flavor is to rehydrate them, which means adding them at the beginning or about 20 minutes before you're done cooking your dish. You can substitute fresh for dried and vice versa in most recipes. When using fresh herbs, be sure to wait to add any delicate herbs—like parsley, cilantro, tarragon, chives, and basil—until the last minute so they won't lose their flavor and color. A good rule to know is that, generally, 1 tsp dried herbs equals 1 tbsp fresh. Share Share on Facebook Tweet Tweet on Twitter Pin it Pin on Pinterest


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Julia and Mick
There's nothing more romantic than being surrounded by books on your wedding day and the Southern Highlands book barn is becoming a firm favourite for that very reason. Julia and Mick held their magical wedding day in the Southern Highlands, choosing to create a day that was family orientated and filled with their own spirit. Their day was captured by Jonathan David
Julia wore a gown by Nelder Jones Couturier, who also made the bridesmaid dresses. Her veil was sewn by family, who also created a garter for the bride out of her grandmother's lace. They even decorated the church with beautiful flowers.
Julia and Mick married at St Francis Xavier Catholic Church, the ceremony performed by Mick's local priest.
Julia remembers, "My girlfriend Rosie Lockhart sung me down the aisle to an acoustic version of 'So Good to Me' by Chris Malinchak. It was divine."
Julia remembers, "It was a family orientated day and a special time where we remembered some beautiful people that couldn't be there to celebrate with us. We had lots of friends and family members contribute which helped to create the heartfelt and unique event. Jono's terrific photography captured the wonderful venue and the beautiful styling within that amazing space: the tables, the cake, the flower arrangements, the dancing, the laughter, the toasts and then sharing of the food. We are absolutely stoked with the photos and feel that they represent our wedding day truthfully and with style. "
Of their photographer, Julia notes, "Jonathan David was amazing. He has a terrific ability to make people feel comfortable and at ease – which we felt was a really important factor. The boys (who usually don't like having their pictures taken) commented on his kind and genuine nature. He continuously reminded us that it was our day and 100% delivered on our dream photos."
Julia and Mick held their reception at Bendooley Estate- Berkelouw Book Barn, with catering by Pearl Catering. They tell, "The Berkelouw Book Barn is located on the property and is the perfect venue if you are looking for a rural setting. The barn itself has been recently renovated and offers a spacious, understated and tasteful setting perfect for a wedding in any season. Pearl Catering was outstanding, the staff were friendly and the atmosphere warm. We were lucky to be able to invite our guests down to the lake for drinks and canapés for a few hours before retreating to the book barn for dancing, dinner and more champagne."
Julia notes, "For Mick, he was proud to have his two older brothers by his side as groomsmen and for me, it was special to have my brother and sister MC the day. It was especially touching to have my sister, who has Down syndrome, take complete command of proceedings, while my brother, an accomplished MC (for corporate and social events) was totally upstaged. The wedding will be remembered because of Jacqui's vibrant and engaging nature and her ability to make people cry with laughter at the drop of a hat."
The cake was a special treat, Julia noting, "My two good girlfriends made a delicious white chocolate ganache cake which was devoured during dessert!"
Julia remembers, "I am an artist – so as a little special surprise I sent all the guests an ink dove sketch along with their invitations. I also twined a gorgeous speckled feather on to each name tag which complimented the venue's rustic and earthy vibe. Then to tie the feather in – I had thank you cards made with my midnight blue wash-ink feather design on the front. The wedding came together seamlessly because I had so many gorgeous friends and family members adding their unique touch."
The bridal table was highlighted with a ceiling installation, Julia remarking "Some extremely clever girlfriends (Dusty Miller Styling and Wildeslane) did the flowers at the venue, the bouquets and created the most amazing flower installation above the bridal table."
The first dance was a classic, Julia remembering, "Bruce Springsteen is an old fav' of ours – so we rocked out to 'Dancing in the Dark'. We saw him live last year in Sydney and were excited to have our 1st dance to an up-beat classic! The bridal party ran onto the dance floor about half way through the song and then the rest of our guests followed."
The White Tree captured a movie of the day, with the beautiful landscape and heartfelt moments.
Congratulations on your wedding day Julia and Mick! Thank you for sharing your day with us! Thank you also to Jonathan David for sharing the story and photographs today!
This post features the following wedding vendors. If you've been featured below, we'd love to get to know you. Click here to join Polka Dot Bride.
- Photographer
- Jonathan David
- website
- Cinematographer
- The White Tree
- website
- Styling
- Wildeslane
- website
- Styling
- Dusty Miller Styling
- website
- Bride's Dress
- Nelder Jones
- website
- Bride's Shoes
- Tony Bianco
- website
- Bride's Jewellery
- Family Heirloom
- Bridesmaid Dresses
- Nelder Jones
- website
- Bridesmaid Shoes
- Tony Bianco
- website
- Bridesmaid Accessories
- Bespoke
- Hairstylist
- Gibraltar Hotel Bowral
- website
- Makeup Artist
- Lizzie Williams
- Flowers & Decor
- Wildeslane
- website
- Flowers & Decor
- Dusty Miller Styling
- website
- Invitations & Stationery
- Devereux Designs
- website
- Ceremony Venue
- St Francis Xavier Catholic Church
- Ceremony Officiant
- Father Bernie (Mick's local Priest)
- Reception Venue
- Bendooley Estate
- website
- Musicians
- Rosie Lockhart
- Musicians
- Julia's mum and brother
- Favors
- Carol Good, Georgie Hutchinson, Anna Farley, Sue Roche, Bridesmaids + family
- Catering
- Pearl Catering
- website
- Wedding Cake
- Britt Hume and Jenna Escott
- Engagement Ring
- Geogem
- Wedding Ring
- Hogans Family Jewellers
- website
- Transport
- Crispy white four-wheel drives owned by beautiful friends
- Wedding Registry
- The Gift Collective
- website


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Food Security
Search results
Displaying 1 - 10 of 4
Czech Environment Ministry Launches Drought Program
14 Jul 2016- 10:16 by OOSKAnews Correspondent PRAGUE, Czech Republic The Czech Environment Ministry this week officially launched a program to address drought, with Environment Minister Richard Brabec pledging $12.3 million USD worth of subsidies to help ...
OOSKAnews Corre... - 07/14/2016 - 10:16
Most of Czech Republic Threatened by Drought
10 May 2016- 10:34 by OOSKAnews Correspondent PRAGUE, Czech Republic Most of the territory of the Czech Republic is threatened by low or moderate levels of drought, with surface and groundwater levels dropping to blow average levels this month. There is c ...
OOSKAnews Corre... - 05/10/2016 - 10:34
Global Damming Will Affect 93 Percent of All River Volume by 2030: Study
9 Jan 2015- 10:44 by OOSKAnews Correspondent MONTREAL, QC, Canada Some 48 percent of global river volume is moderately or severely impacted by either flow regulation, fragmentation, or both, and this will nearly double to 93 percent by 2030 if all planned ...
OOSKAnews Corre... - 01/14/2015 - 11:22
Floods Disrupt Water Services in Romania, Serbia
22 Sep 2014- 10:00 by OOSKAnews Correspondent BUCHAREST, Romania Floods last week disrupted water supply to residents in southwestern Romania's Mehedinti, Timis and Caras Severin counties, as well as in neighboring Serbia and Croatia. At least one person ...
OOSKAnews Corre... - 09/22/2014 - 10:00


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|February 18, 2010
Cadillac Ventures Obtains Gold and Base Metals Values from Samples on Several Properties in Spain
|Toronto, February 18, 2010 - Cadillac Ventures Inc. (TSXV-CDC) ('Cadillac' or the 'Company') is pleased to present results from a November 2009 surface sampling campaign undertaken over properties and permits which form part of the MATSA Joint Venture in Spain. The sampling program focused on polymetallic massive sulphide mineralization, gold bearing gossans, and waste dumps from historical mining activities.
The results are:
Polymetallic Surface Sampling Results
Gold Surface Sampling Results
Samples were obtained from the following properties, which are in the noted stages of permitting;
Buitrera Investigation Permit - This permit was granted on February the 10th, 2010 for 3 years with prorogations to 9 years. The license covers the San Platon massive sulphide occurrence which was mined for copper between 1906 and 1934. Polymetallic mineralization is visible in the open pit onsite and in the waste dumps remaining from historical activities. Five grab samples were taken from the property, 2 from the historical open pit and two from the waste dump, these were tested for polymetallics, and one sample was taken from a gossan zone on the property and tested for gold.
El Soldado Investigation Permit - This permit was obtained from a public bid and is awaiting the completion of the administrative process for final granting. This ground encompasses the El Soldado massive sulphide occurrence that was mined for copper between 1907 and 1940 by both open pit and underground methods. Zinc massive sulphide mineralization is visible in the historical open pit area. Two grab samples were taken from this area and tested for polymetallics, one additional grab sample was taken from the gossan dumps and tested for gold.
Cuchillares Mining Concession Group - this Mining Concession is granted and encompasses the Chaparrita massive sulphide occurrence which was mined for copper intermittently between 1855 and 1909 with polymetallic massive sulphide mineralization still visible in the historical open pit. An update on the ongoing exploration program at Chaparrita can be found in the press release of February 10, 2010. In the sampling program three grab samples were taken from the historical pit and tested for polymetallics, two grab samples were taken from the gossan and tested for gold.
Esperanza Investigation Permit - This permit was obtained in a public bid and is awaiting the completion of the administrative process for final granting. The permit encompasses the three historical mining operations. The San Miguel prospect consists of massive sulphides that were mined for copper and gossans that were mined for gold between 1860 and 1970. One grab sample was taken from the gossan and assayed for gold. The Esperanza prospect was an underground copper mine between 1906 and 1931, one grab sample was obtained from the gossan and one from the waste dumps, and both were assayed for gold. Lastly the Angostura prospect was historically mined for copper by both open pit and underground methods, one grab sample was obtained from the gossan dumps and assayed for gold.
San Casiano Investigation Permit - This permit was obtained from a public bid and is awaiting the completion of the administrative process for final granting. This property has indications of copper and nickel mineralization that was investigated by one shaft in 1913, two grab samples were taken from the waste dump onsite and tested for polymetallics.
The samples were selected by hand, bagged and tagged onsite from the locations described in the above table, by either Jose Malave Euro Geol or Brian Newton P.Geo, both of whom are Qualified Persons as defined by National instrument 43-101. The samples were random grab samples of mineralized material in each location. On average the samples were approximately 2.5 kilograms. The samples were then personally delivered to the ALS Chemex preparation laboratory in Seville, Spain where they were prepped and couriered by ALS Chemex to their Vancouver laboratory facility for processing. ALS Chemex is an independent accredited laboratory facility with accredited preparation labs in several countries. The processing method used was Atomic Absorption Spectrometry for the massive sulphide samples, the gossan or gossan dump samples were tested only for gold using fire assays.
The results obtained with this small indicative sampling program, provides the basis for management to design an advanced level of exploration activity on these properties. The process of obtaining land for exploration in Spain is a long one, and there are several administrative stages in the process. Several of the permit areas in the joint venture are still awaiting the administrative completion of the granting process which should take no longer than six months. The next stage of exploration will commence once the permits are fully awarded, and within the context of Cadillac's other exploration plans on the joint venture properties.
Mike Newbury, P.Eng is the independent Qualified Person who has reviewed the technical information in this news release on behalf of the Company.
For further details regarding the MATSA Joint Venture please refer to www.cadillacventures.com.
For more information regarding Cadillac, please visit Cadillac's website at www.cadillacventures.com, or call Norman Brewster, President and Chief Executive Officer, at (416) 203-7722.
Forward Looking Statements
This news release may contain certain forward-looking statements under applicable securities laws. All statements, other than statements of historical fact, are forward looking. Forward-looking statements are frequently identified by such words as 'may', 'will', 'plan', 'expect', 'believe', 'anticipate', 'estimate', 'intend' and similar words referring to future events and results. Forward-looking statements are based on the current opinions and expectations of management. All forward-looking information is inherently uncertain and subject to a variety of assumptions, risks and uncertainties, including the speculative nature of mineral exploration and development, fluctuating commodity prices, the risks of obtaining necessary licenses and permits and the availability of financing, as described in more detail in the Company's securities filings available at www.sedar.com. Actual events or results may differ materially from those projected in the forward-looking statements and the reader is cautioned against placing undue reliance thereon. Cadillac assumes no obligation to revise or update these forward-looking statements except as required by law. All dollar amounts are in Canadian dollars unless otherwise noted.
View News Release in PDF Format:


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Saturday, July 7th, 2018
WHERE: Greater Governor Mifflin Community Days at the Governor Mifflin Middle School, Route 222 Shillington, PA.
WHEN: Saturday, July 7th starting at 9:15am, ¾ Mile fun run will begin around 10am, after the race.
DAY of REGISTRATION: 7:30am – 9am; Online Registration at www.AlphaAndOmegaSports.com
ENTRY: Pre-registration fee is $23 and includes a tech race shirt if received by July 3rd. Post and same day registration is $23 but does not include a shirt. **There is no cost for the fun run.
AWARDS: Awards to overall male and female. First three in each age group, based on pre-registration: 14 and under, 15-19, 20-29, 30-39, 40-49, 50-59, 60-69 men. The following two groups based on pre-registration: 60+ women, 70+ men.
AMENITIES: There will be water at one point on the course, plus drinks and food at the finish.
DIRECTIONS: From Lancaster, follow 222 North to Shillington. From Philadelphia, follow 422 West to 222 South, then follow to Shillington. From Allentown, follow 222 South to Shillington. Race is at the Governor Mifflin Middle School.
If you have any questions, please call Alpha & Omega Sports at 610-906-4996. Results will be posted at: AlphaAndOmegaSports.com
Click to reach the official site
Information about the event is available in : English


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Product Description
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Rating is 4kVA for 20 minutes or 2kVA continuous.
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September 8, 2020Joseph Stanton and Michelle Tanzer Named Florida Trailblazers by the Daily Business Review
May 20, 2020
In two separate announcements, the Federal Housing Finance Agency (FHFA) and the U.S. Department of Housing and Urban Development (HUD) both unveiled plans requiring servicers to provide additional options to consumers in the wake of COVID-19. On May 13, 2020, the FHFA announced that servicers of Fannie Mae and Freddie Mac consumer loans must provide additional options for consumers to repay the up-to twelve-month forbearances already made available to soften the blow of COVID-19. Fannie Mae's announcement and Freddie Mac's Bulletin 2020-15 state that servicers of consumer mortgage loans guaranteed by these entities will be required to offer consumers granted coronavirus-related forbearances the opportunity to defer these payments. According to the guidance, the payments may be deferred until the borrower sells the property, refinances the mortgage, or the mortgage matures. Most notably, these deferred payments cannot accrue any additional interest or late fees.
The day after FHFA's guidance was issued, HUD announced that the previously-enacted moratorium on foreclosures and evictions for FHA-insured Title II Single Family forward and Home Equity Conversion (reverse) mortgages will be extended. As discussed in a previous post, HUD's Mortgagee Letter 2020-04 initially announced a moratorium on foreclosures and evictions that would extend for sixty days from March 18, 2020. Mortgagee Letter 2020-13 has extended this moratorium until at least June 30, 2020.
While this article is not intended to provide legal advice, the authors are available for retention to assist with an in-depth analysis regarding compliance with this new and evolving guidance.
These materials have been prepared for informational purposes only and are not legal advice. This information is not intended to create, and receipt of it does not constitute, an attorney-client relationship. Internet subscribers and online readers should not act upon this information without seeking professional counsel.