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Who caters events at the Capitol?
You may hire your own caterer for your event. The Capitol does not have its own catering service, nor do we provide recommended caterers. There are many local catering companies with experience working at the Capitol.
Can I rent tables and chairs from Visitor Services?
Visitor Services can provide the following for use at your event:
Except for the round tables, there is no per item rental charge for these items. We only assess a fee for the staff time required to set-up and remove tables and chairs.
Does Visitor Services provide table linens, chair covers, or other event supplies?
We do not provide any rental items beyond tables, chairs, and podiums. Local caterers or event rental companies can provide these items. When shopping for chair covers, please measure our chairs prior to purchase/rental to ensure they will fit.
Is there somewhere that the bride and/or groom may prepare prior to the ceremony?
There is limited space for participants to prepare for the ceremony inside the Legislative Building. During private events, the participants typically use the public restrooms for this purpose. Depending on availability, there are two meeting rooms on the first floor which may also be reserved for this purpose.
Are there special rules for the Capitol Campus that I should know about?
Because the Legislative Building and grounds are public, historic spaces, certain special rules must be followed. Capitol campus rules include but are not limited to the following:
Read more about Capitol Campus requirements in our Campus Use Agreement.
Where will my attendees park?
If your event is after hours or on a weekend or holiday, your guests can park adjacent to the Legislative Building. For events during regular business hours or when the Legislature is in session, guests will need to park in visitor parking spaces. For information on visitor parking on the Capitol Campus, visit our Parking & Shuttle Service webpage.


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Transnational Law
Transnational Law
The subject to which these chapters are addressed is the law applicable to the complex interrelated world community which may be described as beginning with the individual and reaching on up to the so-called "family of nations" or "society of states." Human society in its development since the end of the feudal period has placed special emphasis on the national state, and we have not yet reached the stage of a world state. These facts must be taken into account, but the state, in whatever form, is not the only group with which we are concerned. The problems to be examined are in large part those which are usually called international, and the law to be examined consists of the rules applicable to these problems. But the term "international" is misleading since it suggests that one is concerned only with the relations of one nation (or state) to other nations (or states).
Part of the difficulty in analyzing the problems of the world community and the law regulating them is the lack of an appropriate word or term for the rules we are discussing. Just as the word "international" is inadequate to describe the problem, so the term "international law" will not do. Georges Scelle seeks to meet the difficulty by using the term droit des gens, "not taken exclusively in its Latin etymology, which still implies the notion of a collectivity, but . . .

subset: commoncrawl


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Chocolate Star Cookies are delicious peanut butter cookies that are soft and chewy on the inside with a little crisp on the outside. They are topped with a milk chocolate star that gets melty and gooey in the oven.
You can dunk these peanut butter cookies in milk or eat them as is. They are a great sweet treat or dessert!
Chocolate Star
Do not go to the baking aisle trying to find the chocolate stars with the chocolate chips. You will find them over in the candy aisle of your grocery store. Somewhere near the chocolate covered peanuts and gummy worms!
How to Make Chocolate Star Cookies
Start by preheating your oven to 350 degrees.
In a stand mixer with a paddle attachment or with a hand mixer, cream 1 stick of softened butter, 1/2 cup creamy peanut butter, 1/2 cup white sugar, 1/2 cup brown sugar together until it is fluffy and combined.
Add in 1 egg and 1 teaspoon of vanilla and continue to mix for another 30 seconds.
In a separate bowl sift together 1 3/4 cups all purpose flour, 1/2 teaspoon of salt, and 1 teaspoon baking soda.
Add the flour mixture to the creamed butter mixture, a little at a time, until it is completely combined. NOTE: make sure to not over mix the dough at this point or you will have tough little hockey puck cookies.
Place about 1/3 cup white sugar in a small bowl.
Roll the cookie dough into small balls, a little smaller than a golf ball (it will be a heaping tablespoon of dough). Roll the dough in the sugar and then place on a parchment paper or silpat lined baking sheet.
Bake for 10 minutes. Pull the cookies out of the oven and lightly press a chocolate star into the center of each cookie. Place back in the oven for 2 1/2 minutes.
Let the peanut butter chocolate star cookies cool and it's time for a cookie treat!!
Storing Cookies
If you don't eat all 24 cookies in one sitting, then you will need to store the cookies. You will need an airtight container with a lid. You can leave the cookies in the airtight container, at room temperature, for up to 5 days.
Storage tip: To help the cookies not dry out you can put a small, very lightly moistened paper towel in the corner of the container.
More Delicious Dessert Recipes
If you need to make desserts or sweet treats for a crowd, here are a couple more that other Mom's Dinner readers love:
Recipe for Chocolate Star Cookies
Chocolate Star Cookies
- 1/2 cup butter, softened
- 1/2 cup creamy peanut butter
- 1/2 cup white sugar
- 1/2 cup brown sugar
- 1 egg
- 1 tsp vanilla
- 1 3/4 cups all purpose flour
- 1/2 tsp salt
- 1 tsp baking soda
- 24 milk chocolate stars can be found in the candy aisle at your grocery store.
- 1/3 cup white sugar for rolling the cookie dough
- Preheat oven to 350°
- In a stand mixer with the paddle attachment or white a hand mixer, cream the butter, peanut butter, white sugar, and brown sugar, until they are fluffy and completely combined.
- Mix in the egg and vanilla extract.
- In a separate bowl sift together the flour, salt, and baking soda.
- Add the flour mixture the the butter mixture a little at a time until it is fully combined. NOTE: do not over mix at this point, or you will have tough cookies!
- Roll the dough into balls a little smaller than the size of a golf ball, it will be 1 heaping tablespoon of dough per cookie. Roll the dough balls in the sugar.Place on a parchment or silpat lined baking sheet.
- Bake for 10 minutes. Remove from the oven and lightly press 1 star in the middle of each cookie. Place back in the oven for an additional 2 1/2 minutes. (NOTE: You may have to bake the cookies in 2 or 3 batches.)
- Cool the cookies on a cooling rack and then serve!


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Kate the Great
Kate the Great
Fans of Wimpy Kid and Dork Diaries will love this illustrated series by the New York Times bestselling author of All I Need to Know I Learned from My Cat. Meet Kate Geller, a sassy flute-playing artist, who comes up with an original way to redefine friendship. Kate's older sister is way too perfect. Her younger sister is way too cute. And her mom wants her to be pals with her frenemy, Nora. Her art teacher, Mrs. Petty, is way too uncreative, and how can Kate pay attention at Junior Guides when her pod leader has a sweat stain the size of the town beach? Now she has to get through her Christopher Columbus role during Discovery Day and her "Colonial Buddies" report, but little does she know how much "help" she'll be getting from Eleanor Roosevelt and Albert Einstein. This humorous debut novel features more than 350 illustrations.Praise for Kate the Great:"She's funny. Quirky. Original. Kate's the greatest." -Lincoln Peirce, author of Big Nate"May Kate continue to be this great." –The Horn Book"Becker's first illustrated novel falls neatly in line with many others of its ilk, series such as Big Nate and Diary of a Wimpy Kid…" –Booklist"Becker does an excellent job of channeling the behind-adults'-backs humor and friendship frustrations of the middle-school crowd…" –Publishers Weekly"Debut novelist Becker employs doodles, cartoons, and comic strips reminiscent of Jeff Kinney's Diary of a Wimpy Kid and Lincoln Peirce's Big Nate." –School Library Journal
Book Details
- Fiction
- For Reluctant Readers
- Juvenile Fiction
Age Level:
- 8 - 12


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1. Francis Hanshaw (c1802-1870) m Mary Ann Obrion Simmons (c1801-?) 2.. John Jackson Hanshaw (1832-1913) m Mary Druzilla Arthurs (1850-1936) 3... Van Jetes Hanshaw (1890-1978) m Rhoda Rogers (1891-1969) 4.... Clyde N. Hanshaw (1923-2003) +Drema L. Hart (1932-) 5..... Robert C. Hanshaw (1952-) 1,2 5..... Curtis W. Hanshaw (1957-) 1 5..... Robin L. Hanshaw (1958-) 1,2
|Clyde N. Hanshaw [ID 09900]
|Click here to switch to Ancestror Tree view:
Born Nov 23 1923, Clay County, West Virginia.1,2,3,4,5
He married Drema L. Hart, 1951.1,2 Drema was born 1932.2
In 1996-2003 Clyde was living in Akron, Summit County, Ohio.5,6
Clyde N. Hanshaw died Sep 13 2003.5
Social Security information for Clyde N. Hanshaw: 236-24-7497
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DAILY PLANET STAR REPORTER LOIS LANE WINS PULITZER PRIZE, was an article published in a special edition of the Daily Planet in 2006, to promote Superman Returns.
The Daily Planet's editorial staff is tremendously proud of star reporter Lois Lane on the eve of winning her Pulitzer Prize. Lane, who made her name breaking hundred of stories about the Man of Steel, distinguished herself with a powerful editorial entitled, "Why the World Doesn't Need Superman," published in the midst of Superman's five-year absence.
"I'm humbled by the award but will have to write something even better now that he's come back," Lane sad.
Lane will accept her award at an upcoming ceremony.
|v - e - d


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You're a candidate.
Get started with a no-strings-attached 30-minute scan at one of our Candid Studios™
What happens at a Candid Studio™?
A Candid Studio is a brick-and-mortar space that makes it simple to get custom clear aligners delivered to your door.
During your 30-minute consultation, a care specialist will use an optical scanner to generate a 3D model of your teeth. An orthodontist in our network will use that model to design your aligners.


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Mullins Grove occupies a prime West Coast location in the very prestigious and sought after Mullins area. The development offers a mix of 1, 2 and 3 bed apartments opposite the prestigious Mullins Beach with luxury finishes throughout.
The apartments, priced from $498,000 to $858,000 represent fantastic value for money and will provide an excellent rental return upon completion.
Construction is scheduled to begin in April 2015, with a Boutique Luxury Residence opening in Mid 2016.
All prices quoted in Barbados Dollars.
- Phone Number: 1 (246) 230-1623


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Session 05 (DnD4e 16) – The party continue to clense the Horned Hold looking for slaves and another one finally falls. Also there is a guest Splug!
Podcast: Play in new window | Download (Duration: 3:29:51 — 96.1MB)
Subscribe: Apple Podcasts | Android | Google Podcasts | Spotify | RSS


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Brass-Knuckle Crusade: The Great Know-Nothing Conspiracy, 1820-1860
Brass-Knuckle Crusade: The Great Know-Nothing Conspiracy, 1820-1860
BIG BILL POOLE, "Bill the Butcher," lay dying on New York's Christopher Street, a bullet through his heart and a bullet through his guts, but his hulk of a carcass, two hundred pounds plus, and his mad fightingness wouldn't let him die. A week, two weeks went by. At his bedside heavyweight champ Tom Hyer and other ham-fisted cronies, downing whisky and blubbering, relayed news of Bill's condition to the crowd of anxious toughs outside in the raw March weather of 1855.
For years the Butcher had been the mightiest slugger of the Bowery and Atlantic Guard thugs; then he had formed his own West Side gang. No one among the rival Five Point bruisers from Paradise Square -- the Dead Rabbits or other lawless outfits -- could match him. He could drive a butcher knife through an inch-thick pine plank from twenty feet and he was quick on the draw. In close-up fights, he gouged out eyes and bit off noses and ears, and the slash of his hobnailed boots into the groin was death agony. No more puissant bully ever came out of lower New York City's limbo of sewer slums, beer gardens, saloons, rat-and-dog arenas, music halls, cancan shows, whorehouses, sailor crimp joints, and gambling dives.
Above all, Butcher Bill was "a true-blooded Amer-


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A Normal Child evokes the 'awkwardness, contradiction and messy humanity' around artistic representation, says Robert Reid
A Normal Child, presented at the Speakeasy at Northcote Town Hall by Slapstick Disability Plan and Ridiculusmus, is a devised work that interrogates the politics of performing disability. There are good ideas and good intentions here, but that's as far as it goes.
It begins at the end, the opening night, and works backwards through the disastrous story of the development of the work we're watching. It's a kind of "the play goes wrong" genre that's been popular lately, but here it's used to deconstruct how the contemporary stage deals with the representation of othered experience, particularly the experience of disability, asking who should be able to play the "others".
It's clever, it's funny, and it asks difficult questions that it deliberately has no answers for. A group of variously disabled performers, aided by a couple of able-bodied directors and a seconded acting student from the VCA (Jonathon Haynes), attempt to put together a show about disability. They are facilitated first by David Woods from the highly regarded UK theatre company Ridiculusmus (played by himself) and, after he steps down, they are paired with a famous international director (Brian Lipson), who bullies and dominates the actors until they no longer will work with him.
Each scene, from the "launch" of the project – introduced by one of the Speakeasy producers, Sarah (Kerith Manderson-Galvin) – back to the first workshops, opens up discussions of the ethical questions around acting and representation. There are some amusing characterisations; Lipson as the French Director, Michele, is understated and very funny, but in a work that questions who can play what, having two fictional characters played by abled actors, among a cast of performers "performing" as themselves, makes for some confusing extra dramaturgy.
It's delivered in a postdramatic presentational style, talking directly to the audience. It's descriptive and confessional, inverting the old "show don't tell" expectations of theatre. Does this aesthetic make the work anymore watchable or the message any clearer? I'm not sure. Does it open the discussions to deeper reflection, or is it an artifice to make talking about a difficult thing more palatable? Is a bumbling, well-meaning postdramatic self-referential comedy about theatre makers making theatre really a useful intervention into this? Is it a kind of stylistically updated Cosi for our woke times?
I don't know. I don't feel changed or challenged; perhaps mildly confronted by some of the language. The most affecting moments of the play for me were the scenes played out early on in a simple dramatic style. The mother (Eva Siffs) and father (Haynes) deciding the future of their disabled child in the office of the doctor (Trevor Dunn) felt brutal and true. For all the clever stagey gimmicks employed to explore this issue, for me a simple, honest scene well-acted is more effective than all the knowing winks and nods.
Props are evocative, functional and scattered around the stage in a casually Brechtian mess. A black curtain is pulled down early to reveal chairs with bags and other stuff behind the performers, a rehearsal space in progress. Of course, moving backwards through the process, the curtain comes down and the space flips around – we audience in the seats are watching from the chairs that those chairs at the back are now playing.
In its fractured postdramatic staging of a particular conundrum, the work reminds me of Alice Birch's Revolt She Said. Revolt Again, which was staged at the Mathouse in 2017. It doesn't dramatise the problem, it doesn't analyse the problem in depth: rather it evokes the spirit of the problem, conjuring its awkwardness, contradiction and messy humanity. It also reminds me of a couple of other recent mainstage performance making projects that haemorrhaged creatives through the process and almost never made it to stage which feels like a not so subtle jab at the contemporary theatre industry and its anxiety over its own wokeness.
Tongue-tied and impossible to get started, or bullying and impossible to work with. Are these the only two ways? Facilitator David or director Michele? Even David bullies his cast, intentionally luring an able bodied actor into portraying one of the disabled cast to prove a poorly articulated point about representation and accountability. An able bodied actor can't portray an actor with a disability, David tells the cast, but a disabled actor can play an able bodied actor. This is using satire and mimicry to punch up socially, instead of punching down.
But isn't that acting, asks one of the cast (Betty Bobbit)? Does it mean an actor who has never had children can't play a mother because they have no lived experience of motherhood? No real answer to this is forthcoming. At the moment there isn't really an answer; society hasn't resolved this particular problem and it's a big ask to demand a solution from an independent theatre project. The conclusion they eventually draw is that it's not easy. Maybe in the future it'll be okay again, for anybody to play anybody, but for now – as with so many other contemporary social contracts – a trust feels like it has been betrayed and it will take time for hurt feelings to mend.
The pudding here, sadly, feels a little over egged. The layers of self-referentiality are thick and the irony is layered on equally heavily. I feel like a series of postdramatic walls have been built around this work that serve only to insulate its makers, and probably its audience, from the rawness of these subjects.
While they're handled with good humour and good will, I'm still conflicted. And perhaps this is a good thing, as it ends with a call for real reflection rather than knee jerk displays of approval – "not clapping, thinking".
A Normal Child, presented by Ridiculusmus and Slapstick Disability Plan at the Darebin Speakeasy. Co-Created by David Woods, Jonathan Haynes, Jess Kapuscinski-Evans, Trevor Dunn, Eva Sifis, Betty Bobbitt and Jax Jacki Brown. Facilitated by David Woods and Jonathan Haynes. Dramaturgy by Anton Rivette. Sound Design by Marco Cher-Gibard. Lighting Design by Richard Vabre. Set and Costume Design by Matilda Woodroofe. Performed by Anton Rivette, Kerith Manderson-Galvin, Brian Lipson, David Woods, Jonathan Haynes, Jess Kapuscinski-Evans, Trevor Dunn, Eva Sifis, and Betty Bobbitt. Northcote Town Hall. Closed.


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Portugal dating meet partner site updating cached messages outlook 2016
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Restorative Justice Training: 101 & 102
Dates: Pending
Bright Side Opportunities Center, 515 Hershey Ave, Lancaster, PA 17603
RJ 101: 8:30 AM-Noon
Learn and experience restorative justice practices
Educators, social workers, lawyers, volunteers and others who work with youth and adults will be learn basic principles and practices of restorative justice in this experiential two-part training.Take RJ101 in the morning to get the principles. Add RJ102 in the afternoon to sample a restorative justice experience. Each 3.5-hr session features presentation, interactive discussion, handouts, testimony and question-answer with Advoz trainers.
Contact email@example.com or call (717) 397-2404 if you are interested.
Basic Mediation Training – Summer 2020
June 11th, 12th, and 13th 9 am – 5 pm Eastern Mennonite University – 1846 Charter Lane, Lancaster, PA 17601
Trainees will be introduced to the mediation process and its benefits in both their personal and professional lives. Communication and conflict resolution skills will be taught throughout the course and role play tactics will be used to help practice trainees' newfound skills. Those who are interested in further training and mentoring can do so through Advoz afterward.
Hours are from 9 a.m.-5 p.m. on June 11th, 12th, and 13th, Thursday through Saturday.
Sign up before Thursday, May 5th for the Early Bird Special.
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Restorative Justice Victim-Offender Conferencing Training – Fall 2019
Four Weekdays and Two Saturdays
6 – 9 pm weekdays and 9 am – 5 pm Saturdays
Bolger Conference Center at Millersville University
30 James Street, Millersville, PA 17551
- Victim-offender conferencing process
- Court and probation systems
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- Ethics
- Communications tools
Registration Pending
COMING SOON: Intermediate Mediation Training
One Day Training Format When: 9:30 am – 4:30 pm Where: TBA
If you've had basic mediation training, this one-day workshop is the next step to sharpen your skills to resolve conflict as a third-party. Intermediate Mediation Training uses interactive exercises and discussions to lead basic mediators though examining the following topics: dealing with intense emotions, the use of silence, the role of support parties in mediation, power imbalances and a more detailed look into agreements to mediate and the problem-solving stage of the mediation process. In addition, each participant will have the opportunity to mediate one conflict (with outside role players) and receive feedback from a "coach."
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Interested in a future course? Contact us to let us know your interest.


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World Crunk
Disclaimer: The following nonsense was written by an complete idiot, namely, me. If you're offended by the saltiest of language, empty threats, ironic xenophobia, third-grade innuendo, brilliant prose or hilarious poop jokes, this blog isn't the place for you. To check out older posts about the World Cup, visit the original version of my blog here.
If (god forbid) you're not a huge fan of soccer, here's an easy way to get more into the game:
The World Cup is a great excuse to get Dr. Unk. Drinking and soccer go together like, well, drinking and anything. It's a phenomenon Stuff White People Like lampoons pretty effectively, but frankly, just because something is a bit of a stereotype doesn't mean you should shy away from it. To wit, I would never expect an African American to not eat fried chicken--that shit is DELICIOUS.
In my opinion, beer should be the drink of choice when watching soccer. You may opt for liquor or wine (which pretty much makes you a communist), but that's your four weddings and a funeral.
My mother is not the biggest fan of alcohol, so it is in her honor that I remind everyone to be responsible, be of age and have a safe driver if you're going to get schwasted. With that advice firmly in mind, I present to you the funnest, most educationalest way to enjoy soccer:
2) Drink once for every bald player on the pitch during the national anthems.
3) Drink twice for each overweight referee.
4) Chug your whole drink if you've been to either of the countries playing.
First Half Action:
2) Drink four times for every goal.
3) Drink once for fancy dribbling.
4) Drink once for ridiculous hair.
5) Drink twice for a yellow card.
6) Chug half your drink for a red card.
7) Drink once for every offsides call.
8) Drink once for every dive.
9) Drink once every time an announcer uses the word "brilliant."
10) Drink once for every substitution.
Second Half Action:
1) Drink twice per kick-off taken.
2) Chug half your drink for every goal.
3) Drink once for every foul.
4) Drink two times for every camera shot of a hot girl in the stands.
5) Drink three times for a yellow card.
6) Chug your whole drink for a red card.
7) Drink twice for every offsides call.
8) Drink twice for every dive.
9) Drink three times when an announcer uses the word "crucial."
10) Drink twice for every substitution.
Post Game:
1) Drink once for a tie, twice for a win.
2) Drink once for every on-screen shirt exchange shown.
3) Drink once if you're happy with the result, twice if you're not.
4) Take as many drinks as the final scores for each team, added together.
Be merry.
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Determinants and Stakeholders Influencing Children's Road Safety Education
Francisco Alonso1, Cristina Esteban1, Sergio Useche1, Violeta Manso2
1DATS (Development and Advising in Traffic Safety) Research Group, INTRAS (University Research Institute on Traffic and Road Safety), University of Valencia, Valencia, Spain
2Directorate–General of Traffic (DGT), Government of Spain, Madrid, Spain
Email address:
To cite this article:
Francisco Alonso, Cristina Esteban, Sergio Useche, Violeta Manso. Determinants and Stakeholders Influencing Children's Road Safety Education. International Journal of Elementary Education. Vol. 5, No. 6, 2016, pp. 63-68. doi: 10.11648/j.ijeedu.20160506.12
Received: October 28, 2016; Accepted: November 23, 2016; Published: December 27, 2016
Abstract: Road safety education is, widely, the best base and the greatest assurance of the future in terms of road safety prevention and promotion. Nowadays, RSE constitutes one of the main growing concerns in terms of complimentary education in many countries, taking into account, among other factors, the high rates of accidents that affect the health and welfare of childhood and adolescence. Furthermore, it is a necessity for the community health to create, train, encourage and lead positives attitudes for good road safety education. The general objective of this study was to describe the factors and stakeholders that have influence on the learning of road safety education and safe behaviors of children as road users. The results are very interesting. For example, when to parents have been asked about road safety education of their children, factors such as the parents influence and school environment have been considered as positive factors or stakeholders that influence on the road safety education of the children. Regarding children's opinion, most of the children consider that the drivers do not respect the rules never or sometimes, but only 5% of them believe that their parents do not respect the normative. However, a third part of the children reports signs of road aggression among their parents. Furthermore, 13% of the children do not feel safe when walks by their cities. This study shows the vital importance of the road safety education and key stakeholders, such as parents and the scholar system, to promote safe attitudes, behaviors and outcomes in terms of road safety. Also, the observed behaviors and circumstances related with road behavior of parents have an important influence on children's road safety education, that is crucial issue that must be addressed from different perspectives, due to high accident rates registered by children, who are a key population group to direct interventions in this regard, aiming to increase the effectiveness of interventions for welfare and health improvement, based on the child education.
Keywords: Road Safety Education, Children, Determinants of Road Safety, Influences on Road Safety, Parents
1. Introduction
The Road Safety Education (RSE) (or Traffic Safety Education) is, widely, the best base and the greatest assurance of the future in terms of road safety prevention and promotion. It is, currently, one of the greater concerns on education in many countries, taking into account, among other factors [1], the high rates of accidents that affect the health and welfare of childhood and adolescence [2,3]. Furthermore, it is a necessity for the community health to create, train, encourage and lead positives attitudes for good road safety education [4].
Moreover, the road safety education is a really complex term, that implies many spheres of the life, and must be seen holistically [5]. However, for the road safety education reaches the status of "truly effective", it must be fulfilled a set of requisites and minimal conditions that the research experiences and the implementation programs conducted in different countries have been contributing to determine over the years. The historical perspective allows us to state that, in general, road safety education has been assumed as relatively poor on quality and temporally insufficient in most of the cases, due to the low assignment of resources and institutional efforts to improve it [6].
As concept, we can define road safety education as "any permanent educational action that stimulates the development of knowledges, skills, habits, behaviors, values and attitudes that improve the behavior of pedestrian, passenger or driver (in other words, every potential road user) with the ultimate aim of reducing the potential risk of suffering an accident and, ultimately, its rates [7].
In most of the countries, the road safety education for children is, nowadays, an important part of the national road safety policy. It becomes one of the main strategies to achieve high levels of road safety [8]. Despite this evidence, many countries have forgot to include, in a clearly and gradual manner, plans of road education in their official curriculums and to promote the growing of a "road safety culture" among all the road users [9]. In Spain, since almost a decade, road safety education has been established as a matter that aims to provide a comprehensive training and formation beyond of the traditional disciplinary contents [10].
This article aims to describe the determinants and influences on the road safety of the children from a scientific and interdisciplinary approach, supported by studies carried out by the "University Research Institute on Traffic and Road Safety (INTRAS)" and scientific articles of investigations and studies conducted in different countries and population samples, from diverse (but complimentary) perspectives [11-19].
We all agree that, typically, the responsible stakeholders assigned for children's road safety education are the parents or the school, which are considered positive factors influencing in the road safety of the children. The children notice and learn safe and unsafe behaviors from their parents a role model [16]. Those parents that do not respect the rules use to be considered as one of the main negative influences for road safety, being expressed in behavioral terms in later stages of life. As drivers, parents also have influence on the future behaviors of children. Several studies have shown that there are positive correlations in this field [7, 20]. Attitudes and behaviors observed in parents, regarding safe or unsafe driving; it affects the formation of favorable attitudes and conceptions of road safety among children [21]. There is a very clear influence: to greater safety awareness and behaviors performed by parents, greater safety awareness observed in children. This is known as an intergenerational transmission of the driver behavior [21]. Various studies have corroborated these correlations between parental driving styles and future driving styles and road behavior of children [22,20,23,24,25,26].
The family atmosphere becomes another of the most important influence on attitudes about to driving by young [27]. A large set of variables has been studied, such as the respect for speeding limits, the interaction with other road users, the respect to the rules in stress situations, etc., and it has been observed how much do these factors influence in the future drivers [20].
According to the evidence, road safety education becomes to be determinant of a good reported road behavior. Since schools should implement age-appropriate interventions to promote safe attitudes and road behaviors, it is important to remark the importance to teach the children to act safely to the different situations of life, including driving [28].
According to previously reported statistics, most deaths from traffic accidents occurring in the population between 18 and 24 years old [29, 30], often due to preventable misbehaviors, such as the lack of seat belt use, driving under the influence of alcohol, driving using mobile phone, etc. [20]. This fact encourages us to implement road safety education programs from an early age, action that affects positively the raising of appropriate behaviors in the future [31]. One of the current challenges to create systematic and effective programs that involves both the school as the family is to reach a high level of integration between these two spheres, that are traditionally isolated or atomized [32].
Regarding theoretical approaches, the theory of planned behavior has been successful in changing attitudes in younger populations [33,34]. There are documented experiences (in the mid and long term) of programs seeking to prepare young in anticipation of risks that would prevent dangerous situations [35].
It is debated whether it is more effective to impart the road safety education in the classroom or if this education be imparted by their parents. The studies shown that one should act from both sides if we are to succeed in this type of education [36]. As well, it has been used other complimentary strategies in the road educational programs, such as the testimony of the victims, although it has not reached conclusive results about its effectiveness [37]. Road education in the classroom, at school, is (however) the most used strategy in the education in this field. It aims to raise awareness and educate children in a correct perception of danger and appropriate behavior in their daily interaction with the road environment. Large studies have tried to see the relation between risk behavior and traffic accident, but unspecific conclusions are still inviting to grow the existing evidence on this topic [38].
Purpose of the Study
The general objective of this study was to describe the factors and stakeholders that have influence on the learning of road safety education and safe behavior of children as road users.
Regarding the significance of this study, it has to be mentioned that empirical evidence has demonstrated the importance of assessing the specific factors, agents and determinants that have influence on the effectiveness of road safety education of children. Furthermore, referring to the designing of future intervention strategies, it is fundamental to understand dynamics and processes that could explain potentially better outputs in RSE among Spanish children.
2. Methods
2.1. Participants, Design and Instruments
For the case of study, it was conducted a survey process taking into account both familiar groups as their children, in different cities of Spain. The age of the children for this study were between 8 years old to 12 years. The data was collected realizing 1267 interviews, of which 1079 were also been answered by children.
From the total of 1267 conducted interviews, regarding parents, the 35% of them were 39 years and the 39% had between 40-44 years old. Finally, 19% of the parent's age were between 45-49 years old and a 6% had 50 or more years old. 28% of the parents participating in this study were fathers, and the 72% were mothers. In the 94% of the families interviewed, parents were living together with the interviewed children.
The number of participants represents an error margin for the general data of ±2.75 with a 95% confidence interval in the most unfavorable case of p=q=50%.
2.2. Data Processing
In the case of this study, descriptive analyzes (frequencies and measures of central tendency) were taken, in order to describe and characterize the prevalence of factors associated with road safety education in Spanish children. In addition, comparative analyses with Chi-square (X2) were performed to discriminate the results according to the characteristics and habits of drivers who participated in the study.
Once the data was obtained, the relevant statistical analyses were performed using IBM SPSS (Statistical Package for Social Sciences), version 22.0.
2.3. Ethics
For this type of study, ethical approval and formal consent are not required. The research type described in the manuscript did not require the official intervention of the Ethics Committee in Experimental Research, (consultative and advisory body of the University of Valencia), as no personal data are used and the participation was anonymous. However, the Research Ethics Committee for Social Science in Health of the University Research Institute on Traffic and Road Safety at the University of Valencia was consulted, certifying that the research subject to analysis responds to the general ethical principles, currently relevant to research in Social Science, and issued a favorable opinion to carry out such research in Spain.
3. Results
The obtained results provided us with a whole range of influences, both positive and negative, on road safety education and perception among children and their parents.
First of all, when to parents have been asked about road safety education of their children, factors such as the parents influence (73% for mothers and 70% for fathers, concretely) and school environment (42%) have been considered as positive factors or stakeholders that influence on the road safety education of the children. On the other hand, the drivers that do not respect the traffic rules (21%) are considered as the main negative influence for the road safety education of children.
Regarding children's opinion, a 65% of the children consider that the drivers, in general, do not respect the rules never or sometimes; however, only 5% of them believe that their parents do not respect the normative. Moreover, 33% of the children reports that their parents often use a bad language and get angry (or other signs of aggressive behavior) when they are driving.
Children who report that their parents do not respect driving rules indicated, also, that they do not respect, mainly, traffic lights or semaphores (22%), and the existing speed limits (18%), as shown in Table 1.
|Rule / Misbehavior
|Traffic lights
|The speed
|Speak by mobile
|Not using the seat belt
|Not respect crosswalks
|Not respect Stop
|Go in the opposite direction
|Others infringements
|Not know /do not respect rules
It can be seen that there is a clear relationship between the number of situations experienced by parents as drivers and perception of their children. In other words, children which parents has not experienced any related situation with traffic the latest five years tends to assume or report that their parents always respect the rules (X2=12.45; p<0.001). Instead, the percentage of children who says that their parents do not respect traffic rules are statistically associated with the number of infringements sanctioned to their parents (X2=8.34; p<0.05).
Regarding the research results with respect to the security of the environment shows that 69% of the participant population of children say that they feel safer while walk by their city, and 13% claim that they do not feel safe. Furthermore, 18% reports that they, sometimes, feel safe and other times they do not, as shown in Figure 1.
Specifically, children tend to feel safer if they are accompanied (21%), if people know them (16%). On the other hand, the main reasons why they do not feel safe are the presence of cars (13%) and of strange persons (10%).
Most of the children states also that, to feel safer in their city, it should occur changes related to road safety (43%), most notably greater respect for traffic rules (9%), to reduce traffic (8%), to install more lights (6%) and to make more parks and playgrounds for them (6%). This data is contained in the Figure 2.
4. Discussion
Along the childhood and adolescence, it is very important to acquire a good education about key issues related to road safety, such as skills, attitudes and habits, which is necessary for live in the middle of a complex society and continuous change [6, 7]. All this acquisition of information it is founded in a complex process that, in many countries, do not occupy a minimal space in their plans for primary and secondary studies [7]. This aspect must change in order to achieve greater awareness in the field of road safety for the entire population.
Road safety education becomes a holistic process, not a single fact or curricular action [39]. Since the official scholar curriculum must include this kind of topics and actions, it could be expected that it will have a direct impact on the life quality and welfare of people. In other words, they will contribute to the development of an appropriate civic and citizen awareness. However, the complimentary role of the involvement of parents is indisputable.
Moreover, the high rates of accidents registered by children makes important about what should be reviewed in these formation plans, on what role school plays and what role parents play. Both of them are important sources of influence, as shown by different studies [5, 27] and the results presented in this study. In short, the future behavior and attitudes of the child depend of many factors, but cannot constitute a mere accumulation of knowledge, but an integral approach, involving as many macro and micro-social agents as possible [7, 28].
There are many studies that show empirical evidences on the influence that the family and the school exercise in the children during their scholar formation period [21, 23]. What a child can observe in the behavior of his father or her mother, of their master or teacher, leads him to act in a similar manner based on the repetition of behavior [22]. It's crucial that families and school develop values of respect to the others, later potentially manifested in safer road behaviors (e.g.) behind the wheel, when crossing a crosswalk, and in each of the activities related with road using, all of them potentially affecting individual results in health and social behavior [40, 41].
In addition, those parents who respect the rules of road security become in a positive source of road safety education, and vice versa. Along this study, children have expressed how positive is the influence of the fact of their parents respect the rules. This become in big a set of influences and determinants for the children's road safety education, even involving the environmental and the security fields. Apart from the scholar system, the familiar atmosphere is, with no doubt, a valuable key in the acquisition of the respect guidelines and ethical that direct correlating with the future actions of those who are now children and teenagers [42].
We must be aware of the crucial and influential role of the school in road training of students to assume key road safety behavior in their everyday habits [39]. Governments should invest more in their budgets for road safety formation from school. Furthermore, it would require to impart more road safety education courses to complimentary stakeholders, such as parents and teachers, so they could properly teach this kind of knowledge and contents in house and school. Regarding educational plans and curriculums, it should include, widely, both educational and extracurricular activities (such as visits to road safety parks) [6, 43].
In brief, XXI century education cannot forget to analyze the determinants and influences on the road safety education of who, in short, will become adult citizens of our societies, and will represent potential positive (or negative) results in terms of road safety.
5. Conclusions
This study has shown the vital importance of the road safety education and key social agents, such as parents and the scholar system, as stakeholders influencing the development of attitudes, behaviors and outcomes in terms of road safety.
The observed behaviors and circumstances related with road behavior of parents have an important influence on children's road safety education.
Road safety education has become a crucial issue that must be addressed from different perspectives, due to high accident rates registered by children, who are a key population group to direct interventions in this regard.
Both school as families, and the society in general, should seek for needed resources, and create the tools and necessary climate to carry out this task. They exert enormous influence on future attitudes and behavior of children.
The authors wish to thank the Audi Corporate Social Responsibility program "Attitudes" (project No. UV20071472) for sponsoring the basic research. Also thanks to Mayte Duce for revisions of the text and to Iris Lacuesta and Leandro Garrigós for technical assessment.


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This article was published in Australian Dictionary of Biography, Volume 12, (MUP), 1990
May Vale (1862-1945), artist, was born on 18 November 1862 at Ballarat, Victoria, second of twelve children of William Mountford Kinsey Vale, stationer, and his wife Rachel, née Lennox, both London born. In 1872 the family moved to Melbourne where May attended Honiton College, St Kilda. During her father's appointment to London in 1874-78, she went to school there and also attended the Royal School of Art at South Kensington. Back in Melbourne, she studied at the National Gallery schools (1879-86, 1888-89) under George Folingsby and Frederick McCubbin. At Mayfield, built for Georgiana McCrae and purchased by William Vale in 1886, May gave her first art lessons.
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Arriving once more in Melbourne, she exhibited in 1909 and 1910, and showed her first enamels with the Yarra Sculptors. In an interview published in Southern Sphere (1910) she rightly claimed to be a pioneer of landscape and portraits in enamel, a difficult medium in which she excelled. During World War I she held exhibitions at the V.A.S. (1915) and Besant Hall (1916) before spending time in New South Wales. She returned in 1917 and exhibited work painted there, mostly small panels of the Illawarra Ranges and the south coast.
In 1918 she exhibited for the first time with the Women's Art Club. With the exception of 1922, she exhibited annually throughout the 1920s at the Athenaeum, or in her Oxford Chambers studio where she also held classes. Working in the Australian 'impressionist' tradition, over the next decade she enjoyed painting excursions from her cabin at Diamond Creek. After her husband's death in Singapore in July 1940, May went to live at her brother's house at Black Rock and twice exhibited there during World War II. Although not obtrusive, her personality was vibrant and animated. Pleasant in appearance, with brown hair and eyes, she was robust and independent in attitude. She died on 6 August 1945 at Black Rock and was buried in Cheltenham cemetery. She is represented in the National Gallery of Victoria, the Art Gallery of New South Wales, and regional galleries at Castlemaine and Warrnambool.
Joyce McGrath, 'Vale, May (1862–1945)', Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu.au/biography/vale-may-8903/text15641, published first in hardcopy 1990, accessed online 1 October 2020.
This article was first published in hardcopy in Australian Dictionary of Biography, Volume 12, (MUP), 1990
View the front pages for Volume 12
18 November 1862
Ballarat, Victoria, Australia
6 August 1945
Black Rock, Melbourne, Victoria, Australia


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If you look closer, the sole reason these smart women are using" bad boys" is because they see particular masculine traits that many" poor boys" inadvertently have and confused those traits for what they really desire. That is, they misinterpret his arrogance as confidence, his rudeness as strength, his reduced interest amount in her being a struggle, his manipulation as self, his bloated self as self- esteem along with his( dumb risk taking) reckless behaviours as courage. These are the characteristics, I will show you, so you can have a Milford married fullerton fuck buddy that lasts and actual 22, how to use them. The reality isthat girls want to be with a man who is unabashedly masculine, he's meaningful, confident, and guided, living his preferred way of life with deep integrity and humor and he's sensitive, spontaneous, and emotionally alive, with a heart- commitment to living and discovering his deepest truth.
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So you'll actually have the ability to talk about things because you have been working in your skills. Confidence will be the by- product of the level of communication. There'll be no need since you made that necessary rhythm of conversation, to ghost them.
The cause of this is to eliminate any contact or way in which the narcissist can be reached by information about you. Do not" accidentally" bulge into him at a public place that you suspect or know they frequent. Including avoiding whether there is a chance that the narcissist will show 25, stores, restaurants, as well as your very own preferred places to visit. They also know where you are very likely to go and may suddenly" show up" and create a look unexpectedly. While this happens, it is a difficult situation, as the" no best for casual sex Milford" becomes endangered. At times, running in to them is unavoidable because of circumstance and proximity. Leave While this happens. You owe no excuse, nor do acknowledge them or you have to encircle them. Simply leave the establishment and find another location where you are able to take a break and unwind. The" no touch" rule is one of the best ways to provide your heart and mind a break from hurtful behavior and allow you to truly heal and recover from the damage caused by narcissism. . .
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There is nothing wrong with recognizing that because it is the reality. You may have developed feelings for her however, the genesis of the ongoing foundation, and also your relationship, is that you wished to maintain a sexual and romantic relationship with her. And you do.
What if you are tired and drained as a result of travel and you have no communication at all besides telepathy and you don't wish to go through it anymore? Well, I know that most people would advise you to maintain strong and do your inner work that I concur with as really effective advice but I also feel that being practical, and taking action on your trip improves the quality and character of your Twin Flame procedure.
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If you reside in a rural area, you may find two groups or one. In different areas, you might find dozens. Take advantage of what's there. You're very likely to find singles Meetups that are active in your nearest large town, ifyou're willing to travel somewhat.
Their pets are loved by everyone. These are sentiments which are so overused they don't mean anything. Negative traces can also be cliché. Do not say, " I am reluctant to give internet dating a try. Internet Milford Ohio local sluts who want dick is becoming more and more commonplace, and the fuck buddy bate cave Milford Ohio has greatly diminished. Therefore, in the event that you include something like this on your own profile, allyou're saying is" I believe I'm too cool with this but I suck at the bar scene and my girlfriend from college didn't stick. " Saying you are doubtful about online dating is pointless to include in your profile.
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Compliments A girl can be attractive or unattractive. Either way she loves who she is and knows that the way she appears can not change. If you give a compliment to a woman she will say thank you and might even embarrass you back. She knows how to take a compliment but will appreciate it.
And these qualities must be wholly DIFFERENT to! Now you know all of this, what do you really think these qualities actually are? And keep in casual sex documentaries Milford Ohio, it is nothing to do with looks or money! Of course most girls say they're looking for a NICE guy who's compliant and non- contentious, however in fact, they want somebody who Milford OH find local horny sluts challenge them, be mentally stimulating, excite their sexual interest and generate a particular MENTAL CONNECTION before anything bodily even happens! Remember, that generally speaking, girls will need to have FEELINGS for a person initially before they even contemplate anything sexual fuck local sluts now Milford Ohio happening! Note: Of course nowadays things are different and women may also be physically attracted to guys and make the initial movement, but in most situations, it is men who still make the first moves, particularly when seeking to win over girls who are highly sought after by other guys! Actually a woman needs.
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I'm not saying that you need to look like Mr. Universe, but you should focus on toning your entire body, possibly do some endurance and strength training, self- defense. You need to honor her and yourself to live a healthful lifestyle for the future.
If you are dropping lines or having conversation, you'll end up spending all this moot time stuck in the app expressing unnecessary drivel with individuals that you'll mainly never meet. I expect you have enough life buddies and contacts on social networking website already to not need any pen- pals that are random.
Deciding preparation and that was sufficient pampering, I flipped her toes over my shoulders and sat on the seat, bringing my face within inches of her pussy and feeling that the sharp points of these heels hit my shoulder blades. My mouth hovered so close I could feel the warmth from it in my lips and smell the moisturiser and her musky odor combined together. With deep breaths I blew and inhaled, permitting motion and the warmth of my breath to softly caress the tip of her clit. She took four or three breaths until yanking against her pelvis upwards, landing her big juicy clit directly between my lips. I believed that I dropped my willpower and I had teased her enough and sucked it hard between my lips, although I pushed her away.
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Discover, as well as sign up with a dating website where you feel comfortable. Certainly, you will experience a level of anxiousness when joining an online dating solution, but this need to not be an immobilizing stress and anxiety induced by others making you really feel awkward. As soon as you determine the service you want, you can deal with creating your account.


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Danefæ Softshell for Kids(1) Hide filter
30%Danefæ Softshell Jacket w. Fleece - Olivia - Dark Red/Red Dots
56,21 €
Danefæ softshell for kids
Danefæ softshell is closely woven garments that are windproof and breathable. Danefæ softshell is slightly water resilient, too. This goes for other brands as well. When it is raining, we must advise you to dress your kid in proper rainwear, because softshell is far from waterproof.
Looking for windproof and breathable outdoor clothing from Danefæ? We recommend you consider getting Danefæ softshell for your kid.
Danefæ softshell
Many people consider all-weather clothing as perfect outdoor clothing. However, we emphasize that Danefæ softshell is not rainwear. The primary function of Danefæ softshell is to be windproof, thus keeping your kid warm on windy days.


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Please visit back regularly for updates:
Isopto-Atropine is no longer available, discontinued by manufacturer.
Face Masks -Please see our PPE/Covid-19 section for the face mask models that are available on a limited basis
Our previously stocked models: #5101/5102 Ear Loop Face Masks, 5103 N95 Face Masks and 5104 Cone Face Masks are currently out of stock with no ETA for arrival or any indication of the price when they become available once again. We are not currently taking any new orders for these products and have cancelled all back orders for these items due to an expectation that it could months before we see stock and it is unlikely that the products would be received at their previous price levels.
Hand-Sanitizer, RDco Liquid Hand Sanitizer and CanPalm Gel Hand Sanitizer currently available (other brands currently out of stock and not taking orders at this time).
Liquid Alcohol, Please follow up in a few days if we have stock starting to come in, we will open up taking orders for these.
Surface Cleaners, currently out of stock, no longer taking orders for these until stock starts to come in.
Alcohol Preps – In stock and ready to ship, please inform any special shipping arrangements
Gloves, Online ordering for non-sterile exam gloves has been reopened, we are continuously receiving stock but demand is still high, please allow extra time for orders with gloves to ship, orders will be held for gloves. Nitrile powder free gloves are currently on backorder with no eta.
Diofluor – A small portion came in, and covered orders up to early March. We are currently being told we will not see more till October 2020.


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FREDERICK, Md. (AP) Authorities say a Maryland sheriff's deputy used an electric stun gun to subdue a 17-year-old boy who knocked a girl unconscious and assaulted a deputy outside a high school.
Sgt. Mark Landahl of the Frederick County Sheriff's Office says in a statement that several deputies were already at Frederick High School responding to a number of fights when the confrontation occurred after school Friday afternoon.
Landahl says the boy punched the girl in the head, knocking her out.
He says the boy resisted arrest, assaulted a deputy and tried to run. He says a deputy then subdued the boy with a Taser.
Landahl says the girl was taken to a hospital in Hagerstown, about 25 miles away. Landahl didn't immediately respond Monday to phone calls and emails regarding her condition.


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Brews Brothers – Netflix upcoming Series is here for you all. Here we have added A New Netflix Upcoming Series Release Date, Star Cast, and Story so read the full article and enjoy the Blog. Brews Brothers Netflix Series Story, Wiki, Cast Real Name, Crew Details.
Basically Brews Brothers is based on tv show, we can also say Brews Brothers is Basically a tv series totally full of comedy between two siblings as we see previous in tv show here we can see some difference in this Brews Brothers netflix series i know Brews Brothers will be full of comedy drama and all we go to love it.
Brews Brothers – Netflix Wiki
|Name of the Series
|Brews Brothers
|Release Date
|10 April 2020
|Name of the Director
|Robert Cohen
Brews Brothers Release date
Netflix is going to Release a new Brews Brothers Series on on 10 April 2020. As the Trailer was released on 27 March 2020 as the trailer is loved by many people. So Watch this epic Series on Netflix and Comment us how is the episode.
Brews Brother's Star Cast – Netflix
The movie stars Alan Aisenberg, Mike Castle, Carmen Flood and many more, the movie is directed by Robert Cohen and produced by Franny Baldwin. The movie released on 10 March 2020 so stay tuned and show your love to our website by commenting below, so be regular here.
Brews Brother's Story – Netflix
irreverent comedy and madcap sibling relationships, Grab a pint and watch 'em fight. Brews Brothers premieres on 10 March 2020
Brews Brothers Trailer – Netflix
As we all know that Netflix is the world's leading streaming entertainment service worldwide 167 million peoples alredy paying regularly for memberships in over 190 countries, to watch TV series, documentaries and feature films from worldwide in different languages people can watch anywhere any time without any disturbance, so if you like this you must comment below about your experience.