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When Sam described his customers in detail, he mentioned that he needed to keep track of each customer's home address, including street, city, state, and Zip Code, as well as credit card billing address, including street, city, state, and Zip Code.
I asked him, "Do both of those addresses contain the same information?"
He replied affirmatively.
I said, "Then let's just describe the combination as an Address. That way, you don't have to keep mentioning all the parts unless there is something different about them."
"OK," he answered.
We clumped the data into a class, as follows:
class Address
String line1;
String line2;
String city;
String state;
String zip;
At this point, we simply clump the related data, even though we have not assigned any behavior to the class. This data object helps in abstraction and in cutting down parameter lists. Even though the class contains only data at this point, we might be able to assign responsibility to it later on.*
Clumping and lumping look similar, but they have distinctly different meanings. Clumping involves combining a set of attributes into a single named concept. The attributes should form a cohesive whole. Lumping involves using a single name for two different concepts. Clumping is an abstraction technique, which makes for an efficient description of a set of data. Lumping can hide relevant distinctions between concepts.
Clumping data cuts down on the number of concepts that have to be kept in mind.
{mospagebreak title=Abstracting}
In creating a description of a use case or a model of a possible class, avoid using primitive data types. Pretend that ints or doubles do not exist. Almost every type of number can be described with an abstract data type (ADT). Items are priced in Dollars (or CurrencyUnits, if you are globally oriented). The number of physical copies of an item in an inventory is a Count. The discount that a good customer receives is denoted with a Percentage. The size of a CDDisc is expressed as a Length (or LengthInMeters or LengthInInches if you are going to be sending a satellite into space). The time for a single song on a CDRelease could be stored in a TimePeriod.
Using an ADT places the focus on what can be done with the type, not on how the type is represented. An ADT shows what you intend to do with the variable. You can declare the variable as a primitive data type and name the variable to reflect that intent. However, a variable declared as an abstract data type can have built-in validation, whereas a variable declared as a primitive cannot.
Each ADT needs a related description. For example, a Count represents a number of items. A Count can be zero or positive. If a Count is negative, it represents an invalid count. Declaring a variable as a Count conveys this information. You can create variations of Count. You may have a CountWithLimit data type with a maximum count that, if exceeded, would signal an error.
You can place limits on many different data types. For example, Ages (of humans) can range between 0 and 150 years, SpeedLimits (for automobiles) between 5 and 80 mph, and Elevations (for normal flying) between 0 and 60,000 feet.* All these types can be represented by an int or a double, but that is an implementation issue, not an abstraction issue.
Abstract types can contain more than just validation. A price can be represented in Dollars. The string representation of a Dollar differs from the string representation of a double. A string for Dollar has at least a currency symbol and perhaps some thousands separators (e.g., commas). Multiplying a Dollar by a number can result in a Dollar with cents, but not fractions of a cent. Here is a possible Dollar class:
class Dollar
Dollar multiply_with_rounding(double multiplier);
Dollar add(Dollar another_dollar);
Dollar subtract(Dollar another_dollar);
String to_string(); //
If your language provides the ability to define operators for a class (such as + and -), you can use arithmetic symbols for the corresponding operations. You can also use the appropriate method name to have a Dollar be converted automatically to a String if it appears in an appropriate context. How you represent the abstract data type that you use for a value is an implementation detail. You can make up a class for each type. If you work with C++, you can make up typedefs for each simple type for which there is no additional functionality. For other languages, you can convert some simple types into primitive types. In that case, you might want to use variable names that include the type (e.g., double price_in_dollars).
Do not describe data items using primitive data types.
This guideline suggests using explicit typing in describing the problem and the solution. By using abstract data types in the beginning, you are, in effect, more abstract. If you explicitly type all your attributes and parameters, you can always switch to implicit typing if the explicit typing gets in the way. It is much harder to go in reverse.
I was the chief judge of the Droege Developer Competition. In this event, pairs of developers competed to code a project for a nonprofit organization in one day. They were provided specifications and the results were judged the next day. Developers who used a product from Magic Software (http:// www.magicsoftware.com/) consistently scored high and often won the competition. That product includes the ability to define data types that contain validation rules, display rules (e.g., drop-down lists or radio buttons), and formatting rules. The record layout in the tables is defined using these data types, rather than primitive Structured Query Language (SQL) types. To display a record, the record fields were placed onto the display window. The requisite formatting and validation for each field were already coded. Additional validation could be added when necessary.
The data typing feature, which is a particular implementation of abstract data typing, was key in the ability to create a working system quickly.
{mospagebreak title=Not Just a String}
A more descriptive data type can represent many data types represented typically by a String. For example, although a name can be declared as a String, you could declare it as a
String . For example, although a name can be declared as a String , you could declare it as a A more descriptive data type can represent many data types represented typically by a String. For example, although a name can be declared as a String, you could declare it as a clumped data object:
class Name
String first_name;
String last_name;
String title; // e.g. Mr. Mrs.
String suffix; // e.g. Jr. III
To avoid the "everything is a String" syndrome, come up with a different type name to describe a variable that holds a set of characters that does not have any validation, formatting, or other meta-information associated with it. Suppose you decide on CommonString. Use that name in place of String to declare the data types of attributes, and reserve String as an implementation type. Then ask the question "Is that attribute really a CommonString?
Let us revisit the Address class. Using CommonString, we can describe the class as follows:
class Address
CommonString line1;
CommonString line2;
CommonString city;
CommonString state;
CommonString zipcode;
CommonStrings can contain any characters, just like an int can contain any integer values (within hardware limits). In Address, some fields are definitely not CommonStrings. A state is not a CommonString. Only certain values represent a valid state. For U.S. postal addresses, if we use abbreviations to represent the state, the abbreviation must appear on the U.S.
Postal Service's official list of abbreviations. So the state should be declared as a data type called State. This data type can provide an appropriate validation mechanism. That mechanism can check to see that a string is in the official list, or it can supply a set of strings of all official abbreviations for use in a drop-down display box.
A U.S. Zip Code is not just a CommonString either. You can describe it as a NumericString data type (e.g., one with all digits), as a FormattedString data type (one with five digits plus a dash plus four digits), or as a ZipCode data type. If any combination of digits was valid, using NumericString or FormattedString might be appropriate. However, declaring the attribute as a ZipCode type allows us to abstract away its actual representation.
Do not combine classes simply for implementation purposes. You can define both SocialSecurityNumbers and PhoneNumbers as strings of digits with two dashes. That does not make them equivalent–that is just accidental cohesion. They are two distinctly different classes with different validation. A phone number in the U.S. cannot begin with a 1 or a 0. Certain ranges of Social Security numbers are not used. These numbers can use the same type of formatted string for input or display purposes, but the semantics of each class are entirely different. You would never send a Social Security number to be dialed, nor would you attempt to record payroll taxes against a phone number. (All right, someone at some time will come up with a counterexample, so perhaps I should never say "never.")
Much data that might be a CommonString can be assigned its own data type. For example, filenames are usually typed as strings, but they cannot contain certain characters. In the Windows world, you cannot have any of the following characters in a filename: ,/,:,*,",?,<, >, or |. A FileName data type can represent a filename and enforce this limitation. An advantage of using a data type becomes apparent in graphical user interface (GUI) development. For instance, the user interface code could recognize the FileName data type and automatically insert a browse button next to a text field.
On the Web, parameter values for the Hypertext Transfer Protocol (HTTP) commands GET and PUT use encoded strings. Characters that are not alphabetic or numeric are encoded using their hexadecimal values. The encoded string is sent to the web server. Although the unencoded string and the encoded string are both implemented with strings, they are different. You can have invalid encoded strings–ones with unencoded punctuation, such as a hacker might send to a server. You could use an EncodedWebString class to represent strings on a server. If an input were not validated as an EncodedWebString, it would be rejected.
Treat String as a primitive data type. Describe attributes with abstract data types, instead of as Strings.
{mospagebreak title=Constant Avoidance}
Similar to the way in which most strings are more than strings, most constant values are more than just constants. A constant value can usually be assigned a name that denotes the meaning of that constant. Avoid using the explicit value in a specification or executable code.* Declare the value as a constant and use the name of that constant in the document or the code.
If Sam mentions that the late fee for a rental is $3, I create a constant:
Dollar RENTAL_LATE_FEE = 3.00;
When reading the relevant documents later on, I need not concentrate on the actual value, only on the assigned name. Suppose this value was not transformed into a constant and the value of 3.00 was used frequently in the documents for other purposes. If I went searching for it, I would have to examine each appearance carefully to see if it was a reference to the rental late fee or to some other value.
You might not get rid of every constant value. The value 0 often appears in initializing variables or setting the initial index for an array. There is little to be gained by creating a named constant for zero.
If the value that a name represents is subject to change, the value should be kept with a configuration mechanism. In that case, the code would use the symbolic name to look up the configured value. The configuration mechanism could use an XML configuration file, a database table, or another form of persistence to store the values. For example, RENTAL_ LATE_FEE is probably something that should exist in a configuration file rather than a con-
Use a symbolic name for all values.
{mospagebreak title=Prototypes Are Worth a Thousand Words}
It is often said that a picture is worth a thousand words. A prototype is like a picture. A user interface described in text is often harder for the customer to visualize than the same interface described with a diagram or picture. Use cases can provide excellent textual descriptions. A prototype (or screen mockup) gives a more concrete perspective on a program's intended operation. The prototype can spark feedback from the client in both the program's operation and in missing requirements.
When I was presenting these prefactoring guidelines in a talk at the Software Development Conference, Jerry Weinberg made an interesting observation about some of the guidelines in this chapter. He stated that they revolve around the central principle of not throwing away information. For example, describing a price as a double, rather than as a Dollar, decreases the information about the price. Lumping a group of concepts into a single class, rather than splitting them into multiple classes, hides information. Now, if I only could have convinced my mother that my comic book collection was really information…
One of the dangers of making a perfect-looking GUI for a prototype is that the interface represents the program to the user. If the interface is complete, the user might expect that the system is almost complete. Some user interface experts suggest that interfaces be designed using whiteboards or Post-it notes. If you are programming in Java, you can use the Napkin Look and Feel (http://napkinlaf.sourceforge.net/). Tim and I created a rough-draft prototype of the screens for the uses cases we worked on with Sam (Figure 2-1). We went
Figure 2-1. Rental screens
over it with Sam. The cases are simple, so he had no changes in its interface. He did note that the buttons should use a large font so that he could read them without his glasses.
A picture of an interface, such as a screen, can be more powerful than just a description.
* For further information on use cases, see Writing Effective Use Cases by Alistair Cockburn (Addison-Wesley Professional, 2000).
* Finding existing solutions can be problematic. Sometimes it can be hard to describe the solution you seek in such a way that Google™ can find a match.
† See Software Tools by Brian W. Kernighan (Addison-Wesley Professional, 1976) for the earliest discussion I have found on the issue of using tools to create solutions.
* See http://www.literateprogramming.com/ for a discussion of names.
* Not all objects have behavior. Objects that contain just data (sometimes called data transfer objects) are useful in interfacing with GUI classes and passing as objects between networked systems. Data
transfer objects are covered in Chapter 7.
† One reviewer notes that clumping without a responsibility definition for the class can lead to datapolluted classes. Clumping should also involve assigning operations to the clumped concept.
* Once upon a time, Montana had no speed limit other than "reasonable speed." The upper limit still could be a reasonable number (e.g., 200).
† For an article on strong testing with languages that have implicit typing, see http://www.artima.com/
* Michael Green, a reviewer, called this principle "No magic numbers!" after having to deal with numbers that could not be changed or removed (without negative side effects in apparently unrelated
code). He could find no one who knew what they were for or why they were there.


text:
Class year:
Class of 2004
Norwood, NY
Current Position: District Superintendent/Chief Executive Officer, St. Lawrence-Lewis BOCES
Position held since: 2009
Previous Employment:
- Superintendent of Schools, Parishville-Hopkinton CSD
- Principal, Jr. – Sr. High School /Athletic Director, Parishville-Hopkinton CSD
- Assistant Principal, Norwood-Norfolk CSD
- Social Studies Teacher, Norwood-Norfolk CSD and Watertown City School District
Educational Background:
- BA, History – SUNY Potsdam and Secondary Social Studies Certification
- MS Ed. – SUNY Potsdam
- Studies in School Administration, St. Lawrence University
My St. Lawrence Experience:
The educational administrative program at SLU was almost like family – it allowed us to work closely with a cohort of colleagues who had the same aspirations and career goals to work in a collaborative, not competitive way. That same closeness applied to our instructors, especially Jim Waterson, who at that time was overseeing the program. The coursework, Jim's mentoring, and our tight-knit cadre produced an environment where we could be candid, free to take risks, and grow together.

subset: commoncrawl


text:
Ninety-Five Theses
Ninety-Five Theses was written by Martin Luther in 1517 and is widely regarded as the primary catalyst for the Protestant Reformation. The disputation protests against clerical abuses, especially the sale of indulgences.
In 1516, a Dominican friar named Johann Tetzel came through Germany, selling indulgences to raise money for the Archbishop of Mainz, who needed to pay the pope for his appointment.
Luther was outraged because these indulgences appeared to say that the people holding them had purchased their salvation. In response to the indulgence sale, he wrote the 95 Theses, attacking the practice, affirming that salvation and forgiveness are free gifts from God, and inviting a public debate on the subject at his university.
On October 31, 1517, he nailed a copy of the 95 Theses to the door of the Schlosskirche (Castle Church) at Wittenberg, an event later mythologized as the start of the Protestant Reformation.


text:
Do I need a UV Filtration system for my pond? Benjamin – Dover, DE
Make Your Green Water Head Towards The Light
Spring is in full effect, the sun is shining, trees everywhere are in bloom, but now your pond water is as green as the grass that surrounds it. The water in your pond may have started off crystal clear this season but was it too good to last? Here at The Pond Guy we think not! If you can't seem to gain the upper hand in your fight against green water it may be time to break out your secret weapon, a UV clarifier.
Some of you may be scratching your head at the idea of exposing your pond to even more light, but the truth is, when properly implemented, a UV bulb can work wonders on improving your pond's water quality. The principal behind UV clarification is simple; expose algae to concentrated UV rays to damage and ultimately kill the plant. The trick to getting the best results from your UV clarifier is to pick a bulb that has a high enough wattage for your ponds volume and to pump the water past the bulb at just the right flow rate. All UV clarifiers are rated based on pond size. The larger the wattage, the larger the pond size the UV clarifier can handle. The other factor to take note of is the pump size. Pushing water past the UV light too fast can render it ineffective while pushing the water too slow can cause the UV Clarifier to act like a sterilizer, killing not only algae, but your beneficial bacteria as well. A great rule of thumb here is to push the water approximately half of what the UV is rated per hour. For the Tetra 9-Watt UV Clarifier that is rated for ponds up to 1,800 gallons a 900 GPH (gallons per hour) pump would be ideal.
The continued success of UV clarification has brought about many new styles of UV units; if you are currently building a pond consider purchasing a skimmer like the Savio Standard Skimmer which comes with optional built in UV. If your pond has been up and running for years you can use a Tetra GreenFree® UV Clarifier which installs in line with your plumbing, or the Pondmaster® Submersible UV Clarifier which can be plumbed in-line or submerged directly in the pond. There are even pressurized filters like the AllClear™ PLUS Pressurized Filters that come with a built in UV clarifier. Each type of UV is available in multiple wattages to best fit your specific needs.
While a UV clarifier can work wonders on your water garden it is only a patch to the real issue. Make sure you are properly maintaining your pond, using an adequate amount of filtration, and utilizing your bacteria products in your DefensePAC®.
If you are unsure on How To Create A Balanced Environment for your water feature, or need to brush up on your Filtration Basics you can learn tons of tricks and tips on our Blog page.
Pond Talk: Which type of UV clarifier do you use in your pond? Has it made the difference between a pond full of "pea soup" and a crystal clear water garden?
Filed under: Pea-Green Algae, Pressurized Filtration, UV Filter, Water Gardens & Features, Water Quality Issues | Tagged: green water, pressure filter, UV Clarifier, UV Filtration |


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Bolivian Skull Ceremony Blends Ancient Rite With Catholicism
Hundreds of Bolivians had human skulls blessed at a chapel in La Paz in an annual ceremony on Friday that mixes traditional Andean ancestor worship with Roman Catholic customs.
The skulls, called "natitas" – "flat noses" in the local Aymara indigenous language — are ideally from unknown people and are collected from abandoned cemeteries, but some are of long dead relatives, according to The Associated Press.
The news agency says:
"The Roman Catholic Church considers the skull festival to be pagan, but it doesn't prohibit people from taking part in it. Mass was not being held at the chapel on Friday, but a bowl of holy water was left out so people could bless the skulls they were carrying in the ritual celebrated a week after the Day of the Dead.
The skulls are carried to the cemetery chapel in urns of wood or glass, or in toy boxes. All have crowns of nardos, a curative plant with white, fragrant blossoms. Some skulls wear hats or caps inscribed with a name. Others wear sunglasses or even sport a lit cigarette in their mouths."
Experts say in pre-Columbian times, it was common for skulls to be kept as trophies and displayed.
The BBC reported on the festival in 2009, noting that:
"Captain Victor is one of La Paz's most popular objects of devotion. This cigarette-stained skull, supposedly of a former policeman, is revered as a deity by a faithful group of followers who believe he is an "integral part of their faith".
Tradesmen, poor indigenous women, students, police officers and even members of parliament visit him year round to ask favours and shower him with flower petals, coca leaves and cigarettes."


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I've been waiting quite some time for the SF flick, Snowpiercer, to appear in U.S. theatres or for the DVD to be available. Apparently, I'm not alone. I noticed this week that if you search for "snowpiercer download", you can find about 11 DMCA takedown notices removing 21 results from the listings in Google:
Snowpiercer, is based on a graphic novel from France named "Le Transperceneige," authored by Jacques Lob and Benjamin Legrand, and illustrated by Jean-Marc Rochette. The novel set in a dystopian future where there was apparently some failed attempt to halt global warming that instead resulted in a new Ice Age that kills off all life on Earth except for a group that lives on a train called "Snow Piercer", which runs around the planet, powered by some sort of perpetual-motion engine. Over time, a class-segregated society develops on the ever-zooming railroad, and the story focuses upon how a struggles emerges between the rich/advantaged who live at the front of the train versus the poor at the back.
The concept sounds fairly unbelievable, but the visuals in the trailer along with a compelling cast that includes Chris Evans, Tilda Swinton and Ed Harris have made me want to see it. The kookiness of the concept also attracts me to it!
Since I frequently work along with various attorneys on reputation management cases, I'm accustomed to seeing takedown notices at the bottom of search results — Google and Bing have very kindly taken down materials that can be proven to be defamatory or otherwise illegal, such as in the case of copyright infringements covered by DMCA. But, I don't recall running across a search results page with quite so many notices at once.
It's also interesting that there appears to be no official website for the film as of yet — and provision of one would further displace secondary pirate sites, most likely, rendering them marginally less visible to consumers.
What's further interesting about this is that I think the slowness to distribute in the U.S. has perhaps driven a lot more piracy and copyright infringement than it needed to. Many SciFi film buffs and comic book enthusiasts are interested in viewing the film, and are frustrated to be unable to get access (I count myself in this set). (more…)


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EVANS, Ga. - The Peach Belt Conference hosted Breakfast With the Champions day as part of the 2008 PBC soccer championships. Over 120 local area youth soccer players joined five PBC men's and women's teams at Blanchard Woods Park for breakfast and a soccer clinic.
"This event helped remind us why we play soccer," said Bobcat senior Kristen Moore (Newnan, Ga.). "To share our love for the game with these young players made today very special."
The event was the first community engagement project undertaken by the Peach Belt Conference. Youth soccer players from the Augusta, Ga., area were invited to the free clinic for breakfast and a chance to interact with PBC student-athletes. The participants were given clinics by PBC head coaches and players and collected autographs afterwards.
"It's an opportunity for student-athletes to engage with the local community," said PBC commissioner David Brunk. "Youth soccer is very popular in Augusta and the CSRA at large and it was wonderful to integrate this kind of event with our soccer tournament. This is just the first step in a total community engagement initiative the Peach Belt is undertaking and we hope to have an event like this one at each of our championships."
Publix and Coca-Cola provided each participant with a free t-shirt and provided breakfast and beverages for everyone involved.
The Bobcats await an announcement from the NCAA on the Division II National Championship Tournament selection. The Bobcats will take part in an NCAA conference call Monday, Nov. 10 at 5 p.m.
The Georgia College Department of Athletics sponsors 10 varsity athletic programs at the NCAA Division II level. As a Division II program, Georgia College prides itself on balancing the life of the student-athlete, evidenced by the Bobcats' multiple appearances in post-season competition as well as documented academic success and community-service involvement. Follow the Bobcats and their positive impact on the Milledgeville community at www.gcsu.edu/bobcats.


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A competitive field of multiple stakes winners will assemble for the $65,000 Alysheba Stakes when live racing resumes Friday night at Meadowlands Racetrack.
Encaustic, winner of the $125,000 Mountaineer Mile last out, is rated as the 5-2 morning line favorite from post nine in the 1 1/16-miles Alysheba Stakes. The Mark Shuman trainee has hit the board in nine of 13 starts this season with three victories, including the $75,00 Labor Day at Mountaineer. He was third, beaten only a half-length, in the $70,000 Formal Gold Stakes on Sept. 19 at Monmouth Park. Lifetime, the 5-year-old son of Broad Brush has won seven of 37 starts and $463,385.
Sleeter bred, owns and trains the 5-year-old daughter of Not for Love-She's Jane, by Northern Idol. She will break from post four in the Alysheba with Stewart Elliott aboard. Talkin About Love has won nine of 29 career starts and $714,353.
At The Disco, winner of the Bernie Dowd and Lincroft at Monmouth this season, is also among the competitors. The 5-year-old grey makes his first start for trainer Mary Hartmann since finishing sixth after making an early bid in the Grade 3 Cliff Hanger on Oct. 30.
The field for the $65,000 Alysheba Stakes:
Hd, Post, Horse, Jockey, Weight, Trainer, Odds
1, 4, Ea, Ramon Dominguez, 118, Thomas Albertrani, 3/1
1A, 7, National Pride, Gabriel Saez, 118, Kiaran P McLaughlin, 3/1
2, 1, Ready Or Not, Peter Sosa Jr., 118, Brandon Kulp, 15/1
3, 2, Racketeer, Cornelio Velasquez, 118, Peter Levine, 9/2
4, 3, Talkin About Love, Stewart Elliott, 120, Kevin Sleeter, 12/1
5, 5, At the Disco, Daniel Centeno, 120, Mary Hartmann, 8/1
6, 6, Broadway Producer, Eddie Castro, 118, John Terranova II, 5/1
7, 8, Dubai Gold, Jose Lezcano, 118, Jason Servis, 5/1
8, 9, Encaustic, Channing Hill, 123, Mark Shuman, 5/2
Meadowlands Racetrack will be closed on Thanksgiving, Thursday, Nov. 26.
Afternoon simuclasting will be available at Favorites OTW in Woodbridge and through http://www.4njbets.com.


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The Home of Fashion Film and Live Fashion Broadcasting
Report by Anders Christian Madsen on 28 September 2013.
It's not easy to show a collection of florals and pastels the day after Rochas blows the assembled fashion press away with theirs, and you couldn't help but feel a little bad for Guillaume Henry, whose Spring/Summer 2014 collection for Carven had its moments but not quite the same impact.
Gingham with structure @Carven http://t.co/2WL9YrIACB
A new spin on the floral moment @Carven http://t.co/NS9CG3XN0t
Trippy camo and floral print happening at Carven right now http://t.co/E0vsmb80rl
#pfw Carven hair.... http://t.co/YUskH68Q0Z
@carven_paris finale at Grand Palais #PFW #Paris #carvenparis #carven http://t.co/I1bVRMoKuR
Colourful camo and SOUNDTRACK: "where is my mind" by The Pixies at @carven_paris http://t.co/FLVU63DLs5
A quick snap of the Grand Palais, the scene for this mornings @carven_paris show. #pfw http://t.co/UjvTb8UKYe


text:
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text:
- Departments
- Register of Deeds
Register of Deeds
Welcome to the Berrien County Register of Deeds office. The first Constitution of Michigan (1835) established the office of the Register of Deeds. The Register of Deeds is the elected representative of the people to review and record legal documents pertaining to the transfer and encumbrance of land and property within the County--a land historian. The Register of Deeds also serves as Chairman of the County Plat Board, which reviews and gives final approval to all subdivisions in the County, eventually recording the plat as well.
In Berrien County, deed and miscellaneous document indexes and images are available through the internet from 1950 to the present; other documents mortgages, lis pendens, liens, discharge of mortgages, etc., indexes and images are available online from 1967 to the present. All land records dating back to 1831 (the registering of land records precedes statehood in Berrien County) are available by visiting the office.
Documents are received in the Register of Deeds office by mail, express delivery service or by being personally delivered. Documents are reviewed in accordance with Michigan statutes, and if they meet recording requirements they are receipted and receive a label indicating the processed date and time, as well as the liber and page reference where the document will be located in the computerized system. The document will be scanned (a digital image created), indexed and made ready for public access. In Berrien County, we index information as provided by State statute, we then rekey the information to make sure it is as accurate as possible. The computerized indexes are available to the public at no expense. The original document is returned to the recording party, and the scanned image becomes the official copy. Images are also microfilmed as the permanent record and backup in case of emergency and stored in an off-site, secure location.
Land Records Search
The Register of Deeds is charged with maintaining all land records permanently for perpetuity. Lending institutions, abstract offices, realtors, attorneys, credit bureaus and the general public make use of the land records daily. With internet access at regofdeeds.berriencounty.org, many records are available 24/7; if you require a search dating back further than 1950, our office is open during standard County operating hours.
Other counties, states and countries have recognized the importance of having registered real estate parcels; realizing that without a deed, title or lease, an owner cannot use the land as collateral or improve the property. Beyond the economics of loans and mortgages, people with land titles enjoy a greater sense of security and community. The purpose of recording is to protect people who have acted in good faith and have an interest in the land or property. Recording acts do not create a criminal penalty for not recording, but provides a strong incentive to record documents for public record. By recording, you are giving the general public constructive notice of your ownership or interest rights. Michigan, along with many other states, is a "Race-Notice" state; whereby it is not only in the recording the document – constructive notice, but the timeliness of recording – race; that may provide priority of ownership and interest rights.
You may access information regarding the recording of documents, fees, requesting land search assistance and other topics from the Berrien County website or by contacting our office at email@example.com or calling 269-983-7111 ext. 8562.
Stay Safe,
Register of Deeds
Berrien County


text:
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Monday, January 11, 2010
The Lime In Winter
.75 oz. Brandy (I used Martell VSOP)
.75 oz. Cointreau
.75 oz. Jamaican rum (I used Appleton V/X)
Juice of one lime, strained*
1 dash Angostura bitters
Combine ingredients in a cocktail shaker with cracked ice. Shake well, strain into a chilled cocktail glass and garnish with a twist of lime.
~ from "Cocktail Hour" by Susan Waggoner and Robert Markel
Bring on the citrus! That's often my rallying cry this time of year, when thick snow covers everything, the temps plunge, and colds are flourishing (at least here in the Liquor Lab). Don't be stingy with our friend vitamin C- apply it liberally and aggressively.
My weapon of choice right now is the lime, and it's used to good effect in the Embassy, named after the Embassy Club, a speakeasy noteworthy for its Old Hollywood clientele. Aside from a decent belt of lime juice, the drink serves up healthy portions of three quality boozes, which combine nicely into a robust and sophisticated whole. It's got an unmistakable vintage taste...tart and punchy while stopping short of something that would come out of a juice box. It's both potent and smooth, and one of the best excuses to exsanguinate a lime I can think of.
Speaking of which, since I try to buy limes in bulk whenever possible (as I've noted before, I can be a cheap SOB), it's the citrus I tend to have on hand most often...mainly because the drinks I tend to like use it more often than lemon, grapefruit, etc. Aside from slaughtering huge numbers of them to make falernum, I'm always chasing the little green bastards around for one reason or another (even it's just for a nice garnish).
Since I'm always looking for an excuse to brighten my day with a little lime, lemme know what your favorite use for it is. (Except for you Corona drinkers- Ruining a perfectly good lime slice by drowning it in bad beer is shameful. Now go to your room and think about what you've done.)
*I find that the limes I use yield approximately 3/4 oz. of juice, which makes this recipe one of those easy-to-remember ones with equal proportions of the main ingredients. You're welcome.
6 comments:
- June said...
Ever since Chasa intrigued me with them a few years ago, my lime vote goes to the classic Mojito.
And a shout out to my old hand-held wooden citrus juicer that the Frugal Gourmet enticed me into buying years ago.
- January 11, 2010 at 5:12 PM
- Nathan said...
Cognac shares so well with other aged spirits--half cognac, half rye is one of Dave Wondrich's favorite combos, and making this Sidecar-esque thing with half cognac and half gold rum is surprisingly good. Using a Jamaican pot-still rum like Smith and Cross or Appleton was a little heavy for me, but Mt Gay worked well.
My favorite citrus drink currently is the Derby Daiquiri. When I first made this out of Jeff Berry's book I was unimpressed, but after trying it at the Mai Kai I realized that top-quality orange juice is key. I picked up some Moro oranges the other day and I've been making DDs with 2 oz Cruzan Single Barrel, 3/4 oz lime juice, 3/4 oz Moro orange juice and 3/4 oz simple syrup. It's a beautifully simple drink with a luscious body from the orange. And since the Moro is a blood orange it's a pretty pink!
- January 11, 2010 at 6:33 PM
- frederic said...
The Embassy is very similar to a Between the Sheets (lemon instead of lime, no bitters). Lime would probably give the drink more depth and improve the rum element more than the cognac (which seems to shine more with lemon).
- January 12, 2010 at 7:54 AM
- TC said...
I just ordered a bottle of the Kraken, and when that gets here I plan to slaughter a bevy of limes in the name of Cuba Libre. Instead of Coca-Cola I like to use Fentiman's Curiosity Cola, which is slightly alcoholic and has a refreshing herbal kick.
- January 14, 2010 at 2:38 PM
- Tiare said...
Limes are the one single most important citrus fruit to me, i`m almost never out of them and when the price is good i buy them in bulk.If i`m out, which rarely happens, well that`s in a way like being out of clothes, something essential is missing.Fresh limes is a must.
Nice and fun drawing!
- January 18, 2010 at 8:40 AM
- Dr. Bamboo said...
Desi- Chasa also waas the one who turned me onto Mojitos back when. I really should thank her ;-)
Nathan- I need to make the cognac variation for sure. Great idea! And I'm ashamed to say I've never had a Derby Daiquiri. 10 point deduction!
Frederic- Good tip. I must now tinker with it ;-)
TC- Right on! Fentiman's is AMAZING, and I wish I had a good source for it locally.
T.- You don't need clothes to make drinks, but you *do* need limes for a lot of them ;-)
- January 18, 2010 at 9:06 AM


text:
Info Photos News Forum 58 Reviews
Average Ratings
pear phone 3450
i call it pear phone because it looked like a pear.
the antennae broke off, and the sound also went off, so i left this phone.
OK for a basic phone
This phone is a no nonsense phone. Easy to use and small. I liked that about it. Since getting it in August 2007, I have had to have it replaced twice because of no signal. US Cellular said it was a software issue. I should have had at least 4 bars of signal in their store and only had 1. That's with an antenna on their roof. I have dropped tons of calls on this phone. So much so that I went today and paid full price for a Motorola W385, just because I can't wait until next February when I can upgrade. My advice is to go ahead and pay a little extra for a phone instead of opting for a lesser quality. Glad to hear they have discontinued this model!
AD reviews continues below...
Virtually useless
I'm glad to see US Cell and Verizon are discontinuing this phone. This phone has such a weak signal out in the country that it is virtually useless. I live 4 miles from a tower for my carrier and if I get 1 bar I am lucky. If I turn my head, the phone craps out.
clear if you can get a call
Dropped calls galore
Nothing inside buildings (even in the city)unless you practically hang out a window.
By the way - this phone is less than 6 months old
Compact, dependable phone
Owned phone for 6 months. Love it! Wanted a phone without all of the whistles and bells and one that was small/compact. This replaced my old faithful StarTac. I use it only as a phone, no texting. Has great reception, very clear sound, and nice GUI. Wife has LG 3300 (great phone) and is looking to move up to either an LG 8300 or 8600. Daughter has a RAZR that has had nothing but problems. LG has earned our family's loyalty.


text:
The South Lake Shore Drive extension, Chicago's newest roadway, is less than two weeks away from opening along a part of the city that for more than 100 years most people have seen only from a distance.
It has been 21 years since the blast furnaces at U.S. Steel Corp's massive South Works plant went silent. But the cyclone fences that have cordoned off the roughly 600-acre site — about twice as big as Grant Park — are about to come down.
Removal of the barriers on the old USX property will clear the way for thousands of drivers and many cyclists each day to use the roughly 2-mile extension of South Lake Shore Drive from just south of Rainbow Beach, at 79th Street and South Shore Drive, to 92nd Street at Ewing Avenue, near the Calumet River. It is also marked as the relocated U.S. Highway 41.
The road's opening will also provide the key piece of infrastructure that for years has been missing from far-reaching plans to develop an area that has been approved to include up to about 18,000 residents, beaches and marinas and 25 million square feet of retail, commercial and research facilities.
Chicago Tribune DigitalPlus members can read the full story here.


text:
Transform your photos into one-of-a-kind, hand painted masterpieces!
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Belive 2 canvas print by Noredin Morgan. Bring your artwork to life with the texture and depth of a stretched canvas print. Your image gets printed onto one of our premium canvases and then stretched on a wooden frame of 1.5" x 1.5" stretcher bars (gallery wrap) or 5/8" x 5/8" stretcher bars (museum wrap). Your canvas print will be delivered to you "ready to hang" with pre-attached hanging wire, mounting hooks, and nails.
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Sam Rampersad
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text:
|Portland, OR
|High School:
College: Claremont McKenna College
Major: Management- Engineering
Greatest Area of Academic Interest: math and science
Favorite Class in College thus far: Lit 10 with Professor Farrell and Spanish 33 with Professor Martinez
Why She Chose CMS Softball: I chose CMS Softball because I love the atmosphere of the program. The team is super close and really easy to come in and be a part of as a freshman - it is truly remarkable how friendly the upperclassmen are. The coaches are also incredible and work us hard, but we have fun at the same time. I have never played with coaches and players who are so enthusiastic about the game and want to work as hard as possible to be the best they can. This program is unique in so many ways and I could never pass up this good of an opportunity to play.
Club Softball Teams: Oregon Fury, Oregon Young Guns
Favorite Books: Harry Potter Series, The Shack, The Book Thief, Mary Higgins Clark novels, Angels and Demons.
Favorite Movies: The Blind Side, How to Train your Dragon, Despicable Me, True Grit
Favorite Quotes: "When your heart is in your dream, no request is too extreme"- Jiminy Cricket. "What we do in life echoes in eternity"- Gladiator
Three People She Admires: Jesus, Chuck Bartowski and Pat Casey
One Dream She Cherishes: To someday travel the world to roam wherever my heart desires. I have a deep aspiration to see all the wonders of the world and be led by travels from one country to another. At some point during these travels I would love to scuba dive, ride an elephant, hold a monkey and stand on the Great Wall of China.


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Arrow Canyon Wilderness
IntroductionThe United States Congress designated the Arrow Canyon Wilderness (map) in 2002 and it now has a total of 27,502 acres. All of this wilderness is located in Nevada and is managed by the Bureau of Land Management.
DescriptionArrow Canyon Wilderness is an intriguing landscape with distinct and eye-catching landforms, including Arrow Canyon Range, one of the most scenic ranges in southern Nevada. The western face of the range is a spectacular cliff marked with dramatic bands of quartzite and limestone arching across its length. The central portion of this area contains a wide valley cut by numerous washes, providing endless panoramas. The northeast section showcases spectacular Arrow Canyon, which is several miles long and confined by sheer canyon walls that are so tall and close together that sunlight rarely reaches the bottom in winter. Pahranagat Wash runs along the northern edge of this wilderness and flows through Arrow Canyon. The wilderness also includes Table Mountain, a small mesa top on the east side of Pahranagat Wash, which is adjacent to, but separate from, the rest of the wilderness.
Silence along the rugged ridges and peaks of this intriguing backcountry destination will become more and more apparent the deeper into the wilderness you venture. Infrequent visitor use and the need for route finding skills provide great opportunities for solitude and recreation including hiking, horseback riding, rock climbing, hunting, exploring, and camping under the night sky.
Elevations in the Arrow Canyon Wilderness range from 2,000 – 5,200 feet. The Arrow Canyon Range is comprised of a fault scarp that rises approximately 2,800 feet off the valley floor. Composed of limestone, the mountain range showcases a striking dark carbon layer that runs along the western cliff face. Fossils such as crinoids, brachiopods, corals, and other sea life, are found in the gray limestone.
Arrow Canyon Wilderness is a Mojave Desert scrub environment that includes creosote bush, white bursage, Mojave yucca, and barrel cactus dispersed across the landscape. Blackbrush and Joshua Trees can be found at higher elevations. Honey mesquite, catclaw acacia, and desert willow are scattered through the washes.
With a watchful eye you may spot desert bighorn sheep, coyotes, kit foxes, ring tail cats, bobcats, kangaroo rats, deer mice, side-blotched lizards, banded geckos, and the slow moving desert tortoise. Golden eagles, great-horned owls, black-tailed gnatcatchers, loggerhead shrike, and Say's phoebes can be found throughout the washes, mountain sides and ridges or in the sky. Beware of rattlesnakes among the rocks and in shaded areas.
Planning to Visit the Arrow Canyon Wilderness?
- Print a fact sheet
- General things to consider when visiting any wilderness
- Regulations
- Contact the Bureau of Land Management
- Other recommended websites
Leave No TraceHow to follow the seven standard Leave No Trace principles differs in different parts of the country (desert vs. Rocky Mountains). Click on any of the principles listed below to learn more about how they apply in the Arrow Canyon Wilderness.
- Plan Ahead and Prepare
- Travel and Camp on Durable Surfaces
- Dispose of Waste Properly
- Leave What You Find
- Minimize Campfire Impacts
- Respect Wildlife
- Be Considerate of Other Visitors


text:
Lingerie Football League Needs More Fights [VIDEO]
The Lingerie Football League is still alive and punting. Hey, if the WNBA can survive, there is no reason women in their underwear playing football can't find a niche audience. The LFL needs is a hook. Something to keep eyeballs glued to TVs when watching women run around in their unmentionables gets a little stale.
This video shows just what the league needs — more fights! Each roster should have enforcers, like in hockey, to get out there and throw fists when the score gets a little out of hand. The women wear headgear and body protection so the damage would be minimal.
And then the loser has to strip. No? Fine, we tried.
[Via ESPN Radio 104.5]


text:
Printer Friendly Version
Standard ECMA-147
Data Interchange on 90 mm Flexible Disk
Cartridges using MFM Recording at 31 831 ftprad on 80 Tracks on
each Side - ISO Type 303
(December 1990)
This Ecma Standard specifies the characteristics of 90 mm flexible
disk cartridges recorded at 31 831 ftprad using modified frequency
modulation recording, on 80 tracks on each side. Such flexible
disk cartridges are identified as ISO
Type 303 .
It specifies the mechanical, physical and magnetic characteristics
of the cartridge, so as to provide physical interchangeability
between data processing systems.
It also specifies the method of recording, the quality of the
recorded signals, the track layout and the track format.
Together with Standard ECMA-107,
this Standard provides for full data interchange between data
processing systems.
The following file can be freely downloaded:


text:
Service Delivery Plan Components
A Comprehensive Needs Assessment
addresses migrant students' unique
educational needs.
Performance Targets, aligned with the No
Child Left Behind Performance Goals,
Oklahoma Core Curriculum Tests, and the
Oklahoma Academic Performance Index
Accountability Program, provide inter- and
intrastate coordination to enhance student
performance and graduation.
Statewide Measurable Program Outcomes
ensure accountability.
Strategies match Performance Targets and
Measurable Program Outcomes.
Systematic Evaluation procedures help
determine to what degree the Oklahoma
Migrant Education Program is effective.
Oklahoma Migrant
Education Program
The general purpose of the Oklahoma
Migrant Education Program (OMEP) is to
ensure that migrant children fully benefit
from the same free public education
provided to other children. To achieve this
purpose, the OMEP helps local operating
agencies address the special educational
needs of migrant children to better enable
migrant children to succeed academically.
More specifically, the purposes of the
OMEP are:
Support high-quality and
comprehensive educational programs
for migrant children in order to
reduce the educational disruption and
other problems that result from
repeated moves;
Ensure that migrant children who
move among the states are not
penalized in any manner by
disparities among the states in
curriculum, graduation requirements,
and State academic content and
student achievement standards;
Ensure that migrant children are
provided with appropriate
educational services (including
supportive services) that address their
special needs in a coordinated and
efficient manner;
Ensure that migrant children receive
full and appropriate opportunities to
meet Oklahoma's academic content
and student academic achievement
standards that all children are
expected to meet;
Design programs to help migrant
children overcome educational
disruption, cultural and language
barriers, social isolation, various
health-related problems, and other
factors that inhibit their ability to do
well in school, and to prepare them to
make a successful transition to
postsecondary education or
employment; and
Ensure that migrant children benefit
from State and local systemic
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 2
Needs assessment planning helps the Oklahoma Migrant Education Program ensure
accountability; focus its resources to improve services and programs for migrant students;
target migrant students most in need of services; and address identified needs through MEP
services. Needs are assessed through:
• Surveys - Needs assessment surveys are conducted for teachers, paraprofessionals,
administrators, parents, community and recruiters.
• Interviews - Interviews are conducted with educators, parents and community
members, administrators, and service providers to determine needs and satisfaction
with the program. Focus groups will occur beginning in the Fall, 2007.
• Language Proficiency Assessment – Under Title I (Section 111(b)(1) and Title III
(Section 3116) of NCLB, all English Language Learners are required to be annually
assessed for English language proficiency in the domains of listening, speaking,
reading and writing, using the state adopted Assessing Comprehension and
Communication in English State-to-State for English Language Learners (ACCESS
for ELL).
• State Academic Assessments - Oklahoma relies on the use of valid measures of
achievement in reading, math, language arts, writing, and other content areas.
Scoring below the Proficient Level on the Oklahoma Core Curriculum Tests
(OCCT) constitutes need. In addition, local districts use benchmark assessments to
determine migrant student need.
• Assessment of Achievement Using Alternative Assessments - Oklahoma is a
member of the MAPAS Consortium. OMEP staff will be trained on MAPAS reading
assessment to determine student mastery in reading.
• Determining the Number of Pre-School Migrant Children – The Migrant
Education Program recruiters, in collaboration with schools, social services agencies,
and other service providers, document the number of migrant-eligible pre-school
children from birth through five years old on Certificate of Eligibility (COE).
Priority 1 Eligible migrant children between the ages of 3-21 who have experienced
an educational disruption during the regular school year (by having made
a move or by extended absences) and who are at risk of academic failure.
Priority 2 Eligible migrant children between the ages of 3-21 who have experienced
an educational disruption (by having made a move or by extended
absences) during the regular school year within the past 2-3 years and
who are most at risk of academic failure.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 3
Oklahoma's State performance targets in reading, math, high school graduation,
and highly qualified teachers are listed in the Oklahoma State Plan in compliance
with 34 CRF 200.83(a)(1) of the Elementary and Secondary Education Act as
amended by the No Child Left Behind Act of 2001.
Performance Goal 1: By 2013-2014, all students will reach high standards, at a
minimum attaining proficiency in reading/language arts and mathematics.
Performance Indicators: Reading and Mathematics Proficiency
1.1 Schools with students scoring below proficient level must enter into a school
improvement plan. Each district's scores on the state assessments must improve by 10%
each year until all students score at the proficient level or above in reading.
1.2 Schools with students scoring below proficient level must enter into a school
improvement plan. Each district's scores on the state assessments must improve by 10%
each year until all students score at the proficient level or above in mathematics.
Performance Goal 2: All limited English proficient (LEP) students will become
proficient in English and reach high academic standards, at a minimum attaining
proficiency or better in reading/language arts and mathematics.
Performance Indicators: Reading and Mathematics Proficiency for LEP Students
2.1 LEP students will improve by 10% each year until all students score at the
proficient level or above in reading.
2.2 LEP students will improve by 10% each year until all students score at the
proficient level or above in mathematics.
Performance Goal 3: All students will be taught by highly qualified teachers.
Performance Indicator: Highly Qualified Teachers for Migrant Students
3.1 All students will taugth by highly qualified teachers. In schools serving migrant
students through MEPs, migrant teachers and migrant paraprofessionals will be highly
qualified. Teachers maintain, review and analyze criterion-referenced test result data
and any other data available on each mighrat student receiving services to construct an
individualized academic plan for all scoring below proficient. Paraprofessionals will
provide instruction under the direction of a certified classroom teacher.
Performance Goal 4: All students will be educated in learning environments that
are safe, drug-free, and conducive to learning.
Performance Indicator: Support Services for Migrant Students
4.1 The number of migrant students receiving Support Services shall be identified
and provided based on Comprehensive Needs Assessment surveys of parents, students,
administrators, teachers and teacher assistants.
Performance Goal 5: All students will graduate from high school.
Performance Indicators: High School Graduation
5.1 The percentage of migrant students who complete high school shall increase 5%
each year.
5.2 The percentage of migrant students who drop out of school after entering in
Grades 7 through 12 will decrease by 5% each year.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 4
The Oklahoma Migrant Education Program (OMEP) Application outlines the
specific areas for which local projects can use Migrant Education Program funds.
Each area is described below along with measurable program outcomes.
1. Early Childhood Education - For 3-5 year old migrant children to participate in a
developmentally appropriate skill-based program that emphasizes language development,
fine and gross motor development, social skills, reasoning and problem solving, and
literacy readiness.
All preschool children participating in MEP services for 9 months will
increase their developmental skills between pre and post tests by at least 50%
as measured by a reliable and valid developmental skills checklist. The
Oklahoma Parents as Teachers Program provides connections with parents of
early childhood children.
The parents of all preschool children will be contacted to determine if their
eligible children are enrolled in a preschool program. Home preschool
instruction will be provided to a limited number of eligible children on a needs
basis and documented on service logs, COEs, and/or agency records.
2. Priority for Services - Focused on how the Districts will identify and give priority of
services to migratory children who are making qualifying moves and are failing or most
at-risk of failing to meet the Oklahoma's challenging academic content standards and
student performance standards, and whose education has been interrupted during the
regular school year.
Migrant districts will give priority to migrant students who meet both
One category of migrant district subgranting is based on Priority for Services.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 5
3. Content Area Instruction (Reading, Math, Language Arts, Other Content) –
District Migrant Education Program staff provide tutoring support to migrant students
beyond that provided through the general school program to help migrant students meet
district content standards.
All students in the State participate in the Oklahoma School Testing Program
criterion-referenced tests for students in grades 3 through 8 and end-of-instruction
tests for high school students. Districts will increase student
performance as indicated by the performance targets for Adequate Yearly
Progress. Migrant student records will track assessment results for students
tested. The percent of migrant percent students at the proficiency level will
increase 10% from 2005-2006.
4. Professional Development – Professional development supports staff who provide
instructional and support services designed to meet the program objectives. It includes
attending academies and workshops; receiving technical assistance; visiting other
programs; mentoring; and attendance at local, regional, and national conferences.
Based on a professional development evaluation, MEP staff will report that
OMEP-sponsored professional development has helped them to more
effectively perform MEP instructional and support services.
Based on a professional development evaluation, MEP staff will report that
MEP-sponsored technical assistance and/or consultation has been valuable in
helping them to perform MEP instructional and support services duties more
5. Health Coordination – Health coordination services are provided to migrant students
to assist them to be better able to succeed in school. MEP staff work with health care
providers and agencies to support migrant students and families with issues related to
health, immunizations and records updates, physical/dental exams, etc.
Based on surveys, at least 80% of MEP staff will report that MEP health
services have been helpful to migrant student school success.
Based on surveys, at least 80% of MEP staff will report that technical
assistance and/or consultation on health coordination has been valuable in
helping them to perform MEP instructional/support services duties effectively.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 6
6. Identification and Recruitment – The SEA coordinate identification and recruitment,
which is overseen and conducted by MEP staff, LEAS, and the SEA. Information on
Certificate of Eligibility forms (COEs) is obtained by local recruiter for eligible students
and transmitted to the SEA for storage and retrieval.
Based on a staff survey, MEP staff will report that identification and
recruitment activities have been of sufficient scope and quality.
Prior to submitting information to the state database, all COEs will be certified
by both the district and OMEP to be accurate.
The SEA and MEP staff will monitor and/or re-interview for accuracy and
completeness a random sample of the COEs documenting student eligibility.
All recruiters will be trained through professional development and technical
7. Inter/Intrastate Data Collection, Transfer, and Maintenance – Coordination is
focused on data collection, transfer, and maintenance through year round Identification
and Recruitment, and participating in consortiums, attending interstate meetings, and
transferring education and health data.
Based on a staff survey, at least 80% of MEP staff will report that interstate
and intrastate coordination activities have been of sufficient scope and quality.
Interstate/intrastate coordination activities will result in increased services to
migrant students each year.
All MEP staff will be provided with needs-based staff development and
technical assistance focused on inter/intrastate coordination activities.
8. Parent Involvement Activities – The involvement of parents in the education of their
children has a positive influence on student achievement. Parent involvement is facilitated
through communication initiated by the school.
Based on a staff survey, at least 70% of Migrant Education Program staff will
report that parent involvement activities have been of sufficient scope and
Fifty percent of migrant parents will participate in parent activities sponsored
by the school.
All migrant parents will receive communication from the MEP in a language
that they understand.
Twenty-five percent of migrant parents will participate in workshops, classes,
parent training, or in helping the school with planning, reviewing, or
improving school programs.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 7
1.0 Early Childhood Education (ECE) Programs
1.a Parents will be contacted by Migrant Education Program (MEP) staff to assure that all
eligible preschool children are registered in MEP programs and enrolled in a
1.b Parents of preschool children will be provided assistance in enrolling their children
in a preschool program operated by a collaborating agency.
1.c Preschool services will be provided to young children that emphasize research-based
developmentally appropriate skills in literacy, social, language, cognitive,
and motor development.
2.0 Secondary Credit Accrual
2.a Migrant staff or a designee will contact all migrant students in grades 9-12 to
identify any deficiencies that would prevent high school graduation.
2.b Migrant staff will assist high school aged migrant students to prepare a high school
graduation plan.
2.c Migrant staff will work with district to ensure that high school aged migrant
students are receiving appropriate tutoring and other education support.
3.0 English as a Second Language Instruction
3.a A certified teacher will deliver instructional services for 15-50 minutes dailyfor at
least 3 days a week to Limited English Proficient students.
3.b Instructional materials used for English language learners (ELL) may include
textbooks, kits, games, reference and programmed materials, teacher/tutor-made
and commercial materials, audio-visual materials, software, etc.
3.c Scientifically-based researched ELL methods and best practices for LEP students
will be used such as Sheltered Instruction Observation protocol (SIOP), Total
Physical Response (TPR), puzzles, cooperative learning, webbing, theme-based
4.0 Recruiters and Academic Services
4.a Migrant Education Program (MEP) staff will work with migrant students'
parents/guardians as well as with school staff to help ensure that students maintain
acceptable school attendance and reach high academic performance.
4.b MEP staff will work with the school and the home to provide information
resources on health programs, school supplies and materials, and other items
needed for students to be successful in school.
4.c MEP staff will monitor academic needs of migrant students.
4.d MEP staff will provide in-school or after-school tutorial services to migrant
students with the greatest needs that were identified through assessment results
classroom grades, teacher or parent referral, and/or poor attendance.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 8
5.0 Reading, Math, Language Arts, and Other Content Area Instruction
5.a A certified teacher will deliver supplementary content area instruction to help meet
migrant student learning needs.
5.b Instructional materials used may include textbooks, kits, games, reference and
programmed materials, teacher/tutor-made and commercial materials, etc.
5.c Scientifically-based researched methods and best practices in helping students
to read and be successful in other content areas will be used by the instructor.
6.0 Professional Development
6.a Professional development and technical assistance/consultation will be based on
needs assessment results and other program needs to help the staff effectively meet
MEP instructional and support services outcomes. Topics may include:
instructional methods in content areas, parent education and involvement, English
Language Learner Sheltered Instruction Observation Protocol (SIOP)
methodology, knowledge of the Priority Academic Student Skills (PASS)
standards, and agency collaboration.
6.b Scientifically-based researched methods and best practices will guide the design
and delivery of professional development.
7.0 Health Coordination
7.a Provide health screening to migrant student.
8.0 Identification and Recruitment (ID&R)
8.a The Migrant Education Program directors will monitor COEs for accuracy.
8.b The State Recruiter will coordinate Identification and Recruitment efforts
8.c Districts will conduct field recruitment, industrial recruitment, and minority
language recruitment with assistance from Migrant Education Program staff.
9.0 Inter/Intrastate Data Collection, Transfer, and Maintenance
9.a Counsel students and parents on the importance of getting an education.
9.b Train parents on school culture, and parents rights.
9.c Provide information to migrant families on the 800 Migrant Hotline used for
Identification and Recruitment and advocacy.
9.d Provide advance notification to other states of migrant students and families that
will be arriving to help coordinate education and support services.
9.e Participate in interstate collaboration consortium activities.
10.0 Parent Involvement Activities
10.a Parents will be invited to participate in joint planning with schools and other local,
state, and federal programs.
10.b Family literacy programs will use successful, research-based models.
10.c Home/school/community partnerships, ways for parents to support the education
of their children, will be training topics sponsored by districts for migrant parents.
10.d Districts will provide opportunities for participating in local Parent Advisory
Council (PAC).
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 9
For program improvement purposes and in accordance with the evaluation
requirements provided in 34 CRF 200.83(a)(4), the evaluation data described
below will be collected, compiled, analyzed, and
summarized each year by the Oklahoma Migrant Education
Program. These activities will help Oklahoma determine
the degree to which the Oklahoma Migrant Education
Program is effective in relation to our performance targets
and measurable outcomes.
The evaluation will be completed with the assistance of an
external evaluator knowledgeable about migrant education,
evaluation design, and the Oklahoma MEP. The evaluation
will methodically collect information to improve the
program and make decisions about the program merit.
Specifically, the evaluation will look at implementation
and outcomes (results) with respect to the performance
targets and measurable outcomes described in the
Oklahoma Service Delivery Plan.
Implementation data will answer questions such as:
Was the project implemented as described in the approved project
application? If yes, what worked and why? If not, what didn't work and
why not?
What challenges were encountered by the project? What was done to
overcome these challenges?
What adjustments can be made to the project to improve curriculum,
instruction, staffing, coordination/collaboration, professional development,
and parent involvement?
Outcome data will answer questions such as:
To what extent did students who received curriculum services increase their
content mastery in reading and math?
Did migrant students who are Limited English Proficient (LEP) receive
supplementary services and gain proficiency in English?
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 10
For All Programs and Services
• Number of eligible students recruited
• Documentation of Certificates Of Education accuracy
• Number of students enrolled in preschool, school, and out-of-school programs, by age
• Number of students who received services through teachers, liaisons, and tutors
• Number of students served through interstate and intrastate coordination
• Logs and records on interstate and intrastate collaboration activities
• Number of parents involved through attendance at parent meetings; participation in
workshops, classes, parent training; and school/classroom visits; and Parent Advisory
• Home-school communication documentation
• Number of staff enrolled in professional development programs and specifics on training
• Completed evaluation surveys and questionnaires from staff and parents
• Documentation on Technical Assistance Review and Reporting Instrument findings
For Early Childhood Education Services
• Determination of student gains between pre- and post assessment on developmental skills
checklists aligned with the Early Childhood Education curriculum
• Determination of the number of young children who successfully achieve stated
performance standards on the instruments used by the District or collaborating partner
For Services in Reading, Math, Language Arts, and Other Content Areas
• Documentation on the number of students who received services in supplementary
reading, math, language arts, and/or other content areas
• Assessment results on the Oklahoma School Testing Program criterion-referenced tests
and end-of-instruction tests and alternative assessments
For Priority for Services
• Procedures to establish that priority services are given to migratory children who are
failing, or most at risk of failing (greatest need), to meet the state's challenging content
and student performance standards AND whose education has been interrupted during
the regular school year.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 11
For Health Coordination Services
• List and number of students receiving health coordination services
• Monthly coordination logs documenting Migrant Education Program health coordination
activities and services provided by other agencies on behalf of migrant students
• Migrant health records
• Logs of visits and technical assistance on health services provided to Districts by the
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 12
Examples of Programs and Services Provided by the
Oklahoma Migrant Education Program
• Preschool
• Secondary Credit Accrual and Graduation
• Tutoring in Reading, Mathematics, and Language Arts
• English as a Second Language Services
• Health Services
• Summer School/Services
• Professional Development
Oklahoma Department of Education Frank Rexach, Program Specialist,
Migrant Education Program Title I, Migrant Education Program
2500 North Lincoln Boulevard <email@example.com>
Oklahoma City, OK 73105
Phone: 405●521-2846
Click tabs to swap between content that is broken into logical sections.


text:
Rangers' Josh Hamilton on crucial dropped fly ball: 'I just missed it, man'
OAKLAND, Calif. (AP) — Josh Hamilton made one thing clear: The Texas Rangers will forget their stunning season-ending sweep at Oakland and regroup as an American League wild card.
So much for a third straight AL West crown. Texas needed one win against the upstart Athletics in three games, and didn't get it.
"You guys have a hard time believing we can forget about it and move ahead," Hamilton said. "But that's what we get paid to do. We'll go home, regroup and go figure out what we have to do."
The Athletics captured the AL West with another improbable rally in a season full of them, coming back from four runs down and a 13-game division deficit to beat the two-time defending league champion Rangers 12-5 on Wednesday.
Hamilton dropped a fly ball in center field for a two-run error that put the A's (94-68) ahead 7-5 in a six-run fourth inning. The A's only added to Texas' troubles the rest of the way.
Hamilton's miscue while charging forward might haunt the to-be free agent if his Rangers don't get past their wild-card game.
"I just missed it, man," Hamilton said. "If it moves, you can make adjustments if you break down. When you're running, you can't make the adjustments."
Texas (93-69) is headed to the new one-game, wild-card playoff at home against the Baltimore Orioles on Friday night, with the winner playing the New York Yankees in the division series.
The Rangers will turn to rookie Yu Darvish to start against the Orioles. He is 5-1 with a 2.35 ERA since Aug. 12.
"Anything can happen in the long season," said Darvish. "That's why we play 162 games. We're going to forget about this and get ready for the next one."
Now, Texas has all the pressure as they try to make another run deep into October.
These are the same Rangers who twice came within one strike of the franchise's first World Series championship before losing Games 6 and 7 to the wild-card St. Louis Cardinals. It was Texas' second near miss in as many years after losing the 2010 World Series to the Giants.
"We have to go win that playoff game," catcher Mike Napoli said. "We didn't come here to lose. They got it done and we didn't, plain and simple. It's going to be a tough road."
NOTES: Texas' Geovany Soto snapped an 0-for-16 streak with a single in the third that chased Griffin. ... The Rangers also scored five runs in an inning vs. the A's Tuesday night winner Travis Blackley on Sept. 27. ... The A's won the season series 11-8, just the second time in seven seasons they've done so. ... The sellout crowd included 1,000 standing-room only tickets. ... Holland pitched in relief for the second time this year.


text:
$425 Million Jackpot — Are You Getting in on the Powerball Craze? [POLL]
Lottery fever is once again sweeping the nation thanks to the record setting Powerball Lottery. Saturday's numbers failed to produce a winner and now the jackpot for Wednesday night's drawing is at an all time high of $425 million. That jackpot is likely to grow as more people opt to buy lottery tickets leading up to the drawing so you could end up winning more than that, if you're the only one that matches all 6 numbers!
When you head to the convenience store to fill out your scantron form for Powerball, you'll be choosing 5 numbers from a group of 59 numbers and then the red/Powerball, there you'll have an option of picking 1 number out of 35. You know, even if you don't match all 6 numbers to win the jackpot, you could still win by matching at least the powerball!
Without a doubt, at some point today, tomorrow or Wednesday, someone in your office will get a lottery pool going and ask you to be a part of it and share in the winnings if one of the tickets matches all the numbers. With all of the last minute ticket buyers and pooling of money that will be going on over the next couple of days, we could be looking at a jackpot that could be worth a half a billion dollars!
What I find amusing about this situation is that this particular lottery game pays out big even when the jackpot isn't "big"! You could win $25 million easily on any other day and we pass that opportunity by, but when we here of the astronomical amount of $425 million that peaks our interest!
Good luck on winning no matter if you get in the office pool or not!


text:
Actually, that's its name: the Infinite Microbrewery, soon to open its doors at 304 S. Magnolia Ave., right across the street from Rick's Cleaners.
With two craft beer festivals in town this year, isn't it about time we had a microbrewery to call our own?
Yeah, why don't we?
Patience. One is coming. In fact, it's almost here. And its possibilities are Infinite.
Actually, that's its name: the Infinite Microbrewery, soon to open its doors at 304 S. Magnolia Ave., right across the street from Rick's Cleaners.
"It'll be a two-phase opening," said Tom McDonald, one of the owners in the new venture; yes, the same Tom McDonald who is one of the owners of Pi on Broadway, though he said the two are only tacitly related. "I'm sure if some of the Pi staff want some extra hours they'll be welcome," he added.
Phase one of Infinite, he said, will be a "tap room," a sort of socializing hall with 40 craft brews on tap. This also will include a specialty "bottle shop" selling "beers not found anywhere around here," McDonald added.
He and his partners are targeting mid-December — "by Christmas" — for phase one to open.
Then a handful of months later, perhaps in spring, phase two — the actual microbrewery — is expected to crank up. Much depends on getting the equipment, permitting and so forth.
"This will be a good thing for downtown," McDonald said. "We feel craft beer is an emerging market."
Actually, there have been craft beers available in this area going back years: I'm told Horse & Hounds, Harry's and O'Malley's have featured them, and more recently the Tilted Kilt and Tony's Sports Bar & Grill.
For a time, Hops on College Road where Cody's Roadhouse is today, brewed its own; well, with a name like Hops, what do you expect?
But somehow the edgy Pi has become identified with craft beer in the area, maybe because craft beer has been a staple there since it opened downtown several years back and the eatery is in the forefront of encouraging this emerging market.
"We realized a lot of people are really enjoying craft beers," McDonald said. At Pi's first event, a private party, he recalled there were two kegs available: one of Miller Lite and the other a craft beer. "At the end of the night, the craft beer was gone," he said.
And that eventually led to the first Craftoberfest three Octobers ago, a Saturday afternoon block party on Broadway Street in front of Pi. The event drew nearly 1,000 partiers to its latest edition last month.
And this year, JVC Communications, which owns local radio stations Q92-FM and My Country 102.3-FM, presented its first craft beer festival at Hilton Ocala in September.
At the Swamp Head Microbrewery in Gainesville, founder Luke Kemper discovered the lure of craft beer during trips to Colorado, he said, and decided Gainesville was ripe for a different taste. After buying the brewing equipment from the old Spanish Springs Brewery in The Villages in 2008, Swamp Head tapped its first batch in early 2009.
It has since become something of a regional favorite.
"It's a movement back to local, smaller beers," Kemper said of craft beers.
Moreover, Ocala has a small but thriving core of home craft brewers — the Brick City Brewers. The club meets at 4:30 p.m. on the second Sunday of every month, at Pi of course.
Making your own beer is something "you can do in four to five hours or something that takes you weeks," home brewer Micheal Coons said in an interview prior to Craftoberfest.
"We want people to come out and enjoy," he added. "We're trying to help everyone make better beer."
And while there's that sense of self-accomplishment — "I made this!" — Coons talked about, it seems that by this time next year that sense could become secondary, at least for me.
The beer at our new microbrewery, you see, is likely to be Infinitely better than anything I could ever make.
Rick Allen can be reached at email@example.com or 867-4154.


text:
Category: main menu • length menu • Megalithic yards
length conversion
Amount: 1 megalithic yard (MY) of ancient length
Equals: 2.49 Chinese chǐ (市尺) in length
Converting megalithic yard to Chinese chǐ value in the length units scale.
TOGGLE : from Chinese chǐ into megalithic yards in the other way around.
CONVERT : between other length measuring units - complete list.
Conversion calculator for webmasters.
Length, Distance, Height & Depth units
Distance in the metric sense from any two A to Z points (interchangeable with Z and A), also applies to physical lengths, depths, heights or simply farness. Tool with multiple distance, depth and length measurement units.
Convert length measuring units between megalithic yard (MY) and Chinese chǐ (市尺) but in the other reverse direction from Chinese chǐ into megalithic yards.
|conversion result for length:
|1 megalithic yard
|Chinese chǐ
Converter type: length units
This online length from MY into 市尺 converter is a handy tool not just for certified or experienced professionals.
First unit: megalithic yard (MY) is used for measuring ancient length.
Second: Chinese chǐ (市尺) is unit of length.
2.49 市尺 is converted to 1 of what?
The Chinese chǐ unit number 2.49 市尺 converts to 1 MY, one megalithic yard. It is the EQUAL ancient length value of 1 megalithic yard but in the Chinese chǐ length unit alternative.
How to convert 2 megalithic yards (MY) into Chinese chǐ (市尺)? Is there a calculation formula?
First divide the two units variables. Then multiply the result by 2 - for example:
2.48898 * 2 (or divide it by / 0.5)
Other applications for this length calculator ...
With the above mentioned two-units calculating service it provides, this length converter proved to be useful also as a teaching tool:
1. in practicing megalithic yards and Chinese chǐ ( MY vs. 市尺 ) values exchange.
2. for conversion factors training exercises between unit pairs.
3. work with length's values and properties.
International unit symbols for these two length measurements are:
Abbreviation or prefix ( abbr. short brevis ), unit symbol, for megalithic yard is:
Abbreviation or prefix ( abbr. ) brevis - short unit symbol for Chinese chǐ is:
One megalithic yard of length converted to Chinese chǐ equals to 2.49 市尺
How many Chinese chǐ of length are in 1 megalithic yard? The answer is: The change of 1 MY ( megalithic yard ) unit of length measure equals = to 2.49 市尺 ( Chinese chǐ ) as the equivalent measure for the same length type.
In principle with any measuring task, switched on professional people always ensure, and their success depends on, they get the most precise conversion results everywhere and every-time. Not only whenever possible, it's always so. Often having only a good idea ( or more ideas ) might not be perfect nor good enough solution. If there is an exact known measure in MY - megalithic yards for length amount, the rule is that the megalithic yard number gets converted into 市尺 - Chinese chǐ or any other length unit absolutely exactly.
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text:
Learning Index >> Pioneers and their practice: a reference guide
Bernard Leach, born in Hong Kong of English parents, was brought up in Japan and Singapore. In 1903, he entered the Slade School of Art under Tonks and, later, the London School of Art under Brangwyn, studying etching. In 1909 he married and settled in Tokyo as an etcher. In 1911 he discovered pottery, apprenticed himself to Ogaka Kenzan VI and soon set up a workshop, but after several successful exhibitions his pottery burnt down.
Leach returned to England in 1920 and founded the St Ives Pottery in Cornwall. The potter Shoji Hamada accompanied him and, initially, they made slip-decorated earthenware, fired in a climbing kiln. Hamada left for Japan in 1923, returning in 1929 with the writer Yanagi. Amongst Leach's apprentices in the 1920s were Michael Cardew*, Katharine Pleydell-Bouverie* and Norah Braden*; his son David Leach joined in 1930.
Bernard Leach taught at Dartington Hall School, Devon from 1932 and built the Shinner's Bridge Pottery there. He shared a passion for Far Eastern ceramics with Leonard Elmhirst, the co-owner of the Dartington Estate. Leach toured Japan in the mid 1930s and, returning to England in 1935, then wrote A Potter's Book (1940). In 1941, aged 54, he resumed running the St Ives Pottery with his third wife Janet Darnell Leach (1918-97); he made individual stoneware pots for 30 years, exhibiting and lecturing widely. In 1973, when he had ceased to pot, he was made a Companion of Honour, and in 1977 and 1997 retrospective exhibitions were shown at the Victoria and Albert Museum and the Crafts Council, respectively.
*Denotes included in the Crafts Study Centre Collection


text:
S k a t e L o g F o r u m
Inline Skating and Quad Roller Skating
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|Slalom Cone Skating Forum Discussions about slalom cone skating, high-jump, and other freestyle trick skating. (Note that vert, street, and park skating discussions should be posted in our aggressive skating forum.)
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|October 20th, 2016, 10:26 PM
Junior Member
Join Date: Oct 2016
Posts: 14
Slalom Inline Skate Mods and what works.
SEBA Carbon cuffs on Powerslide EVO 2 boots
Playing around with different skate parts is a great way to find the right tune of skate for your needs. The difficulty lies in first knowing what parts fit where they were not meant to go. Replacing skate cuffs is one option to chance the look and feel of your skates.
I roll A pair of Powerslide EVO 2 2014 skates and was curious to know if Seba Igor Carbon cuffs work with the powerslideboots. Thought I'd share the mod.
It does work well without any destructive mods, however the rubber pivot point grommet is designed for a thicker cuff screw. There is the chance that the interior carbon of the cuff will rub the evos boot material.
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text:
SF writer Lavie Tidhar has just published the first installments of his online serial "Jesus & The Eightfold Path," which imagines what would have happened if the "three wise men" of the New Testament nativity story had actually been Buddhists.
Tidhar writes:
"Jesus & The Eightfold Path" was first written when I was living in Vanuatu . . . here is the story of Jesus, as imagined on a lonely Vanuatu beach some time ago, and what would have happened if the three companions of the Buddha in the Chinese classic "A Journey to the West" just happened to be the same three Wise Men who journeyed from the East to meet the unborn Christ.
You can read the first installment here. He'll be posting another chapter every day for the next two weeks.
If you read the story and like it, Tidhar would appreciate a donation - he just had a wedding in Israel, and now all his visiting guests are stranded in his one-room apartment in Jaffa until the volcano ash cloud clears. Apparently cooking for 10 guests is getting a little pricey. Read some alternate history and help a guy out!
via Apex Book Blog


text:
It's a bit late in the afternoon, but I'm still pushing through with the second Weekday Potluck. I am asking an opinion from you though, tell me what you think of this:
I actually wanted to make this linkup beneficial to everyone, and since I missed BC Bloggers' Meme so much, I thought I could create a similar linkup for the foodie bloggers out there. For those who aren't familiar with BC Bloggers, here is how it goes. Every week, the home page link of each participant will automatically be linked by the next week's participants. I will provide a link list for the future participants to place on their post, so that everyone's blogs will have link love. :)
- Link to your post page, not your homepage.
- Link back to Sassy Chef in your blog post using the button below or any text link going to My Sassy Chef's homepage.
- Visit and comment on at least one of the participants (optional, but it would make the party livelier)


text: Introducing the production version of Darrel Ralph's custom Gun Hammer folding knife, the Torpedo. This knife is an absolute tank, featuring a lightning fast assisted-opening mechanism and a wicked 3-1/2″ S30V bowie style blade. The handle is made from thick 3D-machined aluminum and features a .09″ thick titanium liner lock. It is an overbuilt knife that will stand up to torture, hard use, and anything else you can throw at it. A superb design using top quality materials, the Torpedo makes an excellent combat, tactical, or camp knife and we will be receiving additional variations of this knife soon. You can see them at www.knifecenter.com. Continue Reading


text:
Natasha Brofsky, a member of the New England Conservatory cello faculty since 2004, has enjoyed a career in both the United States and Europe.
As cellist of the Naumburg award–winning Peabody Trio, she has performed on important chamber music series throughout the U.S., Canada, and the United Kingdom, at venues including Wigmore Hall in London, Herbst Theater in San Francisco, and the Corcoran Gallery in Washington. The trio has been heard on numerous radio broadcasts, including CBC, Radio Canada, and WGBH.
The trio has recorded on New World, CRI and Artek. Their recording of the Beethoven Op. 70 Trios for Artek was hailed by The Strad as as "some of the most accomplished Beethoven playing I have heard in many a year..." Two more Beethoven Trios, Op. 1, were released on Artek and featured in Gramophone.
In addition to her work with the Peabody Trio, Brofsky has performed as guest with numerous ensembles, including the Takács, Prazak, Cassatt, Norwegian, Jupiter, Ying, and Borromeo quartets.
During nearly a decade in Europe, Brofsky held principal positions in the Norwegian Radio Orchestra and the Norwegian Chamber Orchestra under Iona Brown. The Chamber Orchestra toured internationally, performing at the Proms in London, the Kennedy Center, and Carnegie Hall. In addition, she was a member of the Serapion Ensemble, performing with them in Germany and Austria, and the string trio Opus 3, which performed throughout Norway for Rikskonsertene, the Norwegian State Concert Agency. She recorded Olav Anton Thommessen's Concerto for cello and winds for Aurora Records, and was a regular participant at Open Chamber Music in Prussia Cove, England.
A sought-after teacher, Brofsky has given masterclasses at many schools, including San Francisco Conservatory, Peabody Conservatory, and Boston University, as well as for El Sistema in Venezuela. She has taught at Barratt-Due's Institute in Oslo, the University of Colorado at Boulder, and the Heifetz Institute. Since 2001, she has been on the faculty at the Yellow Barn Festival in Vermont.
Her students enjoy careers as performers and teachers all over the world. Recent student honors include a Grammy nomination, first prize at the Sphinx Competition, a prize at the Cassado cello competition in Japan, and appearances on radio and television on "From the Top." In 2010 three of her students were chosen to perform with the Boston Symphony Orchestra and Boston Pops as winners of their young artist competitions.
Following her own college studies, Brofsky was awarded a Fulbright Grant to study with William Pleeth in London, where she won the Muriel Taylor Cello Prize.
Bachelor of Music and Performer's Certificate, Eastman School. Master's Degree, Mannes College. Cello with Marion Feldman, Robert Sylvester, Paul Katz, and Timothy Eddy. Member of the Peabody Trio. Recordings on Aurora, and with the Peabody Trio on Artek, New World, CRI. Also faculty of the Juilliard School.
Photo by Andrew Hurlbut
- Member of the Serapion Ensemble


text: This image was captured by husband and wife photography team, John Eastcott and Yva Momatiuk from New York. While visiting a Kenyan watering hole, they spotted a mother giraffe standing over her baby in the gathering dusk. this image won first-place in the 39th annual national wildlife photography contest in the professional mammal category.