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WeatherBug Alert for Mac
Enterprise, AL 36330
WeatherBug Alert for Mac helps you plan your day with confidence by putting severe weather alerts and your live temperature on your desktop.
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- Download zip file.
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- For support or to provide feedback on WeatherBug Alert for Mac, please visit the WeatherBug Alert Forum
- Click here for the OS X 10.3.9 Compatible Version
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Posted on 6/21/2013
Debbie Mason
The Association of State and Territorial Health Officials highlights North Carolina's approach to using 17P as one of six strategies at the forefront of reducing prematurity. Women who have had a previous preterm birth receive weekly 17P injections of a progesterone medication that reduces repeat preterm birth by up to one-third. Forsyth County Infant Mortality Reduction Coalition and community partners were recognized for their strong contribution to the NC 17P Project, including the production of a mom-to-mom DVD entitled "Footprints of Hope" that was used to educate women and health care providers about the benefits of 17P. Read more about 17P and other strategies being used to reduce preterm birth.
Read specifically about the NC 17P projectand the role of Forsyth County Infant Mortality Reduction Coalition.
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Communicable Diseases
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Medical Records Information
(336) 727-8135
The mission of the Forsyth County Department of Public Health is to advance policies
and practices that promote equality in health, prevent disease, & protect the environment.
Adopted by the Board of Health 1/7/09.
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Chymotrypsin is a highly-purified serine endopeptidase derived from bovine pancreas that preferentially hydrolyzes at the carboxyl side of aromatic amino acids: Tyr, Phe and Trp. Cleavage may also be observed, but at a lower rate, at Leu and Met. Chymotrypsin activity is optimal in the pH range of 7.0–9.0. This sequencing grade enzyme can be used alone or in combination with other proteases to produce protein digests for peptide mapping applications or protein identification by peptide mass fingerprinting or MS/MS spectral matching. It is suitable for digestion reactions in-solution or in-gel.
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Chymotrypsin, Sequencing Grade
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Webinar training to outline the demographics and benefits of the WRP. Provided an orientation to using the WRP as a recruitment tool for internships and permanent positions for college students and graduates with disabilities.
This informational seminar provides basic information pertaining to benefits overpayments using lecture, PowerPoint and opportunity for question and answer. Online polling will be used to test participant knowledge. A preparatory reading assignment will be provided and is required.
This session will review the following topics:
• What are the issues? Why did they emerge now?
• Leave as an accommodation: What are best practices? How much leave has to be granted? Does the ADA AA change leave practices?
• Accommodating veterans with disabilities - particularly signature disabilities
• Integrating disability into diversity planning
• Other hot-button issues on the horizon
• Summary: What do you see as hot button issues?
The U.S. Department of Labor's Office of Disability Employment Policy recently published "Business Strategies that Work: A Framework for Disability Inclusion." This guide for employers focuses on policies and practices for recruiting, hiring, retaining, and advancing qualified individuals with disabilities and ensuring that the workplace is truly diverse and inclusive. It is organized into seven action areas.
This webinar focuses on the action area that most employers, public and private, report is critical to initiating or refining policies and practices for proactively recruiting and hiring qualified people with disabilities. Building the pipeline requires effective outreach practices and strategic recruiting strategies. During this webinar you will learn about building relationships with academic and community organizations, developing internal developmental programs and policies, specific talent resourcing, and the value of formal tracking and reporting procedures.
HRCI credits will be available to webinar participants.
Presenters: Felicia M. Nurmsen, National Project Ability Leader & Government Solutions Executive, Manpower Jill D. Houghton, Executive Director, US Business Leadership Network
Creating the capacity to deliver high-quality transition and career development curricula and services requires highly individualized, student-centered planning and resource development.
Participants will understand how person-centered leadership development for students with disabilities can build highly successful and sustainable secondary transition programs.
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These puppies had to go through 20ga 304 stainless over 1/4" of their length, still sharp & did an amazing job. Better than any reamer I would have gotten at a normal metal working tool supplier.
These reamers are very well made, cut wood and nonferrous metals for years of normal use, and keep the holes round. Check out prices for taper reamers at industrial supply stores for an idea of what quality cutting tools cost. Go slow, they're sharp.
Thought long and hard before buying one of these. There are cheaper options out there but to my mind they are no where near as good. This does what it says it does and it does it very well. You might not use it every day but when you do need it you know it will do what you want it to. Highly recommended piece of kit.
I expect speciality tools to be expensive after all Joe Bloggs is not likely to require one of these! Its a top quality tool designed to do one specific task which it does very well indeed
Simple but quality tool. I have searched for a tapered reamer for a while and found the taper was loose. This reamer is a tight 5 degrees but you have to practice a bit to get the feel of this sharp tool.
I have the 5 degree reamer, works great for my guitars, a nice tight fit.
just about to purchase these but a tip for users. put some masking tape around the reamer to act as a measuring marker. this will enable you to control how far down the reamer goes into the hole and definitely stops you going too far. just move the tape in very small increments till you get to the correct depth. once you have done this for one pin then you can use that position of the tape for all the others knowing they will be the same. to be even safer do this on a separate piece of wood then you will be set and accurate.
I tried a hardware store reamer which made octagonal holes. So I purchased the 3 and 5 degree reamers which produce round holes with the correct taper. My bridge pins fit perfectly. No danger of buzzes or rattles now. I also checked my references and discovered that they all used these reamers.
Like other reviews. This is over-priced, but as for function: This performs great!
I don't write a lot of reviews, but I discovered a couple of techniques which may be of some value to others, so here goes... first, this reamer was a little pricey. The five stars are for how well it works, not the price. That said... I read others' warnings about going too fast and finding out the hole is now oversized. I can't emphasize the importance of this enough. So try this - loosely place the reamer in the hole and start turning it, letting the presence and weight of the tool do the work. You may find you have to add a little force to it, but try this first and see if it works. I did this on a bridge re-glue and it worked well, without using any force at all. Second, if you find out that you've gone a little too far, and you should be checking the fit OFTEN, wet a Q-tip and run it into the hole a couple of times. The wood will absorb a little moisture and swell - when it dries, you might have regained a snug fit. I did. Pretty lengthy review for the first time!
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To add items to your saved list, select the check boxes next to the items you want. You can edit the quantity you wish to save here, or in your Saved List.


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Travel Nevada
401 N. Carson St.
Carson City, NV 89701
(775) 687-4322
401 N. Carson St.
Carson City, NV 89701
(775) 687-4322
With more than 24,000 acres of alpine and Nordic skiing, legendary Lake Tahoe is one of the premier ski destinations in the world. Whether you're a skier or boarder, Lake Tahoe has a trail for you. Ski Black Diamond runs overlooking the largest alpine lake in North America. Strap on snowshoes or click your boots in for a cross-country excursion. Go snowmobiling or lace up your ice skates for a spin on the rink. Ride the gondola from the shores of Lake Tahoe to the top of the mountain. Dodge the snowflakes as you stroll from one boutique to another. Savor a fine meal at a lakefront bistro. Join a group of friends for après-ski entertainment well into the night. Don't wait to start planning your trip to Nevada!
Before you wax your skis in preparation for the best winter vacation ever, check out exclusive Nevada ski packages, deals and special offers available for a limited time only. Whether you're looking for the lowest price per person, the best room with a view, the longest trip you can book, or the sweetest perks you can snag, we've got you covered with all sorts of Lake Tahoe ski packages. You can build your own custom ski package to boot! And with 18 world-class ski resorts spanning 24,000 acres of skiable, boardable, shreddable terrain, not to mention a plethora of lodging choices and après-ski casino excitement, the hardest part of planning your Lake Tahoe ski getaway will be deciding which package to book.
From extravagant suites and penthouses to friendly bed and breakfasts to small, comfy motels, Nevada offers an array of restful choices for your overnight stay. In the Lake Tahoe region, snow-sports enthusiasts will find spectacular winter accommodations, from stunning Tahoe-style cabins and condo rentals to cozy inns to luxurious casino-resorts. Search for accommodations on TravelNevada.com and find the perfect place to lay your head in Nevada.
How do you make a saddle?
Saddle makers at J.M. Capriola Co. in Elko weigh in on their craft.
Nevada Magazine Continues Sesquicentennial Celebration
Nevada Magazine's January/February 2014 issue, featuring the Carson City Capitol building on the cover, is now available on...


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Port et manutention : 6,99 $
(6 reviews)
Cet article est présentement en rupture de stock. Veuillez vérifier plus tard.
Pour obtenir de plus amples renseignements, veuillez composer le 1-888-2020-888.
Nous sommes désolés, le contenu de certaines pages n'est pas encore traduit en français.
Il le sera bientôt.
Elizabeth Grant was born in London, England. She has lived in England, Scotland, South Africa, Monte Carlo and Canada.
Elizabeth established her company, Elizabeth Grant Int. Inc in 1958 in London, England at a time when it was most unusual for women to be in business. Through sheer determination and exceptional perseverance she was responsible for the development of the company from a home based business to a multi-million dollar global corporation.
Elizabeth did not always have the flawless skin she has today. Her skin was damaged during the Second World War. She used to walk around with dark glasses and tried to avoid people because of how self conscious she felt about her appearance. All that changed in 1948 when Elizabeth read about a substance that was being used to treat war wounds. After having this made up for her, Elizabeth noticed that within 8 months her skin started to show signs of a remarkable improvement. The glasses came off and she started living again!
At the time Elizabeth was working as a make up artist. When she noticed one of her favourite clients was suffering from bad skin as a result of years of heavy makeup use, Elizabeth offered a sample of the formula she was using. Within 10 days the client asked for more. When Elizabeth saw her 6 weeks later, she knew that this formula could help others. She decided to develop her own skin care treatment line that contained a secret formula she called Torricelumn.
All Elizabeth Grant products contain Torricelumn - a compound exclusive to the laboratories of Elizabeth Grant. Torricelumn is exceptionally rich in moisture that acts as a hydration booster - replenishing the moisture levels of the skin by attracting and retaining its own natural moisture. On application Torricelumn instantly hydrates the skin leaving the skin feeling soft and smooth, revitalized and rejuvenated. It helps to 'plump' up the appearance of the skin and reduce the appearance of wrinkles. Employing a "skin replication" technology, Torricelumn imitates the skin's natural repair capacity found in younger skins. It induces the skin to produce more collagen and elastic that are the skin's natural renewers. Its rich in protein a vital ingredient in cell renewal. Continuous use of Torricelumn and its specialized blends can positively impact on the skin overall and prevent further damage. Torricelumn is suitable for all skin types and all ages. The Elizabeth Grant Skin Care Treatment Line is hypo-allergenic and well tolerated by all skin types including sensitive skins and combination skins.
Biogenetically engineered to help redefine the appearance of the skin by working at the cellular level. The Skin consists of a dense interwoven structure of collagen and elastin fibres. These fibres provide the support of structure of the skin giving the skin its firming foundation and elasticity. As the skin ages there is a reduction in the production of collagen and elastin resulting in a decrease in the skin firmness and an increase in the appearance of wrinkles. Working from a cellular level Biocollasis helps to strengthen the collagen fibres and increase elasticity to the elastin fibres making the skin appear firmer, smoother and less lined. Biocollasis helps to renew and revive skin cells. The infusion of the tri-peptides and proteins in to the skin cells results in a nutrient enriched epidermal cushion smoothing out and plumping up the appearance of the skin. Dry lines, fine lines and coarse wrinkles appear radically diminished. Biocollasis protects the skin from the environment combating the damaging free radicals at the cellular level. Free radicals are unstable molecules in the environment caused by pollution, smoking and ozone that damage the skin precipitating hyper-pigmentation marks and dull sallow complexion. The EPF (Environmental Protection Factor) of Biocollasis gives the skin a porcelain like complexion and inner radiance. Biocollasis contains Elizabeth Grant's exclusive Torricelumn - clinically proven to increase dermal hydration to 100% within 4 weeks. Dehydration is a key factor in skin aging. By increasing the epidermal hydration levels at the cellular level with Elizabeth Grant's exclusive Torricelumn the skin appears younger, healthier and more resilient. Proven Results After 4 weeks of using Biocollasis the following results were observed*: 100% saw increase hydration 72% saw improvement in fine lines 52% saw improvement in deep lines 82% saw improved radiance * Percentage of women who noted visible improvement during 4 week consumer test.
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Par ANITA
de SASKATCHEWAN
I would not be without this ! I use one drop in each serum morning and night and the results are incredible ! You will love it.
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Silky skin
Par Lydia
de Laval,Quebec
I just love this product. I apply it to the fine wrinkles and in no time they start to fade. My skin feels like silk and I feel so fresh after applying it. I added those couple of drops to my routine and it did a mighty difference.
Works very well
Par jenn
de ALLISTON
I love this product! I can see a difference already. I love Elizabeth's products.
Excellent !!
Par Kathy
de Ennismore
Wow !! This wrinkle repair is awesome! I love how smooth it goes on and my skin feels like silk. My skin looks and feels so much better using EG products. It's so nice when people say I have nice skin. I've introduced a few of my friends to EG so we can all look and feel wonderful.
Another winner
Par KATHY
de CALGARY
This wrinkle concentrate soothes out fine wrinkles very nicely, my deeper lines will require more time to notice results. But once again as promoted it works, keep up the innovations that help us.
I haven't found ant
Par Gail
de Halifax, Nova Scotia
EG's line of products are one of my favourite things. Her wrinkle concentrate is a good product and I will continue to use it.


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Photo courtesy of Lena Atkinson
What is Montessori?
Rather than explaining what Montessori is, I am offering an excerpt from an article that does a beautiful job of describing what Montessorians do. Maria Montessori's Decalogue is a set of 10 rules for adults working in a Montessori classroom. It is relevant to parents, grandparents, and caregivers of all types who strive to relate to children peacefully and respectfully in any environment.
I hope you will enjoy this expanded version of the Montessori Decalogue as written by The Mammolina Children's Home Montessori Kindergarten in Beijing, China.
The Montessori Decalogue
1. Never touch the child unless invited by him (in some way or another).
Unless there is a very strong reason to (like avoiding an accident, for example), one should never touch a child unless a child requests it. Picking up a child without the child's consent, even if in a playful manner, or grabbing her hand, pushing her, etc., should always be avoided. If children are engaged, looking at a book, working, playing, resting, the same principle applies. Children invite contact in many ways, and parents and adults in general, who work with children, know how to interpret the signs they send. It is important also to respect a child when she is angry and does not want to be touched or picked up.
2. Never speak ill of the child in his presence or absence.
Speaking ill of a child, or making negative comments about a child, either in the child's presence or absence, denotes lack of respect for the child. It also sets a frame of mind and denotes an attitude that is negative and conducive to confrontation—and not always open! Preconceived ideas often linger as negative thoughts and breed reactive behavior. If an adult falls into this trap, it is very easy for a lack of patience and negative attitudes to creep in and damage the relationship with the child.
3. Concentrate on strengthening and helping the development of what is good in the child, so that its presence may leave less and less space for what is negative.
If adults focus on negative behavior, children will feel inadequate. This will result in low self-esteem, and a self-fulfilling prophecy like behavioral patterns will take over. Negativity will become second nature. Instead, by focusing on what is positive, the child will feel safe and confident. Children are learning what is and is not acceptable behavior can and cannot be done, etc. They do not need punishments or rewards. Simply to be shown what is and is not acceptable, by adults that model appropriate behavior.
4. Be proactive in preparing the environment, take meticulous and constant care of it. Help the child establish constructive relations with it. Show the proper place where the means of development are kept and demonstrate their proper use.
If the child is presented with a prepared environment, there is little need for much more. Again, modeling appropriate behavior is essential. A child that is shown an orderly environment will likewise feel encouraged to keep it orderly. If a child has available manipulatives she can handle, play and work with, rather than things she cannot touch, she will feel at ease to explore the world around her. If objects are at reach, that the child may break or hurt herself with, she should be shown how to handle them, rather than told "don't touch!" A kitchen is a world full of wonder for a child! Cutting, cooking, stirring, pouring, etc., are all activities the child will want—and need!—to master in order to become independent. Include the child in as many activities as possible at home, from cleaning to cooking; there is enough to keep any child busy and engaged all day long.
5. Be ever ready to answer the call of the child who stands in need of you, and always listen and respond to the child who appeals to you.
There is nothing worse for a child than to feel insecure and ignored. Abandonment is a feeling no child should have to live with. "If a child asks for attention, then that child needs attention," stressed Montessorian Margaret Homfray. When people brush a child aside and say, "she just wants attention," that person is missing the point: a child only wants attention when she needs attention. Children who feel cared for and do not have to worry about being abandoned, even if for a short time, are far more likely to care for others and show concern for and trust others, than those who experience this sort of "cold shoulder" treatment. Also, "timeout" and "go to your room and stay there" approaches are also expressions of abandonment.
6. Respect the child who makes a mistake and can then or later correct it herself, but stop firmly and immediately any misuse of the environment and any action which endangers the child, its own development or that of others.
Avoid rushing to correct mistakes a child has committed. Children are learning to cope and function. They will persist and practice to their heart's content whatever skill they need to acquire, until they master it. If a child starts throwing things around and disrespecting the environment, by all means, stop her. Yet, explain why you had to stop her. Reason and listen to what the child may have to say. Maria Montessori said that "a child's first tantrums are the first ills of her soul." There is always a reason for everything. Try to bring the reason to light. Punishing, isolating the child, etc., will only feed her pain, and burry deep those reasons—she will learn to hide rather than communicate.
7. Respect the child who takes a rest or watches others working or ponders over what she herself has done or will do. Neither call her nor force her to other forms of activity.
A child that is idle is often not idle at all… Children need to be given space to find what it is they are interested in and want to do. Once they do, they pursue their interests with unrestrained passion and perseverance! A child that is observing other children or adults is also learning. If the child is resting, she is not being lazy and doing nothing just lying there—she is most probably processing information, observing, reflecting on something she did, or saw, or is planning on doing.
8. Help those who are in search of activity and cannot find it.
Be sensitive to the needs of the child including differentiating when apparent inactivity is inner activity, or in contrast, a child is simply lost. A child in search of activity and unable to find it is usually restless. If sitting or lying down, it can be noticed that she is not "engaged;" she is not resting, but simply lost and prostrated. There is a thin line that separates these two worlds. It is the adult's responsibility to observe carefully and find out the signs—often very different from child to child—that can reveal what the child is experiencing. Abandonment differs from rest and contemplation.
9. Be untiring in repeating presentations to the child who refused them earlier, in helping the child to acquire what is not yet her own and to overcome imperfections. Do this by animating the environment, with care, with purposive restraint and silence, with mild words and loving presence. Make your ready presence felt to the child who searches and hide from the child who has found.
A child may need to be shown the right way to do something, say a word, express her feelings or acquire any sort of new skill, many, many times. One should never grow tired of repeating it, such as reading the same bedtime story or singing the same jingle. Children seek perfection in all they do until they reach a level which meets their needs (not what the adult may think "perfect" is, or means.) To be always available but not intrusive is an art. When a child needs help, she will ask for it. When a skill has been acquired and the child no longer needs assistance, adults should respect the child's new acquired or reached level of independence.
10. Always treat the child with the best of good manners and offer her the best you have in yourself and at your disposal.
Children who are respected will learn to respect others. Giving the child the best one has to give helps the child learn that you are someone she can count on, and teaches her to also give others the best she has to give. It is important the way Montessori puts it, "the best you have in yourself," as if to say, always reach higher, but do not feel dismayed if you fall short, and "the best" that you can give is not the best you think or know you should give. If your best manners are not always what they should be—a common feeling parents harbor when children seem to be pushing their patience beyond the limits, do not lose heart. The way Dr. Montessori put it, is basically this: have realistic expectations towards the child, and yourself too. Give the best you have to give, but don't feel guilty if you fall short. Simply keep striving to improve and always do your best. If you commit a mistake, giving the child your best may well be recognizing it and apologizing. "Amy, Mommy got upset and shouted. That was not nice of me. I am sorry." Children also need to recognize mistakes, learn to apologize, and that parents are not always perfect.
These are basic principles. What Montessori strives for is to protect the child from all sorts of negative influences that can create deviations in the child's spirit and psyche. To preserve the natural curiosity of the child, help her find her interests, protect her passion for learning, foster it and let it grow in a healthy way. In this way, the child can contribute her best to society. This is conducive to world peace, as Dr. Montessori envisioned it, and Montessorians believe is possible. It takes passion, it takes commitment, and it takes working together.
- Excerpted from Montessori: Committed People with a Passion for Children by the Mammolina Children's Home Montessori Kindergarten in Beijing, China.
I had the great pleasure of working in my former classroom today and it reminded me of why the three-year cycle in Montessori classrooms is so beneficial, not least of all, to the teachers.
Our Montessori preschool classrooms are composed of a mixed-age group of children who remain, ideally, in one classroom for three years. A child starts at age three and stays through her Kindergarten year. This is called the three year cycle. Each of those years brings new and unique learning opportunities for the child. As a three-year-old, the child observes her older peers and benefits from their experience. As a four-year-old, she starts to see herself as one of the "big kids" and expands her social circle. In her Kindergarten year she is recognized as a leader and takes pride in helping others.
When I took a sabbatical at the end of the school year in May, I left behind children who had been in my classroom for one or two years. I was able to catch up with many of those students today when I visited the classroom. I observed that two of "my" third-year students, I'll call them S and K, were part of what Montessorian John Chattin-McNichols calls a "roving pack of 5-year-olds." They were wandering around with some other boys and mixing it up a little. I knew these two boys when they were just barely three years old. I knew them before they could consciously control their bodies at group time and even before they could dress themselves successfully. Now, here they were - big, bold 5-year-olds and I was curious to see who they had become eight months after we last worked together.
Angie, my dear friend and the lead teacher of my former class, shared with me that S and K had been working on the squaring and cubing chains in the math area, so I asked them about those activities. They were eager to show me what they had already done and tell me what came next. Within a few minutes, they broke off from the pack and were ready to master the 10 cubing chain.
The 10 cubing chain - or 1000 chain - is a concrete representation of 10 cubed. It's made up of one thousand pea-sized beads organized into bars of ten. The bars of ten are attached at the ends to make a chain. Children are ready for this work after they have mastered the 1 - 10 squaring chains and the 1 - 9 cubing chains. This video from the DuPage Montessori School in Naperville, Illinois provides a good overview of how the squaring and cubing chains are presented in the Montessori classroom.
The 10 cubing chain is nearly 30 feet long so it must be laid out in the hallway outside the classroom. So, off to the hallway we went.
S and K divided up the tasks between themselves. One carried the rolled-up mat and the other carried the chain. We established the space we would use in the hallway and K unrolled the mat while S went back into the classroom for the number tabs. We discussed how they would sort the tabs on the tray and move it down the mat as they worked.
S found the 1000 tab. He knew it went at the very end of the chain but he left it on the tray. There was a pause before they started and I asked what number they would start with. S said, "We have to count them all."
That is certainly one way to do it. But when a child is ready for the 1000 chain, he is generally ready to complete it without counting every number because he can now count by tens and hundreds. Once you trust that 10 is ten, you don't have to count it again.
I asked if they thought they could first put tabs on the hundreds. Yes! They were sure they could. Together, we counted the bars as 10, 20, 30 and so on until we got to 100. S got the 100 tab and marked that spot. K quickly grasped the system and immediately went to work sorting out all of the hundreds tabs in a separate group so that S could place them. This was my cue to find something else to do. I went back inside the classroom to assist Miss Angie while the boys marked off every 100th bead on the chain with the appropriate tab.
They repeated the process, stopping after each bar of ten. K was the sorter, S was the placer. "150! I need 150," S said. K had it ready. There was never any disagreement, that I heard, over who would do which task. They just got started and they each found their niche as they went. And they were really digging their work.
They started the cubing chain work at 9:45 and I checked in with them every few minutes. They finished at 11:00. One of them stopped to use the bathroom then went straight back to his work. Other children would step into the hall to see what was happening and then go back inside to their work.
Sometimes I checked on S and K without speaking and other times I acknowledged their progress. Once, I said I would be back to check on them in a bit unless they needed some help. "We need some help," S said. They could not find the tab for 590. I suggested they leave a space for that number and they could put it there when they found it. They never found it, but they were able to move on without hesitation.
As they got to the very end, S picked up the 1000 tab and started to place it under the 1000th bead. K said, "Hey! We decided we would put that one on together!" And so they did. That's when this photo was snapped.
If you had asked me three years ago if these children were developing normally and if they were going to learn to read and write and grow up to be compassionate humans I would have responded, "Of course they will!" But in the back of my head there would have been a tiny voice saying, "What if they aren't? What if they are never able to sit in a chair for more than 8 seconds? What if they never learn to put their shoes on by themselves? What if they show no interest in reading? What if they always write six as 9?"
That doubtful voice is a familiar one to parents because most of us only get to experience the development of one or two children. We fear we will do something wrong and our children will not achieve their potential. Preschool teachers should know better because we get to observe hundreds of children over the course of our careers, right? But sometimes, even with years of experience, we forget that our job is simply to prepare a nourishing environment. It is the child who must do the work of building the man.
In 1949, Maria Montessori offered us some guidance in our quest to relax and trust that each child will reveal himself as a competent and confident being in his own time. In The Absorbent Mind she wrote, "...for while, in the traditional schools, the teacher sees the immediate behavior of her pupils, knowing that she must look after them and what she has to teach, the Montessori teacher is constantly looking for a child who is not yet there."
Dr. Montessori also implemented the three-year cycle in our classrooms to give us enough time to look for that child and see him before he moves on to primary school.
I am not at all surprised that S and K can count to 1000 by tens and hundreds. I am not surprised that they can recognize 3-digit numerals or that they can prepare, complete, and put away their work. I am not even surprised that two 5-year-old boys willingly work together on a math material for 1 hour and and 15 minutes with only a bathroom break and very limited guidance. I've seen it before.
I am surprised at the sense of joyous relief I feel each time children reveal themselves in this way. It's an experience that never gets old. I suppose that's the ultimate reward of being a teacher.
It is important to say that you are your child's most important and influential teacher. You set the tone for your child's love of learning from the very start and it is you who bridges the gap between school and home. Sometimes this can feel overwhelming.
So please join us for "Bringing Montessori Home," a Parent Development Opportunity on Wednesday, October 9th from 6:30-8:00 pm. Kelly Sallee will be presenting ideas you can use and materials you can make to prepare a home environment that will nurture your child's independence. We hope you might also share how you use the Montessori philosophy to help your child be successful in your home. Register in the office or call or email firstname.lastname@example.com today!
Date: Wednesday, Oct. 9th
Time: 6:30-8:00 pm
Location: MSGL
Classroom: To Be Decided
Childcare available - call,
sign up in office or email Lena at email@example.com.
We hope to see you there!
Two years ago, before their daughter was even old enough to enroll at MSGL, Zoe Neal and Desiree Chuang made an historic donation to our school. Owners of Virtuous Cycles in downtown Lafayette, Zoe and Desiree gave us a bright orange Strider balance bike to try out on the tricycle track. It soon became the most beloved of all the bikes because it is the only two-wheeler and it has no pedals. And most importantly, it goes FAST! Well, it goes as fast as the square bike track will allow and with all of the tricycle traffic? The bike track is sometimes more like the intersection of 52 and Salisbury when Purdue heads home for the day. Still, it feels really fast.
Old School
On the bikes of my youth and quite possibly yours, I learned to pedal with a set of training wheels attached to the hub of the back wheel to keep the bike, and me, upright. I learned to pedal the bike but never felt what it was like to be truly balanced on two wheels. When the training wheels came off I wasn't really ready at all. I had to learn to balance, and quickly! - and my parents had to watch. Spoiler alert: we all survived.
New School
Balance bikes let a child master the balancing part - the most challenging part - of riding a bike, first. When you are coasting on a Strider bike with your feet not touching the ground it feels exactly like riding a bike. You ARE riding the bike, you're just not pedaling it. And since many children already learned to pedal on a tricycle the year before, the two skills of balancing and pedaling come together nicely after they have mastered the Strider. Several online reviews point out that if a child can walk she can ride a balance bike, so some children skip the tricycle stage altogether.
Maria Montessori observed the importance of a child developing his sense of balance. She created activities such as walking on the line to help fine-tune this sense. At MSGL the Strider is an extension of that balance exercise.
Last year, the Franklin family donated a new, dark blue Strider and now the children can have a turn to ride in half the time. That's important because learning to have a turn and to wait for a turn is one of the biggest works of preschool. The children at MSGL and their teachers have come up with an almost fool-proof system for taking turns on the Striders and all the bikes. It came to be called the "waiting bench."
The Waiting Bench
The waiting bench is right next to the bike shed which is sort of the starting line of the bike track. The first two children take the bikes out of the shed and ride them. When another friend wants a turn, he sits on the waiting bench. This signals the riders that someone is waiting for a turn so they need to consider how many more laps they will take before handing the bike off to the next friend. Sometimes the rider stops riding and negotiates with the waiter.
Waiter: How many more times are you going to go around?
Rider: 10
Waiter: That's too many! How about 7?
Rider: How about 5? (When you're learning numbers and quantity, it's sometimes more important to pick a number you like than to negotiate for the most turns. Negotiation skills improve with experience :)
Once an agreement has been reached, the rider continues his laps while the waiter and his friends count down from 5 to 1. At the hand-off between rider and waiter, the cycle is repeated with new riders. Sometimes there are misunderstandings and an experienced child steps in to mediate. A teacher is always nearby to see what is happening and make herself available to help, if needed.
The idea of the waiting bench just sort of happened, like lots of great things happen in child-centered environments. It's possible that the teachers could have made an arbitrary rule about each child getting only 5 turns, but that would diminish the child's ability to make choices and consider the feelings of others. For example, 5-year-olds can recognize a child who is struggling with being patient and they will sometimes hand the bike over early to help this child. This leads to another cycle that I call the "Cycle of Benevolence." Benevolence is an inclination to perform kind, charitable acts. When a child sees a peer giving freely of herself to make someone else happy, it feels good. Soon, that child is looking for a way to help a friend. The cycle repeats and those kind acts and good feelings spill over into the community and, ultimately, the whole wide world.
Heike Larson, an administrator and blogger at Leport School in California, writes frequently of the importance of fostering benevolence in preschool communities. All of us at MSGL are inspired by her blog. She has also written about balance bikes on the Leport Schools blog here.
If you are considering buying a balance bike for your child, be sure to visit Virtuous Cycles to check out their selection of models and colors. Tell them MSGL sent you and be a part of the Cycle.
Families are drawn to Montessori schools for many different reasons. Sometimes parents are looking to continue in preschool the child-centered environment they have established at home. Others wish to see their children thrive in the our enriched classrooms. Still, other families choose Montessori preschools because they want their children to learn and socialize in a non-competitive environment. Whatever the reason parents choose Montessori, they often have many questions during their child's first year.
To help answer these questions, MSGL offers a 1 ½-hour Montessori Basics class each Fall and all new families are expected to attend. Preprimary teacher Kelly Sallee presented this year's class on September 25th to a packed house of over 40 parents and grandparents. Kelly focused her presentation on the Prepared Environment, the Sensitive Periods of a child's development, and the Role of the Teacher. If you were unable to attend this year's Basics, follow this link to read more about Kelly's presentation. Below are a few tips for new parents.
Kelly's Tips for New Montessori Parents
Do your best to control the environment, not the child. Organize the child's belongings to help him be independent and successful.
Don't worry if your child is unable to sit still or to focus for long periods. "Even when we feel they're not listening, they are learning."
What's in your child's cubby does not necessarily reflect their work because many activities have no "paper" component. Look at classroom photos and videos on SmugMug to see what the children are working on in class. Your child's teacher will also have this information available for you at parent/teacher conferences.
Give your child the gift of time. Try not to rush her through tasks. When a child is allowed to dress herself in the morning it may take longer but she will develop the skills necessary for independence.
Allow your child to work without interruption, when possible. Periods of uninterrupted work strengthen a child's ability to concentrate for longer periods of time.
Allow your child to complete tasks without correction. "I don't know any adults who walk around with their shoes on the wrong feet. They will figure it out with time."
Give your child the opportunity to be a third-year student. Our mixed-age classrooms allow children to move from being the youngest who look up to role models to being the role models themselves. "Children who are the youngest in their families need the third year to be the leader that they don't get to be at home."


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2010/09/04 Edmonton Sonic Boom Festival
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Aleene's Scrapbook Paper Candle Sleeve
Grab your scrapbook paper to craft some super cool candle sleeves. Personalize with pretty embellishments. Makes a great girlfriend or hostess gift!
Designed by Tiffany Windsor, courtesy of Aleene's®.
Material List
- Scrapbook Paper (or Cardstock)
- Glass Votive (or Candle Holder)
- Scissors
- Paper Flowers
- Plastic Floral Pellets, Flat-back – Clear
Project Instructions
Lay glass votive on scrapbook paper and measure to determine cut line.
Cut straight along line with scissors or paper cutter.
Apply Aleene's® Tacky Dot Singles™ along edge of paper.
Wrap paper around glass votive and press to hold seam in place.
Add Aleene's® Tacky Dot Singles™ to back of each flower.
Press individual flowers along top edge.
Add dot of Aleene's® Super Thick Tacky Glue to center of each flower.
Press plastic pellets into glue.
Press monogram in place on front.
Remember, you can also glue plastic pellets onto candle sleeve.


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The Digital Public Library of America
05/10/2011 § 10 Comments
It's not every day that I'll take the time to stay up late to blog something – but I think this is important and wanted to share it with our readers. I'm sure you'll hear and read many things about the Digital Public Library of America in coming days(weeks, months, years), if you haven't already. That said, let me explain why I think this is important.
I've been following the development of the DPLA for about a year now, and the conversations surrounding it have been almost as exciting as the idea itself. So what exactly is the idea? In their own words,
No project has yet succeeded in bringing these different viewpoints, experiences, and collections together with leading technical experts and the best of private industry to find solutions to these complex challenges. Users have neither coherent access to these materials nor tools to use them in new and exciting ways, and institutions have no clear blueprint for creating a shared infrastructure to serve the public good. The time is right to launch an ambitious project to realize the great promise of the Internet for the advancement of sharing information and of using technology to enable new knowledge and discoveries in the United States.
What this sounds like to me, and the reason it feels so important, is that a group of capable and brilliant folks from a variety of reputable institutions (libraries, institutes, universities) have identified a need, and have initiated a grand idea to address that need. There are and will continue to be many issues that'll need to be explored, as they note on the website, including Governance, Content and Scope, Legal Issues and More. However, I still think the matter at hand rings out loud — that information is invaluable and that it is our duty to provide access to it, to the best of our ability, with the tools available to us, always and forever.
A few key points I think Library School students should pay attention to:
1. Someone else already wrote this, and I can't remember where I read it… but… there's something to be said about the name, "Digital Public Library of America." "Digital." "Public" "Library." "America." There's has been considerable discussion about the inclusion of "Public" in the title, and since it's stayed I think it is worth interrogating for a second. When we hear about a public library we have very specific ideas about what that means, correct? Will this body be living into the ideal of a public library, or will it be something entirely new? Is that a positive or a negative thing for all the public libraries out there? And, America. Already bold, seeking to include all of America is nearing brash. I do hope that this will truly be representative of America as the project grows, but again, it's incredibly complicated and too early to know. Lastly, digital. That makes sense… utilizing the growing web of connections through technology to allow access to great resources. And yet, we still are fighting to solve the digital divide. Collecting every great resource into one central location of the web is amazing, but there will still be tons of folks who will not be able to see it, use it, or learn from it.
2. Who is involved? I'd encourage you to look over the list of names associated with this project. There are many people included in this that I personally have a huge amount of professional respect for, but you should formulate your own opinions. Are these people accurately representative of the future of what our great grandkids may know as the "public library"? The DPLA has worked to include many voices, by opening a public listserv (the 1st I've ever subscribed to), and a wiki. As Governance is solidified, this body could grow the DPLA in one specific way or another.
3. The technical infrastructure of the DPLA will affect all libraries and many information institutions (again, my opinion). There's been a lot of talk lately about Linked, Open Data, and developing one standard by which these gigantic collections will be pieced together. If this goes as planned, we all (librarians) will need to have a real, solid working knowledge of how Linked Open Data functions in order to continue to make our work as information professionals useful to our user/patrons. (Also, check out Linked Open Data in Libraries, Archives and Museums – LOD-LAM)
I could go on, but following a great Twitter conversation Zack and I had while I was writing this — I'd love to hear your thoughts. Is the DPLA all hype? How will this affect our profession? Our graduate education? Should we revolt against MARC and DCMI? Against Library of Congress and NARA? Why isn't this thing called "Digital Archive of America"?
I'd encourage you to take the time to read these posts – one from Jessamyn West and one in Library Journal.
§ 10 Responses to The Digital Public Library of America
David Rothman has some quite opinionated view on the project. It's worth checking it out. http://librarycity.org/
[...] to the DPLA Blog for more news. Check out another post over at Hack Library School. Get info about the upcoming meeting in Washington DC , Oct 21 Look at the amazing Beta Sprint [...]
@zfrasier I'm hearing you but re: 'hype', I think the hype is actually a very good thing. metadata standards, the semantic web, digital libraries: none of it is really that sexy and exciting to talk about, unless you are a librarian. One of the thing I think the DPLA has going for it is the hype and the scale of the project. It's crazy ambitious. It's a head-turner. People who aren't librarias might actually care about it. They hype is a good thing, we should roll with it!
Thanks very much, Micah, for your thoughtful DPLA post.
And also thanks to your commenters. Like Nate Hill, I believe that the current DPLA is not just hype. It will be well worth supporting if the organization can better address public needs than it is now doing.
Why is LibraryCity.org so concerned about "Public" in this Harvard-hosted organization's name? Because the academic world excels at mission creep. And because opportunistic politicians could use the DPLA's existence to justify the reduction or elimination of local public library services. Oh, how nostalgically I remember certain public officials' proposal to count ketchup as a "vegetable" for school lunch programs (http://en.wikipedia.org/wiki/Ketchup_as_a_vegetable). That's the mindset we're talking about in D.C. and elsewhere. A mainly academic "public" library system would be no substitute for a true public system online—especially with so many Americans already having to wait weeks and weeks for the e-books of their choice, and with Amazon and OverDrive taking over so much of the work of traditional public libraries, at least in their digital incarnations.
DPLA supporters' own statements have not always helped on the name issue and others. I'd suggest that people check out the first item below—as well as related writings on the digital divide issue and on the need for separate academic and public systems. I want both kinds of libraries to thrive on the Web, as opposed to an academic-dominated system wittingly or unwittingly downplaying the needs of public libraries, either on- or off-line! And now here are a few cites from COSLA, LibraryCity.org, Libraryjournal.com, the Chronicle of Higher Education and elsewhere:
1. State Librarians Ask for Reconsideration of "Digital Public Library of America." Chief Officers of State Library Agencies Concerned That the Name Will Result in Unintended Consequences.
2. On 'Open Mind' PBS program: DPLA proposer's inconsistencies show why we need TWO national digital library systems—one academic and one public
3. Why We Need Two National Digital Library Systems
4. Digital Underclass 2: The future of books and libraries
5. 'Newport Beach may close Balboa branch, open 'electronic' library': Many are shunning books. How to restore their popularity—and protect the public library model?
6. It's Time for a National Digital-Library System. But it can't serve only elites
(Notice how out of touch some of the academics reading my commentary were with public library needs? This is what got me thinking about TWO systems.)
In response to critiques from me and others, the DPLA has evolved somewhat, especially in matters such as interactivity, and I love the philosophy behind the Beta Sprint effort and the efforts on behalf of open linking. Shame on certain elderly members of the public library establishment for not fully grasping the DPLA's potential in technical areas! In fact, I'd like to see some of the current DPLA people, including Chair John Palfrey and his Harvard colleague David Weinberger, participate in a common technical organization that could serve the needs of both the public and academic systems to reduce costs and leverage expertise. And I want both systems to share content when appropriate and have somewhat overlapping boards.
While I'm fervently rooting for the DPLA or equivalents to succeed, however, this group needs to be far more sensitive to nonelite needs in areas ranging from access to range of content. I'm all for culture and preservation—essential missions of libraries and one reason why I'd hate to see the OverDrive-Amazon model prevail in the library world. But the DPLA currently lacks the balance I'm after and isn't even adequately addressing the OverDrive-Amazon threat, which, among other things, could wreak mayhem on many library students' career plans, not just harm the public (obviously my main concern).
Like Wall Street, alas, even though the DPLA's motives are much purer, the group isn't fully in touch.
I doubt that the Street will ever care about the public except to the extent that Washington and PR challenges force it to. But I do see Harvard and the DPLA as educatable, and I hope that Hack Library School and its readers will join me in examining the specifics of what the initiative has or might have in mind.
If nothing else, shouldn't the Hack Library School community care that the DPLA's routine meetings–as opposed to the well-publicized session in DC on October 21—are closed to the public? I couldn't attend a private DPLA steering meeting in Washington earlier this year even though I was an invited participant at the likewise closed March workshop in Cambridge and have been pushing since the early 1990s for a well-stocked national digital library system integrated with local libraries. Should a "public" system isolate the public from actual decision-makers? Of course not—yet another argument for two tightly intertwined but separate systems. Mailing lists and other welcome Net-related activities are no substitute for the old-fashioned open approach that characterizes most brick-and-mortar public libraries. Routine DPLA steering committee meetings should even be broadcast in real time and on demand. I find it highly ironic that Carl Malamud, normally a dedicated advocate of open government with some essential projects to his credit in the Webcasting area, sits on the secretive DPLA steering committee. Yes, "routinely closed meetings" means "secretive."
Don't go by, "I respect such-and-such." Just as Micah so wisely suggests, you should use your analytical powers.
"Collecting every great resource into one central location of the web is amazing, but there will still be tons of folks who will not be able to see it, use it, or learn from it."
Well said, Micah! And that's a major reason why, as a former poverty beat reporter and veteran of the e-book scene, I've been writing so extensively about ways in which the DPLA could improve. Done well and in close coordination with others, including public, nonprofit and corporate people working on issues such as broadband, e-text-friendly hardware, e-text standards, and early childhood literacy, DPLA-type initiatives could be far more useful than at present. Would you believe, not a single K-12 educator sits on the current DPLA steering committee—not even a school librarian! Time for a more holistic approach? The DPLA isn't a panacea for America's many woes, but it at least can try harder to help address national problems, not just library problems.
David Rothman
Co-founder, LibraryCity.org
Founder TeleRead.com


text:
Welcome to ShiftCode, where our goal is to bring you the best products in the GPT business, including daily improvements and enhancements to our current products. We also provide simple personal websites.
The packages below are three of our most popular products. More packages can be found on the Products page. ShiftCode provides all the necessary tools to create templates and to setup your website with ease. All of our packages/products are hosted on our server.
We have worked hard to provide you the best fraud protection that exists. You will receive our free Proxy detection software (provided by ProxStop.com) and a plugin to use ProxStop's telephone verification.


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Overhead projectors offer a number of distinct advantages that make them a great choice for today's school or business. They will work well in virtually any classroom, training room, lecture hall or auditorium. This dependable piece of equipment is sure to be appreciated by teachers, lecturers and presenters.
Any teacher can attest to the difficulty of writing on the board while a class is in session. Although it is often desirable to share information in stages, writing on the board usually requires instructors to turn their backs to the audience, which might cause students to lose focus and take advantage of the reduced supervision. Additionally, Whiteboards and chalkboards can be a challenge to write on because it is hard to determine what the size of writing should be and to write in a straight and clear fashion.
When slides are prepared in advance on transparencies, instructors don't have to turn their backs to provide organized written information. Part of the slide can simply be covered up with a paper which is removed slowly as more information is required. Slides are the same size as regular paper so teachers don't have to worry about their writing being big enough, and it is easier for them to write in straight lines. This convenient sizing also enables one to print directly onto transparencies from most regular printers and copy machines.
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In order to project paper-size transparencies onto a surface that is visible to everyone in the room, an overhead projector is necessary. When the mechanism light is on, transparencies that are placed on the bottom platform are projected clearly onto a whiteboard or screen opposite the projector. The focus can then be easily adjusted to ensure that the writing is clear to all.
Overhead projectors can be used to reach audiences of different sizes. Whether your presentation is taking place in a small classroom, a lecture hall or an auditorium, you can easily ensure that the information is visible to all attendees without making any technical adjustments or purchasing any additional equipment. By simply adjusting the focus via a conveniently-placed knob, you can ensure that the size of the writing that is projected onto the screen or board is easily readable.
Although there are many benefits to having technology in the classroom or training room, some teachers and professionals are still baffled by computers and other modern electronics. Unlike complicated systems of wires and programs, overhead projectors are simple to operate, even for those who are technologically-challenged. With this convenient tool, there is no need to learn special programs or worry about unexpected shutdowns.
Hamilton Buhl projectors are designed for clear visibility and easy operation. They have an adjustable focus so you can center images on the board or screen and a fold-down arm for easy transport and storage. You can choose from models with different Lumens outputs depending on how bright you need the projection to be. The ideal choice ultimately depends on how much light you want to have in the room during presentations.
At Hertz Furniture, we know that every teacher and professional has unique preferences when it comes to presentation equipment. We offer a great selection of overhead projectors so everyone can find the model that suits their particular requirements. If you need help choosing the optimal model for your school or business, contact the Hertz Design Center for free project-planning advice.
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We're pleased to announce our first act for Glastonbury Festival 2013. It's Malian singer Rokia Traore. In an act of solidarity with the musicians from Mali - where rebel groups in the north have banned music - an artist from the country will open the Pyramid Stage each day.
Emily Eavis has spoken to the Guardian about the decision to support Malian mucic at Glastonbury 2013. Click here to read the interview.


text: This stunning wedding set crafted from quality 14 karat white gold is part of our exclusive Couples Collection designed by Tom Shane. Twenty-three hand-selected round diamonds, at approximately 1.08 carats total weight, line the top and sides of both rings. This gorgeous setting serves to highlight the center diamond of your choice.


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Leftover Eggs Recipes
Make the most of leftover hard boiled eggs with creative recipes that make delicious use of both yolks and whites. Fold eggs into a tangy, pickle-laced potato salad for a tasty spring side dish, make them the finishing touch in a hearty Provencal Salad, or try a new take on the old standby, deviled eggs. They're so versatile, filling, and nutritious, there's no such thing as too many leftover eggs.
More from Epicurious:
Healthy Comfort Recipes for Any Day
Easy Family Dinners
18 Chicken Salad Recipes
The Best Mexican Dips and Salsas


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Join the Club
If your children watch PBS, you already give us two of the most valuable assets you have—your children's time and your trust. Please lend a helping hand by joining the WHRO Kids Club today!
For a $100 yearly donation, your family can be a part of WHRO's Kids Club. Parents and grandparents can enjoy giving the gift of a Kids Club membership to their children and grandchildren. Your contribution allows up to 4 children (aged 2 through 12) in one household to become members, and helps to support children's programming on WHRO, plus you'll receive some terrific benefits!
Benefits of Membership
When you join, each child will be sent a welcome pack of fun activities, stickers, and an age-appropriate book. Children receive a birthday card with a special surprise, and their name will appear during the morning and afternoon children's programming throughout their entire birthday month. Also, they will receive a special invitation to any events that the Kids Club is involved in.
Join the WHRO Kids Club today and be a part of the fun and learning all year long!
For More Information
Contact Reese Beeler at firstname.lastname@example.com or call 757-889-9347.


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Found December 12, 2012 on Football Nation:
PLAYERS: Michael Vick, Kevin Kolb, Nick Foles, Andy Reid, Bryce Brown, Larry Fitzgerald, Andre Roberts, Rob Housler, Early Doucet, Dwayne Bowe, Steve Breaston, Jamaal Charles, Justin Blackmon, Cecil Shorts, Chad Henne, Greg McElroy, Dustin Keller, Jeremy Kerley
TEAMS: Philadelphia Eagles, Arizona Cardinals, Atlanta Falcons, Kansas City Chiefs, Jacksonville Jaguars, New York Jets
TEAMS: Philadelphia Eagles, Arizona Cardinals, Atlanta Falcons, Kansas City Chiefs, Jacksonville Jaguars, New York Jets
Mike Vick is a mystery to most football fans. When he hit the field three years ago as a beneficiary of a Kevin Kolb injury, he was thrust into the spotlight and performed like everyone thought he would. Like his potential dictated when the Atlanta Falcons took him in the first round.That was so many years and so many animal abuse trials ago and he isn't the young man or transcendent athlete that we knew fresh out of Virginia. Now he is adrift. He is still one of the best athletes at his position, fast , elusive with a cannon for an arm. But in the what have you done for me lately world of the Philadelphia Eagles, or quite honestly the NFL itself, he is on the out side looking in.Nick Foles is the man now, at least until his lack of mobility gets his head torn off behind the Eagles slipshod offensive line. Maybe the Eagles will continue to pound the rock, defenses will put eight in the box to stop them (like Tampa did) and he will again have plenty of time to throw against their...
Original Story: http://www.footballnation.com/content...
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Character Descriptions
This section provides a short description of all the major characters in the book. This can be printed out as a study guide for students, used as a "key" for leading a class discussion, or you can jump to the quiz/homework section to find worksheets that incorporate these descriptions into a variety of question formats.
Dmitry Dmitrich Gurov - This character is under forty, married, and has three children.
Anna Sergeyevna - This character is twenty and unhappily married to a minor small-town official.
(read more Character Descriptions)
This section contains 83 words
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1 Mar 12 - 1 Dec 12
Exhibition to celebrate Pugin Bicentenary
After the Party - The Legacy of Celebration
25 Jun 12 - 27 Nov 12
This exhibition explores how celebratory events across time have left a legacy through the structures built for them. Drawing on the RIBA's unique collections, it examines the lasting social and urban impact of buildings created to celebrate a particular moment in time.
Compliance: Party Wall etc ACT 1996 - Understanding legislation affecting architects in everyday practice
27 Jun 12 - 27 Jun 13
This seminar will outline the provisions of the legislation under the Party Wall etc Act 1996, give information on the interpretation of the Act and discuss the architects' responsibilities and duties when acting as a party wall surveyor.
21 Years, 21 Awards: The work of Richard Murphy Architects
29 Oct 12 - 24 Nov 12
An exhibition of the work of Richard Murphy Architects
Forgotten Spaces Exhibition
8 Nov 12 - 14 Dec 12
Conservation Course 2012
13 Nov 12 - 21 Nov 12
The RIBA Conservation Course is a four-day intensive course comprising three classroom-based days with a 'hands-on' practical application day.
Sustainable refurbishment projects: from concept to completion - FULLY BOOKED
13 Nov 12 - 13 Nov 12
This seminar provides architects with key information needed to deliver successful sustainable retrofit projects.
Film Nights with Disegno Magazine
13 Nov 12 - 22 Jan 13
Pascal Schöning presents The Limits of Control
Film Nights with Disegno Magazine - Pascal Schöning
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The V&A and RIBA Architecture Gallery


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Hermione's parents were killed in the war, and her sister, Portia, comes to live with her and Ron. Portia is a Muggle and struggles to adjust to the magical world.
Categories: Harry Potter; Characters: Ginny Weasley, Harry Potter, Hermione Granger, Ron Weasley; Archive Challenge: None
Classification: General Fan Fiction
Crossover Classes: None
Genres: Fluff, General
Chapters: 7 Table of Contents Series: None
Word count: 13872; Read Count: 183; Completed: Yes


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[Series] Library School Starter Kit – The First Term
15/08/2011 § 28 Comments
Below is a timeline that roughly follows my own experience in library school and what I have noticed other successful library students doing. Most of the activities are simple non-time intensive ways to help create opportunities to improve the quality of your library education.
Day 0
Day 1
1st Week
1st Month
1st Term
Day 0
Start a blog. Librarianship is more and more a profession that demands communication, management, and leadership. Start a blog now. It doesn't matter what you write about (although libraries should be involved in some way), but get practice writing for an audience. If you become a public librarian, you'll have to write book reviews and memos. If you become an academic librarian, it will be libguides and memos. Special Librarian? Memos, reports, and some sort of other information product. A blog will help you when you become a professional; it will help you in library school, and it may even help someone else.
Day 1
Set up your email on the first day of classes. You should either have your school email kicked to a Gmail account, or run a school provided Microsoft Outlook account. Either way both Microsoft or Google provide enormously productive software through their cloud computing services. This is especially helpful when you have to collaborate with classmates on group projects. After you configure your email, set up a calendar. It doesn't have to be complete, or your main calendar, but both Google and Outlooks calendar functions will aid you in scheduling meetings. Outlook is particularly good at this. Once this is done, spend some time playing around with the product suites. It's always good to get to know your tools. As a librarian, or information specialist you will be expected to evaluate and rate products and teach people how to use them. Also, it can be annoying when someone doesn't want to use a particular product and then goes to an untested third party product that sucks.
While I recommend using Outlook if your university provides it (a lot of institutions us it as their email provider), you MUST create a Gmail account. Some people hate Microsoft, so you'll either have to use crappy third party sites, or use Google's great document suite for collaboration. Even if you love Microsoft consider using Google Docs, seriously it's Da BOOM! for collaborative writing.
The 1st Week
You should be talking with your advisor and professors. It's not really an option, especially if you're in a distance program. I'm not going to talk to you about that. In your first week, you should start scheduling informational interviews with librarians. I did this my first week and it was the best thing I've done in library school so far. If you want to be a public librarian, start talking to people at the local public library. Find out what they do, what skills they have, and what courses they took. Your professors are (hopefully) smart, capable people; some of them may have actual experience as a librarian and some of them may even be current librarians. However, you should talk to as many people who currently work in libraries as possible before you graduate. You'll have to develop your own style of librarianship eventually; it will be a remix of your personality and the experience of people who have come before you. Learn as much as you can now so you can be ready to be a librarian on day 1 of your post MLIS job.
The 1st Month
If you haven't already, join your student organization. It's a great networking tool. Student organizations can also be a good place to blow off some steam and have fun. A lot of them do weekly or monthly happy hours or meet-ups. Plus, a commitment to professional development is one thing hiring committees look at. So, get started early and join your student organization. You should do this day one, but it should definitely be done by the end of your first month. If there isn't one for your program, start one. You can do it!
Write a blog post, and/or letter examining your experience up to this point. What have you learned? What challenges did you run into? How has this met or failed to meet your expectations? I wrote both and found it to be an enormously rewarding experience. Writing about your progress will allow you to reflect back on your growth later on. It's a great way to track your progress.
The 1st Term
Write down your plan! By the end of the first term you should have some idea of what you want to do. You may want to do a ton of things; shoot for the hardest. If you train to be a marathon runner you might not be the best sprinter, but you can sprint. If you train to be a sprinter you might be great for that short burst, but running a marathon might be out of your reach. That's my advice. My own personal library school philosophy involves becoming as much of a library badass as possible, so take that particular advice as you will. Either way, you should know what you want to do when you're done, and have a plan.
Join a national professional organization. It's a great way to get supplemental material, advice, mentoring, and networking. Also, see the above advice on joining your student organization. National professional organizations also offer webinars; oftentimes members get free or discounted admissions.
Finally, you should attend a local conference or business meeting of a state level professional organization. These are great networking opportunities, but moreover they are a great way to learn about the libraries in your state, not just in your local area. You should also considering joining one of these organizations as well. If you're in the south consider attending InfoCamp SC. It's a two day unconference examining issues of user experience, information design, and information architecture. It's going to be at the University of South Carolina, in Columbia SC. Full disclosure, I'm helping to organize it.
In library school, you'll have to chart your own course, but I hope this timeline helps you structure your experiences in a way that maximizes the opportunities you'll be exposed to.
§ 28 Responses to [Series] Library School Starter Kit – The First Term
Agree with everything! I have to say, though, I think these things can be spread out across the semester; for those of us with stress issues, it's nice to say to myself "it's okay, you have all semester to do this" – so when I get to the end of the semester and I still haven't created a blog, I can do it over winter break (as I did last year).
Also, I'd say that in lieu of committing to a full-blown blog that might fall by the wayside (see, that blog I created over winter break), interacting on Twitter is a good second place. Twitter users can create opportunities that blogging can't, due to the interactive conversations
This post has provided some fantastic advice for an incoming library student! I especially appreciate the advice on interviewing other librarians in my area of interest…I'd planned to do it, but didn't realize it would be a good idea to do it during the first week. I'll be getting right on that. :)
Great, useful piece! I really hadn't given much thought to informational interviews. I've been so head down trying to find things to do volunteer or otherwise, I didn't much pay attention to the fact that I could just talk to these people I'm reaching out to :)
Thanks for the tips!
I agree that networking (online, in person, and with peers) is essential for new students. I thought I was 'prepared' for library school but as a person with a heavy Fine Arts / Humanities background, I initially felt lost in classrooms where practical skills took precedent over abstract critical thinking. During my first year, I got a job at my campus library, attended some student group events, joined twitter, did an internship, and stopped stressing out about experimenting with new technology–and I found myself using some of those 'practical skills' I was learning about in class.
I will say, another 'must do' for me when I decided to pursue my MLS and choose a private school with more networking opportunities and career support was to scout for funding opportunities. Funding does exist and even a lot of little scholarships can go along way. While I was scouting for funding, I also did a lot of accidental research on local and national library organizations.
[...] post was inspired by Zachary Frazier's recent post at Hack Library School for their Library School Starter Kit series. For this installment of Tech [...]
[...] you didn't read Zack's post on Monday, (Library School Starter Kit) check it out here. Otherwise, read on for some suggestions about classes as you start library [...]
As much as you can, I found socializing and spending time with my cohort an invaluable community building tool. Get to know your classmates outside of your coursework. They will be the colleagues you work with after your schooling is long and done. :)
[...] I'm excited and eager to get going. Following various blog source recommendations including a recent post, I've started a blog, I have a twitter account, and after years of having a cell phone solely for [...]
I wonder if you have a blogger who can elaborate on the doctoral level 'starter kick'? I thought the comments were very practical and helpful and they are all things that we tend to procrastinate about when we are trying to get registered, find the laundry room and looking for a parking space…but very valuable, nonetheless.
I think that some of these could be tailored to Doc students, who may first and foremost, need to reach out to the professors.
[...] student. Andy Woodworth wrote a great post to the MLS Class of 2013 and over at HackLibSchool, the Library School Starter Kit has a TON of tips and advice for the library school n00b. Seriously, I wish I [...]
[...] stage, and I have absolutely eaten up a recent series they've started to run, particularly the first post suggesting items to consider for action during the first term at library [...]
[...] From all the "is there a future in that?" questions, news about Library 2.0, and even posts from the great (as far as I can tell) Hack Library School blog have got me feeling like I need [...]
[...] prepare myself for a future career in the information field, and have fun while doing it. This post at Hack Library School lays out some great advice for new librarians, but their suggestions also [...]
[...] class and reading an installment of Hack Library School's "Starter Kit" (linked here), my feet still dragged. So why start [...]
I plan on doing all of these things. I can already check off "start a blog."
Thanks for the info.
[...] are needed at various times, and went for tags and series like Library School Starter Kit. (LSSK -The First Term was one of the most helpful things I read last semester, and I'm still proud that I did [...]
[...] LISers who might be pre-stressing about starting school this summer can find some good tips from Zack and Heidi. And if you are done with exams and already looking towards your break, maybe re-read [...]
[...] Library School Starter Kit: The First Term [...]
[...] the best things I did during my first semester in library school (shout out to Zack Frazier and his tips for the first semester). Talking to librarians about their career paths and current positions has [...]
I'm excited to discover this website. I need to to thank you for ones time just for this fantastic read!! I definitely liked every little bit of it and i also have you saved to fav to check out new things in your blog.


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text: He'll be back...The Terminator will be saying those lines yet again, because Arnold Schwarzenegger just confirmed he'll be back for Terminator 5. The former governator confirmed the news at an educational summit in Australia, and said shooting starts in January. Set in the post-apocalyptic future, Terminator 5 is rumored to take place in the aftermath of 2009's Terminator Salvation. Arnold will be 66 when cameras start rolling. Guess you're never too old to come back from the future. Check it out!


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Khuno Parka Men's
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Technical fabric and taped construction bring a performance edge to an urban garment. Constructed with a combination of two weights of Coreloft™ insulation that provides effortless, radiant warmth and WINDSTOPPER® fabric that is windproof, weather-resistant and supple, this full length jacket with a trim profile through the sleeves is ideal for everyday casual use in-resort and guarantees comfort even in the harshest weather.
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- Moisture-resistant outer face fabric
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HOME San Francisco 49ers Gear San Francisco 49ers Lawn & Garden $20 to $40 (22 items) Product ID: 974862
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Florence ,Alabama
Alternate Job Titles: Director of Communications, Communications Director
The salary for someone with the job title Communications Director in Florence, SC varies depending on a number of factors. Our team of Certified Compensation Professionals has analyzed survey data collected from thousands of HR departments at employers of all sizes and industries on Communications Director salaries to construct a range which describes the distribution of salaries for people with the job title Communications Director in Florence, SC.
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Directs and oversees communications programs that effectively describe and promote the organization and its products. May conduct market or public opinion research to assess program outcomes. Suggests promotional campaign ideas in various types of media, as well as counsels top management on effective communication strategies. Requires a bachelor's degree with at least 10 years of experience in the field. Familiar with a variety of the field's concepts, practices, and procedures. Relies on extensive experience and judgment to plan and accomplish goals. Performs a variety of tasks. Leads and directs the work of others. A wide degree of creativity and latitude is expected. Typically reports to top management.
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