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Recipes & Stuff
Paper Plate Gourmet : Chicken Fajitas (Made With Coconut Oil!)
Corn Starch, Corn Protein Hydrolyzed, Sugar, Salt, Maltodextrin, Spices, Pepper(s) Chili, Onion Powder, Garlic Powder, Soybean Oil Partially Hydrogenated, Citric Acid, Color(s) Artifical, Silicon Dioxide Added to Prevent Caking, Natural Smoke Flavor, Sulfiting Agents, Ethoxyquin Preservative
Those are the ingredients to the Old El Paso Fajita seasoning package.
I figured I could do better than that – so I did some google searches for fajita seasoning and found a few recipes (such as this one by 100 days of Real Food) which gave some starting points.
Here is my uncomplicated and pronounceable recipe for chicken fajitas
1 lb chicken, cut up (I used organic chicken and was very proud of myself)
1 or 2 red peppers (sliced or diced, however you roll)
½ onion (I used a yellow onion because I was feeling crazy!)
1 TBS-ish minced Garlic
½ TBS of coconut oil (Yup!! Good old coconut oil)
1 lemon
Decent amount of Smoked Paprika – I shook it all over the skillet (to taste)
Smaller amount of Cumin (to taste)
Even less Black Pepper (to taste)
Smallish amount of Salt (to taste)
- Heat the coconut oil in a skillet over medium heat
- Add chicken, wait for it to start to cook, stirring often
- Add the onion, let it brown a bit
- Add the peppers, cook for another 3-5 minutes
- Add the garlic
- Squeeze the lemon into the skillet
- Shake on the spices
- Stir
- Shake a little more
- Let the food simmer on the burner for another few minutes
You can serve this with all sorts of fun things – salsa, guacamole, sour cream, cilantro and/or cheese. (I like Monterey Jack)
This was my lunch one day at work. Impressive, right? I microwaved the fajitas mix for a minute, stirred, hit it up for another minute.
I then heated my flour tortilla for 10 seconds and added cheese, cilantro & a touch of sour cream.
Yummo and it beats Taco Bell!
Paper Plate Gourmet : No Fail Guacamole
Did you know avocados are the new black?
My first foray with this fruit (yep! It is a fruit – I even looked it up!) is guacamole.
Here is my simple recipe
1 ripe avocado
1 lime
Bunch of cilantro (to taste)
Garlic Powder (to taste)
- Cut the avocado and spoon all the good stuff into a bowl
- Cut and squeeze the lime's juice into the bowl on top of the avocado
- Add some shredded cilantro on top of the avocado
- Sprinkle on a decent amount of garlic powder and a tad of salt
- Use a fork and mash that bad boy up
- Eat!
In a quintessential Doofy Dizee move, I bought a bag of Garden of Eating's Red Hot Blue Tortilla Chips to eat with my guac and was completely shocked to realize they were spicy! Doh! I should have read the package a little bit more carefully!
Paper Plate Gourmet : Banana Muffins
I love muffins. I love the tops of muffins. I do not love my muffin top.
These are obviously healthy – they are made WITH bananas!
I even froze a bunch and have been eating them from the freezer. GASP! I know – does not sound like somehting I would do. But, I have to tell you – I pop them in the microwave for 10 seconds and savor every precious moment with it.
1 ½ cups all purpose flour (I used organic, not sure if that makes a difference. Next batch will be made with whole wheat! CRAZY!)
1 teaspoon Baking Powder
1 teaspoon Baking Soda
2 tablespoons Corn Starch
½ teaspoon Salt
4 Ripe Bananas (mine were scary looking)
¾ cup sugar (I used organic cane sugar, seems similar to brown sugar)
1 egg
3 tablespoons Coconut Oil (melted)
3 tablespoons Butter, (melted)
Liberal Dash (1 tablespoon-ish) Vanilla Extract
- Preheat the oven, put liners in the cupcake pan.
- Cut up the bananas (I just broke them into pieces) and add them into a bowl
- Add the sugar, coconut oil, egg, butter and mix. (I used my trusty ol' mixer)
- Once combined, add the baking powder, baking soda, corn starch, and ½ cup of the flour and mix again.
- Keep adding the flour until you incorporated it all.
- Spoon into Muffin Tin
- Bake for 15-18 minutes. Mine needed 17 Minutes.
I bet they would be even better with some walnuts or, dare I say it, chocolate chips? Next time, for sure!
Paper Plate Gourmet : Super Easy Lemon Garlic Dressing
I have stopped buying pre-packaged dressing.
Because I can make awesome, fresh dressing in no time flat. Easiest Dressing Ever. Yeah, I said it.
Totally scalable too – make as much or as little as you want. This makes enough for my salad.
1 Lemon
1 tsp – ½ tbsp. Olive Oil
Salt (to taste)
Garlic Powder (to taste)
- Find a container with a top (I love my Ball Glass jar. Isn't it pretty?)
- Squeeze Lemon, take out the pits
- Add Olive Oil, salt (I add a little bit) & garlic powder (I add quite a bit….)
- Shake, Shake, Shake
- That's it!!!!! It's meerkat approved….
Check out my Salad in a Jar… It's all the rage now.
In theory, you can keep a week's worth of salad fresh. I am testing it now, will let you know how it goes!
Update: The salad lasted a week!
Recipe : Garden Fresh Meal
Just call me Farmer Dizee. Why? Because I grew my dinner! (Ok, most of it!)
(You can use more or less depending on your preference. My meal made two portions):
1 tbs Olive Oil
1 tsp Minced Garlic
1 Zucchini cut into chunks
Cupof Cherry Tomatoes, quartered & seeds removed
7 Leaves of Basil cut up/shredded
Pasta (I used whole wheat)
Cut up all the veggies.
Put a pot on the stove, add water (I also add salt ), turn on the heat to medium/high
Grab a nice size pan, place it over medium heat and start heating the Olive Oil.
When the oil is hot, add the garlic for a minute or two.
Stir in Zucchini, let them cook up for a few minutes
Add the Tomatoes, stir and let them cook for a few more minutes.
By now, the water should be boiling, add the pasta and cook per the package (I like Al-Dente or as my husband calls it " barely cooked")
Allow everything to keep cooking, continue to stir. Stirring is important. Add the Basil toward the end.
Drain the pasta and add the veggie mixture.
Put it on a plate and eat. I added some cheese… yum!


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Descendientes de J. Palacios Petalos del Bierzo 2015
- wa92+
- ws90
We're sorry, but this product is not currently available.
|Red Wine
|Spain, Bierzo
|Descendientes de J. Palacios
- wa92+
Wine AdvocateThe entry level 2015 Pétalos del Bierzo, their regional wine, in the new official category that will start working in the appellation from the 2017 vintage, a blend of many different vineyards planted with field blends, where the breakdown might come to some 5% white varieties (Valenciana/Doña Blanca, Godello and Palomino/Jerez) and around 1% other reds (Pan y Carne, Negrada and Gran Negro), all from vines ranging between 40 and 90 years of age on slopes (half of the grapes around the village of Corullón and the remainder in the rest of Bierzo). It's a showy, approachable, aromatic and open version of Pétalos, and as I tasted it later on in the season, it felt more polished and round, with a lush texture. It's extremely aromatic, in a way similar to the 2012. This is always one of the best values not only of Bierzo but for the whole of Spain. 310,000 bottles and 2,000 magnums produced.
- ws90
Wine SpectatorThis fresh red shows black cherry and red plum flavors that mingle with savory notes of licorice, charred herb and espresso. Firm, tangy acidity is more prominent than the light tannins. The finish shows a refreshing bitterness. Drink now through 2021. 25,000 cases made.
All sizes are 750ml unless otherwise stated.
Vintages are subject to change at anytime.
Items shown on the website may or may not be in stock.

subset: commoncrawl


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I don't know why these shows stay on my DVR schedule. I don't understand why I continue to watch, even as the women on them make me want to throw something at my TV screen.
Well, one reason is probably the real estate. I love seeing where these women live. Check out Season 2 newcomer Kelly Bensimon's Hamptons house, which we've seen on the show and is now on the market for $10.9 million:
For more information, check out this post by the Real Estalker.
In other "Real Housewives" real estate gossip, the Countess is splitting from her Count after discovering his long-term affair, and they're selling their Hamptons home for $9.5. If I can track it down, I'll be sure to let you know.
Click here to take a peek into more celebrity real estate over at my other blog.


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LOS ANGELES--(BUSINESS WIRE)--Citing three years of sex gender humiliation, harassment, discrimination, intimidation, coercion and emotional distress while serving as a cosmetics department employee of the Macy's Department store in the Del Amo Fashion Center in Torrance, CA, Jason "Jazz" Araquel, 21, a Filipino-American, today filed a lawsuit against Macy's Inc. in the Los Angeles Superior Court for wrongful termination and various gender-related grievances.
According to Ms. Araquel's attorneys, Eric E. Castelblanco of the Los Angeles law firm of the Law Offices of Eric E. Castelblanco and Kelly Y. Chen of the Law Office of Kelly Y. Chen, the plaintiff is a pre-operative male-to-female transgender individual whose sexual status was known to store management at the time she was initially employed in a part-time capacity in November 2006. She subsequently became a full-time employee in March 2008 and worked there until September 1, 2009, when she was terminated.
Ms. Chen reported that the causes of action cited in the lawsuit include: Gender Identity Discrimination, Gender Identity Harassment, Failure to Prevent Discrimination and Harassment, Retaliation for Opposing Discrimination/Harassment in Violation of FEHA and Wrongful Termination in Violation of Public Policy. The lawsuit she added seeks general and punitive damages and compensation for emotional distress, pain and suffering, loss of dignity, legal costs and attorney's fees.
Prior to filing the lawsuit on April 16, Ms. Araquel filed a complaint with the California Department of Fair Employment and Housing (FHEA), which prohibits discrimination in employment based on the sex of the employee. Ms. Chen noted it is a violation of FEHA for an employee to be terminated based on that person's sex, gender or gender identity.
Ms. Araquel alleges that she had repeatedly been subjected to "unfair treatment and humiliation." This included having to work as a part-time employee for nearly a year-and-a-half during which she sought full-time work, only to witness others being continually hired from outside the store. She received full-time work only after threatening a lawsuit against Macy's.
Other grievances Ms. Araquel alleges include: ongoing verbal abuse; being ejected from the women's restroom; being required to do work assignments not part of her duties; being held to a stricter standard; and being subjected to constant ridicule from both management and other employees.
Castelblanco said that Ms. Araquel was ultimately terminated by Macy's for alleged insubordination and use of foul language. Noting that he believed that the termination was actually in retaliation to her numerous complaints to management about the ongoing harassment and discrimination she experienced, he remarked:
"Given the sensitive nature and impact of the decision by any individual to change their sex – physically, psychologically and emotionally – it is abhorrent that Macy's allowed her to be humiliated and harassed by other employees while also contributing to her pain and suffering through its ongoing unfair treatment of her and then termination."


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Interview with an Art Librarian: Kim Collins, Emory UniversityPosted: March 2, 2015 Filed under: Academic Librarianship, Advice, Interviews | Tags: art librarianship Comments Off on Interview with an Art Librarian: Kim Collins, Emory University
Can you tell us a little bit about your background and your current position?
I went from pre-med to Art History in college because that is what I liked – life is short. My dad told me most people change careers seven times in their life, but I have stuck with Art History this whole time – though in three different capacities (as museum educator, art museum librarian, and now academic art librarian). My current position is as a subject librarian that serves the Art History and Classics department at Emory University.
What drew you to this position and art librarianship in general?
When getting my Masters degree in Art History at George Washington University, I got a paid internship at the National Gallery of Art's modern prints and drawing dept. I loved classifying and researching artworks. I worked additional jobs in the photo archive and then in the 20th century department (now known as Modern & Contemporary). It wasn't until I was working in the High Museum of Art education department during the Atlanta Olympic RINGS exhibit that a library position to presented itself. The High Museum of Art part-time librarian left and they began looking for her replacement. With a friend's advice – don't hide your lamp under a bushel – in my ear, I marched into the head curator's office and said, "Give me the job; I'll get the MLA." And I got the degree and the job.
What are your main roles/duties at your current position?
The more typical roles are collection development and management (which is my favorite part of my job) instruction, and research consultation. The more recent developments in my duties include Digital Humanities, Scholarly Communications, data management (ex. Digital Images), special collections, and marketing.
What is a typical day like for you?
My favorite part of my job is collections development, purchasing materials for the library, and collections management, figuring out how to fit all of our materials in the stacks. It's the beginning of the semester, so I am also creating web guides and trying to work with faculty to set-up library instruction for classes that need it. I have taken to making a weekly To Do list that includes all my Subject Librarian stuff balanced with Humanities Team leader stuff and Service to the Library (task force on events/exhibitions, Comm for LSC, Blog Oversight Group, O&E) and professional development (ARLIS/SE is planning NOLA 2017, getting ready for Ft. Worth). There is never northing to do in this field. I also spend a lot of time mentoring other subject librarians on my team, as well as graduate student fellows.
What were/are some challenges for you as a new art librarian? Are these related to larger challenges in art librarianship?
It used to bother me (when I was a one-man show at HMA) that we do much behind-the-scenes work, and yet patrons only appreciate the tip of the iceberg. But it's great when patrons appreciate the library in any capacity, so I learned not to mind too much.
What do you think are the most important issues facing art librarians today?
Permissions/Copyright – our IP Librarians likes to say, "Copyright kills dreams." Students who are writing theses or dissertations cannot use images without permissions, but the cost of permissions is prohibitive.
Data Management – digital image metadata, etc.
Digital Art History – how does it become just another tool art historians use? How to guide students in this endeavor? It will become more mainstream so we need to teach people the skills and how to utilize new tools in their research and teaching.
Marketing – tell your story, the age of assessment and data.
What are the most important things emerging art librarians should know?
Relationships are HUGE – across your library, across your campus, across your field. Art Librarianship is a pretty small world. It helps to know colleagues (as well as faculty and students) who you can ask questions of or collect data from.
Just for fun – what is your favorite library? Work of art or artist?
I like IM Pei's National Gallery of Art library reference library, mainly because of fond memories of the people who worked there when I was a library user. I also have fond memories of the Smithsonian's Archives of American Art Library when it used to be housed in the Old Patent Building. But, if I have to pick just ONE library – I'll say the Library at Villa I Tatti, The Harvard Center for Italian Renaissance Studies, outside of Florence. Its founder, Bernard Berenson (1865–1959), described I Tatti as a library with a house attached, which I love.
As far as artists, I like conceptual artists who employ word-play and irreverence – Ed Ruscha, Bruce Nauman, and Jenny Holzer.
The First-Ever NMC Horizon Report for LibrariesPosted: August 20, 2014 Filed under: Academic Librarianship, Digital Libraries, News, Technology Comments Off on The First-Ever NMC Horizon Report for Libraries
If you don't know the New Media Consortium, you should: they're doing great work in researching and predicting new technologies and trends in cultural heritage. (See their Museum Horizons report from late last year if you're into 3D tech, interactivity, augmented reality using your mobile devices, etc.)
They've released a Horizons report for libraries, which is apparently their first! You'll notice it's for academic and research libraries, not necessarily public or special, but, baby steps. There are lots of interesting assessments of ongoing problems, like capturing digital records of research, keeping up with alternative research avenues, collaboration and embedded librarianship, etc.
If you want to check it out, I recommend looking at pages 20-21 for a quick discussion of embedded librarianship, incorporating literacy lessons into curricula, and how to collaborate with teachers to provide a more comprehensive education.
From the press release:
Lyon, France (August 20) — Today the New Media Consortium (NMC) in collaboration with the University of Applied Sciences (HTW) Chur, the German National Library of Science and Technology (TIB), Hannover, and ETH-Bibliothek Zurich are releasing the NMC Horizon Report > 2014 Library Edition at a special session of the International Federation of Library Associations and Institutions (IFLA) World Library and Information Congress 80th General Conference and Assembly. This is the first edition of the NMC Horizon Report that delves into the realm of academic and research libraries in a global context.The report describes findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on teaching, learning, and creative inquiry. Six key trends, six significant challenges, and six emerging technologies are identified across three adoption horizons over the next one to five years, giving library leaders and staff a valuable guide for strategic technology planning. The format of the report was designed to provide these leaders with more in-depth insight into how the trends and challenges are accelerating and impeding the adoption of technology, along with their implications for policy, leadership, and practice."Education professionals across the world have used the higher education editions of the NMC Horizon Report for years as a springboard for discussion around important trends and challenges," says Larry Johnson, Chief Executive Officer of the NMC and co-principal investigator for the project. "Finally we have been able to produce a report aimed directly at the needs of academic and research libraries – and what we have found is that academic and research libraries are leveraging new technology in some very important and creative ways."Key Trends Accelerating Technology Adoption for Academic and Research LibrariesThe NMC Horizon Report > 2014 Library Edition identifies "Increasing Focus on Research Data Management for Publications" and "Prioritization of Mobile Content and Delivery" as fast trends driving changes in academic and research libraries over the next one to two years. The "Evolving Nature of the Scholarly Record" and "Increasing Accessibility of Research Content" are mid-range trends expected to accelerate technology use in the next three to five years; and "Continual Progress in Technology, Standards, and Infrastructure" and the "Rise of New Forms of Multidisciplinary Research" are long-range trends that will be impacting libraries for five years and beyond."The trends identified by the expert panel indicate that libraries are doing a better job at making their content and research accessible, whether through mobile apps, enriched catalogs, linking data, and user friendly websites or by creating more spaces and opportunities for discovery," notes Rudolf Mumenthaler, Professor for Library Science at HTW Chur and co-principal investigator for the report. "The outcomes of the report are very compelling and it is an honor for HTW Chur to be deeply involved in this project."Significant Challenges Impeding Technology Adoption In Academic and Research LibrariesA number of challenges are acknowledged for presenting barriers to the mainstream use of technology in academic and research libraries. "Embedding Academic and Research Libraries in the Curriculum" and "Rethinking the Roles and Skills of Librarians" are perceived as solvable challenges – those which we both understand and know how to solve. "Capturing and Archiving the Digital Outputs of Research as Collection Material" and "Competition from Alternative Avenues of Discovery" are considered difficult challenges, which are defined as well understood but with solutions that are elusive. Described as wicked challenges are "Embracing the Need for Radical Change" and "Maintaining Ongoing Integration, Interoperability, and Collaborative Projects," which are complex to define, much less address."ETH-Bibliothek is proud to be a partner of this report," shares Andreas Kirstein, Vice Director and Head of Media and IT Services at ETH-Bibliothek, and co-principal investigator of the project. "By articulating some of the most daunting challenges that academic and research libraries face, we are already making progress toward solving them."Important Developments in Technology for Academic and Research LibrariesAdditionally, the report identifies "Electronic Publishing" and "Mobile Apps" as technologies expected to enter mainstream use in the first horizon of one year or less. "Bibliometrics and Citation Technologies" along with "Open Content" are seen in the second horizon of two to three years; "The Internet of Things" as well as "Semantic Web and Linked Data" are seen emerging in the third horizon of four to five years.The subject matter in this report was identified through a qualitative research process designed and conducted by the NMC that engages an international body of experts in libraries, education, technology, research, business, and other fields around a set of research questions designed to surface significant trends and challenges and to identify emerging technologies with a strong likelihood of adoption in academic and research libraries. The NMC Horizon Report > 2014 Library Edition details the areas in which these experts were in strong agreement."This first library edition of the Horizon Report marks some important evolutionary steps," says Lambert Heller, head of Open Science Lab at the German National Library of Science and Technology (TIB), Hannover and co-principal investigator of the project. "Academic and research libraries are now being seen as incubators for experimenting with emerging technologies and are even leading the way at many university campuses across the world."The NMC Horizon Report > 2014 Library Edition is available online, free of charge, and is released under a Creative Commons license to facilitate its widespread use, easy duplication, and broad distribution.
Information and Visual Literacy, Academic Rigor, and Professional Skepticism: some conference cogitationsPosted: August 15, 2014 Filed under: Academic Librarianship, Art Librarianship, Discussion, Information Literacy, Instruction, Visual Resources 4 Comments
This summer I had to cancel a job interview. (Sacrilege, I know!) It was especially unfortunate because the interview would've required a presentation and a web-tool showcase, which I was excited to perform — it's nice to have a structured interview that you can prepare for practically. The presentation would have been on essential information-literacy skills for first-year college students, and I was planning on using a bit of humour and cultural reference as an attack plan.
Specifically, I think students (and web-users at large) would benefit from holding up Sherlock Holmes as their spirit animal: use a bit of skepticism and plenty of attention to detail, and work hard to connect all the dots, no matter how disparate things seem at first [1]. Context is everything, and reading (everything — new stories, academic studies, and statistics-laden infographics) needs to be analytic and critical. I won't offer any contemporary examples, for fear of digressing into those discussions, but let's all be aware of the general state of misinformation and gullibility in the world (or, I dunno, trusting the "true story" claim at the beginning of Fargo?).
Lots of people have been discussing information literacy online lately, and I've been mulling on it as well. I missed the visual literacy session at ARLIS/NA this year, because I was at the information literacy MOOC session next door, where I brainstormed some alternative MOOC models (universal design, anyone?). Perhaps those of you who attended the visual-lit session can fill me in on which "real-world [library] examples of how ACRL's visual literacy guidelines have been implemented" were shared, and whether any suggestions were made as to how to supplement the ACRL guidelines with library-specific instructions (is there a forthcoming ARLIS/NA occasional paper on this? There should be).
One question I've been pondering since then is how to incorporate research methods and scientific rigor lessons into information and visual literacy — how to make Sherlocks of us all. I'm sure we all took a (strenuous / boring) research methods class in the MLIS program; for me it was a repetition of the undergraduate research methods I learned as part of a psych minor. Every time you consult a data-collection study, you still have to ask: did they use a control group? Did they control for conflating variables? Are they making assumptions about causation, or drawing one of many possible conclusions? Was there a replicating study? Were the survey questions priming, or compound? Did they set their sights on statistical significance? My MLIS-level research course didn't really enforce these obvious questions, although we all tried our hand at evaluating a study or two for rigor.
It's being generally acknowledged that LIS / GLAM scholarly work has a relatively low standard of scientific rigor: we don't replicate studies, we generally only survey an easily-accessible demographic (i.e. college students), and our studies are designed less to further intelligent work in our field and more to push academic librarians into tenure. We could point to a number of problems: peer reviewers with no skills in research analysis, the general left-hand/right-hand divide in LIS between practitioners and academics, and professional associations that don't push hard enough for presentations and publications that span our full profession. If we're no good at research methods, how will we impart these skills to our patrons?
The contemporary debate has scared me off using the word "rigor" at all, for fear of it being taken for the opposite of "diversity," as it seems to have been co-opted lately. Rigor in a strict statistical sense transcends demographics; "rigor" used in reference to higher-education skill-sets could absolutely use some work, but that's really more of a bad-teachers problem in my thinking. Universities have plenty of resources for academic writing, tutoring, disability accommodations, ESL upgrading, computer lessons, etc., if only students were being made aware of their shortfalls through teacher interaction and feedback.
Libraries are doing essential work in both supplementary education for students with shortfalls and in instructional design for teachers, which should include some basic lessons in how to assess students for these problems, and get them working up to speed before final marking. Is there space for librarians to provide supplementary instruction in not just information literacy and research rigor, but in visual and media literacy as well — and to target students who need that training most?
The number of high-school grads that go to post-secondary tends to hover around the 68% mark in recent years, meaning that, if we can educate every college student in basic info- or visual-literacy, we can put a huge dent into general gullibility and increase the knowledge of intelligent research methods. (I couldn't begin to imagine how to insert this education into secondary school, but if you have suggestions or resources to share, I'm all ears.) And the sooner we plant the seeds of good scientific design, the sooner we'll see a general improvement in scholarly output — or at least more articles admitting their limitations and mistakes from the get-go.
But this is all, literally, academic. How do we get information-literacy education out into the public, especially when most popular news outlets seem to benefit directly from a lack of critical thinking? More specifically, how do arts librarians working in visual literacy and media literacy help to educate both their patrons and the public at large — especially if visual literacy skills are universally important but we only get access to arts students?
If you haven't read the ACRL Visual Literacy Standards, here they are (2011). ARLIS/NA has also put out standards and competencies for information literacy competencies (2007) and instruction (2002). As it stands, it's our job to (not only teach basic info-lit, but also) hand out lessons on copyright and plagiarism, good design and accessibility, data visualization (and how it can mislead!), image-editing detective work (which invariably leads to an addiction to Photoshop Disasters), and everything from technical evaluation ("how true is the digital colour to the original?") to art-education evaluation ("what period/genre is this from?") and semiotics / semantics / cultural theory diversions. Skepticism and rigor in visual literacy could, I predict, lead to everything from a higher interest in art and design among the general populace, to better body image ("Nobody is that beautiful without airbrushing!") and consumer ethics ("I'd better not buy this plagiarizing pillow"). And sometimes it's just about getting the joke.
Information literacy might need a bit of a rebrand: like taking a technology class at your library, lots of people aren't willing to admit they could use a refresher or don't really get the underlying principles behind their daily use. As usual, the best policy seems to be "Get 'em while they're young," and making digital / media literacy and scientific rigor a base part of public education — a required seminar for all first-year college students, at least.
Can art librarians design a quick, fun, painless way to lay out the pitfalls and consequences of being design-dumb? Are the threats of bad website navigation, low-resolution printing, inadvertent copyright infringement, and lack of accessibility important enough to get bureaucratic and financial support? Or will the information-literacy MOOCs fall by the wayside, underused and unacknowledged?
[FYI: ARLIS/NA has an Academic Division (who worked with the ACRL VL Taskforce), a Visual Resources Committee, and a Teaching SIG, but no ongoing groups working on visual literacy specifically, or any published plans to update the 2007 info-lit guidelines. I have yet to hear about collaborations with the International Visual Literacy Assocation, or similar bodies, but if you know of any, post a comment! Maybe it's time for a little ARLIS/NA visual literacy focus … ]
1: I have always been confused by Sherlock's use of "deduction" — isn't he using induction, to take the clues in front of his face and construct a narrative, rather than beginning from a premise and eliminating possible outcomes? If someone can give me a mnemonic or something, I would greatly appreciate it. Says he:
"Let me run over the principal steps. We approached the case, you remember, with an absolutely blank mind, which is always an advantage. We had formed no theories. We were simply there to observe and to draw inferences from our observations."
– Sherlock Holmes, The Adventure of the Cardboard Box
Studio Librarian– University of Tennessee, ChattanoogaPosted: July 18, 2014 Filed under: Academic Librarianship, Digital Imaging, Digital Libraries, Opportunities: Job Postings Comments Off on Studio Librarian– University of Tennessee, Chattanooga
The UTC Library seeks a motivated, creative and user-focused professional to fill our Studio Librarian position at the University of Tennessee, Chattanooga (UTC). As part of UTC's all-new forthcoming library, The Studio serves as a creation space that will support multimedia design and related emerging technologies. The librarian in this position will plan, develop, and implement service initiatives to enhance the Studio as a learning environment and guide patrons in the use of Studio and library resources.
The position is available October 1, 2014.
Position Summary
Reporting to the Department Head of Research and Public Services, and working in coordination with the Team Lead for the Studio in this position provides support for the Studio as learning environment and digital development area. The Studio Librarian works with students and faculty to support the effective and innovative use of multimedia and instructional technologies in teaching and research across the UTC campus.
As Studio Librarian
- Develop and maintain the Studio as an effective student learning environment.
- Guide Studio patrons in use of technology resources.
- Partner with campus faculty, staff, and students as a technology facilitator, workshop trainer, designer, and a developer of multimedia materials.
- Provide instructional design, development, and digital services.
- Work with faculty on instructional design/development projects.
- Promote educational technology and the Studio services to the campus.
- Identify, evaluate, and recommend multimedia and emerging technologies for campus and library needs.
- Assist in the development of the vision, goals, objectives, and actionable Studio Team events.
- In partnership with Library IT, maintain computers, hardware, and software delivery and production platforms.
- Promote student success and retention through advocacy of use of library services and resources.
- Guide and coach Studio staff specialist and student assistants in skills, methods, and best practices to better serve patrons utilizing the Studio.
As Research and Public Service Department Member
- Participate in Research and Public Service Department meetings and initiatives.
- Support public services operations as needed and appropriate in Circulation, Information Commons, and Instruction.
- Design and create multimedia content for instruction, outreach efforts, and library-wide needs.
As Library and University Citizen
- Participate in providing reference, liaison, and outreach services to University Community.
- Participate in library-wide planning and committee work.
- Participate in UT library system-wide planning.
- Participate in UTC governance, service, and be professionally active.
- Conduct scholarship consistent with a tenure-track appointment.
- Engage in continuing professional development.
Required Education and Experience
- Master's degree from an ALA-accredited program.
- One year of relevant work experience, including demonstrated experience in multimedia development.
Required Hard Skills
- Demonstrated proficiency with contemporary multimedia software and hardware, including: Macintosh, Windows operating systems, Digital Video and Photography, Digital Audio Workstations, Adobe Creative Suite, Apple Final Cut Pro, MS PowerPoint, Apple Keynote, and other presentation software, video and audio digitizing interfaces, etc.
- Knowledge of current best practices relating to multimedia.
- Experience with subject guide platforms, blogging platforms, chat reference software and other commonly used library systems.
- Experience as a successful project manager and the ability to organize, prioritize, and manage time.
- Knowledge of copyright, intellectual property and privacy laws as they relate to published and unpublished materials.
Required Soft Skills
- Possess the initiative, flexibility, and creativity to manage projects both independently and as part of a team in a dynamic work environment.
- Ability to handle complex, analytical and detailed work.
- Possess a positive attitude, be future-oriented, and embrace change.
- Effective writing and oral communication skills.
- Strong interpersonal skills evidenced by the ability to work cooperatively and maintain effective working relationships with colleagues, faculty, staff and students.
- Strong customer service focus, a passion for the profession, and a deep commitment to service and outreach in an academic community.
See the full description here.
Librarian– American Academy of ArtPosted: July 17, 2014 Filed under: Academic Librarianship, Opportunities: Job Postings Comments Off on Librarian– American Academy of Art
The American Academy of Art located in downtown Chicago seeks applicants for a full-time librarian. The librarian will assist in the planning, organization and implementation of various library services and programs in support of the educational goals of the Academy. A successful applicant will coordinate library educational services including information literacy programs in collaboration with the Academy's faculty. The position requires experience in all aspects of library services along with collaboration and teaching with the Academy's faculty.
Applications are expected to have prior library services experience and an M.L.S. degree. This is a full-time position with salary and excellent benefits. Please forward a C.V. and cover letter to Duncan Webb, Academic Dean, email@example.com. Review and interviews begin immediately.
The American Academy of Art
The American Academy of Art is a school built on a tradition of professionalism and excellence. We are a thriving creative community of skilled faculty, dedicated staff and talented students. Our faculty and staff have come together collaboratively working toward a common goal: equipping our students to be leaders in the art world.
We believe in the importance of forming a foundation in the classical academic tradition. The early coursework for our students focuses on developing essential skills not only in art technique, but also in the humanities and sciences. From this foundation, we encourage the development of creative and critical thinking that will allow students to use their foundational skills to communicate their own unique artistic ideals.
Our faculty and staff represent a diversity of cultures and artistic styles that we hope will inspire our students to broaden their minds and their artistic range during their years at the Academy and beyond. We encourage our students to consider the impact that they can have on their culture and society through their work.
Since our founding in 1923, our programs have evolved with contemporary artistic styles and technological advances, but the same vision of artistic excellence that inspired our founder remains. Our halls are lined with the works of many of our successful alumni, and each year that legacy grows as our graduates find rewarding careers in the art field and take their place as leaders.
For additional information about the American Academy of Art, visit www.aaart.edu
Survey: Canadian LIS students, grads, and hiring staff on transition to academic librarianshipPosted: July 9, 2014 Filed under: Academic Librarianship, Education: LIS Programs | Tags: academic libraries, Canada, education Comments Off on Survey: Canadian LIS students, grads, and hiring staff on transition to academic librarianship
Please check out the following survey and see if you qualify! The research is on MLIS students, recent graduates, and hiring librarians and managers at Canadian academic institutions. (This is reposted from a listserv.)
Dear LIS colleagues,
This email is to invite you to participate in a research study exploring the transition between LIS education and employment in academic libraries.
Our study seeks to examine how students are prepared for and what challenges exist when transitioning from LIS to a career in academic librarianship. Our findings will help contribute to Canadian LIS literature and provide recommendations to LIS programs and employers to help support the successful transition from school to employment.
The survey will remain open until July 28, 2014. Please distribute this email widely.
Eligible participants include:
· Current students enrolled in a Master of Library and Information Studies, or directly equivalent, program at a Canadian university. Students can be pursuing part-time or full-time studies. Participants in this category must have completed approximately 50 percent of their program and have an intention or interest in pursuing a career in academic librarianship.
· Recent graduates who have completed a Master of Library and Information Studies, or directly equivalent, program at a Canadian university within the last year (graduated no earlier than April 2013) and are actively seeking employment at a Canadian academic library.
· New professionals who have completed a Master of Library and Information Studies, or directly equivalent, program at a Canadian university within the last three years (graduated no earlier than April 2011). Participants in this category are recent graduates who are currently employed full- or part-time, either on a permanent or contract basis, at a Canadian academic library.
· Hiring managers or librarians who participate in hiring committees at any Canadian academic library, in any discipline, on either a contract or permanent basis. Librarians involved in other elements of the hiring process and supervisors of new professionals are also encouraged to participate.
If you have any questions, please, contact either Laura Thorne by phone at (250) 807-9107 or by email at firstname.lastname@example.com or Catherine McGoveran by phone at (613) 562-5800 ext. 2725 or by email at email@example.com.
Survey data is being collected via Verint, a survey tool provided by UBC IT. Verint is a Canadian-hosted survey solution complying with the BC Freedom of Information and Protection of Privacy Act. All data is stored and backed up in Canada.
This study is being conducted in English; however, should a participant require assistance to participate, the researchers will endeavour to provide this assistance wherever possible.
When completed, the researchers will seek to publish the results of the study. If you would like a copy of the research findings, please send a request to either Laura Thorne by phone at (250) 807-9107 or by email at email@example.com Catherine McGoveran by phone at (613) 562-5800 ext. 2725 or by email at firstname.lastname@example.com.
To participate in our study, please follow the link: http://www.surveyfeedback.ca/surveys/wsb.dll/s/1g336c
Thank you for your support,
Laura Thorne & Catherine McGoveran
Laura Thorne
Learning Services Librarian, UBC Okanagan Campus Library
The University of British Columbia, Okanagan Campus
(250) 807-9127
Catherine McGoveran
Bibliothécaire spécialisée en information gouvernementale / Government Information Librarian
Centre d'information GSG Information Centre ; Bibliothèque Morisset Library
Université d'Ottawa / University of Ottawa
(613) 562-5800 ext./poste 2725
Job postingsPosted: May 25, 2014 Filed under: Academic Librarianship, Art Librarianship, Opportunities: Job Postings Comments Off on Job postings
Library Assistant (Full Time & Part Time openings), Academy of Art University, San Francisco
PT Librarian, Art Institute of Fort Worth, Fort Worth, TX


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"Nobody Frames You Better" echoes in the Hall of Frames as if my father and founder, Ben Kogan, had said it today. It all started in 1975 in Phoenix, Arizona, when his lifelong art hobby transformed into the opening of a humble and narrow picture frame store, that truly resembled a "Hall of Frames", thus inspiring the name of our company. As picture framing pioneers my father Ben, mother Evelyn, brother Ron, and I formulated the timeless picture framing tradition that the Kogan family carries on today!
The entrepreneurial idea of opening up a custom picture frame store all stemmed from a side project of Founder Ben Kogan back in Chicago, Illinois, in the early 70s. As co-owner of a company named Gerald's Fine Arts, Ben Kogan contracted artists to paint customer's portraits on canvas from previously taken photographs. Shortly after beginning his side project, Kogan decided to compliment the paintings by offering readymade and custom picture frames.
Although this side project became Ben's passion, several years of providing the service proved that it was extremely hard to sell the canvas paintings. However, Ben noted the popularity of the actual picture frames, and began developing a serious interest in the different styles, colors, and how they were assembled. This is in fact how the Kogan family stumbled into picture framing.
The Hall of frames began in June of 1975 when Ben and Evelyn Kogan decided to open a centrally located framing store in Tower Plaza, a mall in Phoenix, Arizona. This first location was a humble shop, narrow in size. The thousands of frames lining the aisles is what inspired the store's name, "Hall of Frames".
With the help of sons Ron and Jay, Ben and Evelyn formulated the tradition of providing quality products, helpful and creative customer service, and selection to cater to any customers taste. It was this very tradition and philosophy that helped build the successful framework that is still carried out today. Everything stemmed from the original tower plaza location: the philosophy, the name, the culture, and the daycare center for Sean and Bryan Kogan as babies, who are now 3rd generation Kogans in the business. In fact, if you walk into the HoF headquarters or one of the locations you may just be helped by Jay, Ron, Pam, Sean or Bryan Kogan.
Seven years after opening Tower Plaza, Jay asked his father Ben, "How can I make more money and support my family?" Ben replied by saying, "Open up another store". Jay used this advice to lay the framework for the expansion of the Hall of Frames over the past 35 years.
In order to do more picture framing you must open other locations, as it is important to keep valuables close to home and heart. Artwork is no exception! For that reason, Jay Kogan decided it was time to bring this valued family business closer to home for it's customers.
To this day, the Hall of Frames superstore chain is still owned and operated by the Kogan family. Our employees have become extended family, which creates exciting energy throughout all 12 locations. This is why some of the employees have been around for over 20 years! Stop by your nearest Hall of Frames location so you can see what this family is all about.
Sign up for our FREE savings & rewards club today and get the best deals!JOIN TODAY!
Browse and buy frames and more from our online shop.Browse our shop »
© copyright USA Hall of Frames. All Rights Reserved.


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Telephone: 0845 561 0041
Email: email@example.com
Website: www.advdocs.co.uk
Bio: Advanced Document Solutions are specialists in providing cost effective solutions in relation to printing copying and scanning requirements for small businesses, education and large corporations. Our relationships with suppliers of hardware and software solutions allow us to tailor a solution that will improve efficiencies and substantially reduce costs for any organisation that has to print copy or scan on a day to day basis.
Category: Printing and IT Solutions
Site location: Leigh


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Why Choose Thin Sawn Stone Veneer?
- Thin sawn veneer weighs 15 lbs or less per square foot.
- It is great for remodeling projects or in areas with special support consideration, such as chimneys above roofline & 2nd floor fireplaces.
- Natural stone does not have a repeating pattern which are easily identifiable as it is with manufactured products.
- Corners make it extremely difficult to detect the difference between full & thin veneer.
- It is resistant to the elements.
- Available in the same material as full veneer.
- Reduced cost of preparation
- Everlasting, maintenance-free beauty.
• Thicknesses – ranges from ½" to 1½"
• Heights – up to 11″
Flats – Used to cover the flat wall surface & is sold by the square foot.
Corners – Used to cover the outside corners of projects & is sold by the linear foot.
Available Material
All Veneer has the capability of being sawn into a Thin Veneer.
Please click HERE for a list of Full Veneer Products.


text:
[Date Prev][Date Next][Thread Prev][Thread Next][Date index][Thread index]
Re: st: creating a balanced panel from an unbalanced panel
"Austin Nichols" <email@example.com>
Re: st: creating a balanced panel from an unbalanced panel
Fri, 28 Mar 2008 16:11:03 -0400
Vladimir Vakhitov <firstname.lastname@example.com> and Jeremy Page <firstname.lastname@example.com>:
The solution below does not give the desired result, but substitute _N
for _n and it does. Or in one:
bys id: g balanced = (_N==7)
However, observations may exist and yet contain missing values and
therefore be excluded from the regression. Thus you need something
more like
qui xtreg y x, i(id) fe
g ok=e(sample)
egen sumok=total(ok), by(id)
su sumok, meanonly
g allok=(sumok==r(max))
xtreg y x if allok==1, i(id) fe
On Fri, Mar 28, 2008 at 3:20 PM, Vladimir Vakhitov <firstname.lastname@example.com> wrote:
> Hi Jeremy,
> I would use a simple trick (ID is your panel variable):
> tempvar q
> bysort id: gen `q' = _n
> gen byte balanced = 0
> replace balanced = 1 if `q'==7
> Vladimir.
> 2008/3/28, Jeremy Page <email@example.com>:
> > I have an unbalanced panel of seven period and I would like to be able
> > to make a subset of a balanced panel. I have created dummy variables
> > (T1-T7) for each of the time periods as well as a continuous variable
> > labeled time (1-7). I would like to create another dummy variable to
> > use in the "if" qualifier of a regression which would be "balanced=1"
> > if there are observations in all 7 periods.
* For searches and help try:
* http://www.stata.com/support/faqs/res/findit.html
* http://www.stata.com/support/statalist/faq
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text:
ocaml limitations
John Carol Langford
- William Chesters
- Xavier Leroy
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|1999-12-13 (16:27)
|William Chesters <williamc@d...>
|ocaml limitations
John Carol Langford writes: > The performance problems from two limitations. The first is in the > compiler and runtime - it's the limitation on the array size on 32 bit > machines - I only have linux PC's available to work on. I think this has been worked on by David McClain: http://caml.inria.fr/caml-list/1041.html > The second problem is a language failure - there is no 'short int' > type in ocaml. The underlying problem is that for important reasons of GC efficiency etc., ocaml (like nearly all other GCd languages) works on word-sized objects only, i.e. 32 or 64 bits. To support access to a smaller granularity, like 16 bits, it's necessary to do something like how the `string' type is implemented, with some slightly hacky arithmetic for working out its length. I don't think that would be difficult to duplicate for 16 bit numbers, seeing as how the compiler code is so pretty but would have to be careful to use unsafe_get.


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The King of Vodka is a surprising and timely tale of courage, determination, triumph, and ultimately tragedy. It is also a hopeful story, one that proves that ingenuity and a bit of luck can trump entrenched societal prejudices and economic barriers. Pyotr Smirnov was an uneducated serf who came from virtually nothing to become one of Russia's wealthiest and most prominent merchants. His rags-to-riches-to-rags journey, which sparked the ire of Chekhov, the opposition of Tolstoy, and the respect of the Tsars, is a testament to the genius of the man himself as well as to the unexpected opportunities that surfaced in the final decades of the Romanov's rule.
By following the odyssey of Smirnov and his expansive family, readers are treated to the story of Russia itself. Smirnov was born in 1831 in a small village during one of Russia's worst cholera epidemics. Vodka was his ticket out of this peasant life, a commodity that for centuries has, in many ways, defined Russia and its citizens. Settling in Moscow, Smirnov basked in a golden age of reform that began with emancipation, relying on grassroots marketing to popularize his products and establish his brand. His life became one of privilege. Smirnov's ascent would have continued uninterrupted had it not been for a series of devastating labor strikes, social uprisings, and a government-imposed vodka monopoly. Ultimately, the Smirnovs lost it all, high-profile yet typical victims of the Bolshevik revolution and the chaos it unleashed. Were it not for the bizarre escape of one of Smirnov's sons from a prison in 1919, Smirnov's legacy would have almost certainly faded into oblivion. Instead, Smirnoff vodka today is the best-selling premium spirit in the world, a drink beloved by British spy James Bond since the 1960s, and a brand worth an estimated $4.7 billion.
The result of exhaustive and meticulous research, The King of Vodka is a captivating and memorable narrative.


text:
Bank of America Holds $64B of Delinquent Mortgages
Bloomberg reported that Bank of America has amassed $64 billion of mortgages that are at least six months delinquent and have yet to enter foreclosure, more than twice the amount held by its four largest competitors combined.
Bloomberg said Bank of America's portfolio of loans that are at least six months old and not in foreclosure accounts for 3.3% of all of the mortgages it services. Bloomberg notes that Citigroup has 1.1% of its loans in that category and Ally Financial, Wells Fargo and JPMorgan Chase each have less than 1%.
To read the Bloomberg story, click here.


text:
Introduction to Gracie Jiu-Jitsu: Self Defense
Throughout the history of Judaism, various scholars have drawn slightly different lessons about self-defense from the Torah, but they have all agreed with the core principle that self-defense is permissible in cases of necessity.
Recently, many in the queer and Jewish (and especially the queer Jewish), communities have expressed feeling increased threats to their personal safety — in response to an overwhelming need, GLOE - The Kurlander Program for GLBTQ Outreach & Engagement at the Edlavitch DCJCC - is launching a new seminar series in partnership with Capital MMA & Elite Fitness that offers an introduction to Gracie Jiu-Jitsu self-defense. In efforts to meet our mission of being a truly inclusive community center, this workshop is being co-presented with the Edlavitch DCJCC's Inclusion and Disabilities program to ensure the safety of all individuals. The workshop is open to members of the LGBTQ community and those with disabilities. Please contact Stacey Herman, Director of Inclusion and Disability Programming at firstname.lastname@example.com if you have any questions regarding accommodation.


text:
Tuesday, February 10, 2015
For the Love of Chocolate - Tuesdays with Dorie, Baking Chez Moi
9 comments:
- Kayte said...
I won't lie...I'm not a chocolate fan. At all. That said, this looks really pretty with the dusting and the berries and the greenery...you really know how to make things look wonderful!
- February 10, 2015
- Ryan said...
I like your idea of covering the wrinkles with cocoa powder! Brilliant!
- February 10, 2015
- Kathy said...
Denise, Your photos and presentation are absolutely gorgeous! This was a perfect pick for Valentines Day! A winner in my house, for sure! Happy Tuesday!
- February 10, 2015
- Zosia said...
I love the effect the dusting of cocoa powder creates! I spent a lot of time with a hot knife trying to smooth the wrinkles out...if only I knew!
- February 10, 2015
- Liz Berg said...
Beautiful! I love how the dusting of cocoa unifies the exterior! Well done!
- February 11, 2015
- Margaret @approachingfood said...
Dusting with cocoa powder is definitely the way to go! Looks great!
- February 11, 2015
- Cathleen | My Culinary Mission said...
One word. Gorgeous!!!
- February 11, 2015
- Patty Price said...
Great quote! Beautiful presentation..love the blackberries on top :)
- February 11, 2015
- Guyla Mayo said...
Denise, dusting with cocoa was a brilliant idea! My presentation would have benefited by a dusting. Yours looks delicious!
- February 12, 2015


text:
80 players / 135 plays
Report this game if it's content is inappropriate. Misuse of this feature may cause your account to be suspended.
CTRL Fire SHIFT Run
Copy + paste this code onto your website so your visitors can play this game!
Hosted by the Scirra Arcade
First download the iFrame plugin. Once installed, copy the following code onto your website:
Don't forget, we have a Scirra Arcade JSON API for embeddable games published on this arcade!
Link to this game with these dynamically updating game cards!
by HaithamSboui
First published on 25th August, 2015
A Pirate take a journey towards a forgotten treasure who belonged to an ancient evil king.
135 total plays
113 guest plays
22 Scirra member plays
80 unique players
68 unique guests
12 Scirra members
Game stats last updated 0.00182000333333333 minutes ago
1 hour 15 minutes total play time
1 minute 45 seconds average play length
5 highest number of simultaneous players
Tuesday, August 25, 2015
Total number of plays this game has had since it was first published.
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text:
We can give you a quote or estimate fairly quickly. We can also perform an onsite pest control inspection for full-scale infestations, if needed. If you would like an estimate for you property, please fill out the form below and submit the address. We will research your property and get a pest control quote to you as soon as possible.
Pest Control Inspection
You are here: Home / Pest Control Inspection
Follow us on Twitter!
Latest News
- Regal Pest Control Earns Esteemed 2015 Angie's List Super Service AwardJanuary 26, 2016 - 7:40 pm
- Regal Pest Control Earns Esteemed 2014 Angie's List Super Service Award!February 24, 2015 - 9:24 am
- What is an Alligator Lizard?November 26, 2013 - 2:40 pm
- Two-Lined SpittlebugNovember 21, 2013 - 12:31 pm
- The Perfect Florida LandscapingNovember 18, 2013 - 10:10 pm
Pest Control Service Area
Regal is a full-service pest control company with it's main office in Ocala. We offer outstanding, state-of-the-art pest control services that are guaranteed. We offer pest control services in The Villages, Lady Lake, Leesburg, Ocala and all the and all the surrounding cities. We service outlying Marion County, Lake County and Alachua.


text:
"….And on the fourth day they assembled in the Valley Of Beracah, where they praised the Lord. This is why it is called the Valley Of Beracah to this day…" 2 Chronicles 20:26
Recent Success Of Our Mission
In the spring of 2010, Beracah Valley Farm Owner and Program Manager Jim Baka heard Christian Author and Speaker Josh McDowell share a statistic that startled him. McDowell stated that If a child has not responded to the gospel by age 12 they only have a 4% chance of accepting Jesus Christ as Savior in today's modern culture! Jim made a commitment to God to step up our ministry of bible study and made a decision to present the Gospel not just at select camps, but at every day camp program offered at Beracah Valley.
Beracah Valley Farm Current Ministry Summary
Beracah Valley Farm is a Christian family owned horse farm purchased in 1997 by the Baka family. In the year 2000 we began our true mission by integrating bible study with our riding groups and this opened the door to expand our farm and offer a variety of Christ centered programs. The farm is situated on 10 Acres in Chardon, Ohio with an excellent location under 5 minutes from Interstate 90, 40 minutes from downtown Cleveland, and 15 minutes from Mentor. We stable about 20 horses and offer year round riding with both indoor and outdoor riding arenas. The farm has operated successfully for 20 years as an LLC.
We have fully dedicated the program to the Lord with a unique ministry opportunity recognizing the unique opportunity to combine equine activity with Bible studies and ministry outreach.
Our Mission Statement:
Use the horses and farm to be a Light In The Community of Chardon and share the Gospel of Jesus Christ with children.
How we accomplish that mission:
Day Camps
Our current camp program is small, yet in recent years our success rate in reaching those children with the Gospel was around 40%!
"Horse For A Day" day camps are offered during the year on school holidays and always include Bible devotion time and Gospel presentation. Horse for a Day programs are often offered on breaks from School, including Christmas, New Year's, President's Day, Easter and many more. Learn more by visiting our Horse for a Day page.
Summer Day Camps include daily Bible devotion time and end of the week Gospel presentation. Children spend the entire week learning about God and horses in hands-on sessions that include riding, horse care and Bible-related activities. Campers engage in daily devotions and end the week with a horse show for the campers. Learn more about our summer camp programs by visiting our Summer Camp page.
Weekly Bible Study Riding Lesson Groups
We offer home school and after school groups that meet multiple days per week all year-long. We typically teach several hundred Bible studies every year within these riding groups. To encourage enrollment, the price has been reduced 25% below the cost of a normal riding lesson.
The Bible teaching is a wonderful ministry opportunity for evangelism and also offers an opportunity for children to continue to learn about Jesus and the Bible. We have offered these programs for over 15 years with great success. Please visit our Bible Study Program page for more information.
Christian School Riding Clubs
Every Spring and fall we offer this group riding lesson program to several local Christian schools who enjoy learning all about horses, riding lessons, and bible study.
Light of Faith Scholarship Fund
We started a riding fund that we offer to children who have undergone hardship in their life. We offer free riding in any of our riding lesson programs. In 2015 we had 13 children in our "Light Of Faith" scholarship program. This is a great way to bless children who may not be able to afford riding due to tragic circumstances and watch how God uses his wonderful creation, the horse, to minister to these kids.
Our Scholarship Fund is named after a young mare that came to us from CANTER (the Central Alliance Network for Thoroughbred Ex-Racehorses). After just three races, Light of Faith chipped her knee and was unable to continue performing as a racehorse. Beracah Valley Farm provided foster care for her and several other racehorses. Eventually, we fell in love and made the decision to adopt the mare permanently. Today, she is a school horse and helps us continue spreading the message of the Gospel.
Over the years, we've had the opportunity to work with hundreds, maybe even thousands, of children and adults. We've worked with young children and grandparents, instructed beginners who have never sat on a horse before and aspiring professional riders. We'd like to share some of the recommendations received from some of our customers who have been touched by the Beracah Valley Ministry. To read their stories, please read our Testimonials page.


text:
Hofmann, G.E., Smith, J.E., Johnson, K.S., Send, U., Levin, L.A., Micheli, F., Paytan, A., Price, N.N., Peterson, B., Takeshita, Y., Matson, P.G., Crook, E.D., Kroeker, K.J., Gambi, M.C., Rivest, E.B., Frieder, C.A., Yu, P.C. and Martz, T.R. 2011. High-frequency dynamics of ocean pH: A multi-ecosystem comparison. PLoS ONE 6: e28983.
The authors write that "natural variability in pH is seldom considered when effects of ocean acidification are considered," and they suggest that this omission is disturbing, because "natural variability may occur at rates much higher than the rate at which carbon dioxide is decreasing ocean pH," which is about 0.0017 pH unit per year according to Dore et al. (2009) and Byrne et al. (2010). And because of this fact, they contend that "ambient fluctuation in pH may have a large impact on the development of resilience in marine populations," noting that "heterogeneity in the environment with regard to pH and pCO2 exposure may result in populations that are acclimatized to variable pH or extremes in pH."
What was done
To further explore this possibility, Hofmann et al. recorded continuous high-resolution time series of upper-ocean patterns of pH variability with autonomous sensors deployed at fifteen different locations stretching from 40.7303°N to 77.8000°S latitude and from 0 to 166.6712°E longitude and 0 to 162.1218°W longitude, over a variety of ecosystems ranging from polar to tropical, open-ocean to coastal, and kelp forest to coral reef.
What was learned
The eighteen researchers report that their measurements revealed "a continuum of month-long pH variability with standard deviations from 0.004 to 0.277 and ranges spanning 0.024 to 1.430 pH units," which variability was "highly site-dependent, with characteristic diel, semi-diurnal, and stochastic patterns of varying amplitudes."
What it means
Directly quoting Hofmann et al., "these biome-specific pH signatures disclose current levels of exposure to both high and low dissolved CO2, often demonstrating that resident organisms are already experiencing pH regimes that are not predicted until 2100." And these facts suggest that the current real-world heterogeneity of the world's oceans with regard to pH and pCO2 exposure may indeed "result in populations that are acclimatized to variable pH or extremes in pH," such as those that have been predicted to be the new norm in 2100.
Byrne, R.H., Mecking, S., Feely, R.A. and Liu, X. 2010. Direct observations of basin-wide acidification of the North Pacific Ocean. Geophysical Research Letters 37: 10.1029/2009GL040999.
Dore, J.E., Lukas, R., Sadler, D.W., Church, M.J. and Karl, D.M. 2009. Physical and biogeochemical modulation of ocean acidification in the central North Pacific. Proceedings of the National Academy of Sciences USA 106: 12,235-12,240.Reviewed 30 May 2012


text:
Career Search
What do you want to become?
Music Schools & Colleges in Ohio
Ashland University
Ashland, OH
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Whether it's playing an instrument, singing or introducing children to the rewards of musical expression, the study of music enriches life and enhances our culture. When you study music at Ashland University, you are part of a department that is a significant cultural force within the University community and the Ashland area. You can pursue a Bachelor of Music degree with a comprehensive major in Music Education or a Bachelor of Arts degree, with a major in Music, choosing either an emphasis in Applied Music or Academic Studies. No matter what your preference, you will graduate with a degree that prepares you well for a career sharing the joys of music with others.
Baldwin-Wallace College
Berea, OH
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Dynamic learning, collaborative mentoring and professional results make our Conservatory of Music a proven choice for students aspiring to the best graduate schools; orchestras; operas; theatres; and teaching, arts management and music therapy positions.
Bluffton University
Bluffton, OH
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As a department within a church-related liberal arts university, the music department is engaged in teaching responsible lifestyle through music. Goals for our students include maximum development of their academic and musical abilities; recognition of the importance of meaning and faith in relation to music, as either vocation or avocation; cultivation of a spirit of cooperation, rather than competition; and preparation for success and continued learning in contemporary society.
Bowling Green State University
Bowling Green, OH
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The College of Musical Arts at Bowling Green State University prepares music professionals for state and national leadership roles in teaching, research, and creativity in all of the musical arts. We aspire to be recognized nationally as a premier music learning community.
Capital University
Columbus, OH
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Learn from some of the finest music professionals in the nation. From the Columbus Jazz Orchestra to the opera houses of Europe, our professors are world-renowned performers, industry-leading composers, in-demand teachers and more. And you can count on them for the direction, persistence and vision to take you further than you can imagine. Build a solid foundation for success in any music field with our Conservatory Core classes in music theory, history and technology.
Case Western Reserve University
Cleveland, OH
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The Department of Music at Case Western Reserve University offers a range of degree programs, ensemble experiences, and scholarly opportunities for undergraduate and graduate students. We encourage interests that range from medieval music to rock and pop, and our students benefit from the Department's thriving collaborations with the Cleveland Orchestra, The Rock and Roll Hall of Fame and Museum, The Cleveland Museum of Art, and other nearby cultural institutions. Through our Joint Music Program with the Cleveland Institute of Music, now in its 42nd year, students have the opportunity to engage in musical research and scholarship at one of the nation's premiere research universities while pursuing focused music studies at one of its top-tier conservatories.
Cedarville University
Cedarville, OH
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Welcome to the Cedarville University Department of Music and Worship! In our department, Bach's famous phrase "Soli Deo Gloria" (for the glory of God alone) is more than a slogan — it is the mission that drives all that we seek to accomplish. We truly believe we honor the Master Creator through our creativity.
Central State University
Wilburforce, OH
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The mission of the Music Program is to create and sustain a nurturing intellectual and artistic environment in which students find learning to be satisfying and in which each student's intellectual curiosity is stimulated for the continuous search for knowledge.
Cincinnati Christian University
Cincinnati, OH
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Our goal is to prepare students who are musically excellent. Our Bachelor of Music program offers musical training as well as training in ministry, Bible and theology, all with an eye to equipping successful graduates to be excellent ministers. We have faculty members who are qualified and experienced, and we design every class to equip musicians to serve the church and shape the world.
Cleveland Institute of Music
Cleveland, OH
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To provide exceptionally talented students from around the world an out- standing, thoroughly professional education in the art of music performance and related musical disciplines. The Institute embraces the legacy of the past and promotes the continuing evolution of music within a supportive and nurturing environment. The Institute also provides rigorous training in programs for gifted pre-college musicians and serves as a resource for the community with training for individuals of all ages and abilities.
Cleveland State University
Cleveland, OH
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Strategically located in the heart of one of America's most vibrant cultural centers, the Department of Music at Cleveland State University utilizes the city's rich musical resources to provide students with a complete spectrum of educational opportunities. The University draws from the internationally renowned Cleveland Orchestra and other noted professional organizations, giving students the opportunity to study with some of the finest musicians in the world.
College of Mount St. Joseph
Cleveland, OH
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A commitment to developing complete musicians while focusing on career preparation is the hallmark of the Music Department at the Mount. Students work under the guidance of faculty accomplished as performers, composers and teachers. Performance opportunities include a variety of vocal and instrumental ensembles as well as departmental recitals.
The College of Wooster
Wooster, OH
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If you are considering a career in music or want music to be a significant part of your life, the Music faculty will help you expand your understanding of musical style and structure, improve your musicianship, and set the groundwork for an evolving, mature, and lifelong interaction with music as a form of profound aesthetic expression.
Denison University
Granville, OH
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The music curriculum is intended to meet the general needs of liberal arts students while providing students interested in a music major or minor with the skills needed to excel in their area of concentration—performance, education, history, composition. In keeping with a liberal arts philosophy, the department encourages interested students campus-wide to participate in its varied ensembles. Individual ensembles are designed to meet the students' musical needs while providing a positive educational experience. Private instruction (instrumental, vocal and composition) is intended for those students desiring to raise their musical skills to a higher level. Acknowledging the need to examine the contributions of various cultures, the curriculum exposes students to a broad spectrum of musical influences (western European, jazz, world music, American folk, African- American, computer music).
Franciscan University of Steubenville
Steubenville, OH
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Music gives glory to God. It also expresses the glory of man. At its best, music gives voice to the beauty, power, and wonder of the human experience. That's why transmitting it from age to age is both a sacred task and serious calling. It requires rigorous work and a close partnership between artists and their students.Schola Cantorum Franciscana. As a sacred music major at Franciscan University, you will enter into that partnership with your professors to receive the training you need to prepare for a career as a classically trained professional musician, either in voice or organ. Along with the traditional courses of private study, theory and history, your studies will also focus intensively on the Church's rich musical tradition, including Gregorian chant, sacred polyphony, and the great works of all ages.
Gods' Bible School and College
Cincinnati, OH
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God has established GBS&C to serve you and our world through His church. Our mission statement captures the heartbeat of our campus and summarizes our focus in these words: "God's Bible School and College seeks to glorify God and to serve His Church by providing higher education centered in Holy Scripture and shaped by Wesleyan conviction, thus preparing faithful servants to proclaim Jesus Christ and spread scriptural holiness throughout the world."
Groove U
Columbus, OH
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GROOVE U is a revolutionary two-year music industry career program located in Columbus, Ohio. Led by 20-year industry veteran Dwight Heckelman, GROOVE U focuses on a career-centered approach to learning developed by active industry professionals. The guiding philosophy of the program is that the music industry is creatively engaged, apprenticeship-based and relationship-driven. The full-time program offers small, personalized classes with both a broad, solid foundation and specialized areas of study. The school officially opened its brand new 30,000-square foot campus in September 2012.
Heidelberg University
Tiffin, OH
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Heidelberg enjoys a national reputation in music, due in large part to our outstanding faculty, who bring experiences in performing and teaching from the world's leading Schools of Music and concert halls. Faculty have national and international experience in performing, conducting, composing, and teaching music.
Hiram College
Hiram, OH
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At Hiram, music is everywhere for everyone! Walk across campus, mornings or evenings, weekdays or weekends and you will hear music pouring from the practice rooms and Recital Hall in the Frohring Music Building. Student and faculty recitals, visiting performers and the College's major performing ensembles contribute to a lively cultural life on Hiram's campus. The Department of Music brings together a diversity of students, faculty and community members who find great pleasure in the creative process of making music or enjoyment and appreciation of music as audience members.
International College of Broadcasting
Dayton, OH
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If you ever thought about working in the music industry, the International College of Broadcasting in Dayton, Ohio is the place for you. We offer degree and diploma programs in Multimedia Production, Broadcasting, and Video & Audio Production. With state-of-the-industry recording equipment and fully equipped studios, ICB offers a learning environment that replicates the real-life work conditions. Our graduates have moved on to enjoy careers as a radio on-air personality, audio recording engineer, music director/producer, and more.
Kent State University Hugh A. Glauser School of Music
Kent, OH
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The School of Music offers majors in Music Education and Music. Music majors can select concentrations in Performance, Theory or Composition. Music Education majors can choose either the Choral/General or Instrumental concentration. Students may also be accepted as music majors into the Bachelor of Arts degree program without a concentration.
Kenyon College
Gambier, OH
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The Department of Music at Kenyon aims to increase a student's sense of the richness and importance of music in the human experience. Learning how to listen to and study music can expand and enrich students' interior lives; making music individually can enhance their own creativity, and making music together touches the communal aspects of life. Students learn to synthesize information, to think critically, to formulate and communicate ideas (written, verbal, and musical), to use quantitative skills and analyze data, to coordinate musical thought, emotion, and physical movement, and to work creatively.
Malone University
Canton, OH
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As part of Malone University's College of Theology, Arts & Sciences, the Department of Music offers degree programs in Music, Music Education, Music Ministry and Music Production. Certificate programs in Piano Pedagogy and Voice Pedagogy are also offered and scholarships are available through audition. Our Music programs are notable for the depth and breadth of opportunities they offer, no matter what type of music career you're seeking. Performance and composition are important pieces of the overall masterwork that you'll create: a successful career in the field where your God-given talents lie.
Marietta College
Marietta, OH
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From large-scale choral and instrumental performances to small ensembles, from individual lessons to classroom learning, improving one's personal musicianship and sharing artistic expression are central to our music program.
The music department welcomes the participation of all interested students in its ensemble programs, private lessons, and music courses, regardless of major. At the same time, Marietta music majors are assured a thorough preparation for graduate school and for future careers within the profession.
Miami University
Oxford, OH
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A fully accredited member of the National Association of Schools of Music (NASM), the Department of Music has approximately 200 undergraduate majors and 20 graduate majors during the academic year and 25 graduate music education majors in the summer. Approximately 60% of our graduate students are music education majors, 25% are performance majors, and 15% are Bachelor of Arts majors.
Mount Vernon Nazarene University
Mount Vernon, OH
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Music enriches our lives, stirs our emotions, and stimulates our intellect. The pursuit of a career in music is a high calling, an area of service that makes the world a better place to live. As a music major, you will be prepared to engage the world as a skillful and thoughtful musician in your chosen endeavor. The music programs at MVNU will provide you with solid training from seasoned professionals, offering experiences in classical and contemporary music in a variety of venues. Within the context of a liberal arts education, students are guided in the development of their God-given creative talents and abilities.
Muskingum University
New Concord, OH
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The Music department at Muskingum University, an accredited institutional member of the National Association of Schools of Music since 1937, provides an excellent education through individualized attention to students. The program is designed to prepare its majors for successful careers in music or music education and to provide other opportunities for study and performance to students from all majors.
Oberlin College
Oberlin, OH
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The Conservatory of Music seeks to educate young musicians at the highest level. The conservatory offers rigorous programs designed to prepare students for professional lives as performers, composers, scholars, and teachers. We welcome talented music students with demonstrated records of achievement to apply.
Ohio Northern University
Ada, OH
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What is an education of value? It is one that offers rigorous academics, and allows students an unlimited number of opportunities for training, experiences and enrichment, so that graduates can expect successful outcomes. Ohio Northern University's Music Department is fully accredited by the National Association of Schools of Music, offering three degree programs: Bachelor of Music in Music Performance, Bachelor of Music in Music Education, and Bachelor of Arts in Music with concentrations in Applied Studies, Theory/Composition, or Music History/Literature. ONU's unique combination of colleges (Law, Pharmacy, Engineering, Business and Arts & Sciences) adds depth to our student body, and allows for BA's to double major in Music and another field. ONU trains Music Education majors in both choral and instrumental music. ONU Music Education graduates are successfully employed all over the U.S.; Music Performance majors go on to successfully complete graduate programs, with significant assistantships, at prestigious schools such as The Cleveland Institute of Music, Ithaca College School of Music, the San Francisco Conservatory, the Frost School of Music, the California Institute of the Arts, the University of Florida, and many others.
Ohio State University
Columbus, OH
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I welcome you to The Ohio State University School of Music, a remarkable place where dedicated people make exceptional music, stimulate artistic growth, explore educational methodology, and conduct ground-breaking research. Our distinguished faculty, made up of renowned performers, educators, and scholars, are committed to inspired teaching and uncommon learning, while others have been awarded notable distinctions.
Ohio University
Athens, OH
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The School of Music is committed to developing confident, creative, and skilled professional musicians. Undergraduate and graduate students are prepared for careers in music education, performance, music therapy, composition, musicology, and music theory. The School of Music provides opportunities for students of all majors to enhance their musical knowledge and skill through participation in a wide variety of academic courses, performance studies, university ensembles, and field experiences. It enriches the cultural life of the university and the surrounding region through public performances and educational outreach by its students, faculty, and guest artists. As a vital part of the College of Fine Arts, the School of Music promotes the musical arts within the university, regional, national, and international communities.
Ohio Wesleyan University
Delaware, OH
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The Music Department has been a vital facet of the Ohio Wesleyan community for over 150 years. As one of the most respected music programs of the liberal arts colleges in Ohio, the Department of Music is characterized by talented and experienced faculty, outstanding facilities, personal attention, and numerous performing opportunities for both music majors and other interested students. Music majors are offered the unique and challenging environment of the professional music degree program within the context of the university's renown liberal arts curriculum while the entire Ohio Wesleyan community enjoys a variety of musical performance and learning opportunities.
Otterbein University
Westerville, OH
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As you walk through the Otterbein University Department of Music, you'll notice that it's alive—with music, with laughter, with students in the lounge, with professors talking to students. That's because Music at Otterbein is more than an education, it's an experience. Otterbein has an array of performance opportunities, including a full complement of bands, choirs, and orchestras, and active programs in jazz and opera. Our ensembles enjoy an outstanding reputation and have performed at regional and national conferences, and on tours throughout the country and abroad. Recent tours have been to China, France, Switzerland, Italy, New York and Washington, D.C. These ensembles are open to all students at Otterbein.
Tiffin University
Tiffin, OH
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The Bachelor of Arts in Professional Music is a performance-based degree designed to provide the student with a contemporary modern musical skill set—real-world marketable skills that are generally not taught in traditional university music degrees. It is also designed with input from 'working musicians' who hold traditional college music degrees, and therefore largely addresses those areas and skills musicians say they 'wish they had learned in school.'
University of Akron
Akron, OH
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With more than 400 majors, we are one of the 50 largest public university schools of music in the United States. Our 28 full-time and 38 part-time faculty are dedicated to helping you discover your future in the many diverse fields of music. Our programs include bachelor degrees in music composition, education, performance, , jazz studies, and history/literature. We also offer the Master of Music degree in composition, history/literature, performance, music education, technology and theory.
University of Cincinnati
Cincinnati, OH
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Music studies at CCM include performance and education majors in all instruments as well as theory, history and composition at both the undergraduate and graduate level.
University of Dayton
Dayton, OH
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The University of Dayton offers five different degrees in music. Specialized degrees such as Music Education and Music Therapy lead to professional certification in those areas and the degrees of Music Performance and Music Composition allow students the opportunity for intensive study in the creation and interpretation of music, while preparing them for more advanced study at the graduate level. Students interested in a wide variety of musical experiences can enroll in the degree Bachelor of Arts in Music and pursue their interests in such areas as Music Technology, Music Business and Jazz Studies. The Music Minor enriches the college experience and allows those students enrolled in other majors to extend their enjoyment and participation of musical activities at a college level.
University of Mount Union
Alliance, OH
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No matter what genre of music interests you, Mount Union's music program is flexible enough to tailor your education to meet your specific needs and interests. Smaller class sizes allow professors to give you the undivided attention you really deserve. Whether in the classroom or on stage, Mount Union's music program will provide you with the history, theory, basic musicianship and practical skills necessary to achieve career success.
University of Rio Grande
Rio Grande, OH
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The mission of the School of Fine Arts is to provide a quality learning environment for students from our service area and beyond. Our undergraduate programs focus on close personal attention for each of our students from a well qualified arts faculty in modern facilities. Our goal is to provide area schools with thoroughly trained teachers in the arts as well as provide students intent on a professional career excellent opportunities to develop creative processes and techniques. Further, our mission is to provide the region quality visual and performance experiences through numerous outreach programs.
University of Toledo
Toledo, OH
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The UT Department of Music offers areas of study in general music, music performance, music history and music theory. Faculty in the Music Department work in cooperation with the College of Education to provide a field of study in Music Education. The Music Department also contributes an important element to a well-rounded liberal arts program by offering classes like Music Appreciation and Jazz History every semester.
Wilberforce University
Wilberforce, OH
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The Music Program at Wilberforce University has its largest class of majors in history. The Music Program is under the Arts and Sciences of which Dr. Eugenia Shittu is the chair. In the fall semester of 2004 the music program had 9 music majors and one full-time faculty member; in the fall semester of 2006 the music program welcomed 20 freshman and transfer students to the music program. This increase of majors comes as a result of a strong recruitment push from The Wilberforce University Choir, Institutional Advancement, Music Faculty, and Admissions. Every year The Choir and Admissions visits high schools and performs an abbreviated concert, inform the students about Wilberforce, and allow the students ask direct question to current Wilberforceans. The Choir has done this at high schools in Philadelphia, Washington D.C., Baltimore, New York, Boise, Seattle, Portland, San Francisco,Fresno, Los Angeles, and Las Vegas. This extensive approach has led to a continued growth in the number of students choosing Wilberforce's Music Program to their home for higher education.
Wittenberg University
Springfield, OH
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For over 100 years, Wittenberg's music programs have provided training and educational opportunities to prepare students for fulfilling careers in performance, education, church music, and related fields. Wittenberg has been a member of the National Association of Schools of Music since 1931, and its graduates have achieved both national and international recognition as professional musicians. At Wittenberg, music is for everyone, and students majoring in the sciences and humanities regularly benefit from the wide array of musical opportunities available, just as Wittenberg music majors benefit from pursuing their specialized studies within the context of a liberal arts environment.
Wright State University
Dayton, OH
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Music is universal in human culture. It is a medium for expression and communication, a powerful accompaniment of ceremony and work, a pastime that lifts our spirits. Research has repeatedly demonstrated that musical training strengthens mathematical and spatial abilities, and the historical study of music is a window on the fundamental world views of the cultures that produced it. Through technology, music is now accessible to a degree unprecedented in human history; it pervades our lives.
Xavier University
Cincinnati, OH
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Recognizing the significant contribution of the arts and music in particular to society, Xavier University considers music an integral part of one's liberal arts education. Music is both an art and a science encompassing the theoretical concepts of sound, historical perspective, aesthetics and the performance of music. It develops in the student an understanding and appreciation of the creative process.
Youngstown State University Dana School of Music
Youngstown, OH
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Founded over 140 years ago, the Dana School of Music is one of the oldest music schools in the United States. More than 50 faculty and staff maintain a tradition of conservatory-style music training in a metropolitan university setting. Offered to our students are a wide range of degree programs and majors. Bachelor of Music degrees are awarded in composition, music education, music performance, jazz studies, and recording technology. Candidates may also earn the Bachelor of Arts degree with majors in music history, music theory, or applied music. At the graduate level, programs leading to the Master of Music degree are available to full or part-time students in the areas of composition, theory, education, history, performance (including conducting) and jazz studies.


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We're off to our annual Spring Break in Jamaica, perhaps we'll catch some music down there, either DJ's, toasters or like last year a car stereo competition on the beach. Mainly we'll be resting up for the Dead tour which starts a few hours after our plane touches down on our return in North Carolina. I hope to be providing frequent updates on the tour, so keep watching this space.
Thursday, April 2, 2009
March 29 - Children's Hospital Benefit at the Greene Turtle
There were a number of bands playing last Sunday night at the Greene Turtle in Germantown. The event was a charity fundraiser for Children's Hospital. We timed our arrival in order to see The Lost Highway because the Boy's drum teacher (Paul Goldstein) is their drummer. They were quite good playing a mix of rocking blues. The crowd was mostly old folks (i.e. my age) but the Bird enjoyed seeing many of her former students who were employees there. Special surprise was when Flatfoot Sam joined the band onstage for a tune. All in a great time, once again local music needs to be supported (especially when it's for a good cause).
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