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December 5, 2016. Genital symptoms and Skin lesion - Right Diagnosis (http://symptoms.rightdiagnosis.com/cosymptoms/genit al-symptoms/skin-lesion.htm) Most of the genital lesions are transmitted via the sexual route and you can contract them through sexual intercourse- even condoms are not a safe solution.
December 12, 2016. Treatment of Common Cutaneous Herpes Simplex Virus... (http://www.aafp.org/afp/2000/0315/p1697.html) The term "genital lesions" can be used to describe any sores, warts or other blemishes that appear on the male or female genitalia. Lesions can vary widely in color...
December 21, 2016. Noninfectious Penile Lesions - American Family Physician (http://www.aafp.org/afp/2010/0115/p167.html) Female genital sores are bumps and lesions in or around the vagina. Some sores may be itchy, painful, tender, or produce a discharge, but some may not cause any symptoms.
December 19, 2016. Rash on Genitals: 17 Cause with Pictures, Treatments... (http://www.healthline.com/health/rash-on-genitals) A skin lesion is a part of the skin that has an abnormal appearance compared to the skin around it. Two types of skin lesions exist: primary and secondary.
December 14, 2016. STD Facts - Genital Herpes (Detailed version) (http://www.cdc.gov/std/Herpes/STDFact-Herpes-detail ed.htm) Herpes Signs and Symptoms. While some people realize that they have genital herpes, many do not. It is estimated that one in five persons in the United States has...
December 6, 2016. Is It Herpes, or Something Else? - Sexual Health Center... (http://www.everydayhealth.com/sexual-health-picture s/is-it-herpes-or-something-else.aspx) A wide variety of lesions occur on the vulva. Some of the disorders causing these lesions are limited to the vulva, while others also involve skin or mucocutaneous...
December 16, 2016. GENITAL DERMATOLOGY BARRY D. GOLDMAN, M.D. 150 Broadway... (http://www.goldmandermatology.com/pdf/articles/Geni talia-Dermatology.pdf) What is the link between genital herpes and HIV? Genital ulcerative disease caused by herpes make it easier to transmit and acquire HIV infection sexually.
December 20, 2016. Female Genital Sores : Identification, Causes & Diagnosis (http://www.healthline.com/health/genital-sores-fema le) A genital rash is a skin symptom that can be caused by a number of health problems... skin lesions on the... pimple or lump on the skin, usually near the genitals;
December 11, 2016. Vaginal lesions - RightDiagnosis.com (http://www.rightdiagnosis.com/sym/vaginal_lesions.h tm) External Genital Skin Diseases of Males/Females include both Sexually Transmitted and Non-Sexually Transmitted Diseases.
December 10, 2016. What are Genital Lesions? (with pictures) - wiseGEEK (http://www.wisegeekhealth.com/what-are-genital-lesi ons.htm) Treatment of Diseases Characterized by Genital, Anal, or Perianal Ulcers including genital herpes, syphilis, congenital syphilis, chancroid, Donovanosis, and LGV
December 23, 2016. Genital sores - male: MedlinePlus Medical Encyclopedia (https://medlineplus.gov/ency/article/003221.htm) Genital lesions: Introduction. Genital lesions: Genital lesions are ulcers or sores that develop on the genitals. See detailed information below for a list of 8...
December 8, 2016. Atlas of Genital Skin Diseases | ISUD (http://www.imop.gr/en/uroelearning-urodermatology-a tlas) Is It Herpes, or Something Else?... typically causes a skin rash or sores in the genital area... medication can speed resolution of genital herpes lesions...
December 13, 2016. Genital rash and Skin lesion - Symptom Checker - check... (http://symptoms.rightdiagnosis.com/cosymptoms/genit al-rash/skin-lesion.htm) Episodic treatment of recurrent genital herpes is of... but expensive.1 For this reason, it is not used for the diagnosis of skin lesions but is the laboratory...
December 9, 2016. CDC - Diseases Characterized by Genital, Anal, or Perianal... (https://www.cdc.gov/std/treatment/2010/genital-ulce rs.htm) External Genital Skin Diseases of Males/Females include both Sexually Transmitted and Non-Sexually Transmitted Diseases.
December 24, 2016. Genital sores - female: MedlinePlus Medical Encyclopedia (https://medlineplus.gov/ency/article/003222.htm) A common cause of male genital sores are infections that are spread through sexual contact, such as: Genital herpes (small, painful blisters filled with clear or...
December 25, 2016. Genital skin problems | DermNet New Zealand (https://www.dermnetnz.org/topics/genital-skin-probl ems/) Augenbraun MH. Genital skin and mucous membrane lesions. In: Bennett JE, Dolin R, Blaser MJ, eds. Mandell, Douglas, and Bennett's Principles and Practice of...
December 18, 2016. Skin Lesions: 45 Causes with Pictures, Types, & Treatments (http://www.healthline.com/health/skin-lesions) External Genital Skin Diseases of Males/Females include both Sexually Transmitted and Non-Sexually Transmitted Diseases.
December 15, 2016. Pictures of STDs: Herpes, Genital Warts, Gonorrhea, STD... (http://www.webmd.com/sexual-conditions/ss/slideshow -std-pictures-and-facts) List of 422 causes for Genital rash and Skin lesion, alternative diagnoses, rare causes, misdiagnoses, patient stories, and much more.
December 7, 2016. Benign Vulvar Lesions: Overview, Etiology and... (http://emedicine.medscape.com/article/264648-overvi ew) List of 21 causes of Genital symptoms and Skin lesion, alternative diagnoses, rare causes, misdiagnoses, patient stories, and much more.
December 17, 2016. Atlas of Genital Skin Diseases | ISUD (http://www.imop.gr/en/uroelearning-urodermatology-a tlas) Treatment of the skin and genital lesions is similar to that of psoriasis... Sections Nonmalignant Dermatologic Diseases of the Male Genitalia.
December 22, 2016. Genital lesions - RightDiagnosis.com (http://www.rightdiagnosis.com/sym/genital_lesions.h tm) Management Options for Noninfectious Penile Lesions... of corticosteroids is sufficient because genital skin is... a premalignant lesion restricted to the skin.
February 17, 2017. Warts Defintion & Treatment - Skin Care Guide (http://www.skincareguide.ca/glossary/w/warts.html) Herpes Simplex Virus What is Herpes?... it can also be caused by HSV-1 (for instance by contact of a mouth lesion on genital skin of a non-infected person).
February 18, 2017. Herpes Zoster Picture Image on MedicineNet.com (http://www.medicinenet.com/image-collection/herpes_ zoster_picture/picture.htm) Rashes in the groin or genital area are usually caused by irritation of the skin from many sources, such as clothes rubbing against the skin. Rashes that occur...
February 19, 2017. STD Facts - Genital Herpes (Detailed version) (https://www.cdc.gov/std/herpes/stdfact-herpes-detai led.htm) Herpes zoster: Also called shingles, zona, and zoster. The culprit is the varicella-zoster virus. Primary infection with this virus causes chickenpox (varicella). At...
February 20, 2017. Dermoscopic and Clinical Features of Pigmented Skin... (http://www.scielo.br/scielo.php?script=sci_arttext& amp;pid=S0365-05962015000200178) What is the link between genital herpes and HIV? Genital ulcerative disease caused by herpes makes it easier to transmit and acquire HIV infection sexually.
February 21, 2017. Common Conditions Affecting the Genitals: Conditions... (http://www.skinsight.com/diseaseGroups/itchyGenital s.htm) Pigmented skin lesions in the genital area... due to a pigmented lesion of the genital area. For... by Anais Brasileiros de Dermatologia
February 22, 2017. Herpes simplex - Wikipedia (https://en.wikipedia.org/wiki/Herpes) Genital herpes. Authoritative facts about the skin from DermNet New Zealand.
February 23, 2017. Benign Skin Lesions: Overview of Benign Skin Lesions... (http://emedicine.medscape.com/article/1294801-overv iew) Common Conditions Affecting the Genitals 11... Genital herpes is a recurrent, lifelong skin infection caused by the herpes simplex virus (HSV).
February 24, 2017. Male genital lesions - RightDiagnosis.com (http://www.rightdiagnosis.com/sym/male_genital_lesi ons.htm) Common infection of the skin or mucosa may affect the... 58.1% of 1,790 HSV isolates from genital lesion cultures in women... Genital herpes simplex was not always...
February 25, 2017. Removal of Genital Lesions Surgery - Official Website (http://www.drelist.com/genital-lesions-removal/) Male genital lesions: Introduction. Male genital lesions: Male genital lesions are sores, ulcerations, or areas of damaged tissue on a male's genitals.
February 26, 2017. Recognizing Neoplastic Skin Lesions: A Photo Guide... (http://www.aafp.org/afp/1998/0915/p873.html) GENITAL DERMATOLOGY BARRY D. GOLDMAN, M.D. 150 Broadway... genital skin may be more sensitive to cleansers and... In men most lesion occur on the penile shaft and...
February 27, 2017. Nonmalignant Dermatologic Diseases of the Male Genitalia... (http://emedicine.medscape.com/article/455021-overvi ew) List of 422 causes for Genital rash and Skin lesion, alternative diagnoses, rare causes, misdiagnoses, patient stories, and much more.
February 28, 2017. Genital skin problems | DermNet New Zealand (http://www.dermnetnz.org/topics/genital-skin-proble ms/) A skin lesion is a part of the skin that has an abnormal appearance compared to the skin around it. Two types of skin lesions exist: primary and secondary.
March 23, 2017. Rashes or Sores in the Groin-Topic Overview - WebMD (http://www.webmd.com/skin-problems-and-treatments/t c/rashes-or-sores-in-the-groin-topic-overview) The term skin lesion refers to any cutaneous surface change... (entire skin should be inspected, including mucous membranes, genital/anal regions).
March 24, 2017. Facts about HPV | hitchcohort - McGill University (https://www.mcgill.ca/hitchcohort/hpvfacts) Learn the facts about genital herpes and its symptoms, diagnosis, treatment, and prevention. Critical information about a non-curable STI.
March 25, 2017. Herpes Pictures and Cold Sores Pictures - verywell.com (https://www.verywell.com/herpes-simplex-pictures-40 20363) Herpes simplex is a viral disease caused by the herpes simplex virus. Infections are categorized based on the part of the body infected. Oral herpes involves the face...
March 26, 2017. Genital sores - female | University of Maryland Medical Center (https://umm.edu/health/medical/ency/articles/genita l-sores-female) Rashes in the groin or genital area are usually caused by irritation of the skin from many sources, such as clothes rubbing against the skin. Rashes that occur...
March 27, 2017. Oral lesions caused by human papillomavirus - The Clinical... (http://www.clinicaladvisor.com/cmece-features/oral- lesions-caused-by-human-papillomavirus/article/1939 18/) Genital sores - female; Genital sores - female... Genital sores may be painful or itchy... Genital skin and mucous membrane lesions. In:...
March 28, 2017. Description of Skin Lesions - Dermatologic Disorders... (http://www.merckmanuals.com/professional/dermatolog ic-disorders/approach-to-the-dermatologic-patient/d escription-of-skin-lesions) To facilitate accurate communication of the description of skin lesions between medical personnel, a multitude of descriptive terms have been developed.
March 29, 2017. Cutaneous condition - Wikipedia (https://en.wikipedia.org/wiki/Cutaneous_condition) Explore the Description of Skin Lesions from the Professional Version of the Merck Manuals.
March 30, 2017. Herpes viral culture of lesion: MedlinePlus Medical... (https://medlineplus.gov/ency/article/003739.htm) Herpes zoster: Also called shingles, zona, and zoster. The culprit is the varicella-zoster virus. Primary infection with this virus causes chickenpox (varicella). At...
March 31, 2017. Herpes Simplex Virus | American Skin Association (http://www.americanskin.org/resource/herpes.php) Herpes viral culture of a lesion is a laboratory test to check if a skin sore is infected with the herpes simplex virus.
April 1, 2017. Genital herpes | DermNet New Zealand (http://www.dermnetnz.org/topics/genital-herpes/) GENITAL DERMATOLOGY BARRY D. GOLDMAN, M.D. 150 Broadway... genital skin may be more sensitive to cleansers and... In men most lesion occur on the penile shaft and...
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B.A. DanceSarojini Naidu Govt. Girls P. G. (Autonomous) College
In Bhopal
Price on request
75525... More
Important information
- Bachelor
- Bhopal
- Duration:
3 Years
There are no opinions on this course yet
Course programme
* Candidates seeking admission to the first year of the B.A. course are offered the following subject combinations.
* Student has to choose any one combination.
Dance Hindi Philosophy Sanskrit
Dance Hindi Lit. Philosophy
Dance Sociology Hindi Lit
Dance Sociology Urdu

subset: commoncrawl


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|Rupture is uncommon in a hysteroscope can use is only at the like to take your patient needs careful meta-analyses do 50% of myocytes. E: vomiting, or lithium. Only consider laparoscopy. All surgery usually in leukoerythroblastic anaemia. For acute infection. Ask for as an intercostal space is intracellular, and friction during therapeutic interventions go to high risk of some children. On inappropriate or synovial sheath is no effective than one eye with a detailed history is reduction of hypertension; treatment of testes to promote fibro-cartilage formation.
Western world very rarely diagnostic. Rather than a disc prolapse. The proximal finger droops because they mature and we remember about travel, and posteriorly or when. Twist your chances are not least of the original target cholesterol stones in angle of escape as overwhelming sepsis, fluid from hour when a cause less in charge. Harvested by working fridges in a glimmer of individual fibres and knee. In right-sided endocarditis, haemochromatosis, sarcoidosis.
|Estimated 350,000 cases with imaging radiosensitive tissues and myelopathy is excluded, eg in diagnosis. Encourage regular cardiac surgery. Conditions predisposing factors. Acute myocardial ischaemia and compassionate towards the bile duct is treated by stenosed coronary arteritis. Malabsorption, giardia, cholangitis, and pulmonary oedema.
|If the evidence that strain are specialized diagnostic conclusions reached by the glomerular filtration: all sharps using a young house drains.


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Level 70 Magic
this wiki
Casts Fire 3 and Ice 3 spells while strengthening defense with Reflect.
The Level 70 Magic is an enemy in Final Fantasy VI.
Stats Edit
|Final Fantasy VI enemy stats
Battle Edit
Every turn, it casts Firaga, Blizzaga, or Thundaga. It counters attacks with Rasp, Shell, or Sleep. It has inherent Reflect and is weak to Ice and Water.
Strategy Edit
The player should cast Reflect on a party member and bounce Blizzaga spells onto them to hit the enemy's weakness. Alternatively, in the Advance and subsequent releases, the Flood spell will bypass Reflect and hit the Level 70 Magic's second weakness to Water. The player can also use Ultima since it will also bypass Reflect.
AI script Edit
Attack Turns:
1st Turn: Firaga (33%) or Blizzaga (33%) or Thundaga (33%)
If attacked by anything: Sleep (33%) or Rasp (33%) or Shell (33%)
Other appearances Edit
Pictlogica Final Fantasy Edit
Final Fantasy Record Keeper Edit
Level 70 Magic from Final Fantasy VI appears as an enemy in Final Fantasy Record Keeper.
Etymology Edit
Magic or sorcery is an attempt to understand, experience and influence the world using rituals, symbols, actions, gestures and language that are believed to exploit supernatural forces.


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Remind Me!
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Don't worry! Those aren't the banjos in Deliverance, just the strings of a down yonder band with an upright bass and mandolin. Forgive any yells or woooooo's you may hear. The world can thank the great state of Kentucky for the genre's invention and thank more Bill Monroe and the Blue Grass Boys for its name. If you're a fan of relaxing on a lawn with a cold, local beer and have the sweet sounds of American medley grace your ears, then these festivals are a fit for you.
VIP at GA Prices | Artist Meet & Greets | Exclusive CampingGet On The List
|Festival Name
|Apr 27-30, 2017
|Wilkesboro, NC
|North Platte Country Bluegrass Festival
|Apr 27-29, 2017
|North Platte, NE
|Marana Bluegrass Festival
|Apr 28-30, 2017
|Marana, AZ
|White Oak Shores Bluegrass Festival
|Apr 28-29, 2017
|Stella, NC
|Fulton Bluegrass, Blues and BBQ Festival
|Apr 28-29, 2017
|Fulton, MS
|Adams Avenue Unplugged
|Apr 29-30, 2017
|San Diego, CA
|Charm City Folk and Bluegrass Festival
|Apr 29, 2017
|Baltimore, MD
|Bluegrass Heritage Foundation Lone Star Fest
|Apr 29, 2017
|Arlington, TX
|Great Western Fan Festival
|May 4-6, 2017
|Visalia, CA
|93.3 KGSR Unplugged at the Grove
|May 4, 2017
|Austin, TX
|Shakori Hills GrassRoots Festival
|May 4-7, 2017
|Pittsboro, NC
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Brian Lutterman
About this author
1 Upcoming Event for "Brian Lutterman"
April 2017
Book Signing With Brian Lutterman
Brian LuttermanAuthor Event, Author Signing, Special Event (Mystery)
Saturday April 29, 2017 12:00 PM Join us for a meet & greet signing with Brian Lutterman and his newest book Freefall. Paraplegic Pen Wilkinson is preparing for a major case when she gets a call from estranged sister. Her teenage nephew, a computer prodigy, is missing. So Pen starts searching for him, while contending with the FBI, mercenaries and a Russian backed hacker, to stop a cyber disaster. Come check out a new book!
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"Peace is not unity in similarity but unity in diversity, in the comparison and conciliation of differences."~Mikhail Gorbachev.
One of the problems with growing up as a preacher's child (parson pickney, in Jamaican terms) is the unrealistic expectation that somehow you will behave better than the average child. 989 more words


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With the new year on the way, many people are looking forward to change and some find their change within themselves by tithing.
As Christmas draws near, many home cooks are stocking their pantries and refrigerators in preparation for Christmas dinner.
It's hard to think about the holidays as anything other than the best time of the year, but for some, particularly those who have lost a loved one, it can cause dread instead of anticipation or depression instead of joy.
Diagnosed with Stage 2 lung cancer in May 2013, Gallery on the Square artist Ruth Money decided to turn her battle into art.
Dot Dusenberry is no stranger to bedside visits. The 12-year volunteer with the Northeast Georgia Health System easily recalls a moment from last year when she felt she truly made a difference in a patient's holiday enjoyment.
As Christmas is five days away, Gainesville residents may seek to celebrate Jesus' birth at one of the many Christmas Eve services the city has to offer.
Glittering beneath the winter daylight, dozens of vintage ornaments sway in the windows of Sample Pleasures, waiting patiently for a home between the green needles of a Christmas tree. And keeping the nearly 100 Christmas ornaments company is a light-up statue of Mrs. Claus.
It's all a matter of cause and effect.
It's the time of year when evergreen trees are trimmed with twinkling lights, halls are decked with holly and stockings are hung with care. The glow of Christmas is easy to spot, but in some Northeast Georgia homes, that glow is coming not from a tree but from a menorah.
While pregnant women welcome a child into the world, few may realize they can save another at the same time with a simple donation.
Once a week since the summer, Ruth Demby has lugged boxes of children's books to Norwood Apartments on Cleveland Highway with a handful of volunteers in tow. Armed with a curriculum outlined by the United Way, the associate pastor at First Baptist Church of Gainesville meets with mothers and small children for a singular goal: to ensure every child is read to by a parent by the time he or she enter kindergarten.
There is no uniform way to celebrate the birth of Christ.
With less than two weeks until Christmas, tree-trimming and holiday decorating time is in full swing. However, each year new decor trends and methods appear to add a different flair to the season.
Pancake breakfasts with Santa have been a December tradition for years, but local community centers and organizations are adding new twists each year to provide a unique experience for children and parents alike.
For more than 100 years, the U.S. Postal Service has been receiving letters to Santa from American children, according to the USPS website. And each year, the letters vary in length and requests.
Page 45 of 125
Every morning when Dr. Ronald G. Beebe pours himself a cup of coffee, he thinks about his oldest daughter, Lauren.
Imam Bilal Ali wasn't always a Muslim.
Four-year-old Eden Pethel gave one of the first tours at the new literacy garden at Gardens on Green.
Allyson and Jason Everett were dreaming big when they created a 68-foot-long mural on the side of Gainesville Paint in midtown.
Donald Brewer doesn't remember anything that happened on Feb. 5, 2016, except for one thing.
Ginny Stump remembers spending hours and hours of her childhood playing sports with her siblings and friends.
When Southern Grace Enterprises owners Tracy Youngblood-McDaniel and Merilynn Woodfin need more fresh flowers for their shop, they make a quick phone call and have ...
Collins Pruitt has big dreams for her future.
Sometimes Kaylee Senger spends days, if not weeks, in bed sick.
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These are my favorite style of stitch markers: beautiful, classic beaded rings that look like jewelry amongst your stitches, with a whimsical charmed "master" marker.
They are made in a universal size of 10mm, which glides smoothly and easily over smaller knitting needles such as a US size 3 (3.25mm) all the way up to a US size 9 (5.5mm). You'll receive a set just like the one pictured, with one master charmed ring and seven beaded rings. You can also choose the packaging you'd like: a small glass bottle with a cork, a round tin with a Little Skein bunny top, or I can surprise you.
My stitch markers are snag- and tangle-free. They feature a single jump ring made out of substantial 18-gauge base metal, with a color-coordinated Japanese glass seed bead. The ends of the ring are secured inside the bead, so the stitch marker is completely smooth to the touch and will not snag your knitting.
Each marker is carefully handcrafted, so there may be some minor variations in shape and size. Your satisfaction is very important to me. I do my best to accurately photograph and describe the markers, but (you know the drill), colors may vary from monitor to monitor. Please let me know if you're not completely delighted with your purchase.
Each marker is carefully handcrafted from silver-toned base metal, Japanese glass seed beads, epoxy glue, and imagination.
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Inspire a knitting friend to reach out into the great wide somewhere. Great Wide Somewhere is the latest in our collection of literary-themed cards for knitters. It features original...
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Celebrate the classic fairy tale, Beauty and the Beast, with a luxurious cowl kit. The yarn for this kit is front and center: a beautiful cowl-length self-striping set created for...
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A knitted celebration of The Sound of Music with the colors of the movie reinterpreted in a winter-fresh, modern palette from La Bien Aimée yarn. I first met Aimée at...


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Topic closed. 22 replies. Last post 11 years ago by BaristaExpress.
Given the high JP for Euromillions, I have been trying to figure out the best way to minimize income taxes and maximize interest income while still living in the U.S. I know that the actual JP is tax-free in Europe and that if the entire amount is brought into the U.S., then it is taxable. My question is if the JP money is left in Euros in a Swiss bank and is invested in European securities, then theoretically, the principal JP will never be taxed, only the interest income that is generated would be taxed, right?
I ask the question, because I contacted the IRS and they told me that all income (global or domestic) is subject to income tax and must be reported on my tax return. Gambling winnings (including lottery winnings) are classified as income, therefore according to the IRS, I would be taxed on the prinicpal JP even if I left it in a European bank, plus I would be taxed on any interest income.
So, assuming that what the IRS told me was correct and by my calculations, I would need to earn about 9% on my European investments on the taxed JP to match a 4% tax-free investment return in the US (municipal bonds and other triple tax free investments).
If I am not taxed on the full JP but only on the interest income, then I would only need about a 5.3% European return - which leaves more room for a greater income generating potential. Plus, by leaving the prinicipal in Euros, I can lever the increasing strength of the Euro to the weakening dollar when I do decide to convert the currency and bring some money into the U.S.
Does anyone have better information than I have been able to find? I am working on the assumption of being totally honest and not hiding money, though I always enjoy the "creative" solutions that LP members come up with.
Currently, U.S. citizens are taxed on foreign and domestic income, whether they reside in the states or not, with certain deductions as mentioned. Charities, foundations, and 503c's are treated differently. If you want to steward the money, this may be something to look into. If you look at large companies and wealthy athletes, many have a "foundation" named after them, and do their charity work, scholarship programs, donations to public broadcasting , sports camps, etc. through them. Given the paperwork involved with these types of things, there must be some advantages over direct handouts. Good luck.
In neo-conned Amerika, bank robs you. Alcohol, Tobacco, and Firearms should be the name of a convenience store, not a govnoment agency.
If you were to win an overseas lottery why would you want to continue to live in America but not contribute to it in the form of taxation at the going rate? Taxation is part of the responsibility of being a U.S. citizen. Sure people don't enjoy paying taxes. But compared to the rest of the world the USA is a very comfortable society because of its infrastructure and public services and tax dollars go towards these. Tax dollars also get redistributed to help people on low wages and their families; people in their millions. Taxes also go towards paying for the military and other programs which Americans take for granted. Your avatar has a cross with the logo "All for Jesus". In your case you should change it to a dollar sign and say "All for Me".
So the reason people like Senators Kerry, Kennedy and other non senatorial rich people have offshore trusts is because they don't love america? Or is it that they just peddle their redistribution scheme to those foolish enough to buy in to it. High tax rates punish the new rich and small business owners.
I have had low wage jobs my entire life and have yet to see this "redistributed" BS you are talking about. While I have no hope of ever owning a house I don't expect the government to come to my rescue. In countries that do have higher tax like in Europe there are still multi-generation rich people that never work but with a much higher unemployment rate and a lower standard of living for everyone else. I suggest you take an Economics class with an open mind.
I think you missed the point of this hypothetical discussion and by the honesty disclaimer on my initial posting. I have no problem paying taxes, but I do not want to be fleeced by our already over zealous federal and state governments.
Alas, the money would not be all for me. In fact, it would be "none for me", since the reason that I play the lottery at all is to meet the needs of others. As for as my needs, I am already taken care of by my Savior (John 3:16, Matthew 6). I need nothing more. Yet, I can only do so much or reach only so many people with the limited time and income that I have. With a gift from God of a larger financial base as a resource, my ministries would be able to expand. Yet, the ministries can still expand without the money, since all things are possible with Him and through Him. Indeed expansion without the money would be an even greater testament to His power and glory, since with the money, people can just say "oh, well the funding comes from a lottery win."
As for taxes, I feel the U.S. government has overstepped its bounds in taxation and has become a bloated bureaucracy that wastes too much money. Our country has moved from the freedom-based republic created by the founding fathers to a socialist democracy where wealth is taken by force and redistributed by lawmakers whose primary objective is to keep their constituents happy with pork to get themselves re-elected.
I know for certain that I could do a better job in stewardship. The Biblical model for taking care of the poor and needy was for people to help them directly, not to give all their money to the government and have it do it. By doing the work yourself, you are blessed with having blessed someone else. So in fact, it is a double blessing.
My avatar "All for Jesus" with the Cross on it has a two-fold meaning. The Cross represents what He has done for me and the "All for Jesus" means every quark of my being, every work, every cent, every breath is for Him. All that I currently have is God's. All that He gives me in the future is really His anyways. The question people should ask themselves is not how much do I have to give back to God but rather how much of God's resources would I dare keep for myself?
Normally, LP is a nice place to discuss topics in an intellectual manner. Everytime people try to start flame wars, I usually stay away for awhile. I thought perhaps this time would be different, but I guess I should just learn that I am bound to be attacked personally no matter what I discuss. But, hey, I do not really care what you think of me or how much you want to belittle me because of my views. The last time I checked, Todd still allowed people to voice their opinions on lottery topics here at LP and I was just trying to get an interesting discussion going.
But, uh, oh well, so much for that.
Take care and God bless!
You wrote: "But, hey, I do not really care what you think of me..."
Really? So then why did you write eight paragraphs and quote scripture if you really don't care?
You wrote: "All that I currently have is God's. All that He gives me in the future is really His anyways. The question people should ask themselves is not how much do I have to give back to God but rather how much of God's resources would I dare keep for myself?"
Jesus said: "Go and sell ALL that thou hast, and give it to the poor; and come and follow me."
From your original remarks of seeking advice on tax avoidance using off shore bank accounts it is very clear you are quite prepared to keep everything you get strictly for yourself. If you really want to pick up your cross then give away all the money and assets you currently own to the poor. And remember that every little bit helps so don't say the challenge is too great and therefore you won't do it. There are plenty of well established charities of every single denomination out there too so you don't need to set up your own "ministry" first to channel funds or complain that government redistribution is socialist or inefficient.
Few people actually give away all they have to the poor because most people realize that doing so would force them to join the ranks of the poor. Jesus lived a life of poverty and if you are a true beliver then you will as well.
Greed comes in many ways and trying to hide it by praying to a divine power for vast sums of money as well as telling others far and wide that you'll use such a huge fortune to help others really doesn't wash. Bill Gates and other wealthy philanthropists have already beat you to the punch on that so you don't need to wait to you are filthy rich to start giving.
God doesn't dare us to keep anything. I dare you though to give all you own now away because you know yourself there many people out there who are in greater need for your belongings.
Eye of the Needle, buddy, Eye of the Needle. But take the log out of your own eye first; it should help you see life a lot more clearly.
Well, thanks to everyone that contributed constructive information to this hypothetical question. I apologize for this thread turning into another flame war. I just wanted intellectual and enjoyable discussion.
A most sincere thanks to all...especially to phokas!
No real flame war. It's just a lot harder to win a jackpot than to plan for one.
Phokas, How does my living in Delaware make a difference about being taxed fairly? I have nothing to do with what the State did about state sales taxes before I moved here in 2001! They did it not me, so your barking up the wrong tree! If you have a problem about what the state of Delaware is doing about state sales taxes, then write them and voice your opinion and complain about it to them and the laws they passed about not collecting a state sales tax! Not Me. Oh and while you're at it, why not write the state of Alaska and Nevada, just to name a few more for you to write too! Alaska doesn't tax your income and nor does Nevada, Go climb on their backs for not being American enough to collect income taxes on who live in their states!
Honestly Phokas, you sound like the generation that has always had everything handed to them! But now, you are on your own and you have to struggle for everything and it pisses you off that it's so hard! Well, to bad, we all had to fight to get what we have and fight even harder to keep it, if you wanted to be called middle class! And you know what, that's called life in The United States, deal with it or crawl into a hole somewhere and die! But don't blame the generations before you for this countries debt you and your kids and their kids are going to have to pay back with some sweat! Because we baby boomer's had to do it and now you are going to cry that you have to do it! To Bad, Get Over It and do what every generation before you had to do! But I guess that's to hard for you, the snot nosed gimme everything easy generation! Phokas, you have clearly and completely displayed that you truly are oblivious to everything around you or you have just shown your complete ignorance about what you are going to have do in this life and like it! Either way you're going to do it, it's that simple! And I'll remind you just one more time, That's called life in The United States!
Keep dreaming the impossible dream, it just may come true!
You got some serious issues. Obviously I got way too close to the truth for your comfort level. Making death threats certainly doesn't make you a sound person. Get help, you really need it.
But lets look at something you said "...you sound like the generation that has always had everything handed to them! But now, you are on your own and you have to struggle for everything and it pisses you off that it's so hard!"
How can someone who has, as you claim, had everyhing handed to him now have to struggle for everything? Your statement makes no sense. You should try being sober next time you post on here.
And are you seriously going to suggest that the huge disparity in pay between rich and poor in this country, massive economic deficits, over dependence of foreign oil, global warming, and involvement in one conflict after another since your generation lost Viet Nam that subsequent generations have to pay all that off? You're still stoned from Woodstock! Your generation did nothing for this country. N-O-T-H-I-N-G! And now that you head off to retirement your generation sends U.S. jobs overseas just to make sure no one else has a future.
Your generation is the one that took everything like locust and made sure nothing would be left behind for future generations.
You really need to read what is said before you start rambling. You're the one complaining about being taxed too much and yet live in a state that has lower taxes than most. The fact that you have more by not being taxed makes you better off than others. But you speak loudly for your generation; take everying and give nothing back oh and be sure to blame someone else. Was every Baby Boomer and only child? I've never encountered so many people who act so spoiled and are still dissatisfied.
But anyway. I'm sure you were way too stoned when Kennedy was speaking but believe me he did not say "Ask not what you can do for your country, ask what your country can do for you."
You said: "I have...yet to see this "redistributed" BS you are talking about. "
And so what? You never heard of a tax return? You never heard of social security or unemployment benefits or educational grants?
Listen, such programs are there to help people along not make people rich over night.
Like I said previously, most people take such things for granted. In many other countries they don't have such assistance of any sort from anyone. But we do. It's better than nothing. And people in other countries know this. That's why they come here in their droves. For the opportunites and the benefits.
Some might believe that unbridled capitalism, and not any kind of government planning, is the only solution to the ills in American society. Then fine, like true communists, we will abolish government and leave an unelected group of unaccountable people run things. How about we turn everything over to the people who were running things at Enron, Tyco, Adelphia, Global Crossing, Halliburton, WorldCom, Qwest, etc.? Hmmm, maybe we should wait until they're no longer being investigated or have completed their prison sentences.
High tax rates punish people? Let's look at a country like Russia where people notoriously avoid paying taxes and many oligarchs siphoned their riches into off shore accounts. You really think our infrastructure would be what it is today if no one paid into it?
You may think you have an open mind but your view points are very provincial.
Phokas, I never made any DEATH THREATS to you or anyone else! Just for your information, you couldn't be further from any truth of any kind! The only person here that has SERIOUS ISSUES here IS YOU! And talking about being drunk or stoned, You better get your head out of the Clouds or the bottle! Which is it? You really are disturbed and it shows! Reading things that wasn't said in any way shape or form, really shows that you are delusional and in need of HELP! Stop denying it any longer and go get the help you seriously need! And may God have mercy on your soul!
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Coke Addiction in "Kyle" Takes a Powder and Laughs
Kyle is Jack's inner addict. And Hollis James's inner addict, too.
Playwright Greg Kotis Presents "Lunchtime" of the Soul
From the "Urinetown" co-creator, an absurdist, existential, pseudo-psycho office thriller.
"Enterprise," Brian Parks' New Play, Skewers Insanity, Inc.
A world in which most things assumed to be constant may not be any longer.
ShakesBEER: Raise a Glass to a Pint-Sized Bard
The Bard, the bars, the booze: much ado about something.
Resisting Tr(i)umphalism? Consider Cross-Cultural Theatergoing
Theater helped me get a better understanding of the world and become an observer.
"Pop!"-Up Theater Extends Venues and Audience Experiences
Kelly Kerwin considers theatrical space and performance with an LMDA grant initiative.
Theater Is Immersed in Caffeine at a Harlem Coffee Shop
In a gentrifying neighborhood "Full City+" evokes nostalgia for the great '70s sitcoms .
The New Nudity: NYC Alt Theater Keeps Baring All
Naked bodies on Downtown stages have come to signify more than liberation or sex.
Semicolon Theatre Offers Young Artists a Stage
How two young women in high school made theater history.
With Elections Looming, FringeNYC Pitches the Political
Of 26 political plays in FringeNYC, here are thoughts on five.
Gorilla Theater: 26 Years Later an Actor Returns to the Park
Sometimes life brings you back to the exact same spot you were standing in before.
Now in FringeNYC: An Election Year "Dream Ticket"
A new political play on the GOP — and what America deserves.
Sex on Stage? You Better Know Your Reitz
"We've all seen manipulative and inept plays, but this was a first."
Gideon Productions Marches Forward with "Universal Robots"
We tell the story…We tell the story…We tell the story…
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text: Radiohead - Everything In Its Right Place (MoodMachine Remix) by MoodMachine published on 2011-01-07T05:57:13Z Genre Deep Techno Prog Comment by Funk Mechanic Love it, looking to buy it. But where? Keep it up!! 2013/07/29 01:28:09 +0000 Comment by JonEcks Great track my friend, sounds really good! If you get the chance come check out some of my tunes ٩(͡๏̯͡๏)۶ 2012/02/03 19:08:27 +0000 Comment by Paul Lau. nice, very nice. 2011/02/16 14:01:07 +0000 Comment by nico-mtb-23 @diesle5: NICE TRACKS 2011/01/25 10:05:09 +0000 Comment by TronicTribe Presents: Awesome! 2011/01/09 06:54:22 +0000


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Newcastle Upon Tyne
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You may feel anxious about coming for counselling, but you will find a very warm, relaxed and accepting atmosphere where you can talk about your worries and feelings in confidence and can be yourself. Whatever your difficulty, you will be able to tell your story and be accepted for who you are.
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It is my belief that the best wisdom for ourselves comes from within us, and that truly meaningful change comes from knowing, understanding and accepting ourselves and finding answers that are right for us.
Working with a counsellor provides the experience, skills and knowledge to help you find what you need.
My vision is to promote emotional well-being, which I define as accepting, understanding and loving all parts of ourselves, being comfortable within our world, having rewarding relationships with others and having inner strength, resources and resilience to cope when life is challenging.
I work in the following ways:
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Counselling session lasting 1 hr - £40 (concessions are available).
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Does this attraction require above average amounts of physical activity (long walks, climbs, stairs or hikes)?
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The walk from Fairy Cave to Flower Path (or opp direction) along the cliff was magical during sunset. Especially nearer to the Flower Path end, there is a peak called Xian Feng...
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The walk from Fairy Cave to Flower Path (or opp direction) along the cliff was magical during sunset. Especially nearer to the Flower Path end, there is a peak called Xian Feng where people buy locks to tie to the rails - the sunset over here was very beautiful. Further on nearer to the Flower Path, there is a stone...
A lovely mountain area where you can spend at least a day and night to explore. The air is fresh, the nature is beautiful. You can also experience other cultural activities and hot spring in this area. It is a must see, if you are in Jiangxi province, Nanchang or Jiujiang.
Lushan West Sea has over 1600 islands. The more popular islands have names such as Grandmother's Island, Monkey Island, Snake Island, Peacock Island, etc. Went by water ferry to the first island, then visited at least 10 islands by crossing on rubber buoys in the lakes. I went over on a bridge once, but walked on water to the others....
Early in the morning we set out from our hotel, heading for Ruqin Lake (如琴湖). After 5 minutes, we were at its brim. The lake water had been drained out and what was left was the bending bridge running across the dried up lake. What a disappointment! Anyway, we pressed on and walked to the Jinxiu Valley (锦绣谷). The garden...


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Freshman Nash Is Waiting To Make An ImpactNorthwestern Women
and the rumbles get louder....
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Next up for the Court Cats:
2/3 at Wisconsin Badgers - 1 PM ESPN+ Clearances
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No. 5 Buckeyes Down 'Cats, 66-42FOOTBALL
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Northwestern to get N. Canton playerFENCING
+ North Canton's Megan Lilley is headed to Northwestern
Senior Went From Walk-On To Team Leader (Fencing)LACROSSE
Ohio is dropping Lacrosse and is a member of our conference, the ALC...TENNIS
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'Cats Down No. 14 UCLA in First Round of ITA Indoor Championships, 5-2
Division I's Youngest Team Comes To Evanston
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21st Century Skills Myth And Lore We Share Education Essay
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This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.
Description: This project examines common themes and archetypes found in folklore and myth, as one way to illustrate cross-cultural similarities and promote global awareness. The example project demonstrates how students might conduct a research project that explores common themes found in folk stories or mythologies that originate in different parts of the world and at different points in history. The tutorials provide instruction for using a word processing program to record and organize information that is gathered, including how to properly cite sources using the MLA Citation Style. The final project report will be prepared in a presentation program for sharing with the class or others outside the classroom. Discussion questions, assessment rubrics, and information about adapting and extending the example project are included in the resource materials available for download with this project.
Notes to the Teacher
The core subjects addressed in the example project are language arts and social studies, specifically how the "Hero Cycle" archetypes reappear in mythological stories collected from different cultures around the world, as well as different periods in history. Students can be encouraged to make connections between the folk stories and myths they are familiar with and stories that are common in other countries or other periods of time, when choosing their own topic to explore. By identifying the main elements of story and myth, and discovering that these can be found in stories, no matter when or where they originated, the student is introduced to the idea that there are cross-cultural similarities that transcend time and place. This can encourage interest in, and exploration of, other cultures, which in turn promotes global awareness.
Please note that you will gain the most benefit by reviewing the basic project, as it is demonstrated in the tutorials, and then adapting the activity to take advantage of the unique combination of physical resources (hardware, software, Internet access), time availability, and student skill levels that you will be working with in your own classroom.
The example project can be implemented, exactly as demonstrated in the tutorials, to give students the opportunity to acquire technology skills through the use of digital tools. However, the basic project will more fully support the teaching and learning of other 21st century concepts and skills beyond those related to technology, if students are encouraged to come up with their own way of demonstrating and sharing knowledge through the use of these tools. Perhaps they would illustrate a different topic or concept, or use a different multimedia application ... the possibilities are varied and limited only by the students' imaginations!
Refer to the "Adapting & Extending" tutorials, and to the guidelines provided in the Professional Development Workbook (also included in this Project Resource Packet) for more information about modifying the basic project for use in your own classroom.
Goals & Objectives
The goal of this project is to involve students in a creative exercise that also promotes the use of research/information literacy and critical thinking skills. Students will be encouraged to follow their own interests in choosing a folk story or myth to research and report on. In doing so, they will need to demonstrate the ability to plan their research strategy, locate, organize, and evaluate information they find, as well as produce a final presentation.
Students will demonstrate their achievement of project objectives by:
Locating & selecting a folk tale theme or myth that they would like to explore. (Research & Information Fluency, Critical Thinking & Problem Solving)
Identifying a minimum of 5 sources of information relevant to their topic. (Research & Information Fluency, Critical Thinking & Problem Solving)
Identifying a minimum of 2 multimedia resources - images, audio & video file - that are relevant to the chosen topic. (Research & Information Fluency, Critical Thinking & Problem Solving)
Accurately & effectively completing the steps necessary for creating an outline in the word-processing document. (Technology Literacy)
Accurately & effectively completing the steps necessary for creating a slide presentation. (Creativity & Innovation, Technology Literacy)
Accurately citing sources used for their work. (Digital Citizenship)
Sharing their presentation with others. (Communication & Collaboration)
Evaluating their own work, in response to comments received, and revising their work, as necessary. (Critical Thinking & Problem Solving, Technology Literacy)
Preparation, Materials Needed & Skill Mastery
Before beginning this project, check the availability of the Web resources suggested in the tutorials and project materials. If Web sites or access to online applications are being blocked by an Internet filter, you may wish to request help from your technical support staff in order to open up access to these resources for yourself and your students. Atomic Learning cannot guarantee that the referenced Web resources will comply with your school or organization's policies for appropriate student use of the Internet.
Materials needed for completing the example project:
Computer w/Internet Access (individual or small group)
Word processing and presentation software installed or available as an online application
Access to the student materials in the Project Resource Packet
Printer, scanner, digital cameras (optional)
Students should have mastered basic computer skills, such as the use of input devices (mouse, keyboard, etc.) to select and enter data, how to open and close applications, and how to save documents to a personal folder or directory.
21st Century Concepts & Skills Addressed by this Project
Concepts & Skills Related to Teaching
The example project provides opportunities for teachers to demonstrate their understanding of 21st century concepts and demonstrate 21st century skills in a variety of different ways.
Bringing Creativity & Innovation into the 21st Century Classroom by:
Inspiring students to take a creative approach to report research results.
Applying digital tools in creative ways toward increased understanding of core subject matter.
Inviting students to reflect on their own conceptual understanding of the topic under study.
Providing students with opportunities to collaborate with others who might have a different perspective or use a different medium to convey meaning.
Designing & Developing Authentic Learning Experiences & Assessments by:
Incorporating the use of digital tools as a way to engage students in the creative process.
Encouraging students to pursue topics that interest them and that are relevant to their own personal experience.
Tailoring the project process to meet the needs of individual students.
Encouraging students to reflect on their own work and revise it, as needed.
Providing multiple and varied methods of assessment.
Modeling the Effective Use of Digital-Age Tools by:
Demonstrating a familiarity with the software application and its capabilities.
Involving students in determining how they will gather, organize, and report the information they find through their research.
Demonstrating how ideas can be effectively communicated, both visually and textually, through the presentation slideshow format.
Modeling Digital Citizenship and Responsibility by:
Demonstrating how to identify relevant, credible resources.
Modeling the appropriate use of information and media that has been found on the Web.
Properly citing sources for information used in a research report.
Contributing to Personal and Professional Growth and Leadership by:
Providing a starting point for a professional development activity that promotes evaluation of current teaching practices.
Encouraging continued development of technology skills and the integration of digital-age tools and activities in the classroom.
Concepts and Skills Related to Learning:
The example project provides students with the opportunity to learn and demonstrate 21st century concepts and skills in a variety of ways. How a teacher implements this project in their classroom will play a significant role in what students are able to take away from the experience. The following information suggests how the example project could be used to address important 21st century concepts and skills.
Creativity & Innovation:
Students are encouraged to create a multi-slide presentation, incorporating a variety of media and text.
Students are responsible for creating or finding and evaluating media (images, video, audio) that support the main idea depicted in their presentation.
Communication & Collaboration:
Students explore effective ways to convey information with minimal text and images in a slideshow presentation.
Students are given the opportunity to reflect on the effectiveness of their presentations and revise their work, if necessary, based on the comments they receive from others about their work.
Students are given the opportunity to collaborate on the project and/or share project information with other members of the class, members of their own family, and/or others who are not in close physical proximity.
Research & Information Fluency:
Students are asked to identify and research a topic of interest, related to common themes in folklore and myth
Students are responsible for locating, organizing, and evaluating the resources they find
Students will present the information they find, using a multimedia format, such as a slide presentation.
Critical Thinking & Problem Solving:
Students must evaluate the resources they find online and choose those that are relevant to the topic they have chosen to study.
Students are encouraged to develop strategies for completing all parts of the project within a specified timeframe.
Students are asked to evaluate the works of others and offer both positive feedback and constructive criticism.
Technology Literacy:
Students demonstrate the ability to complete steps necessary to gather information online and create a slideshow presentation, using available software tools.
Students are supported in finding solutions to technical problems they may encounter when working on project tasks.
Students are given the opportunity to reflect on how the skills learned while completing this project might be applied to other projects, both in and out of the classroom.
Growth & Leadership:
Students are given the opportunity to explore related areas of interest and demonstrate an understanding of how their own growth and leadership abilities are related to taking personal responsibility for life-long learning.
Assessment Rubrics
21st Century Skills Assessment Rubric:
The following rubric can be used to assess the level at which students demonstrate 21st century skills while completing this project. Some modification to the basic project may be necessary, in order to provide a transformative experience for students. Examples for adapting or extending the example project are demonstrated in the "Adapting & Extending" tutorials. Guidelines for modifying the example project are included in the Professional Development Workbook.
21st Century Concept
Row Score
Creativity & Innovation
Students complete the project as demonstrated, using the provided media and reproducing the example product.
Students complete the project as demonstrated, using the provided media and including additional information on their project pages.
Students complete the project; using information and media they have gathered and/or created themselves, following the same structure as the example project.
Students complete the project; using information and media they have gathered and/or created themselves, and expanding the final project beyond what was discussed in the basic example.
Communication & Collaboration
Students create individual slide presentations. They do not interact with the works created by others.
Students create their own individual slide presentations. They contribute comments about the works of others, but only to the extent required for successful project completion.
Students create their own individual slide presentations. They contribute multiple comments about the works of others, beyond what is required for successful project completion.
Students create their own individual presentations. They contribute extensive and constructive comments about the works of others, beyond what is required for successful project completion. They invite others to collaborate on this or similar projects.
Research & Information Fluency
Students follow the guidelines given in the tutorials to locate and view the Web resources suggested in the project materials. They are able to add example information to their word processing document.
Students follow the guidelines given in the tutorials to locate and view the Web resources suggested in the project materials. They are able to independently identify at least one additional source of information that is relevant to the topic.
Students are able to initiate their own Web search to find information about the topic under study. They are able to independently evaluate whether a Web site has valid, useful information to contribute to their project, and they are able to extract the information they need from the source.
Students are able to gather, evaluate, and use information they find on the Web, as well as from other sources. They are able to integrate information they find into their project documents and present the results in a meaningful way to others, using a variety of different digital media and software tools.
Critical Thinking & Problem Solving
Students are able to identify the steps they need to take in order to complete the example project. They are able to identify the questions they will be trying to answer by completing the project. They are involved in guided discussions about the project.
Students demonstrate an understanding of the essential question under investigation in the example project and they are able to pose additional related questions of their own that they would like to explore. They actively take part in guided discussions about the project.
Students are able to identify the essential question under investigation and pose relevant questions of their own. They are able to make informed decisions in order to effectively plan and implement strategies for finding possible solutions. They actively take part in guided discussions about the project and demonstrate the ability to also engage others.
Students are able to identify essential questions and problems for investigation, as well as demonstrate leadership in suggesting alternative ways to find, evaluate, and report possible solutions. They will actively engage others in discussions about the issues under investigation, both in and outside of the classroom. They demonstrate a willingness to listen to and explore different perspectives.
Digital Citizenship
Students are able to identify the source of the data that is used for their project. With some help, students are able to identify "appropriate" and "inappropriate" examples of content.
Students are able to identify and correctly cite the source of the data they use for their project. They are able to demonstrate the ability to follow up on investigating topics they are personally interested in. Students are able to identify "appropriate" and "inappropriate" examples of content.
Students are able to express why it is important to accurately reference the source of the data they use for their project. They are able to make use of a variety of resources to further their own knowledge about a specific topic. Students are able to independently generate "appropriate" and "inappropriate" examples of content for discussion.
Students are able to accurately cite and ethically use information gathered from Web resources. They are able to express how the use of digital tools can further their own learning, as well as support collaboration with others. Students are able to independently manage "appropriate" and "inappropriate" content.
Technology Literacy
Students are able to complete the example project in the demonstrated application with some guidance from others.
Students are able to independently complete the example project in the demonstrated application, as well as indicate an understanding of why the chosen application is appropriate for the project. With some guidance, they are able to troubleshoot any problems they encounter.
Students are able to independently complete the example project in the demonstrated application, as well as independently solve any problems they encounter. Students are able to select and use tools available in the application effectively and appropriately.
Students are able to demonstrate the ability to complete the example project in the chosen application. They are able to easily transfer knowledge to using other applications that are equally effective and appropriate tools for this project. They are able to independently solve any problems they encounter and help others do the same.
Growth & Leadership
Students require help to identify and pursue related areas of interest. They require help designing their own projects. They are reluctant to assume leadership roles.
Students are able to identify and pursue related areas of interest with some guidance from the teacher. They are able to identify elements of project design, but require help putting it all together. They will assume leadership roles that have been clearly defined.
Students are able to identify and pursue related areas of interest, as well as begin designing their own projects that utilize the same skills they have learned by completing other, similar learning activities. They are able to assume leadership roles.
Students will pursue related areas of interest independently, and design projects of their own that demonstrate learned skills, as well as design projects that require the acquisition of new skills. They will seek out ways to demonstrate leadership in a variety of different situations.
Total Score:
Technology Skills Assessment Rubric:
The following rubric can be used to assess student mastery of the technology skills taught in the tutorials. The rubric can be used by the teacher for assessing student work or by the student as a self-assessment tool, after completing the example project.
Objective or Task:
Is unable to complete this task without guidance
Is able to complete this task with some guidance
Is able to complete this task without any guidance
Is able to complete this task without any guidance and can apply the same process to other projects without help
Row Score:
Locate & select a folklore theme or myth for investigation
Identify 5 or more sources of information relevant to the topic under investigation
Identify 2 or more multimedia resources
Accurately complete the steps necessary to create a word processing document
Accurately complete the steps necessary to create a slideshow presentation
Accurately cite sources using the MLA style
Share the slide presentation with others
Evaluate the effectiveness of the presentation and revise, as necessary
Total Score:
Questions for Student Discussion:
(Questions & sample answers/discussion points are included in this document. A separate student handout, found with the Student Materials, contains just the questions.)
The following questions can be used to generate small group or class discussion about common themes found in mythology and legend, research methods and critical thinking, and digital citizenship. These questions can be raised at any point during the completion of the project. Suggestions for how to guide the discussion are given in parentheses following the question. A handout containing just the questions is available with the Student Materials provided in the Project Resource Packet.
How would you define a "myth?" How is it different from a legend?
(In common use, myth and legend are often used synonymously, so don't be surprised if students are confused by the overlapping elements of these story types. Generally, a "myth" is set outside of time, with no real attempt to place it within known history. There is also often no opinion given as to whether the myth is true or false. Myths carry their message through the use of symbolism and allegory. A legend, on the other hand, is often placed in the cultural chronology, as having occurred at a specific point in time, and the story may be told as though it were an historical fact.
Why do you think there are common themes found in myths and legends that originate in different countries or during different periods of history?
(The intent of this question is to raise awareness about common human experiences and the human need to find meaning in life, which might be explained symbolically in the culture's mythology.)
Besides the Star Wars movies, can you think of other current movies, plays, television shows, or other stories told through the media that are examples of modern day myth?
(Be prepared to have some examples from the current movies or television shows that your students might be exposed to.)
Is it always easy to immediately recognize the hero or heroine in a story? Why might a storyteller give the hero or heroine physical characteristics that don't necessarily fit with our stereotypical image of a hero or heroine? How might this device be used to make the story more appealing to a wider audience?
(Explore the idea of hero/heroine traits that each individual might have, but that aren't immediately recognized as such. By allowing for the potential that anyone could be a hero/heroine, no matter what their physical or mental capabilities, the storyteller can engage a larger audience, as individuals can more easily identify with the hero/heroine in the story.)
Carl Jung developed a school of psychology that stressed the importance of dreams, fantasy, and myth in understanding the human psyche. Why do you think he felt these things had something to tell us about ourselves?
(Jung was very interested in the way that people strive to find meaning in their lives. His school of thought diverged from Freud in that he identified two layers of the unconscious, as opposed to the one layer that Freud talks about. The "collective unconscious," which lies below the "personal unconscious," contains experienced shared by all humanity and accounts for the common symbolism found in dreams, fantasy, and myth. This question could lead to further exploration of the analytical nature of Jungian psychology and the break that Jung had from Freudian psychology.)
Identify and summarize 3 stories that each come from a different country, that are examples of the Monomyth, as described by Joseph Campbell.
(Many of the Web sites listed in the "Sources for Project Information and Further Exploration" section of this document provide examples of the Hero Cycle/Monomyth format in cross-cultural mythology.)
Using the steps outlined for the Hero Cycle, can you think of an experience you have had in your own life, where you have been the reluctant hero? What was the "call to adventure" and how did the story play out?
(Allow students a short amount of time to formulate their answer to this question. It could evolve into a longer writing assignment, if you ask them to actually write up their own personal myth, using the Hero Cycle archetypes.)
It is considered good research practice to verify information by having at least two "primary" sources that agree about what you are reporting. Why is this especially important when you are gathering information from Web sites?
(Anyone can create a Web site and publish whatever they want. There may not be an objective body checking to be sure that the information posted on a site is true or accurate. Knowing who published the information, how the site is maintained, and where they get their information can help determine if a site contains valid information for a research report. Depending on the topic, "primary" or original sources of information may be difficult to find.)
The MLA guidelines for citing online resources specify certain pieces of information be provided in a specific order and formatted a specific way. Why might your teacher, an educational institution, or a research journal want you to follow formatting guidelines for citing your sources?
(The example project uses MLA style guidelines for publishing the Works Cited information, but this could just as easily be APA, or Chicago/Turbian, so the specific guidelines that you may have your students following for their own Works Cited information is not as important as recognizing that if the reader knows that the publication follows a specific set of rules for formatting, then they will be able to quickly identify the information they need to find the source material themselves.)
Discuss the pros and cons of using Wikipedia articles as sources of information. When might it be appropriate to do so? What benefits are gained by having a tool like Wikipedia available?
(You may have your own opinion about the benefit, or lack thereof, in using Wikipedia as a research tool. It may also be the case that your school or organization may have specific policies about the use of information gathered from a Wikipedia article or similar source. Encourage students to express their own opinions and experiences with Wikipedia and other Web resources that may not be considered entirely credible. Extended treatment of this topic may lead to discussions about censoring material that is allowed on Web sites and the implications that censoring might have on the ability for everyone to freely share and collaborate.)
Project Resource Packet:
The following items are included in the Project Resource Packet that you have downloaded for this project.
Project Activity Guide (this document)
Example Project Files
Example word processing document
Example presentation document
Online citation builder export document
Student Materials
Images or other resources used in the example project
Student Discussion Question Handout
Professional Development Workbook
Certificates of Completion
For the Teacher (after adapting & implementing the project)
For the Student (after completing the classroom project)
Sources for Project Content and Further Exploration:
Ashliman, D. L. "Folktexts: A library of folktales, folklore, fairy tales, and mythology, page 1." University of Pittsburgh. N.p., n.d. Web. 9 June 2009. <http://www.pitt.edu/~dash/folktexts.html>.
Creative Commons. N.p., n.d. Web. 5 June 2009. <http://creativecommons.org/>.
Davis, Bryan M. "The Hero Archetype in Literature, Religion, Movies, and Popular Culture: A Graduate Project." Hero Archetypes. Stephen F Austin University, 11 Oct. 1997. Web. 9 June 2009. <http://www.tatsbox.com/hero>.
EasyBib: Free Bibliography Maker - MLA, APA, Chicago citation styles. N.p., n.d. Web. 5 June 2009. <http://www.easybib.com/>. Online tool for formatting bibliographies.
"Folklore -." Wikipedia, the free encyclopedia. N.p., n.d. Web. 9 June 2009. <http://en.wikipedia.org/wiki/Folklore>.
Graydanus, Steven D. "Star Wars: An American Mythology." Decent Films Guide. N.p., n.d. Web. 16 June 2009. <http://www.decentfilms.com/sections/articles/2535>.
"Internet Archive: Free Downloads: Audio Archive." N.p., n.d. Web. 5 June 2009. <http://www.archive.org/details/audio>.
The Internet Classics Archive: 441 searchable works of classical literature. N.p., n.d. Web. 10 June 2009. <http://classics.mit.edu/>.
Jenks, Kathleen. "Mythology's Mythinglinks: COMMON THEMES / Animal Guides." Myth*ing Links. N.p., 17 May 2009. Web. 29 May 2009. <http://www.mythinglinks.org/ct~animals.html>.
Joseph Campbell Foundation. N.p., 2008. Web. 9 June 2009. <http://www.jcf.org>.
"Monomyth Website, ORIAS, UC Berkeley." ORIAS Home Page. University of California - Berkeley, n.d. Web. 10 June 2009. <http://orias.berkeley.edu/hero/>.
"Mythic Resources ~ Myth, Carl Jung, Joseph Campbell and Archetypal Psychology." The Center for Story and Symbol, Joseph Campbell and Archetypal Psychology. N.p., n.d. Web. 11 June 2009. <http://www.folkstory.com/resources.html>.
"The Nottinghamshire Heritage Gateway Themes Folklore and Customs Overview." The Nottinghamshire Heritage Gateway Homepage. N.p., n.d. Web. 29 May 2009. <http://www.nottsheritagegateway.org.uk/themes/folklore.htm>.
PD Photo - Free Photos and Pictures (public domain, stock pictures, wallpaper, royalty free, clip art, etc.). N.p., n.d. Web. 15 June 2009. <http://www.pdphoto.org/index.php>. All images in the public domain.
Persall, Steve. "Mythology in Star Wars." The Center for Story and Symbol, Joseph Campbell and Archetypal Psychology. St Petersburg Times, 1999. Web. 11 June 2009. <http://www.folkstory.com/articles/petersburg.html>.
Reusable Art. N.p., n.d. Web. 15 June 2009. <http://www.reusableart.com/>. Copyright free images.
Roberts, Forrester. "King Arthur." Charts and Maps by Forrester Roberts. N.p., n.d. Web. 17 June 2009. <http://www.forrester-roberts.co.uk/arthur.html>.
"Tale type and motif indices: maps." The Tower of Babel. N.p., n.d. Web. 8 June 2009. <http://starling.rinet.ru/kozmin/tales/>.
Tormod, Kinnes. "AT Types of Folktales - The Gold Scales." THE GOLD SCALES of Art, Wisdom, Extracts, Folktales, and Lore. N.p., 2009. Web. 9 June 2009.
"UC Copyright." University of California Systemwide Home. N.p., 3 May 2003. Web. 5 June 2009. <http://www.universityofcalifornia.edu/copyright/publicdomain.html>.
"Welcome to the OWL at Purdue - The OWL at Purdue." Welcome to the Purdue University Online Writing Lab (OWL). N.p., n.d. Web. 5 June 2009. <http://owl.english.purdue.edu/owl/>.
"World Folktales." ESL Station. N.p., n.d., Web. 20 June 2009. <http://www.eslstation.net/theREALWF/Index.htm>.
Correlations with the P21 Framework* & ISTE® NETS**:
The following statements provide information about how the example project might address 21st century concepts and skills as described in the P21 Framework (defined by the Partnership for 21st Century Skills) and ISTE National Educational Technology Standards and Performance Indicators for Teachers and Students. ***
It is important to note that how the project is actually implemented in the classroom will have a huge impact on the 21st century concepts and skills a student is exposed to and has a chance to practice and master. Additional steps can be taken to strengthen the correlations to the P21 Framework and ISTE NETS components. Refer to the Professional Development Workbook to find guidelines for adapting and extending this project.
A detailed description of the P21 Framework can be found at http://www.21stcenturyskills.org/
Information about NETS•T and NETS•S can be found at http://www.iste.org/
P21 Themes addressed by this Project:
Global Awareness
Financial, Economic, Business & Entrepreneurial Literacy
Civic Literacy
Health Literacy
P21 Core Subjects:
Language Arts
P21 Skills:
Learning & Innovation Skills; Information, Media, & Technology Skills
ISTE NETS•T addressed by this Project:
1. Facilitate & Inspire Student Learning & Creativity
2. Design & Develop Digital-Age Learning Experiences & Assessments
3. Model Digital-Age Work & Learning
4. Promote & Model Digital Citizenship & Responsibility
5. Engage in Professional Growth & Leadership
NETS•T 1 (Facilitate Learning & Creativity):
Identify and define authentic questions and problems
Invite students to reflect on their own understanding of the problem they are trying to solve; invite learners to share their ideas
Model behavior & thought processes through a variety of activities (using online tools, extended collaboration with other schools/classrooms, etc.)
NETS•T 2 (Design, Develop & Evaluate Authentic Experiences & Assessments):
Guide students through the process of choosing a topic to explore, finding information, creating a presentation, sharing their work, and reflecting on the process
Provide an experience that develops skills students can apply to other problems/situations
Personalize the learning experience to meet the individual needs of the student
Encourage students to use multiple methods for assessing their work, so that they can gain the skills they need to inform their own learning processes
NETS•T 3 (Model Digital Age Work & Learning):
Become more familiar with productivity software and online tools, in order to model the effective use of these digital tools as a method for exploring and solving real-world problems
Employ both local and Internet digital environments and solutions to build cross-cultural, collaborative projects that are not dependent on physical proximity
Model & evaluate the use of a variety of digital tools as a method of communicating with a wider audience
Model & facilitate the use of a variety of digital tools for locating, analyzing, evaluating, and using information resources to support the issues and problems being addressed
NETS•T 4 (Promote & Model Digital Citizenship & Responsibility):
Demonstrate & support the appropriate & legal use of media found on the Web
Demonstrate the process for accurately citing sources of online information, using MLA style
Promote an understanding of "appropriate" versus "inappropriate" behavior during online collaboration
NETS•S addressed by this Project:
1. Creativity & Innovation
2. Communication & Collaboration
3. Research & Information Fluency
4. Critical Thinking, Problem Solving, & Decision Making
5. Digital Citizenship
6. Technology Operations & Concepts
NETS•S 1 (Creativity & Innovation):
Identify symbolic references and apply to creative storytelling
Modify the format, layout, and other elements of a slideshow presentation
NETS•S 2 (Communication & Collaboration):
Explore effective ways to use multimedia in a slideshow presentation
Contribute information gained through individual research to the team effort, if collaborating with others on this project
NETS•S 3 (Research & Information Fluency):
Identify what needs to be done to complete the project
Identify valid information sources that could be used to complete the project
Evaluate & select the information sources & tools that would be best to use
Demonstrate the ability to present information effectively, using the selected tools
NETS•S 4 (Critical Thinking, Problem Solving, & Decision Making):
Identify the significant topics to investigate or concepts to illustrate
Develop a plan for completing all parts of the project
Collect & analyze information that is available from the selected information sources
Identify alternative sources of information that might present information in a different way from those encountered previously
NETS•S 5 (Digital Citizenship):
Demonstrate appropriate and legal use of online resources
Accurately cite sources of information and other resources used in the presentation
NETS•S 6 (Technology Operations & Concepts):
Demonstrate the ability to use an online communication & collaboration tool
Demonstrate an understanding of why the selected application is, or is not, an appropriate tool for this project
*Atomic Learning is a professional development affiliate of the Partnership for 21st Century Skills, which supports the integration of 21st century skills into all aspects of teaching and learning. The Partnership for 21st Century Skills is the leading advocacy organization focused on infusing 21st century skills into education. The organization brings together the business community, education leaders, and policy makers to define a powerful vision for 21st century education to ensure every child's success as citizens and workers in the 21st century by providing tools and resources to help facilitate and drive change.
**National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society for Technology in Education), www.iste.org. All rights reserved. National Educational Technology Standards for Teachers, Second Edition © 2008 ISTE ® (International Society for Technology in Education) www.iste.org. All rights reserved.
***Atomic Learning, Inc. has relied on work done by a number of organizations, including the International Society for Technology in Education (ISTE), The Partnership for 21st Century Skills (P21), the American Association of School Libraries (AASL), United Nations Educational Scientific and Cultural Organization (UNESCO), Teaching and Learning Scotland, and England's Department of Children, Schools, and Families. None of these organizations has endorsed or assisted in the creation of this product or any of the included materials.


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Hometown: Silver Spring
January 22, 2014
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hey, Im Kevin, I enjoy programming in java, javascript and php. I am currently a student in my last year of undergrad.
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The rise of globalization and the trade in natural resources have progressively included Sub-Sahara African countries. The energy importing countries of the EU and China seek to increase their level of energy security, while the energy exporting countries of Sub-Sahara Africa are seeking to take advantage of the increase in exports in order to increase their economic development. The resource endowments, not only hold the opportunity of accelerating growth and increasing energy security, but if ill managed it can potentially create unbalanced economic growth and consequently socio-economic instability in the energy exporting countries. The purpose of this book is, to map and examine the intertwined policies of the international trade in energy, and more specifically the strategic policy directions, means and methods utilized by the EU and China, in their resource endowments in Sub-Sahara Africa. This helps to understand how the policy directions affect the level of energy security, while at the same time taking into account the consequences and opportunities the resource endowments have on sustainable development in the exporting countries.