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Nevada State Standards for Social Studies: Grade 11
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
NV.1.0. Economics: The Economic Way of Thinking: Students will use fundamental economic concepts, including scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities, both individual and social.
1.12.1 Scarcity, Choice, and Cost: Explain why choices and their costs may differ across individuals and societies.
1.12.2 Incentives and Preferences: Recognize that people act out of self-interest and predict how a change in the economic environment will affect the choices made by consumers, producers, and savers.
1.12.3 Cost versus Benefits: Examine decisions made by individuals, businesses, and government by comparing the marginal benefits and marginal costs.
1.12.4 Personal Economics: Give examples of and evaluate the effectiveness of incentive systems used by parents, teachers, and employers. (E10.12.4)
NV.2.0. Economics: Measuring U.S. Economic Performance: Students will demonstrate a knowledge of past and present U.S. economic performance, identify the economic indicators used to measure that performance, and use this knowledge to make individual decisions and discuss social issues.
2.12.1 Measuring Economic Growth: Explain the difference between nominal GDP and real GDP.
2.12.2 Measuring Economic Growth: Using real GDP per capita as a measure of the standard of living, describe how living standards have changed over time. (H 1.12.2; H 2.12.3)
2.12.3 Measuring Economic Growth: Using the change in real GDP, examine the U.S. economy over time, identifying recessions and high and low rates of growth. (H 1.12.2; H 2.12.3; H 8.8.6; H 8.12.6)
2.12.4 Measuring Inflation: Using a price index to measure inflation, identify when the U.S. economy has experienced high and low rates of inflation and discuss their effects. (H 1.12.2; H 2.12.3)
2.12.5 Measuring Inflation: Use various price indexes to determine how the prices of different types of goods and services have changed.
2.12.6 Measuring Unemployment: Explain and give examples of the costs of unemployment to the economy as a whole (such as lost income, lost tax revenue, and additional welfare burdens). (H 8.12.6)
2.12.7 Measuring Unemployment: Compare the unemployment rates for groups of people who differ by age, gender, ethnic origin, occupation, and educational attainment.
2.12.8 Measuring Interest: Explain why a real interest rate accurately measures the benefit of saving or the cost of borrowing.
2.12.9 Measuring Interest: Demonstrate knowledge of when interest rate levels have experienced relative highs and relative lows throughout U.S. history and discuss their effects. (H 1.12.2; H 8.12.6)
2.12.10 Personal Economics: Characterize different career paths according to the rates of job growth and employment opportunities.
2.12.11 Personal Economics: Explain ways a high interest rate could be detrimental or beneficial.
2.12.12 Personal Economics: Evaluate saving and borrowing options in terms of interest and compare long- and short-term costs and benefits.
NV.3.0. Economics: Functioning of Markets: Students will demonstrate an understanding of how markets work, including an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade.
3.12.1 Trade Is Beneficial: Demonstrate an understanding that all voluntary trade, by definition, benefits both parties.
3.12.2 Markets Determine Prices: Use the concepts of supply and demand to analyze and predict the price changes occurring in markets for goods and services. (H 2.12.3)
3.12.3 Prices as Signals: Use the concept of price elasticity to analyze how buyers and sellers might adjust their purchase and sales decisions in response to price changes.
3.12.4 Prices as Signals: Discuss the effects of price controls (price ceilings and price floors) (such as minimum wage, rent control). (E 10.12.4)
3.12.5 Determining Interest Rates: Use supply and demand to explain how interest rates are determined.
3.12.6 Personal Economics: Analyze and predict instances in which people pay high and low interest rates (such as car loans and credit cards).
3.12.7 Personal Economics: Analyze family spending decisions, drawing conclusions about the desirability of making substitutions, given the relative prices of various substitutes.
NV.4.0. Economics: Private U.S. Economic Institutions: Students will describe the roles played by U.S. economic institutions including financial institutions, labor unions, corporations, and not-for-profit organizations.
4.12.1 Financial Institutions: Analyze the roles of financial institutions in creating credit.
4.12.2 Labor Unions: Discuss how labor unions affect employees and employers. (C 5.12.6; E 10.12.4)
4.12.3 For-profit Business Organizations: Identify current or historical mergers, buyouts, and acquisitions. (H 7.12.8)
4.12.4 Not-for-profit Organizations: Explain how the services of not-for-profit organizations impact other economic institutions.
4.12.5 Personal Economics: Compare and contrast the services offered by financial institutions, evaluating their usefulness to borrowers and lenders.
4.12.6 Personal Economics: Compare and contrast careers associated with financial institutions, labor unions, for-profit business organizations, and not-for-profit organizations.
NV.5.0. Economics: Money: Students demonstrate an understanding of forms of money, how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.
5.12.1 Functions of Money: Explain the three functions of money: medium of exchange, store of value, unit of account.
5.12.2 The Federal Reserve and the Banking System: Explain why the money supply increases when banks make loans.
5.12.3 The Federal Reserve and the Banking System: Explain how the Federal Reserve influences bank loan activity using the reserve requirement, discount rate, and open market operations.
5.12.4 History of Money: Describe the nation's current money supply measures, including M1 and M2.
5.12.5 Personal Economics: Explain what a credit rating is and how it affects access to money.
NV.6.0. Economics: The U.S. Economy as a Whole: Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation's production, income, unemployment, and price levels; and leads to variations in individual income levels.
6.12.1 Resource Allocation: Compare the benefits and costs of allocating resources through markets or government. (C 7.12.2; H 6.8.12; H 6.12.12)
6.12.2 Resource Allocation: Discuss how an economy determines what goods and services will be produced, how they will be produced, and who will receive them. (H 6.12.12)
6.12.3 The Nation's Production Level: Analyze the potential production of goods and services for a nation as determined by its resources and technology. (H 6.12.1; H 7.12.7; H 9.12.5)
6.12.4 The Nation's Income Level: Explain how the multiplier can affect the nation's income.
6.12.5 The Nation's Unemployment Rate: Make connections between the nation's unemployment rate and changes in seasons, changes in an industry, and changes in demographics. (E 11.12.2)
6.12.6 Differences in Individual Incomes: Explain how and why changes in product demand can affect the price of the product, which, in turn, can affect the wages paid to a worker.
6.12.7 Personal Economics: Assess the attractiveness of career paths of interest and how they might be affected by changes in the national economy.
NV.7.0. Economics: An Evolving Economy: Students will demonstrate an understanding of how investment, entrepreneurship, competition, and specialization lead to changes in an economy's structure and performance.
7.12.1 Investment: Describe the past, present, and future role of investment in enhancing economic growth and raising living standards. (H 7.12.7)
7.12.2 Investment: Identify the benefits and the costs of investing in new physical capital and new human capital.
7.12.3 Investment: Examine government's impact on investment through taxes, fees, government regulation, enterprise zones, and subsidies. (C 3.8.1)
7.12.4 Entrepreneurship: Discuss how entrepreneurs affect the economy by solving problems, taking risks, and taking advantage of opportunities to earn profits.
7.12.5 Competition: Explain how individual self-interest, channeled through the marketplace, can increase the overall standard of living. (H 6.12.12)
7.12.6 Specialization: Discuss the pros and cons of specialization and interdependence. (E 10.12.14)
7.12.7 Personal Economics: Explain why top performers in any field are specialists.
NV.8.0. Economics: The Role of Government in a Market Economy: Students will explain the role of government in a market economy.
8.12.1 Public Goods: Explain why government provides public goods rather than allowing the market to provide them.
8.12.2 Externalities: Explain why government intervenes in markets in response to externalities.
8.12.3 Redistributing Income: Discuss whether redistributing income is an appropriate role of government. (C 2.12.3; E 10.12.1; E 10.12.4; H 8.12.6)
8.12.4 Property Rights: Demonstrate an under-standing that government must define, establish, and enforce property rights in order for markets to function. (C 1.12.1)
8.12.5 Political Decisions: Explain why it is possible that a government decision may impose costs on many, but only benefit a few. (C 4.12.2; C 4.12.3)
8.12.6 Fiscal Policy: Explain how fiscal policy affects production, employment, and price levels. (C 4.12.6; H 8.12.6; H 8.12.9)
8.12.7 Personal Economics: Give examples of mandates that increase prices of goods and services in Nevada.
NV.9.0. Economics: The International Economy: Students explore the characteristics of non-U.S. economic systems in order to demonstrate an understanding of how they are connected, through trade, to peoples and cultures throughout the world.
9.12.1 International Trade: Analyze the pros and cons of foreign trade, comparing free trade with restricted trade. (E10.12.4; G 4.12.6; H 10.12.2)
9.12.2 Interdependence: Describe how foreign economic events can impact the U.S. economy. (C 8.12.2; G 4.12.7; H 7.12.17; H 10.12.3)
9.12.3 Characteristics of Non-U.S. Economic Systems: Describe some characteristics of non-U.S. economies that affect international trade. (C 7.12.2; G 4.12.7; G 6.12.1)
9.12.4 Exchange Rates: Determine how a change in exchange rates affects the ability of residents of one country to consume products from other countries.
9.12.5 Personal Economics: Draw conclusions about how the prices of goods you purchase would change if imports were restricted.
9.12.6 Personal Economics: Discuss how potential career paths could be affected by changes in foreign demand for U.S. products.
NV.1.0. Geography: The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.
1.12.1 Map Use: Use a variety of complex maps to acquire geographic information such as topographic, demographic, and land use. (H 2.12.3)
1.12.2 Map Section: Select appropriate maps, map projections, and other representations to analyze and interpret geographic information. (H 2.12.3)
1.12.3 Geographic Tools and Technologies: Use appropriate geo- graphic tools and technologies to analyze and interpret Earth's physical and human features. (H 2.12.3)
1.12.4 Map Construction: Construct complex, accurate maps and models from memory to answer questions about the location of human and physical features. (H 2.12.3)
1.12.5 Map Applications: Analyze maps for similarities and differences in purpose, accuracy, content, and design. (H 2.12.5)
1.12.6 Map Analysis: Apply concepts and models of spatial organization to make decisions about geographic information.
NV.2.0. Geography: Places and Regions-Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of changes.
2.12.1 Characteristics of Places and Regions: Determine how relationships between humans and the physical environment lead to the development of and connections among places and regions. (H 3.12.3; H 4.12.1; H 4.12.2; H 4.12.5)
2.12.2 Cultural Identity: Explain why places and regions are important to cultural identity and can serve as forces for both unification and fragmentation. (E 3.12.1;E 3.12.2; E 3.12.3; H 4.12.2)
2.12.3 Cultural Perspectives: Compare and contrast the characteristics of places and regions from different points of view. (E 3.12.1; E 3.12.2; E 3.12.3)
2.12.4 Impact of Technology: Determine how technology affects the way cultural groups perceive and use places and regions. (H 3.12.3; H 3.12.4)
2.12.5 History and Region: Analyze selected historical issues and questions using the geographic concept of regions. (H 3.12.3;H 3.12.4; H 4.12.1; H 4.12.2; H 6.12.17)
2.12.6 Patterns of Change: Analyze why places and regions once characterized by one set of criteria may be defined by a different set of criteria today, and evaluate these changes. (H 3.12.3;H 3.12.4; H 4.12.1)
2.12.7 Applying Concepts of Regions: Apply the concept of region to organize and study a geographic issue.
NV.3.0. Geography: Physical Systems-Students understand how physical processes shape Earth's surface patterns and ecosystems.
3.12.1 Physical Systems: Describe and analyze how interactions of the four basic physical systems affect different regions of the United States and the world.
3.12.2 Natural Hazards: Describe the causes and consequences of natural hazards that shape features and patterns on the Earth.
3.12.3 Characteristics of Ecosystems: Analyze the effects of physical and human forces on interdependence within different ecosystems.
3.12.4 Distribution of Ecosystems: Analyze the biodiversity, distribution, and productivity of ecosystems across Earth's surface.
3.12.5 Analysis of Ecosystems: Propose solutions to environmental problems using the concept of ecosystems.
NV.4.0. Geography: Human Systems - Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.
4.12.1 Demographic Concepts: Analyze demographic trends in world population.
4.12.2 Migration and Settlement: Evaluate the impact of migration and settlement on physical and human systems. (H 3.12.3)
4.12.3 Historical Movement of People, Goods, and Ideas: Analyze how history has been affected by the movement of people, goods, and ideas.
4.12.4 Patterns of Human Settlement: Compare the characteristics and patterns of migration and settlement in developing and developed countries.
4.12.5 Economic Systems and Interdependence: Analyze how location and distance connect and influence economic systems at local, national, and international levels. (C 8.12.2; H 3.12.3; H 4.12.5)
4.12.6 Analysis of Economic Issues: Analyze and evaluate international economic issues from a spatial perspective. (E 5.12.6; Ec 9.12.1; H 4.12.5)
4.12.7 Patterns of Human Development: Predict the impact of changes in the level of economic development on the quality of life in developing and developed countries. (Ec 2.12.2; M 5.12.1)
4.12.8 Human Organizations: Evaluate the changes that occur in the size and structure of cultural, political, and economic organizations. (C 4.12.2)
4.12.9 Cooperation and Conflict: Analyze how different cultures, points of view, and self-interests influence cooperation and conflict over territory and resources. (C 5.12.6; C 4.12.3)
4.12.10 International Alliances and Organizations: Describe the forces of cooperation and conflict as they affect the way the world is divided among countries.
NV.5.0. Geography: Environment and Society-Students understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.
5.12.1 Changes in the Physical Environment: Compare and contrast how changes in the physical environment can increase or diminish its capacity to support human activity. (H 3.12.2; H 4.12.2)
5.12.2 Constraints of the Physical Environment: Evaluate strategies to respond to constraints placed on human systems by the physical environment.
5.12.3 Technology and the Physical Environment: Describe the ways in which technology has affected the human capacity to modify the physical environment and evaluate the possible regional or global impact. (C 4.12.6; C 5.12.6)
5.12.4 Human Modification: Develop possible responses to changes caused by human modification of the physical environment. (C 4.12.6; C 5.12.6)
5.12.5 Effects of Natural Hazards on Human Systems: Analyze human perception of and response to natural hazards.
5.12.6 Earth's Resources: Analyze the patterns of use, the changing distribution, and the relative importance of Earth's resources. (C 5.12.6; H 3.12.3; H 4.12.2; H 4.12.5)
5.12.7 Management of Earth's Resources: Develop policies for the use and management of Earth's resources that consider the various interests involved. (C 4.12.6; C 5.12.6; E 9.12.3)
NV.6.0. Geography: Geographic Applications-Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.
6.12.1 Applying Geography in History: Analyze the ways in which physical features and human characteristics of places and regions have influenced the evolution of significant historical events. (C 5.12.6; H 3.12.3; H 4.12.1; H 4.12.2; H 4.12.5)
6.12.2 Applying Geography in Current Events: Relate current events to the physical features and human characteristics of places and regions. (C 5.12.6)
6.12.3 Applying Geography to Contemporary Issues: Analyze a contemporary issue using geographic knowledge, skills, and perspectives. (C 5.12.6; E 4.12.4)
6.12.4 Applying Geography to the Future: Predict possible outcomes and develop future policies for local or regional issues that have spatial dimensions. (C 5.12.6)
NV.7.0. Geography: Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.
7.12.1 Ask Geographic Questions: Plan and organize a geographic research project by asking appropriate geographic questions.
7.12.2 Acquire Geographic Information: Locate and acquire a variety of primary and secondary information sources and assess the value of each. (E 11.12.2)
7.12.3 Organize Geographic Information: Use a variety of tools and technologies to select and design appropriate forms of maps, graphs, diagrams, tables, or charts to organize geographic information. (E 11.12.2)
7.12.4 Analyze Geographic Information: Use quantitative methods of analysis to make inferences and draw conclusions from maps and other geographic representations.
7.12.5 Present Geographic Information: Complete a geographic inquiry by applying geographic models, generalizations, and theories to the analysis, interpretation, and presentation of information. (E 10.12.2; H 1.12.2)
NV.1.0. Civics: Rules and Law: Students know why society needs rules, laws, and governments.
1.12.1 Rules and Law: Explain the concept of the rule of law in the establishment of the U.S. Constitution.
1.12.2 Documents: Explain the influence of social contract theory, natural rights philosophy and republicanism in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution. (H 6.12.4; H 6.12.8; H 6.12.3; H 6.12.7)
1.12.3 Documents: Describe the historic influences on early U.S. documents, such as: Greek law, Magna Carta, Iroquois League. (H 6.12.4; H 6.12.7)
1.12.4 Democratic Participation: Analyze the role of citizen participation in U.S. civic life.
1.12.5 The U.S. Constitution and Amendments: Identify and explain changes in the interpretation and application of the U.S. Constitution.
NV.2.0. Civics: The U.S. Government: Students know the United States Constitution and the government it creates.
2.12.1 The U.S. Constitution: Examine the organization of the U.S. Constitution and describe the structure it creates, including the executive, legislative, and judicial branches. (H 6.12.4; H 6.12.7)
2.12.2 The Legislative Structure and Process: Describe the creation of laws through the legislative process.
2.12.3 Legislative Powers: Analyze and give examples of the expansion of the national government through the application of the enumerated and implied powers. (Ec 8.12.3; H 6.12.7)
2.12.4 The Executive Branch: Describe the duties of the executive branch, including: Cabinet/departments; regulatory commissions; White House staff
2.12.5 The Judicial Branch: Describe the structure and jurisdiction of the federal court system and analyze the power of judicial review. (H 6.12.13)
2.12.6 The Jury System: Explain the importance of the jury process in a democratic society. (H 6.8.8)
2.12.7 Checks and Balances: Analyze the effectiveness of checks and balances in maintaining the equal division of power. (H 6.12.7)
NV.3.0. Civics: National and State Government: Students can explain the relationship between the states and national government.
3.12.1 Division of Powers: Explain the U.S. Constitutional provisions for division of powers between the state and national governments (delegated, reserved, concurrent powers). (H 6.12.7; H 6.12.8)
3.12.2 Federalism: Provide contemporary examples of federalism. (H 6.12.7)
3.12.3 Constitutional Supremacy: Use examples to illustrate the supremacy clause in defining the relationship between state and national governments. (H 6.12.7)
NV.4.0. Civics: The Political Process: Students describe the roles of political parties, interest groups, and public opinion in the democratic process.
4.12.1 Leaders and Elections: Assess the processes by which leaders are selected in the U.S. political system and analyze the role of the electoral college system in the election of the President.
4.12.2 Political Parties: Analyze the roles and function of factions within political parties and the role of parties in public policy and politics. (E 8.12.5; H 6.12.3)
4.12.3 Interest Groups: Evaluate the significance of interest groups in the political process of a democratic society. (Ec 8.12.5; G 4.12.2)
4.12.4 Formation of Public Opinion: Analyze the role that television and other media play in the process of political persuasion. (E 4.12.1; E 4.12.2; E 11.12.2; H 10.12.5)
4.12.5 Propaganda: Evaluate propaganda in both historic and current political communication (E 4.12.4; E 4.12.5; H 9.12.9)
4.12.6 Public Policy: Describe the process by which public policy is formed and carried out. (Ec 8.12.6; E 4.12.1; E 4.12.2; G 5.12.7)
NV.5.0. Civics: Citizenship: Students know the roles, rights, and responsibilities of United States citizens and the symbols of our country.
5.12.1 Citizenship: Examine the rights of citizens and how these rights may be restricted. (H 6.12.13; H 7.12.2; H 7.12.3; H 7.12.13; H 8.12.9; H 9.12. 8)
5.12.2 Citizenship: Examine the responsibilities of U.S. citizens.
5.12.3 Symbols: Explain symbols and documents of a nation and how they represent its identity.
5.12.4 Individual Rights: Describe the development of the Bill of Rights and provide a contemporary application. (H 6.12.8)
5.12.5 Individual Rights: Analyze the United States Constitution and its amendments in protecting individual rights, including the Fourteenth Amendment's provisions for due process and equal protection. (H 7.8.1)
5.12.6 Conflict and Resolution: Identify major conflicts in social, political, and economic life and analyze the role of compromise in the resolution of these issues. (G 4.12.9; G 6.12.2; H 8.12.7; H 9.12.1; H 9.12.8)
5.12.7 The Supreme Court and Individual Rights Cases: Describe the role of the United States Supreme Court as guardian of individual rights through the examination of landmark cases, including: Brown v. Board of Education of Topeka; Gideon v. Wainwright; Miranda v. Arizona; Tinker v. Des Moines Independent Community School District (H 9.12.8)
NV.6.0. Civics: State and Local Government: Students know the structure and functions of state and local governments.
6.12.1 Structure of State, Local, and Tribal Government: Explain the structure and function of state and local governments.
6.12.2 Structure of State, Local, and Tribal Government: Describe the unique role of tribal governments within the United States. (H 7.12.3)
6.12.3 Structure of State, Local, and Tribal Government: Compare and contrast the structure of the Nevada and United States Constitutions.
6.12.4 Court Systems: Describe the differences between the local, state, and federal court systems.
NV.7.0. Civics: Political and Economic Systems: Students explain the different political and economic systems in the world.
7.12.1 Comparative Political Systems: Summarize and evaluate the significant characteristics of the world's major political systems, including: monarchy; totalitarian dictatorship; presidential system; parliamentary system ; communism (H 5.12.2; H 7.12.17; H 7.12.18; H 8.8.1)
7.12.2 Comparative Economic Systems: Define and analyze the major economic systems of the world, including: capitalism; mixed economy; socialism; command economy (Ec 9.12.3; H 6.12.12)
NV.8.0. Civics: International Relations: Students know the political and economic relationship of the United States and its citizens to other nations.
8.12.1 From Individual to the World: Analyze the conflict between U.S. policies of isolationism versus intervention in world affairs. (H 7.12.14; H 8.12.7; H 9.12.1)
8.12.2 Foreign Policy: Identify and analyze the effectiveness of U.S. foreign policy in dealing with international problems and concerns including: diplomacy; economic policy; humanitarian aid; military intervention
8.12.3 International Organizations: Critique the role of international organizations, such as the United Nations and non-governmental organizations, in world affairs. (H 8.12.7)
NV.1.0. History: Chronology: Students use chronology to organize and understand the sequence and relationship of events.
1.12.1 Current Events: Analyze and develop a position on a current event. (E 10.12.4)
1.12.2 Chronology: Explain the sequence and relationship of events on a tiered time line. (G 7.12.5)
NV.2.0. History: History Skills: Students will use social studies vocabulary and concepts to engage in inquiry, in research, in analysis, and in decision making.
2.12.1 Inquiry: Frame and evaluate historical questions from multiple viewpoints. (E 4.12.3; E 11.12.1)
2.12.2 Research and Analysis: Integrate, analyze, and organize historical information from a variety of sources. (E 4.12.3; E 4.12.5; E 11.12.2; E 11.12.5)
2.12.3 Informational Tools: Analyze and interpret historical content from informational tools, including: charts; diagrams; graphs; maps; political cartoons; photographs; tables. (G 1.12.1; G 1.12.2; G 1.12.3; G 1.12.4 )
NV.3.0. History: Prehistory to 400 CE: Students understand the development of human societies, civilizations, and empires through 400 CE.
3.12.1 World, United States, and Nevada: Identify and describe the characteristics of pre-agricultural societies.
3.12.2 World: Describe technological innovations of early agricultural societies, including: development of agriculture; domestication of animals; development of permanent communities.
3.12.3 World: Explain and demonstrate how geography influenced the political, social, and economic growth of ancient classical civilizations, including: Africa; China; Greece; India; Mesopotamia; Rome. (G 2.12.1; G 2.12.5; G 2.12.6; G 4.12.3; G 5.12.1; G 6.12.1)
3.12.4 World: Describe the unique political, economic, religious, social, technological, and cultural contributions of ancient and classical civilizations, including: Africa; the Americas; China; Greece; Hebrew kingdoms; India; Mesopotamia; Phoenicia; Rome. (C 1.12.3; G 2.12.4; G 2.12.5)
NV.4.0. History: 1 CE to 1400: Students understand the characteristics, ideas, and significance of civilizations and religions from 1 CE to 1400.
4.12.1 World: Locate and describe civilizations in terms of geography, social structure, religion, political systems, and contributions, including: African; Byzantine; Chinese; Indian; Japanese; Scandinavian. (G 2.12.1; G 2.12.5; G 6.12.1)
4.12.2 World: Describe the characteristics of the Mayan, Aztec, and Incan civilizations, including: contributions; geography; political systems; religion; social structure. (G 2.12.1; G 2.12.2; G 2.12.5; G 5.12.1; G 5.12.6; G 6.12.1)
4.12.3 World: Describe the origin, traditions, customs, and spread of western and eastern world religions, including: Buddhism; Christianity; Hinduism; Islam; Judaism.
4.12.4 World: Describe the characteristics of European feudalism.
4.12.5 World: Describe the rise of commercial trading centers and their effects on social, political, and economic institutions. (G 2.12.1; G 4.12.3; G 6.12.1)
NV.5.0. History: 1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideas from 1200 to 1750.
5.12.1 World: Examine the impact of technological, mathematical, cultural, and artistic developments of the Renaissance.
5.12.2 World: Explain the development of European hereditary monarchies and their effects on: centralized government; commerce and trade; religion. (C 7.12.1)
5.12.3 World and United States: Explain the causes of the Reformation and its effects in Europe and the Americas.
5.12.4 World: Identify the influence of the Enlightenment on the Western World, including: fine arts; government; literature; philosophy; science. (G 2.5.3; G 2.5.6; G 4.5.8)
5.12.6 United States and Nevada: Compare common elements of Native North American societies, including: Communication; economic systems; housing; political systems; social systems; traditions.
5.12.7 World and United States: Examine the roles of nationalism, economics, and religious rivalries in the Age of Exploration.
5.12.8 World and United States: Analyze interactions among Native Americans, Europeans, and Africans.
5.12.9 World and United States: Analyze how the interactions among Native Americans, Africans, Europeans, and their descendants resulted in unique American economic, social, and political institutions.
5.12.10 World and United States: Describe the similarities and differences of European colonial communities in North America in terms of politics, religion, language, economics, and social customs.
5.12.11 United States: Compare and contrast life in the New England, Middle, and Southern colonies.
5.12.12 World and United States: Explain the impact of world commerce, including the African slave trade on Europe, Africa, and the Americas.
5.12.13 World: Describe the contributions and social, political, and economic characteristics of African, Chinese, Indian, and Japanese civilizations.
5.12.14 World: Describe how Islamic empires were a link between Africa, Europe, and Asia.
NV.6.0. History: 1700 to 1865: Students understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures.
6.12.1 World and United States: Explain the causes and results of the Industrial Revolution. (Ec 6.12.3; Ec 6.12.5; Ec 7.12.1; Ec 7.12.2; Ec 7.12.4; Ec 7.12.5)
6.12.2 World and United States: Describe the causes and effects of wars with Europeans, including the French and Indian War.
6.12.3 United States: Explain the political and economic causes and effects of the American Revolution. (C 1.12.2)
6.12.4 United States: Describe the ideas of John Locke, Thomas Paine, and Thomas Jefferson and their influences on the American Revolution and the formation of the United States.
6.12.5 United States: Describe the events, course, and results of the American Revolutionary War, including the contributions of African Americans and Native Americans.
6.12.6 United States: Explain the issues of the Confederation period, including: war debts and finance; western land; trade; taxation. (Ec 6.12.1)
6.12.7 United States: Describe the Constitution's underlying principles, including: checks and balances; federalism; limited government; popular sovereignty; separation of powers. (C 1.12.1; C 1.12.2; C 1.12.3; C 2.12.1; C 2.12.3; C 3.12.1; C 3.12.2; C 3.12 3)
6.12.8 United States: Describe the issues involved in the ratification of the Constitution, including: main ideas of The Federalist Papers; main ideas of the Anti-Federalists; the Bill of Rights. (C 1.12.2; C 3.12.1; C 5.12.4)
6.12.9 World and United States: Describe the influence of the American Revolution on Europe and the Americas.
6.12.10 World: Discuss the political events, people, and ideas that influenced European politics, including: Napoleon; Metternich; Marx; Congress of Vienna. (Ec 8.12.3)
6.12.11 World: Describe achievements in European fine arts and literature. (E 3.12.1; E 3.12.2; E 3.12.3)
6.12.12 World and United States: Describe the rise of national economies, the emergence of capitalism, and the free market economy. (C 7.12.2; Ec 6.12.1; Ec 6.12.2 Ec 7.12.3; Ec 9.12.1;Ec 9.12.3)
6.12.13 United States: Explain issues, events, and the roles of key people related to the development of United States political institutions, including: Washington's administration: The Marshall Court; judicial review; extension of suffrage; political parties. (C 2.12.5; C 4.12.2; C 5.12.1)
6.12.14 United States: Explain issues, events, and the roles of key individuals associated with the development of a national economic identity and foreign policy, including: development of the factory system and impacts of significant inventions such as the cotton gin and interchangeable parts; territorial, trade, & shipping issues with Great Britain; War of 1812; the creation of a national transportation system; Monroe Doctrine; growth and impact of immigration. (Ec 6.12.3; Ec 9.12.1; Ec 9.12.2; Ec 9.12.3)
6.12.15 United States: Describe the social reform and religious movements of antebellum United States which attempted to enhance life, including: education reform; prison and mental health reform; religious revival; Utopian movement; women's rights.
6.12.16 United States: Describe the contributions in language, literature, art, and music that led to the development of an emerging culture in the United States, including: Stephen Foster; Nathaniel Hawthorne; Hudson River School of Art; Henry David Thoreau.
6.12.17 United States and Nevada: Explain the issue of Manifest Destiny and the events related to the expansion of the United States, including: Louisiana Purchase; removal of the Eastern tribes; Oregon and California Trails; Mexican War and Mexican War acquisitions; California Gold Rush; Homestead Act. (G 2.12.5; G 4.12.3)
6.12.20 United States: Explain abolitionism and describe the importance of abolitionists and slave revolts, including: John Brown; Frederick Douglass; William Lloyd Garrison; Harriet Beecher Stowe; Nat Turner.
6.12.21 United States: Describe the causes, key people, events, and outcome of the Civil War, including: states' rights and slavery; election of 1860; Frederick Douglass/ African American troops; President Lincoln; Emancipation Proclamation; Antietam, Vicksburg and Gettysburg; Gettysburg Address; Generals Grant and Lee.
NV.7.0. History: 1860 to 1920: Students understand the importance and impact of political, economic, and social ideas.
7.12.1 United States: Summarize the successes and failures of the Reconstruction period.
7.12.2 United States: Describe the key people and significant issues concerning African American rights, including: Booker T. Washington & the Tuskegee Institute; Black Codes and Jim Crow Laws; Plessy v. Ferguson; W.E.B. DuBois and the NAACP; Ida B. Wells and the NACW. (C 5.12.1)
7.12.3 United States: Describe federal policy toward Native Americans including: Dawes Act/Indian Reorganization Act of 1934; Indian Boarding Schools; Indian Citizenship Act of 1924; Plains Wars; reservation system. (C 5.12.1; C 6.12.2)
7.12.5 United States and Nevada: Describe the role of farming, railroads, mining in the settlement of the West. (Ec 6.12.3)
7.12.6 United States: Describe the causes, issues, and effects of the Populist Movement.
7.12.7 United States: Describe the effect of industrial technology innovations and urbanization on United States social and economic development. (Ec 6.12.3; Ec 6.12.6; Ec 7.12.1)
7.12.8 United States: Describe the development of corporate capitalism, including: J.P. Morgan; mass production; vertical and horizontal integration/consolidation. (Ec 1.12.2; Ec 4.12.2; Ec 4.12.3; Ec 6.12.2; Ec 7.12.2)
7.12.9 Nevada and United States: Examine the motivations for groups coming to the United States and describe their contributions to United States society.
7.12.10 United States: Describe nativism and explain the response to immigration into the United States. (C 5.12.6)
7.12.11 United States and Nevada: Explain the origins and issues involved in the labor movement. (Ec 1.12.4; Ec 4.12.2; Ec 6.12.5)
7.12.12 United States: Describe the development and impact of the Progressive Movement, including: government reform; Prohibition; 'trust busting'.
7.12.13 United States: Describe the development of the women's suffrage movement and the passage of the 19th Amendment. (C 5.12.1)
7.12.14 World and United States: Discuss the causes, characteristics, and consequences of United States expansion and diplomacy, including: Alaska; Hawaii; Open Door Policy; Spanish-American War; Panama Canal; T. Roosevelt's foreign policy; Dollar Diplomacy.
7.12.15 World and United States: Explain the causes and effects of the Mexican Revolution of 1911.
7.12.16 World: Discuss the causes, characteristics, and consequences of European and Japanese expansion.
7.12.17 World and United States: Describe the causes, course, character, and effects of World War I, including: imperialism; arms race and alliances; nationalism; weapons/tactics; Fourteen Points; Treaty of Versailles.
7.12.18 World: Describe the causes and effects of the Russian Revolution: Romanovs; Lenin; Bolsheviks; Russian Civil War. (C 7.12.1)
7.12.20 World and United States: Explain how fine arts, literature, and leisure activities were a reflection of the time. (E3.12.1; E 3.12.2; E 3.12.3)
NV.8.0. History: The Twentieth Century, a Changing World: 1920 to 1945: Students understand the importance and effect of political, economic, technological, and social changes in the world from 1920 to 1945.
8.12.1 World: Describe the rise of totalitarian societies in Europe, Asia, and Latin America. (C 7.12.1)
8.12.2 World and United States: Discuss the effects on society of new technologies of this era, including: communication; transportation; manufacturing. (Ec 6.12.3)
8.12.3 United States: Examine social tensions in the postwar era, including: radical politics; immigration restrictions; religious fundamentalism; racism.
8.12.4 United States: Describe how cultural developments in the arts, education, media, and leisure activities reflected and changed United States society. (E 3.12.1; E 3.12.2; E 3.12.3)
8.12.5 United States and Nevada: Describe the causes of the Great Depression and the policies and programs of the New Deal and their effects on social, political, economic, and diplomatic institutions.
8.12.6 World, United States, and Nevada: Describe the causes, course, character, and effects of World War II, including: legacy of WWI; campaigns and strategies; atomic bomb; significant military, political, and scientific leaders; the Big Four; United Nations; U.S. changing world status; war crimes trials. (Ec 2.12.3; Ec 2.12.6; Ec 2.12.7; Ec 6.12.5; Ec 7.12.1; Ec 7.12.3; Ec 8.12.1; Ec 8.12.3; Ec 8.12.6)
8.12.7 World and United States: Describe the causes, course, and effects of the Holocaust, including: 'Aryan supremacy', Nuremburg Laws; Kristallnacht; 'Final Solution'; concentration and death camps; creation of Israel. (C 8.12.1; C 8.12.3)
8.12.8 United States and Nevada: Analyze the effects of WWII on the homefront in the United States, including: internment camps; technologies; economic developments; propaganda; women/minority contributions; GI Bill. (C 5.12; C 5.12.1; Ec 6.12.5; Ec 8.12.6; Ec 6.12.5; Ec 8.12.6)
NV.9.0. History: The Twentieth Century, a Changing World: 1945 to 1990: Students understand the shift of international relationships and power as well as the significant developments in American culture.
9.12.1 World and United States: Describe the causes and effects of the Cold War, including: Europe: Marshall Plan, Berlin, NATO; Middle East: Egypt, Israel, Afghanistan; Asia: Japan, China, Korea, Vietnam; Americas: Cuba, United States. (C 8.12.1)
9.12.2 United States: Describe the effects of the Cold War on the United States, including: arms race and nuclear testing; McCarthyism; space race; Cuban Missile Crisis. (C 8.12.1)
9.12.3 World and United States: Describe the cause, course, and character of the Korean War, including: United Nations Security Council; Pusan Perimeter; General MacArthur; Inchon; Yalu River; 38th Parallel.
9.12.4 World: Explain how and why African and Asian peoples achieved independence from colonial rule.
9.12.5 World and United States: Analyze how postwar science and technology augmented United States economic strength, transformed daily life, and influenced the world economy and politics. (Ec 6.12.3; Ec 7.12.2; Ec 7.12.5)
9.12.6 United States: Describe the causes and effects of changing demographics and developing suburbanization in the United States. (Ec 6.12.5)
9.12.8 World, United States, and Nevada: Describe the major issues, events, and key people of the Civil Rights and minority rights movements, including: Black Power Movement; United Farm Workers; American Indian Movement; Viva La Raza; Women's Rights Movement; Americans with Disabilities Act; Civil Rights Act of 1964. (C 5.12.1; C 5.12.6; C 5.12.7)
9.12.9 World and United States: Describe the causes, course, character, and effects of the Vietnam war, including: Ho Chi Minh; Dien Bien Phu; Ngo Dinh Diem; Gulf of Tonkin Resolution; draft and lottery; Tet Offensive; anti-war movement; Paris Peace Accord; POWs and MIAs; Imperialism. (C 4.12.5)
9.12.10 United States: Describe the changes in United States political culture, including: the role of the media; the role of women and minorities; Watergate; Iranian hostage crisis; Iran-contra affair; Grenada and Panama.
9.12.11 World and United States: Describe how international policies contributed to the end of the Cold War, including: recognition of China; detente; disarmament treaties; 'Star Wars' (SDI); solidarity. (C 5.12.6)
9.12.12 United States and World: Describe the geopolitical changes in the world due to the disintegration of the USSR.
9.12.14 United States: Summarize the influence of art, music, literature, and the media on United States society. (E 3.12.1; E 3.12.2; E 3.12.3)
NV.10.0. History: New Challenges, 1990 to the Present: Students understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium.
10.12.1 World and United States: Identify and explain the implications of scientific and technological achievements, including: personal computers; Internet; Satellites; Biotechnology.
10.12.2 World and United States: Describe the regional and global effects of political and economic alliances. (Ec 9.12.1; Ec 9.12.2)
10.12.3 World, United States, and Nevada: Describe how global issues affect nations differently, including: human rights; the environment; world and U.S. regional conflicts; medical concerns.
10.12.4 World and United States: Explain the causes and effects of the Persian Gulf War, including: Kuwait invasion; world oil supply; changing alliances.
10.12.5 United States: Describe the changing political climate in the United States, including: the role of the media; the Clinton impeachment.
10.12.6 World and United States: Explain how literature, music, and the visual arts are reflections of the time. (E 3.12.1; E 3.12.2; E 3.12.3)

subset: commoncrawl


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Once I asked readers: Does cloud computing eliminate complexity? Sure, cloud computing is a celebrated "new" technology, but we got ourselves all wrapped up in it before we understood its repercussions. Do yourself a favor and examine cloud offerings against some realistic metrics for what you and your organization consider success. And don't forget the Law of Unintended Consequences. Moving components from your internal infrastructure to the cloud probably won't reduce complexity, just brush it under the rug. "Out of sight, out of mind" sounds good until it's the foundation for your IT infrastructure.
3. Cloud computing isn't evil.
Privacy is important, but it's not the only issue. Regulatory compliance and a host of other potential challenges face companies deploying cloud technologies, but most of these will be worked out over time. Cloud computing isn't inherently good or evil; technology is technology. Its effects on your organization are a direct result of the planning and management you put into its deployment and operation.
There's my short list. Now I sign off for the last time. Thanks to Eric and InfoWorld for giving me the opportunity to participate in this community, and thanks to Dave Linthicum for stepping in to take over this column. If you're interested in following what's next for me just add me on Twitter, or drop me a line.


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Time to switch Recycle the plastic and start using our #304 stainless steel snack cup with its removable food grade silicone top. No BPA, no phthalates, no chemicals. The soft top has slits for small fingers to easily reach in for crackers, cereal, or just about any snack without worrying about spills. Take the top off and it becomes a bowl for pudding, pasta, ice cream, etc. Easy to clean two piece design with an attached easy to hold handle.
Does not contain: BPA, phthalates, or chemicals


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Where Things Stand on DC Adventures and Heroes & Villains Vol. I
7 Comments
So, no news or updates 21 days later, in December?
Errata is progressing well and I should be able to post it soon. As in, quite soon. Thanks for asking!
Thanks for the quick reply.
I'm confused, though, what exactly is included in this errata? Items, weapons, etc? Or is it similar to the .PDF previews we've been seeing?
The errata for DC Adventures will include notes on all the fixes for typos, updates to the text to make things clearer, as well as some new bits. We're assembling the errata for inclusion in the new M&M Hero's Handbook, so we're going to use that same errata to update the DC Adventures book and PDF.
So,Heroes & Villains Volume I ¿when?; ¿What about vol II? ¿is any plan for adventures? ¿is any date planning in this?
Is it "quite soon", yet?
Any news on Heroes and Villains Volume 1 yet? Or at least the errata for the DCA Book?


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Janna Y.
Janna Young is an experienced HR Manager with specialization in recruiting, employee relations, benefits administration, legal compliance, and management coaching. She has spent countless hours throughout her career reviewing resumes and conducting interviews, so she knows what employers are looking for in job candidates. She is a Certified Professional Resume Writer (CPRW) and she obtained her MBA with an emphasis in HR Management with a near perfect GPA. She worked for ResumeEdge for 4 years and has edited hundreds of resumes for C-level executives, senior managers, mid-level professionals, entry level job seekers, and college students in various industries, including Administrative and Support Services; Advertising, Marketing, Public Relations; Agriculture, Forestry and Fishing; Arts, Entertainment and Media; Customer Service and Call Center; Education, Training and Library; Employment Placement Agencies; Hospitality, Tourism; Human Resources; Personal Care and Service; Restaurant and Food Service; Retail, Wholesale; Sales; Sports and Recreation.
A Resume Tip from Janna Y
Your resume is the first impression the hiring manager will have of you. It must be flawless, so always doublecheck grammar, spelling, punctuation, spacing, font size, etc. Nothing makes a worse impression on a hiring manager than seeing a sloppy resume where no attention to detail has been given.


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3Quotables: Jane Lynch Used to Abuse NyQuil
"I'd close the drapes, take a swig of NyQuil, toast with a simple 'bye-bye' and go into a deep sleep. … I was miserable the whole time."
In case you didn't know, Glee's Jane Lynch has a book coming out, wherein she discusses her previous battles with both depression and addiction. Lynch discusses a dark period in her life when she was substituting alcohol with NyQuil, and NyQuil with marijuana, and how it began to affect her mental well-being.
Call me old school or a trendy drug prude, but I wasn't aware that taking NyQuil recreationally was a "thing." I mean, it is? This is a thing that people do? Is this how Lindsay Lohan got her start, or is it a horse of an entirely different color?
Either way, congrats, Jane, for beating something that was obviously leading to other destructive behaviors. Good for you!
August 22, 2011 at 11:30 am by Sarah
3 Responses to "Quotables: Jane Lynch Used to Abuse NyQuil"
Yes, people do use NyQuil recreationally for sure. I know multiple people who have used it to get high.
Yeah, it was a thing in high school.


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Finally, the Panthers get to hit someone from another team rather than each other. It's about time. Also, be sure to chime in on Open Game Thread Monday Night at 7pm.
Panthers Offense:
We can expect the Panther first team offense to play at least two series but not maybe much more. Josh McCown will be the first off the bench and expect to see RB Mike Good son early and often. Matt Moore will get a chance to atone for a horid 2008 peseason that ruined his momentum. An early measure of this offense will be how well the 1st team o-line manages to run the ball against the Giants first team d-line. Here's the state of the Giants d-line from the Bleacher Report:
I have no idea how the defensive line will shake out. There are at least eight guys that could be starting on many teams (Justin Tuck, Osi Umenyiora, Mathias Kiwanuka, Fred Robbins, Barry Cofield, Chris Canty, Rocky Bernard, and Jay Alford).
Some of these guys are coming off injuries. Might the Panthers make a bid for one of these cast-offs? Other players to watch on offense include WR Dwayne Jarrett, FB Tony Fiammetta and WR Jason Carter. I will also key on how well the Panther srun the ball late in the game when the back-up o-linemen are in the game.
Since these two teams meet later this season don't expect too much trickery. The scheme should be fairly vanilla from both offenses as they focus on execution of the basics.
Panthers Defense:
I'm excited about seeing this new, more aggressive defense we've heard so much about. Expect a lot of rotation across the front line and hopefully they can keep the Giant running game in check. LB Dan Conner should get in the game early as our second team LB's will get plenty of action. Rookie DE Everette Brown should replace Peppers on the right side early as well. Let's see if the kid is the real thing and gets pressure on whatever Giant QB is out there. Another battle to watch is DE Charles Johnson trying to outperform Tyler Brayton, a hybrid DE/DT who could become a 3rd down specialist.
The secondary should get plenty of work as the Giants try to figure out what they have at WR. The Giants Steve Smith won't be playing either so the Panther secondary can expect opportunities to make plays on the ball in the red zone. Without Plaxico Burress the Giants have no established red zone receiving threat. This should give S Quinton Teal an opportunity to continue his good work and who knows, maybe an INT in a live game.
Once we get in the 4th quarter let's see if there is a drop off in intensity. A couple UDFA's are making a bid for the practice squad, including LB Jon Leman and DT Marlon Favorite. Also 7th round pick Captain Munnerlyn will probably play a lot and hopefully show how to play the bump and run. I will be curious to see how much man-to-man the Panthers will show the Giants just to give them something to think about when they meet again when it counts.
Special Teams:
Both the kick return and punt return competitions are wide open. Expect to see some rotation as Goodson, WR Larry Beavers and WR Jason Carter take turns. On punts it will be WR Ryne Robinson, Beavers and Munnerlyn getting looks. It should be an adventure.
On kick coverage many of the Panthers second team will be trying to show the added value of good special teams play. I'm predicting Conner, Munnerlyn and Sherrod Martin excel against the Giants.


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When it comes to loot in Dungeon Defenders II, there is simply so much I could talk about. I honestly felt a bit overwhelmed when I was asked to write this blog. But there is one thing that stands out. Something a little special…
The earliest versions of armor in Dungeon Defenders were purely stat-based, with no cosmetic benefit. When we first approached loot design in Dungeon Defenders II, we wanted to find a way to balance this. To do so, we developed the following philosophy:
Players should never have to make a choice between the best stats and the coolest looking gear. They should have access to both! From a gameplay perspective, armor should give players stats that allow them to progress heroes, abilities, and defenses to fit their playstyle. But aesthetically, that armor also needs to feel satisfying; to become more and more awesome as you progress within the game.
To accommodate this we decided to separate the two concepts. Instead of being stuck with a set of gear you hate just for the benefit of good stats, you now have the complete freedom to mold and shape your heroes' look as you see fit.
So how do you improve your character's stats? To keep the visual progression separate from the stat progression, there will be two types of armor in Dungeon Defenders II:
Relics are powerful, enchanted artifacts that drop from enemies and chests. At this time, there are three main Relic classifications: Tomes, Medallions, and Totems. Tomes represent intellect and magical affinity, Medallions represent courage and strength, and Totems represent fortitude.
Each hero will have four Relic slots: Boots, Hands, Chest and Head. Additionally, heroes are restricted in which Relics they can equip based on their role. For example, the Squire can only equip Totems and Medallions in any of the four slots. We're currently testing Relics with this distribution in the Council build.
When a Relic is dropped in the world it will have four main components:
Speaking of tiers, you'll be pleased to know that Dungeon Defenders II will have 6 tiers of loot! From worst to best, the new tiers are:
This is only one small part of a very large, complex, and rewarding system that is loot in Dungeon Defenders II. I look forward to sharing even more exciting loot news with you in the future, but until then, leave a comment below and let us know what you think of the Relic system so far.
The random winner of our Conceptual Level Design blog is Olot!
Leave a comment to get your hands on the Dungeon Defenders II pre-alpha. We'll pick a random poster and reveal the winner in our next blog post!
Nightmare Mode, Private Taverns and more are on their way to Dungeon Defenders Eternity! www.youtube.com/watch?v=zNeIRF…
The #DDE team talks about upcoming changes to Eternity! forums.dungeondefenders2.com/s… pic.twitter.com/evlSdArydJ
Patch 3.6 will be deployed at 1:00 p.m. EDT/5:00 p.m. UTC. The game will be offline for up to one hour. Patch Notes: forums.dungeondefenders2.com/s…


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Florence County Emergency Management
Florence County Emergency Management Department is responsible for coordination and operation of a county-wide, multi-hazard disaster preparedness program; public safety and general government radio communications services; and E-911 network services. To accomplish these tasks the 52 employees of the Emergency Management Department are organized into the following departments:
- E-911 Addressing Department
- E-911/Central Dispatch Department
- Communications Department
- Emergency Preparedness Department (Natural Hazards and Technological Hazards)
Are You Prepared?
Recent hurricanes, flooding, tornadoes, and winter storms have emphasized the need for everyone - families, businesses, agencies, and institutions - to be prepared. Florence County Emergency Management would like for you take this time to get prepared. When disaster is imminent and is happening, it is not the time to think "What should I do?". Being prepared means you are ready to protect your family and property when a disaster occurs. It means you have previously thought out what to do, where to go, what to bring and how to get there.
Obviously, each disaster is different but a general plan and disaster preparedness kit can reduce the fear, inconvenience and losses that surround a disaster. If a disaster strikes Florence County local government and emergency service agencies will help you. But you need to be prepared as well. These agencies may be overwhelmed after a major disaster and may not be able to reach you right away. What you do now can make a big difference then. A general rule of thumb is plan and prepare now to be self-sufficient for at least 72 hours following a major disaster.
We hope you will use the information on this website to make your family and business disaster plans to ensure your family's safety and security.


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Mt Hutt 'all systems go' for 40th season opening
Immaculately groomed slopes and a genuinely warm welcome await avid skiers and snowboarders.....
Queenstown's Coronet Peak ski area first to open in Australasia
Queenstown's Coronet Peak ski area today (June 8) celebrated in style as the first Australasian ski field to open for winter....
Coronet Peak first ski area in Australasia to open on Saturday
Queenstown is officially open for winter as the 2013 season kicks off at Coronet Peak on Saturday (June 8).
Jackson Hole Mountain Resort: # 1 Snow in the Rockies Opened 4,139', Top to Bottom Today.
Ski Areas Go Out With A Bang!
Season extension and half price passes
Jordan Manley Takes 'King Of Storms' Title For Second Year In A Row (12-Jan-09)
WHISTLER, BC, January 12, 2009 – Pro photographer Jordan Manley has proven his talents once againJORDAN MANLEY WINS DEEP WINTER PHOTO CHALLENGE FOR SECOND YEAR IN A ROW
Pro photographer Jordan Manley has proven his talents once again, winning the Deep Winter Photo Challenge, presented by ARC'TERYX for a second year in a row and receiving accolades for the ARC'TERYX Image of the Show. His photos ranged from close-ups of patrol dynamite to skiers bursting through powder filled trees to macro shots as intricate as a skier reflected in an icicle.
"Chad Sayers, Dave Short and I had a great three days putting our ideas together. Fortunately we had new snow prior-to and during the event," says Manley, who won the $3,000 first prize. "Of course the weather is always a challenge at this time of year, but that is the point after all. It pushed us to be as creative as possible and keep our heads down, plugging away, trying to pull together a compelling show. I tried to tell the story about not just skiing in Whistler at this time of year, but also about the work that Whistler Blackcomb Ski Patrol has been doing to keep the resort safe during a season when Mother Nature has showed us who's boss, not just in Whistler but throughout North America. "
This year's pro photographer roster included snowboard photographers Crispin Cannon and Brian Hockenstein and ski photographers Andrew Bradley and Dan Carr. They wowed the crowd with fantastic slideshows that truly captured the essence of winter at Whistler Blackcomb. Cannon and Hockenstein placed second and third respectively winning $3,000 in prize money between the two of them. Their "a day in the life" themed slideshows were both entertaining and comical.
"The Deep Winter Photo Challenge was the perfect early warm-up for the season. It was the most nerve-wracking, exhausting and fun project I've done," says Cannon, whose slideshow featured stop-motion photography; a very time-consuming method that plays out almost like a movie. "There is so much pressure knowing no matter what, everyone is going to see your successes and failures. My crew and I took three 18-hour days to make it happen and we are all proud of what we accomplished. Congratulations to Jordan, the show was inspiring."
The judging line-up included iconic photographers Dano Pendygrasse, Paul Morrison and Eric Berger, as well as Tom Duguid of Arc'Teryx and Mike Berard, who is photo editor of SBC Skier Magazine and works at Origin Design.
"The third annual Deep Winter Photo Challenge was another big success. Great photography and excellent slideshows entertained the sellout crowd," said Morrison, who won the first ever 'King of Storms' title. "Jordan Manley proved to be a worthy winner once more. All the competitors worked extremely hard in tough conditions and deserve the thanks of everyone in attendance for five great presentations."
The Deep Winter Photo Challenge, presented by ARC'TERYX kicked off the GORE-TEX Deep Winter Experience, which continues until January 18 and features avalanche awareness tours, Extremely Canadian clinics and 25 per cent discounts off all GORE-TEX outerwear jackets. Guests who want to come to Whistler and celebrate the rest of the week can pay for two nights and receive their third night free, starting from $179 per room per night. Guests can book by calling 1.888.403.4727 or by visiting whistlerblackcomb.com/3nightfree.


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Just like the temperatures, the number of copper thefts is on the rise.
Within the last two days, Jonesboro police have investigated $6,500 worth of thefts. In one case someone stole a 3.5 ton air conditioning unit.
Click here for the full story.
472 Craighead Co. 766
Jonesboro, AR 72401
(870) 931-8888
FCC Public File
(870) 336-1816
EEO Report
Closed Captioning


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LAWTON Okla_ The Oklahoma Highway Patrol and the Oklahoma Department of Transportation have partnered up and are now offering free motorcycle safety courses on advanced collision avoidance.There are only 30 spots available for the course.
Sign up today online at www.ohpsaferiders.com.The following items are required for people who sign up to attend: Your own bike, long pants, gloves, eye protection, boots above ankles, long sleeve shirt and a helmet.No passenger riders are allowed, but spectators are welcome. OHP advises you bring a sack lunch.It will be held at East Side Park in Lawton on Saturday, March 23 from 8:00 AM to 4:00 PM at 4170 E Gore Blvd.
Telephone: (580) 355-7000
Fax: (580) 357-3811
Email: firstname.lastname@example.com
EEO Public File Report
FCC Public File
DTV Quarterly Activity Station Report
Contact Us
Can't find something?


text: CelticsBlog was best before it got that big redone design and switched to Joomla. When it was that simple wordpress blog it always seemed a lot better to me. The Chat and forum also seemed more active, and actually found the blog more attractive. Now, there really isn't even that much writing on the blog, just quotes from other articles and sites. To me, the quality really went down when switched to the fancy joomla site.


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Israel: poor workers & huge profits
The five big banks in Israel finished the year 2006 with net profits of almost 9 billion Shekels. The net profit of Leumi, Bank Hapoalim, Israel Discount Bank, Mizrahi-Tefahot and First International Bank of Israel grew last year by about 38% in an economy with zero inflation. It is the greatest profit in the history of the Banking Field in Israel. Two big banks in Israel even announced last week "annual return objectives of two digits". This is the content of the message given by the vigorous bank spokesmen in an "economic" language. And how can these words be translated into Hebrew? The heads of Bank Hapoalim and Israel Discount Bank want a return on capital of more than 10% per year. Thus was written explicitly in the "strategic plan" of Bank Hapoalim for the coming five years. This year the bank wants to achieve 16% return on capital. The objectives of the heads of Discount Bank are much more modest: 12-13% each year for the coming five year. Bank Mizrahi-Tefahot, much smaller than the two big ones, already achieved this year the objectives of Discount Bank. This year the Bank had a return of almost 14% on its capital (in comparison to 12% last year). The net profit that this "little" bank had last year is almost 650 million Shekels, an increase of 27% in profits compared to 2005.


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Related Stories
Browns president Mike Holmgren indicated Tuesday he is committed to his current job, but the former Seahawks and Packers head coach's future in football was a topic of discussion at his press conference.
"No, I'm doing OK," Holmgren said when asked about coaching again after being away from the sidelines the last two seasons. "Does it sound like I want to coach? No, I'm doing OK. The challenge of this is really something for me, and I'm enjoying the challenge. I'd be less than honest if I didn't say I get fired up watching the games. I mean, I did that for too long not to react sometimes the way I do, but I also recognize what I was hired to do, and that's what I'm trying to do."
Asked about wearing a suit on game day, as well as if he felt a commitment to Browns owner Randy Lerner as president, "Absolutely, I made a promise and I'm going to stick with it. Now, if I keep wearing a suit or not, we'll see."
Later, Holmgren expanded on his "suit" comment when asked if it meant he wanted to return to coaching.
"You are catching me at a weak moment. I just came off vacation," Holmgren said, joking. "I love coaching. I am doing what I am doing now, and that's what I plan to be doing. My commitment is to get the Browns going in the right direction and having people feel good about their football team in my role as the president. When I talk to Randy (Lerner) honestly about those things, I am being honest about it. Right now, that's what I am going to do."
The way we see it
Until Holmgren says he is completely done with coaching for good, speculation about an eventual return to the sidelines will continue.


text: "Sadhu Amar Bharati is an Indian holy man who claims he has kept his right hand raised in the air since 1973. Now, 38 years later, his hand is just a useless piece of skin and bone, but has become a symbol for Shiva worshipers around India. Until 1970, Amar Bharati was an average middle-class man who lived a normal life. He had a job, a home, a wife and three children, but none of that mattered when he woke up one morning and decided to leave everything behind and dedicate his life to serving the Hindu god Shiva. He began wandering the roads of India dressed in his simple Sadhu clothes and carrying only his trusty Trishula (a metal trident). After three years, in 1973, Amar realized he was still too connected to the fading luxury and pleasures of mortal life, and decided to separate himself from them by raising his right arm and keeping it raised. 38 years later, his arm is still up and he couldn't use it, even if he wanted to." w/ photos


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The discovery of new sources of stem cells may herald the end of insulin injections.
The discovery of new sources of stem cells may herald the end of insulin injections.
University of British Columbia scientists, in collaboration with an industry partner, have successfully reversed diabetes in mice using stem cells, paving the way for a breakthrough treatment for a disease that affects nearly one in four Canadians.
A group led by a University of British Columbia and Vancouver Coastal Health scientist has discovered a type of spinal cord cell that could function as a stem cell, with the ability to regenerate portions of the central nervous system in people with spinal cord injuries, multiple sclerosis or amyotrophic lateral sclerosis (Lou Gehrig's disease).
UBC Public Affairs
310 - 6251 Cecil Green Park Road
Vancouver, BC
Canada V6T 1Z1
Tel: 604.822.3131
Fax: 604.822.2684
E-mail: firstname.lastname@example.com


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(916) 756-0148 | +1 9167560148 Phone Number Reports
This phone number is either not a spam caller or we haven't received a call report about it yet. Here's what you can do next:
- Reverse Lookup Any Cell Or Phone (including (916) 756-0148)
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text: The Joy Formidable Perform at Guild Lounge Posted on November 20, 2011 by Chrissy Mauck Welsh rockers The Joy Formidable offer an acoustic version of their hit "Whirring" from their debut album. Even though it's unplugged, Ritzy Bryan and company still come thundering out of the gates with this rollicking tune. Tweet Pin It This entry was posted in Artist News and tagged Guild, The Joy Formidable, Whirring by Chrissy Mauck. Bookmark the permalink.


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JACKSON, Miss. (AP) - A Jackson city spokesman says he expects residents of the state capital should have drinkable water by Sunday afternoon if all goes well.
City Spokesman Chris Mims told The Clarion Ledger that he hopes the all-clear order will come by Sunday afternoon. Until then, he says residents should continue boiling their water as a precaution.
Authorities say a cap blew off an underground water main around midnight Wednesday and pressure wasn't restored until late Thursday. But boil-only notices were issued while the city began sampling the water for quality.
Mims says it's still unclear what caused the water main failure. But he says officials hope to have a better idea in coming days what caused the pipe to break.
Information from: The Clarion-Ledger, http://www.clarionledger.com
(Copyright 2010 by The Associated Press. All Rights Reserved.)
Hershey Company has unveiled its new corporate logo.?More >>
Hershey Company has unveiled its new corporate logo.?More >>


text: Due to the number of teams wanting a QB this year I truly believe the Redskins will reach here and take a QB with their 1st pick even if they are able to trade back(which I really hopes happens so we can pick up a 3rd round pick). I don't want to argue if they do or not choose a QB with their 1st pick but for the sake of discusion lets just say they pick a QB with their 1st pick, well who do you pick with your 2nd round pick. Here is a list of players that MAY still be available when there 2nd pick comes around: Stefen Wisniewsk,C,Penn State, Danny Watkins, OG, Baylor, Stephen Paea,DT(possible NT).Oregon, Muhammad Wilkerson,DL,Temple, Mikel Leshoure,RB,Illionois, Leonard Hankerson,WR,Miami, Sam Acho,DE/OLB, Brooks Reed, DE/OLB, Curtis Brown,CB,Texas, or maybe even Brandon Harris, CB, Miami. Sorry about the long list but as we all know we have a long list of needs and was just curious who you think we should choose with our 2nd round pick if the Redskins do choose a QB with their 1st pick. I would either like Wisniewsk or Paea. Who would you choose? HTTR!!!!!


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WELCOME to Bel Pres Elementary Sundays for Grades K-5
A place where children jump with joy in worship, where the Bible is brought to life, and where children experience God's awesome power. Your children are developing relationships in a group that cares for them, knows them, disciples them, and encourages them to be more like Jesus.
The curriculum teaches Bible lessons in a large group environment through realistic drama, interactive video, and innovative storytelling. Children also engage with Jesus through fun and captivating praise music. Each child is part of a small group that becomes the foundation of their faith journey with the guidance of faithful leaders.
If you would like more info on the Family Life Family Ministries of Bel Pres, please browse through this website or feel free to contact any of our Children & Family Staff.
Copyright © 2008-2014 First Presbyterian Church of Bellevue. All rights reserved. | Privacy Policy


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GREENSBURG — New York City (NYC) is some 700 miles from Greensburg, but for Bishop Carmelo Velez and his wife Pastor Emily, the distance between the two cities can't be expressed in such simple terms.
"Greensburg is a paradise," Carmelo said. "I strongly believe that the people here don't fully realize how wonderful this community is."
Carmelo draws this conclusion following more than two decades ministering in NYC.
Working through their God in Action Ministries, the Velezes specialized in ministering to the homeless, to drug addicts, prostitutes, victims of domestic violence and HIV sufferers.
"New York is a great city," Carmelo clarified, "but it's so fast-paced, and there comes a time in life when you just want peace. We've found it here."
Emily agreed. "There's such a tremendous peace in this community," she said. "People are so different here. They nod and wave and say 'good morning' when you see them out."
Emily first came to Decatur County not long ago to visit her granddaughter and her family, who've lived here for two years.
"I fell in love with Greensburg," she said.
In NYC, the Valezes focused on some of the city's most drug-infested neighborhoods. Prostitution, homelessness, gang activity and HIV infection – all were rampant in the areas where they ministered. The locales were so treacherous, in fact, that the couple never ventured out alone.
Carmelo described "cities of cardboard," wherein inhabitants literally lived out of cardboard boxes.
"We went in, brought them food and clothes and ministered to them," Carmelo said.
He added, "We always made sure to help educate them, too. You have to teach them about Christ's love and that God's always there for them, but that's simply not enough; they need more than a Bible. That's why we had numerous relationships with rehab clinics and education programs around NYC and elsewhere."


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Kellogg Is Set for Big Profits with Smart Moves
siraj is a member of The Motley Fool Blog Network -- entries represent the personal opinion of the blogger and are not formally edited.
Kellogg (NYSE: K) has struggled over the last couple of years due to inflating costs, supply chain difficulties, poor product innovation, and increasing competition. All of this has taken its toll in the form of 1-2% drops in sales for both 2009 and 2010. Fortunately, Kellogg's management has admitted their shortfalls and now has plans to correct the course of the company.
While Kellogg has taken a bit of time to reverse things, its solid brand portfolio and expansive global scale continues generating increasing sales and earnings. With $14.2 billion of sales in 2012, Kellogg is the world's leading cereal company, the second largest producer of cookies and crackers, a leading producer of savory snacks, and a leading North American frozen foods company.
Smart moves by management
Kellogg's management has been using a smart investment strategy to strengthen overall business and financial aspects. The company has suspended its buyback program to strengthen its product portfolio and improve its balance sheet. This time last year, Kellogg had been looking to spend $2-$3 billion on itsbuyback program that would finish in 2014.
Kellogg used these funds to strengthen its product portfolio. It acquired the Pringles snack business worth of $2.7 billion, leading to top line growth of 12% over the past year. Additionally, the Pringles purchase is helping Kellogg to more fully capture the snacks market. Pringles is well established in both international and domestic markets and has shown strong growth in Russia, Latin America, North America, and other emerging markets.
Kellogg's management seeks to use the remaining funds for debt reduction. At present, Kellogg has a high debt-to-equity ratio of 2.4% compared to the industry average of 0.8%. Kellogg's management made a smart move by removing high-interest debt. At the end of the recent quarter, its balance sheet showed a heavy long-term debt of $9 billion that was refinanced at low rates. Nevertheless, its current ratio of slightly less than 1% suggests that it has sufficient funds to pay current liabilities.
Growth in international and emerging markets
With Keebler and Pringles acquisitions, Kellogg is seeking to move from breakfast and capture afternoon snacking. At the end of the first quarter, Kellogg's international sales grew by 2.2%. This growth is led by new products and by leveraging Pringles' worldwide relationships to benefit Kellogg products in new emerging markets. Additionally, Kellogg is looking to launch several new products, such as Corn Flakes Porridge.
It is also taking advantage of trends in meal preparation and consumption with new meatless dinner offerings and food products. Kellogg has a potential to capture the market in various international arenas. Its investment focus on India, Brazil, and South Africa is set to benefit from low per capita consumption.
Dividend, growth, and future prospects
Kellogg has paid regular quarterly dividends over the past 35 consecutive quarters and currently pays $0.44 per share. Recently, it announced an increase in its quarterly dividend by 4.5% to $0.46 per share. The company's payout ratio has increased over the past 10 years and currently stands at 67%.
I believe this ratio is manageable. The company has shown strong cash flows to back dividends. On the other hand, with a strong financial position, Kellogg' stock has shown a strong surge over the year. Its share price went up by nearly 30% over the year. At its current price, the stock is trading at 24 times its earnings, which seems pricy to me.
Industry peers
Kellogg's main industry peers are Kraft Foods (NASDAQ: KRFT) and General Mills (NYSE: GIS). Kraft Foods is a consumer packaged food and beverage company. Kraft has been gaining momentum and its year-to-date stock price is up by 20%. After a strong first quarter, its stock gained momentum and reached its 52-week high of $57/share.
Kraft operates in a competitive North American and Canadian food and beverage industry. Its cost saving initiatives, combined with product innovation, are fueling its continuing eye-catching growth. Analysts anticipate a decent growth rate of 6% per annum for the next five-years. To do this, it is executing its marketing playbook more largely across its portfolio. With a strong marketing strategy, Kraft expects to post solid top- and bottom-line performance for the full year. Its annual dividend of $2 per share also looks safe as the company is anticipating generating $1 billion in free cash flows.
General Mills is the manufacturer and marketer of branded consumer foods sold through retail stores. General Mills is one of the best in the consumer defensive sector. It offers solid quarterly dividends, which are increasing year over year. The company is generating strong returns for investors. In the past year alone, it returned $1.9 billion via dividends and share repurchase.
Recently, the company announced fiscal 2013 results with a solid 19% growth in earnings per share. Its sales grew by nearly 7% to $17.8 billion with a notable contribution of 6% from new business. All three of its business segments are generating strong profits year over year. Its 22% growth in cash flow symbolizes its ability to sustain returns. I believe that General Mills is a buy for the long haul with solid dividends and steady price appreciation.
In conclusion
Kellogg's management has shown strength to turn things around. It is now heading towards increasing profitability. Particularly, its recent acquisitions and innovations are creating strong footprints for future growth. It is well set to achieve 8% growth in 2013 with earnings per share growth of 5- 7%. With this strong financial growth, Kellogg is well positioned to generate increasing returns for investors.
The Motley Fool's chief investment officer has selected his No. 1 stock for this year. Find out which stock it is in the special free report: "The Motley Fool's Top Stock for 2013." Just click here to access the report and find out the name of this under-the-radar company.
siraj sarwar has no position in any stocks mentioned. The Motley Fool has no position in any of the stocks mentioned. Try any of our Foolish newsletter services free for 30 days. We Fools may not all hold the same opinions, but we all believe that considering a diverse range of insights makes us better investors. The Motley Fool has a disclosure policy. Is this post wrong? Click here. Think you can do better? Join us and write your own!


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Help fight breast cancer with pretty pink nail polish! SpaRitual In Pink Nail Lacquer - Strength celebrates breast cancer awareness with this sparkling shade. Fight breast cancer and save the Earth with this eco-friendly polish that boasts a 100% vegan formula wrapped up in recycled packaging. Strength is a rich pink-purple shade with a golden shimmer.
.5 fl oz


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It may be raining in Tuscaloosa on gameday, but that isn't stopping the Crimson Tide faithful from having a good time.
Fans are beginning to share photos of their rain-soaked tailgates as light showers continue to fall before kickoff between Alabama and Ole Miss.
James Spann tweeted that the rain should stop well before 7 p.m., but also said there is a chance for more showers later.
Evangelist Franklin Graham prayed on a sidewalk outside the Pentagon Thursday after his invitation to a prayer service inside was withdrawn because of comments that insulted people of other religions. More>>


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Get the look: Dress like V. Stiviano
Want to dress like Clippers owner Donald Sterling's alleged mistress V. Stiviano? Get the look with these items.
PHOTOS: Who is V. Stiviano, Donald Sterling's alleged girlfriend?
Who is Donald Sterling's alleged mistress V. Stiviano? For starters, that probably isn't her real name.
Kim Jong-un's world of sleaze: 'Joy Squad' parties, hookers and executions
Twelve people were reportedly executed in North Korea this month on pornography charges. Among them was high-profile singer Hyon Song-wol, a rumored former lover of the Supreme Leader Kim Jong-un, with many observers suggesting she paid the price for causing embarrassment.
Playing the Field: Mike Vick's mistress writing book
Mike Vick's alleged mistress writing book.
Disgraced South Carolina ex-governor Mark Sanford wins House seat
Former Republican Governor Mark Sanford made a stunning political comeback on Tuesday, rebounding from a sex scandal to beat Democrat Elizabeth Colbert Busch in a personality-driven election for a seat in the U.S. House of Representatives that put a national spotlight on South Carolina.


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Single Handle RiteTemp Tub and Shower Trim with Single Function Showerhead from the Purist Series
Here are some of our more popular finishes:
Flow rate is measured in GPM, or Gallons Per Minute. This allows you to choose a faucet with both your water bill and the environment in mind.
Spout reach is measured horizontally from the center of the spout (or the wall) to the center of the aerator
There are many materials to choose from, each with their own attributes. Some of the more common materials used in faucets and accessories are Brass, Stainless Steel, Metal and Zinc Alloys. These offer excellent corrosion and tarnish resistance while allowing many finish options.
© 2000-2014 Build.com, Inc. All Rights Reserved.


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Sara Salo's 6,000 plus mile ride across the U.S. on the School Food Tour is decidedly not an every day bicycle commute, that's for certain. It was an idea born out of the best tradition of creating your own career on the fly. Some wait for their chance; others take it.
Charles Krulwich spoke about it his commencement speech to Berkeley Journalism School's Class of 2011 this past May.
It was a great address; I had to sit down after I read it. To get its full impact you have to read the complete speech, and it was hard to find a passage to sum it all up. Substitute Salo's passion for Krulwich's journalism references below, and I think it conveys a little of what he was driving at, and what I think of Salo's adventure. (emphasis is mine)
"Suppose, instead of waiting for a job offer from the New Yorker, suppose next month, you go to your living room, sit down, and just do what you love to do…. You make something. No one will pay you. No one will care, no one will notice, except of course you and the people you're doing it with. But then you publish, you put it on line, which these days is totally doable, and then… you do it again….
I've also seen, in my most recent area, science journalism, I've seen people do just what I've proposed. I've seen people, literally, go home, write a blog about dinosaurs (in one case), neuroscience, biology. Nobody asked them. They just did. On their own. By themselves….
They are becoming not just science writers with jobs, they are becoming THE science writers, the ones people read, and look to… they're going places. And they're doing it on their own terms! In their own voice, they're free to be themselves AND they're paid for it!"
Get kids to think about how
to incorporate healthy living
into daily life.
Salo's commute will kick off in Bend on August 19 and end up in her home town Houghton, MI.
The point of her ride is to talk to school kids about healthy eating and active living. She's taking a grass roots approach instead of trying to broadcast her message through some form of social media. She will literally be making house calls on middle and high schools all across our Country to talk about something simple: choice.Namely, that kids should be cognizant of what they're eating, where it's coming from, and how you get around your community. Here are some of the ways she will be promoting a healthier daily life-style for American kids:
- classroom learning: curriculum she designed to "offer students the resources necessary to become active and knowledgeable stakeholders in the national movement to improve student health."
- group bike rides, including community assessment and family rides
- local farm tours
Food Revolution Hero
by Jamie Oliver.
Another theme Krulwich built upon in his commencement address was that if you start doing what you love doing, friends and acquaintances will provide you resources along the way; when you need them; where you need them. Much of what Salo has been able to organize to even get to the point where she can start her ride in a week has been because of her network of friends and acquaintances who have pitched in to help.
There are those who might look on her upcoming trip enviously thinking about what might have been possible if they'd only been more motivated when they were younger and had fewer responsibilities. I know I had a tinge of that. Who knows maybe her activism inspires others to think about what they are passionate about and spurs them to pursue it.
Want to meet Salo before she departs? The School Food Tour kick-off party is this Thursday at Compass Park.


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1. It was hard to file this yesterday from the road on the long drive back from Vermont, but the extra day has given fresh perspective on all that is happening with this team. The day after the regular season ends, some teams are happy with the cards they're holding and some teams are looking to shuffle the deck. Black Monday has ushered in "Shuffling Season" in Washington on an annual basis for quite some time. Even when we did not make coaching changes (we have done plenty of that on Dan Snyder's watch), the Redskins organization has shuffled the roster, front office, sideline philosophy and moved from one misguided slogan to another. It is rather surreal to watch the turmoil and chaos of Black Monday land in other cities while we continue to play out our hand.
2. As for the game...with over three minutes remaining, Tony Romo had the ball trailing by only a field goal. It was the exact situation I had feared all week leading up to the game. If you were to put that scenario into one of those fancy simulator models, I am betting that it would suggest the Cowboys would score the deciding touchdown more than 50% of the time--perhaps more than 75% of the times you ran that simulation. Given the way Dallas' offense had been performing in the 4th quarter over the previous month and a half, things were kind of setting up perfectly for Romo. Then again, do those simulators take into account how ridiculously consistent Romo has been in losing these kinds of games?
3. As the ball floated toward the sideline on that fateful play, I immediately thought that Romo had made the right move--that he had once again eluded a Haslett blitz with a quick decision that was about to end our season. When my gaze shifted to the flat and I saw Rob Jackson in a ridiculously favorable position, I was already prematurely celebrating. I was in midair, halfway through the least white-looking fist pump of my adult life when #50 came down with the ball. (Sidebar: I have really been working on my premature celebration problem. There is help. The trick is to think about the Spurrier and Zorn years in your head right when you are about to celebrate. Try having an explosive celebration with that image in your head. P.S--One would likely think Vinny Cerrato would be a good thought to have in your arsenal when trying to slow things down. Rookie mistake. All that does is make you angry and depressed and you don't want to be either of those things whilst celebrating.)
4. I am amazed at how obviously hurt Griffin is out there. But that amazement doesn't come close to describing how I feel about what he was able to do on little more than one leg. Quarterbacks like him are supposed to be exposed for the one-dimensional players they allegedly are when they lose their most dangerous facet. Do you hear that sucking sound coming out of every other NFL city this week? That is the sound of a thousand sighs as the NFL world awakens to the reality that is Robert Griffin III. When 100% healthy, he can beat you in the most spectacular ways imaginable. On one leg, he can beat you the way a 15-year veteran with limited mobility can--by protecting the ball, and getting 110% out of his bounded athleticism. It ain't right. It is as mystifying as it is exhilarating, and it is all ours.
5. It feels wrong to get this far into the Sixpack and just be getting to Alfred Morris. His 33-carry, 200-yard performance did the unimaginable--it made Griffin somewhat invisible at times. It is one thing to come out of nowhere and shock the league with a 1,600+ yard season on an up-and-coming team. It is yet an entirely different thing to drop 200 yards on a divisional rival in the last game on the league calendar with the whole world watching and with the highest possible stakes on the line. Adrian Peterson deserves every accolade that will soon be coming his way. He exists on a different level than pretty much every other player in the NFL. Still, the way Alf put the team on his back on Sunday night was rather Peterson-esque. I am not sure if there is higher praise than that right now. And he is all ours.
6. I have the benefit of keeping my rambling going in the Ten Yard Fight later this week, so I can live with failing to get everything in on this National Hangover Day. I wanted to make sure and mention that DeAngelo Hall came through with arguably his most important and best performance as a Redskin. Add him to the growing list of people that you once thought were as good as gone in 2013 but are now likely to be counted on heavily in the coming year. Also, was that ol' Josh LeRibeus out there on the field late in the game, getting some invaluable experience in crunch time? I was trying my best to follow the personnel changes at the bar that I am always able to easily see from my seat at FedEx. Did he get an assist on that roughing the passer penalty? God it would be huge if he was able to contribute meaningfully in 2013...Josh and a solid right tackle addition (preferably through the draft) would be a great way to continue the renovation of our offensive line.
Happy New Year to everyone. I sincerely hope you all had a safe and fun evening last night. For the first time in a long time, the party does not end for Redskins fans at midnight on New Year's Day. Get ready to keep the festivities going through the week...and hopefully longer.
To my daughter Drew, on behalf of a grateful Redskins Nation--thank you for showing so much courage and determination throughout your seven-game undefeated stretch of life. There are maybe a handful of Redskins fans on the planet that can say that they have never EVER seen a Redskins loss. None have conducted themselves with as much class as you, despite your scorched-earth policy when it comes to diapers and outfits lately.No New Year's Day hangover can dampen the spirits of Redskins Nation as we prepare to participate in the playoffs on Sunday.


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Maria Menounos was ready for Spring on Instagram in a $176 alice + olivia Pire Silk and Lace Crop Top, $1,210 Daven Long Leather Skirt, and $395 Stuart Weitzman Nudist Sandals:
Her silk and spandex crop top boasts a sheer mesh back.
Her matching sage-hued leather skirt features a high waist, center pleat detailing, and a length that falls just above the ankle.
Her sandals showcase buckled ankle straps and 4 1/3″ heels.
Get Maria's full look here.
Simple and chic.
Are you feeling it?
*Earlier in the day, Maria posed in a $695 Haute Hippie Asymmetrical Sweater Dress and $175 Carolinna Espinosa Emily Leather Cutout Booties. What do you think of her second look?
3 Responses to "Get the Look: Maria Menounos's Instagram alice + olivia Pire Silk and Lace Crop Top, Daven Long Leather Skirt, and Stuart Weitzman Nudist Sandals"
You had me at Mint and Alice & Olivia. She looks very good. Spring crops!
I thought it was cute however I feel like she could have done better with her hair
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When Tahquitz High School defeated Hesperia Oak Hills, 67-56, Friday night in a CIF Southern Section Eastern Division quarterfinal playoff game, the Titans did something no Hemet football team has done in more than four decades.
Competing in the playoffs for the first time, the Titans became the first Hemet school to win two playoff games in the same season since Hemet High reached the CIF finals in 1969, when the Bulldogs lost, 20-0, to Santa Ynez in the A Division title game.
Since then, neither Hemet nor West Valley has not advanced past the second round of the playoffs.
The San Jacinto Valley has not been shutout, however. Hamilton, a Hemet Unified campus in Anza, won the Division XIII title in 2004 after losing the championship game in 1992 and 1993. And San Jacinto High reached the East Valley Division championship game in 2006 an 2007, losing both times.
Tahquitz (9-3) will have a tough road if it hopes to make the championship game, as the Titans face top-ranked and undefeated Citrus Hill (12-0) in a game scheduled for 7:30 p.m. Friday at Tahquitz.
Citrus Hill beat Tahquitz, 47-21, on Oct. 26. Read about that game here.


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Hadn't seen this posted.
It's from Fox Sports.
Shiancoe a sleeper? I doubt it
May 23, 2007 | 10:00AM | report this According to my radio co-host Solomon Wilcots, the Vikings have a secret weapon in the passing attack.
His name is Visanthe Shiancoe.
Yep, the same Shiancoe who totaled 35 catches in 4 years with the Giants.
This same Shiancoe who the Vikings paid a boat load of cash to in the offseason.
Solomon told me to write down a minimum of 50 catches for Shiancoe.
And he predicted a plethora of touchdowns.
He called Shaincoe a fantasy sleeper.
Ok -- so we will write it down here.
I told Solomon I thought he was nuts.
But he said it in the same voice he used when he guaranteed Ted Ginn Jr would be a top 10 pick and Brady Quinn would not be.
And Sharper and Richardson say Shiancoe has been the talk of minicamp.
We'll see …


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1. Sunday, October 21, 2012 - 11:13 AM
I find the article to be very misleading. It states many have 401 Ks but basically no liquid funds. This is not the same as finding that Americans have no savings. What do they think 401 Ks are? Maybe the reason they have no liquid cash is that they are putting it all into their 401Ks. The article would have been more accurate if it bothered to find out how much money Americans have in 401 Ks or other type savings and then stated they have very little in liquid funds. I guess they didn't bother to check out forums and blogs like these or they would know many are saving or "trying" to save under these terrible financial conditions. I personally feel savers should have more liquid funds for emergencies.
paoli21,406 posts since
Aug 10, 2011
Rep Points: 6,152
Aug 10, 2011
Rep Points: 6,152


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Where: SLC Arts Academy, Potsdam, NY
SLC Arts AcademyDowntown Snell Hall, 2nd floor, 41 Elm St, Potsdam, NY
Phone: (315) 265-6860
Website: www.slcartscouncil.org
Bring your own stone or special treasure you'd like to make into a pendant. Hollis will guide you through the basics of wire wrapping using copper or brass wire to create an original necklace! $25. Pre-pay & register using phone/web address above.
For more info:
Email: firstname.lastname@example.com