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Preventing Bullying through Kindness
I've been working with Adam Sherman of the To Be Kind movement over the last few years, as he is an award-winning educator here in my home state of Florida (and also worked in the county where I went to school while growing up!). He is passionate about creating positive climates within schools to reduce violence, harassment, and hate, and his enthusiasm is contagious and so refreshing to see. While teaching Leadership classes at school, he spearheaded a curriculum to encourage a peer environment that helps (and not hurts) others, and it has gained significant traction around Florida.
I've asked him and a few of his students to share some of their thoughts below. My hope is that it inspires teachers and counselors to identify a cadre on campus that can take this idea and run with it! With the new academic year upon us, I think it is essential to enlist teens to set the right tone early on regarding bullying and cyberbullying. With effort and follow-through, it has the potential to truly transform the school community.
The educator (Adam Sherman):
Kindness is difficult for students. The hard part with kindness is that our collective society has made it easier to be mean. It is easier, and often more comfortable, to laugh at others, to judge them, to talk negatively behind their back, etc. For lack of a better description, hurting others is sometimes a socially acceptable norm. So when students, or anyone for that matter, go out of their way to do/say something with kindness, they are actually looked at in a negative light. It often means they are going against their peers and that opens them up to be hurt negatively. That means students are quick to give up. As an educator, and quite simply as an adult, I have to help show them that they must continue to persevere despite the nay-sayers.
It can be difficult to imagine teaching young people to be kind. After all, when one thinks of bullying, they automatically think of it as a "rite-of-passage" and that all students do it. But for me, it is easy to help them learn a different way through life because I try to look to my own actions first. Just as anyone else, I make mistakes and say things I don't mean, but I have to set the example for the students. I have to live my life kindly so that they can learn the behavior. We aren't born to be mean, we learn to be that way.
When it comes to how we divy up the responsibilities of keeping this program moving, the students are tasked with influencing their peers. They take care of the school operations as well as helping me to design the materials we will use. I handle basically everything else. I monitor paperwork, social media (Facebook and Twitter), community involvement, inquiries, expansion, etc. I want the students to focus on their peers.
That is one of the reasons the program has become so successful. While we have created a model, it can be uniquely individualized for each school that takes it on. We have standards that we like to keep up and basic principles for schools to follow, but anyone who is familiar with education knows that every school is different. What one school needs may not be needed elsewhere. So the hope is that a strong group of students, with a strong adult role model, can create a culture of kindness and make school a place that students want to be. And the students certainly do that.
Since our program has begun three years ago, much has changed in physicality. My original students have moved on (except for one who remains on the Board of Directors), I have changed school districts (where of course I have already laid the groundwork to continue TBK), and though we have grown beyond what we ever thought we would, much remains the same. The message of TBK remains so simple, and also drives its growing popularity. Our pledge, "Bullying ends where kindness begins; it begins with me," is something that people of all ages can easily remember. We can't change the behaviors of others, but we can certainly control the behaviors of ourselves. If we practice kindness, we will be surrounded by kindness. And when we are faced with negativity, we can either let it get to us, or we can respond to it by being kind. Sometimes that's all it takes to turn that negative into a positive.
The students (Quinn Solomon, Joshua Sanchez, Danielle Soltren of Lake Brantley High School):
Over the past few years, social media has boomed. But as its popularity grows, so does the ability to mistreat others through the Internet. Often, there's a feeling of hopelessness when it comes to bullying. Some people assume that it's a problem that will always exist. We seek to destroy that mentality by showing the power of kindness, both in person and online. We're optimistic that we can eliminate bullying step-by-step. After a terrifying experience when an online hit list threatened our students and faculty, our Leadership class knew they wanted to make a change.
After a long class discussion, someone suggested using social media as a way to help solve the bullying problem rather than make it worse. We decided to use the already trending idea of "tbh" (to be honest), where users on Facebook can like someone's status and then receive an honest statement from him or her. Using the same format, we changed the idea to "to be kind." Users still take part by liking a post on someone's page. Then the original poster is supposed to give a compliment or write words of kindness on the wall of whoever liked the status. To Be Kind, or TBK, is a simple idea: Treat others as you would wish to be treated. Every one of us possesses the ability to be kind. This simplicity is the answer to preventing bullying.
The impact on our school was instantaneous. TBK turned into a buzz overnight. The very next day after we launched our idea, students were talking and trying to figure out what TBK was and where it came from. Using follow-up actions such as putting positive messages in lockers, we quickly turned it into a movement that lots of people wanted to be part of.
Like many new things, our idea hasn't always been met with positivity. Many of the kind posts that students make on social media are rejected. Many people aren't used to kindness anymore. We're used to ridicule rather than compliments. So sometimes people post negativity in response. When that happens, we just thank them for expressing their feelings, or we ignore the comment. The purpose of TBK isn't to instigate fighting or rumors, or to provide an outlet for people to criticize others. Its purpose is to show that social media and other everyday interactions can be improved with a few thoughtful words. Anyone, of any age, can spread a few extra smiles in a day. And TBK isn't focused solely on students. We encourage parents and community members to get involved and to support our project at work and at home. We've also included the school faculty and staff by sharing words of kindness with them.
We take huge pride in TBK. It has grown into a symbol of anti-bullying not only at our school, but in many schools around our district, country, and beyond. For example, our school participates in a German exchange program. We've helped our partner school establish a TBK program, as well. The world wants kindness. People want to be treated as if they matter. That's the ultimate purpose of the program. We know that kindness will continue to spread and bullying will continue to diminish. Remember: Bullying ends where kindness begins, and it begins with you.
Educators, Students, and Conversations about Technology Misuse
During the last several years, school staff have become well aware that what happens online often significantly impacts the environment at school and the ability of students to learn. It is also true that what goes on at school influences the nature and content of student interactions while away from school. That means that a lack of connectedness, belongingness, peer respect, school pride, and other climate components may very well increase the likelihood of technology misuse off-campus by teens.
We are huge on the importance of creating and maintaining a positive school climate, and so we wanted to study this relationship through our research. We've done this in part in a blog entry late last year which demonstrated that in schools where students reported a better climate, students also reported fewer cyberbullying and sexting incidents. To reiterate, schools that were rated by students to have relatively "low" school climate had more reports of cyberbullying and sexting than those rated as "medium" or "high."
Here are some other important findings worth mentioning:
Educators' Efforts Matter
We also found that teachers who talk about these issues with their students are making a difference. Even though almost half (46 percent) of students said their teacher never talked to them about being safe on the computer and 69 percent of students said their teacher never talked to them about using a cell phone responsibly, when these conversations happen, they seem to have a positive impact. Students who told us that a teacher had talked to them about being safe on the computer were significantly less likely to report cyberbullying others.
Also, those who told us that a teacher had recently talked to them about using their cell phone responsibly were significantly less likely to say that they had sent a sext to another student. Of course the content of those conversations is also important. Once again, we call for more research to clarify what works in terms of teachers talking with students about safely and responsibly using computers and cell phones.
Students Remain Reluctant to Report
It is also noteworthy that fewer than 10 percent of targets of cyberbullying told a teacher or other adult at school about their experience (about 19 percent of the targets of traditional bullying told an adult at school). Much of the reluctance of students to report these kinds of behaviors stems from their skepticism that the teacher will actually do anything useful to stop the behavior. In fact, most students we speak to suggest that telling a teacher (or other adult) will often make matters worse.
Interestingly, 75 percent of students in our study felt that the teachers at their school took bullying seriously, but fewer (66 percent) felt that the teachers at their school took cyberbullying seriously. So clearly, adults in school have some work to do to convince students that these problems can be resolved effectively. How can a school or classroom hope to have a positive climate if students are afraid or hesitant to talk to adults about these issues? This is just one aspect of school climate that must be corrected if school administrators hope to develop and maintain an environment where youth can freely learn and thrive.
Expectation of Discipline
In our most recent research, we asked students to tell us how likely it would be for someone at their school to be caught and punished for cyberbullying. In general, about half (51 percent) of the students said that it was likely that a student from their school would be punished for cyberbullying. To note, this number dropped to less than 40 percent among the students who had actually been victims of cyberbullying.
When we examined this question from the perspective of different school climates, we found that students from the schools with more positive climates reported a higher likelihood of a response. Specifically, 65 percent of the students at the schools that scored "high" on our scale said that cyberbullies would be punished at their school compared to only 35 percent of the students at the "low-scoring" schools. Here again, the quality of the climate at school shapes student perceptions of accountability for behaviors online.
What is the take home point of this research?
Basically, there are fewer behavioral problems and higher academic performance in schools with a positive climate, the influence of climate extends beyond the school walls. Students who feel they are part of a welcoming environment will largely refrain from engaging in behaviors that could risk damaging the positive relationships they have at school.
You can't separate climate from instruction. You can't separate climate from leadership. You can't separate climate from the purposeful things you do to build a relationship with students. If a school is doing great on one thing, it tends to all fall in line.
~ John Shindler, director of the Western Alliance for the Study of School Climate
Now that we better understand the online experiences of our students, and know that the climate at school is related to those experiences, the next step is to work to transform your classroom and school into a place where students feel safe, respected, involved, and connected. The resources on this site, and our latest book School Climate 2.0 can provide you with a road map for doing just that. Even though it is not an easy path to travel, we are confident that you will not be disappointed when your efforts materialize into happier students and staff and an overall better place to learn and teach.
There is a definite link between school climate and student online behavior. Without question, problems that occur between students in an online environment become issues at school. These issues often include a large number of students, as they can quickly share their opinions online with many of their classmates. Usually, the concern is brought to my attention by a student who reports being bullied or a parent who wants to know "What are YOU going to do about it?"
We have worked hard to educate our students and parents regarding online safety. Recently, we added a curricular unit at the seventh-grade level (soon to start in fifth grade). Each grade level participates in activities regarding cyberbullying. Additionally, we have had experts come in and talk to our students, staff, and parents about how to be more aware of online issues and how to respond appropriately. We are currently working on steps to communicate and practice online behavior expectations as part of the overall system of Positive Behavior Interventions and Supports (PBIS) at our school.
We try to assist students in resolving cyberbullying issues even if the behaviors did not occur at school. We have had our counselor or trained peer mediators meet with students who are involved in online conflicts to work toward a resolution. As the principal, I have met with several parents to inform (and often educate) them about their child's online behavior. By confronting the issue, I believe our school climate has improved. Students (and parents) know that we care about them beyond the school walls. They know we believe a safe, bully-free environment is critical to providing the best education possible.
~ Dr. Barry Kamrath, Principal, Bloomer Middle School, Bloomer, Wisconsin
Anti-Bullying Youth Rally at Schools
Pep rallies for our middle and high school athletic teams have been going on for decades, and are always great ways to get fired up about the sports season, or the next big game. They serve multiple purposes, all of which are quite important. For one, it really heightens school spirit – and if I am a student I want to be excited about my school, and believe in its chance and ability for success and victory. Second, it's related to our identity, and our desire to be part of something bigger than ourselves. In this case, if you are a student, you belong to a group – whether you are the Rams, or the Fighting Owls, or the Blugolds, or the Vikings. You're not alone; you are supporting something and working towards something together, with your peers – people you know and hopefully care about. Third, pep rallies break up the monotony of the school routine, and provide a fun, energetic, and inspiring outlet for everyone. This matters – students need this, on a regular basis.
In recent years, some schools are starting to hold pep rallies to promote academic success (instead of only athletic success), and figure out a creative way to recognize those on the Dean's List, or Honor Roll, or otherwise doing awesome things towards their academic goals or for the betterment of the community. Well, we are also starting to see a trend where some schools – as spearheaded by motivated and passionate teens – decide to put on an anti-bullying pep rally. Now, this is a bit tricky because everyone will be like, "Why are we being called into the gymnasium (or auditorium)?" "What is going on here?" "Man I hope this doesn't suck!" And so it will be up to interested students and faculty/staff to come up with a really enjoyable, meaningful experience where you:
1) Talk about how bullying, drama, and other conflicts are specifically affecting your school and the students in it (be real, be honest, and speak from the heart!).
2) Share about how in order for everyone to have a great school year, it has got to stop.
3) Tie it into the fact that everyone is a Greyhound, or Dolphin, or Chippewa (etc.), and how being a part of this group means that we all should act in a certain way (and not be jerks towards others). There is a responsibility to do the right thing, and that most ARE doing the right thing, and we just need everyone else to get on board.
4) Invite a speaker who can do a great job getting everyone to truly understand the pain that bullying/cyberbullying causes, and how we have got to put a stop to it at our school.
5) Invite a DJ who can create a party atmosphere and once again get everyone pumped up about belonging to the school, being a Yankee or Titan or Warrior, and doing the right thing (even when it's hard).
The objective isn't to preach, or lecture, or drone on and on with a furrowed brow about how kids shouldn't bully each other. They know that. The objective is to create a formal event at your school where everyone can get together and rally around a cause and honestly, have a fun and memorable time (with some thought-provoking built in). This requires a delicate balance to the contents, and a strategic approach to the event's structure, but it is very doable.
Have you done this, or anything like this? Has it been successful? Did it fall short? What did you learn from the experience, and what do you think about the idea and its value in your specific school environment? We really look forward to hearing your thoughts on this.
Student Plays to Combat Bullying
We are always interested in sharing cool ideas that schools are doing to promote positive climates and reduce peer conflict and bullying. One idea that has worked very well in some communities is the creation and performance of a school play with social norming messages interwoven in the fabric of its storyline. It can include one or several different skits to deliver the actual social norms message of positive online behavior to students in a creative, relatable, and hard-hitting manner. This production can travel to classrooms within the school, be presented to the entire student body or community, or be shown as part of after-school and/or extracurricular youth programming.
A skit might include one character who is sexting a boy she has a crush on while another character, who is her friend, explains that the behavior is not "cool." The mere mention that other students do not sext may be sufficient motivation to refrain from the behavior. Additionally, the play can be made interactive as the actors can solicit suggestions from the audience and then improvise on these to convey the appropriate social norming message. The skits should be fun and interesting to watch, but they should also be direct and to the point and focus mostly on positive uses of technology among the student body. It is up to the creative talent of the drama department to determine how best to present it with props, acting, and a script. If done well, a theatrical production involving fellow students has the potential to have a positive and lasting impact on the entire student body.
Our colleague Nathan Jeffrey, director of education and outreach for Taproot Theatre Company in Seattle, Washington, recently shared his passion about the value of these anti-bullying plays with us. We hope that his words foster some related ideas as to what you can do. Also know that you can purchase scripts for these plays from his Theatre to use at your school if you feel that is best for your situation.
Using Stage Productions to Enhance School Climate
Taproot Theatre has been touring social-issue plays to schools in the Northwest for over 25 years, and the Taproot Road Company serves over 90,000 students in the Northwest each year. We began with drug and alcohol prevention plays in the 1980s, and our hope is to be relevant to whatever issues students are facing. One reason we feel cyberbullying has become such an important topic is that students are now unable to escape bullying when they go home from school. Students can be bullied via text messaging and social media sites 24 hours of every day. Telling students not to visit certain sites isn't working—wouldn't you want to know what's being said about you? As we've interviewed school administrators, they've expressed the recurring theme that a growing number of school violence incidents begin online and culminate when the students see each other on campus.
In an effort to change the culture of schools, Taproot Theatre premiered the show "New Girl" in 2008. It was a five-character drama in which Rachel, a new student at Clements High School, is pressured into participating in the cyberbullying of one of her classmates. The show dealt with harassment via text messaging, Facebook, and MySpace.
New Girl became one of the most popular secondary school shows in Taproot's history with over 210 performances from 2008 to 2011. As national tragedies involving cyberbullying took the spotlight in 2010, New Girl was featured on local news shows and in newspapers around the greater Seattle area. Typically, Road Company shows are retired after two years when new material is written, but in the case of New Girl, the production was brought back for a third year due to high demand. Following the success of New Girl and the response from schools, we commissioned "Don't Tell Jessica," a play that specifically addresses student interactions via Facebook.
Our plays are designed to spark discussion at a schoolwide level and create a common frame of reference for members of the school community to talk about the problem. Our shows can empower students who are targeted by bullying to find an ally who can assist them in addressing the problem. Students who exhibit bullying behavior get the much-needed opportunity to see the face of the person getting bullied and can begin to empathize with that person's pain. We provide teachers with pre- and postshow discussion questions to help students continue to explore the themes of the plays and ask penetrating questions. These cumulatively contribute to the creation and maintenance of a positive climate at school, with the play serving as one of the major catalysts. We're trying to help these students find hope. Specifically, it's the hope that we can all live and work together in a community and school environment where everyone is safe, respected, and valued.
A Positive School Climate Makes Everything Possible
We have a lot of really great anecdotes and ideas from educators included in our latest book School Climate 2.0:Preventing Cyberbullying and Sexting One Classroom at a Time. Below is one example from our friend Steve Bollar, who is a principal in New Jersey. He is an "in-the-trenches" expert when it comes to developing and maintaining a positive school climate. We highly recommend that you sign up for his regular "Ideas, Ideas, Ideas" newsletter which you can learn more about on his website. Here are his thoughts on why a positive climate at school is so important:
"The climate in a school can either make everything possible or not make everything possible." That quote is one of the most profound statements about schools that I have ever heard. It is true that instruction and curriculum are important, but neither can be effective unless the climate of the school/classroom is centered on respect, clear expectations, personal responsibility, and recognition. Every school has a climate that is developed through the actions of the school leader. Therefore, it is vitally important that the school leader purposefully works to establish the climate in the way that he or she knows will best benefit the students and staff. The other option is for the school leader to do nothing, thus leaving it up to others to set the tone and develop the climate. That climate may not be positive, empowering, or productive. Instead, it may be demeaning, unclear, and non–student focused.
A school that has a positive climate rooted in clear expectations, and supported with recognition and respect, leads to students and staff making decisions that are in the best interest of not only the school but also themselves. Roy Disney once said, "When your vision is clear, decisions are easy." It is so true within a school. When your climate, vision, and expectations are clear, deciding whether or not to do the right thing is easy. It leads to the thought process of "that's the way we do it here." When students are faced with a choice of going onto a website that is inappropriate or not, whether at home or school, the climate they are most exposed to at school comes into play. Therefore, making the right decision is easier to make.
True, it doesn't work all the time. Within my building are many students who get into "trouble" with social networks, inappropriate websites, connecting with dangerous people online, and making poor choices in the photos they post on the Internet. Two years ago, we had a large spike in the number of issues and disciplinary action related to Internet behavior. Approximately 25 to 35 percent of discipline during the school year was Internet related. The following year, we implemented a morning homeroom meeting. During this 30 minutes once a week, two adults in each classroom would lead an activity or discussion that focused on the vision and expectations of the school. This practice, once a week, continued consistently throughout the school year. The results were amazing! The number of Internet-related disciplinary issues decreased significantly, and as did the number of overall discipline issues. Problems were either handled more often at the classroom level through discussion and guidance of the teachers, or the lessons learned and reinforced during those morning meeting times guided the thought processes of the students when opportunities to behave inappropriately came up.
At the end of each marking period, my administrative team would look at the discipline report and say, "Wow!" We did not start an anti-Internet campaign or increase the amount of Internet safety training. All we did was connect with students and purposefully strengthen the climate within our building around positive clear expectations and recognition. The end result was students making better life decisions. "The climate in a school can either make everything possible or not make everything possible."


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Thomas Rubin is a family owned funeral home with four locations in the Bernese Oberland.
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The Gallop Funeral Services is located 6917 So. Croatan Hwy., Milepost 16.5, Town of Nags Head, Dare County, North Carolina
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This is the only funeral home in Townsend.
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Funeral home serving a small northern Michigan town.
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Started in 1904 by James Rush, the Grisell family purchased this funeral home in 2001. A plaque on the wall still says Rush Funeral Home.
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Respect for loved ones is the order of the day.
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subset: commoncrawl


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4 with ties to Colorado pot accused of laundering
Updated On: Apr 28 2014 05:23:33 PM CDT
Four men with ties to last year's raids of Colorado medical marijuana businesses have been indicted on international money laundering charges.
The charges against 48-eight-year-old David Furtado, a Denver lawyer and dispensary owner, and another dispensary owner, 28-year-old Luis Uribe, were revealed during a hearing Monday in federal court. Uribe's older brother, Gerardo, was also indicted but authorities haven't been able to find him.
Prosecutors say the men wired money from Colombia to finance marijuana cultivation and distribution. They say they tried to conceal the source of more than $400,000 that they planned to use to buy a Denver grow facility.
Hector Diaz, a Colombian man arrested on a weapons charge during the raids, was also charged Monday with lying in order to get a visa. Their attorneys declined comment.
Copyright 2014 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Updated On: Jun 24 2014 03:02:08 PM EDT
A nationwide crackdown on child sex trafficking last week led to the arrest of one man described as a pimp in Jacksonville, and 26 people on prostitution charges.
They are among 281 people arrested across the country.
While none of those found in northeast Florida were juveniles, the FBI said Monday that the operation rescued 168 victims of child sex trafficking, many of whom had never been reported missing.
IMAGES: FBI photos of NE Florida arrests
Eight juveniles were recovered and three people labeled pimps were arrested in the Tampa area and three children were located and four were arrested on sex trafficking charges in the Miami area.
Nationwide, 281 people the FBI identified as pimps were arrested.
"These are not faraway kids in faraway lands," FBI Director James Comey said in announcing the annual enforcement push known as Operation Cross Country. Instead, he added, "These are America's children."
This is the eighth such week-long operation, which this year unfolded in 106 cities. The FBI says nearly 3,600 children have so far been recovered from the street.
"I hate that we have to do this work -- hate it," Comey said. "I love the people who've devoted their lives to doing this work. There is no more meaningful work that the FBI participates in than rescuing children."
He said the operations were designed to "crush these pimps" and show that children are not for sale. They are also intended to rescue children who are being trafficked on street corners, in truck stops and, increasingly, on the Internet, where pimps advertise and arrange sexual encounters.
Drugs, firearms and money were also seized during the crackdown.
One challenge, officials said, is that many of the children who were recovered were never reported missing in the first place -- by parents, guardians and the entire child welfare system designed to protect them.
"No one is reporting them missing. Hence, no one is looking for them," said John Ryan, CEO of the National Center for Missing and Exploited Children. "But for operations like this, these children likely would never have been found."
He said better laws were needed to require child welfare service to report children who disappear. Right now, he said, only two states have laws requiring agencies to report children missing from their care. There is no national, uniform standard.
"We cannot find them if no one reports them missing," Ryan said.
Though this operation is the FBI's eighth of its kind, Comey said this year featured the highest number of participating cities. He said the biggest change was the increasing prevalence of children being sold online rather than on street corners.
Copyright 2014 by News4Jax.com. The Associated Press contributed to this report. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
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VIDEO: DC Nation Shorts Presents: Superman of Tokyo #1
By Patrick Hester | Saturday, July 21st, 2012 at 12:12 am
This is the weirdest one ever.
Tagged with: Cartoon Network • comic books • dc nation • funny • shorts • Superman • video • weird
Filed under: TV
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A Choice Selection of Pretty Little Liars Bags and Purses| July 21, 2011 at 10:34 PM EST
Those Pretty Little Liars are known for having great style, and you can copy it.
We've amassed a collection of Pretty Little Liars Bags (informal) and Pretty Little Liars purses (formal.) The first four PLL bags are by Heather Belle, and have texts on them by A. It's a little creepy and I probably wouldn't wear these… but maybe you'll dig them more than I do. If you want some PLL purses then I've picked four by Heather Belle that I like more. Four is the magic number – I picked one that I could see fitting each one of the girls. A navy and camel colored tote is perfect for preppy Spencer while a unique mustard colored clutch is more Aria's style.
I've also included a link to some of the Pretty Little Liars bracelets with names that the show has made popular. I'm of the stance that they're a little juvenile and not very cute. I prefer more stylish friendship bracelets.
Find the Pretty Little Liars bags, HERE and the handmade bracelets, HERE.
All of the Pretty Little Liars purses examples are from Heather Belle, HERE.
For more Pretty Little Liars bags check out these colorful eco friendly messenger bags in Emily's style and some bow bags in Hannah's style.
Thanks for reading Small Screen Scoop
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Posted November 14, 2012 on AP on Fox
Erik Murphy tied a career-high with 24 points just days after dealing with an illness, and No. 10 Florida beat 22nd-ranked Wisconsin 74-56 on Wednesday night. Murphy made all 10 of his shots, including two from 3-point range, as the short-handed Gators enjoyed a double-digit lead most of the night. He also had seven rebounds. Mike Rosario added 15 points, four rebounds and four assists for Florida (2-0), and Kenny Boynton chipped in 10. Sam Dekker and Jared Berggren had 11 points apiece for Wisconsin (1-1). The Gators, playing without point guard Scottie Wilbekin (suspension) and forward Casey Prather (concussion), essentially won the game with fast starts in both halves. Florida scored the first nine points of the game and the first seven after intermission. Murphy was involved in both runs. He made a baseline hook that seemed to get him started early. He added a jumper, a putback and a 3-pointer that pushed the lead to 16-6. The Badgers (1-1), meanwhile, came out flat, missi...
Original Story: http://msn.foxsports.com/cbk/story/no...
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November 28, 2014
Posted on Saturday, August 23, 2014 -- 1:00 p.m.
GREEN BAY, Wis. (AP) -- The Wisconsin Department of Natural Resources is receiving more sighting reports of the large fishing spider.
Linda Williams of the DNR tells Press-Gazette Media (http://gbpg.net/1mzKt2Y ) that while two or three fishing spider sightings annually are typical in the region, she has received 10 reports this year and has personally seen four spiders herself.
They are found around rivers, streams or lakes, but frequently drift elsewhere to find food or lay eggs.
The spider can reach three inches in size but isn't harmful to humans. It's known for being aggressive enough hunt small fish or tadpoles.
Michael Draney, a spider expert at the University of Wisconsin-Green Bay, says he too has noticed an increase in sightings, especially of the "dark fishing spider," which is one of six variations.
Copyright 2014: Associated Press
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24 hour Customer Helpline 0800 773 773
Our friendly drivers hand-deliver your meals for FREE, straight to your door.
Simply enter your postcode to find the nearest outlet to your home and to view the wide choice of dishes available
Add meals and desserts to your basket using their brochure code:
Sticky toffee pudding packed with dates, served with sweet toffee sauce and custard.
A great option for when you're after a lighter meal or snack.
|160g per portion
|Suitable for:
Suitable for Vegetarian diet
|Dietary info:
|Cheese Free, Soya Free, Yeast Free, Tomato Free, Garlic Free, Onion Free, Mushroom Free, Alcohol Free, Mustard Free, Beef Free, Fish Free, Shellfish Free, Sulphites Free, Celery Free
Mr DAVIS, Swindon
"Fantastic !! Lovely stodgy and sweet pudding as it is meant to be !!"
Mr DOWLING, Eltham
"Absolutely delicious, 4stars."
Mr HUGO, Melksham
"The custard was nice but the sponge pudding was dry on top and when I turned it over there was very little evidence of toffee in the base - sticky is was not!! Really I would describe it as a moist sponge cake with a toffee flavour."
Mr MERCER, Bournemouth
"What happened to the toffee sauce ? The sponge was dry with a faint taste of toffee. Custard ok. 2/3"
Miss Allton, Coventry
"I really enjoyed it, have added to my favourites & for 93p, not only delicious but of excellent value! How many sweets or puddings are as low costing whilst eating out, or for that matter, as tasty & good value from the supermarket!"
Mrs HAYES, Chorley
"Always Delicious one of my favorite pudds"
Ms Russell, STAFFORD
"NOW THIS PUDDING IS VERY TASTY. I LOVE IT( angel )"
Thankyou for taking the time to review this product. Your comments will appear on this page shortly...
|water, sugar, WHEAT flour (with calcium, iron, niacin, thiamin), cream (MILK) (6%), cane sugar (6%), butter (MILK) (6%), dates, vegetable oil, modified maize starch, dried whey (MILK), dried EGG powder, modified potato starch, MILK proteins, raising agents (E500, E450i, E500ii), dried glucose syrup, natural vanilla flavouring, stabilisers (E460(ii), E340, E451), salt, natural flavouring, vitamins (C, D3, B9), colour (E160b). , Allergy Advice: For allergens see ingredients in CAPITALS., Made in a factory that does not handle nuts. Not guaranteed free of nut trace
|Of which saturates:
|Of which sugars:
|362 kCal
|1511 kJ
|Please always check the product label for definitive product information.
Cooking guidelines (all ovens may vary): Pre-heated oven 160°C/325°F/Mark 3-4. If fan assisted 140°C/275°F. Typically 20-25 mins or until piping hot.
Cook from frozen. Position the plastic container in the centre of the microwave oven. Cook on FULL power.
|Power rating
|Cook time
|Standing time
|700 Watt/Category D
|3½ mins
|2 mins
|800 Watt/Category E
|3 mins
|2 mins
|900 Watt/Category E
|2½ mins
|2 mins
If you use our Mikrofix microwaves then this meal requires number 26