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New Haven - The Connecticut Department of Children and Families is promising improvements to help prevent fatalities after a series of child deaths involving families who had contact with the agency.
DCF is expanding its work with child abuse experts from Yale-New Haven Hospital and Connecticut Children's Medical Center to improve how investigators, hospitals and primary care providers recognize abuse when a child suffers an injury.
The experts are providing education and training and will be more routinely available to the department's care line, which receives reports of abuse and neglect, DCF announced last week.
"Every child death is a terrible tragedy that the family will never forget or overcome," DCF Commissioner Joette Katz said. "But when a child dies in a family that the department was involved with, it causes a lot of soul searching and questions we ask ourselves about what we could have done differently and better. It's my hope that the actions we are taking today will prevent future tragedies."
DCF said there were six child deaths involving allegations of maltreatment during the first five months of this year in a family with prior or current involvement with the agency. There were 10 such cases last year, six in 2012, seven in 2011, three each in 2010 and 2009, and seven in 2008, DCF said.
The Office of the Child Advocate said it was notified of the deaths of 11 children from families involved with DCF during the same period. Those children, mostly infants and toddlers, died from a variety of causes - not just from maltreatment - including a car accident, asphyxiation and possible unsafe sleeping conditions, the advocate's office said.
Of the 11 cases, the child advocate has identified nine for further review.
"The death of a child involved with DCF does not compel the conclusion that the death is the result of a systems failure or that more children should be removed from their homes when there are concerns of abuse or neglect," the advocate wrote in a report this month.
Child fatalities in families with DCF involvement are routinely reviewed to identify lessons, including issues related to interactions with medical providers, schools, law enforcement and the courts, DCF said.
The reviews have resulted in learning forums with about 400 DCF employees this year, the agency said.
DCF says it's providing more training for its nurses to improve consultation with pediatricians regarding the identification of physical abuse when a child comes to their office with an injury. DCF is analyzing deaths of children 3 or younger to better understand the factors that correlate with these fatalities.
DCF is starting a public awareness campaign this year to prevent infant deaths by educating parents on how to better keep children safe. In February, DCF announced that a review of child deaths in recent years showed that many were accidental and involved infants and toddlers in unsafe sleeping environments.
Connecticut needs to strike the right balance between protecting children and ensuring that children are not unnecessarily taken from their families, Katz said. The department said it has 657 fewer children in care, a reduction of 13.7 percent, since January 2011.
Man arrested Tuesday in Mystic arrested again in New London after cafe disturbance
We all have ... and need ... people like Tanya Wheeler in our lives
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Newly signed state budget changes funding for cities and towns
Boater arrested after causing disturbance, blocking Mystic River channel
New London lighthouse owners face legal battles on three fronts


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Entertainment News
Keep up to date with national entertainment News and Leisure Features
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subset: commoncrawl


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12.2.11 "Let it Snow ! Let it Snow ! Let it Snow !..................."
|Rosehaven 1665 posts
Living in Central North Island ,New Zealand in an area where snow never settles on the incredibly odd occasion that it does actually fall , these scenes absolutely push my "I am so excited !!!" buttons to the extreme. I know that for you whom live with huge snow falls regularly after a while it must become very tiresome having to deal with all of the problems it must bring …………but oh my goodness it sure makes for the most exquisite captures !!!! Please join me in congratulating the wonderful Artists whose work is featured in today's Gallery !
FYI: All images are chosen for their image quality…not by Artist names. Artists may receive more than one feature at a time, if their image meets the theme & judging requirements.
|Qnita 5553 posts
I agree… Snow photo's are mostly awesome!!
|Jane mcainsh 1344 posts
what a treat Lynne these photo's are stunning !!
|johnkelly 5 posts
An amazing collection of images, congratulations to all featured.
|FacetEyePhoto 416 posts
Oh Lynne, thank you so much. Since moving to Florida from Canada I miss this so much!
Congratulations everyone on the feature. The work is stunning and well deserving!
|Ulla Jensen 1074 posts
Wee, I am very honoured to be included in this gorgeous (and very cold) selection of stunning snow art….Many thanks !
|vaggypar 13850 posts
Lovely Work .!!!
|mom23girls 2547 posts
Gorgeous selections! Congrats to all!
|Chris Chalk 1592 posts
Amazing images, congratulations to all the talented Artists………Chris ☺
|vigor 9952 posts
As one who sees this image way too much, I have to agree, these are beautiful!!! My congrats to all the talented artists for their featured work. I want to especially thank you for adding mine on here along with them!!! Thanks Lynne!!!
|kkphoto1 176 posts
Thank you. I'm so honored to have my photos in this lovely group! Congrats to the rest of you featured! Kay
|Elfriede Fulda 716 posts
Congratulations to everyone, I am so honored to be among these talented artists, amazing work !
|KBritt 213 posts
Stunning, wonderful images…. the variety of tones and moods that snow offers is amazing!! Congratulations ONE and ALL!
|Frank Olsen 21 posts
A stunning collection
|AuntDot 5512 posts
Stunning art! Congratulations to all the talented artists!
|ienemien 683 posts
GREAT ART!! Wonderful Snow and Winter Scenes!Really lovely !!
|steppeland 1441 posts
Oh, yes, I too get excited every time I see those wonderful, wonderful images – and even more so on the scarce moments that we are able to go our ourselves and capture some awesome snowy landscapes…
|John Poon 712 posts
A feast for the eyes… Congrats all!
|✿✿ Bonita ✿✿ ђ... 11098 posts
★Merry Christmas★ 。* 。*FROM OUR HOUSE TO YOURS Hugs Rapture777
|DaveHrusecky 147 posts
Exceptional photos that make me almost like snow…………maybe not.Great features Lynne and congratulations to everyone.
|Alinka 23 posts
Congratulations to everyone and thank you, I am so honored to be among these talented artists!
|SummerJade 1285 posts
What a wonderful feature page!! I'm honored to have an image in this grouping!
|1Nino 110 posts
|Bine 925 posts
I am so flattered that my picture is among such stunning images ! Thank you so much and congratulations, all !
|Guendalyn 2358 posts
congratulacion !!!


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Reading Programs & Storytimes
Library Branch
Join us for a special weekly storytime for children ages 0-5 years old and their caregivers. Celebrate the summer with books, songs and more! Stay after the program to play and socialize....
Wed Jul 29
Wed Aug 05
Wed Aug 12
Wed Aug 19
Woodside Square
Stories, songs and rhymes for children age 3-5 years with their parents or caregivers. Registration begins June 2nd. Register in person or by phone, 416-396-8979. Space is limited.
Thu Jul 30
Thu Aug 06
Songs, stories, and rhymes for the whole family. Drop-in only.
Sat Aug 01
Sat Aug 08
Sat Aug 15
Sat Aug 22
Sat Aug 29
Join us on four Tuesday nights in July and August and one in September for tales by the campfire at Palmerston Library. Bring your blanket, sleeping bag, teddy, PJs! We will have some stories and camp songs to share, and you ...
Tue Jul 28
Tue Aug 18
Tue Aug 25
Tue Sep 01
Woodside Square
Children 5-10 years old will listen to stories and songs in French. Registration begins June 8th. Register in person or by phone, 416-396-8979. Space is limited.
Sat Aug 08
Sat Aug 15
Woodside Square
This is a science-based program for children 3-6 years old. It will cover 8 projects such as a trip to my home, a trip to my community, a trip to the garden, a trip around the world, a trip with transportation, a trip to the...
Thu Sep 03
Thu Sep 10
Thu Sep 17
Thu Sep 24
Thu Oct 01
Bring your 2 to 6 year old and join us for stories, songs, rhymes and a craft. Presented by Braeburn Ontario Early Years Centre. Drop-in only.
Thu Jul 30
Thu Aug 06
Thu Aug 13
Thu Aug 20
Thu Aug 27
In this informative workshop led by the Kitchen Library, participants will learn how and what to feed their babies in the first year. Content covered includes how to introduce solids, how to make baby food at home affordabili...
Children (Grades 1-6 as of Sept. 2014) with reading difficulties receive individualized help for one hour per week at the library. Free program. Registration required.
Woodside Square
Stories, songs and rhymes for children 19 months to 5 years old, with their parents or caregivers. Registration begins Sept. 1st. Register in person or by phone, 416-396-8979. Space is limited.
Tue Oct 06
Tue Oct 13
Tue Oct 20
Tue Oct 27
Tue Nov 03


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Hales Corners Fire Chief Michael Jankowski, Greendale Fire Chief Tim Saidler and Greenfield Fire Chief Jon Cohn have all issued immediate bans on burning and the use of all fireworks, including sparklers and caps. These bans are the result of severe drought conditions. As such, burning and the use of fireworks would constitute a public nuisance affecting safety.
This ban includes fires in all outdoor fireplaces, pits, camp fires and the private use of consumer fireworks including sparklers, caps and novelty fireworks. In order to prevent fires, the community's police departments will strictly enforce these restrictions, they said.
Violators of this ban and adults who permit the use of any kind of fireworks, including caps and sparklers, or burning by minors will receive citations. This ban does not prohibit residents from using contained grills for cooking food. The ban will remain in place until further notice in all these communities.
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Hugh Jackman talks about his favourite places to visit
'X-Men' star, who will be appearing in Toronto on stage, says his native Australia is home to his top pick for a destination.
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So where does Wolverine like to go for a vacation? Maybe it's the kind of place where he can really let his hair down, or sink his teeth into some good locals, I mean, good local cuisine. You know what I mean.
I recently got to interview Hugh Jackman about his upcoming song-and-dance show for Mirvish Productions at the Princess of Wales Theatre, running from July 5-17 and after he discussed how his bad luck (his next film The Wolverine was being postponed due to a director pulling out) had turned into our good luck (we're getting the Tony Award-winning star for a special engagement), we settled into the much more pleasant task of talking about vacations.
The Sydney-born star of the X-Men movies loves to travel and happily enjoyed sharing some of the pleasures and pains he's encountered on the road.
What's your favourite vacation spot and why?
Margaret River, Western Australia. It's got the best beaches and unbelieveable surf. It's relatively quiet and unpopulated. Toss in some of the world's best wineries and incredible food. What else do you need?
What's your must-have item when you travel?
Always a swimming costume, no matter where I'm going, even in the winter. I'm a water baby. I like to wear billabongs, or board shorts as we call them sometimes. They appeal to my inner surfer. That's a joke, mate.
What's on your dream list of places to visit?
I've always wanted to go to India and there's still a lot of places in Africa I haven't visited. But if I could pick one place, it would be The Maldives, in the Indian Ocean. That's my definition of exotic.
Do you do anything to disguise yourself from fans on the road?
I used to do the hat and sunglasses thing, but I realized it didn't work. It's like a beacon, announcing, "this guy must be somebody". But I'm lucky, I'm not as attractive in real life without all that movie makeup, so if someone asks me if I'm Hugh Jackman, I say "Naw, he's a lot better looking than me."
What's your worst-ever travel experience?
I was coming back from a country that I shall keep nameless, but let me just say that a lot of people get sick there. Somehow I escaped it during the visit, so when I got on the plane, I gave my wife a high five to say we made it. Then, as soon as the 16-hour flight started, I headed straight for the loo and lived there until we landed. The crew took good care of me but as I was leaving, they said "We know you're not well, but would you mind taking a picture with us?"
What drives you crazy about travelling?
Hand luggage. I can't stand having stuff with me. It's a thing of stress to me. My wife and I never argue except at airports. Deb likes to take mountains of hand luggage, to be prepared for any emergency. Me? All I want is a good book to read and I'm happy.
What's your most memorable trip?
I still think it would have to be the first time I went to Paris with my wife. She speaks French and she'd lived there for a while, so she knew how to show me around and make everything even more beautiful. We went there when we first in love. It was so romantic.
Just the Facts
Hugh Jackman in Concert will be at the Princess of Wales Theatre, 300 King St. W. from July 5-17. For tickets, go to mirvish.com or call 416-872-1212.
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$65m more for new NZ internet cable
Relevant offers
Crown-owned company Reannz has signed a deal to buy $65 million of capacity on the proposed Hawaiki cable that would link New Zealand, Australia and the United States.
Reannz operates a high-speed research network linking tertiary institutions and Crown research institutes.
Chief executive Steve Cotter said the contract would be over 25 years and was contingent on the cable proceeding.
Hawaiki's cable would compete with the Southern Cross cable, which is half-owned by Telecom.
Cotter said he had no in-depth knowledge of how likely it was Hawaiki would secure the funding it required to build the US$300m cable, but he was encouraged by reports of its progress.
"I am quite optimistic we will get a second cable," he said.
Reannz's budget includes $15m that was contributed by the Government to encourage a new cable.
A new cable would create a "vital new global link for New Zealand internet users" while also benefiting its research and education communities, Cotter said.
Hawaiki chief executive Remi Galasso said the contract demonstrated the Government's commitment to provide New Zealanders with state-of-the-art infrastructure and "addressed longstanding market demand for a second international cable".
Galasso said six weeks ago that he believed Hawaiki was a "few weeks away" from securing the funding it needed to commit to construction.
Southern Cross Cable chief executive Anthony Briscoe has argued has argued that a competing cable could backfire by undermining the chances of Southern Cross being able to replace its "figure of eight" cable network before the end of its engineering life, which may come in 2030.
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List all words starting with aloin
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I Extending Hatchery Your Visit Legends 6r Stories of the 23rd Unit 7 Century Hatchery Times the Hatchery Visit After the Hatchery Visit Unit 7 Columbia River Salmon: Legends & Stories of the 23rd Century This activity was adapted from: Best of the Best Activity Kris Pfaff Puget Sound Marine Habitats Institute. 1992 Used with permission from - FOR SEA Marine Science Society of the Pacific Northwest and L A . Kolb, Poulsbo, WA. Key Concepts: + 1 Hope for the future is often . expressed in stories. + 2. Facts,knowledgeandunder standing of natural resources can be used creatively to shape solutions to natural resource problems. Teaching Information Many stories and legends have been told about the salmon of the Columbia River. Most of these stories originate with Native Americans of the region. One such story tells how Coyote, the greatest of the animal people, created the Columbia River and"peopled" it with salmon: How Salmon Come to the Columbia River n From a story recorded in William K. Peery's book A d There Were Sa/mon, Binfords and Mort, Portland, OR, 1949, Speelyi, the Coyote god, felt sorrow in his heart for the Indian people. They lived along the great Wauna, the river we call the Columbia. They lived too on the bays and small streams along the coast, as well as the inland plains. Coyote was sorry for the Indian people because they spent so much time being hungry. The Wauna had a stream bed but no water. Coyote asked Neahcanie (who built the world) if he could put water in the dry channel. Neahcanie told him it was perfectly all right. Coyote put water in the river. But this did not satisfy Coyote. Still the people did Once the story Bine is ~ e w e ~ hawe students write it for the Readers' Theater, using a ~ ~ e ~ , narrator and any characters they wish. Refer to the example "Why the Salmon Yf?ar". Finally, hold a eaders' Theater. e s ~ e it se props as s ~ ~ ~ above, or do ~ without props. 60r the class: 0 stools for thereaders e material for props as needed by the students. Readers' Theater Example WHY THE SALMON RETURN EACH YEAR ReadingParts: ( )Narrator 1 (2) Raven (3) The Fog Princess (4) Raven's Friend NARRATOR: Raven liked to eat fish. But in order to eat fish he must first catch them. On this day, Raven is fishing in his canoe with his friend, Gitsanuk. Look at this, Gitsanuk. Another Bullhead! More bones to choke on! With all the water in this stream, one would hope for better fish. GITSANUK: Look Raven, the fog approaches quickly. We should head for shore. RAVEN: It is too late. I cannot see to guide the canoe. The fog surrounds us. FOG PRINCESS: Do not be afraid. I will see you safely to shore. RAVEN: Who are you? How did you get in our canoe? FOG PRINCESS: Give me your hat. NARRATOR: Raven and Gitsanuk watched in amazement as the Fog Princess (for that is who she was) gathered all the fog in Raven's hat. When the fog was all contained, the sun shone again and Raven beached the canoe safely. RAVEN: You have saved us with your magical powers. There is no one as good or beautiful as you. Will you stay with us and be my wife? FOG PRINCESS: Yes, Raven. I will be your wife and my wedding gift to you shall be a new fish so delicious that you have never tasted another like it. Gitsanuk, bring a bucket of water. Now watch as I dip my fingers into it. GITSANUK: Look, a golden fish. I shall build a fire. RAVEN: Yes, we must cook it at once. GITSANUK: See how well the new fish roasts. The smell is truly wonderful. RAVEN: And the taste is more wonderful still. Wife bring us more of these fish. FOG PRINCESS: Your hunger is now cared for. I cannot produce that which is not needed. RAVEN: I said I want more fish! Unless you produce them at once, I shall be angry at you! The End Columbia River Salmon: Legends and Stories of the 23rd Century making an outline your story. of For hundreds of years, people Then, make up characters for the have lived in the watershed of the story. They can be real or Columbia River. All that time imaginary. They can be animals they have told stories and legends or plants. They can be magic and about salmon. What stories and powerful beings, or objects that legends will people tell about the come alive. They can be aliens, salmon in the 23rd century? How scientists, ordinary people, or will the salmon be saved? Will the anything and anyoneyou can think water-shed once again be as it was? of. Use your knowledge of Will it be free of pollution? Will it salmon and watershedsto guide be full of salmon and other fish? your imagination. Writing Your O w n Play When you have outlined a story, Think about thesequestions. write it with speaking parts. Use Then, pretending you live in the "Why The Salmon Return Each 23rd century, write a short story Year" as a guide. Hold a Readers' about how the salmon and the Theater to present your stories. watershed was saved. Start by Unit 7 Hatchery Times Portions of this activity were adaptedfrom: - Project WILD Aquatic Western Regional Environmental EducationCouncil; & US. Fish and Wildlife Service, Sport Fish Restoration Program 1983, 1985, 1992 For more information contact Informationand Education: Washington Department of Fish and Wildlife 600 Capital Way N Olympia WA 98501-1091 Key Concepts: + Fish Hatcheries play a big part in managing fish and fisheries. + Fish hatcheries are part of a diversity of issues related to salmonids and their habitats. + Studentscandevelop their ownopinionsconcerningfishandfishmanagement,andthe role of hatcheries. Teaching Information In this activity, students produce a newspaper that features their studyof fish and fish hatcheries. They use their experiences prior to the hatchery visit, what was learned at the visit, and entries in their journals to produce articles for the paper. They gain experiences at coordinating what they have learned with other students, and recommendations about hatcheries and their role in fisheries. In any classroom there is a wide range of learning styles and skills that includeart ability, graphic sense, design capabilities, creative writing, composition, research and decision making. This means that such an effort has a high likelihood of addressing many of the diverse skills possessed by various classmates. 1 Using an actual newspaper as a model, discuss the various parts of a newspaper. Help the . students recognize that in addition to news articles, many special interests, departments and various formats exist in most newspapers. Comics, sports reports editorials, commentary, home making articles, want ads, political cartoons, food and nutrition features, entertainment information, business columns, weather predictions, daily horoscopes, advertisements and many other sections are available. Ask each student or group of students to choose and write a section. As an alternative, you could modify the activity to develop a television news broadcast where the students are all a part of oral and visual reporting. 2. To begin the research phase,ask the students to gather information and ideas for their chosen sedion. Be sure to remind them of the areas you want to cover in the n e ~ ~ these may ~ r ~ articles about fish and fish hatcheries, fish habitat,water, ~ a ~ include pics and issues. Show students how tocreditsourcesthey use. Each scctIc~n a i ~ m io~ should include a c o ~ ~ i ~ of t ~ ~ o r~ a t andthestudents o on whattheylearneintheirstudy of fish andhatcheries,the hatcheuy visit, and any research do. they Note: Theuse of tape word recorders, processors, software, cameras,andother eqaei rnent is encoura Try to set the stage for both serious and in Hatchery Pond udity Critical to Hatcheries 4 Living with the Fish- t Home at the Hatchery ts for ~ o m ~ e ~ ~ t o r s o ~ ~ about ~ ~ ~ ~ i t s e ~with ~ r a ~ ~ ~ the rway fishing use to be ~ ~ + ~ ~ ~ in o ~ ~ m stories r first person form, from the point of wiew of the fish t i ~ ~ ueatesand ~ r ~ egins, encourage students to share their work with each other. ln this way, interests can merge and different talents can eep the students on track, making sure their writing is accurate even though they may have chosen humor or satire as their approach. ~ e r ~ , ~ ~ ~ o ~ When enough work is ~ o ~ ~begin the t~ ~ o d phase of the paper (or preparation for the news ~ r o ~ ~At this s t ~ artwork can be done to a c c o ~ the~ ~ ~ The c ~ point, ~ p stories. f f artwork can be in color or black and white and can inwashe computer graphics. I psssibk, the stories should be typed or written neatly in a specific column format (3-1/2 or 4-inches wide works well). The next step is the layout and desi n. A small group should be assigned the responsibility but with input fro Once the ~ ~ ~is ~so ~~~ ~~e tmay, ~ e v e ~ ~ i ~possibiliiy of hawing copies made you ~e n r the a ~ e for each student, and of course the staff at the hatchery. Most communities have Bast copy facilities that can print oversized papers (It might be useful to check ahead of time to be suae the format can be copied). Culminate the actiwi with discussion of each auticle orffeature, e ~ ~ h a what can ~ n ~ $ ~ ~ be learned about fish and fish hatcheries from its content. Circulate the finished newspaper - for ~ ~ by posting copies on school or~o r ~ a~ i ~ a bulletin boards. a ~ ~ ~ ,t ~ o n ~ ~ Washington State Department of Fish and Wildlife Hatcheries Arlington Fish Hatchery Chelan Fish Hatchery Elochoman Fish Hatchery 17619 McGovern Rd 80 Fish Hatchery Rd 1318 Elochoman Valley Rd Arlington WA 98223 Chelan WA 98816 Cathlamet WA 98612 (360) 435-3206 (509) 682-5514 (360) 795-3 608 Baker Lake SpawningBeach Columbia Basin Fish Hatchery Elwha Channel Fish Hatchery PO Box 117 6785 Road K NE - #A 326 Crown Z Water Rd Concrete WA 98237 Moses Lake WA 98837 Port Angeles WA 98362 (360) 853-8341 ext 2071 (509) 765-7714 (360) 457-2630 Barnaby Slough Pond Colville Fish Hatchery Fallert Creek Fish Hatchery PO Box 35 390 N Hofstetter 1404 Kalama River Rd Rockport WA 98283 Colville WA 991 14 Kalama WA 9 8 625 (360) 873-2000 (509) 684-7424 (360) 673-4400 Beaver Creek Fish Hatchery Coulter Creek Fish Hatchery Ford Fish Hatchery 28 Beaver Creek Rd E 41 Coulter Creek Rd PO Box 70 Cathlamet WA 98612 Belfair WA 98528 Ford WA 99013 (360) 795-3620 (360) 275-5712 (509) 258-4269 Bellingham Fish Hatchery Cowlitz Salmon Hatchery Forks Creek Fish Hatchery 1700 Silver Beach Rd 2284 Spencer Rd 1986 State Route 6 Bellingham WA 98226 Salkum WA 98582 Raymond WA 98577 (360) 676-2138 (360) 985-7424 (360) 934-5457 Bingham Creek Fish Hatchery Cowlitz Trout Hatchery Roaring River Fish Hatchery W 3914 Fish Hatchery Rd 1182 Spencer Rd 42255 Fish Hatchery Dr. Elma WA 98541 Winlock WA 98596 Scio, OR 97374 (360) 426-2369 (360) 864-6121 (503) 394-2496 Bogachiel Fish Hatchery Dungeness Fish Hatchery Fox Island Pens 2944 Bogachiel Way 1261 Fish Hatchery Rd 335 Island Blvd Forks WA 98331 Sequim WA 98382 Fox Island M A 98335 (360) 374-6232 (360) 683-4255 (253) 549-2861 Cedar River Fish Hatchery Eastbank Fish Hatchery Garrison Fish Hatchery PO Box 829 13246 Lincoln Rock Rd E Drwr A-9601 Steilacoom Blvd Ravensdale WA 98051-0829 E Wenatchee WA 98802 Tacoma WA 98498-7213 (425) 432-3478 (509) 884-8301 (253) 589-7246 Chambers Creek Fish Hatchery Eells Springs Fish Hatchery George Adams Fish Hatchery 8315 Phillips Rd SW W 7570 Eells Hill Rd W 40 Skokomish Valley Rd Tacoma WA 98498 Shelton WA 98584 Shelton WA 98584 (253) 589-7234 (360) 427-2188 (360) 427-2161 Goldendale Fish Hatchery Lake Aberdeen Fish Hatchery Methow Fish Hatchery 130 Hatchery Lane 4203 Aberdeen Lake Rd 44C Wolf Creek Rd Goldendale WA 98620-9802 Aberdeen WA 98520 Winthrop WA 98862 (5 09) 773 -4422 (360) 533-1663 (509) 996-3144 Grays River Fish Hatchery Lake WenatcheeKhiwawa Minter Creek Fish Hatchery PO Box 129 Fish Hatchery 12710 12dCfhAve Ct KPN Grays River WA 98621 2640 Kinnikinnick Dr Gig Harbor WA 98329 (360) 465-2446 Leavenworth WA 98826 (253) 857-56977 (509) 763-2828 Hoodsport Fish Hatchery Mossyrock Fish Hatchery PO Box 606 Lake Whatcom Fish Hatchery 249 Fish Hatchery Rd Hoodsport WA 98548 18 3 9 South Bay Dr Mossyrock WA 98564 (360) 877-5222 Sedro Woolley WA 98284 (360) 983-3486 (360) 595-2411 Humptulips Fish Hatchery Naches Fish Hatchery PO Box 129 Lakewood Fish Hatchery 3410 S Naches Rd Humptulips WA 98552 7723 Phillips Rd SW Naches WA 98937 (360) 987-2215 Tacoma WA 98498 (509) 965-1495 (253) 589-7016 Hupp Springs Fish Hatchery Naselle Fish Hatchery 13827 124th Ave Ct NW Lewis River Fish Hatchery 290 N Valley Rd Gig Harbor WA 98329 4404 Lewis River Rd Naselle WA 98638-8534 (253) 8.57-5011 Woodland WA 98674 (360) 484-7716 (360) 225-7413 Hurd Creek Fish Hatchery Nemah Fish Hatchery 9 11 Fasola Rd Lyons Ferry Fish Hatchery 415 N Nemah Rd E Sequim WA 98382 PO Box 278 South Bend WA 98586 (360) 683-1738 Starbuck WA 99359-0278 (360) 875-6147 (509) 646-3454 Hssaquah Salmon Hatchery North Toutle Fish Hatchery 125 W Sunset Way Marblemount Fish Hatchery PO Box 73 Issaquah WA 98027 8319 Fish Hatchery Lane Toutle WA 98649 (425) 391-9094 Marblemount WA 98267 (360) 274-7757 (360) 873-4241 Malama Falls Fish Hatchery Omak Fish Hatchery 3900 Kalama River Rd McAllister Fish Hatchery PO Box 32 Kalama WA 98625 101 19 Steilacoom Rd SE Omak WA 98841 (360) 673-4825 Olympia WA 98513-9622 (509) 826-0200 (360) 459-6325 Kendall Creek Fish Hatchery Palmer Ponds 6263 Mt Baker Hwy McKernan Fish Hatchery 32915 §E 309thSt Deming WA 98244 W 41 1 Deyette Rd Palmer WA 9 805 1 (360) 599-2841 Shelton WA 98584 (360) 886-2221 (360) 427-2 163 Klickitat Fish Hatchery Priest Rapids Fish Hatchery 301 Fish Hatchery Rd Merwin Fish Hatchery PO Box 937 Glenwood WA 98 6 19-9102 111 Merwin Hatchery Crt Mattawa WA 99349 (509) 364-3310 Ariel WA 98603-9727 (509) 932-448 1 (360) 225-6201 Puyallup Fish Hatchery Soos Creek Fish Hatchery Wallace River Fish Hatchery St 1416 14th SW 13030 Auburn-Blk Diamond 14418 383rd SE Ave Puyallup WA 98371 Rd Sultan WA 98294 (253) 840-4593 Auburn WA 98092 (360) 793-1382 (253) 931-3950 Reiter Ponds Washougal Fish Hatchery 45300 Reiter Rd Speelyai Fish Hatchery 15632 Washougal River Rd Goldbar WA 9 8251 11001 Lewis River Rd Washougal WA 98671 (360) 793-0475 Ariel WA 9 8 603 (360) 837-3311 (360) 231-4210 Ringold Springs Fish Hatchery Wells Fish Hatchery 1871 Ringold River Rd Spokane Fish Hatchery H C 88 Azwell Rt Box 2A Mesa WA 99343 W 2927 Waikiki Rd Pateros WA 98846 (509) 269-4448 Spokane WA 99208 (509) 923-2728 (509) 625-5169 (509) 923-2471 Samish Fish Hatchery 555 Old 99 Tokul Creek Fish Hatchery Whitehorse Pond Burlington WA 98233 37501 SE Fall City- PO Box 430 (360) 724-3131 Snoqualmie Rd Darrington WA 98241 Fall City WA 98024 (360) 436-1259 Shale Creek Fish Hatchery (425) 222-5464 1423 Pavel Rd Beaver WA 98305 Tucannon Fish Hatchery (360) 327-3246 2303 Tucannon Rd Pomeroy WA 99347 Sherman Creek Fish Hatchery (509) 843-1430 3825 Mellenberger Rd Kettle Falls WA 99141 Tumwater Falls Fish Hatchery (509) 738-6971 114 Deschutes Way SW Tumwater WA 98501 Similkameen Pond (360) 586-2801 PO Box 1665 Oroville WA 98844 Turtle Rock Fish Hatchery (509) 476-3130 13246 Lincoln Rock Rd E Wenatchee WA 98802 Skamania Fish Hatchery (509) 664-2894 3 9 Steelhead Rd 1 Washougal WA 98671 Vancouver Fish Hatchery (360) 837-3131 12208 SE Evergreen Hwy Vancouver WA 98683-6632 Skookumchuck Fish Hatchery (360) 892-258 1 10500 Skookumchuck Rd SE Tenino WA 98589 Voights Creek Fish Hatchery (360) 264-21 12 19 112 Pioneer Way Orting WA 98360 Sol Duc Fish Hatchery (360) 893-6440 1423 Pavel Rd Beaver WA 98305 (360) 327-3246 Other Valuable Resources Now, let's say that you've got your fish hatchery visit planned and scheduled, you've done some pre-visit activities with your students orgroup, and you have already decided that you want to do more. NO PROBLEM! Below are several resources that wl help you enrich, extend and enlarge il your study of Washington's watersheds and aquatic resources. SALMON IN THE CLASSROOM PROGRAM WASHINGTON PROJECT WET: CURRICULUM AND ACTIVITY GUIDE This program helps educators raise fish right in their own classrooms! Raising fish is one of those magical Project WET is a collection of innovative, water-related and activities that facilitates interdisciplinary learning activities that are hands-on, easy to use and fun! catches kids' interest in the real world. The Salmon in Activities incorporate a variety of formats: large and Your Classroom manual includes: who to contact to small group learning, whole-body activities, laboratory get started, incubator designs, monitoring egg develop- investigations, discussion of local and global topics, ment, releasing the fry, and much more. For further and involvement in community service projects. Project information, visit the WDFW website at www.wa.aov/ WET is available only through teacher workshops. wdfw/. Click on Educator Resources, then Salmon in Workshops are watershed specific, tailored to local the Classroom. Scroll down and click on "application to needs, and aligned with the state Essential Academic obtain salmon eggs " to submit a program application. Learning Requirements. For more information about The Program Manager can be contacted at (360) 586- workshops, contact Rhonda Hunter at (360) 407-6147. 3106. WATER YOU DOING? CD, VIDEO, PROJECT AQUATIC WILD TEACHER'S MANUAL Aquatic WILD is a grade K-12curriculum that is time- This is a creative and eye-catching water quality tested in Washington. Units include:awarenessand education program designed by Seattle Public Utilities appreciation of aquatic wildlife, wildlife values, ecologi- for the students and teachers of Seattle middle cal principles, aquatic management and con-servation, schools. For more information or to order, call (206) aquatic trends and issues, and responsible human 386-9746. actions (stewardship). Workshops are held periodically throughout the state. For information, contact WDFW THE STREAM SCENE: WATERSHEDS, at (360) 586-3105. WILDLIFE AND PEOPLE DISCOVER WETLANDS: Stream Scene is a nationally known curriculum pro- A CURRICULUM GUIDE duced by ODFW that enables educators to do a com- plete study of a stream, from classroom work to in- The Washington State Department of Ecology produces stream surveys. Designed for grades 6-12, it has been this excellent collection of activities focused on used successfully at all grade levels. Units include: Washington's wetlands and their value, plus human water cycle, riparian areas, stream hydrology, water impacts to them. Includes field studies and illustrated quality, aquatic organisms, and many appendices. plant and animal identification cards. For more infor- Stream Scene can be purchased from ODFW. Work- mation on this and other DOE publications, contact shops are held and presentations given regularly. Jean Witt in the Publications Officeat (360) 407-7472. ids in the Creek" Aquatic ~ a c r o ~ ~ v e ~ e ~ r a t e Stream Study provides information that is intended to be used on a stream field trip to find n $ o ~ e d ~ ~ ~ ~ - s ~ oAngler Education COWSQS are taught pollution tolerant and intolerant ~ ~ c r o ~ n ~ e ~ e ~ r a ~ e s . by volunteer instructors. Some courses are statewide Uhe Classroom Exercise section containsfun a d offered through school programs, while most are held to reinforce field trip learning. A Student Work during evenings or on weekends. For information, entitled "Stream Environments Correcting damaged ler Education Program at (360) 586- fish habitats," is allso included. For this free curricu- 3104. lum, call Bonneviile Power Administration's PortUand ~$ office at I-800-622-4520. $ i t ~ o ~ a nresource materi- als are available. Another very well done Bonneville Power Ad~inistra- tion educational product. Uhe activities and experi- ments are simple, yet they introduce students to the o science. Very ""Hands On," this guide f has won praise from parents and teachers alike. For more information, call 1-800-622-4520. ~ ~ ~ ~ r workshops, written guidelines,~ e ~ ~ ~ i and data n ~ collection forms are available through WDFW. For information or to order, calU (360) 586-3107. SEA BNSTUTUTE OF This organization produces some excellent educational materials with strong locan emphasis. "'Discovery Puget "A Sound" is directed at grades 4-6; Salmon in the Sound," at grades 6-8; and "The Changing Sound," grades 9-12. For more information, call (368) 779- 5122. Located at 1483 Alaskan Way, Pier 59, on the Seattk w a t e d r ~ n t the SeattSe Aquarium has long been a , ~ ~ p ~ ~ ~ leader in ~ e v e and presenting educational materials. Every household and property owner is responsible for our land andwater. Consider howYOU manage your home and property to make it a healthy living space for you and your family; a valuable asset; and a place which protects your fish and wildlife legacy. vm Your goal is to protect your land and quality of life while helping salmon. This assessment guides your choices to achieve this goal. Salmon and other fish are in decline in the Northwest. We must act now to save salmon and protect our lifestyle. Salmon are one link in a complex food chain and depend on a healthy environment to maintain their populations. If salmon disappear, so will other species, and our quality of life will change. The decline of salmon is a warning to us to act nowto maintain and restore the natural environment which sustains us. zx.& This assessment has been designedto make you aware of your practices that increase the risk of hurting salmon and degrading our qualityof life. Take action now by completing the "Action Plan" worksheet located at the endof this booklet. How doyour personal actions,at home, at work or anywhere in your community, affect salmon and your quality of life? Use this guide to look at the effects your lifestyle has on salmon and other fish. Check what best describes your actions in each category. Enter the number of checks for each risk factor. Saver (low risk to salmon) Friend (moderate risk to salmon) Threat (high risk to salmon) Fill in the planning chart on page 18 with your identified high risk activities which can degrade salmon. A Salmon Saver Activity is one that helps salmon and protects ourquality of life. A Salmon FriendlyActivity is one that has a neutral effect on salmon and quality of life. A Salmon Threatening Activity is one that harms salmon and degrades quality of life. Note: If you have checked activities which harm salmon, you can learn how to do things differently through the "Get Help" groupslisted. Get help from: Q Cooperative Extension Q Public Utility Districts Q City Water Utilities .. . .- - . . ess as water Minimizeuse on Reduce gardens. lawn watering during summer.Use drip irrigation in Get help from: garden. o Conservation District abi&zt. o Cooperative Extension Maintain an organic lawn or reduce the size of your lawn. Grow native plants that useless water. Get help from: e WDFW Backyard Sanctuary Publications 4 Cooperative Extension 4 Local plant nurseries 4 Conservation Districts often have an annual native plant sale a t wholesale prices. e City water utilites County Environmental Departments .- " . . . . .. . 0 Use as little householdwater forwashing, cleaning, flushing, etc. as possible. 0Do not take into accounthouse- hold wateruse. Saver u Limit bath and showertime. Use more than 60 gallons per person per day. Friend Reduce toilet flush volume by installing a displacement device and save up to 12,000 full Take long showers at blast Threat gallons of water per year. 0 water Minimize Saver lawns. garden. use on gardens and water Use more than your necessary on 13 Water lawn and plantsearly morning and evening when more water absorbed. is I Friend Turn off water at first sign the ground is saturated 0 to to allow time for water be absorbed. Threat ................................................................................................................................. ................. .............................................................................................................................. - .............................. ..................... .......................... Use some native plants in landscaping. Remove native plantspecies and plant lawns. Saver Use mulching lawn mower. 0 Set lawnmower to 2-3"height get to deeper healthier grass roots whichretain moisture. a Appy lots of water to landscape plants. Friend Threat B use Survey household electrical and follow family plan to reduce. Get help from: Schedule electricaluse for non-peak periods. o Local utilities can survey your energy use and make suggestions to reduce it. 4 Local non-profit groups e.g. Energy Outreach Center 4 Energy Extension at Cooperation Extension Use Integrated Pest Management. (Get help from cooperative extension or conservation district.) Get help from: Be happy with less-than-perfect plant speci- + Cooperative Extension @ mensandlawn. Q Conservation District &: f& e The Toxics Coalition Q Local weed board Avoid use of weed killers. Pull weeds by hand. + 1-800-RECYCLE (to Use naturalsubstitutes find out how to dispose) Store chemicals where there's n o chance for them to pollute surface or ground water. Store chemicals in original containers which are sealed and covered. Dispose of chemicals at designated hazardous 0 Minimizeelectricity use. Make no effort to reduce electricity use. Saver L] BUY energy efficient electrical appliances. Leave lights on inunoccupied IJ rooms. Friend Threat we: Wh: Saver Seldom use pesticides and weed killers. 0 Do not follow chemical application guidelines, 0 Follow label instructions carefully. Use weed killers to control weeds. Friend Use pest-resistant plants in landscaping. 0 Threat 0 *r3: s swe+ * re + sws a : a Never put left-over chemicals down drain. 0 disposal Do not follow storage and guidelines. ..-... ................................................... I .............................................................................................. I Intekated Pest Management Hints: + Monitor pest PO ulations and use pesticides as a I last resort after t r s t trying all other methods. + Plant pest resistant varieties. + Maintainhealthyplantsand full ground cover to minimize pests and weeds. 1 i Use home compost on garden, instead of ' Get helD from: commercial fertilizers. Q Cooperative Extension Keep use of nitrogen fertilizers to abare @ o Conservation District minimum. I Test soil to make sure you use appropriate D fertilizer. Use slow release natural fertilizers. Use only low phosphate detergents for all household purposes. Hint: Usually liquid detergents contain less Provide suggestions to grocery stores to stock phosphate than powders. 0 low phosphate detergents. v Hint: Electric dishwashing detergent often contains high phosphorus. Get help from: o City and County Health Department on septic system maintenance D Seldom use fertilizers. Pay little attention to fertilizer application guidelines. Saver Follow label instructions carefully. D Use petroleum-based fertilizers. Friend Threat .. . . -. . .. . .. , Look for detergents labeled low phosphate at Disregard phosphate content of Saver local grocery store andbuy when available. detergents. Friend Threat Pump every 3-5years. c7 Unsure when (or if) last pumping Saver Inspect every few years. occurred or where located. drainfield is - D Use garbage disposal on a limited basis. a Use garbage disposal regularly. Friend @ Keep deep rooted plants off septic drainfield. 0 Pour hazardous down chemicals Threat household drains. Never dump waste materialsin storm drains - Get help from: especially oils, paints, antifreeze, or household chemicals of any kind. e City & County Stormwater Department local hazardous waste Take hazardous waste to 4 Cooperative Extension (D disposal facility. .... . Drain rainwater from roof to yard where it is absorbed and kept off street or drainfield. Get help from: o Conservation Districts o Cooperative Extension n I Sweep driveways and sidewalks withbroom, not the hose. a Q Stormwater/surface water authority D Maintain your neighborhood stormwater pond (in newer housing developments). Wash car on lawn; water won't drainto street or so Get help from: storm drains. Orgo to a commercial car wash e Regional Transit where waste wateris recycled. Authorities 4 State Department of Transportation 0 Check for oil & radiator leaks often and repair them at once. e Stormwaeer/surface water bicycling as Use mass transit, car pools, walking or authority often as possible. Use telecommuting whenpossible. ere materials possible, waste Prevent, Saver from reaching stormdrains. Friend Threat D Dispose of oil, paint and household waste down stormdrains. Minimize paved area on property. Cover property with lawn or leaves bare soil. Saver 0 Limit size of yourdriveway and patio to no bigger than necessary. D native Remove vegetation. Friend or Maintain wide concrete asphalt 0 driveway. Threat 0whenmechaniccheckfor oil radiator leaks Have car is serviced. & 0 Wash vehicle in driveway or on street. Saver Do not check vehicle for leaks. 0Carcar. oruse mass transit sometimes. O r drive pool fuel-efficient Drive to work alone. Friend Keep for your vehicle(s) tuned maximum a Drive gas guzzler. Threat efficiency. B e Maintain native streamside vegetation -the riparian Get help from: zone- as habitat for fish and wildlife, to filter e Conservation Districts pollutants and minimize erosion. e WDFW v Watershed Councils 63 Replant with native plants if streamside plants have been removed -as wide a buffer as possible. e Cooperative Extension 4 DOE Use natural ground cover or porous materials such as gravel or bark instead of asphalt and concrete for paths anddrivesways. Ensure roof runoff soaks into the ground.Avoid piping to ravines or streams as it causes erosion. BI3 trees and shrubs.slope and bank erosion by leaving Minimize steep Fence livestock away from stream, wetlands or Get help from: lakes. o Cooperative Extension Consult local government recommendations on 4 Conservation District Best Management Practices to handle animal waste. o City and County Utilities Use best management practices for pastures and 2 6 livestock facilities to minimize erosion and runoff a Scoop up all pet feces and flush down toilet. Get help from: e Cooperative Extension have suggestions for pet waste disposal. City & county Environmental Health a Maintain native vegetation at stream side. 0 Landscape right up to the streamside, wetland or lake shore. Saver 0 Check often forsigns of erosion and pollution -follow up with remedies possible. if Remove native plants along shore line. Friend Pave paths leading to and around 0 Keep lawn and grass clippings off waterway banks and buffers. Use curbside pickup or 0 streams, wetlands and lakesides. Threat compost clippings away from streams and ravines. Saver Friend Threat 0 Minimize animal access to streams. 0 Allow livestock to stand in stream. Saver Friend Threat Keep a close watch for evidence of oil and other Get help from: contamination in waterways, and report such occurences t o authorities. Q All Department of Ecology regions have a 24 hour response line. Central WA, Yakima: (509) 575-2490 Eastern WA, Spokane: (509) 456-2926 Northwest WA, Bellevue: (425) 449-7000 Southwest WA, Lacey: (360) 407-6300 ..... .............. ............. . . .. . . . .............. ....... .. . .. . . ......................................." . ." . . . . .. . ....."...... .. Get help from a Take stewardshipclasses and volunteer on stewardship projects. Assess the health of streams, wetlands or lakes. WDFW publication: for "'Nattrrelklapping Fish and Streams" and "Restoring the Watershed." o Conservation Districts 4 Watershed Councils a Riparianareaplanting o Local Stream Team a Water and habitat monitoring e Adopt-A-Stream a Aquatic insect surveys 8 Cooperative Extension Volunteer Programs, 0 Giving presentations to schools and adults on how they can make a difference. 4H, Master Watershed Stewards a Helping with stream, wetland or lake enhancement projects a Instream restoration with permits and technical expertise creating habitat in streams for fish using logs and gravel o Websites: http:/salmo.cqs.washington.edu/-wagapinm(Nature Mapping) http:/www.wa.gov/ecology/wa/wow (Watch Over Washington) 0 Report spills. Saver Friend Threat D Ignore evidence of spill, expecting someone else to report. Seek assistance to assess the health of local Believe salmordfish are someone watershed for salmon. else's problem. Saver Know where the streams are located and what fish use them. Periodically walk the stream to D Are unaware of local streams; their location, or the fish that use them. Friend check on water level and the presence of fish, and to look for anythingunusual. Know where water from property drains. l c Do not know where water from property. drains Threat Watch for environmental changes in your 0 Do not know whata watershed is. community. Minimize your impactoutdoors whenrecreating. Do not ride throughstreams on bikes. Stay on streamside plants. trails and do not trample Avoid vehicle travel off road and on muddy roads. Get help from Assess community practices according to these Q WDFW publication o n guidelines. "Restoring the Watershed" Educate your communityby offering training on what to do. e Watershed councils Q Salmon Enhancement Get out on the streams and restore the habitat. Groups e Sportsman groups Regularly contribute volunteer hours to a project e Cooperative Extension that improves the environment. Volunteer Programs (see website) Participate in the running of a volunteer organization. Adopt-A-Stream Foundation + Local Stream Teams +Save Our Stream& other organizations 8 Regional Fisheries Enhancement Groups e WDFW Website http :I/www.wa.govlwdfw e Conservation Districts "Earth Team," etc. policies Check local growth management plans for Get help from: that reflect good practices. Q Department of Community Trade and Seek changes in plans to make streams safe for Economic Development fish. o Check local city and county growth management plans for Ll Keep neighborhood associations informed on watershed health & neighborhood practices that ordinances which affect could improve it. salmon. ... . .... . . . D Hope tofind more time to volunteer for groups saving the salmon. local D No Action is Saver An Action! or Contribute a few volunteer hours money to a 0 project that improves the environment. Friend Threat Read thegrowthmanagement plansand support local ] c No Action is Saver officials in developing policy which positively affects Action! An the environment. Friend Participate in a neighborhood association. Threat - - Trees: Trees: Sitka spruce Ponderosa pine Red Alder Douglas fir Black Hawthorn Englemand Spruce Oregon Ash Black Cottonwood Black cottonwood Western Red Cedar Western hemlock Quaking Aspen Douglas fir Oregon White Oak Western Red Cedar Grand Fir Shrubs: Aspen Douglas hawthorne River Birch Serviceberry Woods rose Shrubs: Chokecherry Serviceberry Golden currant Red-osier dogwood Elderberry Ninebark Willow Snowberry Red-osier dogwood Tall Oregon-grape Snowberry Oceanspray Rabbitbush Red-flowering current Mock Orange Evergreen huckleberry Bitterbrush Salmonberry Hazelnut Grass cover: Vine Maple Upland grass mix for Eastern WA. Nootka Rose Blue fescue Hardhack Great Basin wild rye Black twinberry Idaho fescue Red Elderberry For information on tree and shrub species and planting guidelines: Contact the Community Forestry Program: 1-800-523-TREE, or Washington Dept. of Natural Resource Urban, and WDFW Urban Wildlife Program 425-775-1311 Ext. I10 I + * ( h + codtnott+d54) , .......................... ......... ... ... . ........ . . . . .. . ... I
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"Surviving The Singularity" Test
Their result for "Surviving The Singularity" Test ...
Prematurely Post-Human
50/60 Acquired Aptitude, 50/60 Active Adaptability and 46/60 Affirmative Attitude!
Unless you're already uploaded, homo quantum, just playing homo sap for GRINs (that's Genetics, Robotics, Information and Nanotechnology) -- you're NEO the ONE in The Matrix of Mind, you're Mad Max Headroom or both intertwined, multi-threaded and -processed and, just to be kind, kinda nice to the humans left so far behind. THANX!
You're Already Over the Event Horizon at 50/60 Aptitude, Truly Tripped out for The Transition at 50/60 Adaptability and Mind-Mapped for Mnemonic Upload at 46/60 Attitude!
You're a virtual veteran, a cyber-sorcerer, and on The Net more entities know you by your avatar and screen name than Mere Mortals in The Meat World.
You Multi-task like a Mac: maximum overdirve;You Love like Linux: lots o'Lovin' and LOL;You Vanish like Vista: when the Fun has Finally Flown;You Crash like Windows: only when the Partyin's past.
Their Analysis (Vertical line = Average)
They scored 50% on Smarts, higher than 78% of your peers.
They scored 50% on Flexibility, higher than 75% of your peers.
They scored 46% on Attitude, higher than 78% of your peers.
All possible test results
Prematurely Post-Human
Unless you're already uploaded, homo quantum, just playing homo sap for GRINs (that's Genetics, Robotics, Information and Nanotechnology) --... Read more
The Prepared Post-Human
You're a true Techno-Tight flier, you're the top Tech-trier, Hip to the Hotwire, Flash memory and Firewire, impatient in places where wi-fi is slow, hey, unde... Read more
Ready for Rennaisance
You are reaching but ready for reality to remake itself, learning while earning you spurs as you surf, not hip to the latest but trying and buying a bit of th... Read more
Ready to Re-Boot
You are reasonably resigned, revealing neither r... Read more
Trapped in the Twentieth Century
You are mindlessly maddened by modems & mouses & mail without stamps, are battered by beeps and buzzes and things that go "Blip!" in the night. You ... Read more
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On Thursday, New York state's wage board recommended fast food workers make at least $15 per hour. The board said it should happen by the end of 2018 in New York City.
Dunkin' Brand CEO Nigel Travis says the plan will do more harm than good.
Travis said he supports governments making "reasonable increases" to the minimum wage, but a hike to $15 per hour represents a 71% increase over the current state minimum. - Referenced Article
YouTube is unveiling a redesign to its mobile app, visible right away on Android devices and coming soon to Apple devices.
The app has a "streamlined design," YouTube says, with three main pathways: a personalized home page, a subscriptions page for channels that users have signed up for, and an account page. - Referenced Article
Combined with a bullish forecast for the third quarter, upbeat comments from company executives on Amazon's Prime delivery service and rapid growth in its cloud computing service, Amazon delivered the kind of results Wall Street is looking for.
Seattle-based Amazon, which last reported a profit in the 2014 fourth quarter, has often faced worries by investors that its heavy spending on new ventures will not actually pay off. - Referenced Article
If Taylor Swift and Katy Perry didn't have "Bad Blood" before, they certainly do now.
Fans of Swift have long-speculated that her most recent No. 1 single—which was just nominated for several MTV Video Music Awards—is about her falling out with Katy Perry, who pretty much confirmed that interpretation when she weighed in on Swift's recent, widely criticized Twitter exchange with Nicki Minaj. - Referenced Article
The Pittsburgh Steelers have extended Mike Tomlin's contract by two seasons, giving one of the NFL's longest-tenured head coaches more time to chase his second championship.
Tomlin, who has four AFC North titles and five playoff appearances in eight years, is now under contract until at least the 2018 season, the team announced Thursday. - Referenced Article
Award-winning American popstar Chris Brown, 26, has been barred from leaving the Phillipines because of a contract dispute gone wrong, the official Philippines News Agency reported Wednesday.
Brown was prevented from leaving the country just hours before he was supposed to arrive in Hong Kong to perform at another concert. - Referenced Article
Jerome Bettis looked at the box of cereal with his likeness on the front, and then glanced down at the lower left corner of it and couldn't hide his smile. What he saw, what made him smile, is a logo that makes him so proud, the Pro Football Hall of Fame logo. "It warms my heart every time I see it," said Bettis.
"This is something that was never a dream as a kid. You don't dream of going into the Pro Football Hall of Fame. You dream of winning a championship. So when I see it, the realization is now I am in the Pro Football Hall of Fame." - Referenced Article
Minaj argued how Taylor Swift is privileged as an artist Nicki Minaj tweeted her frustrations on Tuesday over what the annual crop of MTV Video Music Award nominees says about mainstream music: black women are rarely rewarded for their influence on pop culture.
The rapper, who scored three nominations herself, accused MTV of snubbing her hit song "Anaconda" - Referenced Article
The on-demand car app is taking to the airwaves in New York with a blunt message aimed at Mayor Bill de Blasio and the city's taxis. But that is just one front in the company's worldwide fight to grow even bigger. Uber's chief adviser and board member David Plouffe used to serve as President Obama's campaign manager in 2008 before becoming a White House adviser. Plouffe joins "CBS This Morning" to discuss Uber's explosive growth and legal fights.
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Explore the personal stories of Syrian refugees in Lebanon
Ghana's mixed fortune as a dumping ground for e-waste
30 Jun 2011 07:45 GMT | Politics, Africa, Congo
After 12 years in the Democratic Republic of Congo, the UN peacekeeping mission known as MONUSCO has been extended for another year.
The UN wants FARDC - the DRC's military - to step up and help.
But without the UN presence, residents feel they are easy targets for armed rebels who rob, rape and harrass people along the roads.
A war is still raging in the country with rebel groups battling over mines worth millions of dollars.
Over five million people have already been killed and thousands have been displaced.
Al Jazeera's Nazinine Moshiri reports from Walikale in Eastern Congo.
Source: Al Jazeera
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The United States is leading secret negotiations with 11 other countries over the Trans-Pacific Partnership Agreement.
Asia Pacific, New Zealand, Health
An alarming number of young UK offenders with criminal records were previously in the care of local authorities.
Europe, Child rights, Law
Caught in cycle of poverty feeding off the informal labour market, Mexico poor grow old on the job, have no retirement.
Human Rights, Latin America, Mexico
Forgiveness, reconciliation and an arms embargo are key ingredients for peace in South Sudan, says Bishop Paride Taban.
War & Conflict, Africa, Sudan
Hundreds of mourners attend funeral of 18-month old Ali Saad Dawabsheh killed by suspected Jewish settlers.
War & Conflict, Middle East, Occupied West Bank, Israel
Independent judicial panel rules three plant operator executives should be tried for negligence over disaster in 2011.
Politics, Health, Asia Pacific, Japan
The devastating impact that war and living under the constant threat of drones has had on the people of Afghanistan.
War & Conflict, Health, Afghanistan
Eyal Weizman explains architecture's key role in the Israeli occupation of Palestine and the evolution of urban warfare.
Human Rights, Israel, Palestine
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There is a unique and dangerous commerce system at work in Amazonia, where children risk their lives for a few pennies.
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"My Papa's Waltz" Theodore Roethke 1940 Before: This poem has caused a great deal of argument as there are two different ideas as to what the poem is actually about. So, like a good reader, I questioned the text and was pretty sure I knew what the poem was about, but knowing that there was so much division on that answer amongst other readers of the poem, namely the class I taught it to, I decided I'd better also try to answer the question "What is the poem about?" by going on my own and doing some research! Later in this course, and indeed in other classes and in life, you will find you will need to do research. So, I'll share with you a bit of insight about finding reliable sources. Let's begin with an easy one: If I want to find a reliable and informed opinion on the content of a poem, should I ask a fellow English teacher, or a five year old? No brainer, I should say. But, finding reliable sources may not always be that clear. Here are some pointers: While Wikepedia is easily accessible and contains volumes of information, many teachers and fewer, if any, profs will accept it as a reliable source. When using the internet for research, you will usually get hundreds of hits on your search terms. These hits are NOT organized from most reliable to least reliable! Check out who the author is: www.AuntSally'sIdearsonPoemStuff.com may not be a reliable site. Look for facts rather than opinions. Read a variety of sources. I checked out about 12 different sites on my Google search. I checked who the authors were, and scrutinized to wade through opinion (which there was a lot of!) to find facts, or at least educated opinions strongly grounded in the text. Check out this site to read the strongly grounded in the text opinion I found: http://faculty.millikin.edu/~moconner/e232/essay3.html The site with which I was most impressed was: http://edwardbyrne.blogspot.com/2007/06/theodore-roethke-my-papas- waltz.html I have copied it below for you and added my own comments to demonstrate why I found it to be a reliable site. SATURDAY, JUNE 16, 2007 Theodore Roethke: "My Papa's Waltz" Each year as my students and I discuss twentieth-century poetry, I always can count upon Theodore Roethke's "My Papa's Waltz" to inspire some of the most interesting and conflicting opinions. Amazingly, examination of this fairly brief and seemingly accessible work usually initiates an elaborate and occasionally emotional conversation that moves beyond the poem's clever use of rhythm and clear sense of sound into the direction of animated debate about the possible presence of messages covering child abuse and alcoholism. Rather than reading the poetry as an elegiac tribute by a son to his father, perhaps a belated statement of love by the speaker, many in my classes want to condemn the father for his behavior, especially for the pain they perceive him inflicting upon the young boy in the poem. A few also accuse the mother in the work of acting almost as an accomplice because she witnesses the roughhousing without interfering to stop her husband's clumsy carousing. When pressed for evidence of the violence they claim Roethke presents, particular phrases or images are noted. The students begin by citing the opening two lines, which certainly establish drunkenness. In addition, they declare the poem suggests physical injuries to the small boy, whose ear is scraped by his father's buckle and who feels his father "beat" him. The mother obviously appears upset, the students claim, and they wonder if the father's battered knuckle resulted from a barroom brawl. Finally, they conclude the first stanza's allusion to death opens the poem for darker, if not more ominous, interpretation. When consulting with colleagues at my university and elsewhere, I find this response to be a somewhat common reaction among growing numbers of students as well as some scholars. Indeed, in the last couple of decades, as society's awareness and alarm over child abuse have increased, and concern over all forms of substance abuse has become more prominent, one can understand why a legion of readers might highlight these issues in their analysis of "My Papa's Waltz." Nevertheless, I find myself repeatedly rising to the defense of the parents in the poem, not so much for their specific actions or inactions, but because I believe we also need to read the piece within the context of its time frame. In the era this poem was authored, the late-1940s, readers would not have shared the same sensibilities about these issues that contemporary readers exhibit. Certainly, the definition of child abuse would not have been as broad as that expressed by my students, and a man returning home with whiskey on his breath after a day of work would not immediately raise great concern since it would not have been very unusual. If we switch to a different time frame and another frame of mind for the persona in the piece based upon the poet's autobiography, we would retreat even further a few decades to early in the twentieth century. Roethke was born in 1908 and could not have been very old when the actions might have occurred since the boy's height only extends to his father's waist, and that may be with him standing on his father's shoe tops. Also, we know the father's work in a greenhouse would have explained the battered knuckle and the caked dirt on his hands. Therefore, in the current interpretation of this poem by some readers, we see a contrast between contemporary readers' objections, responding within their own perceptions of proper parenting, and the author's apparent intention at honoring a more pleasant memory of an enjoyable incident with his father, even if it "was not easy." After all, the poet refers to his father as "papa," connoting greater affection. Additionally, the word choice of "romp" reflects a more playful tone. The two dance a carefree version of the upbeat waltz. Indeed, the poet's use of "beat" pertains to the father keeping the musical beat for their movements, and it possibly foreshadows the poet's own eventual understanding of rhythm as evidenced in the poem itself, which mostly uses an iambic trimeter line to echo the musical beat in a waltz composition and maybe imitate the swaying of waltzing dancers. When we remember Theodore Roethke's father died when the poet was only fourteen, and that loss appeared to impact much of Roethke's later life as well as his writing, the mention of death seems even more elegiac. In fact, when we find similar lines in the first and last stanzas ("I hung on like death" and "still clinging to your shirt"), we may believe the father's death is foreshadowed and that the son is unwilling to let the father go despite possible pain, even decades later when Roethke writes the poem. In any case, one could contend the competing readings of this poem allow for a richer and more rewarding experiencing of Roethke's lyrical recollection, and the conflicting conclusions help all conjure a more haunting image. As someone who appreciates ambiguity in all forms of art, whether in a Roethke poem or the finale of The Sopranos, I suggest "My Papa's Waltz" for this Father's Day weekend, and I recommend an additional delight by listening to Theodore Roethke's reading of the poem. EDWARD BYRNE Editor, VALPARAISO POETRY REVIEW During: 1. As you read the poem on the next page, make a list of at least four attributes of the father which people would see. How does he appear? MY PAPA'S WALTZ The whiskey on your breath Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy. We romped until the pans Slid from the kitchen shelf; My mother's countenance Could not unfrown itself. The hand that held my wrist Was battered on one knuckle; At every step you missed My right ear scraped a buckle. You beat time on my head With a palm caked hard by dirt, Then waltzed me off to bed Still clinging to your shirt. After: 2. Quote the line which tells us that the boy enjoys waltzing with his father. Defend your answer. 3. Once one looks beyond the appearance of the father, it becomes clear that this poem is indeed about the love between a father and son. So many times, people categorize us based on what we do or the roles we fill (you are a student, he is a jock, she is a mother). Often, these categorizations only show part of who you are, thus limiting the reality of the entire you. Make a text to self connection by finishing the following sentence stem: I have been categorized based on arbitrary judgment, which limited me when . . . 4. Look back at your Credo. Is there anything you would like to change or add in light of what we have studied so far? Email your answers for "As the Years Go By," "The Things We Do For Love," and "My Papa's Waltz" to your teacher. Continue on to the next poem.
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Apprentice star Stuart 'The Brand' Baggs dies aged 27
Apprentice star Stuart Baggs has died aged 27, police have confirmed.
New First Great Western trains to ease 'cattle-truck' trips for commuters into Paddington
Overcrowding faced by commuters into Paddington will be eased with a new fleet of trains on services from the South-West to London.
Six arrests after man left fighting for life from 'assault' in south east London
A man is in a critical condition in hospital today after allegedly being assaulted in south east London.
Ringleaders in toy car bomb plot to blow up army base jailed for 16 years
Related Articles
Published: 18 April 2013
The two ringleaders of a plot to blow up an army base with explosives packed on a toy remote car were each jailed for more than 16 years today.
The heads of the Luton-based al-Qaeda inspired gang planned attacks on both civilian and military targets in the UK.
This included MI5, the English Defence League and the Arndale shopping centre in the town.
The gang also downloaded instructions on how to make homemade bombs from the online al-Qaeda magazine Inspire.
But they were trapped by bugs planted in their cars by Scotland Yard and MI5.
Taped conversations showed the terrorists discussing an attack on the Territorial Army base in Luton.
The remote controlled car could be sent with its deadly package through a "large gap" underneath the front gates of the compound.
The four strong gang all pleaded guilty at Woolwich Crwon Court to preparing for acts of terrorism.
Today Zahid Iqbal, 31, and Mohammed Sharfaraz Ahmed, 25, were given extended prison sentences of 16 years and three months.
Umar Arshad, 24, was jailed for six years and nine months and Syed Farhan Hussain, 22, for five years and three months.
Sentencing the ringleaders Mr Justice Wilkie said: "In each of their cases, their persistent commitment to terrorist activity, in a number of different ways, over a significant period of time and, in each case, their willingness to take practical steps to obtain terrorist training abroad, marks them as particularly dangerous."
Earlier the court heard that Iqbal and Ahmed had spoken about making a bomb from an Inspire chapter entitled "make a bomb in the kitchen of your mom - by the al Qaida chef".
Police raided their homes in November 2011 just days before the anniversary of the 9/11 attacks in the United States.
They were arrested in April last year just months before the start of the Olympics.
The men were arrested following a series of raids at their homes in April last year after an intelligence-led joint operation by the Metropolitan Police Counter Terrorism Command and the British Security Service (BSS).
A search of Iqbal's house found a hard drive containing a number of items including a copy of 44 Ways to Support Jihad, by Anwar Al Awlaki.
The court heard that Iqbal organised tripps for British Muslims to the terrorist training camps in Pakistan through a contact codenamed Modern Sleeve by MI5.
He helped Ahmed travel to Pakistan in March 2011 for military training and discussed methods of avoiding detection, the court heard.
Ahmed tried to recreate the rigour and training by taking recruits on trips to Snowdonia and the Brecon Beacons.
By spring 2011 Iqbal lost contact with "Modern Sleeve" in Pakistan and turned to plotting attacks in the UK.
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April 3, 2014
Alabama senators Thursday approved legislation to change the way motor fuel road taxes are collected on natural gas sold in the state.
If signed by Gov. Robert Bentley, the measure would suspend the motor fuel road tax decal program administered by the LP Gas Board for CNG vehicles that fuel in the state. The bill would provide a tax holiday for natural gas used in vehicles and give state agencies until Oct. 1, 2016, to develop a program to collect motor fuel road taxes at the point of purchase for CNG and LNG.
In addition to moving tax collection to the pump, the legislation also establishes standards for the sale and taxation of CNG and LNG based on energy equivalency with gasoline and diesel (5.66 lbs of CNG = 1 gasoline gallon equivalent and 6.06 lbs of LNG = 1 diesel gallon equivalent).
The Alabama Senate approved the measure today in a 29-0 vote. The House of Representatives approved the measure March 18 in a 101-0 vote.
Only 300 CNG vehicles in Alabama currently have decals, which are purchased at a rate of $75 to $150 a year. The current decal program is difficult to implement on out-of-state CNG vehicles and does not cover LNG vehicles. The legislation would tax CNG and LNG in the same fashion as gasoline and diesel.
"This legislation creates a level playing field, and it will help expand the market for alternative fuels," says Phillip Wiedmeyer, president of the Alabama Clean Fuels Coalition. "It will ensure that Alabama doesn't lose motor fuel tax revenue as more companies and individuals shift from traditional fuels to cleaner-burning, domestically produced alternatives."
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