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Townville Elementary students greet their new mascot, a panther, at the end of Friday's ceremony celebrating the school's recognition as a National Blue Ribbon School Friday.
Dr. Lee D'Andrea, superintendent of Anderson School District 4, displays a plaque recognizing Townville Elementary School as a National Blue Ribbon School during a celebration at the school Friday.
Dr. Lee D'Andrea, superintendent of Anderson School District 4, listens to a musical presentation by Townville Elementary School students.
Townville Elementary School was named a Nation Blue Ribbon School by the U.S. Department of Education. It was one of three schools in the state to earn the award.
Townville Elementary School students preform musical selections during Friday's ceremony.


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Lobster Ménage et Trois
Lobster 3 Ways
Maine Lobster Cake served with Mango Chutney
Lobster Spring Roll, with Roasted Sweet Onions, Napa Cabbage, Avocado Cream
Roasted Lobster Claw, Wild Mushroom Ragout, and Crispy Sweet Corn Fritter, Apple Smoked Bacon
(1 Portion/Dinner Entree, prepare in 60 minutes total, cook time 15-20 minutes, total meal in 1 hour, 30 minutes)
Lobster that was used in creating this dish was a 1.5# soft shell Lobster which all except the claws was boiled in sea salted water, while the claws were roasted right before serving.
Main Components
Ingredients Amount
Maine Lobster Cake 1 ea 3 oz
Mango chutney 2 oz
Lobster Spring roll 1 ea
Avocado Cream 2 T
Lobster claw 1 ea
Crispy Corn Fritter 1 oz
Wild Mushroom ragout 3 oz
Maine Lobster Cake
Ingredients Amount
Lobster meat, Diced 2oz
Red Onion, Small Dice 2 tsp
Baby Sweet Peppers, orange and yellow small dice 2 tsp
Garlic, minced 1 tsp
Scallions 1 tsp
Mayonnaise 1 ½ T
Panko Crumbs 2 T
Salt and Pepper to taste
Oil 2 tsp
Butter 1 tsp
Mango Chutney
Ingredients Amount
Mango, small dice 3 T
Vegetable oil 1 T
Butter 2 tsp
Ginger, minced 1 tsp
Sugar 2 tsp
Water 4 T
Lobster Spring Roll
Ingredients Amount
Lobster, chopped 2 oz
Olive oil 1 T
Red onion small dice 2 tsp
Carrot small dice 2 T
Napa Cabbage 2 T
Egg Roll Wrapper 1 ea
Basil 1 tsp
Salt to taste
Parsley 1 tsp
Vidalia onion, roasted 2 t
Soy sauce 1 T
Avocado Cream
Ingredients Amount
Avocado, small dice 2 T
Sour cream 1 T
Lemon juice 1 tsp
Salt and pepper to taste
Roasted Lobster Claw
Ingredients Amount
Lobster Claw 1 ea
Apple Smoked Bacon
Ingredients Amount
Bacon 1 ea
Crispy Corn Fritter
Ingredients Amount
Corn Kernels 2 T
Flour 3 T
Sugar 1 ½ T
Salt 1 tsp
Egg 1 oz
Mushroom Ragout
Ingredients Amount
Red onion 1 tsp
Garlic 1 tsp
Baby Bella, Oyster, and Shiitake Mushrooms 3oz
Olive Oil 1 tsp
Thyme 1 tsp
Maine Lobster Cake (Prep Time: 35 mins.)
Mango Chutney (Prep Time: 15 mins.)
Lobster Spring Roll (Prep Time: 15 mins.)
Avocado Cream (Prep Time: 8 mins.)
Roasted Lobster Claw, Crispy Corn Fritter, and Wild Mushroom Ragout, Apple Smoked Bacon (Prep Time: 30 mins.).
Crispy Corn Fritter
. Wild Mushroom Ragout
Production (Time: 8 mins.)
Make sure oven is heated to 370 degrees.

subset: commoncrawl


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Hey girlfriend! Christmas party season is just around the corner and… um, sorry, I think I might have had a bit of a brainstorm there. All the Boots ads have got to me. Looking at the Brown Thomas Christmas window displays has flash-frozen my brain. The scent of the Plasti-Kote trees in Woodies have given me leave of my senses, like a modern shaman on a voyage of hallucinogenic, sequin-studded discovery.
I look down at a piece I'm supposed to be writing and I realise that it has somehow turned from five hundred words on fashion to a festive gift guide. You want, inexplicably, to buy fashion books for everyone in your family? Then I've got the list for you, friend. I don't care if all Uncle Kevin knows is home brew and rearing greyhounds, he's just going to love the new Carine Roitfeld fashion book. Tres chic!
It is far, far too early to think about the Christmas season. It seems as if it's timed to coincide with the weather; when it gets incredibly dark and grey we think of hurling ourselves into a bath filled with spangles and all the inventive things we could do with leftover turkey, only a handful of which actually involve eating it.
Over the past few years, I have talked about how to dress for Christmas parties, how to dress for Christmas Day, how to dress for New Year's Eve. The truth is that there is only one crucial difference between Christmas dressing and everyday dressing, regardless of occasion. That difference is this – more glitter.
The next two months shall henceforth be known as The Spangling (also an excellent name for a horror movie/Rob Schneider vehicle). Drifts of discarded tinsel and hexagonal foil shapes will shore up outside The Savoy each weekend. Eyelids will droop languorously with the weight of all the sparkly stuff.
I will be among these soiled, droopy doves. If there is a season in which one can look like Coco the Clown in Studio 54, it is Christmas – who am I to argue with that? It is much too cold to go out baring legs and breasts; a woman has to manufacture her own personal glamour somehow – that somehow is sparkle.
Without sparkle, clubs and parties would be full of wannabe Captain Oates', men and women not wearing enough clothes and solemnly intoning, 'I am just going outside and may be some time' whenever a cheeky fag is in order. We will then find them frozen solid, Silk Cut Silvers glued to their frozen lips, or perhaps not at all (probably because they've got sick of the cold and went to get a Burger King before hailing a taxi home).
I salute these brave, glamourous people. if it was not for the people who celebrated Christmas too early, what would we have? A gloomy, grey few months without any sparkle.


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this is a Ra3 Fan Club for people who love Ra3!!!
A Very Big Map (3v3)
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Moderators: Blitzen, Almighty Benny, Silent-sigfig
Natalya wrote:Daisy was a mindless soulless loser.
Gatsby was an idiot for loving someone who didn't actually love anything except for status and especially didn't actually love him back.
The narrator guy is fucking dumb for hanging out with these fools.
The husband guy was a colossal dick.
Apollyon wrote:So what grade did you get for that analysis in English/literature class?
C4. wrote:The film was better at putting the characters in a symphatetic light, Daisy's conflicted feelings in particular.
Warhead wrote:my head burns with War.
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Testament of Orpheus
1960. France. Jean Cocteau. 79 min.
A Song of Love
1950. France. Jean Genet. 23 min.
Not recommended for children
Friday, March 29, 2013, 1:30 p.m.
Theater 2 (The Roy and Niuta Titus Theater 2), T2
Testament of Orpheus
1960. France. Directed by Jean Cocteau. With Cocteau, Charles Aznavour, Yul Brynner, Maria Casares, Jean-Pierre Leaud, Jean Marais, Pablo Picasso, Francoise Sagan. The last film Cocteau directed follows the experience of an 18th-century poet in a quest for divine wisdom outside of time and reality. In French; English subtitles. 79 min.
A Song of Love
1950. France. Directed by Jean Genet. With Java, Coco Le Martiniquais, Lucien Senemaud. Genet presents a homoerotic portrait of prison "sex." Silent. 23 min.
In the Film exhibition An Auteurist History of Film
Ticketing policies for film screenings
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SYRACUSE New Syracuse University football head coach Scott Shafer announced the appointment of several assistants Thursday, including the hiring of George McDonald to run the offense.
McDonald resigned as receivers coach from the University of Arkansas after just four months on the job to take the SU position. He was receivers coach for the University of Miami in 2011 and 2012. Before Miami, he was receivers coach for the NFLs Cleveland Browns for two seasons. McDonald is known for his recruiting, ranking as one of the top 25 recruiters in the country last season by rivals.com
Shafer also named Tim Lester as SUs quarterback coach. Lester was the head coach for five seasons at Elmhurst College where the Bluejays completed their most successful season last year, going 10-2. Lester was a record-setting quarterback for Western Michigan and graduated in 2000.
SU announced that wide receivers coach Rob Moore and defensive line coach Tim Daoust will return for next season in their same capacities. Moore will be entering his fourth season as SU coach and Daoust his third.
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Chaweng beach
The Viking Bar is a Scandinavian style bar situated in Koh Samui, Thailand. Soi means lane in Thai and Soi Green Mango is one of the busiest Soi's in Chaweng having a variety of bars and disco...
A lively blend of sumptuous food, great music and spectacular dance shows, this stylish and spacious streetside restaurant serves up the ultimate Brazilian barbecue with a huge choice of succulent mea...
arvelous location. Fabulous style. Terrific food. With these attractions, you would think that The Cliff Bar and Grill would be extremely popular. And you'd be right!But before I go any further, I'd b...
It's a hilltop palace. With a regal view above the world. And it can comfortably call itself by a grand name – without boasting. Because you really are treated like a king at Royal Siam. Choose to ...
At Rocky's Restaurant in Koh Samui we pride ourselves on quality. We believe that while you're on holiday, you deserve to have the best of everything. For this reason we have spent many hours working ...
Thai food has transcended from street food to be hailed as one of the world's culinary masterpieces – at Nora Beach Resort you'll see why. As Nora's main restaurant, the Prasuthon offers Royal Thai di...
Join us at Samui's most talked about restaurant, Prego, a stylish and relaxed place to enjoy delicious Italian cuisine. Chef Marco has been taking the island by storm with his mouthwatering seafood cr...
Poppies Samui Restaurant, located between our beautiful free-form swimming pool and the beach, is now firmly established as the restaurant of choice in Koh Samui, Thailand. You can dine under the star...
Pisces'99 Restaurant, Ko Samui is a multi cuisine restaurant and the best place to experience fine dining in Thailand. Situated on Chaweng Beach of Ko Samui, this restaurant is known for its excellent...
Heading down through the grounds of Baan Haad Ngam Resort, the closer we get to the sea the more attractive things become. Taking an al fresco table by the infinity pool in Olivio, the resort's restau...


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PHILADELPHIA Indian River Central School District may have several years worth of projects ahead.
At the Board of Education meeting Thursday, Business Manager James R. Koch said that in addition to the solar and wind projects being considered, the district may have to build another primary school or add up to 12 classrooms to an existing school to prepare for a possible surge in enrollment in the next two years.
We have space, so we didnt look to buy new land, Mr. Koch said.
He said he expects the enrollment to spike to 5,200 by September 2016 nearly 1,000 more students than are currently enrolled. If Fort Drum announces an expansion, a project referendum will go forward this fall or winter, and the project design will be completed and the district will seek state Education Department approval by the end of next year. Construction would start in spring 2015.
The downside of building a new primary school, which likely would be on Indian River Intermediate or Calcium Primary property, is that the project would be eligible for less than 50 percent state aid; only classroom space is eligible for state aid.
About $2 million worth of site work would have to be done if the school were to be built on Calcium Primarys property because the land is mostly solid rock.
It is more centrally located, Mr. Koch said. Its where the growth is.
The entrance would be reworked, parking space would be added and a new playground would be installed. If approved, a 308-foot, $2,542,000 wind turbine would be built behind the school.
Board member Peter D. Shue said the district Buildings and Grounds Committee met with Fort Drum and LeRay representatives about the possible turbine. He said their concerns were contentious in some cases.
We thought to put wind power on the back burner until we have some better technology, Mr. Shue said.
The intermediate school, which could be the site of a $1,850,000 solar field, might have sewer or water pressure issues if another facility is built there, Mr. Shue said. Additionally, a cafeteria expansion there is likely, regardless of where a new building is located. He said there is enough classroom space there to handle the increase in intermediate students.
Mr. Koch said the solar panels likely will be U.S.-made. They are initially slightly more expensive than panels made overseas, he said.
If board members decide against building a new school, Evans Mills Primary could have 10 to 12 classrooms added. However, Mr. Koch said, other work would have to be done to adjust for the increase in the number of students.
The cafeteria cant handle it, he said.
Other considerations of a possible capital expansion include additional security cameras and artificial turf for the athletic fields.
The board agreed to participate in the U.S. Department of Energys Better Buildings Challenge, which states the entity will be 20 percent more energy efficient by 2020.
Its going to be a very interesting couple of years, Superintendent James Kettrick said.
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This is the inverse thread to the currently running "Unusual (and expensive) item that you consider worth it" thread. What are the most useful inexpensive items you carry?For me it would be: - Oven Roasting Bags as stuff sacks, $1 each- Plastic coated Twistees, free with electronics gear.- Heat-sealed drinking straws to hold small amounts of ointment, free at In N Out- Reflectix Pot Cozy- Home Depot braided mason's line
Edited by Bolster on 07/27/2013 00:11:26 MDT.
Plastic Spork. Free with whatever I get at Taco Bell.
Aluminum Foil1) Baking/cooking2) Pot lid3) Wind screens/heat screens4) Water scoop5) Reflecter & holder for candle stub6) Pot cozy (coupled with my hat)7) Fishing lure etc.
Garbage bag ground cover - 43g, think I paid around 3 bucks for a roll of 10. One lasts me about two years of use, circa 40 nights out.Pie pan wind screen and ground cover for stove - 7g and 2g, one pan costs around a buck.Recycled #2 plastic water bottle - 33g, 3 bucks plus comes with fruit juice.Waterproof maps - around 7g each, print off internet and cover with clear tape.Mixed plastic containers for soap, hot sauce, rubbing alcohol, sunblock, etc. - Free from hotels, free samples at drug stores and girly shops that sell skin lotion and such, etc.Mini toothpaste tubes - Free at dentist's office, and I am not shy to ask for several.Wind pants - 155g, Nike running pants on sale for around 10 bucks at sporting goods store.Foam sit/kneel pad, also backpack frame and torso sleeping mat - 40g, MYOG from leftover piece of foam mat from trimming a regular foam mat down to 2/3rds.Small packs of salt, pepper, ketchup, sugar, etc. - Free from fast food joints.Alpaca gloves and socks - 28g/45g, I paid about 5 bucks for both plus a hat (I wear the hat but not backpacking--other hats are better/lighter for BPing) while traveling in Bolivia, and these are my favorite/softest gloves/glove liners and sleep socks.
Compactor bag One Wrap velcro wire tie (used to hold my goose necked compactor bag closed.) A soda bottle lid with a bunch of holes drilled in it. Used as a water diverter for showers, dish washing, hand washing etc. Fits on an Evernew water bag.
My Princeton Tec Scout headlamp (now discontinued) is the "coolest" inexpensive item that I carry 3 seasons. It uses 4 lithium coin batteries so spares are very light weight.The next most useful and inexpensive item I carry is my canister stove windscreen & its support. It is a MYOG thing I invented and it works much better than expected. I'll post a photo of it in a separate thread.
Rubber bands and Ziploc bags.
+ 1 rubber bands. After losing one of the tensioners on my tent and doing a field repair with a rubber band (that I had just picked up as trail trash!), I ended up swapping out all the tensioners for rubber bands when I got home. Lighter weight and they perform way better.
imagination and creativity
Head Net, Glasses and a Wide-Brim Hat.
I like your thread. I don't know if it counts as inexpensive, really, but I like my homemade climaxshield vest... It is simple and it has been really handy.I gather you are looking for little knick-knacks like the cap with holes in it. That sounds like a useful thing. I don't have any good ideas like that, though. - - Yeah, I carry earplugs sometimes. Didn't think about them!Yeah, carry old soda bottles as wellExtra ziploc. Probably already said. I got nothing...
Edited by Tan68 on 07/27/2013 16:54:26 MDT.
Foam ear plugs--such as these:http://www.amazon.com/Howard-Leight-MAX-1-plugs-Uncorded/dp/B0033YLEGO/ref=sr_1_5?ie=UTF8&qid=1374955150&sr=8-5&keywords=foam+ear+plugsWorth their weight in gold--when you have to sleep at a high wind campsite.
Edited by Steve on 07/27/2013 14:26:41 MDT.
Window film groundsheetSmall repackaging dropper bottles from US PlasticTiny (2x3 and 4x6") ziplock bagsHomemade maps from Hillmap.com printed on 11x17 paper at Kinkos for $1/sheetMini bic lighter$5 baseplate compass that I pulled out of the closet 10 years agoAloksaks (first aid kit, camera, fishing stuff, etc.)
$3 polycotton button up shirts and running shorts at goodwill.
Smart water bottles. Lightweight and I love the cap. Even better that they work great with my Sawyer Squeeze.Mini Bic. Light enough that I carry two. One in my cookpot and a back-up in an Aloksak with some fire starter. I've never had one fail.On the more expensive side, I resisted buying a Buff for the longest time but now I've got two, an Original and a UV Half Buff. The Original is so useful, it can warm your head, your neck, your face, or any combination of them, it can keep sweat from running in your eyes, it can wipe condensation off your shelter, and you can use it to pull a hot mug off the stove. Adam
I think the sandwich could be listed in this thread as well. Both unusual and useful.
1.25 L rocket-base PET bottles - originally fizzy mineral water bottles.Cost: $0 after we have drunk the fizzy mineral water.Weight: about 43 g each, inc cap (lighter than most any other option).Use: 2 - 4 of them as water bottles. The small caps do NOT leak, and the bottles last for several years at least.Cheers
Vaseline soaked cotton balls. They burn great and I'm always surprised by how many backpackers haven't seen them used before.
Empty Gatorade bottles (found not bought) and bread bags (to put over my clean dry socks at camp.)The bags only last a night or three but are free and only a few grams each.Several of the ones above too.
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Christening Gifts
Children's Christening, Baptism & Holy Communion Gifts.
Childrens christening, baptism & holy communion gifts and keepsakes for boys and girls. A gift to treasure and keep for years to come we have a lovely range of presents to buy from under £10.00.
Our albums are perfect for storing precious photo memories of the day and are available in a range of sizes and designs. For a cute little keepsake we have some gorgeous decorative christening spoons hand made in the UK.


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42 U.S. Code § 5651 - Authority to make grants
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(a) Grants to eligible States
The Administrator may make grants to eligible States, from funds allocated under section 5652 of this title, for the purpose of providing financial assistance to eligible entities to carry out projects designed to prevent juvenile delinquency, including—
(1) projects that provide treatment (including treatment for mental health problems) to juvenile offenders, and juveniles who are at risk of becoming juvenile offenders, who are victims of child abuse or neglect or who have experienced violence in their homes, at school, or in the community, and to their families, in order to reduce the likelihood that such juveniles will commit violations of law;
(2) educational projects or supportive services for delinquent or other juveniles—
(A) to encourage juveniles to remain in elementary and secondary schools or in alternative learning situations in educational settings;
(B) to provide services to assist juveniles in making the transition to the world of work and self-sufficiency;
(E) to encourage new approaches and techniques with respect to the prevention of school violence and vandalism;
(F) which assist law enforcement personnel and juvenile justice personnel to more effectively recognize and provide for learning-disabled and other juveniles with disabilities;
(G) which develop locally coordinated policies and programs among education, juvenile justice, and social service agencies; or
(3) projects which expand the use of probation officers—
(A) particularly for the purpose of permitting nonviolent juvenile offenders (including status offenders) to remain at home with their families as an alternative to incarceration or institutionalization; and
(4) counseling, training, and mentoring programs, which may be in support of academic tutoring, vocational and technical training, and drug and violence prevention counseling, that are designed to link at-risk juveniles, juvenile offenders, or juveniles who have a parent or legal guardian who is or was incarcerated in a Federal, State, or local correctional facility or who is otherwise under the jurisdiction of a Federal, State, or local criminal justice system, particularly juveniles residing in low-income and high-crime areas and juveniles experiencing educational failure, with responsible individuals (such as law enforcement officers, Department of Defense personnel, individuals working with local businesses, and individuals working with community-based and faith-based organizations and agencies) who are properly screened and trained;
(5) community-based projects and services (including literacy and social service programs) which work with juvenile offenders and juveniles who are at risk of becoming juvenile offenders, including those from families with limited English-speaking proficiency, their parents, their siblings, and other family members during and after incarceration of the juvenile offenders, in order to strengthen families, to allow juvenile offenders to be retained in their homes, and to prevent the involvement of other juvenile family members in delinquent activities;
(6) projects designed to provide for the treatment (including mental health services) of juveniles for dependence on or abuse of alcohol, drugs, or other harmful substances;
(7) projects which leverage funds to provide scholarships for postsecondary education and training for low-income juveniles who reside in neighborhoods with high rates of poverty, violence, and drug-related crimes;
(8) projects which provide for an initial intake screening of each juvenile taken into custody—
(9) projects (including school- or community-based projects) that are designed to prevent, and reduce the rate of, the participation of juveniles in gangs that commit crimes (particularly violent crimes), that unlawfully use firearms and other weapons, or that unlawfully traffic in drugs and that involve, to the extent practicable, families and other community members (including law enforcement personnel and members of the business community) in the activities conducted under such projects;
(10) comprehensive juvenile justice and delinquency prevention projects that meet the needs of juveniles through the collaboration of the many local service systems juveniles encounter, including schools, courts, law enforcement agencies, child protection agencies, mental health agencies, welfare services, health care agencies (including collaboration on appropriate prenatal care for pregnant juvenile offenders), private nonprofit agencies, and public recreation agencies offering services to juveniles;
(11) to develop, implement, and support, in conjunction with public and private agencies, organizations, and businesses, projects for the employment of juveniles and referral to job training programs (including referral to Federal job training programs);
(12) delinquency prevention activities which involve youth clubs, sports, recreation and parks, peer counseling and teaching, the arts, leadership development, community service, volunteer service, before- and after-school programs, violence prevention activities, mediation skills training, camping, environmental education, ethnic or cultural enrichment, tutoring, and academic enrichment;
(13) to establish policies and systems to incorporate relevant child protective services records into juvenile justice records for purposes of establishing treatment plans for juvenile offenders;
(14) programs that encourage social competencies, problem-solving skills, and communication skills, youth leadership, and civic involvement;
(16) projects which provide for—
(A) an assessment by a qualified mental health professional of incarcerated juveniles who are suspected to be in need of mental health services;
(B) the development of an individualized treatment plan for those incarcerated juveniles determined to be in need of such services;
(C) the inclusion of a discharge plan for incarcerated juveniles receiving mental health services that addresses aftercare services; and
(17) after-school programs that provide at-risk juveniles and juveniles in the juvenile justice system with a range of age-appropriate activities, including tutoring, mentoring, and other educational and enrichment activities;
(18) programs related to the establishment and maintenance of a school violence hotline, based on a public-private partnership, that students and parents can use to report suspicious, violent, or threatening behavior to local school and law enforcement authorities;
(19) programs (excluding programs to purchase guns from juveniles) designed to reduce the unlawful acquisition and illegal use of guns by juveniles, including partnerships between law enforcement agencies, health professionals, school officials, firearms manufacturers, consumer groups, faith-based groups and community organizations;
(20) programs designed to prevent animal cruelty by juveniles and to counsel juveniles who commit animal cruelty offenses, including partnerships among law enforcement agencies, animal control officers, social services agencies, and school officials;
(21) programs that provide suicide prevention services for incarcerated juveniles and for juveniles leaving the incarceration system;
(22) programs to establish partnerships between State educational agencies and local educational agencies for the design and implementation of character education and training programs that reflect the values of parents, teachers, and local communities, and incorporate elements of good character, including honesty, citizenship, courage, justice, respect, personal responsibility, and trustworthiness;
(23) programs that foster strong character development in at-risk juveniles and juveniles in the juvenile justice system;
(24) local programs that provide for immediate psychological evaluation and follow-up treatment (including evaluation and treatment during a mandatory holding period for not less than 24 hours) for juveniles who bring a gun on school grounds without permission from appropriate school authorities; and
Source(Pub. L. 93–415, title II, § 241, as added Pub. L. 107–273, div. C, title II, § 12210(4),Nov. 2, 2002, 116 Stat. 1880.)
Prior Provisions
A prior section 5651,Pub. L. 93–415, title II, § 241,Sept. 7, 1974, 88 Stat. 1125; Pub. L. 95–115, §§ 3(a)(3)(A), (5), 5 (a), (f),Oct. 3, 1977, 91 Stat. 1048, 1049, 1056, 1057; Pub. L. 96–509, § 19(j),Dec. 8, 1980, 94 Stat. 2765; Pub. L. 98–473, title II, § 631,Oct. 12, 1984, 98 Stat. 2118; Pub. L. 100–690, title VII, § 7259,Nov. 18, 1988, 102 Stat. 4441; Pub. L. 102–586, § 2(g)(1),Nov. 4, 1992, 106 Stat. 4994, related to the National Institute for Juvenile Justice and Delinquency Prevention, prior to repeal by Pub. L. 107–273, div. C, title II, § 12210(1),Nov. 2, 2002, 116 Stat. 1880.
Effective Date
Part effective on the first day of the first fiscal year that begins after Nov. 2, 2002, and applicable only with respect to fiscal years beginning on or after the first day of the first fiscal year that begins after Nov. 2, 2002, see section 12223 ofPub. L. 107–273, as amended, set out as an Effective Date of 2002 Amendment note under section 5601 of this title.
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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I heard this phrase or the variants (rooted phone, rooting, etc.) in android forums but I don't know what it means. Can you explain it in simple terms?
To 'root' your phone means to gain administrative rights on the file system of your phone (in linux, root is the username of the master admin). With root access, you can install and uninstall anything you want on the phone.
Most phones come with limited access regarding what you can and can't do on it. This isn't necessarily a bad thing, because it can keep users from accidentally breaking something they shouldn't mess with on the phone, especially in regards to the operating system. However, many manufacturers limit your rights to things that aren't really so mission critical, too, and rooting the phone gets around this.
If you have a few unnecessary applications (bloatware) pre-installed on your phone that you cannot uninstall, rooting will give you this ability. It will also allow you to upgrade to newer versions of Android before your phone's manufacturer and/or cell provider make the updates available to you. Be warned, though, that rooting may void your warranty.
For more info on what rooting enables you to do with your phone, check out this question.
To gain root (administrator) access to a phone.
'root' is the user with UID 0, which is the equivalent of a full 'System Administration Account'.
It means you have the permission to do anything. Anything includes opening protected ports (for example for WiFi-tethering), update and upgrade the OS and all software, replace the operating system with your own software, full access to every file on the machine, and the ability to delete any file, including the entire operating system.
When you "root" your phone you are unlocking the administrative privileges of the phone which by default are locked by the manufacturer. It's similar to "Jailbreaking" in the iphone world.
Rooting your device allows you to do things like overclock or underclock your CPU, delete those preloaded apps that your phone wont delete like Amazon MP3 or Corp Calendar, install certain apps that require root access, load custom ROMs...
The manufacturers don't want you to have access to these options for a number of reasons including but not limited to:
In short, it means to get administrator access to the phone. To do things that a normal (non-administrator) user of the phone cannot do.
The above answers are already correct, but just for a bit of nerd reference. In all Unix based systems there is a "root" user who has access to any and all functions available by the operating system. This is a very powerful (and dangerous) privilege because once you are root you can do anything and much of what you can do can completely destroy the system.
This is why when you administer a server you usually don't do it as root, so that you can take advantage of the operating system saying "umm... you don't want to do THAT!" when you accidentally ask it to wipe clean the entire hard drive at 3am.
[EDIT] I was going to modify my answer to say "In the other answers" but then realized that the effect this would have would be to render the comments beneath (assuming they're still there) nonsensical.
I'm not seeing a strike-through in the text editor, so, I'll just amend here that I should have said "In the other answers" rather than "In the above answers".
This is a bit of an amendment to everything. Essencially Rooting is Jailbreaking. You are a user, you don't have administrator access to your own phone. Rooting is the process of getting access to the "root" user. Once you have root, there are some fun things you can do.
Recently rooting is getting more efficient and with 1-click rooting coming up, it should be a breeze for most people, just set up and let it run for a half an hr.
The only risk is bricking your phone (screwing up some critical software thus making it impossible to start it up or install a fix).
Two great resources for understanding this more deeply are:
http://code.google.com/p/android-roms/wiki/Obtain_Root and the CyanogenMod Wiki. The latter does a great job of defining terms throughout, so even if your goal is not to install CyanogenMod (which they also define :) ), the wiki is a great way to fill in gaps in your understanding.
protected by Matthew Read♦ Nov 20 '14 at 19:27
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The Gift of Life with Family
The proper enjoyment of time with our spouses and families actually points us to our Creator. As we take the time to enjoy our loved ones, we are reminded that they are precious gifts from God and that He is ...Read More
God's Lovely Dwelling Place
The Bible speaks often of the beauty of God and the loveliness of His dwelling place. Though it is hard for us to fathom now, our Creator is more beautiful than anything we can imagine. The most beautiful of His ...Read More
Standing Firm Against Adultery
Matthew Henry comments, "Let him that is married take delight in his wife, and let him be very fond of her, not only because she is the wife that he himself has chosen and he ought to be pleased with ...Read More
The Trap of Adultery
Adultery is not the unforgivable sin. Those who commit it will be forgiven by God if they repent. Nevertheless, adultery always has destructive consequences. It can lead to divorce. It can bring an end to a person's good name. It ...Read More
Foolish Sons and Prudent Wives
If you are a married man, thank the Lord for the wisdom that your wife provides in the affairs of your home. If you are a married woman, pray that God would cause you to grow in wisdom so that ...Read More
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Scripture tells us that marrying someone who does not share the beliefs of the covenant community leads to trouble. For example, Solomon's marriages to pagan women led him astray and gave paganism a foothold in Israel (1 Kings 11:1–8). If ...Read More
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Many thanks in advance for any advice anybody can offer!


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Diego Restrepo (center), the driver of a tractor trailer that caught fire on westbound State Road 60 Wednesday afternoon, speaks with lieutenant Sheldon Lewis (left) as firefighters extinguish his truck. Restrepo, from Tampa, was hauling a load of tile grout when a fire started from a fuel leak, according to Keith Sims, deputy with the Indian River County Sheriff's Office. Several rounds of ammunition which were in the cab of the truck fired off as a result of the fire, but no one was injured in the incident.
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PROTECT IP / SOPA Breaks The Internet from Fight for the Future on Vimeo.
Yikes you guys, have you read about SOPA and PIPA yet? In protest again SOPA, and instead of blacking out my blog for the day, I'm posting this video and giving you these links to learn more. Noticed how Wikipedia, Google, Reddit, Mozilla, Wordpress, I Can Has Cheeseburger, Twitpic, Wired, Greenpeace, Vimeo, and many more major websites are protesting against SOPA? Have you thought about how SOPA could effect your blog personally for that one random time you forgot to credit that one photo you like, or that time you made a video of you singing a song you love, or when you added in a song in the background of a tutorial you made for your blog? Have you thought about how SOPA could really hurt the blogging community as a whole, how it could effect those of us who rely HEAVILY on Social Media sites to keep our businesses running? I'm freaked out about SOPA and PIPA. Click on any of the links above to find a petition to sign against SOPA, to email or tweet your congressmen and women, to support the freedom you currently have in blogging, posting on twitter, facebook, vimeo, youtube, the freedom you have in editing Wikipedia pages, and more. Ps, at O'Reilly.com they are having a free livestream of experts all day discussing ways to "improve your power in Washington from people who've been successful at moving it."
Also, here is a letter from some musicians, artists, and creators you may know who are standing against PIPA and SOPA.
For those of you who have started your business thanks to the internet, Etsy sellers, Professional Bloggers, and those of you who hope to start a small business, watch this.
Our Internet from Engine Advocacy on Vimeo.
12 comments:
SOPA/PIPA is scary stuff! My blog is blacked out right now, I forgot to turn it on this morning, so did it around lunch time. I'll keep my little ribbon up after for a while too!ReplyDelete
I'm so glad you posted this! I was expecting to see a TON of info about SOPA/PIPA in the blogging community today, and I've honestly been more than a little disappointed that I haven't, although its ALL OVER Twitter and Facebook. My own site is "blacked out" today (I downloaded a Wordpress plugin that puts up information about SOPA and links to more information), and is scheduled to be blacked out again on the 24th, when Congress votes on it.ReplyDelete
This is incredibly important, scary stuff. Do we really want to give a few people the power to decide what can and can't be on the internet? That's getting a little too 1984 for my liking. A couple of SOPA supporters have already backed down because of the huge internet backlash. You CAN and DO have a voice...use it!Replies
oh good to know, I'll have to do something special on the blog on the 24th in strike of sopa!Delete
I read about it during this week, I hate the idea of SOPA/PIPA :S where is the freedom that USA always proclaim, politics sucksReplyDeleteReplies
politics do suck.Delete
it's so scary that this could even potentially happen! i've been bouncing around the internet this evening signing every petition i could find.ReplyDeleteReplies
good girl! I did the same all day yesterday :)Delete
Good to see other bloggers posting about this too! I'm in Australia, but I'm sure that if those bills get passed, we will be following close behind!!ReplyDeleteReplies
totally, it's such a rippling effect when one major country chooses to make such insane changes like enforcing SOPA. I hope it doesnt pass, not just for americans but for any other countries that have potential to add it into their law as well.Delete
I'm glad that some bloggers are aware of how damaging it could be to our community. I've sent multiple letters to my representatives and congress informing them that this is NOT something that the American public wants. Hopefully more people do the same and it doesn't get voted in!ReplyDelete
- JaimieReplies
Agreed! Go you for supporting the protests!Delete
Please be kind with your words. I respect honesty, but threatening, demeaning, or highly aggressive comments will be deleted.


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42 U.S. Code § 1397g - Demonstration projects to address health professions workforce needs
(a) Demonstration projects to provide low-income individuals with opportunities for education, training, and career advancement to address health professions workforce needs
(1) Authority to award grants
The Secretary, in consultation with the Secretary of Labor, shall award grants to eligible entities to conduct demonstration projects that are designed to provide eligible individuals with the opportunity to obtain education and training for occupations in the health care field that pay well and are expected to either experience labor shortages or be in high demand.
(2) Requirements
(A) Aid and supportive services
(i) In general A demonstration project conducted by an eligible entity awarded a grant under this section shall, if appropriate, provide eligible individuals participating in the project with financial aid, child care, case management, and other supportive services.
(ii) Treatment Any aid, services, or incentives provided to an eligible beneficiary participating in a demonstration project under this section shall not be considered income, and shall not be taken into account for purposes of determining the individual's eligibility for, or amount of, benefits under any means-tested program.
(B) Consultation and coordination
An eligible entity applying for a grant to carry out a demonstration project under this section shall demonstrate in the application that the entity has consulted with the State agency responsible for administering the State TANF program, the local workforce investment board in the area in which the project is to be conducted (unless the applicant is such board), the State workforce investment board established under section 2821 of title 29, and the State Apprenticeship Agency recognized under the Act of August 16, 1937 (commonly known as the "National Apprenticeship Act") [29 U.S.C. 50 et seq.] (or if no agency has been recognized in the State, the Office of Apprenticeship of the Department of Labor) and that the project will be carried out in coordination with such entities.
(3) Reports and evaluation
(A) Eligible entities
An eligible entity awarded a grant to conduct a demonstration project under this subsection shall submit interim reports to the Secretary on the activities carried out under the project and a final report on such activities upon the conclusion of the entities' participation in the project. Such reports shall include assessments of the effectiveness of such activities with respect to improving outcomes for the eligible individuals participating in the project and with respect to addressing health professions workforce needs in the areas in which the project is conducted.
(B) Evaluation
The Secretary shall, by grant, contract, or interagency agreement, evaluate the demonstration projects conducted under this subsection. Such evaluation shall include identification of successful activities for creating opportunities for developing and sustaining, particularly with respect to low-income individuals and other entry-level workers, a health professions workforce that has accessible entry points, that meets high standards for education, training, certification, and professional development, and that provides increased wages and affordable benefits, including health care coverage, that are responsive to the workforce's needs.
(4) Definitions
In this subsection:
(A) Eligible entity
The term "eligible entity" means a State, an Indian tribe or tribal organization, an institution of higher education, a local workforce investment board established under section 2832 of title 29, a sponsor of an apprenticeship program registered under the National Apprenticeship Act [29 U.S.C. 50 et seq.] or a community-based organization.
(B) Eligible individual
(i) In general The term "eligible individual" means a [1] individual receiving assistance under the State TANF program.
(C) Indian tribe; tribal organization
(D) Institution of higher education
(E) State
The term "State" means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, and American Samoa.
(F) State TANF program
The term "State TANF program" means the temporary assistance for needy families program funded under part A of subchapter IV.
(b) Demonstration project to develop training and certification programs for personal or home care aides
(1) Authority to award grants
Not later than 18 months after March 23, 2010, the Secretary shall award grants to eligible entities that are States to conduct demonstration projects for purposes of developing core training competencies and certification programs for personal or home care aides. The Secretary shall—
(A) evaluate the efficacy of the core training competencies described in paragraph (3)(A) for newly hired personal or home care aides and the methods used by States to implement such core training competencies in accordance with the issues specified in paragraph (3)(B); and
(2) Duration
A demonstration project shall be conducted under this subsection for not less than 3 years.
(3) Core training competencies for personal or home care aides
(A) In general
The core training competencies for personal or home care aides described in this subparagraph include competencies with respect to the following areas:
(i) The role of the personal or home care aide (including differences between a personal or home care aide employed by an agency and a personal or home care aide employed directly by the health care consumer or an independent provider).
(ii) Consumer rights, ethics, and confidentiality (including the role of proxy decision-makers in the case where a health care consumer has impaired decision-making capacity).
(iii) Communication, cultural and linguistic competence and sensitivity, problem solving, behavior management, and relationship skills.
(ix) Training specific to an individual consumer's needs (including older individuals, younger individuals with disabilities, individuals with developmental disabilities, individuals with dementia, and individuals with mental and behavioral health needs).
(B) Implementation
The implementation issues specified in this subparagraph include the following:
(iii) The amount of instruction time spent in the classroom as compared to on-site in the home or a facility.
(4) Application and selection criteria
(A) In general
(i) Number of States The Secretary shall enter into agreements with not more than 6 States to conduct demonstration projects under this subsection.
(ii) Requirements for States An agreement entered into under clause (i) shall require that a participating State—
(iii) Consultation and collaboration with community and vocational colleges The Secretary shall encourage participating States to consult with community and vocational colleges regarding the development of curricula to implement the project with respect to activities, as applicable, which may include consideration of such colleges as partners in such implementation.
(B) Application and eligibility
A State seeking to participate in the project shall—
(i) submit an application to the Secretary containing such information and at such time as the Secretary may specify;
(C) Selection criteria
In selecting States to participate in the program, the Secretary shall establish criteria to ensure (if applicable with respect to the activities involved)—
(ii) that participating States offer medical assistance for personal care services under the State Medicaid plan;
(iii) that the existing training standards for personal or home care aides in each participating State—
(iv) that participating States do not reduce the number of hours of training required under applicable State law or regulation after being selected to participate in the project; and
(5) Evaluation and report
(A) Evaluation
The Secretary shall develop an experimental or control group testing protocol in consultation with an independent evaluation contractor selected by the Secretary. Such contractor shall evaluate—
(i) the impact of core training competencies described in paragraph (3)(A), including curricula developed to implement such core training competencies, for personal or home care aides within each participating State on job satisfaction, mastery of job skills, beneficiary and family caregiver satisfaction with services, and additional measures determined by the Secretary in consultation with the expert panel;
(ii) the impact of providing such core training competencies on the existing training infrastructure and resources of States; and
(B) Reports
(i) Report on initial implementation Not later than 2 years after March 23, 2010, the Secretary shall submit to Congress a report on the initial implementation of activities conducted under the demonstration project, including any available results of the evaluation conducted under subparagraph (A) with respect to such activities, together with such recommendations for legislation or administrative action as the Secretary determines appropriate.
(ii) Final report Not later than 1 year after the completion of the demonstration project, the Secretary shall submit to Congress a report containing the results of the evaluation conducted under subparagraph (A), together with such recommendations for legislation or administrative action as the Secretary determines appropriate.
(6) Definitions
In this subsection:
(A) Eligible health and long-term care provider
The term "eligible health and long-term care provider" means a personal or home care agency (including personal or home care public authorities), a nursing home, a home health agency (as defined in section 1395x (o) of this title), or any other health care provider the Secretary determines appropriate which—
(B) Personal care services
The term "personal care services" has the meaning given such term for purposes of subchapter XIX.
(C) Personal or home care aide
The term "personal or home care aide" means an individual who helps individuals who are elderly, disabled, ill, or mentally disabled (including an individual with Alzheimer's disease or other dementia) to live in their own home or a residential care facility (such as a nursing home, assisted living facility, or any other facility the Secretary determines appropriate) by providing routine personal care services and other appropriate services to the individual.
(c) Funding
(1) In general
Subject to paragraph (2), out of any funds in the Treasury not otherwise appropriated, there are appropriated to the Secretary to carry out subsections (a) and (b), $85,000,000 for each of fiscal years 2010 through 2015.
(2) Training and certification programs for personal and home care aides
With respect to the demonstration projects under subsection (b), the Secretary shall use $5,000,000 of the amount appropriated under paragraph (1) for each of fiscal years 2010 through 2012 to carry out such projects. No funds appropriated under paragraph (1) shall be used to carry out demonstration projects under subsection (b) after fiscal year 2012.
(d) Nonapplication
(1) In general
Except as provided in paragraph (2), the preceding sections of this division shall not apply to grant [2] awarded under this section.
[1] So in original. Probably should be "an".
[2] So in original.
Source(Aug. 14, 1935, ch. 531, title XX, § 2008, as added and amended Pub. L. 111–148, title V, § 5507(a), title VI, § 6703(d)(1)(B),Mar. 23, 2010, 124 Stat. 663, 803; Pub. L. 113–93, title II, § 208,Apr. 1, 2014, 128 Stat. 1046.)
References in Text
The Act of August 16, 1937, referred to in subsec. (a)(2)(B), (4)(A), is act Aug. 16, 1937, ch. 663, 50 Stat. 664, popularly known as the National Apprenticeship Act, which is classified generally to chapter 4C (§ 50 et seq.) of Title 29, Labor. For complete classification of this Act to the Code, see Short Title note set out under section 50 of Title 29 and Tables.
Part A of subchapter IV, referred to in subsec. (a)(4)(F), is classified to § 601 et seq. of this title.
2014—Subsec. (c)(1). Pub. L. 113–93substituted "2015" for "2014".
2010—Subsec. (d). Pub. L. 111–148, § 6703(d)(1)(B), which directed substitution of "this division" for "this subchapter" wherever appearing in subtitle 1 of title XX of act Aug. 14, 1935, was executed by making the substitution in two places in subsec. (d) of this section, which is in subtitle A of title XX act Aug. 14, 1935, to reflect the probable intent of Congress.
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Trio deploys positive connections by forming veterans' fraternity at Altoona
Christian Cieslak, Shaun Aiken and Josh Keele don't quite fit the mold for typical fraternity brothers. The three are veterans and older than the traditional college-age students. They have a different mind-set and different priorities than many of their peers. They have formed a strong bond among themselves as brothers-in-war, but they wanted to extend that special camaraderie during their collegiate careers to others like themselves.


text:
Tony Bellew Press Conference
Derry Matthews goes face to face with Anthony Crolla during a press... News PhotoAnthony Crolla,Boxing,England,Horizontal,Liverpool - England,Press Conference,Sport,UKPhotographer Alex LiveseyCollection: Getty Images Sport 2013 Getty ImagesLIVERPOOL, ENGLAND - JANUARY 09: Derry Matthews goes face to face with Anthony Crolla during a press conference at the Hilton Hotel on January 9, 2013 in Liverpool, England. Derry Matthews is due to fight Anthony Crolla at Betfairs's 'No Retreat, No Surrender' event on March 30, 2012 at the Echo Arena, Liverpool. (Photo by Alex Livesey/Getty Images)


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WESTERN NEW YORK - Alfred State student Kayla Franchina remembers how special her prom was, and she wants to make sure other girls get to celebrate that special day.
"It's very expensive. Not just the dress, you have to include the hair, shoes, nails," said Franchina.
Add it all up, and for many girls, it's a cost they just can't afford. That's why she started Project Prom Dress a few years ago when she was a senior at Cassadaga Valley High School.
"I spent my entire spring break driving around the community and picking up dresses, as far as Buffalo," said Franchina.
After she graduated, other students kept the prom dress drive going.
Now Franchina is expanding the drive to include communities around Alfred State.
She will once again throw a prom dress party where high school girls in need of a gown can pick one out for free.
"It's just like trading gowns with your best friend, which I've done many times for many dances. That's what I wanted it to be like."
She is looking to collect at least 500 dresses for this year's party.
The event is Saturday, April 20th from 10 a.m. to 2:30 p.m. in the Pioneer Lounge in the Pioneer Center on the Alfred State campus.
If you would like more information or want to donate a new or gently used dress, you can email Kayla by clicking HERE.


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Partner Network
Best Foot Forward
Established in 1997, Best Foot Forward (BFF), based in Oxford, UK, has successfully completed over 1000 footprint analyses helping more than 100 organisations to measure, manage, communicate and reduce their environmental impact. Whether you are interested in standards compliance, strategy development, or measuring the footprint of products, services or events, BFF can provide the metrics you need.
Partner Profile
BFF started applying the Ecological Footprint methodology in 1997 and continue to be international leaders in using the methodology for organisations, products and regions. We are a founding and active member of the Global Footprint Network, serving on a range of Network committees and have worked with the European Commission on a research agenda for the adoption of the indicator at state level. We also recognise the value of the carbon footprint and routinely apply both footprint methodologies in our projects to maximise the value of our findings.
Our Ecological Footprint services include:
• Clear introduction to and communication of the methodology
• Expert calculation of a footprint measurement that goes beyond carbon
• Regional, organisational, product and personal level analyses
• Visualisation and benchmarking of results
• Incorporation in communication plans and engagement tools
• Delivery of technical training on the methodology
• Provision of sophisticated footprinting software
Visit Best Foot Forward Website
Footprint Reports
BFF Ecological Footprint Reports


text:
Home » Sound Art - Radio Art » ROCK'S ROLE: After Ryoanji
ROCK'S ROLE: After Ryoanji
Scarce CD made to accompany an installation in New York curated by Ron Kuivila in 2004 that welcomed sonic overlap.. Based on Cage's Ryoanji, 17 artists prepared material that was classified either as sand or rocks (sand is a ground in which rocks freely sit). So it's a long, meditative environment where sounds exist in themselves and also easily overlap with one another. Comes with a useful booklet with biographies, curatorial statement, and information about other related sound art exhibitions. Limited number.
Code: ArtInGeneral
Price: £5.00


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42 U.S. Code § 7271c - Repealed.
Section, Pub. L. 104–201, div. C, title XXXI, § 3156,Sept. 23, 1996, 110 Stat. 2841, related to requirements for Department of Energy weapons activities budgets for fiscal years after fiscal year 1997.
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Creativity on the Radio, 4/2013
1.) Radiolab: Click here: Radiolab is a show about curiosity where sound illuminates ideas, and the boundaries blur between science, philosophy, and human experience. It is hosted by Jad Abumrad and Robert Krulwich.
Episode: Musical Language: Click here to listen
Episode: Pop Music: Click here to listen
Episode: Sleep: Click here to listen
Episode: Diagnosis: Click here to listen
2.) National Public Radio: Click here: National Public Radio delivers breaking national and world news. Also top stories from business, politics, health, science, technology, music, arts and culture.
Episode: Can Yo-Yo Ma Fix the Arts?: Click here to listen
Posted at 03:38 PM in


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7 U.S. Code § 2814 - Management of undesirable plants on Federal lands
prev | next
(a) Duties of agencies
Each Federal agency shall—
(1) designate an office or person adequately trained in the management of undesirable plant species to develop and coordinate an undesirable plants management program for control of undesirable plants on Federal lands under the agency's jurisdiction;
(2) establish and adequately fund an undesirable plants management program through the agency's budgetary process;
(3) complete and implement cooperative agreements with State agencies regarding the management of undesirable plant species on Federal lands under the agency's jurisdiction; and
(b) Environmental impact statements
In the event an environmental assessment or environmental impact statement is required under the National Environmental Policy Act of 1969 (42 U.S.C. 4321 et seq.) to implement plant control agreements, Federal agencies shall complete such assessments or statements within 1 year after the requirement for such assessment or statement is ascertained.
(c) Cooperative agreements with State agencies
(1) In general
Federal agencies, as appropriate, shall enter into cooperative agreements with State agencies to coordinate the management of undesirable plant species on Federal lands.
(2) Contents of plan
A cooperative agreement entered into pursuant to paragraph (1) shall—
(A) prioritize and target undesirable plant species or group of species to be controlled or contained within a specific geographic area;
(B) describe the integrated management system to be used to control or contain the targeted undesirable plant species or group of species; and
(d) Exception
A Federal agency is not required under this section to carry out programs on Federal lands unless similar programs are being implemented generally on State or private lands in the same area.
(e) Definitions
As used in this section:
(1) Cooperative agreement
The term "cooperative agreement" means a written agreement between a Federal agency and a State agency entered into pursuant to this section.
(2) Federal agency
The term "Federal agency" means a department, agency, or bureau of the Federal Government responsible for administering or managing Federal lands under its jurisdiction.
(3) Federal lands
The term "Federal lands" means lands managed by or under the jurisdiction of the Federal Government.
(4) Integrated management system
The term "integrated management systems" means a system for the planning and implementation of a program, using an interdisciplinary approach, to select a method for containing or controlling an undesirable plant species or group of species using all available methods, including—
(5) Interdisciplinary approach
The term "interdisciplinary approach" means an approach to making decisions regarding the containment or control of an undesirable plant species or group of species, which—
(A) includes participation by personnel of Federal or State agencies with experience in areas including weed science, range science, wildlife biology, land management, and forestry; and
(B) includes consideration of—
(i) the most efficient and effective method of containing or controlling the undesirable plant species;
(6) State agencies
The term "State agency" means a State department of agriculture, or other State agency or political subdivision thereof, responsible for the administration or implementation of undesirable plants laws of a State.
(7) Undesirable plant species
The term "undesirable plants" means plant species that are classified as undesirable, noxious, harmful, exotic, injurious, or poisonous, pursuant to State or Federal law. Species listed as endangered by the Endangered Species Act of 1973 [16 U.S.C. 1531 et seq.] shall not be designated as undesirable plants under this section and shall not include plants indigenous to an area where control measures are to be taken under this section.
(f) Coordination
(1) In general
The Secretary of Agriculture and the Secretary of the Interior shall take such actions as may be necessary to coordinate Federal agency programs for control, research, and educational efforts associated with Federal, State, and locally designated noxious weeds.
(2) Duties
The Secretary, in consultation with the Secretary of the Interior, shall—
Source(Pub. L. 93–629, § 15, as added Pub. L. 101–624, title XIV, § 1453,Nov. 28, 1990, 104 Stat. 3611.)
References in Text
The National Environmental Policy Act of 1969, referred to in subsec. (b), is Pub. L. 91–190, Jan. 1, 1970, 83 Stat. 852, as amended, which is classified generally to chapter 55 (§ 4321 et seq.) of Title 42, The Public Health and Welfare. For complete classification of this Act to the Code, see Short Title note set out under section 4321 of Title 42 and Tables.
The Endangered Species Act of 1973, referred to in subsec. (e)(7), is Pub. L. 93–205, Dec. 28, 1973, 87 Stat. 884, as amended, which is classified generally to chapter 35 (§ 1531 et seq.) of Title 16, Conservation. For complete classification of this Act to the Code, see Short Title note set out under section 1531 of Title 16 and Tables.
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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Community Health Resource Center
Community Health Resource Center
Pacific Campus
2100 Webster Street, lobby level
San Francisco, CA
Hours: Monday - Friday 8 a.m. - 5 p.m.
See directions to our facility by car.
Public Transportation: The 1 California, 22 Fillmore, 3 Jackson and 24 Divisadero all stop within two blocks of our location. For connecting routes, call 311 within San Francisco and 415-701-2311 from outside San Francisco. For BART connections, call 650-992-2278.
What We're About
People today take a more active role than ever before in making decisions about health care. Smart lifestyle choices are every bit as important to healthy living as eating balanced meals and exercising regularly. So is being educated about your health. Are you at risk for certain diseases? Do you know how to prevent them or what to do if you are diagnosed? The Community Health Resource Center can help you find the information and resources you and your family need.
Do you want to know what CHRC is up to?
Read CHRC's A Healthy Outlook Newsletter
Client Service Survey
Please take a moment to fill out a brief 10 question survey of our services.Opens new window By hearing your opinion, we can serve you in the best way possible.
Follow us on TwitterOpens new window and read our daily tweets!
Do you want to receive updates on what we are up to?
Do you want to hear tips on how to live a healthy lifestyle?
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- Read CHRC's A Healthy Outlook Newsletter
- Patient Education
- Community Outreach
- Cancer Buddy Program


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text:
By LES BOWENSun Advocate reporter
With the holiday season already upon us, many people are already thinking about what to get their friends and family. However, finding the right gift on a limited budget can be difficult.
For young people who are just entering the workforce or trying to support a new family, the holiday gift budget often gets very small very fast.
"I look for gifts everywhere I go," said Donald McCarty, a 23-year-old Price resident.
McCarty explained that he often finds good deals on meaningful gifts at thrift stores and online.
"For the past three years, I've given my girlfriend things I bought on eBay," said McCarty.
McCarty added that he checks out the clearance specials at stores and can often find good deals on newer items.
This year, he plans to give one person on his list a throw he bought at Deseret Industries for just a few dollars. The cost of the item if he were to buy it new would be in the neighborhood of $30, according to McCarty.
As far as cost is concerned, McCarty said it's not always necessary to spend a lot of money on a gift.
"It depends on who you're buying for," said McCarty. "You can get away with buying cheap stuff for some people."
In addition, there are ways to add sentimental value to a gift.
Adam Anderson, a 22-year-old Price native explained that one year his dad made a music stand for him. Anderson is a music major at College of Eastern Utah. He related that his dad spent a couple of weeks making presents for each of his siblings.
Anderson said the stand was quite functional and the fact that his dad made it for him made it that much more meaningful.
McCarty said that two years ago, his girlfriend made him a blanket out of old denim pants. He added that now he can't remember what he wanted. Instead, the blanket was the perfect gift at the time.
"The blanket kept me warm all winter," said McCarty.
"Christmas isn't about getting what you want," said McCarty. "I don't get people what they want."
McCarty said he buys gifts that he know they will appreciate, but leaves the filling of the gift list to others.
"I stay away from clothes. That's what grandparents are for," he said.
But even trying to save, sometimes the holiday budget can get expensive. Anderson related that he tried to spend between $10 and $15 on each person on his list.
"I buy presents for a lot of people," said Anderson. "I usually end up spending around $500 on presents each year."
Tasha Ashby, a 19-year-old college student from Fielding, said she spends an average of $6 on each gift.
"If it's a close friend, I spend more money," said Ashby.
Many holiday shopping lists often have acquaintances and distant friends. Ashby explained that she goes to the dollar store and gets them a simple box of chocolates or something similar.
For closer friends, Ashby said photographs are an easy gift. Ashby takes a lot of her own photos and has the walls of her dorm room plastered with both her own photos and many that were given to her by friends.
"You can buy a frame for about $6," said Ashby. She added that those she has given the photos to have appreciated them. "It's a photo you're giving them. It's a memory."
Shopping the dollar stores and thrift stores can easily cut a holiday budget.
"I don't go to the more expensive stores," said McCarty. But he said you have to avoid appearing too cheap.
"One year I bought a Coca-Cola cup for $1 and told my girlfriend it was her present. She wasn't happy." McCarty added that the gift was a joke and he later purchased a better present.
He said one year, his younger brother had his Playstation stolen. McCarty found a Super Nintendo, a game console more than a decade old at a thrift store. He said his brother loved it.
"I couldn't afford to replace his Playstation, but I got him a system and a few games," he explained.
Another way to stretch the holiday budget is to split the cost with friends or family. Candice Buchmiller, a 21-year-old Price native, said she and her siblings chilled in to buy her dad a guitar.
Of course, the gift card is an easy route.
"With some friends, we get a gift card and buy a bag of candy for each other," said Buchmiller.
Another option is to give a gift that can be reused. Ashby said she has given friends poem or message on poster board with candy in place of some of the words. She found out that one person took the candy off and used it as a stocking stuffer.


text: Large, ribbed fruits, 1-2 lb. each, are produced on indeterminate vines. These solid, meaty and juicy tomatoes make an excellent slicer. We searched the world to find the best organic seed—Burpee fully guarantees that not a drop of synthetic chemicals was used to make these excellent seeds. Certified Organic Seed.


text:
To embed, copy and paste the code into your website or blog:
The Electronic Frontier Foundation (EFF) filed a class-action lawsuit against AT&T on January 31, 2006, accusing the telecom giant of violating the law and the privacy of its customers by collaborating with the National Security Agency (NSA) in its massive, illegal program to wiretap and data-mine Americans' communications.
This is the court's order re: recusal.
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text:
By MICHAEL OVERSONSun Advocate reporter
San Rafael came to town to play Helper Junior High and both teams gave a good performance to the crowd. The game started off fast paced as both teams were anxious to score and ended with San Rafael winning 59-42. This resulted in numerous turnovers, neither team was able to capitalize on their defensive efforts very often.
Poor passing added to the turnovers and with each steal the fast breaks were amazing to watch. The first quarter ended 15-7 with San Rafael leading.
The pace never slowed in the second and the game continued to be an exhibition of raw talent and youth full of energy. San Rafael had several steals which kept Helper at bay as far as shots off.
The clock ticked down to zero in the second quarter with San Rafael leading 25-18.
Third quarter play didn't unveil any new strategy to speak of, both teams had some difficulty handling the ball but overall they players seemed to be in their zones. The third ended with a score of 47-24 much of these points came from threes as San Rafael dropped several big shots from beyond the arc.
The fourth quarter proved to be critical as Helper tried to make a run at the lead. They shut down San Rafael's offense more than once but their efforts came too late.
The gap in score closed to 17 as the final seconds ticked down to San Rafael winning.


text:
Unless I'm doing something horribly wrong (possible) I've already applied for them- 1. My school emailed the award letter in April2. I downloaded and returned the forms (after picking lenders, entrance counseling, etc)3. Wait for the school to process it all/MPN/etc...In other words, shouldn't it tell you what to do on your award letter?
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The Young Stranger
1957. USA. John Frankenheimer. 84 min.
Wednesday, April 3, 2013, 1:30 p.m.
Theater 3 (The Celeste Bartos Theater), mezzanine, The Lewis B. and Dorothy Cullman Education and Research Building
The Young Stranger
1957. USA. Directed by John Frankenheimer. With James MacArthur, James Daly, Kim Hunter, James Gregory, Marian Seldes. At 27, Frankenheimer successfully made the leap from live television drama to this moving film about contemporary juvenile delinquency. 84 min.
In the Film exhibition An Auteurist History of Film
Ticketing policies for film screenings
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text:
At Minto, we've spent nearly half a century creating award-winning new homes and communities throughout Florida that provide a rich and rewarding lifestyle.
Our innovative, green living environments, state-of-the-art design and quality craftsmanship mean you get to enjoy a stunning new home that's as beautiful as it is energy efficient.
And we're not the only ones who think so. In fact, we've earned numerous awards for our homes and communities, setting us apart as one of Florida's most exceptional home builders.
In Florida, the sun shines all year round giving residents the opportunity to do the things they love. Whether it's visiting white sandy beaches along the Gulf of Mexico or Atlantic Ocean; kayaking along the miles of waterways, streams and rivers; or cocktail parties with friends on your lanai, Florida is a place to call home for the active lifestyle you want!
So whether you're looking for a new home in Tampa, Sarasota, Bradenton, Orlando, Fort Lauderdale, Royal Palm Beach, Sunrise, Port St. Lucie, Naples or Bonita Springs, the perfect Minto home is waiting for you.
Explore our award-winning communities today!


text:
Welcome Kimberly. Your intro was awesome. Can't wait to see your layouts!
Welcome Kimberly. Your intro was awesome. Can't wait to see your layouts!
Welcome I loved your intro, the smilies always make me giggle too
Hi Kimberly. Welcome to GingerScraps. Oh dear .... MSATP .... sounds serious.
Hi. I'm new here too. I'm on the west coast also but further north....Vancouver BC Canada area.
Kimberly -- welcome to GS -- love your description of MSATP and your cheery intro Looking forward to seeing your LO's
welcome to GS, so happy to have you join us!
Proudly Creating for
Connie Prince - Luv Ewe - Little Rad Trio
Amy Martin - Lynne-Marie - Sas Designs
Designed by Soco - FranceM Designs
Guesting for Ange Designs
Ladies!!! Thanks for the super warm welcome!! This is a friendly forum! I'm looking forward to trying some of your challenges.
Please boogie down with this cutie until I finish my siggie
I'm going up 680 on Sat...way up to Pittsburg! LOL! We'll def hook up at one point, it's looking like Aug at this point unless we could do a weekday.
Proud CTM for Gingerscraps, Little Rad Trio, and LissyKay Designs