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Situated 15 miles north of Roanoke, Troutville is a small town nestled in the foothills of the Appalachian Mountains about eight miles from the Blue Ridge Parkway. With so much to do and see in the surrounding area, you'll be able to enjoy your stay whether you're here for business or pleasure.
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The Holiday Inn Express® Troutville – Roanoke North is just off Interstate 81, giving you easy access to businesses, such as Vitramon, Orvis, General Shale and Roanoke Cement, as well as Roanoke and Hollins colleges. Our hotel near Roanoke, VA has a great 24-hour Business Center and a 900-square-foot meeting room.
If you're in town for leisure, our Troutville, VA hotel's location is the perfect starting point for an Appalachian adventure. Nearby attractions include Dixie Caverns, Natural Bridge, the Blue Ridge Parkway and Smith Mountain Lake. You can also enjoy a shopping trip to Valley View Mall, just eight miles from our hotel's location. Troutville, Virginia is close to other Roanoke landmarks like the National D-Day Memorial, the Taubman Museum of Art, Botetourt Sports Complex and the historic City Market.
You're sure to find a friendly staff and great amenities at our hotel near Roanoke, VA. You won't want to miss the outdoor pool, 24-hour Fitness Center and complimentary Express Start Breakfast Bar, so make reservations today and take advantage of our Troutville, VA hotel's deals!
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text: Anyone got any suggestions on sites where vinyl toy fans hang out. I'm not very knowledgable in that world, and I know some of you are. I've got one (my only) piece that I'm trying to sell. It's just been getting dusty and it coud get a better hime. Thanks!

subset: commoncrawl


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Plus Blog
February 10, 2010
Wednesday, February 10, 2010
Unintended consequences of mathematics
Mathematicians (and Plus authors) John Barrow, Colva Roney-Dougal and Marcus du Sautoy will be discussing unintended consequences in mathematics with Melvyn Bragg on his BBC Radio 4 programme In Our Time tomorrow morning at 9am.
Image courtesy NASA
Many of the most exciting developments in science is is when knowledge from one area such as pure mathematics unexpectedly crosses boundaries to provide deeper understanding of a previously unconnected problem in another area. The programme will explore many such unintended consequences, including how the ancient purely geometric study of conic sections turned out to be vital in understanding the orbits of the planets, how Einstein used the theoretical concepts from non-Euclidean geometry for his groundbreaking work on special relativity, and how the number theory provided the security necessary for our digital age.
You can read more from John, Colva and Marcus on Plus, as well as articles on conic sections and planetary orbits, non-euclidean geometry and special relativity, and number theory and chryptography.
posted by Rachel @ 2:09 PM
February 4, 2010
Thursday, February 04, 2010
Catching sight of a cockroach tends to make us behave chaotically, what with the running and screaming and throwing of shoes. But it appears that chaos might actually explain how we, and the cockroach itself, behave.
An interdisciplinary team of scientists from Germany have created a robotic cockroach that autonomously behaves in a way reminiscent of a real cockraoch. The robot independently changes gait depending on the surface it is walking on, avoids obstacles and can even extricate its leg from a hole or run away from predators. Recreating lifelike behaviour is not new, but this robot reproduces a huge range of behaviours and quickly reacts to new situations and switch between them. And the secret to its success is controlled chaos in its robotic brain.
Labels: Health and medicine, Latest news
posted by Rachel @ 10:40 AM
2 Comments:
February 4, 2010
Thursday, February 04, 2010
Putting the magic back into classroom maths
Mathematics and magic may seem a strange combination, but Queen Mary's Matt Parker and Peter McOwan want to show students otherwise. They have produced many of the The Manual of Mathematical Magic, a unique kit of magical miracles, to show that the most powerful magical effects performed today have a mathematical basis.
Freely available to any school in England, the Manual exposes the secrets behind street magic, close-up and stage tricks, revealing the varied and exciting everyday uses for the mathematics powering your magic. It gives young mathematicians the chance to be creative, finding new ways to solve problems and discovering the key to the perfect magic trick. Along the journey they will also uncover the skills of a good mathematician, one with the useful employment skills you get from being good at mathematics.
Both McOwen and Parker regularly visit secondary schools to do Mathematical Magic shows for students. "Our goal is to help more students engage with Mathematics," reveals Parker, who is also involved with the More Maths Grads programme. "Magic tricks get the students excited and then we show them the mathematical principles that make the whole trick hang together. We also reveal how the same Mathematics underpins everything from medical scans to sending text messages."
As well as The Manual of Mathematical Magic, the kit also contains a pack of cards, notebook and pencil – all of which have hidden Mathematical Magic. Teachers can use the tricks in the book in their lessons and then explain the Mathematics and its applications.
"Maths is magic. But too often school maths is a dull diet which sucks the joy out of what should be a thrilling and beautiful subject," said Paul McGarr, Deputy leader Maths Faculty at Langdon Park School where Parker gave a magical lesson to Year 10 pupils this week. "This new pack, quite literally, helps put the magic back into classroom maths. My pupils really loved it, they were engaged, excited and happy – not bad for last period of a long day! The 'wow' was audible when they saw some of the tricks demonstrated, and you could almost taste their intense curiosity to find out how it was done using maths. I would strongly recommend teachers to get hold of this pack and use it."
For more information and to conjure up a kit for your school, visit http://www.mathematicalmagic.com.
And for more on maths and magic you can read 1089 and all that and Maths and magic on Plus, and learn mathematical magic tricks at the Magic of Computer Science.
posted by Plus @ 2:28 PM
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1 comments
January 22, 2010
Friday, January 22, 2010
A complex symmetric structure known as the exceptional Lie group E8, which has so far only existed in the minds of mathematicians, seems to have turned up in real life for the first time. Physicists from the UK and Germany have conducted an experiment which involved cooling a crystal made of cobalt and niobium to near absolute zero and then applying a magnetic field. As they increased the strength of the magnetic field to a critical value, spontaneous patterns appeared in the configuration of electrons in the crystal, and these patterns carried the tell-tale signature of E8.
Labels: Latest news
posted by Plus @ 11:06 AM
3 Comments:
January 12, 2010
Tuesday, January 12, 2010
Maths for mums and dads
In a survey published last week 79% of parents revealed that maths homework frequently leads to conflict and arguments in the household, and a third of those surveyed admitted that they avoid helping their children with their maths homework. Over 40% of parents proved unable to work out the answer to a question that a 10-year-old might be expected to solve in a national test. (Alex thinks of a number. He adds half of the number to a quarter of the number. The result is 60. What was the number Alex first thought of?) What's more, over 50% admitted to not being able to teach their kids basic maths techniques used in primary school, including division by chunking, the grid method, or number bonds?.
The survey questioned a random sample of 1000 parents who have children aged 6 -11 years. It was commissioned by Random House Group to coincide with the publication of a new book by Plus author Rob Eastaway and Mike Askew. Maths for Mums and Dads is designed to help parents come to grips with the techniques children are now taught at school and to give parents an insight into why children make mistakes. Look out for a review in the next issue of Plus or buy now from Amazon.
posted by Plus @ 3:40 PM
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January 8, 2010
Friday, January 08, 2010
How long will it be until climate change brings tropical butterflies, exotic birds, or malaria-infested mosquitoes to UK shores? A team of US scientists has come a step closer to an answer by estimating the speed of climate change: the distance animal and plant species would have to migrate every year to maintain a constant temperature in their surroundings. According to the team's study, recently published in the journal Nature, the global mean of this speed is 0.42 km per year, but the study also points to important differences between types of habitat. Mountain species will be able to move slower, a predicted 0.11 km a year, since temperature varies quickly as you move up and down a mountain slope. Ecosystems from flooded grass lands and savannas, however, may have to shift by as much as 1.26 km a year to keep their temperature constant.
Labels: Latest news
posted by Plus @ 12:23 PM
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Ned Yost media session: June 30
Kicking and screaming
Yost expects tonight's matchup between premier pitchers Jake Peavy and Zack Greinke to be interesting for everyone. Yost described Peavy as a fearless competitor and admitted he loves watching Peavy on the mound, especially when the pitcher screams and yells at himself.
Give 'em a break
The Royals will again have a different starting lineup in tonight's game. Yost said the changes were not made because of injuries, but rather were meant to give players rest from the summer heat. He added that tonight will be the first day of rest for outfielder David DeJesus since his son was born on May 25.
Things are looking up
Yost also discussed the play of the infield, saying that it has been good and is only getting better. He credits Eddie Rodriguez with helping develop Mike Aviles' skills at second base. Additionally, Yost has been impressed with the corners, stating that Billy Butler has done great at first and Alberto Callaspo has been fantastic at third.


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I just wanted to give a short review now that I got the Nemo Meta in the feild a few times. Overall I'm very happy with the Meta. I just got back from a backpack hunt in Utah and a couple nights were extremely windy, with 50+ gusts. The tent held up well. Depending on the temp and wind the condisation was little to none. It seems to vent pretty good. This tent also sets up easy. I'm glad I went with the Tpee style so I could sit up inside. For a tent that is as light as most bivys, it's something anyone sould consider. Another plus I really liked is you can keep boots and your pack out of the rain/snow if it were to arrive. Here's a couple pics
-NRA Life Member
I really like my Flycreek from BigAgnes!


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Despite its association with relaxation and happy memories, the sun is one of the most potentially dangerous factors for your skin. Whether you are outside for 10 minutes or for three hours, you can experience sun damage. Over time, exposure to UVA and UVB rays can lead to premature skin aging, skin discoloration, wrinkles, and other visible damage. Remede In Sun products work to combat damage related to the sun. These products also protect skin from future damage, using powerful SPF ingredients to keep your skin safe. As a part of your daily skincare regimen, Remede In Sun products will keep your skin looking smooth, even, and healthy for years to come.
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May 24, 2016
TALLAHASSEE, Fla. (AP) -- Freshman Devon Bookert scored a career-high 18 points, Michael Snaer added 17 and Florida State fought back from an eight-point deficit in the second half to beat North Carolina State 71-67 on Saturday in the regular-season finale for both teams.
Two free throws by Bookert gave the Seminoles (17-14, 9-9 Atlantic Coast Conference) their first lead of the second half at 57-55. He then added a jumper with 2:01 left to snap a tie at 62 with 2:01 left and three free throws in the final 1:23.
North Carolina State (22-9, 11-7) led 35-34 at the half and built its advantage to eight points on three occasions in the second half, the last time at 49-41.
Scott Wood's 18 points led North Carolina State, which could lose out on a first-round bye in next week's ACC tournament if Virginia defeats Maryland on Sunday.
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Outdoors notes -- Nov. 4
In Season
Big game
Small game
Upland birds
Nov. 10
Nov. 11
Nov. 12
Nov. 19
Field Notes
The pool will be stocked with approximately 300 pounds of trout that average 11/2 pounds apiece. Ten fish will be tagged, and anglers who catch tagged fish receive prizes.
Fishing on Nov. 10 will be restricted to youths 15 years and under, who will be allowed to fish at no charge. Fishing on Nov. 11 and 12 will be open to young people and adults, but anyone age 16 and older must pay a $10-a-day rod fee.
Hours for the event are 10 a.m. to 6 p.m. The event is billed as tobacco-free.


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May 25, 2016
JASPER, Ala. (AP) -- Authorities believe a plane was taken by teenagers on a joyride before it crashed in Alabama, killing all three people aboard.
Walker County sheriff's Chief Deputy James Painter says authorities are still investigating but believe the teenagers took the plane without permission and were "sort of joyriding in it" before it crashed Tuesday night.
Painter said the plane went down in a wooded area near Jasper, northwest of Birmingham.
Federal Aviation Administration spokeswoman Kathleen Bergen said the Piper PA 30 went down less than a mile from the Walker County Airport.
The names of the three occupants of the plane haven't been released.
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The is illegal in most states and you will end up getting as many crows, hawks and eagles as you do dogs. In most states, you can't have bait visible at all. Look up on line how to make a dirt hole set. They are extremely effective and you won't ever get a bird.
Another idea is to use a house cat in a cage while calling. Coyotes that get used to killing pets are sometimes suckers for a cat meowing from a cage.


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I'm just beginning to look into preschools for my almost 3 year old to start in September. What questions do you suggest I ask and what should I be aware of when touring the potential schools? Thanks for any advice!!!
Notice: All Boston.com forums will be retired as of May 31st, 2016 and will not be archived. Thank you for your participation in this community, and we hope you continue to enjoy other content at Boston.com.
What to ask when looking at Preschool
What to ask when looking at Preschool
posted at 2/13/2013 10:51 AM EST
This post has been removed.
Re: What to ask when looking at Preschool
posted at 2/13/2013 1:00 PM EST
Grrr... bumping my post because of annoying spammer!
Re: What to ask when looking at Preschool
posted at 2/13/2013 7:56 PM EST
Do the kids look like they're having a good time? Are they engaged, is the activity pitched to their level so they can do whatever it is? Do the kids seem to be getting along reasonably well? Is there a good mix of organized and free activity, of intellectual activity (letters, numbers, shapes, colors) and play? Do they have a reasonable time/length of nap if it's all day? Do the kids spend at least part of the day grouped with their own age group and some of the time mixed ages?
Other than that, figure out what is important to YOU and ask about that. Don't go looking for a big list of Questions Good Mommies Ask Just Because.
One biggie for me--at lunch time do they have the kids all sit and eat their food in a reasonably civilized manner, and sit there until everyone is done or nearly done during a specified time? Not that every kid is going to eat every bite or have perfect manners at three, but if they're eating like savages and don't know how to sit in a chair or can't sit there quietly for five minutes...no good. You would be surprised by how many kids show up in kindergarten (who have been to preschool) who kneel on the chair with their elbows on the table and eat utensil-type food with their hands.
Yes, it's mostly the parent(s)' responsibility, but part of the reason you send them into the wider world is so someone other than Mom and Dad are also reinforcing some basic social norms too. Lots of times kids will listen better to Miss Jane than to Mom!
Re: What to ask when looking at Preschool
posted at 2/14/2013 10:24 AM EST
Trouble-CT has posed this article and I thought it was great. http://www.boston.com/community/moms/blogs/child_caring/2013/01/hi_barbara_i
When talking to my pedi about thinking of switching my son's preschool (our pedi hates all the forms and regulations my current center has) because they don't have a strong "educational" component, my pedi's response was "that's the first good thing I've heard about your center-run from any center that uses "curriculum" and 3 year old in the same sentence."
Things I wish my center did better: Communicate what the children are doing each day. They have lesson plans posted, but its hard to read them and get your LO ready to go home. And talking to my DS about what he did during the day I hear "I played cars." Then the monthly newsletter comes out and they discuss a bunch of cool things they've done. (Building a volcano, making and flying kites etc.) This past month they've told us what they're doing this month-doing weather observations and documenting-so now every day I get to talk to DS about that.
Find out how they like to incorporate what your child is interested in. DS's in a class of 12 kids-9 boys, and 3 girls (god help the teachers), so there's a lot of boy energy. The teachers kept trying to get them to stop playing pirates. I suggested they focus the pirate energy-draw maps, do treasure hunts etc. It took a few times of me suggesting this to his teacher, who is male, before he incorporated it into the class. DS has excitely showed us all the treasure maps he's drawn, and the details are increasing-so h's building on his skills.
Most of preschool is learning how to get along with other kids. Learning basic manners. How they address meal/reading/nap time is important.
besides that the basic questions about security/sick/closings/etc you ask for day care still apply.
Good luck finding a program!
Re: What to ask when looking at Preschool
posted at 2/14/2013 12:32 PM EST
KAM brought up a really good point that was a factor for us -communication. We looked at two different but incredibly awesome preschools, one was huge on photos, website and blog updates, facebook updates on daily activities - as well as a portfolio of the child's work in each classroom, and one was not. While I felt a certain affinity for montessorri program that had the less web-based communication, we ultimate chose the other option, for a few reasons but they included communication with teachers. As a working parent who often wouldn't be able to do drop off and pick up myself very often, I need that kind of accessibility and communication.
Another thing maybe to ask is what their vaccination policies are. We stuck to the vaccination schedule, but the schools policy was to accept unvaccinated children with an exception note, and they do infact have unvaccinated children currently in the program. I have mixed feelings about this, and don't want to start a political discussion about it or anything, but it's something to consider.
Re: What to ask when looking at Preschool
posted at 2/14/2013 3:38 PM EST
I think it's very important that the preschool has a mix of free time and structured activity. In high school I did an "internship" in a local preschool (4 year olds) and they had no structured activities. They had themes so the play areas were set up with certain themes in mind but they didn't actually do structured lessons to go along with the theme; all day, every day was free play. The children had fun and were exhausted by the end of the day but they weren't learning the basics necessary to move to kindergarten: letters, numbers, colors and weren't developing the skills like sitting at a table or in a circle and listening to directions. Only one or two of the 20-30 kids in the class could spell and write their name, not saying that all kids will be able to but I would expect a better ratio than that. The one girl that knew the alphabet well knew it from her parents working with her on it not the teachers. A well structured preschool should be showing you what their plans are for the kids each day/week/month.
Re: What to ask when looking at Preschool
posted at 2/14/2013 7:22 PM EST
KAM, can you strongly encourage/request that the teachers write a "Today We..." note every single freakin' day and post it on the parent board? they can't write daily notes for each child in preschool (although given your son's class has 2 teachers and only 12 kids, I actually think they COULD do this - we have 2 teachers and 8 kids so this would only be an increase of 2 notes per teacher, and they do them during naptime, so.... but as a start, if they wrote out a
"Today We took a walk to the park and saw our friend the black squirrel plus 2 grey squirrels! When we came back we built a volcano out of whatever it is - make sure you check it out in our art area! Tomorrow we're going to set it off and see the lava come out. During circle time we read "Volcanoes everywhere" and King Bidgood's in the Bathtub and Won't Get Out - and talked about the letter B - some of us even have names that start with B!
Have a great evening, we'll see you tomorrow.
WHAT a difference it would make on your car ride home, or at dinner time, or during bath and bedtime routine, as you talked about the volcano, what part he built, what color he thinks the lava will be, you can find out how much he knows about volcanos, and what he liked best about the book. If they balk at wasting paper, they can have a few pages laminated and use overhead projecter pens to write a new one every day.
Actually, curriculum and preschoolers DO go hand in hand, but NOT the way you might think of it - it's not a dumbed down kindergarten or 1st grade. Curriculum is what we do all day, and HOW we do it. We focus on gross and fine motor skills, language, reading and writing, social/emotional development as part of our curriculum, so that's why your school read the book they did at circle, which led up to the activity they did that day and the whole week.... the pirates is an expression of their curriculum - they are using fine motor skills, pre-writing (how to hold a pen, crayon and eventually pencil is critical before you can think about using those tools to make a letter or number) they are using critical thinking skills, they are socializing as they discuss each other's maps and talk about why they put what they did. Outside, if their teacher creates an obstacle course and then makes a map to follow during outside time, they will learn to follow instructions and follow rules.
We have pushed education down so much that we expect 4 yr olds to be writing their names, reading, and unfortunately it's possible that many children can, but many children (and esp. boys although not always boys) cannot do this or aren't interested yet, and get so much pressure to do so that they get frustrated, stressed, and start thinking of themselves as not smart. When you are pretending in dramatic play and you are the waiter, taking an order from the customers, and "writing" stuff (scribbles) on the paper, then bringing over the "food" (which could be pretend plastic food or some legos that stand in for those items or just plates), and remembering what that person ordered, you are learning social skills, memory, that writing is important and something they CAN do, they are taking turns, making and following rules, negotiating and being part of a whole vs. just being their own boss. All critical!
I would lean towards a program that has more open ended play than sitting down at structured time, because you see lots of "this is how you make a cat, do it this way" art in those latter programs, which doesn't teach anything and just leaves kids at tables too much.
And make sure they go OUTSIDE every freakin' day! Your kids won't get recess once they hit elementary school, so get them outside now.
Spend time observing - pick out a child who seems to be like your child (boisterous, quiet, shy, helplful, into everything, reserved, whatever) and see if that child seems to do well at the school - does the teacher seem to get along with that child and the others, or does she pick at a few kids who can't seem to do anything right? Do the kids seem to get along (for the most part, there will be squabbles, there should be), can they solve their problems themselves, and if not how does a teacher fix it? by sending them all away from the activity or does she sit and brainstorm and offer solutions and see if they can learn something from the disagreement/problem?
is it a happy sound of busy-ness or is it crazy, shrieking freakin' NOISY in the room?
Re: What to ask when looking at Preschool
posted at 2/14/2013 9:49 PM EST
KAM, I DO know what your pediatrician is talking about, when s/he says that s/he doesn't like to hear the words curriculum and 3 yr olds in the same sentence, because so often that looks like watered down curriculum for 5 and 6 yr olds, only for shorter kids at group tables vs. at individual desks. And THAT is horrible, because what is appropriate for 5 and 6 yr olds is NOT for 3 and 4 yr old preschoolers. In fact, unfortunately, so much of kindergarten is not developmentally appropriate for 5 and 6 yr olds, either, because the 1st and 2nd grade curriculum is being pushed down onto the younger and younger kids.
I love the idea of universal PreK (thank you, President Obama) but what I worry about is that it will be expressed in kindergraten curriculum at the 4 yr old level, and that would be sad.
I would agree that social/emotional skills are THE most important aspects of a good preschool program, and the other things - the volcano building, treasure map making, pretending in the dramatic play area, using sand tables, water tables, blocks, legos, and hearing stories are all important because we must challenge children so that they aren't bored - but all of that should be done with the idea that children are going to learn socially and emotionally through that play, through that equipment. Because you can't learn social and emotional skills unless you bump up against other children in play and work - it's not learned in a bubble, or when you are bored, or when you are so stressed by having to sit still for long periods of time, coloring on coloring books, worksheets or by writing letters on lined paper, or my heavy handed discipline.
Re: What to ask when looking at Preschool
posted at 2/14/2013 9:50 PM EST
KAM, I'm curious, what policies does your pediatrician think are over the top? The ones that say that we need doctor's notes for kids to come back to school? When does your school require those type of notes vs. the parents' word that their child meets the criteria for return (whatever they are at your school)?
Re: What to ask when looking at Preschool
posted at 2/15/2013 9:38 AM EST
CT-glad to hear your nephew is doing better!
Things my pedi doesn't like about my center: they requre notes for everything. Different sunblock than what the center provides=note; we don't eat pork products so the center needs a note (our center provides all food, and must provide an alternative protein for my kids-though I'm totally fine if they just don't have ham, but they have a cheese sandwich-but the nutritionist decides what their subsitution is). DD almost got kicked out of the center because her physcial release form was not on the form the center provides, but on the form the doctor provides (they changed their policy on that and didn't communicate it.) DD is allergic to mandarin oranges=note-this one is fine with me.
But if the worst complaint is the requirement for notes-things aren't so bad! They just take things beyond common sense sometimes.
Re: What to ask when looking at Preschool
posted at 2/15/2013 6:58 PM EST
I know the notes may be a pain, but it sure helps to keep things from getting mixed up about which kid eats or wears something different...if there is confusion people can look it up.
Re: What to ask when looking at Preschool
posted at 2/15/2013 8:41 PM EST
Hmmm.... OK, I feel better - we have sunscreen forms to fill out, but doctors don't sign, just parents. Alllergies would require signatures from doctor and parents, with information about what the allergy is, what the reaction is, what the medication or treatment is. If someone is a vegetarian or doesn't eat pork, we don't need a note, just need to know so we can write it in the classroom so there isn't a mixup.
Re: What to ask when looking at Preschool
posted at 2/15/2013 10:00 PM EST
Just talked with my BFF today about her 3 yo and their visiting preschools for her. Something that weighed heavily on her mind was what their daily routine is for the newly potty trained. Do they schedule regular potty breaks or rely on the kids to give consistent and clear signals to be taken as necessary.
Re: What to ask when looking at Preschool
posted at 2/16/2013 3:13 PM EST
I'd hope with the potty, they'd do both--encourage the kids to speak up AND have a couple of regular breaks or reminder times.
Re: What to ask when looking at Preschool
posted at 2/16/2013 3:50 PM EST
I meant that she is asking what their specific plan is to handle it so a comparison in that regard can be made when weighing the pros and cons of each preschool.
Re: What to ask when looking at Preschool
posted at 2/19/2013 4:04 PM EST
Here's what my kids do in the 2 1/2 hours they are at preschool 3x a week:
Put away their own coats, backpacks, boots etc. Put their snack in the bin. Wash hands.
Then they have greetings, weather and a song. Then music and movement including yoga. Snack time is next - at tables and everyone helps clean up and recycle. Then they have another circle time with a story read by the teacher. Then they have partners time where they get paired up by the teacher and have to choose an activity with their friend for the day. They do art projects. They have "puddlestompers" where they learn about nature. They have library 2x a month to choose a book to take home (I'm the library mom!). They have recess at the end for 20 minutes if the weather is good.
I get a page in their notebook everyday noting what they did and if something special happened (either good or bad). The curriculum is posted on the door everyday at dropoff. It says which books they are reading, what they are learning etc. "The Snowy Day" "Hibernation" "Valentine art" etc.
They actually potty trained my son who was in pullups when he started. They took him every 20 minutes at first! And they are great about reminding kids to go.
My kids just love it. They know their uppercase letters and can count to 20. I noticed the other day that they were working with kids on how to hold their pencil correctly.
Ours is a NAYEC accredited school, but there are many very fine preschools who have chosen not to go through the very rigorous process of being accredited. So just because a school isn't accredited, doesn't mean they couldn't get it if they tried.
Their are 14 kids and 3 teachers.
Oh - and it's a nut free school if that matters one way or the other. My kids don't especially like peanut butter so it's not a problem for snack time. And everyone brings their own sunscreen in their backpack along with a hat with a brim during the warmer months.
Hope it helps
Re: What to ask when looking at Preschool
posted at 2/19/2013 4:29 PM EST
One last thing - I had wanted to send my kids to a school nearby that's in a church basement. The director did mention that they did sometimes tell "christian stories" like Noah's Ark and stuff. I didn't bother me, but it's something to be aware of with some of the private preschools. Many of the popular ones in my town are on church property.
My kids school, on the other hand, has a "no holiday" policy. I was amazed that they got to do a valentine exchange last week. The elementary school kids in my town get to wear costumes on halloween, but the preschool kids weren't allowed. Obviously no mention of Christmas or Hannakuh. They did make Turkeys at Thanksgiving, but I don't think they actually discussed the holiday or it's meaning. Most of the books at story time were a Fall theme - about leaves and the changing of the seasons and stuff.
Just something to be aware of. Good luck with your decision.
Re: What to ask when looking at Preschool
posted at 2/19/2013 9:21 PM EST
misslily, what a full and wonderful half day your twins have at school! Is your kids' school integrated? How are they doing with their hearing aids, do they wear them to school or not? I know they eventually have to, but until they will be good about not pulling them out.... don't know how you manage it, although your school sounds like they could handle it if they took him every 20 minutes to the potty!
Re: What to ask when looking at Preschool
posted at 2/20/2013 7:30 AM EST
CT - they are at the town preschool. It's integrated 40% special needs and 60% regular developing. My kids do wear their hearing aids every day. The school also purchsed an FM system. The teacher wears a microphone and her voice boots right into my kids hearing aids - even if they are all the way across the room. My town has a "teacher for the deaf and hard of hearing" who visits them once a week. She got "hushups' (basically tennis balls) for all the chair and table legs to help keep the room quiet for them. She will follow them all the way through the public school system. She currently has 43 kids in pre-12 that she watches over and makes sure they have all the accomodations they need to succeed.
My kids also receive their SLP services and OT services. Other kids also get specialized SLP, OT and or PT if needed. It's a wonderful place. It's amazing how far they have come in since they started in June last year. The school evaluated them last year and had very specific goals for all sorts of things (DS will initiate greetings to peers and teachers and continue a conversation for 2 to 3 turns) We're due for our next evaluations and new set of goals so we're ready for next year. They will go 4x a week starting in September. Of course the main goal is for all kids to be ready to mainstream into kindergarten.
It's a fabulous place. My only "complaint' is that it's only 2 1/2 hours. Hardly enough time for mommy to get anything done. One other mom said she feels like she should just read a book in the parking lot sometimes! But it's worth it for the wonderful education they are getting. And at first I was reluctant to take on the job of library mom. My own mother has been really sick since Sept. so I wasn't sure I wanted to spend the extra time. But I'm so glad I'm doing it. I get to come to the classroom every other week with a selection of books from the library room for the kids to choose from. My children love seeing me and it allows me to see first hand what goes on there. I've also gotten to know all the other little ones in their class. I also signed up just before winter break when they needed 3 parents to help with a craft project. Three of us had a blast helping the kids make snowmen decorated with pompoms and snowflakes with glitter. We also made gingerbread kids with photos of each child as the head. I highly recommend any parent visit their kid's class - even if it means taking some time off work. You won't regret it. Our class also has guest reader spots available for willing parents and grandparents. It's another fun way to be involved.
By the way - I got shooed out the other day for helping too much with coats, backpacks and snowboots. They want them to do it themselves! I was, of course, happy to oblige! :)
Re: What to ask when looking at Preschool
posted at 2/20/2013 10:28 AM EST
MissLily, I loved reading about what your kids do at preschool. We are sending DD to a NAYEC accredited program and they do many of the same things, teaching independence with putting on/off clothing and belongings put in cubbies, learning to socialize by sitting at table while eating, circle time with weather, stories, letters, shapes etc. and we get a sheet every day detailing the days activities and adding a few specific details about my DD.
I totally agree about your point about going into the school to help out. I haven't had the opportunity to do that yet (DD goes to school on days that I am working) but I definitely intend to take a day off and volunteer at some point. My reason for wanting to help out is selfish - I want to know more about her timeat school! Other than the daily sheet, and brief conversations with the teachers at pick up, I get very little information from DD about what her day was like. (Some days she says she did "nuffing" at school; other days, I get a story about how one of the other kids cried because they threw away their fork at lunchtime..not exactly the info I'm looking for!) And, yet, I know she's getting a lot out of school because she comes home and sings new songs and has new abilities (learning to write her name!) and has become more independent even in the short while she's been there....so she's getting so much out of it, just not sharing any of it with me!!
Re: What to ask when looking at Preschool
posted at 2/20/2013 10:38 AM EST
Thanks so much for all the helpful suggestions! I will keep them all in mind when I visit schools over the next few weeks. Such an exciting time - I can't wait to see what the schools are like!
Re: What to ask when looking at Preschool
posted at 2/20/2013 5:49 PM EST
Rama - that's so funny. I get "I did nuffin" too. Or this story: "I was partners with David today. He's nice, but he whines everyday. And today we had to wait at circle because he wouldn't sit chris cross applesauce." I probably know more about David's day than his own mom! :)
And I can usually get more out of DD than DS - so I rely on her for info!
It's really hard to get info at dismissal unless there was something super important.
Trouble - it's super fun to have them come home having learned something new. mine we're singing a song about an alligator eating monkeys the other day - complete with hand clapping when his mouth went "snap". Preschool is certainly an exciting event for parents and kids alike!
Good luck with your choice.
Re: What to ask when looking at Preschool
posted at 2/20/2013 11:10 PM EST
In response to misslily's comment:
Trouble - it's super fun to have them come home having learned something new. mine we're singing a song about an alligator eating monkeys the other day - complete with hand clapping when his mouth went "snap". Preschool is certainly an exciting event for parents and kids alike!
Good luck with your choice.
Here's the song, in case you want to impress your children:
5 little monkeys swinging in the tree, (show 5 fingers, waving back and forth)
teasing Mr. Alligator, can't catch me! (shake no with head and first finger)
Slowly Mr. Alligator crept up the tree, and (make your hands like an alligator and creep up)
Snap! (clap your hands together like you are alligator jaws)
4 little monkeys swinging in the tree,
teasing Mr. Alligator....
3 little...
2 little...
1 little...
no more monkeys swinging in the tree!
Regional variations are rampant! Our teachers do the alligator song slightly differently than I did it when I taught in Massachusetts, their words are:
5 little monkeys swinging in a tree
teasing Mr. Alligator, can't catch me, can't catch me!
Along came Mr. Alligator, quiet as can be and
snapped that monkey right out of that tree
And, for a different monkeys song:
5 little monkeys jumping on the bed
1 fell off and bumped his head!
Mama called the doctor and the doctor said,
No More Monkeys Jumping on the Bed!
4 little, 3 little, and so on. I usually have other people call the doctor, like Daddy, a teacher's name, etc. And I change the gender of the monkey, I alternate with bumped HER head!
Our teachers do it in a circle this way: 5 little monkeys jumping on the bed, (child's name) fell off and bumped his/her head. (next child in the circle) called the doctor and the doctor said... and so on. That gets 10 kids' names into the song, which they love.
Re: What to ask when looking at Preschool
posted at 2/21/2013 9:54 AM EST
ha ha ha... I love this thread. The alligator song is a FAVORITE that DD brought home from daycare as well and I had never heard it either. They sing the version with "along came Mr. Alligator, quiet as can be", and DD loves to do the quiet part and then the loud SNAP.
Misslily and Rama - I also get a lot of "I don't know" or stories about other people's kids (mostly something they did that caused the teacher to say "NO", or if they cried or didn't listen). I have been having a little bit better luck lately by asking her specific questions, but this might be because she enjoys correcting me. Like I'll say, "did you play with bristle blocks today at daycare?" And she'll say something like, "no, we just played with REGULAR blocks and then... [et cetera]" If I ask her just what she did, I almost always get "I don't know".
This thread is very timely because we are deciding whether or not to enroll DD in a preschool that is preschool through grade 6, so no infant/toddler care. It's way more expensive. And way more inconvenient, because we would need to bring the forthcoming little one to our current daycare anyway. I kind of wish I had never visited, because I was smitten. I am also soul searching and trying to decide if the preschool and pre-K rooms were *really* more interesting than the ones at our current daycare center, or if I'm being unduly influenced by seeing, say, the K and 2nd grade rooms and all the cool stuff they had. Misslily, it was a big help to see the rundown of your kids' day.


text:
Looking for a way to refinance your home when you have bad or blemished credit?
You do have refinancing options and you don't need perfect credit to qualify.
Check Out HARP 2
One option to consider is HARP 2, the revamped federal Home Affordable Refinance Program.
There are no loan-to-value restrictions in this refinancing program. But there are a few requirements:
- Your mortgage is owned by Fannie Mae or Freddie Mac.
- Your mortgage was delivered to Fannie Mae or Freddie Mac by June 1, 2009.
- You haven't previously used the Making Home Affordable Refinance Program.
- Your loan is not an FHA loan.
The aim of HARP 2 is to make it easier for homeowners who owe much more on their homes than the homes are worth to refinance into lower-rate loans.
Not sure if Fannie Mae or Freddie Mac owns your mortgage? Look-up tools from Fannie and Freddie make it easy to find out.
Refinance an FHA Loan
If your home loan is insured by the Federal Housing Administration (FHA), be sure to check out your refinancing options as well.
FHA mortgage programs have more lenient qualifying guidelines than other mortgage programs and are easier to refinance.
A downside to financing a home with an FHA loan is the increasing costs of
mortgage insurance premium (MIP) associated with this type of loan.
According to the U.S Department of Housing and Urban Development to "streamline refinance" an FHA loan, the mortgage you would like to refinance must already be FHA-insured and the mortgage must be current and not delinquent. So folks who fell behind on an FHA-insured mortgage are out of luck.
In addition, no cash may be taken out on FHA mortgages refinanced using the streamlined refinanced process and the refinance results must result in lowering a borrower's monthly principal and interest.
To learn more about refinancing an FHA loan, contact any mortgage professional that offers these kinds of loans.
Check Your Credit
Homeowners with less-than-stellar credit who would like to refinance can use the free Credit Report Card to gauge how their credit is recovering and make plans to improve their credit.
It also is a good idea to pull your credit report once a year for free from each of the major credit reporting bureaus.


text:
Long Island International Film Expo
(Page 2 of 5)
As always, the slate of films includes short and feature length, documentary and foreign selections. Among this year's highlights are three Westerns, including one feature-length film, "Dawn of Conviction."
"We don't usually get Westerns," Markowitz said, "so this is something really new and exciting for us."
The festival also continues with screenings of movie trailers and music videos as part of the film mix, something that was introduced last year.
Of course, it's the films that are the draw, and Markowitz, who is always enthusiastic about the festival's selections, is particularly fond of this year's slate. "We have a strong mix with drama, thrillers, horror, documentary, and those Westerns," she said. "We've truly become a cultural event, with films that are unique and different. You are not seeing the same old film, packaged differently. These are special films. Some will end up in theaters, but some you might not get to see otherwise."
The festival begins with its traditional film festival warm-up on July 17, and kicks into high gear July 19 with the opening night feature double-bill, "Wet Behind the Ears," by past LIIFE winner Sloan Copeland, anchored by Fred Carpenter's "Send No Flowers."
Carpenter, of "Jesse" fame, is a film festival favorite. The director, a graduate of SUNY Stony Brook, who grew up in Atlantic Beach and Baldwin, has just put the wraps on this film, which has its premiere at the festival.
He describes his film — starring Sean Young, Tony LoBianco, Robert Clohessy and Gianni Russo — as "a mob chick flick."
Sean Young ( you may remember her from "Blade Runner" and "No Way Out") comes out guns blazing with her new role as Toni Albano. Young plays a mafia princess out for revenge against the crime family who murdered her father Anthony (Tony Lo Bianco).
"We hope this movie does for Sean Young what Pulp Fiction did for John Travolta," Carpenter said. "She [Young] is giving, caring and one of the best, if not the best actor I ever worked with. This is the best film shoot I ever had."
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text:
Royals Concourse Auction – Friday, August 21
On Friday, Aug. 21, the Royals are hosting their fifth concourse auction of the season. The silent auction, located across from Rivals Sports Bar in the Outfield Experience, will be held from 5-8 p.m. and will benefit Royals Charities. Some items that will be available for fans to bid on include:
- Autographed Kyle Davies jersey
- Alex Gordon autographed baseball
- Game-used bat and baseball cap autographed by Mark Teahen
- Scorecard from Royals 2009 Home Opener Autographed by the April 10 starting lineup
- Autographed Billy Butler and Ron Mahay No. 42 Game-Worn Jerseys from Jackie Robinson Day on April 15
- An Authentic Clubhouse Chair autographed by Minnesota Twins catcher Joe Mauer
- Autographed Gil Meche game-worn jersey
…and more!
Be sure to stop by and bid on these unique baseball items!


text:
Fred, Pure ignorance on my part, but why remove the PAV? To quote Mr. Snidal " the PAV is likely having no adverse effect on engine breathing, simply pulsing some fresh air into the exhaust as it is (unless... it brings about backfiring...during periods of throttle-off coasting". Is there an aesthetic or philosophical angle that i'm missing? Chuck.
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text:
Jump to Content
Series 1: Indexes and Timeline
Subject matter index (1-31g) (4 cardfile boxes)
Subject matter index (31h-119) (2 cardfile boxes)
Name index (A-Z) (4 cardfile boxes)
Hourly timeline of the riots (in 2 cardfile boxes)
Series 2: Commission Topical Files
Subseries 2.1: Circumstances surrounding the triggering events (1).
Weather (1-a)
Press incidents (1-b)
Law enforcement incidents (1-c)
Activities of organizations (1-d)
Activities of individuals (1-e)
Subseries 2.2: Triggering Events (2).
California Highway Patrol arrests; CHP report to the Commission (2-a)
Subseries 2.3: Continuance and Spreading of the Riots (3).
Incidents, e.g., Athens Park meeting (3-a)
Effects of news media coverage (3-b)
Evidence of leadership or organization, e.g., patterns in fire damage, looting, injuries (3-c)
Series 2.4: Efforts of Law Enforcement to Control Riots (4).
Official policy and directives (4-a)
Manpower control information and LAPD information(4-b)
Reasonableness of force used (4-g)
Coordination of law enforcement (4-h)
Subseries 2.5: Private Action to Control the Riots (5).
Activities of private organizations (5-a)
Activities of individuals (5-b)
Activities of public entities (5-c)
Subseries 2.6: Events Surrounding the Ordering of the National Guard (6)
Effectiveness of the machinery for calling out the Guard (6-a)
Subcommittee on the chronology (6-a)
Political aspects (6-b)
Subseries 2.7: Joint action of Guard and law enforcement agencies (7)
Description of the action of the various entities (7-a)
Authority to give orders to open fire (7-c)
Manpower and cost figures, e.g., racial composition of the Guard (7-d)
The curfew (7-g)
Subseries 2.8: Deaths and Personal Injuries (8).
Deaths, 1-36 (8-a)
Deaths, 37-75 (8-a)
Series 2.9: Property Damage by Fires, Force, and Looting(9).
Private property inventory 1-21 (9-a)
Photographs of property damage (9-a)
Self-help against looting (9-e)
Fire fighting (9-f)
Series 2.10: Source and Use of Weapons (10)
Molotov cocktails (10-b)
Subseries 2.11: Other Similar Disturbances (11)
Concurrent Southern California disturbances (11-a)
Subseries 2.12: Arrests, Arraignments, and Trials (12)
Interviews of persons arrested, #1-86 (12-a)
Arrest reports, #1-471 (12-a)
Arson arrests (12-a)
Reports re: arrested persons (12-a)
Arrested persons, miscellaneous (12-a)
List of arrested persons in Watts riots (12-a)
Name index of arrested persons (12-a)
Arrestee attitudes (12-b)
Processing arrestees (12-c)
Subseries 2.13: History of Analogous Riots in the USA (13)
History of riots in US (13-b)
Subseries 2.14: History of Watts and the Remainder of the Curfew Area (14)
Watts: A History of Deprivation (14)
Subseries 2.15: Governmental and Political Structure (15)
Governmental structures (15-a)
Area attitudes toward (15-c)
Subseries 2.16: Organizations Dealing with Human Relations (16)
Files on organizations dealing with human relations (16)
Fellowship Commission, Philadelphia (16)
National Urban League (16)
Subseries 2.17: War on Poverty in Los Angeles (17)
Los Angeles war on poverty files (17)
Hard-Core Unemployment and Poverty in Los Angeles (a 1965 report prepared for the Area Redevelopment Commission (17)
The War Against Poverty in Los Angeles: Part IV Community Programs (Youth Opportunities Board of Greater Los Angeles) (17)
Subseries 2.18: Civil Rights Movement in Los Angeles (18)
Los Angeles area (18-a)
Other areas of the US (18-b)
Attitudes toward the movement and its leaders (18-c)
Subseries 2.19: Maps and Physical Descriptions Relative to the Riot Study (19)
Maps and physical descriptions (19)
Tract maps of the riot area (19)
Oversize maps and physical descriptions (19)
Subseries 2.20: Population and Other Data (relating to sociological, psychological, and other factors in the riot area at the commencement of the riots, other than set forth in other subject matter topics (20)
Family structure (20-a)
Absorption and urbanization (20-b)
Length of residence in the riot area and birth place (20-c)
Ethnic population breakdown (20-d)
Public transportation facilities and private auto ownership (20-e)
Selective service rejection rates and reasons (20-f)
Income figures (20-g)
Percentage of members of church, civic, social and fraternal organizations (20-h)
Mass media (20-i)
Registration and voting percentages (20-j)
Psychological aspects (20-k)
Subseries 2.21: Employment in the Riot Area (21)
Employment in the riot area (21)
Comparative unemployemnt rates (21-a)
Type and extent of available employment (21-b)
Participation in and effectiveness of public and private employment training programs (21-c)
Participation in and effectiveness of public and private employment training programs (21-c)
Effectiveness of state employment service facilities (21-d)
Public and private sector discrimination in hiring (21-e)
The role of unions, e.g., descrimination, cooperation (21-f)
Percentage employed by governmental agencies (21-g)
Area attitudes relative to employment (21-l)
Subseries 2.22: Education in the Riot Area (22)
Education in the riot area: Consultant reports and Martyn report (22)
Education in the riot area: General (22)
Comparative education achievement levels (22-a)
Comparative drop-out rates (22-b)
Comparative teacher qualification and training (22-c)
Comparative incidents of double sessions (22-d)
Comparative availability of public libraries (22-e)
Comparative quality and availability of school and special vocational educational programs (22-g)
Area attitudes about the quality of available educational opportunities (22-h)
De facto segregation aspects (22-j)
Subseries 2.23: Recreation in the Riot Area (23)
Comparative available public facilities and services (23-a)
Available non-public facilities and services (23-b)
Subseries 2.24: Health Factors in the Riot Area (24)
Health factors: General (24)
Comparative incidence of disease (24-a)
Comparative availability of health services (24-b)
Subseries 2.25: Aid and Welfare Programs (25)
Aid and welfare programs: General(25)
Available public and private programs, including those dealing with youths and youth gangs, e.g. recipient ratios (25-a)
Objectives and effectiveness of such programs (25-a)
Area attitudes about such programs and about their administration (25-c)
Subseries 2.26: Housing in the Riot Area (26)
Housing: general (26)
Comparative percentage of sub-standard housing (26-a)
Comparative availability and adequacy of public and private housing (26-b)
Comparative prices and availability of rentals (26-c)
Comparative availability of loans for construction, improvement, and purchase prior to the riot (26-e)
Creation of, attitudes toward, and effect of segregated housing (26-f)
Comparative percentage of persons per room (26-g)
Subseries 2.27: The Effect of the Merchant-Consumer Relationship in the Riot Area (27)
Merchant-consumer relations: general (27)
Comparative costs of credit (27-b)
Number of chain stores and quality of their goods (27-c)
Selling practices of area merchants (27-d)
Area attitudes on exploitation by merchants(27-g)
Subseries 2.28: Contacts of Riot Area Residents with Legal System (28)
Availability of legal services to those who could not otherwise afford them (28-b)
Area attitudes toward the legal system (28-c)
Subseries 2.29: Adequacy of Performance of Local Government Functions in Area (29)
Comparative frequency and quality of rubbish collection (29-a)
Comparative sidewalk repair (29-c)
Comparative street maintenence (29-d)
Comparative landscaping (29-e)
Comparative enforcement of building, safety and other codes (29-f)
Comparative inclusion in master planning and other programs (29-g)
Area attitudes toward (29-g)
Subseries 2.30: Data on the Persons who Participated in the Riots (non-arrestees) (30)
Non-arrestee participants attitudes (30-b)
Subseries 2.31: The Support for, and Effect of Riot Area Residents' Attitudes Toward Law Enforcement Agencies (31)
Attitudes towards law enforcement: general (31)
Complaints to Commission re: Los Angeles Police Department (31-a)
Complaints to Commission re: Los Angeles County Sheriff (31-b)
Complaints to Commission re: California Highway Patrol (31-c)
Complaints to Commission re: other law enforcement agencies (31-d)
Facts concerning allegations of law enforcement officer misconduct (31-e)
Law enforcement agencies' recruiting, assignment, and promotional procedures (31-g)
Their policies and programs to establish good community relations (31-i)
Their mechanisms for handling citizens' grievances (31-j)
Officer training, e.g. in arrests under varying circumstances (versus arrest practices) (31-k)
Comparative data on crimes, arrests, convictions and probation (31-l)
Law enforcement agency protection of riot area residents (31-m)
Area attitudes (favorable or unfavorable) about the adequacy of their protection and about all other phases of law enforcement activity (31-n)
Subseries 2.32: Aftermath of the Rioting (32)
Immediate reaction outside the local area (32-a)
Private organizational action (32-f)
Caucasian and African-American Attitudes (32-g)
Private individual action, e.g. demolition and rebuilding (32-i)
Reaction to Government Commission Report (32-j)
Indications of potential disturbances (32-k)
Series 3: Commission Administrative and Legal Files
Subseries 3.1: Budget of the Governor's Commission (100)
Budget correspondence (100)
Subseries 3.2: Correspondence, Incoming (101)
Correspondence, incoming, #1-99 (101)
Correspondence, incoming, #100-199 (101)
Correspondence, incoming, #200-299 (101)
Correspondence, incoming, #300-356 (101)
Subseries 3.3: Correspondence, Outgoing (102)
Subseries 3.4: Depositions (103)
Andersen, Glenn (Lt. Governor of California) (103)
Atkinson, Herb (President of the South Los Angeles Transportation Company and the Atkinson Transportation Company) (103)
Billett, John (Assistant Executive secretary of Governor's staff) (103)
Bradley, Thomas (Councilman, Tenth District) (103)
Brazier, Wesley (Executive director, Los Angeles Urban League) (103)
Brown, Willie F. (Unemployed resident of Watts) (103)
Brunston, George (Division of Fire Fighting, Los Angeles County) (103)
Bryant, Linda (President, Student Commission for Improvement of Watts) (103)
Champion, Hale (Director, Department of Finance, State of California) (103)
Christian, Winslow (Executive Secretary to Governor Brown) (103)
Claybrook, Harvey (Accountant for Department of Water and Power; former employee of Martin Department Store in Watts) (103)
Collins, Wendell (Member of the Congress on Racial Equality) (103)
Colwell, Walter (Internal Affairs Division, Los Angeles Police Department) (103)
Crittendon, Bradford (Administrator of Public Safety for the State of California and California Highway Patrol Commissioner) (103)
Crowther, Jack P. (Superintendent, Los Angeles City Schools) (103)
Dorn, Warren M. (Supervisor, Fifth District) (103)
Downey, James (Undersheriff, Los Angeles County) (103)
Eberhardt, Jack (Los Angeles Police Sergeant, Manuals and Orders Section) (103)
Ferraro, John (President, Board of Police Commissioners) (103)
Fisher, Hugo (Director, Department of Resources) (103)
Fisk, James (Inspector, Los Angeles Police Department, Coordinator of Community Activities Relations) (103)
Forniss, Mary Ann (Boarding home keeper for aged and mother of five) (103)
Gibson, John S. (Councilman, Fifteenth District) (103)
Gonzaque, Ozie (Watts resident for 22 years, whose husband worked at North American for 15 years) (103)
Gordon, Milton (Administrator, State Business and Commerce Agency) (103)
Gregg, Mrs. Jean (Executive Director, Crenshaw Neighbors (103)
Guzman, Ralph (Chief Researcher, Mexican-American Study Project) (103)
Haas, Lucien (Associate Press Secretary of Governor Brown) (103)
Hahn, Kenneth (Supervisor, Second District) (103)
Hill, Roderic (General, Commander, California National Guard) (103)
Houston, Norman B. (President, Los Angeles Branch, National Association for the Advancement of Colored People) (103)
Ingram, William K. (Chief of Police, City of Compton) (103)
Jasich, Antone (and Hill, Raymond) (Captain, Arson Bureau, Los Angeles Fire Department) (103)
Johnson, Freita Shaw (Watts resident for 35 years) (103)
Kline, Richard (Assistant in charge of Los Angeles office of Governor Brown) (103)
McClellan, H.C. (and Lewis, Murray) (Chairman, Rehabilitation Committee, Los Angeles Chamber of Commerce) (103)
Mills, Billy G. (Councilman, Eighth District) (103)
Monning, John (General Manager and Superintendent of Building, Department of Building and Safety) (103)
Mont, Max (Representing W.J. Basset, Executive Secretary of the Los Angeles County Federation of Labor) (103)
Morse, Muriel (General Manager, Los Angeles City Civil Service Department) (103)
Muntz, Harold R. (Chief Deputy Probation Officer for Los Angeles County) (103)
Murphy, Ellis P. (Los Angeles County Department of Charities, Bureau of Public Assistance) (103)
Ott, Charles (Commanding General of the 40th Armored Division of the California National Guard) (103)
Parker, William H. (Chief of Police, City of Los Angeles) (103)
Peery, Benjamin (Retired government employee) (103)
Pritchess, Peter (Los Angeles County Sheriff) (103)
Purnell, Eugene (Laborer and member of Local 300) (103)
Quick, Robert (Colonel in the National Guard) (103)
Reddin, Thomas (Technical Services Bureau, Los Angeles Police Department) (103)
Roybal, Edward (Congressman, 30th Congressional District) (103)
Schrade, Paul (Director, United Auto Workers, Region 6) (103)
Simon, Richard (Bureau of Administration and Acting Chief, Los Angeles Police Department) ( (103)
Slaff, George (also Clay, Monroe and Wirin) (American Civil Liberties Union) (103)
Slaughter, Winston (20 year old former gang leader of the "Businessmen") ( (103)
Ward, Paul (also Nelson, Helen) (Director, Department of H.E.W.) ( (103)
Warren, Edward (Real estate broker) ( (103)
Welch, Sue (School teacher from Watts) ( (103)
Williams, Annabelle (Coordinator of Imperial Gardens Housing Project) ( (103)
Wing, Philip (Athletic Director, Verbum Dei High School) (103)
Younger, Evelie (District Attorney for Los Angeles County) (103)
Subseries 3.5: Documents: Miscellaneous Pamphlets (104)
Scope and Content Note
Assorted Pamphlets and documents (104)
Scope and Content Note
Assorted Pamphlets and documents (104)
Scope and Content Note
Assorted Pamphlets and documents (104)
Scope and Content Note
Assorted Pamphlets and documents (104)
Scope and Content Note
Subseries 3.6: Exhibits (presented to the Commission by witnesses) (105)
Scope and Content Note
Anderson, Glenn (105)
Bradley, Thomas (105)
Brazier, Wesley (105)
Brookins, Rev. H. H. (105)
Brown, Edmund G. (105)
Brunton, George (105)
Buggs, John (Executive Director, Los Angeles County Commission on Human Relations) (105)
Colwell, Walter (105)
Crittenden, Bradford (105)
Crowther, Jack P. (105)
Downey, James (105)
Dymally, Mervyn (Assemblyman) (105)
Ferraro, John (105)
Fisk, James (105)
Gibson, John S. (105)
Gordon, Milton (105)
Gregg, Mrs. Jean (105)
Guzman, Ralph (105)
Hahn, Kenneth (105)
Hawkins, Augustus (Congressman from 21st Congressional District) (105)
Hill, Raymond (105)
Hill, Roderic (105)
Houston, Norman B. (105)
Ingram, William K. (105)
Jasich, Antone (105)
Jones, Opal C. (Neighborhood Adult Participation Project) (105)
Lynch, Thomas and Miles Rubin (Attorney General of California) (105)
McClellan, H.C. (105)
Maldonado, Joseph (Executive Director, Economic and Youth Opportunities Agency (105)
Miller, Loren (Judge) (105)
Mills, Billy G. (105)
Monning, John (105)
Mont, Max (105)
Morse, Muriel (105)
Muntz, Harold R. (105)
Murphy, Ellis P. (105)
Nelson, Helen (105)
Parker, William H. (105)
Pitchess, Peter (105)
Reddin, Thomas (105)
Schrade, Paul (105)
Simon, Richard (105)
Slaff, George (105)
Taylor, Christopher (105)
Ward, Paul (105)
Welch, Sue (105)
Yorty, Sam (Mayor of Los Angeles) (105)
Younger, Evelle (105)
Younger, Evelle (Report to the Commission) (105)
Subseries 3.7: Memoranda, miscellaneous( 106)
Memoranda, #1-357 (106)
Staff activities reports (106)
Minutes of meetings (106)
Assignment sheet master file (106)
Subseries 3.8: News Media Matter, Miscellaneous( 107)
Clippings, magazine articles (107)
Oversize magazine articles (107)
Subseries 3.9: Newspaper Articles, Various (108)
Newspaper clippings (108)
Newspaper clippings (108)
Newspaper clippings: War on Poverty and job training (108)
Newspaper clippings: employment (108)
Newspaper clippings: police relations (108)
Prints of Los Angeles Times photographs of the riot (108)
Subseries 3.10: Personnel (111)
Personnel applications (111)
Subseries 3.11: Personnel Miscellany (112)
Commission personnel general (112)
Subseries 3.12: Public Information, Press Conferences (114)
Public information general (114)
Embargo letter and notification list regarding report release (114)
Subseries 3.13: Transcripts of Witness' Testimony (115)
Scope and Content Note
Anderson, Glenn (115)
Atkinson, Herb (115)
Bradley, Thomas (115)
Brazier, Wesley (115)
Brookins, Rev. H.H. (115)
Brown, Edmund G. (see also Ward, Paul, pp 13-26) (115)
Brown, Willie F. (115)
Brunston, George (115)
Bryant, Linda (115)
Buggs, John (115)
Claybrook, Harvey (115)
Collins, Wendell (115)
Colwell, Walter (115)
Crittendon, Bradford (also Parker) (115)
Crowther, Jack P. (115)
Downey, James (115)
Dymally, Mervyn (115)
Ferraro, John (115)
Fisk, James (115)
Forniss, Mary Ann (115)
Gibson, John S. (115)
Gonzaque, Ozie (115)
Gordon, Milton (115)
Gregg, Mrs. Jean (115)
Guzman, Ralph (115)
Hahn, Kenneth (115)
Hawkins, Augustus F. (115)
Hill, Roderic (also Yorty) (115)
Houston, Norman (115)
Ingram, William K. (115)
Jasich, Antone (also Raymond Hill) (115)
Johnson, Freita Shaw (115)
Jones, Opal C. (115)
Lynch, Thomas (also Rubin) (115)
McClellan, H.C. (also Lewis) (115)
Maldonado, Joseph (115)
Miller, Loren (115)
Mills, Billy (115)
Monning, John (115)
Mont, Max (115)
Morse, Muriel (115)
Muntz, Harold R. (115)
Murdock, Roger (Patrol Bureau, Los Angeles Police Bureau) (115)
Murphy, Ellis P. (115)
Parker, William H. (115)
Peery, Benjamin (115)
Purnell, Eugene (115)
Reddin, Thomas (115)
Royball, Edward (115)
Schrade, Paul (115)
Simon, Richard (115)
Slaff, George (also Monroe Cray and Wirin) (115)
Slaughter, Winston (115)
Taylor, Christopher (115)
Ward, Paul (also Nelson and part of Brown, Ed.) (115)
Warren, Edward (115)
Welch, Sue (115)
Williams, Annabelle (115)
Wing, Philip (115)
Younger, Evelle (115)
Subseries 3.14: Transcripts, Miscellany (116)
Subseries 3.15: Complaints, Miscellaneous (117)
Subseries 3.16: Commission Report (Requests for and Copies of) (118)
Requests for copies of report (118)
Copies of various editions of the report (118)
Report appendix: Chronology (118)
Copies of selected interviews (118)
Subseries 3.17: Requests to Appear Before the Commission (119)
Subseries 3.18: Consultants Reports
Abrams, M.; California Highway Patrol Jurisdiction and Authority, Disciplinary Practice and Related Matters
Adler, James N.; Coroners Inquest and the Los Angeles Riots
Bollens, John; Some Aspectes of Government and Political Organization
Boskin, Joseph; A History of Race Riots in Urban Areas, 1917-1964
Bullock, Paul; Employment and Training
Case, Fred; Housing in the Los Angeles Riot Area
Carney, Frances; An Analysis of Voter Registration for Selected Areas of Central and South-Central Los Angeles from 1960-1965
Chapman, John; Epidemiological Analysis of the South Central Los Angeles Area
DePrano, Michael and Jeffrey Nugent; Economic Aspects of the Los Angeles Riots and Proposed Solutions
Edmundson, Betty; Results of Arrestee Interviews
Feldman, Frances; Public Welfare: Dependency, Despair -- and Opportunity
Fogel, Walter; The Employment Problems of Los Angeles Minority Groups
Feuers, Mike and Win Sternlicht; Summary of Recent Interactions with Watts Residents
Greenburg, Maxwell; Memorandum of the Law Regarding De Facto Segregation
Lloyd, Kent; Public Administration of Human Resource Agencies
Martyn, Kenneth; Report on Education
Ransford, Edward; Attitudes and Other Characteristics of Negroes in Watts, South Central, and Crenshaw Areas of Los Angeles
Reeder, Leo; Maternal Health Report
Roemer, Milton; Health Services in the Los Angeles Riot Area
Solomon, Harold; Justifiable Homicide: A Legal Memorandum
Steinman, Henry; Constitutionality of Exclusion of Press From Riot or Disaster Areas
Subseries 3.19: Staff Papers
Chronology report
Citizen complaints of police misconduct: some preliminary thoughts on the process of adjudication
The curfew area resident as a consumer
Employment -- unemployment and poverty
Human Relations Commission
Labor unions
Law enforcement
News media
Physical aspects of the curfew area
Rioters and/or looters who met their death from gunfire during the Los Angeles Riot
War on Poverty
Youth Opportunities Board: 1964 demographic survey
Subseries 3.20: Chief Counsel and Miscellaneous Administrative Files
General files of the Chief Counsel to the Commission
Chronological file of the Chief Counsel to the Commission
Copies of the Governor's message to the Commission
Transcript of Governor's press conference on the Commission (August 24, 1965)
Record of calls and visits to the Commission's Beach Street office
Beach Street office index card file of contacts
Commission schedule
Officer M. B. Hannon testimony with Board of Rights
Veteran's Club raid documents and photographs
Muslim Temple raid documents and photographs
Supporting materials for deposition of Colonel Robert L. Quick
Miscellaneous unfiled material


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Project 505 Engine Block Jesel, Comp, and Indy HardwareWritten by on April 29, 2010 New Parts From Jesel, Comp, And Indy Push Us Past 800 Hp
The Plan
Last time we had Project 505 on the dyno was for the September 2007 issue of Mopar Muscle when we were testing the new Holley Ultra HP carbs. During that test session, we saw 738 horsepower from the combination of a big flat-tappet cam and a Holley 1050 Dominator carb. Encouraged by the results from that dyno test, we picked up the phone and ordered a pallet load of parts from Jesel, Comp, and Indy in a quest for 800 hp.
The Test Mule
Project 505 was originally built for the "Modern Max Wedge" article that ran in the August 2007 issue of Mopar Muscle. It's based on a thick-wall, 1977 production 440 block with a 4.250-inch stroke crankshaft, 6.800-inch long Chevy rods, and forged Diamond Racing pistons with 13.5:1 compression ratio. The cylinder heads are Indy EZ units that were CNC ported by Modern Cylinder Head. The heads flowed a little over 360 cfm at .700-inch lift when tested by our buddy Dwayne Porter at Porter Racing Heads. Interestingly enough, the heads also flowed 360 cfm when tested at .750-inch lift as well as .800-inch lift, so valve lift above .700 inches does not increase airflow on these heads.
In earlier dyno tests, this motor made 625 horsepower with a Mopar Performance cross-ram and 738 horsepower with the single Dominator carburetor installed, so we knew the raw potential was there to hit our 800 horsepower goal. Our plan was to change over to a roller cam and to install the larger 440-3X intake from Indy, as well as the Jesel rocker arms, Jesel belt drive, and a Jesel distributor. We filled the pan with 9 quarts of Joe Gibb's break-in oil since the motor is still fairly fresh, and we used our typical dyno combination of a remote screen type oil filter and a reverse flow Meziere electric water pump.
Cam and Valvetrain Parts
The cam that we used for the previous Holley Ultra dyno test was the MM 305S-10 camshaft from Comp Cams. The MM 305 camshaft is one of the largest flat tappet cams in the Comp catalog, but our dyno simulation program told us that we would need a roller cam with at least .800-inch of lift to reach the 800 horsepower mark. We didn't want to increase the duration too much since our short-block wasn't designed for high rpm operation, so we worked with an engineer at Comp to find a camshaft that had the same basic duration as the MM305, but with a lot more lift. What we ended up with was a custom cam with .275/.282-degrees of duration at .050-inch, and lift numbers of .830/.782-inch respectively. This cam is part number 1722B/1850B R110 for those who might want to duplicate this effort.
With a little over .800-inch valve lift to control, we knew we needed a fairly stout valvespring, so we took a look at the PSI line of springs. After discussing a few of the choices available, we settled on the PSI 1246 spring, which is a large diameter triple spring designed to be set up at 2.00 inches installed height. The specifications on this 1246 spring are 300 pounds of force on the seat and 890 pounds over the nose. We might have gotten by with a little less spring force, but on a motor like this we prefer to err on the conservative side so that we have some extra margin on hand in case we swap cams or decide to run more rpm.
Jesel Hardware
In order to achieve the .800-inch lift that we were looking for, the rocker arm ratio needed to be increased from the stock 1.5 to a much more aggressive 1.7. With a .488-inch-lobe lift cam, the higher-ratio rocker arm gave us a gross valve lift of .830-inch, where a 1.50 rocker arm would have only yielded .732-inch lift. It is possible to buy standard shaft-type rocker arms in a 1.70 ratio, but the valvespring load required for these super high lift cams is so high that the standard shaft rocker arms start to have durability issues. So after looking into several different solutions, we decided to take the plunge and purchased a set of Jesel rocker arms. This was just the beginning of the adventure, though, since Jesel didn't have a set of rocker arms designed for the Indy EZ head.
Jesel does have a rocker arm set for the Indy 440-1 head, which is a close cousin to the Indy EZ head, so we purchased the 440-1 kit and began our modifications. The existing rocker stands on the head have to be machined away in order to mount the Jesel shaft stand. This machining requires precision equipment like a milling machine since the hole centers need to be properly located. The Jesel kit didn't come with any machining instructions, but after a few phone calls to Jesel, an engineer faxed us the necessary information and we were off to the machine shop with our blueprints in hand.
Once we had the new rocker arms mounted on our heads, we quickly noticed that the high offset 440-1 intake rocker arm wasn't really a good match for our EZ head, since it moved the pushrod over too much. We could have re-machined the head for extra pushrod clearance, but we decided instead to work with Jesel on getting a set of standard-offset intake rocker arms. The standard-offset rocker arms eliminated our pushrod clearance issues but caused another problem, which we didn't discover until it cropped up during dyno testing.
In addition to the Jesel rocker arms, we also installed a Jesel beltdrive for the camshaft. A beltdrive has a number of advantages over a chain drive, including lower harmonics, less friction, easy adjustments, and higher strength. We especially like the fact that the camshaft can be changed without scraping the timing chain cover gasket or disturbing the oil pan gasket. Also, the camshaft end thrust is quickly adjusted with shims rather than machining a cam button. The Jesel beltdrive system has been around a number of years, and is fairly well proven. Consequently, they tend to bolt on without much fuss or hassle. In our case, we just had to hone out the lower gear in order to get a better fit onto our crankshaft, and then everything slid right on.
BeltDrive Distributor and Ripple Effects
We decided to install a beltdriven distributor on this motor to free up some clearance around the valve cover, and that triggered a series of changes that required several weeks of machine shop time to resolve.
Typically, the location of the big-block Mopar distributor is an advantage since it is up front on the engine and angled over towards the passenger fender. But when you start to use taller aftermarket cylinder heads with large valve covers and a large distributor with big fat spark plug wires, everything starts to run into each other. We eventually got tired of wrestling with the Indy valve covers every time we had to pull the distributor, so we purchased a beltdriven distributor from Jesel. Since we were using a crank trigger ignition, we didn't need any type of advance mechanism, and the Jesel distributor is small, lightweight, and has a big cap to reduce spark scatter.
The first issue we ran into is that the mounting bracket that comes with the Jesel distributor didn't fit our motor at all. Once we fixed that situation, we discovered that the Jesel distributor occupied the same space as the thermostat housing on the water pump. We considered making some long spacers to move the water pump housing forward on the engine, but then someone showed us the new reverse flow water pump from Meziere. This water pump has an outlet on each side of the block that points forward rather than a central outlet pointed upwards. Without the central thermostat housing, we had plenty of space for the beltdriven distributor. The lack of a thermostat didn't bother us since one isn't required on the dyno anyway, but if a person was going to use this water pump in a car, they would need to fabricate some sort of thermostat setup.
Once we sorted out how to mount the Jesel distributor, we went to work on the crank-trigger bracket. The bracket kit that came with the MSD kit didn't align properly with our combination of ATI damper and Jesel beltdrive, so we headed back to the machine shop. Eventually, we developed a slick little bracket that mounted the crank trigger in the correct location and provided a mount for a TDC pointer.
On the Dyno
There were a few snow flakes blowing around the truck when we unloaded the motor at Gray's Automotive in Tigard, Oregon. With the temperature reading in the mid '30s, we knew that the motor would be capable of making plenty of raw power.
The big 1050 Dominator was very rich off idle the last time we ran it, so this time we decided to get serious with the jetting. The stock jet size in the intermediate circuit on this particular Dominator was a 46 jet, which we dropped down 26 jet sizes to a 20 jet. Changing the jet size by 26 steps is a very drastic move but it seemed to work since the A/F ratio stayed right around 12.5 throughout the entire dyno pull. We left the main jets at the stock 88 size to start with, but we eventually increased the main jets to 89s in all four corners in order to drop the EGT reading down a bit. We never had to change those intermediate jets, so our 26 jet-size change evidently worked.
Quite frankly, it bothered us to run a carburetor with the jetting so far removed from stock, so we called Holley engineering to discuss the issue with them. Our contact at Holley walked us through some other potential solutions to the off-idle rich condition that we had seen such as opening up the air bleeds, making sure the power valves weren't open, and dialing in the idle circuit properly. We'll put that information on carb tuning to work next time we have this Dominator back on the dyno, but for this test we made due with the leaned out intermediate circuit. Since the A/F ratio looked good on the wide band and since the spark plugs looked good, we went ahead and made some full throttle dyno pulls.
The best number we saw during the testing was 805 horsepower at 6,400 rpm, so we achieved our goal of hitting 800 horsepower with the EZ heads. Our theory on the cam timing seemed to be confirmed when we looked back at the previous test results. In earlier testing, we saw a peak horsepower reading of 625 at 6,300 rpm with the cross-ram, 705 at 6,100 rpm with the Indy ram intake, and 738 at 6,400 rpm with the Indy 440-3 intake. So this motor, with these heads and cam timing, makes the most power right around 6,400 rpm, regardless of the intake manifold or carburetor.
After the first round of dyno tests, we pulled the valve covers to run the lash and noticed that some of the pushrod ends were turning blue from heat, so we decided to call it a day. We knew that the motor had plenty of potential still left in it since we hadn't had any time to adjust ignition or cam timing. Typically, there is another 15 or 20 horsepower to be found during a dyno session by tweaking the timing and playing with the spark gap and carburetor spacers.
Wrap up
Watching a motor crank out 800 horsepower is a lot of fun, but that much power in a stock block with stock main caps is living right on the edge, so we chose to shut things down rather than push our luck. We had the feeling that if we kept making those 800 horsepower pulls that we would get stuck with mop duty before the day was finished and that didn't sound too attractive to us. But even without taking the time to fully flog this particular combination, we did learn some neat stuff. People had told us that the EZ heads weren't capable of making 800 horsepower and we busted that myth. We had also been told that there wasn't any point in running .800-inch lift in an EZ head since the head flow flattened out above .650-inch lift, but it appears that the motor actually can use that extra lift. Now it might be true that there are easier ways to make 800 horsepower from a 505 Mopar, but we used the parts that we had on hand and got it done our way. If you have an 800 horsepower combination that you think is better than this one, then drop us a line and let us know how you did it.
More Photos From This Article View Slideshow
The existing rocker shaft stands have to be machined away in order to mount the new stand for the Jesel rocker arms. Jesel engineering provided us with a blueprint that told us how to machine the heads, but it was still a little scary cutting up a new set of heads.Jesel only sells rocker arm kits with the high-offset intake rocker arm as shown on the left side of the picture. We needed a standard offset intake rocker arm for the EZ heads as shown on the right side of the picture. Jesel helped us out by providing us with the parts necessary to convert from the high offset intake to the standard offset setup.Once all the machine work was finished up, we bench tested the new valvetrain to make sure everything worked correctly. The components all have to be matched correctly to get more than .800-inch lift with the EZ heads.It took some work to get the Jesel hardware mounted on our Indy heads, but once we had it sorted out, the setup looked great and operated perfectly.Our initial mockup of the Jesel distributor showed that we were going to have a major clearance issue between the distributor and the thermostat housing.The combination that we ended up using had the Jesel distributor mounted on a custom bracket above a Meziere reverse flow water pump. This combination fit together nicely and worked really well.The Indy 440-3X intake received a little attention in the plenum area. Basically, we were just trying to get a nice taper from the carb spacer to the plenum without any big steps or ledges. We didn't port match the intake even though we really should have.With the engine mounted on the dyno, you can see a few more details such as the 2x32-inch Stahl dyno headers, the oil lines for the valve cover oilers, and the Wilson carb spacer.Since this is a stock block without lifter bushings, we had to use valve cover oiling to provide oil to the valvetrain. We evidently didn't quite have the oiling system dialed in perfectly since the pushrod ends began to show signs of excessive heat after just a few pulls. We'll have to correct this issue before leaning on this engine again.


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|FastFloors.com » Hardwood Flooring » Junckers » 9/16 Classic » Beech
|About the Product - Junckers 9/16 Classic
Junckers 9/16 Classic Hardwood Flooring shown in Beech with coverage 20.34 s/ft, sold by box, length 72 inch, width 5 inch, thickness 0.56 inch, color beige, construction solid, design plank, finish urethane, species beech, janka hardness 1300, square edge, square end, locking floor installed without glue, glue down install, nail down install, 25 year warranty.
Juncker's Classic line of flooring has the following characteristics: a uniform appearance with minor color and graining variation, some small sound and black knots, minor cracks, pith, and minor voids.


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After realizing how bad I am at estimating my chances in battle in the Axis & Allies 1940 board game, I looked for a combat simulator/calculator.
I disliked the input style (hitting tab until you get to the field for the unit type you want to add) on dskelly.com , so I decided to do my own thing. Sources are at github, as is customary these days.
There's a lot of stuff missing, and I have no idea about the rules for variations other than the 1940 variant, but I'm quite happy right now ;)


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Spearfish, S.D. – The Black Hills State University volleyball team fell to Dickinson State 3-1 on Friday night at the Young Center in Spearfish, S.D.
The Yellow Jackets lost the first and second sets by a scores of 25-23 and 25-17 before rallying to win the third set 25-12. Black Hills State rallied late in the fourth set from being down 21-23 to take the lead 24-23. The Yellow Jackets gave up the final three points of the match to lose 26-24.
"We played a very good Dickinson State team down to the wire," said head coach Jennifer Weitzel. "It came down to a few mental mistakes throughout the match. I'm very proud of how our girls bounced back in game three to stay alive."
Black Hills State was led in kills by senior Maggie O'Neill who finished the evening with 16. Senior Kalin Engle also netted eight kills for the Yellow Jackets. Freshman Tori Lounsbery pitched in with 24 assists.
The Yellow Jackets will return to action at 7 p.m. on Saturday, October 23, 2010 at the Young Center in Spearfish.
For more information on Black Hills State Athletics, visit www.BHSUAthletics.com.


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$50,000 BARBARA SHINPOCH STAKESSUNDAY, AUGUST 25, 201332nd RUNNING, 2YOF, 6 ½ FURLONGS
Track Record: 1:13, Sabertooth (7), May 22, 2005Stakes Record: 1:16, Best Judgement, 2000
Most WinsTrainer: 4, Doris Harwood (Best Judgement, 2000; Irene's Bonus Baby, 2006; Smarty Deb, 2007; Knight Raider, 2009)Jockey: 4, Gallyn Mitchell (Allineedisamiracle, 1996; My Maebasket, 1998; Cherokee Echo, 2008; Sweet Saga, 2011) & Ben Russell, (Ashbecca, 2001; Sala de Oro, 2003; A Classic Life, 2004; Irene's Bonus Baby, 2006)Owner: 4, Northwest Farms (Firesweeper, 1985; Taste the Passion, 1999; Smarty Deb, 2007; Blueberry Smoothie, 2012)
Statistics 1996-2012 @ Emerald DownsLargest win margin: 5 ¾ lengths, Smarty Deb (2007)Smallest win margin: head, Ashbecca (2001)Track condition: fast 16, wet fast 1Betting favorite: 6-for-17Largest $2 win: $42.40, Lady Golightly (2010)Smallest $2 win: $2.60, Blueberry Smoothie (2012), Knight Raider (2009)Winner bred: Kentucky 9, Washington 8Gate-to-wire: 5-for-17
Owners Hometowns1—See My Tail Lites (8) Blue Ribbon Racing #9 (Fred & Debbie Pabst, Buckley, WA)2—Simba's Sis (20) Iron Horse Racing LLC (Martin Maguire, Burien, WA; Doug Walker, Sumner WA; Gary Walker, Sumner, WA; David Walker, Sumner, WA; John Weller, Burien, WA) Candice Tollett, Covington, WA3—Charismata (5-2) Ivor Jones, Seattle, WA; Jack Jones, Seattle, WA 4—Reigning (15) Winfield Farms (Jon Sather, Manson, WA)5—Decatur Princess (6) George Todaro, Seattle, WA 6—Strawberry Dawn (3) Sue & Tim Spooner, Olympia, WA 7—Chu and You (8-5) Mike & Amy Feuerborn, Maple Valley, WA
2YOF Series @ Emerald DownsAug. 4: $50,000 Angie C Stakes, 6F-1:09.88-Chu and You ($5.40)Aug. 25: $50,000 Barbara Shinpoch Stakes, 6 ½ F Sept. 8: $50,000 Diane Kem Stakes* (WA-Bred) 6FSept. 29 $75,000 Gottstein Futurity**, 1 1/16MSept. 29: $50,000 NWSS Cahill Road Stakes** 6F*Sponsored by Northwest Farms**Open to Colts & Geldings & Fillies
SUPER 6 HANDICAPPERSJoe Withee (EmD1): Decatur Princess, Chu and You, Charismata (4-19/$159.30)Robert Geller (EmD2): Decatur Princess, Strawberry Dawn, Chu and You (6-19/$172.80)Gary Dougherty (Horse Racing Seattle): Strawberry Dawn, Chu and You, Charismata (7-19/$171.00)Vic Cozzetti (Predictorsays.com): Chu and You, Strawberry Dawn, Decatur Princess (5-19/$178.90)Nick Rousso (Daily Racing Form): Charismata, Chu and You, Decatur Princess (5-19/$169.60)Jacob Pollowitz (EmD3): Charismata, Chu and You, Decatur Princess (5-19/$162.00)Consensus: Chu and You (14), Decatur Princess (13), Charismata (12) (5-19/$157.30)
NOTES: 11 Barbara Shinpoch winners have been named Emerald Downs' Top Juvenile Filly (Lady Golightly, 2010; Knight Raider, 2009; Smarty Deb, 2007; Chestnut Lady, 2005; A Classic Life, 2004; Sala de Oro, 2003; Calldara, 2002; Ashbecca, 2001; Best Judgement, 2000; Taste the Passion, 1999; Laurel Avenue, 1997)…Reigning and Decatur Princess would join 2010 winner Lady Golightly as maidens to win the Shinpoch…Decatur Princess has the track's best stakes connections in 2013: Tom Wenzel (22-6-6-5) is the leading stakes trainer, and Rocco Bowen is the No. 1 stakes jockey (10-6-0-1)— together they've combined for six stakes wins in two seasons (four with Stopshoppingdebbie, two with Makors Finale)…$5,000 supplemental nomination Charismata hails from the barn of the track's all-time leading stakes trainer, Doris Harwood, whose 59 EmD stakes victories include a record 24 with 2-year-olds…Owners Mike & Amy Feuerborn (Chu and You) rank No. 2 all-time with 23 stakes wins @ EmD including two by Chu and You's full brother, Chu and I, in 2011…Aside from Stopshoppingdebbie, betting favorites are only 1-for-15 in stakes this season at Emerald Downs. Chu and You was second choice to Strawberry Dawn in the Angie C…Washington-breds lead Kentucky-breds, 8-7, in 2013 stakes wins @ Emd, followed by B.C.-breds with 3 wins and Texas-breds with 1.–##–


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May 24, 2016
Thanks in part to the good weather, the annual MLK festival had one of it's best turn outs in recent years.
Crowds enjoyed speeches from community leaders, food, music, and free items from vendors. The festival began over 20 years ago when area schools decided to shut down schools on Martin Luther Kings birthday.
According to organizers, the event is a good example of the equality and togetherness that MLK pursued. "Our crowd is diverse in so many ways. We have people from wheel chairs to strollers. Black, white, blue, brown, yellow we have a great crowd and they all blend together," says organizer Mylan Hines.
Click Here to access the online Public Inspection File
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TYR Women's Guard Diamondback Workout Bikini
$54.99 $62.00*
Save $7.01 (11%)
Product Information:
Stay comfortable and focused while on duty in the TYR® Women's Guard Diamondback Workout Bikini. The diamondback strap design will give the comfort and support you need while the Lycra® material helps protect you from the sun's damaging rays. It's designed to exceed your performance needs while giving maximum comfort and durability. Be ready for duty on the beach or at the pool in the TYR® Women's Guard Diamondback Workout Bikini!
- For recreational or performance use
- Chlorine and sun resistant
- Offers protection from the sun and chlorine
- Thinner, lingerie-type straps
- Reduces drag
- Less coverage with great support and comfort
- Fabric: 80% Nylon/ 20% Lycra®
Country of Origin: United StatesWeb ID: 4100874
Customer Reviews:
Rated 3 out of 5 by 1 reviewer.
Rated 3 out of 5 by Megan the Lifeguard Lifeguard Suit The suit was purchased for my daughter's job. We purchased a small and it was to large in the top and bottom. We returned the swimsuit and will try to buy one she can try on to get the size right. June 2, 2012
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Mike Moustakas meets with the media before his first home game in the Major Leagues
Before Tuesday's 7:10 home opener vs. the Arizona Diamondbacks, third baseman Mike Moustakas sat down with theKansas City media as a big league player for the first time to share his excitement for his impending first Major League game at Kauffman Stadium. The rookie infielder spoke about his adjustment to the Major League lifestyle and praised his fellow teammates for making the transition easier.
"Being able to come up in this organization with this group of guys has just been unreal, comfortable, and just amazing," Moustakas said.
Since his call up from Triple-A Omaha, Moustakas has appeared in eight Major League games with the Royals during the past road trip. The rookie raved about the opportunity to start off the trip playing in front of his family and friends in Southern California and now finally being able to come home and play inKansas City. Moustakas spoke about the advantages of Triple-A Omaha and credited his coaches for helping him make it to the Major Leagues.
"In Triple-A you face guys that have been in the big leagues for awhile… it really helps you out, getting that big league pitching and those at-bats against guys that have had maybe two or three years in the league… being able to play against those guys and learn from them is a part of the whole learning experience that helps you out as a player," Moustakas said.
Moustakas praised his Triple-A Omaha hitting coach, Tommy Gregg, for his progress against left-handed pitchers. The third baseman shared that Gregg put in countless hours with him improving his swing and focusing on staying through the middle when facing left-handers. As for the future, Moustakas mentioned that he and fellow teammate Eric Hosmer look forward to bringing home a championship someday for the Kansas City Royals but for now the two of them focus on today and winning ballgames for their squad.