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Originally posted by ErlendHL:
recently I got lots of ideas for my game.
I forgot to mention this, make sure you write down all of those ideas! every last crazy one. I know I did. You'll love yourself for it. I have a firm belief I'll give the breath of life to every single last crazy Idea I have. At least the ones I'd enjoy seeing come to life! In fact, you should carry around a pocket notebook and small pen to write an idea down wherever you are.


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Welcome Little Lady Baby Shower (42 photos)
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Baby Shower for my granddaughter-to-be using the colors black, gray & fuschia. My oldest daughter is expecting my first grandchild and we wanted a very special shower to celebrate the occasion. We chose the colors because these are the colors of the nursery and we wanted to be able to use the decorations in the nursery. We used silhouettes and chandeliers.
Tables were decorated with black tablecloths with a piece of fucshia satin fabric draped in the middle. We used silver chargers, white plates, black cloth napkins, crystle goblets and the center was decorated with Silver candleholders, different vases of flowers, and black bead garland. On each plate we placed the party favor boxes which were black pillow boxes we decorated with various papers, flowers, ribbons and embellishments and a mini silhouette.
The pergola was decorated with a hanging chandelier, three large frames decorated with large silhouettes backed by fucshia wrapping paper. The food table was draped with black tablecloths, black rouched fabric and flowers. We pulled a desk out of the house and decorated it and the hutch with glass jars filled with the mama-to-be's favorite desserts and a sundae bar. The presents on top were the prizes for the games and we used them as decorations.
The clothesline was used as a decoration and then pulled down later in the shower and guests were asked to name what was on the clothesline. The person with the most guesses won a prize.
We also gave each guest a large piece of playdough and gave them a time limit and they all had to make some kind of baby. The mama-to-be judged and the two most creative won prizes. We also had guests fill out cards of what the new baby will... The mama-to-be picked her favorite although the guests really got creative and there were some really clever answers.
We served a special chicken salad, croissants, fresh fruit salad, pasta salad and strawberry walnut poppyseed spinach salad.
We also hung a chandelier, tissue balls, and crystle candleholders in the tree branches and we hung a lady banner over the presents table and chair.

subset: commoncrawl


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S/O What does a "good" packed school lunch look like?
...maybe I should say "good enough" instead? Surely there is an acceptable middle ground between an all-natural bento box with exotic animal shaped food and a smushed greasy brown bag full of Twinkies and Kool-Aid! :-)
So what do you consider to be the minimum requirements for a packed lunch for an elementary school-aged kid? What would you consider ideal?
i give mine 2 juice boxes one for snack one for lunch a bag of chips a cheese stick, pudding or yogurt and one of the snacks they have picked out!!
my dd7 took a nutella on whole wheat bread, a yogurt, cheese crackers w/ peanut butter, and a capri sun super v, (haha, a cafemom influencer purchase! LOL)
my son can't eat a note... and well, I give him a juice pouch, a sammitch and fruit/veggy and he's still hungry after. So treat it is, for us.
Quoting momtosandl:
What about a note, that could replace the treat. What kid wouldn't rather have a note from mom saying "I love you" instead of some lousy treat?
Quoting Anonymous:
Quoting supergasper:
Sandwich, apple, juice box, a small treat
no need for a treat.
My oldest would love all of that, minus the radish. Sounds like you guys have great lunches.
Quoting ZombieMeat:
What *I* consider ideal will probably seem crazy to some. lol I'll give you a snippet into a few lunches my 7 year old eats. (We home school, so no packing a lunch for school)
Salad with raw carrots, tomatoes, cucumbers, boiled egg, sunflower seeds, radishes, olives, goat cheese with home made croutons and home made dressing and a side of fruit
Chicken stir fry lettuce cups with quinoa *fried rice* and fruit
Leftovers with fruit
Hummus with raw veggies for dipping, home made mini blueberry muffin (made with honey and coconut sugar) and fruit
Home made shitake mushroom pizza with garlic aioli and truffle oil with fruit
Lemon water is the only drink we have for lunch and fruit is the only snack. Dessert is for after dinner.
I pack a juice box, a sandwich, a veggie, a fruit, a dairy thing (cheese or yogurt tube) a thing of chips or pretzels and a small treat (like a Hershey kiss or starburst).
Quoting Anonymous:
I tried packing a healthy lunch for my kid. They just don't give them enough time to eat.
So now, i send a sandwich, some pretzels or something and a juice or water. He pigs out on other stuff when he gets home.
A ham sandwich on bread that I stayed up all night making in my own kitchen. Ham coming from the grass fed pig that I raise in my backyard. Grapes from our vines and hard boiled eggs straight from our chicken's ass...still warm. And water that I purify all by myself.
*wink wink*
~~ ~~* ~~ ~~ ~~* ~~ ~~ ~~* ~~ ~~ ~~* ~~ ~~* ~~


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I'm betting that you've never seen The Stooges' I Wanna Be Your Dog covered quite like it is in Legs director Georgie Greville's classic take on the casting process.
The typical roles may be reversed, but the realities of being forced to sell yourself by someone you love remain just as harsh in Sebastian Mlynarski's dark promo for K-Holes' Window In The Wall.
Producer/Director/Editor/Colourist Daniel Principe presents this unusual, atmospheric promo for 5-piece band Little Two Eyes track The Cycle, taken from their debut EP All the things I never told you and why. To see the awesome job Daniel did colouring the video, be sure to check out the stills he's uploaded on the The Cycle's Vimeo […]
Don't worry, your coffee hasn't been spiked…that is Jon Hamm (aka Don Draper from Mad Men) hanging out with what looks like a miniature blue wookie in Toben Seymour's promo for Tell Me Something I Don't Know by Herman Dune.


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A note written by the late Kurt Cobain found in his wallet may show his true feelings for Courtney Love at the time of his death reports Billboard. Written on stationary from the Phoenix, a hotel outside of San Francisco, Kurt Cobain wrote:
"Do you Kurt Cobain take Courtney Michelle Love to be your lawful shredded wife, even when she's a bitch with zits and siphoning all yr money for doping and whoring…"
A polar opposite from what the Nirvana frontman wrote in the presumed suicide note, which described Love as "goddess of a wife who sweats ambition and empathy."
Twenty years have passed, and in that amount of time, you cannot help but have conspiracy theories on such a high profile case as Cobain's suicide. The file, which had been stored by The Seattle Police Department, was reopened by Cold Case Detective, Mike Ciesynski. He knew this would not be an easy file to reopen due to this.
Ciesynski told in a statement:
"We knew with the 20th anniversary coming up and we knew there was going to be a lot of media interest, I've been a detective in homicide for 20 years and I've been in the cold case unit for 10 years. Most of the cases I work on, I look for something that wasn't done [in the investigation] in the past."
Detective Ciesynski had previously studied various TV shows, articles, and documentaries about Cobain's death to explore all possibilities of what might have been missed during the initial investigation.
The original results of the King County Medical Examiner, Dr. Nicholas Hartshorne, were confirmed. Cobain's death was ruled as a suicide via self-inflicted gunshot wound, as well as administrating a lethal dose of heroin beforehand on Apr. 8, 1994. Hartshorne's examination of the body had been called into question due to his history of promoting Nirvana shows prior to Cobain's death.
Along with this note, 34 photographs from the crime scene have been released to the public in a gallery on the police department's own website.


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Frederick David Quillan
Position: C
Height: 6-5 Weight: 261 lbs.
Born: January 27, 1956 in West Palm Beach, FL
High School: Central Catholic
College: Oregon (school history)
Drafted by the San Francisco 49ers in the 7th round (175th overall) of the 1978 NFL Draft.
Weighted Career AV (100-95-...): 62 (838th overall since 1950)
2-time Pro Bowler (fine print)
Promote your website or business by sponsoring this page for $5 on Pro-Football-Reference.com. Your message will replace this ad.
Output includes all games from 1920 to 2015.


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The Pilgrims landing on Plymouth Rock; their journey in search of religious freedom; the first Thanksgiving; these are all images of America's foundation etched in our minds in holidays and at school. They've been repeated and eulogized so often they've become part of the mythos of our nation's journey towards freedom and democracy. Like most myths, there's at least a kernel of fact underlying them. Close examination, however, sometimes reveals that that's all it is; a kernel.
Take the idea that the Pilgrims came to America looking for religious freedom, for instance. That's almost true, but things are a bit more complicated than that. The Pilgrims, you see, were one of a number of dissenter sects that fled persecution by the Church of England. The thing is though, they found religious freedom long before they'd ever thought of going to America. They found it when they went to Holland.
And it caused them lots of problems.
That's because the Dutch were largely indifferent to how anyone worshipped and this didn't sit well with the Pilgrims. Religious freedom to them meant the freedom to worship their way and they weren't particularly interested in extending that freedom to anyone else. In this respect, the main difference between them and the Church of England was in which church ought to be on top. Government, to them, was not just the protector of civil order; it was also an instrument to promote the greater glory of God and God's laws.
Another problem for the Pilgrims was that they weren't the only English religious dissenters to find refuge in Holland. These groups' views were similar to those of the Pilgrims (along with the Pilgrims they all fall under the umbrella term "Brownists" but that's another story) and differed only in minor doctrinal matters, but that was enough to cause friction between them. Because there was nothing to bar it, individual pilgrims had the freedom of conscience to attend whoever's sermons they felt like and, when some of these individuals switched congregations, it alarmed the group's leaders. They decided that religious freedom of this kind was almost as bad as religious persecution and that it was time to move on.
There were also some nonreligious reasons for wanting to leave. The Pilgrims came from a largely rural area originally and rural skills were not in high demand in Leiden where they had settled. Leiden was an industrial center and offered only limited opportunities to the non-industrially skilled. The Pilgrims stayed desperately poor while they remained there. Additionally, they were in danger of losing their cultural identity as well if they stayed too long. Over the years, their children were becoming more familiar with Dutch customs than English ones and, indeed, cultural absorption was the eventual fate of all the dissenting sects they left behind them.
So the Pilgrims began casting about for another home; eventually negotiating an agreement with an English merchant/adventurer company for two ships (later reduced to one, the Mayflower) to take a little over a hundred of them to new land in America. Ahead lay the landing at Plymouth Rock, the signing of the Mayflower Compact, the death of over half their number during that first starving Winter and the feast of Thanksgiving the survivors celebrated the next Fall.
But did the Pilgrims come to America to find religious freedom? Or did they come because they were fleeing from it? You tell me.
If you enjoy my articles, you can click on "subscribe" at the top of the page and you'll receive notice when new ones are published.
Suggested Links
- Separation of church and state: Is it really in the Constitution?
- July 4th: Does Independence Day celebrate the birth of a Christian nation?
- An atheist attends a right-wing 'religious freedom' rally
- Pastor tells nonChristians to "get out" of USA while introducing Rick Santorum
- PETA asks atheists to "give peas a chance"


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APGood morning! Here's the news you need:
- Apple posted very strong earnings results, but gave weak guidance.
- Tim Cook warned that Apple has no new products coming until the fall.
- The iPhone business is now only growing at a single digit rate.
- The market's reaction to Apple's earnings call was muted. First the stock popped, then it fell, now it's flat.
- Apple also announced plans to return $100 billion to shareholders.
- Samsung's latest smartphone is here, and while it's nice, it's not the best Android phone you can get.
- The new BlackBerry with a keyboard is a really good phone for anyone that still wants a BlackBerry with a keyboard.
- Twitter has a two-step verification system that it's testing internally which will make it much harder for accounts to be hacked.
- Google is less obsessed with GPA when it comes to hiring now.
- The truth about the secret talks between Apple and Yahoo? Still in the very early stages, and don't mean much, right now.
More From Business Insider
- Tim Cook: We Have Awesome Products In The Works, But They're Not Coming Until The Fall
- CHART OF THE DAY: The Growth Of The iPhone Business Comes Crashing Down
- Apple Posts Solid Quarter — But A Lousy Outlook
- Information Technology
- Technology & Electronics


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Editor's Note: Today is the seventh edition of a 9-day celebration of this year's Colorado Athletic Hall of Fame induction here at CUBuffs.com, profiling each of this year's inductees, leading up to Saturday's football game against Kansas State. Today, we look at the career of trailblazer Franke Clarke. This year's Hall of Fame festivities begin Friday, October 17, with the induction ceremonies at the Omni Interlocken Hotel & Resort (5:30 p.m. reception, with induction ceremony at 7 p.m.). The honorees will be introduced publicly at halftime of Saturday's game. Tickets for Saturday's game, including a Hall of Fame special $50 admission, are available for purchase online by clicking here.
This year's University of Colorado Athletic Hall of Fame class would not be complete without the inclusion of Frank Clarke. He is immortalized in the history books as one of the first African-Americans to participate in football at CU. His name deserves to be recognized among CU's premier athletes, though he would never want you to know it.
He describes himself as a benefactor of opportunity, which is a testament to his humility. When reminiscing on his days as a collegiate and professional football player, Clarke does not describe himself in the same light as those who bore witness to his remarkable achievements.
"I wasn't the toughest player," Clarke said. "To be honest, I was afraid. I was never a regular, but whenever we needed a first down, or even a touchdown, they put me in."
His numbers, however, speak for themselves. In an offense that revolved around a run-heavy mentality, Clarke amassed 532 yards receiving, while boasting a 26.6 yards per catch average during his two years in a Colorado uniform. He was an honorable mention Big 7 Conference performer as a junior and was selected to play in the Copper Bowl All-Star Game as a senior.
During his short tenure in Boulder, Clarke became a beloved figure, whose influence stretched far beyond the football field. He was a staple in the CU community, a man blessed with looks and a personality that complimented him well. While he struggled academically, Clarke offered much in the way of character.
"I got by being a nice guy. I liked class, but I never did quite figure it out academically." said Clarke as he recalled his time at Colorado.
He was well-liked by his teammates and classmates, and he earned the respect of most with whom he associated. He was so well-liked among his peers, in fact, that he was chosen as CU's equivalent of homecoming king. His gentle nature and agreeable personality helped pave the way for success in many facets of his life.
Clarke's athleticism and sure-hands attracted attention from NFL front offices. He was suddenly the prototypical player for a league that aimed to draw fans by placing added emphasis on the passing game.
"One of the ways of attracting crowds was to be a crowd pleasing sport," Clarke said. "Passing the ball was a way to do it. I know for a fact that that's why the Browns and Cowboy's were interested in me."
He was selected 6th overall by the Cleveland Browns in the 1956 NFL Draft. He enjoyed an 11-year NFL career, playing alongside some of the game's most noteworthy players. When asked which player he was most proud to have played with, he answered without hesitation.
"Jim Brown." he said. "He and I were rookies together with the Cleveland Browns. I was absolutely amazed with this guy. I had never been around a human being with the confidence that he had. I had no idea I was playing with a legend at the time. Not only did I get to watch him, but we were friends. We were on the same team."
Frank Clarke (83) enjoyed an 11-year NFL career with the Cleveland Browns
and Dallas Cowboys
"To have [my record] broken by a guy who will surely end up in the Hall of Fame; that was cool."
Clarke admitted that he has only been back to Boulder once since leaving the school in 1956, but he expressed enthusiasm toward the prospect of returning to Colorado for his induction into the CU Athletic Hall of Fame. He sings nothing but praise for the university that has helped provide him with numerous opportunities over the years, and he was tickled by the idea that "such a fine university" would want to recognize his accomplishments.
"It came to me as somewhat of a surprise," he said. "I'm still at a loss for words. It's a once-in-a-lifetime thing, and I am happy to have been honored in such a way. I am very humbled by it. I'm having a lot of fun with this, and I will until I die."
His reaction to being inducted into the CU Athletic Hall of Fame is similar to the attitude with which he approaches life. He lives in the moment, a rare quality, as he describes. In football, he wasn't consumed with a burning desire to win at all costs, rather he just went out and played. When offered the opportunity to attend college, he jumped on it, acknowledging that had he not been approached, college never would have crossed his mind.
"I thought, am I one of the luckiest human beings alive or what?" Clarke said. "I never sought things out, they just happened. I never thought about college. I never even thought about playing professional football while I was in college."
He is thankful for every blessing that has befallen him, and attributes his success to those who have helped him along the way. His gratitude for those who have offered their support over the years is overwhelming, and it is no wonder he commanded the admiration that he has in his lifetime. When discussing those who have guided his path through life, he was quick to mention Dallas "Dal" Ward, the namesake for CU's Athletic Center. Ward was Clarke's football coach at Colorado, and a fellow inductee in this Hall of Fame class.
"(Coach Ward's) daughter called me and said how pleased she was that I was accepted at the same time," Clarke said. "And she said how proud her dad would be. It was a sweet conversation. It's fantastic that I get a chance to be recognized on the same level as my old coach."
One of three African-American players on the original Dallas Cowboys roster, Clarke blazed trails that profoundly impacted not only the make-up of the NFL, but American culture as well. He doesn't think of himself as a civil rights leader, but as a man who went about his business regardless of what other people thought of him. His determination to live by his own accord, during a period of social unrest, is yet another component of his character that makes him such an asset to his environment.
"I don't see myself as a groundbreaker," he noted. "People just remind me that that was the era I came from. I started to open my eyes a little bit in the 1960's when the Civil Rights movement started to happen, but I never saw myself as a victim of racism, so I certainly wasn't a person who jumped on the bandwagon of the Civil Rights movement."
It is hard to overlook the athletic achievements of a prominent figure in the sports world. In Frank Clarke's case, it is made a little easier by the fact that he is a genuinely good person, and his infectious personality inspires one to look beyond his athletic prowess. One conversation with him is enough to assure anyone that he is a special individual. While he maintains that he is "blessed" to have been a member of the CU family, CU is likewise privileged to have had a man like Frank Clarke gracing its campus.


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Ameobosis diet and cure
Amoebiasis or amebiasis is an infection of the intestinal system that is caused by the bacteria entamoeba histolytica. The common symptoms of amebiasis include gastrointestinal discomfort, gas, stomach pains, and diarrhea. The parasite is general transmitted through the fecal oral route. This means that any food item that is contaminated may contain the bacteria within it. It also means that improper hygiene can cause the condition to occur.
Many people suffer from an infestation of the ameba but do not show any visible symptoms. This is because the infestation is probably small and does not cause significant damage to the digestive process and so there is no disruption. However, these people can be tested for amebiasis by analyzing a sample of their stool for cysts produced by the bacteria. Certain countries have environmental conditions which are favorable to the development of these infectious parasites. Tropical weather also tends to aid the spread of the parasite. However, it is also found in non tropical regions and is common in areas with poor sanitation facilities.
Some other symptoms of amebiasis include blood in the stools and foul smelling fecal matter. Often there is weight loss associated with the condition, but this happens over a period of time as the body does not get sufficient nutrition because patients tend to reduce their food consumption as they are suffering from diarrhea. There are several dietary changes that will need to be implemented along with an amoebiasis cure to ensure a quick recovery.
Depending on the nature of the infection, amebiasis needs to be treated by using drugs known as amebicides. These are drugs designed to kill amoeba which is why an amoebiasis cure is extremely effective as it targets the root cause of the problem. Once a patient has been diagnosed with an amoebic infection, the doctor will analyze whether the infection has reached the liver or not. Depending on that, either one or two different types of drugs will be prescribed as part of the amebiasis treatment. A complete amoebiasis cure and recovery can be achieved in a few days of treatment and must be followed up with improved hygiene.
When it comes to an amoebiasis cure, there are several choices but it is best to prevent this condition as far as possible as amebiasis can leave an individual weakened. Amebiasis can be prevented by making sure that the food being consumed by an individual or a family is safe and clean. Foods that are stored, particularly in unhygienic conditions, need to be avoided completely as they can contain bacteria. Any food that is consumed must be thoroughly cleaned and well cooked. Raw foods, particularly leafy vegetables, can contain many contaminants. Personal hygiene is also very important. People who have suffered from amebiasis or who are considered high risk for developing amebiasis must be extra careful. Regular washing of the hands is essential. Personal cleanliness will help to reduce the chances of an individual developing an amebic infection.
Ameobosis diet and cure
Amebiasis is also called as amebic dysentery which is caused by a parasite called Endaameba histolytica. The common symptoms of amebiasis are diarrhea, fever and cramps which affect intestine, liver and other parts of the body. This generally affect children, pregnant women, malnourished individuals, people with suppressed immune system like AIDS, fever, cancer, medicated individuals. Human beings are easily affected by amebiasis where the parasite is spread through person to person contact or through water that has been contaminated with sewage or foods that has been contaminated with human feces. General cleanliness is essential like washing the hands after every toilet visit, covering the foods with lid, maintaining hygiene and cleanliness in public places, taking care about the cleanliness in day care centers where foods are being served in the centers, regular cleaning of the sewage to avoid contamination, drink boiling water and have cooked foods or self peeled fruits in endemic areas, try to treat the carriers as soon as possible. Specific dietary recommendation for this disease is not available
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Held at Harkins Theatre in downtown Oklahoma City, 3December not onlyprovided an educational and inspirational experience for attendees but alsoa sense of opportunity and growth for Oklahoma's creative community. Thepacked auditorium was testament to the growing interest in computer graphicsin Oklahoma and the evolution of the current creative industry. Guestspeakers Anjelica Casillas of Rhythm + Hues and Scott Gagain of VICON Houseof Moves discussed the potential economic growth for Oklahoma being involvedin the CG industry and the possible educational and business initiativesneeded in place to find success.
3December sponsors include: Autodesk, HP, Intel, Wacom, PL Studios, SkylineInk, Oklahoma Gazette, Funnel Design Group, Midtown Redevelopment, PDC,Craft Animations, IPGI, Oklahoma State Chamber of Commerce, CineSys, JourneyEd, Stash, Red Rock Distributing Co., KyleTerry.net, DeadCenter FilmFestival, and Animation Magazine.
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Written by AZoM
The Families Of Stainless Steels
Austenitic Stainless Steels
Ferritic Stainless Steels
Martensitic Stainless Steels
Duplex Stainless Steels
Precipitation Hardening Stainless Steels
Characteristics Of Stainless Steels
Standard Classifications
The group of alloys which today make up the family of stainless steels had their beginning in 1913 in Sheffield, England; Harry Brearley was trying a number of alloys as possible gun barrel steels, and noticed that samples cut from one of these trial heats did not rust and were in fact difficult to etch. When he investigated this curious material, it contained about 13% chromium. This lead to the development of the stainless cutlery steels for which Sheffield became famous. Coincidentally development work was also being carried out in France at about the same time which culminated in the production of the first austenitic stainless steels.
The worldwide consumption of stainless steel is increasing. There is growing demand from the building and construction industry where stainless steel is used for its attractive appearance, corrosion resistance, low maintenance and strength. Many other industries are adopting stainless steel for similar reasons as well as the fact that it does not need to be treated, coated or painted when put into service, despite the fact that it is more expensive than plain carbon steels. Evidence to support this comes from the household appliances manufacturers, where there are an ever increasing number of items, traditionally known as 'whitegoods', being manufactured in stainless steel.
Stainless steels are iron-based alloys containing a minimum of about 10.5% chromium; this forms a protective self-healing oxide film, which is the reason why this group of steels has their characteristic "stainlessness" or corrosion resistance. The ability of the oxide layer to heal itself means that the steel is corrosion resistant, no matter how much of the surface is removed. This is not the case when carbon or low alloy steels are protected from corrosion by metallic coatings such as zinc or cadmium or by organic coatings such as paint.
Although all stainless steels depend on the presence of chromium, other alloying elements are often added to enhance their properties. The categorisation of stainless steels is unusual amongst metals in that it is based upon the nature of their metallurgical structure - the terms used denote the arrangement of the atoms which make up the grains of the steel, and which can be observed when a polished section through a piece of the material is viewed at high magnification through a microscope. Depending upon the exact chemical composition of the steel the microstructure may be made up of the stable phases austenite or ferrite, a "duplex" mix of these two, the phase martensite created when some steels are rapidly quenched from a high temperature, or a structure hardened by precipitated micro-constituents.
The relationship between the different families is as shown in Figure 1. A broad brush comparison of the properties of the different families is given in Table 1.
Figure 1. Families of stainless steels.
This group contains at least 16% chromium and 6% nickel (the basic grade 304 is referred to as 18/8) and range through to the high alloy or "super austenitics" such as 904L and 6% molybdenum grades.
Additional elements can be added such as molybdenum, titanium or copper, to modify or improve their properties, making them suitable for many critical applications involving high temperature as well as corrosion resistance. This group of steels is also suitable for cryogenic applications because the effect of the nickel content in making the steel austenitic avoids the problems of brittleness at low temperatures, which is a characteristic of other types of steel.
The relationship between the various austenitic grades is shown in Figures 2.
Figure 2. The Austenitic Stainless Steels
These are plain chromium (10.5 to 18%) grades such as Grade 430 and 409. Their moderate corrosion resistance and poor fabrication properties are improved in the higher alloyed grades such as Grades 434 and 444 and in the proprietary grade 3CR12.
The relationship between the various ferritic grades is shown in Figure 3.
Figure 3. Families of ferritic stainless steels.
Martensitic stainless steels are also based on the addition of chromium as the major alloying element but with a higher carbon and generally lower chromium content (e.g. 12% in Grade 410 and 416) than the ferritic types; Grade 431 has a chromium content of about 16%, but the microstructure is still martensite despite this high chromium level because this grade also contains 2% nickel.
The relationship between the various martensitic grades is shown in Figure 4.
Figure 4. The families of martensitic stainless steels.
Duplex stainless steels such as 2304 and 2205 (these designations indicate compositions of 23% chromium, 4% nickel and 22% chromium, 5% nickel but both grades contain further minor alloying additions) have microstructures comprising a mixture of austenite and ferrite. Duplex ferritic - austenitic steels combine some of the features of each class: they are resistant to stress corrosion cracking, albeit not quite as resistant as the ferritic steels; their toughness is superior to that of the ferritic steels but inferior to that of the austenitic steels, and their strength is greater than that of the (annealed) austenitic steels, by a factor of about two. In addition the duplex steels have general corrosion resistances equal to or better than 304 and 316, and in general their pitting corrosion resistances are superior to 316. They suffer reduced toughness below about –50°C and after exposure above 300°C, so are only used between these temperatures.
The relationship between the various duplex grades is shown in Figures 5.
Figure 5. The families of duplex stainless steels.
These are chromium and nickel containing steels that can develop very high tensile strengths. The most common grade in this group is "17-4 PH", also known as Grade 630, with the composition of 17% chromium, 4% nickel, 4% copper and 0.3% niobium. The great advantage of these steels is that they can be supplied in the "solution treated" condition. In this condition the steel is just machineable. Following machining, forming etc. the steel can be hardened by a single, fairly low temperature "ageing" heat treatment which causes no distortion of the component.
The characteristics of the broad group of stainless steels can be viewed as compared to the more familiar plain carbon "mild" steels. As a generalisation the stainless steels have:
• Higher work hardening rate
• Higher ductility
• Higher strength and hardness
• Higher hot strength
• Higher corrosion resistance
• Higher cryogenic toughness
• Lower magnetic response (austenitic only)
• Must retain corrosion resistant surface in the finished product.
These properties apply particularly to the austenitic family and to varying degrees to other grades and families.
These properties have implications for the likely fields of application for stainless steels, but also influence the choice of fabrication methods and equipment.
Table 1 (Part A). Comparative Properties of stainless steel families.
Alloy Group
Magnetic Response1
Work Hardening Rate
Corrosion Resistance2
Generally No
Very High
By Cold Work
Quench & Temper
Precipitation Hardening
Age Harden
1 = Attraction of steel to a magnet. Note some grades can be attracted to a magnet if cold worked.
2= Varies significantly within between grades within each group e.g. free machining grades have lower corrosion resistance, those grades higher in molybdenum have higher resistance.
Table 1 (Part B). Comparative Properties of stainless steel families.
High Temperature Resistance
Low Temperature Resistance3
3= Measured by toughness or ductility at sub-zero temperatures. Austenitic grades retain ductility to cryogenic temperatures.
There are many different varieties of stainless steel and the American Iron and Steel Institute (AISI) in the past designated some as standard compositions, resulting in the commonly used three digit numbering system. This role has now been taken over by the SAE and ASTM, who allocate 1-letter + 5-digit UNS numbers to new grades. The full range of these standard stainless steels is contained in the Iron and Steel Society (ISS) "Steel Products Manual for Stainless Steels", and in the SAE/ASTM handbook of Unified Numbering System. Certain other grades do not have standard numbers, but are instead covered by other national or international specifications, or by specifications for specialised products such as standards for welding wire.
Source: Atlas Steels Australia
For more information on this source please visit Atlas Steels Australia
What is 1A stainless and What's its characteristics?
I want a stainless steel grade softer than 316. Could you pls recommend a common type? Thanks
Grades 304 and 347 are both softer than 316 Stainless Steel.Alessandro PiroliniEditorAZoNetwork
Also you can choose 304cu or 304DDQ or china 304J1
can you recommend suitable stainless steel for boronizing ?
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This book is a personal book that I have done. It was to show myself the diiferent types of styles I can do all together in one big book. It is a collection of poems,photography,illustrations, and annotations, with a few spelling mistakes I may add which is definately part of me, but the book isn't about that is about the idea behind the creativeness of the pictures and an innner picture overall of what kind of creature I am. I hope its says fun.
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Autism was first described in 1943 by child psychiatrist Leo Kanner. About fifty years later, in 1991, autism became its own eligibility category for special education services. Until the end of the twentieth century, autism was considered a low incidence disability. Over the years, research resulted in a broader definition of autism as well as better trained professionals who had increased knowledge and reliable tools to identify children with autism in the preschool years. Autism is recognized as a relatively common developmental disorder, more prevalent than childhood cancer, diabetes, and Down syndrome. Classroom teachers as well as school psychologists can expect to work with children with autism and related disorders.
Autism is a neurodevelopmental disorder defined by behaviors rather than by medical tests. That is, there are no blood tests, brain scans, or medical procedures available to identify autism. Instead, a diagnosis is based on observation of social and communication behaviors that take into account a spectrum of symptom expression which ranges from severe to mild and also varies with age and developmental level. Autism is a retrospective diagnosis, and in order to make a differential diagnosis, careful assessment of developmental history is essential. Finally, the complexity of diagnostic assessment of autism is increased because it frequently occurs in association with other syndromes and developmental disabilities, such as Down syndrome, fragile X, and intellectual disability. Research suggests that the prevalence of autism may be about 1 in 600 children and when combined with related disorders, the incidence increases to about 1 in about 160 (Chakrabarti & Fombonne, 2001).
The Diagnostic and Statistical Manual of Mental Disorders, Text Revision (4th ed., DSM-IV-TR; American Psychiatric Association, 2000) describes the diagnostic criteria for pervasive developmental disorders (PDDs) used by medical personnel. PDD is an umbrella term that includes the diagnosis of autism as well as four other
PDDs. The DSM is independent from the classification system established by State Departments of Education. Although autism has been defined in the Individuals with Disabilities Education Act (IDEA; 1997), classification criteria may vary considerably from state to state as states execute their own discretion in developing special education eligibility criteria using IDEA criteria as the minimal standard (see Table 1). Some states use DSM-IV criteria, and other states use their own criteria.
The PDDs have some features in common. But of the five PDDs, three have the most overlap with one another— autistic disorder, Asperger disorder (AD), and pervasive developmental disorder not otherwise specified (PDD-NOS). The shared social impairments are the hallmark features of the PDDs that distinguish them from other childhood disorders. Also, instead of the term PDD, some researchers advocate for the term Autism spectrum disorder (ASD) to emphasize both the shared overlap and lack of clear distinctions between these PDDs and the fact that these children often benefit from the same services (Lord & Risi, 2001) even though AD and PDD-NOS are not recognized as independent special education eligibility categories. If a student is performing well academically, problems with social interaction with peers and pragmatic language use should be addressed in educational programs. These skills are critical for success on the job after high school. Therefore, it is suggested that these students be classified under autism for educational purposes (Schopler, 1998). The DSM-IV-TR criteria are presented below.
Although autism becomes evident within the first three years of life, it often remains undiagnosed until 4 years of age. This delay is unfortunate because research indicates that children can be identified reliably before 3 years of age (Lord, 1995; Stone, 1999), and an early diagnosis is critical because it allows the child the opportunity to obtain specialized early intervention services that have been shown to result in significant developmental gains (NRC, 2001).
The first component of the definition of autism, social impairment, is characterized by significant impairment in at least two of the following four areas: (a) coordinated use of nonverbal behaviors to regulate social and communicative interactions (e.g., eye-to-eye gaze, gestures, facial
expressions); (b) development of peer relationships appropriate to the child's developmental level; (c) active pursuit of shared enjoyment, interests, and achievements with others; and (d) establishment of social and emotional reciprocity (e.g., the ability to engage in social play for older children or peek-a-boo for younger children).
The second feature of autism, impaired communication, is characterized by significant impairment in at least one of the four areas: (a) problems in development of spoken language (also accompanied by a lack of compensation through other modes of communication such as gestures); (b) inability to initiate or sustain a conversation with others in individuals with spoken language; (c) the presence of stereotyped and repetitive use of language or idiosyncratic use of language (e.g., repetition of words or phrases without regard to meaning); and (d) a lack of varied, spontaneous make-believe play or social imitative play consistent to the child's developmental level.
The third and final area of impairment is restricted, repetitive, and stereotyped patterns of behavior interests, and activities in at least one of the following four areas: (a) preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal in intensity or focus; (b) inflexible adherence to specific nonfunctional routines or rituals; (c) stereotyped and repetitive motor mannerisms; and (d) a persistent preoccupation with parts of objects.
In addition to meeting the criteria described above, the child must also demonstrate abnormal functioning in at least one of the following areas prior to 3 years of age: (a) social interaction; (b) language as used in social communication; and (c) symbolic or imaginative play.
In the early 2000s debate continued whether Asperger disorder (AD) can be distinguished from high functioning autism (children with autism who do not have cognitive impairment) (Klin & Volkmar, 1997; Schopler, 1998). In order to meet criteria for AD, the child must
demonstrate impairments in two of the areas previously described for autistic disorder: (a) social interaction and (b) restricted, repetitive patterns of behavior, interests, and activities. The child must not demonstrate any clinically significant general delay in language and should use single words by age 2 and communicative phrases by age three. In addition, the child also must not exhibit any significant delay in cognitive development or adaptive behavior (except for social interaction), and show curiosity about the environment in childhood.
Pervasive developmental disorder not otherwise specified (PDD-NOS) is diagnosed when a child does not meet criteria for autism because of late age at onset, atypical symptomatology, or subthreshold symptomatology. Children with PDD-NOS do demonstrate the (a) social impairments and either (b) communication impairments or (c) restricted, repetitive patterns of behavior, interests, and activities.
The other two PDDs, childhood disintegrative disorder (CDD) and Rett disorder, are degenerative disorders, a feature not present in the other PDDs. Table 2 provides a brief comparison between the most related of the ASDs.
The development of appropriate and specialized intervention programs begins with a diagnostic assessment. One issue that may pose a barrier for children obtaining a diagnosis is the presumed stigma of labeling. Ideally, a label facilitates communication among professionals and families, allows access to intervention services, provides a basis for research and prevention, leads to appropriate treatment planning and intervention, and provides a framework for gathering information on outcome, etiology, and associated problems. Most importantly, a label allows teachers as well as parents to become informed. It gives professionals and families the basis to gather information, read, join support groups, advocate, and become organized in their efforts to obtain resources and improve outcomes. From the point of view of many helping professionals, the benefits of a diagnosis/identification far outweigh the liabilities.
Assessment of the characteristic features of autism— social and communication impairments and restricted patterns of behaviors and interests—require varied assessment approaches. Two gold standard tools are the Autism Diagnostic Observation Schedule (ADOS-G; Lord, Rutter, DiLavore, & Risi, 1999) and the Autism Diagnostic Interview (ADI-R: Lord, Rutter, & Le Cou-teur, 1994). The ADOS-G is a child interaction assessment and the ADI-R is a parent interview.
Social assessment consists of two main strategies: structured and unstructured observation and parent interview. In the very young child, the social impairments may be expressed by reduced play in baby games such as peek-a-boo; reduced attempts to draw attention to themselves for the purpose of showing off to adults; reduced ability to imitate vocal sounds, body movements, and actions with objects; and reduced ability to point to objects, show objects, and follow an adult's point to objects for purely social reasons.
Communication assessment consists of informal and formal testing, observational assessment, and parent interview. Assessment should also include information on the child's functional communication abilities, that is on the forms (how child communicates), the functions or purposes (what child communicates), and the contexts (where and with whom child communicates) of communication. Young children with autism demonstrate difficulty understanding and using nonverbal means, such as gestures, to communicate. Children with autism who have verbal speech may exhibit both the difficulty understanding the meaning of words and phrases (semantics) and using communication in a functional manner with others (pragmatics).
Assessment of repetitive behaviors and restricted range of activities and interests is best conducted by parent interview and observations. Resistance to change in environment and new routines and an insistence on following familiar routines characterize these behaviors. Parents can provide information on the child's narrow interests and unusual attachment to objects. Often sensory input that incorporates a visual, auditory, tactile, olfactory, or motor component is either excessively sought or strongly avoided. An example of a visual interest is a child who enjoys spinning objects, twirling, and watching fans or objects that rotate. The stereotypic behaviors of these children include jumping up and down and hand flapping when excited, flipping fingers in front of their eyes, and rocking their body.
Education is considered one of the primary methods of intervention for ASD (NRC, 2001). Recognizing its critical role in the education and treatment of children with autism, the U.S. Department of Education's Office of Special Education Programs requested the National Research Council to report on the scientific evidence regarding educational interventions for young children with autism (from three to eight years) (see Table 3). The NRC also provided guidelines on content areas critical in the educational plans of students with autism (see Table 4).
Several types of teaching strategies have been evaluated for children with autism. These methods include structured teaching (Schopler, Mesibov, and Hearsey, 1995), incidental teaching (McGee, Morrier, & Daly, 1999), discrete trial training (Smith, Eikeseth, Klevstrand, & Lovaas, 1997), pivotal response training (Koegel, Koe-gel, Shoshan, & McNerney, 1999), and functional communication training (Carr, 1993). All of these approaches are research supported and represent systematic and plan-ful teaching techniques designed to increase desired behaviors, decrease undesirable behaviors, and teach new skills. Applied behavior analysis (ABA) is a framework that takes these techniques into account. No single teaching method, however, has been reported as of the early 2000s as being more effective than any other approach; in fact, all have demonstrated effectiveness, and it is likely that a multi-component approach is most effective. Regardless of which approach is selected, it is essential to first generate treatment goals based on the results of individualized assessments of the child's various areas of development and make adjustments of the treatment goals and methods based on the child's progress.
Not all children respond the same way to the same intervention. Children have individual learning styles and preferences and respond differently to various research supported approaches. The selection of an intervention must be based on individualized assessment of needs and ongoing monitoring of progress. It is not uncommon for a teacher to use many different methods to meet the needs of the children in the room (i.e., discrete trial, incidental teaching, and structured teaching).
The unique issues of autism require specialized planning on the IEP. The social and communication deficits in autism are often accompanied by intellectual impairment or issues with thinking and learning that often require the explicit teaching of skills that other children typically pick up naturally. These issues require that close attention be paid to the sequence of skills being taught and ensure that one skill builds upon another (Smith & Slattery, 1993).
Some teachers experience frustration understanding and managing the behavior of students with autism. They find that discipline strategies that work for other students do not work for these students. When confronted with challenging behaviors, it is necessary to consult a specialist in autism and behavior. The specialist can provide a functional behavioral analysis (FBA) to develop positive behavior supports. If problem behaviors are interfering with educational participation, it is necessary to have an FBA and a positive behavior support plan as part of the IEP.
School personnel have tools available to identify students with autism and select and implement effective teaching plans. The success of a teaching plan, however, depends on the quality of the teacher-student interaction as well was a teacher's ability to engage the student. Engagement is a key factor in an effective program (NRC, 2001), and research shows that both child and environmental factors influence engagement (Ruble & Robson, 2007). Establishing a collaborative relationship with former teachers of these children, their parents, and autism specialists is essential for optimal educational experiences and outcomes.
See also:Mental Retardation, Special Education
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., Test Revision ed.). Washington, DC: American Psychiatric Association.
Carr, E. (1993). Reduction of severe behavior problems in the community using a multicomponent treatment approach. Journal of Applied Behavior Analysis, 26(2), 157–172.
Chakrabarti, S., & Fombonne, E. (2001). Pervasive developmental disorders in preschool children. Journal of the American Medical Association, 285(24), 3093–3099.
Klin, A., & Volkmar, F. (1997). Asperger's syndrome (2nd ed.). New York: Wiley.
Koegel, L., Koegel, R., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of the Association of Persons with Severe Handicaps, 24(3), 186–198.
Lord, C. (1995). Follow-up of two-year-olds referred for possible autism. Journal of Child Psychology and Psychiatry, 36(8), 1365–1382.
Lord, C., & Risi, S. (1998). Frameworks and methods in diagnosing autism spectrum disorders. Mental Retardation and Developmental Disabilities Research Review, 4(2), 90–96.
Lord, C., & Risi, S. (2001). Diagnosis of autism spectrum disorders in young children. In A. W. B. Prizant (Ed.), Autism Spectrum Disorders (Vol. 9, pp. 11–30). Baltimore: Brookes.
Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659–685.
McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for Persons with Severe Handicaps, 24(3), 133–146.
National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.
Ruble, L., & Robson, D. (2007). Individual and environmental influences on engagement. Journal of Autism and Developmental Disorders, 37, 1457–1468.
Schopler, E. (1998). Premature popularization of Asperger syndrome. In G. M. E. Schopler (Ed.), Asperger syndrome or high-functioning autism? (pp. 385–400). New York: Plenum.
Schopler, E., Mesibov, G., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler, & Mesibov, G. (Ed.), Learning and cognition in autism (pp. 243–268). New York: Plenum.
Smith, T., Eikeseth, S., Klevstrand, M., & Lovaas, O. (1997). Intensive behavioral treatment for preschoolers with severe mental retardation and pervasive developmental disorder. American Journal Mental Retardation, 102(3), 238–249.
Smith, S. W., & Slattery, W. J. (1993). Developing individualized education programs that work for students with autism. Added Focus on Autistic Behavior, 8, 1–15.
Stone, W., Lee, E., Ashford, L., Brissie, J., Hepburn, S., Coonrod, E., et al. (1999). Can autism be diagnoses accurately in children under three years? Journal of Child Psychology and Psychiatry, 40, 219–226.
U. S. Department of Education. (1997). Individuals with Disabilities Education Act Amendment of 1997, P.L. 105–117. Washington, DC: Author.


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1, 2
Freddy's coming for you
3, 4
Lock your door
5, 6
Grab your crucifix
7, 8
Unfortunately Supernatural Saturday Night is going to be late.
9, 10
I'm never going to sleep again!
In sitting down to write this review I realized that I wanted to marathon each movie in which Robert Englund plays Freddy. That way I could write a review for each movie and post the reviews in order on Examiner with a link to each item and the date in which each review will go live.
Chernobyl Diaries and Hansel and Gretel will also be reviewed in the coming weeks.


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are the seeds soft or hard?
are the seeds soft or hard?
I find them hard to describe. I guess I would say they are soft/slightly gelatinous on the outside. If you actually bite down on some they have a slight crunch to them, but not hard.
Doesn't sound at all appealing................ I will stay with the no-seeded drinks
I believe fall has arrived in Oregon. Yuck........... my least favorite season. Lots of clean up and then everything goes dormant for the long winter ahead. To me - it feels like the world of plants and greenness and blooming things goes to sleep from October to April - and we have to stay awake and go on with our lives. Fall and winter make me sad.
Seems like you were just getting ready for spring......
Female 54
Starting wt: 198, Goal: 135, Current with PB: 165
Started at a size 16 down to loose 10
With PB my asthma has improved, low back pain is gone, & I've got more energy
My Primal Journal: http://www.marksdailyapple.com/forum/thread60175.html
I vow to spend this fall and winter working on my goal of health and wellness. By boating season of 2014 I want to be at my goal weight and I want to be stronger and have more stamina.
Currently 185.
Goal 140.
That gives me 33 weeks to take off 45 pounds. Its doable..... about 1.5 pounds per week. I think once my gut is fully healed and with the help of the bio-identical hormones I can do this. Appointment with doctor Oct 1st. Fingers crossed. I need to step up my workouts........ I've gone 2 weeks now without doing anything. I have to get back to daily routines. I will start reporting again here what I'm doing.
I decided after having that cup of coffee yesterday morning that I won't be doing coffee again. First, it caused my bowels to work overtime. Second, I had a caffeine reaction that was not pleasant (jittery and unable to think clearly, even messed up my fine motor skills for a bit, and caused some serious cramping in my hands). Third, I don't like it black and I don't want to bring sweeteners and fake creamer back into my life. Not that I'm 100% sugar free --- but I don't intentionally add it to anything, I just get it in the occasional use of condiments or the nibbles of m&m's. M&m's are going back on my don't list. I'm getting into the habit of having a few daily - that's a slippery slop. I'm out of cashews and am not going to buy more because I have on some days eaten 4 ounces throughout the course of the day............ that's a whopping 650 calories!!!! I always count these calories in my daily totals - but still! Those are calories I could be using to eat another entire meal - not just nibbling at throughout the day. I need to cut out the snacking completely. I seem to move from one snack obsession to another. I've done dark chocolate, pork rinds, cream cheese clouds, mixed nuts, corn chips, and cashews. I could allow myself 1 ounce of cashews per day. That's about 8 whole nuts. But as with anything........... once I get started I don't know where to find the brake pedal! I am certainly using food as a form of comfort and fulfillment - but why? I need to find out why I use food to fill a void - what that void is -- and how to fill it with something healthy and appropriate.
My gut is still doing good The caffeine clean out yesterday was annoying but not diarrhea and not painful at all. So, I have now gone 10 days with no pain and diarrhea. I'm very happy about this!
There are a couple of projects that I had planned to do this summer and didn't finish them. I'm not happy with myself about that. I have a really hard time starting projects when I don't have the entire day to work on them - so I tend to not start things at all. Not a personality trait I would choose to have.
Okay............ I've done 120 jump ropes, and 50 leg presses at 100# on the bowflex. And then I rode 3.5 miles on my bike.
now.......... time for some breakfast and then shower and work.
I dislike fall too. All my neighbors have huge trees and it seems like all their leaves fall/blow into my yard. It doesn't help that most of them aren't big on yard work.
I have no trees by design. Raking and even blowing, basically one handed, is a pain in the butt.
I love all the seasons!! Although down here in south texas we only have two seasons...hot & hotter!! lol. Not really. I love the fall...the air starts to get a little crisper...the leaves start to change their color...mother earth is winding down for a nice long recuperative rest. I love winter...I always feel better in the winter. Don't know why! I loved the snow when I was young & we lived up north for a time. There is nothing more peaceful than softly falling snow in the woods!! Been a long long time since I've seen it tho. When baby boy was little I used to decorate the house for the seasons & the holidays. This house is just to tiny to do much decorating...with the exception of a wreath on the door...& I only do that at Christmas now. *sigh*
Your goal certainly is doable!!! You're gonna do it!!
Goal: Don't worry be happy!
Okay -- I'll try the Chia Seed Kombucha. (maybe)


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This is the first in a series that I'm grandly calling The Cycle Touring Hall of Fame. Here's Tony Pizzo in the spring of 1920. He's a sailor and on his way through Washington DC on a Coast-to-Coast bicycle tour: handcuffed to his machine. The handcuffs were sealed by Mayor Hylan in New York April […]
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Tony Pizzo: New York to Los Angeles & return
April 27, 2012 · Jack Thurston


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"Take advantage of every opportunity to practice your communication skills so that when important occasions arise, you will have the gift, the style, the sharpness, the clarity, and the emotions to affect other people" - Jim Rohn
"People deal with people…they like"
Most of us who work do so in a definite capacity – accountant, salesperson, retail, administration, Marketing , IT, etc. And we practice and hone these skills every day because we are doing our job every day.
However communication and interpersonal skills are definitely the most important skills and how often do we brush up on those skills? Rarely or never I would bet! Of the top companies only about 20% are run or managed by the top rating IQ people – which means 80% are run or managed by people who have a knack or ability to lead and inspire using people skills. Almost all who do succeed have high levels of emotional intelligence. Treat others like you would like to be treated and you won't go far wrong.
We need to refresh those people skills at least annually or we can slip into bad habits. Fail to prepare, prepare to fail.
Here's a thought
Unconscious Incompetence- You are completely unable to do this and my god are you blissfully unaware of that failing E.g. You are thirteen, you would love to drive a car and you say to yourself you will -as soon as you are seventeen.
Conscious incompetence Now at last you know you do not have the necessary skills. E.g. you are seventeen and you have to get those awful lessons so that you can learn to drive a car and you feel intimidated and angry every lesson you get.
Conscious Competence You have the skills but you have to concentrate, focus and refresh daily just to make sure you do it right.E.g. you have passed your test but you still need to absolutely focus and think every time you get in that car.
Unconscious Competence You have the skills and you don't even have to think about. E.g. did you ever drive your car, arrive at your destination and suddenly realize you do not remember one detail of the journey.
Yes you did, you know it's true.
Unfortunately the world continues to spin so once you have arrived at the perfect state of Unconscious Competence there is only one place you are going to go if you do not concentrate and refresh your skills.
Yes you have got it – right back to the start Unconscious Incompetence !!!
When questioned over 50% of employees cite training as the most important benefit after salary they would like to receive in their job.


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Sojourn is a postcard of discovery and growth from curious travelers and passionate observers across the ages. You'll find quotes from luminaries as varied as Mahatma Gandhi, Søren Kierkegaard and Daniel Boone, who insisted he'd never been lost – only bewildered once for three days.
Sojourn invites you to revisit dreams, to muse about success and happiness, to figure out what brings you joy and what you're good at then go do it. Half the fun of any expedition is getting lost and then finding yourself again.
Bon Voyage!
An avid traveler, I've provided leadership development with a global perspective to leaders from over 35 countries in some of the world's most dynamic corporations. I'm a native of the North Carolina Mountains in the Southern USA, and agree with Graham Greene that "Life is never going to be quite the same again after your passport is stamped."
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jegbert says A well thought out layout with incredibly photographed imagery! I enjoyed the journey!
posted at 07:29AM Jul 02 PST
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Sojourn 2012 Planner Published November 28, 2011
A Day in Chobe Published July 05, 2010


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The Strand: My Funny Valentine
If I'm going to write about The Strand during February then I'm going to do it right. So "My Funny Valentine" starts to bleed into the shortest month with the carnival giving this red month an eerie air of celebration. Yet it is love and eros that resonates in peoples' minds. And that is why I'm writing about The Strand—my darling, independent bookstore in New York City—where on the corner of 12th and Broadway I started to fall in love.
The Strand first opened its doors to book lovers in 1927 on Fourth Avenue as yet another bookstore on the legendary Book Row. Now, in 2013, it's the only Book Row survivor, and can be found on 12th and Broadway covering 55,000 square feet with over 200 employees and more than 2.5 million used, new, and rare books. The owner, Nancy Bass Wyden, speaks of The Strand's "18 Miles of Books" with great pride, something that is quite remarkable for a business that was, is, and probably always will be, family owned.
I first visited The Strand during the first time I stepped foot on the island of Manhattan. That was back in January of 2012, and on the tenth day of that month, I stood opposite the bookstore for a good ten minutes staring at the numerous trolleys with all the books that were about to fall off. These bookshelves-on-wheels sit right around the entrance, allowing passers-by to flick through them before, perhaps, having a hot chocolate at Max Brenner or joining the manic and eclectic crowd at Union Square. I'm horrified to admit that I must have stayed in the actual bookstore for two minutes at most—but that is for another time, another story—yet something kept taking me back again and again and again.
And again.
Maybe it's the four floors that are filled with aisles and aisles of floor-to-ceiling bookshelves, a magical labyrinth that will surely leave you giddy with excitement as I can only describe being in The Strand as a treasure hunt where X marks multiple spots. Wooden shelves are abundant, the crammed books beckoning the bibliophile with their index finger to their secret garden. Or maybe it's all the sections that are too many to list, where you might find yourself with your nose inside a heavy book as the hand of your lover is placed warmly on your lower back in the American History section on the first floor or in the Ocean/Marine Life in the basement. Personally, I think it's the atmosphere that sits between a perfectly wonderful stale smell of books, pens, and memorabilia that moans into your ear as soon as you open the door.
I suggest listening to Polly Scattergood's haunting cover of Minnelli's "New York, New York" as you roam around their exquisite rare book collection on the third floor. Or possibly Simon & Garfunkel's "The Only Living Boy In New York" while you're gearing up for one of their many intense author events—heads up, Junot Diaz on the 10th of April at 7PM—and believe you me, they're all worth it. What better soundtrack to fill your mind when you're in a bookstore that makes you feel as if anything can happen?
I speak of New York fondly, one of my favourite memories lying in the heart of The Strand where I tried to find, unsuccessfully, H.D's The Gift. The staff graciously helped me search for it—I toyed with the notion of them live-tweeting the hunt—but it was one book I could not tick off my thesis reading list at that moment. I made my way to the Economics section where a number of customers strolled around like they were home, and I found solace in the catacomb. That was when The Strand became a beacon for me; my beacon, my lighthouse shining the way.
This is where Billy Joel takes over—and it has to be Billy Joel with "New York State of Mind"—as on the tenth day of July I found myself on the verge of tears in front of Bukowski, Charles, in one of the many nooks and crannies that give the reader the safest hiding place in the world. This was a bookstore that offered you a warm embrace before presenting you with your own fairytale.
Essentially, The Strand isn't just the greatest independent bookstore in the US of A. It is a body, mind, and soul experience. A way to fall in love all over again and learn how to breathe in a ruthless city that offers no second chances.
By Eleni Demetriou
an Associate Editor for Black Clock and an MFA Writing candidate at CalArts.


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Great Arkansas Penny Hunt
Sixth grade students Haley Henderson, Elisha Baughman, and Russell Standridge are shown with their teacher, Susan Hunt, with their classroom container for the "Great Arkansas Penny Hunt". This is a fund-raiser for the Arkansas Rice Depot. Last year, the Rice Depot provided backpacks of food to 551 schools and helped 22,700 students. Hector participates in this program by packing week-end backpacks for approximately 70 students. The fund-raiser will continue through November 21. The classroom with the most donations will receive a snack party.


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Lea Michele is beloved for her role as Rachel on "Glee." She's also a successful singer on her own with albums such as "Louder" and known for her fashionista sensibilities. Now Lea is sharing her beauty, style, diet, fitness and lifestyle tips and tricks with her new book: "Brunette Ambition." Lea talked with Dr. Mehmet Oz on his talk show recently about her book and her life.
Although Lea has had some personal challenges in her life, she believes in staying positive. She told Dr. Oz that she's learned to manage her stress and feel good about herself. Lea credits her family for their support.
The slender actress learned how to eat right from her family. She grew up with loving, health-aware parents. As a result, Lea avoids junk food. She's also a believer in the benefits of fitness. All of her health tips are included in her book as well as beauty, fashion and positive self-esteem help. Lea told Dr. Oz that she's come up with her own recipe for beating bloat:
- 1 glass of water
- Juice of 2 lemons
- 1/2 cucumber, chopped
- 6 cubes of watermelon
- Handful of fresh ginger shavings
Blend ingredients and enjoy! Get more healthy lifestyle tips and slimming secrets from Lea by clicking here for her book "Brunette Ambition."
In addition, Lea reveals what she learned from her career as a stage actress as well as a commentary about her relationships. And some romance is included, according to excerpts from her book:
When we shot the ["Glee"] pilot, I met Cory Monteith, Kevin McHale, Amber Riley and Chris Colfer for the first time. I had worked on Broadway with Jenna Ushkowitz and Matthew Morrison before. Matt had been a friend of mine for years, and in fact we'd actually dated back in the day for a Broadway beat.
Lea's not the only "Glee" star to write a book. Check out "Choosing Glee: 10 Rules to Finding Inspiration, Happiness, and the Real You" by Jenna Ushkowitz, and "Struck By Lightning: The Carson Phillips Journal" by Chris Colfer. And although "Glee" is ending soon, it's available in DVD format.


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Drew Barrymore's sister, Jessica Barrymore, was found dead in her car on Tuesday morning. 10 News shared the details on Tuesday. Sadly it seems that there may have been pills involved in Jessica's death.
Jessica and Drew share the same father, John Barrymore, though technically they are half-sisters as they have different mothers. Jessica, 47, was found when a woman, Marta Lopez, saw Barrymore's car blocking her National City, California driveway. Lopez approached the car and tried to communicate with the person inside, but apparently it was too late.
Barrymore had a SoBe energy drink between her legs, and it seems there were dozens of white pills littering the passenger seat. Lopez called the police and Barrymore was determined to be deceased already. Neighbors reportedly have indicated that Barrymore's car was parked in the area around midnight, and it was about 6 a.m. Tuesday morning when Lopez found her.
As the New York Daily News shares, Drew has released a statement regarding Jessica's death. It seems the two women were never close, and actually they barely knew one another over the course of their lives. Drew shared, "Although I only met her briefly, I wish her and her loved ones as much peace as possible." She added, "I'm so incredibly sorry for their loss." Those who previously worked with Jessica are saddened and shocked by her death, praising her sense of humor, helpful nature and positive attitude.
While authorities have not released an official cause of death, it seems suicide is suspected. As fans of Drew's know, she had a very challenging upbringing and a complicated family life. While Drew and Jessica never had much of a relationship, her fans are touched to see her reaching out to Rebecca's loved ones at this time. Fans are sending their condolences to the actress as the news about Drew Barrymore's sister's death spreads.


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text: It's been a long time coming, but what else do you expect when you specialize in doing mash-ups of every Pop song that came out that year. DJ Earworm's highly anticipated mash-ups raise quite some attention being that there are SOO many songs involved on one remix. This years 2012 Pop Anthem, Shine Brighter includes the huge hits including Gotye's "Somebody That I Used to Know," Bruno Mars' "Locked Out of Heaven," Carly Rae Jepsen's "Call Me Maybe," Ke$ha's "Die Young," fun.'s "We Are Young" and 20 other top tracks from 2012. 20 other tracks?, yes 20 other tracks…that's talent people. I know it's going to be rough, but you know what happens after you listen to one of DJ Earworm's yearly mash-ups? After playing it over and over you begin to anticipate what pop artists in 2013 will release, and begin to think how Earworm will compound those next year for a remix just as good, or better. Finally for your Earz to hear. Get Your Earz Wet!


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Do you want to make Ohio.com your homepage?
By Stephanie Warsmith
Beacon Journal staff writer
Click here to read or leave a comment(s) on this story.
The economy.
It's what Ohioans most often say when asked what troubles them. But what they mean when they say "the economy" requires asking when they were born and how life's been since they began working.
Ohioans, like most Americans, have fractured views of how to strengthen the fragile economic recovery of the past eight years, though many vaguely agree that more good-paying jobs might do it.


text: Scholarships A number of scholarships are available to assist students from the Schools of Graduate and Professional Programs (SGPP) in obtaining their degree. All scholarships require the completion of a Federal Application for Student Aid (FAFSA), as well as the completion of the specific scholarship information listed below. Bachelor Completion Scholarships Available to students completing a bachelor's degree.+ More Thanks to the generosity of an anonymous benefactor, scholarships of $2,000 are available to qualifying students seeking to complete their bachelor's degree at Saint Mary's University of Minnesota. To be considered for the scholarship, applicants must: Be enrolled in a Bachelor of Science (B.S.) program and have completed at least six (6) credits towards successful attainment of their Saint Mary's University degree Have a cumulative G.P.A. of 2.75 on a 4.0 scale from all B.S. programs at Saint Mary's University Demonstrate financial need Have a background of good judgment and have a breadth of experience that contributes to their academic experience A motivation to learn and a desire to complete their academic course of study Application deadline: June 15 Download the Bachelor Completion Scholarship Application Stephen Kieselhorst, Jr. Scholarship & Judson P. Letven Memorial Scholarship Available to students in the Counseling & Psychological Services Program.+ More In honor of their son's memory, Stephen and Frances Kieselhorst have generously established the Stephen Kieselhorst Jr. Endowed Scholarship Fund. The scholarship will provide a scholarship to one student at the $2,000 level or above. In honor of her son's memory, Mrs. Joyce Letven has generously established the Judson P. Letven Memorial Scholarship, an annual scholarship to be awarded to two qualifying students. In order to qualify for either scholarship, applicants must: Be enrolled in a graduate level program at Saint Mary's University School of Graduate & Professional Programs, and have completed at least six credits toward a degree Have a cumulative GPA of 3.5 on a 4.0 scale from all graduate work at Saint Mary's University Demonstrate financial need (this is determined after submission of the FAFSA application) Pursue the study of psychology and/or counseling at the graduate level Application deadline: June 15 Download the Stephen Kieselhorst, Jr. & Judson P. Letven Scholarship Application MA in Counseling & Psychological Services The Evert Scholarship Fund Available to students in any SGPP program.+ More Thanks to the generosity of an anonymous benefactor, scholarships of $2,000 will be available for through this fund. This scholarship is available and open to students in any program within SGPP. In order to qualify for the scholoarship, applicants must: Be enrolled in a graduate level program in Saint Mary's University Schools of Graduate & Professional Programs, and have completed at least six credits toward a degree Have a cumulative GPA of 3.5 on a 4.0 scale from all graduate work at Saint Mary's University Demonstrate financial need Demonstrate leadership within the business, professional or education community Demonstrate community involvement and/or civic participation Have a desire to conduct academic research at the graduate level Application deadline: June 15 Download the Evert Scholarship Guidelines & Application Form SGPP Faculty & Staff Scholarship Available to SGPP students.+ More Thanks to the generosity of our faculty and staff, Saint Mary's University is proud to announce the availability of a scholarship to benefit students of the Schools of Graduate and Professional Programs (SGPP). One scholarship will be available for students in a certificate or bachelor's completion program and the other will be available for students in a master's or doctorate program. Applicants must: Be enrolled in a certificate, bachelor's, master's or doctorate program within Saint Mary's University Schools of Graduate & Professional Programs Have completed a minimum of six credits toward a degree Be a student in good standing with Saint Mary's University Demonstrate financial need (determined by completing an online FAFSA form) Not be receiving tuition reimbursement from an employer Provide a 500 word essay describing how the scholarship would impact their academic career and any special circumstances the committee should be aware of Application deadline: June 15 Download the Faculty & Staff Scholarship Application Outside Scholarships The information below is provided as a service to assist students in finding additional financial resources. Please contact scholarship sponsors for more information. In addition to these sources, students may also find scholarships available through their own community and professional organizations. Saint Mary's University is not responsible for the content of linked websites. Saint Mary's University does not endorse or support these scholarship entities. Students are responsible to obtain application materials and determine application requirements and facilitate application on their own. Resources Scholarship information and services.+ More FinAid is a free public service that provides comprehensive information about paying for college, including scholarships, loans and other types of financial aid. FastWeb is a free scholarship matching service that allows students to search for scholarships based on their profile. The Minnesota Community Foundation and Saint Paul Foundation are two organizations working to provide grants and scholarships for Minnesota and Saint Paul communities. The Minnesota Private College Council, Fund and Research Foundations provides lists of scholarships for diverse students. International Education Financial Aid (IEFA) provides an extensive resource of scholarships, grants and fellowships that may aid an international student to study abroad. The HEATH Resource Center at The George Washington University has information regarding financial aid and scholarships for students with disabilities. P.E.O. Scholarships is a philanthropic organization assisting women pursuing scholarships, grants, awards, or loans. Scholarships and Grants is a free site that allows students to search for scholarships and grants particular to their field of study. More Links NerdScholar GoodCall Bigfuture by The College Board Scholarship Monkey CollegeNET Fastweb Peterson's Scholarship 360 Chegg Scholarship Library College Resource Network Individual Scholarship Applications The following is a monthly updated list of individual scholarships from outside organizations.+ More Abbott & Fenner Business Consultants Scholarship Deadline: 6/10/2016 MN Teacher Shortage Repayment Deadline: 6/30/2016 Goedeker's Book Scholarships Deadline: 7/31/2016 Albertson & Davidson, LLP Scholarship Deadline: 8/24/2016 Bruning Law Scholarship Deadline: 12/1/2016 Loan Forgiveness Programs Stafford Loan Forgiveness Program for Teachers To encourage individuals to enter and remain in the teaching profession, the Teacher Loan Forgiveness Program grants loan forgiveness up to $17500 for teacher in certain specialties and up to $5000 for other teachers who teach for five years in low-income schools and meet other requirements. National Health Service Corps Loan Forgiveness Program for Health Professionals This program repays a portion of student loans if a student works in under-served areas. Professions that may qualify for this program include primary care nurse practitioners, marriage and family therapists, licensed professional counselors, licensed psychologists and licensed social workers. Loan Forgiveness for Public Service Employees (PDF) Under this program, borrowers may qualify for forgiveness of the remaining balance due on their eligible federal student loans after they have made 120 payments on those loans under certain repayment plans while employed full time by certain public service employers.


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Your Job Can Make You Fat!
your chosen profession can also make you fat. Reuters reports:
The more job strain men and women reported, the more likely they were to become obese, Dr. Eric J. Brunner of the Royal Free and University College London Medical School and colleagues found. Higher stress levels were also tied to excess fat around the middle, which is particularly harmful for health.I can speak from experience on this one. I used to have a miserable office job, by the time I quit, I bloated to the size of a baby elephant—a very surly baby elephant.
Chronic stress has been linked to heart disease and the metabolic syndrome, a constellation of symptoms including excess belly fat that increases the risk of diabetes and cardiovascular disease, Brunner and his team note. They hypothesized that job stress might make people more likely to develop obesity during adulthood as well.


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Return to Catalog
H a z e n S c h u m a c h e r & J o h n S t e v e n s
Golden Age of Jazz Revisited 1939-1942
Three Pivotal Years of Musical Excitement
By Hazen Schumacher and John Stevens
Hard-cover book with 2 CDs.
The book sets 55 classic jazz records against the backdrop of a changing world. In a three-year period, 1939-1942, jazz was the popular music around the globe.
The 2 CDs include 49 of the representative selections, played by the outstanding musicians of the era.
by NPP Books
Note: due to its weight, this item has an extra S/H charge added to the price on the order form: $6 for US orders, $8 for international orders.
Author and host Hazen Schumacher and crew in the 1970s during a call-in show at his long-running "Jazz Revisited" program on WUOM, Ann Arbor, MI. He started the program in 1967 and it was picked up by National Public Radio in 1971, eventually playing on more than 200 affiliates around the country. The show presented jazz music from 1917 to 1947, from an amazing collection of jazz records, in a half-hour format, with commentary by Schumacher.
In 1983, NPR went through a budget crisis and was unable to continue distribution of the program, so Michigan Radio offered the program by satellite. When WUOM changed format, Schumacher stopped producing "Jazz Revisited" in 1997.
Hamburg Jazz Museum
The Hamburg (Germany) Jazz Museum was founded by a retired German industrialist as a repository of early jazz recordings and printed material. A factory was converted to a display and workplace for the Museum's records, sheet music, books, and other memorabilia.
The museum's owner, Wilke-Jan Eiben, is dedicating his retirement to the preservation of early jazz in all of its manifestations. He has flags on his roof, two of which proclaim, in German, "Fletcher Henderson Lives" - "Duke Ellington Lives." He appropriated the nickname of one of his idols, Bix Beiderbecke. To that end, his website is www.bixeibenhamburg.com. The website displays pictures of his activities as well as the sounds of the "Jazz Revisited" radio programs. Eiben has made them available to radio stations, such as one called "Swinging Hamburg."
When Hazen Schumacher finished producing "Jazz Revisited" after thirty years of programming, he looked for a home for the extremely valuable record collection which had been used to produce the programs. Some U.S. sources were eager to "cherry-pick" (choose just a few) from the collection but none were willing to accommodate it in its entirety (approximately 50,000 78rpm records, 10,000 LPs, 500 CDs of early jazz as well as dozens of reference books). Schumacher noticed the Hamburg Museum's ad in a collectors' magazine. They were looking for large collections. Contact was made and the collection was carefully packed and shipped to Germany. Included were the master tapes of the 1,560 "Jazz Revisited" half-hour programs. The Museum transferred all of these shows to CDs and is now merchandizing them.
Schumacher and his wife Rusty have visited the Museum three times and are happy to report that the curators are taking good care of his jazz offspring!
You can
experience "Jazz Revisited" at the website
of the museum: www.bixeibenhamburg.com.
Click on "skip intoduction" and a page with 24 logos will
come up; click any of them, and a different "Jazz Revisited"
show will play. Shows are changed every couple of weeks.
Hazen Schumacher
John Stevens
the band
the band


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Scrabble word: CAR
In which Scrabble dictionary does CAR exist?
Scrabble (US/Canada)
(5 pts)
Scrabble (UK)
(5 pts)
Official Scrabble (OSPD)
(5 pts)
(6 pts)
Words with friends
(6 pts)
Hanging with friends
(6 pts)
(3 pts)
Lexulous (US)
(5 pts)
Definitions of CAR in dictionaries:
- noun - a motor vehicle with four wheels
- noun - a wheeled vehicle adapted to the rails of railroad
- noun - the compartment that is suspended from an airship and that carries personnel and the cargo and the power plant
- noun - where passengers ride up and down
- noun - a conveyance for passengers or freight on a cable railway
- An automobile.
- A vehicle, such as a streetcar, that runs on rails: a railroad car.
- A boxlike enclosure for passengers and freight on a conveyance: an elevator car.
- The part of a balloon or airship that carries people and cargo.
- A chariot, carriage, or cart.
- noun - an automobile
There are 3 letters in CAR: A C R
Scrabble words that can be created with an extra letter added to CAR
All anagrams that could be made from letters of word CAR plus a wildcard: CAR?
Scrabble words that can be created with letters from word CAR
Images for CAR
Other Resources
SCRABBLE is the registered trademark of Hasbro and J.W. Spear & Sons Limited. Our scrabble word finder and scrabble cheat word builder is not associated with the Scrabble brand - we merely provide help for players of the official Scrabble game. All intellectual property rights to the game are owned by respective owners in the U.S.A and Canada and the rest of the world. Anagrammer.com is not affiliated with Scrabble. This site is an educational tool and resource for Scrabble & Words With Friends players.


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This column follows a lot of technology conferences during the year, documenting the highlights and key messages during or soon after the event is over. This is the first time a conference has been covered before it even happens.
The reason is that this particular meeting – the United States Cyber Crime Conference – is a former heavyweight event that died and has been reborn. It was previously run by the Department of Defense as the "DoD Cyber Crime Conference" starting in 2000 and was only for U.S. government officials. But when the government cut budgets severely in 2012, the conference got axed and no gathering was held last year.
A group of cybersecurity professionals, led by a retired special agent named Jim Christy, thought that was wrong. Events of the past year – from the NSA breach to the Target hacking – are testimony to how ill-advised the government's decision really was. So they have resurrected the conference this year (to be held April 27 through May 2 in the Washington D.C. metro area) with a key new twist: rather than limiting attendees to government employees, they are throwing the doors open to all who wish to register, including the private sector and media.
The agenda currently posted on the conference website shows an impressive and lengthy array of speakers and topics. Keynote presentations are planned by Shawn Henry, former Executive Assistant Director at the FBI, and Mark Weatherford, Principal with the Chertoff Group (the same firm that employs former CIA Director, Michael Hayden). Session topics include the latest information covering online investigations, threats in the mobile device platform, and large scale data breaches. That's just a small sample of what's available. "Content matters," says Christy. "This is not just a networking kind of conference."
And, in a somewhat surprising development, a full day presentation on attack attribution is scheduled by Chet Uber, Director of Project Vigilant. His group, which has been extensively covered by this column in the past and generally operates well under the radar, has not made a public appearance since a 2010 news conference at Defcon in Las Vegas. At that event, Uber discussed his group's involvement in the Wikileaks controversy and former U.S. intelligence analyst Bradley Manning.
That Christy would take the initiative to restart this kind of conference is not surprising. He has specialized in cybercrime investigations and digital forensics for nearly three decades and was the original case agent for the notorious "Hanover Hacker" case in 1986. In that crime, German hackers broke into Department of Defense computers and sold information to the Soviet KGB. The case and Christy himself became well-known after the best seller The Cuckoo's Egg by Cliff Stoll came out.
Has anything really changed since the "Hanover Hacker" ran amok? "We are far worse today than we were in 1986," says Christy.
Curiously, no one from the retail sector has signed up to either present or attend the conference. One would think that the massive vulnerability exposed by the Target credit card breach late last year would spur interest among retailers in protecting their systems. "We're open if one of them wants to talk," says Christy, but he adds that so far none of them have returned his calls.
The comprehensive agenda for this year's Cyber Crime Conference underscores the rising complexity of the threats that confront not just the government, but anyone with a computer system today. "Everybody has a role to play in national security," says Christy, who points out that any system can be turned into a bot used to attack others. Presumably, while a week-long gathering in the outskirts of the nation's capital may not result in huge cybersecurity advances overnight, the education probably couldn't hurt, especially for the government.


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IPI Program Content
Module 1 (August)
The August session is a "get-acquainted" space for the participants. Not only do they meet each other; they also start exploring in depth the US way of life. Community life joined to regular prayer, shared meals, recreation and occasional group outings acquaint the participants with local history, life style and culture. Long term friendships soon develop. Seminars and conferences are presented by members of the Oblate School of Theology faculty and experienced persons from other institutions. Key areas of this module:
- Initiating the Dialogue: The IPI Staff along with a Bishop from Texas engage the participants in a wide-ranging conversation on their personal stories, experiences, expectations and challenges.
- Language Skills: A speech therapist evaluates each participant and coordinates specialized training sessions on American grammar, pronunciation and intonation.
- Exploring the Context: Presenters review the cultural, historical and ecclesiastical realities of the United States.
- Pastoral Challenges: Special
"highlighted" ministry concerns in the
U.S. today:
- Marriage and family life,
- Youth ministry,
- Social justice,
- Professional conduct and Boundary issues.
- Reviewing U. S. Parish Leadership: Experienced resource persons review and discuss U.S. parish organization and animation. Special attention is given to collaboration with the parish council and other parrochial aspects such as catechesis, impoverished families, care of the sick, etc.
- Learning Computer and Internet Technology: Each participant receives a computer and an IT specialist offers training in practical computer technology geared to parish work and needs.
- Understanding Immigration Issues: An immigration lawyer is brought in to help the international priest with his personal immigration questions. The present day immigration issues in the United States are identified and discussed as well as their impact on ministry.


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Boca Raton officers honored for saving baby's life
BOCA RATON, Fla. - Boca Raton police officers are talking about how they came to the rescue of a newborn who was unconscious and not breathing.
The incident happened on May 28.
Police say the event was more traumatic for the baby's family because the young mother had hidden her pregnancy.
Sgt. Sean Flynn and Officer Martin Castellanos arrived and revived the child.
"I picked her up. When I picked her up and squeezed her sides she kinda blinked. When I rubbed her chest she started to cough and spit so we knew she was breathing."
Both officers received a commendation.
The baby was taken to the hospital in good condition.


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The Hero Journey and the Archetypes of Change
Doctor Carl Jung, a Swedish psychiatrist who lived between 1875 and 1961, was the founder of Analytic Psychiatry. This school of thought within the field of psychology, was the major contributor to a better, more integral understanding of human beings, the mechanics of our destiny, and the interactions we have with our different dimensions of reality.
For Jung, our psyche is formed by the aggregation of patterns and human experiences inherited by our ancestors through the line of time. While time seems linear, these inherited patterns are non-linear, and Jung gave them the name of "archetypes". Our central archetype contains all the symbols and experiences of reality that enable us to practice and interact with our immediate world. These symbols are sensorial complements that connect thoughts to emotions and memories. Together, they compose what we call Psychic Determinism.
Mankind, through its evolutionary process, has lost its natural contact with nature, which is the biggest symbol of connection with this planet. Despite this present state of reality, there is nothing that can detach an incarnated human soul from the scope of experiences and lessons to be learned on this plane of existence. The reason for this atavic link is an intrinsic relationship between all elements of nature, on a greater grid of life. Once these sacred links were honored through ancient rites of passage, and ceremonies that celebrated the seasons of change and transformations. These also resembled the rhythms and cycles of nature.