text:
M.L.E.T.A. Reserve/Intermittent Recruit Officer Course
P.O. Box 73, Topsfield, MA. 01983
Contact: Sergeant Richard D. LeBel / E-Mail: email@example.com / Voice: 978-335-6436 / Fax: 978-948-2240
This course is 355 hours. Classes will be on Tuesday, Wednesday and Thursday nights from 6 - 10 PM and Saturdays from 8 AM - 2 PM. There will be several eight hour Saturdays and Sundays to accommodate the new curriculum. The program will run for approximately 22 weeks.
Training Location: Old Boston Street Office Park, 460 Boston St., Suite 5, third floor, Topsfield, MA
Start Dates: CLASS #11 Orientation will be held Tuesday, August 30, 2016 @ 6:00 PM. Classes start on Tuesday, September 13, 2016 @ 6:00P.M.
Graduation: TBD
Cost: $2,500.00 (includes law books, polo shirt & hat, inert spray, as well as, graduation banquet)
Payment Method: A deposit of $1,250.00 must be submitted with application. All payments must be by cash, bank check or money orders. No Personal checks. Final payment due at orientation.
Application process: Mail the Reserve/Intermittent Recruit Officer Course Training application along with a $1,250.00 deposit to M.L.E.T.A., P.O. Box 73, Topsfield, MA 01983.


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• On Line Catalog
• 707-869-1666
• Stone Sculptors Supplies
|New Book: Not to be missed: reviewed by Karen Ryer
Color in Three Dimensions
The Sculpture of Jerrold Ballaine
(each copy personally autographed by Jerrold Ballaine)
By J.C. Leissring 2011
Paperback, 60 pages
For those of us fortunate enough to know the nearly six decades of Ballaine's paintings and sculpture (and to know him personally), this small but mighty catalog of his recent work in bronze, plaster and yes, marble is a MUST have for any student of 21st century stone sculpture.
Ballaine spent the last 10 years creating female figures in Carrara marbles. But not only does his figurative carving break ground with powerful moving line, texture and motion.
He has broken the color barrier by painting his figures. Yes, he has taken a page from Greek sculpture, and written an entirely new book in how to enliven.Ballaine's lifelong work as a painter has brought him to this stunning apex in stone carving.His sculpture, like his painting, moves and flows in countless dimensions, and for us stone carvers, opens a vista of potential for our imaginations to seize for our own work.
The catalog also features his new bronze and painted plaster work. Ballaine lives and works here in Sonoma County, California.
|Book 1: Portrait Sculpting: Anatomy & Expression in Clay
by Philippe & Charisse Faraut
Here is the most complete and comprehensive book on modeling the portrait in clay. Over 550 photographs of sixty-five different sculptures are used to show a series of exercises organized in a progressive manner. This text offers art students; painters, illustrators, forensic artists and sculptors interested in accurately depicting the human face an invaluable source of knowledge.
Hardcover, Smythe sewn, 8 3/4" x 11 1/4", 224 pages.
|BOOK 2: Mastering Portraiture:
Advanced Analyses of the Face Sculpted in Clay
by Philippe & Charisse Faraut
In this follow-up book to his first volume Portrait Sculpting: Anatomy & Expressions in Clay, Philippe Faraut expands on modeling the human face in water-based clay featuring more than
|Book 3: Figure Sculpting Volume I:
Planes & Construction Techniques in Clay
by Philippe & Charisse Faraut
In their third book on modeling techniques in clay Philippe and Charisse Faraut present a comprehensive approach to the complex subject of the human figure. Over 700 photos and illustrations are used to demonstrate series of exercises for the head, torso, arms, hands, legs, feet and full figure that promote rapid progress while learning the anatomy specifically relevant to the 3D artist. The traditional clay sculptor, as well as the digital sculptor, will find information on structure, planes, balance and the subtle details that are required in order to master this art.
|The Stone Carvers - Book/DVD
We have the heart-warming book about the Italian-American master stone carvers who spent decades creating the sculptures that adorn the Washington National Cathedral.....and with the permission of the author, Marjorie Hunt, are now offering it to you.
In 1984 Ms. Hunt and her collaborator, Paul Wagner, produced an award-winning video which includes interviews with some of the carvers. Although the book has many beautiful photographs, there's nothing quite like hearing the carvers' words from their own mouths.
We invite you into the wondrous world of stone carving as seen through the eyes of these extraordinary men. The DVD is priced at $29.95,
|The Stone Carvers - Book
|The Stone Carvers - DVD
|The Stone Carvers - Book and DVD
|Direct Stone Sculpture
by Milt Liebson
An excellent guide through the hands-on experience of stone carving; describes variety of stone and tools; methods of repair; hundreds of photos of the process and completed works.
More than 300 photos - many in color - 160 pages - HARD COVER
|Contemporary Stone Sculpture
by Dona Z. Meilach
Description of stone types; how to select and transport it; how to carve using hand and pneumatic tools; methods of finishing work.
357 black & white photos - 224 pages - SOFT COVER
Limited Quantity
|Creating with Soapstone
A delightful little book full of ideas and detailed instructions for creating soapstone projects...perfect for gift-giving...or for yourself
100% cotton.
Sizes Small - XXL
Please specify size(s) in the order form comment area.

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Rent Martha Stewart's Menus for Entertaining 1st edition today, or search our site for other textbooks by Martha Stewart. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Clarkson Potter.
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Los Angeles bishop kept altar boy list from police
LOS ANGELES -- When Los Angeles police were investigating allegations of child abuse by a Roman Catholic priest in 1988, they asked for a list of altar boys at the last parish where the priest worked.
Archbishop Roger Mahony told a subordinate not to give the list, saying he didn't want the boys to be scarred by the probe and believed the altar boys were too old to be potential victims, according to a February 2013 deposition made public Wednesday.
The detectives investigating allegations against Nicolas Aguilar Rivera, a visiting Mexican priest, ultimately got the names of the boys from parish families. They determined the priest molested at least 26 boys during his 10 months in Los Angeles, according to the priest's confidential archdiocese file and police records made public by attorneys for the victims.
Twenty-five of the alleged victims were altar boys and the 26th was training with the priest to be one, said Anthony DeMarco, a plaintiff attorney. It's not clear what impact Mahony's action had on the probe, though at the time police complained that the archdiocese wasn't fully cooperating.
Mahony's deposition was obtained by the Associated Press and is part of the evidence included in a settlement of abuse claims against Aguilar Rivera and four other priests. The archdiocese, the nation's largest, agreed to pay $13 million to 17 victims.
Since 2006, the archdiocese has paid more than $700 million to settle clergy abuse lawsuits by hundreds of victims. Internal church files kept on priests accused of abuse were released in 2013 under court order. They showed that Mahony, who was elevated to cardinal and retired in 2011, maneuvered behind the scenes with his top aide, Monsignor Thomas Curry, to shield molester priests, provide damage control for the church and keep parishioners in the dark.
When the files were released, prosecutors said the cases fell outside the statute of limitations for criminal prosecution of any church officials.


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|Publication number
|Publication type
|Application number
|Publication date
|Jul 30, 1996
|Filing date
|Jun 16, 1994
|Priority date
|Jun 16, 1994
|Fee status
|Publication number
|Beverly M. Hale
|Original Assignee
|Hale; Beverly M.
|Export Citation
|BiBTeX, EndNote, RefMan
|Patent Citations (6), Referenced by (51), Classifications (8), Legal Events (4)
|External Links: USPTO, USPTO Assignment, Espacenet
1. Field of the Invention
The present invention relates to the educational tools and display apparatus, and more particularly, to a system for teaching musical notation and auditory perception to young children, by providing a system of symbols endowed with distinctive characteristics which the child can associate individually with each of the musical notes.
2. Background
Many systems and aids have been proposed for teaching the musical scale to young children. A number of these systems have utilized colors and/or colored objects, while others have taken the form of card games. Illustrative examples of earlier approaches include those set forth in the following U.S. patents:
U.S. Pat. No. 4,819,539 (Searing) discloses a system which employs display cases having horizontal dividers which represent the lines on a staff. The cases hold flash cards showing objects having names which begin with letters which correspond with the positions on the scale, i.e., a flash card showing a pair of gloves is provided for the note "G". A cassette tape device generates the noun, the name of the note, and then the sound of the note, after which the student selects another card; the time required to remove all of the cards is clocked by the device.
U.S. Pat. No. 2,807,183 (Ney) discloses a portable dummy keyboard having a frame 56 which displays the musical staves above the keyboard. The frame supports wires on which colored markers representing each of the keys can be mounted.
U.S. Pat. No. 2,447,213 (Sledge) discloses a color code system in which each of the lines on a staff is provided with its own color, i.e. the "G" line is colored blue, and a small blue house is mounted at the end of the line, drawing the analogy to a street. Markers in the shape of animals having names which begin witch the appropriate letters (i.e., a goose for "G", a bear for the note "B", and so forth) are mountable on the display board and are colored to match the appropriate note line. For example, the goose is colored blue (and is also marked with the letter "G"), and the child is taught that the goose lives in the blue house at the end of the blue street. After the child learns the line with which each note is associated, the colored house for that line is moved to the appropriate key on a dummy piano keyboard made up of blocks 12.
U.S. Pat. No. 2,236,638 (Adams) discloses a device comprising a series of interfitting dummy key blocks which are identical in shape to the keys of a piano, but which are organized according to a color arrangement.
U.S. Pat. No. 2,315,793 (Jay) discloses a system which is somewhat similar to that of Sledge, in that each note has associated therewith the image of an animal whose name begins with the letter which represents that note; i.e., a picture of the head of a goat appears with the note "G" on the printed musical score, along with the letter "G" itself. This same symbol is also displayed on the sides of a hollow toy block which houses swinging chimes which emit the sound of the appropriate note when the block is shaken.
The prior art systems described above all employ some form of symbology, by associating colors and/or images with the notes of the musical scale. However, some of these systems (e.g. Searing) are overly complex for use by very young children, while others (e.g. Adams, Ney, and Sledge) are particularly adapted to teaching the use of a piano keyboard, which may or may not be the object of instructing the child.
More fundamentally, none of these earlier systems makes full use of the capabilities which symbolization offers in education of young children. Recently, it has come to be understood that children employ symbology in changing and increasingly complex patterns very early in life. It is now believed that, beginning at about the age of two, children pass through a series of developmental crests that have been termed "waves". As the child enters each wave, the use of symbolization becomes increasingly sophisticated. In particular, as children approach the more advanced stages of symbolization (around three to five years of age), they commonly show an attraction toward what has been referred to as "second-order" symbolization, in other words, a set of symbols or marks that itself refers to a first set of symbols or marks. It is believed that the impulse to create second-order symbol systems is a deep-seated human inclination which emerges with little provocation. The systems described above generally employ symbology in only the most basic forms, and thus do not take advantage of the powerful, higher-order levels of symbolization towards which children in this age group are naturally inclined.
Moreover, the development of "second-order" symbolization skills is valuable in and of itself. Once the child has devised a symbol system that itself refers to other symbol systems, the possibility of embeddedness emerges; complete systems can be systematically absorbed as component parts into ever more powerful systems, as, for example, when multiplication presumes addition, or when algebra presumes arithmetic. Such high-order systems of notation lie at the very center of many scholastic activities, and the capacity to engage readily in such activities is key to the academic success of a child. As will be described below, the present invention not only takes advantage of higher-order symbolization to achieve the immediate goal of instructing the child regarding the notes of the musical scale, but it fosters the early and continued development of such symbolization for the more general benefit of the child.
The preceding section has discussed the importance of higher-order symbolization in general. With respect the present invention, there are additional reasons for exercising the musical abilities of a child by employing a symbolization process. Firstly, it is now believed that what is generally referred to as human intelligence is actually made up of a plurality of distinct but interrelated "intelligences", each of which appears to be somewhat localized in separate regions of the brain, and each of which is susceptible to capture in a symbolic system. In particular, some specialists have theorized that there are at least seven identifiable "intelligences", namely (i) use of the body to solve problems or to make things, (ii) an understanding of other individuals, (iii) an understanding of ourselves, (iv) language, (v) logical-mathematical analysis, (vi) spatial representation, and (with respect to the present invention in particular) (vii) musical thinking (e.g., see The Unschooled Mind, Howard Gardner, Basic Books, Inc. (1991); Frames of Mind, the Theory of Multiple Intelligences, Howard Gardner, Basic Books, Inc. (1983)).
Although the first sin "intelligences" listed above are reasonably well addressed by conventional education programs, there is relatively little emphasis on musical thinking, with the result that this particular intelligence tends to be widely undeveloped in modern Western society. In a broader context, musical intelligence is one of those intelligences which make up what is commonly referred to (from it location) as "right brain" thought; it has become recognized that, although traditional academic programs stress the development of "left brain" skills, it is in fact critical for both types of thought to become fully developed if the individual is to achieve their full potential.
Moreover, it is believed that, amongst all of the identifiable "intelligences", musical thinking is one of the first to be enabled in the development of a child (see references cited above). Therefore, to the extent that this particular intelligence is successfully developed as early as possible, the symbolization and other skills which the child thus acquires enable the other intelligences to be developed at an accelerated rate.
Therefore, there exists a need for a system for teaching musical notes and tones to young children which employs and takes full advantage of the natural ability and tendency of such children to engage in relatively high-order symbolization. Furthermore, there is a need for such a system which develops the child's musical ability or "intelligence" at a relatively early age, so as to enable the child to retain and utilize this ability in related developmental areas.
The present invention has solved the problems cited above. Broadly, this is a method for teaching musical notation to children which comprises the steps of: (a) associating each musical note with a distinctly identifiable color, (b) associating each distinctly identifiable color with an object which is within the child's experience and has a natural color which matches the distinctly identifiable color, and (c) associating each colored object with a cartoon character by forming the character so as to prominently incorporate an image of the object.
Preferably, the method may comprise the step of endowing each of the characters with a distinctly identifiable personality characteristic. The step of associating each color with an object may also comprise the step of associating each color with an object which has a noun name which begins with the letter which is the same as the letter designation of the note with which the color is associated. The step of associating each object with a cartoon character, in turn, comprises the step of associating each object with a cartoon character having a name which begins with the letter which is the same as the letter which begins the noun name of the object and the letter designation of the musical note.
The step of associating the object with the cartoon character may further comprise forming of the character as a puppet for manual operation by the child. In this case, the method may further comprise the step of employing the manually operable puppet in a storytelling or musical activity which involves the cartoon character.
The step of forming the cartoon character may further comprise the step of providing the puppet with a tonal device which is configured for selective actuation by the child to be employed in the storytelling activity.
The step of associating each color with an object which is within the child's experience may further comprise the step of providing a set of objects which, in common, stimulate at least a selected one of the child's senses, each distinct object providing the child with a stimulus which is distinctly identifiable in character. The step may comprise providing a set of edible objects within the child's experience which each stimulate the child's sense of taste. Depending on the set of objects which is selected, one or more of the child's other senses can also be employed in forming this association.
FIG. 1A is a diagrammatical view illustrating the sequential stages of symbolization which are employed by the present invention, first linking a musical note alphabetically and by color to one of a particular series of objects which are in the child's realm of experience, and then alphabetically and by color and shape, and optionally by tone, to a cartoon character which embodies selected personality characteristics which the child is able to employ in high-level symbolization such as storytelling;
FIG. 1B is a diagrammatical view similar to FIG. 1A associated with the next four notes in the diatonic scale; showing exemplary objects and cartoon characters which are
FIG. 2 is a prospective view of a finger puppet embodying one of the cartoon characters of FIGS. 1A-1B which are associated with individual notes, so that the child can employ the puppet in storytelling, puppet shows, and similar activities, the puppet optionally being provided with an electronic device for emitting a tone such as middle-C, which can be activated by pressure between the child's fingers; and
FIG. 3 is a diagrammatical view of a portion of a musical score showing the manner in which a color code legend is associated with the score and the notes are formed so that the child can color these in with appropriate colors selected from the legend.
a. Overview
The present invention facilitates the instruction of musical notation to young children by creating a system which employs the second-order symbolization which is a natural part of the child's development. In short, the system of second-order symbolization uses symbols or notations that themselves refer to other symbols, in this case the notes of the musical scale and other music symbols.
In particular, the system of symbolization which is employed by the present invention involves the following steps or stages:
(1) A separate and distinct color is associated with each note of the scale.
(2) Each note is then associated with one of the selected series of objects which is within the realm of the child's experience, on the basis of
(a) the natural color of the object, and
(b) the first letter of the noun name.
The series is preferably selected on the basis of a shared sensory stimulus by which the objects are ordinarily perceived and characterized by the child; i.e., taste, smell, touch, and so forth.
(3) Each inanimate object representing a note of the musical scale is then associated with a cartoon character by
(a) color,
(b) the first letter of the name, and
(c) shape.
Using facial characteristics, name structure and other features, each cartoon character is endowed with distinctive personality traits which distinguish it from the others in the series.
(4) Each cartoon character is provided in a form which the child and/or teacher can manipulate manually so as to encourage educational instruction, storytelling, puppet plays, individual play, and so forth, so that the symbolization is fully realized.
(5) Optionally, each manually operable character may be provided with a device for emitting a tone, sentence or song, in a tone which corresponds to that of the note which the character represents, thereby reinforcing the association with that note and also improving the child's auditory discrimination.
Accordingly, the present invention provides a highly effective system for teaching musical notation to very young children, in a manner which is developmentally appropriate at this stage of their life. In a larger sense, however, the present invention provides a tool which parents and teachers can use to fill an existing gap in the socialization of children, by motivating and stimulating their interest in music from infancy through pre-school and elementary school. The system of the present invention is particularly well adapted to use in conjunction with a "learning center" approach to education, in which there is an activity area having various educational tools which the children can use for self-instruction on a periodic basis.
b. Exemplary embodiments
FIGS. 1A-1B illustrate a system in accordance with the present invention in which the basis for the primary symbolization is provided by a series of fruit and other relatively compact edible objects which are both familiar to and readily distinguishable by the child, on the basis of both color and taste.
Accordingly, a first symbolization level, as represented at 10 in FIG. 1A, involves associating the notes of the scale with individual, easily distinguished colors. The child is thus presented with the series of notes 12 located in the conventional positions on a simplified musical staff 14. The notes are preferably printed as simple "whole" notes (i.e., as simple open circles, sometimes shaded or "greyed") so as to provide an area which can be colored in by the child, although the coloring can be performed on a conventionally printed score having black and white notes.
In the embodiment which is illustrated, the colors which are associated with the notes of the scale are as follows: "C"--red, "D"--brown, "E"--yellow, "F"--purple, "G"--green, "A"--orange, "B"--blue. It will be understood that any series of easily distinguished colors can be used in addition to or in place of the foregoing, however the colors provided in this example have the very real advantage of corresponding to the colors which are provided in a child's basic crayon set.
The second symbolization level is indicated by the numeral 20 in FIG. 1A, which involves associating a distinctive edible object 22 with each of the notes of the scale, on the basis of the natural color of the object and also the first letter of its name. For example, the note middle "C", which was previously colored red, is associated with the image of a crab apple 22c; the child actually associates apples with the color red, and crab apples in particular with a biting, sour taste, the latter being useful for subsequently establishing the personality of the associated cartoon character. Continuing up the scale, the note "D" which was colored brown, is associated with a brown donut 22d, the note "E" is associated with a yellow Easter egg 22e, the note "F" with a purple fruit 22f, the note "G" with green grapes 22g (see FIG. 1B), the note "A" with orange-colored apricots 22a, the note "B" with blue blueberries 22b and, finally, upper "C" with a red cherry 22c', the sweet taste of the latter naturally contrasting with the sour of crab apples to distinguish this from middle "C". Thus, the noun name for each of the symbols 22c--22c' begins with the same letter in the alphabet as the letter designation given to the associated musical note; moreover, the association is strengthened by that fact that the child will generally know at a very early stage that the colors of these objects will naturally correspond to those which were used in the color code for the notes.
As was noted above, the exemplary symbols 22 which are employed for the second symbolization level 20 in the illustrated embodiment are all edible and have distinctive flavors. Hence, these bring the child's sense of taste into play, in addition to the sense of sight which was previously engaged by the color associations. In fact, it may be preferred in some embodiments to have the child taste a sample of each of the edible objects as the association is made, therefore reinforcing the recognition of the distinctive character of each object in the set. Other series of symbols may be associated with the musical notes at this stage, in addition to or in place of the edible objects shown, but it is generally preferable that whatever set is selected, it bring the new sense into play, in addition to sight and sound (i.e., phonetics). It should also be noted that it is preferable to employ objects which have the advantage of being shaped so as to be easily drawn by the child, as is the case with the examples 22c--22c' shown in FIGS. 1A-1B.
The final level of symbolization, as indicated by numeral 30 in FIGS. 1A-1B, involves establishing the connection between the object representing each musical note and the corresponding cartoon character. For example, FIG. 1A shows the cartoon character "Crabby Crab apple" 32c associated with the crab apple 22c which in turn represents the note middle "C". This link is established by the common color of the character, the object and note (e.g., the color red), and this may be achieved by having the child color the character with the appropriate crayon.
In addition to the use of a common color, the link between the cartoon character 32 and its associated inanimate object 22 is established by using the shape of the latter to form a significant portion of the body or other characteristic of the cartoon character. For example, it will be observed that the head of the character Crabby Crab apple 32c is formed in the shape of a crab apple 34c which corresponds in shape to the crab apple 22c. Similarly, the bodies of the other cartoon characters 32d--32c' incorporate their respective objects 22d--22c' as a prominent portion thereof. Moreover, each cartoon character preferably displays the letter of the note with which it is associated, and is depicted as carrying or embodying the image of the musical note itself to reinforce this connection.
Therefore, the shared color, shape, and first letter of the name makes it very easy for the child to associate each cartoon character with its respective object 22, and therefore with the note of the scale which each object represents.
As noted above, it is important that each of the cartoon characters 32c--32c' be endowed with personality traits which are easily distinguishable from those of the other characters. Moreover, it is preferable to somehow tie this character in with the distinguishing sensory characteristic of the object 22 which is linked to the musical note. For example, in FIG. 1A, the facial expression and other visible features of the character Crabby Crab apple are selected to endow that character with a sour disposition which is easily associated by the child with the sharp, sour taste of the crab apple 22c. So as to provide a contrast, the note upper "C" is represented by the cartoon character Cheerful Cherry, whose pleasant disposition corresponds to the sweet, pleasant flavor which the child associates with cherries 22c'. Although the link between the personality of the cartoon character and the flavor of its associated fruit or other edible object 22 may not always be as easy to grasp as in these two examples, it is nevertheless generally possible to craft each character to have a personality which can be linked (with a little imagination) to an emotional response or reaction which the child can reasonably be expected to have to the flavor or some other characteristic of the linking object 22.
Having provided the cartoon characters 32 with distinct personalities, the child and/or teacher is then able to use these characters in both educational introduction/instruction and relatively high level, second-order symbolization, in the form of storytelling, games, puppet shows, individual play, and similar activities. When working with printed materials, it is therefore preferable that each of the cartoon character images be provided with a suitable border, as indicated by dotted lines 36, so that the child can cut the character out and use it in puppet shows or other activities. In particular, if the cartoon FIG. 32 is cut from paper, as is illustrated in FIG. 2, a small paper loop 38 or similar structure may be attached to the back surface of the character to receive one or more of the child's fingers so as to enable the child to use the character as a finger puppet in puppet shows and other animated storytelling. In addition to the paper structure which is illustrated, the cartoon character may be formed of any suitable material, such as cloth or plastic, for example, and may be formed as any other kind of puppet, such as a hand or paper bag puppet mitten, or as a doll, figurine, nesting doll, toy or any other similar device which is suitable for manipulation and animation by a child and/or teacher.
Moreover, the puppet character is preferably provided with a tonal device 40. Suitably, this may be a battery powered electronic device which emits a tone, sentence, or song in response to the application of finger pressure, in a tone which corresponds to that of the musical note with which the character is associated; such devices are commonly available from a number of sources, including for example, Darice Inc. of Strongsville, Ohio. The tonal button 40, may suitably be mounted in the area indicated by the dotted line image of 42 on the front surface of the paper opposite the finger loop or band 38, with the pressure-sensitive switch portion 44 of the device facing outwardly. Thus, the person can selectively activate the tonal device by pressing it between his fingers, with his thumb on the switch portion 44, as he moves the puppet about to engage in a dialog or other introductory or storytelling activity. Thus, as the tonal device is activated (which may serve to provide "speech" for the cartoon character), the sound of the note which is associated with this character is reinforced upon the mind of the child. Moreover, this activity exercises and enhances the child's auditory perception and discrimination abilities.
The next step in the practice of the present invention is to apply the knowledge which the child has acquired through the symbolization process described above in the reading of an actual musical score 50. The musical notes 52 are provided with circular portions 54 which contain the letter designation 56 of each note. The circular portion of each note (which may be shaded or "greyed" to denote a black note) is intended to be colored in by the child using a crayon, a legend 58 showing the object images and colors which are associated with each note in the system being provided to refresh the child's memory.
Having thus filled in the colors on the notes, the child will ordinarily be able to recall, from having been motivated and socialized by playing with the puppets incorporating the tonal devices, the actual musical tone which each note represents. The child will then be able to sing or otherwise play the melody from the score 50, including any words (not shown) which may be provided.
If it is desired to instruct the child in the use of the piano keyboard or other instrument, the following additional steps may be employed. Firstly, prior to the step of introducing the child to the materials described above, colored markers, preferably adhesive plastic or paper letters corresponding to the notes of the scale, are placed on the keys in accordance with the predetermined color pattern; for example, in the embodiment which has been described above, a red letter "C" would be placed on the "C" key, a brown letter "D" on the "D" key, and so forth; as this is done, the teacher can strike each key, introducing the child to the concept that the object will be for the child to be able to produce these tones in the desired manner.
Then, following completion of the association, symbolization, and other steps described above, or possibly simultaneously therewith, the teacher can return to the keyboard and again strike each key, pointing out the color and making the association with the appropriate cartoon character; for example, the teacher may strike the red "C" key and ask the child: "Is this the sound Crabby Crab apple makes?", drawing the connection not only with the color of the character, but with the tone which it emits as well. The association is further reinforced by the use of the letter itself on the key, remembering that (as described above) it is preferable for the cartoon character to be depicted as carrying or otherwise incorporating the letter of the note which it represents.
Using this method, it has been found that children very quickly come to associate the keys with the various cartoon characters and their respective colors. As a result, the children are not only able to play the scores which they have colored in (as described above), but can in fact engage in very basic composition, by coloring notes where they have come to recognize they should be, and then using the keys having the appropriate color. Ultimately, with further practice, the child becomes able to read and play an ordinary printed (i.e., black-and-white) score without making separate reference to either the color code or the cartoon characters.
As was noted above, the system of the present invention in its preferred embodiment provides a method of instruction which is developmentally appropriate for normal children about 2-5 years old; in other words, the system takes advantage of and exercises the faculties which children usually begin to develop at this age. It should be recognized, however, that the system of the present invention represents a valuable instructional tool which can be used with both younger, developmentally advanced children and older, developmentally impaired persons as well.
Moreover, some or all of the elements described above can be adapted for use by infants, as in the form of mobiles, cloth toys, and other articles which can be used while the child is still in the crib. None of the known prior devices or systems has been adaptable for use by infants, even though it is now understood that socialization of the child begins very early in infancy. The present invention thus fills a gap in the known spectrum of instructional aids for use with infants and very young children, permitting the early socialization of the child in the area of music, in addition to the numerical and alphabetical skills which have traditionally been the focus of early childhood instruction; music can thus be efficiently integrated into curricula on the same level as other academic skills, without having to be dealt with as a separate and subordinate area of instruction. It is also important to note that the various exercises involved in the practice of the system of the present invention, as described above, intentionally involve and help develop virtually all of the child's basic skills: hand-eye coordination, language development and vocabulary (e.g., in storytelling), writing and reading skills, and so forth.
It will be recognized that the system of the present invention is applicable to the instruction of all forms of musical notation, including, for example, the treble and base clefs (to be associated with relatively higher and lower tones, for example, as opposed to the tone of any particular note), half-, quarter- and eighth-notes, etc., "families" of notes (e.g., high-, middle-, and low-"C") which may be represented by groups of cartoon characters having some shared characteristic or feature, and so forth.
Having described the present invention in its preferred embodiment, it should be understood that numerous changes and modifications may be made without departing from the spirit thereof. For example, the system of the present invention and/or the cartoon characters may be used in various forms of game play. Moreover, the cartoon characters and linking objects may be displayed on toys and other articles which are commonly used by children or teachers, including the following examples: crib toys, mobiles, cups and quilts incorporating tonal devices, puzzles, fabric designs, pins, buttons, candy, color forms, wall designs, cookie cutters, play dough forms, night lights, stickers, lamps, coloring books, and so forth, as well as in or in association with storybooks, textbooks, skill sheets, poems, video/audio cassettes, records, plays, television scripts, and computer programs. Therefore, it is to be understood that the present invention is not to be limited except as by the appended claims.
|Cited Patent
|Filing date
|Publication date
|Mar 3, 1939
|Apr 1, 1941
|Adams William H
|Block keyboard for musical instruction
|May 23, 1942
|Apr 6, 1943
|Jay Benjamin F
|Musical educational device
|Sep 15, 1945
|Aug 17, 1948
|Sledge Eula F
|Musical educational appliance
|Oct 1, 1954
|Sep 24, 1957
|Ney Theresa Q
|Portable device for teaching music
|Jun 24, 1974
|Nov 30, 1976
|Sylvia Jessop Schow
|Musical composition board game
|May 20, 1988
|Apr 11, 1989
|Searing John W
|Music teaching system and apparatus
|Citing Patent
|Filing date
|Publication date
|Jan 26, 1999
|May 23, 2000
|Renarco, Inc.
|System for instructing the playing of a musical instrument
|Jun 10, 1998
|Oct 3, 2000
|Yu; Zu Sheng
|Method for representing musical compositions using variable colors and shades thereof
|May 20, 1999
|Jan 2, 2001
|Doreen G. Aiardo
|Method and system for visually coding a musical composition to indicate musical concepts and the level of difficulty of the musical concepts
|May 14, 1998
|Apr 10, 2001
|Dorly Oren-Chazon
|Sound generating educational musical toy and teaching device
|Apr 20, 2000
|May 29, 2001
|Dennis Prevost
|Apparatus and method for instructing the playing of notes of a finger operated instrument
|Dec 6, 2000
|Jan 8, 2002
|Dorly Oren-Chazon
|Music teaching instrument
|Apr 22, 1999
|Jun 18, 2002
|Karl Karapetian
|Notating system for symbolizing data descriptive of composed music
|Nov 15, 1999
|Jul 8, 2003
|Kimberly D. Hughes
|Playing card system for teaching musical notation
|Aug 30, 2001
|Sep 9, 2003
|Joseph W. Geopfert
|Vocal training device
|Mar 19, 2002
|Dec 9, 2003
|Robin Kay Deverich
|Colorall fingering
|Feb 28, 2002
|Apr 27, 2004
|Dorly Oren-Chazon
|Computerized music teaching instrument
|May 8, 2003
|Jun 29, 2004
|Toy with correlated audible and visual outputs
|Aug 3, 2001
|Mar 22, 2005
|Maccutcheon Jane S.
|Music teaching system and method
|Oct 10, 2003
|Sep 27, 2005
|Yi-Ming Tseng
|Playing card system for foreign language learning
|Sep 9, 2003
|Apr 18, 2006
|The Marketing Store Worldwide, L.P.
|Finger puppets with sounds
|Dec 2, 2004
|Aug 22, 2006
|Applied Materials
|Very low dielectric constant plasma-enhanced CVD films
|Jun 18, 2003
|Dec 12, 2006
|David Kestenbaum
|Colored music notation system and method of colorizing music notation
|Oct 18, 2002
|Feb 6, 2007
|Hal Christopher Salter
|Interactive game providing instruction in musical notation and in learning an instrument
|Mar 10, 2003
|Apr 3, 2007
|Yamaha Corporation
|Apparatus, method and computer program for controlling music score display to meet user's musical skill
|Apr 1, 2003
|Apr 17, 2007
|Applied Materials, Inc.
|Very low dielectric constant plasma-enhanced CVD films
|Oct 11, 2005
|Feb 5, 2008
|Whirligig, Llp
|Music theory games and methods of playing music theory games
|Dec 2, 2004
|Jul 15, 2008
|Applied Materials, Inc.
|Very low dielectric constant plasma-enhanced CVD films
|Oct 13, 2009
|Appplied Materials, Inc.
|Very low dielectric constant plasma-enhanced CVD films
|Oct 27, 2009
|Robin Kay Deverich
|Teaching system and method for stringed musical instruments
|Jun 16, 2006
|Dec 15, 2009
|Applied Materials, Inc.
|Very low dielectric constant plasma-enhanced CVD films
|Apr 27, 2006
|Jun 15, 2010
|Allegro Multimedia, Inc.
|Interactive game providing instruction in musical notation and in learning an instrument
|Nov 2, 2010
|Applied Materials, Inc.
|Very low dielectric constant plasma-enhanced CVD films
|Apr 20, 2011
|Sep 17, 2013
|Sylvain Jean-Pierre Daniel Moreno
|System and method for providing music based cognitive skills development
|Aug 30, 2006
|Mar 4, 2014
|Bernardo Paratore
|Method and apparatus for teaching music concepts
|Mar 10, 2003
|Sep 11, 2003
|Yamaha Corporation
|Apparatus, method and computer program for controlling music score display to meet user's musical skill
|Nov 17, 2003
|May 27, 2004
|Deverich Robin Kay
|Teaching system and method for stringed musical instruments
|Sep 9, 2003
|Jun 24, 2004
|The Marketing Store Worldwide, L.P.
|Finger puppets with sounds
|Jun 18, 2003
|Dec 23, 2004
|David Kestenbaum
|Colored music notation system and method of colorizing music notation
|Jul 29, 2003
|Feb 3, 2005
|Petersen George R.
|Universal song performance method
|Dec 10, 2004
|Jun 16, 2005
|Harrison Andrew D.
|Apparatus and method for teaching how to play musical instruments
|Oct 11, 2005
|Apr 13, 2006
|Sally Ritchie
|Music theory games and methods of playing music theory games
|Nov 3, 2005
|Jul 20, 2006
|Gabert David E
|Nov 30, 2005
|Aug 10, 2006
|Raymond Wilkins
|Edible Educational Aids
|Jun 16, 2006
|Oct 12, 2006
|Mandal Robert P
|Very low dielectric constant plasma-enhanced cvd films
|Apr 27, 2006
|Nov 9, 2006
|Hal Christopher Salter
|Interactive game providing instruction in musical notation and in learning an instrument
|Aug 30, 2006
|Mar 15, 2007
|Bernardo Paratore
|Method and apparatus for teaching music concepts
|Dec 3, 2007
|Apr 17, 2008
|Gabert David E
|Method and apparatus for teaching music and for recognizing chords and intervals
|Jul 23, 2008
|Feb 5, 2009
|Fabio Zini
|Zinistesia: An Apparatus And Method For Teaching, Writing, And Reading Music
|Oct 29, 2009
|Noah Ernest Epstein
|Notation system for music,displaying pitches in color on a keyboard chart and having rhythmic values indicated by the vertical length of said pitches
|Jun 2, 2009
|Jan 14, 2010
|Lamon Maria
|Method and apparatus for teaching keyboard persons with developmental disabilities
|Dec 6, 2007
|Feb 25, 2010
|Koninklijke Philips Electronics N.V.
|Musical composition system and method of controlling a generation of a musical composition
|May 27, 2010
|Sep 30, 2010
|Hal Christopher Salter
|Interactive game providing instruction in musical notation and in learning an instrument
|Oct 20, 2011
|Robin Elizabeth Armstrong
|Manipulative system for teaching musical notation
|Apr 19, 2012
|Sylvain Jean-Pierre Daniel Moreno
|System and method for providing music based cognitive skills development
|Apr 26, 1999
|Nov 4, 1999
|Sergei Vladimirovich Beletsky
|Method for teaching music, method for writing down music and educational aids
|Jul 26, 2001
|Jan 31, 2002
|Ashley John Renham
|Musical instrument and musical notation therefor
|U.S. Classification
|International Classification
|Cooperative Classification
|European Classification
|Jan 5, 2000
|Fee payment
Year of fee payment: 4
|Jan 9, 2004
|Fee payment
Year of fee payment: 8
|Jan 30, 2008
|Fee payment
Year of fee payment: 12
|Feb 4, 2008
|Maintenance fee reminder mailed


text:
ATLANTA - When you win a game by 27 points like the Eagles did yesterday, no one particular play or series of plays seems all that significant afterward.
But don't try telling that to defensive coordinator Sean McDermott, who still was juiced after the game about his unit's impressive goal-line stand at the end of the first half.
"Gut-check time," McDermott said in the locker room after the Eagles ran their record to 8-4 with a 34-7 win over the Falcons in the Georgia Dome. "The boys stepped up and did a great job. That's Philadelphia defense right there.
"Before the half, we had our backs to the wall. We had some penalties that put us down there, which I'm not happy about. But we've got some winners on this team and they stepped up big."


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Outdoor Decorative Ceiling Fan, Oak, 52" Blade Dia.
- Item# 29NV20
- Mfr. Model# 53126
- Catalog Page# N/A
Using 360° Viewing:
- Rotate: Use top-to-bottom, side-to-side by use of mouse arrow.
- Zoom In: Double click on image.
- Zoom Out/Reset: Put photo at full zoom & then double click.
- Shipping Weight 19.7 lbs.
Technical Specs
- Item Outdoor Decorative Ceiling Fan
- Amps 0.41
- Blade Finish Oak
- Blade Dia. 52"
- Housing Finish New Bronze
- Voltage 120
- Hz 60
- Number of Speeds 3
- Air Flow 5671/3516/2254 cfm
- Number of Blades 5
- Reversible Yes
- Watts 67
- Motor Type Permanent Split Capacitor
- Thermal Protection Auto
- Bearings Permanently Lubricated Sealed Ball
- Max. Ceiling Height with Included Hardware 9 ft., with Optional 12" Down Rod 11 ft., with Optional 24" Down Rod 13 ft.
- Mounting 3-Position Flush, Standard or Angle
- Speed Controllable Yes
- Max. Ambient Temp. 104 Degrees F
- Features Dust Armor
- Manufacturers Warranty Length Limited Lifetime
- Standards ETL
- Includes 3" Long Down Rod and Mounting Hardware
- Green Certification or Other Recognition ENERGY STAR Rated
- Green Environmental Attribute Product Contributes To Reducing Energy Consumption
Compliance and Restrictions
Green Product - This item has been designated by the manufacturer as an environmentally preferable product (EPP) because this item is ENERGY STAR Rated.
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text: Music Big Sean Ft. Wale – Life Should Go On Big Sean Ft. Wale – Life Should Go On Brandon Butch May 6, 2012 Big Sean teams up with Wale for a new track titled Life Should Go On, which is taken from The Syndicate's G.O.O.D. 2: Getting Out Our Dreams mixtape. Related Itemsbig seanwale Click to add a comment Music May 6, 2012 Brandon Butch @BrandonButch President, CantStopHipHop Related Itemsbig seanwale


text:
Kolpin® Arctic Cat Prowler Short Pivot Windshield
Item # WX2-190211SOLD OUT
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- Details & Specs
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Kolpin® Teryx Arctic Cat Prowler Short Pivot Windshield. Protect yourself from debris and mud on the trail!
The Arctic Cat Prowler Short Pivot Windshield by Kolpin protects you and your passengers from the elements. This windshield features an innovative pivot design that allows for easy access to under your hood. This is the toughest windshield available made from the best materials on the market!
- Innovative pivot design allows for easy access to under your hood
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Prowler 550 / XT / H1 EFI 2009-2010
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Prowler XTZ 1000 / H2 EFI 2009-2010


text:
Get unlimited access to over 3,500 yoga and meditation classes taught by professional and certified teachers. Whether you're just getting started or have lots of experience, YogaGlo has classes at every level, in a diverse range of styles.Start Your 15-day Trial Today
Just like falling asleep, the moment we fall into meditation is magical. Through simple awareness and sustained focus, over time meditation can become a real tangible experience in the vinyasa flow practice. This practice focuses on the internal leg action which is key to mastering our peak pose notorious warrior 3 (virabhadrasana 3). We practice the action in sun salutations with crescent (surya namaskara) and particularly when raising a leg from down dog to step through. Free time at the end of the class for either backbends, inversions or hip openers. Lots of time to fall into a deep savasana also!
You can begin checking out over 3,500 classes as soon as you're signed up. After your free 15 days, YogaGlo is just $18 a month - the price of a single class at most studios.Sign Up Today


text:
1 posts tagged with campaignfinancing.
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Let a thousand flowers bloomberg
Americans Elect is an organization creating a ready-made slot on the 2012 presidential ballot for an unnamed independent ticket, thus removing the biggest barrier to a 3rd party challenge. (Donald Trump suggests himself.) The NYT thinks they'll qualify in all 50 states. They say they want a non-partisan, mixed-party ticket. Some on the left see a cabal of shadowy millionaires with ties to the FBI, CIA and military behind it. Team Obama is concerned.
Page: 1


text:
Figure Skating | ICE TIME Nov 3, 2015
Nagai, Murakami display fine form at Skate Canada
by Jack Gallagher
It was another successful event for Team Japan at Skate Canada in Lethbridge, Alberta, last weekend. The Hinomaru took home three of the six singles medals on offer with a pair of surprising performances from senior debutante Yuka Nagai and veteran Daisuke Murakami. Nagai, ...


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Nonfiction » PublishingSub-categories: Self-publishing | Playwriting | Screenwriting
Self-Publishing: Absolute Beginners Guide by Suzi Love
Price: $3.99 USD. Words: 23,290. Language: English. Published: June 29, 2016. Categories: Nonfiction » Publishing » Self-publishing, Nonfiction » Reference » Writing skills
Absolute beginner's guide for writers wanting to publish their work. Check lists, cheat sheets, and a simplified look at publishing and self publishing in print and eBook.
Writing a Novel in Seven Days: A Hands-On Example by Dean Wesley Smith
Price: $4.99 USD. Words: 11,860. Language: English. Published: June 27, 2016 by WMG Publishing. Categories: Nonfiction » Publishing » Self-publishing, Nonfiction » Reference » Writing skills
Chapter by chapter, Dean Wesley Smith chronicles his process toward writing a 43,000-word novel in just seven days. He writes about his progress, his feelings about the project, and how he approaches and overcomes obstacles. This WMG Writer's Guide demonstrates that setting an aggressive writing goal, and accomplishing that goal, can prove successful with the right attitude and tools.
Sell Your Dreams by Corrie Lamprecht
Price: $2.99 USD. Words: 9,350. Language: English (South African dialect). Published: June 20, 2016. Categories: Nonfiction » Inspiration » Personal inspiration, Nonfiction » Publishing » Self-publishing
Everybody has dreams. Why not make money selling yours? Here is a guide form start to actually selling it.
The Literary Agent's Guide to Writing a Non-Fiction Book Proposal by Andy Ross
Price: $3.99 USD. Words: 30,200. Language: American English. Published: June 19, 2016 and represented by Andy Ross Agency. Categories: Nonfiction » Business & Economics » Publishing business, Nonfiction » Publishing » Self-publishing
In order to get your non-fiction book published, you will need to write a book proposal. In this book, literary agent Andy Ross leads you through the steps to write a book proposal that will address the concerns of the book publisher and make a compelling case for publication.
Basic Writer's Checklist by Bibliobules
You set the price! Words: 2,730. Language: English. Published: June 6, 2016. Categories: Nonfiction » Publishing » Self-publishing, Nonfiction » Reference » Handbooks and Manuals(5.00 from 1 review)
The Bibliobules' Basic Writer's Checklist is a FREE support aid for authors at any phase of their writing development. The purpose of the Basic Writer's Checklist is to provide a map for launching your writing career. It's designed to assist you during the pre-publication, publication, and post-publication writing processes.
How To Write Ebooks by Phil Wade
Series: How To Write Ebooks, Book 1. Price: Free! Words: 1,330. Language: English. Published: June 4, 2016. Categories: Nonfiction » Publishing » Self-publishing(5.00 from 4 reviews)
A quick guide for new authors. It covers the idea, the plan, writing, more writing and publishing.
How To Self Publish Your Ebook: Succeeding on Kindle, Smashwords, Clickbank, and Your Own Ebook Store by A. William Benitez
Price: Free! Words: 10,210. Language: English. Published: May 26, 2016 by Positive Imaging, LLC. Categories: Nonfiction » Publishing » Self-publishing(5.00 from 1 review)
If you have a story to tell or a skill to teach others, ebooks are the perfect vehicle to get your message across. In this down-to-earth, easy to read, how-to ebook by Bill Benitez you will find detailed instructions on writing, editing, and preparing a quality ebook for Kindle, Smashwords, Clickbank, and even your own web site.
A Guide to Self-Publishing by Kapiti Coast District Council
Price: $9.95 USD. Words: 7,840. Language: English. Published: May 25, 2016. Categories: Nonfiction » Publishing » Self-publishing
A guide to self-publishing, containing information which will enable you to turn your finished novel into an eBook and/or print book.
How To Create An Ugly eBook by V.B. Blake
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This tongue-in-cheek ebook will guide new publishers on what not to do when designing their ebook. Anyone intending to write their first ebook should take a moment to see if their concept choices are here. If they are then just do the opposite. It's as simple as that. On the other hand, not following any of these tips will result in a well designed ebook. Readers will thank them .
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Series: Be The One Percent. Price: $1.99 USD. Words: 12,560. Language: English. Published: May 22, 2016. Categories: Nonfiction » Self-improvement » Motivation and inspiration, Nonfiction » Publishing » Self-publishing
We are the vessels of our dreams, our ideas and yet where do our ideas come from? Do we even own these 'ideas' that we claim to originate from us? How do we ensure that we continue to both learn and project new ideas? What if I told you that 'our ideas' don't belong to us? How would you harness for ideas to continually stream into you. A book recommended for writers and authors.
How To Write A Children's Book by Katie Davis
Price: Free! Words: 26,960. Language: English. Published: May 19, 2016. Categories: Nonfiction » Publishing » Self-publishing, Nonfiction » Children's Books » Writing
You want to become a better writer, and you want to learn how to write a children's book. Maybe you'd like to learn how to write for teenagers as well. This book will help introduce you to a way to do that.
Going It Alone: Why Just Writing Your Book Is Not Enough! A Personal Guide To Self-Publishing by Gabriel Farago
Price: $2.99 USD. Words: 21,580. Language: English. Published: May 12, 2016. Categories: Nonfiction » Publishing » Self-publishing, Nonfiction » Reference » Publishing and books
Becoming a self-published author doesn't happen in a vacuum. It is a journey of discovery, with highs and lows, many challenges – sometimes disappointments – but also triumphs and success. Self-published international thriller author, Gabriel Farago, shares his journey to demystify self-publishing, and provides a practical guide to help you understand this complex, and often misunderstood subject
Creative Writing 101 - How to Get Started by Teri Montague
Price: $0.99 USD. Words: 3,280. Language: English. Published: May 4, 2016. Categories: Nonfiction » Reference » Writing skills, Nonfiction » Publishing » Self-publishing
Do you want to learn creative writing but don't know where to start? This books brings you straightforward tips about where to begin. Learn to develop your own voice and keep writing fun. Includes a series of articles and a fun list designed to help develop your writing voice and own personal style.
Basic Marketing for Indie Publishers by Kapiti Coast District Council
Price: $9.99 USD. Words: 8,950. Language: English. Published: May 3, 2016. Categories: Nonfiction » Publishing » Self-publishing
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Kindle Publishing: How to self-publish books on Kindle & Become financially free by MValmont
Price: Free! Words: 4,830. Language: English. Published: April 27, 2016. Categories: Nonfiction » Publishing » Self-publishing
Everything you need to learn about Kindle Publishing is in this book! I have over 100 books on Kindle right now and I do this full time...This book will teach you how to pick good markets, good keywords, how to market your books, etc etc...
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Price: $5.00 USD. Words: 9,140. Language: English. Published: April 24, 2016. Categories: Nonfiction » Publishing » Self-publishing
This 46 page e-book lists hundreds of easy to use, free and low cost technical tools that will assist you in creating, managing, and marketing an online presence. The results will appear as if you hired professionals. You will be able to easily create "high key-word" filled content, beautiful graphics, infographics, videos, podcasts and more on your blogs, web sites, and social media channels.
Come scrivere una descrizione per il tuo ebook su Amazon by Pierluigi Tamanini
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Gli 11 passaggi vincenti per scrivere testi ipnotici e persuasivi: titoli, descrizioni ed estratti. Bonus gratuito: come usare il codice HTML!
How I Became A Bestselling Author In 2 Days by Clive Austin
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Best selling author, Clive Austin, shows you one simple technique designed to help increase the sale of your book. This one simple technique saw him become not only a #1 best selller within 2 days, but also the 3rd highest ranking comedy in the US and the highest ranking title on dance WORLDWIDE. Follow https://twitter.com/cliveaustin1976 for more info
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Spot a piece with your little one's name on it? Snag it before it's too late — each item in this huge assortment is the only one of its kind left in stock. Find some of our favorite items for kids, including casual and dress-up clothes, charming shoes, and more.
These are the types of clothes parents go gaga for. The hand-smocked, pastel dresses and bubble rompers feature dinosaurs, frogs, bunnies (and it doesn't stop there). This sale is filled with photo-worthy outfits!
Does it seem like your children are outgrowing their wardrobes on a monthly basis? Fill out your little ones' closets with these sweaters, dresses, and more, all at amazing prices.
A sunny parade of dresses, onesies, and more, beautifully smocked and embroidered by hand.


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Capital Markets
Company Overview of Warburg Pincus LLC
BOARD MEMBERS AFFILIATED WITH Peter Randall Kagan J.D.*
Managing Director, Partner, and Member of Executive Management Group
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MOST CONNECTED PEOPLE TO Peter Randall Kagan J.D.
|Jeffrey A. Harris
|116 Relationships
|Arnold L. Chavkin
|113 Relationships
|David B. Krieger
|68 Relationships
|Randy A. Foutch
|68 Relationships
|Robert Bruce Hodgins
|65 Relationships
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Hello everyone,
I am very excited to be starting acupuncture on Friday to help with my GD. The acupuncturist has already told me that the acupuncture is not about treatment to lower numbers on paper, but more for wellbeing within myself and for my body.
My question to those of you who have had acupuncture:
1) Did you find that it was beneficial to you?
2) Is there anything I should tell/ask the acupuncturist? (I've read on here that the acu is helpful in regard to antibodies)
3) and lastly, this might be a bit silly, but can you tell me where the needles are likely to be placed? What should I wear to the appointment? The only time I've seen acupuncture was on Sex and The City when Charlotte went & had acupuncture done!
Thanks in advance,


text: Conference: All Kids Can Succeed: 11/8 Effective Interventions for Preschool Children with Behavioral and Social Challenges 2016 Family Fun Walk & Run Pack up the family and join DDI for its annual Family Fun Walk & Run. A 5K run will be followed by a walk through Suffolk County's Holtsville Ecology Park on Sunday, September 25th. Join Timmy's Team on a Trip to Berlin to Support DDI Please support DDI Chairperson Kevin Long as he runs in the Berlin Marathon on September 25th to benefit DDI. DDI's CRP Designated As A Center of Excellence DDI's Children's Residential Program (CRP) is playing a key role in setting new standards for the care of children in residential settings across the State. DDI's CRP is one of three programs in New York officially designated as a Center of Excellence for children with complex disabilities. The press release from the Office for People with Developmental Disabilities (OPWDD) describes some of the goals of this grant. Find a Fulfilling Job at DDi Children's Services DDI provides a wide variety of services for children. There are educational programs and services for children ages birth through 21 in our Early Intervention, Preschool, School Age and Residential School programs. Autism What is Autism?


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RCA Soundflow Wireless Dock with Clock Radio - 0.9" LED Clock, FM, USB Charging, Dual wake, Snooze Function, Alarms, Black - RC250BKItem#: R104-3706 | Model#: RC250BK
Currently Out Of Stock!
RCA Soundflow Wireless Dock w/Clock Radio Product Details
RCA RC250BK Soundflow Clock Radio
Wake up every morning with the RCA RC250BK Soundflow Clock Radio. This compact alarm clock comes packed with several features. The 0.9 Inch LED display allows you to adjust the brightness as per your needs. FM radio comes with preset stations to help you easily configure your favorite station to wake up to. Most of all, its standout feature is the Soundmat. Simply play music on your smart phone and place it on the Soundmat to enjoy your music without any pairing or cable connections. Order now and see the sun rising every morning, listening to your favorite song on the RCA RC250BK Soundflow Clock Radio.
What It Is And Why You Need It:
- 0.9 Inch LED Display; allows you to adjust brightness that soothes your eyes
- FM Radio; wake up listening to songs of your favorite station
- Soundmat; play music on your smart phone and place it on the sound mat to enjoy your music without any pairing or cable connections
Manufactured by: RCA
Warranty provided by: RCA
UPC No: 044476104848
Mfg Part No: RC250BK
Box Size:
( Length:8, Width:7, Depth:3)
Shipping Weight: 1.4500 pound(s)
Click here for full warranty and support information
- RCA logos are registered trademarks of RCA. All others trademarks and copyrights mentioned herein are the property of their respective owners.


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