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The ingredients: honey, cherry tomatoes, hard boiled egg, lemon, parsley, haricots verts, tarragon (we used fresh, as we didn't have tarragon vinegar), anise seed, Persian cucumbers, shallot, roasted garlic and Dijon mustard.
Amanda cheerily tops and tails some haricots verts.
We mixed some fresh tarragon in with minced shallot and some white wine vinegar. If you don't have tarragon vinegar, we recommend you do the same!
Some of the first cherry tomatoes of the season.
A quick blanch is all these babies need -- you want a crisp salad, not a limp one.
An ice bath helps with this too.
Check out the steam rising in the background!
Swaddled beans.
Instead of using raw egg yolk, AJ calls for a hard-boiled egg yolk -- perfect for a picnic dish that may sit out for a bit!
We roasted two garlic cloves in a little olive oil in a pan on the stove -- only took about 10 minutes!
The roasted garlic and the anise seed make a fragrant paste.
We noticed that it looked a little like anchovy paste going into the dressing.
Look at that perfect dice! (That's Amanda's handiwork right there.)
Is it us, or does it look like that rooster is trying to escape? Maybe it saw the remnants of the hard-boiled egg!
Bring out the picnic blanket!
All you need to make this lively salad: sweet melon (we used honeydew), Kirby cucumbers, prosciutto or feta, salt, pepper and sugar.
For this dish, you want a melon that's ripe, but not super-soft.
Amanda sneak a little nibble of feta!
Peelin' the Kirbys.
Lovely, aren't they?
We discovered that cubing melon is more of a challenge than slicing cukes. But a good challenge.
We tossed the cucumbers and melon in sugar and salt, left them for a bit to release their liquid, and then drained them.
When slicing prosciutto into ribbons, start with it nice and cold -- it will make your life a lot easier!
And there you have it: a great picnic dish!
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Julie Fowlis: Music of the Scottish Isles
Fri, 5 Apr 2013 8:00 PM - 10:00 PM
Concert Hall, Forbes Center for the Performing Arts
Featured in PIXAR's animated film, "Brave," Julie Fowlis is a folk singer and multi-instrumentalist who has won numerous awards for her peerless voice and fine musicianship. Named by the Scottish Parliament as its first-ever Gaelic Ambassador, Fowlis will present an evening of vibrant and moving Celtic music with a first-class touring ensemble known for its expressive and high-energy live shows. For tickets, check http://www.jmu.edu/jmuarts/ or call (540) 568-7000.

subset: commoncrawl


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She says her grandma and great grandma had NO milk what so ever, but her mother had PLENTY and actually over 7 years ago had a child and still HAS milk? *not sure how long she nursed the child for* Well my friend who is the daughter of the mama who had lots of milk, said her supply was low with her first DD and so she gave up nursing after 8 days of trying.* she was very uneducated at that time*
now she is looking to get pregnant again, and wants to BF.
So my question is.. is there a chance her supply this time, coudl be normal? if not great!? Or would her supply not change from baby to baby!?
I know they say every pregnancy is different, so does that count for every nursing expierence too!?


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Explore the Entrepreneurship.org Resource Center to find resources. Designed with entrepreneurs in mind, our resource center allows you to find materials to grow great ideas.
Life science entrepreneurs at the Life Science Ventures Summit are set to gain valuable knowledge this weekend from those in the know. Read more about this event for life science entrepreneurs.
Thoughts on entrepreneurship in the life sciences and digital health from the Kauffman Life Science Ventures Summit are the featured topic of this Storify piece.
Advice for life science entrepreneurs goes beyond the dollar value that could be placed on it. Watch this collection of videos with insights on a variety of topics of interest to life science entrepreneurs.
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Do I just gradually decrease the amount I pump during each session? For example, I currently pump 15 min. 6X a day. When I go back to school I will increase the time in between pumping to 4 1/2 hours and still pump for 15 min. so that I can maintain my supply as DD will only be 10 mo. upon my return. When I want to eliminate a session, do I just decrease from 15 min to 10 min. for a few days (week?) and then to 5 min. until the session is eliminated? I am looking for experience with pump weaning.
Side note: DD does not nurse at all.


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My name is Sarah, this is my first post, I hope you don't think that I am a total idiot but I am quite new to PHP and I am learning it in school.
I was wondering if someone could please give me a bit of advice about security. I have a simple form script that submits stuff to a database, and I just want to make sure that its protected and no one can do any damage.
I have read a lot about security, but I am not sure if I am doing it right, so could someone please let me know if I have made any mistakes?
Basically here is my code, for a simple form, where people type in their email address and a funny joke, and the joke and the email address goes to the database.
Please note, I am NOT validating the email address here, because it doesn't matter if a person puts in a real email address or a fake one.
What I need to know is Will this code stop any nasty stuff, or is there more I need to do?
Code: Select all
function check_input($data)
$data = trim($data);
$data = stripslashes($data);
$data = htmlspecialchars($data, ENT_QUOTES);
return $data;
$email = mysql_real_escape_string($_POST['email']);
$joke = mysql_real_escape_string($_POST['joke']);
$email = check_input($email);
$joke = check_input($joke);
$sql="INSERT INTO vote_messages (email, msg) VALUES ('$email','$joke')";
Thank you so much to anyone who can advise a newbie.


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It all began in the summer of 1871 when 10 printers with $900 between them began an afternoon paper in Ohios capital city. Who could have forseen the success The Daily Dispatch would find over the next 137 years?
More than 230,000 people subscribe to The Dispatch each weekday, with 350,000 making us part of their Sundays. Dispatch writers, photographers and copy editors are frequently awarded first-place in statewide journalism competitions, such as those sposored by the Associated Press Society of Ohio and Press Club of Cleveland.
The Dispatch is the top source of information in central Ohio and the only daily newspaper serving all of the Columbus metropolitan area. It has one of the 40 largest subscriber bases in the country.
The Dispatchs online arm, dispatch.com, has stayed at the forefront of Ohio media outlets behind its constant variety of web-only content, chats and multimedia packages.


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Like Monopoly Money
When you're a millionaire athlete, it's easy to laugh at practical jokes. Like when Dez Bryant goes out for dinner with his teammates and gets stuck with the bill. A percentage of his signing bonus makes that problem go away. However, that signing bonus doesn't help so much with a 1-7 start to the season. Maybe in baseball you can come back but in a 16 game football schedule, it's not so easy.
So, I can imagine that Dez Bryant must be feeling a bit like the guy in this video. You think you know what you're getting into but then someone goes in and changes the rules. Hey, don't you guys know that the Cowboys are America's Team? And that you have to have two houses on the property before you can sell it?
Happy Friday!
2 Comments
Oh wow! That is a hefty bill. I can't believe Dez Bryant did not know anything about the rookie tradition.
Apparently, board games can be hazardous to one's health. Wow.


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|hope college > academic departments > dmcl > arabic
Arabic at Hope College
Why Study Arabic?
There are 22 Arabic speaking countries in the Arab world and over two billion Muslims who use Arabic in their daily rituals. Arabic is also one of the six official languages of the United Nations . Nowadays, and more than any time, a bridge is needed between the Western cultures and the Eastern Arab-Islamic cultures.
"My favorite course this year was Arabic class. I tremendously enjoyed learning Arabic and the culture of the Middle East this was my best semester."
-Charles J. Knooihuizen
Career Opportunities in the Arabic Language
For More Information
We would be glad to answer any questions you may have regarding the Arabic courses offered at Hope College. Simply stop by Martha Miller Center, 2nd floor, Room 205!


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This year's list of winners celebrates both large leaps and small (but important) steps in life science technology.
Cellular Workout
January 18, 2012|
Autophagy, the cell's recycling system, may be responsible for the health benefits of exercise.
January 18, 2012|
Autophagy, the cell's recycling system, may be responsible for the health benefits of exercise.
January 13, 2012|
One of the leading scientific voices touting the health benefits of red wine fabricated data dozens of times.
January 9, 2012|
Brain imaging and gene analyses in twins reveal that white matter integrity is linked to an iron homeostasis gene.
January 6, 2012|
Certain skin-residing immune cells may—under specific conditions—play a direct role in initiating skin cancer after exposure to environmental toxins.
January 4, 2012|
A SUNY graduate student falsifies Western blot data used in meetings, grant applications, and submitted manuscripts
January 3, 2012|
After Science pulls the original article linking a mouse virus to the chronic fatigue syndrome, PNAS follows suit, yanking the only other study supporting the link.
January 1, 2012|
Our list of the best and brightest products that 2011 had to offer the life scientist
January 1, 2012|
Now RNA can glow in the cell, as only proteins could in the past.
January 1, 2012|
Assistant Professor, Department of Anatomy and Cell Biology, University of Western Ontario. Age: 34
January 1, 2012|
Editor's choice in structural biology


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The U.S. has pledged $60 million in non-lethal aid to the Syrian rebels, leaving the Syrian opposition privately disappointed that they would not be receiving weapons. The U.S. remains concerned that weapons could fall into the wrong hands, but Britain and France are expected to provide military equipment. NBC's Andrea Mitchell reports.
ROME — In a policy shift, the United States on Thursday announced plans to send military rations and medical supplies directly to Syrian opposition fighters, but fell short of providing weapons and ammunition that the rebels had been asking for.
"The simple fact is (Syrian President Bashar) Assad cannot shoot his way out of this," Secretary of State John Kerry said after his first meeting with Syrian opposition leaders in Rome. "For more than a year the U.S. and our partners who have gathered here in Rome have called on Assad to heed the voice of the Syrian people and halt his war machine. Instead what we have seen is his brutality increase."
For the first time, the U.S. will supply the Free Syrian Army with food for fighters on the ground and medical supplies for the wounded.
Kerry also announced $60 million in new aid to help the Syrian Opposition Coalition deliver basic goods and services, including security, sanitation, and education, to communities that the rebels control. The aid is intended to help counteract the influence of radical fighters.
Secretary of State John Kerry held a news conference in Rome where he announced a major policy shift, saying the United States "will be providing an additional $60 million immediately in non-lethal assistance to support the coalition in its operational needs."
The U.S. will also send "technical advisers" to support opposition staff in Egypt in implementing the assistance and ensure that it gets to the right people. The U.S. plan, forged with European allies, will not include weapons despite the calls of a growing number of American senators and members of the Syrian opposition.
When he was still a senator, John Kerry recommended looking into potentially arming the opposition and setting up safe zones inside the country. His predecessor, Secretary Hillary Clinton and then-Defense Secretary Leon Panetta also both urged last year that vetted units of the rebel force be armed and trained.
Disappointed opposition?
The announcement is sure to also disappoint opponents of the Syrian regime who have been asking for weapons. Frustration with the West's stance had prompted the opposition coalition to say last week that it would boycott the Rome talks. It changed its mind under U.S. pressure.
An unnamed European diplomat who spoke to Reuters held out the prospect of possible Western military support, saying the coalition and its Western and Arab backers would meet in Istanbul next week to discuss military and humanitarian support to the rebels.
A look back at the conflict that has overtaken the country.
Kerry, who is in Europe on his first foreign trip in his new position, has said that Washington is looking for new ways to help rebels fighting Assad's government and speed up political transition in the country.
"We are working and will continue to work closely with the Syrian Opposition Coalition and our international partners in order to make sure that the assistance we give reaches who need it and that we want to have receive it, even those who are trapped in some of the hard to reach areas," Kerry said.
The West and Syria's neighbors have been looking for a solution to the two-year-old civil war in Syria that has claimed approximately 70,000 lives, forced at least 2.5 million people from their homes, and sent hundreds of thousands fleeing into neighboring countries. The conflict also threatens to destabilize the region, in particular neighboring Lebanon.
U.S. policymakers also are trying to make sure the aid does not fall into the hands of al-Qaida sympathizers fighting with the rebels.
A senior State Department official told NBC News on Thursday:
"We are concerned that we have extremists operating in and among the opposition who don't share the goals of a future Syria that is democratic, that's united, that is just, and that respects the human rights of all Syrians citizens and provides for all of them. So those members of the opposition that support our shared values need to be able to demonstrate that they can deliver a better day and need to set an example of a Syria where daily life is governed neither by the brutality of the Assad regime nor by the agenda of al-Qaida affiliated extremists."
Hardline groups such as Jabhat al-Nusra and the Islamist Ahrar al-Sham have already waged some of the deadliest attacks in Syria, including car bombings in Damascus, Aleppo and elsewhere. Their ranks have been swollen by jihadi fighters from around the Muslim world.
Reuters contributed to this report.
US, allies planning direct aid to Syrian rebels
Huge blast rocks central Damascus as Assad hints at talks
In initial coup for Kerry, Syria's opposition to attend Rome meeting
This story was originally published on Thu Feb 28, 2013 6:51 AM EST


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Factory New Mossberg 500 Tactical Persuader
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Re: My my my....Chad got it good .....again!!!
"I`m too lazy to work my real job. I love what I do." Tony Stewart
Races, tracks, drivers and all the drama that comes along with it
HiddenHollow wrote:Well, I learned something new... NASCAR has a 2nd level of appeal.
ndunn wrote:HiddenHollow wrote:Well, I learned something new... NASCAR has a 2nd level of appeal.
I read where this upper level is very hard to win. Sometimes they will lower a few things but never wipe the case clean. It will go against Knaus forever just like his other appeals. I would think Chad would get the message by now especially when they will watch every move he makes.
Annalee wrote:I learned something about the second level of appeal, if the penalty is upheld, they (the appeal board) get to select the races Chad has to sit out. That is interesting!
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For your eyes only: James Bond theme songs
Published On: Nov 07 2012 01:01:56 PM CST Updated On: Nov 08 2012 01:00:00 AM CST
With Adele's "Skyfall" joining the ranks of James Bond's most famous anthems, from "Goldfinger" to "Live and Let Die," check out which other stars have tackled Bond theme songs over the years.
The views expressed are not those of this company or its affiliated companies. By posting your comments you agree to our Terms of Use.


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If you encounter any problems with the file provided on this page, please contact Technical Resources at 406-587-6822.
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This information is offered to the public to further outreach and education about sage-grouse; a species being considered for listing under the Endangered Species Program. The Montana Sage-Grouse Local Working Groups (MSG-LWG) produced Montana Sage-Grouse Management Plan & Conservation Strategies for Sage-Grouse in Montana (Montana SG-LWG 2005) in 2005. The overall goal of the plan is to "Provide for the long-term conservation and enhancement of the sagebrush steppe/mixed-grass prairie complex within Montana in a manner that supports sage-grouse and a healthy diversity and abundance of wildlife species and human uses." This brochure contributes to that effort.
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California Bill AB 2109: The Antivaccine Movement Attacks School Vaccine Mandates Again
Of all the preventative treatments ever developed through science- and evidence-based medicine, vaccines have arguably saved more lives, prevented more illness and disability, and in general alleviated more suffering than any single class of treatments or preventative measures throughout history. Given the obvious and incredible success of vaccines at decreasing the incidence of infectious diseases that used to ravage populations, it seems incredible that there would be such a thing as an antivaccine movement, but there is. Indeed, when I first encountered antivaccine zealots on the Usenet newsgroup misc.health.alternative about ten or twelve years ago, as a physician I really had a hard time wrapping my head around the fact that such people existed. No doubt the same is true of many physicians, who take the scientific evidence for the safety and efficacy for vaccines for granted. However, I am a cancer surgeon, and I do not treat children; so until I discovered antivaccine rhetoric on the Internet I was blissfully ignorant that such views even existed. Other health care professionals knew better. Pediatricians, nurses, and any health care professionals who deal with children and the issue of vaccinations know better, because they face antivaccine views on a daily basis. It is because of the incredible importance of vaccination and the danger to public health the antivaccine movement represents that we at Science-Based Medicine write so frequently about vaccines and the antiscientific, pseudoscientific, and misinformation-packed fear mongering about vaccines that is so prevalent today.
The success of vaccination campaigns has recently been endangered by a number of factors, in particular the antivaccine movement. Because of various groups opposed to vaccination, either for philosophical reasons or because they incorrectly believe that vaccines cause autism, neurodevelopmental disorders, sudden infant death syndrome, and autoimmune diseases, among others, one of the most potent tools for encouraging high rates of vaccine uptake, school vaccine mandates, have come under attack. Alternatively, increasing numbers of parents have taken advantage of religious or philosophical exemptions in order to avoid the requirement to have their children vaccinated prior to entry to school. As a result, of late some states with lax vaccination requirements have begun to try to tighten up requirement for non-medical vaccine exemptions. The arguments used by the antivaccine movement against such legislation are highly revealing about their mindset, in particular their attitude towards issues of informed consent, which I will discuss a bit. But first, here's a little background.


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Gastric Sleeve Surgery Forum
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Toggle Basics for Gastric Bypass Surgery Beginners Basics for Gastric Bypass Surgery Beginners
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This forum is the place to share your personal experiences and discuss surgery costs, length and quality of hospital stays, surgeon recommendations, and anything else related to Gastric Bypass surgeons and hospitals.
Insurance & Financing
This forum is for discussions related to Gastric Bypass surgery insurance coverage and financing options. Gain from learning from others' experiences!
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This forum is dedicated to discussions dealing with revising from a Gastric band to Gastric Bypass surgery.
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A buddy/mentoring relationship pairs a successful and experienced BariatricPal member with a novice and/or struggling BariatricPal member. Both partners work together through the physical, emotional, and spiritual components involved in weight loss. The goal is for both partners to achieve and maintain healthy weights. This is a win-win relationship, with the more experienced BariatricPal member having his/her weight loss reaffirmed, and the novice or struggling BariatricPal member building the confidence and motivation necessary to achieve his/her goals.
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These forums allow you to discuss age specific Gastric Bypass Surgery (RNY) issues with others in your age group. Your age can affect how you respond to the surgery, and the journey can be easier when you share with others who are of similar age.
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This is the place for support for pregnant, trying-to-get-pregnant, and new parents after Gastric Bypass surgery. Share your tips and support here regarding breastfeeding, good nutrition, and taking care of yourself and your baby.
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Come here to give and receive advice and support for Gastric Bypass complications, such as leakage, food intolerances, nutrient deficiencies, heartburn, diarrhea, and nausea/vomiting.
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Talk about anything related to weight loss surgery, such as choosing a surgery and surgeon, preparing for surgery, pre-surgery and post-surgery diets, weight loss, exercise and mental challenges. Exchange recipes, find weight loss surgery buddies, get exercise advice, ask about cosmetic and reconstructive surgery and share your weight loss surgery story!
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Some WLS patients say losing weight is the easy part. Keeping the weight is the hard part. If you have experienced weight regain after losing weight after WLS, this is the place to talk about why the pounds came back on and how you can get them off again. It could be related to diet, exercise, attitude, or something else!
WLS Veteran's Forum
Been around BariatricPal for a while? Then chat with other old-timers who also know the drill! Sometimes it just feels more comfortable to kick back and shoot the breeze with familiar faces. So, come on into the Vets Forum for some serious WLS talk or just to hang out. We're old pals here!
Rants & Raves
Want debate? Get it here. Gripe, complain, moan, fight, rant and rave. Enter at your own risk!
The Lounge
This forum is for general conversation, sharing interests, having a laugh or discussing anything not specifically related to Weight Loss Surgery surgery.
Powder Room - Ladies Gone Wild
This is a place for ladies to discuss everything from Weight Loss Surgery complications, diet, and concerns, to any other off-topic subjects.
The Guys' Room
This is a place for men to discuss everything from Weight Loss Surgery complications, diet, and concerns, to any other off-topic subjects.
Where Venus and Mars Collide
Do you want to discuss ADULT subject matter with both genders? Questions about love, relationships, intimacy, and general off-topic chat welcome. Get the thoughts and opinions of both men and women here! Please note that there is a singles room if you are looking for love, this is not that place. **You must be 18 to enter!**
BariatricPal en Español! (Nuevo!)
Bienvenido a los foros de BariatricPal! Aquí se puede hablar de temas relacionadas con la cirugía de pérdida de peso. Discute las etapas de la dieta posoperatoria, su elección del cirujano, las luchas mentales del viaje de pérdida de peso, y cualquier cosa que está en su mente. No hay que estar solo cuando se someta a la cirugía para perder peso!
Singles Forum
Looking for that special someone? Once you start on your weight loss surgery journey, everything from your lifestyle to your body to the way you think about yourself and the world changes. Here is a forum to meet other weight loss surgery singles who know what you're going through and who are have the same health goals and lifestyle as you do. Have fun!
Special Needs Forum
We all have special needs…but some of us have certain challenges that make the "regular" WLS advice more difficult to follow. The challenges can be age, living in a rural community without many structured options, or having specific health conditions that interfere with diet or exercise. This is the forum to talk about them and exchange ideas!
Family and Friends
Supporting a weight loss surgery (WLS) patient through his or her weight loss journey can be rewarding, but it can also be challenging. The journey is long and bumpy. These forums are where you can find other spouses, other family members, and friends to offer encouragement and advice as you support your loved one through his or her journey.
Other Types of Weight Loss Surgery & Procedures
The Gastric Plication (sleeve plication or greater curvature plication), Duodenal Switch (DS), Mini Gastric Bypass (MGB), Gastric Balloon (intragastric balloon), and other Endolumenal Bariatric procedures are also options for treating obesity. This is where you can talk about these weight loss surgeries and procedures. Share your experiences and ask questions in these forums!
Weight Loss Medications
Are you using weight loss medications or are thinking about using them? Have you tried them before? This is the forum where you can talk about side effects, weight loss results, new drugs, and anything else related to using weight loss medications such as orlistat, lorcaserin, phentermine, and others.
BariatricPal Polls
Welcome to the BariatricPal Polls forum! There'll be a new polls regularly so you can cast your vote and add to the conversation to explain your vote. You also get to see how the other BariatricPal members voted. Come let us know what you think! If you have an idea for a poll, please post it below!
Popular Diet Forum
Before or after weight loss surgery, you may be following one of the popular diet plans to guide your eating. This is the place to talk about the Paleo diet, Atkins, Jenny Craig, SlimFast, Weight Watchers, South Beach, and any other diet. Talk about recipes, meal plans, do's and don'ts, and how to get your popular diet to fit into your weight loss surgery diet.
Clothing and Goods Exchange
Have clothes that are too big? Need smaller clothes? This is the forum to post your clothing needs in. Extra vitamins, protein powders and bars ? Bariatric Books ? Lets help one another out as we progress through our weight loss journeys by saving money and exchanging clothes and bariatric related goods with one another. No commercial postings, please.
Weight Loss Surgery Magazine
Weight Loss Surgery Magazine is an online publication made up of informative articles written by weight loss professionals who have experience with weight loss surgery.
BariatricPal Newsletter
BariatricPal News, a regular newsletter to keep you up to date on our community. We'll tell you all about our exciting new features, programs and anything else you need and want to know about BariatricPal.com. Our goal is to make sure you know everything.
Website Assistance & Suggestions
Technical questions? Comments about BariatricPal? We welcome feedback and suggestions on any aspect of BariatricPal.com. This is also the place to visit for updates about new features and updates.
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Congratulations on hitting your goal weight! Now the journey continues as you keep up those good habits and learn how to keep the pounds off for good. This forum is for discussing anything related to maintenance, from recipes and strategies to struggles and triumphs. If you're getting close to goal weight, use this forum to find out what need to know about the transition to maintenance.
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text:
Chi Awakens
Episode 1 | TV-14
Persecoms are humanoid computers that can do almost anything humans can. Virtually everyone in Tokyo has one but Hideki, a displaced country boy going to a college prep school. His life is about to change when he finds a very special one in the trash.
Official Site: www.funimation.com/shows/chobitsHide Details


text:
Biker group helps abuse victims feel empowered
MARTINSBURG – With an organizational logo of a closed fist with the initials BACA on the knuckles, members of the Bikers Against Child Abuse of the Eastern Panhandle ignore the saying "don't judge a book by its cover" to use the biker image in their mission to be an advocate for area abused children.
Since 2006, BACA of the Eastern Panhandle, based in Ranson, has worked to be a friend and provide a feeling of safety and empowerment to children who have experienced physical and sexual abuse.
The local chapter, now up to 15 volunteer members, began after local bikers attended a BACA meeting in Maryland and saw the value of the program and its need in West Virginia.
"A lot of us have had some experience or know people that have been abused, so it's something that's personal. It's just something that you feel inside that you know you want to help these children and you want to be a part of (this group)," said member "Hitman."
BACA members provided only their road names for the interview to protect the children that they serve. Similarly, when BACA members meet with a new referral for the first time, the child picks his or her own road name, both to foster a connection and provide protection.
Upon becoming part of the BACA family, a child will receive a jean jacket with the sleeves cut off bearing a patch with the BACA logo with their new road name. Members say they also distribute a lot of teddy bears.
Whether in simple ways like taking a child to the park or escorting a child to testify in court, BACA members work to empower the children to achieve a sense of safety and belonging.
"What we bring to the table is to help the children become empowered to where they become confident in themselves and move on. We notice when they start drifting away from us and getting on with their lives – that's our paycheck right there. We know we did our job," said chapter president "Dogg."
The organization works with agencies like the Department of Health and Human Resources, Child Advocacy Centers, CASA of the Eastern Panhandle, Children's Home Society of WV and law enforcement.
"At first they were apprehensive. It's a new concept, bikers working for children. In the beginning, we would get three or four referrals for kids a year and now we're tenfold over that. We have over 34 active cases," Dogg said.
All members of the group must own or ride a motorcycle, have ridden with the chapter for one year, undergo a background check and receive special training before the can work with a child. Every child is assigned two BACA members to his or her case, but meets the entire chapter during the initial meeting, and often all chapter members will attend a significant event to the child such as a birthday party or court hearing.
The BACA of the Eastern Panhandle is a nonprofit 501c3 that provides a therapy fund for children needing assistance, for jean jackets and items like teddy bears. All donated money is used toward the kids with no money used for administrative fees.
While proud of the support and relationships members have provided, the chapter's ultimate goal is to one day be disbanded because it is no longer needed.
The Eastern Panhandle chapter and the Kanawha Valley chapter, located in Charleston, are the only BACA chapters in West Virginia. BACA chapters exist in 39 states and seven countries.
– Staff writer Samantha Cronk can be reached at 304-263-8931, ext. 132, or twitter.com/scronkJN.


text:
Home List of Titles Legitimating industrial design as an academic discipline in the context of an Australian Cooperative Centre
Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/84477
- Title
- Legitimating industrial design as an academic discipline in the context of an Australian Cooperative Centre
- Author(s)
- Melles, Gavin; Kuys, Blair
- Abstract
- Industrial design, unlike its counterpart fields in the product design process such as engineering and material science, is a recent player in the field of academic higher education. In many schools of design, industrial design remains a vocational art form rather than an industry ready research-based field. Collaborative research centers (CRC) in Australia bring different disciplines together to work on government and industry funded projects and here industrial design has begun to play a role. Such projects are often tied to PhD programs for individuals lead by more experienced research and industry experts. It is in such a multidisciplinary context where industrial design can prove its academic credibility and help further its legitimacy as an industry oriented research process. Following a review of the disciplinary rise of industrial design and the nature of the CRC environment the second part of this paper addresses the experience of a recent industrial design doctoral candidate working simultaneously on design and science oriented aspects of a timber research project. The successful outcome of the project leads to conclusions about the development of industrial design as an academic discipline and the capacity of the field to both lead and learn in this environment.
- Publication type
- Journal article
- Research centre
- Swinburne University of Technology. Faculty of Design
- Source
- Procedia: Social and Behavioral Sciences: selected revised papers from 'Innovation and creativity in education', the 2nd World Conference on Educational Sciences (WCES-2010), Istanbul, Turkey, 04-08 February 2010 / Huseyin Uzunboylu (ed.), Vol. 2, no. 2 (2010), pp. 5228-5232
- Publication year
- 2010
- Keyword(s)
- Australia; Collaborative research centres; Design research; Higher education; Industrial design; PhD programs; Practice-based design; Vocational practice
- Publisher
- Elsevier
- 1877-0428
- Publisher URL
- Copyright
- Copyright © 2010 Elsevier.
- Peer reviewed


text:
The Tampa Bay Lightning have traded Marc-Andre Bergeron to the Carolina Hurricanes for a seventh round pick and Adam Hall.
Antti Raanta turned aside all 26 shots he faced in Friday's 1-0 overtime win over the Chicago Blackhawks.
Robby Fabbri scored a pair of goals in Friday's 4-1 win over the New Jersey Devils.
Cam Atkinson scored a goal and an assist in Friday's 4-1 win over the Detroit Red Wings.
Marcus Johansson scored a goal and an assist in Friday's 4-1 win over the Buffalo Sabres.
Jimmy Vesey will return to the Rangers' lineup on Friday against Chicago.
Captain Nick Foligno is too sick to play in Friday's match with the Red Wings.
Calvin Pickard will be the Avalanche's starter on Saturday.
Jimmy Vesey (upper body) will be a game-time decision on Friday.
Antti Raanta will get the nod on Friday.
Jiri Hudler (illness) has been taken off the injured reserve list.
Cal Clutterbuck has agreed to a five-year extension with the New York Islanders.


text:
Mewvies, mewsic, and games top a mew list from Nielsen of the content types that consumers are most willing to pay for online. The data, which comes from a survey of 27,000 consumers across 52 countries, also indicates that content created online – like blogs, podcasts, and video – are least likely to attract consumer's dollars.
At face value, the findings might seem like good news for old meowdia companies that are increasingly eying paywalls as a source of salivation, as consumers did indicate more of a willingness to pay for online mewspapers, magazines and radio than their user-generated counterparts.
Howevfur, Nielsen also found that "nearly eight out of every ten (79%) would no longer use a web site that charges them, presuming they can find the same information at no cost." In other words, unless your organization breaks lots of exclusive and important stories, charging for content will be a major uphill battle.
How do the findings compare to your willingness to pay fur various forms of content? Let us know in the comments.


text:
18 June 2011 17:34:35
New file feature: change logsposted by Dark0ne Site NewsSome of the site features I have in the pipe-line or on the to-do list right now are focusing on trying to reduce the amount of clutter mod authors put in their file descriptions by providing them separate areas to list important information. One thing that I know many users find annoying is having to try and find a description of a mod underneath all the other information mod authors feel is more important than actually describing what their mod does. Popular things to put at tops of pages are news, bug reports, requests for help, notifications that help won't be offered, requests for endorsements and the full file version history/change log. Personally I think you should describe what your mod does first, and then provide all the additional information afterwards.
Something I've been meaning to get around to for a while now is a feature that creates a special area for mod authors to list their change logs for their files. Today I've implemented that feature and mod authors can now access the change log feature from their management area.
Inputting all the changes you've made to your file over time and the different version histories is very handy for users who keep up-to-date on your files so they can see what's been updated and what's been fixed. Mod authors should put in a change per line, and a bulleted list will automatically be created by the site for each version of your file that you add a change log for.
Once you've added a change log for your file it will be visible on a file page by clicking the "View change log" link under "Options". Similarly if you link up your version numbers on your files with the version numbers in your change log then a new link will be visible for those files that will show the specific change log for that version. So if you've added change logs for version 1.42 of your file and version 1.42 is available to download in the files tab, you can click on the change log link to see updates in that version of the file.


text:
This year's course of study is the Doctrine and Covenants and Church history. The Doctrine and Covenants is a compilation of prophecies, visions, commandments, and teachings given through the Prophet Joseph Smith and some of his successors in the Presidency of the Church. The Prophet referred to this book of scripture as "the foundation of the Church in these last days, and a benefit to the world, showing that the keys of the mysteries of the kingdom of the Savior are again entrusted to man" (heading to D&C 70). The revelations in this book are interwoven with the history of the Church, coming "in answer to prayer, in times of need, and … out of real-life situations involving real people" (Explanatory Introduction to the Doctrine and Covenants).
As you teach the gospel from the Doctrine and Covenants and the history of the Church, you can help class members gain appreciation for the past, strength for the present, and hope for the future. President Gordon B. Hinckley declared:
"How glorious is the past of this great cause. It is filled with heroism, courage, boldness, and faith. How wondrous is the present as we move forward to bless the lives of people wherever they will hearken to the message of the servants of the Lord. How magnificent will be the future as the Almighty rolls on His glorious work, touching for good all who will accept and live His gospel and even reaching to the eternal blessing of His sons and daughters of all generations through the selfless work of those whose hearts are filled with love for the Redeemer of the world" (in Conference Report, Oct. 1995, 95; or Ensign, Nov. 1995, 72).
Purposes of This Course
Rather than taking a sequential or section-by-section approach, the lessons in this course focus on major themes taught in the Doctrine and Covenants and Church history. They are designed to help you:
Teach the doctrines, ordinances, and covenants of the restored gospel, which are necessary for individuals and families to come unto Christ and inherit eternal life.
Teach the ongoing history of the restored Church of Jesus Christ.
Invite the Spirit into the class.
Help class members understand and love the scriptures.
Help class members apply gospel truths in their lives.
Encourage class members to teach and edify one another.
Help class members understand the importance of their day in the history of the Church—that they have inherited a great legacy and that they can find joy in their responsibility to continue to move forward the work of the Lord.
Materials You Should Use
As you prepare and teach lessons in this course, you should use the following materials:
The scriptures (see "Teach from the Scriptures," page ix).
This teacher's manual (see "How to Use This Manual" below).
Doctrine and Covenants and Church History Class Member Study Guide(35686). This booklet contains the reading assignment for each lesson and some discussion questions. As you prepare each lesson, consider how to use the material in the Study Guide. Class members will be better able to participate in discussions if they have studied the reading assignment and if you ask questions that they are prepared to answer. Encourage class members to use the Study Guide in their personal study and in family discussions.
Each class member should have a copy of the Study Guide. You should receive copies from the Sunday School presidency, the ward clerk, or the assistant ward clerk assigned to materials.
Our Heritage: A Brief History of The Church of Jesus Christ of Latter-day Saints (35448). This book presents an inspiring account of the history of the Church from the time of the Prophet Joseph Smith through the present day. Many accounts in this book are discussed in the lessons.
Every class member should have access to a copy of Our Heritage for personal study (at least one copy per home). Many members will already have copies. You should be able to obtain copies from the Sunday School presidency, the ward clerk, or the assistant ward clerk assigned to materials. The clerk can help order additional copies as needed.
The videocassettes Doctrine and Covenants and Church History Video Presentations (53912) and Teachings from the Doctrine and Covenants and Church History (53933). These videocassettes contain presentations that supplement the lessons. Suggestions for using them are found in the "Additional Teaching Ideas" section of many lessons in the manual. These video presentations can enhance class members' understanding of gospel principles and Church history. However, be careful not to use them too often or as a substitute for scripture-based discussions.
For help with basic principles of gospel teaching, refer to the instructions in this introduction and to the following resources:
"Gospel Teaching and Leadership," section 16 of the Church Handbook of Instructions, Book 2: Priesthood and Auxiliary Leaders (35209 or 35903)
Teaching, No Greater Call, 1999 edition (36123)
Teaching Guidebook (34595)
How to Use This Manual
This manual is a tool to help you teach the doctrines of the gospel from the scriptures and Church history. It has been written for youth and adult Gospel Doctrine classes and is to be used every four years. Additional references and commentaries should not be necessary to teach the lessons. Elder M. Russell Ballard said:
"Teachers would be well advised to study carefully the scriptures and their manuals before reaching out for supplemental materials. Far too many teachers seem to stray from the approved curriculum materials without fully reviewing them. If teachers feel a need to use some good supplemental resources beyond the scriptures and manuals in presenting a lesson, they should first consider the use of the Church magazines" (in Conference Report, Apr. 1983, 93; or Ensign, May 1983, 68).
Review each lesson at least a week in advance. When you study the reading assignment and the lesson material early, you will receive thoughts and impressions during the week that will help you teach the lesson. As you ponder the lesson during the week, pray for the Spirit to guide you. Have faith that the Lord will bless you.
Each lesson in this manual contains more information than you will probably be able to teach in one class period. Seek the Spirit of the Lord in selecting the scripture accounts, questions, and other lesson material that will best meet the needs of class members. Keep in mind the ages, interests, and backgrounds of class members.
This manual contains 46 lessons. Because there may be more than 46 Sundays in which you will teach, you may occasionally want to use two class periods to teach one lesson. This may be particularly helpful with some of the longer lessons, such as lessons 4, 7, and 27.
The lessons include the following sections:
Purpose. The purpose statement suggests a main idea to focus on as you prepare and teach the lesson. It usually includes an expectation of what class members should do as a result of the lesson.
Preparation. This section lists the scripture accounts and other materials in the lesson outline. It may also include other suggestions for preparation, such as materials to bring to class. Many of these materials are available in the meetinghouse library. (A five-digit number following the name of a suggested item is the item number; if a picture is included in the Gospel Art Picture Kit [34730], that number is also given.)
Attention activity. This section consists of a simple learning activity to help class members prepare to learn, participate, and feel the influence of the Spirit. Whether you use the manual's attention activity or one of your own, it is important to focus class members' attention at the beginning of the lesson. The activity should be brief.
Discussion and application. This is the main part of the lesson. Prayerfully study the scriptures and historical accounts so you can teach and discuss them effectively. Use the suggestions in "Teach from the Scriptures" (page ix) and "Encourage Class Discussion" (pages ix–x) to vary the way you teach and to maintain class members' interest. Select questions and methods that are appropriate for class members' ages and experience.
Conclusion. This section helps you summarize the lesson and encourage class members to live the principles you have discussed. It also reminds you to bear testimony. Be sure to leave enough time to conclude each lesson.
Additional teaching ideas. This section is provided in most lessons in the manual. It may include additional truths from the scripture accounts, activities, or other suggestions that supplement the lesson outline.
The manual contains a chronology of Church history (pages 272–73) and three maps of significant Church history sites (pages 274–76). Many lessons refer to these resources, which are also included in the Class Member Study Guide (pages 27–31).
Teach by the Spirit
When preparing to teach the gospel, it is important that you seek inspiration and guidance from the Holy Ghost. "The Spirit shall be given unto you by the prayer of faith," said the Lord, "and if ye receive not the Spirit ye shall not teach" (D&C 42:14). Remember that the Holy Ghost is to be the teacher in your class.
You can seek the Spirit by praying, fasting, studying the scriptures daily, and obeying the commandments. While preparing for class, pray for the Spirit to help you understand the scriptures and the needs of class members. The Spirit can also help you plan meaningful ways to discuss the scriptures and apply them to the present day.
Some suggestions for inviting the Spirit into your class are given below:
Invite class members to offer prayers before and after the lesson. During class, pray in your heart for the Spirit to guide you, to open the hearts of class members, and to testify and inspire.
Use the scriptures (see "Teach True Doctrine" on this page and "Teach from the Scriptures" on page ix). Have class members read selected passages aloud.
Bear testimony whenever the Spirit prompts you, not just at the end of the lesson. Testify of Jesus Christ. Frequently invite class members to bear their testimonies.
Use hymns, Primary songs, and other sacred music to prepare class members' hearts to feel the Spirit.
Express your love for class members, for others, and for Heavenly Father and Jesus Christ.
As appropriate, share insights, feelings, and experiences that relate to the lesson. Invite class members to do the same. Class members could also tell about how they have applied principles discussed in previous lessons.
Teach True Doctrine
Elder Boyd K. Packer of the Quorum of the Twelve taught, "True doctrine, understood, changes attitudes and behavior" (in Conference Report, Oct. 1986, 20; or Ensign, Nov. 1986, 17).
In your preparation and during class, focus on the saving doctrines of the gospel as presented in the scriptures and the teachings of latter-day prophets. This requires that you study the scriptures diligently and prayerfully. The Lord commanded, "Seek not to declare my word, but first seek to obtain my word, and then shall your tongue be loosed; then, if you desire, you shall have my Spirit and my word, yea, the power of God unto the convincing of men" (D&C 11:21).
Teach from the Scriptures
There is great power in using the scriptures to teach the doctrines of the gospel. Encourage class members to bring their scriptures to class every week so you can read selected scripture passages together.
Use the following suggestions to teach scripture accounts effectively and with variety:
Help class members understand what the scriptures teach about Jesus Christ. Ask them to consider how certain passages increase their faith in the Savior and help them feel His love.
Invite class members to personalize the scriptures by mentally substituting their names in selected passages.
Share inspiring stories in Church history to show how scripture passages apply in our lives.
Have class members look for words, phrases, or ideas that are repeated often in a scripture passage or that have special meaning for them.
Encourage class members to use the study aids included at the end of the Latter-day Saint editions of the scriptures, such as the Topical Guide and Bible Dictionary in the Bible and the index in the triple combination.
Write phrases, key words, or questions that relate to the scripture account on the chalkboard. Then read or summarize the account. As class members encounter phrases, key words, or answers to the questions, stop and discuss them.
Divide the class into two or more small groups. After reviewing a scripture account, have each group write down the principles and doctrines taught in the account. Then have the groups take turns discussing how these teachings apply in their lives.
Suggest that class members bring pencils to mark verses that are particularly meaningful to them.
Encourage Class Discussion
You normally should not give lectures. Instead, help class members participate meaningfully in discussing the scriptures. The Lord's counsel regarding class discussion is found in D&C 88:122: "Appoint among yourselves a teacher, and let not all be spokesmen at once; but let one speak at a time and let all listen unto his sayings, that when all have spoken that all may be edified of all, and that every man may have an equal privilege."
Use the following guidelines as you encourage class discussion:
Ask thought-provoking questions. Questions that begin with why, how, who, what, when, and where are usually most effective for encouraging discussion. Seek the Spirit's guidance as you study the questions in this manual and decide which ones to ask.
Invite class members to briefly share experiences that relate to scriptural principles you are discussing. Also encourage them to share their feelings about what they are learning from the scriptures. Help them understand that spiritual experiences and feelings should be shared "with care, and by constraint of the Spirit" (D&C 63:64). Some experiences and feelings are not appropriate to share.
Be sensitive to the needs of each class member. Although all class members should be encouraged to participate in class discussions, some may hesitate to respond. You may wish to speak privately with them to find out how they feel about reading aloud or participating in class. Be careful not to call on class members if it might embarrass them.
Give scripture references to help class members find the answers to some questions.
If a few class members seem to be taking most of the time during a discussion, make an effort to include those who have not yet contributed. You may need to gently change the flow of the discussion by saying, "Let's hear from someone else" or "Would someone else like to add to what has been said?"
It is more important to help class members understand and apply the scriptures than to cover all the lesson material you have prepared. If class members are learning from a good discussion, it is often helpful to let it continue rather than try to cover all the lesson material. However, if a discussion is not helpful or edifying, you should redirect it.
Helping New Members
You may have the opportunity to teach members who are relatively new in the Church. Your teaching can help these members become firm in the faith. The First Presidency has said: "Every member of the Church needs to be loved and nourished, especially during the first few months after baptism. When new members receive sincere friendship, opportunities to serve, and the spiritual nourishment that comes from studying the word of God, they experience enduring conversion and become 'fellowcitizens with the saints, and of the household of God' (Ephesians 2:19)" (First Presidency letter, 15 May 1997).
Teaching the Gospel to Youth
If you are teaching youth, remember that they often need active participation and visual representations of the doctrines being discussed. Your use of the activities, video presentations, and pictures suggested in the manual can help youth stay interested in the lessons.


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Disabled veterans may get tax breakMarch 09,2013
Attention, all veterans with service-connected disabilities. Did you know that if you are compensated by the Department of Veterans Affairs for service-connected disabilities at 50 percent or more, you could qualify for a property tax exemption up to $40,000 off your property evaluation? Or, if you are a survivor of a veteran who has passed on, you may also be eligible for this exemption.
Vermont state law provides that: Real and personal property to the extent of $10,000 of appraisal value may be exempt from property tax for certain disabled veterans and their survivors. Most towns in Vermont have voluntarily raised the exemption to $40,000.
If you are a disabled veteran, or the survivor of a veteran, and want to learn more, please contact the Vermont Office of Veterans Affairs in Montpelier for more information right away. You can reach us by phone at 888-666-9844 or by email to firstname.lastname@example.com.
Richard Reed
Veteran services director
Vermont Office of Veterans Affairs
MontpelierMORE IN LettersMSNBC news analyst Rachel Maddows report on the election of Republican Rutherford B. Full StoryThe Barre Historical Society wishes to thank all the many people who made the Rise Up Bakery... Full StoryI was so pleased to see the picture and the write-up of the kittens and children at the school in... Full Story
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The kids can do as much of the decorating as their age and patience will allow, from the frosting through the worms.
Fun Halloween recipes for kids
Have a tasty Halloween for the whole family
Published On: Sep 20 2011 03:38:44 PM CDT Updated On: Oct 12 2015 11:17:48 AM CDT
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Summer Reading Program Launched in 10 Cities, One State
50 Years After Brown
Close-Up: Brown v. Board of Education
Paige's Circle
Remembering Our Heroes!
Summer Reading Program Launched in 10 Cities, One State
Thousands of students will benefit this summer from a pilot reading program under No Child Left Behind launched at 11 sites nationwide last month. The No Child Left Behind Summer Reading Achievers Program encourages students in grades K-8 to read actively during the summer months to avoid the loss of reading skills that often occurs during summer vacation. The program was piloted last year in Atlanta Public Schools, with nearly 18,000 students participating.
This year's pilot program will operate at the following sites: Springfield, Mass.; Portsmouth, N.H.; Pittsburgh, Pa.; Camden, N.J.; Atlanta, Ga.; Gainesville, Fla.; Kansas City, Kan.; Minneapolis, Minn.; Albuquerque, N.M; San Diego, Calif.; and the state of South Dakota. The sites were selected based on support from community and business groups as well as active school district leaders who are working to reduce the achievement gap.
To participate in the program, students must read 10 age-appropriate books during the summer months. Students will be required to describe briefly the books they have read by completing a simple form. Prizes and certificates will be awarded to successful students, and special recognition will be given to schools with the highest percentages of participating students.
In addition, along with the contributions from partner organizations, the U.S. Department of Education will conduct local workshops and provide materials and certificates.
Contributing sponsors for the 2004 program include First Book, Target Stores, Scholastic, Inc., USA Football, the National PTA, the Boys and Girls Clubs of America and Communities in Schools, Inc.
50 Years After Brown
Architect of Landmark Case Recalls History and Meaning of "Separate and Unequal" Ruling
Fifty years ago, Linda Brown, a black third-grader in Topeka, Kansas, was barred from attending her neighborhood elementary school. Her small-town story would provide the legal basis for dismantling racial segregation in schools and public facilities throughout the country. On behalf of Linda's father and nearly 200 plaintiffs from four other states, the National Association for the Advancement of Colored People (NAACP) appealed to the U.S. Supreme Court in an all-out challenge to enforced racial segregation in schools. On May 17, 1954, the Court ruled in Brown v. Board of Education that "separate educational facilities are inherently unequal."
NAACP lawyer Robert L. Carter, assistant to Thurgood Marshall, was a primary architect of Brown. He conceptualized the legal strategy for employing social scientists to prove the devastating effects of segregation on the psyche of black children. In addition to the Brown caseload, Carter, who served as counsel for the NAACP from 1944 to 1968, would go on to argue 18 more suits before the high court that proved to be major cases of the civil rights era. In an interview that will appear in a Court-TV special on May 17, celebrating the 50th anniversary of Brown, Carter, now 87 years old, reflects on the one case that marked a legal and civil triumph in American history. An excerpt follows.
"Brown came down when the Cold War was at its height. And my own feeling was that our top institutions were not in a position to make a national decision that was anti-democratic when really, in fact, that's what was the problem of the tyrants of the world. ... I think the Cold War helped make [the Supreme Court decision] unanimous.
"We're democratic. We don't believe in distinctions based on race and color. We're going to come down with a decision. Somebody on the Supreme Court is going to have to write a minority opinion that says that we should have distinction based on race? Of course not. [The Supreme Court justices] were constrained by that. Whatever their feelings were, I don't think they could express them nationally."
Brown's impact on American society ...
"... You can't remove the government and say the government can't maintain segregated schools and then say it can maintain segregated employment or then say it can maintain segregated housing. ... when you do that, the government's hand is removed entirely. It can't rationalize--maintain segregation here and not there. If it can't segregate schools, it can't segregate anywhere. And that is the real significance of Brown, because it removed ... the government from enforcing segregation. So the government, since 1954, can't enforce segregation. It can't enforce that kind of discrimination. And it hasn't meant very much up to now, but the ceilings are beginning to be pierced."
The challenge that remains ...
"If you go to the central city in New York today, for example, you'll find exactly how the schools were at that time. They had insufficient facilities, poorly trained teachers. And the central city schools now, where black people are concentrated, are the same. ...
"Well, now when I go around to audiences, black audiences in particular, like the NAACP people and so forth, I tell them that I want them to concentrate on education. I think that these kids have got to get an education, a decent education so that they can be competitive. ...
"Concentrate on education is my feeling. And try for the next several years ... to get those schools in the central cities in such shape that the kids can come out of them and can be competitive. I think that's essential. That's my number one priority."
Close-Up: Brown v. Board of Education
On May 17, President George W. Bush, U.S. Secretary of Education Rod Paige and other officials plan to join in the 50th anniversary celebration of Brown v. Board of Education--the 1954 Supreme Court ruling that outlawed racial segregation in U.S. schools.
The anniversary ceremony will be held in Topeka, Kan., at the Brown v. Board of Education National Historic Site. The site consists of Monroe Elementary School, one of the four segregated elementary schools for African-American children in Topeka that figured in the Brown ruling.
Also in attendance will be congressional leaders, descendants of plaintiffs from the cases and members of the Brown v. Board of Education 50th Anniversary Commission. The commission, established by Congress in 2001, includes representatives from the states that played a role in the Brown litigation, as well as leaders from the federal government, the Brown Foundation, and the NAACP.
The ceremony, which will be opened to the public on a limited-seating basis, follows a yearlong series of activities to commemorate the anniversary, including public lectures, writing contests and public awareness campaigns. Following the anniversary date, the commission intends to continue informing the public on the legacy of this landmark case. The U.S. Department of Education is also working with Court TV on a live webcast originating from Topeka on May 17.
For more information, visit http://brownvboard.org.
Paige's Circle
The following is an excerpt from the speech "Fifty Years After Brown v. Board of Education: What Has Been Accomplished and What Remains to Be Done?" given by U.S. Secretary of Education Rod Paige at Harvard University last month:
"I wonder if people who haven't lived through it can imagine segregation. It offered no hope, no opportunity for change, no trust and no humanity. It reached into every home and place of business in Mississippi and throughout the South. The schools bred racism--actually encouraged it. Children were taught that separate facilities were educationally necessary and that unequal treatment was somehow manifestly good. ...
"The law was no help; it actually codified this hatred. In 1896, in Plessy v. Ferguson, the Supreme Court found that segregation could be justified because of, in the exact words of the decision, 'established usages, customs, and traditions of the people, with a view to the promotion of their comfort, and the preservation of the public peace and good order.' ...
"But 50 years ago, the Supreme Court, in overturning that odious decision, sent seismic shock waves through this country. ...
"Because of the Brown decision, we are a stronger, more equitable, more just nation. But we still have a long way to go. ...
"Equality of opportunity is more than just a statement of law; it must be a matter of fact. And factually speaking, millions of children in this country do not yet have equal opportunity. There has been much discussion recently of internal segregation in our schools and a process of re-segregation between schools. ...
"Millions of children are left behind. ... And we know these students: African-American, Hispanic, low-income, special-needs and English-learning. And this in the 21st century, not the 1950s. ...
"It may take generations to finally achieve equality of opportunity. But a race-free society must start with fair and inclusive education. That is where we must build the foundation of fairness, hope and decency. ...
"We have much work to do. There are still many difficult trials ahead. There will be strident opposition. But with No Child Left Behind I believe the president and the Congress have taken this country one step closer to a race-free society. And, with each step, we get closer to fulfilling the promise of Brown v. Board of Education."
For the full speech, visit www.ed.gov/news/speeches/2004/04/04222004.html.
Remembering Our Heroes!
Memorial Day's Moment of Remembrance
On Memorial Day--May 31, 2004--Americans are being asked to spend a moment of remembrance at 3 p.m. local time to honor those who died in service for our country. Sponsored by the White House Commission on Remembrance, this "National Moment of Remembrance" sets aside a time for Americans to observe that the civil liberties they enjoy cost the lives and sacrifices of innumerable soldiers who have courageously fought in our nation's wars.
Another initiative intended to be a unifying act of remembrance for Americans of all ages involves elementary schoolchildren putting patriotism into action. "Patriots Patrol" seeks to teach children about the American spirit, including the idea that even a small act, done when working together, can make the country stronger. This program was launched in December 2001 with a special project called "Pennies from Heaven," in which students collected pennies to help buy remembrance gifts for children who lost a loved one in the September 11th attacks.
The White House Commission on Remembrance, a bipartisan, independent agency established by Congress, is dedicated to encouraging generations of Americans to remember the sacrifices and costs in human life made to preserve our liberties, and to instill in them an understanding of what it means to be an American.
For other suggested ways to participate in the National Moment of Remembrance, visit http://remember.gov.
The Achiever is published semi-monthly during the school year for parents and community leaders by the Office of Intergovernmental and Interagency Affairs, U.S. Department of Education (ED). Rod Paige, Secretary.
For questions and comments, contact: Nicole Ashby, Editor, U.S. Department of Education, 400 Maryland Avenue, S.W., Room 5E217, Washington, DC 20202, 202-205-0676 (fax), firstname.lastname@example.com.
For address changes and subscriptions, contact: ED Pubs, P.O. Box 1398, Jessup, MD 20794, 1-877-4ED-PUBS (1-877-433-7827), firstname.lastname@example.com.
For information on ED programs, resources and events, contact: Information Resource Center, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, DC 20202, 1-800-USA-LEARN (1-800-872-5327), email@example.com.
Disclaimer: The Achiever contains news and information about public and private organizations for the reader's information. Inclusion does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed.
Thank you for your interest in The Achiever, the U.S. Department of Education's biweekly bulletin on No Child Left Behind, the historic, bipartisan education reform law signed by President Bush in January 2002. We are delighted to hear that the newsletter is providing you with the resources needed to help you in your efforts to improve education.
Because The Achiever is a publication of the Education Department and, therefore, in the public domain, you are free to reprint or photocopy the articles. We simply ask that you give full credit to the Department with the suggested citation:
Source: U.S. Department of Education, The Achiever, [Date of issue].Again, thank you for using our newsletter to communicate to a larger audience the information and resources that are available through No Child Left Behind.
To unsubscribe from The Achiever:
- Send email to email@example.com
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March 8, 2012 —
YOUNGSVILLE, NY — In about 1988, Katharina Litchman was working in the Swiss bank UBS in Manhattan when a colleague showed her a picture of his wife's quilting work. She thought the work was gorgeous. "I ran out—there was a quilt shop on the Upper East Side—and bought fabric and made my first quilt."
Shortly thereafter, Katharina and her husband Ron bought their home near Youngsville, and Katharina's quilt-making took off; she made many quilts for friends, family and customers. But during that period she was making traditional quilts.
She said, "I was working with traditional shapes, squares and triangles with traditional patterns and colors. Then I took a class with a teacher called Nancy Crow; she is an unbelievable sort of revolutionary in this whole fiber art movement."
That was in 2003 in a program called "Quilting by the Lake" in Auburn, where she created her first contemporary art quilt, called "Liberation."
Katharina said, "I called it 'Liberation' because you just stood there and you did it. In the traditional model, you knew exactly what you had to do, but in this case you put strips together and you put them up there and you made a composition."
She said the more contemporary designs appealed to her. "Shortly after that I had a showing at the Blue Victorian, and that quilt was a huge success. I was just not willing to sell it at the time."
Now, the quilts on her website (www.artquiltsbymietzi.com [2]) are divided into five categories: abstract, Amish inspired, buildings, fauna and flora and small works.
Of the Amish-inspired work, she said, "Most of them are made of hand-dyed fabric, not commercial; hand-dyed fabrics have a different quality." She said last year she also started dying her own fabrics.
This year, one of her contemporary quilts of a cat called Mufasa is on display at the American Quilting Society's show and contest from March 14 to 17 (one of four shows the national organization produces each year) at the Lancaster County Convention Center, Three East Vine St., in Lancaster, PA.
She also belongs to a group called Fiber Revolution, which will have a show at the Delaware Valley Arts Alliance in Narrowsburg in July.
Katharina is also a member of the local Calico Geese group, and was installed into the Catskill Mountain Quilters' Hall of Fame last year. She was the first art quilter admitted to that traditional organization.


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WEF is pleased to announce the creation of free LinkedIn groups associated with its technical discussion forum topics. Through these LinkedIn groups, members will be able to view and participate in discussions, as well as communicate with one another via direct messages. Share your experiences and knowledge, ask questions and respond to other discussions as frequently as you like!
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Water Environment Federation (Main) | Biosolids | Collection Systems | Nutrients | Stormwater Utility Management | Water Reuse | Water for Jobs | Watershed Management | Laboratory Practices
WEF Discussion Forums
Utility Management
Average Winter Consumption/Sewer Cap
I'm working to put together information about industry practices related to sewer billing. Do any of you use an AWC number for billing with it acting as the sewer cap?
In other words, the sewer charges billed are either based on the lower of your AWC or actual water use?
Great question!
There are multiple issues that are worth consideration. They include:
FIXED FEES: More often than not, utilities attempt to divide expenses for all sorts of issues against BOD, SS, NH3, P, and flow. The fact is, there's no legitimate way to assess many fixed fees against these parameter. They're overhead. Examples include: City Adminstration, Sewer Billing, Utility Management, and sewer cleaning have nothing to do with those parameters. Address this issue and the volume charges become less significant.
I&I: People want a summer credit, but flows don't go down in the summer. The fact is, many folks have illegal connections to the collection system (sump pumps etc). Why give a credit if the folks actual flow increases????
BE CREATIVE: If you want folks to allow clear water inspections, install rain water containers, stormwater control....why not offer a credit on the summer sewer bill on the basis of meeting a given performance. Perhaps it's worth having the service lateral televised to identify ones that need replacement. Carrying it to the next step...give them a credit for eliminating clear water by lining the lateral.
Thanks for the question...you've got me thinking for our application!!!!
Dean Falkner


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Residence Life and
Housing Services
West Chester University
202 Lawrence Center
West Chester, PA 19383
Staff Forms
(for use by Residence Life and Housing Services Staff)
Roommate Agreement Pamphlets and Waiver
(for residents)
Information and FAQ for Parents/Students about the Roommate Agreement
These documents are mainly for university owned housing. The following documents can either be read online or downloaded to your computer. To read online please just click on the link, or to download the document to your hard drive please right click on the link and select Save Target As and save the document to your computer.


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Tips/ tricks/drills for front player
Posted 13 June 2012 - 09:12 PM
Posted 14 June 2012 - 02:18 PM
Sly profits http://www.techpb.co...howtopic=214396
Posted 15 June 2012 - 03:44 PM
* if you are running all the way to S1/D1 make sure you have someone lanning on back center if he is shooting at you ( usually your corner player will do this )run low, just RUN, its a long way to there and you wanna use your full speed. stay near the ground to help your dives, heads up everytime to see where everybody is going ( worst thing for front players is getting to D1/S1 off the break and dont know where to shoot )
* If you are going to the nearest bunker to your side, like God/Apple or something even before it, its ok to shoot your gun or even do a delay with your back center or soemthing like that, and let your corner guy run and protect the lane in case you get cought on the delay. or make him do the work with your back center and you just run to the bunker and protect that side, depends of your teams strategy.
* When you are at your bunker, remember, you are a front player but you dont want to play sooooo agressive becouse that will make you shot behind your bunker ( wich is a dumb thing ), stay calm, if they are shooting at you, just wait and hold the line, dont you ever enter in a gun fight if they are shooting at you, you are just going to make your team lose one body. stay calm and let them shoot at you, your doing your job, waisting theyr paint and getting the attention for you.
* Communicate with your back player, he wanna make sure that you know whats going on on your tape, when its clear to advance ( d1 to d2, or s1 to s2 ) and he has to make you confortable on your position, make you trust that he got your cover, your lane.
Edited by m4ndark, 15 June 2012 - 03:47 PM.
Brazil- passionate baller
Posted 16 June 2012 - 08:30 PM
Set-Up: Marq Rapper, Dye Rotor, Ninja 68/45
Be a Brick Wall, Don't Break Down
Posted 16 June 2012 - 10:52 PM
Posted 18 June 2012 - 10:00 PM
Posted 18 June 2012 - 11:03 PM
I speak on experience, and experience only.
Posted 20 June 2012 - 07:35 PM
Learn to get to your bunker while looking across the field where the other team starts, you'll be able to see there lanes and it'll help you avoid getting shot and you'll know where a couple of them are when you dive in.
Learn to play TIGHT, you'll more than likely be in a smaller bunker or on your stomach laying down in snake, in that position you can't get lazy and start playing loose, stay close to your bunker and when your in snake keep your ass down to avoid getting shot in the pack.
Make your shot counts, in this position you won't have the luxury to be in a position to gun battle or lay down a lane, you pretty much have to know where your shots are even before you look around, so know your layout your playing so when your in your bunker you already know where your shots are without having to look up and expose yourself. When you get up to shoot you only have a very limited amount of time before somebody sees you so get your gun up, fire a few shots at a guy, then get the fuck back down because soon those guns will be turned on you.
Listen to your back players, they'll be the one communicating to you and telling you where they are, when they tell you to move up a bunker, you need to bust your ass to the next bunker and get there, also if your in snake and there is nothing happening down tape, nobody posted on you, other snake player is hiding and the other snake corner guy is tucked in his bunker, don't hesitate and quickly move up the field.
Stay patient and stay calm, as a snake player you will have alot of people shooting at you and most of the time the only thing you can do is just lay there and wait for them to move to another person, don't lose your cool and let the adrenaline go to your head, remain as calm as possible to avoid making stupid mistakes.
When an opponent is in a key spot let's say in your s2 while you're in s1 because he somehow got up the field and your corner just really fucked up, you need to get him out as quickly as possible before he does any damage, make sure the corner puts down a lane so you have a little bit of time to move and get up and shoot that player out, you'll more than likely be shot to shit after the run through but that guy who could've done all that damage to your team is also out of that key spot and it levels out the game once again.
So like i said, be patient, play tight, make shots count, listen to your players and don't be afraid to sacrifice your body to eliminate a key player, look at the other team while running to your bunker so you can see where the lanes are coming from.
Edited by 209pballer, 20 June 2012 - 07:37 PM.
[Govinda] im like that unstable fuck that rocks back and forth in his i love myself jacket
Posted 22 June 2012 - 03:36 PM
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It was a toss and turn night. Dawn was distant. Nightmares gripped a restless slumber. The editors had assigned me, once again in my dreams as they did in real life back in the 1960s, to the police blotter.
What a way to start the day, sitting in a dreary station house sifting through reports of mayhem, the beatings, the drugs, the burglaries. It's the family heartbreak stuff best relegated to the back pages of the newspaper under news of record.
Suddenly I sat bolt upright in a cold sweat, screaming. The nightmare had turned to pure horror. I had gone to work for the Albuquerque Journal, replacing Rick Wright. My steady assignment would be covering the UNM Lobo football team.
Time out. This is not a Lobo bashing piece. No penalties for piling on. No 15 yards for unnecessary roughness. Quite the contrary.
I have empathy for Rick Wright, an excellent sportswriter who each week has to go to Coach George Barlow and ask what happened. And for Coach Barlow who has to keep saying we didn't do very good. And for fans who ache, and for a university whose hapless team has been ranked by some as the worst in the nation.
But mostly I feel sad for the players. I can't put a face to the names I read in the paper. I know the Forrest boy to be a nice kid and a high school football stud. Fine family. Susan and Richard named him Bubba, maybe thinking the University of Alabama was in his future. I know Bubba told his folks, when now fired Coach Mike Locksley was getting blitzed like Tony Romo on a bad Sunday, "he's my coach and I am sticking by him." How can you not like a kid with that kind of loyalty?
The Lobos are welcome guests of Ruidoso for a 12-day preseason practice retreat and we would see them trudge along the golf cart path, making their way from hotel to practice field. As I gave a victory V "Go Lobos" greeting one morning, a youngster yelled back, "Thank you, sir." You think I want that kid's nose rubbed into the turf every Saturday afternoon?
New Mexico's football teams have never been ones to earn national adulation or even capture much attention. But the fall and fall story of UNM is disturbing. The sadistic writer could gang tackle you with numbing statistics. Suffice to say the Lobos have won two of the last 33, none this season. Flip over to the sports page, fingers crossed, to check out the status of this Saturday's tussle with UNLV.
Reading Rick Wright's Sunday football story is about as uplifting as wading through Monday's New Mexico bankruptcy list. Were I Rick, I would be on Prozac.
Here's the point. The Lobo players are not goofy klutzes who stumble around UNM tripping over cracks in the sidewalk. They are good kids who were superior athletes in their hometowns. The athletic department has failed them, I think, and we should be collectively embarrassed by not providing an environment that provides at least a shot at success.
A crucial element is coaching. Supposition is the new coach might be some Big Time Name, maybe one with a problematic background like oddball Mike Leach who got fired at Texas Tech.
Wright tells us the quirky Leach seems to be the favorite of the Lobo faithful. He's an intellectually curious fellow who has a passion for pirates. Sounds like a fit. One glaring challenge is that Leach and others UNM might court have shown little enthusiasm for our advances.
It is up to Athletic Director Paul Krebs to recruit a football savvy motivator to turn this thing around. Rick Wright has a tough enough job. You think I want to replace Krebs? In your dreams!