text:
What is your definition of a single parent?
A parent without help in caring for their child(ren).ReplyCancel
A mother or father raising children without the other.ReplyCancel
A mom or dad raising a kid alone.ReplyCancel
Primary custodyReplyCancel
One parent under a roof taking care of the kid or kids. God bless ya. I lose my mind when The Hubs has to travel for work, although the perks of sleeping in a snore-free zone and watching all of the trash TV I want while drinking in solitude is quite glorious.ReplyCancel
Too difficult to define?ReplyCancel
A parent that gets no financial or emotional support from the other. The other parent DOES NOT HELP AT ALL…ReplyCancel
If you are receiving child support, the children visit the other parent on a regular basis, the other parent participates in the child's activities, you can depend on the other parent to take the children in the event of an emergency or scheduling conflict – then you are a co-parent.ReplyCancel
I agree, Fancy! I am divorced, get child support & live with my kids & BF. The kids' dad lives about an hour away & gets them every other weekend, even though I have full custody. (I couldn't keep my kids from their dad.) I have never thought of myself as a single parent, even though I am single – even before I started living with BF.ReplyCancel
Single Parent – unwed parent.
I hesitate to qualify it with Primary Custody, because that would mean I am not a parent, since my kid doesn't live with me. That would be false though, because my kid gets more parenting in the 2 days every other week he is with me than in the time he is with his mother.ReplyCancel
TV junkie, good for u. :^)
Some people don't realize what single parent really means. Any help that the SO gives means that they are taking responsibility. When couples split life goes on. Finding a comfortable balance between moving on and taking care of your children can b difficult. I'd rather have a ex who had little time and money to spare but was invested than a completely absent one…ReplyCancel
The parent with primary custody and care of the child who is no longer with the other parent of the child and is currently unwed. I consider single parents even when visitation and child support are involvedReplyCancel
@TVJunkie: I got my tractor running last weekend. I think I have to take the carb apart before I mow again though.
Raw Deal? Yeah, it sucks. I just keep pluggin along, getting my ducks in a row for when he is old enough to flee.ReplyCancel
This is interesting. Some are basing the defenition on how the parent is affected and others how the children are affected. I guess I'm looking at this from the kids' point of view. A set of parents may both be single adults but being raised by a "single parent" infers a lack of something. If a kid is getting everything they need from a 5/2 split or a 4/3 or even every other week then their parents are both raising them.ReplyCancel
I consider myself a single parent, although sometimes Pinhead sends a check (although he hasn't in years), he and my son talk on the phone once in a while and my son sees him maybe one weekend a month or so. Here's why I'm a single parent: no co-parenting has ever happened. Ever. In fact the stupid pri*k has lied to me about where my son is when he's with him. Any and all decision-making about everything regarding our son is handled by me. He won't answer his phone, return messages, or show up for anything. That makes me a single parent.ReplyCancel
Thanks RobotBabs. One of the hardest things I've had to do it teach him the law of diminishing returns. That lil bugger will beat a joke to death. He is 7, so he has time to figure it out.ReplyCancel
One parent doing 90% of the heavy lifting. The other skips merrily away. Fuck You Dad.ReplyCancel
My sons father never once participated in visitation, never voluntarily paid child support, (semi-regular garnishments the past 5 years or so) and has never sent a birthday or Christmas present. Never paid for his glasses or sat with me while my son was having any of his 7 surgeries… Last week he died of an overdose. Nothing is different except now there are no chances for him to make it right. My son is 15 now. I am a single parent.ReplyCancel
A single parent is one who is no longer with their partner for what ever reason there may be. Child support and visitation with the other parent are cool, and may indeed be co parenting but when I crawl into bed at night I am alone–so therefore, I am a single parent.ReplyCancel
Agree with audrey…I am a single parent. My ex is also single parent. And we co-parent our son.
Fortunately, my ex is an amazing dad. He sees our son twice weekly and every other weekend. Bonus, he voluntarily pays child support, splits preschool tuition and clothing costs.
My wonderful Amazing Mother was a single parent. I never met my father, he never reached out to me and yet, found the time to get married and start a whole new family. She never dated anyone till I was gown and in college. She said she never wanted me to be confused about her love for me or that I needed to compete with anyone for it. She knew, since she made the bad choice of picking my father she didn't want me to suffer through any other bad choices, very SMART women. I'm happy to say I broke the cycle and married an awesome guy who is a great father and husband. She prayed I would never have to go through what she did. She was never ashamed to share that although she had made some poor choices she didn't want me to continue to pay for them by having a bad mother. She was adopted and my grandparents never were good parents. To this day I believe it was Gods Grace and lots of prayers that got her through it all. I'm proud to call her my "single parent" and happy to say she was an amazing Mother. It proves anyone, no matter their upbringing, can make the choice to put themselves aside, and put their child first. Sorry so long, it just made me so very thankful for the wonderful Mom I got!ReplyCancel
BTW, she married a great guy when I was grown and they have been married for over 20 years! She finally got her happily ever after : )ReplyCancel
Me. He shows up for graduation and events. I did the rest. On my own without any financial or any other help. In fact, he fought me tooth and nail when one of our children nearly died and treatment to save his life was expensive. Now both are grown, healthy, wonderful adults who make the world a better place. I have a great life, in love with an amazing man who was there as a friend while I raised my children, and get to share their wonderful lives. Dad? Sure, he got to skip the hard parts while they were growing up. But he also missed the wonder of it all, the joy and the love you get when you are just there for your kids, no matter what. That's what it means to be a single parent… The last line of defense that will never give up.ReplyCancel
Thanks Liddy! My son is awesome. We hope his father finds the peace in death he couldn't find in life.ReplyCancel


text:
The Real L.A. Noir: The True-life Insect Cannibals and Murderers in our Midst
The coffin fly. Image courtesy of Kelsey Bailey.
As you get into your car in the parking lot of the Trader Joe's in Silver Lake in Los Angeles, you might just be within arm's reach of cannibals. Not the human kind – but the insect variety.
Inside a wasp that is buzzing around a nearby bush dwells a bug known as the twisted wing parasite. These tiny insects are genetically close to flies and resemble nothing so much as a small black speck. But placing that speck under a microscope reveals huge, orb-like eyes that, as entomologist Emily Hartop puts it, look like sinister purple boysenberries.
Although the twisted wing parasite's name comes from the seemingly malformed wings of the male of the species, the female has no wings. In fact, she has no legs, not even functional mouthparts – she is literally...

subset: commoncrawl


text:
- Waiting for Sensei Darui -
misleading title
Originally Posted by AWSUM SID
misleading title
And your spamming
*I appear in a quick flash* What up? :p
not much , just waiting for you
*Kicks the Scorps out of you*
We don't do that here
So Taijutsu eh?
Yea I need to learn close combat
*Punches you in the face* There you go...close combat
*magically dodges you*
There's no magic lol
Tell me about Taijutsu.
Forum Rules


text:
A total of five seats on the Pettus Independent School District board of trustees will be up for election this November. More specifically, four at-large seats, each for a full term of four years, will be determined during the general election held on Nov. 4.
These seats will be decided by cumulative voting, whereby each voter shall be entitled to cast a total of four votes as the voter sees fit. For example, the voter may cast all four votes for one candidate or may allocate the four votes among more than one candidate. The four candidates who receive the most votes shall be elected to the respective seats.
In addition, one at-large seat, to fill the remaining two years of an unexpired term due to the resignation of the previously elected trustee, will be decided during a special election held on Nov. 4. The winning candidate for this seat shall be determined by a majority of all votes cast in the special election. For example, each voter shall be entitled to cast one vote in the special election, regardless of the number of candidates, and the candidate with the majority of votes shall be elected to that seat. The winning candidate will be entitled to serve in that office until the next regular election held in November 2016.
Early voting will begin on Monday, Oct. 20, and end on Friday, Oct. 31. All interested candidates may file for a place on the general or special election ballot with the district's elections officer, located at the Pettus ISD Administration Office, 500 N. May St. in Pettus.
The deadline to file an application for a place on the general election ballot is Monday, Aug. 18, and the deadline to file an application for a place on the special election ballot is Thursday, Aug. 21.
A candidate must be 18 years of age, a qualified voter and a resident of Texas for one year and a resident of the school district for six months prior to the filing deadline.
See the district's website at www.pettusisd.esc2.net for further information regarding the 2014 general and special elections.


text:
Cardinal Red Ponte Dress
Style: 570091885
Out of Stock
Aside from a standout color, it's the fabulous fit of this ponté knit dress that makes people stop and take note. Structured for a princess-seamed fit to the hips, where gored panels softly bring a flare to the skirt. Slim-fitting sleeves complement bodice's body-skimming lines.
- Princess-seamed bodice with flared skirt.
- Elbow-length sleeve. Concealed back zip.
- Dyed-to-match knit lining.
- Shell: 67% Rayon, 29% Nylon, 4% Spandex. Lining: 100% Polyester. Machine wash. Imported.
- Length: 37.5" from shoulder.
Read more… Read less…


text:
Letting Plans
WARNING: Website information is subject to periodic change and/or updating. Anyone relying on such information must bear the risk that the information provided may be changed and/or updated without notice. Care should be taken by the user to check for changes/updates regularly. These plan sets are for letting purposes only and should not be used for construction.
Contracts Office
Please contact the Contracts Section with your questions/comments.
Contact Construction
Division regarding web content/problems/suggestions.


text:
Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/43964
- Title
- Keck spectroscopy of globular clusters around NGC 1399
- Author(s)
- Kissler-Patig, Markus; Brodie, Jean P.; Schroder, Linda L.; Forbes, Duncan A.; Grillmair, Carl J.; Huchra, John P.
- Abstract
- We report moderate-resolution, high signal-to-noise ratio spectroscopy of globular clusters around NGC 1399, the central cD galaxy in the Fornax Cluster. We address issues as diverse as elemental abundances of globular clusters versus stellar populations in elliptical galaxies, blue horizontal branches in metal-rich globular clusters, broadband colors as metallicity tracers, possible overestimation of the age-metallicity degeneracy in globular clusters, and dark matter in the halo of NGC 1399. We obtained spectra for 21 globular cluster candidates with multislit spectroscopy using the Low Resolution Imaging Spectrograph on the Keck I Telescope. Our sample turned out to include 18 globular clusters, one star, and two low-redshift late-type galaxies (z ~ 0.3). The mean velocity of our globular cluster sample is 1293 ± 71 km s-1, and its velocity dispersion is 302 ± 51 km s-1. Both are slightly lower than, but in agreement with, previously derived values. We derive a mass of (1–5) × 10 12 M sun within 28 kpc for the galaxy, and an M/LB ratio of 36 ± 20 or 76 ± 40 M sun/L sun B, depending on the mass estimator. Both estimates indicate that dark matter dominates the potential at 6r eff. The derived elemental abundances for the globular clusters span the entire range observed in the Milky Way and M31, with a mean metallicity of our sample around [Fe/H] simeq -0.8 dex. This implies that the two major subpopulations reported from photometry could have formed by the same processes that formed halo and disk/bulge globular clusters in the Local Group spiral galaxies. Two globular clusters, which we associate with a group of very red globular clusters, representing about 5% of the total system, clearly stand out and exhibit metal abundances as high as those observed for stellar populations in giant elliptical galaxies. In addition, they display surprisingly high Hβ and Hγ indices that are not explained by any age/metallicity combination of existing models. The high Mg and Hβ values in these clusters could, however, be explained by the presence of blue horizontal branches. Finally, we find that V - I and metallicity are well correlated in the globular cluster system, but also that the slope of the relation is twice as flat at high metallicities as an extrapolation from the relation for Milky Way globular clusters. This implies that the mean metallicities of globular cluster systems in elliptical galaxies are lower, and cover a smaller range, than ones previously derived from broadband V - I colors.
- Publication type
- Journal article
- Source
- Astronomical Journal, Vol. 115, no. 1 (Jan 1998), pp. 105-120
- Publication year
- 1998
- Keyword(s)
- GCs; Globular clusters; Fornax Cluster; NGC 1399; Spectroscopy; Star clusters
- Publisher
- University of Chicago Press
- 0004-6256
- Publisher URL
- Copyright
- Copyright © 1998 The American Astronomical Society. All rights reserved.
- Peer reviewed


text:
Spokane fourth in country for vehicle thefts
Remember to lock your doors: Spokane has just been named the fourth worst city in the country for car thefts.
It's an award the city police aren't proud of, and they're fighting back to bring those numbers down.
"Vehicle theft is not going to be tolerated in Spokane," said Spokane police officer Jennifer DeRuwe. "We're going to be aggressively pursuing these thieves, and one of the things we can use is the technology that's at our disposal. We're looking to increase the use of that technology."
The main piece of technology in use is a series of cameras mounted on the roof of patrol cars. They read the license plates on passing vehicles.
"It shows you a picture of the vehicle, it shows you a picture of the vehicle's license plate, and it has a GPS component that shows you where you passed that vehicle," said Spokane police officer Dan Cole. "It immediately and automatically compares it against the data base and gives you an alert if one of the plates happen to be on a stolen car."
According to statistics, an average of seven cars are stolen daily in Spokane, and the police department said finding them quickly is a priority to prevent them from being used in other crimes.
"It's a good feeling when you find one before someone's wrecked it or taken parts or something like that." Cole said.
To combat car thefts, the police department said it will look at outfitting more cruisers with plate readers and consider using sting operations to catch thieves.
© 2013 KXLY.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed without prior permission.


text:
Leukoplakia are white patches that develop on the soft tissue of the mouth. This can include gums, tongue, or inner cheeks. The patches form over the course of weeks or months.
There are different types of leukoplakia that may appear in different areas of the body, such as the vulva in females, esophagus, or bladder. The information in this fact sheet will focus on oral leukoplakia.
Leukoplakia usually results from irritants, such as:
- Smoking, including cigars and pipes
- Smokeless tobacco, including chewing tobacco or snuff
- Rough teeth
- Rough places on dentures, fillings, or crowns
Risk Factors
Leukoplakia is more common in men after age 65. Other factors that may increase your chance of leukoplakia include:
- Tobacco use, especially smokeless tobacco
- Long-time alcohol use
- Suppressed immune system, which can occur with chronic health conditions or medications
Leukoplakia causes patches on the tongue, gums, or inside of the cheeks. These patches may appear as:
- White, gray, or red in color
- Thick, slightly raised, or hardened on the surface
There may be pain or signs of infection. The patches may also be sensitive to touch, heat, or spicy foods.
In some cases, leukoplakia looks like oral thrush, which is an infection also associated with HIV infection and suppressed immune function.
Untreated leukoplakia can turn into cancer. Some types of leukoplakia carry a higher risk of turning into cancer than others. If you have leukoplakia, talk to your doctor about your cancer risk and how often you should be evaluated or tested.
Your doctor will ask about your symptoms and medical history. A physical exam will be done, including the area where the patches are. In most cases, oral leukoplakia can be diagnosed during an oral exam. Your doctor may do a brush biopsy to check for cancer. The biopsy sample is evaluated under a microscope.
Talk with your doctor about the best treatment plan for you. Treatment options include:
- Removing the irritant—Quitting smoking or correcting dental problems often takes care of the problem.
- Removing patches—If the problem persists, or if signs of cancer are present, your dentist or doctor may need to remove patches of leukoplakia. This may be done with surgery, laser treatment, electrocauterization, or freezing.
If the patches do not fade as expected, your doctor may advise:
- Topical medications or solutions that are applied to the patches
- Medicated mouthwashes
- Oral medications, such as retinoids, vitamin A, beta carotene, or lycopene
- Antiviral medications—if the leukoplakia is due to viral infection (more common in people with suppressed immune function)
To help reduce your chance of leukoplakia:
- If you smoke, talk to your doctor about how you can successfully quit.
- Avoid or limit your use of alcohol.
- See a dentist regularly, especially if you have rough places in your mouth.
Revision Information
- Reviewer: Michael Woods, MD
- Review Date: 06/2015 -
- Update Date: 06/11/2015 -


text:
A Loss is a Loss
I do have to say, last night's game was CRAZY!!! First of all, I had no doubt that my boys would be able to get a few hits and a bunch of runs off of Ubaldo Jimenez. I just didn't account for the fact that the Rockies would get a few hits and a bunch of runs off of Kevin Correia.
Kevin Correia is a great pitcher. At least he was last year. But I was looking at some of his numbers yesterday and I realized that he isn't doing as well as I thought he was. Last year he was a complete surprise and could have even been called our ace. But now, I'm started to get worried about him. Once I get over my anger, then I'll really start to get worried about him.
Here's where he's at right now: his record is 5-6 with an ERA of 5.49. In 15 games started, he's given up 49 earned runs, with 11 home runs. Not good. Not good at all. In fact, I think he's the worst pitcher on the club, numbers wise. Tsk tsk.
And last night's game was awful for him!! Before I could blink we were down 4-0. And then 6-0. And then 8-0. It was horrible!! He only went five innings, giving up six runs on seven hits. He walked six and struck out three. He gave up two home runs! I am very upset that he lost the game like that, but more than that, I'm worried! This pitching staff has been practically invincible! We can't have guys going out there and giving up six runs. I'm sorry. It's just not acceptable.
So what's going wrong for Kevin Correia?
I'm not a pitching coach, and I don't get to study the players on TV like I'd love to, so I can't tell you what's wrong. I don't know if he's made a change in his mechanics, if he's going through something that just won't get off his mind, if it was just the night, the batters, the team that he was facing. I don't know what it is, but I know that the Padres have an excellent pitching coach(s) that will find out what's wrong and will fix it.
Okay, now to the good news. The bad news is that we lost 10-6, which is an atrocious amount of runs for our pitching staff to give up. But the good news is that we did get six runs. But the bad news is that we had the tying run at the plate and we didn't come through.
I'll talk about the good news a little. First off, I was super not happy because we were no-hit through five innings. Before the game, I refused to believe that the best pitcher in the majors would be able to hold down my Padres. And we did get to him, eventually, but it was super hard waiting through all those innings just dying for one hitter, any hitter, to do his job and get a hit.
Finally, in the bottom of the sixth, T. Gwynn led off the inning with a walk. Eck singled (finally), and an out later, Chase Headley drove in our first run of the game. Scott Hairston then hit a three-run homer to make it a ballgame, 8-4. It was soooo exciting!!
Then in the seventh, Adrian Gonzalez drove in one with two outs. Chase was batting next, and Adrian got to go to second because of a balk. Then Chase singled, which sent Adrian to third, setting up the stage for Scott Hairston again.
Here's where the turning point of the game was. Scotty hit a line drive right down the left field line. If it was just a tiny bit higher, it would have been a three-run-game-tying homer. Now, this would be a moot point if the Padres had been able to get those two runs in. We only got one run on Scotty's double, so Chase and Scotty were still there on base with two outs. We were not able to come through.
It was not a good game. I mean, I guess part of it was good because we did come back slightly. But the pitching stunk, the hitting wasn't enough, and we didn't get a win. Blech.
But I figured that if we didn't get last night's game, it was okay because we could always get tonight's and tomorrow's. Our first-place lead is safe. We can spare one game, but only one, per series. Preferably none at all, but you know, you win some and you lose some.
Tonight, let's win some. We've got Wade LeBlanc going out there against Jason Hammel. We can do this!!
4 Comments
I've been reading your blog for a while now and I share many of the same feelings! Keep it up you've been one of my favorite bloggers and favorite Padres fans! You've been bookmarked for me for a while now.
Anyways. I think the problem with Correia stems from that break of bereavement he took. Maybe he still hasn't recovered from the pain of losing his brother? Maybe that break took something from him? Either way, I really hope he can do better in the coming weeks.
I've been reading your blog for a while now and I share many of the same feelings! Keep it up you've been one of my favorite bloggers and favorite Padres fans! You've been bookmarked for me for a while now.
Anyways. I think the problem with Correia stems from that break of bereavement he took. Maybe he still hasn't recovered from the pain of losing his brother?
Maybe that break took something from him?
Either way I really hope he can do better in the coming weeks.
Wow, thanks for reading and commenting, squallnate! I'm so glad that you've been enjoying my blog. You know, as I was writing this, I started to wonder if maybe it had something to do with his brother. Kevin just has not been himself, and something like that could definitely be a distraction. I'm sure that he'll bounce back in his next start but I'm just a little concerned now. Again, thanks so much for reading!!
Funny, I feel the same way about James Shields for us. He is giving up a ton of home runs and just isn't himself. Correia is much better than his numbers indicate and it is a shame that there is no easy fix. The good thing is that, unlike us, you have been able to hang on to first place!!!


text:
Our Philosophy
The Office of Student Accountability & Restorative Practices approaches student conduct from an educational, developmental and restorative perspective. Inherent in the University's accountability process is the commitment to serve, equally, all involved parties in an unbiased and fair manner.
When a student has his/her rights violated and/or fails to meet prescribed responsibilities, as in society at large, consequences will follow. The Student Accountabilty office is commissioned with the task of detailing the rights and responsibilities of students, reviewing cases involving disciplinary matters and, when necessary, imposing sanctions for violations in accordance with the policies laid out in the JMU Student Handbook.
A JMU Community Resource
The Office of Student Accountability & Restorative Practices has an open-door policy for anyone who has been harmed and wishes to consult about the accountability process or discuss conflict resolution options. In the case of an immediately dangerous situation, students are encouraged to call the police.
JMU Student Handbook
The JMU Student Handbook contains:
Conduct, academic and other policies that apply to JMU students
Additional information regarding the accountability process and student rights
Links to JMU Administration, Academic, Business and Student Life resources and information
Campus Resources
The Office of Student Accountability & Restorative Practices strives to partner with the JMU and Harrisonburg communities. Many times students enter our office with questions regarding other offices on campus or in Harrisonburg. We've linked some of the most commonly asked about resources below for your convienence.
Academic Resources
Student Life Resources
Safety Resources


text:
After installing Norman Virus Control in addition to an antivirus solution from another vendor, the computer freezes completely and I get lots of error messages.
Different antivirus products may "quarrel", as they often want to scan the same files at the same time. This may cause your PC to show some unpredicted and unwanted behaviour
Recommendation: You should uninstall other anti virus software before installing NVC.
If you experience this problem on Windows NT4, 2000 or XP, you may have to start your computer in safe mode to be able to uninstall one of the conflicting antivirus products. To start the computer in safe mode, press F8 during boot, before Windows is loading.


text:
Skip to comments.Twitter Backlash for People Who Did Not Know Titanic Was Real
Posted on 04/13/2012 9:56:24 PM PDT by grundle
The social news-sharing site Reddit has a knack for exposing people and situations. The latest topic of discussion to generate controversy is a series of tweets from people who did not know that the sinking of the Titanic was a real historical event.
Apparently, an entire generation of people associate "Titanic" with the Hollywood blockbuster starring Leonardo DiCaprio and Kate Winslet. Here is the disambiguation for you. The RMS Titanic sank April 15, 1912, after hitting an iceberg. The tragedy is considered one of the deadliest of peacetime maritime disasters. More than 1,500 people died.
"Titanic" the film was released December 19, 1997, and was an instant success. It became the highest-grossing film of all time for 12 years, until "Avatar" debuted in 2009.
For all the history buffs reading this, the next couple of sentences may be too painful to contemplate. A couple of the tweets from the uninformed read, "Nobody told me titanic was real? How am I just finding this out?" Another tweet read, "Guys, the Titanic was real! #mindblown."
Most people aware of the existence of the RMS Titanic are in disbelief. One such person tweeted, "The ignorance is astounding." Another person said he was "weeping for the future" at finding out that so many young people are unfamiliar with such a well-known fact.
(Excerpt) Read more at news.yahoo.com ...
"It became the highest-grossing film of all time"
Yeah, in funny money. Not in inflation-adjusted gross, or in other words tickets sold. Gone With the Wind will not be beat.
They didn't know Obama is a Muslim, a Communist and Constitutionally ineligible to be POTUS, either, and THAT was only four years ago, so nothing surprises me at this point/s;)
True story: I'm an amateur astronomer, and years ago I hosted an impromptu star party for the neighbors. Wine was passed around, it was a balmy summer evening, and there was a particularly nice alignment of planets to look at, one after another.
So, we get to Saturn (always a big draw, even if you've seen it a million times, but especially the first time). And a neighbor looks through the scope, looks up at me, and says "are those rings?" When I applied in the affirmative, this forty-something middle manager professional woman said, in amazement, "I always thought that was a marketing thing."
No, she wasn't drunk. And there was no smirks or laughter from the other neighbors, just thoughtfulness and a desire to see for themselves.
I went behind a tree and downed the rest of the wine.
Often chat with school & collage age nieces, nephews, cousins and such. Their total lack of knowledge of history, geography, math and science is appalling.
Their identification with movies, music and video games is frightening.
She was undoubtedly that legendary woman who refused to see "Apollo 13" because she didn't like sci-fi movies.
A very unphilosophic response. I recall depictions of "saturn" in Felix the Cat and the Golden Book, Color Kittens, as my earliest introduction to this image. In my case, I was seeing that image in a more realistic context, e.g. the Herbert Zim Golden Guide to Astronomy, by the time I was in grade school. But not everybody follows this path, and some may be left with Felix the Cat. I say the philosophic response is, "better late than never."
"The RMS Titanic sank April 15, 1912, after hitting an iceberg."
OK, so maybe they weren't aware of some incidental factors pertaining to the sinking.
But if they watch the news at all, they're abundantly aware of what's truly important about this disaster - "It was ____'s fault!" (they can fill in the blank for extra credit and an added dose of positive self-esteem, of course.)
Gawd, how I wish SHE would hit an iceberg and sink...
When I was in college, one of my apartment-mates came into my room with his friend and asked to look at my globe. He was trying to find Greece.
I pointed to Europe, and he still couldn't find it. He said, "Italy's the boot, right?" I said "yes" and showed him where Greece was located.
Now this guy graduated with straight A's in Accounting in the #1 Accounting school in the nation at the time. He received job offers from all of the big 8 Accounting firms after graduation.
He just never bothered to learn any Geography.
Lord help us all we live in a really ignorant world
(Such a cruel fate to wish upon a poor, innocent iceberg...)
wise move....
OK, here's my question for everybody: What's the sine of forty five degrees? Exactly.
Of course I realize that a small fraction of adults can answer that question off the top of their head, but that just means that very few people know anything about anything, because if you don't know this, you don't know nuttin' about nuttin'
This just shows how the younger generation are not taught.
They don't know there's a Constitution and they don't have a clue about communism. Muslims....maybe.
Ive felt for a long time the final Presidential vote percentage is an accurate representation of the Idiot/Non-Idiot index, but it this it true the Idiots have made a major leap forward..
Few know how much of anything works anymore.
So technology has turned into essentially magic.
They can't differentiate between what is real and what is make believe. So they depend on "experts" to guide them as they are incapable of reasoning through issues themselves.
This is why people today are willing to believe nearly anything as long it fits into their larger world view and it comes from an "expert".
So in short, they've become sheep to be herded by their betters.
Not much hope for the future generation.
one over the square root of 2. ;-)
You gave it away!
While I'll probably not be the smartest guy in every room I'll ever walk into, I have to relate this story.
I graduated HS in 1983. In my 11th grade year, I missed the entire 3rd Q due to medical issues. I returned to class the day of quarterly exams. My History teacher argued with me about taking the test and wanted to send me to the library for the duration with a make up sometime later.
I refused and demanded to take the test with the caveat that pass/fail, that was the grade I'd get. Now bear in mind I sat desk to desk with the teacher so no cheating was possible.
I finished before the rest of the class and the teacher said 'I told you you'd blow it". I replied, "No I didn't, I got at least a 90."
While the rest of the class finished, she graded the test. She then called me outside and said "You got a 93. How the hell did that happen?"
The answer was that I was taught the very same material in 3rd grade by a Nun in Catholic school. And I remembered it because it was interesting to me.
Now for my point. In 1983 the educational system was teaching once 3rd grade material to 11th graders. In fact ALL of my high school English/History class material had been taught to me by G4 in Catholic school.
In 2012 I can only imagine seniors graduate by singing a partial rendition of the Barney theme song. And I am not kidding.
This afternoon somebody tweeted that Obama had never had to meet a payroll. A UC Berkeley alumnus shot back "doesn't being a professor and a lawyer count?"
Michelle Malkin tweeted "Dear Lord. Clueless tweet of the day. This woman thinks meeting payroll means cashing a paycheck."
I went thru the girl's tweets and she admitted she had to look it up. She also admitted that her parents had owned their own business for years. You would think that knowledge would have seeped into a family conversation from time to time.
Some teen girls were at our kitchen table about a year ago.
The topic of our oldest daughter going to France came up.
One of the girls asked if France is in our country.
One wonders if the girl, her parents or the school district should be shot first.
Looks pretty bleak sometimes.
I do have to say that my granddaughter is a freshman in high school and is taking world history. She was fascinated by the Holocaust and how in the world something like that ever happened.
I don't know what she knows about American history. Shame on me for never asking her. I'll remedy that this weekend.
Again I say, a question such as this is cause not for lamentation but rejoicing. And never mind the parents and the school board. It's all up to her.
I would assume those "people" are twenty-something Obama fans.
"..but especially the first time.."
At the local grade school they had astronomy night with lots of telescopes for the kids (and parents!) to look through.
It was AMAZING to see Saturn, with my OWN eyes! Yep - not sure why - but it is one thing to see it on paper, another to see for yourself.
I don't doubt this for a second. On a brighter side, I was volunteering at reading groups Thursday for my daughter's first grade class. The second group I had was reading a book about the Statue of Liberty. We got off on a slight tangent talking about the date on her book: July 4th, 1776 and what that day means. The little boy on my right was telling me about King George and the Revolutionary War. It turns out they are currently studying our Founding, but it was nice to see he was really paying attention to what he had been taught. I think he probably already knew a little bit anyway. We went off on another tangent when I asked them what famous place other than the Statue of Liberty they would like to visit. The little boy on my right wrote "the great piramids of geesa [sic]". He loves pyramids and Egypt. One day he came in wearing a pharaoh's hat. He's just too cute with his personality and the way he talks and expresses himself. The next boy wrote "a hotel" which was surprising because he seems like he might be kind of a smart little boy and I thought he would come up with something more specific. When I inquired a little further, he said it was one with a wishing well. The little Hispanic boy wrote: "The Great Wall of Chinea[sic]" which was impressive because that's not a place you would think an average first grader would be interested in. The last little boy didn't have time to write. He just told me Disneyland and that he had already been there. Unfortunately, we only get 20 minutes for each group to read and discuss. I wish I had more time with them because often I have to cut them off and some of them really have a lot to say.
I wish you were my neighbor. That would be fun. My kids would love it.
Big boat ping
As a kid, I would spent hours upon hours in our den reading through the World Book Encyclopedia.
My daughter (8th grade) gave a presentation on the Holocaust for History Day a few weeks ago. At the end several boys were asking questions like "How could one guy kill millions of people - that's impossible". "If he did that, someone would have stopped him". "You can't kill people just because they don't have the same religion as you".
She politely answered the questions, and afterwards I told her (it was a parent's night thing) that she did a good job with those boys teasing her. She gave me a puzzled look.
"You know - with them asking stupid questions and stuff."
"Um - dad - they were serious."
"They were serious, they didn't know anything about the Holocaust."
"Huh? Isn't that what you've been studying and why you did the presentation on it?"
"No, we haven't learned it in school. I did it because it was interesting." (We had the Diary of Anne Frank in the house that she had read a couple years earlier)
Thanks for the pointer to this thread and here's an "all aboard" bell to those on the Titanic ping list.
And, everyone, here's one final reminder: Don't forget that A Night to Remember will be shown tonight at 10:00 PM (Eastern Daylight Time) on TCM.
I highly recommend the movie "The Devil's Arithmetic" for your granddaughter. (The film is "Based on the popular novel by Jane Yolen, a typical American teenager gets transported back in time and experiences firsthand the horrors of the Holocaust and discovers the meaning of her familys heritage.")
From Amazon.com:
Executive producers Dustin Hoffman and Mimi Rogers present the truth of the Holocaust so a new generation can understand why it must never be forgotten. Kirsten Dunst plays Hannah, a modern teen more concerned with trends than history. During the traditional Passover dinner, she zones out as her relatives harp about concentration camps. But then Hannah passes through a portal to the past, where she becomes her own ancestor in Poland during the Nazi persecution of the Jews.
Post of the day! And only 25 Minutes into the day at that....
I too spent many an hour reading through our old World Books.
Ours was from 1957 so it was a bit outta date for the 70s but I loved reading them just the same.
I believe it.
Simmilar story for me. Short version Daughter in HS. Report on Revolutionary war. Result, passed with high grade.
The report ENDED at Revere's ride. I asked "Where's the war?"
She replied..."That's all they taught us."
I taught her the rest.
He just never bothered to learn any Geography."
Your roomie sounds like Sherlock Holmes (the following from "A Study in Scarlet"):
"My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to me to be such an extraordinary fact that I could hardly realize it.
'You appear to be astonished,' he said, smiling at my expression of surprise. 'Now that I do know it I shall do my best to forget it.'
'To forget it!'
'You see,' he explained, 'I consider that a man's brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things, so that he has a difficulty in laying his hands upon it. Now the skilful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.'
'But the Solar System' I protested.
'What the deuce is it to me?' he interrupted impatiently: 'you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.'"
My daughter incurred $600 in international charges on her cell phone bill for calling her friend in Panama. She said she didn't know it was international. Publik skool steenks.
She said, "Mind if I ask you a question?"
I said, "No, go ahead."
"When we've talked in the past, you say things in such a 'matter of fact' voice and assumed I knew about them. Often, I've never even heard of these things. Where'd you learn all this?"
I was dumbfounded, but I said: "I've always been a reader and I've always been fascinated with history. Who are we as people? What kinds of things did other people do that we can learn from? Why are things today the way they are — cause and effect. Learning never stops. Just because you've graduated from school means your learning about life continues until you breathe your last. We live in a marvelous age of information, but there's a downside. The sum total of all human knowledge doubles every ten years! Think about that — then realize how much you have to learn about the world you live in."
History teacher here. I can only try to teach them what I can. *sigh*
Don't get me wrong. I know there are still good teachers. And I personally know two that quit the system because 'the system' made them 'not' teach, just babysit. I do not envy you. To want to teach, to be able to teach and to have PC BS stop you has to be incredibly frustrating.
All I can say is thank you for trying.
You're quite welcome. I really enjoy teaching. It's nice to be able to put my degree to some use. :)
I have a wonderful boss, she lets me teach, just I have to deal with some of the other teachers wanting to put me in their box. It's irritating to be working with those with so much more life experience that just don't seem to get it.
It's one thing with the kids, but ignorance in the teachers is something else.
A marketing thing? Come to Saturn! We have rings!
Ping. You might be interested in the anecdotes on this thread. Then again, as I think about it, you've probably heard it all before, and then some.
For those who don't know, FReeper LS is historian Larry Schweikart. His A Patriot's History of the United States is required reading. See all of his books at his profile page:
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.


text:
It might be that the shoe you're longer for is no longer available, or you might have typed the address incorrectly, or maybe the shoe you're looking for isnt available in your region.
Please try the following:
We hope you find what you're looking for. Keep on exploring.
Join the Vivobarefoot tribe for the latest shoes, news and exclusive offers.


text:
When you run marathons, there's a point — in my case, usually around mile 23 — when you realize you're really going to finish, and you start to smile. But you don't relax. And you don't smile too long, because if you lose your focus, three miles is still a long, long way.
It's only a coincidence that the "all-in" cost of North Central's new Concert Hall and Fine Arts Center is estimated to be $26.5 million — i.e., $1 million per mile if the fundraising for this magnificent facility were a marathon … which, of course, it is! No challenge outlined by the Board of Trustees when I was selected as North Central's ninth president 15 years ago has taken more time than this one to carry through. And we aren't even at the 23rd mile. Indeed, we're far from it.
Still, when the Kresge Foundation gave us a $1 million Challenge Grant commitment in December, I did smile a little. We've come a long way. In 1990, the College had 27 music, theatre and art majors; one choral music ensemble; three student plays a year; and seven full-time faculty members in these fields (along with 10 adjunct professors). In 2005, as we noted in the Kresge proposal, North Central had "109 music, music education, music theatre, theatre and art majors; 17 choral, jazz and instrumental ensembles; 12 student plays a year; and 12 full-time or half-time faculty in these fields (and 32 adjunct professors). Not surprisingly, since the mid-1990s, North Central's instrumental and choral groups have done much of their rehearsing (and some performing) in rented off-campus space, such as nearby churches."
Thanks to the visionary philanthropy of Dr. Myron Wentz '63 (for whom the Concert Hall will be named), with generous commitments from others such as Trustee Judy Stevenson, we are well beyond the halfway point in fundraising for this project, which will have a transforming effect not only on the College, but on Naperville. Again to quote the Kresge proposal:
"The resulting structure should do for the College and community in the 21st century what Pfeiffer Hall did in the 20th. Most of the money will go into the 605-seat Concert Hall. Designed and shaped to have an intimate feel, but to provide the clarity, warmth and liveliness of sound characteristics that are essential to enjoy music of all kinds, the 13,000-square-foot Concert Hall will have 84,000 cubic feet (2,200 square feet) of additional volume just to meet its demanding acoustical standards. Its size, shape and materials have all been chosen to maximize the Hall's sound capabilities. Positioned diagonally on a hill overlooking Naperville's downtown, the Concert Hall will become an instant icon for the city, the place for the award-winning bands, orchestras and choirs of area high schools to show off; the College's multitude of music groups — and soloists — to perform; and an intimate venue in Illinois' fourth-largest city that can handle everything from the Chicago Symphony to recitals by soloists from Chicago's Lyric Opera. In its architectural characteristics — i.e., a small hall able to accommodate a large sound — the Hall will be unique. With a 1,600-square-foot lobby, kitchen facility, and adjacent 1,400-square-foot art gallery, there will also be substantial event space for major civic gatherings. The facility will house a 2,500-square-foot 'black box' theatre — with seating for up to 150 and a separate entrance — that could be utilized at the same time as the Concert Hall. Add in a 2,100-square-foot music rehearsal space, and 7,500 square feet of practice rooms and offices, and you have a 57,000-square-foot facility that in conjunction with nearby cultural facilities such as Pfeiffer Hall, should meet college and community performance needs for generations to come."
So exactly where are we in our fine arts marathon? About mile 16. We need to raise $7 million in new commitments to meet the Kresge Challenge, and we have about 16 months to do that; altogether we need to raise $10 million (almost twice the cost of renovating Old Main) to fund this $26.5 million project. Can we do it? Yes. Will we do it?
Of course … with your help … if we don't relax and don't lose focus … and don't confuse the groundbreaking (which I hope will be this spring!) with the finish line. There's still a long, long way to go. But for everyone who cares passionately about the fine arts at North Central — and the revitalization of a glorious fine arts tradition — a little smile wouldn't be out of order.
Harold R. Wilde
North Central Now, March 2006


text:
In just a few short weeks, hundreds of park and recreation advocates from across the country will converge on Washington, D.C. to stress to federal leaders the important role parks and recreation play in helping to fight many national problems, such as obesity, climate change, environmental stewardship and conservation of our land and waters. As constituents, it is easy to believe our voices don't matter, however, a recent survey by the Congressional Management Foundation shows that constituent voices carry substantial weight.
In fact, "46% of staff members who were surveyed said that in-person constituent visits have tremendous influence and noted that constituents have greater ability to influence the Member of Congress on a particular issue than do lobbyists." These statistics have certainly proven to be true for parks and recreation. As a result of constituent meetings at previous Legislative Forums, funding for the State Assistance program has gone from $19 million in FY09 to $45 million in FY12; and an urban parks bill has been introduced that, once enacted, will provide millions for park and recreation projects and programs.
This year's forum will include a powerful presentation by the National Park Service (NPS) on emerging issues relating to youth conservation. The discussion will take place on Thursday, March 21 and will describe how NPS is currently partnering with local park and recreation agencies to engage youth in additional conservation and partnership opportunities.
The second portion of the presentation will focus on the 2015 reauthorization of the Land and Water Conservation Fund, and staff will discuss NPS' goals for the reauthorization, especially as it relates to the State Assistance Program. This is a discussion you will not want to miss since it is the first public discussion regarding NPS' goals for the reauthorization.
March also brings the blooming of the cherry blossoms to D.C., and seeing our national monuments framed in the rich color of the blossoms is a truly breath-taking sight. NPS has agreed to give a special VIP tour to a small group of Legislative Forum attendees.
As Congress works to decrease the national debt there is no doubt that funding for all programs will be affected. The extent will largely be dependent upon the messages our federal elected officials receive from their constituents. Your voice makes a difference, and we need it.
Written by: Lewis Ledford, Director, North Carolina State Parks &
Recreation and Chair, NRPA Public Policy Committee
The opinions of NRPA blog contributors don't necessarily reflect the editorial position of National Recreation and Park Association as a whole.
22377 Belmont Ridge Road Ashburn, Va 20148-4501 800.626.NRPA (6772) ©


text:
FORTUNATO, Stephen Matthew
FORTUNATO, Stephen Matthew, 83, formerly of Steubenville, died Sunday, January 27, 2013, in St. Clairsville.
He was born December 2, 1929, in Mingo Junction, OH., son of the late Mike and Margaret Romano Fortunato.
Stephen was a realtor for Teramana Westling Century 21, and owner/operator of Triangle Sales and Brake Service.
He was a member of St. Mary's Catholic Church, St. Clairsville; and a former member of Holy Rosary Catholic Church of Steubenville; the Knights of Columbus; National Board of Realtors; graduate of OSU Law School; Jefferson County Board of Realtors; Jefferson County Farm Bureau; Bethany College Fraternity Alpha Sigma Phi; and a veteran of the U.S. Army during the Korean War Era.
Stephen was preceded in death by his wife, Mary Alice Brayton Fortunato, in 2005; and his daughter-in- law, Kathy Fortunato in 2006.
Survived by sons, Stephen J. (Dona) Fortunato, St. Clairsville, LCDR; Michael (Bethany) Fortunato, M.D., Buford, SC; his daughter, Mary Carol (Joe) Shurman, Columbus, Ohio; sister, Clara (Guy) Arcure, Greensboro, NC; nine grandchildren, Adam, Nicole, Joe, Andrea, Nicholas, Christina, Alexandria, Stephanie, and Matthew; four great-grandchildren: Brody, Colin, Camden and Juliana.
Friends will be received 2-4 and 6-8 p.m. Thursday at the Beck-Altmeyer Funeral Home and Crematory, 204 West Main St., St. Clairsville, where a vigil service will be held at 3:45 p.m.
Stephen's funeral mass will be held at 10 a.m. Friday at St. Mary's Catholic Church, St. Clairsville, with Father Thomas Chillog the celebrant.
Military Rites conducted by the Belmont County Council of the American Legion, will follow mass.
Interment will follow at Mt. Calvary Cemetery, Steubenville, Ohio.
Memorial contributions may be made to the charity of the donor's choice.
Online condolences may be offered at www.altmeyer.com.


text:
"The big question may be what happened to the money," said Vida Bottom, Special Agent in Charge for the Honolulu FBI's office.
The questions, the frustration and the public outcry, over a concert deal gone bad was blown wide open by federal agents on Thursday.
The FBI said it all centers on a man named Marc Hubbard, who is a concert promoter from North Carolina.
He was already indicted in October in another case, where he allegedly scammed victims out of $700,000 to promote an Alica Keys concert.
As for the failed Stevie Wonder concert: "Mr. Hubbard said he had connections with management and Stevie Wonder's inner circle," said U.S. District Attorney Florence Nakakuni.
She said it's a lie that Hubbard told not only UH, but his soon to be associates.
The FBI said he then netted a business contract with UH and a European concert promoter named Helen Williams, as well as 44-year-old Sean Barriero of Epic Talent. That business address turned out to be a mailbox at a strip mall in Florida.
UH eventually wired $200,000 into Barriero's personal account.
FBI agents said that money was quickly dispersed and spent: $120,000 went directly to Hubbard, just over 11-grand went to Willams, and nearly 69-grand went to Barriero.
Agents said Barriero and his girlfriend Sannise Crosby spent the money on everything from rent to a $50,000 Mercedes-Benz SUV.
"No money went to Stevie Wonder or to any other entity to authorize a Stevie Wonder concert," said Nakakuni.
"It appears the defendants spent the money on personal expenses (and) to pay off business debts soon after it arrived in their bank account. By the time the university was aware of the fraud, there was no cash left to recover," said Bottom.
Barreiro's attorney said his client takes responsibility for his role and is prepared to pay the price.
"Mr. Barriero plead guilty to violating a federal law which criminalizes the transportation of misappropriated funds across state lines. This charge comes from Mr. Barreiro's failure to hold UH's money in escrow as required," said Attorney Sean Coutain.
It is a confession taken and a crime exposed, after a scandal that is playing out in record time.
"This is a very complicated case going from a victim's complaint to federal grand jury indictment in 126 days and that is very, very quick," said Bottom.
Marc Hubbard is in custody in North Carolina. There will be a detention hearing to see, if and when, he will be extradited to Hawaii to face a wire fraud charge.
Barriero faces up to 10 years in prison when he's sentenced next year.
The FBI made it clear they found no criminal wrongdoing on the part of UH, but they said it's unlikely the university will see any of that money, because just about all of it, has already been spent.


text:
By Fred Birdsall, Colorado Master GardenerSM, and Carl Wilson, horticulturist, Colorado State University Cooperative Extension
Just as human babies eat different food from adults, the same is true with many beneficial insects.
Adult lacewings, flower (syrphid) flies and parasitic wasps, for example, feed on flower nectar and pollen. Their young devour some of the insect pests that can make a gardener's life miserable. Maintaining this workforce, however, means providing food for both.
Research shows that ample flowers not only sustain adult beneficial insects, but also allow longer survival and production of more progeny, thus increasing the biological control of undesirable insects.
Most insects go through four very different life stages: egg, larva, pupa and adult.
Only the larval and adult forms are active feeders.
The larvae of lacewings (above), called aphid lions, use hooked jaws to pierce and kill aphids. Flower fly larvae (below) look like maggots as they crawl over foliage, feeding on dozens of soft-bodied insects.
Parasitic wasps (below) lay their eggs on insect prey. The eggs hatch into larvae that devour the prey.
Predatory pirate bugs are a little different in that the larval stage is a miniature version of the adult insect and both eat the same food: spider mites, thrips and insect eggs. Only one-eighth of an inch long when mature, predatory pirate bugs are one of the most important controls of these undesirable insects.
What flowers are most often used to sustain adult beneficial insects? To answer this question, Whitney Cranshaw, Colorado State University entomologist, surveyed Front Range flower collections, including the Denver Botanic Gardens. The accompanying list shows flowers that are most visited and relied on as nectar or pollen food sources.
Including early blooming flowers such as Basket of Gold (Aurinia saxatilis) followed by midseason bloomers such as English lavender (Lavandula augustifolia) and late blooming goldenrod (Solidago virgaurea) you'll have a season-long food source for beneficial insects.
If you don't provide food for adult beneficials, it's likely they won't inhabit the garden and you'll inherit their work. Plant a wide range of plants that bloom throughout the growing season to gain the benefits of natural insect control in your garden. Note that this approach must include minimal pesticide use or at least use of pesticides "friendly" to beneficials.
Flowers used by beneficial insects:
Early blooming
Basket of Gold Aurinia saxatilis
Rocky Mountain penstemon Penstemon strictus
Native potentilla Potentilla verna
Creeping thyme Thymus serpyllum
Sweet alyssum Lobularia maritima
Columbine Aquilegia x hybrida
Carpet bugleweed Ajuga reptans
Midseason blooming
Common yarrow Achillea filipendulina `Coronation Gold'
Dwarf alpine aster Aster alpinus
Spike speedwell Veronica spicata
Wine cups (Poppy mallow) Callirhoe involucrata
Cilantro (Coriander) Coriandrum sativum
English lavender Lavandula angustifolia
Sulfur cinquefoil Potentilla recta `Warrenii'
Edging Lobelia Lobelia erinus
Mint Mentha sp.
Stonecrop (various) Sedum sp.
Late blooming
Fernleaf yarrow Achillea millefolium
Lavender globe lily Allium tanguticum
Dill Anethum geraveolens
Dyer's camomille Anthemis tinctoria
Fennel Foeniculum vulgare
Sea lavender Limonium latifolium
Wild bergamot Monarda fistulosa
European goldenrod Solidago virgaurea
Other beneficial insects in the garden include the lady beetle and its larvae:
The Denver Botanic Gardens has taken an active approach to natural pest control. They have released a number of beneficial insects into the newly re-opened conservatory in an attempt to control many different types of pests including aphids, spider mites, whitefly, mealybugs and thrips. The beneficial insects released include lacewings (Chrysoperia rufilahris), the "Mealybug Destroyer" (Cryptolaemus montrouzierei), and several types of parasitic wasps including Aphidius colemani. The "Mealybug Destroyer", a beetle native to Australia, has now established itself in the conservatory and is doing an excellent job of controlling the mealybug population.
To learn more about beneficial insects, request CSU Fact Sheets, "'beneficial insects in the yard and garden--5.550" and "Friendly pesticides for home gardens--2.945" from any county office of Colorado State University Cooperative Extension.
Photos: Judy Sedbrook, CSU, Agriculture Western Australia
Contact Us | Disclaimer | Equal Opportunity
© CSU/Denver County Extension Master Gardener 2010
888 E. Iliff Avenue, Denver, CO 80210
(720) 913-5278
E-Mail: firstname.lastname@example.com
Date last revised: 01/05/2010


text:
Soul Eater
Charge Baba Yaga's Castle! Things are Kind of Gloomy?
Episode 42 | TV-14
The forces of DWMA prepare to open several fronts in the war against Arachnophobia - but Maka decides the time has arrived to fight a very personal battle of her own design!
Dub Expires: 12-27-2013
Official Site: www.funimation.com/shows/soul-eaterHide Details


text:
Mary Berry's Christmas chutney
Nutrition and extra info
- kcal-
- fat-
- saturates-
- carbs-
- sugars-
- fibre-
- protein-
- salt-
- 900g tomato
A member of the nightshade family (along with aubergines, peppers and chillies), tomatoes are in…
- 3 red peppers, 1 large aubergine and 1 green pepper (total weight of about 900g/2lb)
Also known as capsicums, bell peppers, sweet peppers or by their colours, for example red and…
- 700g onion, peeled and fairly finely chopped, by hand or in a food processor
Onions are endlessly versatile and an essential ingredient in countless recipes. Native to Asia…
- 4 fat cloves garlic, crushed
Part of the lily, or alium, family, of which onions are also a member, garlic is one of the most…
- 350g granulated sugar
- 300ml/½pint white wine vinegar or distilled malt vinegar
- 1 tbsp salt
- 1 tbsp coriander seeds, crushed
- 1 tbsp paprika
A spice that's central to Hungarian cuisine, paprika is made by drying a particular type of…
- 2 tsp cayenne pepper
Peel the tomatoes - prick them with a sharp knife, place in a bowl and cover with boiling water. Leave for a few seconds then drain and cover with cold water. The skins will now come away easily.
Chop the tomatoes and aubergine and seed and chop the peppers. Put in a large heavy-based pan with the onions and garlic and bring to the boil. Cover with a lid, lower the heat and gently simmer for about one hour, stirring occasionally, until tender.
Tip the sugar, vinegar, salt, coriander, paprika and cayenne into the pan and bring to the boil over a medium heat, stirring, until the sugar has dissolved. Continue to boil for 30 minutes or so, until the mixture achieves a chunky chutney consistency and the surplus watery liquid has evaporated. Take care towards the end of the cooking time to continue stirring so that the chutney doesn't catch on the bottom of the pan.
Ladle the chutney into sterilised or dishwasher-clean jars (Kilner jars are ideal) and top with paper jam covers. Seal the jars while still hot. Leave to mature for at least a month in a cool dark place.
Our downloadable labels
Download our printable preserves labels – perfect for writing cook's notes and gift messages. You can find them here.
Ads by Google
Comments, questions and tips
Comments (200)
This is my second time making this delicious recipe and i have found that adding the salt to the vegetables crom the start and uncovering the pan for the second half of the simmering brings the final cooking time down somewhat.. however do plan closer to 3 hours from startbto finish!
I have also only made half the expected jars so dont hesitate to double the amounts if you are relying on this for Christmas presents!!
My first time making chutney and have now popped away until Christmas time! I found that it took a lot longer to reduce than the timings suggest, closer to an hour than only 30 minutes. I bought 9 150ml Kilner Jars but only managed to fill 6 but i had a little taste and its delicious. Will definitely make this again and will try with smoked paprika!
I make this every year and my family love it. It works with cheese, cold cuts...it's just fabulous! If I stick to the recipe exactly I manage to get 2 medium and 2 small kilner jars so I think the end quantities are a bit off. It also takes a lot longer to reduce down but you dont really need to keep an eye on it until the end so just let it bubble away while you get on with other things.
I've just finished making this year's Christmas batch and have used smoked paprika as per someone's, further down, recommendation.
I made this the other night and it was fairly straight forward. Just keep stirring when you first put all the veg in and when reaching the very end. It took a long time to reduce enough to get it into the jars. I stuck to the recipe exactly and I just managed to fill 9 x 190ml jars so I made 1.71 litres. Hoping everyone will like it at Christmas.
I've just made this chutney for the first time. Despite all suggestions, I found it very difficult to stick to the recipe to the letter... i put a bit more of the veg and tomatoes in than specified.
It makes a lot less than specified - I had 24 280ml jars to fill with chutney. I doubled the recipe to make about 5kg - as specified (which should fill around 17 jars, if the quantities are right). However, I have only filled 11 - so the quantities are a bit off.
It is absolutely delicious - but i would be careful of adding all that cayenne pepper. I like spicy food, but WOW. Because I doubled the recipe, I ended up adding around 4tsp of cayenne pepper and it really blows the head off!
I also used (as someone else suggested) Italian chopped tomatoes rather than fresh ones. It took me around an hour to prep all the veg so not having to prep the tomatoes as well was really helpful!
The timings - It has taken me the best part of 2 days to make. Once i started to reduce the mixture, it took the best part of about 3 hours to reduce. Yes, i doubled it so there was more liquid, however it did take a lot longer than expected. It should be worth it (i hope!) as i'm making these as gifts.
Delicious and spicy, but took a long time to make less than I hoped!
I make a batch at Christmas time as these make excellent gifts. However, this time I chose to work smarter, not harder and it saved me a lot of prep time (and money too!) especially as I double up on all the ingredients.
This time I used Tesco's frozen diced onions, frozen sliced mixed peppers and 2 large cartons of Italian chopped tomatoes – all other ingredients were freshly prepared.
Tastes better than previous batches I've made before – I'm sure it's the Italian tomatoes :-)
This is a great recipe. My family loves Mary Berry's recipes. Tried getting my hands on the jars in the picture but they aren't very good for hot filling. If you want your chutney to last and look amazing buy some Le Parfait jars as they are the best. I found this great company selling them cheap for Christmas - amazing as gifts too - https://shop.rawlingsbristol.co.uk/
I have never made a chutney before and found this recipe really easy to follow. I added twice as much cayenne chilli powder just because we like a lot of spice and for me its just the right balance of spice and sweetness..The end product has turned out very well! Great sticky consistency. Extremely tasty, will definitely be making it again:-)
I am very very grateful for all the reviews on this chutney and I am very very sorry to have to write a tepid review on Mary Berry's Christmas Chutney. I know how many people rate it and I am sure my effort will be fine (fingers crossed!). But as so many people have said it takes absolutely AGES to reduce, 30 mins turned into 2 and a half hours (I fully accept the pan I was using was probably not the best shape). But I was beginning to despair. It also made me wonder if Mary Berry has actually made this chutney herself or has simply put her name to it? By the time the liquid had reduced, so had the contents so it absolutely did not yield 6 lbs. I managed to fill two 1lb kilner jars, and two small jars that once contained mint sauce or something like that. So I now have four of the cleanest, most sterilised 1lb kilner jars in existence with nothing to do!! It would be good to hear from Mary Berry herself but am quite certain she has better things to do than pat me down!!
I have just finished making some. I know already that it is going to taste lovely once stored, but I DOUBLED the recipe and only got 6x 500ml Kilner jars. I wasn't even able to fill them to the brim either. Bit of a shame because of all the work involved. I will have to do another double batch to get what I originally wanted.
I've just popped this wonderful chutney away until Christmas, but not without saving a tiny jar for myself now! This recipe worked beautifully, the prep was time-consuming but easy and worth it. I left out the aubergine and used a tad more onion and pepper, and as for the cayenne pepper I went with 1 1/2 tsp after reading other comments, which was perfect. This chutney is fairly sweet, but no more than a shop-bought one, and the spices are perfect. I left the lid off for the first boil which meant that the final boil was much quicker- about 45 mins. I managed to make 3 quite big jars, which were just recycled ones that I'd saved. You do have to be really careful on the final boil not to burn it, which is what I did, but I quickly rescued it and put it in another pan, and it was fine, I just had to spend a while scrubbing the original pan! A really great recipe, which I'm sure the whole family will love when they receive it as presents on Christmas day!
Questions (26)
Made this yesterday, but have a few concerns now: Im a newbie to the preserving world so launched into this recipe without looking at the technique very much before hand, so I'm not sure I've done enough in the way of sterilisation.
I bought brand new 300ml screw top jars, gave them a rinse under the hot tap and let them dry on the draining board. Then followed the instructions to add the mixture piping hot to the jars and screwed tightly closed. Looking at this more online, it seems I've probably not done enough here. Question is - can I decant the mixture from the jars, sterilise the jars the properly, and reheat the chutney so it's hot again, then redo? Or should I just bin the lot? Or will it be fine as is?
Thanks for your question. Yes, that sounds like a good plan. Reheat the chutney until bubbling and piping hot the whole way through, then sterilise the jars. We have a feature here, explaining exactly how to do it.
Hi there,
A couple of questions:
1. Must I leave the chutney to mature, or can it be eaten almost immediately? I am hoping to make this as Christmas gifts so don't have enough time for the maturing process.
2. I live in the tropics which means the hot climate can be troublesome, therefore can this be stored (and left) in the refrigerator after making?
Many thanks for your help.
Chutneys are left to mature, because over time the vinegary flavours and spices start to mellow, but to be honest you could eat it straightaway, it will still be delicious. It is probably a good idea to keep this in the fridge, even unopened, if you don't have anywhere cool to store it, but you will still need to sterilise the jars.
I just made one and a half batch of chutney this week. This was my first attempt at making chutney.
Now it's made and stored away in little "Le Parfait" jars, I'm starting to worry I didn't do enough to sterilize them. I have a very small kitchen, so I put each jar in a pan of boiling water for a few minutes and did the same with the rubber seals. Now I've seen that they should be put in the oven for 20 min (according to some web sites).
I've reading lots of scary stuff on the internet about botulism and so on. Should I start over?
I hope not, it took a whole afternoon to make...
Thanks for your help.
Hi Bryony25 so long as the jars were submerged when the water was boiling and the chutney was hot when it went into hot jars this should be fine. However, if you're at all worried it might be worth heating the chutney up again in a pan whilst you sterilise the jars - here's a handy video for future reference http://www.bbcgoodfood.com/technique/how-sterilise-jars hope this helps.
Tips (0)
Got your own twist on this recipe? Or do you have suggestions for possible swaps and additions? We'd love to hear your ideas.
Be the first to suggest a tip for this recipe…


text:
Today's focus: Family C
Household members: 6
Children: 5 (ages 10, 9 ,8, 7 and 5)
Special circumstance: The mother has bee caring for their niece and nephew since their mother has been out of the picture for a while. This family also babysits to make her income and have lost a few of the families that she has been babysitting because they have moved out of Clovis.
Clothing needs: Boy clothes size, 12-14, two boys wear 10-12 and girl clothes, 6-7 and 6.
Toys list: Boy, 10, has a PS2 and would like a new game, this boy is smart and would also love and educational toy. Boy, 9, likes science and wants a bike, Boy, 8, wants a football or a bike. Girl, 7, would love a Barbie. Girl, 5, would love a Barbie and hair accessories.
The Empty Stocking Fund is a joint effort of the Salvation Army and Freedom New Mexico. Recipients receive gifts and clothes for their children, and around 300 seniors are given meals on Christmas Day.
Who's helped: Around 300 families who've asked the Salvation Army to help make Christmas special.
Donations: Can be dropped off at the PNT, 101 E. First St., or mailed to P.O. Box 848, Portales, NM 88130. Envelopes should be clearly marked "Empty Stocking Fund." Checks must be payable to "The Salvation Army."
Contributions will be forwarded to the Salvation Army office, 317 E. Second St., Clovis, or gifts may be purchased for specific children or seniors by choosing an Angel tag off trees located at North Plains Mall and Wal-Mart in Clovis.
If you would like to help "Family C," call Jim Gallop at the Salvation Army at 762-3801.


text:
MY son is now 8 months old he will be 9 months on the 29 and we have had a bit of a journey. BUt we have made it. Well I have let him eat off of my plate and have other foods since he was just about 6 months and showed me he was able to "handle" and enjoy the food.
Well He doesnt eat much baby food and generally has about 14-15 oz of milk between 9 am and 5 pm, when im at work and nurses on demand about every 2 hours or so when Im home. And not much baby food. When Im home He eats what I have on my plate, though I do try and give him some baby food. he just isnt all that interested and will refuse it and grab for whatever the "big people" are having
and he hates that processed meat food. UGH I cant blame him though, it makes me gag just smelling it. though my nephew loves it.?? Different taste buds lol.
Do you ladies know what "Stage" a 8/9 month old should be eating, and if wic only only offers stage 2 or when they "renew" for the baby do they do anyother stages at 9/10 months?
I know they follow the WHO charts and all but i dont know what WHO and AAP say about food. I know I go against what alot of doctors around our area agree with when it comes to a baby eating because I do feed him what he wants when he watns it and not put him on a schedual. If im hungry or thirsty I eat or Drink, why should i tell a little baby no??
We receive wic and they give a ton of baby food more than other mothers and babys because we breastfeed. LIke 80 or so jars? They are all stage 2 from the time he was six months till now. "They Believe at the WIC office that a baby should have breastmilk//or formula exclusivly untill they are 6 months of age.
My sister in law gives her son stage 3 baby foods and says that is what the "book" calls for at his age, though she said they say 9 months and she started at 8.
I dont really follow a book or anything. If im eating somthing I offer it to


text:
INGREDIENTS:3/4 cup olive oil ½ lb. Bermuda onions, diced 1 cup julienne of oven-roasted plum tomatoes (recipe follows) 1 lb. sliced fingerling potatoes, pre-boiled ½ cup roughly chopped marjoram 1 cup diced, grilled asparagus 16 eggs, scrambled 1 1/3 cups shredded fontina cheese 1 1/3 cup diced smoked salmon (recipe follows) to taste, salt and pepperGarnish: 4 smoked salmon rosettes ½ cup creme fraiche 2 oz. salmon caviar 4 sprigs of marjoram 8 sprigs of chives 1 lb. asparagus spears, ...
Register to view this Article
Why Register for FREE?
Registering for Premium Content on Food Management will give you INSTANT access to invaluable articles and media content that industry professionals rely on. You will have access to our special reports, feature articles, and industry analysis. It's FREE, easy and quick.


text:
Match the TV teacher with the school
Published On: Jul 14 2011 10:28:08 AM CDT Updated On: Oct 05 2015 09:05:26 AM CDT
Can you match the television teacher with his or her fictional school? Test your knowledge in this quiz.
The views expressed are not those of this company or its affiliated companies. Please note by clicking on "Post" you acknowledge that you have read the Terms Of Service and the comment you are posting is in compliance with such terms.


text:
Lesson Plan
Writing With Writers: Poetry
- Grades: 1–2, 3–5, 6–8
Project Description
The Poetry Writing project features three authors whose works expose students to various characteristics of poetry, such as powerful description, rhythm, and rhyming. Each of the writers offers models of his or her work as well as suggestions for students. Students are introduced to warm-up exercises, and other tips to help them create, revise, and share their work. An ongoing journal component is included in the Teacher's Guide to provide students with a personal portfolio they can use to organize, information, notes, and their own poems in process.
Although you may wish to use elements from all three workshops in your poetry lesson, the following grade configuration is a suggestion: Jack Prelutsky's writing workshop is aimed at younger students from grades 1-4; a riddle writing project with author Jean Marzollo targets students from grades 2-5; and Karla Kuskin's writing tips will be most appropriate with more advanced readers and writers between the grades of 4-8.
Assessment and Rubrics
A rubric assesses student proficiency with the poetry writing activity, and a journal checklist assesses students proficiency with global project skills.
Learning Objectives
Scholastic's Online Activities are designed to support the teaching of standards-based skills. While participating in the "Poetry Writing" project, students become proficient with several of these skills. Each skill below is linked to its point of use in the Teacher's Guide.
In the course of participating in the "Poetry Writing" project students will:
- Identify unique characteristics of the poetry genre
- Practice poetry writing skills such as rhythm, rhyming, and descriptive vocabulary
- Follow the writing process to create original poetry
- Understand how to review and revise their own writing
- Use Web technology to post original writing online
Project Components
Writing With Writers Activities
Poetry Writing With Jack Prelutsky
Students discover how to shape ideas and words into creative, descriptive, and silly poems. Popular children's poet Jack Prelutsky provides students with an example of his own poetry accompanied by an audio clip of him reading the poem. He also shares writing tips that he uses when he writes poetry. Students get to show what they learned when Jack challenges them to continue a poem he has begun. Jack also provides students with guidelines for revising their writing.
Writing I Spy Riddles With Jean Marzollo
Author Jean Marzollo leads students on a poetry writing journey using her riddle-writing style from the award-winning I Spy series. Using models of her published riddles and photographs from her books, Ms. Marzollo turns a complex writing style into a simple format that young students can copy and extend.
Poetry Writing With Karla Kuskin
Students learn to write poems with help from award-winning poet Karla Kuskin. Karla provides students with a sample poem, plus writing tips, strategies, and challenges to help them create their own poetry. She also gives students guidelines on revising their writing, and provides general comments, suggestions, and ideas about writing poetry.
Poetry Anthology
Once students have crafted their own poems, they can submit them to Scholastic's Poetry Collection using a simple interactive form. After being reviewed by Scholastic.com staff, the students' poems may be published online! Students can view all accepted poetry submissions in the archive.
Poetry Idea Engine
Students can practice writing their own poems with the Poetry Idea Engine. Developed with GoCyberCamp, this engine allows students to explore several types of poems including limericks, haikus, cinquains, and free verses.
Collaborative Poem With Jack Prelutsky
On April 21, 2004, Jack Prelutsky moderated a live poem written by students online. Read the transcript of the poem with Jack's comments.
Lesson Planning Suggestions
Project Introduction (1 Day)
Invite students to discuss what they know about poetry. Go through a book of well-known poems with students, and read some favorites. Have students discuss poems that they know. Ask: How are poems different from stories? Begin a poetry web on the chalkboard. Ask volunteers to contribute ideas they feel should be part of the graphic. Then distribute poetry journals to students. Collaborate on a list of ways students will use the journal - include poems and note-taking. Ask students to create a journal entry about what they've learned that they think it will be helpful to remember.
Building Background (3-5 Days)
Introduce students to the poetry styles of the author that best suits the needs of your class: grades 1-4: Jack Prelutsky; for grades 2-5: Jean Marzollo; and for grades 4-8: Karla Kuskin. Allow students time to visit the pages and read author bios or print-out pages from independent reading. You may wish to read aloud with your students. Encourage students to take notes in the journal. Suggest they write about what interests each author about the genre, or any other interesting tips about writing.
Introducing Poems
Have a volunteer read aloud a poem from one or each of the three writers: Karla Kuskin, Jack Prelutsky, and Jean Marzollo. Then have students discuss their thoughts about each poem. Write informative responses on the chalkboard. Ask them to pay attention to punctuation marks to help them understand the rhythm of a poem. If applicable, encourage students to compare and contrast elements in the pieces. Ask: How are they similar? Which poem did you like best? Why? Have students create a list of features that make each poem unique. Write these on the chalkboard. Have students contribute any relevant information to their journals.
Pre-writing (2-3 Days)
Let students know that they will be writing original poems. Point out that poetry, like any other writing genre, has its own rules, and that these rules will help students construct their own poems. Encourage students to visit the tips page for the poet they are working with. You may wish to promote all writing styles by visiting each site.
Jack Prelutsky
Work with students as a class to develop the first tip. Create a rhyming wall on the chalkboard. Divide it into three columns, one for each "syllable" word. Encourage students to use made-up words as well. Discuss why rhyming might be a good tool to use in poems. Then suggest students work in groups to do activities 2 and 3.
Jean Marzollo
Visit her "Write Your Own Poem Riddle" page for riddle writing tips or Riddle Writing Hints. Share an I Spy book with students, if possible, to familiarize them with the poetic style. Tap out the rhythmic pattern with students as they read. Read aloud Jean Marzollo's "Write Your Own I Spy Riddle" page with students. Encourage students to view the published pieces of poetry to use as models for their own work. Invite them to tour the I Spy gallery for models.
Karla Kuskin
Have students read in pairs, and drill one another on what they've read. Point out that Ms. Kuskin uses a style called free verse, which has very few distinct rules or boundaries. Ask them to notice the verses in her poem. Have students compare various ones. Let them know that the rhythm, or cadence, of free verse varies throughout her poem. Though the words don't rhyme, they flow along an uneven pattern. Encourage writers to draft a preliminary piece of work. Remind them to implement Kuskin's use of description in a free-verse style. Then have partners exchange their work and check that it responds to each of Karla's suggestions.
Print out the list of ten tips and post it in the classroom for reference as students write. Invite all students to discuss authors' tips and share which ones they think they would find particularly useful for their projects. Encourage students to contribute any tips, ideas, or poems in the style of the guiding writers in their journals.
Now, it's time for students to draft their poems. Suggest that they read the ideas presented in their poet's "Write Your Poem" page before they attempt their own work. You may wish to review these aloud. Post the writing rubric in the classroom for students to use as a guideline for what is expected of their poems.
Jack Prelutsky: Have students refer to Jack Prelutsky's Write Your Poem page. Suggest that they read all three poems first. Then after choosing the one they like best, have them extend it to create their own version of the poem.
Jean Marzollo: Encourage students to write four lines of a riddle poem. Remind them to notice the placement of rhyming words and punctuation. You may wish to encourage eager writers to return to this section on a monthly basis to publish new I Spy work.
Karla Kuskin: Encourage students to follow the directions in her Write Your Poem page. If time permits, assign the second poem as a take-home piece.
Remind all students to refer to the "My Poem" and "Brainstorming" activities and their journals as they draft their poems.
Revising (2 Days)
When students are done with their drafts, have them exchange papers with a peer for comments. Partners can write their comments on the draft itself. Then have students follow the revising guidelines. While students revise their drafts, have them check for spelling, grammar, and punctuation mistakes.
Publishing (1 Day)
Once students have completed their revision, have them follow directions to Publish Online with Jack Prelutsky and Karla Kuskin or with Jean Marzollo.
Poetry Anthology (ongoing)
Visit the Anthology with students throughout the life of the project. Do one or all of the following activities with the Poetry Anthology:
- Have students visit this page during each step of the writing process. To inform them on their work in progress.
- Encourage students to read submissions and choose the ones they feel best reflect the skills that were taught. Print them out as good writing models and post them in the classroom.
- Hold a critiquing circle. Have individual students feature a poem and discuss how it fulfills/doesn't fulfill the requirements of poetry as learned during this project.
- Challenge students to rework poems. Have them submit before and after works.
- Invite students to treat poems as starters and extend them.
Return to the Poetry Anthology after students publish their pieces online to see if their own writing has been included.
Project Wrap-Up (2-3 Days)
Give students time to complete any unfinished work. Use this time to schedule a poetry performance day. Assess students' proficiency with the poetry writing activity by consulting the appropriate poetry rubric. You may wish to review students' journal with them.
Journal Checklist
Use the following guidelines to assess contents.
|Does the journal:
|demonstrate the acquisition of key skills?
|include tips and discussion notes?
|include pre-writing warm-up exercises?
|include original poetry?
National Standards Correlations
This project aids students in meeting national standards in several curriculum areas.
Reading/Language Arts
National Council of Teachers of English (NCTE) and the International Reading Association (IRA) include:
- Read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world. (1)
- Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. (2)
- Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. (6)
- Students use a variety of technological and informational resources (libraries, databases, computer networks) to gather and synthesize information in order to create and communicate knowledge. (8)
- Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. (9)
- Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. (11)
- Students use spoken, written, and visual language for learning, persuasion, and exchange of information. (12)
Technology Technology
Foundation Standards for Students:
- use technology tools to enhance learning, increase productivity, and promote creativity
- use technology tools to collaborate, publish, and interact with peers, experts, and other audiences
- use a variety of media and formats to communicate information and ideas effectively to multiple audiences
- use technology to locate, evaluate, and collect information from a variety of sources
Cross-Curricular Extensions
Grades 1-6
Have your class compile their poems into a class anthology. Students can create a table of contents, staple, and photocopy all the poems together. Then they may add the anthology to the school library. Students may wish to also make a book of their own "published" poems, and add drawings to illustrate each one.
Grades 1-8
Invite students can act out their poems, or create dance or movement pieces to accompany them.
Grades 2-8
Set up a special poetry hour, and ask your students to take turns reading their poems to the class. Invite other classes to take part, and ask questions.
Language Arts
Grades 4-8
Encourage students to develop additional writing tips and challenges they think would be helpful for writing poetry. Have the rest of the class try them out.
Grades 1-8
Have students write their own poem-starters, then trade with a classmate to complete each other's poems.
Grades 4-8
Ask students to read one of Karla Kuskin's or Jack Prelutsky's books of poetry and analyze it using the tips and challenges that have been provided in this lesson.
Grades 1-8
Invite students to bring in copies of their favorite poems to read in class.
Grades 1-4
Have students come up with a pattern scheme for a favorite poem. Students can transfer the pattern using other forms, such as numbers, letters, pictures, etc.
- Subjects:Literature, Literature Appreciation, Poetry Writing, Writing Process, Teaching with Technology
- Skills:Literary Elements, Main Idea and Details, Public Speaking, Vocabulary, Descriptive Writing, Poetry Writing


text:
DUBAI - Iran launched large-scale air defense drills in the country's eastern half on Monday, Iranian media reported, amid heightened tensions between Tehran and Washington over a military incident in the Gulf reported last week.
The "Velayat-4" maneuvers being held this week will span a massive stretch in Iran's northeast, east, and southeast regions - about half its total land mass. The area is not far from its borders with Afghanistan, Pakistan and Turkmenistan, where there are large concentrations of U.S. troops.
The week-long maneuvers will include about 8,000 troops, drawn both from Iran's Islamic Revolutionary Guard Corps and its regular military, several media outlets said.
"Various kinds of fixed, mobile, and tactical long-range radars, and fixed, tactical and airborne electronic surveillance systems will participate in this exercise," said Farzad Esmaili, who heads Iran's air defense headquarters, according to state news agency IRNA.
Iranian jets attack US military drone, Pentagon officials say
The exercise will also test Iran's bombers, refueling planes, and unmanned aircraft, Esmaili said.
The Iranian Students' News Agency (ISNA) said on Monday that F-4, F-5, F-7, and F-14 fighters will participate in the exercise.
Missile and artillery systems will also be tested, Shahrokh Shahram, spokesman for the drills, told IRNA on Sunday, and the drills will focus on improving coordination between Iran's military and the Revolutionary Guards, a powerful domestic and international actor separate from the regular military.
Last week, the U.S. Pentagon said Iranian warplanes opened fire on an unarmed U.S. drone over international waters on November 1.
Iran said it had repelled an aircraft violating its airspace.
Iran fired on a U.S. drone during its classified surveillance mission on Nov. 1, but the Pentagon did not disclose the incident until Nov. 8 -- perhaps giving warning to Iran that the U.S. could respond militarily, and that Iran's nuclear program will be a high priority for President Obama. NBC's Richard Engel reports.
The incident underlined the risk of escalation in tensions between the United States and Iran in an ongoing dispute over Tehran's nuclear program.
Although the Iranian air drills come just days after the Pentagon's announcement, the exercises appear to have been planned well in advance. In September, Esmaili told ISNA that Iran was planning a large-scale air defense drill in the coming months.
Election over, Obama inbox overflows with world crises
On Sunday, Revolutionary Guards commander Amir Ali Hajizadeh said Iran believed the U.S. drone was gathering intelligence on oil tankers off its shores, according to the Mehr news agency.
Mohammad Ali Jafari, commander of the Guards, said his forces had acted well in repelling the drone.
"Iran's air defense systems and [Revolutionary Guard] fighter jets did their job and forced the aircraft out of Iran's skies," Jafari said on Sunday, according to Iran's English-language Press TV. "If such intrusions take place in the future, we will protect our airspace."
Washington, the EU and other bodies have imposed sanctions on Iran's oil trade to press it to halt nuclear research the West fears is aimed at developing the capability to build a nuclear bomb.
The Iranian economy is in free fall, with its currency, the rial hitting a record low. NBC's Ali Arouzi reports.
Iranian missiles hitting Afghan soil, official says
The United States and Israel have not ruled out military action against Iran, if diplomacy fails to resolve the row.
Iran denies the charge, saying its nuclear work is purely for peaceful purposes. Iranian officials have threatened to strike U.S. military bases in the region and target Israel if its nuclear sites are attacked.
Secret war against Iran and its allies heats up
Iran has carried out a number of military simulations this year, including the "Great Prophet 7" missile exercises in July.
In August, Iran announced that it had tested a short-range missile with a new guidance system capable of striking land and sea targets.
Reuters contributed to this report.
More world stories from NBC News:
- Ireland PM in historic tribute to veterans on British Remembrance Day
- BBC boss Entwistle quits amid turmoil over network's child sex abuse scandal
- Throwback: China's ex-president flexes power broker muscle in Beijing
- 'Malala Day' marked in Pakistan, amid security fears
- Afghans testify in case of U.S. soldier accused of massacre
- Villagers mourn family; Guatemala quake toll at 52
- Middle East nuclear talks called off
- Computer expert spared prison in Vatileaks affair
- Palestinians: Settlers threaten West Bank's centuries-old olive harvest tradition
Follow World News from NBCNews.com on Twitter and Facebook