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Convinced. Grudgingly.
I sat there, dumbstruck, for several minutes. Then I burst out laughing so suddenly that Sarin actually jumped beside me. In fact, I was laughing so hard I fell backwards off the log I was sitting on. Eventually the laughing subsided and I scrambled up again, clutching my sore ribs and shaking my head incredulously at the stunned people sitting around me.
"You're... you're not serious. You don't honestly expect me to believe that do you? A Guide? In a Fatesong? You're pulling my leg. I've never even heard of these Fate things, so how the heck can I be your Guide, whatever that is?"
Elorie looked at me, her expression slightly hurt, "Yes, I do think you're our Guide. No, I don't think, I know. Everything fits; you're a ghost and, up until earlier, only I could see you. I don't suppose you've spent the last years of your existance wandering the roads looking for something you just can't find have you?"
The laughter died on my face to be replaced with suspicion, "So what if I have? That doesn't tell you anything. There could be dozens of wandering ghosts out there, how do you know I'm the one?"
"That's just it," replied Elorie evenly "there aren't any other ghosts. I haven't seen anyone like you for well over five years. You're the only one."
Larn grinned, "Face it mercenary, you've got to believe us now. Whether you like it or not, you're it!"
I shot Larn a dark look, so what if I was the only one? Maybe I was just in the wrong place at the wrong time. Did that prove anything?
Yes, said a small voice in my mind, it does. Face it Nicor, this is just too much of a coincidence. This is real, no two ways about it.
But you knew that from the start didn't you?
I shook my head vigorously, trying to push the irritating thing I could only presume was a concience back into the small corner of my head it had occupied for most of my life. Then I looked up at Elorie's truimphant grin, matching it with a grimace of my own.
"Fine. You got me. I'm your Guide or whatever I'm supposed to be. But please, spare me any further lectures. Let's just get going."
Yeah, before my bleeding concience shows up to give me any more lectures. The sooner I get this over with, the sooner I can leave and pretend it's all just a bad dream.
Just because I'm complying with this goddam Fatesong doesn't mean I have to like it.


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Thousands, including hundreds of students, gathered at an anti-LGBT rally outside Kuala Lumpur on Saturday, witnessing speeches clamouring for intolerance of sexual minorities in Malaysia.
Several NGOs met to express their dissatisfaction with tentative calls for LGBT rights in the majority Islamic country. Protestors met at the campus of Universiti Putra Malaysia in Serdang, south of the capital, after being denied permission to gather in Kuala Lumpur's central square, Dataran Merdeka because the activity was not in line with City Hall's policy on the use of the square.
The Malaysian Malay Network Organisation, Jaringan Melayu Malaysia (JMM) led seven Malay non-governmental organisations (NGOs) in a peaceful rally against lesbians, gays, bisexuals and transsexuals (LGBTs) at Universiti Putra Malaysia (UPM) Sports Centre Stadium in Serdang near here, today.
JMM president Azwan Din Hamzah, who led the rally, said it was held for about three hours starting at 2pm and was attended by 7,000 people. He said the LGBTs, if allowed to persist, would lead to destruction of the country and religion. "We want to stop it. We cannot compromise on matters involving faith and religious values," he said. Media reports on the numbers of protests varied from 1,000 to 3,000 from the New Straits Times. Much of the speakers' anger was directed at politicians who they deemed to be supporting LGBT rights.
The rally was joined by several other NGOs such as the pro-establishment student group Aspirasi Mahasiswa. "Reject Free Sex, Reject Bisexual Leader", "Gay and Bisex, Mad Dog Disease", "Bar Council Out of Mind", read some of the banners strung up in the stadium.
The event saw a relay of speeches from over 10 NGO leaders, with some time devoted to the tearing down of posters and set afire by fuming youths loudly chanting "Reject Ambiga, Reject LGBT".
Opposition leader Anwar Ibrahim, who was cleared of the charge of sodomy in court earlier this year was targeted, as was former president of the Malaysian Bar Council Ambiga Sreenevasan who won US Secretary of State Hillary Clinton's International Women of Courage award in 2009 and poet and novelist A Samad Said who joined, with Ambiga, the Bersih 2.0 rally for clean and fair elections in Malaysia in July 2011.
Malaysia LGBT rights activist Pang Khee Teik tweeted: '1,000 vent anger at anti-LGBT rally – Further proof that we desperately need a revolution in education'. Pang meanwhile was supporting protests for democracy by students in KL's Dataram Merdeka. 'The sun sets on day 9 of occupydataran while the sun rises on Malaysia democracy,' he said in another tweet.

subset: commoncrawl


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Jennifer Kostick– Jennifer has been married for twenty-three years to her high school sweetheart, Paul. She is the mother of three children, Paul IV (22), Samuel (6), and Grace (6). She also has six babies residing in heaven. It is those six tiny souls who have propelled her into women's ministry. She is a conference speaker and author of the book Nothing to Hold but Hope (one woman's journey through miscarriage, stillbirth, and infertility). Jennifer blogs at www.Jenniferkostick.com and is passionate about encouraging women through a godly message of mercy and hope.
Hi Friend. I don't know where you are in the world, but if you're anywhere close to where I am, I hope you're staying warm. It's a wintery weekend, and you're on my mind. My prayer is that you will be encouraged as you read the following scripture…
Those who sow in tears shall reap in joy. 6 He who continually goes forth weeping, bearing seed for sowing, shall doubtless come again with rejoicing, bringing his sheaves with him.
Psalm 126:5-6
Every time I read those words I want to breathe them in deep. They are hope and truth. I've sown my share of tears, and God has never disappointed me with the joy that always seems to follow.
Whenever new trials come my way I remember the beauty in that passage. Notice in verse six that it uses the word doubtless. There is absolutely no doubt that we will come again with rejoicing. We will. It's a promise. Whatever challenges we've been through, are going through now, or will go through tomorrow will never be enough to stop the joy that will spring forth as a result of our tears. I believe God honors every tear we pour out to Him. Not one is wasted.
Without a doubt, the harvest of joy belongs to you, friend. You can count on it, because you can count on God. I've seen His faithfulness, and though I don't always understand why we have to suffer those tears, I do know that His love triumphs over all. His love wins. His promises are enough. He is enough. Don't worry, days of rejoicing are on their way.
Joy is coming.
my eBook, Mercy Waits, is FREE to new subscribers.
My television interview for my book, Nothing to Hold but Hope, airs Tuesday, February 24th. I will share more about that on Monday.


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Any true golf resort should have more than just 18 holes. Built in 1991, the addition of The Ridge offers a true golf resort experience unparalleled in the Midwest. Given that The Cove already offered a classic design for The Lodge's guests, the goal of The Ridge was to offer a resort-style course that all players could enjoy. Golf course architect Ken Kavanaugh more than succeeded with his brilliant use of the natural terrain.
Many golfers refer to the course's altitude drops and generous landing areas as player friendly. This par-72 course offers rolling hills, natural rock outcroppings, native wildflowers and beautiful views of the Lake. With four sets of tees ranging from 4,617 to 6,447 yards, The Ridge offers a challenging layout for golfers of all skill levels.
Hole 6 will undoubtedly leave golfers scratching their heads and wondering what they could have done better. This long, narrow hole is often referred to as the hardest par 5 in Missouri. When it's all said and done, golfers leave The Ridge with a smile, remembering a course like no other in the Midwest.
To book a tee time please click here.


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Compatible with PlayStation®3.
*** English & French Version ***
Download and play Call of Duty: Black Ops now as the biggest action series of all time returns. Call of Duty: Black Ops is an entertainment experience that will take you to conflicts across the globe, as elite Black Ops forces fight in the deniable operations and secret wars that occurred under the veil of the Cold War.
Download requires 36GB of free HDD space and may take a significant period of time to complete (Downloaded Game = 18GB).
This product is playable in 2D or 3D. To enjoy stereoscopic 3D features, you will require a 3D TV that supports stereoscopic display and compatible 3D glasses.
1-4 players
9MB minimum save size
HDTV screen resolution: 720p, 1080i, 1080p
Network Features
Network Players 2-18
Stereoscopic 3D compatible
Download of this product is subject to the PlayStation Network Terms of Service and our Software Usage Terms plus any specific additional conditions applying to this product. If you do not wish to accept these terms, do not download this product. See Terms of Service for more important information.
One time fee for use of downloads on up to 2 activated compatible Home Console systems.
See Health Warnings for important health information before using this product.
Library programs ©Sony Interactive Entertainment Inc. exclusively licensed to Sony Interactive Entertainment Europe. Software Usage Terms apply, See eu.playstation.com/legal for full usage rights.
© 2010-2011 Activision Publishing, Inc. Activision and Call of Duty are registered trademarks of Activision Publishing, Inc. This product contains software technology licensed from Id Software ("Id Technology"). Id Technology © 1999-2011 Id Software, Inc. Dolby and the double-D symbol are trademarks of Dolby Laboratories.


text: The ees Europe exhibition, takes place in conjunction with Intersolar Europe, presenting a full spectrum of products in the areas of solar power production and electrical energy storage, in addition to the previous ranges. The ees Europe is the ideal platform for the rapidly growing energy storage systems market, covering the entire supply chain of innovative battery and energy storage system technologies, from components to production to concrete examples of application. A conference lasting several days will coincide with the exhibition. ees Europe is the international exhibition for batteries and energy storage systems for suppliers, manufacturers, distributors and users of stationary and mobile electrical energy storage solutions.


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The purpose of this grant program is to raise the achievement of gifted students in Kindergarten through grade eight by expanding educators' knowledge of research-based advanced curricula in Science, Technology Engineering, and Mathematics (STEM).
Project Overview: The project will be focused at the Gilmore Academy, which serves grades five to seven students with high and low academic achievement from across the city. Funds will be used to pilot the International Baccalaureate Organization Middle Years Program curriculum (IBO/MYP). The program is designed to encourage international awareness in young people with an emphasis on the skills, attitudes, and knowledge needed to participate in a global society. Intercultural awareness is central to the program. The Gilmore Academy will implement the science, technology, and math curricula outlined in the curriculum guides of the IBO/MYP. In addition, students will be given the opportunity to collaborate with Bridgewater State University to demonstrate their technological expertise by explaining what they are learning in their courses with science, math and engineering professors and college students via e-mail.
Identification of Students: The district begins identifying talented and gifted program (TAG) students in third grade by administering the Naglieri Nonverbal Ability Test to all students. In addition, teachers identify students who perform well above grade level on the Iowa Test of Basic Skills. Other criteria include teacher recommendations and current report card grades. A list of prospective students is generated and these students are invited to attend a daylong visit at an off-site location. During the course of the four-hour visit the students meet in small groups with a teacher from the TAG program. Students are given a variety of tasks, each of which involves making a product. Teachers observe the students as they demonstrate their ability and creativity. Teachers also interview students informally and observe their social interactions with peers and adults.
Teacher Training: One graduate course will be provided for staff to prepare them for the depth of content that will be needed and the pedagogy for student-centered, inquiry-based, hands-on approach to learning. Several teachers will be trained by IBO to implement the Middle years program criteria.
Contact: Ms. Terry Starr-Klein; 508-580-7274; Ms. Terry Starr-Klein
Project Overview: The project will improve and enhance the fourth grade science program by piloting curriculum materials developed by the AIMS Education Foundation on simple machines. The new materials will be used in twelve of the twenty-four fourth grade classrooms across the district, which are comprised of students from diverse academic, cultural, economic, and linguistic backgrounds. The AIMS curriculum unit to be piloted, Brick Layers II: Creative Engineering with LEGO Constructions, provides students the opportunity to explore mechanical and structural engineering through construction of simple machines and by looking at the special properties of certain shapes that can be useful in construction. With the use of the LEGO DACTA motorized kit, children work cooperatively to build and create several models such as a drawbridge, windshield with a conveyer belt, crane, or merry-go-round. The curriculum materials, designed for grades five through nine, were selected to advance fourth graders knowledge.
Identification of Students: In each classroom between 10% and 20% of students are informally identified through student work, classroom teachers' and gifted and talented resource teachers' observations/checklists, parent information, and assessments as having high academic and/or creative potential, and being in need of curriculum differentiation. Revisions to current informal identification guidelines are underway to improve the district's ability to identify high academic potential of minorities, students with disabilities, English language learners, and economically disadvantaged student populations.
Teacher Training: Piloting teachers will take part in a workshop on the Brick Layers II curriculum unit. It will address the content, skills, knowledge, processes, and materials in which teachers need to be proficient to successfully implement the AIMS curriculum.
Contacts: Dr. Diana Beck; 617-264-6407; Dr. Diana Beck and Ms. Amy Martin; 617-730-2427; Ms. Amy Martin
Project Overview: In their science classes, seventh graders in six of the district's twelve elementary schools (K-8) will pilot the Diversity of Life curriculum published by Full Option Science System (FOSS), and developed at the Lawrence Hall of Science at the University of California, Berkeley. The FOSS curriculum will enable students to design their own investigations and will include extension activities for working with organisms from all five kingdoms. Students will create miniature ponds in their science classrooms and study the microorganisms within them. Students will take field trips to look for microorganisms in the Maynard Ecology Center pond, and will study biological diversity with the guidance of the staff at the Harvard Museum of Natural History.
Identification of Students: The science classes are grouped heterogeneously, and all students will be exposed to the curriculum, with instruction differentiated according to student interest and ability. As part of their professional development, teachers will receive training in recognizing the characteristics of highly motivated students and ways to effectively differentiate instruction to meet their needs. With a deeper understanding of these characteristics, teachers will consider the full range of student attributes in selecting a group of about fifty students whose interaction with the curriculum will be observed. Criteria will include their performance on MCAS and district periodic assessments as well as several behavioral attributes, including the ability to sustain concentration, far-ranging curiosity about science, good observation and problem solving skills, and the ability to work independently on complex tasks.
Teacher Training: Teachers will attend workshops conducted by the Harvard Museum of Natural History on diversity and microorganisms as well as workshops conducted by Harvard's Graduate School of Education on differentiating instruction for high ability learners. Teachers will also participate in a study group for piloting the Diversity of Life curriculum.
Contacts: Ms. Candyce Dostert; 617-349-6455; Ms. Candyce Dostert and Christie Chiappetta; 617-349-6792; Christie Chiappetta
Project Overview: Project Robo will focus on engineering. Seventh and eighth grade students will identify and utilize the five elements of a technology system (goal, inputs, processes, outputs, and feedback), and explore engineering design, materials, tools, and machines. The design process will emphasize the following components: identifying the need or problem; researching the need or problem; developing possible solutions; selecting the best possible solution; constructing a prototype; testing and evaluating the solution; and communicating the solution and redesign. In each class, two-student teams will design, and display the robotic objects they create. The Robotics program, LEGOS Robolabs 2.5.4., will be implemented with twenty to thirty students.
Identification of Students: The district has an established gifted and talented program for grades two through five. This project will expand it to middle school. A student will be recommended for this project if he or she is a strong kinesthetic learner, a problem solver in a mechanical/technological environment, has persistence in problem solving situations, is computer literate, is highly motivated by the freedom to design and create, loves to "fix" things, is curious about how things work, favors science or math, and is willing to commit to a long-term project with robotics.
Teacher Training: In collaboration with Tufts College Engineering Education Outreach (CEEO), teachers will develop knowledge and expertise in the field of robotics.
Contact: Ms. Gloria Lemerise; 508-398-7620; Gloria Lemerise
Project Overview: This project will be implemented in the second grade classrooms at the district's three elementary schools. There will be 116 students with eighteen to thirty advanced students pulled out for extra instruction in inquiry skills. There will be two sources of instructional materials. One is Wisconsin Fast Plants developed by the University of Wisconsin. Two projects, Getting a Handle on Variation and Farming Fast Plants will be used for whole class enrichment. The Seed Challenge will be the foundation for student-designed projects for advanced students. The other curriculum unit, Moving Liquids, along with lessons on teaching inquiry skills is from the book Introducing Students to Scientific Inquiry and is based on research by Susan Etheredge and Al Rudnitsky of Smith College. Sample inquiry skills to be addressed include record keeping, representing data, and experimental design.
Identification of Students: Students will be identified based on academic performance on the Developmental Reading Assessment (DRA) and by teacher evaluation using a checklist of student performance characteristics. Peer identification and a creativity checklist measuring fluency with language, flexibility, originality, and elaboration will be used. In addition, the Interest-A-Lyzer (Renzulli Learning) will be administered to each second grade student to identify particular interests in various academic subjects.
Teacher Training: A part-time gifted and talented teacher will plan and teach whole class lessons as well as the lessons for the advanced students. The teacher will meet with the classroom teachers, the principals, and the Smith College professors who developed the Moving Liquids curriculum.
Contact: Christa McCauley; 413-529-1500 X141; Christa McCauley
Project Overview: The Society of Automotive Engineers (SAE) developed the program, A World in Motion (AWIM), which will be implemented with a group of fifth graders from across the district. AWIM provides a problem-solving context, having students design a product or devise a solution to a problem. Teams of three students examine what must be accomplished and whom the product is for; gather and synthesize information; design, develop, and test a prototype design; and prepare a presentation of their design ideas. The five phases of the program are goal setting, knowledge building, designing, building and testing, and presenting. Two consultants will be in residency to implement the program for all three middle schools in the district.
Identification of Students: Students will be selected using a variety of methods including standardized test scores; students who demonstrate a strong aptitude and interest for hands-on learning in science and math; student portfolios; student interviews; teacher and staff recommendations.
Teacher Training: A minimum of two teachers from each middle school will work side-by-side with the consultant in the classroom during implementation of the program. In addition, a series of professional development workshops will be offered to all fourth and fifth grade teachers. Teachers participating in these training will gain in-depth knowledge and strategies to sustain the program beyond the residency.
Contact: Ms. Jennifer Jones: 978-343-6714; Ms. Jennifer Jones
Project Overview: Teachers in grades three through five will review and pilot existing materials, programs, and components of research-based materials to determine which ones will facilitate differentiating the math curriculum. They will re-examine the programs currently used in the district (Investigations and Everyday Math) as well as Trailblazers, Renzulli Learning, Successmaker, and the Illuminations & Math Forum websites. The goal is to evaluate the programs with mixed ability classrooms in mind, to determine how differentiated instruction may be implemented. Curricula will be piloted with heterogeneous groups that include advanced students. Approximately 240 students will be involved in the pilot program at each grade level. Assessments, including multiple intelligence surveys and pre-assessments using a variety of strategies, will help staff determine which materials students will access.
Identification of Students: The Sage Program, Framingham's services for gifted and talented students, was initiated in the 1980-1981 school year, and has been used as a model program for school districts across the country. Multiple criteria are used to identify students and include administration of the SAGES-2, TONI-3, and the Torrance Test of Creative Thinking, an interview, writing samples, behavioral checklist, teacher and parent referral information, and classroom observation.
Teacher Training: Participating teachers will begin the review with two full days of professional development and the formation of study groups. Study groups will meet to discuss teaching strategies and student experiences with the different curricula. Team participants from Framingham State and Boston College will participate in the full day sessions and the final meeting in May.
Contact: Ms. Diane Modest; 508-626-9134; Ms. Diane Modest
Project Overview: Fifth and sixth grade students in two elementary schools will use the online instructional materials, HeyMath! The goal is to develop a program that is potentially replicable across the state based upon the following questions: 1. What assessment instruments and techniques promote flexible grouping within a regular classroom setting? 2. To what extent can teachers differentiate instruction within regular classroom setting by providing high-ability students with access to HeyMath! in their classrooms and homes? 3. What is the impact of differentiation of curriculum and instruction on students' achievement?
Identification of Students: To identify approximately 30 high potential students a multidimensional identification system will include MCAS, STAR Math, teacher recommendations, and HeyMath! Assessment components.
Teacher Training: Seven teachers will have one half-day session on average every three weeks for team planning, and to consult with representatives from Springfield College, the University of Connecticut National Research Center for Gifted and Talented Education, and the American International College on gifted/talented education and differentiated instruction.
Contact: Dr. Donna Scanlon; 413-596-6045; Dr. Donna Scanlon
Project Overview: The project, to be called OAK-GATE (Outreach to Asynchronous Kids-Gifted and Talented Education), will identify and serve students in grades one through eight, categorize them according to level of giftedness, and offer appropriate curriculum. Approximately ten students per grade will pilot Singapore Math and approximately two students per grade will pilot the online Education Program for Gifted Youth (EPGY). All students identified will pilot the College of William and Mary enrichment units. Students' progress will be calculated statistically from pre- and post-test results on the Group Mathematics Assessment and Diagnostic Evaluation (GMADE) and the Massachusetts Comprehensive Assessment System (MCAS), and student and teacher pre- and post-questionnaires. A William and Mary graduate student will analyze the statistics using SPSS software.
Identification of Students: Currently students are identified in a two-part process starting with teacher nominations. Nominations are followed by testing with the TONI-3 and review of achievement test scores from the GRADE (Group Reading Assessment and Diagnostic Evaluation), the GMADE, and the 4-Sight. Identification for this project will introduce student self-identification and administration of the CoGAT and Slosson-FRIT batteries of tests. A minimum percentage of students from all ethnic and economic groups represented in the school will be identified and given the opportunity to participate in the program. Given the school's very high low income, Cambodian, and Hispanic populations, this will ensure that a number of children from traditionally underidentified populations will be served.
Teacher Training: All staff with student contact will be trained in characteristics of gifted and talented students and in teaching and recognizing higher level thinking skills. All classroom teachers will be introduced to the Singapore Math curriculum, and eight will be further trained to support the students using the program. Eight to twelve teachers will be trained in teaching the William and Mary enrichment units.
Contact: Ms. Ellen Neelands; 978-323-0800, ext. 201; Ms. Ellen Neelands
Project Overview: Eighth graders from the Garfield Middle School will pilot the Botball Educational Robotics Program, a hands-on, standards-based, interactive technology/engineering program. Teams of students build, program, and compete with robots in competitions. The program expands upon classroom curriculum, and allows students to develop academic, leadership, teamwork, and project management skills. Teams will compete within the school and also in a regional tournament. Scores on Technology/Engineering questions of the MCAS science test, given as a pre- and post-test, will be examined as a partial measure to determine effectiveness of the program.
Identification of Students: Students in present honors classes will be recruited, based upon their interest in robotics. English language learners and special needs students will be identified for the program.
Teacher Training: KISS Institute of Practical Robotics will train the teachers to use the program. Computer and robotics professionals will be provided by UMASS Lowell. Initial training will be at UMASS Lowell on February tenth and eleventh.
Contact: Mr. David Lyons; 781-485-2741; Mr. David Lyons
Project Overview: The Mars Student Imaging Project (MSIP), funded by the National Aeronautics and Space Administration (NASA) and run through Arizona State University will be used. The Scituate Middle School science staff has already done extensive work in implementing the MSIP, but this project will allow a minimum of ten students per grade to delve more deeply into its research and bring the quality and focus of the student work to a higher level. The school will use this project to help focus energies on ways to implement a school wide enrichment model for gifted and talented education students.
Identification of Students: Teachers will recommend students based on student interest, science grades. Strong student interest will also be a factor in identification, even if other criteria are not met.
Teacher Training: A teacher who is very familiar with this project will lead the project using the consulting staff on gifted education from Arizona State University.
Contact: Dr. James Kelleher; 781-545-8759 x320; Dr. James Kelleher
Project Overview: This project will be piloted at the Parker Middle School for up to ninety seventh and eighth grade students. The curriculum selected, the Apex Learning online computer application Math ClassTools, will help identify and nurture gifted and talented students at the school. Math ClassTools gives teachers the ability to assess student performance and individualize instruction in high-level mathematics, thus providing extended activities for advanced/gifted students.
Identification of Students: Students will be selected primarily by their Massachusetts Comprehensive Assessment System (MCAS) scores (upper Proficient and Advanced) and teacher recommendations. These students will be given the Math ClassTools pretest, and a gifted and talented placement test.
Teacher Training: Teachers will take a six-hour training course in the implementation of Math ClassTools. The team will also receive training on how to identify gifted and talented students, and how to best support these students with appropriate and challenging instructional programs. In addition, middle school mathematics teachers will attend a workshop detailing the prerequisites students need to be accepted in high school Advanced Placement mathematics classes.
Contacts: Dr. Ragen Tiliakos; 508-821-1100; Dr. Ragen Tiliakos and Virginia Young; Virginia Young and Crystal Torres; Crystal Torres
Project Overview: Cambridge Physics Outlet (CPO) Science, a division of School Specialties, will be piloted with fourth, fifth, and sixth grade students. The CPO curriculum was designed to emphasize students' analytical skills and process development as well as their acquisition of science knowledge content. Existing CPO science kits will be used to differentiate existing curriculum, and will provide extensions addressing standards at least two years above a student's grade level. Additionally, teachers will be piloting the Engineering is Elementary program from the Museum of Science.
Identification of Students: Criteria for student selection will be based on the science assessments, classroom grades, teacher recommendations and student readiness.
Teacher Training: Selected classroom teachers will work with the CPO consultant and program author, professional development providers from the Boston Museum of Science, and the district's Director of Curriculum.
Contact: Ms. Debbie Hale; 978-887-1008; Ms. Debbie Hale
Project Overview: In this algebra class of seventh and eighth graders, RM Math Framework Edition, Geometer's Sketchpad, and United Streaming will be implemented by seventy-two students. RM Framework Edition is a teaching, assessment, and planning program that utilizes whiteboard technology to deliver curriculum. Geometer's Sketchpad allows students to explore material by creating geometric art, perspective, kaleidoscopes, pre-algebra graphing, etc. United Streaming is a compilation of video clips addressing all subject areas. The United Streaming software takes in-class experiences and applies the concepts to the world.
Identification of Students: Seventh and eighth grade students are identified for Algebra 1 based on satisfactory conduct, math report card grades of "B" or better, teacher recommendations, scores on the Massachusetts Comprehensive Assessment System (MCAS), and the Iowa Algebra Aptitude Test.
Teacher Training: Teachers will attend a two-day onsite training program on the instructional programs.
Contacts: Ms. Camie Lamica; 413-263-3291; Ms. Camie Lamica and Mr. Angelo Rota; 413-263-3448; Mr. Angelo Rota
Project Overview: This project will target between 150 and 200 third and fourth graders in all eight elementary schools across the district. Three schools will pilot Project M3: Mentoring Mathematical Minds designed for students who are mathematically talented. It explores the numeration system in depth. The Renzulli Learning System will also be piloted in all eight schools and is a student-driven system that provides learning experiences in reading, writing, science, history, math and the arts. Other programs to be piloted include George Lenchner's Creative Problem Solving in School Mathematics, Math Olympian Contest Problems for Elementary and Middle Schools; Edward Zaccaros' Challenge Math; Nancy Pfenning's Chances Are; as well as other software.
Identification of Students: Methods of identifying students include teacher, parent, and self-nominations, achievement and aptitude tests, observation of student talent, commitment and motivation, and creativity. Teachers have also read and applied literature on equity, needs, and strategies for identifying giftedness in underserved populations.
Teacher Training: Teachers will be trained in all of the programs to be piloted.
Contact: Jane E. Killinger; 781-335-1460 x306; Jane E. Killinger
Project Overview: Approximately 100-140 students in grades four, five, and six in five elementary schools will pilot the Renzulli Learning System. The program will provide enriched and accelerated learning experiences to high potential students in mathematics. The goal of this on-line system is to encourage the mathematician in each child to emerge and give students resources to pursue the math topics of interest to each student.
Identification of Students: Students will be identified through various methods including the district's Measure of Academic Progress (MAP), Massachusetts Comprehensive Assessment System (MCAS) scores, classroom observations, and teacher input.
Teacher Training: One day of professional development, divided between an overview of gifted/talented pedagogy and identification, and an introduction the Renzulli Learning Program, will prepare teachers for implementation. A second day will address math content as it relates to the program. Teacher groups will meet monthly to provide ongoing support during the pilot.
Contact: Ms. Joan Fitton; 508-799-3110; Ms. Joan Fitton


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Death Notices & Obituaries
Death Notices
Maureen Valentine
MAUREEN VALENTINE Passed away peacefully on 19th May 2017. She will be sadly missed by her family and friends. The funeral will take place at St Mathias Roman…Leave your condolence
Death Notices
Jeanne Jacqueline Beatrice Mccombie
McCOMBIE JEANNE JACQUELINE BEATRICE (nPaul) Died peacefully at Avon Court Nursing Home, Chippenham on 12th May, aged 95. Widow of John and Mother of Paul,…Leave your condolence
Death Notices
Judith Smallshaw
JUDITH SMALLSHAW (nee Wilkinson) Passed away peacefully on Sunday 7th May, 2017. She is survived by her daughters Thamar and Mandy. The funeral service will…Leave your condolence
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Sylvia Steptoe
It is with great sadness that the family of SYLVIA STEPTOE Announce her passing with peace and dignity on May 8th 2017. Lovingly remembered by all.Leave your condolence
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Elizabeth Ann Martin
In loving memory of MISS ELIZABETH ANN MARTIN Who sadly passed away on 8th May 2017. Her funeral will take place on Friday 26th May 2017 at Kingston…Leave your condolence
Death Notices
Florence Walker Mist
FLORENCE WALKER MIST (Florrie) Florence sadly passed away peacefully on 12th May 2017 at Epsom Hospital. Beloved Wife of Charlie, treasured Mother to Joe,…Leave your condolence
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Patricia June Felloni
FELLONI PATRICIA JUNE Of Epsom, Surrey. Died 30th January 2017 aged 85 years. Funeral Service to be held on Thursday 25th May at Randalls Park Crematorium,…Leave your condolence
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Graham Talbot Thackray
GRAHAM TALBOT THACKRAY Passed away peacefully on 8th May 2017 aged 93. Much missed by his Sons Jonathan and Andrew. Funeral service at Epsom Cemetery Chapel…Leave your condolence
Death Notices
Dolly Fletcher
Dolly Fletcher Doris (Dolly) Fletcher 1926-2017 Died peacefully at home. Funeral 9th June…Leave your condolence
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James Cecil Shakespeare
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Sheila Margaret Brewis
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Media Monkey + iPlayer
Media Monkey: The former BBC executive is heading back to the States to run channels for a Disney-owned cable networkMedia Monkey: The former BBC executive is heading back to the States to run channels for a Disney-owned cable network
Media Monkey: The BBC digital supremo recalls the distant days of 2007
From ugly investors to Dawn Whittington, from a top-sliced beanstalk to overpaid beancounters, it's a year that's best behind you. By John Plunkett
Gordon Brown isn't the only one who woke up this morning downcast about last night's election. Jeremy Vine must also have his head in his hands. He was one of the presenters of the BBC's election results coverage but tried to go for the humour angle with some comedy skits amid his swingometer analysis. They went down like a Labour candidate in Blaenau Gwent. The "jump the shark" moment came at about 12.40am when he donned a cowboy hat and started talking in a Texan accent. The incredulous look on David Dimbleby's face said it all. Vine's appearances prompted the political blogging community to explode. "It's really difficult to watch," said a post on Twonilblankblank.com. "It's as if someone has decided that local election coverage needs to be fun. Fun in the sense of BBC Children's Television fun. My eyes feel soiled." "Is anyone as insulted as I am by the Jeremy Vine segments of the election coverage?" read another on the Daily Mirror's site. Political blogger Iain Dale added: "A big black mark ... has to go to much of the Jeremy Vine sections of the progamme. The reaction from all sides has been extremely negative ... if I were a Labour spin doctor I would be hopping mad." The final nail in Jeremy's coffin came when Lib Dem blogger Alix Mortimer told Emily Maitlis live on air that she was getting lots of emails about Jeremy and the most polite one she could read out was: "Don't do that again, please." Monkey would love to get hold of the footage. For some reason the iPlayer doesn't have it. If you do, please email it to firstname.lastname@example.com.
The BBC billed its "staggering" April Fools' film of flying penguins as coming from a new natural history series. And now, like Planet Earth before it, the spoof has its very own behind-the-scenes accompaniment in which producers explain just how they managed to trick many a viewer. The original film, now being used as a trailer for the BBC iPlayer, has already zoomed to the top of the iPlayer chart. Who says a bit of TV fakery can't have a positive outcome?


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member for 6 years, 6 months, 2 days
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Researching Hatch, Hall, Bland, Ward, Brown in NC. Researching Hays/Hayes in SC and Kentucky. Also researching Henninger in PA and Whiting in CT.
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39 Memorials Added
42 Memorials Managed
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RE: Thanks for the photo!
You are very welcome. I'm happy I could help!
Added by
on May 28, 2017 1:27 PM
Doc Wilson
RE: Hardy & Rebecca Lasater
Hello, Fourth Cousin Steve,
Hardy and Sarah are also my 3rd great-grandparents. Their daughter Malinda (Find A Grave ID #76147959 married William Bingham Petty (76147550), their daughter Mary Stacy Petty (76129286) married James McDaniel Stinson (76129247), and their son Burnis Bingham Stinson (69320068) was my grandfather.
Since we're both at the same degree of relation from Hardy and Rebecca, I am happy to withdraw my request for transfers. It's enough that I have photos on their pages.
Added by
Doc Wilson
on Jan 14, 2015 4:05 PM
Ross, NM
RE: Come again
I have surveyed both cemeteries in Socorro and have detailed records. Can I help?
Added by
Ross, NM
on Nov 28, 2013 8:08 PM
Ross, NM
Come again
I see you have visited the La Joya Cemetery in NM and made some contibutions.
Now that is off the beaten path.
Hope you sampled some Hatch Green Chile during your visit.
Added by
Ross, NM
on Nov 28, 2013 4:59 PM
elizabeth golson
RE: Thanks!
You are very welcome! I enjoyed my day "grave-trekking", but that made it even more worthwhile since I had seen the "problems" previously reported. Let me know if you have any other photos you'd like in the Charlotte/Gastonia/Monroe, NC area.
Added by
elizabeth golson
on Jun 16, 2013 7:28 PM
Dora Moya
Thank you for the photo.
Added by
on May 15, 2013 8:27 PM
Mary Jo
Mulvaney Photos
Thank you so very much for the photos of the Mulvaney family, especially the one of my aunt, Mary Colleen Mulvaney Joseph. I live in Alabama and it would have been impossible for me to visit her gravesite in person.
Mary Jo
Added by
Mary Jo
on Apr 23, 2013 7:08 PM
Brad Bisinger
RE: Menger relations
Steve -- I am indeed related to the Mengers and vistited the cemetery in Tunkhannock two years ago. Mary Josephine MENGER (1855-1924) was my 2nd great Grandmother. She was the daughter of Johann Adam MENGER and Margaret Barbara FRANTZ. I have some information on the family, but not much -- you might actually have more than I do.
Much of my information on the Menger family is on geni.com -- do you have access to that site? A good place to start browsing my data is at:
.. that is Johann Menger's page -- he is my 3rd great grandfather. Are you related?
Added by
Brad Bisinger
on Jan 09, 2013 7:18 PM
Ellenor Bailey
Quote: I also found a stone for Elvira C. Baily, died 1865, consort of Rev J. S. Bailey if you are interested.
YES! That is Rev James Starke Bailey's wife. By chance is his marker there?
I am pretty sure that any Bailey that you find around there will be of kin.
So exciting! Thanks for making my day with my 3rd Great Grandparents memorial photos.
Added by
on Jun 05, 2012 11:15 AM
John G. & Elizabeth C. Kell
Thank you for taking the photographs of John Gaston Kell and Elizabeth C. Kell's tombstones in the Bullock Creek Presbyterian Church Cemetery in York County, South Carolina. It is thanks to individuals like you; who volunteer their time to bring ancestors closer together, even if it is only through a photograph of their final resting place. This will help future generations in our family to know a little more about their ancestor. ~ with appreciation, George Gaston
Added by
on Jun 05, 2012 11:10 AM
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text:
The action, to be conducted by Mullock's, is expected to fetch nearly 100,000 pounds. The guide price for the items set by the auctioneer 10,000 pounds to 15,000 pounds is the highest for three items in the collection: the pair of glasses, 'charkha' (spinning wheel) and a casket containing the soil and blades of grass from the spot where Gandhi was killed in New Delhi.
The soil and blades of grass were collected by one PP Nambiar, who describes the samples in a provenance, and are placed in a small wooden casket containing a small glass topped box. The description says: "The casket comes with a letter of provenance by PP Nambiar dated Sep 24, 1996 saying that the recipient: '... has today received the most sacred of all relics a fraction of the pinch of soil I collected on 30 Jan 1948 from the spot where the Father of our nation MK Gandhi fell to the bullets of his assassin...'".
Mullock's says that the item is also accompanied by a copy of 'True but never heard before' by PP Nambiar, which is a personal account of collecting the soil sample on the day Gandhi was murdered. It quotes Nambiar's words: '... in my search I found a drop of blood on the grass almost dried. I cut the grass and also took two pinches of soil from the brink of the pothole which I wrapped in a piece of Hindi newspaper found nearby. This is in my box even today. I keep it in a jewellery box brought by me from Indo-China in a later year. To me it is a treasure of immense sentimental value...'.


text:
As Drupal does an awesome job in website building for the powerful features, user-friendly installation & admin interface, thousands of themes and plugins, and others, more and more people prefer to use it for their websites. Then, after building a website with Drupal, you have some problems to work with, such as updating Drupal to the latest version and optimizing Drupal sites for better SEO.
However, the most urgent issue is about how to backup Drupal. If your website is hacked without a backup file for the latest changes, you may need to start your website from scratch. Therefore, we introduce how to backup Drupal to help you backup your files and database of your Drupal site efficiently.
Before backing up your Drupal website, you need to install some tools to help you do your business with ease. FileZilla and phpMyAdmin are the two wonderful options to meet your needs. As they are open and free, you can easily get them from the Internet.
FTP Clients – FileZilla
There are various powerful FTP clients for you to choose, including FileZilla, SmartFTP, CuteFTP and more. The tool used in this article is FileZilla which is a free and amazing tool to help you download and upload the files for your website. No matter which system is used for your computer, it can run smoothly.
When backing up Drupal, you may use this functional and user-friendly tool named phpMyAdmin to help you manage the MySQL database which is essential for Drupal site. Actually, it is unnecessary for you to look for this tool on the Internet for most of the hosting providers offer it for free such as BlueHost .
Get to Start
Step 1 – Backup Your Files
Either the core files or the non-core files which is essential for the Drupal website. When you plan to backup Drupal, the first thing you need to consider is to download all of the
To handle this step, you need an FTP client called FileZilla, which we have mentioned in the preparation part. You can open the tool FileZilla and find the folder named "drupal" in the installation directory.
After the folder is selected, you can right-click to open a menu, download the folder, and save it into your local directory. It is really easy for you to backup them, but you should make sure that the whole files are selected without missing.
Step 2 – Backup Your Database
When you are installing Drupal, you are asked to create your database for your website to store the data including the posts, images, sounds, and other content of your website. Therefore, backing up the database is also necessary to help you prevent the loss of your data.
Starting this step needs you to login your account of cPanel and find the icon named "phpMyAdmin" in the Datebase part. After clicking it, new window is opened, and then you can click the item "Datebases" to open the list of databases.
Choose the database which is used by your Drupal website. If you do not know which is the right one in the list, you can search the file called "settings.php" to find the accurate information. After selecting the database, you should click it to open a new menu. Next, click the item "Export" to open a new page, which allows you to choose quick export or custom export. Then by clicking the button "go", you can backup the database automatically.
Step 3 – Store Your Backup
In order to find the things you have backed up easily, you need to create a folder to keep the files and database in it. The name of the older should contain the date of the backup plan to make sure that you can quickly find out which is the latest backup files.
In addition, you need to save the backup files into multiple local storages instead of only in the web server. In this case, if you meet with the trouble that your web server cannot work, you can find the backup files in other storages.


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Condition: New Warranty: YES
Country of shipping: India
Country of shipping: India
Available qty: 100 items Minimum Order: 50 pcs
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The 6372 LCR Meter that is provided with high accuracy and speed. It is a cost and multiple- function utility and is able to perform the component test entirely. The friendly operation interface design is in synchronization with the international trend and easy to operate to import into the production lines quickly. Because of the high-precision values of measured data and superior efficacy, it must be a necessary testing instrument of components and materials. It supports the interfaces of RS232, LAN, USB and GPIB PC connections.
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Evolution might be considered to be an unusual word to describe the advancement of the Data Scientist. After all, evolution is defined as: 'The way in which living things change and develop over millions of years'. I'm certainly not claiming that the Homoerectus could code. However, what we can clearly see, is that there is an evolution in the methods, process and technology used by a Data Scientist. Many would contest the true beginnings of statistical modelling, but fewer would argue what that evolutionary lifecycle looks like. From the early days of scratching numbers into papyrus, up to the modern day punching of numbers into a keyboard, Data Science has come a long way. The technology may have changed, the methods may also have changed, but what hasn't changed going as far back past the industrial revolutions of the 19th and 20th centuries, or past the Renaissance, as far back as the dawn of human kind, is that we've always sought to leverage mathematics and statistics to improve the world around us.
Data Science in the form we know it today has only been around since the new millennium, when statisticians who felt that they had unique sets of skills chose to separate themselves from traditional mathematicians and computer scientists. Data Science in its purest form started out as statistics in 800 A.D, when Iraqi mathematician Al Kindi used his own method of statistical analysis for cryptography, also known as code breaking. His work is credited as the first recognized example of frequency analysis, and led the way for other thinkers. During the 1300s, Florentine banker Giovanni Villani used his extensive records and knowledge of Florence, including population, geography, trade, education, to build a comprehensive guide of the city, which has since been described as the first use of statistics for philanthropic ends. In the 17th century, John Graunt and William Petty created the first life table after studying the population of London. Using only the rates of mortality of London as a marker, Graunt and Petty were able to calculate that the population of London was somewhere around 384,000 people, and that the average family size in London during the 17th Century was 8. These are extraordinarily accurate figures, as despite there being a census in place, there was fluid mobility of groups in and out of the major cities almost every day, with many residents not having one fixed abode.
In the 20th century, statistics became a recognized and prominent field, being used to help quantify the increasingly diverse societies of the 1900s. Some of this work was led by Karl Pearson and Francis Galton, two revered mathematicians who studied societal diversity in terms of height, weight, race, hair colour and more. Galton contributed his knowledge of deviation, correlation and regression analysis, while Pearson pioneered the 'Pearson product-moment correlation coefficient' and the 'Pearson distribution', which became key in helping to measure a degree of linear dependency. This research was continued by Ronald Fisher, who was credited with writing the textbooks that defined the academic discipline of statistics. His most famous work, the 1918 paper, 'The Correlation between Relatives on the Supposition of Mendelian Inheritance' became one of the cornerstones of statistical academic research at universities all over the world.;
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Matt the Murderer
Darla jumped as she heard the ear-piercing scream. Realizing that the stranger must have come inside, she tip-toed through the kitchen as quickly as she could. By the time she reached the front door, the man was on the porch, eyes wide.
"What the hell is that?" The man shouted, not moving.
Following his eyes, Darla noticed the shattered head on the floor and burst into tears.
"Madeleine!" She cried, scooping up the shards of porcelain in her hands, "You killed her!"
"I....what?" The man gasped, "It was an accident!"
"Murderer!" she screamed, dropping the broken doll, "Get out! Now!"
Darla moved menacingly toward the man on the porch, tears streaming down her face. Bewildered, he took a step back, but didn't leave.
"No! I just broke your...creepy doll thing, I'll make it up to you!" He consoled.
"It's not a creepy doll thing! She was one of my friends!" yelled Darla, even more enraged.
The man blinked slowly. "Look, I'm sorry, okay? I didn't mean to break your...friend. I walked in the door and didn't look where I was going. Now please stop crying, okay, it won't help anything. My name's Matt." He soothed, holding out his hand.
Ignoring his outstretched hand, Darla sank to the floor. "You don't understand. She was one of my favorites."
Puzzled, he slowly let his hand drop. "One of your favorites?"
"I have more than one friend," She retorted, looking up at him indignantly.
After a moment of confusion, realization flooded Matt's face.
"I think I should meet these friends of yours."


text:
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text:
Let us know when your receive great advice so we can thank our lawyers and point others with similar questions in the right direction.Got it!
I am currently in quite the dilemma. As of right now my mother has moved me away from the house due to a serious and difficult CPS and police report I had to make at school. Now that my siblings have gotten the help necessary she still has yet to speak with me. She will not allow me to get my belongings, school work, or to visit. I am a mother of a toddler, and feel I should have some rights as a parent to leave this situation. My 18th birthday is in five months therefore petitioning for emancipation wouldn't work. I have asked various sources how I can legally leave, but no one can provide me with a solid answer. My mother had an officer take my house keys and cellular device. In my perspective this is retaliation and abandonment. Please help me.
Since you have been kicked out, whether you CAN leave is no longer an issue. Since you want to leave, your mission is accomplished.
If there is a family friend or someone else that can intervene to assist you in getting your "stuff," I would suggest that route.
I truly wish you the best of luck.
P.S. Is you father available to assist?Ask a similar question
It is considered that I have been moved legally to another house in her consent, although she has no contact with me. She claims that I cannot have my stuff because she must search it, but I am not a bad student. I maintain A's, have leadership responsibilities in extra curricular activities, and never engage in foul things like drugs. She's being unreasonable and my grandparents won't help me. My father hasn't been in the picture for a couple of years. I would like to live with my friend and her family, could I do this?
It does not sound like you have much choice.
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Yankees take Red Sox series!
@SportsBata ..nuff said
The NY Yankees took two-of-three games over rival Red Sox in the Bronx over the weekend! The Red Sox did hit a three-run HR in the top of the 14th inning, last night, to save face and avoid a sweep! The Boston Red Sox (89-70) were damaged, but still remain ahead of the Tampa Bay Rays (88-71) in the AL East! The NY Yankees (97-62) remain the top-dog in the AL East, and the entire American League!


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Tools & Tips
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Online Scheduler for Rescuer Services
Use this tool to access services with the ASPCA SSNC
Helping Cats Be Better Neighbors
Gain community support for your TNR efforts with these tips on creating good cat neighbors.
Trap-Neuter-Return (TNR) and Colony Care in NYC
Looking for TNR certification? Learn how to be a safe and effective caretaker of feral and stray cat colonies in New York City by using Trap-Neuter-Return (TNR). After you watch the webinar, check your in-box for information on how to register as a Certified TNR Caretaker in NYC.
How to Teach Community TNR Workshops
The American Society for the Prevention of Cruelty to Animals supports Trap-Neuter-Return as a positive and effective program to help reduce outdoor cat populations.
Winter Shelter Bins for Community Cats FAQ
It's Community Cat Week: Help outdoor kitties stay warm this winter with inexpensive foam coolers!
How to Talk TNR
Want to get your community on board with TNR? Talk it up this way.
Is that Cat Feral?
How and when do you decide to consider stray cats for your adoption floor or determine if they are candidates for TNR? This webinar shares the results of the ASPCA's extensive research study on social vs. unsocialized cats.
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Since ferals may be less healthy, more aggressive and more easily stressed than your general cat population, giving them a separate housing area benefits everyone.
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Is that cat feral? Take a quiz to see if you can tell the difference between socialized and unsocialized cats
ASPCA TNR Postcard
Use these simple postcards or modify them to help educate your community about TNR.


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Just 230 feet away from the sandy beach of Kato Gatzea, Filyra Rooms offers tasteful accommodation with a private balcony and free Wi-Fi. It has a snack bar and a warmly decorated lounge area with fireplace and TV. Featuring soft tones and iron beds, Filyra rooms are all air conditioned and equipped with an LCD TV, fridge and hairdryer. Some rooms have a fireplace, while others enjoy mountain views from their balcony. Within a short walk, guests will find bars, traditional taverns and super markets. The scenic mountain village of Milies is 6.2 miles away and the town of Volos is at 11.2 miles. Free parking can be found near the premises.


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Fisher-Price Laugh & Learn® Bright Beats Groove'n Glow BeatBo
BeatBo is more than a plush toy that baby can cuddle - he's a musical buddy that keeps your little one entertained for hours! Just press his tummy to light up the fun with sing-along songs and lights that dance along to the beat. Even when you're on the go-go-go, its easy to take the groove and glow along!
- For ages 6 months and up
- Plush BeatBo is soft for cuddling and playing
- Press his light-up tummy for music and 5 - sing-along songs
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Can i drink zipfizz during pregnancy?
Zipfizz is not recommended for women who are pregnant or nursing. It contains two forms of caffeine: guarana and green tea. According to the March of Dimes, caffeine consumption is discouraged duri...
Read More »
Can you drink redbull during pregnancy?
I wouldn't take the risk. Why not drink healthier things?
Is it safe to drink ORS during pregnancy?
Is anise tea safe to drink during pregnancy?
Again, I stress--ask your doctor. When in doubt, don't consume anything without asking your physician.
Is camomile tea safe to drink during pregnancy?
Is camomile & anis tea safe to drink during pregnancy?


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American Armenian Rose Float Association Accepted into 128th Tournament of Roses Parade
The American Armenian Rose Float Association, Inc. (AARFA) is proud to announce that it has been accepted for the fourth time into the Tournament of Roses Parade. The 129th Tournament will be held on January 1, 2018. Though a tremendous challenge, this project is a great vote of confidence for AARFA. With skilled and talented members and supporters, the float is sure to be a success, again this coming year.
The Tournament of Roses began as a promotional effort by the distinguished Valley Hunt Club of Pasadena. In the winter of 1890, the club members invited their former East Coast neighbors to warmer California for a mid-winter holiday, where they would watch games like jousting, chariot races, polo, foot races and tug-of-war. Thanks to the warmer California weather and the abundance of fresh flowers, even in winter, the club decided to add another event to these festivities: a parade of carriages decorated with hundreds of blooms. This was the start of the world-famous Tournament of Roses Parade.
The first Armenian rose float, which carried the theme "Cradle of Civilization," went on to earn the Pasadena Tournament of Roses' prestigious President's Award for "most effective floral use and presentation." "On New Year's Day, 2015, as the first Armenian rose float in history rolled down Colorado Boulevard, it promoted Armenian culture and identity in Los Angeles and across the world," AARFA President Stepan Partamian said as he addressed the guests. "The float was seen by about 700,000 spectators in Pasadena and a global audience of 1.5 billion in 115 countries. The forthcoming Tournament of Roses will be seen by an even greater number of people. I can't imagine a better or more cost-effective conduit for familiarizing the world with Armenian civilization. Think about it as a community, we'll be spending a mere $300,000 on the second Armenian rose float, yet achieve the type of global exposure that would require millions of dollars."
The second Armenian rose float road on January 1, 2016, the theme, "Find your Adventure," called "Discover Armenia" encompassed major Armenian landmarks as well as references to Armenian history — including the Sardarapat and Tsitsernakaberd memorials, the Tatev Monastery, Artsakh's "We Are Our Mountains" monument, the Ughtasar Petroglyphs, the khachkar cemetery of Old Jugha, and the Urartian Sphinx, among others. Both the first and the newest Armenian rose floats were designed by AARFA Board member Johnny Kanounji, depicting the beauty and millennia-old culture of Armenia and Artsakh, the Armenian rose float will also help promote tourism in our homeland.
On January 2, 2017, AARFA showcased "Echoes of Success" down Colorado Blvd. and again within three years won its second trophy, Past President's Trophy for Best Design and Best use of Floral and Non-Floral Design, platforming the American Armenian diaspora success story. It was an honor to share Armenia as a success story in the world during the 2017 Rose Parade. This float belongs to every Armenian in the United States and around the world. One hundred years ago, the Tournament of Roses chose Mr. Pashgian, an American Armenian, as the Grand Marshall, and now, the American Armenian community will again be represented with a float for the fourth year in a row.
Now, on January 1, 2018 AARFA will present to the world a float that depicts the human acts of kindness that enrich the lives of the others and are the source of inspiration, hope, joy and optimism for all of us as a Armenian community. The official design shall be unveiled on or about March 2017. It is the AARFA's hope that the World Armenian communities support this float and help share "Acts of Kindness". AARFA is looking for corporate, media and individual sponsors who wish to support this project.


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Maybelline's newest in the Superstay Collection - beautiful lip glosses with an amazing summer pallette. I chose a medium pink, and with the sparkly gloss, it's awesome! It lasted all day, through meals and even a swim class.
For beautiful colour selection, as well as a smooth and non-drying lip, I highly recommend this!
These reviews are the subjective opinions of ChickAdvisor members and not of ChickAdvisor Inc.


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The Sony - MDR-100ABN is a part of Sony's hear on headphone range that combines premium high-res audio quality with striking looks and comfort for long listening sessions.These over-ear headphones can also stream music wirelessly and have noise cancellation capabilities.
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Are you travelling to Costa Brava and looking for a hotel that is centrally located? Find H TOP Royal Sun Suites on the map because this hotel is famous among couples, families, group travellers and solo travellers. It offers rooms-only, bed and breakfast, half-board, full-board and all-inclusive accommodations and amicable hospitality.
Located about 450 metres from the beach in Santa Susanna (Costa Brava), H TOP Royal Sun Suites is a four-star hotel. You will find restaurants, cafes and shops within proximity—for more options you'll have to travel to either Pineda de Mar (3 km) or Malgrat de Mar (2 km) or Santa Susanna City Centre (1 km). Places of interest include Marineland (4 km) and Activ Natura (4 km)—these are famous theme parks. On a regular day, Calella (6 km) and Blanes (7 km) and idea for land excursions. The beach is pretty long, a paradise for water sports lovers—you will find both motorised and non-motorised water sports activities. Distance to Girona-Costa Brava Airport is 35 km and Barcelona–El Prat Airport is about 71 km away.
H TOP Royal Sun Suites is equipped with 217 guestrooms that can accommodate between two and four guests. Guestrooms are divided into single rooms, twin rooms and quadruple rooms—you can request for extra bed and crib. Modern and spacious, rooms are simple in terms of décor, furnished with an array of facilities. Features that are common across the rooms are TV with satellite, air conditioning, en suite with amenities, hairdryer, telephone, mini fridge, WiFi internet, and safe deposit box—note that you might have to locally pay to use some of the facilities in the room. There is a balcony in every room offering various views depending up on its location. Housekeeping and fresh towels and linens are provided daily—you can also request for other services, such as wake-up call and laundry service.
From 2:00 PM
Until 12:00 PM
Pets are not allowed.
You can choose your boarding from rooms-only, bed and breakfast, half-board, full-board and all-inclusive accommodations. Concurring to the options, the hotel boasts a buffet restaurant that serves breakfast, lunch and dinner. Breakfast is continental in style with a wide selection, and at lunch and dinner, you will find local and international cuisines on the spread. Lunch and dinner are complimented by alcoholic drinks and theme dinners are often organised. In addition, the poolside bar serves light meals and snacks, alongside a wide collection of alcoholic and non-alcoholic drinks. And in the evening, the main bar is quite hip as this is where an extensive bar menu is offered, featuring classic and signature cocktails and mocktails.
There is a swimming pool on the terrace, furnished with solarium. And in the adjoining there is a whirlpool. Loungers and parasols are complimentary but for lilos and beach towels, you'll have to approach the front desk. There is a children's play room stuffed with toys and books and a game arcade with billiards, table tennis, air hockey, darts and other electronic games. In case you happen to need a computer, there is an internet corner—you might have to pay. There is a car rental desk—bikes and quadricycles are complimentary for all-inclusive guests. Children between the ages of 5 and 12 years can join the mini club where they can meet new friends and partake in various games and activities. And in the evening, the hotel organises entertaining programmes and events, catering to guests of all ages.
*** Guests have free access to sister hotels according to board basis; prior reservation is a must.
*** Hotel provides free bus service from Lloret de Mar to Calella between June and September.
Distance to Beach: 450 metres
Time to Beach (walking): 5 minutes
Distance to Shops and Restaurants: 250 metres
Time to Shops and Restaurants (walking): 3 minutes


text: Trying to get rid of red (actually white) eye in my photos, using IPhoto 11 Ver.9.4.2. Following instructions as provided in IPhoto Help. The "auto fix" doesn't do anything, even with the photo enlarged. The manual fix seems to add a few gray pixels to the middle of the tool (doesn't matter how large you make it), but when I scale the photo down again, there is a very black, shiny crescent on the left sides of the pupils, and most of the glare is still there in the center of the eyes. Eyes either look WAY too black, or you can see black spots over white pupils. Can't figure out what I'm doing wrong. Suggestions? Thanks.