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An excerpt from www.HouseOfNames.com archives copyright © 2000 - 2017
Anglo-Saxon name that was originally derived from the baptismal name Matilda, a popular woman's name in the 11th century.
Madson Early Origins
Durham where they held a family seat from early times and their first records appeared on the early census rolls taken by the early Kings of Britain to determine the rate of taxation of their subjects.
Madson Spelling Variations
Madson Spelling Variations
Before English spelling was standardized a few hundred years ago, spelling variations of names were a common occurrence. Elements of Latin, French and other languages became incorporated into English through the Middle Ages, and name spellings changed even among the literate. The variations of the surname Madson include Madison, Maddison, Maddeson and others.
Madson Early History
Madson Early History
This web page shows only a small excerpt of our Madson research. Another 318 words (23 lines of text) are included under the topic Early Madson History in all our PDF Extended History products and printed products wherever possible.
Madson Early Notables (pre 1700)
Madson Early Notables (pre 1700)
More information is included under the topic Early Madson Notables in all our PDF Extended History products and printed products wherever possible.
The Great Migration
The Great Migration
A great wave of immigration to the New World was the result of the enormous political and religious disarray that struck England at that time. Families left for the New World in extremely large numbers. The long journey was the end of many immigrants and many more arrived sick and starving. Still, those who made it were rewarded with an opportunity far greater than they had known at home in England. These emigrant families went on to make significant contributions to these emerging colonies in which they settled. Some of the first North American settlers carried this name or one of its variants:
Madson Settlers in United States in the 20th Century
Contemporary Notables of the name Madson (post 1700)
Contemporary Notables of the name Madson (post 1700)
The motto was originally a war cry or slogan. Mottoes first began to be shown with arms in the 14th and 15th centuries, but were not in general use until the 17th century. Thus the oldest coats of arms generally do not include a motto. Mottoes seldom form part of the grant of arms: Under most heraldic authorities, a motto is an optional component of the coat of arms, and can be added to or changed at will; many families have chosen not to display a motto.
Motto: Vae timido
Motto Translation: Woe to the timid.
Madson Family Crest Products
Madson Family Crest Products
See Also
See Also
Other References
The Madson Family Crest was acquired from the Houseofnames.com archives. The Madson Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname.
This page was last modified on 18 November 2016 at 07:38.
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My New Book Coming Soon
For the past eight months, I have been working on a book with my co-author Allen P. Wilkinson. The book is a Consumer's guide to all things having to do with the California personal injury and wrongful death system and is entitled "Accidents Happen."
While it has always been a dream of mine to write a book, it never would have been possible without having my co-author's guidance, mentorship and experience. Allen is not only an accomplished trial lawyer with more than 25+ years in handling all types of catastrophic injury and complex litigation cases, but he previously wrote the popular book Everybody's Guide to the Law which was published by HarperCollins in 1986 with a second edition in 2003.
When the idea came up to co-author a book that the average person can use and understand we jumped at the opportunity. Not only is being involved in an accident a traumatic experience, but the toll it can take both physically and mentally is terrifying. Add that to the unknown world of the law and dealing with insurance companies and adjusters and things can quickly turn into a nightmare.
What we hope to achieve with Accidents Happen is to provide an inside look into specific areas of California's personal injury laws in plain, easy to understand language. We hope to dispel some of the fears and myths that people usually have when involved in a serious accident. We provide an inside look into the main questions that most people have when they first call and provide them with tips and examples that might be similar to their own experiences.
I am extremely proud of the hard work that Allen and I have put into this book and look forward to its release in June. Since we are getting closer to the final printing, I will post updates more frequently including the final front and back cover, how to get a copy, as well as where the proceeds of the sales will be going. Thank you all for your continued support.

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HU13 Midi Horizontal Gel Electrophoresis System, Scie-plas
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This product is not sold individually. You must select at least 1 quantity for this product.
Availability: This product is no longer in stock
Availability date:
Customer ratings and reviews
The HU13 MIDI offers a maximum of 112 sample throughput, with buffer recirculation capability providing increased productivity and resolution in nucleic acid electrophoresis. The buffer recirculation prevents ionic gradient formation during electrophoresis. It's still small 15 cm length provides optimize gel running conditions for fast and optimal resolution of nucleic acids. It has a removable gel-casting tray with silicon end gaskets for in-tank gel casting. To cast a gel, the gel-casting tray is turned 90° to the direction of electrophoresis; the end gaskets form a leak proof seal against the inner walls of the running chamber. Once the gel has set, the gel-casting tray with gel is rotated to its original position for sample loading and electrophoresis.
Alternatively, single gels may be cast outside the tank using HU13-SCG silicone casting gates or HU13-SS Scie-Plas Super-Seals, while up to 3 additional gels may be cast simultaneously within the HU13-CU mini-gel external casting unit.
Features include:
Complete System: HU13
Midi horizontal gel unit with removable casting tray and 2 x 1mm thick, 16-sample combs, colored loading strips and buffer recirculation ports
For a complete list of Combs and Parts go to "Download" tab.
Technical Specifications: HU13
Unit Dimensions (W x D x H)
20 x 32 x 7cm
Gel Dimensions (W x H)
12.8 x 15cm
Buffer Volume
Buffer Circulation Ports
Maximum Sample Capacity
Combs (quantity)
Comb Thicknesses
1, 1.5 & 2mm
Comb Throughput (maximum)
8 – 28 samples
Comb Slots
Migration Distance Between Comb Slots
Power Output Connectors (diameter)
Shrouded, 4mm
Recommended Running Voltage
Recommended Power Supply
Consort EV222
The Scie-pas HU13 has met every one of our needs. Its easy to use, high quality and a great price. Thanks for the support!
Best price is right
You guys have the best prices on Scie-plas! We'll be buying more.


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MYP Service Day
We look forward to all MYP Students and teachers going off campus today, Thursday 19 Obtober, to serve the surrounding community in a variety of ways. Photos will be posted soon. It's going to be a great day!
The Anglican International School is, first and foremost, a place of learning. Students are expected to take responsibility for their learning and behaviour. It is the responsibility of teachers to help them achieve the highest possible standards.
* Should medication be prescribed for a student, then the school requires a note from parents explaining its use. Medication is looked after by the school nurse and is kept in the nurse's offices.
There are other types of behaviour which, although not as serious as the above list, are not appropriate in a school setting and are therefore unacceptable. They are:
Within the above framework the discipline guidance that follows applies to conduct of students in and out of class within the regular routines of the school's operations. It is a tool designed to assist the school in the maintenance of effective teaching and learning.
At AISJ all teachers have the right to teach and all students have the right to learn. Student behaviour that jeopardizes effective teaching and learning must be addressed. Problems should always be resolved at the lowest level possible. Action must always have as its purpose the preservation of effective teaching and learning and, in so far as is possible, the restoration of the student.
Staff members should themselves deal with infrequent and minor infringements within the classroom and playground environment. These include talking out of place and distraction or arguments and disagreements over equipment in the playground.
If a climate of order and respect has been established in the class, then such behaviours can usually be addressed with humour, eye contact, a direction to task or a firm word – all part of the educational process. Teachers may wish to consider moving students whose location in the class seems to generate distraction. Teachers may dispel some distraction simply by moving physically around the classroom themselves rather than adopting a static stance.
In the playground, the staff member on duty can similarly move over to the area of dispute over an item of playground equipment or a minor disagreement between students, calming the situation through words and their physical presence.
If the minor and infrequent offence is not solved through standard classroom management, all teachers (homeroom teachers, specialist teachers, learning assistants) may deduct Golden Time – whether in the class or playground. This behaviour may includeinappropriate work conduct (e.g. delaying a task completion, creating work of a standard not typical of that student) or inappropriate behaviour in the playground (deliberately disrupting the play of other students).
Golden Time is an extension of standard classroom management across the entire Elementary. Golden Time is 30 minutes at the end of each week to which each student is entitled. In the 30 minutes a student has free choice of activities within the classroom (games, computer time, colouring etc.). A student can lose Golden Time in proportions (3 – 5 minutes) for actions which do not comply with the general classroom rules. The student can earn back Golden Time with behaviour that readdresses the negative behaviour.
If the student persists in the types of minor offences stated above or the behaviour is disruptive to the other students' learning, the staff member may remove the student away from the other students in a 'time out'. This particularly includes behaviour which is aggressive towards other students or requires a member of staff to leave the classroom (e.g. a student running out of the classroom). In the classroom, the 'time out' may be at an isolated table or corner and in the playground, the 'time out' may be a bench off the playground.
Teachers may then record the incident in the SIMS (Schools Information Management System). In the playground, the staff member on duty may record the behaviour in the incident book. The homeroom teacher can then inform the parents through writing in the student's home communication book / Elementary student planner. The behaviour recorded in the playground incident book is reported to the homeroom teacher and again will be communicated with the parents.
If a student persists in disruptive behaviour or the offence is more major, a student will be warned that the next 'time out' will be with the Key Stage Manager. In this instance, a student who has already had a 'time out' in the classroom or playground for aggressive or inappropriate behaviour (including hitting or biting another student or teacher) or persistent disruptive behaviour will be taken to the Key Stage Manager. If the behaviour of the student will be a potential threat to the other students in the Key Stage Manager classroom, the offending student will go straight to Stage 5.
The behaviour will always be recorded in SIMS and the parents informed through the Home School communication book.
If a student persists in disruptive behaviour or the offence is more major, a student will be warned that the next 'time out' will be with the Head of Elementary. In this instance, a student who has already had a 'time out' in the classroom or playground for aggressive behaviour (including hitting or biting another student or teacher) or persistent disruptive behaviour will be taken to the Head of Elementary.
The Head of Elementary will inform the parents of this inappropriate and unacceptable behaviour through phone call or written communication in the communication book or Elementary student planner. This behaviour is also recorded in SIMS.
If a student's aggressive or disruptive behaviour results in repeated 'time out' with the Head of Elementary, the parents or guardians will be asked in for a consultation with the homeroom teacher and Head of Elementary.
At this meeting, an Individual Behavioural Plan will be developed to outline the behaviour expected of the student and the steps of discipline resulting from deviance from this plan. This Individual Behavioural Plan will be reviewed after an agreed time between the parents, homeroom teacher and Head of Elementary.
If a student's behaviour is not changing or improving by the time of the review of the Individual Behavioural Plan, at the discretion of the Head of Elementary a meeting will be called with the Director.
A revised Individual Behavioural Plan may be put into place or the student may be deemed unable to operate within the expected framework of the school's behaviour and discipline policy leading to stage 7.
Sustained disregard of the school's code of conduct may result in suspension. The Director reserves the right to suspend.
A conference with parents will normally accompany suspension. Avenues of support for the family will be explored as well as measures necessary to safeguard the integrity of the school as a place of teaching and learning.
In any Semester, a student may be internally suspended only once. The next suspension within that period will be external. Students suspended externally will not be eligible for any school activities (including clubs and trips) for a period of nine weeks following the beginning of the suspension.
A record of all interventions will be kept in student files.
Sustained disregard of the school's code of conduct may result in expulsion
Prior to giving notice of expulsion, the Director will always consult with the Chairman of the Executive Board.
It must be understood that acute misbehaviour that threatens or endangers others must be referred immediately to the appropriate Head of School or Director who will then deal with the matter according to a different set of parameters listed below under "interventions". The Director reserves the right to impose immediate suspension.
The following guidelines are designed to address disciplinary actions that require the immediate intervention of the Director.
Situations requiring immediate intervention include:
The list is not exhaustive.
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