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Housing Needs In The Twin Cities From Home Destination: Ranch homes bought up by seniors looking for one level homes have lowered the housing inventory in the Twin Cities.
Seniors Are Persistent In Seeking Ranch Homes To Buy
The National Association of Home Builders released a report on their latest survey showing that home builder's are confident that seniors are buying single family homes and renovating them in 2103. The What Home Buyers Really Want survey was a joint accomplishment by the NAHB Economics and Housing Policy Group in 2012 using a consumer research panel run by the NAHB Research Center.
Like most home buyers out looking to buy a home in today's tight Minneapolis housing market, the 55+ segment of those searching for real estate listings face a low inventory of single-family homes. When beginning their search, seniors that are already per-qualified for a home loan have a needed advantage. Trying to buy without one is truly daunting. Additional obstacles to buying a home exist as Minnesota strives toward a stronger housing recovery. They include tight credit conditions for buyers and obtaining accurate appraisals, shortages of available homes to buy, and home builders trying to find lots to on to construct new homes. Some moments it feels like a buying homes frenzy.
55+ Housing Market Indices - Seniors Are Renovating Homes
Home builders confidence is strong that senior homeowners are seeking to buy and renovate a home for retirement improved the fourth quarter of 2012 compared to the same period a year ago, according to the National Association of Home Builders's latest 55+ Housing Market Indices (55+ HMIs). NAHB has separate 55+ HMIs for two segments of the 55+ housing market: single-family homes and multifamily condominiums. A strong trend is growing amongst seniors to choose living with other family members and enjoy a quality life made up of close family bonds Each senior HMI is based on a survey that asks if market conditions are good, fair or poor. An index number below 50 indicates that more builders view conditions as poor than good.
Home Destination See Highlights In NAHB's 55+ HMI Report:
* Both 55+ HMIs remain below 50 but have gained substantially over reports from one year ago
* Seniors living in single-family residential homes increased 10 points to a level of 28
* Report findings show a fifth consecutive quarter of year over year housing gains
* Multifamily condos remain the weakest segment of the 55+ housing market and many prefer remaining in their own homes
* Still the gains for the 55+HMI for condos were strong enough to record a substantial year-over-year increase of six points to 19.
* 69% of this senior age demographic prefer a single-story home, where as the percentage is 57% across all age groups.
* 20% of individuals age 65 and older have plans to buy a home in the next one to three years. That includes the range of a single-family detached home, townhome attached, multi-family apartment, mobile home, or "other".
* 48% of senior respondents said they'd like a new home to range between 1,600 and 2,499 square feet.
* 39% indicated that adequate living space and number of rooms to meet needs is the number one characteristic that would most influence seniors to purchase a new home.
* 42% of the seniors surveyed said ease of home maintenance was a requirement when buying a home.
* 45% want a home with energy efficient features.
Principal Reductions Benefit Homeowner And Lender
55+HMI 12Q4Meanwhile, the 55+ multifamily rental indices, which had already recovered substantially in 2011, remained relatively stable in the fourth quarter, although there was a slight pullback due to uncertainty about the low-income housing tax credit—the financial driver behind a significant portion of apartments built for this segment of the market. Present production dropped three points to 31, expected future production dipped one point to 34, current demand for existing units dropped four points to 38 and expected future demand fell five points to 39.
"Nearly every measure of housing market strength—sales, starts, prices, permits and builder confidence—has been trending upward in recent months and we expect to see gradual but steady growth along these lines in 2013. People feel comfortable if they buy a house that it will appreciate, not depreciate, in value." ~ NAHB Chief Economist David Crowe
Growth In The Number Of Older Homeowners
By and large, older households—with their traditionally lower share of DIY activity were less affected by the housing bust, according to Harvard's housing study. The homeownership rate for households age 65 and over has actually increased substantially since 2007. Households age 55–64 have fallen less susceptible to housing struggles than younger age groups. Older owners also lost a smaller share of their home equity than younger owners. Coupled with the growth in the numbers of owners in these age ranges, the share of home improvement spending among owners age 55 and over thus increased more than seven percentage points (38.1 percent to 45.5 percent) between 2007 and 2011. Seniors have better rates of homeowners who avoided homeowner loan delinquecies due to owning more home equity and having fewer underwater home mortgages.
Upbeat Minnesota Foreclosed Homes Q3 Report
The US Census Bureau reports show that Minnesota's residential population is increasingly made up of a greater percentage of seniors. The bureau projects that, led by the baby boomers, the population age 65 and over will increase by 15.5 million—nearly 40 percent—between 2010 and 2020. The near-term growth in this older population is already underpinning a strong demand for retrofits to existing homes to enable these households to age in place.
Housing Americas Seniors - Harvard University Housing Study
Confirming our senior housing demographics, Harvard University's Joint Center report on Housing Americas Senors says, "Even though nine out of ten seniors 70 and over live in conventional housing, the regular stock is not designed to meet their changing needs, tastes, and preferences". Buying a ranch home and gaining living quarters all on one level is a first step for many. "However, a range of home renovations are still needed, from installing handrails to structural modifications that would help seniors function more easily at home," says Thuening.
Additional obstacles to buying a home exist as Minnesota strives toward a stronger housing recovery. They include tight credit conditions for buyers and obtaining accurate appraisals, shortages of available homes to buy, with an additional lot shortage for builders to construct new homes.
Senior Population Demographics Indicate Seniors Enormous Impact On Housing
The Minneapolis housing market is impacted by higher numbers of elderly. On a national level, people 65+ represented 13.1% of the population in the year 2010 but are expected to grow to be 19.3% of the population by 2030. In fact, all of the increase in the 65 and over age group after 2030 can be attributed to increases in the number of people 75 years and older. The population age 85 and over would be the fastest growing large age group, doubling in size from 1995 to the year 2030, and increasing fivefold by the year 2050. In 1995, 3.6 million people were projected to be 85 years and over. By 2050, this figure would increase to 18.2 million. Both increased life expectancy and the increased number of people entering these age groups contribute to the population explosion in these older ages.
Twin Cities foreclosed homes in 2011 Q3 totaled 2,969
Twin Cities foreclosed homes in 2011 Q3 totaled 2,615
Twin Cities foreclosed homes down 11.9%
31 counties reported more foreclosed homes and 58 counties showed fewer foreclosed homes
Download the Harvard University Housing Market Study on Senior Housing Needs - Ready For Renewal
Download the Census Bureau Senior Population Demographics Report
Download the U.S. Administration On Aging Profile of Older Americans Report 2012
Download the NAHB Seniors Housing Markets Are Positive In 2013 Press Release
Home Destination, a Minneapolis residential Realtor with RE/MAX Results, helps families with plans for buying a home with better informed decisions and guides them thorough the process. Twin City senior homeowners desiring help to stay in their homes, sell or buy a home to meet their home ideals, can reach Home Destination by calling 612-396-7832 and asking for Jenna Thuening.
Jenna Thuening, a Minneapolis residential Realtor helps Twin Cities seniors with housing needs.
Eden Prairie MN 55344
Jenna's home page: homedestination.com
If I'm out in the field, you may quickly reach me by email: email@example.com and note how I can help you, or leave a message on my voicemail and I will return your call as quickly as possible.


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subset: commoncrawl


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Kristina Toutanova and Michel Galley
June 2011
Contrary to popular belief, we show that the optimal parameters for IBM Model 1 are not unique. We demonstrate that, for a large class of words, IBM Model 1 is indifferent among a continuum of ways to allocate probability mass to their translations. We study the magnitude of the variance in optimal model parameters using a linear programming approach as well as multiple random trials, and demonstrate that it results in variance in test set log-likelihood and alignment error rate.
|Publication type
|Published in
|Proc. of the Annual Meeting of the Association for Computational Linguistics: Human Language Technologies


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A lot of house for a little money, the Clarkston was designed for our city dwellers on a really tight lot. At just 35 feet wide, it will fit city lots that are 50 feet wide, with 7 ft set backs on each side. Featuring 4 bedrooms, a dining room, and a kitchen that just might surprise you on its functionality, the Clarkston might just be the right choice for you in the inner city. With offices in Tacoma, Tri-Cities and Spokane, True Built Home has been successfully helping families create their dream homes across the state of Washington. Building a True Built Home may be simpler, more affordable and economically more sensible than you think. Remember, that all homes over 1400 sq feet, include Energy Efficient Furnace packages. For natural gas add $2500 which covers piping, venting extra plenum. Ask your home consultant about adding the Heat Pump for AC as an upgrade, and an Energy Efficient Hot Water Tank! Saving you lots of dollars in your new True Built Home. Some say "why settle for less?" At True Built Home we ask, why not settle for more!
The Clarkston Home Plan Features
- Electric Furnace
- Energy Efficient Hot Water Tank
- Hardwood Trim
- Pre-Painted Interior Doors
- garage door opener
- JD Powers #1 rated faucet package by Moen
- Cemplank concrete fire resistant siding
- Most plans have a man door in garage
Please note: True Built Home is an on your lot home builder. As such, there are parts of the home project that are not provided, and must be supplied by you, the customer. Click here for more information about your role in the process.


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First youll need to determine your pubic bone height (PBH). Youll need a wooden dowel* (something like a broom handle will do), a metric tape measure, and a helper. In bare feet, stand with your feet flat on the floor, 10″ apart. Place the dowel between your legs, and while pulling it upward with a force that approximates sitting on a saddle, have your helper measure the distance from the floor to the top of the dowel in centimeters. This measurement is your pubic bone height. To be sure you get an accurate reading, repeat the process a few times while making sure to keep the dowel level. Once youre sure you have a good number, write it down or send it to yourself in an email so you have it for your next bike purchase.
Once you have your PBH, its simple to calculate your saddle height. Heres the Rivendell math:
PBH 10 to 10.5cm = SH
And the LeMond math:
PBH x .883 = SH
Once you have your SH number, adjust your saddle to the proper height by measuring along the seat tube from the center of the bottom bracket (where the cranks bolt on) to the top of the saddle. Note that Rivendell recommends adjusting the math slightly for extreme crank lengths, but for the large majority of people riding either 170mm or 175mm cranks, these numbers are good.


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wow never thought Rossi would be that quick so soon and I'm a fan of his. Now I believe he can fight for the championship for sure!


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Dr. William McCool
Associate Professor of Nurse Midwifery
University of Pennsylvania School of Nursing
Practices full-scope midwifery care.
Researches women's stress and anxiety levels during pregnancy to determine if it is directly related to the labor and delivery experiences. Also, conducts research to understand why some pregnant women experience intense, but uncomplicated births, while others suffer from a variety of complications and less desirable outcomes.
Teaches undergraduate and graduate midwifery students.


text:
Edit Article
How to Repair Car Paint Chips
Expert advice on how to repair car paint chips(follow Steps 1 through 5) and repair finish flaws (follow Steps 1,4, and 5).
This article has been tagged as a stub.
That means it's off to a good start, but still has room to grow into a more helpful resource. Until the article reaches its full potential, it will be hidden from search results. Can you help it flourish? If you think the article offers complete and accurate instructions, feel free to remove this tag.
1Clean the area. All grease, wax, and oil must be removed from the affected area. If the area is not perfectly clean, the repair may fail quickly, or the underlying metal could start to rust beneath the new paint.
2Apply touch-up paint in layers. Build-up several thin layers of paint finish. Professional paint shops allow each coat of touch-up paint to cure overnight before applying the next. Although time-consuming, this makes for a better repair.
3Sand new paint level with existing finish. Remove one self-adhesive Sanding Disc from the spool and place it on the Fingertip sanding Spool. Dampen the sanding disc with water. Using a wet sponge, wet the repair area and add a drop of Paint Polish to make a 50/50 mix of polish and water. Sand the repair area by rotating the spool between your thumb and forefinger. Try to sand as small an area as possible, and use just enough pressure to smooth the area. Keep sanding until the touch-up paint is level with the surrounding paint.
4Buff out the repair with the buffing pad. Attach the Velcro Backup Pad to an electric drill or low-speed (2,000 RPM or less) polisher. Put a "dime-sized" spot of Paint Polish on the repair area and turn the drill polisher on. Move the drill over the area in slow, circular motions, using medium pressure for about 10 seconds. Keep the drill running and release some pressure, continuing to polish for about another 2 or three seconds to get maximum gloss.
5Clean and Wax. Clean the area with water and a damp cloth. When the area is dry, apply a good-quality car wax to protect the finish. Waxing will help prevent future problems but is not recommended within 30 days of painting.
Community Q&A
Ask a Question
- If the car paint chips have already started to rust, you must clean it out.
- During the sanding process, do not rub spool back and forth, and keep the area wet while sanding.
- Waxing is recommended because paint and chrome plating are porous and moisture can get under the finish and lift the surface coating, which will make the base metal rust.
Sources and Citations
- http://www.car-paint-job.com/car-paint-chips.html - Original source, shared with permission.
Article Info
Categories: Stub | Car Maintenance and Repair
In other languages:
Español: reparar desconchones de pintura en el coche, Italiano: Riparare le Scrostature di Vernice della Macchina, Português: Reparar Lascas na Pintura do Carro, Русский: закрасить места с отслоившейся краской на кузове автомобиля
Thanks to all authors for creating a page that has been read 99,396 times.
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Karin sings:
"My love is like a storybook story, but it's as real as the feelings I feel..."
-Storybook Love
(Princess Bride OST)
Monthly Archives: July 2011
You don't know how, for yeeears, I prayed long and hard for you to love me. "Even for just a day," I begged God repeatedly. Recently you told me that you did, at one point, albeit ever-so-briefly. Now that I know your … Continue reading
Posted in eros, introspection Leave a comment
One Day
One day, if you ask me when, I will say… It wasn't when you canceled our date only for me to catch you with your ex-girlfriend at our favorite restaurant; It wasn't when you made me share the seat on … Continue reading
Posted in eros, hay...buhay, introspection, memory lane Leave a comment
A review: The Old Spaghetti House
Even I find it hard to believe I'd never been to The Old Spaghetti House until tonight. (Or maybe I have, but I just don't remember?) As usual, I availed of a voucher and, as usual, if it weren't for this … Continue reading
Posted in Food review, reviews Tagged Ensogo, The Old Spaghetti House, TOSH Leave a comment
A review: Gayuma ni Maria
I've been to a Gayuma restaurant before, yeeears ago. That one was on Esteban Abada (street parallel to Katipunan Avenue, across Ateneo). And the reason I remember it well is because that's where the Campers (my high school friends) and … Continue reading
Posted in Food review, reviews Tagged Ensogo, Gayuma ni Maria Leave a comment
A Review: Vigen
This is one of the first vouchers I ever bought. I've had Ear Candling done before, quite some time ago actually, and felt it was time for another one. It was only after purchasing this deal that I thought of … Continue reading
Posted in reviews, Service Tagged Ear Candling, Vigen, WIlson Leave a comment
Unconditional Love
Often, I ask myself how I reconcile the fact that the love of my life is far from perfect. Each time, the answer I come up with is "unconditional love". Still walking that fine line (after all these years)…
Posted in random thoughts Leave a comment


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In his professional career Kevin has held positions in molecular biology research and development in both the academic and private sectors. His early career was spent in an academic biochemistry research lab providing technical support in the genetic engineering and purification of electron transfer proteins. Then, at the University of Arizona Genomics Core facility, he operated services for DNA fragment analysis, high-throughput DNA sequencing, mutation detection using DHPLC and qPCR platforms, Affymetrix microarrays, qPCR, and fabrication and use of custom DNA microarrays. In his later career he has held senior positions at two private companies, GMS Biotech and OpGen Incorporated. At GMS Biotech he helped to develop a microarray based genotyping method for Human Leukocyte Antigen genes. At OpGen, he aided in the optimization of a genome physical mapping technology while also playing a crucial role in the deployment of a quality control program for OpGen's manufactured goods.
Latest Publications
Research Biologist
Biomolecular Measurement Division
Applied Genetics Group
B.A. Biochemistry, Univ of AZ
Phone: 301-975-4306


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I may be fat but I'm slow enough to make up for it.
Did a repeat of yesterday's after-work ride, going just a little further before turning back. I clocked out early, so I had daylight for a while longer. Similar stats: 80 miles @ 18.5mph moving average. I had a headwind going out (the wind's always from the south out there) and between not getting lunch until 2:30PM and having ridden 74 miles the night before, my legs weren't stellar. Buuuuut, I'm now up to 10% of the Nuun mileage challenge goal.
It's supposed to rain, rain, rain tomorrow. The Voices have granted permisison to take a rest day
Was tired when I started the ride, more tired when I finished. I did manage one PR and a slight move up the leader board though.
I may be fat but I'm slow enough to make up for it.
58 freakin' miles!!! http://app.strava.com/rides/7868611
My longest ride to date. Man my legs hate me right now. Holy cow. It took me at least a minute before my legs would want to straighten up enough to let me off my bike. Then I had to take a break halfway up the staircase cause they just didn't want to function. It'll be a bit before I try this ride again!
24 miles on the morning commute, very lackluster: http://app.strava.com/rides/7875185
28 miles on the evening commute, also very lackluster! http://app.strava.com/rides/7885988 I was feeling cold, unenergized, and not up to dealing with the threat of rain, so after climbing the Highway 195 grade up onto the Palouse farmland, I threw on some extra layers and turned back for home when I spotted what looked like a rain shower hovering menacingly over my route.
However, there are pics this time, so enjoy:
Soma Smoothie ES sport-touring bike, with pannier full of laundry today
Heading out of town on Inland Empire Way
The Cheney-Spokane Road exit, which calls for careful timing since I want to go straight here
Starting the 5-mile chug up the grade towards Spangle. I didn't go up White Road today, but it's a killer with two ~18%-grade sections... basically compresses the 5-mile ascent into 0.6 miles. It's like a Zip file!
Up top, looking south down Highway 195 in the dusk
Good day to ride not windy. Never stopped the bike at all and on one water bottle only. I think this proves to myself I could do a 5 hr century. Today solo with some food during the ride I know I could be under 5:15. I was pleased.
I am a long distance runner and yes I can go like a camel. I don't eat either during a ride unless it is a century. I would not recommend it but years of training and old age issues I pee every hour at times. Had your basic 4000 calorie lunch after the ride.
http://app.strava.com/rides/7952059 Another vanilla out-&-back on Highway 195 to rack up another 82 miles for the Nuun/Strava mileage challenge (I'm up to 19% after 5 days). I had to fight a ~15mph headwind on the way out, it wasn't pretty. But I was resigned to a touring pace anyway, because I'm going to try for similar mileage tomorrow, and the next day, and the next day after that... I've got to take advantage of the good weather while I can. So I don't want to torch my legs.
On this one I took two quarts of Gatorade, about 1 liter of chocolate milk, and also ate a couple Powerbars and PowerGels, plus about a quart of water I picked up at the rest stop out there.
not really a new job just switchd to a better shop
New bike? Crash on first race with it? Of course. Went into a <90 degree turn at 25+mph on undulating road in aero lol. Dealing with road rash and soreness. Shortest Garmin file ever!
Swim! Bike! Run!
I may be fat but I'm slow enough to make up for it.
Endurance test ride preparing for Santa Fe century in two weeks.
2012 Pinarello ROKH Zwift User: J. Booth
2010 Giant TCR Advanced Strava: Jim Booth
Rode around a local criterium course a ton of times to simulate the actual race. I have lots of work to do (although it was a bit windy)! Also haven't ridden hard in two weeks.
2012 Cannondale CAAD10 3
121 miles, which puts me at 28% complete on the Nuun/Strava mileage challenge
18.0mph average
full solo on the sport-touring bike (fenders, rack, pannier, dyno lights, 1 gallon of drinks, pizza oven, satellite TV...)
1 quart chocolate milk, 3 quarts Gatorade, 2 quarts water, 3 PowerBars, 4 PowerGels. Oh, and two ibuprofen tablets.
This was an out-&-back to Steptoe Butte, which happens to be a Cat 2 climb spiraling up a mammary-shaped hill out in the farmland. Not my pics, but:
view from the top
Time for a Circular Food Module!
Last edited by mechBgon; 05-06-12 at 09:35 PM.
Second week I've ridden back to Polychrome Pass. This time solo. +26F when I took off. +42 or so when I finished. 32mi with 3000ft of climbing on a dirt road. It's road riding...but done on a mtn bike cause it's a pretty rough road in places.
For those that are interested that didn't catch it in another post (in Clyde and 50+ forums), here's a 3 min video from last weeks ride to Denali.
This is just about my all time favorite ride with a chance to see grizzly bear, moose, caribou, eagles (golden), sheep, wolf (one trotted across the road directly in front of us last time) and more.
Wasn't feeling that great but still managed a couple of PR's so I'm happy.
I may be fat but I'm slow enough to make up for it.
I may be fat but I'm slow enough to make up for it.


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Funding Opportunity Number: PRM-PRMOAPNE-14-006-049311 /
Catalog of Federal Domestic Assistance (CFDA) number:
19.519 - Overseas Refugee Assistance Programs for Near East and South Asia
Announcement issuance date: Tuesday, April 1, 2014
Proposal submission deadline: Thursday, May 1, 2014 at 12:00 p.m. noon EDT. Proposals submitted after this deadline will not be considered.
**ADVISORY: All applicants must submit proposals through the website Grants.gov. PRM strongly recommends submitting your proposal early to allow time to address any difficulties that may arise.**
If you are new to PRM funding, the Grants.gov registration process can be complicated. We urge you to refer to PRM's General NGO Guidelines "New to PRM Funding" section for information and resources to help ensure that the application process runs smoothly. PRM also strongly encourages organizations that have received funding from PRM in the past to read this section as a refresher.
Proposed Program Start Dates: July 1 – September 1, 2014
Eligible Applicants: (1) Nonprofits having 501(c)(3) status with IRS, other than institutions of higher education; (2) Nonprofits without 501(c)(3) status with IRS, other than institutions of higher education; and (3) International Organizations. International Organizations (IOs) should not submit proposals through Grants.gov in response to this Funding Opportunity Announcement. Rather IOs such as UN agencies and other Public International Organizations (PIOs) that are seeking funding for programs relevant to this announcement should contact the PRM Program Officer (as listed below) on or before the closing date of the funding announcement.
Duration of Activity: 12 months
Current Funding Priorities for Sri Lankan Refugees in India:
PRM will prioritize funding for proposed NGO activities that best meet the Bureau's priorities for Sri Lankan refugees in India as identified below.
(a) Proposed activities should primarily support Sri Lankan refugees in Tamil Nadu, India. Because of PRM's mandate to provide protection, assistance, and sustainable solutions for refugees and victims of conflict, PRM will consider funding only those projects that include a target beneficiary base of at least 50% refugees.
(b) Proposals must focus on at least one of the following sectors: Protection and/or Livelihoods. Applicants may consider including additional activities in Capacity Building and/or Water, Sanitation, and Hygiene (WASH).
(c) PRM Standardized Indicator Initiative:
Livelihoods: Proposals focusing on livelihoods in camp based/returnee settings must include a minimum of one of the three following indicators and should try to include as many of the other indicators as are relevant:
Camp-Based/Returnee Settings:
Proposals focusing on livelihoods in urban settings must include a minimum of one of the eight following indicators and should try to include as many of the other indicators as are relevant:
Proposals should include custom livelihoods indicators in addition to the relevant standardized indicator(s).
Key Resources – Livelihoods
(d) Proposals must have a concrete implementation plan with well-conceived objectives and indicators that are specific, measurable, achievable, relevant and reliable, time-bound and trackable (SMART), have established baselines, and include at least one outcome or impact indicator per objective; objectives should be clearly linked to the sectors.
(e) Proposals must adhere to relevant international standards for humanitarian assistance. See PRM's General NGO Guidelines for a complete list of sector-specific standards including new guidance on proposal for projects in urban areas.
(f) PRM strongly encourages programs that target the needs of potentially vulnerable and underserved groups among the beneficiary population (women; children; lesbian, gay, bisexual, transgender, or intersex (LGBTI) individuals; older persons; the sick; persons with disabilities; and other minorities) and can demonstrate what steps have been taken to meet the specific and unique protection and assistance needs of these vulnerable groups effectively. NOTE: PRM partners must now complete a gender analysis (see PRM proposal template, section 3a) that briefly analyzes (1) gender dynamics within the target population (i.e., roles, power dynamics, and different needs of men and women, girls and boys); (2) associated risks and implementation challenges for the project posed by those dynamics; and (3) how program activities will mitigate these protection risks and be made accessible to vulnerable groups (particularly women and girls). A gender analysis is a requirement prior to PRM making a final funding award.
(g) PRM will accept proposals from any NGO working in the above mentioned sectors although, given budgetary constraints, priority will be given to proposals from organizations that can demonstrate:
Funding Limits: In FY 2014, PRM anticipates providing approximately $1.7 million to fund NGO programs assisting Sri Lankan refugees in India. Project proposals must not be less than $250,000 and not more than $1.1 million or they will be disqualified. As stated in PRM's General NGO Guidelines, PRM looks favorably on cost-sharing efforts and seeks to support projects with a diverse donor base and/or resources from the submitting organization.
Proposal Submission Requirements: Proposals must be submitted via Grants.gov. If you are new to PRM funding, the Grants.gov registration process can be complicated. We urge you to refer to PRM's General NGO Guidelines "New to PRM Funding" section for information and resources to help ensure that the application process runs smoothly. PRM also strongly encourages organizations that have received funding from PRM in the past to read this section as a refresher. Applicants may also refer to the "Applicant Resources" page on Grants.gov for complete details on requirements (http://test.grants.gov/web/grants/applicants/applicant-resources.html).
Please note the following highlights:
Proposal Content, Formatting and Template: This announcement is designed to accompany PRM's General NGO Guidelines, which contain additional administrative information on proposal content and formatting, and explain in detail PRM's NGO funding strategy and priorities. Please use both the General NGO Guidelines and this announcement to ensure that your proposal submission is in full compliance with PRM requirements and that the proposed activities are in line with PRM's priorities. Proposal submissions that do not meet all of the requirements outlined in these guidelines will not be considered.
PRM strongly recommends using the proposal and budget templates that are available upon email request from PRM's NGO Coordinator. Please send an email, with the phrase "PRM NGO Templates" in the subject line, to PRM's NGO Coordinator. Single-year proposals using PRM's templates must be no more than 20 pages in length (Times New Roman 12 point font, one inch margins on all sides). If the applicant does not use PRM's recommended templates, proposals must not exceed 15 pages in length. Organizations may choose to attach work plans, activity calendars, and/or logical frameworks as addendums/appendices to the proposal. These attachments do not count toward the page limit total however annexes cannot be relied upon as a key source of program information. The proposal narrative must be able to stand on its own in the application process.
To be considered for PRM funding, organizations must submit a complete application package including:
In addition, proposal submissions to PRM should include the following information:
Reports and Reporting Requirements:
Program reporting: PRM requires quarterly and final program reports describing and analyzing the results of activities undertaken during the validity period of the agreement. It is highly suggested that NGOs receiving PRM funding use the PRM recommended program report template. To request this template, send an email with the phrase "PRM NGO Templates" in the subject line to PRM's NGO Coordinator.
Financial Reports: Financial reports are required within thirty (30) days following the end of each calendar year quarter during the validity period of the agreement; a final financial report covering the entire period of the agreement is required within ninety (90) days after the expiration date of the agreement.
For more details regarding reporting requirements please see PRM's General NGO Guidelines.
Proposal Review Process: PRM will conduct a formal competitive review of all proposals submitted in response to this funding announcement. A review panel will evaluate submissions based on the above-referenced proposal evaluation criteria and PRM priorities in the context of available funding.
PRM may request revised proposals and/or budgets based on feedback from the panel. PRM will provide formal notifications to NGOs of final decisions taken by Bureau management.
Branding and Marking Strategy: Unless exceptions have been approved by the designated bureau Authorizing Official as described in the proposal templates that are available upon email request from PRM's NGO Coordinator, at a minimum, the following provision will be included whenever assistance is awarded:
PRM Points of Contact: Should NGOs have technical questions related to this announcement, they should contact the PRM staff listed below prior to proposal submission. Please note that responses to technical questions from PRM do not indicate a commitment to fund the program discussed.
PRM Program Officer: Courtney Johnson, 202-453-9288, firstname.lastname@example.com, Washington, D.C.
Regional Refugee Coordinator: Jessica Munson, +977-1-400-7200, email@example.com, U.S. Embassy, Kathmandu.


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Department of Psychology
The School Psychology Program at Emporia State University
Click Here to Access the 2015-16 Candidate Handbook
Why should you choose the School Psychology Program at Emporia State University? The answer… Experience. As the first School Psychology Program offered in this four-state region, we have a long-standing history of respect and tradition. Our candidates began collaboration with schools in 1952, and to this day ESU-trained school psychologists serve in virtually all districts and special education cooperatives in Kansas. At Emporia State University's School Psychology Program, the core trainers are tenured professors, with doctorates in school psychology and several decades of experience in the field. If you are interested in working with children with diverse characteristics and backgrounds, and in providing them preventative as well as remedial services to help them achieve success, then our NASP-accredited program may be for you.
At ESU, candidates first learn to be members of multidisciplinary teams, completing initial training in association with candidates from disciplines such as adaptive education, early childhood, gifted education, educational administration, and clinical psychology. During this time, candidates learn theory, characteristics and methods related to preschool and school-aged children with developmental disabilities, learning disabilities, mental retardation, autism, serious emotional disturbance, and more. These classroom experiences enhance candidate's understanding of the cross-disciplinary nature of the school psychology profession. Concurrently with this course work, candidates take core school psychology courses to help them understand the foundations of their chosen profession. Later in the program, candidates conduct research, undertake evaluations and assessments of clients, and complete other field-based training during practicum and internship experiences.
The School Psychology Program progresses from a 35 credit-hour Master of Science (M.S.) earned en passant, with its emphasis on theory and research, to the 30 credit-hour terminal Educational Specialist (Ed.S.) with its focus on greater skill application and the practicum field experience. In many instances, potential candidates who already have an M.S. in a related field such as adaptive education or clinical psychology are eligible to apply directly to the Ed.S. program, provided that they have the equivalent of all M.S. course work before completing the Ed.S. degree (see the candidate handbook for more details described in the Ed.S. degree requirements section, or contact the program director at email@example.com to review your options). Upon completion of the Ed.S. degree, and a passing score on the Praxis II National School Psychology Examination, the candidate obtains a conditional (sometimes called "provisional") license from KSDE. This allows them to begin a four credit-hour, year-long paid internship in the schools. With internship complete, the 69-credit hour program is complete. This means the individual will have eligibility for a regular EC-12 Kansas license, as well as eligibility to obtain the Nationally Certified School Psychologist (NCSP) credential.
The Emporia State University School Psychology Program seeks to develop scientist-practitioners, capable of delivering comprehensive and effective school psychological services in varied school contexts. The faculty are committed to interaction with candidates in a way which encourages their professional identity with the profession of school psychology. Our intent is to create candidates who will promote the cognitive, behavioral, and social development of young children and adolescents, working with youth and families of diverse characteristics. To do so effectively, we believe that candidates should be prepared to:
- Make empirically-based decisions and use research-based practices.
- Demonstrate assessment practices which contribute to an understanding of student needs, by being valid, reliable, comprehensive, multidisciplinary, and appropriate for culturally and linguistically diverse populations.
- Link assessment to all other roles of the school psychologist, including intervention, and treatment efficacy.
- Recognize the uniqueness of all students, and create goals developmentally appropriate to their individual characteristics across all relevant domains.
- Implement and evaluate theoretically and empirically sound, population-based educational and mental health programming for school personnel, families and children.
- Work collaboratively with others in problem-solving situation, utilizing eclectic consultation models with school personnel, parents, community and state agencies to systemically address needs.
- Recognize schools as systems, and help structure comprehensive services which acknowledge factors such as school climate, family involvement, special and general education resources, and community influences which contribute to effective learning.
- Advocate for the needs of individual students, and for environments which promote the health and well-being of all children.
- Support their profession, pursuing ongoing professional development to promote collegiality as well as to assure they grow into a reflective practitioner who always understands and follows contemporary professional, ethical and legal standards.
The Emporia State University School Psychology Program supports the Nondiscrimination and Equal Opportunity Policy developed by the National Association of School Psychologists." NASP's long standing commitment to the just and fair treatment of all persons is underscored by the inclusion of diversity as a core value in the strategic plan. Diversity in development and learning is one of the 10 domains of school psychology practice and is considered one of the foundational knowledge sets for the profession: "School psychologists ensure that their knowledge, skills, and professional practices reflect the understanding and respect for human diversity and promote effective services, advocacy, and social justice for all children, families, and schools (NASP, 2010)." It is with these principles in mind that the NASP Delegate Assembly adopted the Nondiscrimination and Equal Opportunity Policy in 2011.
Applying for Admittance to the School Psychology Program
A comprehensive review of the School Psychology Program's assessment system, with full detail on admissions, transition from M.S. to Ed.S. candidacy, disposition assessment and more is provided in the Candidate Handbook linked above. For ease of reference, an overview of the basic admissions process is provided here.
Students seeking acceptance into the graduate degree programs for Master of Science/Specialist in Education in School Psychology must first be admitted to the Graduate School of the University. This occurs by meeting the following requirements:
- Submission of an "Application for Admission to Graduate Study" form online at www.emporia.edu/grad/admissions/.
- Submission of all undergraduate and graduate transcripts.
- Completion of a bachelor's degree from an accredited college or university.
- A grade point average of not less than 3.0 overall, or a 3.25 on the last 60 semester hours for the masters program, and 3.50 on the masters program coursework for admission to the Education Specialist degree.
- Course prerequisites: A minimum of 20 semester hours of background courses in undergraduate psychology (not including introductory psychology), or the content of those courses completed via course equivalents as determined by core program faculty. This must include work in statistics, descriptive and/or experimental methods, developmental, history/foundations, personality theory, and learning theory (or a cognitive or educational psychology equivalent to a learning theory course). Abnormal psychology and psychological testing courses are suggested as part of this background, but are not required. In addition, a 3 semester hour Survey of Exceptionality (sometimes called Introduction to Special Education) course is needed. It is not uncommon that some prerequisite course work is missing for applicants; certain aspects may be met concurrently with School Psychology Program studies. Individuals with an M.S. degree in a field related to school psychology may already have met these requirements via related coursework, and should discuss these prerequisites with an advisor during the admissions process.
- Documented supervised work experience in working with, supervising, and/or caring for children and youth in a supervised setting is a required part of the application process for all licensure programs approved in the state of Kansas. Required documentation forms with instructions can be downloaded at http://www.emporia.edu/~persingj/SPYsupervisedworkexp.docx
- Submission of scores that are, in the least, within the average range relative to applicants to psychology graduate programs (cf. http://www.ets.org/s/gre/pdf/gre_guide.pdf) on either the Graduate Record Examination or Miller Analogies Test. Applicants with an M.S. in school psychology or a related field such as clinical psychology or special education may meet this requirement if they show exceptional performance in their M.S. course work.
- Three letters of recommendation (form available at http://www.emporia.edu/~persingj/SPYlettersofrecd.doc) from professionals who can comment on the applicant's potential for completing advanced graduate studies. Additional letters (e.g., from friends or family members) which address issues the candidate believes relevant may also be submitted, but the application is not complete without the three letters from professionals that provide the information requested in the form. Instead of using the paper forms, you could complete the online form here.
- Completion of an admissions interview, which may be done via phone, with a member of the School Psychology Program core faculty.
- A statement of purpose or letter of intent with their materials. Its purpose is to introduce themselves to the committee. What do they want to study? Why do they want to study it? What experience or background do they have relevant to this area? What do they plan to do with their degree once they have it? It should also explain anything in the application materials that they believe should be elaborated upon, make clear that they understand and care about the profession of school psychology, and should demonstrate that they have the academic background, maturity, and diligence to succeed in the program. Some helpful suggestions as to what such a letter might contain can be seen at http://bit.ly/178x2Sn. Applications are not accepted without a letter of intent, as providing one helps the admission committee understand the context of the application and can facilitate admissions decisions.
- Candidates in the program who have completed an M.S. in school psychology at ESU, and who have applied to move foward into the Ed.S. program, need a letter of recommendation completed by one core faculty member in the program.
These items are all required: Applications are not considered complete and will not be reviewed until all of these elements have been received.
Although applications are accepted year-round, in order to offer applicants an assurance that an admissions decision and enrollment may begin on the desired schedule, applications should meet specified deadlines. Applications should be completed by March 1st to assure that a program of study may begin during the fall semester, and October 1st for a program of study which begins during the spring semester. Materials arriving after those dates will be given due consideration, but an admissions decision may not be completed in time for enrollment during the desired semester.
Materials may be submitted, and/or admissions questions directed to:
Attn: School Psychology Admissions Committee
Office of Graduate Studies
1200 Commercial St., Campus Box 4003
Emporia, Kansas 66801
Voice: (620) 341-5403
Fax: (620) 341-5909
Questions specific to the School Psychology Program should be sent to the director Dr. Jim Persinger at firstname.lastname@example.com or phone (620) 341-5428. Most questions will probably be addressed in the latest program information, including the candidate handbook that can be downloaded via the link atop this page.
Typical Plan of Study
The following plan of study leads to the Master's and Specialist's degrees and Kansas State Department of Education School Psychologist Certification. See the Candidate Handbook for additional information and to review the notes associated with some of the courses listed.
This sequence assumes all background/prerequisite courses in psychology and education, as detailed in admissions requirements, have been completed prior to beginning the School Psychology Program. This plan of study assumes a candidate has entered into the M.S. program with no transfer credit and no probationary requirements, and who elects to complete an Ed.S. thesis rather than an Ed.S. project.
This plan will vary significantly for those accepted directly into the Ed.S. program, dependent upon the characteristics of their M.S. degree course work, and which courses taken earlier are acceptable M.S. or Ed.S. equivalents for purpose of licensure, transfer credit and/or substitution on degree plan. "The Handbook has additional information: In particular, use Appendix U as a checklist of what course work must be documented for you to obtain licensure."
Fall - First Year
• PY 835 Seminar in School Psychology 3
• PY 714 Assessing Young Children with Special Needs 3
• SD 700 Characteristics Mild/Moderate Disability 3
• PY 722 Theories of Learning 3
• SC or CE 810 Counseling Skills Development 2
Total 14
Spring - First Year
• PY 841 Assessment of Intelligence 3
• ER 752 Analysis of Research1 3
• PY 812 Foundations of Assessment in Sped / Student Support 3
• PY 851 Seminar in Behavior Modification 3
Total 12
Summer - First Year
• PY 709 Introduction to Neuropsychology 1
• PY 836 School-Based Prevention and Intervention 3
• PY 801 School Psychological Consultation 3
• PY 860 Leading Processes to Meet Diverse Student Needs 3
Total 10
Fall - Second Year
• EA 885 Human Relations / Group Processes in Education 2
• CD 838 Advanced Methods for Inclusive Education in EC2 3
• PY 843 PsychoEducational Assessment 3
• SD 850 Characteristics of Individuals with Gifts & Talents 3
Total 11
You're eligible to have your M.S. in School Psychology awarded at the end of this fall semester, meaning you can "walk" in the fall commencement ceremony if you wish. This assumes you have filed your intent to graduate in a timely manner, have a degree plan on file with your advisor, and passed comprehensive examinations.
Spring - Second Year
• PY 838 Supervised Practice in School Psychology 6
• ER 857 Statistical Methods for Education & Psychology II 3
• PY 900 Thesis or PY844 Ed.S. Project3 1 - 6
Total 10-15
Summer - Second Year
• PY 820 Response to Intervention in School Psychology 3
• Elective (From approved list)4 1-3
Total 4-6
You're eligible to have your Ed.S. in School Psychology awarded at the end of this summer semester, meaning you can "walk" in the spring commencement ceremony if you wish. This assumes you have filed your intent to graduate in a timely manner, have a degree plan on file with your advisor, and have completed thesis or project research requirements.
Fall - Third Year
• PY 910 Internship in School Psychology I 2
Spring - Third Year
• PY 920 Internship in Psychology II 2
Program Total 69
Program Goals and NASP-Approved Domains of Professional Practice
ESU's program goals match those identified by the Kansas State Department of Education, which themselves link to domains of school psychology training and practice established by the National Association of School Psychologists in 2000 (2010 NASP Standards currently under review by NCATE).
- The school psychologist uses varied models and methods of assessment as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. (Links to NASP Standard 2.1: Data-based Decision-Making and Accountability).
- The school psychologist has knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of the application to particular situations. The school psychologist collaborates and consults effectively with others in planning and decision-making processes at the individual, group, and system levels. (Links to NASP Standard 2.2: Consultation and Collaboration)
- The school psychologist, in collaboration with others, develops appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs, implements intervention to achieve those goals, and evaluates the effectiveness of intervention. Links to NASP Standard 2.3: Effective Instruction and Development of Cognitive/Academic Skills).
- The school psychologist, in collaboration with others, develops appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs, implements interventions to achieve those goals, and evaluates the effectiveness of intervention. (Links to NASP Standard 2.4: Socialization and Development of Life Skills).
- The school psychologist demonstrates the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected based on individual characteristics, strengths, and needs. (Links to NASP Standard 2.4: Student Diversity in Development and Learning).
- The school psychologist has knowledge of general education, special education, and other educational and related services and understands schools and other settings as systems. The school psychologist works with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others. (Links to NASP Standard 2.6: Schools and Systems Organization, Policy Development, and Climate).
- The school psychologist provides or contributes to prevention and intervention programs that promote the mental health and physical well-being of students. (Links to NASP Standard 2.7: Prevention, Crisis Intervention, and Mental Health).
- The school psychologist works effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families. (Links to NASP Standard 2.8: Home/School/Community Collaboration).
- The school psychologist evaluates research, translates research into practice, and understands research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. (Links to NASP Standard 2.9: Research and Program Evaluation).
- The school psychologist has knowledge of the history and foundations of the profession, of various service models and methods, of public policy development applicable to services to infants, children and families, and of ethical, professional, and legal standards. The school psychologist practices in ways that are consistent with applicable standards, is involved in the profession, and has the knowledge and skills needed to acquire career-long professional development. (Links to NASP Standard 2.10: School Psychology Practice and Development).
- The school psychologist accesses, evaluates, and utilizes information sources and technology in ways that safeguard or enhance the quality of services. (Links to NASP Standard 11: Information Technology).
- The school psychologist must complete an internship supervised by the recommending institution as part of the performance assessment for this license. The candidate must enroll in internship program credit hours during the first year under the conditional license as a full-time employee. If the employee is working only half-time, the internship can be spread out over two years. The employing district shall provide a mentor, either from within the employing district or a neighboring one, from the same endorsement field and under conditions described in 91-41-1 through 91-41-4. The university must assign a supervisor during the internship period. The university assigned supervisor will verify the completion of the internship requirements by the candidate and the university will verify the candidate has met the standard for the professional license after the internship has been completed successfully. (Links to NASP Standard III: Field Experiences/Internship).
Program Approval
The Emporia State University School Psychology Program is nationally approved by the National Association of School Psychologists (NASP), is accredited by the National Council for the Accreditation of Teacher Education Programs (NCATE), and is approved by the Kansas State Department of Education.
Completion of the M.S. degree and Ed.S. candidacy readies a candidate for the practicum field experience. Upon completion of that and other Ed.S. requirements, the candidate is ready for the internship field experience as needed to complete the full program of study. Completion of the program requires completion of internship (post-Ed.S.) and passing of the Praxis II National School Psychology Examination at the cut score established by the state of Kansas, and leads to licensure as a school psychologist in Kansas public schools. Program completion, and a sufficiently high Praxis II score which meets national standards, also makes candidates eligible to obtain the credential of Nationally Certified School Psychologist (NCSP). Among many other benefits, the NCSP allows for greater employment mobility across different states. Additional information about the NCSP and its advantages can be reviewed at http://www.nasponline.org/certification/becomeNCSP.aspx.
As part of ESU's program meeting NASP, NCATE and KSDE program approvals, the school psychology program allows candidates to grow professionally through partnership with faculty in all facets of professional preparation, including degree planning, individualized supervision, monitored research projects and progress reviews at decision points.
Additionally, these program approvals mean that program faculty have demonstrated that they engage in reflective practices, and have an evaluation plan in which they document activities related to teaching, scholarship and service as a condition of employment. Ongoing program evaluation to assure effective practices and sustain NASP, NCATE and KSDE approval occurs as well. This ongoing assessment of individuals and programming is one practice which allows the School Psychology Program to demonstrate, in particular, that it meets the Standards for Training and Field Placement Programs in School Psychology set forth by the National Association of School Psychologists (NASP, 2000). Once approved by NCATE, NASP 2010 Standards will go into effect; at that time, the intent of program faculty is to document that those standards are met as well.
Click here for School Psychology Licensure and Credentialing Resource
Core Faculty
Professor Jim Persinger, Ph.D. (University of Kansas), Program Director
Dr. Jim Persinger, Professor, joined the Teachers College faculty in 2000. Having attended Emporia State University in the 1980s as both an undergraduate (B.S. Psychology) and graduate (M.S. Experimental Psychology) candidate, he continued his education at the University of Kansas (Ed.S. School Psychology; Ph.D. School Psychology, minor in Counseling) while working in the public schools. In addition to his primary role of school psychologist, Dr. Persinger worked as preschool coordinator, autism teacher (unlicensed: KSDE waiver), and chair of Infant Toddler Services Network of Riley County. He has continuously served for more than a decade on the board of the Kansas Association of School Psychologists, including as President in 2008. He has also served in varying capacities on the boards of the Infant Toddler Services Network of Riley County, and the Association for Psychological and Educational Research in Kansas, for which he was President in 2004. He maintains memberships in NASP, KASP, TSP (institutional), CEC, CEDS, KASEA, and PERK. He has served as a development consultant for Special Olympics, and assisted with standardization of the Stanford-Binet V Intelligence Scales, Vineland Adaptive Behavior Scales (3rd), Bender-Gestalt (revised), Social Skills Improvement System Rating Scales, Developmental Indicators for the Assessment of Learning (4th), and Oral and Written Language Scales (2nd). He has served as reviewer for a dozen textbooks, at stages ranging from prospectus through revision. Since his arrival at Emporia State University, Dr. Persinger has provided pro bono evaluations for ESU students needing disability determination/documentation, and serves as consultant to the Disability Services Office. Dr. Persinger regularly presents to public school faculty, as well as state and national conferences, on topics as diverse as inclusive education, role-playing therapies, prosocial competence programs, sociometric approaches to assessment, and compassion as a resilience construct. Additional personal and professional information and vita are here.
Program courses taught:
PY 714 Assess Young Children/Special Needs
PY 812 Individual Assessment
PY 836 Prevention/Intervention School-Based Mental Health
PY 841 Assessment of Intelligence
PY 844 Ed.S. Project
PY 860 Leading Processes to Meet Diverse Student Needs
PY 900 Ed.S. Thesis
PY 910 Internship in School Psychology I
PY 920 Internship in School Psychology II
Research Interests:
Inclusive education, role-playing therapies, social skills curricula, prosocial competence programs, sociometric approaches to social/emotional screening, compassion and population-based mental health services.
Associate Professor Carol (Charlie) Daniels, Ph.D. (University of Missouri – Columbia)
Dr. Charlie Daniels, Assistant Professor, joined the Teachers College faculty in 2008. Prior to accepting this appointment she was an adjunct professor at the University of Central Missouri in Warrensburg, MO and Rockhurst University in Kansas City, MO teaching in the counselor education and psychology departments, respectively. She began her career in education in Missouri earning a B.S. in Elementary Education at the University of Missouri – St. Louis, her M.S. in Special Education at Southeast Missouri State University and her Ph.D. in School Psychology at the University of Missouri – Columbia. She has worked in Missouri's public school systems from St. Louis to Kansas City, with experiences in rural, urban and suburban districts. She holds several licenses in Missouri in general and special education, as well as a school counselor. During her tenure in school districts, Dr. Daniels conducted numerous in-services to school personnel on data collection, test interpretation, non-verbal learning disabilities, functional behavioral assessment, stress management, child sexual abuse, ADHD, and slow learners. She continues to consult on occasion to school personnel in Missouri. Presentations at national conferences have included topics of bullying, assessment, curriculum based measurement, and collaboration of related services personnel. She has been involved with her professional associations serving on their Executive Boards for over a decade. In Missouri, Dr. Daniels has served as the Newsletter Editor, Secretary, President (2 terms), and NASP Delegate for the Missouri Association of School Psychologists. In Kansas, she has served as Secretary and the 2012 President of the Kansas Association of School Psychologists. Dr. Daniels continues her membership in NASP, KASP, TSP, CEC, and PERK.
Program Courses Taught:
PY 801 School Psychological Consultation
PY 820 Response to Intervention
PY 835 Seminar in School Psychology
PY 836 School-Based Prevention and Intervention
PY 838 Supervised Practice in School Psychology
PY 843 Psycho-educational assessment
PY 851 Seminar in Behavior Modification
Research Interests:
Assessment, effectiveness of academic and behavioral interventions


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Thanksgiving: A River Runs Through It
A holiday blog from our Communications Intern, Johannes Dreisbach.
Happy Thanksgiving! The big day is finally here, and you're probably excitedly waiting for (or frantically preparing) an enormous feast. Surely you will be covering your table with Thanksgiving staples such as cranberry sauce, mashed potatoes, pumpkin pie, and, of course, a turkey.
While we eat these dishes in honor of the first Thanksgiving in 1621, when the Wampanoag tribe and the Pilgrims in the Plymouth Colony shared a meal, it is likely that none of these foods were actually present. Instead, waterfowl, fish, and crustaceans were among the main courses that were passed around, showing just how important clean water was to the first Thanksgiving, and to early American life as a whole.
Turkey was not popularized as a major Thanksgiving dish until the early 1800s. Back in 1621, the feast, which lasted three days, was comprised of foods that could easily be obtained in the region, and the local waters were an excellent resource for finding these.
Rather than turkeys, the birds that were most likely eaten were ducks and geese. These birds were migrating south, and they found excellent habitat in the clean rivers, streams, and lakes of the Plymouth area. Without these clean waters attracting birds to Massachusetts, the first Thanksgiving meal would have been much less impressive than it actually was.
Below the surface of these rivers and streams, as well as the Atlantic Ocean, the Pilgrims and members of the Wampanoag tribe found even more to add to their dinner table. Clams, cod, lobsters, and eels were plentiful in the clean, undisturbed waters, and the early Americans took full advantage of this.
Squanto was a member of the Patuxet tribe who settled with the colonists in Plymouth, and he helped to teach them how to catch menhaden, a fish that was foreign to the Europeans. Through this cooperation, the Pilgrims and Native Americans were able to reap all the rewards that their local clean waters provided them, and the abundant seafood helped them to produce their marvelous, and now legendary, feast.
American Rivers is thankful for our country's rivers and streams, and we are very thankful for our supporters who help us to promote and protect these wonderful natural resources. Through our efforts, we hope to keep the waters that run through the United States clean and healthy, so they can continue to provide us with sustenance, and we can continue to celebrate them for years to come.
Happy Thanksgiving.


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Minneapolis - St. Paul Stands Above National Averages Once Again - Recording a High Homeownership Rate
March 3, 2014
Minneapolis - St. Paul - Bloomington, MN-WI metro area has 900,327 owner-occupied single-family homes, according NAHB's special study comparing local housing markets. The article provided statistics based on the 2010 American Community Survey (ACS) ranking all U.S. metropolitan areas. The study grants readers the latest available report using data from the recently released 2012 ACS.
Minneapolis-St. Paul-Bloomington metro area and the Philadelphia metro division are the only two metro housing districts tracked with homeownership rates above the national average; 69.4 percent this metropolitan housing market of population of 3,353,724 is owner-occupied. Homeownership Rates NAHB defines occupied units as either rented or owned dwellings. Therefore, a high homeownership rate implies a low rental rate. Read our recent press release on how some Minnesota cities have rental housing saturation concerns that have triggered the 30% rental ban rule.
Additional Findings About Homeownership Concentration:
* With the exception of Modesto, CA, all of the metropolitan areas in the top ten are located in the Midwest.
* All metropolitan areas in the top ten have median home values below the national figure.
* The median value of owner-occupied housing units for the entire United States in 2012 was $171,900.
Where New Homeowners Are Coming From
Minneapolis-St. Paul was one of 21 markets that received low severity rankings in all four categories studied in a national Business Journal analysis of 102 metro areas with at least 500,000 residents. In theory, with a better average in low income levels, it puts the average Twin Cities residents in a stronger position to buy and own a home.
"The Minnesota economy is still stronger than most of the country," said Jay Coggins, associate professor at the University of Minnesota's Department of Applied Economics in the January 31st article titled Analysis: Twin Cities has narrow income gap compared to U.S. metros. "That is the bottom line on why incomes are higher and the poverty rate is lower than the rest of the country."
The Twin Cities metro area has one of the narrowest divides between the haves and the have-nots compared to peers in the U.S, where there is a growing divide between the rich and the rest of the world. The Minneapolis-St. Paul metro consistently received notable scores on income inequality, showing less disparity than nationally averages. "The income inequality gap is widening across the U.S., and cities in the south, interior west and industrial Midwest suffer from the widest income gap", the analysis found.
Minneapolis Area Residents Successfully Attained Homeownership in 2013
The Minneapolis - St. Paul, MN housing market has shown unremarkable swings and solid footing during the recent ups and downs many other metropolitan cities have experienced. A higher percentage of Minneapolis area residents successfully attained the status of homeownership in 2013 than most markets across the nation - in spite of headwinds that dragged on buyers in other states.
Research and housing enthusiast at the University of Minnesota are seeking to close the gap in home ownership rates amongst the metro's diverse ethnic groups. To successfully addressed and increase Minneapolis - St. Paul area homeownership levels, the focus to expand the ability of additional households to attain the ability to buy and own a home is lead by the U of M.
Where New Homeowners Are Coming From
In October 2013, RealtyTrac predicted that 2.5 million additional homeowners that may qualify to become boomerang buyers and hold the keys to returning homeownership levels to norm. In practical terms, new financing opportunities increase the likelihood that boomerang home buyers may return to homeownership 2 years sooner than previously.
Another segment of individuals stepping into homeowners are Twin Cities first-time homebuyers. Surprisingly, the a large pool of buyers in 2013 came from the metro's Millennial younger homebuyer.
Minneapolis - St. Paul Have a Robust and Resilient Housing Market
The Minneapolis-Saint Paul metropolitan real estate market has been a fairly robust and resilient sector, outperforming in comparisons to other metropolitan areas and ranking tops in the nation.
When compared with the nation's 25 most populous metropolitan areas, 2012 data show that the Twin Cities 13-county region has:
• The highest overall employment rate (76%)
• The second-highest rate of homeownership (70%)
• The second-lowest overall rate of poverty (11%)
"It's also a good time for investors to transition to purchasing rental homes rather than flips. As families relocate here, we will need the inventory of rental homes for those families that may have blemished credit." ~ http://www.investorsbeat.com/2014-property-predictions-for-alabama-arizona-california-colorado-and-florida/
Contact Home Destination at 612-396-7832 if you are considering buying a Twin Cities homes and enjoying the status of homeowner. Read more trends in the Twin Cities housing market.
** Download the Draft version released by the Twin Cities Metro Council on the Choice Housing Opportunities in the Minneapolis - St. Paul Equity Assessment February 2014
Download the NAHB Snapshot of Homeownership Rates In Local Communities.
Download the University of Minnesota's Study on the Minneapolis - St. Paul Assessment in Homeownership Gaps
Jenna Thuening, a Twin Cities residential Realtor Reports on the NAHB Study Finding Minneapolis - St. Paul second nationally for homeownership rates.
Eden Prairie MN 55344
Jenna's home page: homedestination.com
If I'm out in the field, you may quickly reach me by email: email@example.com and note how I can help you, or leave a message on my voicemail and I will return your call as quickly as possible.


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Sussex County Garden Helpline now ready for calls
"Is it OK to plant daffodils this late?" "Can you recommend the best variety of sweet potato for Delaware?" "Can I prune river birch in spring?"
These are just some of the questions that have been posed recently on the Sussex County Garden Helpline. Residents also have taken samples of plants for diagnosis of disease or what's causing an injury, or just for identification, to the Sussex County Extension Office. That office, the Elbert N. and Ann V. Carvel Research and Education Center, is at 16483 County Seat Highway west of Georgetown.
Master Gardeners, members of the community who have received extensive training in order to extend the home garden outreach of Delaware Cooperative Extension, volunteer to handle phone calls and receive plant samples from 10 a.m. to 2 p.m. Messages can be left on the answering machine at other hours. Sometimes an answer is immediately available; often the Master Gardener can do a little research and return a phone call. Some calls require more information from the caller or are referred to Cooperative Extension experts.
Information also is available at extension.udel.edu/lawngarden. Fact sheets or publications are available that can be downloaded at no charge.
To get information on garden problems, call the Sussex County Garden Helpline at 302-856-2585, Ext. 535. It is the policy of the Delaware Cooperative Extension System that no person shall be subjected to discrimination on the grounds of race, color, sex, disability, age or national origin.


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Criminal Law
Criminal Law Questions? Ask a Criminal Lawyer.
Thank you so much for the information..And would you be able to go see my brother .I also understand that there are other inmates in similar situations..Problem is for me I can pay this small fee but have no additional money to add to it..
Hi Brenda,No, unfortunately, legal professionals on this site are not able to represent customers. That's due to site policy and also to the constraints made by our professional bar associations. Your brother also should have an attorney who handled the case for him that got him his present disosition. That lawyer may be willing to intercede on his behalf. Someone should reach out to to that lawyer and see if he can offer your brother any assistance, as he is the last attorney of record on the case.The ACLU has long been involved in medical care for inmate issues. They are your first line of resource here, and they work pro bono. Here is a list of some other organizations that do free human rights work. (See link) There are also law school clinics that do prisoner's rights work. Law students handle cases under the supervision of a lawyer/professor, for course credit. You may want to talk to the law schools in the state where your brother is held, to see if they can help. They are free or have a sliding fee scale..
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Well, not really, they want a coordinated bankruptcy.
But anyway, I've been saying to my friends for a while that a bail out now is not a good idea. They should wait for them to file for bankruptcy, THEN bail them out. The reason being, filing for bankruptcy means voiding all contracts, including those to labor unions.
Ever wonder why American car companies do so bad compared to foreign ones? It's not because their sales are down, in fact, American cars sell pretty well, even overseas. The reason is the unions have made cost of production so high that instead of earning money, they lose money. Recent studies have found that people with highschool or below education working at the manufacturing plants at GM and Chrysler are getting paid somewhere around $40,000 - $70,000 a year... That's more than some people make with a college education. A guy mopping the floor was getting about $70 an hour. All thanks to the labor unions. While this may seem like it's helping the workers, how much do you think it will help them when they are out of a job because the plant closed down? Yah, I'm sure they didn't think of that one...
Foreign car companies don't have this problem because they don't have unions screwing them over. They pay these people the salaries that is reasonable. It is not reasonable when a car company actually LOSES $300 for every car they sell because they are way over-paying their workers. Out-sourcing has been happening since the 70's and it's because of this problem. And I don't blame them. Companies are trying to make money, not lose it, so unless they get rid of the unions or at least limit their powers so people get reasonable pay, I am completely for out-sourcing.
So I think this is a great idea if it means ending their contracts with unions. I say they should be allowed to hire their work force without the unions. Hey, it's the people's choice, work for them, or stand up for the unions and don't work at all. It's up to them.


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/r/cringepicsTRULY_MAGNFICENT 09/01/2013
DDs Discount Employee here(we are a branch of Ross but more cheaper/ghetto). We get a bunch of random shirts like this. Most likely it was moved from the men's section to the boys bc customer/employee put it there. I've seen a lot of inappropriate shirts with drugs,half naked women, and similar ones like OP has.EnWORM 09/01/2013
Who thought that this was a good idea for a shirt?no_more_usernames_ 09/01/2013
It was the heyyy. The extra y's are a dead giveaway. Dead giveaway.QuimLiquor 09/01/2013
If only they had it in adult sizes, I've been searching everywhere for the perfect birthday present for my grandma.dummystupid 09/01/2013
God dammit Ross!jimbobhas 09/01/2013
That doesn't look like a child's size. I call bullshit.lolzergrush 09/01/2013
Ross employee here. That should be in the young men's section of clothes, right next to men's. My store actually got an email saying to take those specific shirts off the floor and destroy them. There were some others, but the store I work at only had one design that we had to get rid of that said, "Your girlfriend is rated E for everyone." with the ESRB E rating picture in the middle.catchthefoxes 09/01/2013
It's ok guys, clearly they just mean Sunny D.white618 09/01/2013
This saying is getting on my last nerve[deleted] 09/01/2013
It's weird, you took the exact same photograph with your phone as everyone else who found this shirt in the children's section.Poitertoip 09/01/2013
Am I the only one who isn't amazed that disaffected minimum wage retail workers sometimes put shit in the wrong sections of stores?SavageMutilation 09/01/2013
Fucking Ross, first the leather pants, now a bad children's shirt, WHAT IS WRONG WITH PALEONTOLOGISTS?Second_Foundationeer 09/01/2013
Goddammit Ross!Acebulf 09/01/2013
I hate internet catch phrases. Reddit uses them way too much, and it's leaking into real life. It's so damn annoying.brachiation 09/01/2013
Probably got misplaced there, I saw them recently, but they where for the men section I work at Ross it's chaos .Veeminusbear 09/01/2013
I work at Ross. And the ticket color leads me to believe that this is a young man's shirt, we gave different ticket colors to let us know where the item goes on the floor, and that is the young men's color. Somebody most likely placed it in the children's section because they were about to get it and decided against it. Or thought it was stupid and had to laugh about it. People leave really ...mustachewax 09/01/2013
Chillen... really? It's already slang, don't have to mangle it more.sweetacidophilus 09/01/2013
I work at Ross. This is actually "Young Men's" and we were banned from putting these out.giveemhellstace 09/01/2013
goddamnit rossapplesandgrapes 09/01/2013
/r/cringepicssleeper141 09/01/2013
Boy, that escalated quickly.Ozzyinmyeyes 09/01/2013
Well, she's not going to get an A if she blows off studying to hang out with a boy.growling_owl 09/01/2013
Everyone likes to play good defense.akasyap 09/01/2013
I hate to be the one to say this but,
Its a repost.smittymane13 09/01/2013
KARMA WHORE !psychotits 09/01/2013
Wow fuck all of you guys, never seen such a concentrated thread of assholes beforeLongLiveTheSloth 09/01/2013
mommy, what's the dcccpcharm 09/01/2013
Please tell me you bought it.kryptick 09/01/2013
DAMNIT! is this in tulsa? man, I would have uploaded this months ago...playazle 09/01/2013
[You might want to clarify that you aren't the one who found ...iwatchyoupee 09/01/2013
That's not a children's sized shirt. You can tell by the proportions. Quit trying to be so dramatic. It's an adult men's shirt that someone placed in the children's section (if you even found it there at all, which I doubt).gloomdoom 09/01/2013
Change title to "Bought this shirt in Children's section at a Ross".[deleted] 09/01/2013
ive actually seem someone wearing this. it looks more ridiculous on a personPsykoticNinja 09/01/2013
/r/WeirdStuffForSale/VinDieselsBraces 09/01/2013
Please explain.zzing 09/01/2013
Since they carry irregular clothing, I choose to believe they meant "she wants the DS"Huitzilopostlian 09/01/2013
A misplaced shirt? WHAT THE FUUCK!skarfix 09/01/2013
The Sunny D that is!CaterpillarCrunch 09/01/2013
W. T. F?Insrt_Clevr_Usrname 09/01/2013
This explains it, watch and learn. https://www.youtube.com/watch?...viciousmojo 09/01/2013
Does anybody have her number?Wizard_Hats 09/01/2013
I want this shirt.SeniorChainSaw 09/01/2013
this seems pretty cringepiccyjackamoxc 09/01/2013
Guys clearly she just wants to hang out with thedApplejack8645 09/01/2013
Can we talk about the fact that Green said he was "just chillen?" WHO THE HELL CAN'T SPELL "CHILLIN'?"
So offensive.shapu 09/01/2013
Why the hell did you take a picture of a picture on a screen?apratsunrthd 09/01/2013
Saw a shirtin junior girls once that had a hot dog riding a dollar coaster. The caption said something like I want a ride.Dashtrex 09/01/2013
I don't think the shelf-stockers know what that means...SamKitz 09/01/2013
Fuck it. Let the terrorists kill us.sometimesijustdont 09/01/2013
So who's this Thed they're talking about?RedditCube 09/01/2013
My best friend TJ Maxx said this shirt is a travesty and he wouldn't be caught dead in it!andrejhoward 09/01/2013
I fucking saw a tshirt similar to that at a Marshells or Ross (can't remember) in the tween girl section last month, wtf. (the tween girl section happened to be between the toy section and the door, I was looking for cheap rc helicopters, not a date)Jokkerb 09/01/2013
this belongs in /r/shutupandtakemymoneyBoobRockets 09/01/2013
Maybe they thought it was the chilens' section.chiliedogg 09/01/2013
I wouldn't even care if it was at least funny.Szos 09/01/2013
D for.....discussion?lexluther4291 09/01/2013
I hate when people write "chillen" instead of "chillin'". It's short for chilling, damn it.otivito 09/01/2013
Ross employee here, those are from the young mens section of the store and were recalled about 2 months ago along with a few others.EndlessFlight 09/01/2013
I thought it said children instead of chillin on the shirt.FuckingSuperSperm 09/01/2013
> She wants the :D.
FIXDuracuntm8 09/01/2013
That's not a real phone, I can tell: the time and the carrier logo is all messed up. Nice try OP.KarbonMarx 09/01/2013
oh nooorawkrXbabee 09/01/2013
goddamnit rosslolwatdahek 09/01/2013
Seeing as it is Ross im going to guess it was just nowhere near where it was originally put. I'm actually more surprised that it wasn't found on the floor than the actual shirt itself.JabberJauw 09/01/2013
Well then give her the http://i.imgur.com/HGzNXkS.jpg...Treann1 09/01/2013
No you didn'testeflo 09/01/2013
Found in the repost section of reddit.
FTFYRusharion 09/01/2013
She wants to chill? Yeah right, oviously she wants tbe D.the_dying_punk 09/01/2013
Okay FUCK U OP this is my original post ! I found it at Ross in menifee ca u little BIATCH!psychotits 09/01/2013
/r/cringepics will love thisRapistNextDoor 09/01/2013
This shirt is the epitome of modern internet culture. I want to buy it and frame it on my wall.Eat_No_Bacon 09/01/2013
Ross employee here.
Can confirm. She wants the D.oversizedtaint 09/01/2013
Obviously it means she wants the date for which we will both go enjoy a delicious smoothie together on a romantic rendevous. thats what D means.SasparillaTango 09/01/2013
It's crazy when people don't understand what adult jokes mean. My sister was watching Nickelodeon and some 13 year old was like, "That's riDONGculous". How do the writers not understand that you are replacing an innocent "dick" sound with an intentional analogy for cock.Bobbyjones0 09/01/2013
Businesses will sell anything that makes them money. No matter how controversial.SnorlaxSecurity 09/02/2013
This would go great with a fedora.DJr9515 09/02/2013
I'm ashamed this originally came from my store...fatuousfarts 09/02/2013
My friend has that shirt the teachers didnt know what it meant lolbriannasanchez 09/02/2013
things like this make me never want to bring children into the worldmesothornye 09/03/2013


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Poirot, Miss Marple and more on high-quality DVD.
Related Links at MysteryNet.com
• MysteryNet.com
• Mystery Guild Book Club
• Mystery Auctions
• Mystery Games
<-- Previous Agatha Christie DVD Movie | Next Agatha Christie DVD Movie -->
Agatha Christie Mysteries (Death on the Nile / Evil Under the Sun / The Mirror Crack'd) - Agatha Christie DVD Movie
Evil Under the Sun Mostly for Poirot completists and admirers of then-trendy, all-star ensemble casts from the 1970s and early '80s, Evil Under the Sun finds Peter Ustinov in his second outing as Agatha Christie's famous Belgian detective (three years after 1978's Death on the Nile). As the title promises, the action this time takes place on an Adriatic island (though Christie fans will surely balk at the switch from the novel's setting on the English coast), where a famous stage star (Diana Rigg) is murdered, and the list of likely suspects is unusually high. The parade of legendary performers--Roddy McDowall, James Mason, Sylvia Miles, Maggie Smith, Jane Birkin--plus Ustinov's energetic performance keep things hopping. But Anthony Shaffer's lazy screenplay and director Guy Hamilton's superficial approach nudge everything (action, characters, tone) toward campy, near-parody, with bitchy sniping, tacky costumes, and an obligatory soundtrack of Cole Porter tunes. It's only in the last lap that the film transcends such obviousness and finds its way back to the glories of detective fiction. --Tom Keogh
The Mirror Crack'd Angela Lansbury does the honors as Agatha Christie's determined sleuth, Miss Marple, in this adaptation of Christie's novel. A washed-up movie star (Elizabeth Taylor) is attempting to make a comeback but is driven to distraction by a mysterious event from her past. Also problematic for Taylor's struggling actress is a series of murders occurring with clockwork regularity in the quiet, 1950s English village where a film is being produced--killings that are all somehow connected to her. Despite the British backdrop, most of the suspects, including Rock Hudson, Kim Novak, and Tony Curtis, are American in this 1980 feature directed by Guy Hamilton (Evil Under the Sun). (At least Miss Marple's nephew, the redoubtable Inspector Craddock, is played by Edward Fox.) The bad news: this is a curiously flat, monotonous film, with a mystery hook that, sad to say, is among Christie's more familiar and predictable. Hamilton doesn't demand much of his largely ornamental cast, and they don't volunteer much to fill the void. Still, fans of Miss Marple and Christie, especially those with a burning hunger to see every film or television program based on the books, will want to check it out. --Tom Keogh
Agatha Christie DVD Movies Mystery Books: Agatha Christie DVD Movies Movies at MysteryBookstore.com


text:
Click on the alphabetic index to display terms beginning with the corresponding
letter or search for a term below.
The construction of wafer design valves allows them to be 'sandwiched' between flanged sections of pipeline. The benefit is lower bolting requirements. Typically used with certain butterfly and check valves.
Wellhead valves are used to isolate the flow of oil or gas at the takeoff from an oil or gas well. The design is usually a plug or gate valve.


text:
French tabloid magazine Closer had the audacity to publish topless photos of Duchess Catherine from William and Kate's private holiday in France.
A palace source revealed to People magazine stated, "We certainly feel a red line's been crossed." The source also said that the mood at the palace back home is "one of anger and disbelief."
A statement from a St. James's Palace spokesman says, "Their Royal Highnesses have been hugely saddened to learn that a French publication and a photographer have invaded their privacy in such a grotesque and totally unjustifiable manner."
As the scandal broke, a composed and dignified Catherine managed to smile and laugh her way through a Diamond Jubilee tea party at the British High Commission in Kuala Lumpur this afternoon.
She wore an ice blue lace dress by Alice Temperley, with her hair pulled back in a bun and held in place with pearl-headed pins.
The French magazine has taken a huge bashing on Twitter, as fans of Catherine, Duchess of Cambridge took to the social networking site to express their outrage.
Do you feel the photos should have been published? Share your thoughts in the comments below.


text:
The Pfam-A family that you are trying to view has been renamed, from
EF_hand_3 to EF-hand_5.
In 5 seconds you will be redirected to the Pfam family page for
EF-hand_5, or you can click
here to go there immediately.
Comments or questions on the site? Send a mail to firstname.lastname@example.com.
European Molecular Biology Laboratory


text:
It happens to the best of us. Maybe you're too tired when you come home. You might have other distractions in your life. Or you're just too crazy busy to get away from your desk at lunch.
For whatever reason, you end up eating the same few foods over and over. You're hungry so you just have a veggie burger (again), cook pasta (again), or grab a quick bagel (again).
It definitely happens to me and I love vegetarian food and cooking. But for whatever reason sometimes I find myself eating the same few foods every week. After a while I just end up bored and annoyed when I get hungry.
So what can you do when you find yourself in a food rut? Here are a few tricks that I've used.
Flip through a cookbook and look for something that inspires you. Even better, treat yourself to a new cookbook, maybe one that's focused on a type of cuisine you don't normally eat. Reading recipes can really put some great ideas in your head. Making them can be fun, too. Watch out, though, this exercise makes you hungry!
Watch a cooking show. Even if they're making something with meat, you can often make it into a vegetarian one with a little creativity. They also usually make side dishes, which are much more likely to be made from vegetables.
Pick up a new or different item at the store then go home and figure out what to do with it. This may require going to get more ingredients shortly afterwards, but then again you may have everything you need in your pantry.
I like to do this from the bulk bin. Recently, I scooped up some mung beans and brought them home. I don't know what I'm going to do with them yet and I've never done anything with them before. But it gives me the chance to play with some different recipes.
Mix up cuisines. Bring two or more cultures into a single dish to create a new and exciting fusion one. I did this by merging Asian flavors with Mediterranean for Asian couscous and it was delicious. Think of combinations like Mexican lasagna or Indian tacos.
Try something new at a restaurant then go home and figure out how to make it if you like it. Not only will this improve your cooking skills, but it will probably end up saving you money, too.
Take an old favorite and add a completely different ingredient to it. For example, maybe you love spaghetti. What if you threw a can of mixed vegetables into the sauce next time?
Try a random search. Type "recipe for" or "how to make" and something completely off the wall into a search engine. Think "recipe for crazy breakfast" or "how to make gutbusting beans". (I haven't actually tried either of these.)
Change up mealtime. Make breakfast food for dinner. Have dinner food for breakfast. Good food is good food. It doesn't matter what time of day you have it.
Start a food blog. It worked for me!


text:
TRURO - Sending a Liberal MP to Ottawa is the primary goal of the local federal Liberal Party, the association's new president says.
Cumberland-Colchester-Musquodoboit Valley Liberals elect new president
"Ultimately, we want to see a Liberal MP in our riding," said Lindsay McKinnon, who was elected last weekend as the president of the Cumberland-Colchester-Musquodoboit Valley riding. "Certainly, over the next couple of months I have to get my bearings and talk to people in the riding and work on a strategy for the future."
Other major goals include fundraising and increasing the association's membership.
McKinnon, 31, is a chartered accountant who lives in Onslow. She replaces outgoing president Eleanor Norrie. Mary Dee MacPherson of Amherst is the new vice-president.
Organizations: Liberal Party
Geographic location: Cumberland-Colchester-Musquodoboit Valley, Ottawa, OnslowTop of page


text:
Del Tech vice president to address Georgetown Chamber Aug. 131 Million Cups presentation follows meeting
Dr. Ileana Smith, vice president and director of Delaware Technical Community College at the Owens Campus in Georgetown, will be the featured guest speaker at the Greater Georgetown Chamber of Commerce monthly Breakfast Membership Meeting Wednesday, Aug. 13, in the dining area of the Student Services Building at Del Tech - the new location for this chamber meeting. The meeting is slated for 7:45 to 8:45 a.m., a new time as well.
The Georgetown Chamber is honored to have Smith accept its invitation to be guest speaker at this first breakfast event on her campus, and guests will hear all about the exciting educational and community programs Delaware Tech is spearheading, and how business leaders can become stronger partners in these efforts. RSVPs are required for the breakfast; cost is $9, which can be paid online at www.georgetowncoc.com or at the door by cash, check or credit card. Call 302-856-1544 to reserve a seat or email email@example.com.
Immediately following the meeting, members invite all to stay stay for Del Tech's 1 Million Cups initiative, which starts at 9 a.m., also in the Student Services Building. Every Wednesday morning, the 1 Million Cups program features two early-stage startups who present their companies to a diverse audience of mentors, advisers and other entrepreneurs. Each founder presents for six minutes and then fields audience questions for another 20 minutes. The program is run entirely by local entrepreneurs who serve as community organizers. To find out more about 1 Million Cups, contact Christopher Moody, director of Corporate and Community Programs, at 302-259-6315.
The Georgetown Chamber will continue to hold its breakfast meetings at 7:45 a.m. on the second Wednesday of every month in the Student Services Building at Del Tech in Georgetown. For information on these and other meetings, call 302-856-1544 or go to www.georgetowncoc.com.


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