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Unit 1, Lesson 3: Secret Safety Codes
Unit 1, Lesson 7: Heart Healthy and
Unit 1, Lesson 11: Don't Be Tricked
Unit 1, Lesson 9: Family Fitness Fun
Unit 1, Lesson 10: The Quick Creepy Crawl and
Unit 6, Lesson 33: Taking Care of Each Other
Unit 1, Lesson 11: Don't Be Tricked
Unit 2, Lesson 13: A Crunch for Lunch
Unit 2, Lesson 14: Tacos by Cody
Unit 2, Lesson 15: Go–Go–Go!
Unit 3, Lesson 22: I Had a Bug in My Throat
Unit 3, Lesson 23: Germs, Germs, Germs
Unit 4, Lesson 27: The Cheetah and the Antelope
Unit 5, Lesson 29: "No Way!"
Unit 5, Lesson 31: Yuck! and
Unit 5, Lesson 32: Some Things Are Not for Kids
Unit 6, Lesson 34: Only One Earth
Unit 6, Lesson 35: Believe It or Not
Unit 1, Lesson 3: Secret Safety Codes
After teaching this lesson, you might also like to use these WOW! Health Activities so that students may demonstrate knowledge of appropriate safety skills and equipment for recreational activities.
Divide the class into nine teams of 2-4 students. Assign each team one situation listed below. Direct teams to discuss, then act out safe ways to do these activities, including putting on any necessary safety equipment. Some suggestions are listed in parentheses.
For individual assessment, ask each student to draw an activity or a piece of safety equipment and tell why the activity is safe or how the equipment increases safety.
Unit 1, Lesson 7: Heart Healthy and Unit 1, Lesson 11: Don't Be Tricked
After teaching these lessons, you might also like to use these WOW! Health Activities to help students describe and understand a wide range of behaviors and habits that may be dangerous at home and school, on the playground, and in the larger community.
After completing Unit 1, use this activity and worksheet to review safety issues. Offer a variety of situations for children to vote on—safe or unsafe. Have those voting "safe" stand up and those voting "unsafe" stay seated (or sit back down). Here are some ideas to help you get started; add ideas specific to your school and community:
Complete Yes or No? (form 2.1) as a group or have students work alone or in pairs. Review the correct answers to reinforce the learning. Click here to access form 2.1.
Technology connection (optional): Create a "Safe Choices" picture gallery by photographing students modeling safe behavior. Display on your school's web site or in a high traffic area of the school or have your students explain the photos and teach the concepts to younger students.
Unit 1, Lesson 9: Family Fitness Fun
When teaching these lessons, you might also like to use these additional WOW! Health Activities to further explain the roles of safety personnel.
Explain that many times swimming lessons include information about "first aid" because injuries may happen around water. Define first aid as "Emergency care for a victim of sudden illness or injury." You might also wish to add, "This care is given until someone who is more skillful in providing medical care (such as a doctor) is available." Conduct the following discussion:
Unit 1, Lesson 10: The Quick Creepy Crawl and Unit 6, Lesson 33: Taking Care of Each Other
With Unit 6, Lesson 33, use Community Helpers (form 2.2), which is a revised version of form 6.1 found in WOW! Health Education Teacher's Guide: Yellow Level, now including "poison control worker" and "crossing guard". Click here to access form 2.2.
After teaching these lessons, you may also wish to use Safety Helpers: What Do They Do? (form 2.3) to further reinforce learning and check for understanding to ensure students can explain the roles of safety personnel. Click here to access form 2.3.
Unit 1, Lesson 11: Don't Be Tricked
When teaching this lesson, you might also like to use these WOW! Health Activities to help students identify some of the symptoms of poisoning and learn how to get help. The parent involvement aspect will not only reinforce the learning, it will also help further ensure all children are safe.
Make an overhead transparency of Poison! (form 2.4) and photocopy it, one per child. Click here to access form 2.4. Display the transparency and distribute one copy of the form to each child. Complete the form together as a class, defining and discussing each point made.
Distribute one copy of Nationwide Poison Control (form 2.5) to each child. Click here to access form 2.5. Encourage students to be sure they give this helpful information to a parent or guardian. Tell students that in the coming weeks, you will be asking them to report if they have practiced contacting poison control. If desired, ask parents and guardians to sign and return this form to verify the practice was completed.
Unit 2, Lesson 13: A Crunch for Lunch
After teaching this lesson, you might also like to use this additional WOW! Health Activity to help students demonstrate proper food handling techniques.
Gather supplies to make two healthy apple and peanut butter snacks as a demonstration. You will also need surface, hand, and apple cleaning supplies and two clean and one (obviously) dirty table knife (e.g., previously smeared with a little peanut butter and allowed to dry). Have additional apples and supplies for student snacks.
Pull out one apple and one container of peanut butter to work on a table top all can see. Without comment, slice the apple without washing your hands or the table top. Hold up the dirty knife with a flourish, then cut the apple into quarters and spread it with peanut butter. Set this snack aside.
Now, continuing without comment, pull out a second apple, a second container of peanut butter, and the cleaning supplies. Clean the table top thoroughly. Wash your hands. Wash the apple. Make the second snack the same way as the first, but cut the apple with one clean knife and spread the peanut butter with the other clean knife.
Now ask students which snack they would like to eat and why. Be sure to bring out the importance of a clean work surface, clean hands, clean utensils, and cleaning the food. In addition, show the children the expiration dates on the peanut butter containers and explain how important it is to not eat food past its expiration date.
Now have pairs of students prepare their own apple snacks as you lead the class through appropriate food handling practices. (Note: For safety reasons, an adult should cut the apples.)
To check for understanding, have students complete Food: Handle With Care (form 2.6). Click here to access form 2.6.
Unit 2, Lesson 14: Tacos by Cody
After teaching this lesson, you might also like to use these additional WOW! Health Activities to have students work with a family member to plan a family meal.
Tell students they are going to have an opportunity to do what Cody did, at least the planning stage, to create a healthy meal for their families. Distribute one copy of form 2.7 to each student. Click here to access form 2.7. Review the components of a balanced meal. Emphasize that this assignment focuses on planning not cooking, but that if a responsible family member would also like to help the child also cook the meal, that is a nice bonus. Set a due date.
Once the menus are returned allow students to share their ideas in a small group or with a partner. Have students help each other respectfully make changes if needed to create optimal nutritional balance. Circulate among groups and review student work to assess understanding.
After teaching this lesson, you might also like to use these additional WOW! Health Activities to have students practice recording their eating and exercise habits and to provide further opportunity to discuss positive and negative health behaviors. (Note: You may wish to have students work on each form simultaneously or separately. You may also wish to have students fill each log for a shorter or longer timespan.)
Show students how to use Snack Attack Log (form 2.8) and Physical Activity Log (form 2.9) by reviewing the sample day entries and noting the due date of each. Click here to access form 2.8, and click here to access form 2.9. Brainstorm various choices students might be able to make over the next several days, identifying both potential positive and negative behaviors. Allow students to report their entries verbally over the course of the logging. Once logs are returned, celebrate student successes while reinforcing the learning. Find a way to be positive with each child: many children may lack sufficient family support and may need the additional encouragement.
Additional suggestion: Repeat the traffic lights activity found in WOW! Health Education Teacher's Guide: Yellow Level, in Unit 2, Lesson 14 steps 3 and 4 with a master list you have constructed from student Snack Attack Logs. Adapt to use this game with the entries on the Physical Activity Logs by adding in more sedentary activities, such as watching TV and playing video games.
Unit 3, Lesson 22: I Had a Bug in My Throat
After teaching this lesson, you might also like to use these additional WOW! Health Activities to teach students to share with a trusted adult any symptoms that may lead to illness. The parent involvement aspect of the worksheet may serve to further reinforce this learning.
Use the chart on page 49 of Ruby Explores the World of Wellness to guide students as they role-play recognizing and sharing symptoms with a trusted adult. Emphasize that telling the adult when they first notice symptoms should help minimize the discomfort they will suffer from the illness. Waiting to tell the adult may lead to more severe symptoms that last longer even with appropriate treatment.
To begin, play the role of the child, with your class playing the role of the trusted adult. Using the first entry in the chart on page 49, say, "I have a runny nose. I'm sneezing and coughing, too." Ask the class to respond with the information from the 2nd and 3rd columns in the chart, for example, "You might have a common cold. You might need rest and fluids."
Continue through the chart, role-playing each potential illness. Vary who plays the role of the adult (the class or yourself) and who plays the role of the child reporting symptoms (yourself or the class). Once you have reviewed the entire chart, have pairs of students role-play some or all of the examples, taking turns as to who plays which role (adult or child).
Distribute one copy of Things That Can Happen When You're Sick (form 2.10) to each child. Click here to access form 2.10. Direct students to use the chart on page 49 to complete part 1 of the worksheet. Send the worksheets, with due date, home for students to complete part 2 with a trusted adult. Once worksheets are returned, encourage students to discuss their home practice experiences. Remind students whom they may share symptoms with at school to get help, for example, yourself, the school nurse, and other teachers.
Unit 3, Lesson 23: Germs, Germs, Germs
When teaching this lesson, you might also like to use these additional WOW! Health Activities to help students (1) identify a vast array of sources of health information and (2) recognize the ways news media, technology and other sources provide information about health.
Explain that health information may come from many sources. State that you are going to teach them about two main types of sources: people and media. Distribute one copy of Where Do You Find Health Information? (form 2.11) to each student. Click here to access form 2.11. Identify the type of source for two or three specific sources on form 2.11 as a class. Allow students time to complete all sections on the worksheet. Check number 1 answers as a class. Share and discuss individual answers to questions 2 and 3. Outline the types of media and people sources you have used and plan to use while teaching the WOW! series this school year.
If desired, invite your school librarian to discuss how he or she can help students find many types of health information using a variety of sources and technology tools to help develop grade-appropriate library skills.
Now discuss the ways news media, technology and other sources provide information about health. For example, news stories may be in the form of print, videotape, or live coverage. Technology, such as e-mail, the Internet, CD-ROMs, and DVDs, may also provide valid health information. For example, a person might e-mail an expert with a health question or look up the answer at a trustworthy web site. Certain factual CD-ROMs may offer a wealth of health information while a DVD or videotape might show and tell about health ideas, offer role-playing scenes to think about and discuss, or offer several other ways of providing health information. A CD, an audiotape, or radio media may provide helpful information as well.
Make a chart to guide whole-class discussion that lists "Eyes", "Ears," and "Both". Using both the items listed on form 2.11 and in the previous paragraph. Help students identify whether they use their eyes, ears, or both to learn from each source of information.
After the chart is complete, ask volunteers to share which forms of media they most prefer for receiving health information and why. Point out that different people learn in different ways. Having a lot of ways to learn is helpful to most people. In addition, getting health information from "people sources" also includes using both eyes and ears--as well as the very valuable factor of human conversation and interaction.
Unit 4, Lesson 27: The Cheetah and the Antelope
After teaching this lesson, you might like to use these additional WOW! Health Activities to help children gain more practice in using pro-social communication skills.
Play Sounds Like a Friend or Not, using the following statements. Have students cup their hands around their ears if the statement sounds like an appropriate way to talk to others and cover their ears with their hands if it does not.
Emphasize to students that the tone of their voice needs to be kind to go along with the friendly statements. Demonstrate one positive statement said sarcastically to drive this point home.
Now brainstorm with the class additional positive and negative communication examples, recording the statements on chart paper to display. Allow students to take turns crossing out the negative statements. Tell students that you are expecting them to cross these out in their minds and usage as well. Encourage students to use the positive statements in their daily interactions in school, at home, and out in the community.
Finally, if desired, use a parachute to celebrate the positive feelings pro-social communication helps to create. Place students around a large parachute, at least one handle per student. Direct students to cheer (raise the parachute high) when you make a positive statement from the chart paper list. Have students lower the parachute to the ground and make it quiver when you say a negative statement. Use mostly positive statements and end with an especially large cheer. (As an alternative, students may act out these movements without a parachute.)
After teaching this lesson, you might also like to use these additional WOW! Health Activities to help students discuss, define, and demonstrate body language.
Have students look back at the art on page 66 in Ruby Explores the World of Wellness. Explain that Ruby's body is saying the "No Way!" even without words. Ask students to try to tell you how, helping them to notice how her arm and hand are making a pushing away motion and her face is turned away from the other boy. Tell students this form of communication is called "body language." Have the students stand and try to convey the same body language as Ruby. (You may wish to have the students sit back down for the time being.)
Act out another "term" in body language for the class, e.g., happy. Ask the students to identify what your body is trying to tell them. Now ask students to stand again and use body language to show they are happy. Reinforce appropriate attempts.
Distribute one copy of Body Talk (form 2.12) to each student. Click here to access form 2.12. Direct students to complete part 1. Allow students to work in pairs, if needed. Have partners complete part 2. Allow pairs to volunteer to show the class their "best" body language.
Additional suggestions: Be alert for students who do not understand how to read another's body language or facial expressions. Even a very bright and verbal student may not have a large nonverbal vocabulary (giving or receiving). Encourage these and all students to report what another's body or face was saying when telling stories about playground, family, or community events to reinforce and expand student understanding of these important communication avenues. Repeat the form 2.12 activities, particularly part 2, as needed throughout the school year to help students learn to communicate and receive communication more effectively and accurately.
Unit 5, Lesson 31: Yuck! and Unit 5, Lesson 32: Some Things Are Not for Kids
After completing Unit 5, use these creative movement ideas to review the harmful nature of alcohol and tobacco use.
Divide the class into small groups of two to four students each. Have groups spread out over an open activity area. Work with one group to demonstrate to the class the movements of healthy lungs, then unhealthy lungs used for smoking (e.g., two students facing each other, clasping hands, moving into and away from each other smoothly and as far a possible while still holding hands [healthy lungs] and then choppily and closely [unhealthy lungs]). Direct all groups to come up with their own ideas. Circulate to assist groups in brainstorming and practicing. Allow a few minutes, then ask groups to take turns demonstrating their ideas to the rest of the class. Emphasize although it may be fun to act out unhealthy (smoking) lungs, it is not fun to have them! Repeat the activity dramatizing the following situations:
Further emphasize that although it was fun to act out both the good and bad situations, in real life, the unhealthy choices cause a lot of unnecessary misery.
Technology connection (optional): Videotape student performances and have students write narration. Help your class show the video to other classes or families during an open house.
Unit 6, Lesson 34: Only One Earth
After teaching this lesson, you might also like to use these additional WOW! Health Activities to (1) discuss how the community works to prevent and control disease and (2) help students identify community agencies that support healthy families, individuals, and communities. The potential family involvement aspect may further reinforce and extend health education learning and support student well-being.
Explain that neighborhood cleanups, such as Ruby participated in (pages 78-79 of the student book), are just one way that communities work together to prevent and control disease. For example, agencies, such as recycling and garbage businesses and government offices, combine their efforts to make sure communities stay clean. Define an agency as a formal group of people set up to meet a need. Ordinary people, such as Ruby, yourself, and the students can also help.
Refer back to Unit 6, Lesson 33 and Unit 3, Lesson 21 as well. Point out that each official health and community helper is usually part of one community agency or another. For example, a firefighter is part of the fire department. A nurse is part of the school or a clinic. Fire departments, schools, and clinics are all examples of community agencies. Each agency helps make sure that its workers do their jobs right and that those whose need they are trying to meet are served well. Use Communities Work Together: Helpers and Agencies (form 2.13) to help students identify additional community agencies that work to support healthy families, individuals, and communities. Click here to access form 2.13. As different locations may group community services in different ways, accept and discuss all reasonable answers and point out how your local community agencies are grouped. Explain that the art on the worksheet highlights an additional community agency—a recycling service. Tell students that this scene is on a planet where the number one rule is to take care of the planet. Even though they are young, each of your students can help the local recycling service agency by recycling.
Additional suggestions: Take the class on a field trip to visit a community agency directly working to provide health services, such as a health department, hospital, fire station, or even a veterinary clinic. Look for connections to grade-appropriate science and social studies learning to further reinforce the health education lesson.
Encourage families to volunteer at a local agency, such as a library, animal shelter, or homeless shelter. Make time for such volunteers to report their experiences to the class. Go beyond reinforcing learning about community agencies and emphasize the mental, emotional, family, and social health gains that may be made through helping others.
Unit 6, Lesson 35: Believe It or Not
After teaching this lesson, you might also like to use this additional WOW! Health Activity to reinforce student learning about how commercials influence the purchase of health-related products and services.
Distribute one copy of Where Is My Show? (form 2.14) to each student. Click here to access form 2.14. Review the instructions carefully. If desired, show students one or more commercials you have recorded and help them mark the correct column. Give students three or more days to complete the assignment. Have students share their findings while reinforcing the importance of thinking clearly and making healthy choices in the face of media influences.


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Space -- the final frontier. Space exploration continues to spark the imagination of many, including investors that look to profit from the opportunity. But how do future-driven minds invest in space exploration? One option that comes to mind is the public company Tesla Motors Inc (NASDAQ:TSLA) founded by world-renown entrepreneur Elon Musk and his successful funding of SpaceX. You might be surprised to discover that investing in TSLA is not investing in SpaceX. Why? SpaceX is a private company that received $1 Billion in funding by Google in early 2015, and unless something big happens, SpaceX is not expected to have an initial public offering (IPO) any time soon - so there goes that idea.
While public companies like Boeing (NYSE:BA) and Lockheed Martin (NYSE:LMT) are viable investment options for commercial travel to space, their propulsion technologies are limited. Yes folks, the laws of physics even hold true to investing! These are the fundamental laws that were set in motion at the beginning of time itself, encompassing our entire existence and understanding of the universe. Physics shows us one important thing; the conventional propulsion methods of rockets and fuel propellants are costly and are largely limited to interplanetary travel. When it comes to investing in what will ultimately be interstellar and intergalactic exploration of our universe, investors need to look to other, unconventional propulsion technologies.
Understanding Distances in Space
Right now we are about to introduce you to a company that has the ability to become one of the largest suppliers of the solar filament technology that can power a virtually weightless method of propelling spacecraft. Welcome to the "Solar Sail."
The "solar sail" is a form of spacecraft propulsion that uses radiation pressure exerted by the sun. This propulsion technology is also called the "photon sail" and the "light sail". You see, folks, the sun is continuously shooting out photons. Although photons do not have mass, they do have a little bit of momentum. The solar sail is essentially a giant mirror that reflects the photons back in the direction they came from, while shoving the sail in the opposite direction. Over time, this momentum gradually increases. In three years, a solar sail could reach speeds of 150,000 mph (240,000 kph), scientists estimate. At that speed, it could reach Pluto in less than five years. As a comparison, it took NASA's Voyager spacecraft over 12 years to reach a similar distance using conventional propellants. And guess who launched the first solar sail into space? It would be wishful thinking if you thought it was NASA. No folks, this time it was JAXA (The Japan Aerospace Exploration Agency). JAXA is the "NASA of Japan". JAXA is very well funded – recording a budget of 184 Billion Yen in 2015 – and like most things 'Japan', are positioned to lead.
The IKAROS ( Interplanetary Kite-craft Accelerated by Radiation Of the Sun) was launched on May 21, 2010 and became the world's first solar powered sail craft employing both photon propulsion and thin film solar power generation during its interplanetary cruise.
JAXA is looking to take the solar sail technology a step further by selecting ASTI (Ascent Solar Technologies, Inc.), ranked #189 by Deloitte's 2016 Technology Fast 500, as part of JAXA's next round of evaluations for an upcoming mission to Jupiter.
See (Ascent's Lightweight Thin-Film Solar Selected for Further Evaluation by the Japan Aerospace Exploration Agency (JAXA) for Deep Space Missions)
The decision was followed by an earlier round of investigation that showed promising results, during which ASTI 's patented, flexible monolithically integrated copper-indium-gallium-selenide (CIGS) solar module, was subjected to environmental extremes, and continued to operate well.
The first phase of testing showed that ASTI 's technology held up a temperatures below -146°C (-231°F) and up to +190°C (+374 °F), and to only 4% of the sunlight generally received in earth's orbit. Even more impressive is that the technology held up to severe radiation.
Conventional solar sails use fragile crystalline solar cells that require additional structure for protect. ASTI 's patented lightweight, flexible and nearly indestructible technology can take advantage of a novel array of construction that provides a higher performance in a more economical fashion. In addition, ASTI 's technology will provide both propulsion as well as lightweight electrical power for the mission.
With JAXA testing ASTI's flexible (CIGS) solar modules, ASTI is looking like a ground-level opportunity for investors looking to expand their portfolios in space exploration.
For those investors who wish to keep their money on solid ground, ASTI 's technology can also be found in energy collection and storage devices retailed in Verizon Wireless stores around the country.
Either way, we suspect ASTI will soon rank higher as one of the Fastest Growing Companies in North America, continue to win numerous more awards for cutting edge technologies, and lead the world in specialty solar panel technology that fills the void for Space and Near Space travel/exploration, Drones, Military, Disaster Recovery and everyday consumer energy products. So let's keep a close eye on ASTI for any further announcements.
DISCLOSURE: The author is receiving compensation for this article. The views and opinions expressed in this article are those of the authors.. Readers should not consider statements made by the author as formal recommendations and should consult their financial advisor before making any investment decisions. TheSultansofSwingTrading receives fees for producing and presenting the Content on this Site along with other media services.

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- Home
- Jigsaw Puzzles
- Charles Wysocki Olde America 1000 Piece Jigsaw Puzzle
Product Description
Olde America, by famed master painter Charles Wysocki, is a 1000-piece jigsaw puzzle that takes you back to a quaint New England town on a blue sky-filled autumn day. The streets are filled with horse-drawn buggies that are passing by Olde America Antiques where curiosities and collectibles are on display. Trees are beginning to turn brilliant colors of red and gold and the last of the summer flowers are planted in a boat and hanging basket. A wagon full of pumpkins, along with hanging quilts and an eagle invite you in to shop.
For more than 40 years Charles Wysocki enjoyed his love affair with life and Americana, and through his imaginative and colorful artwork, touched the hearts of millions worldwide. "Chuck" felt a special kinship with puzzlers who share in the creative process by building his paintings one piece at a time.
Every Buffalo Games jigsaw puzzle is manufactured in the U.S.A. from recycled puzzle board. A precision cutting technique guarantees that every piece will fit soundly with the company's signature Perfect SnapTM. A bonus puzzle poster is also included so that you have a handy reference of what the completed puzzle should look like while you put yours together.
- 1000 piece jigsaw puzzle
- Finished size is 26.75 x 19.75 inches
- Includes bonus poster for help in solving
- Manufactured from premium quality materials
- Made in the United States
Product Reviews
Favorite Artist~Best Puzzles
Posted by pam on Nov 16th 2018
Charles Wysocki is my favorite artist! Just love his Americana & Cat art & puzzles! Buffalo Puzzles are high quality & bright colors! I have purchased nearly every Wysocki puzzle available & they never disappoint!!
Loved it!
Posted by Unknown on Aug 13th 2018
This was an easy but fun puzzle!
The only brand I buy.
Posted by Unknown on Aug 7th 2018
As usual, Charles Wysocki's puzzles are great fun and I always enjoy solving them. I only purchase 1000 piece puzzles because the others go too fast. For the record I only use puzzles from Buffalo Games. I was very disappointed with other products from other companies.
Another great wysocki puzzle
Posted by Unknown on Jul 17th 2018
Love the wysocki puzzles. Wish there were some of the 300, 500, and 750 piece puzzle designs available in 1000 piece puzzles since I only purchase the 1000 piece
The only brand I buy
Posted by Unknown on Jun 23rd 2018
I collect the Wysocki artwork puzzles and the image is clear and very good quality material used.I like that Buffalo Games puzzles are American made also. I tried puzzles from another manufacturer and was very disappointed in the random shapes and sizes of pieces - some were literally smaller than the size of my thumbnail! Another brand used material that felt lightweight and many pieces were incompletely cut. A nice plus from Buffalo Games is the included poster sized image (with the Wysocki puzzles). The Buffalo Games puzzles that I have bought are always top quality, and I look forward to new Wysocki puzzles.


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Updates On Swift Solutions For Binary Trade
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Essay Writing Forums | Dratiniz Give The Dog A Resume
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Essay Writing Forum - Essay Topics
Essays are commonly used as , political , learned , observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in , but works in have been dubbed essays (e.g., 's and ). While brevity usually defines an essay, voluminous works like 's and 's are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal . Secondary students are taught structured essay formats to improve their writing skills; are often used by in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.


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As rapidly developing ICT sector has changed the world dramatically, environmental safety along with appropriate response and innovation have been the key issue to be reckoned with.
We design, develop, and provide the following products: Flame detectors using IT-based fire detection technology, temperature controllers, high- and multi-temperature sensors, thermal imaging fire detection cameras, security and fire detection cameras, automatic fire extinguishing systems for semiconductor equipment which immediately puts out the fire in a fire prevention zone, and kitchen fire extinguishers
We have actively ventured into the global market and have overseas partners in the US, Japan, China, Indonesia, and the Philippines. And our newly established offices in Xian and Suzhou of China offer the best value for other global businesses in China.
We pledge that we'll contribute to the society based on our ethical and righteous management practices and our efforts to share benefits with the society.
2018 © All Right Reserved by GBCTehran.ir


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Rescuers were on Wednesday manually digging a pit near the 150 feet deep borewell in which a four-year-old boy has been stuck for the past two days in Jagatpura village of the district.
After digging nearly 75-80 feet deep with the help of machines in the past two days, rescuers started manually digging the pit this morning.
A member of the rescue operation Sanjeev Sankhla said pipes will be lowered in the pit for safe and speedy digging.
According to him, the work is expected to be completed by evening or night and after that a connecting tunnel will be made to pull the boy out from the borewell.
The boy, who had fallen into borewell on Monday morning while playing with his elder sister, is showing no movement.
However, oxygen is being continuously supplied and medical experts are on the site, an official said.
Prayers are being organised in the village for the boy.


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From The PSPedia2
An accursed scythe said to harvest not just lives, but souls. Its malevolent spirit gradually clouds the bearer's mind and body with darkness.
Item details
- The Japanese name of this weapon is ソウルバニッシュ.
- This sword can hit two additional targets.
- * Fixed attribute:
Item data
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Thanks for all your lovely messages everyone :) .. I'm totally on going to chalk this one up to being my first order!
I mentioned in my previous post that I was going to embroider some squares for baby Nate, so I've decided to share some photos of that.
I added in some cute sayings just so there were a couple more squares in the quilt. Aunty Kaz is the requester of this quilt so I added in a personal sign off from her.
The quilt top is now complete, and I'm a little ashamed to admit I still do a happy dance when my points meet! I feel like it's pretty touch and go there sometimes .. Do you guys have any tips for ensuring your points are precision perfect each time?
Onto the back now, and I must admit, I never enjoy the back as much as the front .. I'll be using the grey teardrop fabric for the majority of the back. I'm wondering if I'm the only one who loves making quilt top, but dreads making the quilt back/.


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Several things: First, get clarity about the real issues your customers are facing; second, specifically connect your years of experience; the features you offer, etc., … More money was spent in 2008 on customer–service training than on any other type of training, with the exception of leadership training. Read More
Suzanne Betette, an employee of the Long Agency in Mount Morris, was recently named the Erie Insurance Quality Customer Service Agent of the Year. The award, given annually, recognizes on one customer service agent in each branch of Erie Insurance, of which the Long Agency is a part. Read More
How many times do you receive a survey by telephone, mail or internet? We are inundated with surveys and most of the time, we find any excuse to either not converse with the person on the phone or to hit delete faster than you can say "whatever." After being CEO …
If you're an RCN internet and/or television customer and you live in the Lehigh Valley, you're likely experiencing a major service interruption. The company posted on its Facebook page and Twitter feed Monday morning that weather is to blame for the outage it says many local customers–including … Read More
The IRS's customer service initiative–in the face of years of budgetary restrictions that have translated into reduced staffing–carries lessons that other federal agencies could apply, according to a report from the Partnership for Public Service and Accenture Federal Services. "Agencies across government … Read More
For those doing business face-to-face with clients, asking for the review at multiple phases throughout a transaction may seem easier than those who never actually meet their customers. This is where automation comes into play. There's automation for email services, social media, lead generation and … Read More
Its goal is to exceed customer expectations for regional trucking, mail transport, and aircraft ground support services. Specific services Matheson, Inc. provides include quality long-haul and short-haul transportation, underwing operations, terminal handling and ground handling. Matheson, Inc.'s … Read More
Skipton Intermediaries has added a new twitter account, purely to offer broker focussed customer service. It believes the channel – @SBSBrokerHelp is the first from a lender in the UK on Twitter. It is operated by Skipton's broker support team and designed to improve service by offering brokers more … Read …
… customer service, contracts, billing, credit and debt management, and switching providers. Senator Fifield said the review would be run in addition to the new powers given to Australian Communications and Media Authority to improve the customer experience on the NBN, announced last December. Read More
SALT LAKE CITY, April 16, 2018 /PRNewswire/ — Ken Garff is buying out New York-based Leucadia National Corp. from its Garcadia dealership partnership. Ken Garff and Leucadia partnered in 2006 to form Garcadia, which has since acquired and operates 28 dealerships in Texas, Michigan, Iowa and … Read More


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Sherwood Forest Country Park
|East Midlands
|Nottinghamshire Orienteering Club
|Nearest town
|Carpark location
|The car park for the Visitor Centre is on the B6034 just north of Edwinstowe, between the A6075 and the A616, 20 miles north of Nottingham.
Available Map
The legendary stomping-ground of Robin Hood, this 450-acre country park is now part of the Sherwood Forest National Nature Reserve and home to a fascinating ecosystem. The forest has 900 veteran oak trees including England's Tree of the Year 2014, The Major Oak.
Please note that the old visitor centre is now out of bounds, the course start and posts are accessible.
Admission to the park is free - car parking charges apply.
Dogs welcome
Winter opening hours (weather permitting):
- Monday to Friday: 10 am to 4 pm
- Weekends: 10 am to 4.30 pm
Getting there
Bus: Most bus routes stop on High Street in Edwinstowe, which is a 5 to 10-minute walk from the Visitor Centre and park.
Car: Details below
Train: The nearest stations are at Shirebrook (6 miles) and Mansfield (7 miles). Both are served by the Robin Hood line, operated by East Midlands Trains.
Other Things to do in the Area
On a trip to Sherwood Forest look for birds including nuthatches, jays, woodpeckers and redstarts and marvel in the shadow of the historic Major Oak. You can browse the Visitor Centre shops or relax with a coffee in the Forest Table Restaurant.
Please note that the old visitor centre is now closed and the new RSPB Visitor Centre open.
Maps Available From
Visitor Centre shop. Groups should pre-book with the ranger on Tel 01623 823202 or email.
Further Information
- White and/or yellow standard controls suitable for beginners
- Orange and/or light green standard controls suitable for people with some experience


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Several years ago, Dublin-born playwright Bryan Delaney faced a conundrum common to members of his profession: He had a play to write, but no ideas.
So he sat silently at his desk in the coachman's cottage of a 16th century castle in County Carlow and waited for inspiration to strike.
It came in flickers and fragments.
First, the image of a house being overtaken by plants took root in his brain. Then he noticed the castle's owner walking past his door in a pair of paint-stained jeans and wool sweater, carrying a birdcage. Finally, he recalled an overheard snippet of an argument between a woman he assumed to be a husband and wife.
Less creative writers would hardly be able to cobble together a Facebook post from this half-formed jumble of abstract images.
But for Delaney, it was enough to put down a layer of fertilizer for what would eventually become "The Seedbed," a four-person play about the mutation of a misbegotten idea. It receives its local premiere March 10 in an Irish Classical Theatre Company production in the Andrews Theatre.
Delaney, whose award-winning debut "The Cobbler" received its first and only production at the Irish Classical in 2005, described his working process as the gradual transformation of huge amounts of raw material into a tightly constructed piece of dramatic literature.
"I believe there's two phases to it. The first is to open the valve to the unconscious mind. I believe that's where the gold is," he said during a recent visit to Buffalo to watch rehearsals. "Then you apply the craft and the technique to harness it: Who needs what, why do they need it, what's underneath that need, what do they do to get it, what's blocking them from the other characters who are the sources of antagonism and resistance, and, crucially, what are the sources of antagonism and resistance within that character's own nature?"
In "The Seedbed," the conflicts are clear from the start. The story centers on a small family in a crisis: a husband, wife, their 18-year-old daughter and her recently acquired boyfriend.
"It's a battleground that takes place over about four days," Delaney said. But the battle of wills between father, mother, daughter and boyfriend is just the surface story. Deeper down, he said, the play is about how a thought takes root in one family member's mind and undergoes a strange mutation as it spreads from one person to the next.
"It's almost like a game of psychological Chinese whispers that travels through the family and threatens to tear down the entire family structure," he said. "They all go off on their own florid psychological bender."
News critic Richard Huntington called Delaney's first effort, "The Cobbler," "a new play of such compelling narrative structure, linguistic brilliance and audacious theatrical imagination that it seems the product of a mature, time-honed talent rather than the first effort of a young, unpublished Dublin-born author."
This will be the third full production of "The Seedbed," which was also produced at the New Jersey Repertory Company and the Redtwist Theatre in Chicago. It is directed by Greg Natale and stars Kristin Tripp-Kelley, Chris Kelley, Eric Rawski and Arianna Davidow.
email: firstname.lastname@example.com
Theater Preview
What: "The Seedbed"
When: March 10 to April 2
Where: Andrews Theatre, 625 Main St.
Tickets: $41
Info: 853-4282 or irishclassicaltheatre.com


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We have been so impressed in the investment in resident services
Baltimore, Maryland (PRWEB) September 01, 2015
South Baltimore's newest apartment community, 2 East Wells, has been a welcome addition to Federal Hill and the south end of Charles Street. In addition to bringing industrial-chic apartments and retail space to the south end of Charles Street, these Federal Hill apartments have been extremely popular among new residents and achieved a 100% 'Recommended' rating on one of the most popular apartment review sites, ApartmentRatings.com.
A recurring theme among the resident reviews of 2 East Wells is the community-sponsored events. Each month, the community offers at least one unique event as well as ongoing events, to its residents. The community recently hosted a photography exhibit of Shawn C.H. Baron's popular photo series, "Baltimore in Black and White" and had the photographer on hand to discuss his works with everyone who attended. One of the most recent events, a Sunset Toast on one of their multiple roof-top decks was attended by the majority of their residents and was hugely popular. In addition, weekly yoga and pilates classes are offered on their rooftop deck with one of the most spectacular views of the Baltimore skyline. The list goes on and includes courtyard brunches and barbecues, picture and design contests, and so much more.
Residents of 2 East Wells have been quite vocal about their affinity for the community's events and voiced their opinions online via multiple review sites, social media, and the community's website. With ApartmentRatings.com being the most popular review site among existing and potential apartment residents, a 100% 'Recommended' rating is a noteworthy accomplishment.
One resident Matthew G. wrote, "What really sets 2 East Wells apart from other apartments is their staff. They are extremely friendly and helpful. They also hold lots of social events for residents which create an atmosphere that really makes you feel at home."
Another resident, Colin L. had this to say about 2 East Wells, "We have been so impressed in the investment in resident services, including the excellent coffee in the lounge, the gym, and the rooftop lounge. We had an event in the lounge to celebrate the Kentucky Derby, and the staff had a television brought up for the event. They also brought us lots of sunglasses and koozies for our guests."
Even if social activities are not a desired amenity in a new apartment home, 2 East Wells has received plenty of praise in resident reviews for its other features and amenities. The light-filled apartment homes at 2 East Wells feature spacious floor plans and offer a mix of Studio, 1 and 2 bedroom options. The finishes include hardwood floors, granite counters, clean steel appliances, wood cabinetry and each apartment home features a full-size washer and dryer. Standard 9 foot ceilings and oversized wall-to-wall windows maximize some of the most spectacular views the city has to offer.
There are multiple amenity spaces on multiple floors throughout the building including, two rooftop decks, a state-of-the-art rooftop fitness center, a furnished interior courtyard, and a resident's club with coffee bar, fireplace, big screen TVs, and free WiFi. In addition, 2 East Wells offers garage parking which is a much sought-after amenity in Federal Hill.
What's even more impressive about 2 East Wells is that in recognition of today's environmental sensibilities, the community was built to LEED standards. LEED stands for Leadership in Energy and Environmental Design and is an internationally recognized green building certification system developed by the U.S. Green Building Council (USGBC). In order to be certified, the community must achieve standards for high efficiency heating and cooling systems, energy efficient appliances, high efficiency hot water heating, energy efficient lighting, and indoor environment quality, just to name a few. Recently, 2 East Wells was awarded LEED Gold certification which is one of the highest levels of green building certification offered by the USGBC.
The apartment homes at 2 East Wells are leasing quickly and interest in the community has remained extremely high. If the current popularity is any indication of how quickly the community will fully lease, the remaining apartment homes are not likely to last long. For more information about 2 East Wells, contact the leasing office at 410.685.7500 or visit the community's website at http://www.2EastWells.com


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- March02
Autumn soil test interpretation session
Following on from our Spring interpretation sessions HLN is organising an Autumn session for anyone who missed the spring workshops or if you have done your testing since then, also if you feel like you need a refresher or would like to talk to Nigel again you are welcome to come along.
Wed March 16th 2pm @ Holbrook Library Complex
Please see flier here, RSVP by March 14th to Holbrook Landcare office.
- Posted by Holbrook Landcare Admin
- 0 Comments


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1965 / 170min / DCP
Hitting up the 1964 Summer Olympics in Tokyo with an army of cameramen, Ichikawa turned out a dynamic documentary that altered the entire vocabulary of modern sports cinematography, at once epic and intimate, delving into the psychology of the athlete. Said Ichikawa: "I tried to grasp the solemnity of the moment when man defies his limits, and to express the solitude of the athlete who, in order to win, struggles against himself." One of the most exquisite films ever made.
Tokyo Olympiad is screening as part of Metrograph A to Z, a collection of films we think everybody should see. Click here for more info.


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The objection [against trigger warnings] seems to be that since so much classic literature involves violent misogyny, racism and brutality towards minorities, whinging leftists should pipe down and read without questioning, analysing or reacting to the canon.
[D]ismissal of "trigger warnings" has become a proxy for dismissing women, people of colour, queer people and trauma survivors as readers. It is saying that our experiences do not matter – that we should calm down and "grow a thicker skin". It says that any attempt to acknowledge or accommodate readers with difficult experiences is tantamount to Stalinism. Someone is being told to shut up here, but it's not F Scott Fitzgerald.
[A trigger warning is] about knowing and respecting your audience; crucially, it is about context. In "safe spaces" like feminist discussion forums, mental health and survivor's groups, trigger warnings are the very opposite of censorship. They allow discussions of traumatic and difficult issues to be had in an upfront manner. Rather than editing the subject material to avoid upset, group members are treated like adults and allowed to make their own decisions about what they can handle on any given day.
Trigger warnings are fundamentally about empathy. They are a polite plea for more openness, not less; for more truth, not less. They allow taboo topics and the experience of hurt and pain, often by marginalised people, to be spoken of frankly. They are the opposite of censorship.
–Laurie Penny on what's really threatening about trigger warnings.
Note that I've paraphrased a lot here (like, a lot); I recommend everyone go read the whole article, particularly if you're an "anti" on this issue.


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Article Contributed by
Metro Creative Connection
January 2018 is "Teen Driving Awareness Month."
Earning a driver's license is a milestone in a young person's life. Teenagers typically take to the open road without adults riding shotgun between the ages of 16 and 18, depending on where they live. Although this can be an exciting time for them, it's also a time that can change the family dynamic.
Parents may have mixed feelings about their children getting their drivers' licenses. Although many parents recognize the convenience of having another licensed driver in the house, it is understandable if moms and dads are wary about inexperienced children behind the wheel.
Vehicular fatalities remain the leading cause of death among teenagers. To help reduce the chance for crashes, injury and death, families can work together to focus on safe driving tips.
- Adult instructors can take a safe-driving course. In addition to providing valuable safety tips to pass along to the teens, enrollment often entitles car owners to auto insurance discounts.
- Stay off of the phone. Texting and calling reduces alertness on the road. Pull over to make a call if there is an emergency; otherwise, leave the phone out of reach in a back seat.
- Use the headlights and daytime running lights to be more visible to other drivers, even during the daytime.
- Leave plenty of time. Plan ahead to avoid driving stressed or rushed.
- Limit distractions behind the wheel. New drivers like teens should minimize passenger conversations and radio use.
- Stick to easy parking at first. Park in spaces with room for pulling out forward to reduce the risk of hitting other vehicles.
Driving is exciting for newly licensed teens, so parents must emphasize the importance of defensive driving.


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rrThe question was, Did Mark Spitz get his power in the pool from his toes?
The thought came to mind when an interview with Spitz in a recent issue of Time magazine discussed his swimming comeback attempt, with an eye to the 1992 Olympics, at the age of 40.
And I recalled Spitz's toes. I had seen them in his heyday, all 10 of them, but never took much notice. The focal points of a spectator's eye, naturally, were Spitz's arms and stroke, and soggy, bobbing head.
So when I sat with him in a hotel room in Montreal in 1976, four years after the Munich Olympics in which he had won a record seven gold medals - he now wore a jersey and jeans and was sockless and shoeless - I happened to take a look at his bare toes, propped up on a stool in front of him, and me. This is the perfect opportunity to scrutinize someone's feet.
And I beheld them because the toes looked more bulbous than most, slightly inflated. Water can do that, but so can nature. I had learned that in the best athletes there is often, as Bob Cousy, who has extraordinarily long arms for his size once said, something ''physically freakish.''
I asked Spitz about the toes. Were they his secret weapon? Spitz smoothed his black mustache and a smile crept up from beneath it.Continue reading the main story
''No,'' he said, ''but you're close.''
It turned out that it was his legs that were extraordinary.
Spitz is 6 feet 1 inch, and had the unusual ability to flex his lower legs slightly forward at the knees, permitting him to kick 6 to 12 inches deeper in the water than his swimming opponents.
At that time, Spitz was retired as a competitive swimmer and had been hired as a color commentator for swimming by ABC television in its Olympic coverage in Montreal.
Spitz, then 26, said he was finished as a swimmer. ''There was nothing left for me to do in athletics,'' he said. ''I mean, should I strive for eight gold medals in '76? That was ludicrous. I actually nailed myself to the wall as a swimming competitor.''
Now he says that the water bug has bitten him again.
Like a lot of aging athletes, he wants to give it one more try. Jim Palmer, retired as a pitcher for five years, is reportedly mulling a pitching comeback.
After routinely beating people in competition, there is something moribund now about sitting on the sidelines, reduced to hearing only the echoes of the cheers.
''I'm the Martian man come back to life in sports,'' Spitz said. He contends that he's in shape, and that those who say an athlete reaches his physical peak between ages 28 and 32, or even 35, may be out to lunch. ''I might prove they really don't know what they're talking about,'' said Spitz, ''and it may not even be until you're 50. I think we're going to redefine what 40-year-olds can do.''
So Spitz is back, hoping to be a herring for the ages.
''It's going to be tough for Mark,'' Al Oerter, a four-time Olympic gold medal winner in the shot-put and an expert on athletic geriatrics, said recently. ''There are some very serious folks swimming these days.''
Oerter, who won his last gold medal in Mexico City in 1968, at the age of 32, has attempted several comebacks. He has, though, fallen short of his Olympic-team goals.
''I had the best throws of my life when I was 42 and 43,'' said Oerter, ''but the younger guys were throwing longer distances now, too.'' Training methods had improved and there were advancements in technique. Oerter, at age 53, now competes primarily in masters events.
Experience counts for something, however. Spitz said that, while training with the U.C.L.A. varsity, he has stopped giving advice to competitors who seek it because, he decided, ''one of these dudes'' might beat him with the information.
Perhaps mind games will set in, as they did with Oerter. Before the Rome Olympics, for example, Oerter approached a Czechoslovak competitor and asked how Poland was. ''Zonk!'' Oerter recalled. ''The guy was walking around like King Kong; now he was shrunk to size.''
No matter how much you desire, however, or how hard you strive, or how wily you get, something happens, at a certain age, with the muscles and the bones, from the toes up, in which they no longer perform as in days of yore.
One was reminded of Dr. Michael J. Attubato, a 34-year-old Manhattan cardiologist who still plays recreational basketball. He fell in a half-court game recently and grabbed his right knee, moaning on the floor in obvious pain.
''Mike,'' someone said, bending over him, ''are you hurt?'' ''No,'' he gasped, ''just mad.'' ''Mad? Why?''
''Because,'' he said, ''that was my last healthy joint!''
Thursday, Late Edition - Final
The Sports of The Times column yesterday, about Mark Spitz, misidentified the event in which Al Oerter won four Olympic gold medals. It was the discus throw, not the shot put.


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Breaking News
By Tanish Chachra. Dated: 3/15/2019 12:19:20 PM
Exam season is upon us and every household in Jammu is worried about their children's performance in next few weeks and months, especially in the case of students who are in class 10th or 12th who will appear in board exams and competitive exams in the following months.Children preparing for these exams are under tremendous pressure to score well in order to ensure a bright future for themselves or fulfill the "aspirations" of their parents and family members. This pressure mostly turns into a grave situation where the stress overpowers the psyche of youngsters and makes them feel over-burdened and heavily disturbed, which results in their breakdown and affects their caliber."Overstress can cause anxiety, depression and suicidal tendencies. It is important to analyze the child and be empathetic. For their child's own good they have to be supportive for the welfare of their mind." said Devika Mehta, a psychologist and counsellor. Considering, there are approximately 31 lakh students who will appear in CBSE 10th and 12th examination throughout the country and many more from various other state educational boards, the level of competition is severely high. Moreover, only limited seats in the prestigious university institutions makes the situation even worse.Therefore, parents over here need to support their children and motivate them to do well but not stress them beyond the limit and prevent themselves from building the overhype about the secondary level examinations.The usual approach adopted by the schools and the parents towards their children on school board exams is really negative. Many times these youngsters are taught false beliefs that scoring low marks in these exams would ruin their lives forever."Board exams have changed my schedule and habits ever since I entered class XII. The pressure of exams has confined me till course books. Since long I haven't been able to play basketball which I love. The long hours of study schedule also has affected my health," said Karan Sudan, Class XII student, Jammu.The social influencers like relatives are also to be blamed, where constant comparison between the siblings, cousins and neighbourhood kids makes youngsters lose their own self-worth. Therefore, it leads to toxic competitiveness among kids which results in shaming when a person fails to deliver.Adding to the misery, a new directive the Jammu and Kashmir Board of School Education (BOSE) has said that students of class 10th and 11th must qualify all the five subjects in their annual and bi-annual examination to be able to sit in the next class. Hence, students feel anxious by seeing such obligations directed upon them which further magnifies the stress level they are already dealing with. In the recent past, blunders by the state authorities have resulted in disasters as students who prepared really hard but did not fare well in the results were pushed into depression and even forced them towards suicidal tendencies. One such instance in 2015, is of a 17-year-old electronics engineering student who committed suicide in Srinagar after he scored low marks in his exam. However, the re-evaluation of papers after four months found that he not only passed the subject but topped his class.Further, over-ambitious teachers who want to achieve an excellent academic record through their students' near to perfect marks takes a heavy toll on the school students. Enrollment of students in private coaching centers, who train them for the competitive entrance exams also contributes to the present intensive curriculum and affects the well-being of children at such tender age.This has made an impact throughout the nation including Jammu, where reports of suicides by students have become routine and common. The scarcity of quality institutions and limited seats in them enhances the chances of failure.Here, parents should take charge to normalize the situation for their own kids and should reduce their stress and anxiety by counseling them with professional help. Also, if stress reaches its peak, then consulting a psychologist should be opted for a better mental hygiene. Also, parents should be flexible over their kids' choices in life especially in regard to profession they want to chose, such acceptance could enable a teenager to improve productive performance and achieve high self-esteem. However, limited knowledge of other field of professions has led to such ignorance and rigid mindset among the adults.Meanwhile, students also shouldn't be left carefree. It is necessary to explain them the importance of such exam and a little bit of pressure should be instilled for a better performance. The right amount of stress, which is known as U-stress enables a person to work under their full potential. Pressurizing more than required will eventually make students scared of exams and nervous.Additionally students should try to follow their passion and shouldn't follow the herd. Many times it results in high self-concept and success. As the saying goes "Failure guarantees success". Therefore, one should not quit after failing and must try to rise again.(The author is student of journalism)
Kashmir Times


text:
IAC to show 'green' jeans voice-over booth
At IBC2005, IAC of Winchester, UK, will exhibit what is believed to be the world's first "green" voice-over booth.
Developed at the IAC's research and development facility in New York, the booth features natural denim fibers from jeans, which are used as an environmentally friendly acoustic in-fill within the booth's structural panels. The in-fill is sourced in the UK.
IAC Voice-Over Booths, as well as full-scale studios and editing suites are all constructed using the company's Moduline system. Studios and suites are acoustically rated, modular acoustic panels form the walls, floors and ceilings. Each panel is filled with the green in-fill.
See IAC at IBC2005 stand 11.539, or visit www.iacl.co.uk.


text:
Hide Forgot
Mike Harris assures me that he gets a field labelled:
Groups: Only users in all of the selected groups can view this bug. Leave all
boxes unchecked to make this a public bug.
which can be used to restrict access to a bug.
On further investigation, I see that I do in fact have a groups field if I file
a bugzilla bug (or even a RHEL3 bug) but not if I file a RHEL4 beta bug. And I
still don't have access to the "Red Hat Development" groups checkbox.
Not currently a member of any groups so therefore you will not see a group list
on a bug entry page. If you see one on a bug edit page, it is checked to that
group by someone else and it should be uneditable.


text:
Kayode Fayemi, candidate of the All Progressives Congress (APC) in the July 14 governorship election in Ekiti state, has named Opeyemi Bamidele, former member of the house of representatives, director-general of his campaign.
Fayemi made this announcement on Sunday at the inauguration of his mobilisation and campaign committees in Ado-Ekiti.
Fayemi said the former lawmaker, who was recently shot during a rally, was recovering fast and would assist him during his campaign.
He also debunked reports that the former lawmaker had been flown abroad for treatment.
"By the special grace of God, I have appointed my good friend, Mr Bamidele Opeyemi, as the Director General of my campaign," Fayemi said.
"I equally also want to thank God for sparing his life. I was with him till 1.am this morning and he is recovering well and he can also sit and discuss with me.
"I wish to inform all journalists in Ekiti that my friend, Mr Bamidele Opeyemi, is in good condition' he is still in Nigeria contrary to the stories that was published in some of the newspapers that he has travelled abroad."
Fayemi said Bamidele is healthy and ready to work with him to ensure that their party wins the governorship election.
A total of 11 committees made up of 87 party members were inaugurated by Fayemi.
Some of the committees include media and communication to be handled by Taiwo Olatunbosun, policies and strategy to be handled by Biodun Omoleye and finance to be handled by Niyi Adebayo


text:
By Dovid Efune
PR experts around the country will verify that it is the bargain of the century. Forrespond with the full force and let the Hebrew hammer drop on these haters like never before. This group has unwittingly provided an opportunity for the world to be taught the lesson that if you slander the people of the book, you may just get the book thrown at you.
Today boycotts against Israel and Israeli goods are rampant and are orchestrated in every corner of the globe and often are highly detrimental to Israeli companies and educational or other institutions. There can be little doubt that the general timid reactions to a number of these efforts have shown that sponsors of such boycotts consistently get away with spewing this malicious diatribe. As opposition wanes, the message becomes more one sided and is gradually accepted as a narrative of Jewish aggression.
The King County guidelines do not allow "images and material used to interfere with public safety or insult specific groups to the point that a riot could be incited, vandalism could occur or public safety could be threatened." Clearly these posters haven't made the cut.
So here are some ideas for a strong Jewish reaction:
-A concerted and coordinated aggressive letter writing and call campaign that targets those running the busses and calls for the company to withdraw the anti-Jewish propaganda from their billboards. This includes reaching out to all companies that currently advertise on the buses.
-Any members of the Jewish community in Seattle that use the busses to advertise should immediately and publicly withdraw their business in protest.
-A libel lawsuit should be filed against the bus company and against the group that arranged for the ads, although it is unlikely that it can be won, the threat of legal action will serve as a deterrent, now, and in the future.
-About 10 years ago, Britain was brought to its knees when protesters lay on the road in front of oil tankers preventing them from reaching their designated destinations. Courageous young Jews should locate the garages where the busses are stored and in a similar fashion, preventing the busses from circulating their hateful message.
Although these efforts may be unsuccessful in preventing the ads from seeing daylight, it is crucially important that people know that those wishing to publicize their hateful propaganda, will not go unopposed, they and their partners will be held accountable.
If the Jewish community is to be effective in eradicating the viral spread of Israeli defamation and Antisemitism, it must be combated aggressively, immediately and in a comprehensive fashion. Lies grow, and Jewish history has shown that the actions they inspire are often calamitous.
The author is the director of the Algemeiner Journal and the GJCF and can be e-mailed at email@example.com. Please visit www.gjcf.com for more information.
{Matzav.com Newscenter}


text: Learn about this topic in these articles:development from MG42 In MG42…facilitate antiaircraft use was styled MG3. The gun without a butt, for tripod mounting, is 109.7 cm (43.2 inches) long with a barrel 56.5 cm (22.25 inches) long. With a butt, for use with a bipod, the gun is 122.5 cm (48.25 inches) long. It weighs (without bipod) 10.5 kg…Read More