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Child Care
Open 52 weeks a year!
7:30 A.M. to 5:30 P.M.
Monday thru Friday
Closed Holidays and In-Service Days
Good Samaritan Agency's child care rates are as follows: (As of July 1, 2018)
- Full Time (30 plus hours)
- Infant $205 (6 wks-11 months)
- Toddler $185 (12 months-35 months)
- Preschool $175 (3-5 years)
- Part Time (20-29 hours)
- Infant $153.75
- Toddler $138.75
- Preschool $131.25
The child care program is inspected and licensed by the State of Maine annually.
The Good Samaritan Agency's child care program is licensed by the Maine Department of Health and Human Services. All staff members are responsible for reading and following the licensing rules and regulations set forth by this agency. A copy of licensing rules and regulations are available for parents to read.
Good Samaritan Agency provides a developmentally appropriate child care center that includes all children and families regardless of race, creed, gender, ability, sexual orientation, ethnicity or national origin. Children are provided the opportunity to grow and learn in a safe, nurturing, and stimulating environment helping them to reach their fullest potential.
GSA Follows the National Association for the Education of Young Children's Code of Ethical Conduct Core Values
Standards of ethical behavior in early childhood care and education are based on commitment to the following core values that are deeply rooted in the history of the field of early childhood care and education. We have made a commitment to:
• Appreciate childhood as a unique and valuable stage of the human life cycle
• Base our work on knowledge of how children develop and learn
• Appreciate and support the bond between the child and family
• Recognize that children are best understood and supported in the context of family, culture, community, and society
• Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect
Families schedule a tour with the Child Care Coordinator to get an overview of the child care center to see if it is a fit with a family's child care needs. Prior to enrollment families will have an opportunity to meet with the child's primary caregiver and discuss the classroom schedule, routine, and what to expect. Once the classroom visit is completed, the Child Care Coordinator will give the parent(s)/guardian(s) the enrollment paperwork. Families will receive a Child Care Handbook. The Child Care Coordinator will review the most important policies. Enrollment paperwork must be completed and returned prior to the child's first day, with the exception of Physician's Form. Physician's Form must be returned within 30 days of enrollment with the child's immunization records according to the Rules for the Licensing of Child Care Facilities.
Our curriculum is designed to meet the needs of each child. We believe that children learn best in the context of warm, loving, primary care giving relationships. We recognize parents as being a vital source of information when creating a stimulating, purposeful, and meaningful learning environment. The curriculum promotes each child's physical, emotional, social and cognitive development. Because play is such an integral part of learning, our classrooms are set up with learning centers so children are able to manipulate materials, create, investigate and in general discover the world around them. Teaching staff gain information about formal and informal communication with families, child observation and on-going assessment. Classroom environments, along with individual child and group goals are intentionally designed based upon this information.
Our teaching strategies include:
• Intentional teaching based upon individual assessments
• Creating environments and providing materials and supplies that support child-guided learning experiences
• Developmentally appropriate practice to nurture emerging skills and abilities
We follow the Maine Early Learning Guidelines for children ages three to five years for the preschool classroom. Fostering children's curiosity is important in our curriculum. We base our curriculum in the preschool room on the book Young Investigators THE PROJECT APPROACH IN THE EARLY YEARS. By Judy Harris Helm and Lilian Katz. The curriculum used for infants and toddlers is The Creative Curriculum for Infants, Toddlers and Two's, By Diane Trister Dodge, Sherrie Rudick and Kai-lee Berke. This curriculum is supplemented by the Maine Infant and Toddler Guidelines from birth to 36 months.
GSA curriculum goals are based on the:
• Developmental abilities and needs of the children
• Multiple domains of children's development
• Specific learning objectives inherent to the chosen curricula
• On-going individual child assessment results
• Collaboration with families around individual child goals
GSA curriculum includes:
• A description of the knowledge and skills that children will acquire based on Maine's Early Childhood and Infant Toddler Learning and Development Guidelines.
• The use of ongoing individual child assessment based on planned, objective observation
• Learning experiences (activities)
• Environment, equipment and materials
• Schedules, routines, and transitions
Families may access the Early Learning Guidelines and foundational curriculum for further review. If interested, please feel free to ask the Child Care Coordinator for these materials.
We offer The Creative Curriculum for Infants, Toddlers and Two's, By Diane Trister Dodge, Sherrie Rudick and Kai-lee Berke. We supplement this curriculum with the Maine Infants & Toddlers Guidelines for Learning and Development ages, birth to 36 months
The Creative Curriculum rests on a solid foundation of research. This curriculum translates research and theory from the field of early childhood education into a practical, easy-to-understand approach to working with children and their families. This curriculum is a comprehensive curriculum which includes goals and objectives for children's learning in all areas of development: social/emotional, physical, cognitive, and language. This curriculum has given us the tools needed to provide our families with a program that implements developmentally appropriate practice. There are three parts described in this curriculum which are as follows:
1. The Five Components
A. Knowing Infants, Toddlers and Twos
B. Creating a Responsive Environment
C. What Children Are Learning
D. Caring and Teaching
E. Building Partnerships With Families
2. Routines
3. Experiences
The curriculum framework is compatible with our foundational curriculum and is derived from Maine's Early Childhood Guidelines for Infant and Toddlers from birth to 36 months and Maine's Early Learning Guidelines for children ages three to five years. For more detailed information you may find the curricula and guidelines in the Child Care Coordinator's office.
Infant/Toddler Domains and Elements
a. Self Awareness
b. Self Regulation
c. Self Concept
d. Adult Interaction
e. Peer Interactions
f. Social Intelligence
a. Perceptual Development
b. Gross Motor Skills
c. Fine Motor Skills
d. Self-Help Development
a. Language Comprehension
b. Language Expression
c. Emotional Understanding
d. Emotional Expression
a. Exploration and Discovery
b. Concept Development and Memory
c. Problem Solving, Symbolic Thought and Creative Expression
Daily Schedule & Routine for Infants
Infants have an individualized schedule, they eat when they are hungry, sleep when they are tired, and play and explore when they are alert. There are 5 areas of routines as outlined in The Creative Curriculum for Infants, Toddlers & Twos:
• Hellos and good-byes
• Diapering and toileting
• Eating and mealtimes
• Sleeping and nap time
• Getting dressed
Daily Schedule & Routine for Toddlers & Twos
• Drop off, children have free play
• Breakfast – Family style breakfast, socialization, table manners & self serving skills
• Diapering / Toilet Training
• Morning circle – story, songs and finger plays
• Small group activity – Teacher directed activity intended to promote skills development – offered materials that encourage fine motor skills, manipulation and discovery
• Outside time / Large Motor Play / Exercise (morning and afternoon) – running, jumping, discovering, climbing, imagining, nature and have fun
• Diapering / Toilet Training
• Lunch time – Family style lunch, socialization, table manners & self serving skills
• Brushing Teeth
• Rest time Diapering / Toilet Training
• Snack
• Pick up, children have free play
Learning Experiences (Activities)
The Creative Curriculum for Infants, Toddlers & Twos describes how various types of experiences support children's development and learning. Giving children meaningful experiences allows them to do the following:
1. Learn about themselves and others – Social/emotional development.
2. Learn about moving – Physical development.
3. Learn about the world – Cognitive development.
4. Learn about communicating – Language development.
The following are experiences that promote children's development and learning:
1. Playing with toys
2. Imitating and pretending
3. Enjoying stories and books
4. Connecting with music and movement
5. Creating with art
6. Tasting and preparing food
7. Exploring sand and water
8. Exploring outdoors
Environment, Equipment and Materials
GSA makes sure that safety is the most important piece to setting up our environment, equipment and materials. As stated in The Creative Curriculum for Infants, Toddlers & Twos, "as infants, toddlers, and twos develop and learn, you will need to change the environment to keep children safe, provide new challenges, and inspire new interests". The design of the space, the choice of equipment and the chosen materials are supported by the curriculum. They are designed to support all the areas of infant and toddler development including: social-emotional development, physical development, language development and cognitive development. Within the realm of cognitive development specific design, equipment and materials are selected and rotated to address: early literacy, early mathematics, early science concepts, creative expression, health and safety and early social studies concepts.
Transitioning Children Between Classrooms
Providing support and reassurance for the family and child so they feel comfortable with classroom transitions is our main focus. Since our center is set up in one area of the building and the classrooms are side-by-side, families are fortunate to get to know the staff in all the rooms. Teaching staff informs families as early as possible that their child will be transitioning to the next classroom. Children that are transitioning will have a two-week period to spend time in both classrooms so they can become familiar and comfortable before the complete move. Families are kept informed on a daily basis as to how the transition is working for the child. Transitions happen based upon space availability, the age of the child and where the child is developmentally. Our child care center has four classrooms, which consists of a younger infant room with 8 children and 2 staff, an older infant/younger toddler room with 8 children and 2 staff, an older toddler room with 10 children and 2 staff and a preschool room with 2.5-5 year olds with 12 children and 2 staff. Children are kept in a particular classroom for a minimum of nine months in order to reduce the number of transitions.
Curriculum Planning for Preschoolers
Curriculum planning incorporates curricula goals, individual child goals, data collected from child assessment, individual child and group interests along with parental goals for children. Topics are generated based upon this information and are strongly informed by children's interests. Topics chosen are developed further by teaching staff so that all areas of child development are targeted including: Social-emotional development, physical development, language development and cognitive development. Within the realm of cognitive development specific content areas are addressed including: early literacy, early mathematics, science, technology, creative expression and appreciation for the arts, health and safety and social studies. The planning formats use a web design to demonstrate the targeted areas. It is our belief that exploring topics in depth supports learning across the domains. Topics are sustained over a month and adapted as teachers continue to gather information around interests and needs. Additionally the curriculum is modified and adapted for children of all abilities. Environments and learning materials are rotated to support the topics of exploration. Planning formats are located in the Child Care Coordinator's office for family review.
Preschool Domains and Elements
d. Self Control
e. Self Concept
f. Social Competence
a. Initiative and Curiosity
b. Persistence and Reflection
a. Skills, knowledge and appreciation
a. Communication and Listening
b. Book Knowledge and Appreciation
c. Comprehension
d. Sounds in Spoken Language
e. Print Concepts
f. Alphabet knowledge
g. Early Writing
a. Healthy Habits
b. Gross Motor and Fine Motor Skills
a. Numbers and Number Sense
b. Shape and Size
c. Mathematical Decision Making
d. Patterns
a. Scientific Knowledge
b. Scientific Process
a. Families and Communities
Daily Schedule & Routine
GSA provides children with a consistent and predictable yet flexible schedule. Daily schedules and routines are important for children because they need to know what's coming next. The schedule is designed to minimize transitions and maximizes the time children spend engaged in developmentally appropriate activities. The daily schedule consists of:
• Drop off, children have free play
• Breakfast – Family style breakfast, socialization, and table manners
• Individual, small and large group time play (activities morning and afternoon)
Centers include: dramatic play, block, reading/listening, art/writing, gross motor/music and math/science, health and safety, social studies and technology
• Outside time (morning and afternoon) – climb, jump, run, explore, use imagination and have fun
• Morning circle – weather, calendar, song and story
• Small group activity – Teacher directed activity that includes skill development
• Exercising – Dancing, exercising or yoga
• Lunch time – Family style lunch, socialization and table manners
• Brushing Teeth
• Rest time
• Snack
• Pick up, children have free play
Transitions for Preschoolers
Teachers set up the daily schedule so that transitions are minimal with little waiting time. The classrooms have a daily schedule with pictures for visual support at the child's eye level showing them the sequence of events for the day. Teachers use a timer with a verbal 5-minute warning before they transition to the next activity. While one teacher is helping the children get ready for the next activity, the other teacher is singing songs or reading a book to keep the other children engaged.
Learning Experiences (Activities)
The classroom is divided into activity centers encouraging all children to manipulate materials, create, investigate and in general discover the world around them. The activities offered are as follows: fine motor/manipulatives, dramatic play, blocks, writing center, art, music/movement, sand/water, math, science/nature, books/quiet center health and safety, social studies, technology and outdoor.
Environment, Equipment and Materials
Families are provided with an environment that is welcoming, safe and clean. Each classroom is inviting and interesting to children and families. All rooms have large windows that provide for natural light and also provide an aesthetically pleasing view to the outside world for our children. Family diversity is supported with a variety of multicultural materials throughout the classrooms. It is important to recognize and acknowledge the importance of differences in family traditions, values and beliefs.
GSA provides children with a variety of indoor and outdoor equipment and materials that are age and developmentally appropriate. GSA provide for children's safety while being appropriately challenged. Our equipment and materials enhance the curriculum by encouraging exploration, experimentation, and discovery. Modifications are made to the environment for children who need additional supports within the classroom. Children are able to explore independently and in small or large groups. Materials are rotated on a monthly basis to keep the interest of the children and build on the skills they have already mastered. We provide multiples of materials that are of interest to the children.
We believe that having a strong partnership with families is the optimum learning environment for the children we care for. It is important that families at our center feel comfortable, and there is a feeling of mutual respect and trust. We encourage parents to come in and volunteer throughout the year. They have the opportunity to come in and participate in classroom activities, and be part of our two special events; Santa's Breakfast in the winter and an Ice Cream Social in the spring. We communicate with parents through daily contact, daily parent sheets, newsletters, parent conferences, parent surveys and a parent bulletin board. We also have many resources available to us to meet the needs and interest of the families we serve.
• Disposable diapers, if needed
• A pacifier if child has one
• A plastic bottle, if needed
• A change of clothes (labeled with name please)
• Sneakers for outside play, no flip flops or backless sandals
• Seasonally appropriate outerwear (boots, snow pants, hats, mittens)
• A small blanket and bedtime buddy (small stuffed animal) for napping
• Medication as needed
• Sunscreen with UVB and UVA protection of SPF 15 or higher and bug spray as needed
• (Bug spray must be deet free unless recommended by health authorities)
• Protective sun wear such as hats and sunglasses
The child care will be closed in observance of the following holidays:
Labor Day Thanksgiving and the day after or before
Martin Luther King
Columbus Day Christmas and the day after or before
President's Day Patriot's Day
Veteran's Day New Year's Day
Memorial Day Independence Day
• Parents will be informed of in-service days no later than two weeks before.
Child Care will be open on snow days unless the Executive Director makes an exception. Please be aware, however, that if child care closes early, or does close for a snow day we will be calling you to
pick up your child and will be listed on TV and radio snow day lists. Please be sure to have someone available who can pick up your child when this occurs, if you cannot.


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Dwarf Conifers Offer Big Solutions
We've had lots of requests for more information on dwarf conifers and it's easy to see why. As landscapes are getting smaller and gardeners have less time to care for them, these naturally smaller plants are taking a larger role. They look great year round, come in all kinds of shapes, forms, and colors, many are water-wise once established, and most thrive in extreme climates. However, the real reason we love them is the way they provide strong structure and play well with floriferous bounty during the growing season, becoming stars in their own right during the winter. Speaking of winter, conifers provide important shelter and food for birds and many small mammals who nest within during the coldest months.
Dwarf conifers can serve as versatile plants regardless of how much space you have. Selecting and designing with these plants is all about intent. Do you want a "collection" of conifers, each one an architecturally fascinating creature—weepers, twisted growers, bonsai-like specimens—that you site in a place of honor as a statement (or curiosity!), or are you looking to add texture to mixed plantings? Keep in mind how conifers combine with their surroundings, and you'll be off to a great start.
Five key ways to use them are as anchors of ever-changing planting vignettes, as vertical elements in a design, in large containers, as groundcovers, and in clusters with other dwarf conifers. Here are a few inspirations we found, and below, a group of our favorite dwarf conifers divided by zones. If you live in zones 4 – 8 you have the largest range of choices, but there's something amazing for just about every zone!
Questions or need specific plant advice? Leave a message in the comments section!
Defining "Dwarf"
While "dwarf" is usually defined by its mature size, the term often applies to rate of growth as well. True dwarf conifers range from two to six feet at maturity, putting on three to six inches annually, while others also considered "dwarf" reach six to fifteen feet but only grow six to twelve inches in a year. The first are ideal for smaller gardens, the second group better suit larger spaces.
Tough, waterwise and generally unbothered by moderate foot traffic, spreading varieties of dwarf conifers make for excellent groundcovers. The key is to holster the edge trimmers and let them have it their way. Allowed to tumble, spread, and scramble, they'll be some of loveliest, easiest, and least fussy options for softening spaces.
Mixed Bed
While we've seen many fascinating examples of conifer collections where these plants are largely isolated and grouped with only other similar plants, for most of us, meshing dwarf conifers with perennials, flowering shrubs and grasses will yield the most natural looking landscape. We love this bordering-on-wild mix of spruce and pine with hydrangea, Japanese maple, and perennials such as rudbeckia and Russian sage.
High Point
In addition to the low-growing, spreading types, other dwarf conifers are more upright and add vertical punctuation to a small landscape. These are especially useful in larger borders, but also to add height and also soften the corner of a house, flank the front door, or frame a pergola, swimming pool, or water feature. This is where you must be vigilant about the eventual mature size. Don't the ones who have to prune your conifers into submission, thereby ruining their inherent graceful shape!
Potted Up
One of the easiest, do it this weekend and it'll look great, ways to use dwarf conifers is in containers. Conifers aren't fiddly creatures, but they do like well-drained soil so be sure that whatever you pair with them is compatible. The best thing about using dwarf conifers as the anchor for a container planting is that when winter comes and all else withers, they'll still look fabulous.
Zones 2 - 6
Dwarf Globe Blue Spruce
Prized for it's bright-blue foliage that holds its color all winter. Globe-shaped and densely branched. Slow, eventually reaching up 5 ft. tall, 6 ft. wide. Zone: 2 – 8
Use: As a specimen or pruned into a standard for containers.
Dwarf Scotch Pine
Useful form with rich blue-green needles on dense, horizontal branches. Takes well to pruning and shaping. Slow, up to 6 ft. tall and wide. Zone: 2 – 7
Use: Rock garden, courtyard, coastal, windy conditions.
Slowmound Mugo Pine
Rugged, water-wise, with finely textured, deep green foliage; seldom needs pruning. Slow, reaches up to 2 ft. tall and wide in 10 year; to 3 ft. at maturity. Zone: 2 – 8
Use: Specimen, urban, alpine or rock garden.
Dwarf Serbian Spruce
Short, glossy green needles are tinged bluish white on the underside; forms a dense, globe-shaped mound. Slow, reaches up to 8 ft. tall and wide in 10 years. Zone: 4 – 7
Use: Accent specimen, hedge or tall border, patio tree.
Dwarf Blue Rocky Mountain Fir
Striking blue, soft needles; grows into a dense, pyramidal form. Slow, up to 4 ft. tall in 10 years; eventually up to 8 ft. tall, 6 ft. wide. Zone: 3 – 7
Use: Containers, rock gardens or flowering borders.
Tiny Tower® Dwarf Alberta Spruce
Pyramidal form, perfect for smaller gardens. Foliage matures to an attractive gray-green. Slow, reaches up to 6 ft. tall, 2 ft. wide. Zone: 3 – 8
Use: Accent, small specimen, topiary, container planting.
Miniature Moss False Cypress
Dwarf evergreen with wonderful globe, cushion shaped form and bright-green foliage. Slow reaches up to 30 in. tall and wide. Zone: 4 – 8
Use: beds, clipped topiary, rock garden.
Zones 7 - 10
Feelin' Sunny® Deodar Cedar
An exclusive new introduction with bright, golden-yellow foliage. Spreading habit may be trained into upright or patio tree forms.Reaches 5 to 12 ft. tall in normal form, spreading 6-8 ft. wide in 10 years. Zone: 7 – 9
Use: Accent, massed, groundcover, large container specimen.
Blue Angel White Pine
Uniform and densely-branched upright form with brighter, silvery blue-green needles. Slow, uniform shrub or small tree 7 to 8 ft. tall, 3 to 4 ft. wide. Zone: 4 – 9
Use: Handsome specimen, windbreak, container.
Danica Arborvitae
Versatile, dwarf, globe-shaped with bright emerald green foliage that turns bluish- green in winter. Moderate reaches up to 2 ft. tall and wide. Zone: 4 – 8
Use: Borders, foundation plantings, specimen, hedge.
Dwarf Japanese Garden Juniper
Gold-standard for dense, water-wise groundcover. Winter color has a purple tint. Reaches up to 1 ft. tall, 6 ft. wide. Zone: 4 – 9
Use: Rocky slope, water features, city gardens.
Dwarf Japanese White Pine
Unusual, sculptural, compact, upright form with short bluish green/ gray needles. Slow, up to 10 ft. tall, 5 ft. wide in 10 years. Zone: 4 – 9
Use: Bonsai, container, landscape specimen.
Fire Chief™ Globe Arborvitae
Globe-shaped with golden, spring foliage and deep-red fall color. Slow, reaches up to 2 ft. tall and wide in 10 years; 4 ft. at maturity. Zone: 5 – 8
Use: Massing, rock, native garden.
Weeping Blue Atlas Cedar
Dramatic, weeping habit with a sprawling horizontal form; often trained into upright, serpentine form. Slow, spreading up to 20 ft. wide. Zone: 6 – 9
Use: Specimen, groundcover, container.
Caring for Conifers
Dwarf conifers come in an amazing array of exciting colors, snazzy shapes and diverse textures. And,they're pretty easy-going too.
- Prefer slightly acidic soil. Pays to do a simple soil test, adding amendments such as peat or acid- planting mix as needed.
- Most are not fussy about soil but generally they do not like wet soils; provide good drainage.
- Conifers have varying degrees of tolerance for salt and wind; if you need advice, please consult your local garden center for guidance.
- Fall is the best time to plant; be sure to WATER WELL after planting even in fall, especially where drought in an issue.
- Not heavy feeders, conifers prefer an annual meal of peat, compose, or well-aged manure.
- Prune only as needed. Here is a good article for guidance.
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Please tell me how to grow a dwarf Japanese cedar in zone 8
I am looking for 2 Blue Spruce Dwarf globe topiary's.
I live in Dartmouth Ma.
I am looking for a very low growing conifer to cover a small sloping bank. Would prefer 12″ height max. 2-3′ spread. Easy care. Deer resistant. Any suggestions?
There is so much in this article that I would never have thought of on my own.
Your content gives readers things to think about in an interesting way. Thank you for your clear information.
What dwarf conifers are suitable small Christmas trees for zones 4-7?
I'm looking for a "dwarf" upright juniper, something like the spartan for partial sun corners in zone 8. Any Ideas?
Morning, I need help. I have had a weeping dwarf conifer for 24 years. This summer, a lot of lichen covered the branches and it just died!!! I loved that little tree. I have a pix of it needle less. It had cones that were flat and looked like a rose and some more typical longer ones, too. I cannot seem to find a pix of one online and so want to replace it. Can you help??? It was about 3′ to 4′ tall and bent over, both main limb and the beautiful graceful branches. Always did well in a huge ceramic pot by my front door. My phone is 706 539-1005. Thank you.
Do you have the "blue wonder' dwarf spruce tree
What about amout of sun? Are they better ineasr,West,north or south sun?
I am interested in the purchase of one or two Dwarf Globe Blue Spruce And a Fire Chief Globe Arborvitae. Could you provide me with a cost for both or each?
I'm very interested in purchasing several of your Dwarf Conifers.
How can I purchase them from you. I'm planting an all
Conifer yard. I would love to get a reply.
Sincerely, Vadie
I recently purchased a Highlights Arborvitae. I see on the tag, at maturity it can grow to be 20′ tall. How wide can I expect it to be? I'm trying to decide where to plant it Also, I've been wanting a Blue Angel white pine. I have not seen any for sale here in Oklahoma City. Would you mind giving me an estimate on how much they cost? And where I could get one?
I live in zone 7b and would love to incooperate conifers into a plan for my small fenced area among very large oaks. Any suggestions? Accompanying plants will include viburnums, sasanqua and hosta at this point . I really need some textural difference.
I'm looking for a blue columnar cypress or juniper that will stay at about four feet. We live in hot, humid Coastal South Carolina Any suggestions?
We are overrun by deer. Is there a difference in deer resistance between cypress and junipers?
Could I get a listing of the plants in the large picture labeled year round beauty in your article titled dwarf conifers.
[…] us (see below). For interesting structure, junipers have a lot to offer. And, there are plenty of dwarf conifers and even conifers that color-up in the cold. We could write a book about these useful […]
i have a picea glauca i have a alberta apruce that is turing brown on one side what makes it do that.
I live in the Chicago area and Im looking for a drawf conifer for my north facing house. Get little sun
Juniper to the ground. Do you have phone number? We live Delray Ray Beach, Fl. Our phone number is 561 495 4859.
Am trying to give a more conifer look to an area outside my pottery studio. I am in Murphy, NC and don't know what zone is best for blue spruce or Frasier fir. Anything you can suggest will be fine.
I live in West Melbourne, Florida. Is it possible to get a Dwarf Alberta Spruce to survive in our heat? I can plant it on the north side of the house where it will get some shade from the house or on the south side near a fence and shaded by a huge live oak in our neighbors yard. I am from Long Island, NY where we had several Alberta Spruce trees, planted at our previous home, that are still growing after 25+ years. I love Alberta Spruce trees and would love to have one but am told they won't grow here. I'm not sure – I have a huge Holly Tree, that I thought was a northern tree, that is growing just fine in my yard here.
I need 2-6′ 10-15 gal Tiny Tower Italian Cypress to replace on a job. The current pair at an entry were 10 years old and blew apart during a winter storm. I've been checking with Village Nursery and a few others but no stock-or bad stock. Any help on timing for new stock would be appreciated.
Thanks, Vance Collins-So Cal Pool
Thank you so much for this email. I've loved gardening all my adult life. And now in the process of helping my daughter (new house) designing the yard on all sides of house. Currently planning on putting an island in the front, so need ideas for color and size. This email is so very helpful.
Great representation of dwarf conifers. Master Gardeners of Clark County , Springfield will be doing a collecting of these at Snyder Park, our new location for our teaching gardens. This is invaluable information for us. Thank you so much.

subset: commoncrawl


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By GHK Lall The calls keep coming for leadership conversation from well-meaning corners, and they have to be heeded. The cynic in me first asks: to what end? But quickly comes the realization that if there is no meeting, and no discussing, then what and where to? I think it has to be appreciated that there are stubborn streaks and ...Read More »
Daily Archives: February 23, 2019
OPINION: Possible messages concerning the absentee presidential candidate
By GHK Lall The opposition presidential candidate is nowhere around at this crucial moment, in this surging frantic race to an election date and day. He has become a nowhere man in a no man's land. It is as if a captain abandoned ship during the roughest seas, or is sidelined by, believe it or not, a claim of seasickness. ...Read More »


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Ghanaian New Media Company Raises $1.1M In Quest To Become 'BuzzFeed Of Africa'
Ghanaian new media startup OMG Digital has raised $1.1 million in seed funding that will be used to help fulfill their growing reputation as the 'BuzzFeed of Africa'.
OMG Voice, the primary website run by the group, currently operates with versions in Ghana, Nigeria, and Kenya, and the new investment will go towards expanding the footprint of the brand to additional African territories.
Known as the 'BuzzFeed of Africa' due to the company's focus on creating content for millennials, the tech startup creates and curates listicles, pictorials, videos and memes with an African audience in mind, according to Techpoint.
The $1.1 million in seed funding was raised via international investors in the form of Kima Ventures, Soma Capital, Comcast Ventures Catalyst Fund, Social Capital, M&Y Growth Partners, and Macro Venture and a number of other angel investors.
The Y-Combinator backed company was co-founded by Ghanaians Jesse Arhin Ghansah, Prince Boakye Boampong, and Dominic Mensah in February 2016, and has already gone on to attract 4.5 million unique users per month for OMG Voice, according to Jbklutse.
Funding to expand the BuzzFeed of Africa
While OMG Digital is already staffed by a comprehensive team of 25 employees within Ghana, Nigeria, and Kenya, plans are in place for further expansion, which will be made possible through the investment.
The next countries that will see sites launched include South Africa, Uganda, Zambia, and Tanzania. Along with the expansion, the seed capital will be used to grow its advertising and marketing departments, while producing more video content, according to TechCrunch.
The OMG Digital co-founders decided to set up the company when they found that online content available to them was boring, and when it finally catered to their age group, it was not culturally relevant to them in Ghana.
They thought that the same must be true elsewhere in Africa, and the new media company was born with a motivation to eventually be present in all African countries.
Immediate expansion plans target English-speaking nations in Africa, with moves into Francophone and Lusophone countries following at a later stage.
Much like BuzzFeed, OMG Digital monetizes through digital marketing, but they have also enjoyed successful advertising campaigns with major brands.
OMG Digital has already partnered with Coca Cola, Huawei, KFC, Philips, Pringles, and several of Africa's largest telecoms, including MTN, on marketing campaigns and sponsored content, according to TechCrunch.


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Wednesday to Sunday!
31 Jan – 4 Feb 2018
The current generation of children is a generation that has been exposed to new technologies basically from birth. They are true digital natives with a very early exposure to technology. For children today, the distinction that adults make between technological and traditional toys is not that clear. For them, both are playthings. This generation of children is getting used to playing in a way in which they can, for instance, build something with bricks in the real world and then expand the experience digitally. And they get excited playing in both worlds.
That is why offering good combinations of games that involve both conventional and digital options is a great way to reach them. For both manufacturers and retailers, it is relevant to be constantly aware of the new possibilities the latest technology can offer. Nowadays, it's good to have in mind advances in technology such as virtual and augmented reality, holograms, robots, 3D printing, immersive projections, and so on.
However, one aspect that has to be considered is that parents are increasingly worried about the negative impact that the exposure to new technology has on their children. Parents will appreciate technological toys that encourage children to be active, play outside and have contact with nature and other children. Therefore, the challenge is to offer good quality toys that, even if they implement technology, support children's appropriate development in many different areas.
To achieve this, it is important to consider that children need to play experimenting with several materials. They need things that encourage them to explore the world with all their senses, mainly in a physical way.
Sharing messages and images has become part of children's fun time. Manufacturers and retailers can reach them with toys that are inspired by some of the most common social media features. One of the easier aspects to integrate is, for example, emojis. Some companies have already taken advantage of the use of this universal language in their toys.
But there are plenty of other options if you think about playthings that allow children to be connected while texting or posting images. In this context, it will be absolutely relevant to consider how to develop these toys with data safety in mind.
We all know by now that today's children stop playing with toys at early ages. The phenomenon is linked to the tendency that children nowadays grow up faster but also to the little time to play they have, as they are more involved in extracurricular activities than ever. However, the fact is that they do not really stop playing.
Therefore it's worth thinking about converting regular daily things into playful objects. One way of doing it is through "gamification", turning all sorts of things kids are surrounded by into a game. Think for instance of wearables, bracelets or watches that become toys. They present a new way to offer games to children in a modern and attractive product.
Understanding the attitudes and preferences of the smartphone generation will put the toy industry into a position to offer toys that are actually very appealing to them. They are more social than ever, more informed and updated about the latest trends and technologies. Instead of being discouraged by this new generation of children, manufacturers and retailers should be encouraged by the challenge and the great opportunity to create and offer a new generation of toys.
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Thursday, September 8, 2011
Why Have an Antagonist?
As a reader, I skip all sections written from the villain's POV. (I love when those sections are in italics so it's even easier to see when they end.) I've got my reasons.
Of course on paper, the psychopathic pedophile poet can reveal the psychopathy but not the poetry lest we figure out whodunnit. But what's fun about being in a psychopath's head? So the POV scenes are hokey and unbelievable. Why read them?
Second, it's a bad way to build suspense. Bad guys are planning bad things. We get that part. In a movie, you frequently get a camera angle that suggests there's a baddie lurking in the shadows -- that builds a lot of tension. But books work differently. Better (I think) to stay in the protagonist's POV in a scary situation. We like that person, we're concerned for that person, we may even identify with that person. If they're looking at shadows, hearing strange noises, driving on a deserted road -- we're right there, scared for (and possibly with) them.
Okay, that's suspense/thriller/dark paranormal territory, where the baddies break the law. What about more domestic romances? Even there, I'm not fond of antagonists. But before I go there, allow me to give credit where credit is due:
The best antagonist ever in a romance novel? I'd give that award to an unnamed person in Mary Balogh's Slightly Dangerous. If you've read the book, you know who I'm talking about. If you haven't read the book, read it -- if only to see how cleverly it's done.
Better would be the well-intended, even lovable, close friend, family member, or confident whose love and concern for one of the protagonists endears the antagonist to us even as he/she is working hard to prevent the happy ending we're waiting for.
The trouble with that scenario is that the protagonists themselves have a lot to do with such a situation. If Mom/Sis/Uncle Harry is interfering in the heroine's love life, who's given them permission to do that? The heroine, presumably. Well, that's pretty dumb on her part. Wake up and smell the toast, babe. Which is precisely what she may need to do in the course of her character arc: grow a pair, get out from her family's shadow, find her own feet, etc.
All good goals, but not entirely consistent with a romantic happy ending. I prefer my romantic protagonists to have done that work already, lest the romance be more about getting away from the family and less about the beloved. Yes, family members can and will meddle, but protagonists should have established boundaries that prevent the relatives from being true antagonists.
That leaves the jealous ex, the "other woman," or the plain old troublemaker. This is right up there with the Misunderstanding for stupid conflicts. Unless it's "Sleeping With the Enemy" territory (in which case we're back to thrillers), I have to wonder what a protagonist is doing listening to venomous tripe about the beloved? Tell the rat bastard (or evil crone) to crawl back into their lair and leave the romance alone.
My bottom line is this: in romances, as in real life, I believe that people do a far better job getting in their own way than what others can do for them. So I'm not a big fan of the external antagonist. I don't see any reason why the hero can't be both the goal and the antagonist for the heroine, and vice versa.
5 comments:
"I don't see any reason why the hero can't be both the goal and the antagonist for the heroine, and vice versa."ReplyDelete
Again, I think it depends how it's done. Here's what Jenny Crusie has to say on the topic:
Early romances often cast the hero and heroine as antagonists, the I-hate-you-I-hate-you-I-love you story. As the genre grew more sophisticated, this plot began to look as dumb as it sounds. It also makes for weak plots: since a strong conflict ends in a fight to the death (literally or psychologically), casting your hero and heroine as opposite numbers makes it almost impossible to achieve a satisfying ending. Either they compromise to save the relationship, leaving the book with a fizzle of a climax, or one destroys the other, leaving the relationship in a shambles. It is possible to make this latter plot work if the destruction creates a phoenix-like transformation in the one who's destroyed, but it's extremely hard to bring off in a genre that's already difficult to write. Making both the heroine and hero protagonists and giving them a strong antagonist to defeat together not only allows for that fight-to-the-death ending, it fosters the relationship because people who struggle together against a common enemy in pursuit of a common goal form a strong emotional bond.
I'm so glad I write non-fiction ;-)
An antagonist doesn't have to be insufferable, just in the way of a stated or perceived goal. If the man you love has commitment issues, or the woman you adore is still working through some stuff from childhood, they're blocking your efforts to achieve the happy ending. Stuff like that doesn't make us hate them, but it is in the way nonetheless.ReplyDelete
I can't stand the "I love you. No wait, now I hate you. Oh, darn, I do love you. I hate you for making me love you" plot device. But that's a topic for another blog post!
Given that I've read your novels, I rather thought that was what you meant.ReplyDelete
I could be completely wrong about this, but it occurs to me that even that kind of protagonist-as-antagonist could be a bit problematic, because doesn't internal change have to come from inside the person with commitment issues/stuff from childhood? So although Protagonist-1 can perhaps do some things which might help Protagonist-With-Baggage sort through things, at some point it's likely that Protagonist-1 is just going to have to wait and hope.
This might be realistic, and it might be fine in some genres, but I'm not sure how popular it would be in romance because it would presumably
(a) slow down the pacing of the book
(b) shift the focus away from the relationship between Protagonist-1 and Protagonist-With-Baggage and onto the relationship between Protagonist-With-Baggage and the Baggage
(c) make Protagonist-1 look passive, since he/she can't do much to make Protagonist-With-Baggage change.
Perhaps this is why it's so often the case that Protagonist-1 is a heroine with a Glittery HooHa and a Prism. That way she can solve pretty much any problem just by existing.
- AnonymousSeptember 9, 2011 at 11:51 AM
For myself, I like getting the antagonist's point of view, especially when I can empathize with him/her. After all, the antagonist has a pivotal role to play and if he/she is given no dialogue, the reader's knowledge is circumscribed. Karen Rose, in "I'm Watching You" has two antagonists, one for the reader to sympathize with, one for the reader to dislike. In "Don't Tell," the antagonist is the primary impetus for the story.ReplyDelete
I always skip sections in the villain's POV, too. The only circumstance in which I care about the villain's POV is when the "villain" is actually the protagonist and we get into shades of moral ambiguity. That doesn't happen a lot in romance novels.ReplyDelete
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Mini Yellow Gold Necklace | From the Heart
The next instalment of Marina Antoniou's 'From the Heart' collection is here. 'From the Heart' is now available in a mini necklace with $50 from every purchase donated directly to the Heart Foundation's Women and Heart Disease campaign.
Not only a symbol of love, 'From the Heart' is a conversation starter – Marina Antoniou's way of continuing to communicate simple yet important key messages of health and wellness to others.
Find out more about Marina's inspiration behind 'From the Heart' here.
Product Description
A 9mm x 9mm x 4mm 9ct yellow gold mini heart pendant with a brushed matte finish strung onto a 45cm long fine 9ct yellow gold trace chain with a lobster clasp.
Orders and Shipping
This necklace is made to order in Sydney, Australia. Please allow 5 working days to produce. Visit our FAQS for more information.


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Sorry I forgot to post about the weekend Amazon Unbox sale. I meant to do so on Friday and it slipped my mind. Not a big loss this weekend – the titles are Mr. Woodcock and I Now Pronounce You Chuck and Larry for $2.49 and Harry Potter and the Order of the Phoenix and Live Free or Die Hard for $2.99.
But the bigger news is the new Amazon Unbox Anime Store. A number of first episodes are available as free downloads – Naruto, Death Note, Bleach, Afro Samurai, Basilisk, Samurai 7, Speed Grapher, Solty Rei, Astro Boy, and Street Fighter II V. A number of full season purchases are available at up to 30% off for a limited time. Some fantastic titles are available.
I still want to see The Anime Network available via TiVoCast.


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Geology professor discusses Japan and Mexico quakes
Thursday, April 7 Japan's northeastern coast was rocked by a 7.1 magnitude earthquake less than a month after being hit by a magnitude 9 earthquake and tsunami. William & Mary Geology Professor Chuck Bailey discusses the aftershock and a 6.5 earthquake in Mexico the happened on the same day.
How unusual is it to have high magnitude quakes so close together?
Typically, there are 10 to 20 magnitude 7 earthquakes per year, say one per month on average. Magnitude 6 quakes are more common, in any given year 120 to 150 might occur, which averages out a to a magnitude 6 quake, somewhere in the world, every few days. These quakes occurred within two hours of one another, which is somewhat unusual, but not particularly significant.
Could the Mexico and Japan quakes be related ?
It is very unlikely that these two earthquakes are related. They are many thousands of kilometers apart and the shortest path, between the quakes focal points, is through the deep Earth. The Veracruz quake was rather deep and likely related to subduction of the Cocos plate under Central America, the Japanese quake is another of the many aftershocks associated with the March 11th quake produced as the Pacific plate is subducted.
Japan, now Mexico. Quakes getting closer to U.S., could Memphis be next?
There is no reason to reach the conclusion that quakes are getting ever closer to the United States. In the past month over 250 earthquakes of magnitude 3 or larger have occurred in the United States, none have been large or damaging quakes, but seismicity is an ongoing process.
What do you think is most significant about these events?
The array of both foreshocks and aftershocks from the Japanese earthquake is impressive. A huge amount of energy was released by the magnitude 9 quake and the large displacement of the crust along the ruptured fault has further stressed the crust producing numerous aftershocks that, on their own, are significant earthquakes.