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Export 14 results:Author Title [ Type] Year
Filters: Author is Lee, Yung Seng [Clear All Filters]
Journal Article
Sleep duration and growth outcomes across the first two years of life in the GUSTO study.. Sleep Med. 16(10):1281-6.. 2015.
Relationships of maternal folate and vitamin B12 status during pregnancy with perinatal depression: The GUSTO study.. J Psychiatr Res. 55:110-6.. 2014.
Psychometric analysis of an eating behaviour questionnaire for an overweight and obese Chinese population in Singapore.. Appetite. 101:119-24.. 2016.
Prospective associations of appetitive traits at 3 and 12 months of age with body mass index and weight gain in the first 2 years of life.. BMC Pediatr. 15:153.. 2015.
Prospective associations between parental feeding practices and children's oral processing behaviours.. Matern Child Nutr. :e12635.. 2018.
Oral processing behaviours that promote children's energy intake are associated with parent-reported appetitive traits: Results from the GUSTO cohort.. Appetite. 126:8-15.. 2018.
HIF3A association with adiposity: the story begins before birth.. Epigenomics. 7(6):937-50.. 2015.
Faster eating rates are associated with higher energy intakes during an ad libitum meal, higher BMI and greater adiposity among 4·5-year-old children: results from the Growing Up in Singapore Towards Healthy Outcomes (GUSTO) cohort.. Br J Nutr. 117(7):1042-1051.. 2017.
Effect of maternal glycemia on neonatal adiposity in a multiethnic Asian birth cohort.. J Clin Endocrinol Metab. 99(1):240-7.. 2014.
Eating in the absence of hunger: Stability over time and associations with eating behaviours and body composition in children.. Physiol Behav. 192:82-89.. 2018.
Developmental pathways to adiposity begin before birth and are influenced by genotype, prenatal environment and epigenome.. BMC Med. 15(1):50.. 2017.
A description of an 'obesogenic' eating style that promotes higher energy intake and is associated with greater adiposity in 4.5year-old children: Results from the GUSTO cohort.. Physiol Behav. 176:107-116.. 2017.
Choice of surrogate tissue influences neonatal EWAS findings.. BMC Med. 15(1):211.. 2017.
Associations between inhibitory control, eating behaviours and adiposity in 6-year-old children.. Int J Obes (Lond). 43(7):1344-1353.. 2019.


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Search the Community
Showing results for tags 'Apple'.
Found 9 results
I tried to piggyback onto an older thread but that didn't really work, so here's my query regarding upgrading my computer to deal with the 42MP Sony RAW files and the latest versions of LR & PS CC. I have a late 2013 13" MacBook Pro Retina, 512GB SSD with an Intel i7 processor and 8GB RAM (not upgradeable) and a late 2011 iMac (128GB SSD & 1TB HD), with an Intel i5 (I think) and 4GB RAM upgradeable to 16GB. My iMac is still working well enough, though it's slow, but my MacBook Pro is just limping along. I can't replace them both at once so I am going to replace that laptop since using one on my lap is easier on my neck and back than sitting at a desk with my iMac. I also travel fairly often and I like to be able to work at a local coffee shop for a change of scene. I'm headed to the Apple Store to look at laptops tonight - I've done some research online and they cost nearly twice as much as I thought they would (hopefully the deals available as an ASMP member through their vendors will help) but I really want to see them in action first. I didn't want to succumb to the Black Friday/Cyber Monday madness, but wanted to give it some thought. It's a huge purchase. Probably close to $4,000! (I was thinking $2,300) Hoping if I purchase a new maxed out MacBook Pro with 32GBRAM and a fast processor, it will last me at least another 5 years (or more I hope). I'll keep my iMac since I can add RAM and get a monitor when it dies on me. No way am I buying two computers again, especially since the newest generation of MacBook Pros are nearly as powerful. For those of you with newish Macs, any suggestions on what to look for? Is the upgrade to 32GB RAM rather than 16GB worth the difference, especially as a way to future proof it? I'd love to get a 13" since it weighs a pound less but the processing power does not seem like it will be enough to replace a desktop especially down the line. I hear the 6-core i9's run hot but even my current i7 runs hot - I think that is just a function of these machines. The 13" is a perfect size for travel but the real estate is small for even reviewing photos if it is going to be my main computer - so going back to a 15", even if it weighs more, has other benefits besides speed. So - I'm thinking of getting a 15" with an i9 processor and 32MB RAM and a 2 or 4TB SSD drive, so I can use it on my lap without the need to keep it attached to my backup drive all the time. I have super fast internet but using a networked drive is a non-starter with my lightroom catalog and defeats the purpose of having an SSD drive. At night, I can put it on my desk and back it up to my two large hard drives. What are your thoughts? I have a Sony a7rii - 42MP and an Olympus OM-D 1 - 16MP but with the latest update it lets you stitch a ton of photos together - something my current computers aren't up for. I don't see going beyond the 42MP Sony and over the next five years plan to buy more lenses for both of my mirrorless cameras, so those needs shouldn't change, although I may dabble in video too - not sure. I just bought a new thunderbolt 2/USB-3 6TB G-Tech drive to replace a 4TB drive as my main photo library early last year (which gets backed up to a thunderbolt 1 RAID array and various firewire and usb-3 hard drives) and I know that I will need all kinds of pricey adapters to use with the new laptop. It's part of what kept me from upgrading earlier but I just feel that my current setup is keeping me from working efficiently and I worry every time I see that beach ball of death, babying this thing along as much as I can. Right now I feel stymied since working on my files is so very slow, especially with the latest upgrades to PS and LR. I also constantly find the 512GB SSD filling up and it drives me crazy - the idea of a laptop with enough room to carry around a good chunk of my portfolio no matter where I am is appealing. With my iMac, the 1 TB additional hard drive also fills up too fast. I work on large layered files a lot and also kept so many uncompressed tiffs - many of which I finally deleted just to pare things down. I didn't realize until some time last year that I could losslessly compress the tiff files using zip compression, so I have been going back through them as time permits. I have many old files that need to be worked on and many new ones on my current SD cards, so having a large hard drive on my laptop is worth the cost to me. I find wires attached to my laptop defeat the comfort of working on it. Wim - I saw what you said about Eizo monitors in the "laptop or desktop" thread and I will check them out assuming that they work with Macs and are available here in the US. Thanks again for any advice.
Recently, I was stopped by guards at an Apple campus and informed about the no photo policy at all Apple buildings. There are lots of photos of Apple buildings on Alamy though, so I don't suppose there's any problem with uploading such photos – ?
IPAD Workflow...
Julie Edwards posted a topic in Alamy Quality Control and technical talkThere are regularly posts questioning the use of the iPad , workflow and stock/news on here so here is my latest blog on the subject for those interested,,,, http://julieedwards-x.blog/2018/06/22/ipad-workflow-again-ios11-shuttersnitch/
Old Apple iMac
rigsby8131 posted a topic in Alamy Quality Control and technical talkJust after some advice I have been offered an Apple iMac "Core i3" 3.06 21.5-Inch mid 2010 computer for £150.00. I have looked at expanding the ram, 8GB would cost £87.00, and a SSD around $120.00. Currently i am using a 6 year old Compaq laptop which is showing it's age. Mainly i need it for Photoshop CC, Lightroom and Microsoft works I was wondering if it was worth buying and upgrading or whether I am better off waiting and saving for a brand new model. Thanks Chris
A must read for everyone. Taylor Swift has just won a victory over Apple, but at the same time she (or her management) restricts photographers at her concerts. A must read. http://metro.co.uk/2015/06/22/photographer-accuses-taylor-swift-of-being-a-hypocrite-over-copyright-in-new-open-letter-following-her-apple-victory-5257575/?fb_ref=Default
So here I sit, staring at the screen of the new MacBook Pro that arrived last night, facing the decision I've dreaded--whether to sign up for Creative Cloud or switch. I've used Photoshop and Lightroom for many years, I like them plus they do everything I need and more. However I hate the idea of a monthly payment. What are my other options? So far I'm considering: Purchase the new Lightroom 6 but can it be installed standalone? Go with Lightroom 5.5 but I worry there may be compatibility issues with my Sony A7ii raw files. Purchase CS6 standalone but its very expensive and Adobe is going to stop supporting it very soon so then it will presumably become glitchy without updates. Buy Adobe Elements and do without many of my favorite features. Buy Corel and settle for less than the best. DXOptic Pro - I know nothing about it and it sounds like Lightroom is better for about the same price. Other? If I go with the Adobe CC what can I do to reduce the monthly cost, are there coupons or discounts available? Should I buy an old version of Photoshop to use for upgrading? Also, I use Topaz plugins a lot and would miss them. I'm open to suggestions...
Adobe FlashGiven the huge progress with Web technologies in the last couple of years, specifically HTML5 and CSS3, and given the device/vendor-specific problems with Adobe Flash (think Apple/Adobe clash; MS Silverlight; among other issues) and the fact that this technology seems to be on its last legs, is it not time for Alamy to ditch Flash once and for all? We have all had problems with Manage Images v2.4 from time to time, but these don't seem to be going away. In the long-term, relying on a vendor-specific solution seems to be asking for trouble in this rapidly changing field. EDIT: Of course, I don't know for sure that the issues with Manage Images v2.4 are caused by Flash. Do Alamy? I wish they would give us a clue!
Has anyone else with a newer Mac tried using the Dictation software included in Mountain Lion and Maverick operating systems? I just tried it out on key wording and it seems like it might have a lot of potential for simplifying what to me is a very tedious process.
MAC or PC?
Paulstw posted a topic in Alamy Quality Control and technical talkTo give some background first before I set off, I've been working in IT for the last 6-7 years. A systems admin for a school so I'm always surrounded by kit. Servers, laptops, pc's tablets, phones, you name it, I'm responsible for it. I used to build my own computers, and up until about 3 years ago I haven't really kept my nose to the ground on what's hot and what's not in the world of personal computing. Business and personal computing are two totally different worlds with regards to PC's specs and desirable equipment. I'm part in charge of a £250k year IT budget so you need to make sure you're getting value for money. Anyway. I bought an off the shelf laptop the other day to replace my really old Acer laptop. It wasn't a slouch on spec but the 5400rpm HDD that was in it, really sucked the life right out of it. I took it back for a refund. I'm now looking to either build myself a monster of a computer based on an Intel Core i7/DDR3 system or just walk into Apple and buy a 21" imac off the shelf with 16Gb of RAM in it. I've hardly used MAC OS but would get used to it, and I've heard that your workflow really comes to life on a MAC. The guy I work with says you can get more for less building your own, and I kind of agree, but it's the hassle of it all. I was going to get an SSD based system, however, Apples Fusion Drive sounds quite promising. I should note however, that this system is going to be running Photoshop CC & Lightroom 5 at the same time. What does everyone else use? Are you happy? What is the spec? Cheers for the advice, Paul

subset: commoncrawl


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Visual Studio Tools for Office: Outlook integration!
Play Visual Studio Tools for Office: Outlook integration!
Great news: Now you'll be able to use VSTO to build managed Office add-ins for Outlook! Most cool. In this video, Catherine Heller, Developer Tools Technical Evangelist chats with Andrew Whitechapel, an Office program manager who's helped make this great VSTO Outlook add-in platform possible. For you bloggers out there, check out Srinath Vasireddy's post for good technical discussion and links to bits.
Andrew also discusses the core architecture of how managed add-ins are possible in Office. Very good discussion of shims and the like.
Download Size: 108 MB
Andrew also discusses the core architecture of how managed add-ins are possible in Office. Very good discussion of shims and the like.
Download Size: 108 MB
The Discussion
I have a quick question (while I'm still dl'ing the video) - can you get this working on the Visual Studio Express editions. I followed the instruction in your article and downloaded the toolset, and it installed just fine. The problem is that the project template isn't installed in my C# Visual Studio Express Edition.
the answer is no... VSTO does not work in the express editions of VS. So you have to upgrade to the next level.
Cool! Building my first application with it now! Only problem is that I have to get it ready by Wednesday! But what's giving me even more stress is that I have to demo it in front of 200 people! Wish me luck!
I have a question... through these add-ins can you make outlook send out its little notification ? based on some criteria ?
it does have that... in outlook 2003 you can make it so the outlook icon is in the taskbar and on top of that it notify's you when new e-mails arrive. This is only in outlook 2003
I'm trying to understand the Outlook Addin comments. Assuming your talking about the standard outlook COM/Interop addin model using the PIAs and connecting through IExt., why would I need VSTO to do that?
Is the O 12 Addin model changing?
Orbit86 wrote:what outlook desperately needs is a email notification icon in the taskbar to pop up when you have new emails. my subsitute is my AIM messenager which looks in the pop3 address I gave it
The cool thing about the O-11 addin model is that... even if outlook didnt do this out of the box, you could make it do so pretty easily... The ghenghis project has a class api called AniForm (I think thats it) that looks a lot like the MS Messenger popup so, if you wanted, you could create an addin that hooks into the Outlook Events and, show a Messenger Style popup everytime you receive a new message.
You can certainly create a managed IDTExtensibility2 add-in for Outlook without VSTO. What VSTO 2005 brings to the party is support for the new IStartup-based add-ins. This support includes both a new set of Visual Studio project types, and also a runtime that does all the basic things like creating a separate appdomain, checking security policy, checking for updates, and so on. These services are not available for IDTExtensibility2 add-ins unless you write them yourself.
Anyone know how to migrate a B2 VSTO for outlook add-in to RC compatable?
For reference see John Durant's post re the change to classes changed for the RC:
Hi everybody !
i have to develop an outlook addin with VSTO 2005 SE
all works fine (ribbon, region, etc) but i have a big problem
my need :
- i create new folders
- when i click on it, i would like display an html view and display the details of the folder clicked
but, i can't get information about my outlook context.
it 's like a new outlook instance was running
it was ok with previous office version (ie2003)
please help
thanks a lot


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Logos are the essential factor in creating a successful brand. A memorable logo generates brand recognition, creating sales. Logos usually consist of a graphic to represent the brand, though in some cases (for example with Fed Ex) the logo consists of letters.
In most marketing materials, such as a print or web ad, there will be words—the company name or initials–to help identify the brand. But the most successful logos are recognized by their shape alone.
The Nike logo is an excellent example of a simple yet highly effective logo. It is so well known that all we need to see is the swoosh, and we automatically think "Nike". All logo designers hope to create something as powerful as the Nike logo. But how do you become a logo designer? Yes, understanding the logo design tips is important.
Take a graphic design course
Logo design is an aspect of graphic design. To be a successful logo designer, you must have a thorough knowledge of
- illustration
- color theory
- typography
- branding
If you plan to freelance, an excellent graphic design course will also help you network, and help give you the essential contacts necessary for the beginning designer. There is a lot of competition out there, and it can be challenging to find those first clients.
Many designers choose to start their careers working for design agencies. A versatile portfolio from a traditional art school could give you a head start. But of course, your artistic talent is the key factor.
Learn industry standard software
Most designers start off with sketches on paper, but after the initial brainstorming, it's a good idea to use software like Adobe Illustrator for your vector images, and Adobe Photoshop for raster images. The Adobe creative suite is the industry standard for graphic design.
Ensure you know how to set up files for both online and print, and familiarize yourself with the many ways of saving data for output. Your designs may end up being silk screened onto t-shirts, etched into pens, or embroidered on hats.
Create your portfolio
You need a portfolio to show prospective clients. If you don't have any clients yet, create logos for a variety of businesses, to show your visual range. Ensure you use a variety of distinct styles. You should also create a brand for yourself, and have some business cards printed. Use this branding on your online portfolio, too.
Study the market
Researching existing brands is an essential part of sign design or logo design. Are there trends in the particular industry you are researching? Should you follow these trends, or strike out boldly in a different direction? You must ensure that your design is not too similar to competitor's logos.
It is frustrating when you discover that your great design has already been used, and you must start over—but it would be professionally disastrous if you did not realize, and pitched it to a client.
The final thing a logo designer must learn is that the client is always right—even if you disagree with them!


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Hey guys i have a question what kind of graphics card do you use for msts from my computer? If you have any ideas what video card i need for microsoft train simulator for windows 10.
Hey guys i have a question what kind of graphics card do you use for msts from my computer? If you have any ideas what video card i need for microsoft train simulator for windows 10.
I currently use a Geforce 750 Ti, which is more than adequate for MSTS/Open Rails. Not so good for other new games, though. I seem to remember that MSTS specifically ran better with a faster processor speed, rather than a nicer video card. I think the base clock speed on my Intel i2500K processor is about 3.6Ghz.
This was a fine middle of the line computer build for 2012. It's woefully inadequate for 2020 gaming. However, MSTS is older and doesn't use computer resources like newer games do, so I'm guessing having the latest 2080 video card probably won't make it run much better than what I already have. I don't run anything in MSTS anymore, anyway. Open Rails is much better all around.
I'm sure others know more about this sort of thing, and this topic might be best moved to the PC Tech forum here.
Any Nvidia card that works under Windows 10 will work.
There can be other challenges to getting MSTS to run on modern computers, but having an Nvidia card is a good start.
On hiatus and moving to a new host -- Probably in 2021
(Because 2020 has turned out to be b0rked beyond belief... )
I know But MSTS Is better on my opinion and i found out it works on windows 10 but thanks
Any idea why the AMD cards are not working?
I have a Radeon RX 550.
I found an NVIDIA card equivalent (4GB) to replace it with but wanted to make sure this will fix my problem (MSI GeForce GT 730 Fermi DDR3 4GB DirectX 12 (N730-4GD3V2))
AMD drivers don't support MSTS; they should work with Open Rails.
nVidia works with both.
GTX 730 still is (barely) in mainstream driver support. Would work fine for MSTS. Would be marginal for Open Rails.
What's good for Open Rails is squishy, since it depends not only on the video card but on the rest of the system too. In my case, I have a 750ti in an old Core2 Extreme system (15 years old) - 4 real cores in the CPU, 3ghz, PCIe1.1 - using a solid-state disk for the C: drive where the sim and data are installed. A year or two ago, that easily broke 100 fps on most routes with Open Rails. Not any more, though it can still do 60 most of the time. I lay that on Open Rails having added features and doing a better job of simming, which requires more cycles from the CPU and GPU. And the CPU is probably not really up to that any more. The point is: it's not just the GPU - a decent one is necessary but not sufficient.
Using version X1.3.1-201-gbj7d2e6f4, the Render process usually runs 70-90% according to the debug F5 display. at idle (cab view, but not moving) according to Win10 Task Manager, the GPU is running at 72% of the 3D unit, 0% of others, and <0.5 GB of video RAM (out of 2GB) in use. The question I can't answer right now (some Open Rails experts might want to chime in) is whether I'm overloading the GPU or the CPU communicating with it (the PCIe1.1 bus probably doesn't help any).
I have a Radeon HD7770 video card with AMD video drivers which does work with MSTS. Maybe the latest AMD video cards (drivers) are incompatible with MSTS for whatever reason(s)?
AMD withdrew support for DX7 ( which is required for MSTS ) some time ago.
There are posts here about it at the time.
Hmm, there's a certain Section on The Forums here, MSTS or Open Rails Section(?) tells you how to get MSTS to run on W10 Computer Systems. I've forgot what I downloaded that might've helped, but doing a "Run As Admin" by right clicking on Combatabilty ( bad speller I know ) Mode as well by telling it @ least run as W7 SP3, & changing its color pixel/Screen Res. Count(?)
It's this kind of stunt that makes me stop using specific companies' products. (No Apple in my house, for example).AMD withdrew support for DX7 ( which is required for MSTS ) some time ago.
I use an Nvidia GFORCE 1060.
3D Canvas/Crafter and Blender User
formerly The Keystone Works (All Permissions Granted)
In IRC at freenode #msts


text: Default sorting Sort by recently added Sort by price: low to high Sort by price: high to low Sale! View Book Beyond That Last Blue Mountain: My Silk Road Journey Harriet Sandys £8.99 – £20.00 Rated 5.00 out of 5 Sale! View Book Bob Dylan at the Isle of Wight Festival 1969 Bill Bradshaw £12.95 £7.95 Sale! View Book Captain Shakespear: Desert exploration, Arabian intrigue and the rise of Ibn Sa'ud Alan Dillon £25.00 £15.00 View Book Isle of Wight Festival Experience Nigel Grundy, Ray Foulk £7.50 View Book Nammet: A Celebration of Isle of Wight Food and Drink Caroline Gurney-Champion £19.95 View Book People of Ras Al Khaimah Anna Zacharias, Jeff Topping £20.00 Sale! View Book Royally Suited: Harry and Meghan in their own words Phil Dampier £2.49 – £4.95 Sale! View Book Shari'ah, Democracy and the Kuwaiti Constitution Ebraheem Duaij Al-Ebraheem Al-Sabah £35.00 £12.50 View Book A Germ's Journey Katie Laird, Sarah Younie £4.95 Sale! View Book A Matter of Luck James M Killeen £9.95 £3.95 1 2 3 4 … 9 10 11 →


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Educational Technology & Learning Design MA, MEd
1. Before Applying (Admission Requirements and Documents)
2. Apply Online
Please note that the Online Application System is only available while applications are being accepted for each program.
a) Complete the Online Application for Graduate Studies at SFU. You do not have to wait until you have all your supporting documents ready before applying. We recommend that you begin your application early so we are aware of your interest; then you can work on completing and collecting the rest of your package until the posted deadline.
b) Enter contact information, including e-mail addresses, for three references. Once you submit your referee contact information, your referees will be sent a secure e-mail link and password enabling them to log into the Online Application System where they will have the option to submit their reference by PDF upload or by simply copying and pasting text.
c) Pay the application fee when prompted. An application fee of $90 CAD (students with Canadian transcripts) or $125 CAD (students with international transcripts) is due after the Online Application form has been submitted.
As programs are competitive, we recommend you complete your online application and pay the application fee as soon as possible and at least one week prior to your program deadline.
Our program office is notified only after you have completed your application and paid your application fee.
If you do not receive an e-mail requesting payment of this fee within 3 working days after submitting your application, please contact the Program Assistant to check the status of your application.
3. Online Submission of Supporting Documents (PDF uploads)
4. Submit Official Transcripts and a Copy of IELTS/TOEFL Test Results
a) Official Transcripts
Either paper originals or certified copies. We do not accept official electronic transcripts.
Please only submit one transcript from each post secondary institution you attended. (Exception: You do not need to submit SFU transcripts.)
You can arrange to have the transcript sent directly to our office from the issuing institution, OR you may mail it directly to our office provided it is in its original sealed envelope.
If your original documents are not in English or French, please include a certified translation into English or French in its original sealed envelope.
Link: academic requirements by country
IMPORTANT: Applicants from universities that do not issue transcripts are required to submit official documents showing contents of degree program completed and the standards or grades obtained.
b) English Language Competence Test Results (IELTS/TOEFL)
Required for applicants whose primary language is not English or whose previous education has been conducted in another language. Arrange for electronic English language test scores to be sent to Simon Fraser University directly from the testing agency. TOEFL code for SFU – 0999, and department code – EDUC 85.
One copy of your test results is to be submitted to the Graduate Programs office.
Please submit your official transcripts and a copy of IELTS/TOEFL test scores to:
Graduate Programs Admissions
Faculty of Education
Simon Fraser University
8888 University Drive
Burnaby, BC Canada
If you are dropping off your official transcripts and IELTS/TOEFL in person:
Visit us at Burnaby Campus in the Education Building (room 8533)
Office Hours: Mon-Fri, 8:30 am – 4:30 pm
Please email email@example.com or call us at 778-782-3984 if you have any questions, we will be happy to assist you.
Learn more about the Faculty of Education Graduate Student Funding Policy.
Information about financial support is available from the Graduate and Postdoctoral Studies Office.
Additional information can be found on our Frequently Asked Questions page as well as in the Student Calendar.
Become familiar with your Student Rights and Responsibilities.


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Every third Saturday over at Write.Click.Scrapbook. they post a sketch. This month, the collection of blocks for photos, title and journaling establish a wonderful foundation. Kind of a wonky grid, if you will. Here's my layout based on the sketch.
I altered the sketch a bit with my embellishment choices and I added a border. Small tweaks that make the page mine.
This is my favorite kind of title: words snuggled together with different colors, a couple of fonts, and a just little off kilter. Just a little.
The page is about a new Italian restaurant not too far from our house. It's fast becoming a regular hangout. Doesn't hurt that there is ice cream right next door, either. You can find the sketch, color palette ideas, and a downloadable cut file in the article here.
Here is my latest YouTube video, so you can see the process of how this layout came together, if you so desire.


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On their third day on the job fighting the California Rim Fire, Alan Jackson and his team were near Groveland, a small town just outside Yosemite National Park in central California, cutting containment lines.
"It was so smoky nobody could see nobody," says Jackson. "You couldn't see where you were driving."
Using the equivalent of garden tools—chainsaws, axes, and hoes—the crew scraped the ground surrounding the base camp to bare soil, creating a barrier between the fire and the unburned brush and trees, desperately trying to contain a fire that has already burned more than 300 square miles of land and is only about 30 percent contained. (See "Pictures: Battling the Yosemite Rim Fire")
As a kid, Jackson, who is 31, thought he would become a firefighter or cop. Instead, he ended up a prison inmate, sentenced to eight years for first-degree burglary and second-degree robbery. Ironically, thanks to a program partnered by the California Department of Corrections and Rehabilitation (CDCR) and the Department of Forestry and Fire Protection (Cal Fire), Jackson is realizing his early dream. Instead of spending time behind bars, he's spent the last four years at a CDCR fire camp, where he learned his current trade. (Related: "Why Big, Intense Wildfires Are the New Normal.")
Of the 4,840 personnel battling the Rim Fire, more than 550 are inmates. "They're the work horses," says firefighter specialist Jason Toshack of the Los Angeles County Fire Department.
The inmates cut lines alongside the elite "hot shot" civilian crews, explains Toshack, who has worked with the program for more than six years. With miles and miles of lines to be cut, and "hot shot" crews in short supply, fighting the fire without the help of inmates would be "scrambling, to say the least."


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I went to high school in the nineties and feel just as my mother (from the 60's) probably felt, why are the mums these days so freaking huge? Why?!?
When I was a Freshman in high school my boyfriend tried to impress with a mum that back then was seriously considered "a big mum" and to top it off it was real, so it did turn heads a bit.
It was pretty bulky and took four pins to keep it on my lovely dark blue velvet dress. I can't begin imagine what he paid for it especially being real. Even though the mum, itself, died just a few days later that mum still hung on my bedroom wall for years.
It's funny when you google "the history of homecoming mums" the first 10 results have to do with Texas including one that is listed as the 12 things non-Texans need to Know about Homecoming Mums. So, yesterday morning I hit all of my social media outlets with two questions:
For those who did not attend high school in Texas: Are Homecoming Mums as big of a deal in other states?
For everyone: How big was your homecoming mum?
I have to admit that must be living in my Texas bubble because I had no clue that Homecoming Mums were pretty much just a Texas thing. I really thought this was a tradition throughout our nation, not just the Southern States (because Missouri, Arkansas and a little bit of Oklahoma have mums too, but with not nearly as much hoopla as Texas).
Now, a little history on Homecoming and Homecoming Mums, The NCAA says that the University of Missouri was the official birth place of homecoming. In 1911 the alumni were invited to attend the game and to entice them there was a huge celebration with parades and pep style rallies.
I really liked this story I received from one of my friends yesterday:
Nebraska in the 80's no flowers. But in the 50's when my mom was in school real mum flowers taken from family or neighbors yard and presents to young ladies the day of the game and "will you go to the post game dance with me". If she declined he would ask someone else until he got a date/dance partner.
Oh, how I wish I could go back and live in the 1950's.
Now at some point after Homecoming started at the University of Missouri, the tradition started in Texas were a boy would give a chrysanthemum to his date for the dance in the form of a corsage. Right in line with what I heard back from responders to my question, for decades the mum was just a small flower (real) with a few ribbons.
This all brings me back to flipping through my mom's year book (from the 1960's) and seeing pictures like this one of the 1968 SMU homecoming queen.
Homecoming Mums became more elaborate through the years, but for decades were still one (maybe two) flowers normally with pipe cleaners bent into the shape of a number or letter. From the mums hung ribbons (some shorter than others) that hit you right about the knee.
When I was a junior in high school, this was a "normal" sized mum.
As the years have progressed, the mums have grown larger and larger to the mammoth, bigger than my youngest child sized mums that girls are wearing today. Now, instead of pinning them onto clothing they are having to be worn like necklaces around the girl's neck. The old-school traditional southern girl in me is just screaming!
It may be no shock to you (especially if you are in Texas) we are smack dab in the middle of homecoming season. My freshman left this morning with her mum.
I'll give you a minute to process the size and the amount of glitter included with this thing.
For the past three days I have had a few hissy fits (hate to admit it) about this mum that was made by the mother of Shelby's friend. But I have had to face reality that this is actually what Shelby wanted and she likes it very much (and she will be doing chores till she's 18 to pay back the money this thing cost me) - man that was hard to type.
I don't get it, but as Gloria told me yesterday, "our parents probably didn't get doc martens when we were in high school." I miss the days of "simple is better".


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Solar companies
Last updated 7/15/2020
As you're considering going solar, it can be helpful to understand the different types of solar companies that may play a part in your installation. The three major types of solar companies are solar equipment manufacturers, solar installers, and solar financing companies.
Solar equipment manufacturers produce the panels, inverters, batteries, and more that go on your property during an installation. Manufacturing companies are based in different locations around the world and ship their products to many countries. Solar installers are the companies you are likely to interact with the most during the solar shopping process - they are local, regional, or national companies that handle the design and installation of your solar energy system. Lastly, solar financing companies provide solar customers with ways to pay for a solar installation, often in the form of a solar loan.
In some cases, solar companies fit in multiple or all three of categories. For example, Tesla Energy is a solar company that serves all of these functions: they manufacture solar panels, provide financing options like loans and leases, and even install your panels.
Solar equipment manufacturers
In the auto industry, car manufacturers like Toyota, BMW, and Ford produce cars and sell them to dealerships, which in turn sell them to individual consumers. In the solar panel industry, solar equipment manufacturers are analogous to companies like Toyota and Ford; they make the physical solar photovoltaic (PV) panels and other necessary solar equipment that installers eventually sell to individual solar shoppers.
There are a wide variety of solar companies located all across the world that produce solar equipment. Some of these companies exclusively make solar equipment (like SunPower and Trina Solar), while others may be household electronic companies that have a solar division (like LG and Panasonic). Just like cars, there are many different options available from solar manufacturers, each with their own advantages and drawbacks. All solar equipment will help produce useable electricity from the sun, but the cost and performance of individual brands and products vary.
Solar panel installations aren't complete with solar panels alone. For a complete solar energy system installation, you'll need inverters, racking, wiring, and potentially even a monitoring system. Some solar panel manufacturers may also produce these components, but more often companies specialize in making one specific component of a solar panel system.
What differentiates solar equipment manufacturers from one another? Factors like cost, equipment efficiency, extra features, and warranties all play a part in determining the overall quality of a solar panel. Experience plays a part as well - many of the best solar equipment manufacturers have been in business for several years. However, new and innovative manufacturers are always popping up with cutting-edge technologies to improve solar panel system performance.
Below is a list of some of the largest and most well-known solar panel manufacturers, all that produce many different types of solar panels that will harness solar energy for your home or business:
Below is a list of some of the largest and most well-known solar inverter manufacturers. Many of these manufacturers produce solely one type of the three major inverter technologies (microinverter, power optimizer, or string):
Solar installers/solar contractors
If solar panel manufacturers are the equivalent of car makers like Toyota in the auto industry, solar installers (also known as solar contractors) are the equivalent of the dealership you visit to buy a car. Solar installers are the solar company you will interact with the most as you're going solar because solar panel systems are most often purchased from installers, not manufacturers directly. As such, the term "solar companies" is often used when referring to a solar installer.
Solar installation companies purchase solar panels and the other necessary components of an installation made by manufacturing companies, and train specialized contractors to install the solar equipment. In addition to building your solar panel system, solar installation companies often handle other logistical elements of going solar, such as applying for necessary permitting, working with utility companies to get your system interconnected, and applying for solar incentives you may be eligible for. Before installing your solar panels, installers will perform a site evaluation to inspect your roof and take any necessary measurements. During site visits, installers will also determine if your installation requires any special considerations.
Just like solar panel manufacturers, solar installers will provide warranties to customers in the event of certain issues you may encounter with your solar system. The availability, duration, and extent of coverage of a solar installer's workmanship warranty is one way to determine how qualified a solar installer is. Other ways to compare solar installers are by their licenses, certifications, years in business, and customer reviews.
Some solar companies are more widely known, usually due to their size and wide service territory. A few examples of these types of solar companies are:
While there are pros to signing a contract with a well-known, national company like Tesla or Sunrun, choosing to work with a local solar installer has many benefits as well. Regardless of your preference for solar installer size, it's always a good idea to compare multiple quotes for solar before making a decision on an installation.
Solar financing companies
The third type of solar company you might work with during the process of installing solar panels is a solar financing company. Continuing with the auto industry analogy, a solar financing company is comparable to Bank of America or Capital One, the companies offering loan products to car buyers to help pay for a car upfront. Solar financing companies can offer secured or unsecured solar loans, many of which are zero-down options. If you want to understand the full range of companies offering solar loans to property owners, you can shop for loans on EnergySage to learn more about your options.
You can take out a solar loan from a variety of different companies, but there are now several financing companies specializing in solar loan products. A few examples of these types of organizations are:
Aside from solar loans, some national solar companies offer leases or power purchase agreements (PPAs) to finance your solar project. Examples of companies that offer these options are Vivint and Sunrun.
EnergySage is the nation's online solar marketplace: when you sign up for a free account, we connect you with solar companies in your area, who compete for your business with custom solar quotes tailored to fit your needs. Over 10 million people come to EnergySage each year to learn about, shop for and invest in solar. Sign up today to see how much solar can save you.


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Research Page
- Ga. Scholarship
Keeps Students in State
Georgia's hope Scholarship program, which provides up to $3,000 a year in college aid to high school students who graduate with a B average, has enticed top-notch students to choose to attend in-state colleges and universities in greater numbers than ever before, a study concludes.
- Study Questions
Image of Unions as Villains in School Reform Saga
A study to be published this winter found a significant positive correlation between the degree of unionization in a state and how well its students fared on the tests.
- In Short
An experiment suggests that watching less television cuts down on children's aggressive behavior.
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So, I had this whole animation planned out, but after drawing, like, the first fifteen frames of the first scene, I gave up and did this sketch instead. I drew that sheep five times and I'm still not happy with it 😦 , oh well. Please vote on the poll below for tomorrow's drawing! Also, don't forget to follow to see what comes next.
For more Daily Characters click here or you can just check out the rest of my site here.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


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Letting Go 1/31/15
A stranger once said to me, "Life has many chapters." I've carried her words with me ever since. In the new year I've been giving much thought to the notion—and conscious choice, or, more often, a series of choices—of letting go and have been experiencing internal movement and a rekindled sense of possibility the more I allow myself to reflect upon it.
Letting go of what no longer serves us—aspects of the past, draining or one-sided relationships, a distorted self-image, joyless work—becomes even more urgent in midlife, that snarled thicket in which I now find myself (cue Dante). The no-longer-deniable reality of my mortality, of narrowing options—all part of aging, awakening, and deepening—have forced me to confront myself in ways I find simultaneously uncomfortable, scary, and enlivening. Let's just say the universe has turned the volume way up and I'm finally beginning to listen and pay attention rather than defend against it in a host of ways.
It's been my experience that we invite in and nurture growth and vitality when we attend to, and follow, what energizes and excites us. When we're shackled (sometimes unconsciously, sometimes not) to a sense of obligation or duty to others—family, society, a profession, a way of being—it can be easy to lose contact with what holds meaning on a personal level, with what feeds the soul. We can also find ourselves "shackled" as the result of uninvited life circumstances: it's well known that trauma can freeze us in a caul of fear and risk aversion so that any reaching for the new feels potentially annihilating, even though that reaching is life affirming and necessary to our development. All that said, I'm also aware that, for me, letting go is about finding a balance between "obligation" and "freedom"—that one can't exist without the other.
My friend Leslie McGrath, a poet and writer with formal training in clinical psychology, once counseled me
to let go of what I've long thought I should be doing, in my life and creative work, so that I can finally be released to do what I'm intended to do—whatever that might be. American psychologist Abraham Maslow said, "You will either step forward into growth or you will step back into safety." Stepping fully into life's flow, with openness and receptivity to all that it offers, is both frightening and exhilarating. So I'm paying attention to those small internal voices and grooming my feathers.
--Mari L'Esperance, Winter 2015
Read more: Review of The Book of Scented Things, Chicago Times
Review of The Darkened Temple, in Rattle poetry journal


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'Silent Cal'
Peter Clements evaluates the thirtieth president of the United States, Calvin Coolidge.
'Calvin Coolidge believed the least government was the best government; he aspired to become the least president the country had ever had; he attained that desire' (Irving Stone). The man who achieved this back-handed compliment took over as president on the death of Warren Harding, in 1923. He served one term in his own right from 1924 to 1928, and departed the stage before the Wall Street Crash of October 1929 and concomitant depression. Coolidge was entitled to stand for a second term of office in 1928. Some critics have argued he decided not to do so because he saw what was coming. Others have blamed him in part for the depression because he did nothing to avert it and pursued policies that made it inevitable. Hence in his history of the USA, in a chapter on the 1920s entitled 'Irresponsibility', Hugh Brogan says of Coolidge:


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Rice with Lentils - Khichdi Jamai Ji Recipe
Khichdi is a mixture of dal and rice that is cooked together so that the flavors blend together. Various lentils can be used, such as split moong dal with or without skin, whole brown lentils (mosoor) or mooth lentils. It can be made with or without the addition of any number of vegetables. The proportion of rice to lentils also varies with individuals. Khichdi is often served with four accompaniments; papadams, yogurt, ghee, and pickles. This recipe is a meal in itself.
Prep time:
Cook time:
Servings: 4-6 Servings
Cost per serving $0.73 view details
- 3/4 cup basmati rice
- 3/4 cup split moong dal with skin, picked over, or other lentils
- 2 tablespoons vegetable oil (or ghee)
- 3/4 teaspoon cumin seeds
- 1/8 teaspoon asafetida (hing) - optional
- 2 dried red chilies
- 4 cloves
- 1-inch piece cinnamon stick
- 1-2 bay leaves
- 1 large black cardamom
- 3 1/2 cups water
- 1/2 teaspoon turmeric
- 2 teaspoons salt
- 1 medium potato, peeled and diced
- 1/2- 3/4 cup frozen green peas, chopped broccoli florets, chopped spinach, or other vegetable
- Rinse rice and moong beans thrice with water and set aside.
- In a 2 or 3-quart saucepan, heat ghee or oil over medium heat. If you are adding broccoli, or another vegetable that tastes nice when slightly browned in the pan, add it now along with the potatoes and saute for a few minutes.
- Add the cumin seeds & when they begin to sizzle, add the asafetida, red chilies, cloves, cinnamon, bay leaf and cardamom.
- Saute for about 30 seconds to release the flavor of the spices.
- Add the rice and bean mixture, water, turmeric, salt, and frozen peas if using them.
- Stir to mix well, bring to a boil, and then turn the heat to simmer.
- Stir the mixture once again, cover and cook approximately for 20 minutes or until water has been absorbed.
- Remove whole spices before serving if desired. I don't bother. Serve with a curry, or by itself with papadams, plain yogurt and lime, mango or chili pickle.
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Nutrition Facts
|Amount Per Serving
|Serving Size 321g
|Recipe makes 4 servings
|Calories 260
|Calories from Fat 70
|Total Fat 7.96g
|Saturated Fat 0.68g
|Trans Fat 0.18g
|Cholesterol 0mg
|Sodium 1202mg
|Potassium 459mg
|Total Carbs 42.28g
|Dietary Fiber 4.2g
|Sugars 1.42g
|Protein 5.47g


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Justin Timberlake, Jessica Biel are married
HollywoodNews.com: It looks like they have walked down the aisle as it is being confirmed that Justin Timberlake and Jessica Biel as officially married.
The two wed in Italy after five years of dating on and off and being engaged for a little less than one year, states People. "It's great to be married, the ceremony was beautiful and it was so special to be surrounded by our family and friends," the two commented in a statement.
Timberlake and Biel have been quiet about the wedding details until their guests were spotted at a party in Italy.
What do you think their wedding was like?
Follow Hollywood News on Twitter for up-to-date news information.
Hollywood News, Hollywood Awards, Awards, Movies, News, Award News, Breaking News, Entertainment News, Movie News, Music News
Image by PR Photos


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By Kathleen Lynn
The Record (Hackensack, N.J.)
In months of house hunting, Carrie Hennessy saw places she liked and places she could afford - but none that checked off both boxes. Then she found a 30-year-old, three-bedroom colonial in Ramsey, N.J., on the market for less than $400,000 in a neighborhood where similar homes had sold for more than $500,000 during the housing boom.
Although the house was a good deal, it was also a short sale - that is, selling for less than the homeowner owes on the mortgage. These sales are often more complicated than other sales, because the seller's lender has to accept a loss. And Hennessy's deal hit a few bumps.
"It was challenging and time consuming; it was a headache," said Hennessy, a clinical director at an autism program. "But in the end, I'm really glad I did it."
Hennessy closed on the home for $350,000 in less than four months. But - while some mortgage servicers have taken steps to streamline the process - the negotiations over a short sale can still stretch out for much longer, depending on the lender. Buyers who are in a rush are usually advised to stay away.
"We've had short sales get approved in five weeks, and others take a year and a half," said real estate lawyer Jill Cadre of Englewood Cliffs, N.J.
Short sales became more common in 2007 and 2008 as the housing bubble began deflating. With home values plummeting, homeowners who couldn't make their monthly payments found that they couldn't just sell, because they owed more than the homes were worth. That left lenders with an unpleasant choice: Foreclose on the distressed properties, which involves legal costs, or allow the homeowner to sell the property for less than the mortgage amount and forgive the difference.
The biggest delay in many short sales is that the first mortgage is not the only lien on the property, said Allen Seelenbinder, a senior vice president with Bank of America. Homeowners who can't pay the mortgage are "not paying other bills either," said lawyer Robert Bavagnoli of Totowa, N.J. As a result, there may be second mortgages and other liens and judgments on the home. Dealing with all of those creditors can dramatically slow down a transaction or even torpedo it.
Hennessy was buying from an owner who had four liens on the house - first and second mortgages, plus two unpaid loans. Her real estate agent, Rita Lutzer of Re/Max in Mahwah, N.J., had to negotiate the offer with all four lenders.
"The fun really started when it came time to get all signatures from the four individual banks," Lutzer said. They tried faxing and scanning the documents, but those images weren't clear enough.
"Ultimately, the original had to be FedEx-ed to each individual party all around the country for signatures."
Linda Stamker of Prominent Properties Sotheby's International Realty in Fort Lee, N.J., said she worked with a buyer who tried for eight months to purchase a house. The deal fell through because two lenders held liens on the home.
"There was one bank that held title, but another did a refinance on the property," Stamker said.
"In the end, they couldn't settle the dispute on who could close (the sale). So the buyer ended up losing the property."
Barbara Weismann, a Weichert agent in Tenafly, N.J., said she has seen condo deals fall apart because there's a lien on the condo for unpaid homeowners association fees, and neither the seller, the bank nor the buyer is willing to pay it off.
Short sales also can be challenging because the homes are sold "as is." Buyers sometimes try to negotiate to have the seller or lender pay for repairs, but in most cases, neither will pay.
Real estate agents and lawyers say some mortgage servicers can be slow to respond to buyers' offers. One said he just closed on a short sale that took 18 months - and his buyer was the sixth person to try to purchase the house.
"There was lots of duplicate paperwork and lots of waiting," said George Violick of Coldwell Banker in Oradell, N.J.
"We'd go months without hearing from the bank, and then it'd be, 'We need this form signed by the end of the day.'"
But other real estate agents say the mortgage industry has taken steps to streamline the process. For example, Fannie Mae and Freddie Mac, the large entities that guarantee mortgages, have reduced the paperwork requirements in some short sales and will offer up to $6,000 to pay off second liens to help the deal move forward, among other actions.
And a number of large banks now use equator.com, where documents can be uploaded and viewed, cutting the potential for lost paperwork. As a result, "the process goes more quickly," said Johnny Rojas, a Century 21 broker in Garfield, N.J.


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Seasonal Cooking workshops
In our seasonal workshops we use the best quality ingredients from the local area or specific regions to make a delicious main course followed by a lovely dessert.
We will start the course with a cup of tea or coffee and a chat about the chosen ingredients - including how to choose the best quality products, good places to shop in the local area and how to think about complimentary flavours and textures when planning a meal.
Each participant will have a copy of the recipes to follow and everybody will participate in preparing and cooking the meal together. The skills covered will vary depending on the ingredients and recipes chosen and the products available. We we sit down and enjoy our meal at the end of the session and a glass of local wine chosen to complement the recipes can be provided for those who would like one.
This course is designed for all levels of skill and aims to be both fun and informative. It is a great option for a group of friends who would like to have a fun cooking and catching up, or as an alternative to a restaurant meal to celebrate a birthday or occasion.
Please note that no guarantees can be made with regards to ingredients/recipes - the exact ingredients and dishes will depend on what is available from local suppliers on the day! All produce is sourced locally and only free-range or organic meat/fish/dairy products will be used, in accordance with our ethical approach. For more information about the suppliers we use please see the links section.
If you would like to request a specific regional dish from Germany, France or other countries we can talk about the options.
We can accommodate a maximum of 6 people for this course.
Please fill out the form below and try to provide as many details as possible - i.e. the number of people interested, any preferences in terms of dates, cooking styles, ingredients, etc.


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Inspiration at Your Fingertips
Have you ever wondered where you can find, close to your home, an array of wonderful wildlife habitats such as chalk grassland brimming with wild flowers, which make 'The Living Coast' where we live so special? Or how you can get to areas of open access land for the public, where you can roam freely across the Downs? Or how you can connect with volunteer 'Friends of' groups and help them to care for your local greenspace?
Well now you can discover all of these things about your local environment at the touch of a button! Thanks to a grant from Brighton & Hove City Council's Environmental Sustainability Fund, the Sussex Biodiversity Record Centre (SxBRC) has been working in partnership with the Biosphere programme to develop a new interactive online map for 'The Living Coast' – dive in here!: http://www.thelivingcoast.org.uk/explore
For the very first time, for your information and enjoyment, we have assembled in one portal a diverse array of datasets previously only available in separate technical sites or known to environment professionals only.
Now you can explore The Living Coast from the comfort of your own home, or access information when out and about (subject to signal coverage), to plan and enrich your own excursions to top visitor locations, green spaces in urban areas, habitats in the countryside (or even the sea!), and the important designated sites which make our environment so special.
On opening the online map, our three 'Biosphere zones' –Downs, Towns and Coast – are revealed, together with our top tips on some of the 'Best places to visit', if you're looking for inspiration for a trip out then click on the coloured dots for information on each location.
To explore the map's features fully, click on the Menu button (top left) where you can access a wealth of other information through the Layers list by ticking on topics you'd like to display (note that you may need to zoom in a bit to reveal some detailed layers such as footpath networks. Switching on the Legend will give you more information about what each selected layer is showing.
And it's not simply all about tourism and recreational use either, since you can also locate local greenspace volunteering opportunities through the 'Greenspace Groups' layer, including links to access more information on each group to find out how to get involved with their important work. We've also included useful links on public transport and cycle routes to help you on your journey, as well as encouraging you to let us know what wildlife you spot whilst you're out and about.
This is the first time that SxBRC has developed a public information tool like this – designed to make environmental information more accessible to local people like yourself – so we'd really appreciate your feedback! If you've got any comments on the content or functionality of the map, then we'd be pleased to hear from you by emailing us at firstname.lastname@example.com
Enjoy exploring!
Clare Blencowe
Sussex Biodiversity Record Centre – Manager


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Add hearty flavor to recipes
Originally from Italy, cannellini beans are quite popular in the U.S. Their silky texture and nutty flavor make them a go-to bean for pasta dishes, tuna salads and, of course, minestrone. We pick large, smooth beans with a shiny finish to ensure hearty flavor. Try them in Reduced Sodium!Find in Store
BUSH'S® Cannellini Beans add 7 g of protein and 6 g of fiber per serving to your favorite recipes, like tuna and pasta salads. Best of all, they're gluten-free and cholesterol-free!


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General Curriculum information and Subjects
The Curriculum
We follow the Early Years Foundation Stage and the National Curriculum for England and Wales which set out exactly what children should know and be able to do at different milestones throughout their education.
We believe that children learn best when activities and experiences are purposeful and relevant and we regularly review our curriculum Intent so that we can be certain that our children are building skills and knowledge which we believe they need in order to succeed. We want our children to be confident learners who have resilience and are able to take risks and solve problems. We also aim to prepare children for living in a diverse community by ensuring that they are compassionate and able to respect others.
We endeavour to make learning relevant and purposeful and we draw on our wonderfully rich local heritage and culture whenever possible. Learning in the basic skills is a priority and so maths and English are at the heart of our curriculum and are threaded through every other subject. We follow a two year cycle in all subjects other than English and maths, these are available to view on our website where we endeavour to keep them up to date.
The subjects covered in our curriculum are as follows:
Early Years
There are seven areas of learning and development which shape provision in early years settings. All areas of learning are important and inter-connected. Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning, building their capacity to learn and to form relationships and thrive. These three areas, the prime areas, are:
- Communication and Language;
- Physical Development; and
- Personal, Social and Emotional Development
Early years settings must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
- Literacy;
- Mathematics;
- Understanding the World; and
- Expressive Arts and Design
- Communication and language involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical Development involves providing activities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
- Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups;and to have confidence in their own abilities.
- Literacy Development involves encouraging children to link sounds and letters and begin to read and write. Children will be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest. We use 'Letters and Sounds' to support the early teaching of phonics. We use 'Letters and Sounds' to teach Phonics in Reception and into KS1.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
- Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play, and design and technology.
Activities in Early Years are carefully balanced so that children have the freedom to learn through play in a variety of contexts as well as having opportunities to work alongside, and sometimes under, the direction of adults in school. Classrooms are set up to reflect the seven areas of learning and are well resourced. Each day there are different and stimulating activities planned to capture the interest and imaginations of children in Reception. Some of these activities are adult-led and others are child-led. Our staff are committed to making every day count and most of all to give children with a love of learning which, alongside early skills in the seven areas of learning, will equip them well for the years to come.
Our two classes work closely together so that all staff know the children's individual needs and the children are confident and flexible when working with different groups and individuals. Our Reception Classes follow the Early Years Curriculum while still taking part in many aspects of school life so that transition into Key Stage 1 is a natural and positive experience.
Key Stages 1 and 2
Children have a daily English lesson during which they learn the skills of:
- Spoken Language
Becoming a confident and articulate speaker and an active and purposeful listener are essential skills for children in both learning and social situations. Understanding and using spoken English equips children with the confidence and the knowledge needed for writing. Speaking and listening activities can be planned (drama, role play, debates, meetings etc) or may arise naturally (questioning in lessons, talk around problem solving, chatting on the yard etc).
- Reading
After Reception most children enter Key Stage 1 as readers. The phonics teaching started in Reception continues at the level appropriate to each child so that they have the best possible activities to support their development and help them to make sense of a growing number of texts. Children are exposed to a huge variety of texts in school and read for pleasure as well as for understanding. We value quality literature and aim to give children a love of books as well as the skills to make sense of them. Everyone in school is part of a reading family and has a special reading partner from another class. All children have access to the school library and we have lots of different initiatives and celebrations to make sure that good reading habits are established as early as possible. Children begin their reading journey by learning to read but are soon reading to learn as they depend on their skills to access many parts of the school curriculum. We place great emphasis on developing effective reading strategies and skills throughout school and children receive as much support as we are able to give them. Children are taught the skills of reading through whole class teaching and Guided Reading in groups, they then have an individual reading book which travels between school and home so that they can practise their developing skills. Reading at home for 10 minutes each day has a tremendous impact on children's reading as well as giving parents an opportunity to share the wonderful reading journey with their children.
We use 'Letters and Sounds' to support teaching in phonics. Every child in KS1 has a daily phonics lesson.
- Writing
At the end of reception most children can write at least one sentence independently and this is quickly built up so that children are able to write simple short stories, instructions, descriptions, explanations etc. The skills of handwriting, spelling, grammar and writing for a particular audience and purpose are taught discretely and together in a wide range of activities and contexts. We believe that children should participate in at least one writing activity each day in order to build skills and confidence.
This might happen in a literacy lesson or in another subject area. All children enjoy completing an extended piece of writing every week and are keen to meet their individual targets.
- Spelling, Vocabulary, Grammar and Punctuation
Children are taught how to control their spoken and written English right from Reception. We expect them to develop standard and correct speech and writing through a range of learning opportunities and excellent role models. They are taught a 'language about language' so that they can discuss their reading, writing and speech at an appropriate level and can make the best possible progress.
The National Curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
Children work through the Programmes of Study in number, measurement and geometry. Our maths curriculum is cyclical and many aspects are revisited many times so that children gain confidence and fluency. We try to provide as many opportunities as possible for children to apply their learning in maths across the wider curriculum so that they can practise the basic underlying skills as well as understand and see the importance and usefulness of maths in a variety of contexts. ICT is used to support teaching only where it makes learning more secure by helping children to build on their fluency and understanding. We value the importance of spoken language in maths not just as a vehicle for building their mathematical vocabulary but as an important tool in developing understanding through hypothesising , justifying, evaluating and questioning.
We provide workshops for parents where we explain how the curriculum works in each year group. We also provide you with information about the standard methods of calculation which we are using and how you can support learning at home.
Our science curriculum is engaging and exciting. Children develop knowledge and skills in science through a range of activities and investigations which encourage thinking skills, cooperation and collaboration. We have a range of resources to support science and make full use of the school's site, especially the nature garden where the children grow and harvest their own produce to eat or sell to the school community. Science is always fun at Broadway East.
We have a well developed Climate Change curriculum in Key Stage 2 and eco science is an important part of the curriculum from Reception to Year 4.
The skills of Computing are taught
discretely and then applied across the curriculum. We try to stay up to date with innovation and developments and give the use of ICT a purposeful context. All classes have access to a wide range of resources and software, including desk tops, iPads and Netbooks. Our aim is to enable pupils to use their skills confidently, effectively and independently. We teach children, parents and staff about Esafety and have an acceptable use and an Esafety policy which are reviewed annually.
Through learning in art children are able to express themselves through visual media and develop their own use of a wide range of media and techniques. Art is usually taught through or alongside other curriculum subjects.
Physical Education
Children have regular PE lessons both indoors and outdoors. Children are taught the basic skills needed to play games, to take part in gymnastic activities and to dance. We also work with outside providers to give opportunities for children to experience a wider range of activities such as golf and squash. We have funding from the DfE each year to extend and strengthen the PE and Sport which we are able to offer to our pupils. This allows us to share a specialist teacher with other First Schools in the Gosforth Schools' Trust, to enter more competitions and to identify and provide better out of hours activities in sport.
History brings the skills of investigation and chronology through stimulating topics. It is often linked with other curriculum areas and where possible we keep the history curriculum local and meaningful.
Geography involves finding out about our local area and the wider world. Children begin to understand the world around them and the differences between places and people.
Religious Education
Children learn about the key religions represented in
our school community alongside learning about Christianity. They develop a sense of belonging and learn to respect and understand the importance of different festivals, customs and practices of different faiths.
Parents have the right to withdraw their children from RE lessons. All requests should be made in person to the Headteacher.
Design Technology
In Design Technology we take children through a process of designing to making and then evaluating a product/mechanism as a solution to a problem. They work with a range of materials and tools. We are committed to teaching children the basics of cooking and preparing food and so classes and groups regularly handle food and surprise themselves with some tasty outcomes. This year key Stage 2 children have taken part in Jamie Oliver's Food Revolution Day and other cooking and baking are designed to fit in with our cross curricular topics.
Each year group has a series of units of work through which their musical knowledge and skills can develop. We work very closely with the Newcastle Music Service to provide optional music tuition in which children can choose to participate, we currently have weekly guitar, violin, keyboard and pocket trumpet lessons which parents pay for (a cost significantly less that home tuition). We also have music workshops and singing lessons in Reception and Key Stage 1, and music tuition in one instrument for all children in Key Stage 2 which varies from ukulele to pocket trumpets to drums…
PSHE (Personal, Social and Health Education)
We aim to promote healthy, independent and responsible members of society. We encourage all our pupils to play a positive role in contributing to school life and the wider community through class & school councils, fundraising events, supporting nominated charities and involvement in community activities. Our pupils are given opportunities in PSHE, SEAL (Social and Emotional Aspects of Learning) lessons and assemblies to develop confidence, self-motivation and an understanding of their rights and responsibilities within our diverse society. We teach PSHE in a variety of ways: as a discrete subject or through assemblies and other subjects such as RE, History, Geography, Literacy, Maths and Science, as well as through outdoor educational visits, community work and activities. We teach sex education through PSHE and other curriculum areas.


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Heritage String Band
Sunday was a sunny, warm and pleasant day and the last day of the 159th edition of the Brooklyn CT. Agricultural Fair, the oldest continuously running fair in the U.S. Fans crowded into their seats under the tent, while others chose to sit on the hillside or stand on the lawn to hear the Heritage String Band play tunes from the 1840's up to late 1890's. Appropriately surrounded by antique farm tractors and clad in period costumes the band played tunes such as: Darling Nelly Gray; Wait for The Wagon; Long, Long Ago and others that are familiar to Bluegrassers, Cripple Creek; Arkansas Traveler; Soldiers Joy and tunes that I haven't heard before: Irish Soldier Boy and Ring, Ring Da Banjo. Each tune brought forth a short history lesson from band leader, Ed Quigley who explained the sentiments and events of the time, that shaped the thoughts of the writer. This made the songs even more enjoyable.
The band was able to hold its audience through an hour of music, which is unusual at a Fair, it's more common for this type of audience to stay for one or two tunes and then move on, there's just so much to see and do at a fair of this size, moreover, many of the same folks came back an hour later for the second set.
The bouncy, energetic repertoire, had everybody tapping their feet and many singing the lyrics to the songs, which surprised me, after all, these tunes were from the 1800's. The band provided extraordinary entertainment and it's easy to see why they're invited back year after year.
The rest of the band
Ed, known as the "Commander" formed the band in 2000 so that this music that he loves will be carried on. Ed does most of the narration before the songs are performed and also plays percussion
Ed Quigley
Jim is adroit at singing irish tunes from over three decades of performing at an Irish Pub, he also plays banjo, accordion and tin whistle
Jim McCrohon
Bud Savoie plays fiddle, banjo, mandolin and does some of the vocals as well, he also arranges many of the tunes
Bud Savoie
Leo plays a hot harmonica and adds some humor to the group
Leo Normandin
Dan Donovan sings lead and plays banjo, guitar and washboard and sings darn well too
Dan Donovan
Smiling Ken Taylor plays guitar in this band and sings some of the lead but he's also known for his fine bass playing with the Blackstone Valley Bluegrass Band
Ken Taylor
Cherrie, nicknamed "Minnie Pearl" for her straw hat and long dress, keeps the band on track with her steady bass rhythm and energetic presence


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UAE Laws and Islamic FinanceLaws of the UAE and Islamic Finance
Archive for Islamic Finance Stock Screening
Stock Screening in Islamic Finance
According to Amanie, there are two main methods for Islamic stock screening including the Malaysian and the Global approach. In the Malaysian approach, one examines the core-activities and non-halal income while in the Global approach, one examines the core activities, non-halal income as well as the interest expense and the ratio of liquid assets to illiquid assets.
Stock Screening (Level 1) Core-Prohibited Activities
The following activities are generally considered core-prohibited activities:
- Conventional financial institutions based on interest (riba) or contractual uncertainty (gharar) – insurance/reinsurance.
- Alcoholic beverages.
- Gaming/gambling/games of chance.
- Pork production.
- Non-halal food products.
- Entertainment and leisure related to pornography or with an adult content.
- Arms, defence, and military equipment manufacturers. (Hallelujah!)
- Tobacco-related products.
- Other activities deemed to be repugnant to Sharia'h principles.
According to Amanie, all of the core-prohibited activities listed above are clearly prohibited in the sources of Islamic law except the arms and tobacco related products. 'While arms and weapons could be destructive to the society, the tobacco related products are harmful to one's life and others.'
Stock Screening (Level 2) Financial Ratios
After passing the first level of stock screening, the screening moves to level two, which is basically financial ratio screening. In order to be approved as Sharia'h compliant stock, the company issuing the stock shall not be in one of the following categories:
- A company whose interest-bearing debt, divided by the immediately preceding 12 month average market capitalization (or total assets) exceeds 33%;
- A company whose cash and interest-bearing securities, divided by the immediately preceding 12 month average market capitalization (or total assets) exceeds 33%;
- A company whose cash and receivables, divided by the immediate preceding 12 month average market capitalization (or total assets) exceeds 33%/49%. *This ratio is relevant in making the share tradable on the secondary market – (to avoid exchanging money for money). The AAOIFI Sharia'h Standard on Shares allows shares to be traded even if the liquid assets are more than 49% provided they do not exceed 70%.
*(Non-halal interest income and interest expense is tolerated up to 33% of the total market capitalization or total assets. The Scholars have relied indirectly on one Tradition of the Prophet (PBUH) in giving a will to an outsider which was limited to one third of one's property.)
Stock Screening (Level 3) Non-Halal Income
Non-halal income is generally tolerated up to 5%, which is subject to cleansing out of dividends paid by the company. Non-halal income is generated from non-halal activities such as listed in the core-prohibited activities above. (AMANIE)
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Situated 2 miles from the ancient market town of Guisborough, North Yorkshire. Boosbeck is a quiet picturesque village, within easy access to the main Guisborough to Whitby A171 moor road, without the problems of rush hour traffic. Shop situated in central corner position on The High Street.
5.2m x 3.7m (17 foot x 12 foot 6 inch)
Toilet, washroom, LED lighting unit and storage cupboard. Fully re-furbished 6 years ago including re-wire, plastered & Porcelain flooring. Ample car parking available to the front and side of the shop Water & electric are by the meter with suppliers. Gas available although currently capped.
Redcar & Cleveland Borough Council, Town Hall, Fabian Road, South Bank, Yorkshire, TS6 9AR. Tel 01642 444140 There are currently no rates being paid by the present tenant, utilising available small business relief, they fall below the threshold.
Four year lease £270 per month.
Three year lease £290 per month.
Two year lease £310 per month.
12 month lease £330 per month.
Rent payable quarterly in advance. No VAT is applicable.
Bond of £500 required.
All leases are on a full insure and repair basis by the tenant.


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England | Scotland | Wales | Northern Ireland | Ireland
Get the latest NHS information and advice about coronavirus (COVID-19).
Get a test to check if you have coronavirus
Download the NHS COVID-19 app
Check if you or your child has coronavirus symptoms
Find out about the main symptoms of coronavirus and what to do if you have them.
Testing and tracing
Get a test to check if you have coronavirus, understand your test result and find out what to do if you're contacted by NHS Test and Trace.
Self-isolation and treatment if you have coronavirus symptoms
Advice about staying at home (self-isolation) and treatment for you and anyone you live with.
People at high risk
Advice for people at higher risk from coronavirus, including older people, people with health conditions and pregnant women.
Social distancing and changes to everyday life
Advice about avoiding close contact with other people (social distancing), looking after your wellbeing and using the NHS and other services.
COVID-19 support recovery service
'Your COVID Recovery' helps you to understand what has happened and what you might expect as part of your recovery.
GOV.UK: coronavirus – guidance and support
Government information and advice.
GOV.UK: local restrictions – areas with an outbreak of coronavirus
Local outbreak advice.
Rose Medical Practice140 Fitzwilliam StreetHuddersfield, HD1 5PUTel: 01484 500921
One in three of us will get cancer and it's the toughest thing most of us will ever face. If you've been diagnosed with cancer, or a loved one has, you'll want a team of people in your corner supporting you every step of the way. Macmillan provide practical, medical and financial support and push for better cancer care.
Marie Curie Cancer Care is a UK charity dedicated to the care of people with terminal cancer and other illnesses. Over the financial year 2010/11, we reached a total of 31,799 patients
Youthhealthtalk enables young people, their family and friends, and professionals such as doctors and teachers to understand young people's experiences of health, illness and life in general. The website feature real-life accounts of issues such as effect on work and education, social life and relationships, consulting health professionals and treatment
We're really proud that through our participation in Shred-its shredding and recycling programme we saved 16 trees from destruction in 2019. In March 2020 we will disconnect our fax machine, replacing it with secure email, saving even more paper. We also send prescriptions electronically to patient's chosen pharmacies to save on paper - please help us with this and make sure you have let your pharmacy know you want your prescriptions to go straight to them.
Your GP, nurse or pharmacist will not generally give you a prescription for over the counter medicines for a range of minor health concerns.
Instead, over the counter medicines are available to buy in a pharmacy or supermarket in your local community.
The team of health professionals at your local pharmacy can offer help and clinical advice to manage minor health concerns and if your symptoms suggest it's more serious, they'll ensure you get the care you need.
Please help the NHS to use resources sensibly.
Your GP, nurse or pharmacist will not generally give you a prescription for certain medicines that are available to buy in a pharmacy or supermarket, even if you qualify for free prescriptions. This applies to treatments for these conditions:
GPs, nurses or pharmacists will also generally no longer prescribe probiotics and some vitamins and minerals. You can get these from eating a healthy, varied and balanced diet, or buy them at your pharmacy or supermarket.
Why does the NHS need to reduce prescriptions for over the counter medicines?
The NHS has been spending around £136 million a year on prescriptions for medicines that can be bought from a pharmacy or supermarket, such as paracetamol. By reducing the amount the NHS spends on over the counter medicines, we can give priority to treatments for people with more serious conditions, such as cancer, diabetes and mental health problems.
Exceptions to the new prescription rules
You may still be prescribed a medicine for a condition on the list if:
Antibiotics should not be issued as first line of treatment for a cough, says NICE and PHE
People should take honey or cough medicines instead but speak to their GP if it persists for longer than three weeks
Honey and over-the-counter remedies should be a patient's first point of call to treat a cough, not antibiotics, says NICE and PHE in new draft guidance.
In most cases, acute coughs are caused by a cold or flu virus, or bronchitis, and last around three weeks.
Clinicians are advised in most cases not to offer antibiotics as they make little difference to a person's symptoms.
Dr Tessa Lewis, GP and chair of the NICE antimicrobial prescribing guideline group said: "If someone has a runny nose, sore throat and cough we would expect the cough to settle over 2 -3 weeks and antibiotics are not needed.
"People can check their symptoms on NHS choices or NHS Direct Wales or ask their pharmacist for advice.
"If the cough is getting worse rather than better or the person feels very unwell or breathless then they would need to contact their GP.
"There are self-care products that people can take to manage their symptoms themselves.
Honey and cough medicines containing pelargonium, guaifenesin or dextromethorphan have some evidence of benefit for the relief of cough symptoms.
Honey should not be given to infants under 12 months because of the risk of botulism.
The NICE draft guidance states it is important the reasons for not giving an antibiotic are clearly explained by the healthcare professional and advice is given to the patient on appropriate self-care.
Dr Susan Hopkins, healthcare-associated infection and antimicrobial resistance deputy director at Public Health England, said: "Antibiotic resistance is a huge problem and we need to take action now to reduce antibiotic use. Taking antibiotics when you don't need them puts you and your family at risk of developing infections which in turn cannot be easily treated.
"These new guidelines will support GPs to reduce antibiotic prescriptions and we encourage patients to take their GPs advice about self-care."
An antibiotic may be necessary for acute cough when a person has been identified as being systematically unwell or if they are at risk of further complications for example, people with a pre-existing condition such as lung disease, immunosuppression or cystic fibrosis.
Clear information about the most appropriate choice of antibiotic and duration of the course are outlined in the new guideline.
Professor Mark Baker, director of the centre for guidelines at NICE said: "We are keen to highlight that in most cases, antibiotics will not be necessary to treat a cough. We want people to be offered advice on alternatives that may help ease their symptoms.
"When prescribing antibiotics, it is essential to take into account the benefit to the patient and wider implications of antimicrobial resistance, only offering them to people who really need them.
"This guideline gives health professionals and patients the information they need to make good choices about the use of antibiotics. We encourage their use only when a person is at risk of further complications."
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text: I don't often talk about my family at work. 11 years ago, I noticed my 2 year old son did not react well to loud noises and was not starting to speak. Concerned we took him to a doctor who performed extensive testing. One afternoon I received a call by the doctor to meet me at her office. She explained to me our son had a genetic disorder called Trisomy 8, a cousin to Trisomy 21 (Down Syndrome). While unlike Downs, Trisomy 8 children typically do not have [Read more…]


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You Front Range guys up for a RTE Sunday? There's a great burger place in CR...and we could ride up through Deer Creek Canyon...maybe to Aspen Park...?
Only if you will explain RTE and CR....This Sunday is not good for me but the following may be. I do have tomorrow afternoon off, otherwise my schedule is fully buggered.
an FJR buddy and I are going to ride from the springs hwy 83 to Castle rock for lunch on Thur
Santiago's Mexican joint
Connie Mark,Where do you want to Ride tomorrow, and what time? The Connie won't ride, but the KZ1000, just needs a bit O gas!
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Portfolio Filter: Telephony Cards
Telephony cards are installable circuit boards that usually fit into PCI slots in computers. A telephony card can perform all the main features of a telephone system. The card can be used for PBX or IVR systems, call recording, dial dictation, DTMF tone detection/generation, analog-VoIP conversion, etc


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ManpowerGroup's Employment Outlook Survey for Q2 2013 has revealed a softening outlook of the labor market as the global economy creates uncertainty for global employers. The new research indicates that employers are awaiting news of a more robust economy before committing to sustainable hiring. Several key points were uncovered by the Q2 research, including:
• Globally, 32 out of 42 surveyed countries expect to expand their workforces in Q2 2013, up from 29 during Q1. Hiring optimism increased in 21 countries over the quarter while falling in 15.
• Hiring is weaker than it was one year ago in 25 of the surveyed countries and improved in 15.
• Europe, the Middle East, and Africa contain the least optimistic quarterly forecasts where over 40 percent of countries have reported negative hiring outlooks, though this has improved from 13 countries in the previous quarter.
• Hiring in the U.S. remains fairly stable quarter-over-quarter and year-over-year.
"Employers continue to be troubled by the current global economic environment, where the only certainty is uncertainty, meaning companies remain cautious when it comes to adding to their workforces," said Jeffrey A. Joerres, ManpowerGroup chairman and CEO. "Although the tea leaves are not providing any clear direction at this stage, there are positive signs from Europe which suggest some stabilization."
"There is a familiar story in the U.S and that is of employers taking a measured and positive approach to hiring. Companies remain cautious about making any drastic adjustments to their hiring plans, but the small steps forward indicate a continued trend of improved confidence," Jonas Prising, ManpowerGroup president, said.


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One of my favorite hobbies is to make natural beeswax candles for people!
I make natural beeswax candles for myself, and for friends and family. They make wonderful gifts! I sometimes make more than I need, so I'll have them on hand for events like birthdays and holidays . . . and a few in storage for me!
Natural beeswax candles have no synthetic ingredients that can cause negative reactions, so they are great options for people with sensitivities.
The ingredients and utensils I use are:
- A Pyrex measuring cup.
- A little jojoba wax (Simmondsia chinensis). I use this to "grease" the Pyrex measuring cup, so it's easier to clean when I'm finished.
- Glass jars. You can use any size glass jars that you like. It's fun to get creative with different kinds of jars!
- Beeswax pellets (Cera alba). The amount of pellets you need depends on the size of your jar. I use enough to fill my jar once, then fill it again halfway (so I fill my jar 1.5 times).
- An organic wick. It's important to use a natural wick, so you're only releasing healthy particles into the air when you burn your beeswax candle.
- Scissors (to trim the wick).
- A glass stir rod or a spoon.
- Essential oils. You can choose any essential oils you'd like (but I have a few suggestions below).
- Chop sticks. (I'll explain in the directions!)
Want to watch the process and follow along step by step? Watch me make natural beeswax candles in this YouTube video!
The process to make natural beeswax candles is so simple. Here are the steps:
- "Grease" your Pyrex measuring cup with a little jojoba.
- "Measure" your beeswax. Just fill your jar with beeswax pellets 1.5 times, and pour the beeswax pellets into your Pyrex.
- Melt the beeswax on the stove top using a DIY "double boiler" method. You can see this method in the YouTube video. It's just a pot filled ¼ with water, and the Pyrex in the pot with the handle hanging over the side.
- While the beeswax is melting, "measure" your wicks. Place them in the jars, and trim them so there's a decent amount sticking up over the top of the jar. Balance the chop sticks on the top of the jar to hold the wick in place.
- Measure your essential oils. I use about 25 drops of essential oil (1 ml) for every 1 oz (28 gm) of beeswax. It's enough to scent the whole room.
- When your beeswax is melted, remove it from the heat and add your essential oils. Stir gently with a glass stir rod or the end of a spoon.
- Pour it carefully into the jar, being sure to hold the wick in place.
In the YouTube video, I use Vetiver (Vetiveria zizanoides) and Vintage Patchouli (Pogostemon cablin) essential oils. They have rich, deep, long-lasting scents that are just right for natural beeswax candles! But as I mentioned, you can choose your favorite oils. Heavier base note oils work really well.
Here's a beautiful blend for a woodsy, floral candle. Make sure to adjust the amount of drops according to how much beeswax you're using:
- 9 drops Cedarwood (Juniperus virginiana)
- 7 drops Geranium (Pelargonium roseum x asperum)
- 9 drops Vetiver (Vetiveria zizanoides)
Time to clean up! You greased your Pyrex with jojoba, right? It can be tough to get the dried beeswax off without pre-greasing your Pyrex, so if you forgot, you might have to use some hot water, elbow grease, and something to scrape the wax off.
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Topics: aromatherapy candles, Recipes and Blends, beeswax candles, make your own candles, candles essential oils, how to make candles with essential oils