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Overview: In spring 2006 I invited two guests to my Principles of Public Relations class to talk about blogs. You would have seen many glazed eyes in the classroom that day, including my own. It was, however, at that point that I realized blogs specifically (and social media generally) were going to be important for my students to learn and to understand how to execute as part of a strategic communications plan.
Levels of Involvement: Since then, I've incorporate social media into all the classes I teach at the University of Oregon. Students in my classes have: maintained blogs, participated in Twitter, LinkedIn, PROpenMic, created social media press releases, developed social media policies, and created strategic social media plans.
I've also been tasked with creating the undergraduate social media curriculum and have launched two new courses: Social Media Essentials and Strategic Social Media.
In the Strategic Social Media class, we focus the entire term on the theories, concepts, core principles, and strategic thinking behind social media campaigns. As part of that course, the students are required to sign up for one day during the term to manage the twitter backchannel during class and drive conversations. This assignment has proven to be one of my favorite parts of the course and is one that I recommend to others teaching social media-related topics to consider.
Twitter Management
Twitter--inviting distraction or enabling richer discussions? The debate on this topic is fierce. When students' eyes aren't making contact and they are clicking away on their laptops, does that mean they aren't listening?
I've found the answer to be a resounding "no!" In fact, it's quite the opposite. The concepts stick (as proved in their weekly case study assignments), the discussion is vibrant. I do believe that some of the success I've seen with this Twitter in the classroom is a function of the class – 35 students focused on social media strategy is an engaged group. I also think that providing a backchannel allows students to connect with each other and with me in a different way than ever before possible, regardless of the class.
As a micro-blogging network, Twitter is designed for short, quick sharing of information. It allows for spontaneous interaction, sharing resources and prompts on-the-spot reactions to discussions on and offline .
My approach to the Twitter management assignment hinges on two ideas: preparing my students for the kinds of work they might do if social media were in their job description and doing so in a way that emphasizes ethics, transparency, and authenticity.
J412/512 Strategic Social Media (SSM) is a special topics course on social media marketing and strategic social media. As a conceptual course, it is designed to build on a basic foundation of the "how to" of specifics tools and to help students understand the why and when of social media for the purpose of building relationships and creating conversations with stakeholders and key audiences.
This term, SSM students don their community manager hat for one day in class and focus on engaging their audience (both inside and outside the classroom) in the topic of the day. The assignment requires that students choose one day during the term for which they are tasked with twitter management duties (with 35 students, filling the dates was no trouble. Most dates had two or three students signed up).
In advance of the assignment, students review job descriptions and overviews about what a community manager does. Twitter, of course, is just one piece of the puzzle, but recognizing that managing Twitter and engaging in conversation is more than just reporting on what you see or hear. Sentence fragment here
Community Manager Resources: http://delicious.com/kellimatthews/community_manager
Ask student to identify their audience.
The primary audience will likely be classmates and students who may be interested or involved in social media. Trust me, that audience is bigger than your class. The secondary audience may be faculty, staff, and non-students in the academic community, both on and off campus. Finally, your third audience is those in marketing, communications (PR, Advertising) and social media work. This is a networking opportunity for your students.
What's your goal?
The goal is for the students tasked with that day's management to engage their classmates in conversation related to the class discussion by asking questions (on Twitter), retweeting, and asking subject matter experts to chime in.
Students may want to review the previous class summary of tweets and set an objective for a specific quantity of tweets, percent of non-class participants, or percent of classmates who participate.
The Assignment
This assignment has three parts:
- The day before – send an email with readings, links, and even your PowerPoint presentation that might be relevant to the next day's lecture and discussion. Students can use this information to "prime the pump" and tweet a few links, resources, or information that will get students thinking about the discussion. All tweets should be tagged with the class hashtag (#J412 in our case). Each student assigned a particular day needs to tweet at least twice on the afternoon/evening prior to the class to which he or she is assigned.
- Class day, the Twitter management team (or individual students) should be actively participating in the twitter discussion (if not the primary participators, certainly among the most active). By asking and answering questions, extending the in-class discussion, and retweeting important points, students should identify the most salient topics of the day.
- Before the next class period, students should collaborate with others assigned that day to write and post a summary of the day's discussion on the class blog. I registered #J412 with WTHashtag.org, so students (and myself) can easily review the transcript from the day.
- #J412 transcripts here: http://wthashtag.com/J412
- You can see all the Spring 2010 summaries: http://prosintraining.com/ssm/category/twitter-summary/
This assignment has proven to be my favorite of the term. As Brian Solis put it during a recent Skype with the SSM class: "each of you is a mini media outlet." This assignment allows students to show their interests and expertise in social media, see live and in person how to drive conversations on specific topics, and engage with each other.
Rather than "recipe for chaos," requiring the use of Twitter in the classroom has resulted in much richer discussions in the classroom and beyond. I've seen zero reduction of in-class discussions; in fact, students seem more engaged and attentive.
In one class in particular, we had a guest join our class via Skype. The topic was ethics and transparency. In addition to the reactions to the guest's lecture, students were sharing resources to reinforce and clarify the discussion for themselves and their classmates.
Some examples of resource-sharing:
karlybolton: Alt. to "astroturfing:" sockpuppetry - soliciting reviews under one name, adding user reviews under another. http://bit.ly/dgG0dQ #J412
SamanthaLuthra: That's scary! RT @karlybolton: Astroturfing coming from a plastic surgery organization - faking positive reviews http://bit.ly/bXdeaf #J412
BrittFK: #j412 What is astroturfing? http://searchcrm.techtarget.com/definition/astroturfing
MadelineWillman: The Wrath of Rahodeb http://bit.ly/bNr6ix #J412
jliebman: Ribena commercial. Gadda love the 80's http://www.youtube.com/watch?v=81oUblMxOkM #j412
Students also asked questions about their own practices:
elliesax: What about emails? I write emails "from" Oregon baseball coaches every day. Do recruits find it unethical? or do they see they're busy #j412
Finally, most tweets were about the topic of the day:
cabowers: You can't outsource relationships! You need open & authentic relationships with your stakeholders. Building trust is key #J412 #@paullyoung
laurenswitzer: What to do in a SM crisis situation: First, build relationships with customers PRIOR to a crisis (prepare internally and externally) #J412
sarahannelilly: #J412 @paullyoung How can brands be has honest as possible and still maintain some control?
This is just a snapshot. The class tweets between 100 - 200 times during the one - two hour discussions, and students often extend the in-class discussion in new ways. The conversation also extends outside the classroom - the SSM students continue sharing information and resources with each other, and they also get feedback and input from people outside the campus walls. That, to me, is invaluable.
The Caveat
Students have the option to tweet from a class account, rather than their personal one. If you're concerned about privacy or safety, this is a good option. See Tiffany Gallicano's tips for protecting student privacy here.
Download the assignment here: Twitter Conversation Management Assignment


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Map of Potomac Park Maryland MD
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The National Testing Agency (NTA) has released the JEE Main answer key 2020. Candidates who have appeared for the Joint Entrance Examination (JEE) Main January 2020 session written exam can visit the official website to check the answer key. A total of 9,34,828 candidates were registered for the written exam. The JEE Main answer key January 2020 released today, i.e., January 13. The JEE Main answer key was available for all the shifts. Students are advised to check the complete details about the JEE Main answer key Jan 2020 session below.
JEE Main 2020 Sample Question Paper With Solutions
JEE Main Answer Key 2020 January Session
|JEE Main exam date
|January 6 to 11, 2020
|JEE Main answer key
|January 13, 2020
|JEE Main raise objection last date
|January 15, 2020 (up to 11:50 pm)
|JEE Main final answer key
|January 22, 2020 (tentatively)
|JEE Main result
|January 31, 2020
How To Check JEE Main Answer Key 2020?
- Visit the official website of JEE Mai - https://jeemain.nta.nic.in
- Find the JEE Main January 2020 answer key link
- Enter the login details
- Check the JEE Main answer key Jan 2020
- Download the answer key and take a printout for future reference
Click here for JEE Main answer key 2020
Click here for JEE Main answer key 2020 (notice)
How To Challenge JEE Main 2020 Answer Key
Candidates will be provided with an option to challenge the JEE Main answer key if they are not satisfied. They should pay Rs 1000 per question. The final decision will be taken by NTA. After the release of JEE Main final answer key, no further communication will be accepted. Students should note that the JEE Main result will be based on the final answer key.
How To Start JEE Main Preparation


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Lakeland College
The ambition of Lakeland College is less to be large than to be effective; its aim is not to rank first in size, but to rank first in helping students realize their potential for intellectual growth. Valuing excellence above all else, Lakeland's commitment is to enhance student access to educational resources, student closeness to faculty and staff mentors, and student success in both classrooms and careers.
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Small Works/ Holiday Art Show at Wickford Art Association
- 36 Beach Street, Wickford, North Kingstown, RI 02852
- South County
- November 22, 2020 - December 24, 2020
The Wickford Art Association is presenting its annual Small Works Show and Sale from Sunday, November 22 to Thursday, December 24, 2020 at 36 Beach Street, North Kingstown, RI.
During the show, 45 member-artists will display their work in all media. Original art, small in size, affordably priced and simple to wrap, Wickford Art Association makes it easy to purchase and give (or receive) fine art while supporting local and regional artists. All artwork is under 14" on the longest side and priced under $300. As work is sold, new work is put on display. In Rhode Island, fine art purchases are sales-tax free.
The Small Works Show and Sale holiday reception is on Sunday, December 6, 2020 from 12:00 PM to 3:00 PM at 36 Beach Street, North Kingstown, RI. Meet the artists, purchase exceptional artwork and enjoy refreshments.
Gallery hours are Tuesday-Saturday: 11am - 3pm and Sunday: 12 - 3.
Additional Information
- Presented By: Wickford Art Association
- Dates: November 22, 2020 - December 24, 2020
- Recurrence: Recurring weekly on Sunday, Tuesday, Wednesday, Thursday, Friday, Saturday
- Location: Wickford Art Association
- Address: 36 Beach Street, Wickford, North Kingstown, RI 02852
- Phone: (401) 294-6840


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Knowledge| An Experience and a Conscious Mind
How much do you know? If someone asked you to spew out everything you know (based on how long you've lived of course) you would never be able to do pinpoint each and every moment of your life when a singular experience planted a seed of rational thought evoked through your senses —and even if you could remember every single event in your life, how would you remember each sense being stimulated to unify a conscious experience? Before jumping to conclusions (and propositions for that matter) my stance on knowledge is one that focuses on the importance and meaning of acquiring knowledge where consciousness of the mind evokes 'hunger' for knowledge acquisition; all through a diverse range of experiences. My point being: If one seeks to unify rational thoughts through the empirical world— and therefore gather knowledge— then the world itself has more potential to be full of meaning, and therefore so do you.
To break down and simplify my argument, a logical perspective (syllogism) is necessary to lay out my point of view on the importance of 'knowing more' when:
- Knowledge is the accumulated synthesis of conscious experiences that contribute to the on-going enrichment of humanity.
Premise 1: If knowledge emerges from a unity of consciousness (where experiences in the empirical world and rational thought intermingle), and…
Premise 2: …Conscious minds create new potentials and ideals for humanity, then…
Conclusion: …Knowledge is the accumulated synthesis of conscious experiences that contribute to the on-going enrichment of humanity.
Knowledge emerges from a unity of consciousness (experiential theories):
Since the time of Immanuel Kant (1700s) the notion of unifying experiences has challenged how the rational and empirical world co-exist with one another and whether objects in themselves corroborate with space or time or are simply mere representations of what our minds perceive, emerging from knowledge of prior experiences. Why is this important, one may ask, well, the human mind shares similar process of breaking down experiences in themselves through a series of stimulated senses that take place in space and time. There is something called 'the experiential theories' composed of the experiential parts theory (EP), which suggests that experiences are composed of separate singular experiences, and the non-experiential parts theory (NEP). I for one support the theory of non-experiential parts that suggests that multiple (singular) experiences contribute to one whole experience; therefore, I'd argue that an experience does not have parts because that is not how one remembers it and any form of knowledge gained from that experience emerges from an accumulative synthesis of multiple stimulated senses. To clarify this statement I'd like to give an example of a personal experience.
- I was two years old, rocking back and forth on my chair in my kitchen asking for a fish-fillet (for some reason). Suddenly I fall on the ground. The sight of the ground nearing my literal downfall, the taste of blood in my mouth, the sound of my own crying while the smell of the fish fillet being cooked met the agonizing feeling of pain as my face hit the ground effortlessly. Although an advocate of experiential parts may argue that each stimulated sense was an experience in itself I rationalize and therefore unify multiple experiences recognizing them as one, simply because that is how my consciousness makes sense of it— it is how I remember the one experience and is virtually how I acquired a direct form of knowledge from this. I was conscious of each of my senses together, as aspects of a single conscious experience. In turn, I gain 'useful' knowledge from this, learning to never rock back and forth on a chair, for I would forgo another unpleasant experience.
Conscious minds create new potentials and ideals for humanity:
When one is conscious of their own unified experiences one is able to reflect and therefore conceptualize a new idea gained from that experience. This could be one way of defining knowledge, but as the present-day philosopher, David Kolb states, this process of reflecting on a previous experience prompting the emergence of another experience is known as something we all know— learning. Each unexplored opportunity to learn is often what enriches the human experience in reality as a person becomes more knowledgeable. The unlimited boundaries that knowledge offers is quintessential to becoming the best version of oneself which is why conscious minds create new potentials and ideals for humanity. Knowledge arises from a learning process where each experience acts as a mere building block on a pyramid of prior knowledge. Down below is a flow chart (and explanation) of David Kolb's cycle of learning which thereby unifies experiences, ideas and actions to give knowledge an applied purpose.
1.Concrete Experience – (a new experience of situation is encountered, or a reinterpretation of existing experience).
2.Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding).
3.Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).
4.Active Experimentation (the learner applies them to the world around them to see what results).
In essence, when a person is conscious of their on-going experiences in life, and actively takes part in this learning-cycle (stated above) then there is a pool of opportunity to grow simply because someone is more knowledgeable. By a 'conscious mind' I am directly addressing those who follow a cycle, causing them to pursue more forms of new knowledge; whether this is indirect or direct. In other words, you could take a history class and have someone spoon-feed you information where you would see the effect of historical events (inferring the cause but never witnessing it), or you could physically experience what it is like to be within a historical setting and therefore gain knowledge from immediate acquaintance of the place you are standing in. Anyways, that gets more complicated so lets not dive into that.
Knowledge is the accumulated synthesis of conscious experiences that contribute to the on-going enrichment of humanity:
Given the stances of the unification of experience on behalf of Immanuel Kant, myself and David Kolb's cycle of learning, I believe that synthesizing experiences and gaining knowledge from them is essential to enrich a persons life. What I just wrote (as my blog) was one way of communicating my knowledge acquired through this learning process. Although this written process was not all that enjoyable (as it was very time consuming) I was still conscious of this experience and it did not fail to enrich my knowledge. So as my proposition states, knowledge is the accumulation of experiences that together prompts the emergence of an individual who can live a life at their peak of potential.
One thing I'd like you to take away from this is (although it may sound rude): instead of living under a rock and partaking in the blissful ignorance that society already offers in such great quantities, why not read a book, watch some TedX talks, travel more, learn about a culture, learn a language, cook, do anything that activates your conscious mind to unify (and gain knowledge) from meaningful experience.
McLeod, S. (2010). Kolb-Learning Styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html
Brook, A. (2001, March 27). The Unity of Consciousness. Retrieved from https://plato.stanford.edu/entries/consciousness-unity/
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.


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This is why…
A pleasant surprise from my sweetest baby sis!!!! She bought them during her lunch break. Had tried them on her nails and the top coat simply looked wonderful on her base-coated nails.
As I will be busy with the purchasing of our fashion accessories (x_x) during the next few days and also with the packing of the fimo slices meant for our next giveaway event (I am sorry that it is taking so long because much of the time was spent on revamping this blog and I need to revamp our fashion accessories blog as well), I will try to update at least our "Be with us" page.
Thank you for being with us!


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Intermountain Centers provide persons with serious developmental and emotional disabilities and mental illnesses with the services necessary to integrate themselves into their community. Foster care, community and residential services support children, adults and families by offering programs like: Intermountain Academy, outpatient services, family support services, behavioral health therapy, etc.
Community Partners Integrated Healthcare, Inc. offers comprehensive healthcare for primary healthcare, behavioral health and substance use disorders. Community Partners, Inc. is a growing source for integrated healthcare programs and clinics, healthcare consulting and training and housing assistance.
Pinal Hispanic Council, Inc. provides outpatient services to children, youth, adults and families. The variety of behavioral health services addresses problems related to mental health, domestic violence, child abuse and interpersonal relationships. Along with these outpatient services, Pinal Hispanic Council, Inc. offers education, information, referral and advocacy services in the form of Permanent Supportive Employment and Permanent Supportive Housing.


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Bucks' Jabari Parker expected to make season debut against 76ers
Bucks forward Jabari Parker will make his season debut Wednesday after getting medically cleared to play Monday.
Parker, who was picked No. 2 overall in the 2014 NBA Draft, is making his way back from a torn ACL in December. Parker played in just 25 games last season, averaging 12.3 points, 5.5 rebounds and 1.7 assists per game, before his knee injury forced him to miss the remainder of the season.
The Bucks (0-3) will also get guard Tyler Ennis back from shoulder surgery Wednesday.
"Having Jabari and Tyler back on Wednesday is great news for our team," coach Jason Kidd said. "We know how many long hours they've worked to get themselves healthy with our first-rate performance team led by Troy (Flanagan) and Suki (Hobson). I know how much our team has been looking forward to their comeback, and being able to return to play in front of our great fans in Milwaukee has been their goal."
Parker has been activated but is not expected to play Monday night against the Nets.


text: henry4841 166 Posted September 12 Too much nitpicking on parts like transformers and caps on this thread. I have heard many amplifiers and probably right now have more than 20 and the differences in the better ones are subtle and subjective at the most. It is the design of the circuit that is more important and not whether there are coupling caps or transformer. A poorly designed OLT amplifier circuit will not sound good. When you start comparing the best of any design, again the differences are very subtle and subjective. If one kind was superior over the other we would only have one amplifier to buy and everyone would agree, right? Right now all l see on this thread is members disagreeing. So there you are. Time to go and listen to some music. 1 Quote Share this post Link to post Share on other sites


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Phase 2 planning bid to replace Poplar's 1970s Robin Hood Gardens housing estate
PUBLISHED: 17:11 05 August 2016 | UPDATED: 17:16 05 August 2016
A planning application to help rid of 'brutalist' 1970s housing estate architecture London's deprived East End has been submitted this week to the local authority.
Proposals for the next stage of Poplar's massive Blackwall Reach redevelopment to replace the sprawling once-controversial Robin Hood estate have been lodged at Tower Hamlets council by Swan Housing developers.
It follows public consultations to get things right after the scheme first mooted in 2008 was locked in years of fierce debate between tenants and architects over whether the run-down ex-council estate should be knocked down at all or spruced up.
The battle lines were over the Smithson concrete architecture, which leading architects argued should be preserved.
But the decision to tear the Robin Hood estate down was made in 2011.
Now two leading architect practices, Metropolitan Workshop and Haworth Tompkins, have been brought for the second phase of redevelopment to see what they make of it.
The first thing was to get rid of the "fortress" perimeter separating the estate from the neighbourhood next to the A12 Blackwall Tunnel.
"We respect the legacy of the Smithsons and are all too aware of the challenge involved," Haworth Tompkins' director Toby Johnson said.
"This scheme preserves the open space at the heart of the estate—but also improves the relationship to the surrounding streets."
The second phase for 268 flats now lodged with the council, however, retains the original centrepiece park and mound in its entirety.
The four new blocks of flats envisaged in this second phase share "a common architectural language", although different in style from one another to create distinct 'quarters' from one another.
It is part of a larger regeneration project replacing 252 original 1970s flats with 1,575 eco-friendly homes, commercial premises and community facilities to be completed in the next decade.
If you value what this story gives you, please consider supporting the East London Advertiser. Click the link in the orange box above for details.


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I have a good one for you. It's by Laurie Halse Anderson and it is called "Speak." The whole book is written in diary format by a girl named Melinda who basically loses the ability to talk to others around her after a traumatic incident. I cannot explain more about what the trauma is about without spoiling some elements, so you'll just have to take my word for it that this is a really good book. I found out much later that the author actually based some elements of the story on her own life, which is a bit sad, but explains why she was able to write everything in such a clear and expressive manner.
Replies (0)11/12/2019


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The Tourism Industry Association of Canada (TIAC) Tuesday officially introduced the Canada-China Inbound Tour Operator Registration Program into the Canadian Tourism Hall of Fame at its annual convention which kicked off Tuesday in Ottawa.
Canada and China have shared deep ties in tourism for many year. TIAC President and CEO Charlotte Bell told Xinhua that since Canada was granted Approved Destination Status (ADS) in 2010, the ADS program has grown significantly, and now includes 83 registered Canadian receptive tour operators across the country.
Building on the momentum of the ADS program, in 2016, TIAC launched the Canada-China Tourism Advancement program to further help the Canadian tourism industry be more China-ready. A strategic partnership with China UnionPay began three years ago is still going strong, including our Town Hall series and robust China readiness training.
Since the ADS program was implemented, inbound Chinese arrivals to Canada have grown from 200,000 travellers a year, to more than 694,000 in 2017, making China the second largest inbound market to Canada. The program has been one of the catalysts for the success of this market segment.
Belle said it is necessary to recognize contribution made by the program and the tour operators across Canada and formally pay tribute to the program at the Canadian Tourism Hall of Fame.
The ADS program will be the first large-scale programming initiative ever inducted into the Canadian Tourism Hall of Fame by TIAC.
Celebrating these milestones is even more important before approaching the close of the 2018 Canada-China tourism year, Bell added.
She said this year has been very exciting for the tourism industry, and TIAC has led more businesses through China readiness training than ever before. " But we do not consider this to be an ending but rather a continuation of the great work we've accomplished together between both countries."
Zhao Haisheng, minister-counselor of Culture of the Chinese Embassy in Canada spoke highly of the Canada-China Inbound Tour Operator Registration Program. He told Xinhua that the program has helped attract more and more Chinese tourists to Canada, boosting the cultural exchanges and mutual understanding between the two countries.
Created in 2006 by the Tourism Industry Association of Canada, the Canadian Tourism Hall of Fame publicly recognizes those individuals or groups that have made tourism an important part of their life's work and whose actions have had a positive impact on the industry they serve.


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- Each purchase earns you Bolly ♥ Bucks. 100 points = $1. You may cash them in for discounts on future purchases. Just click the Bolly ♥ Bucks logo on the bottom right.
Clothing will ship out within 3 business weeks, but bow shipping times will be assessed if bought together. Please see our Frequently Asked Questions section for headgear shipping times. Any concerns or questions may be addressed at firstname.lastname@example.com or by using our live-chat box.


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Mar 25, 2019
This week's Heinz Radio episode features Shelly Danko+Day from Pittsburgh's Department of City Planning talking with Kate Vander Weide about the ins and outs of local government.
Mar 18, 2019
In this week's episode, Preetha Swamy and Eugene Leventhal interview Professor David Danks. He is the Head of the Philosophy Department, the L.L. Thurstone Professor of Philosophy and Psychology, and teaches cross-listed courses on AI and Ethics.
This discussion touched on the state of regulation relating to AI and what...
Mar 11, 2019
This week, we're featuring Khalil G. Muhammad,Professor of History, Race and Public Policy at Harvard Kennedy School and a Suzanne Young Murray Professor at the Radcliffe Institute for Advanced Study. Khalil has spent his professional life examining the intersections of race, democracy, inequity and criminal justice...
Mar 4, 2019
Have you ever wondered why you should care about bitcoin? In this episode, Eugene sat down with his 8-year old niece Ariella to discuss just that! They talk about bitcoin and one of its innovations in terms of adding trust in a peer to peer environment.
During this fun little chat, Ariella and Eugene also touched on the...


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This is a limited edition hand signed giclee by Nel Whatmore titled "Walk Tall".
Medium: Giclee on Paper [Signed and Numbered by the artist].
This piece is numbered from a U.S. edition of 95. Paper measures 20.5″ x 26″. Image measures 16.5″ x 22″.
Comes with a certificate of authenticity from the publisher, Washington Green. Comes unframed. In mint condition!
This piece retails in galleries for $400 and up.
After studying for a Foundation Course in Art & Design at Wolver Hampton University, I then went on to study for a Bachelor of Arts degree at Trinity and All Saints College, Leeds, from 1982-1985. Shortly afterwards, in 1986, I was awarded a grant from the 'Princes Youth Business Trust' and was one of the few people chosen to represent the 'Princes Youth Business Trust' at the Chelsea Flower Show in 1990. Although I have been a professional artist since 1986, I was probably first aware of having talent when I was just 10 years old. While my family is not obviously artistic, there are a few notable exceptions. I come from a long line of entrepreneurs and those that are very skilled with their hands.
My exhibitions have taken place at the Albert Docks in Liverpool, Chelsea Flower Show and numerous 'Princes Youth Business Trust' shows at the NEC in Birmingham. As well as this I have also held my own one-woman show for over 12 years. This major exhibition was held, for the first time in 2001, at the Halcyon Gallery in Birmingham and was a resounding success. My work is now sold widely both here in the UK and in America, as well as other countries, in the form of limited editions, posters, and greeting cards.
Please contact us at email@example.com if you have any questions. Thanks for looking!


text: Daily Mail Weekend, 12 February 2011 – Ten Rosés for Valentine's Day 12th February 2011/in Articles, Daily Mail /by MatthewTen Rosés for Valentine's Day Please don't think that this celebration of rosé is some sort of clichéd, sappy, romantic wine gesture. My intention is that it is a timely celebration of this beguiling style of wine and the timing is just about right for any lovers out there as a coincidence. Anyway, the following […] This content is only available with the following subscriptions: Membership – Member, Membership – Friend or Membership – Professional. You may learn more about the benefits of Membership here or log in to your account to upgrade. https://www.matthewjukes.com/wp-content/uploads/2016/09/Matthew-Jukes-Daily-Mail.png 600 600 Matthew https://www.matthewjukes.com/wp-content/uploads/2016/09/matthew-jukes-logo-100.png Matthew2011-02-12 16:03:412016-09-13 00:20:44Daily Mail Weekend, 12 February 2011 – Ten Rosés for Valentine's Day


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10:38am PT by Eriq Gardner
Possible Weinstein Co. Sale May Have a New Obstacle From Canadian Distributor
The Weinstein Co. is attempting to move heaven and earth to avoid a bankruptcy, but pressures continue to mount. Just as TWC's board is set to meet today with New York Attorney General Eric Schneiderman in an attempt to plead the case for a sale, Canadian distributor eOne has appeared in court and is demanding that a California federal judge effectively place a lien on the company to ensure that assets are not dissipated.
An investor group headed by Maria Contreras-Sweet and backed by billionaire Ron Burkle was set to buy TWC for about $500 million when Schneiderman filed a wide-ranging lawsuit on Feb. 11 alleging that company executives repeatedly failed to protect employees from Harvey Weinstein's "unrelenting sexual harassment, intimidation and discrimination."
Schneiderman insisted that a good portion of any money from a sale go to Harvey Weinstein victims, not those who allegedly facilitated sexual misconduct.
That move temporarily scuttled the deal, but since the filing of the lawsuit, TWC's board fired David Glasser as president and chief operating officer. Glasser is now planning an $85 million wrongful termination lawsuit.
With Glasser gone, TWC may have hopes of salvaging the Contreras-Sweet buyout, but now comes a potential new obstacle from eOne.
The Canadian distributor sued TWC earlier this month for offloading the commercial smash Paddington 2 before eOne had the opportunity to bring it to theaters. After TWC sold Paddington 2 rights to Warner Bros., eOne terminated an output agreement and now alleges the termination triggered repayment of a master advance within five days. The balance is $7.2 million owed.
According to eOne's court documents, TWC executives haven't disputed the amount and are using the monetary advance to continue operating.
"TWC executives have essentially admitted that the company is insolvent," states an ex parte application for writs of attachment, adding that TWC is not paying debts "despite admitting that they are due."
Martin Katz, attorney for eOne, recounted to the judge all of the developments related to Harvey Weinstein's sexual escapades and Schneiderman's lawsuit while pointing to "speculation" that the termination of Glasser means the sale of TWC is back on track. And if the sale doesn't happen, Katz notes that TWC could file bankruptcy, with nods to how TWC executives have privately told eOne as much.
This all adds up to an exigent situation, eOne says.
"Irrespective of the twist and turns it may take, the TWC quagmire poses substantial and immediate risks of irreparable injury to eOne," states the application in federal court. "If Defendants sell their assets, there is no assurance that there will be funds available set aside from the payout or committed by the buyer to pay eOne the substantial amount it is owed. If Defendants settle with other third-party claimants, … they may not have sufficient funds remaining to pay eOne. If Defendants continue to operate as they have been operating, their resources will become further impaired and, again, they may not have sufficient funds remaining to pay eOne. And, if Defendants file for bankruptcy more than ninety days down the road, and eOne has not obtained a writ of attachment, its claim will be substantially impaired, if not extinguished."
If eOne succeeds in its application — and the judge's decision to grant or deny will likely be coming in the next 72 hours — TWC would be prohibited from dissipating assets without eOne gaining satisfaction. If TWC declared bankruptcy more than three months hence under this scenario, eOne would become a secured creditor. But if TWC filed for bankruptcy sooner — an increasingly likely option — any attachment lien would terminate, and as an unsecured creditor, eOne would be in no better position than the others who would surely line up with claims against the debtor.
TWC faces other lawsuits (see this one over a canceled Amazon series, for instance) and similar moves could be coming from others.
Eriq firstname.lastname@example.com eriqgardner


text:
Librarians in Training: Helping Your Readers Get the Most Out of iDiscover New
Led by members of the UL Reference team, this course will explore the varied reasons why readers struggle to find items they need on iDiscover. There will be a chance for you to solve some of the enquiries which are handled by Reference Staff, brush up your own searching skills and discover some lesser known functions of iDiscover.
The UL Reference team will be answering participant questions submitted prior to the course.
Information about the UL's iDiscover training for readers will also be available.
- You must be a staff member of one of the Cambridge libraries (College, FDL, Affiliated, Institution or UL) to attend this session.
- For further information please see our eligibility criteria
Number of sessions: 1
|Wed 4 Sep 2019 10:00 - 11:00
|10:00 - 11:00
|Cambridge University Library, IT Training Room
|Alex Fisher, David Chapman
Booking / availability


text:
Out Of Stock
Vibrant ruby red flaming holo.
The raven's provocative cry, and the only word it utters in response to the distraught narrator's questions, 'nevermore' evolves from the answer to the bird's name to a prophecy of the more macabre. When it is finally told to leave, it is this reply of "nevermore" that serves as a prophetic warning that he will never again see Lenore or rid himself of the bird.
Size: 11 ml
Big 3 free and cruelty free
Please note colours may vary slightly due to monitor settings.
Swatches by @getupft, @ilaeti, @sofitheone, @marinelp91, @lakodzen, @nnailtasticc, @blossom.street


text:
The Adrienne lace top from SACHIKA is a must have ! Pair it with our bottoms such as the Sofia, the Angela pants or the Sarah skirt . The ruffles of the chest and shoulder add so much sophistication, paired with the sheerness of the lace and the high mock neck. So sensual, yet sophisticated.
65% Cotton, 35% Nylon
Long sleeves
High mock neck collar
Center back invisible zipper
Ruffle designs at front
Designed and Made in Los Angeles
Please note this is a Pre-Order. Please allow 7 business days for your item to ship (up to 12 days). Each item is made with care and precision. Free Shipping in the US. A rush fee can be applied to expedite the order to ship within to 3-7 business days.
Inspired by Adrienne Bailon: Adrienne Bailon is a singer, actress to TV Personality. Adrienne proves you don't have to stick to one career. As a Co-host of the talk show "The Real". She and her co-hosts have since won an NAACP Image Award and a Daytime Emmy Award for their work.


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President Muhammadu Buhari has instructed Governor Simon Lalong of Plateau State to bring the 83-year-old Imam of Nghar village, Gashish District in the Barkin Ladi Local Government Area, Alhaji Abdullahi Abubakar, to Abuja for "a handshake and national honour."
The Imam saved about 300 persons on June 24 when suspected Fulani herdsmen invaded about 15 communities in the Barkin Ladi LGA, killing over 200 persons.
"I hid the women in my personal house and after that, I took the men into the mosque and hid them there," Imam Abubakar had stated.
However, the assailants caught up with the Imam, forcefully demanding that he release those who were Christians in the mosque.
But the cleric said deceived the bandits that all those in the mosque were Muslims and upon hearing this, the attackers left him and continued with their killing elsewhere.
Lalong said,
"The President has told me to bring Imam Abdullahi Abubakar for a hand shake which will be followed by a national honour. I was also preparing what to do for this man. Although he is already in his old age, God knows why he did it at that age for us to study and also know how to maintain peace, not only in Plateau State but in Nigeria in general.
"What he did not only saved the people of Barkin Ladi LGA, not only Plateau State but I think the whole of this country because 300 lives is not a small number. So, Alhaji Abdullahi Abubakar, only God will reward you for what you have done.


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Xaphoon Maui C
Odotettu toimituspäivä Ma, 2. Marraskuu - Ti, 3. Marraskuu
- Tuotetta on varastossa ja se voidaan lähettää heti.
- Tuotenumero: 114669
- Myyntierä: 1 kappaletta
- Myynnissä vuodesta: 18.05.2007
- Material: Bamboo
- Colour: Stained
- Double Holes: No
- Keys: No
|Hinta per myyntierä
|95,00 €
|93,00 €
|2,11 %
|88,00 €
|7,37 %
Tuotteen tiedot
Maui Xaphoon in C
The MAUI XAPHOON C is the original Xaphoon and the first patented instrument of its kind. Each instrument has been built by its inventor Brian "Papa B." Wittman in his small workshop in Hawaii.
We especially recommend C XAPHOON for the interplay with string and keyboard instruments, C or F-flute. The C Xaphoons are somewhat shorter than the B ones, which for smaller hands is an advantage. The blowing force is sufficient already for 2-3 years old children, however, primarily due to the finger size, our experience shows that the standard XAPHOON can be well teached to children from 6 years. On this instrument C - / F - / B major and A - / D - / G - minor are the easiest to play.
The MAUI XAPHOON compared to the CLASSIC XAPHOON is more individual, as the bamboo material it is made of. The mood is indeed the same but the tones are quite different.So at times it resembles slightly more to the clarinet and times stronger towards saxophone. The sound is natural, perhaps a little warmer than the CLASSIC XAPHOONS.
- Pocket sax
- Lowest note C'
- Tonal range: 2 Octaves
- a' = 440 Hz
- Made of bamboo
- Handmade
- To play with a tenor saxophone reed


text:
"I want to assure all the people of Kiev, the construction of residential homes in the Alexander Hospital in ul.Shelkovichnoy, 39/1-a will not be" - he stressed.
Related article: Government should help builders overcome the crisisAccording to Popov, LLC Zhitlo-Bud ", is a customer object, in an official letter addressed to the head of the Kiev City Administration has agreed to terminate the rights of land use and construction of a multistory apartment building.
In addition, the report noted that by decision of the Court of Appeal in the property of the territorial community of the city and returned to land at ul.Mechnikova 1.
It was reported that Prime Minister Mykola Azarov entrusted the Kiev City State Administration to examine the controversial facilities being built in the historic part of Kiev. In particular, except for specified construction projects, we also discussed the construction of office and shopping center ul.B.Hmelnitskogo, 7 / 20, the customer who is LLC "Alliance Center, the designer - there" A. Pashenka; construction of residential complex on the street . Honchar, 17-23, which the customer is LLC "Investment and Construction Group, a designer - AB" Janos Vig & Partners, the construction of buildings with office space, social facilities and underground parking ul.Pirogova, 2 / 37 "B" (the customer - "Trading House International Union of Ukrainian businessmen).


text:
Be On Time
Make sure information is provided by the deadline dates. If the information does not arrive promptly, the Procurement Office may be unable to consider it. The Procurement Office must be seen to be acting fairly and transparently and giving everyone the same opportunities. If your organisation is interested in doing business with the Government but feels that it cannot meet the deadlines, contact should be made in writing to the Procurement Office at the earliest opportunity.
The deadline for request of tender documents is usually ten calendar days before the tender closing date. Organisations asking for documents less than ten days before the closing date may be, depending on the complexity of the tender, refused access to documents.
Register your Interest as soon as possible
The Procurement Office will respond as promptly as possible to queries received and registered organisations will be informed as soon as these clarifications are available. HM Government of Gibraltar will not accept any liability from organisations who, not having registered their interest in a specific tender, submit a tender which does not take into account the latest information available.
How do I Register my Interest?
A registration form will be included in every set of downloads or can be downloaded below.
Download Form
Organisations should submit a registration form for each and every tender they are interested in bidding for.
Understanding what is required
Read the tender documents. The initial advert only provides a short description of the requirement which may not be sufficient to decide whether or not your business can undertake the contract. The tender documents carry not only the specifications but instructions on how you should submit your offer, how this will be evaluated and the contractual relationship between you and the Government, if you are awarded the contract.
Every advert and tender document contains a contact, from which further information can be obtained. If you have any relevant questions that need answering before you can decide whether or not to bid, take this opportunity to seek clarification.
Asking Questions
Tenderers are encouraged to ask as many questions as necessary in order to ensure that they fully understand the requirement. However, in order to cut down on the administrative process of dealing with multiple queries from interested organisations the Procurement Office asks that Tenderers compile their questions into one request for clarification with as many points as necessary instead of asking questions as and when.
All questions should be put directly to the Procurement Office who will reply on Government's behalf. Clarifications issued by other bodies may not represent a true picture of the requirement and may harm your chances of award.
The deadline for the submission of queries is usually ten calendar days before the tender closing date; but, check the tender documents.
Queries and their clarifications will be made available to all parties. Please ensure that your queries do not:
a) identify you or your company; and/or
b) mention any information which you consider to be confidential.
In tenders governed by the Public Contracts Regulations the Procurement Office will ensure that the closing date is at least 6 days after tenderers have received the last query clarification.
Provide All Information Requested
You must answer all the questions asked, providing as much relevant information as possible. Only the information provided will be used as part of the evaluation process, at no time will assumptions and or interpretations form part of the process. If you are in any doubt about what is required, ask the Procurement Office team.
As stated above the Procurement Office wants to be fair and give all parties an equal chance to win a tender; therefore, if due to administrative or logistical difficulties beyond your control a sample or 3rd party document is not available to you before the deadline please contact the Procurement Office for advice.
Provide Evaluation Information
You must ensure you comply with all requirements because the decision on who is chosen will ultimately be based on criteria listed in the contract notice or Tender Documents. Make sure you provide all relevant information requested in respect of the price and quality criteria. If you are unsure, ask. As well as the quality criteria, make sure your offer is competitive and offers value for money.
Contract Award
The Government aims to award contracts to the bidder who offers the most economically advantageous tender based on a combination of price, quality and best value. This does not mean that the lowest price will always win the contract.
Government pays invoices within 30 days via BACS (Bankers' Automated Clearing Services).
Tender Advertisements
Tenders are advertised in a range of media which may include:
- The Official Journal of the European Union (OJEU) – above the EU threshold tenders.
- Specialist Journals, where applicable and appropriate
- The Government of Gibraltar's main website
- Local daily, weekly newspapers


text:
What is the race and social class structure like in Bermuda?
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calendarEducator since 2010
write3,619 answers
starTop subjects are Literature, History, and Social Sciences
Bermuda was first discovered in the early 1500s by Spanish explorer Juan de Bermudez. He found the islands to be completely uninhabited, even devoid of any natives. The first settlers were British and came due to the influence of Sir George Somers, who, in 1609, led a fleet of ships belonging to the Virginia Company heading for Jamestown, Virginia, but shipwrecked on the reefs of Bermuda. Years later, in 1612, the first British settlers arrived, led by Richard Moore. By 1617, British settlers brought with them the first African slaves; some Native Americans and Carib Indians from the West Indies were also brought as slaves. Due to the number of slaves brought to the previously uninhabited island, individuals of African descent soon made up the majority of the population and today make up 60 to 70 percent of the population (Countries and Their Cultures, "Bermuda").
Though slavery ended in Bermuda in 1834, Bermuda remained heavily segregated well into the 20th century. All over the world, segregation has been used by the white elite class as a "means to politically, economically, and socially control Black populations" ("Connecting the Diaspora: The 1954 Brown Decision and Segregation in Bermuda"). Even Bermuda's Tourism Development Board supported segregation because "wealthy whites would not come to the island if it was not segregated" ("Connecting the Diaspora"). The board saw segregation as a means to "attract the 'right' kind of people--white, rich and prominent" ("Connecting the Diaspora"). Though a boycott officially ended segregation in 1959, racial inequity is still admitted to exist, especially in the business world ("Bermuda's History from 1952 to 1999").
Related Questions
- What is a social lens? Do things like racial or cultural identity count as social lenses?
- 2 Educator Answers


text:
By Katrina Rossos
When JoAnn and Sean Burney first leased the Allaire Community Farm in Wall Township they were completely unaware of the fact that they were about to embark on a journey defined by one word: sanctuary. The Allaire Community Farm is a sanctuary for the farm animals who live there, the volunteers who care for them and the visitors who interact with them.
When the bubble burst on Sean's commercial real estate business in Asbury Park, he decided he wanted to pursue a career he was passionate about, so he focused his sights on farming. The Burney's leased the 22.5-acre property in 2013 and were approved for 10 commercial greenhouses by the township. Mr. Burney had planned on concentrating on hydroponic and aquaponic farming while JoAnn planned on returning to work in higher education.
All of that changed, however, when a brutal winter storm hit and animal control contacted their farm to see if they had room to take in some farm animals in dire straits. In the midst of the winter storm, the Burney's recruited their friends to help them build paddocks on the farm and they took in the poor animals.
Since then, animal control has contacted the Burney's numerous times to take in sick and ailing farm animals in dangerous situations. As a result, Allaire Community Farm is home to a mini donkey, alpacas, goats, sheep, ducks, horses, a pony and a pig.
JoAnn and Sean Burney make sure their rescued farm animals, inculding a mini donkey, sheep and goats enjoy their outdoor space with homemade pens. Photo by RYAN WELSH, STAR NEWS GROUP
The farm also has boarding space for horses and when the farm first
"We saw nonverbal kids speak; we saw non-social kids hug. We saw parents just joyful and full of excitement at what they were seeing their children do," JoAnn exclaimed. "That's when I decided—'this I can get on board with.'"
The Burney's continue to help special needs children by offering "Special Needs Days" at their farm, inviting children with special needs to interact with the farm animals through grooming and feeding. Children with emotional or learning disabilities allow the children to bond and identify with the animal, Sean explained.
"The animals were rescuing them, we were just the vehicle, we just stood back and let it happen," JoAnn said.
Instead of just having special needs children visit the farm, the Burneys have many special needs children and young adults volunteer. And people from all ages, walks of life, those struggling with mental handicaps and at-risk teenagers are all welcome and encouraged to volunteer at the farm. Working with the animals and taking responsibility for something brings solace and joy to those struggling, truly making the farm a sanctuary for those who seek calmness in their hearts, JoAnn said. Over 50 volunteers currently work on the farm, dividing up their time and the responsibilities several days a week.
JoAnn grew up in Brick and Sean grew up in Neptune and Belmar, attending Manasquan High School. Consequently, their local roots further spurred them to want to give back to their community.
Once the farm began to become more and more busy, the Burney's decided to move from their home in Howell, where they lived for 19 years, to the farmhouse on Allaire Road in October 2015. The Burney's share the farmhouse with their two children, Rico, 19, a freshman at Brookdale Community College, and their daughter Emily, 16, a sophomore at Wall High School.
Prior to the farm, JoAnn was a kindergarten teacher at St. Paul's Christian School up until last year. Years before, however, she worked in higher education—something she was planning on going back to before the farm evolved into the full-scale non-profit organization it is today.
Allaire Community Farm is 501[c][3] non-profit that depends upon funds from their pony parties, class trips, organic co- op, and community garden rentals to pay for the farm's supplies, maintenance, and monthly lease, as well as the animals' food and medical care. All of the money provided to the farm through the parties and lessons are marked as a charity donation to the farm. While the board of trustees at the farm has approved modest salaries for the Burney's, they currently do not have salaries just yet as the cost of the farm is not quite meeting the incoming funds.
Despite the impressive number of volunteers, innumerable birthday parties, a welcoming community, and large partnerships, the biggest challenge facing the Burneys today is finances. JoAnn explained that the need for farming equipment is expensive and the vet bills are exorbitant.
While the farm fell into the animal sanctuary it is presently, the Burneys have not nixed the idea of the commercial greenhouses. Their ultimate goal is to have the greenhouses up and running and ultimately employ high-functioning special needs adults to work in the greenhouses after they finish their high level school programs.
"Our passion, what we really want to see happen with our garden, is the giving away of what we grow," JoAnn said.
The produce for the organic co-op is not grown on the farm, but rather acquired from a local purveyor and sold to patrons. Some of the fresh produce obtained is supplied to five local families, four of which are battling cancer.
The farm will see some on-site planting very soon, however, as a groundbreaking ceremony for three community gardens took place on April 18. One of the gardens will be for the purpose of growing produce for a Community Supported Agriculture [CSA] where people can purchase a share of the produce. There are also two community gardens spanning two acres, one of which offers 14×10 foot plots for purchase where people can till their own garden. The other community garden will be jointly tended by the Burney's and the community for the purpose of growing produce to donate to local food banks and families who are battling cancer.
Grace Bible Church Food Pantry, Manasquan Food Bank and Visitation Relief Center in Brick are slated to receive donations, according to Sean. The farm has also teamed up with the Monmouth County Master Gardeners, who will teach people how to cultivate the community garden.
Despite all of the hard work, long hours, and no paycheck, the Burney's are completely and utterly content—a result of doing something good for animals and people in need.
The best part for the Burney's? Hearing how the farm has improved and even saved people's lives, a sentiment they hear from both the visitors and the volunteers.
"It's not work," Sean said. "Even though we do a lot of work Monday through Friday to have 400 people come on a 'Special Needs Day,' and that day is 14 hours long, you just feel so rewarded at the end."
Anyone interested in volunteering at the farm or donating their skillset as an electrician or builder can contact JoAnn at 732-996-2754. Allaire Community Farm is located at 2840 Allaire Rd, in Wall Township.


text:
wikiHow is a "wiki," similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 10 people, some anonymous, worked to edit and improve it over time.
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Whether it's a metal Warhammer creature or a fine metal tank model, most metal miniatures will have mold lines and imperfections from when they were cast. These mold lines can form a small ridge where the miniature's two mold casts meet and little bumps or tags on the surface of the model. It's good to remove them for not only a clean finish, but also for safety (sometimes the metal tags can be sharp). Here's how:
1Locate the mold line on the model or miniature. It will run in a continuous ridge around the model and is usually easy to find. In addition to the mold line, there will usually be metal tags known as "flash", also from the casting process, which can be found as small bumps or long tags particularly on the extremities of the miniature. If you cut the model from a metal sprue, (a metal frame which metal models can be attached to for easier shipping), then you may also want to locate the areas on the model where you clipped it from. Sprue is created by the molding process, which filled the injection channels into the mold space.
2Gather all the equipment you will need to complete the task, including a pair of model clippers, a metal file, a brush and a sheet or tray to catch any bits of falling metal you may drop. For the clippers, wire cutters are not suitable as they will not give you as clean a cut, or as precise, as you will need. Suitable model clippers are available from most hobby or model stores. A range of metal files is also recommended as different parts of the model may benefit from a different shape. Additionally, you may wish to use a magnifying glass to better see the model. A dust mask should also be worn if the area you are working in is windy as the metal dust may get disturbed.
3Clip off any metal tags around the model or large chunks of metal overhang. Be careful not to clip off actual parts of the model. There are usually a few metal tags on every model in addition to the mold line.
4Hold the model in one hand and with the other, select a metal file and bring it to the mold line you wish to remove. Only do this after all metal tags have been removed, as it makes it easier to handle the model.
5Gently run the metal file against the mold line, careful not to go too deep and damage the miniature. Do not keep the file in one place for too long. Move it along and through the mold line until it has been removed.
6Follow the mold line around the miniature, filing bits of it off as you go. Some parts of the model may be more delicate than others, so take care and adjust the pressure you are placing on the file. Remember, the mold line goes the whole way around the model and links back up to where you started, so the mold line will only be removed when you reach the part of the model where you began the process.
7Brush off any loose bits of metal dust or pieces that are still on the model or your fingers into the tray or sheet you have set up - then throw this excess metal in the bin. The miniature or model is now ready for painting or preparing as needed.Advertisement
Community Q&A
- In multi-part models and miniatures, it is easier if you remove the mold lines before gluing the pieces together. The pressure can sometimes break the glue's hold on the model and some parts are just easier to get to when the miniature is not completely built.
- Some models don't need to have their mold lines removed if they are not noticeable. It does take some time to remove all mold lines, so if you're not trying to get a perfect finish or win a competition, then you might consider simply keeping the mold lines.
- A pair of nail clippers dedicated to the purpose can work very well for nipping off bits of sprue and other unwanted metal projections. Cheap, delicate and effective. Don't get this one mixed up with the one you use to clip your finger and toe nails, keep it in the model box.
- There are straight-across nail clippers that don't have forward-curved sides to inadvertently bite next to what you're trimming and, generally being for toenails, are stronger overall.
- Save the pieces of sprue, unused parts and metal powder together. Often unused parts and bits of sprue can be glued or soldered together for kit-bashing (changing the original design on another model) or melting to form interesting blobs and half-melted objects. Broken models can also go into this bin to create terrain features - a burning building, battlefield casualties or an Ooze monster with recognizable bits of fallen figures sticking out can add drama to a battle diorama.
- It would be best to do this only with models known not to contain lead or other hazardous metals.
- Try steel epoxy putty as a safe, easy alternative to melting metal, especially if you are going to paint the result.
- Clippers and metal files can be potentially dangerous when misused. If you feel uncomfortable using one, get someone who is skilled in using them to assist you, such as a parent, teacher or fellow model collector. Some round files are long and pointy; don't forget and poke yourself in the eye. It wouldn't hurt to wear glasses or safety glasses.
- Always take care when filing models. Some older miniatures are made with poisonous lead and can be deadly when inhaled or, more likely, dangerous over time to grind at with the filings also being a possible environmental hazard.[1] X Research source Consider saving your efforts for newer miniatures from manufacturers that can be relied on not to include lead. Make sure you are using a dust mask and that you wash your hands and work station thoroughly if you have been filing a miniature.
Things You'll Need
- Metal model in need of having its mold lines removed
- Suitable pair of clippers - either ones designed to cut soft metal, or cheap ones which you wouldn't mind making unsuitable for their original purpose.
- Selection of metal files. Look for a round or curved face: rectangular edges tend to bite in disproportionately. Look for fine teeth relative to those on the big files generally sold a hardware store. (If you get a file there, you want a "second cut" or "fine" file, not a typical rough "bastard" file or a very rough "rasp".)[2] X Research source
- Small brush
- Dust mask
- Tray or sheet of some sort to catch the falling metal
- Magnifying glass, magnifier with stand, or magnifying lamp (if you want)
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text:
Review: Every Little Kiss by Marina Adair
Publication date: July 11, 2017
Publisher: Montlake Romance
Series: Sequoia Lake #2
About the book:
There's nothing that single mom Liv Preston won't do if it means making her six-year-old son smile again. After a heartbreaking two years, her little family is due for some fun in the sun. She just didn't expect to find it in the big, rugged, Search and Rescue hero next door—who shows her just how exciting, and sexy, life's adventures can be.
As head of Reno's K-9 search division, Ford Jamison knows what it takes to make life-and-death decisions on the fly. He doesn't hesitate, doesn't do regrets, and has never doubted his instincts—until he makes a promise that turns his world upside down. Desperate for redemption, he returns to Sequoia Lake, only to find himself face-to-face with his past…and the one woman he can't have. Not when his secret would destroy her—and everything she holds dear.
For Liv, finding love once was a gift. Finding it twice seems impossible, until the moment Ford's lips meet hers. Love doesn't always come easy, but when it's right, it's worth fighting for…
My Thoughts:
I know I'm a broken record when it becomes to Marina Adair's books but really just go buy any of her books and be ready to fall in love. She's simply an amazing author who knows how to make you laugh, cry and fall in love.
I'm always a sucker for books involving kids and my heart broke for Liv's son and I loved watching how Ford forged a relationship with Liv's son. The chemistry between the two was palpable and I loved seeing them come together.
I don't want to give away any of the story but trust me you want to pick this one up!
Find it online:
Amazon | B&N | Goodreads
Posted in 5 Star Books, Books, Contemporary, Romance


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Stop the foreplay and get serious!
This article is a stub. Please expand the article as well as you can.
The Palenque Demo is a demo level in Serious Sam: The Second Encounter, and Serious Sam HD: The Second Encounter. Serious Sam VR: The Second Encounter and Serious Sam: Xbox.
Secrets[edit | edit source]
- From your starting position, dive all the way down in the lake to find a secret XPML21 Rocket Launcher.
- At the lake, head to one of its corners with an island to discover a secret armor.
- From #2, walk towards the phone booth to register the secret.
- Walk to the left side of the temple with the RAPTOR Sniper Rifle, and near its end, blast a darker colored section on the wall to reveal a secret "under construction" area.
- Opposite from #4, walk towards the mountainside to discover an item.
- When you get out of the temple and are in a valley, turn around and look up. You will see a platform with an Invulnerability power-up. Blast it with a rocket and collect the power-up (although the secret will not register).
- Go to the upper right corner of the valley to discover a secret armor and spawn some enemies.
- Opposite of #7, walk to the lower left corner of the valley to discover a "Crollywood movie studio".
- At the middle mountain with the large pyramid, walk to the left and enter the house there to find some secret ammo.
- Opposite of #9, walk behind the house on the right to discover a health pack.
Community content is available under CC-BY-SA unless otherwise noted.


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For those of you that love neutral tones topped off with show stopping elegance we give you Kindling Chiffon. The neutral fabric is intricate, fine, and light. But it's the free-flowing silver curves that bring Chiffon into its own. They drift casually down the fabric, taking their time and giving you plenty of opportunity to take them all in.
Chiffon sits gently in the background adding the sparkle and finishing touch to any room. This makes it ideal for the dining room if you're trying to create a space that you're proud to host your friends and family in. Find a matching centre piece for the table and you'll be all set.


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Frequently Asked Questions
General Information
American Islamic School is registered as a Canadian school and is approved by the Ontario Ministry of Education. Our Ministry BSID# is 667049. AIS is listed as a private Elementary school on the Ontario Ministry of Education website.
In order to also provide an American High School diploma, AIS has to be accredited by an American accreditation body.
American Islamic School will pursue candidacy and accreditation through the New England Association of Schools and Colleges (NEASC) – the premier American international school accreditation organization in the world under their ACE Learning framework. The accreditation process will begin in 2021 Insha Allah.
For more information on the NEASC accreditation framework please click on the following link: ACE Learning Framework
No. American Islamic School is for students worldwide. Students can enroll from any country and nationality.
No. Students can complete American Islamic School courses from anywhere in the world. All you need is an internet connection and an iPad or Android tablet.
Please refer to the Technology Requirements document for further details.
Students can enroll at any time however, they will be registered to begin courses in the upcoming term.
There are three Terms in each academic year. For more details, please refer to the Family Handbook on our website.
- PBL projects take 10-12 weeks to complete
- Traditional Pathway courses are divided into units or modules that are completed throughout the academic year
- Depending on the content and complexity of the project, Islamic Studies projects also take approximately 10-12 weeks to complete
- Quranic Studies are an ongoing process on a continuum.
No additional textbooks or essential learning materials are required. However, depending on how students choose to complete their projects, additional arts and crafts materials may be required.
Once students are enrolled, they receive access to the course content, including lesson activities, discussion portals, assignments, and tools to track student achievement. Parents also have the same access to monitor the progress and outcome of their child.
Yes. As Tarbiya Coaches, parents are highly valued members of our community who partner with us in the education of their children.
American Islamic School collaborates with highly qualified Muslim Educational Psychologists to provide ongoing support to our Tarbiya Coaches through:
- Informative videos;
- Regular Q & A Sessions;
- Monthly Webinars and;
- Intervention when needed
The videos, Q & A sessions, and monthly webinars will be provided at no additional cost to our families and Tarbiya Coaches.
Students communicate with their Project Coordinator and Tutor through the school's learning management system called AGUA.
Yes. American Islamic School can be used to supplement the material your child is learning in their day school. Parents can also use AIS courses to develop the skills and dispositions that are not taught through traditional schools.
High School (Grades 9-12) will be available beginning in the 2022-2023 academic year Insha Allah.
No. Upon graduation, students will receive a Canadian and American High School Diploma.
As a parent, if you're not 100% satisfied with our programs, you may withdraw at any time before the last day of the Term by sending a "withdrawal & refund" email to firstname.lastname@example.com to receive a full refund. All school-initiated withdrawals automatically qualify for a full refund.
Tarbiya Coaches and families who wish to withdraw their children from American Islamic School must contact their students' Tutor and notify them of their desire to withdraw. A representative from American Islamic School will later contact you to schedule an exit interview, Insha Allah.
Students who are withdrawn from the school by way of a family request shall not be permitted to re-enroll at American Islamic School until the following term.
Students who are withdrawn from the school by way of a school-initiated academic or behavioral withdrawal shall not be permitted to re-enroll until a meeting with the Principal or his/her appointed designee has taken place. If the Principal approves the re-enrollment, it will take place at the start of the new term.
The school reserves the right to reject a re-enrollment request for a student who has been withdrawn due to a school-initiated or family-initiated withdrawal.
Note: Students who are withdrawn before the last day of the term may not receive a Report Card.
Project Based Learning (PBL)
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. Students demonstrate their knowledge and skills by developing a public product or presentation for a real audience.
As a result, students develop deep content knowledge as well as success skills such as critical thinking, collaboration, creativity, and communication skills in the context of doing an authentic, meaningful project. Project Based Learning unleashes a contagious, creative energy among students and educators.
Project Based Learning is a more rigorous and extensive way to learn compared to a typical "project" or "hands-on activity" that adults may remember from school. In PBL, the project is not just a lesson or an activity done after a unit of instruction; it is the unit. PBL is not the "dessert"—it is the "main course," the primary way for students to learn targeted academic content and skills.
When done well, PBL has many positive results for students. It can increase student engagement and motivation, improve retention of content knowledge, provide students with real-world applications of learning, and build success skills such as critical thinking, problem-solving, communication, collaboration, and creativity. See more reasons why educators are introducing PBL into their classrooms.
Research shows that PBL can promote student learning and may be more effective than traditional instruction in social studies, science, mathematics, and literacy. The continued emergence of research findings to support PBL as a valid instructional method for all students, including those who are furthest from opportunity, is promising and growing.
Research demonstrates that PBL:
- Increases students' understanding of concepts and their ability to apply knowledge.
- Helps students to remember what they have learned longer and to use that knowledge in new situations.
- Teaches students how to work in teams, solve problems, and communicate what they have learned.
- Improves student attitudes and motivation.
Schools that use PBL, along with other programs and personalized approaches to support students, report fewer disciplinary problems, better attendance, and higher graduation rates compared to similar students in non-PBL settings.
Study after study show that passively learning content in a rote manner no longer proves sufficient to prepare students for success in today's world, especially now that subject content is accessible via one quick click on the web; however, research shows that PBL helps equip students to troubleshoot in the "real world," and will help develop fundamental skills "for living in a knowledge-based, highly technological society."
With Project Based Learning, knowledge, skills, and dispositions are developed through four steps:
1. Launch the Project:
Students explore the project to get excited about the topic, garner interest, and develop a set of need to know questions for their PBL
2. Conduct Research:
Students explore and conduct research to learn more about the topic and develop necessary skills to apply their new knowledge
3. Develop the Product and Receive Feedback from Peers and Experts:
Students develop a proposed solution to the real-world problem. Develop, critique, and refine the products
4. Present to a Public Audience:
Students share their products and solutions with an audience of peers, educators, and experts in the real world
For more information about the PBL process, we invite you to watch the short video on our website called How PBL Works.
Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.
Students work on a project over an extended period of time – from 10 - 12 weeks – that engages them in solving a real-world problem or answering a complex question.
They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.
As a result, students develop deep content knowledge as well as essential skills and dispositions such as critical thinking, collaboration, creativity, and communication skills that extend beyond content-based knowledge. Project Based Learning unleashes a contagious, creative energy among students and teachers.
Traditional Pathway
The Traditional Pathway is content-based and generally focuses on educational practices and mastery of academic learning in the core subject areas (mathematics and literacy). The curriculum is subject specific, standardized, and broken down into units or modules.
For families who would prefer a traditional education pathway instead of Project Based Learning, American Islamic School offers Literacy and Math courses aligned to the New York State Standards.
Changes are allowed within the first two weeks of every Term. After the first two weeks, changes can only be made at the beginning of next Term.
Technology Requirements
- All children must have access to an individual or shared (family) iPad running iPad OS 13.1 or higher, or Android Tablet running Android 8.0 Oreo or higher.
Important Note: We strongly recommend an iPad 9.7 or a higher iPad model, or a Samsung Galaxy Tab S4 or a higher tablet model. A lower quality tablet or iPad can seriously marginalize a student's learning experience.
- Parents need a mobile device (iOS or Android) or a desktop/laptop computer to monitor the progress of their children as well as communicate with the tutor.
- A stable Internet connection is required for students to access online programs.
- Parents should have the ability to download the recommended apps by the school for themselves and their children.
- To seek help from the Tutor, children would need access to school's online portal called Agua through a web browser (Google Chrome or Safari).
- Parents are responsible for monitoring the online activity as well as the usage of the device by their children.
- If family prefers to print work and assignments, then a printer is recommended
Student Support
A Project Coordinator (PC) is a highly-qualified subject expert that supports students throughout the project. These are experts in the topic that the students are researching and working on. For example:
- if the student is working on a Mars PBL project, their PC would be an expert in Engineering
- if the student is working on a Successful Business PBL project, their PC would be an expert on Entrepreneurship and Business Management.
The role of the Project Coordinator is to provide expertise, mentor the learner, review each weekly report and to provide developmental feedback.
For additional PBL support, students are also assigned a tutor throughout the learning process. The Tutor provides support and guidance, and works with students to ensure that their project and work is moving in the right direction.
Parents are Tarbiya Coaches and provide support to the student at home. They monitor the student's work ethic at home and engage with weekly family reflections at home with their children that is shared with the school.
American Islamic School collaborates with highly qualified Muslim Educational Psychologists to provide ongoing support to our Tarbiya Coaches through:
- Informative videos;
- Regular Q & A Sessions;
- Monthly Webinars and;
- Intervention when needed
Our highly qualified Educational Psychologist will address topics that are highly relevant to the educational experience and success of our families. Topic such as:
- Building Resilience
- Praise vs. Encouragement
- Understanding Your Child's Character
- Building Intrinsic Motivation and so much more.
The videos, Q & A sessions, and monthly webinars will be provided at no additional cost to our families and Tarbiya Coaches.
In addition to the PBL or Traditional Pathway, students also have access to:
Digital Library: Students have access to an award-winning reading program called Raz-Kids that provides comprehensive leveled reading resources for students. With over 800+ leveled eBooks offered at 29 different levels of reading difficulty, it's easy to put the right content in every student's hands.
Students access their leveled text through an interactive learning portal designed to keep them motivated and engaged. Every eBook is available in online and mobile formats, and allows students to listen to, read at their own pace, and record themselves reading.
IXL: Students also have access to IXL, a math and language arts practice website for K-12. It has unlimited questions on thousands of math and language topics and a comprehensive reporting system.
The program provides analytical tools to track student and classroom performance and identify areas for academic improvement with each student.
Both programs are available to all students at no additional cost.


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The American Institute for Yemeni Studies (AIYS) annually holds two competitions for fellowship programs supporting research on Yemen, one for U.S. citizens, presently limited to venues other than Yemen, and one for citizens of the Republic of Yemen. Both are funded by grants from the State Department's Bureau of Educational and Cultural Affairs. Fellowships for Yemeni scholars are also funded by the Al-Eryani Scholarship Fund. The next deadline for US fellowships is February 28, 2020 and the next deadline for Yemeni fellowships is February 28, 2020.
Competition for Yemeni Scholars
AIYS supports Yemeni scholars through small grants (up to $1,500) for research.
Citizens of Yemen who are enrolled as full-time graduate students in recognized degree programs, who are post-graduate professionals or who are acknowledged experts.
General Guidelines and Requirements
AIYS gives grants of up to $1,500 for original scholarly research projects in Yemen in any discipline,with a focus on issues related to Yemen's rich cultural heritage.
- Applicants should provide a detailed project budget justifying the amount requested. Preference will be given to applications which explain clearly how AIYS funding will be used for research purposes.
- The level of funding will be decided by AIYS.
- Upon completion of the project, the applicant must provide a final report (3 to 8 pages) in Arabic or English.
- Upon completion the researcher must submit a financial accounting of how the research funds provided by AIYS were spent.
- Publications resulting from this project should acknowledge the support of AIYS.
- Researchers are responsible for obtaining necessary research permits.
In addition to the application form , applicants must email a CV, two letters of reference, a separate detailed budget, and a research proposal of not more than four pages to the Institute at firstname.lastname@example.com before February 28, 2020.
Competition for U.S. Scholars
Support for this program comes from a grant from the State Department's Bureau for Educational and Cultural Affairs (State/ECA) through the Council of American Overseas Research Centers (CAORC).
U.S. citizens who are enrolled as full-time graduate students in recognized degree programs or who are post-graduate professionals.
General Fellowship Program
Proposals are invited from graduate and post-graduate scholars in all disciplines. Collaborative or group projects are also invited. Although there is currently a travel ban for using AIYS fellowships for funds within Yemen, a project related to Yemen but outside Yemen or the United States can be funded. For example, it would be possible documents on Yemen in the archives of Great Britain or Yemeni manuscripts in a European library.
Projects are not normally funded above $5,000. Applicants may need to secure additional funding for other expenses or for extended research periods, but in the case of multiple awards AIYS reserves the right to modify or cancel its fellowship offer.
Researchers whose projects will take them to more than one country are advised to consider applying to CAORC's Multi-Country Fellowship Program as well as to AIYS.
Non-AIYS members are encouraged to become an AIYS member; click here to become a member (for $25).
Click here for the application form. After completing the form, please email it along with the following documents to firstname.lastname@example.com by February 28, 2020.
1. A Research Proposal (not more than 2,000 words)
2. Detailed Budget Proposal
3. Current CV or Resume
4. Three letters of support
5. Graduate students must also send a scanned copy of their transcripts.