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Keith Country Day School has the most demanding graduation requirements of any school in the entire Rockford region. As you can see from the information below, to graduate from Keith each student must complete four years of English, Math, History, Foreign Language, Science, Fine Arts, and Physical Education. In addition, students must complete one semester of Introduction to Speech and Health, two semesters of College Counseling and a minimum of 90 hours of community service.
2017-18 Academic Profile for College Admissions
Click on the links below for course details.
8 Semesters
In upper school, the English Department places an increased focus on analytical reading and critical dissection of text, using textual evidence in writing, and learning how to compose collegiate-level term research papers. Using both the latest technologies available and some very traditional methods, our high school program produces outstanding writers, readers and thinkers ready to master the ever-growing world of communications. High school students are required to take four years of English and one semester of speech. Course descriptions are as follows:
Ninth Grade English
Ninth grade English surveys Western roots through a study of influential writers and philosophers in correlation with the ninth-grade ancient history course. Students read selections from ancient Sumeria and Israel, classical Greece and Rome, and from medieval and Elizabethan eras. This course introduces the concepts of archetypal and psychological criticism as students observe common themes and techniques used throughout our literary heritage. Composition studies emphasize levels of diction and sentence styling; interdisciplinary, expository, reflective, and creative writing; research paper design, process, and product. The instructor, in turn, provides individual written feedback on each student's writing assignments both before and after students revise their work.
American Literature
In alternate years and in conjunction with the American history course, this tenth and eleventh grade English course focuses on American literature from colonial exploration narratives to contemporary poetry and prose. Students cover texts chronologically and explore parallels between the texts and the times in which they were written. Students practice the expository methods of comparison and contrast, cause and effect, drawing logical inferences, and making valid generalizations. The instructor, in turn, provides individual written feedback on each student's writing assignments both before and after students revise their work. Finally, students write a research paper in which they focus on transitions, coherence, and economy of language. In all their writing, students identify the appropriate audience and strive to develop an authentic voice.
European Literature
In alternate years and in conjunction with the European history class, this tenth and eleventh grade English course focuses on European literature from the Middle Ages to the present. Students cover texts chronologically and explore parallels between the texts and the times in which they were written. Students practice the expository methods of comparison and contrast, cause and effect, drawing logical inferences, and making valid generalizations. The instructor, in turn, provides individual written feedback on each student's writing assignments both before and after students revise their work. Finally, students write a research paper in which they focus on transitions, coherence, and economy of language.
World Literature
Twelfth grade English will cover a wide span of works from canons that encompass the world, including such cultures as Greek, Indian, Chinese, Islam, British and American. Students will study the historical, philosophical and cultural background of various cultures to help put the literature in perspective, and to become more well-rounded critical thinkers. This class will work in tandem on many occasions with the World Religions and Government classes. As they read, students consider and evaluate a work's structure, style and themes as well as the author's use of figurative language, imagery, symbolism, and tone. In turn, the instructor provides individual written feedback on each student's writing assignments both before and after students revise their work. In addition, students must write a research paper, using the correct process of research, organization, composition, and documentation.
Advanced Placement English
Advanced Placement English is for those seniors with high interest and strong writing skills and whose performance in previous English courses supports their placement. This course is designed to prepare students for the rigors of college writing and to take the Advanced Placement English Language examination offered. Through close reading of the assigned texts and writing brief reaction papers, critical papers, and timed, in-class responses, students deepen their understanding of the ways writers use language to provide meaning for their readers. In turn, the instructor provides individual written feedback on each student's writing assignments both before and after students revise their work. Students read most of the same literature as in the World Literature course with additional readings in prose and poetry. Composition goals, including a research paper, likewise remain essentially the same as in the World Literature course with additional focus on the development of a personal style in the writing or creative and analytic essays. Students will also practice for the AP Composition examination through timed-writing exercises.
8 Semesters
Four years of science is required to graduate from Keith Country Day School. The upper school science program aims to foster the thrill of scientific discovery through hands-on experiments. All classes are laboratory courses with a double-period laboratory time scheduled during each six-day rotation. Some of the laboratory experiences include dissections, microscope studies, chemical testing of water, electrophoresis of DNA, bacterial transformation, forest monitoring, chemical reactions and wave formation. In addition to our indoor lab work, the department takes great pride in using the natural laboratory outside on our the 15-acre campus. Surrounded by adjacent fields, woodland, parks and the Rock River, our curriculum puts a great emphasis on studying natural science and creating awareness and understanding for current societal and environmental issues.
Biology is a freshman level foundation course in the study of living systems and their special ways of existing in relationship with their environment. Students study the main unifying processes of life built on chemical and physical principles. They explore some of the areas of the grand diversity found among living things. The course emphasizes the processes of life science and the methods, tools, and motivation which expand the knowledge of life.
Chemistry is a sophomore-level course which presents an introduction to the descriptive, symbolic, and quantitative language of chemistry. Emphasis is placed on building a solid foundation of understanding of matter and the associated changes in its composition. Students experience hands-on learning of these processes in the extensive laboratory component of the course. In addition, students develop critical thinking skills as they evaluate and analyze results from this experimentation.
A junior level course built around the conceptual base of the study of the rules of nature, and students use equations as guides to thinking rather than recipes for algebraic manipulation. Units of study include motion, electricity, light, sound, and heat. Students come to see physics as integral to everyday life.
Environmental Science
This senior level course provides students with the scientific principles, concepts, and methods required to understand the interrelationships of the natural world. Goals include understanding the foundation of ecological processes and the Earth's biogeochemical systems, as well as the role of cultural, social, and economic factors in environmental problems and their solutions. Field work and independent study are important elements in this course.
Advanced Placement Biology
This is a second-year biology course with emphasis on preparation for the AP Biology exam. Although there is open enrollment, success in the freshman biology course and completion of one or two years of chemistry is required for enrollment in the course. The course follows the guidelines of the College Board and is designed to be equivalent to a college-level introductory course. Eight major themes of biology study (science as a process, evolution, energy transfer, continuity and change, structure and function relationship, regulation and development, interdependence in nature, and science, technology and society) are emphasized in this course and supported by extensive laboratory investigations and written reports of data and observations.
Advanced Placement Chemistry
This is a second-year chemistry course with special emphasis on preparation for the AP Chemistry exam. Although there is open enrollment in this course, success in the sophomore chemistry course and completion of two years of algebra is required for enrollment in the course. The course follows the guidelines of the College Board and is designed to be equivalent to a college-level introductory course. Emphasis is placed on the study of materials and the changes that they undergo. This course is designed to develop specific skills needed to evaluate, analyze and form valid conclusions about the experimental designs and to communicate these conclusions in written form.
8 Semesters
It has been said that math is the language of the universe. Through our rigorous curriculum we aim to foster an appreciation for the power of that language by helping our students acquire meaningful problem solving skills, confidence and the ability to make successful transitions from one level to the next. Keith's mathematics department centers upon the standards set forth by the National Council of Teachers of Mathematics. In addition to teaching our students how to think logically and to work in an organized manner, our four-year high school program puts an emphasis on learning to be effective critical thinkers.
Algebra I
Algebra I is the foundation for the basis of all mathematics. The course is designed to meet the needs of students who have a firm grasp of mathematical concepts and a satisfactory degree of competency in arithmetic. Students learn the standard algebraic topics while strengthening their basic math concepts and arithmetic.
Geometry involves the study of measurements, properties, and relationships of points, lines, angles, surfaces, and solids using deductive and inductive reasoning. Students develop an understanding of the nature of mathematical proof and the relationship of mathematics and the physical world.
Accelerated Geometry
This geometry course also involves the study of measurements, properties, and relationships of points, lines, angles, surfaces, and solids using deductive and inductive reasoning. Students develop an understanding of the nuances of mathematical proof and the relationship of mathematics and the physical world. In addition, the course introduces trigonometry, analytic geometry, and the language of mathematics.
Algebra II
This course incorporates a review of the basic concept covered in Algebra I but at a much greater depth. It also provides an introduction to topics in high mathematics. The importance of understanding both the structure and the process of mathematics is emphasized, and students are encouraged to see problems and concepts from both a geometric and algebraic viewpoint.
College Algebra II and Trigonometry
College Algebra II and Trigonometry reviews the techniques of the first-year course in greater depth. Then, it introduces many of the higher level algebraic concepts and procedures to represent, simplify and solve a variety of problems By the second semester of the course, students study trigonometry, the branch of mathematics that deals with the relationships between sides and angles of triangles and the calculations based on them (particularly trigonometric functions). This course is designed to maximize both the acquisition of skills and the understanding of mathematical concepts.
Probability and Statistics
This senior-level course is comparable to an introductory, college level course in statistics. Estimation, hypothesis testing, linear correlation and regression, and the Chi-square distribution all are introduced. Also included is a connected introduction to elementary statistics, odds, probability, distribution, and samples.
This course has equal amounts of time spent on college algebra, analytic geometry, and introductory calculus. The course integrates all previously studied math topics with emphasis on the logic of our mathematical system and proofs of theorems through direct, indirect, and mathematical induction methods. The process of problem solving is also refined.
Advanced Placement Calculus, AB and BC
Advanced Placement Calculus is the branch of mathematics that deals with limits, the differentiation and integration of functions of one or more variables, and various applications. This course presents both differential and integral calculus with the curriculum modeled upon the Advanced Placement Calculus AB curriculum. To be successful in this course, the student must have a strong background in algebra, geometry, and trigonometry. When enrollment permits, Calculus BC is offered for students who have successfully completed Calculus AB. In addition to a quick review of AB, topics include sequences and series, slope fields, logistic growth, and applications of calculus to parametric, polar, and vector functions.
8 Semesters
The history department plays a vital role in encouraging the development of knowledge and critical thinking skills necessary for responsible citizenship and a more extensive understanding of the events, people, and casual mechanisms which have created the world in which we live. A global education is more than just memorizing facts. Our program encourages students to see connections between the past and the present and with other disciplines, to view complex issues from multiple perspectives, and to understand that people create histories and that interpretations can change over time. Developing a lucid writing style, being comfortable articulating positions in class and collaborating with peers on complex research projects are just a few of the many skills expected of students after four years of study. A nationally recognized program, Keith's Advanced Placement history classes are among the best in the world. In fact, in recent years, the College Board rated Keith's AP U.S. History course and the AP European History course among the best in the United States. Other courses offered include:
Ancient and Pre-Modern World
Ancient and Pre-Modern World begins with a study of prehistoric, early civilizations and ends with an overview of medieval Europe. Students use primary and secondary source material to discover the political, economic, social, and cultural settings of Egypt, Mesopotamia, China, India, Greece, Rome, Byzantine and Islamic civilizations. Activities include class discussion, lectures, projects, debates, internet activities, simulations and tests. Students learn the fundamentals of historiography as they research, analyze, and compose both structured and creative historical essays.
Modern European History
Modern European History covers important events in the development of Europe from the 14th century to the present. Students explore major political, economic, social, and cultural events that influenced the development of modern Europe. Students continue to develop their writing skills as they compose historical essays with each unit. This course complements the European literature course.
Advanced Placement European History
Advanced Placement European History is for the more motivated student who seeks an intensive investigation of modern European history from 1450 to the present. Students must complete reading and writing assignments on the college level in preparation for the Advanced Placement European History Exam offered by the College Board. Criteria for entrance into the course include performance in previous history classes, writing skills, and high interest.
United States History
The United States History course examines the development of this country from pre-Columbian civilizations in North America to the present, including a geography component. U.S. History complements the American Literature course and uses a variety of primary and secondary sources as students discover the political, economic, social, and cultural trends of our past, and in turn, come to a better understanding of contemporary America. The course also prepares students for a Constitution test at the end of the semester.
Advanced Placement United States History
Advanced Placement United States History is for the more motivated student who seeks an intensive study of America's past from European settlement to the present. The course traces the development of this country in the context of world events and intellectual trends. Students must complete reading and writing assignments on the college level in preparation for the Advanced Placement United States History Exam offered by the College Board. Students use a variety of primary and secondary sources as they discover the political, economic, social, and cultural trends of our past and, in turn, come to a better understanding of America today. Criteria for entrance into the course include performance in previous history classes, writing skills, and high interest.
United States Government
United States Government is a one-semester, senior-level course devoted to the origins and structure of the American political system. Students use a college-level textbook to examine key documents that have defined and established our republic, the branches and levels of government, civil rights, civil liberties, and elections and political parties. The course also prepares students for a Constitution test at the end of the semester.
World Religions
World Religions is a one-semester, senior-level course that introduces students to the major religions of the world. In addition to using a college-level textbook to study Judaism, Christianity, Islam, Hinduism and Buddhism, course work is complemented and enhanced by expert speakers and field trips.
Foreign Language
8 Semesters (in one language)
"The Limits of my Language are the Limits of my World," is a quote taken from a poster within one of the foreign language rooms at Keith. This quote serves as an underlying creed of the foreign language department. Keith's upper school offers Spanish, Latin, Greek, and French (III-V). Using both the newest technologies and some traditional teaching methods, the department's goals are to help students build large vocabularies, to be capable of reading and writing, to speak accurately and to pronounce confidently, to learn the history and the culture, to develop insights into the English language, and to experience a variety of literary genres. Keith students are required to take four years of high school level courses of the same foreign language to graduate. Nevertheless, many students take on multiple languages, even getting a jumpstart by selecting high school level courses in middle school.
French III
French III presents an overview of French history in addition to emphasizing increased acquisition of vocabulary and grammatical structures. Students continue to explore culture, and literature is introduced in novella style and abridged versions.
French IV
French IV continues the emphasis on skills and moves students toward spontaneity in the language. Students explore culture in more detail and study works of literature in abridged and unabridged versions.
French V
French V continues to explore areas of culture and literature more profoundly and, at the same time, continue to refine the previously acquired skills, with the objective of preparing students for the Advanced Placement French Language exam and for advanced university classes.
Latin I
Latin I encompasses the study of Latin grammar and vocabulary. Through composition and translation, students learn to apply the rules and principles of Latin. The Latin I course also covers Roman life, Roman history, classical mythology, and English word study.
Latin II
Latin II prepares students for the advanced classes in Latin literature. The coursework includes review of the vocabulary and grammar learned in Latin I and also more intensive advanced work in grammar. Students continue to build their Latin vocabularies and composition skills with emphasis on the forms and uses of the subjunctive mood. The major emphasis, however, is preparation for the reading and translation of Latin prose.
Latin III
Latin III is a translation course designed to develop the student's proficiency in reading and understanding Latin. The course also serves as an introduction to Latin literature, presenting Latin writings of different authors, genres, and historical periods. Since the emphasis is on the craft of translating, the increasing difficulty of the texts determines the schedule. Readings include "made" and real Latin texts.
Latin IV
Latin IV continues a survey of Latin literature. Students study Roman drama through the comedies of Plautus. During the second semester, they study the letters of Pliny.
Latin V
Latin V introduces the student to Latin poetry of the Golden Age. The course centers on the first half of Vergil's Aeneid with reference to and discussion of all twelve books. Students also focus on meter and rhetorical devices, the historical and cultural background of the poem, and Vergil's life and works.
Ancient Greek I and II
Designed for students with serious interest in language study and high achievement in Latin, these courses serve as an introduction to the fundamentals of ancient Greek (Attic) grammar and the workings of the language. The courses are restricted to students who have studied Latin for a minimum of three years. Greek I and II are offered in alternating years and may not be used to satisfy the foreign language requirement.
Spanish I
Spanish I is designed for upper school students who wish to begin studying Spanish. It is an introduction to the fundamentals of the Spanish language: vocabulary, grammar, verbs, and idioms. The purpose of the course is to enable students to develop their ability to comprehend spoken and written Spanish, to carry on basic conversations, and to read and write basic Spanish. Students are also introduced to the culture, customs, geography, and history of Spanish-speaking countries.
Spanish II
Students review previously acquired fundamental vocabulary and verbs and continue expanding vocabulary, uses of verb tenses and grammar, and idiomatic uses of language. The course emphasizes conversation, writing, and reading. Students work on carrying on extended conversations, writing short essays, and reading selections in Spanish, in addition to continuing their study of the peoples and cultures of the Spanish-speaking world.
Spanish III
Spanish III expands and elaborates upon the fundamentals of verb usage, grammar, and vocabulary acquired in preceding courses. It emphasizes more sophisticated use of the language in speaking, reading, and writing. Students read and discuss excerpts from Spanish literature and articles on history and contemporary culture, give oral presentations, and write brief essays in Spanish on topics of interest.
Spanish IV
Spanish IV begins by reviewing all important elements of the Spanish grammar and verb usage acquired previously, while emphasizing listening, speaking, reading, and writing at an advanced level. Students work on conversing extemporaneously, as well as on acquiring vocabulary necessary for discussion of current events and topics in Spanish literature and history. They do research, give oral presentations, and write essays on topics of interest.
1 Semester
Speech is a performance-oriented course designed to introduce students to the elements of oral communication and public speaking skills. Informative and persuasive skills are stressed. Other topics include speech phobia, critical listening, vocal dynamics, and gestures, and the college admissions interview. This course provides a more thorough treatment of oral communication than is possible in the regular English curriculum. Speech is a one-semester required course.
Fine, Creative and Performing Arts
8 Semesters
At Keith Country Day School, the performing and visual arts are essential – not peripheral – to the school experience. Every student from preschool through 12th grade has an enriched arts curriculum. In fact, upper school students must take at least one fine arts course per year until they graduate.
Music and theater comprise our performing arts program. Music is part of the core curriculum from preschool through eighth grade. In addition to an abundance of music courses, Keith also offers a variety of choral opportunities including two student-led acapela groups, Basil and Rosemary. Open to all students, participants have the opportunity to perform at all-school assemblies, music night concerts, drama productions and special competitions such as the Illinois Music Education Association Festivals. Class Descriptions >
Theater is introduced at Keith in lower school to learn the elements of storytelling and creative dramatics. Middle and upper school thespians stage four to five productions every year in a small theater setting that is fully equipped with moveable sets, state of the art lightning and sound boards and a proscenium arch to compliment the sets on stage. Drama students act, sing, dance, play music, build the sets and work behind the scenes as stage managers, technicians, and set, sound, and lighting designers. Class Descriptions >
The visual arts program encourages students to express their creativity and explore a range of art mediums in an art studio that overlooks the Rock River. Drawing, painting, ceramics, mixed media, graphic design, photography and computer art all are part of the art curriculum. During the school year, students participate in community art shows four to five times a year and in April, the school dedicates an entire week for the Fine Arts Festival which includes gallery nights to showcase student works. Many Keith artists have won local and national awards. Our specialized studio includes a photography darkroom, a ceramics studio, a kiln room, and several desktop computers for digital media work. Class Descriptions >
College Counseling
2 Semesters
Junior students enroll second semester in the College Preparation Course. They learn about SAT and ACT exams, the components of an admission application, how to visit a college, how to conduct a college search and to evaluate their interests, strengths, and academic and career aspirations. Juniors take a field trip to tour a college campus each spring semester. By the end of the semester, each student will have enough information to generate a list of potential colleges.
Senior students continue the College Preparation Course which emphasizes the college application process. Students refine their college lists, seek recommendations, write essays, complete testing, develop activity resumes, and meet application deadlines. Students become familiar with the federal financial aid process and learn about college scholarship searches. The process of selecting the college of matriculation and the transition from high school to college is the focus at the end of the semester.
Senior Project
1 Semester
Seniors work on their Senior Project during the second semester of the senior year. Students have the unique opportunity to assess their skills and talents and to plan a project that investigates a career or area of personal interest. The class culminates in the project itself: a carefully designed, four-day excursion into the world outside the school's walls. A faculty advisor oversees each student's project, and written and oral reports are required.
Lifetime Fitness
8 Semesters
The upper school physical education courses encourage students to lead healthy lives and make healthy decisions. These programs promote living an active lifestyle, individual improvement, and the importance of physical activity following their high school years.
High school PE teaches individual and team sports, places a premium on improving skill development, and puts a strong emphasis on teaching good sportsmanship and team building skills. Not every Keith student aspires to be an athlete, but we do want our students to appreciate physical activity as well as the social, cultural and emotional benefits of playing sports.
1 Semester
Every ninth grade student is required to take Health. This course seeks to identify and address many of the current health issues facing adolescents through open discussions, guest speakers, textbook information and use of the internet. These topics include drug and alcohol education, human anatomy, nutrition, and sexuality. The course also explores safety, community health and decision-making skills.
Community Service
90 hours
Each upper school student must fulfill 90 hours of community service as a requirement for graduation. This service requirement follows the group-based, Service Learning program in the middle school. The goals of Keith's community service program are:
1) to develop character by providing services to those in need
2) to appreciate the diversity of the global community and to accept responsibility for the development of that community
3) to foster the spirit of volunteerism as a integral part of the American way of life
4) to share one's resources and talents while acquiring new skills as a volunteer.
Students must pass both a United States and Illinois Constitution test.


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4-H Camp Orientation
If your child is already signed up for 4-H Summer Camp, you and your child will need to attend an orientation meeting at the extension office. The remaining orientation session will be at 6 p.m., Thursday, June 23. We will also be taking care of class sign-up during orientation, so it's important your child be there. The camp is currently full, so new applicants will be put on a waiting list.
Fifth Grade: McKenna McNay, Teagan Moore
Sixth Grade: Alexis Moore, Charlie Baumann
Seventh Grade: Shelby Sams, Gabe Maurer
Eighth Grade: Shelby Barnes, Kevin Smith
Fifth Grade: Allison Arnce, Lilly Baumann, Nash Cammack, Makayla Ford, Kaileigh Grider, Austin Halfhill, Abram Handy, Anel Villa Ibarra, Layla Kelly, Brady Kemper, McKenna McNay, Maggie Ponder, Jackson Prather, Eli Rice, Rachel Rist, Wyatt Traylor
I can hardly believe how beautiful my tomato plants look and I do believe I will have a ripe one well before July 4th! But what I am really anticipating is our first harvest of summer squash. I love squash and am happy to eat it for dinner every night. Last year the garden was mostly a bust so I have high hopes for a bumper squash crop this year.
The intestinal tracts of all mammals have various types of bacteria as part of their natural intestinal microflora. There are many opportunities for young children to be exposed to these bacteria, such as pets, friends, etc. Our state's most recent salmonella outbreak is a harsh reminder of this as many of the victims are children.
4-H Small Engines Club
The Small Engines Club will meet on June 18 and will be doing an activity at the tractor show at the OC Fairgrounds. Please call the office for times and more info at 502-484-5703.
4-H Water Camp
Owen County 4-H and Bluegrass Greensource will be hosting a water environmental camp at the extension office June 20-23. The camp will run from 8 a.m. until 4 p.m. each day. Please call 502-484-5703 to register your child.
4-H Camp Orientation
The Civil Air Patrol (CAP) Frankfort Composite Squadron cadets spent Memorial Sunday paying respects to our fallen veterans. Cadets from Owenton and Frankfort flights attended an event and visited two memorials.
The cadets attended a Post 34 of the American Legion and Auxiliary Annual Memorial Day service at the newly renovated Healing Field in the Legion Park, Lawrenceburg.
Owen Extension Agent for Agriculture and Natural Resources
It's that time of year when we get more thunderstorms. Weather patterns are more active, and storms thrive with the moisture and rapidly rising warm air that is very common during the transition to warmer seasons.
There is a new face at the Owen County Cooperative Extension Office this summer. Ashley Craigmyle, a resident of neighboring Henry County, began her 12-week internship with the Owen County 4-H Program May 23. She will work through the summer until mid-August.
Weekend Gardener
I have a very small arsenal of insecticides and what I do have are considered bio-insecticides. Bio-insecticides are derived from naturally occurring microorganisms like bacterium. They also include plant oils and compounds (like neem oil which acts as both an insecticide and fungicide), viruses and protozoa. When we use a bio-insecticide we are essentially using nature to eat nature.
The Owen County Council for the Arts is partnering with the city of Gratz to present the eighth annual spring arts festival. This year's "Arts in the Park" will be held in Gratz, along the banks of the Kentucky River. It will include lots of possibilities to be on the river as well as near it, as the event celebrates the impact of the Kentucky River on Owen County and showcases its artists, craftspeople, music and food.
The festival will take place rain or shine from 10 a.m. to 5 p.m. on Saturday, June 11.
Kentucky American Water will begin in June the installation of a water main along a section of Pete Towles Road in Owen County that will bring tap water service to new customers and enhance performance of the existing water distribution system.
Owen Electric Cooperative and Kentucky's Touchstone Energy Cooperatives are once again proud to be Platinum Sponsors of the 2016 Special Olympics State Summer Games.
The statewide games take place June 3-5 at Eastern Kentucky University in Richmond, and will include competitions in track and field, swimming, rhythmic gymnastics, bocce and flag football. Along with sponsorship, several Owen Electric employees will volunteer to work at the event.
University of Louisville sophomore Miranda Mason has received an Etscorn International Summer Research Award to travel to Athens to explore socialized health care and the impact of Greece's difficult economic situation on public health.
She will intern at Evaggelismos Hospital (public) and Iaso Hospital (private) in Athens. The $4,000 scholarship was awarded to Mason by the College of Arts and Sciences and another $1,000 came from the university's study abroad office.
Weekend Gardener
Once again we enjoyed sweet potatoes all winter long from a fantastic harvest last fall. I planted out about 25 organic slips purchased from Country Corner Greenhouse in Shepherdsville in late May and by early November we had 4 nursery crates full of one of nature's perfect foods! 7 months and counting in storage with no spoilage is impressive. We are down to about a dozen sweet potatoes; just in time for a transition to other summer vegetables.
Controlling mosquitos is challenging to say the least. You may even think you are fighting a never-ending battle. With mosquito-borne diseases like the Zika virus becoming more prevalent, it's even more important to know how to take control of these pests around your home environment. Learning to do a few simple things could help protect you from more than the itchiness of a mosquito bite.
On Tuesday, May 10, the Owen County High School Band, Choir and Winter Guard held their annual year end/senior banquet. A total of 12 senior band members celebrated their accomplishments, along with 11 senior choir members and two senior winter guard members.
A buffet and desserts were enjoyed by those in attendance.
OWENTON – The recently formed Owen County High School Alumni Association will host its first annual Alumni Reunion Banquet on Saturday, June 11, Mike Haines, the association's president, announced.
The event will be held in the multi-purpose room of the Maurice Bowling Middle School, with the doors opening at 5 p.m. There will be a social hour to give alumni and their guests an opportunity to get reacquainted before dinner which will be served at 6 p.m.
N-H School Correspondent
Six students, armed with paint brushes and rollers, spent their Saturday morning volunteering at a little senior center in northern Kentucky.
Epoch Fellowship Church will be hosting a Take a Stand event on Wednesday, May 25 for students from fifth-12th grade.
The Take a Stand Initiative was created to encourage students to stand up against addictions and substance abuse, as well as advocate awareness to students and the community as a whole about a growing problem in Northern Kentucky. The events are designed to promote having a good time with friends without the influence of addictive substances.
With summer rapidly approaching, farm work is under way in earnest and that often means moving equipment along Kentucky's roadways. Collisions on public roadways involving farm machinery take place each year especially during the busy spring planting and fall harvest times. Thus, people driving farm machinery and motor vehicles need to be especially careful and watchful in the days ahead.
Copyright © 2018
The Owenton News-Herald is your source for local news, sports, events and information in Owen County and Owenton, KY, and the surrounding area.

subset: commoncrawl


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Grandmother hoping to fulfill dying grandchild's Christmas wish
OAKHURST, Calif. (KMPH) - It's a beautiful tree for a beautiful little girl.
Tammie Sterling says its something she's dreamed of giving her granddaughter Ariel for years.
"Grandma is going to get you a bunch of ornaments and grandma is going to make you a Barbie doll tree, and she just loved that idea."
Tammie says she loved it so much -- the thought of a tree, full of barbies put a smile on the face of her granddaughter.
A smile -- that has since vanished from ariels face.
Niemman Pick C -- a rare, deadly disease -- took the smile Tammie is desperately trying to bring back.
"She just lays there. She can't move any part of her body. I know we know she's there. She's comatose. And what happens next we just don't know. We really don't."
Tammie says in November - Ariel took a turn for the worse.
Which is why she is now looking for help.
"I would hate to know that this Christmas would be her last. We don't know her condition right now. I just don't even want to think about that. But I just wanted to try and do something to see if she would wake up for me."
But Tammie says as soon as she reached out on Facebook -- she started getting an overwhelming response.
"I wish I could hug each and every person."
Several people have responded donating ornaments and Barbies.
Helping Tammie fulfill her Christmas promise.
"I just want to see if something could make her wake up, that is what I am hoping for. We just don't know."
A wish for a beautiful little girl to wake up, see the sparkle -- and smile.
The family has set up a gofundme page, if you would like to help them and donate click here.


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CLEVELAND (AP) -- A former Ohio college band director has pleaded not guilty to charges that he tried to have sex with underage girls at a motel.
The (Cleveland) Plain Dealer (http://bit.ly/11EFuFJ ) reports that 32-year-old Bryan Hrehocik made the plea via video during a brief hearing Wednesday. He served as marching band director of Lake Erie College in Painesville for about a year but was fired last week after his arrest.
Police say he was arrested April 17 at a Cleveland-area motel, where he thought he was meeting two sisters, ages 12 and 14.
A spokeswoman for the prosecutor's office said Hrehocik had arranged the meeting online with a man he thought was the girls' father, but actually was an investigator with the Internet Crimes Against Children Task Force.
Information from: The Plain Dealer, http://www.cleveland.com


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SEATTLE (AP) -- A 3-year-old boy who refused to use his seatbelt never got off the ground when he and his father boarded an Alaska Airlines flight at an airport in Seattle.
The pilot returned to the gate at Sea-Tac Airport on Saturday and asked the father and the boy to get off.
Alaska Airlines says it was a matter of safety and the pilot would rather deal with it on the ground than in mid-flight.
The father, Mark Yanchak of Everett, told KIRO-FM (http://is.gd/CxbZIF ) the crew overreacted.
Information from: KIRO-FM, http://mynorthwest.com/


text:
There's mosquitoes on the river
Fish are rising up like birds
It's been hot for seven weeks now
Too hot to even speak now
Did you hear what I just heard?
Say it might have been a fiddle
Or it could have been the wind
But there seems to be a beat now
I can feel it in my feet now
Listen here it comes again
There's a band out on the highway
They're high steppin' into town
It's a rainbow full of sound
It's fireworks, calliopes and clowns
Everybody's dancin'
The Music Never Stopped: Grateful Dead, 1975: Barlow/Weir. [Aficionados of this particular song should check this post out, updated since the news of John Perry Barlow's passing].
One of my favourite Grateful Dead songs, from one of my favourite Grateful Dead albums. I first heard Blues For Allah sometime in 1976, and, to use the language of those times, the album "blew my mind".
1975. There was no internet in those days, no Web. If, like me, you'd lived in Calcutta all your life, information used to be pretty hard to come by. It was all "analogue", often physical, often simultaneous: "word-of-mouth". Radio was the medium by which you found out things, and newspapers and magazines were the ways in which those things were persisted, often after applying filters.
Some of the filters were censoring filters: after all, 1975 was the beginning of the Emergency in India, 21 months of authoritarian rule most of us would prefer to forget. But for the most part, the filters were marketing filters, attempts to prioritise and contextualise the flow of information.
Suffice it to say that tidbits of information about the Grateful Dead did not make that prioritisation cut, and so the way we heard about the band, band members, their music, their lives, it was pretty much all based on community interaction: sharing tapes, articles torn out of tattered foreign magazines, the liner notes on well-worn albums passed on from hand to hand, stories, some of them nothing more than rumours, permeating through the collective consciousness of the Deadheads in Calcutta and in the rest of India. Which sort of makes sense, given that the Dead were the band who gave us "taping rows".
That's how I first heard of John Perry Barlow. As a Grateful Dead band member and lyricist, writer of songs I'll never forget.
When I left India in 1980, it became a little easier to hear about the Dead, to hear them, even to watch them play live. Which was incredible. But when I asked about John, all I heard was "he's retired, he's become a rancher somewhere like Montana or Wyoming". Which really intrigued me. But it was hard to find out more.
Then, in the early 1990s, his name began to crop up here and there. That's how I heard about the Electronic Frontier Foundation, and was intrigued enough to find ways of supporting their work. I've been privileged to meet many of the EFF pioneers over the years, and I'm grateful to all of them for helping me understand things I didn't understand earlier.
By the late 1990s I'd read A Declaration Of the Independence of Cyberspace, and John became that rare beast to me, a hero in more than one domain, made even more mysterious by his decision to walk away and return to ranching roots.
A strange convergence was taking place. It was through reading about the EFF that I found out about Esther Dyson, someone who's been an incredible mentor to me, not just in person but often from afar (and possibly without even knowing about it). It was through Esther that I learnt about Christopher Locke, and began to discover what would later become The Cluetrain Manifesto. I managed to convince Chris to come and speak to my teams in London and in Bangalore, one thing led to another, and soon multiple pathways led to my speaking to and then meeting Doc Searls; meeting David Weinberger and Rick Levine would soon follow.
Some years later, Doc would introduce me to John. And so I finally met someone who was a childhood hero of mine, an adolescent hero of mine and an adult hero of mine. [Yup, I was tongue-tied. Entranced].
Soon after that, as I began to delve more into this mystical man, I learnt about his Principles of Adult Behaviour. They're reproduced in AC Smith's blog What I Know So Far, in his eulogy to Barlow. Please do go there and read the article and the Principles, you won't regret it.
John Perry Barlow's path began to cross mine every now and then after that, and he remained as welcoming, as affable, as laughing-glinting-eyes as ever. We became friends on Facebook, and it gave me the chance to have some vicarious connection to him and what he was going through over the past decade or so.
With his passing we mourn the loss of a gentle man, one who spent time thinking about things that are important, and then writing about those things and sharing them. The age of cyberspace is upon us, warts and all. If you haven't done so already, do make the effort to read his Principles, his Declaration of Independence, his Economy of Ideas, his Next Economy of Ideas.
I didn't know him well. At most I met him a dozen times; at most I had three conversations of any note with him. Yet, in all those interactions, he sought to embody the principles he'd written about and referred often to. He was open and welcoming, encouraging and "building up", willing to question himself in everything while at the same time striving for a future with hope and purpose, seeing the value of humanity as a collective rather than a set of isolated human beings.
I remain grateful to him (no pun intended). I remain grateful to the ideas he helped birth in me.
Cindy Cohn, over at EFF, has written a brief but very moving piece about John and his life and what he leaves behind; by continuing to visit that site you will learn more about his work and his legacy; by supporting EFF you can play your role in extending that legacy.
RIP John Perry Barlow.
Some of you have been conversing with me, not only via this blog, but also intermittently via other channels, principally facebook and twitter. Blogs are conversations about the provisional, and I learn from your comments and pointers.
By now you're used to my whims and vagaries. You know I try and write about information using perspectives that aren't necessarily "business". For the most part, I tend to meander into the worlds of food, music and literature, and to use those settings to investigate aspects of information.
Sometimes I wander into a narrower space, that of cricket. I realise by doing so I "lose" a goodly number of you, and ask for your forbearance. I just had to write this cricket post. It also happens to touch upon one of my other foibles, constructing UnGoogleAble questions.
Early this morning, I found out something that really intrigued me. When James Anderson joined Alastair Cook at the fall of Stuart Broad's wicket, it was only the second time in history that England's leading run-getter and England's leading wicket-taker were at the crease together. The first time around was in 1877, also in a Test between England and Australia, the second proper cricket "Test match". [Technically this was not an Ashes match: the fateful home loss that heralded the term took place in 1882]. To put this in context, the current match, Test number 2289, is England's 994th; the previous instance, Test number 2, was, unsurprisingly, also England's 2nd. So for 140 years, across 992 matches, England's top run-getter didn't bat with England's top wicket-taker. Until yesterday.
[My thanks to Benedict Bermange for the tip-off. Great find].
[Update: To give you an idea of just how delicious this is, Ian Botham retired from Test cricket as England's leading wicket-taker, barely two weeks before David Gower overtook Geoff Boycott to become England's leading run-getter. Nearly….]
It got me thinking. How would I go about checking on this? How would I go about checking on whether, and if so how often, this has happened for cricketers of other countries?
I started with people whose careers I was readily aware of. My Testbed, so to say, was Tendulkar and Kumble, India's leading run- and wicket-accumulators. The first thing I had to do was to check whether they'd ever batted together. Tendulkar played Tests from 1989 to 2013, and Kumble from 1990 to 2008, so there was no doubt they'd played together. But had they batted together?
Turned out they had. 16 times to be precise.
The next thing to check was when each became the country's leader in their field. Turns out that Kumble led the wicket list from 10th December 2004, and, coincidentally, Tendulkar led the run list from 10th December 2005, exactly a year later. Which then meant that of the 16 times they'd batted together, there were only two occasions when they were at the crease as the crowned kings of their art.
The joy was in being able to query all this simply and quickly using free-to-air unpaywalled resources.
Thank you ESPNCricinfo. I can now while away some more of my vacation messing about with the data to get to every instance where a country's leading run-getter was at the crease with the country's leading wicket-taker. If I feel particularly adventurous, I could test for instances where the world's run-leader batted with the world's wicket-leader, then soften the conditions (as I suspect I will need to) to test for those where they faced each other or, at the very least, were on the field of play at the same time.
Another of my favourite examples is discogs. If you're interested in vinyl you have to play around with the site, it's amazing.
More recently, I came across something truly astounding, to do with yet another of my vagaries. I collect fountain pens. Not "to collect and admire" but to use. I love using pens that have been looked after diligently by others and handed down through generations. As with most of my collections, I've tended to specialise: the only pens I bother collecting are Pelikans. Anyway, the point of this story is that the pens often need some restoring, and a proper understanding of the filler mechanism is important. Which is how I came across Richard Binder's site and books.
Each of these sites is different in terms of the data provided, the "openness" of the data, how easy it is to get to, use and enhance. The pen-filler site is an example of something narrow and deep, available to read and with illustrations, with the ability to buy more detailed stuff as needed. The cricket site comes with very rich data and with a powerful interface that lets you do quite a lot without having to program anything; the discogs site is full-blown, with APIs and a proper API Forum, with all the data provided on a CC0 No Rights Reserved licence.
We're all going to learn more about the importance of open data, of building data infrastructures that make it possible for people to learn about stuff, gain insights, build insights, enhance human understanding. People like Tim Berners-Lee, Nigel Shadbolt and Wendy Hall have been banging this drum for a long time; the people at the ODI in the UK, initially led by Gavin Starks and more recently by Jeni Tenison, continue to show the way. In my interactions with DJ Patil it has become clear to me that what he and his network of colleagues have been doing is similar and of critical importance. We're all having to deal with the fallout from fake news, fake information, fake data, fake credentials, even fake actions. This fakeness adds to and worsens the problems we have in debating almost anything of value — there is extreme polarisation of views, with its consequent blind acceptance of opinion and even lie as fact. Yet the problems we face as humanity (be they in climate or nutrition or health or water or energy) require us to collaborate across cultures and timezones if we are to get to solutions. Ubiquitous and affordable access to bandwidth and compute is part of what we need to get there; research in web science is key; so too is digital literacy. And open data.
We should celebrate and honour the people and institutions that make all this possible.
A few years ago, I read this disturbing Rip van Winkle post by Hossein Derakhshan.
He'd been incarcerated for six years, and wrote about how the Web he'd left had changed while he was away. One phrase stood out for me. A departure from a books-internet to a television-internet. It resonated. Deeply.
I've believed in the idea of being connected rather than channelled for many years now. Not surprisingly, that phrase occurs repeatedly in the "kernel" for this blog, written as I launched ConfusedOfCalcutta a dozen or so years ago. [Until then my blogging was "closed", a constraint placed by the nature of the work I was doing at the time].
Hossein's web-we-have-to-save piece began to gnaw at the Cluetrainer in me. If you haven't read that yet, do so as soon as you can. Messrs Searls, Locke, Weinberger and Levine are well worth revisiting, not just visiting. I do so pretty much every year.
The Cluetrain Manifesto told us that we weren't meant to be seats or eyeballs or end users or consumers. We were meant to be human beings, and our reach was meant to exceed the grasp … of those who would control us, channel us. If digital advertising revenues are anything to go by, and if the linear nature of streams is anything to go by, it looks like we're heading firmly back into seats and eyeballs territory. The bait of book-internet was being switched into television-internet, aided and abetted by the "appy" world of the smart mobile device. Words like content and audience were back in favour.
The Cluetrain Manifesto also told us that hyperlinks would subvert hierarchies. Again, in reading Hossein's piece, there was something that resonated in me about the channelling nature of the hashtag culture in comparison with the connecting nature of the hyperlink culture. Folksonomical in origin, when embedded in streams, the essence of the hashtag ran the risk of becoming a channel identifier.
The Cluetrain Manifesto said markets were conversations. Ah yes. Conversations. I remember conversations. When people could discuss ideas, write "provisionally" as Doc Searls used to say, where (if I remember his metaphors correctly) the blogosphere was souk-like, as described to him by an African pastor on a flight somewhere. I think he also referred to a conversation with George Lakoff where a blog post became a snowball, gathering a momentum all its own as it was cross-linked and commented on. Our moves towards shorter-form posts, towards soundbites and tweets, towards channelled streams, towards video, towards "live", all of these moves militate against conversation.
So is that it? Back to seats and eyeballs, channelled not connected, "audiences" sucking up linear "content"? Back to a time where discourse wasn't possible, where law-of-the-jungle-might-was-right, and visceral emotion was the preferred means of communication?
If Hossein Derakhshan had "woken up" in 2017 he may well have assumed so.
Platforms used to be things that we built on, not in.
If platforms are to be built sustainably, that's principle 1. You build on a platform, not in it. Those that build on the platform should be able to interact with each other independent of the platform if they so choose.
Platforms are not just big business in themselves, they do generate employment. But the on- part of the business must be significant in relation to the in- part. A sustainable platform will create ecosystems that are orders of magnitude larger than the platform itself. That's part of what makes a platform sustainable. I think that's principle 2 of platform sustainability.
A part of me wants to evoke Jane Jacobs and Christopher Alexander when it comes to building sustainable platforms. The platform "community" needs to be cared for and looked after, the living spaces they inhabit need to be designed to last. Multipurpose rather than monoculture, diverse rather than homogeneous . Prior industrial models where entire communities would rely on a single industry need to be learnt from and avoided. We shouldn't be building the rust belts of the future. We should be looking for the death and life of great platforms, for a pattern language for sustainable platforms. Principle 3 of platform sustainability looks at the diversity of the ecosystem.
I think there's a need for a fourth principle, something to do with the right to repair.
Photo courtesy Rama Sangye, an old classmate from Calcutta
The lungi-clad moustachioed gent above is unlikely to see his job taken by a robot anytime soon. He repairs gramophones. The ones that work off-grid, with bloody great horns, with steel needles eking out sound from lacquer records operating at 78rpm.
That was the India I left. Where anything that could be repaired was repaired. Everything came with a right to repair, and people learnt to do that repairing. Sometimes with official spare parts, sometimes with sensible cannibalisation, sometimes with sheer ingenuity when something else at hand was suitably repurposed.
There is no such thing as digital-only. That which is digital exists in and forms part of the world we inhabit. And we need to know how to fix things that break in that construct. Bias in AI systems may be an area where the "right to repair" will manifest itself most powerfully.
Principle 4 of sustainable platforms is the right to repair.
This is, by its very nature, a provisional post. I'm sharing things I'm thinking about, in the hope that a number of you get in touch with me and help me learn about this space. The blogosphere is not what it used to be, and people don't necessarily comment any more.
We need to be thinking about sustainable platforms. On-platforms rather than in-platforms; platforms that create ecosystems many orders of magnitude larger than the platform itself; platforms designed for sustainable growth rather than digital coal mines, rust belts and hollowed-out precincts, downtowns that die every night; platforms where the right to repair is universal.
More to follow. Maybe. If anyone still reads stuff like this. If markets are still conversations.
A coda:
I had the joyous experience of finding, and acquiring, this timepiece a little while ago. it cost me less than 0.001% of what Paul Newman's Rolex went for.
It's a Station Master's watch from a century ago. Swiss movement, casing ostensibly from Britain, distributed in Calcutta through the esteemed name of Garrard.
It's lasted well. Works like a charm today.
It lasted well because it was designed and built to last. And it was taken care of.
For something to be sustainable it needs to be designed and built as sustainable.
That's necessary but not sufficient. Sufficient happens when due care is taken.
Incidentally, one of the recent books I'm reading (and enjoying) refers to time as "the engine of interaction". I think that time and place and identity are all engines of interaction, and that sustainable platforms have this at their core.
Maybe this coda contains principles 5 and 6. Let us see.
When I was a child, I loved seeing photographs of everyday things from not-everyday perspectives. I think the first such thing I remember marvelling about was what a human hair looked like under a powerful microscope. It looked a bit like this image from "Long Hair Community" via Google:
I'm still fascinated by such out-of-normal-perspective images. More recently I came across the work of Pyanek, who appears to dabble in such stuff. Here's his view of pages from a book.
It's not just close-in that is interesting, zooming out is as mesmerising. I love flying, and spend a lot of time on planes. When on a plane, I tend to read and write rather than watch films. The odd documentary perhaps, but that's about it.
In addition, when possible, I enjoy looking out of the window. Even now, seated at home, I marvel at the thought of how placid and glassine the ocean looks when viewed from 37000 feet. After a while you get to recognise the signs of movement even at that distance.
When I'm taking off or coming in to land, I make an effort to try and recognise "objects" from afar. You'd be surprised at the altitude from which you can, with confidence, say to yourself "That's a golf course" or "that's a graveyard". With a little practice it becomes quite enjoyable.
There's always a coming-home segment to my flights, and I live in Windsor, which means I get to do something unusual. View my house while coming in to land at Heathrow. It only happens when we approach from that side, but it happens often enough for me to know the signs. And so I try and "lock on" to the path as early as possible, filing away telltale signs from distance.
After a while I found I could do it regardless of the approach; coming over Canary Wharf and following the Thames became as recognisable as flying in over Windsor Great Park, circling to the north-west before making the approach became familiar as well.
I still remember the unfettered joy of looking down from maybe 10000 feet and realising that what I was seeing was fireworks at dusk. An amazing feeling.
There's something special about looking at things from very close or very far away; something to learn about the thing in question; something to help you get balance into your view; something calming, sometimes even therapeutic.
We use phrases like "get the big picture" or "see the wood for the trees"; I am not sure how often we get to practise changing perspective.
Practice in changing perspective is not just a distance thing, it's a time thing as well. Every morning, as I prepare for the day ahead, I ask myself "what's the one thing I'd like to get done today". But I also ask myself regularly "what's the one thing I'd like to do this year".
Sometimes I do this looking backwards rather than forwards. "What's the one thing I achieved last year". Sometimes it's with a more critical twist: "what's the one thing I would have liked to have done last year".
Changing perspective can be enjoyable, instructive, even illuminating. Changing perspective in the grain size of what you look at: very small to very large, very near to very far; changing perspective forward and back in time; each of these exercises can be valuable.
Today, with the tools of social media, you can test questions like "most played/watched/read this day, this week, this month, this year". We should be able to apply the same techniques to issues beyond just entertainment.
Sometimes the platforms give you the ability to change context: trending globally, trending in country A, trending locally. This should be something we should also be able to do in time rather than just geography.
It becomes even more important when you can point the mechanism towards "trending amongst people whom I trust and whose opinion on this topic matters to me".
We will get there, as we learn the real potential and value of the friend graph .
I intend to write more about this; I'm not sure when, but it will happen. My urge to write has been weakened by the polarisation and politics and sheer venom I see around me.
I'm going to be 60 in a few months. My second grandchild is due any moment. Some of the people I care for aren't well. Some of them aren't here any more.
There is a lot we cannot control. And there is a lot we can change. That we must change.
To make the right changes we must understand. Understanding requires being able to stand in someone else's shoes. Or footprints.
Perspective matters. The ability to change perspective, and to learn from that change, matters. The ability to hold on to what matters also matters, as you learn from a variety of perspectives.
This is part of a map of Calcutta published in 1842. It's the city I was born in, the city I grew up in, the city that was my home for the first twenty-three years of my life. A city I remember with fond memories and one I visit with joy in my heart. [Incidentally, it's a map whose original is safely with me, and whose copyright might just have expired by now, 175 years later…]
The city shown above is a very different city from the one I grew up in.
I was born in Lower Circular Road, Sealdah, in 1957. A few years later, after the death of his father, my father moved us to Hindustan Park, Ballygunge, and that's where I stayed till 1969. That would have meant nothing to the people who lived in Calcutta when the map was drawn. There wasn't much happening in Ballygunge then. Fields.
The house I was born in had a bloody great railway station close by. It didn't start getting built till 1869. The Jesuit school and college I went to, St Xavier's, aren't on the map either. All you see are what I think are the grounds to the Bishop's Palace, some of which became my alma mater in 1860.
The house I inhabited during my last decade in Calcutta, on Moira Street, wasn't built by then. But the road existed. Theatre Road is on the map, with a massive theatre at the Chowringhee end. The road was still there when I was there, but sans theatre. Free School Street, where I could buy secondhand books and albums cheaply, is shown; it then still had a Free School on it; I know the road but never saw the school.
I whiled away many hours in the New Market, Lindsay Street. That didn't get built till 1874, more than thirty years after the map above. Fenwick's Bazaar, the reason why New Market was "new", doesn't make the grade, either nonexistent or too small to count.
Victoria Memorial, another place I spent many hours in, doesn't make the map. Not surprising, since Victoria was very much alive and not a subject of memorials when the map was drawn. She would get her memorial later, built between 1906 and 1921.
I rarely left Calcutta during my time there; when I did, it was usually by train, from Howrah Station. I have wonderful memories of that place, the sights, sounds and smells. Buying platform tickets in large quantities as we greeted or saw off family members. Remembering where the car was parked, off Platform 9, always for some reason near a damp part of the platform, and never far from a bookseller. Watching the redshirted coolies go about their business, as kitchen-sink holdalls and trunks were transported along with their kitchen-sink owners.
No Howrah Station on the map. Hadn't been built. If it had been built, it would have been a job getting there. No Howrah Bridge there. That would come later.
No Lansdowne Road, where Miss P. Hartley set up her school in a converted stables, my happy home from 1963-1965. That was opposite where Gyan Singh used to live, the Gyan who influenced my taste in music more than anyone else, the Gyan who married my cousin Jayashree (who was almost as big an influence on my musical taste), the Gyan whose son is the Singh in Parekh and Singh. The Gyan I still miss. (And Jayashree, get well soon!).
The Calcutta of the map is a very different Calcutta from the one I grew up in.
Just like today.
The Calcutta of today is also one that's very different from the one I grew up in.
This post is not a wallowing-in-nostalgia post. Instead, what I'm trying to do is to emphasise the importance of knowing past contexts.
Esther Dyson, someone I admire greatly, someone I've learnt a lot from listening to, reading and observing, used to sign off her emails with "Always make new mistakes". I loved that. It made complete sense in the "I have not failed, I have found ten thousand ways that do not work" mould.
To make new mistakes, you must know what the old mistakes were. To interpret an action as a mistake, context is critical. Without that the correct lesson isn't learnt, and we get into a "history repeats itself" cycle.
Every organisation I join, every organisation I spend time with, I try and understand what went on earlier. The context in which prior decisions were made. The assumptions, the consequences. It is only in that hindsight that the unintention of the consequences becomes clear.
Without that contextual awareness of the decisions and the history, I can't be sure I'm making new mistakes.
Much has been made of the need for organisations to become learning organisations. A learning organisation is a failing organisation. It must be a failing organisation, but with a difference. Failures aren't repeated. They are learnt from.
Many organisations are set up to militate against failure. That militancy is deep in organisation culture. And in that very militancy lie the roots of real failure, the failure that comes from not learning.
Making new mistakes is hard if you don't know about the mistakes of the past. You don't need to re-make the mistakes of the past in order to learn from them. But you must know about them. And know the context in which they were made.
That requires a cultural willingness to accept mistakes, to record them, to understand the context in which they were made, and to understand what was done to deal with the root cause.
Not all the maps I study are geographical in nature. Some of them aren't maps. Some aren't even written. But they all give me context in which to understand and learn from past mistakes.
So that I can keep making new ones.


text:
91-year-old driver charged after firefighter struckBy NANCY BEAN FOSTER
Union Leader Correspondent
January 09. 2013 10:17PM
WEARE - A local firefighter was injured after being struck by a car while directing traffic at the scene of an accident on Wednesday.
According to a statement from Weare Police Chief Gregory Begin, the chief and another officer responded to an accident at the intersection of Route 77 and Sugar Hill Road involving a jack-knifed tractor-trailer and an automobile.
An investigation of the incident revealed that Alita Phelps, 48, of 5 Smith Road in Andover, turned right out of Sugar Hill Road onto Route 77 and into the path of an oncoming tractor-trailer. The truck, driven by Joseph Boyce, 30, of 1602 Route 25 in Orford hit the 2001 Dodge Neon being driven by Phelps, seriously damaging the rear end.
Phelps was transported to Concord Hospital with non-life-threatening injuries.
However, while the accident scene was being investigated, a second accident occurred. Weare firefighter Jeff Lewis, 31, of 17 Pleasant St. in Goffstown was assisting with traffic on the east side of the crash scene when he was struck by a 2001 Ford Focus. The Focus, driven by Alice Grenier, 91, of 373 South Sugar Hill Road in Weare, hit Lewis and caused non-life-threatening injuries. Lewis was also transported to Concord Hospital by Weare ambulance.
Grenier is facing two charges including vehicular assault and reckless operation. She is slated to appear in Goffstown Circuit Court for her arraignment on Jan. 24.
The cause of the initial accident is still under investigation and anyone with information is being asked to contact the Weare Police Department at 529-7755.


text:
Rare Tuna with Pear, Pine Nuts, and Chili Oil
|Seafood, Nuts, Fruits
|Day Part
|Menu Part
|Appetizer/Small Plate
|Cuisine Type
Source: Karen Barnaby, Fish House in Stanley Park; Pear Bureau Northwest
Dining is an exciting adventure with Chef Karen Barnaby. Her lightly seasoned tuna is quickly seared and served with diced fresh pears, julienned green onions andpine nuts. Served with a drizzle of garlic-infused soy sauce, sesame oil and chili oil.
2 cloves garlic, minced
4 Tablespoons (60 mL) soy sauce
2 teaspoons (10 mL) sugar
2 teaspoons (10 mL) roasted sesame oil
1 teaspoon (5 mL) chili oil
4 Tablespoons (60 mL) thinly sliced, green onion
2 8 ounce (250 g) pieces of ahi tuna, 1/2 inch thick
Vegetable oil
Sea salt
2 teaspoons (10 mL) toasted sesame seeds
1 ripe, yet firm Bartlett pear
8 teaspoons (40 mL) mayonnaise
1 Tablespoon (15 mL) raw pine nuts
- Combine the garlic, soy sauce, sugar, sesame oil and chili oil. Place the green onion into ice cold water.
- Coat the tuna with the vegetable oil and salt both sides liberally. Heat a heavy frying pan over high heat until just smoking. Place the tuna in the pan and sear until a good, brown crust forms. Turn over and brown on the other side. The tuna should remain rare. Remove from the pan. Strain the soy sauce mixture through a fine sieve, pressing down on the garlic to extract the flavor. Discard the garlic. The soy mixture may be made up to 1 day in advance. Cover and refrigerate.
- Drain the green onion and roll in a paper towel to dry. Core the pear and cut into 1/4-inch cubes.
- Cut each piece of tuna into 12 thin slices. Using 3 slices per plate (or six for a main course), arrange in overlapping slices on 8 (or 4) plates. Drizzle with the soy sauce mixture. Place 1 teaspoon (5 mL) of mayonnaise on top of the tuna and top it with a mound of the pear. Drizzle any remaining sauce over the tuna and sprinkle with the sesame seeds, pine nuts and green onion. Serve immediately.


text:
|From: Robby Findler (robby at eecs.northwestern.edu)
Date: Fri Aug 5 00:13:30 EDT 2011
I too tried it (ages ago) and ended up roughly where Eli is, but I didn't want to judge since I wasn't actually trying to use it for something useful (and, as we all know, that can change how you use things and how well they work for you). So I wonder if anyone has a positive experience with this kind of searching in an "in anger" kind of setting? Robby On Thu, Aug 4, 2011 at 9:08 PM, Eli Barzilay <eli at barzilay.org> wrote: > 6 minutes ago, Asumu Takikawa wrote: >> A few of us in the lab today were discussing how the Haskell >> community has this nice tool called Hoogle >> (http://www.haskell.org/hoogle) that lets you search Haskell docs by >> type. > > Are there any *practical* uses for that thing? > > (Not a flame, I tried it a few times, and it looked like i might be > useful in a language where you use point-free style to compose > functions -- so you might know the type that you need `(a -> b -> c) > -> (b -> c -> a)' but not the `flip' name. But such serches don't > see, to work. So from this shallow scan, it looks like one of these > things that sound cool on paper, but are useless in practice.) > > >> Is it at all feasible to supplement Racket's doc search to display >> contracts > > That won't be hard in itself, but the real problem is huge blocks of > text in the results which would make it much less useful. > >> and/or search by contract? (or type for TR) > > That would be more difficult, since the search will need to do a lot > more work. I'm also guessing that given that we have much more *text* > in contracts (as in "integer" and "resolved-module-path?"), it will > make searching show way more false positives. > > -- > ((lambda (x) (x x)) (lambda (x) (x x))) Eli Barzilay: > http://barzilay.org/ Maze is Life! > _________________________________________________ > For list-related administrative tasks: > http://lists.racket-lang.org/listinfo/dev >
|Posted on the dev mailing list.


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* Your list is public by default.
Alternative Titles
English: Brave Witches
Japanese: ブレイブウィッチーズ
Type: TV
Episodes: 12
Status: Finished Airing
Aired: Oct 6, 2016 to Dec 29, 2016
Premiered: Fall 2016
Broadcast: Thursdays at 01:35 (JST)
Producers: Kadokawa Shoten, Nippon Columbia, KlockWorx, Glovision, Sony PCL, Kadokawa Media House, Sanyo Bussan
Licensors: Funimation, Crunchyroll
Studios: Silver Link.
Source: Original
Duration: 23 min. per ep.
Rating: R+ - Mild Nudity
Score: 6.891 (scored by 11,153 users)
1 indicates a weighted score. Please note that 'Not yet aired' titles are excluded.
Ranked: #40032
2 based on the top anime page. Please note that 'Not yet aired' and 'R18+' titles are excluded.
Popularity: #1998
Members: 36,301
Favorites: 97


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Two days into camp and the Mets have already taken two shots.
The first was inevitable, that Michael Bourn signed elsewhere. Come to think of it, so was the second when Frank Francisco was shut down with elbow inflammation. The proviso was Francisco would be the closer if healthy and he is clearly not.
How long he'll be shut down is anybody's guess, and opening the season on the disabled list is a fair place to start. In the interim Bobby Parnell will close. Again.
I like Parnell over Brandon Lyon or Josh Edgin because he has the greatest upside. Parnell has pitched in several capacities for the Mets, ranging as a starter to a set-up role to closer, and hasn't excelled in any of them for a variety of reasons.
First, he has been overly reliant on is fastball, which, if it isn't darting is hittable, regardless of how fast he throws. As a starter, he didn't develop his secondary pitches. Also, it isn't unrealistic to think how the Mets bounced him around from role to role didn't have an accumulating impact on his confidence.
Remember, over the past few years the Mets have not been contenders so there wasn't really any harm in letting Parnell learn on the job, even if it meant taking his lumps.
The Mets initially wanted Parnell as a starter, but then-manager Jerry Manuel – managing only to save his job – yanked Parnell from the rotation in September.
Parnell never had clear stake to the closer role. Yes, there were times he pitched terrible, but for a team going nowhere it was a chance to learn and turn it around. Don't think that couldn't have happened. Parnell closed at the end of last season when Francisco was injured and pitched well holding opponents to a .196 batting average over 17 appearances.
There's no reason to rush Francisco back other than to attempt to salvage something for his $6.5 million contract (count that as a Sandy Alderson mistake).
So, the Mets will move on for now without Francisco, and also without Bourn, who was a long shot in the first place.
Assuming the Mets could have worked out a deal with agent Scott Boras – the Indians got him for $48 million – there was the matter of Bourn waiting for an arbitration hearing to determine whether they would surrender their draft pick.
If they had to, there would have been no deal. There is no way Bourn would have waited for that outcome and miss another offer. Bourn was never going to happen, and if I were a cynic I'd be thinking going after him was a smokescreen to suggest action.
That would have been a pipe dream, as is thinking Francisco wouldn't go down again.


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Leaders of the Philadelphia School District's blue-collar workers' union said a news conference held on the steps of district headquarters Wednesday that they have offered about $20 million in salary and benefit concessions to the district, but that no settlement has been reached yet.
George Ricchezza, head of 32BJ, the union that represents mechanics, bus attendants, cleaners and other workers, said that he and others from the local have met with district leaders 16 times since February and have three more sessions scheduled.
They hope to get a deal done by Friday. All 2,700 members of the union have received layoff notices and fear their jobs will be privatized; the layoffs of 1,000 are scheduled to take effect June 30.
"We've been talking," Ricchezza said. "We believe that we can get a deal done."
Many of the workers earn less than $20,000, but Ricchezza said he has offered a package of savings, including wage freezes and health and benefit concessions adding to about $20 million.
That would cost the average worker between $6,000 and $8,000 annually, Ricchezza said.
"We're millions apart," he said. "We are willing to concede. We are willing to make concessions, but there has to be a bottom line."
Ricchezza said he was frustrated by news that School Reform Commission officials had been lobbying in Harrisburg for legislation that would allow them to cancel collective bargaining agreements. Those efforts, first reported in The Inquirer, are dead now, officials said.
"We thought that we were talking to the district in good faith," said Ricchezza.
Also at the news conference were Jerry Jordan, president of the Philadelphia Federation of Teachers, and Michael Lodise, president of the union that represents school police officers.
District spokesman Fernando Gallard said that officials are working toward a settlement with 32BJ. He said because negotiations are ongoing, he could not comment further.


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2012 Emmy Awards: Miss Jimmy Kimmel's Opening Sketch? Watch It Here!
Late-night show host Jimmy Kimmel hosted the 2012 Primetime Emmy Awards last night, and if you're wondering how he did… well, not great. There were a few semi-funny bits here and there, but for the most part, the presenters were more entertaining than he was.
But one part that was enjoyable to watch was Kimmel's opening skit, which featured all our favorite ladies of television (excluding anyone from 'Modern Family'). Now, thanks to the folks at 'Jimmy Kimmel Live,' you can watch the entire opening skit right here.
This year, the 2012 Emmys started with a look backstage at Zooey Deschanel from 'New Girl,' Christina Hendricks from 'Mad Men' and Mindy Kaling from 'The Office'/'The Mindy Project' practicing their "surprise" faces in case they were to win big. (SPOILER ALERT — none of them did actually win, with most of the Emmys in the Drama category going to 'Homeland' and the Comedy awards going to 'Modern Family.')
Then Kimmel came in crying and locked himself in a bathroom stall, but that wasn't really one of the funniest moment. Those came when we got a blurred shot of Lena Dunham from 'Girls' sitting Indian style and naked on a toilet while eating cake, and a few seconds later when Kathy Bates punched a hole through the bathroom stall.
But if you're wondering what Kimmel was in tears over, check out the full 2012 Emmy Awards opening sketch below. Then let us know in the comments what you thought.


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Good Luck...
Their World in my Hands
- by Beatrice_Grace_Clearwater
- Rating:
- Published: 30 Jan 2014
- Updated: 10 May 2014
- Status: In Progress
My choices can change the lives of the ones I love, the ones I hate and the ones I don't know. I am a witch, an undetectable. It's all new to me, I could lead us to greatness or to devastation and I'm not ready for the power, but I have to be. Everyone's relying on me, I have their world in my hands and I cannot let them down...
Join MovellasFind out what all the buzz is about. Join now to start sharing your creativity and passion
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TEGUCIGALPA, Honduras (AP) — A Honduran army general whose son was shot to death at a restaurant is charging that someone in the National Police was behind his son's slaying.
Gen. Ricardo Ramirez del Cid says a witness has said a police official hired gang members to kidnap his 17-year-old son. Ramirez didn't identify anyone by name.
Authorities have said at least 10 gunmen entered the restaurant where Ramirez's son was eating Sunday and killed him after a shootout with two bodyguards.
During a radio interview Thursday, Ramirez called Honduras' National Police director and security minister "incompetent" and said they should resign.
Ramirez headed the National Police for six months until he was replaced last May amid charges that police were involved in the kidnapping and murder of one of Honduras' best-known journalists.


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| Updated Hurricane Sandy News
NEW YORK – The lights went up again on Broadway Wednesday for the first time since superstorm Sandy hit New York, as entertainers headed back to work in a city still wracked by power-outages and a suspended subway system.
Though some Broadway shows, including "Mary Poppins" and "The Lion King" remained dark Wednesday, the curtain was to rise for many of the other 38 shows, including "Cyrano De Bergerac." Patrick Page, who plays the villain Comte de Guiche in the production, was heading back to the theater for a matinee performance, even if he was unsure if there would be anyone in the seats.
"Broadway is as important an icon of New York City as the subways, so to get back to work is a sign that we can bounce back," he said. "This has been such a tough time for so many and it's vital that we show the lights are on and there's great work being done onstage."
Page said he spent a restless time off in his Upper West Side neighborhood, worried about his in-laws along the New Jersey shore – he is married to actress and TV personality Paige Davis. He said he checked Facebook to find out how friends were fairing, obsessively watched the news and went out to check that neighbors had ridden out the storm.
"We're New Yorkers," he said. "We'll get through this."
That was also the spirit of New York's late-night TV hosts, all of whom were to be back in production Wednesday. The remaining holdouts – Jon Stewart with "The Daily Show" and Stephen Colbert with "The Colbert Report" – were to join David Letterman ("The Late Show"), Jimmy Fallon ("Late Night") and Jimmy Kimmel ("Jimmy Kimmel Live"), who is doing a week of shows in Brooklyn, on the airwaves.
All were to tape with a live studio audience Wednesday. Out of safety and caution, Letterman taped Monday and Tuesday's episodes in front of an empty Ed Sullivan Theater. Fallon did the same at Rockefeller Center on Monday.
Other New York cultural institutions were forced to continue to cancel planned events. Carnegie Hall, which sits on 57th Street near the hanging crane, announced that its Thursday concerts were postponed, after having already done the same for Wednesday night's performances. Lincoln Center swung back into business Wednesday, with the exception of a handful of events. Performances were also to resume at the Metropolitan Opera.
For many, figuring out exactly when to reopen business was a daunting and uncertain decision. While parts of the New York transit system have been restored, predictions on when subways, commuter rails and power to the southern end of Manhattan have generally been vague. Knowing when both performers and audience can get to their stages, TV studios and concert halls has been a day-by-day waiting game.
The Keep a Child Alive foundation announced Wednesday that the 9th annual Black Ball, scheduled for Thursday, has been postponed. Alicia Keys was to host, Oprah Winfrey was to be honored and Beyonce was to perform at the Hammerstein Ballroom event, which raises money to fight AIDS in Africa.
AP Theater Writer Mark Kennedy contributed to this report.
Follow Jake Coyle on Twitter at: http://twitter.com/jake-coyle


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The ex-England coach sacked after a row with Kevin Pietersen has said there's no need for the batsman to have a "love-in" with his team-mates if he is to resume his international career.
However, Peter Moores said "mutual respect" was necessary.
The England selectors were due to meet on Tuesday to pick their squad for the upcoming four Test tour of India, with the party set to be made public Thursday.
Pietersen, England's most talented batsman, remains in international exile following a series of flare-ups that led to him being dropped following the drawn second Test at Headingley last month.
Although Pietersen made a brilliant, match-saving, 149 against his native South Africa, he was axed after it was revealed he'd sent "provocative texts" to opposition players, some of which were allegedly critical of then England captain Andrew Strauss.
Pietersen has not played for his adopted country in any format since and will miss this month's World Twenty20 in Sri Lanka, despite being the man of the tournament when England won the 2010 edition in the Caribbean.
However with Strauss having now retired -- a decision he insists was not influenced by the latest controversy engulfing Pietersen -- and England needing to find an opener to replace him alongside new captain Alastair Cook, the top order could struggle if his absence continues heading into an Ashes year.
No need for Pietersen 'love-in' says axed coach
The ex-England coach sacked after a row with Kevin Pietersen has said there's no need for the batsman to have a "love-in" with his team-mates if he is to resume his international career.
Moores lost his post as England coach in 2009 after then captain Pietersen -- who later had to resign -- said he wasn't up to the job.
New coach Andy Flower and Strauss then formed a successful alliance that took England to home and away Ashes triumphs and the world number on ranking, which they recently lost to South Africa
"You don't need to have a love-in but you need to respect each other," Moores, now coach of Lancashire, told BBC Radio's Test Match Special.
"It's not an easy decision. I know Andy (Flower) very well and he'll be desperately keen, as will Alastair Cook, to do well in India. They're very competitive people.
"Andy's assessment is what has he got behind the scenes. No one on the outside can know that. In some ways going to the subcontinent couldn't have come at a tougher time."
The 32-year-old Pietersen's desire to play more often in the lucrative Twenty20 IPL has been central to his recent dispute with the England and Wales Cricket Board (ECB).
In a recently published interview with the Cricketer magazine, he said of the IPL: "Every board has accepted it apart from the ECB. Some part of international cricket may have to give as the IPL is not going away."
Pietersen, whose average of nearly 50 in Tests means he is on the verge of joining the game's greatest batsmen, is also understood to be unhappy at what he believes is the involvement of several England team-mates in a mocking fake Twitter account, KP Genius, that has since been closed down.


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Aditya, a defeated industrialist, is even more broken as the girl he loves is getting married. Unable to muster up the courage to return home, he boards a train, bounding away into the night. On the train he meets Geet--a beautiful but annoyingly talkative girl who is leaving Mumbai to go her hometown--Bhatinda (Punjab). Later, she has plans of eloping with her boyfriend. Geet irritates Aditya to the point of getting him to leave the train. As she tries to get him back on the train, she ends up missing it and the two find themselves stranded on a desolate station with no luggage or money. Thus begins the couple's idyllic journey through the North Indian heartland to reach her house in Punjab Upon their arrival, Geet's family mistakes the two for lovers. Before this misconception can be cleared, Geet escapes to her boyfriend in Manali. Aditya leaves with her, confirming the suspicion that they are lovers. Then, Aditya returns to Mumbai and resurrect his ailing business, and begins to do well. One day Geet's family who think that she is with him confronts Aditya. He is shocked to learn that Geet has not returned home and takes it upon himself to find her. He finally tracks her down in a Himalayan town and begins another journey to reach Bhatinda.
Official Site: www.jabwemetthefilm.com
Director: Imtiaz Ali
Producer: Dhilin Mehta
Cast: Shahid Kapur, Kareena Kapoor, Kiran Juneja and Dara Singh
Sorry there are no upcoming showtimes for Jab We Met


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Thirsty Thursday: Apple of My Pie
America was founded on courageous exploration -- in that spirit, Alie and Georgia put a whole slice of pie in a blender:
Once you've devoured the weirdly delicious Apple of My Pie cocktail, move onto these other food + booze creations:
- Maple Syrup Cocktail(with a waffle garnish)
- Guacamole Cocktail
- Jello Salad Cocktail
Boozy food (or foodie booze?) not your thing? Browse our whole cocktail library to find your perfect libation: Get Started Here


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might help treat multiple sclerosis (MS), Canadian researchers report.
So far, the scientists -- who work at the University of Calgary -- have only
studied prolactin in female mice, not in people.
But they note that MS symptoms often ease in human pregnancy, possibly
because of prolactin.
If so, prolactin could hold promise as a treatment for MS, note the
researchers, who included Samuel Weiss, PhD.
In multiple sclerosis, the body's immune system attacks the fatty sheath,
called myelin, that protects nerves in the brain and spinal cord.
"It was thought that during pregnancy, [women's] immune systems no
longer destroyed the myelin," Weiss says in a Society for Neuroscience news
"But no previous study has tested whether pregnancy actually results in
the production of new myelin, which may explain improvement of symptoms,"
Weiss adds.
Mouse Tests
Weiss and colleagues studied pregnant and virgin female mice with damage to
their myelin.
They found that pregnant mice had both more prolactin and myelin-producing
cells than the virgin mice.
The pregnant mice also did better at repairing their myelin damage than the
virgin mice, the study shows.
Next, the scientists injected prolactin into virgin mice. Afterwards, the
virgin mice boosted their number of myelin-producing cells and improved their
ability to repair myelin damage.
If the findings are confirmed in further studies, prolactin may prove useful
in treating MS, note Weiss and colleagues.
However, they suggest that since prolactin can increase inflammation, it
might need to be combined with anti-inflammatory medicine.
The study appears in The Journal of Neuroscience.
By Miranda Hitti
Reviewed by Louise Chang
B)2005-2006 WebMD, Inc. All rights reserved


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July 03. 2013 11:10AM
Nashua man says he robbed convenience store at gunpoint to buy drugs
By KIMBERLY HOUGHTON
Union Leader Correspondent
NASHUA - A local man allegedly admitted to police that he robbed a local convenience store at gunpoint because he needed money to buy narcotics, according to court documents.
Michael Curran, 22, with no fixed address, has been arrested and charged with a felony count of armed robbery for the June 16 incident at A&P Market, 54 Lock St. He is currently being held on $50,000 cash bail.
According to court records, Curran allegedly walked into the store wearing a white mask over his face, pointed a black gun at a store employee and demanded money from the cash register.
While pointing the gun at the employee, Rasikbhai Patel, a second worker tried to distract Curran by throwing a juice container at him, according to court documents.
Curran eventually ran out of the store without any money, said police.
During the investigation, authorities located a black pellet gun at a nearby playground, along with a white shirt and sock that was tested for DNA at the New Hampshire Forensic Lab, according to court records.
A search warrant was eventually issued for a sample of Curran's DNA, which matched the DNA found at the nearby park, says court documents.
"The defendant admitted that he had needed money, so he went to the A&P Market to rob the store," Det. James Stone said in a police affidavit on file at the 9th Circuit Court, Nashua Division. "The defendant said he felt bad for what he did, and only did it because he needed narcotics."
Curran also
being sought by his probation officer at the time of the alleged robbery. Along with the robbery charge, Curran was charged with a misdemeanor parole violation as well.
Curran was previously sentenced to 1½ to 5 years in jail for a separate theft incident, and three years ago walked away from a halfway house when he was suppose to be attending an alcoholics anonymous meeting.
Curran was arraigned Monday on the newest charges, and will be back in court on July 17 for a probable cause hearing.