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I have had a pile of pails and various other items for building a whimsical topiary hanging around just waiting for something to strike my fancy. They've been waiting, and waiting, and waiting... Then, while I was perusing around Made (there is also a link on my sidebar), the perfect topiary topper hopped right into my mind. I needed to make PEEP-shaped bunnies!
I used the pattern that Dana created to make her PEEPS Bunny Bunting. (I will make that bunting someday too, but I have to finish my old projects first!) Thanks, Dana, for the inspiration to finish my project!
Here are the materials and directions for making your own Bunny To-PEEP-ary Trio...
- 3 small galvenized pails
- 1 sheet smooth Styrofoam (1" x 12" x 36")
- Bunny pattern
- 3 small blocks floral foam
- 3 dowels 1/2" x 18"
- excelsior
- paint & sponge brushes
- ribbon
- crafting sand
- glitter
- Styrofoam glue
- Styrofoam cutter
- sandpaper
- assorted ribbon
|pails, dowels, 2 kinds of foam, paint, glitter, sand, and glue
|the pattern, my ribbon stash, paintbrushes, and the Styrofoam cutter
|Trace the pattern with a Sharpie marker.
Here is where I take a time-out to talk about a very handy gadget: a Styrofoam Cutter. (I saw a larger, fancier Styrofoam cutter at the store just recently, it is shaped more like a jigsaw.) I cannot remember when I picked up this little goodie, but I can tell you that it has stayed securely swathed in its original packaging until now. I haven't had a reason to use it. (I am the kind of person who picks up gadgets and then finds a project in which to use the gadget.) Features of this cutter are are that it heats up in only 30 seconds. It cools down in 5 seconds or less. This cutter comes with instructions as to how best to use it, but the biggest thing to remember is to go SLOWLY!
|The wire heats up and melts the Styrofoam to cut out your design.
This process is a bit smelly! Keep sensitive noses out of the room while you are working, and make sure you work in a well ventilated space!
The whole process of tracing and cutting out all of the bunny shapes took about 1 hour, but that included multiple toddler trips to the bathroom. :) When the wire melts through the foam, you are left with mozzarella cheese-like strings around the edges of the work. Don't worry about them now.
|The bunny shapes next to the leftovers.
|This glue is THICK!
|The bunnies are drying,
Once the glue is dry, you can begin sanding down the edges of your bunnies. You will need to do this for several reasons: one, unless you have the steadiest hands in the world, your bunnies will not be exactly the same size. Sanding will make them match more closely. Two, PEEPS do not have sharp corners, they are a bit rounded. Sanding will make the bunnies look more like real PEEPS. (This is a great time for helpers.)
|Thanks helper!
|Is that a piece of drywall tape you are using? Why, yes, yes it is!
|Prepping for the dowels.
|Guide hole about 1" deep
|Wait some more.....
Shove the dowel into the guide hole and gently work it back and forth until you reach the desired height of the topiary. I pushed the dowels in about 4".
I chose to sprinkle a little craft sand over the surface of the bunnies to help them look more like PEEPS. I used red sand because that is what I had in the craft closet. I didn't worry about the color because of the painting to come. To adhere the sand to the surface of the Styrofoam, I used about 1/2 teaspoon of Styrofoam glue diluted with 1 tablespoon of water.
|Wait longer...................
While you are waiting for the glue to dry, decorate your pails.
Smash one block of floral foam down into a pail. Don't worry about cutting the foam to fit the pail, it crushes to fit easily.
|Crush the top corners a little too.
Cover the exposed floral foam with excelsior. You can find this at craft stores everywhere, but I rescued mine from a Harry and David gift box we got last Christmas. Awesome! It was the gift that keeps on giving!
|Tuck the excelsior down the edges between the pail and the foam.
|Purple PEEP
|Pink PEEP
|Yellow PEEP
|Waiting for their PEEPS! You will notice that I used some tape to hold the edges of the pink ribbon in place until the fabric glue dried.
Paint your PEEPS! While the paint is still wet, sprinkle the surface with superfine glitter. I used Martha Stewart Crystal Fine Glitter like this. It really made the surface sparkle like sugar!
|I'm sorry for the sideways bunny, but I can't get it to flip!
Paint on the eyes and nose, and paint the dowel. Ironically the color of paint I used is called "melted chocolate."
Wait for more paint to dry....
Spread out the a small hole in the excelsior, and shove the dowel into the center of the floral foam.
Voila! The Bunny To-PEEP-ary Trio!
|They make the perfect accompaniment to the Monet print above them.
I took lots of pictures of the finished To-PEEP-aries, but alas, all of them are downloading poorly. Still, you get the idea. All of a sudden, I really want PEEPS! If you will excuse me, I have to run across the street to the grocery store. I'll be back in a minute...
I would love it if you became a follower of my blog. You can also follow me HERE on Facebook and HERE on Pinterest.
If you enjoyed this fun craft check out these other bits of crazy fun from Greetings From the Asylum: Ruffle Bum Onesies, Fabric Covered Bookcase, and Homemade Vanilla Extract.
To see the parties to which I'm linking, click here! (Or click on my "Linky Parties" page.)


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Today Jameswood Student Voice gave a little back to their community. Our students planned and hosted a Kiddie Carnival for our daycare friends. There were stations, laugher and fun. We don't know who had more fun, the big kids or the little kids.
Thank you to our JAS students who gave of their time to make this happen. We are so proud of our students. It gave us a little warm "fuzzy" in our hearts, to see our students caring for little kids, and sharing their awesomeness with the larger Jameswood School community.

subset: commoncrawl


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Dr Daniel Holland has been appointed to a University Lectureship in Sustainable Reaction Engineering and will join the academic staff of CEB with effect from 1 September 2011.
Head of Department, Professor Nigel Slater said, "I am delighted to welcome Dan to our academic staff as the third of our recent appointments of talented young Lecturers. The vitality that Dan, Graham and Sabine bring to the department is exceptionally valuable and we all wish them the very best for their future careers."
Dr Holland's research aims to develop the next generation of tomographic imaging techniques to be applied in the field of chemical engineering research, with a particular focus on reducing energy demand in the chemical industries. Currently we are exploring the use of compressed sensing, sparse k-space sampling and Bayesian methods in magnetic resonance data acquisitions.


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New Client Registration Form (for PC use–Please use this form if at all possible)
Prior to your first visit please complete this form so that we can effectively and efficiently provide the service you deserve! Fill out form online and email it to us at [email protected]
New Client Registration Form (for Mobile Devices)
Please use this new client form if you are using a tablet, cell phone, or other mobile device.
Request an Appointment
This form should only be used for requesting appointments that will take place at least 2 full business days after the time of the submission of this form.
Ultrasound Referral Form
Please print form and fax to 505-564-8606. You can also scan and email to [email protected]
Boarding Form
Our Boarding Facilities will allow your pet to be as comfortable as possible while you are away.
Prescription Refill and Food Order Request Form
Please use the form below to request your prescription refill or food item. This will save you time when picking up your order. Please allow 24 hours for order processing.
Comments and Feedback
We would love to hear what you have to think!


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A hopeful, grace-filled companion for the 9 months of pregnancy, Birthed in Prayer uniquely addresses and supports the spiritual journey of mothers-to-be.
As the authors/moms say, it's the book they longed to read but never found while they were pregnant. Filled with lively, thoughtful, honest and "been-there" stories, this book deals with not only the emotional and physical facets of this overwhelming life experience but also the spiritual needs.
"From the moment you know you're pregnant, you enter a time of transition—a time of waiting and preparing as you anticipate the arrival of the new little person who will share your life. …Pregnancy can be a God-given "stopping point"—an opportunity to reflect on our lives, values, and relationships; to reevaluate our choices and priorities; and to make some adjustments," write authors Barker, de Meillon, and Harrison. "Even more importantly, pregnancy can offer an occasion to draw closer to God and encounter God in a new way."
Each chapter includes honest, humorous, and touching stories; questions to think about; journaling prompts; and prayer exercises.
Birthed in Prayer gives you a safe place to acknowledge your thoughts and feelings as you read wisdom from scripture and stories from mother-sages. It focuses not just on preparing for childbirth but also motherhood. The authors invite you on a journey of awareness and growth that will build a strong foundation for your life and your family.


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Our SENDCo is Miss S Vaughan who can be contacted at the school.
SEND Information Report
Special Educational Needs Reforms, 0-25 years, 2014
As you may be aware, Special Educational needs and Disabilities provision nationally, within the 0-25 age range has under gone big changes and reforms, which have been implemented as of September 2014.
Why the need for reforms? Special Educational Needs and Disabilities provision within educational establishments has now been extended for the 0-25 age range. This is to ensure appropriate support and provision is available and implemented as students go onto post 16 provision. This additional support will aid youngsters with SEND to succeed and aspire to embark on careers that are appropriate for their needs and interests. All support networks, including Health, are required to work together where appropriate for the individual. The new reforms ensures that the young person is at the centre of all interventions and reviews and that you as the parent feel you are part of the support network for your child's education and future; that your voice is heard and that you are actively involved in your child's review or progress.
The SEND Category for identification and need have changed slightly. They are outlined below.
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical
All students within school who have SEND, will be identified in one of the four categories.
Education Health and Care Plans/Statement of Special Educational Needs
If your child currently has a Statement of Special Educational Needs, an annual review will be conducted to review your child's progress. You will also have the opportunity to review your child's progress with school at an annual parents evening and also at an additional time throughout the academic year. Over the next three years, the Local Authority will review your child's Statement of Special Educational Needs. If it is felt your child requires an Education Health and Care Plan, which will eventually replace Statements of Special Educational Needs, then your child's Statement will transfer to this new plan. If your child no longer requires the level of support outlined in the Statement of Special Educational Needs, please be assured that the School, still has a duty of care and need to provide for your child's needs, through a Special Educational Needs Plan. Your child will continue to receive the same level of support hat they require to succeed and achieve throughout their school career.
Frequently asked questions
Seaham High School is a 11-16, main stream school. Our school embraces a fully inclusive provision. OFSTED 2013 stated that at Seaham School of Technology, 'every child really does matter'.
How does the school know if children/young people need extra help and what should I do if I think my child may have special educational needs and disabilities? How is information about my child passed from primary to secondary?
During the transition period, from KS2 to KS3, the school requests transfer information from all feeder primary schools about the children in Y6 who may have special educational needs and disabilities. All medical needs are requested too. During this process, the current SEND information is transferred electronically to our school. Towards the end of Y6, the Special Educational Needs Coordinator, (SENCO), visits all feeder primary schools, with the Head of Pupil Services, to discuss all children who are about to transfer up to the secondary school. This allows the staff to pass over all SEN information to the new school. The SENCO, where possible will also attend the Y6 annual review that will take place at the primary school. Seaham High School holds a Y6 parents evening during the summer term, for parents to visit their child's new school. This is an additional opportunity for parents to pass on their concerns, worries and SEND information about their children. During the summer term Seaham High School also hold 'Moving Up' meetings, which are informal parents evenings, focusing on specific topics, such as provision for Special Educational Needs and Disabilities. This is a further opportunity for parents to talk to staff at Seaham High School about identification and provision for their children.
However if you have concerns about your child's learning and feel there maybe underlying learning difficulties, please don't hesitate to contact school at any time to discuss the matter. This conversation or meeting will be the starting point to a learning assessment of your child's needs, progress levels and provision.
What happens if staff at the school identify a difficulty with my child's learning?
Once children have enrolled at Seaham High School , staff will run baseline assessments in all subject areas. This assessment gives teaching staff a realistic picture of a child's current level within a particular subject area. Within the Support Faculty, children in Y7 with SEND will complete reading and spelling assessments. The tests currently used for this are the 'Burt reading and spelling' tests. Again this is valuable information, which can highlight any underlying difficulties that may need addressing. Each week, a Forum meeting is held in school. Each month Forum Plus is held, incorporating professionals from outside of school, who work with students attending Seaham High School . All staff in school can raise concerns about any child's learning and progression. If this is the case, the issue raised will be discussed and support will immediately be put in place for that child. If the issue requires further intervention from an outside agency, such as an Educational Psychologist, Speech and Language Therapist, a Specialist in Dyslexia etc, a referral will be made, after a discussion with the parent. Permission from the parent will be required before this next step can take place. During the course of the year, if a child is not making progress at the same rate as his/her peers, or is progressing at a slower rate than they had previously, the staff will look into underlying issues. This can sometimes be an indicator. Approaching KS4, students that perhaps struggle with their Literacy skills, will be highlighted and assessed for 'Access Arrangements'. If a child is eligible for 'Access Arrangements', they may receive a variety of support for KS4 examinations and controlled assessments. Support can range from having a Reader, Scribe, Oral Modifier, extra time etc. for examination and controlled assessments. There are however times when such arrangements are now allowed, such as reading sections of an English examination, where the reading ability is part of the examination.
The Role of the SENCO and Keyworker
The SENCO will collate information on all new intakes from Y6.
The SENCO will be the Keyworker for all students within school who have a Statement of Special Educational Needs or an Education Health and Care Plan. The SENCO is also keyworker for some students who have greater Special Educational Needs and therefore require an SEN Support Plan, but do not have a Statement of Special Educational Needs. The role of the keyworker is to work with the student and parent, to ensure that the student's needs are met and progress is monitored. The SENCO will review the child's progress to date, their attendance record, behaviour tracking, RAPP points/Prom points and their progress levels/grades. During this process, the SENCO will go through the student's targets for each subject area. These meetings highlight where the student is currently, where they need to be and how they are going to get there. It also allows for a discussion with the student, parent and the school about any additional support that maybe required. Strategies that work for the individual can be discussed at this meeting. During the meeting, The Common Individual Educational Plan (CIEP) that is in place for that student will be reviewed, highlighting the student's Special Educational Needs, their interests, strengths, attendance and tracking record. The CIEP will also highlight the current subject specific targets and any additional targets required. The CIEP will list specific strategies for the members of staff working with the student. Some of these strategies will be incorporated in the planning of the child's lessons. Each term the CIEP will be reviewed with the child and parent and new targets and outcomes will be formulated. Please ensure school are fully aware of any successful strategies that aid your child's learning.
All students requiring SEND support will be assigned a keyworker. The keyworker will be a key member of staff working with the student on a regular basis. The keyworker will review the progress of the child and set new targets, formulated in a CIEP.
The SEND Team
Learning Support
Mr Shield – Head teacher
Mrs Whitehead – Assistant Head teacher – Designated teacher for Child Protection.
Miss Vaughan – Special Educational Needs Coordinator, SENCO.
Mrs G James – Numeracy Coordinator across the Curriculum.
Miss Brown – Competency Curriculum Coordinator
Ms Douglas – Learning Support Assistant
Ms Herbert – Learning Support Assistant
Mrs Curtis – Learning Support Assistant
Mr Lax – Learning Support Assistant.
Mrs Purvis – Learning Support Assistant.
Mrs Jones – Learning Support Assistant.
Mrs Harrison – Higher Level Teaching Assistant.
Mrs Turnbull – KS4 Intervention Worker.
Mrs Soady – Learning Resource Centre Manager/Accelerated Reader.
Pupil Services
Miss Thynne – Head of Pupil Services
Mr Murphy
Mr Carr
Mr Bolton
Mrs Haswell
Mr Remmer –
Mr Greenwood – Pupil Inclusion Programme Manager
Mr Pughe – External Counselling Services.
Mrs Johnson – Stronger Families and Education Welfare Officer.
Mrs Purvis – Stronger Families and education Welfare Officer.
Accessing additional support from outside agencies.
Special Educational Needs Policy – (please refer to the school SEND policy).
How the school evaluates the effectiveness of it's provision for SEND students.
At the start of each academic year, a review is held to assess the effectiveness of it's provision for students with SEND. The Support Faculty completes a Self Evaluation Form and set targets for the following academic year in the form of a Departmental Development Plan. Y11 student results are analysed and targets set for the next academic year. This review is held with The Head Teacher, Assistant Head teacher and SENCO. Every two years the faculty is reviewed by the Head teacher and Senior Leadership team. During the course of the review, lesson observations take place for teaching and support staff. A work scrutiny and pupils voice will be carried out as part of the review process. Each term The Support Faculty is Quality Assured. Lesson observations, student voice and work scrutiny checks take place to quality assure standards of provision across the faculty. Individual students with SEND will be monitored on a termly basis.
How can I support my child's learning?
You will be invited into school at least three times a year, one of which will be the formal parents evening. Some of these meetings will be with your child's keyworker. The greatest support to your child is to attend these meetings. If you are unable to attend at the allocated time, please contact the school to rearrange the meeting for a time that is convenient for yourself and school. It is incredibly important that you attend these meetings to discuss your child's progress. This is a great opportunity for you to discuss how your child is doing in school and also how you can support your child in their learning at home. During the year you will receive reports on your child's progress. Annually a more formal report will outline detailed comments from teaching staff and also areas for improvement. Please take the time to go through these reports carefully with your child. If you have any concerns or need clarification on any matters, please don't hesitate to contact the school immediately to address the matter. At any time during the academic year, you can make an appointment to come into school to discuss your child's progress or any concerns you may have. Please don't feel you have to leave issues until school invite you to a progress review.
The Curriculum
On entry to Seaham High School , all students are placed in a Curriculum pathway. This is initially based on their Y6 SATS and Teacher Assessment results at the end of Year 6. Also the level of support highlighted by the primary school may determine which Curriculum Pathway your child is placed into. During the course of Year 7 and other year groups, The Key Stage 3 and 4 Coordinators hold regular meetings with the English and Maths Faculties. This is where students are reviewed and monitored. Students underachieving will be discussed and support allocated where necessary. Sometime students are moved between the Curriculum Pathways if it is felt such a move is appropriate.
Key Stage 3 Curriculum Profile
Students in The Blue Pathway receive the greatest percentage of Learning Support time. The curriculum is tailored to the learning needs of the students accessing the curriculum in this pathway. All students in school follow a two week timetable. Below shows examples of curriculum models within school for each year group.
Year 7 and 8 – (hours per fortnight)
Competency Curriculum (Literacy and Numeracy based Curriculum) – 13
Maths – 10
English – 8
English Literature – 2
Science – 6
Design and Technology – 4
Physical Education – 4
Music – 1
Performing Arts – 1
Personal and Social Education – 1
Year 9 – (hours per fortnight)
Competency Curriculum (Literacy and Numeracy based Curriculum) – 15
Maths – 10
English – 8
English Literature – 2
Science – 6
Design and Technology – 4
Physical Education – 4
Personal and Social Education – 1
Key Stage 4 Curriculum Profile
Students in The Blue Pathway receive the greatest percentage of Learning Support time. The Curriculum is tailored to the learning needs of the students accessing the Curriculum in this pathway. All students in school follow a two week timetable.
Years 10 – (hours per fortnight)
Maths – 10
English – 9
English Literature – 2
Science – 4
Physical Education – 2
Work Skills – 2
Personal and Social Education – 1
Option subjects – 10
Year 11 – (hours per fortnight)
English – 6
English Literature – 2
Maths – 8
Science – 4
Design and Technology – 10
Physical Education – 2
Option Subjects – 6.5
The Curriculum model adopted at Seaham High School is tailored for the needs of our students and varies from Pathway to Pathway and between the years of 7-11. The Blue Pathway Curriculum is heavily weighted to support the Literacy and Numeracy needs of the students and their individual needs. The Blue Pathway classes are much smaller classes than Green and Red Pathways, ranging from 11-17 students per class. Some students access intervention lessons also. At KS3 this intervention supports literacy and numeracy needs. At KS4 students are supported in areas of the curriculum where they are underachieving.
Seaham High School have a substantial support team, ranging from Learning to Behaviour Support. Learning Support however is prioritised for the Blue Pathway classes. However there is Learning Support allocated to Green Pathway, core subject areas, where appropriate. All SEND students have a keyworker and a Common Individual Education Plan. Successful strategies for the student are incorporated in the CIEP and then implemented in the Teaching and Learning provision for that student. All lessons are differentiated to meet the needs of all individuals, across the Curriculum. Students are grouped in all subject areas. All subjects formulate two groupings. One based on ability and the other, mixed ability.
Teaching and Learning methods for students with Special Educational Needs and Disabilities.
How is the decision made about the type and how much support my child will receive?
If your child has a Statement of Special Educational Needs, or An Education Health and Care Plan, it will outline clearly what percentage of support your child is entitled to, as directed from the Local Authority. This is however subject to review at your child's annual review meeting. However, if your child is in the Blue Pathway, Seaham School of Technology have allocated nearly 100% Learning Support to these classes, with the exception of PE lessons. Therefore your child will always have access to additional Learning Support in all other lessons. During the coming review process, a 'Costed Provision Map' will outline the level of support your child receives in school. Depending on the nature of your child's difficulties, depends on the support that is allocated and required. This can vary from 1:1, small group intervention or Learning Support within the classroom setting. Your child may access targeted Literacy support such as the Phonic based 'Fresh Start' programme, 'Accelerated Reader' or 'Nessy'. All children at Seaham High School will have the support of a keyworker if they are recognised as having Additional Needs. At Key Stage 4, if your child has SEND, they will be assessed by a specialist to see the level of Access Support he/she may need to support them throughout their GCSE/BTEC examinations and controlled assessments. This can range from being allocated a reader, a scribe, extra time during the examination, given timed rest breaks, having an oral modifier etc. As a parent, you will be invited to attend all of your child's reviews and progress meetings. You will be involved in your child's progress every step of the way from their transition from KS2 to their transition into KS5.
Activities that are available for pupils with Special Educational Needs and Disabilities in addition to those available in accordance with the curriculum.
ALL students, regardless of need have the opportunity to actively get involved in extra-curricular activities within our school. Every Faculty within the school have a range of lunchtime and after school clubs and activities. Within the Blue Pathway, part of the Curriculum involves termly days out to Space centres, animal sanctuaries etc. Within the school's rewards procedures, all children can achieve RAPP points for respect, attendance, progress and participation. Involvement in extra-curricular activities will allow your child to achieve a greater percentage of RAPP points. RAPP points equal prizes and participation on school visits and trips out of school. Seaham High School also holds an activities week in July. The school timetable is collapsed for 3 full days, allowing your child to select a range of fun, action packed activities designed to enhance the curriculum plan for the year. All children, regardless of need or disability will be included on visits and trips. Care Plans and discussions with parents may be necessary, in advance of a trip, if your child's needs require additional planning, but pupils will not be exempt on the basis of need or disability.
What support will there be for my child's overall well being?
Pupil Services offers pastoral, medical and social support to all students within the school. All students in each year group have a Year Manager who monitors and supports the students within their Year Group. This support can range from welfare, pastoral, social, attendance and behaviour support. Within school, there is a Pupil Inclusion Programme and Behaviour Support Unit where students may work if they have been involved in behavioural incidents. This immediate response to behaviour in school, avoids low level disruption to the Teaching and Learning environment within the school and also maintains a high record of attendance for all students enrolled within the school. Students are therefore not 'excluded' from school as such, but immediately continue with their education in an intervention setting before returning to their normal timetable.
Family Groups
Each student is in a form class that belongs to a Family group. The Family is led by a Family leader. Younger students are supported by the older members of their form group. When your child reaches Y11, they will be in a form with Y11 students only. This is to give Y11 students greater support throughout their final school year. Registration time for Y11 supports students through examinations, careers advice and also support as they apply to colleges for KS5.
Medical care
School has a team of trained first aiders to support medical needs. Medical Care Plans are compiled for some students with guidance from medical professionals. With regards to the safety of students on site, Year Managers monitor lesson attendance registers, immediately informing parents if their child is not at school. Registers are conducted for a morning registration and every lesson throughout the school day.
Pupil Voice
A student's views are taken into account through many different avenues within the community of the school. Termly 'Student Voice' sessions are carried out and the school also has a school council with representatives from all pathways and year groups. Year 11 have a Head Girl and Head Boy. Also a team of prefects carry out a range of supportive duties throughout their last academic year at Seaham High School.
How to contact the SENCO
The School SENCO (Special Educational Needs Coordinator) is Miss Vaughan. Miss Vaughan can be contacted at school on 0191 5161600 or at email@example.com
What specialist services and expertise are available at or accessed by the school?
School accesses a range of specialist services as listed below.
- Educational Welfare Services, incorporating Stronger Families.
- Educational Psychology Services.
- Speech and Language Therapy.
- Occupational Therapy.
- Learning Difficulties Team.
- Pupil Referral Units.
- Social Services.
- Young Carers.
- Counselling Services.
- Group for Anxious Pupils. (GAP)
- The Youth Offending Team.
- Child and Adult Mental Health Services.
- Community Police Support Officers.
- School Nurse.
- Community Youth Worker.
- The One Point Service.
What training have the staff supporting SEND students had or what training are they having?
All staff within school have completed their Level 1 in Child Protection. All Learning Support staff follow the same Continued Professional Development (CPD) programme as teaching staff within the school. Such CPD is formulated around Teaching and Learning needs within the school from differentiation, questioning, Literacy, Numeracy, SEND support, supporting More Able and Talented students, coaching, behaviour management, Assessment for Learning, marking and feedback etc. Staff CPD can be run on a 'carousel basis', allowing staff to opt into areas of development that they feel will develop their skills and practice. Some areas of CPD are linked to staff Performance Management targets, again supporting the member of staff through their personal professional development over the next 12 months. Support staff and teaching staff working closely with students with SEND, have accessed training delivered by specialist professionals in Dyslexia, Dyspraxia, Dyscalculia, ASD, Common Individual Support Plans for students with SEND, Literacy and Access Arrangements. If a child joins the school with specific needs, careful transition arrangements are implemented and planning meetings are held to ensure a successful transition for the student. It is vitally important that parents inform school of any specialist arrangements, needs and provision that may be required for their child at the transition planning stage, particularly medical or learning needs, to ensure that provision is available and in place for the starting day at Seaham High School.
How accessible is the school both indoors and outdoors?
Students should receive their education on the new site in 2016, ensuring that Seaham High School is accessible to all students regardless of Disability. The current sites has a disabled toilet facility and disabled parking bays at the front of the building, next to the school reception area.
How are parents involved in the school? How can I get involved?
Parental voice is represented on the governing body of the school. Parents are always invited to be part of meetings surrounding the needs, progress and welfare of their children. Each year a parents evening is held, allowing you to meet with your child's subject teachers and keyworker. All children with SEND will have a keyworker who will hold meetings with you and your child. Regular meetings will be held with yourself and your child, to ensure your child is progressing well and that their needs are met with the correct support and provision.
All SEND students' views will be heard through a 'child centred review' process. Pupil voice is very important to us. Your child's opinion and feelings need to be heard when discussing their education and provision. Often a simple conversation with a student about their preferred learning style gives a valuable insight into the educational world of that student. All students will be invited to attend their own reviews. Please encourage your child to be actively involved in the progression of their own learning.
Concerns or Complaints
If you do have concerns about the provision being made for your child, or their level of progress, please contact either Miss Vaughan (SENCO) or Mrs Whitehead, (Assistant Head teacher) at the school on 0191 5161600.
For welfare, attendance or behavioural issues, please contact your child's Year Manager, Ms Thynne, (Head of Pupil Services), or Mr Lumsdon, (Deputy Head teacher).
More serious concerns must be placed with Mr Shield – Head teacher at Seaham School of Technology on 0191 5161600. Please contact the school and ask to speak to Mrs McNally, Personal Assistant to the Head Teacher and she will make an appointment for you.
External Support Services available
Please see Durham's Local Offer, outlining all external support services available to you. You can visit the Local Authority website at:


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Hair Lotion?
Created April 06, 2014 at 1:00 AM
I have curly, frizzy hair. I am trying to go "no poo" and found a detangler recipe. I think this will be enough for me for after a water only rinse, but I'm struggling to find a natural alternative for the no wash days when I need to dry style. Right now, I use a smoothing bristly brush with a dallop of regular body lotion (the chemicals, I know, but don't want to replae until I use what I have) to smooth the top and put the ends into some kind of curly messy updo. I feel like I must shampoo to get the lotion out. But since lotion doesn't make my hair greasy, I'm sure baking soda is too drying. I refuse to put it in my hair at all. Thus, herein lie the problem. I must either A) replace my hair lotion with something that will simply rinse out B) Find a baking soda replacement for a no poo shampoo or C) continue status quo. Any suggestions (I prefer option A!)?
asked bykdegrace (0)
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2 Answers
on November 05, 2015
at 06:42 AM
I would recommend you to use hair relaxer.As the same hai rproblem was faced by me so I consulted y hairdresser she suggested me to use mizani hair relaxer which is best until now i used.This products are seen online. Have a peek at it once and get various hair care products.
on April 07, 2014
at 09:07 PM
Hi I have been "no poo" for years and I have tried just about ALL the methods. I also use the curly girl method of styling along with plopping which is fantastic and gets me sooo many complements!Definitely check those out! I found baking soda to be way too drying, but my hair is fine and wavy-curly; if yours is coarse and curly it may work great! Just be sure to follow with a dilute vinegar rinse to restore your scalp's pH as the BS will make it very alkaline(and can lead to itchy, dandruff, and grossness). I still don't recommend using this method!
The ones that work the best for me is what I'm currently using: Shea Moisture conditioning masque to COwash(conditioner only wash) and on days I heavily oil my hair with coconut oil I use about a half cup of liquid made fron soapnuts once or twice before conditioning. The shea moisture line of products is very natural, so don't be afraid of them! When I CO wash I use about 3 tablespoons of the conditioner(it's very thick and my hair is waist length) diluted with about 3 tablespoons of hot tea or water. Put that all over, including your scalp, massage it in like shampoo for a couple minutes, let it sit for about 5 minutes or while doing your other showery things, detangle while your hair is still saturated in conditioner, then rinse. You shouldn't have to use a detangler when using conditioner to "wash". I also use a fingertip full of this conditioner from ear length to the ends as a leave in and you could use it to replace the body lotion you're currently using (but shea moisture also has a great leave in).
This is what I use: http://www.amazon.com/Shea-Moisture-Organic-Butter-Treatment/dp/B0038U4U3M/ref=sr_1_6?s=beauty&srs=2600418011&ie=UTF8&qid=1396903193&sr=1-6&keywords=shea+moisture
For soapnuts liquid I boil a couple handfuls of soapnuts(I buy about 3 pounds of organic soapnuts on amazon and it lasts me about a year) in a pot of water for 20 minutes. Then strain and store in the fridge, the resulting liquid works just like soap but is completely natural. You can save the used soapnuts to dry and boil again later on. I use the liquid for my hair, laundry, and to wash my pets. Your hair will feel horrible with the liquid on it, but after rinsing it's great!
.On non wash days you could try using a mister bottle with water or tea, maybe a bit of vinegar and a few drops of essential oils, and/or water and a tiny bit of conditioner?
Hope that helps!


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Two shows at Ommegang: Grace Potter & The Nocturnals, Black Crowes
Two concerts announced today for Brewery Ommegang, and they're back to back:
Grace Potter
Grace Potter and the Nocturnals are lined up for a show at Brewery Ommengag July 25. Tickets are $35 ahead -- they go on sale this Friday (April 26.)
The rock/blues/folk band's popularity has been rising steadily since it started in Vermont about 10 years ago as an indie. The album it released last summer debuted at #17 on the Billboard's Top 200 album. And a show at The Egg this past February sold out in just a few hours.
The Ommegang show starts at 7 pm (gates at 5 pm) on July 25. In addition to the $35 advance ticket, there's also $10 advance camping. The day of prices are $40 and $20.
The group is also set to play a show at Tanglewood August 19 with Josh Ritter.
Black Crowes
Update: This show has been moved to September 5.
The next day, July 26, The Black Crowes are set to play a show at the brewery. Tickets are $45 / $10 camping ahead ($50 and $20 day of) -- they also go on sale this Friday (April 26).
It's been 23 years since Shake Your Money Maker was released, long enough that the band decided it was time release an old-songs-but-acoustic-this time album last year.
Openers are The London Souls.
Also at Ommegang this summer: Americana band Old Crow Medicine Show is slated to be there May 26. Openers are Chuck Mead and His Grassy Knoll Boys, and Driftwood. Tickets are $35 ahead ($45 with camping).
photo: Phil Andelman
Earlier on AOA: Why Ommegang became a concert destination
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Margaret Alice Second
An Invisible Companion Star - Poem by Margaret Alice Second
The crux of the matter is that we are orbiting
a Brown Dwarf, an invisible companion star
to the visible sun; a famous 25,920 year cycle
is the period taken by the solar system to com-
plete one cycle around this Black Sun as it is
traditionally called in Masonic circles
Key phenomena are not affected by the so-
called earth-axis-wobble: meteor showers
which repeat on the same day and year for
centuries without drifting - - as they would
have if precession were the cause of a one-
degree star shift every 72 years; proving
Quite another force is responsible; most stars
in the Milky Way galaxy have companions,
two sources of geometric forces governing
our Solar System; the surface of our bright
Sun rises and falls by a few metres in five-
minute-cycles - creating geometric forces
And the Sun's invisible Brown-Dwarf com-
panion creates more geometric forces in
25,920 year long cycles - which keep the
solar system safe from planetary collision
as it sails on with its fleet of heavenly
bodies, its sweet cohorts in the vast
Eons of space…
Poet's Notes about The Poem
The Sun has a variety of vibrations occurring inside of itself, as well as on the surface. This is called 'Solar Seismology.'
The surface is heaving up and down in by a few metres in regular five minute regular cycles,
These 'vibrations' within the Sun create ripples that move througout
the fluidlike energy in our solar system.The waves bounce off of our
solar system's outer gravitational boundary and reflect back towards
the Sun again. Along the way, these 'ripples' collide with each other and form INTERFERENCE PATTERNS which create the INVISIBLE
GEOMETRIC FORCE FIELDS that hold the planets in their positions.
Gravity is pulling planets towards the Sun and pushing them away as
well in a constant push-pull dance, outward and inward.
[Lyall Watson – Supernature – dance of life]
As the planets orbit the Sun, the huge, invisible geometric shapes
of the force fields travel along with them.
A 25,920-year cycle: align a particular star on a particular
day such as the Winter Solstice of 21 December, after 72 years,
it will be one degree out of alignment. If it takes 72 years
for the stars to drift by one degree and you multiply this
number of years by 360 degrees, you get 25,920 years.
The Ancients called this the 'Great Year' which they divided
into 12 sub-cycles of 2,160 years each which is called an
'Age of the Zodiac".
[Hamlet's Mill by Giorgio de Santillana and Hertha von Dechend.]
This explains why key phenomena within our solar system are not
affected by the 25,920-year cycle. If the Earth's axis was wobbling
on its own, things like meteor showers which repeat on the same
day, every year, for centuries, should have started to drift, but
they don't. Every year for as long as humans have been able to
write, the meteors come in, on schedule - on the same day.
Cruttenden also presents NASA evidence that fully 80 percent
of the stars in our galaxy are binary stars – one star orbiting another star and both are visible in telescopes. The solar
system orbits a companion star and the orbit lasts 25,920
years. Our Sun is the centre of a star system with more
than one star.
The Mayan Calendar and the Ages of the Zodiac are driven by
GEOMETRIC ENERGY FIELDS from our Sun's own companion star
creating ONE BIG DODECAHEDRON, taking 25,920 years for us
to run through.
Comments about An Invisible Companion Star by Margaret Alice Second
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Margaret Alice Second's Other Poems
Famous Poems
Still I Rise
Maya Angelou
The Road Not Taken
Robert Frost
If You Forget Me
Pablo Neruda
Langston Hughes
Annabel Lee
Edgar Allan Poe
Stopping By Woods On A Snowy Evening
Robert Frost
Rudyard Kipling
Do Not Stand At My Grave And Weep
Mary Elizabeth Frye
I Do Not Love You Except Because I Love You
Pablo Neruda
Roald Dahl


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Ten Common Research Mistakes
Ancestry's blog recently listed Ten Common Research Mistakes. I am a sucker for the Top 10, Top 15, etc. of almost anything; but if it has to do with genealogy then I am definitely interested. Following is the article:
1. Forgetting to record information on family history formsOrganisation is key when researching your family. Either get hold of standard forms, or chart your findings using appropriate software and keep it in one place. Not only will this help you, but it will help future generations carry on your work. You can download a range of forms for free right here.
2. Ignoring your ancestors' siblingsDon't narrow your search too much. Siblings can be incredibly valuable in unlocking important family clues. When looking at a census, for example, you might find the parents of an ancestor living with one of their other children. Which means you get the names of the parents, and potentially a new location. Researching siblings could lead to a previously unknown relative who is also doing research on the family. Paying attention to the names of all the siblings in a household will also help confirm that you have the right family, especially if one of the members has an unusual first name. If you can see all the names you expect to see in a household as you go back through the census years, it's likely you are following up the right family. Find out more about census records here.
3. Overlooking the maiden names of female ancestorsIt's easy to think of our female ancestors by their married names, enter the information, and then ignore their birth names. Birth names can provide a valuable clue for future research since some families use the mother's maiden name as a middle name for the oldest male child, for instance. This information could help identify the correct male ancestor when there are two or more candidates in the same place and time.
4. Assuming you are related to a famous personIt is tempting for people with a family name such as McCartney to assume they are related to a famous person with the same name. Then, based upon that assumption, they try to work from the famous person to themselves. This is not a good research approach. Always start with yourself and work backwards, proving the connection between each generation. Then, if you prove you're related to Sir Paul, you'll really have something to brag about!
5. Skipping a generationIn lots of families, it's common to have the same name running through three or more generations of male ancestors. This can easily trip you up if you're not methodical, leading you to list someone as the father when he is the grandfather. Record as many dates as possible and carefully evaluate things like place names to avoid this happening.
6. Assuming a family name is only spelt one wayFamily names can be spelt in a number of different ways as our ancestors (and the people who recorded their events) were very fallible! Smith can be Smyth, Rawlins can be Rawlings and Kitson can be Kidston. Make sure you check all the phonetic variations of your name just in case – although this is time-consuming the results could make it all worthwhile. One thing that could help save time during your searching is using the wildcard search character, an asterisk, in your searching. Enter the surname as 'Rawlin*' and you'll get occurrences of both Rawlins and Rawlings. 'John*' will bring back all surnames starting with John, such as Johns, Johnston, Johnstone and Johnathan.
7. Jumping to conclusionsGenealogy is all about proof. Start your research with yourself and work backwards, one generation at a time. The key to success is to prove conclusively the link between the generations, and you can only reach a conclusion if you have enough evidence. Reaching a conclusion based upon incomplete evidence can throw your whole tree out. If you're not sure about a connection, make a note of your theory first, and then try to prove that theory – but don't assume it as fact! Whenever you find a record that possibly matches a person you are looking for, you can put it in your Shoebox. This feature is available to anyone with a monthly or annual membership.
8. Researching the wrong familyThis can happen so easily. If you jump to conclusions (mistake number 7) you can easily set off in completely the wrong direction and end up researching many generations of the wrong family. Do not start working on the next generation of research unless you have concrete proof of a link!
9. Relying on data found in an online family treeWhile the internet is a fantastic aid to our research, not least on Ancestry.co.uk, it is a big tool to navigate and you should be wary of which sites you rely on. Even the smallest piece of incorrect information posted on a forum could infect a huge number of research projects. Always approach an unfamiliar source cautiously: just because you've found the information doesn't make it accurate. Find out more about searching member data here .
10. Failing to document your sourcesThe biggest mistake you can ever make is not documenting where you found your information. Remember that your research is only part of a much larger body of information. We owe it to future generations to be accurate so that we don't set off a chain of events that could mean someone out there is jumping to conclusion (mistake number 7) or researching the wrong family entirely (mistake number 8). See your research as your heritage, and your story!
- See more at: http://blogs.ancestry.com/uk/2013/08/23/ten-common-research-mistakes/#sthash.cGFpjbkg.dpuf
LaDanian Tomlinson--A Football Life
A couple days ago I carried the announcement that LaDanian would be featured on the first edition of A Football Life. The preview mentioned that the program included him meeting with the great grandson of the man who owned LaDanian's great grandfather. Being a big Chargers fan and anticipating the touch of family history, I was definitely not going to miss the program. As I started to watch, one of the first scenes was him meeting Chris Tomlinson at the farm site where LaDanian's great grandfather lived as a slave working for Chris Tomlinson. The site was called "Tomlinson Hill". That scene only lasted about 30 seconds and I was disappointed, as I figured that was the extent of the interface between the two. However, I continued watching and was very happy that I did, as the program flashed back another four times to "Tomlinson Hill", discussions with Chris Tomlinson and the story of his slave great grandfather--including a story about the day he got his freedom, went to the court house and took the surname "Tomlinson". It was never stated; but I believe Chris must have had a big interest in family history, as he was well versed in the story associated with his family, LaDanian's and the history of the area and provided all the dialog about that history.
I know I am biased, but I thought it was an excellent program. Would be interested in the opinions of some of you?
I know I am biased, but I thought it was an excellent program. Would be interested in the opinions of some of you?


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Starting Over
You never thought that she could do it. Being unfaithful was never an obstacle you thought you'd be facing within your marriage. It feels like your worst fears have come true and you don't know where to begin to fix everything and feel whole again. Men who are cheated on face a social stigma that pertains to their manhood. Not only do men have to figure out how they'll get through this challenging time, but they also are faced with the stereotype of not being manly enough if they choose to stay with their wife despite the affair. In reality, there is no concrete answer on how a man should deal with infidelity within his marriage. However, you will find hope and peace within prayers to move on. While reciting and researching prayers, it's important to think not only about your road to recovery but also those around you – your spouse, children, family and friends. Identify the bigger picture. Through your faith you'll find clarity and eventually resolutions to the obstacle of infidelity.


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Anand A Samuel
Vice Chancellor
VIT University
Dr. Anand A Samuel completed his Bachelors in Engineering from the College of Engineering, Guindy, India and went on pursue his Masters in IIT Madras and his PhD in Anna University, India. His wide array of experience includes a couple of years serving in the Industry and with over 20 years of experience in teaching in Anna University.
He has been a part of VIT for the past 13 years and he has been the Vice- Chancellor of the University since 2014. He is a recipient of Life Time Achievement Award from QCFI. He has published more than 90 research papers in Journals and Conference, written a book on Total Quality Management, completed 5 funded research projects and has organised more than 20 Faculty Development Programmes in our University.
Former Regional Director – ISHRAE and a quality lead Assesor, certified by BSI, UK. He is a Member of various professional bodies such as ISTE, CI, SAE, ISHRAE and ASHRAE.
Aanal Shah
Summer Winter School
CEPT University
Ms. Aanal Shah is Assistant Professor at CEPT University and the Head of Diploma Certificate Office, which manages CEPT's highly popular Summer Winter School. She is associated with CEPT University since ten years. Prior to that, she worked as a professional in the field of Structural Design for eight years. Her area of expertise is Reinforced concrete structures and she is on the verge of completing her PhD in the said area.
She is a Program Coordinator of Engineering Design course – a post graduate program comprising two sub programs / specializations: Structural Engineering Design and Infrastructure Engineering Design.
She has completed a post-graduate degree in Structural Design from CEPT University, Ahmedabad and holds a bachelor in Civil Engineering from L D College of Engineering.
Brig (Dr) R S Grewalh VSM
Vice Chancellor
Chitkara University
Brig (Dr) R S Grewal has more than 53 years of service that includes proven track record of managing training institutions both in the Army and in the Universities. He has contributed articles to prestigious journals on topics related to national security, human resources development and higher education and has also been a speaker at many national and international forums related to higher education.
His main forte has been perspective planning, policy formulation and plan implementation, industry-academia collaboration, developing inter-institutional tie ups including those with foreign universities, faculty development, pedagogical development and student relations. Apart from having been Chief Engineer in Border Roads organization he has been vice chancellor of Chitkara University since 2008.
Prof Sangeet Jaura
Associate Vice President
Academic Support Services
Chitkara University
Prof Sangeet Jaura, Associate Vice President – Office of Academic Support, Chitkara University has over 24 years of experience, most of it in the education sector. She oversees the University's international agreements and collaborations with institutions abroad, and related international support services. She is also responsible for the development of strategic relationships for the University on an international platform and has been significantly involved in building Chitkara University's relationships with various Universities abroad which include development of several collaborative programmes.
She has provided leadership in shaping and carrying out the University's ambitious international agenda and expanded its commitment to international activities. A critical element in the fabric of Chitkara, she is also greatly valued for her interpersonal skills, leadership qualities, and in her being a thorough professional.
Liu Lengxin
Dean of Center for Global Education
Office of International Exchange & Cooperation
Beijing Normal University
Mrs. Liu Lengxin received her BA in English Linguistics and MA in Education Administration in Beijing Normal University. Currently, she is pursuing her Ph.D on Education Administration in Faculty of Education of Beijing Normal University (BNU).
Liu Lengxin previously worked in International Students Office for four years and was appointed Dean of Center for Global Education in 2012, in charge of BNU Students Study Abroad. She mastered the policies and strategies of students mobility both outgoing and incoming based on her working experiences. Her Ph.D topic is 'The Influence of Study Abroad on Students Self-authorship Ability', especially focusing on how students global experiences effect their sense of identity and relationship with others, etc.
Lengxin aims to build up a platform, two f(o)unds, three developments and four upgrades in BNU students mobility: one platform for introducing study abroad opportunities to BNU students; founding several overseas study bases and securing funding for student overseas experiences; developing diverse non-degree, joint education and double-degree programs and a variety of international campus activities to increase the number of international programs, the number and the proportion of BNU students with international experience and strengthen BNU's reputation in the world.
Elaine Webster
Director, Summer School & Continuing Education
University of Otago, Dunedin
New Zealand
Dr Webster was appointed Director Summer School & Continuing Education late in 2011, having previously worked at the University of Otago in academic roles and in research management. She graduated with her PhD in 2006, having come to university study as an adult student from a background in art, community work and small business. She is especially interested in alternative pathways into education, the value of lifelong learning, and the importance of good student support.
As Director, Elaine is responsible for the successful planning and operation of Summer School (and Continuing Education) and for increasing participation of international students. Her approach is based on valuing and maintaining good relationships with all stakeholders, building a learning community which integrates academic and social aspects of wellbeing, while enhancing the reputation of Otago as a quality university. Elaine oversees a school which runs for six weeks over the southern summer, attracting about eighteen hundred students including both domestic and international students. She is responsible for developing and delivering a vibrant and academically strong Summer School, also customising courses for diverse groups as required.
Elaine ensures that Summer School as a small but special part of the university is not hampered or disadvantaged operationally by the pressure of semesters, and that wider processes and policy impacting on the school are consistent with the university's aims and requirements. Drawing on student and staff evaluation and on wider university data, Elaine ensures Summer School responds to students and to opportunities for innovation and improvement in all aspects of delivery.
Vigneshree King
Mobility Coordinator/Senior Assistant Registrar
International Student Centre
University of Malaya
Ms. Vigneshree King is currently the Mobility Coordinator/ Senior Assistant Registrar at the International Student Centre (ISC), University of Malaya. Having served the University in various departments over the last 14 years, she is well acquainted with the managing of mobility programmes. She was appointed to lead in the organizing of the 8th APRU Undergraduate Summer Programme which involved the participation of 60 students from 17 APRU member universities. During her tenure at ISC since 2012, there has been a drastic increase of mobility students for both inbound and outbound.
University of Malaya proudly has been on the top spot for the Inbound and Outbound category under the QS University Rankings: Asia for a few consecutive years.
Samuel Wu
Assistant Director
Global Student Programmes
Singapore Management University
Samuel (or Sam as he is known) started as a lecturer in the Department of English, City University of Hong Kong (CityU), in 2004. It was during this stint that his role expanded to include not only teaching but also myriad outside-of-classroom student development activities, such as Summer School, overseas Study Tours to Europe, USA, Australia etc., cultural immersions, Final-Year projects, as well as local and overseas internships. As a First-Year Enhancement Coordinator and Foundation Year Coordinator, he ensured the welfare of all incoming freshmen and Mainland Chinese students respectively. Along the way, he also ran the (then-named) Faculty of Humanities and Social Sciences' College Summer School, College Professional Internship Programme, College Immersion Programme for two years. Soon after, he moved into a wholly administrative position as Director of Development and Outreach within the Department, overseeing all aspects of internationalization and student development programmes.
After ten years in Hong Kong, Sam was brought over in 2014 to create and launch the inaugural Singapore Management University (SMU) Global Summer Programme 2015, as well as credit-bearing outbound short-term study programmes in Southeast Asia. He now heads all summer and short-term programmes within SMU, Singapore.
A proud Hongaporean, he calls both Hong Kong and Singapore his homes.
Nils Nilsson
Linnaeus University
Dr. Nils Nilsson is vice-rector at Linnaeus University and responsible for Linnaeus University Summer Academy. Furthermore, he is responsible manager for the project "The Entrepreneurial University", striving to provide all programme students at Linnaeus University with education in entrepreneurship in its broad sense. In addition he carry out research in entrepreneurship and innovation – preferably simultaneously, since they often overlap.
His perspective is cognitive and his recent research boils down to his concept of "The Entrepreneurial Gaze . The E-gaze is a concept capturing the approaches, attitudes and worldview that enable entrepreneurs to "see and act on opportunities".
Anneli Andersson
Project Manager
Linnaeus University Summer Academy
Ms. Anneli Andersson is Project Manager of the Linnaeus University Summer Academy. With a degree in Tourism Management and 15 years of experience in the Tourism and Travel Industry, Anneli became the Head of the Tourism Programmes at the School of Business and Economics in 1993. Two of her main focuses in that capacity have been internationalisation and cooperation with businesses in the surrounding area. Within the Summer Academy, Anneli is responsible for the operating management and develoment and administrative planning of the academy, which consists of both international and domestic students and faculty.
She is passionate about the students' opportunity to gain a unique academic experience in an international, intercultural and interdisciplinary setting, naturally with high ambitions in Service and Hospitality management.
Vinod Abraham
External and International Affairs
Gulf Medical University
United Arab Emirates
Vinod Abraham is employed with the Gulf Medical University, United Arab Emirates as the Director for External and International Affairs.
The Gulf Medical University (Established in the Year 1998) and THUMBAY Network of Teaching Hospitals owned by the THUMBAY GROUP – U.A.E, have been involved in undergraduate and post graduate education in the fields of Medicine, Dentistry, Pharmacy, Allied Health Sciences and Premium Healthcare delivery over the last 19 years.
The Gulf Medical University is as an accredited institution of higher education by The Ministry of Education, U.A.E. The Gulf Medical University is listed in the directories of WHO, EMRO and IMED under the auspices of FAIMER.
Gulf Medical University today receives students from 75 nations, has faculty and staff from 22 nations and patients from over 175 nationalities are being treated in THUMBAY Network of Teaching Hospitals in U.A.E.
Vinod Abraham's career in the field of Health Sciences spans over 20 years of Administrative, Academic & Clinical experience and includes:
- Developing Academic / Clinical and Research partnerships with International Universities.
- Wide experience of International Regulations for Medical / Dental / Pharmacy Professions.
- Wide experience of accreditation of Academic Programs by International Bodies.
- Physiotherapy curriculum design & implementation.
- Designing clinical education programs and evaluation using Clinical Performance Instruments.
- Recruitment of students as a member of the admissions board.
- Designing Student Handbooks and other institutional publications.
- Development of a policies and procedures manual for B.P.T Program.
- Teaching Graduate & P.G Physiotherapy students.
- Providing full-range of Physiotherapy care to patients and families of all ages from economically and culturally diverse populations.
- Worked in hospitals serving over 30,000 patients annually.
- Independent development of a Hand Control Unit for Paraplegics.
John Strachan
Vice-Provost for Research
Dean of Graduate College
Bath Spa University
United Kingdom
Professor John Strachan is Vice-Provost for Research and Enterprise and Dean of the Graduate College at Bath Spa University. He has masters and doctoral degrees from the University of Oxford. A Professor of English Literature, John is a Fellow of the Royal Historical Society and Associate Editor of the Oxford Companion to English Literature. His books include Advertising and Satirical Culture in the Romantic Period (Cambridge UP, 2007) and a collection of poetry, Waterloo: The Field of Blood (2015).
Rhod Fiorini
Director of the Summer School
University College London
United Kingdom
Rhod first joined UCL in 2003 as a tutor of English for Academic Purposes in the university's Language Centre. He then went on to coordinate a variety of programmes within the department, ranging from the Pre-sessional academic preparatory programme to bespoke discipline specific programmes for partner institutions. In 2011, Rhod left UCL to become the Deputy Director of King's College London's English Language Centre, and in 2013 he became Acting Director of the department.
He re-joined UCL in June 2015 to take up the newly created position of Head of the UCL Summer School, which launched in 2016. Prior to joining UCL in 2013, Rhod had worked at a variety of institutions both in the UK and overseas as an English language teacher. He completed both his Master's degree in English Language Teaching and Applied Linguistics and his Diploma in English Language Teaching to Adults at King's College London. His interests lie in the internationalisation of the curriculum, the development of interdisciplinary modules and the overall enhancement of the student experience.
Terri Jacques
Senior Scholarships and Fellowships Officer
Association of Commonwealth Universities
United Kingdom
Terri Jacques is Senior Scholarships and Fellowships Officer at The Association of Commonwealth Universities (ACU.) Terri gained a BA in Modern Languages (French and Spanish) from Newcastle University, followed by MA Politics from University of Leeds. After graduating she worked as an EFL teacher for DUOC UC in Valparaíso, Chile before returning to the UK to work closely with international students in roles at Kings College and Imperial College London.
Terri joined the ACU in 2013 and initially worked for the Commonwealth Scholarship Commission team as a Programme Officer, dealing with students coming to the UK on a Commonwealth Scholarship. In her current role, Terri manages a number of grant schemes, a programme of Commonwealth Scholarships hosted by universities in low and middle-income countries, and the annual ACU Commonwealth Summer School.
* Speaking programme is subject to change


text:
Clue: Part of D.O.E.: Abbr.
We have 2 answers for the clue Part of D.O.E.: Abbr.. See the results below.
Possible Answers:
Related Clues:
- Agric. or H.H.S., e.g.
- Accounting, e.g.: Abbr.
- Part of U.S.D.A.: Abbr.
- Educ. or H.U.D., e.g.
- Corp. section
- HUD, for one: Abbr.
- Org. division
- Cabinet div.
- Co. unit
- Firm part: Abbr.
Last Seen In:
- LA Times - March 27, 2017
- LA Times - January 24, 2017
- New York Times - December 22, 2000
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text:
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Bridging the Gaps is an international HIV programme on health and rights for LGBT people, sex workers and people who use drugs. Between 2011-2015, the programme reached more than one million people with services in 16 countries. The work of Bridging the Gaps has shown that rights-based approaches and services geared towards the needs of these key populations result in health improvements and increased fulfilment of human rights.
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Developed as part of the detektors project with Shintaro Miyazaki, the detektor is now available for purchase as a pre-built and fully tested module for full spectrum exploration of the electromagnetic domain.
The detektor renders audible both low frequency emissions (using on-board coil (top left) and amplifier) and higher, broadband signals (for example, mobile phone signals, wireless networks, bluetooth) from around 100 MHz to 3 GHz using a logarithmic detection chip and on-board antenna.
Price: 92 euros with free shipping worldwide.
8 in stock.


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Post date: Jan 5, 2015 1:37:00 AM
By: Aisee Paguio Cruz, BNHS, Teacher III
"Not all that are planted grow but full-fledged teachers do…"
As a teacher, you must be flexible and versatile. You should be ready at all times. At this point in time that K to 12 curriculum is already part of the education system, many changes have been occurring. Nothing is permanent in this world but change, cliché as they say but true. People are exposed to different kinds of changes particularly teachers. They meet new sets of students every year or every month or even more. However, it did not carry off the fact that they still experience struggles in the process of adjustment.
Indeed, teachers are one of the most affected elements every time there are changes However, if you want to stay you have to grow for the reason that teachers are like seeds. They are planted in this institution. Nonetheless, not all grow at the same type of soil.
Not all grow in the heat of the sun or pour of rain.
Not all grow and bear flowers.
Not all grow. Not all live…
When you have just stepped into this field, you possibly experienced culture shock for you felt like you are being planted to a plot with other seeds which are strangers to you. But as versatile as you are, you have to blend and bend. Besides, it takes time to grow seeds. However, there will come a time that you will start to form your roots and these will provide you a stronger grip to that plot where you are planted which will make you stronger.
Stronger: You are stronger in the sense that you will not give up. Thus, you will stay in this profession no matter what. You are stronger because you have a better plan and that is to grow. You are stronger for you have finally grown your roots in spite of the struggles. And you have established your spot in the plot where you are planted.
Time flies… more changes which are both expected and unexpected will certainly come your way but as a full- fledged teacher, you should always say, "I'm a full bloom plant; I'll stay on my plot."


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All Year Rainbow Trout Fishing in North County Dublin, Ireland.
Gormanston and District Anglers Club has the exclusive fishing rights on the Wavin Lake ( Old Knock lake) 0.5 miles Dublin side of Balrothery, North Co. Dublin 2 miles South of Balbriggan and only 15 minutes from Dublin Airport. The Wavin lake is approximately 26 acres set in a wild life sanctuary. Lake is stocked by us with rainbow trout, one caught recently weighed in at a staggering 12 lb 13 oz .
The Gormanston and District Angling Association has 6 boats on the lake for members and their are facilities for disabled fishermen. Their are eight stone jetties which have been built to facilitate access to the water. The Association promotes fly fishing, but limited spinning on one shore is only allowed for Junior members up to the age of 14 years old.
Location: Counties, Meath and Dublin. The main towns and villages close to Wavin Lake are Balbriggan, Gormanston, Stamullen, Naul , Swords, Rush, Lusk, Malahide, Julianstown, Bettystown and Drogheda.
Season: All year fishery.
Fish Species: Rainbow trout
Methods: Spinning, fly fishing with Dry fly, wet fly, buzzers and nymph fishing are all successful.
The Gormanston and District Angling Association supports a policy of catch and release fishing on this Lake.
For more information contact us directly by email.


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I know there a lot of you out there who have no clue how to buy a bike, or at least what to look for when buying a bike. I know I did not when I first started cycling. I thought all I needed was two wheels, a frame, and a seat and I was all set to ride 100 miles or so. If it hadn't been for a patient bike store owner at C&K Cycles 30 years ago, I would have bought the wrong bike. He stressed the importance of fit, and how I was going to ride. When I told him my goals, he put me on the bike that fit me correctly. I have never looked back and always remembered his advice; fit over price. The bike doesn't have to cost $1,000.00 or more as long as it fits you correctly.
An article by Marc Lindsay appeared on Active.com website that summarizes the important points:
"Bicycles have come a long way in the past 30 years. A large part of this change has come with the inclusion of carbon fiber frames into the market, which offer some of the most beautiful and creative designs that the cycling world has ever seen. But with that change and with the new technology, the price of bikes has also shifted towards the sky.
Bikes like the Colnago for Ferrari Di2, which costs a cool $16,700 and is every bit the bicycle version of a Formula One race car, can make your bike options look meager in comparison. Most buyers want a bike that looks fast-similar to a sports car, and end up settling on the frame design, color and appeal to the eye as the top priorities when purchasing a bike."
To read more, please click here.
Please email me about your bike purchase experience or if you have any questions if you are about to purchase a bike, or about your bike purchase.
Cycle On!


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Soooo...it's been a while, hasn't it! The time has just gotten away from me, and I really don't have any excuse, other than...you guessed it...laziness. There have been plenty of times where I could have written a blogpost, but honestly I just kind of forgot about it! :/
Anyways, I'll give you all an update on what's been going on!
1. I finished Supernatural. Crazy finale!!! Totally bawled my eyes out, as per usual.
2. I've decided to continue going to Brock for Con-Ed. I did a lot of research about Film, in all different aspects, and I DO still really like it, but I think in order to really know if I want to switch programs I am going to have to keep going in my current one to see if I still like it! We'll see how second year goes!
3. I got my wisdom teeth out on Wednesday! I'm still a little sore, but the swelling has gone down quite a bit so I don't look as much like a chipmunk anymore, and I'm starting to be able to eat solid foods, little by little. I had Mac 'n' Cheese today, and it was delicious.
4. I'm actually leaving for camp on Friday, and that's actually the reason I started blogging again: I want to do something that one of my favourite bloggers/YouTubers, SprinkleOfGlitter (I linked her YouTube channel), started, called the 30 Day Snap.
Basically, over the course of 30 Days (or is July 31 days? I can never remember), you take a photo each day and upload it to your blog. I've decided I'm going to take my photos at camp, and then on my hour off when I get internet I will try to upload them to here over the course of July. Hopefully it will work out! You can read Louise's original blogpost HERE.
5. I've been learning bar chords on the guitar! Hooray!
I think that's all for now!
Have an awesome week, and talk to you soon, hopefully!
xoxo Sophie


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It's here! Paper Pretties release day!! All those new pretties you've had your eye on from our week of peeks are available now at the Prettie Boutique!
Know what else? It's Christie's birthday! So we've combined our release day cards with Christie's birthday hop for extra fun! Here is mine, featuring the Bubbles Everywhere sentiment, along with the previously released Bubble Time Sophia.
Doesn't she look like she's having a GOOD time?? I want that to be me! This is Christie's birthday card, I hope she enjoys it when it arrives to her (if it hasn't already!). Thanks for being such a great store owner and DT Mama Christie! Happy birthday!
For today's card I added in the SPARKLE challenge (#3) from Crafts and Me Challenges. It's a little hard to see because I didn't like the way the photo that used the flash turned out (if you click for the BIGGIE-SIZED photo you can see it) but the soap bottles and all of the bubbles on the main image and the sentiment are sparkly and I used an iridescent shimmer paper for the green border-punched piece. Yum! Love that sparkle.
A few card notes - hard to see in the pic but I painted over all the bubbles using Smooch Illuminate Pearlized Top Coat ink to give some great sparkle. This is a GREAT product, it gives a clear-finish dazzle to anything you add it to, without changing the color (other than to add the iridescent sparkle). It comes with its own little applicator right in the bottle, no searching for a paint brush!! Yayyyy! I also painted the soap bottles with Kiwi Smooch ink. There is Rasberry Fizz Ultra-Fine Flower Soft on the rug.
Ok, that's it for me, head over to Christie's Blog now and leave her some birthday love! And don't forget to sneak over to the Prettie Boutique and get your new release images -- rubber and digis!


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Google Earth Pro used to cost a staggering $400 a year, but in case you haven't heard, the intuitive mapping program is now free. Google announced the change back in 2015, but the company's instructions have since become outdated. Thankfully, the process remains relatively straightforward and quick.
Related: Google Earth just got a whole lot sharper thanks to the Landsat 8 satellite
The Pro package will be familiar to anyone who has used Google Earth before, but the software comes loaded with a host of extra features. Media companies use the video export feature to supplement reporting, and construction firms can use the tools to digitally survey any location on Earth. Here's how to get these and other previously expensive features for free, whether you're an Apple or Windows aficionado.
Step 1 — Download Google Earth Pro
To get started, we'll need to download and install Google Earth Pro. Head to the Google Earth homepage, click the Explore option beneath Google Earth Pro, and click the blue Download Google Earth Pro button on the right-hand side of the page.
In Windows, simply open the .EXE file installer and allow it install the latest version of Google Earth.
On a Mac, you'll need to open a DMG file, then run a PKG installer. You can customize where the application will install, but the defaults are fine if you're not sure which settings to use.
Step 2 — Sign in with your email and this password
The first time you start up Google Earth Pro, you'll be asked for an email and License Key. To use Google Earth Pro, you need only use your email address with the License Key "GEPFREE." Like this–
Do that and you'll be using Google Earth Pro in no time. To keep things simple, go ahead and check the box beside Enable automatic login. If you do, you won't have to remember the key next time you fire up the software.
Keep in mind that Google Earth users can also sign in using their Google account. This gives you access to any content you've created in Google Earth in the past, as well as your search history. Signing in with a Google Account does not affect your license key, so don't be afraid to do so.
Enjoy Google Earth Pro features, free of charge
Google Earth Pro comes with an array of beneficial features, many of which can help facilitate otherwise difficult tasks. Below are just a few of the more advanced things you can do with Google's virtual globe.
- Calculate the distance between two points
- Quickly measure the area of a particular area
- Find out how tall towers or hills are
- Export images up to 4,800 x 3,200 pixels in size
- Import spreadsheets full of data for overlays
- Record and export 3D footage in full HD, or 1,920 by 1,080 pixels in size
There's a lot more than just that, too, as evidenced from the video above. The footage is from 2010, so it's a little old, but it gives you a great idea of the kinds of things Google Earth Pro can do that the other version of Google Earth cannot. Some features have been dropped — Google removed the demographics and traffic overlays in the beginning of 2016, for instance — but there's no reason to install Google Earth instead of Google Earth Pro at this point. Enjoy the extra features, even if they're shrinking.


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No More Boring Summer Camps for Kids!
No More Forcing Kids to Go to Camps They Don't Like! NOW ENROLLING FOR OUR SUMMER MARTIAL ARTS CAMP!
Tired of sending your kids to the same old boring summer camps? You and your kids can kick boredom to the curb by signing-up for our Summer Martial Arts Camp. American Martial Arts Academy Karate Summer Camp is anything but boring and when was the last time you had to force a kid to have fun, play with friends or go on a field trip to the beach, a water park or play laser tag.
Our Karate Summer Camp has a limited number of openings and they fill-up fast! Call today us today at 888-672-8922 and reserve your spot in this truly awesome summer camp adventure before it's too late!
What Do Kids Get? Your kids will get a summer filled with fun, physical activity, new friends and stimulating new character building experiences. We've proudly served the Summer Camp needs of Orange County since 1992 and we're second to none when it comes to fun, personal development and stimulating experiences for your kids.
How About Parents? Parents get lots of big smiles, happy faces and much, much more…Like the satisfaction of knowing their kids are having a blast, staying active and strengthening their character in a safe, positive and supportive family friendly environment. Or the flexibility to customize the summer camp experience to meet your specific needs or the inner peace you get when you help your children become more confident and self-assured.
Our Summer Camp "Difference Makers"
With hundreds of summer camp options to choose from, picking the one that's right for you and your children can be a bit overwhelming. Our "Difference Makers" eliminates the guesswork and makes the process much more manageable.
Exciting Field Trips
- Kids love field trips and we have a lot to love. We go on a minimum of 3-4 field trips per week and the destinations are as varied as they are fun. Our favorite field trip destinations include the beach, water parks, museums, laser tag parks, aquariums, miniature golf, trampoline parks, nature walks, Discovery Center, movie theaters and creative indoor playgrounds. Kids, food and fun are like peas in a pod and our field trips to local restaurants, Medieval Times and Pirate Dinner Adventures are always a big hit.
- There is no extra charge for field trips as they are included with Summer Camp Fee
- American Martial Arts Academy provides transportation to & from each destination.
First Class Facilities
Our first class facilities set the stage for an extraordinary camp experience. Our expansive Karate Summer Camp facilities have everything campers need for an unforgettable summer adventure and much, much more…
- Kids need plenty of room to play, exercise and spread their wings and our 15,000 sq. ft. Harbor facility is one of the largest and most modern Karate Camp facilities in all of Southern CA.
- Campers each get their own private storage areas
- Separate large matted floor areas with basketball hoops, exercise obstacles, balance beams and martial art related equipment
- Dedicated, fully stocked craft/activity area
- Classroom-Style Study Area
- Multiple Boys/Girls Full Service Restrooms
- Specialized Air Filtration System to Keep Our Facility Smelling Fresh & Clean
- Parent Lounge with FREE Wi-fi
Instructors & Staff
Our instructors and staff have been the crown jewels of our Karate Summer Camp programs in Orange County for the last 25 years. It takes an extraordinary staff to create fun, stimulating and memorable character building experiences for kids year after year. Our instructors and camp staff love kids, love what they do and take their responsibility as role models very seriously…and YES, they are they are EXTRAORDINARY! Our instructors and staff all meet the criteria listed below:
- Highly Trained & Certified Martial Arts Professionals
- Knowledgeable, Experienced & Enthusiastic About Caring for Children
- Hired from Within & Grown-up in Our AMAA Program
- Carefully Screened with Detailed Background Checks Performed
- First Aid/CPR Certified & Trained in Emergency Procedures
- Specifically Trained to Work with Children
Karate Program & Camp Specifics
- Camp includes our highly rated character building Karate classes
- Super Flexible Camp Schedule – Customize Days/Weeks of Camp Participation & Pay Only for the Days You Use. No Obligation to Purchase Complete Weeks or Packages
- Discounts Available for Multi-Week Purchases
- Low Camper/ Student to Instructor/Camp Counselor Ratio
- Ages 2-6 (No More than 7 to 1)
- Ages 7-12 (No More than 9 to 1)
- Camp Counselors are Always Available by Phone or Email Throughout the Day
- All Camp Activities Promote Fun, Health & Fitness
- Karate Classes Focus on Developing Positive Character Traits Including
- Self-Confidence
- Focus
- Respect
- Discipline


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musée condos
Musee Condos is a new condo project by Plaza Corp currently in pre-construction at Bathurst St and Adelaide St W in Toronto. The project has a total of 454 units.
The Musee Condos Floor Plans and Price List are now available. Please call or complete the form below to get all the info and to register now for the Platinum VIP Preview Sales Event.
About Musee Condos
Developer: Plaza
Development Name: Musee Condos
Architect: Quadrangle Architects Limited
Address: 525 Adelaide St W
Location: Bathrust St and Adealaide St W
No. of Storeys: 21
Total Unit Released: 461
Unit Size Range: 493 - 1317 (Sf)
First Occupancy: Summer 2016
Unit Type: One-bedroom (+Den), two-bedroom (+Den), three-bedroom and townhome layouts
Maintenance Fees: $0.50 per square foot (Hydro Metered Separately)
Oliver Baumeister von Bretten, Broker, Senior Vice President - Sales - (416) 460-1213
Sotheby's International Realty Canada, Brokerage* | 1867 Yonge St, Toronto, ON, M4S 1Y5 | Tel: (416) 960-9995 | Fax: (416) 960-3222
email@example.com *Independently Owned and Operated. We do not represent the builder directly.
Sotheby's International Realty® is a registered trademark licensed to Sotheby's International Realty Affiliates, Inc.