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Ex-trainer takes Cubs to court - Chicago Tribune
Ex-trainer takes Cubs to court
Former assistant trainer Sandy Krum filed a lawsuit Wednesday against the Cubs in Cook County Circuit Court, charging he was wrongfully terminated in retaliation for whistle-blowing on a fellow employee.
Krum, with the Cubs since 2001, said he was let go after this season because he informed general manager Jim Hendry in mid-August that former head trainer Dave Groeschner was operating without an Illinois license.
"I don't think Jim Hendry and the Cubs organization wanted to carry this burden on their shoulders, that they had someone under their employment who knew they were practicing deceitfully, and illegally," Krum said at a news conference announcing the suit.
Groeschner also was fired at the end of the season for unspecified reasons. Krum charged Groeschner's lack of a proper license led to "prolonged stays on the disabled list" by several unnamed players. Krum said he believed Groeschner's alleged lack of expertise had a negative effect on the Cubs' season, but declined to elaborate.
In a statement Hendry said, "Dave Groeschner was a certified athletic trainer and worked for the San Francisco Giants for eight years before joining the Cubs. He followed all the requirements for licensing in Illinois and received his license. We have not seen any claim from Mr. Krum and so cannot comment further."
Attempts to reach Groeschner were unsuccessful.
Krum's attorney, Robert Fioretti, said Cubs players will be asked to give depositions and some may have to testify when the trial begins.
Among the Cubs whose 2004 injuries lasted longer than originally diagnosed were Sammy Sosa, Mark Prior, Kerry Wood, Mark Grudzielanek, Todd Hollandsworth and Aramis Ramirez. Unlike the others, Ramirez was not placed on the disabled list but missed two weeks with a groin injury.
Sosa missed a month with a back injury brought on by a sneeze. Asked if Sosa's back was one of the alleged injuries to which he was referring, Krum replied, "You can infer what you like."
Fioretti cited privacy laws in refusing to give specific names and injuries.
Groeschner came to the Cubs from San Francisco, where he was an assistant trainer and strength and conditioning coordinator in 2000-03 under Dusty Baker, who was the Giants' manager until he joined the Cubs in 2003. The state of California does not require a trainer's license.
Krum said he met with Hendry on Aug. 16 and informed him Groeschner was working without an Illinois license.
"I pointed out not only the fact Groeschner was not licensed, but a long list of inadequacies in his talent," Krum said.
Krum said Hendry responded by asking why he waited so long to tell him and what he wanted him to do about it. Krum said he later had a "confrontation" with Groeschner over his meeting with Hendry and noted a "tremendous change in Jim Hendry's persona the minute I walked out of his office."
Asked why he waited so long to inform Hendry about Groeschner's lack of an Illinois license, Krum said he "had to give the head athletic trainer the benefit of the doubt."
After the Cubs fired him, Groeschner returned to the Giants in his former position of assistant trainer. The lawsuit said Groeschner eventually received his Illinois license on Nov. 5, after the Cubs had fired him.
Krum is seeking in excess of $100,000 from the Cubs, citing "lost wages, lost pension benefits, lost future employment and career advancement, anxiety and humiliation."
"I can't explain the hurt," Krum said.

value: The Chicago Tribune is a daily newspaper based in Chicago, Illinois, United States, owned by Tribune Publishing. Founded in 1847, and formerly self-styled as the "World's Greatest Newspaper" (a slogan for which WGN radio and television are named), it remains the most-read daily newspaper of the Chicago metropolitan area and the Great Lakes region.


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dealbonanza
This item: Curious George 12" Latex Balloons (8 count) $5.06 This item is available because of the Add-on program
Curious George Banner $5.35
Curious George 54in x 84in Plastic Tablecover $7.31
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Curious George 54in x 84in Plastic Tablecover 4.4 out of 5 stars (8)
Curious George Cake Decoration and Candles, 6ct 4.6 out of 5 stars (34)
Curious George Cone Hats (8) Party Supplies 3.9 out of 5 stars (7)
Curious George Blowouts 8ct 4.2 out of 5 stars (10)
Curious George Hanging Decorations 4ct 4.8 out of 5 stars (9)
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ASIN: B000XEG8JA
Amazon Best Sellers Rank: #6,501 in Toys & Games (See Top 100 in Toys & Games)
#65 in Toys & Games > Party Supplies > Balloons
See all 18 customer reviews These balloons looked great and were very durable.Vicki TruettThese were a great addition to my son's 3rd birthday party which had a Curious George theme!LKH in STLOver half of the balloons came with holes in them.Sarah McKinney Shannon
These were a great addition to my son's 3rd birthday party which had a Curious George theme!
3 year old LOVES these balloons.
Reg781
We purchased these for my sons 3rd birthday. They are exactly as pictured...a colored balloon with a black outline of George's face. My son could not have been happier to have these balloons at his birthday dinner!
Cute but the popped REALLY easily. It took very little air, which was really sad because they weren't cheap and we only got a few.
Sarah McKinney Shannon
Very disappointed. Over half of the balloons came with holes in them. The balloons are poor quality. The balloons that didn't have holes could only keep air for an hour.
There is nothing wrong with these balloons. They are colorful and look exactly as shown. I would personally like to have the design be bolder or double-sided because no one besides myself really noticed these were Curious George balloons at the party.
I expected the balloons to be bigger for the amount I paid for. Pretty basic balloons nothing really special about them.
Great balloons for a party. We loved seeing Georges sweet face floating around the party. Bright colors and the kids loved them.
Great for your curious little monkeys
J. M. Goss
I've purchased these a couple times. They are just your standard latex balloon but the adorable face of Curious George makes them a must have for my little monkey.
They are expensive but my son is crazy for George so I bought it. But later I realized that I could have used normal balloons .
my daughter loved having these george decorations for her birthday party. the only cartoon we can watch at home is curious george
Published 9 months ago by leexrayshady
Two of the balloons came without the Curious George icon on them. I could have gone to my local grocery store for solid color balloons if I wanted them.
Published 11 months ago by Kylene Harding
I liked it, and my daughter also liked it, hope your birthday party very well. It's actually a good product.
Published 11 months ago by Brian Williams
These balloons were pretty disappointing. Several came with holes and could not inflate. Others had defects in the George picture. The balloons that did inflate popped easily.
Published 12 months ago by Marq
Great colors. Durable. Printed well. Had them filled with helium by a local party store and even a week later the left overs were still floating around the living room.
Published 12 months ago by 8i8
Curious George Animated - 35 In. Giant Shape Foil Balloon 4.2 out of 5 stars (6)
Curious George Party Pack for 8 4.4 out of 5 stars (22)
Curious George Birthday Standard Kit Serves 8 Guests 5.0 out of 5 stars (4)
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type: global

value: Amazon.com, Inc. ( AM-ə-zon) is an American multinational conglomerate which focuses on e-commerce, cloud computing, digital streaming, and artificial intelligence.


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Jane L. (Hunt) Murphy, 93, of Westmoreland City, went to meet her Lord and Savior, Sunday, Sept. 15, 2019. She was born July 13, 1926, in Westmoreland City, a daughter of the late James and Estella (Kohl) Hunt, and was...
Published in Greensburg Tribune Review from Sept. 16 to Sept. 26, 2019
Donelle M. (Werner) Miller
MARYDEL - Donelle M. (Werner) Miller of Marydel, formerly of Jeannette, Pa., went home to be with the Lord on Monday, Sept. 9, 2019, following a long and courageous battle with cancer. She was surrounded by her loved...
Published in NewsZapDE on Sept. 14, 2019
Donelle M. (Werner) Miller, of Marydel, Del., formerly of Jeannette, went home to be with the Lord Monday, Sept. 9, 2019, following a long and courageous battle with cancer. She was surrounded by her loved ones at her...
Published in Norwin Star from Sept. 13 to Sept. 19, 2019
Published in Greensburg Tribune Review from Sept. 13 to Sept. 19, 2019
Donelle was born on September 26, 1954 and passed away on Monday, September 9, 2019.
Dennis M. Barton, 81, of Irwin, died Friday, Sept. 6, 2019, at Transitions Healthcare, North Huntingdon. He was born Dec. 25, 1937, in Wegley, the son of the late Walter and Alice (Youngstead) Barton. He was a retired...
Dennis was born on December 25, 1937 and passed away on Friday, September 6, 2019. He was an Army National Guard veteran, a member of Bushy Run American Legion, the American Legion Riders, the Manor Center County...
Dawn M. (Paden) Helfrich, 62, of Latrobe, formerly of North Huntingdon, died Sunday, Sept. 1, 2019, at home, surrounded by family. She was born July 21, 1957, in Greensburg, a daughter of Kenneth D. and Harriett K....
Published in Greensburg Tribune Review from Sept. 3 to Sept. 12, 2019
Norma F. Varsafsky
Norma F. (Apelquist) Varsafsky, 81, of Jeannette, formerly of North Braddock, died Monday, Aug. 26, 2019. She was born July 7, 1938, in Braddock, a daughter of the late Alvin and Grace Apelquist. She retired from the...
Published in Norwin Star from Aug. 28 to Sept. 5, 2019
Published in Greensburg Tribune Review from Aug. 28 to Sept. 5, 2019
Norma F. Apelquist Varsafsky
Norma was born on July 7, 1938 and passed away on Monday, August 26, 2019. At Norma's request there will be no viewing. A funeral service will follow at 3:30 p.m. in Immanuel Lutheran Church.
Alice Faye (Peabody) Bealko, 86, a longtime resident of Irwin Manor, passed away peacefully in her sleep Wednesday, Aug. 21, 2019. She was born Aug. 29, 1932, in Louisville, Ky., a daughter of the late Russell E. and...
Published in Norwin Star from Aug. 24 to Sept. 5, 2019
Published in Greensburg Tribune Review from Aug. 24 to Sept. 5, 2019
Alice Faye Peabody Bealko
Alice was born on August 29, 1932 and passed away on Wednesday, August 21, 2019. Everyone will gather at the funeral home at 11 a.m. Monday for a funeral service with Rev. George Petrovay, officiating....
James W. Byard
James W. Byard, 62, of Irwin, died Tuesday, Aug. 20, 2019, at home. He was born Sept. 21, 1956, in McKeesport, a son of the late William Dal and Marion E. (Geruschat) Byard, and was also preceded in death by his twin...
Published in Norwin Star from Aug. 22 to Aug. 29, 2019
Published in Greensburg Tribune Review from Aug. 22 to Aug. 29, 2019
James was born on September 21, 1956 and passed away on Tuesday, August 20, 2019. He was a graduate of Penn State University and was employed by Shred-it, Pittsburgh. There will be no viewing. Private...
Tracie A. Heasley, 46, of Trafford, passed away Wednesday, July 31, 2019. She was born May 30, 1973, in Greensburg and was a daughter of the late Eugene J. Heasley and Sherry E. (Winters) Heasley of Trafford. She was a...
Published in Penn Trafford Star on Aug. 22, 2019
Published in Greensburg Tribune Review on Aug. 22, 2019
Eric L. List, 56, of Paintertown, died Monday, Aug. 19, 2019, at home. He was born June 12, 1963, in Wilkinsburg, the son of Janet E. (Hobaugh) List, of Paintertown, and the late Louis J. List. Eric was a driver for...
Published in Greensburg Tribune Review from Aug. 21 to Aug. 29, 2019
YEAGER CONSTANCE L. (GREENWALT) Age 78, of North Huntingdon, passed away Monday, August 19, 2019. She was born July 12, 1941 in McKeesport, a daughter of the late Herman and Edna Greenwalt. She worked as an optician...
Published in Pittsburgh Post-Gazette on Aug. 20, 2019
Constance L. (Greenwalt) Yeager, 78, of North Huntingdon, passed away Monday, Aug. 19, 2019. She was born July 12, 1941, in McKeesport, a daughter of the late Herman and Edna Greenwalt. She worked as an optician for...
Published in Greensburg Tribune Review from Aug. 20 to Aug. 29, 2019
Constance was born on July 12, 1941 and passed away on Monday, August 19, 2019. A mass of Christian burial will be celebrated at 9:30 a.m. Thursday at the Immaculate Conception Church in Irwin. Interment will...

value: In law, a legacy is something held and transferred to someone as their inheritance, as by will and testament. Personal effects, family property, marriage property or collective property gained by will of real property.


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Rivareno Gelato Darlinghurst, Sydney - Darlinghurst - Restaurant Reviews, Photos & Phone Number - TripAdvisor
Restaurants near Rivareno Gelato Darlinghurst
Things to do near Rivareno Gelato Darlinghurst
#4 of 170 Dessert in Sydney
280 Crown Street, Darlinghurst, Sydney, New South Wales 2010, Australia
#33 of 6,029 Places to Eat in Sydney
280 Crown Street, Darlinghurst, Sydney, New South Wales 2010 Australia
All reviews gelato ice cream cremino gelateria raspberry sorbet crepes natural ingredients one scoop two scoops amazing flavours taste buds messina heera cone shake barangaroo franchise
Defiantly wont forget this place
The choice alone was hard!! Not because they have a huge amount of flavours but every single flavour sounds amazing. Really love the ice cream after finishing our cones I ended up with a 1.5kg tub for home. Cant wait to go back!!!
Thank DevourTheWorld
theflyingmadman
Disappointing, everything was covered in Nutella
Tried a selection of menu items including waffles, crepes and gelato. The gelato was yummy but both the waffles and crepes were covered in Nutella so much so, that everything tasted of Nutella. The crepes had Nutella both on the inside and outside. It was...More
Thank theflyingmadman
Fabulous Gelato- Not to be missed
Dropped in for after dinner gelatos with family. A fabulous selection of flavours in a rich and creamy gelato. Superb. Highly recommended.
Thank greghJ2308TD
Q3944GVstephenb
This gelato joint is trendy and crazy delicious! Very inventive flavors and concoctions. I’m going back before I leave the area. Definitely worth a second time!
2 Thank Q3944GVstephenb
Was taken to this joint by my cousin and had a good experience. It was crowded but worth the wait. The chocolate flavor was creamy and delicious.
Thank sugunapriya b
Gelato to die fore
Hade a cup with cafe and pistachio. And it was among the best I ever have had! It was super soft but still cold and the pistachio flavor was so good!
My absolute fave ice cream
Rivareno is my first choice for ice cream in Sydney. Get the Cremino Riverino. Tastes like Nutella and cream. Yum!
mikesalts
I had previously visited the Barangaroo location but got there a bit late so flavours were limited and the experience not as enjoyable. However we got here a bit earlier and had a broader selection of flavours. The new Biscotti flavour was amazing. The gelato...More
Thank mikesalts
64601049
Good gelato served up here in cones and cups, mostly to take away, although there are a few stools looking out on the street. Extremely popular.
Its the best! Enough said! Wish we had one of these stores in Adelaide . Love the fact that it is free of all the nasties. Very good granita as well. Not sickly sweet very natural just like i had in Italy.
Thank AdelaideBelle
Get quick answers from Rivareno Gelato Darlinghurst staff and past visitors.

value: Tripadvisor, Inc. is an American online travel company that operates a website and mobile app with user-generated content and a comparison shopping website.


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Watchlist	Random page	Recent Edits	Changes: Mike Whitley
Revision as of 19:03, July 8, 2012 (view source)CluckinBell52 (Talk | contribs)← Older edit
Revision as of 14:07, August 6, 2013 (view source)Cloudkit01 (Talk | contribs) (Adding categories)Newer edit →
[[Category:Characters|Whitley, Mike]]
[[Category:Characters in GTA IV|Whitley, Mike]]
Revision as of 14:07, August 6, 2013
Mike Whitely is the main radio reporter for Weazel News in Grand Theft Auto IV. He is the main street reporter. Whitely always reads the first news story, which is always the story that Niko Bellic is involved in. And will always end his sentences with "Mike Whitely, Weazel News". Whitely also reported in a special report about the motorcycle menace in Liberty City. Mike is voiced by veteran 1010WINS newsman, John Montone.
Retrieved from "http://gta.wikia.com/wiki/Mike_Whitley?oldid=463190"

value: Fandom (also known as Wikia before October 2016) is a wiki hosting service and domain operated by Fandom, Inc. (formerly known as Wikia, Inc.), a for-profit Delaware company founded in October 2004 by Jimmy Wales and Angela Beesley.


text:
This man is a Moken, one of only a thousand that remain of this ancient culture of "sea gypsies." The last of the Moken live in the Mergui Archipelago, which spans 250 miles of warm waters off the coast of Myanmar (formerly Burma) and Thailand. The Moken are called Chao Ley (people of the sea) in Thai, and it is a fitting name; for 8 months of the year they roam the waves in hand carved sail boats called Kabang, living off the bounty of the sea. An entire family lives in a Kabang, a hydrodynamic home fashioned from a single rainforest tree. Sometimes extended families come together forming a floating village to share resources, sing, and tell stories.
The Moken have adapted to their ocean lifestyle over centuries. They can see underwater twice as well as other humans, and in a single dive can reach depths that would have most people grabbing for SCUBA gear. They seem completely at ease in the water, and with good reason -- a Moken diver can hold their breath for up to an astounding 8 minutes, (as a competitive freediver myself I don't even come close to this.) Want to try to challenge the Moken record? There's an app for that.
To be a Moken means to live a life deeply harmonized with the sea. This harmony means that the Moken are good indicators of our oceans' health. A few years ago, these regions teemed with life, but today 80% of coral reefs in Southeast Asia are endangered and the Moken population has shrunk from 10,000 to just 1,000 over the past 15 years. Many local reefs are struggling to survive, straining under pressure from climate change, shark finning, offshore oil drilling, and destructive dynamite fishing that leaves the oceans barren, for the first time ever, the Moken are starving.
One Moken diver, a man named "Hook" is a brave catalyst to save what remains of his people's culture and wisdom. He works with The Moken Project, a non-profit dedicated to recording what they can of this amazing culture before it disappears.
Hook, like most of his people, see the signs of an ocean in peril, "For the Moken, the ocean is our entire universe, but today, the big boats come and take every fish. I wonder what they will do when the ocean is empty?"
In Moken culture, there is no concept for time but if there were, I think that they would say that the time for action must be now.
The Moken community has passed wisdom down for generations about the creatures and rhythms of the ocean. One of their legends tells of the Laboon ("the wave that eats people") that is brought on by angry spirits of the ancestors. Just before the Indian Ocean tsunami hit in 2004, Moken elders noticed strange wave patterns. Their warning to head to higher ground saved hundreds from one of the worst natural disasters in human history.
Many have wondered how the Moken were able to predict this disaster. I believe it is because they were paying close attention to the sea, a habit learned from their pure oceanic existence.
The suffering of the Moken sadly provides unequivocal evidence that our oceans are in crisis. If we are to learn anything from these incredible people it is to pay closer attention to what our oceans are telling us. If we are to avoid an 'empty' ocean future we must act now and plan accordingly.
Posted by Kathy Dowsett at 11:00 AM
Labels: breath holding, climate change, floating villages, freediving, Kabang, kirkscubagear, Mergui Archipelago, Moken, Moken Project, sea gypsies, Thailand
Posted by Kathy Dowsett at 12:00 AM
Labels: fish, freshwater, kirkscubagear, moray eel, ocean reefs, sharp teeth, snakes, tropical waters, warm water
BRING YOUR OWN BAG Always bring your own bags whenever you shop, not just for the supermarket. By bringing your own bag, you alone can save between 400 and 600 plastic bags per year. There are lots of cool tote bag companies out there.
Posted by Kathy Dowsett at 11:11 AM
Labels: Great Garbage Dump, kirkscubagear, ocean, plastic, plastic in the ocean, plastic pollution, resuable containers, stainless steel bottles, straws, traveling coffee mugs, wax paper
A small fish nestled among swaying stalks of sea whip coral about 11 miles off the Alabama coast may be poised to shift the balance of life in the Gulf of Mexico.
While it has been less than two years since scuba diver Lawren McCaghren made the first confirmed sighting of a lionfish off Alabama, the animals are now so common that McCaghren said he routinely sees 50 or 60 during a single dive on local reefs.
The sudden colonization of the northern Gulf has scientists using words like alarmed, worried and afraid. First noted off the Atlantic Coast in the 1990s, lionfish swept across the Caribbean in three short years.
“The explosive nature of the population expansion is ominous. We’re getting reports of thousands of them documented across the northern Gulf and thousands in the Keys, all within a few years,” said Bob Shipp, head of marine sciences at the University of South Alabama.
“Whether they replace some of our native species on the reefs, or it is a temporary expansion that will level off, we just don’t know. They don’t have any natural predators. Perhaps some of our predators will eat them, but we have no indication of that yet.”
Lionfish, named for a lovely mane of elaborate fins that rings their bodies, are native to the Pacific Ocean. They are not native to the Gulf or Atlantic. The fish grow to about 15 inches long, but appear much larger due to the fan of fins that spread out around the body. The body is striped with bands of brown, rust, and white.
Scientists believe captive lionfish may have escaped from aquariums in south Florida during Hurricane Andrew in 1992. A few were seen off North Carolina around 2000, and reports of sightings began trickling in from the Caribbean around that time.
Within three years, lionfish had colonized the entire Caribbean and are reported to have eaten or displaced about 60 percent of the native species on reefs there. Lionfish have enormous mouths in relation to the size of their bodies, similar to a largemouth bass. They can consume fish nearly as big as they are.
“The natural bottom stuff, the Trysler Grounds, you don’t see one or two. You see 50 or 60 out there every dive. They’re on every outcropping,” McCaghren said, referring to an area of natural coral reef habitat about 20 miles off the Alabama coast.
McCaghren said he has killed about 100 using a small spear known as a “Lion Tamer.” Because each lionfish possesses three sets of venomous fins, he said he usually knocks them off the spear and leaves them in the water rather than trying to bring them back to the dock to eat.
A lionfish killed by the Press-Register on Tuesday yielded two small filets. The meat was firm and white and tasted delicious sauteed in butter. To clean it, the venomous barbs were simply clipped off with a pair of wire snips.
If you get stung by a lionfish, run the wound under hot water and seek medical attention. The telltale water stream from an outboard motor can be used to provide hot water if you get stung while offshore.
While federal officials have been encouraging people to eat lionfish, it appears unlikely that such a program will make a dent in the Gulf population. In part, that’s because the fish don’t typically take a baited hook, and in part it is because they have apparently colonized the deepest parts of the Gulf.
“No one expected to see a lionfish at 1,400 feet down, but that’s what we’re seeing,” said Thomas Jackson, an exotic species biologist with the National Oceanic and Atmospheric Administration.
Jackson said he believes that lionfish are reproducing in the deep recess of the Gulf and moving in toward shore. Because the fish are native to the Pacific, he said, they are likely more tolerant of the colder water far offshore than many native species.
Shipp, with the University of South Alabama, said that might explain why most of the lionfish seen by divers in the Gulf are relatively small.
“These fish get up to 15 inches, but we’re not seeing that size. Most of the reports I’ve heard are juveniles,” Shipp said. “That’s alarming. If they are establishing themselves here as juveniles, without even reproducing locally, well, who knows what will happen if they start reproducing around here.”
A survey of scuba divers with spearfishing permits conducted by the Dauphin Island Sea Lab yielded hundreds of reports of lionfish in area waters. One fish was reported under a pier in Old River next to Ono Island, in just a few feet of water. Last week, a lionfish was killed in 11 feet of water at Fort Pickens in Pensacola Bay.
“I’m hoping this won’t be like the brown tree snake in Guam. You’re talking about an entire ecosystem that has these predators in very large numbers,” Jackson said. “Our systems are already stressed. Now we’re adding a very efficient predator.”
Jackson said that it is still legal to import a number of lionfish species in the United States, including species that have not yet escaped into the wild. “It is not a good idea to continue to allow the sale of these fish,” he said.
“I think it’s only a matter of time until the lionfish move into shallower water and get into our coastal ecosystem,” McCaghren said. “Fishermen don’t understand the threat yet because they don’t see them. They’re here now. And the difference they’ve made in just a few years is incredible.”
Thanks to All Alabama Kathy Dowsett
Posted by Kathy Dowsett at 6:18 PM
Labels: aquariums, Caribbean, coral, Florida Keys, Hurrican Andrew, kirkscubagear, lion tamer, lionfish, northern Gulf, ocean, predators, Scuba Scoop, South Florida, tournaments
It's an activity that's synonymous with summer. And when the season arrives, many Canadians waste no time making a splash in a public, indoor or backyard pool.
In addition to helping you stay fit and beat the heat, swimming is a great way to have some fun. Still, if you're not careful, a swimming pool can also be a dangerous place. Approximately 60 children under the age of 14 drown each year in Canada. There have already been dozens of drownings across the country this summer, and the season is just getting started.
Here's a breakdown of what you need to know to keep your family safe.
While most drowning victims in Canada each year tend to be adults, and most tend to occur in lakes and rivers, incidents around pools tend to involve young people.
“All children are at risk. You'll see that the younger kids are at risk due to concerns with supervision, and they need to be very closely supervised at all times,” says Warren, the Canadian Red Cross' Regional Manager for First Aid and Water Safety Services in Toronto.
“For the older kids, they tend to be more of the risk takers. Also, some of them overestimate their swimming ability, so again it's important that they are being supervised.”
THE WEATHER AND DROWNINGS
When the sun is shining and temperatures are soaring, many Canadians see a backyard pool as a great place to cool off and entertain guests. However, some officials say there may be a correlation between an increase in temperatures and an increase in drownings.
“My opinion is that with hot weather there's more participation in pools,” says Barabara Byers of the Lifesaving Society.
Warren agrees that a correlation appears to be evident between drownings and warm weather.
“I think when you look at the statistics of drownings, there seems to be a lot more when we get those very high patches of hot weather,” she says.
POOL RULES: WHAT TO DO
“You want to make sure your children's behaviour is conducive to still having fun, but staying safe,” says Warren. “Parents need to stay within sight and reach of their children whenever they're anywhere near the pool, not just in the water. Also, it's important that parents get trained in First Aid and CPR skills, because many parents don't know CPR.”
The Canadian Red Cross suggests that anyone with a pool in their backyard create a set of 'Pool Rules' for their children, family members and friends. These rules are to be communicated before anyone goes into the water.
“We suggest that a 'pool rule' be that no one can go into the water without an adult present,” says Warren. “If anyone's a non-swimmer they should be wearing a life jacket in the pool. Only dive into the deepest point of the pool if it is deep enough for diving. Pools need to be secured. They need to be fenced in with a self-closing, self-latching gate. Also, you should always have safety equipment in your pool so you can help a person. If the worst does happen, make sure you make that call to 911 right away.”
Proper fencing around pools is often advised to keep children safe. It is a by-law in some Canadian municipalities, but fencing is not yet required across the country.
Here are some other tips from the Canadian Red Cross you should keep in mind:
Tell visitors the pool rules
Keep safety equipment nearby Alcohol and pools don’t mix.
Thanks Weather Network
Posted by Kathy Dowsett at 11:30 AM
Labels: Canadian Red Cross, drown, drownings, home pools, kirkscubagear, lakes, public pools, rivers, sun, swimming backyard pools above ground pools, swimming pools safety and the water CPR
Labels: buddy diving, dehydrated, dive risks, diving, diving with a buddy, kirkscubagear, ocean, physical exertion, scuba, scuba diving, scuba risks, sharks, underwater
Labels: decompression sickness, diving, diving when pregnant women, doctors, kirkscubagear, pregnant, scuba, scuba diving, Women Divers
Posted by Kathy Dowsett at 4:05 PM
Labels: Antarctic, Canadian, cave diving, James Cameron, Jill Heinerth, kirkscubagear, Siberia, water problems, We are Water;, Wes Stiles

value: Blogger is an American online content management system (CMS) which enables multi-user blogs with time-stamped entries. Pyra Labs developed it before being acquired by Google in 2003.


text:
SS8 Social Studies Page of
Unit 2: Creating a Colonial Identity
Unit 5: Articles to Constitution
The colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems. The slave labor system and the loss of Native American lives had a lasting impact on the development of the United States and American culture.
Forces and voluntary migration explored, along with the characteristics of the colonies. Focus on geographical impact on the social, political and economic lives of those living in the area.
Life in the New England Colonies, Middle Colonies, Southern Colonies, Backcountry
Determine factors, the impacted emigration, settlement patterns, and regional identities of the colonies.
Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experience differed.
#MyColonialLife Instagram Project
4.1 RSG: 20 points 5.1 RSG: 20 points
4.2 RSG: 20 points 5.2 RSG: 20 points
4.3 RSG: 20 points 5.3 RSG: 20 points
4.4 RSG: 20 points News Article Comparison: 40 points (4 times)
News Article Comparison: 40 points (4 times) JS Challenge: Writing: 100 points
JS Challenge: Writing: 100 points JS Challenge: Comp. Quiz: 60 points (3 times)
JS Challenge: Comp. Quiz: 60 points (3 times) Benchmark Challenge: 100 points
Day 1 - 3: Welcome Back!
Day 4: Mr. Betts: Moving to the Colonies / Why did people move to the colonies? / “An Early Call for Settlers” Activity (Rate arguments for moving to America) / “Skills Needed in English Settlements” Cooperative Activity
Day 5: Map Identification of the 13 Colonies / Analyze characteristics of each region http://www.history.com/topics/thirteen-colonies / Map Practice : http://online.seterra.com/en/vgp/3044
Day 6: Mr. Betts Video- Puritans / Anne Hutchinson Primary Source Activity / Religious Toleration Activity
Day 7: Mr. Betts video –Quakers / Analyzing Data on Middle Colonies Activity / “William Penn’s Holy Experiment” Activity / Middle Colonies Map Interpretation Activity
Day 8: Current Events - Pulitzer Center: Topic Migration. Why do people leave their homes to start over?
Day 9: “Slaves and the Southern Colonies” DBQ Activity / “The South Depends on Slavery” Point of View Activity
Day 10: Backcountry Mini WebQuest: http://www.landofthebrave.info/the-backcountry.htm
Day 11: Mr. Betts: Triangular Trade / “Triangular Trade” Map Activity / Analyzing “Slave Trade Profits” Activity
Day 12: AMISTAD: Triangular Trade Activity
Day 13: Current Events - Pulitzer Center: Topic Migration. What are the experiences of those that migrate from their homes?
Day 14: “Life in the Colonies” / “Woman’s Day Magazine-Colonial America Activity” / “Women in Slavery” Primary Source Activity
Day 15: “An Eyewitness Account of the Crossing of Indentured Servant” / “Life of An Indentured Servant” Primary Source Activity / “Slave Laws” Editorial Activity
Days 16: A Trip Through the Colonies-Journal Writing Activity
Day 17: Current Events - Pulitzer Center: Topic Migration. How do immigrants adjust to life in a new area?
Days 18-22 #MyColonialLife Instagram Project CRP11 Use technology to enhance productivity. 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. Telecollaborative project, blob, school web).
LCD Projector / Smart Board / Google Chromebook
Pulitzer Center Resources
Grade 7 United States and New York State History - A Multicultural Perspective Volume II and III
RH.6-8.7. Integrate visual information with other information in print and digital texts
RH6-8.8. Distinguish among fact, opinion, and reasoned judgement in a text.
9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career.
What colonial experiences helped to shape the nation we live in today?
The events that shaped early American culture. Focusing on early demographics and literature, roots of a representative government and the impact of the French and Indian War.
Early American Culture, Roots of Representative Government, and French and Indian War
Colonial Identity and Culture Assessment
Day 1: Google Question: What is “culture”? / Chapter 5 Sec. 1 Guided Reading
Day 2: 18A “Rules for Student Behavior” / 18B “Schedule for the Day – New Amsterdam School” / Chapter 5 Section 1 Formative Review
Day 3: Quick Quiz – Map of 13 Colonies / Video: Ben & Me – with Questions
Day 4: Current Events - Pulitzer Center: Topic Culture. What is culture?
Day 5: Google Question: “What is an Almanac?” / Poor Richard’s Almanack – Analyze idioms to understand meaning.
Day 6: Google Classroom – Background reading with quick quiz. (Last 2 paragraphs – Vol 2 pg. 1) / 1A: Mercantilism
Day 7: Google Classroom – Background reading with quick quiz. (1st 2 paragraphs) / Vol2 - 2A: Roots of Colonial Self-Government – Apply the English Bill of Rights to Colonial Situations. / 2B: Locke’s Ideas Influence Colonists – Using information from Locke’s writing, students will outline the “Social Contract” that will influence their behavior later.
Day 8: 20A: Peter Zenger – Students read the excerpt printed by Zenger and determine fact from opinion. / 20B: The Zenger Trial – Students will act as the jury in this case, when a few selected students act out the trial.
Day 9: Current Events - Pulitzer Center: Topic Culture. What rights should everyone have?
Day 10: Quiz: Ch. 5 Sec. 1 & 2 and Map / Culture Clash Reading
Day 11: Mr. Bett’s - French and Indian War / Atlas Activity: French & Indian War
Day 12: Google Classroom – Background reading with quick quiz. (Last 2 paragraphs – Vol 2 pg. 8) / 2C – The Albany Plan of Union – Determine if Benjamin Franklin would approve or disapprove of given statements. / Political Cartoon Analysis – Join or Die
Day 13: Chapter 5 Section 3 Guided Reading - Practice using reference materials to acquire information. / Ch. 5 Sec. 3 Reteaching Activity
Day 14: Current Events - Pulitzer Center: Topic Culture. How does culture impact the rights people have?
Day 15-16: 19C: “Salem Massachusetts” Using headlines and dialogue from the Salem witch trials – students will evaluate the role differences played in the accusation of witchcraft.
Student will then identify a situation today in which people are victimized because they are “different”. Then have them design a digital poster using the theme, “Celebrating our Differences”
Day 17: Colonial Identity Study Guide
Day 18: Review Game – Heads-up Style – Students will receive a pack of playing cards, which will include terms, names and places of importance from the unit. Their teammates will provide them with clues to guess the most words in 1 minute time. Will repeat for teams and keep track of points.
Day 19: Colonial Identity Test
Day 20: Benchmark Review Game - Jeopardy.
Day 21: Benchmark 1 Assessment
RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies..
RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts)..
What causes people to join together and revolt?
What caused our founding fathers to declare their independence from Great Britain?
The events that lead up to the American Revolution. Focus on the protests, strategy of colonial groups, and revolutionary literature.
Why there was Tighter British Control?
Why the Colonial Resistance Grows?
Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans.
Reading Like a Historian Stamp Act Activity
RAFT - Reactions to the Boston Tea Party
Road to Revolution Assessment
Marking Period 2 Assessments
6.1 RSG: 20 points 7.1 RSG: 20 points 8.1 RSG: 20 points
6.2 RSG: 20 points 7.2 RSG: 20 points 8.2 RSG: 20 points
6.3 RSG: 20 points 7.3 RSG: 20 points 8.3 RSG: 20 points
6.4 RSG: 20 points 7.4 RSG: 20 points
News Article Comparison: 40 points News Article Comparison: 40 points News Article Comparison: 40 points
JS Challenge: Writing: 100 points JS Challenge: Writing: 100 points JS Challenge: Writing: 100 points
JS Challenge: Comp. Quiz: 60 points JS Challenge: Comp. Quiz: 60 points JS Challenge: Comp. Quiz: 60 points
Benchmark Challenge: 180 points
Day 1: Pre-Revolutionary North American Map & Questions / 3A: Proclamation of 1763
Day 2: Google Q: How did the Proclamation Act of 1763 anger the colonists? / 3D: British Actions in the Colonies (Group Work) / Salutary Neglect
Day 3: Google Q: How did the British policy toward the American colonies changer after 1763? / Reading Like a Historian: The Stamp Act
Day 4: Google Q: Why were the colonists upset about the Stamp Act? / Continue RLAH – The Stamp Act
Day 5: Current Events - Pulitzer Center: Topic Revolution. What makes people unhappy in their countries today?
Day 6: Ch. 6 Sec. 1 Reading Qs / 4A/B: Colonists React & Women in the Colonies
Day 7: Define: Patriots, Loyalists and Neutral – Using Chromebooks / Patriot, Loyalist or Neutral? Students will be divided into groups of 2 or 3, they will read scenarios and determine whether that person would be a patriot, loyalist or was neutral.
Day 8: Tea Act Excerpt with Questions / Liberty’s Kids: The Boston Tea Party
Day 9: Google Q: Were the colonists justified in their responses to British restrictions? / Mr Bett’s Video: Boston Tea Party / 4E: Loyalists React to the Boston Tea Party / RAFT – Write a letter posing as a loyalist reacting to the Boston Tea Party
Day 10: Boston Massacre Play / Exit Ticket (Google Form): How did the Sons of Liberty’s portrayal of the events in Boston inspire Anti-British feelings?
Day 11: Ch. 6 Sec. 3 Guided Reading / Liberty’s Kids: Lexington & Concord / Exit Ticket (Google Form): What’s the significance of Lexington and Concord?
Day 12: Break-up Note Scenario – (setting up Declaration of Independence) / 5A: Declaration of Independence – Point of View – Women & African Americans
Day 13: Current Events - Pulitzer Center: Topic Revolution. How has the Declaration of Independence inspired other people in other nations?
Day 14: Mr. Bett’s Video: Causes of the American Revolution / Timeline of Events / Road to Revolution Review
Day 15: Mr. Bett’s Video: Declaration of Independence / Liberty’s Kids – Declaration of Independence
Day 16: Road to Revolution Review Game – Jeopardy
Day 17: Road to Revolution Assessment
Day 18: Career Day
Battle Map Interactive
Battle Map Interactive w/ Descriptions
West Point Resources (Diagrams)
RH.6-8.2 - Determine the central ideas or information of a primary or secondary source: provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.5- Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH-6-8.6 - Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
What is it like to live in country at war?
How did the American rebels win the Revolutionary War?
The experiences of those living on the American homefront and fighting in the American Revolution. Focus on strategy, political forces and societal sacrifice to achieve a common goal.
Use maps, and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War.
Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsman, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.
Day 1: Mr. Bett’s: Stay with Me / Poem - Causes of the American Revolution / Ch. 7 Sec. 1 Notes (Slides)
Day 2: Art Analysis: Washington crossing the Delaware / Washington’s Role in the Revolution / Fighting in the North
Day 3: Ch. 7 Sec. 1 Reteaching / Ch. 7 Section 2 Notes / Ch. 7 Sec. 2 Reteaching
Day 4: The War and the People / Hall of Fame
Day 5: Current Events - Pulitzer Center: Topic Conflict. How war impact the people living in that area?
Day 6: Ch. 7 Sec. 1 & 2 Quiz / Ch. 7 Sec. 3 Notes & Guided Reading / Ch. 7 Sec. 3 Reteaching
Day 7: Ch. 7 Sec. 4 Notes & Guided Reading / Ch. 7 Sec. 4 Reteaching
Day 8-9: American Revolution Battle Map
Day 10: National Geographic’s Geography Bee
Day 11: Google Form: Ch. 7 Review / American Revolution Review Sheet
Day 12: American Revolution Review Sheet in partners
Day 13: American Revolution Review Game - Jeopardy
Day 14: American Revolution Assessment
RH.6-8.7 .Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
How do governments impact the people?
How did we form the government we have today?
The steps taken by our founding fathers to develop the US Constitution. Focusing on the Articles of Confederation, Federalists vs. Antifederalists, and the constitution itself.
Determine the role that compromise played in creation and adoption of the Constitution and Bill of Rights.
Compare and contrast the Articles of Confederation and the United States Constitution in terms of decision-making powers of national government.
Determine the extent to which geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia Plans.
Day 1: Video: The Unfinished Nation – Discovery Education (27 mins) / Problems with the Articles of Confederation Activity
Day 2: Guidance Scheduling with 8th Graders for HS
Day 3: Google Q: What are the Strengths and Weaknesses of the Articles of Confederation? / Ch. 8 Sec. 1 Outline
Day 4: Mr Bett’s: Articles of Confederation / Shays’ Rebellion
Day 5: Ch. 8 Sec. 2 Notes – Google Classroom / Great Compromise Explained / Mr. Bett’s Video: Great Compromise
Day 6: Mr. Bett’s: Articles of Confederation Problems / Ch. 8 Section 2 Quiz (Reteaching)
Day 7: Chapter 8 Section 3 Guided Reading
Day 8: Are you a Patrick Henry or James Madison? / Federalists Vs. Antifederalists
Day 9: Play: Our Founding Fathers
Day 10: Chapter 8 Quiz / Benchmark 2 Assessment Review
Day 11 - 12: Articles of Confederation DBQ Assessment
Day 13: Benchmark 2 Assessment Review Game
Day 14: Benchmark 2 Assessment (Counted toward 3rd MP) / The Constitution Endures
Day 15: Mr. Bett’s: Differences between Declaration, Articles and Constitution / School House Rocks: The Preamble / Preamble - Put it into your own words
Day 16: Google Question: Who has the most power in our government? / The Articles – I, II & III Guided Reading
Day 17: Chart of Terms & Requirements / Legislative Vs. Executive Vs. Judicial Branch explored.
Day 18: Current Events - Pulitzer Center: Topic Governments. What types of governments are in the world today?
Day 19: Google Question: How many branches does our government have? Which branch is the most powerful? / Checks and Balances Graphic Organizer / Checks and Balances Practice – Which branch has that power and which branch(es) is it checking?
Day 20: Mr Bett’s: Bill of Rights / Brain Pop! Bill of Rights Video & Art Activity – draw a picture to represent each of the first 10 amendments
Day 21-22: Constitution Scavenger Hunt
Day 23: Current Events - Pulitzer Center: Topic Governments. What rights and freedoms do other governments guarantee?
George Washington and his administration were the new nation’s first, which meant that future presidents would look to his administration’s policies for guidance. Many of the practices established during Washington’s administration became traditions that are still followed today. George Washington opposed the idea of political parties, however two rival parties emerged during the 1790s. The parties differed in their philosophies as to who should rule the country -- an elite group, or the “common people.” The battle played out between the two parties with the elections of our second and third presidents - John Adams and Thomas Jefferson, expanding and restricting the role of the federal government.
How did the first US Presidents shape our nation?
How our nation’s first presidents and their policies shaped the country we live in today. Focus on George Washington, John Adams, Thomas Jefferson, James Madison and their key policies while in office.
Explain how and why constitutional civil liberties were impacted by acts of government (ie., Alien and Sedition Acts) during the Early Republic
Explain the changes in America’s relationship with other nations by analyzing policies, treaties, tariffs, and agreements.
Explain the growing resistance to slavery and New Jersey’s role in the role in the Underground Railroad.
Evaluate the extent to which leadership and decisions of early administrations of the national government me the goals established in the Preamble of the Constitution.
New Nation Assessment
Marking Period 3 Assessments
Constitution 1 RSG: 20 points 9.1 RSG: 20 points 10.1 RSG: 20 points 11.1 RSG: 20 points
Constitution 2 RSG: 20 points 9.2 RSG: 20 points 10.2 RSG: 20 points 11.2 RSG: 20 points
Constitution 3 RSG: 20 points 9.3 RSG: 20 points 10.3 RSG: 20 points 11.3 RSG: 20 points
Constitution 4 RSG: 20 points News Comparison: 40 points (2) 10.4 RSG: 20 points Sect. Challenge: 20 points
Constitution Challenge: 20 points JS Challenge: Writing: 100 points Jefferson Challenge: 20 points Nat. Challenge: 20 points
Writing Challenge: 100 points JS Challenge: Comp Quiz: 60 points JS Comp. Quiz: 60 points
News Article Comparison: 40 points
Benchmark Challenge: 200 points
Day 1: BrainPop! George Washington / Washington’s Problems and Precedents
Day 2: Google Q: List two ways Washington set precedents. / Washington’s Foreign policy
Day 3: How did Washington feel about foreign alliances? / Brain Pop! Political Parties - explore our nation’s first political parties and their stance on historical topics. Also explore how Washington’s position. / Federalists vs. Democratic-Republicans - Explore the fundamental differences between the two political parties.
Day 4: Google Q: What were the first two political parties? / Video: XYZ Affair / Video: Alien & Sedition Acts / Alien and Sedition Acts Reviewed - students will analyze key elements of the Acts and determine where they stand on those issues.
Day 5: Google Q: What were the main political issues for the first presidents? / Chapter 10 Sec. 1 Notes: Election of 1800 – Jefferson vs. Adams / Chapter 10 Sec. 1 Notes – using a textbook as an informational resource.
Day 6: Google Form – Background info about Adams vs. Jefferson from Vol 3, page 30 with comprehension questions. / 6: Thomas Jefferson – Students will analyze Jefferson’s inaugural address and highlight his views on the role of government.
Day 7: Current Events - Pulitzer Center: Topic Governments. Should our government take away rights if it will protect us?
Day 8: Google Question: “How did Thomas Jefferson’s election mark a step forward toward increasing participation in American government?” / Hamilton/Burr Duel – Highlighting tensions between political parties and cultural acceptance of dueling in early America. / Got Milk Video Clip – Aaron Burr
Day 9: Google Classroom: Background info from Vol. 3 pg. 33 – John Marshall and Comprehension Questions / 7A: Marshall’s Decisions Impact on the New Nation – working in pairs, students will evaluate how Marshall as chief justice strengthened the Supreme Court’s role.
Analyzing legal issues, comprehension and understanding lasting impact. / 7B: John Marshall’s View of the Constitution – Interpreting political cartoons and state his interpretation of the Constitution.
Day 10: Google Classroom Question: What did Jefferson’s ideal America and government look like? / Chapter 10 Sec. 2 Notes: Louisiana Purchase – history and geography explained. / Chapter 10 Sec. 2 Guided Reading – Using the textbook as a resource to delve deeper into the topic.
Day 11-12: NatGeo: Lewis & Clark – Great Journey West Video / Journal Assignment – Based on the video, create 7 journal entries describing events that took place on the Lewis and Clark Expedition.
Day 13: Quiz: Washington / Adams / Political Parties and Jefferson / Map: Louisiana Purchase Outline Map and Questions analyzing map information
Day 14: Atlas Activity: Louisiana Purchase / 8D: Sacagawea Assists Expedition to Louisiana Territory – highlighting the impact of a woman’s help for the Corps of Discovery, collaboration between cultural groups and cultural references.
Day 15: Chapter 10 Sec. 3 & 4 Guided Reading – Using textbook as information resource. / Graphic Organizer – Cause and Effect of the War of 1812
Day 16: Mr. Bett’s Video: War of 1812 / Strange Little War – Take a closer look into the oddities of the War of 1812. / Battle Map – Geography reinforced while reviewing the major battles of the War of 1812.
Day 17: New Nation Assessment Review Sheet
Day 18: New Nation Review Game - Heads up Game
Day 19: New Nation Assessment
RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Early 1800s proved to be a time of unification and sectionalism in our nation. There were three distinct regions - the North, the South and the West. Each region had it’s own particular characteristics and identities that would shape regional differences. These differences would later prove too difficult to overcome and will lead to the Civil War. However, this was also a time of unification for the nation, building up a national economy and transportation system.
In the early 1800s, travel by land was slow and difficult as the system of roads was hardly adequate. Merchants realized that in order to establish trade with markets in the West, a more efficient mode of transportation had to be established. Thus, in the early 1800s, states started building canals. Early boats did not have engines. Horses or mules walked alongside the canals, pulling the boats. Among the dangers for people who traveled on these boats were the low bridges that crossed the canals. Crew members would occasionally yell, “Low Bridge!” to warn the passengers to duck so that they would not be knocked off the boat.
What early technological advancements led to regional differences in America?
The regional differences in early America between the north, the south and the west. Focusing on technological advancements in factories, the south and their impacts on the lives in those regions. Students will also explore the impact of building national roads and canals on the economic development of our young nation.
RAFT: Lowell Mills
Sectionalism Assessment
Benchmark 3 Assessment
Day 1: Google Question: List the normal activities you complete in a day. How would this list be different without technology? / Chapter 11 Sec. 1 Guided Reading – Practice using reference materials to acquire information.
Day 2: Current Events - Pulitzer Center: Topic Technology. What type of technology do you think is essential for humans today?
Day 3: Google Form: Ch. 11 Sec. 1 Reteaching : Review the key terms of early industry in America. Sign up for play parts when finished / Lowell Mill Girls – Play / Samuel Slater – Cicero Guided Reading: Closer look at his impact on America’s Industrial Revolution.
Day 4: Google Form: Review Lowell Mill Girls / Interchangeable Parts – Cicero Guided Reading: Closer look at the revolutionary invention of Eli Whitney and it’s impact on the North and South / RAFT – Lowell Mill Girl’s Diary: Complete 3 diary entries from a Lowell Mill Girl’s perspective.
Day 5: Before They Were Stars: Eli Whitney Review / Chapter 11 Sec. 2 Guided Reading – Practice using reference materials to acquire information.
Day 6: Google Question: What was the Underground Railroad? / Cicero Map: Underground Railroad / Introduce WebQuest
Day 7-8: JS WebQuest: The Underground Railroad
Day 9: Google Question: What is “patriotism”? / Chapter 11 Sec. 3 Guided Reading – Practice using reference materials to acquire information.
Day 10: Google Form: Identify if the statement is supporting nationalism or sectionalism / Nationalism Vs. Sectionalism – Read information and place into Venn Diagram / Economic Expansion Map – Geography reinforcement tied to nationals roads and canals
Day 11: Mr. Betts: Missouri Compromise / Cicero Guided Reading – Missouri Compromise – Explore America’s attempt to avoid Civil War over slavery in 1820.
Day 12: Monroe Doctrine Background Google Reading with quick comprehension Qs (Vol 3. pg. 66) / 11A: The Monroe Doctrine – identifying main ideas / 11B: The Mexican Perspective
Day 13: Sectionalism Review Sheet
Day 14: Sectionalism Review Game / Benchmark 3 Assessment Review Sheet
Day 15: Sectionalism Assessment / Benchmark 3 Assessment Review Sheet
Day 16: Benchmark 3 Assessment Review Game
Day 17: Benchmark 3 Assessment (Marking Period 4)
Day 18-20: PARCC Assessment
Why have governments targeted certain groups throughout history?
What events led to the formation of the 48 contiguous United States of America?
The governmental policies and conflicts that led to the formation of our nation.
The Politics and the People
Jackson’s Policies Toward Native Americans
Andrew Jackson’s Twitter
Texas Revolution Battle Map
Territorial Expansion Map Assessment with Questions
Marking Period 4 Assessments
12.1 RSG: 20 points 13.1 RSG: 20 points 15.1 RSG: 20 points
12.2 RSG: 20 points 13.2 RSG: 20 points 15.2 RSG: 20 points
12.3 RSG: 20 points 13.3 RSG: 20 points 15.3 RSG: 20 points
12.4 RSG: 20 points 13.4 RSG: 20 points 15.4 RSG: 20 points
News Comparison: 40 points JS Challenge: Comp Quiz: 60 points News Comparison: 40 points
JS Challenge: Writing: 100 points JS Challenge: Comp Quiz: 60 points
16.1 RSG: 20 points 17.1 RSG: 20 points 18.1 RSG: 20 points
16.2 RSG: 20 points 17.2 RSG: 20 points 18.2 RSG: 20 points
16.3 RSG: 20 points 17.3 RSG: 20 points 18.3 RSG: 20 points
17.4 RSG: 20 points Benchmark Challenge: 260 points
Day 1: Ch. 12 Sec. 1 – Adams V. Jackson – conflict explored. / Ch. 12. Sec.1 Guided Reading / Disney History: John Q. Adams / Disney History: Andrew Jackson
Day 2-3: Question to answer at the end of Day 3: Was Andrew Jackson’s election to the presidency a victory for the common people? / 12A: Jackson’s Inauguration – summarizing the feeling in America after Jackson won the election of 1828 / 12B: Voting During the Age of Jackson – Analyze line graph to evaluate the elections of 1824 and 1828 / 12C: On the Question of Andrew Jackson – political cartoon and chart of his presidential policies to evaluate his presidency. / Closure: Answer question from day 2.
Day 4: How should American Indians have responded to President Andrew Jackson’s policies? / 13A: On the Cherokee Question – Read description of conflict and provide advice using information given.
Day 5: 13B: Trail of Tears – Use Newspaper article and first hand account of the Trail of Tears to understand the impact of the event / Outline Map: Trail of Tears
Day 6: Current Events - Pulitzer Center: Topic Forced Removal. Explore an example of forced removal -- Who, What, When, Where, Why, How, Lasting impact?
Day 7-8: Andrew Jackson’s Twitter - Students will create a Tweets as President Andrew Jackson about various events and problems during his presidency.
Day 9: Mr. Betts Video: Manifest Destiny / Trails West Map – Geography representation of Westward Expansion with analytical questions.
Day 10: Google Question: What does “Manifest Destiny” mean? / Wagons West! First hand accounts of westward expansion
Day 11: Current Events - Big History: Topic Exploration. Create a timeline, showing major thresholds of exploration in history.
Day 12: Google Question: Why are we supposed to “Remember the Alamo”? / Remember the Alamo
Day 13: Map activity – Texas Revolution: Diver further into the Texas Revolution, understanding the geography of the dispute.
Day 14: 23A: A Day at the Mission of San Gabriel – Using an itinerary and map to understand California’s history as a Mexican province. / Chapter 13 Sec. 3 Guided Reading – The War with Mexico
Day 15: Mr. Betts Video: Manifest Destiny / Chapter 13 Sec. 4 Guided Reading – The California Gold Rush
Day 16-17: Territorial Expansion Map Performance Assessment
The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery. The Civil War and Reconstruction had a lasting impact on the development of the United States.
What caused our nation to fight a Civil War?
What was the impact of that war on our nation?
The major events that led to the American Civil War. Students will also evaluate the strategies used during the war, the outcome and the impact.
Life of soldiers and civilians
Lee’s Surrender and Aftermath
Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum Period.
Assess the various factors (i.e., geography, natural resources, demographics, transportation, leadership, and technology) that affected the course and outcome of the Civil War.
Assess the human and material costs of the Civil War in the North and the South.
Analyze critical events and battles of the Civil War and determine how they contributed to the final outcomes of the war.
Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward Reconstruction of the South.
Civil War Portfolio
Benchmark 4 Assessment
Day 1: Google Form: Civil War Pre-Test / Notes: Background & Causes of the Civil War – PowerPoint Presentation on the regional differences between North, South and the West. / Is Compromise the Best? -- - Multicultural History Activity - In collaborative groups, students evaluate three scenarios that led to historical compromises -- Missouri Compromise, Compromise of 1850 and the Kansas-Nebraska Act of 1854. Each group will come up with their own solution to the problem. Then, they will read about the historical compromises that were actually drafted to correct the problems. Each group will evaluate the historical solutions and determine -- Is Compromise the Best?
Day 2: Mr. Bett's: Missouri Compromise / Missouri Compromise - Interactive Map & Questions - Students will analyze the land area of the different regions, the demographics of each state and how this information came into play for the Missouri Compromise.
Day 3: Notes: A Less Than Perfect Union - Discussion of slavery, compromise and westward expansion and how these tensions weakened the young union. / Tensions Timeline - A deeper look into antebellum events that led our nation to civil war -- Compromise, Uncle Tom's Cabin, Abolition Movement, Kansas-Nebraska Act, and the Dred Scott Decision. Questions review information as well as ask students to propose solutions to the problems.
Day 4: Election of 1860 - Google Slides information about the election of Lincoln and the campaign strategies of the other candidates. Google Slides presentation includes chart of electoral college vote breakdown and percentages, to help students complete a map of the election results. This activity will count as a quiz for the section, as the election was the culminating event of the regional differences and proved to be the final straw in breaking the union.
Day 5: Mr Bett's: The South has seceded / Secession - Multicultural History Activity -- Students will learn about the southern states seceding from the Union after Lincoln's election. They will evaluate his options and discuss the advantages and disadvantages to each. Then they will draft a letter of advice to President Lincoln. / Secession and War - Multicultural History Activity -- Students will analyze a map of the states that seceded from the union, then apply their historical knowledge to a political cartoon analysis of the reason for secession.
Day 6: A Soldier's Life -- Students will read accounts of the lives of civil war soldiers to gain an understanding of the hardships faced during this war.
Day 7: Lincoln on Slavery: 1862 - Multicultural History Activity - Students will read remarks made by Lincoln concerning slavery and his number one goal to preserve the union. Students will then decide whether or not they agree or disagree with Lincoln. / Another Lincoln Decision - Multicultural History Activity - Students will evaluate the advantages and disadvantages of Emancipating the slaves. They will then draft a letter advising the president on what they think he should do.
Day 8: Emancipation Proclamation - Multicultural History Activity - Students will read a modified Emancipation Proclamation and answer the questions following the document. / Emancipation Painting Analysis - Multicultural History Activity -- Students will use their knowledge of the Emancipation Proclamation and history to analyze the painting.
Day 9: Benchmark 4 Assessment Review Sheet
Day 10: NJASK 8 Science Assessment
Day 11: Benchmark 4 Assessment
Day 12: Civil War Battle Map - Students will read and analyze the major battles of the Civil War. They will map the battles in an effort to understand the strategies of the Union and Confederacy.
Day 13: Gettysburg - Junior Scholastic Article. Chart & map analysis as well as reading comprehension.
Day 14: Lee Surrenders - Students will read the "Civil War Times" and answer questions that correlate with the reading. Students will use charts, pictures, maps and make predictions using the article.
Day 15: Wanted! The President's Killer - The class will walk through the facts surrounding President Lincoln's assassination and discuss the impact of this event on America. *Portfolio Due*
Day 16: Name Those Leaders - Students will read about the major leaders of the Civil War. While working independently, teacher will check in with students and their progress on their portfolio. / The Aftermath - Students will independently read about the Aftermath of the Civil War. While working independently, teacher will check in with students and their progress on their portfolio.
Day 17: 10 Things You Should Know about the Civil War - Read the Article and answer the questions that go with it.
Day 18: Civil War Post-Test / Innovations - Enrichment Activity - Students can read about innovations from the Civil War Era for extra points on their Portfolio. / Hospitals & Prisons - Enrichment Activity - Students can read about hospitals and prisons during the Civil War Era for extra points on their

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Agitation - Secret Society
« Grown in solid ground | Main | Aaron Parks @ The Jazz Gallery »
Having watched several of the concert videos of the 1970s, one thing sticks in my mind regarding this discussion. Besides the increase in the size of MD's sunglasses, you see him directing on the stage more. He will point at players, hold his hand up and bring it down to bring certain players in or stop the music altogether. Stand next to players as they solo, get in their space. This continues through the 1980s.
In videos from say 1967, or even 1969, you see MD raise his horn at the start of a tune, glance over when he is about to start/finish a solo and then walk to the side of the stage after he plays. He wasn't going to stare down Wayne Shorter.
On one hand this adds to the Miles leading and caring about having a great band side of the discussion. The comparison might not be fair - the older bands may have rehearsed more or played more so this wasn't necessary. On the other side of the discussion, the music those 1970s bands were playing (I'm thinking of the Dark Magus - Agharta era) was pretty loose and long jam form, which wouldn't seem to require as much direction. So perhaps he -was- playing "rock star personality," though more accurate would be he was following the micro-managing James Brown did on stage.
Unrelated, I haven't seen as much Duke Ellington live footage. I wonder how much direction he gave from behind the piano during live gigs.
Posted by: Wayne | 17 March 2006 at 04:37 PM
I'd been thinking something related to Wayne's comment about Miles directing the band, which is that he did so not only through visual cues and what not, but by playing his trumpet. I've heard comments by both Hancock and Scofield (the latter being a little surprising to be since the band of his era strikes me as pretty light on interplay, although I like them fine) that whenever the band started to lose focus, Miles could pull them by playing two or three notes - a unique talent, as far as I know. More than just a hip "music director" (the term puts me in mind of somebody like Hal Wilner), he was a true director (think, say, Ekka Pekka Salonen) of a truly unique sort, and, more than just a charismatic star (so much so that he famously felt it necessary to turn his back on audiences so as not do direct attention from his sidemen), he was a true charismatic leader, just like Charlie Manson. OK, bad example, but you know what I mean. But I think it was this ability to subtly mold performances that explains why his sidemen's best records tended to be a notch below the ones they made with him.
Not real familiar with On the Corner-era stuff, but wasn't this the period when Miles was getting back into the drugs that would take him off the scene for a few years?
Posted by: godoggo | 17 March 2006 at 10:54 PM
In fact, Miles does sometimes cut Wayne or Herbie short in the '60s by interrupting them mid-solo and playing the head out, or a vamp out, or the beginning of another tune, or even (as godoggo mentions) just a couple of notes to get everyone centered again. This is a signature Milesism and would continue throughout the rest of his career, although you're right that he gets more explicit about controlling the band in the 1970's.
As far as rehearsal goes, Miles essentially didn't rehearse -- anything that needed to be worked out was worked out in real time on the bandstand or in the recording studio.
At any rate, all those long 70's vamps require a lot of shaping on-the-fly to keep them moving. Cueing people in and out of them isn't rockstarism, it's taking responsibility for the music, making sure it doesn't lose focus over those long 20-40 minute stretches based on a single groove. It's actually not that much different in concept from what Walter Thompson does (although obviously Walter's gestures are much more involved than just "play" and "stop"), or some of the stuff I do when conducting Secret Society.
RE: Duke, he and Strayhorn set the parameters for their music in advance by writing it down. Many of their charts have no improvised solos at all -- or include a solo that was originally improvised, but became so famous that the players had to re-create the recorded solo exactly the same way night after night. There are few open solo sections, and when there are, Duke is the one who decides when enough is enough. Gonsalves went 27 choruses at Newport because Duke essentially made him -- he knew he had to keep playing until Duke brought the band back in.
According to Chick Corea, from 1968-1970 Miles went off drugs entirely and started an intense exercise and practice regimen. As I mentioned in the post, by the time of the Cellar Door recordings (December 1970) his trumpet chops were better than they'd ever been at any time in his career. I don't know exactly when he went off the wagon again, but clearly by the end of 1975 he was in pretty rough shape.
Posted by: DJA | 18 March 2006 at 03:35 PM
Hi, I was directed here via the blog Night after Night. Great stuff!
I haven't seen this mentioned, probably because it's out of the 1971-75 timeframe that DJA is writing about, but if you haven't seen the DVD of the Miles' 1970 Isle of Wight performance, it's a must see-and-hear. It's the entire 38-minute set (!!) and it's just jaw dropping. OK, I want to smack Airto when he uses that drum to make those squeaks that sound like he's rubbing a balloon, but overall, it's stunning stuff.
I recently downloaded a bunch of BitTorrents from the Lost Quintet (Miles, Corea, Shorter, Holland, DeJohnette) and the one from Berlin's Philharmonie is staggering. In a way, the 1969-1970 period feels a lot more connected to rock music than the 1971-75 stuff does, even though it's about a 1,000 times more dense and complex than most rock and Miles' later stuff. It has ferocious energy and the risk taking is just out of this world.
I finally *got* Pangaea and Agartha about a month ago and they've been in steady rotation ever since. I find that I have to drop all expectations and just let the music BE and when I do that, I enjoy those two records a lot.
Posted by: Henry Holland | 22 March 2006 at 11:53 PM
Pat Donaher of visionsong also highly recommended the Isle of Wight DVD. I will definitely be picking that up soon.
There's definitely some good stuff on Pangaea, but it's the second of two marathon shows that day (the first being Agharta) and I think it's pretty clear that by the end of the concert, the band is running on empty.
Posted by: DJA | 23 March 2006 at 12:50 AM

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SOLVED: Headlight washer pump - Fixya
HomeForumCars & TrucksAudiTT2002 Audi TTSOLVED: Headlight...
1 Answer Headlight washer pump
How hard is it to replace the headlight washer pump
zarpriestley
Re: headlight washer pump
Hi all you have to do is remove the pasanger wheel then remove the cover under wheelarch then undo bolt at bottom ov washer bottel then pump will just pull out
If you do not want the holes, find a couple of tiny chrome plated screws and insert them in the holes. The screws or bolts, whatever you can find, could be plastic or chromed metal.
06 volv0 xc90 front window and headlam washer dont work but the reaer window washer does.
my guess is the pump for the front window and headlight washer needs to be replaced if i extracted the question from your statement.
audi tt headlight removal
remove headlight audi tt
car pulling audi tt 2002

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Fine Art by Claudia Goodell: Little Man
This is a portrait of my friend's little boy Rishi, and is a gift to her. It is based on a reference photo and was done using watercolor pencils and pastel paint. The watercolor pencils are nice because their pencil form provides more accuracy in application than a brush, but with the added versatility of watercolor, the colors can be blended and made more vibrants by brushing over them with water. I used pastel for the face and neck to keep it soft, and for the background for ease of coverage. 9" x 12" Watercolor pencil and pastel on paper
Posted by Claudia Goodell at 9:54 AM


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Soccer | Brazil 3, Chile 0 Rhythmic or Ruthless, Beauty Is in Eye of Brazil
By JERÉ LONGMANJUNE 28, 2010
In the 35th minute, Maicon’s corner kick found Brazil’s center back, Juan, who headed the ball to put his team ahead 1-0.
Jorge Silva/Reuters JOHANNESBURG — Let others complain about a lack of beauty. Dunga, Brazil’s coach, is concerned only about winning. The World Cup is, after all, a soccer tournament. The goal is to put another trophy in the case, not to hang a picture on the wall.With its usual pragmatic reliance on set pieces and rampaging counterattacks, Brazil routed Chile, 3-0, on Monday night at Ellis Park. Seeking a sixth World Cup title, it advanced to the quarterfinals, where it will face the Netherlands on Friday.If Brazil no longer plays samba soccer, sometimes seeming disjointed and desultory in attack, it remains formidable with an athletic and remorseless defense and enough moments of individual brilliance to summon the beautiful game and to lament its absence.Monday’s victory was Brazil’s most impressive of its three so far. It featured glimpses of ostentation and fluidity that recalled a more elegant past. But mostly the match was one of dogged hustle and incessant running to intercept Chile’s florid attack, strip it and boomerang it in the opposite direction.“We already said in these World Cup games, we have to go forward and play open football,” Dunga said. “That’s what everybody wants to see.”
In the 35th minute, Maicon’s corner kick found center back Juan, who was challenged only by other teammates seeking to score, not by any Chilean defenders. Juan headed the ball sharply from 10 yards, and Chile goalkeeper Claudio Bravo raised his right hand too late as Brazil went ahead, 1-0.Three minutes later, Brazil scored on a quick counterattack. Maicon whipped a long pass to midfield, and Kaká headed the ball to Robinho, who was streaming down the left flank. Robinho crossed back to Kaká, who slid the ball perfectly forward to Luís Fabiano in the penalty area.Chile’s offside trap failed, and Luís Fabiano stepped around the charging Bravo and tapped the ball into an empty net, scoring his third goal in four games and giving Brazil a 2-0 lead.Kaká no longer has the commanding presence that made him the world player of the year in 2007, but he is slowly building in this World Cup after an injury-thwarted season at Real Madrid. After sitting out the final group match with a suspension, Kaká returned with graceful passing to fuel Brazil’s potent counterattacks.He does, however, have to remain careful after drawing his third yellow card in four matches.“Yes, it is a problem,” an irritated Dunga said. “Technical players are punished, and those who always commit fouls aren’t. This is lamentable.”Brazil’s final goal came in the 59th minute, when midfielder Ramires stole a pass at midfield, dribbled through acres of open space and passed at the top of the penalty area to Robinho. His one-touch shot curled around Bravo and inside the right post, putting Brazil ahead, 3-0.If Brazil is not always brilliant, it does possess remarkable depth and resourcefulness. Elano, who had two goals and an assist in group play, and Felipe Melo were absent from midfield with injury. They were hardly missed.Ramires had played only 15 minutes in Brazil’s first three games, but he was ruthlessly efficient on Monday’s third goal. The other replacement midfielder was the kinetic Dani Alves, who happens to be the right back for Barcelona.
Before Monday’s game, Dunga defended his team’s style. This is becoming a daily occurrence, like shaving. Brazil’s World Cup titlists from 1958, 1962 and 1970 are remembered fondly because of the polishing of time and the enhancing of their artistry through edited video remnants, Dunga suggested.“They just show the good parts,” Dunga said. “If we take the current Brazilian team and just show the best bits, fans will think it is a spectacular team. But today, they show as many negative moments as good ones.”He continually reminds reporters that soccer today is different in terms of fitness and tactics and pressure. But he also concedes that it is human nature to think fondly of the past, knowing that his team also has the possibility to grow in affection with the passage of time.“My grandfather always told my father football was better in his day, and my father told me the same,” Dunga said. “I tell my son it was better in my day, and my son will in turn tell his boy that football during his time was the most beautiful.”For now, beauty can take a back seat to mercilessness.Chile has developed a swarming attack under Coach Marcelo Bielsa, who is known as El Loco. It plays a style that sits on the razor’s edge between self-assuredness and self-immolation. On Monday, Chile experienced the same futility as it had against Spain, charging forward but leaving itself vulnerable to whiplash counterattacks.Forward Humberto Suazo, who led South America with 10 goals during World Cup qualifying but played little over the last two months because of injuries, started and grew sharper as the game went on.But neither he nor his teammates could do more than threaten. Chile has now lost eight consecutive times to Brazil, conceding 29 goals.“The superiority of Brazil was too much for us,” Bielsa said. “We were unable to slow them down. They were quick to take advantage of every crack we had in our defense.”

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Fw: [se-mch] QUERY: Training of Private Care Providers in Obstetric and Newborn Care - Experiences, Advice. Reply by 12 August 2010. (2)
Dear All, Pl see the query posted on MCH Community on the Solutions Exchange. Dr Om Prakash Kansal M.D.(Community
Pl see the query posted on MCH Community on the Solutions Exchange. Dr Om Prakash Kansal M.D.(Community Medicine), Health Officer,
--- On Thu, 29/7/10, O.P.Kansal <kansalop@...> wrote:
From: O.P.Kansal <kansalop@...>Subject: [se-mch] QUERY: Training of Private Care Providers in Obstetric and Newborn Care - Experiences, Advice. Reply by 12 August 2010.To: "Maternal and Child Health Community" <se-mch@...>Date: Thursday, 29 July, 2010, 5:14 PM
Moderator’s Note: We are posting a new query on Training of Private Care Providers in Obstetrics and Newborn Care. We look forward to an enthusiastic discussion. Dear members , I work as a Health Officer in UNICEF Bihar for Reproductive and Child Health. In the recent past , a signal function has been added for Newborn Care in the latest Emergency Process Indicators Guidelines by the United Nations. The term EmOC (Emergency Obstetric Care) is now mentioned as Emergency Obstetric and Newborn Care (EmONC). Please refer Handbook on Monitoring Emergency Obstetric Care by World Health Organization , Geneva ; 2009 (page 7 and 39). It is available at http://whqlibdoc.who.int/publications/2009/9789241547734_eng.pdf (PDF , Size: 1.8 MB) The National Neonatology Forum (NNF) , Indian Academy of Paediatrics (IAP) and the Ministry of Health and Family Welfare (MoHFW) , GoI has come up with two training packages on Newborn Resuscitation. This is an effort worth spending time and energy given the fact that there is scarcity of trained neonatologists. The progress of training in ‘Navjat Shishu Suraksha Karyakram’ - a special training programme , is being monitored weekly at the highest level. Currently , the target audience in these training programmes are Health care providers from the Government Sector. They include general physicians; paediatricians , obstetricians , nurses and Auxiliary Nurse Midwives (ANMs) responsible for obstetric and newborn care. However , a significant proportion of institutional deliveries are occurring in the private setup. At present , not much training opportunities are available for doctors and nurses serving in the private hospitals. In this context , I request the members of the MCH Community to share inputs on the following: What are experiences of imparting training to private sector service providers to provide high quality Obstetric and Newborn Care? Based on your experiences , will this group of service providers require training in newborn resuscitation and/or Basic Emergency Obstetric and Newborn Care (BEmONC) training package?
What are the modalities for implementing such training programmes and what should be the role of different stakeholders like Government , NGOs , professional organizations like IAP , IMA , FOGSI , NNF and other development partners and international agencies? The responses received would be shared with all stakeholders at a larger forum in Bihar . This would then help generate action for the ever growing private health service sector. Regards, O.P Kansal
This is a posting from the Solution Exchange for The MCH Community in India (se-mch@...)
Post responses to this query at se-mch@...
To view previous messages go to the web based mail group forum at http://www.solutionexchange-un.net.in and log in using your email & password
Solution Exchange is a joint initiative of the UN Agencies in India . For more information on Solution Exchange visit www.solutionexchange-un.net.in
Dr Parag Chavda
Sir, In your post you have referred to two training packages on Newborn Resuscitation by National Neonatology Forum (NNF) , Indian Academy of Paediatrics (IAP)
Sir,In your post you have referred to two training packages on Newborn Resuscitation by National Neonatology Forum (NNF) , Indian Academy of Paediatrics (IAP) and the Ministry of Health and Family Welfare (MoHFW). Can you provide the link to the resource material of these trainings?and Do we have any Training Module on Basic EmOC in India available on any site? I could find one Module for MO by MoHFW titled 'Guidelines for Pregnancy Care and Management of Common Obstetric Complications by Medical Officers'.RegardsParag ----------------------------------------------------------------------------------------------------------------------Dr Parag Chavda Tutor,Dept of Preventive & Social Medicine, Medical College, Vadodara- 390001Gujarat, India Cell: +91 9429111940----------------------------------------------------------------------------------------------------------------------From: Dr Om Prakash Kansal <kansalop@...>To: IAPSM <iapsm_youthmembers@yahoogroups.com>; Community Med <communitymedicine@yahoogroups.com>; Dr GB Singh <guri_bs4@...>; Dr. Sonu Goel <sonugoel007@...>Sent: Sun, 1 August, 2010 3:19:54 PMSubject: [iapsm_youthmembers] Fw: [se-mch] QUERY: Training of Private Care Providers in Obstetric and Newborn Care - Experiences, Advice. Reply by 12 August 2010.
--- On Thu, 29/7/10, O.P.Kansal <kansalop@yahoo. co.in> wrote:
From: O.P.Kansal <kansalop@yahoo. co.in>Subject: [se-mch] QUERY: Training of Private Care Providers in Obstetric and Newborn Care - Experiences, Advice. Reply by 12 August 2010.To: "Maternal and Child Health Community" <se-mch@solutionexch ange-un.net. in>Date: Thursday, 29 July, 2010, 5:14 PM
Moderator’s Note: We are posting a new query on Training of Private Care Providers in Obstetrics and Newborn Care. We look forward to an enthusiastic discussion. Dear members , I work as a Health Officer in UNICEF Bihar for Reproductive and Child Health. In the recent past , a signal function has been added for Newborn Care in the latest Emergency Process Indicators Guidelines by the United Nations. The term EmOC (Emergency Obstetric Care) is now mentioned as Emergency Obstetric and Newborn Care (EmONC). Please refer Handbook on Monitoring Emergency Obstetric Care by World Health Organization , Geneva ; 2009 (page 7 and 39). It is available at http://whqlibdoc. who.int/publicat ions/2009/ 9789241547734_ eng.pdf (PDF , Size: 1.8 MB) The National Neonatology Forum (NNF) , Indian Academy of Paediatrics (IAP) and the Ministry of Health and Family Welfare (MoHFW) , GoI has come up with two training packages on Newborn Resuscitation. This is an effort worth spending time and energy given the fact that there is scarcity of trained neonatologists. The progress of training in ‘Navjat Shishu Suraksha Karyakram’ - a special training programme , is being monitored weekly at the highest level. Currently , the target audience in these training programmes are Health care providers from the Government Sector. They include general physicians; paediatricians , obstetricians , nurses and Auxiliary Nurse Midwives (ANMs) responsible for obstetric and newborn care. However , a significant proportion of institutional deliveries are occurring in the private setup. At present , not much training opportunities are available for doctors and nurses serving in the private hospitals. In this context , I request the members of the MCH Community to share inputs on the following: What are experiences of imparting training to private sector service providers to provide high quality Obstetric and Newborn Care? Based on your experiences , will this group of service providers require training in newborn resuscitation and/or Basic Emergency Obstetric and Newborn Care (BEmONC) training package?
This is a posting from the Solution Exchange for The MCH Community in India (se-mch@solutionexch ange-un.net. in)
Post responses to this query at se-mch@solutionexch ange-un.net. in
To view previous messages go to the web based mail group forum at http://www.solution exchange- un.net.in and log in using your email & password
Solution Exchange is a joint initiative of the UN Agencies in India . For more information on Solution Exchange visit www.solutionexchang e-un.net. in

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Journey Workshop July 2008 - Oct 2009: Journey Workshop April 17 - 26 Stress vs Creativity
Posted by Newfoundout Potter at 5:14 PM
odomr1947 said...
I really like your garlic pots' glazes. Did you have to adjust the Hannah Ochre recipe to make it work so well? I'm a potter in Texas and went to a Steven Hill workshop several years ago and am curious about his electric firing and what he had to do to make his wonderful glazes work in oxidation. Your work looks great!
Sorry, not sure this went through...pardon the repeat if it did, please.


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TNN | Oct 4, 2018, 01.53 PM IST
1Dancers set the stage ablaze with killer moves
2Music, Masti and loads of Naach Gaana spiced up this audition
3Hunt for Fresh Face reaches Manav Rachna University
4Budding designers dhamakedaar day!
5A plethora of talent at PIMR
6Creativity was at its peak at this audition
7Maitreyi girls show their fresh factor at Delhi Times Fresh Face
8Serena D’Souza and Dishank Pandey win Times Fresh Face auditions at NIFT
9Meet the winners of Times Fresh Face auditions at Rajalakshmi Engineering College
10Sandhya Rajan and Adarsh S Pathak emerge winners of Times Fresh Face auditions at SRMISC

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Apron's Delight: What's for desserts tonight?
Posted by Christine Toh at 13:52
31 December 2008 at 08:10
Thanks Susan, Happy New Year to you too.
Hi Fen, yes it's yummy


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created by hounvsJake Davis [NA]a community for 3 yearsmessage the moderatorsMODERATORShounvsJake Davis [NA]BlargasaurusBlargasaurus [NA]CasualPenguinabout moderation team »202122how do i counter katarina mid... (self.LeagueofLegendsMeta)submitted 2 years ago by WallyDaWalrus103 commentssharecancelsorry, this has been archived and can no longer be voted onloading...sorted by: besttopnewhotcontroversialoldrandomq&ayou are viewing a single comment's thread.view the rest of the comments →[–]over9000 3 points4 points5 points 2 years ago (2 children)sorry, this has been archived and can no longer be voted onMordekaiser.
permalinkembed[–]UpvotesAhead 0 points1 point2 points 2 years ago (1 child)sorry, this has been archived and can no longer be voted onhe doesn't really have a way to deal with her ult though. If she shunpo's to him and ults, the only thing he can do is sit there and take it.
permalinkembedparent[–]NeoAlmostNeoAlmost 0 points1 point2 points 2 years ago (0 children)sorry, this has been archived and can no longer be voted onHe can shield enough of it that it probably won't kill him, and mordekaiser's W will do a pretty good chunk of damage in return.
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