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A Day in the Life of Srila Prabhupada - September 30
Srila Prabhupada's letters, lectures and conversations throughout consecutive years
- Click on the year dates to go to the Timeline of Srila Prabhupada's Life for that year.
The Days in the Life of Srila Prabhupada presents 2200+ of his lectures; 905+ of his conversations; 490+ of his morning walks; 65+ of his interviews and 6,570+ of his letters.
- This listing covers all available material and includes:
- 10,300+ links to Vanisource - our repository of all of Srila Prabhupada's words;
- 450+ short audio clips - Nectar Drops from Srila Prabhupada sprinkled throughout the months;
- 1,080 short video clips extracted from lectures, conversations, morning walks and interviews, with subtitles in up to 88 languages, sprinkled throughout the months;
- 13,350+ concise statements, drawn from Srila Prabhupada's lectures, conversations and letters, highlighted within quoteboxes;
- For further study on the different subjects addressed, each statement links to the various categories in our thematic section of Vanipedia named Vaniquotes.
These statements from the Days in the Life of Srila Prabhupada offer unparalleled insights into his devotional character; his vision to re-spiritualize human society; his dedication to translate, publish & distribute his books; his expertise to tirelessly lead & manage his worldwide movement; his empowered ability to encourage, care for, train & clearly communicate the disciplines he expects from all his disciples as he engages them in their pursuit of Krsna consciousness & performance of missionary activities. Through all these situations one can also experience how Srila Prahhupada consistently represents the pure teachings of Lord Caitanya Mahaprabhu and His associates.
- See also: A Month in the Life of Srila Prabhupada.
1967 - September 30
|Yes, you must now be careful so that people may not misunderstand us to be a second edition of the hippy movement. What is done in the past to advertise us is already done. Now we should work solidly to attention of important men, and try to make them understand that this movement is the most authorized scientific agitation to invoke man's dormant Krishna Consciousness.
1968 - September 30
| Nectar Drops from Srila Prabhupada
|"Our program is to worship with love and devotion Govinda, the original person. Govindam ādi-puruṣaṁ. This is Kṛṣṇa consciousness. We are teaching people to love Kṛṣṇa, that's all. Our program is to love, to place your love in the proper place. That is our program. Everyone wants to love, but he is being frustrated on account of his love being misplaced. People do not understand it. They are being taught, 'First of all, you love your body'. Then little extended, 'You love your father and mother'. Then 'Love your brother and sister'. Then 'Love your society, love your country, love the whole human society, humanity'. But all this extended love, so-called love, will not give you satisfaction unless you reach to the point to love Kṛṣṇa. Then you'll be satisfied."
|680930 - Lecture - Seattle
|Our program is to worship with love and devotion Govinda, the original person. Govindam ādi-puruṣaṁ. This is Kṛṣṇa consciousness. We are teaching people to love Kṛṣṇa, that's all. Our program is to love, to place your love in the proper place. That is our program. Everyone wants to love, but he is being frustrated on account of his love being misplaced. People do not understand it. They are being taught, "First of all, you love your body."
|A girl says a boy, "I want to become your subordinate," willingly. Similarly a boy says to a girl, "I want to be your subordinate." Why? That is my nature. I want to be subordinate because my nature is to be subordinate. But I do not know. I prefer, I reject this subordination; I accept another subordination. But subordination is there.
|I'm just describing the mission of Lord Caitanya. He is giving us instruction, His mission, that the only lovable object is Kṛṣṇa and His land Vṛndāvana. And the process of loving Him is the vivid example, the gopīs. Nobody can reach. There are different stages of devotees, and gopīs are supposed to be on the highest platform. And amongst the gopīs, the supreme is Rādhārāṇī.
|All these loving affairs are also temporary and they are not pure. They are simply a perverted reflection of the pure love that is existing between you and Krsna. So if you want really peace, if you really want satisfaction, if you don't want to be confused, then try to love Kṛṣṇa.
|Our loving object is Krsna. Somehow or other, we have forgotten Him. We don't trace the history when we forgot. That is useless labor. But we have forgotten, that is a fact. Now revive it. Here is reminder. So take opportunity. Don't try to history why you have forgotten and what was the date of my forgetfulness. Even if you know, what is the use? You have forgotten. Take it.
|Everything has got definition. Just like if I say "This is watch." So it has a definition. Watch means it is round and there is a white dial and two hands, there are so many figures indicating time. Like that, I can give you some description. So anything, whatever you see or experience or try to understand, there must be some definition. So when you speak of God, do you know what is the definition of God?
|Any part of the world, any part of the universe, the sun is one. Nobody can say, "Oh, it is American sun" or "It is Indian sun." So either Jesus Christ or Rāma or Kṛṣṇa, whoever comes from the kingdom of God, they are the same. There is no difference.
|Woman: Is Rāma synonymous with Jesus?
Devotee: "Is Rāma synonymous, the same as Jesus."
Prabhupāda: Synonymous..., not exactly synonymous, but identical. Synonymous cannot be said, identical.
|When you are too much influenced with the modes of passion, you become lusty. And when your lust is not fulfilled, then you are angry, next stage. And next stage is that there is bewilderment. And then next stage is praṇaśyati, then you are lost. Therefore one has to control this lust and anger.
|You are subordinate. You cannot declare that "I am free. I am not subordinate." If you are wishing that "I don't wish to be subordinate, don't wish to bow down," that is your disease.
| Nectar Drops from Srila Prabhupada
|"Kṛṣṇa and gopī, the relationship was so intimate and so unalloyed that Kṛṣṇa Himself admitted, 'My dear gopīs, it is not in My power to repay you about your loving affairs'. Kṛṣṇa is the Supreme Personality of Godhead. He became bankrupt, that 'My dear gopīs, it is not possible for Me to repay your debts which you have created by loving Me'. So that is the highest perfection of love. Ramyā kācid upāsanā vraja-vadhū (Caitanya-maṣjusā). I'm just describing the mission of Lord Caitanya. He's giving us instruction, His mission, that the only lovable object is Kṛṣṇa and His land Vṛndāvana. And the process of loving Him is the vivid example, the gopīs. Nobody can reach. There are different stages of devotees, and gopīs are supposed to be on the highest platform. And amongst the gopīs, the supreme is Rādhārāṇī. Therefore nobody can surpass the love of Rādhārāṇī."
|680930 - Lecture - Seattle
1969 - September 30
|Am very much perturbed reading the contending points with Brahmananda. So I am enquiring in this matter. In the meantime, don't be agitated. Sometimes such moments come, but we have to tolerate. That is the instruction of Lord Chaitanya. In the future, I am contemplating that management should be done by you all in combination, but I am sorry that the idea is not very hopeful. Anyway, I shall try to adjust things nicely. Don't worry.
|Since you have gone to San Francisco, the center is improving daily, beginning from Rathayatra Festival, and you are also selling BTGs nicely. This means Krishna is giving you the opportunity to serve Him. Actually, Krishna is the Supreme Proprietor of everything. If He likes, He can hand over to His devotee million of dollars in a second, but He is very cautious.
|We have received complaint from the Bina Musical Stores that on their inquiry about $400 dispatched from America you have replied in the negative. The $400 was sent by cable on the 3rd September 1969, and before that you received $300 and odds.
|The first day I arrived we had talks about two hours with the Beatles, but because they are materially very rich, it is little difficult for them to understand Krishna Consciousness philosophy.
|Baghbazar party and Mayapur party have unlawfully usurped the missionary institution of Srila Prabhupada, and whenever they will talk of a compromise, it means another complication.
1972 - September 30
|Everyone wants to be controller. That's a fact. But the supreme controller is Kṛṣṇa. Here the so-called controller is controlled by somebody else. I may control my disciples, but I am controlled by somebody else, by my spiritual master. So nobody can say that "I am the absolute controller." No. Here you will find the so-called controller, certainly controller to some extent, but he is controlled also. But when you find somebody that He is controller only, not controlled by anyone, that is Kṛṣṇa.
|Human society is becoming so degraded that they are trying to forget God. That is their advancement of civilization. The more you deny existence of God and become a so-called rascal scientist, then you are advanced. This is the position. So this position will degrade so much after, say, 400,000's of years, gradually degrading, that at time, Kṛṣṇa will come in His incarnation as Kalki.
|The fact is that we have to adopt the same tactics as ordinary salesmen adopt, but the difference is we do it for the satisfaction of Krsna, they do it for sense gratification.
|We have experienced that sometimes out of sentiment someone gives to ISKCON and then laments and wants it back, but that does not mean we should give it back. Our policy is that his money which would have been used for purchasing cigarettes, liquor, sex literature, meat, will give him the opportunity to gradually become purified.
|You should know the tactic how to sell without irritating. What your lecture will do for three minutes, but if he reads one page his life may be turned. We don't want to irritate anyone, however. If he goes away by your agressive tactics, then you are nonsense and it is your failure. Neither you could sell a book, neither he would remain.
|If he buys a book that is the real successful preaching.
|The success of your preaching will be substantiated by how many books are sold. Anything you want to sell, you have to a little canvass, so he gives some money for the service of Krsna. That is his good luck and he gets the chance to read some transcendental knowledge.
|Your question is how much or how little brahmacaris should associate with the unmarried brahmacarinis in the temple. As brahmacari you should not mix at all with brahmacarinis. Actually they should not at all see the face, but that is not possible in your country. But so far as possible, remain separate and talk almost nil. Brahmacari is advised not to go near a young woman anywhere.
|I think you have to revive your position as GBC again and look after all the business of India affairs nicely. May Krsna bless you with all good sense. Your program submitted by you all jointly is tentatively accepted by me. Our meeting time in New Delhi will be informed very soon by letter and telegram both.
1973 - September 30
|This rascaldom has played havoc in India. These rascal so-called commentators, they want to avoid Kṛṣṇa. Therefore this Kṛṣṇa consciousness movement is a challenge to these rascals. It is a challenge that "You want to make Kṛṣṇa without Kṛṣṇa. This is nonsense.
|That paramparā should be followed. Evaṁ paramparā-prāptam imaṁ rājarṣayo viduḥ (BG 4.2). If we want to understand really Vedic literature, then we must follow the paramparā system. There are four sampradāyas, paramparā: the Rāmanuja Sampradāya, Madhvācārya Sampradāya, Viṣṇu Svāmī Sampradāya, Nimbārka Sampradāya. So we belong to the Madhvācārya Sampradāya.
|If the opening ceremony can correspond with the celebration of the Disappearance Day of my Guru Maharaja on December 13rd, that will be auspicious.
|I beg to thank you for the very nice button you have sent me. Preaching work is our main business as this picture on the button shows. I pray that Krsna blesses you with all strength and intelligence to guide the Sankirtana movement ahead in Denver.
1974 - September 30
|We have no such qualification that we can compose very nice literature. There may be so many mistakes or... Whatever it may be. But it is revolutionary. That is a fact. It is revolutionary. Otherwise, why big, big scholars, professors, university authorities, librarians, they are taking? They are thinking they know that this literature will revolutionize the whole world. Because there is, in the Western world, there is no such thought. They agree. So why it is revolutionary? Because there is an attempt to glorify Kṛṣṇa, the Supreme Personality of Godhead. Nothing more. There is no literary career.
1975 - September 30
|They are fixed up in Kṛṣṇa. That is a fact. That is a fact. You cannot bribe them to take from this Kṛṣṇa consciousness. That is not possible. They may commit some mistake, but they are fixed up in Kṛṣṇa. That is bhajate mām ananya-bhāk. You cannot deviate them.
|Sex life is the cause of bondage of the conditioned soul to remain in the material world. If one can conquer over the sex impulses voluntarily, he conquers over the influence of material nature. So the ideals being different, I think in the Vedic system such circumcision is prohibited.
|Why is there this politics? This is not good. If politics come, then the preaching will be stopped. That is the difficulty. As soon as politics come, everything is spoiled. In the Gaudiya Math the politics is still going on. My Guru Maharaja left in 1936, and now it is 1976, so after 40 years the litigation is still going on. Do not come to this.
|You are born in brahmana family, so your forefather's blood is there, and now you are thinking like a brahmana. So it is all Krishna's grace. You have already given up meat eating, etc., and if possible you can live in our temple and execute devotional service. This will save your life in Krishna consciousness.
|The Institute will be primarily for those who have not entered our temples. The subject matter will not be different from what is taught in our temples.
|There will be no difference between our temples and the Institute, but the Institute will be official for the general mass. It will be a formal education and they will get degree.
|It will be a formal education and they will get degree. It will be open for everyone, including those who have already entered our temples, they may also participate. But, the subject matter should not be different from what is in the temples.
1976 - September 30
|One should go to a guru for spiritual advancement of life, not as a fashion. People go to a guru as a fashion. My Guru Mahārāja used to say that "Don't make a guru just like you keep a dog, as a fashion."
|Yes. '68 I got immigration and '69. It is a long history, checkered history. So preaching is independent. If you have got desire, you can preach in any circumstances and Kṛṣṇa will help you. I have practically experienced. I went to your country without any help, without any money. Alone. And gradually things developed. ...all foreigners. I did not approach any Indian. I did not approach anyone, but Kṛṣṇa sent friends, gradually developed.
|I approached Mukunda. Mukunda had no place, still I asked him. So I kept my goods at Mukunda's house and went to live with Yeargen. That is another loft. So in this way, with great hardship—sometimes here, sometimes there—in this way, I got two hundred dollars by selling books, and then I asked Mukunda to find out an apartment. He found this apartment, 26 Second Avenue. One storefront down and one living quarters up. So I found it very convenient. Down I would lecture and hold kīrtana. So he charged 75 dollars per month for the apartment, small apartment.
|I am accepting the following disciples for first initiation: Radha Krishna Pillay - Rama-Sarana Dasa, Gordon McMillan - Gaura-Nitai Dasa, Brian Daulby - Bhajanananda Dasa, Eamon Morton - Atmatma Dasa, Benedict Bygott-Webb - Bhagavad-bhakta Dasa, Gabriel Zajac - Giri-Govardhana Dasa, Tony Smullen - Tulasi-priya Dasa, Janet Pillay - Janaki Devi Dasi, Laureanne Mcmillan - Lal Gopala Devi Dasi.


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Beautiful powder pink tutu dress , made from soft, delicate tulle net with heavenly layers of ruffles, perfect for all little angels. With just the right amount of frou-frou to be fabulous, the body is flexible for growth and easy to pull on and the skirt is very full and ideal for swishing.
|Custom tailoring
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subset: commoncrawl


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NASSA is committed to providing the young people in its care with the opportunity to further their education through basketball. Where finances allow, we give the young people the opportunity to gain officially recognised Basketball England qualifications in both officiating and coaching.
From the age of 14, participants are given the chance to take the Basketball Level 1 Referee and Table Officiating course. Once they have this, they are given the opportunity to gain experience by officiating in National league fixtures, NASSA friendly fixtures and school league games
From the age of 16, participants are given the chance to take the Basketball Level 1 Coaching Course (UKCC L1). With this qualification, they can become assistant basketball coaches, allowing them to learn directly from NASSA's national title-winning coaches.
From the age of 18, participants are given the chance to take the Basketball Level 2 Coaching Course (UKCC L2). With this qualification, they can become basketball coaches in their own right, allowing them to put those skills into practice within NASSA, both in our club and our schools programme.
Our aim is to qualify:
• 15 Referee/Table Officials each year
• 10 Level 1 Assistant Basketball Coaches each year
• 5 Level 2 Basketball Coaches each year
As participants move on from NASSA, so naturally do their parents. We need to keep a cohort of parent volunteers qualified in order to support the NASSA coaching team. To achieve this we need to qualify between 4-6 parent volunteers each year.


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This summer MEarth is showcasing sustainable living in a whole new way! Please join us for a series of culinary celebrations that are uniquely "MEarth."
Thursday, August 22nd: Chef Jacob Pilarski + Pastry Chef Ben Spungin
The Monterey Peninsula food scene got a major bonus when Chef Jacob Pilarski decided to move south after a fruitful tenure as the Sous Chef at fabled foodie-heaven Manresa in Los Gatos for nearly 5 years. After a brief stint as Chef de Cuisine at the stunning Sierra Mar Restaurant (Post Ranch), Chef Pilarski has now joined the team at the Big Sur Bakery. Known for his commitment to farm-fresh produce, Chef Pilarksi will surely create a memorable meal with the bounty of the season!
Pastry Chef Ben Spungin from the acclaimed Marinus Restaurant in Carmel Valley, has decided to join in the fun of the evening and will surely tantalize your taste-buds with his sweet things! It's going to be a fun night!
The event will begin at 5:30 with an (optional) tour of the surrounding organic gardens where most of the veggies in the dinner were grown. We will gather around our family-style table at 6pm to enjoy an unforgettable multi-course meal. *Please note that since the building is technically on school grounds, no alcoholic beverages will be served at the dinner. Chefs will prepare some fun "mocktails" that will be creatively paired with courses for your enjoyment.
All proceeds from these dinners will go directly towards supporting the work of MEarth in our community: www.MEarthCarmel.org. The purchase of tickets is tax-deductible to the extent allowed by law.
Click here for tickets and complete event information.
Sunday, September 8th: Eat the Art
The Central Coast Pastry Coalition presents "Eat the Art": a six-course pop-up dessert dinner + edible art gallery at MEarth.
This special collaboration will feature 2 internationally recognized pastry chefs from Southeast Asia and a collection of our local sweet geniuses, who will take our sweet teeth to new edible and artistic dimensions, at this one of a kind event.
Click here for tickets and complete event information.


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I can have it happen in my office. But ATT could drop too when I had it. So it depends on location location location.
Back in late 2011, I got a iPhone 4S and switched to Verizon. I remember having a lot of problems with the phone. Back then, 3G was the fastest service, but the phone would fall back to 2G frequently. Frequently I would just be sitting at my desk with a 3G signal, then the phone would suddenly drop to 2G for some reason. I actually posted about the problem here, and a few people replied saying they had the same problem. It was so bad that I had to switch back to AT&T.
Well now I need to buy a new phone, and I'd like to switch to either Verizon or T-Mobile. I wonder if Verizon has fixed their problems, or would I have problems with the phone dropping from 4G LTE to the 2G/3G network? If it helps, I live around Germantown/Gaithersburg Maryland.
I can have it happen in my office. But ATT could drop too when I had it. So it depends on location location location.
iPhone X is my current primary phone. I have older model iPhones and Moto phones available on other lines. Currently prepaid, though would consider postpaid on right plan.
I'm in that area (Germantown/Gaithersburg) regularly.
The main time I've historically experienced problems like that is when I've been in a very marginal coverage zone. If I'm at ~1 bar, it's not terribly uncommon for me to get booted off. It does seem like it happens less on LTE than it did under 2G/3G, though.
I think there are a lot of places in that area where the base stations are seriously overloaded. For example, I know Rio and Crown are terrible. I don't lose a signal, but it's not uncommon on a Friday/Saturday night to lose meaningful data services (presumably due to congestion). Verizon and their partners (e.g., Crown Castle) have applications to put in new towers and small cells, but Gaithersburg and MoCo residents are fighting them at every opportunity.
It has gotten better in some areas over the last 6 months, so I think they're reallocating spectrum to LTE. But it makes service very patchy.
AT&T seemed a little more consistent in that area when I had it, although I ran into coverage problems in other places with AT&T.
Seamless data roaming from LTE to eHRDP (3G EVDO) works very well. The data session is preserved during that jump. However, seamless roaming back to LTE does not work that well. You basically have to wait for your data channel to idle up before the radios will attempt to re-affiliate with LTE. I'm pretty sure eHRDP seamless data roaming does not work when you transition to the '2G' 1xRTT network, so a new data session is required.
No experience with voice roaming between VoLTE and 1xRTT.
I do not believe that VoLTE can drop to CDMA. It would drop the call.
It appeared to be some drift to talking about changing during a session.
In fringe areas i've seen our Galaxy note 2's get stuck on 3G and not want to switch back without moving to a stronger area or a reboot.
There shouldn't be any significant loss in coverage by locking it to LTE only or at least it wouldn't be noticeable here.
I think the PRL is 8 minutes after dropping down to 3G before the phone searches for LTE again.
Current Device: Silver 256 GB iPhone X
Carrier: AT&T
With an iPhone, unfortunately you can't force LTE only. I really wish you could.
Yes. I routinely have this problem in Redmond, Sammamish and Issaquah, WA. It's the main reason that my T-mobile phone often outperforms my VZW phone.
FWIW, AT&T and T-mobile both have solid LTE in this area. VZW has a some LTE holes. Sprint is truly horrible - alternating between overloaded band 25 LTE and EV-DO, with occasional islands of band 41.
The best advice I can give is to try a month of prepaid on the carriers you think you may want to use. Collect your own data on the locations that matter to you. Getting an unlocked/SIM free device that supports the technologies used by both carriers allows you to experiment.
Last edited by mch; 03-07-2017 at 02:34 PM.
"I didn't get fat by accident. This was a personal choice. " - Kevin Gillespie
Yes, hated it even here in downtown Washington DC when my phone would go to 3g & then have to wait . . . . for LTE to come back. 3g is painfully S-L-O-W.
No problem now with my AT&T phone as 3g ALWAYS works just fine & no crappy VoLTE issues to deal with. No need to fear LTE going away any more.
I have had it happen where my Vz S4 would just lose data connection altogether in an area that should have had good signal. I had to restart the phone to get it to connect. Even then I only got ~500 Kbps. This was on a Saturday early evening. Maybe all the kids in the area were streaming YouTube or something and overloading the cell.
I have had inexplicable slow service with Sprint around here, but that is Sprint. T-Mo is even worse. AT&T isn't extremely fast, but always seems to be there at 2-4 Mbps even away from towns.
All in my location in central Virginia - not a major metro area.


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Music Features
The Hot 10 songs of July; Beera Nange is back in No.1.
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June 25, 2018
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May 23, 2018
Moses Radio and Weasel are Legends – Scattered : Closing the Gap!
HiPipo Reporter. In the aftermath of Moses Radio's death, some people downplayed his contribution to the music industry and what he will be remembered for. That hullabaloo notwithstanding, here at Scattered; ... Read More
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That thousands of kids right in the heart of the capital city of the Pearl of Africa race for more than 3 kilometers battling just to share a piece ... Read More
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Grace Nakimera kick starts national campaign against mal-nutrition
Feeds hundreds in Mukono On Sunday 21st January, stage queen 'Grace Nakimera' brought smiles to hundreds of kids' faces in Mukono district as she treated them with free first class ... Read More
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DJs dazzle at Kings of Turntables
Our Reporter. Last Saturday, revellers flocked one of Kampala's most popular hangouts for the All Star Edition of the deejay musical showcase, Kings of Turntables. Hosted at The Square by ... Read More
October 26, 2017


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A couple weeks ago I wrote a blog post about Lyoto Machida and how he and members of his family drink their own pee. I'm not talking about pee from one of those trips to the bathroom where the urine is clear, almost like water. Nope. These guys drink the first pee of the day, which is likely the biggest one of the day, and probably the one that's the deepest shade of yellow, almost orange in color. However, it turns out that it may not be a good idea to drink your own pee after all.
When I wrote that blog post I came away with the feeling that it doesn't offer any benefits to the urine drinker, but it really doesn't harm them. If it's something they think will have a positive effect on their lives, then maybe it will. The mind and the power of suggestion is a powerful thing.
Yesterday, one of my favorite gadget websites posted an interesting article on why you should definitely not drink your own urine.
Turns out that the old adage "Urine is sterile. You can drink it." that many people picked up from Fight Club isn't exactly true. Urine is around 95% percent water as I mentioned in my previous article, but what I wasn't aware of is that urine actually contains bacteria. As a result, it's not completely sterile. This is because many bacterial colonies call our urinary tracts home. Some of this bacteria will find its way into our urine, and when we drink it, into our mouths and into our bodies again.
As the article also points out, some people think that if they're ever in a tough situation where they're without food and water for an extend period of time, they could always drink their urine. That is technically true, but it can actually dehydrate the drinker even faster due to the high sodium content. So if you're like that guy who had his arm trapped between the boulders, don't drink your piss despite how thirsty you may become.
I don't want to reproduce the entire article here, so if you're thinking about setting down that warm glass of urine and reading a few more reasons why you don't need to drink your own pee, head over to Gizmodo to read this article in full.


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This short story was written using the prompt 'stories out of a sack'. This means that, as the author was writing, objects were being pulled out of a sack and these had to be incorporated into the story.
Stories Out of a Sack
Edited and Written By Keara Galbraith
coffee beans
war poems
turtle lamp
heart cookie cutter
Italian-English Dictionary
old, broken pocket watch
Every morning she wakes up early to put a pot of coffee on the stove, letting the smell waft through the rooms of the old house. It is an old habit though, for no one is there to be woken from the bitter-sweet smell. The five little boys that had once been running between her legs and pulling at her apron were all gone. Marched off to war, only sending word by letter to calm her restless mind. She dreaded the day that the letters would stop like her husband's had. The pot would whistle and she would lift it, pouring the dark liquid into an old, chipped mug. Setting it on the counter, she would pour four more with the blind hope that, unlike the past days, the steaming liquid would be drained by eager mouths. Instead, she watched as the soft glow of sunrise through the window would catch the rising steam until it ceased to rise. She would stand from her seat at the table, pick up the mugs, and watch the now cold coffee swirl down the sink.
Leaving the kitchen and walking to her room, she felt her heart shatter a bit more as she wondered if the doors she passed would ever again be slammed by a boy annoyed at his mother. Or if the old, metal, rattling radiators in the rooms would ever be turned on again. She gazed at the most recent stack of letters on her bedside table, knowing there was still hope to be had, even if it hadn't played on her side in the past. Like she had every day, she pulled out the shoe box from under the bed onto her lap and opened it, inspecting each letter and object that had been sent to her as if one could have disappeared or changed since the last day. She had been sent anything and everything from a packet of Sen-Sen to an old, worn Italian-English dictionary. Anything to show her of the places the boys had been and to assure her that they were all well. When she would reach the bottom of the box, she would lift the final object: her husband's pocket watch that had been sent to her as a final reminder of who he was. The hands had long since stopped ticking and a corner of the glass was broken. But she knew that it wasn't meant as a reminder of what had been lost but one of times that had been good. When they were all together and there was no need for letters to be written.


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Posted: Feb 10, 2018
NEW LONDON, Conn. – The Bowdoin women's hockey team earned a key conference victory in a back and forth 5-4 win at Connecticut College on Saturday afternoon.
The Polar Bears climb to 10-7-3 (4-7-3 NESCAC) after knocking off the number two team in the league. The Camels suffer just their second conference setback of the season to sit at 14-4-4 (9-2-3 NESCAC).
Game Highlights
- The Camels jumped out to a 2-0 lead less than ten minutes into the game. Sammi Estes recorded an unassisted tally just 1:07 into play and Erin Dillon added another goal at 8:29.
- Julie Dachille responded to Dillon's goal with Bowdoin's first 21 seconds later, finishing off a feed from Julia Surgenor. Maureen Greason netted a power play equalizer in the 12th minute, sending the teams into the first intermission tied 2-2.
- Connecticut College regained the lead at 6:36 in the second, but again Dachille responded. Brigit Bergin recorded an assist on Dachille's goal at 11:22.
- Bowdoin took its first lead of the game 46 seconds into the final period. Jess Cloutier put away a pass from Katie Leininger.
- Dachille completed the hat trick at 7:03 to secure the win.
- Dillon pulled the Camels within one, scoring with 2:15 remaining in regulation.
By the Numbers
- Kerri St. Denis turned away 31 shots for the Polar Bears to earn the win.
- Bailey Mertz made 17 stops for the Camels.
- Bowdoin went 1-for-3 on the power play.
- Connecticut College went 0-for-2 on the power play.
Up Next
- The Polar Bears play at Endicott on Tuesday evening, beginning at 7:00 p.m.


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gaming, arts and culture support one another
A new report has concluded that the games industry and the arts and cultural sector have a mutually beneficial economic relationship
The ideas and inspiration for games often come from the arts, and games companies use Intellectual Property produced by artists and rely on talent from arts colleges. This process generates income for artists as well as for the creative industries.
The findings emerge from a report that the council of England have has just published in partnership with SDG Economic Development, "Exploring the role of arts and culture in the creative industries". This is one of two economic reports published on 4 November on the impact of the culture industry on the UK economy, showing a 10% jump in arts and culture's economic contribution in a single year.
The SDG report uses case studies of the games, music, architecture and other sectors to examine how art sector links with them. It features a case study from Auroch Digital, an independent game development studio based in Bristol. The games sector relies on talented, creative people with strong technical ability; this case study illustrates that these skills are most often found in art college graduates. It also shows that artists and musicians serve the sector on a freelance basis by providing specialist short-term inputs that make gamers' experiences better – and the income that the games sector provides artists helps them to diversify their sources of income, which can be important in maintaining their artistic practice.
Peter Willington, Producer & Marketing Manager at Auroch Digital, said: "As a games studio that works with top-tier IPs, we often look to other mediums - literature, board games, film, and beyond - for commercial opportunities and artistic inspiration. Similarly, we're frequently approached by companies and brand-owners looking to work in the field of games. It's always a positive experience for us, long may it continue."
The report concludes that the games sector makes a major contribution to the UK economy – serving both domestic and international markets.
To download the report, click here.


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UPPABaby Vista Stroller & Bassinet - Jordan Charcoal Melange
UPPABaby Vista Stroller & Bassinet - Jordan Charcoal Melange
The Uppababy Vista Stroller is compact and easy to handle, the Vista has all the features you would expect from a quality pram. Complete with a separate reversible seat unit and telescopic handle, you can adjust the pram to your needs and wishes.
The front swivel wheels make the Uppababy Vista easy and fun to drive, no matter where you are going - the Vista is a pram for all occasions and adventures whether its in the Urban jungle or the countryside.
Gaining momentum from one to two and even three children. The Rumble seat can be used rear facing, forward facing and reclined – it's the multitasking stroller seat you have only dreamed of. While one child is enjoying a snack, the other can be enjoying a catnap.
Your family has multiple needs. The Vista stroller has the flexibility and comfort to provide an enjoyable ride. Add the piggy back ride-along board and you are outfitted for three babes in tow.
- Extra, lower recline position
- Fully reversible and reclining seat. (Seat still suitable from 6 months). Carrycot complete with hypo-allergenic and anti-microbial mattress
- Pop out ventilated SPF50+ sun shade.
- Integral carry handle.
- Rain cover included.
- Includes pram and carrycot bug shield.
- Telescopic handle height adjusts from 100 cm to 112 cm.
- Full size basket for easy access storage.
- Aluminium chassis for less weight.
- Rubber coated puncture proof wheels with single push wheel removal feature.
- Compatible with toddler (Rumble) seat sold separately
- Compatible with piggyback board sold separately
- Compatible with Maxi Cosi and Chicco capsules sold separately
Buy the UPPAbaby Vista Stroller & Bassinet for your baby today at Baby Online Direct


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These shorts are perfect for making a statement in your closet! We love the Bandits Mid Waist Shorts from One Teaspoon because of how cute and trendy they are! We like to pair these shorts with the Sage the Labe: Rebel With a Cause Tank in white and then your favorite pair of sandals! To top everything off, we like to add a necklace just like the Ancient Queens Layered Necklace! No matter how you choose to wear these shorts, we can promise that they will be your new favorite!
100% Cotton
Cold machine wash, dark colors separately, do not soak, bleach, or wring, tumble dry low heat, iron on low heat, do not iron on print or accessories, do not dry clean
Measurements for 26:
Waist: 28"
Length: 13 ½"
Model wearing size 26 in the Bandits Mid Waist Shorts. Whitney is 5'9 with 32" Bust, 25" Waist, and 34" Hips.


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Brightwater Senior Living
Brightwater Senior Living provide the finest lifestyle options in retirement, assisted living, personal care, and memory care. Each community offers the highest quality in dining experiences, activity programs, and health services all performed by knowledgeable and caring staff.
We found 2 communities listed in this group.
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Care type: Assisted Living, Memory Care
Airline Road/John Stockbauer Drive, Victoria, TX, United States
Care type: Assisted Living, Memory Care
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Books are awesome
Because there are 31 days in July and only 30 days in the meme, I thought I would share this comic that really conveys my love for books and what books mean to me on this last day of July.
63. CARL SAGAN: Books are awesome.
The rest of the comics on this site are awesome as well, and I love a lot of the quotes he illustrates and they're all really well done. So yes, do have a look around his site if you haven't already.
I hope you've enjoyed the month of books as I have taken to calling it. It's been a really memorable time in many ways. I think that a lot of an individual's character is revealed through the books they enjoy and read, so I hope that gives you a glimpse into my life. Books have always played a big part in my life. I'm really thankful for the love of books that my parents have instilled in me. At the same time Singapore has an awesome library system, and I still remember going up to the red bricked building that was the national library back when I was just really beginning to read. That particular library has since been torn down, but many more new and exciting libraries have popped up to take its place.
Books are magical in the way that they can transport you to different places and times and whole new worlds. They let you meet new people and experience new things. Truly books are awesome and I could never envision a life without them. What do books mean to you? And how do they shape your life? As this month of books comes to a close would you care to share your thoughts on books?


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NBA news: Marcus and Markieff Morris' trial for felony assault charges starts in Phoenix
Marcus and Markieff Morris went on trial on Monday in Phoenix for felony assault charges filed against them. The lawsuit stems from an incident that occurred back in 2015, where the twins were apparently part of an orchestrated attack that left their former acquaintance badly beaten.
The details of the opening statement were released by Clarice Silber of the Associated Press, via the Boston Globe, which includes the extent of the beating the victim received and the basis on why it was being considered orchestrated.
"Opening statements began with prosecutors saying the two NBA stars and three other men each had a role in a beating that left a former acquaintance with a broken nose and other injuries."
"Prosecutor Dan Fisher said it was a coordinated mission and 'orchestrated attack' after the victim sent text messages to the Morris twins' mother that angered them."
The brothers will face trial that will last up to two weeks, which puts them both in danger of missing out their respective teams' training camps that will start soon. If proven guilty, they could also receive a disciplinary sanction from the NBA and be suspended for a minimum of 10 games.
With both players expected to play significant roles for rivals Boston Celtics and Washington Wizards, their potential suspension could be a huge blow to their teams' chances of contending in the Eastern Conference.


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Paris: Brazil forward Neymar will be allowed to make his Ligue 1 debut after the French football federation (FFF) confirmed it had received the Paris St Germain player's transfer certificate from its Spanish counterpart on Friday.
"The FFF confirms it has received the transfer certificate of Neymar Jr, sent by the RFEF," the FFF said on its Twitter feed.
Neymar, whose 222 million euros ($261.32 million) signing from Barcelona doubled the world-record transfer fee, was prevented from making his debut against Amiens last weekend as his registration had not gone through then.
PSG, who opened their campaign with a 2-0 win against Amiens at the Parc des Princes, travel to En Avant Guingamp on Sunday.


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A Lichfield schoolgirl is celebrating after helping her Irish dancing team to be crowned national champions.
Heidi Hawkes, 9, was a member of the under 10 ceili team who took the prize at the Great Britain Championships in Brighton.
The St Joseph's Primary School student, who dances for the Birmingham-based Kidd School of Irish Dancing, was a member of the eight-strong team who won the title at the weekend.
Mum Emma said: "Heidi and the girls were all over the moon with their win. They work so hard and all have great fun with their dancing so it's great to see their efforts paying off."
Heidi, who took up dancing aged four, also competed in the under 9 solo competition, coming 22nd out of 84 dancers from around the world.
It comes on the back of other recent successes for the young dancer, including winning the under 9 Glendarragh Feis championship last month and the John Flanagan feis title earlier this year.
She is now hoping to compete alongside her ceili team-mates at the 2018 World Championships in Glasgow, as well as competing as a solo dancer in the All Ireland Championships in Killarney next year.


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By Kosta Makreas
Please SHARE!
READY to Make ET Contact and Disclose!!
The "People's Disclosure Movement" is alive and well and needs YOU! Join our movement at ETLetsTalk.com
Q: Are you disappointed and disgusted by the failure of governments and other institutions to fully disclose the UFO/ET presence?
A: If yes then BECOME YOUR OWN AUTHORITY by joining The People's Disclosure Movement to learn how to easily and safely make ET Contact.
Q: Do you passively wait for governments to offer and shape all of your facts about the UFO/ET presence?
A: If yes then get active to TAKE BACK YOUR POWER! Join The People's Disclosure Movement to discover the facts yourself by making ET Contact.
Q: Are you a believer in the UFO/ET presence?
A: If yes become a KNOWER instead of a believer as you make your own ET Contact at The People's Disclosure Movement .
Q: Do you believe that incredible medical, energy, social, scientific, spiritual, etc. technologies from ET will help us create a Golden Age on Earth as we work with these advanced star civilizations?
A: If yes then offer your cooperation to them by joining our regular ET Contact events at The People's Disclosure Movement.
Q: Do you believe you are alone in your efforts to disclose the UFO/ET truth and/or want to find allies and friends who also wish to disclose this truth?
A: If yes join our 11,000 members in 100+ countries for great camaraderie as our group mission grows and spreads at The People's Disclosure Movement.
Q: Do you want to help grow this greatest global mass movement of all time as we disclose together?
A: If yes please do the following:
1. Join The People's Disclosure Movement at ETLetsTalk.comMy friends in the ETLetsTalk Community, I welcome you on the incredible journey of The People's Disclosure Movement. Let's assert our sovereign power to create the future of Disclosure we want to see! The best way to predict the future is to create it.
2. On the web site learn how to make and then actually make your own ET Contact wherever and whenever you wish
3. Inform and Teach someone special how to contact ET
4. Ask that special person to perform steps 1. to 4.
The Birth Of The People's Disclosure Movement
In 2010, ET intelligence asked me to create as many ET Contact teams as possible in as many places as possible as quickly as possible.
They said our willingness to make our own contact with them would give them permission to appear in many more places. As they did that, then more humans like us would discover their presence and wish to connect with them in even more places. As a result greater numbers of humans would then see them. This would further give permission to ET to appear even more widely where even more humans would see them and want to interact with them and so on…
Our ET Friends called this "a virtuous circle". They asserted that our ET Contact team numbers would become so global and so large that no government or other authority would *ever* be able to withhold the UFO/ET truth ever again!
ET intelligence further stated that our People's Disclosure Movement would reach a tipping point so that Full Open Contact could occur.
That is why I founded The People's Disclosure Movement.
Please come to ETLetsTalk.com, make friends, and let's get to work! Make posts of your experiences. Start discussions of them. Share with, learn from and teach others! The user interface has been redesigned to be more useful, easier and secure from prying commercially-oriented, spying entities which are found on most mass social media sites.
I thank you from the bottom of my heart. The future is in our hands. We have a LOT of help from our Galactic Friends who will aid us while respecting our free will. But we have to get active, do our part to solve our problems and let ET know we want to create an ongoing mutually-beneficial relationship.
Thank you for all you do. You are the heroes and heroines of the Movement. :-)
To Our Golden Age,
Kosta Makreas
Founder, ETLetsTalk.com
Founder, The People's Disclosure Movement


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The HED Smoothing Treatment is designed to smooth and seal the unruly, frizzy cuticle after Hair color and/or Highlights. It is non-toxic, formaldehyde free and, a 3 month long "Hair enhancing" treatment. It creates amazing and beautiful results without any toxic chemical ingredients.
HED Smoothing Treatments create soft, beachy waves; OR Super slick, straight Hair; And adds softness and extreme shine after Haircolor or Highlites.


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Teaching Meditation to Classes in Philosophy
ABSTRACT: In alignment with the overall theme of the congress, "Philosophy Teaching Humanity," this paper proposes that teachers of philosophy consider instructing their students in simple techniques of meditation. By meditation I mean the practice of mindfulness which typically begins by paying clear, steady, non-reactive attention to the sensations of one's own breathing, and then extending this attention to embrace all bodily sensations, feelings, moods, thoughts, and intentions. I discuss how to integrate meditation practically in the philosophy classroom and then respond to three objections that have been raised to that practice. I then ...view middle of the document...
And so we ask ourselves how can we best use the power that we have?
Clearly we can help our students and fellow human beings by teaching them skills of discursive rationality; when we can define our meanings precisely, use our terms consistently, argue coherently, and adhere to high standards of evidence, then we are better able to avoid dogmatism and bring an effective intelligence to bear on the problems of living that face us. These skills will always be a precious resource philosophy can offer humanity.
And yet there is much more to philosophy than this. Even in the classic European tradition there is vision as well as analysis, the intuitive as well as the discursive, noesis as well as dianoia (Plato ), intellectus as well as ratio (Aquinas ), meditative thinking as well as calculative thinking (Heidegger ). The classic Asian traditions of Hinduism, Buddhism, and Taoism are, of course, even stronger in their emphasis on meditation as a path to wisdom. As we seek to inspire our students with a love of wisdom, then, we need to convey both dimensions of philosophic thought.
And that brings me to my particular proposal: I propose that teachers of philosophy seriously consider instructing their students in simple techniques of meditation. Competency in basic meditation is not that difficult to achieve, and the long term benefits of conveying this skill and perspective to a wide spectrum of people is potentially very great. I believe that the benefits that can be gained are academic, personal, social, and potentially even planetary in scope. I have been exploring the uses of meditation in the undergraduate classroom for 13 years now originally in connection with courses in Asian philosophy and would like to 1) share some thoughts on how practically to integrate meditation into a philosophy classroom and 2) sketch out some of the potential benefits just alluded to.
II. A Model: Introducing Meditation to the Classroom
By meditation I mean the practice of mindfulness, training the mind to focus in a steady and non-judging way on the different phases of human experience. Mindfulness is an ancient practice cultivated strongly in Buddhist traditions but which overlaps contemplative practices in many other traditions. Mindfulness practice typically begins by paying clear, steady, non-reactive attention to the sensations of ones own breathing and then extending this wise and compassionate attention to embrace all bodily sensations and then feelings, moods, thoughts, and intentions. One way to describe the goal of mindfulness is the cultivation of bare attention: the ability to focus on any aspect of life whatsoever with this calm concentration.
Introducing students to meditation takes some careful preparation; turning the lights out and asking them to sit up straight, close their eyes, and pay attention to their breathing would otherwise be distractingly strange to them. I have found the following process to be successful. On the...


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Home > Industrial Controls > Lutze Power Supplies
Lutze single phase primary switchmode 2.5A 24vdc power supply. Class 2.
Standard DIN rail mounting for quick panel installation. Screw terminal for secure wiring.
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Standard Two
The EPP establishes and maintains mutually beneficial partnerships with diverse P-12 schools for high-quality clinical preparation of candidates. These partnerships rely on effective communication to construct experiences with shared expectations for candidate outcomes. Partnerships with school districts are a shared responsibility for candidate preparation. Programs' (Student teaching handbooks) share these expectations. Given the large numbers of candidates being placed and the varied nature of potential placements, each EPP program provides dedicated resources to support and foster relationships with the districts for clinical placements. For some programs this is a program coordinator or field experiences coordinator, for other programs, The Curriculum and Instruction Field Experiences office, https://ed.psu.edu/cife, serves in this role. Regardless of the coordination model employed, across all programs, we are responsive to our partner school districts as we strategically place candidates in classrooms with experienced and dedicated mentor teachers.
While some partnerships are long established, relationships with districts evolve and the EPP actively seeks partnerships with districts that may provide candidates opportunities for additional experiences with diverse students or opportunities for candidates to explore innovative practices and technologies. For example, recent discussion with some partner districts has explored possibilities for new mentorship models that include an increased role in supervision by district personnel in partnership with the EPP programs.
Maintaining partnerships for the benefit of candidates and all stakeholders is ongoing. Programs meet with stakeholders throughout the semester for all levels of field experience. For example, the CIFE office meets with districts to consider current placement opportunities and to envision new models for placements and revised mentorship models and partnerships. HPE faculty coordinators send out specific guidelines to partnership districts containing what the student's placement will need to consist of, and communication between the two entities continues as mentors are selected and students are placed in the schools. As another example, the SPLED coordinator meets regularly with SPLED directors in Altoona and State College to discuss assignments and field experience expectations and placements. Some candidates participate in an award winning Professional Development School (PDS) (NAPDS), which demonstrates a particularly unique partnership. Our PDS hosts monthly meetings with administrators and PSU representatives to discuss needs, new ideas, and potential changes (Slice and Principal Agendas) and to address any concerns. Slice agendas provide some insight into the coordination and collaboration of this mutually beneficial partnership between the EPP and the district. In other partnerships, clinical experiences are coordinated to provide two-semester field experiences during which candidates are with the same mentor teacher in the same classroom and linked for fall-spring or spring-fall.
While programs effectively communicate with partner districts and there is expected variance in the communication models with districts. In preparing the self-study report we noted that programs may learn effective strategies from one another regarding consistent communication and mechanisms to include stakeholders in program development. This topic has been added to the agenda of an upcoming PCCC meeting for Fall 2018. One result of such discussion might be a strategy to include district partners and stakeholders to develop a master course structure for student teaching field experiences that all mentors and supervisors could use. This would add additional consistency to the field experiences, could assure technology competencies are addressed in similar ways, and could increase clarity and expectations about field placements during student teaching. Memoranda of understanding (MOUs) provide support that candidates, P-12 schools, and the EPP benefit from these varied partnerships. These MOUs are regularly reviewed and revised to assure that they represent the current status of partnerships and that they evolve to meet the needs of stakeholders (SCASD-PSU MOU).
Numerous mechanisms provide ongoing opportunity for partners to share insights into programs and candidate preparation. For example, EPP coordinators, faculty, and staff conduct site visits and meetings among partner district and EPP personnel are regularly scheduled. Program faculty are engaged in a continuous evidence-based program revision process to enhance the preparation of candidates (i.e., well-started beginning teachers). We hold monthly meetings of the faculty during the academic year and two full-day retreats annually. During our time together, we discuss program innovations and pilot studies, analyze alignment of program vision and goals with current practices, identify problems of practice and possible solutions, and address themes and practices intended to improve coherence across the program, including field experiences.
Continuous improvement efforts are supported by annual surveys of stakeholders in clinical partnerships, including mentors, supervisors, and school districts, as well as candidates. The EPP programs examine and evaluate survey results to inform program and process modifications (PDS history marking changes made from year to year based upon survey results, Candidate Survey Results; Mentor Teacher Survey Results). At the end of each academic year, the PDS surveys the three primary partners in the community—interns, mentor teachers, and parents of the students in mentor teacher classrooms. The results of these surveys inform planning decisions for the following year. For example, although the intern responses overall are very positive, there may be concerns shared by interns about the spring seminar. This might include things such as the length of the seminar, the day of the week on which it was scheduled, or the required assignments. These are the types of suggestions that the planning team for the following year will take into account when organizing seminars in the future. Mentors' survey responses often confirm the importance of supporting their candidates' required teacher inquiry projects. These data assist in determining a focus for future inquiry workshops. Mentors also share their interest in professional development opportunities, such as attending a mentoring class, participating in teacher research, or completing university coursework. This feedback is used to determine future offerings the PDS can provide for mentors. Mentor teachers share the parent survey with the parents in their classrooms. Over the years, there has been a consistent pattern of positive feedback obtained from the parent survey. Comments include descriptions of positive relationships their children have developed with their classroom intern and the benefits parents observe through their participation in parent conferences, weekly newsletters, and classroom visits. These data are shared annually with the school district board of directors and are used to help candidates realize the importance of a strong parent-teacher-student relationship.
All teacher preparation programs at Penn State share a common set of commitments communicated in "Penn State's Conceptual Framework for the Preparation of School Personnel." Our academic programs are founded on the belief that education can positively affect the life experience of individuals and the nature of the world at large. We regularly share the pillars of our conceptual framework with our school-based partners and ask for their expertise in helping our students achieve success as they enact the pillars in their field sites. The EPP ensures that candidates have active clinical experiences. Program coordinators work collaboratively with district partners, supervisors, and mentor teachers to clearly outline expectations and plan opportunities for candidate's placements (MOA, Student teaching handbooks).
Candidates are provided a series of field experiences during their programs. These experiences vary by program and by candidate. Some candidates, for example, engage in additional experiences, such as technology-supported tutoring of students from schools that enroll high numbers of underrepresented/underserved students. Recently launched programs, such as study away in Philadelphia or Pittsburgh, will provide candidates opportunities to engage in full semester internships in diverse schools. In response to candidates' feedback and in accord with best practices in teacher education (e.g., Freeman, 2010), the EPP is working to provide more experiences, more diverse experiences, and earlier experiences to candidates in our programs.
The (Field Experiences table) illustrates the depth and breadth of the required field experiences in the college. Our teacher preparation programs provide an intentionally designed, sequenced set of clinical field experiences that link with content and method courses to gradually increase the role of teacher candidates in the classroom across field experiences. All programs have pre-student teaching with active teacher candidate involvement in teaching. All have a full-time, full-semester student teaching experience that provides enough time for candidates to intervene and have an impact on classroom learners. The (field experience hours) table provides an example of how expectations of candidates' and their experiences evolve as they gain more knowledge, skills, and experience. Clinical experiences are designed to help candidates develop effectiveness as a teacher and have a positive impact on all students' learning and development. A variety of course assignments are designed to help candidates reflect on their experiences, all of which are part of a university designed electronic portfolio where they demonstrate how they have met a series of performance indicators in the areas of planning, teaching, assessing their teaching and student learning, and professionalism. Evidence compiled over the last year of teacher education include journal entries, video analysis, unit development, and assessment of whole class and individual learners.
Penn State teacher preparation programs work in collaboration with clinical partners to provide candidates rich and diverse clinical field experiences to support the development of their knowledge, skills, and dispositions to assure they are classroom ready upon completion of their field experience. All programs observe and provide feedback to teacher candidates, who are observed on a regular basis. All programs evaluate teacher candidate progress through direct observations and assignments that align with the program standards. Candidates are evaluated through numerous assessments throughout their field experience and in particular at two benchmark periods, midterm and end of semester. During midterm conferences and end-of-semester conferences, candidate, mentor, and supervisor discuss the candidate's progress, goals, and challenges. All programs use the Pennsylvania Department of Education evaluation (PDE 430) that assesses teacher candidates, preparation, delivery, communication, and professionalism. Each program also enhances the performance evaluation with a discipline-specific evaluation form that aligns more closely with the respective professional standards. Evaluation forms completed, reviewed, and discussed during these times provide feedback and evidence of candidate development (ST-1 forms, PDE 430 forms) and impact on P-12 student learning and candidates' progress and growth.
Each field experience in the undergraduate and graduate programs assess teacher candidate professionalism with the same form that highlights professional behavior. The field experience mentor, candidate, and University supervisor complete the form for the midterm conference in each experience as a goal setting opportunity for improvement. At the end of each experience, the mentor and University supervisor complete the same form as part of the field experience evaluation. In student teaching the Penn State teacher evaluation used for Standard four of our assessment includes many of the same behaviors in the professionalism and communication sections of the student teaching evaluation. The student teaching evaluation also directly assesses candidate pedagogical knowledge. The program uses the same procedure in student teaching with the midterm as a goal setting opportunity using the student teaching evaluation as a guide. The Penn State teacher evaluation form uses domains in line with the CEC initial teaching preparation standards. The Penn State Special Education faculty have included instruction about disposition for teaching in coursework. Teacher candidates complete a self-evaluation of dispositions for teaching each semester for their reflection and goal setting as they move toward their teaching career. We share the self-evaluation form with candidates each semester in the field experience seminar. We do not collect or review candidate responses as it is their self-evaluation of their growth. While candidates are continually assessing their performance, they are formally assessed at the middle and end of the program to demonstrate development of knowledge, skills, and professional dispositions.
Of critical importance in candidate preparation is that partnerships ensure that theory and practice are linked by maintaining coherence across clinical and academic components of preparation. Clinical preparation for many of our candidates include a pre-student teaching field experience. To maintain coherence across clinical and academic components of preparation, P-4 candidates take CI 495A simultaneously with their math, science, and social studies methods courses. Candidates link theory and practice as they plan lessons in their methods classes with instructors knowledgeable in their content areas, then teach the lessons to students in their school classrooms with mentors knowledgeable in pedagogy. (Syllabi for DI block classes, DI block/CI 495A meeting notes). Assuring similar coherence across programs was a focus for the EPP this past academic year with the result of increased clarity and structures to support stakeholders as they engage candidates in courses and mid-level field experiences. In addition to partnerships with districts and assuring our field placements support development of candidates' knowledge, skills, and dispositions, relationships with varied stakeholders extend from the pre-professional programs through student teaching and beyond. One such partnership is with the Alumni Student Teaching Network (ASTN meeting agendas), which provides support for our candidates during their field experiences and into the profession. Other community-based partners also serve in important collaborations with our programs.), which provides support for our candidates during their field experiences and into the profession. Other community-based partners also serve in important collaborations with our programs.
We also recognize that candidates' development is impacted by their consistent use of notebook computers and digital tools across the program. For programs participating in the EDUCATE initiative, candidates are required to bring laptops/tablets to all class sessions. In methods courses and field experiences, candidates use digital tools (e.g., blogs, video analysis, podcasts, e-portfolios) to support their development as teachers. The contribution of EDUCATE to methods instruction and teacher development is evaluated regularly, and faculty use results to identify new tools and practices to support candidates' learning. In addition, in the mid-level field experience, each candidate starts a digital portfolio that addresses the candidate's ability to meet the standards of the Penn State Teacher Education Performance Framework. The framework addresses four domains of teaching and learning: Planning and Preparing for Student Learning, Teaching, Inquiry, Analysis of Teaching and Learning, and Fulfilling Professional Responsibilities
The use of videotaping lessons for teacher candidate self-reflection is used by all programs as technology-enhanced learning opportunities for instruction at early stages of preparation and for self-reflection as teacher candidates move toward being teachers. As an example, our Special Education and Kinesiology programs use a mobile app to code and analyze videotape. In Special Education, across field experiences observation forms guide candidates to look at teaching behavior aligned with explicit instruction. For example, teacher candidates view and mark the form when verbal praise is observed during their lesson. At the end of the analysis, the teacher candidate reviews the data and reflections on the frequency, type, and timing of the noted praise. The specific observations and reflections build across semesters so the teacher candidate can identify and discuss teaching behaviors in the context of growth. The ability to identify and address teaching behaviors prepares candidates to demonstrate candidates' development, as delineated in Standard 1, throughout their careers.
Mentor teachers are critical partners in the preparation of teacher candidates. Effective mentor teachers provide positive impact on candidates' development, which, in turn, increases P-12 student learning and development. EPP programs work collaboratively with district stakeholders to place candidates with effective mentor teachers. To prepare and support high-quality mentors, the EPP offers a Course, C&S 470: Mentor as Teacher Educator (syllabus for CS 470). In this course, teachers explore and reflect upon the developmental nature of learning to teach, classroom-based observation, and conferencing. Various models of co-teaching are explored to maximize opportunities for learning in the classroom. In any clinical placement setting, a teacher who is interested in hosting and mentoring a teacher candidate must be approved by the building principal and district superintendent or designated administrator.
Candidate placements are decided upon by the university and school district partners. Districts who host candidates hold agreements with the EPP (MOA agreements). These agreements are collaboratively developed and vary in order to accommodate unique needs of districts. Through these agreements, stakeholders collaborate and discuss the criteria for hosting student teachers, agree upon stipends, candidate requirements for student teaching, reciprocal responsibilities, and timelines for communication and placement.
The process for identifying and matching mentor teachers and candidates varies by district partnership and program context. In some programs, program coordinators work directly with principals or other school personnel. For some programs, supervisors coordinate placements with districts. For example, an administrator provides the supervisor a list of teachers available to mentor and then the supervisor uses a variety of processes to pair a candidate with a mentor. Some have interviews with both parties (interview question and protocol document), and others interview the student teachers and use historic knowledge about the mentors to pair them (student teacher application form). Regardless of the individual district model used, the selection of mentor teachers is a collaboration between the EPP and districts.
Mentor teachers work closely with supervisors or coordinators and establish partnerships to support candidates during their field experiences. Mentor teachers are supported by the EPP through supervisors and the coordinators or CIFE office. As part of the partnership to prepare classroom ready candidates, mentor teachers are provided information about expectations, assignments, and requirements each semester (mentor info sheet). Student teachers also are provided materials to assure clarity in expectations within the field experience. For example, they receive orientation materials, assignment handbooks, student teaching handbooks, and assignment calendars (assignment handbook document). At the beginning of the semester, EPP faculty and staff hold meetings with mentors and student teachers to assure shared understanding of expectations, requirements, and assignments.
Knowledge about district partners, potential mentor teachers, and candidates—accumulated via monitoring during candidates' programs—are weighed as placements are considered and made. Unique needs of partner districts are considered as well. For example, some school districts request student teachers either only the fall or spring semester, and capacity to support candidates within clinical sites may vary year to year. We accommodate such districts' requests by strategically sorting our teacher candidates based upon semester and available placements.
Programs work in partnership with school districts and strive to involve districts in recruitment of supervisors and mentor teachers, and expectations for placements as well as responsibilities of mentors, supervisors, and candidates. To provide the student with the best possible 15-week experience, criteria for a successful placement include: academic strength of the student and their accompanying resume, prior relationship with the district and personalities, school environment, school culture, mentors, and current programming in the school.
While in their placements, candidates are expected to focus on their impact on student learning. Candidates work closely with their mentors as they transition over the field experience to effectively leverage foundational content knowledge and employ varied pedagogies in order to impact student learning. Candidates, for example, complete a student impact project in student teaching in all areas of certification. The project assesses candidates' use of sources of student data to inform decision making regarding intervention in order to address individual learner's needs. The plans vary in length, but all provide a coherent set of lessons to intervene with a student in a culturally sensitive manner to teach and gather evidence of the outcome. Candidates employ effective uses of technology to support student learning. They assess student learning through multiple methods to inform instructional decisions. They modify instruction and differentiate instruction as necessary based upon effective student assessment. In addition to collective performance on ST-1 (ST-1) and PDE-430, survey results support candidates report ability to differentiate instruction for individual learners (Candidate Survey Results).
Candidates in any PSU Special Education Programs have three opportunities to have a direct impact on PK-12 learners. In the pre-student teaching practicum, teacher candidates at all levels are in special education settings planning and implementing scripted lessons appropriate for students in the setting. University supervisors observe the lessons and provide feedback to the candidate. Classroom students benefit from the additional and systematic instruction. In another pre-student teaching practicum, SPLED 495G, teacher candidates work in general education classrooms. Over a 10-week period (12 hours per week) they work with at-risk students and serve as a classroom resource for the general education teacher. Teacher candidates, in consultation with the general education teacher, identify an at-risk student for an academic intervention. The teacher candidate then develops a curriculum-based measurement in that area, implements instruction, collects data, and modifies instruction as necessary. The impact of the intervention is reported at a team meeting with teachers. Information provided by the teacher candidate serves to assist team members in the core and related services in making plans for future interventions or referrals. The candidate also formally observes the meeting and reports back on collaboration and communication skills used by team members at the meeting. In the semester of student teaching, candidates at all levels implement the data-driven instruction process in a special education setting with a group of diverse learners. The candidate assesses and monitors the impact on learning over a 10- to 12-week period. The information is then used in updates for the classroom student's IEP. In two different semesters, candidates apply the knowledge and skills of curriculum-based assessment, progress monitoring, and data-driven decision-making in classroom settings. These opportunities provide impact on learning for P-12 students as the teacher candidates monitor progress, graph performance, and develop interventions.
Programs in AEE and EECE and SECED English PDS include assignments that use practitioner inquiry and reflection as a vehicle for assessing candidate impact on student learning. In AEE, candidates are asked to create a digital blog in which they post weekly reflections, tag specific words, and provide evidence of their classroom experience. When candidates participate in the PDS program they are asked to complete an inquiry investigation by the end of the spring semester. Candidates develop their own question to investigate, decide upon strategies to use to investigate the question, implement the strategies and lessons, collect data from their school students, analyze the data and then reflect upon their findings. Candidates often ask more questions as the inquiry proceeds and re-collect data after revising their original plans. Candidates share their inquiry projects with the partnership at the annual Inquiry Conference (Inquiry Conference program).
The Penn State College of Education teacher preparation programs strive to prepare teacher candidates to teach all children anywhere in Pennsylvania and beyond. All candidates have several experiences working with students from ethnically and culturally diverse backgrounds built into each major as well as additional opportunities for diversity experiences in the classroom through Maymester courses (courses offered between the spring and summer sessions). For example, CI 295D Urban Experience is a course that provides candidates with opportunities to observe and participate in ethnically diverse urban settings. CI 280 provides immersion experiences for candidates in Hazleton, PA working with Latino ELL students.
Approximately 10% of our AY 2015-16 completing candidates took advantage of the study abroad experiences that Penn State offers in 16 different countries during one semester of their student career. Also, each year approximately 10 to 12 candidates pursue coursework toward satisfying requirements for ESL certification by attending a month-long summer immersion experience in Ecuador. Five programs, representing the largest numbers of candidates in the EPP, provide student teaching opportunities in diverse settings that have large numbers of students from underrepresented populations. Candidates in the PK-4, 4-8, and 7-12 programs may choose a student teaching placement at the Pierre Indian Learning Center in Pierre, SD, or may choose to student teach abroad; in inner city schools in the Greater Pittsburgh, Altoona, and Philadelphia areas; or in Sweden—all in an effort to increase candidates' opportunities to work with educators and students from ethnically diverse backgrounds. The Mathematics program has an established partnership with urban schools in Pittsburgh focusing on preparing math teachers in technology-enhanced classrooms. The PK-4 program has a partnership with elementary schools in Philadelphia Area School District that provides a diverse student teaching experiences for PK-4 teacher candidates and also is the setting for an early-stage virtual tutoring experience. Special Education candidates' first field experience is in a rural setting, the mid-level experience is in an inclusive setting in a suburban environment, and the student teaching center is in an urban setting. The AAG program provides geographically dispersed field and student teaching experiences to prepare graduates for settings across Pennsylvania. Agriculture Education schedules annual national and international trips touring agricultural education programs to provide candidates with additional interaction with ethnically diverse faculty. The (partner districts) chart demonstrates some of the diversity of placements available to our candidates during their program required clinical experiences. This chart excludes our WF ED candidates' placements as WF ED candidates complete their field experiences as employees of individual school districts.
The EPP strives to work collaboratively with partner schools throughout all of the students' field experiences. Compiling this report helped the EPP review our programs and structures and encouraged us to revise and reflect upon our assessments, communication strategies, and tracking to data in order to provide enhanced opportunities for our students.
The Evidence Table for Standard Two complete with components and documents referenced in parentheses above can be found at http://sites.psu.edu/caepreview/2018/08/24/caep-standard-two-evidence-table/
Freeman, G. G. (2010). Strategies for Successful Early Field Experiences in a Teacher Education Program. Srate Journal, 19(1), 15-21.


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Don't get your underpants in a tizz because we're not talking about breaking any actual laws here.
This is something called "CPA Piracy".
It's about taking $5 and after 20 mins work turning it into $300+.
And yes – this is possible.
And you can do it every day.
I'm not an expert in this but once you see this page and get the case study you'll start making money with this;
c) Copyright. All rights reserved. Please do not try to copy or swipe this because even my lawyers have lawyer


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Subaru 2020 Turbo Overview
Explore Subaru 2020 Turbo, performance and technology features. We reviews the Subaru 2020 Turbo Redesign where consumers can find detailed information on specs, fuel economy, transmission and safety.
In addition to being an excellent choice among hybrid vehicles, the Subaru 2020 Turbo Hybrid's strengths also stage it as an appealing midsize sedan. Whether you're ferrying around the family or commuting to work, the Subaru 2020 Turbo is an attractive choice. It comes with lots of standard features, which helps compensate for its lofty price tag. The Subaru 2020 Turbo offers peace of mind, with a history of superb safety and predicted reliability ratings.
Explore the design, performance and technology features of the Subaru 2020 Turbo. See models and pricing, as well as photos and videos. The Subaru 2020 Turbo Redesign goes to excess the right kinds of excess to preserve its best-of status. Find out if the new Subaru 2020 Turbo coupe takes a step forward in our first-drive review. See photos and get the story at Car and Driver.
Reviews, videos, latest news, specs and road tests on the Subaru 2020 Turbo. Top Gear reviews the Redesign. Terrific refinement, class-leading technology, and incredible interior quality. Want to know more? Read more.


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US Light Tight Oil (LTO) Update
I have updated my scenarios for US LTO output, based on both EIA tight oil output data and average well profile data from Enno Peters' shaleprofile.com. I have also created a scenario for the Niobrara shale oil play and for "other US LTO" which excludes the Permian Basin LTO, Eagle Ford, North Dakota Bakken/Three Forks, and the Niobrara.
Niobrara play
The recent Niobrara wells have an estimated ultimate recovery (EUR) of 143 kb. The oil price scenario below is used for all of the scenarios.
Well cost is assumed to be $4.5 million in 2017$. The scenario below assumes EUR starts to decrease in Jan 2019 as sweet spots become fully drilled. Economically recoverable resources (ERR) to 2040 are 2.7 Gb with 21,000 total oil wells completed, peak output is 623 kb/d in early 2021. Fewer wells are completed relative to the North Dakota Bakken and Permian basin because the wells are less profitable.
Other US lto
For US other LTO, much of the output is from condensate from gas wells so the analysis is more approximate and a discounted cash flow analysis is beyond the scope of this post, the "average well" produces only about 38 kb over its life, but in many cases the output of natural gas makes the well profitable, there are some areas where shaleprofile.com does not have data such as the Anadarko basin, so I have simply taken the average well profile for areas covered (excluding ND Bakken, Eagle Ford, Permian and Niobrara) and then found the number of these "average wells" that fit US other LTO output data from the EIA(including Anadarko). The true average well profile for all areas including Anadarko is unknown.
…click on the above link to read the rest of the article…


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iProspect India creates digital video for ICICI Lombard
The campaign attempts to increases awareness of two-wheeler insurance category in India
iProspect India, the digital agency from Dentsu Aegis Network, has conceptualised and executed a digital video for ICICI Lombard General Insurance in their latest campaign on two-wheeler insurance.
The two and a half minute video, captures the reactions of a handful of people from different age groups, genders and backgrounds, returning to a two-wheeler basement parking after a couple of hours only to see huge scratches on their respective bikes. They spend tense moments wondering how this happened and because of whom, and are shown to ask for the security guard to question him as anyone typically would in such a situation. They eventually breathe a sigh of relief later when they realise that it's only a sticker pasted onto their two-wheeler and not a real mark – bringing a smile onto their faces.
Commenting on the initiative, Sanjeev Mantri, Executive Director, ICICI Lombard, said, "India has over 16 crore two wheelers registered with the transport authorities today. While this is an impressive number, nearly 70 per cent of two-wheelers ply on roads without any insurance cover. At ICICI Lombard, we believe it is imperative for us to lead efforts towards addressing this issue of abysmally low insurance and ensure that vehicle owners are protected from any exigencies. We are encouraged by the response to our initiatives in the social media space in this regard. We will continue to innovate and develop effective communication tools and thereby ensure that our customers and their vehicles are well protected with comprehensive insurance policies."
Expressing his views on the campaign, Vivek Bhargava, CEO, iProspect India, said, "In the recent past we have increased our focus on generating creative digital solutions, especially through engaging content and storytelling. The ICICI Lombard video is a great example of our efforts on this front. Digital as a medium grabs maximum eyeballs, more so with respect to generating shareable content that audiences can relate to and has scope to go viral. This not just leaves an impression on the viewer, but also helps in driving purchase intent. Digital has become the driver of most brand campaigns and this is only slated to grow."
Jahan Vandrevala, Senior Strategist, iProspect India, said, "Instead of being preachy or informative, we thought of creating a moment of realisation instead. When brands spend millions to advertise through a TVC, this tactical approach proved to be more effective and efficient. The fact that ICICI Lombard readily went with our vision for the campaign is much appreciated."For more updates, be socially connected with us on
WhatsApp, Instagram, LinkedIn, Twitter, Facebook & Youtube


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or fire pow·er
[ fahyuh r-pou-er ]
/ ˈfaɪərˌpaʊ ər /
the capability of a military force, unit, or weapons system as measured by the amount of gunfire, number of missiles, etc., deliverable to a target.
the capability or potential, as of an organization, for action or achieving results.
Words nearby firepower
Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2019
British Dictionary definitions for fire power
fire power
noun military
the amount of fire that may be delivered by a unit or weapon
the capability of delivering fire
Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012