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- $ 44156.4
- € 44310.95
- $ 2377.04
- € 2385.36
- $ 78.87
- € 79.15
- $ 0.592
- € 0.59
- $ 76.308
- € 76.58
- $ 0.685
- € 0.69
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text:
Robert Addison
Master of light and shadow
Displaying a fascination with light and shadow, Robert Addison (1924-1988) captivated audiences with his haunting, realistic views of a vanished past by evoking mood with atmosphere to portray his unique perspective. Considered one of the greatest American realist painters of the 20th century, Mr. Addison displayed a technical brilliance that separated him from contemporaries and distinguished him as an artist with remarkable gifts. Discover even more about Robert Addison by visiting robertaddisongallery.com.

subset: commoncrawl


text:
I have yet again cheated on this format of writing these quick look review with a first play perspective. I immediately played the game the following day after… Continue reading
Month: August 2016
Summer is in full swing here in Traverse City, Michigan. This means festivals, beaches, boats, and less indoor activities. This includes things like board games. I can't really… Continue reading


text:
March 17 (UPI) -- Researchers suggest certain patients with atrial fibrillation, or AF, can safely stop using blood thinner medication after undergoing catheter ablation.
AF is an irregular heartbeat that can lead to blood clots, stroke, heart failure and other cardiovascular conditions.
A team at the University of Pennsylvania School of Medicine shows that patients with persistent AF or those at high risk for recurring AF who undergo catheter ablation, a minimally-invasive procedure involving cauterization of areas of the heart that cause irregular heartbeats, may be able to safely stop taking blood thinners.
The standard protocol of many doctors is to have patients continue taking blood thinner medication even after successful catheter ablation procedure.
"There are two schools of thought when it comes to anticoagulant therapy following catheter ablation for the treatment of AF," Dr. Jackson J. Liang, a cardiovascular disease fellow in the Perelman School of Medicine at the University of Pennsylvania, said in a press release. "Those who think all patients with AF should be prescribed blood thinners based on stroke risk scores even after their AF has been 'cured' by successful ablation, and those who believe that if there is no evidence of AF recurrence following ablation, then anticoagulants may be unnecessary."
To determine if anticoagulants are indeed necessary after successful ablation, researchers studied 400 participants over a three-year period who had persistent and longstanding persistent, uninterrupted AF lasting more than one year who underwent one or more ablation procedures.
Participants checked their pulse twice daily, had routine outpatient telemetry tests to evaluate asymptomatic AF and had electrocardiograms based on symptoms.
Researchers found 172 patients had no AF recurrence, 161 were transformed to paroxysmal or sudden AF, and 67 had persistent AF during the study period. Of the participants, 207 had discontinued the use of blood thinners during the study period and 174 remained off blood thinners at their last follow-up.
Patients who had no AF recurrence after their last ablation were more likely to have stopped taking blood thinners as compared to those whose AF was transformed to sudden AF or who remained persistent.
"This data shows that in certain patients with nonparoxysmal AF who no longer have recurring AF following catheter ablation as confirmed by routine monitoring and daily pulse checks, anticoagulation may be safely discontinued to minimize the risk for major bleeding," Dr. David Callans, associate director of Electrophysiology for the University of Pennsylvania Health System, said.
The study was presented at the American College of Cardiology 66th Annual Scientific Session.


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Updated 2013-14 Undergraduate Catalog
Technological Studies-also see TADT/TADD Courses
All Technological Studies-also see TADT/TADD Courses
IT 1210 Materials And Processes - Forming (4 credits)
An overview of forming processes used in manufacturing such as welding, casting, spraying, compacting, bending, laminating, extruding, rolling, shaping, fastening, and drawing. Also included are the primary materials which are formed in the manufacturing environment and the application of the forming processes to contemporary industry.
Common Course Outline
IT 1220 Materials And Processes - Separating (4 credits)
A comprehensive study of the separating processes which occur in manufacturing production. Traditional and non-traditional processes are introduced, along with the primary materials which are utilized in the separation processes.
Common Course Outline
IT 1310 Mechanical Power (2 credits)
An introduction to the general field of power. Theory and operation of the power source converters and a study of the sources themselves. Covers the sun, fuels, external combustion, turbojet, diesel and gas turbine operation.
Common Course Outline
IT 1350 Electronic Technology (4 credits)
Fundamental principles of electricity and electronics. Various topics are explored including basic circuits, transformers and motors.
Common Course Outline
IT 1460 Technical Graphics (3 credits)
A introduction to the principles and practices of technical drawing. The course provides a working familiarity with computer-aided design and drafting through the study of multi view and pictorial drawing systems.
Common Course Outline
IT 2100 Impact of Technology (2 credits)
Defines technology and examines the relationship between technology, human civilization, and other disciplines. Course includes a focus on the related social, cultural, environmental and economic impacts of technology and encourages students to understand the development of technology from the earliest civilizations to implications for the 21st Century. This course is designed primarily for the liberal education program. Liberal Education Goal Areas 5 & 9.
Common Course Outline
IT 2110 Manufacturing Materials and Processes (3 credits)
Survey of the raw materials commonly used in manufacturing and the processes used to create products from them. Processes include separating, forming, joining, treating, finishing, and assembly.
Common Course Outline
IT 2210 Advanced Fabrication Technology (3 credits)
Welding techniques with gas, arc, MIG, TIG, applied to a variety of metals. Other joining processes of assemblies also applied. Prerequisite: IT 1210. Might not be offered every year.
Common Course Outline
IT 2250 Construction Technology (2 credits)
A broad study of the building and heavy construction industries. Emphasis is given to residential and light commercial applications of materials, methods, tools, equipment, structural systems and personnel. Prerequisite: IT 1220.
Common Course Outline
IT 2310 Small Gasoline Engines (3 credits)
The theory and operation of small 2 cycle and 4 cycle engines. Laboratory exercises and rebuilding of components and engines. Prerequisite: IT 1310. Might not be offered every year.
Common Course Outline
IT 2370 Automation Technology (3 credits)
An introduction to the field of automation as found in the industrial environment. Concepts of CNC, CAM PLC's, vision systems, bar coding and robotics are explored.
Common Course Outline
IT 2608 Computer-Controlled Machining (3 credits)
Introduction to computer-controlled machining operations. Emphasis on tools and materials as applied in a wide variety of manufacturing and modeling applications. Prerequisites: IT 1210, IT 1220, and IT 1460, or consent of instructor.
Common Course Outline
IT 2931 Experimental Course (3 credits)
A course proposed for inclusion in the University curriculum. May not be offered more than two times as an experimental course.
Common Course Outline
IT 3100 Principles and Practices of Professional Development (2 credits)
An overview for professionals in the field of Industrial Technology.
Students research and report on such topics as historical and future
technological developments, personality inventories, trade and professional organizations, professional publications, and personal professional development plans. Educational degree requirements and policies to meet development plans are also reviewed.
Common Course Outline
IT 3217 Materials Science And Metallurgy (3 credits)
A study of the five primary classifications of materials used in manufacturing. Basic physical and chemical aspects are reviewed, including fundamental laboratory testing processes, structure analysis and engineering requirements.
Common Course Outline
IT 3218 Advanced Machining Processes (3 credits)
An extended study of the traditional and non-traditional machining processes used in manufacturing. Thread cutting, gear design and manufacture, precision grinding and application of CNC concepts are focused upon in this course. Prerequisites: IT 1220 or consent of instructor.
Common Course Outline
IT 3240 Construction Materials And Practices (3 credits)
Comprehensive study of construction materials, their characteristics,
applications and testing. Prerequisites: IT 1220 and IT 2250 or consent of instructor.
Common Course Outline
IT 3250 Print Reading and Project Documentation (3 credits)
An introductory course in production specifications and contract usage.
Includes the study of materials, methods and labor functions as they relate to use of specifications, contracts and drawings. Prerequisite: IT 2250 or consent of instructor.
Common Course Outline
IT 3260 Project Bidding And Estimating (3 credits)
A foundational course in the analysis and determination of construction
and manufacturing project costs. Bidding strategies and proposals;
material, equipment and labor estimates, as well as overhead and
profit are examined. Prerequisite: IT 3250 or consent of instructor.
Common Course Outline
IT 3267 Engineering Cost Analysis (3 credits)
Introduction to the methods for determining costs related to developing and producing a product, for analyzing the present and future value of liquid and physical assets, and for analyzing the present and future value of a time series of payments. Other topics include basic accounting practices, cost estimating, and forecasting.
Common Course Outline
IT 3310 Fluid Power (3 credits)
Theory of fluid power systems including both hydraulics and pneumatics. Study and systematic analysis of industrial systems, components, circuitry and the laws relating to pressure and force development. Prerequisite: IT 1310 or consent of instructor.
Common Course Outline
IT 3330 Industrial Automation (3 credits)
The integration of robotics and automated controls into manufacturing operations. Topics include planning for, specifying, and integrating sensors, actuators, part feeding devices, fixtures, material handling equipment, robotics, and programmable logic controllers in an automated environment, such as a work cell or an assembly line. Two hours lecture and two hours lab per week. Prerequisites: IT 2608, MATH 2610, and PHYS 2500.
Common Course Outline
IT 3350 General Power (3 credits)
Theory and operating principles of internal combustion engines with over fifty cubic inches of displacement. Laboratory experiences include rebuilding procedures and related technical specifications and data. Prerequisite: IT 1310. Might not be offered every year.
Common Course Outline
IT 3380 Emerging Technologies (4 credits)
In this laboratory-based course, students experience a variety of emerging technologies and understand how such content could be delivered in a technology education program. Examples of emerging technologies include transportation, space colonization, and biotechnology. Prerequisites: IT 3850 and Junior status.
Common Course Outline
IT 3460 Parametric 3-D Modeling (3 credits)
Examines current topics, research, exploration, testing, and evaluation of computer-aided drafting and design programs for Windows computers. Prerequisite: IT 1460.
Common Course Outline
IT 3570 Commercial Architecture (3 credits)
Planning and design of commercial buildings and their structural
systems, city and industrial planning, and landscaping. Might not be offered every year.
Common Course Outline
IT 3610 Industrial Prototypes (4 credits)
Development of industrial quality prototypes from engineering or designer prints. Includes the selection of materials and processes for production feasibility and market testing prototypes. Prerequisites: IT 1600, IT 2607, IT 2608, or consent of instructor.
Common Course Outline
IT 3700 Production Planning and Control (3 credits)
The concepts, tools, techniques, and quantitative methods used to plan for and control operations in the production of goods and services. Topics include, but are not limited to, traditional inventory management, just-in-time inventory, materials- and enterprise-resource planning, facilities location and layout, process strategies, aggregate planning, scheduling, maintenance and reliability, project management, and supply chain management.
Common Course Outline
IT 3850 Foundation Of Technology Education (2 credits)
Survey of the history, philosophy, curriculum, and instructional practices of the industrial technology education field. Emphasizes the goals and objectives of technology education programs in the K-12 public school system. Includes current issues, career options, professional organizations, and licensure requirements. Prerequisite: IT 1100.
Common Course Outline
IT 3857 Methods Of Teaching Industrial Technology/Vocational Education (4 credits)
Approaches and delivery strategies for teaching technology education. Instructional technologies, records management, lesson planning and classroom practice. Prerequisites: IT 4850, Junior or Senior status, or consent of instructor.
Common Course Outline
IT 3870 Technical Sales/Presentations (2 credits)
The philosophy and practice of consultative selling. The course stresses the methodology and planning, design and negotiation of technical sales. The course also covers the basics of designing technical proposals and presentations.
Common Course Outline
IT 3877 Engineering Problem Solving (3 credits)
Investigates the terminology, concepts, and analytical techniques
essential to solving complex problems which occur in manufacturing.
Common Course Outline
IT 3878 Industrial Production Studies (2 credits)
Study and visitations of the production industry, highlighting the expanding role of technical and managerial employees.
Common Course Outline
IT 3879 Performance Measurement (3 credits)
The establishment of time standards essential to the decision making, forecasting, and process control efforts of manufacturing engineering groups and operations management.
Common Course Outline
IT 3880 Human Resource Development (2 credits)
Examines the trends of training and organizational development. Includes skills and training, design and implementation.
Common Course Outline
IT 3890 Material Handling And Plant Layout (2 credits)
Introduction to the scope, problems, management, concepts and organization of material handling and the relationships between plant layout and material handling.
Common Course Outline
IT 3897 Ergonomics and Human Factors (3 credits)
Students learn how to apply human-centered design principles to minimize the risk of harm while simultaneously facilitating the use of man-made artifacts. These principles may be applied in the work environment to design or improve work methods and work environments. They may also be used in the design of consumer goods. Includes a course project and lab activities. Two hours lecture and two hours lab per week. Prerequisites: IT 1460, IT 3879, and MATH 2610. (Might not be offered every year)
Common Course Outline
IT 4259 Construction Management (3 credits)
An advanced study of construction project planning, contracting, and supervision. The management functions of a construction business environment are emphasized. Attention is given to the differences between construction management and construction contracting.
Common Course Outline
IT 4340 Industrial Controls (4 credits)
A study of industrial controls including electromechanical devices, programmable logic controllers and computer control. Prerequisite: IT 1350. Might not be offered every year.
Common Course Outline
IT 4349 Principles Of Technology (3 credits)
A laboratory based study of electrical, mechanical, thermal and optical systems which combines theory and practice to develop an understanding of technological systems based on mathematical and physical models.
Common Course Outline
IT 4370 Computer Integrated Manufacturing (3 credits)
Study of how to synchronize operations in an environment that incorporates automated production equipment, material handling systems, plant control systems, design engineering functions, production- and inventory-control systems, and various management functions. Prerequisites: IT 2110, IT 2608, IT 3330, and IT 3460.
Common Course Outline
IT 4460 Design for Manufacturability (3 credits)
A study of the tools, techniques, and guidelines used to design parts and products, while minimizing costs, facilitating manufacturing operations, maximizing quality and functionality, and supporting modern production management techniques. (Might not be offered every year)
Common Course Outline
IT 4464 Machine Element Design (3 credits)
Application of mechanical principles, such as physics, stress analysis, motion analysis, mechanical power, fluid power, fastening and joining techniques, and electric motor selection/control to the design of components and mechanisms. Prerequisites: IT 3217, IT 3310, IT 3460, PHYS 2210, and PHYS 2220. (Might not be offered every year)
Common Course Outline
IT 4465 Mechanical Analysis of Parametric 3D Models (3 credits)
The use of a parametric 3D CAD package, in conjunction with either add-on or third-party software applications, to create virtual part and assembly models, and to analyze their physical performance using computer simulation techniques. Topics include shape optimization, and stress-, fatigue-, and kinematic-analysis, plus additional analysis techniques as planned by the instructor. Prerequisites: IT 3460 and IT 4464. (Might not be offered every year)
Common Course Outline
IT 4537 Industrial Design (3 credits)
Exploration of the industrial design process balancing form and function. Includes defining specific customer needs and the research, identification, testing, evaluation and implementation of effective solutions to technological problems. Also included is the development of a design proposal, written and graphic documentation, determining appropriate materials, processes and the ethical, environmental, social and economic impacts of design solutions. Prerequisites: IT 1210, IT 1220, IT 1410, IT 1460, or consent of instructor.
Common Course Outline
IT 4777 Advanced Topics in Quality (3 credits)
This course addresses the theory, implementation, and application of advanced quality topics. It may examine quality systems and quality topics such as Six Sigma, Malcolm Baldrige award, and other current quality topics. Prerequisite: IT 4878 or consent of instructor. (Might not be offered every year)
Common Course Outline
IT 4830 Foundations in Career and Technical Education (2 credits)
Students will research learning theory and demonstrate basic instructional competencies unique to career & technical education, including philosophy, methods of teaching, and student assessment. Course also addresses the inclusion of teaching strategies in reading, reading comprehension and writing.
Common Course Outline
IT 4837 Evaluation in Career and Technical Education (2 credits)
A study of testing and measurement techniques and applications in occupational programs. The construction of teacher-made performance test, written tests, rating scales and checklists is emphasized. Vendor and standardized are included. Might not be offered every year.
Common Course Outline
IT 4839 Industrial/Career and Technical Education Student Organization (2 credits)
Acquaints students with the issues of planning and implementation of student organizations. Also includes student organizations at the secondary and post-secondary levels and their relationship to state and federal policy and legislation.
Common Course Outline
IT 4847 Methods of Teaching Career and Technical Education (2 credits)
Instructional methodology used in the implementation of occupationally and technically orientated curriculum.
Common Course Outline
IT 4849 Classroom Management in Career and Technical Education (2 credits)
Managing the career and technical education learning classroom, including impact on effective teaching approaches, laboratory safety, material purchase and inventory, equipment purchase and maintenance, and program budgeting.
Common Course Outline
IT 4850 Philosophy of Career and Technical Education (2 credits)
A study of the history, philosophy, and practices of career and technical education. Includes a survey of curriculum characteristics, certification requirements, professional organizations, and career options.
Common Course Outline
IT 4858 Curriculum Development in Technology Education & Career & Technical Ed (2 credits)
The philosophy of curriculum and course construction. Gives special attention to the formulation of purposes, selection and sequence of activities and learner outcomes and assessment. Prerequisite: IT 4850 or consent of instructor.
Common Course Outline
IT 4859 Special Needs in Career and Technical Education (2 credits)
Objectives, materials, and methods of developing and modifying curriculum in the various vocational fields for students with special needs.
Common Course Outline
IT 4860 Management In Industrial Technology Education (4 credits)
Managing the learning environment, budget, equipment and student projects in the technology education setting, Also covers safety considerations and investigates strategies for learning within the technological clusters and for accommodating special needs students.
Prerequisites: IT 4850, IT 3857, IT 4858, or consent of instructor.
Common Course Outline
IT 4870 Production Management (3 credits)
Practical experience in starting a manufacturing buisness, elements of
entrepreneurship applied to designing, manufacturing and marketing a
product. Prerequisites: All IT BS technical professional core courses or consent of instructor.
Common Course Outline
IT 4877 Industrial Maintenance And Safety (3 credits)
A study of maintenance and safety management within industry. Preventive
and maintenance, planning and scheduling of maintenance. OSHA and the
development of safety awareness.
Common Course Outline
IT 4878 Quality Assurance (3 credits)
The course teaches the theory and applications of statistical analysis,
quality problem solving and implementation.
Common Course Outline
IT 4879 Service Process Design and Improvement (3 credits)
The design and improvement of work processes in the service industries and in the service functions of manufacturing organizations. Topics include, but are not limited to, the tools and techniques required for designing, setting up, and managing service systems; improving service quality; the impacts of technology on service management; managing nonprofit service organizations; services strategies; and the positioning and marketing of services. Prerequisites: IT 3267, IT 3879, and IT 3897.
Common Course Outline
IT 4880 Total Quality Management (3 credits)
An overview of the current quality control management techniques
including process capability, action research and the international
standards organization (ISO 9000). Prerequisite: IT 4878 or consent of instructor.
Common Course Outline
IT 4887 Career Development Theory And Practice (2 credits)
A course designed to acquaint professionals with the various phases of lifetime career development. Strategies are reviewed to provide a comprehensive understanding of career awareness and the role that it plays in the life of each individual and society. Might not be offered every year.
Common Course Outline
IT 4888 Work/Occupational Assessment Of Learners (2 credits)
An investigation of the use of informal and formal techniques used in the design and implementation of occupational assessment with school systems. Might not be offered every year.
Common Course Outline
IT 4889 Coordination Techniques of Career and Technical Education (2 credits)
The course involves the role of teacher-coordinators in the design and implementation of internships and other cooperative experimental learning methods.
Common Course Outline
IT 4890 Industrial Organization And Leadership (3 credits)
A study of organizational structure and supervision. Course deals with the work of supervisor as leader, staff relations and the improvement of industrial operations.
Common Course Outline
IT 4897 Project Management (3 credits)
The combination of people, systems and techniques required to coordinate the resources needed to complete a project according to established goals, standards and deadlines.
Common Course Outline
IT 4898 Simulation of Industrial Processes (3 credits)
Application of computer-based, discrete event simulation to improve or design work processes in business and industry. Emphasizes building mathematical systems models of work processes to be analyzed and optimized using simulation software such as, but not limited to, Promodel or Arena. Two hours lecture and two hours computer lab per week. Prerequisites: IT 3879, IT 3890, MATH 2610, and PHYS 3400. (Might not be offered every year)
Common Course Outline
IT 4899 Design of Experiments (3 credits)
Planning, execution, and analysis of factorial-based industrial experiments. Topics include, but are not limited to, analysis of variance, fitting of regression models, two-level factorial designs, blocking strategies and confounding of variables, fractional factorial designs, response surface methods, nested and split-plot designs, three-level and mixed-level designs, and experiments with random factors. Prerequisites: MATH 2610 and PHYS 3400.
Common Course Outline
IT 4970 Internship (1-12 credits)
Prerequisite: Junior or senior Status
Common Course Outline


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Pumpkin Gingerbread Cookies
- 2 cups whole wheat flour
- 1 teaspoon pumpkin pie spice
- 2 teaspoons cinnamon
- 1/2 teaspoon salt
- 1/4 teaspoon baking soda
- 1/4 teaspoon baking powder
- 1/2 cup vegan buttery spread, room temperature
- 1/2 cup pumpkin butter*
- 1/2 cup coconut sugar
- 1 teaspoon vanilla extract
Preheat your oven to 350.
Combine your whole wheat flour, pumpkin pie spice, cinnamon, salt, baking soda, and baking powder in a medium sized bowl.
Add buttery spread, pumpkin butter, coconut sugar and vanilla extract to a large bowl and beat on low using a standing or hand mixer until creamy.
Add in your dry ingredients little by little and beat on medium-low until fully combined.
Roll your batter into a ball and lay flat onto a piece of parchment paper. Flour a rolling pin, or lay a separate piece of parchment paper on top of the dough. Roll the dough into a 1/8" - 1/4" thick round.
Use a cookie cutter (I used a cute little pumpkin cutter) to cut your dough into shapes. Lay flat onto a parchment paper lined baking sheet.
Bake for 15-18 minutes.
Let cool on baking sheet.
Recipe Notes
Recipe adapted from Cupcake Project.
*I bought my pumpkin butter from Trader Joes, but you can also make your own at home.
*STEPPING ONTO MY SOAPBOX* So just get ready. I am a pretty physically active person. I work out 4-6 times a week, I have tried almost every kind of fitness class, and previously I have even taught fitness classes. I am not the same person if I don't exercise. I am mean to myself and others, I am way more anxious, and I get generally sad (ie. depressed). Exercise is part of my self-care routine. But it was not always this way. Over time exercise has evolved from a way to shape by body, into a way to shape my mind. Because having a healthy mind is way more sexy (and important!) than having a perfect body.
Okay, so here comes my real rant. I am a member of Classpass, and generally I LOVE it. (I am not being paid to say this, I just am a really big fan.) But in the past week I have been to two classes where I have had some major issues with the "motivational words" the teachers were using. Admittedly I am more sensitive to this, because I was a teacher at one time and that made me really aware of the vernacular of fitness instructors.
Whether they know it or not, fitness instructors are in a position of power. In some instances they are looked up to as celebrities. Because they aren't just there to lead the class, they are there as a display of fitness #goals – no matter if they mean to or not. Students look up to their teachers. It's instinctual. So as a fitness instructor, you have to pick your words carefully and kindly.
Here is my number one grievance with fitness "motivation" : FOOD IS NOT A REWARD. I mean, culturally it is – but it shouldn't be. Exercise shouldn't be an act of repentance for what we ate. Seriously, fuck that shit. My relationship to myself, food, and my body is never something a fitness instructor has permission to comment on. EVER.
In the past week, I have been to a barre class where the teacher told me to work my side seat (aka. butt), because "it's the place you hold all of that Halloween candy." Admittedly this is not that big of a deal, but it is perpetuating the idea that it is not okay to eat candy – and if I do, I must work extra hard to make my body "perfect" again – or that my butt is not already a perfect being, candy and all. And I hate that. There is nothing wrong with a healthy body that also looks a little like it eats some candy on occasion. In fact I hope I look like a woman that is equal parts strength and chocolate. So thank you for your input, barre instructor, but I'll keep my candy ass.
But that wasn't even the worst of what I have experienced this week. I took a spin class taught by a very fit white male instructor. *Can we all just go ahead and grunt and roll our eyes at the "wisdom" this man is about to spew on his 95% female audience?* I took the class on a Friday night around 7:30, and the majority of his "motivation" came from "encouraging" the students to work harder if they were going out partying that night. And he "could tell" that almost everyone in the audience was going out that night. He followed that up with, "if you're going to sit at home and eat kale and baked chicken and watch Netflix, then you don't have to turn up your resistance, but we all know none of you are doing that."
This man does not know me, because in fact I was going home to eat spaghetti squash pasta with baked chicken and probably read East of Eden. But further than that, I will not be guilted into turning up my resistance so that I can drink beer and eat pizza, sir. Because more than him being wrong about my Friday night plans, what this man is doing is perpetuating the confines of what a woman should be in this world – as spoken by a male instructor who is supposed to be #goals.
Does he know that over 80% of 10 year old girls have a fear of being fat? Does he know that those girls grow up to be women with eating disorders and body image issues and sometimes even an addiction to exercise? Does he see that there is a HIGH likelihood that many women in his class have a story like that, and his words are perpetuating a food-guilt cycle that some women (and men) work their whole lives to break? No. No he does not.
You're words are powerful. They can either be chosen with intention to break cultural patterns, or they can be thoughtless and possibly detrimental. I know I am being extreme here, but these things do matter. They are the way we affect the world, each and every day. Don't take your words lightly. And please if you are a fitness instructor – carefully choose the ways in which you motivate the room.
I don't want another girl to feel like she needs to take two spin classes tomorrow because she ate some Pumpkin Gingerbread Cookies today. The cookies did not come into your life to cause you harm. They are simply another way to love yourself, if you so choose. Equally, exercise can be a gift to yourself. But please don't combine the two as a way to repent of your "sins." You're body has done nothing but love you. Respond accordingly.


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The challenge in getting an accurate picture of what's taking place is that the birds may be out feeding on the lake at different times of the day (or week) depending on weather conditions. Some are also tucked away at the local landfills.
So as I've tried for the last 4 years, I got out this week on 3 consecutive days (29-30 September and 01 October) and focused primarily on the beach gulls, each day for 2.5 hours, at the same time of day (late afternoon). This year I chose Miller Beach in Gary, Indiana, mostly because all 3 days would have the same weather pattern (temps in the mid-60s, with NE winds at 15-25 mph). On all 3 days I had "different" individuals that weren't observed on any other day. Numbers were higher on 30 September than the 29th of September or the 1st of October.
The numbers here pale to the hundreds of Herrings seen at Michigan City and New Buffalo, but still, I was interested in seeing if the constant northeast winds would usher in hoards of Herrings off the lake. Not so. My high count on 30 September was a meager 15 Herring Gulls (4 adult types, 2 third cycle types, 3 second cycles, and 6 first cycles). My 3 day total, counting new birds, was 31. Oddly, it seems the northeast winds moved the birds out, more than anything. Perhaps this is a "transitional period", where our Lake Michigan birds are moving out, soon to be replaced my northern Lake Michigan birds.
Speaking of northern Lake Michigan Herrings, I'm under the impression that the majority of our birds must originate from the Door County, Wisconsin colonies and points northeast of there, throughout the UP of Michigan. Indeed, most of the banded gulls I've found down here would support that. One conjecture I might make is that the colonies to our north are dense and so younger adults (non-breeders?) stay here near a centralized feeding hub (Berrien County, MI) and then relocate as they age. Beside the outlier (29 years and 3 months) that I found a couple of weeks ago, all of the other banded "adult" Herrings are relatively young (over 90% less than 6 years old).
On With Some Photos
Despite only having a small group of HERGs to work through, I did find 4 "cool" birds to share.
Bird #1
|A hatch year individual with a completely bi-colored bill. The sharply demarcated black tip is an unusual pattern for September - maybe the first I've seen like this at this date.
Gary, IN. 30 September 2015.
|Same individual above. Typical Smithsonianus tail pattern. First generation flight feathers. Nearly 100% post-juvenile scapulars.
Bird #2
|A not so uncommon plumage aspect for this time of year, except for the very dark (nearly black) scapular centers. If this pattern was a bit more consistent throughout the rest of the back, one might start to think a black-backed parent was involved.
Bird #3
Bird #4
|This one would not allow close approach. It's not so much the standing bird that intrigued me, it's the pale base to the uppertail coverts (see next photo).


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1 Samuel 4:1-22
1 Samuel 4:1-22 NASB1995
Thus the word of Samuel came to all Israel. Now Israel went out to meet the Philistines in battle and camped beside Ebenezer while the Philistines camped in Aphek. The Philistines drew up in battle array to meet Israel. When the battle spread, Israel was defeated before the Philistines who killed about four thousand men on the battlefield. When the people came into the camp, the elders of Israel said, "Why has the LORD defeated us today before the Philistines? Let us take to ourselves from Shiloh the ark of the covenant of the LORD, that it may come among us and deliver us from the power of our enemies." So the people sent to Shiloh, and from there they carried the ark of the covenant of the LORD of hosts who sits above the cherubim; and the two sons of Eli, Hophni and Phinehas, were there with the ark of the covenant of God. As the ark of the covenant of the LORD came into the camp, all Israel shouted with a great shout, so that the earth resounded. When the Philistines heard the noise of the shout, they said, "What does the noise of this great shout in the camp of the Hebrews mean?" Then they understood that the ark of the LORD had come into the camp. The Philistines were afraid, for they said, "God has come into the camp." And they said, "Woe to us! For nothing like this has happened before. Woe to us! Who shall deliver us from the hand of these mighty gods? These are the gods who smote the Egyptians with all kinds of plagues in the wilderness. Take courage and be men, O Philistines, or you will become slaves to the Hebrews, as they have been slaves to you; therefore, be men and fight." So the Philistines fought and Israel was defeated, and every man fled to his tent; and the slaughter was very great, for there fell of Israel thirty thousand foot soldiers. And the ark of God was taken; and the two sons of Eli, Hophni and Phinehas, died. Now a man of Benjamin ran from the battle line and came to Shiloh the same day with his clothes torn and dust on his head. When he came, behold, Eli was sitting on his seat by the road eagerly watching, because his heart was trembling for the ark of God. So the man came to tell it in the city, and all the city cried out. When Eli heard the noise of the outcry, he said, "What does the noise of this commotion mean?" Then the man came hurriedly and told Eli. Now Eli was ninety-eight years old, and his eyes were set so that he could not see. The man said to Eli, "I am the one who came from the battle line. Indeed, I escaped from the battle line today." And he said, "How did things go, my son?" Then the one who brought the news replied, "Israel has fled before the Philistines and there has also been a great slaughter among the people, and your two sons also, Hophni and Phinehas, are dead, and the ark of God has been taken." When he mentioned the ark of God, Eli fell off the seat backward beside the gate, and his neck was broken and he died, for he was old and heavy. Thus he judged Israel forty years. Now his daughter-in-law, Phinehas's wife, was pregnant and about to give birth; and when she heard the news that the ark of God was taken and that her father-in-law and her husband had died, she kneeled down and gave birth, for her pains came upon her. And about the time of her death the women who stood by her said to her, "Do not be afraid, for you have given birth to a son." But she did not answer or pay attention. And she called the boy Ichabod, saying, "The glory has departed from Israel," because the ark of God was taken and because of her father-in-law and her husband. She said, "The glory has departed from Israel, for the ark of God was taken."


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Each month I look forward to receiving a priority box with the monthly kits from
This month as always, the kits were full of awesome scrappy goodness!
Lots of inspiring colors, patterns and designs!
Here's a look at the
Fancy Pants " Family & Co" Page Kit
one of four kits included in the April
This kit is perfect for documenting life with family and friends!
Below is the layout I created using this awesome kit....
Great colors and patterns which made it so easy and quick to create a layout of me and my great-nephew goofing around, while he was in Oregon during his sister's Cheer competition last month.
One of my favorite paper companies is Fancy Pants and as usual this collection did not disappoint, especially with the incredible embellishments Rochelle added to this kit.
All items used are from the kit with the exception of enamel shapes taken from the
and the Alpha Stickers and Acrylic Word Sticker are from my personal stash.
The ScrapRoom
and check out all of the other layouts and projects the
The ScrapRoom
and check out all of the other layouts and projects the
Design Team created using this amazing page kit, as well as other projects using
the other page kits in the April
Flavors of the Month Kit
the other page kits in the April
Flavors of the Month Kit
Enjoy the rest of your day!


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Hey there! I hope your Thursday is going well. Today, I'm sharing a page I created using the new Hello Again line from Carta Bella. This page was up on the My Scraps Blog last week HERE. I've had this line for a while now, and I finally had the time to play with it. Oh my goodness...it is amazing! I almost couldn't cut the gorgeous pink/orange ombre paper...both sides are gorgeous. I'm glad I bought two of that sheet!
As much as I like starting with white cardstock and creating my own background, I also love challenging myself to start with a busy piece of patterned paper. The key is creating a base for your photos so there's some separation from the busy-ness. This way your photo doesn't get lost in all the pattern, and it still stands out.
I added a button & some cord. There are a lot of fun stickers on the included sheet :)
I love these little people holding hands...perfect for a "friend" page. I also threw in some embossed vellum I had cluttering up my desk from a previous project. Use it up!
More cord, more stickers!
The My Scraps store has a lot of Carta Bella products, as well as a lot of other new brands. This particular collection has already sold out, but there are TONS of other lines available! Go check it out HERE.
Thanks for taking a peek, and have a great day!
Thursday, September 19, 2013
So Glad We're Friends
4 comments:
Fabulous job! I love those beautiful papers from that collection also. You used them perfectly!ReplyDelete
Love it Missy!! I think the dark background works great on your page, and your photo really does stand out, from the layers you created behind it! Such an awesome use of the Hello Again collection!ReplyDelete
This looks amazing! Beautiful mix and design!ReplyDelete
Gorgeous layout. Love the dark background.ReplyDelete
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Anyone have a set they are looking to jettison? Budget is ~$275-300. Tks.
Views: 242
How about a set of Formula high flange, flip/flop hubs (32h fr/rr) laced to Velocity A23 rims? I converted them to tubeless using Stans rimstrips and have been using them on my road fixie. Never ridden off-road, perfect shape. They're "track" hubs, but have hollow axles so you can run QR skewers. I've got chain tensioners to go w/ the rear. $300 plus a little bit for shipping (US shipping only)
Not mine, but a pretty sweet wheelset for the price. You may need to register to see the pics.
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Continuous Quality Improvement in Teaching of Poetry
Abid Hayat Khokhar, Community College, Majmaah University
The days have gone when it was said: 'the wheel is come full circle'. The deity of fate has lost its mythical grandeur in the annals of material development that has made man climb the glories by overpowering nature by means of science and technology. If 'curiosity is the mother of science' we can rightly proclaim 'need is the mother of technology'. Both of them are permanently guided with intellect, reason and reality. Modern age can rightly be acknowledged with tremendous progress in the field of science and technology only because of developing clear and objective approach towards understanding material and supra-material world on real grounds that can be testified within the laboratory or outside of it. This approach led man towards the concept of Continuous Quality Improvement (CQI) and failed all the stereotype and mythical approaches towards life that were attached with emotional meanings of fate with them. In the contemporary world, the comity of nations has witnessed the developing nations progressing by leaps and bounds and their journey toward progress has not yet seen even a single trace of downfall. Why? It is so because they have built up the culture of Continuous Quality Improvement in all walks of their lives. It is built on real grounds likely to be evaluated objectively. They have proved how a nation, an organization or a set up grows and achieves excellence without fail.
What is Continuous Quality Improvement? It is an all pervasive activity within an organization that undergoes continuous and consistent execution of a plan by means of a well managed, well organized team with distinct, clear and pragmatic objectives to bring about a product of gross utility for a huge target population, not with the spirit of satisfaction over the achieved ends but with the critical outlook of finding out flaws and loopholes, in form and content, likely to be coped with in short span of time. Continuous Quality Improvement (CQI) ensures an organization to produce its product to meet the challenges in the society and the contemporary world. This concept is not a new one. It is as old as the human history but its importance, implementation and execution has become so pragmatic and productive on objective grounds that it has raised its head as a new phenomenon. The developed countries have guaranteed their progress and supremacy by adopting CQI in all walks of life i.e. industry, technology, agriculture, human resource development, defense etc., etc.
Continuous Quality Improvement (CQI) also plays great role in education. The western countries have employed this concept in their institutions on objective grounds and have rendered an unfathomable progress. In result, their quality education is visible enough in all walks of life because their graduates cast quality influence in the fields of them.
CQI is easy to say, but hard and perplex to undergo. It aims at determining different indicators likely to be achieved on objective grounds. This stage is called 'Planning'. In education, determination of course modules, course specifications, course objectives, syllabi etc., are supposed to be the part of Planning. It is followed by another stage in an oversimplified term of 'Doing'. In the educational institutions, the leadership and the teachers execute their plan according to the objectives laid down therein. This execution does't continue hog-headedly but is evaluated and monitored unremittingly on daily, weekly, monthly basis. This stage is termed as 'Checking'. Consequently the term terminates after fourteen to sixteen weeks of rigorous work ending up in the final terminal examination. The educational leadership, the teachers and the taught evaluate the term by unbiased and judicious evaluation of the whole process according to the objectives laid down in the Planning stage. Here, the more the participants are critical; the better is the improvement to be had in the next term. This stage is called as the stage of 'Action'. It determines different drawbacks, handicaps, loopholes, mistakes, errors, shortcomings etc., etc. on the part of teachers, students, coordinators, HODs, etc. The more they are specific; the better is the scope of improvement in the forthcoming term. It helps the management and the tributaries determine the objectives of their forthcoming plan with new and better achievable indicators.
While evaluating CQI for a certain period of teaching and training that comprises a full term, the HODs, Coordinators, teachers and even the students must have sincere, judicious, impartial, unbiased, neutral, critical and above all objective outlook, failing which no better and quality indicators can be determined for the next academic term.
Kaoru Ishikawa's Fishbone Model can be a great help in determined different problems or indicators to be solved or to be achieved respectively. Poor results in the Course of Appreciating Poetry – Eng.231 can be taken as an example. There can be several reasons for the poor result of the students. The teacher him/herself or with the department can find out the reasons for that and can redress it momentarily or for the next term. Poor background knowledge of the students, Disinterestedness of the students, Absenteeism of the students, Ineffective teaching of the teacher, Faulty preparation of the question papers, Voluminous anthology of poetry can be the indicators for the poor result. They should be labeled on the Fishbone model below and let the teacher himself and others probe out the ways to rectify them.
All these causes of poor result should be labeled one by one on the fishbone model. For example, some students can be disinterested in studying poetry because of not being music smart, they may have felt shy in reciting poems or poetry can be taboo in their community. Similarly the same can be on the part of the teachers or departmental leadership. A teacher may be untrained, unskilled or semi skilled in the teaching of poetry. He may have least interest in the subject or is unaccomplished with the teaching kit. Keeping in view the problems, weaknesses and handicaps, special solutions should be sought out for the future plan. The same can be had in attendance, methods of teaching, preparation of question papers, conducting examinations, faculty appointment or else.
This is how we can undergo Continuous Quality Improvement in the colleges. It will be of no use to accredit ourselves what we have done so far, but this concept aims at honest acceptance of what had been left undone. Once we improve the shortcomings, naturally the quality of education will improve but it does not mean that the target has been achieved. It sets scope of finding more weaknesses, shortcomings loopholes to fulfill that guarantee perfection.
Actions speak louder than words. If discerned carefully, everyone of us can understand how much and how far have we been undergoing Continuous Quality Improvement (CI) in our classes as teachers in general and in the institutions in particular. It is hoped that authorities would undergo an unbiased and objective survey of actual delivery of CQI in the institutions that can ensure speedy progress in this field of quality education.


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..that is what gives us power!!!
The belief in something bigger than ourselves...something that makes life worth living.
When you are lying on your death bed one day, you're not going to worry about how rich or how successful you were.
You're going to worry about what impact you had on the world.
How will people remember you?
Will they remember you?
What footprint did you leave?
Have you made a change?
Knowing your purpose turns on your drive
It turns on your passion
And it turns off your fear and then you can be successful.
There is nothing more powerful than someone with a purpose!
Would you like to know what your life purpose is?
Most people go through their whole lives not knowing what their life purpose is and end up feeling unfulfilled and unhappy. In just 5 easy questions we can help you figure it out.
Five little questions that can change so much. If you know what your life purpose is:
- You may review your career
- You may review your lifestyle
- You may realize what you have always wanted to do
- You may make some changes in your life
- You may become crazy happy!
It's so easy!
Just fill in your email below and you can discover your life purpose right now!!!
We promise to keep your information safe and not to bombard you with emails.


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10 Delightful Duck Facts
You may have fed a few ducks in your lifetime, and maybe even seen a couple of ducklings waddling around—but how much do you really know about these birds?
1. Cold temperatures don't register.
Their webbed feet have no nerves or blood vessels, rendering them incapable of feeling the cold. Which is an important adaptation when you consider that ducks can be found on every continent except for the inhospitable Antarctica.
2. Drakes aren't always fly.
via iStock
After a male duck, or drake's, chosen mate is hatching eggs, the birds undergo molting, temporarily losing their bright plumage, as well as their ability to fly.
3. Preening helps them stay dry.
via iStock
Preening is the process by which ducks groom themselves—getting rid of dust, dirt, and parasites from their feathers, while also helping to waterproof their outer layer. During preening, ducks spread a waxy, waterproof oil secreted by their uropygial gland, which is located near their tails.
4. The amount of daylight affects how many eggs a hen produces.
via iStock
The more daylight there is, the more eggs a hen produces. Farmers who raise ducks will often turn to artificial lighting in order to give their hens about 17 hours of light a day.
5. Some ducks have expensive taste.
via iStock
The omnivorous birds also tend to consume gravel, small stones, or sand—not for the nutritional value, but so they can store the substances in their gizzards and use the rough textures to break down food. In 1911, according to Ducks.org, gold prospectors flocked to Nebraska after hunters discovered small nuggets of the precious metal in the gizzards of ducks they had shot. However, the fortune-seekers never were able to locate where the gold originally came from.
6. Ducks have excellent vision.
via iStock
Because a duck's eyes are located on either sides of its head, they have a field of vision of nearly 340 degrees. And thanks to the shape of their eyes, they can see objects both near and far simultaneously. To top it off, ducks have three eyelids and can see in color.
7. Mass migrations can cause mass chaos.
via iStock
Very rarely, a severe weather event will trigger a mass migration known as a "grand passage." There have been only three recorded instances of grand passages: one in 1940, one in 1955, and the most recent in 1995, when a reported 90 million waterfowl migrated from Canada after a severe cold front set in, causing major problems at airports along the birds' route.
8. Good luck trying to sneak up on one.
via iStock
Ducks are incredibly vigilant creatures. According to a study done by scientists at Indiana State University, Mallard ducks stay alert even when they doze. While snoozing in groups, the ducks stationed as "guards" on the outside sleep with one eye—generally the eye facing away from the group—open. In doing so, they control which side of the brain stays awake. It's not surprising, then, that ducks are capable of sensing threats in the environment in under a second.
9. Ducklings grow up fast.
via iStock
Unlike the young of many other animals, ducklings achieve independence almost immediately after hatching. Babies are born with their eyes wide open, and already possess the layer of down feathers necessary to stay warm. By the time they're two months old, ducklings have usually learned to fly.
10. One myth about them has been debunked (many times over).
via iStock
Despite stories to the contrary, a duck's quack does indeed echo.


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Publish your life story, you're fair game – Rebecca de Saintonge – Guest Post
Publish your life story, you're fair game – Rebecca de Saintonge – Guest Post
Today on the blog we welcome author Rebecca de Saintonge, with her guest post 'Publish your life story, you're fair game for anyone who wants to have a go at you' Post contains affiliate links.
Publish your life story, you're fair game for anyone who wants to have a go at you
I was warned about publishing a memoir, but I don't think the hazards fully sunk in. For one thing, once it's out there, it no longer belongs to you – YOU no longer belong to you – you and it are in the public domain and at the mercy of the press – or more particularly, the headline writers. And that's the painful bit.
For me, writing ONE YELLOW DOOR presented particular challenges. I wasn't interested in people knowing about me as a person, I had no desire at all to draw attention to myself in that way, but I had a story I wanted to tell because I hoped it would be helpful to others. The story was intimate – a love story, but also, in some people's eyes, a scandalous one. It involved the last two years of my husband's life as I nursed him through dementia, but survived by having a parallel relationship.
How could I manage to convey the complexity of loving one man to the utter depths of my being, but needing another to survive? Paradox. Muddle. Complexity. If this narrative was to have any purpose or power, I felt it had to be absolutely honest. No covering up the warty bits. But how to be honest without being cringe-makingly embarrassing? And could what I hoped was a subtle and tender tale, written with all the literary mastery I could summon, survive the crude onslaught of the tabloid press?
Perhaps most challenging of all was how to write about this sort of stuff in a way that was not throat-slittingly depressing. This was a love story. I wanted it to have laughter and light. Hope.
But there was yet another challenge. My husband Jack and I lived our lives against the background of a traditional Christianity, but as our suffering over the ten years of his illness progressed, my own sense of spiritual reality completely and utterly changed. I had to re-think everything I'd ever believed in and come out in a new place. That was to be a long and difficult journey.
So here I was, 10 years after Jack's death, wanting to write. All I had at my disposal was a daily journal I'd kept during those last two years – a journal I'd written creatively – i.e. not just in note form – partly to keep alive, since my career as a biographer had been put indefinitely on hold – and partly so that I could remember feelings and events to tell the psychologist who was helping me understand the particular form of bereavement you suffer when you love someone who dips in and out of dementia. Jack had Lewy Body Dementia. His brain was shrinking inside his skull, so that he gradually lost the use of all his faculties, but he remained, always, Jack. He was there, but he was not there. My first diary entry after the diagnosis read:
"So now my love, I know the worst. You are going to disintegrate very slowly, mind and body… and I will hold you to my breast and cradle the shell of your skull, for you will have gone, my lover, my dear one. But not quite."
So, I had the diary, raw and quite powerful in it's immediacy. But then, how to bring a lightness of touch, an ebb and flow to the story. How to bring changes of pace and mood into this difficult narrative? Indeed, how to make it readable?
I had three basic elements to play with: my life with, and love for, Jack; my very reluctant, but in the end life-saving relationship with another man and finally, the trajectory of a traditional faith that didn't cut the mustard when the chips were down and was finally abandoned, and re-thought. This last element I wanted to treat very lightly, and only occasionally threading it through the text, as I absolutely didn't want to put off secular readers. In fact, I hoped my journey would ring a bell with many who had been brought up in childhood to believe one thing, but had abandoned, or doubted those beliefs, later on.
But there was an unexpected thread of delight through all of this. We lived in a wonderful community of young and old, plumbers and artists, sane and wacky. Our back door never closed, and a host of often eccentric friends and neighbours wove their way in and out of our lives – including Fred who would turn up with a ferret in his trouser pocket (no, this is not a euphemism!). It was a while before we could work out the smell. In my journal I had interlaced the diary with anecdotes about them all.
So how to piece all these elements together. First I typed the three main narrative strands under their headings and then literally cut them up and put them on the floor, and then jiggled the sections around, interspersing one with another to try to get a sense of pace, of light and dark.
I also interlaced these sections with vignettes and anecdotes about our community, and backstories about my own childhood and the life Jack and I had lived in Zimbabwe after the war of Independence.
Piecing all the elements together was a nightmare. However, it gave me a crude skeleton to work on. For the next year or so, in between paid work, I worried away at the construction, and added more material of a lighter nature and developed the storyline so that it had an upward momentum.
It took five years to complete – on and off. And still I thought it was not publishable. A British agent said it was "too sophisticated" (whatever that meant). An American agent expressed interest, and then rejected it. O well, I thought, I'll self publish. So, because I can't spell, I sent it to a proof reader who surprised me by her positive response. Give it another go, she said.
I knew publishers rarely, if ever, took manuscripts straight from an author, but I knew of one publisher, Darton Longman and Todd, who had both a secular arm, and a spiritual arm, who published very brave manuscripts, cutting edge stuff. But how to attract them? I fiddled. I took a quote from the the main body of the text I thought might catch their attention, and stuck it in as a Prologue. I knew they'd read that first. I then wrote a synopsis exactly in the style they specified, and sent it off with an extract. They accepted by return of post. I was utterly gobsmacked. It just didn't seem real.
When it was published last October, I was elated. But then the mud hit the fan; the headlines, even from the Guardian on line, were worse than I feared: "I had an affair while my husband died of dementia" and so on. The articles were fine, it was just the cheap attention grabbing headlines that were utterly shocking. But I'd been warned – once you're out there, you have no control of what happens to your book, or your reputation.
My consolation has been the incredible response from the public, whose reading and understanding of the text was so much more subtle than the headlines, and whose moving accounts of their own experiences, both as carers and as those who found their beliefs severely challenged, has sustained me through dark moments. Many said they wept because at last they had been understood. One woman wrote; "You have given me the courage to live and love again." I hang on to that.
"Why do people want to rush to judgement? The only important thing is that she has resolved what was going on in her own head. How lucky she was mature enough, and rational enough to make sensible decisions. This is a life enhancing story about how one person coped in a ghastly situation, let us hope it helps other people too." – comment in the Guardian by ChickenOwner.
I never intended to write a memoir, and I never expected it to be published. And when published, none of us, including the publisher, expected it to get the publicity it did. So be warned! If you do publish your life story, in whatever form, you're fair game for anyone who wants to have a go at you, – whether they have understood you or not.
Publisher – Darton, Longman & Todd
Pages – 192
Release Date – 23rd October 2015
Format – ebook, paperback
When Rebecca de Saintonge's husband Jack developed an incurable degenerative brain disease she faced the dual challenge of trying to keep the integrity of their relationship intact while also avoiding her own destruction within their diminishing world. She survived by taking a lover.
Through extracts from Rebecca's journal, One Yellow Door explores the conflicting emotions and complex ethics of infidelity in marriage where one partner is severely disabled. It is about a re-thinking of traditional faith and the discovery of a new, deeper spirituality, and ultimately about the indestructibility of love.


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Vault Building
Operated as a general contractor to construct a lighting control vault building of approximately 1500 square feet. This building controlled all airfield lighting circuits for the airport. Upgraded airfield lighting infrastructure with 14 aircraft rated manholes, installing a mile of conduit duct bank and 40,000 feet of cable. Relocated light circuits to new control vault while airport remained operational.
Owner: National Express Corp.
Client: National Express Corp.
Division: Aviation
Location: New Windsor NY
Value: $2,900,000


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We can't really compare the exterior beauty of Tesla Model 3 vs the 2018 Nissan Leaf until we have the first real images of the new Leaf. What we have so far is rendering or the IDS concept, when it comes to Leaf.
However, the IDS concept, from which the 2018 Nissan Leaf is to draw its inspiration is very beautiful and can give some base to Nissan owners to make comparison.
Nissan Leaf Curved-top Windshield
Note that in the concept the Nissan Leaf has a curved-top windshield. That makes it very unique. Tesla Model 3 doesn't have it. On the other hand the Model 3 may have a panoramic roof, which we have to see if Nissan designers decided to do that for the upcoming 2018 Nissan Leaf.
Some people say Nissan's interior will be unchanged. And this makes the Model 3 the way to go. However, I don't know if the 2018 Nissan Leaf will come with unchanged interior.
Few other people in the social media chatter say that on appearance sake alone the Chevy Bolt is the worst of the 3. I personally think that Chevy Bolt is a nice looking EV.
Tesla Model 3 Minimalism and Door Handles
When I look at Model 3 I see minimalism. This is what we get from looking at the interior and exterior pictures of Tesla Model 3. Things are simple and straight to the point. There is beauty in minimalism too. But some call the design boring. I understand it. If you want to make an affordable EV you can't do a lot of things to it without pushing the price up.
Others don't like Tesla's door handles. Although, they are fine with me. But I think Tesla Model 3 reminds of Corvette and Audi as seen in these pictures.
2018 Nissan Leaf Concept's Curves for Air Flow
On the other hand, people looking at this Nissan Leaf concept say that they don't like the "wrinkled cars." They say they understand that "wrinkles" help with the air flow, but even some Nissan enthusiasts from Leaf Owners Group on Facebook say it's ugly, among many other positive things about the 2018 Nissan Leaf. Some of them even called them "wind tunnels."
Again, what we see in the picture is a concept car. Concept cars usually look nicer and cooler compared to the final versions. In fact, when you look at the recent spy shots of the 2018 Nissan Leaf, they are not really impressive. Although, I have to admit that you can't make an informed decision on a camouflaged car.
"I suspect the Leaf will come with comparable miles per charge, a similar or lower price and the extensive Nissan dealer network. Spy photos suggest it will look a bit more mainstream than the original Leaf. Those all being the case, the Nissan seems like a better bet. My 2013 Leaf has been pretty trouble free, but for the rare glitch there are 5 nearby dealers to choose from. Tesla has a building in an industrial park, 20 miles away and that is there only service facility. Nissan usually has great rebates and incentives and outstanding lease deals," writes a user named Mark on Facebook.
Speaking of rebates, this utility company's $14,000 Nissan Leaf deal can set a nationwide trend for more cheaper electric vehicles. Once the price becomes the only deciding factor, I expect the utility companies finding ways and negotiate more deals with EV car-makers to help their customers buy EVs at a cheaper price.
This one view comes from Japan. "The new Leaf looks better than I expected. It's actually a tough choice, though the Tesla probably performs way better. However, here in Japan the Leaf has the support network," writes a user named Richard on Facebook.
Purely speaking from outside beauty, what do you think? Which one is more beautiful: Tesla Model 3 or the rendering of the 2018 Nissan Leaf? Also take a look at my previous coverage of Tesla Model 3 vs Chevy Bolt vs Nissan LEAF: Their Advantages and Weaknesses and read about the the disadvantages and advantages of Tesla Model S vs Nissan LEAF.
The pic posted isn't even the
The pic posted isn't even the IDS concept. Its the Sway concept that became the new Nissan Micra
Aren't they almost the same
Aren't they almost the same or identical. I read that this is the "Sway" concept, but I thought they are the same. Aren't they?


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The goal of this project is to create a Book and Worksheets for a Robotics class.
The students will learn the basics of Electronics (up to Ohm's law), mechanics (arms, etc), and Computer Programming (make a simple robot move).
The Book is available as a PDF.
The Worksheets are available as a PDF.
More formats will be added as I get around to it.
You can get the LaTeX source for both documents from the CVS repository.
If you want to help, please send me an email. I am especially looking for dia/gimp artists to lighten up the material.
You can download the Book Sources.
$Log: index.html,v $ Revision 1.3 2002/09/09 22:06:55 retostamm Fixed typo, added log.


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First comes a full comprehensive eye exam to determine if you are a good candidate for contact lens. Dr. Dubé checks for any eye health problems or other issues that may interfere with successful contact lens wear.
If all looks good during your eye exam, the next step is a contact lens consultation and fitting appointment.
What to expect during a contact lens fitting
The first step in a contact lens fitting is a consideration of your lifestyle and your preferences regarding contact lenses.
If you are over age 40 and need bifocals, Dr. Dubé will discuss ways to deal with this need, including multifocal contact lenses and monovision.
Trial lenses
In many cases, trial lenses will be part of your fitting appointment. Lenses will be placed on your eye and your doctor will use the slit lamp to evaluate the position and movement of the lenses as you blink and look in different directions. You will also be asked how the lenses feel.
If all looks good, you will be given instructions on how to care for your lenses and how long to wear them. You will also receive training from a certified optometric assistant on how to handle, apply and remove the lenses.
Your contact lens fitting will involve a follow-up visit so Dr. Dubé can confirm the lenses are fitting your eyes properly and that your eyes are able to tolerate contact lens wear.
After finding a contact lens that fits properly, is comfortable for you, and provides good vision, Dr. Dubé will then be able to order your supply of contacts. Contact our clinic to refill your order .
Regardless of how often or how long you wear your contact lenses, your eyes should be examined at least once a year to make sure your eyes are continuing to tolerate contact lens wear and show no signs of ill effects from the lenses.


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Winter Highlights of the Faroe Islands
NEW! The Faroe Islands is becoming a more and more popular destination to visit and has over the last years made numerous "top 10" lists of places to go. Most people visit during the summertime but why not be an adventurer and experience the wild Nordic beauty in wintertime. The ever changing weather will form the experience; you will see waterfalls flow upwards, spun into the sky as vortices by the wind. Surrounded by empty ocean, the islands are illuminated by an ethereal light. The sun shoots above the horizon. The sea changes from indigo to slate, pewter, then silver within seconds and at night there is a fair chance of seeing the northern lights. Stay 4 nights and explore at your own phase the highlights of the Faroe Islands or opt for the 3 night extension programme making this a 7 night holiday.
- Stay 4 or 7 nights
- Experience the ever changing weather
- Self drive holiday for the independent traveller seeking unspoiled nature and landscape
- Chance to see the Northern Lights and the beautiful Faroe Islands in winter
Bespoke Holiday
At All Iceland we tailor make holidays for our customers.
ITINERARY - 4 NIGHTS (with option to extend to 7 nights)
Day 1 - Departure from Edinburgh, arrival at Vágar Airport, Faroe Islands
Arrival at Vágar airport and pick up your car at the 62N service desk before checking in at Hotel Vágar only 200m up the road from the airport. After settling in at the hotel we suggest a drive to the picturesque villages Gásadalur and Bø. Enroute you will have a fantastic view to the islets and stacks of the coast, the most known is Tindhólmur with its castle-like peaks. In Gásadalur we suggest a walk to the famous waterfall "Múlafossur" – a must see for all visitors.
Overnight stay at Hotel Vágar.
Day 2 - Streymoy, Eysturoy and Gjógv Village
In the morning before leaving Vágar, we suggest a walk around the lake Sørvágsvatn out to the famous waterfall Bøsdalafossur. It is an easy hike and the waterfall, the foaming sea together with the amazing view of the cliffs and freestanding rocks on the western side of the island will leave a lasting impression.
In the afternoon the trip continues over Streymoy – crossing "the bridge over the Atlantic" to Eysturoy – further to Eiði from where you can see the famous rock formations known as the "Giant and the Witch" and further on to the quaint village of Gjógv. Here you will stay at guesthouse Gjáargarður or Hotel Runavík for one night.
Gjógv's outlying location on the northern tip of Eysturoy, far away from the illuminated cities, makes it a good spot to see the northern lights – stay up late, take a walk out in the dark night and you might be lucky.
Overnight stay at Gjáagarður / Hotel Runavík.
Day 3 - The Northern Islands
Spend the day exploring the Northern Islands. Drive through the sub-sea tunnel that connect Eysturoy with Borðoy – note the colourful light installations, made by the well-known Faroese artist Tróndur Patursson, in the bottom of the sub-sea tunnel. The first town you will see on Borðoy is Klaksvík, the second largest city on the Faroe Islands. Take a walk on the main street that runs around the bay, here you will find shops and a few cosy cafes, and visit the beautiful Christian's Church with the magnificent 57 m² fresco of "The Last Supper".
The northern islands are a cluster of small islands, characterised by steep mountains and colourful villages that are scattered around. Drive further north to the northern most point where you will find the village Viðareiðið beautiful situated in a valley with a view of its neighbouring islands, Fugloy and Svínoy to the east and Borðoy, Kunoy and Kalsoy to the west. On the way back to Klaksvík we suggest a detour to Kunoy for a nice walk in the plantation and to enjoy the excellent view to Kalsoy.
Head for the capital Tórshavn. On route we suggest a detour to Tjørnuvík – a walk along the beach where you might find remainings from the Vikings, as graves have been found in the village proving that the area has been inhabited since the first Vikings came to the islands. Hereafter drive to Saksun, an idyllic village with grass roof houses surround by steep mountains, and a lagoon-like lake with a sandy beach that leads out to the Atlantic Ocean. If it is low tide it is possible to do a beautiful walk along the beach out to the sea. It is a good idea to bring a packed lunch from the guesthouse in Gjógv that you can enjoy en route.
Late afternoon you will check in at your hotel in Tórshavn and then it is time to discover what the city life of the Faroe Islands has to offer. Dine at one of the city's many restaurants, go to a concert or enjoy a drink with the locals at one of the cafés at the marina. Ask the reception "what's on" in Tórshavn.
Spend the next 2 nights at Hotel Havn/Streym.
Day 4 - Explore Tórshavn
Spend the day exploring the capital. The city offers a variety of museums, e.g. we recommend a visit at the National Art Gallery which is in possession of a collection of both modern and early Faroese pictorial art, including a number of important works by the most known Faroese artist, Sámal Joensen-Mikines (1906-79). Do also take a stroll in the park area surrounding the Art Gallery where you will find several bronze sculptures by the prolific Faroese artisan Hans Pauli Olsen. Not far from the Art Gallery you will find the Nordic House, a magnificent architectural pearl that also is worth a visit. Downtown Tórshavn you will find several cafes, fashion and crafts art, and we recommend that you visti the wool shops Sirri and Andrias í Vágsbotni, arts and crafts shop Østrøm, graphic workshop Steinprent, the international known designer Guðrun & Guðrun and music store TUTL which occasionally holds small live concerts.
Day 5 - Depart for home
Your tour of the Faroe Islands has come to an end - check out from the hotel, drive to the airport, drop off your car and enjoy your flight back home.
Departures: between October and April
4 Nights: Price from £939* per person based on two people sharing a double/twin room and rental car
*Subject to availability
7 Nights: Price from £1,215* per person based on two people sharing a double/twin room and rental car
*Subject to availability
- Return flight with Atlantic Airways from Edinburgh to Vágar Faroe Islands including 20kg luggage allowance, taxes and fees (options to travel via Iceland also available)
- 4 nights accommodation in 3 star hotels in Faroe Islands including breakfast (1 night at Hotel Vágar, 1 night at Hotel Gjágarður and 2 nights at Hotel Streym / Hotel Havn)
- Rental car for 4 consecutive days, picked up and dropped off at the airport, Nissan Micra or similar (car upgrades available) including free mileage, CDW, TP, airport tax and VAT
The 3-nights extension program includes additionally
- 3 extra nights, 1 at Gjáagarður/Hotel Runavík and 2 at Hótel Klaksvík including breakfast
- 3 extra days with rental car
- Financial Protection (ATOL)
Not included:
- Optional Excursions
- Travel Insurance
- Anything else not specifically listed under "this includes"
Why book with All Iceland?
All Iceland is a UK based travel company that specialises in Iceland
Book with the Icelandic experts!
Our office is staffed and run by Icelanders, we promise intimate local knowledge from where to stay to places to eat and the hidden gems that you will not find in tourist guides. We will help you get the holiday you want and we can adapt this package. Book through us and your holiday will also be fully ATOL and ABTA protected. Travel with confidence!
Contact us and we can help you:
- to stay longer and discover more, this package can be extended -
- to book additional excursions -
- if you have specific accommodation requirements -
- to book this package with or without flights -
All Iceland cooperates with airlines that offer direct, scheduled flights to Iceland, Faroe Islands and Greenland. When making a holiday enquiry, please state which airport you wish to fly from. We can offer a package with or without flights. When you book a holiday package including UK flights, your holiday will be fully ATOL Protected.
Flights to Iceland
Icelandair, full service airline: London Heathrow and London Gatwick, Manchester, Glasgow and Dublin to Keflavík Airport (KEF).
PLAY, low cost airline: London Stansted, Liverpool to Keflavík Airport (KEF).
British Airways, full service airline: London Heathrow to Keflavík Airport (KEF).
easyJet, low cost airline: London Gatwick and London Luton, Bristol, Manchester and Edinburgh to Keflavík Airport (KEF).
Flights to Iceland, Akureyri
easyJet: London Gatwick
Domestic Flights in Iceland
Icelandair: Domestic flights between Reykjavík Domestic Airport (REY) to Akureyri, Egilsstaðir, Ísafjörður, Vopnafjörður, Grímsey and Þórshöfn.
Fugfelagið Ernir: Domestic flights between Reykjavík Domestic Airport (REY) to Vestmannaeyjar, Höfn, Húsavík, Bíldudalur and Gjögur.
Flights to Faroe Islands and Greenland
Atlantic Airways: Edinburgh to Vagar Airport Faroe Islands.
Air Greenland: Copenhagen to Greenland.
Icelandair: Reykjavík Domestic Airport to Faroe Islands and Greenland.
Bespoke Holidays
At All Iceland we tailor make holidays for our customers.
With this in mind you cannot book this holiday directly on the website but please send us an enquiry or give us a call and we will help you to create your once in a lifetime holiday. Contact our team of Icelandic Experts today and start planning with us!


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You can handle hearing aid batteries with ease! The magnet stick has been designed for the for easy insertion and removal of hearing aid batteries. The design has an ergonomic shape, easy grip handle, push button and clip. You press the button to pick up the battery and then release it to remove the battery.
Hearing Aid Battery Magnet Stick
- Brand: Rayovac
- Product Code: PLU120
- Availability: In Stock
- €7.73


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Black Loch 27 September 2015
I was looking forward to a day on the dries in the lead-up, with the weather nicely settled. However, it was seemingly too settled, with not a cloud to be seen the whole day. The calm start gave way to a light-mod breeze that had an edge to it to remind you the season was…Details


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A child's playroom is a place of creativity and imagination. It is exciting to envision endless design possibilities as you plan the space, but it is also necessary to consider more practical matters, such as storage and layout. Rather than feeling limited by the many pieces of the playroom puzzle, view the experience as the ultimate design challenge!
Creating a space that inspires kids to experience the joys of play is an amazing opportunity for whimsical decor choices. The juxtaposition of children's motifs with efficient organization can create breathtaking results. As you begin your playroom design quest, don't forget to consider the interests of your kiddos. Their ideas may spark the inspiration for a winning decor concept, and under your guidance, the room will take flight. Here are some ideas to get you started:
Playroom Layout
As you plan the layout for your playroom, pay attention to the space involved. Is the room large? Will it be shared by multiple children? Or perhaps the "playroom" is a section of the child's bedroom, making compact living a must. If space is no issue, consider placing storage and seating pieces along the wall and leaving the center of the room free for creative endeavors. [image from Design Chic]
Include plenty of table space, as children use tabletop surfaces for activities ranging from arts and crafts to small block building, as well as sensory activities such as play dough. If tables are smaller, try an L-shaped arrangement, as shown in the room below. [image from Design Chic]
If the play area will be a part of the child's bedroom rather than a separate room in the house, there are plenty of layout options to ponder. For example, with the bed taking up a portion of the wall space, there may not be room for tables along the edge of the room. A table in the center of the floor is a wonderful alternative, as shown in the IKEA playroom idea below. [image from nuhomedesigns.com]
A comfy sitting area is another playroom layout possibility. A couple of kid-sized armchairs or beanbags can designate a reading nook. However you plan the space, make sure your child's personality shines through. For example, hanging kids' artwork on the wall adds vibrancy to a room. [from Pottery Barn Kids]
Playroom Seating
When it comes to playroom seating, the possibilities are endless. From simple wooden chairs to more modern takes on children's furnishings, there are a myriad of styles to meet your design needs. For a playground effect, consider bubble chairs that hang from the ceiling, as shown in the room below, designed by Randy Weinstein. [image from HGTV]
For a rockin' good time, try Hut-Hut seats by Kalon. These colorful pieces are a modern version of a rocking horse, and their geometric appearance is wonderfully simple. Pieces are available in red, yellow, blue, green and pink. [image from HGTV]
The Jellio design team is making quite a name for itself. Between their larger than life furnishings based on classic children's toys to their custom interior design projects, they are a wonderful resource and a source of inspiration. The image below reveals their work on a kids' activity center in Palm Desert, CA. Note the Tinker Toy tables and Lego seating, which doubles as a room divider:
For comfort and style, check out Anywhere Chairs, kid-sized armchairs that can be personalized with your child's name. These pieces come in an array of colors and patterns to match your decor needs. [from Pottery Barn Kids]
Playroom Storage
Storage can be one of the biggest playroom design challenges. How do you accommodate a large number of toys and supplies while avoiding clutter? Luckily, today's storage options provide many answers to this question. Take the cubes below, which open and close to conceal their contents. The result: a modern take on shelving. [from Attic Room Design]
In addition to shelving units with doors that hide the contents inside, baskets in a variety of colors fit neatly into storage spaces. Handles make accessing their contents convenient. [image from HGTV]
For a unified effect, choose matching baskets and buckets for playroom storage. This technique cleverly conceals art supplies, toys and books in a way that looks deliberately decorative. [image from Pottery Barn Kids via Best Home Interior Design]
Remember that storage is only half of the battle. Make sure kids have easy access to the items they regularly use. Consider containers that blend style with creativity, such as the tiered art supply holder below. Also note the numbered baskets along the wall, which help children remember what's inside by matching numerals with sets of items. [from Pottery Barn Kids]
Don't forget the power of a large bookshelf. Even if some shelving is too high for kids to reach, these vertical places can be the perfect location for items that aren't regularly accessed, such as toys out of the main play rotation, or books and supplies that children will enjoy when they are older. [from 6th Street Design School]
If a child's playroom and bedroom are one in the same, try a vertical shelving unit with drawers, which provides an ideal space for books, small supplies, and toys of all sizes. The room below was created by Barcelona designer Sergi Mengot. [images from Home-Designing]
Unique Playroom Features
With the practical matters of layout, seating and storage out of the way, it's time to let your imagination run wild! What is that extra special touch that transforms a space into a work of art? How about making the wall one giant canvas? In the photo below by David Duncan Livingston, chalkboard paint has created one large drawing space. [from Dwell]
A circular motif becomes a life-sized loft module in this next creative space. Notice how the outside of the structure has round insets that hold books and toys. [image from Dekrisdesign.com]
While some prefer to dismiss a playroom theme in favor of a more eclectic look, there is power in design motifs, as shown in the bedroom/playroom below. Designed by Mimolimit, the space is a children's wonderland where whimsy meets practicality. Don't hesitate to include some "props" in your playroom space. For example, a few mini-trees transform the room below into a magical forest. [image from DigsDigs]
In another room from Mimolimit, a play tent becomes a cozy space that somehow seems hidden, even though it hangs in the middle of the room:
For some design enthusiasts, the playroom will become a fantastical setting where anything is possible. There is a myriad of unique features in the room below, which is based on the Moomin books by Finnish novelist Tove Jansson. The room was created by industrial designer Maria Yasko. Note how 3-D wall murals and ceiling-mounted forms add layers of style. [image from Chictip]
Perhaps the most wonderfully unusual of all is this enclosed playroom in the middle of a family home. The "room" is created from medium-density fiberboard (MDF), which is used to form a cube that merges playtime with the concept of a secret fort. However, this fort by Danish furniture and product designer Nina Tolstrup is refreshingly modern. [from Dwell]
As you can see, there is no right way to create a playroom for children. Whether you seek a clean-lined modern room or a space where fantasy meets reality, the possibilities are endless. Enjoy the process, and don't forget to involve the kids!


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A Boston-based archaeologist has developed a theory that the Egyptians delivered stone to the pyramids at Giza through a system of canals and harbors, shedding more light on the mystery of how ancient people — sorry, not aliens — built the massive structures.
Mark Lehner, director of Ancient Egypt Research Associates, says his research indicates that, when the Nile River was in flood, Egyptians could steer boats laden with stone to a major port city at the pyramid complex.
The Egyptians, consummate engineers, cut waterways from the Nile through floodplain that now is covered by sand and the urban sprawl of Cairo, Lehner believes. Illustrations developed by Lehner show water within several hundred yards of the Great Pyramid, a startling vision to anyone who has long thought of them as being surrounded by dusty desert.
"The Egyptians were basically using the Nile as a huge hydraulic lift," he said in a telephone interview.
Lehner was one of the experts featured on a BBC documentary on Sept. 24, "Egypt's Great Pyramid: The New Evidence," that rounded up recent research finds. The release of the film generated breathless headlines across the world, saying that the mystery of the pyramids had been "solved."
Lehner, 67, who has an office in Brighton and splits his time between his hometown of Milton and Egypt, has been studying and conducting digs at the pyramids for 45 years. He said his theories have been known among fellow archaeologists, but the documentary has generated "quite a bit of interest."
He said his discoveries and another major discovery by a French archaeologist detailed in the documentary may not have solved the mysteries of the pyramids, but they have opened a " new window" onto how they were built.
Peter Der Manuelian, professor of Egyptology and director of the Harvard Semitic Museum, said he knew of Lehner's work. He said Lehner was known for "fine scholarship and good archaeological technique."
"He has been exploring this area for many years," he said.
It was long thought that if the Nile were in flood, the Egyptians could have used water transport to get stones closer to the pyramid, Der Manuelian said.
But Lehner has gone a step further, Der Manuelian said, excavating the area and "giving us a better understanding of the ancient landscape."
The pyramid complex at Giza includes the Great Pyramid, two smaller pyramids, the Sphinx, and other structures. All are believed to have been built in a 70- to 80-year period about 2500 BC, said Lehner.
"This was an age of experiment ... an innovative time," said Lehner.
The pyramids' cores were mostly built from stone that was quarried right at the site, said Lehner. But there is other stone in the pyramids that had to be brought from afar, including granite from Aswan 370 miles to the south and white limestone from Tura, across the Nile.
How that stone got there is the piece of the mystery that Lehner's theory sheds new light on.
The Nile's current channel runs five miles from the pyramids, a long distance to drag heavy blocks of stone. Far enough to make you wonder if spaceships and tractor beams, or mystical levitation, may have been involved.
Lehner believes the channel may have run closer to Giza in ancient times and, when the Nile was in flood and spread across its floodplain (the river is now tamed by the Aswan Dam), Egyptian engineers may have seen a way to bring water even closer.
"They dug canals and basins into the floodplain as ambitiously as they quarried the high plateau and built pyramids, tombs, and temples," he said in a 2014 report on his company's website.
The blocks hauled by boats would have weighed as much as 15 to 17 tons. Stone could have been offloaded in two places, Lehner said, one close to the Sphinx site and one close to a small temple linked to the Great Pyramid by a causeway.
Lehner has built his theory by looking at archaeological evidence, traces of ancient features on the current landscape, and core drilling samples that revealed deep and solid clay and silt, which he took to be evidence of former river channels and artificial basins.
The waterway theory is bolstered by another discovery Lehner has made. He found and excavated a settlement on the rim of the Giza plateau, uncovering evidence of a major port that he dubbed the "Lost City of the Pyramids."
Another astonishing piece of the puzzle of the pyramids that has come to light in recent years also dovetails with his theory, said Lehner.
Archaeologist Pierre Tallet in 2013 found rolls of papyrus in caves on Egypt's Red Sea coast that were written by men who appear to have participated in the building of the Great Pyramid. The rolls included the journal of an unknown official named Merer who described leading a large team making deliveries. Merer mentions stopping at Tura, the source of the pyramids' white limestone, filling his boat with stone, and delivering it to Giza.
"Pierre Tallet has done a wonderful job with these texts," said Lehner. He said his own discovery and Tallet's find "cross-confirm" each other.
White limestone was used for the flat, smooth outer casing of the pyramids, though most of it is now gone. "Merer and his men were bringing the siding" for the pyramid, Lehner said. "It's just an everyday account of an employee working on the pyramid."
Lehner said Tallet once came to give a presentation on his findings to his team and displayed an image of the papyrus that included multiple mentions of the name of Khufu, the pharaoh who is believed to have commissioned the Great Pyramid.
It was clear, Lehner said, that "here's a guy delivering stone to the Great Pyramid."
After the presentation, Tallet said to Lehner, "This should put the nail in the coffin of the alternative theorists" who have attributed the building of the pyramids to extraterrestrials or the lost citizens of the legendary civilization of Atlantis.
"We kind of looked at each other and then shook our heads and then said, 'No, it's not going to stop all that,'" Lehner said.