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However, the Nimoy rendition of "Bilbo Baggins" isn't all that bad, in fact, its kinda cute.
You know, guys, sometimes I just can't help thinking that you're a couple of horses' patoots. Probably comes from living in those dens of iniquity on either coast.
Well, Giff, it can't be any worse than the source material. Damn, how I despise that "elfish whimsy" crapola. J.R.R. Tolkien is the (singing) William Shatner of novelists.I was assigned to read and do a book report on the first "Lord of the Rings" novel when I was a freshman in high school. After reading one chapter, I practically begged my English teacher to give me another book to read, because I was just getting sick to my stomach with all the cutesy-poo swill on every page.He was surprised, but he agreed, and he gave my Herman Melville's "Typee" instead. I think we were both relieved. I didn't have to read another page of that Tolkien garbage, and he didn't have to read the book report in which I would have trashed it like nobody's business. Which it would have well deserved. From Dorothy Parker's review of the original "Winnie The Pooh," in the New Yorker, 1920's: "Tonstant weader fwows up." And there you have a reaction exactly like mine to Tolkien's "writing," from about 60 years before.
I know this is veering off topic, but I couldn't agree more Pils. Tolkien is absolute garbage. Some lady I was banging five years or so back suggested I give those books a chance, and I got through about ten pages before I gave up in disgust.Pure fucking garbage.
The reason why none of you guys liked Tolkien is simple. You just weren't HIGH enough when you read it. I read it when I was in the service (and pretty much able to maintain a 24/7 buzz, on good quality smoke.) It all made sense then. A few years after I was out, I tried to read it again and couldn't do it.
Well, Rob, you picked us as moderators.
That explains a lot— mainly, why those books were at the height of their popularity during the Hippie era. I used to toke up, but reading anything afterward was out of the question, because being high affected my concentration too much. I could either listen to or play music, but not read a book, because my mind would start wandering after a page or two. I finally had to quit when I got a job as an auditor, balancing the accounts for a large hotel every night. Fuzzy-mindedness just wouldn't have cut it, doing that work accurately. I'm not in that field any more, but I never got back into the habit of smoking weed.
My experience with Tolkien was similar. I read The Hobbitt in elementary school, but I didn't have much of an opinion of it then. Later, I found out about the whole Lord Of The Rings trilogy, and was assured that it was more "grown up" than The Hobbitt. I also saw Tolkien's name associated with the Horror greats of the time,(He may fit in with the Horror/Fantasy genre in general, but Horror he is certainly not!) so I tried to read it, but gave up. Both H.P. Lovecraft and Stephen King praised him, but their reviews of him are misleading. Lord Dunsany was another Fantasy writer who gets lumped in as a Horror writer, but at least he is readable!!
That's very true, and you're good moderators. That doesn't mean that you can't be horses' patoots, though!
So, if someone has the ability to write a great one, fine... but it's kind of like a chef who can make the world's finest horsemeat dish: I can admire his skill, but I'm still not going to eat it!
If good old H.P. Lovecraft ever praised Tolkien, he was even scarier than I thought! Lovecraft died in 1937, and The Hobbit was published six months after his death. The Lord of the Rings wasn't published until after World War II.I found Lord Dunsany boring and unreadable, but I was immediately enthralled by the scope of Tolkien's work.
Nor is it to be thought that man is either the oldest or the last of earth's masters. . . . The Old Ones were, the Old Ones are, and the Old Ones shall be. Not in the spaces we know, but between them, They walk serene and primal, undimensioned and to us unseen. Yog-Sothoth knows the gate. Yog-Sothoth is the gate. Yog-Sothoth is the key and guardian of the gate. Past, present, future, all are one in Yog-Sothoth. He knows where the Old Ones broke through of old, and where They shall break through again. . . . They walk unseen and foul in lonely places... The wind gibbers with Their voices, and the earth mutters with Their consciousness. They bend the forest and crush the city, yet may not forest or city behold the hand that smites. Kadath in the cold waste hasth known Them, and what man knows Kadath? . . . As a foulness shall ye know Them. Their hand is at your throats, yet ye see Them not; and Their habitation is even one with your guarded threshold. Yog-Sothoth is the key to the gate, whereby the spheres meet. Man rules now where They ruled once; They shall soon rule where Man rules now. After summer is winter, and after winter summer. They wait patient and potent, for here shall They reign again.
As a help for Pilsner (and all his kind) ...I have supplied a link for "Bilbo Baggins" that may aswage your dour view of Tolkien's works. (wink)Leonard Nimoy - Bilbo Baggins Live
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Although we have passed common-sense solutions, there is still so much work to be done. And that's why I filed my paperwork today to return to Congress in 2015.
Ballwin – Congresswoman Ann Wagner issued the following statement after filing for reelection to represent the people of Missouri's 2nd Congressional District in the United States House of Representatives:
"Serving the people of Missouri's 2nd District in Congress is one of the greatest honors of my life. It's so personal for me because the 2nd District is my home. It's where I've grown-up, worked, volunteered, go to church, raised my children and where I met my husband Ray of twenty-seven years. My life is woven into the fabric of this community.
"As I travel throughout the 2nd District – I listen to the struggles of hardworking Missourians trying to make it to the 15th and 30th of every month in this tough economy. Whether it's skyrocketing health care costs, higher energy bills, or more taxes – they just want to get Washington out of their way and out of their daily lives.
"That's why during my first 13 months in Congress – I took action on solutions that will create an environment for good-paying jobs, lower energy prices, and jump-starting this stagnant economy.
"The House of Representatives passed nearly 200 bills that are stuck in Harry Reid's do-nothing Senate. Real solutions that will increase upward mobility, restore the American Dream, put more money in your pocket and reestablish the solemn covenant that government ought not to be on the backs of hardworking Americans trying to make a living. And if it takes another 200 bills to finally force Harry Reid and President Obama to act – I will not stop fighting for you until the job is done.
"Although we have passed common-sense solutions, there is still so much work to be done. And that's why I filed my paperwork today to return to Congress in 2015. I will strive to represent your values and earn your support. Even though I will be in Washington fighting for our values, I will never be of Washington. I'm of Ballwin, Arnold, Oakville, Kirkwood, O'Fallon, and so many other places that make up the 2nd Congressional District."
Background on legislative achievements:
- Congresswoman Wagner has sponsored or co-sponsored 136 bills so far in the 113th Congress
- Congresswoman Wagner introduced the Retail Investor Protection Act, a bill that would preserve and increase access to sound financial advice and investment products for Americans of all income levels, which was passed by a bipartisan vote in the United States House of Representatives on October 29, 2013.
- Congresswoman Wagner was a lead co-sponsor on the Holding Company Registration Threshold Equalization Act. This bill also passed the US House of Representatives by a bipartisan vote on January 14, 2014.
- Congresswoman Wagner has responded to 50,000 legislative inquiries from constituents during her time in Congress.
- Congresswoman Wagner serves at the freshman class representative to leadership and the Co-Chair of the Task Force on Human Trafficking for the Women's Policy Committee.

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Coach Bustamante suspended after allegation
NEWS-LEDGER – Oct. 18, 2011 online –
By Steve Marschke
News-Ledger, Editor
River City High's head football coach is on paid administrative leave while school officials investigate a complaint that he "inappropriately touched" a female student. Coach Arturo ("Art") Bustamante is a social studies teacher at the school, as well as second-year head coach for football.
The school reported the complaint to the West Sacramento Police Department, Lieutenant Tod Sockman of the W.S.P.D. told the News-Ledger on Monday.
"The allegation came out on the 11th," he said. "They said, 'we have an allegation of a teacher and a student, and it's a 'touching' allegation.' As far as we're concerned, we took an incident report and it's been forwarded to the District Attorney's office. We didn't do anything further."
Dayton Gilleland, superintendent of the Washington Unified School District, said the district is also investigating.
"There is an ongoing investigation underway," said Gilleland. "We have (placed Bustamante) on paid administrative leave pending this investigation. There's no disciplinary action that's been taken."
Bustamante did not immediately respond to a phone call to his home or to an email from the News-Ledger.
The "touching" complaint came from a female student at the school who is a minor, said Sockman.
Bustamante is the former junior varsity football coach at the school. He took over head coach duties last year. The squad reversed its recent fortunes, winning narly every game it played and making it to the playoffs. This year, the team is 4-3.
Athletic Director Char Ghio declined to answer several emailed questions, including the question of who is now coaching the team. — referring questions to the district office. But Superintendent Gilleland said it was his understanding that Assistant Coach Baker is holding the reins.
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Accessory additional Applications for zoning ARTICLE Borough Council Borough of Laceyville boundary building or structure Business certificates of occupancy Commercial conforming construction decision or findings designed dwelling unit effective date electrical employee One space equipment fifty 50 Flood Plain flood waters floor area full-time employee garage hearing officer home occupation identified flood-prone area infiltration of flood Laceyville Borough Zoning land located Manufacture materials Minimum Lot Area Minimum Property Requirements mobile home court Mobile Home Park Municipalities Planning Code off-street parking spaces parties Pennsylvania Municipalities Planning percent persons Planning Commission Principal Permitted Professional Offices Projecting Signs public hearing Recreation Facilities regulations regulatory flood elevation Residential Districts restaurant retail Schedule Schedule IV Special Exception square feet storage street thereof Trailer or Mobile Travel Trailer Truck Loading Spaces U.S. Army Variance vehicles wrecking yards Wyoming County zoning districts Zoning Hearing Board Zoning Map Zoning Officer Zoning Ordinance zoning permits


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The U.S. economy added 148,000 jobs in September, which is in line with a slight slowdown in jobs growth this summer and fall. Economists had expected 180,000 jobs to be added, and for the unemployment rate to remain at 7.2 percent — it ticked down to 7.2 percent. But, while the unemployment rate also dropped at the last report, in August (due to lower labor-force participation) the three months through August saw substantially lower jobs growth than the three months beginning the year (151,000 vs. 233,000), in part because the BLS revised down some of the summer numbers — and this is right in line with that slowdown. The U.S. economy has now averaged about 150,000 jobs added over the past four months, and 143,000 over the last three, a depressingly low pace — enough to keep unemployment dropping, but just barely.
This would lend more support to the Fed's decision not to "taper" its monetary stimulus in September, as had been planned — since the weak showing they based that decision on this summer hasn't improved. If the next couple months show some damage from the federal government shutdown and/or a continuation of this weak trend, and with the appointment of the dovish Janet Yellen to run the Fed (she won't take over next year but there's value in continuity), the Fed probably won't announce it's tapering its bond buying at its meeting this December, either. That would be why stocks and bonds actually rose on this morning's bad news.
The August performance was revised up, to 193,000 jobs, but the July performance was revised down, to a dismal 89,000 jobs, for a net increase of just 9,000. The impact of the federal government shutdown isn't seen in this report, except inasmuch as it caused employers worried about uncertainty to hold off hiring in September; we'll have to see the next couple jobs reports
Interestingly, while federal-government employment dropped in August, as they have been slowly for the past couple years, overall government payrolls are up, by 22,000 jobs, because state and local governments are beginning to hire again. (Improvements in their budgets tend to lag the economy, because they have a limited ability to borrow, and rely on slow-to-recover revenues like real-estate taxes.) Of course, this actually makes the private-sector job market look worse — 148,000 jobs were added, but just 126,000 of those were in the private sector.
Another way to look at the BLS report is by earnings and hours of those actually employed, which offered mixed news: The length of the average workweek remained unchanged, but hourly earnings did rise slightly, by 3 cents.


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TL;DR crushed massive fleet with even more massive fleet, entire enemy core was occupied
Emboldened by their victory over the Axis, the Greater Prosperity Alliance spent several years rebuilding their ships. None of their planets had been invaded, so both their resource output and morale remained high. The Foosa, having run out of systems to expand to, decided to test the powerful Fex'Klanga Guardians and settled two worlds right on their border so the population could continue to grow; the Foosa eventually laid claim to three more systems full of resources from within the fallen empire's borders, and luckily for them, the Guardians allowed the ceding of the systems. The extended sensor range let the Foosa know that the Guardians were still not to be trifled with lightly, because they commanded a massive advanced fleet.
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The Foosa Sovereignty also began integrating the Pious Athallid Union, but decided to abandon the integration in favor of another more lucrative option: liberate the Foundation's core worlds and send their immoral slave-holding empire into a downward spiral.
There was a direct hyperlane connection between the Sovereignty's core systems and the Foundation's, so the battle would be quick and bloody in favor of whichever side came out on top in the first battles. The Foundation had rebuilt a 50k fleet, which was even more powerful than the harassing fleets of the first war.
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The Foosa, however, having just started their third term as federation president, controlled the main federation fleet in addition to their own powerful rebuilt fleet, meaning they had a combined strength of a staggering 92k, putting their raw numbers on par with the Guardians.
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War was declared unanimously by the Greater Prosperity Alliance. After fighting no wars for so long and allowing so many atrocities to go unpunished, it was time for the righteous of the galaxy to fight back against evil.
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The first Foundation world to be invaded was Qaadlud of the Oreb system. It was defended by a puny force that was overwhelmed almost immediately by the might of the Foosan and Federation fleets.
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Simultaneously, as they had in the last war, the rest of the federation members struck into the heart of the Imperium, which was overpowered by the combined strength of the individual fleets.
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After much anticipation, the main belligerants of the war – the Foundation and the Sovereignty – clashed in the Dirmius system. The weaker federation fleet had pushed forward in an attempt to bypass the star, planning on bombarding a planet in a nearby system, but the Foundation fleet entered combat range and the largest space battle the galaxy had ever seen took place. The Foosa Admiral Guldorn cur'Yuhal led the federation ships into the fray, knowing they were outnumbered.
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The fleets clashed, exchanging missiles and laser strikes for days and days. The federation fleet held their own and kept the battle even-sided, despite having fewer ships with a slightly weaker array of weaponry. Soon, however, the tide turned against them and they began taking huge losses. The fleet would be saved by the main Foosan fleet, which entered the battle and flanked the Foundation fleet.
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The first blows from the main fleet came as the federation fleet and the Foundation fleet were nearing half of their starting strength. There would be only one outcome.
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Having routed the Foundation's largest ships and blown them to pieces, the Foosa fleet pressed forward and rallied the exhausted federation fleet for a dramatic two-sided strike that completed wiped out the shattered Foundation fleet. There were heavy losses on the federation side, but many ships survived and the Foosan fleet remained completely unscathed, not losing a single ship in the fray despite not being headed by an experienced admiral.
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With the main enemy fleet entirely wiped out, there was a sense of finality in Foosan war rooms. The war was already over. There would be no recovery for the Axis; the Foundation's home worlds were ripe for the taking by the 50k-strong Foosan fleet, and the Imperium was barely holding on to the systems they had been pushed back and forced to defend. Planet after planet fell to Foosan assault armies landing en masse.
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The real prize of the war came from the collapse of the Foundation's capital. It had been heavily defended, but the Foosan armies managed to beat them into surrender thanks to their higher morale and damage. The end was already in sight.
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Psionic armies were also employed by the Foosa for the first time. Their strength was entirely unmatched and the Sovereignty was glad their investments in them were justified. The planet of Yatru fell faster than any of the others thanks to the supernatural-esque warriors.
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The Foundation's core was was occupied by the Sovereignty.
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The Imerpium's core was occupied by three other federation nations.
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Peace came just under four years after the start of the war. Without multiple external enclaves and multiple fronts to account for, the Greater Prosperity Alliance easily overwhelmed the Auspicious Axis and again enforced the liberation of several planets and the elimination of the institutions of slavery and purging in the Foundation, which the government heinously reinstated after the first war.
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The Sintomoroi Confederation was born from the three core worlds liberated from the Foundation, and in a similar manner to the Pious Athallid Union, they were vassalized by the Foosa in order to protect the weakened state from further manipulation by other more powerful empires with worse intentions.
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09/05/2015 Land
An Island in the city- The luxury within city located away from City. 110 Acres of Luxury and class.
Concorde Napa Valley's villa community is surrounded by natural lakes that strengthen the water resource multifold. Napa Valley offers to house 1,100 luxurious villas ranging from 85 Lakhs onwards. Come home to your dream home. Come home to zen.
Amenities: Office/Restaurant (indoor and outdoor) Dining Hall and Banquet Hall / Conference Hall, Board Room 24/7 Coffee Shop/ Barbeque Area/Laundry/ Parlour/ Buisness Counter / gymnasium/ Sauna Jacuzzi/ Swimming pool/ Cricket Pitch /Library/ Coconut and Mango Plantation /Resort , Billiards & Table tennis/ Cottages/ Ayurvedic center/ Tennis & Squash Court.
• Nice Road, hence anywhere in the city
• Sri Sri Ravishankar Ashram
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- IIM, Bangalore
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Info for both series also revealed at the event including a tease of the upcoming Simpsons character death
The Simpsons and Family Guy are set to collide in an upcoming episode to air on September 28th. A trailer showcased at Comic-Con shows approximately five minutes of "The Simpsons Guy" mash up episode which can be viewed below. The trailer finds the Griffins stuck in Springfield where Peter reminds the family not to drink the water as, "Everybody around here looks like they have hepatitis." The two families begin to interact, with Bart introducing Stewie to prank calls (Stewie misunderstanding the premise a little) and Peter and Homer eating donuts together.
An argument over Pawtucket Patriot Ale and Duff Beer leads to comments that allude to the relationship between the two series. Peter's Patriot Ale said by Homer to be, "a lousy rip-off of Duff." is defended by the Griffin patriarch with the words, "It may have been inspired by Duff, but I like to think it goes in a different direction." Also be on the look-out for references to Bob's Burgers and The Cleveland Show.
As reported by Entertainment Weekly it was also revealed that Jesus will be returning to Quahog for a Christmas special and that Liam Neeson will be playing himself in an upcoming Family Guy episode.
The same evening that "The Simpsons Guy" debuts the new Simpsons season premier will air in which a major character will be killed off. Entitled "Clown in the Dumps," it seems plausible that Krusty is the target, although a new tease showing Homer bed-stricken with illness shrouds a little doubt on this theory.
In the run-up to the new Simpsons season FXX will be showing all 552 exisiting Simpsons espisodes in a 12 day marathon set to start on August 21st.


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The most accessible RV storage facility in the Front Range area. We are conveniently located just off I-25 so it is easy to drop-off or pick-up your RV from home or work if you are in the Denver, Boulder, Longmont, Loveland area. Besides storing all types of recreational vehicles and motor homes, we offer short-term and long-term options for RV storage, boat storage,
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English Bay & Stanley Park to be Transformed into Triathlon World Championships VenueRoad Closures in effect from June 1-9
Vancouver, Canada (May 29, 2008) - Next week English Bay and Stanley Park will undergo a dramatic transformation into a world class triathlon venue as the city prepares to host the 2008 BG Triathlon World Championships from June 5 to 8. The event will affect traffic and parking in the areas between Stanley Park and Burrard Street and between Robson Street and English Bay. Roads will be closed at different times of the day from June 1 to 9. During these times the temporary stadium will be constructed and later, triathletes will be training and racing. Some bus routes will be affected. Residents and commuters should prepare to use alternate routes and expect some delays. The Triathlon Vancouver Organizing Committee (TVOC) sent direct mail-outs to West End residents and businesses notifying them of road closures.
Click here for schedule and maps for further details on road closures
Spectators are encouraged to join the event to cheer on the world's best triathletes by walking, biking, or taking Vancouver City buses down to English Bay and Stanley Park and lining the course. Admission is free and there is grandstand seating at the transition area and finish line.The 1.5-kilometer swim, 40-kilometer bike and 10-kilometer run Olympic distance race will start and finish in English Bay, while the bike portion extends into Stanley Park, making this year's world championships one of the most picturesque in the 20-year history of the International Triathlon Union (ITU). The venue will have a festival-feel over the four days as thousands will be taking in the race action, sport expo, opening ceremonies, and parade of nations.Close to 3,000 athletes from 66 countries will compete in the elite, junior, under23, age-group and corporate events. It will be the biggest sporting event to hit Vancouver before the 2010 Winter Olympic Games and will be the final qualifier to determine the Canada's Olympic triathlon team for Beijing this summer.Click here to download a full event schedule (PDF)Visit www.triathlonvancouver.com for more information.
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Art work did at art class
Exactly the same kind of drawings, I am sure that you can easily tell which one was done by the 6 years old and which one was done by the 4 years old.
Though May is not doing as good as her jie jie in her art work now, I still keep telling her that she has arleady showed some improvement. I am patiently waiting to see my little May's excelling in her art work.
13 comments:
Very nice artwork. My boy attended art class for a year before he quit and moved to where we stay now. The art teacher is very patient and has his studio at his house near where we stayed. Though his primary school has art class but I just can't find time to squeeze in his schedule. Haiz.ReplyDelete
Hmm.. I can see April's drawing and coloring is very pretty compares to your little May. But both of them draw better than mine, sigh. Good job!ReplyDelete
Wow! Lovely drawings!ReplyDelete
Wow, their art work are very impressive. All paintings are nicely done.ReplyDelete
wow, lovely lovely. ashley has been bugging us to send her to an art class but i'm not sure if she's really interested.ReplyDelete
Hello Sheoh Yan, hey...you sure got not only talented kids, but creative ones, and love their choice of colours too.ReplyDelete
Very expressive...and I must compliment...good perspective too as has depth.
I used to paint, strictly oil paintings....so, do motivate, encourage your kids....
From the way they have different shades, tones colours as well mixed colours, your kids have creative talents.
Sheoh Yan, keep these paintings, give to them on their 21st birthday.
Have fun and stay young, Lee.
因为你的教导和无限的爱, April 和 May 变得更加 outstanding!
每一次, 看见她们的杰作; 总是让我想象你对她们无限的付出和爱! 你每一天的生活, 都是满满的忙碌, 满满的幸福!
aiseh...i expect ppl comment on the food in the hosp...mana tau, all so admire the chef...kekekeReplyDelete
wow....beautiful drawings...i dun think i can draw this nice at my age when i am a small children
So NICE!!! Both girls did a great job. You should be proud and not compare May's artwork with her jie-jie's. Or maybe you should compare it with someone who can't draw... for example, Chloe haha!ReplyDelete
Inpired Momx1, I understand, the more the child grows up, the more activities the child would have. So, it is very difficult to let the child participated in too many things, as the shcool homework also a lot.ReplyDelete
Yvonne, Prince n Princess mum, Shenny's mommy, Barb, Uncle Lee, thanks, I will keep their drawings.
Sasa, I am still learning to be a good parent. I am quite harsh to them also some time.
vialentino, hahaha, so next time, please remember to snap pic if the chef or the waiter is good looking. C9 is like that la!
ChloeRuoyi,thanks. You are right too, shouldn't compare the kid with any child.
April's artwork is awesome!! May's artwork is very neat too... Got to keep their every piece of art works for remembrance...ReplyDelete
holy smokes! so well done! seriously, they both draw better than me!!! I cant draw. maybe stick peoples. hahahahaReplyDelete
jen @ www.charmoflife.ca
Beautiful! I have plan to sent my boy to art class too. Time to find an art school.ReplyDelete


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The Chinese ambassador to the UK has pledged to work with Guernsey on a range of initiatives which could be of mutual benefit to the two jurisdictions.
His Excellency Liu Xiaoming spent four days in Guernsey last week. During the visit he pledged to assist with a number of initiatives that Guernsey has been developing with the Chinese market, including those culturally as well as commercially orientated.
Fiona Le Poidevin, Chief Executive of Guernsey Finance - the promotional agency for the Island's finance industry, said: "We had a series of very productive meetings with the ambassador and his officials during their time in Guernsey. The result is that there are a number of cultural and commercial initiatives which we all recognised could be of benefit to both jurisdictions and therefore both parties have agreed to undertake further work on these so that they can be progressed as quickly as possible.
"One of the areas where the ambassador recognised the potential mutual benefit of working together is financial services. For example, we are looking to consolidate the number of banking institutions based in the Island and Chinese banks would benefit from basing themselves here by being able to continue to service their clients when they become globally mobile and especially those who establish business operations in Europe.
"In addition, Guernsey can provide a gateway through which structures, including funds, can be established for investing out of and into China. Chinese clients might use a Guernsey vehicle for accessing European capital markets or alternatively, managers and investors globally might use funds domiciled in Guernsey for investing into China. There is still much work to do but as long as we play our part, then the ambassador has agreed to assist us in our work."
The ambassador arrived in Guernsey on Tuesday 23rd April and departed on Friday 26th April. During his visit, the ambassador undertook a series of cultural visits and met with the Island's 'cabinet', the States of Guernsey Policy Council, as well as tourism, agriculture and finance officials.Ā
Miss Le Poidevin added: "The ambassador said that he was impressed with our beautiful Island and pleased to learn of the links we have with China, including education, agriculture and the arts, as well as finance. Developing relationships at the highest level between the two jurisdictions helps open doors to many opportunities."
Guernsey Finance established a representative office in Shanghai in 2007 and since then, there have been a number of delegations of senior officials in both directions. These have included Guernsey's Chief Minister, Peter Harwood, meeting with Mr Liu in London in October last year. At that time, the Chief Minister invited the ambassador to visit Guernsey and this came to fruition last week.
Mr Liu's predecessor, Madam Fu Ying, visited Guernsey in 2009 and a delegation from Guernsey visited her in Beijing the following year when she had become Vice Foreign Minister in the Chinese Government. It was shortly after this visit that Guernsey and China signed a Tax Information Exchange Agreement (TIEA).
The link with Madam Fu resulted in students from the Guernsey College of Further Education visiting her old school in Hohhot, Inner Mongolia last May. Now plans are in place for the second part of the exchange, with the Chinese students expected to visit Guernsey in May this year.


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It might not seem as if a job in fast food offers many rewards -- the pay is low and many employees don't have benefits -- but if you look at it as a stepping stone you'll find it gives you valuable experience. Future employers will know that you are familiar with hard work in a high-pressure situation, and that you have experience serving customers. While most fast-food positions are entry level and don't require previous work experience, employers tend to look for personal qualities and life skills in job candidates.
Many fast food workers are high school students because the industry doesn't require much in the way of formal education or experience, and offers plenty of part-time positions. The U.S. Bureau of Labor Statistics notes that around half of food service workers were employed part time in 2010. Some employers have strict dress and appearance codes, while others provide more leeway. However, a neat, clean and polished appearance during the application process gives a good impression and can help you land a job.
Customer Service Skills
Jobs in fast food establishments are typically split between customer service and food preparation positions. Cashiers and order takers fall under the customer service category. However, even if you work as a cashier, you might also help prepare, assemble and package food and beverages. Computer skills learned in school can help you gain a cashiering position, as most terminals used to ring up orders are computerized. Cashiers must also be friendly and enthusiastic to provide good customer service. You need physical stamina to stand and walk for long hours. You also need the ability to work quickly and efficiently in an environment that can get very busy and hectic, especially during the breakfast, lunch and dinner hours. Finally, cashiers need strong organizational skills to keep up with which orders go to which customers.
Kitchen Skills
Cooks must be able to work quickly and efficiently to prepare food the right way and ensure that orders are fulfilled in a timely manner. You must have the ability to work with different types of cooking equipment such as deep fryers and grills. The job requires a certain level of manual dexterity as well as physical stamina and the ability to work in hot and crowded conditions. You also need the ability to multitask to ensure that orders are fulfilled properly while also keeping your work station well stocked.
Other Skills
Cleaning is a large part of a fast food job, whether you're a cashier keeping a work station and dining room clean, or a food preparation worker cleaning kitchen equipment. Knowing the safe and effective uses of cleaning materials and supplies is important. Fast food workers perform as a team to provide service to customers, so working well with others is important. Learning new tasks quickly will help you as you receive on-the-job training.
References (3)
Photo Credits
- Photodisc/Photodisc/Getty Images


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The general manager and two captains of the Diamond Royale gambling vessel on Thursday were granted $25,000 unsecured bonds in their federal indictment for illegal gambling.
Gregory Sicilia, 59, Jeffrey Thompson, 38, both of Savannah, and John Sternberg, 45, of Green Cove Springs, Fla., appeared before U.S. Magistrate Judge G.R. Smith on their initial appearances on the July 11 indictment.
Also indicted were Marine Charters LLC, identified in the indictment as the vessel's owner, and Diamond Casino Cruise LLC, identified as operator, both represented by attorney Julie Wade.
Sicilia, represented by attorney Alex Zipperer, was arraigned. He is identified in the indictment as general manager for the vessel.
Neither Thompson nor Sternberg, identified as senior captains of the vessel, had attorneys. Both are seeking court-appointed counsel.
An unsecured bond means each defendant did not have to put up any money or assets but is liable for the sums should any problems occur during their release.
Assistant U.S. Attorney Karl Knoche did not oppose bonds recommended by probation officers.
According to the indictment, the 184-foot Diamond Royale operated slot machines, gaming tables for poker, craps, blackjack and other gambling games and roulette wheels in an illegal gambling operation.
The operation occurred between about July 2010 and about Nov. 14 in Chatham County where the vessel was docked in the Bull River, the indictment charged.
As part of their prosecution, federal officials are seeking to forfeit more than $986,000 in cash seized in November as well as an additional sum of at least $6 million stemming from the illegal gambling alleged in the indictment.
Federal officials also want to forfeit the Diamond Royale or other property of equal value if it cannot be located.
Federal agents armed with search warrants boarded the vessel in the Bull River
Nov. 14.


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TEL AVIV (Nov. 16)
Delegates to the 16th conference of the Women's International Zionist Organization adopted today a resolution to raise an additional $1,000,000 to help meet the organization's financial difficulties.
Mrs. Raya Jaglum, WIZO executive chairman, reported yesterday that WIZO had a current deficit of 5,200,000 pounds ($1,730,000). She asked the conference to approve a previously proposed suggestion that all WIZO kindergartens in Israel be turned over to local officials for the next two years while the organization concentrated on expansion of its day nurseries, youth clubs and vocational training schools.
The delegates approved resolutions urging aliyah among WIZO members and calling on members to send their children to Israel for a year of service to the Jewish State. They acted after hearing an address by Aryeh L. Pincus, Jewish Agency executive chairman. He said WIZO was particularly qualified to encourage aliyah because of the influence of its members on Jewish home environments.


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Center Faculty and Staff Present at Annual Sport Psychology Conference
October 1, 2016 – The UNT Center's Director Dr. Trent A. Petrie and faculty member, Dr. Scott Martin, along with doctoral students Shelley Sheinbein, Brian Yu, and Erin Albert, presented papers at the annual conference of the Association for Applied Sport Psychology, which was held in Phoenix, AZ from September 28 to October 1, 2016. Paper topics ranged from being an effective multicultural sport psychology consultant, to eating disorders and body image in sport, to development of grit in athletes. For information on the papers, please contact the Center at email@example.com.
UNT Center for Sport Psychology Services
Top level athletes know that to achieve performance excellence, they have to be at their best, not only physically, but mentally as well. Are you doing everything possible to ensure that you are mentally prepared to perform consistently at the highest level?
Whatever your skill level, your age, gender, or sport, we can help you evaluate your current performance and develop the skills and mindset needed to reach your optimal level of performance and enjoy what you are doing. We offer specialized services and resources for:
Graduate Education in Sport Psychology at UNT
At UNT, there are two educational options for students interested in pursuing a graduate degree in sport psychology. First, within the Department of Kinesiology, Health Promotion, and Recreation, students can pursue a master's degree in Kinesiology that emphasizes the psychosocial aspects of sport. To learn more about this degree option, click here.
Second, students can pursue a doctorate within the Psychology Department's APA-accredited counseling psychology program and then select sport psychology as their specialization. Students who graduate from the doctoral program will be eligible for licensure as a psychologist and certification as a sport consultant through the Association for Applied Sport Psychology. To learn more about this degree option, click here.


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Designs by Diane provides a unique selection of handmade greeting cards using the finest materials such as handmade papers, ribbons and charms. Our designs vary from delicate and elegant blank cards to unique and fun message cards.
"My desire is that you will be blessed in some small way as you read or receive our cards"


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Meet mio mio
mio mio was born with the idea that baby products could be chic, functional, and easy to maintain. Created by Andrea Ruiz-Urquiola, a mother of two boys, mio mio is a fusion of very classic European design with a bold fun American twist. Because a clean comfortable baby is a happy baby.
When Andrea had her first baby, she found it impossible to keep her Bugaboo stroller clean—between the spit up, the snacks, the sweat, and the constant exposure to sun and germs, cleanliness was a constant battle. She wanted something that would be easy-to-use and keep both the stroller and baby germ-free. That is when the mio mio Stroller Covers were born.
At mio mio, we are obsessed with color and fun! We love taking fun everyday items our kids interact with and giving them a fun, original spin. From Tea Parties with macaroons and Transportation with hot air balloons, developing these iconic prints is woven into the brand's DNA. We always have our wheels turning to create new designs inspired by the world around us. We love the color of New York City's Central Park in the fall, the artfully designed walls of Wynwood in Miami, the stars in Mexico, the sunsets in Ibiza, the après ski clothes of San Moritz—we could go on and on! The idea is to re-envision everyday items with a fun, bold, colorful spirit.
Our printed designs are silk-screened onto our cotton fabrics with all-natural dyes to ensure that radiance and vitality come alive. Detailed with colorful embroidery and delicate trim to frame what we love most. With mio mio, comfort and crispness take shape through our unique and original designs that make our collections both fun and practical for home or on-the-go.
We know babies are messy, and we celebrate that! Created by moms for babies, our products are always easy to maintain and designed for frequent handling. Our goal is to provide the materials that make their day a little softer and easier to clean up after.
Because a clean comfortable baby is a happy baby.
mio mio–we've got baby covered.
Why we Pima Cotton
We take comfort knowing that our little ones are bundled in a softer, more absorbent, all-natural material. Compared to standard cotton fabrics, 100% Pima Cotton doesn't pill or fade because it is stronger, sturdier, and made to last. With every tumble from the playground to the washing machine, our blankets, towels, stroller covers and all things that keep baby covered grow softer with time. At mio mio, we redefine everyday cotton with a new, more luxurious material between you and baby. Only a parent can ease the growing pains, but at mio mio we provide the material to help.
When choosing a material for baby's sensitive skin, we found the supreme softness, breathability and absorbency of Pima Cotton to be the perfect fabric to get wrapped up in. All natural Pima Cotton is harvested by hand without the use of chemicals making it a safe, allergen-free fabric gentle enough for the most delicate skin.
The combination of Pima Cotton's extra long fiber length and exceptional growing conditions in the northern coastal valleys of Peru have made it the finest, longest lasting and highest resistance cotton variety in the world. With any natural fiber, the longer and smoother the staple-length, the softer the material will be. Compared to ordinary cotton, the Pima Cotton staple-length is more than twice as long, making it 50% softer and stronger than other cotton varieties.
Machine-washable, practical and easy to maintain, high-grade Pima Cotton is so soft you'll never want to let it go.


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Recent Members
Military Alumni
Honoring Our Heroes
This area is dedicated to our alumni that have served or are serving in our armed forces!
Lost Class Rings
Have you lost your Lincolnton High School class ring? Have you found someone's class ring? Visit our Wolves lost class ring page to search for your class ring or post information about a found ring.
Honored Military Alumni
Chad Hull Class of 1985
Marine Corps, 20+ Years Chad retired from the Marine Corps after 20 years of service. He served in Operations Desert Storm and Iraqi Freedom and spent a total of 5 years overseas, mostly in Japan. He now teaches Technology at Lincolnton Middle School.
Dale Swink Class of 1985
Marine Corps, 20+ Years I spent 22 years in the Marine Corps. I deployed to Saudi Arabia for Desert Shield/Desert Storm. I deployed to Kuwait in 03 and Fallaujah in 05 for 10 months. I retired in 06 as a Gunnery Sgt and am now a Civil Servant for the USMC.
Shun Rice Class of 1988
Army, 9 Years Served in US Army and deployed to Southwest Asia during operations Desert Shield/Storm also deployed to Rwanda and served overseas in Germany.
Webster Metts Class of 2004
Army, 5 Years Currently serving and is stationed at Ft. Polk, LA. I have done tours in Iraq and Afghanistan. I plan on coing out after serving my 5 years in May 2012.
Classmates Spotlight
Jeff Smith
Alumni Stories
Read and submit stories about our classmates from Lincolnton High School, post achievements and news about our alumni, and post photos of our fellow Wolves.
School News
Looking for 1979 Classmates
We are looking for the following 1979 classmates:


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My name is Lisa Sikorski and I work with several kinds of traditional mediums, such as acrylics, watercolors, markers, and colored pencil. None of my art is digital. I enjoy painting fan art in the style of realism. The purpose of this web page is to help redirect you to my other sites, where I actively post updates:
Art of Lisa Sikorski Facebook Page – Please "like" my art page on Facebook as I will probably keep that the most up-to-date.
Art of Lisa Sikorski
Promote Your Page Too
My Etsy shop where I sell my art prints, jewelry and other stuff– I just finished posting my leftover charm bracelets from Comicon so click on my Etsy shop if you're looking for those, thanks!
My Deviant Art Page – Basically all my art.
My Tumblr page – Pretty much post the same here as on my Facebook page.
AND, if you purchased a "Justified" print from me, I just discovered that tonight (5/31/15) they used my acrylic painting of Raylan and Boyd in a "collage" of fan art used as a backdrop for the "Justified" cast as they entered the 2015 Critic's Choice TV awards tonight! There's an awesome pic of Sam Elliott in front of it! 🙂


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Friday, October 26, 2007
"My BLT is only bacon, lettuce, and tomato. Where's the meat?"
"Does your sweet tea have sugar in it?"
"I know it says you only have biscuits and cornbread but could I please have rolls instead?"
And my personal favorite:
"Do your salads come with lettuce?"
Truly, I am amazed that some people remember how to breathe.
7 comments:
This chicken tastes like it was cooked in grease! ...duh...ReplyDelete
Lol! I forgot about the woman who didn't want her French Toast to taste like it was dipped in egg...ReplyDelete
um, you DO know the definition of French Toast, don't you?
- KailaniOctober 26, 2007 at 12:09 PM
no no...what is the difference between grilled and fried? I heard that one on Monday.ReplyDelete
oh wow. That's bad.ReplyDelete
I never knew the salad had lettuce in it?!! Where have I been?!!?ReplyDelete
It is quite funny some of the things people ask of us i was asked on thusday if the pecan pies had nuts in them pecans are nuts. PS i have posted a new blogReplyDelete
Yes, lettuce in our salads is a new thing we're trying! I'll let you know if it catches on.ReplyDelete
I had someone once ask if the chocolate cobbler had nuts in it. I said, "yes, they're baked in it." She said, "well, I'd like one without nuts please."
I said, "Sure! I'll bring out the cobbler, you pick out the nuts."
Geez, people.


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Storm defeats Wildcats for first time in a decade
Updated 7:59 pm, Saturday, October 13, 2012
NEW CANAN -- After squandering an early two-touchdown lead and losing starting quarterback Charlie Nelson to a concussion, St. Luke's outlook seemed bleak as its homecoming clash with Rye Country Day entered the fourth quarter.
That's when backup quarterback Noel Thomas took over to will his team to a 26-20 victory.
With the game knotted at 20-20 and six minutes remaining, Thomas led the Storm on a 12-play, 57-yard drive to take a 26-20 lead after the two-point conversion failed. On fourth-and-six at the Rye 17, Thomas found Bryan Latarocca on a crossing pattern over the middle, and the junior wideout hauled in the reception and made it to the one-yard line.
Latest Sports Video
Two plays later, Thomas dove into the end zone on a keeper to give his team the lead with 1:56 remaining. The drive was also helped by a seven-yard run by Thomas, during which he hurdled over a Rye defender to get the first down.
"I knew I was going to have to be an athlete out there and take what I can get. I'm not a quarterback, so I just basically had to be an athlete," Thoms said. "I had to do whatever I had to do."
On its ensuing possession, Rye moved the ball to its own 36 on an 11-yard completion from quarterback Raishaun McGhee to wideout Tyler Fernandez. On the next play, however, McGhee was intercepted by Latarocca.
Rye got the ball back on its own 16 with eight seconds left, but could gain only 12 yards before a lateral attempt went out of bounds.
It was the first time St. Luke's scored a win over Rye in 10 years.
"These guys are mentally tough, they're a family and they have the resilience to overcome a challenge," said St. Luke's coach Noel Thomas, who watched his son enter as the backup quarterback and lead the undefeated Storm to victory. "It was more mental because it's Rye. Let's be honest; we haven't beaten them in 10 years and it's a mental edge that is finally in our rearview mirror."
On the opening possession of the game, St. Luke's drove 58 yards in six played, capped by a nine-yard bootleg by Nelson. St. Luke's doubled its lead on its next posession when Myles Gaines ended a five-play, 50-yard drive by diving into the end zone a 15-yard touchdown run.
Rye's answer was a five-play, 54-yard drive, culminating when McGhee hit a wide open James McPhail for a 27-yard touchdown, cutting its deficit to 14-6 after a missed extra point.
On St. Luke's next possession, a fumble was scooped up by McGhee, who raced 55 yards to the end zone to creep closer at 14-12 after a missed two-point attempt.
St. Luke's took momentum back on the final play of the first half, a 35-yard touchdown strike from Nelson to Blake Stroman and a 20-12 advantage.
"That was probably the best throw I've seen No. 2 make," coach Thomas said. "It was over a taller defender, it was amazing and I can't wait to go back and watch it on film. Without that, we could have been in trouble."
Rye knotted the game at 20-20 on its first possession of the second half when Fernandez swept seven yards for a touchdown, and McGhee found Tyler Miller for the two-point conversion.
Nelson wasn't the only injury for St. Luke's, which was also without freshman lineman B.J. Buckle, who was taken off on a stretcher with a neck injury as a precaution.
"(The injuries) kind of brought us together a little more," Thomas said. "God bless those guys. Those guys are strong guys. We kind of just rallied after that and came together. It's been 10 years, so it's everything."
"B.J. has a neck injury," coach Thomas said. "They're being very cautious taking him out that way, and I think he's going to be fine."
S--Charlie Nelson, 9 run (Peter Baritz kick)
S--Myles Gaines, 15 run (Baritz kick)
R--James McPhail, 27 pass from Rishaun McGhee (kick failed)
R--McGhee, 55 fumble return (pass failed)
S--Blake Stroman, 35 pass from Nelson (kick failed)
R--Tyler Fernandez, 7 run (Tyler Miller pass from McGheen)
S--Noel Thomas, 1 run (pass failed)
Records: St. Luke's 6-0, Rye County Day 2-3.


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March 18, 2005
Differentiating Curriculum and Instruction for English-Language Learners With Special Needs
Inclusion efforts to meet diverse needs have challenged both special and inclusive educators to modify curriculum and differentiate classroom instruction. This includes inclusive education students and special education students, as well as English Language Learners (ELLs) who have learning or behavior problems. This article discusses the topic of curriculum and its differentiation for ELLs with special needs. Specifically, this article addresses teaching and curricular principles, as well as practices necessary to effectively meet diverse needs in the classroom. This article also includes several checklists or guides to assist educators to become more competent in implementing and differentiating instruction. The ideas and practices presented will assist educators of ELLs to provide culturally relevant implementation and differentiation of mandated educational curriculum.
Identifying appropriate ways to address persistent educational under a chi evcmen t of English Language Learners (ELLs) continues to challenge educators nationwide. The pervasive and inappropriate uses of standardized assessment with ELLs is well documented, along with the fact that these assessments often underestimate students' academic progress and potential (Baca & Cervantes, 2004; Cummins & Sayers, 199$). Not surprisingly, the National Research Council reported that ELLs continue to be at risk for special education placement (Donovan & Cross, 2002). In addition, Zehler, Hopstock, and Fleischman (2003) pointed out that the instructional programs for the approximately 350,000 special education second-language learners in grades K to 12 must be better aligned to state standards to ensure that all students have equal access to the implementation and assessment of mandated curricula. Against this background, there is an urgent need to use more authentic assessment and to differentiate curriculum to address cultural and linguistic diversity in education for all students.The learning and behavior problems of ELL students may encompass several factors, such as different sociolinguistic and cultural background, adjustment to a new sociocultural milieu, the presence of a disability, or a combination of diese factors (Hoover, 2000). This often results in over identification, under identification, or misidentification of ELLs for special education (Gonzalez, BruscaVega, & Yawkey, 1997). Although specific terminology has varied over the past few decades (e.g., adaptation, differentiation, modification), the underlying issue for ELLs with special needs is that curriculum must meet their diverse needs in the classroom. This includes curriculum differentiation or adaptation on a regular basis in a variety of educational settings. Gartin, Murdick, Imbeau, and Perner (2002) described differentiated instruction as "using strategies that address student strengths, interests, skills, and readiness in flexible learning environments" (p. 8). In addition, Tomlinson (2000) stressed the importance of having a clear understanding of curriculum and its components to best implement differentiated instruction.
Adapting Curriculum
This article discusses several issues related to differentiating or adapting curriculum for ELLs with learning or behavior problems, including teaching and curricular principles, culture and curriculum differentiation, and developing competence in differentiating curriculum and instruction for ELLs with special needs.
Teaching Principles
August and I Iakuta (1998) recommended that educators focus on several key teaching principles rather than looking for the one program model that works for all ELLs. Adhering to several teaching principles as a guide for curriculum implementation provides a framework for differentiating instruction. This includes program components that work for ELLs in their community such as reflecting community goals, demographics, and resources (Miramontes, Nadeau, & Commins, 1997).
Five guiding teaching principles, generated from a comprehensive review of the literature and from the consensus of multiple groups of educators and researchers (Tharp, 1998), in conjunction with the Center for Research on Education Diversity and Excellence (CREDE), have been developed. Effective teaching of ELLs with special needs emphasizes the following:
1. learning and development that facilitates joint productive activities among students,
2. learners' prior knowledge and learning,
3. educational activities within the context of students' prior experiences and skills,
4. complex solutions and higher-level thinking, and
5. ongoing verbal dialogue.
Each of these teaching principles must be addressed in the overall education of ELLs and specifically in the curriculum implementation and differentiation to best meet their educational needs.
Curriculum Principles
The principles for effective implementation of curriculum apply to all learners, including students with mild disabilities from culturally and linguistically diverse backgrounds. A value-added component is an appreciation of the diversity students bring to the educational setting (Hoover & Patton, in press). The following curricular principles discussed by Garcia 2001; Hoover, 2001; O'Malley & Pierce, 1996; and Ovando, Collier, & Combs, 2003 complement the basic teaching principles and are important in implementing and differentiating of curriculum for ELLs with learning and behavior problems. Effective curriculum implementation for ELLs with special needs emphasizes
1. academic content relative to students' culture, background, environment, and prior experiences;
2. multiple content knowledge and skills that are reinforced over time and across subject areas;
3. cognitive and academic goals in integrated ways;
4. high expectations while valuing diversity; and
5. active learning and inquiry-based tasks.
Expanding upon these important teaching and curricular principles, Hoover and Patton (in press) outlined six curricular elements necessary to effectively select and differentiate curriculum and instruction for ELLs. As shown in Table 1, six curricular factors provide a foundation for effective instruction and have specific relevance to curriculum and its adaptation for ELLs with special needs. Hoover and Patton explained: "Addressing these six factors will help the practitioner ascertain the best adaptations to curriculum, while simultaneously valuing the cultural and linguistic diversity of the learner."
Figure 1 provides a checklist for determining the extent to which teaching, curriculum, and learning factors have been addressed in the differentiation of curriculum for ELLs. By ensuring that the items in Figure 1 are addressed, educators are best able to provide meaningful, relevant, and differentiated curriculum and instruction to all students with mild disabilities.
Culture and Differentiating Curriculum for ELLs
Peregoy and Boyle (2001) said, "Culture comprises . . . what people know and believe, what people do, and what people make and use" (p. 9). It is essential that educators understand students' cultural values prior to selecting adaptations to curriculum. The information discussed in the previous section provides a framework for developing cultural understanding or cultural competence. Peregoy and Boyle also identified several other complementary areas to consider when differentiating instruction for ELLs with special needs.
Table 1. Curriculum Differentiation and English Language Learners (ELLs)
FAMILY STRUCTURE. This includes the heritage associated with the student's family, such as number of siblings and relatives, others who may live with the family, and decision-making procedures used. Curriculum differentiation decisions should respect and complement the student's family structure to ensure cultural relevancy.
INTERPERSONAL RELATIONSHIPS AND GENDER RESPONSIBILITIES. This refers to different gender roles and responsibilities within the family and culture. It is important to take into consideration the impact of these roles on curriculum implementation and differentiation, as expectations may vary based on cultural roles and responsibilities. In addition, the dynamics associated with interpersonal relationships must be compatible with curriculum adaptation decisions for ELLs.
DISCIPLINE PROCEDURES AND VALUES. An understanding of the cultural context of "discipline" is important in curriculum differentiation and implementation. That is, family and cultural views of discipline, how discipline is carried out, and expectations for behavior accountability must all be considered to provide effective and culturally consistent differentiated instruction to ELLs.
Figure 1. Checklist of learning factors for English Language Learners.
Figure 2. Guide: Checklist for evaluating curriculum and differentiating instruction for cultural appropriateness.
TIME, SPACE, RELIGION, AND HEALTH. Various factors, such as perceptions of punctuality, time necessary to complete tasks, and personal space required to feel comfortable, must also be understood when modifying curriculum for ELLs. Further, religious and health customs must be respected to avoid conflicts between the values of school staff and the cultural values of the student's family. Specifically, e\ducators must be aware of the student's beliefs in terms of religious holidays, certain foods and fasting, and the physician's role in medical treatments for illnesses. An understanding of these and similar issues is necessary for educators to best meet students' learning and behavioral needs as curriculum is adapted and instructional content, strategies, and settings are differentiated for ELLs (Hoover & Patton, in press).
TRADITIONS AND SIGNIFICANT HISTORICAL EVENTS. Overlapping with the previous considerations, curricular modifications must respect specific holidays, events, and other related cultural celebrations and be consistent with the student's family and culture. The guide presented in Figure 2 provides educators an opportunity to consider specific language and cultural factors in potential curriculum modifications for ELLs with special needs.
Information to adequately respond to the items listed in Figures 1 and 2 may be gathered through observations or interviews with students and parents, and should be considered prior to differentiating curriculum for ELLs with learning and behavior problems.
Competence in Curriculum Differentiation
As emphasized in this article, educators must differentiate curriculum and instruction to successfully meet the diverse educational needs of ELLs. In addition to the factors previously discussed, curriculum modification requires knowledge and understanding of its process and potential benefits to ELLs with special needs. The sidebar lists various skills necessary to achieve curriculum differentiation competence.
Acquiring and developing effective curriculum differentiation skills is a continuous process. Teacher competence in differentiating instruction increases the educational success of ELLs with special needs by providing opportunities to meet the current demands of mandated curricula within a culturally relevant context.
Whether students are educated in inclusive and/or special educational classrooms, curriculum and instruction must be differentiated and adaptation must occur. This article has discussed various aspects associated with curriculum and its differentiation for ELLs with special needs. Competencies for teachers to become proficient with curriculum differentiation for ELLs with mild disabilities were presented, including several checklists or guides. Successful implementation and differentiation of curriculum and instruction for ELLs requires understanding and application of various cultural and linguistic factors such as those presented in this article.
Skills to Achieve Competence in Differentiating Curriculum and Instruction for English Language Learners
Competencies (Development; Implementation) comprising curriculum differentiation competence:
Development Competencies-Knowledge of:
* Process for curriculum development
* Curricular issues and their implications for students with disabilities
* Appropriate curriculum by age, grade, and learning strengths
* Topics taught, how they are taught, and the class settings used
* Least intrusive modifications
* Inter-relatedness of the content, materials, instructional strategies, and instructional settings
* Value of culture and language diversity in teaching and learning
* Impact of language development on academic and social development
Implementation Competencies-Application of:
* Curricular strategies to match the student's learning styles
* Various classroom-based assessments to monitor progress with adaptations
* Instructional materials most relevant to the learner
* Strategies for differentiating the learning environment to reflect implementation of adaptations, strategies, learning styles, and curricular needs
* Modifications to facilitate maintenance and generalization of knowledge and skills
* Cognitive learning strategies and study skills and their uses in curriculum to maximize learning
* Collaboration skills to facilitate adaptations in the inclusive education setting
* Professional advocacy for all students to differentiate curriculum and instruction
Note. From J. J. Hoover & J. R. Ration (in press). Curriculum adaptations for students with learning and behavior problems: Principles and I practices for differentiating instruction (3rd ed.). Austin, TX: PRO-ED. Copyright 2005 by PRO-ED. Preprinted with permission.
August, D., & Hakuta, K. (Eds,) (1998). Improving schooling foi language-minority children. Washington, DC: National Academy Press.
Baca, L., & Cervantes, H. T. (2004). The bilingual special education interface (3rd d.). Columbus, OH: Merrill.
Cummins, J., & Sayers, D. (1995). Brave new schools: Challenging cultural illiteracy through global learning networks. New York: St. Martin's Press.
Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Garcia, E. E. (2001). Hispanic education in the United States: Raices y alas. Lanham, MD: Rowman & Littlefield.
Gartin, B. C., Murdick, N. L., Imbeau, M., & Perner, D. E. (2002). How to use differentiated instruction with students with developmental disabilities in the general education classroom. Arlington, VA: Council for Exceptional Children.
Gonzalez, V, Brusca-Vega, R., & Yawkey, T. (1997). Assessment and instruction of culturally and linguistically diverse students with or at-risk of learning problems. Needham Heights, MA: Allyn & Bacon.
Hoover, J. J. (2000). Assessment of English language learners [CD- ROM]. Boulder: University of Colorado at Boulder BUENO Center.
Hoover, J. J. (2001). Class management [CD-ROM]. Boulder: University of Colorado at Boulder BUENO Center.
Hoover, J. J., & Patton, J. R. (in press). Curriculum adaptations for students with learning and behavior problems: Principles and practices for differentiating instruction (3rd d.). Austin, TX: PRO- ED.
Miramontes, O., Nadeau, A., & Commins, N. L. (1997). Restructuring schools for linguistic diversity: Linking decision making to effective programs. New York: Teachers College Press.
O'Malley, J. M., & Pierce, L. V (1996). Authentic assessment for English language learners. Boston: Addison-Wesley.
Ovando, C. J., Collier, V P., & Combs, M. C. (2003). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston: McGraw-Hill.
Peregoy, S. E, & Boyle, O. F. (2001). Reading, writing, e" learning in ESL: A resource book for K-12 teachers. New York: Addison-Wesley/ Longman.
Tharp, R. (1998). From at-risk to excellence: Research, theory, and principles for practice (Research Report 1). Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence.
Tomlinson, C. A. (2000). Reconcilable differences: Standards- based teaching and differentiation. Educational Leadership, 5#(1), 6- 11.
Zehler, A. M., Hopstock, P. J., & Fleischman, H. (2003, December). The descriptive study of services to LEP students and LEP students with disabilities. Research presented at the 2003 Office of English Language Acquisition Summit, Washington, DC.
John J. Hoover, PhD, is an associate director of the BUENO Center, where he directs the Special Education Leadership and Quality Teacher Initiative, and is adjunct faculty in special education at the University of Colorado at Boulder. His research interests include curriculum differentiation/adaptation and study skills education to meet diverse needs in the classroom. James R. Patton, EdD, is an independent consultant and adjunct associate professor in the Department of Special Education at the University of Texas at Austin. He has written books, chapters, articles, and tests in the area of special education. His current areas of professional interest are the assessment of the transition strengths and needs of students, the infusion of real-life content into existing curricula, study skills instruction, behavioral intervention planning, and the accommodation of students with special needs in inclusive settings. He is also working as a mental retardation forensic specialist in regard to death penalty cases in Texas. Address: John J. Hoover, Special Education Leadership and Quality Teacher Initiative, BUENO Center, School of Education, University of Colorado, Boulder, CO 80309; e-mail: [email protected]
Copyright PRO-ED Journals Mar 2005


text: On Fri, Sep 26, 2003 at 11:43:43AM +0200, Nicolas Mailhot wrote:> Vojtech Pavlik wrote:> > |> Many people have reported missing key releases, and, as a consequence> | of that,> | > stuck keys. Your reports feel a bit different: the e0 is sometimes lost from> | > a key press, sometimes from a key release.> > | I'm wondering if it could be a bug in the i8042.c driver ...> > This is worse than that. I'm seing the same kind of bug on a pure HID+EHCI setup > and I've seen other reports of USB problems on the lists these past months.Well, the autorepeat-gone-bonkers is just a symptom, and a likely one,not a cause. Few people will notice a missed keypress, just assume a badcontact on the key, but a missing key release simply must cause infiniteautorepeat until another (or the same) key is pressed and released.> I can't just believe everyone and his cat has suddenly a faulty/broken keyboard.> > The fact is software autorepeat seems extremely brittle in 2.6 and goes nuts every> once in a while for *everyone* (and I also seem to remember this was not always the > case - the first 2.5 I tried didn't go mad on my setup this only happened later in > 2.5.7x times I think). Now maybe the underlying keyboard drivers are feeding it junk> I don't know but this is no justification for the way it's been misbehaving (crap > hardware happens, glitchy hardware is common but the autorepeat code seems to expect> ideal behaviour that only happens on paper)> > Couldn't it at least detect there's a problem ? Most people I know do not press a key> 2000+ times in a row during normal activity.You do. Scrolling up/down in a document is one example. And there is nopoint to limit the repeat to say 80 or 200 characters. You would stillhate having 80 repeated characters and then it stopping.The problem really is there is no way to detect it. My latest patchesshould fix this for AT keyboards by not using software autorepeat forthem.Of course this won't fix any problems with USB, if there are still any.My USB keyboard works just perfectly, no problems with the autorepeat.-- Vojtech PavlikSuSE Labs, SuSE CR-To unsubscribe from this list: send the line "unsubscribe linux-kernel" inthe body of a message to email@example.com majordomo info at http://vger.kernel.org/majordomo-info.htmlPlease read the FAQ at http://www.tux.org/lkml/


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text:
How to say MOD in Chinese mɒd
Would you like to know how to translate MOD to Chinese? This page provides all possible translations of the word MOD in the Chinese language.
Discuss this MOD Chinese (Simp.) translation with the community:
Use the citation below to add this definition to your bibliography:
"MOD." Definitions.net. STANDS4 LLC, 2018. Web. 23 Feb. 2018. </translate/MOD/ZH>.


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Blizzard's Community Management team sat down with Russell Brower for an interview on the creation of not only the soundtrack to Mists of Pandaria but other game sound elements as well. Russell talks about the constant immersive properties of music, quoting a friend in saying that "the ear doesn't blink", and linking that to something that I think Blizzard does a great job of, providing music that contributes to an area's feel, atmosphere, and quality. I don't ever play without the game sounds and music switched on, nor do I play with other music playing in the background -- doing all these things affects my enjoyment of the game, and Russell says that his team strive to keep people's game sounds turned on. One thing he added that made me laugh was that the team had to tone down the sound made by the launcher when the game download is finished:
...after two hours of installing, suddenly the game will go "BOOM!!" when it finishes. People started to install games with the sound off
Brower goes on to recall that so many people hated the constant roaring on the Sindragosa fight in Wrath, which I'm sure will resonate with a lot of our readers. What other game sounds would you like to hear toned down? Personally, the noise that mage tables made rates pretty high on my dislike list.


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Talk about negative. If you're in the market for some new electronics, we recommend you read some user reviews before you buy. And, while a glowing review is useful, isn't it really the negative reviews that are the most telling? Howitsucks.com filters Amazon's negative reviews and lets you know just how much a product sucks.
The site's fairly new, but promising in its endeavor to weed out the reviews and tell it like it is. And for more insight on how the site works, check out their blog.


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In this episode of the Gnostic Warrior Radio Show and Podcast, I interview author, Peter Kling. Peter is the author of Letters to Earth: You Can Survive Armageddon! A book Kling had written where he uses science and life experience to unlock the Secrets in the Scriptures, which the Church has kept hidden for over two thousand years. (more…)


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L e s s o n s L e a r n e d
By Ann Fienup Riordan
In January 1996, fifty Yup'ik masks were flown to Toksook Bay, a community of 500 on the edge of the Bering Sea. While museum curators installed the masks in cases in the village high school, 40 planes touched down on the runway, delivering 500 guests in a single day. More than one thousand men, women, and children had come to Toksook to dance, give thanks, and celebrate. The Agayuliyararput exhibition, three years in the making, opened with drumming and dancing and the pride of seeing the Yup'ik past made present. Sam Chanar, a Toksook high school student, wrote in an e-mail message to his friend in Bethel, "The mask exhibit was awesome. I saw two masks made by my grandfather. It made me proud."
For me, the journey to Toksook began in 1989 when pictures of masks first drew me to the National Museum of the American Indian. The masks' extraordinary features intrigued me, and I wanted to know more.
While I was exploring the contents of one museum's attic, Tim Troll, former executive of the Coastal Yukon Mayors' association, and Andy Paukan, mayor of the Yukon village of S. Marys, were investigating the contents of another the Sheldon Jackson Museum in Sitka, Alaska, home to hundreds of objects collected from their area in the 1890s. We determined to work together with the Anchorage Museum of History and Art and a steering committee of Yup'ik men and women to learn what we could about these old things, and to bring them home. From the beginning what we sought was not just the masks' physical return, but the return of the knowledge and stories, the history and pride that they embodied and that, we hoped, might in some measure come home with them. This has been realized beyond our dreams.
The Yup'ik reaction to learning about the existence of Yup'ik collections has been gratitude and pride. At our first steering committee meeting, Andy Paukan said:
This project is important for me and, I believe, all Yup'ik people, not because it brings the past back to us but because it may help preserve our future. . . . I consider it fortunate that so many well regarded museums have fine collections of Yup'ik materials. Certainly those who collected these items may have thought they were collecting the artifacts of a vanishing culture. However, among those of us whose forefathers were the craftsmen, these items demonstrate that we may be different, but we have not vanished.
If this exhibition has a lesson to teach, it is the resonance and power of objects brought home. I could give hundreds of examples of Yup'ik men and women and their moving reactions to things they saw at Toksook, Bethel, and Anchorage. At Toksook, when Lizzie Chimigak saw the beautiful camataq, or women's dance headdress, she fingered it gently, saying that she had heard stories of camataq but never before seen one. The exhibition in Anchorage brought tears to the eyes of Earl Chase, a board member of the Calista Corporation, representing the Native people of southwest Alaska, and he wrote in the comment book, "I go away knowing a little more of who I am and where I come from."
Again and again, in the poorest region in Alaska, with the highest suicide rate and highest unemployment, we saw people empowered.
This brings me to a second lesson learned, the flip side of the positive ownership of the exhibition by the Yup'ik community. This exhibition originated in the Yup'ik desire to bring old things home for their younger generation to see. Had we not done the exhibition the way we did, had the Yup'ik community not been involved from the beginning, the results of all our planning might not simply have been neutral, they could have been hurtful.
The point was made clear when I gave an exhibition tour to the members of the Calista board of directors. The prospect of leading a group of Yup'ik men, most my elders, through an exhibition of their heritage was intimidating. But as we walked through, instead of talking about the meaning of the masks, I told them the story of how we made the exhibition, and their interest was intense. At the end of the walk-through, Johnny Hawk of Eek stepped forward and said:
When I hear a white person speak our language, it confuses me, and I want to answer them in English. When I hear them read my language, it makes me angry at them. But then I realize that I am really angry at myself, because I cannot read my own language. And my only regret is that we did not do this sooner.
I came away from that tour having been reminded of something I hope I never forget. If, as a non-Native researcher, I work without community involvement, I take away authorship, undercut ownership. Collaboration is much more than a matter of respect. An outsider's exhibition, however accurate, runs the risk of putting Alaska Natives at arms length from the objects of their past.
The last lesson, then, is about ownership. I smile when I think how many feel that this exhibition is theirs. The Anchorage Museum is rightfully proud of their exhibition. And I'm proud, too. Best of all, listen to what Yup'ik commentator John Active wrote about seeing the mask exhibition in Bethel:
When I walked through the doors, the first thing I saw was a king salmon mask. How appropriate, I thought. From the salmon carving, I turned to my left and walked through the rest of the exhibition which dazzled my mind. "How ingenious we Yupiit are, " I thought to myself as I saw a mask from Chevak with moveable eyes. The mask exhibit reaffirmed my Yup'icity. Suddenly I was proud to be Yup'ik.
These masks cry out to us, saying, "Look how inventive you people are! Come and see how your ancestors used to make prayers, quietly, beautifully. And you know, we are still praying for you today."
It is not the objects we have brought together that have made this work worthwhile, but the bonds of friendship and mutual respect that working together has nurtured. In making this exhibition we have learned much about masks. We have also been taught something about life, from the Yup'ik point of view. Elder Paul John has always told me about my opportunity to learn Yup'ik, "You're very lucky, Anna." Now, thanks to him and to men and women like him, we're all lucky in the rare view of the past we've been given, as well as an understanding of the meaning this past still holds for people in Alaska today.
1997 Ann Fienup Riordan.
Agayuliyararput Home
Ann Fienup-Riordan, curator of the Agayuliyararput exhibit, has lived and worked in Alaska since 1973. An independent scholar, Ms Fienup-Riordan received her Ph.D. in cultural anthropology from the University of Chicago.
She is the author of many books about the people of Alaska including Freeze Frame:Alaska Eskimos in the Movies and most recently The Living Tradition of Yup'ik Masks. She was named Historian of the Year by the Alaska Historical society and has received many other honors and awards.
Ms Fienup-Riordan is a research associate of the Arctic Studies Center, National Museum of Natural History, Smithsonian Institution.


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Asked by Sondra Slappey, Vail, CO • Fri Feb 6, 2009
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Of course Brian Burke would pull off a substantial trade on the eve of a midterm. Such was the case last night when I was trying to study, but had my eyes glued on Twitter for anything about the Leafs and what had transpired. And after zillions of characters typed and an equal amount of opinion being thrown around, I'm ready to discuss the Versteeg departure.
Upon first reading about the deal, I was a little angry. Why? Because Versteeg has 50 point capability and it seems counterproductive to let him go at such a young age. And after a night's sleep and some more time to think about it, I pretty much feel exactly the same.
Now, I totally understand that a lot of people are excited that the Leafs received a first round pick in the deal. It's what many have been requesting for quite a while: a chance at a true rebuild. Fair enough. But..
The difference between sending Versteeg to Philadelphia (a Cup favorite) and dealing him to a team like Ottawa, for example, for 2nd and fourth round picks isn't all that different. I mean, really… it isn't. And Versteeg for a 2nd and fourth doesn't sound too great, does it?
Then there's the argument that Burke has essentially turned over Phillipe Paradis, Viktor Stalberg and Chris Didomenico for a 1st and a third. Not too shabby, right? But I thought the Versteeg deal for those players was a good one to begin with.
This most recent deal seems to be another step backwards. The Flyers pick will likely land at about 25-30. Phillipe Paradis was drafted #27 overall in 2009, so that gives you a good idea of how much risk Burke has taken on.
Many folks have been discussing the fact that Versteeg may have wanted out of Toronto. While I have no real evidence to support this, he did seem quite happy to be on his way to the Flyers. But really, who wouldn't? If there was a rift between #32 and Ron Wilson, it isn't out in the open yet… but I guess it's plausible. Either way, anyone would love to leave a dead-end team to join a Cup contender, so we can leave it at that.
As far as performance goes, Versteeg is only one point behind Phil Kessel with three fewer games played this season. For fans to say he "did nothing" is greatly exaggerated. Personally, I thought he was the type of player the Leafs could use – a versatile, character guy who could score and wasn't afraid to muck it up.
Did I mention he's only 24? If Nazem Kadri (a #7 overall pick) can rack up 50 points or more by the time he's 22 – something Versteeg did as a rookie in 2008-2009 – I think it would be considered a success. So why are people jumping on Versteeg as some sort of failure?
Again, if there was something outside of his on-ice performance, like a rift with the coach or management, then I guess his departure is somewhat warranted. But for a guy like Versteeg, who seemed to get along great with teammates, to not see eye-to-eye with the powers that be, you've got to wonder how good of a job those "powers" are actually doing.
This piece isn't trying to trash on those who believe this deal is good for the Leafs. I can totally see where you're coming from, and it isn't like Burke destroyed the future in this deal by any means. I just believe there are a lot of questions to be asked about the real direction in which this team is headed. Win now? Win later? Beats me. I'm not really sure what to think.
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One of the few games able to stir the water around GTA V, Metal Gear Solid V: The Phantom Pain was one of the most anticipated releases last year. Though to a lesser extent than Fallout 4, it stole a bit of the spotlight from GTA V for a week or so. The Metal Gear franchise has a highly dedicated fan-base, who have been armed with pitchforks since the rift between Konami and Kojima. Based on previous cross-over fan content, it is safe to say that large portions of GTA V's and Metal Gear's audience overlap.
There have been previous adaptations of Metal Gear to GTA V's Rockstar Editor, the versatile gameplay recording and video editing suite developed specifically for the game. Bringing popular games and attempting to recreate them within the world of GTA V isn't exactly an original idea at this point and this particular game has also been done before. So what makes this stand out?
It's 12 minutes long. We've heard from experienced content creators that putting together a well made video in the Editor that lasts 3 minute can even take months. This here is almost quarter of an hour of premier Rockstar Editor content.
The attention to detail here is amazing. Not a single frame of those 12 minutes is sloppy. Certain shots switch to the over-head view typical of pre-MGS4 installments in the series. Sound-files have been taken from MGS games to make it that much more authentic. The animations are well timed and chosen. This entire GTA V fan video oozes professionalism. Based on the views and the number of subscribers the creator, Doogle Lawless, has on YouTube, we've happened upon hidden talent here. This should be remembered as one of the best Rockstar Editor fan videos of its time.
Did you put down GTA V back when MGSV launched, or do you never ever leave Los Santos?


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Kevin, > I have volunteered for that, although I can step aside if someone > else wants to do it. (I'm assuming nobody does, but you never > know.) If nobody else claims it within the next couple days, I'll > post a call for reviewers. Don't look at me. I haven't deciphered Robert's code enough to figure out how to add the activity views we should have (i.e. all reviewers who haven't done anything for 5 days, all submitters waiting for 5 days). -- Josh Berkus PostgreSQL Experts Inc. http://pgexperts.com
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DC Comics: Bombshells: Statue: Catwoman
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Protect your valuables—or put this stunning statue alongside them!
The line of striking stylized statues modeled after the pin-ups of the 1940's continues with the feline fatale Catwoman!
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text:
So I recently dug around to try to find where hunters were with extreme soloing these days. What encounters are possible, what fights have been done, etc.
In doing so, I stumbled across a hunter named CaribaLd, who seems to be at or near the cutting edge of current hunter soloing. He also documents his kills and makes videos of them, so it's easier to feature him than some others without video capability.
Below are a few different things. One is a video of his latest (and arguably most impressive) kill, Lich King 25M Heroic. The other link is to his Youtube page, where you'll find all manner of Wrath and Cata bosses among his recent kills.
Please note, according to his kill writeups, CaribaLd is VERY well-geared. If you aren't in current-tier heroic level gear, you probably won't be able to attempt many of these encounters. For example, his Lich King kill in the video below was done with an ilvl of 502 (and a 510 weapon). Still, it's a cool look into the hunter class and what we're capable of.
If you follow the video to Youtube, the comments include a detailed description of his strategy. Here's his channel page.
Other bosses he's downed include Shannox, and various 10M heroic mode ICC bosses. I don't know CaribaLd personally, and I do occasionally hear grumblings of private servers with these sorts of things. But he's a contributor on EJ, and I think a WHU reader as well, and his material and writeups seem to check out. So I have no reason to doubt any of his kills. This is by no means the only high-level hunter soloing material out there. But it's a cool place to start, to see what we're capable of and bring a little exposure to one of our own.
Finding Your Own Soloing Niche
Since everyone's gear and skill are different, the best advice is simply to work backwards until encounters are doable. Maybe it's 10M heroic ICC, maybe it's harder than that, or easier. But once you find bosses that you can one-shot without prior prep, you can start working your way up until you start to hit major challenges. If you're patient and persistent (According to CaribaLd, the LK kill took him 205 wipes) you'll be rewarded.
Soloing skills translate great to PvE and PvP. It's fun, doesn't require a big group, and can develop your playing ability not just as a hunter but in WoW in general. If you have your own soloing achievements, be sure to let us know in the comments.
More Kills
Tabana over at the WoW Hunter's Hall has put together a good compilation of some other hunter world firsts. Click here for more.


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When Women Succeed, America SucceedsJuly 19, 2013
by Wendy Chun-Hoon
What do a small businesswoman from Iowa, a daughter caring for her father in Massachusetts, a mom with a four-year-old daughter plus a newly minted college degree and I all have in common?
We all gathered today on the steps of the U.S. Capitol with Leader Nancy Pelosi and other prominent Congresswomen on the eve of the 165th anniversary of the Seneca Falls Convention, to launch an Economic Agenda for Women and Families that's about "how you get paid, how you can take a day off if you're sick and how your kids are cared for while you're working."
This agenda is both a long-awaited response to overwhelming demand for policy to catch up to our lives and a beacon for women movement builders and voters.
One by one, speakers illustrated in concrete terms how our economy is stronger when women are paid equal wages for equal work, when women aren't fired and don't lose income when their child or aging parent is sick, and when women can focus on their job knowing their children are being cared for in a nurturing environment.
ReShonda Young, owner of Alpha Express and Alpha Services in Waterloo, Iowa, talked about how she changed company practice to pay women exactly what their male counterparts were being paid. "I refuse to allow myself or other women workers to be paid less than the value that we bring to our company because of our gender," she told the women leaders assembled under a blazing D.C. sun. "This is about the values I hold as a small businesswoman, how we attract and keep good employees, and how we build strong communities, stronger families, and stronger local economies."
MomsRising member Sonja Darai recalled how grateful she was to have been protected by the job security provision under the Family & Medical Leave Act when her father broke his hip, but how "not everyone is so fortunate." She urged Congress to reform the FMLA to extend job protection to all workers, including the 40 percent currently excluded, and ensure wage replacement during that leave. "Making paid family medical leave a requirement for all workers would go a long way to relieve the stress so many families face during medical crises," Sonja said.
From her perspective as a student working full-time while raising her daughter Mackenzie, Stephanie Brown shared how critical having reliable, affordable child care was to earning her degree and landing a good job. "I would not have been able to receive my education, and the job I have now without…the quality of care my child received in the process."
The most exciting part for me? The recognition that these issues that are so bound together in the success of our families' daily lives – pay, paid leave and child care – are finally bound together in a powerful public policy agenda critical to our country's economic success. That and the chant of the crowd: When Women Succeed, America Succeeds!