text:
JULIETTE PROGRAM The Juliette program is Girl Scouting custom-made for you! It's a great way to mix and match your unique interests with Girl Scout participation – special events, weekend workshops, leadership projects, or travel opportunities that improve your skills and meet your interests and needs. Juliettes are busy, independent, self-confident girls and young women who want to be a part of something larger – Girl Scouts! Meeting in troops is one way to be a part of the Girl Scout experience, but when there aren't available troops in your area, your troop no longer meets, or you become too busy with extracurricular activities or sports, becoming a Juliette will allow you to continue your Girl Scout experience on an individual basis. The Juliette program is available to all girls in Kindergarten through 12th grade. It is especially popular for girls ages 11 – 17 who love the Girl Scout program but are very busy with other activities. It's a way to stay connected and fulfill your Girl Scout dreams without making a long-term commitment to a troop.
As a Juliette, you may participate in everything that is open to your grade level. You may attend all council sponsored programs such as events, series opportunities, year-round camp experiences, and travel opportunities. You can also take part in council sponsored money earning activities to help pay for Girl Scout events and activities. As a Juliette, you won't attend troop meetings; instead, you will work on Girl Scout programs with a parent or another adult mentor. You would decide what activities to participate in and which earned recognitions/awards you wish to complete. Juliettes can earn the Journey awards and badges as well as the Bronze, Silver, and Gold Awards.
Becoming a Juliette can help you continue your own personal leadership adventure!
Girl Scouts Girl Scouts prepares girls for life and has been doing so for 100 years! When you participate in Girl Scouts, you join a fellowship of more than 3.2 million girls and adults in the United States (more than 10 million in the worldwide movement!) Girl Scouts help girls discover the fun, friendship, and power of girls together. Founded in 1912 by Juliette Gordon Low in Savannah, Georgia, Girl Scouts is a non-profit organization chartered by the United States Congress. Based on sound ethical values, Girl Scouting is a movement that provides opportunities for girls to learn and work in partnership with adult volunteers. The Girl Scout Promise and the Girl Scout Law are the guiding principles upon which Girl Scouts is founded. These principals are stated in the opening passages of the Girl Scout organizational constitution. We are a girl-led, girl-only, organization helping girls focus on three core keys to leadership (discover, connect, take action). Through those "keys", you will: • Discover your special skills and talents, find the confidence to set challenging goals for yourself, and strive to live by your values. This includes being proud of where you came from as well as where you're going. • Connect with others, which means you'll learn how to team up, solve conflicts, and have healthy relationships. These skills help you in school right now and will prepare you for any career you choose in the future. • Take Action to make the world a better place, and learn a lot about your community and the world along the way. Girl Scouting builds girls of courage, confidence, and character, who make the world a better place. Our goal is to create a society in which every girl has the opportunity to achieve her leadership potential. Our distinguished alumnae are proof of our leadership development program! Consider this...
Girl Scouts of Greater Iowa Mission Girl Scouting builds girls of courage, confidence, and character, who make the world a better place. The Girl Scout Promise On my honor, I will try: To serve God and my country, To help people at all times, And to live by the Girl Scout Law. The Girl Scout Law I will do my best to be honest and fair, friendly and helpful, considerate and caring, courageous and strong, and responsible for what I say and do, and to respect myself and others, respect authority, use resources wisely, make the world a better place, and be a sister to every Girl Scout.
• 80% of women business owners were Girl Scouts. • 69% of female U.S. Senators and 67% of U.S. Representatives were Girl Scouts. • Virtually every female astronaut who has flown in outer space was a Girl Scout.
To ensure the best experience for each Girl Scout, programming is divided by grade level. The Juliette program is available to all girls in Kindergarten through 12th grade. Preview
Girl Scout Daisy ..................Grades K-1 Girl Scout Brownie.............Grades 2-3 Girl Scout Junior ................Grades 4-5
As Girl Scouts take journeys and earn the awards, they're climbing a ladder that lets them be leaders in their own lives and in the world! Pass it on!
Girl Scout Cadette.............Grades 6-8 Girl Scout Senior................Grades 9-10 Girl Scout Ambassador....Grades 11-12
It's Your World— Change It! Ambassadors raise their voices to advocate for issues they care about.
Seniors learn that leaders have a vision and can move the world a step closer to it.
Cadettes develop the people skills that leaders need.
It's Your Story— Tell It!
It's Your Planet— Love It!
Girls move dreams forward!
Ambassadors learn that leaders aim for justice.
BASSADOR Girls see how much sisterhood does for the world!
Seniors find out what leaders can sow for Earth.
SE NI OR Girls put the ME in media.
Cadettes become leaders in clearing the air!
CA DE TT E Juniors learn that leaders need power—their own, their team's, and their community's.
Girls explore all the roles open to them in life.
Juniors bring energy solutions to the world.
Designers, if you show these separately, I guess you have to add the brown outline around the center one two. But if you show them assembled, and as it will actually appear when award patch is put together, the central patch has a blue border that matches the background. I've thinned the border a bit from what will appear on the patch--due to their sewing constraints.
Brownies take the lead in saving Earth's water.
Girls explore their place in the wide world of girls.
Brownies go on a quest to find the three keys to leadership.
BR OW N IE Girls learn they can care for animals and themselves. Daisies have fun—and learn leadership skills—in the garden.
Daisies learn to protect Earth's treasures.
The National Leadership Journeys and The Girl's Guide to Girl Scouting are two combined components that make up the Girl Scout Leadership Experience (GSLE) and the National Program Portfolio. Combined with the Cookie Program, travel experiences, and Girl Scout awards, the GSLE is designed to help girls everywhere develop as leaders and build confidence by learning new skills. It also ensures that Girl Scouts at every level are sharing a powerful, national experience—girls together changing the world! There are three National Leadership Journeys for every grade level: It's Your World – Change It! It's Your Planet – Love It! It's Your Story – Tell it! You can go through any of the age-appropriate Journeys in any order that you choose. Each amazing book has its own set of awards and a corresponding adult guide. Girl Scouts of the USA designed the Journeys books after extensive research into what girls want. They have developed these books to be customizable, flexible, and tailored to what girls are interested in. You can work with an adult to determine the format for your Journey. You can decide how long you'd like the Journey to last, what you'd like the Journey to be about, what type of field trips to take, and which experts to add. In this way, each Journey can be as personal, intriguing, and educational as you would like.
Journeys are ways for you to: • Develop leadership • Explore your interests • Try new things • Meet people • Make your world a better place In addition to the Journeys, which help to develop leadership, there are also badges, which help build skills. These badges, along with essential Girl Scout information, are outlined in each age appropriate Girl's Guide to Girl Scouting (GGGS). The GGGS is a colorful, easy to use binder that is also specially designed for girls at each age level. It holds a handbook, information on bridging and the Bronze/Silver/Gold awards, Girl Scout history, tradition, and much more! It also helps girls tie their badges and Journeys together to create an amazing experience!
MEMBERSHIP dues Girl Scouts of the USA (GSUSA), our national organization, requires a $15 nonrefundable annual fee to register as a girl or adult member. This payment goes directly to GSUSA headquarters in New York to provide program development and Council support services. Registered members are covered by GSUSA's accident insurance when participating in Girl Scout activities. Financial assistance is available to cover membership dues for girls who are unable to pay. In this way, we are committed to providing all girls the opportunity to participate in Girl Scouts. Parents, guardians, and other adults are also invited to become members of the Girl Scout movement.
FINANCIAL assistance
Financial Assistance is available to girls for membership dues, handbooks, and program fees. Travel opportunities and summer camp also have separate council sponsored financial assistance/scholarship programs available.
product programs Girl Scouts of Greater Iowa offers two annual product programs. Girl Scout Juliettes can participate in both programs to earn money for their activities. Proceeds earned through the product programs can offset either all, or a large part of the cost of Girl Scout activities (and relieve parents of this obligation, too)! Funds earned during these programs are held by the council for each individual girl. Girls or parents may contact the Council's finance department to obtain the balance in your Girl Scout account when you are ready to take a trip, attend an event or are working on your Bronze, Silver or Gold awards. Product programs support activities, and they help to support the overall operation of the Girl Scout Council. Properties, equipment, adult training, program activities, insurance, and administrative support to volunteers are all important parts of the Girl Scout program and are funded in part by the product programs.
5 Girls
Skills for
The Girl Scout Product Programs teach girls about goal setting, decision making, money management, people skills and business ethics.
Girls are only permitted to sell products that are Council approved. This includes Girl Scout cookies and fall product sales items. Girls must adhere to Girl Scouts of Greater Iowa policies and procedures during the programs. As a Girl Scout Juliette, you will receive information twice a year inviting you to participate in product programs. The mailing will be sent from the product program team at our Council headquarters in Des Moines.
SHOP The Council Shops offer the latest casual wear, uniform components, accessories, memorabilia, and books for girls and adults. The Journey books and badges are there, too. Find just the right gift or give a gift certificate to another Girl Scout. Girl Scouts may use earned Cookie Dough toward council purchases. The Council Shop is open to the public during Leadership Center hours and select Saturdays. You can also shop online anytime at girlscoutsiowa.org.
UNIFORMS & INSIGNIA The Girl Scout uniform is optional; a girl doesn't need to have a uniform to be a member of Girl Scouts of Greater Iowa. Uniforms are available for purchase at the Council Shop or at Girl Scouts of the USA approved equipment agencies. You can find information explaining the uniform and where to place insignia in The Girl's Guide to Girl Scouting or on our website. While there are many parts to the uniform (including clothing options), girls may just wear the sash, vest, or tunic over regular clothing.
Product Program Guidelines: This year, there are some changes to the way Juliettes receive credit for product sales due to a specific Internal Revenue Service (IRS) code that requires us to modify our rewards program. This will not change the rewards Juliettes receive, but will change how rewards are calculated. According to Girl Scouts of the USA (GSUSA), in order to be in compliance with the IRS, we can no longer offer Juliettes dollar for dollar rewards for product sales and must offer ranges at which these girls earn product credit instead. Juliettes will still earn recognitions as outlined in the program. 1. Girl Scout Juliettes can fully participate in Girl Scouts of Greater Iowa's Fall Product and Cookie Programs if they are in good financial standing with the Council. 2. Your parents/guardians will need to sign the Parent/Guardian Permission Form for Girl Scout Juliettes and submit forms to the Des Moines Leadership Center. 3. Incentives, recognitions, and Cookie Dough* Swipe Cards will be sent to a Girl Scout Juliette after all collected money has been turned in and the balance due to Council is paid in full. *Cookie Dough is earned by every Girl Scout who participates in the Cookie Program regardless of troop affiliation and expires in September of each year. Details can be found in the Cookie Program materials.
Product Program Guidelines for Girl Scout Juliettes: 1. Girl Scout Juliette Product Program proceeds are handled by the Girl Scouts of Greater Iowa Council Headquarters at the Des Moines Leadership Center. All monies collected are turned in to the Leadership Center nearest the Girl Scout Juliette or mailed in to the Des Moines Leadership Center via certified mail, UPS, or Fed-Ex. 2. The Girl Scout Juliette and her family must be current with any financial obligation to the Council (no shortage from past program proceeds, outstanding checks, etc.). 3. The Girl Scout Juliette must have a signed Parent/Guardian Permission Form on file with the Service Unit Product Chair or at the Des Moines Leadership Center to participate. Girls whose parents live
programs & activities There are so many ways to be involved in Girl Scouting – we call them "Pathways." Each year, we publish an events and activities book that lists upcoming events, series, travel, and camp opportunities. Council-sponsored activities are designed to enhance the Girl Scout experience and are developed for specific grade levels. Girls may register for Council events and activities online (girlscoutsiowa.org) or by using the form provided in the Pathways book. We offer so many ways for you to explore your current interests, and help you discover more!
separately but will both be assisting their Girl Scout should have both parents sign separate forms and will receive separate order cards. 4. Girl Scout Juliettes must respect and follow all program policies, dates, and expectations of the program and is on her honor at all times. 5. Product Program credits earned by the Girl Scout Juliette are loaded onto a Juliette Card which expires September 15 of each membership year. These credits can be used for travel, membership dues, or program fees. It may be applied to the following while she is still a registered girl member: • Purchases of any 'girl' items from a Girl Scouts of Greater Iowa Council Shop and/or Camp Trading Post. Program Credits may not be used to purchase items for adults. • Program fees for Girl Scouts of Greater Iowa programs. • Girl Scouts of Greater Iowa travel opportunities, destinations, or other Girl Scout-sanctioned and approved trips. • Fees for Girl Scouts of Greater Iowa resident camp or day camp at any of the Council camps. • Girl Scouts of the USA Membership Dues (including graduating seniors paying for Adult Lifetime Membership). • Girl Scouts of Greater Iowa-sponsored events or activities. 6. Program credits may NOT be used for • Non-Girl Scout program, adult and/or volunteer items, or any items/ programs that are not Girl Scout related. • Purchases through other Girl Scout Councils or Girl Scouts of the USA shops, websites, or catalogs. • Anything not listed in #5. 7. Juliette cards will be issued annually after the Fall Product Program and loaded with your Juliette's rewards. Additional rewards earned through participation in the Cookie Program will be automatically loaded onto the card, which will expire on Sept. 15. 8. A record of Juliette Card program credits is maintained by Girl Scouts of Greater Iowa in Des Moines. The cards are not eligible for replacement if lost or stolen. However, Juliette card numbers and updated program credit balances will be on file and available for use. At no time are the Juliette Cards eligible to be received as cash.
OPPORTUNITIES FOR GIRL SCOUTS: Relational Aggression Workshops Believe in Girls (B.I.G.) FIRST® LEGO® League Geek Squad Academy It's Your Story - Tell It! It's Your Planet – Love It! It's Your World – Change It! Travel opportunities Capitol Girls Girl Scouts Day at the Capitol Mentoring programs
Bronze, Silver & Gold AWARDS In 1980, Girl Scouts introduced the Girl Scout Gold Award and Silver Award as its highest honors for specific grade levels. To receive these awards, girls must meet requirements that help them prepare for and complete a special project benefiting their communities. Based on requests from Junior Girl Scouts, the Girl Scout Bronze Award was introduced in 2001. Today, these three awards are a highlight of the Girl Scout Leadership Experience (GSLE).
neighborhood or local community. After girls complete the Cadette Journey, the suggested minimum time for earning their Girl Scout Silver Award is 50 hours. Girls earn the award by focusing on an issue they care about; building a team; exploring their community; picking, planning, and putting their Take Action project into action; demonstrating an understanding of sustainability and the wider world; and sharing what they have learned with others.
The Bronze Award recognizes that a Girl Scout Junior has gained the leadership and planning skills required to follow through with a project that makes a positive difference in her community. Girls earn the Bronze Award by completing a Junior Journey, and then creating a Take Action project based on their observations of a local issue. As the girls pursue their project, they put the Girl Scout Promise and Law into action. They also develop an understanding of sustainability and gain an understanding of the wider world by discussing how others may experience the same problem that their project helped resolve. After a Girl Scout completes a Junior journey, the suggested minimum time commitment is 20 hours for each girl to build their team, explore their community, choose and plan their project, put their plan in motion, and spread the word to educate and inspire others.
The Gold Award, the highest award in Girl Scouts, focuses on Senior and Ambassador's interests and personal journey through leadership skills and service. The Gold Award requirements were updated in the fall of 2010. Fulfilling the requirements for the Girl Scout Gold Award starts with completing two Senior or Ambassador Journeys, or having earned the Silver Award and completing one Senior or Ambassador Journey. Each Journey you complete gives you the skills you need to plan and implement your Take Action project. After you have fulfilled the Journeys requirement, 80 hours is the suggested minimum to take the steps necessary to achieve your goal.
The Silver Award symbolizes a Girl Scout Cadette's accomplishments in Girl Scouting and community activities as she matures and works to better her life and the lives of others. To earn this award, a Girl Scout needs to complete a Cadette Journey and create a Take Action project that improves their
This prestigious award is definitely a plus when applying to colleges and financial scholarships. A Girl Scout who has earned her Gold Award automatically rises one rank in any of the U.S. military branches. The Council holds informational workshops for all of these awards. You may visit our website or contact a Leadership Center for more information.
CAMP Girl Scouts of Greater Iowa owns and operates three camp facilities for day and resident campers, including Joy Hollow, Camp Sacajawea, and Camp Tanglefoot. • Joy Hollow: nestled in 360 acres of the famed Loess Hills, Joy Hollow inspires nature awareness, appreciation, and inspiration with its native prairie grass, spring-fed creek, and natural beauty. The well-cared for facility offers treehouse-style sleeping cabins, an air-conditioned lodge, an arts & crafts room, a swimming pool, an archery range, a low challenge obstacle course, hiking trails, fire rings, a primitive camping area, and much more! Make new friends, have fun, and try new experiences - all in a safe, caring environment with • Camp Tanglefoot is situated on 50 acres along the Tanglefoot Bay of well-trained staff! Clear Lake. It includes woodlands, reconstructed prairie, lake access, • Camp Sacajawea is located six miles outside of Boone on 450 and a large game field. There are five summer camp units where girls live acres of wooded ravines and plateaus bordering the Des Moines in cabins or platform tents. The camp also boasts a warm, traditional River. Our living units include platform tents, cabins, and lodges. dining lodge, two retreat buildings, craft house, two large shower Along with our dining center we have a program center and two new buildings, and a fleet of fabulous boats at the waterfront. Popular outdoor arenas for our horse programs. We have a summer herd of activities inlude swimming and boating on Clear Lake, arts, music, thirty horses and an Olympic sized swimming pool. Favorite activities outdoor living skills, trips, theme events, environmental studies, high include horseback riding, high and low challenge course, swimming, and low challenge courses, and more! and traditional Girl Scout and Camp activities.
As a Girl Scout, your girl will:
• Experience a sense of belonging by being a member of the world's largest voluntary organization for girls. • Have fun with a purpose. • Prepare for her future through career explorations, community service, and skill building. • Develop leadership skills and self-awareness while building confidence and self-esteem. • Participate in educationally sound and challenging projects. • Voice what's important to her. • Gain an understanding and appreciation of many people and cultures. • Strengthen her understanding of herself and the world around her through the Girl Scout Promise and Law.
YOUR ROLE You and your daughter can become partners in the fun challenges of the Girl Scout program! Your involvement will help shape your Girl Scout's experience. She'll see your commitment to her growth and before you know it, you'll be growing, too. As a parent/guardian, you: • Must sign the girl membership form and pay the annual $15 national membership dues. This membership fee provides insurance coverage when she is involved in Girl Scout activities. No girl is denied membership because of an inability to pay, but all must have a signed registration form returned to the Council. Please review the financial assistance section if needed. • Must sign parent/guardian permission slips for events, and make sure any necessary forms (health history, etc.) are turned in. • Must see that your daughter arrives and is picked up on time for Girl Scout activities. • Should provide funds for special events and activities or request financial assistance from the Council. • Should purchase or obtain handbooks and materials. • Should help your daughter carry through with her commitment to the Girl Scout Juliette program. • Should help your daughter participate in Girl Scout Product Programs by following safety guidelines and helping her check over her orders.
DISCOVER + CONNECT + TAKE ACTION = Leadership These are the 15 Outcomes of the new Girl Scout Leadership Experience (GSLE) guided by the three "keys" to leadership.
Girls develop a strong sense of self. Girls develop positive values. Girls gain practical life skills. Girls seek challenges in the world. Girls develop critical thinking.
CONNECT • Girls develop healthy relationships. • Girls promote cooperation and team building. • Girls can resolve conflicts. • Girls advance diversity in a multicultural world. • Girls feel connected to their communities, locally and globally.
TAKE ACTION • Girls can identify community needs. • Girls are resourceful problem solvers. • Girls advocate for themselves and others, locally and globally. • Girls educate and inspire others to act. • Girls feel empowered to make a difference in the world.
MY JULIETTE JOURNAL This journal belongs to: My Girl Scout contact name and number:
Ideas and Interests I want to explore as a Juliette: 1 2 3
What I hope to discover as a Juliette: 1 2 3
Ways I want to connect with my community: 1 2 3
How I hope to make the world a better place: 1 2 3
My Juliette Story
www.girlscoutsiowa.org LEADERSHIP CENTERS Council Bluffs 1860 Madison Ave, Ste 3 Council Bluffs, IA 51503 (712) 328-2338 (800) 422-2093
Des Moines 10715 Hickman Rd Des Moines, IA 50322 (515) 278-2881 (800) 342-8389
Fort Dodge 112 S 3rd St Fort Dodge, IA 50501 (515) 573-8141 (800) 798-8141
Mason City 601 S Illinois Ave Mason City, IA 50401 (641) 423-3044 (800) 657-5853
Sioux City 1515 Zenith Dr Sioux City, IA 51103 (712) 255-0187 (800) 746-8947
Published on Oct 24, 2012
Published on Oct 24, 2012
Everything you need to know as a Girl Scout Juliette.


text:
Bethesda homeowner Gwenn Hibbs did not want to expand the footprint of her kitchen, but she did want a space that was bright and open -- and felt "light and airy."
Hibbs had a pretty good idea of the overall style that would appeal to her, but she brought in a professional kitchen designer to help execute her vision. In a kitchen, layout is as important as aesthetics, and Nadia Subaran of Aidan Design was hired to deliver both.
"In the old kitchen, there was no connection to the adjacent spaces, especially to the family room where the homeowner spent time. The kitchen was locked in by a large peninsula," Subaran said.
The stovetop also was located on the peninsula. Now, there is a much smaller island to one side, with easy access. The island has ample storage and serves as a breakfast bar.
|Nadia N. Subaran, Aidan Design
"Now I can walk straight in from the family room, instead of going around the peninsula, which took a lot of time and wasted effort," Hibbs said.
For continuity between the two spaces, Subaran extended wood flooring into the kitchen in place of vinyl tile. Natural light also was important, so Subaran raised the side transom, putting the new stovetop beneath it, and enlarged the main window, replacing the old sink with a new one.
"I made the old window a boxy bay window," Subaran said. "It not only brings in more light, but also creates an area for the homeowner to keep indoor plants, like herbs."
Things were getting better, but the kitchen still felt claustrophobic because of the laminated upper cabinets.
"They were all over. It felt very enclosed, like being in downtown New York. I felt trapped in my kitchen," Hibbs said.
Most of the new painted-maple kitchen cabinets are below the countertop but some extend into the family room, further tying the spaces together while relocating storage options. There also are a few floating cabinets and shelves.
"Lightness is also about pulling upper cabinetry away from windows and counters to create airy space between them," Subaran said. "Open shelves and wall sconces serve a similar purpose."
On an adjacent hallway wall, which previously held an impractical double-oven, Subaran floated glass-fronted cabinets above a lower, footed unit, creating a hutch. Hibbs uses it to display her pottery collection.
"I wanted all the finishes to have bright reflective surfaces," said Hibbs, who showed her amassed kitchen magazine clips to Subaran. "Lots of stainless steel, chrome pulls, marble counters and white cabinets."
Subaran delivered these -- and more -- with butter cream wall paint and a soft gray glass-tile backsplash. These hues combined with the wood floors and wicker bar-chairs keep things warm.
"Everybody was sure the homeowner had added square footage," said Subaran, pausing, "But just by changing these elements, we created the illusion of a much larger space."

subset: commoncrawl


text:
What it is: YouTube is a truly wonderful learning resource. What isn't so great: all of the garbage that can come along with it (i.e. advertising, comments, related videos…in short-distractions). Luckily, schools have some great options for using YouTube differently. Some of these tools I have written about before and some are new additions…hence the new post! 🙂
- YouTube for Schools- This is a YouTube that has been created just for schools. Network administrators must be involved so that they can add this option for YouTube into your filtering system. This is a completely customizable option that lets teachers and administrators add videos to a playlist that you have predetermined you want students to watch. Teachers can find videos by Common Core Standard, subject or grade. Students can watch videos that teachers and administrators have approved or any YouTube Edu video (think Kahn Academy, PBS, TED, Stanford, etc.).
- SafeShare TV- This site lets students watch YouTube videos without ads, links, comments and related videos. You also have the option to crop videos and share videos with a unique URL.
- YouTubeXL- This is a service that YouTube provides that lets you watch videos on large screens without the ads and comments. Neat tip: if you time "quiet" before the YouTube url, it takes you to a safe page where you can watch a YouTube video. WAY cool and easy to do on the fly!
- Clean VideoSearch- This site lets students search through YouTube videos without the comments, ads and busy sidebar. It has additional features like the ability to choose how many videos you want to see on each page in your search.
- Clea.nr– This service (a browser plugin) deletes all of the obnoxious extras that hang around videos (ads, comments, related videos). You can also search YouTube without all of the extras showing up.
- ViewPure– This site cleans out all the clutter and gives you just a video. Bonus: There is a quick button that you can add to your browser so that you can go to a video, click on "Pure" in your bookmark bar and instantly have a clean video.
- Dragontape– This service lets you drag videos into a timeline and share them easily with students. This is great for mashing up several videos, or cropping multiple videos into one.
- Movavi– This is a video conversion service. Wonderful for teachers who can't or don't want to access a video directly from YouTube. Copy/paste the url you want to convert, choose a file type, done!
- Zamzar– This is another great video conversion service. Works quickly and easily!
- SaveYouTube- This site used to be called KickYouTube. Here you can enter the url and download it to your computer to play offline.
How to integrate less distracting YouTube videos into the classroom: This one is really a no brainer: want to use YouTube? Clean it up! I find great content I find on YouTube (as do my students). All of the "extras" around the videos can be SO distracting as a searcher and viewer. These options are outstanding for making videos less distracting so that your students can focus on the learning happening.
I find that students head to YouTube (even before Google) when they want to learn something new. They are generally pretty successful at finding a video that will teach them how to do what they want to do. Very handy for self guided learning!
Tips: Always try these tools out at school BEFORE using with students. Some of them won't work depending on your school's filters and policies.
Leave a comment and share how less distracting YouTube videos are rocking your classroom.


text:
I'm laughing too hard to be insulted
Somebody has Memorial Day confused with 4th of July. BAHAHAHA! On a military base no less, at the commissary! I wonder why nobody has told her yet? I couldn't find a pen, or I would've left a note on her windshield. A+ for effort though.
Exile Island. A fun place with colorful people. Join our fitness forum and participate in our fitness competition.
Add your quick reply below:
You must be a member to reply to this post.
Replies (1-10):
1 mom liked this
Wow... I love people who just don't get it! Hahah and at a military base? Thats even better!! That person is going to get razzed so hard haha
by Ruby Member on May. 26, 2013 at 10:29 PM
Do'h, someone had a blonde moment.
1 mom liked this
My husband said he is now dumber
Add your quick reply below:
You must be a member to reply to this post.


text:
A Story of Anguish, Restoration … and Years Later, Still Inspiration
August 25, 2013
Bill Hancock wasn't looking for healing when, months after the death of his son in a Colorado plane crash, he set out on a 2,700-mile, Pacific-to-Atlantic bicycle trip across back-roads America. "We were going on an adventure. Nothing more," he'd later write. The Kansas City-area resident had no plans for a book, either, but wound up pouring his heart into Riding with the Blue Moth.
Almost eight years later, it remains a touchstone in his life. And a source of solace and inspiration for others. "I get calls and e-mails from people at least once a month, saying, 'I want to get a copy.' Or saying, 'I read this book, and it changed my life. I laughed and I cried, and it let me know that I wasn't alone,' " Hancock says. "Everyone is a gift, just a total gift. I'm astounded and honored that people would take nine or 12 or 15 hours out of their lives to read something I wrote. It's very humbling."
You might know of Hancock, who lives in Prairie Village, Kan. More likely, he's the biggest-shot, sports executive whose name you can't quite place, having quietly overseen the two most visible, most valuable properties in college athletics – the NCAA basketball tournament and football's Bowl Championship Series. Starting next year, he'll head up football's long-awaited four-team playoff. Dream jobs, he admits. But shading them, and his life, is the nightmare of January 2001, when Hancock and his wife got the call that their son, Will, had been lost in a snowy plane crash that killed 10 members of Oklahoma State's basketball family. Months later, the grieving father – an avid bicyclist – went ahead with a cross-country ride that he'd previously planned. Riding with the Blue Moth was published in 2005, and two printings of the modest book sold out (a total of some 20,000 copies).
The start of a new football season seems a good time to revisit it, or to introduce yourself to a 246-page journey of profound sadness and sweetness, loss and discovery, anger and sheer, and one-foot-in-front-of-the-other determination. "What I expected was that a few people would read it and enjoy the travelogue part and then a few people would read it and realize that they weren't alone in their grief," Hancock says. "But it's all gone way beyond what I ever imagined – in terms of numbers and in terms of the heartfelt responses. "I didn't understand how many thousands of people would be touched."
Steve W.
Excelsior Springs Branch
Local talent
I always love to hear about local authors! Thanks for letting me know about this book.


text:
Heritage Action President Michael Needham defended in a Fox News interview Wednesday his group's opposition Tuesday to a proposed compromise on the government shutdown and debt limit fight.
Heritage Action released a memo Tuesday afternoon opposing the new House deal structured by House Speaker John Boehner before House Republican leadership canceled the vote.
"I don't think our memo was what tanked the bill yesterday," Needham told Fox News anchor Bill Hemmer. "What tanked the bill is millions of Americans agree with our perspective."
Needham pointed out that Americans were right to be concerned with the economic threats posed by Obamacare and trillions of dollars of national debt.
"I think the American people's voice is not heard as loudly in the Senate as it has in the House and clearly the White House isn't listening to American people about Obamacare," Needham said.


text:
Just Tops Mix Fashion Box by Via 74
No Reviews Yet
Ships to:
Deal Alert! Click Here to save 15% off any subscription!
"Surprises are the best! Carefully curated based on your comments and previous purchases, Via74's Just Tops mix will include 2 seasonally appropriate women's tops plucked fresh from our designers. Brands will include Gilli, Le Lis, Cherish, Chris & Carol, and many others. All women's fashion items are made in the United States...Collections are available in Small, Medium, and Large."
Shipping: US: Free, Canada: $10
Listed in: Subscription Boxes for Women
Tagged in: Womens clothingSubscribe
Have It
Want It
Blog Posts
Loading Subscribers...
No Reviews Yet


text:
Follow Us:
Feature Stories
Development News
Startup News
Building Communities
Green Tech
Higher Ed
Job Creation
Michigan Nightlight
Move to Detroit
Neighborhood Innovation
Reuse / Rebuild
Shop Local
Small Business
Social Innovation
Talent Dividend
Urban Farming
Urban Leadership
Woodward Avenue
Workforce/talent development
Central Woodward-Boston Edison
Downtown Detroit
East Riverfront
East Side
Eastern Market
Grandmont Rosedale
Highland Park
Jefferson East
Lafayette Park
Live 6
Near East Side
New Center
North End
Southwest Detroit
The Villages
University Commons - Palmer Park
10 Years of Change
Anchor Institutions
Blue/Green Infrastructure
Children of Michigan
Detroit City FC
Detroit Innovation
Detroit Talent
Early Education Matters
Food economy
Green City Diaries
Michigan Nightlight
Motor City Match
On the Ground
Parnters in the Arts
Powering the Mitten
Science of the City
Detroit Future Schools program offers a new classroom paradigm
David Sands
Tuesday, June 17, 2014
Related Tags
Education and training
Michigan Nightlight
Social innovation
Workforce/Talent development
Artists from Detroit Future Schools, a digital media arts program, flip the script when they go into a classroom. In places where traditional teacher-and-textbook instruction are the norm, DFS staff use technology to open classrooms into spaces where students take ownership of their education. To call this a nontraditional approach to supplemental in-school education would be an understatement.
Local classrooms have used
Detroit Future Schools
tools to create everything from an infographic analyzing why a local charter school opened to a movie exploring what food means to a community.
"We aim to humanize schooling," explains program director Ammerah Saidi. "What that means is basically grounding the curriculum in real world community problems that the students try to solve by integrating both the curriculum and their real life experiences."
Over the last three years, Detroit Future Schools has brought its program to over 3,000 students in more than 25 different Metro Detroit schools. These have included second through twelfth grade classrooms in public, charter, and state-run
Educational Achievement Authority
institutions. Currently DFS is in place at four area "anchor schools" where it's committed to developing long-term working relationships.
Staff, known as artists, are typically in schools one day each week for three hours. They use that time to turn classrooms into video, audio, and graphic design production studios where youth can draw on their natural creativity and curiosity to look into questions related to a wide range of subjects like math, history, and physics.
Fans of Detroit's yearly
Allied Media Conference
(AMC), which offers educational tracks for producing independent media, might be familiar with the DFS's parent organization. Both AMC and DFS are sponsored by
Allied Media Projects
(AMP), a nonprofit dedicated to "cultivating media strategies for a more just, creative, and collaborative world." Detroit Future Schools came on the scene in 2010 when AMP and the
Detroit Digital Justice Coalition
, another group it helped launch, won a $1.8 million federal Broadband Technologies Opportunity Program grant.
Along with Detroit Future Schools, the money helped fund a media skills training program called Detroit Future Media and a network of leadership programs called Detroit Future Youth. None are connected with the similarly-named Detroit Future City planning initiative.
AMP organizers got their inspiration for Detroit Future Schools after witnessing how media-making could encourage youth leadership. In keeping with the spirit of the grant, the program seeks to increase Internet usage among area youth by encouraging media production.
Resources and Practices
DFS certainly has a lot of tools to help students learn these media skills, including audio recorders, video recorders, cameras, and laptops.
"We bring $150,000 worth of digital media technology to classrooms, and if we don't have it we buy it," says Saidi.
Classrooms usually spend the first semester of the year-long program getting a grasp of these media tools and the second developing a media project that focuses on integrating content with community issues.
DFS work begins before the actual school season starts with artist and teacher collaborating on developing a central question for activities, such as: "What does it mean to be human?" and "How is physics relevant to youth growing up in Detroit?" The inquiries are meant to address subject matter and spark students' curiosity. The formulation of these questions kicks off a year-long partnership between teacher and artist, what DFS calls "co-teaching."
The relationship isn't just about letting teachers know the basics of media-making in the classroom, it's also about exposing them to other elements of the DFS philosophy. These include "critical pedagogy," which focuses on transforming students from passive observers into active participants in learning persistent documentation and evaluation; and integration of classroom and community through field trips, guest presentations, interviews and hands-on workshops. The end goal is to change how students think about themselves and their relation to the world.
"They're exposed to a lot of different digital media aspects," says DFS lead artist Nate Mullen. "Ideally it may turn them on to being a producer of media. But ultimately what they're walking away with is essential skills they need."
Specifically, he's referring to a set of 11 DFS "essential skills" that include collaboration, innovation, and empathy/solidarity. Outlined in the organization's recently released "
Guide to Transformative Education
," they're aimed at cultivating "ethical agency and interdependence" among students to help them "solve deep-rooted problems, imagine new realities, and build movements that span communities across the world."
Detroit Future Schools in Motion
The way DFS puts these teachings into practice might discomfit an old-fashioned schoolmarm. It often involves getting teachers to loosen the reigns so youth can take responsibility for their own learning.
A great example of this took place this past school year in a seventh grade science class at Henry Ford Academy School for Creative Studies in Detroit.
Students had to distinguish between two types of plants: monocots and dicots. Rather than explain the differences, students were encouraged to figure out the differences themselves with the teacher sitting back and documenting the process. Initially this resulted in complete chaos, but after a series of investigations the students figured it out. At the end of the semester, the in-house standardized test scores in science shot up 42 percent from an average of about 15 percent.
At Hamtramck High School this past school year, the teacher and DFS artist decided to explore history with ninth grade students from the present backwards, switching out an ancient lesson on the Fertile Crescent in favor of more modern project involving the Cold War. The youth ended up making a movie that included a conversation between cardboard cutouts of JFK and the Chinese Leader Mao Zedong. Performance in the second semester flipped from just five students passing to just five students failing.
Allie Gross, a former fifth grade language arts and social studies teacher at Plymouth Educational Center in Detroit, invited DFS into her classroom after participating in the Detroit Future Media program.
"I feel like my students gained so much. They really looked forward to the DFS artist coming into the classroom," says Gross. "It really centers upon student-centered learning and students expressing their opinion and backing it up with evidence. Those became key components of my classroom, which I'm very grateful to DFS for introducing to me."
DFS doesn't currently have comprehensive quantitative statistics about student performance, but after its inaugural year teachers from many of the 12 original classrooms told the organization they saw increases in student attendance, test scores, and overall engagement.
In a survey of the 2012-13 school year, 28 of 33 students responded that the program "improved their relationship to school and increased their agency as learners." Twenty-three referred to their DFS artist as a "role model or mentor."
What's made these successes possible? According to Saidi, it's more than just digital tools, it's the way DFS has put culture over content in the classroom, dealing with students as human beings as opposed to simply drilling lessons in their heads.
"Real learning is fun and engaging," she says, "And if you're not having fun, it's not real learning. That's what we try to cultivate in our teachers is understanding that once you light that fire it's a self-fueling fire in the students."
David Sands is a Detroit-based freelance writer. He's covered the news for
Huffington Post Detroit
as an assistant editor and worked as a staff writer for the transportation news site Mode Shift. Follow him on Twitter
All photos by
Marvin Shaouni
Read about other dynamic people and programs touching the lives of Michigan children and youth at
Michigan Nightlight
Related Tags
Education and training
Michigan Nightlight
Social innovation
Workforce/Talent development
Read more articles by
David Sands
David Sands is a Detroit-based freelance writer. He's covered the news for H
uffington Post Detroit as an assistant editor and worked as a staff writer for the transportation news site Mode Shift. Follow him on Twitter
Give us your email and we will give you our weekly online magazine.
A valid email address is required.
Invalid email format, please check email format.
Signup for
Email Alerts
Recommended Content
Give us your email and we will give you our weekly online magazine.
A valid email address is required.
Invalid email format, please check email format.
Signup for
Email Alerts
Related Content
Street Court relaunches to help low-income Detroiters resolve legal obligations
Commonly referred to as "Homeless Court" and facilitated by the 36th District Court, Street Outreach Court Detroit holds hearings at the Capuchin Soup Kitchen to help low-income Detroiters resolve legal obligations.
Detroit's storytellers on why the medium brings people closer together
The future is now: A glimpse into Metro Detroit's mobility ecosystem
How residents of southwest Detroit fought for, and won, a historic community benefits package
These organizations are keeping Detroit's jazz legacy alive by teaching it to the city's youth
The STEMinista Project introduces girls to the wonders (and comradery) of science
Contact Us
Privacy Policy
Terms of Use
Have a Tip?
About Model D
Detroit Links


text: There are quite a lot of other sayings attributed to Jesus in the gospels on the subject of wealth. They are worth checking out. Dare I mention my own book _Poverty and Expectation in the Gospels_ written some years ago now. David M. **************************************************************************** David L. Mealand * Bitnet: D.Mealand%uk.ac.edinburgh@ukacrl University of Edinburgh * Office Fax: (+44)-31-220-0952 Scotland,U.K. EH1 2LX * Office tel.:(+44)-31-225-8400 ext.221/217 ****************************************************************************


text:
Portrait: Owen D. Young
[View enlarged]
It is a remarkable historical fact that a region so comparatively small as the Mohawk valley has furnished five citizens who have had a great influence on the course of World events. In their historical order, these valley world leaders are: Sir William Johnson, General Nicholas Herkimer, Elizabeth Cady Stanton, Elihu Root and Owen D. Young. The influence of these five distinguished sons and daughters of our valley upon the history of the world has been along constructive and uplifting lines, which have combined to form a marked contribution to the progress of humanity. Of these five noted valley citizens all but one — Johnson — were born in the Valley of the Mohawk. The life story of Johnson is so closely interwoven with that of our Colonial history that it must be studied in the chapters of this work covering the Colonial period. This is also the case with General Herkimer with reference to the early years of the Revolution. The life stories of Elihu Root, Elizabeth Cady Stanton and Owen D. Young belong in this biographical section, where the reader will find the life sketches of these three notable citizens of the Mohawk valley who were born in the nineteenth century.
Owen D. Young is a native of Van Hornesville, in the township of Stark, Herkimer county. This little village sets on the Mohawk side of the Mohawk-Susquehanna divide, close to the source of the Otsquago creek, the north and south headwater branches of which unite at the town's western limits. The Otsquago valley forms a natural gateway leading from the Mohawk to the Susquehanna valley and the Otsquago Trail is one of the most popular and picturesque automobile touring routes of central New York. The region about Van Hornesville is a fertile farming and dairying country and Mr. Young was born on a farm near the village. Here he lived the life of a farmer boy on a Mohawk valley farm until he left home to attend school and make his way in the world. Mr. Young eventually became a noted lawyer, dealing with the affairs of large corporations. Owen D. Young organized the Radio Corporation of America. He is chairman of the board of directors of that organization and of the General Electric Company.
In December, 1923, Mr. Young was invited by the Reparation Commission to come to Paris as a member of a special committee of experts, of which General Charles G. Dawes was chairman, to work with two representatives from England, France, Italy and Belgium, respectively. This committee of business men was requested by the Reparation Commission to investigate and report as to the possibility and best methods of balancing the German budget and stabilizing German currency. The committee went to Berlin in January, 1924, to interview representatives of the German government and different industries and study data submitted to it. Upon its return to Paris in April, it prepared and submitted a plan to the Reparation Commission designed to bring about the rehabilitation of the German government finances.
The American members of the commission were General Charles G. Dawes, Mr. Owen D. Young and Mr. Henry M. Robinson. General Dawes was elected vice president on the republican ticket with President Calvin Coolidge in 1924. Mr. Robinson is president of the First National Bank of Los Angeles.
In August, 1924, Owen D. Young was appointed the first agent general for reparation. Mr. Young accepted the position for a period of three months in order to get the important machinery of operation under way. In the days preceding and during the democratic presidential campaign of 1924, the name of Owen D. Young was frequently mentioned as the democratic candidate for president of the United States.
It is generally acknowledged that the Dawes plan was largely the work of the constructive genius of Mr. Young, who was particularly fitted for this gigantic international task by his experience in connection with the organization of the Radio Corporation of America. and with that great industrial enterprise — the General Electric Company, the chief works of which are located in the Mohawk valley at Schenectady. Hence a native son of the Mohawk valley, through experience largely gained in his work in connection with a great valley industry, has been able to perform a service of inestimable value for a world in a state of business chaos. Truly, Mr. Young has set the world's house in order and his service to humanity will be increasingly appreciated as the years roll by and we attain the larger, more informing view of World war conditions, seen from the greater distance of intervening years.
The following essential features of the Dawes-Young plan are taken from the "New York Times" of August 24, 1924. This synopsis is of great interest, inasmuch as it is a condensed version of a great international accomplishment which is largely the work of a Mohawk valley man:
The chief features of the Dawes plan:
"Purpose — To provide for reparation payments and at the same time to balance the German budget and stabilize German currency.
"Method — This is to be accomplished through cooperation between the Allies and Germany based on mutual interest.
"Foreign Loan — The plan provides for an international loan of 800,000,000 gold marks ($200,000,000) to establish a new bank of issue, to stabilize the currency and to meet the first year's reparation payments.
"Bank of Issue — This is to be established with a capital of 400,000,000 gold marks, in shares of 100 marks each, 1,000,000 shares to represent assets of the Reichsbank and 3,000,000 shares to be subscribed in Germany and abroad. The bank will be the fiscal agent and depository of the German Government, but will be free of Government control. It will be administered by a German President and managing board, but will be supervised in matters affecting the creditor nations by a general board of seven Germans and seven foreigners, one of the foreigners ,being the Bank Commissioner.
"Currency Stabilization — The bank of issue is to have the exclusive right to issue and circulate banknotes in Germany during the period of its charter, which is fifty years. Neither the German Government nor any German State bank is to have the power to issue paper money, with the exception, to a limited extent, of the Banks of Baden, Bavaria, Saxony and Württemberg. The Government is not to issue any coins for circulation, except gold coins containing approximately their full value in gold metal. All coins other than gold are to be issued through the bank of issue. The bank may issue notes for circulation against gold coin or bullion. A gold reserve of 33 1/3 per cent is to be maintained.
"Reparation Payments — All reparation payments are to be made through the bank of issue. The sources of revenue of these payments are: The $200,000,000 international loan (part of the first year's payment); a mortgage on German railways; a mortgage on German industries; a transport tax, and revenues from the general budget, guaranteed by certain 'controlled revenues'. The experts estimate the plan will produce for reparation payments 1,000,000,000 marks the first year, 1,220,000,000 the second year, 1,200,000,000 the third year, 1,750,000,000 the fourth year 2,500,000,000 (the maximum payment to be required from Germany annually) the fifth year. Thereafter payments are fixed on a sliding scale and subject to addition or reduction in certain contingencies. In order to prevent these payments from affecting Germany's financial stability adversely, an index of prosperity has been fixed.
"Transfer of Payments Out of Germany — The plan differentiates between the amount that can be raised in Germany and the amount that can be transferred abroad. It provides that Germany's payments abroad shall not exceed its earnings abroad. All payments for the account of reparations are to be deposited in the bank of issue to the credit of the Agent General for Reparation Payments. The Agent General and five experts in foreign exchange and finance will control the use and withdrawals of these deposits. This committee will regulate deliveries in kind and payments so as to prevent foreign exchange difficulties; will control the transfer of cash to the Allies by purchase of foreign exchange, and in general will try to obtain the maximum transfers without unstabilizing the currency. If reparation payments by Germany exceed the sums that can be transferred without causing difficulties, the excess payments will be allowed to accumulate in the bank of issue, but these accumulations are not to exceed 2,000,000,000 gold marks. When they pass that figure they are to be used in bonds and loans in Germany. The total accumulation in Germany is not to exceed 5,000,000,000 gold marks. If this figure is reached, further reparation payments by Germany cease until the transfer of the accumulated fund becomes possible.
"Default — In case of default of payment of interest, sinking fund or principal upon either railroad or industrial bonds, the plan provides for the collection of the deficiency from the German Government through the Commissioner of Controlled Revenues.
"Controlled Revenues — Revenues from customs, alcohol, tobacco, beer and sugar are to be assigned to and put under the control of Germany's creditors, and are to guarantee the reparation payments from the budget after 1925-26.
"Execution — The plan provides for a Commissioner of the Bank of Issue, a Commissioner of Railways, a Commissioner of Industrial Debentures, an Agent General for Reparation Payments, who is to act as the agency between the Reparation Commission and the various Commissioners, and a trustee to receive and administer the railway and industrial bonds, accountable to the Reparation Commission."
On August 27, 1924, General Dawes sailed for France to aid Owen D. Young, general agent of reparations, in effecting an organization for putting the Dawes-Young plan into operation.
"Square and Compass", issue of October, 1924, published in Utica, had the following regarding Mr. Young, one of the chief citizens not only of his native Mohawk valley but of the world:
"Owen D. Young, agent general of reparations ad interim, who is giving his efforts in putting the Dawes plan into action before turning that office over to Seymour Parker Gilbert, Jr., is a member of the Masonic fraternity, having been raised in Evergreen Lodge, No. 363, of Springfield Center, New York.
"His is one of the most important jobs in the world today, for he has the destiny of practically the whole world in his hands. His are extraordinary responsibilities. His decisions are likely at times to be the subject of intense discussion in Germany and in the allied nations.
"Europe is on the right track, however, and Owen D. Young, who helped build the locomotive, is in the cab, holding the throttle for three months until he turns it over to another member of the brotherhood of racial service. The nations have confidence not only in his wisdom and ability, but his impartial, kindly and just spirit. Everywhere people appear eager to cooperate with him and his associates. Through his efforts, an era of prosperity and good will seems nigh.
"Essentially a self-made man, Mr. Young rose from a farm lad in the town of Stark, near Van Hornesville, New York, where he was born forty-nine years ago, to a position of international importance. In Van Hornesville, where his mother resides, Mr. Young conducts a fine home, which is now being improved extensively.
One day, when he was a boy, Young went to Cooperstown, New York, with his father, and attended a trial in progress at the courthouse. He determined to become a lawyer. After being graduated from St. Lawrence University at Canton, New York, he worked his way through Boston University and was graduated in law. He practiced that profession for several years.
He became associated with the General Electric Company at Schenectady, and made rapid climb up the ladder of success. He is now chairman of the board of directors. He is also president of the Radio Corporation of America.
He retains his voting residence in the town of Stark, Herkimer county. He is a democrat. During the last campaign there was much talk of nominating him for the presidency. He will celebrate his fiftieth birthday October 27."
The following London dispatch is reprinted from the Little Falls Times of November 7, 1924:
"London, Nov. 7. — Owen D. Young of New York, who had a prominent part in bringing the Dawes-Young plan into operation, and who was temporary agent general for reparations under the plan, was guest of honor last night at a dinner given by Sir Robert Kindersley, his British colleague in the reparations work.
"Many prominent personages attended, among them the Earl of Balfour, who paid tribute to the help given by the United States in settling the war's aftermath.
"Lord Balfour said he hoped that American cooperation would be more formal and intimate, but he accepted the fact that the United States would do nothing with respect to the League of Nations, although in his opinion this did not mean Americans were indifferent to the fate of that civilization from which they themselves sprang and of which they are one of the great pillars.
"The presence of Mr. Young, he declared, was tangible proof that they had not separated themselves from the fate of other nations. Everybody was grateful for the service America was doing to help repair the damages of war, he said.
"Referring to the prevalent attacks upon capital, Lord Balfour said:
"'If capital is never worse used than it is being used under the machinery Mr. Young has done so much to perfect, it is incredible that even the greatest crank or wildest theorist could really suggest that capital is a curse under which the majority of the population of civilized countries groan in helpless servitude.'
"He finished by praising the resolution, tact, courage and disinterestedness Mr. Young had shown in the reparations work.
"Mr. Young was received by the Prince of Wales, yesterday."
Owen D. Young was born in Van Hornesville, Herkimer county, New York on October 27, 1874. His father, Jacob Smith Young (born December 10, 1831, died January 16, 1906), was a farmer whose ancestors settled in Herkimer county about 1750. His mother, Ida (Brandow) Young, is still living in Van Hornesville, and is in her eighty-sixth year. It is one of Mr. Young's recreations to visit his mother at the old home as often as possible. At an early age he left the district school and attended the East Springfield, New York Academy. He was the first of many generations to abandon farming and determine to give himself an education that would fit himself to meet any and all emergencies in life, therefore, he applied himself to study and next entered St. Lawrence University at Canton, New York, graduating therefrom in 1894 with an A. B. degree. After completing his academic course he went to Boston, where he studied law at the Boston University Law School and graduated with degree of LL.B. in 1896. In the same year he took up the practice of law in Boston with Charles H. Tyler, and shortly after the firm of Tyler & Young was formed. From 1896 until 1903 he continued his connection with the Boston University Law School as lecturer in common pleadings. His firm's law work was largely confined to corporation affairs, especially to questions relating to organization, financing and the operation of electrical utilities.
In 1913 he retired from the practice of law in Boston and accepted the position of vice president and general counsel of the General Electric Company in New York. In 1919 he organized the Radio Corporation of America and still remains chairman of the board of directors of that corporation. In 1922 upon the retirement of Mr. Charles A. Coffin as chairman of the board of directors of the General Electric Company, Mr. Young succeeded him in that position, which he now so ably fills.
He is a director of the Federal Reserve Bank of New York, the International Chamber of Commerce, and numerous electrical utility corporations, economic and philanthropic associations. He is a trustee of St. Lawrence University, in which he takes an active interest. He was a member of President Wilson's Second Industrial Conference Board, chairman of Secretary Hoover's Committee on Business Cycles and Unemployment. He has constantly been an advocate of arbitration as distinguished from litigation.
Mr. Young is a director in the following corporations: Electric Bond and Share Company of New York city, International General Electric Company, Buffalo General Electric Company, National Power & Light Corporation, General Motors Corporation, Adirondack Light and Power Corporation, and many others.
His club affiliations include the following: Metropolitan, Lotus, India House and the Bankers of New York city; Mohawk and the Mohawk Country Club of Schenectady, New York; Union Club of Boston, Greenwich Country Club of Greenwich, Connecticut. He is a member of the Masonic fraternity, also the Beta Theta Pi, Phi Delta Phi and Theta Beta Kappa fraternities. Member of the American Bar Association, the Massachusetts Bar Association, and Bar Association of the City of Boston. Politically, a democrat.
His recreations are fishing and visiting his farms at Van Hornesville, where he has a very fine dairy and herd of blooded cattle.
During the World war he remained at his executive headquarters in New York city, where he took over a great deal of the work of the men who left the General Electric Company to go to Washington to do war work there. He participated in the various drives and campaigns during the war.
Mr. Young was married to Josephine Sheldon Edmonds, a daughter of Charles Sidney Edmonds of Southbridge, Massachusetts, one of the organizers of the American Optical Company of that city. Their children are: Charles J. Young (Harvard, 1921), married to Eleanor Lee Whitman (a Radcliffe graduate, 1922). He is a radio engineer in the Schenectady plant of General Electric Company; second son, John Young, who was a junior at St. Lawrence University, was killed by accident at Hood River, Oregon, in August, 1922; Philip Young and Miss Josephine Young attend school in New York city; and the youngest son, Richard Young, is four years of age.
Mr. Young's residence is in Van Hornesville, but he has an apartment on Park avenue, New York city, and a summer place at Riverside, Connecticut. His executive headquarters are 120 Broadway, New York city.
Owen D. Young takes a great interest and pride in his native village of Van Hornesville. He has been instrumental in beautifying and improving this attractive little village at the summit end of the beautiful Van Hornesville gorge. Among the improvements have been the introduction of electric lights and the development of streets and walks. Mr. Young's handsome old-time residence faces a village park which he has created on the banks of the Otsquago creek. Here Mr. Young has had a little lake excavated and the stream and its shores now form one of the chief beauty spots on the picturesque Otsquago Trail, which runs twenty-six miles from Fort Plain on the Mohawk river to Cooperstown, at the foot of Otsego lake.


text:
Amazing Makeup That's Still Cruelty-Free: LA Splash Nail Polish in Sparkling Jellyfish
It's glitter nails without the hassle.
I don't think I've ever seen a nail polish quite like Sparkling Jellyfish.
The base is a pink jelly formula, with lots of fine glitter. The sparkles totally change color depending on the light, but they appear mostly silver, light blue, light green, and pinkish red. They almost have a sort of ultra-violet glow. They're like tiny electric crystals.
Despite the glitter, the formula is really smooth, which makes application easy. The brush is on the wider side (more like OPI's than Essie's) which I like. It takes fewer strokes to cover the nail evenly. If you have very small nails, you may not like it as much.
It can be worn on its own or layered over other polishes. It works over creme finishes and those with fine glitter or shimmer. For some reason, I got the idea that it might be glow-in-the-dark (it's not…) It looks like it could be. It actually does have a transluscent jellyfish-style glow.
The best part about this nail polish is that, even though it's glitter-filled, it's extremely easy to remove. It didn't leave any traces of glitter stuck to my nails, which has happened with other glitter polish formulas. I think I did one extra swipe with a cotton square and nail polish remover, but otherwise it came off the same as a regular polish.
Sparkling Jellyfish is the only LA Splash product I own. Judging from the LA Splash website, they have a large selection of unique shades and textures (seems like glitter is kind of their thing). Have you tried LA Splash? Any color or product recommendations?


text:
John Todd's work is something of a mystery, even to himself. He and his colleagues build mini-ecosystems that turn sewage into irrigation water, restore dying lakes and streams, filter polluted canals, and process sludge. They call them living machines. They can assemble them. They're just not entirely sure how they work.
Todd is part of a growing legion of scientists who are swinging open the doors of laboratories and pulling up from microscopes to proudly state, "I don't know." They do have some understanding of how an individual creature processes a toxin and which ones are better suited to certain conditions. But ultimately, all they can do is combine them, step back, and watch the magic: the intricate cooperation between snails, grasses and microbes that process the products of our factories, toilets and chemical plants better than we can.
Rebel scientists like Todd recognize the futility in trying to manage, direct or predict nature. They see that, for all our supposed wisdom, we have failed to accomplish the most basic tasks. We cannot live – feed, house or transport ourselves – without destroying our own habitat.
The more closely we study our subject, from molecular biology to genetics, to nanotechnology, the further away we are from understanding the system. But some brave academics are learning to discard the hubris of their disciplines, challenging the claims that all life can be partitioned into quantifiable parts. Rather than trying to disassemble the mysteries of the natural world, they are learning to put them back together, to see the big picture and find their place in the image.
Todd has explained "If we could be half as intelligent as a forest. . . if we could understand how it organizes itself as wood – i.e., how it uses energy and materials and nutrients and relationships – we could reduce the negative human footprint on this planet by 90 percent."
Clearly, it's time to send scientists back to school.
Or, as life sciences writer Janine Benyus puts it, scientists need "to literally change their eyes and their hearts, [to] change the ways they see and feel about the natural world."
What would this change look like? It is "a deepening relationship with an organism," says Benyus. A state in which, "You don't just learn about, you learn from. Out of this process respect and awe ensues. Suddenly you are in a different situation, you are a student. Nature is a wellspring of genius."
Our Patreon campaign is now live! We hope you'll be among the first to support this new direction for Films For Action. The goal is to go 100% ad-free by next year, and become 100% member supported. A monthly pledge of just $1 -5 dollars per month x a few thousand awesome people will ensure we can continue our work and grow our impact across the world. Click here to join.


text:
Residents of Mercer and Lawrence counties will be able to recycle electronics year round.
There will be one site in New Castle and on about 1.2 miles north of Mercer.
The following items will be accepted for free:
Televisions (all types and sizes)
Computers and their peripherals (towers, monitors, scanners, mice, keyboards, speakers)
Cell Phones
All other small electronics can be recycled for just $1 each. Examples include:
VCRs and DVD Players
CD & Tape Players
Sweepers & Vacuums
Telephones & Phone Systems
This program is open to all residents regardless of municipality or county. Participation will be limited to the first 50 registrants at each site – due to our storage limitations. After registering, you will receive your appointment time, the exact location of the event, and directions to the site.
For more information, click here.


text:
Top 10 T stops for missed love connections
Steve Rosenthal
- Pictures The MBTA Red Line turns 100 years old
- Submit What's your craziest Red Line story? | Quiz Which MBTA line marches your personality?
- Long-awaited Green Line extension project | MBTA renovations between Harvard & Alewife
- Controversy over MBTA fare hikes, cutbacks | Meet the new MBTA superheroes
3. Harvard
Mentions in MC: 29
Cute Guy on the Redline Inbound (Harvard Sq.)
Mentions in MC: 29
TRIST Score: 14.77
Cute Guy on the Redline Inbound (Harvard Sq.)
"My friend and I were heading into Boston last night from Harvard Sq. I first saw you and your friends (2 other guys and 3 girls) standing on the platform at Harvard Square...We made eye contact a few times on the platform and on the train...I wanted to tell you how cute you were when I got off, so hopefully you see this. Id love to meet up and get a coffee.


text:
wassup,i wanna wifi battle so if u do pm me.
wassup,i wanna wifi battle so if u do pm me.
[IMG]http://i54.*******.com/1zohjsh.gif[/IMG] [IMG]http://i56.*******.com/1zd0ruv.gif[/IMG] i claim SIGILYPH [IMG]http://i55.*******.com/2vjvtvs.png[/IMG]
thanks to mew art shop for awesome banner
and victory for user bar AND zekrom for cross
Lookinf for an ubers battle let me know if your interested
Ubers anybody? PM me if you want to battle
Looking for an Ubers battle! single battle, standard rules, and may end up on Youtube! anyone interested?
Pokemon Black FC: 0218-1691-3905
Name: Jolt
Check out my youtube channel!
Narrated Wifi Battles! Rate Comment Subscribe!!
Closing in on 100 subscribers! 100 Subscriber Special coming soon!
PM/VM for a ubers single, fc is in sig
4599-0789-3247 Black FC
Hey can i get an ubers match friend code is 5243 4089 0971 also im new so where do you go in the pokemon center to meet the person your battling with i think its the union room but not sure anyway who wants to battle
reply if you want to battle
you still want to battle ihawk
Anyone up for Ubers? PM me and stuff.
Pokemon Black FC: 3053 0562 8304
Up for single battles in any tier, PM me if you want a match.
^ I Would be extremely grateful if you even checked my channel out, if you stayed then that would be great, if not then thanks for looking
i want a 2 on 2 uber battle lv100 PM me please
Looking for an ubers battle fc in sig, vm me
*Credits to rge for the banner*
TheAscension's YouTube Channel: http://www.youtube.com
madmarine0's YouTube Channel: http://www.youtube.com/atorchicc
pokemon Black FC: 5114 3255 5218
Wifi Battles Wins/Losses: 130 wins, 18 losses, 2 draws
Win Ratio: 87.84%
Roulette Frontier Brain of the Ascension League
Battle Record: 0 wins, 0 losses, 0 draws
Win Ratio: 0.00%
Number of EV'd pokemon: 302
Looking for a UU battle 0948 1434 6456 is my FC
pm me
I'm always up for a battle or a trade, and I'm online a lot! Going to be releasing a lot of Pokémon soon so if there's any you need just PM me.
SoulSilver FC: 0990 9288 8448
White FC: 0948 1434 6456
My battle style are all ubers, waiting for double battle challenges hit me up. ^-0
Looking for any battle , Never had one any newbies or advanced tips to help or anyone willing to battle and put on youtube?
White friend code 1592 7188 6881
Wins 0
Losses 0
Draw 0
looking for an ubers battle need to test a team out pm/vm me.
Current Black Team:
I'm looking for an uber battle.pm/vm me.
i want an ubers battle now please someone pc me please
want 2 on 2 uber battle
Just one question: Why is Pokemon like Garchomp banned, and why is Reshie on that list, but not Zekrom? Didn't find anywhere else to post this
Oh yeah... I'm looking for a uber vs uber battle, but I'm in love with my Reshie :P How are I supposed to battle then?
Last edited by Engela; 19th October 2011 at 9:33 PM. Reason: Needed to apply something :D
Anyone up for a standard match? Lemme know if you don't wanna use thundurus/excadrill.
4th Gen Scrim FC: 3954-9408-2290
5th Gen Scrim FC: 3138-9352-7816
Ranked 17th on GB Pokemon B/W Ladder
Looking for an Ubers/OU battle. PM me if interested
6v6 all legends no restritions
pokemon y-5215-1007-9222- gira
Friend safari - electric - snorunt,piloswine. beartic
completed all kalos dex's
completed national dex
PM me for 6v6 Ubers
My 3DS/SM Friend Code: 4768-8678-8659


text:
Mourning Dove (Zenaida macroura)
- Identification
- Population
- Habitat Requirements
- Reproduction
- Mortality
- Food Habits
- Migration Patterns
- Status
- 2006 Michigan Ballot Proposal - Proposal 3
- Mourning Dove Factsheet (PDF)
Male and female mourning doves look similar with grayish-brown backs, buff-colored undersides, black spots on the wings and behind the eye, and white feathers in the tail, which show during flight. Juveniles can be distinguished from adults by light buffing on the tips of the primary feathers, which persist until the first molt. By the age of 3 months, it is difficult for the casual observer to distinguish the difference between young and adult doves.
The mourning doves is one of the most abundant and widely distributed bird species in the United States. The current continent-wide population estimate is over 400 million in the fall migration.
Mourning doves are abundant in Michigan, especially south of a line from Bay City to Ludington. Conservative population surveys estimate that 4 million birds migrate from Michigan each fall. Michigan currently participates in two national surveys: the Dove Call-count Survey and the Breeding Bird Survey. Both surveys indicate no change in the Michigan dove population over the last 38 years (Dolton and Rau 2004).
Mourning doves are highly adaptable and use a variety of habitats including coniferous forests, deciduous forests, and residential, urban, and agricultural landscapes. Habitat needs include trees for nesting and roosting, a food source, and a source of water.
In the Midwest, the mourning dove reproductive cycle begins with egg laying in late April/early May, and continues until fledging ends in early September. Doves build scant nests of twigs and grass within trees or shrubs 10 to 30 feet above ground. In wooded areas, elms and maples are preferred. In open areas, coniferous shelterbelts and windbreaks are preferred.
Mourning doves lay two white eggs per clutch and raise between two and five clutches per year. Both parents take part in incubation and brood-rearing activities. Young doves, or squabs, hatch featherless and grow rapidly, increasing their weight by 14 times within 15 days of age. Young can survive on their own 5 to 9 days after leaving the nest and most leave the nest area within 2 to 3 weeks of fledging. Research studies indicate that nest success is approximately 53 percent in the Eastern Management Unit. See Figure 2 for management unit boundaries.
The natural mortality rate for mourning doves is high; approximately 6 out of 10 birds do not survive from one year to the next. Research indicates that mourning dove mortality is caused by a variety of factors including nesting failure, predators, disease, accidents, hunting, and weather extremes.
Ninety-nine percent of the mourning dove diet is comprised of weed seeds and grains. Preferred weed seeds include pigweed, foxtails, wild sunflower, and ragweed. Preferred grains include corn, sorghum, and millet. Insects make up a very small proportion of the dove diet. Doves travel an average of two to eight miles for food.
Doves that breed in Michigan migrate to wintering grounds in Texas, Louisiana, and Mississippi or to wintering grounds in Alabama, Georgia, and Florida. Mourning doves that breed in other states and Canada migrate through Michigan. Some of these doves winter in Michigan and the remainder migrate to more southerly wintering areas.
At the national level, the mourning dove is a migratory bird protected under the Federal Migratory Bird Treaty Act. This Act allows managed hunting, based upon dove population surveys. States are responsible for establishing their own hunting seasons within the Federal framework.
Mourning doves currently may be hunted in 41 states. In the Midwest, Wisconsin, Minnesota, Illinois, Indiana, Iowa, Ohio, Missouri, and all states south have mourning dove hunting seasons. Nationwide, approximately 13.8 million mourning doves are harvested annually.
Currently, Michigan does not allow the hunting of the Mourning dove because the bird is not a game species listed in Public Act 21. In 2006, Act 160 of 2004 allowed mourning doves to be listed as game species, but was rejected in the 2006 election and therefore, Mourning doves are not hunted in Michigan.
In May 2014, Governor Snyder signed Public Act 21 of 2013, giving the Natural Resources Commission the power to add to the game species list. In Public Act 21 Sec. 40113a, the legislature finds and declares that the commission has the exclusive authority to regulate the taking of game as defined in section 40103 of the document.
Public Act 21 of 2013 was suspended in May 2014 and the Michigan Natural Resources Commission Referendum was put on the ballot as a veto referendum, where it was defeated. The measure would have upheld Public Act 21 of 2013. Any species added to the game list by a public act that is rejected by referendum before the effective date of the 2013 amendatory act that amended this section (MCL: 324.40110), the Natural Resources Commission shall not designate as a game species.
In August 2014, the Michigan Legislature had passed the Scientific Fish and Wildlife Conservation Act that restores the NRC's ability to designate game species using principles of sound scientific fish and wildlife management. The Act was presented to the legislature after sportsmen's organizations collected nearly 300,000 signatures. Because it was submitted to the legislature with over the required 258,000 signatures, the measure does not require the approval of the Governor before becoming law. Passage of the Scientific Fish and Wildlife Conservation Act ensures that fish, wildlife and conservation decisions are made by our state's professional wildlife biologists using scientific methods.
2006 Michigan Ballot Proposal - Proposal 3
History: Act 160 of 2004, which listed the mourning dove as game and authorized the Natural Resources Commission to declare the first open hunting season, was approved by the governor and filed with the secretary of state on June 18, 2004.
On March 28, 2005, a petition seeking a referendum on Act 160 of 2004 was filed with the Secretary of State. Const 1963, art 2, sec 9, provides that no law as to which the power of referendum properly has been invoked shall be effective thereafter unless approved by a majority of the electors voting thereon at the next general election. A referendum on Act 160 of 2004 was presented to the electors at the November 2006 general election as Proposal 06-3, which read as follows:
Public Act 160 of 2004 would:"Authorize the Natural Resources Commission to establish a hunting season for mourning doves.
"Require a mourning dove hunter to have a small game license and a $2.00 mourning dove stamp.
"Stipulate that revenue from the stamp must be split evenly between the Game and Fish Protection Fund and the Fish and Wildlife Trust Fund.
"Require the Department of Natural Resources to address responsible mourning dove hunting; management practices for the propagation of mourning doves; and participation in mourning dove hunting by youth, the elderly and the disabled in the Department's annual hunting guide.
"Should this law be approved?"
Yes [ ]"No [ ]"
Result: Act 160 of 2004 was rejected by a majority of the electors voting thereon at the November 2006 general election.
Literature Cited
Dolton, D.D. and R.D. Rau. 2004. Mourning dove population status, 2004. U.S. Fish and Wildlife Service, Laurel, Maryland, US.A.
Thomas S. Baskett, Mark W. Sayre, Roy E. Tomlinson, and Ralph E. Mirarchi. 1993. Ecology & Management of the Mourning Dove. Stackpole Books, Harrisburg, Pennsylvania, USA.


text:
On Monday night, NYU kicked off its annual Entrepreneur Challenge at the Kaufman Center with a team hunt event.
The concept was simple—match up potential talent with interested startups. With only 90 seconds to pitch their business concept, founders were hoping to gain interest from a whole slew of professions, with the most sought out one being engineers. The talent also had their moment to shine, marketing their abilities to a packed group of entrepreneurs looking to connect. Both had the common goal of beginning to lay the groundwork for a successful startup and to continue along the Entrepreneur Challenge journey.
The spectrum of startups looking to add to their talent was huge. Everything from a dry cleaning mobile app to a crowdfunding aggregator to a social venture underwear line was on full display during the event.
"I know everything about sports, but I know nothing about tech," Dan Orlando of XL Journal said, as he pleaded to the crowd for help from an engineer for his sports media startup.
The NYU Entrepreneur Challenge provides $200,000 to be disbursed between new ventures, social entrepreneurs, and technology startups. The challenge began on Monday with the team match and goes through May when the winners are announced. Participants in the past have included Dennis Crowley of Foursquare and Ben Silbermann of Pinterest.
Forbes managing editor Tom Post didn't think twice about covering the Entrepreneur Challenge after realizing the potential of New York startups.
"I'm very excited by the startup activity in the belt loosely known as Silicon Alley. I think there's a lot of moxie and smarts among young entrepreneurs and angel investors. Some of this is originating on campuses – and it's inspiring to see what's been going on at NYU," Post said in an email.
To stay up-to-date with the entrepreneurs' journey at NYU, check back on Forbes.com. We will be provided coverage throughout the year with the winners being announced in the beginning of May.


text:
Let's check the motherhood boundary map. I see feeding. I see boo-boo kissing. I see dirty uniform-washing and horizon-broadening… but nope, no homework-doing. We grownups left that chore safely behind when we ditched our own backpacks for the real world.
This fall, like every fall, I attended meet-the-teacher night. These evenings require real fortitude once kids reach grade levels where they change classes all day, thus giving you six or seven new faces to meet. Each teacher does the same thing: Says how psyched he or she is for the new school year (good), outlines the material that will be covered this year (OK), and then laboriously explains, by handing out syllabi or website addresses, how I can keep track of assignments and due dates (whoa!). Not my responsibility, Teach!
Back when I was the one with the pigtails and the number-two pencils, my parents never memorized the due dates for my forthcoming projects. I don't think they even knew about said projects until I dragged them home, graded. Mom never whipped out flashcards, much less signed every test I brought home to prove she'd reviewed it with me.
We've devolved to the point where parents feel these behaviors are just part of being an A+ parent. And worse, some teachers are reinforcing the buddy system with things like weekly e-mail updates suggesting what to review. Or even by assigning parental homework. Yes, you read that right. Two years ago, a Montclair, New Jersey, ninth-grade English teacher won national applause (and plenty of scorn) for requiring parents to read materials by Franz Kafka, Walt Whitman and Robert F. Kennedy, and then post responses online— lest their kids' grades suffer! Incredibly, he claimed only one flat-out refusal in three years. I'd refuse.
And I'm a pro-teacher kind of mom. I respect the fact that most teachers pour in far more than they get back in salary. (After a few years of leading a meager weekly Brownie troop, I gained new admiration for the hours of prep that lesson planning requires.) But I don't send my kids to school in order to put myself through a refresher course. I don't need a stranger piling tasks onto my to-do list. And what kind of lesson does it teach kids when they're graded on someone else's action (or inaction)?
Better they learn responsibility for their own behavior. That includes tracking assignments and handing them in on time—no excuses about dogs eating the work or a mom who had 10,000 more important things to do than blog about "Song of Myself " for credit.
All four of my children know they can and should come to me if they have questions. (Though if it's about post-third-grade math, they also know I'm apt to say, "Go ask Dad.") They know I've got their backs in terms of tracking their progress and ensuring help if they run into trouble. My kids also know I will take them to the library, coach their persuasive speeches and get them whatever supplies they need—be it T-shirts, Popsicle sticks, felt, French cheese or Polish dumplings. (That's a real-life list.)
What they know I won't do: Mark up papers. Take over the keyboard. Give answers. (I do give hints.) I won't even know exactly what each day's assignments are; they can go to the class website all on their own. I do routinely ask, "Have you done your homework?" before they try to do anything that involves a screen or a bicycle.
Yet I'm made to feel like I'm not stepping up to the plate. Take Science Night: Ben Franklin, Marie Curie and George Washington Carver would stack up like rank amateurs against what some fifth-graders cook up after school, completely unassisted (yeah, right).
"If she tanks in this class it'll crash her GPA, and goodbye pre-med program," one dad told me, with a straight, if twitchy, face, to explain why he'd stepped in and written his 10th-grader's year-end English paper. ("She's not good with words," he added, equally lamely.) So how is she going to thrive as a pre-med? My rule of thumb has always been that the closer to college a child gets, the more a parent ought to get her nose out of the backpack.
But if parents are spending too much time on homework, well, so are kids. The more hours they spend reviewing material that they just studied a few hours earlier in class, the fewer hours they have to learn skills not covered in a curriculum whose practical life lessons are limited to recycling, bullying and sex ed. Kids also need time to learn how to make a bed, run the washer themselves, and which side of the plate the knife and fork go on.
So here's a win-win idea: Give 'em less homework…and more housework. I'd love it.


text:
I am a student looking to run my blog http://www.ohmatthew.wordpress.com under a new domain using hosting from an external website such as 1&1/123-reg/godaddy etc.
Is it possible to buy the domain www."example".com through the external site with their hosting and link to my wordpress blog. Is it easier than I think?
The blog I need help with is ohmatthew.wordpress.com.


text:
Your shopping cart is empty!
You have the option to insure your package for a small fee of $2.00. If your package gets lost, we will file a claim with the carrier and if the package does not turn up, we will quickly replace it for you at no additional cost.
The insurance claim process takes 15 days from the time you report the missing items to us. We highly recommend that you insure your package. If you decide to not take insurance on your package, Skiviez will not be responsible for merchandise that gets lost or damaged in transit.
The JOR Skull Logo Tank is blazing with color and attitude, sporting a tattooed skull on the front and a bold logo on the back.
|Small (S)
|28 - 30
|71 - 76
|Medium (M)
|30 - 32
|76 - 82
|Large (L)
|32 - 34
|82 - 87
|Extra Large (XL)
|34 - 36
|87 - 92