text:
For more information on hunting, please contact the WDFW Wildlife Program. Phone: 360-902-2515 firstname.lastname@example.com
Hunting Access
Private Lands Hunting Access
Sutton Rd x Wahl Rd (904)
Hunt Type: Hunt by Written Permission
Access Times
Access Acres: 1938.00
Scouting is NOT allowed
No hunting blinds provided or allowed.
No tree stands provided or allowed.
Access Modes
Weapon Info
Contact Information
Adams County
Get directions to this property
Hunt Opportunities
General HuntAll big game seasons
General HuntUpland bird season
General HuntAll small game seasons
Mapping Information
Points and boundaries for this site are indicated by the number 904 on the map below.The map is intended for illustration purposes to orient hunters to the approximate location of the site's features. Boundaries and other rules posted in the field must be observed.
DISCLAIMER: Due to the dynamic nature of data and the need to rely on outside sources of information, the Washington Department of Fish and Wildlife cannot accept responsibility for errors or omissions in the data and information contained in and products produced from this application. There are no warranties which accompany the maps and information contained in or produced by this application.


text:
May 15, 2020
Mike Keenan
Mike Keenan has almost forty years of long term care experience and is responsible for strategic planning, fiscal performance and quality assurance at Good Shepherd Communities which includes Good Shepherd Fairview Home, Good Shepherd Village at Endwell, Good Shepherd Communities Foundation and Chase Memorial Nursing Home. Mike holds a Bachelor of Science Degree in Business Management from the State University of New York at Plattsburgh and a Master of Science Degree in Healthcare Administration from the New School for Social Research out of Manhattan.
Mike is a member of the American College of Healthcare Administrators. He is a member of the New York Association of Long Term Care Administrators and the Southern Tier Long Term Care Administrators. He is past Treasurer of LeadingAge New York which represents not-for-profit providers of housing, services and long term care in New York State.
During his tenure at Good Shepherd, Mike has brought to life the concept of Good Shepherd Village at Endwell, New York's first and only fee-for-service continuing care retirement community. He has renovated and created new levels of care and services at Good Shepherd Fairview Home. He has overseen the affiliation of Chase Memorial Nursing Facility in New Berlin, NY into the Good Shepherd Communities organization. Mike is committed to developing programs and services to meet the needs of seniors in our community.
Mike is the recipient of the LeadingAge New York 2010 James W. Sanderson Memorial Award for Leadership in long term care and the 2020 Lawrence E. Larson Memorial Award of Honor, LeadingAge New York's highest award.

subset: commoncrawl


text:
In the 10 years that Wendy Arriz has been a real estate agent in New York City, she's seen some of the best, selling ultraluxe new-construction homes, as well as lower-priced properties. But she's also seen some of the not-so-best work out there.
"One of the things I've seen, even in the ultraluxe real estate market, is that there is not the attention to detail in craftmanship that you'd expect from new construction," says Arriz, a broker at Warburg Realty Partnership. "I can't even tell you what some of my clients have had to deal with. In some cases, they have punch lists that are pages long. As an agent, we're not trained to know how to
attack that for a client."
You're probably asking yourself the same question Arriz has asked herself plenty of times: if a home is newly built, shouldn't it be perfect? Absolutely, says Marnie Oursler, owner of Marnie Custom Homes in Bethany Beach, Del., and host of DIY Network's Big Beach Builds.
Ensuring your home is built to the highest standards and that you won't have any major repairs to deal with soon after moving in comes down to the things you do before purchasing a home, says Oursler. Before signing any contracts, research the homebuilders you are interested in working with to gauge customer satisfaction. And, don't be afraid to ask builders questions.
Oursler suggests speaking with past clients to see how satisfied they are with their home and how the builder dealt with any changes or repairs. "That's going to give you a lot of good insight," Oursler says. "No process is going to be smooth the entire way. You have to trust and know the builder."


text:
In these lessons, students will examine the key characters in Macbeth and their dramatic functions. Tasks include: an exploration of the 'tragic hero' archetype; examining three perspectives on how and why Macbeth changes throughout the play, informing their own ideas; and a list of practice exam questions with an emphasis on characterisation.
In order to benefit fully from these lesson plans, we recommend you use them in the following order:
- Text in Performance
- Language
- Characters
- Themes
- Contexts
If you would like to teach the play in greater detail, use these advanced KS4/5 Lesson Plans. If students are new to the play, we suggest you start with the introductory KS3 Lesson Plans.
These lesson plans are available in the Downloads section at the bottom of this page. To download resources, you must be logged in. Sign up for free to access this and other exclusive features. Activities mentioned in these resources are available in a separate downloadable 'Student Booklet', also at the bottom of this page. The 'Teachers' Guide' download explains how best to use Teach Shakespeare and also contains a bibliography and appendices referencing the resources used throughout.
Key Questions for Students:
Can I investigate how Macbeth's character changes and develops over the course of the play?
Can I use my study skills to track and record these changes?
Key words: character, compare, contrast, development, essay, Macbeth
Prologue: Opening Discussion
Explain to students that over the course of the next few lessons, they will be investigating the character of Macbeth in even greater detail. They will be researching, planning and drafting an essay that focuses on one particular extract, but they will be expected to make links to other parts of the play too, so they will need to consider how he develops and changes in the play as a whole.
Enter the Players: Group Tasks
1) 'Walk of fame, walk of shame'
This is another activity from Fiona Banks Creative Shakespeare. Students locate and write out on to pieces of paper quotations about Macbeth that describe him in a positive or in a negative light. The students arrange themselves in two rows facing each other with a wide space in between and each is given a different positive quotation. The students say their quotations as one student walks down between the rows listening to all the positive remarks. All students take it in turns to do this. Repeat with negative remarks. Afterwards discuss how it felt to hear those comments and why Macbeth changes to the extent that he does.
2) Before and after
Conduct a comparison of Macbeth in Act 1 (Scenes 2, 3 and 4) with Macbeth in Act 5 (Scenes 2, 3 and 5). List all the different ways in which he has changed and rank them. Now hold a class discussion about what have been the greatest changes in Macbeth. Students could write up this discussion in a series of points, including plenty of compare and contrast phrases like 'whereas', 'however' and 'on the other hand'. Finally, consider how the change should be shown on stage and look at scenes from the beginning and end of one or more versions to see how this has been achieved.
3) Zooming in and out
One of the biggest challenges with studying a substantial text is being able to 'zoom in' on important details in the text without forgetting to 'zoom out' and view that detail in context. A range of techniques can be used to support students so that they can:
- make links and draw comparisons
- comment on patterns and motifs
- track characters and themes
These techniques could include: systematic annotation of texts/revision notes, graphic organisers, classroom display, creative use of plot synopses and logs, blogging about the text and 'tagging' key characters, themes, motifs, etc. It could be useful to share with students a range of approaches – even if the examples come from work on other texts – to help them develop their study skills in a way that suits their learning style. Students could also demonstrate and record their own methods for investigating a character or theme.
Exeunt: Closing Questions for Students
How and why does Macbeth change over the course of the play?
What kinds of notes should I make to keep track of these changes in my preparation for an essay about Macbeth?
Suggested plenary activity…
In secret, students should pick a moment in the play that is an important turning point for Macbeth. They should write it down and explain why they have chosen it on a piece of paper. Collect the papers and feedback to the class at the beginning of a subsequent session.
Asides: Further Resources
- Two brief extracts from Act 5 of the 2010 Globe production of Macbeth starring James Garnon can be viewed via these links:
Epilogue: Teacher's Note
This page and the following two pages comprise an active investigation into Macbeth as a tragic hero, culminating in an essay which looks at one extract in detail and places that in the context of the play as a whole.
Key Questions for Students:
Can I explain what motivates Macbeth's decisions in the play?
Can I research different theories to explain Macbeth's downfall?
Key words: character, criticism, downfall, fatal flaw, hero, Macbeth, protagonist, tragedy, tragic
Prologue: Enter the Players
Display the following snippet from the helpful notes at the back of Globe Education's Macbeth textbook:
Hero/tragic hero: Macbeth is first presented as a hero: 1.2; he becomes a tragic hero (because of his actions or what is done to him); e.g. ambition 1.3; 2.2; 3.3; the Witches' influence 4.1; 4.2 Macbeth realises he has been deceived 5.7.71-end]
Q1) What do you understand by the term 'tragic hero'? Does this term accurately describe Macbeth in your opinion?
Q2) These notes list some of the factors in Macbeth's downfall. Do you agree? Are there any factors you would add?
Q3) What makes this an effective example of note-taking?
Enter the Players: Group Tasks
1) An actor's view
Students are going to hear/read three perspectives on how and why Macbeth changes in the play. Explain that they are going to read different viewpoints, so that they can see a range of ideas. Explain that if you can see the text from more than one point of view, you can see more than one meaning and this is a good thing!
The first is an extract from a Globe podcast with James Garnon who played Macbeth at the Globe in 2010:
'It can be understood on many different levels and that's why these things can be done over and over and over again. So, for example, you know the idea that Macbeth is a villain or is evil – it's a lot more ambiguous than that…He is not as black and white as people would like to imagine he is…So I think Macbeth is to an extent an everyman…My understanding of medieval morality plays is that often one of the main points of them is that you shouldn't seek security or safety outside of God. You should trust to God and not seek to make you life comfortable through any other means. The mistake that Macbeth makes having committed the sin is then to try and make himself secure and safe outside of a religious context. He goes to the witches. They're the only people he goes to for further advice, and all the further crimes that he commits are done in an attempt to shore his position up.'
2) A director's view
The second perspective is from the director of that production, Bill Buckhurst.
'I choose it [Act 1 Scene 5] as my pivotal scene for the reason that you say, that his mind changes. It's fascinating to see that first scene he has with Lady Macbeth. He doesn't mention doing the deed at all. He just says,
Macb: Duncan comes here to-night
Lady M: And when goes hence?
Macb: To-morrow, as he purposes.
Lady M: O! never
Shall sun that morrow see!
says Lady Macbeth. And then she says, 'Your face, my Thane, is as a book, where men/May read strange matters'.
And it's almost like they speak in code to each other, or at least Lady Macbeth interprets in the way he's looking the way that he's feeling. Now we know from the scene before that he's had a horrible image of doing a terrible thing. After all, how else could he become king?...We know from that first scene with the witches Macbeth has had a thought which he doesn't want to have. He's an honourable guy, he's a good soldier, and he believes in his king. And so to take that big leap of faith, OK right, we're going to do it…once he's had that thought and he's prepared to go along with it, that means that the story can really race ahead. So that's why I chose that as a pivotal scene.'
3) Some critics' views
The third viewpoint is taken from a critical essay from the Globe's website and the fourth from the famous Shakespearean critic A.C. Bradley.
'Because Macbeth was a real Scottish king, Shakespeare could have written a history play. Instead, the playwright changed the history books to make his play more dramatic and exciting. The real Macbeth was a successful, popular king whose reign lasted many years. Shakespeare's Macbeth, though, meets witches, sees ghosts and convinces himself that he has to murder children to keep his throne. But the most important thing Shakespeare adds is the thought process of Macbeth and Lady Macbeth. 'Stars, hide your fires!' says Macbeth, 'Let not light see my black and deep desires' (1.4.51-2). We in the audience, though, do see those desires. We see him change his mind – 'We will proceed no further in this business' – and so does Lady Macbeth, who has to change it back: 'Art thou afeard | To be the same in thine own act and valour, | As thou art in desire?' (1.7.31; 39-41). We know the desires which Lady Macbeth is talking about, for we have seen them just as she has. The difference is that we know when they are 'acted' upon, tragedy will surely follow.'
The prophecies of the Witches are presented simply as dangerous circumstances with which Macbeth has to deal….[N]o innocent man would have started, as he did, with a start of fear at the mere prophecy of a crown, or have conceived thereupon immediately the thought of murder…In either case not only was he free to accept or resist the temptation, but the temptation was already within him… For all that appears, the natural death of an old man might have fulfilled the prophecy any day. In any case, the idea of fulfilling it by murder was entirely his own.
For each of the three viewpoints, students should ask about how it helps them to think about how and why Macbeth changes in the play. What motivates him? To what extent is he himself flawed? What other factors play a part in his downfall or is he solely to blame?
Exeunt: Closing Questions for Students
What motivates Macbeth at different points in the play?
What are the reasons for his downfall?
To what extent does Shakespeare give Macbeth a fatal flaw?
Suggested plenary activity…
The Globe actress Yolanda Vasquez shares a list of questions she asks when she is rehearsing a play. Students could answer these questions about Macbeth at the beginning of Act 1 and repeat this for Macbeth at a later point in the play that they can choose. They should write in modern English in the first person.
1) Who am I?
What kind of person is this character? What is the character's background, influences, education, experiences, likes and dislikes, relationships? What are their inner and outer characteristics?
2) Where am I?
What kind of place is the character in? Is it familiar or unfamiliar? What does it mean to the character, if anything? How does the character feel about their surroundings?
3) When is it?
What is the time of year, day, or season? Why is the scene set at that moment? What's happened before? Where is the character going to afterwards?
4) What do I want?
This is the character's primary need, their desire. Actors often refer to this as a character's 'objective'.
5) Why do I want it?
The character must have a good reason for wanting it. It justifies their objective.
6) How will I get it?
What does the character need to do to accomplish his/her objective? (E.g. beg, plead, tease, threaten, etc.) What tactics does s/he use? These can be both verbal and physical?
7) What must I overcome?
This is the resistance. It's what's stopping the character from obtaining his/her objective. This might be an inner obstacle (coming from the character's own characteristics or physical or mental state of being) or an outer obstacle (coming from the character's situation or relationship). This might also be affected by the objectives of other characters."
Aside: Further Resource
- The full essay about tragedy can be found here: 2011.playingshakespeare.org/themes-and-issues/tragedy.
Epilogue: Teacher's Note
This is the second of three consecutive lesson plans that together form an active investigation into Macbeth as a tragic hero culminating in an essay which looks at one extract in detail and places that in the context of the play as a whole.
Key Questions for Students:
Can I describe what I understand by the terms 'tragedy' and 'tragic hero'?
Can I apply these terms to help me gain a deeper understanding of the plot of Macbeth and of Shakespeare's characterisation of Macbeth?
Key words: characterisation, Macbeth, plot, structure, tragedy, tragic hero
Prologue: Opening Discussion
In the previous learning sequence, the term 'tragic hero' was used. Ask students to return to their notes about this from yesterday's lesson. What is their understanding of the 'tragic hero' and 'tragedy'? Create a brainstorm of ideas on the board.
Enter the Players: Group Tasks
1) Shakespeare's tragedies
Divide the class into four groups. Assign one of Shakespeare's most famous tragedies other than Macbeth to each group (e.g. Romeo and Juliet, King Lear, Hamlet and Othello). Students should fill in a grid to establish first of all what they already know about that play, to work out some questions to guide their research, and then to carry out that research recording their answers. Students could have access to a prepared book box or to online materials, or they could visit the library to carry out this task.
Take feedback from each group. This should include a summary of the play for the rest of the class, e.g. in a series of tableaux images. Discuss what the storylines of these plays and their central heroes have in common.
2) The Tragedy of Macbeth
Does Macbeth fit or break the mould of the 'tragic hero'? Why isn't Macbeth classed as a history play? How do you think Shakespeare intended to affect his audience with the story of Macbeth's rise to power and downfall?
Students could discuss in small groups: 'What makes Macbeth a tragedy?'
Within their discussions, they should consider:
- the play's plot and structure
- Shakespeare's characterisation of Macbeth
Students should draw on their textual knowledge and their research into the genre of tragedy in order to answer this question as fully as possible. Students could distil their ideas into their three best and most compelling points and feedback to the class.
3) Essay task in exam conditions
This writing task is designed to be undertaken in exam conditions. Before they begin, students should be encouraged to:
- identify the key words in the question
- think of suitable examples and find evidence from the passage and from the play as a whole
- write a plan of their ideas and how they will structure their answer
Exam style question:
Read the section of Act 3 Scene 1 that begins with Macbeth saying 'To be thus is nothing, but to be safely thus:' (line 47) and ends with 'Who's there?' (line 71). How does Shakespeare present Macbeth as a tragic figure in this passage, and in the play as a whole?
Exeunt: Closing Questions for Students
What do I understand by 'tragedy' and 'tragic hero'?
What makes Macbeth a tragedy?
How does Macbeth compare with Shakespeare's other famous tragic heroes?
Suggested plenary activity…
It is likely that class time will be used for writing in timed conditions. but all students could be reminded in the last few minutes to review the success criteria and to proofread their work carefully.
Asides: Further Resources
- Suitable books for the 'Shakespeare's tragedies' activity could include The Shakespeare Book published by Dorling Kindersley, Andrew Dickson's The Rough Guide to Shakespeare and Leon Garfield's Shakespeare Stories.
- Students could also, perhaps as an extension activity, revise tragedy in a wider sense. For example, comparing Aristotle's ideas about tragedy as expressed in his Poetics with Shakespeare's great tragedies, or comparing the downfall of Macbeth with the downfall of Willy Loman in Death of a Salesman.
Epilogue: Teacher's Note
This is the third of three pages that investigate Macbeth as a tragic hero, culminating in an essay that looks at one extract in detail and places that in the context of the play as a whole. Further questions about character and motivation, along with quizzes and revision tips, can be found on the next page.
Key Questions for Students:
Can I make useful notes about characters from the text for revision purposes?
Can I check that my notes contain textual evidence and references that I can cite in my essays?
Key words: characters, cite, development, evidence, notes, revision, textual evidence
Prologue: Opening Discussion
Ask students to write on a sticky note some things that make notes useful and build a spider diagram using the sticky notes on the board. Points might include: legibility; organisation; detail; coverage; fit for purpose (awareness assessment criteria etc.); memorable; matched to individual learning style (e.g. use of colour-coding, graphic organisers or voice recordings of notes).
Enter the Players: Group Tasks
1) Character passport
You should model making notes about a character on a large flip chart size piece of paper, creating a passport-style poster with the following features:
- name of character
- headshot of actor who played that part on page
- any textual information about that character's age/appearance/birthplace/dwelling
- bullet points about that character's title/role/relationship to other characters
- adjectives to describe that character
- "passport stamps" – key moments in that character's 'journey' through the text
2) Revision Diaries
Students should record this character passport in the Student Booklet. This can be repeated for other characters on additional copies of the passport sheet and inserted into the Student Booklet.
3) Task bank: character and motivation
The following tasks can be used in the modelling of planning and drafting written tasks, as well as for students' more independently produced work for assessment:
- Write a comparative character study about the qualities and flaws of the play's three kings: Duncan, Macbeth and Malcolm.
- How does Lady Macbeth's character change throughout the play and how does Shakespeare show this?
- What is the dramatic function in Macbeth of the character of Macduff?
Exeunt: Closing Questions for Students
What makes revision notes useful and memorable?
What do I know about my own preferred learning style that can help me revise as efficiently as possible?
Suggested plenary activity…
Share and compare pieces of evidence that students have selected to support key points. Ask follow-up questions to support students in their language analysis skills.
Asides: Further Resources
- For a particularly collaborative approach to revision, students could work in groups on a particular character and photocopies could be made of their finished poster for distribution to the whole class.
- Ensure students know how to record the part of the play from which each quotation comes (i.e. act, scene and line references), and the importance of keeping quotations short (especially if students are preparing for an exam on the text).
Epilogue: Teacher's Note
For more detailed guidance on planning, drafting and language analysis, see Language and the linked materials in the Student Booklet.


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I consider myself lucky to live in the place I do. I'm surrounded by beauty - mountains, rivers, trees and good, generous people. There's an apple orchard not too far down the road, and when I received an invitation to visit, to explore, I knew it was something I couldn't pass up.
Luke at Mountain View Orchards is one of those good people. We stomped around, stepping over the high grass and fallen apples, taking in the last of the days sunlight, shining and glittering around the trees, apples heavy on their branches, their scent perfuming the air. He told me all about the orchard in a way only a man passionate about a place can. Not all fact, but feeling.
He lamented that the old variety of apples, the tasty, imperfect sort, were being passed over for the shiny, flawless-on-the-outside, less flavorful varieties. He told me about his passion for Appalachian culture, and we agreed that this, growing real things in a place they are meant to be grown, is far more interesting and cultural than the new Starbucks in town. All while we snacked on apples, freshly picked. It's a truth universally acknowledged that fruit plucked straight from the tree just tastes better.
Luke sent me off with a basket full of apples we'd picked, and I came home with a plan. A pie plan. As much as I love this place I call home, I also love this community, this microcosm we call the food blogging world. It's full of the same sort of good people. People like Stephanie, Beth and Sarah, who, when I sent out a tweet about needing pie, all understood and excitedly passed emails back and forth about a virtual pie party. Ladies, I cannot wait to sit down and share a slice with you one day.
This pie is bare bones, as simple and stripped down as possible. It's just apples, sugar, salt, and a bit of brown butter. Not even a dash of cinnamon. These are the sort of apples my autumn daydreams are made of and I wanted them to shine. It's best served up with a side of The Avett Brothers (particularly this track and this one) - their new album has been my constant companion since it's release, and was playing as I baked this up. Be sure to check out Sarah, Beth, and Stephanie's posts for their lovely pies & music picks.
Brown Butter Apple Pie
pie crust (crust recipe from Martha Stewart):
2 1/2 cups all-purpose flour
1 teaspoon salt
1 teaspoon sugar
1 cup (2 sticks) unsalted butter, chilled and cut into small pieces
1/4 to 1/2 cup ice water
In the bowl of a food processor, combine flour, salt, and sugar. Add butter, and process until the mixture resembles coarse meal, 8 to 10 seconds.
With machine running, add ice water in a slow, steady stream through feed tube. Pulse until dough holds together without being wet or sticky; be careful not to process more than 30 seconds. To test, squeeze a small amount together: If it is crumbly, add more ice water, 1 tablespoon at a time.
Divide dough into two equal balls. Flatten each ball into a disc and wrap in plastic. Transfer to the refrigerator and chill at least 1 hour.
6 medium-large apples, I used granny smith, peeled, cored and sliced thinly
3/4 cup brown sugar
1/2 teaspoon salt
3 tablespoons flour
5 tablespoons butter
Preheat oven to 400 degrees. On a lightly floured surface, roll one disc of dough into a 12-inch round, 1/8-inch thick. Fit into a 9-inch pie plate. Set aside in the refrigerator.
In a pan, melt butter over medium-high heat and cook until it begins to brown, it will smell nutty and fragrant.
In a large bowl, combine the apples, brown sugar, salt, flour and brown butter. Pour into pie plate, mounding in the center. Roll second disc of dough into a 12-inch round, 1/8 inch thick. Wet edges of the crust in the plate, then lay dough on top, pressing at edges to seal. Cut vents into top crust.
Place on a parchment paper lined baking sheet. Bake at 400 for 15 minutes, until crust is browned at edges. Turn oven down to 350, bake for another 40-50 minutes.


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India Briefs: Recent Incidents of Persecution
ICC Note
Indian Christians continue facing persecution at the hands of Hindu radicals. Indian officials have also failed to protect the Christians.
04/08/2011 India (CDN)-Four Christians, including a police constable, were beaten on April 1 in Madikeri district on allegations of "religious conversion abetment," as if conversion were illegal in India. Daijiworld Media Network reported that K. Nidugane villagers were enraged when a Christian constable identified only as Prasanna, along with three others identified only as Diwakar, Lawrence and Dias, went door-to-door distributing pamphlets and books in Nandimotte village. A few enraged Hindu villagers beat them, tore their clothes half-off, and brought them to a police station. Hindu extremist leaders who found out rushed to the village, but before they could manhandle the four, policemen intervened and took the accused Christians into custody. Deputy Superintendent of Police J.D. Prakash said that a recommendation had been sent to the superintendent of police seeking Prasanna's suspension from service, the Daijiworld report stated. Diwakar, along with his wife Telcy Diwakar, had also been arrested and released on bail when they visited Devastoor village on March 26. A police official told Compass that the Christians have been charged with "deliberate and malicious acts intended to outrage religious feelings of any class by insulting its religion or religious beliefs."
Karnataka – Police on April 1 arrested Christians after Hindu nationalists registered false complaints of "conversion" against them (religious conversion is legal in India) in Kodihalli, Bangalore. The Global Council of Indian Christians (GCIC) reported that citizens identified only as Vincent, Johnson, Satyan and Naveenand Vinod were at a prayer and fellowship meeting in the home of a Christian when area Hindu extremists led by a person identified only Prashanth stormed the house, made the accusation and forced them to the Kodihalli police station. A GCIC coordinator told Compass that the intolerant Hindus shouted anti-Christian rants along the way, and that police were mute spectators as the extremists mocked the Christians at the police station. Police charged the Christians with "deliberate and malicious acts intended to outrage religious feelings of any class by insulting its religion or religious beliefs."
Himachal Pradesh – On March 17 at Rekong Peo in Kinnur district, Hindu extremists ostracized the Christian community and warned them under threat of violence to conduct no future worship meetings. The All India Christian Council (AICC) reported that Hindu nationalist extremists barred Christians from using a public road, collecting drinking water and entering a local forest. A group of 20 Christians filed a complaint at the Bhavannagar police station, but officials failed to protect to the victims at the behest of the local Hindu extremists. AICC submitted a detailed report to the National Commission for Minorities, requesting an investigation.
Kerala – On March 31 on Kara Beach Road, Kodungallur, Hindu extremists attacked Pastor N.V. Eliyas and Pastor Milton George of New India Church of God as they were returning home with their families from a house dedication prayer service. The extremists shouted slogans against the Christians as they accused them of "forceful conversions," reported the Global Council of Indian Christians. The Hindu extremists damaged the Christians' vehicles. Pastor Eliyas sustained injuries on his head and ear and was rushed to the Kodungallur Government Hospital. Police arrested 35 Hindu extremists who were involved in the incident.
Uttar Pradesh – On March 20 in Lonianpurawa, Balrampur district, an irate mob of 60 Hindu extremists barged into the worship meeting of The Healing Church and beat those present. An earlier incident had taken place the previous Sunday (March 13), when Hindu extremists threatened the worship led by convert Gudgi Verma and his wife Saroja Verma, according to the Evangelical Fellowship of India (EFI). Opposing their thriving ministry in the area, local Member of the Legislative Assembly Gorakhnath Baba allegedly had sent about 25 Hindu extremists to the church to deliver the warning to discontinue church services. The Christians continued, and on March 16 Baba and 50 Hindu extremists went to the site, urged the couple to stop all Christian worship meetings and restore Hindu idols to the house, give offerings to the temple and observe all Hindu festivals, according to EFI. Evangelists Abhay Kumar and Keshov Parsad went to Lonianpurawa on March 20 to lead worship, and the Hindu extremists suddenly barged in, verbally abused the Christians for their faith and beat them. The situation in the area is reported as tense, and local Christians are praying to be able to resume regular Sunday worship meetings.


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Genshin Impact Kequing Laser Ticket Bookmark Card
Condition: Products are brand new in mint condition. May have minimal flaws.
Step into the captivating world of Genshin Impact with the Kequing Laser Ticket Collection Bookmark Card. This must-have collectible is a perfect blend of art and holographic laser technology, designed to delight fans of the popular anime game.
- Material: White Card/Paper
- Size: Approx. 21cm x 7cm (8.3" x 2.8")
Delivery Estimates
All warehouse stock have delivery estimates of 1-4 business days after shipment. All out of warehouse stock have delivery estimates of 14-30 days after shipment.
Out of warehouse stock: All PriceFrack and Xingyunshi vendor items are out of warehouse stock, shipping from outside the U.S.
In warehouse stock: All non PriceFrack and Xingyunshi vendor items are in warehouse stock. In warehouse stock also includes items available as preorders.
Shipment Processing
Out of warehouse stock is usually shipped within 1-3 business days after payments have been fully processed.
In warehouse stock ships within 1-2 business days. Payments process in 1-2 business days, payment installments may take longer to process.
Shipping Rates
All out of warehouse stock orders $120 have free shipping. All orders of non-warehouse stock will have low flat domestic rate shipping of $1.50 - $3. International shipping is $5.
All warehouse stock have free shipping on orders $120 and up. All orders of warehouse stock will have shipping rates of $4 based on weight under 1lb. Regular shipping rates may also apply to all shipments. At this time, no international delivery is available for in warehouse stock.
Shipment confirmation & Order tracking
You will receive a Shipment Confirmation email once your order has shipped containing your tracking number(s). The tracking number will be active within 24 hours. If you have not received tracking or the tracking information does not display correctly please contact us.
Preorders are fulfilled on a first come first serve basis. After receiving preorder stock, preorders are shipped starting from the customer with the earliest purchase.
Any and all pre-orders items that are ordered, are charged immediately by our payments provider.
Preorder Estimates:
All pre-order products will have an estimated arrival (estimated release) date in the product tag and at the top of the product's description. These dates are only estimates, as we cannot guarantee a product's arrival date. It is normal for items to be delayed by 1-2 months.
Preorder Cancellations:
Items that are pre-ordered may be cancelled at any time before the product has come in stock. Products with costs of $150 and up require a 15% cancellation fee.
For more detailed information, view our entire preorder policy here.


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The Mount Holyoke College Art Museum provides many opportunities for research with original objects and primary materials for students.
Using Museum Files and Archives
The Museum files and archives can be an important resource for students looking to find out more about objects in the Museum, historic donors to the Museum's collection.
To schedule a time to use the Museum archives please contact Nina Frank, Assistant Curator of Engagement, at email@example.com, including in your email the accession/object number and artist name or title of the object you are researching. Appointments should be made at least one week in advance and can be scheduled Tuesday through Friday from 9:00 am–5:00 pm. When emailing to make an appointment, please give three alternate dates/times you are available to ensure we can accommodate your request.
Seeing objects on view
You can find out if an object is currently on view by searching for it in the Five Colleges Collections Database. Works available in the galleries will have "Currently on View" posted underneath the image of the work. In this case, you can simply stop by the Museum's galleries during open hours to see it in person:
Tuesday–Friday: 11:00 am–5:00 pm
Saturday and Sunday: 1:00 pm–5:00 pm
Monday: Closed
See the Visit page for up-to-date information about gallery closures.
Making appointments to see objects in storage
If the object is not currently on view, contact Nina Frank, Assistant Curator of Engagement, at firstname.lastname@example.com at least 1-2 weeks in advance to set up an appointment. Depending on the Museum's schedule and the nature of the object requested, more time may be necessary to accommodate certain requests.
Interested in browsing the collection?
Browse our Museum Highlights for inspiration or search the complete Collections Database.
The database includes works of art from all of the Five College museums and Historic Deerfield—about 90,000 objects and counting. If you want to limit your search to objects in the Mount Holyoke College Art Museum only, select "Mount Holyoke College (Art Museum)" or "Mount Holyoke College (Skinner Museum)" from the museum name drop-down menu.


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Privacy Policy
Your privacy
Maintaining the security of your private data and respecting your privacy rights is a priority at Southwinds Point. We pledge to always fairly and legally process your data, keep it safe to the best of our abilities, and be transparent about exactly what data we collect and how we process it.
What data we collect
Southwinds Point may collect the following information about you:
In certain instances, such as applications for residency, we may need to collect more detailed personal information. Some of your personal data is collected in a direct manner; for example, when you provide your name and contact details to submit an inquiry with Southwinds Point. Other personal data may be collected indirectly; for example, your browsing history as you interact with our website. We may also receive personal data from trusted third parties who provide services to Southwinds Point.
Use of cookies
A cookie is a small text file containing information that a web site transfers to your computing device for record-keeping purposes. A cookie cannot give us access to any information beyond what you provide us. Cookies store information about browsing behavior and consumer preferences and can be used to analyze the user experience and personal journey around our website. Most web browsers automatically accept and save cookies; consult your browser's help documentation if you want information about altering your browser's settings regarding cookie processing. If you disable cookies you may still view the publicly available information on our website.
Google Analytics
Southwinds Point uses a third-party service, Google Analytics, to collect standard internet log information and details of behavior patterns for visitors of our website. Southwinds Point does not make any attempt to correlate that usage data with a personal identity. We use this service to find out how our visitors are interacting with our website, what changes we can make to improve the browsing experience, and to evaluate the results of our marketing efforts.
Our partners
In the exercise of providing certain services to you, we may have a need to share some of your personal data with one of our trusted partners.
Southwinds Point will only transmit your personal data to partners who share our commitment to data protection and privacy.
Aside from our trusted service providers, Southwinds Point will not disclose or sell your personal data to any third party, unless required by law.
Links to other web sites
Our web site contains links to other web sites. On web sites that Southwinds Point does not control, we cannot be responsible for the privacy of any information collected, directly or indirectly. Those sites are not governed by this Privacy Policy. For questions about your privacy in relation to other sites you will need to review the privacy statement that they provide.
Legal basis for processing data
Southwinds Point collects and processes customers' personal data because it is required for the pursuit of legitimate business interests:
Your rights
You have the following rights:
If you wish to exercise any of the rights listed above, please email with the details of your request.
This policy was last updated in Jan 29rd, 2019. We reserve the right to make any changes and updates to the Privacy Policy without giving you notice as and when we need to. The most up to date Privacy Policy will be posted on our website and you may check it whenever you like.
Spherexx.com Privacy Shield Policy
Spherexx.com hosts, maintains and or developed this website.
Spherexx.com complies with the EU-U.S. Privacy Shield Framework as set forth by the U.S. Department of Commerce regarding the collection, use, and retention of personal information transferred from the European Union and the United Kingdom to the United States in reliance on Privacy Shield. Spherexx.com has certified to the Department of Commerce that it adheres to the Privacy Shield Principles with respect to such information. If there is any conflict between the terms in this privacy policy and the Privacy Shield Principles, the Privacy Shield Principles shall govern. To learn more about the Privacy Shield program, and to view our certification, please visit https://www.privacyshield.gov/.
In compliance with the Privacy Shield Principles, Spherexx.com commits to resolve complaints about our collection or use of your personal information. EU individuals with inquiries or complaints regarding our Privacy Shield policy should first contact Spherexx.com at:
An individual may under certain conditions invoke binding arbitration. Please see the Privacy Shield website for more information on conditions giving rise to binding arbitration.
Spherexx.com commits to cooperate with EU and UK data protection authorities (DPAs) and comply with the advice given by such authorities with regard to data transferred from the EU and UK.
Spherexx.com is responsible for the third party acts within its control that result in the processing of personal data inconsistent with the Privacy Shield Program.
Spherexx.com is also subject to the authority of the Federal Trade Commission.


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Indian Salwar Kameez - The outfit next door
Indian Salwar Kameez or Salwar suit is the most versatile ethnic wear present in a woman's wardrobe. This outfit can be worn for day to day duties or can be reformed into classy party wear. This attire gains prominence due to the fact that it is adaptable to any body type with its wide range of style of suits. From Punjabi suits to Bollywood Salwar Suits to Anarkali, the styles of tunic called salwar kameez change in various parts of India. We at Shree Designer Saree exhibit a range of Designer Salwar Suits online from straight cut suit with full sleeves to mandarin collared embellishments in art silk. Pamper yourself with Anarkali suits made of chanderi silks or palazzo suits with designs current in the Indian fashion. Grab our latest trendy cotton salwar kameez online and continue your fashion journey with our online shopping portal.
Salwar Kameez: The Ancient Recreation
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Glamping Destinations
Where do you want to go?
Nguyen Shack - Ninh Binh
ninh binh, vietnam
Discover Vietnam and the beautiful Ninh Binh Province with Nguyen Shack. When you visit the terrestrial area also known as Halong Bay, come to stay in one of their bungalows set on a private lake and surrounded by majestic mountains. Every Nguyen Shack comes staffed with friendly and knowledgeabl...
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NBA Draft tonight: Here we go. Tonight marks the most stocked and intriguing and potentially seismic NBA Draft of the post-KG Era, if not ever.
The main storylines: Oden vs. Durant (sounds like that's over). Three Gators in the Top 10 (an NBA Draft first to have three players from the same team in the Top 10). Yi flexing
UPDATE: Listen to me with the Basketball Jones guys on their latest podcast. (The Jones podcast is the best sports podcast online -- I was so excited to join in today.)
My 2007 NBA Mock Draft: One of the biggest cop-outs in mock draft-dom is claiming you're picking who a team SHOULD take, rather than who they WILL take. So I'm saying here's who these teams WILL take:
1. Blazers: Kevin Durant
Yes, despite the "reports"
2. Sonics: Greg Oden
3. Hawks: Al Horford
Warning: SEEMS like a no-brainer
4. Grizzlies: Mike Conley
Best PG, best player available
5. Celtics: Yi Jianlian
And fans in
6. Bucks: Corey Brewer
Designated LeBron-defender
7. T'wolves: Joakim Noah
KG staying, will need energy guy
8. Bobcats: Jeff Green
9. Bulls: Julian Wright
10. Kings: Al Thornton
The old man of the draft class
11. Hawks: Javaris Crittenton
Pass on Law for local, bigger PG
12. Hornets: Nick Young
Who DOESN'T have this slotted here?
13. 76ers: Spencer Hawes
Philly's next... Todd McCullough!
14. Clippers: Acie Law
Best of Big 3 PGs available.
Shocker: Brandan Wright slips out of the Lottery!
My Team: At 16, the Wizards take... Derrick Byars.
Comments: OK, it's time to weigh in with your own official, on-the-record mock-draft predictions. (To avoid comments with a list of 30 teams and players, maybe stick with the Lottery and the non-Lottery pick you'll be most interested in tracking?)
Complete Draft coverage coming in the a.m.
Draft Rumors: Blazers will take Oden. Kevin Pritchard is apparently going to go with his head over his heart, which will drive Durant-as-1 backers (from Simmons to DraftKevinDurant.com) totally insane.
There is NOTHING wrong with that pick. Most fans agree with it. Most GMs agree with it. And it puts
In this particular draft, however, the one downside to picking first is the lingering "What if?" in the event that either (a) Oden doesn't produce titles or (b) Durant does (or KD just looks more entertaining).
KG-Amare deal appears to have fizzled after yesterday's supernova, when – predictably – a Hawks rogue ownership partner put the kibosh on the one deal that could have turned the franchise around.
(Related: Are the Hawks considering taking Yi over Al Horford at No. 3 because of the
But the new hot rumor is the Mavs sending
Draft Fashion: In 2001, I introduced the NBA Draft Fashion Report Card on ESPN.com, then filed it every year after that through last year's draft. It was my favorite column of the year. (Dan Steinberg picks up the slack with a great pre-draft fashion report.)
This year, I'm proud to move that coverage to DanShanoff.com – and proud to welcome a guest-commenter (and my first-round pick for the job), The Head Chick in Charge from the great blog Leave The Man Alone. She will be providing the best draft-fashion live-blog commentary found anywhere online. I'll chip in my own take on the draft fashion in the morning, but HCIC's is the definitive and standard-setting real-time analysis.
The Comments section of the draft-fashion post will also serve as your place to comment on all things draft in real-time.
MLB Dud: Roger Clemens doesn't strike out a player in a game for the first time in 200 starts: This is the worst omen yet that the Yankees' season is lost.
MLB Stud: Jack Cust, who had a career-high 5 RBI to help continue his breakout season.
MLB Malcontent: How come Shea Hillenbrand only shows up in the news when he's being a d-bag?
MLB Milestones: Glavine wins No. 297. No one will remember it came in an abbreviated, 5.1-inning game. They WILL remember it was a 1-hitter.
Tiger as Varsity Dad: He's skipping the Buick Open this week even though Buick is one of his biggest sponsors. However, Tiger WILL play in his OWN event, at Congressional in DC next week.
Sports Media: A few days after wowing me with his unique draft analysis, Penn center Stephen Danley lost me with his ludicrous (if spirited) defense of Alando Tucker.
And, finally: Happy first birthday/anniversary to the deviant-savants over at Kissing Suzy Kolber. If any group has proven the glowing meritocracy of the sports blogosphere, it is these guys. Unfortunately, in KSK's case, their "glow" comes from the bukkake stains resulting from their daily circle-jerk. Happy-happy, fellas.