text:
Classification Of Building Sealants
Classification of building sealants
1, according to the basic polymer classification
Including: silicone, polyurethane, polysulfide, acrylic, butyl, asphalt and oily resin modified products. One silicone, polysulfide, polyurethane three room temperature curing elastic sealant in China the most widely used, especially silicone sealant products.
Silicone sealant because of its special molecular structure, its molecular structure both inorganic and organic polymer characteristics. The raw rubber of the silicone gum is a polymer composed of Si-O as the main chain. Its bond can be 106Kcal / mol, while the usual polymer materials CO and CC bond energy are small, respectively, 80 and 85.2cal / mol, in other words, if the interruption of Si-O chemical bond, the inevitable need for higher energy, So the silicone rubber stability, with superior anti-UV, ozone resistance, weather resistance, temperature and single component, two-component application of various forms of characteristics, and can be based on the needs of the building to create different performance requirements of the product , Especially in the construction of hidden frame glass curtain wall structure is irreplaceable in other materials. And China's silicone sealant production of raw materials industry relative to the development of polysulfide, polyurethane scale and mature, the current silicone sealant products accounted for more than 60% of China's construction sealant use. Foreign modified silicone products in the construction of the application is also more current China is limited to other areas.
Construction of polysulfide sealant as early as the 20th century, 60 years used in the field of aircraft, aviation and other oil-resistant, solvent-resistant adhesive seal in the 80's in China is also used in the construction of the seal, due to raw material production costs High, has been basically replaced by silicone products. However, the polysulfide sealant has good anti-breathability and oil resistance and solvent resistance. It is still widely used in the manufacture of hollow glass, partly for the construction of seawater, garbage dump, oil storage structure and steel structure anticorrosive seal.
Polyurethane molecular structure of the diversity, you can create a wide range of different modulus products for a lot of material bonding. And because of its flexible molecular chain, its resistance to vibration and fatigue performance is very good, especially for different materials, bonding and bonding of flexible materials, and there are very excellent low temperature performance, in many industries Very wide. In the field of construction of the material in the United States, Japan, Germany and other developed countries close to the application of silicone products, in China due to the backwardness of raw materials industry, the development of sealant products subject to certain constraints. There are also less flexible elastomer products that include butyl, acrylic, asphalt and oily resins. The elasticity of such products is small, can be applied to the construction joints of mechanical parts of the low displacement requirements.
2, according to the ability to sort the classification of the performance of the seal products used to determine the main sealant based on the standard.
Whether it is the international standard ISO11600 or the United States ASTMC920, Japan's JISA5758, the British BS5889, Germany DIN18540,18545 standards are based on the product's anti-displacement ability to grade. China's current new building sealant product standards are in accordance with ISO11600-2000 "architectural sealant classification and requirements" to develop. According to the test of the cold stretch / hot compression range can be divided into the following levels: 25LM level, 25IM level, 20LM level, 20HM level, 12.5, 12.5E level, 12.5P level, 7.5P level. ISO11600-2000 standard grading performance indicators in Table 1-3:
JC / T881-2001 Sealant for concrete construction joint: YJC / T882-2001 Sealant for joint of glass curtain wall, JC / T883-2001 Sealant for stone building glue
3, single-channel sealing seepage increased by 16 times the estimated life of 4 years bending angle group box insulating glass
No angle infiltration
No connectors required
It is stabilized by a hot melt sealant containing a desiccant
Double-channel sealed moisture permeability calculation life of 85 years


text:
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subset: commoncrawl


text:
Mi'kmaq Basket Making & Heritage Path Tour
mmerse yourself in traditional Mi'kmaq culture as you learn the fine art of basket making in Elsipogtog First Nation, New Brunswick. After a traditional smudging ceremony in the community teepee, guests will head into the woods for a walk along the Heritage Path where they will learn about the plants and trees used for basket making and other time honoured purposes.
After the Heritage Path walk you will be served a homemade and traditional Mi'kmaq snack and beverage before learning and being introduced to the materials and processes you will use to make a nest basket under the guidance of the elders. As you work on your basket, you will learn some traditional Mi'kmaq ways and phrases.
By the end of the day, you will leave enriched by the teachings of the elders, carrying a basket that you yourself have woven.
Tour Time: 11:45 a.m. – 5:45 p.m.
Tour Duration: 6 Hours
Tour Price: $169.57 per person (plus HST)
We operate this tour from May 17 to October 31
2-person minimum
Price includes the following:
- Friendly and professionally certified tour guide
- Mini city tour of Moncton
- History and culture interpretation
- All basket making materials and instruction from community elders
- Traditional snacks and beverages (because tour time is 12 p.m. – 6 p.m. we want to remind guests to have lunch before leaving for tour)
What you need to know…
This "Mi'kmaq Basket Making & Heritage Path" experience is based out of Moncton, New Brunswick. Our vehicle is a comfortable, air-conditioned Mercedes-Benz Sprinter which holds a maximum of 11 passengers. This tour will operate every Tuesday and Thursday from May 17 to October 31, 2018. Due to safety regulations, children five and under are not permitted on tour.
**All tours will be departing from the DELTA BEAUSEJOUR (located in Downtown Moncton) at 750 Main Street, Moncton, NB, E1C 1E6 at the designated tour time at main entrance lobby off of the Main Street entrance.**
- Secure-Paid parking is available 24/7 behind the hotel and is a cash only service


text:
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It has been a fine summer financially for U.S. airlines. Nightmarish weather and congestion delays, along with packed planes, aren't cooling sizzling demand — and the resulting profits are landing on investors nicely. The latest spiffy performance news came July 24, with United Airlines' parent reporting its largest quarterly profit since 2000, and JetBlue Airways' second-quarter income rising 50 percent.
United reported a $274 million second-quarter profit, aided by strong international results and lower costs, its best performance since the same quarter seven years ago. At JetBlue, which was hobbled by February storms that scrubbed 1,700 flights and marred its reputation for customer service, income rose to $21 million, up from $14 million in the spring quarter of 2006.
Tucked into the latest round of earnings reports was an added bonus for Wall Street: less domestic growth. UAL Corp.'s United, the nation's second-biggest carrier, has been culling domestic capacity for much of 2007 and plans to finish the year with 2.5 percent to 3.5 percent less mainline domestic capacity. JetBlue said July 24 that it is selling three of its Airbus jets and will take delivery of only seven new planes this year instead of the 10 it had originally scheduled. It also will postpone delivery of 16 smaller Embraer jets, now planned for arrival from 2013 to 2015. "Slowing capacity growth will allow us to strengthen our balance sheet and facilitate earnings growth," said JetBlue Chief Executive Officer David Barger in a July 24 statement.
The news comes just a week after Continental Airlines said it will tap the brakes on its growth plans. The carrier says it will slow capacity growth next year to 3 percent to 4 percent, down from the previous target of 5 percent to 7 percent, and it will sell 15 Boeing 737s from its domestic fleet through November, 2008. Southwest Airlines announced a 15-plane decrease in its planned 2008 fleet expansion, while American Airlines' parent, AMR Corp., said its full-year domestic capacity will be 2.6 percent below 2006's.
More hassles
For frustrated travelers, the implications are clear: Even though airlines will have lower traffic after the summer, you're likely to pay higher air fares, have a harder time finding alternate flights if you're bumped, and face more hassles in redeeming frequent-flier miles. The efforts to curtail growth mean the airlines will be able to mitigate the seasonal financial effects to a degree. United spokeswoman Jean Medina says it is shifting flying to its United Express regional unit, which will buttress seat availability. Airline executives aren't certain that the economy's apparent rebound after a dismal first quarter has stamina, and many were grousing in late spring that future revenue trends appear soft.
U.S. carriers are reassessing the mix of supply and demand and where best to deploy planes at a time when oil hovers around $75 a barrel and many airlines are not pleased with their revenue quality. "I do think there is a greater sensitivity to the fact that in a very high fuel-price environment, keeping pricing as robust as possible is more paramount," says Jim Higgins, an analyst at Soleil Securities Group. Higgins says airlines are seeing greater seasonality, with the need to keep both supply and demand tight. "That tends to make peak periods ... the second and third quarters, even peakier, if you will."
That tightness has meant that Americans have endured a summer of jam-packed flights, with passenger loads hovering near 90 percent for many of the majors. The June figures tell the tale: a record 89.1 percent for United, 88 percent for Northwest, 87.1 percent for American, 85.9 percent for Delta, and 83.8 percent for JetBlue. Continental was at 86.2 percent for this month as of July 23.
And forget about much space relief when the summer ends. The airlines' domestic-capacity reductions are driven by a zeal to fly more lucrative international routes, the tendency to avoid new flights when gas is so high, and slower expansion among low-cost rivals. Combine that with industry fatigue over what UAL's chief revenue officer, John Tague, earlier this year called "foolish pricing," and you've got the makings of a decent insurance policy against the airlines' typical seasonal slowdown when schools reopen. "They certainly set up the table for a much better result than we would have achieved," Tague said at a July 24 conference about United's earlier capacity cuts.
Still, no one expects the airlines to eliminate the troughs of autumn and winter. Those seasons tend to have the lowest fares of the year, such as sub-$400 flights to Europe. "Fares will go down, but they will not go down as much as they have in years past," predicts Rick Seaney, CEO of FareCompare.com in Dallas.
Southwest, too?
Much of the current thinking can be traced to sentiments voiced May 9 by Southwest CEO Gary Kelly. "We don't want to grow just for growth's sake," Kelly said at a Bear Stearns BSC Global Transportation Conference, discussing a weak revenue environment. He added that "if things continue to be sluggish, we will continue to think about our growth rates in 2008 and beyond."
When Southwest Airlines — the granddaddy of airline growth stories — decides to hit the brakes, it's bound to cause a stir. Southwest has expanded at a torrid clip for decades, chugging along against rivals with a mix of low labor costs, smart hedges against fuel costs, and a revenue machine geared to high traffic volume and low fares. But the Dallas carrier now faces a very different competitive landscape, Higgins notes. Southwest's most advantageous fuel contracts expired just as the majors have restructured their finances to better compete on costs. And fare hikes this year — among the rare times Southwest has led any — have not kept pace with fuel prices.
"They're scaling back their growth in part because they aren't able to raise fares as much as they'd like to cover these large fuel costs," says Phil Baggaley, an airline analyst at Standard & Poor's (S&P, like , is a unit of The McGraw Hill Companies (MHP).
The long-troubled airline industry is finally figuring out effective ways to prop up profits. But what's good for the carriers may not be so good for travelers.
Copyright © 2012 Bloomberg L.P. All rights reserved.


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Lajes do Pico was the first settlement on the island of Pico, in the Azores, and became an important commercial fishing port and whaling center for many centuries. Its old stone houses with their long balconies bear testimony to the village's opulent past. Culturally, whaling was a huge deal here until it was outlawed in 1984. Many find it very interesting how the Azorean methods of whaling changed very little over the centuries.
Opened in 1988, the Museu dos Baleeiros (Whaling Museum) is housed in three nineteenth-century boathouses, a restored blacksmith's workshop and a new section that contains a comprehensive library of books and research connected to whaling. After watching a short film on the history of whaling in the Azores, you can tour the museum where you will see a beautifully restored canoe, or whaling boat, vignettes of nineteenth-century life in the small whaling town, artifacts of the whaling industry and an interesting scrimshaw display. It is fascinating to see how men in a canoe, bearing only harpoons, rope, and lances, were able to catch those enormous whales and get them back to the shore and out of the water.
The Museu dos Baleeiros is located in the center of Lajes do Pico and is open Tuesday through Friday from 9:30 am to 12:30 pm and 2:00 pm to 5:30 pm. On weekends and holidays, it is open from 2:00 pm through 5:30 pm. The museum is closed on Mondays.
Today, the Azores is one of Europe's premier whale watching destinations. Of the over 80 species of whales and dolphins in the world, 24 can be found in Azorean waters. Sitting on the mid-Atlantic ridge, the waters surrounding the archipelago get deep so fast that sperm, blue, right, minke, sei, humpback, killer and false killer whales pass well within sight of land.
The best time to see the whales is during the spring when migrating whales pass close to the islands. A permanent population of dolphins and Sperm whales just about ensures daily sightings throughout the summer months.
Whalling Museum Address
Rua dos Baleeiros, 13 – 9930 LAJES DO PICO – AZORES – PORTUGAL
Tel: (351) 292 679 340 – Fax: (351) 292 67 20 60


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I have this debate with people all the time. I always tell people that I never tell my children that Santa Claus is real and they just freak out! They attack me by saying things like, "how could you shatter their innocence like that?", "you should protect your children, not break their hearts!", "you should protect their innocence as long as possible!" The indignation and the look of horror is just fascinating and ridiculous. However, the level of self-deception and blindness is absolutely laughable, and, typically, by the time that I'm done, I'm no longer the target of others' derision, but of their anger; anger at the fact that I couldn't let them continue to deceive themselves or delude themselves into believing that they are doing the right thing with their children. So, let's start with what innocence means.
According to dictionary.com, innocence, among others, means simplicity, absence of guile or cunning, naivete, lack of knowledge or understanding. What about this is an attractive quality in a human? Most people can't tell me and those that do try to explain, fail. The best that anyone has come-up with is that this makes someone pure. I say it makes them stupid and susceptible to manipulation, deceit and fraud, among other things. But let's agree to disagree. The bigger question then is who gives children this so called "innocence." Meaning, who tells the children of the supposed existence of the so called, "Santa Claus," or simply "Santa?"
There is no doubt that "Santa" is instilled into children's heads by their parents: If you don't behave Santa's not going to give you a Christmas gift this year. If you don't stop crying about losing your tooth, the tooth fairy won't come tonight, etc. So, "Santa" (as an aside, when I talk about "Santa" it's inclusive of the "Tooth Fairy" and the "Easter Bunny," among other ridiculous inventions) is a fictitious creation designed to exert control over children by their parents, at least for a short while. Then who is the one that ends up "shattering" the children's innocence? Oddly enough, it's the parents. They are the ones that inevitably tell their children or confirm to their children the fact that "Santa" is not real. This then shatters the "innocence" of the child. But the funny thing about this is that if the parents hadn't lied to their children in the first place then they'd be no telling the truth and breaking the children's hearts in the second place!
What I've found is that if you patiently explain to children that Santa doesn't exist in the first place then children are likely to shrug it off as if nothing is wrong, because they trust their parents to begin with. The trick isn't getting your child to be OK with Santa not existing, the trick is to keep your child from telling other children. There are many ways that this can be accomplished, but I've found that this is very individual and cannot be done on a uniform basis.
The point is that the innocence of children is created by the lies told to them by their parents and is then shattered by the parents; the ultimate people that children trust. What message does this send to our children? Is it any wonder that children grow up to mistrust adults, especially in their teenage years? Therefore, this illusion of children's innocence is nothing more than a web of lies told by parents to their children. So the farce that children's innocence should be preserved is indeed a laughable concept. Yet, people delude themselves into believing that they are doing their children a great favor by lying to them. This is very perplexing and rather dangerous to our future.
When people realize the error of their ways, is it any wonder that they get angry at me? Probably more from embarrassment than anything else. Nevertheless, they do and they can't help themselves. So, let's dispense with this bull crap about children's innocence, and also, we can agree that it is nothing but an illusion. Lying to children, whether it is to create the illusion of innocence — which is a form of a white lie — or to subvert their intelligence/observation, is wrong. Lying in all forms is the foundation on which mistrust between parents and children form and, thus, parents should stop the practice, no matter the excuse. And, certainly, stop lecturing others about shattering children's innocence, if you tell yours that "Santa" exists — among other fairy tale characters — because you, and not the person who tells the truth to their children, are shattering things, in particular the sacred bond of trust between parent and child.
As an aside, the concept of Santa Claus to a child is very similar to the concept of god to christians, jews, and muslims: If you behave, you'll get a present on Christmas; if you live a good life and listen to the instruction of god's representatives, i.e., behave, you'll get the reward or present of entering heaven. Coincidence? I don't think so. It's more like indoctrination or preparation for forcing religion on children, who grow-up to be adults.
And, while all three religions forbid idolatry on "paper," it's less than forth-coming in practice. Again, I don't believe that this is coincidence. I strongly believe that this is preparation or indoctrination of children for believing in religion as they mature into adulthood. It's actually quite clever, if not insidious.
For more, please read my books, "… Under the Constitution with Liberty and Justice for ALL," available at http://www.CreateSpace.com/3978962 and also available on Kindle, and "The New Constitution for Modern America," available at http://www.CreateSpace.com/4281897 and also available on Kindle. Please don't forget to rate this post. Any comments or questions are welcome and can be left for me on this blog, @Ahmedinejahd on Twitter, on Facebook or via email at email@example.com. Thank you in advance for buying my books, and rating this post. And, thanks for visiting my blog; I hope you get an opportunity to read my other posts. Have a great day!


text:
Waffles are breakfast royalty. Whenever we get a chance to make them, we do. Breakfast, dinner, dessert? Waffles. They're amazing! They're even designed to make their consumption easier with little pockets to fill up with syrup and fruit! But we're in the renaissance of cooking. Exciting flavor combinations are coming out of the woodwork so quickly that even a classic like the waffle is becoming more exciting!
Which is why we bring you the peanut butter and banana dessert waffle. There are multiple layers of deliciousness going on here. First, the peanut butter waffle stands alone as a great breakfast treat. Secondly, you have the school lunch inspired peanut butter and bananas. But the kicker is the marshmallow fluff, which brings the element of the fluffernutter into play. This recipe is perfect for an after-school treat or for a weekend breakfast. The new age of waffles is now!
Peanut Butter and Banana Dessert Waffles
(serves 6)
- 1 1/2 cup flour
- 2 teaspoons baking powder
- 2 teaspoons baking soda
- 1/2 teaspoon salt
- 3 tablespoons creamy peanut butter
- 1/2 cup chunky peanut butter (This is for the sauce, so you can use creamy if you prefer)
- 1 1/2 cups milk
- 2 egg whites
- 2 drops vanilla extract
- 3 bananas
- 1/2 cup marshmallow fluff
- 1 cup chocolate chips
- Heat your waffle iron to highest setting.
- Combine flour, baking powder, baking soda, and salt in large mixing bowl.
- Add creamy peanut butter, milk, and vanilla to your bowl.
- Stir together until all of the ingredients are combined.
- In a separate bowl, beat your egg whites for one minute.
- Fold your egg whites into the rest of your ingredients.
- Coat the cooking surfaces of your waffle iron with cooking spray or butter.
- Pour batter into the waffle iron and cook waffles for about three minutes or until waffles are golden brown.
- Chop bananas into small discs while the waffles are cooking.
- Heat up the chunky peanut butter and marshmallow fluff in separate saucepans until they become runny.
- Place a waffle on the first plate. Top with bananas and chocolate chips first.
- Add your waffles the warm peanut butter and marshmallow fluff.
- Repeat for each waffle plate.
Recipe adapted from Primavera Kitchen


text:
Spanish 2
*Click on the wreath above to hear audio and see lyrics of songs in other languages.
1. Make-up work: Go to your grades to see what dialogs you are missing then be ready to do aloud today for a grade.
2. Go to Spanish Christmas Terms to see cultural notes at the bottom of the document then write in your journal about a Spanish Christmas.
3. Go to Spanish Christmas Songs to see lyrics for traditional Villancicos then do a search to find out the origin of the songs.
4. Nativity Scene: Go to Prima Navidad to see a skit of the first Christmas in Spanish. You may prepare this to present to the class.
5. Click on Spanish Christmas to learn more about the holiday celebrations in Spanish speaking countries then compare and contrast our traditions with those of the Spanish world.
6. See the Spanish Christmas links below to find recipes, skits, activities and traditions.
Ideas for Spanish Christmas Skits Bilingual Mexican Posadas Song Chart Mexican Posada Song More on Posadas Celebration and Crafts
Spanish 1
1. Go to Spanish Christmas Terms to see Christmas related words and phrases then make a picture book telling about a Spanish Christmas.
2. Go to Spanish Christmas Songs to see lyrics for traditional Spanish Villancicos then be ready to sing with the class.
Go to Quizalize to play ACT and SAT prep games. Use class code jwj9655


text:
Generics are used for metaprogramming in Ada. They are useful for abstract algorithms that share common properties with each other.
Either a subprogram or a package can be generic. A generic is declared
by using the keyword
generic. For example:
Formal type declaration¶
Formal types are abstractions of a specific type. For example, we may
want to create an algorithm that works on any integer type, or even on
any type at all, whether a numeric type or not. The following example
declares a formal type
T for the
Set procedure.
The declaration of
T as
private indicates that you can map
any type to it. But you can also restrict the declaration to allow
only some types to be mapped to that formal type. Here are some
|Formal Type
|Any type
type T is private;
|Any discrete type
type T is (<>);
|Any floating-point type
type T is digits <>;
Formal object declaration¶
Formal objects are similar to subprogram parameters. They can reference formal types declared in the formal specification. For example:
Formal objects can be either input parameters or specified using the
in out mode.
Generic body definition¶
We don't repeat the
generic keyword for the body declaration of a
generic subprogram or package. Instead, we start with the actual
declaration and use the generic types and objects we declared. For example:
Generic instantiation¶
Generic subprograms or packages can't be used directly. Instead, they
need to be instantiated, which we do using the
new keyword, as
shown in the following example:
In the example above, we instantiate the procedure
Set by mapping the
formal parameters
T and
X to actual existing elements, in this case
Integer type and the
Main variable.
Generic packages¶
The previous examples focused on generic subprograms. In this section,
we look at generic packages. The syntax is similar to that used for
generic subprograms: we start with the
generic keyword and
continue with formal declarations. The only difference is that
package is specified instead of a subprogram keyword.
Here's an example:
In the example above, we created a simple container named
with just one single element. This container tracks whether the
element has been initialized or not.
After writing package definition, we create the instance
I of the
Element. We use the instance by calling the package subprograms
Reset, and
Formal subprograms¶
In addition to formal types and objects, we can also declare formal subprograms or packages. This course only describes formal subprograms; formal packages are discussed in the advanced course.
We use the
with keyword to declare a formal subprogram. In the
example below, we declare a formal function (
Comparison) to be
used by the generic procedure
Examples of using generics¶
In this section, we look at examples and strategies for abstracting algorithms using generics.
Application: ADTs¶
An important application of generics is to model abstract data types
(ADTs). In fact, Ada includes a library with numerous ADTs using
Ada.Containers (described in the containers
A typical example of an ADT is a stack:
In this example, we first create a generic stack package (
and then instantiate it to create a stack of 10 integer values.
Abstracting a swap algorithm¶
Let's look at a simple procedure that swaps variables of type
In this example,
Swap_Colors can only be used for the
type. However, this algorithm can theoretically be used for any type,
whether an enumeration type or a complex record type with many
elements. The algorithm itself is the same: it's only the type that
differs. If, for example, we want to swap variables of
type, we don't want to duplicate the implementation. Therefore, such
an algorithm is a perfect candidate for abstraction using generics.
In the example below, we create a generic version of
and name it
Generic_Swap. This generic version can operate on any
type due to the declaration of formal type
As we can see in the example, we can create the same
procedure as we had in the non-generic version of the algorithm by
declaring it as an instance of the generic
Generic_Swap procedure. We
specify that the generic
T type will be mapped to the
Color type
by passing it as an argument to the
Generic_Swap instantiation,
Abstracting a reversing algorithm¶
The previous example, with an algorithm to swap two values, is one of the
simplest examples of using generics. Next we study an algorithm for
reversing elements of an array. First, let's start with a non-generic
version of the algorithm, one that works specifically for the
The procedure
Reverse_Color_Array takes an array of colors, starts by
swapping the first and last elements of the array, and continues doing that
with successive elements until it reaches the middle of array. At that
point, the entire array has been reversed, as we see from the output of the
test program.
To abstract this procedure, we declare formal types for three components of the algorithm:
- the elements of the array (
Colortype in the example)
- the range used for the array (
Integerrange in the example)
- the actual array type (
Color_Arraytype in the example)
This is a generic version of the algorithm:
As mentioned above, we're abstracting three components of the algorithm:
- the
Ttype abstracts the elements of the array
- the
Indextype abstracts the range used for the array
- the
Array_Ttype abstracts the array type and uses the formal declarations of the
Abstracting the test application¶
In the previous example we've focused only on abstracting the reversing algorithm itself. However, we could have decided to also abstract our small test application. This could be useful if we, for example, decide to test other procedures that change elements of an array.
In order to do this, we again have to choose the elements to abstract. We therefore declare the following formal parameters:
S: the string containing the array name
- a function
Imagethat converts an element of type
Tto a string
- a procedure
Testthat performs some operation on the array
Note that
Image and
Test are examples of formal subprograms and
S is an example of a formal object.
Here is a version of the test application making use of the generic
Perform_Test procedure:
In this example, we create the procedure
Perform_Test_Reverse_Color_Array as an instance of the generic
procedure (
Perform_Test). Note that:
- For the formal
Imagefunction, we use the
'Imageattribute of the
- For the formal
Testprocedure, we reference the
Reverse_Arrayprocedure from the package.


text:
Tennis? What tennis?
GAME for a class exploring "Steps for dancing to the beautiful music of Pugliese!"
SET in the wonderfully cool Shepherd Hall, the perfect
MATCH for our talented teachers, Alexandra Wood and Hernán Brusa?
Hernán will be our DJ, too, so we can dance at this event by ther Thames which is GUARANTEED TENNIS/FOOTBALL FREE!
Register for a place HERE!
£15 Class + Milonga
£12 Milonga only
(…collected at the door).
The Shepherd Hall
St Thomas's Hospital
Westminster Bridge Rd
How to get there?
Whack the address into Google Maps, or…
Either WESTMINSTER, cross Westminster Bridge, St Thomas's on the right-hand side
…OR WATERLOO, Walk south-west on York Rd towards Chicheley St, Turn left onto Forum Magnum Square, Turn right onto York Rd, Turn left onto Westminster Bridge Rd/A302
There is pay car park at St Thomas's Hospital, which you approach from the south.
Steps for dancing to the beautiful music of Pugliese!
Alexandra Wood
Alexandra has been teaching tango for 15 years, she trained in classical ballet and later contemporary dance, she worked professionally as a contemporary dancer. She trained in dance and other performing arts for 6 years, in the latter three she studied and gained BA hons degree in Dance. She continues to train and study all forms but her passions for Argentine Tango formed her career.
Her tango training took place mainly in Buenos Aires. She had the privilege of performing in many milongas in Buenos Aires. She studied with many masters including Miguel Angel Zotto (with whom she had the honour of teaching) Osvaldo Zotto, Los Dispari, and the incredible Misse family especially Andrea Misse as well as along with many other teachers.
Alexandra co-created the first Argentine tango school in London, Tango in Action in 2002.
She now runs 'Alexandra Wood Tango school' in London and enjoys travelling to teach and perform internationally.
Hernán Brusa
Hernán Brusa was born in Buenos Aires, the heart of Tango. He discovered this wonderful rhythm thanks to his grandfather, who had been a 'milonguero' during the golden age and always listened to Carlos Di Sarli and Aníbal Troilo in his house. When he lost his dear grandfather in 1996, Hernán's curiosity took him to a tango lesson with his sister- they started a weekly course with a disciple of the famous tango couple 'los Dinzel'. But he only discovered his passion when he first set foot in a milonga in 1997. Since then, his feet have not left the dance floor anymore.
He studied with many famous tango masters- with Alejandra Mantiñán, and Gabriel Angió & Natalia Games being the ones who shaped his style. He has been teaching since 2002 in various cities in Argentina, America, Europe and Asia. From 2003 to 2008, he dedicated himself to stage tango, performing every evening in the shows of Buenos Aires.
In 2009, he lived in Tokyo to work in a Tango school there. In 2010 he decided to take a break from tango as a career. Returning from Japan, he felt that something in his tango was not the way he wanted it and that his dance had not matured enough. He took on a "normal" job, continued to take private classes with his masters just for pleasure, and danced in the milongas almost every night until dawn for 4 years. Until he found his style. In September 2014 he went to live in Europe, where he returned to tango as a profession, dedicating himself mainly to teaching Tango Salón. He has brought Argentine tango to Italy, the UK, Belgium, Spain, Denmark, Israel, Turkey, Portugal and Switzerland, transmitting the style of the Buenos Aires milongas and the passion that has been in his blood for 2 generations.
Tango for Hernan is not just a profession, it is a way of living, a way of expressing himself by embracing someone and breathing together, of getting lost on the dance floor to the rhythm of an orchestra whilst time stops. In tango he has discovered a fabulous way to be happy.


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I particularly liked hearing how the students think about their own learning and her goal of building independence among her students about their own learning. Thanks, Stacey, for sharing your findings with us . . . and everyone out there tweeting and linking to The Daily Riff posts.
If you are a newbie to the flipped class, more related articles at end of this post.
- C.J. Westerberg
but as teachers,
we always can benefit from observing and listening to our students."
-Stacey Roshan
Six Questions - Student Feedback
By Stacey Roshan
I was impressed with how detailed and thoughtful the students were, and how seriously they took the survey. I was expecting the results to be positive, but I was pretty shocked by just how positive they were. It was pretty clear that students felt that the format of class helped them in the course. While my class sizes are small, larger class sizes might benefit even more greatly for the same reasons suggested by the students. (Questionnaire format was anonymous.)
Overall, the student satisfaction survey indicated that students felt very supported in this class and they reported overwhelmingly positive results about having an opportunity to get their questions answered during class time. All students reported that they preferred the format of this class and none would have preferred going back to the "normal" class format. Students felt that instruction was more individualized because the lectures were watched at home. They particularly appreciated that it was always possible to catch up on missed work when absent from class without requiring extra instruction. Most students reported that the format of class made them less afraid of asking questions. Students agreed that it was helpful to have the video resources to re-watch in preparing for tests, though some indicated that they did not always review them often. Students also reported that they felt that the format of class helped reduce anxiety about homework, reduced homework load (in fact, over half reported that they believed the format greatly reduced homework load), and that they felt they had more of an opportunity to learn from classmates.
When students were asked what they liked most about the format of class, most pointed to the differentiated, customized learning experience. They most certainly enjoy being in control of when to "pause me" versus when their classmate needs to slow down. They also indicate feeling more supported in working through problems and many remarked feeling less stress.
Here are the results (italicized are verbatim responses):
What do you like most about the format of class?
(Photo: Roshan far l. with student)
The freedom and ability to ask questions and be independent . . . just like a college class.
In previous math classes, we had to move at the pace of the slowest kids, and that's fine, but it's nice to have the lectures under your belt and then work on problems at your own pace.
The format of this class allows us to work at our own pace. If we need to pause a video and rewind, it is much simpler than interrupting a teacher during class and asking her to repeat what she said. I also love that we have class time to work with other students and ask individual questions. Another great aspect of this format is that it reduces stress because it is so easy to make up the work at home by watching the videos.
The fact that we were not as rushed with our 'homework' as we would be if we had to do it all on my own at home. "
The teacher is helpful, the students are helpful so that we can improve together.
The ability to know the amount of time you would need for calc homework.
I don't have to sit at home and struggle with math problems. It takes a lot of stress out of weeknights.
I can get help with whatever problems I need instead of struggling with hard problems at home with no help.
Being able to re-watch the videos as many times as i needed. How i felt like an independent learner.
When asked what they liked most about the video lectures, students again pointed toward the ability to customize the pace.
What do you like most about the video lectures?
I like how we did homework in class and I got to ask questions.
The ability to rewind and understand and take notes.
It's nice to be able to watch the lectures at any time of day and move quickly or slowly depending on my understanding. Also, the lectures covered everything we had to know for each topic, so there were no surprises come test time. Everything we needed to know was on paper and the lectures told us how to do them. I never really used the videos for a review tool, I liked practice problems much better.
The video lectures allow for a student to work at their own pace. And it is important to note that all students have different strengths. For instance, I watched some videos three times, and skimmed through other ones.
They were engaging and helped us learn the material easily.
That you could watch them on your own time and it was easy to access them.
The fact that you can go at your own pace.
The video lectures are great for me because I am a visual learner. It really helps me to see Ms. Roshan solve the problems and explain them step by step. Taking notes on the printout also helps to keep me engaged in the powerpoint and makes me feel as if I am solving the problems.
I can re-watch confusing sections and it is very easy to study
I can review anytime. With notes.
How they were concise yet showed many of the different problem types with each subject.
I can pause and go back if I don't understand.
I can go through them and review them at my own pace.
The clarity and pace of them.
When asked what students disliked about class and what suggestion they would have for a change next year, many reported "nothing," yet there were interesting critiques about the flipped class format and the class in general.
What do you dislike most about this class?
It was frustrating when we did not get enough time to work on practice problems in class and we had to go over things. I was pretty dependent on getting work done in class, because I work much better in school than I do at home, and I learn best by working on problems myself rather than listening to how to do something (which is why I didn't like conventional classes). I understand we need to go over certain things, but it was annoying to be expected to do more than one thing at home when we fell behind by no fault of mine.
I disliked that it was only 45 minutes a day.
That we could not do corrections on all test and quizzes.
Sometimes I feel as if the way the class is run causes me to take longer to understand the material than if it was being taught in class.
The grading of tests and quizzes, a small curve would be lovely.
If you fall behind because you were slacking off, it takes a lot of time to catch up.
The concepts were hard to grasp and the problems were very difficult, but it was made as easy as it could've been.
If you could offer one suggestion for a change next year,
what would it be?
More points for homework
A more consistent routine of videos at home, maybe one go-over day, and then a number of days to do a lot of problems that we can do at home, but are expected to do in class and are given ample time to do so.
Shorter videos
Watching videos every other day giving time to do homework from the previous section that night
Less video-making. Often the videos weren't all that good and took a while to make
Slight curve on tests/quizzes.
Making videos is helpful but sometimes boring.
Make more review videos as a class.
More space on the printed power points.
I'll let the next question speak for itself. A lot of awesome feedback here:
How do you think the format of class has helped you this year?
It allowed me to talk more to my teacher.
I have been able to be independent but still get my work done
Last year, it was hard to learn everything because the class was so big. This year, everything has sort of led into the next topic and being able to work on problems in class helps get at the root of issues that I may have, rather than struggling endlessly with them at home.
Work at my own pace and lower anxiety due to Ms. Roshan's extreme organization.
I was better prepared for the AP exam than in any other AP course this year.
It has helped me manage my time and become more comfortable with learning online which will help for college.
It has allowed me to all ways have the lectures at home to watch. It really helped because I am not the best note taker.
I think that the format of the class helped me to get more comfortable working with classmates and asking questions. I got so used to working on math problems at home, and it was nice to have the support of classmates.
It put more responsibility on me to get an understanding of the material
More time on class to focus on my problems.
I like that I can work on hard problems in class with the support of the teacher.
I got a lot more help with the problems in class so I had an easier time grasping how to do questions.
I suffered a concussion at the begging(sic) of the year. I missed about 2 months of school work.
Out of all my classes AP calculus was the easiest to catch up on. Also When I finally caught up I didn't feel at all disadvantaged from missing class.
Finally, I asked students how they thought the format of class has not helped. It was interesting that one student's response for what they did not like was exactly one of my aims - The whole independent learner bit :)
How do you think the format of class has NOT helped you this year?
I honestly don't know how to answer this question.
The class helped me in almost every way.
I think that over all it really just helped
I don't think it has not helped me.
It didn't help with taking notes/paying attention because if I missed something or was not very focused in watching a video, I could just re-watch the section with no real consequence.
Less time to think individually.
I've become really independent, and if I didn't keep up with work, I'd be in some trouble. Lucky I haven't.
At first I only grasped specific problems and not overarching concepts, but as the year went on I improved at both.
And on that note, I will close with a huge smile on my face and call it another very successful year of flipping my AP Calculus AB classroom! There is no one-size fits all in education, but as teachers, we always can benefit from observing and listening to our students. And that's just what the flipped classroom provides: giving students a stronger voice,
making the classroom experience about playing with ideas rather than throwing information
at them at lightning speed, allowing time to individually check in with students on a regular basis, providing the resources for them to customize pace, and giving students the peace of mind that their teacher is not more than a step away when they need you most.
Stacey Roshan is a teacher at Bullis School, an independent high school in Maryland.
Stacey Roshan's videos in iTunes (not all videos stored)
The Flipped Class Manifest by Brian E. Bennett, Dan Spencer, Jon Bergmann, Troy Cockrum, Ramsey Musallam, Aaron Sams, Karl Fisch, Jerry Overmyer
How the Flipped Classroom is Radically Transforming Learning by Jon Bergmann, Aaron Sams
The Flipped Class: Shedding light on the confusion, critique and hype by Aaron Sams
Are you Ready to Flip? by Dan Spencer, Deb Wolf, and Aaron Sams
"The Flipped Class: Myths vs. Reality" by Jon Bergmann, Jerry Overmyer and Brett Wilie
"The Flipped Class: What Does a Good One Look Like?" by Brian Bennett, Jason Kern, April Gudenrath and Philip McIntosh
Private School Math Teacher Flips Learning by Stacey Roshan
The Flipped Class: Show Me the Data! by Stacey Roshan
Teachers "Doing the Flip" to Help Students Become Learners


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GOP's Ron Paul wants all troops home
Amid a lineup of what ought to be called "big government conservatives," Republican presidential candidate Ron Paul stands out like the Lonesome End on Army's 1950s football teams.
Asked his policy on U.S. troops fighting in Iraq, the Texas congressman, now serving his 10th term, replies: "I would get them home as soon as possible."
And U.S. troops in Europe?
"I would get them home," Paul said in an interview Tuesday. "Having them stationed abroad doesn't serve our national interest, and that goes for forces in Japan and Korea.
"We should only send U.S. forces abroad when our security is directly threatened. Right now, nobody threatens our national security."
Such sentiments make Paul the odd man out in GOP debates. Other candidates have been seen smirking as he speaks.
Although described as a libertarian, the physician-politician is a throwback on stands that used to define "conservative" in America -- defense of individual liberties, a minimalist federal government and freedom from foreign entanglements.
"I call it a non-interventionist, constitutional foreign policy," he said Tuesday. "We should have a strong national defense. But we should stay out of other countries' internal affairs. Our role is not nation building, and not to be world policeman."
In Paul's view, the U.S. invasion of Iraq worked to encourage al-Qaida. "The motivation by suicide terrorists is that we have invaded territory that is not ours," he argued.
Paul will spend a hectic Friday in Seattle this week.
The events on his schedule range from a public lecture on the U.S. Constitution, set for 1:30 p.m. Friday at Seattle University's Campion Tower Ballroom, to a $2,000 private briefing scheduled for 3:30 p.m. at the College Club. Then a $1,000-per-person reception at the Westin reception will be followed by a 7:30 p.m. rally in the Grand Ballroom.
If you missed the movie "Twister," the Republicans' 2008 field offers lots of blustery, changing winds. Mitt Romney has reversed past stands on abortion and gay rights. Fred Thompson is trying to explain how he gave legal advice to a pro-choice feminist group. The thrice-married Rudy Giuliani is seeking to court the religious right.
Paul is not a man for campaign conversions -- even on a week that takes him to three liberal West Coast cities.
"My message is exactly the same wherever I go," he said. "If it is a liberal city where I am speaking, I try to teach them the virtue of economic liberties. If it is a conservative religious town, I try to stress why individual liberties are important."
Paul was a lonely Republican vote against passage and reauthorization of the USA Patriot Act. He feels the landmark post-9/11 law violated the Fourth Amendment, which provides Americans with guarantees against unreasonable search and seizure of their property.
If elected, said Paul, "I would do everything I can to repeal it. ... We do not need to spy on the American people to provide for our national security."
Born in Pennsylvania, Paul served in the Air Force as a flight surgeon, and moved to Texas to practice obstetrics and gynecology near Houston. He was drawn to politics when President Nixon severed the connection between the dollar and gold in 1971.
He would radically downsize the federal government. "I don't think there is any need for the Department of Education, the Department of Energy or particularly the monstrous Department of Homeland Security," he said Tuesday.
Asked what role he sees for the federal government in education, Paul replied: "None. Nothing in the Constitution provides for a federal role."
Paul would seek to divest the federal government of its vast landholdings in the West. "I would always move in the direction of moving those lands to the states, except in special circumstances such as national parks."
The Paul campaign has taken in about $3 million as of midyear, a fraction of money raised by the Romney ($43.5 million) and Giuliani ($35.4 million) juggernauts. In the West, Paul registers among donation leaders only in Montana and Wyoming.
Yet, the physician-politician has become a hit on the Internet. He is the candidate of voters, left and right, who would otherwise fill in "None of the Above" on pollsters' questionnaires.
Paul relishes being apart from the field, especially in talking about two favorite subjects -- Iraq and individual liberties. Of Democrats, he said: "They were elected to do something last fall, and they've done nothing. They've identified themselves as the party of civil liberties, and done nothing."
Nor does Paul have any sympathy for Republican "conservatives" who stress economic liberty but see nothing wrong with a government that pushes around its citizens. "You cannot have a Supreme Court that protects economic liberties and not individual liberties," he said.
On assisted suicide, talking as a physician, Paul said: "Taking someone's life is not something I want to get involved in." Yet, he describes legalization as "a state issue."
"I don't support abortion, but I don't want to pass any federal law to regulate it," he added.
In Texas, it is possible to run simultaneously for Congress and president. Paul intends to file for re-election to his House seat.
Has he seen any other Republican candidate he could support for the White House? "So far, nobody," he replied.


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The Table of Contents web part has been part of SharePoint's make-up for a while now. It is useful function that is normally used to display a sitemap or to provide navigation for a sub site.
The Table of Contents Web Part has three main sections in the configuration pane:
- Content: This is where you configure what part of site hierarchy the Web Part displays. Enter the path to the page where you want to Table of Contents to begin in the Start From field. You can choose how many levels to display in the Table of Contents by using the Levels to Show drop-down list
- Presentation: This section controls how the items display. You can choose to display everything in a single column or multiple columns and select how the header is styled by selecting an option from the Header Style drop-down list
- Organization: Decide how you want the items sorted by selecting either the Sort Contents as They Are Sorted in Navigation or the Sort Contents Using the Following Settings radio button. If you choose the latter option, select applicable options from the Sort Sites By, Sort Pages By, and Sort Direction drop-down lists
For the most part, this functionality has remained exactly the same throughout the versions. However looking at the configuration options in SharePoint 2013 reveals one slight omission: the Display Columns setting.
This setting allowed you to specify the number of columns that the content was displayed in. However, in SharePoint 2013 / SharePoint online, the default column number is one. What this can potentially result in is a web part that displays its content in a very elongated, vertical manner.
To get around this, you can use the linked PowerShell Script to set the display column count. Please note that 7 is the maximum column count that you can use.
The variables that you will need to amend are: –
- $web: Set this to the site level with the Table of Contents Web Part
- $pages: Set the page name here that has the Table of Contents Web Part
Please note that the page itself must be checked in and published.
The script can be downloaded from the TechNet Gallery here.


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Slaying suspect's violent past / 8 felony convictions, but he'd never been sentenced to prison
Scott McAlpin stalked, harassed and threatened his former girlfriend for three years, once even carrying her down the street in an attempted kidnapping until someone maced him, authorities say.
On Monday, the 24-year-old El Sobrante man was accused of murdering his ex-girlfriend, Anastasia Melnitchenko, 21, of San Francisco, and stuffing her body in the trunk of his Honda Civic.
U.S. Park Police found him beside the car at the Marin Headlands on Sunday, retching from what he told officers was a night of vodka drinking.
At the time of his arrest, McAlpin had eight prior felony convictions, all for domestic violence, and had been in and out of jail -- as recently as last week -- yet had never been sentenced to state prison.
"Anastasia said she always believed Mr. McAlpin would kill her," said San Francisco prosecutor Leslie Cogan.
McAlpin was on probation stemming from his multiple acts of domestic violence against Melnitchenko. In addition, he was under a court order to attend a yearlong domestic violence program as well as monthly court evaluations before a judge -- and he had missed the past two meetings, which resulted in his arrest last week.
Jailed, McAlpin appeared before Judge Harold Kahn on Wednesday with his mother. "He claimed his grandmother was seriously ill," Cogan said. "He had a positive earlier report, so the judge let him out. We wanted him to remain for further evaluation."
Critics point to the death of Melnitchenko as symptomatic of larger problems that plague the system aimed at stopping domestic violence in San Francisco, saying that McAlpin should have been in state prison, not free.
Beverly Upton, head of the San Francisco Domestic Violence Consortium, called the treatment of McAlpin over the years lenient and said it shows that courts can be as vulnerable as victims.
"Judges need to know that the same charm that worked on the victim can work on them," she said.
McAlpin, clad in a light blue jail shirt with his hands handcuffed behind him, appeared briefly in U.S. District Court in San Francisco on Monday. Both his wrists were bandaged.
Assistant Federal Public Defender Barry Portman sought unsuccessfully to have the complaint dismissed on jurisdictional grounds. A detention hearing was set for Oct. 31.
McAlpin declined to comment as he was led away after the hearing. His family also declined to comment.
Authorities cite the following history of violence between McAlpin and Melnitchenko.
-- On Dec. 23, 2001, McAlpin went to Melnitchenko's place of work in San Francisco, forced his way in and threw Melnitchenko against a wine crate, prosecutors say. Charges were filed, but McAlpin went free pending the outcome of the case.
-- In March 2002, McAlpin went to Melnitchenko's home in San Francisco, put his hand over her mouth, pinched her nose and held her so hard that her mouth bled, according to prosecutors. He held her hostage for two hours, at one point ripping the phone out of her hand, prosecutors say. He was arrested and jailed briefly.
-- In July 2002, McAlpin, who was free again despite the two pending cases, allegedly broke in to Melnitchenko's home. "He said, 'If you don't come back to me within a week, I'm going to kill you, bitch,' " Cogan said. He fled when San Francisco police arrived, leading officers on a pursuit to the East Bay, prosecutors say. He later turned himself in.
-- On Oct. 31, 2003, McAlpin admitted to stalking, assaulting and threatening Melnitchenko in charges stemming from the three cases.
-- In December 2003, Cogan sought a six-year prison term, but McAlpin was allowed to plead guilty, over prosecutors' objections, to retired Judge Herbert Donaldson, who sentenced him to time served and probation. "We felt his acts were so significant to warrant state prison, even without a prior criminal history. I brought in Anastasia, her mom and sister to testify," Cogan said. The judge, she said, granted probation "over our strong objection." Donaldson also ordered McAlpin to undergo counseling and spend 52 weeks in a domestic violence program.
-- On Aug. 1, 2004, McAlpin allegedly tried to kidnap Melnitchenko as a co-worker escorted her to her car after work. McAlpin allegedly slapped her and carried her down the street, saying: "You're dead, bitch!" Melnitchenko escaped when a passer-by sprayed McAlpin with Mace. Melnitchenko suffered scratches to her face, prosecutors said.
-- In October 2004, Melnitchenko failed to show up at the preliminary hearing in the case and could not be reached, despite what prosecutors described as "numerous attempts." Upton said Melnitchenko was doubtless scared of her attacker and justifiably afraid of testifying. "If the system had sent a message it could protect her, she would have moved forward."
-- On Dec. 1, 2004, the case was resolved with a guilty plea and a sentence of one year in jail.
-- In the spring of 2005, McAlpin was freed under a judge's order that he attend domestic violence classes and come to court each month. He had progress reports in April, May, June and August, but failed to show twice, including this month. A judge issued a bench warrant for him on Oct. 13.
Federal documents released Monday provided more details of how the slaying discovered on Sunday came to light.
National Park Service Ranger Matthew Harrison was on routine patrol at about 11:45 a.m. Sunday when he saw McAlpin vomiting next to the side of a white Honda Civic, authorities said.
When Harrison asked him what the matter was, McAlpin said he had been up all night drinking vodka, U.S. Park Police Detective Lawrence Morales wrote in an affidavit.
Harrison conducted a field sobriety test and concluded that McAlpin would be arrested for driving under the influence, the affidavit said.
A computer check revealed that McAlpin could be searched, Morales wrote. Another ranger arrived on scene, opened the trunk and said, "There's a person in here," Morales wrote.
At that point, McAlpin, who had been sitting on a guardrail, fled and ran down the hill but was arrested, the affidavit said. Paramedics confirmed that Melnitchenko was dead at the scene.
McAlpin had been the subject of a "be on the lookout" bulletin issued by Foster City police at 11:23 a.m. Sunday, the affidavit said.
"The bulletin states that McAlpin is a possible homicide suspect and had made suicide threats," the affidavit said.
The bulletin also said McAlpin telephoned a friend in Foster City at about 9:30 a.m. and told him that he "had killed his girlfriend and that she was in the trunk of the vehicle," according to the affidavit and Foster City police.
This isn't the first time questions have been raised about the effectiveness of San Francisco's system for controlling perpetrators of domestic violence.
On Oct. 22, 2000, a 28-year-old single mother, Claire Tempongko, was stabbed to death in her Richmond District apartment in front of her two children. She had lodged two police reports against the eventual suspect, her ex-boyfriend Tari Ramirez, once after he allegedly choked her and the other time after he phoned her and threatened to harm her.
In the first case, police never tracked Ramirez to serve him with an order barring him from contacting Tempongko. The second incident was never classified as a domestic violence case and charges against him were dismissed.
Ramirez has never been found. Last year, the city settled a lawsuit filed by Tempongko's family for $500,000.
Last year, 32-year-old Marisa Corpuz died after her throat was slashed in her Portola district home. Her ex-husband, William Corpuz, was charged with her murder.
He had been a model participant in a court-ordered counseling program for domestic violence offenders. Authorities and domestic violence experts said after the killing that the city needed to re-examine its reliance on counseling for domestic violence offenders.


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AC 2000W is the one of the best electric pressure washer, specifically designed for residential use with complete comfort. This best electric pressure washer deals with plenty of programs that are most eligible for you to give maximum comfort while using this device. It has number of belonging that will clean the cars, patios, debris, dust and stonework. RAC 2000 W electric pressure washer is ideal for all people who like to have their home clean without using harsh chemicals. This electric pressure washer is good in cleaning the tough areas in natural way. It is the good alternative to clean the dirt, debris and grime of the interior or exterior of the house and ultimately makes it more beautiful. You will be glad that you are the owner of tranquil and neat and clean garden and you will not forget the contribution of the RAC 2000 W electric pressure washer. check also the detail review Bosch Aquatek.
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Your job is to showcase your chartiy and meet your goals, not worry about dinner and whether or not your guests are happy. Let us show off for you while you educate, reward and raise funds. Our classically trained Executive Chef leads a brigade of culinary talent that will leave your guests raving. Our menu selection process is easy; you tell us what you like, what you've seen, what you've experienced; and we will use our knowledge of food and cocktails from ancient to cutting edge to create a special menu for your outing.
Make an appointment to visit for a tour and see all that Paramount has to offer


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414 Music: Hello Death
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Hello Death joined us in Studio Milwaukee for a lovely performance on Thursday. Tonight, you can see them open for Volcano Choir (a show with very few tickets left I might add). You can find their debut on album on vinyl now, too.
We talk about folk expectations, why I'd find it hard to play a jug, and even discuss their involvement in "Earth" during the film festival as part of the larger group, Altos (they are all members).
88Nine Radio Milwaukee


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Mittwoch, 7. Oktober 2015
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GNOIS values and welcomes new members. We have made the dues low, just ten dollars for an individual or a family, to make the organization accessible.
You can download a membership brochure and form or the membership form only.
An email address is especially important to provide if you have one, because all our notices of activities and our newsletters are distributed that way. If you do not have an email address, be sure to provide a phone number so someone can call you about important iris events.
If you are interested in learning more about Louisiana irises and getting more irises for your garden, GNOIS activities are a great way to do it. Everyone who attends a meeting goes home with one or more irises, and you will find many long time growers at meetings and other activities who are happy to share what they have learned.
The Society for Louisiana Irises is the principal organization devoted to these plants. Once a primarily local organization, SLI now has a national and international base reflecting all the areas of the country and world in which Louisiana irises thrive. The publications of SLI provide the most in depth information available on these plants, including a beautiful quartely magazine, Fleur de Lis.
You can learn more about SLI on its website. Membership information is provided on the website or you can download an application form here and mail it in to the address shown.


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Carolyn Shaw
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I'm Jessica
Need a hand with your dissertation? You came to the right place. I'm a writer, editor, and coach who's ready to add some rocket fuel to your dissertation journey. My clients are located all over the world and come from a variety of backgrounds, programs, and universities. Most of the soon-to-be doctors I work with are folks who have found themselves stumbling around in online programs without the the guidance and timely feedback they need to get the show on the road.
That's is where I come in.
I'm not your typical dissertation consultant or editor. I'm not interested in time-wasting formalities and ho-hum interactions. I'm a high-energy, positive, and committed worker bee – the kind of person you want in your corner to keep this thing moving forward. My obsession with detail has served me well in this line of work. I also don't let my clients quit; once we've decided to take on your dissertation together, you will finish.
Here's an idea of what you can expect from working with me:
What working with me IS:
Working with me means you've got someone with the knowledge and expertise to get you through every stage of the dissertation process, including any absurd revision requests, snarky feedback, or otherwise frustrating barriers you may confront from your chair, committee members, or any of the other ten million people waiting in line to critique your dissertation.
If you feel stuck, confused, or out of ideas, I'll give you the oil needed to get your wheels moving again. You'll be guided throughout every stage of the process by someone who has helped countless people who were once in your shoes. The longer you let frustration or confusion hold you up, the more costly and stressful the experience will be. Who wants that?
What working with me is NOT:
Boring and uptight. Look, academia is stuffy enough. The last thing you need is another member of the no-fun brigade around. The work I do is extremely professional and polished; however, I prefer to keep a lighthearted relationship with my clients. I'll get everything done that needs to be done and keep you smiling. I won't make all of your dreams come true, but I will get you out of dissertation purgatory.
How am I different?
I am not a dissertation mill. Your work will never be outsourced to anyone else. You work directly with me, and I perform all of the services, myself. There are many companies that offer dissertation services – a quick Google search will validate that. However, dig a little deeper and you'll probably be surprised to find out that the people listed on the site are not the individuals who actually do the work. Often, the work is sourced to underpaid students, or even worse, low-cost foreign workers who do not have a grasp on the English language, let alone, academic writing. I never turn a document around to a client unless it is something I would turn in, myself. Quality is not something I will ever compromise on, and I only take on projects when I know I'll be able to devote the time needed to provide a stellar product.
When I work with a client, it is a partnership. We're a team and my clients have direct access to me. If you find yourself in a pinch and need a quick turnaround to meet a deadline, I'll do everything in my power to help you. If you're having trouble appeasing your chair and are frustrated and bummed out, I'll chat with you and draw up a game plan. That's how I'm different.
Give me a call – let's get your project finished.


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Director: Gary Trousdale & Kirk Wise.
Cast: (voices of) Paige O'Hara, Robby Benson, Richard White, Jerry Orbach, David Ogden Stiers, Angela Lansbury, Bradley Michael Pierce, Rex Everhart, Jesse Corti, Hal Smith, Jo Anne Worley.
The age old story of one woman's love for a buffalo.
Upon its release in 1991, Beauty & The Beast marked a turning point for Disney.
Buoyed by the success of The Little Mermaid two years earlier - the House of Mouse's best film since The Jungle Book in '67 and the start of the so-called Disney Renaissance - the animation company had some wind in its sails once again. That renewed confidence is evident in Beauty & The Beast. While remaining true to what had come before, it is also a signpost pointing toward the future.
On the one hand, it's very much cut from the fairytale cloth of Cinderella and Sleeping Beauty, while retaining the goofiness of, well, Goofy and his style of talking-animal Disney comedy. The humourous sidekick Le Fou, the horse Phillippe, and the talking household paraphernalia all speak to the Walt era of Disney.
The classic Disney look is there too, although there is an extra level of depth and detail to the artwork. Note the slow zoom into the castle in the opening shot, with layers of foliage moving in and out of focus - this is just the first hint of what's to come. This newfound capability is courtesy of a fledgling company called Pixar, who introduced a new computer animation production system (CAPS) which Disney effectively road-tested on previous film The Rescuers Down Under. Pixar were also responsible for the CG backgrounds in the ballroom scene - a masterfully animated combination of the old and the new which showed the producers could see what was coming and weren't afraid of it.
One of the unsung heroes of Beauty & The Beast is screenwriter Linda Woolverton. Of all the major film awards it was nominated for, only one was for Woolverton's script. The screenplay is so lean, tight, pacy and punchy, that even the special edition (which adds the song Human Again) is only 90 minutes long. There is barely a wasted second or piece of surplus plotting, and the whole thing crackles with energy. The entire set-up for the film, narrated by Ogden Stiers (who pulls double duties as Cogsworth), is wrapped up in a couple of minutes and its a good indication that there will be no stops on this service.
The only toilet breaks here are in the songs, but you'd be missing out. While the title track (which has the absolute shit oversung out of it by Céline Dion and Peabo Bryson in the credits) is probably the best known, the opening Belle and the humourous Be Our Guest are the standouts. Howard Ashman and Alan Menken, who also penned songs for The Little Mermaid and Aladdin until Ashman's death in 1991, were a match made in heaven (Beauty & The Beast is dedicated to Ashman).
It's often mentioned Beauty & The Beast was the first animation to be nominated for the best film Oscar, but what's not noted is that 1991 was a comparatively weak year. That's not to take anything away from Beauty & The Beast - it's a worthy nominee - but in a stronger year it's doubtful it would have made the top five. Silence Of The Lambs was a worthy winner, The Fisher King, Barton Fink and Thelma & Louise were notable omissions, and of the other nominees for best film only JFK is spoken of with any reverence (when was the last time you heard anyone rave about Bugsy or The Prince Of Tides?).
Still, Beauty & The Beast broke new ground while recapturing the spirit of Disney traditionalism. A more modern heroine, the incorporation of CG elements, and some Academy respect, combined with figuring out the essential qualities that made their past classics so classic helped pave the way for the House of Mouse's future, and indeed, the next few decades of animation.
2017 version
Director: Bill Condon
Cast: Emma Watson, Dan Stevens, Luke Evans, Kevin Kline, Josh Gad, Ewan McGregor, Stanley Tucci, Audra McDonald, Gugu Mbatha-Raw, Ian McKellen, Emma Thompson.
One woman's love for a buffalo ... now in hi-res.
Which brings us to the 2017 version of the western world's most beloved tale of Stockholm Syndrome.
(I'm fairly sure this wasn't mentioned back in 1991, but I've heard the Stockholm Syndrome thing mentioned recently because this is the time we live in. I don't say this by way of criticism or dismissal, I'm just saying. What does it mean? I don't know. But the fact is that's what the fairytale features, and so that's what the film features. There's also a little bit of the Florence Nightingale Effect going the other way too. What does that mean? I don't know. I'm not judging. I'm just saying. But will kids walk away from this thinking "ooh, if I kidnap someone they'll fall in love with me"? Doubtful, unless you're teaching your kids wrong to start with. Will your kids walk away thinking "there's more to people than just looks"? Probably, because that's the real message here.)
(Also, while I'm at, there are a couple of allusions to homosexuality in this and OH MY GOD IT WILL TURN YOU KIDS GAY IF THEY WATCH IT! Ha. Of course it won't, you fuckwit. It's 2017, for fuck's sake. Grow up, you ignorant douchebag.)
Anyway, here we have the latest live action remake of Disney's back catalogue of classics. Unlike Alice In Wonderland or Pete's Dragon, this sticks very close - beat for beat to be honest - to the 1991 version. This is a good thing. Those doing the remaking are obviously aware of what worked last time around and are sticking with that.
That includes the songs as well as the story. The first and biggest criticism to be levelled at the 2017 take is that it's added more songs and more story, the lean 90 minutes blown out to 129 minutes. Some of the extra minutes are necessary. The breathless pace of the animated world doesn't translate directly to live action, and characters such as Le Fou (Gad) and Belle's father Maurice (Kline) grow into more than the goofy cliches of '91.
But the new songs - particularly How Does A Moment Last Forever and Evermore - add nothing (it would have been preferable to see some variation of Human Again in the mix than those). As for the added story elements, did we really need to know what happened to Belle's mother? Or the Beast's mother for that matter?
What the live action version nails is its real life realisations of the characters. Watson makes Belle Hermoine 2.0 but it works. Evans is perfectly cast as the increasingly devious Gaston, Kline is great as Maurice, while the voice cast of the household objects is excellent (McGregor's dodgy French accent notwithstanding).
The look of the film is good too. It has the same magical realism of the live action Cinderella, but with a darker edge to match the story. The Beast occasionally looks a bit CG (mostly when he walks), but mostly he is a convincing creation.
If there's one thing the 2017 version does better, its humanise the Beast. The '91 version leans on the goofiness too often, while in this take he feels like a real character, which seems to be thanks to the script.
In general, B&TB2017 hits the marks it needs to but can never beat the '91 version. It does some things well, but ultimately this beast is more bloated than it needs to be.