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outcomes report Beginning Farmer and Rancher Development Program United States Department of Agriculture National Institute of Food and Agriculture
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1 United States Department of Agriculture outcomes report National Institute of Food and Agriculture 20 Beginning Farmer and Rancher Development Program
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3 United States Department of Agriculture National Institute of Food and Agriculture FY20 Outcomes Report Beginning Farmer and Rancher Development Program Program Overview In Fiscal Years (FY) 2009 and FY200, the Beginning Farmer and Rancher Development Program (BFRDP) funded 69 projects to train, educate, and provide outreach and technical assistance to beginning farmers and ranchers. While projects are currently located in 45 states, the program serves beginning farmers and ranchers nationwide, as shown in the map below (see Figure ). Thirty-six more projects were funded and initiated in September 20. The outcomes of projects funded in FY 20 are not included in this report. Of the FY2009 and FY200 projects, from FY09 and 40 from FY0 are standard projects that address the needs of beginning farmers and ranchers through local and regional training, education, outreach, and technical assistance initiatives that enhance self-employment in farming, ranching, and forestry. >> Figure : Distribution of FY 2009 & 200 Projects in the United States beginning farmer and rancher development program 3
4 Three development grants are helping build the capacity of organizations that have not previously been successful in obtaining competitive standard grants from the National Institute of Food and Agriculture (NIFA). Three educational enhancement projects help beginning farmers and ranchers by conducting evaluation, coordination, and enhancement activities for standard projects and other non-funded beginning farmer programs. Additionally, the U.S. Department of Agriculture s (USDA) National Agricultural Library (NAL) was funded as a clearinghouse to establish an electronic collection of the nation s beginning farmer and rancher education programs and opportunities. This report explores the short-term outputs as well as proxies that indicate longer-term outcomes for FY2009 and FY200 BFRDP projects. It also includes a detailed discussion and explanation of the processes used to evaluate project impacts. Outcomes Grantees collected and reported on several output and outcome measures through their annual Current Research Information System (CRIS) reports. Because of significant differences in project goals and activities, grantees chose to report on different outputs and outcomes; therefore, the reporting pool of participants varies in each category. Education and Outreach Materials Standard grants produced newsletters, websites, peer-reviewed journal articles, audio/video productions, and other materials to support training and outreach efforts for beginning farmers and ranchers. Of the,739 materials produced, those classified as Other were the most reported and accounted for 34 percent. This category includes new curricula, training manuals and handouts, software tools, translations and visual tools of existing training materials for pre-literate trainees, and model land leases. This diversity of materials reflects the completion of FY2009 project work and the range of creative approaches taken by BFRDP grantees. Promotional flyers/brochures were the second-most popular materials created since they help to continue interest in and awareness of project activities (see Figure 2). Figure 2: Education and outreach materials produced per category other (584/34%) workshop & event flyers/brochures (56/32%) media exposure (262/5%) newsletters (29/3%) websites (63/4%) audio/videotapes or cds (50/3%) 4 outcomes report fy20
5 Figure 3: Percentage and number of events per category face-to-face other* (,799/35%) face-to-face classroom (,564/3%) face-to-face incubators (,045/20%) workshops & training other (548/%) other (66/3%) Figure 4: Percentage and number of participants per event category face-to-face classroom (6,655/44%) internet-based (0,545/28%) face-to-face other* (6,904/8%) other (3,944/0%) * Face-to face other includes apprenticeships, internships, and mentorships. Types of Workshops and Training Training activities are the cornerstone of nearly all the BFRDP projects and include traditional classroom-based workshops, mentorships, internships, incubators, Internet courses, and other informal events such as networking activities or field days. Of the 5,22 events, classroom-based training events at 3 percent were the most common. These activities included non-credit courses and workshop sessions. The next-most-popular category was other face-to-face events that did not fit into a category. This illustrates that many types of training paradigms are being explored across the BFRDP projects (see Figure 3). Number of Participants Trained More than 38,000 new and potential farmers participated in BFRDP project training events. Although incubators are increasing in popularity (Figure 3), fewer beginning farmers and ranchers are trained at incubators as this method of training is land intensive. This metric shows that BFRDP has greatly exceeded its goal of training more than 25,000 beginning farmers and ranchers. However, longer-term analysis is needed to determine if training leads to changed behavior, especially start-up of new farm businesses. Other BFRDP assistance included coordinating farmer or stakeholder/partner networks; providing technical assistance to on-farm policy; providing funding assistance for training, creating and aiding in marketing opportunities; hosting community/local food events; and offering legal expertise (see Figure 4). beginning farmer and rancher development program 5
6 Demographics of Participants The 2008 Farm Bill stipulates that at least 25 percent of BFRDP funds be allocated to train socially disadvantaged or limited resource farmers and farm workers, women, current farmers and ranchers, and those farming or ranching less than one year or planning to farm or ranch. Many participants do not provide their demographic information. Approximately 30 percent of the 38,048 participants had very little or no experience in farming. About percent are farm workers, females, limited resource, or socially disadvantaged. This number remains at percent if women are excluded from the calculations. These numbers show that the target audience is being served above the mandated level (see Figure 5). Approximately 2.6 million refugees have resettled in the United States in the past 35 years, and many arrive with a background in agriculture. global gardens refugee farmer project Figure 5: Number of participants in each demographic category Demographic* Number of Participants Female Socially Disadvantaged 6,393 5,9 Limited Resource 5,203 Currently Farming 4,068 Planning to Farm or Ranch Farm Worker * Note that participants can belong to more than one demographic category, e.g., female and farm worker.,74 247
7 other post-training outcomes A project in Pennsylvania had 398 people attend field days and workshops; 74 percent of attendees met someone with whom they will stay in contact. A Kansas project reported that program staff assisted farmers in selling 65 Community Supported Agriculture (CSA) subscriptions. In Missouri, a farm couple is buying a new farm to expand their organic dairy after meeting the Farm Credit Services representative through their training class. After training, 85% of reporting participants increased their knowledge and skills. Changes in Knowledge, Attitudes, Skills, and Intentions Immediately after Training Events Surveys taken immediately after training events measured how grantees changed their knowledge, attitude, skill, or intention. While each project may only measure and report on some of the criteria, an indication of the overall impact of BFRDP is discernible (see Figure 6). Figure 6: Changes in knowledge, attitudes, skills, and intentions after training events change Participants % reporting Increased their knowledge 8,388 85% Changed their attitude 3,609 83% Acquired a new skill after attending training 987 8% Planned to change their behavior as a result of the training 8,287 73% Planned to start a farm after their training 3,04 45% After one year of training, 62% of reporting participants had developed a farm plan. Change in Behavior Several projects reported the amount of respondents who changed practices or farming status at the end of the first year as well as at the end of the second year, though not every project was able to survey all participants on each indicator (see Figure 7). Figure 7: Changes in behavior after training events One year after training two years after training change Participants % Participants % reporting reporting Changed farming practices 5,37 63% 3,860 57% Changed business practices 5,37 26% 3,860 30% Developed a farm plan,879 62% 99 58% Started a farm,884 35% % Still involved in training,580 62% % beginning farmer and rancher development program 7
8 Case Studies: Different Educational Techniques BFRDP projects use several techniques to educate, train, and support beginning farmers and ranchers as they prepare to become independent. Methodologies include face-to-face classroom coursework or workshops, one-on-one mentoring, hands-on workshops, incubators, and full-time apprenticeships with a seasoned farmer. In this report, we highlight several projects that have had great success with one or more of the particular techniques. technique: classroom New York City School of Urban Agriculture (Farm School NYC): Just Foods About one-third of the residents in South Bronx, East and Central Harlem, and Central Brooklyn live in poverty and are disproportionately affected by diet-related illness such as diabetes, heart disease, and obesity. In fact, adults with the lowest household incomes are twice as likely to have diabetes compared with adults with the highest household incomes. These factors compounded by current economic conditions are giving urban agriculture ever-growing momentum as a means to feed, heal, employ, and empower communities. Farm School NYC uses face-to-face classes and workshops to increase the skills and knowledge of new and beginning farmers who want to grow food for personal consumption or as an entrepreneurial activity. The broad goal of Farm School NYC is to reach all New York City gardeners, but its particular focus is to ensure access for the low-income population. The school offers multiple-session classes or workshops and, ultimately, a 2-year certificate program in Urban Agriculture. In its first year, Farm School NYC had,466 students take 96 classes and workshops all face-to-face events often taking place in community gardens around the city. Of the certificate students, 90 percent have begun using at least one new, improved practice. Of students who submitted a course evaluation, 59 percent reported increased ability to safely and effectively grow, harvest, and store crops; 67 percent reported an improved ability to assess a site for potential to grow crops; and 86 percent reported that the course will make them better farmers. technique: apprenticeship Local Markets for Beginning Farmers: Branding, Business Planning, and Mentoring for Appalachian Farms From 2006 to 200, roughly one in six Appalachian residents lived below the poverty level (below $22,3 for a family of two adults). The mountainous region of Western North Carolina and bordering counties of South Carolina, Georgia, Tennessee, and Virginia has over 42,000 farms; however, 90 percent of those have yearly sales of less than $50,000. Further, sprawl and development, tobacco buyouts, crop disasters, and an aging farmer population in the region led to a 70 percent This program has reinforced how much farmers can and will help each other out. It is inspiring to me and very encouraging to my interns, who are serious about farming in the future. farmer testimony from CRIS report 8 outcomes report fy20
9 decline in farmland between 949 and North Carolina Cooperative Extension agents identified specific training needs, including crop diversification, sustainable farming, and food safety regulation compliance. Extension agents provided workshops and short courses, while Appalachian Sustainable Agricultural Project (ASAP) partner Organic Growers School developed an apprenticeship program to give beginning farmers a full-time, hands-on opportunity to build skills and to learn farm management practices from seasoned farmers. The Apprentice Link program, which matches farmers with prospective apprentices, connected 3 farmers and apprentices in the first year. To date, ASAP has directly assisted 865 farmers across 20 rural counties. Evaluation reports show that 97 percent of the farmers had a change in knowledge and 77 percent plan to use that new information to change or improve their farming or business practices. Of the total participants, 46 percent were women. I plan to use the cash flow worksheets on a daily basis and time wheel management to manage my time on producing my products for sale. I will also keep records of my units, variable, and overhead costs. These forms and the class instructor were so helpful. farmer testimony from CRIS report grassworks dairy grazing apprenticeship program
10 new roots for refugees incubator project technique: incubator new roots for refugees Many refugees from countries such as Burma, Burundi, Bhutan, Somalia, Iraq, and Sudan have been settling in Northeast Kansas since 975. Today, refugees are some of the poorest individuals in Kansas City; 80 percent of resettled refugees still qualify for foods stamps year after arriving in the United States. While about 70 percent of refugees come from some type of agricultural background in their home country, individuals aspiring to farm in the United States lack knowledge of U.S. markets, climates, crops, business planning, and financial management and have limited English skills. The New Roots for Refugees project, run by Catholic Charities of Northeast Kansas, structures its program around an incubator farm. Aspiring farmers who meet the program requirements are provided a one-quarter acre parcel of the training farm where they can experiment with a variety of crops and receive advice from an experienced horticulturist on weekly field 0 o u tc o m e s r e p o r t f y 20 walks. In addition, participants attend workshops on financial literacy, business planning, and other agricultural topics, as well as English classes. In the summer of 20, all 7 of the incubator farmers were selling produce at 8 weekly farmer s markets as well as selling weekly CSA shares; all farmers met or exceeded weekly sales goals of $50. At the end of the 20 season, 6 farmers had sold a combined total of $03,32. Several new farmers have made significant steps towards self-sufficiency eight have secured their own transportation to market, two are selling at markets independently of New Roots for Refugees, four have established Individual Development Accounts, and four have purchased their own farmland.
11 technique: mentoring Integrated Poultry, Livestock, and Agroforestry Production and Training for New and Beginning Farmers and Ranchers: University of Arkansas Agriculture is one of the most important economic sectors in the South. Unfortunately, the migration of rural youth to urban areas is on the rise, which makes it difficult to replace the number of retiring farmers with new farmers. In addition, the number of young people enrolling in traditional agricultural schools is simultaneously declining. Fortunately, some segments of the rural population African-Americans, Latinos, veterans, and women are showing a particular interest in beginning or returning to agricultural enterprise in the rural communities of Arkansas and Oklahoma. A group of seven organizations (two universities, two Extension and research services, and three non-governmental organizations), led by poultry scientist Dr. Daniel Donohue, are working to educate, train, and foster mentorships in ways that address the needs of specific target groups. For example, the region has a disproportionately high share of military veterans, many of whom would like to pursue a career in farming yet face unique challenges as they transition to civilian life. This project gives them the education, hands-on-training, and mentor relationships they need to create a successful farm business. The project organizations create custom networking and mentorship systems for all of their target populations. In the first year, project events created 32 mentorship opportunities and project staff worked with 2 individual farmers on network development. Other achievements in the first year include the development of 28 educational modules in both English and Spanish, workshop and seminar attendance of 490, and the completion of 2 internships with experienced farmers. technique: land linking Nebraska Network for Beginning Farmers and Ranchers Like many states across the Midwest, Nebraska has experienced a dramatic shift in agricultural age demographics over the last half century the number of farmers ages 50 and over is steadily rising while that of younger farmers is declining. While there is significant interest in starting new farm businesses, beginning farmers require training in technical subjects, business planning, and financial management, as well as the land on which to use those skills. The Land Link program brings together beginning farmers and ranchers with landowners who are looking for a successor. The Center for Rural Affairs, in partnership with the University of Nebraska-Lincoln, Legal- Aid of Nebraska, and the Nebraska Sustainable Agriculture Society, provides workshops to train beginning farmers on topics of technical agricultural relevance as well as financial and business planning. The heart of the project is matching retiring farmland owners with aspiring farmers. In addition to creating a bridge between the two groups, the project provides strategies and advice to address the legal and financial concerns that surround such a business transfer. In the project s first year, the online materials had nearly 7,000 visits monthly, while workshops and courses had 893 participants 25 percent of whom were women. Land Link experienced a 25 percent growth in farmers seeking land and an 80 percent growth in landowners looking for a successor. At least two successful matches were made between beginning and retiring farmers and land successfully transferred. Forty-five farm or ranch transfer plans have been completed and await matches. In speaking of a newly added resource on the project website, one beginning farmer thanked the project partners for providing such a great piece of information to assist individuals such as myself with dreams of building a business in animal husbandry. beginning farmer and rancher development program
12 Diversity & Refugees The 2008 Farm Bill stipulates that at least 25 percent of BFRDP funds reach socially disadvantaged or limited resource farmers. Refugees are considered among the socially disadvantaged. Approximately 2.6 million refugees have resettled in the United States in the past 35 years, ranging from a high of 207,6 in 980 to a low of 27,00 in Many arrive with a background in agriculture and most arrive with little or no possessions or accumulated wealth. Today, over two dozen programs work to support refugees as they learn the best practices of agriculture in the United States environmentally sound techniques, marketing skills, and business management chief among the skills they learn. BFRDP awarded five projects that specifically reach out to refugee populations, and another four projects that reach refugees but do not specifically target them. In a -year period, the BFRDP five refugee-specific projects reached over,000 refugees. After year, 55 percent of participants started farming of the remaining, many had already been farming before beginning project activities. After 2 years, 50 percent of participants had changes their technical, marketing, or business practices to incorporate new knowledge and skills. diversity & refugees Global Gardens Idaho New Refugee Farmer Project Thousands of refugees live in and around Boise, ID, after fleeing religious, ethnic, or other persecution in their home country. Typically arriving with no accumulated assets, they often live in poverty and face numerous barriers linguistic, educational, and financial to creating viable farm businesses. The Global Gardens New Refugee Farmer Project teaches refugees entrepreneurship and business management, basic crop farming practices, and specific agricultural practices such as integrated pest management, weed management, organic agriculture, and soil stewardship. The project uses a variety of techniques, including incubator farm mentorships, full-time apprentice placements, youth internships, and face-to-face workshops and courses. The participants sell the produce they ve grown at farmer s markets, through a weekly CSA program, and to local restaurants and ethnic grocery stores. In the project s first year, Global Gardens staff conducted 0 classroom training sessions and workshops as well as 5 home visits for one-on-one training on greenhouse production, farm planning, and record keeping. All 24 farmers who completed a workshop or class plan to change their behavior or approach in the next season based upon their new knowledge. Average sales per farmer nearly tripled in one year, up from $,563 in 200 to $4,429 in outcomes report fy20
13 global gardens refugee farmer project Average sales per farmer nearly tripled in one year after participation in the Global Gardens New Refugee Farmer Project, which teaches entrepreneurship and business management, basic crop farming practices, and specific agricultural practices such as integrated pest management, weed management, organic agriculture, and soil stewardship.
14 Educational Enhancement Projects Educational Enhancement Projects (EEPs) are funded with the express purpose of assembling a team of experts who review beginning farmer and rancher curriculums and programs, identify gaps, and develop and disseminate recommendations and materials to address these gaps. The educational enhancement teams will enhance funded and non-funded beginning farmer and rancher education programs by training and supporting those who themselves train beginning farmers and ranchers. The EEPs funded in 2009 have made significant progress, and we offer some of their key achievements below. educational enhancement project Collaborative Alliance of Farm Beginnings Programs: Planning and Supporting Farmer-to-Farmer Education in Sustainable Agriculture The Farm Beginnings (FB) Collaborative represents organizations in 6 states and supports organizations that offer the FB curriculum. This project standardizes evaluation components, shares program materials, and strengthens training areas. The project also focuses on sustainability of FB graduates within 2 to 5 years of farm start-up. Upon completion of the second year of the project, the Farm Beginnings Collaborative organizations report strengthened farmer networks by increasing their web presence, hosting in-depth workshops, publishing farmerto-farmer handbooks, and continuing field days. Notably, the Collaborative expanded from 9 organizations to. One of the new members Food Works has already completed its first Farm Beginnings program. Also accomplished in the second year was the collection of data from 20 graduates coming out of 7 Farm Beginnings programs, enabling the Collaborative team to improve farmer training as well as to address support needs. Using newly acquired information, 2 Farm Beginning program trainers, representing 7 organizations, were educated on beginning farmer training best practices at a 2-day meeting. educational enhancement project Enhancing Environmental Planning and Leadership of Beginning Farmers and Ranchers The Livestock and Poultry Environmental Learning Center (LPELC) at the University of Nebraska Lincoln coordinates stakeholderdriven development of user-friendly educational resources on environmental topics for beginning farmers. In the project s second year, LPELC released the first of several planned curriculum modules as well as two mini-modules. One curriculum module received the highest score for completeness and organization by 80 percent of the high school agriculture teachers who pilot-tested it. In addition, LPELC held a number of in-person workshops, including two train-the-trainer sessions offered to BFRDP standard grantees. LPELC also held a workshop entitled Defining Your Stewardship Ethic in an Environmental Policy Statement at the 200 National Young Farmer Educational Association conference. Forty-five young or future farmers and agricultural professionals participated. 4 outcomes report fy20
15 educational enhancement project Enhancing Beginning Farmer Success through Vibrant Support Networks in the Northeast The educational team at Cornell University initiated a nationwide survey to learn more about needs and preferences in teaching environmental management topics. They have also developed 8 new online courses; 3 are currently available. This year, 20 students completed online courses. Further progress includes the launch of the Northeast Beginning Farmer Project website (www.nebeginningfarmers.org), which has over 2,200 registered users, and the completion of curriculum support materials for K-2 education. The goal of this material is to engage K-2 teachers and young farmer activists to shift youth cultural norms about farming as a desirable career option. The team also hosted a teacher workshop on the Northeast Beginning Farmer Project materials and techniques. As far as I am concerned, your beginning farmer program is not only justified, it is an indispensable resource for new farmers without an agriculture degree. Northeast Beginning Farmer Project participant Setting and monitoring standards has been huge by providing both a philosophical and practical foundation to our Farm Beginnings program. Farm Beginnings Collaborative member Start2Farm The Start2Farm.gov clearinghouse serves as a one-stop reference for programs and resources to successfully start and stay farming. The National Agricultural Library (NAL) launched Start2Farm.gov in August 20 and it was formally announced by Secretary of Agriculture Tom Vilsack in February 202. It features information for those who are thinking about farming and new farmers with 0 years or less experience. Visitors to Start2Farm.gov can find training, financing, technical assistance, and networking programs that are geared specifically for beginning farmers and ranchers and available throughout the United States. Guided searches to find training programs, funding assistance, networking opportunities, and technical assistance by geography and other aspects help users identify materials from a large collection of programs and resources in the Start2Farm database. There is a special focus on BFRDP programs, including case studies about successful new and beginning farmer and rancher trainees and a searchable listing of projects with related contacts and resources. Start2farm.gov also compiles the products (documents, manuals, videos, articles, etc.) created by BFRDP projects, especially as FY2009 projects enter the final year of their funded work. Additionally, an annual Beginning Farmer and Rancher Conference, hosted in partnership with the American Farm Bureau Federation, showcases BFRDP training programs and successes and provides workshops and farm tours for beginning farmer attendees. The second annual Beginning Farmer and Rancher Conference was held February 8-9, 202, in Grand Rapids, MI. beginning farmer and rancher development program 5
16 6 MEASURING AND COMPILING OUTCOMES Outcomes are an assessment of the results of a program compared to its intended purpose and are important to the beneficiaries and/or the public. Expected outcomes for BFRDP were defined in 200, after the FY2009 awards were made. Since then, outcome measures have been refined through increased experience with BFRDP and more clarification regarding expected results. One of the biggest constraints to measuring outcomes from an education program is the time it takes for outcomes to occur. It can also be difficult for extramural grant programs to collect and provide information on long-term impacts. Challenges include a lack of mechanisms to collect outcomes beyond the grant period and the legal prohibition of burdensome information collection activities by government. Because of these challenges, interim outcomes may be the most evidence of success that can be measured through a grant program. Many challenges in collecting and compiling the outcome measurements have been found one of the biggest challenges being the wide variation in project activities and goals. This makes it difficult to create common measurements and to estimate aggregate outcome for the program. For example, in the Evaluation Metrics discussed in this report, only a few grantees measured the change in knowledge, attitudes, and skills/intentions immediately after training events. Another challenge in collecting and compiling outcome measurements is caused by the diversity of expertise in evaluation techniques and the types of farmers being trained. As many grantees needed training to use the outcome measurements, training was offered at the project director meetings in 200 and 20 and through webinars in 20 and 202. The links to the webinars are posted on the BFRDP website for all grantees to use. NIFA works with land-grant university partners and other stakeholders to advance knowledge for agriculture, the environment, human health and well-being, and communities through national program leadership and federal assistance. Assistant Director Institute of Food Production and Sustainability USDA-NIFA Debby Sheely National Program Leader Beginning Farmer and Rancher Development Program USDA-NIFA Suresh Sureshwaran Compiled by Stephanie Ritchie USDA-NAL Alexandra Wilson USDA-NIFA Edited by Scott Elliott USDA-NIFA Designed by Stephanie Engle USDA-NIFA USDA is an equal opportunity provider and employer Printed December outcomes report Beginning Farmer and Rancher Development Program
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DIANA MARSHALL's Profile
As a child I loved to draw and paint and at school I excelled in the subject. After leaving school, I attended the Southgate College in London and studied dress design and manufacture and worked in that field in London upon leaving.
I then spent a period travelling Europe, settling in Germany for a good many years before moving on to Southern Spain. It was here that I studied under the well-known British artist Noel Gregory. I found that I was inspired by the scenery in Spain and began to paint landscapes and seascapes. Since then I have moved home to live in County Galway, in the west of Ireland. I have found here, that Irish people embrace their art and artists and it is an ideal place to live, work and thrive.
- Female
- Born on May 2
- Joined February 27, 2008
Favorite materials
- Galway, Ireland

subset: commoncrawl


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Birthday Card for Best Brother with Cadbury Celebration Box
The bond between brothers and sisters is unlike any other. It is an unspoken love, far greater than any other friendship or relationship. Make your adorable brothers birthday best one so far as you wish him love and happiness with this greeting card. Best Branded Indian chocolate is Cadbury Celebrations Pack. Its has a different flavour cadbury in this single pack. Sinful indulgence for every taste bud, celebration chocolates make it special on any celebration. Lets bring happiness to the special person who has filled our world with joy by sending this Cadbury Celebrations. Gives you the reason to celebrate and the luscious bites on it expands your celebrations more with happiness. A perfect way to tell him how lucky you feel to have him in your life, this card with a beautiful message and Tempting Indian Chocolates is an ideal way to express your love for him. Product Consists : Cadbury Celebration Chocolate Box (Weight : 141 Gms) with Birthday Greeting Card for Brother.


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May 15-17: Lead the Transition: Global Public Transport Summit in Montreal. Learn more and register here.
May 19: Bike-to-Work Day.
May 27: RAIC International Indigenous Architecture and Design Symposium 2017. More details can be found here.
May 30-June 2: PIBC 2017 Annual Conference - Equilibrium. Register and find out more here.
June 5: World Environment Day. More details can be found here.
June 7-9: NewCities Summit in Incheon Songdo, South Korea - Thriving Cities: The Building Blocks of Urban Wellbeing. Learn more here.
June 8: Work Oceans Day.
June 15: Global Wind Day
June 17-20: CIP/APPI conference, Building Resilience 2017, in Calgary, Alberta.
June 19-22: Metropolis: Global Challenges: Major Cities in Action. Learn more about this Montreal based event here.
June 21: National Aboriginal Day.
July 11: World Population Day.
August 9: International Day of the World's Indigenous People
September 13-16: 20th International Play Association Triennial World Conference in Calgary, AB. Learn more about this event here.
September 22: Car Free Day.
October 2: United Nation's World Habitat Day.
October 13: International Day for Disaster Reduction.
October 16-21: 2017 IFLA and CSLA World Congress and Summit.
October 16: World Design Summit in Montreal, QC. Learn more here.
October 24-27: The International Society of City and Regional Planners (ISOCARP) and the Oregon Chapter of the American Planning Association (OAPA)'s Joint International Conference, Smart Communities Conference, is held in Portland, Oregon. Learn more here.
November 8: World Town Planning Day. Learn more here.
December 5: International Volunteer Day.
July 19-22, 2018: CIP/MPPI conference in Winnipeg, Manitoba.
July 3-6, 2019: CIP's Centenary conference in Ottawa, Ontario.
July 7-10, 2020: CIP/PIBC conference in Whistler, British Columbia.


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We are so thankful for our loyal customers who love Luckyleo Dancewear. As of July 2017, we have filled over 9800 orders and our products have received hundreds of reviews with a five star average.
Read All of Our Reviews Here
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Pittetaz -
"We ended up adding lycra under the lace on this Leo, it is for a solo. Chelsea was so responsive and helpful and we were thrilled with the end result. Love the pretty packaging, too- about to order another!"
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"Cute, comfy and durable. I had black flower on steel and used it for my silks performance. It looked very flattering. Received my leotard in a week with a hand written note. Will definitely order again."Jessica Shaw -
"I ordered this leo for my daughter who had been following them for a while. The fit was perfect! I love the style and it shipped in no time. I have already ordered my second one and I'm sure there will be more to come."
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"We are return customers. Product just as described. Colors are so beautiful! Love it"


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Pinion Yoke; 07-09 Jeep Wrangler JK
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An excerpt from www.HouseOfNames.com archives copyright © 2000 - 2017
Origins Available: English, German
Anglo-Saxon name. The name was originally given to a person who covered roofs with slate. Sliter is an occupational surname, which belongs to the category of hereditary surnames. Occupational surnames were derived from the primary activity of the bearer. In the Middle Ages, people did not generally live off of the fruits of their labor in a particular job. Rather, they performed a specialized task, as well as farming, for subsistence. Other occupational names were derived from an object associated with a particular activity. This type of surname is called a metonymic surname. This surname comes from the Old English word esclate, which means splinter or slat.
Sliter Early Origins
Derbyshire where the earliest records of the family were found at Barlborough near Chesterfield in Derbyshire. As an occupational name, the family name was a trade name of a roofer and was originally spelled Sclater. This spelling is still used as far north as the Shetlands and the Orkney Islands, where their territories were in Burnes. Early census records in Britain revealed Thomas le Sclatatere in Worcestershire in 1255 and Saundr le Sclattur in 1278 in Oxfordshire. [1]CITATION[CLOSE]
Reaney, P.H and R.M. Wilson, A Dictionary of English Surnames. London: Routledge, 1991. Print. (ISBN 0-415-05737-X) The Hundredorum Rolls of 1273 list: Adam le Scatterre and Richard le Sclattere in Oxfordshire and Walter Sclatter in Buckinghamshire. [2]CITATION[CLOSE]
Bardsley, C.W, A Dictionary of English and Welsh Surnames: With Special American Instances. Wiltshire: Heraldry Today, 1901. Print. (ISBN 0-900455-44-6) "The living [of Tetsworth, Oxfordshire] is a vicarage, in the gift of the Slater family: the great tithes have been commuted for £210, and the small tithes for £115." [3]CITATION[CLOSE]
Lewis, Samuel, A Topographical Dictionary of England. Institute of Historical Research, 1848, Print. The Sclaters of Hoddington, claim to have borrowed their name from the parish of Slaughter, or Schlauter in Gloucestershire where they were lords of the manor of over three hundred years. [4]CITATION[CLOSE]
Lowe, Mark Anthony, Patronymica Britannica, A Dictionary of Family Names of the United Kingdom. London: John Russel Smith, 1860. Print.
Sliter Spelling Variations
Sliter Spelling Variations
One relatively recent invention that did much to standardize English spelling was the printing press. However, before its invention even the most literate people recorded their names according to sound rather than spelling. The spelling variations under which the name Sliter has appeared include Sclater, Slater, Slatter, Sklater and others.
Sliter Early History
Sliter Early History
This web page shows only a small excerpt of our Sliter research. Another 153 words (11 lines of text) covering the years 1550, 1615, 1684, 1659, 1683, 1684, 1634, 1699, 1679, 1685, 1690, 1699, 1676 and 1667 are included under the topic Early Sliter History in all our PDF Extended History products and printed products wherever possible.
Sliter Early Notables (pre 1700)
Sliter Early Notables (pre 1700)
Another 48 words (3 lines of text) are included under the topic Early Sliter Notables in all our PDF Extended History products and printed products wherever possible.
Sliter In Ireland
Sliter In Ireland
Some of the Sliter family moved to Ireland, but this topic is not covered in this excerpt. Another 57 words (4 lines of text) about their life in Ireland is included in all our PDF Extended History products and printed products wherever possible.
The Great Migration
The Great Migration
At this time, the shores of the New World beckoned many English families that felt that the social climate in England was oppressive and lacked opportunity for change. Thousands left England at great expense in ships that were overcrowded and full of disease. A great portion of these settlers never survived the journey and even a greater number arrived sick, starving, and without a penny. The survivors, however, were often greeted with greater opportunity than they could have experienced back home. These English settlers made significant contributions to those colonies that would eventually become the United States and Canada. An examination of early immigration records and passenger ship lists revealed that people bearing the name Sliter arrived in North America very early: John and Anne Slater who settled in Virginia in 1622; John Slater settled in Virginia in 1617, three years before the "Mayflower"; Joshua Slater settled in Barbados in 1675.
The motto was originally a war cry or slogan. Mottoes first began to be shown with arms in the 14th and 15th centuries, but were not in general use until the 17th century. Thus the oldest coats of arms generally do not include a motto. Mottoes seldom form part of the grant of arms: Under most heraldic authorities, a motto is an optional component of the coat of arms, and can be added to or changed at will; many families have chosen not to display a motto.
Motto: Crescit sub pondere virtus
Motto Translation: Virtue thrives under oppression.
Sliter Family Crest Products
Sliter Family Crest Products
See Also
See Also
Other References
The Sliter Family Crest was acquired from the Houseofnames.com archives. The Sliter Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname.
This page was last modified on 28 December 2016 at 06:20.
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You throw away the outside and cook the inside. Then you eat the outside and throw away the inside. What did you eat?
What do you get if you divide the circumference of a pumpkin by its diameter?
What do you call a stolen yam?
What did the grape say when he was sat on?
What did the carrot say to the wheat?
Why did the cabbage win the race?
Why do monkeys eat bananas?
Why did the baker stop making doughnuts?


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By Rebecca Rose
Killeen Daily Herald
The Killeen City Council will interview applicants for the District 4 seat on June 28, and could potentially select a replacement on the same day.
At a special meeting Saturday, the council voted to approve a timeline to fill the vacated seat. The deadline for applications is 5 p.m. Thursday.
Council members Juan Rivera and Billy Workman were not present at Saturday's meeting.
Prior to discussion of the timeline, Mayor Timothy Hancock addressed the council regarding the need to fill the empty seat.
"I would like to remind council and all of the citizens why it is necessary that we fill this position," Hancock said. "If you look this morning, we have four council members here and two council members that are absent."
Hancock went on to explain that seven total council members were needed in case some were absent, to ensure meetings had a quorum.
"Without a quorum, this council cannot conduct city business," he said.
The city may be able to move forward without that particular council member, but cannot move forward without a quorum, Hancock said.
Hancock said the city needed the "expertise of the full seven council members that represent the city."
"Please understand why we are going through this process," he said.
Interim City Manager Glenn Morrison outlined the process and timeline for selecting a replacement for the vacant seat.
Morrison said the city would continue to accept applications until Thursday. Applicants would then be interviewed on June 28 by the council.
"We don't know how many applicants we will get," Morrison said. "We feel like it's very important to start this meeting early. It is a regular City Council night. We're proposing we start at 1 (p.m.) and going till 4 (p.m.)."
"That gives you an opportunity to deliberate and hopefully make that selection on the same night," he said. "We'll have it on the agenda, so you can do just that."
"How you interview, the timing of the interview, that's up to you," he said.
Morrison said the aim of the process was to "get us to a potential selection on Tuesday."
He did not specify whether his office would pre-screen the applications to reduce the number of applicants the council would be interviewing.
Councilman Larry Cole made a motion to approve the recommended timeline and Mayor Pro Tem Scott Cosper seconded.
The motion carried and the timeline was approved.
The seat was vacated by former Councilman Ernest Wilkerson, who resigned on June 9, citing family reasons.
Applications can be picked up at 101 College St. at City Hall in the city secretary's office on the third floor. Those interested in serving must live in District 4.
Contact Rebecca Rose at firstname.lastname@example.com or (254) 501-7548.


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|Reviews for Head Shot
| Skimball4 chapter 6 . 4/19/2015
This was a fun read. I really hope that you will write some more Hawaii Five-O stories! Whump, please.
| Guest chapter 6 . 2/20/2015
| J9yee chapter 6 . 12/30/2012
Great great fic! Something I could see happening in the show.
| Gwalchmai chapter 6 . 7/9/2012
I really enjoyed this story! :) I loved how Steve's team took care of him and how you write Danny and Steve and their friendship. Danny's worrying was sweet and the operation keep-Steve-McGarrett-out-of-trouble made me smile. ;-)
| cytpotter chapter 6 . 10/24/2011
Though it's a long time since this was posted I still wanted to leave a review! I enjoyed your story! It was really a fun read! Thanks for sharing!
| Takaouto chapter 1 . 5/6/2011
Love it! Whumpage always gets a good two thumbs up in my book! XDD
However: "...didn't they teach you how to duck in the army?" The pun was intentional he wanted to see how much of McGarrett was actually present." - It's not a pun. This is a pun - "I saw this bloke chatting up a cheetah, I thought 'he's trying to pull a fast one'." XDD A very punny one (HOMG, DID YOU SEE WHAT I DID THERE? :shotdown: ) What Danny would call his is an 'intentional mistake'. Or something. Defs not a pun, though. :(
| cynsk chapter 5 . 3/26/2011
good so far but uhhh break in not brake thats for the car
| cynsk chapter 3 . 3/26/2011
i thought it was seven stiches not six
| purehalo chapter 6 . 3/9/2011
Such a wonderful ending to such a great fic!
Thank you so much for sharing
| moonjat54 chapter 6 . 3/2/2011
Good story. Danny needs a vacation to recover from all the stress. But then he would probably get a call and Steve would need him for backup...and there would go the vacation.
| moonjat54 chapter 1 . 3/2/2011
Interesting beginning and I want to know what happens next. I am worrying for Steve...although at least he knew that he had been in the Navy.
| GreenEyes09 chapter 6 . 3/2/2011
Great story! You really portrayed the characters as they are on the show. :)
| star trek nutcase chapter 6 . 3/1/2011
Amazing job, especially considering is your first H5O fanfic. I really enjoyed the Steve whumpage factor, the characters were really on target, and the comfort/friendship was also good without being too fluffy. I don't think it was missing anything - well except for maybe naked Steve. It was a very good h/c/f story. There were a few typos (barley/barely, brake/break, etc.) but you delivered a good-length story in two weeks which is pretty amazing. Look forward to reading your future work.
| shirik chapter 6 . 3/1/2011
fabulous story! thank you so much for this great story! i hope you'll write more huert steve fics!
| alwaysateen chapter 6 . 3/1/2011
Love your ending. :)
I also love Danny's idea to keep Steve out of trouble, lollll.
And they say Kono, I think Kona is the Hawaiian version of her name...