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We Teach T h e C U B E S u r v e y o f U r b a n S c h o o l C l i m a t e
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1 G E N E R A L C L I M A T E Where We Teach T h e C U B E S u r v e y o f U r b a n S c h o o l C l i m a t e A P R O J E C T O F T H E U R B A N S T U D E N T A C H I E V E M E N T T A S K F O R C E B r i a n K. P e r k i n s CO U N C I L O F U R B A N B O A R D S O F E D U C AT I O N N AT I O N A L S C H O O L B O A R D S A SS O C I AT I O N
3 Where We Teach The CUBE Survey of Urban School Climate Brian K. Perkins, Ed.D. Principal Investigator A Project of the Urban Student Achievement Task Force Council of Urban Boards of Education National School Boards Association
4 Copyright 7, National School Boards Association All rights reserved. ISBN-1: ISBN-13: Design and Production by Stephanie Wikberg Design Suggested citation: Perkins, Brian. (7). Where We Teach: The CUBE Survey of Urban School Climate. Alexandria, VA: National School Boards Association.
6 Contents 6 Foreword 8 Acknowledgements 1 Executive Summary 16 Recommendations 22 Survey Demographics Teachers and Administrators Findings 24 Chapter 1: Bullying 25 I have been able to deter bullying behavior among students. 26 Teachers at this school are able to stop someone from being a bully. 28 I address bullying behavior in my classroom or at the school at least once per month. (Teachers) 3 There are some children that are bullied at least once a month. (Administrators) 32 Chapter 2: Expectations of Success 32 Most students at this school would not be successful at a community college or university. 35 Students at this school are capable of high achievement on standardized exams. 38 Students at this school are not motivated to learn. We are preparing students to become productive citizens. 41 Students in this school will have difficulty with core academic subjects regardless of strength of instruction. 44 Chapter 3: Influence of Race 45 There are students who will be successful in this school because of their race. 47 Racial barriers to educational and economic opportunity no longer exist in the United States. 5 Chapter 4: Professional Climate 51 Administrators at this school trust my professional judgment. / Teachers at this school exercise good professional judgment. 53 I look forward to coming to work most days. W h e r e w e T e a c h
7 C O N T E N T S 56 Chapter 5: Professional Development 56 I am currently pursuing in-service opportunities to improve myself as a teacher. / I am currently pursuing in-service opportunities to improve myself as an administrator. 59 There are sufficient opportunities to learn new instructional methods. / I actively seek opportunities to help teachers learn new instructional methods. I would benefit from more professional development provided by the district. / Teachers at this school would benefit from more professional development. 62 Chapter 6: Parental Involvement 63 Parents are supportive of the school and its activities. 65 I have met most of my students parents or adult caretaker. 68 Chapter 7: Safety 69 This school is a safe place in which to work. 71 Students at this school fight a lot. 73 Some children carry guns or knives in this school. 76 Chapter 8: Trust, Respect, and Ethos of Caring 77 Students at this school trust the teachers. 79 I respect the students. 8 Teachers at this school care whether or not the students are successful. 82 Teachers are not fair to some students at this school. 84 Teachers at this school work to foster a supportive climate for the students. 86 References 88 Annotated Bibliography 13 About NSBA 13 About CUBE 14 About the CUBE Urban Student Achievement Task Force C U B E S C H O O L C L I M AT E
8 Foreword School is one of the most important institutions in children s lives. It is where they spend approximately three-fourths of the conscious part of their weekdays, and where they formulate habits for success later in life. The report shares teacher and administrator perceptions about eight major themes safety, professional development, expectations, bullying, professional climate, parental involvement, influence of race, and trust, respect, and ethos of caring. The school climate the impressions, beliefs, and expectations about a school as a learning environment plays a critical role in the academic development of the student learner, and administrators and teachers clearly strongly influence that impression. This is especially true in urban schools, which enroll almost 25 percent of the nation s public school children. Brian Perkins, CUBE s Steering Committee chair and school board president in New Haven, Connecticut, has spearheaded both studies with the assistance of CUBE s Urban Student Achievement Task Force. Dr. Perkins, who is chair of the Department of Educational Leadership and Policy Studies at Southern Connecticut State University, served as the principal investigator for both publications. Where We Teach is the second school climate survey conducted by the National School Boards Association s Council of Urban Boards of Education. It comes on the heels of last year s Where We Learn, a survey of 32, students in 15 CUBE districts in 13 states that showed how students felt about their school environment. Understanding that the public school experience is something we all share, CUBE reached out to several major administrator and teacher organizations to collaborate on the recommendations included in this report. We received invaluable input from the American Federation of Teachers, With questions that mirror those of the student survey, Where We Teach is designed to solicit similar perspectives from the adults responsible for the learning environment about school climate. the National Association of Elementary School Principals, the National Association of Secondary School Principals, and the National Education Association. W h e r e w e T E A C H
9 F O R E W O R D The recommendations developed with these organizations correlate to the eight themes addressed in Where We Teach, and provide a collective perspective on the importance of creating a safe and supportive learning environment reflecting high expectations for the success of all students. It is our hope that the results and shared recommendations of this study will spur support for public schools to consider school climate data as a key indicator of student and school success. We encourage school boards and superintendents to actively collaborate with teachers and administrators toward this goal. Sincerely, Anne Bryant, NSBA/CUBE Vincent Ferrandino, NAESP Toni Cortese, AFT John Wilson, NEA Gerald Tirozzi, NASSP C U B E S C H O O L C L I M AT E
10 Acknowledgements It is with a great deal of respect and appreciation that I extend thanks to the leadership of the CUBE Urban Student Achievement Task Force. Dr. Warren Hayman and Carol Coen have remained among the greatest supporters of this work and dedicated many hours to the review prior to publication. Katrina Kelley and Jessica Bonaiuto you have earned your wings. Thanks for your incredible patience and dedication. This is all possible because you have steered the process internally at NSBA. Next, I wish to thank the NSBA Art Director, Carrie Carroll and designer, Stephanie Wikberg under the leadership of Glenn Cook, Editor-in-Chief of American School Board Journal. With a busy schedule and countless other projects, you saw this to completion. Glenn, you are owed a special thanks for your encouragement when this was just an idea almost four years ago. I must also thank Dr. Anne Bryant, NSBA Executive Director, for her support and words of encouragement. Thanks for having the vision to help bring this and so many other issues faced in our nation s districts to the fore. For their thoughtful and thorough review of the information included in this publication, I thank Erica Davis and Dr. Gabriella Oldham. Last but not least, a word of thanks to the supporting cast: Graduate Assistants Rose Marie McKenzie and Jennifer Osowiecki, who discussed the findings with me after I had completed the analyses and assisted with the summaries. Thanks for the long, late hours you have put into this project. A special thank you is due to my doctoral student, Jennifer Pompa, whose literature review served as the basis for the introduction to each section. It would not have been possible without you. University Assistants Chantel Esdaile and Rosedelma Seraphin assisted with the data entry and coordinated the administration of the surveys in the districts. Thanks to the administration at Southern Connecticut University and Connecticut State University for your in-kind and direct support of this project. And, thank you to the districts that participated in this study. Your honest reflection has provided policy makers, parents, and partners with much to discuss. Together, we can use this information to start the conversation, and together, we can work to create healthy climates in our schools. Brian K. Perkins President, Board of Education New Haven, Connecticut, 7 Chair, CUBE Steering Committee 6-7 W h e r e w e T E A C H
12 W h e r e W e T e a c h E x e c u t i v e Summary Last year, more than 3, students participated in Where We Learn, the largest study on urban school climate in the history of public administrators derive their perceptions are an important consideration, however, and warrant further study. education. We gained tremendous insight into the daily perceptions about school climate of these schoolchildren in grades While this information was useful and important, it was a single perspective that of the children. The perceptions held by all stakeholders can influence school and post-school outcomes. It is generally accepted that the opinions and perceptions held by the teachers and administrators have the greatest impact on school climate This year, in another historic study, Where We Teach, we surveyed teachers and administrators to get their perspective on the urban learning experience. Many schools that participated in the 6 study were included this year, along and academic press. We hope the information provided here will continue the conversations started last year with the student survey and move districts closer to optimal conditions for students to learn and adults to work. with additional districts that are members of the Council of Urban Boards of Education. M e t h o d o l o g y The 13 districts that participated in this study Just as the students revealed, teachers and administrators also care a great deal about the issues: Bullying, Expectations of Success, Influence of Race, Professional Climate, Professional Development, Parental Involvement, Safety, and Trust, Respect, and Ethos of Caring. represent 1 states Alabama, Arizona, California, Connecticut, Illinois, Maryland, Nebraska, New York, Ohio, and Texas. Approximately 4,7 surveys were received from teachers in 127 schools. These include 45 elementary schools, 33 middle schools, high schools, The results presented here should be interpreted with caution. Perceptions do not form in a vacuum. The contexts from which teachers and 12 K-8 schools, five pre-k-8 schools, two preschools, a family center, one 1-8 school, one 2-8 school, one K-7 school, one pre-k-12 school, and one school with pre-k and grades W h e r e w e T e a c h
13 E X E C U T I V E S U M M A R Y Demographic information was solicited from teachers. Self-identified by the survey participants, 76.6 percent of respondents years experience percent of respondents had 31 years or more of administrative experience. were female and 23.3 percent were male. Among the respondents: In addition, 26.4 percent of administrators 52.8 percent of teachers surveyed had taught for 1 years or less, with 3.8 percent of these having to 5 years experience percent of teachers had between 11 and years teaching. 17 percent had between 21 and 3 surveyed self-identified as Black, 58.6 percent as White/Non-Hispanic, 14.6 percent as Hispanic, and.4 percent as Asian. The majority of administrators surveyed (91.2 percent) have attained their master s degree while.8 percent have a high school diploma, 1.6 percent have a bachelor s degree, and 6.4 percent have a doctorate. years teaching. 6.5 percent of respondents taught for 31 years or more percent of all respondents self-identified as Black, 73.4 percent as White/Non-Hispanic, 11.5 percent as Hispanic,.5 percent as Native American, 1.8 percent as Asian, and.3 percent as other ethnicities. M a j o r F i n d i n g s The findings of this study are grouped under eight categories: Bullying Expectations of Success Influence of Race Professional Climate Professional Development Parental Involvement In the same districts, 267 building principals and assistant principals were surveyed Safety Trust, Respect, and Ethos of Caring in 51 schools. Of those, 63 percent of respondents were female administrators and 37 percent were male. Other demographic data include: B u l ly i n g The presence of bullying in schools is an issue that has come to the forefront in recent years. While there have been instances 15.9 percent of administrators surveyed had 1 years or less experience percent of administrators had between 11 and years experience percent had between 21 and 3 within the United States where bullied children have retaliated with extreme violence, most teachers and administrators in this survey believe they could deter bullying in their school. Almost three-quarters C U B E S C H O O L C L I M AT E 1 1
14 (72 percent) of the teachers surveyed agree or strongly agree that they are able to discourage bullying while 75.5 percent of administrators agree or strongly agree. A majority of teachers and administrators agree or strongly agree that children are being bullied at least once per month in teachers and administrators was again seen when asked if students at their school were capable of high achievement on standardized exams. Administrators who agree or strongly agree with this statement stood at 94.6 percent while teachers stood at 77.2 percent. their schools and classrooms. According to a 1 report by the Center for the Study & Prevention of Violence, several risk factors contribute to bullying in school settings. These risk factors include a lack of supervision during non-instructional times and a lack of concern toward bullying on the part of both teachers and students. Interestingly, slightly more than one-third (36 percent) of the administrators surveyed strongly disagree or disagree that some children are bullied once per month. I n f l u e n c e o f R a c e The influence of race on success in school is often unacknowledged, even when teachers use it as a factor in predicting future success (McKown & Weinstein, 2). In this survey, just over half the teachers disagree or strongly disagree that students will be successful in their school based on race. However, three of every four teachers surveyed (75.3 percent) strongly disagree or disagree that racial barriers to educational and economic opportunity no longer exist in the United States. When separated by gender, about twice as many male administrators (12.7 percent) agree or strongly agree that racial barriers to educational and economic opportunity no longer exist in the U.S., as compared to female administrators (6.1 percent). E x p e c tat i o n s o f S u c c e s s Gauging students success, both at present and in the future, highlights a difference in perspectives between teachers and administrators in this survey. Administrators surpassed the number of teachers by 25 percent when disagreeing with the statement that most students at their school would not be successful at a community college or university. When separated by race, White administrators had the lowest percentage of disagreement with this statement (82 percent) and Black administrators had the highest (91.3 percent). The difference between the perceptions of P r o f e s s i o n a l C l i m at e Research has shown that the professional climate of an organization influences its outcomes. Part of the professional climate centers on professional judgment. When surveying administrators, 86.3 percent feel that teachers at their school exercise good 1 2 W h e r e w e T e a c h
15 E X E C U T I V E S U M M A R Y professional judgment. Only 76.3 percent of teachers, however, believe that administrators at their school trust their professional judgment. learn new instructional methods, while a little over three-fourths of teachers (78.4 percent) agree that there are sufficient opportunities to learn new instructional methods. Another measure of climate can be found in attendance and the general outlook staff have regarding looking forward to going to work. Approximately one of 1 teachers disagrees or strongly disagrees with the statement that they look forward to going to work the majority of the time. Meanwhile, 9 percent of both male and female This separation of views is further confirmed by 95.3 percent of administrators who agree or strongly agree with the statement that their teachers would benefit from more professional development. Only 68.1 percent of teachers shared this view. administrators look forward to going to work most days. Pa r e n ta l I n v o lv e m e n t P r o f e s s i o n a l D e v e l o p m e n t Professional development, both on a teaching and administrative level, is an important factor in a school s overall climate. Teacher attitudes and beliefs can be influenced in part by professional development. The evaluation of professional development should focus on measuring its impact in terms of change in the knowledge, skills, attitudes, and beliefs of teachers (Guskey, ). Parental involvement has been documented as a key to student success at school. This survey revealed that 81.1 percent of administrators agree or strongly agree with the statement that parents support the school and its activities, compared with only 57.3 percent of teachers surveyed. A 1 percent disparity is also found between administrators (69.9 percent) who agree or strongly agree that they have met at least one parent or adult caregiver, compared with the teachers surveyed (59.3 percent). The majority of teachers (87 percent) and administrators (91.4 percent) surveyed agree or strongly agree that they are pursuing in-service opportunities in their respective fields. Interestingly, a high percentage of administrators (93.8 percent) feel they actively seek opportunities to help teachers S a f e t y School safety is an issue that impacts the learning environment, affecting teachers, administrators, and students. In this survey, the majority of administrators feel their school is a safe place in which to work. However, 12 percent of teachers dis- C U B E S C H O O L C L I M AT E 1 3
16 agree or strongly disagree that their school percent, respectively). is a safe place. Approximately eight of 1 administrators strongly disagree or disagree with the statement that students at their school fight a lot. Almost three times as many teachers (35.1 percent) strongly disagree or disagree with the statement. Just under three-quarters of administrators surveyed strongly disagree or disagree with the statement that some children carry guns or knives to school, with more than twice as many White administrators agreeing with this statement than Hispanic administrators (26.9 percent and 1.8 Trust, Respect, and Ethos of Caring Students trust for both teachers and administrators can influence a school s achievement and overall climate. A majority of both teachers and administrators surveyed agree that the students in their school trust the teachers. However, 84 percent of Hispanic teachers agree that students trust teachers, compared to only 66.9 percent of Black teachers. Of the administrators surveyed, just over one in 1 were unsure as to whether the students at their 1 4 W h e r e w e T e a c h
17 E X E C U T I V E S U M M A R Y school trust the teachers. Why teachers feel significantly less optimistic about the potential of Gender also seemingly influenced the survey answers, with 1.4 percent of male administrators disagreeing that students at their school trust the teachers, as compared with only 3.6 percent of female administrators. A strong majority (96 percent) of teachers surveyed agree or strongly agree that they respect students in their school. student success in a community college or university than do administrators; Why administrators express more confidence in students ability to perform on standardized tests than do teachers; Why significant numbers of teachers and administrators hold the view that students in their schools are not motivated to learn; and C o n c l u s i o n s As we found in Where We Learn, the results from this study underscore the importance of a multiplicity of factors that make up Why significant numbers of teachers and administrators believe that students will be successful in their schools because of their race. school climate and the need to attend to these factors. Most important, the survey found that most teachers and administrators have high expectations for students. An overwhelming majority of teachers and administrators care whether students are successful. R e f e r e n c e s : Center for the Study & Prevention of Violence (1). Safe communities safe schools fact sheet. Boulder, CO: Institute of Behavioral Science, University of Colorado at Boulder. These results are also overwhelmingly positive, but a few areas require our attention and further investigation. These areas were Guskey, T.R. (). Evaluating professional development. Thousand Oaks, CA: Corwin Press. consistent with those found in last year s study of students. These areas include, but are not limited to, the following: McKown, C., & Weinstein, R.S. (2). Modeling the role of child ethnicity and gender in children s differential response The degree to which students are being bullied; to teacher expectations. Journal of Applied Social Psychology, 32(1), C U B E S C H O O L C L I M AT E 1 5
18 T e a c h e r a n d A d m i n i s t r at o r S c h o o l C l i m at e Recommendations A safe and welcoming learning climate is a prerequisite to high student achievement. School districts need to understand climate issues, conduct assessments, pass policies, and take steps to make improvements where necessary. B u l ly i n g Key Principle: Schools should teach students to identify, understand, prevent, oppose, and report bullying. One popular tool among schools is to launch districtwide anti-bullying campaigns aimed at protecting students. It is our hope that the findings and shared recommendations of this study will spur support for public schools to consider school climate data as a key indicator of student and school success. We encourage school boards and superintendents to actively collaborate with teachers and administrators towards this goal. School boards must establish strong policies against bullying. Effective policies should include the definitions of forbidden conduct and its consequences, and procedures for reporting incidents of bullying, harassment, and intimidation. The school environment must be free from all forms of bullying and policies should extend to cover members of the entire school community. School districts must be more proactive in eliminating violence and disruptive behavior at school and school-sponsored events. Such behavior, in addition to physical violence, includes bullying, verbal disrespect of fellow students and teachers, and other forms of harassment that con- 1 6 W h e r e w e T E A C H
19 R E C O M M E N D A T I O N S tribute to fear, low self-esteem, and lower academic achievement. Cyberbullying and cyberthreats through use of the Internet and other mobile communication devices have arisen in the past decade as new mediums for verbal violence, harassment, denigration, impersonation, and exclusion. Whether taking place inside or outside a school building, cyberbullying can greatly relate to and negatively influence a school s social climate. School board members must examine the issue of cyberbullying and provide clear policies on identifying effective strategies for educators to address this serious issue. E x p e c tat i o n s o f s u c c e s s Key Principle: The education community establishes high expectations and standards for the academic and social development of all students and the performance of adults. A climate supporting the philosophy that all children can learn at high levels should be established and cultivated into the norms of the school system. I n f l u e n c e O F R a c e Key Principle: Today s children bring a rich mix of experiential, ethnic, racial, linguistic, religious, socioeconomic, and cultural backgrounds to the classroom. These differences need to be recognized, appreciated, and accommodated by the instructional program. Districts should promote policies and practices that recognize diversity in accord with the core values of a democratic and civil society. School systems should develop instructional programming that includes the contributions and sacrifices of various racial, ethnic, and cultural populations. All public school districts should adopt and enforce policies stating that racial, ethnic, and sexual harassment against students or employees will not be tolerated. Districts should institute in-service programs to train all school personnel to recognize and prevent racial, ethnic, and sexual harassment against employees and students. School districts should strive to recognize the special needs and strengths of every student and provide access to a highquality education in a safe and supportive environment. School systems must value the pluralism that exists in our nation s culture and subscribe to the identification and assignment of qualified administrative positions to include ethnic, racial, gender, and diverse perspectives. Policies should ensure that a multiethnic/multicultural curriculum is part of the school experience for every child and that professional development programs are provided to school personnel to assist them in the preparation and implementa- C U B E S C H O O L C L I M AT E 1 7
20 tion of multiethnic/multicultural curricula. P r o f e s s i o n a l C l i m at e Key Principle: The school district recognizes the importance of positive professional school climate for educators in raising student achievement and establishing goals for its improvement. Each school is a community in which members of the staff collaborate to develop and implement the school s learning goals. Adults in the schools create a culture of continuous learning that ensures student learning and other school goals. Staff is empowered to meet the needs of students and align staff authority and responsibility so that decisions are made at the level closest to implementation. P r o f e s s i o n a l D e v e l o p m e n t Key Principle: Professional development is an essential element of reform that helps educators identify and solve problems, connect theory and practice that are aligned with standards and curriculum, and improve student achievement. A professional climate creates a culture of continuous learning that improves the quality of educational leadership and teaching. Professional development should deepen and broaden knowledge of content; be rooted in and reflect the best available research; provide knowledge about the teaching and learning process; be aligned with the standards and curriculum teachers use; and contribute to measurable improvement in student achievement. Professional development should concentrate on training professionals to use data and tracking systems to improve individualized teaching and learning. School district officials should persuade state and federal lawmakers to provide greater funding for school leaders specifically, principals, assistant principals, teacher leaders, and others to participate in professional development that can improve student achievement. School boards should support district programs that work cooperatively with administrators and teachers to improve teacher evaluation and performance, and strengthen administrative leadership capabilities. School districts should support excellence in teacher education, development of standards, hiring practices, and in-service education for personnel, consistent with district goals and priorities. School districts should recognize the importance of positive school climate in raising student achievement by conducting an assessment of school climate and establishing goals for improvement. Staff should be empowered to meet the needs of students and adjust responsibilities so that decisions are made at the level closest to implementation. School board policies should permit employees time during the regular work 1 8 W h e r e w e T E A C H
21 R E C O M M E N D A T I O N S day and work year for inquiry, research, reflection, and collaboration. School personnel need substantive ongoing professional development to help educators appreciate issues of diversity and expose students to a rich array of viewpoints, perspectives, and experiences. School boards should support teacher and paraprofessional classroom teams with training on collaborative practices and joint training on curriculum where appropriate. education and there is a need for parentteacher organizations in every school. Innovative programs should be developed and resources committed to promote and increase family and community involvement in public schools. School personnel require professional development about how to design programs and possibilities that engage parents/guardians in educating youngsters. Schools should partner with families, businesses, and community organizations to enable parents to help students master Pa r e n ta l I n v o lv e m e n t Key Principle: Parents/guardians who are active participants in the education of their children increase the likelihood that these students achieve educational excellence. District policy makers should help schools create positive relationships with parents and community members that will allow for consensus-building and shared decision-making that will promote school improvement. School districts should engage students families as partners in the education process. Parents/guardians should be active participants in the education of their children academic and life skills and develop civic responsibility. Parents should help school employees understand their children s school experience; participate as volunteers in school; support student learning at home; develop effective parenting skills; participate in important decision-making affecting their children; utilize community resources that support their parenting efforts; and act as advocates for public education including promotion of educational successes. School buildings should establish a site council or provide other meaningful roles in decision-making for students, parents, and members of the staff. at home and at school. Parents/guardians and school personnel must work cooperatively to foster a deep respect for achievement and learning. The home-school partnership is a unique and vital feature of American S a f e t y Key Principle: Schools must establish procedures to ensure that all students behave in a way that will support the schools academic mission. C U B E S C H O O L C L I M AT E 1 9
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text:
Write some Software
Presupuesto $30-250 AUD
I need some web scraping done of an eCommerce website.
Need to extract product, description, UPC/EAN, image, price, manufacturer, product category, sub category and url
needs to be able to be rerun when required.
Full source code to be delivered to me as part of the project deliverable. Prefer project to be written in c#.
23 los freelancers están ofertando un promedio de $137 para este trabajo.
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subset: commoncrawl


text:
Salman Khan's controversy is getting uglier with each passing day! Recently, his dad Salim Khan apologised to the entire nation for his insensitive remarks and now, actress Kangana Ranaut condemns superstar Salman Khan's 'insensitive' rape analogy but said he should not be targeted for it.
We all agree that it is a horrible thing to say, it is something which is extremely insensitive," Kangana said, when asked about it at the launch of Shirish Kunder's short film, Kriti.
The national award-winning star, however, said one should not encourage the mentality of pointing fingers and trolling.
IIFA Flashback Pictures: Aishwarya-Abhishek's Stunning Appearances Over The Years!
"But what I would like to say is let's not encourage the mentality where we want to point fingers at each other and want to feel greater by just running people down by trolling them," Kangana said.
"As a society we have to take responsibility... It is disgraceful to the whole society and not an individual," she added.
Salman, in a group interview to promote Sultan, made the remark that he felt like a 'raped woman' after the gruelling shoot for the wrestling drama. Salman has faced a lot of flak on social media and from women's rights activists and political parties over his comment.


text: WHY WE LOVE\r\nEating a freshly baked cinnamon roll can cause your diet to take a serious tumble. Instead, opt for these tasty baked nuggets made out of sunflower seeds. So delicious you'll never taste the difference. Don't tell, but sunflower seeds are the best kept secret around. One serving of these super seeds has four times the antioxidants of blueberries and more fiber than an apple!\r\n\u0026nbsp;\r\nTWO TIPS\r\nA steaming extra dry skim cappuccino and a pouch of these delicious clusters make an ideal match when you need an afternoon pick me up. Or crumble a packet into a bag of air-popped popcorn for a sweet and savory snack that's sure to satisfy.\r\n\u0026nbsp;\r\nWHERE TO BUY\r\nAmazon.com, Whole Foods, Wegmans, Rite Aid, The Vitamin Shoppe, Amazon.com, somersaultsnackco.com\r\n


text:
From Mattel's 515-byte Auto Race to this year's game-changing Nintendo Switch, here are the portable gaming devices that have pushed things forward
The powerful PSP changed the handheld gaming sector, but now Sony has ended shipments in Japan as well as the US. By Keith Stuart
IDC and App Annie's study suggests that iOS and Android combined now generate four times the revenues of dedicated gaming handhelds. By Stuart Dredge
Japanese visual novel Corpse Party translates reasonably well to the UK market, writes Matt Kamen
Keith Stuart: Lots of people are hearing the call of duty, not so many the call of original games...
With more detail, more options and making it Super Sunday every day for ever, more commentary, this year's Fifa 13 game may be the best yet, writes Chris Dring
Sony lowers its full-year earnings forecast as it battles a strong yen and declining sales of TVs and game consoles
With Modern Warfare 3 – the latest title in the blockbusting Call of Duty series – out on Tuesday, here's a trawl through the series' history. From its origins in the Medal of Honor franchise to the potentially record-breaking MW3, Call of Duty has grown to be one of the most successful – and controversial – video game series ever
PES 2012 goes back to its successful basics as it attempts to take on Fifa 12, writes Greg Howson
Keith Stuart, Guardian video games correspondent, is still at the Tokyo Game Show, trying out as much as he can
A preview of next week's games show – a new Wii and Sony's next generation portable are top of the list. Plus, we find out about 4G and how we will use LTE
A revamped Mortal Kombat impresses Chris Schilling, while Patapon 3 bamboozles Will Freeman
Keith Stuart: Sony has seemingly ended production of its experimental handheld gaming device
This magical world of warring knights is great for exercising the grey matter, says Will Freeman
Jack Arnott: Football Manager 2011 seems to be a big leap forward for the popular franchise
Jack Arnott: A cartoon puzzler that is ultimately alienating and run-of-the-mill in most aspects
Yes, it is merely speculation, but this one could have legs. Engadget are reporting that Sony Ericsson are using Android 3.0 and "actively and heavily developing a brand new gaming platform, ecosystem, and device (possibly alongside Google) which are already in the late stages of planning." More interestingly for gamers are the potential details of the smartphone - yes, this one might well have Playstation branding
With the arrival and subsequent rapid growth in the app market – think iTunes, Android marketplace and the rest – you could be forgiven for forgetting about Minis. These bite-sized and low price games, available for PSP and PS3 via the PSN service, have now been downloaded over 1 million times worldwide. Small beer compared to the 5 billion apps (obviously games are only a percentage of these) downloaded on iTunes perhaps, but proof that demand is there for these kind of lighter (and cheaper) gaming experiences. As Pocket Gamer point out though, these figures mean only 1.7% of PSP owners have downloaded a mini game. SCEE VP Zeno Colaço is looking on the bright side:
Four player co-op monster battling? Hey, that sounds familiar...
Ok, it's not love but I am very fond of my PSPgo. Sony's download-only version of the PSP gets a lot of playtime, primarily because of convenience. I've got about 10 games installed on it all - including the excellent LittleBigPlanet - and it is obviously easier than carrying 10 UMD discs around. Yes, the iPhone gets its fair share too but real physical controls, rather than a touch screen, are always appealing. But there is no doubt that when it comes to game pricing the PSPgo has got a problem. 20 or even 30 pounds for a download game on PSP feel shockingly high when itunes has got consumers used to thinking a fiver is the premium price. Yes, these games are usually better quality than a cheapie iphone game but that may not be the point any more. Perception is everything. And now the developers have started to comment.
On the fourth day of Christmas games round-ups... It's time for DS and PSP favourites.
The "iPhone as games machine" hype is clearly justified. Dungeon Hunter is just the latest – and rather substantial – gaming treat I've enjoyed on Apple's gadget. But in amongst all this noise it's easy to forget about Sony's PSP. The Go may have got off to a slow start but the last month has seen two very welcome PSP release – Little Big Planet and Jak and Daxter: The Last Frontier
FIFA 10, PSP go, Gran Turismo PSP – this week has a stack of big releases and feels like the start of the Christmas rush. Also coming out on Friday are Dead Space: Extraction for the Wii and sprawling RPG Risen. I'm optimistically holding our high hopes for Risen, mainly because console RPGs are increasingly rare. But, unless you've decided to cough up for the PSP go, the chances are it will be FIFA or GT vying for your cash this week. So what will it be
Sony have cleared up one of the main issues surrounding the new download only PSP go by announcing an "upgrade" incentive for older style PSP owners with extensive disc collections. Yes, and you probably already know this, Sony are giving away three downloads to any PSP owner (assuming you have at least one game on UMD, which you do – right?). The catch
Veteran games developer Archer Maclean is best known for 80s and 90s classics like Jimmy White's Whirlwind Snooker and Dropzone. His latest title is Wii racing title Wheelspin. I recently spoke to him about making games for the Wii, the future of the PSP, retro gaming and his relationship with Jimmy.
What better way to test Sony's new PSP Go than to take it on holiday?
Yup, I thought so too. But after two weeks in Spain how did the download-only Go stack up?
At 225 quid the PSP Go isn't cheap. The price – confirmed yesterday at Gamescom – is actually a little less than many predicted but still seems a lot for a handheld. Heck, scrape together another 25 pounds and you could get a shiny new PS3 Slim. But that's not to say the Go isn't worth a look. I played with it at E3 and found it much more comfortable than the original PSP. It's noticeably lighter too and you can imagine carrying it around far more than the original, rather hefty, version. Sony are clearly hoping the form factor will be key in tempting buyers. SCEE President Andrew House told VG247
We know how you love stats, so you'll be pleased to know that MCV and other sources have been reporting on ChartTrack data showing console sales in the UK this year
PSP owners rejoice - one of the best DS games of last year, and arguably the finesty portable rendition of the GTA series, is coming to Sony's machine this autumn. Set to be available via digital download as well as on UMD, the new version will be specifically built for the PSP platform, "with upscaled
widescreen graphics, enhanced lighting and animation; and including
all-new story missions." It's being developed by Rockstar Leeds


text:
How is Mars similar to Earth?
Why is Mars Red?
Why is mars red
-air in atmosphere
-sunk underground
-started chemical reaction
-causing red color
Breaking News!!!
Where is Mars?
Where is mars
- fourth planet from sun
-next to earth
-and Jupiter
-50,000,000 miles from earth
What features does mars have?
Polar ice caps
-big during winter
-melt during summer
-17 miles high
-200 foot deep
800 meters in diameter
-ancient craters and large pits cover mars
-Northern side of Mars
-younger than southern side
-rust rocks make up Mars crust
How did Mars get Its name?
Mars name
-named after Mars
-God of war
-people thought of blood when
-look at Mars when close
Mars is the roman god of war
What is Mars Symbol
What is Mars Made of?
96% Carbon Dioxide
2% Argon
2% Nitrogen
1% other
NASA is planning to do science operations
-Curiosity rover using software
-co-developed with Microsoft
-new wearable technology the Hololens
How old is Mars
approximately 4.5 Million years old
How Large is Mars
About 4220 miles of surface area
What is Mars animal symbol
-not even parents
-liked Mars
Vulture or Dog
What Happened to the cat that went to Mars
Q. What happened to the cat that went to Mars?
What Happened to the cat that went to Mars
R.I.P. Mr. Waffles
M. He Discovered aliens
A. Curiosity killed the cat
R. He died because he couldn't breath
S. none of the above
M. He Discovered aliens!
Curiosity Rover
-2 1/2 billion dollars building
building and planing
-lowered by rockets
-rockets flew away
-right away
-lading called "7 min. of terror"
- landed softer and slower then planed
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text:
The Friends of the Warren-Newport Public Library formed August 16, 1973, and currently has 100 members. Their donations, around $40,000 annually, help to pay for programming, Nooks, iPads for preschoolers, and more.
The WNPL staff and the Board of Trustees gratefully recognize the Friends for their essential support!
The next Friends meeting is Thursday, October 22, at 1pm in Meeting Room A. For more information, visit our website or ask for an application at the CheckOut Desk. Memberships start at $5. New members are always warmly welcomed!


text:
Check out Coupons.com to get a $.50/5 Campbell's SpaghettiO's printable coupon. Pair this coupon with a sale price to stock up!
I know you all love printable coupons as much as I do. Want more? Make sure to check out coupons.com, RedPlum, Coupon Network, SmartSource and SavingStar for more printable coupons!
Check out HOT Amazon deals on your favorite items!


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What's the Difference When Identifying as an Addict or Alcoholic?
People who attend AA meetings may feel that they must identify as both an alcoholic and an addict if they have a problem with drugs as well as alcohol. They could also feel that they have to choose one term or the other since the problems are separated in different meetings through twelve step programs.
The reality is that there really is no difference between alcoholism and addiction. Being dependent on alcohol is only one type of addiction out of many, so anyone who identifies themselves as an alcoholic can also be considered an addict.
The reason to identify as an alcoholic rather than an addict has to do more with connecting with peers in the group. People may find it easier to relate to others who are addicted to same substance so they choose to identify as an alcoholic rather than simply an addict.
Alcoholics can relate to stories of drinking in excess more than other types of drug use.
Alcoholism as a Type of Addiction
The symptoms of addiction, no matter what the substance or activity, are essentially the same. All addicts regardless of what category they fall under experience same inability to abstain, impairment of behavioral control, cravings, and dysfunctional emotional responses.
Someone who may identify as an alcoholic is also an addict; they are simply addicted to alcohol rather than illicit drugs or other types of addiction. Because addiction is so similar, it is common for people to develop substitute addictions while they are in recovery.
People might use another substance as a "way out" of their primary substance that they are addicted to. Those in AA could be addicted to anything because they are wired to be unable to control their behavior.
They might choose to identify as an alcoholic just so they feel a sense of fellowship with other people in their program. When you say out loud that you are an alcoholic you are the same as everyone else in the room.
Problems Specific to Each Addiction
The term addiction can apply to a wide variety of things from substance use disorders like alcoholism or addiction to drugs like meth, cocaine and heroin. It can also apply to non-substance use disorders like sex, gambling, shopping or even overeating.
In any of these issues, addiction refers to the brain and behavioral changes that create consequences in a person's functioning. People in recovery usually understand that the reasons for having an addiction are basically the same across the board.
However, each addiction can have its own unique challenges and effects on a person's physiology. An alcoholic in recovery must face triggers everywhere because alcohol is legal and socially acceptable for adults.
Drug addicts may not deal with the same level of temptation at all times because illegal drugs are harder to obtain. Alcohol is one of the most prevalent drugs in the world that is widely available everywhere.
People can identify more with other alcoholics because they face these same challenges.
Even though alcoholics and addicts have much in common, a person in recovery might choose to identify exclusively as an alcohol or an addict because they feel that their addiction to a particular drug creates specific experiences and circumstances. People in support groups want to feel the same as their peers and be able to relate closely to the stories of their addictions.
Alcoholism can be similar to other addictions but it has its own problems that might not be an issue with other types of drugs. Identifying as an alcoholic rather than an addict helps you narrow down the issues that affect you and others who are addicted to alcohol.


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Karina Chikitova's went missing after wandering away from home and into the remote southwest Sakha Republic region of Russia. She had been following her father toward a distant village without his knowledge before falling far behind and finding herself lost.
The dog then helped rescuers find the child, who hid in long grass during the cold nights and survived on wild berries and river water, the Siberian Times reported.
"I carried Karina myself to the car, and she was light as a bird," said rescuer Afanasiy Nikolayev. "She was hardly 10kg - but amazingly she was fully conscious."
Mr. Nikolayev also said, "It was Karina's puppy that helped the adults find the girl."


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Kimberly Berry
5th History Teacher
As an undergraduate student, Kimberly served as President of the Student Philanthropy Council and Vice President of Member Development of her sorority. She spent a year studying abroad in Lausanne, Switzerland and traveling all across Europe. Kimberly also interned in Washington, D.C. for the National Network for Youth, a non-profit dedicated to advocating at the federal level and educating the public and policymakers about the needs of homeless and disconnected youth. Kimberly graduated from Pepperdine University cum laude with a B.A. in Political Science and a Certificate in Conflict Management from the Straus Institute for Dispute Resolution.
Holland Brown
6th English Teacher
Holland spent the last year teaching English in Jackson, Mississippi. She is a 2015 Teach For America corps member and extremely excited to return to her elementary roots and teach at NACS. Her greatest passion is education, and she strongly supports RePublic's mission to provide its students with equal and exceptional opportunities. Holland received her B.A. in Education and minor in Theatre from Auburn University.
Mary Kathryn Cooch
7th English Teacher
Mary Kathryn grew up in Birmingham, Alabama. Before joining the NACS team, she taught Kindergarten at the Islamic Academy of Alabama. During this time, she learned how to embrace and foster the learning of children from very different cultural and religious backgrounds. Mary Kathryn graduated summa cum laude with a B.A. in Elementary Education from the University of Alabama.
Halim Genus
Dean of Students
Halim is a Teach For America Eastern North Carolina corps alumni where he taught 8th grade Social Studies at Bertie Middle School. At Bertie Middle, Halim served as chair of the social studies department and member of the school improvement team. Halim graduated from the University of Pittsburgh where he received a B.A. in Africana studies and Political Science. Halim's favorite quote is, "You can't teach what you don't know and you can't lead where you won't go."
Sarah Ginsberg
5th English Teacher
Before joining the NACS team, Sarah taught 5th grade English and Social Studies as a Teach For America corps member in Muskogee, Oklahoma. During her time at Creek Elementary School, she enjoyed establishing an after-school robotics program with her students. Sarah graduated summa cum laude from the University of Georgia with a B.S. in Sociology and Advertising. As an undergraduate, she was able to work with an alternative breaks program that stoked her love for social justice and passion for educational equality.
Savannah Hagan
7th English Teacher
Savannah studied English and History during her four years at Syracuse University, working for the Syracuse University Literacy Corps. After graduating, Savannah served in a charter school in Rhode Island, teaching small reading groups. When she ended her year of service, Savannah was accepted into the Nashville Teaching Fellows program. In addition to her passion for education, Savannah is a huge country music and New England sports fan, as well as an avid dog lover.
Remington Holt
Student Supports Teacher
Remington attended Vanderbilt University, where he double majored in Elementary Education and Child Development with a minor in Organizational Leadership. His love for student supports was born out of his first job in college at a preschool for students with developmental disabilities. Remington aspires to close the culture gap in education through high-quality instruction, culturally responsive pedagogy, and by educating teachers about the importance of cultural responsiveness both in and out of the classroom.
Maynard James
5th Math Teacher
Maynard has six years teaching experience in the United States, and three more years of international teaching experience in the Middle East. Prior to joining the RePublic family, he taught Math to local 6th grade boys in Abu Dhabi, United Arab Emirates. This unique opportunity enabled him to embrace a culture very different from his own in order to better serve the students he taught. Maynard is a native of Huntsville, Alabama where he also taught 6th grade Math at a performing arts magnet school. He graduated from Athens State University in Athens, Alabama with a B.S. in Education.
Stephanie Jarrett-Thorpe
Stephanie is a 15-year veteran educator with experience in instructional coaching, professional development, and curriculum development. Most recently, she served as the Principal of Democracy Prep Congress Heights, a K-7 charter school in Washington, DC. She believes that empowered teachers, engaged scholars, and supportive families are the key drivers in ensuring a successful change initiative.
Ben Keil
7th Science Teacher
Ben has a background in journalism and spent several years on the regulatory side of the insurance industry. After moving to Nashville, Ben chose to change career paths and joined the Nashville Teaching Fellows program. He spent his first year in education as the Founding Computer Science Teacher at Nashville Academy of Computer Science. Ben studied journalism at Ohio University.
Rachel Kengeter
Director of Student Supports
Rachel recently graduated from Vanderbilt's Peabody College with a Master's in Public Policy. While at Peabody, she worked with the Nashville Promise Neighborhood and Martha O'Bryan Center on research and development. She was previously the Director of After School and Summer Programs at a Tony-award winning theater in Princeton, New Jersey where she developed middle and high school programming. She graduated from Eastern Michigan University with a B.S. in Drama/Theater for the Young and Children's Literature.
Stacey Kenney
Director of Operations
Stacey returns to Nashville after serving as the Program Manager of a STEAM-focused after-school program, leading 22 staff members in the service of 75 elementary and middle school students. In her previous career, Stacey worked as a medical equipment and transition planner for the Nashville-based consulting firm Balfour Resource Group where she managed the planning and procurement of over $100M of medical equipment. Stacey received her B.E. in Biomedical Engineering from Vanderbilt University and her M.A.T. from the University of Southern California.
Kendall Little
7th History Teacher
Kendall served her community in Healthcare for 14 years before moving into education. She is an ESOL Tutor and Instructor working with agencies such as the National Literacy Council and Literacy Board of Central Tennessee. Kendall comes to the RePublic team from Birmingham, AL, where she spent many years working on a college campus as Lead Instructor, Associate College Dean, and Academic Department Director. While working in the post-secondary education role, she won the STAR award for serving her students with academic excellence. Kendall earned a Master's degree in Public Administration and Public Health from South University and she is currently completing her Doctorate in Education degree from Ashford University.
Susan McCullen
Susan previously worked as a teaching assistant for Kingman Elementary School District in Arizona for eight years. Volunteer work and children have been key focal points for much of Susan's life. She coached youth soccer as well as served on the board of directors for the Northern Arizona Youth Soccer League. Susan has a passion for reaching children whose lives have been affected by incarceration, mental illness, and substance abuse. Susan attended Ashford University and obtained her B.A. in Psychology with a minor in Child Development.
Juliana Musselman
Student Supports Teacher
Before joining the NACS team, Juliana worked as a tutor at a small company in Philadelphia. During college, she also worked as a counselor at two different summer camps, including one specifically for children and adults with autism. She graduated from Vanderbilt University with a B.S. in Special Education and Elementary Education, followed by receiving a Master's in Reading/Writing/Literacy from the University of Pennsylvania.
Monica Olaru
6th Math Teacher
Monica first fell in love with math in her native Romania. She joins the Nashville Academy of Computer Science determined to share that love with a new community of learners. In addition to math, Monica has a passion for literature, foreign languages, and carpentry. Ask her to show you a picture of her dining-table, and she'll rush to tell you how she built it. Monica graduated from Stanford University with a B.A. in Comparative Literature, and is about to finish her PhD in French and English literature at the University of Chicago.
Annie Phillips
6th History Teacher
Annie is United States Air Force Veteran and graduate of Middle Tennessee State University. As an undergraduate, she was a member of Phi Sigma Pi Honors Fraternity and served as its Vice President. Annie organized the first Wounded Warrior fundraiser on campus. She traveled the world during her military service and experienced many different cultures that became a catalyst for her decision to major in History with a minor in English.
Kate Robbins
6th English Teacher
A recent transplant to Nashville, Kate is no stranger to a suitcase. Over the last four years, she has taught English in South Korea and Taiwan and travelled to more than 15 different countries. Her experiences working with children abroad sparked a passion for education, and she is excited to be working with the Relay Graduate School of Education this school year. Her interest in social justice began in college where she served as a literacy tutor in a local elementary school, an assistant writing teacher for first year students, and president of Students Against Sexism in Society. She graduated from Knox College with a B.A. in History and Political Science.
Kelly Tobenski
Director of Behavior Supports
Prior to joining the Nashville Academy of Computer Science, Kelly was a behavior specialist for Rutherford County Schools in Murfreesboro, TN. She previously served as a site director and program coordinator for a special recreation association in the suburbs of Chicago. In this position, Kelly assisted children and adults with special needs access public recreation through existing community programs and helped develop new programs when one didn't already exist in the community. Kelly earned a BME in Music Education/Instrumental Music from Illinois State University and a Master's in Child and Adolescent Psychology from the Chicago School of Professional Psychology. She is certified to teach music and comprehensive special education. Kelly completed behavior coursework through the Florida Institute of Technology and is a Board Certified Behavior Analyst (BCBA).
Sean Williams
Associate Dean of Students
Before Joining Nashville Academy of Computer Science, Sean was the co-founder of a non-profit organization B.R.O.S (Beyond Relying On Society). On Chicago's south side, this program inspired the youth in the community to attend four-year colleges and universities. Sean has coached and mentored middle school students in the Nashville metropolitan area through the national project "Go To High School, Go to College," a program that members of Alpha Phi Omega Fraternity Incorporated lead across the country. Upon his arrival to Nashville, Sean attended Tennessee State University, where he received his B.A. in Criminal Justice.


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Welcome to the 9th International Congress on Traditional Asian Medicines (ICTAM IX), which will be held in the city of Kiel, Germany from 6th to 12th August 2017!
**Registration is now open at this URL**
Our general theme will be:
"Asian Medicines: Encounters, Translations and Transformations"
Vision Statement
Asian medicine today is a multi-billion dollar industry. Asian medicines are engaged in complex global networks of actors: conservators who watch the changing supplies of wild plants in Asian mountains, medical botanists who study the substitution practices of collectors and marketers in Asia, policy makers who control or prevent the entry of drugs into European countries, corporations who seek to exploit drugs based on Asian medical knowledge, professional associations who seek to regulate Asian medical practice. ICTAMs VII and VIII both took place in Asia (2009 in Bhutan, 2013 in Korea). The European location of ICTAM IX will allow us to take stock of the current state of Asian medicine and to examine the global flows of medical knowledge, practice and materials from a different but equally significant vantage point. Visit the conference website.
Join us!


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Paul Taylor shares a story of a life in a university that may not be far removed from today's academy


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Citation Edit
Bridgeport Music, Inc. v. Dimension Films, 383 F.3d 390 (6th Cir. 2004) (full-text).
Factual Background Edit
The case arose from a three-note guitar riff (approximately two seconds) taken from a 1970s hit by George Clinton and Parliament Funkadelic and used by rap group NWA. The pitch of the sample was lowered, and the riff was repeated and extended to sixteen beats. The sample appeared five times in the song.
Trial Court Proceedings Edit
The trial court had dismissed the claim, stating that the sampling did not "rise to the level of a legally cognizable appropriation" because:
- The sample sounded entirely different from the original music.
- Only a small amount of copying was involved.
- NWA's song is very different from the Clinton's song.
Appellate Court Proceedings Edit
The appellate court said that the de minimis copying rule does not apply to sound recordings, since the copyright on sound recordings is limited. Other types of copyrighted works are protected from reproduction of any significant aspect of the works, while sound recordings are only protected against unauthorized duplication of the actual recording.
"The world at large is free to imitate or simulate" the recorded performance.
The court relied upon 17 U.S.C. § 114(b), which gives a sound recording copyright owner the exclusive right "to duplicate the sound recording" and also gives the copyright owner the exclusive right create derivative works "in which the actual sounds fixed in the sound recording are rearranged, remixed, or otherwise altered in sequence or quality." Thus, unauthorized sampling, no matter how minor, is an infringement.


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Meg Makes
Informal dinner featuring local foods could be the first of manyFri, 06/25/2010 - 4:17pm | Meg Dickinson
If you enjoy good food that's produced locally, you might be interested in a local-food dinner happening Saturday evening in Champaign-Urbana, and perhaps get involved in similar events in the future.
The practical details about keeping chickensTue, 06/22/2010 - 10:42am | Meg Dickinson
I'm all for local food. I love the idea of eating items that haven't been shipped across the country, and have superior nutrition to what you find on supermarket shelves. And obviously, I'm into do-it-yourself projects.
Summer is here; break out the pasta saladMon, 06/21/2010 - 10:25am | Meg Dickinson
Today is the summer solstice and the first day of summer.
Even though it's felt summery for a while now, I like to celebrate summer solstice. It's the longest day of the year, and after today, the days just get shorter. Plus, it's the perfect time to make cookout food.
Barbecue is the flavor of the weekendFri, 06/18/2010 - 9:35am | Meg Dickinson
The best part of DIY projects: finishing themWed, 06/16/2010 - 9:50am | Meg Dickinson
Despite the rain, Rob and I hung my wine-bottle tiki torches last night.
(If you're interested, instructions are here.)
This project was really easy - drink the wine, buy the supplies, use a drill to put up the torches.
Unique birdhouses look good, tooTue, 06/15/2010 - 10:12am | Meg Dickinson
I'm working on a story for this Saturday's At Home about birdhouses. The birdhouse-lovers I talked to agreed that they loved the character birdhouses give their yards.
So, because I was thinking about birdhouses, I started seeking out some decorative versions you could get for your yard.
I've got my DIY eye on these projectsThu, 06/10/2010 - 2:16pm | Meg Dickinson
I'm not so good at creating my own DIY, crafty ideas, but I can be really good at picking out other people's projects I'd like to try.
Thank goodness for the Internet and the DIY, craft and interior-design blogs I read. They've given me several ideas recently, which have the added benefit of using things that can be hard to recycle.
Learn more about melons at local Schnucks' produce workshopWed, 06/09/2010 - 1:01pm | Meg Dickinson
Nothing says summer like fresh melon. All three local Schnucks stores are hosting a produce workshop June 26 that will teach you all about "exotic melon varieties." The price is hard to beat - it's free. Sounds refreshing to me. Here's the information from the press release the produce company sent me:
Paring down to the party necessitiesMon, 06/07/2010 - 2:29pm | Meg Dickinson
I love summer and believe in celebrating the longest day of the year. I like to do so by hosting a barbeque right around the summer solstice.
The power of a mentorTue, 06/01/2010 - 9:16am | Meg Dickinson
I wrote about Asilah Patterson for Sunday's paper.
She's a 17-year-old from Champaign who's focused on breaking her family's cycle of drug addiction. She's focused on succeeding - and she's had help.


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Make every meal a fun time with a special printed Apron from Cath Kidston. This one is covered in the new all-over mid-blue Large Spray Flowers print, and has a large front pocket that's perfect for storing recipes. A waist tie holds everything in place.
We aim to despatch goods within 24 hours of receipt of order (except at weekends), arriving with you within 7 working days for standard and within 4 working days for express delivery.
For next day delivery: Orders placed before 2pm Monday to Friday will be despatched the same day, to arrive with you on the next working day (orders placed between 2pm on a Thursday and 2pm on a Friday, will arrive on the following Monday). Orders placed after 2pm Monday to Friday will be despatched the following working day.
For delivery of heavy items and furniture please telephone our store on 01386 853331 or email email@example.com
Please see our delivery & returns policy for more information, and for Europe / International delivery rates.
If you are not completely satisfied with your purchase then please return the item(s) within 28 days of purchase in perfect condition for a full product refund or a replacement.
If you would like to cancel your order at any time prior to despatch please call us.
As the parcel and its contents are your responsibility until delivered, we recommend you send the goods to us by registered post. Please note: we do not refund postage charges on returned goods for items that are not damaged or faulty.
Please note: We can't offer refunds or exchanges on perishable goods such as food, underwear or earrings, unless faulty or not as described. This does not affect your statutory rights.
Our returns address is:
Returns Department
Cotswold Trading
36 High Street


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Master Fitch is the innkeeper of the Stag and Lion in Baerlon.
Appearance Edit
He is a rotund, good-natured man.
Activities Edit
Because he thinks very highly of "Mistress Alys" and "Master Andra," he finds room for them and the Emond's Fielders in his crowded inn, making sure that they are refreshed and well-fed.
After a Fade attacks Rand at night, necessitating their departure from the inn, Lan and Moiraine urge Fitch to be open with potential troublemakers and clearly show his disassociation with their party, but he stubbornly insists on protecting their privacy and honor. His principles lead to his inn being torched, presumably by the Whitecloaks, who are rife in Baerlon at the time, but it could also have been darkfriends.[1] Moiraine later organizes compensation so that he might rebuild.