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I'm grateful for the opportunity to host a Master Class on the topic of Strengths Based Leadership on Wednesday, April 19th from 2:30-4:30 pm during the BOOST Conference. In nearly 20 years of learning from and working for Gallup, I can't think of a more exciting and impactful topic to share with conference attendees this spring.
Gallup research proves that people succeed when they focus on what they do best. Each person has natural patterns of thinking, feeling, and behaving that can be productively applied. Knowing your unique strengths and putting them to good use not only feels good – it has been proven to meaningfully improve performance in a variety of ways, as recently summarized at Strengths-Based Employee Development: The Business Results.
More than 15 million people have taken the Clifton StrengthsFinder assessment since it was introduced several years ago. Learning about your strengths results is certainly a great experience, but it's simply the first step in a development process that continues well into the future. Strengths-based development continues beyond the identification phase as individuals take steps to integrate their strengths awareness into the way they view themselves. From there, real behavior change results in performance improvement across a variety of life and work domains.
This Master Class is for you if you've never learned about your own strengths and would like to take the first step. It's also for you if you've already learned your strengths and want to learn from others along the journey. We will discuss best practices from educators within the room and across the country, leading to tangible takeaways that you can apply with yourself, your colleagues, and your students!
Hope to see you on April 19th from 2:30-4:30! Click here to register!
Author and Masterclass Facilitator: Tim Hodges
In partnership with the Afterschool Alliance, we hope you'll pass this along to parents and friends to help raise awareness for afterschool programs by writing a short letter to your local newspaper. This is a repost from the Afterschool Snack blog. Happy Valentine's Day from all of us at the BOOST office!
"This year, my Valentine is to a program that makes all the difference for me and for my family," So began West Valley City, Utah, resident Amanda Owens in her Salt Lake Tribune letter-to-the editor in 2015. The "program" she went on to describe was her son's afterschool program, run by the Community Education Partnership.
Amanda Owens is not alone. For the past several years, a number of parents of children in afterschool programs around the nation have sent similar letters to their local newspapers explaining from the heart why they love their children's afterschool programs.
Are you a parent with a child in afterschool who feels the same way? Or are you a program provider with parents who might be willing to send a letter?
If yes, here are few questions Valentine letter writers might consider as they write.
It's easy to submit letters-to-the-editor; most newspapers will take them via their website or by email. To find out about word limits and how to submit, just do a web search for the name of your newspaper and the words "letter-to-the-editor submission." If that doesn't work, try going to the newspaper's website, finding the letters section and looking for submission guidelines.
But the most important tip is the obvious one: Write from the heart!
That tip also applies to another way you can show why you love afterschool: social media. We've created a simple toolkit with guidelines and a printable that you and the afterschool students, parents and providers in your life can use to share what you love about these programs.
Participating is simple: Just print a page straight from the toolkit, fill it out with the heartfelt reasons you love afterschool, snap a photo of the finished product, and share it on your favorite social media sites using the hashtag #AfterschoolWorks (for example, "#AfterschoolWorks for my students!").
We can't wait to see the reasons you and the parents of kids in your program love afterschool. Be sure to tag us @afterschool4all on Twitter and Instagram or @afterschoolalliancedc on Facebook so that we see your social media posts and any letters-to-the-editor that you get published!
We are honored to share this blog post provided by the National Youth Leadership Council. The original blog post is written by: Dr. Robert Shumer, NYLC Board Member, University of Minnesota, and Tiveeda Stovall, University of San Diego.
America is in its second decade of the 21st century. While the situation is improving in areas of employment rates, health coverage, and increased graduation rates, there are major changes occurring in the US culture and landscape.
The impact of technology, global economy, and apparent deterioration of civic engagement and political participation (American Civic Forum, 1994; Lipset, 1995; Putnam, 1995; Putnam, 2000) has fundamentally altered life. Worse, there is a renewed increase in both income and social inequality that has altered the opportunities for racial/national minorities to experience social justice and improved quality of life.
With these impending challenges, there is good news. We have opportunities, through well researched educational and social practices, to improve conditions all across the country, especially for youth in schools and colleges. The overriding effort is offered through programs that increase engagement in all aspects of life, from social engagement, to educational engagement, to civic engagement. Programs that embrace service- learning, volunteerism, and experiential learning provide the activities that allow young people to connect with their communities and their social environments to becomeactive contributors to the improvement of the quality of life for others, and as a result, improve the quality of life for themselves. Service-learning, volunteerism, and community involvement provide the opportunities to reclaim the democratic, humane principles that honor the values and traditions of America.
Research on Service-Learning and Civic Engagement
The modern service-learning movement has been around since the 1960s. Programs have developed in schools and colleges for decades, accelerating in the 1990s and 2000s with the infusion of funding from the Corporation for National and Community Service and several philanthropic foundations. Yet, with the CNCS loss of funding after 2011, the expansion of service and civic efforts in schools and colleges has stalled a bit. Hopefully, legislators and educational professionals will realize the great need to support and expand efforts so we can effectively address the great challenges faced by youth and our country in making democracy and social justice thrive again.
Service-learning has been shown to be a critical element in addressing issues of educational success and improved opportunity for minorities and all students who suffer from lack of engagement in school and society. Two major studies and reports, The Silent Epidemic (Bridgeland, et al 2006) and Engaged for Success (Bridgeland,et al,2008) have shown that service-learning, work-based learning, and apprenticeships are identified by more than 80% of the participants as being the kind of educational programs that would keep students in school. In addition, they demonstrate that the strength of service- learning and these other related active learning programs is found in its ability to engage youth in pro-social activities that allow them to contribute to the well-being of others and as a result, helps to improve their own personal well-being and sense of value and efficacy. This strength addresses the primary reason students drop out of school:
Nearly half (47 percent) said a major reason for dropping out was that classes were not interesting. These young people reported being bored and disengaged from high school. Almost as many (42 percent) spent time with people who were not interested in school. These were among the top reasons selected by those with high GPAs and by those who said they were motivated to work hard. (Bridgeland, et al, 2006).
Thus, by addressing the issues of boredom and disengagement service- learning can and does produce the kind of connections necessary to both keep students in school and increase their motivation to actually do interesting projects that lead to substantial learning and connection with community.
Engagement issues increase the longer students remain in school. In fact, by the time students reach high school, more than half report being disengaged from school.
A parallel stream of research and practice focuses not just on the impact of civic engagement on the recipients of services, but rather the benefits for those who engage. The theory and practice of Positive Youth Development (PYD) provides considerable evidence that young people develop in healthier ways when they are given opportunities—or even mandates—to be civically engaged (Eccles and Gootman 2002; Lerner 2004). Longitudinal studies show that young people who serve their communities and join civic associations succeed in school and life better than their peers who do not engage. (Dávila and Mora 2007). Those findings are supported by experiments using PYD programs (e.g., Hahn, Leavitt, and Aaron 1994).
Issues of boredom and disengagement begin to increase the longer students remain in school. More than half of high school students report being disengaged from school.
In studies of adolescents and young adults, volunteerism and collective action are directly connected to various areas of social well-being. These include self- efficacy, hope, and optimism (Uslaner, 2002).Other work has shown impact on collective efficacy and self-confidence (Astin and Sax, 1998). and self-esteem (Thoits and Hewitt, 2001). Specific studies of service-learning in high school and college have found relationships with students' feelings of agency, efficacy, purpose and meaning in life, interpersonal skills, and living up to one's potential (Astin, et al. 2000; Markus, Howard, and King, 1993; and Youniss and Yates, 1999).
Studies show that young people who serve their communities and join civic associations succeed in school and life better than their peers who do not engage.
The above mentioned concern for dropout prevention does not just affect school completion. It influences all aspects of civic involvement, from voting, to participating in all areas of community life. The Silent Epidemic report suggests: The most dramatic divides in civic health related to levels of education. College graduates outperform their less educated peers in every civic category, from volunteering and work on community projects, to attending meetings and voting. For the most part, high school dropouts are no longer even a part of the civil society that would enable them to be effective advocates in their communities and states for efforts to reform high schools. They suffer both from a lack of learning and a lack of service.
Thus, anyone concerned with the preservation of democracy and healthy communities must attend to issues of educational success. The fact that only about 20% of the 18-29 year olds in the US voted in the 2014 election should be great cause for concern about the health of our democracy (CIRCLE, 2015). This was the lowest turnout for this age group ever recorded. Clearly developing programs such as service-learning and other efforts to actively engage students in their communities is of critical importance.
Research confirms that doing classroom- based civic education makes a difference in producing knowledgeable and connected students. A major study of the Chicago schools (Kahne and Sporte, 2007) reported that classroom-based civic learning opportunities mattered.
Kahne and Sporte find that students' racial and ethnic backgrounds have very little impact on their civic commitments, once other factors are taken into account. The civic engagement of their families and neighborhoods do matter, but the impact of service-learning and other classroom- based civic learning opportunities is substantially larger. Being required by teachers to keep up with politics and government and learning how to improve the community, for example, are highly effective forms of civic education. There are also statistically significant effects from other teaching methods, such as exposing students to civic role models. Kahne and Sporte find positive effects from participating in afterschool programs, but the effect sizes are smaller than those attributed to civically oriented classroom activities such as service-learning and classroom discussions of current issues.
So, service-learning is not only important for helping students to graduate and get connected to community, it is a documented approach to improving civic learning and participation in democratic society.
This notion of engagement and interest is not just limited to potential dropouts. It, according to the Engaged for Success report, actually affects all students. Results from both regular students and those at-risk of dropping out report that making academic learning more interesting, making it more relevant to their lives, and providing more hands-on learning is what is needed to improve the quality of education in all schools.
Thus, programs that make classes more interesting, more relevant, and more experiential in format are the ones that will make schooling more engaging and more educational. Service-learning clearly contains all these elements and is/ should be a model effort to address all the challenges of the educational system. Implementation of service-learning in schools will go a long way to addressing issues of deterioration of community, decline of civic engagement, improved academic performance, and improved involvement of young people in the principles and actions of democracy. Service-learning should be considered by every policy group that is concerned with the conditions of education and society today.
Making learning more interesting and relevant to everyday life is important for quality education and keeping high school students in school.
Engagement, School Climate, and Academic Achievement
Engaged students have to show up to school to be engaged. You cannot do well in school if you do not show up (Fisher, Frey, and Lapp, 2011).
It's a simple enough premise but disengaged and sometimes, disenfranchised students of color and other marginalized students are not present at the table of academic aspirations. Fisher et.al. (2011) explored closing the achievement gap by looking at student attendance and engagement. The high school population in their study was comprised of 72% students of color, 60% Title I eligible, and 70% spoke English as a second language.
Fisher et al. (2011) reviewed student attendance at the onset of the study and found that the lowest-performing students missed an average of 6.5 days of school per month while the highest performing students missed an average of 1.8 days per month. Researchers employed an intervention where students were allowed an increased amount of international, open exchange discussions among students in the classroom. At the same time, the amount of teacher "talk" to students decreased in the classroom thereby highlighting more student voice. The study results showed the interventions increased attendance by 5.3% and had significant improvements on standardized tests scores post interventions by as much as a 19% improvement (Fisher, et al., 2011).
Drawing from Purkey and Novak's 1996 theoretical framework of invitational education, where everyone in the school climate is invited to experience success, Vega and Miranda (2015) examined African American and Latino high school students' perceptions of educational barriers to positive experiences in school. The study represented six high-poverty schools in Florida where students, teachers, counselors, and peers completed questionnaires and interviews based on the invitational education's five "P"s: people, policies, programs, processes, and places. These five "P"s serve to inform school settings on the messages transferred to students which impact their perceptions of learning. Vega et al. (2015) discussed "places" results from the study which noted how participant students felt safe at school, the feeling of safety did not carry over to the neighborhood in which they lived. The researchers noted a study in which community violence associated with decreased math and reading scores. Herein lies an opportunity. An opportunity to engage students, districts, teachers, parents, and community in social justice, social change, and academic advancement.
Critical Service-Learning and Social Justice
"Many activities in life, including education, become difficult undertakings for students constrained by severe social injustices. When these social injustices are engaged and critiqued, students begin to clear intellectual and emotional space for education. They become further engaged in learning when their education becomes a means by which they may challenge oppressive forces within their social contexts." (Cammarota, 2007)
In 2007, Tania Mitchell linked the concept of service-learning and social justice education to illuminate the pedagogy of critical service-learning to engage students in transformative service with communities. Critical service- learning focuses on social justice outcomes by having students analyze the root causes of injustice and the imbalance of power structures while promoting student agency in the ability to create social change (Mitchell, 2008). The tenets of social justice education and critical service-learning can serve as a motivator to engage marginalized students toward academic engagement and success. Social justice education launches from students' lived experiences and acknowledges student viewpoints on the most pressing problems they face and which face their communities (Wade, 2001).
Julio Cammarota (2007), piloted and researched a social science curriculum, the Social Justice Education Project (SJEP), targeting Latina/o students and their perspectives on their potential to graduate high school and advance to college. SJEP engaged students in participatory action research to think critically about the social issues which impeded their progress. Within the first cohort of students, many students were labeled "at-risk" of dropping out. The students developed and participated in action research around four topics: (1) cultural assimilation, (2) critical thinking vs. passivity in education, (3) racial and gender stereotypes of students, and (4) media representations of students of color (Cammarota, 20007). Students investigated topics with peers, school members, and community. Students then presented recommendations to both school officials and community members on areas focused on 1) better media relations with students of color, 2) improving multicultural education, 3) expanding critical thinking in education, and 4) ways to prevent racism and stereotyping (Cammarota, 2007). Although Cammarota noted that many of the recommendations were not taken up by officials, the positive impact of the social justice curriculum and critical service-learning led 15 of the 17 student participants to graduate while the other two prepared for taking the GED.
The Stanford CEPA Working Paper
"When students' lives and experiences connect with the curriculum, they become more invested in their education (Trueba, 1991)."
With the makings of becoming a seminal work of research, Stanford's Center for Education Policy Analysis published "The Casual Effects of Cultural Relevance: Evidence from Ethnic Studies Curriculum" (Dee and Penner, 2016). The paper reports data over a five-year span on 1,405 students during their 9th-grade year in the San Francisco Unified School District (SFUSD). Participating students were identified as "at-risk" of dropping out of school, with GPAs below 2.0. Students assigned to take an Ethnic Studies course incorporated culturally relevant pedagogy, as social justice education, and critical service-learning pedagogy as tools to support marginalized students of color.
"The course also encouraged students 'to explore their individual identity, their family history, and their community history' and required students to design and implement service-learning projects based on their study of their local community. The designers of this curriculum hoped that these lessons and projects would increase students' commitment to social justice and improve self-esteem." – (Dee et al., 2016, p.10)
The ethnic studies project piloted in the 2010-2011 academic year with five high schools in SFUSD with the explicit statement that the Ethnic Studies course and components would contribute to closing achievement gaps. The SFUSD school board voted to expand the Ethnic Studies course to all 19 high schools by the end of 2014. Findings from the study revealed positive gains. Student GPAs increased an average of 1.4 points. Students earned an increase of 23 credits and attendance at school improved by 21 percentage points (Dee et al, 2016).
Social Justice Curriculum
"This is not a moment, It's a movement" – Black Lives Matter
An important note was made in the Stanford CEPA paper on the significance of its findings. The degree to which this study might be replicated is dependent on applying the amount of preparation, planning, duration of the course, and integrity that went into this program intervention. The study did illuminate "proof of concept" that academic gains can be made by engaging students in curriculum and activities which reflect their lives (Dee et al, 2016).
Though scalability seen at SFUSD may not be available to most schools or districts, there are accessible resources to begin the development of social justice education and critical service- learning through online resources. In January 2012, the FAIR (Fair, Accurate, Inclusive, and Respectful) Education Act went into effect in the state of California. Free standards-based curriculum to support educators in the law is available on the FAIR Education Act website at http://www. faireducationact.com/. The Fair Education Act amends the California Education Code to require courses of study and instructional materials:
"51204.5. Instruction in social sciences shall include the early history of California and a study of the role and contributions of both men and women, Native Americans, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans, lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other ethnic and cultural groups, to the economic, political, and social development of California and the United States of America, with particular emphasis on portraying the role of these groups in contemporary society."
Social justice curriculum has been developed on specific topics ranging from combating human trafficking from the Fredrick Douglass Family Foundation to environmental justice in Flint, Michigan from Discovering Place. When five school librarians came together to compile online
#BlackLivesMatter curriculum for the San Francisco Public Libraries and local school district, they validate youth voices, to engage and connect in classrooms, on what they were experiencing in their neighborhoods and national communities. These tools for engagement, with thoughtful and authentic application, could ignite increased academic achievement for marginalized students.
Asia Society and BOOST Collaborative are partnering to create a series of blogs on global learning in out-of-school time. This blog entry was originally published on EdWeek's Global Learning Blog. This piece is written by Linda Kantor Swerdlow. In her new book, Global Activism in an American School from Empathy to Action, Linda shares an example of how students can take action and use their own agency to make a difference in the world.
I first met seventh grade English teacher Ron Adams and two of his students, Kristin and Tom, from Broad Meadows Middle School in Quincy, Massachusetts when they presented at a two-day seminar on Global Child Labor for educators, that included noble prize laureate Kailash Satyarthi and the top curriculum writers in the field. The middle school students captured our hearts by their passionate appeal to end child labor. They had a strong sense of social justice—something unusual for most middle school students.
A History of Global Activism
Ron shared with me the story of global activism at his school. When twelve-year-old Iqbal Masih, a former bonded child laborer turned anti child labor activist from Pakistan, came to Boston in 1994 to receive Reebok's Youth in Action Award, he asked to meet youth his own age. Reebok award organizers selected Broad Meadows Middle School because of its human rights curriculum and history of student activism.
Iqbal's inspirational visit and untimely murder five months later on his return to Pakistan inspired the Broad Meadows students to take action and build a school in his memory. The middle school students started a grassroots activist movement called The Kid's Campaign to Build a School for Iqbal. The campaign's success led to Broad Meadow's selection as a pilot school for Operation Day's Work-USA (ODW-USA), an American adaptation of Norway's popular youth global social action program. ODW has been operating as a highly successful afterschool program at Broad Meadows since 1996.
A Student-Centered Program
Operation Day's Work-USA is a student-centered, global education afterschool program based on the idea of youth helping youth. Its aim is to help participants develop global understanding and democratic practice. Each year, all seven of the member middle and high schools solicit proposals from non-governmental organizations (NGOs) that provide services for youth in the developing world. US students research the issues and learn how to assess the proposals. After considerable discussion and debate, each school votes and the students develop a year-long educational and funding campaign for the program that receives the most votes. The campaign ends with the students either working for a day to make a contribution of that day's pay or by developing a community service project and finding sponsors who pledge to contribute for each hour of community service the students perform.
At Broad Meadows, the educational campaign has a dual focus: self-education and community education. Each year before the proposals arrive, Ron provides incoming students with a general understanding of global inequality through a series of hands-on simulations and research activities. The returning students take on the role of mentor and teaching assistants.
Once the proposals have been evaluated and the vote is in, the students need to develop education programs to accompany their fundraising efforts in both the school and the community. They must develop an understanding of the country, the culture(s) of its inhabitants, and the problem the NGO is attempting to address. Over the years, the middle school students have worked to fund a wide range of programs. They have partnered with Goodweave to provide education and healthcare for rescued child laborers in Nepal and India; Partners in Health to provide vaccinations and scholarships for children in rural Haiti; and Selamta Family Project to build group homes from AIDs orphans in Ethiopia. The list goes on and on.
Global Partnerships
One of the unique aspects of ODW is the educational role played by the NGO partners. Students learn about the organization's activities through in-person and Skype meetings with agency officials. They have the opportunity to speak with their peers overseas who are beneficiaries of these programs.
The fundraising and educational campaigns are student-run according to student-generated rules that enforce democratic practice. After the proposals are in, Ron gradually transfers the leadership roles to the veterans—eighth graders who have been in the program for one or two years. As program facilitator, he encourages democratic practice and decision-making but will jump in to assist when needed, especially with tasks that require academic guidance.
Outcomes for Students
The student-run nature of the program allows students to experiment with adult work roles and exposes them to career options they might not otherwise have known about. They also develop a wide range of real-world skills, including research, writing, public speaking, critical thinking, ability to work collaboratively, fundraising, publicity, and the ability to facilitate meetings and make professional presentations.
Most importantly, participation in ODW enhances students' awareness and understanding of the global community. This is essential if we want American students to solve complex global problems and to succeed in the increasingly globalized economy of the 21st century.
As Ron Adams notes, "Each campaign is an attempt to provide students with real-world experiences, meaningful to the students and to apply skills learned in class. Ironically, application, a true sense of learning is not measured by high stakes state testing nor by teacher evaluations. Still it is the right thing to do. As teachers, we need to always save room for student voice."
Image courtesy of Ron Adams.
Today's post is written by guest author Monica Burns and was originally posted on ClassTechTips.com. Monica Burns is an Author, Speaker, Curriculum & EdTech Consultant and Apple Distinguished Educator. Visit her site ClassTechTips.com for more ideas on how to become a tech-savvy teacher.
Podcasts are a great way to help strengthen student listening skills. Podcasts are audio (and sometimes video) recordings similar to a radio program or television episode. A wide range of organizations and individuals host podcasts and share their thinking around a topic through this medium. You can access podcasts through iTunes and the Podcast app on iOS devices or through web-based tools. Most individual podcasts have their own site where you can stream each episode directly from their webpage.
There are a wide range of podcasts to choose from and I share some of my favorite kid-friendly podcasts in this post. If you are teaching a specific subject area, like American History or Ocean Ecosystems, you can search for a related podcast to find a clip to share with your students. The search feature in iTunes lets you find episodes as well as podcasts that focus on a topic related to the keyword you enter.
Teachers can use podcasts to help students build listening skills. By listening to a narrator tell a story or an expert discuss a topic, podcasts can help students strengthen their ability to gather information through multimedia.
Help strengthen student listening skills with podcasts:
Asia Society and BOOST Collaborative are partnering to create a series of blogs on global learning in out-of-school time. This blog entry was originally published on EdWeek's Global Learning Blog. This piece is written by Linda Rosenblum, Education Program Manager and Servicewide Teacher Ranger Teacher Coordinator, National Park Service.
National Park Service (NPS) parks and historic sites provide unique opportunities for students to study history, science, civics, culture, and global issues by providing access to primary historical resources, scientific data, subject matter experts and professionals, and community connections to local cultural heritage. As the National Park Service celebrates its 100th birthday, increased attention has been focused on expanding its presence in the education community. Most people are familiar with the larger national parks that protect breathtaking natural areas like the Grand Canyon National Park, Yellowstone National Park, or Everglades National Park, but much of the public is unaware that fully two-thirds of the areas managed by the National Park Service are not natural resource parks but instead are cultural or historical preservation sites. The National Park Service is comprised of 413 protected areas that include national parks, national memorials, national monuments, national battlefields and cemeteries, national historic sites and historical parks, national recreation areas, scenic and wild rivers, natural and historical trails, national seashores and lakeshores, and national preserves. The variety of protected areas is broad and reflects the diverse range of resources that the National Park Service preserves and protects for the enjoyment of future generations.
These special places offer a unique opportunity for educators to engage their students in place-based learning activities. Place-based learning is defined as an approach to education that focuses on the students' surrounding environment and community and often takes the form of engaging in immersive, project-based activities that address real-world issues. According to Janice L. Woodhouse and Clifford E. Knapp, place-based learning prepares students to "live and work to sustain the cultural and ecological integrity of the places they inhabit." They further argue that place-based learning prepares students to actively participate in civic society and the democratic process by providing knowledge of and experiences in real-life environmental and cultural issues. Educators can involve their students in problem solving and community engagement using National Park Service sites.
Teach Cultural Preservation
Cultural preservation can include many different aspects of maintaining and preserving both tangible and intangible human culture. Intangible culture includes religion, language, music, dance, literature, and other non-tangible characteristics of a group. Tangible culture includes the natural and created environments like architecture, art, cultural landscapes, and significant natural areas. The National Park Service and other preservation management organizations work to preserve and protect these treasures through land and resource management policies and procedures. Cultural preservation is one way to teach young people global competencies like critical thinking skills and cultural literacy through engagement in real-life problems and creation of solution strategies.
Teaching cultural preservation could include studying local architecture or historic neighborhoods and talking with local government officials and historical societies to learn about what is being done to protect these resources. Students could work with a nearby National Park Service site in a service learning project maintaining natural or historical resources in the park or their community. Teachers could invite a preservation professional from a local historical society, their state historic preservation office (SHPO), a local city planning office, or the National Park Service to speak to their class about how they help to preserve the cultural heritage of their neighborhood, town, or a nearby historic site and what the community can do to help.
Recently, a group of middle and high school students gathered in New Mexico to participate in a youth summit. Over the course of four days, the students visited historic sites and museums and met with professionals in the fields of preservation, cultural resource interpretation, and heritage tourism. The students studied the importance of historical and cultural preservation and the challenges met by preservation professionals and local leaders who protect these special places. The youth then formed teams and brainstormed ideas to propose solutions to these challenges. Some proposals addressed ways to decrease vandalism at historical or cultural heritage sites. Other teams offered solutions on how to increase youth awareness and engagement in cultural resource stewardship. Still others offered suggestions on how local leadership could better connect with youth. One student described the experience this way, "We get to apply what we learned in real life and actually help people who are in government and help people make decisions. It kind of empowers youth to learn more about their culture and make an impact in their communities."
Promote Environmental Stewardship
Many schools look to the National Park Service to take their students outdoors to learn firsthand about environmental issues. Parks like Great Smoky Mountains National Park offer field trips where middle school and high school students can monitor changes in the natural environment at the park and connect those changes to global issues like climate change. Other opportunities exist for students to engage in service learning projects either through their schools or youth organizations like
Boy Scouts or Girl Scouts. Educators can connect these on-site activities to their classroom learning units in earth science, weather, geology, biology, or through interdisciplinary approaches combining scientific data gathered at a park with a math project analyzing that data. Several national parks like North Cascades National Park, Craters of the Moon National Monument and Preserve, Knife River Indian Villages National Historic Site and Petroglyph National Monument are working with Bureau of Indian Education schools developing on-site citizen science programs where students do actual scientific data collection and analysis with National Park Service professionals. Students learn about climate change, erosion, wildlife management, and other natural resource management issues while implementing critical thinking and analysis skills in the program.
Engage in Historical Research
Many educators and students work with parks and historic sites in the development of National History Day projects by studying museum objects, buildings, photographs, maps, landscapes, and other historical resources preserved at National Park Service sites. Youth can choose topics related to the subject matter interpreted and preserved at the site or select a project based on the history of the National Park Service itself. For example, the historian and education specialist at Brown v. Board of Education National Historic Site in Topeka, Kansas often help students find information and connect with surviving children of plaintiffs from the 1954 Supreme Court decision that ended racial segregation in the nation's public schools. Students are able to conduct interviews with the plaintiff's children to learn firsthand how the case and its aftermath affected the students who were represented by the NAACP lawyers.
Other NPS Resources
The National Park Service is often considered the world's largest informal education organization. In addition to 413 natural, cultural, and historical sites preserved and protected by the NPS, there are many program and technical offices throughout the country that do work in cultural and natural resource preservation and education. There are many other resources provided for educators through the National Park Service:
• Free Admission: Every Kid in a Park is a White House initiative designed to encourage every fourth grader in the United States to visit a federal land or water management area to participate in educational and recreational activities. The program offers a one-year, free pass into federal land and water management areas to fourth graders and their families. Educators can also register for their class to participate in the program. Many parks and historic sites provide hands-on education programs for fourth graders participating in Every Kid in a Park. Lesson plans on getting to know federal lands and waters, environmental stewardship, citizen science, and Native American cultures have been developed to help educators acquaint their students with Every Kid in a Park and the participating federal land and water management agencies.
• Lesson Plans: The National Park Service also provides an online portal where lesson plans, field trips, distance learning programs, and other educational materials and resources can be found. Searches can be conducted by keyword, subject, grade level, or Common Core standards. Over 250 featured lesson plans and materials are available from the main search page, but by clicking on "view archived lesson plans here" from the center of your search results page, you will have access to an additional 1,100 items from our archived content.
• Professional Development: Opportunities for professional development in place-based learning are available at many NPS sites. Some parks, like Bent's Old Fort National Historic Site, offer short-term workshops where educators can learn about the park's educational resources and programs and how to integrate historical and natural resources into learning activities and field trips. The NPS also offers a longer-term (4-6 weeks in the summer) professional development opportunity called the Teacher Ranger Teacher program. Participating educators spend their summers at NPS sites learning about the NPS educational resources and themes while taking an online course with University of Colorado, Denver in experiential learning. The NPS provides educators with new insights about the use of primary historical and scientific resources for use in their classrooms and programs so that they can bring their students back to the parks to conduct their own on-site learning experiences.
NPS sites provide many place-based learning opportunities where students and educators can engage in real-life problem solving activities, scientific data gathering and analysis, cultural heritage awareness, historic and environmental preservation, civic engagement, service learning, and global literacy. It is through these learning opportunities that youth can develop an understanding and appreciation for our environmental and cultural heritage and history and become the stewards of our global heritage in the future.
Photos courtesy of the National Park Service.
In March of 2003, after being a stay at home mom for almost a year, I decided it was time to rejoin the workforce. I applied for and accepted a part time line staff position with a local after school program. I was assigned to work at Riverview Middle School in Bay Point. Riverview Middle had a tough reputation with students who resisted structure and authority. This program competed with the neighborhood gangs and drugs found at every corner. So having consistent student attendance was already a victory.
After the first few weeks, I questioned my decision of taking the position. Destructive student behavior and my car being vandalized was not exactly a highlight of my job. I learned that the majority of my students had already endured a tough life. Some were homeless, abused, neglected and even abandoned. Others were new to the country and struggled with settling into a foreign land and then with the deportation of their parents or other relatives. I devoted my time to my students as much as possible and made it my mission to be there for them and show that they can count on me as a constant source of support.
A year and a half later, I was promoted to a Site Coordinator at Riverview Middle School. By then we also had a new name. We were now the Mt. Diablo CARES After School Program serving students at 15 different school sites within the district. As a site coordinator, I worked with over 3000 students in over 10 years. It brings me joy to hear my kids (now adults) tell me that I am the reason they are teaching, in college or inviting me to their graduations. Knowing that they remember my name and specific details after so many years, countless mentors and teachers throughout their life, is an amazing reward. These students are the reason I continue to work in the after school world. They are the reason I continue to seek fresh ways to engage them. So when the opportunity to attend the BOOST conference came to me this past April, I was very excited. I had heard great things about it through colleagues who had attended in previous years. I truly did not expect to have the experience that I did.
I arrived to the conference and was checked in by the happiest people on earth outside of Disneyland. I entered the Expo Hall and it was sensory overload. There was fun music, hands on activities and vendors galore. I had entered my happy place. I felt like a kid in a toy store who can't make up its mind on what to play with first. So I took my time and visited every booth and played with everything I was allowed to during the next couple of days.
I listened to keynote speakers like Dr. Tererai Trent who shared her incredible story inspiring women everywhere to have a dream and work towards attaining it no matter the challenge to get to it. I attended workshops that motivated me to adjust my approach to the work I do. After sessions, I was able to network with folks from around the country and learn about the great things happening all around me. On my final day at BOOST, I walked out of the conference center feeling grateful for the experience. I sat in my quiet hotel room and reflected on all the great moments of the week and things I couldn't wait to share with my colleagues. I wanted to find the appropriate verbiage and attempt to explain how amazing the conference was. Everything from the interactive and informative sessions to the fun activities planned after the workshops. Every detail of that weeks' conference was well thought out and executed. I appreciated the wide variety of workshops that our entire program would benefit from. Workshops from nutrition education and STEM to working with students with special needs and staffing issues were wonderful. All of the presenters I encountered were engaging and knowledgeable. They provided real ideas and tools to take back to our sites.
I am looking forward to next year's BOOST conference and I hope to be accompanied by a core group from our team. I have attended conferences over the years, but none can compare to the energy, passion and intention that BOOST provided. After working for the CARES program for over 13 years, BOOST has contributed to reigniting the fire to dream bigger and seek to provide the best program possible for our students and the families we serve. After all, our students deserve to have the very best every day.
Don't miss out on the BOOST experience! Register for the 2017 BOOST Conference today!
For breakfast, I had a hard boiled egg (with cayenne pepper sauce – I love spicy food any time of day), fresh strawberries, ½ banana and cup of black coffee.
Rosa Palomino is the Nutrition Coordinator, Mt Diablo CARES After School Program in Concord CA.
Asia Society and BOOST Collaborative are partnering to create a series of blogs on global learning in out-of-school time. This blog entry was originally published on EdWeek's Global Learning Blog. This piece is written by Muslima Niyozmamadova, a high school student at Aga Khan Academy, Mombasa in Kenya.
Global citizenship means an awareness of the issues in my community as well as those faced by the world. My role as a global citizen is to promote positive change by trying to solve global problems. I am responsible for my city, country, and the world.
When I was six years old, my family moved to accommodate construction of the University of Central Asia in Khorog, Tajikistan. My family talked about how the university would become one of the best in the world. I was proud that the new university was being built where my family had lived. Even as a young child, education was important to me. I decided that I would one day become the head of the University of Central Asia. At the age of seven, I attended the only school in Badakhshan, the eastern part of Tajikistan. The school offered all subjects in English. I felt that learning the language was my first step towards achieving my dream.
A few years later, I was accepted to the Aga Khan Academy, Mombasa (AKA), one of the best secondary schools in the world, with a full scholarship. I applied to the school as it gave me the opportunity to become globally competent and prepare me better as a leader. While a student at AKA, I began studying the education system in Tajikistan. I was surprised to learn that Tajikistan's literacy rate is 98%. However, few Tajiks qualify for professional jobs outside of Tajikistan because students learn basic proficiency in reading, but do not hone other skills needed to be successful workers, such as internationally qualified doctors, engineers, lawyers etc. I began to connect how poverty is linked to the quality of education.
As a participant at the Global Citizens Youth Summit in Cambridge, MA, I had the unique opportunity to engage in conversations with peers from around the world on issues of education and poverty. This experience helped me to build the global skills and confidence necessary to work toward a solution to these issues in my community. With my peers, I developed an initiative called YOUTHeory, which strives to ensure that children from low-income communities thrive in their early years of development. Our mission is to empower young people to exceed their circumstances through self-discovery and identifying their passions in life. We believe that education is the means of breaking the cycle of poverty. For children to thrive, they need resources, direction, and purpose. Together, my peers and I strive to provide these resources to children in different parts of the world.
Since I attend school in Kenya, I decided to implement my project in the local community in Mombasa. I began working with a government school in the lower income area of the city. Eight of my peers from AKA support my work. My group and I have led workshop based sessions with the 140 students at their school on topics like the importance of education, effective study techniques, goal setting, good hygiene, and water conservation. We either go to their school after our classes to spend about two hours with them every two weeks, or we bring them to our school in groups of 50 over the weekends. Aside from academic sessions, we try and engage the students in sports, crochet, and board games. In addition, we raised money for the school to replace a broken water pump, which will give students access to clean water. We also held a clothing drive at AKA and shared these donations with the students in need at the school. My group also works with students to identify their passions through sports and games. In the future, I plan to donate solar panels to provide sustainable and reliable energy to the school. I am also working to identify sponsors who might donate breakfast to the kindergarten students (200 students) every morning. Without these donations, the students go hungry.
Over the coming summer, a leadership camp, Global Encounters (GE), will take place in my school. Because the camp aims to encourage students to engage in community service, I have handed my project to them to continue the work that I have done, as I believe it is crucial to have sustainability to really make a difference. My school falls under the Aga Khan Development Network (AKDN) which has done several development projects across Kenya. The Service Coordinator of GE has been able to connect with the Ministry of Education of the country and has communicated YOUTHeory vision to him. He was highly impressed by what we do, and therefore, wants us to be the bridge between the government and the individual schools. Many of our visions are similar to the plans of the government, like the focus on Early Childhood Development (ECD) and giving students motivation and support to continue with their education up to secondary school and university. One of the other focuses of the ministry of education is encouraging environmental awareness in the country, and he is trying to achieve this through the youth in schools. We are looking forward to making both our and the country's visions for education a reality, and with the support of the government, we will reach great heights with this project.
During the Celebration of Service Day in school, I will be advertising my project to get younger students to join so that the project can be continued even when I leave in 2017 to go university. After a few years, I see myself launching YOUTheory in Tajikistan for children from low-income families. I want to continue empowering children to succeed against the odds. Moving forward, I will continue to work towards my goal of serving as the head for the University of Central Asia. Education is a basic right for children, whether they live in Kenya or Tajikistan or elsewhere. If we want a more equitable and harmonious world, we must all consider how we can help a child to learn how to act as a global citizen.
For all the youth across the world who wish to make a difference in the world, I want to tell you that it all starts from identifying the issues in your community and taking an initiative to contribute to the prevention or solution of the problem. It is important to go deep into the issue and find the root causes first, as this is the best way to tackle the issue, although it might take the longest time. Base your project mainly on sustainable development instead of on giving aid or charity. I believe the moment you plan to make a difference in your community you will be on the right path to becoming global citizens.
Photo courtesy of the author.
Follow Global Citizen's Initiative, Asia Society, and BOOST Collaborative on Twitter.
I will be teaching on Project-Based Learning (PBL) strategies, and more, at a Master Class offered during the upcoming BOOST Conference. I hope you'll join me on Thursday, April 28, from 1:15 to 2:30 p.m., for an interactive session on "Leading for Student Engagement: How to Plan and Sustain Effective Project-Based Learning Initiatives."
What sorts of projects might students tackle during out-of-school time? I've seen students design low-cost prosthetic devices to improve the lives of injured children living in a refugee camp. In the process, they developed their ability to think like an engineer and, perhaps, sparked a long-term interest in STEM. Others have made digital films that combat bullying, lobbied for sidewalks to increase pedestrian safety, or launched small businesses that fill a niche in their community. When high-interest project-based learning meets out-of-school time, the possibilities are practically endless.
Bringing PBL to informal education doesn't happen by chance. School leaders and program directors who are heading in this direction can learn from colleagues who have launched successful initiatives.
Here are some of their recommendations, described in detail in our new book, Setting the Standard for Project Based Learning (Larmer, Mergendoller & Boss, ASCD, 2015). To set the stage for PBL success in informal learning, consider these questions:
How Will You Build Staff Capacity?
Taking a project-based approach is likely to be new for many out-of-school time staff. They need to understand why projects are worth doing and how well-designed projects lead to meaningful outcomes for kids and communities. Your staff will benefit from ongoing professional development and project planning resources (many of which are freely available). As a program leader, emphasize the positives: Your colleagues are already skilled at building positive relationships with youth. They know kids' interests. Those are great starting points for PBL.
High-interest projects in out-of-school time can spark students' interests in STEM. Just ask these students, who are inventing energy-saving devices.
How Will You Make Time and Space for Projects?
Before launching into PBL, consider the current demands on your program calendar. Which activities do children and parents expect (such as homework help)? How might you leverage existing activities in the arts or sports as resources for longer-term projects? There's no minimum time requirement for PBL, but well-designed projects allow enough time for students to dig into questions and arrive at their own conclusions.
How Will You Connect With Your Community?
Projects open opportunities for students to tackle community issues or connect with content experts. Who are your local allies? How might you engage experts for short-term help with projects? At the end of projects, when students are ready to present their ideas or solutions, be sure to invite the broader community (along with parents and extended family members). It's an opportunity for strengthening community ties and celebrating students' accomplishments.
I hope to see you there at the BOOST Master Class. Sign up today!
Suzie Boss is an Edutopia Blogger, a Writer and Consultant, and a Buck Institute Education National Faculty member. She resides in Portland, OR.
I've very excited to host a Master Class on Scannable Technology at the BOOST Conference this April. My new book Deeper Learning with QR Codes and Augmented Reality: A Scannable Solution for Your Classroom includes lots of ways teachers can use #ScannableTech with students. Many of the ideas and activities I share are perfect for educators working outside of the classroom or in nontraditional learning spaces. Here are three ways to use #ScannableTech in after school programs.
Let Kids Design their Own Imaginary Land
One of my favorite – and totally free – augmented reality experiences are the coloring pages that work with the Quiver app. Students can print out the "Make Your Own Flag" page and color away. Once they are finished children can scan the flag with the Quiver app for iPads and Android to watch their flag fly off the page.
Design a QR Code Scavenger Hunt
Students with access to a mobile device (iPad, Android tablet, smartphone) can quickly scan QR codes to access information. After school program leaders can create QR code scavenger hunts with links connected to information about a topic, place or space. Once students have participated in a QR scavenger hunt let a group design their own. They can send other groups of kids on their scavenger hunt to see it in action!
Create Persuasive Posters
Let students design posters on a topic they are passionate about using a graphic design tool like Canva. Their poster can include QR codes that link to extra information on the topic – like a public service announcement video or additional reading. In addition to adding QR codes you could also turn their posters into augmented reality experiences using an app like Aurasma.
I hope you will join me at the Master Class I will be presenting at the BOOST Conference on Thursday, April 28 from 10 am - 12 pm to learn more about scannable technology.
Monica Burns is an EdTech & Curriculum Consultant, Author and Apple Distinguished Educator. Visit her site ClassTechTips.com for more ideas on how to become a tech-savvy teacher.


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If you enjoy poetry, read "The Layers" by Stanley Kunitz for insight into my path.
I am also taking time to just "be"! To appreciate every aspect of life for its natural beauty and to make time to enjoy it. My life is a very peaceful space with plenty of room to share it with someone with similar interests and desires.
I welcome recommendations from others as it often leads me down a unique path while providing insight into the person who introduced it... equally fascinating.
Recently finished pieces by Gabor Mate and Matthieu Ricard and David Deida.
Currently reading a number of marathon training, nutrition and physiology books as I pursue a personal goal and "Zero Limits", a spiritual piece reinforcing that life is still perfect even if I don't achieve that goal... :)
The societal message that makes certain political figures remotely relevant. (I'll leave it at that, for now)
This is an evolving topic so please check back a little later.

subset: commoncrawl


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Price: $40 to $60 directly from Belle Baby; $80 online.
Weight Range: 8 to 35 lbs.
Comments: Looking for a lightweight, easy to pack carrier? Belle Baby carriers forgo all the extra padding to make a lighter, cooler carrier that allows baby to face both in and out. Based in California, they are made of microsuede and mesh with cotton/spandex lining. They offer two collections: the Cruz (more padding at waist belt, shoulder straps and leg openings) and the Fit (no padding). A removable head support comes with the carrier for sleeping babies.
We liked the ergonomic design and how the densely padded straps on the Cruz cross in the back. Buckles are similar to what you see in quality backpacks. An independent waist belt puts the weight on your hips, not your back.
Rating: B-


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Rape-accused told gardai allegations against him were "bulls***"
A Cork man accused of raping a woman after a party in her house told gardaí that her allegation was "bullshit" and that she had initiated sex by kissing him.
The 29-year-old man, who cannot be identified for legal reasons, has pleaded not guilty at the Central Criminal Court to rape, anal rape, oral rape, two counts of aggravated sexual assault and assault causing harm to the woman at her home in January 2014.
A local sergeant told the jury that he called to the man's workplace after the woman made an allegation of rape.
He said the man claimed that the woman suggested he sleep on her couch after he and some of her friends had been drinking in her home. She went to bed, having been sick and he left a basin in her bedroom before returning downstairs to watch television.
He later heard a thud upstairs and went to check on the woman. He said she had been vomiting, he put his hand to her face to make sure she was breathing OK, she kissed him and they had sex.
The man agreed with gardaí that the sex between them had been rough and involved spanking. He said at one stage he apologised to her for hitting her buttocks too hard.
He accepted that he later noticed that she had a red mark on her face but when he asked her about it, she said it was because of the way she had been lying on her bed while they were having sex.
In subsequent interviews gardaí showed him photographs of the woman's face the days after the alleged rape.
The man accepted that the woman had two black eyes in the pictures. He said he couldn't account for them and denied that he was responsible for the injuries.
He also denied that he caused an injury to her thumb by biting her as alleged. He denied that he ever slapped the woman's face with an open hand as she had claimed.
The man also refused to accept a suggestion that he called her "a bitch", saying that he had never spoke to a woman like that.
He also denied that he ever said to the woman that if she wanted to see her son again she should do as he told her.
The man told gardaí he believed that the woman was enjoying the sex and denied ever having forced his penis in her mouth.
He said he "wasn't into" sex toys and denied that "any foreign object" was used by him during sex. He said he had no recollection of a carrot being used and said he had no idea where it had come from.
The man said he didn't know why the woman would make a statement of rape against him and again insisted that the sex between them that night had been consensual.The trial continues before Ms Justice Isobel Kennedy and a jury of six men and six women.
Sonya McLean


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- admonitorily
- adverb see admonitory
New Collegiate Dictionary. 2001.
New Collegiate Dictionary. 2001.
Admonitorily — Admonitory Ad*mon i*to*ry, a. [LL. admonitorius.] That conveys admonition; warning or reproving; as, an admonitory glance. {Ad*mon i*to*ri*ly},, adv. [1913 Webster] … The Collaborative International Dictionary of English
admonitorily — ad·mon·i·to·ri·ly … English syllables
admonitorily — əd|mänə|tōrəlē, ad , |adˌm adverb : in an admonitory manner … Useful english dictionary
admonitory — admonitorily, adv. /ad mon i tawr ee, tohr ee/, adj. tending or serving to admonish; warning: an admonitory gesture. [1585 95; < ML admonitorius. See AD , MONITORY] * * * … Universalium
admonitory — adjective Date: 1594 expressing admonition ; warning • admonitorily adverb … New Collegiate Dictionary
EIGHTEENTH CENTURY — a sceptical century and a godless, according to Carlyle s deliberate estimate, opulent in accumulated falsities, as never century before was; which had no longer the consciousness of being false, so false has it grown; so steeped in falsity,… … The Nuttall Encyclopaedia


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With First Tutors: Music you can search for a Portrush tenor horn teacher. Tenor Horn lessons are an excellent method to start an entertaining new hobby, acquire a new skill and gain confidence with tenor horn. Please use our service to find Portrush tenor horn tutors and choose which matches your needs so you can begin your tenor horn lessons in Portrush today!
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Why do you like or dislike this movie?
Uploaded: 2015-09-19 Rating: % / Votes
Description: Mandy Sky has been craving monster cocks and She knew exactly where to get the big cock.Sean Lawless came into town to law down the law of the big dick.Mandy was excited and hungry as she gobbled up his dick. She was licked up and down in between her legs to full satisfaction


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Certain spreadsheets open blank but prompt to save when closed, and full-screen viewing makes them work. Driving me crazy!
7 Replies
May 25, 2011 at 11:49 UTC
Chestnut Consulting is an IT service provider.
Nothing is in the users xlstart folder, and other users on the same machine can open files just fine, save for one.
The ignore DDE or whatever is not checked, ever.
May 25, 2011 at 12:00 UTC
All Office updates and patches installed? Is DEP turned on, if so, try turning it off or by adding the Office applications to the DEP.
May 25, 2011 at 12:05 UTC
Chestnut Consulting is an IT service provider.
All updates are applied around the entire machines. I can try DEP.
May 25, 2011 at 12:38 UTC
I had an issue were the spreadsheet was opening outside of the viewable area of the excel window. I had to expand the excel window to find the spreadsheet and then drag it back to a viewable position, save, and then reopen.
May 25, 2011 at 12:39 UTC
I have this happen all the time on a newly built terminal server. Granted, I only have had 1 2008R2 server, but all of my terminal servers are Server 2008. I've seen this issue resolve itself from time to time, but I've never been able to resolve it myself.
I know this doesn't help you any, but at least you know that someone else has this issue and you're not floating in a sinking boat alone.
May 25, 2011 at 12:49 UTC
Chestnut Consulting is an IT service provider.
Thanks Jackie, at least I'm not feeling so insane about it. We use excel for everything here so having this working is something I will have to solve, one way or another!
May 27, 2011 at 12:46 UTC
This may be frowned upon or might not apply.... but after giving a client a quote for Office on a terminal server with ~15 users a year or so ago. The quote was roughly $7000 and I wasn't making a dime on the software, only the install/setup time, and in the end the client was disgusted with the price and I suggested the only alternative I could come up with was using OpenOffice on the server while using the MS Office flavors on their local machines (wherever they may have been). He went for it, and for over a year now they have been using OpenOffice (and the "Excel" component) on their terminal server, using it seemlessly and interchangably with the actual Excel they all had locally...... not a single issue has been reported since then... if it is a major issue you could try that as an alternative. I made the same money in the end with install times being about the same, and MS made nothing....
This discussion has been inactive for over a year.
You may get a better answer to your question by starting a new discussion.


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Data from: The evolution of canaliculate rudists in the light of a new canaliculate polyconitid rudist from the Albian of the Central Pacific
Date Published: December 23, 2013
DOI: http://dx.doi.org/10.5061/dryad.hm021
Content in the Dryad Digital Repository is offered "as is." By downloading files, you agree to the Dryad Terms of Service. To the extent possible under law, the authors have waived all copyright and related or neighboring rights to this data.
|Appendix: Character data and matrix for phylogenetic analysis
|186 times
|Appendix: Character data for phylogenetic analysis of Magallanesia canaliculata gen. et sp. nov., and of other selected canaliculate forms with TABLE 1: Character matrix for selected radiolitidine rudist taxa.
|Appendix.pdf (74.02 Kb)
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Polish Finance Minister Takes Alarmist Tone
Poland's usually low-key Finance Minister Jan Vincent-Rostowski surprised economists Thursday when he sounded a stern warning to the country's electorate should it back Jaroslaw Kaczynski as new president. Mr. Rostowski, an acclaimed economist himself, typically just sticks to the fact, but with the presidential election getting tight and less than two weeks away, he appears to have decided stronger words are necessary to back the ruling party's candidate, and warned that the election of Mr. Kaczynski could do Poland's economy harm.
Economists deemed the comments inconsiderate and warned that they could trigger a massive selloff of Polish assets should Mr. Kaczynski win the election. Mr. Kaczynski is still lagging behind his opponent from the Civic Platform, the country's governing party.
Aiming to win voters outside its traditional electorates, the ruling pro-market Civic Platform is backpeddaling on some of its earlier free-market objectives, especially as Mr. Kaczynski is — not without some success — trying to highlight the fact that he's always been rather socialist.


text: The most recent short interest data has been released by the NASDAQ for the 03/31/2014 settlement date, which shows a 365,767 share increase in total short interest for Tal International Group Inc ( TAL), to 3,877,718, an increase of 10.41% since 03/14/2014. Total short interest is just one way to look at short data; another metric that we here at Dividend Channel find particularly useful is the "days to cover" metric because it considers both the total shares short and the average daily volume of shares traded. The number of shares short is then compared to the average daily volume, in order to calculate the total number of trading days (at the average volume) it would take to close out all of the open short positions if every share traded represented a short position being closed. Average daily volume for TAL at the 03/31/2014 settlement decreased to 423,210, as compared to 637,037 at the 03/14/2014 report. That brought "days to cover" up to 9.16, a 66.20% increase from the 5.51 days to cover calculated at the previous short interest data release.The below chart shows the historical "days to cover" for TAL at previous short interest release dates:


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MIDDLEBURY — Twenty-two people operating out of an 11,000-square-foot space in Middlebury's industrial park are poised to deliver international language instruction to classrooms throughout Vermont — an effort they hope will help build the skills of the state's workforce.
MIDDLEBURY — A committee charged with recruiting Middlebury's first-ever business development director will soon interview a fifth and final candidate before narrowing down the field and introducing a new hire as soon as Town Meeting Day.
"I think we are on a good path," said John Tenny, a member of the Middlebury Business Development Fund Advisory Board.
"I think we have some very good candidates."
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ADDISON COUNTY — If you ask Reed Prescott, surviving the recession has been simple — you just have to be an artist.
"We're the only ones that could handle it, because we were used to not having money," Prescott said.
MIDDLEBURY — They're not jams because they're savory, and they're not quite chutneys because there is not much spice. So what exactly are the sauces that Suzanne Calhoun has been cooking up for the last eight months?
Calhoun, the Middlebury College student and Vermont native who last summer introduced the delicious, all-natural products as Suzanne's Sweet Savories, is an avid gardener who began exploring sauce-making to preserve tomatoes from her family's Jericho garden.
VERGENNES — In October 1982, Linda Cook, then 20, went to work as a retail clerk for Fishman's Department Store owner David Coen at the corner of Main and Green streets, right in the center of Vergennes.
Since then, Cook's career has never left the heart of downtown, although she did switch sides of the road: She worked from 1997 to 2005 at Classic Stitching, on the other side of Green Street, after Coen closed Fishman's in 1997.
LINCOLN — A new company has sprung up in Lincoln this year that makes delicious bread.
Potato Hill Bakery, featuring homemade loaves by Lincoln native Johnny Johnson, has done well since its opening in July, distributing its products to the Middlebury Natural Foods Co-op, Almost Home Market in Bristol, the Lincoln General Store and the Jerusalem Country Store.
MIDDLEBURY — Otter Creek Brewing Co. of Middlebury hit for the cycle, taking home gold, silver and two bronze medals at the 16th annual Great International Beer Festival earlier this month in Providence, R.I. A panel of 83 judges selected winners in 44 categories after blind tasting 470 beers and ciders from around the globe.
BRANDON — The Brandon selectboard has approved a $53,700 loan that will help create incubator space for start-up businesses and expand a local fiber mill's operations.
BRISTOL — Tuesday marked the grand opening of two businesses sharing the same building at 22 Main St. in Bristol: The Enchanted Closet, Cathleen Forand's resale and consignment store, and Selvage Yard, Julie Clark's reclamation crafts, custom mending and repairs business.
MIDDLEBURY — Vermonters know that their communities have an enviable commitment to the local economy — but they may not know that an organization of highly successful volunteer business professionals is available right here in Addison County to help them realize growth in their business.
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They used to be ordinary people. Until one day they weren't. All across the world, regular average people have begun manifesting strange powers and abilities. Some will seek to exploit their powers, others will seek to exploit them in turn, and a few will seek to become ... Heroes.
Notable Characters
- Peter Petrelli
- Claire Bennet
- Nathan Petrelli
- Hiro Nakamura
- Matt Parkman
- Sylar
- Maya Herrera
- Adam Monroe
- Noah Bennet
- Mohinder Suresh
- Niki Sanders
- Micah Sanders
- Ando Masahashi
- Angela Petrelli
- Tracy Strauss


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Frostbite 5K and 1mile Family Fun Run
St. Paul Lutheran School
Sat 01/04/2014
The 2014 Frostbite 5K and 1 Mile Fun Run is part of the Peachtree City Rotary Club Elementary School Grand Prix Series. This race is open to all ages and genders. Walkers are welcome for the 1 mile Fun Run. The course is through the beautiful tree lined community of Peachtree City. Pre-registration is $25.00. After deadline, the registration is $30.00. There is also an option to participate for $20 with no t-shirt included. Please note: All registrations after December 11, 2013 are NOT guaranteed a t-shirt. There will be awards for the top 3 male/female finishers within each age group. Event schedule and timesPacket pick-up will be available from 7:00-8:30am. The 5K starts at 9:00, and the 1 mile walk/run will begin at 9:05. Parking is available at Crabapple Lane Elementary, 450 Crabapple Lane, Peachtree City. Awards and refreshments will be inside the St. Paul's Gymnasium. There is an early packet pick up option on Friday, January 3, 2014 from 3:30-5:30pm.
- Address:700 Ardenlee Parkway
Peachtree City, GA 30269


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By Randolph E. Schmid, AP Science Writer
WASHINGTON Less costly methods for producing oxygen from water have been developed by researchers in the U.S. and Australia, possibly setting the stage for more use of fuel cells to produce energy.
Fuel cells have been touted as an important future source of energy. They combine hydrogen and oxygen to produce power without any damaging pollution.
Expensive platinum has been used as a catalyst in the process of producing oxygen previously, but the new research substitutes more common chemicals.
The two independent developments are reported in Friday's edition of the journal Science.
In one study, chemist Daniel Nocera of the Massachusetts Institute of Technology added cobalt and phosphates to neutral water and then inserted a conductive-glass electrode.
When the researchers applied an electrical current, a dark film formed on the electrode from which tiny pockets of oxygen began to appear, eventually building into a stream of bubbles.
That raises the possibility of using solar energy to generate the electricity in daytime and using excess power to get oxygen from water, which could then be stored for use in producing energy when the sun wasn't shining.
"The simplicity of this process is amazing," Luis Echegoyen, director of the National Science Foundation's chemistry division, said in a statement. "Using common and affordable elements, and a glass of water, these chemists may have given us a future way to efficiently obtain oxygen by splitting water."
In the second report, researchers led by Bjorn Winther-Jensen at the Australian Centre for Electromaterials Science, developed an electrode that consists of a conducting polymer on a Goretex membrane.
They report that the large surface area of the membrane allows oxygen production at rates close to those of platinum electrodes.
Producing hydrogen from water still requires platinum, but Nocera said he expects that to be overcome by ongoing research.
The MIT research was supported by the National Science Foundation and the National Institutes of Health. The Australian Research Council supported the work there.
Copyright 2008 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
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Who are Gravity Fitness?
Welcome to Gravity Fitness – the UK's fastest growing supplier of Functional Fitness and Calisthenics equipment, specialising in the design, manufacture and supply of Street Workout, Cross Fit and all genres of Strength Training.
Founded by fitness enthusiasts, our team are passionate for everything 'fitness', particularly Functional Fitness. Because of this passion and enthusiasm, you can rest assured that we are completely dedicated to improving your fitness and general training experience. We are dedicated to customer satisfaction, which is why any products designed by us go through a vigorous test and quality control process to ensure that we are providing the best functional equipment on the market. Not only are our products the best, they are also all very competitively priced to improve our customer satisfaction even further.
Aside from our commitment to providing unrivalled quality Calisthenics and Functional Fitness equipment, we are also big fans of creativity and innovation. Within our certain areas of expertise in the fitness industry, we aim to bring the newest and most advanced products to the market, some of which include our Gravity Fitness Plyometric Jump Box, a range of Gravity Fitness Pro Parallettes, and our own Heavy Duty Wall Mounted Pull Up Bar.


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We report the fabrication and characterization of Ag-As2Se3 strip-loaded waveguides fabricated by the standard lift-off method and photodoping, where Ag-As2Se3 (i.e., Agx(As0.4Se0.6)100-x) is a very promising material for all-optical switching devices because of a high third-order optical nonlinearity. Absorption coefficient of the bulk glasses is also presented for different values of the Ag content x. The addition of Ag into an As2Se3 guiding layer increases its nonlinearity and eliminates or weakens a harmful photo-oxidation reaction of As2Se3 films. The measured propagation loss in the single-mode waveguides with the Ag content x=3 at.% was 0.5 dB/cm at a wavelength of 1.053 μm and was attributable to the absorption loss in the waveguide materials.
© 2005 Optical Society of AmericaFull Article | PDF Article
OSA Recommended Articles
Kazuhiko Ogusu and Kenta Shinkawa
Opt. Express 17(10) 8165-8172 (2009)
N. Ponnampalam, R. G. DeCorby, H. T. Nguyen, P. K. Dwivedi, C. J. Haugen, J. N. McMullin, and S. O. Kasap
Opt. Express 12(25) 6270-6277 (2004)
S. J. Madden, D-Y. Choi, D. A. Bulla, A. V. Rode, B. Luther-Davies, V.G. Ta'eed, M.D. Pelusi, and B.J. Eggleton
Opt. Express 15(22) 14414-14421 (2007)


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MansionPoker.com has confirmed it will be flying online satellite winners to Melbourne to be part of the televised poker event that begins on January 6 and continues until January 19. The online poker room will also be hosting qualifying tournaments for the Aussie Millions with seven premium packages on offer, each worth around AU$14,000.
The packages include the Aussie Millions tournament entry fee, entry fee to a feature event, twelve nights accommodation at the five star Crown Towers hotel, plus $2,500 towards travel expenses.
The daily satellite tournaments afford three players qualification for a seat at the Aussie Millions final tournament on Sunday December 3, with the option of a buy-in to the $300 plus $20 freezeout. Alternatively there are eight-handed single table tournaments with buy-ins of $1500 plus $75.
MansionPoker.com also maintains its commitment to its player-to-player online poker offering in the US market.


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There are no upcoming Meetups
But there is 1 suggested Meetup!
Recent Meetups
Mar 11, 2015 · 7:00 PMLet's talk about prototyping!
Whether creating paper prototypes, annotated wireframes, or polished designs, UX designers have some method of demonstrating interactions to their team or clients. This... Learn more
Sep 24, 2014 · 7:00 PMTalk About Building a Kickass UX Portfolio
Let's chat about building your UX portfolio while Co-Organizer and Founding Idea Generator Jimmy Chandler is visiting from NYC for the week. Bangkok Golden is a Laotian... Learn more
Sep 6, 2014 · 11:15 AMLet's do brunch
We've done dinner before but we haven't done breakfast or lunch. Let's do both at the same time!
Jul 22, 2014 · 6:30 PMLet's meet up and talk about concept building!
How much time are you given to come up with a vision for a product you're working on? What does your concept building process include? At what point in the overall... Learn more
Jan 8, 2014 · 7:00 PMLet's start off the year with some food and UX conversation!
- See all past Meetups


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Find the Repair Kit and repair this Claptrap.
- (This Claptrap opens a door)
- Repair Kit: Has all the cable ties and duct tape you need to get Claptrap rolling again.
- "You've discovered another defunct Claptrap robot. Could there be an unused repair kit somewhere out here?"
1. Finding the Claptrap
The Claptrap in the Crimson Fastness is easy to find. He is lying with a bunch of other broken Claptraps in the first main room of the area. After clearing out all the Crimson Lance, including a turret, go to the back of the room where the turret was and talk to the blue Claptrap. T
he first image shows the map location of the Claptrap, while the second shows the in-game area.
2. Finding the Repair Kit
The Repair Kit is found in the room east of the Claptrap. The room to the east of the Claptrap is accessed from the raised walkway. You will encounter more Crimson Lance in this room. After defeating the Crimson Lance, make your way to the bottom floor of this room. The Repair Kit is located on a stack of boxes, next to a pile of tires.
The third image shows the map location of the Repair Kit, while the fourth shows the in-game area.
3. Returning the Repair Kit
Upon returning the Repair Kit, the Claptrap will open up a door leading to 2 weapon chests, multiple lockers and money cases, and a few ammo chests. The back door will also give you a very easy path to your main mission objective.
- "Thank you kindly, stranger! The Crimson Lance have no tolerance for perfectly innocent robots, such as yours truly, who wander into other people's bunkers and then get lost through no fault of their own. Here's a small gift to show my undying gratitude."
Video Walkthrough


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Sense The Style of P. Taylor Clothing at STITCH NY
Experience P.Taylor Clothing at this reputable fashion market in New York booth #2727.
February 27 – March 1, 2017
Jacob Javits Center, NYC
While in New York you will see P. Taylor's exquisite new Fall 2017 Collection during this fast-growing fashion event.
STITCH NY features an elite blend of contemporary, lifestyle, international and sportswear collections.
Shop easily while you experience unprecedented personal service.


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The Ecstasy Of PayneFavorites [+]
Pay-Per-Minute Viewing
You can now enjoy this movie on your iPhone®, iPad®, or compatible Smart TV & Android devices.
Purchase Options
Pay-Per-MinutePurchase Minutes
Streaming Rentals
Available MP4 sizes:SD 480p (0.97 GB)
DRM-free downloads offer content that is not limited by standard Digital Rights Management (DRM) access technologies. These technologies allow hardware manufacturers, publishers, copyright holders and individuals to limit the usage of digital content.
When you purchase DRM-free downloadable content, that content is available for you to download on any computer and save to a disk whenever you like. You can also download to multiple computers. There is no timeframe associated with your purchase and the content will not expire.
Running Time: 62 minutes
Released: 12/2001
Studio Name: Bruce Seven Productions
Description: Once again we have a return visit from the high priestess of dominance, Alexis Payne! Mistress Payne leads Suzie and Casee down the path of pleasure and torment that turns these beautiful women on to total submission. Also in this masterpiece of debauchery we have the bitch goddess, Krysti Lynn, learn that she should keep her mouth shut! You've got to see this one. It's great!
5 Scenes from The Ecstasy Of Payne
The Ecstasy Of Payne: Scene 1 Free Preview
Starring: Krysti Lynn Alexis Payne ... More Details
Stars: Krysti Lynn, Alexis Payne, Bruce Seven
Sex Acts: Torture, Stripping, Domination, Spanking/Paddling, Bondage, Pussy Torture, Double Penetration
The Ecstasy Of Payne: Scene 2 Free Preview
Starring: Krysti Lynn Suzie Matthews ... More Details
Stars: Krysti Lynn, Suzie Matthews, Bruce Seven
Sex Acts: Stripping, Domination, Spanking/Paddling, Bondage, Double Penetration
Positions: Laying
The Ecstasy Of Payne: Scene 3 Free Preview
Starring: Casee Bruce Seven ... More Details
The Ecstasy Of Payne: Scene 4 Free Preview
Starring: Suzie Matthews Alexis Payne ... More Details
Stars: Suzie Matthews, Alexis Payne, Casee, Bruce Seven
Sex Acts: Toy Play - Vaginal, Domination, Spanking/Paddling, Bondage, Pussy Torture, Boot Licking, Footplay, Nipple Play, Double Penetration
Positions: Crouching/Squatting, Standing
The Ecstasy Of Payne: Scene 5 Free Preview
Starring: Casee Alexis Payne ... More Details
Stars: Casee, Alexis Payne, Bruce Seven
Sex Acts: Torture, Domination, Spanking/Paddling, Tit Punishment, Bondage, Whipping, Nipple Play, Double Penetration, Blowjob
Positions: Suspended/Inverted, Standing
Recommended Movies
AEBN Cams


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SATURDAY ARRIVALS ONLY - The Residence Les Melezes is in the 'Les Bergers' district of Alpe d'Huez, less than 300 metres from the ski lifts and ski school meeting point and close to the Les Bergers shopping centre.
All apartments have a fully equipped kitchen area with hotplates, a fridge, an oven and a dishwasher. You will also find launderette facilities onsite and lockers where you can store your ski equipment.
Alpe d'Huez, near Grenoble, has over 150 miles south-facing runs with great views of the Ecrins Mountains. The village also has an open-air ice rink, a cinema and a wide range of shops, bars and restaurants.
Distance from Airport:
180 miles - Geneva
Bed linen and towels are included. For beds made up and daily cleaning there is extra charge
All have - bathroom/shower - WC - kitchenette - hotplates - fridge - oven - dishwasher - balcony/terrace - (certain amenities may be payable locally)
Please note: on arrival guests will be asked to pay a deposit of 200 euros per apartment and also a tourist tax from the age of 13 of approximately 0.80 euros per person per day.
The high season date of the 26/12, 13/02 and 20/02 are available on request only.
Transfer time:
240 minutes
Eating and Drinking:
The apartments have their own kitchen facilities and are close to the 40 or more restaurants in the centre of the village.
Swimming pools:
The apartments do not have a swimming pool.
Right choice:
This hotel will appeal to couples and families looking for a well positioned property with quick and easy access to the lifts and ski school.
Suitable for:
Couples and Families Beginners, Intermediates and Advanced


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Registration takes less than 1 minute.
The world's largest container line is one of many companies and organizations that have reported being hit by a cyber attack this week.
Under the terms of the deal, Chinese conglomerate COSCO Shipping will own 90.1 percent of Orient Overseas International Ltd., parent of Hong Kong-based container carrier OOCL, while Shanghai International Port Group will hold the remaining 9.9 percent.
The world's largest liner carrier and its associated businesses are gradually recovering from Tuesday's massive cyber attack, but some systems remain shuttered.


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Regular price: $46.75
Sale price: $35.96
Estimated Shipping Cost: $8.95
Add item to cart to check stock levels.
Certified Organic. USDA Organic. Serves two. Proponents of the Ravioli Revolution: The ancient chariot of Apollo had some trouble cresting the horizon this year. Eventually, as always the Sun God arrived, blazing gloriously, riding high against azure skies, igniting the sun within us all. Rising Moon's Basil, Asiago &Pine Nut Pesto Ravioli evokes Old World images of shepherds' flocks grazing the hills outside Rome - of farmers trundling their fresh wares down cobbled stone alleys on a bustling market day - of garlic fields in bloom. This ravioli is a delightful concoction of fresh organic basil, pine nuts, asiago (a nutty parmesan), and lots of fresh organic garlic. Enjoy.Features
1. Never cook ravioli in rapidly boiling water. 2. Always bring water to a boil first. 3. Lower heat and gently add frozen ravioli. 4. Low boil for 8 minutes, stirring occasionally, until they are pillowy. 5. Do not overcook. 6. Skim from water with a strainer spoon. Do not use a colander. 7. Gently toss with olive oil or Rising Moon pasta sauce. Keep frozen.Ingredients
Pasta: Organic Unbleached and Semolina Flour, Water, Organic Egg, Organic Parsley, Organic Turmeric. Filling: Organic Milk, Organic Cream, Water, Organic Basil, Organic Mozzarella (Cow's Milk, Culture, Enzymes, Salt), Organic Potato, Organic Garlic, Organic Starch, Organic Asiago (Cow's Milk, Culture, Enzymes, Salt), Sea Salt, Organic Pine Nuts, Organic Black Pepper.Warnings
Allergen Alert: This product is made in a production environment which may contain traces of nuts, fish, crustacea, sulfites, soy, dairy, and wheat.


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Let us know when your receive great advice so we can thank our lawyers and point others with similar questions in the right direction.Got it!
The lawyer did not listen to any of us. He did not interview our witnesses. He only listened to the DA. He made no attempt to find truth. We told him what happened and he just kept saying, plea bargain. My son did not commit a crime. We were all witnesses to the supposed crime and we could testify that the crime was 100 percent improbable. He never listened. The accuser was blatantly lying and the accuser's testimony was never questioned. We want the case reopened.
As in almost all areas of life, it's better to do it right the first time. Undoing an injustice is always more difficult, but not impossible. California law says it's malpractice for an attorney not to file a motion to withdraw upon request of the client. Seek counsel in the local community where the case was filed. Best of luck!Ask a similar question
If your son has been sentenced, it will be very hard to reopen the case. Remember you son admitted he committed the crime UNDER OATH. Remember also that you are not in charge of the case. I am a parent too and can imagine how frustrating it must be to see your son plead guilty to a crime. Your son and his attorney had privilged conversations in which your son decided it was in his interest to plead guilty. Your son's attorney can't tell you what he discussed with your son without violating your son's attorney client privilege. You son may not have told you everything they said. He shouldn't have becuase you could be forced to testify regarding it. Your son may have been too embarassed to tell you why he entered the plea. It is entirely proper for the attorney to listen to the DA in order to determine the strengths of the DA's case. Your testimony that it is "improbable" that your son committed a crime, may not in the experienced opinion of an attroeny create a reasonable douby that he was guilty.
However, some attorneys do improperly advice their clients to lie to a judge in order to get an advantageous plea deal. If you son belives that happened your son (NOT YOU) should consult with another attorney. That attorney may tell you that the burden has now shifted. Your son's attorney would have to show that his plea was improperly obtained and in most jurisdictions that he is in fact innocent of the crime to which he pled guilty.
Good luck!
THESE COMMENTS ARE NOT LEGAL ADVICE. They are offered for informational purposes only. Answering this question does not create an attorney-client relationship or otherwise require further consultation.Ask a similar question
The only way to re-open a case once the verdict has been rendered and once the time for appeal has lapsed is through a Motion for appropriate Relief ("MAR"). To re-open a case the defendant must assert one of the reasons set out in the statute. One reason (NC Gen. Stat. 15A-1415(b)(3)) is that the defendant's conviction was obtained in violation of the US Constitution - ineffective assistance of counsel claim.Ask a similar question
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