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Organite Halsband - Koneformat
Organite Halsband - Koneformat
Klicka för större bild
Artikelnummer: ORG17654
Organie Points - Koneformat
Storlek: c.a 5cm
1 stýck!
A Brief History of Orgone Research
In the 1930's and 1940's, Dr. Wilhelm Reich was able to detect and measure the existence of etheric energy (life energy, chi, etc.), which he called orgone, using a modified geiger counter.
Dr. Reich determined that stacking alternating layers of fiberglass (an organic substance) and steel wool (an inorganic substance) would actually attract and collect orgone/etheric energy of both the life-beneficial positive form (which Reich called "OR" or "POR") and harmful negative etheric energy ("deadly orgone" or "DOR").
Orgone Accumulator Diagram He constructed large boxes called orgone accumulators or "oracs" using this simple layering principle and was able to successfully heal his patients of various ailments, including various forms of cancer, by having them sit inside the box for periods of time.
In 1986, scientists at the University of Marburg, Germany published the results of a blind study1 which showed that 30-minute orgone accumulator treatments caused consistent, positive psycho-physiological effects not seen with the all-fiberglass box used for a control, stating "the results received in our investigation furnish evidence for the assumption that the physical properties of the orgone accumulator and its psychophysiological efficacy on human organisms, postulated by Reich and his associates, factually exist."
Reich's work was continued in earnest in the 1960's by more open-minded Russian scientists such as Dr. Nikolai Kozyrev (1908-1983), who also scientifically proved that such unseen energies indeed exist all around us, and who's Reich-inspired work led to the unfortunate development of practical Soviet military defense applications which utilized principles of so-called "torsion fields" (e.g., etheric energy). Kozyrev's work, which indeed confirms both Reich's research and our empirical experiences with orgonite, was classified until the fall of the Soviet Union in 1991.
Following in their footsteps, thousands of Ph.D.-level researchers from both sides of the Iron Curtain spanning multiple generations have continued Kozyrev and Reich's pioneering work, slowly forcing mainstream Western science to finally, "officially recognize" the concept of a universal, unseen energy medium they call "dark matter," "vacuum flux" or "zero-point energy," depending on who you ask. It is commonly understood among orgonite enthusiasts that these are all essentially describing the same thing, which Reich called "orgone".
The Advancements of Orgonite
Reich built his research lab, dubbed Orgonon, in rural Maine, USA, as this location was at the time very isolated from sources of "deadly orgone," which his accumulators would collect indiscriminantly. Operating an orgone accumulator near sources of DOR (such as nuclear power plants, radio towers, etc.) has the potential of harming anyone receiving treatment inside it, so geographical location was and is an important factor for orgone accumulator operation.
In 2000, a couple named Don and Carol Croft discovered through some Internet research and empirical observation that mixing catalyzed organic fiberglass resin with inorganic metal shavings, poured into small molds such as paper cups and muffin pans, would produce a substance which would attract etheric energy similarly to Reich's accumulators. Orgonite Diagram
Carol Croft, gifted with a keen sense of discrete energies, realized the significance of this finding and took it a step further by adding small quartz crystals to the mixture for their ability to efficiently collect, transmute and emit etheric energy. This addition to the resin/metal matrix creates a substance which functions as a self-driven, continuously-operating, highly efficient DOR→POR (negative to positive) energy transmutation factory.
When orgonite is within range of a source of DOR/negative energy, it will efficiently and continuously transform it into POR/positive energy as it is being transmitted, which essentially creates positive energy transmitters out of any and all emitters of harmful negative energy, which are totally defenseless against the effect.
The resin in orgonite shrinks during the curing process, permanently squeezing the quartz crystal inside which creates a well-known piezoelectric effect inside the crystal, meaning its end-points become polarized electrically. It is believed this is also what causes the orgonite to function so effectively as a positive energy generator.
Thus orgonite represents a very significant improvement over Reich's early work with orgone accumulators, since Reich's "oracs" attract deadly orgone energy as well as positive and do nothing to transmute it into a purely beneficial form, which orgonite does inherently and continuously.
Within a year of this development, Don began publishing reports of his and his wife's experiences in, among other things, the tactical deployment of small pieces of orgonite near any and all sources of DOR, or life-negative energy, such as cellphone towers, nuclear power plants, underground bases and natural Earth energy gridlines and vorticies. Don included in his reports the specific life-positive, cleansing, healing, confirming effects they would notice following such "gifting" activities, causing Don to strongly encourage his readers to replicate his efforts in their own communities.
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Branching Out Houston: Paul Muldoon on Robert Frost
Date and Time:
May 4, 2006 - 7:00PM
Event Location:
McGovern-Stella Link Branch Library 7405 Stella Link Houston, TX
Paul Muldoon gives a close reading of Robert Frost's "Directive", a poem that seems capable of standing at the end of almost every trail in the rest of Frost's own work, but also of helping a reader find a way through the densities of 20th, perhaps even 21st, century poetry.
Event Sponsored By:
Poets House: A joint initiative with the Poetry Society of America, Branching Out: Poetry for the 21st Century is funded by the National Endowment for the Humanities.
Event Type:
Branching Out

subset: commoncrawl


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Harmonic Brainwave Synergy Complete Album Download
Artist: Brian Caldwell
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"Immensely pleasurable. The sound seems to spiral around my head, making every part of the brain vibrate. It is among the very best." - Resonance Journal.
Harmonic Brainwave Synergy features spiraling multidimensional sound that activate the flow of in experience. Many report that listening enhances expanded awareness. "It's a quantum leap in brainwave entertainment music..one of the most pleasurable audio experiences I know of. Get a copy and hear the future." - Zentech.
Harmonic Brainwave Synergy, the Sound / Mind connection, combines applied research into the effect of sound on human consciousness with state of the art advances in psycho acoustic technology. As you listen, you may become aware of spiraling patterns. These are created by processing precisely phased sound waves through computer synthesized space/time modulation. This multidimensional matrix of sonic energy can harmonize and resonate with your own internal rhythmic processes. The resulting focused, relaxed state of mind facilitates harmonious body/mind integration and states of expanded awareness.
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Kurt Markus
For Jewel and her husband Ty Murray, quiet life out on their 2,400-acre ranch in Stephenville, Texas just got a little more rambunctious.
On July 11, the couple welcomed son Kase Townes after an unexpected emergency c-section that left the new parents slightly shaken, but happy to end up with their "mellow and chill" baby boy.
"They always say, 'Make a plan and God laughs,' right?" says the Grammy-winning singer/songwriter, 37.
"We wanted a natural birth and I was committed to that. I studied hypnobirthing."
Kurt Markus
At a routine check-up a week past her due date, doctors discovered that the baby's heartbeat was dropping whenever Jewel had Braxton Hicks contractions, and the decision to undergo the surgery was made.
"I feel lucky to be pregnant in the modern age where they could actually tell he wasn't well during those contractions," explains the new mom.
"We felt thankful that we had good doctors and a good hospital nearby, and that everything was okay. I'm so lucky that we have a healthy baby boy. That's all I cared about."
Watching his son come into the world, Ty, 42, recalls, "I felt like somebody went to a cabinet, pulled out a perfect baby and handed him over. It's overwhelming."
Kurt Markus
Kase Townes, now 9 weeks old, draws his name from Ty's best friend, as well as one of Jewel's favorite singer-songwriters, Townes Van Zandt.
"We had a name list a long time ago, before we were even married," says Ty. "I like one syllable names."
Adds Jewel, "It's a strong name. We like it."
Now that the couple are settling into their new late night routine, the pair each have their own duties — dad Ty handles the dirty diapers before handing Kase off to mom for breastfeeding.
"Neither of us wants to have a nanny," Jewel, whose new album of kids' songs, The Merry Goes 'Round, is in stores now, says.
"Ty wants his relationship with Kase to be special, and the time you put in is part of that. I just want to soak up this time with him."
Kase — whose "little face changes day to day" — will grow up at home on the range as Ty, a fifth-generation cowboy, runs their property as a working ranch, tending to cattle and horses.
"I can't wait until when Kase goes out there with me," the co-founder of the Professional Bull Riders says, while admitting that he doesn't necessarily want his son to follow in his footsteps.
"Jewel and I have to remember he is his own little person, and it's all for him to figure out. Our job is to enjoy what his little journey is, not fret over it."
Kurt Markus
— Alicia Dennis
For more on Jewel, Ty and baby Kase and to see the nursery, pick up the latest issue of PEOPLE Country, on newsstands now. And for free music from artists like Vince Gill, Billy Currington and Ronnie Dunn, go to people.com/free.


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I know the tournament gets a lot of slack as a money hungry venture only existing to fill the ICC coffers. That aisde, the past one was one of my favourite tournaments and the best thing about it is the lack of minnows.
However, the best thing about it will be the settling for now, hopefully, who is the number 1 side in the world (a fully fit India, IMO), how far Australia have fallen and generally seperating the boys from the men with a heap of congested sides that are pretty equal on paper. It comes at a great time where the cricket foodchain is a bit unclear and hopefully we'll see many questions answered.
Happy to be the only person in the world watching, tbh.


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Don't get overheated in the scorching summer weather
Long exposure to excessive heat causes symptoms that become progressively worse unless you get out of the heat and do what is necessary to care for yourself. These are tips from Emergency Staffing Solutions Medical Director for Borger, Dr. Peter Way.1. Initially, lack of water (or loss of water and salt from heavy sweating) will cause cramps; painful spasms that usually center in the legs, but can also occur in the stomach and arms. (A note about "thirst": By the time your body tells you that you are thirsty, you're already mildly dehydrated.)Also, if they poorly hydrated, or poorly acclimatized to heat, or standing for long periods in the heat, people may suddenly feel weak and dizzy, or they may actually faint.If you do get cramps, or suddenly feel dizzy, stop what you are doing, rest in a cool area, and drink clear juice or a sports beverage and eat more fruit (Dr. Way gives an example like bananas). With shade and rest, faintness or dizziness should settle down quickly. If cramps persist for more than an hour, see a doctor.2. Heat exhaustion comes next. Your body temperature is still normal, but your skin is cold and clammy, you're thirsty, become uncoordinated and feel dizzy. You may feel faint, and your heartbeat may be faster than normal. You must immediately be rehydrated with water, salt and minerals. If these symptoms continue even after you're cooled down, see a doctor. Only let the person experiencing these symptoms have a water or sports drink if they are fully conscious and can protect their own airway, as nausea and vomiting are also signs of heat-related illness.3. Finally, there is heat stroke (sometimes mistaken as a heart attack). If you've let things get to this stage, you are in serious trouble. As your condition deteriorates, your body actually stops sweating - so beware of dry, hot red skin. Your body temperature is above 103 degrees fahrenheit, your skin is dry and flushed, your pulse is strong and rapid, your mental state is impaired, and you're on your way to a coma. Victims may die unless they are treated immediately.If you see someone with these symptoms, call for an ambulance. While waiting, get the victim out of the heat. Loosen or remove clothing, wrap the person in wet towels or clothing, and apply ice packs around the neck and under the arms and knees (where the blood flow is greatest and closest to the surface). The best defense is prevention and here are some precautions you can take...•Wear lightweight, light-colored loose-fitting clothing.•Carry water or juice•Apply sunscreen with a Sun Protection Factor (SPF) rating of at least "SPF 15" to exposed portions of the body•Limit exposure during the hottest hours: 10 a.m. to 6 p.m.•If possible, avoid strenuous work or exercise outside.•Take advantage of shade in the environment or wear a sun blocking hat.•Stay in air-conditioned areas or use cooling fans to speed sweat evaporation


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yeah yeah, i want us to lose btw, we've been winning ourselves out of a top 5 pick lately
Man cheeeeel out with mod powers. I aint tryin to be dat.
But mayne imma eat my mac and cheese then wreck some fools at my softball game. I'm leavin the yard 2 times tonight take it to the bank
Speaking of turf toe...sweet invisible mode BRAH
Yeah I wasn't too big on Jahvid but I guess I shouldn't count him out after only one year and ish. I see a lot of 400+ yard games for Stafford cuz you guys will be chucking that foosball all over. I've made up my mind, I'm waiting and picking Stafford as my QB. It's decided
Idk. Show me something then!
Sucks LeShoure got hurt, I'm an Illini fan and I saw what he could do. He was a freaking beast. I hope this doesn't **** up his career.
Do it, that's gonna be a tough division to win but I can see 8 wins for ya'll
aw well if u say so...immmmmma rock me a sleepa den
Ya he gud, i no dis
bt he getz hurt sumtimes u kno
I'm thinkin about pickin him as my #1 QB and loading up on WRs and RBs early. I think he'll put up sick numbers if he can play most the season.
Gimme Matt Stafford's stat line for this year...
PSD's Kevin Owens fan boy
Maptain Curphy
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PSD's Purple&Gold Ironman


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Do you want to be "ABLE" to save tax-free for the future needs of your child with autism? Then come join Autism Speaks and advocates from 48 other national disability organizations tomorrow in Washington, D.C. for a Capitol Hill briefing on the Achieving a Better Life Experience (ABLE) Act. The briefing will be held from noon to 1:30 pm in Room B-339 of the Rayburn House Office Building.
The Achieving a Better Life Experience Act would level the playing field for individuals with autism (and other disabilities) and their families to save for disability-related expenses. Just as families can put away savings in tax-exempt accounts for children to go to college, the ABLE Act would allow such accounts for individuals with disabilities to cover their future education, housing, transportation and related expenses. ABLE Accounts would resemble existing 529 college savings plans and would supplement, not replace, benefits provided through Medicaid, private insurance or employment. The briefing has been organized by Reps. Ander Crenshaw (R-FL), Cathy McMorris Rodgers (R-WA) and Chris Van Hollen (D-MD), all cosponsors of HR.3423, the House version of ABLE.
A panel of experts, including Stuart Spielman of Autism Speaks, will address the briefing. According to a Harvard School of Public Health study, the cost of caring for a person with autism will exceed $3 million over their lifetime. Providing care for adults with autism is often far more expensive than for children, yet there are fewer funding resources. As more and more children with autism age to adulthood, their families are growing increasingly frustrated over how to plan for their future. The need for new resources to provide them with necessary care and services is imperative.
Qualified disability expenses would include: school tuition and related educational materials; expenses for securing and maintaining a primary residence; transportation; employment supports; health prevention and wellness costs; assistive technology and personal support; and various miscellaneous expenses associated with independent living. Eligibility would extend to any individual who is receiving supplemental security income benefits or disability benefits under Title II of the Social Security Act, or "who has a medically determined physical or mental impairment, which results in marked and severe functional limitations" that can be verified by a physician.


text:
Update Request Form
Club data missing or incorrect
Course data missing or incorrect
Club's Website:
Please give us
some details:
We will make every attempt to contact the club or locate updated information. If the club is un-responsive or the information is unavailable, we will not be able to update our records. Sending us a scorecard always helps.


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Remote display
From OLPC
- This describes how to control/display your XO-computer from a non-XO PC or Mac or Linux box, or how to hook up the XO to an external VGA monitor or projector. To display another computer's output on your XO's screen, see Reverse remote display
If you are trying to project the user interface of an XO laptop, this page is for you. It describes how to bring up the user interface of an XO laptop (the source computer) across the network on another computer running X11 or Windows (the display computer). Three methods are described below. The first method lets you run a remote Sugar session on the display computer. Using the second method, the current Sugar session is cloned to the display computer. The third method (which isn't actually using the network) requires a soldering iron.
First method: direct output, via USB or VGA
USB display adapters require software
There are USB -> VGA adapters available that support plugging in a second display. However, this hardware requires special device driver software. Adding USB SVGA has instructions for using such adapters that work with the sisusbvga driver.
There is also the wikipedia:DisplayLink USB technology, however according to their FAQ as of December 2007, "DisplayLink does not currently support the Linux operating system."
Hacking into the on-board VGA output
While on Gen1 XO laptops (the B1/B2/B3/C1/MP builds) it will continue to be possible to attach a VGA connector to the XO motherboard, making use of it requires soldering a jumper (pins 1 and 3 of CN18) and cutting the laptop case to make room for it. In B3/C1/MP versions, additional required passive components will not be populated on the motherboard (but are easier to obtain than the required VGA connector!)
Caveats :
- One problem with this approach (on B2, but not B3/C1/MP machines) is a weird gamma correction currently applied by software to fix a hardware wiring error.
- An additional problem is that many displays are very unhappy with the 1200x900 resolution video output by default by the XO laptop.
Second method: remote and cloned Sugar sessions
Remote Sugar session (using X11)
Note: This method of access can be very slow
There are some harmless changes to the XO which only need to be done once. You will need to assign a password to the olpc user, and create the script which is remotely executed to start Sugar.
To assign a password to the laptop user, switch to Terminal and become root, or use a Console, then change the password by typing:
passwd olpc
Now go to the laptop user's home directory, and create the script which will start sugar:
cd /home/olpc cp /usr/bin/olpc-session remotedisplay chmod a+x remotedisplay
Stopping Sugar on the XO
Due to current limitations of Sugar, there can only be one copy of Sugar running on any given XO. This will mean that you need to shut down Sugar and X on the XO from which you want to forward the user interface. There are several ways you can do this, but the simplest (and temporary) way is to first change to the console, by typing control + alt + F1 (Eye). Log in as root, then change the runlevel of the XO to runlevel 3 by typing:
init 3
After doing this, the XO should still be associated with any wireless network it already found, but it will have forgotten about its IP address. You need to manually request an address using:
ifup eth0
If this doesn't work because you aren't associated with a wireless network, you can manually bring up the network using:
iwconfig eth0 essid "some local wifi SSID" ifup eth0
You can get a list of the local WiFi networks using
iwlist s eth0
Check the network address assigned to the XO by DHCP, as you will need it for the next steps.
ifconfig eth0
Bringing up the display remotely
At this point, you will need a version of X on the display computer which is running bare (no display or session manager). The easiest way seems to be to create a new user on the display computer, and give them an .xinitrc (or .xsession file under Debian) which consists simply of:
ssh olpc@xo-ip-address -C -X /home/olpc/remotedisplay
Cloning a current Sugar session (using VNC)
Note: These methods do not allow mouse or keyboard input on the remote display (unless you explicitly enable it as per below).
The easy way: VNC Launcher activity
The easiest way to do this is using the VNC Launcher activity, which effectively is the process below wrapped into an activity. See the VNC Launcher activity page for download links. Or, if you really want to do it manually, read on.
Note that VNC Launcher stops accepting clients after one connection, so you may want to modify the vnclauncher.py script as follows:
replace the line
cmd = "/home/olpc/Activities/VncLauncher.activity/x11vnc"
cmd = "/home/olpc/Activities/VncLauncher.activity/x11vnc -many -shared"
You may want to read about other options here http://pwet.fr/man/linux/commandes/x11vnc
Starting VNC over SSH
Once VNC Launcher is installed, you can start a VNC server via SSH with the following command: (This is useful if the XO is in a remote location.)
/home/olpc/Activities/VncLauncher.activity/x11vnc -auth /var/tmp/olpc-auth/.Xserverauth -many -shared
x11vnc is known to work, does not require messing with passwords, and will allow mouse movement input, but still no mouse buttons or keyboard (but see end of section on how to enable these). This can be achieved as follows:
rpm -i ftp://rpmfind.net/linux/dag/fedora/7/en/i386/RPMS.dries/x11vnc-0.9.3-1.fc7.rf.i386.rpm
You can search for the latest x11vnc package at [rpmfind.net] Note, if rpm gets an unexpected error in the middle, you may have too many activities running (not enough memory?). Try closing everything but the Terminal window.
After the yum and rpm steps complete successfully, simply running 'x11vnc' as user olpc (don't forget an 'su - olpc' if you're still root from before!) on the XO (e.g., via terminal or through ssh session) will open a password-less VNC session to which to connect with vncviewer.
[UltraVNC] works well for Windows, and it's Resize option is helpful to display the XO's 1200x900 on an e.g. 1024x768 laptop screen to project during a demo.
One problem is that the mechanism to show the "border" (the activities launcher at the bottom and Home etc. icons on top) does not show when you move the mouse pointer in vncviewer to the sides/corner... at least with x11vnc; I haven't tested yet if this better with vncserver; update this if you do.
Install and run x0vncserver on the XO computer. The display computer runs a vncviewer that clones the XO display. (Note that this method will not work yet when the laptops are in mesh mode—we need to do packet-forwarding on the School Server to enable the vnc connection. Until then, put the laptop in infrastructure mode by using an access point for your network access. If you want to project from a machine running Linux with a recent kernel, you can compile the Marvell driver on it and add an 8388 dongle in mesh mode to communicate with XOs in the mesh.)
You have to fetch and install the vnc-server on the XO computer. Login as root to a shell, and run the following:
rpm -i -v --nodeps ftp://rpmfind.net/linux/fedora/core/updates/6/i386/vnc-server-4.1.2-9.fc6.i386.rpm
You can search for a newer package at rpmfind.net.
Now, login as an olpc user and create a password for vnc sessions.
cd /home/olpc vncpasswd
Create an activation script for the x0vncserver, still as olpc user, using vi or nano or cat:
|File: ~/x0server
#!/bin/sh nice -19 x0vncserver PasswordFile=/home/olpc/.vnc/passwd AcceptPointerEvents=0 AcceptKeyEvents=0 & disown
The x0vncserver must run very very nicely (nice -19), since otherwise it takes all available CPU and leaves no room for other processes to run. The last two options of the x0vncserver (AcceptPointerEvents and AcceptKeyEvents) runs the server in a "view only" mode.
Don't forget to make the script executable.
chmod a+x /home/olpc/x0server
Just before the presentation
The XO computer and the display computer should be on the same Wifi network (or, depending on the Wifi network there, stability may be better off connecting via Ethernet: XO - USB ethernet adaptor - ethernet cable - USB ethernet adaptor - other laptop hooked up to projector). You will need to know the IP of the XO computer (run /sbin/ifconfig eth0 if you don't know it). Now, from within Sugar, open a console (Alt-0 or Alt-=), and run the /home/olpc/x0server script you have prepared in advanced.
It will write to the console; then you can close the console.
main: XTest extension present - version 2.2 main: Listening on port 5900
In the display computer, run the vnc client/viewer.
vncviewer xxx.xxx.xxx.xxx FullScreen=1 ViewOnly=1
or, on some clients,
vncviewer xxx.xxx.xxx.xxx -fullscreen -viewonly
Where xxx.xxx.xxx.xxx is the XO computer IP address.
In order to close the vnc viewer, press F8 in the displaying computer. This is the escape key which gives you a context menu with various options. You can change the full-screen mode, exit the viewer, and set other options as well.
- Modifying WiFi: Whatever you do, don't click on the WiFi signal strength when using the remote display. Even if you select the network you are already using, you will freeze the display.
- 'Screen resolution : The vnc server dies when the resolution is changed. You will have to restart the server and the client if the screen orientation is changed.
Enabling Keyboard and Mouse
By default, the XTEST extension is disabled for security reasons. To enable keyboard and mouse usage through a VNC connection, you can enable the XTEST extension by modifying /etc/X11/xorg.conf, changing the line:
Option "XTEST" "Disable" # Mostly a debugging tool
either by commenting it out:
# Option "XTEST" "Disable" # Mostly a debugging tool
or explicitly enabling it:
Option "XTEST" "Enable" # Mostly a debugging tool
Be sure to omit the '-viewonly' option to vncviewer when connecting.
Simple emulation (no XO required)
Given a proper network (fast DSL/LAN) and a fast qemu server your presentation can be fast and authentic.
Server side
First start the qemu session on the host:
qemu -kernel-kqemu -vnc 0 -k en-us olpc-redhat-stream-development-devel_ext3.img
The flag -vnc 0 tells qemu to direct the VGA output to the VNC session 0.
Next connect with a proper VNC viewer on your laptop/PC which has the VGA output .
client: Mac OS X
On Mac OS X Chicken of the VNC can not properly handle the VGA output of the qemu emulation. So, instead use VNCviewer Direct VNCViewer to your host running the qemu instance and set it to fullscreen. Voila! You should have a much faster remote access possibility than with X11 forwarding.
client: Windows
Use UltraVNC:
Please note that sometimes with UltraVNC you have to play around with the speed settings so that the screen does not refresh all the time too fast.
client: Linux
you know your stuff anyway. Use vncviewer from apt or yum --AaronKaplan 21:45, 17 June 2007 (EDT)


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A Feast of Summaries of Informational Text!
Lesson 9 of 13
Objective: SWBAT use text features and the structure of text to summarize key details, analyzing what the author's purpose was for the text.
- Lesson vocabulary words from the Reading/Writing word wall: summarize, key details, illustration, text features, heading, informational text, main idea
- Informational text Feature Headers
- Thanksgiving powerpoint (see resources in other section)
- Screen, projector and internet connection to access website
- Large butcher block paper
- 'Platter' templates (see resources in other section)
- Scissors, glue sticks and markers for kids
- Summarizing Worksheet
- Topical vocabulary (optional): tradition, common, celebration, vegetarian
- Set up the whiteboard to mirror the worksheet
Let's Get Excited!
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students' academic vocabulary. My words are color coded 'pink' for literature/'blue' for reading strategies/'orange' for informational text/'yellow' for writing/'green' for all other words)
Gain student interest and bring students to the same point in learning
- Show the Thanksgiving powerpoint - discuss the ideas - "What do you see? Have you done that before?"
- Many of the concepts in the powerpoint are based on the article that they'll read - if students have other traditions, they could share them now.
Introduce the vocabulary
- Go over the new vocabulary on the whiteboard and encourage kids to share, using the vocabulary - if not restate their phrases. Student says 'I help to collect food and that is good.' You restate - 'Yes you are generous when you help collect food.'
- My kids were fascinated with the idea of the 'tofurkey'
I have taught this summarizing strategy in 2 other lessons. I encourage you to take a look at Frame the Story with Informational Text and Make a Newspaper with Summaries to see other ways that students can practice this kind of summarizing. They typically need multiple opportunities to practice to get proficient at summarizing.
Teachers' Turn
Discuss how the book is organized and the author's purpose
- "When we read informational text, there is organization to the text. Authors organize information to help us understand. Take a look at this online story. How would you say it is organized?"
- "The author uses text features such as headings to separate the information. The headings give us ideas about the key details inside informational text. The key details put together a summary that helps us know what's really important." As I discuss this, I use these informational text features.
Explain the strategy - identifying key details
- We will use our informational text features to summarize today." Here's a video of me reviewing text features.
- "When an author writes a story, he wants to show the reader the key details. Author's can show the key details are in different ways."
- "Authors repeat words – those are important words to know."
- "The author uses a first or last sentence to tell what's important."
- "Authors use illustrations to verify that summaries are correct."
Demonstrate the strategy
- "Let's read over the first paragraph of this article about Thanksgiving Traditions." See how set up paragraph 1 on the whiteboard.
- "The words 'traditions' and the word 'Thanksgiving or turkey day' are repeated. Those are the key details. The last sentence has those words so I'll use that for the summary of my paragraph. Let me check the verify with the illustration - it does match my summary." Here is a video of me adding ideas to match illustrations.
- "Look at the 2nd paragraph. What words are repeated? Do you see those in a sentence?" Repeat the same modeling as the last chapter. See this example of paragraph 2.
- "Now I have 2 examples of how you can write a summary with help from the author. I used repeating words, first or last sentence, and illustrations to figure out the main idea."
Show how to make the project
- "I'll write my main idea on the page and copy it on the 'platter'."
- "Since we're reading about Thanksgiving, the main idea of my paragraph will be added to our table so we can have a big feast."
Resources (4)
Students' Take a Turn
Hand out worksheets and assign paragraphs to students.
- Ultimately, you should leave the powerpoint up on the screen and students read off that. I had a few technical problems so it looked different for my students working
Review how to summarize
- See videos of students choosing words that repeat - and other students checking for 1st:last sentence
- Write a summary statement.
- Verify the text with the illustration. Doing this really added to the students' summaries.
Check over their worksheets for completion.
- Make sure they have sufficient summaries and prompt as necessary. They also need to verify that the illustration supports the text. Here is a video of me prompting a student to verify the text with illustrations 2
- The writing and language for the summary needs to make sense. I prompted a student with using good language for the summary.
- Here's an example of a student's completed worksheet.
As students examine text to find support and key details for the main idea, they are using 'close reading' to comprehend vocabulary. This 'close reading' is a shift in the Common Core away from literal reading with answers directly in the text toward comprehensive reading with answers inferred and determined by examination of text structure and ideas verified by the reader. By creating a summary of these details, (RI.2.2) students are demonstrating the ability to use the organization and details in the text to compose a main idea that explains what they've read.
Resources (6)
Apply What You've Learned!
Students share their ideas
- Pass out a platter templates so students transfer their summaries on a 'platter'.
- They share their summaries for the class.
- Encourage them to use the vocabulary we wrote on the board.
Students create a project
- Since the author intends each paragraph to be part of a whole story, we can glue on these summaries to a 'feast' of summaries project
- I explained how to do this and the students really enjoyed putting together the summaries.
- As a group, we wrote one summary for the whole text. "What did the author want us to know about all of these ideas?"
Helping students realize the organization of a text - that paragraphs or sections fit into a whole text, is an important shift in the Common Core Standards. (RI.2.6)
Scaffolding and Special Education: This lesson could be scaffolded up or down, depending on student ability.
For students with academic challenges, it would be best if they work in a group or with the teacher. The text is at 2nd grade level and writing summaries is a difficult skill so they may need the help. The group vocabulary review and sharing would be great for them to hear other students' ideas.
For students with greater academic ability, there should be an expectation of deeper level thinking and higher level vocabulary. When my students read over their summary as they finish, I will ask them if they can think of more descriptive words or can they use words from the whiteboard that we reviewed to make it sound more 'like a 3rd grader'.


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COLUMBIA, S.C. (AP) — Officials with the South Carolina Education Lottery say a $400 million winning ticket in the latest Powerball drawing was sold in Lexington in central South Carolina.
Lottery officials said early Thursday that the ticket was sold at the Murphy USA station. The winning numbers drawn Wednesday night were 7-10-22-32-35 with the Powerball of 19.
The actual value is $399.4 million, with a direct cash option of $233 million.
It's the largest Powerball winning ticket sold in South Carolina and the fourth largest in the history of the game.
South Carolina also had a $1 million winning ticket sold at a gasoline station in Hampton. That ticket matched the first five numbers.


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CARSON, Calif. – The LA Galaxy are just four points out of the lead for the MLS Supporters' Shield.
Let that sink in just a little bit. Done? Okay.
For all of LA's struggles—poor results against San Jose, Chivas USA, and New York Red Bulls come to mind right off the bat—they are within striking distance of MLS leaders Real Salt Lake. The Galaxy continued their rise up the standings on Sunday with their victory with a comprehensive win over FC Dallas that sealed their second straight victory and their third in four games.
Following the victory, I asked different members of the Galaxy to reflect on the club's proximity to the top of the table.
Thoughts from Bruce Arena, Marcelo Sarvas, Hector Jimenez, and Robbie Rogers are below…
ARENA: "I try to tell you guys that you have to be a little bit patient. Hopefully we can position ourselves first of all to be in the playoffs and second of all, to challenge in the conference for the first spot. But there is a lot of soccer ahead, but we need to be patient and grow along the way. Hopefully we're doing this at the right time."
SARVAS: "That's our target. When you play for the Galaxy, you have to fight for first position. Our target has been first place and we're going to run for it."
JIMENEZ: "Hopefully. It's a long season and some of the teams are dying right now. Hopefully, we can creep up and get back to the top. We talked about this being a six point game and it was really important for us."
ROGERS: "It's crazy, isn't it? To think that some of the other games would have gone our way like San Jose or some of the other games, we could have been on top already. You learn your lessons and you grow as a team during the season. I think that builds character."
Think the Galaxy can reach the league summit?
Share your thoughts below.


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*NEW! Assistive Technology for Communication Roadmap
Assistive technology can be used to support and enhance communication for people with autism, regardless of speech ability. Augmentative and alternative communication (AAC) is a specific type of assistive technology that can benefit people with autism of all ages by promoting independence, expanding communication, and increasing social interactions. Download our Assistive Technology for Communication Roadmap and follow the steps to learn how to get started
We have heard a great deal of stories from families about the many benefits that individuals with autism have experienced through the use of technology.
Technology Central is designed to provide the autism community with the latest information, tools, and resources so that everyone can benefit from the great strides being made in the world of technology!
Technology and Autism Webinar Series
Apps Database
Autism Speaks Tech Initiatives
Frequently Asked Questions
News and Resources
New! After Autism Speaks awarded 800 iPads to financially disadvantaged individuals with autism and their teachers, we had experts put together tips on how to maximize the use of the iPad.
Click here for some tips from Autism Speaks Assistant Director of Dissemination Science Lauren Elder on Maximizing the Effectiveness of the iPad for People with Autism!
Click here to read iPads Can Help Children Learn Spoken Language, a post from researchers that includes answers to frequently asked questions and tips from the experts!
Technology and Autism Webinar Series
Autism Speaks will periodically host webinars focused on a technology topic presented by experts and will be targeted toward a family-friendly audience. Each webinar will allow time for question and answer sessions. Webinars will be recorded and available for later viewing.
Would you like to host a webinar on a technology topic? Email us at firstname.lastname@example.com. We'd love to hear from you!
The series is free and open to all! Stay tuned to hear about our next Technology Central webinar. Here is a list of our 3 previous webinars:
Previous Webinars
How to Use Technology to Enhance Learning for People with ASD
Mark Mautone, Special Education Teacher
Mark Mautone's webinar covered the ways technology is being used to improve the life of people with autism spectrum disorder.
Mark has extensive knowledge in assistive technology that includes adapting curriculum, creating individualized technological curriculum using iWorks and iLife, and effectively harnessing standard curriculum with iPad/iPod Touch applications to create a seamless learning experience.
Didn't get a chance to see it? You can watch Mark's Webinar here!
Click here to see the webinar overview.
Click here to see the webinar slides.
Augmentative Alternative Communication (AAC), Evaluation and Treatment
Kate Grandbois, MS, CCC-SLP
Kate Grandbois, MS, CCC-SLP's webinar was designed for families to learn about the different technologies that can help people with autism and how to request a Technology Assessment.
Kate is a certified and licensed speech and language pathologist who serves children and adults with developmental disabilities. Kate specializes in augmentative and alternative communication (AAC), autism and related neurological disorders, speech and language disorders, and social skills development.
Didn't get a chance to see it? You can watch Kate's Webinar here!
Click here to see the webinar slides.
Click here to see a list of key words for AAC Evaluations.
From Pictures to Technology: Creating an Environment for Language Learning, Communication, and Independence
Jennifer Leighton, M.A., CCC-SLP
Jennifer Leighton, M.A., CCC-SLP hosted a webinar to teach how to create an environment for language learning, communication, and independence.
Jennifer joined the Cotting Consulting team at the Cotting School, in Lexington, Massachusetts, in May 2012. As part of this program Jennifer goes out to schools to teach strategies and best practices for technology integration and implementation, increasing staff comfort with higher-tech options. She provides staff education and therapeutic interventions.
Didn't get a chance to see it? Click here to see the webinar slides!
Autism Apps
We have compiled a database of hundreds of apps that have been recommended to us by families, individuals, and professionals in our community. The database contains information about platform, price, function, and a brief description of each app.
Click here to search our online Apps database!
Do you have a favorite autism app you'd like to add to this list? Please email a brief description of the App , platform, cost, age group, price and a link to email@example.com and we would be happy to share your recommendation with the Autism Speaks community!
Apps for Students with Autism Spectrum Disorders
Click here to see a wheel-shaped list developed to provide apps based on common learning characteristics and traits that are typical for students with ASD.
Quick Feature Matching Checklist for iPad Apps
In an effort to help select or rule-out a particular app a Feature Matching Checklist has been designed with the user in mind. It is quick, easy and includes the features that are important to children & students on the spectrum. By using the Feature Matching Checklist you can effectually wade through your choices to find the most suitable apps.
Autism Speaks Tech Initiatives
Hacking Autism
This is a site is a perfect place to develop ideas, solve problems and to hack autism! Hacking Autism doesn't seek to cure autism, but rather it aims to facilitate and accelerate technology-based ideas to help give those with autism a voice.
Frequently Asked Questions
Q: We have a daughter with autism. She loves her computer and is very proficient at Web surfing and working with her camera and her photos. Unfortunately, she becomes so focused that she forgets her bedtime or when it's time to get ready for her bus in the morning. Is there a program that we can install on her computer that will flash a message at specific times to remind her that it's time to do a task?
A: There is indeed. In fact, you can find a bunch of alarm-clock programs online that can sound an alarm and flash a message on the computer screen. One of the best for Windows is Free Alarm Clock, from freealarmclocksoftware.com. It's easy to use, and allows you to set up multiple alarms for each day of the week. It comes with a selection of built-in alarm sounds, and you can use any music file on your computer. For Mac users, a good choice is Alarm Clock for Mac, a freebie from robbiehanson.com. It, too, can accommodate multiple alarms, and you can use anything in your iTunes library for an alarm sound.
News and Resources
Smart Apps for Special Needs
Search for apps, read reviews, learn about promos and discounts and more!
Insights to iPad Integration for Individuals with Autism Spectrum Disorder (ASD)
The Apple iPod Touch as a vocational support aid for adults with autism: Three case studies
by Tony Gentry, Stephanie Lau, Alissa Molinelli, Amy Fallen and Richard Kriner
Autism SmartPhone Apps: How helpful are smartphone apps for children or adults with autism?
A blog post by Andy Shih, PhD, Autism Speaks vice president for scientific affairs.
How Can Technology Help Me? Our Technology Guide
Marc Sirkin, Chief Digital Marketing Officer at Autism Speaks put together a guide for families that details what apps and devices are out there to support individuals with autism, both "therapeutic" and "applied".
60 Minutes: Tablet Computers and Apps for Autism
On a fall 2011 episode of the CBS program 60 Minutes, Leslie Stahl reported on how people with autism are speaking and making breakthroughs with the help of technology.
Podcast on Virtual Reality Tools for Autism
In this "Autism Matters" podcast, Simon Wallace, Ph.D., discusses research on using immersive virtual environments to help children with autism. His related study is available online in the journal Autism.
Video: "Strategies for Video Modeling with iPods and iPads"
Tony Gentry, PhD OTR/L, director of the Assistive Technology for Cognition (ATC) Laboratory at Virginia Commonwealth University (VCU) created a video to introduce strategies for using video modeling to help people with autism.
Now that iPod Touches and Tablet computers have onboard video cameras, it can be easy to build videos to assist with wayfinding, social cueing, task sequencing and behavioral prompting. This video introduces strategies for using video modeling for each of these purposes.
Check out the video here, and for more information from the VCU Autism Center for Excellence page on Technology and ASD, click here!
"There's very little question that technology has the potential to make a profound difference in the lives of individuals with autism. Whether it involves helping them talk, keeping them safe or facilitating their inclusion in communities, people with autism are some of the greatest benefactors of the current technology boom."
- Peter Bell, Autism Speaks Executive Vice President, Programs and Services
Do you have a question you'd like answered? Email us at email@example.com and we are happy to help!


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Road Ends in Water [ 0:54 ] Play Now | Play in Popup | Download
A sign reading "Road Ends in Water" might alarm the unwary driver, but we drove the Green River Ferry Road for that very reason. Two rural ferries operate within Mammoth Cave National Park, and we were intrigued enough to seek out at least one of the river crossings.
Mammoth Cave National Park Map and Visitor Information
We drove down a hill and edged up to a stop sign to wait our turn, watching river water spray sideways as the unusual ferry boat glided nonchalantly across the few yards of river splitting the road. It appeared as a sliver of asphalt, flanked by a Porta John and an operator's booth. As it putttered toward us, it gave physicality to the Irish Blessing: "May the road rise to meet you..."
We drove aboard with no notions of u-turns, and one additional car squeezed in behind us. There was just enough time to snap a couple of photos before the safety arm lifted, releasing us to explore the other side of the Green River. We honked a "thank you" as we drove off. The ferry captain tooted his horn in reply, loaded up with his next vehicle and began his return journey, bearing and sharing the essential missing piece of road.
Mammoth Cave National Park Map and Visitor Information
The largest cave system in the world; 367 miles so far…!
Miles of trails both above and below ground.
Hiking, biking, kayak/canoe, horseback riding, hunting/fishing, camping…
"Yes" for pets (not in Cave; kennel available within park)
Park Fees: None for park entry. Cave tours range from $5 – $48.00 with discounts for youth and senior citizens.
Mailing Address: P.O. Box 7; Mammoth Cave, KY 42259
Phone: 270-758-2180
Directions: Travel south on I-65 from Louisville, KY. Take Mammoth Cave/Cave City exit 53 and follow the signs to Mammoth Cave NP.
View Mammoth Cave National Park, Kentucky in a larger map
Updated from March 31, 2009
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Information for Healthcare Professionals
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Here you'll find information about career opportunities, online learning, residency, trauma and life support classes, links to such resources as MedLine and more.


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Gambelia sila
|Scope: Global
Language: English
|Scientific Name:
|Gambelia sila (Stejneger, 1890)
Common Name(s):
Gambelia silus (Stejneger, 1890) [orth. error]
|Taxonomic Notes:
|Gambelia sila was previously placed in the genus Crotaphytus. Except in recent literature, the spelling of the specific name usually has been given as "silus". See Jennings (1995) for an explanation of the spelling change. An isolated population of putative hybrid (G. sila x G. wislizenii) origin has been reported in the Cuyama River drainage system southwest of the southern end of the San Joaquin Valley; apparently hybrids are no longer extant, as a result of habitat loss and local extirpation (Jennings 1995).
|Red List Category & Criteria:
|Endangered B2ab(ii,iii,iv,v)c(iv) ver 3.1
|Year Published:
|Date Assessed:
Needs updating
|Hammerson, G.A.
|Cox, N., Chanson, J.S. & Stuart, S.N. (Global Reptile Assessment Coordinating Team)
Listed as Endangered, because: its area of occupancy is less than 500 km²; its distribution is severely fragmented, and there is continuing decline in its area of occupancy, in the extent and quality of its habitat, in the number of locations, and in the number of mature individuals; and because there are extreme fluctuations in the number of mature individuals.
|Previously published Red List assessments:
|Range Description:
|This species is endemic to California in the United States. The historical range encompassed the San Joaquin Valley and adjacent foothills of southern California, from Stanislaus County to extreme northern Santa Barbara and Ventura counties, at elevations below 800 m (2,600 feet) (Jennings 1995, USFWS 1998). The currently known occupied range includes scattered parcels of undeveloped land on the floor of the San Joaquin Valley and in the foothills of the Coast Range (see USFWS 1998 for further details). In the northern part of the San Joaquin Valley, Blunt-nosed Leopard Lizards have been found in the Firebaugh and Madera Essential Habitat Areas (Williams 1990). Other northern locations include the Ciervo, Tumey, and Panoche Hills, Anticline Ridge, Pleasant Valley, and the Lone Tree, Sandy Mush Road, Whitesbridge, Horse Pasture, and Kettleman Hills Essential Habitat Areas. In the southern San Joaquin Valley, known extant populations exists in the following locations: Pixley National Wildlife Refuge, Liberty Farm, Allensworth, Kern National Wildlife Refuge, Antelope Plain, Buttonwillow, Elk Hills, and Tupman Essential Habitat Areas; on the Carrizo and Elkhorn Plains; north of Bakersfield around Poso Creek; in western Kern County in the area around the towns of Maricopa, McKittrick, and Taft; at the Kern Front oil field; at the base of the Tehachapi Mountains on Tejon Ranch; and just west of the California Aqueduct on the Tejon and San Emizdio Ranches (USFWS 1998). The species is presumed to be extant in the upper Cuyama Valley (USFWS 1998). The distribution approaches that of Gambelia wislizenii in the Cuyama Valley drainage, where wislizenii occurs above 1,100 m and sila occurs below 790 m (see McGuire 1996).
|Countries occurrence:
Native:United States (California)
|Additional data:
|Range Map:
|Click here to open the map viewer and explore range.
|There are not many more than a few dozen distinct populations. The total population size is unknown but probably includes more than 1,000 adults. The species had been eliminated from 94% of the original range since the mid-1800s (Jennings 1995). Populations fluctuate greatly with environmental conditions, so determination of the trend in abundance is difficult. However, the extent of occurrence and area of occupancy have probably continued to decrease.
|Current Population Trend:
|Additional data:
|Habitat and Ecology:
|This species inhabits semi-arid grasslands, alkali flats, low foothills, canyon floors, large washes, and arroyos, usually on sandy, gravelly, or loamy substrate, sometimes on hardpan. It is common where there are abundant rodent burrows, and rare or absent in dense vegetation or tall grass. Habitats in order of decreasing favourability: 1) clump grass and saltbush grassland, with sandy soil, 2) washes with brush, in grassland, with sandy soil, 3) alkali flats, with saltbush in sandy or gravelly soil, and 4) grassland with hardpan soil. See Warrick et al. (1998) for additional habitat information. This lizard cannot survive on lands under cultivation (it may use edges adjacent to suitable habitat); repopulation of an area after tilling ends requires at least 10 years. It basks on kangaroo rat mounds and often seeks cover at the base of shrubs, in the burrows of small mammals, or in rock piles. Adults may excavate shallow burrows for shelter but depend on deeper burrows of rodents for hibernation (and egg laying). Eggs typically are laid in an abandoned rodent burrow, at a depth of about 50 cm (US Fish and Wildlife Service 1980).
|Major Threat(s):
|Its distribution and abundance have been greatly reduced, and populations are now severely fragmented, due primarily to loss of habitat to urbanization, water development projects, and agricultural development; intensive mineral development, off-road vehicle activity, pesticide application (for ground squirrels), overgrazing, and flooding also have been detrimental (USFWS 1998). Thick cover of non-native grasses degrades the habitat in some years and locations (Germano and Williams 2005). These lizards use mammal burrows for shelter, so activities that compact soil or crush burrows should be avoided. Habitat disturbance, destruction, and fragmentation continue as the greatest threats to Blunt-nosed Leopard Lizard populations (USFWS 1998).
|Conservation Actions:
|Surveys of known and potential habitat should attempt to determine the presence and abundance of blunt-nosed leopard lizards throughout the range (USFWS 1998). An effort should be made to determine appropriate habitat management and compatible land uses (USFWS 1998). Remaining populations on public and private land should be protected, as should additional suitable habitat for the species (see Recovery Plan, USFWS 1998). It occurs in a number of protected areas.
|Hammerson, G.A. 2007. Gambelia sila. The IUCN Red List of Threatened Species 2007: e.T40690A10336468. . Downloaded on 16 August 2018.
|To make use of this information, please check the <Terms of Use>.
|If you see any errors or have any questions or suggestions on what is shown on this page, please provide us with feedback so that we can correct or extend the information provided


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Divinity II – The Dragon Knight Saga is an epic role-playing game on PC and Xbox 360, that combines the complete adventures of the legendary dragon Knight.
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3D Petanque Unlimited is a breakthrough in the history of the 3D Petanque game on PC. For the first time, the player can adjust the vertical angle of ball throwing to do what the Petanque amateurs call "plomber" (meaning in French: to fall down like a piece of lead! You can play this game according to the official rules of the Petanque. Free download of 3D Petanque Unlimited 1, size 4.54 Mb.
Created by tennis fans, which are regular ranked players, Tennis Elbow 2006 is the best 2D tennis game for PC, featuring both fun and realistic gameplay.With its ultra-realistic ball trajectories, an artificial intelligence that accurately replicates players' behavior, and a complete range of strikes and game situations, Tennis Elbow 2006 is the. Free download of Tennis Elbow 2006 1, size 6.40 Mb.
Gnome Runner is a free arcade game for PC. Playing as a gnome, you will have to get through levels collecting treasures. Watch out for the monsters! They will prevent you from completing the task.
You will be really amused with unexpectedly appearing magic mushrooms. After eating such mushrooms the monsters get the ability to run very fast,. Freeware download of Gnome Runner 1.0, size 13.80 Mb.
Planet 51 Online is a free game for PC that allows users to land on Planet 51, exploring it and interacting via the internet in a virtual world populated by other fans of the film.
There's loads to do at Planet 51 Online! For a start, there are hundreds of friends that you can interact with. You'll also be given dozens of challenges. Freeware download of Planet 51 Online 1. 3. 2002, size 0 b.
A special release of our cricket game series. Developed for Ford Australia to feature in their sponsorship of Australian domestic one day cricket.. Free download of Ford Ranger Cup Manager 1.0, size 10.26 Mb.
Finally an app that lets you maintain, score and share cricket game information. This is a one stop app that lets you maintain teams, score games, share and continue a game across different devices via cloud sharing and keep your social network uptodate with constant score information as status updates.
* Games format include 50 overs, T20 or. Free download of Howzzat Cricket Scorer 188.8.131.52, size 7.34 Mb.
TIN TOY ADVENTURE is both a colourful and fun platform / jump'n'run style game for PC & Compatibles, which is suitable for play on this format by almost all age groups.The story so far...You control a small Tin Toy on a quest to break a dark spell, which was cast by the Evil Clown over the House of Fun.As the inhabitants of the. Free download of Tin Toy Adventure DEMO V1.0, size 10.12 Mb.
Manager In The Net is a soccer manager game for Pc, buy and sell players, design your own tactics....look after the team finances, choose from many football teams around the world and try to take your favourite team to victory....success depends on you !! . Free download of Manager In The Net 1, size 11.74 Mb.
Habitrail Hamsterball is a kids game for PC in which the player will have to help race Herbie and the hamsters safely through dangerous and challenging courses using a hamster-ball. This is a multiplayer game too, where the first hamster to end the course wins the game.
There are four hamsters, in every level they run on a track on. Free download of Habitrail Hamsterball 32.0, size 0 b.
Mythoria is a strategical fantasy card game for PC in which two players battle each other by summoning fantastical creatures and casting fierce spells. The game features a single-player campaign along with a quickplay mode and multiplayer capabilities including an online lobby. The goal in Mythoria is to conquer the game board by summoning seven. Free download of Mythoria 1.0, size 41.43 Mb.
Adore Puzzle 2 "Flavors of Europe" is a sequel of Adore Puzzle, a free game for PC and Mac. This time the collection of images is dedicated to gastronomy and created to initiate you into the cuisine varieties of European countries. Bright colors and challenging gameplay won't leave you indifferent, certainly you will desire to. Freeware download of Adore Puzzle 2 1 1, size 94.77 Mb.
IGT Slots: Lucky Larry's Lobstermania is a slot machine game for PC and MAC. You can play famous, big-name machines like Lucky Larry's Lobstermania, Cleopatra, Frog Princess, Cats, Betti The Yetti, Da Vinci Diamonds and more. Machines offer a variety of different denominations, from $0.01 all the way up to $100! You can play single-line. Free download of Masque IGT Slots Lucky Larry's 1.0.1, size 0 b.
A 3D puzzle game for PC. A tetris like game. All in OpenGL and C++.. Freeware download of 3Dtris 1.0, size 6.69 Mb.
This is snake game for PC and Pocket PC with single and multiplayer support.. Freeware download of Hadik rc, size 11.79 Kb.


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[1:00:39] -
Pets and relationships, plus Michael Smalley on compatibility in marriage, and a question on dating someone who's divorced. Featured musical artist: Kutless
[25:24] -
Yes, some people consider their pets as children; is there anything wrong with that? This week's roundtable was prompted by a letter we received from a girl whose fiancé thinks her love for her dog is providing him competition, and he's worriedthis may present problems in their marriage. Intrigued, we brought some pet lovers into the studio to talk prioritizing their pets in light of relationships, time, money — even their walk with God.
[24:57] -
Another Smalley's in the house! Michael Smalley, brother of Greg, son of Gary and author of More Than a Match with his wife, Amy, joins me to discuss the importance of compatibility in a relationship. Michael shares tons of hilarious and revealing anecdotes from his own marriage to illustrate what's important when it comes to making a marriage (especially that first year) work.
[6:44] -
Is dating basically the same regardless of the person or circumstances, or do special situations require special consideration? This week's listener wants to know what to know when it comes to dating someone who's been divorced. Do research? Tread lightly? Get counsel? All of the above? Counselor Joann Condie weighs in.
Helping young adults mature in Christ and prepare for marriage and family. Learn more
© Focus on the Family 1998-2018


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Define and determine slope when given points (Part 1)
Lesson 4 of 20
Objective: SWBAT determine the slope of linear functions from graphs.
Big Idea: Ah, good ol' rise over run - forever a classic. Introduce students to the concept of slope in this introductory lesson.
Each day, students complete a Warmup that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.
For a video narrative about how I structure each lesson, and how the warm-up fits in, click here.
In this case, the warm-up gives the chance for kids to determine whether the given point is a solution to the problem.
In addition, question #2 - How many solutions does any linear function have? - spirals the idea that any linear function has an infinite number of solutions that will make the function true. I make sure to use that language over and over so kids internalize it.
Resources (1)
Play of the Day
Resources (2)
Resources (1)
The homework file is a resource that generally includes 5-7 problems that consist of problems related to this lesson, as well as spiraled review. I also give the kids the answers to the problems.
Tonight's Homework: 4 - 4 HW43 Define and determine slope when given a graph


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The Body Electric
Bright ideas for trimming CO2 emissions.
What's the "Green Challenge"? Click here. If you've completed the weekly action quizzes, click here for the wrap-up quiz.
The electricity we generate is responsible for 38 percent of carbon dioxide emissions in the United States, making it the largest single source overall. As demand for electricity has risen, so have greenhouse-gas emissions, increasing by 25 percent over the last two decades, according to the Pew Center on Global Climate Change. That's because most of our electrical-power supply comes from burning fossil fuels—natural gas, oil, and, especially, coal, a huge CO 2 culprit.
Coal is abundant and relatively inexpensive, so it's likely to remain a prime source for electricity for decades to come. And with operation costs on the rise, power companies aren't likely to invest voluntarily in technologies to reduce emissions. There are low-carbon options: Renewable power sources such as biomass, wind, and solar currently account for just 0.6 percent of electricity production. Hydroelectric power, however, provides 7 percent of our electricity, and nuclear power nearly 20 percent. These sources have other drawbacks, but throw off little or no CO 2.
If your electricity comes from a dirtier source (you can find out here), then the energy used in your household may amount to more than twice the greenhouse-gas emissions of an average car. Which leaves trimming CO2 pounds from electricity partially up to you. Distressingly, 40 percent of all household electricity is used to power electronics while they are turned off. Collectively, this squandered electricity (often referred to as phantom power load) equals the annual output of 17 power plants. Below are tips for cutting back on your electricity use. We promise you won't have to live in the dark, and, conveniently, you should save on your electric bill as well:
• The typical incandescent light bulb turns only about 10 percent of its electricity into light. The rest is wasted heat. Compact fluorescent lamps—energy-efficient bulbs—use two-thirds less energy and produce 70 percent less heat. (There are also household bulbs that use light-emitting diodes, or LEDs, though these are more expensive and harder to find.) If every American household replaced just one incandescent light bulb with a CFL, we'd prevent 800,000 cars' worth of greenhouse-gas emissions. Click
• Replace your halogen bulbs, too. They can get as hot as 1,100 degrees Fahrenheit, which means you could cook an egg on one. CFLs will save you money, as well as CO2 pounds.
• Cable and video-game boxes, DVD players, and other electronics can use as much energy in standby mode as a 75-watt light bulb that's left on. If a device offers an "off" option for standby lights, use it. Otherwise, try plugging electronics into a power strip, which you can turn off when they're not in use.
• How many times have you left your cell-phone charger plugged in, even when your phone is not? Wall chargers for things like iPods and cameras suck energy out of the socket, even when not attached to their mates. With the national average at five chargers per person, unplugging adds up.
• Rechargeable battery docks for gadgets like drills and handheld vacuum cleaners can draw from the socket five to 20 times more energy than is stored in the battery. Unplug them once tools are juiced.
• When replacing an appliance, look for the Environmental Protection Agency's Energy Star label, which indicates higher efficiency than what's legally required. For refrigerators, models with top freezers are generally 10 percent to 25 percent more efficient than side-by-side designs. Lose the ice makers and dispensers for another boost.
• If your refrigerator is near a stove, dishwasher, or heating vent, move it to a cooler spot. Vacuum the coils every few months to eliminate dirt buildup and check to make sure the door gaskets don't have air leaks. Set the temperature between 35 degrees and 38 degrees Fahrenheit for the fridge and at zero for the freezer.
• If you use window air-conditioning units, buy the proper size for the room you plan to use it in. (Here's how.)
• If you have central air conditioning, be sure to clean the evaporator and condenser coils, as well as the airflow components. When clogged, they reduce efficiency. Check the refrigerant level, too. (Here's how.) You can also use a programmable thermostat to help regulate temperature.
• Ceiling fans circulate air both to cool spaces and to keep them warm. Since they don't change the temperature, they should be turned off when you leave a room.
(Click here to launch this week's action quiz.)
(Click here to launch this week's action quiz.)


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Open topic with navigation
After login, click New – Image to transfer images from local or networked drives to the CommonSpot Image Gallery for inclusion in CommonSpot pages, templates, or Elements. (To replace existing images, select Upload New Version from the More Actions dropdown in Find Image - Search Results or Image reports.)
The first dialog displays for selecting a subsite location for images. You can upload one or more images.
Select Upload Single Image to transfer one image. You can also choose to Upload Multiple Images and simultaneously apply similar metadata to selected items. You can upload multiple images through either the standard browse-and-select method or a drag-and-drop interface available in the Winter 2012 release.
View or change the destination Subsite for the new image. This field defaults to the current subsite.
In the Upload New Image field enter the disk location or networked path of the new file (for example, d:\Website\imagegrid\products.png) if you know the full path name, or click the Browse button to locate the file.
CommonSpot displays the full image path name and automatically uploads the new image to the server.
Enter a brief text Description.
Category: Select from the drop-down list. If you have Category creation permissions, you can create a new Category by clicking New and following the prompts to add an image category.
Keywords: Accept or remove any default keywords that may display. Optionally associate new terms (separated by commas) for defining the image and for use in creating Keyword Views and enhanced Search results. For details on using this feature, see Select Keywords and the Keyword field description for Create New Page.
Include in Public Image Gallery: By default, when CommonSpot is first installed,all new images are available for viewing and use by other CommonSpot users, as shown above. To make an image unavailable to other Web authors, deselect this option. The image is only available to you or your groups, and displays as private in image search results and reports, as shown below.
Click Next to add image metadata, if required, or to assign image security.
Click Save when you have completed the form. If you try to upload a new, unauthorized, or non-standard image file format, a warning displays.
Note: Site Administrators can place restrictions on image size. You may see a dialog asking if the new file is below your site's limit. Clicking Save uploads the image only if it meets size requirements. Images exceeding size limitations, are not uploaded. An error message similar to the following displays:
cp-cffile UPLOAD failed (C:/web/cfusion/newsite/images/
Related Links
You can download PDF versions of the Content Contributor's, Administrator's, and Elements Reference documents from the support section of paperthin.com (requires login).
For technical support:
Open topic with navigation


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As we look back in hindsight, the Ducati 1199 Superleggera has to be one of the more compelling bikes to come out of 2013. A motorcycle built with the unilateral approach of making the lightest sport bike possible, the Superleggera doesn't disappoint from a technical point of view.
However, judging from some of the reactions of its debut, some readers would have liked to see Ducati stray away from the Corse inspired livery, which had already been featured on the Ducati Desmosedici RR — Ducati's previous halo bike.
We understand that sentiment, after all not everyone is into the more-orange-than-red "Flouro Rosso" paint job that Ducati's racing machines now wear in the premier class. That is where the Ducati 1199 Superleggera Tricolore Nero by Tessoart comes into play.
A continuation of the Tricolore Nero paint job for the Panigale, which we showed earlier this year, Tessoart shows us that maybe Ducati made a mistake in its color choices for the "super light" Panigale. After all black is supposed to be slimming, right?


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Russell Okung, I appreciate that I never notice you. Now let's hope Breno improves, cause he sucks.
JSeahawks wrote:Okung is 2nd in the league in penalties. Breno is 4th. At least according to Seabowl, i'm too lazy to do the research myself.
Throwdown wrote:Yeah but, Okung has shown he has talent, Breno? not so much and he's running around like an angry bear
Hawkadeus wrote:This thread is crazy. Does the original poster pay attention? Okung gets called for 2-3 penalties a game! How can one not notice that? I like the guy and all, but he's been a bit off so far this season.
Return to [ THE OFFICIAL NET NATION FAN FORUM ]


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Now, 'inkblot' passwords for unbreakable security
Scientists, including one of India-origin, claim to have developed a new 'inkblot' password system that could provide near-unbreakable layer of security against on-line password thefts.
The new password system called GOTCHA developed at the Carnegie Mellon Universitycould secure high-value information such as bank accounts - even if the password leaks as part of a large-scale site breach.
To create a GOTCHA, a user chooses a password and a computer then generates several random, multi-coloured inkblots.
The user describes each inkblot with a text phrase. These phrases are then stored in a random order along with the password.
When the user returns to the site and signs in with the password, the inkblots are displayed again along with the list of descriptive phrases; the user then matches each phrase with the appropriate inkblot.
"These are puzzles that are easy for a human to solve, but hard for a computer to solve, even if it has the random bits used to generate the puzzle," said Jeremiah Blocki, who worked on the system along with professor Manuel Blum, and Anupam Datta, associate professor of computer science.
These puzzles would prove significant when security breaches of websites result in the loss of millions of user passwords - a common occurrence that has plagued such companies as LinkedIn, Sony and Gawker.
These passwords are stored as cryptographic hash functions, in which pa
A thief can't readily decipher these hashes, but can mount what's called an automated offline dictionary attack.
Computers today can evaluate as many as 250 million possible hash values every second, Blocki noted.
Given the continued popularity of easy passwords, such as "123456" or "password," it's not always difficult to crack these hashes. But even hard passwords are vulnerable to the latest brute force methods, Blocki said.
In the case of a GOTCHA, however, a computer programme alone wouldn't be enough to break into an account.
"To crack the user's password offline, the adversary must simultaneously guess the user's password and the answer to the corresponding puzzle," Datta said.
"A computer can't do that alone. And if the computer must constantly interact with a human to solve the puzzle, it no longer can bring its brute force to bear to crack hashes," said Datta.
Because the user's descriptive phrases for inkblots are stored, users don't have to memorise their descriptions, but have to be able to pick them outa list.


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A Sword Is Stuck In The Rock! Make Inferences About the Plot
Lesson 11 of 16
Objective: SWBAT ask and answer questions about the plot of a story, using information from the text and schema, to make inferences about the story elements.
- The Sword In the Stone by Grace Maccarone
- Lesson vocabulary words from the Reading/Writing word wall: questioning, inference, literal, literature, fable, plot
- Set up the whiteboard
- 'Inferences About the Plot' worksheet
- 'Inference Starter' poster (I used this throughout my inferencing unit)
- 1-2 post-it notes per student.
I chose this book because it's a classic fable that the kids may or may not be familiar with. I LOVE doing classics with my kids because they are universal themes that occur again and again in literature. My students were familiar with the movie version of this book, but had not heard this story. This is a simplified version for 2nd grade with some great opportunities for inferences about the story elements.
Resources (4)
Let's Get Excited!
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students' academic vocabulary. My words are color coded 'pink' for literature/'blue' for reading strategies/'orange' for informational text/'yellow' for writing/'green' for all other words)
Common starting point
- "We have been talking a lot about making inferences. We make them as we read to help us understand the story better."
- "When we make inferences, we can ask questions to help us. We answer with our schema and evidence from the book. Sometimes we use questioning to help us understand the story and make better inferences."
- "Today we'll read a fable about a famous king named King Arthur and ask some questions that help us make good inferences how he became famous - the plot of the story.
In this lesson, I contrast the idea of inferential and literal questions and answers. My students are comfortable with these kinds of questions because we finished a unit on questioning. For your reference, the first lesson where I covered the kinds of questions was The Big Question with Informational Text. I used similar techniques of having the students identify the kind of question. This helps them to realize how much information comes from the text and how the inferential questions require schema and background knowledge built upon what the author offers.
Resources (1)
Resources (1)
Teacher's Turn
Give the purpose of the lesson:
- "I drew a giant question mark on the board. What are some question words I can put inside?" Take ideas on 'who', 'what', 'where', 'when', 'how' and 'why' plus 'other words' (so you don't have to list all of them.) Here is how I explained about adding question words to the board and what the question mark looked like.
- "We'll read the this literature story today and ask some questions to learn more about the plot of the story. All of the question words will be used. We can ask some literal questions, but most of our ideas about this plot will be inferences."
- "I'll use my inference starters on those answers that I'm inferring about."
- "When we're done, we can do a 'plot sketch' to describe what happened, based on our inferences."
Introduce strategy - teacher models
- Read through the first few pages. I have a question to ask and answer about this what happened. 'Who are those men?' It does not say the answer in the text, but my schema tells might help me. I'll write the answer with an inference starter (from the poster) on my post-it note 'I think they were soldiers' with an 'I' for inferential."
- One student noticed that the author had switched descriptions from page to page. The comment was off topic but he made a good point.
- "Let me try another one - read through the next page. 'Who is that man?' That's a 'literal' 'L' answer - it's in the text so I'll write 'He is Merlin' on a post-it note."
Practice strategy - guided practice
- Remind kids to use a variety of questions on the post-it notes.
- "Help me with another one. Read through the next page. 'Why did they have a war?"
- Who can help me answer that? It says 'they have a war 's I'll infer that 'Maybe they all wanted to be king." See how I used an inference starter. I'll put that on the post-it with an 'I' because I labeled it inferential."
- This is our discussion sounded like.
My goal in this lesson is to get the kids asking questions as they read and reflect if the answers are inferences or literal. Asking a variety of questions as they read deepens their understanding of the story. (RL.2.1) I want the kids to make lots of inferences, but ultimately we are focusing on inferences about the plot. I want to encourage lots of inferencing, but then we'll go back and think about that we learned specifically about the plot. We are using post-it notes so we can go back and pick the questions and answers that best describe the plot.
Resources (5)
Students Take a Turn
Assign task
- "Let's continue reading on the Elmo. Use your post-it notes to ask and answer more questions."
- "Remember that we are focusing on ideas about the plot, what happened to the characters in the story."
- "Write 'I' for inferential and 'L' for literal answers." Here's how I reminded kids about using all of the question words.
- "Don't forget to start your inferences with a phrase from the 'inference sentence starter' poster." (see resources)
Read and give them time to ask/answer questions
- I continued reading, pausing for the kids to ask and answer questions about the characters and events, using a variety of question words. I asked them to write 'L' for literal and 'I' for inferential questions.
- Students may confuse predicting and inferencing. Although these are both great strategies to use as they write, be sure to 'label' these for the kids. This is an example of an inference vs a prediction.
- Try to focus on more questions about the plot. This will help the kids focus their inferences. There are SO many inferences to make and my kids have gotten really good at this skill, but I wanted to focus their question in this lesson.
- Encourage the kids to write more questions with inferential answers. This is deeper comprehension and will ultimately help them understand the story better.
- This is a picture of one of my students writing an inference.
- Help students with labeling 'inference' or 'literal'. This brings them back to the idea of checking the text.
- As students work, walk around and ask them about their thoughts. This formative assessment will tell you how well they can explain what they know.
Wrap up the lesson
- This was the whiteboard with post-its when we were done.
- Remember that you need to wrap up the lesson to cement the ideas and concepts in the students' minds. Take a moment to reference what you talked about the activities, and what they've learned. This is what my wrap up sounded like.
Labeling questions as inferential or literal is not the main focus of this unit, but I want the kids to identify the kind of answer they are giving because it makes them go back to the text. Here's an example of helping a student to label. This is a part of close reading, encouraging students to verify what they are learning by checking the text for information. Many times, students read literature to answer the question. Using information from the illustrations and text to improve understanding and making inferences demonstrates a more focused reading and deeper level of comprehension. (RL.2.7) The Common Core Standards shift the responsibility for this comprehension to students so they will use the illustrations and words to have a better understanding of the the plot.
Resources (7)
Share What You've Learned
Focus the inferences
- "We have some GREAT inferences now! Let's focus on the ones that tell about our plot." Draw a quick sketch on the board to mirror the worksheet.
- Pass out the worksheet. "I'll look for a question and answer post-it that really tells about what happened." Pull one off the post-its and put it next to the box on the board." Kids write the inference on their paper.
- Listen and watch at how I explained the project.
- Reread the other inferences and let the kids help you choose 4 more good ones that describe the plot.
- This is a shot of my image with inferences.
Add some color
- "Now take a moment and color the picture if you want."
- I walked around and asked the kids why they detailed their drawing in a certain way.
- Take a look at examples: student worksheet 1 and student worksheet 2.
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
Students with language challenges may need help with the formation of questions and inferences. You can pair them up with a partner or prompt them as needed. As they work independently, check with them to see if they can explain their inferences.
For those with higher language, challenge them to ask deeper level questions. Go beyond 'Why did they ask Merlin?' to 'How could Merlin help this situation?' Expect the higher level vocabulary they may be able to use. There are some great words in the book that they could incorporate - magical, rule, and observe.


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Red Cross sends two volunteers to Boston
The American Red Cross reports it has sent two volunteers from the Buffalo area to Boston to assist in recovery from the bombings at the Boston Marathon on Monday.
Jay Bonafede of the Town of Tonawanda will fly to Boston this morning to work in public affairs. Tara Hughes of Amherst, the Red Cross state disaster mental health chairwoman, has been in Boston since Tuesday morning. They are part of a group of nearly 150 Red Cross disaster workers in Boston.


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Author: Ian McCaig
Ian leads all product marketing, communications and business operations at Qubit. Before Qubit Ian worked at Google for just under 5 years and in that time gained experience in marketing, product and sales development. Most recently Ian led Google's business marketing team in the UK, helping customers and agencies understand how to get the most out of Google's solutions such as Adwords, YouTube, Google Analytics and Google's suite of insight tools. Previous to that Ian led the monetization of the Google Content Network across EMEA and helped develop the UK & Benelux sales strategy which went on to shape the global thinking about search. Prior to Google Ian worked in the Music Industry and for a leading FMCG company. Ian graduated from Bath University with a degree in Business Management.


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HONEY BROOK — A 51-year-old man is facing charges of homicide by vehicle while driving under the influence in connection with Wednesday's fatal crash on Route 322, according to state police.
Police said Kenneth Haldeman Jr., of Honey Brook, was driving the 1989 Ford Ranger that collided head on with another vehicle around 10:50 a.m. Wednesday on Route 322 just west of Chestnut Tree Road. The driver of the second vehicle, 70-year-old Diana Weaver of West Chester, was pronounced dead at the scene.
According to state police, investigators found marijuana and heroin in Haldeman's possession. Police said he was under the influence of a controlled substance at the time of the crash.
Police said Haldeman was arraigned on homicide by vehicle while DUI and related charges and taken to Chester County Prison after failing to post $250,000 cash bail.
Follow Michael N. Price on Twitter @MikePriceWrites and on Facebook at www.facebook.com/michaelnprice.


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FERPA faqs for Students & Parents
Q: Are there situations in which a student's education records may be released without his/her consent?
Yes, Adams State may release a student's education records without his/her consent to:
- Adams State University school officials
- Other schools to which you are transferring
- Persons or institutions requesting information in connection with financial aid status
- Agencies conducting an audit or enforcing federal or state education programs or laws
- Accrediting organizations
- Parties requiring information to comply with judicial order or lawfully issued subpoena
- Officials in a health or safety emergency
Q: Can a student's education records be released to his/her parents?
No, it is Adams State policy NOT to release any information to parents without written consent.
Q: Can a student restrict the release of directory information?
Yes, by filling a confidentiality form a student can restrict the release of directory information.
Q: Are there negative consequences to filling a confidentiality form?
Yes, future employers and schools will not be able to obtain ANY information, including dates of attendance, degrees received enrollment verification etc.
Q: Can a student permit the release of certain education records?
Yes, Adams State can release education records on a student's behalf when a written consent is filed.
Q: What should I do if I feel my FERPA rights have been violated?
Contact the registrar at:
- Belen Maestas
- Adams State University Records Office
- 208 Edgemont Blvd.
- Alamosa, CO 81101