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Featured News - Current News - Archived News - News Categories
New York State Parks, Recreation and Historic Preservation Commissioner Rose Harvey has announced that 12 communities across the state will receive grants totaling $141,515 to support local historic preservation activities. The grants, funded from New York's share of the federal Historic Preservation Fund, are targeted to assist certified local governments - municipalities that have enrolled in a local-state-federal partnership to identify and protect historic properties.
To qualify for CLG designation, a municipality must enact and enforce local historic preservation legislation that complies with federal standards and maintain a qualified historic preservation commission.
"By incorporating historic preservation into local planning, municipalities that participate in the certified local government program are making a long-range investment in their community's quality of life and economic vitality," Harvey said.
Priority was given to projects that will strengthen local preservation capacity and have broad public impact. Many of the grants will help CLGs prepare detailed surveys of historic resources that may be eligible for the state and national registers of historic places. The surveys are important planning tools for municipalities that support economic development and education goals. The complete list of grants follows.
1. Brockport, Comprehensive Survey and Website Creation, $9,771
The project will create an updated survey of all national register-eligible properties within the village to validate information in the current downtown national register district and enable the CLG to develop future national register districts in residential areas, thereby increasing access to rehabilitation tax credits. Information from the survey will be available in a new website, a tool that will help increase public awareness of historic resources and access to information about the historic commission's work.
2. Buffalo, Downtown and the Belt Line "Preservation Ready" Survey Project, $60,000
City of Buffalo staff and the Buffalo Niagara Partnership are collaborating on a project that addresses the need to improve the competitiveness of downtown Buffalo for private investment and development. Survey work will update and expand the inventory of historic resources in downtown and in several nodes along the beltway. The project will also involve building condition studies of selected sites that will evaluate their condition and appropriateness for rehabilitation. The results will be used to create a "Preservation Ready" database/resource guide.
3. East Aurora, Reconnaissance Level Historic Resources Survey, $11,000
A "street-by-street" reconnaissance survey will provide an overview of the village's historic resources tied to the context of the village history. The information will provide essential background information for objective land use decisions. The survey will also result in recommendations for future intensive level surveys and designation of historic districts.
4. Ellenville, Identity, Awareness, Anchoring: Historic District Identification, $1,951
The CLG will build on previous survey work and designation efforts to educate the local community about the wealth of historic resources and the benefits of preservation by "branding" landmarked buildings in the village. The project includes the development and production of plaques, maps, brochures and signage. The commission will also develop PSAs for distribution via newspaper and other media.
5. Elmira, National Register Historic District Nomination for the Maple Avenue/Brand Park Area, $7,035
The City of Elmira and Historic Elmira Inc. are partnering to enlist the assistance of a preservation consultant to develop a national register nomination for the Maple Avenue-Brand Park Historic District. This project will build upon and utilize resources that both organizations have invested in during the past two years, including survey work and an historic structure report. The goal is to provide property owners access to rehabilitation tax credits, which will help with the revitalization of a neighborhood damaged by a tornado.
6. Great Neck Plaza, St. Paul's Church Complex NR Nomination and Preservation Commission Training Workshop, $6,000
Placing the 1924 St. Paul's Church complex on the national register would aid the Episcopal Church to seek funding for stabilization and repairs. The village considers the complex as a significant site in the historic landscape of the village and seeks to help protect the buildings. In addition, the CLG will hold a half-day workshop for the preservation commission on regulation, including design review, working with applicants, materials required for applications, how to evaluate proposals, and how to judge future impact of decisions on the historic district and the municipality in general.
7. Hamburg, Local Historic District and National Register Historic District, $5409
Survey work will support the goal of designating two historic districts. The CLG will hire a consultant to update surveys of Main Street and Union Street, completed in 2003, and to prepare a national register nomination for the main district historic district. National register status will increase property owners' access to rehabilitation tax credit programs.
8. Kingston, Kingston Historic Bluestone Survey Project, $17,000
The Kingston Historic Bluestone Survey Project will establish the condition of bluestone sidewalks existing bluestone in historic districts and heritage areas and take critical steps toward preserving historic infrastructure including making an inventory of existing bluestone in historic districts and heritage areas, including assessment of existing conditions and care of Kingston's bluestone and developing a sidewalk improvement plan to assist the city with prioritizing bluestone restoration.
9. Town of New Paltz, Time Lapse Photo Project, $1,601
The project will create 10-20 "time lapse" animated images and video clips that blend from a historic photograph to a recent photograph. The images will be used to demonstrate the changing appearance of historic buildings and the importance of maintaining historic character. The work is part of the development of a website on the historic properties in the Town and Village of New Paltz
10. Ossining, Historic District Markers Project, $2,018
The project seeks to build on the CLG's previous work to produce a walking tour brochure by placing historic markers at sites in the downtown Ossining and Sparta historic districts in order to advance tourism and heritage education.
11. Syracuse, Washington Square Neighborhood Survey Project, $10,500
Syracuse will complete a hybrid reconnaissance/intensive-level survey of the Washington Square neighborhood, part of an initiative to survey resources by theme and geographic area. The survey will add 800 resources to the CLG inventory, identify individual properties and districts that may be eligible for local designation and/or state and national register list, and help the city identify areas for targeted revitalization and focused code enforcement efforts.
12. Williamsville, Update of Reconnaissance Level Survey and Preparation of Intensive Level Survey, $9,230
The Village of Williamsville will update its 15-year old reconnaissance level survey and prepare an intensive level survey of historic resources. The results of these surveys will be used to identify the most significant and threatened properties, and will also be used to prepare nominations of properties for designation as local landmarks, historic districts, and for listing on the state and national registers of historic places. These designations will also serve as a tool to protect these resources and to guide commercial development within the Main Street corridor.


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NOMADIC VISIONS: Recent Work by Six New York Sculptors, 1989
Maureen Connor, Petah Coyne, Ellen Driscoll, Carol Hepper, Creighton Michael, Elise Siegel
20 pages. Seven b/w images. Text by Lasse Antonsen.
Price: $5.00 Shipping: $3.00
POST-UTOPIA: Paintings and Installations by the Soviet Conceptualists
Eric Bulatov, Ilya Kabakov and Komar & Melamid, 1989
28 pages. 8 b/w images. Essay by Lasse B. Antonsen, Ilya Kabakov, and Eric Bulatov, and interview with Komar & Melamid by Nathan Fedorovski, courtesy of Galeries magazine, Paris.
Price: $5,00 Shipping: $3,00
BARBARA ECKHARDT: Poetic Space, 1998
68 pages. 42 color images. Foreword by Nancy A. Corwin. Introduction by Gerhardt Knodel. Essays by Bhakti Ziek and Margo Mensing.
Price $15.00 Shipping $4.00
JØRGEN RØMER: The Subtle Gesture, 1998
28 pages. 1 b/w image. 4 color images. Essay in English and Danish by Lasse B. Antonsen.
Price: $8.00 Shipping: $3.00
OPEN SECRETS: Drawings and Etchings by Paula Rego, 1999
76 pages. 46 b/w images. 9 color images. Essay by Memory Holloway and Ruth Rosengarten.
Price: $15.00 Shipping: $4.00
OLEG VASSILIEV: The Past Isnt Dead. It Isnt Even
Past, 2000
36 pages. 1 b/w image. 11 color images. Foreword by Lasse B. Antonsen. Essay by Amei Wallach. Text by Oleg Vassiliev.
Price: $10.00 Shipping: $3.00
NANCY SPERO: Selected works from Codex Artaud 1971-72, 2001
24 pages. 1 b/w image. 6 color images. Essay by Amei Wallach.
Price: $9.00 Shipping: $3.00
PER KIRKEBY: Large Scale Monotypes 1993, Etchings from Feldbuch
1994, Poems from Now The Painters Rise 1994, 2002
24 pages. 1 b/w image. 6 color images. 11 poems by Per Kirkeby.
Price: $9.00 Shipping: $3.00
36 pages (oversized). 25 b/w images with text by the artist. Essay on the artist by Michel Foucault (1982).
Price$15.00 Shipping $5.00
CRAFT TRANSFORMED: PROGRAM IN ARTISANRY: Boston University 1975-1985,
Swain School of Design 1985-1988, University of Massachusetts Dartmouth
1988-2002, 2003
60 pages. 48 color images. Introduction by Jennifer L. Atkinson and Lasse B. Antonsen. Essays by Jonathan Leo Fairbanks, Barbara B. Goldberg and Gail M. Brown.
Price: $15.00 Shipping $5.00
If interested in any of these catalogs, please write out a check for
the price plus shipping to: Art Gallery UMASSD, and mail it to:
University Art Gallery
University of Massachusetts Dartmouth
715 Purchase Street
New Bedford, MA 02740
If you are interested in more than one catalog, please call the gallery for information on combined shipping cost.


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1. A 'course' is defined as a period of time on a single course type as described in our current brochure – for example, the Intensive General English course or the Business English 30+ course.
The 'minimum period' is the minimum booking length possible for the course (for example 1 week for General English 30+). For the purposes of cancellation, the minimum period on the Intensive General English and English for University courses is 6 weeks, or the period originally booked, whichever is shorter. In the case of Individual Tuition each week is regarded as both 'a course' and the 'minimum period'.
2. A booking can consist of either a single course or a combination of courses.
Making a booking
3. When you make a booking, you must pay:
- a non-refundable registration fee of £60 (or £30 if you book online through our web site at http://londonschool.force.com/)
- a course deposit of £500
- If you want accommodation, you must also pay:
- a non-refundable accommodation placement fee of £60
- an accommodation deposit of £150 if you choose homestay accommodation
4. You must pay your deposit within 5 days of making your booking, and the rest of your fees in full 30 days before the first course starts. If you are making a booking less than 30 days before the start of your course, you must pay full fees immediately. If you make any changes after your booking has been confirmed you will be charged £30.
Extending your booking
5. It is usually possible to extend your booking while you are here. The extra fees you pay will be based on the length of your original booking. For example, if you originally booked 18 weeks on the Intensive General course and extend by 4 weeks, you will pay for these 4 weeks at the 18-week rate. You must pay a deposit, or full fees, in order to guarantee a place.
Cancelling or postponing a course before you start it
Important note: You must be insured to avoid losing fees. View our insurance page for more information
6. If you want to cancel a course, you must do so in writing. You may cancel on the following conditions:
- more than 15 working days' (Monday–Friday) notice before the course begins: no penalty
- 6 working days to 15 working days' notice before the course begins: 50% penalty
- less than 6 working days' notice before the course begins: 100% penalty.
Each minimum period is regarded as a separate course. (See paragraph 1 above).
7. If you want to postpone a course, you must do so in writing. You may postpone on the following conditions:
- you must pay the full course fees by the original starting date of the course booked, and
- you must take the postponed course within 3 months of the original starting date.
If you postpone a booking, we will give you a credit towards the postponed booking as follows:
- 6 working days' notice or more before the course begins: 100% credit of course fees paid
- less than 6 working days' notice before the course begins: 50% credit of course fees paid.
A postponed booking cannot be postponed again or cancelled.
If you postpone Individual Tuition (including combination courses) with less than 3 working days' notice, you will not receive any credit of your fees.
Please note that it is your responsibility to arrange suitable insurance to avoid losing fees in the event of unavoidable cancellation or postponement.
Note that our terms apply even in the case of unforseeable 'force majeure' events, which may not be covered by insurance.
8. If you cancel your booking because of a visa refusal, we will refund any fees that you have paid if you send us a copy of the visa refusal letter issued by the British Embassy/Consulate. You must do this at least 5 working days before your course is due to start. If you notify us later, we reserve the right to charge you in line with our normal cancellation terms. If you cancel less than 5 working days before your arrival date, and homestay has been arranged, you must pay for 1 week's accommodation, and the accommodation placement fee, even if your cancellation is caused by a visa refusal. Please note that it is your responsibility to apply for your visa in good time.
Shortening a booking after you have started
'Intensive General English (IGE) and 'English for University' (EFU) courses.
9. If your Intensive General English course is shorter than 13 weeks, you cannot shorten your stay part of the way through it.
10. If your IGE or EFU course lasts more than 12 weeks, you may shorten your stay part-way through if:
- you give us 15 working days' notice of a change
- you pay for at least 12 weeks, and pay for the weeks you have taken (including the period of notice if appropriate) at the rate appropriate for a booking of that length
- you pay a cancellation penalty equal to half the difference between your original fees and the revised fees.
If you extend your course, you cannot cancel part-way through the extension.
11. If you shorten an Intensive General English or English for University course but at the same time book and pay for an extra course or courses (for example, if you shorten your Intensive General English course in order to move onto an IELTS course), we will reduce the penalty by 20% of the difference between the extra fees you will now spend and the revised fees as defined in paragraph 10. This credit can only be used to reduce the penalty; if it is greater than the penalty, we will not return any money to you.
Other courses
12. Each Minimum Period (as defined in paragraph 1) is regarded as a separate course. The rules in paragraphs 6 and 7 relating to cancellation apply whether you cancel before you arrive or while you are here.
13. The cancellation conditions in paragraphs 6-12 above apply in all circumstances except a visa refusal (see paragraph 8). We therefore strongly recommend that you take out insurance in case you are unable to start or finish your course for reasons outside your control, such as illness. See separate notes about insurance.
Changing your booking
Any changes to bookings once they have been confirmed will incur a charge of £30. The only exception is for course extensions made after arrival.
14. If you give us less than 15 working days' notice, you may be able to change a course booking, but this is at our discretion.
15. If you change from a more expensive course to a cheaper one with less than 15 working days' notice, we will not give you any refund, either in cash or in extra lessons.
16. If you change from a cheaper group course to a more expensive group course, you will have to pay extra, but we will always give you a credit of the fees you have paid.
17. If you change from a group course to Individual Tuition or to a Combination course with less than 15 working days' notice, the Individual Tuition must be at least 15 hours per week. In this case we will give you credit of 100% of your weekly group course fee per week of Individual Tuition.
18. If you change your course after you have started in the school, you must pay a rebooking fee of £30 for every change, unless we have advised you to move between the 'Intensive General English' course and 'English for University'.
Examination courses
19. You must pay your examination fees at the same time as your course fees. Examination booking dates depend on the examination authority. If you book late, you may have to pay an extra fee. The fees quoted for examination courses do not include the fees for the examination itself. The examination may take place either during the last week of the course or after the course has finished.
20. If your courses at the school last for 12 weeks or more, you may take a holiday on the following conditions:
- Your holiday must consist of whole weeks, must last at least 2 weeks, and must not normally exceed 4 weeks.
- Total holidays must not normally exceed 20% of your total course.
- You must give us at least 15 working days' notice of taking a holiday.
- In July and August you must start and finish your holiday on the published course dates (see our website for more details).
- We will not give you a refund for holiday weeks, but you may extend your stay by the same number of weeks.
- If as a result of taking a holiday your course is extended into July or August, you will have to pay a summer supplement (please see our website for more details). If you take holiday in weeks for which you have paid a summer supplement, we will refund it.
- If as a result of taking a holiday your course extends into 2016, you will have to pay 2016 fees.
- If you later cancel part of your course (see paragraph 10), holiday weeks will be lost and weeks during which you were on holiday will be counted as course weeks for the purpose of calculating fees and penalties.
21. The school is closed on some public holidays and open on others. Please see our current Dates and Fees for details. If you make a booking that means you will miss more than 5% of your course(s) at Westcroft Square because the school is closed while you are here, we will adjust your fees to reflect the time that you will lose. Course fees will be adjusted to reflect the hours lost on Holland Park Gardens courses over the Easter Bank Holiday weekend.
Your level of English
22. It is your responsibility to check the level of English you need for the course you wish to take (please see our brochure, website or current Dates and Fees). We strongly recommend that you complete our free online English test. If you are uncertain about your level, please contact the school, we will be happy to advise you.
23. If your level of English is unsuitable for the course you have booked, we reserve the right to move you to a more suitable one, or to refuse you admission to the school. If we move you to a more expensive course as a result, you will have to pay the difference. If we move you to a cheaper course, you will not receive any refund.
24. If your level is too low to join a group course, we may offer you a programme of Individual Tuition at our current rates, subject to availability. Because this will be more expensive, you can choose either to pay extra and maintain the full length of your booking, or to pay the original fees and shorten your studies. If your total time with us becomes shorter, we will calculate your fees based on the new course length.
Homestay accommodation
25. Homestay accommodation is only available while you are taking a course in the school, including any time necessary to take an exam connected with your course, and in multiples of whole weeks.
26. Homestay accommodation is booked from the day before your course starts to the day after it ends. If you want to arrive earlier, or leave later, we will try to arrange this at a rate of £50 per night (bed and breakfast) but we may have to offer you an alternative such as a hotel for the extra nights.
27. If you cancel your homestay with less than 6 working days' notice, you will have to pay a cancellation charge of 1 week's rent.
28. The accommodation placement fee is non-refundable if we have arranged your accommodation, whenever you cancel.
29. If you want to leave homestay accommodation while you are in the school, you must give 6 working days' notice or pay 1 week's rent instead. If you leave homestay accommodation because you are unhappy there, we will not ask you to pay this as long as your decision to leave is reasonable.
30. You may pay for your accommodation monthly. In this case you must pay one week in advance of each month.
31. We recommend that you reserve accommodation for the whole time you are in the school. If you reserve accommodation for a shorter period than your course, and then wish to extend it, you must give us at least 3 weeks' notice. We will do our best to extend it, but we cannot guarantee to do so. If you give us less than 3 weeks' notice, and it is necessary to move you to a new homestay, you will have to pay a supplementary accommodation placement fee of £60.
32. If you take a holiday break during a long course, you may be able to remain in your homestay, but this is not guaranteed. If you wish to leave your homestay at this time, you must give us at least 1 week's notice. We will try to arrange for you to return to the same accommodation, but we cannot guarantee to do so and if you need a new homestay you will need to pay a new accommodation fee of £60.
33. You are liable to pay for any damage that you cause at your accommodation.
34. The school's accommodation service acts as an agent in introducing you to your homestay host. The contract is between you and your host.
35. If you take a course that starts in one year and finishes in the next, we will calculate your fees and accommodation payments according to the fees for the different years. For example, if your course starts in 2018 and extends into 2019, you will pay 2018 prices for the part in 2018 and 2019 prices for the part in 2019.
36. You must pay all your course fees even if you arrive late. You must also pay all your course fees if you leave early or miss lessons, unless you cancel according to paragraph 10 or take holiday according to paragraph 20.
37. We reserve the right to exclude you in the event of late arrival of more than one day without prior agreement, attend irregularly or behave unacceptably. In this case you will have to pay all your course fees plus any additional costs incurred. If your attendance falls below 80% without the prior agreement of a senior courses manager, you will not be issued with an end of course certificate.
38. We try to run all advertised courses, but we reserve the right to cancel courses where this is unavoidable. In this case we will always offer you an alternative, but if you choose not to accept it, we will refund you all fees paid.
39. If you have come to us through an agent, their Terms of Contract may apply to you, but we reserve the right to apply our own Terms.
40. In order to fulfil our obligations to you and, in some cases, to the British authorities, it is necessary for us to see and copy your passport (and visa if appropriate), to have contact details for you in London (including a mobile phone number if you have one), and to have details of your next of kin in your own country. You therefore agree to provide these and tell us if they change during your stay.
41. We reserve the right to hold our courses at either London centre or at a suitable offsite location, irrespective of the published location. Although we will always try to respect the stated maximum class size, we reserve the right to exceed it by one.
42. If a situation arises that has not been covered by these Terms, we reserve the right to take any fair and reasonable action that we think appropriate.
Terms and conditions
Download a PDF version of our terms and conditionsDownload
Why study at The London School of English?
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About David Austen
Best known for his bold text paintings until, in recent years, he began producing films, David Austen explores emotional states and human relationships, often borrowing images and text from old black-and-white photos, film noir, and 19th-century literature. Austen's oil-on-canvas text paintings display bittersweet phrases such as "The Love Planet," and "The City of Love and Fear." In his feature-length film End of Love (2009), a post-apocalyptic, vaudeville piece, a cast of characters including a trapeze artist, an old moon, and a dark angel perform at the end of the world in an abandoned theater, to rows of empty seats. Austen has also painted frail-looking watercolor nudes, and produced etchings and colorful mobiles.
British, b. 1960, Harlow, United Kingdom, based in London, United Kingdom


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Cancer Information and Resources
Learn how to become a proactive patient. Understand your treatment choices. Get the latest news on advances in cancer. If you or a loved one is facing cancer, you'll want to explore the Cancer Knowledgebase, with separate sections on more than 60 types of the disease.
Visit our Cancer Knowledgebase or click on a link below for more information.
About Cancer
Cancer is an abnormal growth of cells. Cancer cells are often shaped differently from healthy cells, and they reproduce rapidly, forming tumors, despite signals sent from the body to stop.
Cancer Tests and Procedures
Doctors use tests like mammography, MRI, and CT scans to help them screen for, diagnose, and treat cancer. If you have cancer, you may have had one or more of these tests.
Cancer and Nutrition
Making careful food choices will help support your immune system's fight against cancer. The foods you choose to eat during treatment will vary according to any side effects you may have.
Cancer Treatment Side Effects
Cancer treatment can cause a number of side effects. Learn how to cope with fatigue, loss of appetite, skin problems, and more.
Specific Cancers
Look here for information on specific types of cancer, from adrenal cancer to thyroid cancer and beyond.
Cancer and Genetics
The human genome contains many types of genes that control cell growth. When these genes have an error in their DNA, they may not work properly. Cancer can develop if many gene errors occur.
Cancer Diagnosis
After your cancer diagnosis, everything in life may suddenly feel out of control. Your initial thoughts may be "How could this have happened to me?" and "How will I get through this?"
Cancer Treatment
The goals of cancer treatment are to get rid of the cancer; prevent it from recurring; prolong life, and, if necessary, provide palliation, or easing of symptoms to improve quality of life.
Living with Cancer
Newer tests and cancer treatments have added many months and years to people's lives. As a result, cancer is increasingly viewed as a long-term chronic illness.
Children and Cancer
Cancer is a disease that strikes not only adults, but also children. Find out how childhood cancer, diagnosis, and treatment differ from adult cancers.


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A Carthage native and veteran of the Carthage business community has been tabbed for the top job at the Carthage Chamber of Commerce.
A Carthage native and veteran of the Carthage business community has been tabbed for the top job at the Carthage Chamber of Commerce.
Mark Elliff, 55, Carthage, was chosen by a committee of community leaders and city officials to take the dual job of Carthage Chamber president and Carthage Economic Development Director.
"This really is kind of a dream come true, and I'm not just saying that," Elliff said on Tuesday after Chamber Board President Pat Goff made the announcement. "I've lived in Carthage pretty much all my life except for five years in central Missouri where I managed a bank for UMB Bank. I grew up in Carthage, I've worked here almost all my life and to have the position of economic development director and Chamber president in your hometown is exciting."
Goff said Elliff stood out among the 20 or more candidates the committee interviewed.
"It's nice to have someone known to the community," Goff said. "We interviewed people from Arkansas, Iowa, Kansas and Missouri and had good competition for the job. Mark is well known to the community, he's served on the Chamber board and as chairman of the board and has extensive experience in economic development."
Goff said Elliff will take over no later than April 4.
Elliff replaces Sabrina Drackert, who worked as Chamber President for three years before resigning in February to take care of her newborn son, who was born with spina bifida.
Elliff said his 11 years at Hometown Bank and more than 20 years at UMB Bank were spent doing much the same job as he will be doing as Chamber president and Carthage Economic Development Director.
"Economic development is the same thing I was doing in banking, except it's called business development," Elliff said. "You have a company that needs to expand and grow or have a working line of credit, and you need to know how that company is organized and what its needs are and help meet those needs. That's the same thing as what I'd be doing here, what are the needs of the Carthage business community and how do we get those needs met? I'll also be working to attract new business."
Elliff said the city needs a strategic plan for economic development that includes a set of economic development goals and how to work toward those goals.
He said the fact that he grew up in Carthage and worked in Carthage almost all his working life means he can hit the ground running on his new job.
"What Sabrina did was set up and construct a good framework," Elliff said. "We have two very capable people in that office that can handle the day to day tasks so I can focus on economic and business development."
Since September 2011, Mark Elliff has worked as director of donor relations for Life of Hope ministries, a Joplin-based ministry that "exists to rescue the children of Latin America," according to the group's mission statement on its website www.lifeofhope.org.
Before that he worked for Hometown Bank for 11 years and UMB Bank for more than two decades.
Elliff is a 1975 graduate of Carthage High School and 1979 graduate of Missouri Southern State University.
Mark and his wife, Vicki have a daughter, Jennifer, 27. Their son, Jonathan, died of cancer six years ago.
He's an elder in the First Christian Church in Carthage.


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California: 9th-Grade Standards
CA.10.1. Content Standard: World History, Culture, and Geography
The Modern World: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
10.1.1. Performance Standard:
Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
10.1.2. Performance Standard:
Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.
10.1.3. Performance Standard:
Consider the influence of the U.S. Constitution on political systems in the contemporary world.
CA.10.2. Content Standard: World History, Culture, and Geography
Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.1. Performance Standard:
Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).
10.2.2. Performance Standard:
List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
10.2.3. Performance Standard:
Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
10.2.4. Performance Standard:
Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
10.2.5. Performance Standard:
Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
CA.10.3. Content Standard: World History, Culture, and Geography
Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
10.3.1. Performance Standard:
Analyze why England was the first country to industrialize.
10.3.2. Performance Standard:
Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
10.3.3. Performance Standard:
Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
10.3.4. Performance Standard:
Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
10.3.5. Performance Standard:
Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
10.3.6. Performance Standard:
Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
10.3.7. Performance Standard:
Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
CA.10.4. Content Standard: World History, Culture, and Geography
Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
10.4.1. Performance Standard:
Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
10.4.2. Performance Standard:
Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
10.4.3. Performance Standard:
Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
10.4.4. Performance Standard:
Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
CA.10.5. Content Standard: World History, Culture, and Geography
Students analyze the causes and course of the First World War.
10.5.1. Performance Standard:
Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of 'total war.'
10.5.2. Performance Standard:
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
10.5.3. Performance Standard:
Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
10.5.4. Performance Standard:
Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
10.5.5. Performance Standard:
Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
CA.10.6. Content Standard: World History, Culture, and Geography
Students analyze the effects of the First World War.
10.6.1. Performance Standard:
Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics.
10.6.2. Performance Standard:
Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
10.6.3. Performance Standard:
Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
10.6.4. Performance Standard:
Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the 'lost generation' of Gertrude Stein, Ernest Hemingway).
CA.10.7. Content Standard: World History, Culture, and Geography
Students analyze the rise of totalitarian governments after World War I.
10.7.1. Performance Standard:
Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).
10.7.2. Performance Standard:
Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
10.7.3. Performance Standard:
Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
CA.10.8. Content Standard: World History, Culture, and Geography
Students analyze the causes and consequences of World War II.
10.8.1. Performance Standard:
Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2. Performance Standard:
Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
10.8.3. Performance Standard:
Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.8.4. Performance Standard:
Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
10.8.5. Performance Standard:
Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
10.8.6. Performance Standard:
Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
CA.10.9. Content Standard: World History, Culture, and Geography
Students analyze the international developments in the post-World World War II world.
10.9.1. Performance Standard:
Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
10.9.2. Performance Standard:
Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
10.9.3. Performance Standard:
Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
10.9.4. Performance Standard:
Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
10.9.5. Performance Standard:
Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
10.9.6. Performance Standard:
Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
10.9.7. Performance Standard:
Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
10.9.8. Performance Standard:
Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
CA.10.10. Content Standard: World History, Culture, and Geography
Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
10.10.1. Performance Standard:
Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
10.10.2. Performance Standard:
Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
10.10.3. Performance Standard:
Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
CA.10.11. Content Standard: World History, Culture, and Geography
Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
CA.9-12.HS Content Standard: Historical and Social Sciences Analysis Skills
The intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine through twelve.
9-12.CST. Performance Standard:
Chronological and Spatial Thinking
9-12.1. Grade Level Expectation:
Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
9-12.2. Grade Level Expectation:
Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.
9-12.3. Grade Level Expectation:
Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
9-12.4. Grade Level Expectation:
Students relate current events to the physical and human characteristics of places and regions.
9-12.HREP. Performance Standard:
Historical Research, Evidence, and Point of View
9-12.1. Grade Level Expectation:
Students distinguish valid arguments from fallacious arguments in historical interpretations.
9-12.2. Grade Level Expectation:
Students identify bias and prejudice in historical interpretations.
9-12.3. Grade Level Expectation:
Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinctions between sound generalizations and misleading oversimplifications.
9-12.4. Grade Level Expectation:
Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
9-12.HI. Performance Standard:
Historical Interpretation
9-12.1. Grade Level Expectation:
Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
9-12.2. Grade Level Expectation:
Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
9-12.3. Grade Level Expectation:
Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
9-12.4. Grade Level Expectation:
Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
9-12.5. Grade Level Expectation:
Students analyze human modifications of landscapes and examine the resulting environmental policy issues.
9-12.6. Grade Level Expectation:
Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.


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Words containing anglial
Found 1 words containing anglial. Browse our Scrabble Word Finder, Words With Friends cheat dictionary, and WordHub word solver to find words that contain anglial. Or use our Unscramble word solver to find your best possible play! Related: Words that end in anglial
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Saturday, August 6, 2011
My Ideal Season of Who Do You Think You Are?
Susan Peterson of Long Lost Relatives asks the following:
Imagine, just for a moment, that you are the producer of the hit NBC television series, Who Do You Think You Are? What celebrities would you like to see on your perfect season of the show? And why would you choose them?
Here we go!
*Sir Thomas John Woodward aka Tom Jones - What can I say? I would love to know the ancestry behind someone who caused women to shower him with undergarments? Do rakes and rascals run through his family tree? Thinking It's Not Unusual!
*Jada Pinkett Smith - One of Baltimore's (my hometown) favorite daughters made her debut on the show A Different World. Went on to a successful acting career and marriage to the "Fresh Prince of Bel Air". Jada's heritage is very diverse consisting of African-American, Portuguese-Jewish, West Indian, and Creole. I would imagine there are many interesting stories lurking in her family tree. Also, it would be a treat to spend an hour with this elegant young woman.
*Steven Victor Tallarico aka Steven Tyler. - I wonder if there is an Italian opera singer waiting for discovery in his background. That might be where Steven inherited those amazing pipes and flair for the dramatic.
*Maya Angelou - Need I say more?
*Cher - I imagine there is a fascinating background to this multi-talented woman. Cher is of Armenian, Cherokee, English, and French decent. Also, little known fact she suffered from undiagnosed dyslexia as a child. It would be interesting to learn if any of Cher's ancestors dealt with learning disabilities. If I Could Turn Back Time Cher would be one of my top picks! Sorry, couldn't help myself.
*Clint Eastwood - I have to admit Clint is my favorite tough guy. In several biographies I read of his Scottish ancestry. With my links to Scotland I would love to discover more about this heritage.
*Stephenie Meyer - Who wouldn't want to explore the background of a Mormon girl writing vampire stories?
*Tina Turner - What an absolute treat to learn about the ancestry of "The Queen of Rock 'n' Roll". Tina is known for her amazing talent and ability to overcome great adversity. I would love to know where that fierce drive originated. Also, how wonderful to hear Tina sing at least one song.
And there is my perfect season of Who Do You Think You Are? Who would you choose?
Thanks to Susan for the fun fantasy!
3 comments:
Deb, You have an interesting list here. I would like to comment that Tina Turner's family ancestry was a part of African American Lives 2 - the PBS series. I was fortunate to work on that project and am still thrilled with the prospect. Thanks for sharing your ideal list.ReplyDelete
Thanks for stopping by to read the post.
So sorry I missed the Tina Turner episode! Just went online and can't find the entire show. Will keep looking since Tina is one of my all time favorites! Don't know how I missed this in the first place.
How lucky to work on such an incredible project!
Very eclectic and diverse selections! I'm really enjoying reading everyone's choices. Glad you are having fun with this idea!ReplyDelete
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HARTSVILLE, S.C. – The Coker women's basketball team will host Belmont Abbey in their final game of the regular season on Friday (Mar. 1). Live video broadcast of the game will be available at www.cokercobras.com.
The Cobras are currently on a five game win streak, with three of those wins coming on their home floor. Coker (17-10, 13-8) has played well in front of their home crowd all year long, posting a 9-2 record in the Timberlake-Lawton gymnasium.
In their last meeting with Belmont Abbey the Cobras fell 70-65 as a result of a second half offensive surge from the Crusaders. Autumn Lau was the leading scorer in that game with 29-points for the Cobras.
Lau will continue to play a big part offensively for the navy and yellow, but especially on the defensive side of the ball. Not only is the junior forward leading the team with an average of 18.5-points per game, but she is also averaging seven rebounds along with 2.5-blocks per game.
In the last five games the Cobras have held their opponents to just over 60-points per game, while Coker offensively has averaged 70-points.
Along with Autumn, twin sister Amber Lau has helped with the scoring responsibilities by averaging just under 14-points per game. Angie Lawrence is also averaging double-figures herself, tallying 11-points per game.
Belmont Abbey (12-13, 11-10) is coming off a tough 68-48 loss to Barton College on Tuesday (Feb. 26). The Crusaders are lead by Morgan Midkiff who is averaging 13.7-points per game, and Kelsey Long who is averaging 12.2-points.
With a conference record of 13-8, Coker has already clinched fourth place in the league. Belmont Abbey however, is in a three-way tie for fifth place and will be looking to move up in the rankings on Friday night.
Tip-off is scheduled for a 5:30 p.m. start time, followed by the men's game at 7:30.


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Elder Robert Speer
Elder Robert Speer, age 87 of Poyen went to be with his Lord and Savior, June 24, 2013.
Visitation will be Wednesday, June 26 from 6:00-8:00pm at Regency Funeral Home in Malvern.
Funeral Service will be Thursday, June 27 at 10:00am at Regency Funeral Home with Brother Don Goodman and Brother Kevin Spurlin officiating. Interment will be at Lindsey Poyen Cemetery with full military honors.Arrangements are by Regency Funeral Home. You may sign the guest book at www.regencyfuneralhome.com.


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This is an example of one of the many notecards Dr. King kept in cardboard filing box for reference to quotations, ideas, books and other publications, definitions, and bible verses.
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Shares of Uniti Group Inc (UNIT) have seen the Mesa Adaptive Moving Average (MAMA) crawl below the Fractional Moving Average or FAMA. The crossing of the MAMA and FAMA lines can be used to generate Buy and Sell signals. When the MAMA crosses above the FAMA a buy signal is given. Alternatively, when the MAMA crosses below the FAMA a sell signal is given.
The MESA Adaptive Moving Average is a technical trend-following indicator which adapts to price movement "based on the rate change of phase as measured by the Hilbert Transform Discriminator". This method of adaptation features a fast and a slow moving average so that the composite moving average swiftly responds to price changes and holds the average value until the next bar's close. The Averages act as support and resistance areas and the price will tend to react to them. This makes pullbacks to the MAMA and FAMA suitable with-trend entry areas. As with most technical indicators, the MAMA is best used in conjuction with additional signals.
Traders may be also be focusing in on the ATR or Average True Range indicator when performing stock analysis. At the time of writing, Uniti Group Inc (UNIT)
has a 14-day ATR of 0.49. The average true range indicator was developed by J. Welles Wilder in order to measure volatility. The ATR may assist traders with figuring out the strength of a breakout or reversal in price. It is important to note that the ATR was not designed to determine price direction or to predict future prices.
Currently, the 14-day ADX for Uniti Group Inc (UNIT) is sitting at 35.44. Generally speaking, an ADX value from 0-25 would indicate an absent or weak trend. A value of 25-50 would support a strong trend. A value of 50-75 would identify a very strong trend, and a value of 75-100 would lead to an extremely strong trend. ADX is used to gauge trend strength but not trend direction. Traders often add the Plus Directional Indicator (+DI) and Minus Directional Indicator (-DI) to identify the direction of a trend.
Checking in on some other technical levels, the 14-day RSI is currently at 27.67, the 7-day stands at 20.07, and the 3-day is sitting at 23.04. Many investors look to the Relative Strength Index (RSI) reading of a particular stock to help identify overbought/oversold conditions. The RSI was developed by J. Welles Wilder in the late 1970's. Wilder laid out the foundation for future technical analysts to further investigate the RSI and its relationship to underlying price movements. Since its inception, RSI has remained very popular with traders and investors. Other technical analysts have built upon the work of Wilder. The 14-day RSI is still a widely popular choice among technical stock analysts.
Investors may be watching other technical indicators such as the Williams Percent Range or Williams %R. The Williams %R is a momentum indicator that helps measure oversold and overbought levels. This indicator compares the closing price of a stock in relation to the highs and lows over a certain time period. A common look back period is 14 days. Uniti Group Inc (UNIT)'s Williams %R presently stands at -84.32. The Williams %R oscillates in a range from 0 to -100. A reading between 0 and -20 would indicate an overbought situation. A reading from -80 to -100 would indicate an oversold situation.
Taking a closer look from a technical standpoint, Uniti Group Inc (UNIT) presently has a 14-day Commodity Channel Index (CCI) of -122.03. Typically, the CCI oscillates above and below a zero line. Normal oscillations tend to stay in the range of -100 to +100. A CCI reading of +100 may represent overbought conditions, while readings near -100 may indicate oversold territory. Although the CCI indicator was developed for commodities, it has become a popular tool for equity evaluation as well.
Receive News & Ratings Via Email - Enter your email address below to receive a concise daily summary of the latest news and analysts' ratings with MarketBeat.com's FREE daily email newsletter.


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Editor's note: Viewing this on a mobile device? Click here to see the full infographic.
(CNN) -- The European Union is stepping in to save its dairy from going sour.
The EU Commission announced Thursday it will pay for temporary storage of butter, skimmed milk powder and certain cheeses in order to help its farmers deal with the impact of Russian economic sanctions.
In a tit-for-tat move against Western sanctions, Russian President Vladimir Putin banned imports of most agriculture products from the U.S., the European Union, Norway, Canada and Australia. The move was in response to countries imposing economic sanctions against Russia in the aftermath of the flight MH17 disaster.
The EU has already announced that it will spend $43.2 million helping peach and nectarine growers hit by the ban, followed by a $165 million aid package for certain fruit and vegetable farmers.
Europe's food exports to Russia were worth $15.8 billion in 2013, making up about 10% of the bloc's agriculture exports, according to EU data.
European countries sold more than $3 billion worth of dairy products to Russia in 2013 -- $1.3 billion worth of cheese, $192 million in butter and $140 million of fresh milk.
The new measures will allow farmers to store their dairy products for longer. "It gives us time to find other markets to sell these products," EU spokesman Roger Waite said.
The price tag on the help for milk farmers is not yet clear as details will be announced next week. "At the moment, there is no formal ceiling on butter and skimmed milk products," Waite said.
But the ban of foreign food is more than just an inconvenience for Russians. Russia is the world's fifth largest agricultural importer and remains dependent on food supply from abroad -- its agricultural trade deficit extended to $26 billion in 2013, according to data from the European Commission.
With billions of dollars worth of food disappearing from the market, prices are likely to go up and experts forecast increased Russian inflation, which is already running at 7.5%.
Russians will still be able to enjoy European wines and spirits, as well as bread, pasta and cereals as these have escaped the embargo. In 2013, EU countries sold nearly $1 billion worth of spirits and $733 million worth of wine to Russia.
Explore CNN's infographic above to see what items are likely to disappear from Russian menu.
Read: Russia's food ban leaves Europeans with sour taste


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Wapakoneta reaches districts for 1st time in history
Sports Editor
Shelby Kohler was the first individual in Wapakoneta Redskins girls golf program history to reach the district tournament level in 2011.
Two years later she will lead the first team in school history to reach districts, in Wapak's eighth season as a girls golf program.
The Redskins took second place Wednesday in a Division I Northwest District sectional tournament at Sycamore Springs Golf Club in Arlington.
Top three teams advanced from Wednesday's sectional to the district tournament next Tuesday.
Wapak shot a team score of 375 on Wednesday, finishing 32 strokes behind the sectional champion Ashland and 10 strokes ahead of third-place Bowling Green.
Kohler's 89 led the Redskins at sectionals Wednesday.
"I think it is very fitting that Shelby is a part of both of those record-setting times," Wapak varsity coach Dawn West said Wednesday. "She once again has shown not only why she is our No. 1 golfer for Wapakoneta by firing an 89 today, but she did a great job of helping the underclassmen be relaxed and positive going into today's round.
"She has been a wonderful team leader all year, and they have all really looked up to her," West said.
With rounds of 92 each, Zoe Rayburn and Emily Klopfenstein shot personal bests Wednesday for Wapak.
Haley Kinstle was the team's fourth scorer at 102.
Sierra Sammons shot a 104 as Wapak's fifth participant in Wednesday's tournamaent.
"What an awesome day for these young ladies and for our Wapakoneta girls golf program," West said. "These young ladies have been working very hard for a day like this. Not necessarily just for advancement to districts, that's just icing on the cake, but for a day of personal bests for Zoe and Emily."
Each of Wapak's five players came in under 50 on the front nine.
"We have talked a lot about staying within ourselves, taking what the golf course gives you and just have fun while we are playing," West said. "We started out doing all those things on the front nine and even though we let it slip a little on the back, we were able to regather ourselves and get the job done."
The Redskins will record their history-making appearance at districts on Tuesday at Stone Ridge Golf Club in Bowling Green in the Division I Northwest District championship.
The top two teams and the top two individuals will advance from that district to the state championships Oct. 18-19 at The Ohio State University in Columbus.
"It has been a great season for us, and I am excited that we are able to continue it for at least another week," West said. "While getting to districts is a great accomplishment for us, we still have another goal in mind: getting to state. Even though only two teams and two individuals advance out, it comes down to all those practices, time on the range, time on the green that we will rely on and hopefully peak at just the right time.
"I am extremely proud of each and everyone of our Wapak ladies," she said. "They went and got the job done."
Team Standings
1. Ashland 343;
2. Wapakoneta 375
Shelby Kohler 89, Zoe Rayburn 92, Emily Klopfenstein 92, Haley Kinstle 102
3. Bowling Green 385; 4. Norwalk 390; 5. Celina 401; 6. Findlay 402; 7. Shawnee 405; 8. Fremont Ross 422; 9. Mansfield Senior 436; 10. Mansfield Madison 461.


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ChildLaw Policy Institute
ChildLaw Policy Institute Overview
The Civitas ChildLaw Center's Policy Institute seeks to improve the lives of children and families in Illinois through systems reform and legislative advocacy. The Policy Institute develops and promotes child-centered laws, policies and practices, and builds coalitions and partnerships to improve the functioning of the legal, social welfare, juvenile justice, health care and other systems that impact underrepresented children and families. Policy Institute faculty promote the increased use of interdisciplinary collaboration, public-private partnerships, and child development principles in fashioning policies relating to children and families. In addition, the Institute serves as a resource for lawyers, judges, legislators, public officials, child welfare specialists, health professionals, educators, social scientists, and others.


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If a swimsuit is the star in beachwear, then a cover-up plays the sartorial equivalent of a supporting role—an accoutrement, but just as important. It serves as a figure-flattering sun guard by day and a transitional piece come dusk. Lightweight, flowy fabrics easily skim (not cling) over shy areas. Opaque ones to ensure more coverage. Got a suit you want to show off? Switch to sheer. And when you're done with the sun, pair shorter lengths with crisp white jeans or shorts. For longer versions, cinch a belt at the waist and throw on espadrilles to turn your look from beach-going goddess to dinner-ready chic. From traditional kaftans to modern styles, we've got you covered—literally. Click through to see our roundup of 18 winning styles.
• Cute Ways to Cover Up, Inspired by Heidi Klum
• Cover-Up Idea: Crocheted Mini
• See the Bikinis That Celebs Are Wearing


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A gourmet selection of superior quality milk and dark chocolates. Many of these luxury French "Bonbons" are made with single origin chocolate, containing only the finest, purest ingredients.
Choose from such winning Michel Cluizel creations as croquant & gianduja, Pistachio, creme brulee or single origin dark chocolate ganache. Each really deserves to be savoured as they are in our opinion the best of French chocolates. A sophisticated gift wrapped chocolate box.
Michel Cluizel of France
Often referred to as 'The Goldsmith of Chocolate', Michel Cluizel is one of the finest chocolate makers in the world today. Creating superior quality chocolates since 1947 and as a true 'cacaofevier' (bean to bar maker). Producing single origin chocolate bars & gifts made with only high quality, pure ingredients, without vegetable fats and using only 100% cocoa butter and Bourbon vanilla pod in replace of flavouring.
Read more about Michel Cluizel >
You can also choose to include a Luxury Michel Cluizel Gift Bag with this chocolate gift box to create the perfect gift presentation for just £1.95.
Ingredients vary.
Contain dairy, nuts, gluten, alcohol and egg.
Nutrition Facts:
Serv size: 4 pieces (about 40g)
Calories 220
Fat cal. 140
Total fat 16g (22%DV)
Sat fat 10g (49%DV)
Cholesterol 7mg (3%DV)
Sodium 13mg (1%DV)
Total Carb 15g (6%DV)
Fiber 2g (9%DV)
Sugars 14g
Protein 2g (4%DV)
Vitamin A (6%DV)
Vitamin C (0%DV)
Calcium (1%DV)
Iron (16%DV)
Percent Daily Values (DV) are based on a 2,000 calorie diet.
Not a significant source of Trans fat.
Energy (per 100g) 2296.7KJ / 549.45 kCal
Fat 38.86g
Sat fat 24.6g
Carbohydrates 36.95g of which sugars 34.95g
Protein 5.32g
Salt 0.08g
Posted Thu 20 Feb 2014 2.09pm by Joanne
Needed a very special gift in a hurry for a complete chocoholic. Ordering chocolate online was extremely straightforward, I was kept informed at every stage of my order by email and this gorgeous (according to my friend) chocolate selection box from Michel Cluizel was delivered the next day as promised. Very happy with my purchase from the Chocolate Trading Company.
Posted Fri 20 Jun 2014 12.43pm by Nicky
Single origin chocolate selection boxes don't get any better than this and the Chocolate Trading Companies web prices and delivery charges were very reasonable. The gentleman on the phone was very helpful in helping me find all the selection boxes available within my budget, and I was extremely happy with my purchase so a big thank you to you.
Posted Mon 15 Dec 2014 12.01pm by Sean
Ordered a small box. Excellent chocolates. Very nice packaging and great service as usual from the Chocolate Trading Company. Not long after I placed a second order for the medium size. They will not last very long!
Posted Thu 3 Mar 2016 8.36am by Sean
Have ordered repeatedly and they never disappoint. Cluizel is one of my favourite brands. Terrific chocolates
Posted Thu 21 Sep 2017 5.29pm by Glenn
Some exceptional quality chocolates, all of which are very flavourful and at times very rich. The genaches for example play beautifully on the different cocoa origins flavours and really put the chocolate at the forefront of the recipe. These chocolates aren't the most adventurous; containing usual combinations or unique novel recipes; but instead offer simply great quality ingredients, well made chocolates and that satisfying 'one or two is enough' feeling that only high quality chocolates can offer. I personally prefer more variety, therefore for my wow moments or flavour journeys will possibly look elsewhere, but for safe, high quality, memorable presents and even personal treats at important times of the year, these really fit the bill.As ever, exceptional service from Chocolat Trading Co, quick delivery, well packaged and great assistance from customer services.
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It is our intention that product reviews should be constructive, balanced and for the sole purpose of helping other customers to decide which chocolates best suit their taste, or intended recipients taste. For the enjoyment and helpfulness to all customers the reviews are moderated.
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Registered in England 3872536.
The Old School, Byron Street, Macclesfield, Cheshire, SK11 7QA England
UK Standard 2-4 day delivery from just £3.95
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Order your chocolate gift delivery by phone: Call 01625 508224


text:
Pictured: Kerry Kartsonis and the Crimson have won six
straight games entering Tuesday's contest at Yale.
Photo courtesy: David Silverman Photography
Live Statistics
Ivy League Standings
The Game:
The Crimson women's soccer team, which has rattled off six straight victories, has won three straight Ivy League games to open conference play. Harvard is tied atop the Ancient Eight standings with Yale, who also boasts a 3-0 conference mark and stands 8-4 overall.
Follow From Home:
Once again, live statistics will be available for all Harvard home games and most road contests this season.
Series History:
Harvard and Yale have met 34 times, with Harvard holding a 25-8-1 advantage in the all-time series, which began in 1977. Last season, the Crimson snapped a three-game losing streak to the Bulldogs with a 3-1 win at Ohiri Field on Oct. 4, 2008. In that contest, Katherine Sheeleigh, Melanie Baskind and Christina Hagner each scored a goal, while Lauren Mann earned the win, making three saves.
About Harvard:
The Crimson is coming off a 1-0 overtime victory over Brown Saturday, as Katherine Sheeleigh netted the game-winning tally in the 93rd minute off a corner kick from Melanie Baskind. Sheeleigh paces the team with 15 points on six goals and three assists and has notched three game winners this fall. Baskind ranks second on the squad with seven points, while she leads the team with five assists.
Lauren Mann has started all 12 games in net and owns a 6-5-1 record with three shutouts. He has stopped 47 of 64 shots for a .734 save percentage and has a 1.40 goals-against average.
The team holds the edge in goals scored against opponents, 18-17, and has earned 71 corner kicks, compared to 53 by opponents.
About Yale:
The Bulldogs are 4-1 in their last five games after earning a 2-1 victory in overtime against Cornell Saturday. In other Ivy League contests this fall, Yale has defeated Dartmouth, 2-0, and Princeton, 2-0. The team has scored more than twice as many goals as opponents, 24-11, and has earned 63 corner kicks, while opponents have 41.
With 10 goals and 24 points, Becky Brown leads Yale in most major offensive statistical category. She has notched two game-winning tallies, while Mary Kubiuk also has two game-winning scores to her credit. Kirsten Forster paces the squad with six assists, while Miyuki Hino (three goals, two assists), Leslie Perez (two goals, four assists) and Kubiuk are Yale's other multiple goal scorers. Between the pipes, Ayana Sumiyasu has seen most of the action and stands at 6-4 with four clean sheets, a 0.98 goals-against average and a save percentage of .828 (48 of 58).
Golden Goal:
Katherine Sheeleigh netted Harvard's first goal in overtime this season, as she scored off a corner kick in the Crimson's 1-0 win over Brown Saturday. Sheeleigh has scored in three straight games and has four goals during that stretch.
Coming Up:
Harvard returns home to host Princeton Saturday, Oct. 24. The game is slated to begin at 11 a.m. at Ohiri Field.
Harvard, Yale Meet in Showdown of Unbeaten Ivy Teams Tuesday Afternoon
Pictured: Kerry Kartsonis and the Crimson have won six
straight games entering Tuesday's contest at Yale.


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HAHN: The myth of the silent rattlesnake
Urban legends have long been a favorite study of mine. Before the advent of the computer, there were fewer such stories circulating, but they were much more likely to be accepted for truth. Now most people know about the Snopes website and so they are less likely to believe such stories.
You would think that as a student of folklore and someone who knows a great deal about urban legends, I would recognized them for what they are, but I don't. Why? Because they seem believable and they are always passed on in good faith. People want to warn others of some danger, be it large or small.
And so I was interested when I received an email warning me that rattlesnakes seem to be changing their habits. Most seem no longer "warning" their victims by rattling before they strike. The email was accompanied by a color photo of a man displaying a huge dead rattlesnake toward the camera.
The letter started out like this: "We have killed 57 rattlesnakes on two separate ranches this year. Twenty-four at South Bend and thirty three at Murray since mid May. Not a one has buzzed. We provoked one fair sized boy with a stick and he coiled and struck at the stick a couple of times before he buzzed up and rattled."
I was impressed. I think I would have noticed a snake like the one pictured if I saw it in my back yard and I wouldn't have stayed around long enough to know if it rattled or not. According to the caption with the photograph, the man holding the snake was 6' 2" tall and the snake appeared to be longer than that. I was impressed by the email and vowed to be extra vigilant outside this summer.
Then a few days later, I received another email, identical in wording and showing what appeared to be the same snake being held by another man in the same pose. The only difference was in the location where the snake was killed. In the first email, the event occurred in Georgia; in the second in Texas. Specific locations were mentioned in both states.
Curses! I had been bitten again! Not by a snake, fortunately, but by another urban legend. A quick check of the Snopes website confirmed my suspicions.
The letters go on to tell about the reasons for the snakes' behavior change. It seems wild hogs take great pleasure in attacking and eating rattlesnakes. The snakes apparently figured out that that was how the hogs located them, so they have quit rattling.
The email goes on to tell how a farmer's wife was bitten twice by the same snake because it had not warned her of its presence by rattling. (How did she know it was the same snake?) According to the email, it took 22 vials of anti-venom and five days in ICU to treat her and she "still might lose her foot or worse yet, her lower leg."
The snake is probably the oldest folk symbol of all. It dates to the beginning of time. It appears in all cultures' belief systems. It was in the Garden of Eden when God made Adam and Eve. It tops the caduceus of Mercury which was adopted to represent the healing powers of the medical profession. In psychology, the snake represents hidden fears.
So why have rattlesnakes suddenly become silent? They haven't. They still rattle as much as they always have. Most rattlers rely on their camouflaged skin for protection, so they lie very still at first, hoping the danger leaves without seeing them. The rattling is the second line of defense, and snakes don't always use it. Some biologists suggest the snakes don't rattle simply because rattling doesn't work.
The silent rattlesnake is only one of many urban legends about snakes. Have you heard about the woman who got a new computer that made a "funny noise" when she turned it on? It made a sort of hissing sound.
Fortunately, she had bought a maintenance agreement, so she took it back to the store. When the technician took the back off, a green snake stuck is head out from among the insides of the computer.
Another snake story circulated about the time American industries began importing so many goods from outside the United States. It seems a woman went into a prestigious company that was importing coats from Mexico. She tried on several, finally selecting one.
The following Sunday she wore it to church and received many compliments. When she got home however, she noticed that one of her arms had some strange red places. They occurred in pairs. Every time she wore the coat, the same thing happened.
She returned it to the store. The clerk examined the coat carefully. When she turned the coat inside out, the cause became apparent. A small snake, native to Mexico, had been sewn into the lining of the coat.
Alma Joyce Hahn taught in the Benton schools for more than 30 years. Her column appears each Monday.


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SHOCKED members of a popular Southampton gym have been told it is closing within two weeks.
Struggling chain Fitness First has announced it is shutting the Shirley Road branch as it attempts to cut huge losses.
The news sparked "uproar" among the thousands of upset members when they discovered their £25-a-month subscriptions would be ended within a fortnight.
Philip Austin, who has been using the gym for three years, said he was "very disappointed" by the news.
The 50-year-old company director, from Marchwood, said: "As a gymnasium it was probably one of the best in the area.
"I feel sorry for the staff because they do work hard and it was a friendly club. The people there were really helpful and there was no stuffiness there.
"Apparently there was an uproar in the club when people heard. It was a busy club and it will be missed."
Poole-based Fitness First, which runs 417 centres across the UK, Germany, Australia and Asia, announced earlier this year it had entered a company voluntary agreement (CVA) to sell 67 of its British clubs as part of a restructuring to save the business.
The chain was saved from administration when landlords agreed to slash rents by around 70 per cent in a deal that saw its £600million of debt wiped out.
But last month it posted a pre-tax loss of £671.5million for the 12 months to October 2011, compared with a loss of £82.9million for the year before.
Fitness First confirmed the Southampton branch, which has been open since 1998 and has 2,364 members, is closing on December 12 as part of the chain's restructuring.
Amongst the personal trainers at the gym is world champion bodybuilder Marina Cornwall.
In letters sent to members, bosses apologised to customers for the short notice ahead of the closure and promised refunds for anyone who has pre-paid their subscriptions.
The company added it will "continue to work hard with the club landlord" to find a new operator for the gym.


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WASHINGTON, D.C. -- Oil production in the Permian basin, already a major force in global supply growth, will rise nearly 3 MMbpd by 2023—a level of growth exceeding most recent estimates, a new outlook by business information provider IHS Markit says. What the report describes as a "stunning" level of growth will comprise more than 60% of net global production growth during that timeframe.
Total oil production in the Permian will be 5.4 MMbpd in 2023, more than the total production of any OPEC country other than Saudi Arabia. Nearly 41,000 new wells and $308 billion in upstream spending between 2018-2023 will drive that growth.
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Malaysia has the fourth largest oil and gas reserve in Southeast Asia and produces a whopping 30,000 megawatts of energy per year. The country continues to be hopeful about the prospects of its oil & gas industry and expects it to contribute meaningfully towards the growth of its economy. But then again, what does it mean for the employees who are working in the industry or plan to enter it? Is it a profitable industry in terms of salary growth and expectations? Let's figure out what the industry holds for its employees and job seekers of oil and gas jobs in Malaysia.
What does the number say?
The best way to analyze the oil and gas job sector is to look at the recent studies and research conducted, which can give a substantial view into the future of the industry. As per the statistics department, Malaysia saw 8.1% growth in the salary in 2017 amounting to RM 2880 as compared to 2016, in which the average salary recorded was RM 2657. Additionally, the chief statistician of the department, Datuk Seri Dr Mohd Uzir Mahidin, said that an increase in the mean monthly salary and also the wages are in sync with the country's economic performance. Even the exports indicated to grow by 20.3% which amounts to RM935.5bil. He made these observations based on the results of Salaries and Wages Survey 2017 of oil and gas professionals and entry-level oil and gas job seekers.
What the number means for prospects of oil and gas salary in Malaysia
If the above data is viewed on a sectoral basis, then the mining and quarrying sector indicated the highest monthly salaries as well as wages, which amounted to a mean of RM5,709 and a median of RM3,700.
Datuk Seri Dr Mohd Uzir Mahidin, further added that capital-intensive industries like the oil and gas, which is a major part of mining and quarrying sector, employs professionals, who are highly skilled and hence a bigger paycheck and higher mean and median salary.
The observation made by the chief statistician gets further backing by an online job site's employment index. Although, it shows a decrease of 11% in May 2018 for the hiring activities in comparison to the previous year. However, it pointed towards a steep growth in the Oil & Gas sector. The hiring activity went up by 14% year-on-year in May 2018.
What can be the salary expectations for energy professionals?
The above studies and research indicate a positive outlook for both upstream and downstream players of this sector. However, it is important to note that a lot of factors help to determine your salary potential, which includes: education, years of experience, expertise, work ethics, job location, skill set and so on.
As per payscale.com, a Petroleum Engineer can earn on an average RM 104,343 per year. Which means an average salary of RM 99,803 with an estimated average bonus of RM 22,500 and profit sharing of RM 5120. Your experience and education play a major role in determining your salary. Similarly, in oil and gas industry, the average salary of a mechanical engineer amounts to RM 72,000 whereas the average salary of Account is RM 82,248 and for Project Engineer is RM 57,000 while a sales manager has the potential of RM 120,000.
Since the industry prefers professionals with high-level skills in the respective areas, it is advisable to enhance your overall employability factors to enjoy higher compensation and perks. And also use oil and gas professional networks to your advantage in getting the desired contacts and opportunities.
Market Watch
Headline crude prices for the week beginning 13 August 2018 – Brent: US$72/b; WTI: US$67/b
Headlines of the week
Natural Gas/LNG
Source: U.S. Energy Information Administration, Weekly Petroleum Status Report
For the week ending July 6, 2018, the four-week average of U.S. gross refinery inputs surpassed 18 million barrels per day (b/d) for the first time on record. U.S. refineries are running at record levels in response to robust domestic and international demand for motor gasoline and distillate fuel oil.
Before the most recent increases in refinery runs, the last time the four-week average of U.S. gross refinery inputs approached 18 million b/d was the week of August 25, 2017. Hurricane Harvey made landfall the following week, resulting in widespread refinery closures and shutdowns along the U.S. Gulf Coast.
Despite record-high inputs, refinery utilization as a percentage of capacity has not surpassed the record set in 1998. Rather than higher utilization, refinery runs have increased with increased refinery capacity. U.S. refinery capacity increased by 862,000 barrels per calendar day (b/cd) between January 1, 2011, and January 1, 2018.
The record-high U.S. input levels are driven in large part by refinery operations in the Gulf Coast and Midwest regions, the Petroleum Administration for Defense Districts (PADDs) with the most refinery capacity in the country. The Gulf Coast (PADD 3) has more than half of all U.S. refinery capacity and reached a new record input level the same week as the record-high overall U.S. capacity, with four-week average gross refinery inputs of 9.5 million b/d for the week ending July 6. The Midwest (PADD 2) has the second-highest refinery capacity, and the four-week average gross refinery inputs reached a record-high 4.1 million b/d for the week ending June 1.
U.S. refineries are responding currently to high demand for petroleum products, specifically motor gasoline and distillate. The four-week average of finished motor gasoline product supplied—EIA's proxy measure of U.S. consumption—typically hits the highest level of the year in August. Weekly data for this summer to date suggest that this year's peak in finished motor gasoline product supplied is likely to match that of 2016 and 2017, the two highest years on record, at 9.8 million b/d. The four-week average of finished motor gasoline product supplied for the week ending August 3, 2018, was at 9.7 million b/d.
U.S. distillate consumption, again measured as product supplied, is also relatively high, averaging 4.0 million b/d for the past four weeks, 64,000 b/d lower than the five-year average level for this time of year. In addition to relatively strong domestic distillate consumption, U.S. exports of distillate have continued to increase, reaching a four-week average of 1.2 million b/d as of August 3, 2018. For the week ending August 3, 2018, the four-week average of U.S. distillate product supplied plus exports reached 5.2 million b/d.
In its August Short-Term Energy Outlook (STEO), EIA forecasts that U.S. refinery runs will average 16.9 million b/d and 17.0 million b/d in 2018 and 2019, respectively. If achieved, both would be new record highs, surpassing the 2017 annual average of 16.6 million b/d.