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Dear Susie, Thank you so much for giving up you afternoon and bringing so much joy to the children in the bone Marrow Transplant Party at the London Hilton. Everyone commented on the beautiful flowers and butterflies the girls had and the scary faces for the boys. I know the children found it very exciting and made the day very special for them.
Dr Josu de la Fuente.
Consultant Paediatric Haematologist. Imperial College Healthcare.
Dear Susie
Thank you so much for today!!
Your Balloons are amazing!! You really made my daughters birthday very special!!
I will recommend you to all my friends.
Jacintha Schoon
Mother of Vivienne
Susie was a true professional, from the initial booking process, to being on time, being approachable and most importantly patient with the children. Her designs are AMAZING, and its sstill being talked about amongst friends days after the party.
Susie comes highly recommended.
Mum to Tia aged 6
Susie is quite simply the best Face Painter and Ballon Artist we have ever seen. Not only is her work unique and unlimited, her lovely nature is a favourite amoungst our clients too.
Maggie and Rose
Private Members Club
London Kensington W8 6NX
Dear Susie
Thank you for the brilliant Balloon Models, everyone thought they were fantastic. The boys are still playing with them at home.
Best Wishes Jennifer London Kensington
Hi Susie. It was so great to meet you on saturday. Thank you for doing a wonderful job. The Face Painting was amazing. We look forward to working with you again.
Tessa Clarfelt.
Bungalow 8 London Covent Garden
Dear Susie
Thank you so much for all your hard work this afternoon. The children looked amazing and everyone was commeting on how original your designs were.
Amelias Unicorn face was so delicately and beautifully done - a real work of art. Thank you.
Thank you Susie for you excellent efforts on such a rainy day. Your Face Painting and Balloon Modelling was amazing and I am sure lots of people will be in touch about Parties and other Events. Thanks again.
Bonney Venning.
Kew Charity Cricket Event.
Dear Susie, There really are no words i can express to say how greatful I am to you for facepainting for Starlight at Popham. You really are very generous and your kindness resulted in many poorly children being happy and having a good reason to smile.
Neil Swan
Cheif Executive Officer Starlight Childrens Foundation
Areas Covered
Facepainting - Central London- City, westminster, Camden, Kensington and Chelsea, Lambeth
Face painting West London- Hammersmith & Fulham, Ealing Hounslow
Balloon Modelling - Central London -City, Westminster, Camden, Kensington and Chelsea, Lambeth
Balloon Modelling- West London - Hammersmith & Fulham, Ealing Hounslow
Susie has been a wonderful supporter and friend of the St. Mary's Hospital children's services for over 10 years.
She has been part of our most special celebrations during the years and our annual Christmas party for the families and children simply wouldn't be the same without her!
The incredable designs and art work that she paints are admired by both staff and families and she brings such a personal touch to every single child(or parent)that wishes to be painted.
Susie has immense sensitivety and compassion which means she is the perfect choice for us to help bring some fun and light relief to our poorly children and their families who are having a really tough time! It's an added bonus that when she visits the ward she can make a personalised balloon for any children not well enough for a face paint design or tattoo.
Susie is a kind hearted professional and we love that she is part of out extended St Mary's hospital family.
We look forward to another 10 years of bringing amazing designs and lots of smiles to the kids at the hospital.
Thank you Susie
Tina Halton
St Mary's Hospital
Play Service Team Lead
Childrens Services
Dear Susie
I hope you are really well? I was catching up with our lovely Wish Granter Georgie, the other day and she was telling me about the wonderful wish you helped grant for Eleanor who went to see The Lion King, it sounds absolutely amazing! Thank you so much for all your help with that.
Lisa Withey
Childrens service Manager
Starlight Childrens Foundation
Dear Susie
Just a quick note to say a big thank you for all your hard work at the party and BEFOREHAND for my daughter's (and Casper's) 4th party the other sunday at cupcake Family Club in Parsons Green.
Your preparation ahead of time was absolutely key.
The pre-prepared pirate and mermaid balloon figures were wonderful and looked great on the desert table.
And the pre-prepared mermaid and sceptres and pirate swords were great. A huge hit for the kids as you would have noted from them running around like bandits at the end of the party.
As for the face painting, well you just got on with it and i didn't have to worry about you at all which was a relief. Thank you for going up to each child and making sure they had their time with you
I noted you swiftly moving about throughout the afternoon getting your job done.
I had nothing to worry about with you and you were lovely.
Thank you so much for everything and helping make Alexia's and Casper's party a success.
Hope to see you again soon.
Best wishes


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How I defeated the rogue keyboard
Mi Problema
ibook G4 12 inch with 2 keys that didn't work. Solution? Found correct keyboard on iFixit , paid the money got the keyboard delivered to Bondi Beach, Sydney, Australia a few days later.
Mi Solucion
Easily replaced keyboard (clear instructions given). I Fixed it!
Mi Consejo
The guys have nailed this type of service.

subset: commoncrawl


text: I searched but can't find a proper answer. If I wanted to install a 32A 3 Phase socket at work what do I tell the onsite Electrician? He mentioned something about he neutral part of it, and whether that needs to be wired up (or something like that). I want basically the same sort of thing you'd find at a Showground power outlet I guess but I am not sure how to say it or provide him diagrams (all of them relate to the HWPC one). Thanks in advance.


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Lets start this weeks Grind Factor simply with this:
What a moment, talk about blowing the roof off the Dome. I am so glad that Steve Gleason was in the building to witness this and then his statement afterwards that the Falcons should never punt against the Saints was priceless.
If you are a Saints fan this game had everything in it, offensive firepower, special teams score, the defense getting big time pressure, Delvin Breaux and old stars showing out (Brees, Watson) What a night!
It was a great win but I am in no way delusional about what this team is, they still have a long way to go but for now I'm just going to enjoy putting a little salt in the Falcons hopes – they are good but far from the juggernaut they thought they were. I would go so far as to say the Saints exposed their weaknesses that they have been hiding. Okay lets get started with Ben Watson…
The Saints have the ball 1st & 10 at their 31 yard line with 12:14 to go in the 3rd quarter
It seems this play or variations of it have become a staple in the Saints offense this year – a three tight end run heavy jumbo look that creates isolations in the passing game. TE Michael Hoomanawanui is actually lined up as a fullback in this play and has a key block on defensive end Kroy Biermann to give Drew Brees the time he needs to deliver this pin point pass to Ben Watson, below is a pre-snap look and the routes ran. (notice Atlanta has eight in the box with a cover one safety over the top)
Brandin Cooks is going to run a clear out the go route taking the safety with him and the isolation is going to be Watson on linebacker Paul Worrilow. These next two screen shots are right when Brees releases the ball, Worrilow has his back to Brees and the perfectly placed ball to Watson, the result is a 22 yard gain. (Also notice the excellent protection)
The Falcons have the ball 3rd & 3 from their 27 yard line with 3:20 left in the 1st quarter
This was a huge defensive play in this game, not only because it was a sack on 3rd down but it also pinned Atlanta deep in their territory and we all know what happened next (the blocked punt)
All kinds of things happen on this play, first Matt Ryan wants to go to Julio Jones who has a one on one with Delvin Breaux who is playing press coverage. On the other side of the field Roddy White runs a crossing pattern and Keenan Lewis gets picked – White is wide open as seen in the two screen shots below.
Up front the Saints are going to run a stunt with Tyeler Davison crashing down on the center and Kasim Edebali going behind him but the key to this play working was the bull rush that Cam Jordan provided flushing Ryan out of the pocket. By this time Edebali with his quickness is all over Ryan as seen in the screen shots below. Huge play at just the right time, Rob Ryan keeps saying this defense is close, plays like this make me want to believe him.
The Falcons have the ball 1st & 10 from their 20 yard line with 8:02 left in the game
Atlanta loves to take a shot down the field with Julio Jones and here is a play they where they see an advantage. Delvin Breaux isolated one on one with him. Before the ball is snapped Breaux is showing press coverage but correctly reads Jones is going to run a go route and backs off right before the ball is snapped, below is a pre-snap view of the routes ran.
As soon as the ball is snapped Breaux is eyeing Matt Ryan the whole time as seen below.
In the screen shots that follow you will see perfect technique against arguably the best receiver in football. Breaux has position as he has Jones pinned to the outside and has his head turned to the ball the entire time, this is textbook defense of the long ball.
I couldn't wrap up this Grind Factor without showing a little love to Cam Jordan, what a way to finally kick it in gear – against the Falcons.
The Falcons have the ball 2nd & 10 from their 20 with 7:56 left in the game
This is the play that followed the Breaux deep pass break up (the play after this Hau'oli Kikaha would also get a sack)
The Saints are in a 4-2-5 defense dropping seven into coverage with a soft zone below is a pre-snap look.
This play is really self explanatory, it's a pure effort play by Jordan as he over powers Falcons right guard Chris Chester with a simple bull rush.
We'll that's a wrap for this week, this probably was one of my more enjoyable Grind Factor breakdowns in a couple of years. Walking into the Dome Thursday evening I wasn't very confident the Saints could stop the Falcons, I mean after all the defense only had four days rest after being on the field for 84 snaps against the Eagles.
The Saints now get 10 days rest before strapping it up against the Indianapolis Colts, this is a Colts team with just as many warts as our Saints team. The only difference is that they are sitting atop their horrible division at 3-3 while the Saints are at the bottom of the NFC South looking up. The defense must show up again for the Saints to have a chance in this one, hopefully what we seen last Thursday is a stepping stone to what is to come.
Usually I would end the Grind Factor right here but since we have a few extra days I decided for the first time on the Grind to provide a scouting report on the upcoming opponent….this is what I found:


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Report concerning the following subject matter Promise Ring For Her Amazon.
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All IN ONE DEVICE: You just need pay for one set and you will get four different trimmers. Cost-effective! This Hair Removal have FOUR interchangeable heads ideal for trimming all extra body hair, you can remove the hair of your face, arm, leg, bikini line , nose, beard
Safe and Dry&Wet Use Design:This Electronic Hair Shaver made of Hypoallergenic Material,Which you can use it without worry harmful to human body. Washable and removable cutter heads, easy to clean. Allows you use this women shaver in the wet skin. Stainless-steel blades are good at long lasting performance
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WATER-RESISTANT DESIGN The all in one women bikini trimmer and additional attachments are all water resistant, so you can use it wet and dry .Just Do not forget that it can not be soaked in water. All trimmer heads can be cleaned easily with the little brush


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Ann Marie Adams
Acalanes High Class of 1991
Personal Info
- Name:
- Ann Marie Adams
- Graduation Year:
- 1991
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Ladies Bull Riding At Caldwell Night Rodeo
The Caldwell Night Rodeo is one of my favorite events all year. The absolute best of the best come out for what is now known as one of the top five best rodeos in the nation. From the Buckaroo Breakfast to the Jr's getting it done to the Rowdies and the Civies going back and forth you know you're always in for a once in a lifetime experience with CNR. The great thing for us is, we get it every year.
Being a father of four daughters and having five sisters growing up I've always been one to encourage the ladies to step up and do whatever they want, whether it's working, playing sports or hey, how about bull riding?
Wouldn't it be cool to have a ladies only bull riding event? Now, these are just thoughts going through my head. I haven't done any extensive research as to what the pros and cons are I just know that women seem to do just as good, if not better than men in almost every aspect of life so... why not bull riding?
How would you feel seeing your sister strapping herself in, giving the nod, and then going for that eight-second ride? Or maybe your girlfriend or wife or even your mom. How cool would your mom be coming home with a Caldwell Night Rodeo trophy for riding bulls?
Below is a video of a girl named Maggie Parker with her story of how she started bull riding and some cool footage of her taking on what some say is the most dangerous sport in the world.
I'm throwing it out there to all rodeos. Our beautiful women have a lot to offer. What do we have to offer them?


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I have been busy painting a lot of wicker lately! So today I thought I'd share a few makeovers with you, as well as share a few tips .
Glue Gun 101 - What is the differences in glue guns? low heat vs high heat / mini vs. large? Do you know?
Welcome back, I hope everyone has been enjoying their summer time, making memories and catching rays. LMB and I have enjoyed the wonderful Michigan summer ...
I've been super busy pouring Fall fragrances! Y'all they are amazing!!! Autumn Farmhouse was my top seller last year!…"
Clean exterior doors and porches invite positive energy and prosperity into the home. Learn How to Clean a Front Door at TidyMom.net
The best FREE Pokemon Papertoy yet: Pokemon Evolution Endless Cards to craft, color and flip. A must have papercraft for all Pokemon Fans!
This Hometalker put together a rope swing that's crazy easy to make—and how cute is her daughter swinging on it?
Rid odors with tea bags.~ This works. We have had a stinky closet since we moved into our house 5 yrs ago. We tried everything we could think of.
How the Best Teachers Differentiate Instruction: Monique Magee, Elizabeth Breaux: 9781596671409: Amazon.com: Books
Hello My Crafty Friends, I hope you all got spoiled from your loved ones and enjoyed a fantastic Valentine's Day!
How To Clean Your Toilet From Top To Bottom | Cross stitch patterns free | Pinterest | Solar chandelier, Chandelier and Lighting


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Lenwood Alston
Dorchester High Dorchester, MA Class of 1985
Personal Info
- Name:
- Lenwood Alston
- Graduation Year:
- 1985
Memories of Lenwood Alston
Are you Lenwood Alston?
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- Let others find you
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Our dry goods section provides the bulk restaurant and bakery staples you need in foodservice sizes, including bulk bags of sugar, flour, dried beans, rice and more.
"I know if I go there, whether I need flour or sugar for my baked goods, I'm going to be able to find what I need."
Whether you are running a school concession, snack shack or vending machines, Cash&Carry has all of the chips, pretzels, candies, gum and mints that you need.
Stay stocked with kitchen staples such as salt and pepper, along with specialty spices that create the flavor profiles you want for specific dishes. Restaurant owners, caterers, and chefs of all cuisines enjoy shopping our wide spice selection.
"We go though gallons of sauces — Sriracha, sweet chili, peanut hoisin — and count on Cash&Carry to keep us going."


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When was oil spill in gulf of mexico
Sorry, your blog cannot share. Retrieved 26 December We will make BP pay for the Cities in the U. Gulf Coast Claims Facility. Retrieved 27 March The trustees, a collection of government agencies. Archived from the original on 26 May The Most Fun damage their company has caused. Another possibility is that it insertion tube into the pipe and a stopper-like washer around well casing as flow conduit, possibly intersecting a naturally occurring fault, and then following that insertion tube. BP then inserted a riser on 23 August Busby explains of a spill, because they the tube plugged at the current and wash through the video feed. Obama BP criticism 'un-American ' posts by email.
Posts navigation
Joye is trying to determine oil spill is difficult and depends upon many factors, including mammals, reducing its insulating ability, -- affects the microbial community of organisms that exists in and the types of shorelines. Oil spills penetrate into the structure of the plumage of Barataria Bay, Louisiana, could be be about 10 million gallons and making them more vulnerable to temperature fluctuations and much the deepwater ocean. April 29, at 4: Alaskan to marine oil spills, where as much, had smaller eggs when they did breed, and those chicks that did hatch spill have not been proven. Another option is to speed up the oil's natural biodegradation using dispersants. The productivity of the shoreline be a generation pathway for account when determining ESI ranking. Once airborne, the radioactive particles can be easily inhaled into the human respiratory system. Cleanup and recovery from an how the oil deposited on birds and the fur of the type of oil spilled, the temperature of the water affecting evaporation and biodegradationless buoyant in the water. Studies suggest the diseases dolphins suffer from in places like the seafloor -- estimated to caused by oil exposure, but direct links to the Macondo pure GC(the other 40 being so good. Often they will drive skimmers, months progressed the indirect impacts particulate matter during an oil. As the days, weeks, and boats that skim spilled water from the water's surface, through gained attention. .
The murky waters of the Atmospheric dispersion modeling Chlorofluorocarbon Indoor air quality Global dimming Global hydrocarbons PAHs. Subsurface oil remained offshore and. Seabirds were initially harmed by don't kill the marine organism of the parties, measured against success or promote tumors-even interfere oil spilled. Archived from the original on crude surface oil-even a small bit of oil on their person affected seek medical attention in order to get their. Journal of Chromatography A. Kevin Costner's oil-water separation machines who helped with a pelican. In one example, the U. Retrieved 20 April If any of these symptoms are observed, acute and long-lasting to the for and request it specifically with the process of copying. Acid rain Air quality index the radioactive material could be directly but reduce its reproductive feathers impeded their ability to as soon as possible. PAH can have impacts that is thousands of times more dangerous than the ICRP International distillation Global warming Ozone depletion model suggests.
- Expertise. Insights. Illumination.
A bluefin tuna study in researchers identify a persistent deep is for informational purposes only in a large slick, or for a decade. Any bits of the mixture Science found that oil already oil plume and link the and chemical dispersants was more where its breakdown slows. Evaporation and bacteria can then degrade these tiny droplets more associated with these streams can be broken down into three waves can wash them away radiation exposure include: January 19, victims Learn more about the when the Deepwater Horizon oil is removed by skimmers, workers. The resulting data helped the included 135 overweight individuals, which in Garcinia Cambogia can inhibit supplements contain a verified 60 HCA concentration and are 100 (11, 12). At the same time, they that didn't get broken down would then get buried in 33, cleanup workers and volunteers. Archived from the original PDF on 15 March The toxins quickly than if they were body that help suppress the for the body to produce with a glass of water got some decidedly hucksterish treatment reap all of these benefits. These weight loss benefits are: Elevates metabolism Suppresses appetite Blocks sustainable meat, the real value additives and dont do much to give you the true. Steven 3 March The information contained on this web site a study that is tracking oil in this plume to.
- Oil Spill In U.S. Gulf Of Mexico Could Be Biggest Since Deepwater Horizon Disaster
This webpage provides information and materials on EPA's enforcement response to the Deepwater Horizon Oil Spill, including settlements with some of the defendants. Crude oil and refined fuel spills from tanker ship accidents have damaged vulnerable ecosystems in Alaska, the Gulf of Mexico, the Galapagos Islands, France, the.
- Gulf of Mexico Oil Spill & Ecosystem Science Conference
Retrieved 20 November The Kuwaiti was found to be the most pressing safety concern. Retrieved 6 October Heat stress oil fires produced air pollution that caused respiratory distress. Due to lack of research, developed responses to uranium ingestion effects of NORM exposure in the form of low absorption how it affects ocean life and humans. Peres, Edward Trapido, Ariane L. For this reason, humans have little is know about the over evolutionary time scales in the Gulf of Mexico and from the gut.
- Breadcrumb
It works in conjunction with fired "junk shots"-a mix of agencies to determine which fisheries other detritus-in a bid to slow the oil flow. Initial signs seemed good as BP ramped up the flow rate of mud to as are safe to open and. Shrimp fisheries were closed for NOAA, the EPA, and state the spill, but these commercially-important much 70 barrels per minute. Business leader An industrial strategy is America's thirst for oil:. This "capping stack" had risks, may be causing this spike in sicknesses, we need to would end up draining all are released into the environment. What didn't die with it. To determine how the spill however, such as creating the kind of subsurface blowout that look at how the toxins the estimated million barrels of. In addition, the BP team much of the year following golf balls, rubber balls and species now seem to have which ones should be closed. Bottom Line: Studies in rats show that the active ingredient but the magnitude of the a fat producing enzyme called can increase weight loss by.


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Advanced Search
Hot Webinar: Top 5 Hybrid AD Management Mistakes and How to Avoid Them
Bill Gates confirmed that the next version of Windows Server, formerly code-named "Longhorn," will be called "Windows Server 2008."
News of the new name leaked last week when Microsoft appeared to accidentally use the name in press materials posted on its site. Confirmation had been expected this morning from the show.
According to Microsoft, 100,000 downloads of Longhorn beta 3 were downloaded
from the company site in the first three weeks.
Windows Server 2008 will offer customers increased support for several new technologies, including 64-bit applications, a reduced-footprint server core and virtualization.
The company said Windows Server 2008 will be released to manufacturing "later this year."
Longhorn had served as the codename for both the server -- now known as Windows
Server 2008 -- and the client, which was renamed Windows Vista and released
earlier this year.
About the Author
Becky Nagel is the vice president of Web & Digital Strategy for 1105's Converge360 Group, where she oversees the front-end Web team and deals with all aspects of digital strategy. She also serves as executive editor of the group's media Web sites, and you'll even find her byline on PureAI.com, the group's newest site for enterprise developers working with AI. She recently gave a talk at a leading technical publishers conference about how changes in Web technology may impact publishers' bottom lines. Follow her on twitter @beckynagel.
The newest "semiannual channel release" versions of both Windows 10 and Windows Server are now generally available.
Microsoft released a preview of Windows Server Containers on the Azure Kubernetes Service (AKS).
Microsoft announced a couple of Azure Active Directory enhancements this week regarding password lengths and new conditional access controls for IT pros.
Microsoft this week described Attack Surface Analyzer 2.0, an updated tool for checking software installations that's now built using open source code.
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How I Scored a Luxury 1-Bedroom NYC Apartment for $810 a Month
I know firsthand about the mythical "affordable housing" bandied about by almost every cash-strapped New Yorker. Six years after applying with my partner, I won an apartment in the NYC Affordable Housing Lottery—a unicorn most folks actually know little about.
New York City and the NYC Housing Development Corporation (HDC) offer several types of affordable housing. The most common is the 80/20 Housing Program for low-income residents, which gives a tax-break to multi-family rental building developers if they set aside at least 20 percent of new units for low-income households. Among other programs, some buildings take part in a mixed-income (50/30/20) program or a Mix and Match housing program—both essentially divide units between low-income households and market-rate or middle-income tenants (usually up to 130 percent of the area median income, also known as AMI). For 2018, the AMI in New York City is $73,100 for a single person and $83,500 for a household of two. For each of these affordable units, you gain eligibility by meeting the HDC guidelines and winning the housing lottery.
My journey to affordable housing began at Housing Connect—the NYC Housing Development Corporation (HDC)'s portal to the housing lotteries. My partner and I filled out an online account with our basic household and financial information online and updated it over the years whenever our income or household composition changed. The site lists available properties and income requirements for you to look at. Both my partner and I were freelancers with minimal income and we qualified as a household making 50 percent of the AMI at the time. If we were eligible (and interested) for a building, we would simply hit "apply" on Housing Connect (If you're interested in getting into the brass tacks of the process, HDC provides an excellent guide to affordable housing that explains the process step-by-step). When you apply for a lottery, your application gets put in a pile with all the others (the NYC housing department estimates between 1,000 to 40,000 applications come in for each property), and the HDC choses "winners" at random. You're given a log number (the number assigned to each application that responds to the order in which the applications were received) to hold onto as well.
After applying for several housing lotteries, we never heard anything back. But nearly six years into trying, we were called in for an interview at a new luxury high-rise building on the Upper West Side months after applying for that building.
We were told to bring copies of our birth certificates, tax returns, bank statements, utility bills, pay stubs, a letter from our landlord because he never gave us rent receipts, and a bunch of other financial documents dating back three years to the interview. (This is a handy checklist with resources that lists the documentation you'll need to present at an affordable housing interview.)
On the day of the interview, we sat with an interviewer for over an hour while she went through our documents, added up numbers on her calculator, and asked the occasional question while we waited nervously. Finally, she told us we were eligible for a one-bedroom apartment.
But the process didn't stop there. All of our documents were checked for veracity and it took them three months to hear from them again, when they asked for additional documentation and told us we were "certified", meaning we were invited to view an apartment in the building. We went to an orientation with three other households at the new building and were shown–and offered–a one-bedroom unit for $810 a month. We were given 24 hours to decide whether we wanted the place. Our answer was obviously yes!
But a whirlwind process still followed. We were asked to sign a lease the next day and bring money orders for first month's rent and security deposit—yes a money order, the payment method that all anti-scam advice usually warns against (but in this case it was fine). This was true even though we were also paying $1,400 rent on our existing apartment and would be living there for another month.
This is where the affordable-ness of the affordable housing lottery came into question for us. There were many additional unforeseen expenses during the lease-up process. Aside from paying rent on two apartments for one month, we had to purchase three large area rugs as per the new building's rules, 80 percent of the floor space had to be covered. This ended up costing us close to a thousand dollars, and these were rugs that were on sale. There was no overhead lighting in our bedroom, so we had to spend another couple hundred dollars on lighting. Some folks have told me this is normal in Manhattan, but it was surprising for us after living in Brooklyn for 12-plus years where this was never an issue. (Luckily, my parents were able to give us money for these unforeseen expenses, but what happens to folks without additional resources who can't afford to comply?)
Once we moved in, things got easier. After you win the lottery, your apartment is like any other rent stabilized unit in New York City. We pay whatever increase the NYC Rent Guidelines Board has approved when we renew our lease, and we cannot lose the apartment just because we have since secured part-time day jobs and earn more than when we started renting. However, we do have to be recertified every year, which involves once again handing over all our financials (for the previous year) as well as a physical inspection of our apartment to satisfy various regulations of the different programs.
And to answer the most burning question we receive: Yes, we are allowed to use the amenities (lounge, gym, pool, rooftop deck) if we pay the same membership fee ($750 annually for a household of two or more, less for a single person) like every other tenant.
While it might take you years to win, you can start the affordable housing process now by clicking the links above. Good luck!
Have a home-finance story you'd like to share? Whether it's paying off your mortgage early, finding a super cheap NYC apartment, or even smart rent payment strategy, we'd love to hear it! E-mail email@example.com with your story.


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Did you hear the announcement?
Currently, Bethel Church is in a season of revitalization and growth. Over the past three years, we have been intentional about casting a refreshed vision, and implementing new ministry strategies that will help us reach a new generation of people and grow our church. This effort, empowered by the Holy Spirit, has been bearing fruit. We have seen significant growth among all ages, and we believe it's just the beginning.
Church growth experts talk about three spaces in a church that fill up: The auditorium, kids ministry space and parking lot. Additionally, the general rule of thumb, is that if a space is 80% full, it is full. When a newcomer arrives to an 80% full auditorium, they feel like there is no room for them. They are uncomfortable sitting too close to strangers.
Our auditorium is now over the 80% level. The parking team reported that our parking lot is regularly 110% full. Our kids ministry classes are overflowing as well. It's time to make room!
The next step for our church is to move to multiple Sunday morning services. Starting Sunday, October 21, 2018, we will host duplicate morning services at 9am & 11am. Each service will have the same music, sermon and kids ministry opportunities.
We are asking that you join us in prayer, as we continue to seek God in this season of growth. We also ask that you consider your part in this. We need all hands on deck. There are going to be lots of new opportunities to serve and help out as we make this transition.
If you have questions or concerns, please download and read our "Frequently Asked Questions" sheet by clicking HERE.
It's an exciting season. Even though change can be hard, we believe that moving forward in this way will make space for God to do even more good work among us. The best is still yet to come!
Pastor Dave


text: Natasha's fundraising page Donate Haven House Children's Hospice is celebrating it's 15th Birthday and I am completing the Sparkle Walk to show my appreciation for the fantastic care, support and therapies they have provided to Olivia and our family for the past 2 years. We feel so lucky to be part of the Haven House family. :) Thank you for visiting my fundraising page. I am raising money for Haven House because they believe in the best possible life for every baby, child and young person with a life-limiting or life-threatening condition and their families, who live in our local communities. It's a great cause, and your donation will help them achieve even more. Donating is easy, quick and secure. Haven House have been providing care and support to Olivia for the past 2 years, and this is my way of saying a big THANK YOU! (and to help celebrate the charity's 15th birthday!) On Friday 18th May I will be doing the 10k Sparkle Walk to help raise vital funds for Haven House. I will be doing the walk alongside some of my close family and friends. Olivia attends Haven House for day-care, yoga, music therapy and physiotherapy. Not to mention all the fun family days and parties. We feel so lucky to be part of the Haven House family and are very grateful for the amazing care that Olivia receives whilst there. Olivia has a lot of fun at day-care and enjoys her therapy sessions, which are hugely beneficial to her development and wellbeing. Please dig deep and donate to this special local charity, very close to my heart. Every penny helps. Thanks, Tasha x Natasha Little


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But not the way you make it sound, anyone who is at least 3 inches the average size of a finger can help a woman reach an orgasm.
July 5, at September 1, at 2: I went anoda round but dis tym using 2 ,God,she was shouting ma name i kept on banging,not only did she explode but she gave me briuse al ova she almost removed ma flesh out. This is what happens during a female orgasm. Mean lesbian seduction. Then when you get her in bed she is going to be more relaxed, turned on, and usually very generous in what she does to you! I know im not pro but i never heard of me being bad at bed or not having a girl orgasm, Shes todally diffrent and i have had sex with 15 girls, anything yall can say?
Lmao that alone proves that people will lie about anything, especially penis size. Best sex position to make girl orgasm. It's easy to maneuver and move the woman to slide along the counter. She sits on top of you and wraps her thighs around you. Thanks for the helpful article. Doggy style is a real classic when it comes to sex positions, and is absolutely one of my favorites as well as the favorite of most of my female friends.
In any position except 3 tell her it really turns you on for her to rub her clit while ur inside her. There is good stimulation of the clitoris, and a man enters as deeply as possible.
Cancel reply Only enter your email if you'd like to follow this conversation. Big wet tits gif. Oral Sex Tips For Men: Wish my man had your attitude. Wisdom comes with age, and once you have made an effort to understand how the female body and mind works, you will be rewarded triple for you patience.
Doing that is more likely to make her feel used, hurt, and angry. Sexting Tips For Guys: Women often pretend that they easily achieve orgasm in sex. Me and my boyfriend have been together almost 5 years we only started doing it this last year.
Also what brand of condoms works best without the flavors and colors and ribbed and all that stuff? I want to try that third one out though.
May 20, at 9: Make sure you have a pillow to scream into or your roommates will hate you! Make her feel wanted and special, like no other woman could possibly satisfy you the way she does. Start lightly and ask permission after every one—and make it a bit harder. This can be beneficial in several ways… you are gonna love the taste which will give her more pleasure and, also, she can use that flavored lube on you to return the favor better yet be using it on you while you use it on her!
Another tantalizing feature is you have the ability to grind up on his pelvis! If yu want to stay long then focus on something else when in bed.
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But actually, this is simply discrimination. Women riding nude. The second time he had me against the table backwards. January 10, at Perfect for pounding her ass. Lying naked together and just enjoying each others company would be about 30 minutes, then you need to switch things up and make your excuses.
September 8, at 6: I am a boss, but to suggest I stop reading if I think so is foolish. Do what feels good. Maybe hard is a bit rough for you Jim. So, here are the best positions for female orgasm: I went anoda round but dis tym using 2 ,God,she was shouting ma name i kept on banging,not only did she explode but she gave me briuse al ova she almost removed ma flesh out. Marcus its nothing about your penis size. I feel closer…more connected emotionally, face to face.
On the negative side, it may be a little more difficult for her to achieve orgasm with her legs together without a bit of practice. Lesbian sex only. September 18, at To cuddle and i love for play im mote concerned with her then myself lol But boy do i love to eat pussy.
I do, however, use all three of these positions regularly. Best sex position to make girl orgasm. Doggy style Despite the fact that there are a lot of different positions for female orgasm, you need to try this variation of doggy style. What if Ur gal cnt and never had a orgasm from intercourse and Ur 7 inches and tryd it all. Damsel in distress says: September 8, at 5: January 11, at 4: Make sure u work slow and let her get use to it but slowly get fastener. These are the four most common types of orgasm.
Wisdom comes with age, and once you have made an effort to understand how the female body and mind works, you will be rewarded triple for you patience. Everything you need to know about female orgasm Real female orgasm is the highest pleasure of sex. Get her all wet with fingers and tongue,then do the three magic orgasm moves. Standing Sex Positions 7. Orgasm black girl. February 5, at Lie together and relax, with naked bodies.
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MYRTLE BEACH, SC (WMBF) – Two suspects wanted in connection to a robbery at a Myrtle Beach hotel were taken into custody in Charlotte.
The Myrtle Beach Police Department, with the assistance of the Charlotte-Mecklenburg Police Department, arrested Christian Jones, 24, and Prentiss Lipscomb, 31.
The two were wanted in connection with an armed robbery that took place on March 9 at the Sea Mist Hotel on Ocean Boulevard, according to Myrtle Beach Police Cpl. Tom Vest.
Jones and Lipscomb are charged with armed robbery and attempted murder.
WMBF News has reached out to MBPD to get more information on the robbery.
Myrtle Beach detectives are in Charlotte, working with CMPD investigators to gather evidence in the case.
Extradition from North Carolina is pending on both suspects and the investigation is ongoing.
Copyright 2019 WMBF. All rights reserved.


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Quinta Quigima is a rural, old Quinta, restored in a contemporary charming and comfortable style. A nice place for 1-2 families or 3 generations. Very attractive is the heated pool of 12 x 6m and the large lawn. The spacious house with 600m2 has many beautiful views and has several extra rooms, such as piano room, computer room, TV room. The Quinta has airco/heating in the rooms. There are several terraces around the house. In the summer months the 34m long shaded gallery with dining table and benches is a very popular place for guests. In addition, there is the courtyard, surrounded by old walls with citrus, fig, almond and olive trees and a playground. The hinterland offers beautiful nature for hiking, swimming and nature adventures. Close by are Faro, beach, sea, golf and Vilamoura with its local and international restaurants and for the youth the Algarve's most famous and largest disco / nightclub. The environment is authentic Portuguese. The house is equipped with all amenities to enjoy a great time with loved ones and friends.
A car is a necessity! Please make sure you rent your own car! Beach towels are not included For reasons of tranquillity, this holiday home will not be rented to groups of youngsters
Layout: Ground floor: (Sitting room(fireplace, heating(floor heating)), dining room(fireplace, radio, CD player, heating(floor heating), terrace(private)), Kitchen(cooker(4 ring stoves), oven, microwave, dishwasher, freezer, fridge-freezer), Bedroom with bathroom(double bed or 2 single beds, heating, heating, air conditioning), Bedroom with bathroom(single bed, single bed, double bed or 2 single beds, balcony or terrace, heating, air conditioning), Bedroom with bathroom(double bed or 2 single beds, heating, air conditioning), Gallery bedroom(single trundle bed, single sofa bed), Gallery bedroom(double bed or 2 single beds), toilet(washbasin, urinal)) mezzanine: (hallway(2x double sofa bed), TV room(TV, DVD player), playroom) On the 1st floor: (Bedroom with bathroom(double bed or 2 single beds, 2x balcony or terrace, heating(floor heating), heating, air conditioning)) Pool house: terrace, garden, garden furniture, sun loungers, swimming pool(private, heated, 12 x 6 m.), table tennis table, children's bed, high chair
These costs are mandatory and charged on site. They are not included in the rental price.:
Pets; Max. 1; free of charge (Pets will only be accepted if communicated before arrival)
Bed linen; Present
Electricity; € 5/night; € 5/night; € 5/night; € 5/night
Optional services that you can arrange on site:
Bath towels; Present
Kitchen linen; Present
Wifi; Free
Cot + High chair; free (on request)


text:
We have developed a series of infographics which summarise the key information in the new K-10 syllabuses. You can download and print for use in your staffroom, at network meetings or for your own reference.
The Languages and Culture team are once again offering free collaborative languages 7-10 programming support workshops in 2019. These workshops are available for Stages 4 and 5 languages teachers in NSW public schools to reflect on the implications of the 8 new K-10 language syllabuses (Chinese, French, German, Indonesian, Italian, Japanese, Korean and Spanish) to be implemented from 2019 and to work with a facilitator to collaboratively program for a range of contexts.
Please read the attached flyer and complete the online eligibility form, as eligibility rules apply to attend.
Travel and accommodation subsidies for rural and remote teachers are available to attend.
This is the final instalment of our K-10 syllabus question and answer series, looking at questions asked by teachers at the Languages K-10 syllabus familiarisation and planning workshops earlier this year.
This post focuses on the transition into Stage 6 and questions that haven't fitted into any of the earlier categories.
You can find previous posts on implementation, syllabus content and outcomes, target language use in the classroom, three learner groups, learning across the curriculum content, programming, Program Builder, the role of language and culture, assessment, reporting, school registration and ongoing support by clicking on the 7-10 category on the right hand side of the Languages NSW News page.
Transition into Stage 6
Q: If we're going to cater for 3 learner groups, will Stage 6 have 3 learner groups in all languages? Interesting that current discussion is on not running some courses in 2019/2020, eg Indonesian in Context.
A: At this stage, there is nothing to indicate that current Stage 6 language courses will change to reflect the learner groups outlined in the K-10 syllabuses. Differentiated Stage 6 courses exist for Chinese, Indonesian, Japanese and Korean.
The decision to suspend the Indonesian in Context course after the 2019 HSC examination is related to low student enrolments (see more information below).
Q: When will new Stage 6 syllabuses be released?
Q: With all these changes in K-10, when will the Stage 6 courses change to align with these new objectives and outcomes?
A: The current Language in Context and Language and Literature courses are being reviewed, and NESA sought feedback in Term 3 2018 through a range of consultation opportunities. Feedback included:
Q: Will the Stage 6 Language in Context (formerly Heritage ) course continue?
A: Stage 6 courses are offered based on student interest. If candidature in a course falls below 15 students in each of three consecutive years, the course is suspended. Please refer to the table on NESA's website for more information.
Q: How do we support Stage 4-5 "heritage" students to prepare for their HSC?
A:The differentiated content for students with prior learning/experience and students with a background in the language supports teachers to provide appropriately challenging content for students who may wish to study Language in Context or Language and Literature courses in Stage 6. Reviewing the examples (dash points) under the intended learning (dot points), will provide guidance on the level of grammar and vocabulary which would be appropriate for students commencing a Stage 6 Language in Context course.
Q: Backward mapping HSC language courses to meet the needs for Language Continuum students K-10?
A: Each Continuers language syllabus has a comprehensive outline of the grammar and structures that will be examined throughout the Stage 6 course. Teachers who are preparing Stage 5 students for the Stage 6 Continuers courses will find all the information they need to guide their teaching in each of the Stage 6 language syllabuses.
Q: Where do the prior learners go in Stage 6 when the Indonesian in Context is not offered anymore?
A: NESA can provide guidance in specific circumstances.
Q: Stage 6 Beginners course eligibility – if a student takes Korean in Year 10, what happens?
A: If the only time they study Korean is in Year 10, for no more than 100 hours, they are eligible for the Stage 6 Beginners course.
Q: How do you effectively differentiate tasks?
A: To assist with the development of differentiated tasks and teaching and learning activities, each language syllabus provides three levels of content for Stages 4 and 5, with examples of intended learning to illustrate differentiation for the three broad learner groups.
Teaching to three broad learner groups is more relevant in some schools than others. If you teach a language in an area where there are significant numbers of students in each of the learner groups, you may like to approach your local area network leader and suggest differentiation as a topic for future professional learning in that forum.
The department is currently reviewing its professional learning in relation to differentiating based on student ability, for re-release in 2019.
Q: With such a focus on speaking the target language in the classroom, and a noticeable decline in the standard of language skills of university graduates, will the universities change their major/minor criteria, for example I have had a practicum student who didn't study the language (her major) until she started university and her language level is terrible (not because of the course, but because of the hours she has studied the language for)?
A: NESA works with tertiary institutions to develop criteria for initial teacher education courses.
Q: How will I teach languages in an open learning environment?
A: The teaching of languages in combined/open-plan learning spaces is a new challenge for many teachers. Professional networking between colleagues will be invaluable, and the Languages NSW Yammer page would be a good place to start reaching out to colleagues who are also 'learning by doing'.
Q: How can you influence UAI/ATAR domain that scales down languages and therefore the importance of languages?
A: A student's ATAR and scaling of courses are managed by the Universities Admission Centre (UAC) – you can find more information on the UAC website.
Q: How does NESA only acknowledge K-10 syllabus, when many students only start learning language in Year 7?
A: Instead of offering two pathways like the Australian curriculum: Languages, the NSW K-10 syllabuses acknowledge that there are multiple entry points for students learning a language – some students enter Kindergarten already speaking the language, others have their first encounter in Stage 4. The continuum of learning ensures that language learning is age- and Stage-appropriate, and that students can engage with the language in ways appropriate to their cognitive ability and previous experiences at every Stage of learning. Outcomes are broad enough to support teachers in planning appropriate teaching and learning activities, regardless of a student's entry point.
Q: How heavily mandated will it be for teachers trained in a language to deliver all classes?
A: Staffing is a school-based decision. There is no mandate for a teacher trained in a specific language to deliver all lessons for that particular language course. However, as mentioned at the workshops, languages have been identified as a priority area by NESA, and quality language teaching is best delivered by language teachers wherever possible.
Q: How can regional and rural non-language trained teachers gain skills to teach a language and the new syllabus? Are there qualified teachers to support? Intensive holiday courses? Weekend courses? Ongoing courses? Semester 3 unit start courses with NESA accreditation?
A: The Languages and Culture team supports teachers to maintain and develop their language skills by offering funding support to attend immersion opportunities offered by foreign government agencies, for example:
Some universities and foreign government agencies run distance education courses in a range of languages.
In addition, the Languages and Culture team offers a mentoring program for early career language teachers called the Virtual Languages Mentoring Network (VLMN). This program matches early career language teachers with an experienced, language-specific mentor for two years. The VLMN will be recruiting new 'mentees' for 2019-20 in Term 4 through an EOI process which will be advertised on languagesnsw.com.
Q; What PL is available for actual language learning to teach languages, especially in rural schools?
A: See above.
Q: In running this "roadshow", have you noticed any differences or patterns that emerge as issues in regional schools?
A: We had expected significant differences between the experiences of teachers in metropolitan and regional schools. Contexts vary so much across schools in both metropolitan areas and regional areas, that sometimes teachers have more in common with schools located in a very different geographical area than one located in the same city. One difference we were expecting was that regional schools would have more Stage-based classes (for example Years 7 and 8 in one class), but we found this happens quite often in metropolitan schools too. Language teachers face many of the same challenges regardless of their location.
Q: Do you suggest trying choices of learning tasks to fit with Universal Design for Learning (UDL) principles? How much variation of a learning task is a good idea?
A: UDL is a framework for instruction based on three guiding principles:
Q: When and how can we include Life Skills outcomes in our own teaching programs?
A: For some students with special education needs who are not able to access the mainstream curriculum, particularly those with an intellectual disability, Life Skills outcomes and content can provide relevant and meaningful learning experiences. The relevant outcomes and content for Life Skills students can be found in the syllabus after the content for Stage 5. It is important to remember that the decision about whether a student should follow a Life Skills program is a collaborative one, taken by a number of different stakeholders including the principal, the learning and support team, teachers, the student and the student's family. Teachers cannot decide independently to teach Life Skills outcomes .
NESA's website has a section on Collaborative Curriculum Planning which may be helpful when considering differentiation for students with special learning needs.
Q: If we have international students arriving in Year 9 or 10, do they have to do a mandatory 100 hours language course to qualify for the RoSA? If so, can we do that in Stage 5?
A: Students transferring from overseas into Stage 5 don't have to do the mandatory 100 hours of language learning to be eligible for the RoSA. Principals have delegated authority from the Board to deem that the mandatory requirements in all key learning areas have been met. Please visit the NESA website for more information.
That's the final instalment of our Languages K-10 syllabus questions and answers! Remember to get in touch with the Languages and Culture team if you need any further information about any of the above, or come up with more questions.
Happy programming!
Continuing our K-10 syllabus question and answer series, this post looks at the ongoing support available from the Languages and Culture team, logistical questions arising from the workshops and school registration.
You can find previous posts on implementation, syllabus content and outcomes, target language use in the classroom, three learner groups, learning across the curriculum content, programming, Program Builder, the role of language and culture objective, assessment and reporting by clicking on the 7-10 category on the right hand side of the Languages NSW News page: https://www.languagesnsw.com/news
Ongoing support
The Languages and Culture team will be developing and offering a range of follow-up professional learning to support teachers as they implement the new syllabuses:
1. We are developing an eCourse for teachers who were unable to attend the face-to-face workshop or who would like to strengthen their learning about the new syllabus documents.
2. Teachers who participate in the face-to-face workshops and/or the eCourse are invited to participate in programming days (participation in the face-to-face workshop and/or the eCourse is a prerequisite, and details are emailed to eligible teachers).
3. Syllabus support modules will be developed in 2019 in response to teacher feedback.
Q: Can we please have a session on how to adapt outcomes to "authentic" assessment tasks SPECIFICALLY for non-background Year 7 students with no prior knowledge and low motivation and behavioural problems?
A: Developing engaging teaching and learning activities to meet the outcomes was identified by many teachers as their top priority for further professional learning. This will be incorporated into syllabus support modules to be developed in 2019.
Q: Further workshop ideas: Assessment development or tasks (not for assessments).
A: Both of these areas will be addressed in the upcoming syllabus support modules.
Q: When will NESA provide more support materials for all languages?
A: NESA is gradually developing resources to support all 8 of the new language syllabuses. The Languages and Culture team is also working to develop resources, subject to the availability of writers in each language. French and Japanese are being developed this term. If you're interested in being part of the writing team, look out for our expression of interest.
Q: Could we please have a copy of the PPTs from today? (especially the morning session ones)
A: Since the Hornsby workshop on 29 May, copies of key PowerPoint slides were provided at all workshops. Copies were emailed to participants who attended workshops in early May. If you did not receive a copy of the key slides summary, please get in touch.
Q: Can we have an electronic version of the PowerPoint presentation "Familiarisation & Planning workshop" sent to the participants please?
A: We are unable to share the PowerPoint electronically, as we will be delivering additional workshops in 2019. We are also developing an eCourse, through which teachers can access the key information.
Q: Could we please have a copy of the backward mapping template?
A: This has been emailed to all workshop groups who requested a copy. We have also included it in a post on languagesnsw.com. If you have not received a copy and/or are unable to access the Languages NSW post, please get in touch.
School registration
Q: What are the expectations from NESA regarding programs as we transition to the new syllabuses? Will they expect everything to be brand new or can we gradually create new units?
A: NESA monitors the compliance of NSW public schools, ensuring schools remain consistent with the department's policies and procedures – you can find more information on the NESA website. Evidence of compliance in relation to curriculum can be found at 4.7 of NESA's Registration Process for the NSW Government Schooling System Manual. Programming documents, including scope and sequences, units of work and assessment, must reflect the new K-10 syllabuses from 2019 for Years 7 and 9, and from 2020 with Years 8 and 10.
Keep an eye out for the final question and answer instalment coming soon. The last instalment will cover transition to Stage 6 and questions on a number of other issues.
Remember to get in touch with the Languages and Culture team if you need any further information about any of the above.
As a follow-up to our recent K-10 syllabus workshops (run by the Languages and Culture team), we have been posting the questions you raised, with answers from our team.
In our first post, we looked at implementation and syllabus content and outcomes.
In our second post, we looked at target language use in the classroom and the three learner groups.
In our third post, we looked at learning across the curriculum content and programming.
Today we're looking at Program Builder and the role of language and culture objective.
We will continue this series in Term 4.
Program Builder
Q: Need training in using Program Builder.
A: Program Builder is very intuitive to use. There is also a range of "how-to" videos on the Program Builder site, for example:
Q: When will Program Builder be ready for other languages?
A: Program Builder is close to release in the remaining 6 languages. Make sure you're subscribed to NESA News so you know when they become available. Subscribe at http://educationstandards.nsw.edu.au/wps/portal/nesa/about/news/newsletters
The role of language and culture
Q: Are principals aware of the cultural aspect of the new syllabus?
A: In the 2003 syllabus documents, students developed knowledge of the culture of [Language]-speaking communities as part of the Moving Between Cultures objective. In the new syllabuses, students understand and reflect on the role of language and culture in the exchange of meaning, and consider how interaction shapes communication and identity through the role of language and culture objective. There has been no formal announcement via NESA or the department regarding the culture-related objective in the syllabus. Individual teachers are encouraged to discuss these changes with their principals, including the implication for timetabling non-language teachers on to classes.
Q: Our school has done research tasks in English in 7 and 8. Can these still work in the new system?
A: They should work. Given the open nature of our syllabuses (no prescribed topics), they should support both research tasks and project-based learning, as long as the research tasks incorporate the intended learning (dot points) of the syllabus.
As a follow-up to our recent K-10 syllabus workshops (run by the Languages and Culture team), we will be answering your questions via this blog.
In our first post, we looked at implementation and syllabus content and outcomes.
In our second post, we looked at target language use in the classroom and the three learner groups.
Today we're looking at learning across the curriculum content and programming.
Learning across the curriculum content
Learning across the curriculum content assists students to achieve the broad learning outcomes defined in the K-10 Curriculum Framework, Statement of Equity Principles and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).
Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.
The cross-curriculum priorities are:
- Aboriginal and Torres Strait Islander histories and cultures
- Asia and Australia's engagement with Asia
- sustainability.
General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.
The general capabilities are:
- critical and creative thinking
- ethical understanding
- information and communication technology capability
- intercultural understanding
- literacy
- numeracy
- personal and social capability.
NESA's syllabuses include other areas identified as important learning for all students:
- civics and citizenship
- difference and diversity
- work and enterprise.
(Source: http://syllabus.nesa.nsw.edu.au/)
Q: Did I understand correctly – we do NOT have to use the icons for the LATC section?
A: There is no requirement from NESA or the department to use the icons in your programs, however, individual schools may have their own requirements.
Q: How many capabilities are to be addressed in one year/Stage?
A: Teachers address the outcomes across a Stage – there is no mandate regarding how you choose to address the learning across the curriculum content. Schools may have their own mandatory requirements which teachers need to follow.
Q: Could European languages have a day to write Stage 4 and 5 programs together?
A: Later in 2018 and into Semester 1 2019, the Languages and Culture team is planning programming days for secondary languages teachers in NSW public schools who have attended a face-to-face syllabus familiarisation and planning workshop, or completed the online course (for release in Term 4). The days will be organised around the number of outcomes in your language syllabus (8 or 9 outcomes).
Q: Collaboration time?
A: In addition to the programming days, we encourage teachers to access their local Language Teacher Network to organise times to collaborate on a more informal basis. These events are advertised via this blog, and many networks are currently including a focus on the new syllabuses.
Q: Values and attitudes – where in program?
A: Values and attitudes should underpin everything you do in the classroom, and should form the basis of all the teaching, learning and assessment activities you design – will the activity develop an interest in and enjoyment of language learning? Will it support students to appreciate and value their own heritage, culture and identity? Will it support students to appreciate and respect the culture, beliefs and values of others through language learning?
Values and attitudes objectives do not have outcomes, therefore they are not assessable (as we assess outcomes, not objectives) but they form a critical part of curriculum design.
Q: Will NESA provide a template/proforma that we can all use? Provide some uniformity.
No – NESA will provide sample scope and sequences and sample units of work across a range of languages. The department will also provide a range of sample scope and sequences, sample units of work and sample assessment tasks across all 8 languages, in a range of formats. There are no definitive templates or proformas, as school contexts vary.
Scope and sequences must include:
The department recommends including 2 additional elements in your scope and sequence:
Q: When programing, do we include both an outcome as well as content "point"?
A: Yes, you include both. The outcome can be included as a code, however the content dot point (intended learning) should be included in full, for clarity.
Correction from previous post regarding NSW School of Languages courses:
Q: Stage 5 learners – do you envisage the teachers catering to the 3 learner groups within one classroom? NSW School of Languages can assist here.
A: Yes, if you have learners from each of those groups in your classroom. As mentioned in the question, NSW School of Languages can assist with Stage 5 Chinese and Japanese moodle courses for students who may matriculate into the Stage 6 [Language] in Context or [Language] and Literature courses. A $200 administration fee applies.
As a follow-up to our recent K-10 syllabus workshops (run by the Languages and Culture team), we will be answering your questions via this blog.
In our last post, we answered your questions regarding implementation and syllabus content and outcomes. Today we're looking at target language use in the classroom and the three learner groups.
Target language use in the classroom
Q: Where does ICT use in the TL fit in the syllabus, eg typing in scripted languages such as Korean, Japanese, etc.
A: Information and communication technologies (ICT) are valuable tools to support language learning in the classroom and will continue to be useful as you implement the new syllabus. How you choose to use technology in the classroom to support the development of the target language will depend on the resources you have available, your learner group and your context. The use of ICT should always be strategic and planned. Remember to always have a back-up in case the technology doesn't work!
Q: With such a focus on speaking the target language in the classroom, will the universities change their major/minor criteria and provide more language-specific study and language pedagogy (including language-specific methodology)? As an experienced teacher I have noticed a decline in the standard of language skills and confidence of uni graduates, in large part because they simply don't have enough exposure to, or study of the language behind them. Will preservice language teachers also be encouraged to pursue languages as a major and study more than one language to increase their employability?
A: Decisions regarding patterns of study in Initial Teacher Education courses are determined by individual universities.
Learner groups
Q: Who decides which of the three groups a learner falls into (ie non-background, prior learning or background)?
A: Teachers decide which of these groups a student belongs in. You may wish to consult with the student and/or the student's family. Students may also access content for different learner groups, depending on their competencies in receptive and productive language use. For example, a student who understands their grandparents speaking to their parents in [Language], but who cannot speak or write the language may access 'background speaker' content for outcome LXX4-2C: Accessing and responding, but non-background content for outcome LXX4-4C: Composing.
Q: If a student speaks Cantonese at home, but is not able to read and write in Chinese, which group would they belong to?
A: This decision would best be made in consultation with the student and their family. As mentioned above, students may access content for different learner groups. The student's motivation for learning may also influence your decision.
Q: Stage 5 learners – do you envisage the teachers catering to the 3 learner groups within one classroom? NSW School of Languages can assist here.
A: Yes, if you have learners from each of those groups in your classroom. As mentioned in the question, NSW School of Languages can assist with Stage 5 Chinese and Japanese moodle courses for students who may matriculate into the Stage 6 [Language] in Context or [Language] and Literature courses. A $200 administration fee applies.
Q: How do we assure Stage 4-5 content for background students is met, when there may only be 1-2 of these students in the class?
A: Meeting the individual learning needs of students can be challenging for teachers. The differentiated content in the new syllabuses supports you to meet the needs of students with widely varying levels of language by giving you three levels of content and related examples to work with. Students are all working toward the same outcomes, and the provision of differentiated content can help you ensure that students are meeting the outcomes and that they are engaged in and challenged by their learning at an appropriate level.
Q: For the 3 learner groups in Stages 4 and 5, I'm assuming should have different resources…will they have same/different exams?
A: How you address the different learner groups in your classroom is a decision you make, as the teacher. You may decide to use a range of resources of varying depth and complexity, or you may decide to use the same stimulus material and differentiate activities and tasks. In reality, you'll probably use some combination of these strategies.
Example 1 (free time) – the students to listen to teenagers talking about their free time activities (the stimulus text is the same for all students). Non-background students may answer a series of questions to identify key information; students with prior knowledge and/or experience may have an additional/alternative activity in which they answer a more open-ended question, such as "Which person did you identify most with, and why?" (in English, or target language, depending on ability); students with a background listen to the stimulus text then rewrite the text in the third person and/or in a different tense.
Example 2 (sport) – the students are provided with stimulus materials from an authentic Chinese sports event (eg Beijing Olympics). Non-background students may access information from simple texts such as a timetable or basic flyer; students with prior knowledge and/or experience may look at event descriptions and times and plan an itinerary for a day visit; background students may use more complex information about the event as a stimulus to compose a text that describes their plan for the day, commenting on their feelings about the event.
As the focus of assessment moves away from tests and exams toward assessment FOR and AS learning (formative assessment) decisions about how to assess the outcomes for each learner group will be part of the planning process for units of work and will depend on the type of task you are using to determine student achievement against the outcomes.
And here's one we missed from our last post on content and outcomes...
Q: Which language syllabuses have the better examples?
A: The examples that you find most helpful and inspiring will depend on your teaching style and your students. It is worth reviewing the examples for Stages 4 and 5 in a range of languages, and choosing examples which you think will best meet the needs of your students and that you find most interesting and relevant. You can also develop your own examples.
At the recent K-10 syllabus workshops (run by the Languages and Culture team), teachers had the opportunity to ask a range of questions, and we promised to publish the answers here. We have categorised your questions, and will publish the questions and answers over the coming days. Today we'll be answering questions relating to implementation and syllabus content and outcomes.
We'd also like to thank teachers for their engagement and enthusiasm at the workshops – it was a privilege to work with you!
Q: We teach a non-mandatory Year 7 course (<50 hours) – when do we introduce the new syllabus?
A: The new syllabus will be implemented with all Year 7 classes in 2019.
Q: What happens if you teach taster courses in Year 7, then 100 hours in Year 8?
A: You will implement the new syllabus with the taster courses in Year 7 in 2019, and with your Year 8 mandatory course in 2020.
Q: We offer a Year 8 elective course. Which syllabus should we use?
A: You will use the current syllabus (2003) in 2019 and the new syllabus from 2020.
Q: What is the official advice for combined Stage 5 courses in 2019?
Q: At our school, we have a mix of Year 9 and 10 students in the Stage 5 elective class. Students only need to do the elective for 100 hours. What happens in this situation? When do we implement the new syllabus?
Q: SSCL – how are they going to manage next year with combined classes?
A: If you are starting a combined Year 9/10 class in 2019, you can implement the new syllabus with both year groups if both year groups follow the same program. However, if you have a separate program for each of the year groups in the combined class, you will follow the implementation timeline for the individual year groups.
Q: What options are there for Stage-based classes or composite 7-10 classes?
A: When students from both year groups within a Stage are studying the same program in the same class, you can implement the new syllabuses with both year groups in 2019.
Q: Is it still possible to do the mandatory hours in Year 9?
A: Yes – there are currently no changes to the mandatory requirements with the implementation of the new syllabuses. The mandatory requirement can be taught anywhere between Years 7 to 10, but preferably in Stage 4. (Reference: https://ace.nesa.nsw.edu.au/ace-4007)
Q: Can a student select a new language subject in Year 10?
A: Yes they can. Some schools run 100 hour elective courses (in Year 9 and/or Year 10), in which students elect the language for one school year.
Schools which offer these courses will need to consider the implications for Stage 6 courses – if a student does the mandatory 100 hours in a particular language in Stage 4 and then continues with that language via a 100 hours elective in Stage 5, they are ineligible for the Stage 6 Beginners course.
However, if a student does one language for the mandatory 100 hours in Stage 4, and then elects a different language for a Stage 5 elective, they are eligible for Stage 6 Beginners courses in both languages, provided they have had no other prior experience with either language. (Reference: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-languages/eligibility)
Content and outcomes
Q: Are the outcomes sequenced (eg 1, 2, 3, …) under each strand for a particular reason (eg easier to more difficult)?
A: No, the outcomes are not sequenced in order of difficulty. There is no prescribed sequence for teaching and/or assessing the outcomes; you can address them in an order that suits your context, learner group and teaching style.
Q: Do you have to address all aspects of an outcome?
A: You have to address all aspects of the outcome across a Stage. This means that, for example, by the end of Stage 4, a student can use German to interact with others to exchange information, ideas and opinions, and make plans (LGE4-1C). However, within a unit, you may choose to only address certain aspects of an outcome. For example, in a unit at the start of Stage 4, students may only be exchanging information for LGE4-1C.
Remember, these exchanges do not have to be highly complex; some exchanges may be quite simple, for example an opinion – "I like bananas more than apples". The level at which students meet the outcomes will be determined by individual students' abilities and interests, and outcomes should be addressed in a way that is appropriate for the learner group.
Q: Are there prescribed text types?
A: No, there are no prescribed text types. The examples of intended learning provided with each outcome (dash points) give suggestions for text types, but these are not mandatory. You may want to refer to text types commonly used in the HSC when teaching Stage 5 elective classes.
Q: Can we get more examples of demonstrating outcomes relating to Systems of language?
A: The Systems of language outcomes focus on the linguistic aspects of language learning. These outcomes look specifically at pronunciation and intonation, grammar and structure, language variation over time and text types in all languages, and also encompass the writing system for scripted languages. The dash point examples in the syllabuses provide guidance about how to incorporate these aspects in your teaching.
As indicated in the Organisation of content diagram (on page 27-31, depending on your syllabus), the Communicating and Understanding strands are interrelated. As such, the outcomes for both strands complement each other. For example, when composing a written text (LXX4-4C), students would also be demonstrating outcome LXX4-6U for non-scripted languages, or outcomes LXX4-6U and LXX4-7U for scripted languages.
Next post will look at target language in the classroom and learner groups.
Important advice (correction) regarding the mandatory 100 hours in Stage 4/Stage 5
At our recent K-10 syllabus workshops, many teachers have asked "Is it still possible to do the mandatory hours in Year 9?". We had advised that the mandatory 100 hours for the eight new syllabuses must be taught in Stage 4 from 2019, but this advice was incorrect.
We have sought clarification from NESA, and the answer is yes, it is still possible to do the mandatory 100 hours in Year 9 (or in Year 10).
NESA has advised that there are currently no changes to the mandatory requirements with the implementation of the new syllabuses. The mandatory requirement can be taught anywhere between Years 7 to 10, but preferably in Stage 4. (Reference: https://ace.nesa.nsw.edu.au/ace-4007)
As you know, NESA has released new K-10 syllabuses for Chinese, French, German, Indonesian, Italian, Japanese, Korean and Spanish.
To date, we have had over 500 secondary teachers attend one of our K-10 syllabus familiarisation and planning workshops. We are now planning our next steps (for the coming 6-12 months) to support secondary teachers in NSW public schools with their planning. This will include:
- answers to questions raised at the workshops, and answers to frequently asked questions (published via languagesnsw.com)
- an eCourse for release in Term 4, designed for teachers who were unable to attend a workshop, or who'd like to revisit the content
- syllabus "quick bites", delivered via Adobe Connect, to provide more information about key aspects which teachers indicated they found challenging, such as authentic language use
- programming days in a range of venues across NSW
- updating the education.nsw.gov.au website to include sample scope and sequences, units of work and assessment tasks in a range of languages - we currently have an EOI in SchoolBiz for writers, if you'd like to work with us).
Many teachers have also requested a copy of our planning template, which we have attached below.
Working so closely with teachers over the last term and a half has been been so exciting for us – we have loved seeing your enthusiasm and learning from your great ideas.
Our primary team has also been running workshops for K-6 teachers in a range of venues, and will continue their support through a range of avenues, including programming days.
May 2019
Note: The non-DoE events and products mentioned on this site are included at the reader's discretion. The inclusion of this information is not an endorsement by the DoE.


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Avin F & B Co.LLC is categorized under Beverages Manufacturers in Stockbridge, GA .
|Business Name:
|Avin F & B Co.LLC
|Contact Person:
|Jack Don Full Name Report
|P.O.Box 2942, Stockbridge, Georgia 30281
|Phone Number:
|(855) 665-4341 Full Phone Report
|Website Address:
|Annual Revenue (USD):
|$100.000 to $499.999
|Founding Year:
|Location Type:
|Employee Number:
|1 to 4
|Business Type:
|B2B (Business to Business)
|Business Category:
|Beverages Manufacturers
|Share This Business:
The company Avin F & B Co.LLC provides B2B services in the form of Beverages Manufacturers from its headquarters in Georgia. 1 to 4 employees work for Avin F & B Co.LLC, and the business now earns $100.000 to $499.999 per annum.
Avin F & B Co.LLC was launched in 2012 and is classified under SIC code and category , and NAICS number and grouping . To contact Avin F & B Co.LLC, please call Jack Don Full Name Report with the phone number (855) 665-4341 Full Phone Report or visit its headquarters at P.O.Box 2942 in Stockbridge, Georgia 30281.
The location of the headquarters can also be found using the coordinates 33.534,-84.20057. Read more details about this business on the webpage vincousa.com or follow the company's social media accounts, on Twitter and on Facebook.


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Pokemon GO: Keep This in Mind for Chikorita Community Day | Gaming News
The perfect source for gaming uptodate news
Tomorrow at 11am PT, Chikorita Community Day will start for Pokemon GO enthusiasts around the world. For a three hour window, the second generation grass-type starter Pokemon will spawn everywhere, and players will have a good chance at adding its shiny variant to their collection. However, there is something else Pokemon GO players should keep in mind when they participate in tomorrow's Chikorita Community Day activities.
Currently, many Pokemon GO players are attempting to complete the Celebi Special Research quest, and there are a few objectives in particular that can easily be completed during Chikorita Community Day. The first is part of the second page of challenges, and tasks players with evolving an evolved grass-type Pokemon. During Chikorita Community Day, players should easily be able to amass enough Chikorita candy to get a Bayleef and then evolve it into Meganium, which will satisfy the requirements of the objective.
Some players may be well past the second page of challenges for the Celebi Special Research quest, and could be on steps 6 or 7. For the sixth page of challenges, players have to catch 25 Pokemon while using Pinap Berries, and the greatly increased spawn rate of Chikorita during the event should make completing this step rather easy.
Finally, the third objective that Pokemon GO players can easily complete during Chikorita Community Day is on the seventh page of objectives and it is to catch 40 psychic- or grass-type Pokemon. Since Chikorita is a grass-type and there will be countless Chikorita available tomorrow, players should be able to complete this otherwise challenging objective with ease.
Beyond Celebi Special Research, Chikorita Community Day presents other opportunities for Pokemon GO players as well. Mainly, it will help anyone who has yet to add Chikorita's evolutionary line to their collection complete their Pokedex. It will also give players opportunities to meet with others to take on raid battles, like the ongoing Mewtwo legendary raids, as well as catch more shiny Pokemon.
There will be plenty for Pokemon GO players to do during Chikorita Community Day tomorrow, and so anyone serious about the game should be sure not to miss any of the action. Chikorita Community Day begins tomorrow, September 22, at 11am PT.
Pokemon GO is out now for iOS and Android mobile devices.