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Register for a Course
*2020 Registrations and Applications are Open!
You have reached the registration page for ALL TLC programs. Before you register, if you want more general information about TLC and our courses, please click here. Below are the registration links for Trial Skills Seminars, Criminal Defense Seminars, 3-Week Colleges, and TLC's Grad Programs.
Click the button below for an interactive Course Registration Map featuring TLC's 2020 courses with location and venue details.
"I can't change the legal system, but I can change those who work within the systems. And I can give them the tools and weapons that they can't get anywhere else to fight for justice and WIN!" - Gerry Spence, TLC Co-Founder & Famed Trial Lawyer
Taught by accomplished faculty teams of TLC-trained experienced trial attorneys as well as behavioral and communications experts. These courses are "hands-on" experiences. Students will learn TLC methods by doing, not suffering through endless lectures. If you want more general information about TLC and our courses, please click here.
Trial Skills Foundation
This seminar gives students the opportunity to learn about themselves in ways that will help them become more effective trial lawyers as they fight and seek justice.
June 7-13, 2020
Thunderhead Ranch, Dubois, WY
Pending Approval of CLE credits by the WY State Bar
Tuition (Lodging Included): $1,699.00
Discover the Story of Your Case
At this seminar, students will learn the TLC methods necessary to discover the winning story. Students will learn how to tap into their own power to bring these stories to life in the courtroom.
December 3-6, 2020
Hampton Inn Conv. Center, New Orleans, LA
Pending Approval of CLE credits by the LA State Bar
Tuition: $1,699.00
Lodging is not included. A room block will be available 30 days prior to the start of the course. Please make your reservation with the venue directly.
Voir Dire
This seminar introduces students to a method of jury selection in which they will learn how to identify the danger points in their cases, to re-frame them into points of power, and how to approach potential jurors as an inclusive, rather than exclusive process.
October 22-25, 2020
Sleeping Lady, Leavenworth, WA
Approved for 17.5 CLE credits by the WA State Bar
Tuition (Includes Lodging): $1,699.00
Opening Statement
This seminar arms students with winning methods to prepare an effective opening statement and to deliver it with their own unique passion and persuasiveness.
February 20-23, 2020
Pending Approval of CLE credits by the TX State Bar
Tuition (Includes Lodging): $1,699.00
Direct Examination
At this seminar, students will learn how to tell a story in a new, powerful, and dramatic way with their witness. These methods help students find their voice and bring their story to life so the jury actually experiences and becomes apart of their client's case.
(Not offered in 2020)
Closing Argument
This seminar teaches civil lawyers how to transfer death, pain, and loss into an adequate money award; and criminal defense lawyers how the client can win by an honest attach against dishonest cops and betraying prosecutors.
April 24-26, 2020
Hyatt Regency, Newport Beach, CA
Pending Approval of CLE credits by the CA State Bar
Tuition: $1,699.00
Lodging is not included. A room block will be available 30 days prior to the start of the course. Please make your reservation with the venue directly.
This seminar will introduce students to advanced cross-exam methods that empower trial lawyers to tell their clients' stories and learn to turn opposing witnesses from antagonists into witnesses whose testimony supports the case and helps to achieve justice.
*Identical programs will be offered in six locations on two separate dates. Please click the venue & location below to register.
January 24-26, 2020
Hilton Garden Inn Downtown, Atlanta, GA - SOLD OUT
20 Approved CLE credits by the GA State Bar
Peery Hotel, Salt Lake City, UT
Seascape Resort, Monterey Bay, CA
March 27-29, 2020
Drury Plaza Hotel, Santa Fe, NM
18.2 Approved CLE credits by the NM State Bar
Hotel Captain Cook, Anchorage, AK
19 Approved CLE credits by the AK State Bar
Sheraton Suites Country Club Plaza, Kansas City, MO
Pending Approval of CLE credits by the respective State Bar
Tuition: $1,699.00
Each venue has a reserved lodging room block with deadlines. Contact the venue directly or look for more specific directions in your Orientation guide email from TLC's Registrar, receivable after registration.
"Constitutional Rights serve both the innocent and the criminal alike. When such rights are wrested from those who are criminally charged, they are also stolen from us." - Gerry Spence, TLC Co-Founder & Famed Trial Lawyer
Taught by accomplished teams of TLC-trained trial lawyers, behavioral experts, and communications specialists, criminal defense attorneys will learn innovative TLC methods through on-the-feet action methods, not sitting and listening to lectures. Students will learn how to win the hearts and minds of their jurors, even against overwhelming odds. Hands-on, small group work on cases will make newly-learned methods readily accessible in the courtroom. If you want more general information about TLC and our courses, please click here.
*In Defense of the Damned is an annual criminal defense program held at the Thunderhead Ranch. The Indigent Representation Seminar, open to criminal defense and civil lawyers alike, will be held at a different remote location once/year.
"In a jury trial, as in life, great power is born of being a person." - Gerry Spence, Co-Founder & Famed Trial Lawyer
This comprehensive 3-week program dissects courtroom procedures with painstaking detail to provide hands-on tools toward achieving justice. Trial skills are only part of being a force in the courtroom. The trial lawyers' power originates from within. Knowledge of oneself gives the lawyer the capability to know others and to connect with each person in the courtroom including the witnesses, the judge, and the jurors. The power of TLC's methods come alive through creative, spontaneous, outside-the-box innovations that capture juries and move them to justice. If you want more general information about TLC and our courses, please click here.
*Please note: Applications submitted after the deadline will not be accepted. Admission decisions are made by the board at one time and notifications will be sent within a 6-weeks of the application deadline.
"The story of a case is in the heart and not the head." - Gerry Spence TLC Co-Founder & Famed Trial Lawyer
Graduate Courses, available only to TLC graduates, are intensive, one-week programs that focus on advanced trial skills, giving students a deeper understanding of TLC methods. Grad 1 teaches trial lawyers various communication and delivery skills, working on the entire horse, in addition to trial skills. Grad 2 teaches how to structure a case and trial story. If you want more general information about TLC and our courses, please click here.
*Graduate programs are by application only due to demand, with a mix of civil and criminal defense attorneys admitted. Admission notifications will be in the spring. Application deadline for Grad-1 & Grad-2: February 14, 2020


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One more SVP book signing
October 29, 2016
We keep selling out of books, which is a nice problem to have, but still a problem for people who want books. So we're getting a final shipment this morning, and Mark Hallett and I will be at the JHUP booth signing books, starting at 12:15 and going until we run out of either customers or books.
Many, many thanks to everyone who has gotten a book or just stopped by to chat. We're humbled by the great response we've gotten.
Parting question: someone on Facebook asked if we could sign and mail bookplates for folks who can't get to our signings. I'm cool with that, just curious about how much interest there might be. Let me know in the comments.
Rebbachisaurus gets a proper description
July 8, 2015
This just in: Wilson and Allain's (2015) redescription of Rebbachisaurus garasbae, the type and only true species of Rebbachisaurus!
Here we see the much-admire'd dorsal vertebra that's been on display for some time in the French National History Museum, and which we've seen here previously:
(It's a shame that photo didn't make it into the paper, really.)
There's good and bad news here. The good news is obvious: this is a really important specimen, the type of a whole sauropod family, and it's been in dire need of redescription because Lavocat's (1954) paper did a bit of a drive-by on it. It's great that there's a proper description at last.
The bad news is, you can't read it — at least, not unless you're a JVP subscriber or at a wealthy university. It's been a while, I think, since we wrote about a non-open access paper here at SV-POW!, and it's funny how little we seem to have missed them. A lot of the action in vertebrate palaeo, especially for dinosaurs, seems to have moved to open access journals — especially PLOS ONE and PeerJ, but also of course the venerable Palaeontologia Electronica.
It's no secret that I am done with JVP (and Palaeontology, and the Journal of Paleontology, not that I've ever had a paper in that last one) until they become fully open access journals — and no, a hybrid OA option doesn't cut it. I'm glad to have that notch on my bedpost, but I don't feel any need to go back there.
But what I'd forgotten, or perhaps never really registered, is how terribly old-fashioned JVP papers look. No-one is disputing the journal's high editorial standards or the importance of the work published there; but their tiny fonts, cumbersome two-column layout, and low-resolution black-and-white figures located bizarrely distant from the relevant text all make it feel like a journal badly in need of an overhaul for the 21st Century. I'm not sure what plans the Society has (it's been years since I was a member) but I'd love to see JVP reinvented as a full-colour open-access journal, primarily online with printed copies only for those who want to pay for them. We'll see.
It's great that Wilson and Allain had the Rebbachisaurus vertebrae CT-scanned, showing just how crazily lightly they are built: see figure 13, especially part A, above. But I have to admit to finding it strange that a 34-page paper that deals in detail with sauropod pneumaticity doesn't cite anything by either Brooks Britt or our own Matt Wedel — surely the two people who have done the most important work in this area, certainly the most foundational work.
My 2009 paper (Taylor 2009, duh) does get a mention — not, this time, to disagree with me on the generic separation of Giraffatitan from Brachiosaurus, to but to acknowledge its recognition of the spinoparapophyseal lamina (SPPL) that occurs in D?8 of the Giraffatitan paralectotype MB.R.2181 (formerly HMN SII) and has now been recognised also in Rebbachisaurus.
Anyway, this is an important new paper, very well illustrated (apart from the annoyingly avoidable lack of colour) and with typically careful and exhaustive descriptions. It's going to be very helpful, and it's reawakened an idea that I once had …
… but that's for another time.
- Lavocat, R. 1954. Sur les Dinosauriens du continental intercalaire des Kem-Kem de la Daoura. [On the dinosaurs of the Continental Intercalaire of the Kem Kem of the Daoura]. Comptes Rendus 19th International Geological Congress 1952(1):65-68.
- Taylor, Michael P. 2009a. A re-evaluation of Brachiosaurus altithorax Riggs 1903 (Dinosauria, Sauropoda) and its generic separation from Giraffatitan brancai (Janensch 1914). Journal of Vertebrate Paleontology 29(3):787-806.
- Wilson, Jeffrey A., and Ronan Allain. 2015. Osteology of Rebbachisaurus garasbae Lavocat, 1954, a diplodocoid (Dinosauria, Sauropoda) from the early Late Cretaceous–aged Kem Kem beds of southeastern Morocco. Journal of Vertebrate Paleontology 35(4):e1000701. doi:10.1080/02724634.2014.1000701
Why no PDF of the Smith and Benson Rhomaleosaurus monograph? An open letter to the Palaeontographical Society
December 4, 2014
I have sent this message to David Loydell and Beris Cox, the editors of the Palaeontographical Society's monograph series. (Update: and to Steve Donovan, secretary of the society.)
Dear Palaeontographical Society,
I was delighted to see that Adam Smith and Roger Benson's new monograph on the plesiosaur Rhomaleosaurus thorntoni is now out, as shown on Adam's publications page. This is a long-awaited work on an important specimen.
But when I asked Adam to send me a copy of the PDF, I was surprised to find that he doesn't have one, and doesn't expect to be given one. Is this correct?
If so, can you please explain the society's reasoning?
I would like to publish your response on my blog, https://svpow.com/, as others will also be interested in this. May I please have your permission to do so?
Many thanks,
Dr. Michael P. Taylor
Department of Earth Sciences
University of Bristol
Bristol BS8 1RJ
Smith A.S. and Benson R.B.J. 2014. Osteology of Rhomaleosaurus thorntoni (Sauropterygia: Rhomaleosauridae) from the Lower Jurassic (Toarcian) of Northamptonshire, England. Monograph of the Palaeontographical Society 168(642):1–40 and plates 1–35.
Update 1 (two hours later)
David Loydell is no longer an editor for the Monographs of the Palaeontographical Society. Instead, I am writing to Steve Donovan, Secretary of the Palaeontographical Society.
Is my new sauropod-neck cartilage paper "published"?
November 6, 2014
In a comment on the last post, Mark Robinson asked an important question:
You linked to the preprint of your The neck of Barosaurus was not only longer but also wider than those of Diplodocus and other diplodocines submission – does this mean that it has not yet been formally published?
As so often in these discussions, it depends what we mean by our terms. The Barosaurus paper, like this one on neck cartilage, is "published" in the sense that it's been released to the public, and has a stable home at a well known location maintained by a reputable journal. It's open for public comment, and can be cited in other publications. (I notice that it's been cited in Wikipedia). It's been made public, which after all is the root meaning of the term "publish".
On the other hand, it's not yet "published" in the sense of having been through a pre-publication peer-review process, and perhaps more importantly it's not yet been made available via other channels such as PubMed Central — so, unlike say our previous PeerJ paper on sauropod neck anatomy, it would in some sense go away if PeerJ folded or were acquired by a hostile entity. But then the practical truth is of course that we'd just make it directly available here on SV-POW!, where any search would find it.
In short, the definition of what it means for a paper to be "published" is rather fluid, and is presently in the process of drifting. More than that, conventions vary hugely between fields. In maths and astronomy, posting a preprint on arXiv (their equivalent of PeerJ Preprints, roughly) pretty much is publication. No-one in those fields would dream of not citing a paper that had been published in that way, and reputations in those fields are made on the basis of arXiv preprints. [Note: I was mistaken about this, or at least oversimplified. See David Roberts' and Michael Richmond's comments below.]
Maybe the most practical question to ask about the published-ness or otherwise of a paper is, how does it affect the author's job prospects? When it comes to evaluation by a job-search panel, or a promotion committee, or a tenure board, what counts? And that is a very hard question to answer, as it depends largely on the institution in question, the individuals on the committee, and the particular academic field. My gut feeling is that if I were looking for a job in palaeo, the Barosaurus preprint and this cartilage paper would both count for very little, if anything. But, candidly, I consider that a bug in evaluation methods, not a problem with pre-printing per se. But then again, it's very easy for me to say that, as I'm in the privileged position of not needing to look for a job in palaeo.
For Matt and me, at least as things stand right now, we do feel that we have unfinished business with these papers. In their present state, they represent real work and a real (if small) advance in the field; but we don't feel that our work here is done. That's why I submitted the cartilage paper for peer-review at the same time as posting it as a preprint (it's great that PeerJ lets you do both together); and it's why one of Matt's jobs in the very near future will be getting the Barosaurus revised in accordance with the very helpful reviews that we received, and then also submitted for peer-review. We do still want that "we went through review" badge on our work (without believing it means more than it really does) and the archiving in PubMed Central and CLOCKSS, and the removal of any reason for anyone to be unsure whether those papers "really count".
But I don't know whether in ten years, or even five, our attitude will be the same. After all, it changed long ago in maths and astronomy, where — glory be! — papers are judged primarily on their content rather than on where they end up published.
SO close
August 21, 2014
I have often argued that given their long hindlimbs, massive tail-bases, and posteriorly-located centers of mass, diplodocids were basically bipeds whose forelimbs happened to reach the ground. I decided to see what that might look like.
Okay, now obviously I know that there are no trackways showing sauropods actually getting around like this. It's just a thought experiment. But given how close the center of mass of Diplodocus is to the acetabulum, I'll bet that this pose was achievable in life. If diplodocids had just pushed the CM a few cm farther back, they might have dispensed with forelimbs entirely, or done something different with them, like re-evolved grasping hands.
Image modified from Gilmore (1932: plate 6). Here's a horizontal-necked bipedal Diplodocus and the original pose:
UPDATE the next day: I had forgotten that Niroot had already done a bipedal Apatosaurus, and a much more convincing one than mine. Go see it.
UPDATE the next week: Well, heck. Looks like the primary value of this post was so that people would remind me of all the other places the same idea has already been covered better. As you can see from the comment thread, Mike blogged about this at the WWD site, Scott Hartman drew it, and Heinrich Mallison showed that it was plausible. Sheesh, I suck.
- Gilmore, C. W. 1932. On a newly mounted skeleton of Diplodocus in the United States National Museum. Proceedings of the United States National Museum 81, 1-21.
I'm gathering all seven parts of Tutorial 19 ("Open Access definitions and clarifications") in one place for easy reference. Here they are:
- Part 1: what actually is Open Access?
- Part 2: Gold and Green
- Part 3: a brief note on Platinum/Diamond
- Part 4: licences
- Part 5: copyright
- Part 6: open access that comes and goes
- Part 7: why your open-access journal should use the CC By licence
And see also this more recent post:
All I want to do in this post is make people aware that there is a difference between these two things, and occasionally that affects those of us who work in natural history.
In one of his books or essays, Stephen Jay Gould made the point that in natural history we are usually not dealing with whether phenomena are possible or not, but rather trying to determine their frequency. If we find that in a particular population of quail most of the birds eat ants but some avoid them, then we know some things: that quail can tolerate eating ants, that quail are not required to eat ants, and that both strategies can persist in a single population.
This idea has obvious repercussions for paleoart, especially when it comes to "long-tail" behaviors. I dealt with that in this post, and also in the comment thread to this one. But that's not what I want to talk about today.
Sometimes it is useful to talk about things that never happen, or that have at least never occurred in the sample of things we know of. Obviously how certain you can be in these cases depends on the intensity of sampling and the inherent likelihood of a surprising result, which can be hard to judge. If you argued right now that T. rex lacked feathers because no T. rex specimens have been found with feathers, you'd most likely be wrong; it is almost certainly just a matter of time before someone finds direct evidence of feathers in T. rex, given the number of T. rex specimens waiting to be found and the strength of the indirect evidence (e.g., phylogenetic inference, analogy: ornithomimids are known to be feathered even though most specimens are found without feather impressions). If you argue that sauropods are unique among terrestrial animals in having necks more than five meters long, you're most likely right; being wrong would imply the existence of some as-yet undiscovered land animal of sauropod size, or with seriously wacky proportions (or both), and our sampling of terrestrial vertebrates is good enough to make that extremely unlikely.
The reason for this post is that sometimes people confuse that last argument, which is about sampling and induction, with the argument from personal incredulity.
For example, in our no-necks-for-sex paper (Taylor et al. 2011), we included this passage:
Sauropoda also had a long evolutionary history, originating about 210 million years ago in the Carnian or Norian Age of the Late Triassic, and persisting until the end-Cretaceous extinction of all non-avian dinosaurs about 65 millions years ago. Thus the 'necks-for-sex' hypothesis requires that this clade continued to sexually select for exaggeration of the same organ for nearly 150 million years, a scenario without precedent in tetrapod evolutionary history.
One of the reviewers argued that we couldn't include that section, because it was just the argument from personal incredulity writ large, like so:
There are no other known cases of X in tetrapod evolutionary history, and therefore we don't believe that the case in question is the sole exception.
…with the second part of that unstated (by us) but implied. But we disagreed, and argued (successfully) that it was an argument based on sampling, like so:
There are no other known cases of X in tetrapod evolutionary history, and therefore it is unlikely that the case in question is the sole exception.
Now, it is perfectly fair to criticize arguments like that based on the thoroughness of the sampling and the likelihood of exceptions, as discussed above for T. rex feathers. Just don't mistake arguments like that for arguments from personal incredulity.* On the flip side, if someone makes an argument from personal incredulity, see if the same thing can be restated as an argument about sampling. Maybe they're correct but just expressing themselves poorly ("I refuse to believe that the moon is made out of cheese"), and maybe they're wrong and restating things in terms of sampling will help you understand why.
* If you want to get super pedantic about it, they're both arguments from ignorance. But one of them is at least potentially justifiable by reference to sampling. Absence of evidence is not necessarily evidence of absence, but it may get to be that way as the sampling improves (e.g., there is no evidence of planets closer to the sun than Mercury, and at this point, that is pretty persuasive evidence that no such planets exist).
Parting shot: one thing that has always stuck in my head from Simberloff (1983) is the bit about imagining a large enough universe of possible outcomes. And I've always had a perverse fascination with Larry Niven's "Down in Flames", in which he pretty much demolished his Known Space universe by assuming that every basic postulate of that universe was false. Neither of these follow directly on from the main point of the post, but they're not completely unrelated, either. Because I think that they yield a pretty good heuristic for how to do science: imagine what it would take for you to be wrong–imagine a universe in which you are wrong–and then go see if the thing that makes you wrong, whatever it is, can be shown to exist or to work. If not, it doesn't mean you're right, but it means you're maybe less wrong, which, if we get right down to it, is the best that we can hope for.
The photos have nothing to do with the post, they're just pretty pictures from the LACM to liven things up a little.
- Simberloff, D. (1983). Competition theory, hypothesis-testing, and other community ecological buzzwords. The American Naturalist, 122(5), 626-635.
- Taylor, M. P., Hone, D. W., Wedel, M. J., & Naish, D. (2011). The long necks of sauropods did not evolve primarily through sexual selection. Journal of Zoology, 285(2), 150-161.

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Sunday, October 22, 2006
Blog Interaction with Carl Harvey II - Mon Oct. 23 to Wed Oct. 25, 2006
Carl is a prolific figure in School Library Media, active in the profession in leadership roles at the state and national level, a frequent author of professional articles, and presentor at conferences. He's a co-chair for next year's AASL National Conference in Reno, NV. He is also a frequent mentor to others who are just starting to get active in the professional field.
Learn more about Carl's professional activities and accomplishments at http://eduscapes.com/sms/harvey.html.
20 comments:
Hello everyone!ReplyDelete
A little about North: We have approximately 420 students in grades PreK-4th. We are located in the heart of Noblesville not far from the town square.
I'm excited about the discussion opportunities over the next few days.
I'm curious to hear what you're biggest challenges are being an elementary media specialist.ReplyDelete
I'm somewhat familiar with the Noblesville area, several well-healed families feed their children through your district. I'm wondering if that presents a different set of challenges than say someone in a more rural less well to do area?
- Anonymous8:48 AM
Dear Carl,ReplyDelete
I am at a middle school, but the elementary school is one the same campus in a separate building. I try to be a help to the library aide that runs the elementary library. She is booked solid each week with classes coming into the library, usually without the classroom teacher. She is finding it very difficult to get any of her other responsibilities done (shelving, ordering, repairs, etc.) Do you have any suggestions?
-Kim Hardin
- Nicki Kirchoff1:05 PM
This year I started a once monthly after school library event which has been a big hit at the middle school level. Do you plan any after school library activities for elementary aged students? If so, what are they? Do you have any big ideas for the future in terms of event planning?ReplyDelete
Ben -ReplyDelete
The biggest challenges in an elementary school....well, I guess I would have to say they are likely the same anywhere. Time is our biggest enemy. There just isn't enough of it. There is always more I want to do, try, plan, teach, etc. and there just never is enough time to get it all in. Schedules at elementary school aren't quite in blocks like secondary, but with all the other things pulling at teachers (special ed, gifted and talented, specials, etc.) it can be hard sometimes to fit it all in. The plus for me is that my staff is absolutely amazingly flexible. So, even when the schedules are tough, they are very open to working around it as much as we can.
There certainly are some affluent parts of Noblesville. However, our school covers the entire spectrum from those kids who aren't lacking to those who have nothing. Our building has about a quarter of the kids on free or reduced lunch. We have many rooms in our building that have as much as 25-30% of their kids who qualify for special education services. We are total inclusion, so our resources teachers work with the classroom teachers. Several of my grade levels plan together each week, and it isn't uncommon to find the teachers, resources teachers, and me all together. It can make for a dynamite team. We have parents from that entire spectrum as well that we deal with, and some are very friendly and easy to work with and others are more challenging – and money doesn't always dictate which is which.
Working with parents can sometimes be challenging no matter what there financial situation can be. One of the important things to keep in mind is that parents can be a vital voice for a library media program. I make sure to attend PTO meetings, write for the newsletter, create links on our webpage, and anything else I can think of to show the importance of the library media program to parents. Tomorrow night for example, the principal and I along with a couple of teachers planned a Family Literacy Night. The LMC will be open for check-out along with highlighting our Parent Collection. Our goal is to give parents ideas they can do at home with kids to support literacy. It has been fun to watch it come together and just another program the library media center is supporting in our school.
Kim –ReplyDelete
Not sure I have a good answer here. Obviously, the first problem in this scenario is that there is an aide responsible for instruction, collection development, etc. I'm certain that she does the best she can (we have way too many places in Indiana that operate on this model and I in know way want to diminish the work these people put in...many of them certainly try as hard as they can), but those role should be reserved for a certified library media specialist. The library support staff should be in charge of the shelving, processing, clerical tasks, etc.
Now this equation often happens in schools even where there is a certified person, but no clerical support. My answer to that would be … ditch the clerical stuff and focus on instruction and working with kids. I can recall a colleague who attended a meeting of library media specialists and one ranted and raved about never getting to do anything because she had no support staff. When question, she said she made sure the books were shelved every day. My thought would be…quit shelving the books and work with kids. If it begins to look bad or things are stacking up, an administrator might notice there is a need then, but if everything looks like it is running smoothly why would that administrator ever want to add support staff.
I operate on a total flexible schedule for checkout and instruction, but I get little of the administrative tasks done during the school day. The bulk of my time is spent on planning, instruction, prepping for classes, and working with students and teachers one on one. Things like collection development, reports, and other administrative tasks are often something I take home for evenings and weekends.
But I've rambled on, so back to your question. I guess I'm kind of struggling here to answer because I'm not sure how to reply. The idea of prioritizing what needs to be done and what is the most important for students would be key and then trying to let go of the other stuff that isn't that important. However, being in an assistant position might make that a lot harder.
Hi Carl,ReplyDelete
I was wondering how collaboration works in your building. Are there any reluctant collaborators? Do you have formal collaboration time?
Nikki –ReplyDelete
Event planning is one of the major ways to create positive PR about the library media center. I mentioned early our Family Literacy Night that we have coming up tomorrow. We also have a major family even in February as part of our book fair. Just for students in grade 4, we offer Read N Feeds three times a year. These are generally an hour and a half and are immediately after school gets out. They are focused around one of the Young Hoosier Book Award Nominees and kids have to read that book to be invited. Our first one is in a couple of weeks! The kids seem to love them and what could be better than food and books! J The biggest event we do each year is the annual author visit. I coordinate this effort with about three to five other schools. We spend almost two months preparing the kids and weaving the author's works into our curriculum and instruction. The kids and teachers absolutely love it and the day the author comes is just amazing! We've never been disappointed. We also have a Young Author's Day celebration and have had Randy Beard the last few years to share in that cele bration. It is a great way to highlight and say "great job" to kids with their writing. With our bus schedule, we often find it hard to have too many events before and after school because many of our kids don't have a way home later. SO, as much as we can offer things during the day we certainly try. For the kids who read all 20 of the YHBA books in 4th grade, we take a field trip to a local children's store on the square – The Wild We take a walk there from school and just after we've exercised enough, we stop by Alexander's next door for some yummy ice cream. Besides the author visit, the m usic teacher and I plan all the enrichments for the school. So we have worked hard to find performers and speakers that connect with curriculum, but at the same time also promote reading, writing, music, arts, etc. As much as possible, these speakers and performers are in the LMC and not the gym. Our P.E. teacher loves it that we don't kick him out and it provides a warmer atmosphere for the performers and again gives a positive look on the library media center. Our PTO funds those programs, so it is a good way for them to see the library media program involved in those activities that they provide. I've probably gone on long enough, but these are some of the added programs we have here at North.
Mary -ReplyDelete
Collaboration takes all shapes and forms at my building. My 1st, 3rd and 4th Grade teachers plan each week as a team - so I attend those planning sessions. They are typically before school, but I have one group that meets during specials and after school. Even the weeks that we don't have much going on in the LMC, I still find those sessions helpful. I pull resources, I offer ideas, and it is a great way to keep up with what is happening.
All the grade levels have a year long plan. So, even if they don't plan together, I know about where they are and when. Many of them have been in the process of tweaking them, so I've used that as the time to wiggle my way in. Almost all their templates now have a line where we mark typical projects or activities we've done. So, it is in their plan to work with me!!! :) I've been working the last year or so to create my own year long plan where I can see projects from all the grade levels and specials for each month.
Each grade level typically has a couple of days each year where they get subs and they can plan for the entire day. Usually this focuses on entire units or tweaking major parts of their plans. I attend as much of those days as I can.
Special areas is a bit more tricky, but my Music teacher and I have worked really well together and encorporated several things. Still working on Art and P.E., but we'll get there. Our music teacher is one of my biggest allies in keeping flexible schedule! (not that this has been an issue, but always great to have the support just in case)
Besides these formal planning sessions, we often do lots of informal planning sessions -- over email, a quick conversation in the hall, etc. I try to keep a copy of last year's collaboration log handy and from time to time will send out emails saying..."we did this last year...want to do it again".
Collaboration can be a hard sell, but since my teachers are mostly use to working already in their grade levels, it wasn't too far of a stretch to collaborate with me. We certainly all see that this is what is good for kids (including my administrator). We continue to work on in each and every day and we get better as we go along.
We work a lot with C.L.A.S.S.
This model focuses on brain-compatible instruction including some of Kovalik's ITI Model and focusing a lot on literacy. This has been a wonderful way as teachers work to make things connect that we pull in the library media program.
We've created a great environment for give and take. Would I say we have everyone on board...no, probably not. The majority -- yes, most certainly and we'll keep plugging away at it. I probably throw out tons of ideas that are quickly shot down, but I don't take it personal or worry about it. I just keep coming with ideas...eventually one will spark their interest. I also know where my weak spots are and make those my goals. When I started at North, my strength was the upper grades, so I continue now to work on improving what we do with our primary grades.
Those first few years in the building are the critical time to build those relationships with teachers. They have to TRUST you. Teachers are very possessive of their students and you have to earn their respect and trust that you can handle teaching THEIR kids and be just as effective if not more so than if the teacher did the lesson themselves. It is critical that you follow through with EVERYTHING you say you will do.
In everything I do, my teachers see me as part of the team, working just as hard as they do, and focused on the same goal of educating our kids. When they see you in that role, the collaboration comes easy.
Hope that gives you a little picture of collaboration in our building. I absolutely love it and can't imagine it any other way.
Oh and I just realized I should be clear about one more thing...this is NOT something that happened overnight. This is my fifth year at North and we continue to get better and better each year. It takes a good couple of years just to build those relationships with teachers to get them to move beyond short little activities. It takes time and patience, but it does happen. Just maybe not as fast as we might like sometimes.
If you had one time-saving/management strategy to share with new media specialists what would it be?ReplyDelete
Kathy Pizarek
Kathy -ReplyDelete
This system helps keep me organized, so maybe it will help some of you. Each grade level has a color. I have a folder for each grade level and in that folder I keep notes from each planning session I attend (documentation if I ever need it, too!). Then I keep a binder that has all the Indiana Academic Standards (I printed out the Coorelations and then put tabs for each access), a copy of each grade level's year long plan, and a copy of the library media center year long plan. The LMC year long plan is color coded to match the folders, too. It makes it easy to grab the folder, the binder, and head off to planning sessions.
Hope that helps!
Do you have many ESL or ENL students in your building? If you do, what strategies have you used in the media center to help reach out to these students and meet their needs?
Jennifer Clifford
Wow Carl, you have a lot of good helpful advice for managing a media center, collaboration, and organization. Congratulation on all your wonderful awards listed on your web page. I can see why you received them. Have you thought about writing a book for new LMS's?ReplyDelete
Hi Jennifer -ReplyDelete
We are finding that our ESL\ENL or the term we're using currently ELL (English Langugage Learner) is increasing. At this point, we have about a handfull of students, but some of the other buildings in our district have even more.
To support these students, we do have some English/Spanish materials. We've bought dictionaries for foreign languages, and then many of the resources that we buy to support our special needs students also seem to be helpful to our ELL kids. We've also bought a couple of professional resources that teachers can use when looking for stratigies. So, at this point we're looking for resources we can provide the teachers and students.
As for instruction, this seems to fall into some of the same things we do with our special needs students in trying to find materials at their reading levels that fit the topics. ...sometimes easier said than done.
My wonderful principal volunteered me for the district ELL committee. I've done some work to pull resources we have available in the district and mark those so they are easy to find in the computer catalog. We've also advertised them with our ELL committee on here are things we already have that can help these kids. While it may not have been the first committee I would have picked, it has been good to keep the libary media program in the communication loop with ELL.
Hi Mary -ReplyDelete
Thank you for you kind words. Much of what I do and how I do it has come from learning and watching and talking with others. I have written some on being new to the profession in some of the magazine articles I've written.
This last year I have just started into the arena of writing a book. In the spring a couple of friends and I have a book coming out about Writing and the Library Media Specialist from Linworth Publishing. I am in the early, early draft stages of another book that I hope to have out by AASL 07. I've not thought of writing a book just on new LMS, but maybe that will be in the cards once these other two books are finally finished.
Hi Carl,ReplyDelete
I recently read a CNNMoney.com article by Geoffrey Colvin on "What It Takes to Be Great" in your career. It is a terrific article that can be applied to any career. The idea is that hard work and that extra effort will make you successful. Obviously, we all want to be successful, but as I do think sometimes we don't all know how. In your opinion, what is the best area for a media specialist to spend the majority of their time and energy? As someone who is hoping to begin a career as a media specialist soon, I know that there are many tasks that await me. However, from being a teacher, I also know that it is impossible to give every task the amount of time it needs to be completed perfectly. What areas are the most important to focus on as a new media specialist who is willing to work very hard to succeed?
Amy Acree
Hi Amy -ReplyDelete
Your right -- you can't do everything all at once or even in the first year. First and foremost the most important thing to start with is building relationships with teachers, administrators, and students.
Teachers: They have to trust you in order to create that environment of collaboration. Realize that they will be watching carefully to see that you follow through. It will take some teachers longer than others to feel comfortable in working with you. My first LMS job I was there about four years. When I was leaving one teacher commented, "I was just getting use to working with you."
I forgot what that first year was like and even thought I had experience behind me, when I came to North it was like I was starting over. Again, it took a while to build that trust with my teachers.
Administrators: If they support you, the teachers will come along even faster. I had one administrator who use to encourage teachers when they wrote their yearly goals to include working with the LMS as one of them. Keep a good line of communication open. Find what style your administrator prefers when sharing information. Some like email, some like to set appointments, some have an open door policy, and there are probably other options, too. The point is, administrators don't like surprises, so if you can communicate effectively with them that won't be an issue.
Students: The kids are obviously what we are there for, so it is important they feel comfortable with you as well. Take time to try and learn names (which is something I struggle with), interact with them while they are checking out, asking them questions about the school and the library, etc. The students will usually be the easiest group to connect with of the three.
While building relationship, focus on instruction and teaching. There are always going to be things to clean-up, reorganize, restructure, etc. that fall under the administrative side of the library. But, they don't all have to be fixed in the first year (ok, I admit I had a hard time with that one, too!). So, you look for the things you absolutely can't live with out and work on those, but otherwise let the other things slide and focus on the kids, instruction, and building relationships. I'm sure that will take up the bulk of your time that first year or two, but the payoff down the road will be well worth it.
Hope that helps a little!
Thank you all for letting me be a part of your course. Hope to see many of you at AIME in a few weeks!ReplyDelete
Hi Carl,ReplyDelete
I was wondering about your flexible schedule at the elementary school level. This seems to be a rarity. How did this happen in your school? Was it set up this way when you arrived, or were you able to make this change when you began your in your position? If so, how did you accomplish this? Can you give any advice on how to overcome the obstacles (i.e. teacher prep time) when trying to make the switch to a flexible schedule?
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Another "weird" symptom of my ME (or CFS, or Gulf War Illness, or Central Nervous System dysfunction, or whatever you want to call it) involves "the cocktail party effect," specifically the apparent disruption of my brain's ability to filter out extraneous stimuli and focus on just the one I want to pay attention to. It's been suggested to me by a medical professional, although I have yet to be tested for it, that I might have Central Auditory Processing Disorder.
Let me explain it in my own words: I have difficulty focusing on a conversation if there is too much background noise, to include a second conversation taking place that I am not involved in. These external stimuli "intrude" upon my listening and disrupt my focus. It's incredibly frustrating, and leads to a strong desire for quiet much of the time. When I watch a TV show or a movie, I turn on the Closed Captioning to help me catch all of the dialogue–otherwise I have difficulty following along, even if the room is quiet. It's one of "ME workarounds" I've devised to allow me to continue doing things I enjoy, knowing my physical/mental limitations.
I have found that like most of my symptoms (pain, fatigue, balance difficulties, speech/finding the right words, light & sound sensitivity, emotional control, etc.), once my energy reserves or "batteries" get low (compared to my "normal" which anyone with ME knows is anything but normal when compared to healthy people), my listening ability declines dramatically as well, and my distractability increases to the point of effectively taking me out of any conversations.
Incidentally, I've had my hearing tested and there's absolutely nothing wrong with it. The problem, like most of mine, is neurological.
I imagine a lot of people with ME can relate to everything I've written above. However, I wonder if others have experienced a stranger phenomenon I've noticed over the last six months or so: while I can still listen to music when not in a bad flare up of symptoms, I have an extremely difficult time tolerating male vocals and find that I listen almost exclusively to female vocalists. Weird, right?
While there have been a number of articles published about general marketing preferences for "female" voices in digital assistants, artificial intelligence, car navigation devices, etc., there are plenty of highly successful and talented male singers. I used to enjoy a number of them. Now, I find that listening to male vocals is rather like hearing fingernails on a chalkboard.
This only applies to music, so I wonder if it has something to do with this whole cocktail party effect thing and the combination of vocals and accompanying musical instruments? I have no difficulty listening to male speech, or carrying on a conversation with another male. However, whereas I used to love to blast "Nirvana" or other distinctly male singers in the car, I can't do it anymore. It just…grates on me. But I can listen to music with a female vocalist just fine, and I'm not talking mellow, relaxing music either. One of my current favorite bands is Within Temptation, an awesome Dutch metal band. Sharon den Adel is their lead singer, and sounds amazing. I'm also a big fan of Lorde and Michelle Branch, who I liked back in the early 2000s when she made her debut but has recently returned with a bang by releasing a new album last year, "Hopeless Romantic," which is really excellent in my humble opinion.
So if you catch me "rocking out" to an all-female playlist, well, chalk it up to yet another bizarre symptom of my ME.


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Accompanying your weekend, today there is an interesting leak for you hypercar lovers, especially those on the scale of 64. Yes it looks clearly visible Koenigsegg Agera RS model cars from Tarmac Works.
This model of the car has actually been seen during the expo in Japan. But this time the model cars began to be immortalized in a frame camera with cool dioramas with Japanese nuances. Shown with modern steel color castings and yellow accents make elegant and sporty shades appear and live.
Enchanting base body curves can be translated quite well. For spoilers it's also ok, but don't expect hide and appear to function. Position can only appear, and it is not bad. Even for the wheel parts can approach the real.
Indeed, for 64-scale diecast metal prints there will always be a lack or miss detail in certain parts, because it's indeed a small size so it's quite difficult. Moreover, the character of the car now is very much curved in the body, both soft and sharp curves.
The deficiency in the production of the Koenigsegg Agera RS in the Tarmac Works is located in the diffuser section and the yellow paint accent details, if only the Tarmac Works wants to put or combine plastic material on the diffuser, I am sure this product will appear perfect for 64 scale.
But don't know too later when the release turns out to perform better. Because maybe the photos that came out right now are just a sample to introduce that the Tarmac Works will soon release the model of the 64-scale Koenigsegg Agera hyper car cars.
But these shortcomings can be covered with the hood engine can be removed, and as far as I know this is the first product if it really can be opened as seen in the exhibition window yesterday in Japan. Because we know all the functional doors, hoods, luggage has never functioned properly
Speaking of prices, I'm sorry I myself haven't gotten a whisper from the next neighbor. Want to be priced at what price and produced in how many units. For now there is no, because it also doesn't know when it's released.


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Art on the Trax: Reception from 4 to 6 p.m. Saturday. (434) 989-0032.
BeCville accepts proposals through April 14 from residents, artists and designers for public art projects and programs that will invest $15,000 in the Ridge Street, Belmont and Fifeville neighborhoods. Details and online submissions are available at becville.org. (434) 249-6664.
The Bridge Progressive Arts Initiative accepts applications through April 15 for the Public Artists Creative Residency. Details are available at thebridgepai.org. (434) 984-5669.
Chroma Projects: Reception at 5:30 p.m. Friday. (434) 806-9667.
Crozet Artisan Depot: New Artist Reception from 3 to 5 p.m. Saturday. (973) 489-7789.
The Fralin Museum of Art at the University of Virginia: Lunchtime Talk on "Rough and Unequal" from noon to 1 p.m. Tuesday. (434) 924-3592.
The Garage: Reception from 5 to 7 p.m. Friday. 100 W. Jefferson St.
Kluge-Ruhe Aboriginal Art Collection: Reception from 6:30 to 8:30 p.m. Thursday. (434) 244-0234.
McGuffey Art Center: Reception from 5:30 to 7:30 p.m. Friday. (434) 295-7973.
Second Street Gallery: Reception from 5:30 to 7:30 p.m. Friday. (434) 977-7284.
Spring Street Boutique: Reception from 6 to 8 p.m. Friday. (434) 975-1200.
Studio Ix: Reception from 5 to 7 p.m. Friday. (434) 242-0905.
Writing as Art workshop: 3 to 5 p.m. April 13. Blue Moon Antiques and Book Store at 8230 Thomas Nelson Highway in Lovingston. (336) 266-6461.
WVTF Radio IQ Gallery: Reception from 5 to 7 p.m. Friday. (434) 293-2515.
Yellow Cardinal Gallery: Reception from 5 to 7 p.m. Friday. (434) 962-4449.
Angell's Fitness and Dance: Works by Janet Rugari, Catherine Hamilton and Sara Gondwe on display through April. (434) 589-2725.
Art on the Trax: "#fab4painters," works by Priscilla Whitlock, Krista Twonsend, Jessee Coles and Karen Blair, on display through April 26. (434) 989-0032.
Bridge Progressive Arts Initiative: "World Art Exhibition," a collection of 33 drawings created by refugees living in Charlottesville, on display through April. (434) 984-5669.
Carver Recreation Center: VSA Visual Arts Show of original art work by local artists opens Friday and remains on display through Aug. 25. (434) 970-3264.
Chroma Projects: "Offerings," works by Susan Jamison, opens Friday and remains on display through April. (434) 806-9667.
Fork Union Community Center: Works by Windy Payne on display through April. (434) 589-2725.
Fluvanna County Government Offices: Works by Windy Payne on display through April. (434) 589-2725.
Fluvanna County Library: Works by Erika Mitchell on display through Friday. (434) 589-2725.
The Fralin Museum of Art at the University of Virginia: "Rough and Unequal," film by Kevin Everson, on display through April 16. virginia.edu/artmuseum. (434) 924-3592.
Gallery 527: Works by Susan Lang and Catherine Hamilton on display through April. 527 Valley Road in Scottsville. (434) 589-2725.
The Garage: "Unmanned Surface Vehicle," works by Sarah Grace Cheek, opens Friday and remains on display from 10 a.m. to noon each Saturday through April. 100 W. Jefferson St.
The Golden Fish: Jewelry by Erika Mitchell on display through April. 13652 James Madison Highway in Palmyra. (434) 589-2725.
Harrison Small Special Collections Library: "Faulkner: Life and Works" on display through July 7. faulkner2017.lib.virginia.edu. (434) 924-3021.
HotCakes Restaurant: Children's Art Show by students of Lee Alter on display through April 16. (434) 295-6037.
Kluge-Ruhe Aboriginal Art Collection: "Body Ornaments," ceramics by Janet Fieldhouse, on display through May 21. (434) 244-0234.
Les Yeux du Monde: "Water in the Desert," works by Janet Bruce, on display through May 7. (434) 973-5566.
Loving Cup Vineyard: "Sky's The Limit," oils on canvas by Jeanette Cohen, on display through April 30. 3340 Sutherland Road in North Garden. (434) 984-0774.
McGuffey Art Center: "The Art of the Selfie," works by Eileen French, in the Sarah B. Smith Gallery; "I Stand With Her," works by Mary Michaela Murray, in the Lower Hall North Gallery; "Cosmic," works by Etta Harmon Levin, and "Journey Enigma," works by Susan Patrick, in the Lower Hall South Gallery; "New Work," works by Nathan Motley, in the Upper Hall North Gallery; and an exhibit of works by the Sunday Figure Drawing Group on display in the Upper Hall South Gallery on display through April 30. (434) 295-7973.
Pleasant Grove House Museum: Works by Janet Rugari on display through April. (434) 589-2725.
Purcell Gallery at Louisa Arts Center: "The Art of Fashion," works by local fashion designers, opens Friday and remains on display through May 19. (540) 967-5200.
Second Street Gallery: "Ways of Seeing," collaged photographs by Stacey Evans, opens Friday and remains on display through April 28. (434) 977-7284.
Senior Center: Works by Norma Tornabene on display through April. (434) 589-2725.
Sojourners Church of Christ: Works by Sara Gondwe on display through April. (434) 589-2725.
Spring Street Boutique: "Italy in All Its Splendor," works by Anne Marshall Block, on display through April 30. (434) 975-1200.
Studio Ix: "Terrain Theory," works by Jameson Zimmer and Katie Connor, opens Friday and remains on display through April 28. (434) 242-0905.
Thomas Jefferson Memorial Church: Art quilts by Janice Walker on display through April 27. (434) 293-8179.
Union Market Bank — Palmyra: Works by Leona Bittner on display through April. (434) 589-2725.
UVa Hospital Gallery: "Spring on the Horizon," works by Randy Baskerville, on display through May 5. (434) 924-5527.
UVa McIntire School of Commerce Connaughton Gallery: "Wasteland II," works by David Borszich, and "Explorations in Water and Wax," works by Jeanine Barton Regan, on display through June 12. (434) 243-2049.
VSA Visual Arts Show: Works by local artists with disabilities on display through Aug. 25 at Carver Recreation Center at 233 Fourth St. NW. (434) 296-1215.
Westminster-Canterbury Gallery Walk: "Abundant Spring," works by 15 artists in the BozART Fine Art Collective, on display through April. (434) 972-2622.
Woodberry Forest School — Baker Gallery: "Progression," paintings by Matalie R. Deane, on display through April 29. (540) 672-3900.
WVTF Radio IQ Gallery: "Juried Show — Neighbors," works by numerous local artists opens Friday and remains on display through April 30. (434) 293-2515.
Yellow Cardinal Gallery: "mask(s)," works by Jane Goodman and Andy Foster, opens Friday and remains on display through April. 301 E. Market St. (434) 962-4449.
Afton Mountain Vineyards: Oil paintings by Page Peyton. (540) 456-8667.
Albemarle County Courthouse: Paintings by the Central Virginia Watercolor Guild on display through April. (434) 823-5695.
Albemarle County Office Building-McIntire: Works by students of Albemarle County Public Schools on display at 401 McIntire Road. (434) 296-5820.
ArtInPlace features 53 pieces of art from 23 artists located in public areas throughout the city of Charlottesville and Albemarle County. A list of all works is available at charlottesvillearts.org/art-in-place. (434) 971-2787.
Brody Jewish Center at UVa: "The Survivors' Talmud," a rare collection of post-World War II Jewish texts, multimedia film interview and recollections of Holocaust survivors, plus a copy of the Talmud printed by the U.S. Army, circa 1948-50. 1824 University Circle. (434) 295-4963.
Crozet Artisans Depot: Gallery hours are 10 a.m. to 5 p.m. Wednesday through Saturday and 10 a.m. to 2 p.m. Sunday. 5791 Three Notch'd Road in Crozet. (434) 205-4795.
Culpeper Medical Center: Student art from local elementary, middle and high school art programs on display through May. (434) 964-6438.
Cuppa Joe Café: Paintings and prints by Tom Tartaglino. 90 Joshua Lane in Palmyra. (434) 906-4172.
The Fralin Museum of Art at the University of Virginia: "Collect, Care, Conserve, Curate: The Life of the Art Object" on display through July 23. "Oriform," sculpture by Jean Arp, on display in front of the museum and Object Study Gallery available in the museum at 155 Rugby Road. Online Collection catalog on display at virginia.edu/artmuseum. (434) 924-3592.
Graves International Art: "Roy Lichtenstein & Company: Post-War and Contemporary Art" on display through October. "Masters of Contemporary Art," an exhibit of works by Ellsworth Kelly, Salvador Dali, Georges Braque, Damien Hirst, David Hockney, Keith Haring, Roy Lichtenstein, Sam Francis, Phillip Pearlstein, John Chamberlain, Andy Warhol, Gerald Laing, Joan Miro, Josef Albers and more, on display from noon to 5 p.m. Monday through Saturday at 306 E. Jefferson St. (434) 202-8087.
Greene County Historical Society: "Greene During the Wars," "Early Education," "The Mountain People Before the National Park," "Home & Hearth," "Early 1900s," "Meat House" and "Wildlife Gallery" on display at 360 Main St. in Stanardsville. (434) 985-2382.
Greenwood Gourmet Market: Oil paintings by Page Peyton on display on U.S. 250 west in Greenwood. (540) 456-6431.
Grills Gallery at the David M. Rubenstein Visitor Center of James Madison's Montpelier: "Queen of Hearts: Dolley Madison in Popular Culture" on display through May. 11350 Constitution Highway. (540) 672-2728, Ext. 450.
Jefferson School African-American Heritage Center: "Pride Overcomes Prejudice," an installation chronicling the history of the Jefferson School, on display 10 a.m. to 6 p.m. Tuesday through Friday at 233 Fourth St. NW. (434) 260-8720.
James Madison Museum: "From Regency to the Roaring Twenties — Fashion Exhibit" on display at 129 Caroline St. in Orange. (540) 672-1776.
Linwood A. Rhodes Wildlife Art Gallery on the grounds of the Greene County Historical Society Museum Complex: Open from 10 a.m. to 3 p.m. Friday and Saturday and by appointment at 360 Main St. in Stanardsville. (434) 985-1834.
The Loft: A working artist's studio expanded into a gallery/shop representing 20 artists working in a variety of art forms open from 10 a.m. to 7 p.m. Friday and Saturday and from 11 a.m. to 5 p.m. Sunday at 107-B E. Davis St. in Culpeper. culpeperloft.net or (540) 825-4416.
The Palette: Works by local artists in the Art Guild of Greene on display from 10 a.m. to 4 p.m. Thursday through Saturday at 8269 Spotswood Trail in Stanardsville. (434) 990-5763.
Tim O'Kane Studio: Small oil studies, new work, archival pieces and matted prints. 107 Perry Drive. (434) 249-0424.
RC Art Gallery: Works by Ruby Canody on display from 10 a.m. to 4 p.m. Tuesday through Saturday and from noon to 5 p.m. Sunday at 1876 Craigs Store Road in Afton. (540) 456-6262.
Reynard Florence Vineyard: Oil paintings and pastels by Diane Velasco and prints by Carl Prober. 16109 Burnley Road in Barboursville. (540) 832-3895.
University of Virginia: "Kings of Freedom," graffiti art on panels of the Berlin Wall, is on display in the Library Quad adjacent to the Alderman Library and the Albert and Shirley Small Special Collections Library. (434) 989-1745.
University of Virginia Law Library: "Places of the Piedmont," watercolors by Werner K. Sensbach, on display through May. (434) 982-6832.
William Monroe High School Lobby: Ceramic mosaic mural created by the students of the Advanced Placement Studio Art class representing the many facets of what they call "home." 254 Monroe Drive in Stanardsville. (434) 985-5273.


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2019 F-150 SuperCrew Cab 4x4, Pickup (Stock #92414)
More PhotosPhotos may be library images.
Vehicle Notes
22'' HARLEY DAVIDSON WHEELS, 35'' TIRES, BDS SUSPENSION, FOX SHOCKS, POWER RUNNING BOARDS, FLOWMASTER EXHAUST, AND MUCH MUCH MORE. THIS TRUCK IS A MUS… T SEE FOR ANY HARLEY OR TRUCK ENTHUSIAST. Lead Foot 2019 Ford F-150 Lariat Tuscany Harley Davidson 502A 4WD 10-Speed Automatic 5.0L V8 4WD, 110V/400W Outlet, 2-Bar Body-Color Grille w/4 Minor Bars, 2nd Row Heated Seats, Accent-Color Angular Step Bars, Active Park Assist, Auxiliary Transmission Oil Cooler, BLIS Blind Spot Information System, Body-Color Front & Rear Bumpers, Box Side Decals, Chrome 2-Bar Grille w/4 Minor Bars, Chrome Angular Step Bars, Chrome Door & Tailgate Handles w/Body-Color Bezel, Chrome Skull Caps on Exterior Mirrors, Class IV Trailer Hitch Receiver, Engine Oil Cooler, Equipment Group 502A Luxury, Heated Steering Wheel, Lane-Keeping System, Lariat Chrome Appearance Package, Lariat Sport Appearance Package, Leather-Trimmed Bucket Seats, LED Sideview Mirror Spotlights, Navigation System, Power Glass Sideview Mirr w/Chrome Skull Caps, Power Tilt/Telescoping Steering Column w/Memory, Pro Trailer Backup Assist, Quad Beam LED Headlamps & LED Taillamps/Fog Lamps, Radio: B&O Sound System by Bang & Olufsen, Rain-Sensing Wipers, Remote Start System w/Remote Tailgate Release, Reverse Sensing System, Single-Tip Chrome Exhaust, Technology Package, Trailer Tow Package, Twin Panel Moonroof, Universal Garage Door Opener, Upgraded Front Stabilizer Bar, Windshield Wiper De-Icer.Recent Arrival! Not all customers may qualify for all rebates listed, see dealer for details. Price includes: $2,000 - F-Series Retail Customer Cash, $750 - Ford Credit Retail Bonus Customer Cash, $750 - Retail Bonus Customer Cash
Chassis Details
Stock Number
Stock Type
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Cab Type
Vehicle Trim
Vehicle Body
4D SuperCrew
Interior Color
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Transmission Type
Rear Wheels
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Flex Fuel
Vehicle Options
- Navigation System
- Equipment Group 502A Luxury
- Lariat Chrome Appearance Package
- Lariat Sport Appearance Package
- Technology Package
- Trailer Tow Package
- 7 Speakers
- AM/FM radio: SiriusXM
- Radio data system
- Radio: AM/FM Stereo w/6 Speakers
- Radio: B&O Sound System by Bang & Olufsen
- SiriusXM Radio
- Air Conditioning
- Automatic temperature control
- Auxiliary Transmission Oil Cooler
- Front dual zone A/C
- Rear window defroster
- Memory seat
- Pedal memory
- Power driver seat
- Power steering
- Power windows
- Remote keyless entry
- Steering wheel mounted audio controls
- Universal Garage Door Opener
- Power Tilt/Telescoping Steering Column w/Memory
- Speed-sensing steering
- Traction control
- Upgraded Front Stabilizer Bar
- 4-Wheel Disc Brakes
- ABS brakes
- Body-Color Front & Rear Bumpers
- Dual front impact airbags
- Dual front side impact airbags
- Emergency communication system
- Front anti-roll bar
- Front wheel independent suspension
- Low tire pressure warning
- Occupant sensing airbag
- Overhead airbag
- Remote Start System w/Remote Tailgate Release
- Twin Panel Moonroof
- BLIS Blind Spot Information System
- Brake assist
- Electronic Stability Control
- Active Park Assist
- Auto High-beam Headlights
- Delay-off headlights
- Front fog lights
- Fully automatic headlights
- Panic alarm
- Security system
- Adaptive Cruise Control
- Speed control
- Engine Oil Cooler
- 2-Bar Body-Color Grille w/4 Minor Bars
- Accent-Color Angular Step Bars
- Box Side Decals
- Bumpers: chrome
- Chrome 2-Bar Grille w/4 Minor Bars
- Chrome Angular Step Bars
- Chrome Door & Tailgate Handles w/Body-Color Bezel
- Chrome Skull Caps on Exterior Mirrors
- Heated door mirrors
- LED Sideview Mirror Spotlights
- Power door mirrors
- Power Glass Sideview Mirr w/Chrome Skull Caps
- Quad Beam LED Headlamps & LED Taillamps/Fog Lamps
- Rear step bumper
- Single-Tip Chrome Exhaust
- Tailgate Step w/Tailgate Lift Assist
- Turn signal indicator mirrors
- 110V/400W Outlet
- Adjustable pedals
- Auto-dimming Rear-View mirror
- Compass
- Driver door bin
- Driver vanity mirror
- Front reading lights
- Heated Steering Wheel
- Illuminated entry
- Lane-Keeping System
- Outside temperature display
- Overhead console
- Passenger vanity mirror
- Pro Trailer Backup Assist
- Rear reading lights
- Rear seat center armrest
- Reverse Sensing System
- Tachometer
- Telescoping steering wheel
- Tilt steering wheel
- Trip computer
- Voice-Activated Touchscreen Navigation
- Voltmeter
- 2nd Row Heated Seats
- Heated front seats
- Leather-Trimmed 40/20/40 Front Seat
- Leather-Trimmed Bucket Seats
- Power passenger seat
- Split folding rear seat
- Ventilated front seats
- Front Center Armrest w/Storage
- Passenger door bin
- Class IV Trailer Hitch Receiver
- Rain-Sensing Wipers
- Variably intermittent wipers
- Windshield Wiper De-Icer
- View All
|Call For Pricing
Pricing Details
|Dealer Discount
|- $3,500
|Total Savings
|Additional Upfit Cost
Contact Bull Valley Ford for more info.(630) 345-4274
Vehicle available NOW in Woodstock, IL


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- Description
Dainese Guanto Carbon Cover ST: Sporty, but comfortable
Built with racing spirit and precision, Dainese's Guanto Carbon Cover is possibly the most ergonomic and protective glove in its price range. Bringing carbon fiber technology from helmets to gloves, this is an industry's first for a (relative) sweet price.
Product information
Dainese's Guanto Carbon cover gloves are made out of leather. The palms of these gloves are reinforced with goatskin, to ensure machine-like precision when riding. Dainese incorporated panels of elasticated fabric into these glove to ensure a perfect fit. To finish this mix of materials of, Dainese used Spandura textile to reinforce high-stress areas. As stated before, these gloves offer amazing protection. They namely boost carbon fiber inserts on the knuckles and fingers. Dainese inserted soft padding on various parts of its Carbon cover glove to further prevent injuries. A "safety" feature commonly found in riding gloves is that the little finger and ring finger have been stitched together. So if you do fall of your bike you'll break not one but two fingers. Dainese truly solved the underlying problem(preventing the little finger from breaking) by inventing their "distortion control" system. This is a polyurethane insert at the base of the little finger which prevents it from unnatural twisting. Reinforced with Polyurethane inserts and stitched with DuPont Kevlar fiber these gloves will serve even the most demanding riders well. In fact these Carbon cover gloves are so safe they've been homologated to the "EN 13594/2012" category 2 level. The wearing comfort of these gloves is further enhanced by the perforation on the inner side of the fingers which functions as ventilation and pre-curved fingers. Other features include:
Special Features
- Protection: Carbon fiber composite inserts on the knuckles and fingers
- Ventilation: Perforated leather on the inside of the finger for supreme ventilation on warm days
- Ergonomics: Microelastic inserts designed for a sportive riding style
- Materials: Constructed with cowhide and goatskin leather for optimal performance
- Additional Information
Additional Information
Brand Dainese Material Cowhide leather Season Midseason, Summer Waterproof membrane None Ventilation Perforated areas Touchscreen compatitble No Protection Knuckle, Palm Main Colour Black Sub Colours White Lifestyle Race/Sport, Street Gender Unisex Cuff Type Short Cuff
- Size Chart
Size XS S M L XL XXL XXXL Cm 19 20 21 23 24 25 26 Inch 7.5 8 8.5 9 9.5 10 10.5
- Reviews


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Empower Your Website Hosting Plans
Top engaging companies know that a significant source of a company's customer base stems from a successful website offering. That's why the time is now to consider a major player in the website hosting business that will offer customized, professional web platforms for your important business. Ensure your provider integrates its services with ease to


text: Join WECO's Brad Byrd as he'll be broadcasting live on Friday, October 12th from the all new Cricket Wireless store in Oneida from 4-6 pm. The store is located at 19781 Alberta St. Stop by and check out the new store and all that Cricket Wireless has to offer. Wireless plans start as low as $30/month and they have more 4G LTE coverage than Sprint or T-Mobile.


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Applications Accepted Each Summer!
The ACH's Relationship-Centered Communication Facilitators Program (RCF) is a program to develop future facilitators of the ACH fundamental workshop for delivery at their home institutions. "Home" may include any department or formally affiliated clinic. Only the individual enrolled as an RCF participant, who attends both Winter Course and ENRICH, may facilitate the workshop at their home institution.
Participants who successfully complete the RCF program will be recognized as "ACH Facilitators," and will receive a certificate of completion along with permission to facilitate the ACH fundamental workshop at their home institution. The RCF program is one of the pre-requisite tracks for individuals who may wish to apply to the ACH Faculty-in-Training (FIT) program. Entry to the FIT program will be available as an option upon completion of the RCF program. Please review details and application processes below.
Questions? Contact Rachel Poarch at firstname.lastname@example.com.
RCF Program Directors: Lynn O'Neill email@example.com or Ryan Laponis email@example.com
Assistant Professor of Medicine
Weill Cornell Medicine
New York, NY
Patricia Cerreto, MS, PA-C
Assistant Professor in the School of Physician Assistant Studies
Massachusetts College of Pharmacy and Health Sciences
Boston, MA
Andrew Chang, MD, MPH, MA
ACO Lead Physician & Director of Service, NYC Health & Hospitals/Kings County; Clinical Assistant Professor, SUNY Downstate Internal Medicine Primary Care Track, Brooklyn, NY
Sharon Crowell, MD
Internal Medicine Physician, Board Chair
Vancouver Clinic
Vancouver, WA
Gretchen Fuller, MD
Emergency Medicine Physician
University of California, San Francisco
San Francisco, CA
Darra Kingsley, MD
Associate Chief of Staff for Education
University of New Mexico School of Medicine
Albuquerque, NM
Mimi Mateo, MSN, CNM, CDE
Clinical Director of Midwifery
North County Health Services
San Diego, CA
Gita Mehta, MD
Emeritus Professor of Medicine
University of California, San Diego Healthcare
San Diego, CA
Sandra Moutsios, MD
Assistant Professor of Internal Medicine and Pediatrics, Director, Internal Medicine-Pediatrics Residency Program
Nashville, TN
Nynikka Palmer, DrPH, MPH
Assistant Professor, Division of General Internal Medicine, secondary appointments in Departments of Urology and Radiation Oncology, University of California, San Francisco
San Francisco, CA
David Rand, DO, MPH
Internal Medicine Hospitalist and Assistant Professor of Medicine
University of Vermont Medical Center/Larner College of Medicine
Burlington, VT


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A-Z Keywords
We have many A-Z keywords for this term. We offer them for FREE unlike many other keyword services, however we do require that you are a registered member to view them all so that the costs will remain lower for Us.
Keyword Suggestions
Linked Keywords
These are the linked keywords we found.
These are some of the images that we found within the public domain for your "Masquerade" keyword.
✾ Poster Of Preamble Of Indian Constitution ✾ ✾ Fantasy Bow Designs ✾


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Britain is poised to embark on a fraught and uncertain course. Leaving the European Union will weaken the remaining 27 members, and it is likely to set this country on a decade or more of instability. It is the end of a partnership that has brought much more to Britain than can be guessed at from the churlish nature of our relationship, which rarely recognised the wonder of this audacious attempt to mould a community of peace and prosperity from nation states at war for centuries. A largely hostile press made Brussels, just as an early Guardian editorial warned, the default excuse for political failure, economic incompetence and, sometimes, sheer misadventure.
Yet for 44 years, Britons have grown up, or grown old, with the European project; it is woven into our lives. Even those who have lost heart or never believed in the first place cannot now just take back control. They may find they miss some of the undervalued joys of belonging to the club – things like the shorter week delivered by the working time directive, the economic bonus to their town of EU regional funding, the clean beaches on which their children play, and the cleaner air they breathe.
But now the huge, arduous process begins of unpicking the measures that have stitched Britain into the life of 27 other countries, and their lives into Britain's. It is in the interests of both sides in the negotiations to work to reconstruct a new relationship that does the least harm. The challenge is that Theresa May's objectives all tend towards a result that will unquestionably disrupt the British economy and likely inflict collateral damage on the rest of the EU. Take the matter of Britain's continuing financial obligations: they have become a totem for Brexiters who care little for the future of Europe or Britain's relations with it. They want a can't pay, won't pay approach. The EU negotiators, who have it as the top of their agenda, warn that prior commitments are unbreakable. It is potentially a deal breaker. On this, Mrs May has wisely avoided making pronouncements.
The budget is one area that reflects the level of intimacy that grows up in a relationship that has lasted 44 years. Another is the easy flow of citizens from Britain to other EU countries, and into Britain from them. For many remainers, the sense of a shared identity that free movement brought has been one of the great glories of membership. Even those who have experienced immigration as a challenge to their way of life have gained from the doctors and nurses from Germany and Spain, the care workers from Poland; everyone's supermarket shop is cheaper because of the hundreds of thousands of central Europeans who work in farming and food processing. And everywhere, in science and research, in higher education, the arts and in business, the cultural contribution has felt as important as the financial.
Yet ever since 23 June 2016, the future of the three million EU nationals living and working in Britain, and of more than a million Britons abroad, has been uncertain. These are people who have put down roots, started to raise a family, worked and contributed. Now they are condemned to a limbo of anxiety and uncertainty. In July, a British minister referred to such EU nationals as "bargaining chips"; in October the prime minister talked of them as "negotiating capital". By December, some people who had been in the UK for most of their adult lives were receiving letters from the Home Office instructing them to "prepare to leave". And if Britain has sunk low, EU ministers too have insisted that the rights of EU citizens cannot be resolved separately from the rest of the negotiations. The German chancellor Angela Merkel is said to be one of those who did not want the issue settled separately. This affects up to five million people. It is repugnant, in both moral and political terms, to treat our fellow citizens like this.
Now that article 50 is about to be triggered, the fate of all EU nationals who were living in Britain, or Britons living elsewhere in Europe, at an agreed date, should be treated as a matter apart from the other negotiations. Tomorrow, in a joint initiative with France's Le Monde, Germany's Spiegel Online, La Vanguardia of Spain and Gazeta Wyborcza of Poland, the Guardian calls for Britain and the 27 member states to recognise on a reciprocal basis the rights of each other's citizens. The next two years will be tough and no doubt at times bad tempered. It would be wise and right to set a positive and generous tone at the start by reaching a deal on this most human of the many problems ahead.


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Collection comprising paper documents and ephemera relating to the wartime service of 1166936 Leading Aircraftman Cyril W.
Collection comprising paper documents and ephemera relating to the wartime service of 1166936 Leading Aircraftman Cyril W.
"Admission ticket John Knox's House, Edinburgh" Acc No 93/354 Aircraft picture cards 76 Acc No 93/354 Aircraft recognition cards 73 Acc No 93/354 Aircraft recognition cards 45 Acc No 93/354 Ai
Copy of diary 1.1.1919 - 3.10.1919 145 leaves Copy of diary 10.10.1917 - 28.12.1918 162 leaves Copy of diary 23.12.1916 - 31.12.1917 57 leaves Copy of logbook entries 26.8.1918-16.1.1919 15 leaves<
Logbook (Photocopy)
Appendix A to Operation instruction 27/45 4 leaves Acc No 97/260 Appendix A to Operation instruction 27/45 11.9.1945 4 leaves Acc No 97/260 Blank airgram message form Acc No 97/260 "Booklet, Can
Logbook (Photocopy)
Armed Forces permit 5.9.1944 Acc No Armed Services clothing ration card - 3 coupons Acc No Berthing slips Inter-Island Ferry 21.1.1945 and 26.10.1945 2 Acc No Brief service history LAC PD Brown
Certificate flight crew 17.5.1940 Authority to crew Lysander aircraft to France Form 1250 Identity card 23.6.1944 Form 1250 Identity card 9.6.1942 Leave ration cards 2 RAF Route Card 17.4 (Sealand
Notes etc relating to crash of Halifax 24.6.1944 Misc Acc No 96/002.3 Manuscript relating to crash of Halifax JD147 VR-C of 419 Squadron Acc No
"Certificate RNZAF Tennis Championships, 1952" Acc No 90/139 and 90/154 "Certificate RNZAF Tennis Championships, 1954" Acc No 90/139 and 90/154 "Christmas Card, 1942" Acc No 90/139 and 90/154 Co
FAI aviators certificate No 5975 9.4.1918 WHB Buckhurst RAF FS Form 280 certificate of service and discharge
Certificate of discharge Misc
"Commission, RNZAF" Commissions
Typescript copy of diary 28.3.1915 - 27.1.1916 including copies of photos and documents relating to his death in July 1916 whilst serving with the Royal Flying Corps in France.
Access to this collection is restricted and requires permission from the contributor. To gain access you will need to:


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70 Oval Shaped Acrylic Nail Designs for Nail Lovers
Looking for the best oval acrylic nail design ideas? You are not alone! Acrylic nails are attached to the natural length to increase the length of the nails. That allows us to have our desired nail shapes whenever we want. Round, square, oval, squoval, almond, stiletto etc are the salient shapes which are created with the help of fake nails.
Most of the people find themselves in a fix about what shape to choose for their nails. And some girls often get confused among round, oval and almond nails. All these nails are almost similar having a subtle difference. If you like oval shaped nails, you can apply oval-shaped acrylic nail designs on your nails.
Oval Shaped Acrylic Nail Designs to Look Classy
If you are so rigid about the shape of your nails, be very watchful while filing them. A little mistake can change the shape of your nails from oval to something else. To get the right oval nails, file your nails carefully at a slight angle giving an oval shape to the tips of the acrylic nails.
Oval nails suit any type of fingers, short or long because the tips of the nails resemble the natural shape of the natural nails. After having the long oval acrylic nails, it's time to have some classy designs on the oval acrylic nails.
#1. Neon Acrylic Nails
You can paint your acrylic nails with neon colors to give them a bright and shiny look. A ring will enhance the beauty of your oval shaped acrylic nail designs.
Squoval Nail Design to Define Your Persona
#2. Radiant Red
Red is widely used in the fashion world for its extra glamour. You can depict the red glamour on your nails by having these oval shaped acrylic nails.
#3. Sky on Your Nails
You can carry a sky of your own at your fingertips. Paint your acrylic nails with sky blue color to have oval shaped acrylic nail designs like these ones.
#4. Short And Cute
Oval nails suit all sizes of nails. Short oval nails look classy and cute if they are adorned with the perfect nail designs.
#5. Added Variety
If you don't want to keep it simple, add variety to the designs. Paint each of your oval acrylic nails differently to have such oval shaped acrylic nail designs.
#6. Mild Blue
These mild blue acrylic nails look awesome in the presence of these gold rings. The oval nails and the rings jointly complement the overall look of the manicure.
#7. Shiny French Tips
If you are a lover of both french manicure and shiny nails, this is the right fit for you. French tips and silver glitter look stunning as oval shaped acrylic nail designs.
#8. Shining Gold
If you want to make your pink nails shine more, add some gold glitters to them.
Stylish Square Round Nail Design
#9. The Aristocracy
These oval nails will glam up the overall outlook of your hands. The coffee brown color looks stunning in the oval acrylic nails. You can wear a compatible ring to make it more attractive.
#10. Keep It Neutral
Some girls believe that simplicity is the ultimate sophistication. If you love the simplicity that much, you can use neutral or nude color to paint your acrylic nails. This type of oval shaped acrylic nail designs looks good if designed correctly.
#11. Light Pink
Pink is the other name for cuteness. If you want to have a cute oval nail design, you can paint your nails with light pink. Put some rhinestones to have the extra shine on your oval acrylic nails.
#12. Lady of the Rings
Some girls are crazy about wearing trendy rings. This type of oval shaped acrylic nail designs is for them.
#13. Gradient Nail Art
Paint your acrylic nails with white and nude color to make them look like gradient nail art. Add some glitters at the connecting point of the two tone of colors.
#14. Accent Oval Nails
You can accentuate your light pink oval acrylic nails by painting a nail from each hand with golden glitters. Accent oval nails can be a good inclusion in oval shaped acrylic nail designs.
#15. The Shine Experts
Glitters and rhinestones have been used in nail designs to increase the shine of the designs. You can use both these shine experts for oval shaped acrylic nail designs.
#16. Burgundy Nails
You can paint your oval nails with burgundy color and accentuate them with a gold nail. This design is looking both beautiful and shiny.
#17. Pure White
White is an angelic color. White complements any shape and size of the nails. All you have to do is keep it tidy. These pure white nails are a good choice for oval shaped acrylic nail designs.
#18. Rounded Oval
These nails fall somewhere in between oval and round nails. Actually, it's really hard to distinguish the subtle difference between these two shapes. You can have these rounded oval nails as oval shaped acrylic nail designs.
#19. Oval Nails Black
How can you imagine nail designs without using the elegance of black? Black nails have a great appeal to the girls. They love the black outfits the most, and to keep it matchable, black nails are the only choice.
#20. Oval Nails Long
A fan of long nails? Ok then, try these long oval nails once. You'll fall in love with them for sure. This is a great variant of oval shaped acrylic nail designs.
Round Nail Design to Play It Cool & Edgy
Try Out These Oval Shaped Acrylic Nails Designs
No matter what shape and what color you use for your nails, make sure they don't look odd or ugly. Sometimes, the color combination or the patterns don't suit the type of nails you have. Keep these in your mind, and design your nails being inspired by our exclusive designs.


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Pupils 6º B.
lunes, 29 de abril de 2013
English stories
The Primary children enjoy and learn with their English stories.They are very funny and sometimes the pupils invente the stories.The last story is about the Loch Ness.
jueves, 18 de abril de 2013
English Theatre
The pupils of 5th 6th of Primary of our school have participated in a project called "English Theatre" offered by Council of our town.The project has been very interesting and the pupils have been very motivated.
Suscribirse a: Entradas (Atom)


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Free professional development subscription
Murray PHN is offering GPs, nurses and allied health professionals with AHPRA registration in our region, a free subscription to Armchair Medical TV (worth $360+) to continue their professional development training.
Armchair Medical TV allows health professionals to stream more than 4,000 lectures on a phone, tablet, computer or chromecast-enabled TV.
An example of one of the lectures is 'Case for change: Standardised access criteria for specialist outpatient clinics'. This presentation was delivered by Jody Paxton, Manager of the Surgical and Outpatient Reform Team of Queensland Health and Lorraine Dempsey, Health Projects Manager at Mackay Hospital and Health Service, at last years' myPHN conference. The lecture discusses the review of referral guidelines and processes, which led to large but successful changes between the primary and secondary sectors. Click here to watch.
Click here to subscribe to Armchair Medical on the Murray PHN website.


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Getting Started with Regression in R
Getting Started with Regression in R
Regressions are widely used to estimate relations between variables or predict future values for a certain dataset.
If you want to know how much of variable "x" interferes with variable "y" you might want to do a regression in your data. If you have a bunch of data points in time, and you want to know what is your data going to look like in the future, you also might want to do regression.
I will try to describe the steps that helped me successfully build linear and non-linear regression in R, using polynomials and splines. I am not going to go on too much details on each method. I just want to give an overall step-by-step on how to do a general regression with R, so that you guys can go further on your own.
First Steps: get to know your data
The first thing you should do is see what your data looks like. Plot the data, maybe try to get some statistics out of it, and try to understand what type of relation there is between variables.
There might be a linear (line) or non-linear (curvy) relation between your data points. The data in question might be dependent of only one variable or several variables.
Suppose you have the following dummy dataset:
Here we have one variable x that varies according to another variable y.
Plotting this data would get us the following graph
> plot(x, y, col="blue", main="Example Graph")
> grid(nx = 12, ny = 12, col = "lightgray", lty = "dotted", lwd = par("lwd"), equilogs = TRUE)
Visually, we can say that this data seems to follow a non-linear pattern. Even further, the relation between y and x seems to be a second degree polynomial.
The natural first thing to do is to check if a second degree polynomial would match our data. To create a model, we can use the lm() function. You should pass as parameter the equation you think might suit your data. Here we are actually "guessing" which model better fits to the data.
my_model <- lm(y ~ poly(x, 2))
In the example above we are creating a model where y=x^2.
Of course, you might want to test other alternatives:
my_model_linear <- lm(y ~ poly(x, 1))
Or (why not?)
my_model_degree_20 <- lm(y ~ poly(x, 20))
For more complex datasets, spline is a nice method to be used:
my_model_spline <- lm(y ~ bs(x))
Here, bs is the base function. Use the parameters knots and df to make the function smoother or curvier.
We were lucky in our example with the second degree polynomial, but the idea here is to mess around a little with these functions and parameters, trying to find the best model possible.
Check Results
After you created some models, to visually check how they fit your data, you can plot your x values against the model values you created. Here we use the lines() method to do that:
lines(x, predict(lm(y ~ poly(x, 2))))
To further check how well your model fit your data, you can plot the model itself
This is going to give you a bunch of information like the residuals against the fitted values. For more on that click here and here.
You can also use a t.test() to see if the two groups (real versus modeled values) are similar. This test is going to compare their means, assuming they both are under a normal distribution.
t.test(y, predict(my_model))
Read more about the t.test() here.
Predict New Data
Now, suppose you were able to find a good function to model your data. With that, we are able to predict future values for our small dataset.
One important thing about the predict() function in R is that it expects a similar dataframe with the same column name and type as the one you used in your model.
For example:
my_prediction <- predict(my_model, data.frame(column_name = c(value_to_be_predicted))).
If you had used dates in numeric form, for example you would have:
my_date <- "2016-05-10"
date_df <- data.frame(x=as.numeric(as.Date(my_date))) my_pred <- predict(cubic_model, date_df)
In our example we used generic numbers with the name "x".
my_pred <- predict(my_model, data.frame(x = c(31.1)))
OBS: If you only desire to interpolate your data, create a "line" between your data points, check the smooth.spline function. It will interpolate your data, and you don't have to keep guessing the relation between data.
OBS2: If your data function is complex, if you are not being able to model your dataset correctly or if you are just willing to try new stuff, Neural Networks can be a very powerful way of learning your data.
Link: Getting Started with Regression in R


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"All knowledge that the world has ever received comes from the mind; the infinite library of the universe is in our own mind."
These immortal lines, from the high-thinking philosopher Swami Vivekanand, are quite apt as our humble initiative VIVEKANAND GLOBAL SCHOOL, KALA PATTHAR CROSSING, INDIRAPURAM reaffirms its commitment to produce young global leaders empowered with sound academic grounding and solid life-skills.
The need of the hour is not just to educate but elevate! Our school will focus on the child and turn her into an achiever. We would strive hard to make education as all-rounded and holistic as possible for all learners. Our curriculum will encompass academics, co-curricular activities and life-managerial skills amidst state-of-the-art infrastructure. We have a trove of committed teachers who will leave no stone unturned and inculcate in students a deep love for learning.
We understand that we have made a commitment to all our stake-holders, right from parents and teachers to all community members, to bring out the best in all our students and turn them into global citizens.
We pledge to work towards our dream and we invite you to dream with us!
Please feel free to send your comments
to email@example.com
With kind regards and best wishes.


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LAOAG CITY, Dec. 9–Dominic Cruz, 25, a salesman of a mall and resident of Brgy. 7, this city, perished when his motorcycle he was driving accidentally rammed the rear of a parked delivery truck along Segundo Avenue (Bacarra Road) at Brgy. 11 here.
City traffic division chief Sean Bugaoisan said the victim was heading northward when the accident occurred Thursday night.
He said the wing-type truck while loading fruit juice drink product was parked on the roadside with no early warning device or hazard light.


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Membership has its benefits. Lots of benefits.
Why join the Plumbers Union Local 75? Simple. In unity, there is strength. By coming together, skilled workers are able to speak with one strong voice to ensure their interests are represented in public and political forums.
Union membership also provides the power of collective bargaining. Through collective bargaining, union and management can work together to ensure employers achieve fair profitability while employees earn decent wages and receive fair treatment. Orderly procedures for determining wages, hours, rates of production and policies for promotion and layoffs can also be established.
Joining the union is the only way you can gain the power to work with your employer on an equal basis to create strength and security for all in the industry.
Of course, union membership also offers many more benefits, listed below.
Health Services
Since 1955, Plumbers Union Local 75 has been proud to offer the very best healthcare benefits to our members. In fact, our current package of services is one of the most comprehensive available. Benefits include dental and optical coverage, a prescription drug program and major medical coverage including hospital services, organ transplant and routine physical examinations. Best of all, these services are not only available to you but also to your entire immediate family. But our commitment to your health extends beyond mere hospital and doctor visits. We also offer a wide variety of preventive care and wellness programs, including weight loss treatment, health promotion, cancer screening, family services and more.
Pension Fund
With our Pension Fund, the benefits you receive from union membership won't stop even when your working years end. To provide you with the peace of mind in your retirement, we offer a comprehensive, secure pension plan. It's based on a simple formula: the more hours you work, the higher your monthly benefit throughout your retirement. Also, because our resources are pooled with other building trades, our Pension Fund offers combined strength and security you can count on when you decide to call it a career.
401(k) Savings
In conjunction with our Pension Plan, participation in a 401(k) program is an excellent way to ensure a comfortable, worry-free retirement. Because the money you contribute to your 401(k) is completely tax deferred, this plan represents one of the very best investment opportunities available. As you watch your money grow in your 401(k) account, you can take comfort in knowing your nest egg is safe because the plan is managed according to sound investment strategies. Members are eligible to participate in the plan upon joining, although participation in our 401(k) is strictly voluntary.
Advanced Training
In today's competitive environment, if you're not keeping up with the latest developments in the industry, you're falling behind. That's why Plumbers Union Local 75 offers the education and resources you need to stay current.
To help you advance your career and promote quality within our membership, Local 75 requires members to complete a minimum of 10 hours of continuing education classes per year. After all, when you're a union member, your success reflects well on all of us.
Legislative Advocacy
Your interests are our interests. That's why Plumbers Union Local 75 employs registered lobbyists to represent us in Wisconsin and Washington DC. Their job is to ensure that our members are protected as both plumbers and working people in general. Our legislative activism has strengthened Wisconsin's plumbing license law. We have also fought against low-quality plumbing products that endanger our public health and reduce the quality of construction around our state.


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Words and a chart for The Economist on Donald Trump's declining approval rating. More importantly, there's a long-term increase in the share of college-educated whites wh say they "strongly disapprove" of Mr Trump.
"White flight | Donald Trump's approval ratings are pulled down by college-educated whites | His current numbers are only just above the low point of December 2017"