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The USASA has been the birth canal of many a pro snowboarder in its fifteen years as the premier amateur competitive snowboarding association. It has spawned the likes of Ross Powers, Keir Dillon, and Kelly Clark, and has made amateur snowboarding tangible to the average kid who dreams of being the next JP or Travis Rice. TransWorld SNOWboarding has been there since day one, and we continue our mission to sustain the growth of the sport and support the grassroots snowboarding program by introducing a new element into the USASA schedule.
The Trans-Am Series will showcase the talent of rising stars at three regularly scheduled USASA events around the country, culminating in a monstrous blow-out at the USASA Nationals in Sunday River, Maine at the end of March. The Trans-Am Series will bring a new, exciting element to the USASA with the "best trick style events. The overall winner of the series will be granted a one-year sponsorship from Trans-Am event partners.
TransWorld SNOWboarding will use all the necessary evils to back the series and continue to support this grassroots snowboarding program, so be on the lookout for TransWorld coverage and emails, Trans-Am ads, and USASA ads in TransWorld SNOWboarding.
Trans-Am Schedule:
January 11 — Mt. Bachelor HCSC Enter the Dragon series
February 2- Big Bear Southern California series
TBA — S.O.S Outreach series in Colorado
March 24-30 — USASA Nationals at Sunday River, Maine.
For more information on how you can grow your grassroots marketing program, please contact Laurie Bergthold at (760) 722-7777 x117 or email@example.com. Thanks to those sponsors already involved.


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Title I Evaluations and Demonstrations
(Title I, Part E, Sections 1501-1503)
Retains major features of current law, including requirements for a National Assessment of Title I, an Independent Review Panel to advise on the conduct of the National Assessment, and a longitudinal evaluation of program effectiveness, as well as Secretarial discretion to conduct other evaluation studies of Title I programs. Also retains the Section 1502 Title I demonstrations authority.
Changes from Current Law:
Assessment Issues - Updates issues to be examined to increase emphasis on accountability systems-including assessments, State AYP definitions, and school improvement efforts. Other issues would include the impact of school choice and supplemental service options for students in underperforming schools. Both the national assessment and the longitudinal evaluation also must include cost-benefit analyses of Title I services.
Independent Review Panel - Adds more prescriptive requirements on the composition of the Panel. Also requires that the Panel ensure that the final report on the National Assessment of Title I reviewed by two independent experts in program evaluation.
National Longitudinal Study - Adds requirement that this study use a nationally representative sample of Title I schools. Adds more detailed requirements on the issues to be examined, including the effectiveness of comprehensive school reform models and the impact of school choice options under section 1116 on student achievement.
Study of Assessments - Adds new section 1503 requiring an independent study of assessments used for State accountability purposes and for making decisions about the promotion and graduation of students. Requires that the study be conducted over a period not to exceed 5 years; that the Department use a peer review process to select the contractor, with the reviewers appointed by the Assistant Secretary for Educational Research and Improvement; and that a contract be awarded to an entity capable of conducting independent, rigorous research. Requires that the study synthesize and analyze existing research that meets standards of quality and scientific rigor, and evaluate academic assessment and accountability systems in SEAs, LEAs, and schools. Specifies areas for study, including the effects of achievement on different groups of students. Requires an interim report after 3 years and a final report to Congress and the President. Permits the Secretary to reserve, for the study, up to 15 percent of funds (but not more than $1.5 million) from the amount appropriated for Part E.
Close Up Fellowships
(Title I, Part E, Section 1504)
Authorizes a non-competitive grant to the Close Up Foundation of Washington, D.C. to support fellowships to students from low-income families and their teachers to enable them to participate with other students and teachers in the Close Up program. Participants spend one week in Washington attending seminars on government and current events and meeting with leaders from the three branches of the Federal Government. (Also authorizes similar programs for "new Americans.")
Changes from Current Law
Student Participation - Adds new provisions designed to ensure the participation of students from rural, small town, and urban areas and the participation of students with migrant parents in the Program for Middle School and Secondary School Students and the Program for New Americans.
Teachers - Limits fellowships for teachers in the Program for Middle School and Secondary School Teachers to not more than one per year. Eliminates rule that only one teacher from each participating school can receive a fellowship each year.
New Americans - Replaces the Program for Recent Immigrants, Students of Migrant Parents and Older Americans with a Program for New Americans.
Accountability - Adds accountability provision that requires the Close Up Foundation to measure the "efficacy" of the program.
Program Name and Placement - Changes "Allen J. Ellender Fellowships" to "Close Up Fellowships" and moves the authorization from Programs of National Significance to within Title I-E ("National Assessment of Title I").
- In consultation with the Secretary, the Close Up Foundation is required to measure the "efficacy" of its programs, including its ability to: 1) provide young people with an increased understanding of the Federal Government; 2) heighten a sense of civic responsibility among young people; and 3) enhance the skills of educators in teaching young people about civic responsibility, the Federal Government, and attaining citizenship competencies.
Comprehensive School Reform Program
(Title I, Part F)
Retains, without major changes, the current program to support the development, adoption, and implementation of comprehensive school reforms that are based on reliable research and effective practice and that will improve the academic achievement of children in participating schools.
Changes from Current Law
Authorization - Creates a separate authorization for the program in the ESEA (under Title I, new Part F). Previously, the program had no separate statutory authorization; it was created in the Department's fiscal year 1998 appropriations act and was implemented based on instructions included in the reports accompanying the Department's fiscal year 1998 and 1999 appropriations. Congress has appropriated funds for the program under Part E (Federal Evaluations, Demonstrations, and Transition Projects) of Title I and Part A (Fund for the Improvement of Education) of Title X.
Targeting - Limits awards to LEAs that receive funding under Part A of Title I. By comparison, the FY 2001 appropriations made 83 percent of the funding available for LEAs eligible to receive funds under Part A.
Additional Reform Component - In addition to the nine components required currently, adds two new components stipulating that grantees use program funds for comprehensive reforms that: (1) have been found (a) through scientifically based research to improve significantly the academic performance of participating students compared to non-participating students; or (b) show strong evidence that the model would significantly improve the performance of participating students; and (2) provide support for teachers, principals, administrators, and other school staff.
Quality Initiatives - Requires the Secretary to carry out "quality initiatives" consisting of: (1) a public-private effort to assist States, LEAs, and schools in making informed decisions in approving or selecting providers of comprehensive school reform; and (2) activities to (a) foster the development of comprehensive school reform models; and (b) provide effective capacity building for comprehensive school reform providers to expand their work to more schools, ensure quality, and promote financial stability.
Emphasis on Proven Strategies - Requires that grantees implement comprehensive reforms based on scientifically based research.
Federal - Requires national evaluation of, among other things, results achieved by schools after 3 years of implementing comprehensive school reforms and the effectiveness of comprehensive school reforms in schools with diverse characteristics.
State - Requires each State to conduct an annual evaluation of the effects of the reforms on student achievement and submit the report to the Secretary.
- Local - Requires that schools adopt comprehensive reforms that are based on scientifically based research and effective practices and that include a plan for evaluating annually the implementation of the reforms and their effect on student achievement.
Allocation of Funds
Federal to State - Formula based on each State's prior-year share of Title I Basic Grants (Sec. 1124).
Within State - Competitive awards to LEAs that receive funds under Part A of Title I, with a priority for LEAs planning to use funds in schools in improvement or corrective action under Title I.
Federal - (1) Up to 1 percent for the BIA and Outlying Areas; (2) up to 1 percent for national evaluation activities; and (3) up to 3 percent for Quality Initiatives.
State - Up to 5 percent for administrative, evaluation, and technical assistance expenses.
Advanced Placement
(Title I, Part G)
Reauthorizes the Advanced Placement Incentive program (currently authorized by the Higher Education Amendments of 1998) as Part G of Title I of the ESEA. The purpose of the program is to increase the number of low-income students participating in Advanced Placement classes and taking Advanced Placement tests. States apply for grants to pay test fees of low-income students. Under the previous authorization, States in which no low-income student paid more than a nominal fee to take Advanced Placement tests could also use funds for other activities designed to increase the access of low-income students to Advanced Placement classes. The reauthorization replaced that formulation with two separate programs - one for test fees, the other for activities designed to increase access to Advanced Placement classes for low-income students.
Changes from Current Law
Separate Programs - Creates two separate programs: the Advanced Placement Test Fee Program authorizes grants to States to pay test fees for low-income students if they are enrolled in an Advanced Placement course; the Advanced Placement Incentive Program Grants authorizes three-year grants for activities such as teacher training and pre-advanced placement course development that are designed to expand access for low-income individuals to Advanced Placement classes. (These grants are no longer limited to States in which no low-income student pays more than a nominal fee to take Advanced Placement tests.)
Eligible Entity - Expands the definition of "eligible entity" for Advanced Placement Incentive Program Grants to include LEAs and national nonprofit educational entities with expertise in Advanced Placement services.
Participating States must submit an annual report to the Secretary on student participation in the Advanced Placement Test Fee Program.
The Secretary annually compiles State-reported data in a report to the Congress.
Allocations to States under the Test Fee program are based on the number of low-income students in the State in relation to the number of such students in all States.
Grants under the Incentive program are competitive.
- None.
School Dropout Prevention
(Title I, Part H)
Authorizes $125 million for a new program to assist schools with high dropout rates to implement dropout prevention programs.
Program Description
Grants Authorized - At appropriations levels of $75 million or less, authorizes competitive awards to States or LEAs. At appropriations levels greater than $75 million but less than $250 million, authorizes competitive awards to States, with the States, in turn, making subgrants to eligible LEAs. At appropriation levels of $250 million or more, authorizes formula grants to States, with States, in turn, making subgrants to eligible LEAs.
Eligibility - To be eligible for a grant, an LEA must operate at least one school that: (1) serves students in grades 6 through 12; (2) receives funds under Part A of Title I; and (3) serves a student population of at least 50 percent from low-income households (or 50 percent coming from feeder schools with at least 50 percent of students from low-income households).
At appropriations levels of less than $75 million, funds can be used only to support dropout prevention programs in schools that: (1) serve students in grades 6 through 12; and (2) have annual dropout rates that are greater than the State average in (a) the school itself or (b) the schools that are "feeder schools."
Applications - Requires each State or LEA desiring assistance to submit an application that, among other things: (1) outlines the agency's strategy for (a) reducing its dropout rate, and (b) targeting schools with the highest dropout rates; (2) identifies the schools that have an annual school dropout rate above the State average; (3) describes the instructional strategies that will be implemented; and (4) describes how the activities conform with research knowledge about school dropout prevention and reentry. In addition, each LEA application must include an assurance that it is committed to providing ongoing support for schools for a period of 5 years.
Uses of Funds - Requires grantees to use funds to implement research-based, sustainable, and coordinated school dropout prevention and reentry programs. Identifies 10 allowable activities, including: professional development; reduction in pupil-teacher ratios; counseling and mentoring for at-risk students; and implementing comprehensive school reform models. Requires LEAs to provide technical assistance to any secondary school that receives program funds for two years and has not made progress toward lowering its dropout rate.
National Activities - Requires the Secretary to: (1) establish a national recognition program to identify schools that have been effective in reducing dropout rates; and (2) evaluate the effectiveness of activities funded under the program. Authorizes the Secretary to carry out activities to: (1) collect systematic data on the effectiveness of programs; (2) establish a national clearinghouse of information on effective school dropout and reentry prevention programs; (3) provide technical assistance to SEAs, LEAs, and schools to assist them to implement effective school dropout prevention programs; (4) establish an inter-agency working group to determine how Federal programs can help reduce school dropout rates; (5) support capacity building and design initiatives; and (6) support technical assistance entities that, prior to enactment of No Child Left Behind, provided training, materials, and technical assistance related to school dropout prevention to at least 100 elementary or secondary schools.
Federal - Requires the Secretary to evaluate the effectiveness of activities funded under the program.
State - Requires each State receiving assistance to report annually to the Department on the status of the implementation of activities and outcome data for students in schools receiving program funds.
Local - Requires LEAs receiving program funds to report on the status of the activities funded under the program and dropout data disaggregated by race and ethnicity for schools receiving program funds.
Federal - At appropriations levels of less than $75 million, authorizes competitive awards to States or LEAs. At appropriations levels between $75 million and $250 million, authorizes competitive awards to States. At appropriation levels of $250 million or more, authorizes formula grants based on each State's prior-year share under Title I, Part A.
Within State - Competitive awards to eligible LEAs.
Federal - Permits a reservation of up to 10 percent of the amount appropriated for national activities.
State - Up to 5 percent for administrative expenses and State-level activities. Limits the amount used for administrative expenses to 2 percent.
Title I General Provisions
(Title I, Part I)
Part I of Title I primarily concerns regulatory and administrative requirements, including deadlines for developing regulations implementing the No Child Left Behind Act of 2001 and a requirement that State rules and regulations related to Title I programs conform to the purposes of the NCLB Act. The regulatory deadlines in two sections seem inconsistent, with section 1901 requiring issuance of final regulations within one year of enactment and section 1908 requiring completion of regulations related to sections 1111 (State Plans) and 1116 (School Improvement) within six months of enactment. Specific provisions include the following:
Federal Regulations - Section 1901 requires a negotiated rulemaking process for, at a minimum, the standards and assessments provisions of the new law. Requires final regulations resulting from negotiated rulemaking to be issued within one year of enactment of the NCLB Act.
Agreements and Records - Section 1902 outlines the procedures to be followed if any proposed regulations do not conform to the agreements reached through negotiated rulemaking and requires the Secretary to keep "an accurate and reliable record" of those agreements.
State Administration - Section 1903 requires State rules, regulations, and policies related to Title I to conform to the purposes of Title I, to be minimal, and to be subject to review by a Committee of Practitioners that must be created by the State to help it carry out its responsibilities under Title I. (Same as current law.)
Local Educational Agency Spending Audits - Section 1904 requires annual GAO audits of at least 6 LEAs receiving Title I, Part A funds to examine "the extent to which funds have been expended for academic instruction in the core curriculum and activities unrelated to academic instruction in the core curriculum, such as the payment of janitorial, utility, and other maintenance services, the purchase and lease of vehicles, and the payment for travel and attendance costs at conferences." (Replaces Senate language prohibiting use of funds for non-instructional purposes.)
Prohibition Against Federal Mandates, Direction, or Control - Section 1905 prohibits the Federal Government from mandating a State's, LEA's, or school's "specific instructional content, academic achievement standards and assessments, curriculum, or program of instruction." (Same as current law)
Rule of Construction on Equalized Spending - Section 1906 states that nothing in Title I mandates equalized spending for a State, LEA, or school. (Same as current law)
State Report on Dropout Data - Section 1907 requires States to report annually to the Secretary on school dropout rates, disaggregated by race and ethnicity.
Regulations for Sections 1111 and 1116 - Section 1908 requires the Secretary to issue regulations for sections 1111 (State Plans) and 1116 (School Improvement) within six months of the enactment of the NCLB Act.


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- After posting one illustration from Scared Stiff: Everything You Need to Know About 50 Famous Phobias every week for 50 weeks, I have finally posted all of the illustrations. You can check them out here: gegallas.wordpress.com/contents/scared-stiff.
- By the way, I have a relatively new Tumblr blog called Everything was ZINES, and nothing hurt., on which I promote my fellow writers' and illustrators' work. Please check it out here: everythingwaszines.tumblr.com.
- This coming weekend, I will be traveling to Yale once again to see my sister's costumes in a new play called Deer and the Lovers by Emily Zemba and directed by Sara Holdren. 🙂
- I am very excited to announce that this summer I will be attending the Summer Publishing Institute (SPI) at New York University: School of Professional Studies. Unfortunately, this will probably mean a hiatus for this blog, but I'll try to keep it as short as possible!
- I am also very excited that, through the Summer Publishing Institute, I will be volunteering at BEA (Book Expo America) 2015.
- As you may know, for the past few months, I have been working extremely hard on my graphic novel The Poet and The Flea. Currently, I am almost finished inking all 95 pages of the first volume and hope to begin shading everything in as soon as possible. I am also thinking about submitting The Flea directly to publishers within the coming months. Wish me luck!
Please visit my store: thepoetandtheflea.storenvy.com!
For more updates, follow me on facebook, tumblr and twitter.
Copyright 2015 by G. E. Gallas


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Adapting to Climate Sensitive Hazards through Architecture
Allison Hoadley Anderson
In architecture, mitigation reduces the magnitude of climate change by reducing demand for resources; anticipatory adaptation improves performance against hazards; and planned adaptation creates policies and codes to support adaptation.
Adaptation prepares for a future with intensifying climate conditions. The built environment must prepare for challenges that may be encountered during the service life of the building, and reduce human exposure to hazards. Structures are responsible for about 39% of the primary energy consumption worldwide and 24% of the greenhouse gas emissions, significantly contributing to the causes of climate change. Measures to reduce demand in the initial construction and over the life cycle of the building operation directly impact the climate.
Improving performance against hazards requires a suite of modifications to counter specific threats. Adaptation measures may address higher temperatures, extreme precipitation, stormwater flooding, sea-level rise, hurricanes, drought, soil subsidence, wildfires, extended pest ranges, and multiple hazards. Because resources to meet every threat are inadequate, actions with low costs now which offer high benefits under a range of predicted future climates become high-priority solutions.
Disaster risk is also reduced by aligning policies for planning and construction with anticipated hazards. Climate adaptation policies based on the local effects of climate change are a new tool to communicate risk and share resources. Building codes establish minimum standards for construction, so incorporating adaptation strategies into codes ensures that the resulting structures will survive a range of uncertain futures.
Agenda Setting and Natural Hazards
Rob A. DeLeo
Agenda setting describes the process through which issues are selected for consideration by a decision-making body. Among the myriad of issues policymakers can consider, few are more vexing than natural hazards. By aggregating (or threatening to aggregate) death, destruction, and economic loss, natural hazards represent a serious and persistent threat to public safety. While citizens rightfully expect policymakers to protect them, many of the policy challenges associated natural hazards fail to reach the crowded government agenda. This article reviews the literature on agenda setting and natural hazards, including the strain between preparing for emerging hazards, on the one hand, and responding to existing disasters, on the other hand. It considers the extent to which natural hazards pose distinctive difficulties during the agenda-setting process, focusing specifically on the dynamics of issue identification, problem definition, venue shopping, and interest group mobilization in natural hazard domains. It closes by suggesting a number of future avenues of agenda-setting research.
Assessment and Adaptation to Climate Change-Related Flood Risks
Brenden Jongman, Hessel C. Winsemius, Stuart A. Fraser, Sanne Muis, and Philip J. Ward
The flooding of rivers and coastlines is the most frequent and damaging of all natural hazards. Between 1980 and 2016, total direct damages exceeded $1.6 trillion, and at least 225,000 people lost their lives. Recent events causing major economic losses include the 2011 river flooding in Thailand ($40 billion) and the 2013 coastal floods in the United States caused by Hurricane Sandy (over $50 billion). Flooding also triggers great humanitarian challenges. The 2015 Malawi floods were the worst in the country's history and were followed by food shortage across large parts of the country.
Flood losses are increasing rapidly in some world regions, driven by economic development in floodplains and increases in the frequency of extreme precipitation events and global sea level due to climate change. The largest increase in flood losses is seen in low-income countries, where population growth is rapid and many cities are expanding quickly. At the same time, evidence shows that adaptation to flood risk is already happening, and a large proportion of losses can be contained successfully by effective risk management strategies. Such risk management strategies may include floodplain zoning, construction and maintenance of flood defenses, reforestation of land draining into rivers, and use of early warning systems.
To reduce risk effectively, it is important to know the location and impact of potential floods under current and future social and environmental conditions. In a risk assessment, models can be used to map the flow of water over land after an intense rainfall event or storm surge (the hazard). Modeled for many different potential events, this provides estimates of potential inundation depth in flood-prone areas. Such maps can be constructed for various scenarios of climate change based on specific changes in rainfall, temperature, and sea level.
To assess the impact of the modeled hazard (e.g., cost of damage or lives lost), the potential exposure (including buildings, population, and infrastructure) must be mapped using land-use and population density data and construction information. Population growth and urban expansion can be simulated by increasing the density or extent of the urban area in the model. The effects of floods on people and different types of buildings and infrastructure are determined using a vulnerability function. This indicates the damage expected to occur to a structure or group of people as a function of flood intensity (e.g., inundation depth and flow velocity).
Potential adaptation measures such as land-use change or new flood defenses can be included in the model in order to understand how effective they may be in reducing flood risk. This way, risk assessments can demonstrate the possible approaches available to policymakers to build a less risky future.
Community-Based Disaster Risk Reduction
Rajib Shaw
Community-based approaches existed even before the existence of the state and its formal governance structure. People and communities used to help and take care of each other's disaster needs. However, due to the evolution of state governance, new terminology of community-based disaster risk reduction (CBDRR) has been coined to help communities in an organized way. Different stakeholders are responsible for community-based actions; the two key players are the local governments and civil society, or nongovernment organizations. Private sector and academic and research institutions also play crucial roles in CBDRR. Many innovative CBDRR practices exist in the world, and it is important to analyze them and learn the common lessons. The key to community is its diversity, and this should be kept in mind for the CBDRR. There are different entry points and change agents based on the diverse community. It is important to identify the right change agent and entry point and to develop a sustainable mechanism to institutionalize CBDRR activities. Social networking needs to be incorporated for effective CBDRR.
Evolution of Strategic Flood Risk Management in Support of Social Justice, Ecosystem Health, and Resilience
Paul Sayers
Throughout history, flood management practice has evolved in response to flood events. This heuristic approach has yielded some important incremental shifts in both policy and planning (from the need to plan at a catchment scale to the recognition that flooding arises from multiple sources and that defenses, no matter how reliable, fail). Progress, however, has been painfully slow and sporadic, but a new, more strategic, approach is now emerging.
A strategic approach does not, however, simply sustain an acceptable level of flood defence. Strategic Flood Risk Management (SFRM) is an approach that relies upon an adaptable portfolio of measures and policies to deliver outcomes that are socially just (when assessed against egalitarian, utilitarian, and Rawlsian principles), contribute positively to ecosystem services, and promote resilience. In doing so, SFRM offers a practical policy and planning framework to transform our understanding of risk and move toward a flood-resilient society. A strategic approach to flood management involves much more than simply reducing the chance of damage through the provision of "strong" structures and recognizes adaptive management as much more than simply "wait and see." SFRM is inherently risk based and implemented through a continuous process of review and adaptation that seeks to actively manage future uncertainty, a characteristic that sets it apart from the linear flood defense planning paradigm based upon a more certain view of the future.
In doing so, SFRM accepts there is no silver bullet to flood issues and that people and economies cannot always be protected from flooding. It accepts flooding as an important ecosystem function and that a legitimate ecosystem service is its contribution to flood risk management. Perhaps most importantly, however, SFRM enables the inherent conflicts as well as opportunities that characterize flood management choices to be openly debated, priorities to be set, and difficult investment choices to be made.
Fatalism, Causal Reasoning, and Natural Hazards
John McClure
Fatalism about natural disasters hinders action to prepare for those disasters, and overcoming this fatalism is one key element to preparing people for these disasters. Research by Bostrom and colleagues shows that failure to act often reflects gaps and misconceptions in citizen's mental models of disasters. Research by McClure and colleagues shows that fatalistic attitudes reflect people's attributing damage to uncontrollable natural causes rather than controllable human actions, such as preparation. Research shows which precise features of risk communications lead people to see damage as preventable and to attribute damage to controllable human actions. Messages that enhance the accuracy of mental models of disasters by including human factors recognized by experts lead to increased preparedness. Effective messages also communicate that major damage in disasters is often distinctive and reflects controllable causes. These messages underpin causal judgments that reduce fatalism and enhance preparation. Many of these messages are not only beneficial but also newsworthy. Messages that are logically equivalent but are differently framed have varying effects on risk judgments and preparedness. The causes of harm in disasters are often contested, because they often imply human responsibility for the outcomes and entail significant cost.
Impact of Climate Change on Flood Factors and Extent of Damages in the Hindu Kush Region
Atta-ur Rahman, Shakeel Mahmood, Mohammad Dawood, and Fang Chen
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Natural Hazard Science. Please check back later for the full article.
Hindu Kush is a high mountain system located in the immediate west of Karakorum and Himalayas. It is the greatest watershed of River Kabul, River Chitral, River Swat, and River Panjkora in Pakistan and the Amu River in Central Asia. The Hindu Kush system hosts numerous glaciers, snow-clad mountains, and fertile river valleys; it also supports a large population and provides year-round water to replenish streams and rivers. The study region is vulnerable to a wide range of hazards including floods, earthquakes, landslides, drought, and desertification. However, in the Hindu Kush region, riverine and flash floods frequently occur as well as extreme hydro-meteorological events. The upper reaches experience characteristics of flash floods, whereas the lower reaches experience river floods. In the upstream areas, flash floods are sudden and more destructive in nature. Every year in summer, monsoonal rainfall, together with the heavy melting of snow, ice, and glaciers accelerates discharge in rivers. Climate change has a strong relationship with trends in temperature and resultant changes in rainfall pattern and river discharge. In the wake of observed climate change, there is a rising trend in temperature, which indicates the early and rapid melting of snow and glaciers in the catchment areas. The analysis reveals that in the late 20th and early 21st centuries a radical change in behavior of numerous valley glaciers has been noted. Similarly, a fluctuation in the amount of snowfall occurrences together with its timing and seasonality has been recorded. In addition, the spatial and temporal scales of violent weather events have grown during the past thirty years. Such changes in water regimes including the frequent but substantial increase in heavy precipitation events and rapid melting of snow in the headwater region, siltation in active channels, excessive deforestation in the past three decades, human encroachments onto the active flood channel and the bursting of temporary dams have further escalated the flooding events. Analysis reveals that the Hindu Kush region is beyond the reach of existing weather RADAR network and hence flood forecasting and early warning is ineffective. In the study region, almost every year, the floodwater overflows the levees and causes damages to standing crops, infrastructure, sources of livelihood. And worst of all, there are human casualties.
Introduction to Socio-Ecological Resilience
Vincenzo Bollettino, Tilly Alcayna, Philip Dy, and Patrick Vinck
In recent years, the notion of resilience has grown into an important concept for both scholars and practitioners working on disasters. This evolution reflects a growing interest from diverse disciplines in a holistic understanding of complex systems, including how societies interact with their environment. This new lens offers an opportunity to focus on communities' ability to prepare for and adapt to the challenges posed by natural hazards, and the mechanism they have developed to cope and adapt to threats. This is important because repeated stresses and shocks still cause serious damages to communities across the world, despite efforts to better prepare for disasters.
Scholars from a variety of disciplines have developed resilience frameworks both to guide macro-level policy decisions about where to invest in preparedness and to measure which systems perform best in limiting losses from disasters and ensuring rapid recovery. Yet there are competing conceptions of what resilience encompasses and how best to measure it. While there is a significant amount of scholarship produced on resilience, the lack of a shared understanding of its conceptual boundaries and means of measurement make it difficult to demonstrate the results or impact of resilience programs.
If resilience is to emerge as a concept capable of aiding decision-makers in identifying socio-geographical areas of vulnerability and improving preparedness, then scholars and practitioners need to adopt a common lexicon on the different elements of the concept and harmonize understandings of the relationships amongst them and means of measuring them. This article reviews the origins and evolution of resilience as an interdisciplinary, conceptual umbrella term for efforts by different disciplines to tackle complex problems arising from more frequent natural disasters. It concludes that resilience is a useful concept for bridging different academic disciplines focused on this complex problem set, while acknowledging that specific measures of resilience will differ as different units and levels of analysis are employed to measure disparate research questions.
Lessons on Risk Governance From the UNISDR Experience
Sálvano Briceño
In the context of this article, risk governance addresses the ways and means—or institutional framework—to lead and manage the issue of risk related to natural phenomena, events, or hazards, also referred to popularly, although incorrectly, as "natural disasters." At the present time, risk related to natural phenomena includes a major focus on the issue of climate change with which it is intimately connected, climate change being a major source of risk.
To lead involves mainly defining policies and proposing legislation, hence proposing goals, conducting, promoting, orienting, providing a vision—namely, reducing the loss of lives and livelihoods as part of sustainable development—also, raising awareness and educating on the topic and addressing the ethical perspective that motivates and facilitates engagement by citizens.
To manage involves, among other things, proposing organizational and technical arrangements, as well as regulations allowing the implementation of policies and legislation. Also, it involves monitoring and supervising such implementation to draw further lessons to periodically enhance the policies, legislation, regulations, and organizational and technical arrangements.
UNISDR was established in 2000 to promote and facilitate risk reduction, becoming in a few years one of the main promoters of risk governance in the world and the main global advocate from within the United Nations system. It was an honor to serve as the first director of the UNISDR (2001–2011).
A first lesson to be drawn from this experience was the need to identify, understand, and address the obstacles not allowing the implementation of what seems to be obvious to the scientific community but of difficult implementation by governments, private sector, and civil society; and alternatively, the reasons for shortcomings and weaknesses in risk governance.
A second lesson identified was that risk related to natural phenomena also provides lessons for governance related to other types of risk in society—environmental, financial, health, security, etc., each a separate and specialized topic, sharing, however, common risk governance approaches.
A third lesson was the relevance of understanding leadership and management as essential components in governance. Drawing lessons on one's own experience is always risky as it involves some subjectivity in the analysis. In the article, the aim has, nonetheless, been at the utmost objectivity on the essential learnings in having conducted the United Nations International Strategy for Disaster Reduction—UNISDR—from 2001 to around 2009 when leading and managing was shared with another manager, as I prepared for retirement in 2011.
Additional lessons are identified, including those related to risk governance as it is academically conceived, hence, what risk governance includes and how it has been implemented by different international, regional, national, and local authorities. Secondly, I identify those lessons related to the experience of leading and managing an organization focused on disaster risk at the international level and in the context of the United Nations system.
Modeling Tropical Cyclones in a Changing Climate
Enrico Scoccimarro
Tropical cyclones (TCs) in their most intense expression (hurricanes or typhoons) are the main natural hazards known to humankind. The impressive socioeconomic consequences for countries dealing with TCs make our ability to model these organized convective structures a key issue to better understanding their nature and their interaction with the climate system. The destructive effects of TCs are mainly caused by three factors: strong wind, storm surge, and extreme precipitation. These TC-induced effects contribute to the annual worldwide damage of the order of billions of dollars and a death toll of thousands of people. Together with the development of tools able to simulate TCs, an accurate estimate of the impact of global warming on TC activity is thus not only of academic interest but also has important implications from a societal and economic point of view. The aim of this article is to provide a description of the TC modeling implementations available to investigate present and future climate scenarios.
The two main approaches to dynamically model TCs under a climate perspective are through hurricane models and climate models. Both classes of models evaluate the numerical equations governing the climate system. A hurricane model is an objective tool, designed to simulate the behavior of a tropical cyclone representing the detailed time evolution of the vortex. Considering the global scale, a climate model can be an atmosphere (or ocean)-only general circulation model (GCM) or a fully coupled general circulation model (CGCM). To improve the ability of a climate model in representing small-scale features, instead of a general circulation model, a regional model (RM) can be used: this approach makes it possible to increase the spatial resolution, reducing the extension of the domain considered. In order to be able to represent the tropical cyclone structure, a climate model needs a sufficiently high horizontal resolution (of the order of tens of kilometers) leading to the usage of a great deal of computational power.
Both tools can be used to evaluate TC behavior under different climate conditions. The added value of a climate model is its ability to represent the interplay of TCs with the climate system, namely two-way relationships with both atmosphere and ocean dynamics and thermodynamics. In particular, CGCMs are able to take into account the well-known feedback between atmosphere and ocean components induced by TC activity and also the TC–related remote impacts on large-scale atmospheric circulation.
The science surrounding TCs has developed in parallel with the increasing complexity of the mentioned tools, both in terms of progress in explaining the physical processes involved and the increased availability of computational power. Many climate research groups around the world, dealing with such numerical models, continuously provide data sets to the scientific community, feeding this branch of climate change science.
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puff comin....
Local weather resources and topics.
Moderator: BayAreaKite
Will this last all day? I might have to get my mother in-law to pick up the kids after school.
It is obvious that we can no more explain a passion to a person who has never experienced it than we can explain light to the blind. T.S.Eliot
It actually might. Fog bank is supposed to stick around until tonight sometime, which will hold the gradient.
Remember though, it gets dark at 5:15. Really dark. And cold this time of year, colder than the Bay Area. It was 38 degrees at my place this morning, 54 an hour after sundown.
Dave, how is the 1 pm slot for take-off looking? Runway clear?
aka Pablito
It says 10M, but it's really a 9.
I was amazed it held through the afternoon, given how cloudy it got. A bit holey but pretty sweet wind for the Delta in November.
I'd say if it's blowing in the morning tomorrow go get it, but don't expect it to stick around all day.
Thanks for the heads up, Z.
aka Pablito
It says 10M, but it's really a 9.
Man what an awesome day at SI! Before the clouds rolled in it was really steady, almost like summer except the water was way colder.
It was good seeing you guys out there today. What a pleasant surprise. And hell yeah, thanks for the heads up Z! I wouldn't even have thought about it if I didn't read your post last night.
Somehow I'm feeling much better after my dose of medicine. I might be able to actually go to work tomorrow.
Team rider for Sheldon Kiteboarding and North
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text: Job Discussion Forums :: View topic - A new survey. Get TEFL Certified & Start Your Adventure Today! Job Discussion Forums"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!" FAQ Search Memberlist Usergroups Register Profile Log in to check your private messages Log in A new survey. Job Discussion Forums Forum Index -> General Middle East Forum View previous topic :: View next topic Author Message DirtGuyJoined: 28 Dec 2004Posts: 529 Posted: Wed Mar 07, 2012 4:16 am Post subject: A new survey. Came across this from Bayt.com. February 07, 2012 However, 61.9% of companies prefer to hire an applicant with a traditional degree, according to Bayt.com poll The poll Online Education and the Job Market in the Middle East conducted by Bayt.com, the Middle Easts number one job site, revealed that although more people support online education today than five years ago, companies still prefer to hire graduates with traditional degrees. Most respondents state that they support online education while only 14.8% are against it. The majority (69.9%) agree that online education is viewed in a more positive light today than it was five years ago, and 44.6% of respondents claim to have pursued an online certification. From those who have never enrolled in an online program, 39.3% state that they would be interested in a post-graduate program, and 23.4% would be interested in an undergraduate program. Only 17.4% would prefer a traditional education, while the remainder would be interested depending on the subject to be studied. Credibility of online degrees/courses, however, still remains an issue, according to 58.9% of respondents. The poll results show that a mix of online and traditional classroom studies is the best type of education, according to 66.7% of respondents, with 82.2% believing that face-to-face schooling is the easier option. Students who opt for the online route are seen by others to be more goal-orientated (12.2%); more organised (11.8%); more independent (11.1%); better at time management (10.9%); flexible by nature (5.9%); more motivated (5.1%) and more committed (3.7%). While 18.8% believe that those seeking online studies have all of the afore-mentioned traits, 20.4% believe that they have none of them. The world of online education is still clearly contested. However, it seems that opinions are gradually swaying towards the positive, said Suhail Masri, VP of Sales at Bayt.com. While it seems that people still worry about the credibility of online study programs, the overriding benefits and convenience of distance learning mean that online education is receiving wider acceptance across the region. More than half of respondents (54.9%) say that their company will hire applicants with an online degree, though 61.9% will still prefer a new recruit with traditional qualifications. Of those who do get hired after partaking in an online education course, 43.7% join at entry-level, 41.5% at mid-career level, and 14.7% are hired for senior level positions. Data for the Bayt.com Online Education and the Job Market in the Middle East poll was collected online from December 30, 2011 to January 30, 2012, with the participation of 9,677 respondents from Bahrain, Egypt, Jordan, Kuwait, Lebanon, Morocco, Oman, Pakistan, Qatar, KSA and the UAE. DirtGuy Back to top mesquiteJoined: 04 Jan 2009Posts: 80 Posted: Tue May 15, 2012 6:02 pm Post subject: Quote: Arab Universities in world league table 5, September 2011 Posted by thegulfblog.com in Iran, Qatar, Saudi Arabia. Tags: King Saud university league table, middle east universities, middle east universities league tables, Qatar university league tables, world university league tables add a comment I dont really pay that much attention to University league tables. Well, I do, but I dont think that theyre infallible by any means and we can all point to absurd examples of where tables chronically lie. But this list is somewhat sobering. Room for improvement, as they say. Universities in the top 600 list 200 King Saud University, Saudi Arabia 221 King Fahd University of Petroleum & Minerals, Saudi Arabia 300- American University of Beirut, Lebanon 338 United Arab Emirates University, UAE 370 King Abdul Aziz University, Saudi Arabia 377 Sultan Qaboos University, Oman 488 King Khalid University, Saudi Arabia 514 University of Tehran, Iran 526 Umm Al Qura University, Saudi Arabia 529 King Faisal University, Saudi Arabia 533 Qatar University, Qatar 534 Cairo University, Egypt 551 American University in Cairo, Egypt And unless Kuwait University has simply been missed off by accident in the Gulf News article of the report, it is a chronic indictment of scandalous proportions that it is not in the top 550 overall. Back to top Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year Oldest FirstNewest First Job Discussion Forums Forum Index -> General Middle East Forum All times are GMT Page 1 of 1 Jump to: Select a forum Where to Begin----------------General DiscussionNewbie ForumCurrent Events ForumTechnology ForumOnline Teaching Forum Africa Forums----------------General Africa Forum Asia Forums----------------CambodiaChina (Job-related Posts Only)China (Off-Topic)Hong KongIndiaIndonesiaJapanMalaysiaPhilippinesSingaporeTaiwanThailandGeneral Asia ForumVietnam Caribbean Forums----------------General Caribbean Forum Europe Forums----------------Czech RepublicFranceGermanyGreeceItalyMacedonia and the BalkansPolandRomaniaRussia & C.I.S.SpainTurkeyUkraineUnited KingdomGeneral Europe Forum Latin America Forums----------------ArgentinaBrazilChileColombiaCosta RicaMexicoMexico (off-topic)PeruGeneral Latin America Forum The Middle East Forums----------------BahrainEgyptIsraelKuwaitOmanQatarSaudi ArabiaUnited Arab EmiratesGeneral Middle East Forum North America Forums----------------General North America Forum Oceania----------------Australia/New Zealand You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot vote in polls in this forum This page is maintained by the one and only Dave Sperling. Contact Dave's ESL Cafe Copyright © 2018 Dave Sperling. All Rights Reserved. Powered by phpBB © 2001, 2002 phpBB Group Teaching Jobs in China


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D.R. Radon Boat Building, Inc. Boatyard and Headquarters
Located just outside of Santa Barbara in Goleta, California, D.R. Radon Boat Building welcomes visits from all interested parties. To arrange an appointment, please call or email Don Radon at:
- D.R. Radon Boat Building, Inc.
- 67 Depot Road
- Goleta, CA 93117
- Telephone: 805 692 2170
- E-mail: firstname.lastname@example.com


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Turn pin spectacles with tinted, double folding lenses, France, 1790-1850
Double folding lenses give extra protection to the eyes. The lenses on these steel wire spectacles protect the front and sides of the eye. They are tinted blue to protect from the sun. The spectacle arms are pivoted at the temple and can rotate 360 degrees. They are known as turn pin spectacles. These may have been made in France. A similar pair was used by railway passengers.
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Glossary: ophthalmology
The branch of medicine dealing with the diseases and surgery of the visual pathways (usually the eyes or the brain).
Glossary: spectacles
Pair of eyeglasses to compensate for defective vision or to protect the eyes from light, dust, and the like. Kept in place by sidepieces passing over the ears, on the nose or held in the hand.
Glossary: Treatments and cures
No description.
Glossary: optometry
The professional practice of eye and vision care. Optometry includes the correction of visual defects with lenses or glasses.


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See what questions
a doctor would ask.
CT scan of the thoracic aorta: A CT scan of the thoracic aorta is a radiographic imaging technique that takes multiple, cross-sectional x-rays to create a detailed view of the thoracic aorta; a contrast agent may be injected intravenously to help visualize the aorta and any abnormalities.
Other names for CT scan of the thoracic aorta include:
These symptoms may be diagnosed by, screened for, or associated with CT scan of the thoracic aorta:
These diseases or medical conditions may be diagnosed by, screened for, or associated with CT scan of the thoracic aorta:
Disease or Condition count: 0; see list of conditions below. These are the diseases or medical conditions in which the medical test 'CT scan of the thoracic aorta' may be involved.
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TaylorMade has a great program running that you don't want to miss. When you purchase a TaylorMade r7 Limited Driver or a TaylorMade 2009 Burner Driver you'll receive a FREE pair of Adidas golf shoes.
A voucher for your free shoes will arrive with your driver. Offer is valid 2/15/2009-4/15/2009


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2006-02-22 / Opinion
The Record invites readers to present their views, ideas and issues. Please submit letters to the editor to us at 85 Broadway, Suite A, Amityville NY 11701. Letters should be signed and include a daytime telephone number for verification purposes only. We do not accept personal thank you notes, political endorsements or anonymous letters, but will, under some circumstances withhold the name of a writer upon request.
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text: How Much Demand Will this Drought Destroy? July 29, 2012 01:50 PM Tweet TAGS: Marketing, Overseas December 18, 2014 By Sara Schafer Top Producer Editor Email Yield estimates are dropping as steadily as prices are climbing. How will end users manage high-priced grain? Yield estimates are dropping as steadily as prices are climbing. How will end users manage high-priced grain? The drought conditions plaguing the majority of the U.S. show no signs of disappearing. According to this week's U.S. Drought Monitor: 53.44% of the U.S. and Puerto Rico is in moderate drought or worse 38.11% in severe drought or worse 17.2% in extreme drought or worse 1.99% in exceptional drought Because August weather will likely be a repeat of June and July, with intense heat and limited precipitation, Informa Economics lowered their corn and soybean yield projections. As of Friday, Informa projects an end-of-August yield potential for corn at 134 bu./acre and a soybean yield of 38.5 bu./acre. Jerry Gulke, president of the Gulke Group, says Informa's projections are based on statistics, instead of actual field yield estimate. But, they are a clear sign the U.S. corn and soybean crops are shrinking. "There are a lot of people out there saying the average corn yield will be 120 or 110. Of course, like last year, everybody is going to fall over each other trying to pick the lowest yield." On Aug. 3, Informa will release a new estimate based on farmer-client reports. On Aug. 10, USDA, with its Crop Production and World Agricultural Supply and Demand Estimates reports, will likely lower its yield projections. "USDA is probably not going to be as low as Informa, but will probably drop their yield." Drought Fatigue Gulke says weather is obviously still front-and-center in determining prices, but that could change. "I get a little nervous when all I see on television is about the drought. At some point in time, I even get tired of listening to it. So, you've got to wonder when the market will be ready to hear something new." He believes the new information will focus on the demand situation. "Not only is their production destruction this year, but also demand destruction. We're going to import a lot more of corn into this country. I think we'll see higher levels of corn coming into this country than in my entire lifetime, which is good because it will offset our U.S. losses." Gulke believes the export market in the U.S. is going to dry up and U.S. end users will start shopping for corn in Argentina and other countries. "That's good news for us because these end users are going to keep production viable and aren't going to liquidate herds unless we can help it." Listen to Gulke's full audio analysis: For More Information How do your crops look? Submit your report to AgWeb Crop Comments. Visit AgWeb's Market Center. Check your local forecast with AgWeb's Pinpoint Weather. Back to news


text: Any suggestions on pure performance tuning? Maybe some things to look into? I'm sure it's "everything" but are there any tricks that have been fairly painless and resulted in good return? We're benchmarking different platforms, some of which with the same hard drive/memory/chipset/processor speed, network inconsequential, etc... with more than subtle differences. Just the difference of installing straight RedHat Linux 6.2 vs 7.1 has resulted in 5%-20% performance differences depending on code, the higher difference being floating point calculation code. Just wondering what the consensus is for major things to try or avoid. Thanks, Dan ======================================================= Dan Kirkpatrick dkirk at physics.syr.edu Computer Systems Manager Department of Physics Syracuse University, Syracuse, NY http://www.physics.syr.edu/help/ Fax:(315) 443-9103 =======================================================


text: My knowledge is very limited when it comes to switches I have a Nortel BES 120 that Im not using. My problem is I have a computer in the back room that I use for network storage and I have a Magic Jack for VoIP calls. Problem when Im using a bit torrent program to download on another networked computer the VoIP quality drops to where I almost cant use it (there is about a 5 second delay at least). Can I use the switch and set up Qos say on the port that the VoIP computer would be plugged into so solve that problem.


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LuckCos .com
Online Cosplay Costumes Store
Welcome to visit our website, If you should have any questions, please feel free to contact us!
ELSWORD Code Nemesis Eve Female Hight Heel Cosplay Boots/Shoes Custom Made
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Anime/Video Games: ELSWORD
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The boots are made for cosplay show mainly, not durable enough for frequently daily usage.
Custom shoes need provide the following information:1.Ankle Circumference2.Calf Circumference3.Length of the lower leg4.Foot Length
Measure Method
- Hand made by professional tailor in China with high quitily material, 100% brand new without tags and never been used.
- Processing time: 6-10, shipping time need about 10-15 days
- Due to different computer moniter display , the color in the image could look slightly different from the actual product .
- Please provide us your phone number on payment to facilitate our shipping, thanks!
- Please note that delays caused by carriers we cannot be held responsible for. Shipping time is only estimated and not guaranteed.
We own a cosplay shoes factory, so we can make almost all kinds of shoes, dont worry. We will try to make it as best as we can. Besides this, we will take every inquiry or complaint from the customer seriously and carefully. Quality and service are the most concerning matters in a trade. Our company will always adhere to the principle, "Quality First, Reputation Formost," offering the customers the best products and service.contact me if you need any help.
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RED BLUFF, Calif. (AP) — 1:30 p.m.
Photo: Google Maps
Vice President Mike Pence says he is "deeply saddened" to learn of a series of shootings in Northern California that has resulted in the loss of multiple lives and injuries to children.
Pence is praising "courageous" law enforcement officers responding in Tehama County. He says the Trump administration will continue to monitor the situation and will provide federal support to local officials.
He said on Twitter: "We pray for comfort & healing for all impacted."
Local authorities say five people have been killed, including the shooter, and that two children are among the wounded. One was shot at an elementary school.
1 p.m.
A witness to a series of deadly shootings in rural Northern California says the gunman shot at a truck in front of him as he was dropping off his three kids at school.
Salvador Tello said Tuesday that he also saw a dead woman lying on a street about a quarter-mile from Rancho Tehama School. He says the woman's husband was beside her and had been shot in the leg.
Tello says he was about three blocks from the school when bullets tore into the truck. He made his kids get down and slammed his vehicle into reverse.
Tello says the gun must have been large because the bullets made "big holes" in the truck carrying several men.
Tehama County Assistant Sheriff Phil Johnston says the gunman had a semi-automatic rifle and two handguns and was randomly picking targets.
12:25 p.m.
California Gov. Jerry Brown says he and his wife, Anne, are saddened by the shooting in a rural northern part of the state that "shockingly involved schoolchildren."
Brown offered their condolences to the families who lost loved ones and said they are united with all Californians in grief.
Tehama County Assistant Sheriff Phil Johnston says five people were killed, including the shooter, and that two children are among the wounded. Hospital says they are treating seven people, including three minors.
Johnston says the gunman had a semi-automatic rifle and two handguns and was randomly picking targets.
11:50 a.m.
Authorities say a series of shootings in rural Northern California left five people dead, including the shooter, and that two children were among the wounded.
Tehama County Assistant Sheriff Phil Johnston says one child was shot at a school Tuesday and another was shot while riding in a pickup truck with a woman who was also wounded.
Johnston says the shooter was "randomly picking targets." He says there were seven shooting scenes and that there may be more victims.
Investigators have recovered a semi-automatic rifle and two handguns.
11:35 a.m.
At least seven children and adults have been hospitalized after a series of shootings in rural Northern California that left at least three others dead.
Enloe Medical Center spokeswoman Nicole Johansson said the hospital is treating four people Tuesday, including three minors.
She said one patient was flown by helicopter to the hospital in Chico, about 50 miles southeast of the shootings. Johansson provided no other information.
Separately, three people were being treated at a hospital in Redding, about 50 miles north of the shootings.
11:15 a.m.
A man says his roommate is among the victims in Northern California and that his neighbor was the gunman.
Brian Flint tells the Record Searchlight newspaper in the city of Redding on Tuesday that his neighbor, whom he knows only as Kevin, also stole his truck.
He says he and his roommate told authorities that their neighbor was acting "crazy" and threatening them.
Flint says he had been shooting "hundreds of rounds" from large magazines.
Authorities say a shootings at multiple locations have left three people dead and several others wounded, including students at an elementary school.
11:15 a.m.
A Northern California hospital says it's treating three people shot in a rural neighborhood.
Authorities say three people were killed and several wounded at multiple locations, including an elementary school about 130 miles north of Sacramento.
Marcy Miracle, a spokeswoman for Mercy Medical Center in Redding, declined further comment.
Redding is about 50 miles north of where the shootings occurred.
10:40 a.m.
Authorities say three people have been killed in shootings at multiple locations in rural Northern California, and the shooter has been killed by law enforcement. Students also were shot and wounded at an elementary school.
It's not clear if the shooter is included among the dead Tuesday.
Tehama County Assistant Sheriff Phil Johnston tells a TV station in the city of Chico that officers are investigating at least five crime scenes in and around the school in Rancho Tehama Reserve, about 130 miles north of Sacramento.
Jeanine Quist, an administrative assistant with the Corning Union Elementary School District, says no one was killed at the school but a "number" of students were shot and wounded.


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CARACAS, VENEZUELA - MAY 26, 2017: An anti-government protester waves a Venezuelan flag during clashes with security forces. The streets of Caracas and other cities across Venezuela have been filled with tens of thousands of demonstrators for nearly 100 days of massive protests, held since April 1st. Protesters are enraged at the government for becoming an increasingly repressive, authoritarian regime that has delayed elections, used armed government loyalist to threaten dissidents, called for the Constitution to be re-written to favor them, jailed and tortured protesters and members of the political opposition, and whose corruption and failed economic policy has caused the current economic crisis that has led to widespread food and medicine shortages across the country. Independent local media report nearly 100 people have been killed during protests and protest-related riots and looting. The government currently only officially reports 75 deaths. Over 2,000 people have been injured, and over 3,000 protesters have been detained by authorities. PHOTO: Meridith Kohut
- Copyright
- 2017 Meridith Kohut
- Image Size
- 5500x3672 / 8.9MB
- Contained in galleries


text:
One day after summer has officially begun in the northern hemisphere, we are proud to present version 0.7.5 of our plugin. This version adds support for the new languages that were announced as supported today by Google Translate – Bengali, Gujarati, Kannada, Tamil and Telugu.
Before rushing to add those languages to your blog, please be reminded that those languages use an ajax proxy in order to work correctly, which means that they create a load on your server upon the first encounter with a new translation string (forcing it to fetch the translation from Google). So the choice is yours, but you have been notified…
Further more this version adds the option not to override the default locale with Transposh's default language, this behavior (new on 0.7.4) allowed MU users to have admin pages in their language, but on the other hand annoyed users that wanted to manage the site in a language different than their default, so now this is configurable.
We have also improved the translation UI, the next and previous buttons now save changes done, and the dialog will not be re-centered upon clicking these buttons.
Makou manaolana no oukou e loaa i keia mana.


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Categories: Scalers & Curettes : Curettes
Silk™ Curettes – # 13/14 Gracey, Silk™ Handle, Double End - J&J Instruments Inc.
Silk™ Gracey Curettes are used for the removal of subgingival calculus.
- High-grade German 440A stainless steel tips
- Handle has a 9.5 mm diameter for easier handling
- Light weight (under 20 grams) for less hand fatigue
- Deep precision knurling for a better tactile feel


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A Blanket Accident and Sickness Policy is included in the price and covers the program participant while abroad for the official on-site period of program. This is not an optional benefit; every ISA participant will be covered by this policy.
The benefits of the policy include the following:
This is a brief summary of the benefits. Please refer to the description of coverage for further details. Coverage for ISA Custom Programs varies.
Maintaining Comprehensive Health Insurance Coverage
We recommend that all program participants maintain comprehensive health insurance while abroad. This is particularly important if you have any pre-existing conditions, but is also beneficial if you have an injury or illness while abroad and require further treatment upon your return home. Consult with your current insurance provider to confirm coverage policies while traveling abroad.
Description of Coverage
To read the Description of Coverage for programs starting August 1, 2018 or thereafter, please select the following link that is appropriate for your program:
If your program started prior to August 1, 2018 and you are in need of your Description of Coverage, please reach out to email@example.com to request a copy.
As with any insurance policy, there are exclusions to the coverage which are listed in the Description of Coverage. It is important for students to read and understand the policy coverage and exclusions prior to going abroad.
Among the activities not covered by this policy are scuba diving and scuba-related accidents and injuries. With this in mind, it is recommended that any students planning to participate in scuba diving take steps necessary to obtain specific coverage for that activity. The Diver's Alert Network, considered the standard in the scuba industry, provides many scuba-related resources in addition to the insurance coverage.
Insurance Claims
If you incurred medical expenses during your time abroad with ISA and would would like to file a claim for reimbursement, please select the following links for a claim form and filing details:
If you have filed a claim with ACI and would like to check on the status, select the following link:
Studying Abroad in your Home Country
Insurance coverage in students' home country is excluded, so please contact ISA right away if you have plans to study abroad with ISA in your home country.
Extensions of Insurance Coverage
Coverage can be extended before or after a program, up to four weeks total. Students can extend their policy for $25 per week by contacting their Program Manager.


text:
The Classic Blue Pedal Car has the look and appeal of a vintage model but with welcomed modern safety features. Purchase it for your child to ensure he rides in style but stays out of danger.
Details include:
Would you like us to help you find a similar item? Talk with our Design Consultants toll-free at1-800-927-5164.
*Shipping transit time varies based on destination. Free shipping offers are limited to the 48 contiguous states of the USA.
International Customers (including Alaska and Hawaii) please contact a Customer Service Representative if you have any questions about placing an order with PoshTots.
Promotion codes cannot be used for sale item purchases.
*Free shipping offers are limited to the 48 contiguous states of the USA.


text:
Track Description
High Energy Rock with a strong drive.
You may also be interested in the
The Rock Block Music Pack which contains this track plus three others.
Your feedback is of tremendous help to me so, please take the time to rate your items after you purchase them.
Thank You.
Search By Category
If you'r looking for that laid-back feel for your next project, check out
The Carefree Collection Music Pack
four great tracks,for one great price.
To all Envato community members
If you feel that my music would help to promote your project than feel free to use any of my preview tracks. All that I ask is that you give me a credit " Music by Sean Gorman | Music for Media " and put a link to the track on your item page, also let me know that you're using one of my tracks to promote your project so that I can put a link to it on my profile page to help promote your project as well.
After all, we're all in it together.
Thanks and Good Luck,
Sean Gorman


text:
A Woman's Guide To The Universe, Dogs, Dogs, Dogs
April 8, 2018
— 18 Comments
A Woman's Guide To The Universe, Love, Sex, Romance and All of That, Memories, Things People Say With a Straight Face
March 27, 2016
— 8 Comments
Dedicated to the idea that all people are created equally silly and like to be entertained. Former Pan Am flight attendant, writer, homeschooling mother with a Master's of Art in Teaching, French major, dancer, horse lover, bicyclist and swimmer, and wannabe RV dweller.
My book, Nothing I Learned in Kindergarten Has Done Me a Bit of Good, is down for the time being, but will be re-released shortly. I will release it at the same time I publish my new book, which I'm busy working on now. So, I gotta go.
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Rudolph the Red Nose Reindeer: A Sociological Dissemination
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Please read and comment below. Would you read on or not?
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One rap, more of a punch than a knock, banged the outside door, then silence. RJ sprang from the bed. His feet hit the floor in time with Beau's warning bark. He had his jeans on and his flannel shirt buttoned when he opened the farmhouse portal. The worn granite step glowed in the halo of the outside lamp, but no one stood in the spotlight.
The blue merle pressed against his master's leg, his deep growl vibrating his entire body.
"What is it, Boy?" he whispered, then cleared his throat.
RJ opened the storm door and stepped out. The stone's chill seeped into the soles of his bare feet. The fog horn moaned in the damp night air. The dog plunged into the darkness. RJ followed, eyes straining into the gauze of fog wrapping around his world. "Who's there?" he called.
The muffled whack of the storm door catching the breeze answered. "Probably a bat," he said. "Come on, Beau." The dog whined and ran back to the steps. RJ pivoted and halted in mid-stride.
An arrow skewered the weathered blue door. Beau ran his nose along the projectile, growling once again. RJ's eyes touched the arrow, his hands clenched at his sides. The barbed tip and polished fiberglass screamed hunter. A professional but not a perfect shot, it sat off-center near the base of the door. A white sheet of paper uncurled from the shaft just behind the razored prongs.
"Back, Beau," he commanded, but the dog's questing nose nudged the paper and it dropped to the step.
RJ jerked his sleeves over his hands and picked up the limp roll. He flicked off the wet piece of tape and unfurled it.
Hey, Home Wrecker
Would You read on?
Last weeks courageous author was Carole Brown. You may learn more about Carole and her writing by visiting her on her blog, Sunnybank Meanderings.


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Thank you Linda for a fun challenge! As usual, I never made it within 30 minutes! Just several photos of Tim cooking our 4th of July BBQ dinner last year ... it was fabulous!
Supplies used:
Katie Pertiet
DD 30MM Challenge freebies (thank you, Katie!)
ArtPacks Stars No 1 (recolored to white and reduced opacity)
Astro Scrapbooking Collection
Blue Bird Element Pack roughed up cards
Done with Doilies Photo Clusters No. 01
Symbology Postage Strips No. 01 King of the BBQ Grill Master
Loosely Labeled Dates


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a. Upload a text file
b. Analyse the overall data information ( e.g how many emails)
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The Devils Lake Firebirds live to fight another day … err, better make that dribble a ball for another game.
The Devils Lake Firebirds live to fight another day … err, better make that dribble a ball for another game.
Nathan Mertens pumped in a triple-double effort on Saturday afternoon and helped the Firebirds claim an 82-65 win over the Valley City Hi-Liners in an Eastern Dakota Conference Tournament play-in game at the Devils Lake Sports Center.
With the win, the Firebirds grabbed the No. 7 seed in the EDC tournament, which begins on Tuesday. Devils Lake will face off against No. 2 seed Shanley in Fargo.
The Firebirds, who had three players eclipse the 10-point plateau in scoring, got off to a fast start against the Hi-Liners. Devils Lake outscored Valley City by a staggering 43-28 clip in the first half.
They never looked back from there.
DL closed out the contest with a 39-37 run in the second half.
Mertens finished the game as the Firebirds' top scorer with 31 points. Chase Johnson and Spencer Halvorson added 17 and 13, respectively.
Briar LeBeau and Hunter Cichos also played well, finishing with eight and six points, respectively.
Mason Denholm paced Valley City with 25.
With the win over the Hi-Liners, Devils Lake improved to 8-12 for the season, and to 6-12 in EDC play. Valley City finished its season at 5-16 and 2-16.
Devils Lake 82, Valley City 65
Valley City 28 37 — 65
Devils Lake 43 39 — 82
Valley City — Jared Nelson 3, Mason Denholm 25, Austin Svenningsen 4, Jared Lentz 7, Chase Carpenter 10, Taylor Lentz 16
Devils Lake — Briar LeBeau 8, Hunter Cichos 6, Timothy Gleason 2, Spencer Halvorson 13, Chase Johnson 17, Nathan Mertens 31, Brett Peterson 5
North at Red River (No. 1), 7:45 p.m.
Fargo South (No. 5) at West Fargo (No. 4), 7 p.m.
Devils Lakes at Fargo Shanley (No. 2), 7:45 p.m.
Wahpeton (No. 6) at Fargo Davies (No. 3), 7 p.m.


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Ella Louise Chumley
Ella Louise Chumley, 66, of Panamadied Tuesday, Oct. 4, 2011, in FortSmith, Ark. Ella was born July 29, 1945,in Galveston, Texas, to Newlin Burg Jr.and Waltina Nadean (Finley) Travis. Ellawas a retired teacher. In her career shetaught in Talihina, Catoosa and PocolaPublic Schools. Ella belonged to TheDelta Kappa Gamma Society International,her professional organization for 30 years. She was currentlyserving as DKG Beta Lambda Chapter Secretaryand on the DKG State Nominations Committee as well asthe Educational Excellence Committee. She was a pastchapter president and served on many other committees atthe chapter and state levels. Ella was a member of theBokoshe United Methodist Church, serving as ChurchTreasurer and on the Advisory Board. Ella joined theFraternal Order of Eagle Auxiliary in March 2001. Sheheld many positions, including President in 2004 andSecretary of the Auxiliary for six years. She was theincoming State Madam President Elect 2011-2012. Shewas also a member of the Memorial Ritual Team.Survivors include her husband, Ronnie Gene Chumleyof Panama; daughters and son-in-law, Alana Janine andPreston Plumlee of Broken Arrow, Alisha LeAnn Walkerof Poteau; son and daughter-in-law, Ronnie Travis andTiffany Chumley of Pocola; grandchildren, Alec, Ashley,Austin, Aubrey and Aiden Plumlee; Bryant and GageMeeder, Tegan and Kyleigh Walker, Logan Burg Chumley;great-grandchildren, Kloe Plumlee, Avery Fiddler, Bryceand Kaleigh Meeder; brothers and sisters-in-law, BillyWayne and Jaine Travis of Broken Arrow, Newlin Burgand Susan Travis of Spiro, Melvin Ray and Sue Travis ofPanama.Services will be at 2 p.m., Saturday, Oct. 8, at BokosheUnited Methodist Church with the Rev. Bennie Wallerofficiating. Burial will follow in Fairview Cemetery,Panama. Pallbearers will be Travis Chumley, PrestonPlumlee, Alec Plumlee, Austin Plumlee, Aiden Plumlee.The family will visit with relatives and friends from 6-8p.m. Friday at the funeral home.Memorial contributions may be in "In Memory of EllaChumley" to Ark-Ehrmann Cancer Fund, Local OklahomaAerie 3860, Grand Aerie FOE Charity Dept., 1623Gateway Circle South, Grove City, Ohio 43123Online messages may be left at evansandmillerfuneralhomes.com.Arrangements are under the direction of Evans andMiller Funeral Home, Poteau.


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