text:
Funky Fusible Flowers
Inspired by Imagine That From designer Tonye Belinda Phillips. [2]
Quiltmaker: Laura Boehnke
5/8 yard gray print (bowl appliqué, stamen appliqués)
1 yard blue-and-yellow print (appliqué foundation)
2/3 yard green print (stem appliqués, tendril appliqués, inner border)
1-1/2 yards multicolor print (stamen appliqués, outer border, binding)
5x10" rectangle of circle print (flower appliqués)
6" square orange dot (flower appliqué)
1/8 yard purple dot (inner border)
1/4 yard each of orange print No. 1 and orange print No. 2 (flower appliqués, inner border)
7" square yellow-and-red floral (flower appliqué)
1/4 yard blue tone-on-tone (inner border)
1/8 yard yellow-and-blue floral (inner border)
3-1/8 yards backing fabric
55x62" batting
Lightweight fusible web
Finished quilt: 46-1/2x53-1/2"
Quantities are for 44/45"-wide, 100% cotton fabrics. Measurements include 1/4" seam allowances. Sew with right sides together unless otherwise stated.
Cut Fabrics
Cut pieces in the following order. Click on "Download this Project" for patterns.
To use fusible web for appliqués, complete the following steps.
1. Cut a 5x15" rectangle of fusible web. Press fusible-web rectangle onto wrong side of green print. Cut fused rectangle into 4—1/2x14" stem appliqué strips and 2—1/2x10" stem appliqué strips.
2. Cut a 7" square of fusible web. Press fusible-web square onto wrong side of multicolor print. Cut fused rectangle into 1—1/4x5" stamen appliqué, 2—1/4x4-1/2" stamen appliqués, 12 —1/4x3-1/2" stamen appliqués, and 7 —1/4x2-1/2" stamen appliqués.
3. Lay additional fusible web, paper side up, over patterns. Use a pencil to trace each pattern the number of times indicated in cutting instructions, leaving 1/2" between tracings. Cut out each fusible-web shape roughly 1/4" outside traced lines
4. Following manufacturer's instructions, press fusible-web shapes onto wrong sides of designated fabrics; let cool. Cut out fabric shapes on drawn lines. Peel off paper backings.
From gray print, cut:
1 of Pattern A
22 of Pattern J
From blue-and-yellow print, cut:
1—30-1/2x38-1/2" foundation rectangle
From green print, cut:
5 of Pattern B
4 of Pattern B reversed
9—2-7/8" squares
From multicolor print, cut:
5—5-1/2x42" strips for outer border
6—2-1/2x42" binding strips
9 of Pattern C
From circle print, cut:
1 of Pattern D
1 of Pattern H
From orange dot, cut:
1 of Pattern E
From orange print No. 1, cut:
1 of Pattern F
19—2-7/8" squares
From purple dot, cut:
2—1-1/2x36-1/2" inner border strips
From orange print No. 2, cut:
1—1-1/2x30" strip
1 of Pattern G
From yellow-and-red floral, cut:
1 of Pattern I
From blue tone-on-tone, cut:
1—1-1/2x30" strip
28—2-7/8" squares
From yellow-and-blue floral, cut:
2—1-1/2x38-1/2" inner border strips
Cut Fabrics
1. Referring to Quilt Assembly Diagram, place gray print A vase appliqué on blue-and-yellow print 30-1/2x38-1/2" foundation rectangle. Tuck an end of each green stem appliqué under top edge of vase. To help decide placement and length of stems, arrange appliqué pieces B-J and multicolor print stamen appliqués on foundation, adjusting stamen lengths as desired. Following manufacturer's instructions, fuse pieces in place.
2. Working from bottom layer to the top, use coordinating thread and a small zigzag stitch to machine-appliqué pieces in place.
Assemble and Add Inner Border Units
1. Use a pencil to mark a diagonal line on wrong side of each blue tone-on-tone 2-7/8" square.
2. Layer a marked blue tone-on-tone square atop an orange print No. 1—2-7/8" square. Sew together with two seams, stitching 1/4" on each side of drawn line (Diagram 1). Cut apart on drawn line to make two triangle units. Press each triangle unit open, pressing seam away from blue tone-on-tone, to make two blue-and-orange triangle-squares. Each should be 2-1/2" square including seam allowances. Repeat to make 38 blue-and-orange triangle-squares total.
3. Using green print 2-7/8" squares instead of orange print No. 1 squares, repeat Step 2 to make 18 blue-and-green triangle‑squares total (Diagram 2).
4. Sew together 19 blue-and-orange triangle-squares in a row (Quilt Assembly Diagram, note direction of seams). Press seams in one direction. Join triangle-square row to a yellow-and-blue floral 1-1/2x38-1/2" strip to make a side inner border unit. Press seam toward yellow-and-blue floral strip. The unit should be 3-1/2x38-1/2" including seam allowances. Repeat to make a second side inner border unit. Sew side inner border units to side edges of quilt center. Press seams toward border units.
5. Referring to Quilt Assembly Diagram, join 18 blue-and-green triangle-squares in a row; press seams in one direction. Add triangle-square row to purple dot 1-1/2x36-1/2" strip to make bottom inner border unit. Press seam toward purple dot strip. The unit should be 3-1/2x36-1/2" including seam allowances. Add bottom inner border unit to bottom edge of quilt center. Press seam toward border unit.
6. Sew together blue tone-on-tone 1-1/2x30" strip and orange print No. 2—1-1/2x30" strip to make a strip set (Diagram 3). Press seam toward orange print No. 2. Cut strip set into 18—1-1/2"-wide segments. Join segments along short edges to make a checkerboard row (Quilt Assembly Diagram). Press seams toward orange print No. 2. The checkerboard row should be 1-1/2x36-1/2" including seam allowances.
7. Sew together checkerboard row and purple dot 1-1/2x36-1/2" strip to make top inner border unit. Press seam toward purple dot. The unit should be 2-1/2x36-1/2" including seam allowances. Add to top edge of quilt center. Press seam toward border unit.
Add Outer Border
1. Cut and piece multicolor print 5-1/2x42" strips to make:
2—5-1/2x46-1/2" outer border strips
2—5-1/2x43-1/2" outer border strips
2. Sew short outer border strips to side edges of quilt center. Add long outer border strips to top and bottom edges to complete quilt top. Press all seams toward outer border.
Finish Quilt
1. Layer quilt top, batting, and backing; baste. Quilt as desired.
2. Bind with multicolor print binding strips.


text:
The act of assaulting someone with the Humping Coyote involves making your hand into the shape of a coyote (with your 3rd and 4th fingers together with the thumb and your index and pinky fingers sticking straight up) then preceding to "hump" someone's head or shoulder with the coyote to a beat that you provide.
Jim totally attacked Andra with the humping coyote today, it was sweet!
by humpingcoyote November 08, 2009
buy the domain for your art vlog

subset: commoncrawl


text:
Tombstone Tuesday: Remember to Move the Grass
|Hugh C Dorr
St. Joseph Cemetery
Lockbourne, Ohio
I understand that any photo is better than no picture of a gravestone. However, with a little effort and planning, you can have a great photo rather than 'just a photo' of a gravestone.
I took this photo while in the St. Joseph's Cemetery in Lockbourne, Ohio. At the time I was on a research trip with the intent of visiting as many cemeteries as possible of my ancestors as I live 10 hours away from Franklin County, Ohio. While I was at the cemeteries, I decided to take additional photographs of the tombstones around my ancestors.
On this particular occasion, I was in a hurry and didn't want to use a soft bristle brush or even my garden glove covered hands to remove the grass from this stone. The grass around the edges piles up on the stone as it's recessed into the ground and mowing crews just go over the top. Grass clippings are not sucked up and so they pile up.
Though a family member who is trying to find Hugh C Dorr (1912 - 1970) would be happy to even see this photo. There is more to the stone as well as more information to be see. A little extra effort spent culling out the distracting elements would make this photo even better.
Happy Grave Hopping!


text:
Chile glacier bill pits mines against water supply
SANTIAGO, Chile (AP) — Just how to define a glacier is at the heart of a Chilean congressional battle that could determine the future of mining in the world's largest copper-producing country.
The revival of legislation to ban mining in glacial areas is spawning debate among miners, farmers and environmentalists about how to protect both vital water supplies and Chile's mining industry. If the bill passes, mining experts fear it could shutter multibillion-dollar mining projects and slow investment.
The key will be in the fine print of whether the final bill defines glaciers as including frozen areas around them, too, and whether the protections would apply retroactively to mines already operating next to glaciers.
"If it passes as a law with tough conditions, it could harm not only the operation of current projects but also future projects," said Juan Carlos Guajardo, head of the Chilean mining think tank CESCO. "Depending on the conditions, the scenarios would make mining activity very difficult in high mountain areas."
Environmentalists point to the crucial role played by glaciers in protecting Chile's water as reason enough to implement the wider definition.
A glacier is snow that has compacted into ice and that survives the warm summer months. Glaciers are important because they act as natural dams, storing water for use throughout the year after the winter snow has melted. Even small glaciers can hold gigantic amounts of water that become critical during warm months and especially in long dry spells.
Argentina, across the Andes mountains from Chile, adopted a law in 2010 that broadly defines glaciers — theoretically protecting not only the icy masses most people think of, but also "rock glaciers" and frozen groundwater on mountaintops where glaciers have melted away from the surface. The Argentine National Glacier Institute, which had a heavy hand in drafting Argentina's law, pushed the definition because it's believed most glacial water actually comes from such reserves.
The Argentine law remains largely unenforced, but mining has still to develop in a big way there.
In Chile, however, such a move could have a much bigger impact on the world's copper and gold supplies. For now, the bill doesn't include protections on peri-glacial or permafrost areas and is far less punitive than Argentina's law, but it could be amended to broaden the definition of glaciers. No matter what, it would be Chile's first law specifically protecting glaciers.
Mining offers Chile's poor their best shot at a middle-class life, especially in the rugged desert areas in the north, where most mines are. Copper accounts for about a third of government revenue, and the state has a policy of shoring up national reserves during periods of high prices.
The country has some of Latin America's most stable ground rules for mining. But the narrow nation that stretches 2,650 miles (4,270 kilometers) along the Pacific also has the largest number of glaciers, from icy southern Patagonia to its most northern latitudes.
A broader definition could severely hamper the Chilean industry's hopes to mine gold and copper from places where icy masses have retreated on the surface, exposing rich ore veins that share mountaintops with other forms of glacier water.
Already, environmentalists have demanded tougher protections for nearby populations and natural resources, and mining projects have faced costly delays.
Jorge Daniel Taillant, director of the Center for Human Rights and the Environment, called glaciers a vulnerable resource that's in jeopardy because of mining.
Taillant tracks environmental compliance by mining companies and has focused on the impact of dozens of mining projects in Argentina and in Chile on glaciers.
"A broad definition of glaciers in the law helps capture the large variety of glaciers that exist in the Andes," Taillant said. "Protecting only the most well-known uncovered white glaciers is not enough. Melting glaciers are one of the telltale signs of climate change, and as such we need laws to protect climate-vulnerable glaciers."
If passed, the bill could halt mining operations such as Barrick's $8 billion Pascua-Lama or state mining company Codelco's $6.8 billion Andina 244 expansion project, which are both surrounded by glaciers and permafrost areas. To move forward, the projects would need further environmental safeguards to ensure they're not hurting ice.
The resurfacing of the bill comes at a time when the Andina project is being widely questioned. Codelco wants to turn Andina into its star mine to produce more than 600,000 metric tons of copper a year, up from 250,000 now.
Codelco said in a statement it believes the glacier bill is not needed because Chile has developed norms to protect glaciers since the legislation was first discussed in 2006.
"Depending on how this glacier law turns out, it could be very complicated. In reality, this project might not even be able to be developed because we're near glaciers," said Juan Carlos Jofre, sustainability chief for the Andina 244 project.
Environmentalists say the impact on nearby glaciers would be devastating, particularly for subsurface rock glaciers with colossal amounts of ice.
Before the Argentine law passed, analysts warned that it would mean an end to Pascua-Lama, the world's highest-altitude mine, which straddles the Chile-Argentina border. While mining has continued there, Barrick's project has been temporarily suspended in Chile after the company was cited for "very serious" violations of its environmental permit, requiring it to build infrastructure to prevent water pollution as it mines for gold and silver.
Critics say construction at Pascua-Lama has spread dust on the nearby Toro 1, Toro 2 and Esperanza glaciers, hastening their retreat by capturing heat on their surfaces. Meltwater from those glaciers feeds the Estrecho river, which supplies water to the Diaguita indigenous community living downstream.
Barrick has said it will work "to address environmental and other regulatory requirements" on the Pascua side of the project in Chile.
Conservationists say dozens of mining projects are in glacier areas and they have filed international complaints, pointing mining company shareholders to potential troubles for large-scale mineral investments.
Chile's Congress is expected to take on the glacier protection bill by mid-October. If debate drags, the measure's ultimate fate may depend on Michelle Bachelet, a former president who is heavily favored to win election and take office again next year. She has taken no stand on this bill and failed to back a similar measure in her first term, though she did take steps to protect glaciers.
"Any change that means that projects have to be evaluated would affect them significantly. It would mean a whole new legal framework on glaciers," said Winston Alburquenque, a professor of natural resources law at the Catholic University. "Clearly there's a change — there's a greater environmental awareness and respect for natural resources."
Luis Andres Henao on Twitter: https://twitter.com/LuisAndresHenao


text:
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text:
Galesburg, IL - The Prairie Fire played inspired football but came up just short against Lake Forest College, losing 31-27 Saturday afternoon on Senior and Parents Day at the Knosher Bowl.
Lake Forest quarterback Pete Scaffidi connected with Austin Sobey for a 28-yard touchdown pass with 1:50 left in the game. The score proved to be the game-winner after the Prairie Fire had overcome a 17 point deficit in the second half.
Sobey led all receivers with seven catches for 129 yards and three TDs.
Prairie Fire sophomore quarterback Drew Diaz (Niles, Illinois) scored on a 16-yard run at the 4:48 mark of the fourth quarter to give Knox its first lead of the game at 27-24. The touchdown capped off 20 straight points by the Prairie Fire (0-9, 0-8 MWC), who trailed 24-7 with less than 6:00 to play in the third quarter.
Lake Forest (3-5, 3-5 MWC) took a 7-0 lead when Scaffidi hit Sobey with an 11-yard touchdown pass with 7:08 to go in the first quarter. Knox tied the game when sophomore tailback Derek Mortensen (Crystal Lake, Illinois) ran for a 6-yard score at the 1:09 mark of the opening frame.
The Foresters outscored Knox 14-0 in the second quarter to take a 21-7 lead at halftime.
Tailback Al Mitchell scored on a 3-yard run with 12:58 to play in the first half followed by a pass from Scaffidi to Sobey from 14-yards out for a score 5:38 before the intermission.
Lake Forest extended its lead to 24-7 with 5:27 left in the third quarter on a 31-yard field goal by Donnie Caldwell.
The Prairie Fire answered back when sophomore Aramis McGinty (Colorado Springs, Colorado) ran back a 71-yard kickoff return to the Lake Forest seven yard line. That set up a 7-yard touchdown run by Mortensen 16 seconds after the LFC field goal to slice the deficit to 24-14.
Diaz scored on a 15-yard run with 12:00 to play in the game to get his team within 24-21.
Mortensen led the Knox rushing attack with 24 carries for 77 yards and a pair of touchdowns while Diaz ran 10 times for 55 yards and two scores. He also completed 13-of-25 passes for 127 yards.
Scaffidi completed 24-of-41 passes for 315 yards and three touchdowns. Mitchell had a big day rushing the football with 24 carries for 172 yards and a score. He had 115 yards on the ground in the first half.
Lake Forest had 28 first downs to 17 for the Prairie Fire. The Foresters outgained Knox in total yards 544-301.
The Prairie Fire was more efficient in the red zone and on third down. LFC scored on four of its seven red zone chances while the Fire was a perfect 4-for-4. Knox converted 7-of-15 third down attempts compared to 4-of-13 for Lake Forest.
Neither team turned the ball over.
Junior linebacker Mike Hendrick (Smithton, Illinois) had a game-high 17 tackles and broke up two passes for Knox. He is one tackle away from tying the season record of 141 set by Tracy Rodgers in the 1991 season.
Prairie Fire senior defensive back David Jewell (Spring Grove, Illinois) added a career-best 15 tackles.
The Fire recognized its 10 seniors on the roster and their parents before the game.
Playing for the last time at the Knosher Bowl were Dan Page (Bradley, Illinois), Jewell, Clarke Cuthbert (Park Ridge, Illinois), Elliot Madison (Holden, Massachusetts), Luke Northam (Colorado Springs, Colorado), Cale Dahm (Lincoln, Illinois), Adam Mize (Wood River, Illinois), Jon Fletcher (Cincinnati, Ohio), Michael Whitt (Aurora, Illinois), and Randy Whitmore (Fulton, Illinois).


text:
A dimmer dedicated to adjust the brightness of LED light, adopted the most advanced digital brightness-adjusting technology at present, users can either turn around the knob manually or use the IR wireless remote control panel to control the brightness infinitely; Suitable for installation of commercial and household 86-style socket; can install the socket visibly outside the wall or inside the wall invisibly; can adjust the brightness of both low-power and hi-power LED illumination lights, can meet different brightness requirements at different time, and extend life tenure of LED, so energy-saving. This LED dimmer switch allows you to vary your LEDs output. Dimmer is a controller that it can adjust brightness infinitely, its control mode is knob-operated control, you could adjust light to the appropriate lighting brightness in accordance with your actual need. In short, the old-fashioned style of dimmer switch can be used with LED bulbs. The internal variable resistor in the dimmer switch simply reduces the amount of voltage available for the bulb which in turn reduces its brightness.
LED Dimmer Switch
Copyright © 2018 PLASMA LEDSSUPERBRIGHT.COM. Powered by LEDsSuperBright


text:
Tirunelveli Jamnagar Express (19577) departs from Mangalore Jn station (MAJN) at and arrives Ankleshwar Jn station (AKV) at taking a total of 21 hrs 7 mints to cover the distance of 1157 kms.
Train seat availability for all 10 trains that run from Mangalore to Bharuch Jn can be found in above table.
Fare for trains from Mangalore to Bharuch Jn is Rs 3495 in First AC (1A), Rs 285 in None (GN), Rs 1375 in Third AC (3A), Rs 2000 in Second AC (2A) and Rs 505 in Sleeper (SL) in general quota. Tatkal ticket fare and premium tatkal fare in this route starts from Rs 1775 in Third AC (3A), Rs 2525 in Second AC (2A) and Rs 655 in Sleeper (SL).
Mangalore to Bharuch Jn Tirunelveli Jamnagar Express (19577) departs from Mangalore Jn station (MAJN) at and arrives Ankleshwar Jn station (AKV) at . Mangalore to Bharuch Jn train fare is Rs.1375 in Third AC, Rs.2000 in Second AC and Rs.505 in Sleeper for this train.
Mangalore is a chief port city on the Arabian Sea in the Indian state of Karnataka. Mangalore got its name from the local deity Mangala Devi. Manalore has many tourist spots, temples, churches water parts and beaches. This city is called by different names in different languages. This is the only city in the world to have 9 different names for the same city. Mangalore is well connected not just by railways and roads but also by airways both domestic and international and sea ports. Mangalore has 2 railway stations - Mangalore Cntl (MAQ) and Mangalore Jn (MAJN).
- RAC is considered as confirmed for evaluating confirmation chances.
Colors under confirmation chances mean following:
- Red - Not likely to confirm.
- yellow - Difficult to say if this will confirm or not.
- Green - Very likely to confirm.
- Seat availability and berth status functionality may not be available between and .
- Disclaimer - Trainman is in no way affiliated to Indian Railways, therefore some times, the information shown may not be accurate. Trainman also does not claim 100% accuracy on any prediction done for waitlisted tickets.
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text:
Police: Single-engine plane crash in Elkins
Police: Single-engine plane crash in Elkins
ELKINS, Ark. —
Elkins police responded to a single-engine plane crash Wednesday afternoon.
A viewer told 40/29 News the crash occurred at Hwy 16 on the north side of the road past the Justice Home Store.
Two people, the pilot and a passenger were aboard the plane coming from Little Rock when it crashed.
Officials said there were no injuries.
The plane owner, who was not on board told 40/29 News, he believes the plane did not have enough gas to make the trip.
According to FlightAware, an airline tracking website - the fixed wing, single engine plane is registered to Adventure Flight Aviation in Springdale.
Officials said the pilot reported engine problems and NTSB will be investigating the incident.


text:
Feb. 16, 2008
ETSU's Lady Buccaneers jumped out to a fast start and never looked back.
Bouncing back from a loss at Florida Gulf Coast which ended an eight-game winning streak, ETSU beat Lipscomb's Lady Bisons 89-65 Saturday afternoon in an Atlantic Sun contest at the Memorial Center in Johnson City, Tenn.
ETSU opened with a 9-4 lead followed that with a 16-5 run for a 25-9 lead with 10:58 left before intermission. ETSU went into the dressing room at halftime with a 39-28 lead.
The Lady Bisons did make a strong run late in the first half and early in the second half to make a comeback. With 18:39 remaining in the game Lady Bisons junior center Katie Rollins hit a lay-up to cut the ETSU lead to eight points (41-33).
ETSU then responded with a 19-9 run to seal the game.
Three Lady Bisons scored in double figures. Freshman forward Cree Nix and freshman guard Jenna Bartoskas each scored 14. Junior forward Jilian Partin added 12. Nix tied her season high marking her third game with 14 points.
The Lady Bisons hit 21-of-62 attempts from the field, a 33.9 percent success rate. They hit 73.1 percent of their free throws, hitting 19-of-26. Usually reliable from 3-point range, the Lady Bisons hit only 4-of-23 attempts, 17.4 percent.
Partin and Nix combined for the rebound lead with seven each. Partin is second in rebounding in A-Sun games. In her last eight games she has tied for the rebound lead three times and led five times.
Four ETSU players scored in double figures. Latisha Belcher led the way with a game-high 19. Michele DeVault, Jenny Norman and Siarre Evans each scored 14.
ESTU shot 44.4 percent from the field hitting 32-of-72 shots.
On the boards ETSU held a 48-39 lead. Belcher lead with a game-high nine rebounds.
ETSU has won its fifth straight home game. The Lady Bisons lost their fourth game in a row. ETSU swept the Lady Bisons this season.
The Lady Bisons head to Spartanburg, S.C., Monday night to face USC Upstate. The Lady Bisons are 6-20 overall, 4-8 in the conference. ETSU is 14-11 overall, 10-2 in the A-Sun.


text:
PIPA members...
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As a long established Company, PIA Commercial work closely with other PIPA members to offer preferential discounted premiums, and also provide free no obligation Insurance advice to members-you do not have to be an existing client to use this service.
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We'll talk through your specific needs and provide the cover needed at the best possible price.


text:
Director of Photography
Steadicam Operator
Michael Fuchs is a cinematographer and Steadicam operator in New York City.
A graduate of Northwestern University, he has experience shooting 35mm and Super 16 film along with a variety of HD formats.
His sense of humor is almost as good as his operating.
Linked Work:
B Camera/Steadicam on Ramin Bahrani's 99 Homes
A Camera/Steadicam on Very Good Girls
B Camera operator on John Slattery's God's Pocket
Director of Photography Marina Abramovic Kickstarter/MACCO Cetinje (Marina portrait segments)
Director of Photography B.o.B ft. 2 Chainz "Headband" music video
Director of Photography on The Opportunist (Cannes Critics Week selection 2013)
Steadicam on SNL's "Tourism" ad
Steadicam in NYC and Uruguay for +JK Budweiser spot
DP/Steadi World Humanitarian Day 2012 PSA (Beyonce segments)
B Camera/Steadicam on the comedy Bachelorette
Steadicam for The Dig's "I Already Forgot Everything You Said" video
Steadicam on Craig Zobel's Compliance
Steadicam on Espn/Coors Light spot
Camera/Steadicam on Spank Rock/Santigold "Car Song" video
DP/Steadicam on Antony & The Johnsons spec vid
Steadicam on Acroback's gnarly promo vid
Steadicam on Evanescence "What You Want" video
Steadicam on Just Tonight vid by the Pretty Reckless
Steadicam for Sleigh Bells "Infinity Guitars" video
Director of Photography on feature promo Red Haven
Director of Photography on Facing the Wave
Steadi on CMT cribs of Naomi Judd, Alan Thicke, George Jones, David Ragan
Bill Gates and Warren Buffet Run and Gun Interview
email@example.com 914.552.1955


text:
Maria Black Salome Earring
- sold out
Maria Black Salome Earring
- sold out
Half-circle earrings in gold matte polish. Material: Gold Plated .925 Sterling Silver. **THIS ITEM IS FINAL SALE.
The Boutique
Carefully curated is the name of the game for Edmonton's Coup Boutique. Owner Anna McDonough travels around the world, from Paris to Japan, to source the coolest labels and emerging designers each season so we always love seeing what she brings in next. Coup has a perfect balance between contemporary and classic, all within a charming old-world setting. Shop Ganni, Ryan Roche, Won Hundred, Caron Callahan, Ports 1961, Sacai, Dear Frances, and much more.


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The act of hiring a friend or a professional burglar to break into the home that you live in to rob your parents over anything containing monetary value in order for you to make rent. Though some might regard this as unscrupulous, it is less so if your family happens to have a decent property insurance plan and it is also highly ironic.
My mom upped my rent by a hundred dollars so I paid a crackhead sixteen bucks and a pack of cigarettes to break in in the middle of the night and steal my father's x-box. Fortunately he lied on the insurance claim so a Playstation 3 and a 60-inch plasma screen were a byproduct of the ordeal. I condone fucking your parents.
by gloryholes October 04, 2010


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Dinamo Zagreb have confirmed that they have agreed to sell Mateo Kovacic to Inter for a reported €11 million, subject to formalities.
The attacking midfielder, 18, has successfully negotiated personal terms with Nerazzurri representatives and is due in Milan on Thursday to undergo a medical prior to putting pen to paper on a contract.
In a statement on the Croatian champions' official website, Kovacic said: "It's all happened so fast and I'm still in shock, I don't even know what to say.
"Dinamo are my club and my home, so I find it hard to leave, but an offer from a club like Inter, one of the biggest in the world, simply cannot be refused.
"Of course, it's not completed and I'm still waiting for my medical examination, but I believe that this is just a formality."
The likes of Bayern Munich and Juventus sent out scouts to watch Kovacic in action for Dinamo's youth teams before he broke into the side's first team at the tender age of 16.
The Italian giants were initially expected to replace Wesley Sneijder and Philippe Coutinho with Younes Belhanda and Paulinho, but negotiations for the pair broke down and they have subsequently switched their targets.
Earlier on Wednesday, Stuttgart midfielder Zdravko Kuzmanovic and Atalanta winger Ezequiel Schelotto were reported to be on the verge of joining Inter, and Kovacic looks to be the third player arriving.


text: Mountain Waffle Co. sells "grab n go" authentic, warm Liege Belgian waffles drizzled in chocolate and maple syrup at ski resorts. Along with the indulgent smell of freshly made waffles, Mountain Waffle Co. also offers a selection of hot and cold drinks – including bottled drinks, fruit smoothies, apple cider and a "killer" mocha made with Belgian chocolate, coffee and whipped cream. Skiers simply grab a warm waffle and go. And, ski resort owners turn small, underutilized outside buildings/cabins, cafeteria areas, and even patches of snow into a fabulous amenity for their customers and a new revenue stream.


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The U.S. Department of Agriculture (USDA) predicted that American farmers would produce the second largest corn crop in U.S. history, falling just short of 13 billion bushels. On average, USDA is predicting corn yields to be 159.5 bushels per acre, the second highest yield ever realized by American farmers. Adding in supplies carried over from last year, the corn supply for the 2009 marketing year is anticipated to be 14.5 billion bushels, the highest level on record.
"American farmers are the subject of numerous erroneous and ill-informed attacks, yet they shrug those off to continue providing food, feed, and fuel for the nation," said Renewable Fuels Association President Bob Dinneen. "Technological advancements in both the seed and in the field are allowing farmers to produce more per acre, while using fewer inputs such as fertilizer and diesel fuel. There can be no doubt that we are fully capable of meeting the food and feed obligations we have to the world while simultaneously helping break our addiction to foreign oil."
Often, big food processors, environmental extremists and others are quick to blame farmers and America's ethanol producers for stealing food out of the mouths of people while forcing new cropland to come into production in environmentally sensitive regions of the world. However, this crop report reaffirms their claims to be the hyperbolic rhetoric many reasonable people suspected.
According to USDA, the near record corn crop will be accompanied by a record-setting soybean crop in the U.S.
"The notion that an acre of corn used for ethanol production in the U.S. triggers the clearing of an acre of rainforest in Brazil simply doesn't pass the sniff test," said Dinneen. "With both U.S. corn and soybean crops at or near record highs, it is abundantly clear that American agriculture and biofuel production is not responsible for the loss of environmentally-sensitive land half the world away. That's just plain common sense, a characteristic too often lacking in this debate."
USDA also estimated that 4.2 billion bushels of the projected 12.8 billion bushel corn crop would be used in ethanol production. Using ethanol industry averages, such a usage would represent 11.76 billion gallons of ethanol and more than 32 million metric tons of distillers grains, the livestock feed coproduct of ethanol production.
Note: USDA works on the marketing year, which begins on Sept. 1, 2009 and runs through Aug. 2010.


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Wish I got the opportunity to jump over a whale
Whale Jumping
Post general kiteboarding discussion topics here!
Moderator: BayAreaKite
Whale Jumping
Wish I got the opportunity to jump over a whale
Re: Whale Jumping
Feel bad for the whale.
Re: Whale Jumping
Ruben Lenten is an epic douche for doing this and also for posting the video online.
Re: Whale Jumping
Kite Naked
Benicia Kite and Paddle Sports
4562 East 2nd Street, Unit J & K
Benicia, CA 94510
Re: Whale Jumping
Lame. Lenten can be pretty immature sometimes, one day he will be an adult and be more respectful. I don't think a stranded whale is a spectacle for him to publicize his riding, or viewing of or whatever.
Re: Whale Jumping
Aw man. That's not cool at all, considering what ended up happening to the whale:
http://www.dutchnews.nl/news/archives/2 ... is_dea.php
Although the video is from the moment he discovered the whale, so maybe the kid did not know the gravity of the situation.
Re: Whale Jumping
Awe man, I saw that one jump from the Golden Gate last week.
I've found Lenten to be a pretty stand up guy. It's pretty clear from his FB page he found the whale while shooting a vid and called in help. I don't think he was trying to use it to his advantage quite the contrary it seems he was trying to draw attention to the issue to help out the whale.
Re: Whale Jumping
Jumping the whale: Animal Rights activist worst nightmare, or best aerial recon for rescue attempts ever? You decide:
Activist: Grumpy as ever due to a recent diet of organic veganism after submitting to the latest granola loving fad for strung out omnivores. This sample sees this as disturbing the whale, endangering it's safety, and 'freaking it the @@ck out.
Recon: Super talented kite surfer sees an opportunity to avoid motorized boats, remove the need for a helicopter, or in any way need to use large, loud, extremely disturbing man made machines. The kiter knows how to jump big, clearly able to clear the whale with ease. The whale probably doesn't even notice the kiter approaching as the slap of the waves beat it to death on the sand bar.
Judge Judy decides
Re: Whale Jumping
Recon, having a kite board go around or even over a whale is far less traumatic than having whale watching boats with motors running buzzing all around the whales and hitting them with propellers. Certainly not the reason the whale ended up on the beach. I blame it on the snowy plovers!
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Lovely Decorative Window Film by Emma Jeffs
Sometimes you want to let in the light while blocking others from playing peeping tom (or perhaps your view is less than to be desired). While window films have always been an alternative to curtains or blinds, most we've seen lack any visual interest and feel a bit, well, institutional or completed outdated. Luckily, there is Emma Jeffs.
The modern material and elegant surface design of Emma Jeffs combine to create a window film that will ensure that you never have to close blinds or roll down a shade again (nor would you want to). Her intricately designed films are on trend and give total privacy while letting full light shine through.
Installation is easy: simply add water and adhere to a window. The films are easy to remove and leave behind no residue. They are also great on mirrors or any glass surface, such as cabinet doors or tables. Note that these films are not reusable.
In the US, Emma Jeffs' window films can be purchased at Design Public or 2Jane. Each roll is 37" x 52" and are priced at $76. Sample sets are also available.
(Images: Emma Jeffs)


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June 7, 2004
1. State Implementation of a High, Objective, Uniform, State Standard of Evaluation (HOUSSE)
No Child Left Behind (NCLB) provides a tool for States to recognize a veteran teacher as highly qualified. While sections 1119(a) and 9101(23) of the Elementary and Secondary Education Act (ESEA), as amended by NCLB, do not require a State to implement a high, objective, uniform, State standard of evaluation (HOUSSE), the U.S. Department of Education has urged all States to consider developing and using HOUSSE procedures so that teachers who are not new to the profession may use it as an option for demonstrating subject-matter competency in each subject they teach. The Department has done this through non-regulatory guidance, announcements of flexibility (e.g., the March 15, 2004, announcement regarding the permissible use of a single HOUSSE procedure for teachers of multiple subjects), and, most significantly, the technical assistance provided by the Teacher Assistance Corps (TAC). To help States and districts meet the highly qualified teacher provisions in NCLB, the Department has visited all 50 States, the District of Columbia, and Puerto Rico through the TAC to find out how States are meeting the requirement and to provide technical assistance to States that request it.
Before the TAC initiative began, the Department worked with State officials through organizations such as the Council of Chief State School Officers' sponsored Interstate New Teacher Assessment and Support Consortium (INTASC) to help them understand the teacher quality requirements and the statutory HOUSSE provisions as they began developing their State HOUSSE plans.
As HOUSSE is, by definition, a "State" standard of evaluation, each State is authorized to establish HOUSSE procedures that it deems to be appropriate and still demonstrate, consistent with the requirements of the law, that teachers have competency in each subject they are teaching. Hence, the law contemplates State-by-State variability. This being said, the Department has made significant efforts to provide guidance and direction to the States in developing and implementing a quality HOUSSE evaluation process that is consistent with section 9101(23). In fact, the Department will soon release additional guidance on HOUSSE with examples of what does, or does not, meet the law's provisions.
Through the State TAC visits, experts from the field and Department staff reviewed the HOUSSE provisions with officials in each State and provided intensive technical assistance to ensure States meet the intent of the law. This included a review of a State's HOUSSE procedures against the seven criteria contained in section 9101(23)(C)(ii) of the ESEA. Among other things, members of the TAC specifically stressed the third statutory criterion of HOUSSE, which stipulates that the standard of evaluation "provides objective, coherent information about the teacher's attainment of core content knowledge in the academic subjects in which the teacher teaches." As a result, many States have made improvements to their HOUSSE procedures to align them with the statute and add appropriate rigor.
2. Paraprofessional Assessments
Title I requires that paraprofessionals working in Title I programs meet standards of qualification to ensure that students receive instructional support from qualified paraprofessionals. As you know, all paraprofessionals hired after January 8, 2002, to work in Title I programs must have: (1) completed two years of study at an institution of higher education; (2) obtained an associate's (or higher) degree; or (3) met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness). Paraprofessionals hired before January 8, 2002, and working in a program supported with Title I funds must meet these requirements in four years. While NCLB does not require paraprofessionals to be provided the option of taking a State or locally designed test, section 1119(c)(1)(C) of the ESEA requires that they demonstrate knowledge of, and the ability to assist in instructing, reading, writing, or mathematics (or instructing readiness in these subjects, as appropriate).
As part of the State-by-State technical assistance provided by the Teacher Assistance Corps, the Department apprised States of the options available to local educational agencies under section 1119 in demonstrating the qualifications of their paraprofessionals pursuant to the requirements of NCLB. The Department also provided States with non-regulatory guidance that articulates the options of using a formal State or local academic assessment to ensure paraprofessionals have the necessary qualifications.
3. Data on Highly Qualified Teachers
When States were required to report the percentage of classes taught by highly qualified teachers (HQT) in September 2003, at that time ten States were still gathering their data from the 2002-03 school year. The Department placed conditions on these States' FY 2003 grant awards to complete their data collection processes. An additional 16 States did not yet have data collection systems in place to gather and report the percentage of classes taught by HQT. The Department placed conditions on these States' FY 2003 grant awards that required the States to develop detailed data collection plans for how they will gather and report these data for the 2003-04 school year and beyond. If a State does not comply with its conditions, the Department is prepared to delay the release of its FY 2004 funding that would otherwise become available on July 1 until the State satisfies the condition.
The Department is also developing and implementing a monitoring plan through which we will assess the continued progress of the States in attaining their annual measurable objectives for increasing the percentage of highly qualified teachers. In addition, Department staff are monitoring State use of Federal funds, including ESEA Title II, Part A funds, to provide high-quality professional development to enable teachers to become highly qualified.
1. Provision of Supplemental Services to Students with Disabilities and Limited English Proficient Students
Our regulations and guidance make clear that the State and each LEA must ensure that students with disabilities (as defined under either the Individuals with Disabilities Education Act (IDEA) or Section 504) receive appropriate supplemental educational services, with necessary accommodations, and that students with limited English proficiency have the opportunity to receive appropriate supplemental educational services and language assistance in the provision of those services. These services have to be provided by some providers, but not necessarily each provider. If no provider is able to make the services with necessary accommodations available to an eligible student with a disability, the LEA would need to provide these services, with necessary accommodations, either directly or through a contract. Similarly, if no provider is able to provide such services, including necessary language assistance, to an eligible LEP student, the LEA would need to provide these services, either directly or through a contract. However, it is always up to the parents to select the provider that best meets the needs of their child.
The issue of providing supplemental educational services to students with disabilities and students with limited English proficiency breaks no new ground. It is well established that Title VI of the Civil Rights Act of 1964 does not require every school to be able to serve every student with limited English proficiency. Similarly, Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act do not require each public school in an LEA to be able to serve every student with a disability in the school district, and LEAs may concentrate services in particular schools to best serve special-needs students. We have taken the same approach to supplemental service providers, which are not themselves recipients of Federal financial assistance, but rather have a contractual relationship with the LEA to serve children whose parents select the provider. Our regulations and guidance do not require each provider to meet the needs of all students with disabilities or limited English proficiency. We believe it would be unrealistic to do so, and nothing in the ESEA or in civil rights laws requires this.
The Department's redesigned monitoring program for Title I, Part A, reinforces the message we have delivered to States that all eligible students receive supplemental educational services, subject, of course, to the cost limitations in the law. In particular, it requires States to provide evidence that limited English proficient students and students with disabilities who are eligible are receiving appropriate services. While NCLB does not require States to collect or report information on the specific subpopulations of students who choose to participate in supplemental educational services, the Department places a high priority on all eligible students having the opportunity to receive appropriate services and is closely monitoring States to ensure they are meeting this obligation.
2. Employment Practices for Delivery of Supplemental Services
We understand that your principal concern regarding employment discrimination relates to an exemption in Title VII of the Civil Rights Act that permits religious organizations to consider religion in their employment decisions. This issue is one that we have previously discussed. It is an issue on which we respectfully disagree in interpreting Section 9534(a) of the ESEA, as amended by NCLB. We do not read this provision to undo, for supplemental service providers or other participants in ESEA programs, the exemption in Title VII of the Civil Rights Act that permits religious organizations to consider religion in their employment decisions. We read the law to confirm, not to substantively alter, existing civil rights laws, including Title VII and its exemptions, which is the law of the land.
ACCOUNTABILITY and ADEQUATE YEARLY PROGRESS
Graduation Rate
With the passage of NCLB, the expectations for schools and districts to make adequate yearly progress (AYP) and to ensure that all students are proficient in reading and mathematics have increased substantially. To ensure that schools do not make AYP simply because students have dropped out of school, section 1111(b)(2)(C)(vi) requires States to include the graduation rate in their definitions of AYP for secondary schools. The Department agrees that States should hold public secondary schools accountable for the number of students who graduate from high school and that States should use graduation rate calculations that are as accurate as possible.
To ensure that States report the most accurate graduation rates possible, the Department issued final regulations on the graduation rate in December 2002 (34 CFR Part 200). Section 200.19 of these regulations clarifies, consistent with the statute, that the graduation rate for public secondary schools means "(A) the percentage of students, measured from the beginning of high school, who graduate with a regular diploma in the standard number of years; or (B) another definition, developed by the State and approved by the Secretary that more accurately measures the rate of students who graduate from high school with a regular diploma." The Department also reinforced the statutory requirements by clarifying in the December 2002 final regulations that a "regular diploma" is a diploma fully aligned with a State's high school academic content standards. Thus, any student receiving an alternative degree not aligned with the State's academic standards, such as a General Education Diploma (GED) or a certificate of attendance, may not be considered to have graduated for purposes of calculating the graduation rate. Additionally, the final regulations stipulate that a State's definition of the graduation rate must avoid counting dropouts as transfers.
While the statute and the regulations set specific parameters for calculating the graduation rate such as calculating a four-year graduation rate, counting only standards-based diplomas as regular diplomas, and avoiding counting dropouts as transfers, the statute does not require a uniform methodology by which States must collect and calculate graduation rate statistics. For example, the statute does not require that all States use a longitudinal rate that tracks individual students over time. In addition to an individual longitudinal rate, other commonly used graduation rate statistics include a completion rate that measures regular diploma recipients as a percent of students who drop out of school over a four-year period and a completion ratio that measures the number of regular diploma recipients in a given year divided by the number of students who entered ninth grade four years earlier. In determining which graduation rate statistic to use, States must consider their data collection capabilities. Given the variety in State data collection systems, States have the flexibility to use the graduation statistic that is most appropriate for their data systems and that will yield the most accurate information possible on the graduation rate.
It is also important to note that, prior to NCLB, many States did not collect and calculate graduation rate data taking into account either regular diplomas or the standard number of years to graduate and/or did not collect graduation rate data for all the subgroups of students required by NCLB. Because such States must have four years of data to calculate the graduation rate, I exercised my authority to allow States to use interim calculations until States have the necessary data for calculating a graduation rate for all subgroups of students as required by NCLB. These interim calculations, however, must only consider as graduates students receiving a regular diploma in the standard number of years and must still avoid counting dropouts as transfer students.
Prior to having their State accountability plans approved by the Department, any State not currently able to calculate a graduation rate that meets all the requirements of NCLB had to demonstrate how it would alter its data collection systems in order to calculate the graduation rate for all subgroups of students in the coming four years. All 50 States, the District of Columbia, and Puerto Rico have State accountability plans approved by the Department and, as part of those approved plans, States are implementing the necessary changes (when needed) to their data collection systems to be able to calculate and report a graduation rate that complies fully with NCLB.
NCLB allows States to choose the graduation rate targets that they use in making AYP determinations for secondary schools. States can either require schools to show growth, or to meet an absolute target. However, in order for the graduation rate to be a meaningful indicator of academic achievement, the measure must be accurate. In December 2003, the Department awarded a contract to the National Institute of Statistical Sciences (NISS) to convene a group of experts to review the methods for reporting high school dropouts and on-time graduates. The expert review is considering the uses of graduation and related statistics, reviewing existing rates and the data that underlie them, and examining concerns that have been raised about existing measures and will be making recommendations for improving data collection and estimation procedures. The group met in January and began with an overview of reporting needs at the Federal, State, and local levels, current data collected, and concerns raised about existing statistics. An interim report from NISS is expected to be ready in the summer of 2004 to suggest future directions for improving measures of dropouts and graduates.
1. Limited English Proficient Students
NCLB ensures that the academic progress of all students is accounted for regardless of their background or native language by requiring that all students be assessed in reading/language arts and mathematics. Clearly, the law encourages, but does not require, the development of native language assessments in reading/language arts and mathematics for limited English proficient students. The law provides for States to administer assessments in the language and form most likely to yield accurate data on what students know and can do when that is practicable. Also, States are required to provide appropriate accommodations to make their assessments accessible to limited English proficient students. The Department has clearly communicated to States that they have flexibility in selecting the appropriate accommodations, including native language assessments. Information collected by the Department indicates seven States have native language assessments for their limited English proficient students; these are Colorado, Massachusetts, Minnesota, New Mexico, New York, Oregon, and Texas. In New York, for example, the high school Regents mathematics exams are provided in five languages in addition to English including Chinese, Russian, Spanish, Haitian Creole, and Korean.
To ensure that States use quality assessments for accountability purposes, the Department is authorized to conduct a peer review of States' standards and assessments, including the manner in which those assessments are administered. The peer review relies upon nationally established norms of testing practices and is directed by statutory parameters and requirements. In the peer review process, the Department reviews each State's policies for including students with limited English proficiency in its assessment system. The peer review process examines the following information:
- Participation rate data for students with limited English proficiency, with the expectation that all students will participate;
- State guidelines for including all limited English proficient students in assessments;
- The availability and use of accommodations; and
- The quality and reliability of native language assessments, if applicable.
At all times, the goal of this review is to ensure that all students can participate in valid and reliable ways and that this participation provides meaningful data about student achievement.
The Department has helped States develop valid and reliable assessments for students with limited English proficiency through two key efforts: Enhanced Assessment Grants (Section 6112) and technical assistance. The Department awarded four Enhanced Assessment Grants for fiscal year 2002, for a total of $7,882,060. These grants, which were awarded to State collaboratives, are each intended to improve content standards, accommodations, and assessments for limited English proficient students. The States, districts, and organizations involved in these projects include: Alaska, Delaware, District of Columbia, Maryland, Michigan, Minnesota, Nevada, North Carolina, Pennsylvania, South Carolina, Tennessee, Wisconsin, Wyoming, Austin Independent School District (Texas), American Association for the Advancement of Science, Center for Applied Linguistics, Center for Equity and Excellence in Education, Second Language Acquisition, Council of Chief State School Officers, University of Illinois, and University of Wisconsin. The Department is currently reviewing applications for FY 2003 Enhanced Assessment Grant funding.
The Department has provided technical assistance through numerous means, including non-regulatory guidance, conferences, teleconferences, and website information. The Department's Office of English Language Acquisition has provided States, DC, and Puerto Rico ongoing, in-depth technical assistance related to the development of English language proficiency standards, assessments, and appropriate accommodations. The Department continues to provide technical assistance to States on these issues as requested.
2. Students with Disabilities and the Title I Regulation on Alternate Achievement Standards
On December 9, 2003, the Department issued a regulation addressing the meaningful participation of students with the most significant cognitive disabilities in States' standards, assessment and accountability systems. This regulation permits a State to develop alternate achievement standards to measure the achievement of students with the most significant cognitive disabilities and to count those students' proficient scores on an assessment based on those alternate achievement standards the same as a proficient score on the regular State assessment, subject to a one percent cap. We share your concern about the need to provide information on this regulation and its effect on how States will make AYP decisions. In fact, immediately following the release of this regulation, Department staff conducted a series of conference calls with chief State school officers, State accountability directors, State assessment directors, and special educators to answer questions and explain the regulations. Further, senior staff from the Office of Elementary and Secondary Education and Office of Special Education Programs have spoken to educators and parents in a number of conferences about this regulation, taking the time to answer questions, provide specific information, and explain regulatory provisions. Additional written guidance on this regulation will soon be issued.
As a point of clarification, the regulation supports efforts begun in 1997 with the reauthorization of the IDEA. At that time, the law required schools and IEP teams to include students with disabilities in State assessment systems and, beginning no later than July 1, 2000, required States or LEAs to conduct alternate assessments for those students with disabilities who could not participate in the regular State assessment, even with accommodations. The regulation should not significantly change the manner in which most States assess students with disabilities; instead it affects how results from such assessments are included in AYP determinations. The decisions that parents, educators, and IEP teams make about how to help students with disabilities achieve grade-level standards in reading/language arts and mathematics and how best to include such students in the assessment system will continue to be made on an individual student basis.
1. Guidance and Monitoring
Since the enactment of NCLB, the Department has provided guidance on parental involvement in a variety of forms. Most recently, the Department released extensive non-regulatory parental involvement guidance. Prior to the document's release, the Department provided ongoing guidance to States, school districts, and parent organizations on the Title I parental involvement provisions through presentations at conferences (sponsored by the Department as well as by other entities) and public meetings. Other guidance documents, such as the LEA and School Improvement Guidance, Public School Choice Guidance, Supplemental Educational Services Guidance, Report Cards Guidance, and Teacher Quality Guidance, also address the specific parental notification requirements for each of those areas.
In an effort to reach out to and involve parents, the Department has redesigned its webpage, creating a portal specifically designed for parents. It includes information about homework, after-school programs, reading, NCLB, and college preparation, among other topics; much of this information is provided in both Spanish and English.
The Department has just completed implementing a new Title I monitoring process in nine States. Fifteen States will be monitored by next fall. Under the new process, monitoring includes the review of State implementation of statutory requirements in three broad categories-accountability, instructional support, and fiduciary. Within each category, critical elements aligned with statutory requirements are reviewed at the State and local level. One critical element reviewed under instructional support is that "[t]he SEA ensures that the LEA and schools meet parental involvement requirements."
At the SEA level, Department staff conducting the monitoring visits look for evidence that the SEA has reviewed the effectiveness of LEA actions and activities with respect to parental involvement provisions in the Title I statute, including a discussion of the SEA findings of LEA reviews of parental involvement activities.
At the LEA level, monitors look for evidence of programs, activities, and procedures that involve parents. Specifically, monitors look for documentation that the LEA has, among other activities:
- Written parental involvement policies at the LEA and school levels
- Provided notification to parents of its written parental involvement policy;
- Reserved not less than one percent of Title I funds to carry out parental involvement activities, and seen that parents were involved in the decision about how to expend these funds;
- Worked to build parents' opportunities to be involved in their child's school; and
- Received guidance from the SEA on parental involvement.
Department staff also look for documentation that schools hold annual meetings to inform participating parents about Title I programs and that LEAs have done outreach with parents of limited English proficient students about how they can be involved in their child's education.
During site visits to the LEAs, Department staff discuss with LEA personnel the programs, activities, procedures, and policies implemented, as well as the funds used to carry out parental involvement activities. Also, each review includes interviews with parents of children receiving Title I services, which provide monitors with firsthand information regarding the involvement of parents in the education of their children in ways envisioned by NCLB.
Another critical element for review is that "[t]he SEA ensures that schools and LEAs are identified for improvement, corrective action, or restructuring as required and that subsequent required steps are taken." Monitors look for evidence that LEAs have publicized and disseminated results of their annual review of schools, that letters have been sent notifying parents that schools have been identified and the reasons for identification, what is being done to improve student achievement, how parents can be involved, and choice and/or supplemental services options, as appropriate. Monitoring reports to the States include recommendations for improving parental involvement activities and findings with any required corrective actions.
In addition, as part of the monitoring process, Department staff look for documentation that LEAs have sent letters notifying parents that they have the right to know the qualifications of their children's teachers and letters notifying parents if their child is assigned to or being taught by a teacher who is not highly qualified for four or more consecutive weeks. This topic also has been discussed with State Title I directors as part of ongoing conversations on Title I implementation issues, and was a point of discussion in the Teacher Assistance Corps meetings with States. Additionally, in order to increase awareness, Department staff have spoken about these provisions in numerous public meetings, such as those sponsored by The National Coalition of Title I, Chapter 1 Parents.
2. School Choice and Supplemental Services
The Department has placed a significant emphasis on rapidly developing and disseminating regulations and guidance on public school choice and supplemental educational services, because they are major new provisions in the law that require substantial parental participation and involvement. Most other parental involvement provisions are quite similar to requirements that have been in place since the previous ESEA reauthorization in 1994.
Consistent with its role under the law, the Department's efforts thus far have focused on providing information and guidance needed for the successful implementation of the public school choice and supplemental educational services requirements. As is the case with other provisions of the law, States have primary responsibility for enforcing these requirements at the local level. We have followed up with States and districts on these subjects as we learn of compliance issues.
3. Capacity for District Provision of School Choice
Department officials meet frequently with district representatives to explain the Title I public school choice provisions and work with them on developing approaches to implementing those provisions that meet the unique needs of individual school districts. As included in our guidance, Title I regulations clearly stipulate that an LEA may not use lack of capacity to deny students the option to transfer. In an effort to help States meet the public school choice provisions, the Department has delivered presentations at numerous conferences, including the Title I National Conference, the annual conference of Magnet Schools of America, and the annual conference of the National Association of Federal Education Program Administrators, the organization of officials responsible for implementing Federal education programs in local school districts. We will take part in other events of this nature in the coming months.
Additionally, the Department has just released "promising practices" guides to implementing public school choice and supplemental services. These publications illustrate the strategies and actions carried out in school districts that are successfully implementing choice and supplemental service programs, including districts that face serious capacity issues. We anticipate that these guides will be a very helpful resource to school districts nationally as they implement the NCLB requirements.
NCLB is clear in requiring school districts to provide all children enrolled in schools identified for improvement the opportunity to transfer to another public school within the district. In implementing this requirement, however, LEAs are to give priority to the lowest-achieving students from low-income families. Ever since NCLB passed, the Department has explained to State and local officials how the two provisions can be reconciled. An LEA that has offered all eligible students, and their parents, a range of choices might find that it cannot provide all students their first choice of school. In such a situation, the LEA would give priority (in terms of preference for schools) to the lowest-achieving students from low-income families.
As another example, the Department's regulations require LEAs to use an amount equal to 20 percent of their Title I allocations for choice-related transportation and supplemental educational services. An LEA might find that it cannot, subject to that threshold, provide transportation to all eligible students who wish to change schools and would need transportation to get to their new schools. In that situation, the district would give priority for transportation to the lowest-achieving children from low-income families. Our explanation is also included in the guidance on Title I public school choice.
You have suggested that Federal funds for facilities could be provided to improve capacity for choice. Under §76.533 of the General Education Provisions Act, Federal funds may not be used for construction or renovation of school facilities unless specifically permitted by statute or regulations, an authority not presently granted. In general, the Administration believes that construction and maintenance of public school facilities is a State and local responsibility, in keeping with the primary role of State and local authorities in financing and administering elementary and secondary education systems. This position is consistent with the Federal role in elementary and secondary education over the past four decades, which has been targeted to helping States and school districts meet the needs of special populations, such as economically disadvantaged students and students with disabilities, and not on assuming responsibility for basic functions, such as maintaining, renovating, or building school facilities.
It is more appropriate to invest Federal education funding (which, as you know, is approximately eight percent of all education funding) in programs that promise to leverage change and improvement in State and local education systems, such as Title I Grants to Local Educational Agencies. Of the $501 billion spent last year on public education at the Federal, State, and local levels, the $460 billion provided by non-federal sources can best address the cost of renovating or replacing school facilities. On a related note, the NCLB-required study to consider the relationship between the condition of school buildings and student academic performance was submitted to Congress in April.
Our guidance also addresses how districts may meet public school choice requirements when there may be no choices available to students. Rural and other school districts are not required to expend their funds for choice-related transportation if there are no choices available to students (for instance, when there is only one school at a particular grade level in an LEA, or when all schools at a grade level are in school improvement status). In such cases, the law requires the LEA, to the extent practicable, to enter into cooperative agreements with other LEAs in the area that are willing to accept its students. If an LEA finds that it cannot enter into such an agreement, it might look at other options, such as charter schools or virtual schools to which students could transfer. But once an LEA determines that there are simply no choices available to its students, it does not have to reserve or spend funds on choice-related transportation under the Title I requirements.
The Department, in response to requests for ideas on how school districts facing capacity issues can implement the Title I choice provisions, included, in the most recent guidance on the choice provisions, the option of entering into agreements with private schools as one of ten possible ways of addressing the capacity issue. The guidance does not state or imply that all such districts should pursue that option. (The language of the guidance begins, "The range of possible options might include .") Whether this option is appropriate will likely depend on the unique situation in a particular district.
As you know, the Administration believes that choice programs that include private school choices are an approach that can both enable children from poor families who are trapped in low-performing schools to receive a better education and give public school systems an incentive to improve their offerings. That is why the Administration supported the enactment of a choice incentive program for the District of Columbia (DC) and why the President's fiscal year 2005 budget includes $50 million for the extension of this type of approach to other districts. Education is freedom. The students in DC who get these scholarships have the chance to overcome circumstance and situation. They can throw off the chains of a school system that has not served them well. And by giving them this chance, one ripple effect may be the improvement of the entire school district.
4. Defining Parental Involvement
The Department has chosen not to promulgate regulations on parental involvement, but has released non-regulatory guidance to aid schools in involving parents in the academic achievement of their children. Schools cannot improve without the help of parents. This guidance addresses parental involvement issues and provides specific direction on the parental involvement responsibilities of SEAs, LEAs, and schools, including local responsibilities to build parents' capacity to affect the academic achievement of their children.
Your letter cites the Charting the Course document, which lists the nearly 40 different areas of flexibility and decision-making States had in designing their accountability plans and other important aspects of NCLB implementation, as somehow defining "parental involvement" as "parental notification." The Department developed this document to provide specific examples of the numerous important flexibilities States have in implementing NCLB, not to further define parental involvement or any other provision of the law.
Meeting the Need for Resources
Under the law, States and school districts are responsible for assisting schools in need of improvement, corrective action, or restructuring. States are required to reserve funding for this purpose prior to making final Title I, Part A allocations to school districts. The amount of the required reservation was two percent in fiscal years 2002 and 2003, and increases to four percent beginning in fiscal year 2004. The Department estimates that States reserved a total of approximately $437 million in fiscal years 2002 and 2003 for assistance to districts and schools identified for improvement, corrective action, and restructuring.
As indicated above, States and school districts are now receiving nearly $500 million annually as a result of the statutory increase to four percent, under the school improvement reservation authorized by section 1003(a) of the ESEA to support school improvement efforts. By law, 95 percent of these funds must be provided directly or through the provision of services to LEAs and the funds must be targeted to the school districts serving the lowest-achieving schools and demonstrating the greatest need for such funds. The Department currently has no plans to request separate funding for similar activities under the duplicative competitive grant program authorized by section 1003(g) of the ESEA.
As mentioned in my letter of February 24, 2004, to you and your colleagues, the Department has undertaken numerous technical assistance activities related to NCLB. In addition to those listed previously, you may be interested to know of the following activities that address school improvement:
- At the State level, the Department focuses communication and support to chief State school officers via national organizations to provide timely and relevant NCLB-related information and assistance. Through this national support, 17 States last year were provided in-depth and multiple-day technical assistance by experts in the fields of accountability, assessment, and other areas. State educational agency staff were provided training and support on NCLB over ten times last year on such key areas as data-based decision making, school improvement, rural/small schools, highly qualified teachers, accountability, and other issues.
- The Department supports mid-level education managers such as local Title I directors and other Federal program administrators in school districts through regular conference calls. These calls cover a variety of topics and issues on the implementation of Title I at the local level. The first two LEA phone calls were held in January 2004 and addressed the area of school and LEA improvement, and had over 1,000 participants. Additional calls are being scheduled on a monthly basis on various other NCLB-related topics. In conjunction with these phone calls, the Department has established a listserv of over 1,000 LEA staff, which provides an additional mechanism to communicate efficiently with these important staff.
- The Department's High School Initiative supports the implementation of NCLB by informing educators at the high school level of the possibilities and opportunities for success through reform. The Department convened a national High School Summit in October 2003, gathering over 800 education leaders from 47 States. Seven regional summits reached over 800 key State and district education leaders.
Finally, as stated in the President's budget for the past three fiscal years, there are already significant resources available to support dropout prevention activities through programs such as Title I Grants to LEAs, Title I Migrant State Grants, and State Grants for Innovative Programs.


text: For the past few months my Rottweiler mix has had problems with watery stools. My Vet put her on antibiotics and special food, twice. No change, although the dog seems absolutely fine, you would never know. Then we finally got to stool samples (actually first) and she had round worms, we dewormed with Drontal. No change. Then we did bloods, found her thyroid needed help, put her on thyroid meds and she is peppier than ever, but her feces is not watery anymore, it is more like mash potatoes. I have given her rice, mixed with a little of her normal food and I also put her on a dose of Panacur. She seems to be feeling just fine, but the mushy stools still worry me. Can anyone help? Thank you.


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Linked by Thom Holwerda on Tue 28th Aug 2012 19:20 UTC, submitted by MOS6510
"Coming from a background in higher-level languages like Ruby, Scheme, or Haskell, learning C can be challenging. In addition to having to wrestle with C's lower-level features like manual memory management and pointers, you have to make do without a REPL. Once you get used to exploratory programming in a REPL, having to deal with the write-compile-run loop is a bit of a bummer. It occurred to me recently that I could use gdb as a pseudo-REPL for C. I've been experimenting with using gdb as a tool for learning C, rather than merely debugging C, and it's a lot of fun. My goal in this post is to show you that gdb is a great tool for learning C. I'll introduce you to a few of my favorite gdb commands, and then I'll demonstrate how you can use gdb to understand a notoriously tricky part of C: the difference between arrays and pointers."
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RE[6]: Not REPL
by MOS6510 on Wed 29th Aug 2012 12:04 UTC in reply to "RE[5]: Not REPL"


text:
X-Ring Newsletter
Technical Newsletter From Your Ballistic TechniciansVolume 9, Issue 2
Technical Service Hours Change!!
|As we continue the development of loading data for our 5th Edition Manual of Rifle and Handgun Reloading Data, we have adjusted the hours of operation for our 800 Toll-Free Technical Service to 8 am to 5 p.m. However, beginning September 1, we will be receiving your calls from 8:00 a.m. to 8:00 p.m. CDT. Thank you for your patience and understanding.
|In the last issue of the X-Ring newsletter, we reported the sectional density of the new 8mm 200 grain HPBT MatchKing bullet as .313 when it actually should be .274. We are sorry for any inconvenience or confusion this has caused.
We take your privacy seriously!!!
Just a brief note to all of your who receive the Sierra X-Ring Newsletter. Sierra Bullets does not rent, sell, or trade our mailing list to anyone. When you provide your name, address, phone number, or e-mail address to Sierra, this is where it stays. In addition, the Sierra Store section of our web site at www.sierrabullets.com is secure using Secure Socket Layer technology.


text:
For fast repairs with quality service call 0161 274 4404Fix My Device
Broken Digitiser and LCD screens, Broken DC Sockets, faulty headphone jacks, Damaged housings, GPU Failure, Overheating and Fan Failure,Failed hard drives and Data Recovery, damaged ports, broken or faulty buttons, water damage and many more.
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With a wide range of service parts in stock we aim to repair most faults within same day or next working day.


text:
Circuit breaker panels with stylish curved front facia incorporating recesses for circuit breaker toggles
preventing them from being switched on accidentally.
Digital panel functions include volts for up to three battery banks and current discharge/charge as well as
ampere hours used and remaining for one bank. Digital panels are supplied with a 450 amp, 50 mV shunt.
Ä¢ Durable black powder coated marine grade aluminium base panel
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Ä¢ Circuit identification labels supplied
Ä¢ Negative buss bar
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Ä¢ Green LED back lighting for meters and labels
Ä¢ Double pole configurations available for survey or additional safety
Ä¢ DC digital meters - 200 mV sensitivity, 1% accuracy including alarms. 12mm high numerals
More images and information available under "View Product PDF"
With the flexibility of the 'Contour' four way plastic modules, BEP can build panels to custom requirements if requested.
Resistor for 24v:113462
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The sale of these parts is
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there may be a large restocking fee. Manufacturer's warranty applies and
service is available when required through the manufacturer's agent in


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Both Istanbul giants were embroiled in a match-fixing scandal at the end of the 2010-11 campaign, which saw Aykut Kocaman's side's miraculous run to the Super Lig title subject to suspicion. Besiktas, meanwhile, won the Turkish cup that year on penalties against Istanbul BB, but it soon gave back the trophy when the investigation was announced.
A statement released on UEFA's official website read: "The UEFA Control and Disciplinary Body (CDB) today announced its decisions following the disciplinary proceedings relating to Fenerbahce SK (Turkey), Besiktas JK (Turkey), and FC Steaua Bucuresti (Romania).
The CDB carefully analysed the situation of both Fenerbahçe SK and Beşiktaş JK and has pronounced the following sanctions:
• Besiktas JK is not eligible to participate in the 2013-14 UEFA Europa League.
• Fenerbahce SK is excluded from participating in the next three UEFA club competitions for which it would qualify, including the 2013-14 UEFA Champions League season. The ban for the third season is deferred for a probationary period of five years."
Steaua Bucharest has also been handed a one-year suspension from competing in UEFA competitions, though this has been deferred for five years.
Fenerbahce had been due to compete in the Champions League this term after finishing second in the league, with Besiktas coming third. The Black Eagles also missed the Europa League last term after failing to meet financial requirements.


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JONESVILLE � Anniversaries are supposed to be a time for celebration and reflection, much like birthdays. In the small-business world, they are an important milestone, marking another successful year. For Virgil and Laura Udzik, Tuesday marks their six-year anniversary as owners of the Jonesville Bakery and Laura�s birthday. But instead of sitting back to relax and enjoy the milestones, the Udziks will be dishing more than 1,000 paczkis, the Polish pastry that has widely become the face of �Fat Tuesday.�
�I�ll probably get in here at eight in the morning and bake all day long, � Virgil said. �i�ll be running around like a chicken with my head cut off.�
Starting from scratch, Virgil will spend Monday preparing the doughy delights, making everyone of them by hand. Starting with making the dough, cutting it, filling the pastry and topping them off, none of the paczkis will be made outside of the bakery. Unlike many chain grocery stores, the Jonesville Bakery will only offer paczkis on Tuesday and once they�re sold out, there are no more.
�I�m Polish, I only do it one day a year,� Virgil said. �That�s the traditional, not two or three weeks before. I could be making more and making more money, but I don�t have the time or space.�
Paczki is a traditional Polish pastry that is deep fried and filled before being covered in a glaze or powdered sugar. �Fat Tuesday� is celebrated on the last Tuesday before Ash Wednesday, but originally the day was �Fat Thursday,� but over time the date has changed.
Last year, the Udziks estimated that sold around 1,100 paczkis and this year will make 1,200 just be safe. They will be available in creme, custard, peanut butter, lemon, raspberry and plain.
�It takes about five hours from start to finish (for each batch),� Virgil said, adding he will make at least five batches.
In order to handle the rush, that sometimes stretches out the front door, family and friends volunteer their time to help with everything from serving customers, to helping Virgil in the kitchen as he makes the paczkis on Monday.
Virgil learned how to make the Polish treats during his time at the Manchester Bakery in Jackson where he worked before he and Laura bought the bakery in Jonesville. Making the goods by hand and doing it the right way is a must for Virgil.
�No matter what it is, I take pride in my work,� Virgil said.
The bakery will be selling paczkis for $1.25 each or a $13.75 a dozen. The Jonesville Bakery is located at 243 E. Chicago, in Jonesville.
Jonesville Bakery celebrates anniversary on 'Fat Tuesday'


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Samarasinghe, Shivanthi and El-Robh, Mohamed Samir and Grainger, David C. and Zhang, Wenke and Soultanas, Panos and Busby, Stephen J. W. (2008) Autoregulation of the Escherichia coli melR promoter: repression involves four molecules of MelR. Nucleic Acids Research, 36 (8). pp. 2667-2696. ISSN 0305-1048


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I'm already hovering around $200 and we're only 5 days into the new year. These threads are depressing - which is why I don't care to keep track of my spending. Not sure if you guys count tax or not, but here's my only post for this thread:AT-TE ($64)TF WM Excl ($10)TF dlx x2 ($16)TF Target Excl ($21)GI Joe figs x8 ($56)GI Joe vehicle ($16)Good luck guys!
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text:
Manchester United defender Rio Ferdinand was suffering from a case of déjà vu after Cristiano Ronaldo's equaliser for Real Madrid last night.
The Red Devils led 1-0 through Danny Welbeck's header in the Champions League last 16 encounter, but the Portuguese superstar soon leveled with a piece of brilliance in the air against his former club.
Ronaldo rose highest in the box on 30 minutes, towering above defender Patrice Evra and finding the bottom corner with his effort.
The former United star hung in the air for what seemed like an eternity, and in Ferdinand's mind it brought back memories of the opening goal in the 2008 final against Chelsea.
He wrote on his official Facebook page: "Anyone else feel like they've seen that Cristiano Ronaldo header from last night somewhere before?? Moscow 2008!?"
Ferdinand also used his Facebook page to give some post-match reaction to the first leg, believing it was a 'decent result' at the Santiago Bernabeu.
"Decent result at the Bernabeu... team defended and counter attacked very well. Insomnia kicking right in!! Safe trip back to our fans," he wrote late last night before the flight back to England.
And, in an update earlier this morning, the veteran centre back admits he didn't get much sleep in the aftermath of the match, and is feeling the affects of such a big game the following day.
"Great atmosphere last night! Both sets of fans played their part in creating that. I was up after 2 and a half hours kip... and feeling fresh.... not! Body is aching," he concluded on Facebook.
The 34-year-old is likely to be rested for the FA Cup tie against Reading on Monday night, with Nemanja Vidic in contention to replace the Englishman.


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University Disciplinary Committee
University Disciplinary Committee
The judicial outcome of suspension and expulsion may be applied only by the University Disciplinary Committee, as designated by the Board of Regents under Kentucky Revised Statute 164.370, for offenses which are of such severity or nature that expulsion or suspension of the guilty student is in the best interest of the University.
A University committee for student judicial matters has been established by action of the Board of Regents of Western Kentucky University in accordance with the Kentucky Revised Statutes which authorize the Board of Regents to invest the faculty/staff or a committee of the faculty/staff with the power to suspend or expel any student for severe violations of the WKU Student Code of Conduct or a gross disregard for the rights of others in the campus community. Therefore, this Committee will consider all cases involving sanctions of suspension and expulsion. In every case, the respondent suspended or expelled may appeal. (see appeal process)
The Committee is comprised of thirteen members, six faculty, five staff,and two students, who are appointed by the President of the University. Faculty terms are three years and are staggered so that the term of one third of the membership expires each year.
At least seven members of the Committee must be present before any official action is taken. Any decision will be made by a majority of those Committee members present.The Committee is to be notified of a meeting by the Office of Judicial Affairs or members of his staff immediately upon determination of the necessity for such a meeting.
Committee meetings are conducted in two parts. In the first part,only the information that bears on whether or not the student has engaged in specified violations or misconduct may be presented. If the Committee finds no violation or misconduct,the finding is recorded and the proceeding is concluded.
If the finding is that the student has, in fact, engaged in a violation or misconduct, the Committee shall, in the second part of the proceeding, hear and consider any information bearing upon circumstances of extenuation or mitigation. After this part is concluded, the Committee shall determine the appropriate sanction. The Committee will function in accordance with its own procedures.
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text:
Baltimore Police Commissioner Anthony Batts, who struggled Monday to stop rioting in the city, spent most of his law enforcement career in California, confronting unrest during a rocky two-year tenure in Oakland.
Batts presided over street upheaval twice in 2010, when a regional transit police officer was convicted of manslaughter – not murder – in the shooting death of an unarmed black man at Oakland's Fruitvale Station, and when he was sentenced.
He also served 27 years on the Long Beach Police Department, rising to chief in 2002.