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Time Crisis 3 Reviews (PlayStation 2)
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100 point score based on reviews from various critics.
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5 point score based on user ratings.
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Critic ReviewsMobyRanks are listed below. You can read here for more information about MobyRank.
Thunderbolt Games (Mar 24, 2004)
I remember this last summer, a friend of mine and I ventured off to Maine on vacation. It was a fun trip with lots of little memories here and there, but one memory that sticks with me was the amount of time we spent in the arcades on Old Orchard Beach playing Time Crisis 3. The last shooting game we'd played was the disastrous Terminator: The Arcade Game, and after that Time Crisis 3 seemed like a gift from God. We never did beat the game, but the thirst for more was enough to get me to buy the home version.
GamePro (US) (Oct 22, 2003)
The Time Crisis series is to the PlayStation 2 as apple pie is to America. The games are known automatically as the premiere arcade shooters that never jam in a heavy firefight. The latest console installment continues its legacy in surefire fashion.
GameZone (Oct 27, 2003)
Time Crisis 3 is a fast-paced action arcade shooter that looks terrific and is fun to play. That the game is not overly immersive is incidental. While mostly a reflexive game, this title is quite fun to play.
Game Over Online (Dec 30, 2003)
Time Crisis 3 is, by itself, a good reason to get a lightgun, or, if you are me, getting two lightguns and pretending you are as badass as Chow Yun-Fat. It's a near-perfect arcade adaptation of the latest installment in Namco's famous series of take-cover shooters, and, given how much money and time it takes to get good enough at the arcade version to win, may actually save you a few bucks in the long run.
IGN (Oct 21, 2003)
Namco returns with the vengeance and furious anger of the Time Crisis series. Time Crisis 3 arrives with plenty more of the duck-and-shoot action that fans have been waiting for. If you've been hankering for a fantastic shooting game to liven up your day, this is the one for you. Everyone else might as well stop reading now.
The Video Game Critic (Jun 02, 2007)
Time Crisis 3 is pure bliss for light gun fans, but it's not without fault. First off, the bosses are few, but they just keep coming back and some require about 1000 shots to finish off (I wish I was exaggerating). The game is also very linear, so don't expect to be playing for weeks on end. Finally, the split-screens in the two-player mode are so tiny it's almost comical. The two-player mode is a bust, but when it comes to solo light gun action, this is outstanding.
Eurogamer.net (UK) (Oct 17, 2003)
The moment you boot up Time Crisis 3, you know exactly what you're going to get: wave after wave of cannon fodder enemy, ludicrous amounts of ammo, on rails 'duck and fire' gameplay, cackling end of level bosses, bad English voiceovers; it's all present and correct. We could probably save you all a few minutes and tell you our verdict now; but we'd rather surprise you.
GameSpot (Oct 22, 2003)
If you've been to an arcade within the past few years, you'll likely have noticed that they're now dominated by games featuring proprietary peripherals instead of joysticks. Elaborate cockpit-style driving games, those crazy dancing games, and, of course, light-gun games, have become the norm. The attraction of these games is that they make sense to the nongaming mind. The joystick and button combination is a pretty abstract concept, really, but driving a car or pointing and shooting a gun are things most people know about. But, contrary to the mind-set of many hardcore gamers, just because it's accessible, doesn't mean it's not fun. Take, for example, Time Crisis 3, Namco's latest, and arguably one of its best, light-gun games.
PlayFrance (2003)
Pour un jeu de shoot au gun, Time Crisis 3 remplit largement son contrat. Son fun et son contenu explosif effacent largement tous ses défauts. Les amateurs du genre se doivent de l'acquérir, surtout ceux qui apprécient particulièrement la série. Les autres qui, à priori, ne possèdent pas de gun, se laisseront peut être tenter par l'expérience qui perd quand même beaucoup en fun à la manette. En tout cas, bien meilleur que son aîné, Time Crisis 3 est désormais, un incontournable du genre.
Game Informer Magazine (Oct, 2001)
Here's the deal – this game isn't about variety, stunning graphical prowess, or insightful dialogue. This is about shooting lots of bad guys in a short period of time. Those of you who don't remember what arcades used to be like can get a little bit of that feeling from Time Crisis 3 – and that's a good thing.
Jeuxvideo.com (Oct 21, 2003)
Après deux années de silence radio, Namco prolonge enfin la série des Time Crisis avec un troisième volet efficace mais pas vraiment surprenant. Mais si les nouveautés ne sont pas légion, le plaisir de jeu est toujours intact et les adeptes du genre seront ravis de dépoussiérer leur flingue pour s'adonner aux joies d'un vrai jeu de tir sur console.
Super Play (Sweden) (Oct, 2003)
Men blekt eller ej, det här är ändå ett intressant spel för fans av plastpistoler och suddiga explosioner. Enbart ducksystemet gör det värt en titt och står man ut med delade skärmar i samma storlek som i en match på fyra spelare till Nintendo 64 kan man även se fram emot lite skjutande med polaren. En solid liten historia med en annan inriktning än det nyligen recenserade The House of the Dead III, helt enkelt.
Gamereactor (Sweden) (Nov 09, 2003)
Time Crisis 3 underhåller för stunden, men det är ingen anledning att skaffa pistol i sig. Äger du redan en Guncon och har tröttnat på tvåan kan trean vara ett bra köp. Vänta dig bara inget nytt.
Game Freaks 365 (2003)
The graphics are far from superb, in fact, like I said earlier, they are Dreamcast quality. The screen feels gritty and unpolished; on top of that, while playing multi-player, the screen is cut in half, but instead of having ½ of the screen for one player and another ½ for the other player, Namco decided to make it like a wide-screen movie, giving you absolutely no room to see what is going on. I had a hard time seeing what I was doing on my big screen television, which is not good news for those of you that have 20" television sets.


text: Chris Wedgwood wrote:>On Sun, May 21, 2006 at 08:03:32PM +0100, Alistair John Strachan wrote:>> >>>Somebody needs to make lzma userspace tools (like p7zip) faster, not>>crash, and behave like a regular UNIX program. Then we need a patch>>to GNU tar to emerge, and for it to persist for at least 4>>years. Then maybe people will adopt this format..>> >>>>why?>>the gains aren't that great>Exactly, and while I know my network connection isn't exactlyrepresentative of the general population of people building the kernel,it's currently faster for me to download and unpack a .gz than to waitthe extra time for bzip2 to decompress. I've always found it quickerdealing with .gz's for incremental patches. I thought the speed issue ismore of a speed / compression ratio trade-off, ie a caveat ofcompression in general.Mind you, 'git fetch' is even faster, even for people who aren't closeenough to their mirror to fetch a full .gz kernel tarball in <5s.Sam.-To unsubscribe from this list: send the line "unsubscribe linux-kernel" inthe body of a message to firstname.lastname@example.com majordomo info at http://vger.kernel.org/majordomo-info.htmlPlease read the FAQ at http://www.tux.org/lkml/

subset: commoncrawl


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Title:The Brotherhood Crusade presents a testimonial to the pioneers of Black political leadership
Creator/Contributor:Brotherhood Crusade (Los Angeles, Calif.), Author
Subject:African Americans--Societies, etc
African American politicians
Brotherhood Crusade (Los Angeles, Calif.)
Physical Description:
5 p. ; 16 x 11.5 cm
Origin:Los Angeles, Calif
Copyright Note:
Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user.
Copyright Owner: UC Regents
Copyright Contact: Department of Special Collections, Charles E. Young Research Library, U.C. Los Angeles
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Metacollection: California Cultures


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Southern Sports & Travel
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November 25, 2015
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November 20, 2015
Starting in December I'll be kicking off the drive to raise funds to ship Bibles to Lima, Peru. I've already received some support but my hope is that more will help in this important mission that God has placed on my heart.
Every penny goes towards the cost of purchasing and the cost of shipping the Bibles to The Prince of Peace Church in Chorrillos Lima, Peru.
The Pastor there is Israel Martinez. I spoke to him on the phone a few months ago to insure everything was legit.
He works through Exodus House International which is readily accessible through any Google search.
My goal is to ship the Bibles in January.
Here is the link to the Pastor and location in Peru.
A heartfelt thank you to Hillcrest Christian for taking part in raising funds to help in this endeavor.
For more information please email me at email@example.com or call/text me at 985-750-3455.
Proverbs 19:17
Whoever is generous to the poor lends to the Lord, and he will repay him for his deed.
God Bless
October 26, 2015
Is the MAIS Policing Open Recruiting?
By Darron Thomas
I spent much time last week conversing with MAIS coaches and athletic directors about the practice of openly recruiting athletes within the MAIS by member schools.
All asked not to be named and I sensed that fear of retribution by the MAIS was the primary concern.
When word began to surface months ago pertaining to MRA being banned by the MHSAA from competing with its member schools I, like others, just shrugged it off as sour grapes from the public school system.
Then The Clarion Ledger published a piece last week confirming that not only had MRA been banned but also Magnolia Heights.
Not long after that article was published I began receiving communications from MAIS coaches and athletic directors who had much more to add with regards to recruiting of athletes at the high school level.
The scope of their experience didn't focus only on the two schools mentioned in The Clarion Ledger and the MHSAA, rather the focus was on the recruiting practices of a handful of MAIS schools within the association that seemed to go unchecked and lacked any over-site from the MAIS.
One representative of an MAIS school told of a basketball tournament in which a AAAA head coach was asking players from a smaller school where they had planned on attending school the following year. The coach of the smaller school told the coach not to speak to any of his players or family members. It was later learned the players were offered "scholarships" to attend another school the following year.
The representative claimed passionately that the MAIS would never dole out any form of punishment to what many call the "Big Three" schools in Jackson.
The representative said the players were offered "free tuition" to attend the larger school the following school year.
One coach said, "There are really no rules pertaining to transfers receiving financial aid to play a particular sport."
Another said, "Everyone is cheating and honestly I don't think anyone really even knows the rules, it's just finger pointing and until an open discussion takes place about the matter nothing will change."
One highly successful coach who had transfer students participating in athletics multiple years stated he had never seen any form regarding transfers.
Another coach told of a "sponsor" at one of the largest MAIS schools who was footing the bill for tuition and gear for several very highly skilled athletes for years until there was a falling out between he and the head coach.
One thing is clear. Either many coaches and athletic directors haven't been educated in the area of the AAC Handbook or the MAIS is not proactive in policing this area.
A coach for whom I have great respect echoed what he felt most coaches would do if they had an opportunity to land a prize athlete, take him or her.
One coach of a smaller school who had moderate success competing against large MAIS schools and claimed a state title not long ago said they were known as "transfer academy" and felt they were targets for years until they started losing and only then did the focus on them cease.
Finally, one coach expressed his opinion as such: "The only time the MAIS doles out punishment or chooses to change language in the handbook is when a small school does the unthinkable and upsets one of the major powers in Jackson in an athletic event."
If this situation is in fact happening at an alarming rate as some suggest, perhaps the MAIS can avoid the fiasco that took place during tournament play a few years back when Central Private shocked the MAIS in defeating Jackson Prep for the Overall Basketball Championship. The whole debacle regarding the Australian transfer kids could have, and very honestly should have, been dealt with much earlier if indeed proper protocol had been adhered to and monitored by those paid to do so.
I will give credit to MAIS Executive Director Shane Blanton who has done solid work in advancing the MAIS into this century, specifically in the aspect of technology. The interactive athletic score reporting program has been a huge success in the area of football and with his foresight the MAIS will prosper in growth. His vision was much needed.
Below is language from the MAIS AAC Handbook:
The language in the MAIS AAC Handbook in section H, pages 43 & 44 - Financial Consideration states:
No student may be eligible to participate in inter-school athletics
if he has been shown financial consideration by a school, or any of its associated organizations,
on the basis of his value to the activity program of the school.
A student shown financial consideration of any kind shall be so noted on the eligibility lists that are submitted to the Director of Activities.
An acceptable school supported financial aid plan should:
1. Be in writing and on file in the school office
2. Be approved by the school board
3. Be controlled and supervised by the school board
4. Contain details of the qualifying criteria for aid
5. Include all students in the grade structure of the school
6. Demonstrate through documentation, the application and approval process
7. Comply with MAIS athletic eligibility reporting, i.e., mark 'yes' on online Eligibility Form for students receiving financial aid
8. Show evidence of including non-athletes
Signs of Misguided and Faulty Financial Aid:
1. A pattern of transfers into an athletic program receiving financial aid, especially at the senior high level
2. Shear numbers of athletes receiving financial aid
3. Involvement of Boosters' Clubs with financial aid
4. Discovery of transfers receiving aid, but not listed on the MAIS Eligibility Report
Aid to athletes coming from one source, or benefactor, over an extended period of time
6. No evidence of inclusion of non-athletes
7. Consistent reports from other member schools that a problem exists with the competitions financial aid as it relates to recruiting.
Section P - Recruiting - Page 52
The recruiting and/or undue influence of a student-athlete of a MAIS member school by anyone directly or indirectly associated with another member school shall result in said school being placed on probation
and not being eligible for the championship in all sports for a period of one (1) year. In addition, a fine in the amount of $500.00 shall be assessed the school in violation. Further, such recruiting and/or undue influence shall cause the student-athlete to be ineligible for one (1) year if he or she transfers. Recruiting and/or undue influence would include (but not be limited to) a 53 student-athlete receiving merchandise such as clothing and equipment and/or moneys for the individual's expenditures.
Reporting Athletic Eligibility Data
The Academy Activities Commission has mandated that all schools enter the appropriate information on their eligible athletes into the MAIS online athletic eligibility database. The data entered should only include eligible athletes. Any students that were previously entered that have become ineligible or that have transferred to another school should be deleted.
After the information on each athlete has been verified and entered, both the headmaster and the athletic director are required to sign the Headmaster / AD Verification Form. This form is to then be sent to the MAIS Office via paper mail. The deadline for turning in this form is always the Thursday before the first varsity football game.
On the form is a check box that as
Receives Financ
ial Aid? YES or NO?
At the bottom of the
form states:
The deadline for submitting your data online AND mailing in the Headmaster/AD Form by traditional mail is August 20, 2015.
My writing on this subject is not to be mean spirited, only a source of information for the readers to render their own opinions based on personal information I received. I was blocked by the MAIS when I wrote a critical piece a year or so ago and I must say it was done in a clever way. I quickly realized the method used to do so and the sources. My hope is that this piece is constructive and as a parent who sent two sons to MAIS schools from K-1 to 12th grade I feel I'm still a stakeholder, as many other parents are, in the MAIS.
I will never forget being told by an MAIS Executive Committee member that it wasn't the business of MAIS parents and patrons of matters discussed in meetings. The first thing that popped into my head was the thousands of dollars I spent for my sons to attend an MAIS school and the tons of money, mileage and the loading up of kids in my vehicle to travel all over to play sports.
The MAIS is not perfect but I'm thankful for it and may God continue to allow growth to take place.
October 24, 2015
WCCA Junior Primed for 2015 MAIS Playoffs
The WCCA Rams have flown under the proverbial radar most of the 2015 season but after rolling up 66 points in their win over Trinity on Friday night the Class AA 4th ranked squad sitting at 8-2 is anxious to quiet any naysayers whom have overlooked their six straight wins to close out the regular season.
One critical component of the Rams success is junior tailback Caleb Poole who has amassed 1,397 yards on the ground and accounted for 2,095 all-purpose yards and 7 touchdowns on the season.
Poole's success isn't limited to just the offensive side of the football. The junior has recorded 5 interceptions with two pic-sixes.
WCCA captured the Class AA District 5-AA Championship on Friday night in their 25 point win over Trinity in front of the Ram's home crowd.
WCCA will host Greenville Christian (4-6) in round one of the MAIS playoffs next Friday night.
The Rams will be seeking the school's second state title and first since 1988.
Chris McGraw is the WCCA head coach.
"Since the loss to Ben's Ford every player has come to practice with the intent to get better," said McGraw. "That loss was the best thing that happened to us so far this year."
October 23, 2015
The Bible Project
After much prayer and planning I'm officially kicking off the "Bibles to Lima" campaign through The Bible Project.
I have set a goal of sending 200 Bibles to The Prince of Peace Church in Chorrillos Lima, Peru and I'm asking for your help in achieving this important mission.
The cost to send 10 cases (20 Bibles per case) was a stunner to say the least. Unlike the shipment to Lahore, Pakistan last Christmas this endeavor is more expensive due to Bible League International not having a location in South America to ship from.
One hardcover Bible which is in Spanish translation (Reina Valera 1960) Old & New Testament costs $10.04 each but the cost to ship that one Bible is an additional $8.86 for a total of $18.90 apiece.
In short, the goal of shipping 200 Bibles will cost $3,780.00 but God will provide the resources to send His word to an area of the world in much need.
I have already received $255.00 in pledges and I ask that the many good people who visit this site, follow me on Twitter and my Facebook friends consider contributing or contacting someone who may have the resources to aid in this most important outreach ministry.
If you're not familiar with the struggles of Lima please do some research, particularly with regards to the children of that part of the world.
If you're connected with an MAIS school board or in an administrative position I would love to speak to your students and share my testimony and the life struggles of those in Lima.
A big thank you to Hillcrest Christian Headmaster Dr. Tom Prather and basketball head coach Wes Prather for offering their support and giving me the opportunity to address the Hillcrest student body on December 2nd.
If you cannot contribute I plead for your prayers.
God Bless,
Darron Thomas
985-750-3455 cell/text
The Bible Project
May 11, 2014
The Path has run its course
Southern Sports & Travel
Sometimes we get too emotionally invested in certain areas of our lives and when we arrive at a point in which the investment stops showing the fruits of our labor we either invest more or redirect our energy in another direction.
My passion over the past six years has been covering MAIS athletics. While the financial investment over the first five years was at times hard to justify, the emotional investment was just too great to waste. The goal was clear from the beginning, to give recognition to the many that may have otherwise gone unnoticed.
I've been blessed to cover some special athletic events and witness the work of some of the very best coaches in the region.
Covering Bill Hurst of Centreville and Dale Watts while at Brookhaven was always an event worth attending as those two masters of their craft did what they did best.
I was blessed to cover Coach Hurst's 347
win this past September and was at the 2011 Class AA South State Tournament in Columbia when Dale Watts led his heavy underdogs to a stunning 29-25 upset win over top ranked Central Private in a go home game.
Interviewing an elated Marshall head football coach Keith Wicker following his team's 21 point fourth quarter comeback win over Leake in the 2009 playoffs will always be etched in my mind and the watery eyes of a young Michael McAnally who had just guided his East Rankin girls team to the school's first ever Overall Championship in 2010 is another of the many memories that stand out.
While the past six years have been filled with special memories and the pleasure of meeting and making so many friends there have also been times of frustration in not seeing my energy matched by the MAIS.
I recently made it clear my disappointment in the direction the MAIS has gone in the area of promoting the entire association and its athletes. There are so many great success stories each year that go ignored and it's clear that a remedy is not being addressed.
A great opportunity to promote the association passed the MAIS by last season when Porter's Chapel head coach E.J. Creel became the first woman to lead a varsity boys team to a state championship in the history of the state of Mississippi.
Had Southern Sports & Travel not published an article this past June featuring Silliman track coach Sharon Kline's many accomplishments during her term heading up the Wildcat track and field teams would the MAIS have made an effort to get her amazing story out?
It was also discouraging to see that only last week did the MAIS put any photos of last season's state and overall champions on their site. It went blank for nearly a year.
There is a huge break in the link between the Jackson area schools and the remaining schools throughout Mississippi, Louisiana and Arkansas.
My hope is that the new leadership at the MAIS will look for efficient methods to promote the entire association otherwise stagnation will continue to fester.
My time and energy has run its course. Despite this year being the highest in sponsorship ads it's time to direct my energy towards something else.
My hope is that new, creative minds push through their ideas in elevating the image of MAIS athletics as there are so many avenues that technology affords us all.
Thank you to the many (and there were many) coaches, athletic directors, administrators, AAC Committee members, parents and athletes from all three classes who called, sent Facebook messages, texted and emailed since I announced the site would shut down.
I also want to thank the many same individuals who provided important information that was newsworthy so that the thousands who frequently visited Southern Sports & Travel each week could stay informed about the MAIS despite being told it was not their business to know. Many asked that they remain anonymous and I honored their trust in me by doing just that.
Finally, a huge thank you to the many friends and sponsors who made the site possible. More schools than ever supported Southern Sports & Travel in 2013/14 but a special "shout out" to the handful of schools who supported the site each year since the beginning. You know who you are, thanks.
Southern Sports & Travel posted its final score on Saturday. Once again, many heartfelt thanks to the many who participated in helping to promote MAIS athletes.
God Bless,
Darron Thomas
Lady Cougars take tennis title
The Brookhaven Academy Lady Cougars won the AA girls tennis championship this past week. Pictured L to R: Macy Lea and Lindsey Winborne - #2 doubles champs. Madison Warren and Marlee Watts - #1 doubles champs. Also pictured BA Tennis coach David Misner.
Waldrip inks with ICC
North Delta senior, Ethan Waldrip, has signed to play baseball at Itawamba Community College.
Pictured with Ethan is his mother and father, Elizabeth and Mike Waldrip (seated). Standing from left to right is his brother, Bobby Waldrip, Coach Rick Collier (Head Coach of Itawamba CC), and Coach Duke McCrory (North Delta head baseball coach).
Smith signs with Wolves
Presbyterian senior pitcher Lee Smith signed a scholarship to play baseball with the Co-Lin Wolves this past Wednesday. Pictured are: (front row) Susan Smith, Lee Smith, and Phil Smith. (Back row) Joyce Smith and PCS Head Coach Kyle Maxie.
May 7, 2014
Two Delta Academy athletes sign
Delta Academy's Cody and Clay Harbour signed May 5th to play Baseball at Williams Baptist College in Walnut Ridge, Arkansas.
From left to right: Cody Harbour, WBC Head Coach Frank Lee and Clay Harbour
Choate to play two sports at William Carey
Amite School Center senior Casen Choate has signed to play golf and basketball at William Carey University.
Shown above: Standing, Kellen Choate (Sister), Dell Choate (Mother), Eddie Miller (Coach), Ellen Jones (Guidance Counselor), Billy Jones (A.D.)
Tucker signs with MDCC
Canton Academy senior Kyle Tucker signed to play football next year with Mississippi Delta Community College. Pictured at the signing are Michelle Tucker, Kyle Tucker, and Randy Tucker. Standing - Coach Ron Jurney
Key inks with PRCC
Leake senior Mary Grace Key has signed to play softball at Pearl River Community College.
Her parents, David and Jenny Key are seated with her at the table. Standing
behind her are Coaches Phil Shephard and Doug Jones.
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Module A. The Big Ideas of UbD
Purpose: To become acquainted with the big ideas of Understanding by Design.
Desired Results: Unit designers will understand that
You should work on Module A if you are new to Understanding by Design.
You might skim or skip Module A if you are familiar with the basic ideas of UbD.
As its title suggests, Understanding by Design (UbD) reflects the convergence of two interdependent ideas: (1) research on learning and cognition that highlights the centrality of teaching and assessing for understanding, and (2) a helpful and time-honored process for curriculum writing (Wiggins & McTighe, 2005).
UbD is based on eight key tenets:
- UbD is a way of thinking purposefully about curricular planning, not a rigid program or prescriptive recipe.
- A primary goal of UbD is developing and deepening student understanding—the ability to make meaning of learning via "big ideas" and to transfer learning.
- UbD unpacks and transforms content standards and mission-related goals into relevant Stage 1 elements and appropriate assessments in Stage 2.
- Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of understanding—the capacities to explain, interpret,apply, shift perspective, empathize, and self-assess—serve as indicators of understanding.
- Effective curriculum is planned "backward" from long-term desired results through a three-stage design process (Desired Results, Evidence, Learning Plan). This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented teaching" in which no clear priorities and purposes are apparent.
- Teachers are coaches of understanding, not mere purveyors of content or activity. They focus on ensuring learning, not just teaching (and assuming that what was taught was learned); they always aim—and check—for successful meaning-making and transfer by the learner.
- Regular reviews of units and curriculum against design standards enhance curricular quality and effectiveness.
- UbD reflects a continuous-improvement approach to achievement. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction; we must stop, analyze, and adjust as needed, on a regular basis.
In this module, we'll explore two of the big ideas of UbD—understanding and design.
Understanding as an Educational Aim
The header for this section may strike readers as unnecessary. Don't all teachers want their students to understand what they teach? Perhaps. But an examination of many classrooms reveals that instruction is often focused on superficial coverage of lots of content as specified by national, state, or provincial standards, or as contained in distended textbooks. Even in nominally successful classrooms we see an overemphasis on short-term content acquisition for simple recall instead of long-term understanding. The teaching and learning process is also influenced in unfortunate ways by the pressure associated with high-stakes accountability tests. In many schools, teachers are expected to engage in "test prep" as a means of raising test scores. At its worst, this practice encourages and results in bad teaching—a low-level and formulaic approach to learning at the expense of exploring ideas in greater depth. Ironically, high-level achievement is actually undercut by such an approach (Wiggins, 2010).
Understanding by Design proposes a sound and commonsense alternative to these prevailing methods. UbD is predicated on the idea that long-term achievement gains are more likely when teachers teach for understanding of transferable concepts and processes while giving learners multiple opportunities to apply their learning in meaningful (i.e., authentic) contexts. The requisite knowledge and skills are learned and long recalled through the process of actively constructing meaning (i.e., coming to an understanding) and in transferring learning to new situations. In short, when we treat content mastery as the means, not the end, students learn more in the long term and can become more engaged in their work.
Support for an understanding-based approach to instruction and classroom assessment comes from research in cognitive psychology and neurology. The book How People Learn: Brain, Mind, Experience, and School (Bransford, Brown, & Cocking, 2000) provides a readable synthesis of the psychological research. Here are brief summaries of several key findings that provide a conceptual base for UbD's specific instruction and assessment practices:
- Effective learning requires not an exclusive focus on diligent drill and practice but rather a balanced focus on students' understanding and application of knowledge along with drill—much like what all good coaches do on the field or on the stage. Transfer requires learning strategy and alternate "moves" in all fields.
- To be widely applicable, learning must be guided by generalized principles. Knowledge learned at the level of rote memory rarely transfers; transfer most likely occurs when the learner understands underlying concepts and principles that can be applied to problems in new contexts. Learning with understanding is far more likely to promote transfer than simply memorizing information from a text or a lecture.
- Experts first seek to develop an understanding of problems or challenges, and this often involves thinking in terms of core concepts or big ideas (e.g., schemas, themes, models, theories, etc.). Novices' knowledge is much less likely to be organized around big ideas; novices are more likely to approach problems by searching for correct formulas and pat answers that fit their everyday intuitions.
- Research on expertise suggests that superficial coverage of many topics in the domain is a poor way to help students develop the competencies that will prepare them for future learning and work. Curricula that emphasize breadth of knowledge may prevent effective organization of knowledge because not enough time is provided to learn anything in depth. Curricula that are "a mile wide and an inch deep" risk developing disconnected rather than connected knowledge.
- Many assessments measure only recently taught knowledge and never ask for authentic performance (conditional knowledge and skill in context)— whether students know when, where, and why to use what they have learned in the past. This approach leads to surprisingly poor test results, because students do not recognize prior learning in unfamiliar-looking test questions— especially when the test has no context clues and hints (as occurs when teachers immediately quiz students on recent material.) Given that performance is the goal, local assessments typically do not provide a valid measure of student understanding.
Additional validation of the principles and practices of Understanding by Design comes from the emerging research on the neuroscience of learning (see, e.g., Willingham, 2009). Judy Willis (2006), a licensed neurologist and middle school teacher, notes the following instructional implications of this research:
- Patterning is the process whereby the brain perceives and generates patterns by relating new with previously learned material or chunking material into patterns it has not used before. Whenever new material is presented in such a way that students see relationships, they generate greater brain cell activity (forming new neural connections) and achieve more successful long-term memory storage and retrieval.
- Experiential learning that stimulates multiple senses in students, such as hands-on science activities, is not only the most engaging but also the most likely to be stored as long-term memories.
- The best-remembered information is learned through multiple and varied exposures followed by authentic use of the knowledge.
Research findings such as these provide a conceptual underpinning for Understanding by Design and should guide curriculum and assessment design, as well as instructional practice.
What Is Understanding?
The term understanding is surprisingly tricky, even though it is used widely. It has many different connotations. In fact, you may be aware that Benjamin Bloom and his colleagues (1956) avoided using the term in their taxonomy of the cognitive domain because it was seen as imprecise. Yet the term intuitively stands for something important—and different from content mastery, per se.
Therefore, at the start, we invite you to stop and reflect. What is understanding? What do we mean when we say we want students to understand the content, not just know it? What's the difference between really "getting it" and just regurgitating back what was taught?
If you are like most people, you identified a few clear yet different meanings of the term. Some of the meanings tend to be about ideas and inferences (e.g., making connections, seeing the big picture, grasping core concepts), and some tend to involve effective use of knowledge and skill (e.g., teach others, say it in your own words, apply learning to a real-world setting, defend your views to an audience). At this point, we merely note that the term is multifaceted, that understanding is something different from mere "knowing," and that the goal of understanding therefore involves more sophisticated instruction and assessment than teaching and testing for knowledge and skill alone. If the goal is understanding, by design, we'll need to plan mindful of these meanings.
Good Design = "Backward" Design
Teaching is a means to an end, and planning precedes teaching. The most successful teaching begins, therefore, with clarity about desired learning outcomes and about the evidence that will show that learning has occurred. Understanding by Design supports this view through a three-stage "backward-design" process used to plan curriculum units that include desired understandings and performance tasks that require transfer. Specific lessons are then developed in the context of a more comprehensive unit design.
The concept of planning curriculum backward from desired results is not new. In 1948, Ralph Tyler advocated this approach as an effective process for focusing instruction; Bloom's Taxonomy—and its recent revision by Anderson and Krathwohl (2001)—lays out the different types of educational aims and what they require of assessment; Robert Gagné (1977) and Robert Mager (1988) have long taught people how to analyze different outcomes and what they require of learning; more recently, William Spady (1994) popularized the idea of "designing down" from exit outcomes.
Although not a novel idea, backward design as we frame it results in more clearly defined and wisely blended short-term and long-term goals, more appropriate assessments, and more purposeful teaching than typical planning. This is particularly so if you acknowledge that a primary goal of education is effective transfer of learning. The key to UbD is to understand that, just like the coach or trainer, we must design backward from complex long-term performance where content is used, not from discrete topics or skills where content need only be recalled. Such performance lies at the heart of genuine expertise.
In other words, we want understanding by design as opposed to understanding by good fortune; that is, we don't want to just throw content and activities at the wall and hope something sticks. We need to think of unit design work as the intellectual equivalent of a GPS device in our car: by identifying a specific learning destination first, we are able to see the instructional path most likely to get us there.
This concept initially seems obvious. It turns out, however, to challenge many of our deepest habits as planners and teachers. Why? Because although we can easily say what we think should be taught and how we propose to teach it, the challenge we are proposing is different and more difficult. We don't start with content; we start with what students are expected to be able to do with content. What would real use of the content look like? What should students ultimately be able to say and do with content if they "get it"? And if that's what real learning looks like, what should be taught—and how—to make it most likely that the teaching leads to fluent, flexible, and lasting learning?
We trust you see that these are more difficult questions than initial impressions may have suggested. Note especially that this way of thinking backward from the desired changes in the student requires that we carefully think through what will count as evidence of real learning if we want to ensure that real learning is achieved and not just hoped for. Here, then, is a brief summary of the three stages of backward design used in UbD.
Stage 1—Identify Desired Results
- What long-term transfer goals are targeted?
- What meanings should students make to arrive at important understandings?
- What essential questions will students keep considering?
- What knowledge and skill will students acquire?
- What established goals/standards are targeted?
Stage 2—Determine Acceptable Evidence
- What performances and products will reveal evidence of meaning-making and transfer?
- By what criteria will performance be assessed, in light of Stage 1 desired results?
- What additional evidence will be collected for all Stage 1 desired results?
- Are the assessments aligned to all Stage 1 elements?
Stage 3—Plan Learning Experiences and Instruction Accordingly
- What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?
- How will the learning plan help students achieve transfer, and meaning and acquisition, with increasing independence?
- How will progress be monitored?
- How will the unit be sequenced and differentiated to optimize achievement for all learners?
- Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments?
Figure A.1 is a graphic representation of the logic of backward design.
Figure A.1. The Logic of Backward Design
Purpose: To illustrate and practice backward-design planning and thinking.
Directions: Sketch out a unit idea in the three stages of backward design. Use the driving example as a model. You might find it helpful to start with a simple nonacademic goal—for example, successfully "plan a trip" or "cook a meal."
Stage 1
Stage 2
Stage 3
If the desired end result is for learners to . . .
then you need evidence of the learners' ability to . . .
then the learning events need to . . .
Drive in heavy traffic with aggressive and inattentive drivers without accident or anger.
Handle real as well as simulated driving conditions in which defensive driving is required by traffic and behavior of other drivers.
Help novices become skilled in handling the automobile; help them learn and practice defensive driving in a variety of situations; help them learn to defuse anger using humor and different thought patterns, etc.
Avoiding the Twin Sins of Typical Unit Planning
We have found that when teachers follow this three-stage planning process— regardless of how much they use the full template described later in this Guide to Creating High-Quality Units—they are more likely to avoid the all-too-common "twin sins" of planning and teaching. The first sin occurs more widely at the elementary and middle school levels and may be labeled activity-oriented teaching. Here, teachers plan and conduct various activities, worrying only about whether they are engaging and kid-friendly. Unfortunately, this approach often confuses hands-on work with minds-on work. Too often, in other words, a collection of activities does not add up to coherent, focused, and generative learning. Haven't we all seen examples of classroom activities that don't meet these criteria? Such activities are like cotton candy—pleasant enough in the moment, but lacking long-term substance.
The second sin, more prevalent at the secondary and collegiate levels, goes by the name of content coverage. In this case, teaching consists of marching through a resource, be it a textbook or literature. With all due respect to the content-related challenges of secondary and college teaching, a teacher's job is not to simply mention everything in a book or on a topic; our job is to prioritize, make interesting and useful, and "uncover" the content, not merely "cover" it. The textbook should serve as a resource, not the syllabus, in a focused and effective learning plan. We have found that backward design is key to helping teachers in upper-level grades better understand their priorities, how to meet them, and how to use the textbook more judiciously to achieve worthy goals.
A Reflection on the Best Learning Designs
To further consider the qualities of good curriculum design and its effect on learning, we suggest that you reflect upon a few of the best-designed learning experiences you were ever involved in, and generalize from them. (If you are using this text in a class or study group, we suggest that participants reflect on, share and generalize from their experience in small groups, then as a whole group, using Figure A.5, available at www.ascd.org/downloads.) What was the best-designed learning you ever experienced? What is in general true of good design, regardless of the course content or the style of the teacher? The answers we've heard most are captured in the list that follows. How does your list match up with these ideas? We bet there are quite a few matches, since effective designs for learning have common characteristics. We ask you to keep these qualities in mind as you begin your own unit design, and we'll remind you of them as you read and work.
Expectations. The best learning designs
- Provide clear learning goals and transparent expectations.
- Cast learning goals in terms of specific and meaningful performance.
- Frame the work around genuine issues/questions/problems.
- Show models or exemplars of expected performance and thinking.
Instruction. In the best learning designs
- The teacher serves as a facilitator/coach to support and guide learner inquiry.
- Targeted instruction and relevant resources are provided to equip students for expected performance.
- The textbook serves as one resource among many (i.e., text is resource, not syllabus).
- The teacher uncovers important ideas and processes by exploring essential questions and genuine applications of knowledge and skills.
Learning Activities. In the best learning designs
- Individual differences (e.g., learning styles, skill levels, interests) are accommodated through a variety of activities and methods.
- There is variety in work and methods; and students have some choice (e.g., opportunities for both group and individual work).
- Learning is active/experiential to help students make sense of complex content.
- Cycles of model-try-feedback-refine anchor the learning.
Assessment. In the best learning designs
- There is no mystery as to performance goals or standards.
- Diagnostic assessments check for prior knowledge, skill level, and misconceptions.
- Students demonstrate their understanding through real-world applications (i.e., genuine use of knowledge and skills, tangible product, target audience).
- Assessment methods are matched to achievement targets.
- Ongoing, timely, and descriptive feedback is provided.
- Learners have opportunities for trial and error, reflection, and revision.
- Self-assessment is expected and encouraged.
Sequence and Coherence. The best learning designs
- Start with a hook and immerse the learner in a genuine problem/issue/challenge.
- Move back and forth from whole to part, with increasing complexity.
- Scaffold learning in doable increments.
- Teach as needed; don't overteach all of the "basics" first.
- Revisit ideas—have learners rethink and revise earlier ideas or work.
- Are flexible (e.g., respond to student needs; are revised to achieve goals).
Note that such qualities are often missing from traditional activity-focused and coverage-focused teaching.
Design Standards
As responses to the exercise reveal, at the heart of the most effective learning are certain common conditions. Thus, curriculum and instructional designs should reflect and honor these conditions—that is, the conditions serve as guiding criteria for building our units. By using these general criteria (and others more specific to UbD, to be provided later), we can more purposefully review and improve our unit designs, our teaching, and student achievement.
In UbD we refer to such criteria as design standards. The standards reflect not only what we know from common sense but also what we know from the research about learning and best practice. It is thus wise to regularly engage in formal self-assessment and peer review of unit plans and overall curriculum designs. Such critical reviews of curricula are a centerpiece of UbD. By actively evaluating our work against established criteria, we make it far more likely that learners engage, learn, and achieve at high levels—that they understand by design, not by good luck.
Design standards specify the qualities that we strive for in our unit plans. Just as a writing rubric can inform students' compositions and guide them as they self-assess their drafts, the UbD standards function similarly for teachers. In fact, they have a dual purpose: (1) to guide self-assessment and peer reviews to identify design strengths and needed improvements; and (2) to provide a mechanism for quality control, a means of validating curricular designs. Because effective assessment should be ongoing, not simply an event at the end of a unit, you will see self-assessment questions related to these standards included in most of the modules of this Guide. (The UbD standards can be found in Module B.)
* * *
As you work through the Guide to Creating High-Quality Units, you may find it helpful to keep a running record or journal of your thoughts about the big ideas of UbD—understanding, transfer, effective design, teaching for understanding, backward design, and design standards. If you are using the guide in a study group or course, these questions and ideas will make for great discussions.
Go to www.ascd.og/downloads to see Figure A.2 UbD in a Nutshell, which shows an overview of the key ideas of UbD and backward design as described in this module. You'll also find Figure A.3 What Is "Understanding"?, Figure A.4 What Is "Understanding" of Specific Topics?, Figure A.5 The Best Designs for Learning, and Figure A.6 Thinking About "Understanding."
Further Information on the Ideas and Issues in This Module
Understanding by Design, 2nd ed. (Wiggins & McTighe, 2005). The introduction provides an overview of Understanding by Design. Chapter 13 presents a more detailed summary of relevant research and addresses commonly voiced concerns.
Schooling by Design (Wiggins & McTighe, 2007). Chapter 1 discusses the mission of schooling, including a focus on understanding and transfer as fundamental educational goals. Chapter 4 presents a set of related learning principles that might guide professional actions and decisions.
"You Can Teach for Meaning" (McTighe, Seif, & Wiggins, 2004). This article provides a brief summary of research and the rationale for teaching understanding.
Copyright © 2011 by Grant Wiggins,Jay McTighe. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system .


text:
I did it. I'm sooooooo excited. I have been wanting to learn how to make homemade decorated sugar cookies since I started this website. But, I've been putting it off because they really intimidated me. The whole homemade dough thing. (As far as sugar cookies go, I grew up making the refrigerated Pillsbury kind. You know what I'm talking about.) Not to mention, I didn't have a rolling pin. That's right. Me. No rolling pin. Never owned one. Then, there's the whole royal icing issue, in two consistencies, and making sure it doesn't dry out. It just always seemed like too much. Then I came across the book, Cookie Craft [2]. And, wow, everything just seemed possible. My dreams of smooth sugar-coated cookies could come true. So, I bought the book and then, went a couple of stores over to Williams-Sonoma and bought my very own rolling pin… a silicone one… look how pretty it is. (Yes, I probably overpaid, but I was in the moment and had to have one.)
It worked wonderfully with some very helpful tips and tricks from the book.
Now, I don't really own that many cookie cutters, so I used this set of Ateco daisy cutters [5] that I had on hand to do most of my experimenting. Thought they would be a great way to practice flowers.
So far, so good. Guess this might not be so hard after all.
Now, skip ahead the several bowls of icing color, squeeze bottles, sugar crystals, and toothpicks that covered my kitchen table and ta-dah… beautiful sugary flowers.
I'm really excited about how they came out. Not too shabby for my first go at it. Especially since I have a really hard time piping. Now, all you veteran cookie bakers, cut me a little slack here. I know I can improve a lot on the look of these, but, oh how much fun it will be to practice getting better. Think of all the poor cookies I'll have to sacrifice as test subjects. Yay!!!
I also made some teddy bears with this batch. They're so cute. I think I'm in love with them.
And, after all that work, this is what makes it so worth while.
Thanks Cookie Craft [2], for giving me the guts to go for it. I love it when things work out like you hope. And, your recipe and directions were perfect. I guess it's true, you never know what you're capable of until you try.
Now, for the good news. I liked this book so much, I went and bought another one just for you.
Want your very own copy of Cookie Craft [2]?
Just leave a comment below with an answer to these cookie questions.
What's your favorite homemade cookie?
What's your favorite store-bought cookie?
The Giveaway is over. Commenter #419, Amylouwho wins a copy of the book.
Thanks for playing everyone!
Note: The winner will be chosen using the random.org [12] integer generator.
URLs in this post:
[1] Image: http://www.flickr.com/photos/bakerella/2876984273/
[2] Cookie Craft: http://www.amazon.com/gp/redirect.html?ie=UTF8&location=http%3A%2F%2Fwww.amazon.com%2FCookie-Craft-Techniques-Creative-Occasions%2Fdp%2F1580176941%3Fie%3DUTF8%26s%3Dbooks%26qid%3D1222046237%26sr%3D8-1&tag=bakerella-20&linkCode=ur2&camp=1789&creative=9325
[3] Image: http://www.flickr.com/photos/bakerella/2876979179/
[4] Image: http://www.flickr.com/photos/bakerella/2876979393/
[5] Ateco daisy cutters: http://www.amazon.com/gp/redirect.html?ie=UTF8&location=http%3A%2F%2Fwww.amazon.com%2FAteco-Graduated-Daisy-Cookie-Cutters%2Fdp%2FB00004S1CM%3Fie%3DUTF8%26s%3Dhome-garden%26qid%3D1222046503%26sr%3D1-3&tag=bakerella-20&linkCode=ur2&camp=1789&creative=9325
[6] Image: http://www.flickr.com/photos/bakerella/2876978973/
[7] Image: http://www.flickr.com/photos/bakerella/2876981247/
[8] Image: http://www.flickr.com/photos/bakerella/2877863128/
[9] Image: http://www.flickr.com/photos/bakerella/2876981471/
[10] Image: http://www.flickr.com/photos/bakerella/2877810404/
[11] Image: http://www.flickr.com/photos/bakerella/2877816042/
[12] random.org: http://www.random.org/integers/


text:
Matching family tree profiles for John Parmelee Jr., of Guilford
Immediate Family
About John Parmelee Jr., of Guilford
Colonial Families of USA by MacKenzie, Vol. III, pg.386.
"He was a drummer in the Train Band and was sworn as freeman 14th Feb. 1649. He was sexton for many years and "warned" the inhabitants to town meetings."
6/13/90, LDS Film #0207355, John Jr. did not come to America with his parents, but arrived in April 1635, four years earlier on "The Elizabeth and Ann", Roger Cooper, Master. He was twenty years old at the time of his arrival. He lived in New Haven, CT., during these years, and went with his father to Guilford upon the latter's arrival in 1639.
1635 From England to Bay Colony, Boston on the "Elizabeth and Ann" (Roger Cooper, Master), left from London, England on April 13, 1635, age 22.
John came to New England four years ahead of his father, aboard The Elizabeth & Ann which left London on 13 April 1635. It was not unusual for one family member to precede others to New England in order to scout out a good place to settle. He lived first in New Haven, New Haven County, Connecticut, but removed to nearby Guilford, New Haven County, with his father -- who joined him in Connecticut -- in 1639. He owned a 1.5 acre home lot on the east side of Crooked Lane, the fourth lot north of Buck Lane.
He married REBECCA ------ , probably in England; her parentage is presently unknown. They had one child.
Rebecca died in Guilford on 29 September 1651. John subsequently married Anna (------) Plane, the widow of William Plane, in 1651. This William was the William Plaine who was convicted of sodomy and "corrupting of youth" and was executed in New Haven in 1646. Through her, John acquired William's homelot and four and a half acres of marsh land.
He served in the Guilford Train Band both as a militiaman and drummer. On 10 June 1652, John was granted "freedom from watching for one of his lotts [standing guard at night]" in consideration of beating "the Drumme every night at the setting of the watche." In 1656, John's fondness for drinking appears to have interfered with his military duties. On 1 January 1656/7, he was "called to answer about a comon fame or report of his inordinate drinking upon a [military] Trayneing day of late, appearing in his gestures et &c." He answered
" that he did acknowledge that he fell down at the stile of Bro: Cookes doore & hit his drumme agt. the pales there: also that he did wade thro' the water against Mr. Kitchels lott & that he againe went fro the way to ye pales ag'st Henry Goldams Lott & then hit his drumme agt the pales and further he doth confesse that he had drunk too much strong drink that day considering that he was empty & had eaten little & so acknowledgeth yt he did evill & was not watchfull over himselfe nor so carefull to avoid giving offence as he should for which he was sorry."
He received only a small fine, as "he was disabled in his understanding by drinking."
Anna died on 30 March 1658, in Guilford, and it appears that the couple had no children. John then married his stepdaughter, Hannah Plaine, on 3 February 1658/9; this marriage must have been quite a source of gossip at the time. He and Hannah had nine children.
Christening: 6 SEP 1612 All Saints, Lewes, East Sussex, England 1
Burial: New Haven Cemetery, New Haven Co., Connecticut
Immigration: 13 APR 1635 New Haven, New Haven Co., Connecticut
Occupation: Farmer/ Sexton/Town Drummer
He came over to America on the ship "Elizabeth and Anne" April 13, 1635.
John Jr is noted on a list of Guilford freemen on 14 Feb 1649 and again on the 1659 list. On 10 Jun 1652 "in consideration of beating the Drumme every night at the setting of the watche" John, Jr was granted "freedom from watching for one of his lotts". John's drumming abilities held him in good stead as on April 15, 1668, the records show "John Parmely to go on drumming and sweeping the meetinghouse and warning town meetings for the same salary as before" I do not know what salary that was, but on 8 Sep 1665 he successfully petitioned for a raise of 10 shillings! Guilford church records indicate that John was a "member of the Church
by desire of the church" which is an indication that he held some stature in the community. Walters says that the records also show that John Junior was "sued in 1648 by a fellow planter who complained that John's hogs had rooted through his corn, and for reporting to train band practice whild intoxicated on 1 Jan 1656 / 57".
-Jana Wellman Ulrich
The will of John Parmelee Jr. of Guilford, Conn., dated Dec. 20, 1684, disposed of property inventoried on Feb. 8, 1687/88, at 259 pounds, 4 shillings and is signed
with his mark.
After leaving his widow 20 pounds, he divided his home lot between sons John and Joshua; gave his land in Nut Plains, an area just north of the central village, and several other parcels to John; and gave Joshua the land in Nut Plains that he had purchased from John Goodrich. He gave sons Caleb and Isaac 5 pounds each; daughter Hannah 2 pounds; son Stephen 7 pounds, and his other children -- Job, Priscilla and Joel 10 pounds each. He also designated that his youngest sons would receive land on the Great Plain when they reached 21, his daughter, when she reached 18. His oldest child, Nathaniel, preceded him in death.
John was married second to Anna --- PLAINE/PLAIN, the widow of William Plaine/Plain, in Guilford in 1651. William, another signer of the Plantation Covenant, was executed in 1646 in New Haven after being found guilty of sodomy and "corrupting boys." Anna was born --- and buried March 30, 1658, at Guilford.
John and Anna had no children.
John's third wife was Hannah PLAINE/PLAIN, the daughter of William and Anna Plaine/Plane, whom he married in February 1658/59. Yes, this is his stepdaughter. She was born --- and died Jan. 8, 1687/88.
Note about the purported marriages: "Greetings,
I am unaware that any marriage between John Parmele 1585-1659 can be confirmed/verified other than the one to Bradley.
Those who have connected this John Parmele back to Lewes England have found countless parish records to support several marriages to a John Parmelee to include some 14 children or so named John! He only had one son John 1615-1689 who made it to New England in 1635, ten years before his father sailed to New England in 1639. To this day father and son are confused as one immigrant.
I live in Guilford, CT where John Parmele 1585-1659 signed the Plantation Covenant and have researched all available records New HAven Colony that had been preserved. There is no substantiation in New England that John Parmelee had as many wives and as many children as he was stated to have by private researchers.
You are welcome to contact me about Parmele data." M. FitzGerald http://genforum.genealogy.com/cgi-genforum/email.cgi?026837461
"Through his second wife, he obtained Plaine's home lot and four and a half acres of marsh land. He was a drummer in the train band and was sworn as freeman Feb. 14, 1649. He acted as sexton for many years and 'warned' the inhabitants to town meeting."2
"He may have been baptised 14 April 1615 in St. Nicolas Church, Guilford, Surrey, England [references a letter from Mrs. Smallwood]. He is listed, under the date 13 April 1635, as sailing on the Elizabeth and Ann at the age of 20.
"In his will John, Jr., spelled his name 'Parmele.' At about the age of twenty, on the documents for his coming to America, he used 'Palmerley.' His children used many variant spellings. He was a drummer in the train band, and, as sexton for many years, 'warned' the inhabitants to town meetings."3
He was "born 1639; died 1725; married first Rebecca, who died Sept. 25, 1651. He married second Hannah, widow of William Plaine. John was one of the first planters in Guilford, with his father in 1650. He was a proprietor in 1685. For many years he acted as sexton and was a drummer in the Train band." [Burritt's dates make no sense, since he has John's first son Nathaniel b. 1645, only 6 years after John's supposed birth year.]4
"John was made freeman of Connecticut Colony in 1665, and was the John Parmarly in the list of freemen which was submitted by Guilford to New Haven Court in 1669.
"He was long a drummer in the Guilford trainband, and in 1652 there is a record that the Guilford court 'granted John Parmelin, Junr, freedom from watching for one of his lotts, in consideration of beating the drum every night at the setting of the watch during the time he so beateth it.' (A John Parmelee of a later period was a drummer in Guilford, 1779.)
"Where he married, whom he married for his first and third wives, and what he did before the birth of his son in 1645, and even the birthplace of that son, had not been found by this compiler. He perhaps lived with his father on the farm. In 1650 he and his father went on record in regard to their contributions towards Rev. Mr Whitfield's maintenance. With his second wife he came into possession of her former husband's home lot and four and a half acres of marshland. The home lot was on Whitfield Street, reaching up to the Guilford Green. 'John Parmalee married the widow Plaine and soo these tow parsells of land... .as they are here teriord became his possession...this six day of Aprill, 1668.'
"He was still beating the town drum in 1657, when there was trouble about THOMAS COOKE's fence. Among others,. John Parmelee, Jr., testified: 'He did acknowledge that he fell down at the stile of Bro: Cooke's and hit his drumme against the pales there, also that he did wade through the water against Mr Kitchell's lot and that he againe hit his drumme against the pales and further he doth confesse that he had drunk too much strong drink that day considering that he was ampty & had eaten little....' He served as sexton for many years, and called the inhabitants to town meeting with the drum. The population increased, and after he died it became necessary to divide the work between two men."6
John first married Rebecca Eaton3, in Guilford, CT.3 Rebecca died in Sep 1650 in Guilford, CT.3,8,2 24 Sep 1654 per Palmerlee; 24 Sep 1651 per Smyth.
Death dates appears wrong if John m. Anne in 1651.8
They had one child:
5 i. Nathaniel (1645-1676)
In 1651 when John was 31, he second married Anna3, in Guilford, CT.3,8,5 ca 1655 per Palmerlee. Anna died in Mar 1658 in Guilford, CT.3
"John, Jr., m. Anne Plum(?), wid., [ ], 1651."8
In Feb 1659 when John was 39, he third married Hannah Plane, daughter of William Plane & Anna, in Guilford, CT.2,5 1658/9. Hannah died on 8 Jan 1687 in Guilford, CT.6
They had the following children:
6 i. John (1659-1725)
7 ii. Joshua (1661-1729)
8 iii. Caleb (1663-1714)
9 iv. Isaac (1665-1749)
10 v. Hannah (1667-)
11 vi. Stephen (1669-1749)
12 vii. Job (1673-1765)
13 viii. Priscilla (1678-1692)
14 ix. Joel (1680-1748)
Families of Early Guilford, II:943
3.John3 Parmelee (John2, John1) was born Bef. September 6, 1612 in Lewes, Sussex, England, and died January 31, 1686/87 in Guilford, New Haven County, Connecticut, USA.He married (1) Rebecca ?.She was born in England, and died September 24, 1651 in Guilford, New Haven County, Connecticut, USA.He married (2) Anna Plaine 1651 in Guilford, New Haven County, Connecticut, USA.She died March 30, 1658.He married (3) Hannah Plaine February 1658/59 in Guilford, New Haven County, Connecticut, USA, daughter of William Plaine and Anna Plaine.She was born 1638 in Guilford, New Haven County, Connecticut, USA, and died January 8, 1687/88 in Guilford, New Haven County, Connecticut, USA. More About John Parmelee: Baptism: September 6, 1612, All Saints, Lewes, Sussex, England Emigration: April 13, 1635, Port of London on "Elizabeth and Anne"
Child of John Parmelee and Rebecca ? is:
i. Nathaniel4 Parmelee, b. 1645; d. 1676; m. Sarah French, October 24, 1668; d. Unknown.
Child of John Parmelee and Anna Plaine is:
ii. ?4 Parmelee, d. Unknown.
Children of John Parmelee and Hannah Plaine are:
iii. John4 Parmelee, b. November 25, 1659, Guilford, New Haven County, Connecticut, USA; d. March 21, 1724/25, Guilford, New Haven County, Connecticut, USA; m. Mary Mason, June 17, 1681, Guilford, New Haven County, Connecticut, USA; d. Unknown.
5. iv. Joshua Parmelee, b. Abt. 1661, Guilford, New Haven County, Connecticut, USA; d. June 13, 1729, Guilford, New Haven County, Connecticut, USA.
v. Caleb Parmelee, b. 1663, Guilford, New Haven County, Connecticut, USA; d. 1714, Branford, New Haven County, Connecticut, USA; m. (1) Abigail Johnson, April 11, 1690, Guilford, New Haven County, Connecticut, USA; d. Unknown; m. (2) Abigail Hill, April 23, 1693, Guilford, New Haven County, Connecticut, USA; d. Unknown. vi. Isaac Parmelee, b. November 21, 1665, Guilford, New Haven County, Connecticut, USA; d. January 13, 1747/48, Guilford, New Haven County, Connecticut, USA; m. Elizabeth Hyland, December 30, 1689, Guilford, New Haven County, Connecticut, USA; d. Unknown. vii. Hannah Parmelee, b. November 5, 1667; d. Unknown; m. (1) Tahan Hill, November 1688, Guilford, New Haven County, Connecticut, USA; d. Unknown; m. (2) Thomas Merrill, May 25, 1693, Saybrook, Connecticut, USA; d. Unknown. viii. Stephen Parmelee, b. December 6, 1669; d. April 4, 1736, Newtown, Connecticut, USA; m. Elizabeth Baldwin, June 20, 1693, Guilford, New Haven County, Connecticut, USA; d. Unknown. ix. Job Parmelee, b. July 21, 1673, Guilford, New Haven County, Connecticut, USA; d. March 6, 1765, Guilford, New Haven County, Connecticut, USA; m. Betty Edwards, March 11, 1698/99, Guilford, New Haven County, Connecticut, USA; d. Unknown. x. Priscilla Parmelee, b. May 8, 1678, Guilford, New Haven County, Connecticut, USA; d. December 10, 1692, Guilford, New Haven County, Connecticut, USA.
6. xi. Joel Parmelee, b. 1679, Durham, Connecticut, USA; d. July 20, 1748, Durham, Connecticut, USA.
- Reference: WeRelate Genealogy - SmartCopy: Nov 26 2016, 3:51:43 UTC
John Parmelee Jr., of Guilford's Timeline
September 27, 1584
England, Europe
September 27, 1584
September 27, 1584
September 27, 1584
England, Europe
April 13, 1615
Durham, Surrey, England
April 13, 1615
Durham, Surrey, England
April 13, 1615
April 13, 1615
April 13, 1615
Durham, Surrey, England
Age 29
Guilford, New Haven Colony


text:
Vice President Group Procurement
A.P. Moller - Maersk Group
Henrik Larsen commenced his employment with A.P. Moller - Maersk as a trainee in 1981. He was expatriated to San Francisco, USA. In 1985 he returned to Maersk Line in the Copenhagen head office, after which he was stationed to Dubai. First as Owners' Representative for the A. P. Moller activities in the United Arab Emirates & Oman, later he was appointed General Manager for Maersk Kanoo LLC, also in Dubai.
In 1993 Henrik Larsen returned to Maersk Line in Copenhagen holding various positions, amongst others being regionally responsible for a BPR project for the Maersk Agencies in Europe and Africa. He was appointed General Manager in 1997.
In 1998 he was appointed Regional Line Manager for Maersk Line in South America, taking up office in Sao Paulo, Brazil. In 2002 followed a posting as Regional Line manager for the Maersk Sealand activities in Central Europe based in Hamburg, Germany.
Since 2003 Henrik Larsen has been a member of the management team in Maersk Procurement, Copenhagen, where he has had the responsibility for Implementation, Knowledge sharing and Training & Education. From 1 October 2006 Henrik was appointed Senior Director and deputy to the CPO and at the same time also assuming the strategic sourcing responsibility in the A.P. Moller – Maersk Group. On 1st march 2008 Henrik Larsen was appointed Vice President and also assumed the responsibility of indirect procurement.


text:
Panaji : The Goa Congress lashed out at the Manohar Parrikar-led government Tuesday for paying mining firm employees who had been sacked after the ban on mining in the state.
Leader of opposition in the state assembly Pratapsing Rane said that instead of doling out money, the government should ask the mining companies to re-hire the workers they have sacked.
"How long is the government going to give them money? These are employees of private organisations. Today it is the mining companies, tomorrow it will be some other private companies," Rane told the assembly during a discussion on the motion of thanks to the Goa governor's speech.
"We can take an assurance from the companies that they (employees) should be taken back at the same post they had," Rane said.
Goa's Governor B.V. Wanchoo in his speech Monday had announced that the state government was working out a financial package for people affected by the mining ban, through which each affected individual would receive about Rs.6,000 per month as dole until the mining impasse was resolved.
Four months ago, the Supreme Court enforced a mining ban in Goa after a judicial commission unearthed a Rs.35,000 crore illegal mining scam being carried out by an unscrupulous nexus comprising politicians, bureaucrats and mining companies.


text: The USD/JPY pair fell during the day on Tuesday, testing the 122 region. The 122 level of course is previously supportive, so it would not be surprising at all to see this market bounce from here. We also believe that the 121 level should be supportive as well, as the market is most certainly in an uptrend. We believe that a move to the 125 level should be coming next, and as a result we are very bullish. Once we break above 125, the market should continue to go much higher. We have no interest whatsoever in selling this market.


text:
Updated June 13, 2011.
OT: WSOP trip report
$225 - flop decision with big draw
Home game - how to adjust to bizarre structure?
2p2 Converted by DeucesCracked
Flop Turn River
Leggo Poker
The best way to learn to play on multiple tables at once is to start with just one table, and then to add extra tables when you feel comfortable. If you add tables too quickly, you are likely to make more mistakes, and thus, you may go from being a winning player to a losing player.
A large number of "solid" players tend to find playing between four and eight tables simultaneously is best for them. Some people can play over 20 tables (either by playing on PokerStars, or having multiple accounts and computers with PartyPoker) and some have trouble playing more than one table. It really is a matter of personal preference.
A large number of players find that playing a high quality SNG strategy is easier when multitabling. As you will wish to get involved in less post-flop pots (due to actions being needed on other tables), you will play a naturally tighter game.
Some people believe that a different strategy is required for each. This isn't
true. You are still playing the same game and by and large, the same concepts
apply. You still should play tight early and you definitely should still use
ICM late.
So why would you play one instead of the other? If the strong point of your
game is your early level play, you may do better at regulars since there will
be more time to play the early levels. If your strong point is late game play,
you may prefer turbos since you will hit big blinds quicker. Additionally, you
should consider hourly rate. Turbos finish quicker, so your hourly rate may
well be better in turbos. However due to a slower pace and more early level
play, you may be able to maintain a slightly better ROI in regulars.
It's long been accepted that Party Poker has the softest competition among
large networks. Obviously since US players can no longer play there, the player
pool isn't what it once was, but you should probably check out the games there
if you don't live in the US.
US players, if you want games that fill quickly, you should probably check out
one of the aforementioned sites. If your only concern is average level of
competition, and you don't care if you have to wait for games to fill and don't
mind slightly worse software to play on, then check out any of a number of
smaller sites. A google search should help you find a site, or you could search
for rakeback, as most rakeback directories offer rakeback for a lot of smaller
1. Anything that is answered in the FAQ. - This is obvious.
2. Is so and so site down? - Sometimes poker sites go down. If you can post a
thread on 2+2 asking if some site is down, your internet obviously works. So if
your internet is working but you can't connect to a poker site, the site is
pretty obviously down. Also, this has nothing to do with SNGs anyway. Use the
internet gambling forum if you, for some reason, must talk about the issue.
3. PokerStars support pwns because of so and so. - Yes, they pwn. They refund
money from colluders. They answer emails. There's no need to make a post about
OMG look at this bad beat! - Nobody cares. Use the BBV forum if you have to
post about it . But they don't care either.
OMG look at this super dumb play from a $1k SNG. - Again, nobody cares. Again,
BBV. Again, nobody cares there either.
Who are the best players at these stakes? - Sharkscope and experience will
answer this one for you.
JohnDoe on 2+2 is actually Somebody on Stars! - If people's names on 2+2 don't
match their name on a poker site, it's for a reason. Don't out them. Posting
"Hand against JohnDoe" is fine, as is posting "Hand against Somebody". Don't
correlate the two names unless the person themselves has already made it
publicly known who they are.
"Should I move up?" threads. If you're beating the level that you're at over a significant
sample (discussed in the FAQ), and/or feel comfortable with all of your decisions after study
and forum review, and you believe that your bankroll can handle it (also discussed in the FAQ),
then try moving up. If you lose, study to figure out why. Set a limit for when to move back down,
and when you drop that much, move down. Post troublesome hands, live and learn, but posting your
200 game finish distribution and how many buy ins are in your bankroll won't tell us anything
useful re: if you should move up or not. It's a wasted effort for all involved, and worst of all,
a waste of your effort in improving and making more money at this game.
If you post a hand from an instructional video, you should meet three
requirements: 1 - have the authors permission. 2 - meet the hand posting
standards in the FAQ. 3 - Do not mention the site in the thread title or body.
The private message feature allows you to send someone a message that only they
can view. To send one, click a user's name and then click the Send Private
Message link. It's very straight forward. When you receive a private message,
you will have a notifier icon that blinks when you sign in and view a forum.
Contact me directly to be added or removed from the list below:
If you would like information on SNG video/coaching sites, please visit the Other Links - Tools, Events, etc. section of this FAQ.
Expand all
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text:
Ask a Law Question, Get an Answer ASAP!
Hello my name is Jenny and I am happy to help you today. Do you have reason to suspect that whilst you were told this was a private sale it was in fact a dealer who sold you the vehicle?
It did state that it was a private sale, but the receipt was all printed on motorvillage paper and we were taken into the office there
Ok thanks, this sounds as though it is in fact a dealer sale and the dealer is trying to make out that it is a private sale to avoid certain legal obligations.
The first thing that I would do is contact Trading Standards as they may be aware that this practice is going on and they will , in any event, provide you with a reference number that you can use in correspondence.
He denies knowing that the car was not roadworthy, but the garages are stating that there was no way they could have driven it like that without knowing
You have the right to expect that a car that you are sold via a dealer is fit for its purpose and is of satisfactory quality given the age of the vehicle.
do we have any kind of case, they are trying to say that we don't because it was a private sale.?
sorry just read the end of your comment
In order to reject the car you normally must do so promptly within 3-4 weeks of purchase, if this time frame has passed you may have some difficulty although you may be able to sue them for the cost of repairs.
I would suggest you contact trading standards first as I have suggested and then potentially put a claim in under the Sale of Goods Act against the dealer for the losses you have suffered to repair the vehicle.
ahh, ok thank you
No problem, if you need any more information please do let me know and all the best with it!!


text:
Steve & Ruth will perform again at Merlefest 2018
(their 8th time !)
Steve & Ruth receive five nominations in the 2018 JPF International Music Awards, the largest music awards in the world for independent musicians.
17,400 albums and 240,000 songs submitted with 10 nominees being selected in each catagory.
(More Info)
Steve & Ruth's latest CD "A Good Life"
(Click here)
It includes their most requested song "My Little Cowboy"
Ruth's latest arrangements book
"Touch of Grace"
is in its 3rd printing now and available.
contains Ruth's Christmas and Hymns arrangements.
Click here to order
Acoustic Americana Music
with Celtic & Appalachian Roots
A unique musical experience!
Steve and Ruth Smith
from the Blue Ridge Mountains of North Carolina
play a unique blend of Appalachian Americana music featuring hammered dulcimer, mountain dulcimer, guitar, and old-time banjo. Steve and Ruth play and sing the music reminiscent of the old homeplace where family, love, faith, and sense of place are the foundations of heritage and traditions.
Steve and Ruth, both of Scottish heritage, have
been performing together for over 40 years across the United States and around the world.
Dirty Linen Folk & World Music Magazine says " Ruth Smith's touch on the hammered dulcimer is absolutely magical, with exquisite phrasing, highlighting the range of
instrument especially on
her own pieces."
Steve, an ASCAP award-winning song-writer, adds fingerstyle guitar, old-time banjo, and vocals to the duo. Of Steve's songwriting, Dulcimer Players News' Bill Troxler says "He is a master story teller and the perfect vocalist to convey the meaning of the lyrics. His songs stand out for their imagery and melodic strength . . .
on a par with John Denver's songs."
Steve and Ruth are available for
concerts, festivals, and workshops, plus private and corporate functions.
Now booking for 2018 & 2019
For Booking contact:
Cabin Cove Music
(828) 297-1918
Give a Listen - Audio Sample
Steve and Ruth's music is regularly heard on XM & Sirius satellite radio, Pandora, Spotify, Highlander Radio Networks, NPR ,and acoustic music format radio stations around the U.S.
Steve and Ruth have been featured on the PBS TV series "Song of the Mountains", NPR's All Songs Considered and Thistle & Shamrock, in Ohio Magazine, and Dulcimer Players News.
In 2014, Steve and Ruth were inducted into "America's Old Time Country Music Hall of Fame" for their performing, preserving, & promoting traditional country music.They were named "Americana Instrumental Group of the Year" at the 2013 Appalachian Cultural Music Association Awards! And, were 2009 & 2018 Roots Music nominees in the JPF International Music Awards, the world's largest awards for independent musicians.
They are both nationally known workshop instructors, teaching at festivals and folk schools.
History of the Hammered Dulcimer
(click here)


text:
Police: Lawyer took $200,000 from dead aunt
Published 11:29 pm, Tuesday, February 21, 2012
TRUMBULL -- A Fairfield lawyer has been arrested and charged with embezzling more than $200,000 from the accounts of his 85-year-old aunt.
Rik Bachman, 57, of Woodbine Lane, was charged Tuesday with first-degree larceny.
He was released after posting $20,000 bond pending arraignment in state Superior Court on Wednesday.
Bachman, has an office in White Plains, N.Y. According to his website, he is a former New York prosecutor and previously worked in the White House and for former New York Congressman Jack Kemp.
"Rik Bachman has committed no crime. Matter of fact, he is one of the beneficiaries of his aunt's estate and her choice to act as a co-fiduciary," said Bachman's lawyer, Carmine Perri. "It is particularly troubling that one of his aunt's beneficiaries is being arrested when assets of her estate are being wasted by a court appointed temporary administrator, who she did not choose, to the detriment of all the beneficiaries, including Mr. Bachman."
According to police, Bachman is accused of taking over the affairs of his aunt, Beatrice Bachman, in 2009 and keeping her secluded from other family members while he made large withdrawals from her bank accounts for his personal use.
The arrest warrant affidavit states that after relatives repeatedly sought to contact the woman, Bachman had her moved from her apartment in New York to an assisted living facility in Trumbull.
In September 2010, the local probate judge ordered that Beatrice Bachman's assets be frozen for her own protection, the warrant continues. But it states that despite the order, Rik Bachman continued to take money from his aunt's accounts.
Beatrice Bachman died in June, but despite her death, the affidavit states that Rik Bachman had purchases for sports memorabilia sent to her former room at the assisted living facility, which he would pick up.
firstname.lastname@example.com; 203-330-6308; http:// twitter.com/dantepfer


text:
Love is life (Episode 6)
Ishani showed something to rv.he says wow.there were tickets for the amusement park.she says I have also called our office colleuges to join us.he says cool!he asked why did u stop the car over here.she says whenever my mood is of I have that.he asks what.she points out to the pani puri stall.she says for whom ur waiting lets go.she orders 2 plate pain puri.he questions is this ur favorite,u can't believe I didn't have pani puri since 2 years.she asks ur crazy how,can u live without eating it.they start having it.rv says it's awesome and says nice choise.he continue having it and they ordered many of it.rv says now I can't eat more but I still wish to have it ishani says me too! Rv says don't take that girl 's story seriously I mean we used to date in college but just for a week.she is prankster.after breakup we use to pull each other's leg.she says oh stop it yaar it's okay.then they returned to their home
At ishaani place,
She was sitting on her bed continuously thinking about Rv.in the meantime her elder sister calls her and .she didn't listen.again she calls.then she gives jerks and says Kiske Kyalo Mein Khoyi Ho.she says ranveer.she asks what who.she says nothing nothing.she asks ishi before being ur di I'm ur bestie na,plz tell me who is he.she says my office co-colleuge.she says after he came in my life I live so differently think so differently infact I feel something from which I'm unfamiliar.she says to ishani"do u love him"she says he is so innocent that anybody will show love for him.in office also he saved me on my first day from getting boss's shout and he took all the blame on his head.
And today some guys were misbehaving wd me and he came and saved me but he got injured.
His family never paid much attention to him and I do something for him he gets so emotional and always says that ur the only one who takes care of me.during that time he hugged me.
At rv place he was with his cousin
His cousin name rohit saw a dupatta tied in his hand,he says kiss ko pata li? He remembers the scene where ishani hugs him and ties the dupatta.rohit says what happened nowadays I m wondering what has happened to you.he says I feel something for my new colleuge,my best friend.she always takes care of me,she is very possessive abt me.he says everything what happened this morning.he says to ranveer do u love her.he says till the end ,from the core of my heart.rohit says Ohho pyaar ka rang chadha he says tom we are going out.rohit says how romantic he says no man wd my office colleuges he says,u also come re maza aaayega.he says tom is my dare wd riya.so sry bro.u enjoy ur Sunday.
Next morning ishani woke up early and she was ready wd her cool outfit and a cute hat.her mom asks whats today's plan.she says that she is going out with my office friends.she ask rv is coming.she says yes.mom says good now I'm tensionfree.ishani thinks yes mom has started liking rv.mom says ur di told me what happened yesterday how he saved u.she smiles.them someone honks.it was rv wd his other sports bike .her granny says kitni bikes rakhta hai.ishi laughs n she hugs n leaves.rv gets down from bike.when she saw ishi he removed his goggles and thinks wow kit I cute lag rahi hai.i love u.ishi too thinks abt him.she greets him and asks where are others?he says they will join us there.she says Acha hai.rv says what!she says arey woh toh tumari bike ride mili isliye.rv thinks she is excited as she loves my bike as well as me.
At the amusement park they joined wd their friends.the first ride was the roller coaster.everyone approached towards it except ishani.rv pulls her hands n says chal re darpok.she says darpok kise kaha,mein kuch darti barti nahi hoon.rv says who toh dikh raha hai.rv thinks ishani kitni pyari hai,uski har ada pe pyaar aata hai.
ishani says ab tum bhi dare na he says nahi, ab chalo.they sat beside each other.ishi holds rv's hand and says ha mujhe bohot dar lagta hai.she shouts I wanna get down.rv shuts her mouth and he laughs and says madam kuch nahi yoga.the ride starts.after the ride is over.ishi was expressionless as if she saw a ghost.rv clicks her pic.she says how dare u.they get down of the ride.she says fir bhi maza Amaya. Rv's group was scattered.it was only rv n ishani together.they had a phone call and they said they are at the other corner of the park.their friends were 2 boys and 2 girls n there were dating n ishveer knew that they will not come now.ishi says chalo ab koi nahi hai toh chalega but ur there so I'm glad. He smiles.
Precap:rv and ishani in a monster house ishi scared he hugs rv and she screams.rv watches her wd love.
Hey ppl I hope ull r enjoying this plz continue to follow as the upcoming story is really going to be full of love comedy and tragedy
Credit to: Vaidehi


text:
I guess that makes it legal then?
I'll give it a go in a few bronze solos to get used to it, thanks.
I guess that makes it legal then?
I'll give it a go in a few bronze solos to get used to it, thanks.
"So, he sent a succubus to seduce you, and lure you down to his side. And yet, first thing you do is to check her ass? Ah, kid, you've got much to learn.."
First time I heard that I thought the person was trying to troll spam the group with that noise.
Interesting discovery about the Leviathans and how they might not be entirely truthful about the state of things: http://social.bioware.com/forum/1/to...index/15051230
I miss being able to throw around chairs/tables/corpses
Another thing that i'd like to edit is to replace the standard Liara suit to look like one of the armored suits (Ideally the new armor from the last DLC). I hate the one she wears in the early missions before you get access to the normandy, she also wears on the normandy and the citadel and in most of the cutscenes.
---------- Post added 2012-11-26 at 11:13 AM ----------
---------- Post added 2012-11-26 at 12:20 AM ----------
The Leviathan states that the catalyst is still doing what he was programmed to do when you ask Levi why they don´t destroy the reapers or never attempted to do. That means that the Leviathans still hope that the Catalyst achieves synthesis as this was their plan after all. This is why they created the catalyst, to find a way to unite organic and synthethic DNA because then they would not need those artifacts anymore to control the species. They could do that naturally because in synthesis every life is kinda connected much like a cell phone.
Anyways I never kinda trusted them. BTW: I heard the interesting theory that Omega station is infact an old crucible from a former cycle. Maybe that is true as the station does look almost the same as the current crucible.
On the ME wiki it is stated that the Protheans once tried to "mine" Omega because of it´s rich Eezo. What if the Protheans did not mine it but build it? It does look a lot like the current crucible.
Nor why the codex wouldn't indicate that the station was already there when the Eezo rush happened this cycle. It is just a hive of scum and villany built from the husk of a once very rich mine. Nothing more nothing less.
"Man is his own star. His acts are his angels, good or ill, While his fatal shadows walk silently beside him."-Rhyme of the Primeval Paradine AFC 54
You know a community is bad when moderators lock a thread because "...this isnt the place to talk about it either seeing as it will get trolled..."
Pro-tip: Buy your BioWare points today, just in case the whole system crashes tomorrow like it did with Leviathan.
Silly theory nontheless if you consider current lore on omega. Does look a lot like the crucible tho.
You can do it in Deus Ex: HR.
You can throw vendingmachines at people if you are strong enough.
You know you pissed someone off when theres a flying vending machine heading towards your head.
Its not really a retcon, the codex is simply stating what most of the galaxy believes. It was suppose to be a twist that these structures were actually built by the Reapers.
They ask me why I'm bringin' - A baby into battle - That's really irresponsible - And getting them rattled
I say "give me a break - Get off of my back damn, it" - I didn't learn parenting - My daddy was a planet
Codex is supposed to be encyclopedia written by someone in the galaxy, not a wiki.
Its like expecting a real encyclopedia to know where all the nazi-gold was hidden.
That would also explain why the explanation for the citadel is still "believed to be build by protheans" in ME3 when Shepard knew since Ilios that this is not true.