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OPPO Roars for Team India; Released Song âJeet Pe Apna Haq Haiâ Created With Fansâ Heartbeats
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Thomson Reuters Launches 'TR IGNITE' the Asia Pacific Technology Investment Programme, offering startups the opportunity to pitch for up to US $250,000
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Radiflow Commended by Frost & Sullivan for Elevating Customer Experience through its iSID Detection and Analysis Platform
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OPPO Strengthens India Leadership; Appoints Sumit Walia as Vice President, Product & Marketing
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OKEx's Token Surged 163% and Will See Continued Growth, Blockchain Investment Firm Forecasts
JinkoSolar Commended for Its High-efficiency Solar Module Technology by Frost & Sullivan
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Advances In The Global Search For Blood Markers For Alzheimer's Disease And Other Dementias
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Industrial IOT Gives Rise To New Growth Opportunities In The Global Automation Market
Spencer Stuart Launches New Unit Formed from the Talent-Related Businesses it Acquired from Aon
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"BizReach World Hackathon" to be hosted in Tokyo (Sept. 2019)


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What do you get when you cross a vampire with a snowman?
Why did I just tell you that silly joke? Because April is NATIONAL HUMOR MONTH! What is the funniest book you ever read? One of my favorites (and it was hard to choose just one) is:
STOP THAT PICKLE! by Peter Armour
When Mrs. Elmira Deeds waddles into Mr. Adolph's deli and asks for a pickle, chaos erupts! The pickle escapes from the jar and a cast of zany characters joins in the chase to stop the pickle as it attempts to run away. This book is so fun to read aloud. I especially like to talk like the "seventeen toasted almonds"!
Have you heard this one?
When does B come after U?
When you steal some of its honey!
A funny author I love is Jon Scieszca. All of his books, from picture books like, The Stinky Cheese Man and other Fairly Stupid Tales, to his chapter books like, The Time Warp Trio, can always make me laugh. Check out his hilarious (and slightly weird) website.
Okay, here is my last joke:
Knock, knock (who's there?)
Cows say (cows say who?)
No silly, cows say Moo!
Do you have a favorite funny book or joke to share?
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012

subset: commoncrawl


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Pocket-lint was on hand in Warsaw, Poland, at this year's UEFA Euro 2012 Championships to get our mitts on the Canon EOS 650D. Without England in the competition any more, we had plenty of time to focus on this brand new DSLR's tech.
Canon has pushed out many iterations of its mid-level DSLR series over the past 5fiveyears. In fact it's been one a year for the last five years. Great though all these bodies have been, it's the lack of a big leaps from one model to the next that has disappointed some.
The EOS 650D looks to go that extra mile. Not only does it have an optimised 18-megapixel APS-C CMOS sensor and DIGIC 5 processor but it's also the very first DSLR to include touchscreen technology.
The screen itself is the same 3-inch size and 1,040k-dot resolution as the previous 600D model, but the option to get - quite literally - hands-on makes a big difference to live view and movie shooting.
Of course experienced DSLR snappers can still use the optical viewfinder and not so much as lay a finger on the LCD screen. This is one of the aspects we like about it - Canon's added upfront tech, but it's optional to use; it's not forced down your throat to use at every possible turn.
Saying that, it does take some getting used to. A DSLR is a bulkier beast than many of the compact or compact system cameras we've seen with touchscreens built in. Although the 650D isn't heavy, add a big enough lens and it'll be a different experience to use held in one hand while the other taps the screen.
Yet it's not just limited to single-finger taps. Taking a leaf out of the smartphone book, the 650D also responds to "pinches" in order to zoom in and check focus (after taking a shot) and "swipes" to jump between images. The capacitive touschreen is responsive too, far better than most cameras' touchscreen capabilities, though not on par with the super-sensitive smartphone devices out there, such as the Samsung Galaxy S III.
The best use of the touchscreen has to be to select a focus point. Tap a subject and, with focus tracking activated, the camera will lock on and maintain focus. Focus can be shifted by tapping a new focus point while recording in movie mode - a great feature that can help to steady recording, so long as your camera-holding arm is strong enough to keep steady.
Focusing has also been improved for both viewfinder and live view use. The all-cross-type 9-point autofocus system has been lifted from the 60D model and implanted in the 650D to great effect. The focus speed feels similar to the previous 600D model, though, but that added sensitivity from the cross-type sensors can certainly help out.
That's not all: the sensor itself now utilises a hybrid focus system for improved live view focus, which also translates well to movie capture. It's far, far faster than its predecessors. In fact it's far faster than any other Canon DSLR's live view mode. This seems to be Canon's best answer to Sony's single-lens translucent question.
Avid Canon users needn't fear huge design changes: the EOS 650D feels much the same size and weight in the hand as its predecessor. Not that there's anything wrong with that - if it ain't broke then why fix it.
Of course we'll be bringing a full Canon EOS 650D review very soon, once we've had the chance to test the camera to exhaustion.
What do you think of the Canon EOS 650D? After so many releases in the range is this the one to buy?


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We Support Your Doctor
The Association's Professional membership provides physicians, nurses, diabetes educators and other health professionals with the most current information about breakthroughs in diabetes research and treatment options.
They receive prestigious professional Journals in print and online, immediate access to the Association's Clinical Practice Recommendations, access to up-to-the-minute news focusing on diabetes, nutrition & wellness, practice updates, and significant discounts for our Annual Scientific Sessions meeting registration.
Clinical Practice Recommendations
Clinical Practice Recommendations are based on a complete review of the relevant literature by a diverse group of highly trained clinicians and researchers.
Scientific Sessions
Scientific Sessions is the largest diabetes meeting in the world, bringing together more than 14,000 clinicians and researchers from all 50 states and 117 countries.
Journals for Professionals
The American Diabetes Association publishes four prestigious journals that help your doctors stay abreast of the latest research and state-of-the-art approaches to care.


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Possible Duplicate:
Encouraging people to explain down-votes
I see lot of people down voting questions without stating reasons or adding comments. For example this post at SO
checking integrity of a file using md5 or Style sheet for XML not rendering in IE9
Shouldn't there be a an input for downvoting a question? For example when a user down votes on SO the should be asked "Why do you think this question should be down voted?"


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bigglesworth wrote:Spoiler:I never got the impression that we were supposed to hate Cubbish. The other aspects you commented on are matters of taste, but I'm interested about this one.
Specifically for Cubbish, he gets several multi-page soliloquies about his point of view, and you don't often do that as an author unless you really agree or disagree with what's being written. Then there's the scene in the bar where the girl shoots him down by saying how he reminds her of her father. Finally, there's his death at the end. When I read it my reaction was "Am I supposed to cheer at this point? Because I don't want to", which is what convinced me that Banks' tried and failed to make me dislike Cubbish. Banks' spends what, three pages? describing how Cubbish amazingly defies the markets, cashes out just at the right minute, and seems to have everything in life. Then he kills him in a road accident. Either that's lazy writing, or Banks' is trying to make some kind of a point. Perhaps it's about how even the best of us can be killed in accidents. But I can't shake off this feeling that actually it was supposed to be karma finally paying Cubbish back for, in Banks' view, being an asshole. Which he was - but a likeable one! Or maybe there was a more subtle point about financial markets being pretty superfluous to real life, as Cubbish does all this great trading and only features in the main plot for two brief moments. But by this point I'm clutching at straws and probably just confirming my own biases.
Your thoughts?


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Chuck Martin and Pete "P.T." Moore, are the owners of Whirlybirds, Incorporated, a chopper for hire company based in California.
Each week, Chuck and P.T. would find themselves called to help the local authorities in search and rescue, or fly a rich bigwig around. And of course, let's not forget the coolest of helicopters, the Bell 47, tail number N975B.
Add this episode to your queue to receive more information about
Prison Break and we will let you know when it becomes available.


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The spring 2013 season seems to be all about mood lifting elements and Orly proves this through its new colorful nail polish collection. Orly's Hope and Freedom Fest spring 2013 nail polishes can help bring out your inner bohemian spirit, so let yourself be hypnotized by the festive nail lacquer hues and celebrate the changes that come along with the new season! The spring 2013 nail polish color trends seem to be quite diverse but all have one thing in common: a high pigmentation that falls into the opaque matte/creamy/shimmery cate... Read More


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Jean Oliver is currently an Adjunct Professor at New York City's New School University and a Teaching Artist in the strings program at the Noel Pointer Foundation, where she also served as Artistic Director from 2009-Spring 2013). Since 2001, Jean's academic interests have focused on music related entertainment products (such as CDs, music videos and film soundtracks) and their use in the lives of youth and displaced people. Currently, she is researching the use of hip-hop and reggae/dancehall as a means of expression among youth in Southern Italy.
A classically trained violist and double bassist, Jean has worked with an eclectic array of artists including David Byrne of the Talking Heads, Eartha Kitt, Yo-Yo Ma, Wunmi, Enzo Gragnaniello and Italian rappers La Famiglia. She spent 6 years with the NYC based down-tempo outfit SiSe with whom she recorded two albums including their self-titled debut and sophomore effort "More Shine", which was engineered by friend Bonsai Caruso (of Damian Marley "Jamrock" fame).
Born and raised in New York City to Jamaican and Barbadian parents Jean lives between Naples, Italy and New York with her two children and husband Director/Artist/MC Alberto Polo Cretara. Jean maintains an active international schedule that includes teaching violin in the Brooklyn Public schools, acting as a production coordinator/project assistant for the creative agency Polemics and working as a freelance violist.
Music, Media, Society
Reggae, Media & Representation (Spring 2020)


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Welcome to the world of Irish singers.
Due to excessive begging and pleading by my parents, I have decided that BookMarks will become a blog about Irish Singers, particularly the most obscure ones. A quick name-drop (nobody will know anything about these people, well maybe…if you're Mom or Dad. ) Mary Black, Frances Black, Sinead Lohan, Jack L, "Sweaty" Christie, Maura O'Connell, Eleanor Mcevoy, Dolores Keane, Paul Brady…that enough for you? Cause it's only the beginning. Remember, singers are Irish best the. What? Oh, I'm suffering from "word salad".
This is Dolores, Mary, and ehh..someone I don't know singing an ultra-popular song written by Eleanor which she now hates. Yep, it's complicated.
One response to "Welcome to the world of Irish singers."
The Fat Lady says :
I'm going to step up here and sing the end of this thing.
As much as I love singing, I also love books.


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|MS Word (586 KB) | PDF (806 KB)
Title I--Improving The Academic Achievement Of The Disadvantaged
Improving Basic Programs Operated by Local Educational Agencies (I-A)
Title I, Part A, is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments. Less than one-third (29 percent) of all fourth-grade students performed at or above the proficient level on the National Assessment of Educational Progress (NAEP) in reading in 2000. The percentage of students reaching proficiency was even lower for low-income students (13 percent), African Americans (10 percent),Hispanics (13 percent), students with disabilities (8 percent), and students with limited English proficiency (3 percent).
As the largest federal program supporting elementary and secondary education (funded at $10.4 billion in FY 2002), Title I targets these resources to the districts and schools where the needs are greatest. Schools with poverty rates of 50 percent or higher received 73 percent of Title I funds in the 1997-98 school year, and nearly all (96 percent) of the highest-poverty schools (those with 75 percent or more low-income students) received Title I funds.
Title I provides flexible funding that may be used to provide additional instructional staff, professional development, extended-time programs, and other strategies for raising student achievement in high-poverty schools. The program focuses on promoting schoolwide reform in high-poverty schools and ensuring students' access to scientifically based instructional strategies and challenging academic content. Title I provisions provide a mechanism for holding states, school districts, and schools accountable for improving the academic achievement of all students and turning around low-performing schools, while providing alternatives to students in such schools to enable those students to receive a high-quality education.
WHAT'S NEW--The No Child Left Behind Act
Focuses on What Works
- Requires that Title I funds be used only for effective educational practices. Title I schoolwide and targeted assistance programs are required to use effective methods and instructional strategies that are grounded in scientifically based research. School improvement plans, professional development, and technical assistance that districts provide to low-performing schools must be based on strategies that have a proven record of effectiveness.
- Requires states to develop plans with annual measurable objectives that will ensure that all teachers teaching in core academic subjects are highly qualified by the end of the 2005-06 school year.
- Requires local school districts to ensure that all Title I teachers in core academic subjects hired after the first day of the 2002-03 school year are "highly qualified." For new teachers, this means being certified by the state (including alternative routes to state certification), holding at least a bachelor's degree, and demonstrating subject area competency.
- Strengthens corrective action (required after two years of school improvement) to include actions more likely to bring about meaningful change at the school, such as replacing school staff responsible for the continued failure to make adequate yearly progress, implementing a new curriculum, and reorganizing the school internally.
- Mandates the fundamental restructuring of any school that fails to improve over an extended period of time, including reopening the school as a charter school or turning over school operations either to the state or to a private company with a demonstrated record of effectiveness.
- Strengthens paraprofessional requirements to include two years of postsecondary education or, for an applicant with a high school diploma, the demonstration of necessary skills on a formal state or local academic assessment. All new hires must meet these requirements, and existing paraprofessionals have four years to comply with them.
- Emphasizes that paraprofessionals may not provide instructional support services except under the direct supervision of a teacher.
Reduces Bureaucracy and Increases Flexibility
- Expands eligibility for schoolwide programs. The poverty threshold for schoolwide programs, which enable schools to use Title I funds to raise the achievement of at-risk students by improving the quality of instruction throughout the school, has been lowered from 50 percent to 40 percent.
Increases Accountability for Student Performance
- Requires annual assessments in grades 3-8 that include all students.
- Requires state and local report cards on student academic achievement.
- Requires states to implement a single statewide accountability system.
- Tightens provisions concerning adequate yearly progress by requiring states to specify annual measurable objectives to measure student progress to ensure that all groups of students disaggregated by poverty, race and ethnicity, disability, and limited English proficiency data-reach proficiency in reading and math within 12 years.
- Substantially increases funding for state and local support for school improvement (from one-half percent of Title I funds under the 1994 Elementary and Secondary Education Act reauthorization to 2 percent under the No Child Left Behind Act, rising to 4 percent in 2004). Also establishes a separate $500 million authorization for Assistance for Local School Improvement grants.
Empowers Parents
- Requires local school districts to offer public school choice to students in schools identified for improvement, corrective action, or restructuring so that no student is trapped in a failing school. School districts must provide transportation for eligible students, subject to the 20 percent rule described below.
- Requires school districts to permit low-income students attending chronically failing schools to obtain supplemental educational services from a public- or private-sector provider that has been approved by the state. Faith-based organizations are eligible to apply for approval to provide supplemental educational services.
- Requires school districts to spend an amount equal to 20 percent of their Part A funds for transportation of students who exercise a choice option or for supplemental educational services, unless a lesser amount is needed to meet all requests. These funds do not have to be taken from Title I allocations, but may be provided from other allowable federal, state, local or private sources.
- Notifies parents of school choice and supplemental educational services options. Requires districts to "promptly" notify parents of eligible students attending schools identified for improvement, corrective action, or restructuring of their option to transfer their child to a better public school or to obtain supplemental educational services.
- Establishes Parents' "Right to Know" provision. Requires local school districts to annually notify parents of their right to request information on the professional qualifications of their children's teachers.
How It Works
Title I, Part A, provides formula grants to school districts, which then allocate most of these funds to individual Title I schools based on their number of poor children.
Schools may use Title I funds for one of two approaches:
- Schoolwide programs. High-poverty schools (those with 40 percent or more students from low-income families) are eligible to adopt schoolwide programs to raise the achievement of low-achieving students by improving instruction throughout the entire school, thus using Title I funds to serve all children.
- Targeted assistance programs. Schools that are not eligible for (or do not choose to operate) schoolwide programs must use Title I funds to provide targeted services to low-achieving students.
Title I funds may be used for a variety of services and activities, most commonly for instruction in reading and mathematics. The legislation encourages the use of strategies such as extended day (before- and after-school programs), extended year, and summer programs to increase learning time. Although districts and schools may use Title I funds to serve children from preschool age through high school, most focus these funds on students in the early grades; three-quarters (77 percent) of Title I participants are in preschool through grade 6.
Key Requirements
The No Child Left Behind Act strengthens Title I requirements for state assessments, accountability systems, and support for school improvement. The law also establishes minimum qualifications for teachers and paraprofessionals in Title I programs.
By the 2005-06 school year, states must develop and implement annual assessments in reading and mathematics in grades 3 through 8 and at least once in grades 10-12. By 2007-08, states also must administer annual science assessments at least once in grades 3-5, grades 6-9, and grades 10-12. These assessments must be aligned with state academic content and achievement standards and involve multiple measures, including measures of higher-order thinking and understanding.
- Alignment with State Standards. State assessments must be aligned with challenging academic content standards and challenging academic achievement standards. States were required under the previous law to develop or adopt standards in mathematics and reading/language arts, and the new law requires the development of science standards by 2005 and 2006. Their standards must have the same expectations for all children and have at least three achievement levels.
- Inclusion. State assessments must provide for the participation of all students, including students with disabilities or limited English proficiency. Students who have been in schools in the United States for three consecutive years must be assessed in English in the area of reading and language arts.
- Accommodations. State assessments must provide for reasonable accommodations for students with disabilities or limited English proficiency, including, if practicable, native-language versions of the assessment.
- Annual Assessment of English Proficiency. Beginning with the 2002-03 school year, states must ensure that districts administer tests of English proficiency--that measure oral language, reading, and writing skills in English--to all limited English proficient students.
- Reporting. State assessment systems must produce results disaggregated by gender, major racial and ethnic groups, English proficiency, migrant status, disability, and status as economically advantaged. The assessment system must produce individual student interpretive, descriptive, and diagnostic reports. States must report itemized score analyses to districts and schools.
- Prompt Dissemination of Results. States must ensure that the results of state assessments administered in one school year are available to school districts before the beginning of the next school year. The assessment results must be provided in a manner that is clear and easy to understand and be used by school districts, schools and teachers to improve the educational achievement of individual students.
- Participation in State NAEP. States must participate in biennial National Assessment of Educational Progress (NAEP) assessments in reading and mathematics for fourth- and eighth-graders, beginning in 2002-03. State-level NAEP data will enable policymakers to examine the relative rigor of state standards and assessments against a common metric.
States must develop and implement a single, statewide accountability system that will be effective in ensuring that all districts and schools make adequate yearly progress, and hold accountable those that do not. Schools that do not make adequate yearly progress will be identified for increasingly rigorous sanctions designed to bring about meaningful change in instruction and performance. Further, students in low-performing schools will have the option to transfer to other public schools or to obtain supplemental educational services. Finally, the law mandates the fundamental restructuring of any school that fails to improve over an extended period of time.
- Adequate Yearly Progress. States must establish a definition of adequate yearly progress that each district and school is expected to meet. States must specify annual objectives to measure progress of schools and districts to ensure that all groups of students-including low-income students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency-reach proficiency within 12 years. States must set intermediate goals that provide for annual adequate yearly progress targets, with the first increase to occur no later than 2004-05. In order to make adequate yearly progress, schools must test at least 95 percent of their students in each of the above groups.
- Identification of Schools and Districts in Need of Improvement. States must annually review the progress of each school and school district receiving Title I funds to determine whether they are making adequate yearly progress, and then publicize and disseminate the results of the review. Title I schools and districts that fail to make adequate yearly progress for two consecutive years must be identified as in need of improvement.
- Public School Choice. Students in schools identified for improvement must be given the option to transfer to another public school that has not been identified for improvement, with transportation provided as described below.
- Professional development. Schools identified for improvement must spend at least 10 percent of their Title I Part A funds on professional development for the school's teachers and principal that directly addresses the academic achievement problem that caused the school to be identified for improvement.
- Supplemental Educational Services. If a school fails to make adequate yearly progress for a third year, students from low-income families in the school must be given the option to use Title I funds to obtain supplemental educational services from a public- or private-sector provider, including faith-based organizations, selected from a list of providers approved by the state.
States must develop and apply objective criteria to potential providers that are based on a demonstrated record of effectiveness in increasing academic proficiency, and must monitor the quality and effectiveness of the services offered by approved providers. States must maintain a list of approved providers across the state, by school district, from which parents may select, and must promote maximum participation by supplemental educational services providers to ensure that parents have as many choices as possible.
- Funds for Transportation and Supplemental Services. School districts are required to spend an amount equal to 20 percent of their Title I, Part A, funds to pay for supplemental educational services for eligible students and for transportation of students exercising the public school choice option, unless a lesser amount is needed to meet all requests. These funds do not have to be taken from Title I allocations, but may be provided from other allowable federal, state, local, or private sources, including federal funds under Section 1003, Title V, Part A; Title II, Part A; Title II, Part D; Title IV, Part A; and Title V, Part A (in some cases, these funds may only be used for this purpose under the transferability provision described below).
- Corrective Action. If a school fails to make adequate yearly progress for a fourth year, the school district must take corrective actions that are designed to bring about meaningful change at the school. These corrective actions must include at least one of the following: replacing school staff, implementing a new curriculum (with appropriate professional development), decreasing management authority at the school level, appointing an outside expert to advise the school, extending the school day or year or reorganizing the school internally.
Similarly, if a school district fails to make adequate yearly progress for four years, the state must take corrective actions that must include at least one of the following: deferring programmatic funds or reducing administrative funds; implementing a new curriculum (with professional development); replacing personnel; establishing alternative governance arrangements; appointing a receiver or trustee to administer the district in place of the superintendent and school board; or abolishing or restructuring the school district. The state may also authorize students to transfer to higher-performing public schools operated by another school district (with transportation). States must provide information to parents and the public on any corrective action the state takes with school districts.
- Restructuring. If a school fails to make adequate yearly progress for a fifth year, the school district must initiate plans to fundamentally restructure the school. This restructuring may include reopening the school as a charter school, replacing all or most of the school staff who are relevant to the failure to make adequate progress, or turning over school operations either to the state or to a private company with a demonstrated record of effectiveness.
- Technical Assistance. States and school districts must provide technical assistance to schools identified for school improvement, corrective action, or restructuring. States are required to reserve portions of their Title I funding to benefit schools identified for school improvement, corrective action, and restructuring, and they must distribute 95 percent of these reserved funds to school districts. State assistance must include: establishing school support teams; designating and using distinguished teachers and principals who are chosen from schools that have been especially successful in improving academic achievement; and devising additional approaches to providing assistance, such as through institutions of higher education and educational service agencies or other local consortia, and private providers of scientifically based technical assistance.
- State Report Cards. States must produce and disseminate annual report cards that provide information on how students are achieving overall as well as information disaggregated by race, ethnicity, gender, English proficiency, migrant status, disability status, and low-income status. The report cards must include:
- State assessment results by performance level, showing two-year trend data for each subject and grade tested, with a comparison between annual objectives and actual performance for each student group. The report cards also must show the percentage of each group of students not tested.
- Graduation rates for secondary school students and any other student achievement indicators that the state chooses.
- Performance of school districts on adequate yearly progress measures, including the number and names of schools identified as in need of improvement.
- Professional qualifications of teachers in the state, including the percentage of teachers teaching with emergency or provisional credentials and the percentage of classes in the state that are not taught by highly qualified teachers, including a comparison between high- and low-poverty schools.
- School District Report Cards. School districts also must prepare and disseminate annual report cards that include information on student achievement for the district and for each school. As with the state report cards, achievement data must be disaggregated for the same student subgroups. The report cards also must provide information on the schools identified for improvement.
- Annual State Report to the Secretary. States must report annually to the secretary of Education on their progress in developing and implementing academic assessments; students' achievement on the assessments disaggregated by groups of students; and information about acquisition of English proficiency by children with limited English proficiency, the names of schools identified as in need of improvement, public school choice, supplemental service programs, and teacher quality.
Qualifications for Teachers and Paraprofessionals
The No Child Left Behind Act requires states to ensure that Title I schools provide instruction by highly qualified instructional staff.
- Highly Qualified Teachers. States must develop plans with annual measurable objectives that will ensure that all teachers of core academic subjects are highly qualified, which means that they have state certification (which may be alternative state certification), hold a bachelor's degree, and have demonstrated subject area competency. Core academic subjects include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. All new hires in Title I programs after the start of the 2002-03 school year must meet these requirements; all existing teachers must meet these requirements by the end of the 2005-06 school year. School districts must use at least 5 percent of their Title I funds for professional development to help teachers become highly qualified.
- Higher Qualifications for Paraprofessionals. Paraprofessionals in Title I programs must have at least two years of postsecondary education or, for an applicant with a high school diploma, demonstrate necessary skills on a formal state or local academic assessment. All new hires in Title I programs after January 8, 2002,must meet these requirements; existing paraprofessionals have four years from January 8, 2002, to comply with them. However, these requirements do not apply to paraprofessionals used for translation or parent involvement. All paraprofessionals in Title I programs must have a high school diploma or its equivalent.
- Appropriate Roles for Paraprofessionals. The law specifies that paraprofessionals may not provide instructional support services except under the direct supervision of a teacher.
How It Achieves Quality
Throughout the legislation, there is a strong emphasis on ensuring that Title I funds are used to support educational practices that are based on scientific research. More specifically:
- States must assist school districts in developing or identifying high-quality, effective curricula aligned with state academic achievement standards, and must disseminate such curricula to each district and school within the state.
- School districts are required to take into account the experience of model programs for the educationally disadvantaged and the findings of relevant scientifically based research as they develop their plans for services.
- Both schoolwide and targeted assistance programs are required to use effective instructional methods and strategies based on scientifically based research.
- Schools identified for improvement must develop two-year improvement plans that incorporate strategies based on scientifically based research. School districts must provide technical assistance to these schools, such as identifying and implementing professional development, instructional strategies, and methods of instruction that are grounded in scientifically based research and have been proven effective in addressing the specific instructional issues that caused the school to be identified.
- School districts identified for improvement must incorporate scientifically based research strategies in their improvement plans. State technical assistance to identified school districts must be based on scientifically based research.
- If a school district is identified for corrective action and a new curriculum is implemented, the state must provide professional development based on scientifically based research.
- School support teams, whose top priority is to provide assistance to schools subject to corrective action, are to be composed of persons who are knowledgeable about scientifically based research and practice on teaching and learning, as well as about successful schoolwide projects, school reform, and improving educational opportunities for low-achieving students.
- The law establishes new requirements to ensure that teachers of core academic subjects are highly qualified and requires annual measurable objectives toward these goals for each district and school. In addition, the law requires paraprofessionals to meet more rigorous training and skills requirements.
How Performance Is Measured
The No Child Left Behind Act requires states to put into place a series of measurable objectives about student performance that states, school districts, and schools are expected to meet, as well as a series of reporting mechanisms to measure progress. Performance is measured by the progress of schools and districts in making adequate yearly progress in applying the same high standards of academic achievement to all public elementary and secondary school students. Performance information will be publicly disseminated on an annual basis through a system of state and school district report cards. States also must report annually to the secretary of education on: their progress in implementing the requirements of the new law; student achievement on state assessments (disaggregated by groups of students); and information about schools in need of improvement (including the names of such schools), public school choice, supplemental educational services programs, and teacher quality.
Key Activities For The State Education Agencies
State education agencies (SEAs) must:
- Produce an annual report card.
- Develop and implement annual assessments in reading, language arts, and mathematics in grades 3-8 and at least once in grades 10-12, by 2005-06.
- Develop and implement standards in science by 2005-06 and assessments in science by 2007-08.
- Annually assess the English proficiency of students who are learning the English language.
- Ensure the prompt dissemination of state assessment results (before the beginning of the next school year).
- Participate in biennial state-level NAEP assessments of fourth- and eighth-grade reading and mathematics.
- Define and implement an adequate yearly progress definition for the state, school districts, and schools.
- Annually review the progress of each school district to determine whether schools receiving assistance are making adequate yearly progress and whether each district is carrying out its responsibilities; SEAs also must publicize the results of this review.
- Establish a statewide system of support for districts and schools in need of improvement.
- Establish a program for making academic achievement awards to schools that significantly close the achievement gap or exceed adequate yearly progress for two or more years.
- Publish and disseminate to parents and the public information on any corrective action taken by the state.
- Develop a list of approved providers of supplemental educational services and support, monitor, and disseminate information about these providers. SEAs must consider faith-based organizations as potential providers of supplemental educational services on the same basis as other eligible entities
- Ensure that students in schools previously identified for improvement under the IASA provisions are offered school choice and, if the school had been identified for two years or more, supplemental services, at the beginning of the 2002-03 school year.
- Ensure that schools provide instruction by highly qualified instructional staff.


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Blurry Vision and Leashes?
I'll have to admit when I first started seeing patients with Ron in the clinic I was having a little trouble mentally with the concept of blurry vision. As optometrists, we are taught to make people see clearly. Let's face it. The number one reason why a patient comes into our office is that they want to see more clearly than they currently do. If you are the doc who gives them 20/15 vision, which means they are able to discriminate details smaller than the "20/20" standard you hear about, they are happy. Think back to experiences you have had when you picked up your new glasses or contacts and put them on. Many of us, myself included, have probably even said "Wow, I didn't realize what I couldn't see" to ourselves.
Coming from a background in behavioral optometry, I was already comfortable with prescribing lenses for function. My own two children use lenses for reading that don't change the clarity of the words, but allow their visual systems to do near work more effortlessly. However, for the patient who has headaches at the computer, but can see clearly, it is hard to make them understand why a different prescription for computer use can help their headaches. The vast majority of us believe if our vision is clear, then there isn't anything that warrants change. As an optometrist, you must ultimately satisfy the patient's desire for clear vision.
So when I first started seeing patients with Ron, and the lenses the patient needed to achieve PRI-defined neutrality made their vision blurry in the distance, I was very nervous. Not that I didn't know we were doing the right thing for that patient, because I did believe it. Whole-heartedly. The problem was that the traditional eyeglass and contact prescriber in me was concerned about how the patients would react to their new way of seeing. Would they keep wearing their new lenses, allowing them to progress through their PRI program?
Now, after five full months of seeing patients a couple days each week with the Hruska clinicians, I am almost more nervous when the lenses that allow the patient to be neutral also allow them to see relatively the same as with their current lenses. Why? Because we know more now than we did five months ago. We've had the opportunity to see patients do what humans are so good at doing: adapt! What adaptation means, in terms of what we are doing, is that they stay neutral for a period of time with the new lenses, but then they either go back to their old pattern or perhaps a less severe version of that pattern. For some, that period might be two months; for others, it might be two weeks. These patients are generally compliant with program activities, exactly as they were instructed. The point is, something allows them to get a hold of the old neural pathway and old muscle memory associated with the old pattern. That something might be as innocuous as picking up their violin for a few practices.
This is what has led us to develop some variation on when we tell the patients to wear their "training" glasses. Your patient's wearing schedule will reflect a few things. If we had to make a dramatic change to their prescription to get them neutral, likely we will have them wearing the glasses only for physical activities. We may even tell them we don't want them to wear them if they are going to look at things farther than 15 feet away. This is where the concept of blurry vision is most critical. Some patients are so strong in their old pattern, that any time they engage far away vision, they lose neutrality. So, we start with them trying to maintain neutral in a smaller area, so distant vision doesn't engage. As they improve and are able to hold that neutrality given those limited conditions, we will continue to extend their range of clear vision out further, slowly progressing them towards more clear distance vision. We affectionately refer to this slow increase in visual space as a "leash."
There will be patients that are using their new prescription full time. They may habitually not wear any correction, or maybe the new correction blurs their vision a little, but not enough to have them reject it. There are others that require that full-time reinforcement at all distances of visual space to be able to make a change. How do we know which ones can handle which option? Again, we are learning an immense amount, and there will certainly be times that our best-educated predictions are wrong. We are, after all, humans trying to predict the neurologic behavior of other humans. Not exactly what we'd call an "Exact Science". Yet you can rest assured that we are constantly re-evaluating our approach and taking advantage of every learning opportunity a patient's experience gives us to provide improved, more predictable patient outcomes.
What I have come to realize is this: How can I expect someone to do something different if I allow them to have relatively the same visual reaction? There are always exceptions to these "rules". Lazy eyes, high amounts of astigmatism, and strong Functional Cortical Dominance, which we will talk more about in the spring Integration Course, are all variables that make the need for visual change that much stronger. As we peel away the layers of some of these patterns, we are finding other sometimes undiagnosed strong visual patterns that will have to be addressed through more vision-specific training.
We do our best to make sure patients leaving the clinic understand we are trying to provide vision that forces them to develop different neurological and muscular patterns, not make them see more clearly. We have them identify a pain or tightness that is present on the day of their visit before we start changing lenses. That pain or tension is either gone or diminished when we have on our "final" prescription. We absolutely LOVE when a significant other accompanies the patient to their visit, so there is a second pair of eyes and ears to remember what changed for them in that treatment room. Reinforcement of those concepts from their PRI physical therapist is crucial.
The ultimate goal is to have the patient maintain neutrality regardless of what prescription they do or do not have on their eyes. To achieve that goal, it takes motivation, consistent repetition of program activities, patience, relatively blurry vision, and sometimes, even a "leash".
Here's to progress through integration!
Heidi Wise, OD


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This question already has an answer here:
I have a small business client who has a few windows servers and many workstations but as far as I can tell only has a few valid oem licences (some mismatched like xp home when xp pro is installed) for the workstations and almost no valid licences for the servers (It came with 2000 and now has 2003). They're partially interested in going legit and becoming properly licensed but fear its going to be a large cost. Interestingly enough they also fear that they'll get hammered on not being licensed so far and would rather keep under the radar.
I can't say this is the first time I've come across this, someone gets a hold of a slipstreamed xp pro cd or an office install that includes the key and are happy when it just works.
I'm not interested in giving them a hard time or turning them in. As I said I see this in my small business clients all the time and it wouldn't behoove me to mess with their businesses. I'm just looking for a good path to get them back into legitimacy.
Anyone have experience with this?


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Hodgkin's Disease Symptoms,Survival Rate & Treatment Options
Hodgkin's disease-A cancer of lymphocytes.
Hodgkin's disease-A cancer of lymphocytes.
As per medical professionals, there is no such thing as harpies' ailment; it is just another name for herpes. Anyhow, harpies are a viral infection which is spread through contact with an infected person. The contact can be both sexual and non-sexual.
Graves disease-an autoimmune disorder of thyroid gland
Crest syndrome is an acronym for Calcinosis; Reynaud'ssyndrome; Esophagealdysmotility; Sclerodactyly and Telangiectasia. It is also known as Limited scleroderma. The disease affects the lungs or heart, with potentially serious results. Limited scleroderma has no known cure, and treatments focus on managing symptoms and preventing serious complications. It is known to affect one's physical appearance and the ability to perform simple tasks.
Legionnaire's Disease Symptoms & Treatment Options
Diverticulitis-A complication of digestive system.
Boop Lung Disease-Inflammation of bronchioles.
Cerises skin disease
One usually experiences bloating after eating, it begins with a feeling in which the abdominal part of body gets tight, and later adds pain and cramps. The feeling may subside in some hours or it may even last for a few days, it depends on the severity of the situation and the root cause. Some might suffer from this condition occasionally or it could be frequent. Usually, bloating after eating is associated with the stomach pain, wind, belching, stomach rumbling and shortness of breath. And sometimes an increase in the stomach's size may also be noticed.


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From Spider man to The Terminator, or actors and actresses even that sitcom you all love or even are you in the middle of a book you wanna talk about, lets hear all about it.
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Republicans and Democrats in Washington rarely agree on anything these days. But in recent months almost everyone seems to have coalesced around the notion that the corporate tax system is broken and needs to be fixed.
President Obama is for it. So are the two leaders of the tax-writing committees in Congress: the House Ways and Means chairman, Dave Camp, a Republican, and Max Baucus, the Democratic chairman of the Senate Finance Committee, who plans to retire next year and may be seeking a capstone for his career. The country's biggest companies have declared loudly that they are in favor of revising the nation's business tax system, too.
Despite the widespread support, the campaign for an overhaul is exposing deep fault lines within the business world that suggest it may fall apart. The problem is how to pay for everything lawmakers and businesses want without adding to the deficit.


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Hi, just joined here a few weeks ago and I'm looking to hit around with some 3 - 3.5'ers at Bluemont Park off Wilson blvd during the weeknights after 7pm. Being Bluemont has a ton of court space, a group of people to meet up a few times during the week would be awesome for practice games and general practice. Otherwise, whoever wants to hit around during the week let me know.
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Replies to This Discussion
HI Chris and MIke,
Wanna hit some balls this Thursday around 7 PM?
I usually play at quincy park.
Let me know, if you are interested.
Email at firstname.lastname@example.com.
Quincy at 7 PM.
i'll see you there.
my number 202-368-7770.
Sorry Andy, I'm actually just seeing your response now ha. If you're around this Thrs or if anyone wants to hit around at Bluemont lemme know. I'll be over there around 7. Heading over there now actually to practice the lack luster serve.
Mike (562) 888-2769
Hi Mike,
Actually, i will be on vacation starting this Thursday for 3 weeks. I'll be back on 08/28/11.
We can play after the 28th of August. My number is 202-368-7770.
i'll play... if anyone is a beginner
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The e-mails regarding one of the leading 2008 presidential contenders arrive every week or so, and the subject lines aren't kind.
"Obama profits from media cover-up of family ties to slavery."
"Letter to Random House charges Barack Obama book is a fraud."
Barack Obama
"The last days of Obama."
"Obama caught in boneheaded behavior again."
They come from the desk of Andy Martin, an undercooked political commentator and Florida gubernatorial candidate who is fond of giving little-attended sidewalk news conferences in New York. A longtime South Florida character currently living in Chicago, he's not to be taken too seriously. On his website, ContrarianCommentary.com, Martin digs up facts and then puts his own fevered stamp on them. In a 2003 story, I described him as "an enigma wrapped in a riddle who probably should be wrapped in a straitjacket."
But he's nothing if not dogged, and there's usually a kernel of truth in what he says, if you can find it. He was right, for instance, about the Iraq War and traveled several times to Baghdad to produce on-the-ground reports (and hype his absurd search for Saddam Hussein).
So what of his ranting about Barack Obama Jr., the junior Illinois senator who wants to run the free world? We who live in the make-or-break political sand of South Florida can expect to see quite a bit of Obama, who will certainly make frequent visits here as he campaigns for president. Might as well get to know him.
Obama has been a favored child of the media, though recent cracks have begun to mar his sparkling public image. He bought his Chicago estate, for example, with the help of an indicted political operative and accused extortionist named Tony Rezko. The New York Times reported last week about questionable investments, and the Los Angeles Times hit him for inflating his achievements in a recent book.
Martin, who has been "researching" Obama for the past three years, claims the White House hopeful's flaws are chronic, that he is, in fact, a "congenital liar" (see, the man uses extreme editorial license).
"I have become an Obama guru," he boasts. "I wrote that he is lying to the public. Does that make him a bad man? No. He's a nice man. But I would no more want Obama in the White House than I would want him in the cockpit of an airplane I was in."
Martin has a knack for that kind of loaded language. But you have to be wary of attacks on Obama, especially after an anonymously authored Insight magazine article (published by the right-wing, Sung Myung Moon-owned Washington Times newspaper) accused the senator of having attended a radical Muslim school as a youth. The story was untrue, and the article proved to be a journalistic travesty rife with glaring inaccuracies.
Martin, an unorthodox Republican who is backing Rudy Giuliani for president, says the New York Times called him and asked if he authored the piece, which he didn't. But he does have a penchant for repeatedly dropping the term "Muslim" into his Obama rants.
Obama, for the record, is a Christian. His African father was an atheist, and his father's father was a Muslim. His white mother's side, hailing from Kansas, is Christian. He did his best to exemplify his coziness with Jesus during a highly publicized March 4 speech in a black church in Selma, Alabama, where he commemorated the famous marches of 42 years ago.
That speech, as it happens, provides a good test for Martin's claims against the politician. And it's a good jumping-off point for exploring Obama's complex and fascinating family history.
Martin insists that Obama lied several times in Selma. He says one big fib was the senator's claim that his father, Barack Obama Sr., left Kenya for Hawaii with the help of an iconic American political family. Here's what Obama told the church crowd:
"[T]he Kennedys decided we're going to do an airlift. We're going to go to Africa and start bringing young Africans over to this country and give them scholarships to study so they can learn what a wonderful country America is. This young man named Barack Obama got one of those tickets and came over to this country."
Martin seized on those words.
"Barack Obama Sr. came to Hawaii to study in 1959," Martin says. "That's an objective fact. When did Kennedy become president? It was 1961. It had nothing to do with the Kennedys. Nothing."
Sounds feasible, but Martin is wrong. Though Kennedy wasn't president at the time, he was a U.S. senator, and the Kennedy Foundation helped fund the students' airfare, according to congressional records and a Time magazine article from 1960.
Obama, however, overstated the Kennedy family's role. John, Bobby, and Teddy didn't "decide" to do the airlift. It was a group called the African American Students Foundation that made that decision and organized the mission. But that is hardly a political crime, so I'm scoring one here for the senator.
Martin may have a bit more of a leg to stand on, however, when he points to Obama's strange claim that he was actually born as a result of the Selma marches. Here's what Obama said about his parents' union:
"There was something stirring across the country because of what happened in Selma, Alabama, because some folks are willing to march across a bridge. So they got together, and Barack Obama Jr. was born. So don't tell me I don't have a claim on Selma, Alabama. Don't tell me I'm not coming home to Selma, Alabama."
Problem here is that the Selma marches occurred in 1965. Obama was born in 1961. So whatever was "stirring" in Honolulu probably had very little to do with the little town in Alabama.
The Chicago Tribune picked up on this discrepancy and cursorily reported it. Obama's campaign told the newspaper that the senator was referring to the entire civil rights movement, not just Selma.
So Obama was caught making a connection that wasn't quite there. You have to give Martin some points on this one, since it's clear that Obama fudged the facts to falsely impress his audience.
The political objective of the Selma speech was obvious: An almost defensive Obama was trying to build his cred with the African-American community. That support is crucial, since his most formidable opponent, Hillary Clinton, enjoys popularity with blacks, partly due to the coattails of her husband, and was also in Selma that weekend (at another church, of course).
There's a reason Obama might be trying too hard. Unlike most black Americans, his family history doesn't have roots in slavery. His grandfather, Onyango, lived in a small village in Kenya while it was under British rule. Here's how the senator tried to tie Onyango to the folks in Selma:
"You see, my grandfather was a cook to the British in Kenya. Grew up in a small village, and all his life, that's all he was a cook and a houseboy. And that's what they called him, even when he was 60 years old. They called him a houseboy. They wouldn't call him by his last name. Sound familiar?"
Martin bristles at this account.
"He makes his grandfather out to be a houseboy, but his grandfather was an extraordinary human being," Martin says. "He educated himself. He learned to read and write. He adopted Western attitudes about cleanliness. He was a major-domo, a head of the household."
Obama's grandfather is indeed an extremely interesting character and though he worked as a servant, he was much more than a "houseboy" for the British. We know this because Obama wrote about Onyango, whom he never met, in his first book, Dreams From My Father. He describes him in the first pages of the book as "a prominent farmer, an elder of the tribe, a medicine man with healing powers."
Obama conveys in the book that his grandfather embraced the British and their Western ways zealously. When white people first came into the region, Onyango disappeared for many months and came back "wearing the trousers of the white man, and the shirt of a white man, and shoes that covered his feet," Obama quotes a Kenyan relative as saying.
For this transgression, Onyango's father shunned him for the rest of his life. As British rule became more oppressive in Kenya, Onyango worked for the empire, overseeing road crews. He then moved to Nairobi, where he worked at white-owned estates as a cook and house organizer. He traveled around the world with the British during World War II. And he was paid wages that he used to buy land and cattle in his village, where he owned a sizable "compound" and was known as a man alternatively cruel and generous.
Obama writes in his book that when he heard his grandfather's story, "ugly words flashed through my mind. Uncle Tom. Collaborator. House nigger."
When he asked his African stepgrandmother about Onyango's views toward the white man, this is what she told him: "... he respected the white man for his power, for his machines and weapons, and the way he organized his life. He would say that the white man was always improving himself, whereas the African was suspicious of anything new. 'The African is thick,' he would sometimes say to me. 'For him to do anything, he needs to be beaten. '"
Yet Onyango, an almost ridiculously stern man, wasn't obsequious in the face of British power. He refused to be beaten and was said to have lost jobs because of it. "If the white man he was working for was abusive, he would tell the man to go to hell and leave to find other work," his granny told him, adding that Onyango once took the cane from a white man and beat him with it.
So Obama's grandfather's experience with the white man was a far cry from slavery. And dubbing him only as a cook and "houseboy" does seem a bit disingenuous.
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But technically, Onyango did work as a cook and servant for white people. And he was called a boy, no doubt. So was Obama lying through his teeth, as Martin believes, or was he just being politically creative?
It's the latter, of course. Obama chose small details to deliver a message while shading larger truths. If Obama were giving a speech before an upper-crust white crowd, for instance, he might tell them how Onyango was an immediate convert to Western ways and one of the richest people in his village.
It's called playing to the audience. It's what politicians do good ones, anyway. Obama is nothing if not a politician, and he comes with all the baggage that the label implies. Both he and his campaign would do well to make sure he sticks to the facts in the future, because he might cross the line in a way that will discredit him if he's not careful.
And Andy Martin will be there to report every misstep he makes and even some he doesn't.


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- Content: meat pot Ø 18 cm (approx. 2.7l) - optimal for stovetops with Ø 14.5 cm, Height: 11.9 cm - item number: 2102274919
- Pasta pot including pasta insert with boil-over protection. Wide pouring edge for drip-free pouring.
- Silargan pots are suitable for all stove types, including induction. Bottom with pulled through steel core and fast heat conduction and perfect heat storage for energy-efficient cooking.
- Material: Silargan - dishwasher safe functional ceramics. Easy to clean non-porous closed surface, oven safe, cut and scratch resistant and tasteless. Nickel-free inner and outer ceramic Silargan surface.
- Made in Germany - Premium quality, produced in-house in Germany. 30-Year warranty for the inner and outer ceramic Silargan surface with intended use. Mediterranean design with trending colours and brilliant visual appeal.
Product description
As versatile as they are popular: our deep casserole pans are ideal for cooking anything that requires plenty of liquid. And since the rim is especially high, no fat splashes over when frying meat. Pasta, potatoes and dumplings can easily be added to any dish and ample space is provided for blanching large vegetables such as cauliflower. Boiled potatoes are also easily mashed directly in the pan. The scale on the inside of the pans facilitates the measuring of liquids. Stay-cool handles, a steam vent in the lid and a wide pouring rim make handling even easier. The deep casserole pans have a TransTherm® universal base for even heat distribution and long-lasting heat retention. They are available in various sizes ranging from 12 to 24 centimetres in diameter for single-person to family households. Practical: the deep casserole pans feature in all WMF pan sets.
The high-quality Silit Vitaliano cookware in the trendy colours Vanilla, Rosso and Nero is not only extremely attractive, but also extremely convenient – appealing to more than just lovers of Italian cuisine. Whether you're preparing a small meal or several courses, the Vitaliano family has the right pan for every occasion. For example, the saucepan can be used for simmering a fresh tomato sauce, while gently cooking fish and vegetables in the steamer. The braising pan can be used to rustle up a gourmet meat dish, while ensuring pasta never boils over in the pasta pot with insert. And thanks to the see-through lid made of heat-resistant glass, you can keep an eye on what's cooking at any time. The hollow handles are ovenproof and the wide pouring rim facilitates pouring and draining. The series with the non-porous closed Silargan surface also includes a deep and shallow casserole pan and a stewpot in various sizes as well as a stockpot (8.5 litre). All items can be cleaned in the dishwasher and Silit gives a 30-year guarantee on the inner and outer ceramic Silargan surface if the product is used as intended**. ** The 30-year guarantee is for the inner and outer ceramic Silargan surface of the cookware. The guarantee only applies if the product is used as intended. Further details about the scope of the guarantee and proper use can be found in the instructions for use enclosed with the products.
|Size sets
|Scope of delivery
|glass lid
|Product properties
|Wide pouring rim for drip-free pouring., Stainless steel handle
|Made in Germany
|Stove type
|suitable for glass-ceramic, gas, electric and induction stoves
|Temperature resistance
|Heat resistant up to
|Heat resistant up to 250°C without lid or 180°C with lid
|Lid Type
|Glass lid
|Height (cm)
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|Vitaliano Rosso
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|Teams Design


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Publications Tagged: defense containment
- Added September 01, 2001
- Toward a Strategy of Positive Ends. Authored by Dr. Antulio J. Echevarria, II, Brigadier General (Ret.) Huba Wass de Czege.
- Brigadier General (Retired) Huba Wass de Czege and Lieutenant Colonel Antulio J. Echevarria II make a case for a strategy aimed at achieving positive, rather than neutral or negative, ends. They first discuss the dynamic conditions of the new strategic environment, then explore the options the United States has available for dealing with those conditions. The options include (1) preventive defense, (2) neo-isolationism, and (3) a strategy that pursues positive ends.


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The First Trip of a Lifetime...
de Bryan Wienand
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With his new bestseller "The First Trip of a Lifetime" quickly rising the charts, Bryan Wienand is widely regarded as an up and coming talent in the comedic-travel-drivel genre. With his illiterate, in your face, fast-paced-but-sometimes-boring, over-detailed, living-in-the-moment style, you'll feel as if you're on the trip of a lifetime with Doug Wienand himself - the world's most interesting man. Taste the salt sea air on a marlin expedition in the Bay of Islands, feel the terror of jumping off of a bridge with a Swedish supermodel, and careen recklessly between canyon walls at 60 miles an hour on a jet boat skidding on six inches of water. "The First Trip of a Lifetime" will have you crying until you laugh, as the boys are left stranded without a rental car in Nelson, and laughing until you cry, as Doug explodes a packet of ketchup in Bryan's face on an early morning breakfast in Franz Josef. So sit back, relax, and let these idiots take you on "The First Trip of a Lifetime"


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My name is Scott Frost and I am running for the 2 year term of City Council Person. I am a long term resident of Monticello, having been born here. I lived in Kirtland New Mexico for several years in the 1980's. In the early 90's my wife Roxann, two kids and I moved back to Monticello. I am a partner in Blue Mountain Meats inc. located in Monticello. We have a successful business that brings money from outside the area into Monticello.
I have been involved in the City for several years as a member of the Planning Commission. Last year I was appointed to the City Council to fill a vacancy. I have been involved with the Monticello Chamber of Commerce for a few years which I have enjoyed. I see the importance of communication and cooperation between the City Council, City Committees, Citizens and the Business Community in all aspects of City Business.
My campaign promise is that I will do my best to make decisions that will be in alignment with the Character of our community.
I have interest and concern for the long term financial Health of Monticello Coupled with a desire to improve our business environment.
We have financial issues that will need to be dealt with; Sales Taxes are lower than anticipated. This and other issues that may arise can be dealt with and our community will survive and be stronger because of it.
We have many dedicated and experienced Employees in the City that need to be commended for their desire to improve our Community. Do not underestimate their contribution to the well being of Monticello.
I would appreciate your vote on the ballot Tuesday, November 3.


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2016 Nissan Maxima Nismo will make a surprise to market automotive world in the mid-size sedan segment. Nissan Maxima will offer the latest designs are more luxurious, sporty and futuristic. The all New Nissan Maxima is rumored to be merging with the best kit called Nismo. Nissan is one of the best known car manufacturers by the people throughout the world. Nissan Maxima latest generation will hopefully satisfy fans. We will discuss specs and change of the 2016 Nissan Maxima as the full-size sedan car mod.
2016 Nissan Maxima Nismo Specs Design
2016 Nissan Maxima car one sedan mid-size is awaited by many people about the look of the exterior. The all New Nissan Maxima has undergone design changes that are more sporty and futuristic. The exterior design of the 2016 Nissan Maxima will undergo revision in the front bumper that is designed with new, more sporty and complete with LED light. To the rear of a Nissan Maxima will use lights with a more modern form. 2016 Nissan Maxima 2016 interior is rumored to be offering an elegant and classy design. Nissan Maxima latest will add some sporty touch. This is not only for a seat, some touch of sporty looks will also be given to the control panel and the wheel of this car. Nissan Maxima latest edition will increase the value of leisure and entertainment in the cabin.
2016 Nissan Maxima Nismo Engine
2016 Nissan Maxima will come is rumored to be merging performance kit Nismo. Nissan Maxima will offer the latest performance of the engine is impressive. The all new Nissan Maxima is rumored to be using the 3.5-liter V6 engine that will generate power for up to 325 horsepower and torque £ 298-ft. New Nissan Maxima with this engine can accelerate from zero to 60 mph in less than 6 seconds or 5.5 seconds!
2016 Nissan Maxima Nismo Release Date and Price
2016 Nissan Maxima is a full-size sedan car mod which has a sporty and luxurious design. Nissan Maxima latest edition will offer an impressive engine performance. Nissan has yet to provide official information about the release date of 2016 Nissan Maxima. But the New Nissan Maxima is expected to be released early next year. As for the 2016 Nissan Maxima pricing information is expected to be sold for about $ 41,000.


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August September and October were distinguished by very low water conditions with little water entering the lake and days of bright sunshine. However, there were days when the fish fed well.
Rhys Williams (fishing with gillie John Davies) took 4 brownies from Whitgates.
Tom Chambrrian had two good days 23+ brownies and 19 brownies plus 2 rainbows caught on Claret Bumble and Mallard and Claret at Whitegates.
Mr Edwards (fishing with gillie John Davies) caught 5 brownies up to 1.5 lbs on a black and green lure and a sink-tip.
Messrs Jones caught 23 brownies and 11 rainbows from Whitegates on Olive Dabbler, Gold Pennel and dry Daddys. R Hillier and R Sumsion had 15 brownies and 1 rainbow on floating black Hoppers from the Boathouse end.
Paul Makin had 4 brownies and 8 rainbows to 3.0 lbs on Missionaries, Sweeny Todds and Peter Ross on a medium sinking line from Whitegates.
Brian Owen and Hyada Steele (fishing with gillie John Davies) – 7 brownies to 3 lbs and 4 rainbows taken on Cats Whiskers, Muddlers and Black and Green lures on sinking lines from the Boathouse end.
Neal and Carol Moss took 7 brownies to 1.0 lbs and 1 rainbow at 2.25 lbs taken on mini-Muddler, Gold Butcher and GRHE using an intermediate lines from the Boathouse end.
Most productive flies were Claret Bumble, Connemara Black, Bibio, Green and Black lure, Montana and GRHE.


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Monday is March 14th. Make that 3/14 or perhaps 3.14.
And so it is National Pi Day. You geeks and math nerds out there — who either are or soon will be running the world and our lives — already knew that.
So go ahead, celebrate it by carrying it to the 25th decimal point. Find the circumference of a circle. Or celebrate Pi with a pie of your choosing.
And remember: Pie are round; cornbread are square.
Alas, there are rumblings that Pi might have met its match. Some number nerds are pushing "tau," which is Pi multiplied by two, says CNN.
Why, you ask. CNN quotes an anti-Pi rebel that "circles are most naturally defined by their radius. Tau would be the ratio of the circumference to radius of the circle, while pi is circumference to diameter."
For some, this is half-Tau day. Still hope we can have coconut cream on June 28th.


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06/20/12 – Brussel SproutsJune 20th, 2012 |
Buy This Artwork!
This was a from a story from my childhood, I'm not sure if it was myself or one of my siblings who dropped peas through the hole in the floor, or maybe it was my dad's story. Hm. I'll have to ask.
Anyhow, a vase seemed more convenient, and since it's such an absurd prop, I enjoyed bringing it out whenever I had a decent idea for it.
I have no strong feelings, myself, about brussel sprouts, all I know is my brother once tried to see how many he could fit into his mouth at once. Ah, the days.


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The Heritage House
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Perfect for the days leading up to Easter and beyond, this fun activity and devotional book will keep kids entertained for hours.
Activities include word finds, mazes, coloring pages, sketch starters, break-the-code puzzles, dots and boxes, spot the difference games, and more. Best of all, kids will find devotions written especially for them, and encouraging Scriptures to think about during the day.
Have fun and be filled with joy as you spend time in this exciting activity book for kids
Special Features:
- Encouraging Scriptures and heartfelt devotions
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- Publisher: Broadstreet Publishing
- Release Date: March 5, 2019
- Pages: 96
- Language: English
- Binding: Paperback
- Height: 0.40 inches
- Width: 5.50 inches
- Length: 8.40 inches
- Weight: 0.35 pounds