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Ask an Expert is a free question-and-answer service about breast cancer and breast health that is available on weekends. If you'd like to ask a question or comment, please visit us again on Saturday or Sunday. In the meantime, please search the existing topics using the search tool at the top of the page. It's quite possible that one of our many existing topics already addresses your question.
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A young elephant, whose oversized ears enable him to fly, helps save a struggling circus, but when the circus plans a new venture, Dumbo and his friends discover dark secrets beneath its shiny veneer.
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Teen Idols
Teen idols still make us swoon.
Peter Noone and the band Herman's Hermits perform at the Diamond Jo Casino during the Grandstand Under the Stars concert Friday night, Aug. 29, 2003 in Dubuque, Iowa.
Entertainer David Cassidy, star of the theatrical show, "EFX," sings during the show's 1000th performance, July 22, 1997, at the MGM Grand in Las Vegas.
Pop singer David Cassidy performs at Madison Square Garden in New York City, March 11, 1972.
This 1972 file photo shows singer and teen idol David Cassidy.
In this Oct. 28, 2000, file photo, singer Bobby Rydell before a dinner given by the National Italian American Federation in Washington.
Singer Bobby Rydell from Philadelphia, Pa., is shown aboard a luxury liner in New York City after arrival from Europe, March 12, 1962.
Ann-Margret, right, and Bobby Rydell dance during a scene from "Bye Bye Birdie" on the movie set in Hollywood, Ca., Sept. 14, 1962. It is the first film for actor-singer Bobby, 20, and the second for actress Ann-Margret, 21.
Members of the pop group The Monkees pose in front of a telephone booth in London January 10, 1997, following a press conference at the Hard Rock Cafe where they announced plans for all four members of the group to begin touring for the first time in 30 years. From left to right are Mickey Dolenz, Davy Jones, Mike Nesmith and Peter Tork.
This 1966 photo shows The Monkees, singing group. Shown from left, are, Davy Jones, Peter Tork, Micky Dolenz and Mike Nesmith. Jones died Wednesday Feb. 29, 2012, in Florida. He was 66. Jones rose to fame in 1965 when he joined The Monkees, a British popular rock group formed for a television show. Jones sang lead vocals on songs like "I Wanna Be Free" and "Daydream Believer."
Pop musical group, "The Monkees" are shown in this Oct. 20, 1966, photo. At top are: Peter Tork, right, and Mickey Dolenz. At bottom are: David Jones, left, and Mike Nesmith.
English pop group Hermans Hermits, pose in 1965. The band members from left are: Peter Noone, Barry Whitwam, Derek "Lek" Leckenby, Karl Green and Keith Hopwood.
Teen Idols David Cassidy, Peter Noone and Micky Dolenz join forces for a Teen Idols tour, stopping at NYCB Theatre at Westbury on March 22, 2013.
Peter Noone of Herman's Hermits, British pop singing group, poses in 1965.
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2019 Fiat Spider Release Date
Research the 2019 Fiat Spider Sedan with our expert reviews and ratings. Detailed features and specs for the 2019 Fiat Spider including fuel economy, transmission, warranty, engine type, cylinders, drivetrain and more.
Select up to 3 trims below to compare some key specs and options for the 2019 Fiat Spider.
The 2019 Fiat Spider leads the midsize sedan class with 35,264 units sold and has a healthy lead in year-to-date volume at 90,767. 2019 Fiat Spider Sedan specs (horsepower, torque, engine size, wheelbase), MPG and pricing. The latest pricing and specifications for the 2019 Fiat Spider. Prices range from $27690 to $44090. Read our most comprehensive review of the 2019 Fiat Spider standard features, trim levels, and available options.
The 2019 Fiat Spider remains among the most competitive mid-size sedans, with a sleeker design, higher fuel economy, and carefully calibrated features and options for every buyer.
The new 2019 Fiat Spider improves on last year's model in styling, safety, features, and fuel economy, but it's only average in performance, despite a new chassis. The 2019 Fiat Spider has sportier and arguably more upscale looks. Front and rear occupants sit an inch or more lower, and the 2019 Fiat Spider is an inch lower and slightly longer and wider too.


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Sam's Club carries patio seating sets that are perfect for entertaining and conversation that range from four to seven pieces and are made from a variety of materials, all perfect for outdoors. In general, four piece sets consist of a loveseat, two chairs and a table while the larger sets include ottomans as well. The patio sets also are available in a variety of styles and are made of aluminum or all-weather wicker. In addition, most sets offer a choice of colors for the cushions. Because of this, you will be able to find the perfect set for your taste and budget.
Patio sets for dining are also available at Sam's Club at great prices. These sets range from five to ten pieces which is based on the number of chairs and whether or not the set includes a weighted umbrella base. Also, some sets include cushions made from weather-proof fabric, though umbrellas are sold separately. There is also a big selection of sizes for the patio dining sets at Sam's club so you can seat anywhere from four to eight people depending on your needs. The sets are available in many styles and are made of powder coated aluminum, all-weather wicker or teak wood. For those with smaller yards, patios or balconies, the patio bistro sets at Sam's Club offer the perfect solution. These small tables with two chairs are just what you need for an intimate dinner for two on warm summer evenings or a leisurely cup of coffee on Sunday mornings.
There is no better way to enjoy the outdoors this summer than with the beautiful patio furniture from Sam's Club. Whether you are looking for a patio seating set, a dining set, a bistro set or even all three, Sam's Club has great prices and selection so you are sure to find the perfect patio sets for your home.


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By Brent Schanding
Landmark News Service
Arson hasnt been ruled out in a Sunday night blaze that destroyed the former Sulphur High School on Ky. 157.
Smoke and flames billowed from the abandoned hilltop structure and could be seen for miles away, according to reports from fire officials and witnesses. Only the building's brick facade remains. At least 20 firefighters from four fire departments responded to the fire that took nearly three hours to squelch.
If you currently subscribe or have subscribed in the past to the Henry County Local, then simply find your account number on your mailing label and enter it below.
Click the question mark below to see where your account ID appears on your mailing label.
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Interact! PASS Classic is a group of show kits on a variety of astronomy subjects for school children. Each kit contains activities before, during, and after sessions in the planetarium. The activities utilize the planetarium's classical planetarium controls, and some multimedia imagery. Each subject is taught using an integrated combination of the planetarium system and hands-on items.
Interact! PASS Classic planetarium programs are based on the time-tested Planetarium Activities for Student Success (PASS) modules developed by planetarium staff at Lawrence Hall of Science, University of California. They bring audience-participation-style learning of basic astronomy to both digital and traditional planetariums. Each module includes in electronic form everything you need before, during, and after time in the dome: narration/script (PDF), still images, movies, animations, music, and pre/post classroom activities related to the teaching concepts.
Interact! PASS Classic comes on DVD discs and consists of PDF documentation, images, and some sound and video clips. The main focus of the show utilizes the classic planetarium controls. For planetariums without digital fulldome, some work will be required to format the imagery to your theater system. Digital fulldome systems will also require some formatting to bring up the graphics, but since they are already in electronic format there are less steps. Sky-Skan is also releasing Interact! for Definiti, which will be formatted for DigitalSky software running Definiti theaters. To visit the Definiti version, click here.
We're pleased to offer one of the show kits from DVD Disc 1 for FREE. Moons of the Solar System is available as a PDF: Click here to download the PDF. For the full show kit, including all multimedia files, contact Sky-Skan sales and we can send you a DVD or download link. There's no obligation to buy, and you are free to use the show for public performance (subject to standard terms and conditions).
Getting Interact! PASS Classic is easy. There are three DVDs, each with several shows. If you want to purchase just one DVD, the price is $150USD. For all three discs, the price is $300USD. Delivery includes the DVDs which have electronic PDF documentation and multimedia files. Each show requires your own materials to assemble hands-on teaching tools. In addition, you will need to format the show files for your theater system.
To order Interact! PASS Classic, contact Sky-Skan.
Perhaps our most powerful tool in capturing our students' imaginations is the planetarium. For at least a small part of their school day, our students can journey to the countryside and pick out familiar constellations against an inky black sky, or travel to Mars or a planet circling a red sun.
But the very power of the planetarium to whisk students through space and time poses a dilemma: How do we balance education with entertainment? Debate about where the balance point should be has been going on since the first planetarium program. Some school shows have been criticized as being too dull (all education) while others have been accused of flashy programs with no substance (light shows that are all entertainment).
This workshop has been developed by the authors and their many collaborators as a tool for enhancing planetarium education and entertainment for any audience and any occasion. Over the past several years we have found strategies for making science content more entertaining and simultaneously more meaningful. These strategies include techniques for selecting and arranging content and for actively involving the students in the planetarium program.
The Planetarium Educator's Workshop Guide is intended to be used by any group of educators who want to get together to experiment with new techniques for presenting astronomy and space science to students. This group of educators may be the staff of a school district that has a permanent or portable planetarium, or attendees at a teachers' conference or science institute. While an individual teacher may find the Guide useful, it is designed to be most effective (and most enjoyable) for a group of people who are willing to spend a few hours sharing ideas and challenging each other's assumptions. Tips for presenting a workshop are found on pages 81-88.
The goals of the workshop program are to enable you to:
While the authors of this workshop guide are enthusiastic about active ("participatory") learning in the planetarium, our purpose is not to prescribe any one technique for developing planetarium programs, nor to criticize poor techniques. Rather, the workshop modules present a variety of perspectives for viewing what occurs in a planetarium, and a number of specific, useful strategies for creating programs.
Constellations Tonight was designed for public audiences and for school children in grades four and above. With simpler star maps and other slight modifications, it could be presented to somewhat younger audiences as well.
The program begins by inviting the students to locate a familiar constellation, the Big Dipper. Then, a brief discussion brings out the many possible functions of constellations for the people who invented them. An optional activity for younger school groups helps the children understand the origin of constellation figures by creating their own.
The major activity teaches the students how to use a star map for finding specific constellations in the planetarium sky. Students then take turns pointing out their constellations to the entire audience. As each constellation is identified, the instructor may project artists' conceptions of the constellation outlines, tell a short version of the relevant star myth, and/or show telescope views of star clusters, nebulae, or galaxies that can be found in the constellation.
A student who uses the star map under the true night sky might wonder, "How come the brightest star in that constellation is not on my map?" It's probably a planet. Since planets move around, they cannot be assigned to the same season each year. Check astronomical data in a current issue of Astronomy or Sky and Telescope magazine for current planet positions. Planetary motion is covered in more detail in Disc 1, Red Planet Mars.
Red Planet Mars was designed for public audiences and school children in grades four and above. With some adaptation, it could be presented to slightly younger groups as well.
The purpose of the program is not to tell the students all about Mars, but to enable them to make their own discoveries about the red planet. Through a series of activities, the students gain an understanding of planets and how astronomers investigate them.
In the first activity, students identify Mars as the ancient Greek astronomers did, by observing its motion from night to night as it wanders among the "fixed" stars. Next, slides are used to show how Mars looks through a telescope. A special effect or movie simulates the changing, distorted view caused by the Earth's atmosphere, students are invited to sketch a map of Mars. Discussion of their own maps provides a jumping-off point for the instructor to introduce the Great Canal Debate, which astronomers waged during the first half of the twentieth century.
The science of "exobiology," still very much alive today, provides the rationale for the next activity: inventing a creature which might have evolved on a Mars-like planet. The program concludes with the modern space scientists' view of Mars, images captured by recent NASA missions to Mars, and a look towards the future exploration of Mars by spacecraft and by humans.
Moons of the Solar System was designed for public audiences and for school children in grades one and above. Presentations for younger age children (grades 1-3) require simplification as noted in the script.
The program begins by students observing how the Moon changes position and apparent shape during a two week time period. To better understand their observations, each student models the Earth-Moon-Sun system with a light in the center of the planetarium representing the Sun, a hand held ball as the Moon, and the student's own head as the Earth. This is the best way we have found for anyone (including adults) to understand why the Moon goes through phases. The model is also used to explain lunar and solar eclipses.
In the next activity, students observe the moons of Jupiter. Classes of children in grades 4 and up will be able to plot the Galilean moons' positions on a data chart. Younger groups will watch the moons' positions change from night to night and draw conclusions from those observations without attempting to record them.
The last part of the program is a tour of the solar system to see the moons of each planet through the eyes of spacecraft that have visited those planets. Viking and Voyager images are featured.
Colors From Space was designed for public audiences and for school children in grades three and above. Presentations for younger age children (grades 1-2) are possible with some simplification.
The program begins by students observing and pointing out stars of different colors. They then see a demonstration of how the color of a star is related to its temperature. The class pretends to go to a planet orbiting a red star and observes how the colors of objects appear different, depending upon what color of light is shining on them.
Next the students use light filters to discover how different color filters can allow astronomers to see particular details in astronomical objects. Then, they use diffraction gratings to analyze the colors that comprise light and determine what stars are made of by examining emission spectra. Finally, the students find out some of the ways that astronomers detect invisible colors of light that are beyond the ordinary visible rainbow colors of light.
Journey to the Moon was designed to inspire children to learn by letting them know what it would be like to travel to the moon.
In Watching The Moon's Phases, children observe a cycle of Moon phases and learn the names, but do not delve into anything about why there are phases. They enjoy a brief Moon Story, and then discuss How Do We Get There? In that discussion, the question "What would we need to take with us?" comes up, and the need for space suits and air tanks becomes apparent. In preparation for a make-believe trip to the Moon, children don vests that are make-pretend space suits with air tanks on them. They see movies of real astronauts putting on space suits. Also needed is a rocket: the giant Saturn V rocket with its Command Module.
Children Blast Off! in a pretend launch, "experience" weightlessness, and look at Earth from space. The pretend 3-day excursion to the Moon is accomplished by the children marching in line out of the planetarium and making one orbit of the planetarium before re-entering. An adult leader leads the group, while the presenter changes the "set" in the planetarium to make it into a make-pretend Moon landscape. This is done mainly by illuminating the planetarium with UV or unusual colored lights, and scattering some fake moon rocks (foam rocks) around the floor. For a small planetarium, white sheets can be put over the seats to make the appearance of lunar landscape complete. When the children re-enter the planetarium-as-the-Moon, they see video of what the Moon is like, astronauts hopping around, and collecting rocks. The children also hop around and collect the Moon rocks on the floor. They see a movie of the Lunar Rover and then prepare for their liftoff in the Ascent Module (movie) and return safely to Earth.
The beauty and majesty of the universe can bring awe even to the most hardened of hearts. The night sky holds a special magic over us. It tempts us and humbles us. Through the years, the study of the night sky has yielded answers to mysteries as old as humanity itself. Yet, the universe still contains many more mysteries, perhaps as numerous as the stars in the sky, beckoning to be solved.
The ability to recreate the wonders and mysteries of the universe through a planetarium, offers you, the teacher, a powerful tool for enriching the lives of your students. Students are fascinated by the subject of astronomy and the workings of the planetarium. However, there is an important caution to consider in using such a facility. The planetarium is a tool in the educational process; it is not a teaching machine, nor a toy. It is a tool that in the hands of a skilled educator can open young minds (as well as minds of all ages) to explore the cosmos and comprehend some of its complexities, but to do this it must be used properly.
Like many tools, through time and experience, better ways of using it and improving the end result have emerged. The "Participatory Oriented Planetarium" technique (POP) is one that has been shown to be an effective method for using a small planetarium, especially in a school setting. This philosophy of planetarium programming emerged in the 1970s as an alternative to the "Star Show" (a special-effect spectacular). In a POP program, a live presenter (a teacher) asks questions to provoke two-way interaction with the audience, and hands-on activities involve the participants in learning about the subject matter of the show through their own actions. The attraction of a POP program is not what the students see and hear, but rather what they do and say. To give you a better understanding of this technique, and also a historical overview of its development, you will find an excellent article by Alan Friedman, following this introduction. This article was first published in 1975 and clearly explains the rationale for the POP technique, as well as listing many wonderful activities for such programs.
Constructing an effective planetarium experience requires a careful analysis of the content, the background of the selected audience, and the possible activities that could communicate the topic to the audience. This guide is designed to present you with a few of the methods that have been used successfully by other instructors to integrate these three components into effective planetarium programs. As you review these lessons, you may wish to adopt or adapt some of these ideas for your own programs, or use them as a springboard for inventing your own planetarium activities. Finally, the use of a planetarium, like the use of any classroom, depends on the background and creativity of the teacher in charge. This set of activities should not be viewed as the only valid uses for a planetarium, but rather as a starting point. Included on these pages are a few sturdy seeds from which to begin planning planetarium usage for your own curriculum and student needs. The planetarium is a remarkable, seemingly magical tool for teaching. The magic, however, isn't in the machine but in the person using it. Good Luck!
As with people everywhere in the world, Native Americans look at the sky above and observe the Sun, Moon, stars and planets. In many places in the Americas, the original astronomical knowledge of the sky has been preserved and passed on to Native Americans who are alive today. In other places, Native American astronomy has been rediscovered through the efforts of archaeologists, ethnologists, astronomers, and others. Altogether, Native American astronomy presents to us today a vision of living in harmony with the cycles of the Earth, Sun, Moon, stars and planets.
In all of the Native American astronomies included in this program, there is a common theme: horizon astronomy. Watching for the rising and setting of astronomical objects allows us to track time, keep calendars, follow the seasons, and better understand our place in the cycles of the cosmos.
You will notice that the words Sun, Moon, and Earth are always capitalized. In most text materials you will sometimes find these words capitalized and sometimes not. Our decision to capitalize here is for the special reason that Grandfather Sun, Grandmother Moon, and Mother Earth are never viewed as objects by Native Americans. They are as important as our brothers, sisters, and cousins, and not simply large objects floating in space. This is consistent with what all of our Native American consultants have taught us—that although there are large cultural differences among different Native American peoples, they all share certain important convictions about the relationship between humankind and the natural environment.
Astronomy of the Americas explores the astronomical concepts of five cultures:
Stonehenge, a prehistoric stone monument in southern England, is one of the best known structures in the world. Its strangely beautiful shapes, rough symmetry, and above all its mystery have made it an attraction and fascination for centuries. Articles, pamphlets, scholarly books, and novels have been written about it. Its silhouette has appeared on the covers of travel guides, rock music albums, freshman astronomy textbooks, and religious tracts.
Interest in Stonehenge among scholars intensified dramatically in the past three decades as archaeologists have made major strides in learning about the neolithic (new stone age) and bronze age people who lived in England at the time Stonehenge was built. The public became entranced by the ideas of Gerald Hawkins, a young astronomer, who boasted in 1963 that he had "decoded" Stonehenge, and that it was an astronomical observatory and eclipse predictor. The debate over the more speculative of Hawkins' claims has still not ended, but his basic ideas have convinced most scholars that astronomy did indeed play a more important role in the design of Stonehenge than had been suspected. The excitement also helped to stimulate a whole generation of investigators who are studying the new science of "archaeoastronomy," and who have learned much about the importance of astronomy to ancient peoples around the world.
This planetarium program seeks to take advantage of the continuing fascination with Stonehenge, and the dramatic story of Hawkins' hypothesis, to communicate to students important aspects of how science works. New ideas about Stonehenge were invented, explored, refined, and tested at other ancient structures around the world. Some of these sites, particularly in the Americas, turned out to have astronomical alignments far more accurate and indisputable than does Stonehenge itself.
Thus the Stonehenge story is an excellent example of the human drama of science, with all its inspiration, mistakes, controversy, and, in the end, immense satisfaction in having glimpsed a little more of how the universe works.
Aurora borealis (northern lights) and aurora australis (southern lights) are beautiful displays of moving luminous colored patterns in the night sky, especially in far northerly or southerly latitudes.
To set the stage for observing northern lights, we first look at "Seasons & Sunsets Above the Arctic Circle" to find out at what latitudes and at what times of year aurora are most likely to be seen. This section of the program is highly useful in teaching students about characteristics of seasons and the amazing phenomenon of "midnight sun" which occurs at extreme north and south latitudes.
In the original version of this program, for a visual experience of aurora, Franck Pettersen supplied an excellent set of slides of an auroral substorm that he photographed in Norway. His taped narration describing the storm with the aurora slide sequence transports the audience to Norway for a few minutes of effective aurora "theater." Subsequently, when the University of Alaska produced superb aurora motion pictures, we found that Frank's narration could be set to some of that footage for an even more effective aurora experience for the audience. Franck's slides are still available for planetariums not equipped with video projection.
The "Scientific Explanation" of the program has changed much in recent years owing to revealing results from the spacecraft missions of NASA's Sun-Earth Connection Program, whose generous support has enabled the publication of this PASS Volume. The old model for the causes of aurorae envisioned solar wind particles streaming through the Earth's magnetic field and crashing directly into the Earth's atmosphere. In newer models, charged particles interact with the Earth's magnetosphere which acts as a sort of electromagnetic dynamo that accelerates the particles along magnetic field lines into the Earth's polar regions. Where the charged particles originate is an active research question now. Described in this section of the show are the Fast Auroral SnapshoT (FAST) satellite, the Polar satellite, and most recently, the Imager for Magnetopause-to-Aurora Global Exploration (IMAGE) spacecraft project is in progress and we look forward to even more interesting and valuable results from that mission.
Flying High was designed to inspire students to learn by letting them know what it would be like to travel to into space.
First, outside the planetarium, they observe a discrepant event: they look at two human figures (dolls) that they do not know are really the same size. While one is positioned far away from them, children are challenged to guess which figure is larger, the nearer one or the farther one. They invariably guess the farther one is smaller because it looks smaller. Then the two figures are brought together and seen to match size. This sets the stage for seeing how the sizes of things in the sky might be difficult to know.
Inside the planetarium, children observe the Sun go across the sky in a day with time sped up. They imagine what they might be doing at different times of day. When night falls, they learn to identify the Big Dipper.
The rest of the program is spent seeing and discussing what it would be like to actually fly into space on a space ship. Movies of the space shuttle are used for illustration and to spark questions.
Many students of astronomy have been inspired by the film Powers of Ten by Charles and Ray Eames. If you have not seen this film, we highly recommend that you see it and show it to your classes. It is used in this planetarium program as a lead-in to the question "How big is the universe?" But in watching the film, many distances to objects are given as fact and we can't help but ask, "How do you really know how far away that thing is, especially when the distance claimed is so outrageously large?"
This program answers the question, "How do we measure the distances to extremely distant things?"
Before tackling the formidable question of how big the universe is, we start by considering how big some smaller things are. It is often very difficult to tell how large something is without some object of known size as a reference. In the beginning of this planetarium show, students view objects ranging from microscopic to cosmic scales, and try to guess what they are looking at.
After viewing the mind-blowing journey to the outer reaches of the universe in Powers of Ten, students learn the real methods by which the distances in the film were determined: radar ranging, parallax measurements, behavior of Cepheid variable stars, and comparing apparent brightnesses of objects that are the same absolute brightness.
The program includes a model for how parallax angle is used to measure the distances to stars. An optional section for older students allows you to extend the model by having your students actually measure the distance to the model "star."
There is some mention, at the end of the program, of the red-shift of galaxies, the expansion of the universe and the age of the universe. But to really understand those concepts requires more time than a simple 50-minute program. There are classroom activities that explore the subject more thoroughly.
This program encourages students to view the Sun in a variety of ways. It has a symmetry starting out with direct Earth-based observation, then with observations through telescopes and spacecraft instruments, and finally back to Earth-based views again. This is also the first PASS program to have an extensive audio narration version of the script. Although we still strongly encourage live presentation of the entire program, with audience activities, we realize that some planetariums like to have pre-recorded programs and a number of facilities prefer to have hybrid shows: part pre-recorded and part live. For this reason, we have made the program as modular as possible, each section of the program having a recorded narration with visuals, so that your planetarium can create a custom program from the some or all of the different modules. We give here a brief overview of the sections of the show (modules).
The program starts with beautiful views of the optical effects of sunlight in Earth's atmosphere (rainbows, halos, sun dogs). There is no explanation for cause of these phenomena given, only the names. In the reference section, To Learn More About the Sun, there are resources given that have more about sunlight-atmosphere effects and their causes. For the program, these images are simply an artful, visually pleasing way to "get in the mood" for a show about the Sun.
This section focuses on views of the Sun for Earth, without instruments, and how the apparent paths of movement of the Sun change from season to season. Activity: The audience keeps track of where along the eastern horizon it rises, how high it gets in the sky at noon, and where along the western horizon it sets at different times of year. We realize that there are other PASS planetarium programs that have a similar audience activity, but this one is different in that it entails a very fast time machine effect to see movements rapidly. Also, the audience measures how high the Sun gets at noon, which is not done in any other PASS program. The section concludes with a diagram that summarizes the findings, showing a winter path with sunrise in southeast, a "low noon" position, and sunset in southwest; a summer path with sunrise in northeast, a "high noon" position, and sunset in northwest; and an equinox path midway between the summer and winter paths.
In this section, we jump from sketches of the Sun by Galileo to the view of the Sun from from the vicinity of Pluto—an artist's conception from the New Horizons mission and an actual image from Voyager. The audience then sees spectacular TRACE and SOHO spacecraft images of the Sun.
The audience sees sunspots and learns that the numbers of sunspots can vary in cyclical patterns.
Activity: Students use time-lapse movie sequences of magnetogram images of the Sun to measure its rotation rate. By tracking sunspot clusters at different latitudes on the Sun and noticing that the rotation rates are not all the same, students can conclude that the Sun is not a solid body, but giant spinning ball of gas.
Students either watch and/or use models of Earth and Sun with magnets embedded to create magnetic fields. Magnets in the Sun models are arranged in sunspot pairs. Students see how the Earth's magnetism affects space around Earth using (a) a simple magnetic field detector consisting of a specially-bent piece of paper clip loosely fastened to the eraser end of a pencil with a push pin, and (b) tiny washers that act as magnetic field indicators. They see the difference between the structure of the magnetic field around the Earth (magnetic dipole) and the magnetic field of the Sun (loops associated with sunspot clusters).
The program concludes with some discussion of solar storms, coronal mass ejections (CMEs), and then a return to Earth views of sunlight-atmosphere phenomena.
Depending on demands of school districts in your area, state science education standards, and target age/grade audience, you can select a subset of show sections to create a custom show. Also, if you have a larger size planetarium (more than a 30-foot(10m) dome), you may elect to either not do the hands-on activity about magnetic fields, or do it as a pre- or post-activity in classroom space if that is available in proximity to the planetarium. In either case, you can still use the narrated video for the section that illustrates the field models.
When asked "Who 'discovered' America?" many students answer, "Columbus, of course!" Others say no—that the "Indians" were here first. Who is right? Are there other groups of people that might also claim to be "discoverers" of the Americas? A complete answer to the question, "Who 'Discovered' America?" depends partly on our understanding of history and archaeology, and partly on the meaning of the word "discover". Does it mean the first time a person finds or explores something? Must a discoverer recognize the significance of the discovery? What if other people have discovered it before? Can there be more than one "discoverer" of America? These are questions that we want students to consider in this planetarium program.
The program encourages students to come aboard for a fascinating journey into the past. While on this journey, they will enjoy finding answers to the questions:
We hope to leave the students with a richer understanding of: ocean voyaging and navigation, the social and economic state of the world in 1492, a broader perspective on the exploration and settlement of the American continents, and a deeper understanding of what it means to "discover" something.
"Strange Planets" is a fifty-minute planetarium program about finding extrasolar planets, focusing especially on the transit method & the Kepler Mission. It was originally designed for a sixth-grade audience.
The primary goal of this planetarium show is for the audience to understand the difficulties of finding extrasolar planets, and to understand how those difficulties are overcome by modern astronomy techniques.
The audience will consider interstellar distances and grapple with the two challenges of finding extrasolar planets—extrasolar planets are very far away, and are very dim compared to the stars they orbit.
We discuss two ways it can be done: through the spectroscopic and the transit methods.


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Rick Middleton Signed 20x29 Canvas Framed Bruins Black-V Action vs Blues
- Closing Bid: $145.00
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This canvas was personally signed by 14th overall draft pick in 1973, Rick "Nifty" Middleton. Middleton played 14 years in the NHL, two years with the Rangers, and twelve with Boston, where he made a name for himself. Middleton currently ranks #2 in career shooting percentage (19.7) among players with 400+ goals. Middleton holds multiple NHL records such as, most points in one playoff series (19) and most assists in one playoff series (14). Middleton was forced to retire after struggling with a concussion in the 1986 season. Middleton managed to complete one more full season and retired after the 1988 season. The image has been printed on to high quality art canvas and is professionally stretched and mounted on the back of a 3/4" deep wooden frame. A Frameworth hologram and certificate of authenticity are included to ensure the legitimacy of the signature. Frameworth is an official licensee of the NHL & NHLPA. Frame Size: 22x31".
Winners are Responsible for tariffs, taxes, duties and any other additional costs associated with shipping within North America.
- Pucks & Unframed 8x10 Photos - $15.00
- Jerseys & Unframed 16x20 Photos - $20.00
- Framed 8x10 Photos, Framed Pucks, Figurines, 14x28 Canvases - $25.00
- Framed 16x20 Photos, Dual 8x10 Framed or Multi-framed photos, Framed 14x28 Canvases & Framed 20x29 Canvases - $35.00
- Hockey Sticks, Framed Canvas larger than 20x29 - $40.00
- Oversized Items - $125
Additional Charges may apply for remote areas.
Frameworth also offers the option of pick-up, which can be done at our location in Toronto.
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Please allow 4 business days for a pick-up request to be processed, where a Frameworth representative will contact you to let you know your auction win is ready to be picked up. If the auction win is not picked up within 10 business days of a Frameworth rep contacting the customer, Frameworth Sports Marketing reserves the right to cancel & refund the order in full.
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Undergraduate Degrees, Majors and Concentrations
CHEM2100 - Intro To Forensic Science
Summer 2019
This course introduces the student to the forensic science profession. Forensic scientists work in a laboratory setting, where they apply the principles and techniques of scientific analysis to the study of crime scene or accident scene evidence. Course topics include techniques used for the identification and analysis of body fluids, hair, fibers, latent fingerprints, firearms, documents, and photographs. Laboratory experiments emphasize DNA analysis, chemical techniques, microscopy, and the use of spectroscopic instrumentation.
Prerequisites: CHEM1210 and CHEM1215 Co-requisite: CHEM2150
3 Credits
Schedule Book for All Active and Available Future Terms, Course starting with CHEM2100
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Undergraduate Degrees, Majors and Concentrations
ELED2000 - Integrating Instructional Tech
Summer 2019
Electronic Media for Teachers is a hands-on course for the prospective elementary teacher. It is designed to provide the knowledge and skills necessary for the selection, integration, and application of a range of electronic media production technologies and projects into the classroom to meet the diverse needs of all students and learning objectives. The convergence of television and the Internet will be emphasized with a focus on the electronic digital technologies including: digital video, audio, still photography and web-based authoring. Emphasis will be on the use of technology to learn, not just learning how to use the technology. The course will include active viewing, critical thinking and an evaluation of a diverse mix of constructed media messages and products and programs. An awareness of media literacy concepts and the legal and ethical responsibilities will also be emphasized. Topics will include: setting up, operating and troubleshooting equipment, development and integration of media products into the classroom in various content areas and, specific technology issues faced by today's teachers.
Prerequisite: INFS1020
3 Credits
Schedule Book for All Active and Available Future Terms, Course starting with ELED2000
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Editor's note: This Remember When column was originally published in the June 19, 2008, edition of The Lancaster News. Given it's relevance to how Main Street and downtown Lancaster was in its heyday, we thought our readers would enjoy reading it again.
A crowd had already gathered down on Main Street at the Corner Drug Store.
Something was going on.
Sweating men in Panama and flat-top straw hats with rolled-up shirt sleeves were huddled together.
Being a third-grader was hard enough, but with this new war, things were getting out of hand.
Our Blue Hurricane high school team members seemed to be headed for the armed forces instead of becoming college freshmen.
The president said on the radio that things would be tough before getting better.
Gosh, I just couldn't figure out why we were studying about George Washington cutting down that cherry tree when parents way off in London were busing their children to the countryside to be cared for by unknown folks.
– Editor's note: Due to reader requests, we are reprinting this Remember When column, which was originally published in the Nov. 19, 2006, edition of The Lancaster News. The story of Jim the turkey has indeed become a Thanksgiving tradition at The Lancaster News.
I don't know if it was tradition or custom, but a couple weeks before "Big Thursday" or Thanksgiving Day, me and Daddy journeyed down to Tradesville to pick up our big ole gobbler.
I made it through May, in real good shape.
Of course, I had to go over to Central School and walk around that May Pole, wrapping a strip of colored crepe paper while bunches of children from all over town stood in little huddles and sang songs nobody knew.
It might make our teachers and principals happy but it sure seemed like a waste of time to me.
Betcha if they just passed out Dixie cups of chocolate ice cream we would've had more fun.
It's always amazed me how grown-ups can mess up a good thing.
Editor's note – Remember When columnist W.B. "Bill" Evans is enjoying the Easter holiday with his family. We are reprinting this column, which was published on Easter Sunday 2011 at a reader's request, with a few updates.
On Monday, the president and first lady will send out the Secret Service to round up children in Virginia and Maryland, give them a colored basket and a free pass to wallow in the grass on the South Lawn of America's back yard for the annual White House Easter Egg Roll.
I'm telling you, when I get all grown up, things are gonna change for the better around here.
The very first thing on my short list is making sure the powers that be don't start school until summer is over. The school board folks just start and stop school when they get good and ready.
Shucks, things are just getting all organized. The grass isn't growing so fast any longer that I have to mow every week.
It's been fun sharing some of my oldtime adventures with you. We have walked hand-in-hand along the sidewalks of Lancaster, browsed the store windows along Main Street, scampered for tadpoles in the rain filled pools along the railroad tracks and relived those hot summer nights as we sweltered beneath the covers fearful of the sounds of boogers and other monsters of the night creeping on the stair steps.
From Dec. 1, 1944, to Dec. 31, 1952, my father was sheriff of Lancaster County. Times have certainly changed.
Daddy was a rather closed-mouthed individual, which worked sometimes, but caused him considerable anguish at other times.
The area media and The Lancaster News were critical because he rarely gave interviews or issued press releases on criminal cases.
Only in his later years did he confide that it was up to magistrates and judges to determine guilt and folks shouldn't be tried in the court of public opinion.
Sitting in the waiting room at the doctor's office, we were indeed waiting our turn.
I glanced up to see a ghost from my past, whom I hadn't seen since making the final arrangements for my mother and father so many years ago.
My son was oblivious to the man's presence and was engrossed in a story about the recreational upgrades for Indian Land in Wednesday's copy of The Lancaster News.
I nudged my boy and asked, "Hey, you know who that fella is?"
I have often heard it said that "change is good."
In the last 70-plus years, I have found out that some promises of change backfire.
New ain't always better.
As soon as my daughter's broken leg heals, I'm gonna ask her if the "new" leg is an improvement over the old one.
I've been keeping track of the CNN storm that fell on Lancaster.
Copyright © 2019
The Lancaster News is your source for local news, sports, events, and information in Lancaster County and Lancaster, South Carolina, and the surrounding area..


text: Listed above are Oxnard Union High, Oxnard schools. To customize your list of Oxnard Union High schools, you can start by sorting the list of schools by proficiency test score, school name or student to teacher ratio. Then you can select the grade levels that you would like to see, these include preschool, elementary, middle school and high school. Next, select the school type from the following options: charter, magnet, title I and title 1. Finally, you are able to filter your results by average proficiency score. Simply select the minimum proficiency score that you would like to see and only schools with that proficiency score or higher will appear on your list of Oxnard Union High schools.


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We can supply part# 15021282106, check the quantities shown below and then request a quote for pricing and delivery. 4 Star Electronics, Inc. is the world's leading supplier of obsolete electronic components. We are ISO 9001:2008 certified and ANSI/ESD-S20.20 certified. Our 30,000 sqft. facility houses over 150,000 line items of obsolete, allocated and discontinued electronic components. Part number 15021282106 and our other In-Stock parts ship same day when ordered by 2pm PST. We look forward to doing business with you.
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I thought with all the off season talk, I thought it would be good to have a thread to discuss salary cap information that people could refer to for information.
The thread I've linked has a list of each players annual salaries with contract lengths. There is also a link on the page to the actual 2012 cap hits for each player that shows how much we took in 2012 as a cap hit from bonuses (signing, workout, performance bonuses, etc.). That is here:
And here's a link from the same site to the list of all our player salaries. From this page, you can see total salaries and length of contract. Clicking on a players name will bring you to their page and give you their individual salary and cap hit details for each year of the contract.
I'm sure information will change and need to be updated, or people may have additional links with more information, so please post them here. Hopefully we can get this stickied so we can easily reference these links for contract and salary cap details.


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Tremendous Wallpapers allows you to download the latest collection of Cats Wallpapers. We have filtered out the best collection of top Cats Wallpapers. These free downloadable wallpapers are HD and available varying range of sizes and resolutions. Download Full Beautiful Cats HD Wallpapers absolutely free for your desktop pc, laptops,Tabs and Mobiles.
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text: Friday, July 13, 2012 New in the Literature: Hand Grip Strength Test (Am J Phys Med Rehabil. 2012 Jun 29. [Epub ahead of print]) The handgrip strength (HGS) test might be an important correlate of health in breast cancer survivors, and could be recommended as an adjuvant method of evaluation, which may help with efficiency of clinical practice, say authors of an article published online ahead of print in American Journal of Physical Medicine and Rehabilitation. In this cross-sectional study of 95 breast cancer survivors, researchers assessed outcomes for HGS; heart rate variability; pressure pain threshold of the neck, shoulder, hand, and tibia of the affected side; and fitness level (6-minute walk test, neck-shoulder mobility, vertical jump, sit-to-stand test, and trunk curl test). Participants completed the Fatigue Piper Scale and Profile of Mood States questionnaires and the neck-shoulder visual analog scale. Correlation was conducted to examine the relationship of HGS with pain, fitness, fatigue, and mood. The authors observed a fair relationship of HGS with shoulder pain and a moderate to fair relationship with fitness (rho range, 0.24-0.56). The relationship between HGS and heart rate variability (high-frequency domain) was weak (rho=0.23). Likewise, the relationship between HGS and Profile of Mood States subscales ranged from weak to fair (rho range, -0.22 to -0.36). HGS showed a weak relationship with Fatigue Piper Scale (rho range, -0.28 to -0.35). Passive shoulder flexion, fatigue, and vertical jump were independent and significant predictors of HGS (R2 = 0.466). Comments Great post. Thank you. Posted by Will on 7/16/2012 12:46 PM


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Sunspire Health Heartland
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He took control. You can too.See Jerry's Story
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About Sunspire Health Heartland
Sunspire Health Heartland is a licensed residential treatment facility that provides a personal approach to care for men and women suffering from substance use and co-occurring mental health disorders. Our highly trained team of physicians, nurses, therapists and residential staff are addiction specialists who will get to know each patient in order to develop an individualized recovery plan. All treatment plans follow an evidence-based, comprehensive model of treatment that heals whole patients as well as their family systems to set them up for a successful life in recovery.
Sunspire Health's Heartland facility is located on 33 acres of sprawling farmland on the grounds of a former spa and wellness center. About two hours south of the hustle and bustle of Chicago, Heartland's remote setting with warm, country-style accommodations provides an ideal environment for healing in mind, body, and spirit and escaping the chaos of addiction. With 36 beds available and nursing staff on-site 24 hours a day, the peaceful facility offers accommodations that give peace of mind to men and women seeking a life of sobriety. Patients have access to a 3-acre pond and substantial walking trails on the facility grounds with a full fitness center and yoga room onsite.
Heartland's medical detox has clinical staff and registered nurses available 24/7 to look after patients. Patients in detox are unable to contact family or friends during the process, which usually takes about 5 days, to ensure they are focused on healing with no outside distractions. Residential patients live onsite and receive individualized treatment based on his or her specific needs for recovery. Patients have many different varieties of therapy available during treatment, including individual therapy, CBT, psycho-education, motivational interviewing, relapse prevention, and adventure therapy. Alternative therapies such as yoga, mindfulness, and art therapy are also offered. The facility has a high staff-to-patient ratio, ensuring that each patient receives the personalized care he or she deserves.
- Full Spectrum of Personalized Care
- Highly Qualified Staff
- Ideal Setting for Recovery
- Gardens and Grounds for Walking
- Onsite Gym
- TV and Rec Room
- Yoga/Meditation Room
- Anger Management
- Art Therapy
- Cognitive Behavioral (CBT)
- Dialectical (DBT)
- Motivational Interviewing
- Mindfulness
- Music Therapy
- Physical Fitness
- Psychodrama/Psycho Dramatic Role Playing
- Relapse Prevention
- Structural Family Therapy
- Trauma Focused


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Beausite Complete Family
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from Aquastone
Aquastone is the brand you never heard of. And that is our job. To find those little, super creative, great value brands that the kids love and the parents come to trust. To us, Aquastone covers the creative bases - from jewelry making, race-car drawing and awesome mosaics. We hope you like Aquastone as much as we do.


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- Works in any shoe with eyelets.
- One size fits all.
- Elastic material keeps shoes secure and comfortable.
- Never tie again! Play uninterrupted.
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Petrified Forest National Park Events, Coupons, Reviews!


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Home>Products>Filteration Filter Elements>Hydac MFE80/1-10P/2 Filter Elements
Hydac MFE80/1-10P/2 Filter Elements
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Product Description
Welcome to "Saar Hydraulic", your one-stop hydraulics components resource. Our experienced team has a wealth of experience in supplying hydraulic Hydac MFE80/1-10P/2 Filter Elementss, valves,cylinders,filters,filter elements.
Filter Media MFE80 Series
The media that we offer in the Hydac MFE80 series hydraulic filter can help you answer these two questions: Do you care about achieving your ISO goals, or do you just want less unscheduled downtime? Nobody likes having to explain why their equipment is experience hours of unscheduled downtime, and Microglass hydraulic filters help you prevent unscheduled downtime. A Microglass hydraulic filter, with its uniform shape and its ability to capture and retain up to 400% more particulate, is the perfect upgrade from Cellulose. At "Saar Hydraulic" we insist on providing our customers with the highest quality of filtration Hydac MFE80/1-10P/2 Filter Elementss. As a result, all of our replacement elements are manufactured right here in China, under the most rigorous quality standards. Additionally, all of our filter elements carry ISO Standards and we fully guarantee all of our Hydac MFE80/1-10P/2 Filter Elementss. We offer the below MFE80 Series: Hydac MFE80-03BN/2Hydac MFE80-03P/2Hydac MFE80-05BN/2Hydac MFE80-10BN/2Hydac MFE80-10P/2Hydac MFE80-20BN/2Hydac MFE80-25P/2Hydac MFE80/1-03BN/2Hydac MFE80/1-03P/2Hydac MFE80/1-05BN/2Hydac MFE80/1-10BN/2Hydac MFE80/1-10P/2Hydac MFE80/1-20BN/2Hydac MFE80/1-25P/2Hydac MFE8003/2Hydac MFE8003BN/2Hydac MFE8005BN/2Hydac MFE8010/2Hydac MFE801024Hydac MFE80102UHydac MFE8010BN/2Hydac MFE8020BN/2
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filteration filter elements Hydac MFE80/1-10P/2 Filter Elements
Eaton's hydraulic filtration Hydac MFE80/1-10P/2 Filter Elements line features more than 4,000 high-quality filter elements with a high dirt-holding capacity to ensure consistent filter efficiency and long element life. These elements are available with various filter materials, different construction types and micron ratings to help protect critical system components.
Eaton's wide range of filter elements provide trouble-free operation when filtering abrasive fluids, cooling lubricants or water-based fluids and are designed to achieve cleanliness class requirements. Eaton can perform fluid analysis on-site or in our lab to determine the best filter element for your hydraulic and lubrication system requirements.
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Usable for mineral oils, emulsions and for most synthetic hydraulic fluids and lubrication oils
Various grades of filter fineness available (1 VG, 3 VG, 6 VG, 10 VG, 16 VG and 25 VG), other grades of filter fineness on request
Special filter design for lubrication applications available (10 API and 25 API)
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Constructed of paper and polyester fiber
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Available in 10 μm
Stainless steel wire mesh
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Provides high resistance filter elements (irrespective of the hydraulic fluid used)
Partially cleanable
Available in 25 μm, 40 μm and 80 μm, other micron ratings on request
In addition to proprietary tests developed by Eaton, filter elements are tested according to several ISO Standards:
ISO 2941 Verification of collapse/burst pressure rating
ISO 2942 Verification of fabrication integrity
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ISO 3723 Method for end load test
ISO 3724 Determination of resistance to flow fatigue using particulate contaminant
ISO 3968 Evaluation of pressure drop versus flow characteristics
ISO 16889 Multi-pass method for evaluating filtration performance
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In the distant past, people had to make furniture for themselves. They turned out amazing shapes and not always practical. Lack of choice pushed them to such steps. We were lucky much more. Nowadays we have a lot of furniture store near me. The range is so large that the eyes just run away. A large number of companies are doing everything to make your wishes come true. Furniture can be bought in large stores or pick up there such styles that you will make to order. It is also possible to order furniture store near me online. You do not have to go to large shops for hours. The official website of the company presents thousands of copies of finished furniture. And even if you could not choose there something to your taste, you can always make an order according to your sketches. Do not be afraid to change the interior of your home. Buy new furniture store near me. You will be pleased to be in the new atmosphere of the house, drinking a mug of coffee with freshly baked muffins.


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Resale prices may be above face value.
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Amtrak, Michigan DOT gear up for track improvementsWritten by Jenifer Nunez, assistant editor
Amtrak and the Michigan Department of Transportation (MDOT) are gearing up for track improvements along the former Norfolk Southern (NS) route used by Amtrak Wolverine Service and Blue Water trains from Kalamazoo to central and eastern Michigan. Amtrak has responsibility for this infrastructure, effective Feb. 16.
MDOT used a grant from the Federal Railroad Administration (FRA) to purchase 135 miles of NS railroad for $140 million. The line is directly connected to the Amtrak-owned Michigan District, which runs 97 miles from Kalamazoo to Porter, Ind. The result is nearly 80 percent of the route between Detroit and Chicago is publicly owned and will be maintained for passenger trains at higher speeds.
The goal is to expand the 110-mph top speeds for Amtrak trains from the current 80 miles, starting eastward with the 22-mile segment between Kalamazoo and Battle Creek. Travel times will be reduced as more improvements are made. Last year, Amtrak shaved about 20 minutes from the 2001 schedules on the Amtrak-owned segment of the corridor and the plan is to further reduce the travel time between Detroit and Chicago to about five hours.
The $140 million used to purchase the line included FRA High-Speed Intercity Passenger Rail Program grant funds, plus a state match of $37.5 million. The FRA also awarded $196.5 million to MDOT for major track and signal improvements on this corridor, to be performed by Amtrak. NS will also transfer rail traffic control to Amtrak in phases during the next three years.
"Amtrak looks forward to working with the FRA, Michigan, Illinois and Indiana to improve this corridor and better connect these vital cities in the Midwest with travel times far better than driving, more comfortable and productive than flying and with a smaller carbon footprint than either of those modes," said Joe Boardman, Amtrak president and CEO.


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How long does delivery take and who delivers them?
All orders placed before 1pm are delivered next working day. Often orders placed later are also delivered next working day but it can vary depending on what time our couriers collect.
Goods to Ireland are 2 working days and goods across Europe are 2-5 working days.
All goods are sent tracked via DPD and you will receive a 1 hour time slot on the morning of delivery, with options to leave in a safe place, with a neighbour, or at a drop off shop.
Cage Deliveries
Cages are shipped via separate courier and are not trackable. Large cages are a palletised kerb side only delivery and take 2 working days, these are not trackable and you will be subject to a re delivery charge if you are not in to sign for them so please check with us if you require a specific delivery day.. Smaller cages will be next working day and re delivered if you are not in.. We regret that we cannot ship cages outside of UK Mainland other than to N Ireland or Republic Ireland where they can be sent for an extra £60.
What should I do if my parcel arrives damaged?
You must sign for the parcel as damaged and contact us by email with images of the damage. If Cages arrive and they are badly damaged you should refuse the delivery.
What should I do if I order something wrong and want to return it?
No problem, return it to the address on the top of the invoice, also found on the contact us form. It must be in original packaging and unused with original labels


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was: $34.00
now: $10.20
To return an item, you email email@example.com for an RA# & return label.
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International Returns must be sent PRE PAID and all customs fee and duties are the responsibility of the sender and NOT the responsibility of Roberta Chiarella, Inc. Gift and gift card recipients: Please contact us within 7 days of receiving your gift, and within 30 days from date of original purchase - by phone 212-535-5639 or at our our contact page - and we'll be happy to help you process your return. You will receive an online store credit only, less shipping charges.
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Gift and gift card recipients: Please contact us within 7 days of receiving your gift, and within 30 days from date of original purchase - by phone 212-535-5639 or at our contact page - and we'll be happy to help you process your return. You will receive an online store credit only, less return shipping charges.
Final Sale items:
Due to the very special price, items marked as are non-returnable.
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TUSCALOOSA | After a three-year-long process, University Place Elementary School has been named the 27th Lighthouse School worldwide.
TUSCALOOSA | After a three-year-long process, University Place Elementary School has been named the 27th Lighthouse School worldwide.
"This is the pinnacle of what we were going for," University Place Elementary Principal Deron Cameron said.
To achieve Lighthouse status, a school must first adopt a leadership program called "The Leader in Me," a program sponsored by Franklin Covey, a leadership development/training consulting company. Based on the book "Seven Habits of Highly Effective People" by Stephen R. Covey, the program helps students develop skills in leadership, accountability, teamwork and responsibility.
Assistant Principal Terri Byrts said these lessons prepare young students for the workforce and help them deal with everyday obstacles.
"This program is so important because it instills a sense of responsibility here at school, and they have those same responsibilities at home," she said. "They're able to hold themselves more accountable for their actions."
Instead of simply implementing these habits into the curriculum, Cameron said administrators and teachers include them in every aspect of elementary school life including its assemblies, hallway decorations, curriculums and everyday language.
"It's created a more welcoming environment where the students are excited about school," he said. "One hundred percent of our students hold some kind of leadership position whether it's being the assistant speaker for an assembly or being the first grade 'shoe sheriff.' "
Typically, the program takes about three years to implement. Staff focuses on learning about the program during the first year, applying the program during the second year and maintaining and maximizing its results during the third year. After this process is complete, a Franklin Covey representative judges the school based on nine criteria before awarding it Lighthouse status.
Fifth-grade teacher Brian Rose said integrating the program has been a schoolwide effort.
"It was clear that everyone had to be on board in order to undertake this process," Rose said. "I was intimidated at first because the scope was so broad and it seemed like lessons in self-help."
The program employs colorful visuals and a pyramid to demonstrate how students should first take charge by being proactive, beginning with the end in mind and putting first things first. Then they are taught to interact well with others by thinking win-win, seeking first to understand, then to be understood and synergizing. Finally, they are reminded to live a healthy lifestyle with the seventh habit, "sharpen the saw."
Fifth-grade student Emmanuel Ashford said he uses the seven habits every day at school and at home.
"When we have work to do we turn it in on time," he said. "We have to be responsible, be on time every day and set examples for the others around us."
Fourth-grader Jena Martin agreed, adding that the program has helped her establish goals and priorities.
"I use the first habit when I get my work done before I get on the computer," Martin said. "I get a plan in my head before I just do it."
Right now, there are 29 Lighthouse Schools worldwide, and another 1,066 in the Leader in Me process. Cameron hopes the success of his students and school inspires other schools to do the same.
"This is not the end for us. It's just the beginning," Cameron said. "We want to be a beacon and model for other schools in Alabama who are thinking about using this program."
To celebrate, the school held a party Oct. 26 that included student performances, field day events and the unveiling of a working lighthouse on the campus.