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Demier: Supporting Health Care in rural Haiti
Demier is a small subsistence farming community of about 400 families spread out in a remote mountainous area about 26 miles west of Dumay. There is no formal infrastructure other than a network of walking paths up and down the mountains connecting the homes, church and one school. It's a three-hour hike up the mountains from a trailhead that's accessible only by a 45 minute motorbike ride from the closest city, Leogane. There is no electricity or sewage system and water is available only from captured rainfall and small streams.
In 2000, Richard Hood, a Healing Art Missions board member and faculty at Denison University at the time, led a HAM mission to Demier on a whim to explore a remote mountainous community in Haiti. The day before Richard and the team of Denison student's arrival, a two year-old had died of diarrhea in Demier. A group of community leaders gathered to meet with the team soon after their arrival and made a compelling argument asking for HAM's assistance to improve the health of the community to help avoid such future tragedies. The leaders specified their primary needs for support, which included access to clean water, health clinics and latrines. Immediately upon Richard's return to Dumay, he and Dr. Tracee developed a plan to immediately provide point-of-use, in-home water purification systems HAM could purchase from Gift of Water, another non-profit organization in the area of Dumay that manufactured the units. This would require the hiring and training of a Demier local to be a water technician to support and service the units as well as provide clean water education to the community. One of the community leaders Richard had met with was Ferdinand Louis Juste, who had already been trained as a community health worker at the Hospital St. Croix in Leogone and was the perfect pick to become H.A.M.'s employee and primary contact in Demier.
Over the next four years, H.A.M. continued to send Gift of Water systems to Demier, purchased a building to be used as a medical center, shipped medicines and medical supplies to Ferdinand, held annual medical clinics there, and funded the building of 10 latrines in the community. Constructions of the latrines were a particularly challenging projects as all the cement and cinder blocks required for construction had to be carried up the mountain by hand or mules. In addition to Ferdinand, HAM also hired and trained his brother, Calixte, as a water technician to help service the purification systems, which were now spread out throughout the wide mountainous region.
In late 2004, a violent a coup d'état took place in Haiti and it became too dangerous for H.A.M. teams to continue to visit the area, though Ferdinand and Calixte continued to be paid as water technicians. In 2008, the entire Gift of Water program collapsed and contact with Demier was lost.
Dr. Tracee received a letter from Ferdinand in early 2011, the first contact made since 2008. The letter stated that the cholera epidemic that followed the earthquake that devastated Haiti on January 12th, 2010, had reached Demier and the community was in desperate need of clean water. Coincidentally, at that same time the Gift of Water program had resurrected in the U.S. and new parts for the systems could be obtained. H.A.M. immediately restarted the program in Demier, reinstating both Ferdinand and Calixte on payroll and getting the system replacement parts to Ferdinand. It was also discovered that because of funding cuts, Hospital St. Croix had ceased paying Ferdinand for his services as a community health worker, though they continued to supply him with vaccines and some medical supplies. H.A.M. has been so impressed with Ferdinand's dedication to the health of his community that we have committed to paying his salary as community health worker in addition to water technician. H.A.M. has introduced 43 new Gift of Water systems into the community since reconnecting with Demier. We now send annual medical teams to the community to supplement Ferdinand's ongoing health and vaccine clinics. Because of Ferdinand's dedication and commitment to his community, H.A.M. remains committed to continuing support of health care in the Demier community.


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A seasoned performer, inspirational teacher and exotic personality, Sharon Kihara is known the world over for her avante-garde sensibilities, as well as for her graceful and powerful technique. She comes from a strong background in western dance, beginning with Ballet as a wee tike and continuing to perform with University Modern and Jazz dance companies throughout the nineties. But her true love came in the form of Bellydance, first witnessed by Sharon as a child in it's Cabaret form, then as Tribal Style in the mid nineties, and, as her mind had been blown beyond all hope for repair, she decided to pursue this art form with full enthusiasm.
Sharon joined the Bellydance Superstars in early 2004 and has been touring internationally full-time ever since. She has taught and performed in over 35 countries to date with many more on the horizon; has shared stages with acts such as Missy Elliot, the Black Eyed Peas and multiple Circus and Fire Arts troupes. She became part of Jillina's Bellydance Evolution in 2009 and has been touring with the company's productions for the past 5 years.
SA 11h-13h // Tribal Fusion Strengthening- Technical clinic. INTERMEDIATE TO ADVANCED
Let's get in there and clean our technique! This clinic is perfect for the Tribal Fusion dancer wishing to add to their skill set, or for any experienced dancer desiring more polish and refinement for their performances. Starting with a very warming drill session, we will work through the entire body top to toes, cleaning our lines and finding our balance in order to execute more advanced moves such as fast turns and spins, clean musical layers and accents, flutters, hair work and more, culminating in some hot combos. Excellent for the performing dancer!
SA 13.30-15.30 // Invasion of the Booty Snatchers! OPEN LEVEL
This is all about the boo-tay. Not only is it one of our most powerful shimmy-makers and hip work controllers, The Gluteus Maximus is one of our best allies in maintaining a stable, pain-free and healthy core and back! After a specialized warm up and workout to a booty-lovin soundtrack, we will put it to the test with a challenging set of movement drills and combos. All adventurous levels are invited!
SA 16h-18h // Shazam! Drum Solos are better than COFFEE!!! OPEN LEVEL
I realize the strength of this statement, and it's true! This original, fresh solo is filled with new, possibly unexpected combos and will enhance your dance, fill you with energy, and challenge the brain. This full-length choreography is complex enough to keep you on your toes, yet it flows! Intricate technique is the name of the game, and while this dance is suitable for intermediate level belly dancers and up, all are welcome to participate!
SU 11-13h // Mimpish Squinnies: Lovely Belly Dance Combinations Inspired by Nature. INTERMEDIATE
These pretty dances have been inspired by the natural world; florae, faunae, archetypes and elements alike. Creating a confluence of expression by employing contrasting, yet complimentary qualities of movement, we will enjoy executing some beautiful shapes and offer a little extra beauty to the world. Tentacular arm sequences, precise feet and gorgeous lines will be just the ticket.
SU 13.30-15.30// Brutal technique MASTERCLASS
Tribal Fusion Strengthening- Technical clinic.
Let's get in there and clean our technique! This clinic is perfect for the Tribal Fusion dancer wishing to add to their skill set, or for any experienced dancer desiring more polish and refinement for their performances. Starting with a very warming drill session, we will work through the entire body top to toes, cleaning our lines and finding our balance in order to execute more advanced moves such as fast turns and spins, clean musical layers and accents, flutters and more. Includes traveling across the floor, mat work, and yoga.
SU 16-18h // Butoh MASTERCLASS
Dissolving Into the Ma- An Animistic Approach to Dance as Medicine
If you allow it, this practice could change you. Sharon has blended two beloved physical and spiritual practices into a cohesive experience; drawing from her studies in yogic asana practice and philosophy, and from her extensive research and practice of Japanese Ankoku Butoh. This class is aimed at you. And also at the you that is more than you. Through grounded, physical meditation, exercises and "games", we seek to access our deep unconscious and subconscious, using our personal past as well as universal experiences to come into greater contact with ourselves, as dancers and as humans.
Single WS: 75.- per WS
Payment in full is required on registration to secure your place. Places are limited to 15 in each workshop.
For more than 1 workshop, please register for 1 workshop & write in the comment field of the registration form which package you want & specify the workshops you want to attend.
Any 2 WS: 135.-
Saturday package: 200.-
Sunday package: 200.-
Whole weekend: 390.-
WS 1 SA 11h-13h: Tribal Fusion Strengthening // 75.-
WS 2 SA 13.30-15.30: Invasion of the Booty Snatchers // 75.-
WS 3 SA 16h-18h: Drum Solos // 75.-
WS 4 SU 11-13h: Lovely Belly Dance Combinations // 75.-
WS 5 SU 13.30-15.30: Brutal technique // 75.-
WS 6 SU 16-18h: Butoh // 75.-

subset: commoncrawl


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Nina's Nannies For Pets - Essex
Essex, Essex
Nina's Nannies for Pets offers a professional, award winning, pet, dog and house sitting service, which includes pet sitting, dog sitting, cat sitting, small animal pet care and dog walking. They are also able to care for some livestock and exotics. This UK based pet care service really is unique in that they offer service at sensible prices, do not charge an administration fee and their live-in pet and dog sitters provide their own main meals, bed linen and towels. They also operate a pet visiting visiting service for your cats and caged animals.
Their live in pet sitter, dog sitter and house sitting services cover the following areas in Essex:
Black Notley, Bocking, Braintree, Chipping Ongar, Coggeshall, Cressing, Earls Colne, Epping, Faulkborne, Great Braxted, Great Leighs, Great Notley, Great Totham, Halsted, Harlow, Hastingwood, Hatfield Peverel, Kelvedon, Little Braxted, Little Totham, Marks Tey, Rivenhall, Silver End, Terling, Thaxted, Theydon Bois, Tiptree, White Notley, Wickham Bishops, Woodford Green and all surrounding areas.
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text:
2016-12-13 17:15
1.Because he was ill yesterday, so he didn't go to work. (×)
Because he was ill yesterday, he didn't go to work. (√)
He was ill yesterday, so he didn't go to work. (√)
[析] 用though, but表示"虽然……,但是…… "或用because, so 表示"因为……,所以……"时,though和but 及because和so 都只能择一而用,不能两者同时使用。
2.The Smiths have moved Beijing. (×)
The Smiths have moved to Beijing. (√)
[析] 不及物动词后接名词或代词作宾语时,要在动词之后加上适当的介词;但不及物动词后接home, here, there等副词作宾语时,动词之后不必加任何介词。
3.The box is too heavy for him to carry it. (×)
The box is too heavy for him to carry. (√)
[析] the box既是这句话的主语, 也是不定式to carry的逻辑宾语,若句末再加上it,就和the box重复了。
4.Each of the boys have a pen. (×)
Each of the boys has a pen. (√)
[析] 复数名词前有表个体的each of, one of, every,either of等词组修饰,或有表否定的neither of, none of 等词组修饰时,谓语动词要用单数形式。
Neither he nor you is good at English. (×)
Neither he nor you are good at English. (√)
[析] either... or..., neither... nor..., not only..., but also... 等词组连接句子的两个主语时,谓语动词遵循"就近一致原则", 即由靠近谓语的那个主语决定谓语的人称和数用何种形式。
6.Ten minus three are seven. (×)
Ten minus three is seven. (√)
[析] 用英语表示加(plus)、减(minus)等数学运算时,谓语动词也用单数形式。
7.The number of the workers in this factory are about 5,000. (×)
The number of the workers in this factory is about 5,000. (√)
[析] the number of表示"……的数量",谓语动词用单数形式;a number of 的意思是"若干"或"许多",相当于some或a lot of,和复数名词连用,谓语动词用复数形式。
8. 例. Hello! I have important something to tell you. (×)
Hello! I have something important to tell you. (√)
[析] 形容词或动词不定式修饰不定代词作定语时,修饰成分要置于不定代词之后。
9. His son is enough old to go to school. (×)
His son is old enough to go to school. (√)
[析] enough作形容词修饰名词时,可以放在名词前,也可放在名词后;作副词修饰形容词或副词时,只能放在形容词或副词之后。
10.. Here is your sweater, put away it.(×)
Here is your sweater, put it away. (√)
[析] put away, pick up, put on等"动词+副词"构成的词组后接代词作宾语时,代词只能放在动词和副词之间。
11. Look! Here the bus comes.(×)
Look! Here comes the bus.(√)
[析] 在以here, there引起的陈述句中,若句子的主语是名词,要用倒装语序,即用"Here /There+动词+名词"结构;但主语若是代词时,则不用倒装语序, 即用"Here/There +代词+动词"结构。
12. I do well in playing football, _______. (我妹妹也行。)A. so my sister does(×)B. so does my sister(√)
Li Lei is really a football fan. --- _______. (确实这样.) A. So is he(×) B. So he is(√)
[析] "so+be动词/助动词+主语"的倒装结构表示前面所述情况也适用于后者,意为"……也是这样";"so+主语+be动词/助动词"的陈述结构表示对前述情况的肯定,意为"……确实如此"。
Chongqing is larger than any city in China. (×)Chongqing is larger than any other city in China. (√)
[析] "any city in China"包括了重庆这座城市, 同一事物自己与自己不能做比较,只有在city 前加上other才能表示重庆和中国的其它城市比较大小。
The weather in Guangzhou is warmer than Beijing. (×)
The weather in Guangzhou is warmer than that in Beijing . (√)
[析] 表示比较时,句子中的两个比较对象必须一致,不同的比较对象不能做比较。错误句的比较对象分别为the weather in Guangzhou和Beijing,这两个不同类的事物之间不能做比较。
14, His sister married with a teacher last summer.(×)His sister married a teacher last summer. (√)
[析] 表达"A和B结婚",要用A married/will marry B。这时务必要避免受汉语影响使用A married/will marry with B。
15. 例There is going to have a film tonight. (×) There is going to be a film tonight. (√)
[析] 一般将来时用在 There be 句式中时,be going to或will之后的动词原形只能用be,也就是说要用There is (are) going to be.... / There will be....。
16. 例I'll go hiking if it won't rain next Sunday. (×)I'll go hiking if it doesn't rain next Sunday.(√)
[析] 习惯上在含有时间状语从句和条件状语从句的复合句中,如果主句的谓语动词用了一般将来时,从句的谓语动词要用一般现在时表示将来的动作。
17.例 Teacher told us yesterday that the earth went around the sun. (×)
Teacher told us yesterday that the earth goes around the sun. (√)
[析] 习惯上在含有宾语从句的复合句中,主句的谓语动词用了一般过去时,从句的谓语动词要用过去的某种时态。但如果从句表述的是一客观事实或客观真理时,则不受主句时态的影响,而用一般现在时。
18. All the balls are not round. 翻译成汉语:
[析] all, every, both等词和not连用时,not通常放在all, every, both的后面,一般情况下表示部分否定,意为"并非……都……"。
19. 例--- He didn't go to school yesterday, did he?-- _______, though he didn't feel very well.
A. No, he didn't (×) B. Yes, he did (√)
例--- Don't you usually come to school by bike?-- _______. But I sometimes walk.
A. No, I don't (×) B. Yes, I do (√)
[析] 习惯上英语中的yes意为"是的",no意为"不",但在"前否后肯"的反意疑问句或否定疑问句中,yes意为"不",no意为"是的"。
20.---- Excuse me, is the supermarket far from here?---- No,it's about _______.
A. 7 minutes walk B. 7 minute walk C. 7 minutes' walk D. 7 minute's walk
答案为C。本题考查名词所有格用法。当名词的复数以-s结尾时,则只需要加"'"即可,则"7分钟的距离"为"7 minutes' walk"。
21. You can not imagine how much I ______ on this dress. Is it beautiful?
A. paid B. took C. cost D. spent
[剖析] 答案为D。本题考察四个表"花费"的动词辨析。主语为人,且和介词on搭配的动词是spend。
22. ---- Do you know _____ university student who is talking with Joe?---- Yes, she,s my cousin, Kate.
A. a B. an C. the D. /
[剖析] 答案为C。university虽然以元音字母u开头,但其前若使用不定冠词时,则要用a.不过此题中不能使用不定冠词,而是特指和Joe说话的那个大学生,故要选the。
23. The number of giant pandas is getting ______ because their living areas are becoming farmlands.
A. less and less B. larger and larger C. smaller and smaller D. fewer and
[剖析] 答案为C。句意为"大熊猫的数量越来越少因为他们的生存空间正逐渐变成农场"。本题中四个选项都是"比较级+ and + 比较级"的结构,表示"越来越……"。主语为number,只能和large或small搭配。而结合句意可判断答案为C。
24. Be careful when you come _______ the street,because the traffic is very busy
at the moment.A. across B. behind C. between D. over
[剖析] 答案为A。本题考察方位介词的用法。"过马路"一般为表面横穿,因此要用across。
25. ---- Do you often clean your classroom?---- Yes, our classroom ______ every day.
A. clean B. cleans C. is cleaned D. Cleaned
[剖析] 答案为C。句中有every day,主语为our classroom,故要用一般现在时的被动语态。
26. Lucy usually cleans the cage every two days. (对画线部分提问)_ _______ Lucy usually clean the cage?
[剖析] 答案为How often does。对every two days提问要用how often。
27. I didn't understand __________,so I raised my hand to ask...
A. what my teacher says B. what does my teacher say C. what my teacher said D. what did my teacher say
28. ---- How much ______ the shoes? ---- Five dollars ______ enough.
A. is;is B. are;is C. are;are D. is;are
[剖析] 答案为B。shoes作主语时,谓语动词应用复数形式;five dollars是一个整体,应按单数对待。
29. 误〕 We got to the top of the mountain in daybreak. 〔正〕 We got to the top of the mountain at day break.
〔析〕 at用于具体时刻之前,如:sunrise, midday, noon, sunset, midnight, night。
30. 〔误〕 Dont sleep at daytime 〔正〕 Dont sleep in daytime.
〔析〕 in 要用于较长的一段时间之内,如:in the morning / afternoon, 或 in the week / month / year. 或 in spring / supper /autumn / winter等等。
31. 〔误〕 He became a writter at his twenties 〔正〕 He became a writter in his twenties
32. 误〕 We went to swim in the river in a very hot day. 〔正〕 We went to swim in the river on a very hot day.
〔析〕 具体某一天要用介词on, 又如:on New Years Day
33. 〔误〕 Im looking forward to seeing you on Christmas. 〔正〕 Im looking for ward to seeing you at Christmas.
34. 误 I havent see you during the summer holidays. 正 I havent seen you since the beginning of the summer holidays. 〔析〕 during表示在某一段时间之内,所以一般不与完成时搭配,如:I visited a lot of museums during the holiday. 而for表示一段时间,可以用于完成时,如:I havent see you for a long time. 而through 用来表示时间时则为"整整,全部的时间"。如:It rained through the night.而since则是表达主句动作的起始时间,一般要与完成时连用。
35. 〔误〕 At entering the classroom, I heard the good news. 〔正〕 On entering the classroom, I heard the good news. 〔析〕 On 加动名词表示"一……就"。本句的译文应是:我一进入教室就听见这个好消息了。又如:on hearing… 一听见, on arrival 一到达就……(on表示动作的名词)
36. 〔误〕 In the beginning of the book, there are some interesting stories. 〔正〕 At the beginning of the book, there are some interesting stories. 〔析〕 at the begining与at the end都是指某事物的开始与结束部分,均不指时间范围,而in the beginning 则是指开始一段时间。in the end=at last是指"最终,终于"之意。
37. 〔误〕 Till the end of next week. I will have finished this work. 〔正〕 By the end of next week. I will have finished this work. 〔析〕 by 引起的时间状语表示了动作的截止点,其意思为"不迟于某一时刻将工作做完",所以主句一般是完成时态。当然可以有将来时态,如:Ill be there by five oclock.而till则表达其一动作一直持续到某一时刻,但句中的动词一定要用持续性动词,而瞬间的截止性动词应用其否定句式,如:I wont finish this work till(until) next weekend.
38. 〔误〕 He came to London before last weekend. 〔正〕 He had come to London before last weekend.
〔正〕 He came to London two weeks ago. 〔析〕 before 一般要与完成时连用,而ago则与一般过去时连用。
39. 〔误〕I have studied English for three years gince I had come here.正 I have studied English for three years since I came here. 析 since用来表达主句动作的开始时间,所以其引出的从句中应为过去时,而不能用完成时态
40. 〔误〕 I can help you repair this bike. You will get it after two hours. 〔正〕 I can help you repair this bike. You will get it in two hours. 〔析〕中文经常讲两小时之后来取,两天内会修好,而这个介词在英文中要用in而不要用after。其原因有二,①after 多用于过去时,如:I arrived in New York. After three days, I found a job in the bank. ② after 加时间是表达一个不确定的时间范围,如:after three days, 即三天之后的哪一天都可以。所以在许诺若干时间内会完成某事时,一定要用介词in。
41.误〕 Three days after he died. 正〕 After three days he died. 〔正〕 Three days later he died.
〔析〕 after 与 later都可以用来表达一段时间之后,但它们所处的位置不同,after 在时间词前,而later在时间词后。
42.〔误〕 She hid herself after the tree. 〔正〕 She hid herself behind the tree.
〔析〕 after多用来表达某动作之后,所以有的语法书中称它为动态介词,如:I run after him. After finishing my homework, I went to see a film. 而behind则多用于静态事物之后。
43.〔误〕 There is a beautiful bird on the tree. 正〕 There is a beautiful bird in the tree.
〔析〕 树上长出的果实,树叶要用on, 而其他外来的人、物体均要用in the tree.
44.〔误〕 Shanghai is on the east of China. 〔正〕 Shanghai is in the east of China.
〔析〕 在表达地理位置时有3个介词:in, on, to。 in表示在某范围之内; on表示与某地区接壤;to则表示不相接。如:Japan is to the east of China.
45.〔误〕 I arrived at New York on July 2nd. 〔正〕 I arrived in New York on July 2nd.
〔析〕 at用来表达较小的地方,而in用来表达较大的地方。at常用于at the school gate, at home, at a bus stop, at the station, at the cinema, at a small village。
46.〔误〕 He lived in No. 3 Beijing Road. 〔正〕 He lived at No. 3 Beijing Road.
〔析〕 在门牌号码前要用at, 并要注意它的惯用法:at the end of the street, at the foot of the mountain, at the top of the page。
47.〔误〕 There is a colour TV set at the corner of the hall. 〔正〕 There is a colour TV set in the corner of the hall.
〔析〕 在屋内的角落应用in,而墙的外角用at,如:There is a tree at the corner of the street.
48. 〔误〕 Do you know there is some good news on todays newspaper? 〔正〕 Do you know there is some good news in todays newspaper? 〔析〕 在报纸上的新闻要用in, 而在具体某一版上,或某一页上则要用on。
49. 〔误〕 The school will begin on September 1st. 〔正〕 School will begin on September 1st.
〔析〕这里的school应看作不可数名词泛指学校的课程,即开学之意。要注意,有些活动场所当表达正在从事该种活动时不要加冠词,如:at table (吃饭), When I came to Toms home, they were at table. 还有: at desk (学习),at work (工作) at school (上学), in hospital (住医院) at church 作礼拜如加上定冠词则另有他意,如:at the school 即在学校工作或办事,in the hospital 即在医院工作或去看望病人。
50. 〔误〕 Ill leave Beijing to Shanghai tomorrow. 〔正〕 Ill leave Beijing for Shanghai. 〔正〕 Ill leave for Shanghai.
〔析〕 leave for 是离开某地去某处的固定搭配,不可将for改为别的介词。这样的搭配还有:start for 动身前往某处,set out for, sail for。
51. 〔误〕 Im sorry. I have to get out the bus at next stop. 〔正〕 Im sorry. I have to get out of the bus at next stop.
〔析〕 get in, 与 get out是两个相反的词组。get in 为上车,而get out为下车,但语法家认为这里的in与out为副词,所以其后不能接名词,我们可以讲Wed better get in. 或Wed better get out. 还有一组词组有关上下车:get on/off(a train, a ship, a struck) get into/out of (a car, taxi…)
52. 〔误〕 Be careful The temperature of the water is ninety degrees over zero. 〔正〕 Be careful. The temperature of the water is ninety degrees above zero. 〔析〕 over 与 above 在作为比某物高的意思时有时可以互换。但在垂直方向上的高矮时,即正上方时则要用above.而泛指上方时用over.
53.〔误〕 The Dead Sea is under the sea level. 〔正〕 The Dead Sea is below the sea level.
54. 〔误〕 There is a big tree in the front of the house. 〔正〕 There is a big tree in front of the house.
in front of 是在物体外部的前面,而in the front of 是在物体内部的前面,如:The driver sits in the front of the bus.
55.〔误〕 It took them two days to walk across the forest. 〔正〕 It took them two days to walk through the forest.
〔析〕 across 作为介词有两个主要意思:① 横过,如:I want to walk across the street.② 对面,如:There is a post office across the street,而through 多用于三维空间中的穿越。across则多用于平面上的横过。如:The little girl ran across the room to meet her mother.
56. 〔误〕 The sun sets toward the west. 〔正〕 The sun sets in the west.
〔析〕 towards也可用作toward,它主要表达朝向某方向运动,但不一定到达,如:He ran toward(s) the mountain.而在表示方位east, west, north, south 时,其前面要用in。要注意的是这4个词可以用作副词,如:I went south. 也可用作名词,如:I went to the south.也可用作形容词,如:I went to the south part of China.
57. 〔误〕 Can I write the exam paper with ink? 〔正〕 Can I write the exam paper with a pen? 〔正〕 Can I write the exam paper in ink? 〔析〕 with后要加拿得起来放得下的工具,而墨水、颜料等原料则要用in。
58. 〔误〕 Im earlier today. I came here by his car. 〔正〕 Im earlier today. I came here in his car.
〔析〕在交通工具前加介词by,但不能再有任何指示代词或冠词,否则要改换相应的介词。by taxi=in a taxi
by train=in a train by bicycle=on a bicycle by ship=on a ship
59. 〔误〕 A lot of French wines are made of grape. 〔正〕 A lot of French wines are made from grape.
〔析〕 made of 是指由原材料到成品过程中原材料未发生质地的变化,而发生了某种变化则要用from,如:The desk was made of hard wood.
60.〔误〕 This is a good dictionary in English grammar. 〔正〕 This is a good dictionary on English grammar.
〔析〕关于某方面的书籍、报告等有两个介词,其中on表示某专业用书,about则为某方面的普通读物,如:This is a book about physics.即物理科普知识。
61.〔误〕 Do you have the key of the door. 〔正〕 Do you have the key to the door. 〔析〕 key to the door门的钥匙。相同用法还有answer to the question, entrance to the highway, danger to health.千万不要用of。
62. 〔误〕 I didnt do my homework, so the teacher was angry to me. 〔正〕 I didnt do my homework, so the teacher was angry with me. 〔析〕 be angry with其后接人,而be angry at其后接事。如:He was angry at what she said.
63. 〔误〕 He was good for skating. 〔正〕 He was good at skating.
〔析〕 be good at 为"擅长某事",而be good for somebody为对某人很好。
64. 〔误〕 It was good to you to help my little boy. 〔正〕 It was good of you to help my little boy.
〔析〕 这句话应译为:你真太好了,帮助了我的小孩。而be good to somebody 是对某人态度好。如:Her mother is good to everyone.
65. 〔误〕 My parents were very pleased at me. 〔正〕 My parents were very pleased with me. 〔正〕 My parents were very pleased at my studying. 〔析〕 be pleased with后加somebody, 而be pleased at后加something。
66. 〔误〕 He is agree with me. 〔正〕 He agrees with me. 〔误〕 He againsts me. 〔正〕 He is against me.
67. 〔误〕 I havent heard letters from him. 〔正〕 I havent heard from him. 〔析〕 hear from 即为:从某人处得到信件。不要再加letter了。
68. 〔误〕 Do you know the girl on white? 〔正〕 Do you know the girl in white?
〔析〕 in white为穿一身白。与in有关的词组有:in bed(睡觉),in hospital(住院),in a hurry(匆匆忙忙),in danger(危险中),in joy (高兴),in good health(身体好),in love(恋爱),in trouble(困境),与之相反的是out of ,如:out of trouble (摆脱困境),out of date(过时了), out of order(出故障)
69. 〔误〕 She didnt come to school because of she was ill. 〔正〕 She didnt come to school because she was ill.
〔析〕 because of 后接名词,如:The game was put off because of the rain.
70. . What can I do for you?- I'd like two ____ A. box of appleB. boxes of applesC. box of applesD. boxes of apple
答案: B. (选择其它三项的同学要注意仔细看题.不要马虎, 这里box 和apple都是可数名词)
72.Help yourself to _________. A. some chickensB. a chickenC. some chickenD. any chicken
答案: C (选择A的同学要注意chicken当鸡肉讲时不可数)
73. Which is the way to the __________?A. shoe factoryB. shoes factoryC. shoe's factoryD. shoes' factory
答案: A. (选择D的同学注意这里不是指名词所有格, 而是名词作形容词的用法.类似的用法如: pencil box; school bag等.)
.This class ________ now. Miss Gao teaches them.A. are studyingB. is studyingC. be studyingD. studying
答案: A. (选择B的同学要注意, 当这种概念名词当 "人"讲的时候要做复数处理.类似的还有: the police are running after the thief等)
We will have a _________ holiday after the exam.A. two monthB. two-monthC. two month'sD. two-months
答案: B (选择C的同学要注意应用two months'; 选择D的同学要注意名词之间有 "- " 后的组合词当作形容词来用, 因此就不用所有格形式了.)
74. 8.Our sports meeting will be held ________.A. on 24, Tuesday, April B. in April 24, TuesdayC. on Tuesday, April 24D. inApril Tuesday 24答案: C. (选B的同学是受到中文的影响,要特别注意中英文的差异)
75. Some people like to stay at home, but ________ like to go to the cinema.A. anotherB. otherC. othersD. other one
答案: C. (选择B的同学要牢记: some…., others….
76. -- Is this your shoe?-- Yes, but where is _________?A. the other oneB. other oneC. another oneD. the others
答案: A. (选择C的同学要注意鞋是两只, another指的是三者或者三者以上)
77. - When shall we meet again next week?-- _______ day is possible. It's no problem with me.
A. EitherB. NeitherC. EveryD. Any
答案: D. (选择C的同学要注意every指的是每一天都见面, any指的是任何一天都可以.注意中文的干扰)
78. 1 _______ do you write to your parents?-- Once a month.A. How longB. How soonC. How oftenD. How far
答案: C. ( 选择A的同学要注意中文的干扰. 由回答知道这里指的是写信的频率, 用how often表示.)
79..Robert has gone to _________ city and he'll be back in a week. A. otherB. the otherC. anotherD. any other
80. - Which book would you like to borrow?-- ________ of the two books is OK with me.
A. EitherB. BothC. AnyD. None 答案:A (选择B的同学要注意is 表示单数.)
81. .He knows _________ English ________ French. But he's very good at Japanese.
A. either; orB. both; andC. neither; norD. either; nor答案:C (选择A和B的同学要注意语境.)
82. - What do your parents do?-- One is a teacher; _________ is a driver.A. otherB. anotherC. the otherD. that one
答案: C (选择其它三个选项的同学要注意, one is …, the other is …的用法)
83. 22.There are many trees on ________ side of the street.A. eitherB. anyC. allD. both
答案:A (选择D的同学要注意side为单数。选择B的同学要注意:街道只有两边,因此不能用any)
84. ________ is the population of the city?A. How many B. What C. How many peopleD. How much
85. .Japan is ________ the east of China.A. inB. toC. onD. at
答案: B ( in 表示在范围里的, on表示紧挨着的; to 表示在范围以外的)
87. The postman shouted, " Mr Green, here is a letter ________ you." A. to B. fromC. forD. of
答案: C ( 选择A的同学要注意to 表示动作的方向, for表示有从属关系或者利益关系)
88. We can't do it ________ your help.A. withB. ofC. underD. without
答案: D. (选择C的同学要注意中文的干扰, 借助某人的帮助要用with,反之用without)
89. He hasn't heard from his friend __________ last month.A. sinceB. by the end ofC. forD. until
答案: A (选择B的同学要注意B选项为过去完成时的时间;选择C的同学要注意, for+时间段; 选择D的同学要注意不是not…until 句型.until+ 句子)
90. I didn't buy the dictionary yesterday _________ my aunt would give me one.A. untilB. becauseC. ifD. before
91. I'm going to look for another job ________ the company offers me more money.A. afterB. unlessC. whenD. for
92. Don't hurry. The bus won't start ________ everybody gets on.A. sinceB. asC. untilD. when
93. .Please show me ____to send an e-mail, John. It's the first time for me to do it. A. howB. whatC. whenD. where
答案:A (选择C的同学要注意认真看题,这里的time不是时间,而是指第一次)
94. You've passed the exam. I'm happy ______ you.A. onB. atC. inD. for答案:D
95. I wonder ________ they finished so many different jobs in such a short time.A. whyB. howC. whenD. where
96. -- Do you speak English?-- Yes, I speak _________ a little English _______ some French.
A. neither, notB. both, orC. either, orD. not only, but also答案:D (选择C的同学要注意语境.)
97. .______ the maths problem is difficult, I'll try very hard to work it out.A. ThoughB. WhenC. BeforeD. After
98. The accident took place ________ a cold February evening.A. onB. inC. atD. for
答案:A (选择B的同学要注意,在特指的早上、下午、晚上,不用in要用on)
99. He turned ________ the radio because his father was asleep. A. onB. downC. upD. over
100. I don't know the homework _______ today. A. onB. inC. ofD. for
答案:D (选择C的同学要注意of表示从属关系,要注意中文的干扰.)
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cat ears
The product is manufactured from solid smooth natural leather adjusted to 2 sizes. The article can be worn as an accessory.
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The articles can be ordered individually as well as a complete outfit. With all questions please contact us using the form. After ordering you will receive an e-mail with all the details of your order.
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For hygienic reasons and because it is handmade unique pieces, we grant no return or exchange.
Please note that the delivery of some models may take a little longer, because the products are hand made. However delivery in Europe takes 1-5 working days and outside the Europe- 3-10 working days.
The shipping costs are displayed according to the selected shipping country. After ordering and payment, the customer receives receipt with tracking number with which he can track his package.
We assume no responsibility for delivery, if the goods are damaged or lost during this.


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The Medium Tactical Vehicle (MTV) has a 5-ton capacity (cargo and long-wheelbase cargo with and without material handling equipment, tractor, van, wrecker, and dump truck models). ISO Group provides spare parts and solutions for all MTV variants. ISO Group has experience in the MTV Engine Assemblies, Drivetrain, Transmission, Wheel Assemblies, Electrical Assemblies, Weapons Systems, and Accessories. Follow the links below or call for more detailed information.
ISO Group is a leader in the supply of OEM and Aftermarket spare parts and Rebuild Services. Our sales and support team has access and knowledge to more than 120 million unique parts for customers around the World.
Enter Part Number, NSN, or Keyword if the product that you are looking for does not show up in our search function or is not listed, please contact us for further help.


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I mentioned the Don't judge my family campaign in a previous post. Now they have created a video to support the campaign:
[My thanks, as so often, to John Hirst of Jailhouselawyer's Blog for bringing this to my attention.]
Thursday, April 29, 2010
Don't judge my family
Posted by John Bolch at 2:54 pm
Labels: Civil Partnership, Cohabitation, Marriage
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Are you looking for an exciting and fun place to spend the night? Are you hungry for the best food in the area? How about some great craft beer and cocktails? Then come down to our bar and grill in Spring, TX, where we provide engaging times, delicious food, and your favorite drinks.
At our family-friendly restaurant, we believe in serving generous portions of the best food you can find in our city. Our menu features a large selection of quality food made fresh by talented cooks. From wings and hamburgers to sandwiches and shrimp, you'll find all your favorites right here. In a rush? You'll find all your favorites right here. Including one of our favorite sandwiches, the Beef on Weck. If you haven't had this Buffalo, NY staple you can grab on here at Buffalo Run. In a rush? Give us a calll and place an order for pickup and we'll have it ready for you.
And let's not forget about the bar! Our bar is stocked with a diverse selection of drinks that you're sure to love. Additionally, our bartenders are an entertaining and fun bunch, and they'll make sure you're having a good time. We have a great selection of both your favorite drafts and local craft beers. You can also get any of your favorite cocktails right here at Buffalo Run.
At our restaurant, we offer a nice atmosphere where you can come in, sit down, and enjoy our food and drinks. It's the perfect place for a dinner with the whole family or a night out with friends. Our bar and grill are also great for the kids! We have a menu just for them with some of their favorites. There are several TVs where you can watch the game and keep up with the latest sports.
Visit our pub today or give us a call at (832) 813-8619 to place a pickup order.
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Blue Heron Chef Series Dinner
Endive Beet and Apple Tartar with Walnut Cream, Toasted Buckwheat and pickeled radish.
Blue Heron Chef Series Dinner
Blue Heron Cheeses with a variety of edible delights
Garden of Eden Dinner presented in partnership with Farmacie
Cheeseboard featuring a variety of aged plant-based cheeses and preserves.
'Umami Bomb' presented at RIPE 2016
Umami bomb: tomato and herb paper dumpling, filled with fermented black garlic and Blue Heron Beachwood cheese -presented at RIPE 2016
Main Course at the Blue Heron Chef Series
Potato and Sunchoke Nest, Nettle Gnudi with Rhubarb and Beetroot, Shaved Asparagus and Herbs.


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Just got a a great looking Presario R4000 and I installed Ubuntu 14.10 but the wireless is not working. Hopefully this fix would work because I tend to like the laptop. It looks and feels like a tank and so far its been cool and quiet unlike the Presario V2000 I used to own.
Popular Guides
View more guides at Linux Wiki Guides


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It's great to be creative. In fact, it is human nature is to create… And recreate. There are, however, times when it is not appropriate. An example of this is messing around with an established brand – or a non-established brand that deserves a chance to build brand recognition and equity.
I specifically remember an intern at our firm coming in having redesigned the Starbucks logo. True, it was just a school assignment to redesign a logo in need of help. But that logo doesn't need any help. While this is an innocent example, it's not uncommon for employees to inadvertently tarnish their company brand without a brand standards guide, or style guide.
Coke, Verizon, Dell, and Apple all have very recognizable brands. Whether you like them or not, their brands are instantly recognizable – household names. All of these well-established brands have brand standards guidelines that outline colors, imagery, logo usage, typography and layout.
A brand standards guide shows employees and vendors a like the do's and don'ts of your brand.
Brand standards are necessary regardless of company size, but typically the large corporations follow them very strictly with no deviation. Small companies are not always as strict… But they should be.
Why no deviation?
Let's think about it. If you are Verizon and spend millions on your branding, do you want an employee, or an outside vendor to use your logo incorrectly and dilute the brand? No, you don't! The scalability of a brand can be especially challenging for large global companies with thousands of employees and vendors. That's why following a brand standards guide without deviation is of the utmost importance.
Every marketing communication you create for your company strengthens or weakens your brand.
For smaller firms, a brand standards guide can be a page or two… Anything is better than nothing. For larger companies, it often resembles a book. It can be in both digital (online) and in print form.
Below are examples of The American Red Cross and Apple brand standards guide at a glance:
For Channel Affiliates and Apple-Certified Individuals
In conclusion, when doing any kind of branding work, a standards guide is a MUST. This should come on the heels of a rebranding and for newly created brands. What happens if the company you work for doesn't have a brand standards guide? I would encourage them to create a guide either internally via their marketing department, or with help from an outside agency, or design firm.
The consequences of not having a standards guide can be seen here:
Hey, I redesigned the Apple logo!
Need I say more???


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se kunst i nettgalleriet
Lars Elling (b.1966) was educated at the Bergen National Academy of the Arts (1988-92). Elling's works have been purchased by the Norwegian National Gallery, Trondheim Kunstmuseum, the EU Commission, and Arts Council Norway, and appear in many private collections in Norway and abroad.
Elling is represented in Norway by Galleri Brandstrup. He lives and works in Oslo.


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Being an productive copywriter for that Web, the very first factor you have to learn would be the key variations between offline and online copy writing.
Do You Know The Audience?
Offline copies are printed on various materials, plus theyInchlso are a thing that some people can experience simply to pass time. Without any anticipation, offline visitors can afford to become much more patient and forgiving.
Internet copies, however, do not have that luxury. A great deal generally, Online customers possess a reason behind going to a web site plus they unquestionably have anticipation if this involves reading through any online copy. And also, since they are fully aware what they need and just what to search for, they"re a lot more inclined to become impatient and wouldn't hesitate to change to a different content if the things theyInchlso are presently reading through turns out to be unacceptable.


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It would seem, as an unforseen result of purusing my finished pictures library, that I have quite a collection of pictures (approximately 40) which emphasize a tight-quarter diminishing perspective. And, for some reason I can't explain exactly, most of those pictures were made in foreign (to me) countries.
The best sort-of-explanation I can come up with is that many countries around the world, outside of the US, have not been hell-bent on eradicating - on the pretext of "urban renewal" - their urban heritage. Here in the US, most (not all) real estate developers are operating in the buy the old, tear it down and and put up the new.


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Picture you and your friends sipping on decadent cocktails, enjoying traditional, handmade pizzas and sharing tapas style dishes at a rooftop bar with sweeping views of the iconic Surfers Paradise skyline in one direction and the Gold Coast Hinterland the other.
Be tempted by our Starters & Pizza Menu and take a look at our Cocktail Menu, available seven days a week.
Nestled on top of the Mantra at Sharks hotel. From the moment the lift doors open you will be greeted by a stylish, clean design with a playful edge – so dress to impress!
Aviary Rooftop Bar is an enclosed rooftop space with large windows offering an open-air experience. For those seeking a truly open-air experience, The Nest is green space on the rooftop, where you can soak up the sun and stars.
Please note pizza menu availability is subject to change and may not be available on public holidays. Aviary is strictly an 18+ venue. Dress code applies and management reserves the right to refuse entry.
View Aviary Rooftop Bar trading hours.
Find out What's On at Aviary and see the upcoming Aviary Entertainment list.
Features & Facilities
- Extensive beer, wine and cocktail menu
- Wood fire pizza oven
- Vegetarian, vegan & gluten free options available
- The Nest is an open-air space to soak up the sun & stars
- Friday & Saturday night DJs playing funky house
- Acoustic entertainment every Sunday afternoon
- Food & beverage packages available for bookings
- Smart casual dress code applies


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Midnight Thoughts by #thegirlsofbp
Hey guys!
It's midnight, no joke. And we're like you...thinking of a million things as we try to sleep.
So, instead of doing nothing, we've worked on many-a-tasks, watched many-a-youtube make up tutorials, and read many-a-facebook status updates.
But, this is what it all comes down to tonight...we are going to release our rebranded website over a period of several days. You'll be introduced to a new page EACH day for over a week. Starting MARCH 1st, you will get to learn about the heart and soul behind each page and element of our business.
So, mark your calendars for March 1st, and GET PUMPED UP WITH US!
The Girls of B+P


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I am troubled by language in scripture that likens physical disabilities with mental or moral failings. One example of this problematic wording occurs in a recent reading from the Gospel, John 9:39 "Jesus said, 'I came into this world for judgment so that those who do not see may see, and those who do see may become blind.'" Unfortunately, this verse associates the physical characteristic of lacking sight with sin, particularly the moral deficiency of refusing to accept Jesus as the "son of man."
The verse quoted above comes at the end of a long story recounting how Jesus restored sight to a blind man. The quote is directed at religious authorities, and as such, is not about physical disability. Yet, the language of physical disability is used to describe disbelief in "the son of man." In my opinion, a more accurate interpretation of this verse would replace references to blind with words that indicate willful ignorance or disbelief.
In my experience, equating a person's physical ability with strength of faith, or lack thereof, leads to negative judgement. When I was 12 or 13, a youth minister informed me that I lacked faith because I hadn't asked Jesus to "heal" me. At that time, I didn't have the confidence to disagree with a person in authority so I stayed silent until she was finished. If I had a time machine, I would go back and tell her that we are all made in God's image. Furthermore, I'm sure that he, or she, doesn't make mistakes.
I feel that scripture contains many instances in which blindness, and other physical disabilities are used as metaphors for undesirable moral states. I think that such language is as unwelcoming as being confronted by an inaccessible church building, or being unable to participate in the service due to the lack of materials in an alternative format. I hope that the conversations that the community is having regarding combating racism, sexism, homophobia, etc, can be broadened to include a consideration of ableist language in scripture.


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Was the decision based solely on ratings?
Laura: Yeah, because creatively [Sci-Fi] and [Lionsgate] were behind it. So, it just didn't get the numbers that they needed to justify the budget of the show.
In the mini-series, "the event" that created the room was speculated, but never fully revealed. While writing the story, did you have in mind what "the event" is?
Christopher: The short answer is yes, but usually things like that you don't find in the beginning. You don't say, "What if this happened." You think of the objects first and then work your way backwards.
Laura: Given these rules, given these objects, how does it all deduct into [the event].
Will you ever just come out and reveal what "the event" is?
Christopher: Yes and no. All the logic, the reasoning, what the objects are – you will understand what the objects are and what their functions are [as the comic book progresses], but I think the show in the weird way is about if the universe is broken over here, what is the universe and how does it work. So, a lot of those answers I think are unanswerable in a weird way – you'd have your own answer.
People will ask is, "Do you have the answer?" Actually, the answer is too simple. The answer kind of sounds [simplistic] like [in movies, when they say], "It's aliens – aliens did it and that's it." It's much more like the logic of it is all worked out. It's a really rule based show and we understand the logic of it. I think – especially when people buy the comic book – that the longer we go on, that logic will be explained.
But, even the logic leaves room for interpretation in the sense that everyone has a different interpretation of the universe – if you believe in God, you interpret the universe one way, if you don't believe in God you interpret it in a completely different way. Knowing the rules of the show, [each person] would interpret the rules differently.
It's not a simple answer. If I just told you, it wouldn't make sense – we'd actually have to talk about it for a while.
Laura: In the same way that The Order and The Legion have opposing view points about what the objects represents – what they are – the explanation of "the event" could be interpreted differently based on the way they view the world.
It's more our theory about how the universe works and, therefore, this is what created the event.
How many objects are there in the motel room?
Christopher: It's over a hundred, but probably in the hundred range – give or take. I wouldn't say that we know every single object. In a lot of ways – creatively – it's not as fun for me, because I like that I can still make up a new object… but we know A LOT of them.
Laura: We're definitely introducing [objects] in the comic that were not seen in the mini series.
Was there a big difference between what you wrote in the script and what made it into the mini-series?
Laura: It was really pretty close. Some things had to be changed for budgetary reasons.
Christopher: All the rules, all the conceptual stuff is there. I think the big one was that [The Lost Room] was originally going to be eight hours. There's actually two hours that got cut before we started shooting.
I don't actually miss the later hour, but there's an hour in the middle – a fourth hour – that's all about finding the motel. That was a really cool episode.
Laura: Yeah, a whole hour to that and to Jennifer's story.
Christopher: Once we had to cut it down plot wise, it was easy to lose. Character wise, it hurt, but plot wise it was easy because it was easy to just have Wally show him where the motel was.
I think the great thing about the mini-series is that the cast was phenomenal and we completely scored on everybody.
- Yeah, almost everyone is now on a hit television show.
Christopher: Right! [Peter] Krause had just come off of Six Feet Under and that was a coup, I think. Julianna [Margulies] is obviously huge, Kevin Pollack, Roger Bart – all of those guys.
- ..and Peter Jacobson was perfect as Wally.
Laura: Yeah!
Christopher: And he was the hardest one to cast too because it's such a weird part.
Laura: He nailed it!
Christopher: He was everything we dreamed of.


text:
How High Is That?
Height Modernization / Grades 9-12 / Earth Science/Geography/Mathematics
Links to Overview Essays and Resources Needed for Student Research
Focus Question
What is "height modernization," and why is it important?
Learning Objectives
- Students will describe the National Spatial Reference System, and discuss at least three practical uses for accurate spatial information.
- Students will discuss at least three examples in which vertical position data are used.
- Students will solve practical problems involving geographic positioning.
- Copies of "Clinometer Scale" and "Model Benchmark," one copy for each student group; protractors may be substituted for "Clinometer Scales";
- Drinking straw, one for each student group
- Fishing weight, about 15 grams; one for each student group
- Masking tape or duct tape, about 20 cm for each student group
- Tape measure, at least 25 feet long; one for each student group
- (Optional) Copies of "Geodetic Height Worksheet," one copy for each student group
Audio/Visual Materials
Teaching Time
One or two 45-minute class periods, plus time for students to complete worksheet problems
Seating Arrangement
Classroom style or groups of 2-3 students
Maximum Number of Students
Key Words
Height datum
Total station
Background Information
An airliner navigating from London's Heathrow Airport to Dulles International Airport near Washington, a backpacker trekking across the Cascades, and a sportfisherman trolling over an artificial reef near Charleston, SC share at least one common feature: they all make use of the National Spatial Reference System (NSRS). Developed and maintained by NOAA's National Geodetic Survey (NGS), the NSRS is a national coordinate system that provides the foundation for transportation, communication, mapping, construction, and a multitude of scientific and engineering activities. Key components of the NSRS include:
- A consistent coordinate system that defines latitude, longitude, height, scale, gravity, and orientation throughout the United States;
- A network of permanently marked reference points;
- A network of continuously operating reference stations (CORS) which provides up-to-the-minute information on movements of the Earth's surface; and
- A set of accurate models that describe dynamic geophysical processes that affect spatial measurements.
The NSRS uses latitude and longitude to describe the location of points on the Earth's surface. Since the surface of the Earth is not uniformly flat, the NSRS also includes a description of vertical positions. The fundamental reference point for latitude measurements is the equator. The latitude of a point on Earth is its angular distance north or south from the equator expressed in degrees and fractions of degrees (fractions are stated in minutes, which equal 1/60th of a degree, and seconds which equal 1/3600th of a degree). The North Pole and South Pole have latitudes of 90° north and 90° south (written 90°N and 90°S) respectively. The fundamental reference point for longitude measurements is the Royal Observatory at Greenwich, England. The longitude of a point on Earth is its angular distance east or west from an imaginary line passing from the north pole, through the Royal Observatory, to the south pole. Like latitude, longitude is expressed in degrees and fractions of degrees. The fundamental reference for vertical positions is mean sea level (see the Geodesy Discovery Kit at http://oceanservice.noaa.gov/education/tutorial_geodesy/geo03_figure.html and http://oceanservice.noaa.gov/education/tutorial_geodesy/geo06_vert.html for more information and lesson plans on the NSRS and some of the ways in which it is used).
Reference points in the NSRS are called "survey marks" and are physically indicated on the Earth's surface by metal disks set into concrete casings or very stable structures. Survey marks often are mistakenly called "benchmarks," but benchmarks are only one type of survey mark. Information about these reference points is organized into sets of data called datums. For each reference point, the distance and direction of adjacent fixed points is measured. This means that fixed reference points can be used to determine the location of any other point included in the datum. Traditionally, triangulation (a method for finding position from the angles between reference points) and trigonometry were used to determine location relative to reference points within a datum. See Appendix A for an example of how to use triangulation to define a geographic position.
The vertical datum is a set of data about a collection of reference points with known heights either above or below mean sea level. "Benchmark" is the name for a survey mark in the vertical datum. Traditionally, these vertical reference points are established by using a known elevation at one location to determine the elevation at another location (a method known as differential leveling). This technique has been almost completely replaced by the advanced technology of the Global Positioning System (GPS) (see http://oceanservice.noaa.gov/education/tutorial_geodesy/geo06_vert.html and http://oceanservice.noaa.gov/education/tutorial_geodesy/geo09_gps.html, respectively, for more about the vertical datum and GPS).
Because these traditional methods can be complex and time-consuming (and consequently, expensive), there has been widespread interest in combining information within the NSRS with location information determined with the Global Positioning System (GPS). GPS is a navigation system using 24 Earth-orbiting satellites that transmit signals which can be used to calculate the position and velocity of stations receiving the signals. Because of a number of errors involved in receiving signals from multiple satellites, position data from the basic GPS system are only accurate within several meters. While this level of accuracy may be adequate for some purposes, it would not be adequate, for example, for engineers trying to match segments of a bridge being built from opposite sides of a river. Many of these errors can be corrected, however, using a technique known as Differential GPS (DGPS). This technique uses reference points whose position is accurately known (such as the reference points in the NSRS) to calculate correction factors for GPS signals. With DGPS, positions can be determined with an accuracy of 10 – 50 cm. Further accuracy (as good as 1 cm or better) is possible, but generally requires more expensive equipment and hours of data collected at a single point.
In situations where very accurate measurements of height are needed, there is another problem with GPS. As mentioned above, the elevation of a specific location on Earth is usually referenced to global mean sea level (this is called "orthometric" height). Global mean sea level is defined by an imaginary three-dimensional shape called the geoid. If the geoid actually existed, points on its surface would correspond to global mean sea level. GPS height calculations are not referenced to the geoid, in part because the surface of the geoid is constantly changing due to variations in Earth's gravity. Instead, GPS height estimates are referenced to another mathematically defined shape called a reference ellipsoid. The reference ellipsoid is an approximation of the geoid, so elevation measured by GPS is an approximation of orthometric height (visit http://www.oceanservice.noaa.gov/education/kits/geodesy/geo03_figure.html for additional discussion of the geoid). Where accurate measurements of height are needed, the difference between an approximation based on the reference ellipsoid and "true" height based on the geoid can be critical.
In 1998, the U.S. Congress directed NGS to conduct a study to investigate the importance of "height modernization;" that is, improving estimates of vertical position within the NSRS. The study found that providing more accurate heights through height modernization will:
- Improve the safety of aircraft landing in low-visibility conditions;
- Alert safety planners to evacuation routes that are slowly sinking and susceptible to flooding;
- Provide ships with better estimates of under-keel and overhead clearance (which is important, for example, when ships pass beneath bridges) to avoid dangerous collisions;
- Identify flood-prone areas to guide new construction and reconstruction projects;
- Improve the efficiency of fertilizer and pesticide use to reduce costs and counter pollution from chemical runoff; and
- Improve the efficiency and reliability of water delivery systems.
GPS measurements can be made much more quickly and at less expense than traditional surveying methods, but their usefulness depends upon their accuracy. Height modernization involves improving height measurements of individual reference points within a datum, as well as improving the accuracy of height measurements by GPS.
In this lesson, students will use simulated survey markers and triangulation to determine the height of selected locations. Optionally, they may also use basic elements of trigonometry and geometry to solve problems related to height and geographic position. While not all of these problems make specific use of NSRS datums, they are good examples of how geodetic tools can be used in diverse ways.
Learning Procedure
- To prepare for this lesson:
- Review information on height modernization at http://oceanservice.noaa.gov/topics/navops/heightmodernization.
- Make copies of "Model Benchmark" and "Clinometer Scale" one for each student group, preferably mounted on cardboard or foamcore. Alternatively, you can use protractors instead of the "Clinometer Scale." Write elevations on the benchmarks (it doesn't really matter what figures you choose; if each group has a benchmark with a different elevation, the correct answer for Step 5 will also be different for each group).
- Identify the area that students will use for the height determination activity. This may be outdoors, such as a portion of a schoolyard, or indoors, such as a gymnasium or cafeteria. Identify specific locations for which students will determine height. Outdoor locations may include the tops of trees, basketball hoops, building features, etc. Indoor locations could be tops of windows, electrical fixtures, or sheets of paper that you tape into place. Identify enough locations so that there is a unique location for each student group. If you do not plan to have students create their own benchmarks, prepare these as directed in Step 4, below.
- If you plan to have students work problems on the "Geodetic Height Student Worksheet," review the "Geodetic Height Teacher Worksheet," and make copies of the Worksheets for each student group.
- If your students are not familiar with the science of geodesy, you may want to have them read part or all of the Geodesy Discovery Kit at http://oceanservice.noaa.gov/education/tutorial_geodesy/
- Briefly review the NSRS, emphasizing the use of survey marks as reference points with known latitude, longitude and elevation. Be sure students understand the concept of triangulation as a means of using such reference points to determine the latitude, longitude and elevation of another point. Students should realize that traditional triangulation requires a line-of-sight between points. Since this is not a requirement for determining position with the global positioning system, GPS technology can greatly simplify this process.
Note: Many survey marks do not have the elevation stamped onto the marker itself, because the elevation may change over time. Instead, the elevation is given on a data sheet that the National Geodetic Survey maintains for each of its survey marks (for more information, see http://www.geocaching.com/mark/). To simplify this lesson, the "Model Benchmark" is based on an older type of mark that was used by the U.S. Coast and Geodetic Survey (originally established by President Thomas Jefferson as the "Survey of the Coast," now known as the National Geodetic Survey and the Office of Coast Survey).
Discuss some of the ways in which the NSRS is important, such as:
- Identifying land areas that are sinking (a process called subsidence)
- Assessing the safety of coastal evacuation routes (routes in subsiding areas may be underwater during storm emergencies);
- Designing efficient water supply and drainage systems that depend upon elevation differences to maintain water flow by gravity;
- Designing agricultural areas to minimize runoff pollution;
- Improving navigation aids (such as runway lights and electronic guidance systems) to make aircraft approaches and landings safer; and
- Identifying areas that are susceptible to flooding.
Remind students that Earth's crust (the lithosphere) consists of about a dozen large plates of rock with an average thickness of about 5 km. Beneath these plates is a hot flowing mantle layer called the asthenosphere, which is several hundred kilometers thick. Heat within the asthenosphere creates convection currents, which cause the tectonic plates to move several centimeters per year relative to each other. This means that Earth's crust is in constant motion, and this can cause reference points to change position. In addition, Earth's gravity varies as well, causing changes in mean sea level. These changes can affect the accuracy of elevation estimates based on global mean sea level, and are the reason that height modernization is necessary.
Have each student group make a clinometer, using a "Clinometer Scale," drinking straw, string, fishing weight, and tape. Tape the drinking straw to the straight edge of the "Clinometer Scale" or protractor. Tape one end of the string next to the vertex of the "Clinometer Scale" or protractor. Attach a fishing weight to the other end of the string. Review the procedure for estimating height using the clinometer (see Step 5).
Finished Clinometer
Estimating Height with a Clinometer
- One student should hold the clinometer at eye-level and look through the drinking straw at the assigned location. Another student should measure and record the height of the first student's eye (E), and read and record the number on the scale indicated by the string. This is the angle of elevation (α) of the location. If clinometers have been constructed using protractors, students will have to subtract their reading from 90° to obtain the angle of elevation.
- Measure the distance from the first student to the base of the location being surveyed (D).
- Calculate the height of the assigned location: height = benchmark elevation + E + D • (tan α)
The Bridge Connection
www.vims.edu/bridge/ – In the "Site Navigation" menu on the left, click on "Research & Data Connections," then "Data Tip Archives," then "Geology," and scroll down to "May 2000 Coastal Erosion: Where's the Beach?" and conduct your own beach profile or access profile data from a Maryland beach and plot the changes over time for a graphic illustration of these processes.
The "Me" Connection
Have students write a short essay describing ways in which the ability to precisely determine vertical geographic position could be of direct personal importance, or ways in which students might personally use some of the resources described in this lesson.
- Visit http://oceanservice.noaa.gov/education/tutorial_geodesy for the National Ocean Service Global Positioning online tutorial, with activities and lesson plans about global positioning.
- Visit http://www.geocaching.com/mark/ to find out more about geodetic benchmarks, and "benchmark hunting."
- For more activities involving the Global Positioning System, see "I Know Where You Are!": http://oceanservice.noaa.gov/education/lessons/geodesy_where_you_are.html and the National Ocean Service Education Lesson Plan Library http://oceanservice.noaa.gov/education/lessons/.
http://oceanservice.noaa.gov/topics/navops/heightmodernization – National Ocean Service Height Modernization Web page
http://oceanservice.noaa.gov/education/tutorial_geodesy – "Geodesy Discovery Kit" from NOAA's National Ocean Service
http://www.ngs.noaa.gov/heightmod/ – National Geodetic Survey height modernization Web page
http://www.ngs.noaa.gov/ – Web page for the National Geodetic Survey, with links to information about benchmarks, geodetic datums, software, and other resources
http://education.usgs.gov/common/lessons/teaching_with_topographic_maps.html – "Ideas for Teaching With Topographic Maps" from the U. S. Geological Survey
National Science Education Standards
Content Standard A: Science as Inquiry
- Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry
Content Standard E: Science and Technology
- Abilities of technological design
- Understandings about science and technology
Content Standard F: Science in Personal and Social Perspectives
- Natural and human-induced hazards
- Science and technology in local, national, and global challenges
National Geography Standards
Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.
Standard 15: How physical systems affect human systems.
Ocean Literacy Essential Principles and Fundamental Concepts
Essential Principle 1. The Earth has one big ocean with many features.
Fundamental Concept d. Sea level is the average height of the ocean relative to the land, taking into account the differences caused by tides. Sea level changes as plate tectonics cause the volume of ocean basins and the height of the land to change. It changes as ice caps on land melt or grow. It also changes as sea water expands and contracts when ocean water warms and cools.
Essential Principle 6. The ocean and humans are inextricably interconnected.
Fundamental Concept f. Coastal regions are susceptible to natural hazards (such as tsunamis, hurricanes, cyclones, sea level change, and storm surges).
Essential Principle 7. The ocean is largely unexplored.
Fundamental Concept b. Understanding the ocean is more than a matter of curiosity. Exploration, inquiry and study are required to better understand ocean systems and processes.
Fundamental Concept d. New technologies, sensors and tools are expanding our ability to explore the ocean. Ocean scientists are relying more and more on satellites, drifters, buoys, subsea observatories and unmanned submersibles.
Fundamental Concept e. Use of mathematical models is now an essential part of ocean sciences. Models help us understand the complexity of the ocean and of its interaction with Earth's climate. They process observations and help describe the interactions among systems.
Geodetic Height
Provide each student group with a copy of the "Geodetic Height Student Worksheet." Be sure students understand the terms "plan view" and "elevation view" used in Problem 4. A "plan view" shows a scene or object as it would appear when viewed from above; the plan view of a typical building would show the roof. An "elevation view" shows a scene or object as it would appear when viewed from the side; the plan view of a typical building would show doors, windows, and exterior walls.
The geometric relationships between locations and objects is the "meat" of the worksheet problems, so it is desirable that students be challenged to work out these relationships, rather than supply formulas into which they simply have to "plug in" appropriate values. Depending upon the time available and students' proficiency with basic trigonometry, you may want to assign a smaller number of problems to each group. Alternatively, you may want to begin by working through one or two problems with the entire class.
When students have solved their assigned problems, have each student group present their solutions. The following solutions are one way to proceed; there may be others:
Problem 1:
The benchmark is 5.27 ft above mean sea level and the height of the total station is 5.50 ft above the benchmark, so an additional elevation of 4.23 ft is needed above the level of the total station to achieve a vertical height of 15 ft above mean sea level. Since the side of the right triangle that is opposite angle q in Figure 1 has a length of 4.23 ft, and the side adjacent to angle q has a length of 50.27 ft,
tan θ = 4.23 ÷ 50.27 = 0.08415
θ = tan-1 (0.08415) = 4.810°
Problem 2:
Figure 2a illustrates the setup for solving the Lookout Tower problems. D is the distance in feet between the location of the Lookout Tower and the Ranger's position; EL is the elevation of the Lookout Tower; ER is the elevation of the Ranger's position; a is the elevation above (α has a positive sign) or below (α has a negative sign) the horizontal plane. From the WCRL Web site, the distance between the Lookout Tower and the Ranger's position in the three examples is
(a) D = 75,600 ft
(b) D = 33,900 ft
(c) D = 52,300 ft
Figure 2a.
Solving for a:
α = sin-1 [(ER – EL) ÷ D]
(a) α = -2.3°
(b) α = 5.7°
(c) α = -2.4°
Problem 3:
The conceptual setup for solving the microwave antenna problems is shown in Figure 3a. F is the Required Fresnel Zone Clearance; DAB is the distance in feet from Peak A to Peak B; DAC is the distance in feet from Peak A to Peak C; EA is the elevation of Peak A; EB is the elevation of Peak B; DH is the difference in height between the antennae on Peaks A and C; EC is the elevation of the antenna on Peak C.
Figure 3a.
First, find the angle α:
α = tan-1 [(EB – EA + F ) ÷ DAB ]
This is the minimum angle of elevation needed to ensure that the signal from the antenna on Peak A has the required Fresnel Zone Clearance above Peak B.
Next, find DH, the difference in height between the antenna on Peak A and the antenna on Peak C:
DH = (tan α) • (DAC)
Finally, find the height (elevation) of the antenna on Peak C:
The solutions for the three examples are:
(a) α = 4.5°; ET = 11,364 ft
(b) α = 2.1°; ET = 11,725 ft
(c) α = 7.4°; ET = 11,030 ft
In example (a), ET (11,364 ft) is greater than EC (11,280 ft), so a tower would be needed to raise the antenna to the required height on Peak C. In Example (b), ET is equal to the elevation of Peak C, so the antenna can be mounted at ground level on Peak C. In Example (c), ET (11,030 ft) is less than the elevation of Peak C (12,000 ft). It might be possible to locate the antenna on the side of Peak C facing Peak A, but a solution is required that allows antennas to be located on top of the Peaks. To meet this requirement, angle a must be increased to raise the line-of-sight from the antenna on Peak A, so
α = tan-1 [(EC - EA) ÷ DAC] = tan-1 [(12,000 - 2,800) ÷ (63,360)] = 8.3°
Problem 4:
Because the total station is mounted on a tripod, the line-of-sight distance measured to the reflector (C) is greater than the horizontal distance that would be measured if the total station were flat on the ground (Figure 4c). So the first step is to find the horizontal distance (H) between the total station and the reflector.
From Figure 4a, it is evident that the vertical angle between the total station and the location of the reflector (α) is equal to angle β (see Figure 4c). So, cos β = (H) ÷ (C). Substituting values for β and (C):
cos (9.942°) = (H) ÷ 30.46 m
(H) = (0.9850) • 30.46 m = 30.00 m
Next, find the distance (D) between the athlete's throwing position and the position of the shot (Figure 4d).
Figure 4c. (Elevation)
Figure 4d. (Plan)
(1) Construct a line (A) at right angles to line H, passing through the athlete's position. This line divides line H into segments H1 and H2.
(2) cosθ = H1 ÷ B, so H1 = B • cosθ
(3) H1 + H2 = H, so H1 = H – H2, and H2 = H – H1
(4) B2 = (A)2 + (H1)2 [Pythagorean theorem]
(7) Substituting (5): D2 = B2 – (H1)2 + (H2)2
(8) Substituting (3): D2 = B2 – (H – H2)2 + (H2)2
(9) So, D2 = B2 – [H2 – 2H • H2 + (H2)2] + (H2)2
(12) Substituting (3): D2 = B2 – H2 + 2H • (H – H1)
(13) Substituting (2): D2 = B2 – H2 + 2H • (H – B • cosθ)
(14) So, D2 = B2 – H2 + 2 H2 – 2H • B • cosθ)
(15) So, D2 = B2 + H2 – 2H • B • cosθ)
(16) Substituting known values into (15):
D2 = (25.00)2 + (30.00)2 – 2 • [25.00 • 30.00 • cos(53.13°)]
D = 25 m (a new record!)
Geodetic Height
- To reduce property damage caused by flooding, building codes in coastal areas often require that the lowest floor of newly constructed buildings be a specified height above mean sea level. Suppose a builder wants to construct a new home on the site diagrammed in Figure 1, and has hired a surveyor to determine the elevation of the site. Surveyors and others who need to make precise measurements of the location of various objects often use an instrument called a "total station." This instrument combines a digital version of a theodolite (an instrument for measuring horizontal and vertical angles) with an electronic distance measuring device (EDM). To survey the site in Figure 1, the surveyor locates a benchmark near the site, drives a wooden post into the ground at the proposed construction site, and sets up his total station to make the necessary measurements. Based on the data in Figure 1, what is the angle q that will indicate the point on the post that corresponds to a vertical height of 15 feet above mean sea level?
- "Fire lookouts—in a blaze of summer heat or covered with snow, what more romantic image of solitude is there? Second only to Smokey Bear, fire lookouts have become one of the U.S. Forest Service's most widely recognized icons. At one time in the 1940s, there were close to 4,000 fire towers in National Forests across the United States. Now there are fewer than 900. Computerized lightning detection systems and air patrols have taken over much of the role of lookouts in detecting and locating wildfires. In severe fire seasons, some fire lookouts are still staffed, because they offer views not covered by other systems. But for the most part, they are a dying breed." (Jill A. Osborn, from the "Passport in Time Web site: http://www.passportintime.com/lookouts.html)
- Lookout's Location: Deadman Lookout Tower, Arapaho-Roosevelt National Forests; Latitude: 40° 49' 48"; Longitude: 105° 45' 03"; Elevation: 10,710 ft
Ranger's Location: Latitude: 41° 00' 23"; Longitude: 105° 39' 48"; Elevation: 7,632 ft
- Lookout's Location: Spruce Mountain Lookout, Medicine Bow National Forest; Latitude: 41 12' 11"; Longitude: 106 13' 01"; Elevation: 10,003 ft
Ranger's Location: Latitude: 41° 14' 34"; Longitude: 106° 19' 43"; Elevation: 13,359 ft
- Lookout's Location: Squaw Mountain Lookout, Arapaho-Roosevelt National Forests; Latitude: 39° 40' 46"; Longitude: 105° 29' 32"; Elevation: 11,486 ft
Ranger's Location: Latitude: 39° 45' 03"; Longitude: 105° 39' 14"; Elevation: 9,324 ft
- Modern digital microwave radio systems are becoming increasingly popular for telecommunications. Cellular telephone networks are one of the most familiar applications, but the same technology is used in many other circumstances where a wireless communications system is desirable (for example, in remote areas where ordinary telephone service is unreliable, or when a company wants to be able to exchange large amounts of information between two locations). Microwave radio systems routinely operate at distance up to 80 km between stations (much greater distances are achievable under some conditions), but a fundamental requirement is that there is a clear path between the antennas (parabolic "dishes"). This path is often called line-of-sight, but this term is somewhat misleading because reliable communication requires that the path be larger than a simple line between the antennas. Since the electromagnetic signal from a transmitting antenna disperses as it moves away from source, objects close to the direct "line-of-sight" can block part of the signal. The clearance needed around the line-of-sight is known as the "Fresnel Zone" clearance (pronounced "fray-NEL"). The Fresnel Zone clearance decreases as the frequency of the microwave signal increases.
- Elevation of Peak A = 4,300 ft ; Elevation of Peak B = 7,600 ft; Elevation of Peak C = 11,280 ft
Distance from Peak A to Peak B = 8 mi; Distance from Peak A to Peak C = 17 mi
Required Fresnel Zone Clearance = 11.5 ft
Angle a of Antenna on Peak A = __________
Height of Antenna on Peak C = __________
Elevation of Peak A = 3,400 ft; Elevation of Peak B = 8,000 ft; Elevation of Peak C = 11,725 ft
Distance from Peak A to Peak B = 24 mi; Distance from Peak A to Peak C = 43 mi
Required Fresnel Zone Clearance = 18 ft
Angle α of Antenna on Peak A = __________
Height of Antenna on Peak C = __________
- Elevation of Peak A = 2,800 ft; Elevation of Peak B = 6,200 ft; Elevation of Peak C = 12,000 ft; Distance from Peak A to Peak B = 5 mi; Distance from Peak A to Peak C = 12 mi
Required Fresnel Zone Clearance = 27 ft
Angle α of Antenna on Peak A = __________
Height of Antenna on Peak C = __________
- Sporting events are making increasing use of modern technology. One example is the use of a total station to measure the distance of thrown objects in contests such as the shotput. In the shotput, the shot is thrown from a concrete circle approximately 2.1m in diameter. At the front of the circle, there is a 10 cm high stop board. Any part of the thrower's body can touch the inside of the stop board, but not the top. The shot must land within a throwing sector in front of the circle.
Figure 1.
Suppose that a Fire Lookout receives a radio call from a Forest Ranger on the ground who has discovered an abandoned campfire that was not completely extinguished and is now too large for the ranger to control. The Ranger has a GPS receiver, and is able to report his latitude, longitude, and elevation. The Fire Lookout has internet access, and can use Web pages that calculate the distance between two geographic locations given the latitude and longitude of the sites (such as http://www.chemical-ecology.net/java%5Clat-long.htm, or http://www2.nau.edu/~cvm/latlongdist.html). The Lookout also has a tripod-mounted binocular telescope that can be elevated to anydesired angle above or below the horizontal plane (see Figure 2). In the following problems, use the WCRL Web site listed directly above and the data provided to find the angle at which the Lookout should set her telescope so that it will be directed toward the Ranger's position. In these problems, assume that the elevations of the Lookout and Ranger are both referenced to the ellipsoid (so they can be directly compared).
Figure 2.
Distance between Lookout's Position and Ranger's Position __________________
Angle to which telescope should be set ____________________
Distance between Lookout's Position and Ranger's Position __________________
Angle to which telescope should be set ____________________
Distance between Lookout's Position and Ranger's Position __________________
Angle to which telescope should be set ____________________
Suppose you are installing a microwave radio system to provide high-speed data transfer between remote instrument stations monitoring seismic activity in the western United States. These stations are typically located 20 to 40 miles apart, and some of them require communications between mountain peaks with different heights, separated by one or more mountains having an intermediate height (see Figure 3). In the following problems, use the data provided to calculate the angle to which the antenna on Peak A should be elevated to provide the necessary Fresnel Zone clearance at Peak B, and the height
Figure 3.
required for an antenna on Peak C to establish a line-of-sight signal path. Assume that the antenna on Peak A is at ground level. Antennas need to be located on the top of all peaks so additional antennas pointing in other directions can be installed to expand the system. In these problems, distances are given in statute miles (5,280 ft). The Required Fresnel Zone Clearance represents the minimum vertical distance below the line-of-sight needed for reliable communications.
To measure the distance a shot is thrown, the total station is mounted on a tripod and the distance (B) between the total station and the area from which the athletes will throw the shot is measured. As soon as an athlete has made a throw, the position of the shot is marked with a reflector that the total station uses to measure distance. The total station is used to measure:
- The line-of-sight distance from the total station to the reflector (C);
- The horizontal angle (θ) between the line-of-sight from the total station to the stop board and the line-of-sight from the total station to the location of the reflector; and
- The vertical angle (α) between the total station and the location of the reflector (see Figures 4a and 4b).
Given the following information, calculate the distance (D) between the athlete's throwing position and position of the shot:
B = 25.00 m
C = 30.46 m
θ = 53.13°
α = 9.942°
Figure 4a. (Elevation View)
Figure 4b. (Plan View)
Model Benchmark
Clinometer Scale


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Lakeside Gem Holiday House
Enjoy style, views and comfort at Lakeside Gem. A great holiday house with everything you could need for a great stay in Rotorua!
- Per night
- $299 - $320
Contact Us
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The Lakeside Gem is a brand-new home, built in May 2017. The two-story home is styled with new furniture and appliances. You will enjoy your holiday form the moment you walk in the door. Guests can also enjoy a BBQ or relaxing in the outdoor living areas at the garden level or enjoy the fantastic views of the lake from the second story deck.
The home has three bedrooms and can sleep 8 guests, the master bedroom also has an ensuite bathroom. The house is fully furnished with linen, towels, wifi, washer, dryer, air conditioning, heating, two TV's (one with free Netflix), two kayaks and life jackets!
You will have access to the whole property and can use the garage to park your car. The city centre of Rotorua is a 10-minute drive away.
Physical address
Lakeside Gem Holiday House, Rotorua Retreats PO Box 7158, Rotorua Central, Rotorua, New Zealand.
Opening times
- Business hours:
- All Hours
- Months of operation:
- All months of the year
Facilities and Features
- BBQ Facility
- Children Welcome
- Laundry
- Proximity to airport:
- 20 minute drive
- Proximity to town:
- 10 minutes drive
Pricing and Conditions
|Per night
|$299.00 - $320.00
- Further pricing information:
- Check in 3pm arrival – 10:30am departure


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Public Service Announcements. With the current payphone contract, 3% of advertising space is saved for the City to share information with the citizenry.
With the NYCDataWell, why not rotate PSAs more? And why not personalize it?
Last week, I was riding the subway and saw a PSA poster saying that a 20 oz soda will require a typical adult to walk from Times Square to Yankee stadium to burn off the calories.
With a Personalized Service Notification, maybe my current profile (age, gender, typical commute route) can be used to make the calorie calculation more relevant.
I couldn't find a digital copy of the poster, but here's a YouTube ad from the same "Pouring on the Pounds" campaign.


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A US journalist held in Syria since his abduction in October 2012 has been released to UN representatives.
Peter Theo Curtis was handed over to UN peacekeepers in the Golan Heights after undergoing a medical checkup.
Curtis, who appeared in a video on June 30 reading a prepared script saying that he was a journalist from Boston, was initially abducted in Antakya, Turkey -- allegedly trying to enter Syria to teach English.
US Secretary of State John Kerry hailed Curtis' release by the Al-Nusrah Front after the US reached out to more than two dozen countries for help in securing his freedom.
His release comes just days after another kidnapped US journalist, James Foley, was beheaded by Islamist militants.
Foley went missing in Syria in November 2012.
International press freedom group Reporters Without Borders has said that three foreign journalists are still being held hostage in Syria, alongside some 50 Syrian professional or citizen journalists, either by armed groups or President Bashar al-Assad's regime.
The New York-based Committee to Protect Journalists has said more than 80 journalists have been kidnapped in Syria, and approximately 20 local and international journalists are currently missing in Syria.
Many of them are believed to be held by the Islamic State.


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The Power, Art, and Magic of Expectations
We are conducting a survey to gain insight on how employees at all levels gain clarity on what is expected of them at work. Participation in this survey is anonymous and will not be tied to an individual or thier organization.
We will use these insights to help our clients refine how they design and communicate employee expectations and to delve deeper into the value of quality expectations.
Check back here for information related to the survey results.


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It's also occasionally hilarious as it tries to transliterate incoming voice mail.
Today, someone accidentally pocket-dialed me.
Here's the first (innocuous) part of the transcript:
"How, hey. Why don't they. I don't know how the bye people. Hey, give me a only, okay. Hey Joe of. I will talk to you soon. No Cleaning. Yay. Goodbye alright call bye here. Hey Nothing getting here. Have a great day. Bye. Allow and dinner. Yeah. Okay bye. He has a cellphone, hey all that what's going on, and I could go. But hey in it, or Yahoo. Com. Hey, bye bye everything you bye bye that weird looks like we're here, hey. Ohh. Hello, blah blah blah blah blah. Her bye bye, hey. But hey, some other things. Hope things are going to you later. Bye, it's, hey i love you, hey baller. Bye. You Okay bye. Peace. But if you can, hey hey. The. Hey, and and Yeah, it was. Hey, ohh bye. Hello. Hey, hi this is Yeah, hey."Then, **** gets dark:
"You know you are you. Hello. Hi, Just wondering, reply. I wonder if I had a death wish today. I did not have a lot. Hey, so I will not work."I think my phone has issues. And is projecting...


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Happy Sunday my friends and welcome to:
For Review
Thanks to HarlequinTEEN and to Kimberly Sabatani for these Review Copies!
Books Bought
Holy cow! Last weekend, I read IF I STAY and then I bought WHERE SHE WENT the minute I finished IF I STAY.. these books made me cry so damn hart!!
I got 2 audiobooks from audible… I listened already to "Golden Lily" and loved the audio, so I immediately got Indigo Spell!


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Today, we read The Little Engine That Could. In our version of the story, there are four trains. The Little Blue Engine That Can, the passenger engine, the freight engine, and the rusty old engine. First, the passenger engine and the freight engine come by, and tell the broken down engine that they are too good and too busy to help him. "That's mean!" my students said. "That's really mean."
Then, the weary, old engine comes by. "I cannot, I cannot, I cannot," he says. "I am too tired and too weary to help you."
"That's mean," said some of my students.
"No, it's not," argued Ezekiel.
I folded the book on my lap. "Why isn't that mean, Ezekiel?" I asked him.
"Because the old engine is too tired and he need to go home and go to bed," Ezekiel said. "It's not his fault."
I agreed with Ezekiel. I asked my students if they understood the difference between a train who said he was too good to help, and didn't feel like helping, and a train that was too old or tired or run down to offer his help. They said that they did understand. I could see the comprehenion behind their eyes as they searched their internal catalogues for connections to their own lives. I thought about connections to my own life. It was impossible not to consider TFA as a parallel, or point of reference. I've been afraid, all year, that I am the weary train that can't. That I'm too tired, too depressed, too selfish, too young, definitely too SOMETHING, to continue this throughout the first semester. And then the second semester. And now, next year. I thought abuot how it's sometimes noble to stop, to say you cannot offer your help, because you have nothing to offer.
At the end of the story, I asked Christian to retell the entire story (we are working on beginning, middle, end) in sequence. He did. He said that first the shiny car came ("Which one was that?" I prompted. "The one with passengers." "What is a passenger?" "Someone who rides a train.). "The shiny car said it was too good to help. Then the freight train (! vocab win) came." ("What is a freight train?" "A train that don't take people but take machines." "What did the freight train have?" "A printing press to make books.") "The freight train say it was too important to help. Then the rusty train came. The rusty train said, 'I cannot.'"
Christian made this verbal distinction between, I WILL NOT and I CANNOT, while my heart swelled with pride.
"Then the blue train came and she say, 'I-think-I-can-I-think-I-can-I-think-I-can.'" The rest of the class jonied in Christian's chorus and soon we were all saying it.
"Could she?" I asked.
"Yes," they said.
Can I? Yes. Do I think less of people who can't? No. Did it take until MARCH (8 months of teaching) for me to reach a point where a week had more good days in it than bad? Yes. Is my school so dysfunctional that it is physically repulsive to me? Yes. Do I have a parent teacher conference in three hours that I've been dreading for weeks? Yes. How many hours of sleep did I get last night? 5.
Is it worth it?
I'm starting to think so.


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The wild game dinner is on February 21st at 5:30pm at Whitehurst Lodge. Pre-sale tickets will be available to purchase for $15. Only 100 tickets will be sold prior to the event, but you may also purchase tickets at the door at Beast Feast.
If interested in purchasing tickets, please contact Erica Christiansen (561-603-7622), Elizabeth Sanchez (954-865-5250), or Ty Cramer (352-427-9806).


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Upcoming Screenings:
Previous Screenings:
Screening at 7pm $10 Admission $8 for Students
tickets available here: http://bit.ly/AC_ProofisPossibleRegistration
Winter Dates being scheduled now. Check out all of the details on our Forgiveness Tour Page.
Join us as we continue our festival tour in the Midwest this November for the BIFF Year round series!
OFFICIAL CHICAGO PREMIERE!!! We are honored and thrilled to be a part of this prestigious and awesome festival, especially in it's 50th Anniversary year! Click through to see all three screening times and how to buy tickets!
Did you know our Director, Joe Steiff, while an active Chicagoan, rests his head in Wisconsin? It's true! So we're psyched for the WI Premiere of The Other One in the Oriental Theater, as part of the MKE Film Fest! Click to see the details and how to buy your tickets!
Screening on the 17th at 6:30 PM and the 18th at 8:30 PM


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Hi Everyone,
Every day brings something new and we rarely know what comes next. That's why being a little adventurous and living to the fullest is a must. When it comes to your look, never steer away from an opportunity to be daring. Whether it means you're wearing metallics on your eyes or adding a futuristic statement piece to your wardrobe, you'll feel more alive when you take style and beauty risks. If you're ready to step into the future watch my Robot Chic makeup tutorial below and see some of the behind-the-scenes photos from the shoot!
Photos by Josh Madson
If you're not ready to wear this look, that's ok. A little beauty intimidation means retail therapy may be your ticket to embracing a futuristic edge in a subtle and versatile way. For my favorite Robot Chic picks for wardrobe and beauty musts, head over to gilt.com and shop my curated looks!
You'll enjoy 20% off your first purchase, and maybe pick up your new favorite metallic dress or futuristic crystal clutch.
<3 Mish
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